Students can access the CBSE Sample Papers for Class 12 History with Solutions and marking scheme Term 2 Set 11 will help students in understanding the difficulty level of the exam.

CBSE Sample Papers for Class 12 History Term 2 Set 11 with Solutions

Time allowed: 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 should not exceed 80 words.
  • Section-B: Question no. 5 to 7 are Long Answer type questions, carrying 6 marks. Answer to this question should not exceed 150-200 words.
  • 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 Questions

Question 1.
Describe the role of Dr BR Ambedkar in the Constituent Assembly of India.
Role of Dr BR Ambedkar in the Constituent Assembly of India was

  • He served as Chairman of the Drafting Committee of the Constitution.
  • He plead for the abolition of untouchability and asked for equal rights. For minorities upliftment he submitted state and minorities document.
  • He held the key figure due to his interventions and speeches in the assembly.

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Question 2.
Critically analyse the Fifth Report which was submitted to the British Parliament in 1813.
Examine the policies adopted by the British towards Paharias during 18th century.
The Fifth Report of 1813 was the fifth series of report on the administration and activities of the East India Company in India. It ran into 1002 pages of which over 800 pages were appendices that reproduced petitions of zamindars and riots, reports of collectors and districts. It contained information on Company’s misrule and maladministration.

Many British traders wanted a share in Company’s trade in India and emphasised for openness for British manufacturers in India. It opposed the monopoly enjoyed by East India Company over trade with India and China. As a result, British Parliament passed several acts to regulate Company rule in India.
Following are the policies adopted by the British towards Paharias during 18th century.

  • British adopted policy of extermination.
  • Augustus Cleveland proposed policy of pacification with Paharia chiefs to ensure proper conduct. Paharia went into mountains and deep forests and continued their war against outsiders.
  • Many Paharia chiefs who accepted allowances came to be perceived as subordinate employees or stipendiary chiefs so they lost their authority within the community. Chiefs who accepted British allowances were seen as stripendiary chiefs of colonial government.

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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)
In the Revolt of 1857, rumours and prophecies played a major role in firing up the revolt. There was a rumour that the new cartridges were greased with the fat of cows and pigs which would pollute their castes and religion. There were rumours that British had mixed the bone dust of cows and pigs into the flour that was sold in the market.

There was fear and suspicion that the British wanted to convert Indians to Christianity.
The response to the call for action was reinforced by the prophecy that British rule would come to an end on the centenary of the Battle of Plassey, on 23rd June, 1857.

Question 4.
Why have many scholars written the months after Independence as being Gandhiji’s finest hours? Explain. (3)
The scholars described the month after Independence being Gandhiji’s ‘finest hour’ keeping the following events in consideration

(i) Gandhiji did not attended any function or hoist a flag either at the day of Independence, instead he marked a day with 24 hour fast. He kept himself isolated from the celebrations as he believed that freedom has come at an unacceptable price, country has been divided and due to communalism, two religious communities of India are seeking life of each others.

(ii) After attainment of Independence, Gandhiji kept himself away from the political work and engagements. He focussed on pacifying people, went around hospitals and refugee camps and giving consolation to distressed people.

(iii) He was serving the humanity, tried to reduce the sufferings of displaced people with hands of empathy.

Section – B
Long Answer Type Questions

Question 5.
Describe the role of any six prominent leaders of Northern India who fought against the British in the Revolt of 1857. (6)
Role of prominent leaders in the Revolt of 1857 was

  • In Kanpur, Nana Sahib, the successor of Peshwa Baji Rao II became the leader of the revolt.
  • In Jhansi, Rani Lakshmi Bai assumed the leadership of the uprising.
  • In Arrah in Bihar, Kunwar Singh, a local zamindar became leader under popular pressure.
  • In Lucknow, Blrjis Qadr, the young son of nawab Wajid Ali Shah became the leader of the revolt against the annexation of the state.
  • Gonoo, a tribal cultivator of Singhbhum in Chotanagpur, became a rebel leader of the Kol tribals of the region.
  • From Barrack pore, Mangal Pandey emerged as leader by killing one of the European officers.

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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)
‘Gandhiji had mobilised a wider discontentment against the British rule in the Salt Satyagraha/ Elucidate the statement with suitable examples.
After the failure of the Cripps Mission, Mahatma Gandhi decided to launch his third major movement the ‘Quit India’ campaign which began in August 1942. The ‘Quit India Movement’ against the British rule was a Mass Movement, bringing into its ambit hundreds or thousands of ordinary Indians. For example,

(i) It especially energised the young who in very large numbers left their colleges to join the Congress leaders languishing in jails. Gandhiji was jailed at once while organising the movment, but the young activists organised strikes and acts of sabotage all over the country.

(ii) There were socialist members of the Congress such as Jaya Frakash Narayan who were active in the underground resistance. Social activists organised strikes and protests.

(iii) Independent governments were proclaimed in several districts such as Satara in the West and Medinipur in the East.

(iv) Attacks were organised on government buildings or any other visible symbol of colonial authority.

(v) Women across the country participated in the Quit India Movement. Great sense of unity and brotherhood emerged due to Quit India Movement.
Gandhiji mobilised a wider discontentment against the British rule in the Salt Satyagraha in the following ways

(i) Gandhiji announced a march to break the Salt Law. Salt law gave the state a monopoly in the manufacture and sale of salt. 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.

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(ii) Gandhiji started Dandi March and once he reached Dandi, he broke the Salt Law. Parallel Salt Marches were organised in other parts of the country.

(iii) Peasants breached the colonial forest laws which restricted their access to forests and factory owners went on strike.

(iv) Lawyers boycotted British courts and students refused to attend educational Institutions and schools run by government.

(v) Gandhiji made a plea to the upper caste to serve untouchables. Hindus, Muslims, Parsees and Sikhs were told to unite. Thousands of volunteers joined for the cause and women participated in large number.

(vi) Dandi March brought Gandhi to world attention. The March was covered by European and American press. Salt march made British realised that they would have to devolve some powers to Indians.

Question 7.
‘Abul Fazl describes the ideal of Sulh- i -Kul (absolute peace) as the cornerstone of Akbar enlightened rule/ Support the statement with few examples. (6)
‘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. (6)
Abul Fazl describe the ideal of Sulh-i-Kul as the cornerstone of Akbar enlightened rule. For example, according to this
(i) 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.

(ii) The nobility was comprised of Iranis, Turanis, Afghans, Rajputs, Deccanis, etc who were given positions and awards based on merit and services.

(iii) Akbar abolished the tax on pilgrimage /Jjizya. He gave grants to support and maintain religious buildings.

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(iv) Akbar celebrated festivals like Id, Shab-i-barat and Holi.

(v) Akbar invited Jesuit mission for religious discussions.

(vi) Akbar formulated governance guidelines by using such a policy of tolerance, based on system of ethics.
The Mughal nobility or officer corps was comprised of Iranis, Turanis, Afghans,Rajputs, Deccanis, etc. They were the main pillars of Mughal state. They was chosen from different groups, both religiously and ethnicity to ensure a balance of power between the various groups. They were described as guldasta or a bouquet of flowers in the official chronicles.

It signified their unity, held together by loyalty towards the Mughal emperor. All nobles were ranked or were allotted mansabs comprising of zat and sawar. The nobles were also required to perform military service for the emperor.

Akbar who designed the mansab system, also established spiritual relationships with selected band of his nobility by treating them as his disciples. For members of nobility imperial service was a way of acquiring power, wealth and highest possible reputation in Mughal court.

Section – C
Source Based Questions

Question 8.
Read the source given below and answer the questions that follow.
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.

CBSE Sample Papers for Class 12 Business Studies Term 2 Set 11 with Solutions

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, not with standing the thousand rays within 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.
(i) Why were words considered as the lamp of wisdom? (1)
(ii) How has Abu’l Fazl related words with knowledge? (1)
(iii) How did Abu’l Fazl refer difference between a ‘common viewer’s observation’ and the ‘observation of a learned person? (2)
(i) Words were considered as the lamp of wisdom because according to Abu’l Fazl, the spirit for rational thinking comes from the words.

(ii) Abu’l Fazl related words with knowledge because words have the power to shape and articulate ideas which in turn helps in enhancing knowledge.

(iii) According Abu’l Fazl, learned persons can put down their ideas in distinctive forms. They observes things minutely and with vast vision and can express the same with the power of words. These traits are not present in common viewers.

Question 9.
Read the source given below and answer the questions that follow.
“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 care less 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.
(i) How did GB Pant encourage citizens to make a unified nation? (1)
(ii) Why did he urge citizens for loyalty towards nation? (1)
(iii) How was loyalty considered as the base of social pyramid? (2)
(i) GB Pant encourage citizens to make a unified nation by promoting his view that one should care less for himself and more for nation to make it strong and unified.

(ii) GB Pant urge citizens for loyalty towards nation to make nation successful. According to him, individual should care less for personal gain and focus more on collective benefit and for the development of nation in all perspectives.

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(iii) Loyalty was considered as the base of social pyramid in the following ways

  • Loyalty is required for the success of democracy. It rival loyalties are created,then it will promote individual interests and harm interests of other people. This led to democracy becoming unsuccessful.
  • Loyalty promotes people centric benefits instead of individual centric.

Section – C
Map Based Question

Question 10.
(i) On the given political outline map of India, locate and label any one of the following with appropriate symbol.
(a) The place where Gandhiji withdrew Non-Cooperation Movement (1)
(b) (i) The place where Gandhiji started satyagraha for the indigo planters (1)
(ii) On the same outline map of India, a place related to the centres of the Revolt of 1857 is marked as A. Identify it and write its name on the line drawn near them, (1)
CBSE Sample Papers for Class 12 History Term 2 Set 11 with Solutions 1
CBSE Sample Papers for Class 12 History Term 2 Set 11 with Solutions 2