NCERT Solutions Class 11 History Chapter 3 Changing Traditions – Here are all the NCERT solutions for Class 11 History Chapter 3. This solution contains questions, answers, images, explanations of the complete chapter 3 titled Of Changing Traditions taught in Class 11. If you are a student of Class 11 who is using NCERT Textbook to study History, then you must come across chapter 3 Changing Traditions After you have studied lesson, you must be looking for answers of its questions. Here you can get complete NCERT Solutions for Class 11 History Chapter 3 Changing Traditions in one place.
NCERT Solutions Class 11 History Chapter 3 Changing Traditions
Here on AglaSem Schools, you can access to NCERT Book Solutions in free pdf for History for Class 11 so that you can refer them as and when required. The NCERT Solutions to the questions after every unit of NCERT textbooks aimed at helping students solving difficult questions.
For a better understanding of this chapter, you should also see summary of Chapter 3 Changing Traditions , History, Class 11.
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NCERT Solutions Class 11 History chapter 3 Changing Traditions
Class 11, History chapter 3, Changing Traditions solutions are given below in PDF format. You can view them online or download PDF file for future use.
Q.1: Describe two features of early feudal society in France.
Ans : Two features of early feudal society: (i) The lord enjoyed special status. His order was supreme. Nobody could deny his order. (ii) It was based on the lord peasants relationship. The peasants offered labour in the service of the service of their lord. (iii) Early society was divided into three orders . These order were the priests, nobles and the peasants. In reality the nobility played a very dominating role in the society.
Q.2: How did long-term changes in population levels affect economy and society in Europe?
Ans : Long term changes in population levels affected the economy and society: (i) A number or towns came into being. They also became the centre of trade and commerce. Society became more advanced and civilized. (ii) This change brought about new changes in agricultural production. Production reached at its peak. Good quality of goods was also produced .lt increased the life expectancy rate.
Q.3: Why did knights become a distinct group, and when did they decline?
Ans : Local wars became the common feature of the European society during the 9th century. There was also a shortage of trained cavalry for these wars. The adroit horsemen were the need of the hour to win these localized wars among the nobles feudal. Taking the advantage of this situation, the knights became a distinct group precisely for the achieving this aim. The fall of feudal power paved the way for the way for the decline of knight during the 15th century.
Q.4: What was the function of medieval monasteries?
Ans : The places where few religious figures preferred to live during middle age Europe were as monasteries. The function of the medieval monasteries was: (i) The monasteries also inspired the people to donate. (ii) They also inspired the people to serve the sick. (iii) They encourage to develop art and architecture. (iv) The people living in monasteries inspired the people to lead a simple life.
Q.5: Imagine and describe a day in the life of a craftsman in a medieval French town.
Ans : Students are advised to answer this question with the help of their teacher. Following guidelines are given to complete this task. (a) Trading guilds controlled and supervised their activities and took great care of their needs. (b) Craftsmen worked under the supervision of guilds. They were skilled persons.
Q.6: Compare the conditions of life for a French serf and a Roman slave.
Ans : French serf: They cultivated land that mainly belonged to the lord. Most of the produce from these lands were to given to the lord. The lord could decide their fate. As a whole their life was full of misery. They also had to work that belonged to the lord and most of the wages. They could not leave the estate without the prior permission of their master/lord and could not marry their child according to their wishes. They also had to work that belonged exclusively to the land and were given no wages. Roman Slave: Roman slaves were regarded as a form of property. They were treated as object or commodity which could be bought and sold in market. They have no right and identity of their own. They were forced to do work several hours. They were forced to produce more children, so that when they grew up, they could also made slaves.
Q.1: Which elements of Greek and Roman culture were revived in the fourteenth and fifteenth centuries?
Ans : The religious, artistic and literary elements of Greek and roman culture were revived in 14th and 15th Centuries.
Q.2: Compare details of Italian architecture of this period with Islamic architecture.
Ans : Comparison is given below: (i) Both styles took care of decoration. (ii) Beautiful buildings were constructed under the patronage of both styles. (iii) Arch and pillars were the key features of both the styles. (iv) Under the patronage of Italian architecture style beautiful cathedrals and monasteries were constructed while large and magnificent mosques were constructed under the Islamic style of Architecture.
Q.3: Why were Italian towns the first to experience the ideas of humanism?
Ans : The towns of Italy were the first to experience the ideas of humanism because of the following reasons: (i) Education spread in Italy by 13th and 14th centuries. (ii) A number of classical books were composed by roman and Greek scholars. (iii) Universities were first of all developed here to spread education. (iv) Humanism as a subject was first taught in Italian schools, colleges and universities. Italian people were made aware of humanist views and ideas.
Q.4: What was the function of medieval monasteries?
Ans : Venice was free from the influence of the church and feudal lords. Here i.e, in Venice, bankers and rich merchants played a significant role in governing the city while there was absolute monarchy in France. The common people were deprived of rights.
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