Series Q5QPS/5 Set – 2

Q.P. Code 61/5/2

Roll No.
 -   - 
-    
Candidates must write the Q.P. Code
on the title page of the answer-book.

=       -    32 ( )  

=       -  34   
= -        -    -  -   
=
=  -     15        -     10.15
    10.15   10.30     -      
  -      
= Please check that this question paper contains 32 printed pages (Including
Map).
= Please check that this question paper contains 34 questions.
= Q.P. Code given on the right hand side of the question paper should be
written on the title page of the answer-book by the candidate.
= Please write down the serial number of the question in the answer-book
before attempting it.
= 15 minute time has been allotted to read this question paper. The question
paper will be distributed at 10.15 a.m. From 10.15 a.m. to 10.30 a.m., the
candidates will read the question paper only and will not write any answer
on the answer-book during this period.

HISTORY

{ZYm©[aV g‘¶ : 3 KÊQo A{YH V‘ A§H : 80

Time allowed : 3 hours Maximum Marks : 80

61/5/2/22/Q5QPS 209 B Page 1 of 17 P.T.O.

 ENGLISH VERSION

General Instructions :
Read the following instructions carefully and follow them :
(i) This question paper contains 34 questions. All questions are compulsory.
(ii) Question paper is divided into five Sections – Section A, B, C, D and E.
(iii) Section A – question number 1 to 21 are Multiple Choice type Questions.
Each question carries 1 mark.
(iv) Section B – question number 22 to 27 are Short Answer type questions.
Each question carries 3 marks. Write answer to each question in 60 to 80
words.
(v) Section C – question number 28 to 30 are Long Answer (LA) type
Questions. Each question carries 8 marks. Write answer to each question
in 300 to 350 words.
(vi) Section D – question number 31 to 33 are Source Based Questions
having three sub questions. Each question carries 4 marks.
(vii) Section E – question number 34 is Map Based Question that includes
the identification and location of significant test items. This question
carries 5 marks. Attach the Map with the answer-book.
(viii) There is no overall choice. However, an internal choice has been provided
in section B, C and D of question paper. A candidate has to write answer
for only one of the alternatives in such questions.

(ix) In addition to this, NOTE that a separate question has been provided for
Visually Impaired Candidates in lieu of questions having visual inputs,
Map etc. Such questions are to be attempted by Visually Impaired
Candidates only.

61/5/2/22/Q5QPS Page 2 of 17
 SECTION – A
(MCQs) 21 1 = 21

1. Identify the following picture from the given options : 1

(A) Sultan Jahan Begum (B) Shahjahan Begum

(C) Jahanara Begum (D) Ruksar Begum

Note : The following question is in lieu of Question No. 1 for

Visually Impaired Candidates only.

In which of the following states Sanchi Stups is located ? 1

(A) Uttar Pradesh (B) Madhya Pradesh

(C) Arunachal Pradesh (D) Andhra Pradesh

2. Which one of the following is not a true statement regarding Harappan

Script ? 1

(A) This script remains undeciphered till date.

(B) This script was written from left to right.

(C) It was not alphabetic.

(D) It has too many signs between 375 and 400.

61/5/2/22/Q5QPS Page 3 of 17 P.T.O.

3. Who among the following was an ex-army official and worked as Director
General of Archaeological Survey of India (ASI) ? 1
(A) John Marshal (B) Alexander Cunningham
(C) R.D. Bannerjee (D) R.E.M. Wheeler

4. Which one of the following is the correct statement regarding Harappan Culture ? 1
(A) Most of the Harappan sites were located in semi-arid lands.
(B) Irrigation was probably not required for agriculture at the Harappan
sites.
(C) No trace of canals have been found at the Harappan sites.
(D) The Iron tipped Ploughshare was used at the Harappan sites.

5. Write the appropriate option from the given in four answer sheet.
The practice of ____________ means a man having several wives. 1
(A) Exogamy (B) Endogamy
(C) Polygyny (D) Polyandry

6. Identify the medieval globe-trotter with the help of the following

information : 1

l Before he set-off for India he made pilgrimage trips to

Mecca before 1332-33 C.E.

l The Delhi Sultan Muhammad Bin Tughlaq made him

Qazi or the judge of Delhi.

Options :

(A) Abd-al-Razzak (B) Al-Biruni

(C) Ibn Batuta (D) Seydi Ali Reis

61/5/2/22/Q5QPS Page 4 of 17
7. Arrange the following in chronological order and choose the correct option

from the following : 1

I. Rule of Ashoka

II. Invasion of Alexander

III. Rule of Gupta dynasty

IV. Rise of Chalukyas in Karnataka

Options :

(A) I, III, II and IV

(B) IV, II, I and III

(C) II, I, III and IV

(D) III, IV, II and I

8. Given below are two statements marked as Assertion (A) and Reason (R).
Read them carefully and choose the correct option from the given options. 1

Assertion (A) : In the Eighth Century, the Kailashnath Temple was

carved out of mountain.

Reason (R) : King Ashoka had given the directive to create artificial
caves by cutting into the mountains to resemble temples.

Options :

(A) Both (A) and (R) are true and (R) is the correct explanation of (A).

(B) Both (A) and (R) are true, but (R) is not the correct explanation of (A).

(C) (A) is true, but (R) is untrue.

(D) (A) is untrue, but (R) is true.

61/5/2/22/Q5QPS Page 5 of 17 P.T.O.

9. Who among the following Sikh Gurus compiled ‘Adi Granth Sahib’ ? 1

(A) Guru Nanak Dev ji

(B) Guru Arjun Dev ji

(C) Guru Hargobind Sahib ji

(D) Guru Gobind Singh ji

10. Identify the primary purpose of Britishers to implement Permanent

Settlement in Bengal. Choose the best suitable option from the following : 1

(A) To empower peasants of the region.

(B) To abolish land ownership in the region.

(C) To increase agricultural productivity of Jotedars.

(D) To provide financial stability to British govt.

11. Identify the forest tribe during sixteenth and seventeenth century with
the help of following information : 1

l In Assam these Tribal Chiefs became kings.

l They rendered military service in exchange of land.

l They declared their monopoly on catching wild elephants

(A) Lohani tribe

(B) Santhal tribe

(C) Ahom tribe

(D) Munda tribe

61/5/2/22/Q5QPS Page 6 of 17
12. Match column-I with column-II and choose the correct option : 1

Column-I Column-II

Temple Region

I Brihadeswara A Vijayanagar

II Channekeshwar B Tanjavur

III Hazara Ram C Tamil Nadu

IV Chidambaram D Belur

Options :

I II III IV

(A) C B D A

(B) A C B B

(C) B D A C

(D) D A C B

13. Which one of the following description of Mughal rural society is correctly
matched ? 1

Rural - people Profession

(A) Raiyat Boatsman

(B) Mallah Banker

(C) Shroff Peasant

(D) Mansabdar Military-Bureaucrat

61/5/2/22/Q5QPS Page 7 of 17 P.T.O.

14. Read the following information carefully and choose the correct location
for this dargah from the given options. 1

l It is a dargah of Shaikh Salim Chisti.

l Akbar visited this dargah many a times.

Options :

(A) Ajmer (B) Delhi

(C) Agra (D) Fatehpur Sikri

15. Choose the correct option regarding Virashaiva tradition from the
following : 1

(A) This tradition emerged in Karnataka.

(B) They are the followers of Vishnu.

(C) They believed in the theory of rebirth.

(D) They practice funerary rites.

16. Who among the following was the leader of the revolt of 1857 from Bihar
region ? 1

(A) Shahmal (B) Kunwar Singh

(C) Gonoo (D) Nana Saheb

17. Which of the following movements was broadened by ‘Lal-Bal-Pal’ and

conveyed it as the all-India character of their struggle from 1905-1907 ? 1

(A) Gadar Movement

(B) Swadeshi Movement

(C) Satyagraha Movement

(D) Peasant Movement

61/5/2/22/Q5QPS Page 8 of 17
18. Identify the member of Constituent Assembly with the help of information
given below : 1

(i) He was a member of drafting committee of constitution.

(ii) He was a lawyer.
(iii) He gave crucial inputs in drafting of constitution.
(iv) He belonged to Madras (Chennai).

(A) B.N. Rau

(B) K.M. Munshi
(C) Alladi Krishnaswami Ayyar
(D) S.N. Mukherjee

19. At which of the following places the mutiny broke out on 10th day of May
1857 ? 1
(A) Barrakpore (B) Delhi
(C) Meerut Cantt (D) Lucknow

20. Who among the following moved the resolution in the Constituent
Assembly that the Indian National Flag be horizontal tricolour of saffron,
white and dark green in equal proportions with a wheel in navy blue in
the centre ? 1
(A) Vallabhbhai Patel (B) Rajendra Prasad
(C) B.R. Ambedkar (D) Jawaharlal Nehru

21. Who among the following described the following line for Kingdom of Awadh ?
“A cherry that will fall into our mouth one day.” 1
(A) Lord Cornwallis (B) Lord Wellesley
(C) Lord Dalhousie (D) Lord Canning

61/5/2/22/Q5QPS Page 9 of 17 P.T.O.

 SECTION – B
(Short Answer type Questions) 3 6 = 18

22. “The draft constitution provided for three lists of subjects on the issue of
federalism.” Explain the statement with examples. 3

23. Why do historians analyse familial values and kinship of Mahabharata ?

Explain. 3

24. “The most striking feature of early Bhakti traditions was the presence of
women.” Give examples to prove the statement. 3

25. Examine the various functions of the Panchayats during sixteenth and
seventeenth centuries. 3

26. (a) How did the rebel proclamations of 1857 appeal for unity ? Explain. 3

OR

(b) Explain the grievances of the Sepoys against British preceding the
uprising of 1857. 3

27. (a) Explain the strategies adopted by Harappans to procure raw

material for their craft production. 3

OR

(b) Explain how archaeologists have been able to reconstruct dietry

practices of the Harappans. 3

61/5/2/22/Q5QPS Page 10 of 17
 SECTION – C
(Long Answer type Questions) 8 3 = 24

28. (a) Explain the reasons behind Gandhiji’s decision to initiate the Salt

Satyagraha and why did this movement become a significant event ?

3+5=8

OR

(b) Explain why the ‘Quit India Movement’ was considered a mass

movement. 8

29. (a) Why was the Mahanavami dibba of Vijayanagara famous ? Explain. 8

OR

(b) Why was Vijayanagara city chosen to be the capital of Vijayanagara

empire ? Explain any five features of this city. 3+5=8

30. (a) “The sixth century BCE was a period of emergence of early states,

empires and diverse thoughts in the early Indian history.” Justify

the statement. 8

OR

(b) “Although inscriptions provide strong evidence for reconstructing

history yet there are few limitations to these evidences.” Justify the

statement. 8

61/5/2/22/Q5QPS Page 11 of 17 P.T.O.

 SECTION – D

(Source Based Questions) 4 3 = 12

31. Read the source given below and answer the questions that follow : 4

A language with an enormous range

Al-Biruni described Sanskrit as follows :

If you want to conquer this difficulty (i.e. to learn Sanskrit), you will not

find it easy, because the language is of an enormous range, both in words

and inflections, something like the Arabic, calling one and the same thing

by various names, both original and derivative, and using one and the

same word for a variety of subjects, which, in order to be properly

understood, must be distinguished from each other by various qualifying

epithets.

31.1 What motivated Al-Biruni to study Sanskrit ? 1

31.2 How did Al-Biruni’s observations about Sanskrit contribute to cross

cultural understanding ? 1

31.3 In what ways Al-Biruni compare Sanskrit to Arabic ? 2

61/5/2/22/Q5QPS Page 12 of 17
32. Read the following source carefully and answer the questions that follow : 4

Buddhism in practice

This is an excerpt from the Sutta Pitaka, and contains the advice

given by the Buddha to a wealthy householder named Sigala :

In five ways should a master look after his servants and employees....

by assigning them work according to their strength, by supplying them

with food and wages, by tending them in sickness; by sharing delicacies

with them and by granting leave at times...

In five ways should the clansmen look after the needs of samanas

(those who have renounced the world) and Brahmanas : by affection in act

and speech and mind, by keeping open house to them and supplying their

worldly needs.

There are similar instructions to Sigala about how to behave with his

parents, teacher and wife.

32.1 Explain the significance of Sutta Pitaka in Buddhism. 1

32.2 How did Buddha advise the wealthy householders to be humane and

ethical ? 1

32.3 What was the advice given by Buddha to Sigala on how to behave

with his parents and teachers. 2

61/5/2/22/Q5QPS Page 13 of 17 P.T.O.

33. Read the source given below and answer the questions that follow : 4
A ryot petition
This is an example of a petition from a ryot of the village of
Mirajgaon, Taluka Karjat, to the Collector, Ahmednagar, Deccan Riots
Commission :
The sowkars (sahukars).... have of late begun to oppress us. As we cannot
earn enough to defray our household expenses, we are actually forced to
beg of them to provide us with money, clothes and grain, which we obtain
from them not without great difficulty, nor without their compelling us to
enter into hard conditions in the bond. Moreover the necessary clothes
and grain are not sold to us at cash rates. The prices asked from us are
generally twenty-five or fifty per cent more than demanded from
customers making ready money payments... The produce of our fields is
also taken by the sowkars, who at the time of removing it assure us that it
will be credited to our account, but they do not actually make any mention
of it in the accounts. They also refuse to pass us any receipts for the
produce so removed by them.
33.1 In what ways the money-lenders oppressed the ryots ? 1
33.2 Why was the harvest taken away by the money-lenders ? 1
33.3 Explain any two features of the Ryotwari system. 2

SECTION - E
(Map Based Question) 5 1=5
34. 34.1 On the given political outline map of India, locate and label the
following with appropriate signs :
(i) Banawali - A matured Harappan Site 1
(ii) Bharhut - A Buddhist Site 1
(iii) (a) Agra – Territory under Mughal’s control 1
OR
(b) Delhi – Territory under Mughal’s control 1

34.2 On the same map two places have been marked as A and B, which
are the centres of Indian National Movement. Identify them and
write their correct names on the lines drawn near them. 2
61/5/2/22/Q5QPS Page 14 of 17
Note : The following questions are meant for Visually Impaired
Candidates in lieu of Q. 34.
34.1 Mention any two Harappan Site. 2
34.2 (a) Mention any one territory under Mughal’s control. 1
OR
(b) Mention the name of the Capital of Vijaynagar Empire. 1

34.3 Name any two centres of Indian National Movement. 2

____________

61/5/2/22/Q5QPS Page 15 of 17 P.T.O.

61/5/2/22/Q5QPS Page 16 of 17
61/5/2/22/Q5QPS 209 B Page 17 of 17 P.T.O.
 Series Q5QPS/5 Set – 2

Q.P. Code 61/5/2

Roll No.
 -   - 
-    
Candidates must write the Q.P. Code
on the title page of the answer-book.

=       -    32 ( )  

=       -  34   
= -        -    -  -   
=
=  -     15        -     10.15
    10.15   10.30     -      
  -      
= Please check that this question paper contains 32 printed pages (Including
Map).
= Please check that this question paper contains 34 questions.
= Q.P. Code given on the right hand side of the question paper should be
written on the title page of the answer-book by the candidate.
= Please write down the serial number of the question in the answer-book
before attempting it.
= 15 minute time has been allotted to read this question paper. The question
paper will be distributed at 10.15 a.m. From 10.15 a.m. to 10.30 a.m., the
candidates will read the question paper only and will not write any answer
on the answer-book during this period.

HISTORY

{ZYm©[aV g‘¶ : 3 KÊQo A{YH V‘ A§H : 80

Time allowed : 3 hours Maximum Marks : 80

61/5/2/22/Q5QPS 209 B Page 1 of 17 P.T.O.

 HINDI VERSION

(i)  -  34      

(ii) -     – , , ,  
(iii) :   1  21         1    
(iv) :   22  27 -        3    
    60  80    
(v) :   28  30 -            
   300  350    
(vi) :   31  33            
 
(vii) :   34       ,   
       5             
(viii)-         ,  ,       
                   
(ix)  ,             
                   

61/5/2/22/Q5QPS Page 2 of 17
 21 1 = 21

1.           : 1

(A)    (B)  

(C)   (D)  

: 1

          ? 1

(A)   (B)  

(C)   (D)  

2.               ? 1

(A)         

(B)          
(C)     
(D)     375  400    

61/5/2/22/Q5QPS Page 3 of 17 P.T.O.

3.       -       
 ? 1

(A)   (B)  

(C) ..  (D) ... 

4.              ? 1

(A)    -     

(B)              
(C)          
(D)             

5.             1

______            

(A)  (B) 
(C)  (D) 

6.       -    : 1

l 1332-33             

   

l   ,         

   

(A) -- (B) -

(C) - (D)   

61/5/2/22/Q5QPS Page 4 of 17
7.                
  : 1

I.   

II.   

III.    

IV.     

(A) I, III, II  IV

(B) IV, II, I  III

(C) II, I, III  IV

(D) III, IV, II  I

8.      ,  (A)   (R)       
         1

(A) :             

(R) :                
 

(A) (A)  (R)     (R), (A)      

(B) (A)  (R)   ,  (R), (A)       

(C) (A)  ,  (R)   

(D) (A)  ,  (R)   

61/5/2/22/Q5QPS Page 5 of 17 P.T.O.

9.         ‘  ’    ? 1

(A)    

(B)    
(C)    
(D)    

10.                
       : 1

(A)         

(B)   -      
(C)        
(D)          

11.              
  : 1

l           

l         
l             
(A)  
(B)  
(C)  
(D)  

61/5/2/22/Q5QPS Page 6 of 17
12. -I   -II         : 1

-I -II

I  A 

II  B 

III   C 

IV  D 

I II III IV

(A) C B D A

(B) A C B B

(C) B D A C

(D) D A C B

13.             ? 1

(A)  

(B)  

(C)  

(D)  -

61/5/2/22/Q5QPS Page 7 of 17 P.T.O.

14.               
  1

l        

l          

(A)  (B) 

(C)  (D)  

15.              : 1

(A)        

(B)      
(C)        
(D)        

16.        1857      ? 1

(A)  (B)  

(C)  (D)  

17.       ‘--’     1905-1907 
   ‘  ’      ? 1

(A)  

(B)  
(C)  
(D)  

61/5/2/22/Q5QPS Page 8 of 17
18.               : 1

(i)         

(ii)     
(iii)            
(iv)   ()     
(A) .. 
(B) .. 
(C)   
(D) .. 

19.       10 , 1857     ? 1

(A)  (B) 

(C)   (D) 

20.               , 
                   ? 1
(A)  
(B)  
(C) .. 
(D)  

21.                ? 1

“           ”

(A)   (B)  
(C)   (D)  
61/5/2/22/Q5QPS Page 9 of 17 P.T.O.
 –
3 6 = 18

22. “              ”    
    3

23.             ?    3

24. “           ”     
     3

25.               3

26. (a) 1857           ?    3

(b) 1857               3

27. (a)               
     3

(b)               ?
   3

61/5/2/22/Q5QPS Page 10 of 17
 –
8 3 = 24

28. (a)   ‘ ’             

       ? 3+5=8

(b) ‘  ’       ?    8

29. (a)        ?    8

(b)              ?   

       3+5=8

30. (a) “         ,   

      ”       8

(b) “               

    ”       8

61/5/2/22/Q5QPS Page 11 of 17 P.T.O.

 –

4 3 = 12

31.                 : 4

    -    :

    (   )           

    ,   ,            

      ,    ,          

    ,             

       

31.1 -             ? 1

31.2     -    -      ? 1

31.3 -          ? 2

61/5/2/22/Q5QPS Page 12 of 17
32.               : 4

                    :

            ....   

   ,     ,      ,  

    -    ...

        (      )   

  .... ,      ,       

  -      

  -,                

32.1            1

32.2              ? 1

32.3      -        ,   

   ? 2

61/5/2/22/Q5QPS Page 13 of 17 P.T.O.

33.                 : 4

                
, ,        :
                   
      ,    ,        
                     
                   
                  
25  50      .....         ;   
                    
                       
33.1          ? 1

33.2       ? 1

33.3           2

( ) 5 1=5

34. 34.1      -        
    :
(i)  -    1
(ii)  -   1
(iii) (a)  -     1

(b)  –     1

34.2     -     A  B      
               
     2

61/5/2/22/Q5QPS Page 14 of 17
 : 34

34.1         2

34.2 (a)           1

(b)         1

34.3            2

____________

61/5/2/22/Q5QPS Page 15 of 17 P.T.O.

61/5/2/22/Q5QPS Page 16 of 17
61/5/2/22/Q5QPS 209 B Page 17 of 17 P.T.O.
 Marking Scheme
Strictly Confidential
(For Internal and Restricted use only)
Senior School Certificate Examination, 2024
HISTORY (SUBJECT CODE 027) (PAPER CODE 61/5/1)

General Instructions:

1 You are aware that evaluation is the most important process in the actual and correct
assessment of the candidates. A small mistake in evaluation may lead to serious
problems which may affect the future of the candidates, education system and teaching
profession. To avoid mistakes, it is requested that before starting evaluation, you must
read and understand the spot evaluation guidelines carefully.

2 “Evaluation policy is a confidential policy as it is related to the confidentiality of the

examinations conducted, Evaluation done and several other aspects. Its‟ leakage to the
public in any manner could lead to derailment of the examination system and affect the
life and future of millions of candidates. Sharing this policy/ document to anyone,
publishing in any magazine and printing in News Paper/ Website etc may invite action
under various rules of the Board and IPC.”

3 Evaluation is to be done as per instructions provided in the Marking Scheme. It should

not be done according to one‟s own interpretation or any other consideration. Marking
Scheme should be strictly adhered to and religiously followed. However, while evaluating
answers which are based on latest information or knowledge and/or are innovative, they
may be assessed for their correctness otherwise and due marks be awarded to them. In
class-XII, while evaluating two competency-based questions, please try to understand
the given answer and even if the reply is not from the marking scheme but correct
competency is enumerated by the candidate, due marks should be awarded.

4 The Marking scheme carries only suggested value points for the answers These are in
the nature of Guidelines only and do not constitute the complete answer. The students
can have their own expression and if the expression is correct, the due marks should be
awarded accordingly.

5 The Head-Examiner must go through the first five answer books evaluated by each
evaluator on the first day, to ensure that evaluation has been carried out as per the
instructions given in the Marking Scheme. If there is any variation, the same should be
zero after deliberation and discussion. The remaining answer books meant for evaluation
shall be given only after ensuring that there is no significant variation in the marking of
individual evaluators.

6 Evaluators will mark (√) wherever the answer is correct. For wrong answer CROSS „x”
be marked. Evaluators will not put right (✓) while evaluating which gives an impression
that answer is correct and no marks are awarded. This is the most common mistake
which evaluators are committing.

7 If a question has parts, please award marks on the right-hand side for each part. Marks
awarded for different parts of the question should then be totalled up and written in the
left-hand margin and encircled. This may be followed strictly.

8 If a question does not have any parts, marks must be awarded in the left-hand margin
and encircled. This may also be followed strictly.

1|Page
9 If a student has attempted an extra question, the answer of the question deserving more
marks should be retained and the other answer scored out with a note “Extra Question”.

10 No marks to be deducted for the cumulative effect of an error. It should be penalised

only once.

11 A full scale of marks 80 (example 0 to 80/70/60/50/40/30 marks as given in Question

Paper) has to be used. Please do not hesitate to award full marks if the answer deserves
it.

12 Every examiner has to necessarily do evaluation work for full working hours i.e., 8 hours
every day and evaluate 20 answer books per day in main subjects and 25 answer books
per day in other subjects (Details are given in Spot Guidelines).

13 Ensure that you do not make the following common types of errors committed by the
Examiner in the past:-
● Leaving the answer or part thereof un-assessed in an answer book.
● Giving more marks for an answer than assigned to it.
● Wrong totalling of marks awarded on an answer.
● Wrong transfer of marks from the inside pages of the answer book to the title page.
● Wrong question wise totalling on the title page.
● Wrong totalling of marks of the two columns on the title page.
● Wrong grand total.
● Marks in words and figures not tallying/not same.
● Wrong transfer of marks from the answer book to online award list.
● Answers marked as correct, but marks not awarded. (Ensure that the right tick mark is
correctly and clearly indicated. It should merely be a line. Same is with the x for incorrect
answers.)
● Half or a part of the answer marked correct and the rest as wrong, but no marks
awarded.

14 While evaluating the answer books, if the answer is found to be totally incorrect, it should
be marked as cross (x) and awarded zero (0)Marks.

15 Any un-assessed portion, non-carrying over of marks to the title page, or totalling error
detected by the candidate shall damage the prestige of all the personnel engaged in the
evaluation work as also of the Board. Hence, in order to uphold the prestige of all
concerned, it is again reiterated that the instructions be followed meticulously and
judiciously

16 The Examiners should acquaint themselves with the guidelines given in the “Guidelines
for spot Evaluation” before starting the actual evaluation.

17 Every Examiner shall also ensure that all the answers are evaluated, marks carried over
to the title page, correctly totalled and written in figures and words.

18 The candidates are entitled to obtain a photocopy of the Answer Book on request on
payment of the prescribed processing fee. All Examiners/Additional Head
Examiners/Head Examiners are once again reminded that they must ensure that
evaluation is carried out strictly as per value points for each answer as given in the
Marking Scheme.

2|Page
 SET - 61/5/1
MARKING SCHEME 2024
HISTORY (027) MM: 80
_________________________________________________________________________

[Link] Value Points Pg No. Marks

SECTION A
(Multiple Choice Type Questions) 21x1=21

1 A- Most of the Harappan sites were located in semi-arid lands Pg 3 1

2 D - R.E.M. Wheeler Pg 21 1

3 B - This script was written from left to right Pg 15 1

4 B - Shahjahan Begum Pg 82 1

B - Madhya Pradesh (For visually challenged candidate only) Pg 83

5 C - Polygyny Pg 57 1

6 C - II, I, III, IV Pg 50 1

7 B - Both A and R are true, but (R) is not the explanation for (A) Pg 106- 1
107

8 C - Ibn Battuta Pg 118 1

9 B- Guru Arjun Dev ji Pg 163 1

10 A - This tradition emerged in Karnataka Pg 147 1

11 D - Fatehpur Sikri Pg 160 1

12 D - Mansabdar - Military-Bureaucrat Pg 214 1

13 C - B, D. A, C Pg 172 1

14 C - Ahom tribe Pg 210 1

15 D -To provide financial stability to the British govt. Pg 228- 1

229

16 B - Kunwar Singh Pg 262 1

17 C - Lord Dalhousie Pg 266 1

18 C- Meerut Cantt. Pg 258 1

19 D - Jawaharlal Nehru Pg 320 1

20 C Alladi Krishnaswami Ayyar Pg 320 1

21 B - Swadeshi Movement Pg 287 1

3|Page
 Section B
(Short-Answer Type Questions) 3x6=24

22 (a) Explain the strategies adopted by Harappans to procure raw Pg12-14 3

material for their craft production.

i. Many methods and strategies used to procure raw material.

ii. Clay was locally available.
iii. Stone, timber and metal was procured from outside.
iv. Transportation of goods and people by land routes, sea routes.
v. They established settlements (any one)
 Nageshwar and Balakot for shells.
 Shortughai, in far-off Afghanistan, for lapis lazuli.
 Lothal was near sources of carnelian
 Steatite (from south Rajasthan and north Gujarat).
 Metal like copper (from Rajasthan).
vi. They sent expeditions to areas where raw material was
available such as (any one)
 Khetri region of Rajasthan (for copper)
 South India (for gold).
vii. They communicated with local people.
viii. Harappan micro-beads found in these areas show such contact.
ix. Contact with distant lands – (any one)
 Copper was probably brought from Oman.
 Distinctive Harappan jar found at Omani sites.
 Mesopotamian texts mention contact with different regions
eg Dilmun (Bahrain), Magan and Meluhha.
x. Bullock cart used for transport.
xi. Boats used on rivers/seas.
xii. Any other relevant point
(Any three points to be explained)

OR

(b) Explain how archaeologists have been able to reconstruct dietary Pg 2-3 3
practices of the Harappans.

i. The Harappans ate a wide range of plant products.

ii. Grains like wheat, barley, lentil, chickpea and sesame were
found at Harappan sites.
iii. Millets are found from sites in Gujarat.
iv. Finds of rice are rare.
v. Dietary practices are reconstructed from finds of charred
grains and seeds, studied by archaeo-botanists (specialists in
ancient plant remains).
vi. The Harappans consumed animal products.
vii. Bones of animals have been found at the Harappan sites.
viii. Bones of wild species have been found.
ix. Bones of fish and fowl are also found.
x. Any other relevant point
(Any three points to be explained)
4|Page
23 How was the partiliny system important among elite families from the Pg55-56 3
sixth century BCE. Explain with examples.

i. Patriliny means tracing descent from father to son, grandson

etc.
ii. Under patriliny, sons could claim the resources (including the
throne in the case of kings) of their fathers when the latter died.
iii. In the conflict between the Pandavas & Kauravas, the Pandavas
emerged victorious and patrilineal succession was proclaimed.
iv. Most ruling dynasties (c. sixth century BCE onwards) claimed to
follow this system.
v. Mantras in Rig Veda show the importance of patriliny.
vi. This practice was followed by wealthy men and Brahmanas.
vii. Any other relevant point
(Any three points to be explained)

24 Baba Guru Nanak Dev ji advocated a form of “Nirguna Bhakti”. Pg163- 3

Substantiate the statement. 164

i. Baba Guru Nanak advocated nirguna bhakti.

ii. This is evident in his hymns and teachings.
iii. The Absolute or “rab” had no gender or form.
iv. He rejected practices like image worship.
v. He was against sacrifices.
vi. He was against ritual baths & caste system.
vii. He was not in favour of the scriptures of both Hindus and
Muslims.
viii. He advocated repeating the Divine name to connect with God.
ix. He expressed his ideas through hymns called “shabad” in
Punjabi.
x. Baba Guru Nanak sang his compositions in various ragas.
xi. Sangat - Congregational worship/collective recitation.
xii. Any other relevant point
(Any three points to be explained)

25 “Ain-i-Akbari is considered a major source for the agrarian history of Pg 197- 3

the sixteenth and seventeenth centuries.” Examine the statement. 201
i. Ain-i Akbari, an important chronicle was written by Akbar‟s court
historian Abu‟l Fazl.
ii. Gives information on measures adopted by state to ensure
cultivation.
iii. Gives information on revenue collection by the officers of the
state.
iv. Explains relationship between the state and the local zamindars.
v. Mentions terms used for peasants - raiyat or muzarian, kisan or
asami.
vi. Mentions two types of peasants - khud-kashta and pahi-kashta.
vii. Mentions that agriculture expanded because of abundant land,
5|Page
 labour and mobility of peasants.
viii. Mentions the crops grown - rice, wheat or millets.
ix. Cultivation was based on the principle of individual ownership.
x. It tells us that agriculture was rain fed.
xi. Artificial systems of irrigation were used.
xii. Irrigation projects received state support.
xiii. Agriculture was labour intensive.
xiv. Peasants used technologies like cattle harness, wooden plough
etc.
xv. Two cycles of crops - kharif (autumn) and the rabi (spring).
xvi. Arid terrains produced two crops a year (do-fasla).
xvii. Rainfed or irrigated areas gave three crops.
xviii. Province of Agra produced 39 varieties of crops.
xix. Delhi produced 43 varieties over the two seasons.
xx. Bengal produced 50 varieties of rice.
xxi. Agriculture was not just for subsistence.
xxii. State encouraged peasants to cultivate cash crops (jins-i-kamil)
xxiii. During the seventeenth century new crops from different parts of
the world were introduced.
xxiv. Any other relevant point
(Any three points to be explained)

26 (a) Under what circumstances did Bahadur Shah Zafar bless the Pg 258 3
rebellion of 1857? Explain.
i. Sepoys arrived at the Red Fort in the morning on 11 May.
ii. Sepoys told him that they had come from Meerut after killing all
the Englishmen there.
iii. English were forcing them to use greased cartridges.
iv. Faith of Hindus and Muslims was being corrupted.
v. Another group of sepoys entered Delhi, and ordinary people of
the city joined them.
vi. Some sepoys entered the Red Fort, ignoring the court etiquette.
vii. They demanded that the emperor give them his blessings.
viii. Emperor was old and weak.
ix. Feared the crowd that entered the fort – sense of horror.
x. Initially, he was not willing to support the sepoys.
xi. Surrounded by the sepoys, Bahadur Shah had no other option
but to accept the leadership of the Revolt.
xii. The revolt became legitimate because it could now be carried
on in the name of the Mughal emperor.
xiii. Any other relevant point
(Any three points to be explained)

OR

Pg 270- 3
(b) Explain any three sources to know about the Revolt of 1857. 274,

6|Page
 i. Proclamations and ishtahars (notifications) issued by rebel 277-283
leaders.
ii. Azamgarh proclamation.
iii. British records - reveal the minds of officials.
iv. Charles Ball noted that panchayats were held at night.
v. Arzis/petition/application of rebel sepoys.
vi. Visual representations - both British and Indian.
vii. Films and posters.
viii. Art & literature - poem by Subhadra Kumari Chauhan: “Khoob
…..mardani”.
ix. Regional records.
x. Any other relevant point
(Any three points to be explained)

27 “The draft constitution provided for three lists of subjects on the issue Pg 334 3
of federalism “Explain the statement with examples.

(i) Union List: Under the control of Centre.

(ii) State List: Under the control of the State.
(iii) Concurrent List: Under control of Centre and State.
(iv) Many more items were placed under Union control.
(v) The Union had control of minerals and key industries.
(vi) Article 356 gave the Centre the powers to take over a state
administration on the recommendation of the Governor.
(vii) Voices that favoured strong centre- Nehru, Dr. Ambedkar.
(viii) K Santhanam favoured more powers to the state.
(ix) Any other relevant point
(Any three points to be explained)

Section C
(Long-Answer Type Questions) 8x3=24

28 (a) “The sixth century BCE was a period of emergence of early states, Pg 29- 8
empires and diverse thoughts in early Indian history.” Justify the 30
statement.

i. This was the period when early states and cities started growing.
ii. Janapadas and Mahajanapadas developed.
iii. Each Mahajanapada was ruled by a king.
iv. Each Mahajanapada had a fortified capital city.
v. They had bureaucracy.
vi. Rules for governance existed.
vii. Rulers started collection of taxes.
viii. Rulers developed trade and commerce.
ix. Ruler maintained armies.
x. Use of iron.
xi. Use coins.
xii. Diverse systems of thought like Jainism, Buddhism, Ajivika etc
developed.
xiii. The Brahmanas composed Dharmasutras in Sanskrit.

7|Page
 xiv. Any other relevant point.
(Any eight points to be explained)

OR

(b) “Although inscriptions provide strong evidence for reconstructing Pg 48- 8

history yet there are few limitations to these evidences.” Justify the 49
statement.

i. Historians find historical evidence from inscriptions.

ii. They studied the statements made in the inscriptions.
iii. Inscriptional evidence is the base for reconstructing history.
iv. There are technical limitations to inscriptional evidence.
v. Letters are very faintly engraved.
vi. Reconstructions are uncertain.
vii. Some inscriptions are damaged.
viii. Letters are missing.
ix. It is difficult to understand the meaning of the inscription.
x. Many inscriptions have not been deciphered.
xi. Many inscriptions have not been published.
xii. Many inscriptions have not been translated.
xiii. Many inscriptions have not survived ravages of time.
xiv. Many inscriptions are available in fragments.
xv. Many important developments were probably not recorded.
xvi. Inscriptions do not mention the lives of ordinary people.
xvii. They focus more on grand, unique events.
xviii. History from the top - reflects the perspective of the person(s)
who commissioned them.
xix. It is a tedious process and prone to misinterpretation.
xx. Any other relevant point.
(Any eight points to be explained)

29 (a) Examine the main reasons for the rise and decline of the Pg 173- 4+4=8
Vijayanagara Empire. 174

Rise
i. There were too many claimants to power.
ii. The first dynasty- Sangamas, exercised control till 1485.
iii. They were succeeded by the Saluvas, who ruled till 1503.
iv. Replaced by the Tuluvas. Krishnadeva Raya belonged to Tuluva
dynasty.
v. Krishnadeva Raya‟s rule - characterised by expansion &
consolidation.
vi. He acquired the land between the Tungabhadra and Krishna
rivers.
vii. The rulers of Orissa were subdued.
viii. He defeated the Sultan of Bijapur.
ix. The kingdom remained in a constant state of military
preparedness.
x. Empire saw peace and prosperity during Krishnadeva Raya‟s
reign.
xi. He built beautiful temples and added gopurams to many south
8|Page
 Indian temples.
xii. He founded a suburban township near Vijayanagara called
Nagalapuram.
xiii. Any other relevant point.
(Any four points to be explained)
Decline
i. After Krishnadeva Raya‟s death his successors were troubled
by rebellious nayakas or military chiefs.
ii. By 1542 control shifted to the Aravidu dynasty.
iii. Clashes between the rulers of Vijayanagara and Deccan
Sultanates resulted in shifting alignments.
iv. Sultanates formed an alliance against Vijayanagara and
defeated Rama Raya, at the battle of Talikota.
v. The city was destroyed and abandoned within a few years.
vi. Any other relevant point.
(Any four points to be explained)

OR

(b) Examine the distinctive aspects of the fortification of the Pg 177- 8

Vijayanagara Empire. 178

i. Abdur Razzaq was greatly impressed by the fortification.

ii. He mentioned seven lines of forts.
iii. Fortification walls encircled agricultural and forest lands.
iv. The outermost wall linked the hills surrounding the city.
v. The massive masonry construction was slightly tapered.
vi. No mortar or cementing agent was used.
vii. Stone blocks were wedge shaped, which held them in place.
viii. The inner portion of the walls was of earth packed with rubble.
ix. Square or rectangular bastions projected outwards.
x. Between the first, second and the third walls there are
cultivated fields, gardens and houses”.
xi. Fortification was useful during the siege.
xii. Even during siege, agriculture could be practiced & crops
grown.
xiii. This saved the people from starvation.
xiv. Second line of fortification went round the inner core of the
urban complex.
xv. A third line surrounded the royal centre.
xvi. The fort was entered through well-guarded gates. Influence of
Indo-Islamic architecture.
xvii. Roads connected various parts of the city.
xviii. Any other relevant point.
(Any eight points to be explained)

30 (a) Explain the reasons behind Gandhiji‟s decision to initiate the Salt Pg 296- 5+3=8
Satyagraha and why did this movement become a significant event? 300

9|Page
 Reasons
i. Salt law was unpopular.
ii. Gandhiji gave an advance notice of his salt march to the
British.
iii. On 12th March 1930, Gandhiji started the march to break the
Salt law.
iv. British monopoly over manufacture & sale of salt was very
unpopular
v. Government destroyed the salt that it could not sell profitably.
vi. People were not allowed to make salt for domestic use.
vii. People were forced to buy salt at a high price.
viii. Salt was used by one and all so, became a symbol of protest.
ix. Gandhiji decided to launch a Salt Satyagraha to protest against
the British.
x. It deprived the people of a valuable village industry.
xi. It involved destruction of property that nature produced in
abundance.
xii. Salt Tax.
xiii. Any other relevant point
(Any five points to be explained)

Significance

i. It brought Mahatma Gandhi to world attention.

ii. March was widely covered by the European & American press.
iii. Women participated in large numbers.
iv. Salt March made British realise that their Raj would not last
forever.
v. They realised they would have to share some power with the
Indians.
vi. All sections of society participated in the salt march.
vii. People made salt at Dandi to protest against the British.
viii. It was a non-violent protest.
ix. British used violent methods to control the march.
x. British became unpopular.
xi. Any other relevant point.
(Any three points to be explained)

OR

(b)Explain why the „Quit India Movement‟ was considered a mass Pg 303- 8
movement. 304
i. Failure of Cripps Mission
ii. Quit India Movement began in August 1942.
iii. Quit India - Do or Die
iv. Movement started when Gandhiji and leaders were arrested.
v. Gandhi was jailed, but younger activists carried on the struggle

10 | P a g e
 like Jayaprakash Narayan.
vi. Independent governments were proclaimed in many districts like
Satara.
vii. People organised strikes and acts of sabotage all over the
country.
viii. Underground resistance was started by socialist leaders of the
Congress.
ix. British Government responded with force.
x. Thousands of Indians joined the movement.
xi. The movement energised the young people who left schools
and colleges to join the movement.
xii. It really became a genuine and mass movement.
xiii. Any other relevant point
(Any eight points to be explained)

SECTION D
(Source-Based Questions) 4x3=12

Buddhism in practice Pg 91- 1+1+2

31 92 =4
This is an excerpt from the Sutta Pitaka, and contains the advice given
by the Buddha to a wealthy householder named Sigala :
In five ways should a master look after his servants and employees....
by assigning them work according to their strength, by supplying them
with food and wages, by tending them in sickness; by sharing
delicacies with them and by granting leave at times...
In five ways should the clansmen look after the needs of samanas
(those who have renounced the world) and Brahmanas: by affection in
act and speech and mind, by keeping open house to them and
supplying their worldly needs?
There are similar instructions to Sigala about how to behave with his
parents, teacher and wife.

31.1 Explain the importance of Sutta Pitaka in Buddhism. (1) Pg 91-

92
i. The Sutta Pitaka contains the teachings of the Buddha.
ii. Any other relevant point
(Any one point to be explained)

31.2 How did Buddha advise the wealthy householders to be humane Pg 91-
and ethical? (1) 92
i. By assigning they work according to their strength.
ii. By supplying them with food and wages,
iii. By tending them in sickness.
iv. By sharing delicacies with them.
v. By granting leave at times.
vi. By showing affection in act and speech and mind,
vii. By sharing and caring.
viii. Buddha emphasised on righteous actions.
ix. Any other relevant point

11 | P a g e
 (Any one point to be explained)

31.3 What was the advice given by Buddha to Sigala on how to Pg 91-
behave with his parents and teachers? (2) 92

i. Show respect towards parents & teachers.

ii. Listen to parent‟s advice.
iii. Look after them in sickness and old age.
iv. Being a dedicated student.
v. Expressing gratitude.
vi. Follow teacher‟s instructions with sincerity.
vii. Any other relevant point
(Any two points to be explained)

32 A language with an enormous range Pg 124 1+1+2

Al-Biruni described Sanskrit as follows : =4
If you want to conquer this difficulty (i.e. to learn Sanskrit), you will not
find it easy, because the language is of an enormous range, both in
words and inflections, something like the Arabic, calling one and the
same thing by various names, both original and derivative, and using
one and the same word for a variety of subjects, which, in order to be
properly understood, must be distinguished from each other by various
qualifying epithets.

32.1 What motivated Al-Biruni to study Sanskrit? (1) Pg

116,124
i. Al-Biruni‟s interest in languages motivated him to study Sanskrit.
ii. He wanted to understand Indian culture through Sanskrit texts
eg caste system
iii. Al Biruni wanted to overcome the difficulty of learning Sanskrit.
iv. He had read Sanskrit works translated into Arabic.
v. He also helped translate the Greek works into Sanskrit
vi. He translated Patanjali‟s work on grammar into Arabic.
vii. Ghaznavid conquest of the Punjab helped in easier transmission
of ideas between Al-Biruni and Brahmanas.
viii. He wanted to know the enormous range of the language.
ix. He wanted to know more about the same words used in variety
of subjects.
x. Any other relevant point
(Any one point to be explained)

32.2 How did Al-Biruni‟s observations about Sanskrit contribute to Pg

cross cultural understanding? (1) 116,124
i. Al-Biruni‟s observations served as a bridge between Arabic and
Indian cultures.
ii. It promoted an understanding between the Arabic and Indian
world.
iii. He highlighted the distinct features of Sanskrit and drew a
comparison with Arabic.
iv. Those who were familiar with Arabic could comprehend the

12 | P a g e
 difficulties of Sanskrit through comparison.
v. He tried to understand Indian culture in comparison to his own
society.
vi. He wanted to understand Indian culture through Sanskrit texts.
vii. Any other relevant point
(Any one point to be explained)

32.3 In what ways does Al-Biruni compare Sanskrit to Arabic? (2) Pg 116,
124
i. Sanskrit was different from Arabic.
ii. Sanskrit texts could not be easily translated into another
language.
iii. Sanskrit language has an enormous range.
iv. Both the languages use multiple names for the same thing.
v. Both languages use the same word for various subjects.
vi. Any other relevant point
(Any two points to be explained)

33 A ryot petition Pg 252 1+1+2

This is an example of a petition from a ryot of the village of Mirajgaon, =4
Taluka Karjat, to the Collector, Ahmednagar, Deccan Riots
Commission :
The sowkars (sahukars).... have of late begun to oppress us. As we
cannot earn enough to defray our household expenses, we are actually
forced to beg of them to provide us with money, clothes and grain,
which we obtain from them not without great difficulty, nor without their
compelling us to enter into hard conditions in the bond. Moreover the
necessary clothes and grain are not sold to us at cash rates. The prices
asked from us are generally twenty-five or fifty per cent more than
demanded from customers making ready money payments... The
produce of our fields is also taken by the sowkars, who at the time of
removing it assure us that it will be credited to our account, but they do
not actually make any mention of it in the accounts. They also refuse to
pass us any receipts for the produce so removed by them.

33.1 In what ways the money-lenders oppressed the ryots? (1) Pg 252

i. Exorbitant interest rates.

ii. Ruthless method of collection.
iii. In case of non-payment, land was taken away.
iv. Ryot was forced to beg for basic necessities.
v. They manipulated laws and forged accounts.
vi. They were compelled to sign bonds.
vii. Clothes and grain were not sold at cash rates.
viii. Their produce was taken away but not credited to their account.
ix. They did not give receipts to the ryot.
x. Any other relevant point
(Any one point to be explained)

33.2 Why was the harvest taken away by the money-lenders? (1) Pg 252

13 | P a g e
 i. Taking away produce was a way of recovering unpaid debts.
ii. They assured the ryots that it would be credited in their
accounts but that was not the case.
iii. No receipts were given.
iv. Any other relevant point
(Any one point to be explained)

33.3 Explain any two features of the Ryotwari system. (2) Pg 247-
i. Revenue was directly settled with the ryot. 248
ii. The average income from different types of soil was estimated,
iii. Revenue-paying capacity of the ryot was assessed and a
proportion of it fixed as the share of the state.
iv. The lands were to be resurveyed every 30 years.
v. After survey revenue rates increased.
vi. Any other relevant point
vii. (Any two points to be explained)

SECTION E
(Map-Based Questions) 5x1=5

34 34.1 On the given political outline map of India, locate and label
the following with appropriate signs :

(i) Banawali - A matured Harappan Site Pg 2 1

(ii) Bharhut - A Buddhist Site Pg 95 1

(iii) (a) Agra – Territory under Mughal‟s control Pg 214 1

OR
(b) Delhi – Territory under Mughal‟s control

34.2 Pg 286- 2
A- Delhi 313
B - Bombay

Note: The following questions are meant for Visually Impaired

Candidates in lieu of Q. 34.
Pg 2 2
34.1 Mention any two Harappan Sites

Harappa, Mohenjodaro, Kot Diji. Kalibangan, Ropar, Banawali,

Rakhigarhi, Lothal, Dholavira, Nageshwar, Balakot.
(Any two)

34.2 (a) Mention any one territory under Mughal‟s control. Pg 214 1
Lahore, Panipat, Delhi, Agra, Ajmer, Amber, Goa.
(Any one)
OR
(b) Mention the name of the Capital of Vijayanagara Empire. Pg 170
Hampi/Vijayanagara

14 | P a g e
 Pg 286- 2
34.3 Name any two centres of the Indian National Movement. 313
Champaran, Kheda, Ahmedabad, Dandi, Bardoli, Bombay, Calcutta,
Delhi, Madras, Lahore, Amritsar, Surat, Lucknow.

(Any two)

Please see attached Map

15 | P a g e
 Marking Scheme
Strictly Confidential
(For Internal and Restricted use only)
Senior School Certificate Examination, 2024
HISTORY (SUBJECT CODE 027) (PAPER CODE 61/5/2)

General Instructions:

1 You are aware that evaluation is the most important process in the actual and correct
assessment of the candidates. A small mistake in evaluation may lead to serious problems
which may affect the future of the candidates, education system and teaching profession. To
avoid mistakes, it is requested that before starting evaluation, you must read and understand the
spot evaluation guidelines carefully.

2 “Evaluation policy is a confidential policy as it is related to the confidentiality of the examinations

conducted, Evaluation done and several other aspects. Its‟ leakage to the public in any manner
could lead to derailment of the examination system and affect the life and future of millions of
candidates. Sharing this policy/ document to anyone, publishing in any magazine and printing in
News Paper/ Website etc may invite action under various rules of the Board and IPC.”

3 Evaluation is to be done as per instructions provided in the Marking Scheme. It should not be
done according to one‟s own interpretation or any other consideration. Marking Scheme should
be strictly adhered to and religiously followed. However, while evaluating answers which are
based on latest information or knowledge and/or are innovative, they may be assessed for their
correctness otherwise and due marks be awarded to them. In class-XII, while evaluating two
competency-based questions, please try to understand the given answer and even if the reply is
not from the marking scheme but correct competency is enumerated by the candidate, due
marks should be awarded.

4 The Marking scheme carries only suggested value points for the answers These are in the
nature of Guidelines only and do not constitute the complete answer. The students can have
their own expression and if the expression is correct, the due marks should be awarded
accordingly.

5 The Head-Examiner must go through the first five answer books evaluated by each evaluator on
the first day, to ensure that evaluation has been carried out as per the instructions given in the
Marking Scheme. If there is any variation, the same should be zero after deliberation and
discussion. The remaining answer books meant for evaluation shall be given only after ensuring
that there is no significant variation in the marking of individual evaluators.

6. Evaluators will mark (✓) wherever the answer is correct. For wrong answer CROSS “x” be
marked. Evaluators will not put right (✓) while evaluating which gives an impression that answer
is correct and no marks are awarded. This is the most common mistake which evaluators are
committing.

7 If a question has parts, please award marks on the right-hand side for each part. Marks awarded
for different parts of the question should then be totalled up and written in the left-hand margin
and encircled. This may be followed strictly.

8 If a question does not have any parts, marks must be awarded in the left-hand margin and
encircled. This may also be followed strictly.

9 If a student has attempted an extra question, the answer of the question deserving more marks
should be retained and the other answer scored out with a note “Extra Question”.
1|Page
10 No marks to be deducted for the cumulative effect of an error. It should be penalised only once.

11 A full scale of marks 80 (example 0 to 80/70/60/50/40/30 marks as given in Question Paper) has
to be used. Please do not hesitate to award full marks if the answer deserves it.

12 Every examiner has to necessarily do evaluation work for full working hours i.e., 8 hours every
day and evaluate 20 answer books per day in main subjects and 25 answer books per day in
other subjects (Details are given in Spot Guidelines).

13 Ensure that you do not make the following common types of errors committed by the Examiner
in the past:-
● Leaving the answer or part thereof unassessed in an answer book.
● Giving more marks for an answer than assigned to it.
● Wrong totalling of marks awarded on an answer.
● Wrong transfer of marks from the inside pages of the answer book to the title page.
● Wrong question wise totalling on the title page.
● Wrong totalling of marks of the two columns on the title page.
● Wrong grand total.
● Marks in words and figures not tallying/not same.
● Wrong transfer of marks from the answer book to online award list.
● Answers marked as correct, but marks not awarded. (Ensure that the right tick mark is
correctly and clearly indicated. It should merely be a line. Same is with the x for incorrect
answers.)
● Half or a part of the answer marked correct and the rest as wrong, but no marks awarded.

14 While evaluating the answer books, if the answer is found to be totally incorrect, it should be
marked as cross (x) and awarded zero (0)Marks.

15 Any un-assessed portion, non-carrying over of marks to the title page, or totalling error detected
by the candidate shall damage the prestige of all the personnel engaged in the evaluation work
as also of the Board. Hence, in order to uphold the prestige of all concerned, it is again reiterated
that the instructions be followed meticulously and judiciously

16 The Examiners should acquaint themselves with the guidelines given in the “Guidelines for spot
Evaluation” before starting the actual evaluation.

17 Every Examiner shall also ensure that all the answers are evaluated, marks carried over to the
title page, correctly totalled and written in figures and words.

18 The candidates are entitled to obtain a photocopy of the Answer Book on request on payment of
the prescribed processing fee. All Examiners/Additional Head Examiners/Head Examiners are
once again reminded that they must ensure that evaluation is carried out strictly as per value
points for each answer as given in the Marking Scheme.

2|Page
 SET - 61/5/2
MARKING SCHEME 2024
HISTORY (027) MM: 80
________________________________________________________________________

[Link] Value Points Pg No. Marks

SECTION A
(Multiple Choice Type Questions) 21x1=21

1 B - Shahjahan Begum Pg 82 1

B - Madhya Pradesh (For visually challenged candidate only) Pg 83

2 B - This script was written from left to right Pg 15 1

3 D - R.E.M. Wheeler Pg 21 1

4 A - Most of the Harappan sites were located in semi-arid lands Pg 3 1

5 C - Polygyny Pg 57 1

6 C - Ibn Battuta Pg 118 1

7 C - II, I, III, IV Pg 50 1

8 B - Both A and R are true, but (R) is not the explanation for (A) Pg 106- 1
107

9 B - Guru Arjun Dev ji Pg 163 1

10 D -To provide financial stability to the British govt. Pg 228- 1

229

11 C - Ahom tribe Pg 210 1

12 C - B, D. A, C Pg 172 1

13 D - Mansabdar - Military-Bureaucrat Pg 214 1

14 D - Fatehpur Sikri Pg 160 1

15 A - This tradition emerged in Karnataka Pg 147 1

16 B - Kunwar Singh Pg 262 1

17 B - Swadeshi Movement Pg 287 1

18 C Alladi Krishnaswami Ayyar Pg 320 1

19 C- Meerut Cantt. Pg 258 1

20 D - Jawaharlal Nehru Pg 320 1

21 C - Lord Dalhousie Pg 266 1

3|Page
 Section B
(Short-Answer Type Questions) 3x6=24

22 “The draft constitution provided for three lists of subjects on the issue Pg 334 3
of federalism “Explain the statement with examples.
i. Union List: Under the control of Centre.
ii. State List: Under the control of the State.
iii. Concurrent List: Under control of Centre and State.
iv. Many more items were placed under Union control.
v. The Union had control of minerals and key industries.
vi. Article 356 gave the Centre the powers to take over a state
administration on the recommendation of the Governor.
vii. Voices that favoured strong centre - Nehru, Dr. Ambedkar
viii. K Santhanam favoured more powers to the state.
ix. Any other relevant point
(Any three points to be explained)

23 Why do historians analyse familial values & kinship of Mahabharata? Pg 55 3

Explain.
i. Historians can get information about elite families easily.
ii. It helps them to understand familial relationships of ordinary
people.
iii. To investigate and analyse attitudes towards family & kinship.
iv. To get an insight into people‟s thinking.
v. To understand how their values shaped their views & actions.
vi. How actions may have led to changes in attitudes.
vii. It helps in understanding social relations and structure of
society
viii. Helps in knowing about patrilineal succession
ix. Understand position of men & women.
x. [Link] about desire for sons
xi. Know about gendered access to property.
xii. Information on rules about marriage.
xiii. Depicts various social situations - Draupadi‟s marriage, game of
dice.
xiv. Any other relevant point
(Any three points to be explained)

24 “The most striking feature of early Bhakti traditions was the presence Pg 144- 3
of women.” Give examples to prove the statement. 145
i. Women saints were a part of early bhakti tradition..
ii. Compositions of Andal, a woman Alvar, were widely sung. (and
continue to be sung to date).
iii. Andal was the devotee of Vishnu.
iv. Her verses express her love for the deity.
v. Another woman saint was Karaikkal Ammaiyar.
vi. She was a devotee of Shiva.
vii. She adopted the path of extreme asceticism in order to attain
her goal.
viii. Her compositions were preserved within the Nayanar tradition.
ix. These women renounced their social obligations.

4|Page
 x. They did not join an alternative order or become nuns.
xi. Their existence and their compositions posed a challenge to
patriarchal norms.
xii. Any other relevant point
(Any three points to be explained)

25. Examine the various functions of the Panchayats during sixteenth and Pg 202- 3
seventeenth centuries 204
Functions of the Panchayats:
i. The village panchayat was an assembly of elders.
ii. In mixed-caste villages, panchayat was a heterogeneous body
that represented various castes and communities.
iii. Decision of the Panchayat was binding on the members.
iv. Panchayat was headed by a headman known as muqaddam or
v. mandal.
vi. He was chosen through consensus of the elders and zamindar.
vii. Headmen held office till they enjoyed the confidence of the
village elders.
viii. Headman supervised the preparation of village accounts.
ix. He was assisted by the accountant or Patwari.
x. The panchayat derived its funds from a common financial pool.
xi. Funds were used for community welfare activities such as
digging a canal, relief during famine, floods etc.
xii. Panchayat ensured that caste boundaries were upheld.
xiii. In eastern India marriages were held in the presence of
mandals.
xiv. Panchayats could levy fines.
xv. Panchayats could give punishment.
xvi. Panchayats were courts of appeal.
xvii. If the conflict involved lower caste and zamindar or state
officials,
xviii. panchayat suggested compromise.
xix. In Rajasthan jati panchayats mediated in civil disputes.
xx. Jati panchayats ensured marriages were performed according
to caste norms.
xxi. Jati panchayat's decision was respected by the state.
xxii. Any other relevant point
(Any three points to be explained)

26 (a) How did the rebel proclamations of 1857 appeal for unity? Explain. Pg 272- 3
273
i. The rebel proclamation in 1857 appealed to everyone to remain
united irrespective of their caste.
ii. Proclamations issued by Muslim princes addressed the
sentiments of Hindus as well.
iii. Azamgarh proclamation- appealed to zamindars, merchants,
public servants, artisans etc.
iv. The rebellion was a battle in the interest of both Hindus and
muslims.
v. Ishtahars glorified the Mughal period.
vi. Peaceful co-existence of the Mughal period was glorified.

5|Page
 vii. The proclamation issued in the name of Bahadur Shah
appealed to the people to join the fight in the name of
Muhammad and Mahavir.
viii. The British spent money to divide Hindus & Muslims but failed.
ix. Condemned the firangi raj for annexations, broken treaties,
x. Appealed to all Indians to protect their faith.
xi. Any other relevant point
(Any three points to be explained)

OR

(b) Explain the grievances of the Sepoys against the British preceding Pg 269- 3
the uprising of 1857. 270
i. British officers had friendly relations with the sepoys till the
1820s.
ii. Officers spent their free time with the sepoys – wrestling,
fencing etc.
iii. Some officers could speak Hindustani and knew the customs
and culture of India.
iv. They celebrated all festivals together.
v. Officers acted as disciplinarian and father figures too.
vi. Relationship of sepoys with their superiors changed in the
1840s.
vii. Officers showed a sense of superiority.
viii. Sepoys face racial discrimination.
ix. Officers misbehaved with them.
x. They abused them and physical violence became common.
xi. Sepoys were unhappy about low wages.
xii. It was difficult to get leave.
xiii. Episode of greased cartridges.
xiv. Trust was replaced by suspicion.
xv. Sepoys of Awadh got to know about the problems of the
peasants.
xvi. Any other relevant point
(Any three points to be explained)

27 (a) Explain the strategies adopted by Harappans to procure raw Pg 12-14 3

material for their craft production.

i. Many methods and strategies used to procure raw material.

ii. Clay was locally available.
iii. Stone, timber and metal was procured from outside.
iv. Transportation of goods and people by land routes, sea routes.
v. They established settlements (any one)
● Nageshwar and Balakot for shells.
● Shortughai, in far-off Afghanistan, for lapis lazuli.
● Lothal was near sources of carnelian
● Steatite (from south Rajasthan and north Gujarat).
● Metal like copper (from Rajasthan).
vi. They sent expeditions to areas where raw material was
available such as (any one)
● Khetri region of Rajasthan (for copper)

6|Page
 ● South India (for gold).
● They communicated with local people.
● Harappan micro-beads found in these areas show such contact.
vii. Contact with distant lands – (any one)
● Copper was probably brought from Oman.
● Distinctive Harappan jar found at Omani sites.
● Mesopotamian texts mention contact with different regions eg
Dilmun (Bahrain), Magan and Meluhha.
viii. Bullock cart used for transport.
ix. Boats used on rivers/seas.
x. Any other relevant point
(Any three points to be explained)

OR

(b) Explain how archaeologists have been able to reconstruct dietary Pg 2-4 3
practices of the Harappans.
i. The Harappans ate a wide range of plant products.
ii. Grains like wheat, barley, lentil, chickpea and sesame were
found at Harappan sites.
iii. Millets are found from sites in Gujarat.
iv. Finds of rice are rare.
v. Dietary practices are reconstructed from finds of charred grains
and seeds, studied by archaeo-botanists (specialists in ancient
plant remains).
vi. The Harappans consumed animal products. Bones of animals
have been found at the Harappan sites.
vii. Bones of wild species have been found.
viii. Bones of fish and fowl are also found.
ix. Any other relevant point
(Any three points to be explained)

Section C
(Long-Answer Type Questions) 8x3=24

28 (a) Explain the reasons behind Gandhiji‟s decision to initiate the Salt Pg 296- 5+3=8
Satyagraha and why did this movement become a significant 300
event?
Reasons
i. Salt law was unpopular.
ii. Gandhiji gave an advance notice of his salt march to the British.
iii. On 12th March 1930, Gandhiji started the march to break the
Salt law.
iv. British monopoly over manufacture & sale of salt was very
unpopular
v. Government destroyed the salt that it could not sell profitably.
vi. People were not allowed to make salt for domestic use.
vii. People were forced to buy salt at a high price.
viii. Salt was used by one and all so, became a symbol of protest.
ix. Gandhiji decided to launch a Salt Satyagraha to protest against
the British.
x. It deprived the people of a valuable village industry.
xi. It involved destruction of property that nature produced in
abundance.

7|Page
 xii. Salt Tax.
xiii. Any other relevant point
(Any five points to be explained)
Significance
i. It brought Mahatma Gandhi to world attention.
ii. March was widely covered by the European & American press.
iii. Women participated in large numbers.
iv. Salt March made British realise that their Raj would not last
forever.
v. They realised they would have to share some power with the
Indians.
vi. All sections of society participated in the salt march.
vii. People made salt at Dandi to protest against the British.
viii. It was a non-violent protest.
ix. British used violent methods to control the march.
x. British became unpopular.
xi. Any other relevant point
(Any three points to be explained)

OR

(b) Explain why the „Quit India Movement‟ was considered a mass Pg 303 8
movement.
i. Failure of Cripps Mission.
ii. Quit India Movement began in August 1942.
iii. Quit India - Do or Die
iv. Movement started when Gandhiji and leaders were arrested.
v. Gandhi was jailed, but younger activists carried on the struggle
like Jayaprakash Narayan.
vi. Independent governments were proclaimed in many districts
like Satara.
vii. People organised strikes and acts of sabotage all over the
country.
viii. Underground resistance was started by socialist leaders of the
Congress.
ix. British Government responded with force.
x. Thousands of Indians joined the movement.
xi. The movement energised the young people who left schools
and colleges to join the movement.
xii. It really became a genuine and mass movement.
xiii. Any other relevant point
(Any eight points to be explained)

29 (a) Why was the Mahanavami dibba of Vijayanagara famous? Explain. Pg 180- 8
181
i. Rituals associated with it coincided with Mahanavami festival -
9th day of the 10 day Hindu festival.
ii. Vijayanagara rulers displayed their prestige, power and
suzerainty on this occasion.
iii. Various ceremonies were performed here,
iv. Worship of the image.
v. Worship of the state horse.
vi. Sacrifice of buffaloes and other animals.

8|Page
 vii. Dances & wrestling matches were held.
viii. Processions of horses, elephants, chariots and soldiers.
ix. Ritual presentations before the king and his guests by the chief
nayakas and subordinate kings marked the occasion.
x. The king inspected his army & armies of the nayakas on this
occasion.
xi. Nayakas brought gifts and tribute for the king.
xii. Is an enigma - purpose not clear
xiii. Any other relevant point
(Any eight points to be explained)

OR

(b) Why was Vijayanagara city chosen to be the capital of Pg 176- 3+5 =
Vijayanagara empire? Explain any five features of this city. 191 8
Reasons why Vijayanagara was chosen as the capital
i. The site of Vijayanagara was considered to be the monkey
kingdoms of Vali and Sugriva.
ii. Presence of the shrine of Pampadevi.
iii. Presence of Jaina temples in the region.
iv. Most important reason for choosing this site- existence of
shrines of Virupaksha and Pampadevi.
v. Region has a history of temple building by various dynasties.
vi. Temples developed as religious, cultural, social & economic
centres - constructing & repairing temples was a way of getting
support and recognition.
vii. Rulers signed Royal orders as „Shri Virupaksha‟.
viii. Water was available from river Tungabhadra.
ix. The topography of the areas gave a strategic position.
x. Any other relevant point
(Any three points to be explained)
Five features of the City
i. Distinctive physical layout and building style
ii. Large fortified city with well-guarded gates
iii. Surrounded by several granite hills
iv. Beautiful city with many trees
v. Many water channels
vi. Lakes at some places
vii. Natural basin formed by the river Tungabhadra
viii. Number of streams flow down to the river from these hills.
ix. Embankments were built along these streams to create
reservoirs.
x. Gateways influenced by Islamic architecture.
xi. City divided into Royal centre, Urban centre, Sacred centre
xii. Mahanavami dibba
xiii. Audience hall
xiv. Temples/ gopurams - Virupaksha and Vitthal
xv. Bazaars & markets
xvi. Any other relevant point
(Any five points to be explained)

9|Page
30 (a) “The sixth century BCE was a period of emergence of early states, Pg 29-30 8
empires and diverse thoughts in early Indian history.” Justify the
statement.

i. This was the period when early states and cities started
growing.
ii. Janapadas and Mahajanapadas developed.
iii. Each Mahajanapada was ruled by a king.
iv. Each Mahajanapada had a fortified capital city.
v. They had bureaucracy.
vi. Rules for governance existed.
vii. Rulers started collection of taxes.
viii. Rulers developed trade and commerce.
ix. Ruler maintained armies.
x. Use of iron.
xi. Use coins.
xii. Diverse systems of thought like Jainism, Buddhism, Ajivika etc
developed.
xiii. The Brahmanas composed Dharmasutras in Sanskrit.
xiv. Any other relevant point
(Any eight points to be explained)

OR

(b) “Although inscriptions provide strong evidence for reconstructing Pg 48-49 8

history yet there are few limitations to these evidences.” Justify the
statement.

i. Historians find historical evidence from inscriptions.

ii. They studied the statements made in the inscriptions.
iii. Inscriptional evidence is the base for reconstructing history.
iv. There are technical limitations to inscriptional evidence.
v. Letters are very faintly engraved.
vi. Reconstructions are uncertain.
vii. Some inscriptions are damaged.
viii. Letters are missing.
ix. It is difficult to understand the meaning of the inscription.
x. Many inscriptions have not been deciphered.
xi. Many inscriptions have not been published.
xii. Many inscriptions have not been translated.
xiii. Many inscriptions have not survived ravages of time.
xiv. Many inscriptions are available in fragments.
xv. Many important developments were probably not recorded.
xvi. Inscriptions do not mention the lives of ordinary people.
xvii. They focus more on grand, unique events.
xviii. History from the top- reflects the perspective of the person(s)
who commissioned them.
xix. It is a tedious process and prone to misinterpretation.
xx. Any other relevant point
(Any eight points to be explained)

10 | P a g e
 SECTION D
(Source-Based Questions) 4x3=12

31. A language with an enormous range Pg 124 1+1+2

Al-Biruni described Sanskrit as follows : =4
If you want to conquer this difficulty (i.e. to learn Sanskrit), you will not find it
easy, because the language is of an enormous range, both in words and
inflections, something like the Arabic, calling one and the same thing by
various names, both original and derivative, and using one and the same
word for a variety of subjects, which, in order to be properly understood, must
be distinguished from each other by various qualifying epithets.

(31.1) What motivated Al-Biruni to study Sanskrit? (1) Pg

i. Al-Biruni‟s interest in languages motivated him to study 116,124
Sanskrit.
ii. He wanted to understand Indian culture through Sanskrit texts
eg caste system.
iii. Al Biruni wanted to overcome the difficulty of learning Sanskrit.
iv. He had read Sanskrit works translated into Arabic.
v. He also helped translate the Greek works into Sanskrit
vi. He translated Patanjali‟s work on grammar into Arabic.
vii. Ghaznavid conquest of the Punjab helped in easier
transmission of ideas between Al-Biruni and Brahmanas.
viii. He wanted to know the enormous range of the language.
ix. He wanted to know more about the same words used in variety
of subjects.
x. Any other relevant point
(Any one point to be explained)

(31.2) How did Al-Biruni‟s observations about Sanskrit contribute to Pg

cross cultural understanding? (1) 116,124

i. Al-Biruni‟s observations served as a bridge between Arabic and

Indian cultures.
ii. It promoted an understanding between the Arabic and Indian
world.
iii. He highlighted the distinct features of Sanskrit and drew a
comparison with Arabic.
iv. Those who were familiar with Arabic could comprehend the
difficulties of Sanskrit through comparison.
v. He tried to understand Indian culture in comparison to his own
society.
vi. He wanted to understand Indian culture through Sanskrit texts.
vii. Any other relevant point
(Any one point to be explained)

(31.3) In what ways does Al-Biruni compare Sanskrit to Arabic? (2) Pg 124

i. Sanskrit was different from Arabic.

ii. Sanskrit texts could not be easily translated into another
language.
iii. Sanskrit language has an enormous range.
iv. Both the languages use multiple names for the same thing.

11 | P a g e
 v. Both languages use the same word for various subjects.
vi. Any other relevant point
(Any two points to be explained)
Buddhism in practice Pg 91-92 1+1+2
32 =4
This is an excerpt from the Sutta Pitaka, and contains the advice given by the
Buddha to a wealthy householder named Sigala :
In five ways should a master look after his servants and employees.... by assigning
them work according to their strength, by supplying them with food and wages, by
tending them in sickness; by sharing delicacies with them and by granting leave at
times...
In five ways should the clansmen look after the needs of samanas (those who have
renounced the world) and Brahmanas: by affection in act and speech and mind, by
keeping open house to them and supplying their worldly needs.
There are similar instructions to Sigala about how to behave with his parents,
teacher and wife.

(32.1) Explain the importance of Sutta Pitaka in Buddhism. (1) Pg 91-92

i. The Sutta Pitaka contains the teachings of the Buddha.

ii. Any other relevant point
(Any one point to be explained)

(32.2) How did Buddha advise the wealthy householders to be Pg 91-92

humane and ethical? (1)
i. Individual effort was expected to transform social relations.
ii. By assigning work according to their strength.
iii. By supplying them with food and wages.
iv. By looking after them in sickness.
v. By sharing delicacies with them.
vi. By granting leave at times.
vii. By showing affection in act and speech and mind,
viii. By sharing and caring.
ix. Buddha emphasised on righteous actions.
x. Any other relevant point
(Any one point to be explained)

(32.3) What was the advice given by Buddha to Sigala on how to Pg 91-92
behave with his parents and teachers? (2)
i. Show respect towards parents & teachers.
ii. Listen to parent‟s advice.
iii. Look after them in sickness and old age.
iv. Being a dedicated student.
v. Expressing gratitude.
vi. Follow teacher‟s instructions with sincerity.
vii. Any other relevant point
(Any two points to be explained)
A Ryot Petition Pg 252 1+1+2
33 This is an example of a petition from a ryot of the village of Mirajgaon, Taluka Karjat, =4
to the Collector, Ahmednagar, Deccan Riots Commission :

The sowkars (sahukars).... have of late begun to oppress us. As we cannot earn
enough to defray our household expenses, we are actually forced to beg of them to
provide us with money, clothes and grain, which we obtain from them not without

12 | P a g e
 great difficulty, nor without their compelling us to enter into hard conditions in the
bond. Moreover the necessary clothes and grain are not sold to us at cash rates. The
prices asked from us are generally twenty-five or fifty per cent more than demanded
from customers making ready money payments... The produce of our fields is also
taken by the sowkars, who at the time of removing it assure us that it will be credited
to our account, but they do not actually make any mention of it in the accounts. They
also refuse to pass us any receipts for the produce so removed by them.

(33.1) In what ways the money-lenders oppressed the ryots? (1) Pg 252

i. Exorbitant taxes collected.

ii. Ruthless method of collection.
iii. In case of non-payment, land was taken away.
iv. Ryot was forced to beg for basic necessities.
v. They manipulated laws and forged accounts.
vi. They were compelled to sign bonds.
vii. Clothes and grain were not sold at cash rates.
viii. Their produce was taken away but not credited to their account.
ix. They did not give receipts to the ryot.
x. Any other relevant point
(Any one point to be explained)

(33.2) Why was the harvest taken away by the money-lenders? (1) Pg 252

i. Taking away produce was a way of recovering unpaid debts.

ii. They assured the ryots that it would be credited in their
accounts but that was not the case.
iii. No receipts were given.
iv. Any other relevant point
(Any one point to be explained)

(33.3) Explain any two features of the Ryotwari system. (2) Pg 247-
i. Revenue was directly settled with the ryot. 248
ii. The average income from different types of soil was estimated,
iii. Revenue-paying capacity of the ryot was assessed and a
proportion of it fixed as the share of the state.
iv. The lands were to be resurveyed every 30 years.
v. After survey revenue rates increased.
vi. Any other relevant point
(Any two points to be explained)

SECTION E
(Map-Based Questions) 5x1=5

34 (34.1) On the given political outline map of India, locate and label the
following with appropriate signs :

(i) Banawali - A matured Harappan Site Pg 2 1

(ii) Bharhut - A Buddhist Site Pg 95 1

(iii) (a) Agra – Territory under Mughal‟s control Pg 214 1

OR
(b) Delhi – Territory under Mughal‟s control

13 | P a g e
 (34.2) A- Delhi Pg 286- 2
B -Bombay 313

34 Note: The following questions are meant for Visually Impaired

Candidates in lieu of Q. 34.
(34.1) Mention any two Harappan Sites Pg 2 2
Harappa, Mohenjodaro, Kot Diji. Kalibangan, Ropar, Banawali,
Rakhigarhi, Lothal, Dholavira, Nageshwar, Balakot.
(Any two)

(34.2) (a) Mention any one territory under Mughal‟s control. Pg 214 1

Lahore, Panipat, Delhi, Agra, Ajmer, Amber, Goa.

(Any one)
OR
(b) Mention the name of the Capital of Vijaynagara Empire. Pg 170

Hampi/Vijayanagara

(34.3) Name any two centres of the Indian National Movement. Pg 286- 2
313
Champaran, Kheda, Ahmedabad, Dandi, Bardoli, Bombay, Calcutta,
Delhi, Madras, Lahore, Amritsar, Surat, Lucknow.
(Any two)

Please see attached Map

14 | P a g e
15 | P a g e
 Marking Scheme
Strictly Confidential
(For Internal and Restricted use only)
Senior School Certificate Examination, 2024
HISTORY (SUBJECT CODE 027) (PAPER CODE 61/5/3)

General Instructions:

1 You are aware that evaluation is the most important process in the actual and correct
assessment of the candidates. A small mistake in evaluation may lead to serious problems
which may affect the future of the candidates, education system and teaching profession. To
avoid mistakes, it is requested that before starting evaluation, you must read and understand
the spot evaluation guidelines carefully.

2 “Evaluation policy is a confidential policy as it is related to the confidentiality of the

examinations conducted, Evaluation done and several other aspects. Its‟ leakage to the
public in any manner could lead to derailment of the examination system and affect the life
and future of millions of candidates. Sharing this policy/ document to anyone, publishing in
any magazine and printing in News Paper/ Website etc may invite action under various rules
of the Board and IPC.”

3 Evaluation is to be done as per instructions provided in the Marking Scheme. It should not be
done according to one‟s own interpretation or any other consideration. Marking Scheme
should be strictly adhered to and religiously followed. However, while evaluating answers
which are based on latest information or knowledge and/or are innovative, they may be
assessed for their correctness otherwise and due marks be awarded to them. In class-XII,
while evaluating two competency-based questions, please try to understand the given
answer and even if the reply is not from the marking scheme but correct competency is
enumerated by the candidate, due marks should be awarded.

4 The Marking scheme carries only suggested value points for the answers These are in the
nature of Guidelines only and do not constitute the complete answer. The students can have
their own expression and if the expression is correct, the due marks should be awarded
accordingly.

5 The Head-Examiner must go through the first five answer books evaluated by each evaluator
on the first day, to ensure that evaluation has been carried out as per the instructions given
in the Marking Scheme. If there is any variation, the same should be zero after deliberation
and discussion. The remaining answer books meant for evaluation shall be given only after
ensuring that there is no significant variation in the marking of individual evaluators.

6 Evaluators will mark (√) wherever the answer is correct. For wrong answer CROSS „x” be
marked. Evaluators will not put right (✓) while evaluating which gives an impression that
answer is correct and no marks are awarded. This is the most common mistake which
evaluators are committing.

7 If a question has parts, please award marks on the right-hand side for each part. Marks
awarded for different parts of the question should then be totalled up and written in the left-
hand margin and encircled. This may be followed strictly.

8 If a question does not have any parts, marks must be awarded in the left-hand margin and
encircled. This may also be followed strictly.

1|Page
9 If a student has attempted an extra question, the answer of the question deserving more
marks should be retained and the other answer scored out with a note “Extra Question”.

10 No marks to be deducted for the cumulative effect of an error. It should be penalised only
once.

11 A full scale of marks 80 (example 0 to 80/70/60/50/40/30 marks as given in Question Paper)

has to be used. Please do not hesitate to award full marks if the answer deserves it.

12 Every examiner has to necessarily do evaluation work for full working hours i.e., 8 hours
every day and evaluate 20 answer books per day in main subjects and 25 answer books per
day in other subjects (Details are given in Spot Guidelines).

13 Ensure that you do not make the following common types of errors committed by the
Examiner in the past:-
● Leaving the answer or part thereof un-assessed in an answer book.
● Giving more marks for an answer than assigned to it.
● Wrong totalling of marks awarded on an answer.
● Wrong transfer of marks from the inside pages of the answer book to the title page.
● Wrong question wise totalling on the title page.
● Wrong totalling of marks of the two columns on the title page.
● Wrong grand total.
● Marks in words and figures not tallying/not same.
● Wrong transfer of marks from the answer book to online award list.
● Answers marked as correct, but marks not awarded. (Ensure that the right tick mark is
correctly and clearly indicated. It should merely be a line. Same is with the x for incorrect
answers.)
● Half or a part of the answer marked correct and the rest as wrong, but no marks awarded.

14 While evaluating the answer books, if the answer is found to be totally incorrect, it should be
marked as cross (x) and awarded zero (0)Marks.

15 Any un-assessed portion, non-carrying over of marks to the title page, or totalling error
detected by the candidate shall damage the prestige of all the personnel engaged in the
evaluation work as also of the Board. Hence, in order to uphold the prestige of all concerned,
it is again reiterated that the instructions be followed meticulously and judiciously

16 The Examiners should acquaint themselves with the guidelines given in the “Guidelines for
spot Evaluation” before starting the actual evaluation.

17 Every Examiner shall also ensure that all the answers are evaluated, marks carried over to
the title page, correctly totalled and written in figures and words.

18 The candidates are entitled to obtain a photocopy of the Answer Book on request on
payment of the prescribed processing fee. All Examiners/Additional Head Examiners/Head
Examiners are once again reminded that they must ensure that evaluation is carried out
strictly as per value points for each answer as given in the Marking Scheme.

2|Page
 SET - 61/5/3
MARKING SCHEME 2024
HISTORY (027) MM:80
______________________________________________________________________

[Link] Value Points Pg No. Marks

SECTION A
(Multiple Choice Type Questions) 21x1=21

1 D - R.E.M. Wheeler Pg 21 1

2 B - Shahjahan Begum Pg 82 1

B - Madhya Pradesh (For visually challenged candidate only) Pg 83

3 A- Most of the Harappan sites were located in semi-arid lands Pg 3 1

4 B - This script was written from left to right Pg 15 1

5 C - Polygyny Pg 57 1

6 B - Both A and R are true, but (R) is not the explanation for (A) Pg 106- 1
107

7 C - Ibn Battuta Pg 118 1

8 C - II, I, III, IV Pg 50 1

9 B- Guru Arjun Dev ji Pg 163 1

10 D - Fatehpur Sikri Pg 160 1

11 D - Mansabdar - Military-Bureaucrat Pg 214 1

12 C - B, D. A, C Pg 172 1

13 C - Ahom tribe Pg 210 1

14 D -To provide financial stability to the British govt. Pg 228- 1

229

15 A - This tradition emerged in Karnataka Pg 147 1

16 B - Kunwar Singh Pg 262 1

17 C- Meerut Cantt. Pg 258 1

18 D - Jawaharlal Nehru Pg 320 1

19 C Alladi Krishnaswami Ayyar Pg 320 1

20 B - Swadeshi Movement Pg 287 1

21 C - Lord Dalhousie Pg 266 1

3|Page
 Section B
(Short-Answer Type Questions) 3x6=24

22 (a) Explain the strategies adopted by Harappans to procure raw Pg.12-14 3

material for their craft production.
i. Many methods and strategies used to procure raw material.
ii. Clay was locally available.
iii. Stone, timber and metal was procured from outside.
iv. Transportation of goods and people by land routes, sea routes.
v. They established settlements (any one)
● Nageshwar and Balakot for shells.
● Shortughai, in far-off Afghanistan, for lapis lazuli.
● Lothal was near sources of carnelian
● Steatite (from south Rajasthan and north Gujarat).
● Metal like copper (from Rajasthan).
vi. They sent expeditions to areas where raw material was available
such as (any one)
● Khetri region of Rajasthan (for copper)
● South India (for gold).
● They communicated with local people.
● Harappan micro-beads found in these areas show such
contact.
vii. Contact with distant lands – (any one)
● Copper was probably brought from Oman.
● Distinctive Harappan jar found at Omani sites.
● Mesopotamian texts mention contact with different regions eg
Dilmun (Bahrain), Magan and Meluhha.
viii. Bullock cart used for transport.
ix. Boats used on rivers/seas.
x. Any other relevant point
(Any three points to be explained)

OR

Explain how archaeologists have been able to reconstruct dietary Pg.2-4 3

practices of the Harappans.

i. The Harappans ate a wide range of plant products.

ii. Grains like wheat, barley, lentil, chickpea and sesame were
found at Harappan sites.
iii. Millets are found from sites in Gujarat.
iv. Finds of rice are rare.
v. Dietary practices are reconstructed from finds of charred
grains and seeds, studied by archaeo-botanists (specialists in
ancient plant remains).
vi. The Harappans consumed animal products.
vii. Bones of animals have been found at the Harappan sites.
viii. Bones of wild species have been found.
ix. Bones of fish and fowl are also found.

4|Page
 x. Any other relevant point
(Any three points to be explained)

23 “Mahabharata is a dynamic text.” Explain the statement. Pg.77-78 3

i. The growth of the Mahabharata did not stop with the Sanskrit
version.
ii. The epic has been written in a variety of languages through an
ongoing process of dialogue between different people.
iii. Regional variations have crept into the main story.
iv. Central story of the epic was often retold in different ways.
v. Episodes have been depicted in sculpture and painting.
vi. Provided themes for performing arts – plays, dance etc.
vii. Most retellings or re-enactments of the epic draw on the main
narrative in creative ways- Mahasweta Devi‟s Kunti o Nishadi.
viii. Any other relevant point
(Any three points to be explained)

24 Explain the major features of Virashaiva tradition. Pg.147 3

i. This tradition emerged in Karnataka in the twelfth century.

ii. It was led by a Brahmana named Basavanna
iii. His followers were known as Virashaivas (heroes of Shiva) or
Lingayats (wearers of the linga).
iv. Lingayats are an important community even today.
v. They worship Shiva as a linga.
vi. Men usually wear a small linga in a silver case on a loop strung
over the left shoulder.
vii. Those who are revered include the jangama or wandering
monks.
viii. Lingayats believe that on death they will be united with Shiva.
ix. They do not practise funerary rites.
x. They bury their dead.
xi. They were against caste system.
xii. They did not favour the “pollution” attributed to certain groups.
xiii. They do not believe in rebirth.
xiv. Their followers came from marginalised groups.
xv. Lingayats encouraged post-puberty marriage.
xvi. They encouraged widow remarriage
xvii. Virashaiva tradition can be understood from vachanas composed
in Kannada by the followers.
xviii. Any other relevant point
(Any three points to be explained)

25 Examine the major sources of income of the Panchayats during the Pg.202- 3
sixteenth and seventeenth centuries. 203

i. Panchayats derived their funds from contributions made by

individuals.
ii. They had the authority to levy fines.
iii. They had the authority to levy taxes.
iv. Funds were used for entertaining revenue officials.
v. Funds were used for community welfare activities - tiding over

5|Page
 natural calamities, construction of bunds, digging of canals.
vi. Any other relevant point
(Any three points to be explained)

26 (a) Why did Awadh become one of the major centres of the Revolt of Pg. 266- 3
1857? Explain. 269
i. Subsidiary Alliance imposed on Awadh in 1801.
ii. Wajid Ali Shah was a popular ruler.
iii. Wajid Ali Shah‟s powers taken away.
iv. Increased dependence on the British.
v. Annexation of Awadh by the British.
vi. Dissatisfaction among people of Awadh.
vii. Nawab Wajid Ali Shah was dethroned and exiled to Calcutta.
viii. The widespread sense of grief and loss at the Nawab‟s exile.
ix. Immediate material losses - dissolution of the court and its culture.
x. Many people lost their livelihood.
xi. Chain of grievances linked princes, taluqdars, peasants & sepoys.
xii. Loss of a shared world and everything people cherished.
xiii. Any other relevant point
(Any three points to be explained)

OR

(b) How did the British suppress the Revolt of 1857? Explain. Pg. 275- 3
276
i. British passed a series of laws to suppress the revolt.
ii. Martial law was imposed in North India.
iii. Military officers & ordinary Englishmen were given the power to
punish Indians.
iv. Processes of law and trial were suspended.
v. Rebels were punished by death.
vi. Troops sent out to re-conquer north India.
vii. Two-pronged approach to recapture Delhi.
viii. More troops were brought in from Britain.
ix. British used military power on a large scale.
x. They tried to break the unity between the land holders and people.
xi. Any other relevant point
(Any three points to be explained)

27 “The draft constitution provided for three lists of subjects on the issue of Pg. 334 3
federalism “Explain the statement with examples.

i. Union List: Under the control of Centre.

ii. State List: Under the control of the State.
iii. Concurrent List: Under control of Centre and State.
iv. Many more items were placed under Union control.
v. The Union had control of minerals and key industries.
vi. Article 356 gave the Centre the powers to take over a state
administration on the recommendation of the Governor.
vii. Voices that favoured strong centre- Nehru, Dr. Ambedkar
viii. K Santhanam favoured more powers to the state.
ix. Any other relevant point
(Any three points to be explained)
6|Page
 Section C
(Long-Answer Type Questions) 8x3=24

28 (a) “Magadha became the most powerful Mahajanapada between 6th Pg. 31 8
and 4th centuries BCE.” Justify the statement.

i. Magadha became the most powerful mahajanapada between the

sixth and the fourth centuries BCE.
ii. Magadha was agriculturally productive due to fertile soil.
iii. Iron mines were accessible and provided resources for tools and
weapons.
iv. Elephants, an important component of the army, were found in
forests in the region.
v. Ganga and its tributaries provided a means of cheap and
convenient communication.
vi. Magadha attributed its power to the policies of ambitious kings like
Bimbisara, Ajatasattu and Mahapadma Nanda.
vii. Rajagaha was a fortified settlement.
viii. Later, the capital was shifted to Pataliputra, situated on the banks
of Ganga.
ix. Any other relevant point
(Any eight points to be explained)

OR

(b) “Mauryan empire was regarded as a major landmark in Indian Pg. 34 8

history.” Justify the statement.

i. Emergence of the Mauryan Empire was regarded as a major

landmark.
ii. Historians found the possibility of an empire in early India both
challenging and exciting.
iii. Archaeological finds of the Mauryan empire like stone sculpture,
were examples of the spectacular art.
iv. Message on Asokan inscriptions was very different from other
rulers.
v. Ashokan inscriptions are found all over India.
vi. It suggested that Asoka was a powerful and industrious ruler.
vii. He was more humble than later rulers who adopted grand titles.
viii. So nationalist leaders in the twentieth century regarded him as
an inspiring figure.
ix. The empire lasted for 150 years.
x. Any other relevant point
(Any eight points to be explained)

29 (a) Explain the reasons behind Gandhiji‟s decision to initiate the Salt Pg.296- 5+3=8
Satyagraha and why did this movement become a significant event? 300
Reasons
Reasons
i. Salt law was unpopular.
ii. Gandhiji gave an advance notice of his salt march to the British.
iii. On 12th March 1930, Gandhiji started the march to break the

7|Page
 Salt law.
iv. British monopoly over manufacture & sale of salt was very
unpopular
v. Government destroyed the salt that it could not sell profitably.
vi. People were not allowed to make salt for domestic use.
vii. People were forced to buy salt at a high price.
viii. Salt was used by one and all so, became a symbol of protest.
ix. Gandhiji decided to launch a Salt Satyagraha to protest against
the British.
x. It deprived the people of a valuable village industry.
xi. It involved destruction of property that nature produced in
abundance.
xii. Salt Tax.
xiii. Any other relevant point
(Any five points to be explained)

Significance

i. It brought Mahatma Gandhi to world attention.

ii. March was widely covered by the European & American press.
iii. Women participated in large numbers.
iv. Salt March made British realise that their Raj would not last
forever.
v. They realised they would have to share some power with the
Indians.
vi. All sections of society participated in the salt march.
vii. People made salt at Dandi to protest against the British.
viii. It was a non-violent protest.
ix. British used violent methods to control the march.
x. British became unpopular.
xi. Any other relevant point.
(Any three points to be explained)

OR

(B) Explain why the „Quit India Movement‟ was considered a mass Pg. 303 8
movement.
i. Failure of Cripps Mission
ii. Quit India Movement began in August 1942.
iii. Quit India – „Do or Die‟
iv. Movement started when Gandhiji and leaders were arrested.
v. Gandhi was jailed, but younger activists carried on the struggle
like Jayaprakash Narayan.
vi. Independent governments were proclaimed in many districts like
Satara.
vii. People organised strikes and acts of sabotage all over the
country.
viii. Underground resistance was started by socialist leaders of the

8|Page
 Congress.
ix. British Government responded with force.
x. Thousands of Indians joined the movement.
xi. The movement energised the young people who left schools and
colleges to join the movement.
xii. It really became a genuine and mass movement.
xiii. Any other relevant point
(Any eight points to be explained)

30 (a) Examine the main reasons for the rise and decline of the Pg. 173- 4+4=8
Vijayanagara Empire. 174

Rise
i. There were too many claimants to power.
ii. The first dynasty- Sangamas, exercised control till 1485.
iii. They were succeeded by the Saluvas, who ruled till 1503.
iv. They were replaced by the Tuluvas. Krishnadeva Raya belonged
to the Tuluva dynasty.
v. Krishnadeva Raya‟s rule was characterised by expansion and
consolidation.
vi. He acquired the land between the Tungabhadra and Krishna
rivers.
vii. The rulers of Orissa were subdued.
viii. He defeated the Sultan of Bijapur.
ix. The kingdom remained in a constant state of military
preparedness.
x. Empire saw peace and prosperity during Krishnadeva Raya‟s
reign.
xi. He built beautiful temples and added gopurams to many south
Indian temples.
xii. He founded a suburban township near Vijayanagara called
Nagalapuram.
xiii. Any other relevant point
(Any four points to be explained)

Decline
i. After Krishnadeva Raya‟s death his successors were troubled by
rebellious nayakas or military chiefs.
ii. By 1542 control shifted to the Aravidu dynasty.
iii. Clashes between the rulers of Vijayanagara and Deccan Sultanates
resulted in shifting alignments.
iv. Sultanates formed an alliance against Vijayanagara and defeated
Rama Raya, at the battle of Talikota.
v. The city was destroyed and abandoned within a few years.
vi. Any other relevant point
(Any four points to be explained)

OR

9|Page
 (b) Examine the distinctive aspects of the fortification of the Pg. 177- 8
Vijayanagara Empire. 178

i. Abdur Razzaq was greatly impressed by the

fortification.
ii. He mentioned seven lines of forts.
iii. Fortification walls encircled agricultural and forest
lands.
iv. The outermost wall linked the hills surrounding the
city.
v. The massive masonry construction was slightly
tapered.
vi. No mortar or cementing agent was used.
vii. Stone blocks were wedge shaped, which held them
in place.
viii. The inner portion of the walls was of earth packed
with rubble.
ix. Square or rectangular bastions projected outwards.
x. Between the first, second and the third walls there are
cultivated fields, gardens and houses”.
xi. Fortification was useful during the siege.
xii. Even during siege, agriculture could be practised & crops
grown.
xiii. This saved the people from starvation.
xiv. Second line of fortification went round the inner core of
the urban complex.
xv. A third line surrounded the royal centre.
xvi. The fort was entered through well-guarded gates.
Influence of Indo-Islamic architecture
xvii. Roads connected various parts of the city.
xviii. Any other relevant point
(Any eight points to be explained)

SECTION D
(Source-Based Questions) 4x3=12

31 A ryot petition Pg 252 1+1+2

This is an example of a petition from a ryot of the village of Mirajgaon, Taluka Karjat, =4
to the Collector, Ahmednagar, Deccan Riots Commission :

The sowkars (sahukars).... have of late begun to oppress us. As we cannot earn
enough to defray our household expenses, we are actually forced to beg of them to
provide us with money, clothes and grain, which we obtain from them not without
great difficulty, nor without their compelling us to enter into hard conditions in the
bond. Moreover the necessary clothes and grain are not sold to us at cash rates. The
prices asked from us are generally twenty-five or fifty per cent more than demanded
from customers making ready money payments... The produce of our fields is also
taken by the sowkars, who at the time of removing it assure us that it will be credited
to our account, but they do not actually make any mention of it in the accounts. They
also refuse to pass us any receipts for the produce so removed by them.

10 | P a g e
 31.1 In what ways the money-lenders oppressed the ryots? Pg. 252
(1)
i. Exorbitant taxes collected.
ii. Ruthless method of collection.
iii. In case of non-payment, land was taken away.
iv. Ryot was forced to beg for basic necessities.
v. They manipulated laws and forged accounts.
vi. They were compelled to sign bonds.
vii. Clothes and grain were not sold at cash rates.
viii. Their produce was taken away but not credited to their
account.
ix. They did not give receipts to the ryot.
x. Any other relevant point
(Any one point to be explained)

31.2 Why was the harvest taken away by the money-lenders? (1) Pg. 252

i. Taking away produce was a way of recovering unpaid debts.

ii. They assured the ryot that it would be credited in their accounts
but that was not the case.
iii. No receipts were given.
iv. Any other relevant point
(Any one point to be explained)

31.3 Explain any two features of the Ryotwari system. (2) Pg. 247-
248
i. Revenue was directly settled with the ryot.
ii. The average income from different types of soil was estimated,
iii. Revenue paying capacity of the ryot was assessed and a
proportion of it fixed as the share of the state.
iv. The lands were to be resurveyed every 30 years.
v. After survey revenue rates increased.
vi. Any other relevant point
(Any two points to be explained)
A language with an enormous range Pg 124 1+1+2
32 Al-Biruni described Sanskrit as follows : =4
If you want to conquer this difficulty (i.e. to learn Sanskrit), you will not find it easy,
because the language is of an enormous range, both in words and inflections,
something like the Arabic, calling one and the same thing by various names, both
original and derivative, and using one and the same word for a variety of subjects,
which, in order to be properly understood, must be distinguished from each other by
various qualifying epithets.

32.1What motivated Al-Biruni to study Sanskrit? (1) Pg.

116,124
i. Al-Biruni‟s interest in languages motivated him to study
Sanskrit.
ii. He wanted to understand Indian culture through Sanskrit
texts eg caste system
iii. Al Biruni wanted to overcome the difficulty of learning
Sanskrit.
iv. He had read Sanskrit works translated into Arabic.

11 | P a g e
 v. He also helped translate the Greek works into Sanskrit
vi. He translated Patanjali‟s work on grammar into Arabic.
vii. Ghaznavid conquest of the Punjab helped in easier
transmission of ideas between Al-Biruni and Brahmanas.
viii. He wanted to know the enormous range of the language.
ix. He wanted to know more about the same words used in
variety of subjects.
x. Any other relevant point
(Any one point to be explained)

32.2 How did Al-Biruni‟s observations about Sanskrit contribute to Pg.

cross cultural understanding? (1) 116,124
i. Al-Biruni‟s observations served as a bridge between
Arabic and Indian cultures.
ii. It promoted an understanding between the Arabic and
Indian world.
iii. He highlighted the distinct features of Sanskrit and drew a
comparison with Arabic.
iv. Those who were familiar with Arabic could comprehend
the difficulties of Sanskrit through comparison.
v. He tried to understand Indian culture in comparison to his
own society.
vi. He wanted to understand Indian culture through Sanskrit
texts.
vii. Any other relevant point
(Any one point to be explained)

32.2 In what ways does Al-Biruni compare Sanskrit to Arabic? (2) Pg. 124
i. Sanskrit was different from Arabic.
ii. Sanskrit texts could not be easily translated into another
language.
iii. Sanskrit language has an enormous range.
iv. Both the languages use multiple names for the same thing.
v. Both languages use the same word for various subjects.
vi. Any other relevant point
(Any two points to be explained)

33 Buddhism in practice Pg 91-92 1+1+2

This is an excerpt from the Sutta Pitaka, and contains the advice given by the Buddha =4
to a wealthy householder named Sigala :
In five ways should a master look after his servants and employees.... by assigning
them work according to their strength, by supplying them with food and wages, by
tending them in sickness; by sharing delicacies with them and by granting leave at
times...
In five ways should the clansmen look after the needs of samanas (those who have
renounced the world) and Brahmanas : by affection in act and speech and mind, by
keeping open house to them and supplying their worldly needs.
There are similar instructions to Sigala about how to behave with his parents, teacher
and wife.

33.1 Explain the importance of Sutta Pitaka in Buddhism. (1) Pg. 91-
92
12 | P a g e
 i. The Sutta Pitaka contains the teachings of the Buddha.
ii. Any other relevant point
(Any one point to be explained)

31.2 How did Buddha advise the wealthy householders to be humane Pg.91-92
and ethical? (1)

i. By assigning they work according to their strength.

ii. By supplying them with food and wages,
iii. By tending them in sickness.
iv. By sharing delicacies with them.
v. By granting leave at times.
vi. By showing affection in act and speech and mind,
vii. By sharing and caring.
viii. Buddha emphasised on righteous actions.
ix. Any other relevant point
(Any one point to be explained)

31.3 What was the advice given by Buddha to Sigala on how to behave Pg.91-92
with his parents and teachers? (2)

i. Show respect towards parents & teachers.

ii. Listen to parent‟s advice.
iii. Look after them in sickness and old age.
iv. Being a dedicated student.
v. Expressing gratitude.
vi. Follow teacher‟s instructions with sincerity.
vii. Any other relevant point
(Any two points to be explained)
SECTION E
(Map-Based Questions) 5x1=5

34 34.1 On the given political outline map of India, locate and label
the following with appropriate signs :

(i) Banawali - A matured Harappan Site Pg. 2 1

(ii) Bharhut - A Buddhist Site Pg. 95 1

(iii) (a) Agra – Territory under Mughal‟s control Pg. 214 1

OR
(b) Delhi – Territory under Mughal‟s control

34.2 Pg. 286- 2

A- Delhi 313
B - Bombay

Note: The following questions are meant for Visually Impaired

Candidates in lieu of Q. 34.

34.1 Mention any two Harappan Sites

Harappa, Mohenjodaro, Kot Diji. Kalibangan, Ropar, Banawali, Pg. 2 2

13 | P a g e
 Rakhigarhi, Lothal, Dholavira, Nageshwar, Balakot.
(Any two)

34.2 (a) Mention any one territory under Mughal‟s control. Pg. 214 1
Lahore, Panipat, Delhi, Agra, Ajmer, Amber, Goa. (Any one)
OR
(b) Mention the name of the Capital of Vijayanagara Empire.
Pg. 170
Hampi/Vijayanagara

34.3 Name any two centres of the Indian National Movement. Pg. 286- 2
313
Champaran, Kheda, Ahmedabad, Dandi, Bardoli, Bombay,
Calcutta, Delhi, Madras, Lahore, Amritsar, Surat, Lucknow.
(Any two)

Please see attached Map

14 | P a g e
15 | P a g e