HistorySrSec2024 daahi sadhin sgg-25.pdf

CBSE
HISTORY
SYLLABUS 2024-25
(Code No. 027)
CLASS XI-XII

TABLE OF CONTENT
S. No
1 Rationale
2 Aims & Objectives
3 Course Structure
4 Course Content
5 Question Paper Design
6 Internal Assessment - Project work
7 Course Structure
8 Course Content
9 List of Maps
10 Question Paper Design
11 Internal Assessment Project work
Contents Page No
2
2
CLASS-XI
5
6
12
13
CLASS -XII
17
19
26
27
28
Page 1 of 33
History Syllabus 2024-25 Class XI-XII

RATIONALE
The History curriculum introduces the students to a set of important historical events and processes through a focus on a series of
historical issues, debates and through various sources. Discussion of these themes would allow students not only to know about the
events and processes, but also to discover the excitement of reading history. However, practical way of assessing whether the learning
objectives have been actualized or not, can be ensure d by the way of having stated outcomes. These outcomes have been
enumerated against the learning objectives so that the concerned teachers and their students can adopt different kinds of
constructive strategies and competency-based assessment techniques. It is also to be understood that the learning objectives
and their outcomes are essentially linked and complementary to each other.
AIMS & OBJECTIVES
History gives us the tools to analyse and explain problems in the past, it helps us to see the patterns that might otherwise be not known
in the present. It provides a crucial perspective for understanding and solving the current and future problems.
Studying the diversity of human experience helps us appreciate cultures, ideas, and traditions and to recognize them as meaningful
outcomes of specific times and places. History helps us realize how different is our life from that of our ancestors, yet how similar we
are in our goals and values. With lessons from the past, we not only learn about ourselves and how we came to be, but also develop
the ability to avoid mistakes and create better paths for our societies.
The subject emphasizes 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 would help them to understand the process through which historians write history, by choosing and
assembling different types of evidence, and by reading their sources critically. They will appreciate how historians follow the trails that
lead to the past, and how historical knowledge develops.
The syllabus would also enable students to store/relate/compare developments in different situations, analyse connections between
similar processes located in different time periods, and discover the relationship between different methods of enquiry within history
and the allied disciplines.
Page 2 of 33 History Syllabus 2024-25 Class XI-XII

THEMES IN CLASS XI
The syllabus in class XI is organized around some major themes in the world history.
1. Focus on some important developments in different spheres-political, social, cultural, and economic.
2. Study not only the grand narratives of development-urbanization, industrialization, and modernization-but also to know about the
processes of displacements and marginalization. Through the study of these themes’ students will acquire a sense of the wider
historical processes as well as an idea of the specific debates around them.
The treatment of each theme in class XI would include an overview of the theme under discussion, a more detailed focus on one region
of study and an introduction to a critical debate associated with the issue.
Many of the themes will introduce to the debates in the field and show how historians continuously rethink old issues.
THEMES IN CLASS XII
In class XII the focus will shift to a detailed study of some themes in ancient, medieval, and modern Indian history although the attempt
is to soften the distinction between what is conventionally termed as ancient, medieval and modern. The object would be to study a
set of these themes in some detail and depth rather than survey the entire chronological span of Indian history. In this sense the course
will be built on the knowledge that the students have acquired in the earlier classes.
Each theme in class XII will also introduce the students to one type of source for the study of history. Through such a study, students
would begin to see what different types of sources can reveal and what they cannot tell. They would come to know how historians
analyse these sources, the problems, and difficulties of interpreting each type of source, and the way a larger picture of an event, a
historical process, or a historical figure, is built by looking at different types of sources.
Each theme for class XII will be organized around four sub heads:
1. A detailed overview of the events, issues, and processes under discussion.
2. A summary of the present state of research on the theme.
3. An account of how knowledge about the theme has been acquired.

4. An excerpt from a primary source related to the theme, explaining how it has been said by historians.
While the themes in both the classes (XI and XII) are arranged in a broad chronological sequence, there are overlaps between them.
This is intended to convey a sense that chronological divides and periodization do not always operate in a neat fashion. In the
textbooks each theme would be located in a specific time and place. But these discussions would be situated within a wider context
by……
 Plotting the specific event within timelines.
 Discussing the event or process in relation to the developments in other places and other times.

Section Title
Reading of World History
I
EARLY SOCIETIES
II
EMPIRES
III
CHANGING TRADITIONS
IV
TOWARDS
MODERNIZATION
Theme No.
1
2
3
4
5
6
7
Map
COURSE STRUCTURE
CLASS XI
Theme Title
Introduction of world History
Introduction Timeline I (6 MYA TO 1 BCE)
Writing and City Life
Introduction Timeline II (C. 100 BCE TO 1300 CE)
An Empire Across Three Continents
Nomadic Empires
Introduction Timeline III (C. 1300 TO 1700)
The Three Orders
Changing Cultural Traditions
Introduction Timeline IV (C. 1700 TO 2000)
Displacing Indigenous Peoples
Paths to Modernisation
Map work of the related Themes
Theory Total
Project work
TOTAL
No. of periods Marks
10
05
20 10
05
20 10
20 10
05
20 10
20 10
05
20 10
20 15
15 05
80
25 20
210 100
Note: Please refer to the following link for NCERT Rationalised 2023-24 textbook
https://ncert.nic.in/textbook/pdf/kehs1ps.pdf

COURSE CONTENT
CLASS XI
Section Theme
Timeline I
(6 MYA TO 1 BCE)
Specific learning objectives
Briefing about the early
societies
Suggestive Teaching learning
process
Use of timeline
Learning outcome with
specific competencies
Understanding the concept
of chronology
I
EARLY
SOCIETIES
Theme 1 

Writing and City Life
Focus: Iraq, 3rd
millennium BCE
a. Growth of towns
b. Nature of early
urban societies
c. Historians ‘Debate
on uses of writing.
To familiarize the learner
with the interwoven social
and cultural aspects of
civilization and brief. about
the connection between
city life and culture of
contemporary civilizations
through their writings.
To discuss whether writing
is significant as a marker
of civilization.
 To use a table to bring
out the connection
between city life and
culture of contemporary
civilizations.
 Group discussion to
discuss whether writing is
significant as a marker of
civilization.
 Using Visuals to explain
  Elucidate the
interwoven social and
cultural aspects of
civilization in order to
understand the
connection between city
life and culture of
contemporary
civilizations through
their writings.
 Analyse the outcomes
of a sustained tradition
of writing.
Timeline II

(C.100 BCE TO 1300
CE)
Introducing the periods of
the Empires.
Quiz and Timeline
discussion.
 Explain the connection
between the growth of
human civilisation and
the tradition of writing.
 Understanding the
periods in order of time.

II
EMPIRES







Theme 2
An Empire across
Three Continents












Theme 3

NOMADIC EMPIRES


To familiarize the learner
with the dynamics of the
Roman Empire history of a
major world empire.
To discuss implications
ofRoman’s contacts with
the subcontinent empires
and explain slavery was a
significant element in the
economy.
To discuss the cultural
transformation in that
period & impact of the
slavery in development of
a country.
To understand the varieties
of nomadic society and their
institutions. 

To locate the places in the
map and comprehend the
spread of the nomadic
society.
Discuss whether state
formation is possible in
nomadic societies.
Use of maps to facilitate an
easier comprehension of the
changing dynamics of
political history.
Group discussion on slavery
as a significant element in
the economy.
Use of flow chart to learn the
cultural transformation during
that period.
Discussion on the life
of pastoralist society.
Textual reading and
discussion about Genghis
Khan.
Watching Genghis Khan film
and distinguish between the
Mongolian people’s
perspective and the world’s
opinion about Genghis Khan.
 Explain and relate the
dynamics of the Roman
Empire in order to
understand their polity,
economy, society and
culture.
 Analyse the implications
of Roman’s contacts
with the subcontinent
empires and discuss
about slavery.
 Examine the domains of
cultural transformation
in that period & the
impact of slavery.
 Identify the living
patterns of nomadic
pastoralist society.
 Trace the rise and
growth of Genghis Khan
in order to understand
him as an oceanic ruler.
 Analyse socio-political
and economic changes
during the period of the
descendants of
Genghis Khan.

III
CHANGING
TRADITIONS
Timeline III
(C. 1300 TO 1700)
Theme 4
The Three Orders
Theme 5
Changing Cultural
Traditions
 Make the learner
understand the nature of
the economy and society
of this period and the
changes within them.
 Show how the debate on
the decline of feudalism
helps in understanding
processes of transition.
 To Explore the intellectual
trends and events in the
period.
 To appreciate the
paintings and buildings of
the period.
 To make a comparative
study on women and
monuments of
Renaissance periods.
Use case studies for deeper
understanding of the socio-
political and economic
changes.
Debate and explain the
Historical phenomenon of
feudalism.
Discussion on the impact of
feudalism.
Pictures and discussions
held on renaissance
paintings’ or ‘slave trade’
Photos and Video clippings
to understand the events and
its impact.
Field trip and research work
on architectural and literary
developments.
Graphic chart to compare the
life of women during this
period.
 Distinguish between the
Mongolian people’s
perspective and the
world’s opinion about
Genghis Khan
 Explain the myriad
aspects of feudalism
with special reference
to first, second, third
and fourth order of the
society.
 Relate between ancient
slavery and serfdom.
 Assess the 14th century
crisis and rise of the
nation states
 Analyse the causes,
events, and effects of
the Renaissance,
Reformation, Scientific
Revolution, and Age of
Exploration.
 Relate the different
facets of Italian cities to
understand the
characteristics of
Renaissance.


 To engage in a debate
around the idea of
‘Renaissance’ it’s positive
and negative impact.
 To discuss the Roman
Catholic Church’s
response to the Protestant
Reformation
Group work on Protestant
reformation and catholic
reformation and de brief.
Humanism and
Realism.
 Compare and contrast
the condition of women
in the Renaissance
period.
 Recognize major
influences on the
architectural, artistic,
and literary
developments to
understand the facades
of Renaissance.
 Critically analyse the
impact on later reforms.
IV
TOWARDS
MODERNISA
TION
Timeline IV
(C. 1700 TO 2000)
 To recall the time of
modernization.
 Sensitize students to the
processes of
displacements that
accompanied the
Use of Timeline framework.
Use of factsheets, debates
and group-discussions on
such issues of
displacements, supported
with maps.
 Evaluate the Roman
Catholic Church’s
response to the
Protestant Reformation.
 Remember and
understand the time
frame.
 Evaluate the process of
displacements of the
native people which led
to the development of
America and Australia

Theme 6
Displacing
Indigenous People
Theme 7
Paths to
Modernization
development of America
and Australia. 

 Understand the
implications of such
processes for the dis-
placed populations.
 Reason out the causes of
displaced population and
its impact on society.
 Show how notions like

‘modernization’ need to be
critically assessed.
 Make students aware that
transformation in the

modern world takes many
different forms.
 Discuss the domains of

Japanese nationalism.
 To understand the
nationalist upsurge in
China
And to learn about the era
of communism.
Narration of events with
picture charts.
Demonstrate an
understanding of the concept
of modernization and its
application in various forms.
Research work and textual
reading to comprehend the
impact of modernization.
Videos to understand the
upsurge in China and learn
about the era.
to understand their
condition.
 To analyse the realms
of settlement of
Europeans in Australia
and America.
 Compare and contrast
the lives and roles of
indigenous people in
these continents
 Deduce the histories of
China and Japan from
the phase of
imperialism to
modernization.
 Explore the Japanese
political, cultural and
economic system prior
to and after the Meiji
Restoration.
 Analyse the domains of
Japanese nationalism
prior and after the
Second World War.
 Summarize the
nationalist upsurge in

China from Dr Sun Yet
Sen to Mao Ze Dong to
understand the era of
ommunism.
(NOTE- Keeping in
view the importance
of the themes i.e.
Japan, China and
Korea; it is ad-vised
that all must be
taught in the schools.
 To analyse the Chinese
path to modernization
under Deng Xio Ping
and Zhou en Lai in
order to understand the
transformation from
rigid communism to
liberal socialism.

QUESTION PAPER DESIGN
CLASS XI
Section
I EARLY SOCIETIES
II EMPIRES
III CHANGING TRADITIONS
1V TOWARDS MODERNISATION
Theme
Theme 1
Theme 2
Theme 3
Theme 4
Theme 5
Theme 6
Theme 7
MCQ mm-1
3
4
6
8
SA mm-3 LA mm-8
1 0
0 2
2 0
3 1
Source based mm-4 Total
1 10
0 20
2 20
0 25
MAP 05
TOTAL 21x1=21 6x3=18 8x3=24 4x3=12 80
Prescribed Textbook - Themes in World History – Published by NCERT
Link for NCERT Rationalised 2023-24 textbook: https://ncert.nic.in/textbook.php?kehs1=0-7

CLASS XI
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 opportunit y to develop higher cognitive skills. It takes students to a life beyon d 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.
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 interact, 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 required 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:
 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.
 The project must be done individually / In-groups.
 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.

 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.
 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, portfolios, 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.
 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.
 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.
FEW SUGGESTIVE TOPICS FOR PROJECTS - CLASS XI
1. Facets of the Industrialization in sixteenth- eighteenth centuries.
2. Crusades: causes; rationale; events; outcomes; Holy Alliance
3. Ancient History in depth: Mesopotamia
4. Greek Philosophy and City States
5. Contributions of Roman Civilization
6. The spirit of Renaissance: Manifestation in art; Literature; Sculpture; Influence on Trading Community; Social Fabric;
Philosophy; Political Values; Rational Thinking; Existentialism
7. Aspects of Development -South American States /Central American States
8. Different schools of thoughts- Realism: Humanism: Romanticism
9. Piecing together the past of Genghis Khan
10.Myriad Realms of Slavery in ancient, medieval, and modern world
11.History of Aborigines – America /Australia
12.Facets of Modernization – China /Japan/Korea

(Projects are an imperative component in enhancing students learning with the related themes. In the research 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 and for assessment.)
Note: Please refer Circular No. Acad.16/2013 dated 17.04.2013 for complete guidelines.

Theory Paper
S. No
1
2
3
4
CLASS XII
COURSE STRUCTURE
Part Period Marks
Themes in Indian History Part--I 60 25
Themes in Indian History Part--II 60 25
Themes in Indian History Part -- III 60 25
Map 15 05
Total 195 80
Themes in Indian History
Theme No.
Part—I
Theme Title
25 Marks
Periods Marks
1
2
3
4
Bricks, Beads and Bones
The Harappa Civilisation
Kings, Farmers and Towns
Early States and Economies (c.600 BCE600 CE)
Kingship, Caste and class
Early Societies (c. 600 BCE600 CE)
Thinkers, Beliefs and Buildings
Cultural Developments (c. 600 BCE600 CE)
15
15 25
15
15
Themes in Indian History Part—II 25 marks
5
6
7
Through the eyes of Travellers
Perceptions of Society (c. tenth to seventeenth centuries)
Bhakti-Sufi Traditions
Changes in Religious Beliefs and Devotional Texts (c. eighth to eighteenth centuries)
An Imperial Capital – Vijayanagar (c. fourteenth to sixteenth centuries)
15
15 25
15

8
Peasants, zamindars and the States Agrarian Society and the Mughal Empire (c.
sixteenth-seventeenth centuries)
15
Themes in Indian History
Theme No.
Part—III
Theme Title
25 marks
Periods Marks
09
10
11
12
Colonialism and The Countryside
Exploring Official Archives
Rebels and Raj
1857 Revolt and its Representations
Mahatma Gandhi and the National Movement
Civil Disobedience and Beyond
Framing of the Constitution
The Beginning of a New Era
Including Map work of the related Themes
Theory Total
Project Work
TOTAL
15
15
25
15
15
15 05
80
25 20
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

CLASS XII
COURSE CONTENT
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
2
KINGS, FARMERS AND
TOWNS: Early States and
 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.
 To Familiarize the learner
with major trends in the
political and economic history
of the subcontinent.
 Introduce inscriptional
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.
Use of Archaeological
Evidence Videos and
Narration method to bring an
understanding of the trends.
Virtual tour to analyse and
understand the inscriptions
 To investigate, explore and
interpret the early urban
centres and social
institutions.
 State and deduce the multi-
lateral aspects of Harappan
civilization to understand the
first civilization of the world.
 Investigate and interpret
historical and contemporary
sources and viewpoints of
ASI and historians on
Harappa.
 To critically evaluate and
interpret major trends in the
political and economic history
of the subcontinent.
 Decode inscriptional evidence.

Economies (c.600 BCE600
CE)
3
KINSHIP, CASTE AND
CLASS, Early Societies
(c. 600 BCE600 CE)
4
THINKERS, BELIEFS AND
BUILDINGS
Cultural Developments
(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.
 To Familiarize the learners
with issues in social history.
 Introduce the strategies of
textual analysis and their use
in reconstructing social
history.
 To appraise the condition of
women during Mahabharata
age.
 Discuss the major religious
developments in early India.
 Introduce strategies of visual
analysis and their use in
reconstructing the theories of
religion.
Narration of the issues in
social history.
Story boards can be used to
discuss the scriptures of
ancient India.
 Debate & Group discussion
condition of women during
Mahabharata age.
Use of flow chart and Tabular
columns to compare the major
religions in ancient India.
Picture chart to discuss the
stories in the sculptures.
 Analyse inscriptional evidences
and the ways in which these
have shaped the understanding
of political and economic
processes.
 To examine, analyse the issues
of social history.
 Analyse social norms in order to
understand the perspectives of
society given in the scriptures of
ancient India.
 Examine the varied dimensions
explored by historians in order
to understand dynamic
approach of Mahabharata..
 To infer and compare the
major religious developments
in early India.
 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.
 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)
6
BHAKTI –SUFI TRADITIONS
Changes in Religious
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.
the religious developments.
 Discuss ways of analysing
devotional literature as
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.
Use chronological order to
track the developments.
Venn diagram to make
comparison of different
religious movements.
 To understand salient
features of social histories
described by the travellers
and apply the learning in real
life.
 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.
 Compare and contrast the
perspectives of Al Biruni, Ibn
Battuta and Bernier towards
Indian society.
 Understand the religious
developments.
 Summarize the philosophies
of different Bhakti and Sufi

Beliefs and Devotional
Texts (c. eighth to
eighteenth centuries)
7
AN IMPERIAL CAPITAL:
VIJAYANAGARA
(c. fourteenth to sixteenth
centuries
sources of history.

 Understand the religious
developments during
medieval period.
 Understand the religious
movement in order and its
impact.
 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.
Group discussion on the value
impact.
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.
saints to understand the
religious developments
during medieval period.
 Comprehend the religious
movement in order to
establish unity, peace
harmony and brotherhood in
society
 Students will be able to
Classify the distinctive
architectural contributions of
the Vijayanagar empire to
comprehend the richness of
mingled cultures of deccan
India.
 Analyse accounts of foreign
traveller’s on Vijayanagar in
order to interpret political,
social and cultural life of the
city.
 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.
 Comprehend the facets of
agrarian developments in
order to understand the
relationship between the
state and the agriculture
during Mughal period.
 Compare and contrast the
agrarian changes occurred
during sixteenth and
seventeenth centuries.
 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.
 Evaluate the revenue
systems introduced by the
British to understand the
economic aspects of
colonization in India.
 Analyse the colonial official
records& reports to
understand the divergent
interest of British and
Indians.

10
REBELS AND THE RAJ:
1857 Revolt and its
Representations
11
MAHATMA GANDHI AND
THE NATIONALIST
maintained by the rural
society.
 Understand the divergent
interest of the British in the
society and on the Indians.
 Discuss how the events of
1857 are being interpreted.
 Discuss how visual material
can be used by historians to
narrate events.
 Understand the planning and
execution of the plan.
 Highlight the united
contribution made by the
Indian soldiers.
 To acquaint the learner with
significant elements of the
Nationalist movement and
the nature of Gandhian
leadership.
Movie or video watching on
events of 1857 followed by
discussion.
Problem solving method to
question the events and
suggest actions.
Collaborate and create. a
timeline of the movement.
Making a collage of events.
individuals, and institutions
 Find solution to be taken to
protect the peasants and
artisans in this century.
 To examine the events of
1857.
 Correlate the Planning and
coordination of the rebels of
1857 to infer its domains and
nature.
 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.
 Understand the nationalist
movement in chronological
order.

MOVEMENT Civil
Disobedience and Beyond 






















12
FRAMING THE

CONSTITUTION
The Beginning of a New Era


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.
Discuss how the founding

ideals of the new nation state
were debated and
formulated.

Understand how such
debates and discussions can
be read by historians.
Discuss the other countries
constitution and compare.
under the Gandhian
leadership.
Doing a Project on historical
source such as newspapers,
biographies and auto-
biographies diaries and letters.
Mock session of the assembly
to debate and discuss the
ideals.
Use sources & case studies
for a Group discussion.
 Correlate the significant
elements of the nationalist
movement and the nature of
ideas, individuals, and
institutions under the
Gandhian leadership.
 Debate on the significant
contributions of Gandhi to
understand his mass appeal
for nationalism.
 Explore the ways of
interpreting historical source
such as newspapers,
biographies and auto-
biographies diaries and
letters
 Highlight the role of
Constituent Assembly to
understand functionaries in
framing the constitution of
India.
 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.
1 2
2 3
3 33
4 43
5 95
S. No Page No.
6 174
7 214
S. No Page No.
8 287
LIST OF MAPS
Part – I Maps
Mature Harappan sites: Harappa, Banawali, Kalibangan, Balakot, Rakhigarhi, Dholavira, Nageshwar,
Lothal, Mohenjodaro, Chanhudaro, KotDiji.
Mahajanapada and cities: Vajji, Magadha, Kosala, Kuru, Panchala, Gandhara, Avanti, Rajgir, Ujjain, Taxila,
Varanasi.
Distribution of Ashokan inscriptions:
 Pillar inscriptions – Sanchi, Topra, Meerut Pillar and Kaushambi.
 Kingdom of Cholas, Cheras and Pandyas.
Important kingdoms and towns:
 Kushanas, Shakas, Satavahanas, Vakatakas,Guptas
 Cities/towns: Mathura, Kanauj, Puhar, Braghukachchha, Shravasti, Rajgir, Vaishali, Varanasi,Vidisha
Major Buddhist Sites: Nagarjunakonda, Sanchi, Amaravati, Lumbini, Bharhut, Bodh Gaya, Ajanta
Part II - Maps
Bidar, Golconda, Bijapur, Vijayanagar, Chandragiri, Kanchipuram, Mysore, Thanjavur, Kolar, Tirunelveli
Territories under Babur, Akbar and Aurangzeb:
 Delhi, Agra, Panipat, Amber, Ajmer, Lahore, Goa.
Part III - Maps
Territories/cities under British Control in1857: Punjab, Sindh, Bombay, Madras Berar, Bengal, Bihar,
Orissa, Surat, Calcutta, Patna, Allahabad

9 260
10
Main centres of the Revolt of 1857: Delhi, Meerut, Jhansi, Lucknow, Kanpur, Azamgarh, Calcutta, Benaras,
Gwalior, Jabalpur, Agra, Awadh
Important centres of the National Movement: Champaran, Kheda, Ahmedabad, Benaras, Amritsar, Chauri
Chaura, Lahore, Bardoli, Dandi, Bombay (Quit India Resolution), Karachi
CLASS XII
QUESTION PAPER DESIGN
Book MCQ
No of questions
SA
MM No of questions MM
LA
No of questions MM
Source Based Map
No of questions MM
Total
Theory Internal
Part I 7
Part II 7
Part III 7
Map
Project
Total 7x 3=21
1 2 3 1 8 1
1 2 3 1 8 1
1 2 3 1 8 1
6x 3=18 3x 8= 24 3x4=12
4 25
4 25
4 25
05 05
80 20
1x5=5 100 marks
WEIGHTAGE BASED ON COMPETENCIES
Competencies
Knowledge Remembering previously learned material by recalling facts, terms, basic concepts, and answers,
Understanding demonstrating understanding of facts and ideas by organizing, translating, interpreting, giving
descriptions and stating main ideas.
Applying and Analyzing: applying acquired knowledge, facts, techniques and rules and solving the
problems.
Marks %
21 26.25
18 22.50
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
Map skills
12 15
05 6.25
Note: Competency based questions for the examinations to be conducted in the academic year 2024-25 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.
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 interact, 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 required 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, portfolios, 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.
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

9. Global legacy of Gandhian ideas
10.The Architectural Culture of the Vijayanagar Empire
11.Life of women in the Mughal rural society
12.Comparative Analysis of the Land Revenue Systems introduced by the Britishers in India
13.The Revolt of 1857- Causes; Planning & Coordination; Leadership, Vision of Unity
14.The Philosophy of Guru Nanak Dev
15.The Vision of Kabir
16.An insight into the Indian Constitution
17.Comparative study of Stupas and Pillar edicts
18.Comparative study of Mughal and Vijayanagar architecture
(Projects are an imperative component in enhancing students learning with the related themes. In the research 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
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
April-July
August -
October
Periodic work
Instructions about Project Guidelines, Background
reading Discussions on Theme and Selection of the
Final Topic, Initiation/ Synopsis
Planning and organization: forming an action plan,
feasibility, or baseline study, Updating/modifying the
action plan, Data Collection
Assessment Rubrics
Introduction, Statement of Purpose/Need and objectives of
the study, Hypothesis/ Research Question, Review of
Literature, Presentation of Evidence, Methodology,
Questionnaire, Data
Significance and relevance of the topic; challenges
encountered while conducting the research.
Marks
6
5

November-
January
January -
February
Content/data analysis and interpretation.
Conclusion, Limitations, Suggestions, Bibliography,
Annexures and overall presentation of the project.
Final Assessment and VIVA by both Internal and
External Examiners
Content analysis and its relevance in the current scenario.
Conclusion, Limitations, Bibliography, Annexures and 5
Overall Presentation.
External/ Internal Viva based on the project
4
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 original work. In case of any doubt,
authenticity should be checked and verified.

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