{"id":12769,"date":"2017-04-14T21:24:53","date_gmt":"2017-04-14T15:54:53","guid":{"rendered":"https:\/\/www.cbselabs.com\/?p=12769"},"modified":"2021-09-18T15:25:48","modified_gmt":"2021-09-18T09:55:48","slug":"cbse-history-class-12-syllabus","status":"publish","type":"post","link":"https:\/\/www.cbselabs.com\/cbse-history-class-12-syllabus\/","title":{"rendered":"CBSE Syllabus for Class 12 History"},"content":{"rendered":"
CBSE Syllabus for Class 12 History<\/strong><\/span><\/h2>\n
Course Structure for Class XII History (2017-18)<\/h3>\n
The Story of the First Cities: Harappan Archaeology.<\/strong> \nBroad overview:<\/strong> Early urban centres. \nStory of discovery:<\/strong> Harappan civilization. \nExcerpt:<\/strong> Archaeological report on a major site. \nDiscussion:<\/strong> How it has been utilized by archaeologists\/historians.<\/li>\n
Political and Economic History: How Inscriptions tell a story.<\/strong> \nBroad overview:<\/strong> Political and economic history from the Mauryan to the Gupta period. \nStory of discovery:<\/strong> Inscriptions and the decipherment of the script. Shifts in the understanding of political and economic history. \nExcerpt:<\/strong> Asokan inscription and Gupta period land grant. \nDiscussion:<\/strong> Interpretation of inscriptions by historians.<\/li>\n
Social Histories:<\/strong> Using the Mahabharata<\/strong> \nBroad overview:<\/strong> Issues in social history, including caste, class, kinship and gender. \nStory of discovery:<\/strong> Transmission and publications of the Mahabharata. \nExcerpt:<\/strong> from the Mahabharata, illustrating how it has been used by historians. \nDiscussion:<\/strong> Other sources for reconstructing social history.<\/li>\n
A History of Buddhism: Sanchi Stupa <\/strong> \nBroad overview:<\/strong> \n(a) A brief review of religious histories of Vedic religion, Jainism, Vaisnavism, Saivism. \n(b) Focus on Buddhism. \nStory of discovery:<\/strong> Sanchi stupa \nExcerpt:<\/strong> Reproduction of sculptures from Sanchi. \nDiscussion:<\/strong> Ways in which sculpture has been interpreted by historians, other sources for reconstructing the history of Buddhism. \nPart II<\/strong><\/li>\n
Agrarian Relations: The Am-i- Akbari Broad overview:<\/strong> \n(a) Structure of agrarian relations in the 16th and 17th centuries. \n(b) Patterns of change over the period. \nStory of Discovery:<\/strong> Account of the compilation and translation of Ain-i-Akbari. \nExcerpt:<\/strong> from the Ain-i-Akbari \nDiscussion:<\/strong> Ways in which historians have used the text to reconstruct history.<\/li>\n
The Mughal Court: Reconstructing Histories through Chronicles<\/strong> \nBroad overview:<\/strong> \n(a) Outline of political history 15th-17th centuries. \n(b) Discussion of the Mughal court and politics. \nStory of Discovery:<\/strong> Account of the production of court chronicles, and their subsequent translation and transmission. \nExcerpts:<\/strong> from the Akbarnama and Padshahnama. \nDiscussion:<\/strong> Ways in which historians have used the texts to reconstruct political histories.<\/li>\n
New Architecture: Hampi Broad overview:<\/strong> \n(a) Outline of new buildings during Vijayanagar period-temples, forts, irrigation facilities. \n(b) Relationship between architecture and the political system. \nStory of Discovery:<\/strong> Account of how Hampi was found. \nExcerpt:<\/strong> Visuals of buildings at Hampi. \nDiscussion:<\/strong> Ways in which historians have analyzed and interpreted these structures.<\/li>\n
Religious Histories: The Bhakti-Sufi Tradition<\/strong> \nBroad overview:<\/strong> \n(a) Outline of religious developments during this period. \n(b) Ideas and practices of the Bhakti-Sufi saints. \nStory of Transmission:<\/strong> How Bhakti-Sufi compositions have been preserved. \nExcerpt:<\/strong> Extracts from selected Bhakti-Sufi works. \nDiscussion:<\/strong> Ways in which these have been interpreted by historians.<\/li>\n
Medieval Society through Travelers\u2019 Accounts<\/strong> \nBroad overview:<\/strong> Outline of social and cultural life as they appear in travelers\u2019 accounts. \nStory of their writings:<\/strong> A discussion of where they travelled, why they travelled, what they wrote, and for whom they wrote. \nExcerpts:<\/strong> from Alberuni, lbn Batuta, Bernier. \nDiscussion:<\/strong> What these travel accounts can tell us and how they have been interpreted by historians. \nPART – III<\/strong><\/li>\n
Colonialism and Rural Society: Evidence from Official Reports<\/strong> \nBroad overview:<\/strong> \n(a) Life of zamindars, peasants and artisans in the late 18th century \n(b) East India Company, revenue settlements and surveys. \n(c) Changes over the nineteenth century. \nStory of official records:<\/strong> An account of why official investigations into rural societies were undertaken and the types of records and reports produced. \nExcerpts:<\/strong> From Firminger\u2019s Fifth Report, Accounts of Frances Buchanan-Hamilton, and Deccan Riots Report. \nDiscussion:<\/strong> What the official records tell and do not tell, and how they have been used by historians.<\/li>\n
Representations of 1857 Broad overview:<\/strong> \n(a) The events of 1857-58. \n(b) How these events were recorded and narrated. \nFocus:<\/strong>\u00a0Lucknow. \nExcerpts:<\/strong> Pictures of 1857. Extracts from contemporary accounts. \nDiscussion:<\/strong> How the pictures of 1857 shaped British opinion of what had happened.<\/li>\n
Colonialism and Indian Towns: Town Plans and Municipal Reports<\/strong> \nBroad overview:<\/strong> The growth of Mumbai, Chennai, hilt stations and cantonments in the 18th and 19th centuries. \nExcerpts:<\/strong> Photographs and paintings. Plans of cities. Extract from town plan reports. Focus on Kolkata town planning. \nDiscussion:<\/strong> How the above sources can be used to reconstruct the history of towns. What these sources do not reveal.<\/li>\n
Mahatma Gandhi through Contemporary Eyes<\/strong> \nBroad overview:<\/strong> \n(a) The Nationalist Movement 1918 – 48. \n(b) The nature of Gandhian politics and leadership. \nFocus:<\/strong> Mahatma Gandhi in 1931. \nExcerpts:<\/strong> Reports from English and Indian language newspapers and other contemporary writings. \nDiscussion:<\/strong> How newspapers can be a source of history.<\/li>\n
Partition through Oral Sources <\/strong> \nBroad overview:<\/strong> \n(a) The history of the 1940s. \n(b) Nationalism, Communalism and Partition. \nFocus:<\/strong> Punjab and Bengal. \nExcerpts:<\/strong> Oral testimonies of those who experienced partition. \nDiscussion:<\/strong> Ways in which these have been analyzed to reconstruct the history of the event.<\/li>\n
The Making of the Constitution <\/strong> \nBroad overview:<\/strong> \n(a) Independence and the new nation state. \n(b) The making of the Constitution. \nFocus:<\/strong> The Constitutional Assembly debates. \nExcerpts:<\/strong> from the debates. \nDiscussion:<\/strong> What such debates reveal and how they can be analyzed.<\/li>\n
Map Work on Units 1-15<\/strong><\/li>\n<\/ol>\n<\/td>\n
\n
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Familiarize the learner with early urban centres as economic and social institutions.<\/li>\n
Introduce the ways in which new data can lead to a revision of existing notions of history.<\/li>\n
Illustrate how archaeological reports.<\/li>\n
Familiarize the learner with major trends in the political and economic history of the subcontinent.<\/li>\n
Introduce inscriptional analysis and the ways in which these have shaped the understanding of political and economic processes.<\/li>\n
Familiarize the (earner with issues in social history.<\/li>\n
Introduce strategies of textual analysis and their use in reconstructing social history.<\/li>\n
Discuss the major religious developments in early India.<\/li>\n
Introduce strategies of visual analysis and their use in reconstructing histories of religion.<\/li>\n
Discuss developments in agrarian relations.<\/li>\n
Discuss how to supplement official documents with other sources.<\/li>\n
Familiarize the (earner with the major landmarks in political history.<\/li>\n
Show how chronicles and other sources are used to reconstruct the histories of political institutions.<\/li>\n
Familiarize the learner with the new buildings that were built during the time.<\/li>\n
Discuss the ways in which architecture can be analyzed to reconstruct history.<\/li>\n
Familiarize the learner with religious developments.<\/li>\n
Discuss ways of analyzing devotional literature as sources of history.<\/li>\n
Familiarize the learner with the salient features of social histories described by the travelers.<\/li>\n
Discuss how travelers accounts can be used as sources of social history.<\/li>\n
Discuss how colonialism affected zamindars, peasants and artisans.<\/li>\n
Understand the problems and limits of using official sources for understanding the lives of people.<\/li>\n
Discuss how the events of 1857 are being reinterpreted.<\/li>\n
Discuss how visual material can be used by historians.<\/li>\n
Familiarize the (earner with the history of modern urban centres. Discuss how urban histories can be written by drawing on different types of sources.<\/li>\n
Familiarize the (earner with significant elements of the Nationalist Movement and the nature of Gandhian leadership.<\/li>\n
Discuss how Gandhi was perceived by different groups.<\/li>\n
Discuss how historians need to read and interpret newspapers, diaries and letters as historical source.<\/li>\n
Discuss the last decade of the national movement, the growth of communalism and the story of partition.<\/li>\n
Understand the events through the experience of those who lived through these years of communal violence.<\/li>\n
Show the possibilities and limits of oral sources.<\/li>\n
Familiarize students with the history of the early years after independence.<\/li>\n
Discuss how the founding ideals of the new nation state were debated and formulated.<\/li>\n
Understand how such debates and discussions can be read by historians.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
17. Project Work<\/h3>\n
Please refer Circular for project work guidelines.<\/strong> \nProject work will help students:<\/strong><\/p>\n
\n
To develop skill to gather data from a variety of sources, investigate diverse viewpoints and arrive at logical deductions.<\/li>\n
To develop skill to comprehend, analyze, interpret, evaluate historical evidence and understand the limitation of historical evidence.<\/li>\n
To develop 21st century managerial skills of co-ordination, self-direction and time management.<\/li>\n
To (earn to work on diverse cultures, races, religions and lifestyles.<\/li>\n
To learn through constructivism-a theory based on observation and scientific study.<\/li>\n
To inculcate a spirit of inquiry and research.<\/li>\n
To communicate data in the most appropriate form using a variety of techniques.<\/li>\n
To provide greater opportunity for interaction and exploration.<\/li>\n
To understand contemporary issues in context to our past.<\/li>\n
To develop a global perspective and an international outlook.<\/li>\n
To grow into caring, sensitive individuals capable of making informed, intelligent and independent choices.<\/li>\n
To develop lasting interest in history discipline.<\/li>\n<\/ul>\n