CBSE Class 12 History Syllabus 2022-23 Pdf download

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CBSE Class 12 History Syllabus 2022-23

The Central Board of Secondary Education has released the Class 12 History Syllabus 2022-23 on its official website. The same Class 12 History Syllabus 2022-23 we have covered on this page in the simplest format so students won’t get into trouble while using Class 12 History Syllabus 2022-23. In Class 12 History Syllabus 2022-23, we have covered the Parts, Themes, projects, and reference books. The students must go through the entire Class 12 History Syllabus 2022-23 and pass their exam with flying colors. Bookmark this page to get all the latest updates from the Central Board of Secondary Education.

CBSE Class 12 History Syllabus 2022-23 Pdf Download

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Class 12 History Syllabus 2022-23: Course structure

Here we have covered the summary of the Class 12 History Syllabus 2022-23. The students can check the mark break up of each and every unit on the table. Class 12 History Syllabus 2022-23 is divided into 3 parts. Check the table below:

THEMES	Periods	Marks
Themes in Indian History Part-I		25
Theme 1 Bricks, Beads and Bones	15
Theme 2 Kings, Farmers and Towns	15
Theme 3 Kinship, Caste and Class	15
Theme 4 Thinkers, Beliefs and Buildings	15
Themes In Indian History Part-II		25
Theme 5 Through the Eyes of Travellers	15
Theme 6 Bhakti –Sufi Traditions	15
Theme 7 An Imperial Capital: Vijayanagar	15
Theme 8 – Peasants, Zamindars and the State	15
Themes In Indian History Part-III		25
Theme 10 Colonialism and The Countryside	15
Theme 11 Rebels and the Raj	15
Theme 13 Mahatma Gandhi and the Nationalist Movement	15
Theme 15 Framing the Constitution	15
Including Map Work of The Related Themes	15	5
Total		80
Project work	25	20
Total	220	100

CBSE Class 12 History Syllabus 2022-23: Theme wise

The CBSE Class 12 History Syllabus 2022-23 is divided into 3 parts. Let’s understand the CBSE Class 12 History Syllabus 2022-23 in detail.

Themes in Indian History Part-I

Themes	Learning Objectives	Learning outcomes
BRICKS, BEADS AND BONES The Harappan Civilization: Broad overview: Early urb an centers Story of discovery: Harappan civilization Excerpt: Archaeological report on a major site Discussion: How it has been utilized by archaeologists/ historians	● Familiarize the learner with early urban centers as economic and social institution. ● Introduce the ways in which new data can lead to a revision of existing notions of history	At the completion of this unit students will be able to: ● State and deduce the multi-lateral aspects of Harappan civilization in order to understand the first civilization of the world. ● Develop an ability to use and analyze socio- economic, political aspects of Harappa ● Investigate and interpret historical and contemporary sources and viewpoints of ASI and historians on Harappa
KINGS, FARMERS AND TOWNS: Early States and Economies (c. 600 BCE-600CE) Broad overview: Political and economic History from the Mauryan to the Gupta period Story of discovery: Inscriptions and the Decipherment of the script. Shifts in the Understanding of political and economic history. Excerpt: Ashokan inscription and Gupta period land grant Discussion: Interpretation of inscriptions by historians	•Familiarize the learner with major trends in the political and economic history of the subcontinent. ● Introduce inscripti onal analysis and the ways in which these have shaped the understanding of political and economic processes	At the completion of this unit students will be able to: ● Explain major trends in the 6th century BCE in order to understand the political and economic history of the subcontinent. • Analyze inscriptional evidences and the ways in which these have shaped the understanding of political and economic processes
KINSHIP, CASTE AND CLASS Early Society Societies (C. 600 BCE-600 CE) Broad overview: Social Histories: Using the Mahabharata Issues in social history, inclu ding caste, class, kinship an d gender Story of discovery: Transmission and publications of the Mahabharat Excerpt: from the Mahabharata, illustrating how it has been used by historians. Discussion: Other sources for reconstructing social history	•Familiarize the learners with issues in social history. ●Introduce the strategies of textual analysis and their use in reconstructing social history.	At the completion of this unit students will be able to ● Analyze social norms in order to understand the perspectives of society given in the scriptures of ancient India. ●Examine the varied dimensions explored by historians in order to understand dynamic approach of Mahabharata
THINKERS, BELIEFS AND BUILDINGS Cultural Developments (c. 600 BCE – 600 CE) Broad overview: A History of Buddhism: Sanchi Stupa a) A brief review of religious histories of Vedic religion, Jainism, Vaishnavism, Shaivism (Puranic Hinduism) b) Focus on Buddhism. Story of discovery: Sanchi stupa. Excerpt: Reproduction of sculptures from Sanchi. Discussion: Ways in which sculpture has been interpreted by historians, other sources for reconstructing the history of Buddhism	● Discuss the major religious developments in early India. ● Introduce strategies of visual analysis and their use in reconstructing the theories of religion.	At the completion of this unit students will be able to: ●Compare the distinct religious facets in order to understand the religious developments in ancient India ●Elucidate the rich religious sculpture and infer the stories hidden in it.

Themes In Indian History Part-II

Themes	Learning Objectives	Learning Outcomes
THROUGH THE EYES OF TRAVELLERS Perceptions of Society (c. tenth to seventeenth century) Broad Overview: outlines of social and cultural life as they appear in traveller’s account. Story of their writings: A discussion of where they travelled, what they wrote and for whom they wrote. Excerpts: from Al Biruni, Ibn Battuta, Francois Bernier. Discussion: What these travel accounts can tell us and how they have been interpreted by historians.	Familiarize the learner with the salient features of social histories described by the travellers.● Discuss how traveller’s accounts can be used as sources of social history.	At the completion of this unit students will be able to: • Identify the accounts of foreign travellers in order to understand the social political and economic life during the tenure of different rulers in the medieval period • Compare and contrast the perspectives of Al Biruni, Ibn Battuta and Bernier towards Indian society
BHAKTI –SUFI TRADITIONS: Changes in Religious Beliefs and Devotional Texts (c. eighth to eighteenth centuries) Broad overview: a. Outline of religious developments during this period saints. b. Ideas and practices of the Bhakti-Sufi Story of Transmission: How Bhakti-Sufi compositions have been preserved. Excerpt: Extracts from selected Bhakti-Sufi works. Discussion: Ways in which these have been interpreted by historians	● Familiarize the learner with the religious developments. ● Discuss ways of analyzing devotional literature as sources of history	At the completion of this unit students will be able to: ● Summarize the philosophies of different Bhakti and Sufi saints to understand the religious developments during medieval period. ● Comprehend the religious movement in order to establish unity, peace, harmony and brotherhood in society.
AN IMPERIAL CAPITAL: VIJAYANAGARA (c.fourteenth to sixteenth centuries) Broad Over View: New Architecture: Hampi a. Outline of new buildings during Vijayanagar period-temples, forts, irrigation facilities. b. Relationship between ar chitecture and the political system Story of Discovery: Account of how Hampi was found. Excerpt: Visuals of buildings at Hampi Discussion: Ways in which historians have analyzed and interpreted these structures	● Familiarize the learner with the new buildings that were built during the time. Discuss the ways in which architecture can be analyzed to reconstruct history.	At the completion of this unit students will be able to: ● Classify the distinctive architectural contributions of the Vijayanagar empire to comprehend the richness of mingled cultures of deccan India ●Analyze accounts of foreign traveller’s on Vijayanagar in order to interpret political, social and cultural life of the city.
PEASANTS, ZAMINDARS AND THE STATE Agrarian Society and the Mughal Empire (c. sixteenth-seventeenth centuries) Broad overview: The Aini-Akbari a. Structure of agrarian relations in the 16th and 17th centuries. b. Patterns of change over the period. Story of Discovery: Account of the compilation and translation of Ain I Akbari Excerpt: from the Ain-i Akbari. Discussion: Ways in which historians have used texts to reconstruct history.	• Discuss the developments in agrarian relations. ● Discuss how to supplement official documents with other sources	At the completion of this unit students will be able to: • Comprehend the facets of agrarian developments in order to understand the relationship between the state and the agriculture during Mughal period. Compare and contrast the agrarian changes occurred during sixteenth and seventeenth centuries

Themes In Indian History Part-III

Themes	Learning Objective	Learning Outcomes
COLONIALISM AND THE COUNTRYSIDE: Exploring Official Archives Broad overview: Colonialism and Rural Society: Evidence from Official Reports a) Life of zamindars, peasants and artisans in the late18thcentury b). Permanent Settlement, Santhals and Paharias Story of official records: An account of why official Investigations in to rural societies were undertaken and the types of records and reports produced. Excerpts: From Fifth Report Discussion: What the official records tell and do not tell, and how they have bee n used by historians.	•Discuss how colonialism affected zamindars, peasants and artisans. ● Comprehend the problems and limits of using official sources for understanding the lives of the people	At the completion of this unit students will be able to: ● Compare and contrast the revenue systems introduced by the British in order to understand the economic aspects of colonization in India. ●Analyze the colonial official records& reports in order to understand the divergent interest of British and Indians.
REBELS AND THE RAJ: 1857 Revolt and its RepresentationsBroad overview: a. The eventsof1857-58. b. Vision of Unity c. How these events were recorded and narrated. Focus: Lucknow Excerpts: Pictures of 1857. Extracts from contemporary accounts. Discussion: How the pictures of 1857 shaped British opinion of what had happened.	● Discuss how the events of 1857 are being interpreted. ● Discuss how visual material can be used by historians	At the completion of this unit students will be able to: ● Correlate the Planning and coordination of the rebels of 1857 to infer its domains and nature. ●Examine the momentum of the revolt to understand its spread. ● Analyze how revolt created vision of unity amongst Indians. ● Identify and interpret visual images to understand the emotions portrayed by the nationalist and British
MAHATMA GANDHI AND THE NATIONALIST MOVEMENT: Civil Disobedience and Beyond Broad overview: a. The Nationalist Movement 1918 -48. b. The nature of Gandhian politics and leadership. Focus: Mahatma Gandhi and the three movements and his last days as “finest hours” Excerpts: Reports from English and Indian language newspapers and other contemporary writings. Discussion: How newspapers can be a source of history	● Familiarize the learner with significant elements of the Nationalist movement and the nature of Gandhian leadership. ● Discuss how Gandhi was perceived by different groups. Discuss how historians need to read and interpret newspapers diaries and letters as a historical so	At the completion of this unit students will be able to: ●Correlate the significant elements of the nationalist movement and the nature of ideas, individuals, and institutions under the Gandhian leadership. ● Analyze the significant contributions of Gandhiji to understand his mass appeal for nationalism. Analyze the perceptions and contributions of different communities towards the Gandhian movement. ● Analyze the ways of interpreting historical source such as newspapers, biographies and auto-biographies diaries and letters.
FRAMING THE CONSTITUTION: The Beginning of a New Era Broad overview: The Making of the Constitution an overview: a. Independence and then new nation state. b. The making of the Constitution Focus: The Constituent Assembly Debates Excerpts: from the debates Discussion: What such debates reveal and how they can be analyzed.	●Discuss how the founding ideals of the new nation state were debated and formulated. ●Understand how such debates and discussions can be read by historians	At the completion of this unit students will be able to: ● Highlight the role of Constituent Assembly to understand functionaries in framing the constitution of India. ● Analyze how debates and discussions around important issues in the Constituent Assembly shaped our Constitution

CBSE Class 12 History Syllabus 2022-23: List of Maps

• LIST OF MAPS

Book 1
1	Page 2	Mature Harappan sites: ● Harappa, Banawali, Kalibangan, Balakot, Rakhigarhi, Dholavira, Nageshwar, Lothal, Mohenjodaro, Chanhudaro, KotDiji.
2	Page 30	Mahajanapada and cities: ● Vajji, Magadha, Kosala, Kuru, Panchala, Gandhara, Avanti, Rajgir, Ujjain, Taxila, Varanasi.
3	Page 33	Distribution of Ashokan inscriptions: ● Kushanas, Shakas, Satavahanas, Vakatakas,Guptas ● Cities/towns: Mathura, Kannauj, Puhar,Braghukachchha ● Pillar inscriptions – Sanchi, Topra, Meerut Pillar and Kaushambi. ● Kingdom of Cholas, Cheras and Pandyas.
4	Page 43	Important kingdoms and towns: ● Kushanas, Shakas, Satavahanas, Vakatakas,Guptas ● Cities/towns: Mathura, Kanauj, Puhar, Braghukachchha, Shravasti, Rajgir, Vaishali, Varanasi,Vidisha
5	Page 95	Major Buddhist Sites: ● Nagarjunakonda, Sanchi, Amaravati, Lumbini, Nasik, Bharhut, Bodh Gaya, Ajanta.
Book 2
6	Page 174	Bidar, Golconda, Bijapur, Vijayanagar, Chandragiri, Kanchipuram, Mysore, Thanjavur, Kolar, Tirunelveli
7	Page 214		Territories under Babur, Akbar and Aurangzeb: ● Delhi, Agra, Panipat, Amber, Ajmer, Lahore, Goa.
Book 3
8	Page 297		Territories/cities under British Control in1857:Punjab, Sindh, Bombay, Madras Fort St. David, Masulipatam, Berar, Bengal, Bihar, Orissa, Avadh, Surat, Calcutta, Patna, Benaras, Allahabad and Lucknow.
9	Page 305		Main centres of the Revolt of 1857:Delhi, Meerut, Jhansi, Lucknow, Kanpur, Azamgarh, Calcutta, Benaras, Gwalior, Jabalpur, Agra, Awadh.
10			Important centres of the National Movement: Champaran, Kheda, Ahmedabad, Benaras, Amritsar, Chauri Chaura, Lahore, Bardoli, Dandi, Bombay (Quit India Resolution), Karachi.

CBSE Class 12 History Syllabus 2022-23: Project work

GUIDELINES TO TEACHERS

This section provides some basic guidelines for the teachers to take up projects in History. It is very
necessary to interact, support, guide, facilitate and encourage students while assigning projects to them.
• The teachers must ensure that the project work assigned to the students individually/ In-groups and discussed at different stages right from assigning topic, draft review to finalization.
• Students should be facilitated in terms of providing relevant materials, suggesting websites,
obtaining of required permission for archives, historical sites, etc.
• The Project Work should be suitably spaced from April to November in classes XI and XII so that students can prepare for Final Examination.
• The teachers must ensure that the students submit original work.
• Project report should be Handwritten only. (Eco-friendly materials can be used by students)

Suggestive Steps for project Work

The following steps are suggested:
1) Teacher should design and prepare a list of 15-20 projects and should give an option to a student to choose a project as per his/her interest.
2) The project must be done individually / In-groups.
3) The topic should be assigned after discussion with the students in the class to avoid repetition and should then be discussed at every stage of submission of the draft/final project work.
4) The teacher should play the role of a facilitator and should closely supervise the process of project completion, and should guide the children by providing necessary inputs, resources etc. to enrich the subject content.
5) The Project Work needs to enhance cognitive, affective, and psychomotor domains in the
learners. It will include self-assessment and peer assessment, and progress of the child in project-based and inquiry-based learning. Art integrated Activities, experiments, models, quizzes, role plays, group work, portfolios, etc., along with teacher assessment. (NEP-2020) The Project work can culminate in the form of Power Point Presentation/Exhibition /Skit/albums /files/song and dance or culture show /story telling/debate/panel discussion, paper presentation and whichever is suitable to visually impaired candidates.
6) Students can use primary sources available in city archives, Primary sources can also include
newspaper cuttings, photographs, film footage and recorded written/speeches. Secondary
sources may also be used after proper authentication.
7) Evaluation will be done by external examiner appointed by the Board in class XII and internal in class XI.
Note: The project reports are to be preserved by the school till the final results are declared, for scrutiny by CBSE.

The teacher will assess the progress of the project work in the following manner:

Month	Periodic Work	Assessment Rubrics	Marks
April -July	Instructions about Project Guidelines, Background reading Discussions on Theme and Selection of the Final Topic, Initiation/ Synopsis	Introduction, Statement of Purpose/Need and objectives of the study, Hypothesis/Research Question, Review of Literature, Presentation of Evidence, Methodology, Questionnaire, Data Collection.	6
August – October	Planning and organization: forming an action plan, feasibility, or baseline study, Updating/modifying the action plan, Data Collection	Significance and relevance of the topic; challenges encountered while conducting the research.	5
November – January	Content/data analysis and interpretation. Conclusion, Limitations, Suggestions, Bibliography, Annexures and overall presentation of the project.	Content analysis and its relevance in the current scenario. Conclusion, Limitations, Bibliography, Annexures and Overall Presentation.	5
January/ February	Final Assessment and VIVA by both Internal and External Examiners	External/ Internal Viva based on the project	4
		TOTAL	20

SUGGESTIVE TOPICS FOR CLASS XII PROJECTS

FEW SUGGESTIVE TOPICS FOR CLASS XII PROJECTS
1. The Indus Valley Civilization-Archeological Excavations and New Perspectives
2. The History and Legacy of Mauryan Empire
3. “Mahabharat”- The Great Epic of India
4. The History and Culture of the Vedic period
5. Buddha Charita
6. A Comprehensive History of Jainism
7. Bhakti Movement- Multiple interpretations and commentaries.
8. “The Mystical Dimensions of Sufism
9. Global legacy of Gandhian ideas
10. The Architectural Culture of the Vijayanagar Empire
11. Life of women in the Mughal rural society
12. Comparative Analysis of the Land Revenue Systems introduced by the Britishers in India
13. The Revolt of 1857- Causes; Planning & Coordination; Leadership, Vision of Unity
14. The Philosophy of Guru Nanak Dev
15. The Vision of Kabir
16. An insight into the Indian Constitution

CBSE Class 12 History Syllabus 2022-23:FAQs

Q. Will CBSE conduct CBSE Class 12 Exam 2023 annually?

Yes, CBSE has recently announced that from the next session CBSE will conduct annual board exams.

Q. Where I can get CBSE Class 12 History Syllabus 2023?

You can get CBSE Class 12 History Syllabus 2023 from this page. To get the syllabus of other subjects the students can visit the official website of Adda247 School.