O P JINDAL MODERN SCHOOL, HISAR

SAMPLE PAPER-3

Class - XI Subject- History(027)

TIME: 3 Hours MAX. MARKS: 80
General Instructions:
1. Question paper comprises five Sections – A, B, C, D and E. There are 34 questions in
the question paper. All questions are compulsory.
2. Section A – Question 1 to 21 are MCQs of 1 mark each.
3. Section B – Question no. 22 to 27 are Short Answer Type Questions, carrying 3
marks each. Answer to each question should not exceed 60-80 words.
4. Section C - Question no 28 to 30 are Long Answer Type Questions, carrying 8 marks
each. Answer to each question should not exceed 300-350 words.
5. Section D – Question no.31 to 33 are Source based questions with three sub
questions and are of 4 marks each.
6. Section-E - Question no. 34 is Map based, carrying 5 marks that includes the
identification and location of significant test items. Attach the map with the answer
book.
7. There is no overall choice in the question paper. However, an internal choice has
been provided in few questions. Only one of the choices in such questions have to be
attempted.
8. In addition to this, separate instructions are given with each section and question,
wherever necessary.
SECTION – A (21x1=21 MARKS)
1. Mesopotamian Civilisation is also known as_______. 1
a) Gift of Nile b) Sumerian Civilisation
c) Egyptian Civilisation d) Euphrates Civilisation
2. was a type of tax given to Church. 1
a) Tithe b) Fief c) domain d) Manor
3. Find out the correct chronological order from the following options: 1
i. Brunelleschi designs the Duomo in Florence
ii. Geoffrey Chaucer’s Canterbury Tales published
iii. University established in Florence
iv. Ottoman Turks defeat the Byzantine ruler of Constantinople
a) iv, ii, i, iii b) i, ii, iii, iv c) iii, ii, i, iv d) ii, iii, iv, i
4. Japan could modernise rapidly because 1
a) She had sufficient means and machines
b) There was a repository of coal and other natural resources
c) There were billions of stock in several mines
d) She could analyze the situation national and international the best way and took
right decisions
5. When was Temujin bestowed with the title of Genghis Khan? 1
a) 1229 b) 1199 c) 1198 d) 1206
6. Which of the following statements regarding Augustus is not true? 1
a) His real name was Octavian.
b) His empire is known as Principate.
c) He adopted the throne after Tiberius.
d) He was the adopted son of Julius Caesar.
7. Assertion (A): From the eleventh century, the personal bonds that had been the 1
basis of feudalism were weakening.
Reason (R): The increasing use of money began to influence prices, which became
higher in times of poor harvests.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.
8. Who discovered the continent of Australia? 1
a) William Jansz b) A.J. Tasman c) Thomas Jansz d) James Cook
9. Mutsohito became the emperor of Japan in 1868. He ascended the throne at: 1
a) Tokyo b) Honshu c) Shimoda d) Hokodate
10. Match the following and select the correct option 1
List I List II
1. 1949 a. Death of Mao Zedong and Zhou Enlai
2. 1962 b. People’s Republic of China
3. 1966 c. Cultural Revolution
4. 1976 d. China attacks India over border dispute
a) 1 - d, 2 - a, 3 - b, 4 - c b) 1 - b, 2 - c, 3 - d, 4 - a
c) 1 - c, 2 - b, 3 - d, 4 - a d) 1 - b, 2 - d, 3 - c, 4 - a
11. Who wrote the Ninety-Five Theses? 1
a) Andreas b) Ignatius c) Roman d) Martin Luther
12. Match the following and select the correct option: 1
List I List II
1. 5th-14th century a. The Late Middle Ages
2. 5th-9th century b. The Dark Ages
3. 9th-11th century c. The Middle Ages
4. 11th-14th century d. The Early Middle Ages
a) 1 - a, 2 - d, 3 - c, 4 – b b) 1 - c, 2 - b, 3 - d, 4 - a
c) 1 - d, 2 - a, 3 - b, 4 - c d) 1 - b, 2 - c, 3 - d, 4 - a
13. Consider the following statements and select the correct from the following option: 1
i. By 2600 BCE or so, the letters became cuneiform, and the language was
Sumerian.
ii. 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.
iii. Akkadian, the earliest known language of Mesopotamia, was gradually replaced
after 2400 BCE by the Sumerian language.
a) ii and iii b) i and ii c) i and iii d) i, ii and iii
14. How many populations of medieval European society composed of the peasantry? 1
a) 80-90% b) 60-65% c) 10% d) 48%
15. Identify the term for native people with the help of following information. 1
• They were the organized native groups recognized by the Canadian
government.
• The Indians Act of 1876 used the term bands but from the 1980s the word
nations is used
a) Aboriginal b) Aborigine c) Red Indians d) First Nations peoples
16. Assertion (A): The archaeologists made microscopic studies of room floors at Abu 1
Salabikh.
Reason (R): The archaeologists want to know which rooms in a house had
windows and doors.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.
17. What was Yam? 1
a) A military dictator b) A military office
c) A military post d) A military official
18. In the 2000 BCE, the city that flourished as the royal capital of Mesopotamia was__. 1
a) Mohenjo-Daro b) Kalibangan c) Ur d) Mari
19. Assertion (A): Iranian Empire was bound together by a common system of 1
government as compared to Roman Empire.
Reason (R): In the Roman Empire common people were subjected to one ruler.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.
20. Identify the given image from the following options: 1

a) The Colosseum, built in 79 CE, where gladiators

fought wild beasts
c) Pont du Gard, near Nimes, France, first century
BCE
b) Amphitheatre at the Roman cantonment town of
Vindonissa
d) Shops in Forum Julium, Rome

21. Which of these ideas was given by Sun Yatsen? 1

a) Republic b) Nationalism c) Socialism d) All of these
SECTION-B (6x3=18 MARKS)
22. Analyse the foundational principles and significance of economic organization in 3
medieval European towns, emphasizing its impact on societal structure and
commerce.
OR
Evaluate the emergence of new trade routes with West Asia and their
transformative effects on European economies and cultural exchanges.
23. What was the Scientific Revolution, and how did it reshape intellectual paradigms 3
and societal perspectives during its era?
24. Identify and critically assess the principal causes behind the decline of Roman 3
civilization, with a focus on political, economic, and cultural factors.
25. Examine the transformations in Japan’s economic framework and policies during 3
the Tokugawa shogunate, highlighting their long-term consequences on Japanese
society.
26. Critically appraise the achievements of King Assurbanipal of Mesopotamia, 3
emphasizing his contributions to governance, culture, and knowledge.
27. Division of labour is a defining characteristic of urban life. Critically analyze this 3
concept with historical examples to illustrate its impact on societal and economic
structures.
OR
Why is social organization essential to the functioning of an urban economy?
Provide an in-depth analysis with relevant historical references.
SECTION-C (3x8=24MARKS)
28. Analyse the factors that necessitated the Mongols' nomadic organization to 8
engage in trade with China and critically assess the economic and political
ramifications of this trade on Chinese society.
OR
Evaluate the key factors behind the unprecedented rise and conquests of Genghis
Khan, emphasizing his leadership, strategies, and external circumstances.
29. Assess the contributions of Mao Zedong to the Chinese Communist Revolution, 8
with a focus on his ideological framework, tactical decisions, and long-term
influence on China’s socio-political landscape.
OR
Critically examine the significant political and social developments in China during
the period between the 1911 Revolution and the formation of the First United Front
in 1924.
30. Investigate the migration of early humans to North America, exploring the cultural, 8
economic, and environmental characteristics of their pre-colonial existence.
OR
With a detailed focus on the Cherokee tribe, critically analyse the historical
alienation of Indigenous peoples in the United States from their ancestral lands,
considering its legal, social, and cultural dimensions.
SECTION-D (3x4=12 MARKS)

31. Read the following text carefully and answer the questions that follow: 1+1+2=
Niccolo Machiavelli wrote about human nature in the fifteenth chapter of 4
his book, The Prince (1513). ‘So, leaving aside imaginary things, and referring only
 to those which truly exist, I say that whenever men are discussed (and especially
princes, who are more exposed to view), they are noted for various qualities which
earn them either praise or condemnation. Some, for example, are held to be
generous, and others miserly. Some are held to be benefactors, others are called
grasping, some cruel, some compassionate; one man faithless, another faithful; one
man effeminate and cowardly, another fierce and courageous; one man courteous,
another proud; one man lascivious, another pure; one guileless, another crafty; one
stubborn, another flexible; one grave, another frivolous; one religious, another
sceptical; and so forth.’ Machiavelli believed that ‘all men are bad and ever ready to
display their vicious nature partly because of the fact that human desires are
insatiable'. The most powerful motive Machiavelli saw as the incentive for every
human action is self-interest.
31.1 Name the book written by Machiavelli. What did he believe?
31.2 Which works of Machiavelli known as the Bible of the kings?
31.3 Which one important value did it depict?
32. Read the following text carefully and answer the questions that follow: 1+1+2=
The late Roman bureaucracy, both the higher and middle echelons, was 4
a comparatively affluent group because it drew the bulk of its salary in gold and
invested much of this in buying up assets like land. There was of course also a great
deal of corruption, especially in the judicial system and in the administration of
military supplies.
The extortion of the higher bureaucracy and the greed of the provincial governors
were proverbial. But government intervened repeatedly to curb these forms of
corruption - we only know about them in the first place because of the laws that tried
to put an end to them, and because historians and other members of the
intelligentsia denounced such practices. This element of ‘criticism' is a remarkable
feature of the classical world. The Roman state was an authoritarian regime, in other
words, dissent was rarely tolerated and government usually responded to protest
with violence (especially in the cities of the East where people were often fearless in
making fun of emperors). Yet a strong tradition of Roman law had emerged by the
fourth century, and this acted as a brake on even the most fearsome emperors.
Emperors were not free to do whatever they liked, and the law was actively used to
protect civil rights. That is why in the later fourth century it was possible for powerful
bishops like Ambrose to confront equally powerful emperors when they were
excessively harsh or repressive in their handling of the civilian population.
32.1 What was the main reason of corruption in administration of the Roman
Empire?
32.2 What was the role of the Roman government in handling corruption that was
widespread among the higher bureaucracy and provincial governors?
32.3 What do you know about law system of the Roman Empire?
33. Read the following text carefully and answer the questions that follow: 1+1+2=
The nobility had, in reality, a central role in social processes. This is 4
because they controlled land. This control was the outcome of a practice called
‘vassalage’. The kings of France were linked to the people by ‘vassalage’, similar to
the practice among the Germanic peoples, of whom the Franks were one. The big
landowners - the
nobles - were vassals of the king, and peasants were vassals of the landowners. A
nobleman accepted the king as his seigneur (senior) and they made a mutual
promise: the seigneur/lord would protect the vassal, who would be loyal to him. This
relationship involved elaborate rituals and exchange of vows taken on the Bible in a
church. At this ceremony, the vassal received a written charter or a staff or even a
clod of earth as a symbol of the land that was being given to him by his master. The
noble enjoyed a privileged status. He had absolute control over
his property, in perpetuity. He could raise troops called ‘feudal levies’. The lord held
his own courts of justice and could even coin his own money. He was the lord of all
the people settled on his land. He owned vast tracts of land which contained his own
dwellings, his private fields and pastures and the homes and fields of his tenant-
peasants. His house was called a manor. His private lands were cultivated by
peasants, who were also expected to act as footsoldiers in battle when required, in
addition to working on their own farms.
 33.1 Examine the relationship between a vassal to his master or lord under the
vassalage system.
33.2 Trace the origin of the title lord within the nobility.
33.3 State two examples to show how the noble enjoyed a privileged status.
SECTION-E (5 MARKS)
34. 34.1 On the given map of Italy, locate and label the given cities: 5
a) Florance b) Rome c) Mantua
34.2 On the given map of Europe, locate and label the given cities:
a) Paris b) St. Denis