CBSE Class 12 History Question Paper 2020 Set 61-3-1 Solutions

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Senior School Certificate Examination-2020
Marking Scheme – HISTORY
(SUBJECT CODE : 027) (PAPER CODE : 61/3/1)
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. Evaluation is a 10-12
days mission for all of us. Hence, it is necessary that you put in your best efforts
in this process.
2. 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 marks
be awarded to them.
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evaluator on the first day, to ensure that evaluation has been carried out as per the
instructions given in the Marking Scheme. 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.
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Evaluators will not put right kind of mark while evaluating which gives an impression that
answer is correct and no marks are awarded. This is most common mistake which
evaluators are committing.
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awarded for different parts of the question should then be totaled up and written in the
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and encircled. This may also be followed strictly.
7. If a student has attempted an extra question, answer of the question deserving more
marks should be retained and the other answer scored out.
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only once.
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the answer deserves it.
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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).
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Examiner in the past:-
 Leaving answer or part thereof unassessed in an answer book.
 Giving more marks for an answer than assigned to it.
 Wrong totaling of marks awarded on a reply.
 Wrong transfer of marks from the inside pages of the answer book to the title page.
 Wrong question wise totaling on the title page.
 Wrong totaling of marks of the two columns on the title page.
 Wrong grand total.
 Marks in words and figures not tallying.
 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 answer.)

 Half or a part of answer marked correct and the rest as wrong, but no marks
awarded.

12. 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.

13. Any unassessed portion, non-carrying over of marks to the title page, or totaling 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.

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

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

16. The Board permits candidates to obtain photocopy of the Answer Book on request in an
RTI application and also separately as a part of the re-evaluation process on payment of
the processing charges.

MARKING SCHEME HISTORY-027
CLASS XII A I S S C E-March 2020
CODE NO. 61/3/1

Q.NO. EXPECTED ANSWERS/VALUE POINTS PAGE MARKS
NO.
SECTION - A
1. Gujarat Pg – 2 1
2. Archaeological Survey of India Pg – 20 1
Or
S. N. Roy Pg-20
3. Kailashnatha Temple (Maharashtra) Pg – 107 1
For visually impaired
Krishna Pg – 104
4. Bodhisattas were perceived as deeply compassionate human Pg – 103 1
beings who accumulated merit through their efforts.
OR
Walter Elliot was the Commissioner of Guntur (Andhra
Pradesh) who visited Amaravati and carried away several
sculpture panels to Madras that came to be called Elliot Pg - 98
Marbles.
5. C - I, II and III Pg – 108 1
6. D – Scholars understood the value of preservation at site after Pg – 98 1
the fall of Amaravati.
7. D – Emergence of Mahajanapadas and use of iron. Pg – 84 1
8. C – IV, I, III, II Pg – 137 1
9. Delhi and Daulatabad Pg – 127 1
10. Travels in the Mughal Empire Pg – 130 1
11. The Hazara Rama Temple Pg – 183 1
12. Harihara and Bukka Pg – 171 1
13. Battle of Talikota/ Battle of Rakshasi – Tangadi Pg – 173 1

1

14. Lotus Mahal Pg – 181 1
15. Giovanni Careri Pg – 216 1
16. A – Both A and R are correct and R is the correct explanation Pg – 296 1
of A.
17. Neo Gothic Pg – 341 1
18. D, II-IV-I-III Pg – 314 1
19. Mount Abu and Darjeeling Pg – 327 1
20. D – Dutch in Bombay Pg – 319 1
SECTION - B
21. Many reconstructions of Harappan religion are made on
assumptions which provide parallels with earlier ones.
i. Mother Goddess – Terracotta figurine of women
heavily jewelled with elaborate head-dresses.
ii. Priest King – Seated with one hand on knee
iii. Proto-Shiva – Yogic posture surrounded with
animals.
iv. Lingas – Conical shaped stone objects.
v. Fire Altars.
vi. Great Bath.
vii. Plant Motifs.
viii. Unicorn
ix. Any other relevant point.

Any three examples to be examined Pg – 23 3

OR

Transformation of Harappan successor Cultures to rural
way of life.
i. Disappearance of artefacts – Weights, seals, beads
and pottery.

2

ii. Writing, long distance trade, crafts specialization
disappeared.
iii. House construction techniques deteriorated.
iv. Large public structures were no longer constructed.
v. Decline and abandonment of cities.
vi. The shift from a standardized weighing system to
the use of local weights.
vii. Any other relevant point.
Any three examples to be assessed. Pg - 17 3
22. Distinction between Wives in Mughal Household:
i. Begams –Wives who came from Royal and
Aristocratic families, received huge amount of cash
and Mahr. Higher status and attention was given to
them.
ii. Aghas –Those who were not of noble birth.
iii. Aghacha or Concubines – Occupied lowest
position, received monthly allowance. Could rise to
the position of Begams depending on Ruler’s will,
provided he already did not have four wives.
iv. Love and motherhood played an important role in
elevating aghas and aghachas to the status of legally
wedded wives.
v. Any other relevant point to be explained.

Examine any three features. Pg – 242 3

23. i. Permanent settlement was made with the Rajas and
Taluqdars of Bengal. They were classified as
Zamindars.
ii. Zamindar was not a land owner in the village but a
Revenue Collector of the state.

3

iii. The Permanent Settlement secured the Rights of
Property and permanently fixed the rates of
Revenue demand. Company fixed the revenue with
the Zamindars.
iv. The company was assured of a regular flow of
revenue irrespective of crop failure.
v. The estates of those who failed to pay were to be
auctioned to recover the revenue.
vi. British got aYeomen class to improve agriculture.
vii. The Zamindars collected rent, paid to company and
retained the difference as their income.
viii. Any other relevant point.
Any three to be examined. Pg – 259 3
24. Quit India Movement was undoubtedly a mass movement.
The movement was launched by Mahatma Gandhi
i. Hundreds of thousands of ordinary Indians joined
together.
ii. Strikes were organized.
iii. Students left college to go to jail.
iv. Women actively participated in the movement.
v. Lawyers left courts.
vi. Independent governments were proclaimed.
vii. People followed the slogan of Mahatma Gandhi 3
“Do or Die” and were willing to lay down their
lives for the nation.
viii. Any other relevant point.
Any three points to be explained.
SECTION - C
25. Historians considered several elements when they analyze
the Mahabharata.
i. Language – Historians examined texts in different

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languages such as Sanskrit, Prakrit, Pali or Tamil.
ii. Content – Historians classify the content of the
present text under two broad heads –
a. Sections that contain stories designated as the
Narrative.
b. Sections that contain prescriptions about social
norms designated as the Didactic.
This division is by no means water tight. The
didactic section includes stories and narrative
often contains a social message.

iii. Authors –
a. Original story was composed by Charioteer
Bards known as Sutas who generally
accompanied Kshatriya warriors to the
battlefield. Their compositions were
transmitted orally.
b. Brahmans took over the story and
committed it to writing. New kings wanted
their history/ itihasa to be recorded.
c. Later Mahabharata composed by Sage
Vyasa.
iv. Dates –
a. Historians also try and ascertain the possible
dates of the composition or compilation of the
texts as well as the place where they may have
been composed.
b. Early to fifth century BCE, the Mahabharata
was orally transmitted.
c. From fifth century BCE, it was written down by
the Brahmanas.

5

d. Between C200 and 200 CE – compositions were
Pg–72-76 4x2=8
made when Krishna grew in importance.
e. Between C200 to 400 CE large didactic sections
like Manusmriti were added.

Any four points to be explained.
OR

“Mahabharata is a story based on kinship and social
relations.” Support the statement with examples.
Mahabharata is a story based on kinship and social
relations.
i. Kinfolk – Familial ties based on natural and blood
relations. Historians investigated and analyzed
attitude towards family and kinship.
ii. The idea of Patriliny – Mahabharata reinforced this
idea, feud over land and power was between
Kauravas and Pandavas who belonged to a single
ruling family that of the Kurus.
iii. Types of marriage – Endogamy, Exogamy,
Polygyny and Polyandry system were followed.
iv. Kanyadana or gift of a daughter in marriage was
considered an important religious duty of a father.
v. Gotras of Women – Women were expected to give
up their father’s gotra and adopt that of their
husband’s on marriage.
vi. Members of the same gotra could not marry.
vii. Each gotra was named after a Vedic seer.
viii. Matriarchal society – Satvahanas had names derived
from Gotra of mothers.
ix. Guru Shishya Parampara – The story of Ekalavya

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and Dronacharaya .
x. Importance of Mother’s advice – Pandavas
marrying Draupadi after mother’s advice.
However, the advice given by Gandhari to her son
Duryodhana was not followed.
xi. Succession of women – Although ordinary women
had no access to land, Queen Prabhavati Gupta had
rights over land which she donated.
xii. Rules of Dharmasutras and Dharmashastras were
not always followed. For example, Non-Kshatriyas
even Brahmanas became rulers. Like wise eight
forms of marriage were recognized but only four
were considered as good while the remaining were
condemned.
xiii. It is possible that these were followed by those who
did not accept Brahmanical norms.
xiv. Any other relevant point.

Any eight examples to be assessed. Pg–55-60 8
26. Sufism
i. Group of people who turned into asceticism and
mysticism.
ii. Emphasized on seeking salvation through intense
devotion and love for God.
iii. Organized communities around Khanqah under a
master known as Shaikh, Pir or Murshid.
iv. The master enrolled disciples (murids) and
appointed a successor (khalifa).
v. Established rules for spiritual conduct between
inmates as well as between laypersons and the
master.

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vi. Sufi silsilas (chain) between master and disciple
Pg–153- 8
stretching to Prophet Mohammad.
159
vii. Tomb-Shrine (Dargah) became centre of devotion.
viii. Ziyarat pilgrimage to his grave.
ix. Sufis remember God either by reciting the zikr
(Divine Names).
x. The cult of the Shaikh revered as Wali evolved.
xi. Open kitchen (langar) run on futuh (charity).
xii. Use of music and dance by reciting divine name,
Sama and Qawwali.
xiii. Day to day practices represented attempts to
assimilate local traditions.
xiv. Some Sufis scorned the khanqah, took to
mendicancy and observed celibacy. Known by
different names like- Qalandars, Madaris, Malangs,
Haidaris. They were called be-shari’a in contrast to
the ba-shari’a who complied with the Sharia.

xv. Any other relevant point.

Any eight points to be assessed.

OR

Sikhism
i. Guru Nanak Dev Ji was the first guru of Sikhism.
ii. Advocated Nirguna Bhakti.
iii. Rejected sacrifices, ritual baths, image worship and
scriptures of both Hindus and Muslims.
iv. According to him, Absolute God or Rab has no
gender.

8

v. Importance to Shabad or Divine name.
Pg-
8
vi. Organized followers into community.
163,164
vii. Rules for worship were laid down.
viii. Collective recitation/ naam Simran.
ix. Hymns in the Adi Granth Sahib – The Holy Book of
the Sikhs are called “Gurbani”.
x. Compositions of Gurus, Sufi poets like Baba Farid,
Ravidas and Kabir compiled in the Adi Granth
Sahib.
xi. Guru Gobind Singh, the last guru laid the
foundation of Khalsa Panth (army of the pure).
xii. Five symbols – Uncut hair, a dagger, pair of shorts,
a comb and a steel bangle.
xiii. Any other relevant point.

Explain any eight points to be assessed.
27. Oral Testimonies as a source.
i. Oral narratives, memories, diaries, family history.
ii. Cases of suffering and challenges of the times.
iii. Experiences and memories of sufferers.
iv. Richly textured, vivid accounts of people during
partition.
v. Personal writings of government functionaries
throw light on negotiations between British and
Political parties .
vi. But they tell us little about the day today
experiences of refugees and others.
vii. It broadens the boundaries as lived experience of
the poor and powerless were shown. Eg. Abdul
Latif’s father or Women of Thoa Khalsa.
viii. Explored the experiences of men and women whose

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existence were ignored.
ix. Certain limitations are also there like it lacks Pg – 400 8
correctness and chronology.
x. Uniqueness of personal experiences makes
generalization also difficult.
xi. Any other relevant point.

Any eight points to be assessed.
OR

Harrowing experiences of people during partition.

i. Communal violence.
ii. Killing of several thousand people.
iii. Millions were uprooted and transformed to
refugees.
iv. Heavy casualties.
v. Many were rendered homeless.
vi. Lost property and assets.
vii. Separation from relatives and friends.
viii. Stripped of their local culture.
ix. Women were abducted and dishonoured.
x. Many women jumped into the well rather than fall
into enemy hands.
xi. The people did not know which side of the border
they were in as they stumbled across hastily
constructed frontiers.
xii. The British were mere spectators.
xiii. Indian soldiers and policemen acted as Hindus,
Muslims or Sikhs.
xiv. Partition generated rumors and hatred that continue

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to shape the history of the people on both sides of Pg – 8
the border. 380- 381,
xv. Any other relevant point. 394- 398

Any eight points to be assessed.
SECTION - D
28. Source based question.

Prabhavati Gupta and the village of Danguna

(28.1) How did queen Prabhavati Gupta try to earn
religious merit?

Prabhavati tried to earn religious merit by
a. She donated lands.
b. She paid respect and homage to the Acharya.
Any other relevant point. (2)

(28.2) Explain the unusual aspect of the Land Grant.
a. Land exempted from soldiers and policemen.
b. Exempt from the obligation to provide animals and
charcoal.
c. Exempt from purchasing fermenting liquors and
digging salt.
d. Exempt from mines and khadira trees.
e. Exempt from the obligation to supply flowers and
milk.
f. Right to hidden treasures and deposits.
g. Exempt from major and minor taxes.
Any other relevant point. (2)
Any two.

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(28.3) What does the inscription tell us about the
relationship between state and ordinary people? Explain.

a. Ordinary people were expected to provide a range
of produce to the king.
b. They would have to obey the state orders.
c. State donated small plots to vast stretches of land
possibly for expanding agricultural land.
d. People did not keep records of transactions.
e. Land grants were also indicative of weakening
political power and rulers wished to win allies to
present a facade of power.
Pg – 41
f. Any other relevant point. (2) 2+2+2=6
Any two

29. Irrigating trees and fields.

(29.1) Explain with examples, the sources of irrigation in
Lahore during Mughal period.
a. Wheel irrigation.
b. They make two circles of rope long enough to suit
the depths of the well, fix strips of wood between
them and on these fasten pitchers.
c. At one end of the wheel-axle a second wheel is
fixed and closes to it another on an upright axle.
Any two (2)

(29.2) Which system was used in Agra for irrigating
lands? Explain with examples.
a. People water with buckets.

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b.At the well-edge, they set up a fork of wood having a
roller adjusted between the forks, tie a rope to a large bucket,
put the rope over a roller and tie its other end to the bullock.
Any other relevant point. (2)

(29.3) How did the irrigation projects receive the support
of the Mughal state?
a. State undertook digging of new canals. (Nahar,
Nala)
b. Repaired old ones like Shahnahar
c. Any other relevant point. (2) Pg – 199 2+2+2=6

30. I believe separate electorates will be suicidal to the
minorities.

(30.1) “Some leaders in the Constituent Assembly argued
for the continuation of separate electorates”. Examine the
statement.
a. Members argued for separate electorate system in
the Assembly.
b. Leaders like B. Poker Bahadur pleaded for the
continuation of separate electorates.
c. For harmony and fair representation of minorities
in the political system.
d. He argued that differences between communities
could be minimized.
e. Any other relevant point. (2)
Any two points.
(30.2) Analyze the perspective of Gobind Ballabh Pant in
opposing the proposal.

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a. He opposed the idea of separate electorate and
considered it as suicidal.
b. He argued that minorities would be permanently
isolated and it would make them vulnerable.
c. Any other relevant point. (2)
Any two.
(30.3) Analyse the arguments made on making India a
strong unified nation state.
.
a. In order to build political unity and forge a nation a
strong center was given importance.
b. Assembly members laid emphasis on assimilation.
Communities could be recognized as cultural Pg-418 2+2+2=6
entities and assured cultural rights.
c. In order to become loyal citizens people had to
stop focusing only on community and the self.
d. Any other relative point. (2)
Any two.

SECTION - E
31. Map Based Question 1x6=6
(31.1) See attached filled map.
(31.2) See attached filled map.

For Visually Impaired Candidates in lieu of Q.No. 31:
(31.1) Magadha, Panchala, Taxila, Gandhara, Kuru, Ujjayini, Pg- 30 1x3
Vanga, Anga, Vajji, Vatsa, Malla, Kaushambhi, Kosala, Kasi,
Matsya, Surasena, Assaka, Avanti, Kamboja
Any three
(31.2) Agra, Lahore , Fatehpursikri, Shajahanabad (Delhi) 1x3

Any three

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15

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