CBSE Senior Secondary Syllabus 2027 History

FOR CBSE SENIOR SECONDARY SYLLABUS EXAM PREPARATION

CBSE Senior Secondary
Syllabus 2027
Question Paper ·
History
EXAM YEAR TYPE SUBJECT

CBSE Senior Secondary Syllabus 2027 Question Paper History

Notes · Sample Papers · Previous Year Papers · Mock Tests

.
.co s e m

s em l a
a HISTORY
SUBJECT CODE: 027
ag
CLASSES: XI-XII(2026-27)
Classes XI-XII (2025-26)

RATIONALE

The History curriculum introduces the students to a set of important historical events and
processes through a focus on a series of historical issues, debates and through various sources.
m
om
Discussion of these themes would allow students not only to know about the events and
. co
. c
processes, but also to discover the excitement of reading history. However, practical way of
e m
em
assessing whether the learning objectives have been actualised or not, can be ensure d by the way
l as
l as
of having stated outcomes. These outcomes have been enumerated against the learning objectives
ag
ag
so that the concerned teachers and their students can adopt different kinds of constructive
strategies and competency-based assessment techniques. It is also to be understood that the
learning objectives and their outcomes are essentially linked and complementary to each other.

AIMS & OBJECTIVES

History gives us the tools to analyse and explain problems in the past, it helps us to see the patterns
that might otherwise be not known in the present. It provides a crucial perspective for understanding
and solving the current and future problems.
o m
. c
e m
Studying the diversity of human experience helps us appreciate cultures, ideas, and traditions and to
recognise them as meaningful outcomes of specific
different is our life from that of our ancestors,la
s times and places. History helps us realise how

g yet how similar we are in our goals and values. With
a ourselves and how we came to be, but also develop
lessons from the past, we not only learn about
the ability to avoid mistakes and create better paths for our societies.
The subject emphasises that history is a critical discipline, a process of enquiry, a way of knowing
about the past, rather than just a collection of facts. The syllabus would help them to understand the
process through which historians write history, by choosing and assembling different types of
evidence, and by reading their sources critically. They will appreciate how historians follow the trails
that lead to the past, and how historical knowledge develops.
m
m
The syllabus would also enable students to store/relate/compare developments in different
.co
.co
situations, analyse connections between similar processes located in different time periods, and
s e m
em la
discover the relationship between different methods of enquiry within history and the allied

lasdisciplines.
ag
g
a THEMES IN CLASS XI
The syllabus in class XI is organised around some major themes in the world history.

1. Focus on some important developments in different spheres-political, social, cultural, and
economic.

m . c
c. o
1

e m
em as
s
For more Question Papers, Sample Papers, Notes & Syllabus visit
gl
Page 1 of 18

2. Study not only the grand narratives of development-urbanisation, industrialisation, and
modernisation-but also to know about the processes of displacements and marginalisation.
Through the study of these themes’ students will acquire a sense of the wider historical processes
as well as an idea of the specific debates around them.
The treatment of each theme in class XI would include an overview of the theme under discussion,
a more detailed focus on one region of study and an introduction to a critical debate associated
with the issue.
Many of the themes will introduce to the debates in the field and show how historians continuously
rethink old issues.

THEMES IN CLASS XII

In class XII the focus will shift to a detailed study of some themes in ancient, medieval, and modern
Indian history although the attempt is to soften the distinction between what is conventionally
termed as ancient, medieval and modern. The object would be to study a set of these themes in
some detail and depth rather than survey the entire chronological span of Indian history. In this
sense the course will be built on the knowledge that the students have acquired in the earlier
classes.
Each theme in class XII will also introduce the students to one type of source for the study of
history. Through such a study, students would begin to see what different types of sources can
reveal and what they cannot tell. They would come to know how historians analyse these
sources, the problems, and difficulties of interpreting each type of source, and the way a larger
picture of an event, a historical process, or a historical figure, is built by looking at different types
of sources.
Each theme for class XII will be organised around four sub heads:

1. A detailed overview of the events, issues, and processes under discussion.
2. A summary of the present state of research on the theme.
3. An account of how knowledge about the theme has been acquired.
4. An excerpt from a primary source related to the theme, explaining how it has been said by
historians.

While the themes in both the classes (XI and XII) are arranged in a broad chronological sequence,
there are overlaps between them. This is intended to convey a sense that chronological divides
and periodization do not always operate in a neat fashion. In the textbooks each theme would
be located in a specific time and place. But these discussions would be situated within a wider
context by……
 Plotting the specific event within timelines.
 Discussing the event or process in relation to the developments in other places and other times.

2

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 2 of 18

COURSE STRUCTURE
Class XI

Section Title Theme No. Theme Title Marks

Reading of World Introduction of World History
History
I Introduction Timeline I (6 MYA TO 1 BCE)
EARLY SOCIETIES
1 Writing and City Life 10
Introduction Timeline II
II (C. 100 BCE TO 1300 CE)
EMPIRES
2 An Empire Across Three Continents 10
3 Nomadic Empires 10
Introduction Timeline III (C. 1300 TO 1700)
III
4 The Three orders 10
CHANGING
TRADITIONS 5 Changing Cultural Traditions 10

Introduction Timeline IV (C. 1700 TO 2000)
IV
TOWARDS 6 Displacing Indigenous Peoples 10
MODERNISATION
7 Paths to Modernisation 15
Map Map work of the related Themes 05

Theory Total 80

Project work 20
TOTAL 100

Note-The Maps available in the official website of Govt., of India may be used

3

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 3 of 18

.
.co s e m

s em COURSE CONTENT g l a
a CLASS XI
a
Section Theme Learning outcome with specific competencies

Timeline I  Understanding the concept of chronology
(6 MYA TO 1 BCE)

❖ Elucidate the interwoven social and cultural aspects
m
Theme 1
Writing and City Life
om
of civilization in order to understand the connection
. co
. c
Focus: Iraq, 3
rd between city life and culture of contemporary
e m
I
em
millennium civilizations through their writings.
l as
EARLY
l a
BCEs ❖ Analyse the outcomes of a sustained tradition of
ag
g
SOCIETIES a. Growth of towns
a
writing.
b. Nature of early urban
societies ❖ Explain the connection between the growth of human
c. Historians ‘Debate on civilisation and the tradition of writing.
uses of writing.
Timeline II ❖ Understanding the periods in order of time.
(C.100 BCE TO 1300 CE)
❖ Explain and relate the dynamics of the Roman
Theme 2
m
Empire in order to understand their polity, economy,
o
II c
. the implications of Roman’s contacts with
society and culture.
❖ Analyse
m
An Empire
EMPIRES across Three
s e subcontinent empires and discuss about
Continents
g a the
l slavery.
a ❖ Examine the domains of cultural transformation in
that period & the impact of slavery.

❖ Identify the living patterns of nomadic pastoralist
Theme 3 society.
❖ Trace the rise and growth of Genghis Khan in order
NOMADIC EMPIRES to understand him as an oceanic ruler.
❖ Analyse socio-political and economic changes during
o m
c
the period of the descendants of Genghis khan
m .
❖ Distinguish between the Mongolian
.co m people’s
perspective and the world’s eopinion about Genghis
e m l as
las Khan
g
❖ Explain the myriada aspects of feudalism with
ag Timeline III reference to first, second, third and fourth order of the
(C. 1300 TO 1700) society.
❖ Relate between ancient slavery and serfdom.
III
CHANGING
❖ Assess the 14th century crisis and rise of the nation
Theme 4
TRADITIONS The Three Orders
states.

m . c
c. o
4

e m
em as
s
For more Question Papers, Sample Papers, Notes & Syllabus visit
gl
Page 4 of 18

❖ Analyse the causes, events, and effects of the
Renaissance, Reformation, Scientific Revolution,
Theme 5 and Age of Exploration.
❖ Relate the different facets of Italian cities to
Changing Cultural understand the characteristics of Renaissance,
Traditions Humanism and Realism.
❖ Compare and contrast the condition of women in the
Renaissance period.
❖ Recognise major influences on the architectural,
artistic, and literary developments to understand the
facades of Renaissance.
❖ Critically analyse the impact on later reforms.
❖ Evaluate the Roman Catholic Church’s response
to the Protestant Reformation.
Timeline IV  Remember and understand the time frame.
(C. 1700 to 2000)

❖ Evaluate the process of displacements of the native
Theme 6
people which led to the development of America and
IV Displacing Australia to understand their condition.
TOWARDS
MODERNISATION
Indigenous People ❖ Analyse the realms of settlement of Europeans in
Australia and America.
❖ Compare and contrast the lives and roles of
indigenous people in these continents
❖ Analyse the domains of Japanese nationalism
prior and after the Second World War.

❖ Summarise the nationalist upsurge in China from
Theme 7
Dr Sun Yat Sen to Mao Zedong to understand the
Paths to era of Communism.
Modernization ❖ Analyse the Chinese path to modernization under
Deng Xioping and Zhou enlai in order to
(NOTE- Keeping in view
understand the transformation from rigid
the importance of the
themes i.e. Japan, china communism to liberal socialism.
and Korea; it is advised ❖ Deduce the histories of China and Japan from the
that all must be taught in phase of imperialism to modernization.
the schools.
❖ Analyse the domains of Japanese nationalism prior
and after the Second World War.

5

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 5 of 18

QUESTION PAPER DESIGN
CLASS XI

Section Theme MCQ SA LA Source based Total
MM-1 MM-3 MM-8 MM-4

I- EARLY SOCIETIES Theme 3 1 0 1 10
1
II -EMPIRES Theme 4 0 2 0 20
2-3
III-CHANGING Theme 6 2 0 2 20
TRADITIONS 4-5

IV- TOWARDS Theme 8 3 1 0 25
MODERNISATION 6-7
MAP 05
Total 21x1=21 6x3=18 8x3=24 4x3=12 80

CLASS XI
INTERNAL ASSESSMENT

PROJECT WORK MM- 20
INTRODUCTION

History is one of the most important disciplines in school education. It is the study of the past,
which helps us to understand our present and shape our future. It promotes the acquisition and
understanding of historical knowledge in breath and in depth across cultures.
The course of history in senior secondary classes is to enable students to know that history is a
critical discipline, a process of enquiry, a way of knowing about the past rather than just a collection
of facts. The syllabus helps them to understand the process, through which a historian collects,
chooses, scrutinises, and assembles different types of evidence to write history. The syllabus in class-
XI is organised around some major themes in world history. In class XII the focus shifts to a detailed
study of some themes in ancient, medieval, and modern Indian history.

CBSE has decided to introduce project work in history for classes XI and XII in 2013-14 as a part of
regular studies in classroom, as project work gives students an opportunity to develop higher
cognitive skills. It takes students to a life beyond text books and provides them a platform to refer
materials, gather information, analyse it further to obtain relevant information and decide what
matter to keep and hence understand how history is constructed.
6

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 6 of 18

.
.co s e m

s em l a
a ag
OBJECTIVES

Project work will help students to:

 develop skill to gather data from a variety of sources, investigate diverse viewpoints and arrive
at logical deductions.

m
develop skill to comprehend, analyse, interpret, evaluate historical evidence, and


understand the limitation of historical evidence.
om . co
c
develop 21st century managerial skills of co-ordination, self-direction, and time management
. e m

m
learn to work on diverse cultures, races, religions, and lifestyles.
e l as

s
learn through constructivism-a theory based on observation and scientific study.
l a ag

 ag
inculcate a spirit of inquiry and research.
communicate data in the most appropriate form using a variety of techniques.
 provide greater opportunity for interaction and exploration.
 understand contemporary issues in context to our past.
 develop a global perspective and an international outlook.
 grow into caring, sensitive individuals capable of making informed, intelligent, and
independent choices.
 develop lasting interest in history discipline.
m
GUIDELINES FOR TEACHERS
m .co
s e
l a
This section provides some basic guidelines for the teachers to take up projects in History. It is very

ag
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.
m
❖
m
The teachers must ensure that the students submit original work.
.co
❖
.co
m following steps are suggested: s e
Project report should be Handwritten only. (Eco-friendly materials can be used by students) m
s eThe g la
g la ❖ Teacher should design and prepare a list of 15-20 projects and should give an option to a a
a
student to choose a project as per his/her interest.
❖ The project must be done individually / In-groups.
❖ 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.

m . c
c. o
7

e m
em as
s
For more Question Papers, Sample Papers, Notes & Syllabus visit
gl
Page 7 of 18

❖ 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.
❖ 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.
❖ 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.
❖ Evaluation will be done by external examiner appointed by the Board in class XII and internal
class XI.

SUGGESTIVE TOPICS FOR PROJECTS - CLASS XI

1. Facets of the Industrialization in sixteenth- eighteenth centuries.
2. Crusades: causes; rationale; events; outcomes; Holy Alliance
3. Ancient History in depth: Mesopotamia
4. Greek Philosophy and City States
5. Contributions of Roman Civilization
6. The spirit of Renaissance: Manifestation in art; Literature; Sculpture; Influence on Trading
Community; Social Fabric; Philosophy; Political Values; Rational Thinking; Existentialism
7. Aspects of Development -South American States /Central American States
8. Different schools of thoughts- Realism: Humanism: Romanticism
9. Piecing together the past of Genghis Khan
10. Myriad Realms of Slavery in ancient, medieval, and modern world
11. History of Aborigines – America /Australia
12. Facets of Modernization – China /Japan/Korea

(Projects are an imperative component in enhancing students learning with the related themes. In the
research project, students can go beyond the textbook and explore the world of knowledge. They can
conceptualise under the embedded themes. Forms of rubrics are a significant aspect and to be
discussed in the classroom itself for clear understanding of concept and for assessment.)

8

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 8 of 18

CLASS XII
COURSE STRUCTURE

Theory Paper

S.No. Part Marks
1 Themes in Indian History Part--I 25
2 Themes in Indian History Part—II 25
3 Themes in Indian History Part—III 25
4 Map 05
Total 80

Note-The Maps available in the website of Survey of India may be used.(https://surveyofindia.gov.in/)
Themes in Indian History Part-I 25 Marks

Sr No.
Theme Title Marks
Bricks, Beads and Bones
1
The Harappa Civilisation
Kings, Farmers and Towns 25
2
Early States and Economies (c.600 BCE 600 CE)

Kingship, Caste and class
3
Early Societies (c. 600 BCE600 CE)

Thinkers, Beliefs and Buildings
4
Cultural Developments (c. 600 BCE 600 CE)
Themes in Indian History Part-II 25 marks

Through the eyes of Travellers
5
Perceptions of Society (c. tenth to seventeenth centuries)
Bhakti-Sufi Traditions
6
Changes in Religious Beliefs and Devotional Texts (c. eighth to eighteenth
25
centuries)

7 An Imperial Capital – Vijayanagar (c. fourteenth to sixteenth centuries)
Peasants, zamindars and the States Agrarian Society and the Mughal
8
Empire (c. sixteenth-seventeenth centuries)

9

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 9 of 18

.
.co s e m

s em l a
a Themes in Indian History ag Part-III 25 marks

Colonialism and The Countryside
09
Exploring Official Archives
Rebels and Raj
10
1857 Revolt and its Representations
25
Mahatma Gandhi and the National Movement
m
11

co
Civil Disobedience and Beyond

12
. c om
Framing of the Constitution
e m .
s
The Beginning of a New Era
em l a
l as
Including Map work of the related Themes
Theory Total ag
05

g
80
a
Project Work
TOTAL
20
100

Note-The Maps available in the official website of Govt., of India may be used

CLASS XII
COURSE CONTENT

m
.co
Theme No. and Title Learning outcome with specific competencies

e m
l s
Themes in IndianaHistory Part – I

1
ag explore and interpret the early urban centres and
❖ Investigate,
social institutions.
BRICKS, BEADS ❖ State and deduce the multi-lateral aspects of Harappan civilisation
AND BONES to understand the first civilization of the world.
❖ Investigate and interpret historical and contemporary sources and
The Harappan
Civilisation
viewpoints of ASI and historians on Harappa.

❖ Critically evaluate and interpret major trends in the political and m
c o m 2 economic history of the subcontinent.
m .co
. FARMERS AND ❖ Decode inscriptional evidence. s e
em a ways in which these have
KINGS,
s l
❖ Analyse inscriptional evidences and the
g
la
TOWNS

g Early States and a and economic processes.
shaped the understanding of political
a Economies (c.600
BCE 600 CE)

m . c
c. o
10

e m
em as
s
For more Question Papers, Sample Papers, Notes & Syllabus visit
gl
Page 10 of 18

❖ Examine, analyse the issues of social history.
3
❖ Analyse social norms in order to understand the perspectives of
KINSHIP, CASTE AND society given in the scriptures of ancient India.
CLASS ❖ Examine the varied dimensions explored by historians in order to
Early Societies understand dynamic approach of Mahabharata.
(c. 600 BCE 600 CE)

4 ❖ Infer and compare the major religious developments in early
India.
THINKERS, BELIEFS
AND BUILDINGS ❖ Elucidate the rich religious sculpture and infer the stories hidden
Cultural Developments in it.
❖ Create a picture album of the Buddhist Sculpture.
(c. 600 BCE 600 CE)

Themes in Indian History Part—II
5 ❖ Understand salient features of social histories described by the
travellers and apply the learning in real life.
THROUGH THE EYES OF

Perceptions of Society ❖ Elucidating the accounts of foreign travellers in order to understand
TRAVELLERS

(c. tenth to seventeenth the social political and economic life during the tenure of different
centuries) rulers in the medieval period.
6 ❖ Understand the religious developments.
BHAKTI –SUFI
TRADITIONS ❖ Summarise the philosophies of different Bhakti and Sufi saints to
Changes in Religious understand the religious developments during medieval period.
Beliefs and Devotional
Texts ❖ Comprehend the religious movement in order to establish unity,
(c. eighth to eighteenth peace harmony and brotherhood in society.
centuries)
❖ Students will be able to Classify the distinctive architectural
7 contributions of the Vijayanagar empire to comprehend the richness
of mingled cultures of deccan India.
AN IMPERIAL CAPITAL:
VIJAYANAGARA ❖ Analyse accounts of foreign traveller’s on Vijayanagar in order to
(c. fourteenth to interpret political, social and cultural life of the city.
sixteenth centuries)
❖ Assess and appreciate the city planning, water management
system, administration of the rulers.

11

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 11 of 18

❖ Comprehend the facets of agrarian developments in order to
8 understand the relationship between the state and the agriculture
PEASANTS, during Mughal period.
ZAMINDARS AND THE
STATE ❖ Compare and contrast the agrarian changes occurred during
Agrarian Society and sixteenth and seventeenth centuries.
the Mughal Empire
(c. sixteenth seventeenth ❖ Make a table and bring out the differences in the agrarian sector.
centuries)
Themes in Indian History Part—III

9 ❖ Evaluate the revenue systems introduced by the British to
COLONIALISM AND THE understand the economic aspects of colonization in India.
COUNTRYSIDE
Exploring Official Archives ❖ Analyse the colonial official records& reports to understand the
divergent interest of British and Indians.
❖ Find solution to be taken to protect the peasants and artisans in
this century.
❖ Examine the events of 1857.
10
❖ Correlate the Planning and coordination of the rebels of 1857 to
REBELS AND THE RAJ infer its domains and nature.

❖ Examine the momentum of the revolt to understand its spread.
1857 Revolt and its
Representations
❖ Analyse how revolt created vision of unity amongst Indians.

❖ Interpret visual images to understand the emotions portrayed by the
nationalist and British.
11 ❖ Understand the nationalist movement in chronological order.
❖ Correlate the significant elements of the nationalist movement and
MAHATMA GANDHI AND
THE NATIONALIST
MOVEMENT the nature of ideas, individuals, and institutions under the
Civil Gandhian leadership.
Disobedience and Beyond ❖ Debate on the significant contributions of Gandhi to understand
his mass appeal for nationalism.
❖ Explore the ways of interpreting historical source such as
newspapers, biographies and autobiographies diaries, letters
12 ❖ Highlight the role of Constituent Assembly to understand
FRAMING THE functionaries in framing the constitution of India.
CONSTITUTION
The Beginning of a ❖ Analyse how debates and discussions around important issues in
New Era the Constituent Assembly shaped our Constitution

Note: This is not an exhaustive list. For reflective teaching- learning process, explicit Learning
Objectives and Outcomes can be added by teachers during the course-delivery for student’s real
learning.
12

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 12 of 18

.
.co s e m

s em l a
a ag
S. No Page No. Part – I Maps
Mature Harappan sites: Harappa, Banawali, Kalibangan, Balakot,
1 2
Rakhigarhi, Dholavira, Nageshwar, Lothal, Mohenjodaro, Chanhudaro, Kot
Diji.
Mahajanapada and cities: Vajji, Magadha, Kosala, Kuru, Panchala,
2 3
Gandhara, Avanti, Rajgir, Ujjain, Taxila, Varanasi.
m
om
Distribution of Ashokan inscriptions: . co
. c
 Pillar inscriptions – Sanchi, Topra, Meerut Pillar and Kaushambi.
e m
s
3 33
m
e Important kingdoms and towns:
 Kingdom of Cholas, Cheras and Pandyas.
l a
as
l  Kushanas, Shakas, Satavahanas, Vakatakas,Guptas ag
4
ag43
 Cities/towns: Mathura, Kanauj, Puhar, Braghukachchha, Shravasti, Rajgir,
Vaishali, Varanasi,Vidisha

5 95 Major Buddhist Sites: Nagarjunakonda, Sanchi, Amaravati, Lumbini, Bharhut,
Bodh Gaya, Ajanta
S. No Page No. Part II - Maps

m
.co
6 174 Bidar, Golconda, Bijapur, Vijayanagar, Chandragiri, Kanchipuram, Mysore,
Thanjavur, Kolar, Tirunelveli
e m
as
Territories under Babur, Akbar and Aurangzeb:
l
ag
7 214
 Delhi, Agra, Panipat, Amber, Ajmer, Lahore, Goa.

S. No Page No. Part III - Maps

Territories/cities under British Control in1857: Punjab, Sindh, Bombay,
8 287
Madras Berar, Bengal, Bihar, Orissa, Surat, Calcutta, Patna, Allahabad

Main centres of the Revolt of 1857: Delhi, Meerut, Jhansi, Lucknow, Kanpur,
9 260
Azamgarh, Calcutta, Benaras, Gwalior, Jabalpur, Agra, Awadh
m
m .co
.co
Important centres of the National Movement: Champaran, Kheda,
10
e m
em l as
Ahmedabad, Benaras, Amritsar, Chauri Chaura, Lahore, Bardoli, Dandi,

s Bombay (Quit India Resolution), Karachi
g
la Note-The Maps available in the official website of Govt., of India may
a be used.
ag

m . c
c. o
13

e m
em as
s
For more Question Papers, Sample Papers, Notes & Syllabus visit
gl
Page 13 of 18

CLASS XII
QUESTION PAPER DESIGN

Book MCQ SA LA Source Based Map Total
No of MM No of MM No of MM No of MM Theory Internal
questions questions questions questions

Part I 7 1 2 3 1 8 1 4 25
Part II 7 1 2 3 1 8 1 4 25
Part III 7 1 2 3 1 8 1 4 25
Map 05 05
Project 80 20
Total 7x3=21 6x3=18 3x8=24 3x4=12 1x5=5 100 Marks

WEIGHTAGE BASED ON COMPETENCIES

Competencies Marks %
Knowledge Remembering previously learned material by recalling 21 26.25
facts, terms, basic concepts, and answers.
Understanding demonstrating understanding of facts and ideas by
18 22.50
organizing, translating, interpreting, giving descriptions and stating main
ideas.

Applying and Analyzing: applying acquired knowledge, facts,
techniques and rules and solving the problems. 24 30

Formulating, Evaluating and Creating skills: Examining, making
inferences and finding evidence to support generalizations; Presenting
and defending opinions by making judgments about information and 12 15
piling information

Map skills 05 6.25

Note-The Maps available in the official website of Govt., of India may be used

INTERNAL ASSESSMENT

PROJECT WORK MM-20
INTRODUCTION
History is one of the most important disciplines in school education. It is the study of the past, which
helps us to understand our present and shape our future. It promotes the acquisition and
understanding of historical knowledge in breath and in depth across cultures.
The course of history in senior secondary classes is to enable students to know that history is a critical
discipline, a process of enquiry, a way of knowing about the past rather than just a collection of facts.
14

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 14 of 18

The syllabus helps them to understand the process, through which a historian collects, chooses,
scrutinizes and assembles different types of evidence to write history.
The syllabus in class-XI is organised around some major themes in world history. In class XII the
f o c u s shifts to a detailed study of some themes in ancient, medieval, and modern Indian history.
CBSE has decided to introduce project work in history for classes XI and XII in 2013-14 as a part
of regular studies in classroom, as project work gives students an opportunity to develop higher
cognitive skills. It takes students to a life beyond text books and provides them a platform to refer
materials, gather information, analyse it further to obtain relevant information and decide what matter
to keep and hence understand how history is constructed.

OBJECTIVES

Project work will help students:
❖ To develop skill to gather data from a variety of sources, investigate diverse viewpoints and
arrive at logical deductions.
❖ To develop skill to comprehend, analyse, interpret, evaluate historical evidence, and understand
the limitation of historical evidence.
❖ To develop 21st century managerial skills of co-ordination, self-direction, and time
management.
❖ To learn to work on diverse cultures, races, religions, and lifestyles.
❖ To learn through constructivism-a theory based on observation and scientific study.
❖ To inculcate a spirit of inquiry and research.
❖ To communicate data in the most appropriate form using a variety of techniques.
❖ To provide greater opportunity for interaction and exploration.
❖ To understand contemporary issues in context to our past.
❖ To develop a global perspective and an international outlook.
❖ To grow into caring, sensitive individuals capable of making informed, intelligent, and
independent choices.
❖ To develop lasting interest in history discipline.

GUIDELINES FOR 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

15

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 15 of 18

.
.co s e m

s em g l a
a ❖
a
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)

The following steps are suggested:
o m
m
o and prepare a list of 15-20 projects and should give an option to eam . c
1.
.
Teacher should designc s
e
student to choosem a project as per his/ her interest.
l a
2.
l as be done individually/ In-groups.
The project must
a g
3.
a
The topicg 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
m
.co
in project-based and inquiry-based learning. Art integrated Activities, experiments, models,

m
quizzes, role plays, group work, portfolios, etc., along with teacher assessment. (NEP-
e
l as
2020) The Project work can culminate in the form of Power Point Presentation/

ag
Exhibition/ Skit/albums/files/song and d a n c e or c u l t u r e 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.
m
m
Note: The project reports are to be preserved by the school till the final results are declared, for
.co
.co em
scrutiny by CBSE.

em s
las gla
A FEW SUGGESTIVE TOPICS FOR CLASS XIIaPROJECTS
ag
1. The Indus Valley Civilization-Archaeological 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

m . c
c. o
16

e m
em as
s
For more Question Papers, Sample Papers, Notes & Syllabus visit
gl
Page 16 of 18

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
17. Comparative Study of Stupas and Pillar Edicts
18. Comparative Study of Mughal and Vijayanagar Architecture

(Projects are an imperative component in enhancing students learning with the related themes. In
the research project, students can go beyond the textbook and explore the world of knowledge.
They can conceptualise under the embedded themes. Forms of rubrics are a significant aspect
and to be discussed in the classroom itself for clear understanding of concept & for assessment.

Note: Please refer Circular No. Acad.16/2013 dated 17.04.2013 for complete guidelines.

Kindly refer to the guidelines on project work for classes XI and XII given below: - One Project to be
done throughout the session, as per the existing scheme.

1. Steps involved in the conduct of the project: Students may work upon the following lines as
suggested:
1. Choose a Title/Topic
2. Need of the Study, Objective of the Study
3. Hypothesis
4. Content -Timeline, Maps, Mind maps, Pictures, etc. (Organization of Material/Data Present
Material/Data)
5. Analysing the Material/Data for Conclusion
6. Draw the Relevant Conclusion
7. Bibliography

2. Expected Checklist for the Project Work:
1. Introduction of topic/ title
2. Identifying the causes, events, consequences and/or remedies
3. Various stakeholders and effect on each of them
4. Advantages and disadvantages of situations or issues identified
5. Short-term and long-term implications of strategies suggested during research
6. Validity, reliability, appropriateness, and relevance of data used for research work and for
presentation in the project file
7. Presentation and writing that is succinct and coherent in project file
8. Citation of the materials referred to, in the file in footnotes, resources section, bibliography etc.

17

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 17 of 18

3. Assessment of Project Work:

1. Project Work has broadly the following phases: Synopsis/ Initiation, Data Collection, Data
Analysis and Interpretation, Conclusion.
2. The aspects of the project work to be covered by students can be assessed during the academic
year.
3. 20 marks assigned for Project Work can be divided in the following manner:

Month Periodic Work Assessment Rubrics Marks

Instructions about Project Introduction, Statement of Purpose/ 6
April-July Guidelines, Background reading Need and objectives of the study,
Discussions on Theme and Hypothesis/ Research Question,
Selection of the Final Topic,
Review of Literature, Presentation of
Initiation/ Synopsis
Evidence, Methodology, Questionnaire,
Data
August - Planning and organization: forming Significance and relevance of the topic; 5
October an action plan, feasibility, or baseline challenges encountered while
study, Updating/ modifying the conducting the research.
action plan, Data Collection

Content/data analysis and Content analysis and its relevance in 5
November- interpretation. Conclusion, the current scenario. Conclusion,
January Limitations, Suggestions, Limitations, Bibliography, Annexures
Bibliography, Annexures and overall
and Overall P resentation.
presentation of the project
January - Final Assessment and VIVA by both External/ Internal Viva based on the 4
February Internal and External Examiners project
TOTAL 20

4. Viva-Voce
1. At the end, each learner will present the research work in the Project File to the External and
Internal examiner.
2. The questions should be asked from the Research Work/ Project File of the learner.
3. The Internal Examiner should ensure that the study submitted by the learner is his/her own
original work. In case of any doubt, authenticity should be checked and verified.

18

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 18 of 18