Humanities/Arts Exam > Humanities/Arts Notes > History Class 12 > CBSE Marking Scheme (2021-22) - Term 2
CBSE Marking Scheme (2021-22) - Term 2 | History Class 12 - Humanities/Arts PDF Download
| Download, print and study this document offline |
Please wait while the PDF view is loading
Page 1
Page 1 of 7
MARKING SCHEME 2021-22
TERM II-CLASS XII
HISTORY - CODE 027
Time Allowed: 2 Hours Maximum Marks: 40
----------------------------------------------------------------------------------------------------------------
S.NO
SECTION A
Short Answer Type Questions
3X4=
12M
1. Role of Dr BR Ambedkar in the Constituent Assembly of
India.
(i) He served as Chairman of the Drafting Committee of the
Constitution.
(ii) He plead for the abolition of untouchability
(iii) He wanted “a strong and united Centre’
(iv) He asked for equal rights.
(v) He was in favour of Parliamentary Democracy
(vi) Any other relevant point
(Any three points ) PG-243
3
2. Critically analyse the Fifth Report of 1813.
(i) It was the fifth series of report on the administration and
activities of the East India Company in India.
(ii) . It ran into1002 pages of which over 800 pages were
appendices that reproduced petitions of zamindars and
riots, reports of collectors and districts.
(iii) It contained information on company’s misrule and
maladministration.
(iv) Many British traders wanted a share in Company’s trade
in India and emphasised for openness for British
manufactures in India
(v) Any other relevant point
(Any three points.
PG-265
OR
Policies adopted by the British towards Paharias during
18th century.
(i) British adopted policy of extermination.
(ii) British proposed policy of pacification with Paharia chiefs
to ensure proper conduct.
3
3
Page 2
Page 1 of 7
MARKING SCHEME 2021-22
TERM II-CLASS XII
HISTORY - CODE 027
Time Allowed: 2 Hours Maximum Marks: 40
----------------------------------------------------------------------------------------------------------------
S.NO
SECTION A
Short Answer Type Questions
3X4=
12M
1. Role of Dr BR Ambedkar in the Constituent Assembly of
India.
(i) He served as Chairman of the Drafting Committee of the
Constitution.
(ii) He plead for the abolition of untouchability
(iii) He wanted “a strong and united Centre’
(iv) He asked for equal rights.
(v) He was in favour of Parliamentary Democracy
(vi) Any other relevant point
(Any three points ) PG-243
3
2. Critically analyse the Fifth Report of 1813.
(i) It was the fifth series of report on the administration and
activities of the East India Company in India.
(ii) . It ran into1002 pages of which over 800 pages were
appendices that reproduced petitions of zamindars and
riots, reports of collectors and districts.
(iii) It contained information on company’s misrule and
maladministration.
(iv) Many British traders wanted a share in Company’s trade
in India and emphasised for openness for British
manufactures in India
(v) Any other relevant point
(Any three points.
PG-265
OR
Policies adopted by the British towards Paharias during
18th century.
(i) British adopted policy of extermination.
(ii) British proposed policy of pacification with Paharia chiefs
to ensure proper conduct.
3
3
Page 2 of 7
(iii) Paharia went into mountains and deep forests and
continued their war against outsiders
(iv) Many Paharia chiefs who accepted allowances came to
be perceived as subordinate employees or stipendiary
chiefs so they lost their authority within the community.
(v) Any other relevant point
(Any three points ) PG-270
3. Rumours and Prophecies in the Revolt of 1857.
(i) There was a rumour that the new cartridges were
greased with the fat of cows and pigs which would
pollute their castes and religion.
(ii) The rumours about the British trying to destroy the
religion of Indians by mixing the bone dust of cows and
pigs into the flour
(iii) There was fear and suspicion that the British wanted
to convert Indians to Christianity.
(iv) There were rumours that British had mixed the bone
dust of cows and pigs into the flour that was sold in the
market.
(v) Prophecy: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
23 June, 1857.
(vi) Any other relevant point
(Any three points ) PG-294
3
4. Months after Independence as being Gandhiji's "finest
hours
(i) He plead for cooperation and communal harmony.
(ii) He urged that the two parts respect and befriend one
another
(iii) He tried to build a spirit of mutual trust and confidence
between the communities.
(iv) He was worried for the displaced people in India and
Pakistan.
(v) Any other relevant point
(Any three points ) PG-320
3
Page 3
Page 1 of 7
MARKING SCHEME 2021-22
TERM II-CLASS XII
HISTORY - CODE 027
Time Allowed: 2 Hours Maximum Marks: 40
----------------------------------------------------------------------------------------------------------------
S.NO
SECTION A
Short Answer Type Questions
3X4=
12M
1. Role of Dr BR Ambedkar in the Constituent Assembly of
India.
(i) He served as Chairman of the Drafting Committee of the
Constitution.
(ii) He plead for the abolition of untouchability
(iii) He wanted “a strong and united Centre’
(iv) He asked for equal rights.
(v) He was in favour of Parliamentary Democracy
(vi) Any other relevant point
(Any three points ) PG-243
3
2. Critically analyse the Fifth Report of 1813.
(i) It was the fifth series of report on the administration and
activities of the East India Company in India.
(ii) . It ran into1002 pages of which over 800 pages were
appendices that reproduced petitions of zamindars and
riots, reports of collectors and districts.
(iii) It contained information on company’s misrule and
maladministration.
(iv) Many British traders wanted a share in Company’s trade
in India and emphasised for openness for British
manufactures in India
(v) Any other relevant point
(Any three points.
PG-265
OR
Policies adopted by the British towards Paharias during
18th century.
(i) British adopted policy of extermination.
(ii) British proposed policy of pacification with Paharia chiefs
to ensure proper conduct.
3
3
Page 2 of 7
(iii) Paharia went into mountains and deep forests and
continued their war against outsiders
(iv) Many Paharia chiefs who accepted allowances came to
be perceived as subordinate employees or stipendiary
chiefs so they lost their authority within the community.
(v) Any other relevant point
(Any three points ) PG-270
3. Rumours and Prophecies in the Revolt of 1857.
(i) There was a rumour that the new cartridges were
greased with the fat of cows and pigs which would
pollute their castes and religion.
(ii) The rumours about the British trying to destroy the
religion of Indians by mixing the bone dust of cows and
pigs into the flour
(iii) There was fear and suspicion that the British wanted
to convert Indians to Christianity.
(iv) There were rumours that British had mixed the bone
dust of cows and pigs into the flour that was sold in the
market.
(v) Prophecy: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
23 June, 1857.
(vi) Any other relevant point
(Any three points ) PG-294
3
4. Months after Independence as being Gandhiji's "finest
hours
(i) He plead for cooperation and communal harmony.
(ii) He urged that the two parts respect and befriend one
another
(iii) He tried to build a spirit of mutual trust and confidence
between the communities.
(iv) He was worried for the displaced people in India and
Pakistan.
(v) Any other relevant point
(Any three points ) PG-320
3
Page 3 of 7
SECTION B
__Long Answer Type Questions
6X3=18
5. Role of prominent leaders of the Revolt of 1857.
(i) In Kanpur, Nana Sahib, the successor of Peshwa Baji
Rao II became the leader of the revolt.
(ii) In Jhansi, Rani Lakshmi Bai assumed the leadership of
the uprising.
(iii) In Arrah in Bihar, Kunwar Singh, a local zamindar
became leader under popular pressure
(iv) In Lucknow, BIrjis Qadr, the young son of nawab Wajid
Ali Shah became the leader of the revolt against the
annexation of the state
(v) Gonoo, a tribal cultivator of Singhbhum in Chotanagpur,
became a rebel leader of the Kol tribals of the region .
(vi) Shah Mal organized the villagers of pargana Barout
(vii) Any other relevant point
(Any six points) PG245
6
6.
Quit India movement
(i) Activists organised strikes and protests
(ii) Students left their colleges to go to jail.
(iii) Socialist resisted for the cause
(iv) Women across the country participated
(v) Thousands of Indians joined the mass movement
(vi) Strikes, boycott and picketing
(vii) Attacks on government buildings or any other visible
symbol of colonial authority.
(viii) Any other relevant point
(To be evaluated as a whole.) PG365
OR
Salt Satyagraha
i. Gandhiji announced a march to break the Salt Law
ii. Salt law gave the state a monopoly in the manufacture and
sale of salt.
iii. 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.
iv. Gandhiji hoped to mobilize a wider discontent against British
rule and started Dandi March. Once he reached Dandi he broke
the salt law.
v. Parallel Salt Marches were organized in other parts of the
country.
6
6
Page 4
Page 1 of 7
MARKING SCHEME 2021-22
TERM II-CLASS XII
HISTORY - CODE 027
Time Allowed: 2 Hours Maximum Marks: 40
----------------------------------------------------------------------------------------------------------------
S.NO
SECTION A
Short Answer Type Questions
3X4=
12M
1. Role of Dr BR Ambedkar in the Constituent Assembly of
India.
(i) He served as Chairman of the Drafting Committee of the
Constitution.
(ii) He plead for the abolition of untouchability
(iii) He wanted “a strong and united Centre’
(iv) He asked for equal rights.
(v) He was in favour of Parliamentary Democracy
(vi) Any other relevant point
(Any three points ) PG-243
3
2. Critically analyse the Fifth Report of 1813.
(i) It was the fifth series of report on the administration and
activities of the East India Company in India.
(ii) . It ran into1002 pages of which over 800 pages were
appendices that reproduced petitions of zamindars and
riots, reports of collectors and districts.
(iii) It contained information on company’s misrule and
maladministration.
(iv) Many British traders wanted a share in Company’s trade
in India and emphasised for openness for British
manufactures in India
(v) Any other relevant point
(Any three points.
PG-265
OR
Policies adopted by the British towards Paharias during
18th century.
(i) British adopted policy of extermination.
(ii) British proposed policy of pacification with Paharia chiefs
to ensure proper conduct.
3
3
Page 2 of 7
(iii) Paharia went into mountains and deep forests and
continued their war against outsiders
(iv) Many Paharia chiefs who accepted allowances came to
be perceived as subordinate employees or stipendiary
chiefs so they lost their authority within the community.
(v) Any other relevant point
(Any three points ) PG-270
3. Rumours and Prophecies in the Revolt of 1857.
(i) There was a rumour that the new cartridges were
greased with the fat of cows and pigs which would
pollute their castes and religion.
(ii) The rumours about the British trying to destroy the
religion of Indians by mixing the bone dust of cows and
pigs into the flour
(iii) There was fear and suspicion that the British wanted
to convert Indians to Christianity.
(iv) There were rumours that British had mixed the bone
dust of cows and pigs into the flour that was sold in the
market.
(v) Prophecy: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
23 June, 1857.
(vi) Any other relevant point
(Any three points ) PG-294
3
4. Months after Independence as being Gandhiji's "finest
hours
(i) He plead for cooperation and communal harmony.
(ii) He urged that the two parts respect and befriend one
another
(iii) He tried to build a spirit of mutual trust and confidence
between the communities.
(iv) He was worried for the displaced people in India and
Pakistan.
(v) Any other relevant point
(Any three points ) PG-320
3
Page 3 of 7
SECTION B
__Long Answer Type Questions
6X3=18
5. Role of prominent leaders of the Revolt of 1857.
(i) In Kanpur, Nana Sahib, the successor of Peshwa Baji
Rao II became the leader of the revolt.
(ii) In Jhansi, Rani Lakshmi Bai assumed the leadership of
the uprising.
(iii) In Arrah in Bihar, Kunwar Singh, a local zamindar
became leader under popular pressure
(iv) In Lucknow, BIrjis Qadr, the young son of nawab Wajid
Ali Shah became the leader of the revolt against the
annexation of the state
(v) Gonoo, a tribal cultivator of Singhbhum in Chotanagpur,
became a rebel leader of the Kol tribals of the region .
(vi) Shah Mal organized the villagers of pargana Barout
(vii) Any other relevant point
(Any six points) PG245
6
6.
Quit India movement
(i) Activists organised strikes and protests
(ii) Students left their colleges to go to jail.
(iii) Socialist resisted for the cause
(iv) Women across the country participated
(v) Thousands of Indians joined the mass movement
(vi) Strikes, boycott and picketing
(vii) Attacks on government buildings or any other visible
symbol of colonial authority.
(viii) Any other relevant point
(To be evaluated as a whole.) PG365
OR
Salt Satyagraha
i. Gandhiji announced a march to break the Salt Law
ii. Salt law gave the state a monopoly in the manufacture and
sale of salt.
iii. 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.
iv. Gandhiji hoped to mobilize a wider discontent against British
rule and started Dandi March. Once he reached Dandi he broke
the salt law.
v. Parallel Salt Marches were organized in other parts of the
country.
6
6
Page 4 of 7
vi. Peasants breached the colonial forest laws which restricted
their access to forests.
vii. Factory owners went on strike.
viii. Lawyers boycotted British courts.
ix. Students refused to attend educational Institutions and
schools run by government.
x. Indians were arrested.
xi. Gandhiji made a plea to the upper caste to serve
untouchables.
xii. Hindus, Muslims, Parsees and Sikhs were told to unite.
xiii. Thousands of Volunteers joined for the cause.
xiv. Many officials resigned from their posts.
xv. Gandhiji’s meetings were attended by all sections of people.
xvi. Women participated in large number.
xvii. Dandi March brought Gandhi to world attention. The March
was covered by European and American press.
xviii. Salt march made British realized that they would have to
devolve some powers to Indians.
xix. Any other relevant point
To be evaluated as a whole. PG-360
7. Sulh- I -kul policy of Akbar
(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) He ensured that justice and peace.
(iii) The nobility was comprised of Iranis, Turanis,
Afghans,Rajputs, Deccanis, etc who were given
positions and awards based on merit and services.
(iv) . Akbar abolished the tax on pilgrimage /Jjizya
(v) He gave grants to support and maintain religious
buildings
(vi) He celebrated festivals like Id, Shab-i-barat and Holi
(vii) He invited Jesuit mission for religious discussions.
(viii)Any other relevant point (Any six points) PG-233
OR
‘The officer cops of the Mughals
(i) The Mughal nobility was comprised of Iranis, Turanis,
Afghans,Rajputs, Deccanis, etc
(ii) The Mughal nobility were the main pillars of Mughal state
6H
6H
Page 5
Page 1 of 7
MARKING SCHEME 2021-22
TERM II-CLASS XII
HISTORY - CODE 027
Time Allowed: 2 Hours Maximum Marks: 40
----------------------------------------------------------------------------------------------------------------
S.NO
SECTION A
Short Answer Type Questions
3X4=
12M
1. Role of Dr BR Ambedkar in the Constituent Assembly of
India.
(i) He served as Chairman of the Drafting Committee of the
Constitution.
(ii) He plead for the abolition of untouchability
(iii) He wanted “a strong and united Centre’
(iv) He asked for equal rights.
(v) He was in favour of Parliamentary Democracy
(vi) Any other relevant point
(Any three points ) PG-243
3
2. Critically analyse the Fifth Report of 1813.
(i) It was the fifth series of report on the administration and
activities of the East India Company in India.
(ii) . It ran into1002 pages of which over 800 pages were
appendices that reproduced petitions of zamindars and
riots, reports of collectors and districts.
(iii) It contained information on company’s misrule and
maladministration.
(iv) Many British traders wanted a share in Company’s trade
in India and emphasised for openness for British
manufactures in India
(v) Any other relevant point
(Any three points.
PG-265
OR
Policies adopted by the British towards Paharias during
18th century.
(i) British adopted policy of extermination.
(ii) British proposed policy of pacification with Paharia chiefs
to ensure proper conduct.
3
3
Page 2 of 7
(iii) Paharia went into mountains and deep forests and
continued their war against outsiders
(iv) Many Paharia chiefs who accepted allowances came to
be perceived as subordinate employees or stipendiary
chiefs so they lost their authority within the community.
(v) Any other relevant point
(Any three points ) PG-270
3. Rumours and Prophecies in the Revolt of 1857.
(i) There was a rumour that the new cartridges were
greased with the fat of cows and pigs which would
pollute their castes and religion.
(ii) The rumours about the British trying to destroy the
religion of Indians by mixing the bone dust of cows and
pigs into the flour
(iii) There was fear and suspicion that the British wanted
to convert Indians to Christianity.
(iv) There were rumours that British had mixed the bone
dust of cows and pigs into the flour that was sold in the
market.
(v) Prophecy: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
23 June, 1857.
(vi) Any other relevant point
(Any three points ) PG-294
3
4. Months after Independence as being Gandhiji's "finest
hours
(i) He plead for cooperation and communal harmony.
(ii) He urged that the two parts respect and befriend one
another
(iii) He tried to build a spirit of mutual trust and confidence
between the communities.
(iv) He was worried for the displaced people in India and
Pakistan.
(v) Any other relevant point
(Any three points ) PG-320
3
Page 3 of 7
SECTION B
__Long Answer Type Questions
6X3=18
5. Role of prominent leaders of the Revolt of 1857.
(i) In Kanpur, Nana Sahib, the successor of Peshwa Baji
Rao II became the leader of the revolt.
(ii) In Jhansi, Rani Lakshmi Bai assumed the leadership of
the uprising.
(iii) In Arrah in Bihar, Kunwar Singh, a local zamindar
became leader under popular pressure
(iv) In Lucknow, BIrjis Qadr, the young son of nawab Wajid
Ali Shah became the leader of the revolt against the
annexation of the state
(v) Gonoo, a tribal cultivator of Singhbhum in Chotanagpur,
became a rebel leader of the Kol tribals of the region .
(vi) Shah Mal organized the villagers of pargana Barout
(vii) Any other relevant point
(Any six points) PG245
6
6.
Quit India movement
(i) Activists organised strikes and protests
(ii) Students left their colleges to go to jail.
(iii) Socialist resisted for the cause
(iv) Women across the country participated
(v) Thousands of Indians joined the mass movement
(vi) Strikes, boycott and picketing
(vii) Attacks on government buildings or any other visible
symbol of colonial authority.
(viii) Any other relevant point
(To be evaluated as a whole.) PG365
OR
Salt Satyagraha
i. Gandhiji announced a march to break the Salt Law
ii. Salt law gave the state a monopoly in the manufacture and
sale of salt.
iii. 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.
iv. Gandhiji hoped to mobilize a wider discontent against British
rule and started Dandi March. Once he reached Dandi he broke
the salt law.
v. Parallel Salt Marches were organized in other parts of the
country.
6
6
Page 4 of 7
vi. Peasants breached the colonial forest laws which restricted
their access to forests.
vii. Factory owners went on strike.
viii. Lawyers boycotted British courts.
ix. Students refused to attend educational Institutions and
schools run by government.
x. Indians were arrested.
xi. Gandhiji made a plea to the upper caste to serve
untouchables.
xii. Hindus, Muslims, Parsees and Sikhs were told to unite.
xiii. Thousands of Volunteers joined for the cause.
xiv. Many officials resigned from their posts.
xv. Gandhiji’s meetings were attended by all sections of people.
xvi. Women participated in large number.
xvii. Dandi March brought Gandhi to world attention. The March
was covered by European and American press.
xviii. Salt march made British realized that they would have to
devolve some powers to Indians.
xix. Any other relevant point
To be evaluated as a whole. PG-360
7. Sulh- I -kul policy of Akbar
(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) He ensured that justice and peace.
(iii) The nobility was comprised of Iranis, Turanis,
Afghans,Rajputs, Deccanis, etc who were given
positions and awards based on merit and services.
(iv) . Akbar abolished the tax on pilgrimage /Jjizya
(v) He gave grants to support and maintain religious
buildings
(vi) He celebrated festivals like Id, Shab-i-barat and Holi
(vii) He invited Jesuit mission for religious discussions.
(viii)Any other relevant point (Any six points) PG-233
OR
‘The officer cops of the Mughals
(i) The Mughal nobility was comprised of Iranis, Turanis,
Afghans,Rajputs, Deccanis, etc
(ii) The Mughal nobility were the main pillars of Mughal state
6H
6H
Page 5 of 7
(iii) The Mughal nobility was chosen from different groups, both
religiously and ethnicity to ensure a balance of power
between the various groups.
(iv) They were described as guldasta or a bouquet of flowers
in the official chronicles
(v) It signified their unity, held together by loyalty towards the
Mughal emperor.
(vi) All nobles were ranked or were allotted mansabs
comprising of zat and sawar
(vii) The nobles were also required to perform military service
for the emperor
(viii)Any other relevant point. (Any six points) PG-245
SECTION C
__Case Based Questions
4X2=8
8. Read the source given below and answer the questions that
follows.
The flight of the written word
In Abu’l Fazl’s words:
8.1 Why were words considered as the lamp of wisdom? (1)
(i) According to him the spirit for rational thinking comes
from the words.
8.2 How has Abul Fazal related words with knowledge? (1)
(i) Words have the power to shape and articulate ideas
which in turn helps in enhancing knowledge.
8.3 Difference between a ‘common viewer's observation’
and the ‘observation of a learned and deep person’? ( 2)
(i) Learned ones can put down their ideas in distinctive
forms
(ii) Learned ones observes things minutely and with vast
vision and can express the same with the power of words.
(iii) Any other relevant point
Any two points
Source from ‘The Kings And Chronicles’, Theme9, Pg-227
4H
1+1+2=4
9. Read the source given below and answer the questions that
follows.
“There cannot be any divided loyalty”
9.1How did G.B Pant try to mould citizens for making a
unified nation? (1)
4H
1+1+2=4
Read More
|
30 videos|225 docs|25 tests
|
Related Exams
About this Document
|
Nov 23, 2024 Last updated |
Document Description: CBSE Marking Scheme (2021-22) - Term 2 for Humanities/Arts 2024 is part of History Class 12 preparation.
The notes and questions for CBSE Marking Scheme (2021-22) - Term 2 have been prepared according to the Humanities/Arts exam syllabus. Information about CBSE Marking Scheme (2021-22) - Term 2 covers topics
like and CBSE Marking Scheme (2021-22) - Term 2 Example, for Humanities/Arts 2024 Exam. Find important definitions, questions, notes, meanings, examples, exercises and tests below for CBSE Marking Scheme (2021-22) - Term 2.
Introduction of CBSE Marking Scheme (2021-22) - Term 2 in English is available as part of our History Class 12
for Humanities/Arts & CBSE Marking Scheme (2021-22) - Term 2 in Hindi for History Class 12 course.
Download more important topics related with notes, lectures and mock test series for Humanities/Arts
Exam by signing up for free. Humanities/Arts: CBSE Marking Scheme (2021-22) - Term 2 | History Class 12 - Humanities/Arts
Description
Full syllabus notes, lecture & questions for CBSE Marking Scheme (2021-22) - Term 2 | History Class 12 - Humanities/Arts - Humanities/Arts | Plus excerises question with solution to help you revise complete syllabus for History Class 12 | Best notes, free PDF download
Information about CBSE Marking Scheme (2021-22) - Term 2
In this doc you can find the meaning of CBSE Marking Scheme (2021-22) - Term 2 defined & explained in the simplest way possible. Besides explaining types of
CBSE Marking Scheme (2021-22) - Term 2 theory, EduRev gives you an ample number of questions to practice CBSE Marking Scheme (2021-22) - Term 2 tests, examples and also practice Humanities/Arts
tests
|
Explore Courses for Humanities/Arts exam
|
|
Signup for Free!
Signup to see your scores go up within 7 days! Learn & Practice with 1000+ FREE Notes, Videos & Tests.
Related Searches
Free
,video lectures
,CBSE Marking Scheme (2021-22) - Term 2 | History Class 12 - Humanities/Arts
,Previous Year Questions with Solutions
,shortcuts and tricks
,mock tests for examination
,MCQs
,Summary
,Extra Questions
,Semester Notes
,Viva Questions
,past year papers
,CBSE Marking Scheme (2021-22) - Term 2 | History Class 12 - Humanities/Arts
,Important questions
,CBSE Marking Scheme (2021-22) - Term 2 | History Class 12 - Humanities/Arts
,Objective type Questions
,practice quizzes
,ppt
,study material
,Sample Paper
,Exam
;
Additional Information about CBSE Marking Scheme (2021-22) - Term 2 for Humanities/Arts Preparation
CBSE Marking Scheme (2021-22) - Term 2 Free PDF Download
The CBSE Marking Scheme (2021-22) - Term 2 is an invaluable resource that delves deep into the core of the Humanities/Arts exam.
These study notes are curated by experts and cover all the essential topics and concepts, making your preparation more efficient and effective.
With the help of these notes, you can grasp complex subjects quickly, revise important points easily,
and reinforce your understanding of key concepts. The study notes are presented in a concise and easy-to-understand manner,
allowing you to optimize your learning process. Whether you're looking for best-recommended books, sample papers, study material,
or toppers' notes, this PDF has got you covered. Download the CBSE Marking Scheme (2021-22) - Term 2 now and kickstart your journey towards success in the Humanities/Arts exam.
Importance of CBSE Marking Scheme (2021-22) - Term 2
The importance of CBSE Marking Scheme (2021-22) - Term 2 cannot be overstated, especially for Humanities/Arts aspirants.
This document holds the key to success in the Humanities/Arts exam.
It offers a detailed understanding of the concept, providing invaluable insights into the topic.
By knowing the concepts well in advance, students can plan their preparation effectively.
Utilize this indispensable guide for a well-rounded preparation and achieve your desired results.
CBSE Marking Scheme (2021-22) - Term 2 Notes
CBSE Marking Scheme (2021-22) - Term 2 Notes offer in-depth insights into the specific topic to help you master it with ease.
This comprehensive document covers all aspects related to CBSE Marking Scheme (2021-22) - Term 2.
It includes detailed information about the exam syllabus, recommended books, and study materials for a well-rounded preparation.
Practice papers and question papers enable you to assess your progress effectively.
Additionally, the paper analysis provides valuable tips for tackling the exam strategically.
Access to Toppers' notes gives you an edge in understanding complex concepts.
Whether you're a beginner or aiming for advanced proficiency, CBSE Marking Scheme (2021-22) - Term 2 Notes on EduRev are your ultimate resource for success.
CBSE Marking Scheme (2021-22) - Term 2 Humanities/Arts Questions
The "CBSE Marking Scheme (2021-22) - Term 2 Humanities/Arts Questions" guide is a valuable resource for all aspiring students preparing for the
Humanities/Arts exam. It focuses on providing a wide range of practice questions to help students gauge
their understanding of the exam topics. These questions cover the entire syllabus, ensuring comprehensive preparation.
The guide includes previous years' question papers for students to familiarize themselves with the exam's format and difficulty level.
Additionally, it offers subject-specific question banks, allowing students to focus on weak areas and improve their performance.
Study CBSE Marking Scheme (2021-22) - Term 2 on the App
Students of Humanities/Arts can study CBSE Marking Scheme (2021-22) - Term 2 alongwith tests & analysis from the EduRev app,
which will help them while preparing for their exam. Apart from the CBSE Marking Scheme (2021-22) - Term 2,
students can also utilize the EduRev App for other study materials such as previous year question papers, syllabus, important questions, etc.
The EduRev App will make your learning easier as you can access it from anywhere you want.
The content of CBSE Marking Scheme (2021-22) - Term 2 is prepared as per the latest Humanities/Arts syllabus.
|
© EduRev
|
Education Revolution
|
Follow Us
|
Signup to see your scores
go up within 7 days!
Access 1000+ FREE Docs, Videos and Tests
Takes less than 10 seconds to signup