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CBSE Class 12 History Syllabus 2022-23 Pdf download

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.

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