Learning Framework for Classes 11-12 History

(CBSE)
 Learning Framework for Classes 11-12 History
(CBSE)
 Learning Framework for Classes 11-12 History
(CBSE)
 Learning Framework for Classes 11-12 History
(CBSE)
 FOREWORD

The vision of the National Education Policy (NEP) 2020 released by the Government of India, directs that children not only learn but more importantly
learn how to learn. Education must move towards less content, and more towards learning about how to think critically and solve problems, how to
be creative and multidisciplinary, and how to innovate, adapt, and absorb new material in novel and changing fields. Pedagogy must evolve to make
education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centred, discussion-based, flexible, and, of course,
enjoyable. The policy has a clear mandate for competency-based education (CBE) to enhance the acquisition of critical 21st-century skills by the
learners. The first determinant for implementing CBE is a curriculum which is aligned with defined learning outcomes and that clearly states the
indicators to be achieved.
The Central Board of Secondary Education (CBSE) has collaborated with Educational Initiatives (Ei), to develop the Learning Framework for twelve
subjects of Grades 11 and 12, i.e., English, Hindi, Mathematics, Physics, Chemistry, Biology, History, Geography, Economics, Accountancy, Business
Studies and Computer Science. This Learning Framework comprises explicitly stated knowledge, skills and dispositions that an education system
should try to achieve. These frameworks would help develop a common shared understanding among teachers, students and other stakeholders and
would serve as a common benchmark for teaching, learning and assessment across the country.
These frameworks present indicators that are aligned with the CBSE curriculum and the NCERT learning outcomes. They further outline samples of
pedagogical processes and assessment strategies to encourage curiosity, objectivity, and creativity with a view to nurturing scientific temper. This
framework would be a key resource for teachers as they execute the curriculum. They have been developed to ensure that teachers align the learning
to meet the set quality standards and also use it to track the learning levels of students. The effort has been to synchronize focus on quality education
with uniformity in quality standards across CBSE schools.
We hope these frameworks will not only become a reference point for competency-based education across the country but also facilitate the planning
and design of teaching-learning processes and assessment strategies by teachers and other stakeholders.
Please note that the learning frameworks have been drafted based on the 2022-23 curriculum. Certain chapters and topics that have been
rationalized in the 2023-24 curriculum are retained in this document. In this learning framework, the content units and topics are based on the 2022-
23 syllabus, even though there is no change in the rationalized syllabus of 2023-24.
Feedback regarding the framework is welcome. Any further feedback and suggestions will be incorporated in subsequent editions.
Team CBSE

Learning Framework for Classes 11-12 History

(CBSE)
 PREFACE

The National Education Policy 2020 has outlined the importance of competency-based education in classrooms, leading to curricular and pedagogical
reforms in the school systems. The policy emphasizes the development of higher-order skills such as analysis, critical thinking and problem-solving
through classroom instructions and aligned assessments. These skills are important indicators which will further the dissemination of pedagogy and
learning outcomes across schools and boards.
In order to propagate indicator-based learning through ‘Learning Frameworks’, the Central Board of Secondary Education (CBSE) has collaborated
with Educational Initiatives (Ei). Learning frameworks are a comprehensive package which provides learning outcomes, indicators, assessment
frameworks, samples of pedagogical processes, tools and techniques for formative assessment, blueprints, assessment items and rubrics. 12 such
frameworks have been developed for English, Hindi, Mathematics, Physics, Chemistry, Biology, History, Geography, Economics, Accountancy,
Business Studies and Computer Science in Classes 11 and 12.
The frameworks are adopted from the learning outcomes outlined in the NCERT which are mapped to key concepts of the content. These content
domain-specific learning outcomes are broken down into indicators which define the specific skills a learner needs to attain. A clear understanding
of these LOs will be immensely helpful for teachers and students to learn better. This document will help teachers to focus on skills of the subject in
addition to concepts.
As per the National Focus Group Position paper on Teaching of Social Sciences at the Senior Secondary stage (4.4), "the objectives of the social science
courses at this stage may be to assist students to explore their interests and aptitudes in order to choose appropriate university courses and/or
careers, to encourage them to explore higher levels of knowledge in different disciplines, to promote problem-solving abilities and creative thinking
in the citizens of tomorrow, to introduce students to different ways of collecting and processing data and information in specific disciplines, and help
them arrive at conclusions, and to generate new insights and knowledge in the process."
As per NCERT Learning Outcomes for Higher Secondary Stage, "Through a graduating scheme that progresses from the elementary stage onwards,
the basis of teaching and learning of history at this stage becomes one of historiography-based approach to develop an innate understanding of the
subject both across domains as well as time and space. Thus, the themes have been organised in such a manner that the students instead of digesting
only the grand narratives of history as it usually happens in the case of chronological histories, find in them ample opportunities to delve deeper into
their many-sided realities to uncover for themselves the general process of historical development. This rationale envisages history as a critical
discipline that relies on certain rigorous methods of source-based enquiry to learn about the past at this stage."

Learning Framework for Classes 11-12 History

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 CONTENTS

1. NATURE OF THE SUBJECT...................................................................................................................................................................................................................................... 1

2. STAGE SPECIFIC CURRICULAR EXPECTATIONS .......................................................................................................................................................................................... 2
3. CONTENT DOMAINS ................................................................................................................................................................................................................................................. 3
4. SUBJECT SPECIFIC COGNITIVE DOMAINS....................................................................................................................................................................................................... 5
CATEGORIES OF COGNITIVE DOMAINS ........................................................................................................................................................................................................... 5
ASSESSMENT TASKS FOR DIFFERENT COGNITIVE DOMAINS .............................................................................................................................................................. 7
SAMPLE TASKS FROM DIFFERENT COGNITIVE DOMAINS SPECIFIC TO A CONTENT UNIT ................................................................................................... 9
5. LEARNING OUTCOMES ......................................................................................................................................................................................................................................... 11
CLASS 11 LEARNING OUTCOMES FOR HISTORY ...................................................................................................................................................................................... 11
CLASS 12 LEARNING OUTCOMES FOR HISTORY ...................................................................................................................................................................................... 12
6. CONTENT DOMAIN SPECIFIC LEARNING OUTCOMES AND INDICATORS .................................................................................................................................... 14
CLASS 11 CONTENT DOMAIN SPECIFIC LEARNING OUTCOMES AND INDICATORS ................................................................................................................ 15
CLASS 12 CONTENT DOMAIN SPECIFIC LEARNING OUTCOMES AND INDICATORS ................................................................................................................ 29
7. SAMPLE PEDAGOGICAL PROCESSES AND ASSESSMENT STRATEGIES .......................................................................................................................................... 60
8. TEST PAPER DESIGN ............................................................................................................................................................................................................................................. 65
CLASS 12...................................................................................................................................................................................................................................................................... 65
9. ASSESSMENT OF PRACTICAL/PROJECT WORK ........................................................................................................................................................................................ 68
DESIGN OF THE PROJECT/PRACTICAL BASED ACTIVITIES ................................................................................................................................................................ 68
10. SAMPLE ASSESSMENT ITEMS WITH MARKING SCHEMES .................................................................................................................................................................. 71
11. ESSENTIAL IDEAS AND ASSESSMENTS......................................................................................................................................................................................................... 85
CLASS 11 – ASSESSMENTS BASED ON ESSENTIAL IDEAS .................................................................................................................................................................... 85
CLASS 12 – ASSESSMENT ITEMS BASED ON ESSENTIAL IDEAS...................................................................................................................................................... 102

Learning Framework for Classes 11-12 History

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12. REFERENCE DOCUMENTS................................................................................................................................................................................................................................. 133
ACKNOWLEDGEMENT ................................................................................................................................................................................................................................................ 134

Learning Framework for Classes 11-12 History

(CBSE)
1. NATURE OF THE SUBJECT

The first principle of studying history at this stage expects students to develop an understanding of how historians write history. Thus, the students
are expected to appreciate the way historians follow the trails that lead to the past by selecting, assembling, and reading their sources critically.
Following this historians analyse different types of sources, interpret each type of source, and draw a larger picture of the past by connecting different
events and processes. Secondly, the study of history entails a capacity to relate and compare developments in different situations, understanding
connections between similar processes located in different time periods or geographical regions. The final level in the study of history is when we
can draw relations between the past and present. Central to the pedagogy is the development of a historiography-based approach which enables
students to gain a deep and innate understanding of history that transcends chronological narratives.
Therefore, the syllabus not only re-affirms its emphasis on the fundamental idea of how historical knowledge is constituted through critical
appraisals and re-appraisals of sources but also takes the students on a journey along various themes to demonstrate it, both, in relation to the World
(Class XI) and Indian (Class XII) history. This rationale envisages history as a critical discipline that relies on certain rigorous methods of source-
based enquiry to learn about the past. It should be emphasized 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. This approach equips students to be informed, thoughtful, and inquiry-driven citizens who can
engage with history in a meaningful and transformative manner, both in academic pursuits and in the broader context of society.

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2. STAGE SPECIFIC CURRICULAR EXPECTATIONS

Learning Outcomes at the Higher Secondary stage developed by the National Council for Educational Research and Training (NCERT) mention the
following curricular expectations for History.
CE1. As the first principle of studying history at this stage, the curriculum expects the students to develop an understanding of how historians write
history. Thus, to start with, they are expected to appreciate the way historians follow the trails that lead to the past by way of selecting,
assembling and then reading their sources critically. Secondly, as a part of this process, they are expected to figure out what different types of
sources can reveal and what they cannot. Finally, they are expected to acquire an overall understanding of how the historians analyze different
types of sources, the various problems and difficulties they encounter while interpreting each type of source, and at the end, the way they
draw a larger picture of the past by connecting different events and processes.
CE2. Secondly, having gone through the process of studying history through a thematic approach, the students are expected to have the capacity to
relate and compare developments in different situations, understand connections between similar processes located in different time periods,
and find out the contributions of various methods of social inquiry which feed into historical investigations. In addition, the students are also
expected to have an idea of the specific debates that surround each theme even as they acquire a sense of the wider historical processes, which
connect them.
CE3. Finally, the students are also expected to understand the utility of different pedagogical tools and techniques such as maps, timelines, flow-
charts, pictorial illustrations, numbering of figures, citations, colour coding different activities and use of proper terms and concepts that are
innate to delineating history and use them appropriately.

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3. CONTENT DOMAINS

The content for History for classes 11-12 in the CBSE curriculum has been organized around content units.
Content units for the two grades, along with the chapters from the NCERT textbooks are mentioned in the tables below.
Table I. Grade 11 Content units and textbook chapters

Content units NCERT textbook chapters

I. Early Societies 1. Writing and City Life

2. An empire across three continents

II. Empires
3. Nomadic Empires

4. The Three Orders

III. Changing Traditions
5. Changing Cultural Traditions

6. Displacing Indigenous People

IV. Paths to Modernization
7. Paths to modernization

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Table II. Grade 12 Content units and textbook chapters

Content units NCERT textbook chapters

Themes in Indian History Part-I

1. BRICKS, BEADS AND BONES: The Harappan civilization

2. KINGS, FARMERS AND TOWNS: Early states and economies

3. KINSHIP, CASTE AND CLASS: Early societies

4. THINKERS, BELIEFS AND BUILDINGS: Cultural developments

Themes in Indian History Part-II

5. THROUGH THE EYES OF TRAVELLERS: Perceptions of Society

6. BHAKTI-SUFI TRADITIONS: Changes in Religious Beliefs and Devotional Texts

7. AN IMPERIAL CAPITAL: VIJAYANAGARA

8. PEASANTS, ZAMINDARS AND THE STATE: Agrarian Society and the Mughal Empire

Themes in Indian History Part-III

9. COLONIALISM AND THE COUNTRYSIDE: Exploring Official Archives

10. REBELS AND THE RAJ: 1857 Revolt and its Representations

11. MAHATMA GANDHI AND THE NATIONALIST MOVEMENT: Civil Disobedience and Beyond

12. FRAMING THE CONSTITUTION: The Beginning of a New Era

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4. SUBJECT SPECIFIC COGNITIVE DOMAINS

“As the Board is progressively allowing more space to 'learning outcome based' assessment in place of textbook driven assessment, question papers of Board
examinations will have more questions based on real-life situations requiring students to apply, analyze, evaluate and synthesize information as per the stipulated
outcomes. The core-competencies to be assessed in all questions, however, will be from the prescribed syllabus and textbooks recommended therein. This will
eliminate predictability and rote learning to a large extent.”

[CBSE Curriculum for classes 11-12]

CATEGORIES OF COGNITIVE DOMAINS

Revised Bloom’s taxonomy (Anderson and Krathwohl, 2001) of cognitive process dimension has six categories, each associated with a set of specific
cognitive processes. CBSE curriculum intends to have a balance of these categories of intellectual tasks in the teaching-learning and assessment of
learning of a subject. These six categories as described in the revised Bloom’s taxonomy, with their specific cognitive processes, are mentioned below.

COGNITIVE DOMAIN – REMEMBER

‘Remember’ involves retrieving relevant knowledge from long-term memory. Recognising and recalling are the specific cognitive skills associated
with this cognitive domain. Asking students to provide the definition of a concept, e.g. State the uses of tools in early cities.

COGNITIVE DOMAIN – UNDERSTAND

‘Understand’ involves ‘constructing meaning from instructional messages, including oral, written and graphic communication’. Interpreting,
exemplifying, classifying, summarizing, inferring, comparing, and explaining are the specific cognitive skills associated with this cognitive
domain. Asking students to explain a phenomenon in terms of physical concepts/principles, e.g. Explain the impact of natural hazards on agriculture
in Mesopotamia.

COGNITIVE DOMAIN – APPLY

‘Apply’ involves carrying out or using a procedure in a given situation. Executing and implementing are the specific cognitive skills associated with
this cognitive domain. Assessment tasks wherein students have to use the knowledge and/or procedures to solve a problem or to arrive at a decision
in a given real-life situation cover this cognitive domain. e.g. Explain the role Manusmriti played in the present-day socio-economic inequity in India.
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COGNITIVE DOMAIN – ANALYZE
‘Analyze’ involves breaking material into constituent parts and determining how parts relate to one another and to an overall structure and purpose.
Differentiating, organising and attributing are the specific cognitive skills associated with this cognitive domain. Ask students to compare and
explain the relationship between two physical quantities from the same content domain, e.g. Analyze the current public opinion of Genghis Khan.

COGNITIVE DOMAIN – EVALUATE

‘Evaluate’ involves making judgments based on criteria and standards. Checking and critiquing are the specific cognitive skills associated with this
cognitive domain. Assessment tasks that require a deeper level of understanding wherein students are required to provide justification for their
choice, e.g. Critique the effect of the Spanish conquests on the indigenous tribes of South and Central America.

COGNITIVE DOMAIN – CREATE

‘Create’ involves putting elements together to form a coherent or functional whole; or reorganising elements into a new pattern or structure.
Generating, planning and producing are the specific cognitive skills associated with this cognitive domain. Tasks that require students to produce
new artefacts based on what they have learnt, e.g. Explain the major differences between the colonization of North America and Australia by Britain.

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ASSESSMENT TASKS FOR DIFFERENT COGNITIVE DOMAINS

Some more examples of kinds of assessment tasks that can be associated with the different cognitive domains are given below. The following list
should be taken as an indicative not an exhaustive one.

Table III. Cognitive Domains and Assessment Tasks

Cognitive domain Assessment tasks

Remember
● recognising ● recognising the main causes of major events in history.
● recalling ● recalling the dates of and people associated with major historical events.
● listing the chronology of historical events.

Understand
● interpreting ● interpreting the impact of specific historical events.
● exemplifying ● give examples to demonstrate an understanding of social customs during different periods of history.
● classifying
● classify civilisations based on the types of societal structure, etc.
● summarizing
● inferring ● summarise the context which led to a major pivot in conditions in a geographical location.
● comparing ● make inferences from historical texts.
● explaining
● make comparisons between two civilisations, colonisation events, etc.
● explain the different people’s movements in France, England, India, China, etc.

Apply
● executing ● identifying key links between historical events and present-day socio-political structures.
● implementing

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Analyze
● differentiating ● differentiate between different time periods, parallel historical events, etc.
● organising ● organise the lessons colonists learned from rebellion in their different colonies.
● attributing
● attribute the trigger (immediate) cause for various historical events.

Evaluate
● checking ● checking for the authenticity and generality of historical accounts.
● critiquing ● critiquing the way developmental activities, and different rulers changed the lives of women, locals, tribals, etc.

Create
● generating ● generating maps of the different conquests, colonisation events, etc.
● planning ● planning a critical historical inquiry into specific events, people, etc.
● producing
● producing critical analyzes of various historical decisions.

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SAMPLE TASKS FROM DIFFERENT COGNITIVE DOMAINS SPECIFIC TO A CONTENT UNIT

Some specific examples of tasks from different cognitive domains are described below for two content chapters from classes 11 and 12 NCERT
History textbooks. A chapter may not always cover all six cognitive domains. The following list of tasks should be taken as an indicative list not a
comprehensive one.

CHAPTER 6 – CLASS 11

Table IV: Chapter 6. The Three Orders – Class:11

Cognitive domain Sample tasks

● Name the factors that led to the feudal system in Western Europe.
Remember
● Name the three orders in the feudal system of Western Europe.

Understand ● Explain the difference between the second and third order in terms of their social and economic standing.

Apply ● Show how the clergy and the religious heads had absolute power in the feudal system.

Analyze ● Analyze the life of serfs from the point of view of the clergy.

Evaluate ● Evaluate the conditions that led to the creation of a fourth-order.

Create ● What similarities and differences can you see between the feudal society of Western Europe and the Indian society?

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CHAPTER 11 – CLASS 12

Table V: Chapter 11. Rebels and the Raj - The Revolt of 1857 and Its Representations – Class:12

Cognitive domain Sample tasks

● Give examples of commoners leading the revolution of 1857.

Remember
● Locate the various locations which were the flashpoints of the revolution of 1857.

● Explain the effect of removing the taluqdars from Awadh in 1857.

Understand
● What was the relationship between the British sepoys and the people of rural India?

Apply ● How did the revolution in 1857 lay the foundation for the future movements for independence?

● Draw comparisons between the way the revolt of 1857 was depicted in Indian works of art as opposed to British
Analyze works of art.
● Analyze the immediate social, economic and administrative impact of annexing Awadh.

● What were the measures that the British took to quell the revolt of 1857? Evaluate the success of each of these
Evaluate
measures.

● Plan a way to study the discrepancies in retelling of the revolt of 1857 in popular media and the accounts from
Create
primary sources.

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5. LEARNING OUTCOMES

“Competency based Learning focuses on the student’s demonstration of desired learning outcomes as central to the learning process. Learning outcomes are
statements of abilities that are expected students will gain as a result of learning the activity. Learning outcomes are, thus, statements of what a learner is
expected to know, understand and/or be able to demonstrate after completion of a process of learning. Therefore, the focus is on measuring learning through
attainment of prescribed learning outcomes, rather than on measuring time.”
[Senior School Curriculum, CBSE]

Following learning outcomes for the senior secondary stage developed by the National Council for Educational Research and Training (NCERT) state
important knowledge, skills and dispositions students need to attain at the end of an academic year in classes 11 and 12 in the context of learning
History.

CLASS 11 LEARNING OUTCOMES FOR HISTORY

(1) Demonstrate their understanding of the various theories of human evolution.

(2) Identify the various anatomical structures that are associated with the development of the human species.
(3) Explain the various stages of the evolution of human societies.
(4) Elucidate the progress of human civilisation with the growth of city life.
(5) Explain the connection between the growth of human civilisation and the tradition of writing.
(6) Explain the phenomena of the rise, growth and fall of Empires in specific reference to the Roman and the Mongol Empires.
(7) Explain the circumstances leading to the birth and growth of religions and the parts they played in shaping the course of history by giving rise
to new ideas, institutions, cultural traditions and through wars and peace in reference to religions such as Christianity and Islam.
(8) Make assessments of prominent historical figures like Julius Caesar and Genghis Khan, whose contributions to the shaping of the history of
their times make important case studies.
(9) Explain important historical phenomena like feudalism, renaissance and reformation, geographical discoveries and confrontation of cultures
happening on account of such discoveries and subsequent colonisation and the debates surrounding these phenomena.
(10) Demonstrate an understanding of the 14th-century crisis and the rise of the nation-states in Europe.

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(11) Display an understanding of the innovations and the technological changes that came about in 18th and 19th century England and the debates
surrounding the idea of the Industrial Revolution there.
(12) Demonstrate an understanding of the concept of modernisation and its application in various forms in East Asia during the 19th and 20th
centuries.

CLASS 12 LEARNING OUTCOMES FOR HISTORY

(1) Illustrate how archaeological excavations are undertaken and their findings are interpreted by scholars to reconstruct the past.
(2) Trace India’s history to its earliest times based on the various archaeological findings from the banks of the Indus River and throw light on its
characteristic features.
(3) Illustrate how inscriptions are deciphered and interpreted by historians and explain the way in which the political and economic history of
India from the 4th century BCE to the 5th century CE (commensurate with the Mauryan to the Gupta period) has been made based on the
interpretations of the Asokan inscriptions and the Gupta period land grants.
(4) Demonstrate an understanding of various issues involved in the reconstruction of social history and how analysis of textual sources helps in
doing so especially in reference to the Mahabharata.
(5) Discuss major religious developments in ancient India and explain how different types of sources including that of art, architecture and
sculptures are used to trace these developments, particularly in reference to Buddhism.
(6) Discuss developments in agrarian relations in India during the 16th and the 17th centuries based on the official account as provided by the
Ain-iAkbari and also explain the need to supplement the said official account with other sources.
(7) Display their familiarity with the political history of medieval India particularly in reference to the Mughals and provide an understanding of
how court chronicles and other sources are used to reconstruct such histories.
(8) Discuss the ways in which architecture – such as that of temples, forts and irrigation facilities – is used as source material to reconstruct
history and explain the relationship between architecture and the political system particularly in reference to the Vijayanagara Empire.
(9) Discuss the ideas and practices of the Bhakti-Sufi saints and along with that demonstrate their familiarity with the religious developments in
India during the medieval period.
(10) Provide an appraisal of their familiarity with travellers’ accounts – such as that of Alberuni, Ibn Batuta and Bernier – and how such accounts
have been interpreted and used by historians as sources of social history.
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(11) Discuss the changes which colonialism brought about in India during the late 18th and 19th centuries and how these changes affected the
lives of zamindars, peasants and artisans living in India’s countryside.
(12) Explain the limits of using official sources for understanding the lives of people, especially in the colonial context.
(13) Discuss the events associated with the Revolt of 1857-58, and how these events were recorded and subsequently reinterpreted.
(14) Explain the connections between colonialism and the building of new urban centres in the 18th and 19th century India and demonstrate their
familiarity with the making of such centres in Kolkata, Chennai, Mumbai and Delhi.
(15) Demonstrate their familiarity with the important movements that are associated with India’s struggle for freedom from 1918 to 1948 and an
understanding of the nature of leadership which Mahatma Gandhi provided to these movements.
(16) Discuss how historians read and interpret newspaper reports, diaries and letters to use these as historical sources to reconstruct the history
of India’s freedom movement and also understand the nature of Gandhian politics and leadership.
(17) Discuss the events that are associated with the story of India’s partition on account of the success of communal politics during the last decade
of the nationalist movement using the oral testimonies of those who lived through those eventful years and point out both the possibilities
and limits of using such sources.
(18) Demonstrate their familiarity with the history of the early years after India’s independence and how these were shaped as the founding ideals
of the new nation-state were debated in the Constituent Assembly and a constitution came into being.

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6. CONTENT DOMAIN SPECIFIC LEARNING OUTCOMES AND INDICATORS

The learning outcomes defined by NCERT are generic and broadly defined for the content defined in the curriculum. They articulate the discipline-
specific skills that students need to attain through learning different concepts in the syllabus. A clear understanding of the scope of these learning
outcomes for each concept dealt with in the NCERT textbook chapters will be very helpful for both teachers and students in planning teaching and
learning better. The following process has been followed to list out the content domain-specific learning outcomes (CLOs) and indicators for all the
content units and textbook chapters.

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 CLASS 11 CONTENT DOMAIN SPECIFIC LEARNING OUTCOMES AND INDICATORS

Table VI: Content domain specific learning outcomes and indicators – Class:11

Content domain
Unit and
Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators
chapter
Outcomes (CLOs)

CLO1. Describes the

C1. Identifies the unique
Mesopotamia and importance of
geography of Mesopotamia as
its Geography geography in shaping
a precursor for a civilization.
history.

C2. Explains the progress of

human civilisation by
I: Early understanding the tools and
Societies artefacts used in the early
LO4. Elucidate the progress of
1. Writing and human civilisation with the growth cities.
City Life of city life. CLO2. Elucidates the C3. Examines the progress of
Urban Life in progress of human human civilisation by
Mesopotamia civilization in early understanding the economy
societies. and trade between the early
cities.
C4. Justifies the progress of
human civilisation with the
growth of city life by
describing the social

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 Content domain
Unit and
Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators
chapter
Outcomes (CLOs)

traditions, architecture and

civic life in the early cities.

C16. Infers the connection

between the growth of human
civilisation and the evidence
for the tradition of writing
from written tablets and
I: Early common scripts.
Societies C17. Explains that high
The Development, CLO3. Connects the
1. Writing and LO5. Explain the connection literacy and the system of
System and the Uses tradition of writing,
City Life between the growth of human writing accelerated the
of Writing and written record
civilisation and the tradition of process of building a
The Legacy of keeping to the rise of civilisation.
writing.
Writing civilisations.
C18. Infers the role of social
texts like epics in creating a
civilisation.
C19. Evaluates the
importance of written record
keeping in various disciplines
for the rise of a civilisation.

CLO4. Locates the

The Early Empire LO6. Explain the phenomena of the C20. Identifies the important
major empires on a
rise, growth and fall of Empires in empires that ruled Europe,
map and relates them

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 Content domain
Unit and
Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators
chapter
Outcomes (CLOs)

specific reference to the Roman to present-day North Africa and the Middle
and the Mongol Empires. locations. East.
C21. Identifies the present-
day areas that fell under the
Roman Empire

C22. Describes the political

structure in the early Roman
Empire.
CLO5. Explains the
C23. Analyzes the progression
political structure in
II: Empires of power of the Roman Empire
the Roman Empire.
to the elite.
2. An empire
across three C24. Understands the
continents conflicts in the Roman Empire.

C25. Explains the familial

structure and the status of
women in the Roman Empire.
Gender, Literacy, CLO6. Explains the C26. Describes the diversity in
Culture and Social social conditions in the literacy and social standards
Hierarchies Roman Empire. across the Roman Empire.
C27. Opines on the corruption
and civil rights in the Roman
Empire.

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 Content domain
Unit and
Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators
chapter
Outcomes (CLOs)

C29. Justifies that the cultural

and economic life of the
Roman Empire were
sophisticated.
C30. Examines the effect that
war had on slavery in the
Roman Empire.
Economic CLO7. Describes the
Expansion and economy in the Roman C31. Evaluates how labour
Slavery Empire. was managed in the Roman
II: Empires
Empire and the impact it had
2. An empire on the development of the
across three Roman Empire.
continents
C32. Compares fertile regions
of the Roman Empire with less
advanced regions of the
Roman Empire.

C33. Describes the late

Antiquity period in the Roman
CLO8. Describes the Empire.
Late Antiquity Late Antiquity period
of the Roman Empire. C34. Summarises the factors
that led to the decline of the
Roman Empire.

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 Content domain
Unit and
Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators
chapter
Outcomes (CLOs)

C35. States the sources to

learn about nomadic
communities.
LO6. Explain the phenomena of the CLO9. Explains the C36. Reasons why accounts
Resources and
rise, growth and fall of Empires in historical context and about the Mongols were
Geographical
specific reference to the Roman sources of accounts of written in varied languages.
Orientation
and the Mongol Empires. the Mongol Empire. C37. Describes the political
vision and power of Genghis
Khan using the words of
II: Empires Mongke as evidence.

3. Nomadic
C38. Describes the
Empires
occupational structure, social
structure and geographical
location of the Mongols.
CLO10. Describe the
LO6. Explain the phenomena of the C39. Examines the
Social, Political and social structure of the
rise, growth and fall of Empires in relationship between the
Military Mongols in the context
specific reference to the Roman agrarian and nomadic Mongol
Organisation of their nomadic
and the Mongol Empires. economies.
existence.
C40. Analyzes the
contradictions between the
Mongolian nomadic and
sedentary elements.

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C41. Describes the functions

of Mongolian civil
administrators.

C42. Evaluates Genghis

Khan’s methods to erase the
traditions of the different
CLO11. Describes the
people who joined his army.
military aspirations,
organisation and C43. Describes the courier
communication of and communication system
Genghis Khan’s Mongol implemented by Genghis
3. Nomadic
Empire. Khan.
Empires
C44. Locates the Mongol
conquests on the map.

C45. Explains the role of

Genghis Khan as a key
LO8. Make assessments of historical figure in shaping
CLO12. Describes the
The Career of prominent historical figures like history in Central Asia.
role of Genghis Khan
Genghis Khan and Julius Caesar and Genghis Khan,
and his army in the C46. Justifies with evidence
the Mongols after whose contributions to the shaping
expansion of the that the military and
him. of history of their times make
Mongol Empire. administration of Genghis
important case studies.
Khan were responsible for his
achievements.

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C47. Understand the impact of

the death of Genghis Khan on
the Mongol Empire.

LO9. Explain important historical

phenomena like feudalism, C48. Explain the context for
renaissance and reformation, the rise of feudalism in France.
geographical discoveries and CLO13. Explains the
The Three Orders of C49. Explain the status, role
confrontation of cultures three orders of feudal
Feudal Society and impact of the first, second
happening on account of such society.
discoveries and subsequent and third order in the feudal
colonisation and the debates structure.

III: Changing surrounding these phenomena.

Traditions
LO9. Explain important historical C50. Explains the social and
4. The Three
phenomena like feudalism, geographical context in which
Orders
renaissance and reformation, agricultural advances were
CLO14. Describes the made in England.
Implications of geographical discoveries and
implications of
Agricultural confrontation of cultures C51. Justifies with evidence
agricultural advances
advances in England happening on account of such that technological
in Europe.
discoveries and subsequent improvements in agriculture
colonisation and the debates were in effect from the
surrounding these phenomena. eleventh century.

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C52. Reasons why agricultural

prices went up from the
eleventh century.
C53. Explains the impact of
agricultural advancement on
urbanisation in England.

4. The Three
Orders LO9. Explain important historical
phenomena like feudalism, C54. Explain the factors that
renaissance and reformation, led to the decline of the
CLO15. Describes the economic expansion in
geographical discoveries and
The Crisis of the decline of the Europe.
confrontation of cultures
Fourteenth Century economic expansion in
happening on account of such C55. Explain the impact of the
Europe.
discoveries and subsequent decline of the economic
colonisation and the debates expansion in Europe.
surrounding these phenomena.

C56. Analyzes the context for

III: Changing LO9. Explain important historical
CLO16. Explain the the revival of Italy and the
Traditions The Revival of phenomena like feudalism,
humanist views in the development of Italian cities.
Italian Cities and the renaissance and reformation,
5. Changing context of the fall of
Humanist View. geographical discoveries and C57. Examines the growth of
Cultural the Roman Empire.
confrontation of cultures Florence as a centre of
Traditions
happening on account of such learning.

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discoveries and subsequent C58. Examines the effect the

colonisation and the debates humanist movement had on
surrounding these phenomena. the religious beliefs of Italians.

C59. Justifies that the

humanist movement had no
effect on women participating
in public life.
C60. Explains the role that
CLO17. Describes the women played in
social conditions in shopkeeping.
5. Changing
Cultural Europe during the C61. Explains the scholarly
Traditions Renaissance period. efforts of the Europeans,
Arabs and Persians with
translated literature.
C62. Explains the evolution of
art, and architecture during
the Renaissance period.

LO9. Explain important historical

phenomena like feudalism, CLO18. Explains the C63. Predicts the effect that
The First Printed renaissance and reformation, role of printed books in printed Italian texts had on
Books geographical discoveries and creating reform and Italian people and
confrontation of cultures renaissance in Europe. neighbouring countries.
happening on account of such

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discoveries and subsequent

colonisation and the debates
surrounding these phenomena.

C64. Explain the ideas of the

Protestant reformation which
led to reducing the influence
of the church in Europe.
LO9. Explain important historical
phenomena like feudalism, C65. Compares the
renaissance and reformation, proponents of the humanist
Debates within movement in Italy and those
5. Changing geographical discoveries and CLO19. Summarises
Christianity and the in northern Europe.
Cultural confrontation of cultures the opposition to
Copernican
Traditions happening on account of such Christianity in Europe. C66. Summarises the issues
Revolution
discoveries and subsequent that the Protestants criticized
colonisation and the debates the Church for.
surrounding these phenomena.
C67. Explains the role of the
scientific revolution in
reducing the influence of the
church in Europe.

LO9. Explain important historical CLO20. Summarises C68. Justifies why this period
Rise of the phenomena like feudalism, the reasons why this was crucial in bringing about
Renaissance renaissance and reformation, period signalled the the age of reformation in
geographical discoveries and reformation in Europe. Europe.
confrontation of cultures

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happening on account of such

discoveries and subsequent
colonisation and the debates
surrounding these phenomena.

LO9. Explain important historical C69. Explains how the natives

phenomena like feudalism, inhabited North America, and
renaissance and reformation, CLO21. Explains the their farming and hunting
geographical discoveries and situation in North patterns.
North American
confrontation of cultures America before
native life. C70. Reasons why land
happening on account of such Europeans colonised
discoveries and subsequent the region. ownership and agriculture
colonisation and the debates were not significant to the
surrounding these phenomena. natives.
IV: Paths to
Modernization
C71. Critiques the Europeans’
6. Displacing LO9. Explain important historical definition of ‘civilised’,
indigenous phenomena like feudalism, ‘uncivilised’ and ‘savage’.
People Early Encounters renaissance and reformation, CLO22. Explains the
C72. Reasons why the natives
between native geographical discoveries and perception and early
saw goods as ‘gifts’ and why
Americans and confrontation of cultures relations between
the Europeans saw goods as
Europeans and happening on account of such Europeans and native
‘commodities’.
mutual perceptions. discoveries and subsequent Americans.
colonisation and the debates C73. Analyzes the Europeans’
surrounding these phenomena. gradual encroachment of the
natives’ land.

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C74. Evaluates the strategies

used by the Europeans to
usurp control of the natives’
land.

LO9. Explain important historical

phenomena like feudalism,
renaissance and reformation, C75. Reasons why industries
The Gold Rush, and geographical discoveries and CLO23. Explains the developed in North America.
the Growth of confrontation of cultures effect of the gold rush C76. Explains the events in
6. Displacing
Industries happening on account of such in North America. North America that led up to
indigenous
discoveries and subsequent abolishing slavery.
People
colonisation and the debates
surrounding these phenomena.

LO9. Explain important historical

phenomena like feudalism,
renaissance and reformation, CLO24. Describes how C77. Explains the Indian
Constitutional geographical discoveries and the American Reorganisation Act of 1934.
Rights for the confrontation of cultures government made C78. Critiques governmental
Native Americans happening on account of such efforts to integrate efforts to have the natives ‘join
discoveries and subsequent Native Americans. the mainstream’.
colonisation and the debates
surrounding these phenomena.

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C79. Critiques the strategies

through which Europeans
LO9. Explain important historical
encroached on Australian
phenomena like feudalism,
lands and people.
renaissance and reformation,
6. Displacing CLO25. Explains how
European geographical discoveries and C80. Describes the working
indigenous the Europeans
colonisation of confrontation of cultures conditions of the natives and
People encroached and
Australia happening on account of such immigrants under European
colonised Australia.
discoveries and subsequent rule.
colonisation and the debates C81. Differentiate between
surrounding these phenomena. the lives of the colonised in
North America and Australia.

C82. Describes the social

structure and economic
conditions of Japan in the 16th
and 17th centuries.
IV: Paths to Japan: The political LO12. Demonstrate an CLO26. Summarises
C83. Explains how the
Modernization Meiji government understanding of the concept of the Meiji government
emperor system in Japan
and its emergence modernisation and its application and the emergence of
7. Paths to affected the social and
as an economic in various forms in East Asia Japan as an economic
modernization political life.
superpower. during the 19th and 20th centuries. power.
C84. Evaluates the economic
modernisation and its impact
on Japan during the Meiji
government.

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C85. Demonstrates with

evidence how Japan
transformed into a modern
society and its effects.
C86. Explains the changes
that led to Japan becoming a
global economic power.

C87. Describes the society in

China before the founding of
modern China.
7. Paths to
modernization C88. Explains how the
Chinese Republic was
LO12. Demonstrate an CLO27. Summarises
established.
understanding of the concept of the journey of China
China: Journey of
modernisation and its application from a communist C89. Explains the rise of the
the Republic.
in various forms in East Asia government to a Communist Party in China.
during the 19th and 20th centuries. democracy. C90. Describes the rise of
democracy in China.
C91. Evaluates the cultural
revolution in China leading to
its modernisation.

LO12. Demonstrate an CLO28. Explains the C92. Describes the

The Story of Taiwan
understanding of the concept of rise of Taiwan. transformation of Taiwan.

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modernisation and its application

in various forms in East Asia
during the 19th and 20th centuries.

C93. Explains the factors that

led to the Korean War and its
impact.
LO12. Demonstrate an
understanding of the concept of CLO29. Describes the C94. Describes
7. Paths to The Story of Korea modernisation and its application modernisation of industrialisation and
modernization in various forms in East Asia Korea. economic growth in Korea.
during the 19th and 20th centuries. C95. Describes the factors in
Korea that led to the IMF
crisis.

LO12. Demonstrate an
C96. Compares the
understanding of the concept of
Roads to CLO30. Compares the approaches to modernisation
modernisation and its application
Modernisation histories of East Asia of various East Asian
in various forms in East Asia
countries.
during the 19th and 20th centuries.

CLASS 12 CONTENT DOMAIN SPECIFIC LEARNING OUTCOMES AND INDICATORS

Table VII: Content domain-specific learning outcomes and indicators – Class:12

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C1. Differentiates between

Early Harappan sites and the
LO2. Traces India’s history to its CLO1. Traces India’s mature Harappan civilisation
earliest times based on the various history to its earliest using Sind and Cholistan as
Early and Mature archaeological findings from the times based on the evidence.
Harappan Cultures banks of the Indus-river and various archaeological
throws light on its characteristic findings from C2. Locates important
features. Harrapan sites. Mature Harappan sites and
Early Harappan sites on the
map.
1. BRICKS,
BEADS AND
BONES: The LO1. Illustrates how archaeological CLO2. Traces the C3. Uses various
Harappan Subsistence excavations are undertaken and sources of livelihood of archaeological evidence to
Civilisation Strategies their findings are interpreted by people at the Harrapan describe the source of
scholars to reconstruct the past. sites. livelihood in Harrapan sites.

CLO3. Explains the C4. Identifies evidence to

LO2. Traces India’s history to its archaeological support the claim of
Mohenjodaro - A earliest times based on the various excavations and Mohenjodaro being a planned
Planned Urban archaeological findings from the findings that provide settlement.
Centre banks of the Indus river and throw information about
light on its characteristic features. settlement in C5. Evaluate the distinctive
Mohenjodaro. features of Mohenjodaro.

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C6. Evaluates the social

structure of the Harappan
civilization based on various
archaeological findings.
C7. Explains the presence of
valuable artefacts in large
settlements and not small
LO2. Traces India’s history to its settlements.
earliest times based on the various CLO4. Describes the
Tracking Social C8. Explains the methods
1. BRICKS, archaeological findings from the social structure at
Differences used to facilitate long distance
BEADS AND banks of the Indus-river and throw Harrapan sites.
communication in Harappa.
BONES: The light on its characteristic features.
Harappan C9. Evaluates the
civilisation archaeological findings that
show literacy levels of the
Harappan civilisation.
C10. Evaluates the artefacts of
religious significance used by
Early Harappans.

CLO5. Explains and C11. Analyzes how

LO2. Traces India’s history to its
Strategies for evaluates how environments determine the
earlie0000000000`0`st times based
Procuring Materials archaeological kind of materials produced in
on the various archaeological
excavations suggest a region.
findings from the banks of the
craft production was

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Indus river and throw light on its also undertaken in C12. Describes how material
characteristic features. small and large cities. procurement was undertaken
in the earliest times in
Harappan sites.

1. BRICKS, LO2. Traces India’s history to its

BEADS AND earliest times based on the various CLO6. Describes the C13. Justifies that the Mature
The End of the
BONES: The archaeological findings from the fall of the Harrapan Harappan sites had been
Civilisation
Harappan banks of the Indus river and throws civilisation. abandoned after 1800 BCE
civilisation light on its characteristic features.

C14. Describes approaches

different archaeologists used
CLO7. Summarises to interpret history based on
LO1. Illustrates how archaeological
Discovering the how scholars interpret evidence from material
excavations are undertaken and
Harappan life habits from remains.
their findings are interpreted by
Civilisation archaeological
scholars to reconstruct the past. C15. Describes the problems
evidence.
of archaeological
interpretation.

LO3. Illustrate how inscriptions are C16. Illustrates how the

deciphered and interpreted by CLO8. Summarises the
growth of Magadha led to the
The Earliest States historians and explain the way in rise of the Mauryan
emergence of the Mauryan
which the political and economic Empire.
Empire.
history of India from the 4th

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century BCE to the 5th century CE C17. Evaluates how

(commensurate with the Mauryan inscriptions are used by
to the Gupta period) has been made historians to study the
based on the interpretations of the political processes of the
Asokan inscriptions and the Gupta Mauryan empire.
period land grants. C18. Describes how the
Mauryan empire was different
from other empires of the
time.
2. KINGS,
FARMERS AND CLO9. Describes the C19. Illustrates the dynamics
TOWNS: Early rulers in South India in of power in South India in the
LO3. Illustrate how inscriptions are
states and the 6th century. 6th century.
deciphered and interpreted by
economies historians and explain the way in
which the political and economic C20. Evaluates inscriptions
history of India from the 4th used by historians to study the
New Notions of Gupta period.
century BCE to the 5th century CE
Kingship
(commensurate with the Mauryan CLO10. Describes the C21. Evaluates how
to the Gupta period) has been made economic life during inscriptions and artefacts are
based on the interpretations of the the Gupta period. used to study economic
Asokan inscriptions and the Gupta processes.
period land grants.
C22. Describes agricultural
strategies of the 6th century.

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C23. Analyzes the impact on

CLO11. Describes the
social structure due to uneven
social life during the
access to new production
Gupta period.
technologies.

C24. Describes the study of

the Brahmi and Kharoshti
scripts.
LO3. Illustrate how inscriptions are C25. Explains how
2. KINGS, deciphered and interpreted by epigraphists and historians
FARMERS AND historians and explain the way in work.
TOWNS: Early which the political and economic
states and Back to Basics - C26. Describes the uses and
history of India from the 4th CLO12. Evaluates
economies How Are limitations of inscriptional
century BCE to the 5th century CE different historical
Inscriptions evidence.
(commensurate with the Mauryan evidence.
Deciphered?
to the Gupta period) has been made C27. Describes the basic living
based on the interpretations of the conditions as described in the
Asokan inscriptions and the Gupta Mahabharata.
period land grants. C28. Explains the endogamy
that was prevalent due to the
Brahmanas during the time
described in the Mahabharata.

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C29. Locates the Kuru

CLO13. Describes the Panchala region and
basic living conditions neighbouring areas on a map.
as described in the C30. Describes the
Mahabharata. Manusmriti, the Dharmasutras
and the Dharmashastras.

C31. Explains the eight forms

of marriage recognised in the
LO4. Demonstrate an Dharmasutras and
3. KINSHIP,
understanding of various issues Dharmashastras.
CASTE AND
Context for the time involved in the reconstruction of
CLASS: Early C32. Evaluates the prevalence
described in the social history and how analysis of
Societies and popularity of the gotra
Mahabharata. textual sources helps in doing so CLO14. Explain the system with examples from
especially in reference to the endogamy that was ruling kingdoms.
Mahabharata. prevalent due to the
Brahmanas during the C33. Proves that endogamy

time described in the was practised in certain

Mahabharata. communities using the
Satavahanas as an example.
C34. Correlates metronymics
and the prevalence of the
matrilineal system.
C35. Evaluates the power that
Brahmanas had over social

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and cultural norms during this

period.

C36. Explains occupational

order as dictated by the varna
system and how the
Brahmanas enforced the same.
C37. Analyzes how
establishing social order
CLO15. Explains the through varnas was fraught
3. KINSHIP, LO4. Demonstrate an caste system as with complexities.
CASTE AND understanding of various issues described in the C38. Describes Brahminical
CLASS: Early Social differences involved in the reconstruction of Manusmriti. views on the “untouchables”
Societies within and beyond social history and how analysis of and the Manusmriti’s ‘rules’ for
caste. textual sources helps in doing so them.
especially in reference to the
C39. Appraises the
Mahabharata.
Chandalas’s reaction towards
discriminatory treatment
towards them.

CLO16. Evaluate the C40. Compares and contrasts

impact of the class the methods in which women
system on women and and men could acquire wealth,
different social groups. according to the Manusmriti.

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C41. Analyzes the impact that

varnas had on the wealth
accumulation of different
social groups.
3. KINSHIP,
CASTE AND LO4. Demonstrate an C42. Describes historians’
CLASS: Early understanding of various issues classification of literary
CLO17. Explain the
Societies Handling Texts: involved in the reconstruction of sources.
sources and evaluation
Historians and the social history and how analysis of
of Mahabharata as a C43. Reasons why polyandry
Mahabharata textual sources helps in doing so
historical resource. was prevalent by using the
especially in reference to the
Mahabharata. Mahabharata as evidence.

LO5. Discuss major religious

developments in ancient India and
explain how different types of C44. Describes the key ideas
CLO18. Explains the
Buddhist schools of sources including that of art, discussed in various Buddhist
context for the rise of
thought. architecture and sculptures are schools of thought as recorded
4. THINKERS, Buddhism.
used to trace these developments, in the Tipitaka.
BELIEFS AND
particularly in reference to
BUILDINGS:
Buddhism.
Cultural
developments
LO5. Discuss major religious CLO19. Explains the C45. Summarizes the key
The Message of developments in ancient India and rise and spread of ideas of Jainism and how its
Mahavira explain how different types of Jainism. ideas were recorded.
sources including that of art,

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architecture and sculptures are

used to trace these developments,
particularly in reference to
Buddhism.

LO5. Discuss major religious C46. Defines hagiographies

developments in ancient India and and analyze their
explain how different types of shortcomings.
The Buddha:
sources including that of art, CLO20. Explains the
Enlightenment and C47. Describes the main
architecture and sculptures are teachings of Buddha.
4. THINKERS, Teachings teachings of Buddhism.
used to trace these developments,
BELIEFS AND
particularly in reference to C48. Justifies the proliferation
BUILDINGS:
Buddhism. of Buddhism.
Cultural
developments
C49. Reasons why stupas
might have been built.
CLO21. Describes the
LO5. Discuss major religious
location, structure and C50. Illustrates the physical
developments in ancient India and
learnings from the structures of stupas.
The Stupas and explain how different types of
Buddhist stupas in
sculptures of sources including that of art, C51. Compares the quality of
Sanchi and Amravati.
Amravati and architecture and sculptures are monument preservation in
Sanchi. used to trace these developments, Sanchi and Amaravati.
particularly in reference to
Buddhism. CLO22. Describes the C52. Proves that the
sculptures and their sculptures at Sanchi carried
role in Buddhist art. deeper meaning by using the

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Vessantara Jataka as an
example.
C53. Explains how historians
try to understand the meaning
of sculptures using literary
sources.

LO5. Discuss major religious

developments in ancient India and C54. Examines the evolution
4. THINKERS, explain how different types of CLO23. Explains the of Buddhism by the 1st
New Religious
BELIEFS AND sources including that of art, new religious century, CE.
Traditions in
BUILDINGS: architecture and sculptures are traditions in Buddhism
Buddhism. C55. Compare Buddhism with
Cultural used to trace these developments, in 1st century CE.
particularly in reference to Vaishnavism and Shaivism.
developments
Buddhism.

LO5. Discuss major religious C56. Evaluates the approach

CLO24. Explains the
developments in ancient India and taken by 19th-century
limitations of visual
explain how different types of European scholars on coming
evidence while
Limits of visual sources including that of art, across Indian sculptures.
examining historical
historical evidence. architecture and sculptures are
data by using the art of C57. Determines the
used to trace these developments,
Buddhism as limitations of relying on
particularly in reference to
examples. visible forms of sources.
Buddhism.

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C58. Describes the major

events in Al-Biruni’s life that
led him to Ghazni and his
literary works.
C59. Traces the origins of the
LO10. Provide an appraisal of their word Hindu.
familiarity with travellers’ accounts
CLO25. Describes the C60. Analyzes the common
– such as that of Alberuni, Ibn
Al-Biruni and the life and works of Al- challenges external travellers
Batuta and Bernier – and how such
Kitab-ul-Hind Biruni in the context of might have faced in India.
accounts have been interpreted
5. THROUGH Indian history.
and used by historians as sources C61. Evaluates Al-Biruni’s
THE EYES OF
of social history. opinion of the Indian caste
TRAVELLERS:
system.
Perceptions of
Society C62. Examines the importance
of familiarity with local
languages on contextual
understanding of a region.

LO10. Provide an appraisal of their

familiarity with travellers’ accounts C63. Describes the contents of
CLO26. Describes the the Ibn Battuta’s Rihla.
Ibn Battuta and the – such as that of Alberuni, Ibn
life and works of Ibn
Excitement of the Batuta and Bernier – and how such C64. Locates the regions Ibn
Battuta in the context
Unfamiliar accounts have been interpreted Battuta travelled to in
of Indian history.
and used by historians as sources Afghanistan, Sind and Punjab.
of social history.

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C65. Summarizes the different

factors that made India a
fascinating land to Ibn Battuta.

C66. Describes François

Bernier and the main idea of
his writings.
C67. Compares and contrasts
the opinions that Ibn Battuta
LO10. Provide an appraisal of their and François Bernier had
familiarity with travellers’ accounts about India.
5. THROUGH François Bernier - A – such as that of Alberuni, Ibn CLO27. Describes the
THE EYES OF Doctor with a Batuta and Bernier – and how such account of Francois C68. Evaluates François
TRAVELLERS: Difference accounts have been interpreted Bernier on India. Bernier’s opinion on Indian
Perceptions of and used by historians as sources society, social divisions in
Society of social history. India and the Mughal empire’s
functioning.
C69. Analyzes the impact that
François Bernier’s ideas had
on other Western theorists’
ideas about India.

LO10. Provide an appraisal of their

Women - Slaves, familiarity with travellers’ accounts CLO28. Explains the C70. Opines on the prevalence
Sati and Labourers. – such as that of Alberuni, Ibn life and status of of the slave trade during Ibn
Batuta and Bernier – and how such

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accounts have been interpreted women and slaves in Battuta’s visit to India with
and used by historians as sources India. evidence.
of social history. C71. Analyzes societal
5. THROUGH
treatment of women through
THE EYES OF
the lens of sati.
TRAVELLERS:
Perceptions of C72. Examines reasons why
Society contemporary travellers chose
not to learn about the lives of
common women.

C73. Examines instances

where “great” and “little”
traditions were integrated.
C74. Analyzes how poet-saints
6. BHAKTI-SUFI LO9. Discuss the ideas and became very popular with
CLO29. Describes the common people.
TRADITIONS: practices of the Bhakti-Sufi saints
Bhakti movement and
Changes in Early Traditions of and along with that demonstrate C75. Supports the assertion
its popularity among
Religious Beliefs Bhakti their familiarity with the religious that the Alvars and Nayanars
certain sections of
and Devotional developments in India during the challenged the caste system
society.
Texts medieval period. and Brahminical superiority
with evidence.
C76. Analyzes how Tamil
Bhakti traditions opposed
Buddhism and Jainism.

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C77. Describes the key

LO9. Discuss the ideas and features of the Virashaiva
practices of the Bhakti-Sufi saints tradition.
The Virashaiva CLO30. Describes the
and along with that demonstrate
Tradition in Virashaiva tradition in C78. Examines ways in which
their familiarity with the religious
Karnataka Karnataka. the Virashaivas opposed
developments in India during the
medieval period. prevalent social norms and the
impact of this.

6. BHAKTI-SUFI
C79. Analyzes the impact of
TRADITIONS:
Changes in the arrival of the Turks on
Religious Beliefs culture and religion.
and Devotional C80. Describes the shari’a law
Texts LO9. Discuss the ideas and and zimmi.
CLO31. Explains the
practices of the Bhakti-Sufi saints
rise and prevalence of C81. Analyzes the social and
Religious Ferment and along with that demonstrate
Muslim rulers from religious differences in sub-
in North India their familiarity with the religious
711 to the 16th groups of Islamic people in
developments in India during the
Century. India.
medieval period.
C82. Correlates contextual
Islamic traditions with
predominant Islamic
architecture in these regions.

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C83. Explains the origin of

Sufism and the workings of
Sufi communities.
LO9. Discuss the ideas and
The Chishtis in the practices of the Bhakti-Sufi saints C84. Describes Sufi traditions
CLO32. Describes the regarding death saints.
Subcontinent and and along with that demonstrate
traditions and growth
the growth of their familiarity with the religious C85. Reasons why the Chishtis
of Sufism in India.
Sufism. developments in India during the were the most influential
medieval period. group of Sufis in India.

6. BHAKTI-SUFI C86. Describes the major

TRADITIONS: themes of Sufi music.
Changes in
Religious Beliefs C87. Infers Kabir’s social and
and Devotional religious background through
Texts hagiography sources.
LO9. Discuss the ideas and
C88. Examines the main ideas
New Devotional practices of the Bhakti-Sufi saints CLO33. Describes the
of Baba Guru Nanak’s
Paths Dialogue and and along with that demonstrate new dissent and
teachings and how his
Dissent in Northern their familiarity with the religious devotional paths in
followers created a religion
India developments in India during the north India.
from these teachings.
medieval period.
C89. Analyzes the ways in
which Mirabai challenged
existing social norms.

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C90. Infers the reasons for the

popularity of Kabir, Baba Guru
Nanak and Mirabai.

C91. Describes the trade

relations the Vijayanagara
empire had.
CLO34. Describes the
rise and growth of the C92. Examines the growth of

Vijayanagara Empire. the Vijayanagara empire

LO8. Discuss the ways in which through the lens of the
architecture – such as that of approach taken by
temples, forts and irrigation Krishnadeva Raya.
The rise, growth
7. AN IMPERIAL facilities – is used as source
and fall of the
CAPITAL: material to reconstruct history and C93. Analyzes the factors that
Vijayanagara
VIJAYANAGARA explain the relationship between led to the decline of the
Empire.
architecture and the political Vijayanagara empire.
system particularly in reference to C94. Examines the
the Vijayanagara Empire. CLO35. Explains the
relationship that the Sultans
fall of the Vijayanagara
and Rayas had prior to the
Empire.
Vijayanagara invasion.
C95. Evaluates the different
factors that can influence the
prosperity of a kingdom.

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C96. Explains the strategies

through which water supply
was ensured to Vijayanagara.
C97. Evaluates the features of
CLO36. Examines the
Vijayanagara’s fortification
town layout of the
efforts in strengthening its
capital – Vijayanagara.
security.

LO8. Discuss the ways in which C98. Compares the houses of

architecture – such as that of the rich and the poor in
temples, forts and irrigation Vijayanagara.
7. AN IMPERIAL
Vijayanagara The facilities – is used as source
CAPITAL: C99. C217. Distinguishes
Capital and its material to reconstruct history and
VIJAYANAGARA between the architecture of
Environs explain the relationship between
architecture and the political palaces and temples.
CLO37. Describes the
system particularly in reference to C100. Elaborates on the
buildings in the royal
the Vijayanagara Empire. features of the king’s palace,
centre of the town of
Vijayanagara. audience hall, the Lotus Mahal,
the Hazara Rama temple and
the mahanavami dibba in
Vijayanagara.

CLO38. Relates the

C101. Reasons why the kings of
role of religion and
Vijayanagara celebrated
religious activities in

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the Vijayanagara Navratri rituals in a grand

Empire. manner.
C102. Infers why rulers
engaged in temple-building
activities using evidence of the
importance of the god
Virupaksha in Vijayanagara.
C103. Evaluates why the
7. AN IMPERIAL
nayakas continued the efforts
CAPITAL:
of the rulers of Vijayanagara.
VIJAYANAGARA

C104. Examines how historians

must have mapped out the
CLO39. Evaluates the Vijayanagara region.
causes for extensive C105. Summarizes the
evidence of the information historians can
Vijayanagara Empire. collect from ruins and the
shortcomings of relying on
these sources.

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LO6. Discuss developments in C106. Supports the assertion

agrarian relations in India during that the Ain-i Akbari was
the 16th and the 17th centuries written with meticulous
CLO40. Evaluates the attention to detail.
Details of the Ain-i- based on the official account as
Ain-i-Akbari as a
Akbari provided by the Ain-i-Akbari and C107. Summarizes the contents
historical resource.
also explain the need to of the Ain-i Akbari and its
supplement the said official shortcomings in explaining
account with other sources. rural society.

C108. Examines the factors that

8. PEASANTS,
CLO41. Describes the caused the expansion of
ZAMINDARS
details of the agriculture.
AND THE
STATE: Agrarian LO6. Discuss developments in agricultural system in C109. Infers what the do-fasla
Peasants, India.
Society and the agrarian relations in India during system of agriculture meant
Zamindars and the
Mughal Empire the 16th and the 17th century for food stock availability.
land revenue
based on the official account as
system, and their
provided by the Ain-i-Akbari and C110. Describes the members
effects on
also explain the need to of a panchayat, its functioning
agricultural CLO42. Explains the
supplement the said official and how panchayats get
production. village system in rural
account with other sources. funding.
India with details of
the panchayat system. C111. Analyzes the impact that
panchayats had on the larger
rural society.

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C112. Examines why women in

agrarian societies were
CLO43. Describes the considered indispensable.
role of women in rural
agrarian societies. C113. Analyzes the ways in
which women were controlled
by societal norms.

C114. Examines why zamindars

held social power.
8. PEASANTS,
ZAMINDARS CLO44. Describes and C115. Analyzes the factors that

AND THE evaluates the led to the consolidation of

STATE: Agrarian Zamindar system of clan-based zamindars.
Society and the rural India. C116. Assesses the relationship
Mughal Empire that zamindars and peasants
shared with evidence.

C117. Evaluates the revenue

CLO45. Describes and collection measures used by
evaluates the land the Mughal Empire.
revenue system of the C118. Infers the impact of
Mughal Empire. overseas trade on the Mughal
Empire’s silver reserves.

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LO6. Discuss developments in C119. Describes the

8. PEASANTS, agrarian relations in India during occupational activities of
CLO46. Evaluates the
ZAMINDARS the 16th and the 17th century forest dwellers.
activities of forest
AND THE based on the official account as
Forests and Tribes dwellers and their C120. Infers the impact that
STATE: Agrarian provided by the Ain-i-Akbari and
relationship with the commercial agriculture and
Society and the also explain the need to
spread of agriculture. cultural influences had on
Mughal Empire supplement the said official
account with other sources. forest dwellers.

C121. Explains the Permanent

Settlement.
C122. Explains how the
zamindari system under the
British was expected to
LO11. Discuss the changes which
function.
9. COLONIALISM colonialism brought about in India CLO47. Evaluates the
AND THE during the late 18th and 19th reasons for the C123. Analyzes the reasons
Bengal and the
COUNTRYSIDE: centuries and how these changes Zamindari system why the Zamindari system
Zamindars
Exploring Official affected the lives of zamindars, failing in colonial failed.
Archives peasants and artisans living in India. C124. Describes the contents
India’s countryside. and limitations of the Fifth
Report.
C125. Analyzes the factors that
led to the creation of the Fifth
Report.

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C126. Describes the

occupational lives of hill
dwellers and their relationship
with forests.

LO11. Discuss the changes which C127. Correlates how the

Relationship colonialism brought about in India British order for forest
CLO48. Describes the clearance affected the
between hill folk during the late 18th and 19th
effect of the British’s relationship between the hill
and the zamindars, centuries and how these changes
idea of development folk and the settled
traders and the affected the lives of zamindars,
9. COLONIALISM on the hill folk. agriculturalists.
British. peasants and artisans living in
AND THE
India’s countryside. C128. Asserts that marginalised
COUNTRYSIDE:
communities were targeted by
Exploring Official
the British.
Archives
C129. Evaluates the British’s
idea of development.

LO11. Discuss the changes which C130. Infers the deeper

colonialism brought about in India knowledge that historians
CLO49. Evaluates the gather by examining revolts.
during the late 18th and 19th
The revolt in the reasons and impact for
centuries and how these changes C131. Explains why the
Deccan countryside. the revolt in the
affected the lives of zamindars, Permanent Settlement was not
Deccan countryside.
peasants and artisans living in extended to other regions of
India’s countryside. India beyond Bengal.

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C132. Analyzes cotton

cultivation and trade efforts by
the British.
9. COLONIALISM
C133. Examines the sources
AND THE
that led to the peasants’
COUNTRYSIDE:
revolts in India.
Exploring Official
Archives C134. Analyzes the contents of
the Deccan Riots Report.

C135. Orders the series of

events that happened from
LO13. Discuss the events 10th May, 1857 to 12th May,
CLO50. Describes the
associated with the Revolt of 1857- 1857 in Delhi with regard to
Trigger for the context for the
58, and how these events were the sepoy mutiny.
revolt of 1857. beginning of the revolt
10. REBELS AND recorded and subsequently re-
of 1987. C136. Supports the assertion
THE RAJ: 1857 interpreted.
Revolt and its that the sepoy mutinies in
Representation different places were planned.

LO13. Discuss the events CLO51. Evaluates the

associated with the Revolt of 1857- role of annexation of C137. Locates the regions of
Role of Awadh in
58, and how these events were Awadh by the British India that were under British
the Revolt of 1857.
recorded and subsequently re- in fuelling the revolt of control in 1857.
interpreted. 1857.

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C138. Analyzes the economic,

social and administrative
impact of annexing Awadh.
C139. Examines the
relationship that rural India
and the sepoys shared.
C140. Summarizes the factors
that led to the sepoy uprising
of 1857.

10. REBELS AND C141. Explains the limitations

THE RAJ: 1857 of relying on records to
Revolt and its understand the 1857
Representation LO13. Discuss the events rebellion.
associated with the Revolt of 1857- C142. Reasons why the sepoys
Demands of the CLO52. Describes the
58, how these events were wanted Hindu-Muslim unity.
rebels. demands of the rebels.
recorded and subsequently re-
interpreted. C143. Examines the sepoys’
aversion to British rule.
C144. Summarizes the
demands of the sepoys.

LO13. Discuss the events C145. Lists the ways in which

Quelling of the CLO53. Evaluates how
associated with the Revolt of 1857- the British tried to quell the
rebellion. the British quelled the
58, and how these events were rebellion.

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recorded and subsequently re- rebellion and its C146. Evaluates the success of
interpreted. success. the British’s measures.

C147. Lists the sources from

10. REBELS AND which pictorial depictions of
THE RAJ: 1857 the rebellion can be gathered.
LO13. Discuss the events
Revolt and its CLO54. Compares the
associated with the Revolt of 1857- C148. Describes why the sepoy
Representation depictions of the revolt
Images of the Revolt 58, how these events were mutiny was celebrated as the
in Indian and British
recorded and subsequently re- First War of Independence.
art works.
interpreted. C149. Compare and contrasts
British and Indian artistic
interpretations of the revolt.

C150. Justifies the assertion

LO15. Demonstrate their that Gandhi was a ‘people’s
11. MAHATMA familiarity with the important leader’ with evidence of
GANDHI AND movements that are associated
Gandhi and the non- CLO55. Describes the common people’s response to
THE with India’s struggle for freedom
cooperation role and early impact his actions.
NATIONALIST from 1918 to 1948 and an
MOVEMENT: movement. of Gandhi as a leader. C151. Explains the
understanding of the nature of
Civil leadership which Mahatma Gandhi organisational reasons that led
Disobedience provided to these movements. to inclusive nationalism in the
and Beyond country.

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C152. Summarizes the non-

cooperation movement and
Indians’ response to it.
CLO56. Evaluates the
C153. Judges the incident in
role of Gandhi in the
Chauri Chaura in 1922
non-cooperation
considering the non-
movement.
11. MAHATMA cooperation movement.
GANDHI AND C154. Compares Gandhi with
THE other nationalist leaders.
NATIONALIST
MOVEMENT:
C155. Describes the
Civil
“Independence Day” that was
Disobedience CLO57. Describes the held on 26th November 1930.
and Beyond LO15. Demonstrate their causes and efforts of
the salt satyagraha. C156. Describes the salt
familiarity with the important
monopoly in India and
movements that are associated
Gandhi’s focus on it.
with India’s struggle for freedom
The Salt Satyagraha
from 1918 to 1948 and an
understanding of the nature of C157. Evaluates the series of
leadership which Mahatma Gandhi measures taken by the British
CLO58. Evaluates the
provided to these movements. in response to the Salt March.
successes of the salt
satyagraha. C158. Analyzes various
measures by Indians to
negotiate freedom with the

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British and the outcomes of

these measures.

LO15. Demonstrate their

familiarity with the important CLO59. Describes the C159. Justifies that the Quit
movements that are associated role of the Quit India India movement was
with India’s struggle for freedom movement in shifting genuinely a mass movement.
Quit India
from 1918 to 1948 and an the momentum of
understanding of the nature of India’s freedom C160. Analyzes the results of
11. MAHATMA
leadership which Mahatma Gandhi movement. the 1946 provincial elections.
GANDHI AND
THE provided to these movements.
NATIONALIST
MOVEMENT: CLO60. Summarises C161. Justifies the assertion
Civil the mood of Gandhi that the months after
Disobedience around the Independence were Gandhi’s
and Beyond LO16. Discuss how historians read Independence Day. “finest hour”, with evidence.
and interpret newspaper reports,
diaries and letters to use these as
Understanding and C162. Assesses the private and
historical sources to reconstruct
getting to know public writings of Mahatma
the history of India’s freedom
Gandhi. CLO61. Evaluates the Gandhi in helping to
movement and also understand the
different historical understand him.
nature of Gandhian politics and
resources that help in C163. Summarizes the quality
leadership.
understanding Gandhi. of each source used to
reconstruct the life of
Mahatma Gandhi.

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C164. Examines the problems

associated with the
Constituent Assembly that was
LO18. Demonstrate their
elected in 1945-46.
familiarity with the history of the CLO62. Explains the
Context for the early years after India’s factors that led to the C165. Lists the demands of
creation of the independence and how these were creation of the common people to the
Constitution of shaped as the founding ideals of the Constitution along Constituent Assembly.
India. new nation-state were debated in with its main C166. Defines the scope of
the Constituent Assembly and a architects. Ambedkar’s, K.M. Munshi’s
constitution came into being. and Alladi Krishnaswamy
Aiyar’s work in the
12. FRAMING
Constituent Assembly.
THE
CONSTITUTION:
The Beginning of C167. Traces the inspirations

a New Era for the Indian Constitution.

LO18. Demonstrate their
familiarity with the history of the C168. Examines Somnath
early years after India’s Lahiri’s criticism of the
The Vision of the CLO63. Explains the
independence and how these were Constituent Assembly.
Constitution and vision and inspiration
shaped as the founding ideals of the
defining rights. for the constitution. C169. Evaluates British
new nation-state were debated in attempts to cater to
the Constituent Assembly and a constitutional representation
constitution came into being. of Indians from 1903 – 1935,
and then in 1946.

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C170. Explains constitutional

ideas for minorities’ inclusion.
CLO64. Explains the
process of defining the C171. Evaluate the argument

rights of citizens. for separate electorates

considering the Depressed
Castes.

C172. Differentiates between

the Union, State and
12. FRAMING Concurrent subjects’ division
THE LO18. Demonstrate their
of the Draft Constitution.
CONSTITUTION: familiarity with the history of the
The Beginning of early years after India’s CLO65. Explains how C173. Explains the fiscal

a New Era The Powers of the independence and how these were the federal structure federalism structure of the
State shaped as the founding ideals of the became a part of the Constitution.
new nation-state were debated in constitution. C174. Compares the arguments
the Constituent Assembly and a for centralisation and
constitution came into being. decentralisation during the
Constitution-building exercise
with evidence for each.

LO18. Demonstrate their CLO66. Evaluates the C175. Describes the

The Language of the familiarity with the history of the merit of including compromise that the Language
Nation early years after India’s Hindi as the language Committee of the Constituent
independence and how these were of the nation. Assembly arrived at about

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shaped as the founding ideals of the Hindi as the country’s national

new nation state were debated in language.
the Constituent Assembly and a C176. Critiques Dhulekar’s
constitution came into being. attempts to make Hindi an
12. FRAMING Official Language with
THE evidence.
CONSTITUTION:
C177. Evaluates the democratic
The Beginning of
nature of the Constitution
a New Era
considering the many debates
and discussions that went into
creating it.

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7. SAMPLE PEDAGOGICAL PROCESSES AND ASSESSMENT STRATEGIES

“The pedagogical practices should be learner centric. It is expected of a teacher to ensure an atmosphere for students to feel free to ask
questions. They would promote active learning among students with a focus on reflections, connecting with the world around them, creating
and constructing knowledge. The role of a teacher should be that of a facilitator who would encourage collaborative learning and development
of multiple skills through the generous use of resources via diverse approaches for transacting the curriculum.”
[CBSE Curriculum for classes 11-12]

NCERT higher secondary stage learning outcomes document provides a common set of pedagogical processes for each subject. Keeping these as
guidelines, specific pedagogical processes and assessment strategies for a topic from one chapter each from classes 11 and 12 have been developed
as suggestions and are shared in this section. These instances of pedagogical process and assessment strategies should enable teachers to derive
principles for making the alignment between learning outcomes, pedagogical practices and assessment in their classrooms and to use these for
creating their lesson plans. The key principles considered while designing the pedagogical processes and assessment strategies are the following:
1. Keeping learner at the centre
● Since new knowledge is built over existing knowledge, both pedagogy and assessment should focus on students’ pre-requisite knowledge,
skills, attitudes, and beliefs that they bring in a classroom setting.
● Constructivist approaches to learning with the student being at the centre of the learning process as an active constructor of knowledge
must be emphasized.
● Since students effectively learn by doing, classroom processes should involve activities, analysis and discussions. Systematic
experimentation as a tool to discover/verify theoretical principles must be included.
2. Focusing on learning outcomes
● Learning outcomes indicate what a student will be able to do at the end of an instruction unit by precisely breaking down broad goals of
History education (apply reasoning to develop conceptual understanding, develop process skills and experimental, observational,
manipulative, decision-making and investigatory skills, etc.) to more measurable and observable behaviour for each class.
● Students learn better when the method of teaching, learning activities and assessment strategies are all aligned well to the learning
outcomes. Pedagogical processes and assessment strategies should be aligned to both content domains and cognitive skills as mentioned
in this document earlier.

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3. Making effective use of assessments
● Assessment should be viewed as an integral part of pedagogy and it should focus on giving timely individualized feedback to students.
Quality formative assessment should be designed as it helps to modulate students’ understanding of their own learning and helps teachers
adapt their pedagogy based on students’ actual learning.
● Multiple modes of assessment including portfolios, project work, presentations, and written and oral assignments should be used to reflect
the individual capacities of a student.
4. Creating a social and inclusive learning environment
● Cooperative and peer-supported teaching-learning activities should be used to empower students to take charge of their own learning.
● Peer assessment involving students assessing the work of their peers against set assessment criteria should be used.
Specific pedagogical processes should be used in the classroom that would help those students who may face learning difficulties including language,
visual-spatial, or mixed processing problems

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SUGGESTED PEDAGOGICAL PROCESSES AND ASSESSMENT STRATEGIES FOR CLASS 11
Content Domain: Changing Traditions
Chapter 6: The Three Orders

Table VIII: Suggested Pedagogical Processes and Assessment Strategies – Class:11

Learning outcomes Indicators Pedagogical Processes Assessment Strategies

● Create a fictional ● Assess students’ understanding of

biography of a clergy in the the main cause of feudalism. Ask
feudal system. questions like: Explain the role of
Christianity in ensuring the
● Create a fictional
entrenchment of feudalism in
biography of a serf in the
medieval Europe.
feudal system.
● Assess students’ understanding of
● Create a flowchart of the
LO9. Explain important historical phenomena like the long-term effects of feudalism. Ask
way goods would be
feudalism, renaissance and reformation, CLO13. Explains questions like: What led to the
transferred from one set of
geographical discoveries and confrontation of the three orders emergence of a fourth order in feudal
people to another in the
cultures happening on account of such of feudal society – the townspeople?
feudal system.
discoveries and subsequent colonisation and the society.
● Check on students’ ability to reflect
debates surrounding these phenomena. ● With the help of a map,
and make comparisons. Ask questions
point out the areas where
like: What links can you draw
the feudal system was
between the feudal society and the
present in Europe.
Indian caste system?
● Create a flowchart to
show the events that led to
the rise of the feudal
system.

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SUGGESTED PEDAGOGICAL PROCESSES AND ASSESSMENT STRATEGIES FOR CLASS 12
Content Domain: Mahatma Gandhi and the Nationalist Movement
Chapter 13: Civil Disobedience and Beyond

Table IX: Suggested Pedagogical Processes and Assessment Strategies – Class: 12

Learning outcomes Indicators Pedagogical Processes Assessment Strategies

C181. Justifies the

LO15. Demonstrate their assertion that Gandhi ● Assess student's understanding
● Create a biography of Gandhi by
familiarity with the important was a ‘people’s leader’ of the impact of Gandhi on the
accessing information on him from
movements that are associated with evidence of freedom movement. Ask questions
beyond the prescribed text.
with India’s struggle for freedom common people’s such as: What are the differences
from 1918 to 1948 and an response to his actions. ● Debate about how Gandhi was one of and similarities between the
understanding of the nature of the factors that led to the nationwide isolated events in the country
C182. Explains the
leadership which Mahatma freedom movement by reading more before Gandhi and the united and
organisational reasons
Gandhi provided to these about the events leading up to the rise synchronous movements that he
that led to inclusive
movements. of Gandhi as a leader. led?
nationalism in the
country.

C183. Justifies the

LO15. Demonstrate their assertion that Gandhi ● Create a flowchart/poster of the ● Assess the student’s
familiarity with the important was a ‘people’s leader’ main principles of Gandhi’s freedom understanding of how much
movements that are associated with evidence of movement and how Gandhi reacted to influence Gandhi held over the
with India’s struggle for freedom common people’s violence during any national national freedom movement using
from 1918 to 1948 and an response to his actions. movements by taking examples of the the non-cooperation movement as
understanding of the nature of Chauri Chaura incident during the non- an example.
leadership which Mahatma C184. Explains the cooperation movement or his ideas
organisational reasons

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Gandhi provided to these that led to inclusive against the more violent Hindustan
movements. nationalism in the Socialist Republican Association.
country.
C185. Compares Gandhi
with other nationalist
leaders.

C186. Describes the

“Independence Day”
that was held on 26th
November 1930.
C187. Describes the salt ● Map out the route of salt satyagraha
monopoly in India and to appreciate the distance that the ● Assess students’ ability to
Gandhi’s focus on it. movement covered. analyze. Ask questions such as:
How critical the salt satyagraha
C188. Evaluates the ● Conduct a debate about why the salt was based on the different reports
series of measures satyagraha was an important movement
taken by the British in on the movement by Indians and
for the freedom movement in India the British media?
response to the Salt
March. ● Discussion around the pros and cons ● Assess students’ critique on the
of the formation of the Muslim League formation of the Muslim League.
C189. Analyzes various as a separate entity from Congress.
measures by Indians to
negotiate freedom with
the British and the
outcomes of these
measures.

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8. TEST PAPER DESIGN

CLASS 12

Table X: Test paper design and chapter-wise mark distribution – Class: 12

Content domain Marks distribution

Unit 1. BRICKS, BEADS AND BONES: The Harappan civilization 22-25

Unit 2. KINGS, FARMERS AND TOWNS: Early states and economies

Unit 3. KINSHIP, CASTE AND CLASS: Early societies

Unit 4. THINKERS, BELIEFS AND BUILDINGS: Cultural developments

Unit 5. THROUGH THE EYES OF TRAVELLERS: Perceptions of Society 23-26

Unit 6. BHAKTI-SUFI TRADITIONS: Changes in Religious Beliefs and Devotional Texts

Unit 7. AN IMPERIAL CAPITAL: VIJAYANAGARA

Unit 8. PEASANTS, ZAMINDARS AND THE STATE: Agrarian Society and the Mughal Empire

Unit 9. COLONIALISM AND THE COUNTRYSIDE: Exploring Official Archives 24-27

Unit 10. REBELS AND THE RAJ: 1857 Revolt and its Representations

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Unit 11. COLONIAL CITIES: Urbanisation, Planning and Architecture

Unit 12. MAHATMA GANDHI AND THE NATIONALIST MOVEMENT: Civil Disobedience and Beyond

Unit 13. UNDERSTANDING PARTITION: Politics, Memories, Experiences

Unit 14. FRAMING THE CONSTITUTION: The Beginning of a New Era

Map work 4-7

Total 80

Table XI: Test paper design and question-type mark distribution – Class:12

Item types Item category Number of questions Marks distribution

Select response Case-based questions

9 8-10
questions Multiple-choice questions

One-word or one sentence answers 15 14-16

Short answer type question 4 9-15

Free response
questions
Long answer type question 3 16-24

Source-based question 3 10-15

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 Map-based question 1 5-10

Table XII: Test paper design and cognitive domain-wise mark distribution – Class:12

Cognitive domain Marks distribution

Remember and Understand 35-40

Apply 13-18

Analyze, Evaluate and Create 20-25

Map skill-based question 5-10

Total 80

Other details of the test paper:

● Maximum marks: 80
● Duration of the test: 3 Hours

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9. ASSESSMENT OF PRACTICAL/PROJECT WORK

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

DESIGN OF THE PROJECT/PRACTICAL BASED ACTIVITIES

Students are expected to conduct experiments, do project-based activities, etc. throughout the course of 2 years.

Table XIII. Distribution of marks for the projects/ppt/practical

Distribution of
Activity
marks

Project Synopsis 2 Marks

Data/Statistical analysis/Map work 3 Marks

Visual/overall presentation 5 Marks

Analysis/explanation and interpretation 5 Marks

Bibliography 1 Mark

Viva 4 Marks

Total 20 Marks

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The following steps are suggested for the project work:
a. 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.
b. The project must be done individually / in groups.
c. 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.
d. 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.
e. The project work (one per year) can culminate in the form of a PowerPoint Presentation/Exhibition/Skit/albums/files/song and dance
or culture show /story telling/debate/panel discussion, paper presentation, written (typed) report and so on. Any of these activities
which are suitable for visually impaired candidates can be performed as per the choice of the student.
f. 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.
g. Evaluation will be done by an external examiner appointed by the Board in class XII and internal in class XI.

SUGGESTED PROJECTS/ACTIVITIES/PRACTICAL – CLASS 11

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 the “now and then” paradigm of Christianity
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 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

SUGGESTED PROJECTS/ACTIVITIES/PRACTICAL – CLASS 12

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

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10. SAMPLE ASSESSMENT ITEMS WITH MARKING SCHEMES

1. Multiple Choice Question (MCQ)

Content Domain
Writing and City Life
(Chapter name)

Content Domain
CLO3. Connects the tradition of writing, and written record keeping to the rise of civilisations.
Learning outcome

C16. Infers the connection between the growth of human civilisation and the evidence for the tradition of writing from
Indicator
written tablets and common scripts.

Cognitive level Understand

Thinking Process Relate

Difficulty level Medium

Marks 1 mark

Time 1 minute

Early cities emerged as the meeting ground for trade and mixing of cultures and traditions. At the same time, the art of
Item Stem
writing developed. What was the reason writing developed with the development of cities?

Writing was developed to maintain Student understands that the trade led to multiple complex exchanges,
Correct answer records of multiple complex trade and the development of writing helped in maintaining records of the
transactions. movement of goods.

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 Writing was developed to increase the
Student misunderstands the cause and effect of the development of
Distractor 1 literacy rates of people who were in the
writing. The development of writing increased literacy rates in the cities.
cities.

Writing was developed to create epics Student misunderstands the basic need for writing. Once the writing was
Distractor 2
based on social interactions in the cities. developed, epics were written.

Writing was developed to record the

Distractor 3 movement of stars and other objects in Student misunderstands the need for writing.
the sky.

2. Multiple Choice Question (MCQ)

Content Domain
Writing and City Life
(Chapter name)

Content Domain CLO7. Elucidates the progress of human civilization with the growth of city life based on evidence of tools, trade,
Learning outcome economy, social norms, and architecture of early cities.

C13. Elucidates the progress of human civilisation with the growth of city life by describing the social traditions in the
Indicator
early cities.

Cognitive level Analyze

Thinking Process Analyze

Difficulty level Medium

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Marks 1 mark

Time 1-minute

“It has been estimated that one of the temples took 1500 men working 10 hours a day, five years to build.” This is a
Item Stem statement about a temple in the Mesopotamian city of Uruk.
What evidence did historians use to estimate the effort to build the temple?

Mesopotamians gave rations to all workers and kept Reason: Mesopotamians kept diligent records of the ration
Correct answer
a record of these for each worker. given to each worker per day.

Explanation: There is no evidence to suggest that

Mesopotamians recorded the total production of
Distractor 1 Mesopotamians had an estimate of the total amount of rations
grain.
in their granaries.

Mesopotamians paid their workers for the work

Explanation: Mesopotamians gave rations in exchange for
Distractor 2 they did, and these records helped to make the
work done, not any other payment.
estimate.

There are paintings showing the workers getting Explanation: There are no records of paintings for any specific
Distractor 3
rations from the lords near the city of Uruk. temple in Uruk.

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3. Multiple Choice Question (MCQ)

Content Domain
An Empire Across Three Continents
(Chapter name)

Content Domain
CLO13. Describes the Late Antiquity period of the Roman Empire.
Learning outcome

Indicator C34. Summarises the factors that led to the decline of the Roman Empire.

Cognitive level Remember

Thinking Process Recall

Difficulty level Easy

Marks 1 mark

Time 1 minute

Item Stem The Roman monetary system went from silver to gold. What is the primary reason for this?

The silver mines in Spain ran out of silver and there Reason: This is correct. Spanish silver mines were wiped
Correct answer
was a dearth of silver in the Roman Empire. clean.

The Romans discovered gold mines in Spain, and they Explanation: No new mines were discovered, but the silver
Distractor 1
were flush with gold. mines of Spain had been depleted.

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 During the late antiquity everyone was very rich in the
Distractor 2 Roman Empire so that they could move to gold Explanation: Only some sections of society were wealthy.
currency from silver.

Emperor Constantine liked the colour of gold more

Explanation: Emperor Constantine ordered the change but
Distractor 3 than silver and ordered the currency to be changed
only because the silver reserves ran out.
from gold to silver.

4. Free Response Question/Subjective Questions

Content domain
The Three Orders
(Chapter name)

Content Domain
CLO13. Explains the three orders of feudal society.
Learning outcome

C48. Explain the context for to the rise of feudalism in France.

Indicator
C49. Explain the status, role and impact of the first, second and third order in the feudal structure.

Cognitive level Understand

Thinking Process Explain

Difficulty level Medium

Marks 3 marks

Time 5 minutes

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 After the fall of the Roman Empire, Western European society was divided into three orders. As time passed, a fourth-
Item stem
order emerged. Who were the fourth order and how did this group of people emerge in western Europe?

Marking Scheme

Mark Answer

0.5 Describes the way Western European society existed after the fall of the Roman Empire.

1 Describes the situation leading to the development of towns or urban centres.

1.5 Explains the role of people moving into towns in creating a new order.

5. Free Response Question/Subjective Questions

Content domain
Nomadic Empires
(Chapter name)

Content Domain
CLO24. Describes the role of Genghis Khan and his army in the expansion of the Mongol Empire.
Learning outcome

Indicator C60. Explains the role of Genghis Khan as a key historical figure in shaping history in Central Asia.

Cognitive level Analyze

Thinking Process Analyze

Difficulty level Medium

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Marks 5 mark

Time 5-7 minutes

Item stem Analyze current public opinion about Genghis Khan.

Marking Scheme

Mark Answer

1 Opinion of sedentary civilisations that he conquered.

1 Opinion of Mongol people

2 Opinions of recent historians on the diversity and size of the Mongol Empire.

1 Conclude why Genghis Khan has a unique place in history.

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6. Multiple Choice Question (MCQ)

Content Domain
Thinkers, Beliefs and Buildings - Cultural Developments (c. 600 BCE - 600 CE)
(Chapter name)

Content Domain
CLO18. Explains the context for the rise of Buddhism.
Learning outcome

Indicator C44. Describes the key ideas discussed in various Buddhist schools of thought as recorded in the Tipitaka.

Cognitive level Evaluate

Thinking Process Reasoning

Difficulty level Medium

Marks 1 mark

Time 1 minute

Biographies about religious figures may not be the most reliable sources to learn about religious leaders.
Item Stem
Reason: These accounts were written by the followers of that particular religion.

Correct answer Both assertion and reason are true, and the reason is the correct explanation for assertion. Reason:

Distractor 1 Both assertion and reason are true, but the reason is not the correct explanation for assertion. Explanation

Distractor 2 Assertion is true, but the reason is false. Explanation

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Distractor 3 Assertion is false, but the reason is true. Explanation

7. Free Response Question/Subjective Questions

Content domain Peasants, Zamindars and the State - Agrarian Society and the Mughal Empire (c. sixteenth- seventeenth
(Chapter name) centuries)

Content Domain
CLO44. Describes and evaluates the Zamindar system of rural India.
Learning outcome

Indicator C115. Analyzes the factors that led to the consolidation of clan-based zamindars.

Cognitive level Apply

Thinking Process Explain, relate

Difficulty level Difficult

Marks 5

Time 7-8 minutes

Prove that there was a direct correlation between caste, income levels and social status in Mughal society with evidence.
Item stem
Do you think this correlation holds true in present-day India too? Why do you say so?

Marking Scheme

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 Mark Answer

Explains that there were a number of social groups that were denied access to land and forced to engage in menial
2
labour, despite an abundance of cultivable land in the Mughal society.

Uses the examples of the halalkhoran and the mallahzadas to prove that caste-based distinctions were rampant in the
1.5
empire.

1.5 Draws common elements of these correlations and compares them to present-day conditions of “lower castes” in India.

8. Free Response Question/Subjective Questions

Content domain
Bhakti- Sufi Traditions Changes in Religious Beliefs and Devotional Texts (c. eighth to eighteenth century)
(Chapter name)

Content Domain
CLO31. Describes the rise and prevalence of Muslim rulers from 711 to the 16th Century.
Learning outcome

Indicator C81. Analyzes the social and religious differences in sub-groups of Islamic people in India.

Cognitive level Understand

Thinking Process State, examine

Difficulty level Difficult

Marks 5

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 Time 5-7 minutes

Explain, with examples, how Islam was practiced when the religion began to proliferate in India. What elements of it
Item stem
remained universal and what features became diversified to suit the needs of different social groups?

Marking Scheme

Mark Answer

2 Explains, with examples, the universal elements of Islam that were followed by ruling kings as well as commoners.

2 Explains, with examples, the diversities in the practice of Islam that were adopted on a case-by-case basis.

Explains this blend of universal features interspersed with local traditions in the architecture of Islamic structures in
1
India.

9. Free Response Question/Subjective Questions

Content domain
Through the Eyes of Travellers Perceptions of Society (c. tenth to seventeenth century)
(Chapter name)

Content Domain CLO26. Describes the life and works of Ibn Battuta in the context of Indian history.
Learning outcome CLO27. Describes the account of Francois Bernier on India.

Indicator C67. Compares and contrasts the opinions that Ibn Battuta and François Bernier had about India.

Cognitive level Understand

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Thinking Process Compare and contrast, infer

Difficulty level Medium

Marks 5 marks

Time 5-7 minutes

Compare the perspectives that François Bernier and Ibn Battuta had of India with evidence. Do you think either
Item stem
perspective was the only ‘correct’ opinion to have? Why do you think so?

Marking Scheme

Mark Answer

1 Details the perspectives that Ibn Battuta had on India and the features of India that were remarkable to him.

1 Details the perspectives that François Bernier had on India and the features of India that stood out to him.

2 Compare these perspectives and infers deeper ideas that these travellers possessed from it.

Either asserts that multiple perspectives are integral to analysis or asserts that one social perspective was only ‘correct’,
1
with due rationale for both.

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10. Free Response Question/Subjective Questions

Content domain
Thinkers, Beliefs and Buildings - Cultural Developments (c. 600 BCE - 600 CE)
(Chapter name)

Content Domain
CLO21. Describes the location, structure and learnings from the Buddhist stupas in Sanchi and Amravati.
Learning outcome

Indicator C51. Compares the quality of monument preservation in Sanchi and Amaravati.

Cognitive level Remember

Thinking Process Identify, Locate

Difficulty level Easy

Marks 1 mark

Time 1 minute

On the Indian map, locate the ancient site that Shahjehan Begum took measures to protect and develop. This site is now
Item stem
a revered religious site.

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 Source: (https://pixabay.com/vectors/india-map-india-map-indian-map-5346555/)

Marking Scheme

Mark Answer

0.5 mark Identifies this site as Sanchi.

0.5 mark Locates Sanchi on the Indian map.

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11. ESSENTIAL IDEAS AND ASSESSMENTS

CLASS 11 – ASSESSMENTS BASED ON ESSENTIAL IDEAS

Multiple-Choice Question

Chapter Ch 2. Writing and City Life

Essential The earliest written records of human settlements are of Mesopotamian cities and these records help with an accurate picture
Idea of the city life during this period.

Item stem + Imagine you are a trader coming into the city of Uruk in Mesopotamia with various agricultural supplies. Possessing what skill
question would be most advantageous for you?

Option Reason/Explanation for this option

Correct This is correct because all the notes of how much goods were
Writing and reading the cuneiform script.
answer coming in and out of the city would be recorded on clay tablets.

May confuse that the knowledge of high numbers was

Distractor 1 Counting numbers up to 1000.
important for trading.

Distractor 2 Advanced knowledge of the star positions. May confuse traders to be maritime experts.

May confuse some exchange of currency for selling agricultural

Distractor 3 Coins for trade with the local warehouse.
products to the warehouse.

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Free Response Question/Subjective Questions

Chapter Ch 2. Writing and City Life

Urbanisation led to cities becoming less self-reliant which led to trading which in turn led to the evolution of division of
Essential Idea
labour.

The kingdom of Mari was established in the 1800 BCE and the civilisation of Mesopotamia was a mature one by then with
modern-day cities developing and people playing different roles. List out the contemporary counterparts to the roles that
existed in Mesopotamia with one sentence about why these roles are like modern jobs.
Item stem + 1. King
question
2. Farmers
3. Officers inspecting goods on boats passing the cities
4. Scholars and intellectuals

Sample Answer and Marking Rubric

Part Description Marks

1. King – Would be like the leader of a nation or president or the prime minister of a country. The king’s role
was to protect the people of the city from outside attacks, settle disputes and look after the welfare of the
people. The king also built structures for protection like walls around the city and temples for the benefit
of the public.
Sample answer 2. Farmers – Farmers of the day were like the modern-day farmers in their role of growing crops for the 4 marks
needs of the city and for trade.
3. Officers inspecting goods on boats passing the cities – Customs officials in the modern day are closest to
this profession. The officers of Mesopotamia would calculate the worth of the goods on boats passing
through the city and levy a percentage tax on it.

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 4. Scholars and intellectuals – these would be like scientists and professors in universities. The scholars and
intellectuals of the time would build an understanding of mathematics and astronomy and pass
knowledge from one generation to another.

Marking Rubric:
For each correctly identified profession 0.5 mark
Part 1

Part 2 For each correct explanation 0.5 mark

Multiple-Choice Question

Chapter Ch 3. An Empire Across Three Continents

The success and growth of the Roman Empire was built not only on a robust political system and a society in which women
Essential Idea
held strong legal positions but also on slave labourers, who had limited or no rights.

Item stem + Slaves were not found engaged in agricultural activities in the Roman Empire of the later period. What was the most
question pertinent reason for this?

Option Reason/Explanation for this option

Unlike hired workers, slaves were to be fed and housed

Correct This is the correct answer, economic cost was the rationale for
full-time. Owing to this increased cost of labour, slaves
answer this decision.
were not used.

Public outcry after the murder of Lucius Pedanius

While the outcry over slave execution did occur, there is no
Distractor 1 Secundus was why slavery was reduced in the later
evidence that this reduced slavery.
period.

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 There were significant riots and revolts by slaves, owing This is an untrue statement, there is no evidence of
Distractor 2
to which they gained rights and were made freedmen. widespread revolts such as these.

Female slaves were more in demand than male slaves,

Distractor 3 This is an untrue statement.
and women were found unsuitable for agricultural work.

Free Response Question/Subjective Questions

Chapter Ch 3. An Empire Across Three Continents

From the 4th Century onward, the Roman Empire shrunk in the West, but thrived in the East with a variety of influences
Essential Idea
from different religions and regions.

Item stem + In the 4th century, the Roman Empire in the East witnessed monetary stability and economic growth. Imagine you were a
question ruling elite of the Empire in this kingdom; how would this have caused everyday changes in your life?

Sample Answer and Marking Rubric

Part Description Marks

If I were a ruling elite of the East of the Roman Empire, I would be aware that considerable investments were
made in rural development, industrialization, newer technologies and long-distance trade by members of the
governing class such as me.
Sample answer In everyday matters, this would mean grandiose styles and structures of architecture. My residence would 2 marks
have been extremely luxurious, and I would have had the resources to live a grand life. All my friends would
live lives similar to this as well – other members of the governing gentry. Affluent lifestyles would have been
commonplace.

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Marking Rubric:
Explains the larger investments made by the governing class. 1 mark
Part 1

Part 2 Elaborates on the everyday lives of a member of this social class. 1 mark

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Multiple-Choice Question

Chapter Chapter 5: Nomadic Tribes

The Mongol leaders innovated and compromised as the needs, economies and people over their vast Empire were not
Essential Idea
homogenous.

The Mongol rulers belonged to different religious groups, ethnic groups and linguistic groups; and yet administered their
Item stem +
kingdom in a harmonious manner. As a student of history, which of these would you consider the most valuable takeaway
question
from this knowledge to present-day life in India?

Option Reason/Explanation for this option

The addressal of differences and diversities by the

Correct This is the correct answer since the Mongol dynasty
Mongol dynasty, and how these can work in present-day
answer successfully engaged in this.
diverse societies.

The knowledge of how kings ought to behave from The behaviour of these kings was not noteworthy enough to
Distractor 1
research on the Mongol rulers. set an example, so this answer is incorrect.

The idea of nomadic lifestyles, and its application in Nomadic lifestyles are not applicable to a large section of
Distractor 2
present-day countries with existing lifestyles. society owing to current lifestyles, so this answer is incorrect.

The ways of totalitarianism that these rulers practiced, Authoritarianism, as displayed by these rulers, has no place in
Distractor 3
and their applicability in democracies. an ideal democracy and hence this answer is incorrect.

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Free Response Question/Subjective Questions

Chapter Chapter 5: Nomadic Tribes

Essential Idea A transcontinental Empire was established by the Mongols under the leadership of Genghis Khan.

Item stem + 1. How did Genghis Khan engage in the erasure of individuals’ tribal identities in his army?
question 2. What do you think might have been the objective behind deliberate action like this?

Sample Answer and Marking Rubric

Part Description Marks

Genghis Khan worked to systematically erase the old tribal identities of the different groups who joined his
confederacy. His army was organised according to the old steppe system of decimal units: in divisions of 10s,
100s, 1,000s and 10,000 soldiers. In the old system, the clan and the tribe would have coexisted within the
decimal units, but Genghis Khan stopped this practice. He divided the old tribal groupings and distributed
their members into new military units. Any individual who tried to move from his allotted group without
Sample answer permission received harsh punishment. The largest unit of soldiers, approximating 10,000 soldiers now 3 marks
included fragmented groups of people from a variety of different tribes and clans.
From my knowledge of his conquests and military ideas, I believe that Genghis Khan engaged in this strategy
to change the existing sociocultural system of the army and wanted all entities’ identities to be tied to the
Empire and himself. This systematic erasure would have been driven by the need for all identities to be
merged into one – that of belonging to his dynasty.

Marking Rubric:
Explains Genghis Khan’s actions for identity erasure. 2 marks
Part 1

Part 2 Opines on possible reasons for this. 1 mark

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Multiple-Choice Question

Chapter Chapter 6: The Three Orders

Essential Idea The changing relationships between the three orders – Christian priests, land-owning nobles, and peasants – between the 9th
and 16th centuries was key in shaping Western European history.

Item stem + If you belonged to 9th-century Europe as a member of the third order, which of these statements would be most true to your
question social and economic situation?

Option Reason/Explanation for this option

Correct answer Depending on the class of peasantry I belonged to, I This is the correct answer, since within the third order
would have more rights than other classes of the third landless labourers (serfs) were treated less than free peasants,
order. and women and children had harsher and more demanding
working conditions.

Distractor 1 I would have freedom on aspects such as marriage that This statement is untrue, lords decided all courses of action in
are unrelated to my occupation. a serf’s life.

Distractor 2 I could trust the nobility under whom I worked to keep This is an incorrect statement.
my best interests in mind, irrespective of the Lord I
worked under.

Distractor 3 I could command a fair market price for my wages from Labour rent would go directly to the lord, and was not paid to
the Lord under whom I worked. workers. So, this is incorrect.

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Free Response Question/Subjective Questions

Chapter Chapter 6: The Three Orders

Essential Idea Post the fall of the Roman Empire, there was no unifying force, and hence social organisation was based on control of land.

After the Post the fall of the Roman Empire, land was the basis on which social organization was determined.

Item stem + Who benefited from this, and what were these benefits?
question What do you think is the primary basis on which social organization in India is currently done?
Can you draw any similarities between these ways of organization in Rome of this time period and present-day India?

Sample Answer and Marking Rubric

Part Description Marks

After the fall of the Roman Empire, social organization was determined on the basis of land ownership and
control. This development most benefited the second order; the nobility. Under this system, the noble enjoyed
a privileged status. He had absolute control over his property, in perpetuity. He could raise troops called
‘feudal levies’. The lord held his own courts of justice and could even coin his own money. He was the lord of
all the people settled on his land. He owned vast tracts of land which contained his own dwellings, his private
fields and pastures and the homes and fields of his tenant-peasants. His house was called a manor. His private
lands were cultivated by peasants, who were also expected to act as foot soldiers in battle when required, in
Sample answer 5 marks
addition to working on their own farms.
In a present-day context, I believe social organization in India today primarily occurs on the basis of the
wealth one possesses. While land could be one form of this, it is not restricted to land alone but the assets, the
income and the investments one possesses.
I am able to make several similarities to these two situations. On the face of it, it is evident that in both
situations, the basis for commanding resources and services is economic in nature. Secondly, this wealth also
allows these individuals to employ the services of workers for their houses and other spaces. Both sections of

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 people also own vast lands and grand houses. Another element that is common to them is how wealth creation
in both these time periods was largely an unequal phenomenon.

Marking Rubric:
Identifies the beneficiaries of this social organization correctly and explains the benefits that accrued to them. 2 marks
Part 1

Part 2 Opines on what the student believes is the basis for social organization in India currently. 1 mark

Draws similarities between the mode of organization in Rome and what the student believes is the mode of
Part 3 2 marks
organization in India.

Multiple-Choice Question

Chapter Chapter 7: Changing Cultural Traditions

Essential Idea Conflicts between the Church and science arose.

Item stem + Copernicus, on discovering that the Earth and other planets revolve around the sun, did not make this information public
question until his death. Which of these is the larger rationale behind this?

Option Reason/Explanation for this option

Correct Science, when in defiance to ideas that are accepted by

This is the correct answer.
answer Christianity, is rewarded with an uprising by the Church.

Science was not advanced enough for the scientist to This is an incorrect statement since the scientist had found
Distractor 1
definitively determine this fact. this with considerable evidence.

Distractor 2 Science was not palatable to the common masses. This is not a statement that has been proven to be true.

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 The scientist was intent on passing on his research to his
Distractor 3 This is an untrue statement.
students.

Free Response Question/Subjective Questions

Chapter Chapter 7: Changing Cultural Traditions

Between the 14th and 17th century urban culture developed and towns became centres of trade, art, and culture in Western
Essential Idea
Europe.

In the 15th century, women’s writings revealed their conviction that they should have “economic power, property and
education to achieve an identity in a world dominated by men”. With this statement in mind, analyze the following excerpt.

Balthasar Castiglione, author and diplomat, wrote in his book The Courtier (1528):
'I hold that a woman should in no way resemble a man as regards her ways, manners, words, gestures and bearing. Thus just as it is very
Item stem + fitting that a man should display a certain robust and sturdy manliness, so it is well for a woman to have a certain soft and delicate
question tenderness, with an air of feminine sweetness in her every movement, which, in her going and staying and whatsoever she does, always
makes her appear a woman, without any resemblance to a man. If this precept be added to the rules that these gentlemen have taught the
courtier, then I think that she ought to be able to make use of many of them, and adorn herself with the finest accomplishments... For I
consider that many virtues of the mind are as necessary to a woman as to a man; as it is to be of good family; to shun affectation: to be
naturallythe
Compare graceful;
ideas to
ofbe well mannered,
women on their clever and prudent;
empowerment withto the
be neither
wordsproud, envious orand
of Castiglione evil-tongued, nor vain... to
make connections of perform
the samewell
to and
a
gracefully the sports suitable for women.'
present-day situation.

Sample Answer and Marking Rubric

Part Description Marks

Sample answer This time period witnessed women such as Isabella d’Este and Cassandra Fedele demand equal participation 3 marks
of women in education, and equal availability of opportunities for women and men in the realm of learning.

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 The first excerpt provides a direct understanding of what women required and their demands for equality.
The second excerpt, to me, is an exemplification of age-old ideas around a ‘proper’ woman and an enlisting of
these qualities that make a woman proper. It shows the regressive nature of male ideas of women, femininity
and the responsibilities of a woman.

Most of these ideas are present today as well, with men forming ideas and suggestions on how women ought
to conduct themselves, what their responsibilities ought to be and what is ‘suitable’ for them. The nature of
condescension that any such discourse contains has been carried through centuries, as is clearly visible from
this excerpt.

Marking Rubric:
Compare the ideas of women and men of this period with evidence. 1.5 marks
Part 1

Part 2 Makes connections to a present-day setting of this issue. 1.5 marks

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Multiple-Choice Question

Chapter Chapter 10: Displacing Indigenous People

The migration of Europeans to the Americas and Australia led to the migrants settling in the foreign lands and eventually
Essential Idea
making up the majority in these regions.

Read this account of a letter written by the leader of an indigenous tribe –

In 1854, the President of the USA received a letter from a native leader, Chief Seattle. The president had asked the chief to sign a treaty
giving a large part of the land they lived on to the American government. The Chief replied:
Item stem +
question 'How can you buy or sell the sky, the warmth of the land? The idea is strange to us. If you do not own the freshness of the air and the sparkle
of the water, how can one buy them? Every part of the earth is sacred to my people. Every shining pine-needle, every sandy shore, every
mist in the dark woods, every clearing and every humming insect is holy in the memory and experience of my people. The sap which courses
through the trees carries the memories of the red man...
So, when the Great Chief in Washington sends word that he wishes to buy our land, he asks much of us. The Great Chief sends word that he
What seemed
will reserve us to be the
a place so central
that we concern of this leader?
can live comfortably. He will be our father and we will be his children. So we will consider your offer to
buy our land. But it will not be easy. For this land is sacred to us. The shining water that moves in the streams and rivers is not just water
but the blood of our ancestors. If we sell you land, you must remember that it is sacred and teach your children that it is sacred and that
Option Reason/Explanation for this option
each ghostly you must reflection in the clear water of the lakes tells of events and memories in the life of my people. The water's murmur
is the voice of my father's father...'
That resources were priceless and that the idea of
Correct answer This is the correct answer.
‘buying’ nature was not one he understood.

That the American government would not care for the The leader makes no such claims, so this is an incorrect
Distractor 1
tribe’s resources. deduction.

Distractor 2 That the leader was worried for the safety of his people. The leader does not mention this at all, so this is also incorrect.

That the government would use the land to build

Distractor 3 This has not been mentioned in the excerpt in any manner.
industries.

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Free Response Question/Subjective Questions

Chapter Chapter 10: Displacing Indigenous People

The migration of Europeans to the Americas and Australia led to the migrants settling in the foreign lands and eventually
Essential Idea
making up the majority in these regions.

Read these words by Thomas Jefferson, third President of the USA.

‘This unfortunate race which we have been taking so much pains to civilise… have justified extermination.’

Item stem +
question

In colonization attempts by the Europeans in the cases of the Americas, Australia and even India, what seems to be the
guiding principle behind attempts to ‘civilise’ the native people of these lands? What is your stance on this rationale?

Sample Answer and Marking Rubric

Part Description Marks

In any such colonization attempt, the Europeans’ guiding principle has been that the culture, lifestyle and
philosophy of any native groups are ‘backward’, and that these ways of being ought to be changed for
Sample answer effective development. The way to do this is through the ‘civilisation’ of these groups by inculcating 3 marks
European ideas into them. Any attempt by native groups such as these to defy European ideas were seen as
‘unfortunate’ and ‘incapable of civilisation’.

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 I believe that a stance like this is not only obviously problematic but also deeply lasting in its impact – since
it creates the immediate erasure of these groups and their collective ways of living, as well as erases the
history of such groups from any future discourse.

Marking Rubric:
Explains the guiding principle behind these civilisation attempts. 2 marks
Part 1

Part 2 Opines on the student’s stance based on this. 1 mark

Multiple-Choice Question

Chapter Chapter 11: Paths to Modernisation

Essential Japan’s push for modernisation was based on industries. Their expansion goals were justified by calls to liberate Japan from
Idea Western influences.

Which of these was a negative implication of Japan’s increase in manufacturing capacity?

Item stem + Japan’s increase in manufacturing capacity led to increased deforestation in the country. Currently, economic expansion is
question having a similar effect in countries such as India and China. What lessons can countries like these draw from the example of
Japan?

Option Reason/Explanation for this option

Correct That sustainable development ought to be strongly

This is the correct answer.
answer considered by these countries.

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 This is an untrue statement, because environmental
That there needs to be a cut-back in economic production to
Distractor 1 degradation can be reduced without compromising on
meet environmental goals.
economic production through green technology.

This is a misleading statement. While individual changes can

That all individuals need to be encouraged to make small
Distractor 2 help on a micro-level, changes to the environmental situation
changes in their consumption to benefit the environment.
need collective and systemic changes and impositions.

Society needs to adopt older ways of being since there was This is also a misleading statement, since changing back to
Distractor 3
less pollution in the past. ‘older ways’ can cost the country its economic position.

Free Response Question/Subjective Questions

Chapter Chapter 11: Paths to Modernisation

Modern China emerged post the liberalisation of the economy. This was at the end of China’s attempts to free themselves
Essential Idea
from outside influence.

Item stem +
How would you describe the development plan of modern-day China? What do you think of this development?
question

Sample Answer and Marking Rubric

Part Description Marks

China, in a bid to modernize the country and quell the outside influence on the country, engaged in the
Sample answer liberalisation of the country. While this has created powerful economic growth for the country, it is key to 3 marks
consider whether this is development in its truest form. While calling for power to the people, the Chinese
Communist Party has built a highly centralised state. The country’s political system continues to be

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 controlled and highly authoritarian in nature. Inequality and inequity are also constantly on the rise in the
country, so it is integral to consider whether this is indeed a country that is developing.
If economic power is the only criterion, then this country is on its way to being a developed economy.
However, if one were to assess this in a holistic manner and focus on factors such as political freedom, social
equality and equity in opportunity, then the development of this country needs to be rethought.

Marking Rubric:
Explains the current development of China. 2 marks
Part 1

Part 2 Opines on the definition of development. 1 mark

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CLASS 12 – ASSESSMENT ITEMS BASED ON ESSENTIAL IDEAS

Multiple-Choice Question

Chapter 1 Bricks, Beads and Bones

The towns of the Harappan civilisation were well-planned and comprised of big buildings which were not seen in the region
Essential Idea
prior to this time.

Analyze this plan of the Citadel in Mohenjodaro. As a student of history, what inferences can you make about the Harappan
civilisation’s approach to architecture?

Item stem +
question

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 Option Reason/Explanation for this option

The Harappan civilisation’s approach to architecture was

Correct answer well-planned and developed, in comparison to other This is the apt inference to draw from the above image.
civilisations of the period.

The Harappan civilisation’s architecture was guided by While the structures in the Harappan civilisation were grand
Distractor 1 ideas of grandeur, and a bid to outshine other and impressive, no evidence specifies that the objective of
civilisations of the world of the same time. these structures was to impress this grandeur on people.

The architects of Mohenjodaro wanted the city to be This is an inaccurate inference to derive from this image, and
Distractor 2
attractive for people to come to settle in. neither is it true.

The placement of different elements of the city’s

There are no obvious social undertones to the city’s
Distractor 3 architecture was indicative of the social and cultural
architecture, and neither is this specified in any evidence.
significance these places possessed.

Free Response Question/Subjective Questions

Chapter 1 Bricks, Beads and Bones

The artefacts, seals, weights, etc. are evidence that towns of the Harappan civilisation shared communication and trade with
Essential Idea
parts of the subcontinent and with faraway lands.

Item stem + It is an established fact that the Harappan civilisation engaged in trade within and beyond the subcontinent, and that there
question was communication with these lands. Using textual evidence, justify this assertion.

Sample Answer and Marking Rubric

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Part Description Marks

To determine that the Harappan civilisation was rich in inter-region trade and communication, it is essential
to focus on the overwhelming evidence that supports this assertion.
1. The discovery of seals and sealings from the archaeological sites such as Ropar presents evidence that
long-distance communication was carried out in the Harappan civilisation. These seals were designed in
ways that determined the security of packages as well as the determining of the sender’s identity.
2. The evidence of scripts found in the Harappan civilisation also indicates that communication within and
beyond the region was a well-established practice. Considering the variety of everyday objects these
Sample answer inscriptions were found on, it can be determined that literacy, and hence communication, was a 5 marks
widespread phenomenon.
3. Archaeological research that finds Harappan artefacts in distant lands – such as a large Harappan jar
coated with a thick layer of black clay that been found at Omani sites, traces of common copper particles
found in Omani and Harappan finds, archaeological evidence of Harappan seals, weights, dice and beads
in far-off lands, Mesopotamian texts that mention contact with regions named Dilmun, Magan and
Meluhha, (possible sites in the Harappan region), and inscriptions of boats and seals are also strong
indicators that trade, communication and exchange happened between the Harappan civilisation and
other regions.

Marking Rubric: Mentions that seals and sealings were indicative of communication, and of the usage of these seals with
1 mark
Part 1 evidence.

Mentions how evidence about script and inscriptions are indicative of literacy and communication using
Part 2 1 mark
justification.

Part 3 Mentions evidence of Harappan artefacts found in far-off lands with concrete examples. 3 marks

Multiple-Choice Question

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Chapter 2 Kings, Farmers and Towns: Early States and Economies

This was the period of the rise of kingdoms or chiefdoms. Chiefs were not bound to be linked by heredity, while kings were
Essential Idea
linked by heredity and some also deemed to have divine powers.

Item stem +
What was the primary difference between a kingdom like that of the Pandyas and of the Mauryan Empire?
question

Option Reason/Explanation for this option

Ruling in the Pandya kingdom was determined by a

Correct answer system of chiefdom and hence not determined by This is the correct response.
heredity, like the Mauryan Empire.

Ruling in the Mauryan Empire was determined by a

This is the complete opposite of the correct response, and is
Distractor 1 system of chiefdom and hence not determined by
intended to confuse students.
heredity, like the Pandya kingdom.

Rulers in the Pandya kingdom claimed divine status to

This is an untrue statement – it was Mauryan leaders who
Distractor 2 appeal to their subjects, while Mauryan rulers did not
claimed divine status so as to secure their subjects’ dedication.
resort to this support.

The chiefs of the Pandya kingdom were decided by

This is also an untrue statement, Mauryan leadership was
Distractor 3 heredity and pedigree, while the Mauryan empire
solely decided by pedigree.
decided rulers on the basis of capabilities.

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Free Response Question/Subjective Questions

Chapter 2 Kings, Farmers and Towns: Early States and Economies

From the 6th century BCE, technological advancements in agriculture and irrigation led to an increase in crop yields, though
Essential Idea the increase benefitted only certain sections of the rural society. Urban societies were centres of trade and coins were used
for exchange of goods.

In the 6th century BCE, there were technological advancements in agriculture that enabled an increase in crop yields. Some
Item stem + of these were the shift to plough agriculture, the use of irrigation and the usage of the iron ploughshare.
question
Were the benefits of these advancements equal to all social classes? Support your answer with evidence.

Sample Answer and Marking Rubric

Part Description Marks

While these technologies often led to an increase in production, the benefits were very uneven. It is evident
that there was a growing differentiation among people engaged in agriculture. Stories in the Buddhist
tradition, refer to landless agricultural labourers, small peasants, as well as large landholders. The term
gahapati was often used in Pali texts to refer to small peasants and landholders. The large landholders, as
well as the village headman, emerged as powerful figures and often exercised control over other cultivators.
Sample answer Early Tamil literature (the Sangam texts) also mentions different categories of people living in the villages – 5 marks
large landowners or vellalar, ploughmen or uzhavar and slaves or adimai. It is likely that these differences
were based on differential access to land, labour and some of the new technologies. In such a situation,
questions of control over land must have become crucial, as these were often discussed in legal texts.
From these examples, it can be concluded that while technological advancements were occurring in this
period, these disproportionately benefited the well-off.

Marking Rubric: Mentions all the technological improvements in agriculture around the 6th century BCE. 2 marks

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Part 1

Part 2 Specifies, with evidence, differential access to land, labour and agricultural advancements. 3 marks

Multiple-Choice Question

Chapter 3 Kinship, Caste and Class: Early Societies

Essential Idea The Mahabharata may not be accurate, but it gives a realistic glimpse into the social systems between 600 BCE and 600 CE.

Read the following excerpt from the Mahabharata of the Kauravas’ mother, Gandhari, engaged in conversation with her son
Duryodhana.

A mother's advice
The Mahabharata describes how, when war between the Kauravas and the Pandavas became almost inevitable, Gandhari made one
Item stem + last appeal to her eldest son Duryodhana:
question
By making peace you honour your father and me, as well as your well-wishers ... it is the wise man in control of his senses who guards
his kingdom. Greed and anger drag a man away from his profits; by defeating these two enemies a king conquers the earth... You will
happily enjoy the earth, my son, along with the wise and heroic Pandavas ... There is no good in a war, no law (dharma) and profit
(artha), let alone happiness; nor is there (necessarily) victory in the end - don't set your mind on war ...
Considering these words and Duryodhana’s subsequent actions, what can you possibly determine about the social position
ofDuryodhana
mothers indid
thisnot listen to this advice and fought and lost the war.
period?

Option Reason/Explanation for this option

It can be determined that while mothers held familial

Correct answer positions, their opinions did not influence significant This is the correct answer.
matters very much.

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 It can be determined that sons did not respect their This could be incorrectly assumed from the example, but it is
Distractor 1
mothers, irrespective of position. untrue.

It can be determined that sons had autonomous decision-

This also may be possibly assumed as true from the example,
Distractor 2 making power, irrespective of the social class they
but it is an incorrect deduction.
belonged to.

It can be determined that women were not capable of

Distractor 3 This is untrue, and the excerpt also does not allude to this.
providing resounding wisdom in this period.

Free Response Question/Subjective Questions

Chapter 3 Kinship, Caste and Class: Early Societies

Essential Idea Society had many divisions along kinships, caste, class, and gender, most of which are even prevalent today.

Item stem + Centring your analysis around women’s status and agency, compare the rules of marriage in ~500 BCE with present-day
question customs of marriage.

Sample Answer and Marking Rubric

Part Description Marks

Around ~500 BCE, patriliny was excessively practised, meaning that sons inherited the position and
resources of their fathers on their demise. In this situation, it is integral to look at the status of daughters.
Sample answer They had no claims to the resources of the household. At the same time, marrying them into families 5 marks
outside the kin was considered desirable. This system referred to as exogamy, meant that the lives of young
girls and women belonging to families that claimed high status were often carefully regulated to ensure that
they were married at the “right” time and to the “right” person. This gave rise to the belief that kanyadana

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 or the gift of a daughter in marriage was an important religious duty of the father. In offering a daughter in
marriage, it was also common practice to offer jewellery and other valuables to her and the family she was
to wed into. The gotra system was also important in this discussion on marriage. Two rules about gotra
were particularly important: women were expected to give up their father’s gotra and adopt that of their
husband on marriage and members of the same gotra could not marry.
To compare this to present-day customs of marriage, it is integral to arrive at a general understanding of
marriages currently. It can be observed that most of these customs are practised in some way in marriages
even now, so it raises the important question of women’s autonomy, agency and worth. Women are still
seen as having a ‘responsibility’, to be married off in the ‘right’ social situation to the ‘right’ person – with
favourable ‘gifts’ to her and the family she marries into.
While there are many examples that also counter this scenario in the present-day context, and factoring
these in is essential, it is crucial to examine why marriage customs have largely remained unchanged over
these centuries

Marking Rubric:
Explains, with evidence, the customs and rules around marriage in 500 BCE. 2 marks
Part 1

Part 2 Opines on present-day customs about marriage by quoting from direct or observed experience. 2 marks

Part 3 Makes a connection between rules in the past and the present. 1 mark

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Multiple-Choice Question

Chapter 4 Thinkers, Beliefs and Buildings: Cultural Developments

Philosophers and thinkers tried to understand the world around them and recorded their thoughts as texts, sculptures and
Essential Idea
architecture.

Item stem +
At the time of their inception, how were Buddhist sanghas different from typical social life?
question

Option Reason/Explanation for this option

Bhikkhus’ and Bhikkhunis’ positions in the sangha were

Correct answer not decided on the basis of social class or economic This is the correct answer.
resources.

Bhikkhunis were welcomed into sanghas from the There is not enough evidence to prove or disprove this
Distractor 1
inception of the religion. statement.

All administrative decisions were made by Bhikkhunis,

This is an untrue statement, Bhikkhunis were not given this
Distractor 2 thereby a direct contrast to women in mainstream
responsibility in sanghas.
society.

Bhikkhus’ and Bhikkhunis’ admission into the sangha

Distractor 3 was decided by their proficiency and clarity with This is also an untrue statement.
Buddhist ideas.

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Free Response Question/Subjective Questions

Chapter 4 Thinkers, Beliefs and Buildings: Cultural Developments

Philosophers and thinkers tried to understand the world around them and recorded their thoughts as texts, sculptures and
Essential Idea
architecture.

Item stem + How did Jainism spread to many parts of India? In a present-day situation, if one wanted to propagate a new religion among
question the masses, what would be the methods they could employ to achieve this successfully?

Sample Answer and Marking Rubric

Part Description Marks

Jaina scholars produced a wealth of literature in a variety of languages – Prakrit, Sanskrit and
Tamil. These manuscripts were carefully preserved in libraries attached to temples. Stone
sculptures associated with religious traditions have also been produced by devotees of the Jaina
Tirthankaras, and have been recovered from several sites throughout the subcontinent. Through
these symbols, Jainism, its central ideas and messages had spread to many parts of India.
Sample answer In the present day, with the technology and the resources available, I would propagate religion 3 marks
by first investigating what it is that ails people in general through direct engagement. I would
understand these concerns and incorporate them into the messaging of my religion. I would then
make the religion, its central ideas and messages clear to the general populace through digital
and print resources, and I would also ensure direct communication with me about this religion
would be possible.

Marking
Rubric: Specifies how Jainism spread to many parts of the country with examples. 2 marks
Part 1

Part 2 Opines on the student’s method to propagate a religion to people. 1 mark

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Multiple-Choice Question

Chapter 5 Through the Eyes of Travellers: Perceptions of Society

Travellers from other lands had a distinct perspective on prevailing conditions in society, and this perspective helps
Essential Idea
historians get a well-rounded account of life from 600 BCE to 600 CE.

This is what Ibn Juzayy, who was deputed to write what Ibn Battuta dictated, said in his introduction:
A gracious direction was transmitted (by the ruler) that he (Ibn Battuta) should dictate an account of the cities which he had seen in
his travel, and of the interesting events which had clung to his memory, and that he should speak of those whom he had met of the
Item stem +
rulers of countries, of their distinguished men of learning, and their pious saints. Accordingly, he dictated upon these subjects a
question
narrative which gave entertainment to the mind and delight to the ears and eyes, with a variety of curious particulars by the exposition
of which he gave edification and of marvellous things, by referring to which he aroused interest.

On reading this third-person account of Ibn Battuta’s travels, which of the following do you think makes the writing of
travellers like Ibn Battuta distinctive?

Option Reason/Explanation for this option

Having come from an external land, travel writers have

Correct answer an unbiased perspective on the lands they visit and can This is the correct answer.
capture all relevant details.

Travel writers had the opportunity to talk to many local

While this may seem true, there is no textual evidence to
Distractor 1 people, and locals were always truthful when conversing
completely prove this.
with travel writers.

Travel writers were extremely interested in gaining an This statement is true, but it does not answer the question
Distractor 2
understanding of local practices and traditions. prompt.

Travel writers were instructed by their rulers to write in

Distractor 3 This statement also cannot be proved as true or false.
a manner that would appeal to their people.

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Free Response Question/Subjective Questions

Chapter 5 Through the Eyes of Travellers: Perceptions of Society

Travellers’ accounts will include the experiences of their times, comparisons to their home countries and certain inherent
Essential Idea
biases.

Item stem + In detail, explain François Bernier’s understanding of the Mughal Empire as ‘degenerate’. What do you think caused him to
question have this perception?

Sample Answer and Marking Rubric

Part Description Marks

According to François Bernier, a fundamental issue in Mughal India was the lack of private property in land
in the former. He was a firm believer in the virtues of private property and saw crown ownership of land as
being harmful to both the state and its people. He thought that in the Mughal Empire, the emperor owned all
the land and distributed it among his nobles and that this had disastrous consequences for the economy and
society. Owing to crown ownership of land, argued Bernier, landholders could not pass on their land to their
children. So, they were averse to any long-term investment in the sustenance and expansion of production.
The absence of private property in land was, according to Bernier, a deterrent to wealth creation among the
Sample answer common folk. It is to be noted that no official Mughal documents suggest that the state was the sole owner of 5 marks
the land.
As an extension of this, Bernier described Indian society as consisting of undifferentiated masses of
impoverished people, subjugated by a small minority of a very rich and powerful ruling class. Between the
poorest of the poor and the richest of the rich, there was no social group or class worth the name.
Owing to these factors, Bernier believed the land to be degenerate. He was concerned with comparing and
contrasting what he saw in India with the situation in Europe in general and France in particular, focusing on

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 situations which he considered depressing. He constantly compared Mughal India with contemporary
Europe, generally emphasising the superiority of the latter. His representation of India works on the model
of binary opposition, where India is presented as the inverse of Europe. These opinions, I believe, came from
his experiences and the biases he possessed. If another traveller like Ibn Battuta can travel the country and
quote it as ‘exciting’, it is important to analyze the inherent prejudices these travellers’ accounts contain.

Marking Rubric:
With examples and evidence, provides justification to Bernier’s opinion of the Mughal Empire. 3 marks
Part 1

Provides an explanation for this opinion by providing evidence from the chapter on his comparison of the
Part 2 2 marks
Empire to Europe on multiple levels.

Multiple-Choice Question

Chapter 6 Bhakti-Sufi Traditions: Changes in Religious Beliefs and Devotional Texts

Essential Idea Inclusive, diverse and dynamic groups arose between the 8th and 18th century because of religious or social exclusion.

Item stem +
Why did newer bhakti movements of appeal to varied sections of society?
question

Option Reason/Explanation for this option

The rules of these movements were not as rigid and This is the correct answer, as this is the distinctive difference
Correct answer
exclusionary as well-established religious movements. between bhakti movements and established religions.

In comparison to well-established religious movements,

Distractor 1 There is no evidence to suggest this statement.
these offered higher autonomy to women.

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 The ideas of these bhakti movements did not appeal to
Distractor 2 Whether this is true or not cannot be ascertained.
Brahmins.

These bhakti movements rewrote the Vedas to be

Distractor 3 This is factually incorrect.
inclusive in nature.

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Free Response Question/Subjective Questions

Chapter 6 Bhakti-Sufi Traditions: Changes in Religious Beliefs and Devotional Texts

The traditions of such groups were fluid and even core messages were changed or abandoned if they were irrelevant or
Essential Idea
outdated.

The following is an excerpt written by Basavanna, the founder of the Virashaiva tradition.

Here is a vachana composed by Basavanna:

When they see a serpent carved in stone they pour milk on it.
If a real serpent comes they say: "Kill. Kill."
Item stem +
To the servant of the god who could eat if served they say: "Go away! Go away!"
question
But to the image of the god which cannot eat they offer dishes of food.

From this, what can you understand about the newer bhakti movements’ approach to established Brahminical traditions?
Would you consider newer bhakti movements and sufi movements as an evolution from Brahminical traditions? Why/why
not?

Sample Answer and Marking Rubric

Part Description Marks

It is a well-established fact that newer Bhakti traditions, it can be gathered that the proponents of these
movements generally did not approve of religious practices established by Brahmins. From this excerpt, one
Sample answer can understand that these movements did not approve of idol worship, of the offerings Brahmins made to 4 marks
religious deities, and of the general manner in which Brahminical traditions around service, caste distinctions
and societal treatment prevailed.

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 Yes, I believe that these newer religious movements were an evolution from established religious beliefs. They
were evolved in the sense of understanding devotion from a spiritual and philosophical lens, with religious
rules that seldom imposed archaic beliefs on its followers. I also believe these forms of religion had an impact
on the social situation by being inclusive of groups that had, until then, been excluded from any such
participation.

Marking Rubric: Establishes that the newer Bhakti movements were different from the existing Brahminical traditions with
2 marks
Part 1 evidence from the excerpt.

Part 2 Explains the reason why/why not these forms of religions were more evolved than Brahminical traditions. 2 marks

Multiple-Choice Question

Chapter 7 The Imperial Capital Vijayanagara

The evidence for the South Indian Empire of Vijayanagara comes primarily from remains of buildings, temples, and other
Essential Idea
structures. Epigraphs, artefacts, and inscriptions also support the assertion that Vijayanagara was a grand kingdom.

Item stem +
Observe this elevation drawing of the Lotus Mahal of Vijayanagara, and of the detailing on one arch.
question

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 What inference are you able to make about the architecture of this kingdom?

Option Reason/Explanation for this option

The architecture of Vijayanagara was very grand and

Correct answer This is the correct answer.
paid a lot of attention to detail.

The architecture of Vijayanagara was designed to project

Distractor 1 This is an inaccurate statement, as no evidence points to this.
godly images of the king.

The architecture of Vijayanagara was undertaken by

Distractor 2 This statement cannot be proven.
giving importance to the people’s mandate.

The architecture of Vijayanagara was guided by Indo- This statement is untrue, the architecture was guided by Indo-
Distractor 3
Saracenic techniques. Islamic techniques.

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Free Response Question/Subjective Questions

Chapter 7 The Imperial Capital Vijayanagara

The evidence for the South Indian empire of Vijayanagara comes primarily from the remains of buildings, temples, and
Essential Idea
other structures. Epigraphs, artefacts, and inscriptions also support the assertion that Vijayanagara was a grand kingdom.

Observe this diagram, which outlines the architectural plan of Vijayanagar. Pay attention to the river channels, the main
river, the fortification and the structure of the kingdom, and connect this to the knowledge you have about the Vijayanagara
Empire.

Item stem +
question

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 1. Based on this, what inferences can you draw about the following?
a. The security of the kingdom
b. The places of worship in the kingdom
c. Urban life of the kingdom
2. In the diagram, certain areas of the kingdom are more fortified than others. Why do you think this is the case?

Sample Answer and Marking Rubric

Part Description Marks

a. From the diagram, the intense fortification attempts of the town are visible – especially in the royal centre.
This also corresponds with the fortification attempts that one has learnt about the Vijayanagara Empire.
These encircled not only the city but also its agricultural hinterland and forests. The outermost wall
linked the hills surrounding the city. The massive masonry construction was slightly tapered. No mortar
or cementing agent was employed anywhere in the construction. The stone blocks were wedge-shaped,
which held them in place, and the inner portion of the walls was of earth packed with rubble. Square or
rectangular bastions projected outwards. From this description, it can be gathered that the security
efforts of the kingdom were strongly in place.
Sample answer b. As can be observed from the image, the Sacred Centre of the kingdom housed multiple temples and places 8 marks
of worship. In addition, Field surveys indicate that the entire area was dotted with numerous shrines and
small temples, pointing to the prevalence of a variety of cults, perhaps supported by different
communities. The surveys also indicate that wells, rainwater tanks as well as temple tanks may have
served as sources of water for ordinary town dwellers.
c. It can be observed from the image that the urban core of the kingdom was spread out among a significant
portion of the land, pointing to evidence that it was significant in the kingdom. The houses of the
kingdom’s people have been found to live in the urban core. A sixteenth-century traveller described the
houses of ordinary people, which have not survived for archaeological research as thatched, but well-built

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 and arranged along long streets. The evidence of Chinese porcelain in the urban core also suggests that
rich tradesmen lived here.
Certain areas, such as the royal core and sacred centre are much more fortified than other sections of the
kingdom; I believe this is an indication of the priorities of the kingdom and what it valued as important.

Marking Rubric: Infers and draws conclusions about the condition of the fortification attempts of the kingdom and other
2 marks
Part 1 security measures.

Infers and draws conclusions about the religious spaces in the kingdom from the diagram and adds to existing
Part 2 2 marks
knowledge from the textbook.

Infers and draws conclusions about the urban life in the kingdom from the diagram and adding to existing
Part 3 2 marks
knowledge from the textbook.

Opines on possible reasons for the higher fortification of certain spaces of the kingdom that are in line with
Part 4 2 marks
students’ knowledge of the kingdom and logic. The sample answer is one possible answer in this direction.

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Multiple-Choice Question

Chapter 8 Peasants, Zamindars and the State

Landowners and farm workers claimed rights to agricultural produce, which led to competition, conflict, and cooperation
Essential Idea
between them.

Item stem + Which of the following is the strongest evidence that the peasantry and the zamindars had a relationship that was
question cooperative, despite significant exploitation of the farm workers by the landowners?

Option Reason/Explanation for this option

Zamindars were supported by farm workers in agrarian

Correct answer This is the correct answer.
revolts against the State.

There is evidence that the zamindars gave farm This is an inaccurate statement; the text does not offer any such
Distractor 1
labourers a fixed percentage of the produce. statement.

Despite their elevated social standing, the zamindars

Distractor 2 did not practice overt caste-based discrimination There is no evidence to suggest this in the textbook.
against the farm workers.

Working in the milkiyat of Zamindars usually offered This is also a statement that cannot be backed by textual
Distractor 3
farm owners higher wages. evidence.

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Free Response Question/Subjective Questions

Chapter 8 Peasants, Zamindars and the State

In the 16th and 17th centuries, crops were grown not just for consumption but also for trade. Owing to this, rural agrarian
Essential Idea
production was marked by interference in the form of revenue collectors, record keepers, etc.

Item stem + Why did the Mughal Empire, under Akbar’s rule, construct an elaborate state apparatus to monitor agricultural production?
question How did the Empire go about this task on a day-to-day level?

Sample Answer and Marking Rubric

Part Description Marks

The Mughals were particular about monitoring agricultural production because revenue from the land was the
economic mainstay of the Mughal Empire. This apparatus included the office of the diwan who was
responsible for supervising the fiscal system of the empire. So, revenue officials and record keepers became
significant in the agricultural landscape of the Empire.
The State engaged in this process in a multi-pronged manner. It first tried to acquire specific information
Sample answer about the extent of the agricultural lands in the empire and what these lands produced before fixing the 5 marks
burden of taxes on people. The land revenue arrangements consisted of two stages – first, assessment and
then actual collection. The jama was the amount assessed, as opposed to hasil, the amount collected. In his list
of duties of the revenue collector, Akbar decreed that while he should strive to make cultivators pay in cash,
the option of payment in kind was also to be kept open. While fixing revenue, the attempt of the state was to
maximise its claims. The scope of actually realising these claims was, however, sometimes thwarted by local
conditions. Both cultivated and cultivable lands were measured in each province.

Marking Rubric: Specifies the reason for the administrative focus on agriculture as the reliance of the State on farming for
2 marks
Part 1 revenue accurately with support.

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 Details the process by which the State engaged in this revenue collection – through assessment firstly and then
Part 2 3 marks
collection, and the details of this collection.

Multiple-Choice Question

Chapter 10 Colonialism and the Countryside: Exploring Official Archives

The dynamics between the peasants, zamindars, moneylenders and the British East India Company were influenced by the
Essential Idea
tax collection system, leaving the peasants in intense debt-cycles.

Item stem +
Which of these is the most pertinent reason for the failure of the Permanent Settlement?
question

Option Reason/Explanation for this option

The revenue demanded by the Company as part of the

Correct answer This is the correct answer.
Permanent Settlement was very high.

As part of the Permanent Settlement, the zamindars were This is untrue, revenue decisions were not taken by the
Distractor 1
free to decide the revenue to be charged. zamindars.

The jotedars and zamindars worked in coalition to charge This is untrue, the jotedars were not working in partnership
Distractor 2
high revenues from farm labourers. with the zamindars.

Despite good harvests, the ryots were not interested in

Distractor 3 This is also an untrue statement.
payment to the Company.

Free Response Question/Subjective Questions

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Chapter 10 Colonialism and the Countryside: Exploring Official Archives

The dynamics between the peasants, zamindars, moneylenders and the British East India Company were influenced by the
Essential Idea
tax collection system, leaving the peasants in intense debt cycles.

Item stem +
Briefly explain the cotton boom of the 1860s in India and its aftermath in the context of a debt cycle.
question

Sample Answer and Marking Rubric

Part Description Marks

When the American Civil War broke out in 1861, cotton imports from America fell to less than three per cent
of the normal: from over 2,000,000 bales (of 400 lbs each) in 1861 to 55,000 bales in 1862 – resulting in
emergency messages being sent to India and elsewhere to increase cotton exports to Britain. In Bombay,
cotton merchants visited the cotton districts to assess supplies and encourage cultivation. As cotton prices
soared, export merchants in Bombay were keen to secure as much cotton as possible to meet the British
demand. So, they gave advances to urban sahukars who in turn extended credit to those rural moneylenders
who promised to secure the produce. Owing to the boom in the market, credit flowed easily, and this resulted
in lending optimism. These developments had a profound impact on the Deccan countryside. The ryots in the
Sample answer Deccan villages suddenly found access to seemingly limitless credit. Sahukars were more than willing to 5 marks
extend long-term loans. While the American crisis continued, cotton production in the Bombay Deccan
expanded. Between 1860 and 1864 cotton acreage doubled. By 1862 over 90 per cent of cotton imports into
Britain were coming from India. However, these boom years did not bring prosperity to all cotton producers
in an equitable manner – some rich peasants did gain, but for the large majority, cotton expansion meant
heavier debt.
As the Civil War ended, cotton production in America revived and Indian cotton exports to Britain steadily
declined. Owing to the lessened demand, lenders were not keen on extending credit to the ryots. Amidst this
and the falling production, the revenue demanded by the Company also increased by significant amounts. The

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 ryots came to see the moneylender as devious and deceitful. They complained of moneylenders manipulating
laws and forging accounts. To remedy this, the British passed a Limitation Law that stated that the loan bonds
signed between moneylenders and ryots would have validity for only three years. This law was meant to
check the accumulation of interest over time. The moneylenders, however, turned the law around, forcing the
ryots to sign a new bond every three years. When a new bond was signed, the unpaid balance – that is, the
original loan and the accumulated interest, was entered as the principal on which a new set of interest charges
was calculated. In this manner, debt was further perpetuated, thereby signalling a debt cycle that the ryots
could not come out of.

Marking Rubric:
Explains the cotton boom in India, its reasons and the effect this had on credit availability and production. 3 marks
Part 1

Explains the aftermath of the cotton boom with reasons in terms of lessened demand and lesser credit
Part 2 1 mark
availability.

Using the Limitation Law and its manipulation, explains the aftermath of the cotton boom in the context of a
Part 3 1 mark
debt cycle.

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Multiple-Choice Question

Chapter 11 Rebels and the Raj: The Revolt of 1857 and its Representations

Essential Idea The soldiers, kings, zamindars, etc. had crucial roles to play during the revolt of 1857.

Item stem +
Which of these was the most important factor that contributed to the uprising against the British in the 1940s?
question

Option Reason/Explanation for this option

The two-way communication between sepoys and their

This is the most significant reason for the revolts in this time
Correct answer brethren in rural India, who arrived to fight White
period.
officers with the sepoys.

The two-way communication between sepoys and

Distractor 1 zamindars in rural India, over the common concern of This is an incorrect statement.
rising demands from the Company.

The White superiors passed racial remarks against the While this is a cause for sepoy dissatisfaction, this was not the
Distractor 2
sepoys. only or most significant reason for the collective uprising.

The families of sepoys began worrying for their safety

Distractor 3 This cannot be proved as true.
while working under White officers.

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Free Response Question/Subjective Questions

Chapter 11 Rebels and the Raj: The Revolt of 1857 and its Representations

The policies and actions of the British East India Company made locals believe that the Britishers were intent on ‘reforming’
Essential Idea
them. This mindset was susceptible to rumours which in turn led to the revolt of 1857.

Item stem + Briefly describe one of the rumours that were circulating in 1857 in India. What were some of the reasons for collective
question belief in these rumours?

Sample Answer and Marking Rubric

Part Description Marks

One such rumour was that the British government had hatched a conspiracy to destroy the caste and religion
of Hindus and Muslims. According to the rumours, the British had mixed the bone dust of cows and pigs into
the flour that was sold in the market to achieve this. In towns and cantonments, sepoys and the common
people refused to touch the atta. There was fear and suspicion that the British wanted to convert Indians to
Sample answer Christianity. Panic spread fast, which the British officers tried to allay, with unsuccessful results. 3 marks
From a logical standpoint, rumours such as these do sound illogical, but these need to be analyzed in context
of the larger sociocultural reality to ascertain why people believed in these rumours. Around this time, the
British adopted policies aimed at “reforming” Indian society by introducing Western education, Western ideas
and Western institutions.

Marking Rubric:
Explains, in detail, any particular rumour that was prevalent among the masses around this time. 2 marks
Part 1

Part 2 Explains the reason for the belief in such rumours. 1 mark

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Multiple-Choice Question

Chapter 13 Mahatma Gandhi and the Nationalist Movement: Civil Disobedience and Beyond

The activities, decisions and interactions of Gandhi had immense impact on locals and the British rulers between 1915 and
Essential Idea
1948.

Item stem +
What was the deeper messaging and call-to-action behind Gandhi’s speech at Banaras Hindu University in 1916?
question

Option Reason/Explanation for this option

That Indian nationalism was an elite phenomenon, and

Correct answer ought to be made more representative of all of India’s This is the correct answer.
populace.

That all Indians ought to be involved in the struggle in

Distractor 1 This is not a statement that can be proved.
Champaran.

That representation for independence causes was

Indian independence was to be equitably represented by all
Distractor 2 completely required from underserved sections of
sections of society; this statement is untrue.
society.

That Indian nationalism was to be made simple so as to

Distractor 3 This is a reductive statement and is untrue.
ensure the collective participation of the masses.

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Free Response Question/Subjective Questions

Chapter 13 Mahatma Gandhi and the Nationalist Movement: Civil Disobedience and Beyond

Reconstructing an individual’s historical biography entails an examination of various sources like contemporary literature,
Essential Idea
news items, live accounts, personal correspondence and the like.

An account of Gandhi can be gathered from multiple sources – public speeches, private correspondence, autobiographies,
Item stem + official records and press items.
question While reconstructing an influential individual’s history, each of these sources is valuable. Elaborate the unique uses and
limitations of any two of these specified sources.

Sample Answer and Marking Rubric

Part Description Marks

1. Autobiographies –
a. An autobiography provides us with the best possible insight into a person’s life, considering it is
written from their vantage point.
b. However, it also is directed by the individual itself and is hence prone to a lot of bias and writing that
stems from a lack of or improper reflection.
Sample answer 2 marks
2. Official records –
a. Official records are important in gaining a clear understanding of significant events in an individual’s
life.
b. However, these records often do not show the incentive/rationale/motivator to these acts, and hence
can be incomplete.

Marking Rubric: 1 mark

Details the uses and limitations of autobiographies. (0.5 mark
Part 1 each)

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 1 mark
Part 2 Details the uses and limitations of official records. (0.5 mark
each)

Multiple-Choice Question

Chapter 15 Framing the Constitution – The Beginning of a New Era

The process of arriving at the Constitution in a country as large, diverse and varied as India involved much deliberation,
Essential Idea
debate and discourse.

Item stem + Gandhi opposed B.R. Ambedkar’s demand for separate electorates for the Depressed Castes. What was his rationale for this
question opposition?

Option Reason/Explanation for this option

Gandhi thought that this would further segregate these

Correct answer This is the correct answer.
marginalized communities from mainstream society.

Gandhi thought that this would dilute the spirit of

Distractor 1 This is not a statement that can be proved.
democracy in the country.

Gandhi thought that Ambedkar’s line of thinking was a

Distractor 2 This is a false statement.
remnant of colonialism, and hence had to be abolished.

Gandhi did not believe that separate electorates would

Distractor 3 This is a false statement.
contribute to strong elections.

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Free Response Question/Subjective Questions

Chapter 15 Framing the Constitution – The Beginning of a New Era

The process of arriving at the Constitution in a country as large, diverse and varied as India involved much deliberation,
Essential Idea
debate and discourse.

Item stem + In the context of deciding the language of the nation, what was R.V. Dhulekar’s argument? What could have been one
question possible ramification of this?

Sample Answer and Marking Rubric

Part Description Marks

Dhulekar wanted Hindi to be declared as the National Language of the country, not as one of its Official
Languages. He attacked those who protested that Hindi was being forced on the nation, and mocked at those
who said, in the name of Mahatma Gandhi, that Hindustani rather than Hindi ought to be the national
language.
Sample answer There are obvious concerns with this approach – one of which I will highlight. India is a diverse country, with 3 marks
different languages spoken in different parts of the country. Even within these parts, there are different
dialects and indigenous languages in the country. To profess that Hindi ought to be the only National
Language of the country amidst this diversity is reductive and deeply exclusionary of the rest of the country’s
citizens.

Marking Rubric:
Recalls Dhulekar’s arguments for Hindi being the National Language of the country with evidence. 1 mark
Part 1

Part 2 Elaborates on one ramification of this stance. 2 marks

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REFERENCE DOCUMENTS

1. Position paper: National focus group on teaching Social Studies, NCERT 2006
2. CBSE Draft Learning Objectives.
3. National Curriculum Framework, NCERT 2005
4. History Curriculum Document, NCERT
5. NCERT Class 11 History Textbook
6. NCERT Class 12 History Textbook
7. Pedagogy of Teaching History: Comparing the Chronologic and Thematic Approaches, Daniel Tew, 2014.
8. Preparing history teachers to develop young people's historical thinking, Terrie Epstein, 2012.

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 ACKNOWLEDGEMENT

ADVISORY
● Smt. Nidhi Chhibber, IAS, Chairperson, CBSE
GUIDANCE AND SUPPORT
● Dr. Joseph Emmanuel, Director (Academics), CBSE
● Dr. Praggya M. Singh, Director, (Academics-Assessment), CBSE
● Dr. Sweta Singh, Joint Secretary (Academics), CBSE
● Mr. Manish Kumar Tyagi, Under Secretary (Academics), CBSE
● Mr. Sridhar Rajagopalan, Chief Learning Officer, Ei
● Mr. Nishchal Shukla, Vice President, Content Development & Pedagogical Research, Ei
PLANNING AND EXECUTION
● Mr. Ritesh Agarwal, Associate Vice President, Ei
● Mr. Varun Kappal, Program Director, Ei
● Ms. Manisha Upreti, Manager, Ei
● Mr. H.M Shahnawaz Khan, Associate Manager, Ei
● Mr. Muzaffar Ahmad, Education Specialist, Ei
CONTENT DEVELOPMENT TEAM
● Ms. Rashim Vaid, Ex-employee, Ei
● Mr. Avikant Bhardwaj, Ex-employee, Ei
● Ms. Saiqua Sultan, Associate Manager, Ei
● Ms. Ritu Lamba, Founder, Things Education
REVIEWERS
● Ms. Vinita Rikhi, HOD Social Science & History, ASN S.S School, Mayur Vihar, Delhi.
● Ms. Kavita Dhar, PGT History, Bal Bharti Public School, Pitampura, Delhi

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 Learning Framework for Classes 11-12 History 135
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