CBSE Class 12 History Syllabus 2024-25: Download PDF 

Aspect

Description

Focus

Develops a comprehensive understanding of major historical events, themes, and their lasting impact on the world, fostering a critical and informed perspective.

Skills Developed

• Critical thinking
• Evaluation
• Communication
• Understanding of Historical events

Evaluation

* Internal Assessment (20%) - Project work allows students to explore a specific historical theme or event in depth. * Board Exam (80%) - Theory paper focusing on various historical periods, testing knowledge, analytical skills, and essay writing abilities.

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

5

Total

195

80

Themes in Indian History

Part—I

25 Marks

Theme No.

Theme Title

Periods

Marks

1

Bricks, Beads and Bones

The Harappa Civilisation

15

25

2

Kings, Farmers and Towns

Early States and Economies (c.600 BCE600 CE)

15

3

Kingship, Caste and class

Early Societies (c. 600 BCE600 CE)

15

4

Thinkers, Beliefs and Buildings

Cultural Developments (c. 600 BCE600 CE)

15

Themes in Indian History

Part—II

25 marks

5

Through the eyes of Travellers

Perceptions of Society (c. tenth to seventeenth centuries)

15

25

6

Bhakti-Sufi Traditions

Changes in Religious Beliefs and Devotional Texts (c. eighth to eighteenth centuries)

15

7

An Imperial Capital – Vijayanagar (c. fourteenth to sixteenth centuries)

15

8

Peasants, zamindars and the States Agrarian Society and the Mughal Empire (c.

sixteenth-seventeenth centuries)

15

Themes in Indian History Part—III 25 marks

Part-III

Theme No.

Theme Title

Periods

Marks

9

Colonialism and The Countryside

Exploring Official Archives

15

25

10

Rebels and Raj

1857 Revolt and its Representations

15

11

Mahatma Gandhi and the National Movement

Civil Disobedience and Beyond

15

12

Framing of the Constitution

The Beginning of a New Era

15

Including Map work of the related Themes

15

5

Theory Total

80

Project Work

25

20

TOTAL

220

100

Theme No. and Title

Specific learning objectives

Suggestive Teaching learning process

Learning outcome with specific competencies

Themes in Indian History Part—I

1

BRICKS, BEADS AND

BONES The Harappan Civilisation

· Familiarize the learner with the early urban centers as economic and social institutions.

· Introduce the ways in which new data can lead to a revision of existing notions of history.

· Find the difference between an archeologist and historian who Investigate and interpret historical and contemporary sources.

§ Inquiry based use of questions to explore.

§ Illustrate how archaeological excavations are undertaken, and their findings are interpreted.

§ Use of Picture charts and Map reading to trace the growth of urban centres.

v To investigate, explore and interpret the early urban centres and social institutions.

v State and deduce the multi- lateral aspects of Harappan civilization to understand the first civilization of the world.

v Investigate and interpret historical and contemporary sources and viewpoints of ASI and historians on Harappa.

2

KINGS, FARMERS AND

TOWNS: Early States and

· To Familiarize the learner

with major trends in the political and economic history of the subcontinent.

· Introduce inscriptional

§ Use of Archaeological Evidence Videos and Narration method to bring an understanding of the trends.

§ Virtual tour to analyse and understand the inscriptions

v To critically evaluate and

interpret major trends in the political and economic history of the subcontinent.

v Decode inscriptional evidence.

Economies (c.600 BCE600 CE)

analysis and the ways in

which these have shaped the understanding of political and economic processes.Critically examine the limitations of inscriptional evidence.

v Analyse inscriptional evidences and the ways in which these have shaped the understanding of political and economic processes.

· To Familiarize the learners with issues in social history.

§ Narration of the issues in social history.

v To examine, analyse the issues of social history.

3

KINSHIP, CASTE AND

CLASS, Early Societies (c. 600 BCE600 CE)

· Introduce the strategies of textual analysis and their use in reconstructing social history.

· To appraise the condition of women during Mahabharata age.

§ Story boards can be used to discuss the scriptures of ancient India.

§ Debate & Group discussion condition of women during Mahabharata age.

v Analyse social norms in order to understand the perspectives of society given in the scriptures of ancient India.

v Examine the varied dimensions explored by historians in order to understand dynamic approach of Mahabharata..

4

THINKERS, BELIEFS AND BUILDINGS

Cultural Developments (c. 600 BCE600 CE)

· Discuss the major religious

developments in early India.

· Introduce strategies of visual analysis and their use in reconstructing the theories of religion.

§ Use of flow chart and Tabular columns to compare the major religions in ancient India.

§ Picture chart to discuss the stories in the sculptures.

v To infer and compare the

major religious developments in early India.

v Elucidate the rich religious sculpture and infer the stories hidden in it.

· Reconstructing the Mauryan administration with help of Arthasastra Indica and other

sources.

§ Use of map to locate the places of religious development.

v To create a picture album of the Buddhist sculpture/

Themes in Indian History Part—II

5

THROUGH THE EYES OF

TRAVELLERS Perceptions of Society

(c. tenth to seventeenth centuries)

· Familiarize the learner with the salient features of social histories described by the travellers.

· Discuss how traveller’s accounts can be used as sources of social history.

· Familiarise with the accounts of foreign travellers in order to understand the social political and economic life in the medieval period.

§ Think Pair and share the features of social history as narrated by travellers.

§ Reading the text for knowing the traveller’s accounts which is the source of social history.

§ Narration of the writings of all the travellers.

v To understand salient features of social histories described by the travellers and apply the learning in real life.

v Elucidating the accounts of foreign travellers in order to understand the social political and economic life during the tenure of different rulers in the medieval period.

v Compare and contrast the perspectives of Al Biruni, Ibn Battuta and Bernier towards

Indian society.

6

BHAKTI –SUFI TRADITIONS

Changes in Religious

· Familiarize the learner with

the religious developments.

· Discuss ways of analysing devotional literature as

§ Use chronological order to track the developments.

§ Venn diagram to make comparison of different

religious movements.

v Understand the religious

developments.

v Summarize the philosophies of different Bhakti and Sufi

Beliefs and Devotional Texts (c. eighth to eighteenth centuries)

sources of history.

· Understand the religious developments during medieval period.

· Understand the religious

movement in order and its impact.

§ Group discussion on the value impact.

saints to understand the religious developments during medieval period.

v Comprehend the religious movement in order to establish unity, peace harmony and brotherhood in society

7

AN IMPERIAL CAPITAL: VIJAYANAGARA

(c. fourteenth to sixteenth centuries

· Acquaint the learner with the

buildings monuments that were built during the time.

· To examine the ‘excerpts or the sources more closely and discuss the ways in which architecture can be analysed to reconstruct history.

· Analyse city planning, water management system, administration of the rulers with the help of literary accounts of foreign traveller’s and architectural evidence.

Visit museums attached to

§ archaeological sites.

To learn about the nature, characteristics and significance of archaeological artefacts, historical monuments which could be of political, social, or religious significance.

View documentary Videos and observe Pictures on architecture.

Graphic organisers to make comparison of the study reports.

v Students will be able to

Classify the distinctive architectural contributions of the Vijayanagar empire to comprehend the richness of mingled cultures of deccan India.

v Analyse accounts of foreign traveller’s on Vijayanagar in order to interpret political, social and cultural life of the city.

v Assess and appreciate the city planning, water

management system, administration of the rulers

8

PEASANTS, ZAMINDARS

AND THE STATE Agrarian Society and the Mughal Empire (c. sixteenth seventeenth centuries)

· Engage the students to discuss the developments in agrarian relations.

· Discuss how to supplement official documents with other sources.

· Elaborate the agrarian changes occurred during sixteenth and seventeenth centuries.

· Explain the changes and differences in the agrarian sectors.

· Group discussion on the agrarian development and impact.

§ Create a Venn diagram or a table and compare the changes during the 16th and 17th century,

§ Debate on the differences in the sector and arrive on the impact.

v Comprehend the facets of agrarian developments in order to understand the relationship between the state and the agriculture during Mughal period.

v Compare and contrast the agrarian changes occurred during sixteenth and seventeenth centuries.

v Make a table and bring out the differences in the agrarian sector.

Themes in Indian History

Part—III

09

COLONIALISM AND THE COUNTRYSIDE

Exploring Official Archives

· Discuss how colonialism affected zamindars, peasants and artisans.

· Explain the revenue systems introduced by the British to Comprehend the problems and limits of using official sources for understanding the lives of the people.

· Discuss about the types of records and reports.

Discussion and deliberation on

the colonialism and revenue system.

list the problems for understanding the lives of the people.

Classify the records and reports.

v Evaluate the revenue

systems introduced by the British to understand the economic aspects of colonization in India.

v Analyse the colonial official records& reports to understand the divergent interest of British and Indians.

maintained by the rural society.

· Understand the divergent interest of the British in the society and on the Indians.

v Find solution to be taken to protect the peasants and artisans in this century.

· Discuss how the events of 1857 are being interpreted.

§ Movie or video watching on

events of 1857 followed by discussion.

v To examine the events of 1857.

· Discuss how visual material can be used by historians to narrate events.

§ Problem solving method to question the events and suggest actions.

v Correlate the Planning and coordination of the rebels of 1857 to infer its domains and nature.

10

REBELS AND THE RAJ:

1857 Revolt and its Representations

· Understand the planning and execution of the plan.

· Highlight the united contribution made by the Indian soldiers.

• Examine the momentum of the revolt to understand its spread.
• Analyse how revolt created vision of unity amongst Indians.
• Interpret visual images to understand the emotions portrayed by the nationalist
• and British.

11

MAHATMA GANDHI AND THE NATIONALIST

· To acquaint the learner with significant elements of the

Nationalist movement and the nature of Gandhian

leadership.

§ Collaborate and create. a timeline of the movement.

§ Making a collage of events. individuals, and institutions

Understand the nationalist movement in chronological order.

MOVEMENT Civil Disobedience and Beyond

· Discuss how Gandhi was perceived by different groups.

· Examine how historians need to read and interpret newspapers diaries and letters as a historical source.

· Throw light on nationalism and patriotism.

under the Gandhian leadership.

§ Doing a Project on historical source such as newspapers, biographies and auto- biographies diaries and letters.

v Correlate the significant elements of the nationalist movement and the nature of ideas, individuals, and institutions under the Gandhian leadership.

v Debate on the significant contributions of Gandhi to understand his mass appeal for nationalism.

v Explore the ways of interpreting historical source such as newspapers, biographies and auto- biographies diaries and

letters

12

FRAMING THE

· Discuss how the founding

ideals of the new nation state were debated and formulated.

Mock session of the assembly

§ to debate and discuss the ideals.

Use sources & case studies

§ for a Group discussion.

v Highlight the role of Constituent Assembly to understand functionaries in framing the constitution of India.

CONSTITUTION

The Beginning of a New Era

· Understand how such debates and discussions can be read by historians.

· Discuss the other countries constitution and compare.

v Analyse how debates and

discussions around important issues in the Constituent Assembly shaped our Constitution

· Explain the salient features of

our constitution.

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

S. No

Page No.

Part – I Maps

1

2

Mature Harappan sites: Harappa, Banawali, Kalibangan, Balakot, Rakhigarhi, Dholavira, Nageshwar, Lothal, Mohenjodaro, Chanhudaro, KotDiji.

2

3

Mahajanapada and cities: Vajji, Magadha, Kosala, Kuru, Panchala, Gandhara, Avanti, Rajgir, Ujjain, Taxila,

Varanasi.

3

33

Distribution of Ashokan inscriptions:

· Pillar inscriptions – Sanchi, Topra, Meerut Pillar and Kaushambi.

· Kingdom of Cholas, Cheras and Pandyas.

4

43

Important kingdoms and towns:

· Kushanas, Shakas, Satavahanas, Vakatakas,Guptas

· Cities/towns: Mathura, Kanauj, Puhar, Braghukachchha, Shravasti, Rajgir, Vaishali, Varanasi,Vidisha

5

95

Major Buddhist Sites: Nagarjunakonda, Sanchi, Amaravati, Lumbini, Bharhut, Bodh Gaya, Ajanta

S. No

Page No.

Part II - Maps

6

174

Bidar, Golconda, Bijapur, Vijayanagar, Chandragiri, Kanchipuram, Mysore, Thanjavur, Kolar, Tirunelveli

7

214

Territories under Babur, Akbar and Aurangzeb:

· Delhi, Agra, Panipat, Amber, Ajmer, Lahore, Goa.

S. No

Page No.

Part III - Maps

8

287

Territories/cities under British Control in1857: Punjab, Sindh, Bombay, Madras Berar, Bengal, Bihar,

Orissa, Surat, Calcutta, Patna, Allahabad

9

260

Main centres of the Revolt of 1857: Delhi, Meerut, Jhansi, Lucknow, Kanpur, Azamgarh, Calcutta, Benaras, Gwalior, Jabalpur, Agra, Awadh

10

Important centres of the National Movement: Champaran, Kheda, Ahmedabad, Benaras, Amritsar, Chauri Chaura, Lahore, Bardoli, Dandi, Bombay (Quit India Resolution), Karachi

Book

MCQ

SA

LA

Source Based

Map

Total

No of questions

MM

No of questions

MM

No of questions

MM

No of questions

MM

Theory

Internal

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

5

5

Project

80

20

Total

7x 3=21

6x 3=18

3x 8= 24

3x4=12

1x5=5

100 marks

Competencies

Marks

%

Knowledge: Remembering previously learned material by recalling facts, terms, basic concepts, and answers,

21

26.25

Understanding demonstrating understanding of facts and ideas by organizing, translating, interpreting, giving descriptions and stating main ideas.

18

22.5

Applying and Analyzing: applying acquired knowledge, facts, techniques and rules and solving the problems.

24

30

Formulating, Evaluating and Creating skills: Examining, making inferences and finding evidence to support generalizations; Presenting and defending opinions by making judgments about information and piling information

12

15

Map skills

05

6.25

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