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SAMPLE QUESTION PAPER
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POLITICAL SCIENCE
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Class - XII
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Government of Kerala
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Department of Education
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Prepared by
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State Council of Educational Research and Training (SCERT), Kerala
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2015
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1
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 Guidelines for the Preparation of Question Paper for
HIGHER SECONDARY EDUCATION 2014-15
Introduction
Term evaluation is an important aspect of Continuous and Comprehensive Evaluation (CCE).
It covers the assessment of learning aspect of the CCE. The Kerala School Curriculum 2013
postulated that the examination system should be recast so as to ensure a method of
assessment that is a valid, reliable and objective measure of student development and a
powerful instrument for improving the learning process. The outcome focused written tests
are being used as tools for terminal assessment. Practical assessment is also considered for
some subjects. The syllabus, scheme of work, textual materials, teacher texts and learning
experiences may be considered while developing tools for term evaluation.
In order to make the examination system effective and objective, quality of the question paper
needs to be ensured. Questions of different types considering various learning outcomes,
thinking skills and of varying difficulty levels are to be included in the question paper. This
makes question paper setting a significant task that has to be undertaken with the support of
proper guidelines.
The guidelines for the preparation of the question paper have been divided into four heads
for its effective implementation and monitoring. The areas are i) preparatory stage, ii) nature
of questions, iii) question paper setting and iv) structure of the question paper.
I. Preparatory stage
Before starting the process of question paper setting, the question paper setter should
ensure that she/he has:
 Familiarised the current syllabus and textbook of the concerned subject.
 secured the list of LOs (Learning Outcomes) relating to the subject.
 acquired the list of thinking skills applicable to the subject.
 prepared a pool of questions from each unit of the subject.
 verified the scheme of work and weight of score for each unit/lesson.
 gone through guidelines for the preparation of question paper for higher
secondary education 2014-15.
II Nature of questions
Questions selected from the pool to be included in the question paper should reflect the
following features:
 stem of the question text should be relevant to the question posed.
 multiple choice questions should be provided with four competitive distracters.
 the possibilities of higher order thinking skills should be considered while setting
MCQs
 time allotted for each question should be justified according to the thinking skills
involved.
 the scope and length of the answer should be clearly indicated.
 questions should be prepared by considering the learning level of the learner.

2
  the question should focus on the learning outcomes.
 a wide range of thinking skills and learning outcomes from each unit/lesson
should be considered.
 varied forms of questions should be covered.
 there should be a balance between the time allotted and the level of question.
 question should be very specific and free from ambiguity.
 question text should not be too lengthy and complicated.
 questions can be prepared based on a single or a cluster of learning outcomes
which is scattered over one particular unit or units.
 cluster of learning outcomes from different units can be considered only for graded
questions (questions with sub-divisions).
 the possibilities of graded questions reflecting different thinking skills can be explored.
 while preparing questions for language papers importance should be given to the
language elements, language skills, discourses, textual content and elements of
creativity.
 while preparing questions for subjects other than languages, importance should be
given to content, concepts and skills.
 questions should cater the needs of differently abled learners and CWSEN
(Children With Special Education Needs)
 the questions should contain varied forms such as objective type with specific
focus to multiple choice test items and descriptive types (short answer and essay
types).
 directions regarding the minimum word limit for essay type questions should be given.
 sufficient hints can be provided for essay type questions, if necessary.
 maximum usage of supporting items like pictures, graphs, tables and collage may
be used while preparing questions.
 questions which hurt the feelings of caste, religion, gender, etc. must be completely
avoided.
III. Question paper setting
During the process of question paper setting the question setter should:
 prepare a design of the question paper with due weight to content, learning
outcomes, different forms of questions and thinking skills.
 prepare a blue print based on the design.
 prepare scoring key indicating value points and question based analysis along
with the question paper.
 while preparing scoring key, thinking skills should also be integrated.
 60% weight should be given to thinking skills for conceptual attainment and 40% to
thinking skills for conceptual generation.
 15 to 20% weight of total scores must be given to objective type questions and up
to 20% weight of total score must be given to essay type questions.
 the highest score that can be given to a question in the question paper is limited to
10% of the total score.

3
  while fixing the time for answering a question, time for reading, comprehending
and writing the answer must be considered.
 The total time limit of the question paper - two hours for 60 scores and 2.30 hours
for 80 scores question papers with an extra cool-off time of 15 minutes.
IV. Structure of the question paper
The question paper should reflect the following features in general:
 general instructions for the question paper should be given on the top.
 instructions for specific questions can be given before the question text.
 monotony of set patterns (objective or descriptive) should be avoided.
 questions should be prepared in bilingual form.
 there should not be any mismatch between the bilingual versions of the questions.
 choice can be given for questions up to 20% of the total score.
 while giving choice, alternative questions should be from the same unit with the
same level of thinking skills.
 in the case of languages, language of the questions and answers should be in the
particular language concerned. Necessary directions in this regard must be given
in the question paper.

THINKING SKILLS
Category/ Alternative terms
processes
1. Remember Retrieve relevant knowledge from long-term memory
1.1. Recognising identifying- (e.g. Recognize the dates of important events in Indian
history)
1.2. Recalling retrieving - (e.g. Recall the major exports of India)
2. Understand Construct meaning from instructional messages, including oral,
written and graphic information
2.1. Interpreting clarifying, paraphrasing, representing, translating (e.g. Write an
equation [using B for the number of boys and G for the number of
girls] that corresponds to the statement ‘There are twice as many boys
as girls in this class’)
2.2. Exemplifying illustrating, instantiating (e.g. Locate an inorganic compound and tell
why it is inorganic)
2.3. Classifying categorizing, subsuming (e.g. Classify the given transactions to be
recorded in Purchase returns book and Sales returns book)
2.4. Summarising abstracting, generalizing (e.g. Students are asked to read an untitled
passage and then write an appropriate title.)
2.5. Inferring concluding, extrapolating, interpolating, predicting (e.g. a student
may be given three physics problems, two involving one principle
and another involving a different principle and ask to state the
underlying principle or concept the student is using to arrive at the
correct answer.)

4
 2.6. Comparing contrasting, mapping, matching (e.g. Compare historical events to
contemporary situations)
2.7. Explaining constructing models (e.g. the students who have studied Ohm’s law
are asked to explain what happens to the rate of the current when a
second battery is added to a circuit.)
3. Apply Carry out or use a procedure in a given situation
3.1. Executing Carrying out (e.g. Prepare Trading and Profit and loss Account from
the Trial Balance given and find out the net profit.)
3.2. Implementing using (e.g. Select the appropriate given situation where Newton’s
Second Law can be used)
4. Analyse Break material into its constituent parts and determines how the
parts relate to one another and to an overall structure or purpose
4.1. Differentiating discriminating, distinguishing, focusing, selecting (e.g. distinguish
between relevant and irrelevant numbers in a mathematical word
problem)
4.2. Organising finding coherence, integrating, outlining, parsing, structuring (e.g. the
students are asked to write graphic hierarchies best corresponds to
the organisation of a presented passage.)
4.3. Attributing deconstructing (e.g. determine the point of view of the author of an
essay in terms of his or her ethical perspective)
5. Evaluate Make judgements based on criteria and standards
5.1. Checking coordinating, detecting, monitoring, testing (e.g. after reading a report
of a chemistry experiment, determine whether or not the conclusion
follows from the results of the experiment.)
5.2. Critiquing judging (e.g. Judge which of the two methods is the best way to solve
a given problem)
6. Create Put elements together to form a coherent or functional whole;
reorganize elements into a new pattern or structure
6.1. Generating hypothesizing (e.g. suggest as many ways as you can to assure that
everyone has adequate medical insurance)
6.2. Planning designing (e.g. design social intervention programmes for
overcoming excessive consumerism)
6.3. Producing constructing (e.g. the students are asked to write a short story based
on some specifications)
Considering the intellectual level of learners, while setting the question paper;
1. 60% weight may be given to thinking skills used for factual and conceptual
attainment and
2. 40% weight may be given to thinking skills for conceptual generation (higher thinking
skills has to be ensured in this category). Thinking skills for conceptual generation
means thinking skills needed for elaborating the concepts.
Refer the range of thinking skills given above. We can include the thinking skills no.1.1
to 3.2 (11 processes) under first category and 4.1 to 6.3 (8 processes) under second
category.

5
 LEARNING OUTCOMES

Part I
POLITICS IN INDIA AFTER INDEPENDANCE

On successful completion of the chapter, the learner:

1.1 Explain the challenges for the new nation.
1.2 Describe the process and consequences of partition
1.3 Evaluate the integration of princely states
1.4 Analyse the Re-organization of states.

2.1 Describes the hindrances in establishing democracy in India.

2.2 Explain the nature of congress dominance in first three general elections.
2.3 List out the factors that led to the establishment of congress dominance.
2.4 Evaluate the INC as a social and ideological coalition.
2.5 List out major opposition parties and its leaders during initial period of our democracy.
2.6 Differentiate the programmes, policies and ideology of various opposition parties.

3.1 Evaluate Political Contestation behind various ideas of Development.

3.2 Find out the role of planning commission in development
3.3 Differentiate first and second Five year Plans.
3.4 Evaluate Key controversies related to Development strategies.
3.5 List out major outcomes of Fiver Year Plans
3.6 Evaluate the role of planned development in India's Developmental Process

4.1 Describe internal and external factors that shaped India policy
4.2 Define non alignment
- Recreate the role of Nehru in the formation of Indian foreign policy
- List out the major events that led to the formation of non- alignment
- Describe the role of Nehru in the formation of foreign policy
4.3 Explain the cause of India China war and evaluate its impact on domestic politics
4.4 List out the war and treaties between India and Pakistan
4.5 Analyse the gray areas of India Pak relation
4.6 Critically evaluate India's nuclear policy

https://www.freshersnow.com/category/govt-boards/board-model-papers/
5.1 Narrate the political history from Nehru to Indira Gandhi.
5.2 List of the different context of general election 1967
5.3 Define the terms coalition, defection and non-congressism
5.4 Listing the important leaders of syndicate
5.5 Evaluate the reason for the congress split in 1969
5.6 Describe the ideological struggle in congress split
5.7 Explain the context of 1971 election
5.8 List out the parties included in the grand alliances
5.9 Identify the personalities behind the slogam-Indira Hatao and Garibi Hatao
5.10 Explain the meaning of Congress restoration

6.1 Describe the various incidents that led to the declaration of emergency
6.2 Evaluate the declaration of emergency and its consequences
6.3 Assess divergent opinion relating to emergency
6.4 List out the lesson of Emergency
6.5 List out the reasons for the victory of Janantha party in 1977 election
6.7 Evaluate Janata government and consequent changes in Indian political system after 1977

7.1 Differentiate partisan and non partisan movements.

7.2 Narrate the issues involved in Chipko movement.
7.3 Estimates the role of dalith movements in India and particularly that of dalith movements.
7.4 Describe the growth and characteristics of BKU.
7.5 Evaluate the role farmer's organisation in Indian politics.
7.6 Narrate the anti arrack movement in Andra Pradesh.
7.7 Find out the linkages between prohibition on arrack and women empowerment.
7.8 Describe the issue of Narmada.
7.9 Critically evaluates the relation between development and displacement and its connection with envi-
ronment.
7.10 Concludes that popular movements fosters democracy and politicises the concept of development.

8.1 Describe the areas of tension related to regional aspirations.

8.2 Justify the Indian approach towards regional aspiration
8.3 Analyse various issues related to regulation I Kashmir
8.4 Explain how India constitution incorporated article no. 370 and 371
8.5 Evaluate the political development Kashmir since 1948

7
8.6 List out issue related to Punjab crisis
8.7 Evaluate the bold steps taken by central government under Rajeeve Ghandhi to resolve the Punjab
issue.
8.8 Narrate the cycle of vehicle in Punjab
8.9 Describe the various issue in north east region
8.10 Critically examine the demand for Autonomy in North east.

9.1 State the political changes at the end of 1980 and evaluate now these changes influence Indian poli-
tics?
9.2 Explain the declaim of congress party and emergency of alliance politics ?
9.3 Explain the causes for the political rise of OBC
-Analyse the emergence of delit politics in India
9.4 Evaluates the serious issues in India secularisms
- Discuss how caste and communal elements used for vote bank politics
- Evaluate that secularism and commercial harmony are important for survival of Indian de-
mocracy.
9.5 Discuss the changes in Indian party systems since 1989
9.6 Critically examine the consensus political emerged among the political parties in India

Part II
CONTEMPORARY WORLD POLITICS

10.1 Explain the incidents of Cuban missile crisis

10.2 Identifies the Arenas of the cold war.
10.3 List out various events connected with cold war.
10.4 Explain the role of NAM in the contemporary world
10.5 Describe the evolution of NAM
10.6 Summarising the role of India in the cold war
10.7 Analyse the importance of Arms control treaty
10.8 List out different arms control treates in the cold war period.

11.1 Evaluates the uniqueness of Soviet system

11.2 Explain efforts of Mikhail Gorbacher to reform Soviet system and the process of distingration. De-
scribe the reasons for the disintegration of soviet union.
11.3 Evaluate the consequences of disintegration

8
12.1 Describes the beginning of New World Order.
12.2 List out the historic incidents which led to the establishment of new world order.
12.3 Analyse the various aspects of US hegemony in world politics.
12.4 Critically evaluates the hegemony of US and find out the strategies overcome the hegemony.
12.5 List out the factors which limit the American hegemony.
12.6 Describe the aspects of India's relation with America.

13.1 Evaluate the role of European union as a alternative centers of power.

13.2 List out the integration process of European union.
13.3 Interpreting ASEAN as a alternative centers of power.
13.4 Summerising evaluation process of ASEAN
13.5 Exemplifying Chinese polities and program for economic development
13.6 Evaluate the India China relation were great powers in Asia

14.1 Define South Asia

14.2 Identify these nations' similarities and defenses in these political social economic experience.
14.3 Put out the informal and external factors that causes for the failure in building stable democracy in
Pakistan.
14.4 Analyse the factors caused for the birth of Bangladesh and their tragic experience in democracy.
14.5 Explain the main challenges for democracy in Nepal.
14.6 Assess the process and prospects of the Srilanka ethic conflicts
14.7 Find out the conflicting and comprising areas of India pak relation
14.8 Asses these two nations are well on the way of friendly relationship
14.9 Evaluate Inida's relations with smaller neighboring nationas in this region.
14.10 Analyse the role of SAARC as a forum for peace co-operation in this region.
14.11 List out the various lessons from regional aspiration.
14.12 Evaluate the regional aspiration as a port of democratic process.

15.1 Explain the importance of international organizations

15.2 List out the principal organ of the UN
15.3 Identifies the different conferences related with evaluation of UN
15.4 Evaluate the important of UN reform
15.5 Analyse the language that have occurred in the world after cold war.
15.6 Justify India's demanded for permanent membership in UN security council
15.7 Evaluate the importance of UN in a unipolar world

9
16.1 Describe the meaning of security
16.2 Classifying Traditional aspects Nations security
16.3 Explain the Traditional security and its co-operation
16.4 Describe the features of Non Tradition Notions of Security.
16.5 Find out the New Source of treat
16.6 Evaluate the important of co-operation on security in the contemporary world
16.7 List out the various strategies for India's security in International prospective.

17.1 List out various Environmental problems which world faces

17.2 Estimate the important of Rio submit 1992 list out various recenratation of Agenda 21 Datives sus-
tainable Development
17.3 Describe the concept of Global commons list out the items in Global commons.
17.4 Evaluate the importance it common But differentiated Responsibility
17.5 Define the common property Resources
17.6 Evaluate India stand on environmental issues
17.7 List out the initiatives of India in the field of environmental protection.
17.8 Describe the nation of environmental movements.
17.9 Define the concept of Geopolitics
17.10 Analyze the importance of resource /geopolitics in contempt world
17.11 Describe the rights of indigenous people around the glob

18.1 Define globalisation and its multi dimensional context.

18.2 Evaluate the development in technology contributed to globalisation.
18.3 Point out the causes of globalization
18.4 Critically evaluate the changing role of state in the period of globalization
18.5 Analyse the economic impact of globalization
18.6 Evaluate the culture homogenization is a aspect of globalization
18.7 Pointout economic reforms are de-regulate various sector.
18.8 Analyse the importance of anti globalization movement
18.9 Critically evaluate India's experience and resisting globalization.

10
 Scheme of Work - XII Political Science,
Part I - POLITICS IN INDIA AFTER INDEPENDENCE
Term & Units Number of Weightage to
Name of Theme
Month Periods Unit

Ist term 1 Challenges of Nation Building 15 6

(June, July 2 Era of One Party Dominance 13 4
and August) 3 Politics of Planned Development 13 5
4 India's External Relations 14 5
5 Challenges to and Restoration of
the Congress System 13 5
6 Crisis of Democratic Order 13 4
7 Rise of Popular Movements 13 4
8 Regional Aspirations 15 5
IInd term 9 Recent Developments in Indian
Politics 14 5
Total 123 43

Part II
CONTEMPORARY WORLD POLITICS
Term & Units Number of Weightage to
Name of Theme
Month Periods Unit

September, 1 The Cold War Era 13 4

October, 2 End of Bipolarity 13 4
November 3 US Hegemony in World Politics 14 5
And 4 Alternative Centres of Power 14 5
December
5 Contemporary South Asia 13 4
6 International Organisations 13 4
III rd Term 7 Security in the Contemporary world 13 4
January and 8 Environment and Natural Resources 12 3
February 9 Globalisation 13 4
Total 118 37
Total Text Book I & II 241 80

11
 Reg. No:
Higher Secondary Education
POLITICAL SCIENCE
Sample Question Paper -I
Maximum : 80 Score
Time: 2½ hrs

General Instructions to candidates:

• There is a 'Cool off time' of 15 minutes in addition to the writing time of 2.30 hrs.
• You are neither allowed to write your answers nor to discuss anything with others during the 'cool off time'.
• Use the 'cool off time' to get familiar with questions and to plan your answers.
• Read the questions carefully before answering
• All questions are compulsory and only internal choice is allowed.
• When you select a question, all the sub-questions must be answered from the same question itself.
• Calculations, figures and graphs should be shown in the answer sheet itself.
• Malayalam version of the questions is also provided.
• Give equations wherever necessary
s]mXp-\n¿t±-i-߃
• \n¿±njvS ka-bØ
- n\v ]pdsa 15 an\n´v "Iqƒ Hm^v ssSw' D≠m-bn-cn-°pw. Cu ka-bØv tNmZy-߃°v
DØcw Fgp-Xmt\m, a‰p-≈c - p-ambn Bibw hn\n-abw \S-tØmt\m ]mSn-√.
• DØ-cß - ƒ Fgp-Xp-∂X
- n\v apºv tNmZy-߃ {i≤m-]q¿Δw hmbn-°W - w.
• F√m tNmZy-߃°pw DØcw Fgp-XW - w.
• Hcp tNmZy-\-º¿ DØ-c-sa-gp-Xm≥ sXsc-s™-SpØv Ign-™m¬ D]-tNm-Zy-ßfpw AtX tNmZy-\-º-
cn¬ \n∂v Xs∂ sXsc-s™-Sp-t°-≠X - m-Wv.
• IW°v Iq´-ep-Iƒ, Nn{X-߃, {Km^p-Iƒ, F∂nh DØ-c-t]-∏-dn¬Øs∂ D≠m-bn-cn-°-Ww.
• Bh-iy-ap≈ ÿeØv ka-hm-Iy-߃ sImSp-°Ww
• tNmZy-߃ ae-bm-f-Ønepw \¬In-bn-´p-≠v.

1. The foreign policy of India was based 1. C¥y-bpsS hntZ-i-\-b-Øns‚ ASn-ÿm-\-

on the principle of 'Non alignment'. XXzw tNcn-tN-cm-bva-bm-Wv. Cu \b-cq-]o-I-
Nehru played a vital role in formulating c-W-Øn¬ {][m\ ]¶v hln-®Xv s\lvdp-
it. Discuss the basic objectives of hm-bn-cp-∂p. s\lvdp-hn-b≥ hntZ-i\
- b
- Ø
- ns‚
Nehruvian foreign Policy. 4 ASn-ÿm\ e£y-߃ N¿® sNøp-I. 4
2. Jayaprakash Narayanan demanded the 2. Pb- { ]- I miv \mcm- b - W ≥ _olm- d nse
dismissal of congress government in tIm¨{Kkv Kh¨sa‚ns\ ]pd-Øm-°-W-
Bihar and gave a call for 'Total sa- ∂ m- h - i y- s ∏- S p- I bpw kºq¿Æ hnπ- h -
Revolution'. Total Revolution in Øn\v Blzm\w sNøp- I bpw sNbv X p.
means? kºq¿Æ hnπhw F∂-Xp-sIm≠v A¿∞-
a) Overthrow of a government am-°p-∂Xv?
through armed revolution. a) kmbp-[h - n-πh
- Ø
- n-eqsS Kh¨sa‚ns\
adn-®n-Sp-I.

Sys/Dileep/2014/Question Paper/HSS/Political Sciences/Set - 1

 b) increasing agriculutrual b) Im¿jn-I -D-ev]m-Z\w h¿≤n-∏n-°p-I.
production c) icn-bmb P\m-[n-]Xyw ÿm]n-°p-∂-
c) Change in social economic and Xn- \ p- t h≠n kmaq- l n- I - k m- º - Ø nI
political spheres in order to cmjv{Sob cwK-ß-fn-ep≈ am‰w.
establish a true democracy. d) Iayq-Wn-Ãv]m¿´n-bpsS t\Xr-Øn-ep≈
d) Revolution under the leadership of hnπ-hw. 1
communist part. 1
3. India is moving fast in the path of 3. 1991 apX¬ BtKm-f-h-XvI-cW ]mX-bn¬
globalisation since 1991 and it invited C¥y AXn-thKw k©-cn-°p-I-bm-Wv. CXv
several criticisms. Evaluate the [mcmfw hna¿i-\-߃°v CS-bm-°p-Ibpw
resistance of social groups and political sNbvXp. BtKm-f-h-Xv°-c-W-Øn-s\-Xn-cmb
parties in India against globalisation? C¥y-bnse cmjv{So-b-]m¿´n-Ifpw kmaq-ln-
4 kw-L-S-\-Ifpw \S-Øp∂ sNdp-Øp-\n¬∏v
hne-bn-cp-ØpI? 4
4. The world bank and IMF directed shock 4. tkmhn-b‰v hyh-ÿsb ]p\x-kw-LS- n-∏n-°pI
therapy intented restructuring of soviet F∂ Dt±-iy-tØmsS temI-_m-¶pw, sF.Fw.-
system. Briefly explain shock therapy? F^v Dw tN¿∂v \S-∏m-°nb ]cn-jvI-cW
3 \S-]S- n-bmWv tjmIvsX-dm∏n. tjmIv sXdm∏n
hni-Z-am-°p-I. 3
5. 1969 se {]kn-U‚ v sXc-s™-Sp∏v C¥y≥
5. The presidential election of 1969 was
\mj- W ¬ tIm¨{K- k ns\ kw_- ‘ n®v
crucial in the history of Indian National
\n¿Wm-b-I-am-bn-cp-∂p. 1969 se {]kn-U-‚ v
congress. Explain the presidential
sXc-s™-Sp∏pw AXv tIm¨{Kkv hyh-ÿ-
election 1969 nad its impact on congress
bn¬ D≠m-°nb kzm[o-\hpw hni-Za - m-°pI.
system? 4
4
6. ........................
6. Match Column A with B and C
A B C
Political Party Leader Ideology/ F _n kn
programme cmjv{Sob I£n t\Xmhv {]Xy-b-
imkv{Xw/
Bharathiya A.K.Gopalan Less Control
]cn-]mSn
Janasangh on economy
`mc-Xob kwLw F sI tKm]m-e≥ kmº-ØnI
Communist Acharya Narendra One Country
hyh-ÿ-bn¬
Party of India Dev One Culture
Ipd™
and
\nb-{¥Ww
One Nation
Iayq-WnÃv BNmcy\tc-{μ-tZhv Hcp cmPyw
Scoailist Party C. Rajagopalachari Revoluti
]m¿´n Hm^v Hcp kwkv
onary
C¥y Imcw
Socialism
Hcp tZio-bX
Swathanthra Deen Dayal Democractic
tkmjy-enÃv kn cmP-tKm-]m hnπ-hm-[n-jv
Party Upadhyaya Socialism
e
- m-Nmcn TnX ]m¿´n
tkmjy-enkw
4 kzX{¥y ]m¿´n Zo≥ Zbm¬ P\m-[n-]Xy
D]m-≤ymb tkmjy-enkw
4
13
7. Northern counrties like USA opposes 7. Ata-cn-°sb t]mse-bp≈ hS-°≥ cmPy-
the concept of common but ߃ s]mXp sshhn≤y DØ- c - h m- Z nXzw
differentiated responsibility. Express F∂ Bi-bsØ FXn¿°p-∂p. ]cn-ÿnXn
your views on common but differntiated {]iv\-Øn¬ s]mXp-ssh-hn≤y DØ-c-hm-
responsibility regarding environmental ZnXzw F∂ Bi-b-sØ-°p-dn-®p≈ \nß-
issues. 4 epsS A`n-{]mbw tcJ-s∏-Sp-Øp-I. 4
8. ASEAN is one of the prominant regional 8. ka-Im-enI temIsØ Hcp {][m\ {]mtZ-
orgainisation in the contemporary inI kwL- S - \ - b mWv Akn- b m≥. Akn-
world. It comparises of three pillers bms‚ aq∂v ASn-ÿm-\i - n-eI
- ƒ GsX√mw?
what are they? 3 3
9. The proposed land aquisition bill once 9. kao-]-Im-eØv \n¿t±-in-°-s∏´ `qan Gs‰-
again revitalises the old key Sp-°¬ _n¬ Bkq-{X-W-Im-esØ ASn-
controversises of planned ÿm\ hnhm-Zß - ƒ {]m[m-\y-tØmsS N¿®
development. Express your views on sNøp-∂X- n\v Imc-Wa
- m-bn. `qan Gs‰-Sp-°¬
key controverises in the light of _n√n-s\-°p-dn®v \S∂ N¿®-bpsS ASn-ÿm-
discussions on land aquisition bill. 5 \-Øn¬ ASn-ÿm\ hnhm-Zß - sf Ipdn-®p≈
\nß-fpsS A`n-{]mbw {]I-Sn-∏n-°pI? 5
10. Partition of India was an offshoot of 10. C¥ym hn`-P\w Zzncmjv{S kn≤m-¥Ø - ns‚
'Two Nation Theory'. Who was the main ^e-am-Wv. Cu kn≤m-¥-Øns‚ {][m\
exponent of this theory? Discribe the h‡mhv Bbn-cp∂p? C¥ym hn`-P\ {]{Inb
process of partition and evaluate the hni- Z - a m°n AXns‚ ]cn- W n- X - ^ - e - ß ƒ
consequences of partition? 8 hne-bn-cp-Øp-I. 8
11. The names of some countries are given 11. GXm\pw cmPy-߃ Xmsg X∂n-cn-°p∂p .
below. Arrange them properly in the X∂n-cn-°p∂ tS_n-fn¬ Ahsb A\p-tbm-
given table. Py-ambn {Iao-Ic
- n-°p-I.
• Pakistan • Indonesia $ ]mIn-ÿm≥ $ Ct¥m-t\jy
• France • Thailand $ {^m≥kv $ Xmbve‚ v
• Poland • Nepal 3 $ t]mf≠v $ t\∏mƒ 3

SAARC ASEAN Eurpian km¿°v Akn-bm≥ bqtdm-]y≥

Union bqWn-b≥

• • • • • •
• • • • • •
• • • • • •

12. Epidemics like H1N1, Dengue, Bird flue 12. ]I¿® hym[n-If
- mb F®v1F≥1, sU¶n, ]£n-
etc poses serious threat to human ]\n XpS-ßn-bh am\-h-kp-c-£bv°v Kuc-h-
security. Based on this statement discuss amb `ojWn Db¿Øp-∂p. Cu {]kvXm-h-\-
any two new sources of threat to bpsS ASn-ÿm-\-Øn¬ c≠v B[p-\n-I-kp-
security. 4 c£m `oj-Wn-Iƒ N¿® sNøp-I. 4

14
13. It is alleged that popular movements 13. cmPysØ P\- I ob {]ÿm- \ - ß ƒ sXc-
obstruets the functioning of democratic ™Sp-°-s∏´ Kh¨sa‚p-I-fpsS {]h¿Ø-
governments in the country. Critically \sØ XS- -s∏-Sp-Øp∂p F∂v Btcm-]n-
evaluate this statement based on any °-s∏-Sp-∂p. P\-Iob {]ÿm-\ß - f- psS GsX-
two lessons of popular movement? ¶nepw c≠v A\p-`h - ]
- m-Tß
- f
- psS ASn-ÿm-
4 \-Øn¬ apI-fn¬ kqNn-∏n® {]kvXm-h\ - sb
hna¿i-\m-fl-I-ambn hne-bn-cp-Øp-I. 4

14. In TamilNadu DMK attained political 14. Un.Fw.sI Xan-gv\m-´n¬ cmjv{Sob t\´-ap-
milage and came to power 1967 by ≠m-°p-Ibpw 1967 A[n-Im-cØ
- n-se-Øp-Ibpw
raising some issues Breifly expalin sNbvXXv GXm\pw {]iv\-߃ Db¿Øn
them. 3 sIm≠ph∂p-sIm-≠m-Wv. Ah Npcp°n hni-
Zo-I-cn-°p-I. 3
15. Coalition politics is a peculiar feature 15. ap∂Wn cmjv{Sobw 1990 apX¬°p≈ C¥y≥
of Indian politics since 1990. Evaluate cmjv { So- b - Ø ns‚ khn- t i- j - X - b mWv .
the coailition politics that exists in India? C¥y≥ cmjv { So- b - Ø n¬ \ne- \ n¬°p∂
4 ap∂Wn cmjv{So-bsØ hne-bn-cp-Øp-I. 4
16. India is a major contestent for 16. bp.F≥. kpc£m kan-Xn-bnse ÿncmw-K-
permanent membership in UN security Xz- Ø n- \ p- t h- ≠ n- b p≈ Hcp {][m\ a’-
council. How far India is eligible for cm¿∞n-bmWv C¥y. C¥y°v CXn\v F{X-
permenant membership? give your am{Xw A¿l-X-bp-≠v. \nß-fpsS hmZ-K-Xn-
arguments. 5 Iƒ D∂-bn-°p-I. 5
17. The end of cold war marked the 17. ioX-bp-≤-Øns‚ A¥yw temI-cm-jv{So-b-
begining of US dominance in world Øn¬ Ata-cn-°≥ ta[m-hn-Xz-Øn\v XpS°w
politics. Explain establishment of US Ipdn-®p. Xmsg X∂n-cn-°p∂ kw`-h-߃
dominance through following Fßs\ Ata-cn-°≥ ta[m-hn-XzsØ klm-
incidents? bn®p F∂vv hni-Za
- m-°p-I.
• Collapse of Soviet Union $ tkmhn-b‰v bqWn-bs‚ ]X\w
• First Gulf war $ Hm∏-td-j≥ C≥^n-\n‰vdn®v
• Operation infinite reach $ `oI-c-X-s°-Xn-cmb bp≤w
• War on terror $ Hm∏-td-j≥ Cdm°n {^oUw 8
• Operation Iraqui Freedom.
8
18. During the Cold war period the super 18. ioX-bp-≤-°m-eØv sNdnb cmPy-ß-fp-ambn
powers expressed keen interest in kJyw ÿm]n- ° p- h m≥ h≥i- ‡ n- I ƒ
making allience with small states. Find {]tXyI XmXv]cyw ImWn-®n-cp-∂p. CØcw
out the reasons for establishing such kJy- ß ƒ ÿm]n- ® - X ns‚ Imc- W - ß ƒ
alliences. 3 Is≠-Øp-I. 3
19. The declaration of emergencey in 1975 19. 1975 se ASn-b¥
- n-cm-hÿ {]Jym-]\w C¥y-
affected Social and political life in India. bnse kmaq-ly-cm-jv{Sob Pohn-XsØ _m[n-
Explain the consequences of ®p. ASn-b-¥n-cm-hÿbpsS {]Xym-Lm-X-
emergencey. 4 ߃ hni-Z-am-°p-I. 4

15
20 Find out the International organisation 20 Snt‰m, \mk¿, s\lvdp F∂n-h≥ ap≥ssI-
formed under the initiative of Tito, sb-SpØv cq]o-Ic
- n® A¥¿tZ-iob kwL-S-
Nasser and Nehru. \sb Is≠-Øp-I.
a) SAARC b) ASEAN a) km¿°v b) Akn-bm≥
c) UNO d) NAM 1 c) bp.F≥.H d) \mw 1
21. The military operation to evaquate the 21. tKmƒU≥ sSºn- f n¬ \n∂pw Xo{h- h mZ
militant Akali groups from Golden AImen {Kq∏p-Isf Hgn-∏n-°p-∂X
- n-\mbn \S-
Temple in Amritsar is known as? Ønb ssk\nI DS-ºSn Adn-b-s∏-Sp-∂Xv?
a) Blue star operation a) ªqÃm¿ Hm∏-td-j≥
b) Red star operation b) sdUvÃm¿ Hm∏-td-j≥
c) Operation temple c) Hm∏-td-j≥ sSºnƒ
d) Operation thunder bolt 1 d) Hm∏-td-j≥ X≠¿ t_mƒ´v 1

16
 Answer Key
Qn. Sub Value points Score Total
No. Qns

1 Nehru as Foreign minister 1 4

Preserve hard earned sover eighty 1
Protect territorial integrity 1
Promote rapid economic development give brief explanation 1

2 C: Change in social economic and political spheres in order to

establish a 'True Democracy' 1 1

3 Implementation of New Economic Policy 1

Resistence from social movements 1
Opposition of Left parties 1
Cultural criticism against globalisation 1 4

4 Transition from authoritarian socialist system to

democratic capitalism 1
Privatisation of State Assets 1 3
Introduction of free trade and foreign direct investment 1

5 Conflict between Indira Gandhi and Congress syndicate 1

Candidature of V V Giri as presidential candidate and
elctroal victory of VV Giri 1 4
Split and change in congress system 2

6 A B C
Political Party Leader Ideology/programme
Bharathiya Deen Dayal One Country
Janasangh Upadhyaya One Culture
One Nation 1
Communist A.K.Gopalan Revolutionary
Party of India Socialism 1
Socialist Party Acharya Narendra Democractic
on economy Dev Socialism 1
Swathanthra C. Rajagopalachari Less Control
Party on Economy 1 4
Score to be awarded only it both B and C matches to A

7 Meaning of common but differntiated responsibility 2

Logical views of the learner 2 4

8 ASEAN Security community 1

ASEAN economic community 1
ASEAN Socio Culutral Community 1 3

17
 Answer Key
Qn. Sub Value points Score Total
No. Qns

9 Agriculutral Vs Industry 1½
Public Vs Private sector 1½
Logically connecting the above too with land aquisition bill 2 5

10 Mohammed Ali Jinnah 1

Process of Partition 3 8
Consequences of partition 4

11 SAARC ASEAN European Union

Pakitstan Indonesia France
Nepal Thailand Poland ½×6 3

12 Terrorism
Humanright violations 1
Global poverty
Health epidemics 1
(Write any two) 2 4

13 Part of democratic process

Ensurred effective representation of diverse
groups and their demands 2
Raised issues un addressed by electroal politics
Prevents disaffection of groups from democracy
(Write any two) 2 4

14 Restoration of the original name of Kallakudi Railway station 1

Restucturing school curriculum by replacing Brhmanical
craft education with Tamil cultural histroy 1 3
Anti Hindi agitation 1

15 Decline of congress 1
Formation of new political alliences 3 4
(UPA, NDA, United Front, Left Front)

16 Need for restructuring UN secuirty counicl 1

Prminent developing economic power 1
Second most popular country 1
Worlds largest democracy 1
Active participant in UN intiatives 1 5

18
 Answer Key
Qn. Sub Value points Score Total

17 Introduction 1½
Collapse of soviet uniin 1½
First Gulf war 1½
Operation infinite reach 1½
War or terror 1½
Operation Irquie freedom 2 8
18 To exploit natural resources 1
To use territory for spy work and keeping weapon 1
To meet military expenses 1 3
19 Suspended freedom of press and some fundamental rights 1
Extensive use of preventive detention 1
Changes in constitution 2 4
20 d: NAM 1 1
21 a: Blue Star Operation 1 1

19
 WEIGHT TO CONTENT & LEARNING OUTCOMES

No. Content/Chapters L.O. No. Score Percentage

1 Challenges of Nations 1.1,1.2 8 10
2 Era of one party dominance 2.3 4 5
3 Politics and Planned Development 3.4 5 6.25
4 Indias External relations 4.2 4 5
5 Challenges to and Restoration of
the congress system 5.2 4 5
6 The crisis of democratic order 6.1, 6.2 5 6.25
7 Rise of Popular movements 7.10 4 5
8 Regional Aspiration 8.2 4 5
9 Recent Development of in Indian Politics 9.1 4 5
10 The Cold war Era 10.2, 10.3, 10.4 4 5
11 The End of Bipolarity 11.2 3 3.75
12 US Hegemony in world Politics 12.2, 12.3 8 10
13 Alternative centres of power 13.3 6 7.5
14 Contemporary South Asia 14.6 6 7.5
15 Interantinal organisation 15.6 5 6.25
16 Security in the contemporary world 16.4 4 5
17 Environoment and Natural resources 17.4 4 5
18 Globalisation 18.9 4 5
Total 80 100%

20
 WEIGHT TO FORM OF QUESTIONS

No. Type No. of Questions Score Percentage

1 Objective 14 14 17.5
2 Short Answer 13 51 63.75
3 Essay 2 15 18.75
Total 2.9 80 100

WEIGHT TO THINKING SKILLS

No. Thniking Skills Score Percentage

1 For conceptual attainment 48 60
2 For conceptual generation 32 40

21
 BLUE PRINT

Thinking skills for Thinking skills for

Conceptual Attainment Conceptual Generation
Unit Thinking skills/Content OB SA Essay OB SA Essay Total
1 Challenges of Nations 1 3 4 8
2 Era of one party dominance 4 4
3 Politics and Planned Development 5 5
4 Indias External relations 4 4
5 Challenges to and Restoration of
the congress system 4 4
6 The crisis of democratic order 4 1 5
7 Rise of Popular movements 4 4
8 Regional Aspiration 1 3 4
9 Recent Development of in Indian Politics 4 4
10 The Cold war Era 3 1 4
11 The End of Bipolarity 3 3
12 US Hegemony in world Politics 8 8
13 Alternative centres of power 6 6
14 Contemporary South Asia 6 6
15 Interantinal organisation 5 5
16 Security in the contemporary world 4 4
17 Environoment and Natural resources 4 4
18 Globalisation 4 4

22
 QUESTION BASED ANALYSIS - POLITICAL SIENCE
Qn. Content/ LO. Specific Form of Score Time
No. Unit No. thinking Questions (minuts)
skills (no.)
1 3 1 1.1 SA 4 7
1.2
2 2.7
2 6 4 4.1 Obj 1 1
3 18 1 1.2 SA 4 8
5 5.2
4 11 1 1.1 SA 3 5
2 2.7
5 5 1 1.2 SA 4 7
2 2.7
2.4
6 2 1 1.1 Obj 4 5
1.2
7 17 1 1.1 SA 4 8
5.1
5 5.2
8 13 1 1.1 Obj 3 2
2 2.3
9 3 1 1.2 SA 5 10
3 3.2
5 5.2
6 6.1
10 1 1 1.2 Obj
2 2.4 Essay 8 21
2.7
5 5.2
6 6.1
11 13, 14 1 1.2 Obj 3 3
2 2.3
3 3.2
12 16 1 1.2 SA 4 8
2 2.4
5 5.2
6 6.3

23
 QUESTION BASED ANALYSIS - POLITICAL SIENCE
Qn. Content/ LO. Specific Form of Score Time
No. Unit No. thinking Questions (minuts)
skills (no.)
13 7 1 1.1 SA 4 8
2 2.3
5 5.1
6 6.1
14 8 1 1.1 Obj 4 7
2 2.3 SA
2.4
2.7
15 9 1 1.1 SA 4 8
4 4.1
5 5.1
16 15 1 1.2 SA 5 10
5 5.2
6 6.1
17 12 1 1.1 Essay 8 20
2 1.2
2.3
2.7
18 10 1 1.2 SA 3 3
2 2.3
2.7
19 6 1 1.1 SA 4 7
2 2.1
2.7
20 10 6 6.1 Obj 1 1
21 8 1 1.2 Obj 1 1150

24