Students can access the CBSE Sample Papers for Class 11 History with Solutions and marking scheme Term 2 Set 5 will help students in understanding the difficulty level of the exam.
CBSE Sample Papers for Class 11 History Term 2 Set 5 for Practice
Time: 2 Hours
Maximum Marks: 40
General Instructions:
- This Question paper is divided into four sections – Section A, B, C and D.
- All questions are compulsory.
- Section – A: Question no. 1 to 4 are Short Answer type questions of 3 marks each. Answer to each question should not exceed 80 words.
- Section – B: Question no. 5 to 7 are Long Answer type questions, carrying 6 marks each. Answer to each question should not exceed 150-200 words.
- Section – C: Question no. 8 and 9 are Case Based questions, carrying 4 marks each with subparts.
- Section – D: Question no, 10 is map based carrying 2 marks.
- There is no overall choice in the question paper. However, an internal choice has been provided in a few questions. Only one of the choices in such questions have to be attempted.
- In addition to this, separate instructions are given with each section and question, wherever necessary.
Section – A
Short Answer Type Questions (3 x 4 = 12)
Question 1.
Why were Venice and Genoa different from other parts of Europe? [3]
Question 2.
How did industrialisation give birth to imperialism? [3]
OR
How were the lives of different classes of British women affected by the Industrial Revolution? [3]
Question 3.
Describe the contributions made by the Arabs in the fields of science and philosophy. [3]
Question 4.
What is meant by the ‘Great Leap Forward’? What were its benefits? [3]
Section – B
Long Answer Type Questions (6 x 3 = 18)
Question 5.
“The industrialisation was a mixed blessing”. Examine and elucidate the statement. [3]
OR
Discuss the improvements that took place in the field of transportation and communication during the 18th-19th century. How was it helpful in the process of rapid industrialisation? [3]
Question 6.
How did Japan escape colonisation? [3]
Question 7.
What factors were responsible for the winds of change in Australia? [3]
OR
What do you know about wind of change in the USA and Canada? [3]
Section – C
Case Based Question (4 x 2 = 8)
Question 8.
Read the source given below and answer the questions that follow: [1+1+2 = 4]
Trade and travel, military conquest and diplomatic contacts linked Italian towns and courtp with the world beyond. The new culture was admired and imitated by the educated and the wealthy. Very few of the new ideas filtered down to the ordinary man who, after all, could not read or write. In the fifteenth and early sixteenth centuries, many scholars in universities in north Europe were attracted to humanist ideas. Like their Italian colleagues, they too focused on classical Greek and Roman texts along with the holy books of the Christians. But, unlike Italy, where professional scholars dominated the humanist movement, in north Europe humanism attracted many members of the Church.
They called on Christians to practise religion in the way laid down in the ancient texts of their religion, discarding unnecessary rituals, which they condemned as later additions to a simple religion. There was a radically new view of human beings as free and rational agents. Later philosophers were to return to this over and over again, inspired by the belief in a distant God who created man but allowed him complete freedom to live his life freely, in pursuit of happiness ‘here and now’. Christian humanists like Thomas More (1478 – 1535) in England and Erasmus (1466 – 1536) in Holland felt that the Church had become an institution marked by greed, extorting money at will from ordinary people. One of the favourite methods of the clergy was to sell ‘indulgences’, documents which apparently freed the buyer from the burden of the sins he had committed.
Christians came to realise from printed translations of the Bible in local languages that their religion did not permit such practices. In almost every part of Europe, peasants began to rebel against the taxes imposed by the Church. While the common folk resented the extortions of churchmen, princes found their interference in the work of the state irritating. They were pleased when the humanists pointed out that the clergy’s claim to judicial and fiscal powers originated from a document called the ‘Donation of Constantine’ supposed to have been issued by Constantine, the first Christian Roman Emperor. Humanist scholars were able to point out that this was not genuine, and had been forged later. In 1517, a young German monk called Martin Luther (1483 – 1546) launched a campaign against the Catholic Church and argued that a person did not need priests to establish contact with God. He asked his followers to have complete faith in God, for faith alone could guide them to the right life and entry into heaven.
This movement – called the Protestant Reformation – led to the churches in Germany and Switzerland breaking their connection with the Pope and the Catholic Church. In Switzerland, Luther’s ideas were popularised by Ulrich Zwingli (1484-1531) and later by Jean Calvin (1509-64). Backed by merchants, the reformers had greater popular appeal in towns, while in rural areas the Catholic Church managed to retain its influence. Other German reformers, like the Anabaptists, were even more radical: they blended the idea of salvation with the end of all forms of pocial oppression. They said that since God had created all people as equal, they were not expected to pay taxes and had the right to choose their priests. This appealed to peasants oppressed by feudalism. ‘
Question 8.1
During which century were the scholars in universities in northern Europe attracted to humanist ideas? [1]
Question 8.2
Who discarded unnecessary rituals and supported simple religion? What did they say? [1]
Question 8.3
Who started the Protestant Reformation Movement? Explain the movement. [2]
Question 9.
Read the source given below and answer the questions that follows: [1+1+2 = 4]
In 1968, people were electrified by a lecture by the anthropologist W.E.H. Stanner, entitled ‘The Great Australian Silence’ – the silence of historians about the aborigines. From the 1970s, as was happening
in North America, there was an eagerness to understand natives not as anthropological curiosities but
as communities with distinct cultures, unique ways of understanding nature and climate, with a sense
of community which had vast bodies of stories, textile and painting and carving skills, which should
be understood and recorded and respected. Underlying it all was the urgent question which Henry
Reynolds later articulated in a powerful book, Why Weren’t We Told? This condemned the practice of
writing Australian history as though it had begun with Captain Cook’s ‘Discovery’.
Since then, university departments have been instituted to study native cultures, galleries of native ,
art have been added to art galleries, museums have been enlarged to incorporate dioramas and
imaginatively designed rooms explaining native culture, and natives have begun writing their own
life histories. This has been a wonderful effort. It has also occurred at a critical time, because if native cultures had remained ignored, by this time much of such cultures would have been forgotten. From 1974, ‘multiculturalism’ has been official policy in Australia, which gave equal respect to native cultures and to the different cultures of the immigrants from Europe and Asia.
From the 1970s, as the term ‘human rights’ began to be heard at meetings of the UNO and other international agencies, the Australian public realised with dismay that, in contrast to the USA, Canada and New Zealand, Australia had no treaties with the natives formalising the takeover of land by Europeans. The government had always termed the land of Australia terra nullius, that is belonging to nobody. There was also a long and agonising history of children of mixed blood (native European) being forcibly captured and separated from their native relatives. Agitation around these questions led to enquiries and to two important decisions: one, to recognise that the natives had strong historic bonds with the land which was ‘sacred’ to them, and which should, be respected; two, that while past acts could not be undone, there should be a public apology for the injustice done to children in an attempt to keep ‘white’ and ‘coloured’ people apart.
Question 9.1
Who wrote the book ‘Why Weren’t We Told?’ What is it’s significance? [1]
Question 9.2
Which country had no treaties with the natives formalizing the takeover of land by Europeans? [1]
Question 9.3
What has been the official policy of Australia since 1974? Describe any one feature of that policy. [2]
Section – D
Map Based Question [1+1=2]
Question 10.
On the given outline map of Britain, locate and label ANY ONE of the following with appropriate symbol.
(I) Famous for iron and coal manufacturing centre.
OR
(II) Famous for cotton textile manufacturing centre.
(III) On the same map of Britain, A is marked as a place where in August 1819, 80,000 people gathered peacefully at St Peter’s Fields to claim democratic rights. Identify it and write its name on the line drawn near them.
