CBSE Sample Papers for Class 12 History Term 2 Set 1 with Solutions

Students can access the CBSE Sample Papers for Class 12 History with Solutions and marking scheme Term 2 Set 1 will help students in understanding the difficulty level of the exam.

CBSE Sample Papers for Class 12 History Term 2 Set 1 with Solutions

Time: 2 Hours
Maximum Marks: 40

General Instructions:

• This Question paper is divided into four sections-Section A, B, C and D
• All questions are compulsory.
• Section-A: Question no. 1 to 4 are Short Answer type questions of 3 marks each. Answer to each question I should not exceed 80 words.
• Section-B: Question no. 5 to 7 are Long Answer type questions, carrying 6 marks each. Answer to each I question should not exceed 150-200 word
• Section-C: Question no. 8 and 9 are Case Based questions, carrying 4 marks each with subparts.
• Section-D: Question no. 10 is map based, carrying 2 marks.
• There is no overall choice in the question paper. However, an internal choice has been provided in a few questions. Only one of the choices in such questions have to be attempted.
• In addition to this, separate instructions are given with each section and question, wherever necessary.

Section – A
(Short Answer Type Questions) (3 marks each)

Question 1.
Describe the role of Dr. B.R. Ambedkar in the Constituent Assembly of India. [3]
Answer :
Role of Dr. B.R. Ambedkar in the Constituent Assembly of India:

1. He served as Chairman of the Drafting Committee of the Constitution.
2. He plead for the abolition of untouchability
3. He wanted “a strong and united Centre’
4. He asked for equal rights.
5. He was in favour of Parliamentary Democracy
6. Any other relevant point

Question 2.
Critically analyse the Fifth Report which was submitted to the British Parliament in 1813. [3]
OR
Examine the policies adopted by the British towards Paharias during 18th century.
Answer:
The fifth Report of 1813 which was submitted to British Parliament:

1. It was the fifth series of report on the administration and activities of the East India Company in India.
2. It ran into 1002 pages of which over 800 pages were appendices that reproduced petitions of zamindars and riots, reports of collectors and districts.
3. It contained information on company’s misrule and maladministration.
4. Many British traders wanted a share in Company’s trade in India and emphasised for openness for British manufacturers in India
5. Any other relevant point.

OR

Policies adopted by the British towards Paharias during 18th century.

1. British adopted policy of extermination.
2. British proposed policy of pacification with Paharia chiefs to ensure proper conduct.
3. Paharia went into mountains and deep forests and continued their war against outsiders
4. Many Paharia chiefs who accepted allowances came to be perceived as subordinate employees or stipendiary chiefs so they lost their authority within the community.
5. Any other relevant point

Question 3.
‘Rumours and Prophecies played a part in moving people to action’. Explain the statement in the context of the Revolt of 1857. [3]
Answer:
Rumours and Prophecies in the Revolt of 1857:

1. There was a rumour that the new cartridges were greased with the fat of cows and pigs which would pollute their castes and religion.
2. The rumours about the British trying to destroy the religion of Indians by mixing the bone dust of cows and pigs into the flour
3. There was fear and suspicion that the British wanted to convert Indians to Christianity.
4. There were rumours that British had mixed the bone dust of cows and pigs into the flour that was sold in the market.
5. Prophecy: The response to the call for action was reinforced by the prophecy that the British rule would come to an end on the centenary of the Battle of Plassey, on 23 June, 1857.
6.  Any other relevant point.

Question 4.
Why have many scholars written the months after Independence as being Gandhiji’s “finest hours? Explain. [3]
Answer:
Months after Independence as being Gandhiji’s “finest hours:

1. He pleads for cooperation and communal harmony.
2. He urged that the two parts respect and befriend one another.
3. He tried to build a spirit of mutual trust and confidence between the communities.
4. He was worried for the displaced people in India and Pakistan.
5. Any other relevant point.

Section – B
(Long Answer Type Questions) (6 marks each)

Question 5.
Describe the role of any six prominent leaders of northern India who fought against the British in the Revolt of 1857. [6]
Answer:
Role of prominent leaders of the Revolt of 1857.

1. In Kanpur, Nana Sahib, the successor of Peshwa Baji Rao II became the leader of the revolt.
2. In Jhansi, Rani Lakshmi Bai assumed the leadership of the uprising.
3. In Arrah in Bihar, Kunwar Singh, a local zamindar became leader under popular pressure
4. In Lucknow, Birjis Qadr, the young son of Nawab Wajid Ali Shah became the leader of the revolt against the annexation of the state
5. Gonoo, a tribal cultivator of Singhbhum in Chotanagpur, became a rebel leader of the Kol tribals of the region .
6. Shah Mai organized the villagers of pargana Barout
7. Any other relevant point

Question 6.
Quit India movement was genuinely a mass movement bringing into its ambit hundreds of thousands of ordinary Indians. Elucidate the statement with suitable examples. [6]
OR
‘Gandhiji had mobilized a wider discontentment against the British rule in the Salt Satyagraha.’ Elucidate the statement with suitable examples
Answer:
Quit India movement:

1. Activists organised strikes and protests
2. Students left their colleges to go to jail.
3. Socialists resisted for the cause
4. Women across the country participated
5. Thousands of Indians joined the mass movement
6. Strikes, boycott and picketing
7. Attacks on government buildings or any other visible symbol of colonial authority.
8. Any other relevant point
   To be evaluated as a whole. (Any six points)

OR

Salt Satyagraha:

1. Gandhiji announced a march to break the Salt Law
2. Salt law gave the state a monopoly in the manufacture and sale of salt.
3. The state monopoly on salt was deeply unpopular as in every Indian household salt was indispensable and the people were forbidden for making salt even for domestic use.
4. Gandhiji hoped to mobilize a wider discontent against British rule and started Dandi March. Once he reached Dandi, he broke the salt law.
5. Parallel Salt Marches were organized in other parts of the country.
6. Peasants breached the colonial forest laws which restricted their access to forests.
7. Factory owners went on strike.
8. Lawyers boycotted British courts.
9. Students refused to attend educational Institutions and schools run by government.
10. Indians were arrested.
11. Gandhiji made a plea to the upper caste to serve untouchables.
12. Hindus, Muslims, Parsees and Sikhs were told to unite.
13. Thousands of Volunteers joined for the cause.
14. Many officials resigned from their posts.
15. Gandhiji’s meetings were attended by all sections of people.
16. Women participated in large numbers.
17. Dandi March brought Gandhi to the world attention. The March was covered by European and American press.
18. Salt March made British realized that they would have to devolve some powers to Indians.
19. Any other relevant point To be evaluated as a whole.

Question 7.
Abu’l Fazl describes the ideal of “Sulh- i -Kul (absolute peace) as the cornerstone of Akbar enlightened rule.” Support the statement with few examples. [6]
OR
‘The officer corps of the Mughals were described as bouquet of flowers held together by loyalty to the emperor’. Justify the statements with suitable arguments.
Answer:
Sulh-I-kul policy of Akbar:

1. Different ethnic and religious communities had freedom of expression but on condition that they did not undermine the authority of the state or fight among themselves.
2. He ensured justice and peace.
3. The nobility was comprised of Iranis, Turanis, Afghans, Rajputs, Deccanis, etc. were given positions and awards based on merit and services.
4. Akbar abolished the tax on pilgrimage / ]jizya.
5. He gave grants to support and maintain religious buildings.
6. He celebrated festivals like Id, Shab-i-barat and Holi.
7. He invited Jesuit mission for religious discussions.
8. Any other relevant point.

OR

‘The officer cops of the Mughals:

1. The Mughal nobility was comprised of Iranis, Turanis, Afghans, Rajputs, Deccanis, etc.
2. The Mughal nobility were the main pillars of the Mughal state.
3. The Mughal nobility was chosen from different groups, both religiously and ethnicity to ensure a balance of power between the various groups.
4. They were described as guldasta or a bouquet of flowers in the official chronicles.
5. It signified their unity, held together by loyalty towards the Mughal emperor.
6. All nobles were ranked or were allotted mansabs comprising of zat and sawar
7. The nobles were also required to perform military service for the emperor
8. Any other relevant point.

Section – C
(Case Based Questions) (4 marks each)

Question 8.
Read the source given below and answer the questions that follow. (1 + 1 + 2 = 4)
The flight of the written word
In Abu’l Fazl’s words:
The written word may embody the wisdom of bygone ages and may become a means to intellectual progress. The spoken word goes to the heart of those who are present to hear it. The written word gives wisdom to those who are near and far. If it was not for the written word, the spoken word would soon die, and no keepsake would be left us from those who are passed away. Superficial observers see in the letter a dark figure, but the deep sighted see in it a lamp of wisdom (chirag-i shinasai).

The written word looks black, notwithstanding the thousand rays with in it, or it is a light with a mole on it that wards off the evil eye. A letter (khat) is the portrait of wisdom; a rough sketch from the realm of ideas; a dark light ushering in day; a black cloud pregnant with knowledge; speaking though dumb; stationary yet travelling; stretched on the sheet, and yet soaring upwards.

Question 8.1
Why were words considered as the lamp of wisdom?
Answer:
According to him the spirit for rational thinking comes from the words.

Question 8.2
How has Abu’l Fazl related words with knowledge?
Answer:
Words have the power to shape and articulate ideas which in turn helps in enhancing knowledge.

Question 8.3
How did Abu’l Fazl refer difference between a ‘common viewer’s observation’ and the ‘observation of a learned person? [2]
Answer:

1. Learned ones can put down their ideas in distinctive forms
2. Learned ones observe things minutely and with vast vision and can express the same with the power of words.

Any other relevant point

Question 9.
Read the source given below and answer the questions that follow. (l + l + 2 = 4)
“There cannot be any divided loyalty”
Govind Ballabh Pant argued that in order to become loyal citizens people had to stop focusing only on the community and the self:
For the success of democracy one must train himself in the art of self-discipline. In democracies one should careless for himself and more for others. There cannot be any divided loyalty. All loyalties must exclusively be centred round the State. If in a democracy, you create rival loyalties, or you create a system in which any individual or group, instead of suppressing his extravagance, cares nought for larger or other interests, then democracy is doomed.
Cad, Vol. II Source from Theme-15- ‘Framing the constitution’ Pg419 NCERT

Question 9.1
How did G.B. Pant encourage citizens to make a unified nation? [1]
Answer:
9.1 According to Pant one should care less for himself and more for the nation to make it strong and unified.

Question 9.2
Why did he urge citizens for loyalty towards nation? [1]
Answer:
According to him, for making nation successful, Individual should care less for personal gain and focus more on collective benefit and for the development of the nation in all perspectives.

Question 9.3
How was loyalty considered as the base of social pyramid? [2]
Answer:

1. He suggested that nothing should be done for personal gain which can harm the interest of other person or large section of people
2. This philosophy promotes people centric benefits instead of individual centric.
   Any other relevant point.

Section – D
(Map Skill Base Question) (2 marks each)

Question 10.
On the given political outline map of India, locate and label ANY ONE of the following with appropriate symbol: [1+1=2]
Question (a)
(i)The place where Gandhiji withdrew Non-Cooperation Movement.
OR
(ii) The place where Gandhiji started satyagraha for the indigo planters.

Question (b)
On the same outline map of India, a place related to the centres of the Revolt of 1857 is marked as
Question A.
Identify it and write its name on the line drawn near them.

Answer:
(a) (i) Chaun Chaura
OR
(ii) Champaran

(b) Jhansi