For Private Candidates 2017-18 Syllabus for Class

Syllabus for Class- XII (with Blue Print, Sample Paper & Marking Scheme)

For Private Candidates

2017-18

JAMIA MILLIA ISLAMIA Maulana Mohammad Ali Jauhar Marg 1 NEW DELHI-110025

CONTENTS

CLASS – XIITH (PRIVATE) SESSION 2017 - 18

SYLLABUS, BLUE PRINT, SAMPLE PAPER & MARKING SCHEME

S.NO. PAPER PAPER TITLE PAGE NO. CODE

1 701 (P) ISLAMIAT 3-9 2 702 (P) HINDU ETHICS 10-16 3. 703(P) ELEMENTRY URDU 17-17 4. 704(P) URDU LITERATURE 18-27 5. 705(P) HINDI LITERATURE 28-43 6. 706 (P) ENGLISH 44-62 7. 707(P) PERSIAN 63-68 8. 708(P) ARABIC 69-83 9. 709(P) ISLAMIC STUDIES 84-95 10. 710(P) SOCIOLOGY 96-117 11. 711(P) HISTORY 118-146 12. 712(P) ECONOMICS 147-162 13. 713(P) POLITICAL SCIENCE 163-178 14. 714(P) GEOGRAPHY 179-199 15. 716(P) FINE ARTS (PAINTING) 200-207 16. 718 (P) HOME SCIENCE 208-235 17. 728 (P) MATHEMATICS 236-250

Code No. 701 (P) SYLLABUS ISLAMIAT CLASS - XII

1 Translation and explanation of last ten surah (chapter) Surah Al feel to Al Naas of Quran (12) 2 Tauheed (Oneness of God) Risalah (Prophethood) (06) Faith of Allah in Akhirat Impacts of practicing these on Human’s life (06) 3 Pillars of Islam (12) Namaz (Prayers) Roza (Fast) Zakat (Alms) Solution of the problems in practicing them. 4 Life of Prophet Mohammad (Brief Introduction) (12) Life of the Prophet in Makkah Life of the Prophet in Madinah- Last sermon of the Prophet 5 The pious caliphate brief introduction (12) Hadrat Abu Bakr (R.A.) Hadrat Umar (R.A.) Hadrat Uthman (R.A.) Hadrat Ali (R.A.) 6 Thirty selected Hadith regarding pillars of Islam and their explanation (10) 7 Hadith : Meaning, Importance and Necessity

8 Imam Muslim (R.H.) and Imam Bukhari (R.H.) – Brief Introduction (10) 9 Fiqh : Meaning, Importance and Necessity Imam Abu Hanifa & Imam Shafi (Brief Introduction) (10) 10 Islamic Society (10) Rights of Parents, Rights of Neighbours Rights of Non-Muslims, Rights of Relatives, Rights of other Human Beings

BOOKS RECOMMENDED 1. Dr. M. Hamidullah : Introduction to Islam 2. S. Sulaiman Nadvi : The Ideal Prophet

HINDI VERSION bLykfe;kr d{kk&12oha

1 dqjvku ikd esa ikjk vEek dh vkf[kjh nl lqjrksa ¼lwj% Qhy ls lwj% ukl rd½dk rtZqek] Ókus uqt+qy vkSj t:jh rÓjhg ¼12½ 2 rkSghn] fjlkyr ] vYykg ij beku] vkf[kjr ij beku (06) balku dh veyh ft+Unxh ij mudk izHkko (06) 3 bLykeh Qjk,t+ ¼uekt+ ] jkst+k vkSj t+dkr vkSj mudk gy ¼12½ 4 gqt+wj l-v- dh eDdh vkSj enuh ft+Unxh fd egRoiw.kZ ?kVukvksa dk [kqyklkA gTTkrqyfonk ¼12½ 5 [kqyQk, jkfÓnhu ds gkyrs ft+Unxh vkSj vge dkjukes dk thou ifjp; vkSj egRoiw.kZ ;ksxnku ¼12½ 6 rhl pquh gqbZ vgknhl Qjk;t ls lEcaf/kr vkSj mudh t:jh O;k[;k ¼10½ 7 gnhl% vFkZ] egRo vkSj vko';drk 8 beke eqfLye jg0 o beke cq[kkjh jg0 dk thou ifjp; ¼10½ 9 fQDg dh rkjhQ vkSj vko';drk beke vcq guhQk jg0 vkSj beke ÓkQ+bZ jg0 dk thou ifjp; ¼10½ 10 bLyke dh uSfrd vkSj lkekftd O;oLFkk ¼10½ Ekkrk&firk ds vf/kdkj] iM+ksfl;ksa ds vf/kdkj] xSj eqfLyeksa ds vf/kdkj fj'rsnkjksa ds vf/kdkj vkSj nwljs euq"; ds vf/kdkjA

fgUnh HkkÔk esa bLykfe;kr dh iqLrdsa 1 jgers vkye & ys[kd % lS;n lqyseku unoh 2 rkyheqy bLyke ¼dkfey½ & ys[kd % eq¶rh eks0 fdQk;rqYykg 3 bLykeh bfrgkl & ys[kd % eks0 Qk:d [kkWa 4 eqdEey rkjh[ks bLyke & ys[kd % vdcjÓkg uthckcknh

Islamiat XII ات 1۔ رہ آى دس رں (رۃ ا رۃ اس ) ، ن ول اور ورى 12 2۔ ، ر، ان ، ان ٓت اور ان ز ان اات 12 3۔ ا ا (ز، روزہ اور زٰۃ ورى ) 12 4۔ ر ؐ اور ز ا وات ہ۔ اداع 12 5۔ را ت ز اور ا ر 12

6۔ اد (ارن ام ) اور ان ورى 10

7۔ اور اس ورت 10

8۔ ام ؒ اور ام رىؒ ت ز 10 9۔ ا اور ورت، ام ا ؒ اور ام ؒ ت ز 10

10۔ ام او م 10

ں پ ق، وں ق، ں ق، ر داروں ق، اور دوے اں ق

ا (اردو )

۱۔ ر (از ن وى) ۲۔ ا و (از ل ا ا) ۳۔ ار (از ا رو) ۴۔ ب دت (از ا ا آدى)

BLUE PRINT ISLAMIAT Class- XII Ch. No. 2 Marks 4 Marks 6 Marks 8 Marks Total

Ch-1 4(1)=4 8(1)=8 12

Ch-2 4(1)=4 8(1)=8 12

Ch-3 2(3)=6 - 6(1)=6 12

CH-4 2(3)=6 - 6(1)=6 12

Ch-5 2(1)=2 4(1)=4 6(1)=6 12

CH-6&7 4(1)=4 6(1)=6 10

Ch-8 2(1)=2 - - 8(1)=8 10

9 2(3)=6 4(1)=4 - - 10

10 2(1)=2 - - 8(1)=8 10

Sr. No. of 1-12 13-17 18-21 22-25 100 Question Total Qst. 12 5 4 4 25

MODEL PAPER ISLAMIAT CLASS XII

General Instructions: -

(1) Attempt all questions (2) Section A - Question No. 1-12 are of 2 marks each and answer in 1 line. (3) Section B - Question No. 13-17 are of 4 marks each and answer in 50 words. (4) Section C - Question No. 18-21 are of 6 marks each and answer in 100 words. (5) Section D - Question No. 22-25 are of 8 marks each and answer in 150 words.

SECTION - A Q.1 Which Arabic month Prophet Muhammad (S.A.W.) was born? fdl vjch eghus esa gqt+wj ¼l0 v0 o0½ dk tUe gqvk \ Q.2 What was the name of Prophet Mohammad’s (S.A.W.) grandfather? gt+jr eqgEen ¼l0 v0 o0½ ds nknk dk D;k uke Fkk \ Q.3 Which Mosque is considered to be built First by Prohpet Mohammad (S.A.W.) ? vki ¼l0 v0 o0½ us loZizFke dkSu lh efLtn cuokbZ \ Q.4 What were the titles given to Prophet Mohammad (S.A.W.) by Macca? eDds ds yksxksa us vki ¼l0 v0 o0½ dks D;k vYdkc fn;s Fks \ Q.5 Who among the caliph opted the title of Amirul Momineen for the first time ? fdl [kyhQk us veh:y eksfeuhu ds f[krkc dk vkjEHk fd;k \ Q.6 In whose caliphate, battle of Jamal took place? Tkey dk ;q) fdl [kyhQk ds Óklu dky esa gqvk\ Q.7 Write the name of the Angel who brought revelation? Okfg; ykus okys QfjÓrs dk uke crkb;s \ Q.8 What was the real name of Imam Abu Hanifa (R.H.)? beke vcw guhQk dk vlyh uke D;k gS\ Q.9 When Imam Bukhari (R) was born? beke cq[kkjh dk tUe dc gqvk\ Q.10 How many times the reward for congregations prayer is more than individual prayer? Tkekr ls uekt+ i<+us dk lokc vdsys uekt+ i<+us ls fdrus xqUkk T;knk gS \ Q.11 Name the caliph who shifted his capital from Madinah to Kufa? mu [kyhQk dk uke crkb;s ftUgksus viuh jkt/kkuh enhuk ls dqQk esa cnyh \ Q.12 Which is the shortest surah in Quran? dqjku djhe esa lcls NksVh lwjg dkSu lh gS\ SECTION - B

Q.13 Explain the first incidence of revelation? vki ¼l0 v0 o0½ ij loZizFke ogh ds utwy dh ?kVuk dk o.kZu dhft,A Q.14 What do you mean by Hadith? gnhl fdls dgrs gS\ Q.15 Explain the important conditions of Treaty of Hudaibiya?

gqnSfc;k dh lfU/k ds eq[; vaÓksa dk o.kZu dhft,A Q.16 Explain the incident of Shaqqe-sadar? Óds lnz dh ?kVuk dk o.kZu dhft,A Q.17 To whom paying Zakat is lawful? T+kdkr fdu yksxksa dks nsuk tk;t+ gS\ SECTION - C Q.18 Explain the incidence of Prophet Mohammad (S.A.W.) journey to Taif? vki ¼l0 v0 o0½ dh rk,Q dh ;k=k dh ?kVuk dk o.kZu dhft,A Q.19 Write a note on the collection and compilation of Quran during the caliphate of H. Abu Bakr (R)? gt+jr vcwcdj jft0 ds Ókludky esa dqjvku dk o.kZu dhft,A Q.20 Highlight the importance of salaat in the light of Hadith? gnhl dh jkÓuh esa uekt+ dk egÙo crkb;sA Q.21 Give an account of the life and contribution of Imam ‘Bukhari’ or ‘Imam Shafay’. beke cq[kkjh vFkok beke ÓkQbZ ds thou vkSj muds ;ksxnku dk fooj.k nhft,A SECTION – D

Q.22 Write the translation and explanation of Surah –Al ‘Feel’or Surah ‘Nasr’. Lwkjgk Qhy vFkok lwjgk ulj dk vuqokn dh O;k[;k dhft,A Q.23 What do you understand by Imaan-Billah (believe in Allah)? Explain in detail. beku fcYykg ls vki D;k le>rs gS\ foLrkj ls fyf[k,A Q.24 Give an account of the life and contribution of Imam Abu Haneefa in Fiqh. beke vcw guhQk ds thou vkSj fQdg esa muds ;ksxnku dk fooj.k nhft,A Q.25 Write a note on rights towards parents or relatives in Islam. bLyke esa ekrk&firk vFkok lEcfU/k;ksa ds D;k vf/kdkj gS ij ,d fVIi.kh fyf[k,A

CODE- 702(P) SYLLABUS HINDU ETHICS CLASS- XII Time: 3 Hrs. Marks: 100

Students have gained the knowledge in detail of main preachers of Hindu Religious Education at Middle Level. At Senior Secondary Level the students will be given the explanation of the thought of main Religious Books in Present context. Mainly Non- Violence and renouncing (Aparigrah), Vishwabandutv etc. will be discussed in detail. 1. Arya Civilization and Religion- Varn in Hindu Religion, Ashram, Sanskar, Avtar etc. and their parikalpnaye. 2. a). Ramayan- Samajik Maryadaye b). Mahabharat – Geeta, Karm; Yog, Punarjanm etc. 3. Mahaveer Swami and his main thoughts. 4. Gautam Budh and his main thoughts. 5. Shankarachaya and his main thoughts. 6. Guru Nanak and his main thoughts. 7. Modern Period- Brahm Samaj, Arya Samaj, Ram Krishna Paramhans their thoughts and introcution. 8. Ishwar Ki satta par vichar, Truth, Non- violence, renouncing (Aparigrah), Vishwabandhutv etc., Dhaarna par vichar.

APPROVED BOOKS:

1. Tulsi Ramayan Sangrah (Akhil Bhartiya Hindu Dharm Seva Sangh). 2. Shri Bhism Pitameh (Geeta Press, Gorakhpur). 3. Bhagwan Ram (Geeta Press, Gorakhpur) 4. Bhakraj Hanuman (Geeta Press, Gorakhpur) 5. Mahabharat Ke kuchh Adarsh Paatr (Atmaram and sons, New Delhi). 6. Ramayan ke Kuchh Adarsh Paatr (Geeta Press, Gorakhpur) 7. Pauranik Kathyae- Writer Hridayram Sharma (Chaukhambha Vidya Bhawan, Varansai). 8. Hindu Sankar- Writer Rajli Pandey (Chaukhambha Vidya Bhawan, Varanasi) 9. Pauranik Dharm evam Samaj Lakhak Siddheshwari Narayan Panchanand Publication, 198, Naya Katra, Allahabad. 10. Jagadguru Shri Madadh Shankaracharya (Chaukhambha series) 11. Gurunanak Ji- Charitra and Siddhant (Rajpal and sons, Delhi) 12. Gautam Budh- Jeevan Charitra and Siddhant (Rajpal and sons, Delhi) 13. Mahaveer Swami- Jeevan Charitra and Siddhant (Rajpal and sons, Delhi) 14. Arya Samaj, Brahm Samaj and Swami Dayanand.

Code- 702(P) HINDI VERSION SYLLABUS HINDU ETHICS CLASS-XII iz'ui= 100 vad fgUnw /keZ fÓ{kk esa ek/;fed Lrj ij o.kkZRed

BLUE PRINT HINDU ETHICS CLASS-XII Time : Three Hrs. Marks: 100 S.No. Marks-2 Marks -6 Marks Total Very short Q. 10 1 Arya civilization and 6 (1) 10(1) 16 Relgion- Varn in Hindu Religion, Ashram, Sanskar, Avtar etc. and Their Parikalpnaye. 2. A). Ramayan- Samajik 6 (2) 12 Maryadaye. B). Mahabharat- Geeta, 2(2) 04 Karm, Yog, Punarjanm etc. 3. Mahaveer Swami and 2 (2) 04 his main thoughts. 4. Gautam Budh and his 2 (2) 10 (1) 14 main thoughts. 5. Shankaracharya and his 2 (2) 6(1) 10 main thoughts 6. Guru Nanak and his 2 (2) 6 (1) 12 main thoughts. 7. Modern Period- Bhahm 10 (2) 20 Samaj, Arya Samaj, Ram Krishna Paramhans their thoughts and introduction 8. Ishwar Ki Satta Par 10 (1) 10 Vihar, Truth, Non- Violence, Aparigarh, Vishwabandutv etc. dharma par vichar Total 20 (10) 30 (5) 50 (5) 100

Note: Question No. inside the brackets and marks outside the brackets.

iz'u& i= izk:Ik fgUnq bfFkDl d{kk&XII

S.No. foÔ; oLrq vad -2 vad-6 vad-8 Total 1 vk;Z lH;rk vkSj fgUnq 6 (1) 10 (1) 16 /keZ& fgUnq /keZ esa o.kZ] vkJe] laLdkj] vorkj vkfn dh ifjdYiuk,Wa 2. A). jkek;.k& lkekftd 6 (2) 12 e;kZnk,Wa B). ekgkHkkjr& xhrk] deZ] 2(2) 04 ;ksx iqutZUe vkfnA 3. egkohj Lokeh o muds 2 (2) 04 eq[; fopkj 4. xkSre cq) o muds 2 (2) 10 (1) 14 eq[; fopkj 5. Óadjkpk;Z o muds eq[; 2 (2) 6(1) 10 fopkj 6. Xkq:ukud o muds eq[; 2 (2) 6 (1) 10 fopkj 7. vk/kqfud ;qx& czgE 10 (2) 20 lekt] vk;Z lekt] jked``".k ijegal ds fopkjksa dk ifjp;A 8. bZ'oj dh lRrk ij 10 (1) 10 fopkj& lR;] vfgalk] vifjxzg] fo'oca/kqRo vkfn /kkj.kkvksa ij fopkjA Total 20 (10) 30 (5) 50 (5) 100 uksV & iz'u la[;k dks"Bd ds vUnj vkSj vad ckgj fy[ksa gSaA

SAMPLE PAPER HINDU ETHICS CLASS- XII Time : 3 Hrs. M.M: 100 General Instructions: i. All Questions are Compulsory ii. This question paper consists of three parts – A, B, & C iii. Part A- Answer of Q. No. 1-10 should be in very short answer. iv. Part B- Answer of Q.No. 11-15 should not exceed more than 80-100 words. v. Part C- Answers of Q.No. 16-20 should be in 130-150 words.

PART-A 1. On the basis of Geeta Explain the world “YOG” 2 2. What is Bhakti Yog? On the basis of “Geeta” explain it. 2 3. What message did Mahavir Swami give through Samyak Gyan? 2 4. What do you mean by Samyak Darshan? 2 5. What message did Gautam Budh give on the basis of Samyak Vyayaam? 2 6. What is the meaning of Samyak Karm? 2 7. According to Sankaracharya what is Sadhan Chatushtya? 2 8. What is Srishti Vichaar of Shankaracharya? 2 9. What is the jeev vichar of Guru Nanak? 2 10. Write the thoughts of Guru Nanak related to Jagat 2

PART-B 11. Give introduction of Naam Karan Saskaar? 6 12. Why Ram is called Maryada Purushyottam? 6 13. Write the Charitra Chitran of the obedient Hunuman? 6 14. Why did Shankaracharya consider Brahma as the only truth? 6 15. Guru Nanak has given the message of “ Samaanta”. Write your opinion 6

PART-C 16. Give the introduction of Vaan Prasth Ashram. 10 OR Write the story of Matsyavtaar. 17. Why did Gautam Budh believe that Sansar was full of sorrow? 10 Or Write the life introduction (Jeevan Parichay) of Gautam Budh. 18. Write the parichay of Arya Samaj. 10 Or Write the Maukhya Sidhant of Arya Samaj. 19. Write in detail about the samaj Sudhar given by Ram Mohan Roy 10 Or Give the jeevan parichay of Swami Dayanand Saraswati. 20. Write the Importance of Aparigrah? 10 Or Write your opinion on Satya and Ahinsa

lSEiy isij

fgUnq bfFkDl (HINDU ETHICS) d{kk& 12oha le;% 3 ?kaVs Marks : 100 funsZÓ% 1- lHkh i'u fuok;Z gSA

2- bl iz'u&i= ds rhu [kaM gSa& v] c] vkSj l A 3- [kaM v& iz'u la[;k 1&10 rd ds iz'uksa ds mRrj vfrla{ksi ÓCnksa esa nhft,A 4- [kaM c& iz'u la[;k 11&15 rd ds iz'uksa ds mRrj 80&100 ÓCnksa esa nhft,A 5- [kaM l& iz'u la[;k 16&20 rd ds iz'uksa ds mRrj 130 &150 ÓCnksa esa nhft,A

[kaM&v 1- xhrk ds vk/kkj ij ;ksx ÓCn dk vFkZ Li"V dhft,A 2 2- HkfDr ;ksx D;k gS? Xhrk ds vk/kkj ij Li"V dhft,A 2 3- LkE;d~ Kku ds }kjk egkohj Lokeh us D;k lansÓ fn;k? 2 4- lE;d~ nÓZu ls vki D;k l>ers gSa? 2 5- xkSre cq) us lE;d~ O;k;ke ds ek/;e ls D;k lansÓ fn;k? 2 6- lE;d~ deZ dk D;k vFkZ gS? ;s fdrus izdkj ds gksrs gSa ? 2 7- 'kadjkpk;Z ds vuqlkj lk/ku prq"V; D;k gS? 2 8- Ódjkpk;Z dk l`f"V fopkj D;k gS? 2 9- xq: ukud dk tho fopkj D;k gS? 2 10- Tkxr~ds laca/k esa xq: ukud ds fopkj fyf[k,A 2 [kaM & c 11- Ukkedj.k laLdkj dk fopkj nhft,A 6 12- jke dks e;kZnk iq:ÔksRre D;ksa dgk tkrk gS ? 6 13- vknÓZ HkDr guqeku dk pfj=& fp=.k dhft,A 6 14- Óadjkpk;Z us czá dks ,dek= lR; D;ksa ekuk ? 6 15- Xkq:ukud us lekurk dk lansÓ fn;kA bl ij vius fopkj fy[kh,A 6 [kaM& l 16- okuizLFk vkJe dk ifjp; nhft,A 10 vFkok eRL;korkj dh dFkk fyf[k,A 17- xkSre cq) us lalkj dks nq[kksa ls iw.kZ D;ksa ekuk ? 10

vFkok xkSre cq) dk thou ifjp; fyf[k,A

18- vk;Z lekt dk ifjp; nhft,A 10 vFkok vk;Z lekt ds eq[; fl)kar fyf[k,A 19- jkeeksgu jk; }kjk fd;s x, lekt lq/kkjksa dk mYys[k dhft, 10 vFkok Lkeh n;kuUn ljLorh dk thou ifjp; nhft,A 20- vifjxzg dk D;k egRo gS\ 10 vFkok lR; vkSj vfgalk ij vius fopkj fyf[k,A

Code- 703(P) SYLLABUS

Elementary Urdu

CODE-704(P) SYLLABUS/BLUE PRINT URDU ELECTIVE م ب ال 1: در ب ات 1۔ ااء ن ادا ِن ادب 10=5×2 2۔ ب رى ( ) ‘‘ ‘‘ 10=5×2 ال 2: ا ى ہ 1+1+5=7 ‘‘ ‘‘ ( )

ں (ر ش) 7=1+1+5 ‘‘ ‘‘ دہ ( و) ‘‘ ‘‘ 7=1+1+5 ال 3: ا و ز رش اد ت ا ‘‘ ‘‘ 6=2+4

ۃ ا ر 6=2+4 ‘‘ ‘‘ 2+4=6 ‘‘ ‘‘ ال 4: اف ( ا ) ا ‘‘ ‘‘ 5=3+2 3+2=5 ‘‘ ‘‘ 3+2=5 ‘‘ ‘‘ ال 5: ر ال و اب ۔ ا ‘‘ ‘‘ 6=3×2 ا ۔ ام ‘‘ ‘‘ دہ۔ و ‘‘ ‘‘ ا۔ ۃ ا ر ‘‘ ‘‘

ال 6: ار 9 =3×3 ل اف ‘‘ ‘‘ ‘‘ ں ر ا ‘‘ ‘‘ ‘‘ ‘‘ ‘‘ ‘‘ رار ا ‘‘ ‘‘ ال 7: () ( ف ا ) ر ں۔ ‘‘ ‘‘ 4 = 1+3 ِروح ار آدم ال ۔ ‘‘ ‘‘ ال ال 8: اف ل ‘‘ ‘‘ 5 ‘‘ ‘‘ ال 9: در اں ات () ۱ ِ۔ روح ار آدام ال ۔ ‘‘ ‘‘ 6 = 3×2 ال ل ‘‘ ‘‘ ل ا ‘‘ ‘‘ ِر ں۔ ‘‘ ‘‘ ال 10: ى ل ِ و م۔ ‘‘ ‘‘ 7 ِروح ار آدم ال ۔ ‘‘ ‘‘

ال

ِر ں۔ ‘‘ ‘‘ ال 11: ا ء ا و ت م 5 ‘‘ ‘‘ ال ‘‘ ‘‘ ں ر ا ‘‘ ‘‘ ال 12: ر (ف دو اں اب ) 20=2×10 رٹ و اد ت

د ِن د د ِن ٔ ال 13: ڈرا ن اردو 4=1×4 ہ (ول) ‘‘ ‘‘ ال14: در ات ات ا دن ‘‘ ‘‘ 6=2×3 ول ہ ‘‘ ‘‘ ا ك ت ‘‘ ‘‘ ا م د ‘‘ ‘‘

2x3=6

1+2=3x3=9

2x3=6

Total Marks-100

Code- 705(P) SYLLABUS HINDI LITERATURE fgUnh ,fPNd d{kk& 12oha [kaM foÔ; vad d- vifBr x|kaÓ ij vk/kkfjr cks/k] iz;ksx] LFkkukarj.k] ÓhÔZd vkfn ij 15 1- y?kwRrjkRed iz'u ¼mi;qDrfÓÔZd 1 vad + y?kq iz'u 2X7½ 2- vifBr dkO;kaÓ ij vk/kkfjr ikWap vfr y?kqRrjkRed iz'u ¼1x5½ 05 [k- dk;kZy;h fganh vkSj jpukRed ys[ku ¼vfHkO;fDr vkSj ek/;e½ 25 3- fdlh ,d foÔ; ij fuca/k ¼fodYi lfgr½ 10 4- dk;kZy;h i= ¼fodYi lfgr 5x1½ 05 5- tulapkj ek/;e vkSj i=dkfjrk ds fofo/k vk;keksa ij ikWap vfr y?kwRrjkRed 05 iz'u ¼1x5½ 6- jpukRed ys[ku ij ,d iz'u ¼5x1½ 05 x- ikB~;iqLrd 55 1½- varjk Hkkx&2 v- dkO; Hkkx 20 7- ,d dkO;kaÓ dh lizlax O;k[;k 08 8- dfork ds dF; ij nks iz'u ¼3+3½ 06 9- dforkvksa ds dkO;& lkSUn;Z ij nks iz'u ¼3+3½ 06 Ck- x| Hkkx 20 10- ,d x|kaÓ dh lizlax O;k[;k 06 11- ikBksa dh foÔ; oLrq ij nks iz'u ¼4+4½ 08 12- fdlh ,d ys[kd@ dfo dk lkfgfR;d ifjp; 06 2½ varjky Hkkx&2 15 13- ikBksa dh foÔ;oLrq ij vk/kkfjr ,d ewY;ijd iz'u 05 14- foÔ;oLrq ij vk/kkfjr nks fuca/kkRed iz'u ¼5+5½ 10 dqy 100 fu/kkZfjr iqLrdsa% 1- varjk Hkkx&2 ,u-lh-bZ-vkj-Vh }kjk izdkfÓr 2- varjky Hkkx&2 ¼fofo/k fo/kkvksa dk ladyu½ ,u-lh-bZ-vkj-Vh }kjk izdkfÓr 3- vfHkO;fDr vkSj ek/;e ,u-lh-bZ-vkj-Vh }kjk ¼[k.M &[k dkedkth fganh vkSj jpukRed ys[ku gsrq½

iz'ui= dk iz'ukuqlkj fo'ysÔ.k ,oa izk:i fgUnh ikB~;Øe 12oha ,sfPNd Ø iz'uksa dk vad -la izk:i n{krk ijh{k.k@ vf/kxe ifj.kke 1 2 3 4 5 6 8 10 dqy izfr vad Ór 1 vifBr vo/kkj.kkRed cks/k] 6 7 20 20 cks/k ¼iBu vFkZxzg.k] vuqeku yxkuk] dkSÓy½ fo'ysÔ.k djuk] ÓCn Kku o HkkfÔd iz;ksx] l`tukRed] ekSfydrkA 2 dk;Zky;h ladsr fcUnqvksa dk foLrkj] 5 2 1 25 25 fgUnh vkSj vius er dh vfHkO;fDr] jpukRed lksnkgj.k le>uk] vkSfpR; ys[ku fu/kkZj.k] HkkÔk esa ¼ys[ku izokge;rk] lVhd ÓSyh] dkSÓy½ mfpr izk:i dk iz;ksx] vfHkO;fDr dh ekSfydrk] l`tukRedrk ,oa rkfdZdrk 3 ikB~;iqLrdsa izR;kLej.k] foÔ;oLrq dk 4 2 3 2 1 55 55 cks/k ,oa O;k[;k] vFkZxzg.k ¼Hkko xzg.k½] ys[kd ds euksHkkoksa dks le>uk] ÓCnksa dk izlaxkuqdwy vFkZ le>uk] vykspukRed fparu] rkfdZdrk] ljkguk] lkfgfR;d ijaijkvksa ds ifjis{; esa ewY;kadu] fo'ysÔ.k] l`tukRedrk] dYiukÓhyrk] dk;Z&dkj.k laca/k LFkkfir djuk] lkE;rk ,oa varjksa dh igpku] vfHkO;fDr esa ekSfydrk ,oa thou ewY;ksa dh igpkuA dqy 1x 2x 3x 4x2= 5x 6x 8x 10x1 100 100 1= 7= 4= 8 5= 2= 1= =10 11 14 12 25 12 8

BLUE PRINT

HINDI LITERATURE CLASS-XII

Ikz'uksa dk vf/kxe ds vfry?kq Yk?kqRrkjRed Yk?kqRrkjRed nh?kZmRrjkRed nh?kZm fuca/kk dqy vad izdkj ifj.kke rFkk mRrjkRed 2 vad 3 vad &RrjkRed &Red dkSÓy 1 vad 10 vad dqy izfrÓr 1 2 3 4 vad 4 5 6 8 vad vad vad vad Le`fr Jo.k] HkkÔ.k iz- 1 x- iz- 6 10 10 ¼Kku/kkjr& rFkk ys[ku N-Tk->- ¼1½ Le`fr ds dkSÓy K ¼5½ iz;ksx ij ljy iz'u½ ckS/k rdZ & iz- 2 d] iz- 1 d] iz- 9 d] 25 25 ¼vf/kiw.kZ fordZ [k]x] M [k] ?k] p [k ifjfpr cks/k foÓysÔukRed iz- 5 d] M ¼5½ ij vk/kkfjr dkSÓy [k] x]?k] iz'u½ M ¼9½ vuqiz;ksx jpukRed Ikz-2 ?k iz- 8 [k Ikz- Ikz- Ikz- 25 25 ¼uohu dkSÓy lkj ¼1½ ¼1½ 11 14 10 fLFkfr;ksa esa ys[ku] d [k iz- Kku ds O;k[;k djuk ¼1½ ¼1½ 12 vuqiz;ksx ij ¼2½ vkuqekfud izdkj ds iz'u½ mPpLrjh; ewY;kadu Ikz- 8 d iz- Ikz- 15 15 fparu Li"Vhdj.k] ¼1½ 11 7 dkSÓy rqyuk djuk] [k ¼1½ fo'ysÔ.k Hksn djuk] ¼1½ ,oa ewY;kadu mfpr@vuqfpr ij fl) v/kkfjr iz'u djuk jpukRed ewY;/kkjd Ikz- 4 Ikz- 3 25 25 ¼fu.kZ; fopkjksa dh 13] ¼1½ vFkok vfHkO;fDr 14] fLFkfr ds djuk d ewY;kadu dh ¼3½ {kerk ,oa cgqfoÔ;kRed dqy 15 5 4 2 5 2 1 1 100 100

Code 705 (P) uewuk iz'u i= fgUnh ¼,sfPNd½ d{kk& 12oha fu/kkZfjr le;% 3 ?kaVs vf/kdre vad& 100

[kaM &d iz'u 1- fUkEufyf[kr x|kaÓ dks i<+dj iwNs x, iz'uksa ds mRrj fyf[k,& 15 dgrs gSa tgkWa unh ugha] ogkWa lH;rk o laLd`fr ugha iui ldrhA ;gkWa ,d nwljh =klnh gS ftl unh ds fdukjsa Hkkjrh; lH;rk ,oa laLd`fr dk fodkl gqvk gks] ftl unh dks egkHkkjr esa ekWa dh laKk nh xbZ gks] ftldks osnksa esa nsoh dgdj iqdkjk x;k gks] ftl unh ds fdukjs xhrk dk minsÓ fn;k x;k gks] tks unh Hkkjrh; tuekul dh Hkkoukvksa dh laokfguh gks] vkt ls yxHkx gtkjksa oÔZ iwoZ ljLorh uke dh ;g unh yqIr gks pqdh gSA

_Xosn esa o.kZu feyrk gS& ,d foÓky unh tks rhozrk ds lkFk xtZu djrh gqbZ ioZr ls fudydj leqnz esa foyhu gksrh Fkh] dykarj esa foyqIr gks xbZA ljLorh unh ds fdukjs tks lH;krk ,oa laLd`fr iuih] og vkt Hkh izekf.kd rkSj ij fo|eku gSA tu ekul dh Hkkoukvksa esa vkt Hkh ljLorh mlh rjg ls lapkfjr gks jgh gSA

bl HkO; unh ds fdukjs yxHkx 10-22 oxZ fdyksehVj {ks= esa QSyh fo'o dh izkphu lH;rk dk tUe gqvkA ljLorh ds mn~xe ls ysdj vjc lkxj ds rV rd yxHkx 1600 fdyksehVj yach unh ds fdukjs ls 6 gtkj oÔZ iqjkus yxHkx 1200 LFkkuksa ls vusd iqjkrkfRod voÓsÔ izkIr gksrs gSaA rRdkyhu le; esa ;g xtZu djrh gqbZ cgk djrh FkhA bldk mn~xe LFky canj iwaN mRrjk[kaM Fkk] tks gfj;k.kk ds {ks= ls gksrh gqbZ jktLFkku ls xqtjrh gqbZ HkkVusj e: Hkwfe esa foyqIr gks tkrh Fkh tcfd bldh nwljh Ók[kk ?kXxj ds :i esa Hkkjr esa vkSj gkdjk ds :i esa ikfdLrku esa vkt Hkh izokfgr gksrh gSA

d- ljLorh unh ds ckjs esa osn esa D;k o.kZu fd;k x;k gS\ 2 [k- fo'o dh izkphu lH;rk dgkWa vkSj fdrus {ks= esa QSyh Fkh\ 2 Xk- Hkkjrh; laLd`fr esa ljLorh unh dks D;ksa foÓsÔ ekuk x;k gS\ 1 ?k- ljLorh unh dk mn~xe dgkWa ekuk tkrk gS vkSj ;g dgkWa foyqIr gqbZ Fkh\ 2 M- fo'o dh izkphu lH;rk dk tUe fdl unh ds fdukjs gqvk\ 2 p- ?kXxj vkSj gkdjk ds Lo:i dks Li"V dhft,A 2 N- ekgkHkkjr esa fdl unh dks ekWa dh laKk nh xbZ gS\ D;ksa\ 1 t- mDr x/kkaÓ ds fy, mi;qDr ÓhÔZd nhft,A 1 >- laokfguh ÓCn dk okD; esa iz;ksx dhft,A 1 K- ufn;ksa ds fdukjs gh lH;rk vkSj laLd`fr dk fodkl D;ksa laHko gS\ 1

31 iz'u 2 fuEufyf[kr dkO;kaÓ dks i

bl /kjrh ij lq[k dh Nk;k,Wa gSa bl /kjrh ij nq[k dh ek;k,Wa gSa Je dk vkS] lq[k dk HkkbZ&pkjk gS Je ls oafpr nq[kksa dk ekjk gS

d- /kjrh fdldh gS\ dkO;kaÓ ds vk/kkj ij fyf[k,A 1 [k- y{eh dgkWa jerh gS\ dSls\ 1 Xk- nq[k dh ek;k dc izHkkfor djrh gS\ 1 ?k- [kksnks /kjrh ls D;k vkÓ; gS\ 1 M- dkO;kaÓ dk ewy lansÓ D;k gS\ 1

[kaM& [k iz'u 3% fuEufyf[kr foÔ;ksa esa ls fdlh ,d foÔ; ij fuca/k fyf[k,& 10 d- ikol _rq esa ioZrh; lkSUn;Z [k- jk"Vzh; fodkl esa lk{kjrk dk ;ksxnku x- lkWap cjkcj ri ugha] >wB cjkcj iki ?k- daI;wVj% orZeku dky dh vko';drk iz'u 4% c<+rs vkradokn ij ljdkj dh

?k- baVjusV i=dkfjrk ls D;k vkÓ; gS\ M- tulapkj ds izeq[k ek/;e dkSu&dkSu ls gS\ iz'u 6% jsfM;ks vkSj VsYkhfotu lekpkjksa dh HkkÔk ÓSyh dh foÓsÔrk,Wa Li"V dhft,A 5 vFkok lekpkj ys[ku esa lk{kkRdkj dh D;k Hkwfedk gksrh gS\

[kaM&x iz'u 7% fuEufyf[kr dkO;kaÓ dh izlax O;k[;k dhft,& 8 ,dlfj Hkou fivk fcuq js eksfg jgyks u tk,A Lkf[k vudj nq[k nk:u js tx ds ifrvk,AA Ekksj eu gfj gj y, xy js viuksa eu xsyA Xkksdqy rsft e/kqiqj cl js du vitl ysyAA fo/kkifr dfo xkvksy js /kfu /k: eu vklA vkvksr rksj eu Hkkou js ,fg dkfrd eklAA vFkok xhr xkus nks eq> rks] osnuk dks jksdus dksA pksV [kkdj jkg pyrs gksÓ ds Hkh gksÓ NwVs] gkFk tks ikFks; Fks] Bx& Bkdqjksa us jkr ywVs] daB :drk tk jgk gS vk jgk gS dky ns[kksA iz'u 8% fdUgha nks iz'uksa ds mRrj nhft,& 3+3= 6 d- lR; ds fn[kus vkSj vks>y gksus ls D;k rkRi;Z gS\ ge lR; dh igpku dSls dj ldrs gSa\ lR; dfork ds vk/kkj ij fyf[k,A [k- cukjl dfork esa izkphure Ógj cukjl dk fp=.k fdl izdkj fd;k x;k gS\ x- jfg pfd fp=fy[kh lh iafDr dk eeZ vius ÓCnksa Li"V dhft,A iz'u 9% fdUgha nks dkO;kaÓksa dk dkO; lkSan;Z Li"V dhft,& 3+3=6 d- lc tkfr QVh nq[k dh nqiVh diVh u jgS tgWa ,d ?kVhA fu?kVh :fp ehpq ?kVh gwWa ?kVh txtho trhu dh NwVh pVhA v?kvks?k dh csjh dVh fcdVh fudVh izdVh xq:Kku& xVhA pgqWa vksjfu ukpfr eqfDruVh xqu /kwjtVh tVh iapcVhAA

[k- Jfer LoIu dh e/kqek;k esa]

xgu& fofiu dh r:& N;k esa ifFkd muhanh Jqfr esa fdlus& ;g fogkx dh rku mBkbZA

x- ;g izd` r] Lo;aHkw] czgEk v;qr% bldks Hkh ÓfDr ns nks ;g nhi] vdsyk] Lusg Hkjk gS xoZ Hkjk enekrk] ij bldks Hkh iafDr ns nksA iz'u 10 fuEufyf[kr x|kaÓ dh lizlax O;kx;k dhft,& 6 viuh vkWa[kksa ls tx ns[kdj] vius gkFk ls pqusgq, feV~Vh ds

vFkok ys[kd vius xkWao] vius ifjokj dh xa/k vkSj Lusg dks dHkh ugha HkwyrkA fCkLdksgj dh ekVh ikB ds vk/kkj ij vki vius ekrkfirk] vius xkWao ;k Ógj ds izfr vius I;kj vkSj vkHkkj dks O;Dr dhft,A iz'u 14% d- :i HkkSfrd :i ls vkxs c<+dj Hkh Loa; dks vius cM+s HkkbZ Hkwiflag ds lkeus ckSuk D;ks eglwl djrk Fkk\ vkjksg.k dgkuh ds vk/kkj ij fyf[k,A 5

[k- viuk ekyok [kkm& mtkMw lH;rk esa ys[kd dks ekyok esa ikuh dh deh] vfro`f"V vkfn dk D;k dkj.k fn[kkbZ nsrk gS\ mls D;ksa yxrk gS fd ekyok ds i;kZoj.k ij Hkh bl vk/kqfud vilH;krk dk izHkko gS\ 5

Code 705 (P) mRRkj ladsr fgUnh ¼,sfPNd½ d{kk& 12oha 1- vifBr x|kaÓ& d- foÓky unh rhoz xtZu djrh ioZr ls fudy leqnz esa foyhu gksrh Fkh] dykUrj esa foyqIr gks xbZA 2 [k- ljLorh unh ds fdukjs] 10-22 oxZ fd- ehVj {ks= esa QSyh FkhA 2 x- bl unh ds fdukjs xhrk dk minsÓ fn;k x;kA 1 ?k- mn~xe LFky & canjiwaN mRrjk[kaM& HkkVusj e: Hkwfe esa foyqIr 2 M- ljLorh unh ds fdukjs] unh dh yackbZ& 1600 fdyksehVj 2 p- ?kXxj vkSj gkdjk ljLorh dk gh Hkkx] Hkkjr esa ?kXxj ds :i esa vkSj gkdjk ds :i esa ikfdLrku esa vkt Hkh izokfgrA 2 N- ljLorh unh dks ekWa dh laKk] bls ekWa dgk x;k] lH;krk& laLd`fr dk fodkl 1 t- ljLorh ekWa@ ljLorh unh@ lH;rk & laLd`fr dh j{kd@ lH;rk@ laLd`fr dh iksÔdA 1 >- mfpr okD; iz;ksx tSls& ufn;kWa gh gekjh lH;rk o laLd`fr dh laokfguh gS 1 K- ufn;ksa ds fdukjs thou gS] fcu ikuh tho ugha jg ldrs] ogkWa gh mudh ewy vko';drk,Wa iw.kZ gks ikrh gSA vr% lH;rk& laLd`fr unh fdukjs fodflr gksrh gS vkSj iuirh gSA 1 2- vifBr dkO;kaÓ d- tks Je& ifjJe ij fuHkZj gksrs gSa@ tks ifjJe djrs gSA 1 [k- Qly ds :i esa y{eh ¼/ku½ jerh gSA 1 x- tks@tc ifjJe u djsa rc nq[k dh ek;k@ d"V vkrs jgrs gSa 1 ?k- ifjJe djks& [ksr@ /kjrh dks tksrks] cht cksvks] [kkn & ikuh ij /;ku nksA1 M- fcuk ifjJe /ku] lq[k vksj bPNk iw.kZ ugha gksrh@ ifjJe ls gh vkRefuHkZj cuk tk ldrk gS vkSj lq[k izkIr gksrk gS] ifjJe vkSj lq[k dh fe=rk gSA 1

izlax& d`".k dk xksdqy NksM+ eFkqjk esa cluk] jk/kk dk O;fFkr gksuk] l[kh ls viuk nq[k ckWaVrh gSA

O;k[;k&  d`".k ds fcuk vdsysiu ls O;fFkr  nwljksa ds nq[k dks dksbZ ugha le> ldrk  d`".k esjk eu ¼jk/kk dk ½ vius lkFk ys x,

 esjh ¼jk/kk½ dh vksj /;ku ugha] xksdqy R;kx eFkqjk cl x,  d`".k dks vi;Ó gh feyk gS  l[kh vkÓoklu nsrh gS& dkfrd ekg esa d`".k rqe ls ¼jk/kk½ ls feysaxsA foÓsÔ&  J`axkj jl dk fo;ksx i{k  ;ed vyadkjA  vuqizkl vyadkjA  eSfFkyh HkkÔkA  lkou dk eghuk fojgf.k;ksa ds fy, d”Vnk;d ekuk tkrk gSA jk/kk Hkh vR;f/kd O;kdqyA  O;kdqyrk vkSj nSU; Hkko vFkok xhr xkus ------dky ns[kks dfo & lw;Zdkar f=ikBh fujkyk dfork& xhr xkus nks eq>s izlax& vkt ekuork dk ewY; ugha jg x;k] la?kÔZ djus okys Hkh vlQyrk dk eWaqg ns[k jgs gSaA ekuork djkg jgh gSA O;k[;k&  dfBr le;] la?kÔZ ds ckn Hkh fujkÓ] vr% d"V gh d"VA  ihM+k fNikus ds fy, dfo xhr xkuk pkgrk gS& fujkÓk esa vkÓk  Je dk ykHk iwWathifr mBk jgs gSa] Jfed dk ÓksÔ.k  vc daB Hkh vo:)] vU;k; dk fojks/k Hkh ugha dj ik jgs gSa  ekuork dh Hkkouk dk vHkko] vfLrRo cpkuk dfBu gksrk tk jgk gSA

[kaM& [k 3- fuca/k & d- izLrkouk 1 [k- foÔ; oLrq 5 x- HkkÔk dh Óq)rk 2 ?k- izLrqfrdj.k 1 M- milagkj 1 4- i= & d- vkjaHk ,oa lekfIr 1 [k- foÔ;oLrq 3 x- HkkÔk dh Óq)rk 1 5- d- lqjf{kr j[k ldrs gSa] tSls pkgs tc pkgs i<+ ldrs] fparu vkSj fo'ysÔ.k dk

lk/ku] fyf[kr HkkÔk dk foLrkj gksrk gSA 1 [k- JO; ek/;e gS] /ofu] Loj vkSj ÓCnksa dk esy gS 1 x- yksdfiz; vkSj egRoiw.kZ ÓSyh] vR;ar egRoiw.kZ [kcj dks igys vkSj mlds ckn de egRoiw.kZ lekpkj fy[kk tkrk gSA 1 ?k- baVjusV ij lekpkj i=ksa dks izdkfÓr djuk] lekpkjksa dk vknku& iznku djukAA M- izeq[k ek/;e& lekpkji=] if=dk,Wa] jsfM;ks] nwjnÓZu rFkk baVjusV A 1 6- HkkÔk& ljy gksuh pkfg,] lh/ks Li"V NksVs okD;] izokge;h& HkkÔk] Hkzked ÓCnksa dk iz;ksx ugha miekvksa] vuko';d foÓysÔ.kksa dk iz;ksx ugha] izpfyr ÓCnksa dk iz;ksx] lHkh oxkZsa ds yksxksa dks le> vk lds& lgt HkkÔkA 5 vFkok egRoiw.kZ Hkwfedk] ,d i=dkj fdlh vU; O;fDr ls rF;] mldh jk; vkSj vU; foÓsÔ tkudkjh ¼izkIr½ iwNrk gS] lk{kkRdkj ds fy, foÔ; ds Kku ds lkFk lkFk i=dkj esa /kS;Z] lw>cw>] lkgl] laosnuÓhyrk tSls xq.k gksus pkfg,] foÔ; dh tkudkjh ds lkFk lkFk ikBd ds eu ds iz'uksa & ftKklkvksa dks le> ldsa] vko';d iz'u iwNus pkfg,A 7- fdUgha nks iz'uksa ds mRrj 3+3 d-  lR; dk dksbZ vkdkj ugha  dHkh fn[kkbZ nsrk gS dHkh vks>y gks tkrk gS  fLFkfr;ksa] ?kVukvksa ds vuqlkj cnyrk gS  lR; vkRek dh ÓfDr gS  vkRek esa [kkstus ij fey ldrk gS  n`<+ladYi ls izkIr gks ldrk gS [k-  J)kyqvksa dh HkhM+  xaxk] eafnj] ?kaVksa dh vkokt] mBrk /kqvkWa] ?kkV] xaxk dh vkjrh& lkaLd`frd >kWadh  ?kkV ij fHk[kkfj;ksa dk tekoM+k] o`)ksa dh HkhM+  dkÓh vkSj xaxk dk lkfu/;& eks{k iznku  vkLFkk] J)k] R;kx] fojfDr] laxhr] HkkbZpkjk] le /kEkZ Hkko ds peRdkj dk feyk&tqyk vn~Hkwr Lo:iA  xaxk& ?kkV ij Óoksa dk nkg laLdkj x-  jke ds fo;ksx esa dkSÓY; fp= esa fpf=r lh  fLFkj gks xbZ& fp=or~] fgyrh& Mqyrh rd ugha  pfdr] jke ds cpiu& mudh oLrqvksa dks ns[k eqX/k& Hkkoqd  jke ou xeu ;kn dj fp=or~] Hkoqd eufLFkfr gks tkrh gS

8- fdUgha nks dkO;kaÓksa dk dkO; lkSUn;Z& 3+3= 6 d- lc tkfr ------iapoVhA  iapoVh dh efgek dk o.kZu] euksgjh fp=.k  ikiksa] d"Vksa ls eqfDr] Kku dh izkfIr] fÓo ls rqyuk dk Hkko  lkfRod okrkoj.k] vikj ÓfUr  izkd`frd oSHko vkSj lkSUn;Z  czt HkkÔk] Ókar jl  V o.kZ dh vko`fRr& o`R;kuqizkl@ vuqizkl vyadkj  nq[k ij nqiVh v?k& vks?k ij csjh dk xq:Kku ij xVh dk] eqfDr ij uVh dk vkSj iapoVh ij /kwjVh dk vHksn vkjksi ds dkj.k :id yadkjA  ;ed vyadkj  Ókar jl] loS;k Nan [k-  nsolsuk dh osnuk vkSj fujkÓiw.kZ fLFkfr  nsolsuk dh LdanxqIr dks ikus dh pkg  [kM+h cksyh] nsÓt ÓCn] RkRle ÓCn  Xhr& ÓSyh] laxhrkRedrk  Jfer] LoIu vkSj muhanh Jqfr ÓCnksa esa yk{kf.kd lkSUn;Z  Le`fr fcac& lkdkj gks mBk gS  izrhdkRedrk dk lekosÓ x-  O;fDr dks lekt ls tksM+uk vko';d  Lekt esa foy; gksus ij O;fDr lkFkZd& mi;ksxh  O;fDr dks nhid ds :i esa izLrqr  vyx&vyx Hkh egRo gS fdUrq lewg mls vf/kd mi;ksxh] izHkkoiw.kZ cukrk gS  izrhdkRedrk dk lekosÓ  nhid O;fDr rFkk iafDr lekt dk izrhd  yk{kf.kdrk  [kM+h cksyh] rRle ÓCnksa dk iz;ksx  'ysÔ vyadkj& LusgHkjk 9- x|kaÓ dh lizlax O;k[;k izlax lanHkZ 2 O;k[;k 3 HkkÔk 1 viuh vkWa[kksa ------dg ldrk gS\

39 ikB& lqfefjuh ds euds ¼

O;k[;k&  Ikzkphu dky esa thou lkFkh dk pquko feV~Vh ds

O;k[;k&  ys[kd dqVt ds :i ij cfygkjh  /k/kdrh yw] HkhÔ.k xehZ es Hkh gjk Hkjk  vKkr L=ksr ikÔk.k ds ry ls ty [khap dj vius thou dh j{kk djrk gS] ljl jgrk gS  foijhr ekSle Hkh thoar jgrk gS  vikj& vlhe thou ÓfDr gS  foÔe ifjfLFkfr dk lkeuk djus dh {kerk  lw[ks] uhjl] dBksj vklu ¼/kjrh½ ij ekuksa iyFkh ekj lcdks viuh vksj vkdfÔr djrk gS  dqVt esa u lkSUn;Z gS] u lqxa/k] fdUrq lq[k& nq[k esa leku jgus dk lansÓ nsrk gSA  n`<+rk dk lansÓ nsrk gS] la?kÔZ djks pkgs dSlh Hkh foijhr fLFkfr gksA

10- dksbZ nks iz'u 4+4=8 d-  lkFkZd ÓhÔZd] ¼dgkuh½ dFkkoLrq izse?ku ds bnZ&fxnZ ?kwerh gS  mlds O;fDrRo ds vuq:i foÔ; oLrq  fouksn fiz; ?kVukvksa dk fp=.k  izse?ku ds O;fDrRo us leo;Ld eaMyh dks izHkkfor fd;k  lw{e foospukRed x| ÓSyh dk iz;ksx [k- dk mRrj ugha gS? x-  cgqfj;k dh pkfjf=d foÓsÔrk,Wa&  cM+h gosyh dh cgw gS] Óknh gksdj tc vkbZ ?kj esa lEiUurk Fkh] ukSdj vkfn mls vknj nsrs FkssA  ifr dh e`R;q ds ckn vdsyh] Hkkb;ksa >xM+k] dtZ p<+rk x;k] vdsykiu mls vkSj nq[kh djrkA  ekfeZd O;Fkk] ekWa dks laokn igqWapkuk] laosnuÓhy] gjxksfcu ij vkt Hkh Hkjkslk] og laofn;k gS] lksprh gS og vkt Hkh mldh ckr xqIr j[ksxkA  vlgk;] ?kj ds lHkh lnL; mlds izfr x+Sj ftEesnkjA

11- vad foHkktu d- tUe] thou ifjp; 2 [k- jpuk,Wa 2 x- dkO;xr foÓsÔrk,Wa @ HkkÔk ÓSyh 2

1- ?kukuan tUe& thou ifjp;& lu~ 1673 bZ- fnYyh ds cknÓkg eqgEen Ókg ds ehj eqÓh] jkturZdh lqtku ij vklDr] lqtku dh csoQkbZ ls fujkÓ vkSj nq[kh] oànkou pys x,] fuackdZ lEiznk; ds oS".ko cu x,A jpuk,Wa& lqtku lkxj] fojg yhyk] dìkdqaM fuca/k] fiz;k& izlkn] izse& if=dk] lqtku fgr dksbZ nks dkO;xr foÓsÔrk,Wa  J`xakj o.kZu& lqanj] izse ykSfddrk ls mij mBkdj vykSfdd  izse ds nks Hkko& lqtku fiz;k ds izfr vkSj vk/;kfed txr ds izfrA  d`".k dks Hkh lqtku ds uke ls lacksf/kr fd;k gSA  izd`fr izseh& oànkou ds lkSUn;Z dk o.kZu] xkso/kZu dh izd`fr ds vusd vkdÔZd :i

 czt HkkÔk] lekl vkSj yk{kf.kdrk] dgkorksa vkSj eqgkojksa dk iz;ksx] /oU;kRed vkSj fp=kRedrkA vFkok j?kqohj lgk; tUe& thou ifjp; lu~ 1929 esa y[kum 1951 esa vaxzth lkfgR; eaas ,e-,- dbZ i=& if=dkvksa esa laiknu] tulRrk esa lraHk] 1990 esa nsgkar] vkdkÓok.kh ds lekpkj foHkkx ls tqMs jgsA rkj lIrd ds dfoA jpuk,Wa& lhf<+;ksa ij /kwi esa] gWalks& gWalks tYnh gWalks] vkRedgR;k ds fo:)] dgkuh laxzgA dkO;xr foÓsÔrk,Wa& nks  lkekftd psruk dh vfHkO;fDr] lekt dh leL;kvksa dks vuqHko djrs gq, izLrqr fd;kA  rh[ks O;aX;  izd`fr fp=.k& xkzeh.k thou dh >ydA  lq[kkRed vkSj nq[kkRed nksuksa i{kksa dks izLrqr fd;kA  O;fDrxr nnZ dks lekt esa ?kqyk nsus dh O;kdqyrkA

2- jkepUnz ÓqDy& tUe& thou ifjp; 1884 bZ & m-iz- cLrh ftys ds vxksuk xkWaoA mnZw] vaxzsth vkSj Qkjlh esa vkjafHkd fÓ{kk] Lok/;k; }kjk laLd`fr] ckaxyk] vaxzsth fgUnh dk v/;;uA fgUnh ÓCn lkxj fuekZ.k esa lgk;d laiknd] 1941 bZ – esa fu/kuA

jpuk,Wa& xksLokeh rqylhnkl] lwjnkl] fparkef.k ¼pkj [kaM½ vkSj ehekalA tk;lh xzaFkkoyh ,oa Hkzejxhr lkj dk laiknu fd;kA foÓsÔrk@ HkkÔk ÓSyh&  foospukRed] fopkjÓhy  O;aX;] fouksn] thoar HkkÔk ÓSyh  rRle ÓCnksa ds lkFk izpfyr mnwZ ÓCn Hkh  lkj xfHkZr] fopkj iz/kku] lw=kRed okD; & jpuk  vkRefo'okl] fopkjksa dh n`

Hkh"e lkguh& tUe& thou ifjp;& 1915 bZ esa jkoyfiaMh ikfdLrku esaA igys ?kj ij fÓ{kk] ykgkSj ls vaxzsth esa ,e ,-] iatkc fo'ofo/kky; ls ih-,p-Mh-A lu 2003 esa e`R;q A vuqoknd Hkh jgsA

jpuk,Wa&  iatkch HkkÔk dh >yd  laoknksa dk lekosÓ  NksVs&NksVs okD; fdUrq izHkkoÓkyh  mnwZ HkkÔk ds ÓCnksa dk iz;ksx ftlls foÔ; esa viuRo vkSj vkReh;rk dk lekosÓA 12- d- ewY;ijd ij d iz'u 2½  fo|kFkhZ dk futh er  lwjnkl ds pfj= ls izsj.kk  lwjnkl ds pfj= ls D;k xzg.k fd;k

[k- 2½  fo|kFkhZ dk futh mRrj 13- d- 5  11 lky igys tc Ós[kj ds firk vk,] jkLrk HkVd x,] :i dh t:jr iM+h  Mlus mudh enn dh  og le` ¼ gks x;k  Hkwi pkfjf=d :i ls le`)  Hkwi dh ifjokj ds izfr bZekunkjh o fu"Bk [k- 5  Rkykcksa dk u [kqnokukA  iBkj esa ikuh jksdus ds fy, ckofM+;kWa] rykc] dq,Wa cuokuk  /kjrh ds rkieku dk c<+uk  viuh Hkkjrh; thou i)fr dks HkqykukA  if'pe dh va/kk/kqa/k udy esa vius izkd`frd lalk/kuksa dk vR;kf/kd nksguA

Code- 706(P) SYLLABUS ENGLISH CORE CLASS – XII

SECTION A

READING COMPREHENSION 30 Marks

Reading Unseen Passages and Note making

Two unseen passages with a variety of very short answer / short answer or MCQ type questions to test comprehension, interpretation and inference. Vocabulary such as word formation and inference of meaning will also be tested.

The total length of the two passages will be between 1100 - 1200 words. The passage will include two of the following: a) Factual passages, e.g., instructions, descriptions, reports. b) Descriptive passages involving opinion, e.g., argumentative, persuasive or interpretative text. c) Literary passages, e.g., extract from fiction, drama, poetry, essay or biography. A poem could be of 28-35 lines.

 The passages can be literary, factual or discursive to test comprehensions. The length of one passage should be between 600-700 words.

 A third passage of 400-500 words for note-making and abstraction.

SECTION B WRITING SKILLS 30 Marks

 Short Answer Questions, e.g., advertisement and notices, designing or drafting posters, writing formal and informal invitations and replies.

 Long Answer Questions: Letters based on verbal / visual input.

Letter types include  Business or official letters (for making enquiries, registering complaints, asking for and giving information, placing orders and sending replies)  Letters to the editor (giving suggestions or opinion on issues of public interest)  Application for a job

Very Long Answer Questions: Two compositions based on visual and/or verbal Input may be descriptive or argumentative in nature such as an article, a debate or a speech.

SECTION C LITERATURE TEXTBOOKS AND LONG READING TEXT 40 Marks

Flamingo and Vistas

 Very Short Answer Questions - Based on an extract from poetry to test comprehension and appreciation.

 Short Answer Questions - Based on prose / drama / poetry from both the texts.

 Long Answer Question - Based on texts to test global comprehension and extrapolation beyond thetexts to bring out the key messages and values.

 Long Answer Question - Based on texts to test global comprehension along with analysis and extrapolation.

 Long Answer Question - Based on theme, plot and incidents from the prescribed novels.

 Long Answer Question - Based on understanding appreciation, analysis and interpretation of the character sketch.

Prescribed Books 1. Flamingo: English Reader published by National Council of Education Research and Training, New Delhi

2. Vistas: Supplementary Reader published by National Council of Education Research and Training, New Delhi

Note: Long answer questions based on values can be given in the writing section or in the literature section.

Textbooks Name of the lessons deleted

Flamingo 1. Poets and Pancakes

2. The Interview

3. A Road Side Stand (Poetry)

Vistas 4. The Third Level

5. Journey to the End of the Earth

3. Long Reading Text/Novel (either one) Author i) The Invisible Man (unabridged) H.G. Wells ii) Silas Marner (unabridged) George Eliot

Code – 706 (P) Blue Print ENGLISH CLASS-XII

Typology Typology of MCQ Very short Short Short Long Long Very Long Total questions/ 1 mark answer answer answer answer-1 answer-2 Answer learning question question question 80-100 120-150 150-200 outcomes 1 mark 3 marks 4 marks words 5 words 6 words marks marks (HOTS) 10 marks Reading Conceptuual, 6 16 1 - 1 - - 30 skills understanding, decoding, analysing, inferring, interpreting, appreciating, literary conventions and vocabulary, summarising and using approrpriate format/s

Writing Reasoning, - - - 1 - 1 2 30 skills appropriacy of style and tone, using appropriate format and fluency, inference, analysis, evaluation and creativity

Literary Recalling, - 4 4 - - 4 - 40 textbooks reasoning, and long appreciating reading literary text / conventions, novel inference, analysis, evaluation, creativity with fluency Total 6x1=6 20x1=20 5x3=15 1x4=4 1x5=5 5x6=30 2x10=20 100

SAMPLE PAPER & MARKING SCHEME ENGLISH CORE CLASS-XII

Time : 3 hrs. MM : 100

SECTION A- READING (30 MARKS)

Read the following passage carefully (12 marks) 1. Many of us believe that “small” means “insignificant”. We believe that small actions and choices do not have much impact on our lives. We think that it is only the big things, the big actions and the big decisions that really count. But when you look at the lives of all great people, you will see that they built their character through small decisions, small choices and small actions that they performed every day. They transformed their lives through a step- by – step or day by day approach. They nurtured and nourished their good habits and chipped away their bad habits, one step at a time. It was their small day – to day decisions that added up to make tremendous difference in the long run. Indeed, in matters of personal growth and character building, there is no such thing as an overnight success.

2. Growth always occurs through a sequential series of stages. There is an organic process to growth. When we look at children growing up, we can see this process at work: the child first learns to crawl, then to stand and walk, and finally to run. The same is true in the natural world. The soil must first be tilled, and then the seed must be sowed. Next, it must be nurtured with enough water and sunlight, and only then will it grow, bear fruit and finally ripen and be ready to eat.

3. Gandhi understood this organic process and used this universal law of nature to his benefit. Gandhi grew in small ways, in his day-to-day affairs. He did not wake up one day and find himself to be the “Mahatma”. In fact, there was nothing much in his early life that showed signs of greatness. But from his midtwenties onwards, he deliberately and consistently attempted to change himself, reform himself and grow in some small way every day. Day by day, hour by hour, he risked failure, experimented and learnt from mistakes. In small and large situations alike, he took up rather than avoid responsibility.

4. People have always marvelled at the effortless way in which Gandhi could accomplish the most difficult tasks. He displayed great deal of self- mastery and discipline that was amazing. These things did not come easily to him. Years of practice and disciplined training went into making his successes

possible. Very few saw his struggles, fears, doubts and anxieties, or his inner efforts to overcome them. They saw the victory, but not the struggle.

5. This is a common factor in the lives of all great people: they exercised their freedoms and choices in small ways that made great impact on their lives and their environment. Each of their small decisions and actioins, added up to have a profound impact in the long run. By understanding this principle, we can move forward, with confidence, in the direction of our dreams. Often when our “ideal goal” looks too far from us, we become easily discouraged, disheartened and pessimistic. However, when we choose to grow in small ways, taking small steps one at a time, performing it becomes easy.

(I) On the basis of your understanding of the passage, answer the following questions by choosing the most appropriate option. (1x4= 4 marks)

1- The main idea in the first paragraph is that a. big things, big actions and big decisions make a person great. b. small actions and decisions are important in one’s life c. overnight success is possible for all of us d. personal changes are not important

2- What does the writer mean by saying ‘ chipped away at their bad habits? a. Steadily gave up bad haits b. Slowly produced bad habits c. Gradually criticized bad habits d. Did not like bad habits

3- Which of the following statements is true in the context of the third paragraph? a. Gandhi became great overnight b. Gandhi showed signs of greatness in childhood itself c. Every day Gandhi made efforts to change himself in some small way d. Gandhi never made mistakes

4- What is done by great people to transform their lives? a. They approach life on a day – by- day basis b. They build character in small ways c. They believe in performing everyday d. All of these (II) Answer the following questions as briefly as possible. (1x6= 6 marks) 5. How do small actions and choices impact our lives? 6. Describe organic process of growth through an example from the text.

7. What according to the author is the universal law of nature? 8. How did Gandhi accomplish the most difficult tasks effortlessly? 9. Which things about Gandhi’s life were not seen by most people? 10. How can we achieve our ideal goals? (III) Pick out words from the passage which are similar in meaning to the following: (2 marks) a. Intentionally/ purposely (paragraph 3) b. Of deep significance; far- reaching (paragraph5)

2. Read the following passage carefully (10 marks) 1- South India is known for its music and for its arts and rich literature. Madras or Chennai can be called the cultural capital and the soul of mother India. The city is built low in pleasant contrast to the ghoulish tall structures of Mumbai and Kolkata. It has vast open spaces and ample greenery. The majestic spacious Mount Road looks like a river, wide and deep. A stroll on the Marina beach in the evening with the sea glistening in your face is refreshing. The breeze soothes the body, it refreshes the mind, sharpens the tongue and brightens the intellect.

2- One can never feel dull in Chennai. The intellectual and cultural life of the city is something of a marvel. Every street corner of Chennai has a literary forum, a debating society and music, dance and dramatic club. The intelligent arguments, the sparkling wit and dashing irony enliven both the political and the literary meetings. There is a young men’s association which attracts brilliant speakers and equally brilliant listeners to its meetings. It is a treat to watch the speakers use their oratorical weapons. Chennai speakers are by and large sweet and urbane, though the cantankerous, fire – eating variety is quite often witnessed in political campaigning. The more urbane speakers weave their arguments slowly like the unfolding of leisurely Karnataka raga.

3- Music concerts and dance performances draw packed houses. There is hardly any cultural family in Chennai that does not learn and patronize music and dance in its pristine purity. Rukmani Devi Arundale’s ‘Kalakshetra’ is a renowed international centre. It has turned out hundreds of celebrated maestros and dancers who have brought name and glory to our country. Karnataka music has a peculiar charm of its own. It has the moon’s soft beauty and moon’s soft pace. Thousands of people flock to the temple ‘maidans’ to get drunk with the mellifluous melodies of their favourite singers. They sit out all night in the gruelling heat, swaying to the rhythm of ‘nadaswaram’ and rollicking with the measured beats of ‘mridangam’. M.S. Subbulakshmi is considered to be the nightingale of the South.

4- The Gods might descend from heaven to see a South Indian damsel dancing. There are several varieties of South Indian dance- Bharat Natyam, Mohini Attam, Odissi, Kathakali etc. Age cannot wither nor custom stale its beautiful variety. Bharat Natyam is the most graceful and enchanting dance form whereas Kathakali is most masculine and virile. South Indian dances combine voluptuousness with purity. Here every muscle and fibre of the body vibrates into life, and as the tempo increases, a divine flame- like passion bodies forth as if making an assault on heaven.

5- South Indian dress, particularly of the males, is puritanically simple. There you cannot distinguish a judge from an ‘ ardali’ by their dress. South Indian ladies too look charming and graceful in their colourful Kanjeevaram and Mysore silk saris.

6- South Indian cuisine, especially ‘ dosa’, idli’ and ‘ vada’ are so delicious that now we can enjoy them almost everywhere in India as well as in some foreign countries. The Madras ‘ idli’, which was a favourite of Gandhiji is served with ‘sambhar’ and coconut ‘ chutney’.

(I) On the basis of your understanding of the passage, answer the following questions by choosing the most appropriate option. (2 marks)

1- South India is known mainly for its a. tasty food b. traditional music, art, literature c. scenic beauty d. delicate and precise ways

2- South Indian dances are special because. a. gods come from heaven to see them b. there aren’t many varieties of dance c. they are pure as well as sensuous d. they make an assault on heaven

(II) Answer the following questions as briefly as possible. (1x6=6 marks) 3. How does the breeze on Marina Beach affect the author? 4. How do we know that music is very important for the people of South India?

5. What is the common connection between language, music and dance of South India? 6. What makes Karnataka music charming? 7. Enumerate the features of Bharat Natyam and Kathakali form of dance. 8. What is kalakshetra renowned for?

(III) Find words from the passage which are similar in meaning to the following (2 marks) a. Ill- tempered and quarrelsome (paragraph 2) b. Smooth and sweet (paragraph 3)

3. Read the following passage carefully. (8 marks) Whether work should be placed among the causes of happiness or among the cause of unhappiness may perhaps be regarded as a doubtful question. There is certainly much work which is exceedingly irksome, and an excess of work is always very painful. However, work is not, to most people, more painful than idleness. There are, in work, all grades; from more relief of tedium up to the profoundest delights, according to the nature of the work and the abilities of the worker. Most of the work that most people have to do is not interesting in itself, but even that work has certain great advantages. To begin with, it fills a good many hours of the day without the need of deciding what one shall do. Most people, when they are left free to fill their own time according to their own choice, are at a loss to think of anything sufficiently pleasant to be worth doing. And whatever they decide on, they are troubled by the feeling that something else would have been more pleasant here. To be able to fill leisure intelligently is the last product of civilization and at present very few people have reached this level. Moreover the exercise of choice is tiresome in itself. Except, to people with unsual initiative, it is positively agreeable to be told what to do at each hour of the day, provided the orders are not too unpleasant. Most of the idle rich suffer unspeakable boredom. At times they may find relief by hunting big game in Africa or by flying around the world, but the number of such sensations is limited, especially by flying around the world, but the number of such sensations is limited, especially after youth is past. Accordingly, the more intelligent rich men work nearly as hard as if they were poor. Work, therefore is desirable, first and foremost as a preventive of boredom, although uninteresting work is as boring as having nothing to do. With this advantage of work, another associated advantage is that it makes holidays much more delicious when they come. Provided that a man does not have to work so hard as to impair his vigour, he is likely to find far more zest than an idle man would possibly find.

The second advantage of most paid work and some of unpaid work is that it gives chances of success and opoortunities for ambition. In most work, success is measured by income and while our capitalistic society continues, this is inevitable. However dull work too, becomes bearable, if it is a means of building up a reputation. Continuity of purpose is one of the most essential ingredient of happiness and that comes chiefly through work.

A. On the basis of your reading of the above passage make notes on it, using headings and sub- headings. Use recognizable abbreviations (wherever necessary- minimum 4) and a format you consider suitable. Also supply an appropriate title to it. (5 marks)

B. Write a summary of the passage in about 80 words (3 marks)

SECTION B – ADVANCE WRITING SKILLS (30 MARKS) 4. Your school is organizing a Public Awareness Exhibition. In connection with it, prepare a poster to bring home the importance of conservation of electricity. Your school is A.K. Public School, Green Park, Delhi (4 marks) Or Namita/ Namit has come out successful in the XII class examination. She / he has decided to have a party for her/ his friends. Draft an invitation in about 50 words giving details of venu, time and date.

4. You are Amit / Amita staying at Sunrise Apartments, Gymkhana Road, Pune. The main road leading to this colony has three open manholes causing frequent accidents at night. The streetlight is also not available. Write a letter to the Editor of “ The Times of India” expressing your concern about the apathy of the authorities towards this situation. Also suggest ways to mobilize city dwellers, with the help of school children, for the cause for safe roads. (6 marks)

Or You are Shreya/ Shreyas. Write an application in response to the following advertisement in a national daily. You consider yourself suitable and eligible for this post.

Applications are invited for the post of a Nursery teacher / PRT in Y.K. International School, Ghaziabad, UP. The candidate must have a minimum experience of 3 years of teaching at the primary and pre- primary level. The applicant must have a pleasant and energetic personality. She / he should be creative and adaptable. Attractive salary will be offered to suitable candidate. Interested candidates should apply to the Principal with a detailed resume.

5. You are an active member of the Animals Lovers Club of your school which works for preventing cruelty to animals. Write an article in 150-200 words for your school magazine emphasising the need to co-exist peacefully with animals. You are Zaheeda/ Zahir of P.K. Senior Seconday School, Hyderabad. Or

Over the past few years there has been a constant rise in coaching institutes and private tuition centers all over India. Write an article in about 150-200 words highlighting the exploitation of young minds that seek sincere counselling and proper direction. You are Gurpreet, a student of class XII of Indira Public School, Jamshedpur (10 marks)

6. You are Suraj / Sandhya of Gargi Senior Secondary School , Delhi. Games and Sports should be made compulsory in schools. Write a speech for morning assembly on the Importance of Games and Sports in Personality Development in about 150-200 words. (10 marks) Or

You have been asked to participate in a debate competition on the topic “Community service once a week should be introduced in all schools and should be graded”.

Write the speech in about 200 words either for or against the motion.

SECTION – C (TEXT BOOKS – FLAMINGO AND VISTAS) And LONG READING TEXT – NOVEL (40 MARKS)

8. Read the lines given below and answer the questions that follow (4 marks) I looked again at her, wan pale as a late winter’s moon and felt that old familiar ache, my childhood’s fear, but all I said was, see you soon, Amma and all I did was smile and smile and smile....

a. Who looked pale and wan and why ? 1 b. What was the speaker’s familiar ache ? 1 c. Explain “as a late winter’s moon”. 1 d. Name the poem and the poet. 1 Or Surely, Shakespeare is wicked, the map a bad example, With ships and sun and love tempting them to steal- For lives that slyly turn in their cramped holes From fog to endless night.

a. Why is Shakespeare wicked? 1 b. Why is the map a bad example? 1 c. What is the condition of these children as described in these lines? 1 d. Explain “ from fog to endless night”. 1

9. Answer any four of the following questions in about 30-40 words each: ( 4x3=12 marks)

a. How does M. Hamel prove to be an ideal teacher? b. Why did Edla still entertain the peddler even after she knew the truth about him? c. Mention the hazards of working in a bangle factory d. Why does Dr. Sadao mutter the words “ My friend” while treating the American prisoner of war? What is ironical about his words? e. What did Jo want Roger Skunk’s mother to be punished for? f. Why did Zitkala- Sa not want her hair to be cut short?

10. Answer the following in about 120 – 150 words (6 marks) Though Rajkumar Shukla was an illiterate peasant; he was resolute and was able to bring a change in the lives of the people of Champaran. Taking hints from the text, write an article on the topic, “Grit and Determination can take you a long way”. Or A big boy pushed Douglas into the deep end of the swimming pool which could have led to his death. Concerns regarding bullying and ragging persists in many teenage groups. Quoting examples from the text, discuss the problem of bullying and its effects on the victims. Also suggest ways to deal with this problem.

11. Answer the following in about 120-150 words (6 marks) Do you think Sophie is over ambitious and Jansie is more practical? Discuss. Or How are Derry’s and Mr. Lamb’s behaviour and attitude different towards people because of their physical impairment?

12. Answer the following in about 120 -150 words (6 marks) How does the author bring in natural elements into the novel “ Silas Marner” Or Illustrate, is the ending of the novel “The invisible Man” happy and just? What is your reaction when Griffin gets killed and Marvel gets to keep all the stolen

money? Are you glad that the invisibility formula is hidden from Kemp, who could use it?

13. Answer the following in about 120-150 words (6 marks) Eppie is a character who remains highly predictable in her reactions. Prove this with reference to her character traits. Or Why did Kemp turn out differently than Griffin? After all they are both scientists. Is Kemp less isolated than Griffin? Is it simply because Kemp has more money?

ENGLISH CORE MARKING SCHEME

1. Reading Passage 1 12 marks 1. Small actions and decisions are important in one’s life 1 2. Gave up bad habits 1 3. Every day Gandhi made efforts to change himself in some small way 1 4. In small ways 1 5. Built character 1 6. Sequential series – Ex of child 1 7. To make onself grow in a small way – every 1 8. Tried to change himself- reform – grow in small ways 1 9. Practice- discipline – self mastery- used freedom in right way- worked on small things- learned from mistakes. 1 10. Small step- one at a time- remain optimistic 1 11. Nurtured, impact 2

2. Passage 2 10 marks 1. b. Traditional music, art, literature 1 2. d. saree 1 3. Soothing effect- refreshing- brightens intellect 1 4. Thousands flock to hear- sit all night in adverse conditions- 1 5. Very pure- enchanting – divine 1 6. Soft beauty- soft pace 1 7. South Indian- graceful, enchanting- volumptuous – pure- full of life- divine North Indian- monotonous, mechanical 1 8. Rukmani Devi Arundale’s Kalakshetra 1 9. Pleasant, urbane 3. Passage 3 Note Making and Summary Title- Work: Desirable or Boring 1

Abbreviations: work- wrk. Hour- hr, advantage- adv., opportunities- opp. Positively-+ly., exercise- ex. 1 Notes 3

1. Doing work leads to

a. Happiness b. Unhappiness 2. Adv. Of wrk Brings relief, delight, compulsive worth while input daily, occupied, fills time usefully, feel pleasant, prevents boredom, makes holidays more important & zestful, provides chances of success, good opportunities, fulfilment of ambition, sound income, continuity of purpose.

3. Disadv of wrk Unspeakable boredom, waste of time, something out of compulsion

4. Work- desirable- for complete happiness Summary 3 marks Coherence, spellings, grammar, sequence, correct understanding of the content, punctuation

4. Poster Layout- eye catching and visually attractive 1 Content- Highlights of the main topic- Need of saving electricity 2 Expression- Grammatical accuracy, spellings 1 Or Invitation Format 1 Content- what, where, when 2 Expression- coherence, relevance, spellings, grammatical accuracy 1

5. Letter Format Writer’s add, date, receivers add, subject, salutation, complimentary close, 1 Content – uncovered manholes, frequent accidents - Can be lethal for all persons, especially small children - Causes bad smell, pollution, breeding area for mosquitoes - Lack of street light adds to the woes and difficulties. - Authorities should take action 3 Expression – Coherence and relevance, grammar and spellings 2 Or Format -Writer’s add, date, receivers add, subject, salutation, complimentary close, 1 Content – Introduction reference to the advertisement

Complete Bio data 3 Expression – Coherence and relevance, grammar and spellings 2 6. Format 1 Content – Report animal abuse if you see it Understand the link between animal cruelty and abuse Teach children to respect animals Volunteer to help animals Support law that promotes kindness to animals Expression – Coherence, relevance, 2.5 Spellings, grammatical accuracy 2.5 Or Format 1 Content - 4 One can find coaching centers in every nook and corner- Teachers and parents have equally promoted their growth – coaching institutes boast of guaranteed success rate- publish inflated numbers every year in leading newspapers and magazines- Education is a natural process of learning that should noit be forced upon the students- institutes provide professional teachers – necessary material required for preparation- provide a competitive environment- exams are conducted by them to help the students evaluate themselves on a regular- charge high amount of fees and sometimes provide sub- standard teachers to the students – to choose the right institute is of prime importance- decision should not be hasty.

Expression- Coherence, relevance, 2.5 Spellings, grammatical accuracy 2.5 7. Format- Title 1 Introduction - Outdoor games make us active, agile and alert - Exchange of ideas and thoughts - Social circle is broadened - More joyful than sitting alone on computers and chatting 4 Expression- Relevance and coherence 2.5 Grammar and spellings 2.5 Or 8. a. Poet’s mother looked pale and wan. She was very old 1

b. The fear of ageing and ultimate death/ separation 1 c. She has lost her shining skin and strength and was like the hazy, obscure winter moon 1 d. My Mother at sixty-six, Kamal Das 1 Or a. Shakespeare and his work are of no use to slum children 1 b. The map does not depict their own world of narrow lanes. 1 c. They lived like rats in their cramped holes. 1 d. Their future is foggy and uncertain. Their birth, life and death- all are enveloped by darkness. 1 9. 4x 3=12 a. Selfless dedication- helped in the inception of school- 40 years of meritorious service- made people conscious of imp. Of their lang and national identity. b. Basically kind trusting and compassionate- wanted peddler to enjoy – be at peace – did not want to turn away a guest on Christmas eve- kind gesture to reform the peddler. c. Ill lit, ill- ventilated, unhygienic, dingy hovels- high temp- bends back of young children loss of vision- become old before time. d. Dr. Sadao trained to talk to patients – to comfort them- elicit response. Ironical- as the solidier/ sailor is an enemy- Sadao saves his life. e. Jo finds mum stupid- mum should not have spanked wizard- wants Skunk to get back smell of roses- mum to be punished – as insensitive, cruel, unfair. f. Hair cut by enemies of unskilled captured warriors- short hair worn by mourners- shingled hair by cowards- indecent, undignified.

10. Value points An illiterate- did not give- tenacity of resolution bore fruit- able to bring Gandhiji- good example of grit and determination- key to success- high achievement- optimism- persistence always yields positive result- leads to encouragement, enlightment and inspiration- grit and determination- dynamic and action oriented. Or Effect- author – unable to forget terrifying memories of childhood- robbed him of confidence- develop life long complex- leads to major health and mental problems- constant feeling of fear.

Suggestions – deliberate planned effort – understanding of self and people – setting up of school committee for monitoring- support of parents and community- awareness among children to understand and report bullying

11. Value points Both belong to poor families – Jansie practical and realistic- ready to work in a biscuit factory- advices Sophie not to day dream- can’t be a manager- father will not allow

Sophie- not practical- dreamer – dreams of wonderful shop- wants to become an actress or fashion designer- looking for something sophisticated and fancy full- over ambitious and wavering mind. Or Derry’s behaviour- avoids seeing and meeting people- as people afraid/ avoid to look at him –ugly- call him poor boy- hates to talk to people- people unsympathetic and cruel.

Mr. Lamb’s behaviour – loves to meet and talk to people- garden house open to all children- children tease him- make fun of him- Mr. Lamb not troubled- not afraid and shy of his physical impairment

12. Value points  Marner- compared to a spider weaving a web.  When he loses gold- feels helpless- likened to an ant  Silas tries to rehabilitate- a new emerging plant  His relationship with Eppie- flower in bloom Or Ending happy- just in away- Griffen dies- Marvel becomes rich with stolen money- Sad and not just- because Griffen dies- Marvel should not have become rich with the stolen money- Griffen misuses his powers- creates terror- harms- steals- Kemp could also misuse the research- happy ending if Griffen had realized his mistake.

13. Value  Eppie comes as a touch of cheer- toddles in Sila’s cottge when she was two after her mother’s death.  Has golden curls which Silas fantasized as return of his lost gold  Loveable- accepts Silas as her father

 Fond of outdoors- persuades Silas to grow a garden- affectionate to animals  Her sense of responsibility and gratitude to Silas remain constant and wavering. Or Both scientist- different approach- Griffin does not think about humanity- preoccupied with himself and his research- disconnectes himself with everyone- overambitious-selfish – isolated from others.

Kemp- caring attitude- reflected in his actions- he asks the housemaids to keep themselves locked irrespective of anything- apprise, warns, and advises all about the invisible man’s intentions- money is not a value- become reason for someone’s isolation or evil acts.

Code-707(P) SYLLABUS PERSIAN CLASS-XII

BLUE PRINT PERSIAN CLASS-XII

SAMPLE QUESTION PAPER PERSIAN CLASS-XII

MARKING SCHEME PERSIAN CLASS-XI

Code- 708(P) BASIC ARABIC

CLASS- XII

BLUE PRINT ARABIC CLASS-XII

SAMPLE PAPER ARABIC CLASS-XII

واﻟﻔؤاد وﺧﻠ ﻞ ﺷﻲء، ﷲ رازق، ﻫو ﯾرزق اﻹﻧﺳﺎن واﻟﺣﯾوان، ورزق ﻞ ﺷﻲء، ﻫو رّﻲ وأﻧﺎ ﻋﺑدﻩ، َﻫداﻧﻲ رﻲ إﻟﻰ ﺻرا ﻣﺳﺗﻘم، ﻟﻪ اﻟﺣﻣد وﻟﻪ اﻟﺷر، ﻫو رب ﻏﻔور ورب رﺣم، أﻧﺎ ﻣؤﻣن ﺎ، أﻋﺑدﻩ، ﻻ أﻋﺑد ﻏﯾر ﷲ.

۲ ۔ال ا د ات ا اس ا ش اور ااب ۔ ۱۱

Rewrite any of the abstracts given in question No. 1 with full vowel signs. ۳ ۔ ر ذ ا اور ى ل ا اظ ۔ ۱۰

Write down the brief summary and central idea on any one of the following:

(۱) ﻏرور اﻟدﻧﺎ (۲) اﻟﺑﻐﺎء

۴۔ ر ذ ں ُ اظ ۔ ۵

(۱) اﻟﺑﯾت ......

(۲) اﻟوﻟد ......

(۳) ٰﻫ ِذان ......

(۴) ِاﻟﺑﻧﺗﺎن ......

(۵) أﻧﺎ ...... ۵۔ ر ذ ف ۔ ۱۰

Translate any five of the following into Arabic.

(۱) ۔ (۲) دروازہ ۔

(۳) ار ۔ (۴) آن

Write down any two verses of your choice other than the verses given in the question paper

Code- 709(P) SYLLABUS ISLAMIC STUDIES CLASS - XII 1 30 Marks (i) The Quran : (a) Introduction of Wahy (b) Importance of Wahy (c) Types of Wahy (d) Different types of revelation of Wahy

(ii) History of revelation of the Quran Collection and compilation of Holy Quran Origin and Development of Tafsir Tafsir, Needs, Importance and Development

(iii) Important Arabic Tafsir (a) Jama-e-ul bayan Fi Tafsirul Quran Imam Tabari (R.A) (b) Mafatehul Ghaib – Imam Razi (R.H.) (c) Al-Kashshaf Un-haqayaqu Tanzzil – Imam Zamakhshari (R.A)

(iv) Some important Urdu Tafseer’s (a) Tarjumanul Quran – Moulana Abul Kalam Azad (R.A) (b) Marifa-ul-Quran – Moulana Mohd Shafi Saheb (R.A) (c) Tafhimul Quran – Moulana Syed Abu Ala Moududi (R.A) (Life & contribution)

2 Hadith (30 Marks) (a) Definition of Hadith and its significance (b) Terminology of Hadith (c ) Sihah-e-Sittah and its authors  Imam Bukhari (R.A)  Imam Muslim (R.A)  Imam Tirmizi (R.A)  Imam Abu Daud (R.A)  Imam Nisai (R.A)  Imam Ibn-e-Majah (R.A) (d) Introduction of Hadith in India  Imam Ahmad Hasan Saghani Lahori (R.A)  Shaikh Abdul Haq Mohaddith Dehlavi (R.A)

 Shah Waliullah Dehalvi (R.A)

3 (i) Fiqh (Jurisprudence) (20 Marks) (a) Introduction and Development of Fiqh (b) Basic sources of Fiqh (c ) Imam Abu Hanifa (R.A) (d) Imam Malik (R.A) (e) Imam Shafi (R.A) (f) Imam Ahmad bin Hambal (R.A) ii. History & Development of Fiqh a) Impact of Hidayah in India b) Fatawa-e- Tatar Khania c) Fatawae- Alamgiri 4. Tasawwuf (Sufism) (20 Marks) (a) Development of Tasawwuf in India (b) Main Sufi orders : I. Qadriya II. Naq Shabandiya III. Suhar wardiya IV. Chishtiya (c ) Main Sufi order in India : Hazrat Shaikh Abul Hasan Ali Hujwairi Data Ganj Baksh (R.A) Hazrat Khawaja Moinuddin Chishti Ajmeri (R.A) Hazrat Sheikh Bahauddin Zakria Multani Sahar wardiya (R.A) Hazrat Nizamuddin Aulia (R.A) Hazrat Mujaddid Alf-e-Sani Sheikh Ahmed Sir hindi (R.A)

BOOKS RECOMMENDED

14. Dr. M. Hamidullah : Introduction to Islam 15. Molana Abdul Hai : Teaching of Islam 16. Kemal A. Faruki : Islamic Jurisprudence

bLykfed fÓ{kk d{kk & 12oha

1 dqjvkuh fÓ{kk % ¼30 vad½ ¼d½ og~; dk ifjp; og~; dh vko';drk og~; ds izdkj dqjvku vorkfjr gksus ds izeq[k

¼[k½ dqjvku dk ladyu ,oa laxzg rQlhjh Kku ¼Vhdk½ dk fodkl rQlhj vko';drk] egRo vkSj mRFkku

¼x½ dqN egÙoiw.kZ vjch Vhdk,sa tkesmy c;ku Qh rQlh:y dqjvku&beke rcjh eQ+krs gqy xSc&beke jkt+h vyd''kkQ+ vu gdkbdqy rUthy&beke t+e[k+Ójh

¼?k½ mnZw dh dqN egÙoiw.kZ rQlhjsa ¼Vhdk,sa½ rtZqekuqy dqjvku&ekSykuk vcqy dyke vkt+kn evkfjQ+qy dqjvku&ekSykuk eq¶rh eqgEen ÓQh rQ+gheqWay dqjvku& ekSykuk lS;n vcqy vkyk ekSnwnh

2 gnhl Kku % ¼30 vad½ ¼d½ gnhl dh vko';drk egÙo o bfrgkl ¼[k½ gnhl dh ÓCnkoyh] gnhl ds ladyu dk bfrgkl ¼x½ flgkg flRrk vkSj mlds ys[kd beke cq[kkjh ¼jg0½ beke eqfLye ¼jg0½ beke frfeZt+h ¼jg0½ beke vcq nkÅn ¼jg0½ beke fulkbZ ¼jg0½ beke bCus ektg ¼jg0½

¼?k½ fgUnqLrku esa gnhl dk Kku beke vgen glu lx+kuh ykgkSjh ¼jg0½ Ós[k vCnqy gd eqgfn~nl nsgyoh ¼jg0½ Ókg oyhmYykg eqgfn~nl nsgyoh ¼jg0½

3 fQDg bLykeh ¼bLykeh /kEkZÓkL=½ ¼20 vad½ ¼d½ ifjp; o mRFkku bfrgkl bLykeh fQDg ¼/keZÓkL=½ ds ewy lzksr beke vcqguhQk ¼jg0½ beke ekfyd ¼jg0½ beke ÓkQ+vh ¼jg0½ beke vgen fcu gEcy ¼jg0½

¼[k½ fgUnqLrku esa fQDg bLykeh fgUnqLrku esa fgnk;k ds izHkko Q+rkok&,&rkrkj [kkfu;k Q+rkok&,&vkyefxjh

4 bLykeh rlOoqQ+ ¼lUrokn½ ¼20 vad½ ¼d½ fgUnqLrku esa rlOoqQ+ ¼lUrokn½ dk fodkl ¼[k½ dqN egRoiw.kZ lqQh flyflys fpfÓr;k d+knfj;k uD+ÓcfUn;k lqgjofnZ;k ¼x½ dqN egRoiw.kZ fgUnqLrkuh lqQh gt+jr ÓS[k vcqy glu vyh gtjr nkrk xat c[Ó gt+jr [oktk eqbZuqn~nhu fpÓrh vtesjh ¼jg0½ gt+jr ÓS[k cgkmn~nhu ft+dfj;k eqYrkuh lqgjonhZ ¼jg0½ gt+jr fut+keqn~nhu vkSfy;k ¼jg0½ gt+jr eqtn~n vYQ+lkuh ÓS[k vgen ljfgUnh ¼jg0½

fdrkcksa ds uke

1 bLykeh mywe ,d ifjp; ¼dqjvku] gnhl ] fQDg vkSj rlOoqQ+½ ys[kd % Mk0 vCnqy okfjl [kkWa

No. of Question No. of Marks (Outside Brackets) (Inside Bracket)

MODEL PAPER ISLAMIC STUDIES CLASS XII

General Instructions: -

(1) Attempt all questions (6) Section A - Question No. 1-13 are of 2 marks each and answer in 1 line. (7) Section B - Question No. 14-18 are of 4 marks each and answer in 4 lines. (8) Section C - Question No. 19-23 are of 6 marks each and answer in 100 words. (9) Section D - Question No. 24-26 are of 8 marks each and answer in 150 words.

SECTION - A (13 x 2 = 26) Q.1 What is the literal meaning of the Quran? dqjvku dk ÓkfCnd vFkZ D;k gS\

Q.2 How many surahs are there in Quran? dqjvku esa dqy fdruh lqj% gSa \

Q.3 What is the literal meaning of Tafseer? rQlhj dk ÓkfCnd vFkZ D;k gS \

Q.4 Who is the author of Tarjumanul Quran? Rkjtqekuy dqjvku ds ys[kd dkSu gS \

Q.5 What is the literal meaning of the Hadith? gnhl dk ÓkfCnd vFkZ D;k gS \

Q.6 What is the literal meaning of the Fiqh? QhDg dk ÓkfCnd vFkZ D;k gS \

Q.7 What is the real name of Imam Bukhari? beke cq[kkjh dk vlyh uke D;k gS \

Q.8 Write the name of compiler of ‘sahih muslim’with his father’s name? lgh eqfLye ds ladyu drkZ dk uke vkSj muds firk dk uke crkbZ;s \

Q.9 Where was Shah Waliullah born? Ókg oyhmYykg dk tUe dgkWa gqvk\

Q.10 In which city Imam Mlaik (R.H.) lived? beke efyd ¼j0l0½ fdl Ógj esa jgrs Fks \

Q.11 Who is the author of ‘Fatawa Tatar-Khania’? *Qrok rrkj [kkfu;k * ds ys[kd dkSu gS \

Q.12 Who is the famous with the title of ‘Data Ganj Baksh’? * nkrk xat c[Ó * ds yDc ls dkSu izfl) gS\

Q.13 Who brought Chishti Sufi order to India? fgUnqLrku esa fp'rh lwQh flyflyk fdlus Óq: fd;kA

SECTION - B (5 x 4 = 20)

Q.14 Explain the ‘Wahi’. *ogh* dh O;k[;k dhft,A

Q.15 What do you understand by ‘Sanad’in Hadith’? gnhl esa *lun* ls vki D;k le>rs gS\

Q.16 What do you understand by ‘Ijma’? *btek* ls vki D;k le>rs gS\

Q.17 What is the literal meaning of the ‘Tasawwuf’? *rlOoqQ* dk ÓkfCnd vFkZ D;k gS\

Q.18 Give the definition of Tafseer. rQlhj dh ifjHkkÔk nhft,A

SECTION - C (5 x 6 = 30)

Q.19 Write a short note on the compilation of the Quran during the caliphate of Abu Bakr (R.H.). gt+jr vcwcdj jft0 ds f[kykQkrdky esa dqjvku ds ladyu ij ,d laf{kIr ys[k fyf[k,A

Q.20 Write a short note on the life of Abu Hanifa (R.H.) beke vcq guhQk ds thou ij ,d laf{kIr ys[k fyf[k,A

Q.21 Introduce Fatawa Aalam Giri in brief. Qrkok vkyfxfj dk ifjp; nhft,A

Q.22 Write a short note on the life of Mujaddid Alf-e-Sani. eqtfnn vyQs+lkuh ds thou ij ,d laf{kIr ys[k fyf[k,A

Q.23 Write a short note on the life of Imam Tirmizi beke frfeZt ds thou ij ,d laf{kIr ys[k fyf[k,A

SECTION – D (3 x 8 = 24) Q.24 Describe the characteristics of Tafseer-e-Tabari. rQlhj&rcjh dh foÓ"s krkvksa dk o.kZu dhft,A

OR Describe the characteristics of Sahih Bukhari. Lkghg cq[kkjh dh foÓsÔrkvksa dk o.kZu dhft,A

Q.25 Describe the sources of Fiqh. fQDg ds lzksrksa dk o.kZu dhft,A OR Write an essay on the Chishtiya order. fpfÓr;k flyflys ij ,d fucU/k fyf[k,A

Q.26 Write an essay on the life of Shah Waliullah Dehalvi. Ókg oyhmYykg nsgyoh ds thou ij ,d fucU/k fyf[k,A OR Write an essay on the life of Nizamuddin Aulia. futkeqnnhu vkSfy;k ij ,d fucU/k fyf[k,A

Code –710(P)

SYLLABUS SOCIOLOGY CLASS- XII Course Structure Unit Topic Marks Indian Society 38 1 Introducing Indian Society (Non- evaluative) 2 Demographic Structure & Indian Society 8 3. Social institutions- Continuity and Change 6 4. Market as a Social Institution 8 5. Pattern of Social Inequality and Exclusion 8 6. Challenges of Cultural Diversity 8 7. Suggestions for project work (non- evaluative) Change and development in Indian Society 62 8. Structural change 6 9. Cultural change 8 10. The story of democracy 8 11 Change and development in Rural Society 8 12 Change and development in Industrial society 8 13 Globalization and Social Change 8 14 Mass Media and Communications 8 15 Social Movements 8 Total 100

A. INDIAN SOCIETY

Unit : 1 Introducing Indian Society Colonialism, nationalism, Class and community

Unit : 2 Demographic structure and Indian society Rural – Urban Linkages and Divisions

Unit : 3 Social Institutions: Continuity and change Family and kinship The Caste system

Unit-4: Market as a social institution Market as a social Institution

Unit-5 Pattern of Social Inquality and exclusion

Caste prejudice, Scheduled castes, and other backward classes

Marginalizaiton of tribal communities

The struggle for women’s equality

The protection of religious miniorities

Caring for the differently abled

Unit- 6: The Challenges of Cultural Diversity

Problems of communalism, Regionalism, Casteism, and Patriarchy

Role of the state in a Plural and Unequal Society.

What we share

B. CHANGE AND DEVELOPMENT IN INDIA

Unit-1: Structural change

Colonialism, Industrialization, Urbanization

Unit-2: Cultural change

Modernization, Westernization, Sanskritiszation, Secularization

Social Reform Movements and laws

Unit-3: The Story of Indian Democracy

The Constitution as an instrument of social change

Parties, Pressure groups and democractic politics

Panchayati Raj and the challenges of Social transformation

Unit-4: Change and development in Rural society

Land Reforms, Green Revolution and Agrarian Society

Unit-5: Change and development in Industrial Society

From Planned Industrialization to Liberalization

Changes in the class structure

Unit-6: Globalization and Social Change

Unit-7: Mass Media and Communication Process

Unit-8: Social Movements

Class Based Movements: Workers Peasants

Caste – Based Movements: Dalit Movement, Backward Caste, Trends in Upper Caste Respones

Women’s Movements in Independent India

Tribal Movements

Environment Movements.

SUGGESTED BOOKS:

1. Indian Society (NCERT)

2. Social Change and Development in India (NCERT)

3. Sociology Class- XII by Anand Kumar

Code- 710(P) DESIGN & BLUE PRINT SOCIOLOGY CLASS- XII 1. As stated in Circular No. 42 (dated: 11-09-2007), the design of the class XII Board Examination in Sociology for the following main features: a. Book 1 (Indian Society ) will have 38 marks in all; Book2 (Social Change and Development in India) will have 62 marks in all. b. In book 1, Chs. 1 & 7 are non- evaluative; of the rest, Ch. 3 has 6 marks, rest have 8 marks each, In Book 2, Ch. 1 has 6 marks and the rest have 8 marks each. c. Book 1 is to have 5 questions of 2 marks; 4 questions of 4 marks; and 2 questions of 6 marks. Book 2 is to have 10 questions of 2 marks; 6 questions of 4 marks; and 3 questions of 6 marks each. The passage question (of 6 marks) can be from either of the books, and may have 2-3 sub- questions. d. There will be internal choice for two 4 marks questions and for one 6 mark question. 2. Based on these features, the following blueprint has been worked out.

Blue print , SAMPLE PAPER

Book & Total marks 2 marks 4 marks 6 marks Total marks Chapter allotted Bk. I-2 8 1 - 26 8 I -3 6 2 16 - 6 I -4 8 - 17, 18 - 8 I -5 8 3,4 19 - 8 I -6 8 5 - 27 8 Bk I Total 38 5 4 2 38 Bk. II-1 6 6 20 - 6 II-2 8 7 - 28 8 II-3 8 - 21,22 - 8 II-4 8 8, 9 23 - 8 II-5 8 10, 11 24 - 8 II-6 8 12,13 25 - 8 II-7 8 14 - 30 8 II-8 8 15 - 29 8 Bk-II Total 62 10 06 3 62 Grand Total 100 15 10 5 100

Code - 710(P) foÔ; lwph lekt ÓkL= d{kk& 12oha Øekad v/;k; vad Hkkx&1 Hkkjrh; lekt 38 1 Hkkjrh; lekt& ,d ifjp; 2 Tukafddh; lajpuk rFkk Hkkjrh; lekt 8 3 Lkekftd laLFkk,Wa& fujarjrk ,oe~ifjorZu 6 4 Ckktkj ,d lkekftd laLFkk ds :i esa 8 5 Lkekftd vlekurk ,oe~cfg"dkj ds Lo:i 8 6 lkaLd`frd fofo/krk dh pqukSfr;kWa 8 7 ifj;kstuk dk;Z ds fy, lq>ko Hkkjr ds lkekftd ifjorZu rFkk fodkl 62 8 lajpukRed ifjorZu 6 9 lkaLd`frd ifjorZu 8 10 Ykksdra= dh dgkuh 8 11 xzkeh.k lekt esa ifjorZu ,oe~ fodkl 8 12 vkS/kksfxd lekt esa ifjorZu ,oe~ fodkl 8 13 HkweaMyhdj.k vkSj lkekftd ifjorZu 8 14 tUlEidZ lk/ku vkSj tulapkj 8 15 Lkekftd vkanksyu 8 dqy 100

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v/;k; fooj.k ¼lekt ÓkL=½ Hkkjrh; lekt v/;k; 1 Hkkjrh; lekt% ,d ifjp; mifuosÓokn] jk"Vzokn] oxZ rFkk leqnk; v/;k; 2 tukafddh; lajpuk rFkk Hkkjrh; lekt xzkeh.k & uxjh; lEidZ ,oe~ foHkktu v/;k; 3 Lkkekftd laLFkk,Wa& fujarjrk ,oe~ ifjorZu ikfjokj rFkk ukrsnkjh] tkfr O;oLFkk v/;k; 4 cktkj ,d lkekftd laLFkk ds :i esa v/;k; 5 lkekftd vlekurk ,oe~ cfg"dkj ds Lo:i tkfr iwoZxzg] vuqlwfpr tkfr rFkk vU; viNM+s oxZ tutkfr; leqnk;ksa dk lhekUrhdj.k efgykvksa dh lekurk ds fy, la?kÔZ /kkfeZd vYila[;dksa dks laj{k.k vU;Fkk l{ke yksxksa dh ns[kHkky v/;k; 6 lkaLd`frd fofo/krk dh pqukSfr;kWa lkEiznkf;drk dh leL;k] {ks=okn] tkfrokn rFkk fir`lrk cgqr rFkk vleku lekt esa jkT; dh Hkwfedk v/;k; 7 ifj;kstuk dk;Z ds fy, lq>ko

Hkkjr ds lkekftd ifjorZu rFkk fodkl v/;k; 1 lajpukRed ifjorZu mifuosÓokn] vkS/kksfxdj.k] uxjhdj.k v/;k; 2 lkaLd`frd ifjorZu vk/kqfudhdj.k] if'pehdj.k] /keZfujis{khdj.k] lkekftd lq/kkj vkanksyu rFkk dkuwu v/;k; 3 yksdra= dh dgkuh lafo/kku rFkk lkekftd ifjorZu jktuhfrd ny] ncko lewg rFkk yksdrkaf=d jktuhfr iapk;rh jkt vkSj xzkeh.k lkekftd :ikarj.k dh pqukSfr;kWaA v/;k; 4 xzkeh.k lekt esa ifjorZu ,oe~ fodkl Hkwfe lq/kkj] gfjr Økafr rFkk d`Ôd lekt v/;k; 5 vkS/kksfxd lekt esa ifjorZu ,oe~ fodkl fu;ksftr vkS/kksfxdj.k ls mnkjhdj.k rd oxZ lajpuk esa ifjorZu v/;k; 6 HkweaMyhdj.k vkSj lkekftd ifjorZu v/;k; 7 tulEidZ lk/ku vkSj tulapkj v/;k; 8 lkekftd vkanksyu

101 oxZ & vk/kkfjr vkanksyu% dkexkj d`Ôd tkfr& vk/kkfjr vkanksyu% nfyr vkanksyu] fiNM+h tkfr;kWa] vxM+h mPp tkfr;ksa dh izfrfØ;k Lora= Hkkjr esa efgyk vkanksyu Tkutkfr; vkanksyu ifjfLFkfrdh; vkanksyu

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izfr:Ik iz'u i= :Ik js[kk rFkk CywfizaV lekt&ÓkL= 1- ldZwyj ua&42 ¼fnukad 11&9&2007½ esa of.kZr ds vuq:Ik ckjgoha d{kk ds cksMZ ifj{kk esa lektÓkL= ds iz'ui= dh fuEufyf[kr foÓsÔrk,Wa gSA d- iqLrd Hkkx 1 ¼Hkkjrh; lekt½ ds fy, dqy 38 vad rFkk iqLrd Hkkx &2 ¼Hkkjr esa lekftd ifjorZu rFkk fodkl½ ds fy, dqy 62 vad fu/kkZfjr gSA [k- iqLrd Hkkx &1 dk v/;k; 1 rFkk 7 vewY;kaduh; gSA ckdh v/;k;ksa esa ls v/;k; 3 ds 6 vad vkSj vU; lHkh v/;k;ksa esa izR;sd ds 8 vad fu/kkZfjr gSA iqLrd Hkx&2 ds v/;k; 1 ds 6 vd vkSj ckfd lHkh v/;k;ks esa izR;sd ds 8 vad fu/kkfjr gSA x- iqLrd Hkkx&1 ds 5 iz'u nks&nks vadksa ds 4 iz'u pkj&pkj vadksa ds rFkk nks iz'u N%] N% vadksa ds gSA iqLrd Hkkx&2 ds 10 iz'u nks&nkss vadksa ds 6 iz'u pkj&pkj vadksa ds rFkk 3 iz'u N% N% vadksa ds gSA vorj.k ij vk/kkfjr iz'u iqLrd ds izFke ;k f}rh; Hkkx ls gks ldrk gSA ftlds 6 vad fu/kkZfjr gSA ftlesa 2 vadksa ds 3 miiz'u Ókfey gSA ?k- 4 vadksa ds nks iz'uksa esa rFkk 6 vadksa ds ,d iz'u esa vkarfjd fodYi fy, x;s gSaA

mijksDr foÓsÔrkvksa ds vk/kkj ij fuEufyf[kr Cyw fizaV rS;kj fd;k x;k gSA

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CywfizaV izfr:Ik iz'u&i= lekt&ÓkL= iqLrd rFkk iw.kZ vad izfr:Ik iz'u i= ds izR;sd izdkjksa ds iz'u dk dzekad rFkk v/;k; fu/kkfjr izR;sd v/;k; ls lHkh iz'u ds dqy vad iqLrd I&2 8 1 - 28 8 I&3 6 2 16 - 6 I&4 8 - 17, 18 - 8 I&5 8 3]4 19 - 8 I&6 8 5 - 27 8 iqLrd I ;ksx 38 5 4 2 38 iqLrd II&1 6 6 20 & 6 II-2 8 7 & 28 8 II-3 8 - 21, 22 - 8 II-4 8 8,9 23 - 8 II-5 8 10, 11 24 - 8 II-6 8 12, 13 25 - 8 II- 7 8 14 - 30 8 II-8 8 15 - 29 8 iqLrd&II ;ksx 62 10 6 3 62 dqYk ;ksx 100 15 10 5 100

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Code- 710 (P) Sociology Class- XII Sample Question Paper Time: 3 Hrs. 100 marks General Instructions: 1. Question No. 1-15 are of 2 marks each and are to be answered in about 30 words each. 2. Question No. 16-25 are of 4 marks each and are to be answered in about 80 words each. 3. Question No. 26-29 are of 26 marks each and are to be answered in about 200 words each. 4. Question No. 30 carried 6 marks and is to be answered with the help of the passage given.

Q1. What is meant by the infant mortality rate? Q2. Define the term dominant caste. Q3. What is social about social inequality? Q4. The term OBC refers to Q5. What do you mean by cultural diversity? Q6. Mention any two changes that caste underwent during the colonial rule. Q7. What is meant by the Westernisation? Q8. Mention any two policies laws for land reform introduced after independence. Q9. What do you mean by the contract farming? Q10. List any two characteristics features of the organised sector. Q11. Distinguish between strike and lockout. Q12. What are transnational corporations? Q13. What is meant by knowledge economy? Q14. Distinguish between mass media and mass communication. Q15. Mention any two features of social movements. Q16. How have the living conditions of tribal community changed after independence? Q17. How does a sociological perspective on market differ from an economic one? Q18. Explain the meaning of co modification with suitable example. Q19. What are the major issues taken up by the women’s movement over its history? Or

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In what senses can one say that disability is as much as a social as a physical thing? Q20. Describe some of the consequences of industrialisation Q21. The 73rd amendment has been monumental in bringing a voice to the people in the villages. Discuss. Q22. Write in brief about the power and responsibility of panchayat. Q23. Explain the impact of globalization, liberalization on rural society. Q24. What are the major forms of job recruitment in india. Or Home – based work is an important part of the economy. Explain with reference to the Bidi industries. Q25. Briefly discuss the impact of globalization on culture. Q26. Explain the basic argument of the theory of demographic transition. Why is the transition period associated with a Population Explosion? Q27. What is minority? Why do minorities need protection from the state? Q28. Write a critical essay on Sankritization. Or In what ways has secularization affected Indian Society. Q29. Write in brief about the Dalit Movement. Q30. Read the given passage and answer the following questions: From the late 1980s and early 1990s, newspapers have become fully automatic – from reporter’s disk to final page proof. The use of paper has been completely eliminated with the automated chain. This has been possible because of two technological changes- networking of personal computers (PCs) through LAN (local area network and the use of newsmaking software like newsmaker and other customized software).

Changing technology has also changed the role and function of a reporter. The basic tools of a news reporter-a shorthand notebook, pen, typewriter, and plain old telephone has been replaced by new and other accessories like modem. All these technological changes in news gathering here increased the speed of news and helped newspaper management to push their deadlines. They are also able to plan a greater number of editions and provide the latest news to the readers. A number of language newspapers are using the new technology to bring out separated editors for each of the districts. Q1. What major change has occurred in newspaper during 1980s and early 1990s?

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Q2. With the changing technology how the role and function of reporters changed? Q3. What are the two technologies that are responsible for eliminating the use of paper?

fgUnh vuqokn iz'u la- 1- fÓÓq e`R;qnj dk D;k vFkZ gS\ 2- izoy tkfr dh ifjHkkÔk fy[ksa\ 3- lkekftd vlekurk ds lanHkZ esa lkekftd dk D;k vFkZ gS\ 4- vU; fiNM+s oxZ ls D;k vfHkizk; gS\ 5- lkaLd`frd fofo/krk dk D;k vFkZ gS\ 6- mifuosÓ dky esa tkfr esa gksus okys fdUgha nksa ifjorZuksa dk mYys[k djsaA 7- if'pehdj.k dk D;k vFkZ gS\ 8- Lora=rk izkfIr ds i'pkr~ Hkwfe lq/kkj ds fy, vkjEHkh fd;s x;s fdlh nks uhfr;ksa ;k dkuwuksa dk mYys[k dhft,A 9- Lafonk [ksrh ls vkidk D;k vFkZ gS\ 10- laxfBr {ks= dh nks foÓsÔrkvksa dk mYys[k djsaA 11- rkyk canh rFkk gM+rky esa vUrj Li"V djsaA 12- ikj jk"Vzh; fuxe D;k gS\ 13- KkukRed vFkZO;oLFkk dk D;k vFkZ gS\ 14- Nwlaokn rFkk nwjlapkj esa vUrj Li"V djsaA 15- Lkekftd vkUnksyuksa dh fdlh nks fo'ks"krkvksa dk mYys[k djsaA 16- Lora=rk izkfIr ds i'pkr~ tutkrh; lewnk;ksa dh thou voLFkk esa fdl izdkj dk ifjorZu vk;k\ 17- Ckktkj ij lektÓkL=h; n`f"Vdks.k vkfFkZd n`f"Vdks.k ls fdl izdkj fHkUu gS\ 18- ,d mfpr mnkgj.k nsdj i.;hdj.k ds vFkZ dks le>kb;sA 19- Ukkjh vkanksyuksa us vius bfrgkl ds nkSjku dkSu&dkSu ls eq[; eqn~ns mBk;s gS\ ge fdl vFkZ vFkok esa dg ldrs gSa fd vl{kerk ftruh Ókjhfjd gS mruh gh lkekftd HkhA 20- vkS|ksfxdj.k ds dqN ifj.kkeksa dk mYys[k dhft,A 21- xzkeh.k yksxksa dks Loj nsus esa 73osa laÓks/ku dh cgqr cM+h Hkwfedk jgh gSA fVIi.kh dhft,A 22- iapk;rksa dks dkSu&dkSu lh ÓfDr;kWa rFkk mRrjnkf;Ro izkIr gS\ la{ksi esa o.kZu djsaA 23- HkweaMyhdj.k rFkk mnkjhdj.k dh izfØ;k dk xzkeh.k lekt ij iM+us okys izHkkoksa dk o.kZu djsaA 24- Hkkjr esa ukSdjh esa HkrhZ ds eq[; izdkj dkSu&dkSu ls gSa\

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vFkok ?kjksa esa gksus okyk dke vFkZO;oLFkk dk ,d egRoiw.kZ vax] chM+h m/kksx ds lEcU/k esa Li"V dhft,A 25- HkweaMyhdj.k dk laLd`fr ij izHkko dh la{ksi esa ppkZ djsaA 26- tula[;dh; laØe.k ds fl)kar ds cqfu;knh rdZ dks Li"V dhft, laØe.k vof/k tula[;k foLQksV ds lkFk D;ksa tqM+h gS\ 27- vYila[;d lewg D;k gS\ vYila[;dksa dks jkT; ls laj{k.k dh D;ksa vko';d gS\ 28- laLd`frdj.k ij ,d vkykspukRed fuca/k fyf[k,A vFkok /keZ fujis{khdj.k dh izfØ;k us Hkkjrh; lekt dks fdl izdkj ls izHkkfor fd;k gS\ 29- nfyr vkanksyu ij la{ksi esa fuca/k fyf[k,A 30- fuEufyf[kr vorj.k dks i

1980 esa nÓd ds vafre oÔkZsa vkSj 1990 ds nÓd ds izkjfEHkd oÔkZsa ls lekpkj i= laoknnkr ds MsLd ls vafe ist izwQ rd iw.kZ:Ik ls Lopkfyr gks x;s gSaA bl Lopkfyr Ja`[kyk ds dkj.k dkxt dk iz;ksx iwjh rjg ls lekIr gks x;kA ,slk nks izks/kksfxdh; ifjorZuksa ds dkj.k lEHko gqvk gSA ¼ySu½ yksdy ,fj;k usVodZ ;kfn LFkkuh; bykds ds usVodkZsa ds ek/;e ls ilZuy dEI;wVjksa dh usVodZ O;oLFkk vkSj lekpkj fuekZ.k ds fy, U;wtesdj tSls rFkk vU; fofÓ"V lkWQVos;j dk iz;ksxA

cnyrh gqbZ izkS/kksfxdh us laoknnkrk dh Hkfedk vkSj dk;kZsa dks Hkh cny fn;k gSA ,d laoknnkr dh Hkwfedk vkSj dk;kZsa dks Hkh cny fn;k gSA ,d laoknnkrk ds iqjkus vk/kkjHkwr midj.kksa] ,d vkÓqfyfi iqfLrdk] isu] VkbijkbVj vkSj iqjkuk lknk VsyhQksu dk LFkku] ,d NksVs VsifjdkMZj] ,d ySiVkWi ;k ,d ihlh eksckbZy ;k lSVsykbV Qksu vkSj ekWMse tSls vU; u, midj.kksa us ys fy;k gSA lekpkj laxzgj.k dk;Z esa vk,, bu lHkh izkS/kksfxdh; ifjorZuksa us lekpkjksa dh xfr dks vkxs c<+k fn;k gS vkSj lekpkj i=ksa ds izca/k oxZ dks viuh dk;Zfof/k dks c<+kus esa lgk;rk nh gSA vc os vf/kd la[;k esa laLdj.k fudkyus ds fy, bu u;ha izkS/kksfxdh; dk iz;ksx dj jgs gSaA 1- 1980 vkSj 1990 ds nÓd esa lekpkj i=ksa esa D;k eq[; ifjorZu gqvkA 2- Cnyrh gqbZ izkS/kksfxdh us fdl izdkj laoknnkrk ds dk;kZsa vkSj xfrfof/k;ksa dks ifjofrZr dj fn;kA 3- dkSu lh nks izkS/kksfxdh gS] fuds dkj.k dkxt dk iz;ksx lekIr gks x;k\

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CODE -710 (P)

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Code- 711(P)

SYLLABUS HISTORY CLASS-XII

100 Marks

0. Themes in Indian History Part-I 30 Unit 1-4

0. Themes in Indian History Part-II 30 Unit 5-9 0. Themes in Indian History Part – III 30 Unit -15 Unit 16: Map Work 05 Value Based Question 05 Total 100 Note: There is no change in the syllabus. Value Based Question can be from Part-I, 2, 3 text books and carry 5 marks. Accordingly teacher can reduce weightage of the corresponding section .

Class XII: Themes in Indian History

Themes Objectives Part-I  Familiarize the leaner with any urban centres 1. The story of the First Cities: Harappan as economic and social institutions. Archaeology. Broad overview: Early urban centres.  Introduce the ways in which new data can Story of discovery: Harappan civilization lead to a revision of existing notions of Excerpt: Archaeological report on a major history. site. Discuss: How it has been utilized by  Illustrate how archaeological reports are archaeologists/ historians. analyzed and interpreted by scholars.

2. Political and Economic History: How Inscriptions tell a story.  Familiarize the learner with major trends in Broad overview: Political and economic the political and economic history of the history from the Mauryan to the Gupta subcontinent. period.  Introduce, inscriptional analysis and the ways Story of discovery: Inscriptions and the in which these have shaped the decipherment of the script. Shifts in the understanding of the political and economic understanding of political and economic processes. history. Excerpt: Asokan inscription and Gupta period land grant. Discussion: Interpretation of inscriptions by historians.

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Themes Objectives 3. Social Histories: Using the Mahabharata 0. Familiarize the learner with issues in social history. Broad overview: Issues in social history, including caste, class, kinship and gender. 0. Introduce strategies of textual analysis and Story of discovery: Transmission and publications their use in reconstructing social history. of the Mahabharata. Excerpt: from the Mahabharata, illustrating how it has been used by historians. Discussion: Other sources for reconstructing social history. 0. Discuss the major religious developments in 4. A History of Budhism: Sanchi Stupa early india.

Broad overview: 0. Introduce strategies of visual analysis and a. A brief review of religious histories of Vedic their use in reconstructing histories of religion. religion, Jainism, Vaisnavism, Saivism. b. Focus on Buddhism. Story of Discovery: Sanchi Stupa Excerpt: Reproduction of scuoptures from Sanchi. Discussion: Ways in which sculpture has been interpreted by historians, other sources for reconstructing the history of Buddhism.

Part-II 5. Agrarian Relations: The Ain-i-Akbari 0. Discuss developments in agrarian relations.

Broad overview: 0. Discuss how to supplement official documents a. Structure of agrarian relations in the 16th and with other sources. 17th centuries. b. Patterns of change over the period. Story of discovery: Account of the compilation and translation of Ain- I Akbari. Excerpt: from the Ain- i- Akbari Discussion: Ways in which historians have used the text to reconstruct history.

6. The Mughal Court: Reconstructing 0. Familiarize the learner with the major Histories trough Chronicles landmarks in political history. a. Outline of political history 15th -17th centuries. b. discussion of the Mughal Court and politics 0. Show how chronicles and other sources are Story of Discovery: Account of the production of used to reconstruct the histories of political court chronicles, and their subsequent institutions. translation and transmission. Excerpt: from the Akbarnama and Padshahnama.

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Themes Objectives Discusison: Ways in which historians have used the texts to reconstruct political histories.

7. New Architecture: Hampi 0. Familiarize the learner with the new buildings Broad overview: that were built during the time. a. Outline of new buildings during Vijayanagar period – temples, forts, irrigation facilities. 0. Discuss the ways in which architecture can be analyzed to reconstruct history. b. Relationship between architecture and the political system.

Story of Discovery: Account of how Hampi was found . Excerpt: Visuals of buildings at Hampi Discussion : ways in which historian have analyzed and interpreted these structures.

8. Religious Histories: The Bhakti- Sufi Tradition 0. Familiarize the learner with religious Broad Overview developments. a. Outline of religious developments during this period. 0. Discuss ways of analyzing devotional literature b. Ideas and practices of the Bahkti- Sufi saints. as sources of history. Story of Transmission: How Bhakti- Sufi compositions have been preserved. Excerpt: Extracts from selected Bhakti- Sufi works Discussion: Ways in which these have been interpreted by Historians.

9. Medieval Society through travellers 0. Familiarize the learner with the salient Accounts features of social histories described by the Broad overview: travellers. Outline of social and cultural life as they appear in travelers’ accounts. 0. Discuss how travellers’ accounts can be used Story of their writings: A discussion of where as sources of social history. they travelled, why they travelled, what they wrote, and for whom they wrote. Excerpts: from Alberuni, Ibn Batuta, Bernier. Discussion: What these travel accounts can tell us and how they have been interpreted by historians.

Part-III 10. Colonialism and Rural Society: Evidence from 0. Discuss how colonialism affected zamindars, Official Reports. peasants and artisans. Broad Overview: a. Life of zamindars, peasants and artisans in the late 18th century.

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Themes Objectives b. East India Company, revenue settlements and 0. Understand the problems and limits of using surveys. official sources for understanding the lives of c. Change over the nineteenth century. people. Story of official records: An account of why official investigations into rural societies were undertake and the types of records and reports produced. Excerpts: From Firmingers’ Fifth Report, Accounts of Frances, Buchanan- Hamilton, and Deccan Riots Report. Discussion: What the official records tell and do not tell, and how they have been used by historians.

11. Representations of 1857 Broad overview: 0. Discuss how the events of 1857 are being a. The events of 1857-58 reinterpreted. b. How these events were recorded and narrated. 0. Discuss how visual material can be used by Focus Lucknow. historians. Excerpts: Pictures of 1857. Extracts from contemporary accounts. Discussion: How the pictures of 1857 shaped British opinion of what had happened.

12. Colonialism and Indian Towns: Familiarize the learner with the history of Town Plans and Municipal Reports modern urban centres. Broad overview: The growth of Mumbai, Discuss how urban histories can be written by Chennai, Hill stations and cantonments in the drawing on different types of sources. 18th and 19th centuries. Excerpts: Photographs and paintings. Plans of cities. Extract from town plan reports. Focus on Kolkata town Planning. Discussion: How the above sources can be used to reconstruct the history of towns. What these sources do not reveal.

13. Mahatma Gandhi through Contemporary 0. Familiarize the learner with significant Eyes elements of the Nationalist Movement and the Broad Overview: nature of Gandhian leadership. a. The Nationalist Movement 1918-48. 0. Discuss how Gandhi was perceived by b. The nature of Gandhian Politics and different groups. leadership. Discuss how historians need to read and Focus: Mahatma Gandhi in 1931. interpret news papers, diaries and letters as Excerpts: Reports from English and Indian historical source. language newspapers and other contemporary writings. Discussion: How newspapers can be a source of history .

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Themes Objectives 14. Partition through Oral Sources 0. Discuss the last decade of the national Broad overview: movement, the growth of communal issue and a. The history of the 1940s. the story of partition. b. Nationalism, Communalism and Partition. Focus :Punjab and Bengal. 0. Understand the events through experience of Excerpts: Oral testimonies of those who those who lived through these years of experienced partition. communal violence. Discussion: Ways in which these have been analyzed to reconstruct the history of the event. 0. Show the possibilities and limits of oral sources. 15. The Making of the Constitution Broad Overview: 0. Familiarize students with the history of early a. Independence and the new nation state. years after independence. The making of the Constitution Focus: The constitutional Assembly debates. 0. Discuss how the founding ideals of the nation Excerpts: from the debates. state were debated and formulated. Discussion: What such debates reveal and how they can be analyzed. 0. Understand how, such debates and discussion can be read by historians. 16. Map Work on Units 1-15

RECOMMENDED BOOKS: 1. Themes in Indian History Part-I, NCERT (Ancient India) (English, Hindi, Urdu)

2. Themes in Indian History Part-II, NCERT (Medieval India) (English, Hindi, Urdu)

3. Themes in Indian History Part-III, NCERT (Modern India) (English, Hindi, Urdu)

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BLUE PRINT HISTORY CLASS –XII

Time: 3 Hrs. M.M. : 100

S.No. Typology of Very Short Source Long Map Marks % Question Short Answer based (8 Answer Skill (5 Weightage Answer (5 marks) (10 marks) (2 marks) marks) Marks ) 1 Remembering 1 1 - 1 - 17 17% 2 Understanding 1 1 1 1 - 25 25% 3. Application - 2 (Value 1 - 1 28 28% Based+1) 4. High Order 1 1 1 1 - 25 25% Thinking Skills 5. Evaluation - 1 - - - 5 5% and Multi- disciplinary One Two Each Each from from theme theme Each each one one Book book question question Total 3x2=6 6x5=30 3x8=24 3x10=30 1x5=5 100 100%

VSA (2 SA (5 Source Marks Long Total marks) marks) based (8 answer (10 marks) marks) Book 1 2 (1) 5+5 8 (1) 10 (1) 30 (Ancient India) Book 2 2 (1) 5+5 8 (1) 10 (1) 30 (Medieval India) Book 3 2 (1) 5+5 8 (1) 10 (1) 30 (Modern India) Map 5x1 5 Value based 5 5 Total 2x3=6 5x7=35 8x3=24 5 10x3=30 100

Note: Value based question can be form Part-1,2,3 Text Books and carry 05 marks accordingly teacher can reduce weightage of the corresponding sections

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(Sanchi Stupa)

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(ب) ھ زور ذرت : اپ اب: ا ں از : وہ ر ذر ا ھ ر دوے ذرا ۵۔ زر ت: آ اى (ا) ۱۶و اور ۱۷و ى زر ت (ب) / در : آ اى اور و : آ اى : وہ ر ر ال ۔

۶۔ درر: و (روز ں) ذر ر از و ہ : (ا) ۱۵و اور ۱۶و ى ر (ب) درر اور در : دررى روزں اور اس ان ا اور : ا اور دہ : وہ ر ا رت ر ال ۔

۷۔ : و ہ : (ا) و رں، روں، ں اور آ ت (ب) اور م درن ر

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در : Hampi ( ) در اس : Hampi رں : وہ ر ان رں و ۔

۸۔ ر: ۔ روات و ہ : (ا) اس دوران ار (ب) ۔ ں ال و ت ر: ۔ (، ) ظ ۔ : ۔ ن ات : وہ ر ذر

۹ ۔ و ہ ں وں ( ں) ا و ہ : (ا) اور ز ں وں ۔ (ب) اس ت وہ ں ، اں ں ، اور ۔ : : او، ان اور ں : ؟ اور ر ان ؟ ۱۰ ۔ ار اور د ہ: رى دوات د و ہ : (ا) ۱۸و ى آ زاروں ، ں اور دروں ز (ب) ا ا ، ن و اور وے (ے) (ج) ۱۹ و ى وا ں رى دوات : د ے رى اان ں ا اس اور ح ررڈ اور ررٹ ۔

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: ررٹ ا ، ا ۔ وں ، اور د دات ررٹ ۔ : رى ررڈ ( دوات) اور اور ان ال ر ح ۔ ۱۱۔ 1857 و ہ : (ا) 58- 1857 وات (ب) وات ررڈ اور ان ن ۔ : ٔ : 1857 ، وں اس : 1857 وں ى ٔ د وا ا ۔ ۱۲۔ آ د اور و : وں ى اور رر و ہ : اور ار، ا ٔاور وں ۱۸و اور ۱۹و ى : اف اور ، وں ن، ٔون ن ررٹ اس، ى ن، ۔ : او وں ر از ح ال ۔ ۔ ۱۳۔ وں ا و ہ : (ا) 1918 1948 (ب) اور دت 1931 : : ا اور و ز ن اروں اور دوى وں ا ررٹ

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CODE : 711(P) SAMPLE QUESTION PAPER, HISTORY CLASS XII Time : 3 Hours 100 Marks (Write your Roll No. on the top immediately on receipt of this question paper) (If there is any difference in the translation the English Version will be taken final.)

General Instructions: - (10) Part A, question number 1-3 carrying 2 marks each should be answered is not exceeding 30 words. (11) Part B, Section I and II, question number 4-12 carrying 5 marks each should be answered is not exceeding 100 words. (12) Part B, Section II, value based question number 12 is compulsory and carries 5 marks. (13) Part C, question number 13-16 carrying 10 marks each should be answered is not exceeding 300 words. (14) Part D, question number 17-19 has question based on three sources carrying 8 marks each (15) Part E, is map question. Attach it with answer script.

PART – A Answer all the questions given below :-

Q.1 Mention the names of any four cities of Harappan Culture. Q.2 Name two foreign travellers who came to India in medieval times. Q.3 What is meant by Langar System? PART – B (Section-I) Answer any Six of the following questions :-

Q.4 Why were the water resources of the Vijaynagar Empire developed? Give reasons. Q.5 Examine the policies adopted by the British towards the Paharias during early 18th Century in Bengal. Q.6 Explain the strategies for procuring materials by the Harappans for the craft production. Q.7 Historians have used a variety of sources to reconstruct the history of the Mauryan Empire. State any four such sources. Q.8 Indentify the distinctive features of the imperial house hold of the Mughal Empire. Q.9 Critically examine Lord Dalhousie’s policy of annexation in Awadh. Q.10 What were the main causes of the failure of the Revolt of 1857? Q.11 Discuss the major belief and practices that characterised Sufism.

PART – B (Section-II) (Value Based Question)

Q.12 Read the following passage and answer the question that follows :-

Dr. Khush Deva Singh describes his work as “humble efforts I made to discharge my duty as a human being to fellow human beings”.

“Love is stronger than hate”. How true is this value which was proved at the time of the partition of India? What were the values one needs to in still and nurture to avoid hatred? Explain.

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PART – C

Answer any three of the following questions :-

Q.13 “The Salt March of 1930 was the first event that brought Mahatma Gandhi to world attention.” Explain the significance of this movement for swaraj. Q.14 “The architecture in colonial Bombay represented ideas of imperial power, nationalism and religious glory.”Support the statement with examples. Q.15 Describe the life of forest dwellers in the Mughal era. Q.16 How did Sutta-Pitaka reconstruct the philosophy of Buddhism? Mention about Buddhist Tipitaka.

PART – D

Source based questions :- Read the following extracts (Question Nos 17-19) carefully and answer the questions that follow:-

Q.17 “Proper”social roles Here is a story from the Adi Parvan of the Mahabharat:

Once Drona, a Brahmana who taught archery to the Kuru princes, was approached by Ekalavya , a forest-dwelling nishada (a hunting community). When Drona, who knew the dharma, refused to have him as his pupil, Eklavya returned to the forest, prepared an image of Drona out of clay, and treating it as his teacher, began to practise on his own. In due course, he acquired great skill in archery. One day the Kuru princes were hunting and their dog, wandering in the woods, came upon Ekalavya. When the dog smelled the dark nishada wrapped in black deer skin his body caked with dirt it vegan to bark. Annoyed Ekalavya shot seven arrows into his mouth. The dog returned to Pandavas, they were amazed at this superb archery. They tracked down Ekalavya, who introduced him self as pupil of Drona.

Drona has once told his favourite student Arjuna, that he would be unricalled amongst his pupils. Arjuna now reminded Drona of this. Drona approached Eklavya who immediately acknowledged and honoured his as his teacher. When Drona demanded his right thumb as his fee. Ekalavya unhesitatingly cut it off and offered it. But therefore, when he short with his remaining fingers, he was no longer as fast as he had been before. Thus, Drona kept this word : no one was better than Arjuna. (i) Why did Drona refuse to be Ekalavyas teacher. 2 (ii) How did Pandavas know about the excellence of Ekalavyas archery? 2 (iii) Why did Dronacharya asked for the thumb of Ekalavya as a gift? 2 (iv) What is the moral of the story? 2

Q.18 Peasents on the Move This was a feature of agranian society which struck a keen observer like Babur, the first Mughal emperor, forcefully enough for him to write about it in the ‘Babur Nama’his memories :- “In Hindustan hamlets and villages, towns indeed, are depopulated and set up in moment! If the people of a large town, on inhabited for year even, flee from it, they do it in such a way that not a sign or trace of them remains in a day and a half. On the other hand, if they fix their eyes on a place to settle, they need not dig water courses because their crops are all

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rain-grown and as the population of Hindustan is unlimited it swarms in. They make a tank or a well’ they need not build houses or set up walls ..... Khas-grass abounds, wood is unlimited, huts are made and straightway there is a village or a town”! (i) Give two aspects of agricultural life that Babur observed. 2 (ii) Why did the settlers need not have to build houses? 2 (iii) Explain the difference between the two types of peasants in the villages. 2 (iv) Explain any two factors that led to constant expansion of agriculture. 2

Q.19 On that day in Supa On 16 May 1875, The District magistrate of Poona wrote to the Police Commissioner : “On arrival at Supa on Saturday 15 May, I learnt of the disturbance : One house of a moneylender was burnt down; about a dozen were forcibly broken into and completely gutted of their content. Account papers, bonds, grains, country cloth were burnt in the street where heaps of ashes are still to be seen.

The Chief Constable apprehended 50 persons. Stolen property worth Rs. 2,000 was recovered. The estimated loss is over Rs. 25,000.

Money-lenders claim it is over Rs. 1 lakh. - Deccan Riots Commission

(i) What had happened to the house of the money-lender on 15 May , 1875? 2 (ii) Describe the pattern that was seen in places where this revolt spread. 2 (iii) How did the British react? 2 (iv) Why did the Ryotwari System in the Deccan lead to revolts? 2 PART – E

Q.20(i) On the given political outline map of India,locate and label the following with appropriate symbols : (a) Dholavira (b) Agra – the capital city of mughals (ii) On the same outline map of India, three centres related to the Revolt of 1857 have been marked as A,B and C. Identify them and write their correct names on the lines drawn near them.

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Note: The following questions are for Visually Impaired Candidates only in lieu of Question No. 20. Q.20(i) Mention any two capital cities of the Mughal Empire. (ii) Mention any three important places related with the Revolt of 1857.

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HINDI VERSION SAMPLE QUESTION PAPER, HISTORY CLASS XII lkekU; funsZÓ %& ¼1½ [k.M & , iz'u la[;k 1 ls 3 vad esa izR;sd iz'u 2 vad gSa@izR;sd mÙkj 30 ÓCnksa ls vf/kd u gksA ¼2½ [k.M & ch] mi[k.M I, IIdh iz'u la[;k 4 ls 12 gS@izR;sd iz'u ds fy, 5 vad gSa@izR;sd mÙkj 100 ÓCnksa ls vf/kd u gksA ¼3½ [k.M & ch] mi[k.MII dk 12okWaa iz'u thou ewY;ksa ij vk/kkfjr gSA bldk mÙkj fy[kuk vfuok;Z gS rFkk ;g 5 vad dk gSa A ¼4½ [k.M & lh dh iz'u la[;k 13 ls 16 ds fy, 10 vad fu/kkZfjr gS@izR;sd mÙkj 300 ÓCnksa ls vf/kd u gksA ¼5½ [k.M & Mh rhu òksrkas ij vk/kkfjr iz'u la[;k 17 ls 19 ds fy, 8 vad fu/kkZfjr gSA ¼6½ [k.M & bZ esa ,d ekufp= gS] bls viuh mÙkj iqfLrdk ds lkFk layXu djsaA ¼7½ ;fn vuqokfnr vaÓ esa dgha varj fn[kkbZ nsrk gS rks vaxzsth vaÓ dks lgh ekuk tk,xkA

[k.M & , fuEufyf[kr iz'uksa ds mÙkj nhft,& iz0 la0 1 gM+Iiu laLd`fr ds fdUgha pkj uxjksa ds uke fyf[k,A iz0 la0 2 e/; dky esa Hkkjr esa vkus okys nksa fonsÓh ;kf=;ksa ds uke fyf[k,A iz0 la0 3 yaxj izFkk dk D;k vFkZ gS\

[k.M & ch ¼mi[k.M&A½ fuEufyf[kr iz'uksa es ls fdUgha N% ds mÙkj nhft,& iz0 la0 4 fot;uxj lkezkT; ds ty lalk/ku D;ksa fodflr fd, x;s Fks\ dkj.k fyf[k,A iz0 la0 5 18oha ÓrkCnh esa caxky esa fczfVÓ vf/kdkfj;ksa }kjk igkfM+;ksa ds izfr viukbZ x;h uhfr;ksa dh ij[k dhft,A iz0 la0 6 gM+Iikokfl;ksa }kjk fÓYi mRiknu gsrq eky izkIr djus ds fy, viukbZ x;h uhfr;ksa dks Li"V dhft,A iz0 la0 7 bfrgkldkjksa us ekS;Z lkezkT; ds bfrgkl dh iqujZpuk ds fy, fofHkUu izdkj ds òksrksa dk mi;ksx fd;k gSA ,sls fdUgha pkj òksrksa dk mYys[k dhft,A

134 iz0 la0 8 eqxy lkezkT; ds Ókgh ifjokj ds fofÓ"V vfHky{k.kksa dh igpku dhft,A iz0 la0 9 ykWMZ MygkSt+h dh vo/k vf/kxzg.k uhfr dh vkykspukRed ij[k dhft,A iz0 la0 10 1857 ds fonzksg dh foQyrk ds D;k dkj.k Fksa] ppkZ dhft,A iz0 la0 11 lwQher ds eq[; /kkfeZd fo'oklksa vkSj vkpkjksa dh O;k[;k dhft,A

[k.M & ch ¼mi[k.M&AA½ ewY; vk/kkfjr iz'u ¼vfuok;Z½ iz0 la0 12 fuEufyf[kr vuqPNsn dks if<+;s vkSj mlds uhps fn, x, iz'u dk mÙkj nhft,& MkW0 [kqÓ nso flag us vius dkeksa dk c;ku djrs gq, fy[kk fd ** ,d balku gksus ds ukrs fcjknj balkuksa ds izfr viuh ft+Eesnkjh dk fuokZg djrs gq, esjh NksVh lh dksfÓÓ A ** izse }sÓ ls et+cwr gksrk gSA** bl ewY; dk lR; Hkkjr ds foHkktu ds le; fdl izdkj fl) gqvk\ os dkSu ls ewY; gSa] ftuds vfojr iz;kl ls fl[kkus vkSj fodflr djus ls }sÓ ls cpk tk ldrk gS\ Li"V dhft,A

[k.M & lh fuEufyf[kr iz'uksa es ls fdUgha rhu ds mÙkj nhft,& iz0 la0 13 **1930 dh ued ;k=k og igyh ?kVuk Fkh ftlds pyrs egkRek xkWa/kh nqfu;k dh ut+j esa vk,A** Li"V djsaaA iz0 la0 14 ** vkSifuosfÓd cEcbZ dh LFkkiR;&dyk Ókgh lRRk] jk"Vªokn vkSj /kkfeZd oSHko ds fopkjksa dk izfrfuf/kRo djrh FkhaA** bl dFku dh mnkgj.kksa lfgr iqf"V dhft,A iz0 la0 15 eqxydky esa taxy esa jgus okys yksxksa ds thou dk o.kZu dhft,A iz0 la0 16 lqRr&fiVd us ckS) nÓZu dk iqufuZekZ.k fdl izdkj fd;k gS f=fiVd ds ckjs esa mYys[k dhft,A

[k.M & Mh òksrksa ij vk/kkfjr iz'u%

fuEufyf[kr vuqPNsnksa ¼iz'u la[;k 17 ls 19½ dks /;kuiwoZd if<+;s vkSj var esa iwNs x;s iz'uksa dk mÙkj nhft, A iz'u la0&17 fof'k"V lkekftd ;ksxnku ;gkWa egk Hkkjr ds vnh iokZu l ,d dgkuh nh tk jgh gSA

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,d ckj nzks.k] ,d czgE.k tks jktdqekjksa dks /kuqfo|k fl[kkrs Fks] us ,dyO;] taxy esa jgus okyk ¼fuÓkn½ fÓdkjh tkfr dk½ dks ns[kkA tc nzks.k us ,dYkO; dks viuk fÓ"; cukus ls euk dj fn;k] ,dyO; taxy dks ykSV x;k vkSj ogkWa igqaWp dj mlus nzks.k dh ,d feV~Vh dh ewfrZ cukbZA og ml ewfrZ dks viuk xq: ekudj vH;kl djus yxkA dqN le; ckn og ck.k pykus esa fuiq.k gks x;kA ,d fnu dq: ds jktdqekj fÓdkj ds fy, fudysA muds lkFk ,d dqRrk FkkA og dqRrk >kkfM+;ksa esa gksrk gqvk ,dyO; ds lehi igqaWp x;kA dqRrs us tc lwWa?kk ml fuÓkn dks tks fgj.k dh Nky vius dkys Ójhj ij igus FkkA mldk Ójh feV~Vh ls Hkjk FkkA dqRrk ,dyO; ij HkkSaddj mls vH;kl esa :dkoV iSnk djus yxkA ,dYo; us dqRrs ij lkr rhjksa ls izgkj fd;k vkSj mldk HkkSaduk can dj fn;kA dqRrk ikaMoksa ds ikl vk;kA os ,slh rhjankth ns[kdj nax jg x,A os lc ,dyO; ds lehi x,A ,dyO; us crk;k fd og nzks.k dk fÓ"; gSA nzks.k us ,d ckj dgk Fkk fd vtqZu gh mldk loZfiz; fÓ"; gSA vtZqu us nzks.k dks ;g ;kn fnyk;kA nzks.k us ;g lquk vkSj og ,dyO; ds ikl x,A ,dyO; us nzks.k dk xq: ds :Ik esa Lokxr fd;kA nzks.k us ,dyO; ls xq: nf{k.kk esa mlds nkfgus gkFk dk vWaxwBk ekWaxk ftls ,dyO; us fcuk f>>d ds dkV dj nzks.k dks lkSai fn;kA bld ckn tc mlus viuh cph gqbZ vaWxqfy;ksa ls rhj pyk, rc muesa bruh rsth ugha Fkh ftruh igys FkhA vc nzks.k ds os ÓCn lR; gh jgs fd vtZqu ls vPNk /kuq/kZj dksbZ ughaA d- nzks.k us ,dYkO; dks viuk fÓ"; cukus ds fy, D;ksa euk dj fn;k? 2 [k- ikaMoksa dks ,dyO; dh izoh.krk dk dSls irk pyk? 2 x- nzks.k us ,dyO; ds nkfgus gkFk dk vWaxwBk xq: nf{k.kk esa D;ksa ekWaxk? 2 ?k- dgkuh dk in~ns'; Li"V dhft,A 2 iz'u 18& fdlku cfLr;ksa dk cluk& mtM+uk ;fg fgUnqLrkuh d`fÔ lekt dh ,d [kkfl;r Fkh vksj bl [kkfl;r us eqxy Ókld ckcj ds rst fuxkgksa dks bruk pkSadk;k fd mlus bldks vius laLej.k ckcjukek esa uksV fd;k& fgUnqLrku es cfLr;kWa vkSj xkWao] njvly] Ógj ds Ógj] ,d yEgs esa gh ohjku Hkh gks tkrs gSa vkSj cl Hkh tkrs gSA oÔkZsa ls vckn fdlh cM+s Ógj ds ckfÓans mls NksM+dj dj pys tkrs gSaA] rks os ;s dke dqN bl rjg djrs gSa fd dqN fnuksa ds vUnj mudk gj ukeksfuÓku ogkWa ls feV tkrk gSA nwljh vksj] vxj os fdl txg ij cluk pkgrs gSa rks mUgsa ikuh ds jkLrs [kksnus dh t:jr ugha gksrh] D;ksafd mudh lkjh Qlysa ckfjÓ ds ikuh esa mxrh gSA vkSj pwWafd fgUnqLrku dh vkcknh csÓqekj gS] yksx meM+rs pys vkrs gSAA os ,d ljksoj ;k dqvkWa cuk ysrs gSa] mUgsa ?kj cukus ;k nhokj [kM+h djus dh Hkh t:jr ugha gksrh ---- [kl dh ?kkl cgqrk;r esa ikbZ tkrh gS] taxy vikj gSA >ksifM+;kWa cukbZ tkrh gS vkSj ;dk;d ,d xkWao ;k Ógj [kkM+h gks tkrk gSA d- d`fÔ lekt ds mu nks igyqvksa dh ppkZ dhft, ftu dk ckcj us voyksdu fd;k FkkA

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[k- u, clus okyksa dks ?kj cukus dh vko';drk D;ksa ugha Fkh? x- xkWao esa nks izdkj ds fdlkuksa ds chp varj dks Li"V dhftA ?k- mu nks rRoksa dks Li"V dhft, tks fujUrj d`fÔ foLrkj dk dkj.k cus FksA iz'u&19 % ml fnu lwik esa 16ebZ 1875 dks] iwuk ds ftyk eftLVzsV us iqfyl vk;qDr dks fy[kk% Ófuokj fnukad 15 ebZ dks lwik esa vkus ij eq>s ml minzo dkirk pykA ,d lkgwdkj dk ?kj iwjh rjg tyk fn;k x;k] yxHkx ,d ntZu edkuksa dks rksM+ fn;k x;k vkSj muesa ?kqldj ogkWa ds lkjs lkeku dks vkx yxk nh xbZA [kkrs i=] ckaM] vukt] nsgkrh diM+k] lM+dksa ij ykdj tyk fn;k x;k] tgkWa jk[k ds

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uksV% fuEufyf[kr iz'u dsoy n`f"Vckf/kr ijh{kkFkhZ;ksa ds fy, iz0 la0 20 ds LFkku ij gS% iz0la0 20 i. eqxy lkezkT; ds fdUgha nks jkt/kkuh Ógjksa dk mYys[k dhft,A ii. 1857 fonzksg ls lacaf/kr fdUgha rhu egRoiw.kZ LFkkuksa dk mYys[k dhft,A

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Code- 712(P) SYLLABUS ECONOMICS CLASS: XII Units Marks Part-A Introductory Microeconomics 1 Introuction 6 2 Consumer’s Equilibrium and Demand 16 3 Producer Behaviour and Supply 16 4 Forms of Market and Price Determination under perfect 12 competition with simple applications 50 Part-B Introductory Macroeconomics National Income and Related Aggregates 15 Money and banking 8 Determination of Income and Employment 12 Government budget and the economy 8 Balance of payments 7 50

Part-A: Introductory Microeconomics Unit 1: Introduction Meaning of microeconomics and macro-economics What is an economy? Central problems of an economy: what, how and for whom to produce; concepts of production possibility frontier and opportunity cost.

Unit 2: Consumer’s Equilibrium and Demand Consumer’s equilibrium- meaning of utility, marginal utility, conditions of consumer’s equilibrium using marginal utility analysis.

Indifference curve analysis of consumer’s equalibrium – the consumer’s budget (budget set and budget line), preferences of the consumer (indifference curve, indiference map) and conditons of consumer’s euqlibrium.

Demand, market demand, determinants of demand, demand schedule, demand curve; price elasticity of demand- factors

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affecting price elasticity of demand; measurement of price elasticity of demand a. percentage change method and b geometric method (linear demand curve); relationship between price elasticity of demand and total expenditure.

Unit 3: Producer Behaviour and supply Producion function Short- Run and Long – Run Total Product, Average product and Marginal Product. Returns to a Factor Cost: Short run costs- total cost, total fixed cost, total variable cost; average cost; average fixed cost, average variable cost and marginal cost – meaning and their relationships

Producer’s equilibrium- meaning and its conditons in terms of marginal revenue marginal cost. Supply, market supply determinants of supply, supply schedule, supply curve and its slope, movements along and shifts in supply curve, price elasticity of supply; measurement of price elasticity of supply- (a). percentage- change method and (b). geometric method.

Unit 4: Forms of Market and Price Determination under Perfect competition with simple applications.

Perfect competition- Features; Determination of market eqilibrium and effects of shifts in demand and supply.

Other Market Forms- monopoly, monopolistic competition, oligopoly- their meaning and features.

Simple Applications of demand and supply : price ceiling, price floor.

PART- B: Introdutory Macroeconomics

Unit 5: National Income and Related Aggregates Some basic concepts: consumption goods, capital goods, final goods, intermediate goods, stocks and flows; gross investment and depreciation.

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Circular flow of income; Methods of calculating national income- value added or product method, expenditure method, income method.

Aggregates related to National Income: Gross National Product (GNP), Net National Product (NNP), Gross and net domestic product (GDP and NDP)- at market price, at factor cost; National Disposable Income (gross and net), private income, personal income and perosnal disposable income; Real and Nominal GDP; GDP and Welfare.

Unit 6: Money and Banking Money- its meaning and functions Supply of money- currency held by the public and net demand deposits held by commercial banks.

Money creation by the commercial banking system.

Central bank and its functions (example of the reserve bank of india): Bank of issue, Govt. Bank, Banker’s Bank, Controller of credit through Bank Rate, CRR, SLR, Repo Rate and Reverse Repo Rate, open market operations, margin requirement.

Unit 7: Determination of Income and Employment Aggregate demand and its components Propensity to consume and propensity to save (average and margin) Short- run eqilibrium output; investment multiplier and its mechanism. Meaning of full employment and involuntary unemployment. Problems of excess demand and deficient demand; measures to correct them- changes in government spending, taxes and money supply.

Unit 8: Government Budget and the Economy Government budget- meaning, objectives and components. Classification of receipts- revenue receipts and capital receipts; classification of expenditure- revenue expenditure and capital expenditure.

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Measures of government deficit – revenue deficit, fiscal deficit, primary deficit.

Unit 9: Balance of Payments Balance of payments account- meaning and components; balance of payments deficit – meaning. Foreign exchange rate- meaning of fixed and flexible rates and managed floating. Determination of exchange rate in a free market.

Prescribed Books: 1. Statistics for Economics, Class XI, NCERT 2. Indian Economic Development, Class XI, NCERT 3. Introductory Micro Economics, Class XII, NCERT 4. Macro Economics, Class XII, NCERT 5. Supplementary Reading Material in Econnomics, Class XII, CBSE.

Note: The above publications are also available in Hindi Medium.

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BLUE PRINT ECONOMICS CLASS- XII Marks: 100 Duration: 3 Hrs.

S.No. Typology of Questions Very Short Short Long Total short answer answer answer marks answer I II 6 marks MCQ 3 marks 4 marks 1 mark 1. Remembering- (knowledge 2 1 2 2 25 based simple recall questions, to know specific facts, terms, concepts, principles, or theories; idetify, define, or recite, information) 2. Understanding- (comprehension 3 2 1 2 25 to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information) 3. Application- (Use abstract 3 1 2 1 2 information in concrete situation, to apply knowledge to new situations; use given content to interpret a situation, provide an example, or solve a problem) 4. High Order Thinking Skills- 1 1 1 2 20 (Analysis & Synthesis: Classify, compare, contrast, or differentiate between different pieces of information, organize and / or integrate unique pieces of information from a variety of sources.) 5. Evaluation- (Appraise, judge, and 1 1 - 1 10 / or justify the value or worth of a decision or outcome, or to predict outcomes based on values) Total 10x1=10 6x3=18 6x4=24 8x6=48 100 (30) Note: There will be Internal Choice in question of 3 marks, 4 marks and 6 marks in both sections (A and B). Total 3 Internal Choices in Section A and total 3 Internal Choices in Section B.

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MODEL TEST PAPER ECONOMICS CLASS-XII

Time : 3 Hours 100 Marks (Write your Roll No. on the top immediately on receipt of this question paper. All questions in both the sections are compulsory. Marks for questions are indicated against each.)

Section – A (Micro Economics)

Answer all the questions given below :-

Q.1 Why does the problem of choice arise? (1) Q.2 What is the shape AFC? (1) Q.3 Define elasticity of supply. (1) Q.4 Define production function. (1) Q.5 Define ‘equilibrium price’. (1) Q.6 What is meant by return to a factor? (3) OR Distinguish between “Change in demand” and “change in quantity demanded”. Q.7 What are the three central problems of an economy? Why do they arise? (3) Q.8 State any three causes of rightward shift of Demand curve. (3) Q.9 Price elasticity of demand of a good is (-)1. At a given price the consumer buys 60 units of the good. How many units will a consumer buy if the price falls by 10 percent? (3) Q.10 Distinguish between Fixed cost and Variable cost. (3) OR Why is short run average cost curve U-shaped. Q.11 How is the equilibrium price and quantity of a commodity affected by a decrease in its demand? (4) Q.12 From the following information, find ATC when AFC of producing 3 units of output is Rs. 6. (4) Output (Units) 0 1 2 3 4 MC (Rs.) - 10 7 12 15 Q.13 Explain producer’s equilibrium using a schedule. Use total cost and total revenue approach. (4) Q.14 Explain the main features of Monopolistic Competition market. (6) Q.15 Explain the law of variable proportion. (6) Q.16 Explain the factors that influences the elasticity of demand for a commodity. (6)

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Section – B

Q.17 Give two examples of flow. (1) Q.18 What is Bank rate? (1) Q.19 If MPC and MPS are equal, what is the value of the multiplier? (1) Q.20 State the meaning of Balance of trade. (1) Q.21 How is Primary deficit is calculated? (1) Q.22 A Rs. 200 crore increase in investment leads to a rise in National Income by Rs. 1000 crore. Find out MPC. (3) Q.23 Give three sources each of demand and supply of foreign exchange. (3) Q.24 Distinguish between ‘Visible Trade’ and ‘Invisible Trade’ in balance of payments. Give one example of each. (3) Q.25 Calculate Personal Disposable income from the following data : (3) (i) Personal taxes 60 (ii) Net national Product at factor cost accruing to the private sector 600 (iii) Undistributed Profits 10 (iv) National debt interest 50 (v) Corporation tax 100 (vi) Net current transfers from the rest of the world. (-)20 (vii) Current transfers from government 30 Q.26 Explain the objectives of Government budget. (3) Q.27 What is revenue deficit? What are its implications? (4) Q.28 Define the functions of Central Bank. (4) Q.29 Explain determination of equilibrium level of income through Saving-Investment approach. Use diagram. What changes will it take place when the economy is not in equilibrium? Explain. (4) Q.30 ‘Money solve the problem of double coincidence of want’, Explain the functions of money. (6) Q.31 Calculate ‘GNP at factor cost’ from the following by (i)Income method and (ii) expenditure method : (6)

(i) Personal final consumption expenditure 1000 (ii) Net domestic capital formation 200 (iii) Profit 400 (iv) Compensation of employees 800 (v) Rent 250 (vi) Government final consumption expenditure 500 (vii) Consumption of fixed capital 60 (viii) Interest 150 (ix) Net current transfers from rest of the world (-)80 (x) Net factor income from abroad (-)10 (xi) Net export (-)20 (xii) Net indirect taxes 80 Q.32 Calculate national income and gross national disposable income from the following data : 6 (i) Current transfers by government 15 (ii) Private final consumption expenditure 400 (iii) Net current transfer from the rest of world 20 (iv) Government final consumption expenditure 100

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(v) Net factor income from abroad (-)10 (vi) Net domestic capital formation 80 (vii) Consumption of fixed capital 50 (viii) Net exports 40 (ix) Net indirect taxes 60

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HINDI VERSION

Hkkx & d ¼ MICRO ECONOMICS½ fuEufyf[kr iz'uksa ds mÙkj nhft,& iz0 la0 1 D;ksa p;u dh leL;k mBrh gS\ ¼1½ iz0 la0 2 vkSlr fuf{kr ykxr curve dk vkdkj D;k gS\ ¼1½ iz0 la0 3 iwfrZ dh yksp dh ifjHkkÔk nhft,A ¼1½ iz0 la0 4 mRiknu Qyu dks ifjHkkfÔr dhft,A ¼1½ iz0 la0 5 *larqyu dher* dks ifjHkkfÔr dhft,A ¼1½ iz0 la0 6 *,d lk/ku ds izfrQy* dk vFkZ D;k gS\ ¼3½ ;k *ekax esa ifjorZu* vkSj *ekax dh ek=k esa ifjorZu* esa Hksn dhft,A iz0 la0 7 rhu vkfFkZd leL;k D;k gS\ vkfFkZd leL;k D;ksa mRiUu gksrh gS\¼3½ iz0 la0 8 ekax oØ ds nk;ha vksj f[kldus ds rhu dkj.k D;k gS\ ¼3½ iz0 la0 9 ,d oLrq dh ekWax dh dher yksp ¼&1½ gSA ,d nh xbZ dher ij miHkksDrk oLrq dh 60 bdkbZ;kWa [kjhnrk gSA ;fn dher 10 izfrÓr fxj tk, rks miHkksDrk oLrq dh fdruh ek=k [kjhnsxk\ ¼3½ iz0 la0 10 fLFkj ykxr vkSj ifjorZuh; ykxr ds chp varj crkb;sA ¼3½ ;k vkSlr ykxr oØ D;ksa U-Shaped ped gksrk gS\ iz0 la0 11 ,d oLrq ds ekWax de gksus ls mldh larqyu dher vkSj ek=k dSls izHkkfor gksrs gSa\ ¼4½ iz0 la0 12 fuEufyf[kr tkudkjh ls dqy vkSlr ykxr Kkr dhft, tc vkSlr fLFkj ykxr bdkbZ dh ₹ 6 gSA ¼4½ mRiknu ¼bdkbZ½ 0 1 2 3 4 lhekar ykxr & 10 7 12 15 iz0 la0 13 ,d vuqlwph dh lgk;rk ls mRiknd dk larqyu le>kb,A dqy ykxr vkSj dqy laizfr n`f"Vdks.k iz;ksx dhft,A ¼4½ iz0 la0 14 ,dkf/kdkfjd izfr;ksfxrk dh foÓsÔrk,sa le>kb,A ¼6½ iz0 la0 15 ifjorZuh; vuqikrksa ds fu;e dks le>kb,A ¼6½ iz0 la0 16 ,d oLrq dh ekax dh yksp dks izHkkfor djus okys dkjd le>kb,A ¼6½

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Hkkx & [k ¼ MACROECONOMICS½ fuEufyf[kr iz'uksa ds mÙkj nhft,& iz0 la0 17 izokg ds nksa mnkgj.k nhft,A ¼1½ iz0 la0 18 cSad nj D;k gS\ ¼1½ iz0 la0 19 vxj MPCvkSj MPS cjkcj gSa rks xq.kd (Multiplier) D;k gksxk\ ¼1½ iz0 la0 20 O;kij ÓsÔ dk vFkZ crkb,A ¼1½ iz0 la0 21 izkFkfed ?kkVk dSls ifjdyu gksrk gS\ ¼1½ iz0 la0 22 fuosÓ esa 200 djksM+ : dh o`f) ls jk"Vªh; vk; esa 1000 djksM+ : dh o`f) gksrh gSA lhekar miHkksx izo`fr Kkr dhft,A ¼3½ iz0 la0 23 fonsÓh eqnzk dh ekax vkSj iwfrZ ds rhu&rhu lzksr crkb,A ¼3½ iz0 la0 24 Hkqxrku larqyu esa *n`'; O;kikj* vkSj *vn`'; O;kikj* ds chp varj crkb,A izR;sd dk ,d&,d mnkgj.k nhft,A ¼3½ iz0 la0 25 fuEufyf[kr vkWadM+ksa ls oS;fDrd iz;ksT; vk; dk ifjdyu dhft,A ¼3½ ¼i½ oS;fDrd dj 60 ¼ii½ futh {ks= dks gksus okyk dkjd ykxr ij fucy jk"Vªh; mRikn 600 ¼iii½ vorfjr ykHk 10 ¼iv½ jk"Vªh; _.k ij C;kt 50 ¼v½ fuxe dj 100 ¼vi½ ÓsÔ fo'o ls fucy iwWathrj gLrkarj.k ¼&½20 ¼vii½ ljdkj ls iwWathrj gLrkarj.k 30 iz0 la0 26 ljdkj ctV mÌs'; le>kb;sA ¼3½ iz0 la0 27 jktLo ?kkVk D;k gksrk gS\ blds D;k izHkko gS\ ¼4½ iz0 la0 28 dsUnzh; ljdkj ds dk;Z le>kb,A ¼4½ iz0 la0 29 ctV & fuosÓ n`f"Vdks.k }kjk vk; ds larqfyr Lrj dk fu/kkZj.k le>kb,A js[kkfp= dk iz;ksx dhft,A ;fn vFkZO;oLFkk larqyu esa u gks rks D;k ifjorZu vkrs gSaA le>kb,A ¼4½ iz0 la0 30 *iSls us nksgjh pkgr dk la;ksx dh leL;k dks gy dj fn;k* iSls ds dk;Z le>kb,A ¼6½ iz0 la0 31 fuEufyf[kr vkWadM+ksa ls ¼i½ vk; fof/k vkSj ¼ii½ O;; fof/k }kjk *dkjd ykxr ij ldy jk"Vªh; mRikn* dk ifjdyu dhft,A ¼6½

156

¼i½ futh vafre miHkksx O;; 1000 ¼ii½ fucy nsÓh; iwWath fuekZ.k 200 ¼iii½ ykHk 400 ¼iv½ deZpkfj;ksa dk ikfjJfed 800 ¼v½ fdjk;k 250 ¼vi½ ljdkjh vafre miHkksx O;; 500 ¼vii½ LFkk;hiwWath dk miHkksx 60 ¼viii½ C;kt 150 ¼ix½ ÓsÔ fo'o ls iwwWathÙkj gLrkarj.k ¼&½80 ¼x½ fonsÓksa ls fucy dkjd vk; ¼&½10 ¼xi½ fucy fu;kZRk ¼&½20 ¼xii½ fucy vizR;{k dj 80 iz0 la0 32 fuEufyf[kr vkWadM+ksa ls jk"Vªh; vk; vkSj ldy jk"Vªh; iz;ksT; vk; dk ifjdyu dhft,A ¼6½ ¼i½ ljdkj }kjk iwwWathÙkj gLrkarj.k 15 ¼ii½ futh vafre miHkksx O;; 400 ¼iii½ ÓsÔ fo'o ls iwwWathÙkj gLrkarj.k 20 ¼iv½ ljdkjh vafre miHkksx O;; 100 ¼v½ fonsÓksa ls fucy dkjd vk; ¼&½10 ¼vi½ fucy nsÓh iwath fuekZ.k 80 ¼vii½ vpy iwWath dk vo{k; 50 ¼viii½ fucy fu;kZRk 40 ¼ix½ fucy vizR;{k dj 60

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Code No. 713(P) SYLLABUS POLITICAL SCIENCE CLASS –XII One Paper Time : 3 Hrs. Marks : 100

Content Part A: contemporary World- Politics Units 1. Cold War Era 2. The end of bipolarity 3. US Hegemony in World Politics 4. Alternative centres of Power 5. Contemporary South Asia 6. International Organizations 7. Security in Contemporary World 8. Environment and Natural Resources 9. Globalization

Part B: Politics in India since Independence 10. Challenges of Nation- Building 11. Era of One- Party Dominance 12. Politics of Planned Development 13. India’s External relations 14. Challenges to the congress system 15. Crisis of the Democratic order 16. Rise of Popular Movements 17. Regional aspirations 18. Recent Developments in Indian Politics

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COURSE CONTENTS PART-A: Contemporary World Politics

1. Cold War Era Emergence of two power blocs after the second world war. Arenas of the cold war. Challenges to Bipolarity: Non Aligned Movement, quest for new international economic order. India and the cold war. 2. The End of bipolarity: New entities in world politics: Russia, Balkan states and Central Asian states, Introduction of democratic politics and capitalism in post- communist regimes. India’s relations with Russia and other post- communist countries. 3. US Hegemony in World Politics: Growth of unilateralism: Afghanistan, first gulf war, response to 9/11 and attack on Iraq. Dominance and challenge to the US in economy and ideology. India’s renegotiation of its relationship with the USA. 4. Alternative Centres of Power: Rise of China as an economic power in post- Mao era, creation and expansion on European Union, ASEAN. India’ changing relations with China. 5. Contemporary South Asia in the Post- Cold War Era. Democratisation and its reversals in Pakistan and Nepal. Ethnic conflict conflict in Sri Lanka. Impact of economic globalization on the region. Conflicts and efforts for peace in South Asia. India’s relations with its neighbours. 6. International Organizations: Restructuring and the future of the UN. India’s position in the restructured UN. Reason of new international actors: new international economic organizations, NGO, How democratic and accountable are the new institutions of global governance? 7. Security in Contemporary World: Traditional concerns of security and politics of disarmament. Non- traditional on Indian security: global poverty, health and education. Issues of human rights and migration. 8. Environment and Natural Resources: Environment movement and evolution of global environmental norms. Conflicts over traditional and common property resources. Rights of indigenous people. India’s stand in global environmental debates. 9. Globalisation: Economic, cultural and political manifestations. Debates on the nature of consequences of globalization. Anti-globalisation movements. India as an arena of globalization and study against its.

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Part-B: Politics in India Since Independence 10. Challenges of Nation- Building Nehru’s approach to nation- building: Legacy of partition: challenge of refugee resettlement the Kashmir problem. Organization and reorganization of states; Political conflicts over language. 11. Era of One- Party Dominance: First three general elections, nature of congress dominance at the national level, uneven dominance at the state level, coalitional nature of congress. Major opposition parties. 12. Politics of Planned Development: Five year plans, expansion of state sector and the rise of new economic interests. Famine and suspension of five year plans. Green revolution and its political fall outs. 13. India’s External Relations: Nehru’s foreign policy. Sino- Indian war of 1962, Indi- Pak war of 1965 and 1971. India’s nuclear programme and shifting alliances in world politics. 14. Challenges to the Congress System: Political succession after Nehru. Non- Congressism and electoral upset of 1967. Congress split and reconstition, congress victory in 1971 elections, politics of garibi hatao. 15. Crisis of the Democratic Order: Search for committed bureaucracy and judiciary. Navnirman movement in Gujarat and the Bihar movement. Emergency: context, constitutional and extra constitutional dimensions, resistance to emergency. 1977 elections and the formation of Janata Party. Rise of civil liberties organizations. 16. Rise of New Social Movement. Farmers’ movements, Women’s movement, Environment and Development – affected peoples movements. Implementation of Mandal Commission report and its aftermath. 17. Regional Aspirations: Rise of regional parties. Punjab crisis and the anti-Sikh riots of 1984. The Kashmir situation Challenges and responses in the North East. 18. Recent Developments in Indian politics: Participatory upsurge in 1990s. Rise of the JD and the BJP. Increasing role of regional parties and coalition politics. UF and NDA governments. Elections 2004 and UPA government.

Recommended Text Books: 1. Contemporary World Politics, Class XII, Published by NCERT 2 Politics in India Since Independence, Class XII, Published by NCERT Note: The above textbooks are also available in Hindi and Urdu versions.

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BLUE PRINT POLITICAL SCIENCE CLASS-XII Time: 3 Hrs. S. Typology of Learnin Very Very Short Long Map Long Marks No. questions g short Short answer answer questio answer outcom answer answer 4 (5 marks n II es & 1 mark 2 marks based on picture (6 testing marks passages based marks) skills and inter- pictures pretati on (5 marks) 1 Remembering- Reaso 1 2 - - 2 22 (knowledge based ning simple recall questions, to know Analyti specific facts, cal terms, concepts, skills principles, or theories; identify, Critical define, or recite, thinkin information) g 2. Understanding- 2 - 2 1- 1 21 (Comprehension – to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase information) 3 Application (Use 1 1 - 1 1 2 25 abstract information in concrete situation, to apply knowledge to new situations; use given content to interpret a situation, provide an example, or solve a problem) 4 High order thinking 1 2 1 1 - 1 20 skills (Analysis & synthesis- classify, compare, contrast, or differentiate between different pieces of

166

information; organize and / or integrate unique pieces of information from a variety of sources) includes mpa interpretation 5. Evaluation- 1 1 1 1 12 (Appraise, judge, and / or justify the value or worth of a decision or outcome, or to predict outcomes based on values) Total 1x5=5 2x5= 4x6= 5x3=15 5x2= 6x6= 100 10 24 10 36

Note: Care to be taken to cover all chapters.

The weightage or the distribution of marks over the different dimensions of the paper shall be as follows: 1. Weightage of content

Part-A Contemporary World Politics Units Marks 1 Cold war era 14 2 The end of bipolarity 3 US Hegemony in World Politics 16 4 Alternative Centres of power 5 Contemporary South Asia 6 International organizations 10 7 Security in contemporary world 8. Environment and Natural Resources 10 9 Globalization Total 50

Part B: Politics in India since Independence Units Marks 10 Challenges of Nation- Building 16 11 Era of One- party Dominance 12 Politics of Planned Development 13. India’s External Relations 6

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14 Challenges to the Congress System 12 15 Crisis of the democractic order 16 Rise of Popular Movements 16 17 Regional Aspirations 18 Recent Developments in India Politics Total 50

2. Weightage of Difficulty Level Estimated difficulty level Percentage Difficult 20% Average 50% Easy 30%

3. Scheme of options There is internal choice for long answer questions. Map question has choice only with another map. There are three passages- based or picture- based questions

4. In order to assess different mental abilities of learners, question paper is likely to include questions based on passage, visuals such as maps, cartoons, etc. No factual question will be asked on the information given in the plus (+) boxes in the text books.

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jktuhfr foKku d{kk& XII

Hkkx&d% ledkyhu fo'o jktuhfr bdkbZ vad 1- fo'o jktuhfr esa Óhr;q) dk nkSj 14 2- f}rh; fo'o dk fo?kVu rFkk nks /kzqoh;rk dk var 3- fo'o jktuhfr esa vejhdh opZLo 4- vkfFkZd ,oa jktuhfrd lRrk ds oSdfYid dsUnz 16 5- Óhr;q) ds var ds nkSj esa nf{k.kh ,fÓ;k 6- ,d /kzqoh; fo'o esa varjkZ"Vzh; laxBu 10 7- ledkyhu fo'o esa lqj{kk 8- Ikk;kZoj.k vkSj izk`frd lalk/ku 9- oS'ohdj.k ,oa bldh vkykspuk 50 Hkkx&[k% Lora= Hkkjr esa jktuhfr 10- jk"Vz & fuekZ.k dh pqukSfr;kWa 16 11- ,d ny ds izHkqRo dk nkSj 12- fu;ksftr fodkl dh jktuhfr 13- Hkkjr ds fonsÓ laca/k 6 14- dkaxzsl iz.kkyh pqukSfr;kWa vkSj iquLFkZiuk 12 15- laoS/kkfud O;oLFkk dk ladV 16- {ks=h; vkdka{kk,Wa ,oa la?kÔZ 17- u, tu vkanksyuksa dk mn; 16 18- Hkkjrh; jktuhfr esa u, cnyko 50

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Hkkx&d% ledkyhu fo'o jktuhfr foÔ; lwph 1- fo'o jktuhfr esa Óhr ;q) dk nkSj f}rh; fo'o ;q) ds i'pkr~ nks egkÓfDr;ksa ds xqVksa dk vkjEHkA Óhr ;q) ds nk;jsA nks&/kzqoh;rk dks pqukSfr;kWa % xqVfujis{+k vkanksyu] uo varjk"Vzh; vkfFkZd O;oLFkk dh [kkstA Hkkjr vkSj Óhr;q)A 2- nwljs fo'o dk fo?kVu rFkk nks & /kzqoh;rk dk var fo'o jktuhfr esa u, vfLrRo% :l] ckYdku jkT; rfkk e/; ,fÓ;k ds jkT;] turkaf=d jktuhfr ,oa iawthokn dk vkxeu rFkk mRrj lkE;oknh ÓkluA Hkkjr dk :l rFkk vU; mRrj lkE;oknh nsÓksa ds lkFk laca/kA 3- fo'o jktuhfr esa vejhdh opZLo ,d & i{kokn dk foLrkj% vQxkfuLrku] izFke [kkM+h ;q) 9@11 ds izfr izfdz;k rFkk bjkd ij vkdze.kA vkfFkZd rFkk oSpkfjd {ks=ksa esa vejhdh opZLo rFkk mls pqukSfr;kWaA vejhdk ds lkfk Hkkjr ds laca/kksa dk uohdj.kA 4- vkfFkZd ,oa jktuhfrd lRrk ds oSdfYid dsUnz Phu dk vkfFkZd ÓfDr ds :Ik esa mRrj& ekvksoknh nkSj esa mRFkku] ;wjksih; la?k dh jpuk ,oa foLrkj] vkfl;ku] Hkkjr&phu laca/kksa esa cnykoA 5- mRrj&Óhr ;q) nkSj esa nf{k.kh ,fÓ;k ikfdLrku rFkk usiky esa turkaf=d rFkk iyVokjA Jhyadk esa tkrh; la?kÔZ] vkfFkZd oS'ohdj.k dk bl {ks= ij izHkkoA nf{k.kh ,fÓ;k es la?kÔZ rFkk Ókafr laca/kh iz;klA Hkkjr ds iM+kSlh nsÓksa ds lkfk laca/k 6- ,d /kzqoh; fo'o esa vrjk"Vzh; laxBu Lka;qDr jk"Vz dk iquxZBu ,oa Hkfo";A iquxZfBr la;qDr jk"Vz esa Hkkjr dk LFkkuA u, varjk"Vzh; ik=ksa dk mn;% u, varjk"Vzh; vkfFkZd laxBu] xSj& ljdkjh laxBuA ubZ oS'oh Ókflr laLFkk,Wa dgkWa rd yksdrkaf=d rFkk mRrjnk;h gSA 7- ledkyhu fo'o esa lqj{kk lqj{kk laca/kh ikjaifjd fpark,Wa rFkk fujL=hdj.k laca/kh uhfr;kWaA vikjaifjd vFkok ekuork dh laj{kk% oSf'od xjhch] LokLF; ,oa fÓ{kkA LFkkukUrj.k ,oa ekuokf/kdkj lac/kh foÔ;A

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8- fo'o jktuhfr esa I;kZoj.k vkSj izkd``frd lalk/ku Ik;kZoj.k vkanksyu rFkk oSf'od Ik;kZoj.kh; ekud dk fodklA ijaijkxr RkFkk lka>h lEink laca/kh la?kÔZA ewyoklh vkSj muds vf/kdkjA oSf'od Ik;kZoj.k laca/kh fookn ij Hkkjr dk i{kA 9- oS'ohdj.k rFkk blds vkykspd vkfFkZd] lkaLd`frd rFkk jktuhfrd iznÓZuA oS'ohdj.k ds ifj.kkeksa dh izd`fr laca/kh fookn oS'ohdj.k fojks/kh vkanksyuA oS'ohdj.k ds dk;Z{ks= esa Hkkjr rFkk blds fojks/k esa la?kÔZA

Hkkx&[k% Lora= Hkkjr esa jktuhfr 10- jk"Vz&fuekZ.k dh pqukSfr;kWa jk"Vz&fuekZ.k ds ckjs esa jsg: dh lksp% Hkkjr foHkktu dh iSr`d lEifRr% Ój.kkfFkZ;ksa ds iquLFkZkiu dh pqukSrh] dk'ehj leL;kA jkT;ksa dk xBu ,oa iquxZBu] HkkÔk dks ysdj jktuhfrd la?kÔZA 11- ,d ny ds izHkqRo dk nkSj izFke rhu vke pquko jk"Vzh; Lrj ij dkWaxzsl ds izHkqRo dh izd`fr] jkT; Lrj ij iqHkqRo dh vleryrk] dkWaxzsl dh xBcU/kurk dh izd`frA izeq[k foi{kh nyA 12- fu;ksftr fodkl dh jktuhfr iapoÔhZ; ;kstuk,Wa] jkT;&{ks= dh O;kidrk rFkk uohu vkfFkZd fgrksa dk mn~xeA vdky ,oa iaoÔhZ; ;kstuk dk fuyEcuA gfjr dzkfUr rFkk blesa jktuhfrd cnykoA 13- Hkkjr ds fonsÓ laca/k usg: dh fonsÓ uhfrA 1962 dk Hkkjr & phu ;q) 1965 rFkk 1971 ds Hkkjr& ikd ;q)] Hkkjr dk ijek.kq&dk;Zdze rFkk fo'o jktuhfr ds cnyrs lehdj.kA 14- dkaxzsl iz.kkyh % pqukSfr;kWa Uksg: ds i'pkr~ jktuhfrd mRrjkf/kdkjA xSj& dkaxzslokn rFkk 1967 ds pquko ifj.kkeksa esa ifjorZu lafo/kku dh lRrj dh >ydA dkaxzsl esa foHkktu rFkk iquxZBu] 1971 ds pquko esa dkaxzsl dh th] xjhch gVkvks dh jktuhfrA 15- laoS/kkfud O;oLFkk dk ladV

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ukSdjÓkgh rFkk U;k;ikfydk dh izfrc)rk dh [kkstA xqtjkr esa uofueZ.k vkanksyu rFkk fcgkj vkanksyuA vkikr~dky% izlax] laoS/kkfud ,oa vfrfjDr laoS/kkfud ifjek.k] vkikr~dky dk fojks/kA 1977 ds pquko rFkk turk ikVhZ dk mn;A ukxfjd Lora=rkvksa laca/kh laxBuksa dk mn~xeA 16- {ks=h; vkdka{kk,Wa ,oa la?kÔZ {ks=h; nyksa dk mn;A iatkc esa ladV& fLFkfr rFkk 1984 ds fl[k fojks/kh naxsA dk'ehj dh fLFkfrA mRrjiohZ Hkkjr esa pqukSfr;kWa rFkk izfrfdz;k,WaA 17- u, lkekftd vkanksyuksa dk mn; fdlku vkanksyu] efgyk vkanksyu] Ik;kZoj.k rFkk fodkl& izHkkfor tu vkanksyuA eaMy vk;ksx dh jiV dk O;ogkjhdj.k rFkk mlds ifj.kkeA 18- Hkkjrh; jktuhfr esa u, fodkl 1990 esa lgHkkfxrk dk meM+koA turk ny rFkk Hkkjrh; turk ikVhZ dk mn;A {ks=h; nyksa dh c<+rh Hkwfedk vkSj xBca/ku dh jktuhfrA jk"Vzh; turkaf=d ljdkjA pquko 2004 rFkk laizx ljdkjA laLrqr ikB~;iqLrdsa%

1- ledkyhu fo'o jktuhfr] ,u-lh-bZ-vkj-Vh- }kjk izdkfÓrA 2- Lora= Hkkjr esa jktuhfr] ,u-lh-bZ-vkj-Vh }kjk izdkfÓrA

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CODE-713 (P)

(Political Science)

ى د

(Contemporary World Politics) ( ر )

173

ى د

(Contemporary World Politics)

1. د دور(Cold War Era in World Politics) 2. دوى د و ر اور دو زوال (Disintegration of the Second world and the Collapse of Bipolarity) 3. ا (US Dominance in World Politics) 4. ادى و دل ا (Alternative Centers of Economic and Political Power) 5. د دور ا(South Asia in the Post Cold War Era) 6. رى د اا International Organisations in a Unipolar) World) 7. د (Security in Contemporary World) 8. ل اور ر و (Environment and Natural Resources) 9. رى اور اس (Globalisation and its Critics)

174

آزادى ون

(Politics in India since Independence)

10. ا ر دور(Era of One-Party Dominance) 11. اور اس (Nation-Building and its Problems) (Politics of Planned Development) .12 13. ون ر ت(India’s External Relations) 14. م اور اس Challenge to and Restoration of) Congress System) 15. آ م ان(Crisis of Constitutional Order) 16. ات اور زت(Regional Aspirations and Conflicts) 17. ں وج(Rise of New Social Movements) 18. اور (Recent Issues and Challenges)

175

(Syllabus) ى د

(Contemporary World Politics)

1. د دور(Cold War Era in world Politics): دوى دو ں وج، د داے، دو ں درن ، وا ، اا م ش، ون اور د ۔ 2. دوى د و ر اور دو زوال Disintegration of the Second world and) (the Collapse of Bipolarity: دوى اور دو رى د ، رت، روس، ن، ا اور و ا ، دور رى اور دارا م وت، ون روس اور د اا ت۔ 3. ا (Us Dominance in World Politics): ا ، رى د ، ا ن ، ، 11/9 اب اق اور ان ، ا اور د ، ون ر ہ ا ا ت دورہ ت ۔ 4. ادى و دل ا Alternative Centers of Economic and Political) (Power: اور اار دل ا ، ر ا ور ا، رو ود آ اور اس ، آن اور آن ، ون ت۔ 5. د دور ا (South Asia in the Post Cold War Era): د دور ا۔ ن اور ل ر ذ اور اس ، ى ذات ت د،

176

رى اس ا، ا د اور ں ا ، ون ا و ت۔ 6. رى د اا International Organisation in a Unipolar) (World: اام ہ دورہ اور اس ، اام ہ ن م، اا رت، اا ، رى ۔ 7. د (Security in Contemporary World): د ۔ روا ر اور ك ا ، ا ، ، اور ، ق ا ت اور ان اات۔ 8. ل اور ر و (Environment and Natural Resources): ، د و ، ا ذ دارى، و ون ، ، و ، ا ے اور ان ق۔ 9. رى اور اس (Globalization and its Critics): رى اور ، رى و ، رى ، ون رى ۔

آزادى ون

(Politics in India since Independence)

10. ا ر دور(Era of One-Party Dominance): ون م ات، اور ، ادى ت، رں۔ 11. اور اس (Nation-Building and its Problems): و ، ، ت اور زآدرى ، ، ون ں ، ات۔

177

Politics of Planned Development) .12): ، ر ں اور ادى دات وج، اور ، اب اور اس اات۔ 13. ون ر ت (India’s External Relations): و ر ، 1962ء و درن ، 1965 ءاور 1971 ء و ك ، ون ا وام ، ں۔ 14. م اور اس Challenge to and Restoration of Congress) (System: م ں ۔ و ، واد اور 1967ء ا ا، اور اس دورہ ، 1971ء ات ٔ ، و ۔ 15. آ م ان (Crisis of Constitutional Order) : اور ش، ات اور ر ، ت (ا)، ا دوران آ ر، ا ، 1977ء م ا ت اور ر ، ى آزادں اور ں وج۔ 16. ات اور زت (Regional Aspirations and Conflicts): ات وج، ب ا ن اور 1984 دات، ت اور ل ون اور رد ۔ 17. ں وج (Rise of New Social Movements): ن ، ا ، ت اور اس ۔ ہ ں ، ل ررٹ ذ اور اس ۔ 18. اور (Recent Issues and Challenges): 1970 د ون دارى ں، دل اور وج، رں دار اور اد ، اور ا ڈى اے ، 2004 ات اور اے ، ات درج ذات اور ہ ت ، وارا دات۔ اد ز اور ات دات۔

Sample Question Paper & Marking Scheme for Political Science available on CBSE website

178

Code – 714(P) GEOGRAPHY CLASS – XII One Theory Paper 3 Hrs. 70 Marks

A. Fundamentals of Human Geography 30 marks Unit -1: Human Geography Unit -2: People Unit-3: Human Activities Unit -4: Transport, Communication and Trade Unit-5: Human settlements Unit 6: Map Work 5 Marks

B. India: People and Economy 30 Marks Unit -7: People Unit -8: Human Settlements Unit- 9: Resources and development Unit-10: Transport, Communication and International Trade Unit -11: Geographical Perspective on selected Issues and problems Unit -12: Map Work 5 Marks C. Practical Work Unit-1: Processing of Data and Thematic Mapping 15 Marks Unit -2: Field study or Spatial Information Technology 10 Marks Unit -3: Practical Record Book and Viva Voce 05 Marks

179

GEOGRAPHY CLASS- XII Part-A Fundamentals of Human Geography Unit 1: Human Geography Nature and Scope

Unit-2: People  Population- distribution, density and growth  Population change – spatial patterns and structure; determinants of population change:  Age – sex ratio; rural- urban composition;  Human development- concept; selected indicators, international comparisons

Unit-3: Human Activities:  Primary activities- concept and changing trends; gathering, pastoral, mining, subsistence agriculture, modern agriculture; people engaged in agricultural and allied activites – some examples from selected countries.  Secondary activities – concept; manufacturing: types- household, small scale, large scale; agro based and mineral based industries; people engaged in seconday activities- some examples from selected countries.  Tertiary activities- concept; trade, transport and tourism; services, people engaged in tertiary activites- some examples from selected countries.  Quatenary activites – concept; people engaged in quatenary activities- case study from selected countries.

Unit-4: Transport, Communication and Trade  Land transport- roads, railways; trans-continental railways  Water transport-inland waterways; major ocean routes.  Air transport- intercontinental air routes.  Oil and gas pipelines.  Satellite communication and cyber space- Importance and usage for geographical information; use of GPS.  International trade- bases and changing patterns; ports as gateways of international trade, role of WTO in International trade.  OCEAN: National rights and international treaties.

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Unit 5: Human Settlements  Settlement types – rural and urban; morphology of cities (case study); distribution of mega cities; problems of human settlements in developing countries. Unit-6: Map Work on identification of features based on 1-5 units on the outline/ physical/ Political map of world.

Part-B: India : People and Economy Unit -7: People  Population: distribution, density and growth; composition of population- linguistic, religious; sex, rural- urban and occupational- regional variations in growth of population.  Migration: international, national- causes and consequences.  Human development: selected indicators and regional patterns.  Population, environment and development.

Unit 8: Human Settlements  Rural settlements- types and distribution.  Urban settlements – types, distribution and functional classification

Unit-9: Resources and Development  Land resources – general land use; agricultural land use, geographical conditions and distribution of major- crops (Wheat, Rice, Tea, Coffee, Cotton, Jute, Sugarcane and Rubber), agricultural development and problems.  Water resources – availability and utilization- irrigation, domestic, industrial and other uses; scarcity of water and conservation methods- rain water harvesting and watershed management(one case study related with participatory watershed management to be introduced).  Mineral and energy resources- distribution of metallic (Iron ore, Copper, Bauxite, Maganese), non- metallic (Mica, Salt) minerals; conventional (Coal, Petroleum, Natural gas and Hydroelectricity) and non- conventional energy sources (solar, wind, biogas) and conservation.  Industries- types, factors of industrial location; distribution and changing pattern of selected industries- iron and steel, cotton textiles, sugar, petrochemicals, and knowledge based industries; impact of liberalization, privatisation and globalisation on industrial location; industrial clusters.

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 Planning in India- target group area planning (case study); idea of sustainable development (case study) Unit-10: Transport, Communication and International Trade  Transport and communication- roads, railways waterways and airways: oil and gas pipelines; Geographical information and communication networks.  International trade- changing pattern of India’s foreign trade; sea ports and their hinterland and airports. Unit -11: Geographical Perspective on Selected Issues and Problems (One case study to be introduced for each topic)  Environmental pollution; urban- waste disposal.  Urbanisation, rural – urban migration; problems of slums.  Land degradation. Unit-12: Map work on locating and labelling of features based on above units on outline map of India: Part-C: Practical Work Unit-1: Processing of Data and Thematic Mapping  Type and Sources of data: Primary, Secondary and other sources  Tabulating and processing of data; calculation of averages, measures of central tendency, deviation and rank correlation.  Representation of data- construction of diagrams: bars, circles and flowchart; thematic maps; construction of dot; choropleth and isopleths maps.  Data analysis and generation of diagrams, graphs and other visual diagrams using computers. Unit -2: Field study or Spatial Information Technology Field visit and study: map orientation, observation and preparation of sketch; survey on any one of the local concerns; pollution, ground water changes, land use and landuse changes, poverty, energy issues, soil degradation, impact of floods and drought, catchment area of school, market survey and Household survey (anyone topic of local concern may be taken up for the study; observation and questionnaire survey may be adopted for the data collection; collected data may be tabulated and analysed with diagrams and maps).

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Students can be given different topics to get more insight into various problems of society OR Spatial Information Technology Introduction to GIS; hardware requirements and software modules; data formats; raster and vector data, data input, editing and topology building; data analysis; overlay and buffer.

Prescribed Books: 1. Fundamentals of Human Geography, Class XII, Published by NCERT 2. India- People and Economy, Class XII, Published by NCERT 3. Practical Work in Geography, Class XII, Published by NCERT

Note: The above textbooks are also available in Hindi Medium

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BLUE PRINT GEOGRAPHY CLASS- XII Time: 3 Hrs. MM: 70 S.N Typology of questions Learning Short Short Long Map skills Marks questions answer answer answer based testing (1 (3 (5 (5 marks) skills marks) marks) marks) 1 Remembering- (knowledge based 3 1 1 1 16 simple recall questions, to know specific facts, terms, concepts, principles, or theories; identify, define, or recite, information), Map Reasoning skill based questions (identification, location) 2 Understanding- (comprehension- Analytical 1 1 2 - 14 to be familiar with meaning and to skills understand conceptually, interpret, compare, contrast, explain, paraphrase information) 3 Application (Use abstract Critical - 1 2 - 13 information in concrete situation, thinking to apply knowledge to new situations; use given content to interpret a situation, provide an example, or solve a problem) 4 High order thnking skills (Analysis & 2 1 2 1(map 20 Synthesis- Classify, Compare, interpreti contrast, or differentiate between on) different pieces of information; organize and / or integrate unique pieces of information from a variety of sources) (includes map interpretation) 5 Evaluation- (Appriase, judge, and / 1 1+ 1 - - 7 or justify the value or worth of a (values decision or outcome, or to predict based) outcomes based on values) Total 7x1=7 6x3=18 7x5=35 2X5=10 70 (22) Practic al (30)

Note: No chapterwise weightage, care to be taken to cover chapters in both books.

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185

Hkwxksy d{kk& 12oha d- ekuo Hkwxksy ds ewy fl)kar bdkbZ 1% ekuo Hkwxksy% izd`fr vkSj foÔ; &{ks= bdkbZ &2% yksx  tula[;k & forj.k] ?kuRo vkSj o`f)  tula[;k ifjorZu&LFkkfud izfr:Ik vkSj lajpuk] tula[;k ifjorZu ds fu/kkjZd]  vk;q& fyax vuqikr] xzkeh.k& uxjh; la?kVu]  ekuo fodkl & ladYiuk] p;fur ladsrd] varjk"Vzh; rqyuk,Wa bdkbZ &3 % ekuo fØ;kyki  izkFkfed fØ;kdyki& ladYiuk vkSj cnyrh izo`fr;kWa] laxzg.k] iÓqpkj.k] [kuu] fuokZg d`fÔ] vk/kqfud d`fÔ] d`fÔ vkSj lacaf/kr fØ;kdykiksa esa dk;Zjr yksx&p;fur nsÓksa ls dqN mnkgj.kA  f}rh; fØ;kdyki& ladYiuk] fofuekZ.k% izdkj & dqVhj] NksVs iSekus ds] cM+s iSekus ds] d`fÔ vk/kkfjr rFkk [kfut vk/kkfjr m|ksx] f}rh;d fØ;kdykiksa esa dk;Zjr yksx] p;fur nsÓksa ls dqN mnkgj.kA  r`rh;d fØ;kdyki& ladYiuk] O;kikj] ifjogu vkSj Ik;ZVu% lsok,Wa] r`rh;d fØ;kdykiksa esa dk;Zjr yksx& p;fur nsÓksa ls dqN mnkgj.kA  prqFkZd fØ;kdyki& ladYiuk] Kku & vk/kkfjr m|ksx] prqFkZd fØ;kdykiksa esa dk;Zjr yksx& p;fur nsÓksa dk fof'k"V v/;;uA bdkbZ 4% ifjogu] lapkj vkSj O;kikj  LFky ifjogu& lM+dsa] jsyekxZ] ikj& egk}hih; jsyekxZA  Tky ifjogu & var% LFkyh; tyekxZ] izeq[k egklkxjh; ekxZA  Okk;q ifjogu& vareZgk}hi; ok;qekxZA  rsy vkSj xSl ikbZi ykbusaA  mixzg lapkj vkSj lkbcj Lisl& HkkSxksfyd tkudkfj;ksa dk egRo ,oa mi;ksx] th-ih-,l- dk mi;ksx  varjk"Vzh; O;kikj esa fo'o O;kikj laxBu dh Hkwfedk  egklkxj& jk"Vzh; vf/kdkj ,oa varjk"Vzh; laf/k;kWaA bdkbZ 5% ekuo cfLr;kWa  cfLr;ksa ds izdkj& xzkeh.k vkSj uxjh;] uxjksa dh vkdkfjdh ¼fofÓ"V v/;;u½ esxk uxjksa dk forj.k] fodlÓhy nsÓksa esa ekuo cfLr;ksa dh leL;k,WaA

186

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187

 varjk"Vzh; O;kikj& Hkkjr ds fonsÓh O;kikj ds cnyrs izfr:Ik] leqnz iru vkSj muds i`"B iznsÓ rFkk ok;q iRruA bdkbZ 10% HkkSxksfyd ifjizs{; esa p;fur eqn~ns vkSj leL;k,Wa  Ik;kZoj.k iznwÔ.k] uxjh;& vifÓ"V fuiVku  uxjhdj.k] xzkeh.k & uxjh; izokl] xanh cfLr;ksa dh leL;k,Wa  Hkw& fuEuhdj.k

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vFkok LFkkfud lwpuk izkS|ksfxdh HkkSxksfyd lwpuk ra= ¼th-vkbZ-,l½ ls ifjp;] ;a= lkexzh vko';drk,Wa vkSj izfØ;k lkexzh dk izfr:id] vkWadM+k la:Ik] ja[kiqat ¼jSLVj½ vksj lfnÓ ¼oSDVj½ vkWadM+s] vkWadM+k fuosÓ] laiknu vkSj lafLFkfr fuekZ.k] vkWadM+ksa dk fo'ys"k.k mifjÓ;u vkSj p;d ¼cQj½A izLrqr ikB~ iqLrdsa% 1- ekuo Hkwxksy ds ewy& fl)kar d{kk 12oha ,u-lh-bZ-vkj-Vh }kjk izdkfÓr 2- Hkkjr& yksx vkSj vFkZO;oLFkk] d{kk 12oha ,u-lh-bZ-vkj-Vh }kjk izdkfÓr 3- Hkwxksy esa iz;ksxkRed dk;Z] d{kk 12oha ] ,u-lh-bZ-vkj-Vh }kjk izdkfÓrA

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Hkwxksy iz'ui= dk izk:Ik d{kk& 12oha le;% 3 ?kaVs Ø- iz'uksa ds izdkj vf/kxe ,oa vfry?kq y?kqRRkj nh?kZmRrj Ekkufp= dqy la- ijh{k.k dkSÓy Rrj vad 3 5 vad 5 vad vad 1 1- Lej.k 3 1 1 1 16 ¼Kku vk/kkfjr ljy Lej.k djus LFkku okys iz'u] fofÓ"V rF;ksa] inksa dkj.k dh vo/kkj.kkvksa] fl)karksa ;k fu;eksa igpku dks tkuus ds fy, igpkuus] fo'ysÔ.kkRed ifjHkkfÔr djus ;k O;k[;k dkSÓy djus] tkudkjh ds fy,½ 2 Ckks/k vkykspukRed 1 1 2 & 14 ¼cks/k&vFkkZsa ls ifjfpr gksus ds fparu fy, rFkk vo/kkj.kkvksa dks le>us ds fy,] O;k[;k djus ds fy,] rqyuk djus ds fy,] foÔerk fn[kkus ds fy,] O;[;k ds fy,] laf{kIr O;k[;k ds fy,] ;k tkudkfj;ksa dh O;[;k ds fy,½ 3 vuqiz;ksx & 1 2 & 13 Bksl ifjfLFkfr esa vewrZ lwpukvksa dk mi;ksx djuk] ubZ ifjfLFkfr esa Kku dk mi;ksx djuk] nh xbZ ifjfLFkfr dh O;k[;k ds fy, nh xbZ lkexzh dk mi;ksx djuk] mnkgj.k miyC/k djuk] ;k leL;k dklek/kku djuk 4 mPp Lrjh; fparu dkSÓy 2 1 2 1 20 ¼fo'ys"k.k ,oa la'ys"k.k& ekufp oxhZd`r djuk] rqyuk djuk] = foÔerk crkuk] ;k fofo/k O;k[;k lwpukvksa ds vaÓksa ds chp Hksn djuk] O;ofLFkfr djuk rFkk @ ;k fofo/k Jksrksa ds lkFk fdlh

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fofÓ"V lwpuksa dks lesfdr djuk½ 5 ewY;kadukRed vkSj cgqfoÔ;kRed 1 1+ 1 & & 7 iz'u ewY; ¼u;s fopkjksa dk l`tu] mRiknksa vk/kkfj ;k phtksa ds ns[kus ds rjhds dk r ewY;kadu djuk] tc djuk vkSj ;k ifj.kkeksa ;k urhtksa ds egRo ;k ewY;ksa dk vkSfpR; fl) djuk ;lk ewY;ksa ij vk/kkfjr ifj.kkeksa dh Hkfo";ok.kh djuk½ dqy 7x1=7 6x3=1 7x5=3 2x5=1 70 8 5 0 (22) izk;ks fxd 30

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MODEL PAPER GEOGRAPHY CLASS-XII

Time: 3 Hrs. MM : 70 Marks General Instructions: 1. Answer all questions. 2. Marks of each question are indicated against it. 3. Question number 1 to 7 are very short answer questions carrying 1 mark each 4. Question numbers 8 to 13 are short answer question carrying 3 marks each. Answer to eah question should not exceed 80 words. 5. Question numbers 14 to 20 are long answer questions carrying 5 marks each. Answer to each question should not exceed 150 words. 6. Question numbers 21 and 22 are map based questions carrying 5 marks each. One question is for interpretation and one is for identification and location. 7. If there is any difference in translated versions. English version wil be taken as correct.

Political map of India is to be tied with answersheet.

1. Define birth rate. 1 2. Write down the formula of sex ratio 1 3. Which countries population pyramid is stable? 1 4. What is the total length of Suez canal? 1 5. Explain physiological density 1 6. Which state of India holds the highest human development index? 1 7. Name two institutions of India that help in exploration and management of natural gas. 1 8. State three differences each for systematic and regional geography 3 9. Mention three approaches to study human geography 3 10. Give three categories of landuse in India. Explain as to whether their share is increasing or declining. 3 11. Mention three steps as to how water can be prevented from pollution. 3 12. Why iron and steel industries are mainly concentrated in Chotanagpur Plateau region? Give three reasons. 3 13. Jhuggi Jophries are found in 607 cities of India. 4, 02, 97, 341 people live in these settlements i.e. 22.58% of total urban population. Maharashtra

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tops in the number of Jhuggi dwellers, who are about one crore there. About 49 percent of population of Mumbai lives in Jhuggles. (1+1+1=3) i. Why is Maharashtra top in Jhuggi dwellers? ii. Mumbai is the largest commercial city of India but 49 percent population live in Jhuggi. Why? iii. Mention any one problem of Jhuggi dwellers.

14. What is subsistence agriculture? Mention three characteristics of this agriculture. Name two major areas of subsistence agriculture. 5 15. On the basis of ownership and capital classify the industries 5 16. Interpret the five basis of international trade. 5 17. How size of population determines urban and rural settlements in different countries of the world? Explain. 5 18. Describe the growth of population trend in India since 1901. 5 19. Comprehend the modernisation of Indian railway after independence 5 20. Explain the different types of rural settlement in India. 5 21. Answer the following questions based on the given map: 5 i. Name the canal. ii. When did the canal start functioning? iii. What is the total length of the canal? iv. Which two seas are connected by this canal? v. How many hours are taken to complete journey of the canal?

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22. (i) On the political map of the world identify the following geographical items demarcated as 1,2,3 and 4 and write the same on answer sheet. 5 i. a. A country having highest rank in human development index as per 2003. (½+ ½+ ½ + ½ ) b. Ruhr region c. A sea port of South Africa. d. A famous airport of Britain.

ii. On the political map of India locate and label the following: a. A state having highest literacy rate. (1+1+1) b. Rice bowl of India. c. Rawatbhata Atomic Power Plant.

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HINDI VERSION MODEL PAPER GEOGRAPHY CLASS-XII lkekU; funZsÓ& 1- lHkh iz'uksa ds mRrj nsuk vfuok;Z gS 2- lHkh iz'uksa ds vad lkeus nÓkZ;s x;s gSaA 3- iz'u la[;k 1 ls 7 vfr y?kq mRrj okys gSaA izR;sd iz'u 1 vad dk gSA 4- iz'u la[;k 8 ls 13 y?kq mRrj okys gS] izR;sd iz'u 3 vad okys gSaA budk mRrj vf/kdre 80 ÓCnksa esa nhft,A 5- iz'u la[;k 14 ls 20 nh?kZ mRrj okys gSa] izR;sd iz'u 5 vad ds gSaA budk mRrj vf/kdre 150 ÓCnksa esa nhft,A 6- iz'u la[;k 21 vkSj 22 ekufp= ls lEcfU/kr gS] izR;sd iz'u 5 vad ds gSaA ,d iz'u ekufp= fo'ys"k.k ij vk/kkfjr gS rFkk nwljk iz'u igpku ,oa nÓkZus ds fy, fn, x, gSaA lalkj rFkk Hkkjr dk jktuhfrd ekufp= viuh mRrj iqfLrdk esa ckWa/k nhft,A 7- ;fn fgUnh ,oa mnZw vuqokn esa dksbZ vUrj ik;k tk, rks] vaxszth iz'u i= dk iz'u ekU; gksxkA

1- tUe nj dks ifjHkkfÔr dhft,A 2- fyaxkuqikr ekius dk lw= fyf[k,A 3- fdl nsÓ dh tula[;k& fijkfeM fLFkj gS\ 4- Lost ugj dh dqy yEckbZ D;k gS\ 5- fQft;kykWftdy ?kuRo dk fo'ysÔ.k dhft,A 6- ekuo fodkl lwpdkad esa Hkkjr dk dkSu&lk jkT; lcls vkxs gS\ 7- Hkkjr esa izkd`frd xSl dh [kkst rFkk izcU/ku esa lgk;rk djus okys nks laLFkkvksa dk uke crkbZ,A 8- izknsfÓd ,oa Øec) Hkwxksy ds chp rhu vUrj Li"V dhft,A 9- ekuo Hkwxksy v/;;u ds rhu fof/k crkb,A 10- Hkkjr esa mi;qDr rhu izdkj ds Hkwfe mi;ksx dk uke crkb, rFkk ;g Hkh crkb, fd buesa ls fdldk {ks= c<+ jgk gS vkSj fdldk {ks= ?kV jgk gSA 11- ty dks iznwÔ.k ls cpkus dh rhu mik; crkb,A 12- yksgk bLikr dk dkj[kkuk eq[;r% NksVk ukxiqj iBkj ij D;ksa fLFkr gS] rhu dkj.k crkb,A 13- >qXxh >ksaiM+h Hkkjr ds 607 Ógjksa esa ik;s tkrs gSaA dqy 4]0297341 yksx ,slh cfLr;ksa esa jgrs gSa] tks dqy Ógjh tula[;k dh 22-58 izfrÓr gSA >qXxh es jgus okyh tula[;k es egkjk"Vz vOoy uEcj ij gS] tgkWa ,d djksM+ tula[;k >qXxh esa jgrh gSA eqEcbZ dh 49 izfrÓr tula[;k >qXxh esa jgrh gSA

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d- >qXxh esa jgus okyh vkcknh esa egkjk"Vz izFke LFkku ij D;ksa gS\ [k- eqEcbZ Hkkjr dk lcls cM+k O;kikfjd Ógj gksus ds ckotwn] ;gkWa dh 49 izfrÓr tula[;k >qXxh esa jgrh gS] D;ks\ x- >qXxh esa jgus okyksa dh ,d dfBukbZ crkb,A

14- Thfodksa iktZu d`fÔ D;k gS\ bldh rhu foÓsÔrk,Wa bl d`fÔ ds nks {ks dk uke crkb,A 15- Ekfydkuk gd~d ,oa iwWath ds vk/kkj ij m|ksx dk oxhZdj.k dhft,A 16- fo'o O;kikj ds ikWap vk/kkjksa dh O;k[;k dhft,A 17- fdl izdkj fo'o ds fofHkUu nsÓksa esa Ógjh ,oa xzkeh.k cfLr;kWa tula[;k ds vk/kkj ij Ik`Fkd dh tkrh gS o.kZu dhft,A 18- Hkkjr esa 1901 ls tula[;k o`f) ds :>ku dk o.kZu dhft,A 19- vkt+knh d i'pkr Hkkjrh; jsy dh uohuhdj.k dk izlkj dhft,A 20- Hkkjr esa ik;s tkus okyh fofHkUu izdkj ds xzkeh.k cfLr;ksa dk o.kZu dhft,A 21- fn, x, fp= ds vuqlkj fuEufyf[kr iz'uksa dk mRrj nhft,A d- ugj dk uke crkb,A [k- ugj dk fuekZ.k dc ls izkjEHk gqvk\ x- bldh dqy yEckbZ fdruh gS\ ?k- bl ugj }kjk nks leqnz tksM+s tkrs gSa] uke crkb,A M+ bl ugj dk lQj r; djus esa fdrus ?k.Vs yx tkrs gSaA

22- (i) fo'o ds jktuhfrd ekufp= esa fuEukafdr HkkSxksfyd rF;ksa dk 1] 2]3] ,oa 4 ls vafdr fd;k x;k gS] bldh lgh igpku dj mRrj iqfLrdk esa fy[ksaaA v- lu~ 2003 bZ- ds vuqlkj ,d nsÓ ftldk ekuo fodkl lwpdkad lokZf/kd gSA c- :j iznsÓ l- nf{k.k vQzhdk dk iru n- fczVsu dk ,d izfl) gokbZ vM~Mk

(ii) Hkkjr ds jktuhfrd ekufp= esa fuEukafdr dks nÓkZb,A v- ,d lwck tgkWa lk{kjrk nj lokZf/kd gSA c- Hkkjr esa pkoy dk dVksjk ls izfl) {ks= l- jkor HkkVk U;wfDy;kbZ ;wfuVA

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URDU VERSION

ات:۔(۱) م ات ز ۔ (۲) اں اس درج د ۔ (۳) ال 1 7 اب وا ال ۔، ال ا ۔ (۴) ال 8 13 اب وا ال ۔ ال 3 ۔ ا ال اب 80 ں زدہ ں۔ (۵) ال 14 20 اب وا ال ۔ ال ۔ اب 150 ں زدہ ں۔

(۶) ال 21اور 22 ۔ ال ۔ ا ال اور دوا ال ن اور ۔ ون ا اب ھ د۔ (۷) ا اردو ى ق اى ال ال ۔

۱۔ ا ۔ 1

۲۔ ر ۔ 1

۳۔ آ دى ا ا ۔ 1

۴۔ ۔ 1

۵۔ ۔ 1 ۶۔ ون ن ا آ ر آ ؟ 1

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Code- 716(P) SYLLABUS PAINTING CLASS–XII (THEORY)

One Theory Paper 40 Marks Time: 2 Hours

Units Marks 1 The Rajasthani and Pahari Schools of Miniature Painting 10 2 The Mughal and Deccan Schools of Miniature Painting 10 3 The Indian National Flag and the Bengal School of Painting 10 4 The Modern Trends in Indian Art 10 Total 40

Unit 1: The Rajasthani and Pahari Schools of Miniature Painting (16th Century A.D. to 19th Century A.D.) A brief introduction to Indian Miniature Schools: Western-Indian, Pala, Rajasthani, Mughal, Central India, Deccan and Pahari. (A) The Rajasthani School: (1) Origin and Development (2) Sub-Schools-Mewar, Bundi, Jodhpur, Bikaner, Kishangarh and Jaipur (3) Main features of the Rajasthani School (4) Study of the following Rajasthani paintings: Title Painter Sub-School Maro Ragini Sahibuddin Mewar Raja Aniruddha Singh Heera Utkal Ram Bundi Chaugan Players Dona Jodhpur Krishna on swing Nuruddin Bikaner Radha (Bani- Thani) Nihal Chand Kishangarh Bharat Meets Rama at Chitrakut Guman Jaipur

(B) The Pahari School: (1) Origin and development (2) Sub-Schools-Basohli, Guler, Kangra, Chamba and Garhwal (3) Main features of the Pahari School (4) Study of the following Pahari paintings:

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Title Painter Sub-School Krishna with Gopis Manaku Basohli Bharat Worshipping Charan_Padukas of Rama Unknown Guler Cosmic Dance of Shiva Unknown Chamba Nand, Yashoda and Krishna with Kinsmen going to Vrindavana Nainsukh Kangra Radha and Krishna Looking into the Mirror Unknown Garhwal

Unit 2: The Mughal and Deccan Schools of Miniature Painting (16th Century AD to 19th Century A.D.)

(A) The Mughal School (1) Origin and development (2) Main features of the Mughal School (3) Study of the following Mughal Paintings:

Title Painter Period Krishna Lifting Mount Govardhana Miskin Akbar Babar Crossing the River Sone Jagan Nath Akbar Jahangir Holding the Picture of Madona Abul Hassan Jahangir Falcon on a Bird-Rest Ustad Mansoor Jahangir Kabir and Raidas Ustad Faquirullah Khan Shahjahan Marriage procession of Dara Shikoh Haji Madni ProvincialMughal (Awadh)

(B) The Deccan School (1) Origin and development (2) Main features of the Deccan School (3) Study of the following Deccan Paintings:

Title Painter Sub-School Ragini Pat-hamsika Unknown Ahmadnagar Sultan Abdulla Qutb Shah Unknown Bijapur Hazrat Nizamuddin Auliya and Amir Khusro Unknown Hyderabad Dancers Unknown Hyderabad Chand Bibi Playing Polo (Chaugan) Unknown Gol Konda

Unit 3: The Indian National Flag and The Bengal School of Painting and the Indian national flag (About the beginning to mid of the 20th Centuary) (A) Evolution of the Indian National Flag (First - 1906, Middle - 1921 and Final 1947 stages); Symbolic significance of its forms and the colours.

(B) (1) Introduction to the Bengal School of Painting (i) Origin and development of the Bengal School of painting (ii) Main features of the Bengal School of painting (2) Contribution of Indian artists in the struggle for National Freedom Movement

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(3) Study of the following paintings of the Bengal school: (i) Journey‘s End - Abanindranath Tagore (ii) Tiller of the Soil - Nandlal Bose (iii) Rasa-Lila - Kshitindranath Majumdar (iv) Radhika - M.A.R. Chughtai (v) Meghdoot - Ram Gopal Vijaivargiya

Unit 4: The Modern Trends in Indian Art Introduction (1) Study of the following work of Contemporary (Modern) Indian Art

(a) Paintings (i) Rama Vanquishing the Pride of the Ocean – Raja Ravi Varma (ii) Magician - Gaganendranath Tagore (iii) Mother and child - Jamini Roy (iv) Three Girls - Amrita Sher Gil (v) Mother Teresa - M.F. Husain (vi) Gossip - N.S. Bendre (vii) Untitled - G.R. Santosh

(b) Graphic - prints: (i) Whirl pool - Krishna Reddy (ii) Children - Somnath Hore (iii) Devi - Jyoti Bhatt (iv) Of Walls - Anupam Sud (v) Man, Woman and Tree - K. Laxma Goud

(c) Scupltures: (i) Triumph of Labour - D. P. Roychowdhury (ii) Santhal Family - Ramkinkar Vaij (iii) Cries Un - heard - Amar Nath Sehgal (iv) Ganesha - P.V. Jankiram (v) Chatturmukhi - Aekka Yada Giri Rao (vi) Vanshri- Mirraliru Mukherjee

The names of artists and titles of their art work as listed above are only suggestive and in no way exhaustive. Students should expand this according to their own resources. However, the questions will be set from the above mentioned art works only.

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Code- 716 (P)

PAINTING CLASS–XII (PRACTICAL)

One Practical Paper 60 Marks Unitwise Weightage Time: 6 Hours (3+3)

1 Nature, and Object Study 20 2 Painting Composition 20 3 Portfolio Assessment 20 Total 60

Unit 1: Nature and Object study Studies on the basis of exercises done in class XI with two or three objects and two draperies (in different colours) for background and foreground. Exercises in pencil with light and shade and in full colour from a fixed point of view.

Unit 2: Painting Composition in any medium water, pasted, tempra, acrylic. Imaginative painting based on subjects from Life and/or Nature in water and poster colours with colour values.

Unit 3: Portfolio Assessment (a) Record of the entire year's performance from sketch to finished product. 10 (b) Five selected nature and object study exercises in any media done during the session, including minimum of two still life exercises. 5 (c) Two selected works of paintings done by the candidate during the year 5

Note: The time-table to be so framed as to allow the students to work continuously for minimum of two periods at a stretch.

Guidelines for Evaluation of Practical 1. Marking Scheme:

Part I: Nature and Object Study (i) Drawing (composition) 10 (ii) Treatment of media/colours 05 (iii) Overall impression 05 Total 20 marks

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Part II: Painting Composition (i) Compositional arrangement including emphasis on the subject 10 (ii) Treatment of media (colour) 05 (iii) Originality, creativity and overall impression 05 Total 20 marks

Part III: Portfolio Assessment (i) Record of the entire year's performance from sketch to finished product 10 (ii) Five selected nature and object study exercises in any media including minimum of two still lives 05 (iii) Two selected painting compositions prepared on the basis of life and nature 05 Total 20 marks

2. Format of the Questions: Part I: Nature and Object Study : Draw and paint the still-life of a group of objects arranged on a drawing board before you, from a fixed point of view (given to you), on a drawing paper of half imperial size in colours. Your drawing should be proportionate to the size of the paper. The objects should be painted in realistic manner with proper light and shade and perspective, etc. In this study the drawing- board is not to be included. Note : A group of objects to be decided by the external and internal examiners jointly as per instructions. The objects for nature study and object study are to be arranged before the candidates.

Part II: Painting Composition: Make a painting - composition on any of the following five subjects in any medium (water/pastel, tempera, acrylic) of your choice on a drawing-paper of half imperial size either horizontally or vertically. Your composition should be original and effective. Weightage will be given to a well composed drawing, effective use of media, proper emphasis on the subject matter and utilization of full-space. Note: Any five subjects for painting composition are to be decided by the external and internal examiners jointly as per instructions and are to mentioned here strictly just before the start of the examination for part II.

3. (A) Instructions for the selection of the objects for Nature and Object Study: 1. The examiners, are to select/decide two or three suitable objects in such a way so that natural and geometrical forms may be covered in the group of objects: (i) Natural-forms-large size foliage and flowers, fruits, and vegetables, etc. (ii) Geometrical forms made of wood/plastic/paper/metal/earthen, etc., such as cube, cone, prism, cylinder and sphere. 2. Objects should be selected generally of large (suitable) size. 3. An object relating to nature, according to the season and location of the examination centre, must be included in the group of objects. The natural-objects should be purchased/arranged only on the day of the examination so that its freshness may be maintained. 4. Two draperies in different colours (one in dark and other in light tone) are also to be included for background and foreground, keeping in view the colours and tones of the objects selected.

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(B) Instructions to decide the subjects for Painting-Composition:

1. The examiners, are to select/decide five subjects suitable for painting - composition.

2. The subjects should be so designed that the candidates may get clear-cut ideas of the subjects and they can exercise their imagination freely, because it is not important what you do, but how you do it. 3. The examiners are free to select/decide the subjects, but these should be according to the standard of Class XII and environment of the school/candidates. Some identified areas of the subjects for painting-composition are given below, in which some more areas may also be added: (i) Affairs of family friends and daily life. (ii) Affairs of family professionals. (iii) Games and sports activities. (iv) Nature (v) Fantasy (vi) National, religious, cultural, historical and social events and celebrations.

4. General Instructions to the examiners: 1. Candidates should be given one hour break after first three hours. 2. Work of the candidates, for Parts I, II and III, are to be evaluated on the spot jointly by the external and internal examiners. 3. Each work of Part I, II and III, after assessment is to be marked as "Examined" and duly signed by the external and internal examiners jointly.

Some Reference Books for teachers (For Practical Part): 1. Paint Still life‖ by Claretta White yet to be revised (Walter T. Foster Publication). 2. Art of Drawing‖ Grumbacher Library Wook (Walter T. Foster Publication). 3. On Techniques‖ By Leon Frank (Walter T. Foster Publication). 4. More Trees‖ by Fredrick Gardner (Walter T. Foster Publication). 5. How to Draw and Paint Textures of Animals‖ By Walter J. Wilweding (Water T. Foster Publication). 6. How to Draw and Paint Animal Expressions‖ by Walter J. Wilweding (Walter T. Foster Publication). 7. Art of the Pencil by Borough Johnson (Sir ISAAC Pitman & Sons Ltd., New Delhi). 8. Design for you‖ by Ethel Jane Beitler (John Wilary & Sons Ltd., New Delhi). 9. Complete Book of Artist‘s Techniques by Dr. Kurt Herbers, (Thames and Hudson, London)

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SAMPLE PAPER

PAINTING (THEORY) CLASS – XII

Time allowed: 02 hours Maximum Marks: 40

General Instructions:

(i) All the eight questions are compulsory, which carry equal marks.

1. Write an essay on the evolution of the Indian National Flag and the symbolic significance of its forms and colours. 5 2. Appreciate any contemporary (modern) Indian painting included in your course of study, based on the following points: 5

a. Title and name of the painter

b. Medium and technique

c. Subject matter

d. Composition

3. How did the Rajasthani/ Pahari School of Miniature Painting come into existence? 5

4. Do you receive any spiritual message from the famous Mughal miniature painting Kabir and Raidas or famous Deccan miniature-painting ‘Hazrat Nizamiddin Auliya and Amir Khusro’. Explain in short. 5

5. Identify and explain any relevant painting based on the following feature of the Bengal School:

The use of ‘Wash and Tempera Technique’, which became the hall-mark of the Bengal school of Painting. 5

6. Mention the name of the artist of each of the following art works of the contemporary (modern) Indian Art included in your course of study. 5

1) Man, Woman and Tree (a graphic print)

2) Devi (a graphic print)

3) Ganesha (a sculpture)

4) Chatturmukhi (a sculpture)

5) Mother Teressa (a painting)

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7. Mention the names of any five sub-schools of the Rajasthani and Pahari Schools of Miniature Painting, included in your course of study. 5

8. (a) Under whose Mughal emperor’s period (patronage) were the following miniature paintings produced? 5

1) Babur Crossing the River Sone

2) Jahangir Holding the Picture of Madona

3) Kabir and Raidas

(b) Mention the name of the Sub-School of each of the following Deccan miniature paintings:

1) Chand Bibi Playing Polo (chaugan)

2) Dancers

Note: Sample Question Paper for Painting (Theory) is available on CBSE website

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Code- 718(P) SYLLABUS HOME SCIENCE (Private) CLASS-XII COURSE STRUCTURE (Theory) Time: 3 Hrs. Marks 70 Unit Marks I Human development: Life Span Approach (Part-II) 30 II Nutrition for Self, Family and Community III Money Management and Consumer Education 35 IV Apparel: Designing, Selection and Case VI Community Development and Extension (Part-II) VI Career option after Home Science Education 05 Practical 30 Total 100

Unit-I: Human Development : Life Span Approach (Part-II) A. Adolescence (12-18 years) i. Growth & development- Domains and principles. ii. Meaning, characteristics and needs. iii. Influences on identity formation a. Biological and physical changes- early and late matures. (Role of heredity and environment). b. Social, Culture and media. c. Emotional changes. d. Cognitive changes. iv. Specific issues and concerns a. Eating disorders- causes, consequences and management- Anorexia Nervosa, Bulimia. b. Depression c. Substance Abuse d. Related to sex e. Handling stress and peer pressure

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B. Adulthood: I. Young & Middle adulthood: Understanding and management of new responsibilities, career marriage and family. II. Late adulthood/ Old age: a. Health and Wellness: Physical, emotional, financial, recreational needs. b. Care for elderly (at home and outside- old age home) c. Anger management

Unit II: Nutrition for Self, Family and Community a. Meal Planning: Meaning and importance, principles and factors affecting meal planning; Nutritional needs, food preferences and modifications of diets in different age groups: infants, children, adolescence, adults, elderly and in special conditions: pregnancy and lactation (including traditional foods given in these conditions) i. Use of basic food groups (ICMR) and serving size in meal planning. ii. Factors influencing selection of food: culture, family food practices, media, peer group, availability of foods, purchasing power, individual preference & health.

b. Food safety and quality: i. Safe food handling (personal, storage, kitchen, cooking and serving). ii. Safety guards against food adulteration, definition and meaning of food adulteration as given by FSSAI (Food Safety and Standard Authority of India). iii. Common adulterants present in cereals, pulses, milk and milk products, fats and oils, sugar, jaggery, honey, spices and condiments. iv. Effects of some of the adulterants present in the foods: kesari dal, metanil yellow, argemone seeds. v. Food standards (FPO, Agmark, ISI).

c. Therapeutic modification of normal diet with respect to consistency, frequency, food stuffs, nutrients and methods of cooking. d. Modification of diet according to common ailments: diarrhoea, fever, jaundice, hypertension, diabetes and constipation. Physiological changes, clinical symptoms, requirements and dietary requirements in each condition.

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Unit III: Money Management and Consumer Education. a. Family Income i. Various sources of family income:  Money income  Real income, (direct & indirect)  Psychic income ii. Supplementing family income-need and ways; need and procedure for maintaining household accounts (daily weekly and monthly). b. Savings and Investment: i. Meaning and importance of savings. ii. Basis for selection of investment methods: risk, security, profit, tax saving. iii. Ways / methods of investment-  Bank schemes (saving, fixed, recurring);  Post Office schemes (savings, recurring desposit, monthly income scheme, national saving certificate, senior citizen scheme);  Insurance schemes (whole life, mediclaim);  Public Provident Fund (PPF), Provident Fund (PF) iv. Consumer Protection and Education: meaning, problems faced by Consumer, Consumer Protection Amendment Act (2011) Consumer aids: labels, standardization marks, (ECO Mark, Hallmark, Wool mark, Silk mark), advertising, leaflets, and consumer redressal forum, internet. Unit IV: Apparel: Designing, Selection and Care i. Application of elements of art and principles of design in designing apparel. ii. Selection and purchase of fabrics- purpose, cost, season, quality, durability, ease of maintenance and comfort. iii. Selection of apparel- factors influencing selection of apparel- age, size, climate, occupation, figure, occasion, fashion, drape cost and workmanship. iv. Care and maintenance of clothes: Cleansing agents: soaps and detergents (basic differences and their utility); General principles of stain removal, stain removal of tea, coffee, lipstick, ball pen, Grease, Curry and Blood. v. Storage of clothes

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Unit V: Community Development and Extension (Part-II) i. Water safety: Safe drinking water- importance of potable water for good health, and its qualities, simple methods of making water safe for drinking; boiling, filtering (traditional and modern technology), use of alum, chlorine. ii. Salient features of income generating schemes. a. DWCRA (Development of Women and Children in Rural Area) b. MGNREGA (Mahatma Gandhi National Rural Employment Guarantee Act 2005)

Unit VI: Career options after Home Science Education Career options of self and wge employment of various fields of Home Science.

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Home Science Class-XII Practical Marks : 30 1. Human Development: Life Span Approach (Part-II)

Activities  Identify the problems of adjustment of adolescents with the help of a tool (group activity) and make a report.  Spend a day with an aged person and observe the needs and problems. Write a report.  List and discuss at least 4 areas of agreement and disagreement of self with- a. mother b. father c. siblings d. friends e. teacher

2. Nutrition for self, family and community Activity  Record one day diet of an individual and evaluate it against principles of balanced diet.  Plan a meal and modify for any one physiological condition- Fever, Diarrhoea, Constipation, Jaundice, Hypertension, Diabetes Pregnancy, Lactation, Old age and infants. Prepare a dish.  Identify food adulteration: using visual and chemical methods; Turmeric, Chana dal, Bura sugar, Milk, Tea leaves, Coriander, Black pepper seeds, Desi- ghee.  Prepare ORS Solution

3. Money Management and consumer education.  Collect and fill savings account opening form in post office and bank.  Fill up the following forms and paste in file: withdrawal slip, Deposit slips, Draft slip and cheque (bearer of A/c payee)  Collect labels of any three products and compare them with mandatory requirements.  Prepare one label each of any three items bearing ISI, FPO, Agmark.

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4. Apparel: Designing, Selection and Care.  Illustrate principles of design or elements of art on a paper or cloth and evaluate them.  Removal of different types of stains: tea, coffee, curry, grease, blood, lipstick, ball pen.  Examine and evaluate readymade garments for their workmanship- (atleast two)  Make sample of hemming, backstitch, interlocking, and press buttons, hooks and eye. 5. Community Development and Extension  Visit any two places (home/ restaurant/ school/ business centre, etc.) and observe its measure for safe drinking water and general conditions of hygiene around it.

Scheme for practical examination (Class XII) 30 marks 1. Unit-I : Human development: Life Span Approach (part II) Project Report 5 marks 2. Unit –II: Nutrition for self, family and community- a. Plan a meal and modify and prepare a dish for any one physiological condition fever, diarrhoea, constipation, Jaundice, Hypertension, diabetes, pregnancy, lactation, old age and Infants 5 marks b. Identify food adulteration: using visual and chemical methods; turmeric, chana dal, bura sugar, milk, tea leaves, coriander, black pepper seeds, desi- ghee 2 marks 3. Unit –III: Money Management and Consumer Education a. Prepare one label each of any three items bearing ISI, FPO, Agmark. 2 marks b. Filling up of paying slip either to deposit cash or cheque 2 marks 4. Unit – IV: Apparel: Designing, Selection and Care a. Removal of different types of stains- Tea, coffee, grease, blood, lipstick, ballpen (any two)- OR b. Make sample of hemming / backstitch / interlocking/ fastener 2 marks. 5. Unit –V:” Community Development and Extension – Survey Report 4 marks 6. File - 4 marks 7. Viva 2 marks

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BLUE PRINT HOME SCIENCE CLASS- XII Time: 3 hrs. Marks : 70 S.N. Typology of questions Learning Very Short Case Long Long Total outcom short answe study answer answer marks es and answer r (SA) and -1 –II (LA- testing (VSA) 1 2 picture (LA-I) II) skills marks marks based 4 marks 5 marks 3 marks 1 Remembering- (knowledge Reasoni 2 2 1 1 1 18 based simple recall questions, ng to know specific facts, terms, concepts, principles, or Analytic theories; identify, define, or al skills recite information)

2 Understanding- 1 1 - 1 1 12 (comprehension- to be Critical familiar with meaning and to thinkin understand conceptually, g interpret, compare, contrast, explain, paraphrase information) 3 Application- (Use abstract 1 2 1 2 1 21 information in concrete situation, to apply knowledge to new situation; use given content to interpret a situation, provide an example, or solve a problem) 4 High order thinking skills 1 1 - 1 1 12 (Analysis and synthesis- classify, compare, contrast, or differentiate between different pieces of information; organize and / or integrate unique pieces of information from a variety of sources) 5 Evaluation- (Appraise, judge, 1 1 - 1 - 7 and / or justify the value or worth of a decision or outcome, or to predict outcomes based on values) Total 1x6=6 2x7= 3x2=6 4x6=24 5x4=20 70 14

Note: No chapter wise weightage, care should be taken to cover all chapters.

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Scheme of question  There will be no choice in the question paper.  Weightage to difficulty level of questions

S.No. Estimated Difficulty Percentage 1. Easy 20 2. Average 60 3. Difficult 20

215 dksM&718(P) x`g foKku d{kk& 12oha le;% 3 ?k.Vs vad% 70

bdkbZ ikB~;Øe ihfj;Mksa dh vad la[;k 1 Ekkuo fodkl% thou pØ ;k vo/kkj.kk ¼Hkkx&2½ 40 30 2 Loa;] ifjokj vkSj leqnk; ds fy, iksÔkgkj 40 3 /ku izca/ku vkSj mijksDrk fÓ{kk 40 35 4 ifj/ku% fMtkbfuax] p;u vkSj mlls lacaf/kr ekeys 40 5 Lkeqnkf;d fodkl vkSj foLrkj ¼Hkkx&2½ 20 5 6 Xk`g foKku dh fÓ{kk ds ckn ukSdjh dk fodYi 5 Ikz;ksxkRed 35 30 dqy vad 220 100 bdkbZ &1% ekuo fodkl% thou pØ mikxe Hkkx&2 d- fdÓksjkoLFkk ¼12&18 lky½ 1- o`f) vkSj fodkl & {ks= ,oa fl)kar 2- vFkZ] foÓsÔrk,Wa ,oa vko';drk,Wa 3- O;fDrRo fuekZ.k ij iM+us okys izHkko d- tSfod vkSj HkkSfrd ifjorZu tYnh vkSj nsj ls ifjiDo] ¼oaÓkuqØerk o okrkoj.k dh Hkwfedk½ [k- lkekftd] laLd`fr vkSj ehfM;k x- HkkokRed ifjorZu ?k- laKkukRed ifjorZu 4- fofÓ"V eqnns~vkSj fpark,Wa d- vfu;fer [kkuiku& dkj.k] ifj.kke vkSj izca/ku ¼vuksjsfDl;k ujokslk] C;wyhfe;kWa½ [k- ncko x- oLrqvksa dk nq:Ik;ksx ?k- fyax ls lacaf/kr M- ruko vkSj lkfFk;ksa ds ncko ls fuiVuk

[k- o;Ldrk ;kSoukoLFkk% ubZ ftEesnkfj;ksa dks le>uk vkSj mls iwjk djuk& ukSdjh] Óknh vkSj ifjokj i- ;qok o e/; ;kSoukLFkk% u;s mRrjnkf;Roksa dh le> o izca/ku thou;kiu] Óknh vkSj ifjokjA ii& vfUre ;kSoukoLFkk@ o`)koLFkk

216

d- LokLF; vkSj dY;k.k & Ókjhfjd] lkekftd] HkkokRed] foRrh; vkSj euksjatu tSlh t:jrksa dk /;ku [k- cqtqxkZsa dh ns[kHkky ¼?kj vkSj ckgj o`)kJe½ x- Øks/k ij fu;a=.k bdkbZ &2% Loa;] ifjokj vkSj leqnk; ds fy, iksÔkgkj d- Hkkstu ;kstuk% vFkZ vkSj egRo] Hkkstu dh ;kstuk dks izHkkfor djus okys fl)kar vkSj dkjd] iksÔ.k dh vko';drk] fofHkUu vk;q oxZ }kjk [kkuk ilan djuk vkSj muds vkgkj esa t:jh laÓks/ku tSls& fÓÓq oxZ] cPps] fdÓksjkoLFkk] o;Ldksa] cqtqxkZsa vkSj foÓsÔ ifjfLFkfr;ksa esa ¼xHkkoLFkk vkSj Lruiku djkus okyh efgykvksa ds fy, ¼,slh voLFkk esa ijaijkxr [kkuk nsuk½ i- cqfu;knh [kk| lewgksa (ICMR) dk iz;ksx djuk vkSj Hkkstu ;kstuk esa lsok dk Lo:iA ii- p;fur Hkkstu dks izHkkfor djus okys dkjd% laLd``fr] ifjokj esa [kkuiku dh izFkk ;k fjokt lapkj ek/;e] lgdehZ lewg] [kk| inkFkkZsa dh miyC/krk] Ø; ÓfDr vkSj O;fDrxr ilan o LokLF;A

[k- [kk| lqj{kk vkSj xq.koRrk i- [kk| inkFkkZsa dks lqjf{kr j[kuk ¼O;fDrxr] HkaMkj.k] jlksbZ?kj] [kkuk idkuk o lsok djuk½A ii- [kk| feykoV ds fo:) lqj{kk pkSdlh] lqj{kk vkSj Hkkjr ds ekud izkf/kdj.k ds rgr feykoV mldh ifjHkkÔk] mldk vFkZA iii- vke feykoVksa [kkldj ¼vukt esa] nky esa] nw/k vkSj nw/k ls cus inkFkkZsa esa] olk vkSj rsy esa] phuh] xqM+] Ógn] elkys vkSj vU; elkyksa ea feykoV ij /;ku nsukA½ iv. dqN ,sls Hkkstuksa ij izHkko Mkyuk ftlesa feykoV gksa tSls dsljh nky] ihyh nky] cht bR;kfnA v. [kk| ekud ¼,Qihvks] ,xekdZ]vkbZ,lvkbZ½A

x- ikSf"Vdrk] [kkn~; lkexzh] vko`fRr] fLFkjrk ds vuqlkj lkekU; vkgkj dk mipkjkRed vkgkj esa ifjorZu rFkk Hkkstu cukus dh fof/k;kWaA ?k- lkekU; chekfj;ksa ds vuqlkj vkgkj dk laÓks/ku% nLr] cq[kkj] ihfy;k] mPp jDrpki] e/kqesg vkSj dCt dh voLFkk esa ;gkWa rd fd Ókfjfjd fØ;k ds cnyko esa] fpfdRlkybZ y{k.kksa eas Hkh vkgkj dh vko';drk gksrh gSA

217 bdkbZ&3% /ku izca/ku vkSj miHkksDrk fÓ{kk d- ikfjokfjd vk;% i- ifjokj dh vk; ds fofHkUu lzksr%  vk;  oLrfod vk; ¼izR;{k vkSj vizR;{k /ku½  ekufld vk;

ii. ifjokj dh iwjd vk; vko';drk vkSj rjhds] ?kjsyw ys[ks&tks[ks dks cuk, j[kus ds fy, vko';drk vkSj dk;Ziz.kkyh ¼nSfud] lkIrkfgd o ekafld½

[k- cpr vkSj fuosÓ i- cpr dk vFkZ vkSj cprksa dh egRrk ii- fuosÓ djus ds rjhdksa dk p;u djuk ¼tksf[ke] viuh lqj{kk] ykHk vkSj dj esa cpr½ iii- fuosÓ djus ds rjhds&  cSad dh ;kstuk,Wa ¼cpr] lkof/k] vkorhZ½  Mkd?kj ;kstuk,Wa ¼cpr] vkorhZ] tek] ekfld vk; ;kstuk] jk"Vzh; cpr ;kstuk½  Chek;kstuk,Wa ¼vkthou] esfMDyse ;kstuk½  lkoZtfud Hkfo"; fuf/k] Hkfo"; fuf/k

iv- miHkksDrk laj{k.k vkSj fÓ{kk% vFkZ] miHkksDrk }kjk >syh xbZ leL;k,WaA miHkksDrk laj{k.k laÓks/ku vf/kfu;e & 2011 miHkksDrk lgk;rk lkexzh] yscy] ekudhdj.k fuÓku ¼bZ-lh-vks- fuÓku]] gkWyekdZ] flYdekdZ] owyekdZ½ foKkiu] i=d vkSj miHkksDrk dh leL;k dk fuokj.k eap] baVjusVA bdkbZ &4% ifj/ku% p;u vkSj ns[kHkky i- ifj/ku dks cukus esa dyk vkSj vU; dbZ rRoksa dk vuqiz;ksx ii- oL=ksa dk p;u vkSj [kjhn& iz;kstu] ykxr] ekSle] xq.koRrk] etcwrh] j[k&j[kko vkSj vkjke iii- ifj/ku dk p;u& ifj/kku ds p;u dks izHkkfor djus okys dkjd& mez] vkdkj] ekSle] O;oLkk; iv- diM+ksa ds j[kj[kko esa lko/kkuh& diM+ksa ij izHkko Mkyus okys inkFkZ lkcqu vkSj iz{kkyd ¼ diM+s vkfn /kksrs le; eSy fudkyus okyk inkFkZ½] cqfu;knh erHksn vkSj mldh mi;ksfxrk, nkx gVkus ds lkekU; fl)kar] pk; ds nkx dks gVkuk] dkWQh dk nkx] fyifLVd] isu] xzhl] ngh vkSj [kwu ds nkx dks gVkukA v-diM+ksa dk HkaMkj.k

218

bdkbZ &5% lkeqnkf;d fodkl vkSj foLrkj ¼Hkkx&2½ i. ty lqj{kk% lqjf{kr ihus dk ikuh] vPNs LokLF; ds fy, LoPN ikuh dk egRo vkSj mlds xq.k] ihus ds ikuh dks lqjf{kr cukus dh ljy fof/k] ikuh dks mckyuk Nkuuk ¼ikjEifjd o vk/kqfud izkS|ksfxdh½ fQVdjh vkSj Dyksjhu dk mi;ksxA ii- vk; l`tu djus dh ;kstukvksa dh eq[; foÓsÔrk,Wa&  xzkeh.k {ks dh efgyk o cky fodkl ;kstuk (DWCRA)  EkgkRek xkWa/kh jk"Vzh; xzkeh.k jkstxkj xkjaVh ,DV 2005 (MNREGA) bdkbZ&6% x`g foKku dh fÓ{kk ds ckn ukSdjh ds fodYi x`g foKku ds fofHkUu {ks=ksa esa Lo;a ,oa jkstxkj HkRrk ds fy, ukSdjh ds fodYi

x`g fiKku d{kk & 12oha iz;ksfxd vf/kdre vad& 30 bdkbZ&1% ekuo fodkl% thou pØ & mikxe ¼Hkkx&2½ fØ;kfof/k%  fdÓksjksa dh leL;kvksa dh igpku lkewfgd fØ;kdyki ds ek/;e ls mudk lek/kku rFkk fjiksVZ rS;kj djukA  o`) ds lkFk ,d fnu fcrkuk] mudh vko';drkvksa vkSj leL;kvksa dk voyksduA  de ls de 4 {ks=ksa dh lwph cukuk rFkk mij ppkZ djuk ftuesa vki buds lkFk lger vkSj vlger gS& d- ekWa [k cki x lgksnj HkkbZ & cgu ?k fe= M- fÓ{kd bdkbZ&2% Loa;] ifjokj vkSj leqnk; ds fy, vkgkj fØ;kfo/kh%  xfrfof/k;kWa fdlh Hkh Ókfjfjd voLFkk tSls& cq[kkj] nLr] dCt] ihfy;k] jDrpki] e/kqesg] xHkkZoLFkk] nqX/kiku] cq

219 bdkbZ &3% /ku izca/ku vkSj miHkksDrk fÓ{kk  QkeZ ysdj cSad vkSj Mkd?kj esa cpr [kkrk [kksyukA  fdUgha rhu ?kjsyw oLrqvksa dk ,d yscy rS;kj djuk ftl ij vkbZ-,l- vkbZ-] ,Q-ih-vks- ] ,XekdZ gksA  bu QkekZsa dks Hkjuk& fudklh] tek jlhn] psd ¼/kkjd] ys[kk/kkjd½  fdUgha rhu mRiknksa ds uewus ,df=r djuk vkSj mudh rqyuk vfuok;Z vko';drkvksa ds lkFk djukA bdkbZ&4% ifj/ku] fMtkbfuax] p;u ,oa j[kj[kko  fMtk;u ds fl)karksa dks fpf=r djuk vFkok dyk ds ?kVdksa dks dkxt ;k diM+s ij] vkSj mudk ewY;kadu djukA  rjg&rjg ds nkx /kCcs dks gVkuk& pk;] dkWQh] xzhl] [kwu] fyifLVd ckWy isu ¼dksbZ Hkh nks½A  viuh dkjhxjh ds fy, ¼de ls de nks½ flys flyk, diM+ksa dh ij[k vkSj ewY;kadu dhft,A  xksVk yxkus] cSad fLVp] bUVjykWfdax izsl cVu] gqd vkSj dkt cukus dk uewuk rS;kjdjukA bdkbZ&5% lkeqnkf;d fodkl vkSj foLrkj  fdUgha nks LFkkuksa ij ¼?kj@jsLVksjsaV@Ldwy@O;kikfjd dsUnz vkfn½ tk,a vkSj lqjf{kr ihus ;ksX; ikuh dh tkWap djsa rFkk muds pkjksa vksj dh LokLF; lEcU/kh lkekU; nÓkvksa dks ns[ksaA 6- Qkby 7- ekSf[kd

220

iz'ui= dk izk:Ik x`g foKku d{kk& 12oha le; % 3 ?k.Vs vad% 70 Ø- iz'uksa ds izdkj v/;;u vfry?kqRrjh y?kqmRrjh; nh?kZmRrjh fo'k"V nh?kZ vqy l- dk iz'u iz'u iz'u&1 v/;;u mRrj vad ifj.kke ds fp=ksa iz'u&2 vkSj ij fuiq.krk vk/kkfjr iz'u 1 vad 2vad 3vad 4vad 5 vad 1 Lej.k rdZ.k 2 2 1 1 1 18 ¼Kku vk/kkfjr ljy Lej.k djus okys iz'u] fo'ys"k.kk& fof'"V rF;ksa] inksa Red vo/kkj.kkvksa[ fo)karksa ;k dkSÓy u;eksa dks tkuus ds fy, igpkuus] ifjHkkfÔr djus leh{kkkRed ;k O;k[;k djus] tkudkjh dkSÓy ds fy,½ 2 Cksk/kkRed 1 1 & 1 1 12 ¼cks/k& vFkkZsa ls ifjfpr gksus ds fy, rFkk vo/kkj.kkvksa dks le>us ds fy,] O;[;k djus ds fy,] rqyuk djus ds fy,] laf{kIr O;[;k ds fy, ;k tkudkfj;ksa dh O;k[;k ds fy,½ 3 vuqiz;ksx 1 2 1 2 1 21 ¼Bksl ifjfLFkfr esa vewrZ lwpukvksa dk mi;ksx djuk] ubZ ifjfLFkfr esa Kku dk mi;ksx djuk] nh xbZ ifjfLfkfr dh O;k[;k ds fy, nh xbZ lkexzh dk mi;ksx djuk] mnkgj.k miyC/k djuk] ;k leL;k dk lek/kku djuk ½ 4 mPp Lrjh; fparu dkSÓy 1 1 & 1 1 12 ¼fo'ys"k.k ,oa la'ys"k.k& oxhZd`r djuk] rqyuk djuk] fo"kerk crkuk] ;k

221

fofo/k lwpukvksa ds va'kksa d chp Hksn djuk] O;ofLFkfr djuk rFkk @ ;k fofo/k lzksrksa ds lkFk fdlh fofÓ"V lwpuksa dks lesfdr djuk½ 5 ewY;kadu vkSj 1 1 & 1 & 7 cgqvuqÓklukRed ¼u;s fopkjksa dk l`tu] mRiknksa ;k phtksa ds ns[kus ds rjhds dk ewY;kdu djuk] tc djuk vkSj ;k ifj.kkeksa ;k urhtksa ds egRo ;k ewY;ksa dk vkSfpR; fl) djuk ;lk ewY;ksa ij vk/kkfjr ifj.kkeksa dh Hkfo";ok.kh djuk½ ;ksx 1x6=6 2x7=14 3x2=6 4x6=24 5x4=20 70 uksV% ikB ds vuqlkj vadHkkj foHkktu ugha] bl ckr ij /;ku nsuk pkfg, fd lHkh ikBksa dks Ókfey fd;k tk;A

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Code- 718 (P) SAMPLE QUESTION PAPER HOME SCIENCE CLASS-XII

Time: 3 Hrs. MM : 70

General Instructions:  There are 25 general questions  Question nos. 1-6 are very short answer questions carrying 1 mark each. Answer to these questions should be given in one or two lines.  Question 7-13 are short answer –I questions carrying 2 marks each. Answer to these questions should not exceed 10-20 words.  Question nos. 14 and 15 are case study based and picture based questions carrying 3 marks each. Answer to these questions should not exceed 20-30 words.  Question 16-21 are long answer questions carrying 4 marks each. Answer to these questions should not exceed 30-40 words.  Question nos. 22-25 are long answer questions carrying 5 marks each. Answer to these questions should not exceed 40- 50words.  Support your answer with suitable examples wherever required  All questions are compulsory. 1. Bahadur lives in a village. Write the two advantages that you will tell him about the Mahatma Gandhi National Rural Employment Act (MGNREGA) 1 2. Write the difference between growth and development 1 3. Indian Council of Medical Reseach (ICMR) has recently revised the recommended daily allowances (RDA) for certain nutrients. What is the revised calcium requirement for a normal and a pregnant woman? 1 4. Give two reasons to maintain the household account by a family 1 5. State two reasons to justify the price of a costly fabric. 1 6. Sudha has studied Home Science in Class XII as one of the subjects. She wants to pursue further education in the same field. Suggest her any two options for the same. 1 7. Identify any four physical changes in adolescent girls and list. 2

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8. You are in class XII. Write four tasks you will be required to perform to adjust better in the next stage (early / young adulthood) 2 9. Culture, media, food practices and food availability have a strong influence on the meal planning of a family. Support this statement with the help of one example each. 2 10. Analyse any four conditions on the basis of which the entire lot of apple jam can be declared as adulterated by Food Safety and Standard Association of India (FSSAI). 2 11. Write two advantages each of recrurring savings scheme of bank and public provident fund (ppf) scheme. 2 12. Your school dress shirt is white and got stained by oil poured out from your tiffin box. How will you remove it? 2 13. Write four features of Development of Women and Children in Rural Area (DWCRA) Scheme 2 14. During rainy season almost everyone in a specific locality suffers from stomach ailments. You have suggested them to use chlorine tablets to make water safe for drinking. Write the method and give two reasons for your suggestion. Also write two precautionary measures while using these tablets. 3 15. Seema loves to eat bu of ten induces herself to throwup her meals. What do you think she is suffering from? If she continues, what could be the repercussions? How can she be helped? 3 16. Your father spent Rs. One lakh on his mother’s medical expense. Convince him to buy a mediclaim policy for his whole family with its eight salient features. 4 17. Rajesh works as a clerk. His son studies in a professional college. He finds it hard to meet their monthly expenses. In what four way scan his son help in reducing his own expenses and use his skills to increase their real income. 4 18. Sudha buys vegetables from nearby market. Alert her on at least four ways the vendor may adopt to cheat her. Write four of her responsibilities as an aware consumer. 4 19. Suggest an appropriate dress, keeping in mind elements of art and principles of design to suit your friend who is tall, heavy and fair. 4 20. You have to store properly the woollen and silk clothes as these are no more suitable to wear due to the nature of weather. Suggest four points to store for each of them. 4 21. Give four suggestions from the area of Nutrition and Human Development to justify that knowledge of Home Science can lead to self employment. 4

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22. The adulthood is divided into three stages: young, middle and old. a. What are the major differences in terms of developmental tasks? b. How does career take shape from young adulthood to middle adulthood? 5 23. Meera is a lactating mother who has been served potato pakoras and imli chutney for evening tea. Analyse this meal and modify it to meet her nutritional needs. Justify the modification with appropriate reasons. 5 24. Define meal planning. Why is it important to plan meals for a family? Give two reasons. Mention four factors to be considered while planning meals for an infant? 5 25. You want to buy a dress for your farewell party. What will be the major aspects to be checked before buying it? Explain those by giving appropriate reasons. 5

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SAMPLE QUESTION PAPER HOME SCIENCE CLASS XII le; & 3 ?kUVs vad & 70 iz-&1- cgknqj xkWao esa jgrk gS mls egkRek xkWa/kh jk"Vzh; xkzeh.k jkstxkj xkjaVh Act dh nks YkkHk ckrk,Wa (MGNREGA) (1) iz- 2 o`f) vkSj fodkl esa varj crkb, (1) iz-3- Hkkjrh; fpfdRlk vuqla/kku us vHkh dqN iks"kd rRoksa dh u;h izLrkfor ek=k nh gS! Mlds vuqlkj lkeU; vkSj xHkZorh vkSjr ds fy, dfYl;e dh t:jr nhft,!(1) iz-4- ifjokj dks ?kjsYkw fglkc fdrkc j[kus ds nks dj.k nhft,! (1) iz-5- egaxs diM+s dh dher ds nks dkj.k nhft, (1) iz-6- lq/kk us x`gfoKku 12oha d{kk rd i<+k gSA mls vkxs Hkh blh {ks= esa i<+uk gSA mls dksbZ nks volj blh {ks= esa crkbZ,A (1) iz-7- fd'kksjh esa pkj HkkSfrd ifjorZu crkb,A (2) iz-8- vki 12oha d{kk esa gS] rFkk ;qokLFkk esa izos'k djus gsrq vki dkSu lh pkj dk;Z esa le> iSnk djsxh! (2) iz-9- ifjokj ds vkgkj vk;kstu dks lkaLd``fr] [kkus dh vknrsa] [kk|~; inkFkksa dk feyuk [kkl izHkkfor djrs gS! ,d mnkgj.k nhft,A (2) iz-10- FSSAI us iwjk tSe dk Lot dks feykoVh ?kksf"kr fd;k gS! dksbZ pkj dkj.k nhft,! (2) iz-11- lkoZtfud Hkfo"; fuf/k vkSj vkorhZ cpr cSad ;kstuk ds nks&nks ykHk crkb,!~ iz-12- vki dh lQsn deht ij [kkus ds fVfQu ls rsy fxj x;k gS vki mls dSls gVk,xh! (2) iz-13- xzkeh.k cky&efgyk fodkl ;kstuk ds pkj [kkl ckrs crkb, (DWACRA) (2) iz-14- cjlkr ds ekSle esa fo'ks"k txg ds yksx isV ds jksx ls ijs'kku gS! vkius ihus ds ikuh esa dyksjhu dh xksfy;k bLrseky djus dh lykg nh! fof/k crkb, rFkk nks dkj.k Hkh fnft,! nks lko/kkfu;ka Hkh crkb,! (3) iz-15- lhek dks [kkuk [kkuk cgqr vPNk yxrk gS! vf/kdrj og [kkuk dh mYVh dj nsrh gS! mls D;k jksx gS! vxj og yxkrkj ,slk djsxh ml ds D;k urhts gksaxs! mldh lgk;rk dSls dj ldrs gS! (3) iz-16- vki ds firk us ekWa ds bykt esa ,d yk[k :i;s [kpZ fd, gS! mUgsa iwjs ifjokj ds fy, eSMhDyse ikWfylh ysus ds fy, rS;kj dhft, rFkk mlds vkB foÓsÔ ckrsa Hkh fyf[k,! (4)

226 iz-17- jktsÓ dydZ dk dke djrk gS! mldk csVk dkWyst esa i<+rk gS! mudk eghuk xqtkjk eqf'dy ls pyrk gS mudk csVk fdu pkj rjhdks ls viuk [kpkZ de dj ldrk gS! ftlls mudh okLrfod vk; c<+ lds! (4) iz-18- lq/kk ikl ds cktkj ls lfCt;kWa [kjhnrh gS! nqdkunkj fdl izdkj mls pkj rjhdksa ls /kks[kk ns ldrk gS! le>nkj miHkksDrk ds pkj mrjnkf;Ro fyf[k,A (4) iz-19- viuh mph] yEch] eksVk vkSj lkQ jax dh nksLr ds fy, dyk ds rRoksa vkSj fMtkbu ds fl)kUrh dks /;ku esa j[krs gq, ,d Mzsl dk lq>ko nhft,! (4) iz-20- flYd vkSj muh diM+ksa dks vyx vyx laxzg djus ds fy, pkj ckrs crkb,!(4) iz-21- x`gfoKku ds Kku ls Lojkstxkj fey ldrk gS! iksÔ.k vkSj ekuo fodkl {ks= ls pkj lq>ko nhft,! (4) iz-22- izks

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MARKING SCHEME HOME SCIENCE 1. i. Provides atleast 100 days of guaranteed wage employment in each financial year. ii. Otherwise will get unemployment allowance. iii. Builds infrastructure (any two) ½ x2=1 2. Growth : quantitative changes in the body Development: Changes are quantitative as well as qualitative ½ x2=1

3. i. 600 mg for normal ii. 1200 mg for pregnant woman ½ x2=1

4. i. Helps the money to last the entire month ii. Can reduce wasteful expenditure iii. Prevents getting cheated iv. Any other (any two) ½ x2=1

5. i. Width of fabric- more width more expensive. ii. Hand embroidery is more expensive than machine embroidery. iii. finish- mercerised more expensive iv. Weave- t will move expensive than plain (any two) ½ x2 =1

6. a. B.Sc. Home science b. Hons. Degree in any of the five areas. c. Diploma in: i. Bakery/ confectionary ii Early childhood care and education iii. cutting and tailoring 7. i. increase in height/ weight ii. underarms and pubic hair iii. increase in breast iv. Rounding of hips v. Menstruation

228 vi. Any other (any four) ½ x4=2 8. i. Achieving autonomy ii. Developing Emotional stability iii. Establishing a career iv Finding intimacy v Adjustment of marriage vi Establishing residence vii Becoming a parent (any four) ½ x4=2

9 i. Culture: traditions and festivals, e.g. guijiya is made on holi, kuutukaatta used during navratras. ii. Media: hype created by media / advertisement- youngesters want to order that which is the latest trend. iii. Food practices: traditional foods/ practice of adding jaggery in all foods in Gujarat, iv Food availability: region- coconut used in all meals in coastal areas½x4=2

11. Recuring saving scheme (Bank) i. It is a good saving instrument for ordinary middle class, which has a fixed amount of revenue as its monthly income. ii. It is also suitable for small time businessmen, traders etc, as they do not have to block a large sum, which is a requirement for other types of saving instruments. iii. Students can open recurring deposit acounts with their pocket money they get from the parents. iv. Minimum amount of Deposit is Rs. 10. No. maximum limit. v. Once started and once one gets habituated for a couple of months, then it is taken as a fixed monthly expenditure. vi. It is a very liquid form of investment. That is, whenever an unexpected urgent need for additional cash arises, money could be used and again continued. vii. Recurring Deposits can be created upto 120 months i.e. for 10 years, starting from 6 months onwards. (any two)

PPF Scheme i. Ideal investment option for both salaried as well as self employed classes.

229 ii. Investment up to INR. 1,00,000 per annum qualifies for IT Rebate under section 80 C of IT Act. iii. The rate of interest is high (8.70% per annum) iv. Loan facility available from 3rd financial year up to 5th financial year. v. Withdrawal permitted from 6th financial year. vi. Free from court attachment (any two) ½ x4=2

12. i. Use any absorbent like paper / chalk/ powder to absorb oil. ii. Lay the garment flat so the stain is facing up. Cover the stain with baking soda, cornstarch or baby powder. The powder will help to absorb some of the oil from the clothing. Leave the powder on the stain for at least an hour to allow it time to work. iii. Brush away the powder into the trash. iv. Cover the stain with a liquid laundry detergent and soak for at least 15 minutes. v. wash it with hot water.

13. i. The minimum number of women members of the informal group for which the scheme is applicable is 5; ii. Each group is entitle to a revolving fund amount on proprate basis at Rs. 1,000 per member subject to a maximum of Rs. 15,000 per group, and iii The group is also entitled to a subsidy of 50% under IRDP, subject to a monetary ceiling prescribed from time to time. iv. for improving the living condition of women and, thereby, children through the provision of opportunities for self employment and acces to basic social service.

14. Method i. one tablet (4mg) is dissolved in 1 litre of wate ii. Shaken, left for 10 minutes before consuming 1 Reasons: i. kills coliform ii. easy to use iii. hassle free (any two) 1 Precautions: i. keep in dry place ii. should not be expired

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iii. If water more dirty use 2 tablet and wait for 20 minutes before using (any two) 1x3=3 15. Reason: Suffering from bulimia nervosa- a serious eating disorder, ½ marks

Repercussions: i. Irritation of throat and food pipe ii. Swollen salivary glands iii. Rectal bleeding (caused by overuse of laxatives) iv. Dehydration and electrolyte imbalance v. Ruptures in the upper gastrointestinal tract vi. Kidney disorders (any 2) ½ march each

Ways to help: i. Improve self image ii. Assess and monitor the adolescent’s nutritional status. iii. Correct all misconceptions about nutrition. iv. Help themto modify their eating habit v. Educating them about healthy foods and importance of exercise in maintaining a healthy life style. (any 3) ½+1+1/2 =3 16. i. Temporary needs to be renewed each year. ii. Gets tax rebate of 15000 per years and 20, 000 for parents medical insurance. iii. Medical bills taken care of iv. Free medical check up once a year v. Cashless hospitalizaion vi. Safe vii. Peace of mind viii. Certain illnes may not be covered in first 2-4 years (1/2 x8=4)

17. Reduce expense: i. Studying hard and not taking tuitions ii. Taking home made tiffin instead of buying food from outside iii. Getting books from library instead of buying them. iv. Not buying branded clothes v. Not indulging in impulsive buying vi. Use public transport (any four)

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Use of skills to increase real income: i. Ironing own clothes instead of getting them ironed from a dhobi ii. Repairing any leaking tap instead of calling plumber iii. Repairing any switch etc instead of giving money to electrician iv. Bargaining prices v. Any other ½ x8=4 18. Malpractices: i. Use stones/ hollow weights instead of standard weights ii. Put magnet beneath balance/ iron rings on one side iii. Soak vegetables in wate and sell iv. Put rotten/ inferior/ stale vegetables and charge the price of fresh/ good quality. v. Sells adulterated vegetables (any four)

Responsiblities: i. Be alert ii. Pick and chose herself vegetables/ do not let him choose the vegetables iii. Check his weight / balance iv. Refuse to buy from him v. Complain against him to the concerned authorities. vi. Sensitize others (any four) ½ x 8=4 19. i. Diagonal lines on dress ii. V-neck iii. No puff sleeves iv. No heavy work/ embroidery v. Pastel colour vi. No gathers vii. Small prints viii. Fitted but not very tight ix. Soft textured fabric x. Any other (any four with reason and description) 1x4=4

20. Silk i. Hang silk clothing on a padded hanger. Some wood or metal hangers can damage the silk and with plenty of space in between items, allowing the natural fabric to breathe.

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ii. Store silk clothig in a dark, cool closet that doesn’t allow in any light. Light can damage and dicoloure the silk. iii. Put moth balls, cedar blocks or lavender in the storage area to keep moths away from the silk clothing. iv. Store the silk clothing after it has been freshly washed or just returned from the dry cleaner. Pespiration stains or other types of dirt and grime can damage or ruin the silk v. Insert tissue paper between folds if its is a Zari silk sari.

Woollen: i. Clean wood clothing before storage. Insects prefer to feed on wool soiled with perspiration, urine, body oils or food particles. Following the care instructions on the labels, dry-clean, completely dry woold clothing in airtight containers. Use plastic tubs with tight- fitting lids, plastic baggies with zippers or plastic sweater boxes. Seal any holes or cracks in containers with duct tape. Newspaper is also good as ink of the newspaper kills the insect. ii. Place mothballs or moth crystals inside the storage containers. iii. Find a cold location within your home or store the containers. iv. Find a cold location within your home or store the container in an unheated garage or shed. v. Check on your stored clothing periodically. ½ x8=4

21. Foods and nutrition i. Owner of a canteen and restaurant ii. Food service from home iii. Conducting hobby classes iv. Catering services v. Any other (any four)

Human development i. Owner of a creche, play school ii. Run own counselling clinic iii. Run own NGO iv. Run own diability clinic v. Any other (any four) ½ x8=4

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22. i. Discuss developmental tasks of the three stages and describe the gradual changes that come in the context of career, marriage, family, responsibilities, physical changes, leisure time activities etc. ii. During young adulthood an individual struggles for to establish in an appropriate career according to his or her education and potential and during middle adulthood achieves the newer heights, fame and success. Should be well explained with examples 5 23. Analysis: This food is not suitable for her keeping in mind her stage. It is a fried dish which may cause chemical irritation to GI tract.

Modifications: Pakora- Besanchilla with spinach/ sprout/ other vegetables/ paneer. Imli chutney- mint chutney/ coriander chutney/ Groundnut chutney/ coconut chutney

Reason  Leafy vegetables contain vitamin A and iron  Paneer add protein, calcium  Sprout provide protein, vitamin B complex, vitamin C  Mint add folic acid required for regeneration of blood cells.  Coriander contain vitamin A, Calcium and iron. 4

24. I. Definition of meal planning (one mark) II. reasonf for meal planning i. Helps to plan low cost foods ii. Helps to plan nutritious meals iii. Helps in planning variety iv. Ensures enough satiety in meals v. Helps to plan attractive meals (any four) III Points to be considered for Infants: Light and digestible, bland, non spicy, no lumps, runny consistency, variety (any four) ½ x8=4+1=5

25 a. Fitting – suitable according to figure b. Latest design

234 c. Comfortable d. Fabric quality e. Workmanship i. Cutting ii. Stitching iii. Fasteners iv. Accessories / laces etc. v. Pleats f. Lining if required

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CODE- 728(P) SYLLABUS MATHEMATICS CLASS-XII Course Structure: Unit Topic Marks I Relations and Functions 10 II Algebra 13 III Calculus 44 IV Vectors and 3-D Geometry 17 V Linear Programming 6 VI Probability 10 Total 100

Unit –I: Relations and functions 1. Relations and Functions Types of relations: reflexive, symmetric, transitive and equivalence relations. One to one and onto functions, composite functions, inverse of a function. Binary operations. 2. Inverse Trigonometric Functions Deifnition, range, domain, principal value branch. Graphs of inverse trigonometric functions. Elementary properties of inverse trigonometric functions.

Unit –II: Algebra 1 Matrices Concept, notation, order, equality, types of matrices, zero and identity matrix, transpose of a matrix, symmetric and skew symmetric matrices. Operation on matrices: Addtion and multiplication and multiplication with a scalar. Simple properties of addition, multiplication and scalar multiplication. Noncommutativity of multiplication of matrices and existence of non-zero matrices whose product is the zero matrix (restrict to square matrices of order 2). Concept of elementary row and column operations. Invertible matrices and proof of the uniqueness of inverse, if it exists; (Here all matrices will have real entires).

2. Determinants Determinant of a square matrix (upto 3x3 matrices), properties of determinants, minors, co-factors and applications of determinants in finding the area of a triangle. Adjoint and inverse of a square matrix.

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Consistency, inconsistency and number of solutions of system of linear equations by examples, solving system of linear equations in two or three variables (having unique solution) using inverse of a matrix.

Unit III: Calculus 1. Continuity and Differentiability Continuity and differentiability, derivative of composite functions, chain rule, derivatives of inverse trigonometric functions, derivative of implicit functions. Concept of exponential and logarithmic functions.

Derivatives of logarithmic and exponential functions. Logarithmic differentiation, derivative of functions expressed in parametric forms. Second order derivatives. Rolle’s and Lagrange’s Mean value theorems (without proof) and their geometric interpretation.

2. Applications of Derivatives Applications of derivatives; rate of change of bodies, increasing/ decreasing functions, tangents and normals, use of derivatives in approximation, maxima and minima (first derivative test motivated geometrically and second derivative test given as a provable tool). Simple problems (that illustrate basic principles and understanding of the subject as well as real-life situations).

3. Integrals Integration as inverse process of differentiation. Integration of a variety of functions by substitution, by partial fractions and by parts, evaluation of simple integrals of the following types and problems based on them.

Definite integrals as a limit of a sum, fundamental theorem of calculus (without proof). Basic properties of definite integrals and evaluation of definite integrals.

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2. Applications of the Integrals Applications in finding the area under simple curves, especially lines, circles/ parabolas/ ellipses (in standard form only), Area between any of the two above said curves (the region should be cearly identifiable).

3. Differential Equations: Definition, order and degree, general and particular solutions of a differential equaltion. Formation of differential equation whose general solution is given. Solution of differential equations by method of separation of variables solutionsof homogenous differential equations of first order and first degree. Solutions of linear differential equation of the type:

dy/dx+py=q, where p and q are functions of x or constants. dx/dy+px=q, where p and q are functions of y or constants.

Unit IV: Vectors and Three- Dimensional Geometry 1. Vectors: Vectors and scalars, magnitude and direction of a vector. Direction cosines and direction ratios of a vector. Types of vectors (equal, unit, zero, parallel and collinear vectors), position vector of a point, negative of a vector, components of a vector, addition of vectors, multiplication of a vector by a scalar, position vector of a point dividing a line segment in a given ratio. Definition, Geometrical interpretation, properties and application of scalar (dot) product of vectors, vector (cross) product of vectors, scalar triple product of vectors.

2. Three- Dimensional Geometry Direction cosines and direction ratios of a line joining two points. Cartesian equation and vector equation of a line, coplanar and skew lines, shortest distance between two lines. Cartesian and vector equation of a plane. Angle between i. two lines, ii. Two planes, iii. A line and a plane. Distance of a point from aplane.

Unit – V: Linear Programming 1. Linear programming Introduction, related terminology such as constraints, objective function, optimization, different types of linear programming (L.P.) problems , mathematical formulation of L.P. problems, graphical method of solution for problems in two variables, feasible and infeasible regions (bounded

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and unbounded), feasible and infeasible solutions, optimal feasible solutions (upto three non- trivial constraints)

Unit – VI: Probability 1. Probability Conditinoal probability, multiplication theorem on probability. Independent events, total probability, baye’s theorem, random variable and its probability distribution, mean and variance of random variable. Repeated independent (Bernoulli) trials and Binomial distribution.

Prescribed Books: 1. Mathematics- Textbook for Class XI- NCERT Publication 2. Mathematics – Textbook for Clas XII, NCERT Publication 3. Mathematics examplar problems for Class XI, NCERT Publication 4. Mathematics exemplar problems for class XII, NCERT, Publication.

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CODE-728(P) MATHEMATICS CLASS-XII

1. Question Paper Design

S.No. Typology of VSA SA LA-I LA-II Marks Weightage question 1 2 4 marks 6 % marks marks marks 1 Remembering 2 2 2 1 20 20 2 Understanding 1 3 4 2 35 35 3 Application 1 - 3 2 25 25 4 HOTS - 3 1 - 10 10 5 Evaluation - - 1 1 10 10 (VBQ)* Total 1x4=4 2x8=16 4x11=44 6x6= 100 100 36

*Value based question of 04 marks

2. Question wise break-up Type of question Marks per Total no. of Total marks question questions VSA 1 4 4 SA 2 8 16 LA-I 4 11 44 LA-II 6 6 36 Total 29 100 3. Difficulty level Difficulty Weightage Easy 20% Average 60% Difficult 20% 4. Choice (s): There will be no overall choice in the question paper. However, 30% internal choices will be given in 4 marks and 6 marks questions.

240 dksM&728 xf.kr d{kk& 12oha le; & 3 ?k.Vs vad& 100 bdkbZ fifj;M dh vad la[;k 1 lEcU/k vkSj Qyu 30 10 2 chtxf.kr 50 13 3 Dyu 80 44 4 lfnÓ rFkk f=foeh; T;fefr 30 17 5 jSf[kd izksxzke 20 06 6 Ikzkf;drk 30 10 dqy 200 100 bdkbZ 1% laca/k rFkk Qyu 1- laca/kksa ds izdkj% ijkorhZ] lefer] laØked ,oa rqY;rk laca/k] one to one rFkk onto Qyu la;qDr Qyu] fdlh Qyu dk O;qRØeA f}vk/kkjh izpkyuA

2- izfrykse f=dks.kferh; Qyu ifjHkkÔk] ifjlj] izkar] eq[; eku Ók[kk,Wa] izfrykse f=dks.kferh; Qyuksa ds xzkQ] izfrykse f=dks.kferh; Qyuksa ds vkjfEHkd xq.k/keZA bdkbZ&2% chtxf.kr 1- vkO;wg ¼eSfVzDl½ vo/kkj.kk] ladsru dksfV] lekUrk] eSfVzDl ds izdkj] ÓwU; rFkk loZlfedk eSfVzDl] fdlh eSfVzDl dk ifjorZ] lefer eSfVzDl vkSj foÔe& lefer eSfVzDl] eSfVzDlksa dk ;ksx] xq.ku ,oa vfnÓ xq.ku] ;ksx] xq.ku ,oa vfnÓ xq.ku ds lkjy xq.k/keZ] eSfVzDlksa ds xq.ku dh vØefofues;rk vkSj ÓwU;srj eSfVzDlksa dk vfLrRo ftudk xq.ku ÓwU; eSfVzDl gSA dksfV&2 ds oxZ eSfVzDlksa rd lhfer] izkFkfed iafDr ,oa LrEHk izpkykuksa dh vo/kkj.kk] O;qRØe.kh; eSfVzDl vkSj O;qØe dh vf}rh;rk dk izek.k] ;fn bldk vfLrRo gS rks ¼;gkWa lHkh eSfVzDlksa dh izfof"V;kWa okfLrfod gS½A

2- lkjf.kd oxZ eSfVzDl ¼3x3 eSfVzDlksa rd½ dk lkjf.kd] lkjf.kdksa ds xq.k/keZ] milkjf.kd lg[k.M vkSj f=Hkqtksa dk {k=Qy Kkr djus ea lkjf.kdksa dk mi;ksxA oxZ eSfVzDl dk lg[k.M ,oa O;qRØeA laxrrk] valaxrk vkSj mnkgj.kksa }kjk jSf[kd lehdj.kksa ds fudk;

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ds gyksa dh la[;kA nks ;k rhu pjksa ds jSf[kd lehdj.kksa ds fudk; ¼ftldk vf}rh; gy gks½ eSfVzDl ds O;qRØe ds mi;ksx }kjk gy djukA bdkbZ 3% dyu 1- lr~rrk ,oa vodyuh;rk lr~rrk ,oa vodyuh;rk] la;qDr Qyuksa dk vodyt] J`a[kyk fu;e] izfrykse f=dks.kferh; Qyuksa ds vodyt] vLi"V Qyuksa ds vodytA pkj?kkrkadh ,oa y?kq.kdh; Qyuksa dh vo/kkj.kkA

y?kqx.kdh; ,oa pj?kkrakdh Qyuksa ds vodyt] y?kqx.kdh; vodyt] izkpy :Ik esa O;Dr Qyuksa ds vodyt] f}rh; dksfV vodyt] jksys ,oa ykxjkat ds ek/;eku izes; ¼fcuk miifRr ½ vkSj budh t;ferh; O;[;kA

2 vodytksa ds vuqiz;ksx vodytksa ds vuqiz;ksx] fi.Mksa ds ifjorZu dh nj] o/kZeku@ gkleku Qyu] LiÓhZ ,oa vfHkyEc] vodytksa dk lfUuDvu] mfPp"B ¼izFke vodyt ijh{k.k T;fefr :I ls izsfjr rFkk f}rh; vodyt ijh{k.k izek.k ;ksX; ;qfDr ds :I esa fn;k tk,½, ljy iz'u ¼ewyHkwr fl)karksa vkSj vf/kxeu ds lkFk&lkFk okLrfod thou ls laca/k dks nÓkZrs gksa½

3- lekdyu Lekdyu vodyu dh izfrykse] izfØ;k ds :Ik esa A izfrLFkiuk }kjk ,oa [k.MÓ% }kjk fofo/k izdkj ds Qyuksa dk lekdyuA fuEukafdr izdkj ds ljy vfHkUuksa¼iw.kZ lakf[;dksa½ dk ewY;kadu ,oa mu ij vk/kkfjr iz'u&

;ksxQy ds :Ik esa fuf'"pr lekdy] dyu ds ewyHkwr izes; ¼fcuk miifRr½]] fuf'pr lekdyksa ds ewyHkwr xq.k/keZ] rFkk fuf'pr lekdyksa dk eku Kkr djukA

4- lekdyuksa ds vuqiz;ksx Ljy oØksa] foÓsÔdj js[kkvksa] o`Rrksa@ ijoy;ksa@nh?kZo`Rrkas ¼dsoy ekud :Ik esa½ ds vUrxZr {ks=Qy Kkr djus esa vuqiz;ksxA mijksDr fdUgha nks oØksa ds chp dk {ks=Qy ¼{k= Li"V :Ik ls igpku ;ksX; gksuk pkfg,A½

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5- vodyu lehdj.k ifjHkkÔk] dksfV ,oa ?kkr] vody lehdj.k ds foÓsÔ ,oa O;kid gyA ,slk vody lehdj.k cukuk ftldk O;id gy fn;k gqvk gksA pjksa ds i`Fkdu dh fof/k }kjk vody lehdj.kksa dk gy] izFke dksfV ,oa izFke ?kkr ds le?kkr vody lehdj.kA fuEu izdkj dh jSf[kd vody lehdj.kksa ds gy% dy / dx + py=q ;gkWa p ,oa q, x ds Qyu vFkok fu;rkad gSA dx/ dy + px =q ;gkWa p ,oa q , y ds Qyu vFkok fu;rkad gSA bdkbZ 4% lfnÓ vkSj f=&foeh; T;kfefr  lfnÓ ,oa vfnÓ] lfnÓ dk ifj.kke ,oa fnÓkA lfnÓ ds fnd~& dkslkbu vkSj fnd~ vuqikr A lfnÓksa ds izdkj ¼leku] ,dkad] ÓwU;] lekUrj ,oaljs[k lfnÓ½] fcUnq dk fLFkfr lfnÓ] lfnÓ dk _.kkRed] lfnÓ ds ?kVd] lfnÓksa ds ;ksx] lfnÓ dk vfnÓ ls xq.ku] fdlh js[kk[k.M d fy, fn, x, vuqikr esa ckaVus okys fcUnq dk fLFkfr lfnÓA ifjHkkÔk] T;kferh; O;k[;k] lfnÓksa dk vfnÓ ¼MkWV½ xq.kuQy ds xq/keZ vkSj vuqiz;ksx] lfnÓksa d lfnÓ ¼Økl½ xq.kuQ] lfnÓksa dk vfnÓ f=d xq.kuQyA

 f=foeh; T;kfefr nks fcUnqvksa dks feykus okyh js[kk ds fnd~ dkslkbu rFkk fnd~vuqikrA fdlh js[kk] leryh; rfkk foÔe ryh; js[kk,Wa] nks js[kkvksa ds chp dh fuEure nwjh dk dkrhZ; ,oa lfnÓ lehdj.kA ry ds dkrhZ; ,oa lfnÓ lehdj.k 1- nks js[kkvksa] 2- nks ryksa ] 3- js[kk o ry ds chp dk dks.k] o ry ds chp dh nwjhA bdkbZ 5% jSf[kd izksxzkeu

1- jSf[kd izksxzkeu% ifjp;] laca/fkr ikfjHkkfÔd ÓCnkoyh tSls O;ojks/k][ mn~ns';Qyu] b"Vrehdj.k] fofHkUu izdkj ds jSf[kd izksxzkeu leL;k,Wa izksxzkeu leL;kvksa dk xf.krh; lw=.k] nks pjksa dh leL;kvksa ds gy dh xzkQh; fof/k] lqlaxr vkSj vlqlaxr {ks=] lqlaxr vkSj vlqlaxr gy] b"Vre lqlaxr gy ¼rhu vrqPN Oojks/kksa rd½ bdkbZ 6% izkf;drk

izkf;drk lizfrca/k izkf;drk] izkf;drk dk xq.ku izes;] Lora= ?kuk,Wa] dqy izfk;drk] cst izes;] ;kn`fPNd pj vkSj bldk izkf;drk caVu] ek/; vkSj fopj.k] iqujko`Rr Lora= ¼cUkZwyh½ ijh{k.k vkSj f}in caVuA

243 izLrkfor iqLrdsaA 1- xf.kr d{kk 11oha dh ikB~;iqLrd] ,u-lh-vkj-Vh izdkÓu 2- xf.kr Hkkx&1] d{kk 12oha dh ikB~;iqLrd] ,u-lh-vkj-Vh izdkÓu 3- xf.kr Hkkx&2] d{kk 12oha dh ikB~;iqLrd] ,u-lh-vkj-Vh izdkÓu 4- Mathematics Exmplar Problem, d{kk 11oha] ,u-lh-vkj-Vh izdkÓu 5- Mathematics Exmplar Problem, d{kk 12oha] ,u-lh-vkj-Vh izdkÓu

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Code- 728(P) URDU VERSION

رس ع ر 1. ت اور ال 10 دوم اا 13 III. ن 44 رم و اور 3 ڈى ى 17 وى ى وا 6 ال 10 100

: ت اور ال

1. ت اور ال س، ، اور وى ت: ت ام، ا اور م ، ال، دا ا، آ۔ 2. ا دا ، ر، ڈو، خ۔ ا دا ا دا اا ت۔ دوم: اا

1 ۔ ر، ، ، وات، ام، اور ، ، اور ۔ آ: ا د اور ب اور ب۔ اس وہ، ب اور د ب دہ ت۔ ب اور ت ود Noncommutativityاا ر اور رواں ۔ ر ( 2 ود)۔ Invertible اور ، ا دے ا ااد ت: ( ں ارات ے )۔ determinants .2 ا [ 3ا determinants ، [ 3 ، ں ، ا اور ا ش determinant ا ت۔ Adjoint اور ا ا۔ ا

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ا ال ا، ا اور [د ] دو وں ى وات م ں ى وات م ، اد۔ م:

1. اى اور ا ال ال، ز ہ، ا دات ، اى اور ، ا ارو دات ر۔ ر اور ا دا ں۔ ر ق، ا ك رم ال ۔ دوا ذ دل اور [ت ] ر اور ان دو ۔

ت 2. درا ذ درا :ں ح، م ، اور tangents normals، ب ، Maxima اور MINIMA [ اا اور ا provable آ ر د دوے ] ذ ال / ا۔ [دى اں اور اس ع رے ز ت و ] دہ .

وى ف دل ف ال ا Differentiation .Integration ا ، ر ارو ان د ر ذ ام اور دہ ، ف ا۔

ر ا ر ، [ت ] ن دى ۔ دى properties اور ۔

4. درا

[رى رم ف] دہ ط ص ر ، ں / parabolas/ ت ش ا ، ان دوں درن او [ وا ر ] ط ۔

5. وات

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، اور ڈى، م given .Solution وات اور ڈى ں وات ف وات ا ق equation .Formation ل اور ص ر ۔ ى وات :

DY Pاور [ق] constants X ال ں /DX + Py = [ق]. Pاور ق constants Y ال ں DX/ءب + = [ق]۔ رم: اور ى

1. و اور scalars ، ا و vector .Direction ام اور ت اور ۔ و [ ا ، ، ، ازى اور collinearو] ا و ، ا ز و، ا و ا اء ، و وہ، ا د ف ا و ب، ا ز و ام ا د ۔ ، ، ت اور د [ڈاٹ] درا ت و، و و [اس] ت، و scalar ت 2. ۔ ى

ام اور دو lines .Cartesian اور ا درن plane .Angle [] دو ، و وات درن ا ، coplanar اور ، دو points .Cartesian وات اور و وات ا (II)دو روں، (III) ا ءن اور ا ا ز ف ا ا plane .Distance. ۔ V: ى وا

1۔ ى وا

رف، اس ح روں، ، اح ، ى وا (ا ) ، ا ب ، دو ا ، اور infeasible ں (ے اور ا)، ام ر ات اور infeasible ، ز دہ زدہ ( روں )۔

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: ال

1 ۔ ال وط ال، ات ب ۔ آزاد وات، ان، Baye ، د اور اس ان ، اور د د، ر ر آزاد ( ) آز اور دو ر ز۔ Prescribed Books: 1. Mathematics- Textbook for Class XI- NCERT Publication 2. Mathematics – Textbook for Clas XII, NCERT Publication 3. Mathematics examplar problems for Class XI, NCERT Publication 4. Mathematics exemplar problems for class XII, NCERT, Publication.

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SAMPLE PAPER MATHEMATICS CLASS – XII Time Allowed : 3 hours Maximum Marks : 100

General Instructions

1. All questions are compulsory 2. This question paper contains 29 questions. 3. Question 1-4 in Section A are very short-answer type questions carrying 1 mark each. 4. Question 5-12 in Section B are very short-answer type questions carrying 2 marks each. 5. Question 13-23 in Section C are very short-answer type questions carrying 4 marks each. 6. Question 24-29 in Section D are very short-answer type questions carrying 6 marks each. Section A 1. Is R defined on the set A= {1,2,3,4,5,6} as = {[, ] ∶ is divisible by } symmetric. 2. Calculate the direction cosines of the vector ⃗ = 3 − 2 − 5 3. What is the principal value branch of ? 1 2 4. If = , then show that |2| = 4|| 4 2 Section B

5. 2 2 −1 5 6. If = show that (3) = 3′ 3 2 () 7. Find if = () 8. If = ( ) show that ( + 1) + 2 ( + 1) = 2 9. Evaluate : ∫ ( + )[( + )] 10. Find the particular Solution of the diff. equation (1 + ) + (1 + ) = 0 given that = 1, when = 0 11. Show that the points 2̂ + 3̂ + 5, ̂ + 2̂ + 3 and 7̂ + are collinear. 12. A – Box of oranges is inspected by examining three randomly selected oranges drown without replacement. It all the three oranges are good, the box is approved for sale, other wise, it is rejected. Find the probability that a box containing 15 oranges out of which 12 are good and 3 are bad ones will be approve for sale. Section C 2 0 1 13. If = 2 1 3, find − 5 + 4 and hence find a matrix such that − 5 + 4 + 1 −1 0 = 0. 14. Find the intervals in which the function given by () = is (i) increasing (ii) decreasing. 15. Show that the normal at any point to the curve = cos + . , = sin − . is at a constant distance from origin.

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16. Integrate ∫ ()() 17. A bag A contains 4 black and 6 red balls and bag B contains 7 black and 3 red balls. A die is thrown. If 1 or 2 appears on it, then bag A is chose, otherwise bag B. If two balls are drawn at random (without replacement) from the selected bag, find the probability of one of them being red and another black. 18. An unbiased coin is tossed 4 times. Find the mean and variance of the number of heads obtained. 19. If ⃗ = x̂ + ŷ + z, find (⃗ x )̂ . (⃗ x ) + xy. 20. Find the distance between the point (-1, -5, -10) and the pint of intersection of the line = = and the plane − + = 5. 21. If sin[( + 1)] = cos(), then find x.

√√ 22. If = , x ≤, then find . √√

23. If x = a cos + sin , = sin − cos , show that − x + y = 0 Section D

24. Let = and * be the binary operation on A defined (, ) ∗ (, ) = ( + , + ) Show that * is commutative and associative. Find the identity element for * on A, if any. 25. Find the ration in which the area bounded by the curves = 12 = 12 is divided y the line x=3. 26. Find the equation of the point where the line through the points A(3,4,1) and B (51,6) crosses the XY plane. 27. Integrate ∫ cos 2 log(sin ) . 28. The cost of 4 kg onions, 3 kg wheat and 2 kg rice is 60. The cost of 2 kg onions, 4 kg wheat and 6 kg rice is 30. The cost of 6 kg onions, 2 kg wheat and 3 kg rice is 70. Find the per kg cost of each the three commodities. 29. A manufacturing company makes two models A and B of a product. Each piece of model A required 9 labour hours for fabricating and 1 labour hour for finishing. Each piece of model B requires 12 labour hours for fabricating and 3 labour hour for finishing. For fabricating and finishing the maximum labour hours available are 180 and 30 respectively. The company makes a profit of Rs. 8000 on each piece of model A and 12000 on each piece of model B.

*There is no value based question in this sample paper.

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