B{Vhmg HISTORY 61/1. {ZYm [av g_` : 3 KÊQ>o A{YH$V_ A H$ : 80. Series GBM

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1 Series GBM amob Z. Roll No. H$moS> Z. Code No. narjmwu H$moS >H$mo CÎma-nwpñVH$m Ho$ _wi-n ð >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> _mz{mì 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 _ >17 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 _ ~Oo {H$`m OmEJm & ~Oo go ~Oo VH$ 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 10 printed pages and 1 Map. 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 17 questions. B{Vhmg HISTORY SET-1 61/1 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 a.m. From a.m. to a.m., the students will read the question paper only and will not write any answer on the answer-book during this period. {ZYm [av g_` : 3 KÊQ>o A{YH$V_ A H$ : 80 Time allowed : 3 hours Maximum Marks : 80 61/1 1 P.T.O.

2 gm_mý` {ZX}e : (i) (ii) (iii) (iv) (v) (vi) (vii) g^r àízm Ho$ CÎma Xr{OE & Hw$N> àízm _ Am V[aH$ {dh$ën {XE JE h & àë`oh$ àíz Ho$ A H$ CgHo$ gm_zo A {H$V {H$E JE h & àíz g»`m 1 go 3 Xmo A H$m dmbo h, àë`oh$ àíz H$m CÎma 30 eãxm go A{YH$ Zht hmozm Mm{hE & àíz g»`m 4 go 9 Mma A H$m dmbo h & àë`oh$ àíz H$m CÎma 100 eãxm go A{YH$ Zht hmozm Mm{hE & {dúm{w `m H$mo Bg IÊS> go Ho$db nm±m àízm H$mo hb H$aZm Mm{hE & àíz g»`m 10 _yë` AmYm[aV àíz h Am a A{Zdm` h, `h àíz ^r Mma A H$ H$m h & àíz g»`m 11 go 13 AmR> A H$m dmbo h & BZ_ go àë`oh$ àíz H$m CÎma 350 eãxm go A{YH$ Zht hmozm Mm{hE & àíz g»`m 14 go 16 òmov AmYm[aV h & BZ_ H$moB AmÝV[aH$ {dh$ën Zht h & àíz g»`m 17 _mz{mì gå~ýyr h, {Og_ bjum H$mo nhmmzzm VWm _hîdnyu _Xm H$mo Xem Zm em{_b h & _mz{mì H$mo CÎma-nwpñVH$m Ho$ gmw ZËWr H$s{OE & General Instructions : (i) (ii) (iii) (iv) (v) (vi) (vii) Answer all the questions. Some questions have internal choice. Marks are indicated against each question. Answer to questions no. 1 to 3 carrying 2 marks should not exceed 30 words each. Answer to questions no. 4 to 9 carrying 4 marks should not exceed 100 words each. Students should attempt only five questions in this section. Question no. 10 (for 4 marks) is a value based question and compulsory. Answer to questions no. 11 to 13 carrying 8 marks should not exceed 350 words each. Questions no. 14 to 16 are source based questions and have no internal choice. Question 17 is a Map question that includes identification and location of significant test items. Attach the map with the answer-book. 61/1 2

3 IÊS H$ PART A ZrMo {XE JE g^r àízm Ho$ CÎma {b{ie : 2 3=6 Answer all the questions given below : B.ny. go 600 B gdr Ho$ Xm amz du ì`dñwm Ho$ {Z`_m H$m nmbz H$admZo Ho$ {be ~«m Um Ûmam AnZmB JBª {H$Ýht Xmo Zr{V`m H$s nhmmz H$s{OE & 2 Identify any two strategies evolved by Brahmanas to enforce the norms of Varna Order from c. 600 BCE to 600 CE. 2. A_a-Zm`H$ àumbr {H$g àh$ma {do`zja gm_«má` H$s EH$ amozr{vh$ ImoO Wr? nai H$s{OE & 2 Examine how the amara-nayaka system was a political innovation of the Vijayanagara Empire. 3. nm{h$ñvmz Am a ^mav Ho$ ~rm gå~ýy ~±Q>dmao H$s {damgv go Jhao Vm a na V` hmovo aho h & BgHo$ {H$Ýht Xmo n[aum_m H$s ì`m»`m H$s{OE & 2 The relationship between India and Pakistan has been profoundly shaped by the legacy of partition. Explain any two consequences of it. IÊS I PART B AZw^mJ I SECTION I {ZåZ{b{IV _ go {H$Ýht nm±m àízm Ho$ CÎma {b{ie : 4 5=20 Answer any five of the following questions : 4. _mohzomox S>mo Ho$ J h ñwmnë` H$s {d{eîq> {deofvmam H$m du Z H$s{OE & 4 Describe the distinctive features of domestic architecture of Mohenjodaro. 5. _hm^mav H$s ^mfm Am a {df`dñvw H$s ì`m»`m H$s{OE & 4 Explain the language and content of Mahabharata. 61/1 3 P.T.O.

4 6. CZ H$maUm H$s nai H$s{OE {OZHo$ \$bñdê$n Ab-{~ê$Zr Zo ^mav H$s `mìm H$s & 4 Examine the causes that made Al-Biruni visit India. 7. Amn {H$g àh$ma gmomvo h {H$ _wµjb ~mxemhm Ûmam V `ma H$admE JE B{Vd Îm _wµjb B{Vhmg Ho$ AÜ``Z Ho$ _hîdnyu òmov h? 4 How do you think that the chronicles commissioned by the Mughal Emperors are an important source for studying Mughal history? Am a 1930 Ho$ XeH$m Ho$ Xm amz H$s CZ KQ>ZmAm H$s nai H$s{OE {OÝhm Zo Xoe _ gmåàxm{`h$ Apñ_VmAm H$mo nšh$m {H$`m & 4 Examine the events that took place during 1920s and 1930s which consolidated the communal identities in the country. 9. g {dymz g^m _ X{bV djm] Ho$ g aju Ho$ nj _ {XE JE {d{^þ VH$m] H$m du Z H$s{OE & 4 Describe the different arguments made in favour of protection of depressed classes in the Constituent Assembly. AZw^mJ II SECTION II _yë` AmYm[aV àíz (A{Zdm` ) Value Based Question (Compulsory) 4 1=4 10. Jm±YrOr amozr{vh$ {OVZo Wo CVZo hr do g_mo gwymah$ Wo & CZH$m {dídmg Wm {H$ ñdv ÌVm Ho$ `mo½` ~ZZo Ho$ {be ^mavr`m H$mo ~mb {ddmh Am a Ny>AmNy>V O gr gm_m{oh$ ~wamb`m go _wº$ hmozm n S>oJm & EH$ _V Ho$ ^mavr`m H$mo Xÿgao _V Ho$ ^mavr`m Ho$ {be gƒm g `_ bmzm hmojm Am a Bg àh$ma CÝhm Zo {hýxÿ-_wgb_mzm Ho$ ~rm gm hmð na ~b {X`m & Cn`w º$ H$WZ Ho$ àg J _, _hmë_m Jm±Yr Ûmam n[anw{ï>v _yë`m H$mo COmJa H$s{OE & 4 Gandhiji was as much a social reformer as he was a politician. He believed that in order to be worthy of freedom, Indians had to get rid of social evils such as child marriage and untouchability. Indians of one faith had also to cultivate a genuine tolerance for Indians of another religion hence his emphasis on Hindu-Muslim harmony. In the light of the above statement, highlight the values upheld by Mahatma Gandhi. 61/1 4

5 IÊS J PART C XrK -CÎmar` àíz Long Answer Questions 8 3= B.ny. go 600 B gdr VH$ {H$gmZm Ûmam H ${f CËnmXH$Vm H$mo ~ T>mZo Ho$ {be AnZmE JE VarH$m H$mo ñnîq> H$s{OE & 8 AWdm _m ` àemgz H$s _w»` {deofvmam H$s ì`m»`m H$s{OE & 8 Explain the agricultural practices followed by the cultivators to increase productivity from c. 600 BCE to 600 CE. OR Explain the main features of the Mauryan administration. 12. gyµ\$s gývm Am a amá` Ho$ ~rm AmR>dt evmãxr go AR>mahdt> evmãxr Ho$ Xm amz gå~ýym H$s nhmmz H$s{OE & 8 AWdm V{_b ZmSw> Ho$ Abdma Am a Z`Zma gývm H$m amá` Ho$ gmw AmR>dt evmãxr go AR>mahdt evmãxr Ho$ Xm amz gå~ýym H$s nhmmz H$s{OE & 8 Identify the relationship between the Sufis and the State from the eighth to the eighteenth century. OR Identify the relationship of the Alvars and Nayanars of Tamil Nadu with the State from the eighth to the eighteenth century. 13. ~ Jmb _ BñV_amar ~ Xmo~ñV bmjy H$aZo Ho$ ~mx, µo_txma ^y-amoñd H$mo AXm H$aZo _ bjmvma Ag\$b aho & BgHo$ H$maUm Am a n[aum_m H$s nai H$s{OE & 8 AWdm AdY _ {d{^þ àh$ma H$s nr S>mAm Zo amohw$_mam, VmëbwµH$Xmam, {H$gmZm Am a {gnm{h`m Ho$ A J«oµOm Ho$ {déõ 1857 Ho$ {dðmoh _ hmw {_bm {X`m & Bg H$WZ H$s nai H$s{OE & 8 After introducing the Permanent Settlement in Bengal, the zamindars regularly failed to pay the land revenue demand. Examine the causes and consequences of it. OR A chain of grievances in Awadh linked the prince, taluqdars, peasants and sepoys to join hands in the revolt of 1857 against the British. Examine the statement. 61/1 5 P.T.O.

6 IÊS K PART D òmov AmYm[aV àíz Source Based Questions 7 3= {ZåZ{b{IV CÕaU H$mo Ü`mZnyd H$ n{ T>E Am a CgHo$ ZrMo {XE JE àízm Ho$ CÎma {b{ie : ì`dhma _ ~m Õ Y_ gwîm {nq>h$ go {be JE Bg CÕaU _ ~wõ {gjb Zm_ Ho$ EH$ A_ra J hn{v H$mo gbmh Xo aho h : _m{bh$ H$mo AnZo Zm H$am Am a H$_ Mm[a`m H$s nm±m Vah go XoI^mb H$aZr Mm{hE... CZH$s j_vm Ho$ AZwgma CÝh H$m_ XoH$a, CÝh ^mooz Am a _µoxÿar XoH$a, ~r_ma n S>Zo na CZH$s n[am`m H$aHo$, CZHo$ gmw gwñdmxþ ^mooz ~m±q>h$a Am a g_`-g_` na CÝh Nw>Å>r XoH$a... Hw$b Ho$ bmojm H$mo nm±m Vah go l_um ({OÝhm Zo gm gm[ah$ OrdZ H$mo Ë`mJ {X`m h ) Am a ~«m Um H$s XoI^mb H$aZr Mm{hE... H$_, dmz Am a _Z go AZwamJ Ûmam, CZHo$ ñdmjv _ h_oem Ka Iwbo aih$a Am a CZH$s {XZ-à{V{XZ H$s µoê$avm H$s ny{v H$aHo$ & {gjb H$mo _mvm-{nvm, {ejh$ Am a nëzr Ho$ gmw ì`dhma Ho$ {be ^r Eogo hr CnXoe {XE JE h & (14.1) _m{bh$ H$mo AnZo Zm H$am Am a H$_ Mm[a`m H$s {H$g Vah go XoI^mb H$aZr Mm{hE? 2 (14.2) Hw$b Ho$ bmojm H$mo l_um H$s Amdí`H$VmAm H$s {H$g àh$ma XoI^mb H$aZr Mm{hE? 2 (14.3) ~m Õ Xe Z Ho$ à_wi nhbwam H$s ì`m»`m H$s{OE & 3 61/1 6

7 Read the following extract carefully and answer the questions that follow : 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. (14.1) In what ways should a master look after his servants and employees? (14.2) In what ways should the clansmen look after the needs of samanas? (14.3) Explain the main aspects of Buddhist philosophy. 15. {ZåZ{b{IV CÕaU H$mo Ü`mZnyd H$ n{ T>E Am a CgHo$ ZrMo {XE JE àízm Ho$ CÎma {b{ie : ^y-amoñd dgyb H$aZo na AmBZ go `h AZwÀN>oX h : A_rb-JwµOma {gµ\ $ ZµH$X bozo H$s AmXV Z S>mbo ~pëh$ µ\$gb ^r bozo Ho$ {be V `ma aho & `h ~mx dmbm VarµH$m H$B Vah go H$m bm`m Om gh$vm h & nhbm, H$UHw$V: qhxr µow~mz _ H$U H$m _Vb~ h, AZmO, Am a Hw$V, A XmµOm... AJa H$moB eh$ hmo, Vmo µ\$gb H$mo VrZ AbJ-AbJ nwqbxm _ H$mQ>Zm Mm{hE AÀN>m, _Ü`_ Am a ~XVa, Am a Bg Vah eh$ Xÿa H$aZm Mm{hE & AH$ga A XmµO go {H$`m J`m µo_rz H$m AmH$bZ ^r n`m ßV ê$n go ghr ZVrOm XoVm h & Xÿgam, ~Q>mB {Ogo ^mamobr ^r H$hVo h (_ ), µ\$gb H$mQ> H$a O_m H$a bovo h, Am a {\$a g^r njm H$s _m OyXJr _ d aµom_ Xr _ 61/1 7 P.T.O.

8 ~±Q>dmam H$aVo h & bo{h$z Bg_ H$B g_pxma {ZarjH$m H$s µoê$av n S>Vr h ; dzm XþîQ>-~w{Õ Am a _ŠH$ma YmoIo~mµOr H$s Zr`V aivo h & Vrgao, IoV-~Q>mB O~ do ~ro ~mozo Ho$ ~mx IoV ~m±q> bovo h & Mm Wo, bm±j ~Q>mB ; µ\$gb H$mQ>Zo Ho$ ~mx, do CgH$m >T>oa ~Zm bovo h Am a {\$a Cgo AnZo _ ~m±q> bovo h, Am a haoh$ (nj) AnZm {hñgm Ka bo OmVm h Am a Cggo _wzmµ\$m H$_mVm h & (15.1) ^y-amoñd H$s H$UHw$V: nõ{v H$mo ñnï> H$s{OE & 2 (15.2) ~Q>mB AWdm ^mamobr Ho$ _m_bm _ ^y-amoñd H$m {H$g àh$ma _yë`m H$Z {H$`m OmVm Wm? 2 (15.3) Š`m Amn `h gmomvo h {H$ _wµjbm H$s ^y-amoñd nõ{v bmrbr Wr? 3 Read the following extract carefully and answer the questions that follow : The Ain on land revenue collection : Let him (the amil-guzar) not make it a practice of taking only in cash but also in kind. The latter is effected in several ways. First, kankut: in the Hindi language kan signifies grain, and kut, estimates... If any doubts arise, the crops should be cut and estimated in three lots, the good, the middling and the inferior, and the hesitation should be removed. Often, too, the land taken by appraisement, gives a sufficiently accurate return. Secondly, batai, also called bhaoli, the crops are reaped and stacked and divided by agreement in the presence of the parties. But in this case several intelligent inspectors are required; otherwise, the evil-minded and false are given to deception. Thirdly, khet-batai, when they divide the fields after they are sown. Fourthly, lang batai, after cutting the grain, they form it in heaps and divide it among themselves, and each takes his share home and turns it to profit. (15.1) Explain the kankut system of land revenue. (15.2) How was the land revenue assessed in the case of batai or bhaoli? (15.3) Do you think that the land revenue system of the Mughals was flexible? 61/1 8

9 16. {ZåZ{b{IV CÕaU H$mo Ü`mZnyd H$ n{ T>E Am a CgHo$ ZrMo {XE JE àízm Ho$ CÎma {b{ie : EH$ XohmVr eha? _Ðmg Ho$ ~mao _ Bånr[a`b JµOo{Q>`a, 1908 _ N>no Bg A e H$mo n{ T>E :... ~ohva `yamonr` Amdmg n[agam Ho$ ~rm ~ZmE OmVo h {Oggo CZH$s N>{d bj^j nmh $ O gr ~Z OmVr h ; Am a BZHo$ ~rm VH$ar~Z Jm±dm H$s VO na Mmdb Ho$ IoV AmVo-OmVo ahvo h & `hm± VH$ {H$ ãb H$ Q>mCZ Am a {Q >ßbrHo$Z O gr g~go KZr Am~mXr dmbr Xoer ~pñv`m _ ^r d gr ^r S>-^m S> Zht {XIVr O gr ~hþv gmar Xÿgao eham _ {XImB XoVr h... & (16.1) ~ohva `yamonr` Amdmg H$hm± Am a Š`m ~ZmE OmVo Wo? 3 (16.2) ãb H$ Q>mCZm Ho$ hmbmv H$s ì`m»`m H$s{OE & 2 (16.3) _Ðmg Ho$ Yrao-Yrao ZJarH$aU hmozo H$m AW ~VmBE & 2 Read the following extract carefully and answer the questions that follow : A rural city? Read this excerpt on Madras from the Imperial Gazetteer, 1908 :... the better European residences are built in the midst of compounds which almost attain the dignity of parks; and rice-fields frequently wind in and out between these in almost rural fashion. Even in the most thickly peopled native quarters such as Black Town and Triplicane, there is little of the crowding found in many other towns... (16.1) Where and why were better European residences built? (16.2) Explain the condition of black towns. (16.3) State the meaning of gradual urbanisation of Madras. 61/1 9 P.T.O.

10 IÊS> L> PART E ( _mz{mì àíz / Map Question) 5 1=5 17. (17.1) ^mav Ho$ {XE JE amozr{vh$ aoim-_mz{mì (n ð> 11 na) _ {ZåZ{b{IV H$mo Cn`wº$ {M m go Xem BE Am a CZHo$ Zm_ {b{ie : 1 2=2 (H$) _mgybrnq>z_ 1857 Ho$ Xm amz {~«{Q>e {Z` ÌU Ho$ AYrZ joì & (I) JmoAm _wµjb gm_«má` Ho$ AYrZ joì & (17.2) ^mav Ho$ {XE JE Bgr aoim-_mz{mì na VrZ ñwmzm H$mo à_wi ~m Õ ñwb A, B Am a C go A {H$V {H$`m J`m h & CÝh nhmm{ze Am a CZHo$ ghr Zm_ CZHo$ nmg ItMr JBª aoimam na {b{ie & 1 3=3 (17.1) On the given political outline map of India (on page 11) locate and label the following appropriately : (a) (b) Masulipatnam a territory under British control during Goa a territory under the Mughals. (17.2) On the same outline map of India, three places which are major Buddhist sites have been marked as A, B and C. Identify them and write their correct names on the lines drawn near them. ZmoQ> : {ZåZ{b{IV àíz Ho$db Ñ{ï>~m{YV narjm{w `m Ho$ {be à. g. 17 Ho$ ñwmz na h : Note : The following questions are for the Visually Impaired Candidates only in lieu of Q. No. 17 : (17.1) 1857 Ho$ Xm amz {~«{Q>e {Z` {ÌV {H$gr amá`/joì H$m Zm_ {b{ie & (17.2) _wµjbm Ho$ AYrZ {H$gr amá`/joì H$m Zm_ {b{ie & (17.3) {H$Ýht VrZ ~m Õ ñwbm Ho$ Zm_ {b{ie & 1+1+3=5 (17.1) Mention any territory under the British control during (17.2) Name any territory which was under the Mughals. (17.3) Name any three Buddhist sites. 61/1 10

11 àíz g Am a 17.2 Ho$ {be For question no and /1 11 P.T.O.

12 Q.N O. 1 MARKING SCHEME HISTORY (OUTSIDE DELHI) SENIOR SECONDARY SCHOOL EXAMINATION MARCH CODE NO. 61/1 EXPECTED ANSWERS/ VALUE POINTS Strategies evolved by Brahmans to enforce the norms of varna order Page MAR no. KS 61 2 (i) Brahmans used to assert that the Varna order was a divine order. (ii) Brahmans advised the kings to ensure that the Varna order norms are to be followed within their kingdoms. (iii) Brahmans attempted to persuade people that their status is determined by birth (Any Other Relevant points) (Any two Points to be examined) 2 The Amar Nayaka System- a political innovation (i) (ii) (iii) (iv) (v) (vi) (vii) Amara Nayaka System was derived from the Iqta System of the Delhi Sultanate. Amara is believed to be derived from the Sanskrit word Samara meaning battle or war. Amara Nayaka were military commanders who were given territories to govern by the raya. They collected taxes and other dues from the peasants, traders and craftpersons. They retained some part of the revenue for maintaining their horses and elephants and land for personal use. Some part of the revenue was used for maintaining temples etc. They sent tribute to the king annually. They personally appeared in the royal court with gifts to express their loyalty. (viii) Kings occasionally transferred them from one place to another. 1

13 (Any Other Relevant points) (Any two points to be examined)) 3 The Legacy of Partition (i) India haters in Pakistan and Pakistan-haters in India are both products of partition. (ii) Partition generated memories, hatreds, stereotypes and identities that still continue to shape the history of people on both sides of the border. (iii) These hatreds have manifested themselves during inter - community conflicts and communal clashes in turn have kept alive the memories of past violence. (iv) Stories of Partition violence are recounted by communal groups to deepen the divide between communities, creating in people minds the feelings of suspicion and distrust. (v) Communities sharply defined boundaries and fundamentally opposed interest. ( Any other relevant points). (Any two points to be examined) ) 4 The Distinctive features of Domestic Architecture of Mohenjodaro 7 4 (i) (ii) (iii) (iv) (v) (vi) (vii) Lower town of Mohenjo-Daro provides examples of residential buildings. Many were centered on a courtyard with rooms on all sides. The courtyard was probably the center of activities such as cooking and weaving. Every house was connected to street drains. There was much concern for privacy. There are no windows on the walls along the ground level. Main entrance doesn t give direct view of the interior or the courtyard. Every house had its own bathroom paved with bricks, and with drains connected through the wall to street drains. 2

14 (viii) (ix) (x) Houses had staircase to reach the second storey or the roof. Many houses had wells, often in a room that could be reached from the outside and perhaps used by passers-by. House drains first emptied into a sump or cesspit into which solid matter settled while wastwater flowed out into the street drains. (Any other relevant points) (Any four points to be examined) 5 The Language and Content of Mahabharta 72,73, 74 4 (i) The language of Mahabharata is Sanskrit, which is far simpler than the Vedas. (ii) There are versions in other languages as well. i.e. Prakrit,Pali, Tamil etc. (iii) The contents are classified into two broad heads- narrative section and didactic section. (iv) (a) The narrative section includes social messages. (b) Generally historians agree that Mahabharata was meant to be a dramatic, moving story and that the didactic portion was probably added later. (v) (a) The didactic section contains prescriptions about social norms and stories. (b) Didactic refer to something that s meant for purposes of instruction. (vi) (vii) The history of an actual conflict amongst Kinfolk was preserved in the narrative. Some historians argue that there is no other corroborative evidence of the battle. (Any other relevant points) (Any four Points to be examined) 3

15 6 Casues of Al-Beruni s visit to India (i) (ii) (iii) (iv) (v) (vi) (vii) In 1017 Sultan Mahmud invaded Khwarizm and took Al-Biruni with other scholars as hostage to Ghazni. Al-Biruni developed a liking for India and interest in India when Punjab became a part of the Ghaznavid Empire. Al-Biruni was highly educated of his times. He was well versed in Syrian, Arabic, Hebrews, and Persian. He wanted to learn more of mathematics, astronomy and medicine. Al-Beruni spent years learning Sanskrit and studying religious and philosophical text. He visited India, contacted local people and learnt Indian philosophy too. ( Any other relevant Points) (Any four points to be examined) 7 Chronicles as a source for studying Mughal history (i) (ii) Chronicles are important source for studying history of the Mughal rule. They were written to project the vision of an enlightened kingdom that who came under its umbrella. (iii) They were meant to convey messages to those who resist the Mughal rule. (iv) (v) (vi) Rulers wanted to ensure that there was an account of their rule for posterity. The histories they wrote focused on events centered on the ruler, his family, the courts and nobles, wars and administrative arrangements. Akbar- Nama, Shahjhan Nama, Alamgir Nama suggest that in the eyes of their authors the history of the empire and the court was synonymous with that of the empror. (Any other relevant Points) (Any four points to be examined)) 4

16 8 The Events that took place during 1920s and 30s which consolidated the Communal Identities (i) Muslims were angered by Music before- mosque (ii) By the cow protection movement. (iii) By the efforts of the Arya Samaj to bring back to the Hindu fold (Shuddhi) those who had converted to Islam. (iv) Hindus were angered by the rapid spread of tabligh (propaganda) and tanzim (Organization) after (v) Middle class publicists and communal activists sought to build greater solidarity within their communities, mobilising people against the other community. (vi) Hindu Mahasabha defines Hindu identity in opposition to Muslim identity. (vii) Every communal riot deepend differences between communities, creating disturbing memories of violence. (viii) Separate Electorate 1909 for Muslims expanded in 1919, created temptations to use sectarian slogans and divided society. (Any other relevant points). (Any Four points to be examined) 9 The different arguments made in favor of protection of depressed classes in the Constitution Assembly (i) Mr N. G. Ranga, socialist leader argued that real minorities were the poor and down trodden. They needed protection, props and ladder through constitutional rights. (ii) Some member of depressed castes emphasized that that problems of untouchables could not be resolved through protection and safeguard alone. Their disabilities were caused by the social norms and moral values of caste society. (iii) Society had used their services and labour but kept them at a social distance such as refusing them to enter into temples and mix or dine with them. (iv) J. Nagappa pointed out that numerically the depressed castes formed between 20 to 25 percent of the total population and not a minority. Their sufferings were 5

17 due to their systematic marginalization not their numerical insignificance. They had no access to education, no share in the administration. (v) Jaipal Singh spoke eloquently on the need to protect the tribes and ensure conditions that could help them up to the level of general population. (vi) Ambedker advocated/ recommended that the abolition of untouchability. (vii) Hindu temples be thrown open to all castes, and seats in legislatures and jobs in government offices be reserved for the lowest castes. (viii) There had to be change in the attitude within society. (Any other relevant points) (Any four points to be explained/examined) 10 Values upheld by Mahatma Gandhi (i) Peaceful co-existence among different faiths. (ii) Respect for each faith or religion. (iii) To overcome social evils such as child marriage, untouchability etc. (iv) Hindu- Muslim Harmony. (v) Non- violence (Ahinsa). (vi) Truth Struggle for truth (Satya Graha.) (vii) Freedom. (viii) Tolerance for each other s ideas and faiths (ix) Unity and integrity. ( Any other relevant points) (Any four points to be examined) The agriculture practices followed by cultivators to increase productivity from c. 600 BCE to 600 CE 38,39 8 (i) (ii) (iii) (iv) The shift to plough agriculture was one strategy spread in fertile alluvial river valleys i.e. Ganga Valley and Kaveri Valley from c. Sixth centaury BCE. The use of iron tipped ploughshare turned the alluvial soil in areas, which had high rainfall. Transplantation- this strategy was used for paddy cultivation in area where water was plentiful. Broadcasting of seeds- Broadcasting of seeds strategy was used in paddy cultivation. 6

18 (v) (vi) (vii) Transplantation of saplings was used in waterlogged fields. This ensured a higher ratio of survival of saplings and higher yields. Use of hoe agriculture- In semi-arid parts of the country such as Punjab, Rajasthan, hilly tracts in the north eastern and central parts of the sub continent practiced hoe agriculture. Use of irrigation strategies through wells, tanks and canals. (viii) Communities as well as individuals organized the construction of irrigation works to increase production. (ix) Land grants- a type of strategies adopted by ruling lineages to extend agriculture to new areas. Above strategies led to an increase in production but there was a growing differentiation amongst people engaged in agriculture such as emergence of Gahapati (Rich peasants). (Assess as a whole / Open ended answer. Candidate s expression should be given due weight age). (Any eight points to be explained/examined) OR Main Features of the Mauryan Administration 32,33, 34 8 (i) (ii) (iii) (iv) (v) (vi) There were five major political centers in the empire. Patliputra was capital of the empire. Provincial centers were Taxila, Ujjayini, Tosali and Suvarnagiri Suvarnagiri was important for tapping gold mines of Karnataka. Taxila and Ujjayini were probably used for long distance trade routes. Administrative control was strongest in areas around the capital and provincial 7

19 centers. (vii) Capital centers were carefully chosen. (viii) Communication along both land and water was of vital importance for existence of the empire. (ix) (x) Army was important means for ensuring safety and security. Megasthenes mentions a committee with six subcommittees for coordination military activity of the a) One looked after navy. b) The second managed transport and provisions. c) The Third was responsible for foot soldiers. d) The fourth for horses. e) The fifth for chariots. f) The sixth for elephants. g) The Activity of second committee was rather varied arranging for bullock carts to carry equipment, procuring food for soldiers and fodder for animals and recruiting servants and artisans to look after soldiers. (xi) (xii) Ashoka tried to hold the empire by dhamma. Dhamma ensured well being of the people in this world and the next. (xiii) Ashoka appointed special officers known a Dhamma Mahamatta to spread the message of Dhamma. (xiv) According to Megasthenes - Officers were appointed to different work. Such as some superintended the rivers, measure the land; inspect the sluices by which water is let out from the main canals into branches, so everyone may have equal supply of it. Some officers collect the taxes. (Any Other Relevant points) (Any eight points to be explained / examined) 8

20 12 Relationship between the Sufis and the State (i) The group of Sufis-the Chishtis, who migrated to India in the late twelfth century adopted the local environment and maintained an influencing relationship with the state. (ii) One of the major feature of the Sufis was austerity including maintaining distance from worldly power. (iii) However, they did not maintain the complete isolation from political power. (iv) The Sufis accepted unsolicited grants and donations from political elites. (v) The sultans in turn set up charitable trusts (auqaf) as endowments for hospices and tax-free land (inam). (vi) The Chishtis accepted donations in cash and kind. Rather than accumulate donations, they preferred to use these fully on immediate requirements such as food, clothes, living quarters and ritual necessities (such as sama). (vii) Further, their piety and scholarship, and people s belief in their miraculous powers made sufis popular among the masses, whose support kings wished to secure. (viii) Akbar visited Ajmer Dargah of Khawaja Muinuddin chisti fourteen times to seek blessings for new conquets, fulfilment of vows and the birth of sons. Each of his visits was celebrated by generous gifts, which were recorded in Imperial documents. (ix) Kings did not simply need to demonstrate their association with sufis; they also required legitimation from them. (x) When the Turks set up the Delhi Sultanate, they resisted the insistence of the ulama on imposing shari a as state law because they anticipated opposition from their subjects, the majority of whom were non-muslims. The Sultans then sought out the sufis who derived their authority directly from God and did not depend on jurists to interpret the shari a. (xi) It was belived that auliya could intercede with God in order to improve material and spiritual condition of ordinary human beings. This explains why kings often wanted their tombs to be in the vicinity of the sufi shrines and hospices. (xii) There were instances of conflict between the Sultans and the sufis. To assert their authority, both expected that certain rituals be performed such as prostration and kissing of the feet. Occasionally the sufi shaikh was addressed with high-sounding titles. For example, the disciples of Nizamuddin Auliya addressed him as sultan-ul-mashaikh (literally, Sultan amongst shaikhs). In some cases Sufis accepted courtly offices. 154,156,159 8 (Any other relevant Points) (Any eight Points to be examined/explained) OR 9

21 Relationships of the Alvars and the Nayanars with the state (i) Alvars- devotes of Vishnu Nayanars- devotes of Shiva 143,145,146 8 (ii) (iii) (iv) (v) (vi) (vii) Chola rulers supported Brahmanical and Bhakti traditions. Royal patronage granted to Nayanars. Chola rulers made land grants and constructed temples for Vishnu and Shiva. Examples- Shiva temples at Childambaram, Thanjavur, Gangaikondacholapuram. Spectacular bronze sculptures were produced which shows that the visions of the Nayanars inspired artist. Kings introduced the singing of Tamil Shiva hymns in the temples under Royal Patronage and taking the initiatives to collect and organize them into text(tevaram) Chola ruler Prantaka I consecrated metal images of saints of Shaivism ie- Appar, Sambandar and Sundarar. The chola rulers often attempted to claim divine support and proclaim their own power and status by building splendid temples and metal sculpture to recreate the visions of these popular saints. (viii) The vellala peasants revered both Nayanars and Alvars. (Any other relevant Points) (Any eight Points to be explained/examined) 13 The Causes why Zamindar failed to Pay the land revenue and its consequences (i) The initial demands were very high arguing that the burden on zamindar would gradually decline as agricultural production expanded and price rose. (ii) A high demand was imposed in 1790s when the agricultural prices were depressed. 10

22 (iii) This made difficult to pay their dues to zamindar. (iv) Zamindar could not collect rent and pay the rent. (v) Revenue was in variable, regardless of the harvest and had to be paid punctually. (vi) As per sunset law, the payment had to be paid before sunset. If not done, the zamindari was liable to be auctioned. (vii) The permanent settlement limited the power of zamindar to collect rent from the ryot. (viii) Company recognized zamindars as important but wanted to control and regulate them. (ix) Zamindars lost their power to organize local justice and local police. (x) Rent collection was a perennial problem. Sometimes bad harvest and low prices made payments of dues difficult for Ryots. (xi) Sometimes Ryots deliberately delayed payments but zamindar could not assert his power over them. (xii) Rich ryot, village head man, Jotedars and Mandals were happy to see the zamindars in trouble. (Any other relevant points) (Any eight Points to be explained/examined) OR The Grievances of Prince, Taluqdars, Peasants and Sepoys A whole complex of emotions and issues, traditions and loyalties worked themselves out in the revolt of Prince : a) In Awadh, more than anywhere else, the revolt became an expression of popular resistance to an alien order. b) Nawab Wajid Ali Shah of Awadh lost his authority due to mis-governance and exiled to Calcutta. Many of taluqdars of

23 Awadh were loyal to the Nawab of Awadh, and they joined Begum Hazrat Mahal (wife of Nawab who initiated the revolt for her son prince) in Lucknow. i. Taluqdars: a) The British land revenue policy further undermined the position and authority of the taluqdars. b) After annexation, the first British revenue settlement, known as the Summary Settlement of 1856, was based on the assumption that the taluqdars were interlopers with no permanent stakes in land. c) The Summary Settlement proceeded to remove the taluqdars wherever possible. d) The increase of revenue demand in some place was 30 to 70%. Thus taluqdars were not happy with the annexation. ii. Peasants: a) British land revenue officers believed that by removing taluqdars they would be able to settle the land with the actual owners of the soil. b) And thus reduce the level of exploitation of peasants while increasing revenue returns for the state. But this did not happen in practice. c) The revenue flows for the state increased but the burden of demand on the peasants did not decline. Thus neither taluqdars nor peasants had any reasons to be happy with the annexation. iii. Sepoys: a) The grievances of the peasants were carried over into the sepoy lines since a vast majority of the sepoys were recruited from the villages of Awadh. b) For decades the sepoys had complained of low levels of pay and the difficulty of getting leave. c) The relationship of the sepoys with their superior white officers underwent a significant change in the years preceding the uprising of 12

24 d) In the 1840s, the officers developed a sense of superiority and started treating the sepoys as their racial inferiors, riding roughshod over their sensibilities. e) Abuse and physical violence became common and thus the distance between sepoys and officers grew. f) Trust was replaced by suspicion. The episode of the greased cartridges was a classic example of this. (Any other relevant Points) (Any eight Points be examined/explained) Buddhism in practice 91,92, (i) By assigning them work according to the strength (ii) By supplying food and wages (iii)by looking after them during sickness (iv) By sharing delicacies with them (v) Granting Leaves at times (Any other relevant Points) (Any two Points be examined) (i) By affection in acts and speech and mind. (ii) By keeping open house to them (iii)by supplying them with their worldly needs. (Any other relevant Points) (Any two Points be examined) 2 13

25 (i) The world is transient (annica) and constantly changing. (ii) It is also soulless (anatta). (iii)nothing is permanent or eternal on it. (iv) Sorrows (Dukkha) are intrinsic to human existence. (v) He emphasized righteous actions. (vi) It is by following path of moderation between severe penances and left indulgence that human beings can rise above these worldly troubles. (vii) God s existence was irrelevant. 15 (viii) Emphasized individual agency and righteous action means to escape from the cycle of rebirth and self-realization and nibbana. (ix) Extinguishing of the ego and desire and thus end the cycle. (x) Emphasis was placed on Metta (follow feeling) and Karuna (compassion). (Any Three Points to be examined) (Any other relevant points) The Ain on Land Revenue Collection Kankut system signifies grain estimates. If any doubt arises, the crop should be cut and estimated in three lots - the good, the middling and the inferior and the hesitation should be removed Batai also called bhaoli the crops are reaped and divided by agreement in the presence of the parties Yes, it was flexible i. Mughal State tried to first acquire specific information about the extent of the agriculture lands in empire and what these lands produced before fixing the burden of Taxes on people =3

26 ii. First tax assessment (Jama) was made and then actual collection - (Hasil) iii. The option of paying in cash or kind was available to farmers. iv. The lands were actually measured and then the assessment of revenue made. (Any two points to be examined) ( Any other relevant Points) 16 A Rural City? 316, 327, i. Where- Bombay/Calcutta/Madras ii. Why- a. Better European residences were built due to the economic activities of the English East India Company in Bombay/Calcutta/Madras. b. Better European residences are built in the midst of compounds, which almost attain the dignity of parks and rice field and at the areas of the free flow of the winds. c. Buildings that build in these cities bore marks of their colonial origin. They mould tastes, popularize styles and shape the contours of culture. ( Any other relevant Points) (Any two points to be examined) 1+2= i. The black towns were built in the crowded areas, dirty tanks, poor drainage etc. where tropical climate was unhealthy. ii. The Black areas came to symbolise not only chaos and anarchy, but also filth and disease. 2 iii. The new Black Town resembled traditional Indian towns, with living quarters built around its own temple and bazaar. The narrow lanes criss-crossed the township. 15

27 (Any other relevant Points) (Any two points to be examined) 16.3 i. Madras developed by incorporating innumerable surrounding villages and by creating opportunities and spaces for a variety of communities. 2 ii. iii. iv. Several different communities came and settled in Madras, performing a range of economic functions. The dubashes were Indians who could speak two languages the local language and English. Brahmins started competing for similar positions in the administration. v. Gujarati bankers had also been present since the eighteenth century. vi. vii. The Nawab of Arcot settled in nearby Triplicane, which became the nucleus of a substantial Muslim settlement. San Thome with its cathedral was the centre for Roman Catholics. (Any other relevant points) 17 (Any two points be examined ) For Visually Impaired Candidates 17.1 Any one (Punjab, Sind, Bombay, Madras, Masulipatnam, Berar, Bengal, Bihar, Orrisa, Awadh, Surat, Calcutta, Decca, Chittagong, Patna, Banaras, Allahbad and Lucknow) Any one (Delhi,Agra,Panipat,Amber,Ajmer,Lahore,Goa) Any Three (Sanchi, Amravati,Lumbini, Nasik,Barhut, Bodh Gaya, Shravasthi, Ajanta and Nagarjunkonda) 3 16

28 17