CBSE Sample Papers Class 11 History (2023-24) Set-1 with Solution

CBSE (Central Board of Secondary Education) Sample Papers for Class 11 History are typically designed to help students prepare for their upcoming examinations. These sample papers are created by experts and are meant to simulate the format and difficulty level of the actual Class 11 History exam.

The sample papers cover various topics and chapters from the Class 11 History curriculum, allowing students to practice and assess their knowledge. They often include multiple-choice questions, short-answer questions, long-answer questions, and source-based questions to provide a comprehensive review of the subject matter.

CBSE Sample Papers Class 11 History 2023 [Set 1]

Maximum Marks: 80 Time Allowed:3 hours

[Section – A]

1. Which of these ideas was given by Sun Yat-sen?

a) All of these b) Nationalism c) Socialism d) Republic

1. a) All of these

2. What is the meaning of mesos?

a) The Plateau region b) The Highland c) The Mid Land d) An Island

c) The Mid Land

3. When was Mesopotamian art of writing begun?

a) 2200 CE b) 3200 CE c) 3350 CE d) 3200 BCE

d) 3200 BCE

4. Identify the given image from the following options:

a) The Colosseum, built in 79 CE, where gladiators fought wild beasts b) Amphitheatre at the Roman cantonment town of Vindonissa c) Pont du Gard, near Nimes, France, first century BCE d) Shops in Forum Julium, Rome.

b) Amphitheatre at the Roman cantonment town of Vindonissa

5. Assertion (A): A law of 398 referred to workers subjected to slave breeding. Reason (R): A law of 398 was introduced to recognise the workers if and when they run away and try to hide.

a) Both A and R are true and R is the correct explanation of A. b) Both A and R are true but R is not the correct explanation of A. c) A is true but R is false. d) A is false but R is true.

b) Both A and R are true but R is not the correct explanation of A.

6. What is the meaning of Yasa?

a) Legally Examined b) Legal Authority c) Illegal documents d) Legal Code

d) Legal Code

7. Identify the person with the help of following information He articulated a powerful book named Why Weren’t We Told? He condemned the practice of writing Australian history as though it had begun with Captain Cook’s discovery.

a) W.E.H. Stanner b) Judith wright c) James Cook d) Henry Reynolds

a) W.E.H. Stanner

8. Assertion (A): Iraq is known as the land of uniform environment. Reason (R): It has undulating plains, mountain ranges, uplands, and deserts.

a) Both A and R are true and R is the correct explanation of A. b) Both A and R are true but R is not the correct explanation of A. c) A is true but R is false. d) A is false but R is true.

b) Both A and R are true but R is not the correct explanation of A.

9. Identify the person with the help of following information He articulated a powerful book named Why Weren’t We Told? He condemned the practice of writing Australian history as though it had begun with Captain Cook’s discovery.

a) W.E.H. Stanner b) Judith wright c) James Cook d) Henry Reynolds

a) W.E.H. Stanner

10. ________ was the supreme authority in the church’s institution.

a) Devotee b) Pope c) King d) Deity

b) Pope

11. Consider the following statements and select the correct from the following option: Enmerkar is associated with the organisation of the first trade of Sumer. Enmerkar wanted lapis lazuli and precious metals for the beautification of a city temple. Enmerkar sent his chief out to get these metals from the messenger of a very distant land called Arikamedu.

a) i and iii b) i and ii c) ii and iii d) i, ii and iii

b) i and ii

12. Find out the correct chronological order from the following options: University established in Florence Petrarch given title of ‘Poet Laureate’ in Rome Geoffrey Chaucer’s Canterbury Tales published Humanism taught at Padua University in Italy

a) iv, ii, i, iii b) i, ii, iii, iv c) iii, ii, i, iv d) ii, iii, iv, i

b) i, ii, and iii

13. Mutsohito became the emperor of Japan in 1868. He ascended the throne at:

a) Tokyo b) Honshu c) Shimoda d) Hokodate

c) Shimoda

14. Match the following and select the correct option List I List II 1. 1349 A. Leonardo da Vinci paints The Last Supper 2. 1454 B. University established in Florence 3. 1492 C. Gutenberg prints the Bible with movable type 4. 1495 D. Columbus reaches America

a) 1 – b, 2 – c, 3 – d , 4 – a b) 1 – c, 2 – b, 3 – d, 4 – a c) 1 – d, 2 – a, 3 – b, 4 – c d) 1 – a, 2 – d, 3 – c , 4 – b

1. d) 1 – a, 2 – d, 3 – c, 4 – b

15. Which social order enjoyed the privileges?

a) Serfs b) Clergy c) None of these d) Peasantry

b) Clergy

16. When was feudalism abolished in Japan?

a) 1860 b) 1871 c) 1880 d) 1890

b) 1871

17. A material prepared in ancient Egypt from the pithy stem of a water plant, used in sheets throughout the ancient Mediterranean world for writing

a) All of these b) Papyri c) Ancient ink d) Annals

b) Papyri

18. Who bestowed Temujin with the title of Genghis Khan?

a) Quriltai b) Muhammad c) The Prophet Muhammad d) Mongke

a) Quriltai

19. Assertion (A): An average European could expect to live 10 years longer than in the eighth century. In comparison to men, women and girls lived longer lives. Reason (R): By the thirteenth century, men were able to eat better food.

a) Both A and R are true and R is the correct explanation of A. b) Both A and R are true but R is not the correct explanation of A. c) A is true but R is false. d) A is false but R is true.

b) Both A and R are true but R is not the correct explanation of A.

20. Cassandra Fedele was

a) Curator b) Orator c) Women humanist d) Professor

c) Women humanist

21. Match the following and select the correct option List I List II 1. Sun Yat-sen founds Guomingdang A. 1919 2. May Fourth Movement B. 1934 3. CCP founded C. 1912 4. Long March D. 1921

a) 1 – c, 2 – a, 3 – d, 4 – b b) 1 – d, 2 – a, 3 – b, 4 – c c) 1 – a, 2 – d, 3 – c, 4 – b d) 1 – b, 2 – c, 3 – d, 4 – a

b) 1 – d, 2 – a, 3 – b, 4 – c

[Section B – 3 Marks]

22. Discuss any four factors responsible for the decline of feudalism.

Factors responsible for the decline of feudalism: a. Economic Changes: The growth of trade and commerce during the late Middle Ages led to the rise of a money-based economy. Feudalism was based on a land-based economy, and the shift to a cash-based economy reduced the importance of land ownership, weakening feudal lords’ power.

b. Black Death: The Black Death, a devastating pandemic in the 14th century, led to a significant reduction in the population. This labor shortage gave serfs and peasants more bargaining power, leading to the decline of serfdom as lords had to offer better conditions to retain labor.

c. Rise of Nation-States: The emergence of strong centralized nation-states with powerful monarchs undermined the authority of local feudal lords. Kings and monarchs sought to consolidate power, often at the expense of the nobility.

OR

What types of duties serfs had accepted to do?

Serfs in feudal society had various duties, including:

1. Working the lord’s land and producing agricultural goods.
2. Paying taxes or tributes to the lord, often in the form of a portion of their agricultural produce.
3. Providing military service when called upon to defend the lord’s estate or the realm. d. Performing other labor-intensive tasks like maintaining roads and bridges.

23. Enlist the names of women who were intellectually creative during the period of Renaissance in Europe.

Women intellectuals during the Renaissance in Europe: Some notable women who were intellectually creative during the Renaissance include: a. Christine de Pizan: She was an Italian-French author who wrote on various subjects, including feminism and the role of women in society. b. Isabella d’Este: An Italian noblewoman known for her patronage of the arts and her correspondence with renowned Renaissance figures. c. Laura Cereta: An Italian humanist and writer who defended women’s right to education and wrote on various philosophical and social topics.

24. Discuss the economic development made in Rome in the late antiquity. What was its result?

Economic development in Rome in late antiquity and its result: During late antiquity, Rome witnessed economic developments such as:

1. Expansion of Trade: The Roman Empire’s vast network of roads and sea routes facilitated trade across regions and with distant civilizations.
2. Agricultural Innovations: Improved farming techniques and the introduction of new crops led to increased agricultural productivity.
3. Urbanization: Cities grew in size and complexity, with a concentration of economic activities and populations.

The result of these developments was increased wealth and prosperity in some regions, but it also contributed to economic disparities and social unrest. The decline of the Roman Empire was partly attributed to the strain on resources and the unequal distribution of wealth.

25. Discuss how daily life was transformed as Japan developed.

Transformation of daily life as Japan developed: As Japan developed economically and socially:

a. Urbanization: Cities grew, and urban life became more common. People shifted from rural areas to urban centers to pursue employment and economic opportunities. b. Modernization: The adoption of Western technology and ideas led to modernization in various aspects of life, including industry, transportation, and education. c. Social Changes: The traditional samurai class declined in influence, while a new middle class emerged. Social mobility increased, and new opportunities for education and employment became available.

26. Write about the town planning of the Mesopotamian cities.

Town planning of Mesopotamian cities: Mesopotamian cities were typically characterized by: a. Ziggurats: Central to many Mesopotamian cities, ziggurats were stepped temple towers that served both religious and administrative purposes. b. Mud-Brick Architecture: Most buildings in Mesopotamian cities were constructed using mud bricks, which were readily available in the region. c. Walled Cities: Many cities had defensive walls for protection against external threats. d. Grid Layout: Streets and city layouts often followed a grid pattern, with houses and buildings organized in a structured manner.

27. How did the amalgamation of different castes and communities give birth to a new civilization?

Amalgamation of castes and communities giving birth to a new civilization: The amalgamation of different castes and communities in India gave rise to a new civilization due to several factors: a. Cultural Exchange: The mixing of diverse cultural practices, traditions, and beliefs led to the development of a rich and syncretic culture. b. Trade and Commerce: Increased trade and economic activities necessitated cooperation among various groups, leading to social integration and the emergence of a shared economic system. c. Intermarriage: Over time, intermarriage between different communities and castes contributed to the blending of social and genetic boundaries. d. Political Integration: The need for governance and administration resulted in the establishment of centralized political structures that united people of various backgrounds.

This amalgamation ultimately gave birth to a diverse and inclusive civilization that celebrated cultural pluralism and contributed to the development of a unique societal fabric in India.

OR

“The use of seals played significant role in the development of trade and urbanisation in Mesopotamia.” Discuss.

The use of seals played a significant role in the development of trade and urbanization in Mesopotamia for several reasons:

1. Trade Facilitation: Seals were used to mark and secure goods and containers for trade. Merchants and traders would imprint seals onto clay tablets or the surface of containers to indicate ownership, contents, and authenticity. This helped in preventing theft and ensuring the integrity of trade transactions.
2. Record Keeping: Seals were also used to create impressions on clay tablets that contained important records, including trade agreements, receipts, and contracts. These seals provided a form of authentication and served as proof of legal and financial transactions. They helped maintain accurate records and ensure accountability in trade.
3. Standardization: Seals often featured intricate designs, symbols, and inscriptions unique to specific individuals, institutions, or authorities. These standardized marks provided a consistent and recognizable form of identification, enabling traders and officials to quickly assess the authenticity of documents and goods.

[Section C – 8 Marks]

28. Why did the nomadic organisation of the Mongols have to trade with China? What effect did this trade cast on the Chinese economy and politics?

The nomadic organization of the Mongols, under leaders like Genghis Khan and later Khans, relied on trade with China for several reasons:

1. Economic Interdependence: The Mongols, primarily pastoral nomads, lacked the agricultural resources and settled civilization needed to sustain a large population. China, on the other hand, was a rich and populous agricultural society. Trade with China provided the Mongols with access to essential goods like grains, textiles, and manufactured products.
2. Strategic Location: China’s geographical proximity and its well-developed Silk Road trade routes made it a vital trading partner for the Mongols. The Silk Road facilitated the exchange of goods, technologies, and cultural influences between the nomadic Mongols and the sedentary Chinese.
3. Revenue Generation: The Mongol rulers recognized the economic benefits of trade with China. They imposed taxes and tariffs on goods passing through their territory, which included the lucrative trade routes connecting China to Central Asia and the West. This revenue contributed to the Mongol treasury.
4. Cultural Exchange: Trade with China allowed for the exchange of ideas, technologies, and cultural practices. The Mongols adopted elements of Chinese culture, such as paper currency, administration, and certain agricultural practices.

The trade between the Mongols and China had significant effects on the Chinese economy and politics:

1. Economic Prosperity: The increased trade along the Silk Road brought economic prosperity to many Chinese cities, especially those located along the trade routes. It stimulated the growth of markets, industries, and urban centers.
2. Cultural Exchange: Chinese culture spread along with trade, influencing Mongol rulers and the areas under their control. This cultural diffusion led to the adoption of Chinese governance systems, legal codes, and art forms in parts of the Mongol Empire.
3. Foreign Domination: The Mongols established the Yuan Dynasty in China in the 13th century, with Kublai Khan as its leader. This marked the first time that non-Chinese rulers had established a dynasty in China. Mongol rule significantly impacted Chinese politics, administration, and society during this period.
4. Administrative Changes: The Mongols introduced administrative reforms based on their experiences with governing vast territories. They retained a centralized bureaucracy and implemented policies that promoted trade and stability, contributing to economic development.
5. Communication and Travel: The Mongols also improved transportation and communication infrastructure, facilitating the movement of people and goods within their empire, including China. This further boosted trade and economic growth.

In summary, trade between the nomadic Mongols and China had far-reaching effects on both sides. It facilitated economic prosperity, cultural exchange, and administrative changes, while also marking a unique period of foreign rule in Chinese history under the Mongol-led Yuan Dynasty.

OR

Who was Genghis Khan? How did he become the Great Khan of the Mongols?

Genghis Khan, whose birth name was Temüjin, was a legendary Mongol leader who founded the Mongol Empire, one of the largest contiguous land empires in history. His journey to becoming the Great Khan of the Mongols was marked by a series of remarkable achievements and strategic decisions. Here is an 8-mark answer detailing his life and rise to power:

Early Life and Challenges:

• Genghis Khan was born around 1162 on the Mongolian steppe, a harsh and nomadic region. He was born into the Borjigin clan, but his early life was marked by adversity and challenges.
• His father was poisoned when Genghis Khan was only nine years old, leaving his family in a vulnerable position. This early loss forced him to fend for himself and his family in a hostile environment.

Rise to Leadership:

• Temüjin’s early years were marked by a struggle for survival, and he learned valuable skills such as horsemanship, archery, and survival tactics on the Mongolian steppe.
• In his late teens and early twenties, he managed to build a small following of loyal supporters and friends, who helped him establish himself as a leader within his clan.
• He began to unite various Mongol and Turkic tribes under his leadership, using a combination of diplomacy, alliances, and military prowess. His ability to form alliances was crucial to his rise.

Unification of the Mongols:

• One of Genghis Khan’s most significant achievements was the unification of the Mongol tribes. He pursued a vision of a united Mongol nation and tirelessly worked toward this goal.
• Through a series of military campaigns and alliances, Genghis Khan defeated rival Mongol leaders and tribal chiefs. His charisma, military acumen, and a strict code of loyalty among his followers were instrumental in his success.

Military Campaigns and Expansion:

• Genghis Khan’s military campaigns were marked by innovative tactics and strategies. He incorporated lessons learned from various conquered peoples and adapted his forces accordingly.
• His conquests extended beyond Mongolia, as he launched campaigns into neighboring regions, including China, Central Asia, and the Khwarezmian Empire (Persia). These campaigns gradually expanded the Mongol Empire.

Leadership as the Great Khan:

• In 1206, Genghis Khan convened a khurultai (a gathering of Mongol chiefs) where he was officially proclaimed as the Great Khan of the Mongols. This marked the establishment of a unified Mongol state under his leadership.
• As the Great Khan, Genghis Khan implemented a code of laws, known as the Yassa, which helped govern his vast empire. He promoted religious freedom and tolerance, encouraging the exchange of ideas and technologies among the different cultures within his realm.

Legacy and Impact:

• Genghis Khan’s leadership and conquests laid the foundation for the Mongol Empire’s continued expansion under his successors, including his grandsons Kublai Khan and Hulagu Khan.
• His legacy includes not only the empire’s territorial conquests but also the Silk Road trade, cultural exchanges, and the spread of ideas across Eurasia.

In conclusion, Genghis Khan’s rise to become the Great Khan of the Mongols was a remarkable journey characterized by determination, military prowess, strategic alliances, and a vision of uniting the Mongol tribes. His leadership left an indelible mark on history, shaping the course of Asia and Europe for centuries to come.

29. Briefly discuss Aggressive Nationalism, Westernisation, and Tradition in Japan.

Aggressive Nationalism, Westernization, and Tradition played crucial roles in shaping Japan’s modernization during the Meiji period (1868-1912) and beyond. Here is an 8-mark discussion of these three elements:

1. Aggressive Nationalism (Kokutai):
   • During the Meiji Restoration, Japan underwent a significant transformation from a feudal society to a centralized nation-state. A key aspect of this transformation was the promotion of aggressive nationalism, emphasizing the uniqueness and superiority of Japan’s culture and identity.
   • Kokutai, meaning “national essence” or “national polity,” became a central theme in Japanese political ideology. It stressed the divine and unbroken lineage of the Japanese emperor, portraying him as the symbol of national unity and identity.
   • Aggressive nationalism was used to justify Japan’s expansionist policies in Asia, leading to events such as the First Sino-Japanese War (1894-1895) and the Russo-Japanese War (1904-1905), where Japan sought to establish its dominance in the region.
2. Westernization (Bunmei Kaika):
   • The Meiji leaders recognized the need to modernize Japan to defend against Western imperial powers and maintain sovereignty. This led to a deliberate process of Westernization, known as Bunmei Kaika or the “civilization and enlightenment” movement.
   • Japan adopted various Western institutions and technologies, including a constitutional government modeled after Germany’s, a modern legal system, and industrialization methods. Westernization also extended to education, military organization, and infrastructure development.
   • The goal was to create a strong, modernized Japan that could compete on equal footing with Western powers and resist colonization. The process was characterized by a selective approach, where Japan adopted Western elements while preserving its cultural identity.
3. Tradition (Nihonjinron):
   • Amidst aggressive nationalism and Westernization, there was a simultaneous effort to maintain and revive traditional Japanese culture and values. This concept is often referred to as Nihonjinron, which emphasized the uniqueness and superiority of Japanese cultural traditions.
   • Traditional Japanese arts, such as tea ceremonies, martial arts like judo and kendo, and traditional clothing like kimono, were promoted and preserved. Efforts were made to balance modernization with the preservation of traditional values.
   • Nihonjinron also played a role in shaping Japan’s national identity, emphasizing the continuity of Japanese culture even in the face of rapid modernization.

In summary, Aggressive Nationalism, Westernization, and Tradition were three interconnected elements in Japan’s modernization during the Meiji period. They reflected Japan’s pursuit of a strong national identity, modernization, and the preservation of its cultural heritage. This complex mix of ideologies and policies helped Japan transform from a feudal society into a modern industrialized nation while maintaining a distinct sense of Japanese identity and tradition.

OR

Why did Japan and Germany join, the Anti-Comintern Pact in 1936? What were its objectives?

Japan and Germany joined the Anti-Comintern Pact in 1936 for a combination of political, strategic, and ideological reasons. The Anti-Comintern Pact was an anti-communist agreement signed initially between Germany and Japan, with Italy later joining. Here are the key reasons for their participation and the objectives of the pact:

1. Opposition to Communism:

• One of the primary reasons for Japan and Germany joining the Anti-Comintern Pact was their strong opposition to the spread of communism. Both nations perceived communism, particularly Soviet communism, as a threat to their political ideologies, systems, and territorial ambitions.
• Germany under Adolf Hitler’s Nazi regime viewed communism as a political rival and an ideological enemy. Japan, on the other hand, was concerned about Soviet influence in Asia, particularly in regions like Manchuria and Mongolia.

2. Encirclement and Isolation:

• Germany and Japan felt diplomatically isolated and encircled by the Western democracies and the Soviet Union. By forming the Anti-Comintern Pact, they aimed to counterbalance this isolation by building a coalition of like-minded states against the communist ideology.
• Germany was concerned about the Soviet Union’s increasing influence in Eastern Europe, and Japan sought to protect its interests in China and maintain its dominance in Manchuria.

3. Ideological Alignment:

• Both Germany and Japan were authoritarian regimes with expansionist ambitions. They shared some ideological commonalities, such as ultra-nationalism, militarism, and anti-communism, which made cooperation more appealing.
• These nations saw potential benefits in aligning with each other, as well as with Italy when it joined the pact later, to strengthen their political and military positions in the international arena.

4. Military Coordination:

• The Anti-Comintern Pact included provisions for military consultations and cooperation in the event of a Soviet attack on any of the signatory states. This served as a deterrent against potential Soviet aggression.
• The pact allowed for the exchange of military intelligence and strategies, which was strategically advantageous for Germany and Japan as they pursued their territorial ambitions.

5. Expansionist Objectives:

• Both Germany and Japan had expansionist agendas that were in conflict with the territorial interests of the Soviet Union. Germany aimed to expand into Eastern Europe, while Japan sought to expand in China and Southeast Asia.
• The pact allowed for a degree of coordination in pursuing these expansionist objectives, aligning their efforts against common perceived threats.

In summary, Japan and Germany joined the Anti-Comintern Pact in 1936 due to their shared opposition to communism, concerns about isolation and encirclement, ideological alignment, and the pursuit of expansionist goals. The pact served as a means of strengthening their diplomatic and military positions, particularly in the face of the perceived threat posed by the Soviet Union and communism.

30. What steps were taken for the rights and interests of the natives in North America? What is their present position?

The treatment of Native Americans in North America has been marked by a complex history of interactions with European colonizers, the U.S. government, and evolving policies over the centuries. Here are some key steps taken, both historically and in recent times, to address the rights and interests of Native Americans, along with their present position:

Historical Steps:

1. Treaty System: The U.S. government entered into numerous treaties with Native American tribes, recognizing their land rights and sovereignty. These treaties established reservations and promised various forms of assistance, including education and health care.
2. Dawes Act (1887): This act aimed to assimilate Native Americans into mainstream American society by dividing tribal lands into individual allotments. However, it often resulted in the loss of tribal lands and weakened tribal identities.
3. Indian Reorganization Act (1934): Also known as the Wheeler-Howard Act, this law encouraged tribal self-government and cultural preservation. It allowed tribes to draft constitutions and establish governments.
4. Civil Rights Movement: Native Americans participated in the broader civil rights movement of the 1960s and 1970s, advocating for their rights and drawing attention to issues like discrimination, poverty, and educational disparities.

Present Position:

1. Sovereignty: Many Native American tribes have retained a degree of sovereignty and self-governance. They have tribal governments that manage their affairs, including education, law enforcement, and economic development, within their reservations.
2. Land Rights: Land remains a central issue. Some tribes have been successful in regaining control over ancestral lands through litigation and negotiations. However, land disputes and issues related to land management continue.
3. Education: Educational opportunities for Native American youth remain a concern. While there have been efforts to improve access to quality education, many Native American schools face challenges such as underfunding and inadequate resources.
4. Economic Development: Some tribes have diversified their economies by engaging in gaming and other industries. Economic self-sufficiency remains a goal for many tribes to reduce poverty and unemployment.
5. Healthcare: The Indian Health Service (IHS) provides healthcare services to many Native Americans, but challenges persist, including disparities in healthcare access and outcomes.
6. Cultural Preservation: Many tribes continue efforts to preserve and revitalize their languages, traditions, and cultural practices. Cultural revitalization is seen as essential for the survival of tribal identities.
7. Legal Battles: Legal battles continue over issues such as tribal recognition, land rights, and the protection of sacred sites. Tribes often engage in legal actions to defend their rights and interests.
8. Social and Economic Disparities: Despite progress in some areas, many Native American communities still face high poverty rates, substance abuse issues, and limited access to quality healthcare and education. Social and economic disparities persist.

In conclusion, while there have been efforts to address the rights and interests of Native Americans in North America, challenges and disparities persist. Many Native American communities continue to advocate for their rights, sovereignty, and the preservation of their cultures in the face of ongoing issues related to land, education, healthcare, and economic development.

OR

Explain the role of Gold Rush in economic and political expansion of America.

The Gold Rush played a significant role in the economic and political expansion of America, particularly during the 19th century. One of the most famous Gold Rushes was the California Gold Rush of 1848-1855. Here’s an explanation of its impact on economic and political expansion:

Economic Expansion:

1. Population Growth and Urbanization: The discovery of gold in California led to a massive influx of people from across the United States and around the world. Tens of thousands of prospectors, known as “Forty-Niners,” rushed to California in search of fortune. This rapid population growth spurred the development of towns and cities, transforming California from a sparsely populated region into a bustling, urbanized state.
2. Infrastructure Development: The need to support the growing population and facilitate mining operations led to significant infrastructure development. Roads, bridges, and transportation networks were built to connect mining areas to ports and markets. This infrastructure development had long-lasting benefits for the region’s economic growth.
3. Diversification of the Economy: While gold mining was the primary focus, the Gold Rush led to the diversification of the economy. Businesses related to mining, such as suppliers of mining equipment, food, clothing, and entertainment, flourished. Agriculture and trade also expanded to meet the demands of the growing population.
4. Financial Institutions: The Gold Rush contributed to the establishment of financial institutions such as banks and mints, which were essential for managing the influx of gold and providing a stable financial foundation for economic growth.

Political Expansion:

1. Statehood: The rapid population growth resulting from the Gold Rush prompted California to seek statehood. California’s admission to the Union as the 31st state in 1850 was a significant political development, as it tipped the balance of power in favor of free states in Congress, ultimately contributing to the sectional tensions that led to the American Civil War.
2. Territorial Expansion: The lure of gold also played a role in westward expansion. As prospectors moved further west in search of riches, they explored and settled in territories that were not yet part of the United States. This expansion set the stage for further territorial acquisitions and the eventual completion of the transcontinental railroad.
3. Impact on Federal Policy: The Gold Rush influenced federal policies related to land ownership, mining regulations, and Native American relations. The federal government implemented mining laws and regulations to govern mining activities and land rights in the newly settled regions.
4. Migration Patterns: The Gold Rush had a long-term impact on migration patterns, with people continuing to move westward in search of economic opportunities. This migration contributed to the exploration and settlement of other western territories and states.

In summary, the Gold Rush, particularly the California Gold Rush, had profound economic and political effects on the expansion of America. It spurred economic growth, urbanization, infrastructure development, and diversification of the economy. Politically, it led to the admission of California as a state, influenced territorial expansion, and shaped federal policies related to land and mining. The Gold Rush played a pivotal role in the westward expansion and transformation of the United States during the 19th century.

[Section D]

31. Read the text carefully and answer the questions:

Copernicus asserted that the planets, including the earth, rotate around the sun. A devout Christian, Copernicus was afraid of the possible reaction to his theory by traditionalist clergymen. For this reason, he did not want his manuscript, De revolutionibus (The Rotation) to be printed. On his deathbed, he gave it to his follower, Joachim Rheticus. It took time for people to accept this idea. It was much later – more than half a century later, in fact – that the difference between ‘heaven’ and earth was bridged through the writings of astronomers like Johannes Kepler (1571-1630) and Galileo Galilei (1564-1642). The theory of the earth as part of a sun-centred system was made popular by Kepler’s Cosmographical Mystery, which demonstrated that the planets move around the sun not in circles but in ellipses. Galileo confirmed the notion of the dynamic world in his work The Motion. This revolution in science reached its climax with Isaac Newton’s theory of gravitation.

1. Explain the Christian notion of the universe and earth.

Explain the Christian notion of the universe and earth: In the context of the text, the Christian notion of the universe and earth refers to the prevailing cosmological beliefs held by the Christian Church during the time of Copernicus and the Middle Ages. These beliefs were influenced by a combination of religious teachings, ancient Greek and Roman ideas, and medieval interpretations. Here’s an overview:

• Geocentrism: The Christian notion of the universe was geocentric, meaning that it placed the Earth at the center of the cosmos. This idea was heavily influenced by the Ptolemaic model, attributed to the ancient Greek astronomer Claudius Ptolemy, which proposed that the Earth was stationary and that all celestial bodies, including the planets and the sun, orbited around it.
• Biblical References: Geocentrism was also supported by certain biblical passages that were interpreted as suggesting the Earth’s central position in the universe. For example, passages like Psalm 104:5 and Ecclesiastes 1:5 were often cited to support the idea of a fixed Earth.
• Theological Significance: The Christian Church endorsed the geocentric model because it reinforced the idea of humanity’s special place in the universe. It aligned with the theological belief that Earth was the focal point of God’s creation, and the heavens were arranged in concentric spheres, with God residing in the outermost sphere.

2. Why did Copernicus not print his manuscript?

Copernicus did not want his manuscript, “De revolutionibus” (The Rotation), to be printed during his lifetime primarily due to concerns about potential reactions from traditionalist clergymen and the religious authorities of the time. Copernicus was a devout Christian himself, and he understood that his heliocentric theory, which proposed that the planets, including Earth, revolved around the sun, challenged the geocentric model that had been accepted for centuries.

Copernicus likely feared that his theory would be met with strong opposition from the Church, as it contradicted the established Christian notion of a geocentric universe. He may have been concerned about facing charges of heresy or being subjected to persecution. Therefore, to avoid controversy and potential backlash during his lifetime, Copernicus chose not to publish his work.

3. Name the manuscript that Copernicus hand over to his follower Joachim Rheticus.

Copernicus handed over his manuscript “De revolutionibus” (The Rotation) to his follower Joachim Rheticus on his deathbed. This manuscript contained Copernicus’s groundbreaking heliocentric theory, which laid the foundation for the modern understanding of the solar system and challenged the geocentric worldview of the time. Rheticus played a significant role in helping to disseminate Copernicus’s ideas and initiate the process of publishing “De revolutionibus” after Copernicus’s death.

32. Read the text carefully and answer the questions:

The Roman Empire can broadly be divided into two phases, ‘early’ and ‘late’, divided by the third century as a sort of historical watershed between them. In other words, the whole period down to the main part of the third century can be called the ‘early empire’, and the period after that the ‘late empire’. A major difference between the two superpowers and their respective empires was that the Roman Empire was culturally much more diverse than that of Iran. The Parthians and later the Sasanians, the dynasties that ruled Iran in this period, ruled over a population that was largely Iranian. The Roman Empire, by contrast, was a mosaic of territories and cultures that were chiefly bound together by a common system of government. Many languages were spoken in the empire, but for the purposes of administration Latin and Greek were the most widely used, indeed the only languages. The upper classes of the east spoke and wrote in Greek, those of the west in Latin, and the boundary between these broad language areas ran somewhere across the middle of the Mediterranean, between the African provinces of Tripolitania and Cyrenaica. All those who lived in the empire were subjects of a single ruler, the emperor, regardless of where they lived and what language they spoke.

1. Which two dynasties ruled Iran during this period?

During the period mentioned in the text, the two dynasties that ruled Iran were:

• The Parthian Dynasty
• The Sasanian Dynasty

2. What do you infer from the statement, “the Roman Empire was a mosaic of territories and cultures.”

The statement “the Roman Empire was a mosaic of territories and cultures” suggests several key inferences:

• Cultural Diversity: The Roman Empire encompassed a wide range of territories, each with its own distinct culture, traditions, and languages. This diversity was a result of the empire’s expansion and conquests, which incorporated various regions and their indigenous cultures.
• Administrative Unity: Despite the cultural diversity, the Roman Empire was held together by a common system of government. This administrative unity was crucial for the governance and stability of the empire. Latin and Greek were the primary languages used for administrative purposes.
• Language Divide: The use of Latin and Greek for administration suggests that the empire was divided linguistically, with the upper classes in the eastern provinces predominantly using Greek, while those in the western provinces primarily used Latin. The boundary between these linguistic regions was somewhere in the middle of the Mediterranean.
• Imperial Authority: Regardless of the cultural and linguistic diversity within the empire, all inhabitants were subjects of a single ruler, the emperor. This centralized authority was a defining feature of the Roman Empire, and the emperor’s rule extended across the various provinces and cultures.
• Territorial Integration: The mosaic of territories and cultures within the Roman Empire highlights the territorial integration achieved through conquest and governance. The empire’s ability to assimilate diverse regions into a unified political entity contributed to its longevity and influence.

3. Identify the two rival superpowers and state how they differed.

The two rival superpowers referred to in the text are:

• The Roman Empire
• The Iranian Empire (specifically the Parthian and Sasanian dynasties)

Differences between the two superpowers:

• Cultural Diversity: As mentioned earlier, the Roman Empire was culturally diverse, consisting of various territories and cultures bound together by a common system of government. In contrast, the Iranian Empire, under both the Parthian and Sasanian dynasties, ruled over a population that was largely Iranian, resulting in a more homogenous cultural landscape.
• Languages: Latin and Greek were the primary languages used for administrative purposes in the Roman Empire, while in the Iranian Empire, the predominant language was Iranian.
• Geographical Extent: The Roman Empire extended across the Mediterranean region, encompassing parts of Europe, Asia, and Africa. In contrast, the Iranian Empire, especially during the Parthian and Sasanian periods, focused primarily on the Iranian Plateau and neighboring regions.
• Religion: The Roman Empire underwent significant religious transformations, including the spread of Christianity as a major faith. In contrast, the Iranian Empire had its own religious traditions, with Zoroastrianism being a prominent belief system.
• System of Government: Both empires had centralized systems of government, but the specific structures and administrative practices differed. The Roman Empire was known for its Roman law and administrative hierarchy, while the Iranian Empire had its own administrative institutions and governance systems.
• Rivalry: The two superpowers often had conflicting interests and engaged in territorial disputes along their borders, especially in regions such as Mesopotamia.

33. Read the text carefully and answer the questions:

The nobility had, in reality, a central role in social processes. This is because they controlled land. This control was the outcome of a practice called ‘vassalage’. The kings of France were linked to the people by ‘vassalage’, similar to the practice among the Germanic peoples, of whom the Franks were one. The big landowners – the nobles – were vassals of the king, and peasants were vassals of the landowners. A nobleman accepted the king as his seigneur (senior) and they made a mutual promise: the seigneur/lord would protect the vassal, who would be loyal to him. This relationship involved elaborate rituals and exchange of vows taken on the Bible in a church. At this ceremony, the vassal received a written charter or a staff or even a clod of earth as a symbol of the land that was being given to him by his master. The noble enjoyed a privileged status. He had absolute control over his property, in perpetuity. He could raise troops called ‘feudal levies’. The lord held his own courts of justice and could even coin his own money. He was the lord of all the people settled on his land. He owned vast tracts of land which contained his own dwellings, his private fields and pastures and the homes and fields of his tenant-peasants. His house was called a manor. His private lands were cultivated by peasants, who were also expected to act as footsoldiers in battle when required, in addition to working on their own farms.

1. Examine the relationship between a vassal to his master or lord under the vassalage system.

Examine the relationship between a vassal to his master or lord under the vassalage system: The vassalage system was a feudalistic social structure that defined the relationship between a vassal (typically a noble or landowner) and his master or lord. This system had several key features:

• Mutual Oaths and Loyalty: The relationship was formalized through elaborate rituals and ceremonies, often conducted in a church. Both the vassal and the lord made solemn oaths of loyalty and mutual support. These oaths were considered sacred and were often taken on the Bible.
• Land Grant: As part of the ceremony, the lord granted land, known as a fief, to the vassal. This land was considered the vassal’s source of income and livelihood. It was symbolically represented by a written charter, a staff, or even a clod of earth.
• Protection and Service: The lord pledged to protect and provide security to the vassal in times of need. In return, the vassal swore allegiance to the lord and promised to provide military service when called upon. This included raising troops for the lord’s defense.
• Hierarchy: The vassalage system was hierarchical, with clear distinctions between the lord and the vassals. The lord was typically a higher-ranking noble or landowner, while vassals were often lesser nobles or knights. This hierarchy was based on landownership and social status.
• Privileges and Responsibilities: The noble vassal enjoyed certain privileges, such as absolute control over the land granted to them, the ability to hold their own courts of justice, and the authority to coin their own money. They were also the lords of the people settled on their land, including tenant-peasants who worked the land.
• Military Duty: Vassals were expected to serve as footsoldiers in battle when required by their lord. This military duty was a crucial aspect of the vassal-lord relationship and contributed to the lord’s defense and the maintenance of social order.

2. Trace the origin of the title lord within the nobility.

The title “lord” within the nobility had its origins in the feudal system and the vassalage system. Here’s how the title evolved within the nobility:

• Feudal Hierarchy: Feudalism was a system of landownership and social hierarchy that characterized medieval Europe. At the top of the feudal hierarchy were monarchs or kings, followed by high-ranking nobles, including dukes, counts, and barons.
• Landownership: Nobles who controlled vast estates and territories were often referred to as lords. Their authority and power were closely tied to landownership, as they were responsible for governing their territories and providing protection to those who lived on their lands.
• Vassalage System: The vassalage system formalized the relationship between lords and their vassals (lesser nobles or knights). The vassals pledged loyalty and service to their lords in exchange for land grants and protection. This system reinforced the authority of the lord as the master of the land.
• Title of Respect: Over time, the term “lord” became a title of respect and authority associated with those who held significant land and had vassals or tenants under their control. It signified their position as the rulers of their domains and their responsibilities toward their subjects.
• Hereditary Status: The title “lord” was often hereditary, passed down from one generation to the next within noble families. It became a mark of lineage and social status within the nobility.

3. State two examples to show how the noble enjoyed a privileged status.

Two examples illustrating the privileged status of nobles within the feudal system and vassalage system are:

• Control Over Property: Nobles, including lords, had absolute control over their property, including vast tracts of land. They could manage and use these lands as they saw fit, which often included collecting rents and agricultural produce from tenant-peasants who worked on the land. This control over property contributed to the economic wealth and social status of the noble class.
• Military Authority: Nobles, especially lords, had the authority to raise and command their own troops known as “feudal levies.” This meant that they could maintain their private armies, ensuring their security and influence. This military authority also allowed them to participate actively in battles and wars when required, further solidifying their position of power within the feudal hierarchy.

[Section E]

34. On the given map of Australia, locate and label the given places.

1. Sydney
2. Adelaide
3. Melbourne
   OR
4. Darwin

35. On the given map of Western Europe, three places have been marked as A and B which are associated with the extent of feudalism. Identify any two of them and write their correct names on the lines marked near them.