Sample Reading: History Passage | The Complete SAT Course - Class 10 PDF Download

Introduction

Key Concepts

• Comprehending Historical Context: Understanding the time and place in which a text was written is crucial for interpreting its meaning. This may involve identifying key events, social attitudes, and cultural movements.
• Analyzing Arguments: Historical texts often present arguments or perspectives on events or ideas. Students must be able to identify the author's main point and supporting evidence, as well as evaluate the strength and validity of the argument.
• Identifying Relationships: Recognizing cause and effect, comparisons, and contrasts within a text is important for understanding an author's argument or the significance of historical events.
• Analyzing Rhetoric: Many historical texts employ rhetorical devices, such as metaphor, irony, or analogy, to persuade or inform readers. Students must be able to identify these devices and explain how they contribute to the meaning of the text.
• Synthesizing Information: Students must be able to combine information from different parts of a text or multiple texts to draw conclusions, make inferences, or identify trends and patterns in history.

Seven o'clock, and retired to my fireside, I have determined to enter into conversation with you; this [Fontainebleau] is a village of about 5,000 inhabitants when the court is not here and 20,000 when they are, occupying a valley thro' which runs a brook, and on each side of it a ridge of small mountains most of which are naked rock. The king comes here in the fall always, to hunt. His court attend him, as do also the foreign diplomatic corps. But as this is not indispensably required, and my finances do not admit the expence of a continued residence here, I propose to come occasionally to attend the king's levees, returning again to Paris, distant 40 miles.

This being the first trip, I set out yesterday morning to take a view of the place. For this purpose I shaped my course towards the highest of the mountains in sight, to the top of which was about a league. As soon as I had got clear of the town I fell in with a poor woman walking at the same rate with myself and going the same course. Wishing to know the condition of the labouring poor I entered into conversation with her, which I began by enquiries for the path which would lead me into the mountain: and thence proceeded to enquiries into her vocation, condition and circumstance. She told me she was a day labourer, at 8. sous or 4 d. sterling the day; that she had two children to maintain, and to pay a rent of 30 livres for her house (which would consume the hire of 75 days), that often she could get no employment, and of course was without bread. As we had walked together near a mile and she had so far served me as a guide, I gave her, on parting 24 sous. She burst into tears of a gratitude which I could perceive was unfeigned, because she was unable to utter a word. She had probably never before received so great an aid.

This little attendrissement1, with the solitude of my walk led me into a train of reflections on that unequal division of property which occasions the numberless instances of wretchedness which I had observed in this country and is to be observed all over Europe. The property of this country is absolutely concentered in a very few hands, having revenues of from half a million of guineas a year downwards. These employ the flower of the country as servants, some of them having as many as 200 domestics, not labouring. They employ also a great number of manufacturers, and tradesmen, and lastly the class of labouring husbandmen2. But after all these comes the most numerous of all the classes, that is, the poor who cannot find work. I asked myself what could be the reason that so many should be permitted to beg who are willing to work, in a country where there is a very considerable proportion of uncultivated lands? These lands are kept idle mostly for the sake of game3. It should seem then that it must be because of the enormous wealth of the proprietors which places them above attention to the increase of their revenues by permitting these lands to be laboured.

I am conscious that an equal division of property is impracticable. But the consequences of this enormous inequality producing so much misery to the bulk of mankind, legislators cannot invent too many devices for subdividing property, only taking care to let their subdivisions go hand in hand with the natural affections of the human mind. The descent of property of every kind therefore to all the children, or to all the brothers and sisters, or other relations in equal degree is a politic measure, and a practicable one. Another means of silently lessening the inequality of property is to exempt all from taxation below a certain point, and to tax the higher portions of property in geometrical progression as they rise. Whenever there is in any country, uncultivated lands and unemployed poor, it is clear that the laws of property have been so far extended as to violate natural right. The earth is given as a common stock for man to labour and live on. If, for the encouragement of industry we allow it to be appropriated, we must take care that other employment be furnished to those excluded from the appropriation. . .

Q.1. Jefferson’s central claim in the passage is that
(a) the current system of inheritance and ownership is unlikely ever to change.
(b) wealth should be redistributed in a way that benefits the majority of society.
(c) the unemployed should use their energies to work the land, rather than ask for money.
(d) everybody has the natural right to as much property as he or she thinks necessary.

Correct Answer is Option (b)
Jefferson discusses the unequal division of property causing misery for many people and suggests that subdividing property and implementing progressive taxation could help address this issue.

Q.2. Jefferson uses the example of the woman he meets on the road in order to
(a) provide a moving anecdote in order to distract his reader from larger issues.
(b) illustrate his surroundings with an atypical example of the native people.
(c) support the claim that the economic situation is worse than Madison thinks.
(d) the transition from his specific experience to a more general argument.

Correct Answer is Option (d)
The encounter with the woman serves as a starting point for Jefferson to discuss the broader issue of wealth inequality and property distribution.

Q.3. Over the course of the passage, the main focus shifts from
(a) a description of the locale to a broader discussion of principles.
(b) a humorous anecdote to a position on a popular U.S. debate.
(c) an analysis of the king’s situation to an analysis of an unemployed person’s.
(d) Jefferson’s experiences in France to Madison’s experiences in the U.S.

Correct Answer is Option (a)
The passage begins with a description of Fontainebleau and its surroundings, then shifts to a discussion of wealth inequality and possible solutions.

Q.4. The main purpose of the passage’s information about Fontainebleau is to
(a) provide a picturesque counterpoint to the terrible poverty that Jefferson witnesses.
(b) describe a foreign land to someone who has never visited France.
(c) contextualize the anecdote and argument that follow.
(d) interest the reader in the narrative before changing topics.

Correct Answer is Option (c)
The information about Fontainebleau sets the scene for Jefferson's encounter with the woman and the subsequent discussion of wealth inequality.

Q.5. Jefferson implies that the initial purpose of his walk was to
(a) better understand the physical geography around him.
(b) get out of the town in order to think more clearly.
(c) understand the condition of non-American laborers.
(d) avoid running into the king and his courtiers.

Correct Answer is Option (a)
Jefferson sets out on his walk to take a view of the place and explore his surroundings.

Q.6. Which choice provides the best evidence for the answer to the previous question?
(a) lines 7–11(“But as this is not indispensably required, and my finances do not admit the expence of a continued residence here, I propose to come occasionally to attend the king's levees, returning again to Paris, distant 40 miles.”) (“But as . . . miles”)
(b) lines 12–13(“This being the first trip, I set out yesterday morning to take a view of the place.”) ("This . . . place")
(c) lines 15–17(“As soon as I had got clear of the town I fell in with a poor woman walking at the same rate with myself and going the same course.”) (“As soon . . . course”)
(d) lines 17–18(“Wishing to know the condition of the labouring poor I entered into conversation with her,”) (“Wishing . . . her”)

Correct Answer is Option (b)
This line mentions that Jefferson set out on his walk to "take a view of the place," indicating his purpose was to better understand the physical geography around him.

Q.7. What main effect does the phrase “flower of the country,” lines 37–38
(“the flower of the country”) , have on the tone of the passage?
(a) It lightens the tone by providing a metaphor of beauty in an otherwise bleak narrative.
(b) It provides an impassioned tone to describe the discrepancy between the relative privilege of the few and the hardship of the many.
(c) It creates a tone of praise by comparing the workers of France to those in the U.S.
(d) It creates an optimistic tone by showing that the people of France are variously employed.

Correct Answer is Option (b)
The phrase "flower of the country" highlights the contrast between the wealthy who employ numerous servants and the many poor who struggle to find work.

Q.8. As used in line 49
(“laboured”) “laboured” most nearly means
(a) exhausted
(b) difficult
(c) clumsy
(d) Worked

Correct Answer is Option (d)
In this context, "laboured" means "worked," referring to the lands being put to use for agricultural or other productive purposes.

Q.9. Which choice best describes Jefferson’s attitude towards socio-economic conditions in France?
(a) He approves of the king’s policies on most, but not all, issues.
(b) He sees France as an isolated case, with unique conditions not applicable to other countries.
(c) He is affronted at the few opportunities given to the poor.
(d) He is pleased that the United States does not experience the same conditions as France.

Correct Answer is Option (c)
 Jefferson expresses concern about the wealth inequality and the lack of opportunities for the poor in France, as well as the large amount of uncultivated land kept idle for game.

Q.10. Jefferson’s statement that he is conscious that “an equal division of property is impracticable” (lines 50–51
(“an equal division of property is impracticable.”) implies that he
(a) has decided that there is no point in pursuing his goals.
(b) knows that his ideals are not entirely realistic.
(c) does not care about what is realistically possible.
(d) believes that even though property cannot be divided equally, it should still be divided according to a man’s abilities.

Correct Answer is Option (b)
Jefferson acknowledges the impracticability of an equal division of property, but still argues for measures to lessen inequality.

Passage 2

The Treaty of Tordesillas, signed on June 7, 1494, was an agreement between the Spanish and Portuguese monarchies to divide the newly discovered lands outside of Europe. The treaty was a response to the voyages of Christopher Columbus, who, after reaching the Americas in 1492, claimed the new territories for Spain. The Portuguese, who had been exploring the Atlantic Ocean in search of a sea route to Asia, also had a stake in these new lands.

Pope Alexander VI, a Spaniard, was asked to mediate between the two powers. He issued a series of papal bulls in 1493 that granted Spain control over the lands discovered by Columbus and future exploration to the west, while Portugal was given rights to explore and control any lands to the east of a meridian drawn 100 leagues west of the Cape Verde Islands. The Treaty of Tordesillas was an attempt to solidify this division and prevent conflict between the two powers.

The treaty had the effect of granting Spain a vast territory in the Americas, while Portugal's sphere of influence extended primarily to Africa and Asia. The dividing line, however, was imprecise, leading to disputes over territory in present-day Brazil, which was eventually claimed by Portugal. The Treaty of Tordesillas also failed to account for the presence of other European powers, who did not recognize the authority of the Pope or the treaty and continued to explore and colonize the Americas.

Despite its limitations, the Treaty of Tordesillas marked an important moment in the history of colonialism and the global race for empire. It laid the groundwork for Spain and Portugal's domination of the Americas, as well as their rivalries and conflicts with other European powers in the centuries to come.

Q.1. What was the main purpose of the Treaty of Tordesillas?
(a) To recognize Christopher Columbus' discoveries
(b) To prevent conflict between Spain and Portugal over newly discovered lands
(c) To establish a precise dividing line between Spanish and Portuguese territories
(d) To promote cooperation between European powers in the colonization of the Americas

Correct Answer is Option (b)
The passage states that the treaty was "an attempt to solidify this division and prevent conflict between the two powers."

Q.2. What role did Pope Alexander VI play in the events leading up to the Treaty of Tordesillas?
(a) He discovered the new lands that the treaty sought to divide
(b) He mediated between Spain and Portugal and issued papal bulls that granted them control over specific territories
(c) He personally drew the dividing line that determined the territories of Spain and Portugal
(d) He led military campaigns to enforce the terms of the treaty

Correct Answer is Option (b)
The passage states that Pope Alexander VI "was asked to mediate between the two powers" and "issued a series of papal bulls in 1493 that granted Spain control over the lands discovered by Columbus and future exploration to the west, while Portugal was given rights to explore and control any lands to the east of a meridian."

Q.3. Which of the following was a limitation of the Treaty of Tordesillas mentioned in the passage?
(a) The treaty did not account for the presence of other European powers
(b) The treaty was not signed by the monarchs of Spain and Portugal
(c) The treaty granted equal amounts of land to both Spain and Portugal
(d) The treaty did not allow for future exploration and colonization by Spain and Portugal

Correct Answer is Option (a)
The passage states that the Treaty of Tordesillas "failed to account for the presence of other European powers, who did not recognize the authority of the Pope or the treaty and continued to explore and colonize the Americas."

Conclusion