CBSE Class 12 History Syllabus 2023-24 (Latest) 12th Material in Hindi PDF Download

CBSE Class 12th History Syllabus  PDF. Here we Provide 12th Class History Study Material for All Subjects. CBSE Class 12th History Syllabus  PDF 2023. Candidates can get the CBSE Class 12 History Syllabus. Get Subject Wise History Study Material and Important Questions Papers from here in PDF Format. Download the CBSE Board Class 12 History Syllabus in PDF format. This study material is helpful for slow learners to practice more and get a good score. Download the History Study Material From Below Links. CBSE Class 12 History Syllabus. Click on the below-attached PDF links to get the CBSE Class 12 History Syllabus PDF.

CBSE Class 12 History Syllabus 2023 PDF

Name of the BoardCentral Board of Secondary Education
ClassClass 12






Class 12 History Course structure PDF

Themes in Indian History Part-I 25
Theme 1    Bricks, Beads and Bones15
Theme 2    Kings, Farmers and Towns15
Theme 3    Kinship, Caste and Class15
Theme 4   Thinkers, Beliefs and Buildings15
Themes In Indian History Part-II   25
Theme 5 Through the Eyes of Travellers15
Theme 6   Bhakti –Sufi Traditions15
Theme 7 An Imperial Capital: Vijayanagar15
Theme 8 – Peasants, Zamindars and the State15
Themes In Indian History Part-III  



Theme 10 Colonialism and The Countryside15
Theme 11 Rebels and the Raj15
Theme 13 Mahatma Gandhi and the Nationalist Movement15
Theme 15 Framing the Constitution15
        Including Map Work of The Related Themes155
Total  80
 Project work2520  

CBSE Class 12 History Syllabus 2023 PDF Course Structure, Content, and Map Work


Class XII: Themes in Indian History
ThemesNOTE- 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.
Learning ObjectiveLearning Outcomes

● Familiarize the learner with early urban centers as economic and social institution.

● Introduce the ways                               in which new data can lead to a revision of

existing notions of history.


At the completion of this unit students will be able to:

●       State and deduce the multi-lateral aspects of Harappan civilization in order to understand the first civilization of the world.

●       Develop an ability to use and analyze socio- economic, political aspects of Harappa

●       Investigate and interpret historical and contemporary sources and viewpoints of ASI and historians on Harappa.

The Harappan
Broad overview: Early urb
an centers
Story of discovery: Harappan civilization Excerpt:

Archaeological report on a major site

Discussion: How it has been utilized by archaeologists/ historians

KINGS, FARMERS AND●               Familiarize theAt the completion of this unit students will
TOWNS:Early States andlearner with majorbe able to:
Economies (c. 600 BCE-600trends in the political
CE)and economic history●      Explain major trends in the 6th century
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.


Ashokan inscription and Gupta period land grant Discussion: Interpretation of inscriptions by historians.

of the subcontinent.


●Introduce inscripti onal analysis and the ways in which these have shaped the understanding of political and economic processes.

BCE in order to understand the political and economic history of the subcontinent.


•    Analyze inscriptional evidences and the ways in which these have shaped the understanding of political and economic processes.

KINSHIP, CASTE AND●Familiarize the learners with issues in social history.


● Introduce the

At the completion of this unit students will be able to

●      Analyze social norms in order to understand the perspectives of society given in the scriptures of

Early Society Societies
(C. 600 BCE-600 CE)
Broad overview:

Social Histories: Using the



Issues in social history, inclu ding caste, class, kinship an d gender

Story of discovery: Transmission and publications of the Mahabha rat

Excerpt: from the Mahabharata, illustrating how it has been used by historians.

Discussion: Other sources for

reconstructing social history.

strategies of textual analysis and their use in reconstructing social history.ancient India.


● Examine the varied dimensions explored by historians in order to understand dynamic approach of Mahabharata.


Cultural Developments (c. 600 BCE – 600 CE)

Broad overview:

A History of Buddhism: Sanchi Stupa

A brief review of religious histories of Vedic religion, Jainism, Vaishnavism, Shaivism (Puranic Hinduism)

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


●   Discuss the major religious developments in early India.


●   Introduce strategies of visual analysis and their use in reconstructing the theories of religion.

At the completion of this unit students will be able to:


● Compare the distinct religious facets in order to understand the religious developments in ancient India


● Elucidate the rich religious sculpture and infer the stories hidden in it.




Perceptions of Society (c. tenth to seventeenth



·       Familiarize the learner with the salient features of social histories described by the travelers.


At the completion of this unit students will be able to:

·       Identify the accounts of foreign travellers in order to


Broad Overview: outlines of social and cultural life as they appear in traveller’s account.

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


Excerpts: from Al Biruni, Ibn Battuta, Francois Bernier.


Discussion: What these travel accounts can tell us and how they have been

interpreted by historians.


●   Discuss how

traveler’s accounts can be used as sources of social history.

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.


Changes in Religious Beliefs and Devotional Texts (c. eighth to eighteenth centuries) Broad overview:

a.     Outline of religious

developments during this period saints.

b.     Ideas and practices of the Bhakti-Sufi

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.

At the completion of this unit students will be able to:

●      Summarize the philosophies of different Bhakti and Sufi saints to understand the religious developments during medieval period.


●      Comprehend the religious movement in order to establish unity, peace, harmony and brotherhood in society.


fourteenth to sixteenth centuries)

Broad Over View: New Architecture: Hampi

a. Outline of new buildings



●Familiarize the learner with the new buildings that were built during the time. Discuss the ways in

At the completion of this unit students will be able to:


during Vijayanagar period-temples, forts, irrigation facilities.

b. Relationship between ar chitecture 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.

which architecture can be analyzed to reconstruct history.● Classify the distinctive architectural contributions of the Vijayanagar empire to comprehend the richness of mingled cultures of deccan India




● Analyze accounts of

foreign traveller’s on Vijayanagar in order to interpret political, social and cultural life of the city.


Agrarian Society and the Mughal Empire (c. sixteenth-seventeenth centuries)

Broad overview: The Ain- i-Akbari

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 texts to reconstruct history.

·    Discuss the developments in agrarian relations.


●   Discuss how to supplement official documents with other sources.


At the completion of this unit students will be able to:


·  Comprehend the facets of agrarian developments in order to understand the relationship between the state and the agriculture during Mughal period.

ompare and contrast the agrarian changes occurred during sixteenth and seventeenth centuries.




COUNTRYSIDE: Exploring Official Archives

Broad overview:

Colonialism and Rural Society: Evidence from Official Reports

a)   Life of zamindars, peasants, and artisans in the late18thcentury

b). Permanent Settlement, Santhals, and Paharias 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 Fifth Report

Discussion: What do the offici al records tell and do not tell, and how they have been used by historians?


●   Discuss how colonialism affected zamindars, peasants, and artisans.

●   Comprehend the problems and limits of using official sources for understanding the lives of the people



At the completion of this unit students will be able to:

●      Compare and contrast the revenue systems introduced by the British in order to understand the economic aspects of colonization in India.



● Analyze the colonial official records& reports in order to understand the divergent interest of the British and Indians.


1857 Revolt and its Representations- Broad overview:

a.     The eventsof1857-58.

b.     Vision of Unity

c.     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.

●   Discuss how the events of 1857 are being interpreted.


●   Discuss how visual material can be used by historians.


At the completion of this unit students will be able to:

Correlate the Planning and coordination of the rebels of 1857 to infer its domains and nature.

● Examine the momentum of the revolt to understand its spread.


●      Analyze how revolt created a vision of unity amongst Indians.



● Identify and interpret visual images to understand the emotions portrayed by the nationalist and British




Civil Disobedience and Beyond

Broad overview:

a.     The Nationalist Movement 1918 -48.

b.     The nature of Gandhian politics and leadership.

Focus: Mahatma Gandhi and the three movements and his last days as “finest hours”

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

Discussion: How newspapers can be a source of history.

●      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 so

At the completion of this unit students will be able to:


● Correlate the significant elements of the nationalist movement and the nature of ideas, individuals, and institutions under the Gandhian leadership.



●Analyze the significant contributions of Gandhiji to understand his mass appeal for nationalism. Analyze the perceptions and contributions of different communities towards the Gandhian movement.

● Analyze the ways of interpreting historical sources such as newspapers, biographies, and auto-biographies diaries, and letters.


The Beginning of a New Era

Broad overview: The Making of the Constitution an overview:

a.               Independence and then a new nation-state.

b.     The making of the Constitution

Focus: The Constituent Assembly Debates Excerpts: from the debates Discussion: What such debates reveal and how

they can be analyzed.

● 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.

At the completion of this unit students will be able to:


● Highlight the role of the Constituent Assembly to understand functionaries in framing the constitution of India.


● Analyze how debates and discussions around important issues in the Constituent Assembly shaped our Constitution.



Book 1
1Page 2Mature Harappan sites:

●      Harappa,    Banawali,     Kalibangan,    Balakot,                  Rakhigarhi,  Dholavira, Nageshwar, Lothal, Mohenjodaro, Chanhudaro, KotDiji.

2Page 30Mahajanapada and cities:

●      Vajji, Magadha, Kosala, Kuru, Panchala, Gandhara, Avanti, Rajgir, Ujjain, Taxila, Varanasi.

3Page 33Distribution of Ashokan inscriptions:

●      Kushanas, Shakas, Satavahanas, Vakatakas,Guptas

●      Cities/towns: Mathura, Kannauj, Puhar,Braghukachchha

●      Pillar inscriptions – Sanchi, Topra, Meerut Pillar and Kaushambi.

●      Kingdom of Cholas, Cheras and Pandyas.

4Page 43Important kingdoms and towns:

●      Kushanas, Shakas, Satavahanas, Vakatakas,Guptas

●      Cities/towns: Mathura, Kanauj, Puhar, Braghukachchha, Shravasti, Rajgir, Vaishali, Varanasi,Vidisha

5Page 95Major Buddhist Sites:

●      Nagarjunakonda, Sanchi, Amaravati, Lumbini, Nasik, Bharhut, Bodh Gaya, Ajanta.

Book 2
6Page 174Bidar, Golconda, Bijapur, Vijayanagar, Chandragiri, Kanchipuram, Mysore, Thanjavur, Kolar, Tirunelveli
7Page 214Territories under Babur, Akbar and Aurangzeb:

●      Delhi, Agra, Panipat, Amber, Ajmer, Lahore, Goa.

Book 3
8Page 297Territories/cities under British Control in1857:Punjab, Sindh, Bombay, Madras Fort St. David, Masulipatam, Berar, Bengal, Bihar, Orissa, Avadh, Surat, Calcutta, Patna, Benaras, Allahabad and Lucknow.
9Page 305Main centers of the Revolt of 1857:Delhi, Meerut, Jhansi, Lucknow, Kanpur, Azamgarh, Calcutta, Benaras, Gwalior, Jabalpur, Agra, Awadh.
10Important centres of the National Movement: Champaran, Kheda, Ahmedabad, Benaras, Amritsar, Chauri Chaura, Lahore, Bardoli, Dandi, Bombay (Quit India Resolution), Karachi.


The teacher will assess the progress of the project work in the following manner:

MonthPeriodic WorkAssessment RubricsMarks


April -July

Instructions about Project Guidelines, Background reading Discussions on the Theme and Selection of the Final Topic, Initiation/ SynopsisIntroduction, Statement of Purpose/Need and objectives of the study, Hypothesis/Research Question, Review of Literature, Presentation of Evidence, Methodology, Questionnaire, Data




August – October

Planning and organization: forming an action plan, feasibility, or baseline study, Updating/modifying the action plan, Data CollectionSignificance and relevance of the topic; challenges encountered while conducting the research.5


November – January

Content/data analysis and interpretation.


Conclusion, Limitations, Suggestions, Bibliography, Annexures, and overall

presentation of the project.

Content analysis and its relevance in the current scenario.


Conclusion, Limitations, Bibliography, Annexures, and Overall Presentation.





January/ February

Final Assessment and VIVA by both Internal and External ExaminersExternal/ Internal Viva based on the project 





  1. Viva-Voce
    • In the end, each learner will present the research work in the Project File to the External and Internal
    • The questions should be asked from the Research Work/ Project File of the
    • The Internal Examiner should ensure that the study submitted by the learner is his/her own original

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