HISTORY

CLASS XI-XII (2021-22)

(Code No. 027)
Rationale

Through a focus on a series of critical historical issues and debates (class XI) or on a
range of important historical sources (class XII), the students would be introduced to a set
of important historical events and processes. A discussion of these themes, it is hoped,
would allow students not only to know about these 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 ensured 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 organically linked and
complementary to each other.

Objectives:

 Effort in these senior secondary classes would be to emphasize to students 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 store/relate/compare developments in
different situations, analyze connections between similar processes located in
different time periods, and discover the relationship between different methods of
enquiry within history and the allied disciplines.
 The syllabus in class XI is organized around some major themes in the world history.
The themes have been selected so as to (i) focus on some important developments
in different spheres-political, social, cultural and economic, (ii) 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
o an overview of the theme under discussion
o a more detailed focus on one region of study
o an introduction to a critical debate associated with the issue.
 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 analyze 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:
o a detailed overview of the events, issues and processes under discussion
o a summary of the present state of research on the theme
o an account of how knowledge about the theme has been acquired
o an excerpt from a primary source related to the theme, explaining how it has
been used 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 text books 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 time-lines
 discussing the particular event or process in relation to developments in other places
and other times.
 COURSE STRUCTURE
CLASS XI (2021-22)
One -Theory Paper 80 Marks
3 Hours

Part Units No. of Marks

Periods
1. Introduction to World History 8
Section A: Early Societies 40 18
2. Introduction 7
3. From the beginning of time 18
4. Early cities 15
Section B: Empires 50 19
5. Introduction 7
6. An empire across three continents 15
7. Central Islamic lands 15
8. Nomadic Empires 13
Section C: Changing Traditions 50 19
9. Introduction 7
10. Three orders 14
11. Changing cultural traditions 15
12. Confrontation of cultures 14
Section D: Paths to Modernization 52 19
13. Introduction 7
14. The Industrial Revolution 15
15. Displacing indigenous People 15
16. Paths to modernization 15
Map work (units 1-11 ) 10 5
Project Work 10 20
Total 220 Periods 100 marks
CLASS-XI: THEMES IN WORLD HISTORY
THEMES LEARNING LEARNING OUTCOMES
OBJECTIVES
Introduction to World  Familiarize the At the completion of this unit
History learner with ways students will be able to:
of reconstructing  Analysis on the Darwin
SECTION 1: EARLY human evolution. theory and evidences of
SOCIETIES Discuss whether progression in order to
1 Introduction : .From the the experience of understand the stages
Beginning of Time present-day of human evolution.
Focus: Africa, Europe till hunting-gathering  Examine the realms of
15000 BCE people can be Feedback Mechanism in
a) Views on the origins used to order to understand the
of human beings understand early anatomical and
b) Early societies societies. neurological
c) Historians’ views on development of human
present-day species
gathering-hunting  Identify the element of
societies continuity with change
and explains that the
hunter gatherer
societies are still
continuing in some parts
of the world with
variations in their
present-day lifestyles
from the past.
 Familiarize the At the completion of this unit
2.Writing and City Life learner with the students will be able to:
Focus: Iraq, 3rd millennium nature of early  Compare and analyze
BCE urban Centre’s. the transformation from
a) Growth of towns  Discuss whether Neolithic to Bronze Age
b) Nature of early writing is Civilization in order to
urban societies significant as a understand the myriad
c) Historians’ Debate marker of spheres of human
on uses of writing civilization. development.
 Elucidate the interwoven
social and cultural
aspects of civilization in
order to understand the
connection between city
life and culture of
contemporary
civilizations.
 Analyze the outcomes of
a sustained tradition of
writing.
SECTION II : EMPIRES  Familiarize the At the completion of this unit
Introduction learner with the students will be able to:
3.An Empire across Three history of a major  Explain and relate the
Continents world empire dynamics of the Roman
Focus: Roman Empire, 27  Discuss whether Empire in order to
BCE to 600 CE slavery was a understand their polity,
a) Political evolution significant economy, society and
b) Economic element in the culture.
Expansion economy.  Analyze the implications
c) Religion-culture of Roman’s contacts
foundation with the subcontinent
d) Late Antiquity Empires
e) Historians’ view on  Examine the domains
the Institution of of cultural
Slavery transformation in that
period
4.Central Islamic Lands  Familiarize the At the completion of this unit
Focus: 7th to 12th centuries learner with the students will be able to:
a) Polity rise of Islamic  Explain the relationship
b) Economy empires in the between livelihood
c) Culture Afro-Asian patterns and the
d) Historians’ territories and its geographical condition
viewpoints on the implications for of the area inhabited by
nature of the economy and the tribes and the
crusades society. nomadic pastoralists
 Understand what  Describe the arenas of
the crusades Islam in reference to its
meant in these emergence, rise of
regions and how Caliphate and Empire
they were building.
experienced.  Analyze the causes,
events and effects of
Crusade.
 Examine their economic
life in order to
understand their
connectivity with various
continents.
 Comprehend their
learning and cultural
developments in varied
fields like astronomy,
medicine, architecture,
sufism, etc.
5.Nomadic Empires  Familiarize the At the completion of this unit
Focus: The Mongol, 13th to learner with the students will be able to:
14th century varieties of
a) The nature of nomadic society
 nomadism and their  Identify the living
b) Formation of institutions. patterns of nomadic
empires  Discuss whether pastoralists society.
c) Conquests and state formation is  Trace the rise and
relations with other possible in growth of Genghis Khan
states nomadic societies. in order to understand
d) Historians’ views on him as an oceanic ruler.
nomadic societies  Analyze socio-political
and state formation and economic changes
during the period of the
descendants of Genghis
Khan
 Distinguish between the
Mongolian people’s
perspective and the
world’s opinion about
Genghis Khan.
SECTION -III:  Familiarize the At the completion of this unit
CHANGING TRADITIONS learner with the students will be able to:
Introduction nature of the
6.The Three Orders. economy and  Explain the myriad
Focus: Western Europe society of this aspects of feudalism with
13th-16th century period and the special reference to first,
a) Feudal society and changes within second, third and fourth
economy them. order of the society.
b) Formation of state  Show how the  Relate between ancient
c) Church and society debate on the slavery and serfdom
d) Historians’ views on decline of  Assess the 14th century
decline of feudalism feudalism helps in crisis and rise of the
understanding nation states.
processes of
transition.
7.Changing Cultural At the completion of this unit
Traditions  Explore the students will be able to
Focus: Europe 14th-17th intellectual trends  Analyze the causes,
century in the period. events, and effects of the
a) New ideas and new  Familiarize Renaissance, Reformation,
trends in literature students with the Scientific Revolution, and
and arts paintings and Age of Exploration.
b) Relationship with buildings of the  Relate the different
earlier ideas period. facets of Italian cities to
c) The contribution of  Introduce the understand the
West Asia debate around the characteristics of
d) Historians’ idea of Renaissance
viewpoint on the ‘Renaissance’. Humanism and
validity of the notion Realism.
‘European  Compare and contrast
Renaissance the condition of women
 in the Renaissance
period.
 Recognize major
influences on the
architectural, artistic,
and literary
developments in order
to understand the
facades of
Renaissance.
 Critical analysis
 of the Roman Catholic
Church by Martin
Luther and Erasmus
and their impact on
later reforms.
 Evaluate the Roman
Catholic Church”s
response to the
Protestant Reformation
in the forms of the
Counter and Catholic
Reformations
8.Confrontation of cultures  Discuss changes in At the completion of this unit
Focus: America 15th to the European students will be able to
18thcentury economy that led to
a) European voyages the voyages.  Synthesize information
of exploration  Discuss the about the ancient
b) Search for gold, implications of the civilizations of Latin
enslavement, raids, conquests for the America.
extermination indigenous people.  Compare,
c) Indigenous people  Explore the debate contextualize and
and cultures- The on the nature of the contrast the political,
Arawaks, the slave trade and see social, economic and
Aztecs and the what this debate tells cultural history of
Incas us about the meaning central American
d) History of of these “discoveries”. civilizations.
displacements  Analyze how the quest
e) Historians’ for exploration
viewpoint on slave stimulated
trade developments.
 Examine the
consequences of
voyages in order to
understand the
expansion of Europe,
America and Africa.
 SECTION -  Understand the At the completion of this unit
IV:TOWARDS nature of growth students will be able to
MODERNISATION in the period and  Comprehend the
Introduction its limits. arenas of the Industrial
9.The Industrial  Initiate students to Revolution in Great
Revolution the debate on the Britain and other
Focus: England 18th to 19th idea of industrial countries
century revolution.  Elucidate the
a) Innovations and technological
technological innovations that spurred
change industrialization in
b) Patterns of growth Britain.
c) Emergence of a  Analyze the social,
working class economic, and
d) Historians’ environmental impact of
viewpoint, Debate the Industrial
on ‘Was there an Revolution in order to
Industrial understand the
Revolution?’ revolutionary and
ideological
transformation.
 Compare and contrast
the positive and
negative aspects of
Industrial Revolution.
 Empathy for the
suffering of the workers
during the Industrial
Revolution.
10. Displacing  Sensitize students At the completion of this unit
Indigenous People to the processes students will be able to
Focus: North America and of displacements
Australia, 18th to 20th that accompanied  Recount some aspects
century the development of the history of the
a) European colonists of America and native people of America
in North America Australia. to understand their
and Australia  Understand the condition.
b) Formation of White implications of  To analyze the realms
Settler societies such processes of settlement of
c) Displacement and for the displaced Europeans in Australia
repression of local populations. and America.
people  Compare and contrast
d) Historians’ the lives and roles of
viewpoint on the indigenous people in
impact of European these continents
settlement on
indigenous
population
 11. Paths to  Make students At the completion of this unit
Modernization aware that students will be able to
Focus: East Asia, late 19th transformation in  Deduce the histories of
to 20th century the modern world China and Japan from
a) Militarization and takes many the phase of imperialism
economic growth in different forms. to modernization
Japan  Explore the Japanese
b) China and the  Show how notions political, cultural and
communist like ‘modernization’ economic system prior
alternative need to be to and after the Meiji
c) Historians’ Debate critically assessed. Restoration.
on the meaning of  Analyze the domains of
modernization Japanese nationalism
prior and after the
Second World War.
 Comprehend the history
of China from
colonization to era of
socialism.
 Summarize the
nationalist upsurge in
China from Dr Sun Yet
Sen to Mao Ze Dong to
understand the era of
communism.
 To analyze the Chinese
(NOTE- Keeping in view path to modernization
the importance of the under Deng Xio Ping
themes i.e. Japan and and Zhou en Lai in order
China, it is advised that to understand the
both must be taught in transformation from rigid
the schools) communism to liberal
socialism.
MAP WORK ON UNITS 1-
11
 PROJECT WORK- CLASS XI (2021-22)

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 evidences 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, analyze 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, analyze, 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 20 periods assigned to the Project Work should be suitably spaced from April to
September in classes XI and XII so that students can prepare for theory part in term -
II.
 One Project should be given to the students in the month of April/May before the
summer vacation and assessment of the project to be completed by September.
 The teachers must ensure that the students submit original work.
 Project report should be hand written 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. so as to enrich the subject content.
5. The project work(one per year) 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 so on. Any of these activities
which are suitable to visually impaired candidates can be performed as per the
choice of the student.
 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.
ASSESSMENT
Allocation of Marks (20)
The marks will be allocated under the following heads:
1 Project Synopsis 2 Marks
2 Data/Statistical analysis/Map work 3 Marks
3 Visual/overall presentation 5 Marks
4 Analysis/explanation and interpretation 5 Marks
5 Bibliography 1 Mark
6 Viva 4 Marks
Total 20 Marks
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

1. Anthropological Research based on Darwin’s Theory
2. Critique of the industrialization in Britain
3. Relations and impacts of past crusades
4. Making and unmaking of Mesopotamia
5. Paradigms of Greeco-Roman civilization
6. Aspirations of women in Renaissance period
7. Paths to Modernization of Japan /China
8. An Exploratory study into Humanism
9. Piecing together the past of Genghis Khan
10. An in-depth study into “now and then” paradigm of Christianity
11. An exploratory study into the realism and the transmission of Humanistic ideas
12. Scientific Revolution and the origins of modern science
13. An exploratory study into the making of America
14. Myriad Realms of Slavery in ancient, medieval and modern world
15. Learning about global Sufism
16. History of aborigines – America /Australia

Note: Please refer Circular No. Acad.16/2013 dated 17.04.2013 for complete
guidelines.
 HISTORY– CLASS XI
SUBJECT CODE 027 (Session 2021-22)

TIME: 3 Hours Maximum Marks: 80

Sr. Competencies Total Marks % Weightage
No.
1 Remembering: Exhibit memory of previously learned
material by recalling facts, terms, basic concepts, and
answers. 40
Understanding: Demonstrate understanding of facts and
50%
ideas by organizing, comparing, translating, interpreting,
giving descriptions and stating main ideas

2 Applying: Solve problems to new situations by applying

acquired knowledge, facts, techniques and rules in a different 15
way. 18.75%

3 High Order Thinking Skills- (Analysis & Synthesis-

Classify, Apply, solve, compare, contrast, or differentiate
between different pieces of information; Organize and/or
integrate unique pieces of information from a variety of 20
sources) 25%
Evaluation- (Appraise, Argue, judge, support, critique,
and/or justify the value or worth of a decision or outcome, or
to predict outcomes)

4 Map skill-based question- Identification, location, 5

significance
6.25%

Total Questions 80 100%

 COURSE STRUCTURE

CLASS XII (2021-22)

One Theory Paper Max Marks: 80

Time: 3 Hours
Units Periods Marks
Themes in Indian History Part-I(Units 1 – 4) 55 24
Unit 1 The Story of the First Cities: Harappan Archaeology 13
Unit 2: Political and Economic History: How Inscriptions tell a 14
story
Unit 3: Social Histories: using the Mahabharata 14
Unit 4: A History of Buddhism: Sanchi Stupa 14
Themes in Indian History Part-II (Units 5 – 9) 65 25
Unit 5: Medieval Society through Travellers’ Accounts 13
Unit 6: Religious Histories: The Bhakti-Sufi Tradition 13
Unit7: New Architecture: Hampi 13
Unit 8: Agrarian Relations: The Ain-i-Akbari 13
Unit 9: The Mughal Court: Reconstructing Histories through 13
Chronicles
Themes in Indian History Part-III (Units 10 – 15) 80 26
Unit 10: Colonialism and Rural Society: Evidence from 13
Official Reports
Unit 11: Representations of 1857 13
Unit 12: Colonialism and Indian Towns: Town Plans and 13
Municipal Reports
Unit 13: Mahatma Gandhi through Contemporary Eyes 13
Unit 14: Partition through Oral Sources 14
Unit 15: The Making of the Constitution 14
Map Work 10 05
Total 210 80
Project work (Internal Assessment) 10 20
Total 220 100
 COURSE CONTENT
Class XII: Themes in Indians History
Themes Objective Outcomes
Part-I  Familiarize the At the completion of this unit
1. The Story of the First Cities: learner with early students will be able to:
Harappan Archaeology urban centers as
Broad overview: economic and social  State and deduce the
institution. multi-lateral aspects of
Early urban centers  Introduce the ways Harappan civilization in
Story of discovery: in which new data order to understand the
Harappan civilization can lead to a revision first civilization of the
Excerpt: of existing notions world.
Archaeological report on a major of history  Develop an ability to use
site and analyze socio-
Discussion: How it has been economic, political
utilized by archaeologists/historians  Illustrate steps of
aspects of Harappa
making Investigate and interpret
archaeologists/
multiple historical and
historians contemporary sources and
viewpoints of ASI and
historians on Harappa.
2. Political and Economic  Familiarize the At the completion of this
History: How Inscriptions tell learner with major unit students will be able
a story. trends in the political to:
Broad overview: and economic history
Political and economic History from of the subcontinent.  Explain major trends in the
the Mauryan to the Gupta period 6th century BCE in order
Story of discovery:  Introduce inscriptiona to understand the political
Inscriptions and the Decipherment l analysis and the and economic history of
of the script. Shifts in the ways in which these the subcontinent.
Understanding of political and have shaped the
economic history. • Analyze inscriptional
understanding of
Excerpt: evidences and the ways in
political and e
Ashokan inscription and Gupta which these have shaped
conomic processes.
period land grant the understanding of political
Discussion: Interpretation of and economic processes.
inscriptions by historians.
3. Social Histories: Using the  Familiarize the At the completion of this
Mahabharata learners with issues unit students will be able
in social history. to
Broad overview:
Issues in social history, including ca  Introduce the  Analyze social
ste, class, kinship and gender strategies of textual norms in order to
Story of discovery: analysis and their understand the
Transmission and use in reconstructing
publications of the Mahabharata perspectives of
social history. society given in the
Excerpt: from the Mahabharata,
illustrating how it has been used by scriptures of
historians. ancient India.
Discussion: Other sources for
reconstructing social history. Examine the varied
dimensions explored by
historians in order to
understand dynamic
approach of Mahabharata.

4. A History of Buddhism:  Discuss the major At the completion of this

Sanchi Stupa religious unit students will be able
Broad overview: developments in to:
a) A brief review of religious early India.
histories of Vedic religion,  Compare the distinct
religious facets in order
Jainism, Vaishnavism,  Introduce
Shaivism (Puranic Hinduism) to understand the
strategies of visual
b) Focus on Buddhism. religious developments
analysis and their
in ancient India
use in
reconstructing the
Story of discovery: Sanchi stupa.
of  Elucidate the rich
Excerpt: Reproduction of sculptures theories
religion. religious sculpture and
from Sanchi.
Discussion: Ways in which infer the stories hidden
sculpture has been interpreted by in it.
historians, other sources for
reconstructing the history of
Buddhism.
 Part-II  Familiarize the At the completion of this
5. Medieval Society through learner with the unit students will be able
Travellers' Accounts Broad salient features of to:
Overview: outlines of social social histories
and cultural life as they appear described by the  Identify the accounts
in traveller’s account. travellers. of foreign travellers
in order to
Story of their writings: A  Discuss how understand the social
discussion of where they travelled, traveller’s accounts political and
what they wrote and for whom they can be used as economic life during
wrote. sources of social the tenure of different
history.
rulers in the medieval
Excerpts: from Al Biruni, Ibn- period
Battuta, Francois Bernier.  Compare and contrast
the perspectives of
Discussion: What these travel
accounts can tell us and how they Al Biruni, Ibn Battuta
have been interpreted by historians. and Bernier towards
Indian society.

6. Religious Histories: The  Familiarize the At the completion of this

Bhakti-Sufi Tradition Broad learner with the unit students will be able
overview: religious to:
a. Outline of religious developments.
 Summarize the
developments during this  Discuss ways of
philosophies of
period saints. analyzing different Bhakti and
b. Ideas and practices of the devotional Sufi saints to
Bhakti-Sufi literature as understand the
sources of history. religious developments
Story of Transmission: How during medieval
Bhakti-Sufi compositions have been period.
preserved.
Excerpt: Extracts from selected
Bhakti-Sufi works.  Comprehend the
Discussion: Ways in which these religious movement
have been interpreted by historians. in order to establish
unity, peace,
harmony and
brotherhood in
society.
7. New Architecture: Hampi  Familiarize the At the completion of this
broad over view: learner with the new unit students will be able
a. Outline of new buildings buildings that were to:
during Vijayanagar built during the time.
period-temples, forts,  Discuss the ways in  Classify the
irrigation facilities. which architecture distinctive architectural
can be analyzed to contributions of the
b. Relationship between arc
reconstruct history. Vijayanagar empire to
hitecture and
the political system comprehend the
richness of mingled
Story of Discovery: Account of cultures of deccan
how Hampi was found. India
Excerpt: Visuals of buildings at
Hampi Discussion: Ways in which
historians have analyzed and  Analyze accounts of
interpreted these structures.
foreign traveller’s on
Vijayanagar in order to
interpret political,
social and cultural life
of the city.

8. Agrarian Relations: The Ain-i-  Discuss the

Akbari Broad overview: developments in At the completion of
a. Structure of agrarian agrarian relations. this unit students will
relations in the 16th and  Discuss how to be able to:
17th centuries. Patterns of supplement
change over the period. official documents
Story of Discovery: Account of the with other  Comprehend the
compilation and translation of Ain I sources. facets of agrarian
Akbari Excerpt: from the Ain-i- developments in
Akbari. order to understand
Discussion: Ways in which the relationship
historians have used texts to between the state
reconstruct history. and the agriculture
during Mughal
period.

 Compare and contrast

the agrarian changes
occurred during
sixteenth and
seventeenth centuries.
9. The Mughal Court:  Familiarize the
At the completion of this
 Reconstructing Histories learner with the unit students will be able
through Chronicles major landmarks to:
Broad overview: in the political
a. Outline of political history Show how
history15th-17thcenturies chronicles and  Summarize the
political and social
Discussion of the Mughal other sources are
practices of Mughal
court and politics. used to empire in order to
reconstruct the understand their
Story of Discovery: Account of the histories of administrative
production of court chronicles, and
political dynamics.
their subsequent translation and
transmission. institutions.
 Examine the
Excerpts: from the Akbarnama and
account given in the
Badshahnama
chronicles to
Discussion: Ways in which
reconstruct the
historians have used the text store
social, religious and
construct political histories.
cultural
history of Mughals
Part-III  Discuss how At the completion of this
10. Colonialism and Rural colonialism affected unit students will be able
Society: Evidence from zamindars, to:
Official Reports Broad peasants and
overview: artisans.  Compare and contrast
a. Life of zamindars,  Comprehend the the revenue systems
problems and limits introduced by the
peasants and artisans in
of using official British in order to
the late18thcentury understand the
sources for
b. East India Company, economic aspects of
understanding the
revenue settlements in colonization in India.
lives of the people
various regions of India
and surveys Changes
over the nineteenth  Analyze the colonial
century official records&
reports in order to
Story of official records: An understand the
account of why official divergent interest of
investigationsintoruralsocietieswere British and Indians.
undertakenandthetypesofrecordsan
dreportsproduced.
Excerpts: From Fifth Report,
Accounts of Frances Buchanan -
Hamilton, and Deccan Riots Report.
Discussion: What the official record
s tellanddonottell, and how they hav
e been used by historians.
11. Representations of 1857  Discuss how the At the completion of
Broad overview: events of 1857 this unit students will
a. Theeventsof1857-58. are being be able to:
b. Vision of Unity interpreted.
c. How these events were  Correlate the
recorded and narrated.  Discuss how planning and
visual material coordination of the
Focus: Lucknow rebels of 1857 to infer
can be used by
Excerpts: Pictures of 1857.Extracts
historians. its domains and
from contemporary accounts.
Discussion: How the pictures of nature.
1857 shaped British opinion of what  Examine the
had happened. momentum of the
revolt in order to
understand its
spread.

 Analyze how revolt

created vision of unity
amongst Indians.

 Identify and Interpret

visual images to
understand the
emotions portrayed
by the nationalist and
British

12. Colonialism and Indian Town  Familiarize the At the completion of this
s:Town Plans and Municipal learner with the unit students will be able
Reports history of modern to:
urban centres.
Broad overview :  Discuss how urban  Compare and contrast
History of towns in India, histories can be the different pattens of
colonization and cities, hill stations, written drawing on
town planning of Madras, Calcutta urban culture during
different sources
and Bombay. different phases
 Analyze the rationale of
Excerpts: Photographs and British in the planning
paintings. Plans of cities. Extract of the colonial prime
from town plan reports.
cities : Calcutta,
Focus on Calcutta town planning
Bombay and Madras.
Discussion: How the above
sources can be used to reconstruct  Illustrate and examine
the history of towns. What these different architectural
sources do not reveal. styles adopted by
British in India.

13. Mahatma Gandhi through  Familiarize the

Contemporary Eyes Broad learner with At the completion of
overview: significant this unit students will
a. The NationalistMovement elements of the be able to:
1918 -48. Nationalist
movement and the  Correlate the
b. The nature of Gandhi an
nature of Gandhian significant elements
politics and leadership. of the nationalist
leadership.
 Discuss how movement and the
Focus: Mahatma Gandhi and the
Gandhi was nature of ideas,
three movements and his last days
individuals and
as “finest hours” perceived by
institutions under the
Excerpts: Reports from English and different groups.
Gandhian leadership.
Indian language newspapers and Discuss how
other contemporary writings. historians need to
Discussion: How newspapers can read and interpret
be a source of history. newspapers diaries
and letters as a  Analyze the
historical source significant
contributions of
Gandhiji in order to
understand his mass
appeal for
nationalism.

 Analyze the
perceptions and
contributions of
different communities
towards the
Gandhian movement.

 Analyze the ways of

interpreting historical
source such as
newspapers, biographies
and auto-biographies
diaries and letters.
14. Partition through Oral  Discuss the last At the completion of this
Sources Broad overview: decade of the unit students will be able
a. Thehistoryofthe1940s. national movement, to:
b. Nationalism, the growth of
communalism and  Examine the
Communalism and
the story of developments that
Partition.
partition. helped in the
Focus: Punjab and Bengal
Understand the culmination of
Excerpts: Oral testimonies of those
events through the communal politics in
who experienced partition
experience of those the earlier decades of
Discussion: Ways in which these
have been analyzed to reconstruct who lived through in twentieth century in
the history of the event the years of
order to understand the
communal
causes, events and
violence.
consequences of
 Show the
possibilities and partition of India.
limits of
oral sources.  Summarize and
Contextualize the
events and opinions
surrounding the
Partition of India.
 Infer and interpret the
experiences of people
in order to understand
the differential aspects
of partition.
 Examine the nature,
relevance and
limitations of oral
testimonies in
reconstruction of history
as a source.

15. The Making of the  Familiarize students At the completion of this

Constitution an overview: with the history unit students will be able
a. Independence and then independence. to:
new nation state.  Discusshowthefound
b. The making of the ingidealsofthenewnat  Highlight the role of
ionstateweredebated Constituent Assembly in
Constitution
andformulated.
Focus: The Constituent Assembly order to understand
Debates  Understand how
functionaries in framing
Excerpts: from the debates. such debates and
the constitution of India.
Discussion: What such debates discussions can be
reveal and how they can be read by historians. .
analyzed.  Analyze how debates
and discussions
around important
issues in the
constituent assembly
shaped our
constitution.
 PROJECT WORK
CLASS - XII (2021-22)
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 evidences 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, analyze 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, analyze, 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 20 periods assigned to the Project Work should be suitably spaced from April to
September in classes XI and XII so that students can prepare for theory part in term -II.
 One Project should be given to the students in the month of April/May before the summer
vacation and assessment of the project to be completed by September.
 The teachers must ensure that the students submit original work.
 Project report should be hand written 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. so as to enrich the subject content.
5. The project work (one per year) 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 so on. Any of these activities
which are suitable to visually impaired candidates can be performed as per the choice of
the student.
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.
ASSESSMENT
Allocation of Marks (20)
The marks will be allocated under the following heads:
1 Project Synopsis 2 Marks
2 Data/Statistical analysis/Map work 3 Marks
3 Visual/overall presentation 5 Marks
4 Analysis/explanation and interpretation 5 Marks
5 Bibliography 1 Mark
6 Viva 4 Marks
Total 20 Marks

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

1. The mysteries behind the mound of dead –Mohenjo-Daro
2. An In-depth study to understand Spiritual Archaeology in the Sub-Continent
3. Buddha’s Path to Enlightenment
4. Insight and Reflection of Bernier’s notions of The Mughal Empire
5. An exploratory study to know the women who created history
6. “Mahatma Gandhi” – A legendary soul
7. To reconstruct the History of Vijayanagar through the Archaeology of Hampi
8. The emerald city of Colonial Era –BOMBAY
9. Vision of unity behind the first war of Independence
10. Divine Apostle of Guru Nanak Dev
11. Help, Humanity and Sacrifices during Partition
12. Glimpses inside Mughals Imperials Household
13. The process behind the framing of the Indian Constitution
14. The ‘Brahm Nirupam’ of Kabir – A journey to Ultimate Reality

Note: Please refer Circular No. Acad.16/2013 dated 17.04.2013 for complete guidelines.
 HISTORY– CLASS XII
SUBJECT CODE 027 (Session 2021-22)

TIME: 3 Hours Maximum Marks: 80

Sr. Competencies Total % Weightage
No. Marks

1 Remembering: Exhibit memory of previously learned material by

recalling facts, terms, basic concepts, and answers.

Understanding: Demonstrate understanding of facts and ideas by 40 50%

organizing, comparing, translating, interpreting, giving descriptions and
stating main ideas

2 Applying: Solve problems to new situations by applying acquired

knowledge, facts, techniques and rules in a different way.
15 18.75%

3 High Order Thinking Skills- (Analysis & Synthesis- Classify,

Apply, solve, compare, contrast, or differentiate between different pieces of
information; Organize and/or integrate unique pieces of information from a
variety of sources)
20 25%
Evaluation- (Appraise, Argue, judge, support, critique, and/or justify the
value or worth of a decision or outcome, or to predict outcomes)

4 Map skill based question- Identification, location, significance

5 6.25%

Total Questions 80
100%
 LIST OF MAPS
Book 1
1 Page 2 Mature Harappan sites:
 Harappa, Banawali, Kalibangan, Balakot, Rakhigarhi, Dholavira,
Nageshwar, Lothal, Mohenjodaro, Chanhudaro, KotDiji.
2 Page 30 Mahajanapada and cities :
 Vajji, Magadha, Kosala, Kuru, Panchala, Gandhara, Avanti, Rajgir,
Ujjain, Taxila, Varanasi.
3 Page 33 Distribution of Ashokan inscriptions:
 Kushanas, Shakas, Satavahanas, Vakatakas,Guptas
 Cities/towns: Mathura, Kannauj, Puhar,Braghukachchha
 Pillar inscriptions - Sanchi, Topra, Meerut Pillar andKaushambi.
 Kingdom of Cholas, Cheras and Pandyas.

4 Page 43 Important kingdoms and towns:

 Kushanas, Shakas, Satavahanas, Vakatakas,Guptas
 Cities/towns: Mathura, Kanauj, Puhar, Braghukachchha, Shravasti,
Rajgir, Vaishali, Varanasi,Vidisha

5 Page 95 Major Buddhist Sites:

 Nagarjunakonda, Sanchi, Amaravati, Lumbini, Nasik, Bharhut,
Bodhgaya, Shravasti, Ajanta.
Book 2
1 Page 174 Bidar, Golconda, Bijapur, Vijayanagar, Chandragiri, Kanchipuram, Mysore,
Thanjavur, Kolar, Tirunelveli, Quilon

2 Page 214 Territories under Babur, Akbar and Aurangzeb:

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

Book 3
1 Page 297 Territories/cities under British Control in1857:
 Punjab, Sindh, Bombay, Madras Fort St. David, Masulipatam, Berar,
Bengal, Bihar, Orissa, Avadh, Surat, Calcutta, Deccan, Patna,
Banaras, Allahabad and Lucknow.

2 Page 305 Main centres of the Revolt of 1857:

 Delhi, Meerut, Jhansi, Lucknow, Kanpur, Azamgarh, Calcutta,
Banaras, Gwalior, Jabalpur, Agra, Avadh.

Important centres of the National Movement:

 Champaran, Kheda, Ahmedabad, Banaras, Amritsar, Chauri-Chaura,
Lahore, Bardoli, Dandi, Bombay (Quit India Resolution), Karachi.

Prescribed Books:
1. Themes in World History, Class XI, Published by NCERT
2. Themes in Indian History, Part-I, Class XII, Published by NCERT
3. Themes in Indian History Part-II, Class XII, Published by NCERT
4. Themes in Indian History Part-III, Class XII, Published by NCERT

Note: The above textbooks are also available in Hindi medium