Syllabus

Latest Syllabus 2023-24

(Issued by CBSE on 25th April 2023)
HISTORY (Code No.- 027)
CLASS-XII
Theory Paper Max. Mark : 80
 Time : 3 hours
S. No. Part Period Marks
1 Themes in Indian History Part--I 60 25
2 Themes in Indian History Part--II 60 25
3 Themes in Indian History Part -- III 60 25
4 Map 15 05
Total 195 80

Themes in Indian History Part—I 25 Marks

Theme No. Theme Title Periods Marks
Bricks, Beads and Bones
1 15
The Harappa Civilisation
Kings, Farmers and Towns
2 15 25
Early States and Economies (c.600 BCE600 CE)
Kingship, Caste and class
3 15
Early Societies (c. 600 BCE600 CE)
Thinkers, Beliefs and Buildings
4 15
Cultural Developments (c. 600 BCE600 CE)
Themes in Indian History Part—II 25 Marks

Through the eyes of Travellers

5 15
Perceptions of Society (c. tenth to seventeenth centuries)
25
Bhakti-Sufi Traditions
6 Changes in Religious Beliefs and Devotional Texts (c. eighth to eigh- 15
teenth centuries)

An Imperial Capital – Vijayanagar (c. fourteenth to sixteenth centu-

7 15
ries)

Peasants, zamindars and the States Agrarian Society and the Mughal
8 15
Empire (c. sixteenth-seventeenth centuries)
Themes in Indian History Part—III 25 Marks

Colonialism and The Countryside

9 15
Exploring Official Archives

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 Syllabus
Rebels and Raj
10 15
1857 Revolt and its Representations
Mahatma Gandhi and the National Movement
11 15 25
Civil Disobedience and Beyond
Framing of the Constitution
12 15
The Beginning of a New Era
Including Map work of the related Themes 15 05
Theory Total 80
Project Work 25 20
TOTAL 220 100
Note: Please refer to the following links for NCERT Rationalised 2023-24 textbook
https://ncert.nic.in/textbook.php?lehs1=1-4
https://ncert.nic.in/textbook.php?lehs2=0-4#
https://ncert.nic.in/textbook.php?lehs3=0-4

COURSE CONTENT
Suggestive Teaching learn- Learning outcome with
Theme No. and Title Specific learning objectives
ing process specific competencies

Themes in Indian History Part—I

• Familiarize the learner with • Inquiry based use of • To investigate, explore
the early urban centers questions to explore. and interpret the early
as economic and social • Illustrate how archaeo- urban centres and so-
institutions. logical excavations are cial institutions.
• Introduce the ways in undertaken, and their • State and deduce the
1 which new data can lead to findings are interpreted. multi- lateral aspects
BRICKS, BEADS AND a revision of existing notions • Use of Picture charts and of Harappan civiliza-
BONES The of history. Map reading to trace the tion to understand the
Harappan • Find the difference between growth of urban centres. first civilization of the
Civilisation an archeologist and world.
historian who Investigate • Investigate and inter-
and interpret historical and pret historical and con-
contemporary sources. temporary sources and
viewpoints of ASI and
historians on Harappa.
• To Familiarize the learner • Use of Archaeological Ev- • To critically evaluate
with major trends in the po- idence Videos and Nar- and interpret major
2 litical and economic history ration method to bring trends in the political
KINGS, FARMERS of the subcontinent. an understanding of the and economic history
AND • Introduce inscriptional trends. of the subcontinent.
TOWNS: Early States analysis and the ways in • Virtual tour to analyse • Decode inscriptional
and which these have shaped and understand the in- evidence.
the understanding of politi- scriptions
cal and economic processes.
• Critically examine the limi- • Analyse inscriptional
tations of inscriptional evi- evidences and the
dence. ways in which these
Economies (c.600
have shaped the un-
BCE600 CE)
derstanding of politi-
cal and economic pro-
cesses.

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 Syllabus
• To Familiarize the learn- • Narration of the issues in • To examine, analyse the
ers with issues in social social history. issues of social history.
history.
• Introduce the strategies • Story boards can be used • Analyse social norms in
of textual analysis and to discuss the scriptures order to understand the
3 their use in reconstruct- of ancient India. perspectives of society
KINSHIP, CASTE AND ing social history. • Debate & Group discus- given in the scriptures of
CLASS, Early Societies • To appraise the condition sion condition of women ancient India.
(c. 600 BCE600 CE) of women during Ma- during Mahabharata age. • Examine the varied di-
habharata age. mensions explored by
historians in order to
understand dynamic ap-
proach of Mahabharata..

• Discuss the major reli- • Use of flow chart and • To infer and compare the
gious developments in Tabular columns to com- major religious develop-
early India. pare the major religions ments in early India.

4 • Introduce strategies of in ancient India. • Elucidate the rich reli-

THINKERS, BELIEFS visual analysis and their • Picture chart to discuss gious sculpture and infer
AND BUILDINGS use in reconstructing the the stories in the sculp- the stories hidden in it.
Cultural Developments theories of religion. tures. • To create a picture album
(c. 600 BCE600 CE) • Reconstructing the Mau- • Use of map to locate the of the Buddhist sculp-
ryan administration with places of religious devel- ture.
help of Arthasastra Indica opment.
and other sources.

Themes in Indian History Part—II

• Familiarize the learner • Think Pair and share the • To understand salient
with the salient features features of social history features of social histories
of social histories de- as narrated by travellers. described by the travel-
scribed by the travellers. • Reading the text for lers and apply the learn-
• Discuss how traveller’s knowing the traveller’s ing in real life.

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accounts can be used as accounts which is the • Elucidating the accounts
sources of social history. source of social history. of foreign travellers in
THROUGH THE EYES
OF TRAVELLERS
• Familiarise with the ac- • Narration of the writings order to understand the
counts of foreign travel- of all the travellers. social political and eco-
Perceptions of Society
lers in order to under- nomic life during the ten-
(c. tenth to seventeenth
stand the social political ure of different rulers in
centuries)
and economic life in the the medieval period.
medieval period. • Compare and contrast
the perspectives of Al
Biruni, Ibn Battuta and
Bernier towards Indian
society.

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 Syllabus
• Familiarize the learner • Use chronological order • Understand the religious
with the religious devel- to track the develop- developments.
opments. ments. • Summarize the philoso-
• Discuss ways of analys- • Venn diagram to make phies of different Bhakti
6
ing devotional literature comparison of different and Sufi sources of his-
BHAKTI –SUFI as religious movements. tory.
TRADITIONS
• Understand the religious • Group discussion on the saints to understand the reli-
Changes in Religious
developments during value impact. gious developments during
Beliefs and Devotional medieval period. medieval period.
Texts (c. eighth to
eighteenth centuries)
• Understand the religious • Comprehend the reli-
movement in order and gious movement in order
its impact. to establish unity, peace
harmony and brother-
hood in society
• Acquaint the learner with • Visit museums attached • Students will be able to
the buildings monu- to archaeological sites. To Classify the distinctive
ments that were built learn about the nature, architectural contribu-
during the time. characteristics and sig- tions of the Vijayanagar
• To examine the ‘excerpts nificance of archaeologi- empire to comprehend
or the sources more cal artefacts, historical the richness of mingled
7 closely and discuss the monuments which could cultures of deccan India.
ways in which architec- be of political, social, or • Analyse accounts of for-
AN IMPERIAL CAPI-
ture can be analysed to religious significance. eign traveller’s on Vijay-
TAL: VIJAYANAGARA
(c. fourteenth to six- reconstruct history. • View documentary Vid- anagar in order to inter-
teenth centuries • Analyse city planning, eos and observe Pictures pret political, social and
water management sys- on architecture. cultural life of the city.
tem, administration of • Graphic organisers to • Assess and appreciate
the rulers with the help make comparison of the the city planning, water
of literary accounts of study reports. management system, ad-
foreign traveller’s and ar- ministration of the rulers
chitectural evidence.
• Engage the students • Group discussion on the • Comprehend the facets of
to discuss the develop- agrarian development agrarian developments
ments in agrarian rela- and impact. in order to understand
tions. • Create a Venn diagram or the relationship between
8 • Discuss how to supple- a table and compare the the state and the agri-
ment official documents changes during the 16th culture during Mughal
PEASANTS, ZAMIN-
with other sources. and 17th century, period.
DARS AND THE
STATE Agrarian So- • Elaborate the agrarian • Debate on the differences • Compare and contrast
ciety and the Mughal changes occurred dur- in the sector and arrive the agrarian changes oc-
Empire (c. sixteenth ing sixteenth and seven- on the impact. curred during sixteenth
seventeenth centuries) teenth centuries. and seventeenth centu-
ries.
• Explain the changes and
• Make a table and bring
differences in the agrar-
out the differences in the
ian sectors.
agrarian sector.

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 Syllabus

Themes in Indian History Part—III

• Discuss how colonial- • Discussion and delibera- • Evaluate the revenue sys-
ism affected zamindars, tion on the colonialism tems introduced by the
peasants and artisans. and revenue system. British to understand the
• Explain the revenue sys- • list the problems for un- economic aspects of colo-
tems introduced by the derstanding the lives of nization in India.
British to Comprehend the people. • Analyse the colonial of-
09 the problems and limits • Classify the records and ficial records & reports
of using official sources reports. to understand the diver-
COLONIALISM AND for understanding the gent interest of British
THE COUNTRYSIDE lives of the people. and Indians.
Exploring Official •
Archives
Discuss about the types • Find solution to be taken
of records and reports. to protect the peasants
maintained by the rural and artisans in this cen-
society tury
• Understand the diver-
gent interest of the Brit-
ish in the society and on
the Indians.
• Discuss how the events • Movie or video watch- • To examine the events of
of 1857 are being inter- ing on events of 1857 fol- 1857.
preted. lowed by discussion. • Correlate the Planning
• Discuss how visual ma- • Problem solving method and coordination of the
terial can be used by to question the events rebels of 1857 to infer its
historians to narrate and suggest actions. domains and nature.
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events. • Examine the momentum
REBELS AND THE • Understand the plan- of the revolt to under-
RAJ: ning and execution of stand its spread.
1857 Revolt and its the plan.
Representations • Analyse how revolt cre-
• Highlight the united ated vision of unity
contribution made by amongst Indians.
the Indian soldiers.
• Interpret visual images to
understand the emotions
portrayed by the nation-
alist and British.
• To acquaint the learner • Collaborate and create. • Understand the national-
with significant ele- a timeline of the move- ist movement in chrono-
ments of the Nationalist ment. logical order.
movement and the na- • Making a collage of • Correlate the significant
ture of Gandhian lead- events, individuals, and elements of the national-
ership. institutions under the ist movement and the na-
11 • Discuss how Gandhi Gandhian leadership. ture of ideas, individuals,
was perceived by differ- • Doing a Project on his- and institutions under
MAHATMA GANDHI ent groups. the Gandhian leadership.
AND THE NATION- torical source such as
• Examine how historians newspapers, biogra- • Debate on the significant
ALIST MOVEMENT contributions of Gandhi
Civil Disobedience and need to read and inter- phies and auto- biogra-
pret newspapers diaries phies diaries and letters. to understand his mass
Beyond appeal for nationalism.
and letters as a historical
source. • Explore the ways of inter-
• Throw light on national- preting historical source
such as newspapers, bi-
ism and patriotism. ographies and auto- bi-
ographies diaries and
letters

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 Syllabus
• Discuss how the found- • Mock session of the as- • Highlight the role of
ing ideals of the new na- sembly to debate and Constituent Assembly to
tion state were debated discuss the ideals. understand functionaries
and formulated. • Use sources & case stud- in framing the constitu-
• Understand how such ies for a Group discus- tion of India.
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debates and discussions sion. • Analyse how debates
FRAMING THE can be read by histori- and discussions around
CONSTITUTION ans. important issues in the
The Beginning of a • Discuss the other coun- Constituent Assembly
New Era tries constitution and shaped our Constitution
compare.
• Explain the salient fea-
tures of our constitu-
tion.
Note: This is not an exhaustive list. For reflective teaching- learning process, explicit Learning Objectives
and Outcomes can be added by teachers during the course-delivery for student’s real learning.
LIST OF MAPS
Page
S. No Part – I Maps
No.
Mature Harappan sites: Harappa, Banawali, Kalibangan, Balakot, Rakhigarhi, Dholavira,
1 2
Nageshwar, Lothal, Mohenjodaro, Chanhudaro, KotDiji.
Mahajanapada and cities: Vajji, Magadha, Kosala, Kuru, Panchala, Gandhara, Avanti, Rajgir, Uj-
2 3 jain, Taxila,
Varanasi.
Distribution of Ashokan inscriptions:
• Pillar inscriptions – Sanchi, Topra, Meerut Pillar and Kaushambi.
3 33
• Kingdom of Cholas, Cheras and Pandyas.
Important kingdoms and towns:
• Kushanas, Shakas, Satavahanas, Vakatakas,Guptas
4 43 • Cities/towns: Mathura, Kanauj, Puhar, Braghukachchha, Shravasti, Rajgir, Vaishali,
Varanasi,Vidisha
5 95 Major Buddhist Sites: Nagarjunakonda, Sanchi, Amaravati, Lumbini, Bharhut, Bodh Gaya, Ajanta
Page
S. No Part II - Maps
No.
Bidar, Golconda, Bijapur, Vijayanagar, Chandragiri, Kanchipuram, Mysore, Thanjavur, Kolar,
6 174
Tirunelveli
Territories under Babur, Akbar and Aurangzeb:
7 214
• Delhi, Agra, Panipat, Amber, Ajmer, Lahore, Goa.
Page
S. No Part III - Maps
No.
Territories/cities under British Control in1857: Punjab, Sindh, Bombay, Madras Berar, Bengal,
8 287
Bihar, Orissa, Surat, Calcutta, Patna, Allahabad
Main centres of the Revolt of 1857: Delhi, Meerut, Jhansi, Lucknow, Kanpur, Azamgarh, Calcutta,
9 260
Benaras, Gwalior, Jabalpur, Agra, Awadh
Important centres of the National Movement: Champaran, Kheda, Ahmedabad, Benaras, Amrit-
10
sar, Chauri Chaura, Lahore, Bardoli, Dandi, Bombay (Quit India Resolution), Karachi

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 Syllabus
CLASS XII QUESTION PAPER DESIGN
Book MCQ SA LA Source Based Map Total
No of ques- MM No of MM No of MM No of MM Theory Internal
tions questions questions questions
Part I 7 1 2 3 1 8 1 4 25
Part II 7 1 2 3 1 8 1 4 25
Part III 7 1 2 3 1 8 1 4 25
Map 05 05
Project 80 20
Total 7x 3=21 6x 3=18 3x 8= 24 3x4=12 1x5=5 100 marks

WEIGHTAGE BASED ON COMPETENCIES

Competencies Marks %
Knowledge Remembering previously learned material by recalling facts, terms, basic concepts, 21 26.25
and answers.
18 22.50
Understanding demonstrating understanding of facts and ideas by organizing, translating, in-
terpreting, giving descriptions and stating main ideas.
Applying and Analyzing: applying acquired knowledge, facts, techniques and rules and solving
24 30
the problems.
Formulating, Evaluating and Creating skills: Examining, making inferences and finding evi-
dence to support generalizations; Presenting and defending opinions by making judgments 12 15
about information and piling information
Map skills 05 6.25
Note: Competency based questions for the examinations to be conducted in the academic year 2023-24 will be 40 percent
in class XII

INTERNAL ASSESSMENT
PROJECT WORK MM - 20

INTRODUCTION

History is one of the most important disciplines in school education. It is the study of the past, which helps us to
understand our present and shape our future. It promotes the acquisition and understanding of historical knowledge
in breath and in depth across cultures.

The course of history in senior secondary classes is to enable students to know that history is a critical discipline, a
process of enquiry, a way of knowing about the past rather than just a collection of facts. The syllabus helps them
to understand the process, through which a historian collects, chooses, scrutinizes and assembles different types of
evidence to write history.

The syllabus in class-XI is organized around some major themes in world history. In class XII the focus shifts to a
detailed study of some themes in ancient, medieval, and modern Indian history.

CBSE has decided to introduce project work in history for classes XI and XII in 2013-14 as a part of regular studies in
classroom, as project work gives students an opportunity to develop higher cognitive skills. It takes students to a life
beyond text books and provides them a platform to refer materials, gather information, analyse it further to obtain
relevant information and decide what matter to keep and hence understand how history is constructed.

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 Syllabus
OBJECTIVES
Project work will help students:
• To develop skill to gather data from a variety of sources, investigate diverse viewpoints and arrive at logical
deductions.
• To develop skill to comprehend, analyse, interpret, evaluate historical evidence, and understand the limitation
of historical evidence.
• To develop 21st century managerial skills of co-ordination, self-direction, and time management.
• To learn to work on diverse cultures, races, religions, and lifestyles.
• To learn through constructivism-a theory based on observation and scientific study.
• To inculcate a spirit of inquiry and research.
• To communicate data in the most appropriate form using a variety of techniques.
• To provide greater opportunity for interaction and exploration.
• To understand contemporary issues in context to our past.
• To develop a global perspective and an international outlook.
• To grow into caring, sensitive individuals capable of making informed, intelligent, and independent choices.
• To develop lasting interest in history discipline.
GUIDELINES TO TEACHERS
This section provides some basic guidelines for the teachers to take up projects in History. It is very necessary to inter-
act, support, guide, facilitate and encourage students while assigning projects to them.
• The teachers must ensure that the project work assigned to the students individually/ In-groups and discussed
at different stages right from assigning topic, draft review to finalization.
• Students should be facilitated in terms of providing relevant materials, suggesting websites, obtaining of re-
quired permission for archives, historical sites, etc.
• The Project Work should be suitably spaced from April to November in classes XI and XII so that students can
prepare for Final Examination.
• The teachers must ensure that the students submit original work.
• Project report should be Handwritten only. (Eco-friendly materials can be used by students)
The following steps are suggested:
1. Teacher should design and prepare a list of 15-20 projects and should give an option to a student to
choose a project as per his/ her interest.
2. The project must be done individually/ In-groups.
3. The topic should be assigned after discussion with the students in the class to avoid repetition and
should then be discussed at every stage of submission of the draft/final project work.
4. The teacher should play the role of a facilitator and should closely supervise the process of project
completion, and should guide the children by providing necessary inputs, resources etc. to enrich the
subject content.
5. The Project Work needs to enhance cognitive, affective, and psychomotor domains in the learners. It
will include self-assessment and peer assessment, and progress of the child in project-based and inquiry-
based learning. Art integrated Activities, experiments, models, quizzes, role plays, group work, portfoli-
os, etc., along with teacher assessment. (NEP-2020) The Project work can culminate in the form of Power
Point Presentation/Exhibition/Skit/albums/files/song and dance or culture show /story telling/debate/
panel discussion, paper presentation and whichever is suitable to visually impaired candidates.
6. Students can use primary sources available in city archives, Primary sources can also include newspaper
cuttings, photographs, film footage and recorded written/speeches. Secondary sources may also be used
after proper authentication.
7. Evaluation will be done by external examiner appointed by the Board in class XII and internal in class XI.
Note: The project reports are to be preserved by the school till the final results are declared, for scrutiny by CBSE.

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 Syllabus
A FEW SUGGESTIVE TOPICS
FOR CLASS XII PROJECTS

1. The Indus Valley Civilization-Archaeological Excavations and New Perspectives

2. The History and Legacy of Mauryan Empire
3. “Mahabharat”- The Great Epic of India
4. The History and Culture of the Vedic period
5. Buddha Charita
6. A Comprehensive History of Jainism
7. Bhakti Movement- Multiple interpretations and commentaries.
8. “The Mystical Dimensions of Sufism
1. Global legacy of Gandhian ideas
2. The Architectural Culture of the Vijayanagar Empire
3. Life of women in the Mughal rural society
4. Comparative Analysis of the Land Revenue Systems introduced by the Britishers in India
5. The Revolt of 1857- Causes; Planning & Coordination; Leadership, Vision of Unity
1. The Philosophy of Guru Nanak Dev
2. The Vision of Kabir
3. An insight into the Indian Constitution
4. Comparative study of Stupas and Pillar edicts
5. Comparative study of Mughal and Vijayanagar architecture

(Projects are an imperative component in enhancing students learning with the related themes. In the re-
search project, students can go beyond the textbook and explore the world of knowledge. They can conceptualize
under the embedded themes. Forms of rubrics are a significant aspect and to be discussed in the classroom itself
for clear understanding of concept & for assessment.)

Note: Please refer Circular No. Acad.16/2013 dated 17.04.2013 for complete guidelines

Note: Kindly refer to the guidelines on project work for classes XI and XII given below: - One Project to be
done throughout the session, as per the existing scheme.
1. Steps involved in the conduct of the project:
Students may work upon the following lines as suggested:
1. Choose a Title/Topic
2. Need of the Study, Objective of the Study
3. Hypothesis
4. Content -Timeline, Maps, Mind maps, Pictures, etc. (Organization of Material/Data Present Material/
Data)
5. Analysing the Material/Data for Conclusion
6. Draw the Relevant Conclusion
7. Bibliography
2. Expected Checklist for the Project Work:
1. Introduction of topic/ title
2. Identifying the causes, events, consequences and/or remedies
3. Various stakeholders and effect on each of them
4. Advantages and disadvantages of situations or issues identified

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 Syllabus

5. Short-term and long-term implications of strategies suggested during research

6. Validity, reliability, appropriateness, and relevance of data used for research work and for presentation
in the project file
7. Presentation and writing that is succinct and coherent in project file
8. Citation of the materials referred to, in the file in footnotes, resources section, bibliography etc.

3. Assessment of Project Work:

1. Project Work has broadly the following phases: Synopsis/ Initiation, Data Collection,
Data Analysis and Interpretation, Conclusion.
2. The aspects of the project work to be covered by students can be assessed during the academic year.
3. 20 marks assigned for Project Work can be divided in the following manner:

PROJECT WORK: 20 Marks

The teacher will assess the progress of the project work in the following manner
Month Periodic work Assessment Rubrics Marks
Instructions about Project Guidelines, Back- Introduction, Statement of Purpose/Need and ob-
April- ground reading Discussions on Theme and jectives of the study, Hypothesis/ Research Ques-
Selection of the Final Topic, Initiation/ Syn- tion, Review of Literature, Presentation of Evi- 6
July
opsis dence, Methodology, Questionnaire, Data

Planning and organization: forming an ac- Significance and relevance of the topic; challenges
August - tion plan, encountered while conducting the research.
5
October feasibility, or baseline study, Updating/modi-
fying the action plan, Data Collection
Content/data analysis and interpretation. Content analysis and its relevance in the current
Novem- Conclusion, Limitations, Suggestions, Bibli- scenario. Conclusion, Limitations, Bibliography,
ber-Janu- ography, Annexures and 5
ary Annexures and overall presentation of the Overall Presentation.
project.
January - Final Assessment and VIVA by both Internal External/ Internal Viva based on the projec t
4
February and External Examiners
TOTAL 20
4. Viva-Voce
1. At the end, each learner will present the research work in the Project File to the External and Internal
examiner.
2. The questions should be asked from the Research Work/ Project File of the learner.
3. The Internal Examiner should ensure that the study submitted by the learner is his/her own origi-
nal work. In case of any doubt, authenticity should be checked and verified.

qq

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