Important Questions: Confrontation of Cultures | History for Grade 11 PDF Download

Very Short Answer Type Questions

Q1: What specific period in the History of the world exhibits confrontation of culture?
Ans: It is that of the period between the fifteenth and seventeenth centuries.

Q2: What are the Bahamas and the Greater Antilles?
Ans: These are smaller islands several hundred in number, in the Caribbean sea at the north and east of San Salvador.

Q3: What was the main occupation of Arawaks?
Ans: It was agriculture with subsidiary occupations like hunting, fishing, etc. They used to grow com, sweet potatoes, tuber and cassava.

Q4: How can you say that Arawaks,’ the native of Central America were the simplest people?
Ans: The Europeans used to exchange glass beads for gold from them. It means they were unaware to the value of gold.

Q5: Which people were lived on the east coast of South America?
Ans: They were called the Tupinamba of Brazil. They were food gatherers from the dense forests in Brazil.

Q6: Tell some social traits of the Aztecs?
Ans:

• It was a hierarchical society,
• There were Priests, nobility, and common people including peasants,
• King was chosen from nobles and regarded as the representative of the Sun on the earth,
• They preferred reclamation of land and constructed artificial islands.

Q7: What has been written about cities and villages built on the water under Aztecs civilization?
Ans: Bernard Diaz del Castillo has written in his True History of The Conquest of Mexico that he was astounded when he saw such marvellous cities and palaces built on the water. These buildings were rising from the water, all made up of stone appeared him like an enchanted vision from the tale of Amadis.

Q8: Which period pertains to the growth and existence of the Mayan culture?
Ans: It was developed in Mexico Gulf in central America during the period between the eleventh and fourteenth centuries.

Short Answer Type Question

Q9: What according to you were the reasons for people from different European countries wanting to take the risk of going on a voyage of discovery?
Ans: Reasons for Europeans' keen interest in going on voyages:

• European economy met acute recession during 14th and 15th Centuries owing to the depletion of gold and silver stock in mines, epidemic, and decline of feudalism, etc.
• Christianity tried to bring more people to unknown lands in its fold in order to give birth to colonialism. The Crusades brought Europeans to Asia and its several countries hence, there was a great demand for silk, spices, musk, muslin, etc. in Europe.
• The success of the Reconquista (Reconquest of the Iberian peninsula) encouraged the youth to execute capitulations (Contracts) from one nobility e.g... Pizarro lured the King of Spain.
• Fifth and the last stimulus was that the Pope had given sanction to Spain and Portugal to prepare an environment in which youth would be trained to go on sea voyages to new lands till then undiscovered.

Q10: Write a note on Caribbean Communities.
Ans: There were two tribes namely, Arawakkian Lucayos and Caribs. Arawakan was God-fearing and compromising people while Caribs were cruel and fierce. The former tribe was living in the Bahamas and the Greater Antilles while the latter in the Lesser Antilles. These all were small islands between the Caribbean and Atlantic oceans. These were communities that lived on hunting, fishing, and agriculture. They used to produce food collectively and feed everyone in the community. Arawaks were animists.

Q11: Write a brief note on the Aztecs.
Ans: Aztecs were a tribe that migrated from North America to its central valley which they named Mexico after the name of their God Mexitli. It was a society in three order i.e. Priest, nobility, and common people. Special respect was given to warriors, priests, and nobles. They took measures of reclamation in order to create artificial islands. Buildings were made on the lake. Com, beans, squash, pumpkins, manioc root, and potatoes were the main crops grown there. European serfs were engaged in the cultivation of the lands owned by the nobility. School education was preferred but there was the majority of poor who used to sell their children for a limited period of their working as slaves under nobles.

Q12: Give a brief account of the Incas of Peru.
Ans: It was the largest of the civilizations in South America. Its 5 capital was in Cuzco. It was extended up to 3,000 miles from Ecuador to Chile. Quechua was the court language here. It was like a confederacy in which each tribe ruled independently by the Council of Elders. All: tribes were finally, under the control of the Incas people. They were excellent architects, however, unknown to the wheel and its usages. System of: drainage, irrigation, and terraced farming were preferred for the production of com and potatoes. They excelled in weaving and pottery arts. Standard mathematical units were considered the knots at equal distance on cords or the quipu.

Q13: Describe similarities between Aztecs and Incas Cultures.
Ans:

• There was no private ownership of resources in both civilizations.
• Both had developed a confederacy System of the ruling.
• The King was considered supreme in both cultures.
• Both cultures excelled in architect, pottery, weaving, etc. arts.
• Both-had agriculture as the main occupation of people.

Long Answer Type Questions

Q14: To what extent, confrontation of cultures is a suitable title to this theme? Why is observed Cultural diversity and how some people turn it into discrimination? Elaborately discuss in the context of the cultures colliding and confronting each other in this theme.
Ans: The title "Confrontation of Cultures" is indeed suitable for the theme when examining the developments that occurred during the 14th to 17th centuries in European society. This period was characterized by significant encounters and collisions of various cultures, both within Europe and as a result of European exploration and expansion. Let's discuss the observed cultural diversity and how some people turned it into discrimination in the context of cultures colliding and confronting each other during this era:
Cultural Diversity in Europe:

• The Renaissance: The Renaissance, with its revival of classical knowledge, brought forth a diverse range of artistic, literary, and philosophical influences from ancient Greece and Rome. This intellectual diversity challenged traditional medieval values.
• Religious Diversity: The period saw the coexistence of multiple religious traditions in Europe, particularly Catholicism, Protestantism, and various forms of Eastern Orthodoxy. The Protestant Reformation led to further religious diversity and conflict.
• Regional Differences: Europe was not homogenous, and there were distinct regional cultures, languages, and traditions. These differences contributed to a rich tapestry of diversity within the continent.

Cultural Collision and Confrontation:

• Religious Conflicts: The religious diversity led to conflicts, such as the Thirty Years' War, which was fueled by tensions between Catholics and Protestants. These conflicts resulted in significant social and political turmoil.
• Colonial Expansion: European exploration and colonization in the Americas, Africa, and Asia brought European cultures into direct contact with indigenous cultures. This often led to cultural clashes, as Europeans imposed their customs, religions, and values on indigenous populations.
• Discrimination and Prejudice: As cultures collided, some people used these encounters as opportunities for discrimination. Europeans often viewed non-European cultures as inferior and justified discriminatory practices, including slavery and forced conversion.
• Cultural Stereotyping: Stereotypes and prejudices about other cultures emerged as a result of these confrontations. This reinforced negative perceptions and contributed to discriminatory attitudes.
• Cultural Hegemony: European cultures often asserted dominance over non-European cultures, leading to the marginalization and suppression of indigenous knowledge and traditions.

Turning Diversity into Discrimination:

• Economic Interests: Economic interests often played a role in turning cultural diversity into discrimination. For example, the desire for wealth and resources in the colonies led to the exploitation and mistreatment of indigenous populations.
• Power Dynamics: Those in positions of power often used cultural differences to maintain control. This included colonial powers imposing their culture as a means of asserting authority.
• Fear of the "Other": Fear of the unknown and the "other" often led to discrimination. People tend to discriminate against what they do not understand or perceive as a threat.
• Social Hierarchies: Discrimination was also rooted in social hierarchies, with certain cultures being deemed superior while others were marginalized.

In summary, the title "Confrontation of Cultures" is suitable because it accurately reflects the collision and interaction of diverse cultures during the 14th to 17th centuries in Europe. While this period saw a rich exchange of ideas and cultural elements, it also witnessed discrimination and conflict resulting from cultural clashes, driven by economic interests, power dynamics, fear, and social hierarchies.

Q15: Discuss the cruelty inflicted by the Spanish on the people of two cultures i.e. Aztecs and Incas.
Ans: Hernan Cortes befriended the tribe Totonacs i.e. rival to Aztecs and thus, came to know all loopholes and weaknesses of the Aztec empire under the King, Montezuma. He sought for Dona Marina, a woman from the Tobasco tribe who was an expert in three local languages and thus, interpreted everything that wished to know by Cortes. He understood that Montezuma is a god-fearing and simple king hence, intrigued through the friendly way. He entered as a guest to the King and corrupted shortly, the bureaucracy and misdirected the populace.
When he got control of the nerves of the System, the King was detained under house arrest. Cortes began installing Christian icons in the Aztec temples. The King could do nothing but to compromise the installation of both images side by side in each temple. Thus, the King’s depression ended in his suicide. In the meantime, smallpox spread and took a toll on numerous people. Finally, Cortes with his 180 soldiers and 30 horses could defeat Aztecs and became Captain-General of New Spain in Mexico.
So far as Incas affairs were concerned, it can be stated that Francisco Pizarro who had heard about the prosperous civilization of Incas, lured the King of Spain with-an assurance that he shall conquer the Incas empire subject to soldiers and other required means including weapons are provided with him. Trickily, he captured and arrested the King, Atahualpa. He then took ransom for his release but killed him brutally when a room-full gold; he had obtained from a hint.

Q16: Analyze the effects of contact with the Europeans on the native people of South America. Describe their reactions to the sailors and the Jesuits.
Ans: Effects of European Contacts in native people of South America

• Those people were cheated, killed, and enslaved.
• Their simplicity and detachment for gold resulted in their misery/puzzle.
• They were befooled by Europeans as they promulgated false decrees and laws.
• They had to leave their house and hearths in order to evade slavery so imposed on them. Their settled life ended again in hunting and food gathering.
• The cereals (i.e. potato, cassava, tobacco, cane-sugar, cacao) and cash crops like rubber were exported to Europe.
• The population of native people had reduced from 70 million to 3.5 million during the period, South America was explored and colonies set-up there.

Their reactions to the settlers and the Jesuits were surprising as they considered them foolish enough to abandon their native country, community, and families and wander in alien lands.

Q17: Examine a detailed physical map of South America. To what extent do you think geography influenced the development of the Inca empire?
Ans: Location-Inca empire was extended from Ecuador to Chile. It was surrounded by the Pacific Ocean in the west, the Caribbean Sea in the north, the Bellingshausen Sea, the Weddell Sea in the South and North as also South Atlantic Sea in the east.
Potentiality:

• Maritime trade and Commerce in such locations could rise under the Inca empire.
• The soil here was fertile enough to grow sugarcane, com, potatoes, etc. They opted for reclamation of land and terrace cultivation measures.
• Abundant trees/forests and a continuous supply of water through the Amazon, the largest river in the world.
• Owing to the closer to the ocean, a specific town planning could be seen in Mexico. Here, the buildings, palaces, etc. were built on the water.
• They used to row on the chest of the ocean using Dugout Canoes.

They were animists i.e. ones who can see a sensitive soul in insensitive or inert objects.
The major influence of Geography on Inca civilization, was its proximity to the sea. Abundant water¬bodies would have inspired Inca people to promote maritime trade. Its effect on the soil can also not ruled out. Sea water maintains a moderate temperature, hence, we see Aztecs, Incas, and Mayas civilizations brimming with simple and innocent people cheated and brutally killed by the Europeans.

Q18: Discuss the difference between the Arawaks and the Spanish. Which of these differences would you consider most significant and why?
Ans: Arawaks were the simplest and complacent people while the Spanish were shrewd and fraudulent. They greeted warmly when explorers from Spain reached sea shore. The Spanish and Portuguese cheated them of gold, fruits, vegetables, and fish in exchange for glass beads, iron knives, Drager, swords, etc. They befriended Arawaks and Brazilians get physical work done by them for their advantage, obtained a room-full gold in ransom and then, planned to slaughter them at the altar of their passion for gold, silver, timber, wood, and finally, seize of the political machinery from them to establish their own colonies.
Arawaks and Brazilians were agriculturists and living a simple life while the Spanish and Portuguese were pathogen-like struck to them and occupied their political, social, and economic systems for their benefit until they ruined them. The most significant difference between natives of South America and those of Spanish and Portuguese was that of Humanity and debility. Devils were the Europeans who plunged deep into their complacent manners of living and terrorized them with artillery, tricks and cheating.

Q19: Give a brief account of the atrocities inflicted by the Portuguese on the Brazilian people.
Ans:

• They cheated Brazilians in exchange for iron knives and saws for loads of hens, monkeys, parrots, honey, wax, and cotton thread.
• They began the trade of Brazilian wood for the manufacture of red dye and drove away from the French traders. Thus, they destroyed the vegetal cover of the earth there.
• As per the rules framed for fourteen captaincies in Brazil by the King of Portugal, the Portuguese settlers were given land ownership rights along with the right to make local people into slaves.
• They began to grow sugarcane in large plantations when the forest was cleared and established sugar mills there. They took local, slaves yoking with exhausting and dreary work. In case, the natives refused, Portuguese mill owners resorted to kidnapping them to get work done as slaves.

The cruelty practiced by the Portuguese compelled the native people to retreat into the forest and thus, gradually; European towns were established on the land of the native people there.

Q20: What were the factors demanding more slaves in South America?
Ans: Those factors were as under:

• Forest for timber wood trading was cleared and the Portuguese had started growing sugar cane in large fields there. Sugar mills were also established.
• Gold mines were discovered in Brazil during 1700 CE. Mining staff was, therefore, required.
• There was an imposed ban on slavery in the 1780s. Thus, it had become impossible for Portuguese mill owners and landlords to get the natives to be enslaved.
• It came to their knowledge that the slave trade in Africa was conducted even by native people there, in exchange for cereals like maize, manioc, and cassava.