CBSE Class 12 Knowledge Traditions and Practices of India Question Paper 2019

SET-4
Series BVM H$moS> Z§.
Code No. 39
amob Z§. narjmWu H$moS >H$mo CÎma-nwpñVH$m Ho$ _wI-n¥ð
Roll No. >na Adí` {bIo§ &
Candidates must write the Code on the
title page of the answer-book.

 H¥$n`m Om±M H$a b| {H$ Bg àíZ-nÌ _o§ _w{ÐV n¥ð> 15 h¢ &
 àíZ-nÌ _| Xm{hZo hmW H$s Amoa {XE JE H$moS >Zå~a H$mo N>mÌ CÎma-nwpñVH$m Ho$ _wI-n¥ð> na {bI| &
 H¥$n`m Om±M H$a b| {H$ Bg àíZ-nÌ _| 5 àíZ h¢ &
 H¥$n`m àíZ H$m CÎma {bIZm ewê$ H$aZo go nhbo, àíZ H$m H«$_m§H$ Adí` {bI| &
 Bg àíZ-nÌ H$mo n‹T>Zo Ho$ {bE 15 {_ZQ >H$m g_` {X`m J`m h¡ & àíZ-nÌ H$m {dVaU nydm©• _|
10.15 ~Oo {H$`m OmEJm & 10.15 ~Oo go 10.30 ~Oo VH$ N>mÌ Ho$db àíZ-nÌ H$mo n‹T>|Jo Am¡a
Bg Ad{Y Ho$ Xm¡amZ do CÎma-nwpñVH$m na H$moB© CÎma Zht {bI|Jo &
 Please check that this question paper contains 15 printed pages.
 Code number 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 check that this question paper contains 5 questions.
 Please write down the Serial Number of the question 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
students will read the question paper only and will not write any answer on
the answer-book during this period.

^maV H$s kmZ na§namE± Am¡a nÕ{V`m±
KNOWLEDGE TRADITIONS AND PRACTICES OF INDIA
{ZYm©[aV g_` : 3 KÊQ>o A{YH$V_ A§H$ : 70
Time allowed : 3 hours Maximum Marks : 70

{ZX}e : g^r àíZm| Ho$ CÎma Xr{OE &
Instructions : Attempt all questions.

39 1 P.T.O.

IÊS> H$
(nR>Z H$m¡eb)
SECTION A
(Reading Skills)

1. (H$) {ZåZ{b{IV AZwÀN>oXm| H$mo n‹T>H$a nyN>o JE n«íZm| Ho$ CÎma Xr{OE : 25=10

~m¡Õ {dMmam| go ào[aV _m¡`© {eënH$bm gm±Mr Ho$ ñVyn gmaZmW Ho$ EH$mí_r` do{XH$m
(aoqbJ) Am¡a ~moYJ`m Ho$ ñV§^m| go ì`º$ hmoVr h¡ & ew§J {eënH$bm Zo nËWa H$s
do{XH$mAm| (aoqbJ) Am¡a ñVynm| Ho$ n[agam| Ho$ _w»` àdoe Ûma H$mo gOmdQ> àXmZ H$s & BZ
ñ_maH$m| Ho$ CXmhaU h¢ – gm±Mr (^monmb Ho$ {ZH$Q>), ^ahþV (_Ü` àXoe), Am¡a H¥$îUm
ZXr na A_amdVr Ho$ ñVyn & ^ahþV _| àdoe Ûma àmMrZ ^maVr` eham| Ho$ bH$‹S>r Ho$ H$Z©
\$mQ>H$m| H$s nËWa na AZwH¥${V`m± h¢ & do{XH$mAm| Ho$ Ab§H$aU _| gdm©{YH$ à_wI h¡ `j
Am¡a `{j`m± (Abm¡{H$H$ àmUr) &
gm±Mr H$m _hmZ ñVyn, {OgH$s AmYma{ebm _ybV: AemoH$ Zo aIr Wr, Cgo Am±Y« d§e Ho$
g§ajU _| {dñVma {X`m J`m & Hw$fmUm| Ho$ A§VJ©V {eënH$bm _| Jhar H$mbr ñV[aV
MÅ>mZm| na C^ma dmbr {M{ÌV ~ob|, `yZmZr dñÌ {dÝ`mg _| emñÌr` _wÐmAm| Ho$ A§H$Z
{Z{_©V hþE & Bg_| hmWrXm±V Am¡a Am`m{VV H$m±M H$m Cn`moJ ^r hþAm & Jm§Yma Ho$ ñVyn _|
gm±Mr Am¡a ^ahþV Ho$ àma§{^H$ ñVynm| H$m H«${_H$ {dH$mg ñnîQ> h¡ &
JwßVH$mb _| Jw\$m _§{Xam| Am¡a EH$mí_r` ñWbm| H$s na§nam BªQ> Am¡a nËWa Ho$ _pÝXa {Z_m©U
Ho$ ê$n _| {dH${gV hþB© & BgHo$ Xmo H$maU Wo & EH$ H$maU Wm, Jw\$m _§{Xa Ho$ {eënr Am¡a
_y{V©H$ma Ho$db dht Jw\$m _§{Xa ~Zm gH$Vo Wo Ohm± {demb nËWa `m nd©V CnbãY hm|,
O~{H$ T>m±Mo dmbm nËWa H$m _§{Xa {H$gr ^r ñWmZ na ~Zm`m Om gH$Vm Wm Ohm± BªQ>mo| H$mo
~Zm`m Om gHo$ `m nËWam| H$mo T>moH$a bm`m Om gHo$ & Xÿgam H$maU Wm, _§{Xa {Z_m©U _|
{eënH$bm Am¡a _y{V©H$bm _| ZdrZVm bmZo `m à`moJ H$aZo H$s A{YH$ g§^mdZm Wr &
(i) _yb ê$n _| ñVyn {H$gHo$ ~Zo hmoVo Wo ?
(ii) Hw$fmU H$mbrZ {eënH$bm H$s {deofVmAm| H$s gyMr ~ZmBE &
(iii) _m¡`© {eënH$bm Ho$ CXmhaU Xr{OE &
(iv) EH$mí_r` _§{Xa {Z_m©U nËWa Ho$ _§{Xa {Z_m©U _| Š`mo§ ~Xb J`m ?
(v) e§wJ H$mbrZ {eënH$bm Ho$ ñVyn _m¡`© {eënH$bm Ho$ ñVynm| go {H$g ê$n _| {^Þ Wo ?

39 2

(I$) {ZåZ{b{IV AZwÀN>oX H$mo n‹T>H$a nyN>o JE n«íZm| Ho$ CÎma Xr{OE : 25=10

^maV _| ^mfm AÜ``Z

^mfm Ho$ AÜ``Z H$s Amdí`H$Vm G$½doX O¡go àmMrZ J«§Wm| Ho$ kmZ H$mo g_PZo H$s
Amdí`H$Vm go CËnÞ hþB© & `o J«§W hOmam| dfmªo go _m¡{IH$ na§nam go hr Jw é go {eî` H$mo
gm¢no Om aho Wo & `Ú{n ^maV Ho$ nmg EH$ Üd{Z d¡km{ZH$ {b{n Wr, {\$a ^r kmZ H$mo
_m¡{IH$ ê$n _| g§{MV Am¡a g§Mm[aV {H$`m Om ahm Wm & N>h emñÌm| H$m {dH$mg {OÝh|
doXm§J H$hm J`m h¡, J§«W nmR>m| Ho$ CƒmaU Am¡a AW© Ho$ {bE hþAm, `o h¢ : {ejm, {Zéº$,
ì`mH$aU, N>§X, H$ën Am¡a Á`mo{Vf & BZ N>h emñÌm| _| go àW_ Mma ^mfm go g§~§{YV h¢
– Üd{Z, eãX Am¡a ê$n, ì`wËn{Îm Am¡a N>§XemñÌ & `h Mmam| ^mJ AmYw{ZH$ ^mfm{dkmZ
Ho$ A§J h¢ &

^mfm Ho$ VrZ bjU h¡ :

(1) `h _ybV: dmUr h¡ & ^mfm Ho$ {bE à`wº$ h_mao eãXm| na Ü`mZ Xr{OE : ^mfm,
dmH²$, dmUr, ~mobr, Am{X & g~ _mZVo h¢ {H$ ^mfm dmUr hr h¡ ({b{n Jm¡U h¡
Š`m|{H$ `h dmUr H$m A§H$Z h¡) &

(2) `h {dMma H$m gmYZ h¡ – ^mfm Ho$ {~Zm qMVZ Zht hmo gH$Vm &

(3) `h h_ g~Ho$ {bE dñVw, AZw^d, ^mdZmE± Am¡a {dMmam| H$m {Z_m©U CÝh| Zm_
XoH$a H$aVr h¡ & BZHo$ Ûmam h_ CZ dñVwAm| Ho$ ~mao _| ^r OmZVo h¢ Omo ^m¡{VH$ ê$n
go {dÚ_mZ Zht h¢ & H$moB© ì`{º$ "Jm`' eãX H$hVm h¡ Vmo h_ AnZo _Z _| EH$
{deof new H$m {MÌ XoIVo h¢ Am¡a BgHo$ ~mao _| {dñVma go ~Vm gH$Vo h¢ &

(i) J§«Wm|/nmR>m| H$m CƒmaU H$aZo Ho$ {bE {dH${gV H$s JB© gyMr ~ZmBE &
(ii) ^mfm Ho$ bjU Š`m h¢ ?
(iii) ^mfm Ho$ AÜ``Z H$s Amdí`H$Vm Š`m| n‹S>r ?
(iv) ^mfm Ho$ {bE àma§{^H$ eãX Š`m h¢ ? `o Š`m {gÕ H$aVo h¢ ?
(v) ^mfm Ho$ H$m¡Z-go àmMrZ emñÌ AmYw{ZH$ ^mfm{dkmZ Ho$ A§J h¢ ?
39 3 P.T.O.

(a) Read the passage given below and answer the questions that follow :

Mauryan architecture, which is inspired by Buddhist thought, is
illustrated by the stūpas at Sanchi, the monolithic rail at Sarnath and
.
the pillars of Bodh Gaya. Śunga architecture added decorations of
stone vedikas (railings) and gateways surrounding the stūpa.
Examples of these monuments are the stūpas at Sanchi (near Bhopal),
Bharhut (Madhya Pradesh), and Amaravati on the Krishna River. At
Bharhut the gateways are imitations in stone of the wooden portals of
early Indian towns. Most prominent in the embellishment of the
vedikas are the carvings of Yaksas
. and Yakasīs
. (supernatural beings).
The great stūpa at Sanchi, whose foundation was originally laid by
Aśoka, was enlarged under the patronage of the Andhra Dynasty.
Architecture under the Kusānas
. . produced relief friezes carved in dark
schist and portrayed figures in classical poses with flowing Hellenistic
draperies; it also made use of ivory and imported glass. The stūpa in
Gandhara marks the gradual elaboration of the primitive types known
at Sanchi and Bharhut.

In the Gupta age, the tradition of excavating cave temples and
monolithic shrines evolved into the construction of brick and stone
temples. This was due to two reasons. One reason was that while the
architects and sculptors could create a cave temple only where
boulders or hills were available, a structural stone temple could be
created at any chosen site by baking bricks or quarrying and
transporting stones. Secondly, there was more scope for architectural
and sculptural innovation and experimentation while constructing a
temple.
(i) What were stūpas made up of originally ?
(ii) List the characteristics of Kusāna
. . architecture.
(iii) Give the examples of Mauryan architecture.
(iv) What led to evolution of monolithic shrines into the construction
of stone temples ?
(v) How were stūpas in Sunga architecture different from the ones in
Mauryan architecture ?

39 4

(b) Read the passage given below and answer the questions that follow :

Study of Language in India

The study of language arose from the need to understand the
knowledge texts such as the Rgveda.
. These texts have been
transmitted orally from teacher to disciples for millennia. Though
India had a scientific phonetic script, still knowledge was stored and
.
transmitted orally. Six disciplines known as vedāngas developed to
articulate and interpret texts : śiksā
. (phonetics), nirukta (etymology),
vyākarana
. (grammar), chanda (prosody), kalpa (ritualistic
performances) and jyotisa
. (astronomy). Out of these six disciplines, the
first four pertain to language, its sounds, words and forms, etymology
and metre. These four are today part of modern linguistics.

Three features of language are :

(1) It is primarily speech. Consider our words for language : bhāsā, .
vāk, vānī,
. bolī, etc. All assert that language is speech (writing is
secondary as it represents speech).
(2) It is the means of thought — thinking is not possible without
language.
(3) It constructs for each of us things, experiences, emotions and
ideas by naming them. With these we know things that are not
present physically. Someone utters the word ‘cow’ and we see in
our mind the picture of a particular animal and can describe it at
length.

(i) List the disciplines developed to articulate and interpret texts.
(ii) What are the features of language ?
(iii) Why was there a need to study language ?
(iv) What are the primary words for language ? What does it prove ?
(v) Which old disciplines of language are part of modern linguistics
today ?

39 5 P.T.O.

IÊS> I
({díbofUmË_H$ H$m¡eb)
SECTION B
(Analytical Skills)

2. {ZåZ{b{IV AZwÀN>oXm| H$mo n‹T>H$a nyN>o JE àíZm| Ho$ CÎma Xr{OE : 10

(H$) AܶmnH$ Am¡a {dÚmWu
^maVr¶ g§ñH¥${V ‘| AܶmnH$ Am¡a N>mÌm| ‘| EH$ Img Vah H$m g§~§Y nm¶m OmVm h¡ Wm &
AܶmnH$, Jwé ¶m AmMm¶© H$mo A˶{YH$ gå‘mZ {X¶m OmVm h¡ Am¡a Cgo Eogm ‘mJ©Xe©H$
‘mZm OmVm Wm Omo {eî¶ H$mo AkmZ Ho$ A§YH$ma go ‘w³V hmoH$a kmZ H$m àH$me àmßV H$aZo
‘| ghm¶Vm H$aVm Wm & AܶmnH$ H$m Ka hr AmMm¶©Hw$b ¶m JwéHw$b H$m Ho$ÝÐ hmoVm
Wm & Jwé Am¡a {eî¶ ‘| {deof ghOrdr g§~§Y hmoVm Wm Am¡a {dÚm{W©¶m| H$mo Jwé Ho$ n[adma
Ho$ gXñ¶m| Ho$ ê$n ‘| ‘mZm OmVm Wm &

Jwé Ho$ gmW ahZo dmbo {eî¶ AmË‘-{Z¶§ÌU, g§¶‘, AZwgaU Am¡a g‘n©U H$m OrdZ OrVo
Wo Am¡a ¶‘ (AmË‘-g§¶‘) VWm {Z¶‘ (nm±M g§ñH$ma), AWm©V² em¡M  eara, ‘Z Am¡a
{dMma H$s n{dÌVm; g§Vmof  gH$mamË‘H$ gmoM; Vn  H$R>moa gmYZm; ñdmܶm¶  ñd¶§
Aܶ¶Z H$aZm, AmË‘{ZarjU; VWm B©ídaà{UYmZ  B©ída Ho$ à{V {dídmg Am¡a g‘n©U
go AnZo OrdZ H$mo {Z¶{‘V H$aVo Wo &

(I) AܶmnH$ Ho$ à{V gå‘mZ

O~ Jwé, AWdm {ejH$ {dÚmb¶ ‘| àdoe H$aVm h¡, Vmo dh gXm A{YH$V‘ AmXa Am¡a
gå‘mZ àmßV H$aVm h¡ & CgHo$ {dÚm{W©¶m| H$mo CgHo$ g‘j ^y{‘ na nyam boQ> OmZm Mm{hE;
AnZm Xm{hZm hmW ‘w±h na aI boZm Mm{hE, Am¡a V~ VH$ EH$ ^r eãX Zht ~mobZm
Mm{hE O~ VH$ dh CÝh| ~mobZo H$s AZw‘{V Z Xo & Omo Jwé Ho$ ‘Zm H$aZo na ^r ~mV

39 6

H$aVo hm| ¶m ~‹S>~‹S>mVo ahVo hm| CÝh| {dÚmb¶ go ~mha H$a {X¶m OmVm, ³¶m|{H$ Omo b‹S>H$o
AnZr ~mobMmb ‘| {Z¶§ÌU Z aI gH|$, do ~mX ‘| Xe©ZemñÌ H$s n‹T>mB© Ho$ {bE A¶mo½¶
‘mZo OmVo h¢ & BZ Cnm¶m| go Jwé H$mo gXm dh gå‘mZ àmßV hmoVm h¡ Omo Cgo {‘bZm
Mm{hE : {dÚmWu AmkmH$mar hmoVo h¢ Am¡a gmdYmZrnyd©H$ ‘Z ‘| {~R>mE JE {Z¶‘m| Ho$
{déÕ AmMaU H$^r Zht H$aVo &

(i) àmMrZ ^maV ‘| Jwé-{eî¶ Ho$ g§~§Ym| H$s VwbZm AmYw{ZH$ g‘¶ go H$s{OE & Amn
{H$go AÀN>m ‘mZVo h¢ Am¡a ³¶m| ? 3+3=6

(ii) ‘ghOrdr g§~§Y’ H$m ³¶m VmËn¶© h¡ ? ¶h {dÚm{W©¶m| Ho$ {bE {H$g àH$ma ghm¶H$
hmoVm Wm ? 4

Read the passages given below and answer the questions that follow :

(a) The Teacher and the Student

A given teacher-student relationship obtained in Indian culture. The

teacher, the guru, the ācārya, was highly honoured and was seen as

the guide who helped students escape the darkness of ignorance and

attain the light of knowledge. The teacher’s house was the centre of the

ācāryakula, the gurukula. The student and the teacher had a

symbiotic relationship and students were treated as members of the

teacher’s family.

Students living with the teacher led a life of self-control, abstinence,

obedience and devotion and regulated their lives by adhering to yama

39 7 P.T.O.

(self-restraint) and niyama (five observances), that is, śauca  purity of

.  positive contentment; tapas  austerity;
body, mind, thought; santosa

svādhyāya  self-study, introspection; and īśvarapranidhāna
.  faith in

and surrender to the Gods.

(b) Respect for the Teacher

When the Guru, or teacher, enters the school, he is always received

with the utmost reverence and respect. His pupils must throw

themselves down at full length before him; place their right hand on

their mouth, and not venture to speak a single word until he gives

them express permission. Those who talk and prate contrary to the

prohibition of their master are expelled from the school, as boys who

cannot restrain their tongue, and who are consequently unfit for the

study of philosophy. By these means the preceptor always receives that

respect which is due to him : the pupils are obedient, and seldom

offend against rules which are so carefully inculcated.

(i) Compare and contrast the relations between teacher and taught

in ancient India with that of the modern times. Which one do you

think is better and why ?

(ii) What is meant by ‘symbiotic relationship’ ? How was it helpful to

students ?

39 8

3. {ZåZ{b{IV Xmo XrK©-CÎmar` àíZm| _| go {H$gr EH$ H$m CÎma Xr{OE : 15×1=15
(i) ‘‘Ho$db AnZo gËH$‘m] ¶m Y‘© H$m nmbZ H$aZo go hr H$moB© ì¶{³V CƒV‘ H$ë¶mU Ho $
{bE ‘hmZV‘ ‘mJ© àmßV H$a gH$Vm h¡ &’’ gdm}ƒ H$ë¶mU H$mo àmßV H$aZo Ho$ {bE
AmnH$m ‘mJ© ³¶m hmoJm ? g‘H$mbrZ ^maV Ho$ g§X^© ‘| {Q>ßnUr H$s{OE &
(ii) {ejm Ho$ ~mao ‘| ^maVr¶ {dMma Ho$db ~w{Õ na H|${ÐV Zht Wm : BgH$m bú¶ {dÚmWu H$m
^rVar Am¡a ~mhar {dH$mg H$aZm Wm Am¡a dh CÝh| OrdZ Ho$ CVma-M‹T>md H$m gm‘Zm H$aZo
Ho$ {bE V¡¶ma H$aZm ^r Wm & Bg H$WZ na {Q>ßnUr H$s{OE Am¡a g‘H$mbrZ {ejm
àUmbr go BgH$s VwbZm H$s{OE &

Attempt any one out of the two long-answer type questions :
(i) ‘‘It is only by performing one’s righteous duties or dharma that one can
hope to attain the supreme path to the highest good.’’ What would be
your path to attain the highest good ? Comment in the wake of
contemporary India.
(ii) The Indian concept of education was not focused on the intellect alone :
it focused on the students’ inner as well as outer development and
prepared them to face the vicissitudes of life. Comment on this
statement and compare it with contemporary education system.

IÊS> J : qMVZ H$m¡eb
SECTION C : Thinking Skills

4. {ZåZ{b{IV N>h bKw-CÎmar` àíZm| ‘| go {H$Ýht nm±M Ho$ CÎma Xr{OE : 3×5=15
(i) nmamea Am¡a dmah{‘{ha Ho$ Ûmam dfm© H$s ^{dî¶dmUr H$aZo H$s VH$ZrH|$ {H$g na AmYm[aV
Wt ?
(ii) EH$ ‘pñOX H$s à‘wI {deofVmE± {b{IE &
(iii) dU© ì¶dñWm ‘| {Z{hV AmYma^yV CÔoí¶ ³¶m Wo ?
(iv) ^maV ‘| {Z{‘©V dñÌm| na EH$ {Q>ßnUr {b{IE &
(v) H$b[an¶Åx> H$s n[a^mfm Xr{OE Am¡a BgHo$ ^oXm| H$s gyMr ~ZmBE &
(vi) ‘ì¶mnma’ go Amn ³¶m g‘PVo h¢ ? ì¶mnma ‘| Xmo à‘wI ‘ܶñWm| Ho$ Zm‘ {b{IE &

39 9 P.T.O.

Attempt any five out of the six short-answer type questions :
(i) What were the techniques developed by Parāśara’s and Varāhamihira
to predict rainfall based on ?
(ii) Outline the salient features of a mosque.
(iii) What was the primary objective underlying the varna
. vyavasthā ?
(iv) Write a note on fabrics produced in India.
(v) Define kalarippayattu
. and list its types.
(vi) What do you understand by ‘trade’ ? Name two major intermediaries in
trade.

5. {ZåZ{b{IV àË`oH$ àíZ Ho$ CÎma Ho$ {bE Mma {dH$ën {XE JE h¢ & g~go Cn`wº$ CÎma H$mo
MwZH$a Cgo AnZr CÎma-nwpñVH$m _| {b{IE & 1×10=10

(i) Jwbm~ H$m BÌ EH$ bmoH${චgwJ§Y h¡, {OgH$s ImoO H$m lo¶ _________ H$s ‘m± H$mo
{X¶m OmVm h¡ &
(H$) Zya Ohm±
(I) ~ra~b
(J) Q>rny gwëVmZ
(K) Ohm±Jra

(ii) Zrbm a§J àmßV H$aZo H$m òmoV àm`… _________ h¡ &
(H$) ‘OrR>
(I) Zrb
(J) Am‘ H$m {N>bH$m
(K) ~m±g

39 10

(iii) MmbwŠ` amOm gmo_oídadoX (1127 B©.) Zo _N>br nmbZo H$s {d{Y`m| H$m dU©Z {H$`m VWm
_____________ àH$ma H$s _N>{b`m| H$mo gyMr~Õ {H$`m h¡ &

(H$) 44
(I) 16
(J) 34

(K) 10

(iv) ^maV-Am¶© ^mfmE± ‘w»¶ ê$n go _____________ _| ~mobr OmVr h¢ &
(H$) X{jUr ^maV
(I) ¶yamonr¶ Xoem|
(J) CÎmar ^maV
(K) A’$Jm{ZñVmZ

(v) __________ Zo O¶nwa Ho$ {ZH$Q> O¶J‹T> {H$bm AWdm ‘{dO¶ XþJ©’ ~Zdm¶m Wm &

(H$) Q>rny gwëVmZ
(I) amOm ‘mZ qgh
(J) gdmB© O¶ qgh
(K) Cn¶w©³V ‘| go H$moB© Zht

(vi) nhm‹S>r {MÌe¡br Ho$ ‘hÎdnyÊm© Ho$ÝÐ ~gmobr, Oå‘y, Jwboa Am¡a _________ Wo &
(H$) bXmI
(I) boh
(J) H$m±J‹S>m
(K) {e‘bm

39 11 P.T.O.

(vii) Aml‘ ì¶dñWm Ho$ gmonmZm| H$m ghr H«$‘ Mw{ZE &
(H$) ~«÷M¶©, dmZàñW, J¥hñW, gݶmg
(I) ~«÷M¶©, J¥hñW, gݶmg, dmZàñW
(J) dmZàñW, J¥hñW, gݶmg, ‘moj
(K) ~«÷M¶©, J¥hñW, dmZàñW, gݶmg

(viii) _________ ‘| YZw{d©Úm Ho$ {Z¶‘ {XE JE h¢ &

(H$) Am¶wd}X
(I) YZwd}X
(J) ‘„nwamU
(K) AWd©doX

(ix) Zmb§Xm Ho$ nwñVH$mb¶ ‘Y‘©J§O’ _| VrZ ~hþ‘§{Obo ^dZ Wo {OZHo$ Zm_ Wo,
(H$) pñWa‘{V, erb^Ð VWm em§Va{jV
(I) ‘aËZgmJa’, ‘aËZa§OH$’ VWm ‘aËZmoX{Y’
(J) ZmQ>çJ¥h, {Zdm©U VWm agamO
(K) aËZH$moe, {J[aHy$Q> VWm J«§Wmb¶

(x) ¶Owd}X ‘| C„oI h¡ {H$ gamoda ‘| ‘N>{b¶m| H$mo _________ nH$‹S>m OmVm Wm &
(H$) Omb S>mb H$a
(I) ‘N>br nH$‹S> H$a
(J) em‘H$m| Ho$ à¶moJ go
(K) Cn¶w©³V ‘| go H$moB© Zht

39 12

For each of the following questions, four alternative answers are given.
Select the most appropriate answer and write it down in your
answer-sheet.

(i) The āttar of roses was a popular perfume, the discovery of which is
attributed to the mother of _________.

(a) Nur Jehan

(b) Birbal

(c) Tipu Sultan

(d) Jehangir

(ii) The source of blue dye is usually _________.

(a) Madder

(b) Indigo

(c) Mango bark

(d) Bamboo

(iii) The Chalukya king Someśvardeva (1127 CE) described methods of
culturing fish and listed _________ kinds of fishes.

(a) 44

(b) 16

(c) 34

(d) 10

39 13 P.T.O.

(iv) Indo-Aryan languages are spoken mainly in _________.

(a) Southern India

(b) European countries

(c) Northern India

(d) Afghanistan

(v) Jaigarh Fort or ‘Victory Fort’ was constructed near Jaipur by _______.

(a) Tipu Sultan

(b) Raja Man Singh

(c) Sawai Jai Singh

(d) None of the above

(vi) The important centres of the Pahari school of painting were Basholi,
Jammu, Guler and _________.

(a) Ladakh

(b) Leh

(c) Kangra

(d) Shimla

(vii) Choose the correct sequence of the stages of āśrama vyavasthā.
.
(a) Brahmacarya, Vanaprastha, Grhastha,
. Samnyāsa
.
(b) Brahmacarya, Grhastha,
. Samnyāsa, Vanaprastha
.
(c) Vanaprastha, Grhastha,
. Samnyāsa, Moksha
.
(d) Brahmacarya, Grhastha,
. Vanaprastha, Samnyāsa

39 14

(viii) The _________ enumerates the rules of archery.

(a) Ayurveda

(b) Dhanurveda

(c) Mallapurāna
.

(d) Atharvaveda

~
(ix) Nālandā’s library ‘Dharmaganja’ had three multi-storey buildings
namely,

(a) Sthiramati, Śīlabhadra and Śāntaraksita
.

(b) ~
‘Ratnasāgara’, ‘Ratnaranjaka’ and ‘Ratnodadhi’

(c) Nātyagriha, Nirvāna and Rasarāja

(d) Ratnakosha, Girikuta and Granthālaya

(x) Yajurveda mentions capturing fish by _________ in a pond.

(a) laying net

(b) fishing

(c) sedating them

(d) None of the above

39 15 P.T.O.