ISC Class 12 Syllabus 2024 History

ISC
Syllabus

2024

Revised

Syllabus

HISTORY (851)
CLASS XII
There will be two papers in the subject: Muslim League’s Direct Action and its
Paper I: Theory 3 hours ------ 80 marks impact.
Paper II: Project Work --------20 marks 1947: Attlee’s Declaration of 20th February
1947; Mountbatten Plan – main features:
PAPER I (THEORY) – 80 Marks reasons for acceptance of the Plan by major
political parties.
SECTION A Modifications in the Indian Independence Act.
INDIAN HISTORY 2. Establishment of Indian democracy (1947 –
1966)
1. Towards Independence and Partition: the Last
Phase (1935-1947) The following should be discussed:
(i) The main objectives and growth of the Kisan (i) The role of Sardar Patel in the reorganization
Sabha movement. and integration of princely states.
(ii) Growth of communalism (Hindu & Muslim)
(1930s-1940s). (ii) Problems of integrating Junagarh,
(iii) Government of India Act, 1935. Hyderabad and Kashmir.
The main features of Government of India Act, (iii) First general election (1952): problems of
1935 should be explained. A critical account preparation and their solutions, process,
of the election of 1937. A summary of the main result and impact of the elections.
developments under Congress and non- (iv) The linguistic reorganization of states:
Congress ministries should be included.
Features of the States Reorganisation Act,
(iv) National Movement during the Second World
1956 with particular reference to Andhra,
War:
Bombay and Punjab.
Reasons behind the August Offer and the
Cripps Mission. The proposals and the 3. Development of Indian Democracy (1964 –
reasons for their rejection leading directly to 1977)
the Quit India Resolution. A compact account The following to be discussed:
of the movement, its suppression and a brief
analysis of its significance. (i) Lal Bahadur Shastri – his contributions as
Prime Minister
(v) Subhash Chandra Bose and the INA.
(ii) Importance of the election of 1967
Bose’s organisation of the INA, a brief
account of its operations, eventual defeat and (iii) Main Opposition political parties and their
significance. ideologies – Socialist Party (SP); Communist
(vi) Transfer of power (1945-1947): Party of India (CPI); Communist Party of
Reasons for change in the attitude of the India (Marxist (CPI(M)); Bharatiya Jan
British government after World War II. Sangh; Shiromani Akali Dal.
Cabinet Mission: its aims and major (iv) Naxal Movement: factors of its rise; main
provisions. leaders (Charu Majumdar and Kanu Sanyal);
Controversy between Congress and League areas where they operated (West Bengal and
over the question of: (a) grouping of provinces Andhra Pradesh) and the struggle carried out
under the terms of the Plan by peasants and students.; government
(b) being part of the Constituent Assembly measures against it; reasons for its decline in
(c) being part of the Interim Government. the 1970’s and its impact.
Election to the Constituent Assembly and the (v) JP Movement (1974-75): Origin: Jai Prakash
results. Narayan’s disputes with Mrs. Gandhi; main

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features of its course. Assessment of its Sino-Indian War (1962): immediate causes
significance. and consequences.
(vi) Emergency (1975-76): reasons for 6. Movements for Women’s Rights
imposition; main features of the suspension
Towards Equality Report (1974) - aims,
of democratic rights. Assessment of its impact
significance and recommendations.
(positive and negative aspects).
Developments in the anti-dowry movement and
4. Changing face of the Indian Democracy struggle against domestic violence in the 1970s
(1977 – 1986)
and 1980s.
(i) The Janata Government (1977 – 1979).
Measures undertaken by the government in
Elections of 1977: establishment of the response.
Janata Government; its policies and their
implementation; reasons for its downfall. SECTION B
(ii) Centre-State relations WORLD HISTORY
(a) Punjab: Demands of the Akali Dal; 7. World War II
Anandpur Sahib Resolution; 1977 (i) Factors leading to the War: aggressive
elections; formation of Akali
foreign policies of Germany, Italy and Japan.
government; rise of Bhindranwale – his
demands and methods. Should be discussed to show how these
Centre’s response: Operation Bluestar – aggressive policies made war more likely and
its results and impact. Punjab Accord, worldwide in scope.
1985. (ii) Anglo-French appeasement policies.
(b) Assam: Reasons for Assamese discontent;
course of Assam’s agitation; the Centre’s Appeasement: why Britain and France chose
response: Assam Accord, 1985. to follow this policy and how it was carried
(c) Nagaland: The Nagas’ separatist out.
demands; birth of Nagaland state; course (iii) Course of the invasion by the Axis powers in
of the agitation; Shillong Accord, 1975. Europe and Asia (1939-1941).
(d) Mizoram: (iv) Reasons for the defeat of the Axis Powers.
Mizoram Movement (1959-1986): course
and resolution. 8. De-colonisation – in Asia (China) and Africa
(Ghana & Kenya)
5. India’s Foreign Policy
(i) China:
(i) Non-Aligned Movement (NAM)
A short background of the problems facing
Reasons for following a non-aligned policy in the Communists in 1949: in agriculture, the
the context of the Cold War. gradual process from land distribution to
Aims – Panchsheel. collective farms should be outlined; in
industry, the Five Year Plan and Soviet help.
Establishment of NAM at the Bandung and
Belgrade conferences. The Great Leap Forward should be covered
in more detail, particularly the development
(ii) Pakistan (1947-49, 1965, 1971) of commune and assessment of the GLF.
Indo-Pak wars: causes, course and (ii) Ghana: democracy and dictatorship (1957-
consequences of each to be done separately. 66).
(iii) Sino-Indian War Brief background to independence,
Disputes with the Peoples’ Republic of China Nkrumah’s role, reasons for his overthrow.
over (a) Tibet issue: Chinese takeover and (iii) Kenya: conflict and independence (1947 –
asylum of the Dalai Lama in India; (b) Border 1964).
issues. Conflict with whites over independence and
role of Kenyatta.
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9. Cold War 1945-91– origin, course, end and Arabs and the Jews: Husain-MacMahon
impact correspondence, the Sykes-Picot Agreement
(i) Origins of the Cold War: End of wartime and the Balfour Declaration.
unity; Yalta and Potsdam Conferences; (ii) The Arab-Israeli Wars from 1948 to Camp
Truman Doctrine and Marshall Plan; David Accord (1979).
Molotov Plan, COMECON and Cominform. The following conflicts should be studied –
The rift widens - Soviet expansion in Eastern First Arab- Israeli Conflict (1948-1949), the
Europe (1945-1948) including the communist Suez Crisis (1956), the Six Day War (1967),
coup in Czechoslovakia. the Yom Kippur War (1973), Sadat and the
(ii) Breakup of the USSR & changes in Eastern Camp David Accord (1979).
Europe – USSR, Germany and Poland. For each of these events, the causes and
Reasons for collapse of USSR results should be studied in detail.
Political changes; Coup of 1991; Demand for The origin and formation of the PLO.
independence by the Soviet republics leading (iii) Oslo Peace Accords (1993).
to the breakup of USSR. Intifada and the change in attitude of Israel
Fall of communism in East Europe in the and the PLO leading to the Oslo Peace
following countries: Poland and Germany. Accords: assessment of the main features:
why it failed to bring peace.
10. Protest Movements
Civil Rights Movement, anti-Apartheid PAPER II (PROJECT WORK)
Movement; Feminist Movement. - 20 MARKS
(i) Racial problems and civil rights in USA in the Candidates will be required to undertake one project
1950s, 1960s and 1970s: Racial which may be any one of the following:
discrimination, change in the government’s
1. A case study.
attitude, campaign for equal rights
(Dr. Martin Luther King’s role). 2. A field visit/ investigation.
3. A local history.
(ii) Anti-Apartheid Movement in South Africa
(1948-1994): main features of Apartheid, 4. Interview/oral evidence.
opposition to Apartheid (Dr Nelson 5. Book review/ film review/ posters/ newspapers/
Mandela’s role), transition to black majority advertisements/ cartoons and art.
rule and the end of Apartheid. The project must not be based primarily on the
(iii) Second Wave Feminist Movement in USA syllabus; students must be encouraged to produce
(early 1960s – early 1980’s): reasons for its original, creative and insightful perspectives on an
origin (the impact of the Presidential allied aspect of the topic.
Commission, Betty Friedan’s book and the
For example, if the theme is economic development in
Civil Rights Movement; Equal Pay Act of
India, the project could be on a 5-year plan. However,
1963 – its implications for American women,
it would have to give the historical perspective and
successive measures taken by Johnson (Civil
impact.
Rights Act of 1964), role of National
Organisation for Women (NOW) and its The written outcome of the project, in the form of
campaign for the Equal Rights a 2000-word essay, should be structured as given
Amendment (ERA). below:
11. Middle East: Israeli-Palestine conflict A. The research question
(1916-1993) B. Abstract: it must contain the following
(i) Post War conflict in Palestine after World information:-
War I, till the formation of the state of Israel. • Reason for choosing the topic
Aims of Arab nationalism and Zionism. • Methods and material to be used in the
Impact of World War I: the conflicting investigation
promises made by the British to the
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• Hypothesis: the conclusion the student is Some of the suggested projects have been
hoping to draw. exemplified in greater detail below:
C. Main essay: it must follow the structure given 1. Martin Luther King
below:- A. The research question – How far was Martin
• Background and context – to be discussed Luther King successful in the achievement of
very briefly his aims through non-violent methods?
• Explanation of the theme and specific issue of B. Abstract: it must contain the following
the research question in the context of the information:-
background given above (i) Reason for choosing the topic – to
• Interpretation, Analysis and Critical understand the value of no-violence as an
Evaluation of a range of evidence: the effective means of protest.
research material gathered by the student (ii) Material and methods to be used in the
investigation – Materials: may include
• Conclusion – whether hypothesis stands or not books, magazine articles (both print and
• Bibliography – a list of all material referred to electronic), Martin Luther King’s famous
in the essay, including print, electronic, oral & speech, films like Mississippi Burning.
audio-visual material, referenced correctly, in Method: reading/ viewing, taking notes
a standard format for analysis, and evaluation.
(iii) Hypothesis: the conclusion the student is
• Appendix – optional, only if it is crucial for
hoping to draw.
the better understanding of the project essay.
C. Main essay: it must follow the structure given
List of suggested Projects: below:
1. Martin Luther King. • Background and context – Martin Luther
2. The West Asian radical organisations – King’s personal background and his
ideologies, methodologies, acts and impact. involvement in the civil rights movement.
3. Protests Movements – a detailed study on any one • Explanation of the theme and specific
– political ideologies, civil rights, women, issue of the research question in the
workers, caste, environment. context of the background given above –
the different aspects of the research
4. Nelson Mandela.
question must be dealt with individually
5. Karl Marx – Wealth of Nations – Its influence on and in detail: Martin Luther King’s aims,
the Russian Revolution. methods used by him, how far successful.
6. Mao Zedong and the Chinese Communist • Interpretation, Analysis and Critical
Revolution. Evaluation of a range of evidence: the
7. Collapse of the Russian and Chinese Communism. research material gathered by the student
8. Strands in the late 20th Century - military and – the various research material may be
economic organisations. analysed and interpreted by the student to
fit his/ her hypothesis; may also include
9. UN – Peacekeeping actions and Weaknesses. comparison of the different sources to
10. The Cultural Movement (1968). evaluate their usefulness.
11. Trends in India’s Foreign Policy – dynamics and • Conclusion – whether hypothesis stands
the changing trends. or not.
12. Theatres of World War II - changes in warfare. • Bibliography – a list of all material
referred to in the essay, including print,
electronic, oral & audio-visual material,
referenced correctly, in a standard format.
• Appendix – optional, only if it is crucial
for the better understanding of the project
essay.
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2. The West Asian radical organisations –
ideologies, methodologies, acts and impact. • Bibliography – a list of all material
A. The research question – What methods were referred to in the essay, including print,
used in the period 1948-1979 by the PLO to electronic, oral & audio-visual material,
achieve a homeland for Palestinians and with referenced correctly, in a standard format.
what effect?
• Appendix – optional, only if it is crucial
B. Abstract: it must contain the following for the better understanding of the project
information:- essay.
(i) Reason for choosing the topic – to
3. Protests Movements – a detailed study on any
understand the impact of radical political
one - political ideologies, civil rights, women,
organizations on the search for peace in
workers, caste, environment.
West Asia.
(ii) Methods and material to be used in the A. The research question – What impact did the
investigation – Materials: may include Greenpeace movement have on the general
books, magazine articles (both print and improvement of the world environment in the
electronic), films like Chronicle of A 1970s and 1980s?
Disappearance (1996). Method: reading/ B. Abstract: it must contain the following
viewing, taking notes for analysis, and information:-
evaluation.
(i) Reason for choosing the topic – to
(iii) Hypothesis: the conclusion the student is understand the connection between global
hoping to draw. politics and environmental issues
C. Main essay: it must follow the structure given (ii) Methods and material to be used in the
below:- investigation – Materials: may include
• Background and context – to be discussed books, magazine articles (both print and
very briefly: West Asia, the settlement of electronic), films like Free Willy (1993)
Jews in Israel, the question of Palestinians and Soylent Green (1973)
and the Birth of the PLO.
(iii) Hypothesis: the conclusion the student is
• Explanation of the theme and specific hoping to draw – that people have become
issue of the research question in the much more conscious of the importance
context of the background given above – of the natural environment.
the different aspects of the research
C. Main essay: it must follow the structure given
question must be dealt with individually
below:-
and in detail: the role played by the PLO,
its impact, its success/ failures. • Background and context – How the
• Interpretation, Analysis and Critical Greenpeace movement was born and the
Evaluation of a range of evidence: the context of world politics at that time that
research material gathered by the student adversely affected the environment.
– the various research material may be • Explanation of the theme and specific
analysed and interpreted by the student to issue of the research question in the
fit his/ her hypothesis; may also include context of the background given above -
comparison of the different sources to the different aspects of the research
evaluate their usefulness. question must be dealt with individually
• Conclusion – whether hypothesis stands and in detail: Aims of the Greenpeace
or not. movement, its organization and structure,
its activities in the 1970s and 1980s; its
relationship and issues/ conflicts with
national governments.

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• Interpretation, Analysis and Critical 2. Understanding, Candidate should 4
Evaluation of a range of evidence: the application of be able to:
research material gathered by the knowledge and Explain issues and
student – the various research material Analysis themes clearly and
may be analysed and interpreted by the
student to fit his/ her hypothesis; may in context.
also include comparison of the different Interpret, analyse
sources to evaluate their usefulness. and evaluate
• Conclusion – whether hypothesis stands critically a range
or not. of evidence to
present reasoned,
• Bibliography – a list of all material substantiated
referred to in the essay, including print, arguments/
electronic, oral & audio-visual material,
statement.
referenced correctly, in a standard
format. 3. Presentation Overall format, 3
referencing
• Appendix – optional, only if it is crucial
(footnotes &/or
for the better understanding of the
project essay. bibliography),
within word limit
The Project will be assessed by the teacher and a of 2000 words,
Visiting Examiner appointed locally and title page,
approved by the Council. header/footer, etc.
Assessment of Project Work will be done as TOTAL 10
follows: Evaluation by the Visiting Examiner:
1. Internal Evaluation by Teacher 10 Marks Assessment Criteria Marks
Evaluation by Visiting objective
2. Examiner 10 Marks 1. Choice of Overall format, 4
TOTAL 20 Marks Technique/ referencing
Detailed (footnotes &/or
Internal Evaluation by the Teacher: procedure & bibliography), title
Presentation page, header/footer,
Assessment Criteria Marks etc.
objective 2. Analysis and Candidates should be 3
1. Process Candidate should 3 evaluation able to:
be able to: Interpret, analyze and
evaluate critically a
Identify the topic.
range of evidence to
Plan and detail a
present reasoned,
research project.
substantiated
Select and use arguments/ statement.
appropriate 3. Viva Range of questions 3
research methods. based on the project
only.
TOTAL 10

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GUIDELINES FOR TEACHERS: 5. The students should be guided on doing the
research and looking at different types of
1. It must be emphasized that the process of doing
evidence.
the project is as important as the finished
product. 6. Books and suitable reference materials could be
suggested and even put up on the library notice
2. Once the project/projects are chosen, there
board for guidance of the students.
should be a process of brainstorming to
encourage students to make out a draft/structure 7. Internet sites could be suggested, but care must
for the project before embarking on research. be taken in selecting, using and citing these sites.
3. During the brainstorming/discussion, the teacher 8. Students must be cautioned against plagiarism
should discuss the assessment criteria with the and be penalized for the same.
students. 9. Marks must be awarded for content and
4. The teacher should discuss the draft with the originality and not for decorative elements and
student with regard to the central question and embellishments.
the type of sources to be used. 10. Projects must be the original work of the student.

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