CBSE Syllabus For Class 12 History: Knowing the Syllabus is very important for the students of Class 12. Shaalaa has also provided a list of topics that every student needs to understand.
The CBSE Class 12 History syllabus for the academic year 2022-2023 is based on the Board's guidelines. Students should read the Class 12 History Syllabus to learn about the subject's subjects and subtopics.
Students will discover the unit names, chapters under each unit, and subtopics under each chapter in the CBSE Class 12 History Syllabus pdf 2022-2023. They will also receive a complete practical syllabus for Class 12 History in addition to this.
CBSE Class 12 History Revised Syllabus
CBSE Class 12 History and their Unit wise marks distribution
CBSE Class 12 History Course Structure 2022-2023 With Marking Scheme
CBSE Class 12 History Syllabus for Bricks, Beads and Bones: the Harappan Civilisation
- Introduction to Harappan Civilisation
- Subsistence Strategies
- Agricultural technologies
- How artefacts are identified
- Mohenjodaro: a Planned Urban Centre
Mohenjodaro: A Planned Urban Centre
- Laying out drains
- Domestic architecture
- The Citadel
- Tracking Social Differences
Tracking Social Differences
- Looking for “luxuries”
- Finding Out About Craft Production
- Identifying centres of production
- Strategies for Procuring Materials
Strategies for Procuring Materials
- Materials from the subcontinent and beyond
- Contact with distant lands
- Seals, Script, Weights
Seals, Script, Weights
- Seals and sealings
- An enigmatic script
- Ancient Authority
- Palaces and kings
- The End of the Civilisation
- Discovering the Harappan Civilisation
Discovering the Harappan Civilisation
- Cunningham’s confusion
- A new old civilisation
- New techniques and questions
- Problems of Piecing Together the Past
Problems of Piecing Together the Past
- Classifying finds
- Problems of interpretation
CBSE Class 12 History Syllabus for Kings, Farmers and Towns: Early States and Economies
- Prinsep and Piyadassi
- The Earliest States
The Earliest States
- The sixteen mahajanapadas
- First amongst the sixteen: Magadha
- An Early Empire
An Early Empire
- Finding out about the Mauryas
- Administering the empire
- How important was the empire?
- New Notions of Kingship
New Notions of Kingship
- Chiefs and kings in the south
- Divine kings
- A Changing Countryside
A Changing Countryside
- Popular perceptions of kings
- Strategies for increasing production
- Differences in rural society
- Land grants and new rural elites
- Towns and Trade
Towns and Trade
- New cities
- Urban populations: Elites and craftspersons
- Trade in the subcontinent and beyond
- Coins and kings
- Back to Basics - How Are Inscriptions Deciphered?
Back to Basics: How Are Inscriptions Deciphered?
- Deciphering Brahmi
- How Kharosthi was read
- Historical evidence from inscriptions
- The Limitations of Inscriptional Evidence
CBSE Class 12 History Syllabus for Kinship, Caste and Class: Early Societies
- The Critical Edition of the Mahabharata
- Kinship and Marriage: Many Rules and Varied Practices
Kinship and Marriage Many Rules and Varied Practices
- Finding out about families
- The ideal of patriliny
- Marriage: definition and functions.
- Definition, merits, demerits, functions of the following:
- Rules of marriage: exogamy and endogamy (clan, gotra, pravara, village and sapinda), cross and parallel cousin, levirate, sororate, hypergamy and hypogamy.
- Forms of marriage: polygamy (polyandry and polygyny), monogamy.
- The gotra of women
- Were mothers important?
- Social Differences: Within and Beyond the Framework of Caste
Social Differences: Within and Beyond the Framework of Caste
- The “right” occupation
- Non-Kshatriya kings
- Jatis and social mobility
- Beyond the four varnas: Integration
- Beyond the four varnas Subordination and conflict
- Beyond Birth Resources and Status
Beyond Birth Resources and Status
- Gendered access to property
- Varna and access to property
- An alternative social scenario: Sharing wealth
- Explaining Social Differences: a Social Contract
- Handling Texts Historians and the Mahabharata
Handling Texts: Historians and the Mahabharata
- Language and content
- Author(s) and dates
- The search for convergence
- A Dynamic Text
CBSE Class 12 History Syllabus for Thinkers, Beliefs and Buildings: Cultural Developments
- A Glimpse of Sanchi
- The Background: Sacrifices and Debates
The Background: Sacrifices and Debates
- The sacrificial tradition
- New questions
- Debates and discussions
- Beyond Worldly Pleasures: the Message of Mahavira
Beyond Worldly Pleasures: The Message of Mahavira
- The spread of Jainism
- The Buddha and the Quest for Enlightenment
- The Teachings of the Buddha
- Followers of the Buddha
- Why were stupas built
- How were stupas built
- The structure of the stupa
- “Discovering” Stupas the Fate of Amaravati and Sanchi
- Stories in stone
- Symbols of worship
- Popular traditions
- New Religious Traditions
New Religious Traditions
- The development of Mahayana Buddhism
- The growth of Puranic Hinduism
- Building temples
- Can We “See” Everything?
Can We “See” Everything?
- Grappling with the unfamiliar
- If text and image do not match
CBSE Class 12 History Syllabus for Through the Eyes of Travellers: Perceptions of Society
- Al-biruni and the Kitab-ul-hind
Al-Biruni and the Kitab-ul-Hind
- From Khwarizm to the Punjab
- The Kitab-ul-Hind
- IBN Battuta’S Rihla
IBN Battuta’s Rihla
- An early globe-trotter
- The “enjoyment of curiosities”
- Francois Bernier a Doctor with a Difference
François Bernier: A Doctor with a Difference
- Comparing “East” and “West”
- Making Sense of an Alien World Al-biruni and the Sanskritic Tradition
Making Sense of an Alien World Al-Biruni and the Sanskritic Tradition
- Overcoming barriers to understanding
- Al-Biruni’s description of the caste system
- Ibn Battuta and the Excitement of the Unfamiliar
IBN Battuta and the Excitement of the Unfamiliar
- The coconut and the paan
- Ibn Battuta and Indian cities
- A unique system of communication
- Bernier and the “Degenerate” East
Bernier and the “Degenerate” East
- The question of landownership
- A more complex social reality
- Women Slaves, Sati and Labourers
CBSE Class 12 History Syllabus for Bhakti - Sufi Traditions: Changes in Religious Beliefs and Devotional Texts
- A Mosaic of Religious Beliefs and Practices
A Mosaic of Religious Beliefs and Practices
- The integration of cults
- Difference and conflict
- Poems of Prayer Early Traditions of Bhakti
Poems of Prayer Early Traditions of Bhakti
- The Alvars and Nayanars of Tamil Nadu
- Attitudes towards caste
- Women devotees
- Relations with the state
- The Virashaiva Tradition in Karnataka
- Religious Ferment in North India
- New Strands in the Fabric Islamic Traditions
New Strands in the Fabric Islamic Traditions
- Faiths of rulers and subjects
- The popular practice of Islam
- Names for communities
- The Growth of Sufism
The Growth of Sufism
- Khanqahs and silsilas
- Outside the khanqah
- The Chishtis in the Subcontinent
The Chishtis in the Subcontinent
- Life in the Chishti khanqah
- Chishti devotionalism: ziyarat and qawwali
- Languages and communication
- Sufis and the state
- New Devotional Paths Dialogue and Dissent in Northern India
New Devotional Paths Dialogue and Dissent in Northern India
- Weaving a divine fabric: Kabir
- Baba Guru Nanak and the Sacred Word
- Mirabai, the devotee princess
- Reconstructing Histories of Religious Traditions
CBSE Class 12 History Syllabus for An Imperial Capital Vijayanagara
- The Discovery of Hampi
- Rayas, Nayakas and Sultans
Rayas, Nayakas and Sultans
- Kings and traders
- The apogee and decline of the empire
- The rayas and the nayakas
- Vijayanagara - the Capital and Its Environs
Vijayanagara The Capital and its Environs
- Water resources
- Fortifications and roads
- The urban core
- The Royal Centre
The Royal Centre
- The mahanavami dibba
- Other buildings in the royal centre
- The Sacred Centre
The Sacred Centre
- Choosing a capital
- Gopurams and mandapas
- Plotting Palaces, Temples and Bazaars
- Questions in Search of Answers
CBSE Class 12 History Syllabus for Peasants, Zamindars and the State: Agrarian Society and the Mughal Empire
- Peasants and Agricultural Production
Peasants and Agricultural Production
- Looking for sources
- Peasants and their lands
- Irrigation and technology
- An abundance of crops
- The Village Community
- Caste and the rural milieu
- Panchayats and headmen
- Village artisans
- A “little republic”?
- Women in Agrarian Society
- Forests and Tribes
- Beyond settled villages
- Inroads into forests
- The Zamindars
- Land Revenue System
- The Flow of Silver
- The Ain-i Akbari of Abu’L Fazl Allami
CBSE Class 12 History Syllabus for Kings and Chronicles: the Mughal Courts
- The Mughals and Their Empire
- Production of Chronicles
- From Turkish to Persian
- The making of manuscripts
- The Painted Image
- The Akbar Nama and the Badshah Nama
- The Ideal Kingdom
- A divine light
- A unifying force
- Just sovereignty as social contract
- Capitals and Courts
- Capital cities
- The Mughal court
- Titles and gifts
- The Imperial Household
- The Imperial Officials
- Recruitment and rank
- Information and empire
- Beyond the centre: provincial administration
- Beyond the Frontiers
- The Safavids and Qandahar
- The Ottomans: pilgrimage and trade
- Jesuits at the Mughal court
- Questioning Formal Religion
CBSE Class 12 History Syllabus for Colonialism and the Countryside: Exploring Official Archives
- Bengal and the Zamindars
- An auction in Burdwan
- The problem of unpaid revenue
- Why zamindars defaulted on payments
- The rise of the jotedars
- The zamindars resist
- The Fifth Report
- The Hoe and the Plough
- In the hills of Rajmahal
- The Santhals: Pioneer settlers
- The accounts of Buchanan
- A Revolt in the Countryside the Bombay Deccan
- Account books are burnt
- A new revenue system
- Revenue demand and peasant debt
- Then came the cotton boom
- Credit dries up
- The experience of injustice
- The Deccan Riots Commission
CBSE Class 12 History Syllabus for Rebels and the Raj: 1857 Revolt and Its Representations
- Pattern of the Rebellion
- How the mutinies began
- Lines of communication
- Leaders and followers
- Rumours and prophecies
- Why did people believe in the rumours
- Awadh in Revolt
- “A cherry that will drop into our mouth one day”
- “The life was gone out of the body”
- Firangi raj and the end of a world
- What the Rebels Wanted
- The vision of unity
- Against the symbols of oppression
- The search for alternative power
- Images of the Revolt
- Celebrating the saviours
- English women and the honour of Britain
- Vengeance and retribution
- The performance of terror
- No time for clemency
- Nationalist imageries
CBSE Class 12 History Syllabus for Colonial Cities: Urbanisation, Planning and Architecture
- Towns and Cities in Pre-colonial Times
- What gave towns their character?
- Changes in the eighteenth century
- Finding Out About Colonial Cities
- Colonial records and urban history
- Trends of change
- What Were the New Towns Like?
- Ports, forts and centres for services
- A new urban milieu
- The first hill stations
- Social life in the new cities
- Segregation, Town Planning and Architecture: Madras, Calcutta and Bombay
- Settlement and segregation in Madras
- Town planning in Calcutta
- Architecture in Bombay
- What Buildings and Architectural Styles Tell Us
CBSE Class 12 History Syllabus for Mahatma Gandhi and the Nationalist Movement: Civil Disobedience and Beyond
CBSE Class 12 History Syllabus for Understanding Partition: Politics, Memories, Experiences
- Some Partition Experiences
- A Momentous Marker
- Partition or holocaust
- The power of stereotypes
- Why and How Did Partition Happen?
- Culminating point of a long history
- The provincial elections of 1937 and the Congress ministries
- The “Pakistan” Resolution
- The suddenness of Partition
- Post-War developments
- A possible alternative to Partition
- Towards Partition
- The Withdrawal of Law and Order
- The one-man army
- Gendering Partition
- “Recovering” women
- Preserving “honour”
- Regional Variations
- Help, Humanity, Harmony
- Oral Testimonies and History
CBSE Class 12 History Syllabus for Framing the Constitution: the Beginning of a New Era
- A Tumultuous Time
- The making of the Constituent Assembly
- The dominant voices
- The Vision of the Constitution
- The will of the people
- Defining Rights
- The problem with separate electorates
- “We will need much more than this Resolution”
- “We were suppressed for thousands of years”
- The Powers of the State
- “The centre is likely to break”
- “What we want today is a strong Government”
- The Language of the Nation
- A plea for Hindi
- The fear of domination
CBSE Class 12 History Syllabus for Themes in Indian History Part 1
- Broad Overview : Political and Economic History from the Mauryan to the Gupta Period
- Inscriptions and the Decipherment of the Script
- Asokan Inscription and Gupta Period Land Grant
- Interpretation of Inscriptions by Historians - Mauryan to the Gupta Period
Broad overview: Poilitical 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: Asokan inscription and Gupta period land grant.
Discussion: Interpretation of inscriptions by historians.
- Familiarize thelearner with major trends in the political and economic history of the subcontinent.
- Introduce inscriptional analysis and the ways in which these have shaped the understanding of political and economic processes.
- Brief Review of Religious Histories of Vedic, Religion, Jainism, Vaisnavism, Saivism and Buddhism
- Story of Discovery: Sanchi Stupa
- Reproduction of Sculptures from Sanchi
- Ways in Which Sculpture Has Been,Interpreted by Historians
- A brief review of religious histories of Vedic religion, Jainism, Vaisnavism, Saivism.
- Focus on Buddhism.
Story of discovery: Sanchistupa
Excerpt: Reproduct on of sculptures from Sanchi.
Discussion: Waysin 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 usein reconstructing histories of religion.
- Broad Overview: Early Urban Centres
- Story of Discovery: Harappan Civilization
- Archaeological Report on a Major Site (Harappan civilization)
- Utilized by Archaeologists/Historians
Broad overview: Early urban centres. Story of discovery: Harappan civilization
Excerpt: Archaeological report on a major site.
Discussion: How it has been utilized by archaeologists/historians.
- Familiarize thelearner with early urban centres as economic and social institutions.
- Introduce the ways in which new data canlead to a revision of existing notions of history.
- Illustrate how archaeological reports
- Issues in Social History, Including Caste, Class, Kinship and Gender
- Transmission and Publications of the Mahabharata
- From the Mahabharata, Illustrating How It Has Been Used by Historians
Broad overview: Issues in social history,including caste, class, kinship and gender.
Story of d scovery: Transmission and publications of the Mahabharata.
Excerpt: from the Mahabharata, illustrating howit has been used by historians.
Discussion: Other sources for reconstruct ng social history.
- Familiarize the learner with issues in social history.
- Introduce strategies of textual analysis and their use in reconstructing social history
CBSE Class 12 History Syllabus for Themes in Indian History Part 2
- Social and Cultural Life as They Appear in Travelers Accounts
- Discussion of Where They Travelled, Why They Travelled, What They Wrote, and for Whom They Wrote
- Alberuni, Ibn Batuta, Bernier -what These Travel Accounts Can Tell Us and Interpreted by Historians
Outline of social and cultural life as they appearin travelers' accounts.
Story of thef r wrftfngs: A discussion of where they travelled, why they travelled, what they wrote, and for whom they wrote.
Excerpts: from Alberuni, lbn Batuta, Bernier.
Discussion: What these travel accounts can tell us and how they have beeninterpreted by historians.
- Familiarize the learner with the salient features of social histories described by the travelers.
- Discuss how travelers' accounts can be used as sources of social history.
- Outline of New Buildings During Vijayanagar Period
- irrigation facilities
- Relationship Between Architecture and the Political System
- Account of How Hampi Was Found
- Hampi - Ways in Which Historians Have Analyzed and Interpreted
- Outline of new buildings during Vijayanagar period-temples, forts, irrigation facilities.
- Relationship between architecture 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 thelearner with the new buildings that were built during the time.
- Discuss the ways in which architecture can be analyzed to reconstruct history.
- Outline of Political History 15th-17th Centuries
- Mughal Court and Politics
- Account of the Production of Mughal Court Chronicles
- Account of Subsequent Translation and Transmission
- Ways in Which Historians Have Used the Texts to Reconstruct Political Histories
- Outline of political history 15th-17th centuries.
- Discussion of the Mughal court and politics.
Story of Discovery: Account of the production of court chronicles, and their subsequent translation and transmission.
Excerpts: from the Akbarnama and Padshahnama.
Discussion: Waysin which historians have used the texts to reconstruct political histories.
- Familiarize the learner with the major landmarks in political history.
- Show how chronicles and other sources are used to reconstruct the histories of political institutions.
- Religious Developments During this Period (Bhakti-sufi Tradition)
- Ideas and Practices of the Bhakti-sufi Saints
- Bhakti-sufi Compositions Preserved
- Bhakti-sufi - Ways in Which These Have Been Interpreted by Historians
- Outline of religious developments during this period.
- Ideas and practices of the Bhakti-Sufi saints.
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 religious developments.
- Discuss ways of analyzing devotional literature as sources of history.
- Structure of Agrarian Relations in the 16th and 17th Centuries
- Patterns of Change Over the Period (Ain-i- Akbari)
- Account of the Compilation and Translation of Ain-i-akbari
- Ways in which historians have used the text to reconstruct history (Ain-i-Akbari)
- Structure of agrarian relationsin the 16th and 17th centuries.
- 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: Waysin which historians have used the text to reconstruct history.
- Discuss developments in agrarian relations.
- Discuss how to supplement official documents with other sources.
CBSE Class 12 History Syllabus for Themes in Indian History Part 3
- Life of Zamindars, Peasants and Artisans in the Late 18th Century
- East India Company, Revenue Settlements and Surveys
- Colonialism and Rural Society - Changes Over the Nineteenth Century
- Story of Official Records
- An account of why official investigations into rural societies were undertaken
- types of records and reports produced
- Official Records Used by Historians
- Life of zamindars, peasants and artisans in the late 18th century
- East India Company, revenue settlements and surveys.
- Changes over the nineteenth century.
Story of official records: An account of why official investigat ons into rural societies were undertaken and the types of records and reports produced.
Excerpts: From Firminger's Fifth Report, Accounts of Frances Buchanan-Hamilton, and Deccan Riots Report.
Discussion: What the official records tell and do not tell, and how they have been used by historians.
- Discuss how the events of 1857 are being reinterpreted.
- Discuss how visual material can be used by historians.
- The Nationalist Movement 1918 ·48.
- The nature of Gandhian politics and leadership.
Focus: Mahatma Gandhiin 1931.
Excerpts: Reports from English and Indian language newspapers and other contemporary writings.
Discussion: How newspapers can be a source of history.
- Discuss the last decade of the national movement, the growth of communalism and the story of part tion.
- Understand the events through the experience of those who lived through these years of communal violence.
- Show the possibilit es and limits of oral sources.
- Growth of Mumbai, Chennai, Hill Stations and Cantonments in the 18th and 19th Centuries
- Photographs and Paintings
- Plans of Cities
- Extract from Town Plan Reports
- Focus on Kolkata Town Planning
Broad overview: The growth of Mumbai, Chennai, hill stations and cantonments in the 18th and 19th centuries.
Excerpts: Photographs and paintings. Plans of cities. Extract from town plan reports.
Focus on Kolkata town planning.
Discussion: How the above sources can be used to reconstruct the history of towns. What these sources do not reveal.
- Familiarize the learner with significant elements of the National st Movement and the nature of Gandhianleadership.
- Discuss how Gandhi was perceived by different groups.
- Discuss how historians need to read and interpret newspapers, diaries and letters as historical source.
- The History of the 1940s
- Nationalism, Communalism and Partition
- Focus: Punjab and Bengal
- Oral Testimonies of Those Who Experienced Partition
- The history of the 1940s.
- Nationalism, Communalism and Partition. Focus: Punjab and Bengal.
Excerpts: Oral test monies of those who experienced parttion.
Discussion: Ways in which these have been analyzed to reconstruct the history of the event.
- Familiarize students with the history of the early years after independence.
- 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.
- The Events of 1857-58
- How These Events Were Recorded and Narrated
- Pictures of 1857 Shaped British Opinion
- The events of 1857-58.
- How these events were recorded and narrated.
Excerpts: Pictures of 1857. Extracts from contemporary accounts.
Discussion: How the pictures of 1857 shaped British opinion of what had happened.
- Famil arize the Learner with the history of modern urban centres. Discuss how urban histories can be written by drawing on different types of sources.
Textbook Solutions For All Subjects
- Class 12 History - Themes in Indian History
Question Papers For All Subjects
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