CBSE Class 12 Question Paper 2026 Solution History

FOR CBSE CLASS 12 EXAM PREPARATION

CBSE Class 12 2026
Question Paper
Solution · History
EXAM YEAR TYPE SUBJECT

CBSE Class 12 2026 Question Paper Solution History

Notes · Sample Papers · Previous Year Papers · Mock Tests

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Marking Scheme
Strictly Confidential a
(For Internal and Restricted use only)
Senior Secondary School Examination, 2026 (XIIth)
SUBJECT NAME : History (Q.P. CODE : 027/61-5-1)

General Instructions: -

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1 The CBSE has decided to introduce On Screen Marking (OSM) for the evaluation of

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Class XII answer Book with the 20126 Examination.
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2 You are aware that evaluation is the most important process in the actual and correct

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assessment of the candidates. A small mistake in evaluation may lead to serious
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problems which may affect the future of the candidates, education system and

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teaching profession. To avoid mistakes, it is requested that before starting evaluation,
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you must read and understand the spot evaluation guidelines carefully.
3 “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 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
Newspaper/Website, etc. may invite action under various rules of the Board
and IPC.”
4 Evaluation is to be done as per instructions provided in the Marking Scheme. It should
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not be done according to one’s own interpretation or any other consideration. Marking

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Scheme should be strictly adhered to and religiously followed. However, while
evaluating, answers which are based on latest information or knowledge and/or

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are innovative, they may be assessed for their correctness otherwise and due
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marks be awarded to them. In Class-XII, while evaluating two competency-
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based questions, please try to understand given answer and even if reply is not
from marking scheme but correct competency is enumerated by the candidate,
due marks should be awarded.
5 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.
6 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
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instructions given in the Marking Scheme. If there is any variation, the same should

mbe zero after deliberation and discussion. The remaining answer books meant for

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evaluation shall be given only after ensuring that there is no significant variation in
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the marking of individual evaluators.

s Evaluators will mark ( √ ) wherever answer is correct. For wrong answer CROSS ‘X’
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g la be marked. Evaluators will not put right (✓) while evaluating which gives an
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a impression that answer is correct and no marks are awarded. This is most common
mistake which evaluators are committing.
8 If a question has parts, please award marks on the right-hand side for each part in
the OSM Portal. Marks awarded for different parts of the question will be totaled up
by the OSM System.
9 If a question does not have any parts, marks must be awarded in the left-hand margin
in the OSM Portal. This may also be followed strictly.

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10 No marks to be deducted for the cumulative effect of an error. It should be penalized
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).This is
in view of the reduced syllabus and number of questions in question paper.
13 Ensure that you do not make the following common types of errors committed by the
Examiner in the past :-
● 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.
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 The Examiners should acquaint themselves with the guidelines given in the
“Guidelines for Spot Evaluation” before starting the actual evaluation.
16 The candidates are entitled to obtain 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.
17 If a candidate attempts both alternatives/options in a question where only one
option/ alternative is required to be attempted, the Evaluator shall award marks
in both the options. The system will take the higher of two scores and
disregard the other response.
18 In a question having two options/alternatives, if a candidate has attempted only
one, then the evaluator shall mark “NA” (Not attempted) against the option that
has not been attempted by the candidate.

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History (Subject Code-027) ag
MARKING SCHEME

(PAPER CODE: 61/5/1) (12-05-27N)

NOTE: PAGE NOS MENTIONED IN THE MARKING SCHEME
ARE TAKEN FROM THE LATEST NCERT E-BOOK

Q.No. EXPECTED OUTCOMES/VALUE POINTS Page No. Marks
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SECTION A

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Question number 1-21 are multiple choice questions carrying 1 mark each.
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1. (C) Punjab and Sindh had higher rainfall than Shortughai 7
a Both (A) and (R) are correct and (R) is correct
2. gl (A)
a explanation of Assertion (A)
32,34

3. (B) (II), (III), (IV), (I) 50 1

4. (D) Ghatotkacha 65 1

5. (B) Shahjehan Begum 82 1
For Visually impaired candidates
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(D) Maharashtra 102

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(A) (a) – (ii), (b) – (iii), (c) – (i), (d) – (iv) 1-15 1

7. (C) Ananda ag 92 1

8. (B) Seydi Ali Reis – Turkey 137 1

9. (B) (I), (II), (III) are correct 147 1

10. (D) Sangama 173 1

11. (B) Abu’l Fazl 197 1
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12. (B) Chachar 214 1

13. (C) Rudradaman 171,173 1

14. (A) (I), (II), (III) are correct 127,128 1

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15. (A) David Ricardo 277 1

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16. (D) Hyderabad 292 1

17. (C) Maharashtra 347 1

18. (B) a-(iii), b-(ii), c-(i), d-(iv) 320 1

19. (D) Assertion (A) is false but Reason (R) is true. 305 1

20. (B) Cabinet Mission 430 1

21. (C) Limitation Law 283 1

SECTION B
(Short Answer Type Questions) 6x3=18

22. (a) Imagine you are doing research on Harappan beads 11-14 3
and jewellery. Which three aspects would you
understand about Harappan craft production and trade
from it? Explain
Harappan Beads :
(1) Variety of materials were used to make beads (stones
like carnelian, jasper, crystal, quartz and steatite,) (metals
like copper, bronze and gold) and shell, faience and
terracotta.
(2) The shapes were numerous( disc, cylindrical , spherical,
barrel ,segmented)
(3) Decorated with painting, incising and designs etched
onto them.
(4) Different techniques were used for making beads
according to the material.
(5) The red colour of carnelian was obtained by firing the
yellowish raw material at various stages of production.
Grinding polishing and drilling completed the process of
making beads and jewellery.
(6) Nageshwar and Balakot were important production
centres. Procurement of materials for craft production
suggests trade relations with Mesopotamia, Bahrain, Oman
etc.
(7) Any other relevant point.
(Any three points to be assessed)
OR
(b) Imagine you are a part of a student archaeology 9 3
workshop where you have to explain about Harappan
burial sites and jewellery. Which three aspects would
you present to your classmates about it? Explain.
Burial :

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(1) In Harappan sites dead were generally laid in Pits.
(2) Some were buried in hollowed out spacesawhich were
lined with bricks.( perhaps to indicate social differences)
(3) Some graves contain pottery and ornaments perhaps
indicating a belief that these could be used in afterlife.
(4) Jewellery has been found in burials of both men and
women
(5) On the whole Harappens did not believe in burying
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precious things with the dead.

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(6) Any other relevant point.

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e the role of Prabhavati Gupta in administering
(Any three
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Describe 40 ag 3
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Prabhavati Gupta :
(1) She had access to land as vakataka Queen
(2) She granted Lands to Brahmanas
(3) She might have done it to increase land under
cultivation

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(4) Any other relevant point.
(Any three points to be assessed)
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24 Explain the ways in which the European thinkers like
Montesquieu and Karl Marx used Bernier’s description
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(1) Using Bernier’s description of India, French
Philosopher Montesquieu developed the idea of
oriental despotism
(2) Rulers in Asia enjoyed absolute authority over their
subjects who were kept in condition of subjugation
and poverty.

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(3) All the land belonged to the king and private property

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was non-existent.

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(4) Karl Marx developed the concept of the Asiatic mode of

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(5) Any other relevant point.
(Any three points to be assessed)

25 (a) How did the Vijayanagara Empire expand the 186-187 3
Virupaksha Temple? Explain.
(1)Earliest shrine dated to 9 th Century but enlarged by
Vijayanagar empire
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(2)Hall in the main Shrine was built by Krishnadeva Raya to
mark his accession to the throne.
(3) This was decorated with carved pillars. He is also
credited with the construction of eastern gopuram.
(4) Halls in the temple were used for a variety of purposes
like placing of gods to witness programmes of music, dance,
drama and celebrate the marriages of deities.
(5) Any other relevant point.
(Any three points to be assessed)
OR
(b)Why was the Amara-Nayaka system considered a 175 3
major political innovation of the Vijayanagara Empire?
Explain.
(1) Amar- Nayakas were military commanders, who used
to govern territory given by the Rayas.
(2) They Collected taxes and dues from Peasants, craft
persons and traders.
(3) They retained part of the revenue for personal use and
for maintaining a contingent of Horses and elephants.
(4) Some of the revenue was used for maintaining temples
and irrigation works.
(5) They sent tribute to the king annually and personally
appeared in the royal court with gifts to express their loyalty.
(6)Any other relevant point.
(Any three points to be assessed)

26 How did the British exploit the Ryots in the Ryotwari 277-278 3
system? Explain with examples.
The revenue system introduced in Bombay Deccan came
to be known as Ryotwari Settlement
(1) The revenue was directly settled with the ryot and was
fixed without any consideration.
(2) The revenue demand was so high that in many places
peasants deserted their villages and migrated to new regions.
(3) When rains failed, the peasants found it impossible to pay
the revenue.
(4)Revenue could rarely be paid without a loan from a
moneylender, which was difficult to be paid back so
dependence on money lenders increased.
(5) When someone failed to pay, his crops were seized and
a fine was imposed on the whole village.
(6)Any other relevant point.
(Any three points to be assessed)
27 Explain how the ‘Objectives Resolution’ became the 322-324 3
basis of the Preamble of the Indian Constitution.
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(1) It provided framework within which the work
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constitution making was to proceed.
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(2) It proclaimed India to be an Independent, Sovereign
Republic.
(3) It assured that adequate Safeguards shall be provided for
minorities, backward and tribal areas, depressed and other
backward classes.
(4)It Guaranteed its citizens justice, equality and freedom.
(5)Any other relevant point.
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(Any three points to be assessed)
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SECTION C
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28 a (a) Describe the teachings and principles of Buddhism. 90-92 8
(1) The world is transient (anicca) and constantly changing.
(2) It is soulless (anatta) as there is nothing permanent or
eternal.
(3) Sorrow (Dukkha) is intrinsic to human existence.
(4) The Path of Moderation between severe penance and
self-indulgence is to be followed.
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(5) Buddha emphasied righteous living (dhamma) as the

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means to escape from the cycle of rebirth and attain nibbana
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(6) Human have to rise above worldly pleasures.

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(7) Buddha regarded the social world as the creation of
humans rather than of divine origin. .
(8) Budha advised kings and gahapatis to be humane and
ethical.
(9) Individual effort was expected toTransform Social
relations.
(10) All should strive for Attaining Self-realisation ( Be
lamps unto yourselves)
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(11) Any other relevant point.
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(Any eight points to be assessed)

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(b) Describe the main ideas of Jainism along with itsgl
OR

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(1)Mahavira was preceded by 23 other teachers or
tirthankaras – literally, those who guide men and women
across the river of existence.
(2) The most important idea in Jainism is that the entire
world is animated: even stones, rocks and water have life.

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(3) Non-injury to living beings, especially to humans,
animals, plants and insects, is central to Jaina philosophy.
(4) The principle of ahimsa, emphasised within Jainism, has
left its mark on Indian thinking as a whole.
(5) The cycle of birth and rebirth is shaped through karma.
(6) Asceticism and penance are required to free oneself from
the cycle of karma. This can be achieved only by renouncing
the world; therefore, monastic existence is a necessary
condition of salvation.
(7) Jaina monks and nuns took five vows: to abstain from
killing, stealing and lying; to observe celibacy; and to abstain
from possessing property
(8) Jainism spread to many parts of India as Jaina scholars
produced a wealth of literature in a variety of languages –
Prakrit, Sanskrit and Tamil.
(9) Manuscripts of these texts were carefully preserved in
libraries attached to temples.
(10) Stone sculptures associated with religious traditions
were produced by devotees of the Jaina tirthankaras, and
have been recovered from several sites throughout the
subcontinent.
(11) Any other relevant point.
(Any eight points to be assessed)

29 (a)Examine the economic and social position of 211-213 8
Zamindars in the rural society during the Mughal rule.
(1) The zamindars were landed proprietors who also enjoyed
certain social and economic privileges by virtue of their
superior status in rural society.
(2) Caste was one factor that accounted for the elevated
status of zamindars.
(3) They performed certain services (khidmat) for the state.
(4) The zamindars held extensive personal lands termed
milkiyat, meaning property.
(4) Milkiyat lands were cultivated for the private use of
zamindars, often with the help of hired or servile labour.
(5) Zamindars often collected revenue on behalf of the state,
a service for which they were compensated financially.

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(6) Most zamindars had fortresses (qilachas) as well
a
armed contingent comprising units of cavalry, artillery
infantry.
(7) Zamindars spearheaded the colonisation of agricultural
land, and helped in settling cultivators by providing them
with the means of cultivation, including cash loans.
(8) Zamindars often established markets (haats) to which
peasants also came to sell their produce.
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(9) Zamindars relationship with the peasantry had an

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element of reciprocity, paternalism and patronage.
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(10) During agrarian uprisings, zamindars often received the
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support of the peasantry in their struggle against the state.
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a (11) Any other relevant point.
(Any eight points to be assessed)
OR
(b) Examine the role and responsibilities of the
Panchayats in village administration during the Mughal 202-204 8
period.

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(1) The village panchayat was an assembly of elders of the

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village with hereditary rights over their property

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(2) In mixed-caste villages, the panchayat was usually a
heterogeneous body.
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(3) An oligarchy, the panchayat
and communities in the village,
(4) The panchayat was headed by a headman known as
muqaddam or mandal.
(5) The headman was chosen through the consensus of the
village elders, and that this choice had to be ratified by the

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zamindar.

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(6) The chief function of the headman was to supervise the
preparation of village accounts.
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(7) The panchayat derived its funds from contributions made
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by individuals to a common financial pool to be used for
a defraying the costs of entertaining revenue officials.

(8) Expenses for community welfare activities such as tiding
over natural calamities (like floods), construction of a bund
or digging a canal were met from these funds
(8) The panchayat was to ensure that caste boundaries among
the various communities inhabiting the village were upheld.

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(9) Panchayats also had the authority to levy fines and inflict
more serious forms of punishment like expulsion from the
community.
10) Jati in the village had its own jati panchayat. These
panchayats wielded considerable power in rural society.
(11) Villagers considered Panchayat as .Court of appeal.
(12) Any other relevant point.
(Any eight points to be assessed)

30 (a) To what extent was the Non-Cooperation Movement 290-291 8
successful in mobilizing the masses against the British
rule? Explain with suitable examples.
(1) Non-cooperation movement was the Mass movement
where people from all walks of life participated.
(2) Non-cooperation movement was linked with Khilafat
movement to bring India’s two major religious communities,
Hindus and Muslims together to bring an end to colonial
rule.
(3) It involved peasants, workers, Student, women, tribals
etc.
(4) Students stopped going to schools and colleges run by
the government. Lawyers refused to attend courts.
(5) The working class went on strike in many towns and
cities leading to the loss of seven million workdays.
(5) Swadeshi was adopted and foreign goods were
Boycotted.
(6)Scholars returned Awards and titles. People were asked
to adhere to a “renunciation of (all) voluntary association
with the (British) Government”.
(7) The countryside was seething with discontent too. Hill
tribes in northern Andhra violated the forest laws
(8) Farmers in Awadh did not pay taxes. Peasants in Kumaun
refused to carry loads for colonial officials
(9) Peasants, workers, and others interpreted and acted upon
the call to “non-cooperate” with colonial rule in ways that
best suited their interests.
(10) It entailed denial, renunciation, and self-discipline. It
was training for self-rule.”
(11) Any other relevant point.
(Any eight points to be assessed)
OR
(b)How are different sources to know about Gandhiji’s
political career helpful in understanding his
contribution towards India? Explain with examples. 307-313 8

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(1) One important source is the writings and speechesa of
Mahatma Gandhi and his contemporaries.
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(2) Many letters are written to individuals, and are therefore
personal, but they are also meant for the public.
(3) Mahatma Gandhi regularly published in his journal,
Harijan, letters that others wrote to him.
(4)Speeches of Mahatma Gandhi and his contemporaries are
helpful in understanding his contribution towards India
(4) His Autobiography gives us an account of his past that
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(5)Another vital source is government records, for the
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colonial rulers kept close tabs on those they regarded as
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critical of the government.
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(6) The letters and reports written by policemen and other
officials were secret at the time; but now can be accessed in
archives.
(7)In fortnightly reports for the period of the Salt March it
was noticed that the Home Department was unwilling to
accept that Mahatma Gandhi’s actions had evoked any
enthusiastic response from the masses.
(8) The march was seen as a drama, an antic, a desperate

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effort to mobilise people who were unwilling to rise against

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the British and were busy with their daily schedules, happy
under the Raj.
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(9) One more important source is contemporary newspapers,

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published in English as well as in the different Indian
languages, which tracked Mahatma Gandhi’s movements
and reported on his activities, and also represented what
ordinary Indians thought of him
(10) Paintings, pictures and movies revealed how Mathatma
Gandhi was perceived by people.
(11) Any other relevant point.
(Any eight points to be assessed)
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31 Eight forms of marriage 58
(31.1) Explain why jewels and costly clothes were given 1
in the first form of marriage.
(a) Jewels and clothes Symbolize honour towards bride
and bridegroom
(b) To provide financial assistance to the bride and
bridegroom.
(c) As it was directly related with status in society.
(d) Any other relevant point.
(Any one point to be assessed).
(31.2) Explain the underlying idea behind the father
honouring the bridegroom in the fourth form of 1
marriage.
(a) It reflected father’s approval and blessings
(b) Any other relevant point
(31.3) How had these marriages influenced the social 2
practices in the later Indian society?
It influenced
(a) The custom of performing rituals in marriages
(b) Practice of Dowry
(c) Role of wealth in marriage
(d) Any other relevant point.
(Any two points to be assessed).

32 A demon? 144-145
(32.1) Who was Karaikkal Ammaiyar? 1
Karaikkal Ammaiyar was a female devotee of Lord Shiva
from Nayanar.
(32.2) How is Lord Shiva described in the poem?
1
(a)Shiva is described as a deity who dances with his matted
hair thrown in all 8 directions with cool limbs
(32.3) Analyse the central contrast depicted in the poem.
(a) Feminine beauty and demon like structure 2
(b) She renounced the world
(c) Defiance against patriarchal norms.
(d) Any other relevant point. .
(Any two points to be assessed).

33 The Revolt of 1857 258
(33.1) Why was Bahadur Shah’s involvement important 1
for the rebels?

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(a)He was a Mughal emperor and Political legitimacy
important.
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(b) The revolt could now be carried on the name of Mughal
emperor.
(c) Any other relevant point. .
(Any one point to be assessed).
(33.2) How did the actions of the rebels in Delhi
indicate a breakdown of British control? 1
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(a) Britishers were killed and Rebels entered the Red fort.
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(b) Europeans were killed in large numbers
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(c) The rich of Delhi were attacked and looted.
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(d) Any other relevant point. .
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ag (Any one point to be assessed).
(33.3) How did the sepoys and religious sentiments play
an important role in this uprising? Explain. 2
(a) Bullets coated with cow and pig fat were the cause of
unrest among sepoys.
(b) Hindus and Muslims felt offended as their religious
sentiments were badly hurt.
(c) The sepoys were asked to bite bullets that were coated
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with the fat of cows and pigs with their teeth. This
corrupted the faith of Hindus and Muslims alike.
(d) Any other relevant point. .
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SECTION E 3+2=5
(Map Based Questions)
34 On the given political outline map of India (on page 27),
locate and label the following with appropriate symbols
:
(i) Kalibangan – A mature Harappan site 2 1
(ii) Ajanta – An ancient Buddhist site 95
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(iii)(a) Panipat − A territory under the Mughals c. o
174 1
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OR
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ag (34.2) On the same political outline map of India, two
289 2
places have been marked as ‘A’ and ‘B’, as the centres
of the Indian National Movement. Identify them and
write their correct names on the lines drawn near them.
Note : The following questions are for the Visually
Impaired Candidates only, in lieu of Q. No. 34 :
2
(34.1) Mention any one mature Harappan site in
Pakistan. 1
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Harappa/ Balakot / Amri/ Mohenjodaro
(any one to be mentioned) 95 1
(34.2) Mention one ancient Buddhist site in Bihar.
Bodhgaya/ Kushinagar 174 1
(34.3) (a) Name any one territory which was under the
Mughal empire.
Ajmer/Panipat/Agra/Delhi
(any one to be mentioned)
OR
(34.3) (b) Name any one neighbouring kingdom of the
214 1
Vijayanagara Empire.
Bijapur / Golkonda/ Bidar/ Warrangal
(any one to be mentioned)
(34.4) Name any two centres of the Indian National
Movement.
Champaran / Chouri-choura/Bombay/ Amritsar/ Calcutta/ 287-305 2
Kheda Dandi
(any two to be mentioned)

14

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