**UPDATED CBSE CLASS XII History Syllabus: 2018-19

Hi friends, today we are going to discuss with you the latest Syllabus of Class XII History Syllabus. As you know very well that Central Board of Secondary Education (CBSE) has its own curriculum and they hold the supreme authority to change it further for the benefit of students.

UPDATED CBSE CLASS XII History Syllabus 2018-19, CBSE Class 12th History Syllabus, CBSE Class 12th History Syllabus 2018, XIIth Class History Theory Syllabus, XIIth Class History Practical Syllabus, Syllabus of Class XII History Syllabus

UPDATED CBSE CLASS XII History Syllabus 2018-19

So it’s always a wise decision to keep an eye on what happening around with the subject you are going to learn. This year CBSE made little bit changes in CBSE Class 12th History Syllabus. Let us have a look at the updated XIIth Class History Syllabus for the academic year 2017-18

CBSE Class 12th History Syllabus (2018-19 Session)

Unit Wise Detailed Syllabus (Theory Part)

Through a focus on a series of critical historical issues and debates (class XI) or on a range of important historical sources (class XII), the students would be introduced to a set of important historical events and processes.

A discussion of these themes, it is hoped, would allow students not only to know about these events and processes but also to discover the excitement of reading history.


 Paper One   Max Marks: 100
Units Periods  Marks
Themes in Indian History Part-I

Units 1 – 4

55 25
Themes in Indian History Part-II

Units 5 – 9

65 25
Themes in Indian History Part-III

Units 10 – 15

80 25
Unit 16: Map Work 10 05
Project work 10 20
  220 100

Note: There is no change in the syllabus. Value-Based Question can be from Part-1, 2, 3 of textbooks and
carry 04 marks. Accordingly, the teacher can reduce the weight of the corresponding section.

Class XII: Themes in Indian History

Themes Objectives

1. The Story of the First Cities: Harappan
Archaeology.   (13)

Broad overview: Early urban centers.
Story of discovery: Harappan civilization
Excerpt: Archaeological report on a major site.
Discussion: How it has been utilized by archaeologists/historians.

  •  Familiarize the learner with 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.
  • Illustrate how archaeological reports
2. Political and Economic History: How (14)
Inscriptions tell a story.
Broad overview: Political and economic
history from the Mauryan to the Gupta period.
Story of discovery: Inscriptions and the
decipherment of the script. Shifts in the
understanding of political and economic
history.Excerpt: Asokan inscription and Gupta period land grant.
Discussion: Interpretation of inscriptions by historians.
  •  Familiarize the learner with major trends in the
    political and economic history of the
  •  Introduce inscriptional analysis and the ways in which these have shaped the understanding of
    political and economic processes.
3. Social Histories: Using the Mahabharata (14) Broad overview: Issues in social history,
including caste, class, kinship, and gender.
Story of discovery: Transmission and
publications of the Mahabharata.
Excerpt: from the Mahabharata, illustrating
how it has been used by historians.
Discussion: Other sources for reconstructing
social history.
  •  Familiarize the learner with issues in social history.
  •  Introduce strategies of textual analysis and their use in reconstructing social history.
4. A History of Buddhism: Sanchi Stupa (14)

Broad overview:

(a) A brief review of religious histories of Vedic religion, Jainism, Vaisnavism, Saivism.
(b) Focus on Buddhism.

Story of discovery: Sanchi Stupa
Excerpt: Reproduction of sculptures from Sanchi.

Discussion: Ways in which sculpture has been interpreted by historians, other sources for reconstructing the history of Buddhism.

  •  Discuss the major religious developments in early India.
  •  Introduce strategies for visual analysis and their use in reconstructing histories of religion.

5. Agrarian Relations: The Ain-i- Akbari (13)
Broad overview:
(a) Structure of agrarian relations in the 16th
and 17th centuries.
(b) Patterns of change over the period.
Story of Discovery: Account of the
compilation and translation of Ain-i-Akbari.
Excerpt: from the Ain-i-Akbari
Discussion: Ways in which historians have used
the text to reconstruct history.

  •  Discuss developments in agrarian relations.
  •  Discuss how to supplement official documents with other sources.
6. The Mughal Court: Reconstructing (13)

Histories through Chronicles

Broad overview:

(a) Outline of political history 15th-17th centuries.
(b) Discussion of the Mughal court and politics.

Story of Discovery: Account of the production of court chronicles, and their subsequent translation and transmission.

Excerpts: from the Akbarnama and Padshahnama.

Discussion: Ways in which historians have used the texts to reconstruct political histories.

  •  Familiarize the learner with the major landmarks in political history.
  •  Show how chronicles and other sources are used to reconstruct the histories of political institutions.
7. New Architecture: Hampi (13)

Broad overview:

(a) Outline of new buildings during Vijayanagar period-temples, forts, irrigation facilities.
(b) Relationship between architecture and the political system.

Story of Discovery: Account of how Hampi was found.
Excerpt: Visuals of buildings at Hampi
Discussion: Ways in which historians have analyzed and interpreted these structures.

  •  Familiarize the learner with the new buildings that were built during the time.
  •  Discuss the ways in which architecture can be analyzed to reconstruct history.
8. Religious Histories: The Bhakti-Sufi Tradition (13)

Broad overview:

(a) Outline of religious developments during this period.
(b) Ideas and practices of the Bhakti-Sufi saints.

Story of Transmission: How Bhakti-Sufi

compositions have been preserved.

Excerpt: Extracts from selected Bhakti-Sufi works.
Discussion: Ways in which these have been interpreted by historians.

  •  Familiarize the learner with religious developments.
  •  Discuss ways of analyzing devotional literature as sources of history.
9. Medieval Society through Travelers’ (13)


Broad overview:

Outline of social and cultural life as they appear in travelers’ accounts.

Story of their writings: A discussion of where they traveled, why they traveled, what they wrote, and for whom they wrote.

Excerpts: from Alberuni, Ibn Battuta, Bernier.
Discussion: What these travel accounts can tell us and how they have been interpreted by historians.

  •  Familiarize the learner with the salient features of social histories described by the travelers.
  •  Discuss how travelers’ accounts can be used as sources of social history.
PART – III ( Periods 80)

10. Colonialism and Rural Society: Evidence from

Official Reports (13)

Broad overview:

(a) Life of zamindars, peasants, and artisans in the late 18th century
(b) East India Company, revenue settlements, and surveys.
(c) Changes over the nineteenth century.

Story of official records: An account of why official investigations into rural societies were undertaken and the types of records and reports produced.

Excerpts: From Firminger’s Fifth Report, Accounts of Frances Buchanan-Hamilton, and Deccan Riots Report.

Discussion: What the official records tell and do not tell, and how they have been used by historians.

  •  Discuss how colonialism affected zamindars, peasants, and artisans.
  •  Understand the problems and limits of using official sources for understanding the lives of people.
  •  Discuss how the events of 1857 are being reinterpreted.
  •  Discuss how visual material can be used by historians.
11. Representations of 1857 (13)

Broad overview:

(a) The events of 1857-58.
(b) How these events were recorded and narrated.

Focus: Lucknow.

Excerpts: Pictures of 1857. Extracts from contemporary accounts.

Discussion: How the pictures of 1857 shaped British opinion of what had happened.

  •  Familiarize the learner with the history of modern urban centers. Discuss how urban histories can be written by drawing on different types of sources.
12. Colonialism and Indian Towns: (13)

Town Plans and Municipal Reports

Broad overview: The growth of Mumbai, Chennai, hill stations, and cantonments in the 18th and 19th centuries.

Excerpts: Photographs and paintings. Plans of cities. Extract from town plan reports. Focus on Kolkata town planning.

Discussion: How the above sources can be used to reconstruct the history of towns. What these sources do not reveal.

  •  Familiarize the learner with significant elements of the Nationalist Movement and the nature of Gandhian leadership.
  •  Discuss how Gandhi was perceived by different groups.
  •  Discuss how historians need to read and interpret newspapers, diaries, and letters as a historical source.
13. Mahatma Gandhi through Contemporary (13) Eyes

Broad overview:

(a) The Nationalist Movement 1918 – 48.
(b) The nature of Gandhian politics and leadership.

Focus: Mahatma Gandhi in 1931.

Excerpts: Reports from English and Indian language newspapers and other contemporary writings.

Discussion: How newspapers can be a source of history.

  •  Discuss the last decade of the national movement, the growth of communalism and the story of partition.
  •  Understand the events through the experience of those who lived through these years of communal violence.
  •  Show the possibilities and limits of oral sources.
14. Partition through Oral Sources (14)

Broad overview:

(a) The history of the 1940s.
(b) Nationalism, Communalism, and Partition.

Focus: Punjab and Bengal.

Excerpts: Oral testimonies of those who experienced partition.

Discussion: Ways in which these have been analyzed to reconstruct the history of the event.

  •  Familiarize students with the history of the early years after independence.
  •  Discuss how the founding ideals of the new nation-state were debated and formulated.
  •  Understand how such debates and discussions can be read by historians.
15. The Making of the Constitution (14) Broad overview:

(a) Independence and the new nation-state.
(b) The making of the Constitution.

Focus: The Constitutional Assembly debates.
Excerpts: from the debates.
Discussion: What such debates reveal and how they can be analyzed.

16. Map Work on Units 1-15 (10)
17. Project Work (10 periods)

Please refer Circular for project work guidelines.

Project work will help students:

  •  To develop the skill to gather data from a variety of sources, investigate diverse viewpoints and arrive at logical deductions.
  •  To develop the skill to comprehend, analyze, 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 a lasting interest in history discipline.

Paper One  (QP 80 + 20 Project)=100 Marks

Units Periods Marks
Themes in Indian History Part-I

Units 1 – 4

55 25
Themes in Indian History Part-II

Units 5 – 9

65 25
Themes in Indian History Part-III

Units 10 – 15

80 25
Unit 16: Map Work 10 5
Project Work 10 20
220 100
Note: There is no change in the syllabus. Value-Based Question can be from Part-1, 2, 3 of textbooks and

carry 04 marks. Accordingly, the teacher can reduce the weight of the corresponding sections.



HISTORY                                                      Code No. 027                                                                    Class- XII

Time: 3 Hours                                                                                                                               Max. Marks: 80


Typology of Questions Learning
outcomes and
V. Short
-(2 Marks)
– (4 Marks)
(7 Marks)
(5 Marks)
Marks %



1 Remembering- (Knowledge
based simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or recite information)
  •  Reasoning
  • Analytical Skills
  •  Map identification
    skills, etc.
1 1 1 14 18%
2 Understanding-

(Comprehension –to be familiar with the meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase information)

1 1 1 1 21 26%
3 Application- (Use abstract
information in concrete the, to apply knowledge to new situations; Use given content to interpret a the, provide an example, or solve a problem) (Map skill based questions- Identification, location, significance.)
1 (value



1 1 20 25%
4 High Order Thinking Skills-

(Analysis & Synthesis-
Classify, compare, contrast, or differentiate between different pieces of information; Organize and/or integrate unique pieces of information from a variety of sources)

1 1 1 1 21 26%
5 Evaluation- (Appraise, judge, and/or justify the value or worth of a decision or the, or to predict outcomes based on values) 1 4 5%
  One from
each book
Two from
each book
Each theme on
theme one question
Total 3×2=6 6×4=24 3×7= 21 3×8=24 1×5 =5 80 100%

I. Weightage to content

Themes in Indian History (Part I) 25 Marks
Themes in Indian History (Part II) 25 Marks
Themes in Indian History (Part III) 25 Marks
Map Work 5 Marks
Project work 20 marks
Note:- Value-Based Question can be taken from any of the above themes I, II, or III —-04 Marks
Total 100 Marks


II.  Weightage to a Difficulty level

Estimated Difficulty Level Percentage
(i) Easy (E) 30%
(ii) Average (AV) 50%
(iii) Difficult (D) 20%
Scheme of Option: No internal choice except for blind students.

III.  Division of Question Paper
The Question paper will be divided into A, B, C, D, and E.

  •  Part A will carry 3 very short answer questions of 2 marks each.
  •  Part B ‘Section-I’ will carry 6 short answer questions of 4 marks each, out of which one is a value based compulsory question. (Part-B’ Section-II’, Value-based) (No change in the syllabus)
  •  Part C will carry 3 long answer questions of 8 marks each (word limit ‘350’).
  •  Part D will carry three source -based questions. The number of questions will be three, carrying 7
    marks each (no internal choice). The sources will be taken from the textbooks as directed therein.
  •  Part E will have 1 map question of 5 marks. Items covered are identification and Location.

IV. Scheme of Option
Part A will have no choice.
Part B will be divided into 2 sections (3 books) +1 Value Based section.

  • Section I will have 6 questions from all the three books, out of which the student will attempt any
    5 questions.
  • Section-II -One question will be a value-based question which is a compulsory question.

Part C will carry three Long Answer Questions. The number of questions will be 3, carrying 8 marks each. (Each question from three themes with Internal Choice).
Part D will be Source-Based Questions. There will be THREE sources, ONE from each book followed by questions. There will have “no internal choice”.
In Part E, there will be one Map Question -Test items will be ‘identification’ and Location.
There is no change in the list of Maps.

V. Weightage of Marks Book-wise


2 marks


4 marks



7 marks

Marks Long


8 marks

Book I (Ancient India) 2(1) 4+4 7(1) 8(1) 25
Book II (Medieval India) 2(1) 4+4 7(1) 8(1) 25
Book III (Modern India) 2(1) 4+4 7(1) 8(1) 25
Map 5×1 5
Project work – 20
2×3=6 4×6=24 7×3=21 5 8×3=24 100

(Note: Value-Based Question can be from Part-1, 2, 3 textbooks and carry 04 marks. Accordingly
the teacher can reduce the weight of the corresponding sections.)

Book 1

1. P-2. Mature Harappan sites: Harappa, Banawali, Kalibangan, Balakot, Rakhigarhi, Dholavira, Nageshwar, Lothal, Mohenjodaro, Chanhudaro, Kot Diji.

2. P-30. Mahajanapada and cities :
Vajji, Magadha, Kosala, Kuru, Panchala, Gandhara, Avanti, Rajgir, Ujjain, Taxila, Varanasi.

3. P-33. Distribution of Ashokan inscriptions:
(i) Kushanas, Shakas, Satavahanas, Vakatakas, Guptas
(ii) Cities/towns: Mathura, Kannauj, Puhar, Braghukachchha
(iii) Pillar inscriptions – Sanchi, Topra, Meerut Pillar and Kaushambi.
(iv) Kingdom of Cholas, Cheras and Pandyas.

4. P-43. Important kingdoms and towns:
(i) Kushanas, Shakas, Satavahanas, Vakatakas, Guptas
(ii) Cities/towns: Mathura, Kanauj, Puhar, Braghukachchha, Shravasti, Rajgir, Vaishali, Varanasi, Vidisha

5. P-95. Major Buddhist Sites:
Nagarjunakonda, Sanchi, Amaravati, Lumbini, Nasik, Bharhut, BodhGaya, Shravasti, Ajanta.

Book 2
1. P-174. Bidar, Golconda, Bijapur, Vijayanagar, Chandragiri, Kanchipuram, Mysore, Thanjavur, Kolar, Tirunelveli, Quilon
2. P-214. Territories under Babur, Akbar and Aurangzeb: Delhi, Agra, Panipat, Amber, Ajmer, Lahore, Goa.

Book 3
1. P-297. Territories/cities under British Control in 1857:
Punjab, Sindh, Bombay, Madras Fort St. David, Masulipatam, Berar, Bengal, Bihar, Orissa, Avadh, Surat, Calcutta, Daccan, Chittagong, Patna, Benaras, Allahabad, and Lucknow.
2. P-305. Main centres of the Revolt:
Delhi, Meerut, Jhansi, Lucknow, Kanpur, Azamgarh, Calcutta, Benaras, Gwalior, Jabalpur, Agra, Avadh.
3. P-305. Important centres of the National Movement:
Champaran, Kheda, Ahmedabad, Benaras, Amritsar, Chauri Chaura, Lahore, Bardoli, Dandi, Bombay (Quit India Resolution), Karachi.

Prescribed Books:
1. Themes in World History, Class XI, Published by NCERT
2. Themes in Indian History, Part I, Class XII, Published by NCERT
3. Themes in Indian History Part-II, Class XII, Published by NCERT
4. Themes in Indian History Part-III, Class XII, Published by NCERT
Note: The above textbooks are also available in Hindi medium.

Note: NCERT Books Download for Free

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