CHSE Odisha Class 11 Text Book Solutions | +2 1st Year Science Arts Commerce Book Solutions Pdf Download

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CHSE Odisha Class 11 History Unit 5 Short Answer Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 5 Short Answer Questions.

CHSE Odisha 11th Class History Unit 5 Short Answer Questions

Short-Answer Type Questions

Question 1.
Why it is said, Industrialization gave birth to “imperialism”?
Answer:
Industrialization gave birth to imperialism. This is on the nature of the effect of the industrial revolution among the developed nations. As industrialization grew, there also grew keen competition among these advanced countries for finding more raw material abroad and finding more markets for their fences products. Pure economic greed lay at the root of it all. Thus industrialization led to commercialism, colonialism to imperialism. Imperialism to militarism and finally to war.

Question 2.
What is a balance of power?
Answer:
The countries of Europe had agreed upon the balance of power. It meant that no country would be allowed to grow stronger than others. Napoleon was defeated only by a coalition of European powers because France was stronger than any of them. Thus they adopted in 1815 that no single country would be allowed to grow stronger than others.

Question 3.
Who are the big powers of Europe?
Answer:
The big powers of Europe were Britain, Germany, France, Austria-Hungary, Russia, and Italy.

Question 4.
What are the factors which lead to World War-I?
Answer:
The factors that led to war were aggressive nationalism, the intense race for colonization, a mad arms race, the formation of the military alliance, an international crisis, and the absence of an international organization to show the path of sanity.

Question 5.
Who formed the Triple Entente and Triple Alliance?
Answer:
Austria, Germany, and Italy formed Tripple Alliance while France, Russia, and England formed Tripple Entente.

CHSE Odisha Class 11 History Unit 5 Short Answer Questions

Question 6.
Why Austria declared war against Serbia?
Answer:
Serbia refused to accept the request given by Austria, it declared war upon Serbia. When Russia lent support to Serbia other powers turned toward their respective allies.

Question 7.
Who established socialism and how?
Answer:
The Second or Bolshevik Resolution adopted the ideas of Karl Marx and Dr. Friedrich Engles. These two German geniuses developed their idea of socialism during the days of the Industrial Revolution in Europe.

Question 8.
What is February and October Revolution?
Answer:
Russian Revolution was known as February or October Revolution because the Russian calendar that day was normally thirteen days behind the international calendar. The Russians called these two revolutions of March 1917 and November 1917 as “February” and “October” revolutions because as per their calendar they occurred in the last week of February and October respectively.

Question 9.
What is the Great October Revolution?
Answer:
The Russian Revolution broke out in its second phase in November 1917 and as per the Russian calendar, it was in October in Russia so it is called the great October Revolution.

Question 10.
How the problem of land was a cause of the October Revolution?
Answer:
Peasants had been freed from their bondage to the landlords since 1861. They were unhappy because they were not allowed to own any land and had to also pay a heavy amount as the price for their liberty. Inspired by the poem of Nekrasov, they believed that tillers of the soil must become the owners of the land, which caused the October Revolution.

CHSE Odisha Class 11 History Unit 5 Short Answer Questions

Question 11.
Who is Lenin?
Answer:
Lenin’s real name was Vladimir Hyich Ulyanov. He was born in 1870 in a middle-class family. While studying law, he was drawn to Marxism.

Question 12.
Why have people lost faith in Czar?
Answer:
After losing the Crimean War and Russo-Japanese War, people in generally lost faith in the Czar.

Question 13.
Which are three periods of the new world order.
Answer:
20th. century would reveal three distinct phases. The first beginning -from 1900AD to 1945 could rightly be classified as the period of the world wars, and the second extending from 1945 -1991 till the dissolution of the Soviet Union is the crucial phase of the 20th century and it is the period of the Cold War. The thirst spanning from 1991 and moving on into the 21st. century is the period of the World Trade Organisation.

Question 14.
When World War – II broke out? Describe events leading to war.
Answer:
World War II broke but in September 1939. A chain of events followed in quick succession after the First World War and all such events led to the outbreak of the Second World War.

Question 15.
What are the main causes of the Second World War?
Answer:
The cause is the failure of the Treaty of Versailles, the rise of fascism and Nazism, the growth of Militarism in Japan, and the French search for security. The rise of communism and its propaganda machinery, the failure of the League of Nations, and the formation of military alliances were all cataclysmic events that paved the path for the outbreak of war.

CHSE Odisha Class 11 History Unit 5 Short Answer Questions

Question 16.
What is the impact of the Treaty of Versailles?
Answer:
The Treaty of Versailles deprived Germany of its industrial wealth. Its colonial empire broke its military and naval strength. The German General staff was disbanded and its ammunition industry was dismantled. It resulted in inflation unemployment and an acute shortage of food.

Question 17.
How did Italy fight against the consequences of the First World War?
Answer:
The new leadership under Benito Mussolini and his Fascist Party took charge. He propagated the idea that war was inevitable for achieving power.

Question 18.
What is NATO?
Answer:
NATO is North Atlantic Treaty organization. On April 4, 1949, Belgium, Canada, Denmark, France, Great Britain, Iceland, Italy, Luxembourg, the Netherlands, Norway, Portugal, and the United States created NATO.

Question 19.
What is the difference between LON and UNO?
Answer:
LON is the League of nations and UNO is United National Organisations. UNO borrowed heavily from its predecessor the League of Nations had certain characteristics which differentiated it from the league. League in actuality since lacked to be a truly international character.

Question 20.
How UNO was formed?
Answer:
The organization has been framed by an international agreement known as the ‘charter’ of the United Nations and the maker of the UN charter, were basically the representatives of the victorious power of the Second World War.

CHSE Odisha Class 11 History Unit 5 Short Answer Questions

Question 21.
What is the structure of the United Nations?
Answer:
The charter of the United Nation provides for six principal organs. These are

  • The General Assembly
  • The Security Council
  • The Economic and Social Council
  • The Trusteeship Council
  • The Secretariat
  • The International Court of Justice.

Question 22.
What is the composition of the General Assembly?
Answer:
The General Assembly has the states as its members, and all member nations are equally represented in this organ. Each member state is entitled to send 5 representatives and 5 alternate representatives. Irrespective of the number of its delegates present in the General Assembly, each member country is entitled to one vote only.

Question 23.
Explain the jurisdiction of the General Assembly.
Answer:
General Assembly can discuss any issue affecting international peace and security, it cannot discuss any matter falling within the domestic jurisdiction of any member state. Since the General Assembly is not a world parliament, its decisions are not obligatory but only recommendatory in character. Members states are free to accept or reject the decisions of the General Assembly.

Question 24.
What is the role of the Security Council in UNO?
Answer:
The Security Council functions as the executive wing of the UNO as long as there is unanimity among the Big Five. This organ can function very effectively and efficiently. Article – 7 of the charter states that the Security Council like the General Assembly is a primary organ of UNO.

Question 25.
Write four functions of the Security Council.
Answer:

  • To maintain international peace and security.
  • To investigate any dispute which might lead to international friction.
  • To take military action against the aggressor.
  • To recommend the admission of new members.

CHSE Odisha Class 11 History Unit 5 Short Answer Questions

Question 26.
What is ECOSOC?
Answer:
It is a primary organ of the UN and works under the direct supervision of the General Assembly. It consists of 54 members.

Question 27.
Write the seven functional commissions of ECOSOC.
Answer:
The seven functional commissions are:
1) The Statistical Commission
2)Population Commission
3) Commission for Social Development
4) Commission on Human Rights
5) Commission on the Status of Women
6) Commission on Narcotic Drugs
7) Commission on Commodity Trade

Question 28.
What is Trusteeship Council?
Answer:
Trusteeship Council shall be a primary organ of the United Nations. But like ECOSOC the trusteeship council does not have an independent jurisdiction. It is directly subordinated to two other primary organs like

Question 29.
How many types of trust territories are there in Council?
Answer:
There are two types of trust territories
(1) Strategic Trust Territory
(2) Non- Strategic Trust Territory.

Question 30.
Write the four objectives of the Trusteeship council.
Answer:
They are:

  1. To further international peace and security.
  2. To promote political, economic, social, and educational advancement.
  3. To promote respect for human rights and fundamental freedom for all people.
  4. To provide equal treatment to all countries.

CHSE Odisha Class 11 History Unit 5 Short Answer Questions

Question 31.
Explain the three factors on which Trusteeship Council is based.
Answer:
The composition of the Trusteeship Council is based on three factors:

  • All the administering powers are to be represented on the Trusteeship Council
  • All the permanent members of the Security Council who are not administering powers are also to be represented on the Trusteeship Council.
  • The elective members of the Trusteeship Council are

Question 32.
What is the International Court of Justice?
Answer:
Article – 38 of the Permanent Court of International Justice of the League of Nations is an amended form that became Article 38 of the statute of the International Court of Justice of the United Nations. It is UNO’s principal judicial organ and is also designated as one of its primary organs.

Question 33.
What is the composition of the International Court of Justice?
Answer:
The Court consists of fifteen judges, elected by the General Assembly and the Security Council legal luminaries from all over the world are chosen to be represented on this body and basically, judges to the ICJ are chosen on the basis of their qualifications, not on the basis of their nationality. All principal and civilized legal systems of the world are represented in the Court. No two judges can be nationals of the same state.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 5 Long Answer Questions Part 2.

CHSE Odisha 11th Class History Unit 5 Long Answer Questions Part-2

Long Questions With Answers

Question 1.
Discuss the North Atlantic Treaty Organisation (N.A.T.O.).
Answer:
The genesis of NATO :
After the initial success of the Marshall plan, it became increasingly evident that the plan by itself would not be enough. Soviet infringement in East Europe became overtly aggressive and it was well demonstrated in the Soviet-engineered coup detat in Czechoslovakia in February 1948. In June, the Soviets imposed a blockade on Berlin aimed at dislodging the western powers from there. It suddenly became too apparent that a basic necessity for Europe’s recovery was not merely economic but also military security.

An initiative by European Powers :
The first move in this direction had already been made by the Europeans themselves when in March 1947 France and Britain signed the Treaty of Dunkirk for their mutual defense against a threat to their security. An extension of this treaty was made in 1948 then through the Brussels Pact, Great Britain, France, the Netherlands, Belgium, and Luxembourg signed a collective treaty of self-defense.

The Brussels pact was established as a military counterpart to the Organisation for European Economic Cooperation, OEEC. Just as the success of the OEEC depended upon American capital the pact members expected their alliance to attract American military support too.

Question 2.
State the formation of NATO.
Answer:
The Europeans were not disappointed. The United States which sustained Europe economically and as the leader of the movement to stop the rising tide of communism was irresistibly drawn toward this new European alliance In April 41949 Belgium, Canada, Denmark, France, Great Britain, Iceland, Italy, Luxembourg, the Netherlands, Norwày, Portugal, and the United States created the historic North Atlantic Treaty Organisation.

The signatory powers stipulated that an attack by an aggressor on one was an attack on all, and that ‘each of the other nations, individually or together, would take such action as it deems necessary including and force. American justification of NATO Unquestionably, for the United States, the NATO commitment set a new precedent. For the first time in its history, the Americans had committed themselves to an âlliance in peacetime.

Europe thus became America’s ‘first line of defense’. Yet despite this drastic departure from tradition, the pact met with widespread public favor. There was a general feeling that if another world war broke out in the beginning and since this, she might be able to avert it, unlike in 1914 and 1939, by issuing a warning to potential aggressors that they would have to face American opposition from the very outset.

Thus, it was precisely intended to give a clear message to the Soviet Union that the United States would fight to preserve Europe’s freedom. Europe’s vital importance to American security had been proved beyond doubt with the American participation in the two world wars. Instead of again allowing the balance of power to be upset and once more getting drawn into war after it had started the United States now wanted to prevent such an outbreak by committing herself to the preservation of Europe in peacetime.

It was presumed that the fear of meeting stiff American resistance and fighting an all-out war with the United States would deter a potential aggressor. The North Atlantic Pact was approved by the American Senate on July 21, 1949, by a vote of 22 to 13. NATO Civil Organisation The North Atlantic Treaty provides for a directing council, to be “so organized as to be able to meet pràmptly at any time.”

Originally the council was composed of the foreign ministers of the member states, but in 1951, the participating states agreed to add the defense, economic, and finance ministers to the council wherever problems of direct interest to them were concerned. The NATO council meets at the ministerial level two or three times a year and once or twice a week at the level of permanent representatives.

Though many think of NATO as an exclusive military organization, in actual point of fact Article II of the North Atlantic Treaty calls for cooperation among member states on a wide front. The council has set up committees to direct activities in many fields like information and cultural relations, armaments, infrastructure, emergency planning, food and agriculture, industrial raw materials, and manpower planning.

There are also committees of political and economic advisers and planning boards for ocean shipping and for European inland surface transport. NATO’s secretariat has major divisions of political affairs, economics, and finance as well as an office of the scientific adviser. Most of the secretariat staff work in NATO’s permanent headquarters in Brussels.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 3.
What is the genesis of CENTO the Baghdad Pact?
Answer:
If NATO had its origin in the Brussels Pact, the CENTO [Central Treaty Organizatiori] too had its ancestry in the Baghdad Pact of 1955. Anti-communism being the main thrust of American Foreign Policy, it now tried to seek out ways and means to contain communism wherever it was possible.

In 1951, an Anglo-American effort for the setting up of a Middle East command misfired, largely because of its prompt rejection by Egypt. But the new Republican administration in the United States in 1953 gave another look at the idea and it encouraged the development of the “northern tier” concept.

The middle Eastern states of Asia were on the southern flank of the European continent and ran along the northern belt of the Asian continent. The Americans considered enhancing European Security by including the Middle Eastern Asian states under their security belt. Such a scheme would be advantageous to the Americans since it could give them a continuous security chain covering western Europe by NATO and the Middle East with some new regional military alliance.

The states of the “northern tier” from Turkey to Pakistan [except Afghanistan], had already come together in a series of bilateral security pacts, like the pacts between Turkey and Pakistan in August 1954, and between Turkey and Iraq in February 1955. This became the basis of the multilateral Baghdad Pact when Britain adhered to the Turkey-Iraq Pact in April, Pakistan in September, and Iraq in October 1955.

The Pact was formalized in November 1955, when five “members of the pact met in Baghdad to set up a formal organization. The organization was to have a Council of Ministers, special committees for military planning, economic cooperation, communications, and counter-subversion, and headquarters at Baghdad with a secretariat headed by a Secretary-General.

In order not to offend Egypt and Saudi Arabia, the United States did not join the pact, but it welcomed its formation, sent an observer to its original meetings and greed full participation in the Economic and counter supervision committee, and established permanent contact with the Military Committee.

Question 4.
How CENTO is formed?
Answer:
After the Iraqi revolution in 1958, a new government came to power leading to the withdrawal of Iraq from the Baghdad Pact in March 1959. The headquarters of the Baghdad Pact was promptly shifted to Ankara, and the organization was renamed Central Treaty Organisation. Unlike NATO, however, CENTO had a very development with grave consequences for the future coincided in 1979.

The Iranian Revolution of 1979, the Kampuchean crisis leading to the Sino-Vietnamese war of 1979, the US involvement in El Salvador, and finally the Soviet military intervention in Afghanistan in December 1979, gave an ominous pointer that something had gone terribly wrong somewhere.

While the Americans came to suspect the Russians of trying to impose communist dictatorship in different parts of the world the Russians were convinced of a sinister American campaign to destabilize the Soviet Union. All this and many more were a perfect recipe for the beginning of Cold War II.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 5.
Describe UNO and its features.
Answer:
The setting up of the United Nations Organisation thus represented a renewed attempt with new vigor to establish world peace through an international organization. The organization has been formed by an international agreement known as the ‘Charter’ of the. United Nations and the makers of the UN charter were basically the representatives of the victorious powers [Allied] of the Second World War.

It was drawn up by the representatives of fifty states at the United Nations Conference on International Organisation which met in San Francisco, United States, from April 25 to June 26, 1945. The Charter consists of articles divided into 19 chapters which are also annexed to the 70 articles with 5 chapters of the statute of the International Court of Justice.

It was unanimously passed and signed by all the representatives on June 26, 1945, that is, even while the crucial stage of the war was still being fought in Europe and the Pacific. The United Nations officially came into being on October 24, 1945, when China, France, the United Kingdom, the Union of Soviet Socialist Republics, and the United States of America and a majority of the signatories ratified the creation of the UNO in their respective legislative bodies. Each year, October 24 is universally celebrated as United Nations Day.

Organs Languages Members Head Quarters of the UNO :
The organization, competence, procedure, and functions of the United Nations are governed by the Charter which also lays down the conditions for admission, suspension, and expulsion of member states from the United Nations. The composition, functions, and powers of the six main organs – the General Assembly, the Security Council, the Economic and Social Council [ECOSOC], the Trusteeship Council, the International Court of Justice, and the Secretariat as well as their inter-relationship are set out in die Charter.

The official languages of the United Nations are Arabic, Chinese, English, French, Russian and Spanish. The permanent headquarters of the United Nations is in New York City, United States of America, and its European Office is in Geneva, Switzerland. From original members of 51 countries in 1945, the total membership of the UNO today has risen to 191.

Limitations of the UNO :
It is pertinent to observe that the United Nations is a comprehensive international organization that has replaced the League of Nations. As such, it is the most important of all international organizations established by States. The member states have pledged themselves to maintain international peace and security and to cooperate with one another in political, social, and economic fields. However, it is important to know that the United Nations is neither a world government nor a world federation.

Hence its member’s obligations are limited and only their cooperation can put UN functions into practice. Unlike national governments, the organization has no means of enforcing its decisions. Thus it is the moral obligation of the members that make the UN what it is rather than any contractual obligation on the part of the members towards the charter of the UN.

Question 6.
Describe the creation of the UN.
Answer:
Though the origin of the United Nations can be traced back to the days of the League of Nations, it would be an oversimplification to say that the UN, came into being all of a sudden in a single day. The making of the UN has been an arduous process that spanned a considerable period of time. It came into being after a series of meetings, conferences, and discussions. The genesis of the UN could be traced back to the following landmarks.

Stages of the UN creation :
St James Palace Declaration – June 12, 1941:

  • The Allied powers resolved to continue fighting against the three Axis powers [Germany, Italy, and Japan].
  • After the end of the war, an international organization for the purpose of maintaining international peace and for promoting economic collaboration among nations should be created.

The Atlantic Charter – August 14, 1941:
This is often referred to as marking the birth of the United Nations. In this document Prime Minister Winston Churchill of Great Britain and President Franklin Roosevelt of the United States, meeting on a battleship ‘USS Atlanta’, in the North Atlantic Ocean, laid down eight general principles “on which they base their hopes for a better future for the world.”

The Declaration of the United Nations – January 1, 1942:
In this declaration, using the name later adopted for the new international organization, twenty-six nations agreed to cooperate in war and peace and emphasized that there should be an international organization based on the principle of sovereign equality of all nations, both large and small, for purposes of bringing about international cooperation.

Moscow Conference, October- November 1943:
Representatives of the USSR, USA, Great Britain, and China pledged that their united action would be continued for the organization and maintenance of peace and security and declared that they recognized the necessity of establishing at the earliest practicable date a central international organization based on the principle of sovereign equality of all peace-loving states.

Teheran conference – November 1943:
This was the first meeting of the Big, Three – Churchill, Roosevelt, and Stalin, the Soviet Premier. In a joint statement, they promised that large and small nations would be invited to join a world organization.

The Bretton Woods Conference – July 1944:
This conference was attended by representatives of forty-four nations. As a prelude to the future economic and financial reconstruction of the world, it was decided to set up two important institutions

  • the International Bank for Reconstruction and Development, IBRD and
  • the International Monetary Fund (IMF). It was emphasized that no peace could entire as long as economic chaos prevailed. The IBRD and the IMF are present functioning as Specialised Agencies of the United Nations.

The Dumbarton Oaks Conference – October 1944:
[Dumbarton Oaks is an estate in Washington D.C. owned by Harvard University]. Here representatives of China, Great Britain, the USA, and the USSR, worked out proposals for the world organization to be set up. They agreed upon the blueprint and the first draft of the United Nations Charter.

Yalta Conference, February 1945:
The ‘Big Three’ – Stalin, Churchill, and Roosevelt discussed the voting procedure of the Security Council, the most important organ of the proposed world organization. It was decided here to incorporate the ‘Veto’ formula of voting which became an accepted feature of the new United Nations voting structure. France and China were made co-sponsors along with the three members of the Yalta conference. These five states finally became the five permanent members of the Security Council.

San Francisco Conference – April 25 – June 26, 1945:
Fifty-one nations [including India] were invited to attend this conference. This was the last step in the long drawing process that led to the emergence of the United Nations. A number of proposals made by medium and small powers attending the conference were discussed and it resulted in the creation of the Economic and Social Council as one of the primary organs of the United Nations.

The powers of the General Assembly and die Security Council were clearly defined and altogether there were to be six principal organs of the United Nations. On July 28, 1945, the United States of America approved its membership in the UN. Within another three months, the charter was ratified by all of the permanent members of the Security Council and by a majority of the signatories. The launching of the United Nations marked the beginning of a New World Order.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 7.
Write the objectives of the UN.
Answer:
The primary objectives of the United Nations are incorporated in the charter of the United Nations. Article 1 of the charter gives an elaborate and vivid description of these objectives.

Maintenance of International Peace and Security:
The maintenance of international peace and security is the primary objective of the United Nations. In order to save succeeding generations of mankind from the curse of war, world peace is to be maintained by preventing and suppressing breaches of the peace and by promoting conditions conducive to the preservation and maintenance of peace.

Avoidance of war is to be achieved by measures known as collective security. Provision is placed in the charter for powerful sanctions against states which have violated peace. The Security Council is empowered to decide on matters of world peace. The United Nations is expected to maintain the necessary armed forces from the member nations in accordance with an agreement to be concluded between the Security Council and the members of the United Nations individually.

Thus the Peace Observation Commission and the United Nations Emergency Force were created in 1950 and 1956 respectively for the basic purpose of enforcing peace where it is violated. Preservation of the world order necessitates peaceful settlement of disputes among members of the United Nations and a variety of methods for the pacific settlement of international disputes are offered to the member states.

Self-government & Independence:
Development of friendly relations among the states based on respect for equal rights and self-determination of peoples. This is another fundamental objective of the UNO, wherein it is to promote the people of different areas of the world who are hitherto dependent, to be given the right of self-government and independence.

Cooperation Socio-economic fields & Championing of Human Rights :
Furtherance of cooperation among the members in social, economic, cultural, educational, and humanitarian problems and to promote respect for human rights. To put these goals into practice the Economic and Social Council serves as a major organ and it receives adequate support from the General Assembly and various other international specialized agencies.

The ECOSOC is empowered to establish as many commissions as it deems necessary in the area of human rights and it can recommend and prepare draft conventions on human rights and fundamental freedom for all. Encouragement of respect for human rights and fundamental freedom is also stated to be a basic objective of the trusteeship system. The Universal Declaration of Human Rights was overwhelmingly adopted in the General Assembly in 1948.

Disarmament:
To work for the successful implementation of the principle of general and completed disarmament in nuclear and non-nuclear weapons.

Centre for harmonizing relations :
Another basic objective of the United Nations is to act as a center for harmonizing the actions of nations in attaining these common ends and more specific goals, e goa s as spelled out in the charter are:

  • taking appropriate measures to strengthen universal peace,
  • practicing tolerance and living – together in peace as good neighbors and
  • establishing justice and respect for international law.

Other Objectives:
Article 2 of the Charter prescribes certain other principles upon which the United Nations acts. They are:

  • The UN is based on the principle of sovereign equality of all its members.
  • All members are required to fulfill in good faith their Charter obligations.
  • Members are advised to settle their international disputes by peaceful means and without endangering peace, security, and justice.
  • Member nations are to refrain from the threat or use of force against other states.
  • Member nations are to render every possible assistance for any action the UNO takes in accordance with the Charter and shall not provide any help to the state or states against which the UN is about to take preventive or enforcement action.
  • The UN shall ensure that states which are not members act in accordance with these principles in so for as is necessary for the maintenance of international peace and security.
  • The Charter does not authorize the UN to intervene in matters which are entirely within the domestic jurisdiction of any state. The basic objectives and principles of the United Nations as enshrined in the charter are thus directed toward the maintenance and preservation of world peace and security.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 8.
Discuss the General Assembly and its compositions and functions.
Answer:
The General Assembly, one of the six main organs of the UN as specified in Article 7 of the charter is the deliberative organ of the UN and is its pivotal organ. It frames been described as a ‘world forum’ or the ‘world’s own meeting’.

Composition:
The General Assembly has the states as its members and all member nations are equally represented in this organ. Each member state is entitled to send 5 representatives and 5 alternate representatives. Irrespective of the number of its delegates present in the General Assembly, each member country is entitled to one vote only.

Functions:
The General Assembly’s functions are as under:
To consider and make recommendations on the principles of international cooperation in the maintenance of peace and security, including the principles governing disarmament. To discuss any problem affecting peace and security, except where a dispute is being currently discussed in the Security Council.

To initiate studies and make recommendations to promote international political cooperation, the development of international law, the realization of human rights and fundamental freedom for all, and international collaboration in economic, social, cultural, and educational arid health fields. To receive and consider reports from the Security Council and other organs of the UNO.

To elect the non-permanent members of the Security Council, the members of the Ecosoc, and the elective members of the Trusteeship Council. To take part with the Security Council in the election of Judges of the International Court of Justice and On the recommendation of the Security Council to appoint the Secretary-General.

To consider and approve the budget of the United Nations, and to examine the budgets of specialized agencies. The Uniting for Peace Resolution adopted in 1950 enlarged the sphere of activity of the General Assembly. As per this Resolution, if the Security Council failed to exercise its power for the maintenance of international peace and security due to the lack of unanimity among the permanent members, the General Assembly was authorized to consider the matter immediately and make appropriate recommendations for collective measures.

In case of a breach of the peace or an act of aggression, the General Assembly can authorize the use of armed forces when necessary. In theory, though the Charter maintains that the Security Council is the most important organ of the UN., in practice, particularly after the passage of the UN for Peace Resolution, the General Assembly has been transformed from mg the deliberative organ to the most effective organ of the UN.

Question 9.
Discuss the structure of the General
Assembly.
Answer:
Since the General Assembly is a very large body, it becomes very difficult to have a normal transaction of a business. Hence the General Assembly functions through its committees – seven main committees, two standing committees, two procedural committees, and a number of permanent, semi-permanent, and ad hoc committees.

Apart from the seven main committees, other important committees and commissions under the General Assembly are the Little Assembly, the International Law Commission, the Peace Observation Commission, the United Nations Emergency Force, the UNICEF [United Nations International Children’s Emergency Fund], the UNCTAD [United Nations Conference of Trade and Development], UNIDO [United Nations Industrial Development Organisation].

Sessions and voting procedure:
The General Assembly meets for the annual plenary session in September every year. The session extends up to the middle of December. The General Assembly can also be convened for special sessions and emergency special sessions. Voting in the body is conducted on the basis of a simple majority of those present and voting when minor issues are concerned. But for major international issues like admission, suspension, and expulsion of a member nation, a two-thirds vote of the Assembly is required.

Jurisdiction :
Though the General Assembly can discuss any issue affecting international peace and security, it cannot discuss any matter falling within the domestic jurisdiction of any member state. Since the General Assembly is not a world parliament, its de ions are not obligatory but only recommendatory in character. Members States are free to accept or reject the decision of the General Assembly.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 10.
Discuss the Security Council and its composition and functions.
Answer:
The Security Council functions as the executive wing of the UNO. As long as there is unanimity among, the Big Five, this organ can function very effectively and efficiently. Article 7 of the Charter states that the Security Council like the General Assembly is a primary organ of the UNO.

Composition:
Despite all claims of equality among large and small nations made in the Chapter, there is no denying the fact that the Security Council is built along the core of Big

Powers:
Membership in the Security Council is of two kinds – permanent and elective [non-permanent]. The five permanent members are named in Article 23 of the charter. They are – the United States of America, the Union of Soviet Socialist Republics, the United Kingdom, France, and China, are the big five.

It is important to observe that till 1971 the China seat in the Security Council was represented by Nationalist China based in Taiwan, but since 1971 this seat has been allotted to Communist China based in Beijing. Similarly, with the dissolution of the USSR [Soviet Union] in 1991 with the end of the cold war, the USSR seat is at present represented by Russia

Functions:
The functions of the Security Council are:

  • To maintain international peace and security in accordance with the purposes and principles of the United Nations.
  • To investigate any dispute which might lead to international friction.
  • To formulate plans for the establishment of a system to regulate armaments.
  • To call upon members to apply economic sanctions against a potential aggressor nation so as to prevent actual aggression.
  • To take military action against the aggressor.
  • To recommend the admission of new members
  • To recommend to the General Assembly the appointment of the Secretary-General and together with the General Assembly to elect the judges of the International Court of Justice.
  • To submit annual and special reports to the General Assembly.

Question 11.
Explain ECOSOC and its functions.
Answer:
The ECOSOC consists of 54 members. The General Assembly elects by a vote of two t s majority present and voting the members of the ECOSOC for three-year terms. Retiring members are eligible for immediate re-election. Eighteen members retire every year and every member state is entitled to one representative. Though there are no permanent members in the ECOSOC, in actual practice the Big Five and medium-range powers like India, Canada and Yugoslavia are frequently re-elected.

Functions:

  • To be responsible under the authority of the General Assembly, for the economic and social activities of the United Nations.
  • To initiate studies, reports, and recommendations on international economic, social, cultural, educational, health, and related matters.
  • To promote respect for and observance
    of human rights and fundamental freedoms for all.
  • To call international conferences and prepare draft conventions for submission to the General Assembly on matters within its competence.
  • To negotiate agreements with the specialized agencies, defining their relationship with the U.N.
  • To coordinate the activities of specialized agencies of the U.N. and to obtain reports from them.

The most significant of all its activities, however, is its persistent concern for human rights. Since 1960 ECOSOC has remained busy in solving the problems of and fulfilling the aspirations of developing nations. A structure like the General Assembly ofthe United Nations, the ECOSOC which has been authorized by the provisions of the Charter to establish as many subsidiary organs as may be necessary for the fulfillment of its functions, has set up a cobweb of commissions and committees.

Thus the ECOSOC works through commissions, committees, and various other subsidiary bodies.
There are seven functional commissions:

  1. The Statistical Commission.
  2. Population Commission
  3. Commission For Social Development.
  4. Commission on Human Rights.
  5. Commission on the Status of Women.
  6. Commission on Narcotic Drugs.
  7. Commission on Commodity Trade.

There is also a sub-commission on the Prevention of Discrimination and Protection of minorities which works under the direction of the Commission on Human Rights.

Regional Economic Commissions:
The ECOSOC has set up five regional commissions which study the economic problems of their respective regions and recommend courses of action related to economic development, such as electric power, inland transport, and trade promotion.
These commissions are:

  • Economic Commission for Europe [ECE]. This was established in 1947 with its headquarters in Geneva, Switzerland.
  • Economic and Social Commission for Asia and the Pacific. It was set up in 1947 with headquarters in Bangkok, Thailand.
  • Economic Commission for Latin America. Set up in 1948, it has its headquarters in Santiago, Chile.
  • Economic Commission for Africa was established in 1958 in Addis Ababa, Ethiopia.
  • Economic Commission for Western Asia was established with headquarters in Beirut, Lebanon.

Besides, there are six standing committees:

  1. Programme and Coordination
  2. Natural Resources.
  3. Non-Governmental Organisations
  4. Inter-government Agencies
  5. Transnational Corporations and
  6. Human Rights.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 12.
What are the Trusteeship Council and state its objectives?
Answer:
The Trusteeship Council evolved from the idea of the die Mandates system of the League of Nations. Article 7 of the charter states that the Trusteeship Council shall be a primary organ of the United Nations. But like the ECOSOC, the Trusteeship Council to does not have an independent jurisdiction. It is directly subordinated to two of her primary organs like the General Assembly and the Secretary Council.
There are two types of Trust territories:

  • Strategic Trust Territory,
  • Non-strategic Trust Territory.

The Security Council and the Trusteeship Council supervise the functioning of the Strategic Trust Territory. Till 1994 there was only one group of trust territories in the North Pacific Ocean and they are the Marshall, Mariana, and Caroline Islands. In 1994 the islands became the Republic of Belau, hence there are no strategic trust territories at present.

The General Assembly and the Trusteeship Council are the supervising authorities of the Non-strategic Trust territories. At present, there are no strategic trust territories since all such territories have attained independence The Trusteeship Council was set up to supervise and administer trust territories placed under its disposal by individual agreements.

Chapter XII of the UN charter provides for an international trusteeship system that shall apply to

  1. Territories held under the mandate of the League of Nations after the First World War, like Iraq, Syria, Lebanon, Jordan, and Palestine have all attained independence except Palestine which is now under Israeli occupation,
  2. Territories that may be detached from ex-enemy states as a result of the Second World War. The territory of Somaliland taken from Italy came under this category
  3. Territories are voluntarily placed under the System by states responsible for their administration. No such territory was voluntarily brought by any of the former colonial powers under the trusteeship system.

The objectives of the Trusteeship system are:

  • To further international peace and security.
  • To promote political, economic, social, and educational advancement.
  • To promote respect for human rights and fundamental freedoms for all the people of the trust areas.
  • To provide equal treatment for all the countries in respect of social, economic, and commercial interests in the administration of justice.
  • To promote the peoples of the area concerned to self-government or ‘ independence in accordance with the provisions of the Trusteeship Agreement for the territory.

Question 13.
Discuss the functions and compositions of the Trusteeship Council.
Answer:
Functions:
The function of the Trusteeship Council is to supervise the administration of Trust territories. In carrying out this function, the council is authorized:

  1. To formulate a questionnaire on the political, economic, social, and educational advancement of the inhabitants of Trust territories on the basis of which the Administering Authority is to make annual reports.
  2. To examine and discuss reports from Administering Authorities.
  3. To examine the petition in consultation.
  4. To expand the agreed upon with the Administering Authorities.

Composition:
The composition of the Trusteeship Council is based on three factors:
All the administering powers are to be represented on the Trusteeship Council. All the permanent members of the security council which is not have administering powers are also to be represented on the Trusteeship Council. The elective members of the Trusteeship Council are elected by the General Assembly.

Altogether there were 11 Trust territories of which 10 were designated as non-strategic trust territories and was designated as strategic trust territory. By January 31, 1968, all non-strategic trust territories had gained independence, leaving only the five permanent members of the Security Council as members of the Trusteeship Council.

In 1994 the only strategic trust territory too gained independence, hence the Trusteeship Council, with no business to perform, has become non-functional. Its works completed, the Trusteeship Council now consists of the five-year permanent members of the Security Council and it has amended its rules of procedure to allow it to meet as and when occasion requires.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 14.
Discuss the Jurisdiction of the Court of International Court of Justice.
Answer:
It is important to note that only states and not individuals can be parties before the court. But the greatest deficiency of the court lies in the fact that, unlike national legal systems, the ICJ does not have compulsory jurisdiction. In other words, its decisions are only recommendatory and not obligatory or binding in character.

Very often the Security Council may recommend that a legal dispute be referred to the court. The General Assembly and the Security Council can also ask the court for an advisory opinion on any legal question. Besides, other organs of the UN and specialized agencies can refer the court for an advisory opinion. Normally the maximum number of references to the court seeking advisory opinion is made by the General Assembly.

Guiding Principles :
The court while deciding disputes submitted to it in accordance with Article 3 8 of the statute, shall be guided by:

  • International conventions establish rules recognized by the contesting states.
  • International customary law.
  • General Principles of law recognized by nations.
  • Judicial decisions and the teachings of the most highly qualified publicists of the various nations. At times the court may decide a particular case by deviating from strict law but in a spirit of conciliation, compromise and friendliness, provided the parties concerned agree to such a method.

Decisions by the Court:
Despite several weaknesses and loopholes, the ICJ has played a significant role in the growth of the international legal system. Perhaps the most outstanding, contribution made by the ICJ is in the field of systematic codification of international, law. Important decisions of the court can be seen in the following cases, to name only a few:

  1. The Asylum case.
  2. The Right to Passage Over Indian Territory case.
  3. Anglo-Iranian Oil Company Case.
  4. The Corfu Channel case.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-2

Question 15.
Discuss the position of the Secretary-General and its functions.
Answer:
The Secretary-General is not the co-employee of the Staff of the Secretariat and there exists a gulf between the Secretary- 5. General and other members of the Secretariat. The members of the Secretariat are appointed by the Secretary-General in accordance with the rules established by the General Assembly.

In their appointment, promotion, and separation from service, the Secretary-General has considerable powers, The Secretariat carries out the day-to-day work of the UN, and the staff members are drawn from more than 100 countries. The members of the staff being international civil servants are expected to fulfill their functions impartially.

The major functions of the Secretary-General are:

  • To be the chief administrative officer of the organization.
  • To act as Secretary to all the major delegate bodies of the United Nations.
  • To perform functions assigned to him by the General Assembly, the Secretary Council, the ECOSOC, and the Trusteeship Council.
  • To furnish annual reports to the General Assembly on the functioning of the organization.
  • To appoint members of the staff of the Secretariat.
  • To take initiative in bringing any matter before the Secretary Council war according to him might constitute a threat to international peace and Secretary.

In actual practice, the role of the Secretary-General has far increased in scope. And has gone much beyond the expectations of the makers of the charter Instead of being merely the chief. Administrative officer, he has become the most important political officer of the UN who constantly exerts himself for the preservation and maintenance of international peace and security.
Thus functions today may be classified under three categories

  • political functions
  • representative functions,
  • administrative functions.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 5 Long Answer Questions Part 1.

CHSE Odisha 11th Class History Unit 5 Long Answer Questions Part-1

Long Questions With Answers

Question 1.
When the First World War began and what are its causes?
Answer:
The First World War began in 1914. It ended in 1918. As a war it is unique. It was a war that made all regions of the world take part in it, either directly or indirectly. A century before it, the great wars of Napoleon’s time were limited only to Europe. In other words, before 1914, wars were regional or confined to a continent. But the First World War was a war in which all continents fought on behalf of any one of the two main groups of nations.

Thus, Winston Churchill says, “the great war differed from all previous wars.” The world fought this war for 1565 days from 28 June 1914 to 11 November 1918. Major General Taylor, in his book “History of Modem Wars” describes this war as the bloodiest and the costliest, till 1938.
More than 13 million people died and over 15 million were wounded out of whom 7 million were rendered invalid for the rest of their lives.

These figures are more than twice the total of all wars from 1790 to 1913 taken together. The soldiers killed in the war molded into the soil, and the common people, the civilians, suffered from miseries of starvation, epidemics, massacres, raids, and diseases. The birth rate of many nations came to be affected. The economic losses of a modem war are incalculable.

Speaking of the First World War, Lipson says, “a modem war is fought on two fronts the fighting front and the home front.” Because of the incalculable economic losses in a modem war, “in an economic sense, there are no victors (of a war).” However, according to One account, the world lost 270 billion dollars as a result of the First World War. This great war had no precedent, and it produced a new out¬look to war as an institution.

Causes of the First World War (1914-1918):
The First World War was the first great war of its kind. It involved the big powers and their colonies; as such it was a global war such a great war was bound to have a number of causes at the root of its outbreak. No single cause, however important, could alone have produced such a war. Multiple causes lay behind the outbreak of the First World War.

Aggressive Nationalism :
The first cause of this great war was aggressive nationalism. The French Revolution (1789) had given a new emphasis to nationalism. It came to promote the ideas of nationalism in all countries in general and in Poland, Germany, Italy, and the Netherlands in particular. That is why Edmund Burke came to describe the 19th century as the ‘age of nationalism.

During the hundred years from the defeat of Napoleon till the outbreak of the First World War, not only the people in all countries wanted to strengthen their nations but also a sense of national pride led them to work out ways and means for making their nation stronger than other nations.

Industrial Competition:
The second cause of the First World War was the economic competition among the nations as a result of the industrial revolution. It is said, ‘‘Industrialisation gave birth to imperialism.” This is explained by the nature of the effect of the industrial revolution among tile developed nations. As industrialization grew, there also grew keen competition among these advanced countries for finding more raw – materials abroad and finding more markets for their finished products.

Pure economic greed lay at t root of it all. Britain, France, Germany, Spain, and Portugal came to be engaged n a cut-throat competition in Asia and Africa for this purpose. Thus industrialization led to commercialism, commercialism to colonialism, colonialism to imperialism, imperialism to militarism, and finally to war.

Commercial Competition :
Commercialism became the natural cause of the Great War. The primary of every commercial nation was to find out new markets and monopolize those markets for individual purposes. Production of industrial goods must be matched by more sales of those so as to bring more profit and more production.

Thus, to increase sales, new markets were necessary. The more the markets, the more the sale and so, so profit. The British did the same in India, and the European powers and Japan did it to China by the end of the 19th century. There were no accepted rules for international commerce and business was the business of the powers.

Sometimes the interests of one came in conflict with that of another. For example, in Morocco in 1906, there was almost a war between Germany on the one hand and Britain and France on the other. War might have been avoided in such cases, but the relationships grew bitter. This made a final show-down among the rivals almost certain. The First World War came as a climax to this international bitterness.

Colonial Rivalries :
One way of relief from this bitterness was to establish one’s own colonies for oneself. A colony would be only under the ‘mother country’ to whom alone it would give its raw- materials and from whom it would purchase the finished products. Regions in Asia, Africa, and South America came to see competition among these powers for colonization.

Examples of colonial rivalries were many, but the most outstanding ones were Japan’s conflict with the USA and Russia in China, Austro-German rivalry with Russia in the Balkans and Central Europe, and Anglo-German enmity arising out of naval competition and armament. Thus, international friendship and rivalries were already determined, before 1914, out of economic interests.

Imperialist Competition:
Naturally, colonialism led to imperialism, resulting in wars, sometimes small but finally the big one in 1914. The two centuries before the First World War had seen the powerful European countries establishing vast overseas empires for themselves. During the 19th century, in particular, these imperialist countries fought for more colonies.

Just as India was the colonial ‘Jewel’ in the British Crown, so every country including Germany after 1871 wanted to establish colonies or to acquire more colonies. Imperialism stands for power, strength, and forceful domination. In this game of ‘might is right’, there are no rules or referees.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 2.
Short Notes on.
Militarism and race for armaments :
Conquest by force was the order of the day during the forty years before the Great War. So militarism was the result of this process. Victory is possible through better and superior military power. The race for armaments began among all. Each power wanted to have the latest, the best, and the most lethal weapons. Advancements in scientific research brought many new, though inhuman, weapons, without better arms, victory is impossible in modem wars.

The race for armaments was a never-ending process. A minor spark in this race was bound to bring in conflagrations; a minor conflict might end up in a major war. Thus, aggressive nationalism, industrial competition, commercial rivalries, colonial competition, imperialism, and militarism made the First World War inevitable. The basic causes were translated to actual war by the following practical causes.

Power Politics:
The big powers of Europe were Britain, Germany, France,- Austria-Hungary, Russia, and Italy. They all looked upon one another with suspicion as all of them were engaged in the competition for more power. The rise of two non-European powers, the USA and Japan, also came to add to this struggle for power.

Thus the relations of nations came to be determined along two lines, namely, the power-politics relationship and the convenient-cooperation relationship. In the former, a friend of a friend and the enemy of an enemy was regarded as friends; the friend of an enemy and the enemy of a friend were enemies. Inconvenient cooperation relationship, two or more countries come together as long as this helped both sides.

The Russain-German friendship till 1882 and the Anglo-Japanese alliance till the war can be cited as two of the many such friendships of the period. This was the game of politics or power politics. Also, in this struggle for power, no country was sure of victory over its enemy in a war, because of the ‘balance of power’.

Balance of Power :
Since the Congress of Vienna, the countries of Europe had agreed upon a ‘balance of power’. It meant that no country would be allowed to grow stronger than others. Napoleon was defeated only by a coalition of European powers because France was stronger than any of them. Thus, they adopted the policy in 1815 that no single country would be allowed to grow stronger than others.

Thus, when a country would not sure of victory over another country, it would not resort to war; and in the absence of war, peace would prevail. From 1815 to 1914, there was no major war except the Crimean War. The peace of this period was due to the balance of power. Lord Hankey, therefore, says that the balance of power “held peace in Europe for the longest time” before the First World War.

Triple Alliance :
But this was an uneasy peace. Countries now decided to safeguard themselves by forming themselves into groups of friends or ‘alliance groups’. Countries with similar interests and having common enemies now came to form themselves into groups or ‘Collective-fronts.’ Germany had defeated France and become the strongest power in Europe. France was now its enemy, determined to avenge the Sedan- defeat. Britain was afraid of Germany.

Austria- Hungary, and Russia were the traditional enemies. After 1882, Germany neglected Russia and openly supported Austria. Italy continued to be the friend of Germany. The Balkan region was now open to domination; Austria-Hungary, with German support, wanted to dominate the region at the cost of Russia. Thus, when Italy, in 1882, decided to join the Austro-German alliance of 1879, the three of them formed the Triple Alliance.

Question 3.
How Germany is responsible for the war?
Answer:
Germany was defeated in the First World War and in the peace conference of 1919, was declared to be guilty of having started the First World War. The defeated party ways take the blame. So, British and French historians say that Germany was primarily responsible for the First World War. This is neither reasonable nor true.

No single individual or country can be held solely responsible for the outbreak of a global war. Germany had become a newly unified nation in 1871. It was rich in natural resources but did not have colonies as markets for its industry. France was defeated by Germany in 1870-71, but France had its colonies, like Britain, years before the birth of Germany in 1871.

Germany, after 1871, was not only the strongest but also the richest in Europe. It was natural for Germany to search for colonies for herself. This brought her into conflict with France, Britain, and Russia. To hold Germany ‘solely’ responsible for these conflicts is unreasonable. For example, for the crisis in Morocco (1906), France and Britain, and even, the USA were as much responsible for the danger to peace as was the German Emperor, ‘Kaiser’ William II.

Bismarck was the first Chancellor of a United Germany. He continued to enjoy the support of his Emperor ‘Kaiser’ William I in all his steps in making Germany a more industrialized imperial power. But when William I died in 1888, his successor William II could not tolerate Bismarck. ‘There can never be more than one horse in a stable.

So, Bismarck was given retirement in 1890 and William II became the sole guardian of German destiny. Wiliam II was an ambitious militant nationalist. ‘Germany was the result of Bismarck’s policy of ‘blood an iron’. The Kaiser now wanted her to dominate the world. For that, Germany was to have a strong navy.

Napoleon’s France suffered because it did not have a strong navy. So, Germany started building up a strong navy for itself. But Britain had the strongest navy in the world and never liked any other country challenging her superior navy. Therefore, when Germany started having an equally strong navy for itself, Britain wanted an early end to this German challenge and worked for it, while putting the blame on Germany for this naval race.

Imperialism could not be the monopoly policy of one nation. When German imperialism rose from strength to strength, Britain and France were alarmed and wanted to destroy it by all means. Germany had joined the race for armaments, started by Britain and others. The Kaiser asked the German people to be strong nationalists and remember their racial, cultural and military superiority always. German industries started producing to their best capacity.

The Germans now wanted to extend their dominance over the Balkans and Central Asia. Germany started constructing the railway lines to Baghdad. The Persian sea was to be made into a German lake. This naturally alarmed the ‘entente’ members. It posed a direct threat to the Russi empire and to the British Empire in India in terms of security. But this German policy was not illegal, though it came to endanger peace in the region.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 4.
Why Historians are confused about Russian Revolution?
Answer:
Many historians have confused ideas about the Russian Revolution of 1917. It was 1917 when Russia saw two great revolutions, one in March and the other in November. Each of these was historic*. The March revolution was purely a popular revolution for the overthrow of Tsarist rule. The people, not the Bolsheviks or Mensheviks, not Lenin Stalin, or Trotsky brought about this revolution.

It was spontaneous and leaderless. “The revolution found them sleeping”, comments Lipson on the revolutionary leaders. No revolutionary group or party prepared for it or anticipated it. It is only after Tsarism was overthrown and a provisional government set up in Russia that the revolutionary groups became active.

The Bolshevik revolutionary party, then, successfully brought about the second revolution of the year, in November and captured power under Lenin’s leadership. The latter is known as Bolshevik Revolution, with its ideals of socialism. But the March Revolution was aimed at the liberation of the people from the oppressive rule of the Tsars.

Thus, it can be said that the people of Russia liberated themselves; only after that, the Bolsheviks captured power to teach them the doctrine of socialism as opposed to capitalism. The second Bolshevik Revolution adopted the ideas of Karl Marx and Dr. Friedrich Engels. These two German geniuses developed their idea of socialism during the days of the industrial revolution in Europe.

They called for the overthrow of capitalism and the establishment of socialism in its place. Mainly they wanted all powers of production and distribution for the workers and laborers and from private owners. The means of production, privately owned under capitalism should be socially owned under socialism.

Capitalism stood for profit but socialism stood for service to all the people. Capitalism is based on conflict whereas socialism is based on cooperation. Socialism stood to end the capitalist system of exploitation of man by man. Socialism bridges the gap between the rich and the poor; capitalism widens this gap.

Question 5.
What are ‘February’ and ‘October’ Revolutions?
Answer:
The Russian Revolution of March 1917 can be described as two revolutions or a single revolution that developed in two-phase. The first phase of March 1017 was the political phase. “It sealed the fate of autocracy” and the monarchy was Overthrown. The second phase was the social phase the Bolshevik revolution of November 1917 – which brought into existence the first Republic of the workers.

It is interesting to remember that the Russian calendar of those days was normally thirteen days behind the international calendar. The Russians called these two revolutions as ‘February’ and ‘October’ revolutions because, as per their calendar, these occurred in the last week of February and October respectively.

The roots of the Russian Revolution lie deeply embedded in the history of Russia. Russia is an old country with a rich history. It was a big empire, almost one-sixth of the total land- area of the world. Though most of this empire was in Asia and the rest of it in Europe, Russia historically has been more European than Asiatic.

Since the early 17th century, it was ruled over by the Romanov dynasty. This dynasty was founded by Romanov. The Russians called their emperor as Tsar (of Czar), just as the Ger Emperor was known as ‘Kaiser’. Both these titles are derived from the title of Caesar, which meant the absolute head ofthe empire. Russia was traditionally an orthodox country.

It did not want to modernize itself as others in Europe were doing. Only Tsar Peter, the Great, wanted to modernize Russia with European ideas and ventures. He is said to have opened a ‘window’ to Europe, it was shut down after him till the 19th century when the people came to be in a revolting mood against their oppressive Tsars.

The military defeats of Russia in the Crimean (1854) and Russo-Japanese (1904-05) wars had resulted in popular revolts which were suppressed easily. But the series of defeats(from 1914 till 1917) during the First World War led to a mass eruption (‘February Revolution, 1917) that swept away the Tsars and the old order.

At the beginning of the 19th Century, Tsar Alexander-I was regarded as a leader of Europe. After him, Tsar Nicholas-I came to be an oppressive ruler who even brought the Crimean war for Russia. His successor, Tsar Alexander II brought in some reforms which roused the people more than benefitted them. This Tsar was killed by the extremists called ‘nihilists’.

The last two Tsars, Alexander-Ill (1881 -1894) and Nicholas-II (1894-1917) were oppressive and inefficient. Popular consciousness, roused since the 19th century could not tolerate the Tsars. The people voluntarily rose in revolt and overthrew the last Tsar in February 1917. This first phase is called the ‘February Revolution’.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 6.
What are the causes of the Russian Revolution?
Answer:
Oppressive Rule of Tsars :
Among the many causes of the Russian Revolution of 1917, the first and foremost cause was the oppressive nature of Tsarist rule in Russia. Russia was a country of extremely rich and extremely poor. Tire Tsar and his royal family, ministers, and officials of the empire formed 1.5 percent of the total population but they controlled nearly 98 percent of national wealth and income.

The rest of the population were poor peasants who worked as slaves (serfs till 1861) and were made to pay the tax that was more than their income. Punishment was heavy and the will of the officers was the law of the land. This was possible because Russia was a backward country, depending only on agriculture, without any attempt at industrialization till 1891, and without an educated middle class.

In a word, Russia was a reactionary state in a liberal Europe. Those members of rich families who got liberal education outside Russia from the latter half of the 19th century, returned to Russia to realize how backward Russia was, and wanted to correct the evils of society by educating the masses. The people ultimately came to blame the Tsar for everything.

The poverty of the people and the military defeats of Russia during the First World War made them violent and revolting. Like in the French Revolution (1789), this Russian Revolution began (March 8, 1917) with cries of ‘bread’ and ‘down with autocracy’. The place of Par in the French Revolution was taken by Petrograd in the Russian Revolution.

The misery of the People of Russia:
The miserable condition of the Russian people was the next cause. The people were poor and illiterate. They had no independent income till 1861 because they worked as ‘Serfs’ in the agricultural lands of their masters (Gentry). After 1861 when the ‘Serf system was abolished, they became agricultural laborers without any land for themselves on a permanent basis.

They were heavily taxed and were also forced to pay an additional tax for having been made free from ‘Serf status. The rotation of land allotments among them made agriculture suffer. No modem methods of cultivation and the total absence of industries (till 1891) made them groan under poverty. Families were frequent. Whatever little industrialization took place after 1891 failed to satisfy the revolutionary mood of the industrial workers.

Peasants and Workers :
The popular unrest of the peasants and industrial workers was directed against the Tsar. People were convinced that Tsar cannot solve their problems of poverty, nor could he bring Russia any wealth and glory. So the people rose in rebellion against Tsar Nicholas II. They had nothing to lose and everything to gain. This was their mood on March 8, 1917.

Question 7.
Discuss the rise of the middle class and political parties.
Answer:
The rise of the middle class in Russia and their role in the revolution was the third cause. As mentioned earlier, the second half of the 19th century saw the rise of an educated middle class. The members of this middle class were educated in Europe. They realized that Russia was poor because her people were neither educated nor conscious of nationalism.

So, they started educating the people. The Tsar’s government wanted to prevent them from doing so, by threats of punishment and exile. So, they organized themselves into political parties, like the Social Democrat and the Social Revolutionary parties. Leaders like Plekhanov worked to strengthen the political parties with grass-root support and organization.

Even extremists like ‘nihilists’ came to carry out their programs for the overthrow of Tsarism with popular support. Tsar Alexander-II was killed by the nihilists in 1881 .’Tsar Alexander III then wanted to root out the nihilists. These revolutionaries were underground, organized popular support for them, and worked tirelessly for a revolution to overthrow Tsarism.

Military Defeats:
Military defeats of Russia during the first three years of the First World War I made the people of Russia violent against Tsar Nicholas II. Russians, by nature, are sensitive about national glory. So, whenever Russia lost a war, the people rose in revolt against the Tsar. In 1856, they revolted against Tsar Alexander II for Russia’s defeat in the Crimean war in 1905 they did so against Tsar Nicholas II for Russia’s defeat in the war with Japan. They would never forgive Tsar Nicholas II for a second time for the military defeats from 1914 to 1917.

Racialism:
Racialism of the Tsars was another cause of the revolution, Russia had a large number of Jews. The Jews were rich but without a homeland. The policy of Tsar Nicholas II was to capture the wealth of the Jews by killing them for any slight excuse. He organized ‘pogroms’ in Russia where Jews in large numbers would be assembled and then massacred. This led the Jews in Russia to oppose the racialist policy of the Tsar. They got the support of the Poles, Finns, Muslims, and other subjects of Russia.

Rasputin :
Another cause of the February Revolution was the notorious role played by Rasputin in the governance ofRussia. Rasputin was a Siberian monk. He was invited by the Tsar and the Tsarina to the palace at St. Petersburg, the capital of Russia The cause of this invitation was that the baby prince was suffering from a disease that only Rasputin could cure with his magical powers. Rasputin stayed in the palace and won the queen to his side.

The Tsar being away at the battlefields during the First World War, Rasputin influenced the Tsarina to act as per his advice. Soon Rasputin’s words became law. The Tsar also fell for him, as Rasputin was the only hope for the baby prince to be cured. But the people of Russia knew the true nature of Rasputin. They hated him for his oppressive measures. They wanted his removal either by fair or foul means. He was the object of universal hatred and the target of the revolutionaries. He was killed by the revolutionaries in 1916.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 8.
What is the ‘Bread’ riot – March 1917, Overthrow of Monarchy and Provisional Govt?
Answer:
Russia was basically an agricultural country. Industries were very few in number. The Russian peasants used to serve as soldiers in the country in times of war. Most of them were busy in the battles that Russia fought during the first three years of the Great War. So agriculture was neglected. Production of food grains fell down so much that a famine-like situation came over the whole country.

Long queues for bread led to disturbances. These led to strikes and protests against the monarchy. On March 8, 1917, the women workers of textile mills in Petrograd came out with a general strike. They demanded ‘bread’. Soon the workers and general public of Petrograd joined them. Cries for ‘bread’ soon took the tone of ‘Down with the War’ and ‘Down with monarchy’.

Within a week the agitation grew into a revolt. The Tsar ordered the Petrograd troops to go and suppress the revolt. Unfortunately, the troops, sent to suppress the revolt, joined the masses and turned against the Tsar himself. The Tsar had no other alternative. He abdicated the throne. The revolt became a revolution.

It was crowned with the success of the fall of the monarchy in Russia for all times to come. The masses set up a Provisional Government. This government abolished the monarchy in Russia and took over the administration of the whole of Russia. The deposed Tsar was murdered in July 1918 along with his family The workers who had overthrown the monarchy soon realized that they themselves cannot form the new government in Russia.

So they offered the reins of the administration of Russia to the middle class of Russia. The latter controlled the national parliament (Duma) and enjoyed the loyalty of the Russian army. The middle-class (bourgeoisie) would prevent any attempt on the part of the royal supporters for a counter-revolution.

So the ‘Petrograd Soviet of workers and soldiers ’ decided to hand over the power to the Duma. Thus ended the first successful phase of 1917, i.e., the ‘February Revolution’, This was purely and primarily a mass movement, sudden and spontaneous. No political party or person had any major role behind it.

The people, the Duma members, and the Petrograd Garrison were the only instruments of this totally leaderless movement. The leaders rose to give shape to the future destiny of Russia only after the Provisional Government took the place vacated by the monarchy for good.

Question 9.
What is the Great October Revolution (November 1917) and what caused the October Revolution?
Answer:
The Russian Revolution broke out, in its second phase, in November 1917. As per the Russian calendar which was behind the international calendar by thirteen days it was October in Russia. So it is called the October Revolution As a revolution, it was monumental and unique. It brought into focus a new ideology and a new dictatorship.

The ideology was Marxism, modified by Lenin to suit Russian conditions. The dictatorship was the ‘dictatorship of the proletariat (workers and laborers)’. Karl Marx, who was bom in Germany and who developed his doctrine of socialism in England, became the prophet of Russia.

Causes Of The October Revolution, 1917 (The Bolshevik Revolution):
First World War and the problem of Peace:
The February Revolution had overthrown Tsarism. But it had not been able to solve certain fundamental issues. The Provisional Government set up by the Duma could neither continue the war for Russia nor could it withdraw Russia from the First World War. The soldiers of Russia were tired of war and defeats. Now they “refused to fight”.

The Russian army had ceased to function, for all practical purposes, after the overthrow of the Tsar. Many in Russia believed that it was a war in which Russia took part due to the wrong policies of the Tsar; now that the Ts&r was no more there, why should Russia suffer by continuing the war? But the Provisional Government could not find a suitable way out of the problem.

Organized political parties used this popular discontent with the Government. The Bolshevik Party of Lenin made it an issue for its revolution. Why should Russia fight the imperialist war, they questioned? They commanded full popular support for this cause. Thus the first c use of the October (or Bolshevik) Revolution centered around the problem of war.

Failure of the Bourgeois Ministry:
The second cause of the October Revolution was the failure of the leadership during February-October, 1917. The Provisional Government was formed by the middle-class (bourgeoisie) ofRussia. This bourgeois ministry was liberal but dependent upon the support of the socialists. Since 1905, Russia had come to have a revolutionary body called “the Soviet of Workers’ deputies.”

It continued as a parallel institution to the Provisional Government after February 1917. The Soviets lost no opportunity to criticize the Government over the latter’s failure. The Provisional Government became extremely unpopular. It came to be known as a ‘Government on sufferance and invited its Overthrow.

The problem of land:
The third cause of the Revolution was the problem of land. Though the peasants had been freed from their bondage to the. land-lords since 1861, they were unhappy because they were not allowed to own any land and had to also pay a heavy amount as the price of their liberty (called redemption dues).

The peasants were unhappy because there was a shortage of land and no ownership of them over the land they cultivated. Inspired by the poem of Nekrasov, they believed that tillers of the soil must become the owners of the land. They were, therefore, for a fresh distribution of land and the dissolution of large land holdings of the big land owners.

With the fall of the Tsar, these peasants now became an important factor in rural Russia No government could ignore them. But the Provisional Government did nothing for them. The peasants ’ disaffection was exploited by the Bolsheviks to their advantage in the October Revolution.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 10.
What is ‘October’ or Bolshevik Revolution (7 November 1917) and state its results?
Answer:
The Bolsheviks had an armed guard, called the ‘Red guard’, numbering about 25,000. The number was too little against Government troops. The Bolsheviks won over the Petrograd garrison through its propaganda The Kerensky Government, unpopular due to the Bolshevik propaganda, was now defenseless and helpless Therefore, the Bolsheviks succeeded in over-running this government.

The Bolshevik Revolution began at 2 AM on November 7, 1917, their revolution by capturing the railways, banks, post and telegraph offices, and other government buildings. There was no resistance from the government, no opposition from any quarter to the Bolsheviks. Trotsky described the revolution as highly successful and almost bloodless.

He said, “There is no example in history of a revolutionary movement involving such gigantic masses being so bloodless.” But, without any opposition to it, the Revolution was one of the bloodiest. Yet, the Bolshevik Revolution was a signal triumph and Lenin captured power in Russia on the very day of the Revolution.

Results of the Bolshevik Revolution :
The Bolshevik Revolution is ‘great’ because of its results. These results were as significant for Russia as for the world at large. Firstly, Capitalism was overthrown in Russia. Russia became a dictatorship of the proletariat. It was the first government of its kind in the world. This dictatorship was a government of the proletariat consisting of peasants, soldiers, and industrial workers.

Secondly, all industrial establishments in Russia came to be nationalized. Their old owners were dispossessed and the Government became the owner and manager of all industrial and commercial establishments. Thirdly, all agricultural lands were nationalized. New committees of peasants came to be formed at the village level.

These were to not only allot land to farmers but look after agricultural production while protecting the interests of the farmers. Fourthly, the Soviets of workers came to be formed and these were given the charge of production and distribution. Thus a state of workers and peasants came to be formed. Marx developed his theory for an industrial society.

Lenin modified the theory to suit the agricultural and industrial set-up in Russia. Bolshevism, thus, stands for Marxism- Leninism. Fifthly, Lenin wanted no part in the 1 imperialist First World War. He wanted Russia to withdraw from the war. He had to sign a peace treaty with Germany. Germany dictated the terms of the treaty to Russia.

Though insulting to Russia, Lenin signed the Treaty of Brest-Litovsk with Germany in 1918. Russia thereby withdrew from the First World War. Lenin could now focus all attention on the internal reorganization of Russia. Sixthly, the Bolshevik government did not forgive its enemies inside Russia. After November 1917, the government started a ‘Red Terror’.

The deposed Tsar and his family members were killed in 1918. The opponents of the Bolsheviks called upon the ‘Allied Powers’ led by Britain and France to protect their life and property from the Bolshevik’s Red j Terror’. Seventhly, the Civil War in Russia came to be fought between the opponents and supporters of Bolshevism.

The former was led by Gen. Denikin and Admiral Kolchak, with the direct support of the foreign powers. The foreign powers did not want the Bolshevik experiment to succeed in Russia, because if it succeeds, it may infect them like a contagious disease. The foreign and Russian troops fought against the Bolshevik Red Army.

The Civil War continued for three years arid ended with success for Lenin and Bolshevik Russia. After the civil war, Lenin’s Russia came to be known by the new name of the USSR (Union of Soviet Socialist Republics). Lorain fondly ed that the example of the USSR would inspire the workers and peasants in other countries to start a series of national revolutions.

Eighthly, the Bolshevik Revolution came as an alarm to the world. After 1918, the countries of Europe as well as the USA came to stand as opposed to USSR. The world now witnessed a tug-of-war between Communist Russia and the capitalist countries. Communism came as a new ideology. Fear of Bolsheviks- a type of uprising in their own countries made every Government fearful.

Small countries in Europe and South America were the first to come under the spell of the Bolshevik ideas. Marx had given the slogan “Workers of the world unite you have nothing to lose except your chains.” This became the bible of poor workers everywhere throughout the world. Ninthly, Soviet Russia recovered economically within a short time. This was given as a credit to the Soviet system of nationalization of property and new methods of production and distribution there since 1918.

This came as an example to be followed by people from many countries. For them, it was a reality, though, in reality, it was an illusion. Communism was the enemy of democracy and this was highlighted by the military and economic steps of Lenin and Stalin. Hitler would describe communism as “a bluff, a comedy, a speculation, and a blackmail.” Gorbachev would realize the truth of it in the USSR in 1986.

Question 11.
What is the Treaty of Versailles?
Answer:
Retrospectively with the wisdom of hindsight, one could emphatically assert that the germs of the Second World War could already be seen in the Treaty of Versailles, signed in Paris. In their obsession to cripple Germany, the Alliance, France, and Great Britain in particular, encouraged the development of a revenge psychosis in Germany that needed an opportunity to break the shackles.

The Treaty of Versailles was a symbol of national humiliation for the Germans and it was logical that German nationalism would assert itself to free itself from the obligations of Versailles. It was evident that peace could prevail as long as the status quo of Paris was maintained but when Germany made gross violations of the status quo in 1939, war became inevitable.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 12.
What are the features of the Weimar Republic and the rise of Hitler’s Nazi Party?
Answer:
The Allies, by redeeming Germany of the autocracy of King Kaizer William-H, had set up a republic in Germany known as the Weimar Republic. From the outset, however, the Weimer Republic was doomed to failure since it appeared to Germans to be a pliant tool in the hands of the Allies. It was denounced by the Nazi Party as the Weimar Jewish Republic, which more than anything else was responsible for the defeat of Germany.

A feeling soon grew that the Republic not only compromised German nationalism but also symbolized the betrayal of the Fatherland. In 1933, the Weimar Republic was ousted and its place was taken by the National Socialists better known as the Nazi Party of Adolf Hitler. Hitler’s rise to power in Germany paved the way for another global crisis.

Rise of Fascism :
Of the many ominous developments during the interwar period, one that truly convulsed European civilization was the birth and growth of fascism in Italy. The frustration of Italians not being able to extract concessions in Paris after their victory in the First World War led to the collapse of the parliamentary government in Italy.

Italians in their zeal for social and economic stability party promised everything to the Italians. The Fascist Party of Benito Mussolini was against parliamentary democracy and international peace and when in its zeal, it sought to destroy the balance of power in Europe, it invited the Second World War.

Question 13.
What is the Cold war? Its origin and initial actors?
Answer:
The cold war is characterized by a situation where there is neither a direct confrontation nor a lasting peace. It is a situation marked by mutual suspicion, jealousy, hostility, and rivalry. The term ‘war’ implies that a real war was actually going on but that war was fought not by ‘hot’ or nuclear weapons, but by ‘cold’ or conventional arms.

The two superpowers avoided a direct confrontation but met each other indirectly through their respective allies. A mistaken notion that has generally been accepted as a fact is that the cold war originated between the United States and the Soviet Union. Nothing could be more fallacious. The original players in the Cold war were Great Britain and the Soviet Union with the Americans playing the role of mediators.

Such a situation remained unchanged virtually till the end of World War II and the death of American President Franklin Delano Roosevelt. As long as Franklin Roosevelt was alive he thought in terms of a new world order where the Americans and Russians would cooperate for the maintenance of international peace and security.

The end of World War II saw the relegation of Great Britain to a distant background depending upon the United States for its survival and the death of Roosevelt brought Harry S. Truman as the new President of the United States. Unlike Roosevelt, Truman detested communism and the Soviet Union, just as much as British Prime Minister Winston Churchill did.

Roosevelt’s political acumen lay in pacifying both Churchill and Stalin, the Soviet Premier. But, Truman’s ascendence to the Presidency saw the Americans be the major opponents of the Russians and after 1945, the Americans replaced Great Britain as the major player in the cold war.

Different views on the cold war:
To trace the origins of the cold war, some historians believe that it started as early as 1917 when the Bolshevik party under VI Leninousted Czarist misrule from Russia after the October Revolution. The Bolshevik victory in Russia led to the establishment of communism which appeared to be a direct challenge to the capitalist world. Hence, to nip communism in the bud, a sustained effort was made by western powers, and therein lies the genesis of the cold war.

Another group of historians however believes that the cold war originated during the course of the Second World War when Churchill and Stalin met for the first time during the Teheran Conference of 1943. Whatever the timing of the cold war, it remains the most, complex political development of the 20th century. All international developments after 1945 took shape under the shadow of the cold war.

Evolving of Cold war in East Europe:
The basis of the cold war, in its initial phase undoubtedly centered on developments in East Europe. For centuries East and West had been struggling with each other for control of the huge area rich inhuman and industrial resources and one that was strategically vital to both sides, either to Russia as a buffer against the west or to Germany and France as a gateway for invasion of Russia.

Till almost 1940, East Europe had sided with the west. But when East Europe was devasted by the marauding Nazi troops, the Russians bore the brunt of the war and were finally successful in liberating East Europe. Russia after 1945 controlled East Europe and this crucial result of World War II destroyed the Grand Alliance between the United States, Great Britain, France, and the Soviet Union and gave birth to the Cold War.

The American view of Friendly East European Governments:
The West, with America leading the way, was unwilling to accept Russian domination of East Europe. Although the Anglo-Americans were willing to allow Stalin a major say in the politics of the region and realized that Russian security demanded friendly governments there, they were not prepared to abandon East Europe altogether.

The Americans had a mistaken notion that it was still possible to have East European governments that were both capitalistic but friendly to Russia The Russians on the other hand forcefully put forth their plea that a ‘friendly’ government in East Europe meant only a communist government.

British intervention in Greece starts the cold war:
The first move in the cold war was, however, made by Great Britain when British Prime Minister Churchill intervened in Greece with the help of British ground forces. Though Greece had been liberated by Soviet troops and the Russian troops won the admiration of the Greeks, Churchill could never think of giving up Greece for fear of losing the entire Mediterranean zone. Stalin for the time being allowed the British to move to Greece.

Russian countermove in Poland and Rumania:
But the brazen British action in Greece had profound Churchill and far-reaching consequences and as retaliation to this action, Stalin brought Poland into the Russian fold by according to recognizing the provisional Government there. Then it was the turn of Rumania. Vyshinsky, the Soviet Foreign Minister on February 27, 1945, visited Bucharest, the Rumanian capital, and demanded the dismissal of the coalition government.

On March 6, 1945, a communist-dominated Government was sworn in. Neither the Americans nor the British could raise any objection since the Soviet action in Poland and Romania was an answer to the British action in Greece. Thus the onset of the cold war led to the formal division of Europe and it was reflected in all parts of the world.

The turning point in Soviet-American Relations :
The real turning point in Russo-American relations came during the period between December 1944 and April 1945. It was during this period that the American ambassador to the Soviet Union, Harriman, brought about a drastic changeful his attitude toward the Russians. Till very recently an ardent proponent of close Russo-American ties, Harriman, ring March- April 1945 constantly advised the American foreign office to adopt a tough attitude towards the Russians.

According to him, the Russians had violated the spirit of the Yalta Conference of February 1945 to cooperate with the west for establishing a new world order, through their action in Rumania. Hence Harriman believed that the only way of making the Russians stick to the agreements made by them was to force them to do so.

Death of Roosevelt and Ascendence of Truman:
Another major factor was the death of Roosevelt and the entry of Harry S. Truman as the President of the United States. Truman was new to international diplomacy and personally, he had an intense dislike for communism and the Soviet Union. Whereas Roosevelt always tried to act as a mediator between extreme British and Soviet positions, Truman pushed aside Great Britain to make the United States the chief antagonist of the Soviet Union in the cold war.

Common Enemy collapsed after 1945:
A basic factor that must be home in mind was that there never was any cordiality in Russo-American relations. They had merely come closer during World War II since both found a common enemy in Hitler. With Hitler gone, the Grand Alliance between the East and the West which had been forged during the war, also collapsed.

UN making exposed differences:
The process of the U.N. making also contributed to the growing suspicion between the parties. Stalin, never a proponent of having a strong United Nations, demanded certain built-in devices in the UN charter that would make Soviet participation in the world body meaningful. Russian stubbornness led to the formulation ofthe ‘Veto’ formula in the Security Council ensuring that no issue could pass through the U without the approval of all the five permanent members of the Security Council.

Hard Stance by Americans:
President Truman’s hostility towards the Soviet Union was further demonstrated When he stopped the supply of loans to the Soviet Union. These loans had been promised to the Russians for their help during the war. The Russians had been expecting a large American post-war loan for the purpose of Reconstruction and this sudden stoppage at the end of the war in Europe convinced the Russians of American betrayal.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 14.
What is the Truman Doctrine? States its criticism.
Answer:
The genesis of the Truman Doctrine: The American declaration of the cold war came about on March 12, 1947, when President Harry Truman went before a joint session of Congress to deliver a truly epochal speech in American history. President Truman was provoked by the British who shocked Washington by declaring that an economically burdened Britain could no longer sustain a pro-western government in Greece. Great Britain further warned that once they withdrew from Greece, communist guerillas there would receive help from their communist patrons in the Soviet Union which would probably seize control of Greece.

Greece would then gravitate within the Soviet orbit, and the position of neighboring Turkey which was already unstable would become untenable Iodine to the strategically vital eastern Mediterranean fell into Soviet hands with dangerous consequences for the western world. It was imperative, therefore, on the part of the United States as the champion of democracy to intervene in Greece and Turkey to not only save these countries from communist infiltration but also to safeguard western interests in the Mediterranean zone.

Enunciation of the Doctrine :
After hurried consultations with military and congressional leaders, President Truman outlined the situation in Greece and spelled out what was to become known as the Truman Doctrine. What he said in essence was “It must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures.”

A bolder statement, far more elaborate in scope could be interpreted when he said “wherever aggression, direct or indirect, threatens the peace, the security of the United States was involved.” The President asked congress to appropriate $400 million for economic aid and military supplies for Greece and Turkey and to authorize the dispatch of American personnel to assist with reconstruction and to provide their armies with proper instruction. Thus the United States began the policy of containment and its initial implementation was to be witnessed in Greece and Turkey.

Justification of the Doctrine :
President Truman justified his position by emphasizing that Soviet expansionist efforts left the United States with no choice but to adopt a countervailing policy. It was further stated that anti-communism had never been a major American policy during the Second World War, but hostile Soviet behavior and words were the reasons for the gradual shift of American policy and public opinion from amity to enmity.

Truman declared that despite, the universalism of the Truman Doctrine, its application was intended to be specific and limited, not global. In other words, containment was to be implemented only where the Soviet state appeared to be expanding its power.

Criticism of the Doctrine :
Despite all the show of morality and democratic pretensions, the Truman Doctrine was far from being flawless. With all talk of democratic purposes, Truman Doctrine’s first application was to Greece and Turkey, neither of which was democratic. One had to shut off one’s reasoning capacity to call Greece of the day or Turkey “free” countries both had unpopular, fascist regimes against which the United States had so recently fought World War II.

Their strategic location was considered more important than their domestic nature. The doctrine had the impact of oversimplifying issues by conveniently dividing the world into two hostile camps – the one free and the other totalitarian and declared that every nation must now choose between the two. This was tantamount to drawing the battle lines.

Henceforward, American policy all over the world was geared toward defining this split – one who is not with me is against me. The United States firmly rejected the existence of a third and middle course and in its anxiety to isolate the Soviet bloc, included all reactionary, undemocratic, and unpopular regimes in the ‘free’ camp.

At home, the Trueman Doctrine came in for severe criticism. It was stated that the scheme would cost too much since communism could not be fought with dollars. Rich though America was she would bankrupt herself by helping bankrupt governments all over the world. Americans by poking their noses into the internal affairs of foreign governments might unite the world against them.

Although Truman had been careful not to mention Soviet Russia by name, there could be no doubt that he was aiming his doctrine at her, with the imminent danger of provoking her into war. Nevertheless, the Truman Doctrine was approved in the House by 297 to 107 and in the Senate by 67 to 23, on May 15, 1947.

The Truman Doctrine was of incalculable significance. Through it, the United States seized the tactical offensive in the cold war to contain communism, Although limited for the present to Greece and Turkey the new policy was actually general in scope and led by dire steps to tire vastly more important Marshall Plan and the North Atlantic Pact.

CHSE Odisha Class 11 History Unit 5 Long Answer Questions Part-1

Question 15.
What is the Marshall Plan?
Answer:
The genesis of the Marshall Plan :
The commitment to Greece and Turkey was only the beginning of the first act under the American project of containing Soviet expansion; Soon, however, the United States realized that aid for only Greece and Turkey was quite inadequate. The war in Europe had devastated the economies of all the countries and western Europe particularly was not making the necessary economic recovery.

The deepest fear was that the Soviet Union would be able to exploit Europe’s post-war economic collapse and if the situation was allowed to prevail, the communists would probably seize control of Italy and France.

American and European interests were interlinked:
The collapse of Europe posed once again the basic question of whether Europe was vital to U.S. security. The answer was obvious since America’s two previous interventions had been made to protect Europe. During both world wars, the United States had been drawn by Germany and both wars had been fought to uphold democracy in Europe.

Europe’s vital importance became quite evident since it ranked second only to the United States in its potential power – in industry, productivity, skilled manpower, scientists, and technicians. If these vital assets moved toward the Soviet side the strategic military balance would swing sharply toward the Russians and U.S. security would be endangered.

Given its huge potential and its strategic geographic position, it became apparent that Europe’s security was indeed inseparable from U.S. security. Moreover, the United States could never allow the Soviet Union the control the Western approaches to the Atlantic. Hence it was imperative for the U.S. to find a way to help Europe recover.

With Europe on the verge of not only economic ruin, but also a complete social and political breakdown, everything seemed to force it into dependence upon it. America Almost every item needed for reconstruction like wheat, cotton, coal, sulfur, sugar, machinery, and trucks, could be obtained in sufficient quantities only from the United States.

Tragically enough, Europe in 1947 had lost her capacity to buy. The only cure for Europe’s sick state was a massive injection of dollars since only a tremendous program of economic aid could restore Europe’s economy and enable it to surpass its prewar agricultural and industrial production.

Enunciation of Marshall Plan :
To come to Europe’s rescue, Secretary of State George C. Marshall announced a policy in his address at Harvard University on June 5, 1947, which eclipsed the Truman Doctrine in importance. The essence of his speech was that, if the nations of Europe would get together and devise far-visioned plans for economic recovery, concentrate on self-help and mutual assistance and present to Washington a specific statement of their needs, the United States would support them with financial help so far as it may be practical.

In “other words, American aid to Europe was made conditional upon economic cooperation among the European states and it put the burden of initiative on Europe’s shoulders. However, it soon became apparent that the Marshall scheme, unlike the Truman Doctrine which aimed at military aid or temporary relief to Greece and Turkey, was an all-inclusive plan looking toward long-range rehabilitation of Europe.

CHSE Odisha Class 11 History Unit 4 Objective & Short Answer Type Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 4 Objective & Short Answer Type Questions.

CHSE Odisha 11th Class History Unit 4 Objective & Short Answer Type Questions

Multiple Choose Questions With Answers

Question 1.
In which country industrial revolution was first started?
(a) France
(b) Belgium
(c) England
(d) Italy
Answer:
(c) England

Question2.
Who invented the flying shuttle?
(a) James Hargreaves
(b) New Comen
(c) Arkwright
(d) John Kay
Answer:
(d) John Kay

Question 3.
Which of the following machine was invented by James Hargreaves?
(a) Spinning Jenny
(b) Water Frame
(c) Spinning Mule
(d) CatttonGin
Answer:
(a) Spinning Jenny

Question 4.
Who was the inventor of the water frame?
(a) Samuel Crompton
(b) John Kay
(c) Arkwright
(d) Cartwright
Answer:
(c) Arkwright

Question 5.
Who invented the Steam Engine?
(a) Cartwright
(b) James Watt
(c) Arkwright
(d) Hargreaves
Answer:
(b) James Watt

Question 6.
Who was the inventor of the safety lamp?
(a) Henry Court
(b) Humphry Davy
(c) Abraham Derby
(d) Metcalf
Answer:
(b) Humphry Davy

Question 7.
When did Stephenson invent the ‘Rocket”?
(a) 1814 AD
(b) 1830 AD
(c) 1840 AD
(d) 1876 AD
Answer:
(a) 1814 AD

Question 8.
Who was the inventor of the telephone?
(a) Graham Belt
(b) Marconi
(c) Edison
(d) Morse
Answer:
(a) Graham Belt

Question 9.
When did the seven years’ war come to an end?
(a) 1752 AD
(b) 1758 AD
(c) 1760 AD
(d) 1763 AD
Answer:
(d) 1763 AD

Question 10.
Which of the following acts was passed by the British Parliament in 1764 AD?
(a) Stamp Act
(b) Sugar Act
(c) DeclaratingAct
(d) Tea Act
Answer:
(b) Sugar Act

CHSE Odisha Class 11 History Unit 4 Objective & Short Answer Type Questions

Question 11.
When was the stamp act was introduced?
(a) 1763 AD
(b) 1765 AD
(c) 1767 AD
(d) 17773 AD
Answer:
(b) 1765 AD

Question 12.
Who was the king of England during the time of the American War of Independence?
(a) Gage
(b) George Washington
(c) Cornwallis
(d) William Hove
Answer:
(b) George Washington

Question 13.
Where did the first American Congress meet?
(a) Newyork
(b) Philadelphia
(c) Yorktown
(d) Versailles
Answer:
(b) Philadelphia

Question 14.
Who was the first Prime Minister of England during the America War of Independence?
(a) Grenville
(b) Rockingham
(c) Lord North
(d) Townshend
Answer:
(c) Lord North

Question 15.
Who was the first President of ISA?
(a) George Washington
(b) Thomas Jefferson
(c) Abraham Lincoln
(d) Benjamin Franklin
Answer:
(a) George Washington

Question 16.
When did the incident Boston Tea Party occur?
(a) 1767 AD
(b) 1770AD
(c) 1773 AD
(d) 1771 AD
Answer:
(c) 1773 AD

Question 17.
Who did draft the Declaration of Independence of America?
(a) Tom Paine
(b) Thomas Jefferson
(c) Benjamin Franklin
(d) George Washington
Answer:
(b) Thomas Jeflerson

Question 18.
Which king of France did say “I am the State”?
(a) Louis XIV
(b) Louis XV
(c) LouisXVI
(d) Louis XVII
Answer:
(a) Louis XIV

Question 19.
Which king of France did regret ‘After me the deluge?
(a) Louis XIV
(b) Louis XV
(c) LouisXVI
(d) Louis XVTI
Answer:
(b) Louis XV

Question 20.
Which king of France did say ‘ as if the universe is falling on my head”?
(a) Louis XIV
(b) Louis XV
(c) LouisXVI
(d) Louis XVD
Answer:
(c) LouisXVI

CHSE Odisha Class 11 History Unit 4 Objective & Short Answer Type Questions

Question 21.
Gabellwas?
(a) A salt tax
(b) A road tax
(c) A religious tax
(d) A land tax
Answer:
(a) A salt tax

Question 22.
Which of the following books was written by Monetesquiev?
(a) Letter in English
(b) Social Contract
(c) The spirit of the land
(d) Commonsense
Answer:
(c) The spirit of the land

Question 23.
Which of the following words was not a call of Rousseau?
(a) Justice
(b) Liberty
(c) Equality
(d) Fraternity
Answer:
(a) Justice

Question 24.
Who was a pillar of cloud by day and fire by night?
(a) Rousseau
(b) Voltaire
(c) Holbach
(d) Fiberot
Answer:
(b) Voltaire

Question 25.
When was the prison of Bastille razed to the ground?
(a) 1788 July 14
(b) 1789 July 14
(c) 1790 July 14
(d) 1791 July 14
Answer:
(b) 1789 July 14

Question 26.
How many deputies constitute the Estates General?
(a) 1000
(b) 1100
(c) 1200
(d) 1300
Answer:
(c) 1200

Question 27.
Who did describe the French Revolution as ‘world historical’?
(a) Diderot
(b) Hegel
(c) Rousseau
(d) Voltaire
Answer:
(b) Hegel

CHSE Odisha Class 11 History Unit 4 Objective & Short Answer Type Questions

True & False Type Questions With Answers

Question 1.
Industrial Revolution started first in France?
Answer:
False

Question 2.
Industrial Revolution started first in England?
Answer:
True

Question 3.
James Watt invented the Steam Engine?
Answer:
True

Question 4.
With the introduction of new agricultural equipment, there were revolutionary changes in agriculture?
Answer:
True

Question 5.
Samuel Crompton invented Water Frame?
Answer:
False

Question 6.
Samuel Crompton invented Spinning Mule?
Answer:
True

Question 7.
Did Cartwright invent Cotton Jin?
Answer:
False

Question 8.
Did Cartwright invent Powerloom?
Answer:
True

Question 9.
Whitney invented Cotton Jin?
Answer:
True

Question 10.
John Kay invented Spinning Jenny?
Answer:
False

CHSE Odisha Class 11 History Unit 4 Objective & Short Answer Type Questions

Question 11.
John Kay invented Flying Shuttle?
Answer:
True

Question 12.
Hargreaves invented Spinning Jenny?
Answer:
True

Question 13.
Did Arkwright invent Water Frame?
Answer:
True

Question 14.
In 1607 the British set up a colony at Vi Virginia in North America?
Answer:
True

Question 15.
Major event Boston Tea Party took place due to Lord North’s tax on tea?
Answer:
True

Question 16.
Cornwallis became the Commander-in¬chief of the American war of Independence?
Answer:
False

Question 17.
George Washington became the Commander-in-chief of the American War of Independence?
Answer:
True

Question 18.
Ramsay Muir has aptly described the French Revolution of 1789 as a world revolution?
Answer:
True

Question 19.
The bourgeoise provided the leadership for French Revolution?
Answer:
True

Question 20.
Voltaire has written the book ‘ spirit of the law’?
Answer:
False

CHSE Odisha Class 11 History Unit 4 Objective & Short Answer Type Questions

Question 21.
Montesquieu has written the book ‘ spirit of the law’?
Answer:
True

Short Type Questions With Answers

Question 1.
In which country industrial revolution first began? When did it begin?
Answer:
Industrial Revolution began in England during the 2nd. half of 18th century.

Question 2.
Why industrial revolution began in England?
Answer:
It began in England because new countries were discovered and England’s colonization for trade in India and other countries open the w ay for the industrial revolution

Question 3.
Why industrial revolution is known as the ‘Machine Age”?
Answer:
It is rightly known as the machine age as new and heavy machines started to. dominate the industry.

Question 4.
Which machine revolutionalizes spinning and how?
Answer:
James Hargreaves invented the ‘spinning jenny’ which could spin 8 threads at a time. It was later improved to bring out 100 threads at the same time.

Question 5.
Who invented the spinning mule?
Answer:
Samuel Crompton invented the spinning mule to improve the quality of threads.

Question 6.
What is the result of the industrial revolution?
Answer:
The results of the industrial revolution are many some of them are:
Mechanized production increased production. New tools and machines benefitted agriculture. Mass production of goods and articles give encouragement to trade and commerce. Better transport system and urbanization. Growth of science and technology.

Question 7.
Does flow industrialization ruin the economic system?
Answer:
The industrial revolution many ways ruin the economic system. Clashes between capitalists and proletariats became inevitable. Workers and laborers lived in unhygienic conditions.

Question 8.
When did Britisher establish the first colony in America? What was its name who rules over England at that time?
Answer:
In 1607 the British set up a colony in Virginia in North America. Within a very short span of time thirteen British colonies sprang in North America. Queen Elizabeth rules over England at that time.

Question 9.
Discuss the seven-year war?
Answer:
In this European war, the English triumphed over their enemies including France. The English captured Canada from France. They want to break the chains of England. The ideals of life, liberty, and the pursuit of happiness moved them to revolt against England.

CHSE Odisha Class 11 History Unit 4 Objective & Short Answer Type Questions

Question 10.
Who was the commander-in-chief of the American War of Independence?
Answer:
At York town in October 1781, British General Cornwallis surrendered to the Americans.

Question 11.
What is a revolution?
Answer:
A revolution is not an event but a process. It starts in the minds of men and releases a rush of elemental forces in them.

Question 12.
What is French Revolution to Ramsay Muir?
Answer:
Ramsay Muir has aptly described the French Revolution ofl789asa world of revolution and rightly so since it influenced mankind as a whole.

Question 13.
Who provided the leadership for French Revolution?
Answer:
The bourgeoisie or the middle class provided leadership for the revolution.

Question 14.
What Mo.ntesquicu criticized in his book ‘Spirit of Law’?
Answer:
He criticized the despotic rule of king Voltaire. He opposed the activities of the church and clergy. Rousseau’s Cale for Liberty, Equality and Fraternity provided a necessary boost for French Revolution.

Question 15.
What Louis XVI did to improve the economy?
Answer:
He appointed able financers like Target, Necker, and Calonne to put the economy in order. Common people were no longer in a position to bear the burden of taxation. French economy doldrum and the national debt went on rising.

Question 16.
What was the idea of Rousseau?
Answer:
Rousseau was an advocate of democracy and individualism. His idea is ‘a free citizen in a free state. His ideal state was a republic. philosophy breathed revolt in the name of nature against the artificial ‘social system. His ideas of liberty, equality, and fraternity gave the food for future revolution. He was indeed known as the father of the French Revolution.

Question 17.
What were Voltaire’s contributions to the Revolution?
Answer:
Voltaire’s philosopher was one of the masterminds of Europe. People affectionately called him King Voltaire. He vehemently opposed the corruption of the church and called upon the french people as to “crush the infamous thing”. He was ‘a pillar of cloud by day and of fire by night. The French took up his advice.

Question 18.
Who had written, “Spirit of the Law” and what was its impact upon French society?
Answer:
In 1748, Montesquieu published ‘the spirit of the law’ this work was a philosophical movement against old regions when it came published. It was in such high demand that there were 22 editions of this book in only eighteen months. It was a challenge to the monarchy of France.

CHSE Odisha Class 11 History Unit 4 Objective & Short Answer Type Questions

Question 19.
What was the impact of the American War of Independence?
Answer:
Participation in the American war of Independence also enlightened the french mind. The American ideal of democracy with its characteristic features of separation of power and life, liberty, and pursuit of happiness appealed to the French mind.

Question 20.
How Marie Antoinette was responsible for the outbreak of the French Revolution?
Answer:
Marie Antoinette wife of Louis XVI was under the suicidal blessing of ignorance. She made luxury the prevailing everywhere. Her expenditures are larger than her income. Total palace expenses were 1789 alone were more than 20 million francs. She ruled over the mind of Louis XVI and didn’t control the expenditure leading to foreign loans and creating economic unrest.

CHSE Odisha Class 11 History Unit 5 Objective Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 5 Objective Questions.

CHSE Odisha 11th Class History Unit Unit 5 Objective Questions

Multiple Choice Questions With Answers

Question 1.
Who did describe the 19th century as the age of Nationalism?
(a) Kant
(b) Hegel
(c) Edmund Burke
(d) Winston Churchill
Answer:
(c) Edmund Burke

Question 2.
Who did clamor – ‘revenge of Sedan’?
(a) Italians
(b) French
(c) English
(d) Americans
Answer:
(b) French

Question 3.
Who was the king of Germany during World War 1?
(a) William I
(b) William II
(c) Alexander I
(d) Alexander II
Answer:
(b) William II

Question 4.
Which three countries did from the Tripple Alliance?
(a) France, Russia, and Britain
(b) May, France, and Britain
(c) Austria, Germany, and Italy
(d) Austria, Britain, and Russia
Answer:
(c) Austria, Germany, and Italy

Question 5.
With which treaty did the Balkan war come to end?
(a) Treaty of Prague
(b) Treaty of Versailles
(c) Frankfurt Treaty
(d) Treaty of Bucharest
Answer:
(d) Treaty of Bucharest

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 6.
When was Archduke Francis Ferdinand killed?
(a) 1914, June 24
(b) 1914, June 28
(c) 1914, July 24
(d) 1914, July 28
Answer:
(b) 1914, June 28

Question 7.
When did the U.S.A. join the First World War?
(a) 1914
(b) 1915
(c) 1916
(d) 1917
Answer:
(d) 1917

Question 8.
Who was known as Kaiser?
(a) Emperor of Russia
(b) Emperor of Germany
(c) Emperor of Austria
(d) Emperor of Italy
Answer:
(b) Emperor of Germany

Question 9.
Name of the Tsar who was killed by the nihilists?
(a) Alexander I
(b) Alexander II
(c) Alexander II
(d) Nicholas II
Answer:
(b) Alexander II

Question 10.
Who was Rasputin?
(a) A Siberian monk
(b) War minister ofRussia
(c) Prince ofRussia
(d) A famous clergy of France
Answer:
(a) A Siberian monk

Question 11.
By which name the national parliament ofRussia was known?
(a) Diet
(b) Duma
(c) Congress
(d) Senate
Answer:
(b) Duma

Question 12.
When was the war between Russia and Japan fought?
(a) 1902
(b) 1905
(c) 1908
(d) 1911
Answer:
(b) 1905

Question 13.
Where was Karl Marx born?
(a) England
(b) Russia
(c) Germany
(d) France
Answer:
(c) Germany

Question 14.
Who did give the slogan ‘Peace, Land and Bread’?
(a) Bolsheviks
(b) Mensheviks
(c) Women Workers
(d) Socialists
Answer:
(a) Bolsheviks

Question 15.
Who did edit the magazine ‘Iskra’?
(a) Karim Marx
(b) Joseph Stalin
(c) Leon Trotsky
(d) Lenin
Answer:
(d) Lenin

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 16.
Which treaty did Lenin sign with Germany in 1918?
(a) Treaty of Paris
(b) Treaty of Brest-Litovsk
(c) Treaty of Bucharest
(d) Treaty of Praque
Answer:
(b) Treaty of Brest-Litovsk

Question 17.
Who found Nazi Party in Germany?
(a) Mussolini
(b) Hitler
(c) William II
(d) General Franco
Answer:
(b) Hitler

Question 18.
Which place was occupied by Japan in 1931?
(a) Manchuria
(b) Siberia
(c) Abyssinia
(d) Czechoslovakia
Answer:
(a) Manchuria

Question 19.
Which country did commit aggression upon Ethiopia in 1935?
(a) Italy
(b) Japan
(c) France
(d) Russia
Answer:
(a) Italy

Question 20.
Name the two countries to adopt the policy of Appeasement during Second World War.
(a) Austria and Russia
(b) U.S.A. and Britain
(c) Britain and France
(d) Itlay and Japan
Answer:
(c) Britain and France

Question 21.
When did Hitler attack Poland?
(a) 1937
(b) 1938
(c) 1939
(d) 1940
Answer:
(c) 1939

Question 22.
Where did Churchill and Stalin meet for the first time in 1943?
(a) Talta Conference
(b) London Conference
(c) Potsdam Conference
(d) Teheran Conference
Answer:
(d) Teheran Conference

Question 23.
Who did enunciate the ‘Doctrine of Containment?
(a) Geroge F. Kennan
(b) Harry S. Trumon
(c) Harriman
(d) Roosevelt
Answer:
(a) Geroge F. Kennan

Question 24.
Which country took leadership in the formation of NATO?
(a) France
(b) Russia
(c) Britain
(d) America
Answer:
(d) America

Question 25.
Which crisis led to the Sino- Vietnamese War of 1979?
(a) Korean Crisis.
(b) Congo Crisis
(c) Kampuchean Crisis
(d) Suez Crisis
Answer:
(c) Kampuchean Crisis

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 26.
When did Bush and Boris Yeltsin declare an end to the Cold War?
(a) 1990
(b) 1991
(c) 1992
(d) 1993
Answer:
(c) 1992

Question 27.
Which year did see the birth of the U.N.O?
(a) 1944
(b) 1945
(c) 1946
(d) 1947
Answer:
(b) 1945

Question 28.
How many countries did represent UNO at the time of its formation?
(a) 50
(b) 51
(c) 52
(d) 53
Answer:
(b) 51

Question 29.
In which conference the ‘Veto’ formula of the UNO voting structure was accepted?
(a) Yalta Conference
(b) Teheran Conference
(c) Moscow Conference
(d) Bretton Woods Conference
Answer:
(a) Yalta Conference

Question 30.
How many members are there in the Security Council of UNO?
(a) 12
(b) 13 7
(c) 14
(d) 15
Answer:
(d) 15

Question 31.
Which of the following languages is not an official language of the United Nations?
(a) Arabic
(b) Chinese.
(c) English
(d) Hindi
Answer:
D

Question 32.
Where is the headquarters of the International Court of Justice situated?
(a) London
(b) Newyork
(c) Haque
(d) Delhi
Answer:
(c) Haque

Question 33.
By which body the Secretary General of the UNO Secretariat is appointed?
(a) The General Assembly
(b) The Trusteeship Council
(c) The Economic and Social Council
(d) The International Court of Justice
Answer:
(a) The General Assembly

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 34.
Who was the Secretary-General of UNO in the year 1946?
(a) Kurt Waldheim
(b) U Thant
(c) Dag Hammarskjold
(d) Trygve Lie
Answer:
(d) Trygve Lie

True And False Type Questions With Answers

Question 1.
World War -1 fought on all three fronts land, air, and water.
Answer:
True

Question 2.
World War began in 1918.
Answer:
False

Question 3.
World War began in 1914.
Answer:
True

Question 4.
World War ended in 1918.
Answer:
True

Question 5.
Taylor has written a book “History of Modem Wars” which describes the World War.
Answer:
True

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 6.
The first cause of the great war aggressive nationalism.
Answer:
True

Question 7.
Russian Revolution started in 1918.
Answer:
False

Question 8.
Russian Revolution started in 1917.
Answer:
True

Question 9
Russians called the true revolution in the name of February and October.
Answer:
True

Question 10.
The roots of the Russian Revolution lie deeply embedded in the history of Russia.
Answer:
True

Question 11.
Russia called their king Kaiser.
Answer:
False

Question 12.
Russain called their king a Tsar.
Answer:
True

Question 13.
German emperor was known as Kaiser.
Answer:
True

Question 14.
Tsar controlled nearly 98 percent of the National Wealth and Income of Russia.
Answer:
True

Question 15.
The place of Paris in the French Revolution was taken by Petrograd in the Russian Revolution.
Answer:
True

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 16.
The first milestone on the road to Second World War was the Manchurian crisis of 1931.
Answer:
False

Question 17.
France, Italy, and England, and they’re allied formed the ‘Allied Camp’.
Answer:
False

Question 18.
France, England, and their allies formed the Allied Camp.
Answer:
True

Question 19.
Hitler’s attack on Poland forced England and France to retaliate.
Answer:
True

Question 20.
After First World War Benito Mussolini took charge of leadership after First World War.
Answer:
True

Question 21.
The Soviet Union signed the Warsaw Pact with other communist nations.
Answer:
True

Question 22.
Hitler’s attack of Poland forced England and France to retaliate.
Answer:
True

Question 23.
Under the leadership of England, the NATO alliance was formed.
Answer:
False

Question 24.
Under the leadership of the United States, the NATO alliance was formed.
Answer:
True

Question 25.
Mikhail Gorbachev wanted to bring an end to the Cold War.
Answer:
True

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 26.
UN is based on the principle of sovereign equality of all its members.
Answer:
True

Question 27.
The United Nations Organisation has six primary organs.
Answer:
True

Question 28.
The United Nations Organisation came into being on October, 24,1946.
Answer:
False

Question 29.
The United Nations Organisation came into being on October, 24,1945.
Answer:
True

Question 30.
The primary rights of the UN are human rights.
Answer:
False

CHSE Odisha Class 11 History Unit 5 Objective Questions

Question 31.
The primary rights of the UN are Human rights.
Answer:
False

Question 32.
The primary right of the UN is Human rights and Fundamental freedoms.
Answer:
True

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 1 Early Societies Objective & Short Answer Type Questions.

CHSE Odisha 11th Class History Unit 1 Early Societies Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1.
Where we found the use of glass bottles?
(a) Rome
(b) Egypt
(c) Greece
(d) Sudan
Answer:
(b) Egypt

Question 2.
Where we found the first cultivation of wheat and barley?
(a) Rome
(b) Egypt
(c) Grece
(d) Sudan
Answer:
(c) Grece

Question 3.
Where we found early agricultural settlements?
(a) Rome
(b) Egypt
(c) Baluchistan
(d) Grece
Answer:
(c) Baluchistan

Question 4.
In which year Charles Darwin’s on the origin of species was published?
(a) 24th November 1859
(b) 24th November 1858
(c) 24th November 1856
(d) 24th November 1850
Answer:
(a) 24th November 1859

Question 5.
Who made the excavations at Olduvai and Laetoli?
(a) Mary Leakey
(b) Mary
(c) Leakey
(d) None
Answer:
(a) Mary Leakey

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 6.
The name Aulstalopithecus comes from a _______word ‘austral’ meaning southern.
(a) Latin
(b) Greek
(c) French
(d) English
Answer:
(a) Latin

Question 7.
A Greek word ‘Pilhekos’ mean:
(a) Ape
(b) Monkey
(c) Human
(d) Dogs
Answer:
(a) Ape

Question 8.
Order the early humans as fortune :
(a) Homahabilis
(b) Homeerctus
(c) Homo
(d) Australopithecus
(a) CABD
(b) ABCD
(c) ACBD
(d) ACDB
Answer:
(a) CABD

Question 9.
The earliest evidence of burials is found to be a custom _______year ago.
(a) 300,000
(b) 30,000
(c) 30,00,000
(d) 40,00,00
Answer:
(a) 300,000

Question 10.
Development of voice box:
(a) 2,000
(b) 400,000
(c) 30,00,00
(d) 200
Answer:
(b) 400,000

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question Question11.
The invention of early sewing needles _________ years ago.
(a) 21,000
(b) 20,000
(c) 30,000
(d) 22,000
Answer:
(a) 21,000

Question 12.
Early agriculture was found in Mesopotamian plains around:
(a) 7,000-6,000 BCE
(b) 7,000-8,000 BCE
(c) 3,200 BCE
(d) 32,000 BCE
Answer:
(a) 7,000-6,000 BCE

Question 13.
Mesopotamia is situated between two rivers.
(a) Euphrates and Tigres
(b) Nile and Tigres
(c) Meso and Euphrates
(d) None of the above
Answer:
(a) Euphrates and Tigres

Question 14.
Where the Hebrew language was usually spoken:
(a) Iraq
(b) Rome
(c) Greece
(d) England
Answer:
(a) Iraq

Question 15.
In which country early use of fire is found?
(a) China
(b) Italy
(c) Greece
(d) India
Answer:
(a) China

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 16.
The first cultivation of beans goes to:
(a) Australia
(b) America
(c) China
(d) India
Answer:
(b) America

Question 17.
When earliest stone tools were found to exist?
(a) 2.6 – 2.5 mya
(b) 2.5 – 2.6 mya
(c) 2.2 mya
(d) 1.3 mya
Answer:
(a) 2.6 – 2.5 mya

Question 18.
Where Lazaret cave is situated:
(a) France
(b) Italy
(c) China
(d) Greece
Answer:
(a) France

Question 19.
The earliest fossils of Homo Erectus have been found:
(a) Africa
(b) Asia
(c) Both Africa artel Asia
(d) None
Answer:
(c) Both Africa artel Asia

Question 20.
Early humans are different from each other on the basis.
(a) Faces
(b) Places
(c) Bone structure
(d) Skulls
Answer:
(c) Bone structure

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 21.
Homo sapiens are found in different parts of _________.
(a) Greece
(b) Africa
(c) Asia
(d) America
Answer:
(b) Africa

True And False Type Questions With Answers

Question 1.
Discoveries of human fossils, store foals, and cave paintings help us to understand early human history.
Answer:
True

Question 2.
The Olduvai Gorge was first discovered by a German butterfly collector.
Answer:
True

Question 3.
Hazards are the food collection.
Answer:
False

Question 4.
Hazards are a small group of hunters.
Answer:
True

Question 5.
The evolution of the vocal font was around 2,00,00 years ago.
Answer:
False

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 6.
The evolution of the vocal font was around 2,00,000 years ago.
Answer:
True

Question 7.
The development of language is closely related to art.
Answer:
True

Question 8.
Altamira is a cave site in Greece.
Answer:
False

Question 9.
Altamira is a cave site in Spain.
Answer:
True

Question 10.
Animal paintings are discovered in the caves of Lascaux and Chauvet.
Answer:
True

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 11.
Lascaux and Chauvet are in Greek.
Answer:
False

Question 12.
Lascaux and Chauvet are in France and Spain.
Answer:
True

Question 13.
Hadza is known as hunter.
Answer:
True

Question 14.
The last ice age came around about 130 years ago.
Answer:
True

Question 15.
Assyrian king acknowledged the southern region of Babylonia as the center of high culture.
Answer:
True

Question 16.
Homo habits have been discovered in Africa
Answer:
False

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 17.
Homa habits have been discovered at Omo in Ethiopia and at Olduvai Gorge in Tanzania
Answer:
True

Short-Answer Type Questions

Question 1.
Where pieces of baked clay and burnt bone were found?
Answer:
Pieces of baked clay and burnt bone along with stone tools dated between 1.4 and 1 mya have been found at Chesowanja, Kenya, and Swartkrans South Africa.

Question 2.
Describe the punch blade technique.
Answer:
The top of a large pebble is removed using a hammerstone. This produces a flat surface called the striking platform. This is then struck using a hammer and a punch, made at bone or antler. This leads to the production of blades that can be used as knives or modified to serve as chisels or burins which could be used to engrave bone, antler, ivory, or wood.

Question 3.
Who first discovered the cave painting at Atamira?
Answer:
Marcelino Sanz de saultuela a local landowner and an amateur archeologist by his daughter, Maria in November 1879 first brought painting at Altamira.

Question 4.
Who are Hominoids?
Answer:
Hominoids are different from monkeys in ways. They have a larger bodies and do not have a tail. There is a longer period of infant development and dependency among hominoids. They belong to the family of Hominoids.

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 5.
Write the characteristics- of hominoids.
Answer:
Hominoids include a large brain size, upright posture, bipedal locomotion, and specialization of the hand.

Question 6.
What is the major difference between Australopithecus and Homo?
Answer:
They are different in brain size, jaws, and teeth. The former has a smaller brain size, heavier jaws, and larger teeth than the latter.

Question 7.
What archaeologists believed about Homos?
Answer:
They suggest that early hominoids such as Homo abilities probably consumed most of the food where they found it, slept in different places, and spent much of their time in trees.

Question 8.
Where did Hadza live?
Answer:
Hadza’s are a group of hunters and gathers living in the vicinity of lake Eyasi, a salt, rift valley lake.

Question 9.
What is ethnography?
Answer:
It is the study of contemporary either groups. It includes an examination of their modes of livelihood, technology, gender roles, rituals, political institutions, and social customs.

Question 10.
Why Mesopotamia is important to Europeans?
Answer:
Mesopotamia was important to Europeans because of references to it in the old testament. The first part of the Bible. For instance, the Book of Geneses of the old testament refers to ‘ Shimar’ meaning summer, as the land of brick built city.

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 11.
Which story of Bible is similar to the story of the Mesopotamian tradition of Ziusudra or Uthapishtiom?
Answer:
The story of Noah who was sent by God with a huge boat to look a pair each of all species of animals and birds on board the ark and survived in the flood.

Question 12.
What are the things Mesopotamians traded?
Answer:
They could have traded their abundant textiles and agricultural produce for wood, copper, tin, silver, gold, shell, and various stores from Turkey and Iran or across the Gulf.

Question 13.
When did spoken language emerge?
Answer:
It has been suggested that the brain of Homo habilis had certain features which would have made it possible for them to speak. Thus language may have developed as early as 2 mya.

Question 14.
What are Fossils?
Answer:
Fossils are the remain or impressions of a very old plant, animal, or human which have turned into stone. These are often embedded in rock and are thus preserved for millions of years.

Question 15.
Who are primates?
Answer:
Primates are a subgroup of a larger group of mammals. They include monkeys, apes, and humans. They have body hair, a relatively long gestation period following birth, mammary, glands, different types of teeth, and the ability to maintain a constant body temperature.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 1 Early Societies Long Answer Questions.

CHSE Odisha 11th Class History Unit 1 Early Societies Long Answer Questions

Long Questions With Answers

Question 1.
Describe the classification of early humans.
Answer:
The remains of early humans have been classified into different species. These are often distinguished from one another on the basis of differences in bone structure. For instance, species of early humans are differentiated in terms of their skull size and distinctive jaws. These characteristics may have evolved due to what has been called the positive feedback mechanism.

For example, bipedaliSm enabled hands to be freed for carrying infants or objects. In turn, as hands were used more and more, upright walking gradually became more efficient. Apart from the advantage of freeing hands for various uses, far less energy is consumed while walking as compared to the movement of a quadruped.

However, the advantage in terms of saving energy is reversed while running. There is indirect evidence of bipedalism as early as 3.6 mya. This comes from the fossilised hominid footprints at Laetoli, Tanzania. Fossil limb bones recovered from Hadar, Ethiopia provides more direct evidence of bipedalism.

With the onset of a phase of glaciation (or an Ice Age), when large parts of the earth were covered with snow, there were major changes in climate and vegetation. Due to the reduction in temperatures as well as rainfall, grassland areas expanded at the expense of forests, leading to the gradual extinction of the early forms of Australopithecus (that were adapted to forests) and the replacement by species that were better adapted to the drier conditions.

Among these were the earliest representatives of the genus Homo. Homo is a Latin word, meaning ‘man’, although there were women as well. Scientists distinguish amongst several types of Homo. The names assigned to these species are derived from what is regarded as their typical characteristics.

So fossils are classified as Homo hails (the toolmaker), Homo erectus (the upright man), and Homo sapiens (the wise or thinking man). Fossils of Homo habilis have been discovered at Omo in Ethiopia and at Olduvai Gorge in Tanzania. The earliest fossils of Homo erectus have been found both in Africa and Asia: Koobi Fora, west Turkana, Kenya, Modjokerto and Sangiran, Java.

As the finds in Asia belong to a later date than those in Africa, it is likely that hominids migrated from East Africa to southern aid northern Africa, to southern and north-eastern Asia, and perhaps to Europe, sometime between 2 and 1.5 mya. This species survived for nearly a million years.

In some instances, the names of fossils are derived from the places where the first fossils of a particular type were found. So fossils found in Heidelberg, a city in Germany, were called Homo heidelbergensis, while those found in the Neander valley were categorised as Homo neanderthalensis. The earliest fossils from Europe are of Homo heidelbergensis and Homo neanderthalensis.

Both belong to the species of archaic (that is, old) Homo sapiens. The fossils of Homo heidelbergensis (0.8-0.1 mya) have a wide distribution, having been found in Africa, Asia and Europe. The Neanderthals occupied Europe and western and Central Asia from roughly 130,000 to 35,000 years ago. They disappeared abruptly in Western Europe around 35,000 years ago.

In general, compared with Australopithecus, Homo have a larger brain, jaws with a reduced outward protrusion and smaller teeth. An increase in brain size is associated with more intelligence and better memory. The changes in the jaws and teeth were probably related to differences in dietary habits.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 2.
How early did humans obtain their food?
Answer:
Early humans would have obtained food in a number of ways, such as gathering, hunting, scavenging and fishing. The gathering would involve collecting plant foods such as seeds, nuts, berries, fruits and tubers. That gathering was practised is generally assumed rather than conclusively established, as there is very little direct evidence for it.

While we get a fair amount of fossil bones, fossilised plant remains are relatively rare. The only other way of getting information about plant intake would be if plant remains were accidentally burnt. This process results in carbonisation. In this form, organic matter is preserved for a long span of time. However, so far archaeologists have not found much evidence of carbonised seeds for this very early period.

In recent years, the term hunting has been under discussion by scholars. Increasingly, it is being suggested that the early hominids scavenged or foraged for meat and marrow from the carcasses of animals that had died naturally or had been killed by other predators. It is equally possible that small mammals such as rodents, birds (and their eggs), reptiles and even insects (such as termites) were eaten by early hominids.

Hunting probably began later – about 5000 years ago. The earliest clear evidence for the deliberate, planned hunting and butchery of large mammals comes from two sites: Boxgrove in southern England (500,000 years ago) and Schoningen in Germany (400,000 years ago) Fishing was also important, as is evident from the discovery of fish bones at different sites.

Fishing was also important, as is evident from the discovery of fish bones at different sites. From about 3 5,000 years ago, there is evidence of planned hunting from some European sites. Some sites, such as (Dolni Vestontee) in the Czech Republic, which was near a river, seem to have been deliberately chosen by early people.

Herds of migratory animals such as reindeer and horses probably crossed the river during their autumn and spring migrations and were killed on a large scale. The choice of such sites indicates that people knew about the movement of these animals and also about the means of killing large numbers of animals quickly.

Question 3.
How early did humans make their tools?
Answer:
Birds are known to make objects to assist them with feeding, hygiene and social encounters and while foraging for food some chimpanzees use tools that they have made. However, there are some features of human tool-making that are not known among apes. As we have seen certain anatomical and neurological (related to the nervous system) adaptations have led to the skilled use of hands, probably due to the important role of tools in human lives.

Moreover, the ways in which humans use and make tools often require greater memory and complex organisational skills, both of which are absent in apes. The earliest evidence for the making and use of stone tools comes from sites in Ethiopia and Kenya. It is likely that the earliest stone tool makers were the Australopithecus.

As in the case of other activities, we do not know whether tool-making was done by men or women or both. It is possible that stone toolmakers were both women and men. Women in particular may have made and used tools to obtain food for themselves as well as to sustain their children after weaning.

About 35,000 years ago, improvements in the techniques for killing animals are evident from the appearance of new kinds of tools such as spear-throwers and the bow and arrow. The meat thus obtained was probably by drying, smoking and storage. Thus, food processed by removing the bones followed and could be stored for later consumption.

There were other changes, such as the trapping of fur-bearing animals (to use the fur’ for clothing) and the invention of sewing needles. The earliest evidence of sewn clothing comes from about 21,000 years ago. Besides, with the introduction of the punch blade technique to make small chisel-like tools, it was now possible to make engravings on bone, antler, ivory or wood.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 4.
What was the way people communicates in early times?
Answer:
Among living beings, it is humans alone that have a language. There are several views on language development:

  • that hominid language involved gestures or hand movements
  • that spoken language was preceded, by vocal but non-verbal communication such as singing or humming
  • that human speech probably began with calls like the ones that have been observed among primates.

Humans may have possessed a small number of speech sounds in the initial stage. Gradually, these may have developed into language. It has been suggested that the brain of Homo habilis had certain features which would have made it possible for them to speak. Thus, language may have developed as early as 2 mya.

The evolution of the vocal tract was equally important. This occurred around 2000 years ago. It is more specifically associated with modem humans. A third suggestion is that language developed around the same time as art, that is, around 40,000-35,000 years ago. The development of spoken language has been seen as closely connected with art since both are media for communication.

Hundreds of paintings of animals (done between 30,000 and 12,000 years ago) have been discovered in the caves of Lascaux and Chauvet, both in France and Altamira, in Spain. These include depictions of bison, horses, ibex, deer, mammoths, rhinos, lions, bears, panthers, hyenas and owls. More questions have been raised than answered regarding these paintings.

For example, why do some areas of caves have paintings and not others? Why were some animals painted and not others? Why were men painted both individually and in groups, whereas women were depicted only in groups? Why were men painted near animals but never women? Why were groups of animals painted in the sections of caves where sounds carried well? Several explanations have been offered.

One is that because of the importance of hunting, the paintings of animals were associated with ritual and magic. The act of painting could have been a ritual to ensure a successful hunt. Another explanation offered is that these caves were possibly meeting places for small groups of people or locations for group activities.

These groups could share hunting techniques and knowledge, while paintings and engravings served as the media for passing information from one generation to the next. The above account of early societies has been based on archaeological evidence. Clearly, there is much that we still do not know. As mentioned at the beginning of this chapter, hunter-gatherer societies exist even today.

Question 5.
Who is known as the hunter-gather society in early times?
Answer:
African pastoral group about its initial contact in 1870 with the Kung an, a hunter-gatherer society living in the Kalahari desert:
When we first came into this area, all we saw were strange footprints in the sand. We wondered what kind of people these were. They were very afraid of us and would hide whenever we came around.

We found their villages, but they were always empty because as soon as they saw strangers coming, they would scatter and hide in the bush. We said: ‘Oh, this is good; these people are afraid of us, they are weak and we can easily rule over them.’ So we just ruled them. There was no killing or fighting. You will read more about encounters with hunter-gatherers in Themes 8 and 10.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 6.
Who are the Hadza?
Answer:
The Hadza are a small group of hunters and gatherers, living in the vicinity of Lake Eyasi, a salt, rift-valley lake. The country of the eastern Hadza, dry, rocky savanna, dominated by thorn scrub and acacia trees is rich in wild foods. Animals are exceptionally numerous and were certainly commoner at the beginning of the century.

Elephants, rhinoceros, buffalo, giraffes, zebra, waterbuck, gazelle, warthog, baboon, lion, leopards, and hyenas are all common, as are smaller animals such as porcupines, hares, jackals, tortoises and many others. All of these animals, apart from the elephant, are hunted and eaten by the Hadza.

The amount of meat that could be regularly eaten without endangering the future of the game is probably greater than anywhere else in the world were hunters and gatherers live or have lived in the recent past. Vegetable food – roots, berries, the fruit of the baobab tree, etc. – though not often obvious to the casual observer, is always abundant even at the height of the dry season in a year of drought.

The type of vegetable food available is different in the six-month wet season from the dry season but there is no period of shortage. The honey and grubs of seven species of wild bees are eaten supplies of these vary from season to season and from year to year. Sources of water are widely distributed over the country in the wet season but are very few in the dry season.

The Hadza consider that about 5-6 kilometres are the maximum distance over which water can reasonably be carried and camps are normally sited within a kilometre of a water course. Part of the country consists of open grass plains but the Hadza never build camps there. Camps are invariably sited among trees or rocks and, by preference, among both.

The eastern Hadza assert no rights over land and its resources. Any individual may live wherever he likes and may hunt animals, collect roots, berries, and honey and draw water anywhere in Hadza country without any sort of restriction. In spite of the exceptional numbers of game animals in their area, the Hadza rely mainly on the wild vegetable matter for their food.

Probably as much as 80 per cent of their food by weight is vegetable, while meat and honey together account for the remaining 20 per cent. Camps are commonly small and widely dispersed in the wet season, large and concentrated near the few available sources of water in the dry season. There is never any shortage of food even in times of drought.

Question 7.
Discuss the Hunter-Gatherer Societies from the present to the past.
Answer:
As our knowledge of present-day hunter-gatherers increased through studies by anthropologists, a question that began to be posed was whether the information about living hunters and gatherers could be used to understand past societies. Currently, there are two opposing views on this issue.

On one side are scholars who have directly applied specific data from present-day hunter-gatherer societies to interpret the archaeological remains of the past. For example, some archaeologists have suggested that the hominids, sites, dating to 2 mya, along the margins of Lake Turkana could have been dry season camps of early humans, because such a practice has been observed among the Hadza and the Kung San.

On the other side are scholars who feel that ethnographic data cannot be used for understanding past societies as the two are totally different. For instance, present-day hunter-gatherer societies pursue several other economic activities along with hunting and gathering. These include engaging in exchange and trade in minor forest produce or working as paid labourers in the fields of neighbouring farmers.

Moreover, these societies are totally marginalised in all senses -geographically, politically and socially. The conditions in which they live are very different from those of early humans. Another problem is that there is a tremendous variation amongst living hunter-gatherer societies. There are conflicting data on many issues such as the relative importance of hunting and gathering, group sizes, or the movement from place to place.

Also, there is little consensus regarding the division of labour in food procurement. Although today generally women gather and men hunt, there are societies where both women and men hunt and gather and make tools. In any case, the important role of women in contributing to the food supply in such societies cannot be denied.

It is perhaps this factor that ensures a relatively equal role for both women and men in present-day hunter-gatherer societies, although there are variations. While this may be the case today, it is difficult to make any such inference from the past.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 8.
How farming has started in early times?
Answer:
For several million years, humans lived by hunting wild animals and gathering wild plants. Then, between 10,000 and 4,500 years ago, people in different parts of the world learnt to domesticate certain plants and animals. This led to the development of farming and pastoralism as a way of life. The shift from foraging to fanning was a major turning point in human history.

Why did this change take place at this point in time? The last ice age came to an end about 130 years ago and with that warmer, wetter conditions prevailed. As a result, conditions were favourable for the growth of grasses such as wild barley and wheat. At the same time, as open forests and grasslands expanded, the population of certain animal species such as wild sheep, goats, cattle, pigs and donkeys increased.

What we find is that human societies began to gradually prefer areas that had an abundance of wild grasses and animals. Now relatively large, permanent communities occupied such areas for most parts of the year. With some areas being clearly preferred, pressure may have built up to increase the food supply. This may Have triggered the process of domestication of certain plants and animals.

It is likely that a combination of factors which included climatic change, population pressure, a greater reliance on and knowledge of a few species of plants (such as wheat, barley, rice and millet) and animals (such as sheep, goat, cattle, donkey and pig) played a role in this transformation.

One such area Where farming and pastoralism began around 10,00t) years ago was the Fertile Crescent, extending from the Mediterranean coast to the Zagros mountains in Iran. With the introduction of agriculture, more people began to stay in one place for even longer periods than they had done before. Thus permanent houses began to be built of mud, mud bricks and even stone. These are some of the earliest villages known to archaeologists.

Farming and pastoralism led to the introduction of many other changes such as the making of pots in which to store grain and other produce and to cook food. Besides, new kinds of stone tools came into use. Other new tools such as the plough were used in agriculture. Gradually, people became familiar with metals such as copper and tin. The wheel, important for both pot making and transportation, came into use.

Question 9.
Discuss Mesopotamia and its Geography.
Answer:
Iraq is left of diverse environments. In the northeast lie green, undulating plains, gradually rising to tree-covered mountain ranges with clear streams and wildflowers, with enough rainfall to grow crops. Here, agriculture began between 7000 and 6000 BCE. In the north, there is a stretch of upland called a steppe, where animal herding offers people a better livelihood than agriculture – after the winter rains, sheep and goats feed on the grasses and low shrubs that grow here.

To the east, tributaries of the Tigris provide routes of communication into the mountains of Iran. The south is a desert – and this is where the first cities and writing emerged (see below). This desert could support cities because the rivers Euphrates and Tigris, which rise in the northern mountains, carry loads of silt (fine mud).

When they flood or when their water is let out onto the fields, fertile silt is deposited. After the Euphrates has entered the desert, its water flows out into small channels. These channels flood their banks and, in the past, functioned as irrigation canals: water could be let into the fields of wheat, barley, peas or lentils when necessary.

Of all ancient systems, that of the Roman Empire (Theme 3) included, it was the agriculture of southern Mesopotamia that was the most productive, even though the region did not have sufficient rainfall to grow crops. Not only agriculture but Mesopotamian sheep and goats also grazed on the steppe, the northeastern plains and the mountain slopes (that is, on tracts too high for the rivers to flood and fertilise).

Produced meat, milk and wool in abundance, Further, fish was available in rivers and date palms gave fruit in summer. Let us not, however, make the mistake of thinking that cities grew simply because of rural prosperity. We shall discuss other factors by and by, but first, let us be clear about city life.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 10.
How the development of writing takes place in Mesopotamia civilizations?
Answer:
All societies have languages in which certain spoken sounds convey certain meanings. This is verbal communication. Writing too is verbal communication – but in a different way. When we talk about writing or a script, we mean that spoken sounds are represented in visible signs. The first Mesopotamian tablets, written around 3200 BCE, contained picture-like signs and numbers.

These were about 5,000 lists of oxen, fish, bread loaves, etc. lists of goods that were brought into or distributed from the temples of Uruk, a city in the south. Clearly, writing began when society needed to keep records of transactions because in city life transactions occurred at different times and involved many people and a variety of goods.

Mesopotamians wrote on tablets of clay. A scribe would wet clay and pat it into a size he could hold comfortably in one hand. He would carefully smoothen its surfaces. With the sharp end of the agreed cut obliquely, he would press wedge-shaped cuneiform signs onto the smoothened surface while it was still moist.

Once dried in the sun, the clay would harden and tablets would be almost as indestructible as pottery. When a written record of, say, the delivery of pieces of metal had ceased to be relevant, the tablet was thrown away. Once the surface dried, signs could not be pressed onto a tablet: so each transaction, however minor, required a separate written tablet.

This is why tablets occur by the hundreds at Mesopotamian sites. And it is because of this wealth of sources that we know so much more about Mesopotamia than we do about contemporary India. By 2600 BCE or so, the letters became cuneiform and the language was Sumerian.

The writing was now used not only for keeping records, but also for making dictionaries, giving legal validity to land transfers, narrating the deeds of kings, and announcing the changes a king had made in the customary laws of the land. Sumerian, the earliest known language of Mesopotamia, was gradually replaced after 2400 BCE by the Akkadian language. Cuneiform writing in the Akkadian language continued in use until the first century CE, that is, for more than 2,000 years.

Question 11.
Discuss the temples and kings in Mesopotamia as a civilization.
Answer:
Early settlers (their origins are unknown) began to build and rebuild temples at selected spots in their villages. The earliest known temple was a small shrine made of unbaked bricks. Temples were the residences of various gods of the Moon God of Ur, or of manna the Goddess of Love and War.

Constructed in brick, temples became larger over time, with Several rooms around open courtyards. Some of the early ones were possibly not unlike the ordinary house for the temple was the house of a god. But temples always had their outer walls going in and out at regular intervals, which no ordinary building ever did.

The god was the focus of worship to his or her people and brought grain, curd and fish (the floors of some early temples had thick layers of fish bones). The god was also the theoretical owner of the agricultural fields, the fisheries, and the herds of the local community. In time, the processing of produce (for example, oil pressing, grain grinding, spinning, and the weaving of woollen cloth) was also done in the temple.

The organiser of production at a level above the household, employer of merchants and keeper of written records of distributions and allotments of grain, plough animals, bread, beer, fish, etc., the temple gradually developed its activities and became the main urban institution.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 12.
What is a family system in Mesopotamia civilization?
Answer:
In Mesopotamian society, the nuclear family was the norm, although a married son and his family often resided with his parents. The father was the head ofthe family. We know a little about the procedures for marriage. A declaration was made about the willingness to marry, and the bride’s parents gave their consent to the marriage.

Then a gift was given by the groom’s people to the bride’s people. When the wedding took place, gifts were exchanged by both parties, who ate together and made offerings in a temple. When her mother-in-law came to fetch her, the bride was given her share of the inheritance by her father. The father’s house, herds, fields, etc., were inherited by the sons.

Abstract Archaeologists have made attempts to reconstruct the lives of early people to find out about the shelters in which they lived, the food they ate by gathering plant produce and hunting animals, and the ways in which they expressed themselves. Other important developments include the use of fire and of language.

And, finally, you will see whether the lives of people who live by hunting and gathering today can help us to understand the past. The second theme deals with some of the earliest cities of Mesopotamia, present-day Iraq. These cities developed around temples and were centres of long-distance trade.

Archaeological evidence remains of old settlements and an abundance of written material are used to reconstruct the lives of the different people who lived there craftspeople, scribes, labourers, priests, kings and queens. You will notice how pastoral people played an important role in some of these towns.

A question to think about is whether the many activities that went on in cities would have been possible if the writing had not developed. You may wonder how people who for millions of years had lived in forests, in caves or in temporary shelters began to eventually live in villages and cities.

Well, the story is a long one and is related to several developments that took place at least 5,000 years before the establishment ofthe first cities. One ofthe most far-reaching changes was the gradual shift from nomadic life to settled agriculture, which began around 10,000 years ago. As you will see in Theme 1, prior to the adoption of agriculture, people gathered plants to produce as a source of food.

Slowly, they learnt more about different kinds of plants – where they grew, the seasons when they bore fruit and so on. From this, they learnt to grow plants. In West Asia, wheat and barley, peas and various kinds of pulses were grown. In East and Southeast Asia, the crops that grew easily were millet and rice. Millet was also grown in Africa.

Around the same time, people learnt how to domesticate animals such as sheep, goats, cattle, pigs and donkeys. Plant fibres such as cotton and flax and animal fibres such as wool were now woven into cloth. Somewhat later, about 5,000 years ago, domesticated animals such as cattle and donkeys were harnessed to ploughs and carts.

These developments led to other changes as well. When people grew crops, they had to stay in the same place till the crops ripened. So, settled life became more common. And with that, people built more permanent structures in which to live. This was also the time when some communities learnt how to make earthen pots.

These were used to store grain and other produce, and to prepare and cook a variety of foods made from the new grains that were cultivated. In fact, a great deal of attention was given to processing foods to make them tasty and digestible. The way stone tools were made also changed.

While earlier methods of making tools continued, some tools and equipment were now smoothened and polished by an elaborate process of grinding. New equipment included mortars and pestles for preparing grain, as well as stone axes and hoes, which were used to clear land for cultivation, as well as for digging the earth to sow seeds.

In some areas, people learnt to tap the ores of metals such as copper and tin. Sometimes, copper ores were collected and used for their distinctive bluish-green colour. This prepared the way for the more extensive use of metal for jewellery and for tools subsequently. There was also a growing familiarity with other kinds of produce from distant lands (and seas).

This included wood, stones, including precious and semi-precious stones, metals and shells, and hardened volcanic lava. Clearly, people were going from place to place, carrying goods and ideas with them. With increasing trade, the growth of villages and towns, and the movements of people, in place of the small communities of early people there now grew small states.

While these changes took place slowly, over several thousand years, the pace quickened with the growth of the first cities. Also, the changes had far-reaching consequences. Some scholars have, described this as a revolution, as the lives of people were probably transformed beyond recognition.

Look out for continuities and changes as you explore these two contrasting themes in early history. Remember too, that we have selected only some examples of early societies for detailed study. There were other kinds of early societies, including farming communities and pastoral peoples. And there were other peoples who were hunter-gatherers as well as city dwellers, apart from the examples selected.

Peopling Of The World

When

Where

Who

5-1 Sub-Saharan Africa Australopithecus, early Homo, Homo erectus
1 mya-40,000 years ago Africa, Asia and Europe in mid-latitudes Homo erectus, archaic Homo sapiens, Neanderthals, Homo sapiens sapiens /modern humans
45,000 years ago Australia Modern Humans
40,000 years ago to present Europe in high latitudes and Asia- Pacific islands
North and South America in deserts, rainforests
Late Neanderthals, modern humans

 

The Earliest Fossils Of Modern Humans
Where When (Years Ago)
Ethiopia
Omo Kibish
195,000-160,000
South Africa
Border Cave
Die Kelders
KJasiersRiver Mouth
120,000-50,000
Morocco
Dar es Saltan
70,000-50,000
Israel
QafzehSkhul
100,000-80,000
Australia
Lake Mungo
  45,000-35,000
Borneo
Niah Cave
40,000
France
Cro-Magnon,
near Les Eyzles
35,000

What is a family system in Mesopotamia civilization Q12

What is a family system in Mesopotamia civilization Q12 1.2

              Timeline 1(mya)

36-24 mya Primates
Monkeys in Asia and Africa
24 mya (Superfamily) Hominoids;
Gibbons, Asian orang-utan and African apes (gorilla, chimpanzee and bonobo or ‘pygmy’ chimpanzee)
6.4 mya Branching out of hominoids and hominids
5.6 mya Australopithecus
2.6-2.5 Earliest stone tools
2.5-2.0 Cooling and drying of Africa, resulting in a decrease in woodlands and an increase in grasslands
2.5-2.0 mya Homo
2.2 mya Homohabilis
1.8 mya Homo erectus
1.3 mya Extinction of Australopithecus
0.8 mya ‘Archatic’ sapiens, Homo heidelbergensis
0.19-0.16 mya Homo sapiens sapiens (modem humans)

 

                                                                     Timeline 2 (years ago)
The earliest evidence of burials 300,00
Extinction of Homo erectus 200,000
Development of voice box 200,000
Archaic Homo sapiens skull in the Narmada valley, India 200,000-130,000
The emergence of modem humans 195,000-160,000
Emergence of Neanderthals 130,000
The earliest evidence of hearths 125,000
Extinction of Neanderthals 35,000
The earliest evidence of figures made of fired clay 27,000
The invention of sewing needles 21,000

Writing and City Life:
City life began in Mesopotamia, the land between the Euphrates and the Tigris rivers that is now part of the Republic of Iraq Mesopotamian civilisation is “known for its prosperity, city life, its voluminous and rich literature and Us mathematics and astronomy. Mesopotamia’s writing system and literature spread to the eastern Mediterranean, northern Syria, and Turkey after 2000 BCE, so the kingdoms of that entire region were writing to one another, arid to the Pharaoh of Egypt, in the language and script of Mesopotamia.

Here we shall explore the connection between city life and writing, and then look at some outcomes of a sustained tradition of writing. At the beginning of recorded history, the land, mainly the urbanised south (see discussion below), was called Sumer and Akkad. After 2000 BCE, when Babylon became an important city, the term Babylonia was used for the southern region. From about 1100 BCE, when the Assyrians established their kingdom in the north, the, region became, known as Assyria.

The first known language of the land was Sumerian. It was gradually replaced by Akkadian around 2400 BCE when Akkadian speakers arrived. This language flourished till about Alexander’s-time (316 – 323 BCE)with some regional changes occurring. From 1400 BCE, Aromatic also trickled in. This language, similar to Hebrew, became widely spoken after 1000 BCE. It is still spoken in parts of Iraq.

What is a family system in Mesopotamia civilization Q12 1.3
Excavation Mesopotamian Towns:
Today, Mesopotamian excavators have much higher standards of accuracy and care in recording than in the old days, so few dig huge areas the way Ur was excavated. Moreover, few archaeologists have the funds to employ large teams of excavators. Thus, the mode of obtaining data has changed. Take the small at Abu Salabikh, about 10 hectares in area in 2500 BCE with a population of less than 10,000.

The outlines of walls were first traced by scraping surfaces. This involves scraping off the top few millimetres of the mound with the sharp and wide end of a shovel or other tool. While the soil underneath was still slightly moist, the archaeologist could make out different colours, textures and lines of brick walls or pits or other features. A few houses that were discovered were excavated.

The archaeologists also sieved through tons of earth to recover plant and animal remains and in the process identified many species of plants and animals and found large quantities of charred fish bones that had been swept out onto the streets. Plant seeds and fibre remained after during cakes had been burned as fuel and thus kitchens were identified. Living rooms were those with fewer traces.

Because they’d found the teeth of very young pigs on the streets, archaeologists concluded that pigs must have roamed freely here as in any other Mesopotamian town. In fact, one house burial contained some pig bones – the dead person must have been given some park for his nourishment in the afterlife! The archaeologists also made microscopic studies of room floors to decide which rooms in a house were roofed (with poplar logs, palm leaves, straw, etc.) and which were open to the sky.

TIMELINE
C. 7000-6000 BCE Beginning of agriculture in the northern Mesopotamian plains.
C.5000 BCE The earliest temples in southern Mesopotamia were built.
C. 3000 BCE First writing in Mesopotamia
C. 3000 BCE Uruk develops into a huge city, increasing the use of bronze tools
C. 2700-2500 BCE Early kings, including, possibly, the legendary male Gilgamesh
C. 2600 BCE Development of the cuneiform script
C. 2400 BCE Replacement of Sumerian by Akkadian
C. 370 BCE Sargon, king of Akkad
C. 2000 BCE Spread of cuneiform writing to Syria, Turkey and Egypt; Mari and Babylon emerge as important urban centres
C. 1800 BCE Mathematical texts composed; Sumerian no longer spoken
C. 1100 BCE Establishment of the Assyrian kingdom
C. 1000 BCE Use of iron
720-610 BCE Assyrian empire
668 – 627 BCE Rule of Assurbanipal
331 BCE Alexander conquers Babylon
C. 1st Century CE Akkadian and cuneiform remain in use
1850s Decipherment of the cuneiform script

CHSE Odisha Class 11 History Unit 4 Long Answer Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 4 Long Answer Questions.

CHSE Odisha 11th Class History Unit 4 Long Answer Questions

Long Type Questions With Answers

Question 1.
What are the main features of the Industrial Revolution?
Answer:
The Industrial Revolution had the following main features. Firstly, industrialization made more inventions and discoveries possible. The Spinning Jenny, Mule. Cotton Gin, Steam-engine, Flying shuttle, Water frame, and lamp Power Loom were the most significant ones in this regard. Secondly, the ideology of capitalism came to replace the age-old and outdated stem of feudalism. New capitalist class industrialists and entrepreneurs came to replace the old feudal lords in European societies.

Thirdly, with the growth of industrialization, a large number of rural people migrated to industrial centers in search of better means livelihood. They joined the industries as workers and laborers. They had to, now, set up their new homes in industrial centers, away from their ancestral villages. governments were now bound to pass social legislation in favor of their living and working conditions.

Fourthly, it gave rise to specific difficulties and problems in the industrial centuries. The problem of housing workers, their health sanitation needs, working conditions, and an ever-increasing population of workers were problems to be attended revolutions to these have to be gradual, not Overnight.

Fifthly, it led to an increase in the production and sale of goods, as stated earlier, result, trade, and commerce made rapid progress. Sixthly, agriculture and industries became the two legs or the main pillars of the economy. Gone were the days when European states depended only on agriculture for their survival and sustaining themselves. Finally, industrialization led to competition among the nation-states of Europe.

From industrialism to colonialism, from colonialism to commercialism, from commercialism to imperialism, from imperialism to militarism, and from militarism to war were the natural and inevitable phases. Industrialization lay at the root of competitive nationalism. This finally led to a clash of interests and war among nations.

Question 2.
Discuss the inventions that brought in the industrial revolution?
Answer:
Spinning Jenny – The following is ‘a list of the first inventions that accounted for the outbreak of the Industrial Revolution. Textile Industry – The Englishmen had colonized India. India was famous for the quality and quantity of its production of cotton. The Englishmen took away Indian cotton to England in huge quantities. But weaving cotton and spinning its thread was done manually.

The weaver wove cloths out of threads spun out of cotton by the English housewives. It took the ladies a lot of time to spin a thread for a single piece of cloth, The need quicker spinning was urgently felt The solution to this problem came in 1764 when the Englishman James Hargreaves invented the “Spinning Jenny”. This machine could spin 8 threads at a time.

This machine revolutionized the spinning of threads. It was later improved to bring out nearly a hundred threads at the same time. This small wonder was so important that England came to have more than eighty thousand spinning jennies by 1778, the year death Hargreaves. Spinning work was thus greatly speeded up. Arkwright – John Kay invented the Flying Shuttle by which the weaving process was speeded up.

Richard Arkwright improved upon Hargreaves and Kay by inventing the water- frame in 1769 This water frame could have thinner stronger threads. In 1776 Samuel Crompton invented the spinning “Mule”, further improving upon the quality of threads. Cartwright’s Powerlopms Correspondingly, weaving also underwent great change. Hand-weaving had been improved upon by the flying shuttle of John Kay.

But this was not enough to cope with the volume of spun threads. The hand-loom was replaced by the power loom which was invented by Edmund Cartwright in 1785. The power loom did the work of many weavers and took up a fraction of their time. Powerlooms came up in every nook and comer of England.

Eli Whitney, the American inventor, invented Cotton Jin in 1793. The above inventions radically changed the textile industry for the better. It involved less manpower and still less cost reproduction while greatly increasing the volume of production (or ‘output). Profit and prosperity came as a natural result.

CHSE Odisha Class 11 History Unit 4 Long Answer Questions

Question 3.
How are Coal and Iron Industries part of the Industrial Revolution?
Answer:
Coal and iron were the two basic factors of progress. Coal was the source of energy. But mining coal was difficult. The water underground made coal mining difficult. This water had to be emptied by buckets. It took a lot of time and money because holies in hundreds were used in every colliery for emptying the water bucket by bucket. Finally, Thomas Newcomen invented the 1705, Steam Engine to pump out water from the mines.

James Watt improved upon this invention in 1769 and these improved versions of the Steam Engine served the purpose in a more efficient and economical manner. Factories could now be set up in the heart of a city. Steam power helped the machines also to run better and produce more goods in less time. In the early days smelting of iron was done in charcoal furnaces. The iron, thus produced, was of low grade. In 1750Abraham Derby started using coal to process iron.

This helped England, in particular, because England was rich in coal deposits. This process made the industries produce steel at a cheap rate. As a coal-mining was dangerous, Humphry Davy invented the Safety Lamp. Miners used this lamp for mining coal in the underground darkness. Thus coal and iron revolutionized the world of industry. The modem age came to be known as the “Age of Iron and Coal.

Question 4.
How were transport and communications – are of Industrial Revolution?
Answer:
With the growth of steam power, the transport and communication scene witnessed corresponding improvements. The British engineer John Macadam started the mode of building ‘macadamized’ roads. In 1814 Sir George Stephenson invented the “Rocke” which was a railway engine driven by steam power: This steam engine ran the first locomotive between Manchester and Liverpool. Steam engines revolutionized navigation and iron ships driven by steam power replaced the old ships of wood.

In 1838 the Atlantic ocean was crossed by two such new ships Ocean travel and maritime trade and commerce came to flourish from then on. The entire communication network came to be helped by the invention of the telegraph in 1835 and of electric telegraphs by Samuel Morse in 1840, Graham Bell’s invention of the telephone in 1876, and Marconi’s invention of the wireless. Thomas Alva Edison invented 187 8 the electric light. The age of electrical most radically transformed the modem world.

England was a prosperous country. For centuries, it was carrying out trade and commerce with other countries. England also had access to plenty of natural resources and materials for herself and her colonies. The shipping industry of England was the biggest and best. The cost of labor was cheap due to the shifting of people from villages to cities. All the city’s reasons explain why the industrial revolution, first, took place in England.

After the machines were invented and came into use, England became the foremost industrial nation in the world within half a century. Between 1813 and 1855 Egland’s textile exports to India increased fifty times, coal production rose by over four times, and pig-iron, over four times. England’s industrial revolution and prosperity came to affect and inspire countries in Europe.

France, Spain, Prussia, Portugal, Holland, and others adopted the industrial revolution and, by the second half of the 19th century, the whole of Europe even the far-away United States of America came to be under its total influence, age of electricity brought more light to human civilization as a whole.

Results of the Industrial Revolution :
The industrial revolution has had no end so far. From machines to electricity to the modem space age of nuclear energy, the industrial revolution is still continuing. As such its results so far can only be studied. Its record so far has been glorious. It has marked a giant step forward for human civilization as a whole.

But while like a flower the industrial revolution has spread its fragrance throughout the world, like a disease it has also infected human civilization. The following analysis of its merits and demerits would show how “Industrialisation was a mixed blessing.

CHSE Odisha Class 11 History Unit 4 Long Answer Questions

Question 5.
Write the merits of the Industrial Revolution?
Answer:
The merits or advantages of the industrial revolution are summed up as under. Firstly it led to mechanized production. This, in turn, increased production much more than before. Thus, it resulted in improved production, in quality and quantity. This was true of both agriculture and industry. Mass production of goods inaugurated an era of plenty. Secondly, agriculture was to benefit immensely from the industrial revolution.

New tools and machines, steel plow and harrow for tilling, the mechanical drill the planting of seeds, and machines for thrashing, reaping, and cultivating mechanized agricultural production. As such the harvests became bumper and production increased by leaps and bounds with the use of chemical fertilizers. Thirdly, the mass production of goods and articles gave encouragement to trade and commerce.

Transport and communication systems improved with the network of roads and railways. Water transport did not lag behind. Travelling and transportation of goods revolutionized. Europe became one big trading village, with this conquest of man over time and distance. Human mode of life became fashionable and more comfortable with the production of articles of basic and conventional necessities.

Life was pleasant and comfortable, with man’s needs being satisfied more fundamentally and easily. Fourthly, the exploration of markets abroad and beyond the shores of Europe started more seriously. Before shins and navigation helped the process. Internpailade improved. Fifthly; serialization bought urbanization of cities in industrial centers. The inadequacies of village life came with the new urban life. neighbors and gradually demanded political rights.

Trade-union of workers came tip to successfully work for the protection of workers’ rights. Sixthly, the industrial revolution resulted in a contrast. While it came to strengthen capitalism, it also gave birth to communism as propagated by Karl Marx. Seventhly, the growth of science and technology continued unabated. The tire industrial revolution was the greatest blessing for mankind in this regard. The conquest of time brought more leisure, which came to be used for creative purposes.

Question 6.
Write the demerits of the Industrial Revolution?
Answer:
The industrial revolution brought, in its wake, a host of demerits. Firstly, it broke the back of the self-sufficient rural life. The old life style was replaced by a new economic system that brought a virtual end to traditional society. In this transition, artisans of village industry and the peasants came to forfeit their hereditary means of livelihood. Farmers became landless laborers and artisans gave up their ancestral profession to seek means of livelihood in industrial centers.

In a word, the industrial revolution broke the link with the past. People found it difficult to adjust to this transition. Secondly, rural unemployment led to the overcrowding of cities and industrial centers. As such, unemployment in the cities grew. Not everybody can get a job in an industry because the industry would not absorb any laborer over its needs. Increased unemployment led people to frustration.

More availability of labor led to lesser wages. As such the gulf between the rich and the poor widened. This led to class rivalry between the capitalists or the rich or the ‘Haves’ and the laborers or the poor or the ‘Have-nots’. Thirdly, therefore, the industrial revolution made class wars inevitable. Fourthly, the industrial revolution led to capitalism inside countries; but on the international stage, it brought competition, imperialism, and war among the nations.

Fifthly, the industrial revolution made the life of the workers and laborers wretched. Miserable life in the slums of the cities, with no sanitation or hygienic living conditions and exposure to smoke and gas pollution, brought diseases. No grant of leave, no insurance against death by disease or by accident, and the burdens of poverty made their life hell. Sixthly, industrialization brought the political ideology of imperialism into Focus on the international stage and made war inevitable.

From an economic and political point of view, it brought capitalism and communism face to face. It also led to Europe’s colonial and commercial hold over the rest of the world. Thus as a result of the industrial revolution, human civilization came to have a post and materialism came to have a future. The victim was humanism.

CHSE Odisha Class 11 History Unit 4 Long Answer Questions

Question 7.
State the development of colonial government in England?
Answer:
Meanwhile, certain political changes had come to the fore in England. Queen Elizabeth was succeeded to the throne of England by James I of the Stuart dynasty. James, I was a Catholic and adopted a policy of religious persecution of the Protestants and Puritans of England. The English Puritans, on their part, hated to be brought under the English Catholic Church and decided to leave England to settle elsewhere.

Thus have they come to be known as the Pilgrims. In 1620, they left England from the port of Plymouth fol. North America in a ship named ‘May Flower’. These Pilgrims were known as ‘Pilgrim Fathers’, the ancestors of the modem Americans. They landed at a port that they named as Plymouth in an area to be known as Massachusetts. This ‘May Flower’ voyage came to be followed by many such voyages from England during the reigns of James I and Charles.

The Puritan unhappiness was the principal cause of this exodus. There were certainly other reasons as well. The plight of poverty at home and the promise of prosperity on the fertile lands of the “New World” was under such consideration. Then there was also a zeal for freedom from feudal burdens and the old social system as well. The prospects for living in a free society were also alluring. Thus the English Pilgrims began pouring into America.

The Irish, the Dutch, and people from different German states also came away to America in large numbers. A healthy climate, fertile soil, and an unlimited prospect for prosperity were too tempting. Gradually the English came to settle down in the area permanently. settlements came to be known as colonies. As many as thirteen such colonies came to be established. All these were on the Atlantic Seaboard of North America.

Each colony flourished in its own way, but the procedure for government and administration came to be uniformly based on their English background. The English system of laws and law courts was introduced. Each colony came to have its legislative assembly and a governor. The governor was regarded as the supreme executive authority and was broadly regarded as the representative of the English King. The colonial people came to prosper and flourish. Each colony flourished in its individual way.

Better economic life than their living standards in England led to a sense of pride and contentment. The English Government and people came to regard the thirteen colonies, as English property, because their people had done it. The people of the thirteen colonies had also theoretically accepted it, having made provision for treating the Governor as an agent of the British Crown in a broad sense.

England had thus come to be regarded as the mother country of the thirteen colonies. It was nice of the colonial people to owe loyalty to England, for this was more out of their habit than out of any necessity. The only genuine necessity was with regard to their own security. France had already entrenched herself in her Colonies in Canada, to the north of the thirteen colonies. Fear of a French invasion had led them to owe allegiance to England in expectation of English protection in such contingency.

However, they, later on, came to be discontented with England because of the various manners in which England came to exploit them. The seeds of discontent had come to be sown. The opportunity for their germination came during and after the Seven Years’ War (1756-63) in Europe. In this European War, the English triumphed over their enemies including France. The English captured Canada from France. With the fall of France in Canada.

Die threat of French invasion vanished for the thirteen colonies. Time was now ripe for them to re¬assert themselves. They now decided to break the chains of the English colonial yoke. Discontent spurred them. The ideals of life; liberty and the pursuit of happiness moved them. Many other factors also came to inspire them to rise in revolt against the English.

CHSE Odisha Class 11 History Unit 4 Long Answer Questions

Question 8.
Write the causes of the American War of Independence.
Answer:
The causes of the ‘American War of Independence were many. The upheaval was a sign that the thirteen colonies had reached such a degree of economic, political, and cultural maturity, that their achievement Of autonomy was inevitable. But it was also a consequence of certain new developments in British colonial policy that provoked the colonies into asserting their independence.

Its causes can therefore be broadly classified into two categories, i.e. the fundamental causes that ignited the spark of discontent and the immediate causes that brought it to a conflagration.

Fundamental Causes:
England symbolized old and traditional institutions like the Church, monarchy, and feudal heritages as well as a general conservatism. On the other hand, ever since ‘May Flower’ brought the ‘Pilgrim Fathers’ to American soil, they had developed a progressive outlook for a society of free men without the bondage of the Church or such other out-of¬date restrictions.

They stood for modem outlook, wherein life, liberty, and the pursuit of happiness were to be the subtle visions. Thus, superior progressive political consciousness tempted them to separation.

Sense of Economic equality and Individual dignity :
Economic equality was a beacon feature of American Society. There was no feudal heritage nor stake. Each was free to develop his economic condition through perseverance and imagination. This spirit came to be described in the 19th century as ‘Social Darwinism’. In the survival of the fittest in human society, only industrious and imaginative individuals can succeed. Each was free and equal, society was thus egalitarian, offering equal opportunity to all and treating all on an equal footing.

Only the Red Indians and the Negroes were the social subordinates as slaves, This emphasis on individual dignity was the source of Social courage and political wisdom. English society, with its hierarchy of Lords, Dukes, the clergy, and commoners, thus came to be looked down upon. Thus, the Americans were only too eager to break the links that chained them to the backward social systems of the mother country.

To these considerations of political, social, economic, and religious differences also came to be added the geographical consideration of distance and isolation from the mother country. The thirteen colonies were thousands of miles away from the mother country. geographical remoteness, at a time when seam-ships and telegraphs were yet to be developed, led to an absence of frequent contacts.

The relationship was thus too formal for a generation of Americans, who were under nothing, except a historical obligation to continue to be loyal to a government hundreds of miles away. Economic grievances of the Americans also added to these sentiments. The commerce of the colonies was regulated by England by virtue of its political authority. It was out of obligation that the colonial people were acknowledging the authority of England over them.

But the English government regarded the colonies as its rightful property because the colonies had been set up by the English. Therefore, England was bent on getting economic benefits out of these colonies. The rules, thus framed, made the American colonies. supply those goods which England did not possess or produce.

pay a part of the English expenses on the army and navy, not to compete with English commerce, and not to grant trade rights to any other country. The colonies felt uneasy under such growing economic burdens. With the withdrawal of the danger of the French invasion at the end of the Seven Years’ War, the Americans were now under no obligation to continue the economic exploitation of them by the English.

CHSE Odisha Class 11 History Unit 4 Long Answer Questions

Question 9.
Write the immediate causes of the American War of Independence?
Answer:
At the end of the Seven Years’ War, the British government was faced with a grave economic problem. This was because of a business depression after the war as well as an increase in the national debt of England as a consequence of the expenses during the war. The victory was a matter of pride for Englishmen everywhere. British king George III and British Prime Minister Grenville had come to the opinion.

that since the war had been to the advantage of the North American colonies, by freeing them from the French danger, these colonies should help solve some of the economic problems arising out of the war. In the first place, the colonies should assume some of the burdens of their own protection. Total expenses for the defense of the colonies amounted to about 3,00,000 pounds per in.

Second place, they should contribute to the relief of the English Treasury and the recovery of English commerce. It would have been a normal policy under normal circumstances. But the situation had become somewhat abnormal owing to the 1763 proclamation of George III. In that year the British army had suppressed a mutiny of the Red Indians under Pontiac.

The British King, angry that the colonies did nothing to suppress Pontiac, passed this proclamation in 1763, forbidding “all our loving subjects” in the colonies to go beyond a particular point in the western direction. The colonial people regarded this proclamation as deliberately designed to exclude them from the riches of the West. Thus the colonists now came to resent still more keenly the attempt by Parliament to raise more revenue in North America

Question 10.
What are the different Acts and what are their impacts?
Answer:
The first of the new revenue measures, the Sugar Act of 1764, alarmed the American merchants, because it imposed an import duty on sugar, on the colonists. The Stamp Act was passed in 1765. This act imposed a duty on various items including legal and commercial papers, liquor licenses, playing cards, newspapers, calendars, and academic degrees. These duties drained the supply of specie (gold and silver coins) and threatened the colonial economy.

These revenue measures touched off a major controversy. The colonies now boycotted all imports. In 1765 delegates from the thirteen colonies met in New York in a “Stamp Act Congress”. To them, the Stamp Act had a “manifest tendency” to suppress “the rights and liberties of the colonists”. They, therefore, came to argue that as long as they were not allowed to send their representative to the British Parliament to voice their grievances against these high-handed measures of the British government, would not pay these taxes.

Their celebrated slogan now was, “No taxation without representation”. The Stamp Act was withdrawn in 1765 on the appeals of London merchants, threatened by economic ruin, because of the American boycott. The ministry of Grenville resigned. Nevertheless, the Parliament passed the Declaratory Act asserting that the king and Parliament could indeed make laws affecting the colonies.

To King George of England, the Colonies were English property and thus he had the right to rule, control and tax them. In 1767, his government passed the Customs Duties Act (or Townshend duties), levying duties on colonial imports of tea, paper, paint, and lead. Again the merchants of Boston, New York, and Philadelphia organized boycotts. In 1770, British Prime Minister Lord North modified the Townshend duties and made only tea dutiable.

In 1773, the English East India Company attempted to sell its tea in North America. It hoped to overcome American opposition to the hated duty by making the retail price of East India tea far cheaper than that of the Dutch tea smuggled by the colonists. On December 6, 1773, to the cheers of spectators lining the waterfront, a group of Bostonians, disguised as Red-Indians, boarded three East India Company ships and threw the tea chests, worth thousands of pounds, into the sea.

They described this incident as the Boston Tea Party. British government adopted policies to suppress the colonists. The “Intolerable” Acts of 1774 closed the port of Boston and suspended the elections in Massachusetts. This added insult to injury of the “Boston Massacre” when British troops fired and killed some Americans.

CHSE Odisha Class 11 History Unit 4 Long Answer Questions

Question 11.
What are the implications of the American War of Independence?
Answer:
For Britain, the American revolution brought more severe losses than simply the loss of thirteen colonies. Britain was totally devastated by it. It dealt a great blow to her worldwide prestige and dominance. The Sun has started to set on the British empire. Her international prestige was at stake, particularly after the surrender of armies to the American forces at Saratoga in 1777 and at Yorktown in 1781.

The British used to regard themselves as invincible. The American revolution pricked the bubble of that myth. The loss of American colonies came also as a blow to the power and position of the king, at home. The British King, George III, came to lose the trust of his own people. Even his admirers now became his critics. Before the American war of independence the people of the Thirteen Colonies were regarded as “a race of convicts” who ‘ ‘ought to be thankful for anything we allow them, short of hanging”.

Now public opinion has changed in Britain. The personality and policy of George III came in for severe criticism. In 1780, the British House of Commons passed a resolution that declared that “the influence of the crown has increased, is increasing, and ought to be diminished”. The Prime Minister, Lord North, resigned and was replaced by Pitt, the younger who was a professional politician. He continued in office for long eighteen years and during this entire period, the King was content to play a supporting role to the seasoned Prime Minister.

By far the greatest impact of the American revolution was on international and European politics. During the latter portion of the revolution, France took the stand to isolate Britain in international politics. While its volunteers under Lafayette had joined the forces of George Washington, France came to sign a treaty with Spain (1778) directed against Britain. France also took the lead in Europe to influence other countries against Britain.

Britain stood frustrated, lonely, and humiliated. The American revolution successfully challenged the system of colonialism. All anti-colonial liberation movements that followed in the next 200 years throughout the world drew their inspiration from the American model. American revolution inaugurated an era of democracy and popular governments, All nationalist movements owed their ideals of detente fancy and equality to the American Revolution.

Even, it became one of the immediate causes of the French Revolution. The French soldiers who acted as ‘volunteers’ with the American freedom fighters, returned home and spoke in praise of the better nature of the government and living conditions of the people Ironically, France used Montesquieu’s and Rousseau’s philosophies after the Americans had done so. These two great philosophers belonged to France.

In this regard it can be said that the ideals and ideas of the American revolution influenced those of the French revolution; The American revolution was a national affair w le the French revolution was an event that influenced every nook and comer of Europe and the world. Both were, thus, events of monumental significance for mankind.

Question 12.
What is “Revolution” and what are the political causes of the French Revolution?
Answer:
“Revolutions are not made with rose water” nor are they mere Explosions that announce them – like the first shots at Concord, the fall of Bastille, or the mutiny of the Petrograd troops that signaled the start of the American, French or Russian revolution respectively. A revolution is not an event but a process. It starts in the minds of men and releases a rush of elemental forces in them. A revolution is not made; it comes out of the past and when it comes, it cannot be avoided.

Reform is a correction of the evils and defects, but revolution means nothing less than the complete transfer of power. To quote Edgar Brown, “Revolution means that power must pass from one class to another and even if Bonapartism interrupts the process, a revolution never goes backward.” Thus revolution may be defined as the displacement of the sovereignty of the state. The French Revolution was neither incidental nor accidental. It was in the logic of history and was almost inevitable.

It was a rejection of the past ancient regime; it was a prescription for the future of popular sovereignty. It came towards the end of the 18th century and had already seen the ‘Age of Reason. ’ That is why the 18th century is known as the grave of one epoch and the cradle another. This, the historic landmark was the climax of the enlightenment of the age, for, a revolution always occurs first in the minds of men. Yet, political, social, economic, and philosophical causes also contributed no less to its outbreak.

Political Causes:
Responsibility of Louis XIV Louis XVI and Marie Antoinette :
The Bourbon Monarchy was the root cause of all political unrest in France. The Bourbon dynasty was ruling over France. Louis XIV was the King of France during a long reign from 1661 to 1715. He was fortunate to be the King of France when France was prosperous and the people, were extremely loyal. Feudalism was dependent on royal support. France had no Constitution.

The Parliament of France had not met since 1614. It was not going to meet for 175 years, till 1789. The government was a centralized despotism. All power lay concentrated in the hands of the king. Justice was the hand-maid of the ruler. Louis XIV further consolidated his powers and came to proclaim, “L’etat test ” or “I am the State”. It was a monarchy by “Divine right”, a heritage of the Middle Ages.

The King was regarded as a divine agent, appointed to rule, therefore, the king was only answerable to God, not to his people, for his deeds and misdeeds. Louis XIV was a grand monarch. He was not only a capable general but also a competent builder. He ordered palaces to be built at Versailles, eleven miles from Paris, and he decided to rule from there far away from the dins and bustles of Paris.

Versailles became the dazzling apex of a state edifice that had cost the treasury only 24 million pounds. Versailles was a monument to Louis XIV’s thoughtless extravagance though it was the citadel of his absolutism. The expenditures were unwise, while the seclusion it brought for the monarch from the people, created artificial barriers between the ruler and the ruled. It brought fame to France in Europe, yet it increased the size and volume of French loans from other European Governments.

Louis XIV was a Grand Monarch. His successors were weak. They lacked his personality. So they became unpopular and were too weak to suppress the public discontent. Louis XV was a weakling who could not check the tide of popular disavowal of the growing poverty of the common man and the system of punishment through emergency laws, like “Letter de Cachet” by which a man can be jailed or punished without explanation or trial.

It was already too late, when he regretted, “After me the deluge”. He was succeeded by Louis XVI, in 1774. He was a good man, but a bad king was afraid of taking in dip ’pins of administration and kingship “as if the Universe is falling on me”. “God! What a burden is mine and they have taught me nothing”. “I wish, I could resign too” – reflects his attitude to kingship. He was a kind-hearted man who loved France and her people.

But time had already started blinking at the downfall of the Bourbons. He was a good judge of men and appointed capable administrators like Turgot and Necker. But no one trusted Louis XVI, for his worst shortcoming was that he had no will of his own. Though brilliant, he was unable to exert himself while his wife, Marie Antoinette was under the suicidal bliss of ignorance.

She made luxury the prevailing note everywhere. As gaiety was unconfined, so necessarily was the expenditure that kept it going. Wilful wastes thus paved the way for woeful wants. Expenditure was larger than income and foreign loans were sought to keep the machinery going. The total palace expenses f<?r 1789 alone were more than 20 million Francs.

The royal court was the tomb of the nation. Thus, despotism was changed to its own misdeeds and could not escape their consequences. The Parliament or ‘States General’ had not met for 175 years. Public appointments continued made by nomination rather than merit. Privilege, not law, was the basis of the state; expedient, not principle, the principle of its rulers.

CHSE Odisha Class 11 History Unit 4 Long Answer Questions

Question 13.
What are the social causes of the French Revolution?
Answer:
The Third Estate:
Like the monarchy itself, the social and economic foundations of the old me were beginning to crumble and slip by the middle eighteenth century. French society was divided into three traditional classes or ‘estates’. They were the nobles, the clergy, and the common people. The nobles and the clergy were the first two estates and the common people were the ‘third estate.’

The first two estates were the aristocrats who enjoyed all powers and privileges and were exempted from paying any tax to the State. Only the third estate paid taxes of various kinds because they did not enjoy privilege and bore the brunt of the wrath of the privileged aristocracy. They paid the ‘Taille’ or land tax, ‘Vingtieme’or income tax, ‘Gabelle’ or salt- tax, and Corvee’ or road tax. Apart from these, they paid ‘Tithe’ to the Church and feudal dues to the nobles. Discontent grew at these disparities.

The peasants and common people were thus groaning under the oppressive burdens of taxation, poverty, and punishment by the King through ‘Letter de cachet’, by the nobility through coercion, and by the Church through persecution. The peasants were the worst suffers. To add to their misfortune, there had been the famine of 1788, as a result of which “one-third of them had nothing but third-rate potatoes to eat, for one-third of the year – in the words of Carlyle.

The King had no time or inclination for them, “Wha is the Third Estate ?” asked Abbe Sieyes and answered, “Everything, what has it been in politics until now? Nothing. What does it desire? To become something.” The picture of the society was described in a famous way, “the nobles fight, the clergy pray, the people pay.” The Nobles and the Clergy “The revolution of 1789 was much less a rebellion against despotism than against inequality.”

The nobles and the clergy constituted one percent of the total population of France. The institution of nobility had been a feature of society since the days of feudalism. When the strong monarchy was revived, the institution was not abolished; rather the volume of its vices of exploitation had gone up. They continued to enjoy their rights, while they continued to forget their obligations to the State and people.

They continued to receive their feudal dues from the people but did not pay their taxes or dues to the State. The clergy did not lag behind the nobles. The clergy possessed estates, collected tithe from the people, threatened persecution and the Church was autonomous. The government had no control over Church or religious affairs. The Church was thus “a State within a State.” While superstitions grew, so did religious exploitation.

Gradually the intelligentsia took up the gauntlet against the Church and clergy, exposed and criticized them, and exhorted the people to rise n rebellion against in clergy. Holbach, an intellectual of the age, lamented, “Religious and political errors Have turned the Universe Into a valley of tears.” “The French Revolution was a general mass movement of the nation against the privileged classes”, said Napoleon Bonaparte.

No man could have held back those social forces, setting the dimensions of the new era. Thus, the national discontent led to the prominence of the middle class or bourgeoisie. The revolution was bourgeoisie in origin, character, and climax. The middle class is the backbone of any society. They are educated people belonging to various professions.

They were the seat of revolutionary spirit. They criticized the existing vices, promoted discussion, roused passion, and led the people to believe that the only limits to the realization of a better tomorrow were the doubts of today. The middle class became the vanguard of the revolution.

CHSE Odisha Class 11 History Unit 4 Long Answer Questions

Question 14.
What are the economic causes of the French Revolution?
Answer:
French society was characterized by various economic imbalances. The nobles and the clergy constituted one percent of the total national population. They owned forty percent of the total national wealth. They did not pay any tax by virtue of the convention of privilege. This created inevitable bitterness because the unprivileged class bore the brunt of taxation.

Short Notes on :
Montesquieu :
Foremost of these philosophers was Montesquieu (1689 – 1755). He was a lawyer by profession. This French philosopher set out to analyze political virtues. In 1748 was published his great work, ‘The Spirit of the Laws. This work was to initiate a philosophic movement against the ‘ Old Regime. ’ The work was not a figment of fiction nor a flight of fancy.

To Montesquieu, liberty is the ultimate objective of all reason or rational processes. Liberty was impossible v without, what he called, the separation of powers. The legislative, executive, and judicial ‘ powers of a State should be in separate hands. Each of these three branches should be as powerful as any of the other two. No two such branches should come together.

Thus, the government can run smoothly through this system of checks and balances. Thus, through the ‘Separation of Powers’, public liberty can come, not only to be granted but guaranteed, as well. When “The Spirit of the Laws” came to be published, it was in such heavy demand that there were 22 editions of this book in only t eighteen months. It awakened a taste for ’ political studies by bringing social sciences into the focus of literature.

It was a challenge to the Monarchy of France because by wielding all legislative, executive, and judicial authority of the State, the Monarchy was denying liberty people. Montesquieu, thus, inaugurated the attacks of philosophy and reason on the ‘Old Regime’ and its vestiges in France.

Voltaire :
Another philosopher, though in a different mold, was ‘King’ Voltaire. He was one of the masterminds of Europe and his age (1694-1778) is known in the history of Europe as the ‘Age of Voltaire’. This philosopher was famous for his wit and wisdom. He preferred to be ruled by one lion than by a hundred lambs. Yet he was for benevolent despotism. This controversial philosopher was therefore adored by Catherine the Great and Frederick the Great in their respective courts.

But Voltaire was against weak despotism and called upon the people to rise in revolt against weak rulers. The people affectionately described him as ‘King’ Voltaire. Voltaire vehemently opposed to the corruption in the Church and called upon the French people to “crush the infamous thing”. Voltaire was “a pillar of cloud by day and of fire by night.” Tyranny of any form was opposed to him. The French took up his advice as a mandate to strip the Church of wealth and power.

Rousseau:
But if any philosopher deserves singular credit for having fathered the French Revolution, it was Rousseau (1712 – 78). His ideas inspired the radicals of the French Revolution. He started with a sweeping generalization, very typical of the Enlightenment. Whereas nature dignifies man. Rousseau argued that civilization corrupts him; man would be corrupted less if civilized institutions followed nature more closely.

This was the central theme in “Emile”, in “Discourse on the Moral Effects of the Arts and Sciences ” as well as in his masterpiece “Social Contract” (1762). “Man is born free and everywhere he is in chains” Rousseau regretted. He, therefore, urged the people to rise in revolt against the oppressive tyranny of their despots, “sweep away all the false fabric of society.

the world of ugly wants and insolent riches and establish ‘felicity of life’ by destroying the serpent of property. Iron and com had a civilized man and thereby ruined mankind. The simplicity of ancient ways of life was destroyed by the concept of property. Rousseau raised the clarion call of “Liberty, Equality, and Fraternity”. The French Revolution of 1789 adopted the call as its swan song. Rousseau was a champion of liberty.

“Better the perils of liberty than the privileges of servitude”. Rousseau was an egalitarian society without distinctions of class or status. He stood for the universal brotherhood. Rousseau attempted to harmonize government and liberty through the theory of the social contract. While earlier theories postulated a political contract; Rousseau’s contract was social, where a whole society agreed to be molded by its ‘general will’.

Rousseau was an advocate of democracy and individualism. His idea was a free citizen in a free state His ideal State was a republic virtue’. His philosophy breathed “revolt in the name of nature, against the artificial social system” in France. It also inhaled the sweet breeze of virtue and ‘Liberty, equality, and fraternity.’Thus Rousseau gave the future revolution, its own philosophy, creed, its purpose, and its direction.

He was true, the Father of the French Revolution, though he had died eleven years before its outbreak. Apart from Montesquieu, Voltaire and Rousseau, there were other intellectuals, philosophers, and encyclopaedists who also prevailed in the French mind. Diderot and the other encyclopaedists gave the synthetic knowledge of ages to the French and thereby started discussions and aroused passion.

among other things, popular sovereignty. Helvetius projected “the self-interest” of man and society. Holbach criticized the Church, D’ Alembert, Quesnay and others inspired the French people with their writings.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 3 Changing Traditions Long Answer Questions.

CHSE Odisha 11th Class History Unit 3 Changing Traditions Long Answer Questions

Long Questions With Answers

Question 1.
Discuss the life and teaching of Jesus.
Answer:
According to New Testament Jesus was born on 25th. December 4 B.C. He was born in Bethlehem in province of Judea. Bethlehem was a village, five miles way from Jerusalem.

His father Joseph was a poor carpenter and his mother was Virgin Mary. They lived in the village of Nazaerth near city of Galilee.

Mary had recieved a divine message that a son would be born to her who would deliver the world from its sins. They shifted from Nazareth to Bethlehem where they took shelter inside a stable. In that stable was born Jesus. Many miracles were associated with Jesus before and after he was born.

To the Jesus, these were auspicious signs that the king of kings would be born to deliver them from their sufferings. Joseph could not give proper education to his son. However, Jesus attended the synagogue and was greatly moved by the recitation of the holy scriptures by the priests.

Not much is known about his childhood Teachings of Jesus Christ teaching were primarily oral. These were delivered through the word of his mouth.

Our chief sources of information regarding these are principally five. Fistofthese are the writings of the New Testament and the Gospels. The compositions of Apocrypta constitute of second source of information.

The third source, the writing of Philo, name great help to understand the then ‘conduction of society and the attitude of the people to religion’. The writings of Josephus from our fourth source, though these appear to carry some meaning only for Pelemics. Finally comes the Old Testament.

The Jewish Portions of the Old Testament like the book of Daniel and the book of Enoch are important in that these tell us about the theories associated with the rise of prophets or messiahs.

Also they give us a clear picture as associated with the rise of prophets or messiahs. Also they give us a clear picture us frequently used, ‘son of man’ can be understood properly after reading about it from the book of Enoch.

The Gospels came to be complied during the later half of the 1 st. century A.D. These are filled with stories of miracles and supernatural elements.

The four Gospels named after the four Apostles, namely Mathew, Mark, John and Luke were not authored by then but carry the traditions that prevailed during the time of each one of them.

These Gospels historic significance. The Gospels are historic significance. The Gospel of Luke is in particular, based upon the documents of the time so it is historical. These Gospels echo the teaching of Jesus.

The teaching of Jesus were not written down and complied during his lifetime. They came to be written down into the New Testament of the Bible during 70 and 100 A.D. ‘

Jesus has ‘the words of eternal life’. He didn’t proclaim himself as the Massiah. He rejected the superistion of the Jewish faith. He believed in the one god of the early Jewish faith. The God was their father. He asked them to pray so that father’s will would be done on earth. It would them be that the kingdom would be stablished.

This divine kingdom was in the hearts of men and women. Virtues would entitle them to this kingdom, so he asked the people to develop love, faith, charity, justice, equality and humility etc. ‘Love your enemies’ the kingdom of God is come high to you’ ‘bless them that curse you’ ‘do good to ‘them that hate you’ were some of his own words.

All are equal before God. He preached for universal brotherhood. He praised truth asked people to avoid falsehood. Jesus died the death of a martyr. In his own words ‘Better the death of one man than the ruin of a people’.

He anticipated his death at hands of the pilate, so he said ‘my kingdom is not of this world’.

When he was crucified his final prayer was an appeal to God to excuse his murderers. The crucifixation took place in 33rd. year of the Christian Era. “Jesus was not a founder of dogma or a maker of a creed; he infused into the world a new spirit”.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 2.
Describe the life and teaching of Mohammed?
Answer:
Prophet Mohammed, the founder of Islam or Mahammedianism was born in Arabia. Arabia is a land of sandy deserts and green cases in the middle east. Its people are known as the Arabs. Arabs important towns were Mecca and Medina.

Mecca however is famous for something much more wonder than the haaba shrine of their chief God, here was born the prophet of Isam Mahammed in 570 A.D.

His father was Abdulah and mother Fatima were poor and by his sixth year Mohammed last birth. The orphan boy was brought up by grandfather Abdul Matailb and uncle Abu Talib.

This illustrate shephered boy was made to near sheep and whenever he was alone and felt inspired he would leave the sheep to graze and go to the cave to meditate all by himself.

In his youth he was chooser by a wealthy widow of Mecca named Khadija to look after her trade. He later looked after her as well after he married1 her. Soon a daughter was homed to them known as Fatima.

He was deeply influenced by the idea of one God or monotheism of the Syrian Jews. The Christianity of Palestine also influenced him.
This influence led him to the critical of the Arabs who worshipped many idols.

Often he retired to Mount Hera near Mecca and meditated. Then suddenly a realization or divine message came to him.

It was said that Archangel Gabriel was sent by God to advise Mohammed to preach the divine message the people as a prophet of God.
Mohammed founded Islam. It meant total surrender to the will of the God or Allah.

He started to convert others. But for long he could not convert any other than Khadija and Slalve Zeid as well as adopted son Ali and friend Abu. People opposed them.

Gradually other converted. The authorities of Mecca tried to punish him so he flee from Mecca to escape trial and prosecution. Medina invited Mohammed.

His flight from Mecca to Medina is known as the Hijra from these day was started the first Islamic year, to mark the down of a new era. People of Medina accepted him get converted to his faith and made him their governor.

His followers used force on other Arab tribes to convert them to Islam. He stayed in Medina for long eight years. During this time he built the first mosque after the synagogue of the Jews.

In 630A.D. the prohet of Islam became the leader in the first major among military success of Islam when his Medina ary defeated Mecca.

Mohammed entered into Mecca in a triumphant procession. He convinced and converted the inhabitants of Mecca. Soon whole Arabia came to accept him. They spread Islam far and wide. He died on 632 A.D., Holy Koran is the sacred scripture of the Mohammedans or Islametas or Muslims.

It has 114 chapters or suras. Mohammed was illiterate but he used to dictate his visions and sermons to his followers. They wrote these down and records are preserved carefully one of Mohammed’s wives in a box. This collection later known as Koran.

Teaching Islam as noted earlier means the ‘surrender to the God’. This God is Allah, the supreme and kind, the only God. They believed that God sent prophets to the earth, that Abraham and Moses had been the prophets earlier and Mohammed was the last and greatest prophet.

They believed in the final day of judgement on which the refers non Muslims will go to hell and the good Koran abiding believer will enter paradise. This last belief is directly borrowed from Jews and Christians.

Mohammed believed in tire Heaven of only physical enjoyment. Thus his idea of Heaven is different from thsoe of the Christians and the Hindus.

A true Mohammed performs five duties of his life, He should offer prayers five times a day, at fixed hours he must recite. There is not God but true god is Allah and Mohammed is his prophet. He should give alms to the poor. He must observe fasting from down to dusk during the month of Ramzan.

This is the month when Mohammed received the Words of God from Gabriel, finally life of the believer would be incomplete without at least a single pilgrimage to Mecca. Mohammed expected his followers to defend their faith even at the cost of their lives.

Question 3.
Describe about the first order of three orders society?
Answer:
Priests placed themselves in the first order, and nobles in the second. 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 (lord’ was derived from a word meaning one who provided bread) 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 foot-soldiers in battle when required, in addition to working on their own farms.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 4.
What are importance of church in society?
Answer:
The Catholic Church had its own laws, owned lands given to it by milers and could levy taxes. It was thus a very powerful institution which did not depend on the king. A

t the head of the western Church was the Pope. He lived in Rome. The Christians in Europe were guided by Bishops and clerics – who constituted the first ‘order’.

Most villages had their own church, where people assembled every Sunday to listen to the sermon by the priest and to pray together.

Everyone could not become a priest. Serfs were banned, as were the physically challenged. Women could not become priests. Men who became priests could not marry.

Bishops were the religious nobility. Like lords who owned vast landed estates the Bishops also had the use of vast estates, and lived in grand palaces. The Church was entitled to a tenth share of whatever the peasants produced from their land over the course of the year, called a ‘tithe’.

Money also came in the form of endowments made by the rich for their own welfare and the welfare of their deceased relatives in the afterlife.

Some of the important ceremonies conducted by the Church copied formal customs of the feudal elite. The act of kneeling while praying, with hands clasped and head bowed, was an exact replica of the way in which a knight conducted himself while taking vows of loyalty to his lord.

Similarly, the use of the term ‘lord’ for God was another example of feudal culture that found its way into the practices of the Church. Thus, the religious and the lay worlds of feudalism shared many customs and symbols.

Question 5.
Describe about the third order: Peasants, free and unfree society?
Answer:
Let us now turn to the vast majority of people, namely, those who sustained the first two orders. Cultivators were of two kinds: free peasants and serfs (from the verb to serve’)

Free peasants held their farms as tenants of the lord. The men had to render military service (at least forty days every year). Peasant families had to set aside certain days of the week, usually three but often more, when they would go to the lord’s estate and work there. The output from such labour, called labour-rent, would go directly to the lord.

In addition, they could be required to. do other unpaid labour services, like digging ditches, gathering firewood, building fences and repairing roads and buildings. Besides helping in the fields, women and children had to do other tasks. They spun thread, wove cloth, made candles and pressed grapes to prepare wine for the lord’s use.

There was one direct tax called that kings sometimes imposed on peasants (the clergy and nobles were exempted from paying this).
Serfs cultivated plots of land, but these belonged to the lord. Much of the produce from this had to be given to the lord. They also had to work on the land which belonged exclusively to the lord.

They received no wages and could not leave the estate without the lord’s permission. The lord claimed a number of monopolies at the expense of his serfs.

Serfs could use only their lord’s mill to grind their flour, his oven to bake their bread, and his wine-presses to distil wine and beer. The lord could decide whom a serf should many, or might give his blessing to the serfs choice, but on payment of a fee.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 6.
What were the development of science in 11th- 17th centuries?
Answer:
By the eleventh century, there is evidence of several technological changes. Instead of the basic wooden ploughs, cultivators began using heavy iron-tipped ploughs and mould-boards.

These ploughs could dig much deeper and the mould-boards turned the topsoil properly. With this the nutrients from the soil were better utilised.

The methods of harnessing animals to the plough improved. Instead of the neck- harness, the shoulder-harness came into use. This enabled animals to exert greater power.

Horses were now better shod, with iron horseshoes, which prevented foot decay. There was increased use of wind and water energy for agriculture.

More water-powered and wind-powered mills were set up all over Europe for purposes like milling com and pressing grapes.
There were also changes in land use.

The most revolutionary one was the switch from a two-field to a three-field system. In this, peasants could use a field two years out of three if they planted it with one crop in autumn and a different crop in spring a year and a half later.

That meant that farmers could break their holdings into three fields. They could plant one with wheat or rye in autumn for human consumption. The second could be used in spring to raise peas, beans and lentils for human use and oats and barley for the horses. The third field lay fallow. Each year they rotated the use among the three fields.

With these improvements, there was an almost immediate increase in the amount of food produced from each unit of land. Food availability doubled.

The greater use of plants like peas and beans meant more vegetable proteins in the diet of the average European and a better source of fodder for their animals. For cultivators, it meant better opportunities.

They could now produce more food from less land. The average size of a peasant’s farm shrank from about 100 acres to 20 to 30 acres by the thirteenth century.

Holdings which were smaller could be more efficiently cultivated and reduced the amount of labour needed, This gave the peasants time for other activities.

Some of these technological changes cost a lot of money. Peasants did not have enough money to set up watermills and windmills. Therefore the initiative was taken by the lords. But peasants were able to take the initiative in many things, such as extending arable land.

They also switched to the three-field rotation of crops, and set up small forges and smithies in the villages, where iron-tipped ploughs and horseshoes were made and repaired cheaply.

From the eleventh century, the personal bonds that had been the basis of feudalism were weakening, because economic transactions were becoming more and more money based.

Lords found it convenient to ask for rent in cash, not services, and cultivators were selling their crops for money (instead of exchanging them for other goods) to traders, who would then take such goods to be sold in the towns.

The increasing use of money began to influence prices, which became higher in times of poor harvests. In England, for instance, agricultural prices doubled between the 1270s and the 1320s.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 7.
Why the Europeans economic expansion slowed down?
Answer:
In Northern Europe, by the end of the thirteenth century the warm summers of the previous 300 years had given way to bitterly cold summers.

Seasons for growing crops were reduced by a month and it became difficult to grow crops on higher ground. Storms and oceanic flooding destroyed many farmsteads, which resulted in less income in taxes for governments.

The opportunities offered by favourable climatic conditions before the thirteenth century had led to large-scale reclamation of the land of forests and pastures for agriculture.

But intensive ploughing had exhausted the soil despite the practice of the three-field rotation of crops, because clearance was not accompanied by proper soil conservation.

The shortage of pasturage reduced the number of cattle. Population growth was outstripping resources and the immediate result was famine. Severe famines hit Europe between 1315 and 1317, followed in the 1320s by massive cattle deaths.

In addition, trade was hit by a severe shortage of metal money because of a shortfall in the output of silver mines in Austria and Serbia. This forced governments to reduce the silver content of the currency and to mix it with cheaper metals.

The worst was yet to come. As trade expanded in the thirteenth and fourteenth centuries, ships carrying goods from distant countries had started arriving in European ports. Along with the ships came rats -carrying the deadly bubonic plague infection (the Black Death’).

Western Europe, relatively isolated in earlier centuries, was hit by the epidemic between 1347 and 1350. The modern estimate of mortality in that epidemic is that 20 percent of the people of the whole of Europe died, with some places losing as much as 40 percent of the population.
As trade centres, cities were the hardest hit.

In enclosed communities like monasteries and convents, when one individual contracted the plague, it was not long before everyone did. And in almost every case, none survived.

The plague took its worst toll among infants, the young and the elderly. There were other relatively minor episodes of plague in the ,1360s and 1370s. The population of Europe, 73 million in 1300, stood reduced to 45 million in 1400.

This catastrophe, combined with the economic crisis, caused immense social dislocation. Depopulation resulted in a major shortage of labour. Serious imbalances were created between agriculture and manufacture, because there were not enough people to engage in both equally.

Prices of agricultural goods dropped as there were fewer people to buy. Wage rates increased because the demand for labour, particularly agricultural labour, rose in England by as much as 250 percent in the aftermath of the Black Death. The surviving labour force could now demand twice their earlier wages.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 8.
What are the political changes occured during 11th and 17th centuries?
Answer:
Developments in the political sphere paralleled social processes. In the fifteenth and sixteenth centuries, European kings strengthened their military and financial power.

The powerful new states they created were as significant for Europe as the economic changes that were occurring. Historians have therefore called these kings ‘the new monarchs’.

Louis XI in France, Maximilian in Austria, Henry VII in England and Isabella and Ferdinand in Spain were absolutist rulers, who started the process of organising standing armies, a permanent bureaucracy and national taxation and, in Spain and Portugal, began to play a role in Europe’s expansion overseas (see Theme 8).

The most important reason for the triumph of these monarchies was the social changes which had taken place in the twelfth and thirteenth centuries.

The dissolution of the feudal system of lordship and vassalage and the slow rate of economic growth had given the first opportunity to kings to increase their control over their powerful and not-so-system of feudal levies for their armies and introduced professionally trained infantry equipped with guns and siege artillery (see Theme 5) directly under their control.

The resistance of the aristocracies crumbled in the face of the firepower of the kings.

Question 9.
Describe culture, literature and art of Europe?
Answer:
From the fourteenth to the end of the seventeenth century, towns were growing in many countries of Europe. A distinct ‘urban culture’ also developed. Townspeople began to think of themselves as more ‘civilised’ than rural people. Towns particularly Florence, Venice and Rome became centres of art and learning.

Artists and writers were patronised by the rich and the aristocratic. The invention of printing at the same time made books and prints available to many people, including those living in distant towns or countries.

A sense of history also developed in Europe, and people contrasted their ‘modem’ world with the ‘ancient’ one of the Greeks and Romans.

Religion came to be seen as something which each individual should choose for himself. The church’s earth-centric belief was overturned by scientists who began to understand the solar system and new geographical knowledge overturned the Europe-centric view that the Mediterranean Sea was the centre of the world.

There is a vast amount of material on European history from the fourteenth century – documents, printed books, paintings, sculptures, buildings, textiles. Much of this has been carefully preserved in archives, art galleries and museums in Europe and America.

From the nineteenth century historians used the tenn ‘Renaissance’ (literally, rebirth) to describe the cultural changes of this period.

The historian who emphasised these most was a Swiss scholar Jacob Burckhardt (1818-97) of the University of Basle in Switzerland. He was a student of the German historian Leopold von Ranke (1795-1886), Ranke had taught him that the primary concern of the historian was to write about states and politics using papers and files of government departments.

Burckhardt was dissatisfied with these very limited goals that his master had set out for him. To him politics was not the be-all and end-all in history writing, History was as much concerned with culture as with politics.

In 1860, he wrote a book called The Civilisation of the Renaissance in italti in which he called his readers’ attention to literature, architecture and painting to tell the story of how a new ‘humanist’ culture had flowered in Italian towns from the fourteenth to the seventeenth century.

This culture, he wrote, was characterised by a new belief – that man, as an individual, was capable of making his own decisions and developing his skills. He was ‘modern’, in contrast to ‘medieval’ man whose thinking had been controlled by the church.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 10.
Describe about the education of Europe.
Answer:
The earliest universities in Europe had been set up in Italian towns. The universities of Padua and Bologna had been centres of legal studies from the eleventh century.

Commerce being the chief activity in the city, there was an increasing demand for lawyers and notaries (a combination of solicitor and record-keeper) to write and interpret rules and written agreements without which trade on a large scale was not possible.

Law was therefore a popular subject of study, but there was now a shift in emphasis. It was studied in the context of earlier Roman culture.
Francesco Petrarch (1304-78) represented this change.

To Petrarch, antiquity was a distinctive civilisation which could be best understood through the actual words of the ancient Greeks and Romans.

He therefore stressed the importance of a close reading of ancient authors. This educational programme implied that there was much to be learnt which religious teaching alone could not give. This was the culture which historians in the nineteenth century were to label ‘humanism’.

By the early fifteenth century, the term ‘humanist’ was used for masters who taught grammar, rhetoric, poetry, history and moral philosophy. The, Latin word humanitas, from which ‘humanities’ was derived, had been used many centuries ago by the Roman lawyer and essayist Cicero (106-43 BCE), a contemporary of Julius Caesar, to mean culture.

These subjects were not drawn from or connected with religion, and emphasised skills developed by individuals through discussion and debate.

These revolutionary ideas attracted attention in many other universities, particularly in the newly established university in Petrarchis own hometown of Florence. Till the end of the thirteenth century, this city had not made a mark as a centre of trade or of learning, but things changed dramatically in the fifteenth century.

A city is known by its great citizens as much as by its wealth and Florence had come to be known because of Dante Alighieri (1265¬1321), a layman who wrote on religious themes, and Giotto (1267-1337), an artist who painted lifelike portraits, very different from the stiff figures done by earlier artists. From then it developed as the most exciting intellectual city in Italy and as a centre of artistic creativity.

The term ‘Renaissance Man’ is often used to describe a person with many interests and skills, because many of the individuals who became well known at this time were people of many parts. They were scholar-diplomat- theologian-artist combined in one.

Question 11.
Describe about the Artists and Realism of Europe?
Answer:

Formal education was not the only way through which humanists shaped the minds of their age. Art, architecture and books were wonderfully effective in transmitting humanist ideas.

Artists were inspired by studying works of the past. The material remains of Roman culture were sought with as much excitement as ancient texts: a thousand years after the fall of Rome, fragments of art were discovered in the ruins of ancient Rome and other deserted cities.

Their admiration for the figures of ‘perfectly’ proportioned men and women sculpted so many centuries ago, made Italian sculptors want to continue that tradition. In 1416, Donatello (1386-1466) broke new ground with his lifelike statues.

Artists’ concern to be accurate was helped by the work of scientists. To study bone structures, artists went to the laboratories of medical schools. Andreas Vesalius (1514-64), a Belgian and a Professor of Medicine at the University of Padua, was the first to dissect the human body. This was the beginning of modem physiology.

Painters did not have older works to use as a model. But they, like sculptors, painted as realistically as possible. They found that a knowledge of geometry helped them understand perspective and that by noting the changing quality of light, their pictures acquired a three-dimensional quality.

The use of oil as a medium for painting also gave a greater richness of colour to paintings than before. In the colours and designs of costumes in many paintings, there is evidence of the influence of Chinese and Persian art, made available to them by the Mongols.

Thus, anatomy, geometry, physics, as well as a strong sense of what was beautiful, gave a new quality to Italian art, which was to be called ‘realism’ and which continued till the nineteenth century.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 12.
What is the Copernican Revolution? Discuss.
Answer:
The Christian notion of man as a sinner was questioned from an entirely different angle – by scientists. The turning point in European science came with the work of Copernicus (1473-1543), a contemporary of Martin Luther. Christians had believed that the earth was a sinful place and the heavy burden of sin made it immobile.

The earth stood at the centre of the universe around which moved the celestial planets. 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 7he Motion. This revolution in science reached its climax with Isaac Newton’s theory of gravitation.

Galileo once remarked that the Bible that lights the roads to heaven does not say much on how the heavens work. The work of these thinkers showed that knowledge, as distinct from belief was based on observation and experiments.

Once these scientists had shown the way, experiments and investigations into what came to be called physics, chemistry and biology expanded rapidly.

Historians were to label this new approach to the knowledge of man and nature the Scientific Revolution. Consequently, in the minds of sceptics and non-believers, God began to be replaced by Nature as die source of creation.

Even those who retained their faith in God started talking about a distant God who does not directly regulate the act of living in the material world.

Such ideas were popularised through scientific societies that established a new scientific culture in the public domain. The Paris Academy, established in 1670 and the Royal Society in London for the promotion of natural knowledge, formed in 1662, held lectures and conducted experiments for public viewing.

Question 13.
Was there a European ‘Renaissance’ in the fourteenth century? Discuss.
Answer:
Let us now reconsider the concept ‘ of the ‘Renaissance’. Can we see this period as marking a sharp break with the past and the rebirth of ideas from Greek and Roman traditions? Was the earlier period (twelfth and thirteenth centuries) a time of darkness?

Recent writers, like Peter Burke of England, have suggested that Burckhardt was exaggerating the sharp difference between this ‘ period and the one that preceded it, by using the term ‘Renaissance’, which implies that the Greek and Roman civilisations were reborn at this time and that scholars and artists of this period substituted the pre-Christian world¬view for the Christian one. Both arguments were exaggerated.

Scholars in earlier centuries had been familiar with Greek and Roman cultures and religion continued to be a very important part of people’s lives. To contrast the Renaissance as a period of dynamism and artistic creativity and the Middle Ages as a period of gloom and lack of development is an over-simplification.

Many elements associated with the Renaissance in Italy can be traced back to the twelfth and thirteenth centuries. It has been suggested by some historians that in the ninth century in France, there had been similar literary and artistic blossoming.

The cultural changes in Europe at this time were not shaped only by the ‘classical’ civilisation of Rome and Greece. The archaeological and literary recovery of Roman culture did create a great admiration of that civilisation. But technologies and skills in Asia had moved far ahead of what the Greeks and Romans had known.

Much more of the world had become connected and the new techniques of navigation enabled people to sail much further than had been possible earlier. The expansion of Islam and the Mongol conquests had linked Asia and North Africa with Europe, not politically but in terms of trade and of learning skills.

The Europeans learned not just from the Greeks and Romans, but from India, Arabia, Iran, Central Asia, and China. These debts were not acknowledged for a long time because when the history of this period started to be written, historians saw it from a Europe-centred viewpoint.

An important change that did happen in this period was that gradually the ‘private’ and the ‘public’ spheres of life began to become separate: the ‘public’ sphere meant the area of government and of formal religion; the ‘private’ sphere included the family and personal religion. The individual had a private as well as a public role.

He was not simply a member of one of the ‘three orders’; he was also a person in his own right. An artist was not just a member of a guild, he was known for himself. In the eighteenth century, this sense of the individual would be expressed in a political form, in the belief that all individuals had equal political rights.

Another development was that the different regions of Europe started to have their separate sense of identity, based on language. Europe, earlier united partly by the Roman Empire and later by Latin and Christianity, was now dissolving into states, each united by a common language.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 14.
Explain the civilization of Aztecs?
Answer:
In the twelfth century, the Aztecs had migrated from the north into the central valley of Mexico (named after their god Mexitli). They expanded their empire by defeating different tribes, who were forced to pay tribute. Aztec society was hierarchical. The nobility included those who were nobles by birth, priests, and others who had been awarded the rank.

The hereditary nobility were a small minority who occupied the senior positions in the .government, the and the priesthood. The nobles chose from among them a supreme leader who ruled until his death. The king was regarded as the representative of the sun on earth.

Warriors, priests and nobles were the most respected groups, but traders also enjoyed many privileges and often served the government as ambassadors and spies. Talented artisans, physicians and wise teachers were also respected.

Since land Was limited, the Aztecs undertook reclamations. They made chinampas, artificial islands, in Lake Mexico, by weaving huge reed mats and covering them with mud and plants. Between these exceptionally fertile islands, canals were constructed on which, in 1325, was built the capital city Tenochtitlan.

Its palaces and pyramids rose dramatically out of the lake. Because the Aztecs were frequently engaged in war, the most impressive temples were dedicated to the gods of war and the sun.

The empire rested on a rural base. People cultivated corn, beans, squash, pumpkins, manioc root, potatoes and other crops. Land was owned not by individuals but by clans, which, also organised public construction works, Peasants, like European serfs, were attached to lands owned by the nobility and cultivated them in exchange for part of the harvest.

The poor would sometimes sell their children as slaves, but this was usually only for a limited period and slaves could buy back their freedom.
The Aztecs made sure that all children went to school. Children of the nobility attended the calmecac and were trained to become military and religious leaders.

All others went to the tepochcalli in their neighborhood, where they learned history, myths, religion and ceremonial songs. Boys received military training as well as training in agriculture and the trades. Girls were trained in domestic skills.

In the early sixteenth century, the Aztec empire was showing signs of strain. This was largely to do with discontent among recently conquered peoples who were looking for opportunities to break free from central control.

Question 15.
Describe the civilization of the Mayas.
Answer:
The Mayan culture of Mexico developed remarkably between the eleventh and fourteenth centuries, but in the sixteenth century they had less political power than the Aztecs. Com cultivation was central to their culture, and many religious ceremonies were centred on the planting, growing and harvesting of com.

Efficient agricultural production generated surplus, which helped the ruling classes, priests and chiefs to invest in architecture and in the development of astronomy and mathematics. The Mayas devised a pictographic form of writing that has only been partially deciphered.

Question 16.
What was the largest civilization in the South America. Discuss.
Answer:
The largest of the indigenous civilisations in South America was that of the Quechuas or Incas in Peru. In the twelfth century the first Inca, Manco Capac, established his capital at Cuzco. Expansion began under the ninth Inca and at its maximum extent the Inca empire stretched 3,000 miles from Ecuador to Chile.

The empire was highly centralised, with the king representing the highest source of authority. Newly conquered tribes were absorbed effectively; every subject was required to speak Quechua, the language of the court. Each tribe was ruled independently by a council of elders, but the tribe as a whole owed its allegiance to the ruler.

At the same time, local rulers were rewarded for their military cooperation. Thus, like the Aztec empire, the Inca empire resembled a confederacy, with the Incas in control. There are no precise figures of the population, but it would seem that it included over a million people.
Like the Aztecs, the Incas too were magnificent builders.

They built roads through mountains from Ecuador to Chile. Their forts were built of stone slabs that were so perfectly cut that they did not require mortar. They used labour-intensive technology to carve and move stones from nearby rock falls. Masons shaped the blocks, using an effective but simple method called flaking.

Many stones weighed more than 100 metric tons, but they did not have any wheeled vehicles to transport these. Labour was organised and very tightly managed. The basis of the Inca civilisation was agriculture. To cope with the infertile soil conditions, they terraced hillsides and developed systems of drainage and irrigation.

It has been recently pointed out that in 1500, cultivation in the Andean highlands was much greater than what it is today, The Incas grew com and potatoes and reared llamas for food and labour.

Their weaving and pottery were of a high quality. They did not develop a system of writing. However, there was an accounting system in place – the quipu, or cords upon which knots were made to indicate specific mathematical units. Some scholars now suggest that the Incas wove a sort of code into these threads.

The organisation of the Inca empire, with its pyramid-like structure, meant that if the Inca chief was captured, the chain of command could quickly come apart. This was precisely what happened when the Spaniards decided to invade their country. The cultures of the Aztecs and Incas had certain features in common, different from European culture.

Society was were very hierarchical, but there was no private ownership of resources by a few people, as in Europe. Though priests and shamans were accorded an exalted status, and large temples were built, in which gold was used ritually, there was no great value placed on gold or silver. This was also in marked contrast to contemporary European society.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 17.
Discuss the voyages of exploration by Europeans.
Answer:
The people of South America and the Caribbean got to know of the existence of European people when the latter began to sail across the Atlantic Sea. The magnetic compass, which helped identify the cardinal points accurately, had been known since 1380, but only in the fifteenth century did people use it when they ventured on voyages into unknown areas.

By this time many improvements had been made in European sailing ships. Larger ships were built, that could carry a huge quantity of cargo as well as equipment to defend themselves if attacked by enemy ships.

The circulation of travel literature and books on cosmography and geography created widespread interest right through the fifteenth century.

Christopher Columbus (1451-1506) was a self-taught man who sought adventure and glory. Believing in prophecies, he was convinced that his destiny lay in discovering a route to the East (the ‘Indies’) by sailing westwards.

He was inspired by reading Imago Mundi (a work on astronomy and geography) by Cardinal Pierre d’Ailly written in 1410. He submitted his plans to the Portuguese Crown, only to have them turned down. He had better luck with the Spanish authorities who sanctioned a modest expedition that set sail from the port of Palos on 3 August 1492.

Nothing, however, prepared Columbus and his crew for the long Atlantic crossing that they embarked upon, or for the destination that awaited them. The fleet was small, consisting of a small nao called Santa Maria, and two caravels (small light ships) named Pinta and Nina.

Columbus himself commanded the Santa Maria along with 40 capable sailors. The outward journey enjoyed fair trade winds but was long. For 33 days, the fleet sailed without sight of anything but sea and sky. By this time, the crew became restive and some of them demanded that they turn back.

On 12 October 1492, they sighted land; they had reached what Columbus thought was India, but which was the island of Guanahani in the Bahamas. (It is said that this name was given by Columbus, who described the Islands as surrounded by shallow seas, Baja mar in Spanish.)

They were welcomed by the Arawaks, who were happy to share their food and provisions; in fact, their generosity made a deep impression upon Columbus.

As he wrote in his log-book, They are so ingenuous and free with all they have, that no one would believe it who has not seen of it, anything they possess, if it be asked of them, they never say no, on the contrary, they invite you to share it and show as much love as if their hearts went with it.

Columbus planted a Spanish flag in Guanahani (which he renamed San Salvador), held a prayer service and, without consulting the local people, proclaimed himself viceroy.

He enlisted their cooperation in pressing forward to the larger islands of Cubanscan (Cuba, which he thought was Japan!) and Kiskeya (renamed Hispaniola, today divided between two countries, Haiti and the Dominican Republic).

Gold was not immediately available, but the explorers had heard that it could be found in Hispaniola, in the mountain streams in the interior.
But before they could get very far, the expedition was overtaken by accidents and had to face the hostility of the fierce Carib tribes. The men clamoured to get back home.

The return voyage proved more difficult as the ships were worm-eaten and the crew tired and homesick. The entire voyage took 32 weeks. Three more voyages followed, in the course of which Columbus completed his explorations in the Bahamas and the Greater Antilles, the South American mainland and its coast.

Subsequent voyages revealed that it was not the ‘Indies’ that the Spaniards had found, but a new continent. Columbus’s achievement had been to discover the boundaries of what seemed like infinite seas and to demonstrate that five weeks’ sailing with the trade wind took one to the other side of the globe.

Since places are often given the names of individuals, it is curious that Columbus is commemorated only in a small district in the USA and in a country in northwestern South America (Columbia), though he did not reach either of these areas.

The two continents were named after Amerigo Vespucci, a geographer from Florence who realised how large they might be, and described them as the ‘New World’. The name ‘America’ was first used by a German publisher in 1507.

Abstract

We have seen how, by the ninth century, large parts of Asia and America witnessed the growth and expansion of great empires – some nomadic, some based on 1 -developed cities and trading networks that centred on them.

The difference between the Macedonian, Roman and Arab empires and the ones that preceded them (the Egyptian, Assyrian, Chinese, Mauryan) was that they covered greater areas of territory and were continental or transfer continental in nature.

The Mongol empire was similar. Different cultural encounters were crucial to what took place. The arrival of empires was almost always sudden, but they were almost always the result of changes that had been taking place over a long time in the core of what would become an empire.

Traditions in world history could change in different ways. In western Europe during the period from the ninth to the seventeenth century, much that we connect with modem times evolved slowly the development of scientific knowledge based on experiment rather than religious belief, serious thought about the organisation of government, with attention to the creation of civil services, parliaments and different codes of law, improvements in technology that was used in industry and agriculture.

The consequences of these changes could be felt with great force outside Europe. As we have seen, by the fifth century CE, the Roman Empire in the west had disintegrated.

In western and central Europe, the remains of the Roman Empire were slowly adapted to the administrative requirements and needs of tribes that had established kingdoms there. However, urban centres were smaller in western Europe than further east.

By the ninth century, the commercial and urban centres, Aix, London, Rome, Sienna – though small, could not be dismissed. From the ninth to the eleventh centuries, there were major developments in the countryside in western Europe. The Church and royal government developed a combination of Roman institutions with the customary rules of tribes.

The finest example was the empire of Charlemagne in western and central Europe at the beginning of the ninth century. Even after; its rapid collapse, urban centres and trading networks persisted, albeit under heavy attack from Hungarians, Vikings and others. What happened was called ‘feudalism’.

Feudalism was marked by agricultural production around castles and ‘manor houses’, where lords of the manor possessed land that was cultivated by peasants (serfs) who pledged them loyalty, goods and services.

These lordis in turn pledged their loyalty to greater lords who were ‘vassals’ of kings. The Catholic Church (centred on the papacy) supported this state of affairs and itself possessed land.

In a world where uncertainties of life, poor sense of medicine and low life expectancy were common, the Church showed people how to behave so that life after death at least would be tolerable Monasteries were created where God-fearing people could devote themselves to the service of God in the way Catholic churchmen thought fit.

Equally, churches were part of a network of scholarship that ran from the Muslim states of Spain to Byzantium and they provided the petty kings of Europe with a sense of the opulence of the eastern Mediterranean and beyond.

The influence of commerce and towns in the feudal order came to evolve and change encouraged by Mediterranean entrepreneurs in Venice and Genoa (from the twelfth century).

Their ships carried on a growing trade with Muslim states and the remains of the Roman Empire in the east. Attracted by the lure of wealth in these areas, and inspired by the idea of freeing ‘holy places’ associated with Christ from Muslims, European kings reinforced links across the Mediterranean during the ‘crusades’.

Trade within Europe improved (centred on fairs and the port cities of the Baltic Sea and the North Sea and stimulated by a growing population). Opportunities for commercial expansion coincided with changing attitudes concerning the value of life.

Respect for human beings and living things that marked much of Islamic art and literature, and the example of Greek art and ideas that came to Europe from Byzantine trade encouraged Europeans to take a new look at the world.

And from the fourteenth century (in what is called the ‘Renaissance’), especially in north Italian towns, the wealthy became less concerned with life after death and more with the wonders of life itself. Sculptors, painters and writers became interested in humanity and the discovery of the world.

By the end of the fifteenth century, this state of affairs encouraged travel and discovery as never before. Voyages of discovery took place. Spaniards and Portuguese, who had traded with northern Africa, pushed further down the coast of western Africa, finally leading to journeys
around the Cape of Good Hope to India which had a great reputation in Europe as a source of spices that were in great demand.

Columbus attempted to find a western route to India and in 1492 reached the islands which the Europeans called the West Indies. Other explorers tried to ’ find a northern route to India and China via the Arctic.

European travellers encountered a range of different peoples in the course of their journeys. In part, they were interested in learning from them.

The papacy encouraged the work of the North African geographer and traveller Hasan al-Wazzan (later known in Europe as Leo Africanus), who wrote the first geography of Africa in the early sixteenth century for Pope Leo X.

Jesuit churchmen observed and wrote on Japan in the sixteenth century. An Englishman Will Adams became a friend and counsellor of the Japanese Shogun, Tokugawa Ieyasu, in the early seventeenth century.

As in the case of Hasan al-Wazzan, peoples that the Europeans encountered in the Americas often took a great interest in them and sometimes worked for them.

For example an Aztec woman – later known as Dona Marina – befriended the Spanish conqueror of Mexico, Cortes, and interpreted and negotiated for him.

In their encounters, Europeans were sometimes cautious, self-effacing and observant, even as they frequently attempted to establish trade monopolies and enforce their authority by force of arms as the Portuguese attempted to do in the Indian Ocean after Vasco da Gama’s arrival in Calicut (present-day Kozhikode) in 1498.

In other cases, they were overbearing, aggressive and cruel and adopted an attitude of superiority to those they met, considering such people ignorant. The Catholic Church encouraged both attitudes.

The Church was the centre for the study of other cultures and languages, but encouraged attacks on people it saw as ‘un-Christian.

From the point of view of non-Europeans, the encounter with Europe varied. For much of the Islamic lands and India and China, though, Europeans remained a curiosity until the end of the seventeenth centuiy. They were perceived as hardy traders and seamen who had little to contribute to their sense of the larger world.

The Japanese learnt some of the advantages of European technology quickly-for instance, they had begun large-scale production of muskets by the late sixteenth century. In the Americas, enemies of the Aztec empire sometimes used Europeans to challenge the power of the Aztecs.

At the same time the diseases the Europeans brought devastated the populations, leading to the death of over 90 percent of the people in some areas by the end of the sixteenth century.

An Introduction to Feudalism
The term ‘feudalism’ has been used by historians to describe the economic, legal, political and social relationships that existed in Europe in the medieval era.

Derived from the German and word ‘feud’, which means ‘a place of land’, it refers to the kind of society that developed in medieval France, and later in England and in Southern Italy.

In an economic sense, feudalism refers to a kind of agricultural production which is based on the relationship between lords and peasants. The latter cultivated their own land as well as that of the lord. The peasants performed labour services for the lords, who in exchange provided military protection.

They also had extensive judicial control over peasants. Thus, feudalism went beyond the economic to cover the social and political aspects of life as well.

Although its roots have been traced to practices that existed in the Roman Empire and during the age of the French king Charlemagne (742 – 814), feudalism as an established way of life in large parts of Europe may be said to have emerged later, in the eleventh century.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 3 Changing Traditions Objective & Short Answer Type Questions.

CHSE Odisha 11th Class History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1.
Where was Jesus Christ born?
(a) Bethelham
(b) Galilee
(c) Nazareth
(d) Madina
Answer:
(a) Bethlehem

Question 2.
Who was the king of Judea during the time of Jesus’s birth?
(a) Herod
(b) B John
(c) Nero
(d) Constantine
Answer:
(a) Herod

Question 3.
By whom Jesus Christ was baptised?
(a) John
(b) Saint Peter
(c) Pontius Pillate
(d) Moses
Answer:
(a) John

Question 4.
Which of the following is called the temple of Jeusish?
(a) Pyramid
(b) Masque
(c) Church
(d) Synagogus
Answer:
(d) Synagogus

Question 5.
When did the Gospels come to be complied?
(a) 1st Century A.D.
(b) 2nd Century A.D.
(c) 3rd Century A.D.
(d) 4th CenturyA.D.
Answer:
(a) 1st Century A.D.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Question 6.
What was the previous name of Paul?
(a) Peter
(b) Saul
(c) Mark
(d) Mathew
Answer:
(b) Saul

Question 7.
When was Prophet Mohammed born?
(a) 570 A.D.
(b) 610 A.D.
(c) 622 A.D.
(d) 632A.D.
Answer:
(a) 570 A.D.

Question 8.
Who brought up Mohammed when he was a child?
(a) Abutalib
(b) Abu Bakr
(c) Omar
(d) AK
Answer:
(a) Abutalib

Question 9.
Which of the following events is called as“Hijrat”?
(a) Meditation at Mount Hira.
(b) Advice of Angel Gabriel.
(c) Journey of Mohammed to Medina.
(d) Mohammed’s acquisition of knowledge.
Answer:
(c) Journey of Mohammed to Medina.

Question 10.
How many chapters of suras are there in Koran?
(a) 112
(b) 113
(c) 114
(d) 115
Answer:
(c) 114

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Question 11.
What is Haj?
(a) Holy tax giving on wealth.
(b) Visit to Mecca once in lifetime.
(c) Fasting in the month of Ramzan.
(d) Prayer for five times a day.
Answer:
(b) Visit to Mecca once in lifetime.

Question 12.
Who was the first caliph of Islamic religion?
(a) Abu Bakr
(b) Omar
(c) AH
(d) Abdulla
Answer:
(a) Abu Bakr

Question 13.
Who was the first order of society in Europe?
(a) Knight
(b) People ofState
(c) Clevgy
(d) Monk
Answer:
(c) Clevgy

Question 14.
Doon de Mayence a 13th century poem recounting the adventures of______.
(a) People
(b) Clergy
(c) Knights
(d) Soldier
Answer:
(c) Knights

Question 15.
The word monastery derived from the Greek word_______.
(a) Monos
(b) Mono
(c) Mana
(d) Manas
Answer:
(a) Monos

Question 16.
In Benedictine monastries of France this are________chapter of rules which were followed by monks.
(a) 74
(b) 73
(c) 75
(d) 80
Answer:
(b) 73

Question 17.
Who has written Canterbury tales?
(a) Geoflry Chaucer
(b) Beowolf
(c) Shakespeare
(d) Flowman
Answer:
(a) Geoflry Chaucer

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Question 18.
Who has written piers Floman contrasting the ease and luxury lives of some monks.
(a) Geoflry Chaucer
(b) Langland
(c) Shakespeare
(d) Flowman
Answer:
(b) Langland

Question 19.
Which period is known as Black death?
(a) 1347-50
(b) 1347-58
(c) 1347-60
(d) 1347-90
Answer:
(a) 1347-50

Question 20.
In which year peasant revolted?
(a) 1380
(b) 1381
(c) 1375
(d) 1395
Answer:
(b) 1381

Question 21.
Who is given the ‘poet laureate’ title in Rome in the year 1341.
(a) Georflry Chaucer
(b) Ottonman
(c) Petrach
(d) Leonoardo
Answer:
(c) Petrach

Question 22.
What was the name of the painting of Leonardo da vinici?
(a) Monalisa
(b) The Last Super
(c) Manarch
(d) Both A&B
Answer:
(d) Both A&B

Question 23.
When Thomas More’s Utopia was published?
(a) 1516
(b) 1517
(c) 1522
(d) 1518
Answer:
(a) 1516

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Question 24.
Who has published the Principia Mathematica book?
(a) Issac Newton
(b) Luther
(c) Gregorian
(d) Harvey
Answer:
(a) Issac Newton

Question 25.
When Gregorian calendar was introduced by Pope Gregory XIII?
(a) 1582
(b) 1583
(c) 1584
(d) 1589
Answer:
(a)1582

Question 26.
Where Academy of Science was set up?
(a) France
(b) Italy
(c) Paris
(d) England
Answer:
(c) Paris

Question 27.
Who translated the Bible into German?
(a) Luther
(b) Harvey
(c) Issac
(d) More
Answer:
(a) Luther

Question 28.
In which new Columbus discovered India?
(a) Santa Maria
(b) Santa Cruise
(c) Santa Merry
(d) None of the above
Answer:
(a) Santa Maria

Question 29.
Where did Vasco da Gama reach in India?
(a) Calicut
(b) Kozhikode
(c) Both Calicut or Kozhikode
(d) None
Answer:
(c) Both Calicut or Kozhikode

Question 30.
In which year Cortes defeats Aztecs?
(a) 1520
(b) 1521
(c) 1530
(d) 1533
Answer:
(b) 1521

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

True or False Type Questions with Answers

Question 1.
Jesus is not called Nazareth.
Answer:
False

Question 2.
Jesus spent 25 years of Nazareth.
Answer:
True

Question 3.
Christians sacred text is Bible.
Answer:
True

Question 4.
Muslims sacred text is Koran.
Answer:
True

Question 5.
Islam is based on principles of Namaz, Zakat, Ramzan and Haj.
Answer:
True

Question 6.
Christians believe that three days after Jesus death, he came back to life.
Answer:
True

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Question 7.
At age 40 years Jesus baptised by John.
Answer:
False

Question 8.
At age 30 years Jesus baptised by John.
Answer:
True

Question 9.
Mohammed died in 630 AD.
Answer:
False

Question 10.
Mohammed died in 632 AD.
Answer:
True

Question 11.
Clovis became king of France in 481.
Answer:
True

Question 12.
Nomans defeat Anglo Saxons and conquer England in 1068.
Answer:
False

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Question 13.
Nomans defeat Anglo Saxons and conquer England in 1066.
Answer:
True

Question 14.
Leon Batista Albeti wrote an art theory and architecture.
Answer:
True

Question 15.
Niccala Machiavelli wrote about human nature in his books Human’.
Answer:
False

Question 16.
Niccala Machiavelli wrote about human nature in his books “The Prince”.
Answer:
True

Question 17.
Gregorian calendar was introduced by Pope Gregory XIII.
Answer:
True

Question 18.
Issac Newton’s Principia Mathematica was published in 1688.
Answer:
False

Question 19.
Issac Newton’s Principia Mathematica was published in 1687.
Answer:
True

Question 20.
Balboa crosses Panama Isthmus sights pacific ocean in 1513.
Answer:
True

Question 21.
John Caborts Englishman explores North American coast.
Answer:
True

Question 22.
True History of the conquest of Mexico was written by Bernard Diaz Del Castello.
Answer:
True

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Short type Questions With Answers

Question 1.
Write some rules of Benedictine monasteries of 13 rules for monks?
Answer:
Rules are:
(a) Permission to speak should rarely be granted to monks.
(b) Humility means obedience.
(c) No monk should own private property.
(d) Idleness is the enemy of sould.

Question 2.
Where did monk lived?
Answer:
Monk lived in religious communities called abbeys or monasteries, often in places very far from human habitation.

Question 3.
What are two well known monasteries?
Answer:
Two of the well known monasteries were those establised by St. Benedict in Italy and of Cluny in Burgundy.

Question 4.
Why France and England were often at war?
Answer:
William, the Duke of Normandy, crossed the English Channel with an army and defeated the Saxon king of England often at war because of disputes over territory and trade.

Question 5.
What was the famous Catherdal in England then?
Answer:
Salisbury Cathedral.

Question 6.
Whom Historians called the new monarchs and why?
Answer:
In 15th and 16th centuries European kings strengthened their military and financial power. They created powerful new states in Europe. They are Louix XI in France, Maximellionin Austria Henry VII in England and Isabella and Ferdin and in Spain.

Question 7.
Who had written the book “The Prince”?
Answer:
Niccola Machiavelli wrote about the human nature in fifteenth chapter of his book “The Prince”.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Objective & Short Answer Type Questions

Question 8.
What is the meaning of Nao?
Answer:
Nao means a heavy ship in Spanish. It is derived from Arabic and this is explained by the fact of Arab occupation of the region till 1492.

Question 9.
Which place does Calumbus claim to be Spain?
Answer:
Bahama Island and Cuba.

Question 10.
Who is Dona Marina?
Answer:
The people of Tabasco gave Cortes a woman attendant called Dona Marina. She was fluent in three local languages and was able to play a crucial role as an interpreter of Cortes. Without Dona Marina, we could not have understood the language of New Spain and Mexico.

Question 11.
What is the meaning of Malinchista?
Answer:
It means someone who slavishly copies the costumes and language of other people.