Class 12 History: CBSE Sample Question Papers- Term II (2021-22)- 2 | CBSE Sample Papers for Class 12 Humanities - Humanities/Arts PDF Download

Class XlI
Time: 120 Minutes
Max. 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 each. Answer to each 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.

Q.1. Describe the role of Dr. B.R. Ambedkar in the Constituent Assembly of India.

Role of Dr. B.R. 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

Q.2. What was the problem India faced after the Independence besides the partition? 

The problem faced by the new nation after independence was that of the princely states. During the period of the British Raj, approximately one-third of the area of the subcontinent was under the control of nawabs and maharajas who owed allegiance to the British Crown, but were otherwise left mostly free to rule – or misrule – their territory as they wished. When the British left India, the constitutional status of these princes remained ambiguous. As one contemporary observer remarked, some maharajas now began “to luxuriate in wild dreams of independent power in an India of many partitions”.

In the Constituent Assembly, the members had to balance between conflicting interests. Explain.

Since members of the Constituent Assembly came from different communities having a variant socioeconomic background, they had different political opinions. Often, they had conflicting views. Thus, the Constituent Assembly had to manage between these conflicting opinions and interests.
Many members of the Constituent Assembly demanded that abattoirs should be closed and cowslaughter made a criminal offence.
Some people wanted Hindi as a national language and many others opposed it vehemently.

Q.3. 'Rumours and Prophecies played a part in moving people to action’. Explain the statement in the context of the Revolt of 1857.

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 the British rule would come to an end on the centenary of the Battle of Plassey, on 23 June, 1857.
(vi) Any other relevant point

Q.4. Critically examine Lord Dalhousie’s policy of annexation in Awadh.

The Revolt of 1857 was well planned and well-coordinated. In spite of the Nawabs of Awadh being loyal to the British, it did not stop Lord Dalhousie’s plan to annex Awadh. It was done in stages and it was needed because the soil was good for the cultivation of cotton and indigo. On 13^th February 1856, Awadh was annexed to the British Empire on the grounds of maladministration. Nawab Wajid Ali Shah was sent to Calcutta with an annual pension. The British Government wrongly assumed that Nawab Wajid Ali Shah was an unpopular ruler. On the contrary, he was widely loved. With the dissolution of the royal administration, large number of officials, Taluqdars and courtiers, cooks, dancers, musicians, and poets, all lost their livelihoods. So, the social order was completely broken down.

Q.5. Describe the role of any six prominent leaders of northern India who fought against the British in the Revolt of 1857.

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

Q.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.

Quit India movement
(i) Activists organised strikes and protests
(ii) Students left their colleges to go to jail.
(iii) Socialists 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.

‘Gandhiji had mobilized a wider discontentment against the British rule in the Salt Satyagraha.’ Elucidate the statement with suitable examples

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.
(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 numbers.
(xvii) Dandi March brought Gandhi to the 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.

Q.7. Examine any four major issues that went into the making of the Indian Constitution.

The making of the Indian Constitution was greatly influenced by many subjects or issues. These issues were such without which the establishment of real democracy was not possible. Out of these important issues, the main was as follows:
(i) Political equality and socio-economic justice: The right to Universal Adult Franchise was the symbol of political equality. However, this political equality was incomplete without social and economic justice. So, it was essential to abolish social and economic discrimination.
(ii) Issues concerning the Dalits and the untouchables: It was essential to give special patronage for the upliftment of the Dalits and the Untouchables. The same was needed for the scheduled tribes.
(iii) Centralised federation: A federal government with a strong centre was set up to maintain the unity and integrity of the nation. This federation was a symbol of unity amidst diversity.
(iv) Separate electorate: The Dalits and minority communities were demanding a separate electorate so that they may be able to get their representatives elected in the legislature. But it could endanger one’s loyalty towards the state. So, this view was rejected removed.

Why was the plea to make Hindi the language of constitution-making a cause of agitation in the Constituent Assembly?

In one of the earliest sessions of the Constituent Assembly, R. V. Dhulekar, a Congressman from the United Provinces, made an aggressive plea that Hindi be used as the language of constitution-making. When told that not everyone in the Assembly knew the language, Dhulekar retorted: “People who are present in this House to fashion a constitution for India and do not know Hindustani is not worthy to be members of this Assembly. They better leave.” As the House broke up in commotion over these remarks, Dhulekar proceeded with his speech in Hindi. On this occasion peace in the House was restored through Jawaharlal Nehru’s intervention, but the language issue continued to disrupt proceedings and agitate members over the subsequent three years. Almost three years later, on 12 September 1947, Dhulekar’s speech on the language of the nation once again sparked off a huge storm. By now the Language Committee of the Constituent Assembly had produced its report and had thought of a compromise formula to resolve the deadlock between those who advocated Hindi as the national language and those who opposed it. It was decided, but not yet formally declared, that Hindi in the Devanagari script would be the official language, but the transition to Hindi would be gradual. For the first fifteen years, English would continue to be used for all official purposes. Each province was to be allowed to choose one of the regional languages for official work within the province. By referring to Hindi as the official rather than the national language, the Language Committee of the Constituent Assembly hoped to placate ruffled emotions and arrive at a solution that would be acceptable to all. Dhulekar did not like such an attitude of reconciliation. He wanted Hindi to be declared not an Official Language, but a National Language.

Q.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. 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 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?

According to him the spirit for rational thinking comes from the words.

(ii) How has Abu'l Fazl related words with knowledge?

Words have the power to shape and articulate ideas which in turn helps in enhancing knowledge.

(iii) How did Abu'l Fazl refer difference between a ‘common viewer's observation’ and the ‘observation of a learned person?

(i) Learned ones can put down their ideas in distinctive forms
(ii) Learned ones observe things minutely and with vast vision and can express the same with the power of words.
(iii) Any other relevant point

Q.9. Read the source given below and answer the questions that follows.
Abu’l Fazl defined sovereignty as a social contract: the emperor protects the four essences of his subjects, namely, life (jaan), property (mal), honour (namus) and faith (din), and in return demands obedience and a share of resources. Only just sovereigns were thought to be able to honour the contract with power and Divine guidance. Many symbols were created for the visual representation of the idea of justice which came to stand for the highest virtue of the Mughal monarchy. One of the favourite symbols used by artists was the motif of the lion and the lamb (or goat) peacefully nestling next to each other. This was meant to signify a realm where both the strong and the weak could exist in harmony. Court scenes from the illustrated Badshah Nama place such motifs in a niche directly below the emperor’s throne.
(i) Why did Abu’l Fazl define sovereignty as a social contract?  

Abu’l Fazl defined sovereignty as a social contract: the emperor protects the four essences of his subjects, namely, life (jan), property (mal), honour (namus) and faith (din), and in return demands obedience and a share of resources. 

(ii) What was the highest virtue of monarchy in the Mughal? Why? 

Justice was regarded as the most important virtue of monarchy in the Mughal Empire.  Only just sovereigns were thought to be able to honour the contract with power and Divine guidance.

(iii) What was one of the favourite symbols used by artists? 

One of the favourite symbols used by artists was the motif of the lion and the lamb (or goat) peacefully nestling next to each other.

Q.10. On the given political outline map of India, locate and label ANY ONE of the following with appropriate symbol:
(a) 
(i) The place where Gandhiji withdrew Non-Cooperation Movement.

Chauri Chaura

(ii) The place where Gandhiji started satyagraha for the indigo planters.
Champaran

(b) 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.

(A) Jhansi