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Page 1
CLASS XII
COURSE STRUCTURE
Theory Paper
S. No Part Period Marks
1 Themes in Indian History Part--I 60 25
2 Themes in Indian History Part--II 60 25
3 Themes in Indian History Part -- III 60 25
4 Map 15 05
Total 195 80
Themes in Indian History Part—I 25 Marks
Theme No. Theme Title Periods Marks
1
Bricks, Beads and Bones
The Harappa Civilisation
15
25
2
Kings, Farmers and Towns
Early States and Economies (c.600 BCE600 CE)
15
3
Kingship, Caste and class
Early Societies (c. 600 BCE600 CE)
15
4
Thinkers, Beliefs and Buildings
Cultural Developments (c. 600 BCE600 CE)
15
Themes in Indian History Part—II 25 marks
5
Through the eyes of Travellers
Perceptions of Society (c. tenth to seventeenth centuries)
15
25
6
Bhakti-Sufi Traditions
Changes in Religious Beliefs and Devotional Texts (c. eighth to eighteenth centuries)
15
7 An Imperial Capital – Vijayanagar (c. fourteenth to sixteenth centuries) 15
Page 2
CLASS XII
COURSE STRUCTURE
Theory Paper
S. No Part Period Marks
1 Themes in Indian History Part--I 60 25
2 Themes in Indian History Part--II 60 25
3 Themes in Indian History Part -- III 60 25
4 Map 15 05
Total 195 80
Themes in Indian History Part—I 25 Marks
Theme No. Theme Title Periods Marks
1
Bricks, Beads and Bones
The Harappa Civilisation
15
25
2
Kings, Farmers and Towns
Early States and Economies (c.600 BCE600 CE)
15
3
Kingship, Caste and class
Early Societies (c. 600 BCE600 CE)
15
4
Thinkers, Beliefs and Buildings
Cultural Developments (c. 600 BCE600 CE)
15
Themes in Indian History Part—II 25 marks
5
Through the eyes of Travellers
Perceptions of Society (c. tenth to seventeenth centuries)
15
25
6
Bhakti-Sufi Traditions
Changes in Religious Beliefs and Devotional Texts (c. eighth to eighteenth centuries)
15
7 An Imperial Capital – Vijayanagar (c. fourteenth to sixteenth centuries) 15
8
Peasants, zamindars and the States Agrarian Society and the Mughal Empire (c.
sixteenth-seventeenth centuries)
15
Themes in Indian History Part—III 25 marks
Theme No. Theme Title Periods Marks
09
Colonialism and The Countryside
Exploring Official Archives
15
25
10
Rebels and Raj
1857 Revolt and its Representations
15
11
Mahatma Gandhi and the National Movement
Civil Disobedience and Beyond
15
12
Framing of the Constitution
The Beginning of a New Era
15
Including Map work of the related Themes 15 05
Theory Total 80
Project Work 25 20
TOTAL 220 100
Note: Please refer to the following links for NCERT Rationalised 2023-24 textbook
https://ncert.nic.in/textbook.php?lehs1=1-4
https://ncert.nic.in/textbook.php?lehs2=0-4#
https://ncert.nic.in/textbook.php?lehs3=0-4
Page 3
CLASS XII
COURSE STRUCTURE
Theory Paper
S. No Part Period Marks
1 Themes in Indian History Part--I 60 25
2 Themes in Indian History Part--II 60 25
3 Themes in Indian History Part -- III 60 25
4 Map 15 05
Total 195 80
Themes in Indian History Part—I 25 Marks
Theme No. Theme Title Periods Marks
1
Bricks, Beads and Bones
The Harappa Civilisation
15
25
2
Kings, Farmers and Towns
Early States and Economies (c.600 BCE600 CE)
15
3
Kingship, Caste and class
Early Societies (c. 600 BCE600 CE)
15
4
Thinkers, Beliefs and Buildings
Cultural Developments (c. 600 BCE600 CE)
15
Themes in Indian History Part—II 25 marks
5
Through the eyes of Travellers
Perceptions of Society (c. tenth to seventeenth centuries)
15
25
6
Bhakti-Sufi Traditions
Changes in Religious Beliefs and Devotional Texts (c. eighth to eighteenth centuries)
15
7 An Imperial Capital – Vijayanagar (c. fourteenth to sixteenth centuries) 15
8
Peasants, zamindars and the States Agrarian Society and the Mughal Empire (c.
sixteenth-seventeenth centuries)
15
Themes in Indian History Part—III 25 marks
Theme No. Theme Title Periods Marks
09
Colonialism and The Countryside
Exploring Official Archives
15
25
10
Rebels and Raj
1857 Revolt and its Representations
15
11
Mahatma Gandhi and the National Movement
Civil Disobedience and Beyond
15
12
Framing of the Constitution
The Beginning of a New Era
15
Including Map work of the related Themes 15 05
Theory Total 80
Project Work 25 20
TOTAL 220 100
Note: Please refer to the following links for NCERT Rationalised 2023-24 textbook
https://ncert.nic.in/textbook.php?lehs1=1-4
https://ncert.nic.in/textbook.php?lehs2=0-4#
https://ncert.nic.in/textbook.php?lehs3=0-4
CLASS XII
COURSE CONTENT
Theme No. and Title Specific learning objectives
Suggestive Teaching learning
process
Learning outcome with
specific competencies
Themes in Indian History Part—I
1
BRICKS, BEADS AND
BONES The Harappan
Civilisation
? Familiarize the learner with
the early urban centers as
economic and social
institutions.
? Introduce the ways in which
new data can lead to a
revision of existing notions of
history.
? Find the difference between
an archeologist and historian
who Investigate and interpret
historical and contemporary
sources.
? Inquiry based use of questions
to explore.
? Illustrate how archaeological
excavations are undertaken,
and their findings are
interpreted.
? Use of Picture charts and Map
reading to trace the growth of
urban centres.
? To investigate, explore and
interpret the early urban
centres and social
institutions.
? State and deduce the multi-
lateral aspects of Harappan
civilization to understand the
first civilization of the world.
? Investigate and interpret
historical and contemporary
sources and viewpoints of
ASI and historians on
Harappa.
2
KINGS, FARMERS AND
TOWNS: Early States and
? To Familiarize the learner
with major trends in the
political and economic history
of the subcontinent.
? Introduce inscriptional
? Use of Archaeological
Evidence Videos and
Narration method to bring an
understanding of the trends.
? Virtual tour to analyse and
understand the inscriptions
? To critically evaluate and
interpret major trends in the
political and economic history
of the subcontinent.
? Decode inscriptional evidence.
Page 4
CLASS XII
COURSE STRUCTURE
Theory Paper
S. No Part Period Marks
1 Themes in Indian History Part--I 60 25
2 Themes in Indian History Part--II 60 25
3 Themes in Indian History Part -- III 60 25
4 Map 15 05
Total 195 80
Themes in Indian History Part—I 25 Marks
Theme No. Theme Title Periods Marks
1
Bricks, Beads and Bones
The Harappa Civilisation
15
25
2
Kings, Farmers and Towns
Early States and Economies (c.600 BCE600 CE)
15
3
Kingship, Caste and class
Early Societies (c. 600 BCE600 CE)
15
4
Thinkers, Beliefs and Buildings
Cultural Developments (c. 600 BCE600 CE)
15
Themes in Indian History Part—II 25 marks
5
Through the eyes of Travellers
Perceptions of Society (c. tenth to seventeenth centuries)
15
25
6
Bhakti-Sufi Traditions
Changes in Religious Beliefs and Devotional Texts (c. eighth to eighteenth centuries)
15
7 An Imperial Capital – Vijayanagar (c. fourteenth to sixteenth centuries) 15
8
Peasants, zamindars and the States Agrarian Society and the Mughal Empire (c.
sixteenth-seventeenth centuries)
15
Themes in Indian History Part—III 25 marks
Theme No. Theme Title Periods Marks
09
Colonialism and The Countryside
Exploring Official Archives
15
25
10
Rebels and Raj
1857 Revolt and its Representations
15
11
Mahatma Gandhi and the National Movement
Civil Disobedience and Beyond
15
12
Framing of the Constitution
The Beginning of a New Era
15
Including Map work of the related Themes 15 05
Theory Total 80
Project Work 25 20
TOTAL 220 100
Note: Please refer to the following links for NCERT Rationalised 2023-24 textbook
https://ncert.nic.in/textbook.php?lehs1=1-4
https://ncert.nic.in/textbook.php?lehs2=0-4#
https://ncert.nic.in/textbook.php?lehs3=0-4
CLASS XII
COURSE CONTENT
Theme No. and Title Specific learning objectives
Suggestive Teaching learning
process
Learning outcome with
specific competencies
Themes in Indian History Part—I
1
BRICKS, BEADS AND
BONES The Harappan
Civilisation
? Familiarize the learner with
the early urban centers as
economic and social
institutions.
? Introduce the ways in which
new data can lead to a
revision of existing notions of
history.
? Find the difference between
an archeologist and historian
who Investigate and interpret
historical and contemporary
sources.
? Inquiry based use of questions
to explore.
? Illustrate how archaeological
excavations are undertaken,
and their findings are
interpreted.
? Use of Picture charts and Map
reading to trace the growth of
urban centres.
? To investigate, explore and
interpret the early urban
centres and social
institutions.
? State and deduce the multi-
lateral aspects of Harappan
civilization to understand the
first civilization of the world.
? Investigate and interpret
historical and contemporary
sources and viewpoints of
ASI and historians on
Harappa.
2
KINGS, FARMERS AND
TOWNS: Early States and
? To Familiarize the learner
with major trends in the
political and economic history
of the subcontinent.
? Introduce inscriptional
? Use of Archaeological
Evidence Videos and
Narration method to bring an
understanding of the trends.
? Virtual tour to analyse and
understand the inscriptions
? To critically evaluate and
interpret major trends in the
political and economic history
of the subcontinent.
? Decode inscriptional evidence.
Economies (c.600 BCE600
CE)
analysis and the ways in
which these have shaped the
understanding of political and
economic processes.
? Critically examine the
limitations of inscriptional
evidence.
? Analyse inscriptional evidences
and the ways in which these
have shaped the understanding
of political and economic
processes.
3
KINSHIP, CASTE AND
CLASS, Early Societies
(c. 600 BCE600 CE)
? To Familiarize the learners
with issues in social history.
? Introduce the strategies of
textual analysis and their use
in reconstructing social
history.
? To appraise the condition of
women during Mahabharata
age.
? Narration of the issues in
social history.
? Story boards can be used to
discuss the scriptures of
ancient India.
? Debate & Group discussion
condition of women during
Mahabharata age.
? To examine, analyse the issues
of social history.
? Analyse social norms in order to
understand the perspectives of
society given in the scriptures of
ancient India.
? Examine the varied dimensions
explored by historians in order
to understand dynamic
approach of Mahabharata..
4
THINKERS, BELIEFS AND
BUILDINGS
Cultural Developments
(c. 600 BCE600 CE)
? Discuss the major religious
developments in early India.
? Introduce strategies of visual
analysis and their use in
reconstructing the theories of
religion.
? Use of flow chart and Tabular
columns to compare the major
religions in ancient India.
? Picture chart to discuss the
stories in the sculptures.
? To infer and compare the
major religious developments
in early India.
? Elucidate the rich religious
sculpture and infer the stories
hidden in it.
Page 5
CLASS XII
COURSE STRUCTURE
Theory Paper
S. No Part Period Marks
1 Themes in Indian History Part--I 60 25
2 Themes in Indian History Part--II 60 25
3 Themes in Indian History Part -- III 60 25
4 Map 15 05
Total 195 80
Themes in Indian History Part—I 25 Marks
Theme No. Theme Title Periods Marks
1
Bricks, Beads and Bones
The Harappa Civilisation
15
25
2
Kings, Farmers and Towns
Early States and Economies (c.600 BCE600 CE)
15
3
Kingship, Caste and class
Early Societies (c. 600 BCE600 CE)
15
4
Thinkers, Beliefs and Buildings
Cultural Developments (c. 600 BCE600 CE)
15
Themes in Indian History Part—II 25 marks
5
Through the eyes of Travellers
Perceptions of Society (c. tenth to seventeenth centuries)
15
25
6
Bhakti-Sufi Traditions
Changes in Religious Beliefs and Devotional Texts (c. eighth to eighteenth centuries)
15
7 An Imperial Capital – Vijayanagar (c. fourteenth to sixteenth centuries) 15
8
Peasants, zamindars and the States Agrarian Society and the Mughal Empire (c.
sixteenth-seventeenth centuries)
15
Themes in Indian History Part—III 25 marks
Theme No. Theme Title Periods Marks
09
Colonialism and The Countryside
Exploring Official Archives
15
25
10
Rebels and Raj
1857 Revolt and its Representations
15
11
Mahatma Gandhi and the National Movement
Civil Disobedience and Beyond
15
12
Framing of the Constitution
The Beginning of a New Era
15
Including Map work of the related Themes 15 05
Theory Total 80
Project Work 25 20
TOTAL 220 100
Note: Please refer to the following links for NCERT Rationalised 2023-24 textbook
https://ncert.nic.in/textbook.php?lehs1=1-4
https://ncert.nic.in/textbook.php?lehs2=0-4#
https://ncert.nic.in/textbook.php?lehs3=0-4
CLASS XII
COURSE CONTENT
Theme No. and Title Specific learning objectives
Suggestive Teaching learning
process
Learning outcome with
specific competencies
Themes in Indian History Part—I
1
BRICKS, BEADS AND
BONES The Harappan
Civilisation
? Familiarize the learner with
the early urban centers as
economic and social
institutions.
? Introduce the ways in which
new data can lead to a
revision of existing notions of
history.
? Find the difference between
an archeologist and historian
who Investigate and interpret
historical and contemporary
sources.
? Inquiry based use of questions
to explore.
? Illustrate how archaeological
excavations are undertaken,
and their findings are
interpreted.
? Use of Picture charts and Map
reading to trace the growth of
urban centres.
? To investigate, explore and
interpret the early urban
centres and social
institutions.
? State and deduce the multi-
lateral aspects of Harappan
civilization to understand the
first civilization of the world.
? Investigate and interpret
historical and contemporary
sources and viewpoints of
ASI and historians on
Harappa.
2
KINGS, FARMERS AND
TOWNS: Early States and
? To Familiarize the learner
with major trends in the
political and economic history
of the subcontinent.
? Introduce inscriptional
? Use of Archaeological
Evidence Videos and
Narration method to bring an
understanding of the trends.
? Virtual tour to analyse and
understand the inscriptions
? To critically evaluate and
interpret major trends in the
political and economic history
of the subcontinent.
? Decode inscriptional evidence.
Economies (c.600 BCE600
CE)
analysis and the ways in
which these have shaped the
understanding of political and
economic processes.
? Critically examine the
limitations of inscriptional
evidence.
? Analyse inscriptional evidences
and the ways in which these
have shaped the understanding
of political and economic
processes.
3
KINSHIP, CASTE AND
CLASS, Early Societies
(c. 600 BCE600 CE)
? To Familiarize the learners
with issues in social history.
? Introduce the strategies of
textual analysis and their use
in reconstructing social
history.
? To appraise the condition of
women during Mahabharata
age.
? Narration of the issues in
social history.
? Story boards can be used to
discuss the scriptures of
ancient India.
? Debate & Group discussion
condition of women during
Mahabharata age.
? To examine, analyse the issues
of social history.
? Analyse social norms in order to
understand the perspectives of
society given in the scriptures of
ancient India.
? Examine the varied dimensions
explored by historians in order
to understand dynamic
approach of Mahabharata..
4
THINKERS, BELIEFS AND
BUILDINGS
Cultural Developments
(c. 600 BCE600 CE)
? Discuss the major religious
developments in early India.
? Introduce strategies of visual
analysis and their use in
reconstructing the theories of
religion.
? Use of flow chart and Tabular
columns to compare the major
religions in ancient India.
? Picture chart to discuss the
stories in the sculptures.
? To infer and compare the
major religious developments
in early India.
? Elucidate the rich religious
sculpture and infer the stories
hidden in it.
? Reconstructing the Mauryan
administration with help of
Arthasastra Indica and other
sources.
? Use of map to locate the
places of religious
development.
? To create a picture album of
the Buddhist sculpture/
Themes in Indian History Part—II
5
THROUGH THE EYES OF
TRAVELLERS Perceptions
of Society
(c. tenth to seventeenth
centuries)
? Familiarize the learner with
the salient features of social
histories described by the
travellers.
? Discuss how traveller’s
accounts can be used as
sources of social history.
? Familiarise with the accounts
of foreign travellers in order
to understand the social
political and economic life in
the medieval period.
? Think Pair and share the
features of social history as
narrated by travellers.
? Reading the text for knowing
the traveller’s accounts which
is the source of social history.
? Narration of the writings of all
the travellers.
? To understand salient
features of social histories
described by the travellers
and apply the learning in real
life.
? Elucidating the accounts of
foreign travellers in order to
understand the social political
and economic life during the
tenure of different rulers in
the medieval period.
? Compare and contrast the
perspectives of Al Biruni, Ibn
Battuta and Bernier towards
Indian society.
6
BHAKTI –SUFI TRADITIONS
Changes in Religious
? Familiarize the learner with
the religious developments.
? Discuss ways of analysing
devotional literature as
? Use chronological order to
track the developments.
? Venn diagram to make
comparison of different
religious movements.
? Understand the religious
developments.
? Summarize the philosophies
of different Bhakti and Sufi
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