Manipur Board Class 12 Syllabus 2027 History

FOR MANIPUR CLASS 12 PREPARATION

Manipur Board Class
12 Syllabus 2027
History
EXAM YEAR TYPE SUBJECT

Manipur Class 12 2027 Syllabus History

Notes · Sample Papers · Previous Year Papers · Mock Tests

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DESIGN OF QUESTION PAPER
Subject : HISTORY
Class : XII
Full Mark : 80
Time : 3 Hours

I WEIGHTAGE TO OBJECTIVES:
Objectives Marks Percentage
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Knowledge(K) 12 16
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Understanding (U) 40 50
Application (A) 24 30
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Skill (S)
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04

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WEIGHTAGE TO FORMS OF QUESTIONS:
Total: 80

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100

ag FORM OF QUESTIONS
Essay/Long Answer (E/LA)
No. of questions
4
Time ( in minutes )
96
Marks
32
Percentage
40
Short Answer (SA-I) 6 36 24 30
Short Answer (SA-II) 4 16 08 10
Very Short Answer(VSA) 6 12 06 7.5
MCQ 10 20 10 12.5
Total: 30 180 80 100
III WEIGHTAGE TO CONTENT:
Theme Unit Topics Marks Percentage
1 The Harappan Civilisation
2 Early States and Economics
Indian History 20
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3 Early Societies 25
Part - I

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4 Cultural Development
5 Perception of Society
6
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Changes in Religious Beliefs and Devotional Texts
7
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An Imperial Capital: Vijayanagara

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(c. Fourteenth to Sixteenth centuries)
Indian History
Part – II
xx
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Agrarian Society and The Mughal Empire
20
25

(c. Sixteenth to Seventeenth centuries)
10 Colonialism and Rural Society
11 Revolt of 1857 and Its Representations.
12 Urbanisation, Planning and Architecture
13 Mahatama Gandhi and the Nationalist Movement 20
Indian History 25
Part – IIII 14 Understanding Partition
15 Beginning of a New Era
1 Pre and Proto History of Manipur
2 Historical Archaeology
Regional History
3 Manipur and First Anglo Burmese War (1824 – 26) 20
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(Manipur) 25
4 Anglo – Manipuri War
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5 Socio – Religious and Political Movements

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Total:
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e m IV SCHEME OF SECTIONS: NIL

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las V SCHEME OF OPTIONS: 50% in SA I and 100% in LA
DIFFICULTY LEVEL :
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Difficulty : 30 % of the total marks
Average
Easy
: 50% of the total marks
: 20% of the total marks
INTERNAL ASSESSMENT: 20 MARKS
VII 10 MARKS FOR 5 MARKS FOR PROJECT 5 MARKS FOR VIVA-
PERIODIC TESTS REPORT/ FIELD VISIT REPORT VOCE

*1. 1 (one) Source Based Question will be asked from SA-I.
*2. Map will be inserted in the Answer Script.
*3. Two questions of MCQ will be assertion-reason type question.

Abbreviation:
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K(Knowledge), U(Understanding), C(Comprehension), Exp.(Expression), Skill(S),
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E(Essay Type), SA (Short Answer Type), VSA (Very Short Answer Type),
MCQ(Multiple Choice Question)
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HISTORY
CLASS : XII
Marks - 80 Periods - 200
Themes Unit /
Objectives Period Marks
Topics
Indian Learners to
1 The Harappan Civilisation
History - interpret history Harappan
(a) Early urban centres.
Part - I Civilisations through
(c) Archaeological report on the
archaeological ruins.
major sites and its interpretations 7
- explain the distinct characteristics
by the scholars.
of urban planning
Learners will
2 Early States and Economics
- state history of the period through
(c. 600 BCE – 600CE)
inscriptions
(a) Inscriptions and decipherment of
- explain political development of
the script.
India from c. 600 BCE to 600 CE. 8
(b) Shifts in the understanding of
- describe the functioning of the
political and economic history.
economic activities of the said
(c) Ashokan Inscriptions and Gupta
period.
period land grant.
3 Early Societies
(c. 600 BCE – 600CE) Learners to
(a) Issues in social history, including - to state issues in social history
7
caste, class, kinship and gender. - explain the importance of sources
(b) The sources for reconstructing in constructing social history. 20
social history.
4. Cultural Development
(c. 6th Century BCE – 6th Century
Learners to
CE)
- explain the religious development
(a) A brief review of religious
from c. 6th Century BCE – 6th
histories of Vedic religion, 12
Century CE
Jainism, Vaishnavism, Saivism.
- describe the main tenets of them
(b) Buddhism.
(c) Sanchi Stupa and its importance.
5. Perception of Society
Learners will
Indian (c. 10th to 17th centuries)
- describe history from traveller’s
History (a) Outline of Social and Cultural life
account
Part – II as they appear in travellers' 10
- narrate history of a period from
accounts of Alberuni, ibi Batuta,
such account
Bernier, etc.
6 Changes in Religious Beliefs
and Devotional Texts
Learners will
(c. eight to eighteenth centuries)
- explain the religious philosophies
(a) Outline of religious developments
of the period
during this period. 7
- generalises the ideas and practices
(b) Ideas and practices of the
of the saints
BhaktiSufi saints.
(c) Importance of Bhakti-Sufi works.
20
7 An Imperial Capital:
Vijayanagara Learners will
(c. fourteenth to sixteenth - develop history of a period through
centuries) various sources
(a) Outline of new buildings during - highlight the history through
7
Vijyanagar period-temples, forts, architecture
irrigation facilities. - describe the economic activities
(b) Relationship between architecture through sources
and the political system.

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9. Agrarian Society and The
Mughal Empire
Learners to
(c. 16th to 17th centuries)
- explain the agrarian activities of the
The Ain-i-Akbari
period
(a) Structure of agrarian Relations in 13
- describe agrarian activity through
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the 16th and 17th centuries.
contemporary sources
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(b) Patterns of change over the period.

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(c) Compilation and translation of Aini-

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Akbari and its importance in history.
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10 Colonialism and Rural Society Through various sources learners will l a
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(a) Life of Zamindars, peasants and artisans - state the economic exploitation of the
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a in the late 18th century.
-
British imperialism in rural India
describe the impact of British
economic exploitation of India

11 Revolt of 1857 and Its Representations. Using sources learners to
Indian
History (a) The events of 1857-1858-area affected. - explain the outbreak of the Revolt of
(b) Changes in the British policy after 1857
Part - 8
III 1857. - describe the changes in the British
policy in India after the Revolt of
1857.
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12. Urbanisation, Planning and Learners to
Architecture - state evolution of towns from 16th
Town Planning and Municipal
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Reports.
las - describe the architectural development
(a) The growth of Mumbai, Chennai,
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hill stations and cantonments in the
and planning of town initiatives taken
up by the British in India.
10

18th and 19th centuries.
(b) Town planning of cities like
Kolkata, Mumbai, etc.
13 Mahatma Gandhi and the Nationalist Learners will 20
Movement - state the role of Mahatma Gandhi in
(a) The nationalist movement, 1918-1948. the nationalist Movement of India 7
(b) The nature of Gandhian polities and - describe the nature of Nationalist
leadership. Movement under Mahatma Gandhi
14. Understanding Partition Learners will
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(a) The history of the 1940s. - state the courses of events of that led
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(b) Nationalism, Communalism and to the partition of India
partition.
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- explain the impacts of partition in 10

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as
different parts of Indian sub –
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15 Beginning of a New Era:
continent
Learners will ag
ag Framing the Constitution
(a) Independence and the new nation states.
- describe India post independence
- state the circumstances that led to the
5
(b) The making of the constitution. framing of Indian constitution

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1 Pre and Proto History of Manipur Learners will
Regional (a) Outline the Pre historic culture of - highlight the Prehistoric Culture of
History Manipur Manipur 5
Manipur (b) Social and economic activities during - describe the social and economic
Part – IV the Prehistoric Manipur activities of Prehistoric Manipur
2 Historical Archaeology Learners to
(a) Role of archaeology in re-discovering - state the role of archaeology in writing
5
the past of Manipur the history of Manipur
3 Manipur and First Anglo Burmese Learners will
War (1824 – 26) - state the relationship between Manipur
(a) Manipur’s relation with Burma in the and Burma in the 19th century
6
19th century - describe the liberation of Manipur from
(b) Liberation of Manipur under Gambhir Burma
Singh 20
4 Anglo – Manipuri War Learners to
(a) Causes of Anglo – Manipuri War, 1891 - describe the circumstances that led
6
(b) Courses of Anglo – Manipuri War, 1891 British rule in Manipur

5 Socio – Religious and Political Learners will
Movements - state the outbreak of movements in
(a) Outbreak of Movements in the 20th Manipur in the 20th century.
century - give reasons for the outbreak of 7
(b) Nature of Movements in the 20th century movements in Manipur in the 20th
century.
Total 80

PRESCRIBED TEXTBOOK :
1. Themes in Indian History ( Text book for Class XII)
Published by: Council of Higher Secondary Education, Manipur.

2. Themes in Regional History (Manipur) Textbook for Class XII
Published by : Council of Higher Secondary Education, Manipur.

REFERENCE BOOK :
Themes in Indian History ( Text book in History for Class XII)
Published by: NCERT, New Delhi.

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PROJECT WORK IN HISTORY FOR CLASSES XI AND XII
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.
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The course of history in senior secondary classes is to enable to students to know that history
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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 e m
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historian collects, chooses, scrutinizes and assembles different types of evidences to write
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history. The syllabus in class-XI is organized around some major themes in world history. In
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class XII the focus shifts to a detailed study of some themes in ancient, medieval and modern
Indian history. Council of HrSecondary education, Manipur has decided to introduce project
work in history for classes XI and XII in 2026-27 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: -
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. of sources investigate diverse viewpoints
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 To develop skills to gather data from a variety
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and arrive at logical deductions.
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 To develop skills to comprehend,g
understand the limitations of historical evidence.

 To develop 21st century managerial skills of co-ordination, self-direction and time
management.

 To give a multidisciplinary approach to topics.

 To learn to work on diverse cultures, races, religions and lifestyles
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.  To learn through constructivism a theory based on observation and scientific study.
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 To communicate data in the most appropriate form using a variety
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 To understand contemporary issues in context to our past.

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ASSESSMENT
The total marks for the project will be 20 marks. The following are the criteria for evaluation:

A.PROJECT REPORT:(5)

CRITERIA MARK
1. Content and its presentation (power-point) 2
2. Organisation and originality 1
3.Analysis, Interpretation and inferences drawn 1
4. Sources used 1
PROJECT REPORT (TOTAL) 5
Note: Project mark should me submitted just before final (school) exam.

B. VIVA-VOCE: (5)

CRITERIA MARK
1.Understanding of the project 2
2. Efficiency in answering questions with examples 3
VIVA-VOCE (TOTAL) 5

NOTE: At the end of session, each learner will present the research work in the Project File
to the External or Internal Examiner. The Examiner should ensure that the study submitted by
the learner in his/her own original work and in his/her own handwriting.

C. AVERAGE MARK OF 2/3 PERIODIC TESTS (10)

CRITERIA MARK
1. Mark score in the first periodic test --------
2. Mark score in the second periodic test --------
3. Mark score in the third periodic test --------
AVERAGE MARK SHOULD BE OUT OF 10 MARK ----(10)

NOTE: AVERAGE MARK OF THE PERIODIC TESTS SHOULD ME SUBMITTED
IN THE FIRST WEEK OF NOVEMBER OF EVERY YEAR. (BEST TWO
OUT OF THREE PERIODIC TESTS)

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NOTE:

 The project work to be done in group of five.
 Each group to select one topic.
 Each student to have a separate project file.
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The project should be minimum of 20-30 pages each.
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Use colorful.sheets for the work and spiral binding. s e
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Each s
group has to prepare Power point presentation related to their topic.
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 g groups can give power-point presentation at the time of project report
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submission.
 The project should be totally research and survey based.
 The project must be neat and well-presented and must be completely handwritten.
 The topic and the group members must be first approved by the teacher.
 The project should be done on inter leaf A-4 sized sheets.
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 Students have to preserve the initial draft of the project as well as any research papers
that they may have used. (To be attached at the end of the project)

s em
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 Revise and write all the assignments of the chapters done in the class.
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Prepare Power Point Presentation
 Revise and practice the map work done in the class.
FINAL PRESENTATION/LAYOUT OF THE PROJECT
Section 1: History Project (Title of the Project) Name: School: Year: Roll no :
Section 2: Certificate of authenticity (To be pasted) Teacher’s Signature
Section 3: Index Section
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Section 4: Acknowledgement (Acknowledging the institution , the place visited and the
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person who has helped.)

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Preface: Problem Statement/Objective of the project
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selected topic by giving some historical background)a
Introduction: (Objective/learning outcomes of the project.

a Section 7: Summary of the topic Activities done during the project
Section 8: Observations and Analysis
Section 9: Conclusion Summarized suggestions of findings/Future scope of study
Section 10: Appendix,Bibliography,Personconsulted,Books , films, referred
Section 11: Values and life skills learned through the project.
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Section 12: Thank you
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CLASS XII

PROJECT WORK
THEMES IN INDIAN HISTORY

TOPICS:

 Town planning and Artifacts of the Harappan civilization

 Role of Manipuri Women in the social movements.

Significance of the ImphalBattle in the second world war.

 Through the Travelers Eyes. Ibn Batuta, Al Biruni, Marco Polo, Nicolo Conti, Abdur
Razaq, Francois Bernier Athanasius Nikitin, Duarte Barbosa, Jean-Baptiste Tavernier,
Jesuit Roberto Nobili .

 Understanding the Bhakti-Sufi Movement in India Kabir, Guru Nanak, Mira Bai,
Bassavana.

 Life and contributions of Hijam Irabot

 How the Partition in 1947 was not just a division of territory but also a division of
hearts and how it affected the common people.

 Great philosophers of India- Gautam Buddha and Mahavira.

 The Vijayanagara empire with special focus on the city called Hampi.

 Colonial cities- Bombay, Madras and Calcutta with special reference to architectural
style of these cities.

 Role of women in the Mughal empire- Agrarian women and imperial women with
special reference to Nur Jahan, Gulbadan Banu, Jahanara,Roshanara.

 Role of Mahatma Gandhi in the nationalist movement.

 The Constitution of India- Framing, implementation, importance.

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