Courses of Studies 2011
Class : 11th & 12th
21. HISTORY (Code No. 027)
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 doing history. Objectives
Effort in these senior secondary classes would be to emphasize to students 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 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 The syllabus would also enable students to relate/compare developments in different situations, analyze connections between similar processes located in different time periods, and discover the relationship between different methods of enquiry within history and the allied disciplines.
The syllabus in class XI is organized around some major themes in world history. The themes have been selected so as to (i) focus on some important developments in different spheres - political, social, cultural and economic, (ii) study not only the grand narratives of development - urbanization, industrialization and modernization - but also to know about the processes of displacements and marginalization. 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 (a) an overview of the theme under discussion, (b) a more detailed focus on one region of study, (c) an introduction to a critical debate associated with the issue.
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 student 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 analyze 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 organized around four subheads: (a) a detailed overview of the events, issues and processes under discussion, (b) a summary of the present state of research on the theme, (c) an account of how knowledge about the theme has been acquired, (d) an excerpt from a primary source related to the theme, explaining how it has been used by historians.
While the themes in both these 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 (a) plotting the specific event within time-lines, (b) discussing the particular event or process in relation to developments in other places and other times.
Paper One Time: 3 hours 100 Marks
1. Introduction to World History 8 Periods
Section A: Early Societies 32 Periods 15 Marks
2. Introduction 6 Periods
3. From the beginning of time 14 Periods
4. Early Cities 12 Periods
Section B: Empires 40 Periods 25 Marks
5. Introduction 6 Periods
6. An empire across three continents 12 Periods
7. Central Islamic lands 12 Periods
8. Nomadic Empires 10 Periods
Section C: Changing Traditions 44 Periods 25 Marks
9. Introduction 6 Periods
10. Three orders 12 Periods
11. Changing cultural traditions 14 Periods
12. Confrontation of cultures 12 Periods
Section D: Paths to Modernization 46 Periods 25 Marks
13. Introduction 8 Periods
14. The Industrial Revolution 12 Periods
15. Displacing indigenous People 12 Periods
16. Paths to modernization 14 Periods
Class XI: Themes in World History
1. Introduction to World History (8 )
SECTION A: EARLY SOCIETIES
Focus: Africa, Europe till 15000 BC
SECTION B: EMPIRES
8. Nomadic Empires: (10)
SECTION C: CHANGING TRADITIONS
11. Changing cultural traditions (14) Focus on Europe, 14th to 17th century’.
(d) Historian's view points on the slave trade,
SECTION D: PATHS TO MODERNIZATION
15.Displacing indigenous People. (12)
Familiarize the learner with ways
Discuss whether the experience of
Familiarize the learner with the nature of early urban centres.
Discuss whether writing is
Familiarize the learner with the history of a major world empire
Discuss whether slavery was a significant element in the economy.
Familiarize the learner with the rise of Islamic empires in the
Understand what the crusades meant in these regions and how they were experienced.
Familiarize the learner with the varieties of nomadic society and their institutions.
Discuss whether state formation is possible in nomadic societies.
Familiarize the learner with the nature of the economy and society of this period and the changes within them.
Show how the debate on the decline of feudalism helps in understanding processes of
Explore the intellectual trends in the period.
Discuss changes in European economy that led to the voyages.
Discuss the implications of the conquests for the indigenous people.
Explore the debate on the nature of the slave trade and see what this debate tells us about the meaning of these “discoveries”.
Understand the nature of growth in the period and its limits.
Initiate students to the debate on the idea of industrial revolution.
Sensitize students to the processes of displacements that accompanied the development of America and Australia.
Understand the implications of such processes for the displaced populations.
Make students aware that. transformation in the modern world takes many different forms.
Show how notions like ‘modernization’ need to be critically assessed.
Recommended text books :
1. Themes of World History, Published by NCERT
Paper One Time: 3 hours 100 Marks
Themes in Indian History Part-I 45 Periods 25 Marks
Units 1 - 4
Themes in Indian History Part-II 55 Periods 30 Marks
Units 5 - 9
Themes in Indian History Part-III 70 Periods 35 Marks
Units 10 - 15
Unit 16 : Map Work 10 Periods 10 Marks
Class XII: Themes in Indian History
PART - I
Broad overview: Early urban centres.
Familiarize the learner with early urban centres 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 are analyzed and interpreted by scholars.
2. Political and Economic History: How Inscriptions tell a story. (11)
Broad overview: Political and economic history from the Mauryan to the Gupta period.
Familiarize the learner with major trends in the political and economic history of the subcontinent.
Introduce inscriptional analysis and the ways in which these have shaped the understanding of political and economic processes.
3. Social Histories: Using the Mahabharata (12)
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 (11)
Discuss the major religious developments in early India.
Introduce strategies of visual analysis and their use in reconstructing histories of religion.
Discuss developments in agrarian relations.
Discuss how to supplement official documents with other sources.
6. The Mughal Court: Reconstructing Histories through Chronicles (11)
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 (11)
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 (11)
Familiarize the learner with religious developments.
Discuss ways of analyzing devotional literature as sources of history.
9. Medieval Society Through Travellers' Accounts (11)
Broad Overview: Outline of social and cultural life as they appear in travellers’ accounts.
Familiarize the learner with the salient features of social histories described by the travellers.
Discuss how travellers’ accounts can be used as sources of social history.
PART – III (70)
Discuss how colonialism affected Zamindars, peasants and artisans.
Understand the problems and limits of using official sources for understanding the lives of people.
11. Representations of 1857 (11)
Discuss how the events of 1857 are being reinterpreted.
Discuss how visual material can be used by historians
12. Colonialism and Indian Towns: Town Plans and Municipal Reports (11)
Broad Overview: The growth of Mumbai, Chennai, hill stations and cantonments in the 18th and 19th century.
Familiarize the learner with the history of modern urban centres.
Discuss how urban histories can be written by drawing on different types of sources.
13. Mahatma Gandhi through Contemporary Eyes (13)
Broad Overview: (a) The nationalist movement 1918 - 48, (b) The nature of Gandhian politics
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 historical source.
14. Partition through Oral Sources (12)
Broad Overview: (a) The history of the 1940s; (b) Nationalism. Communalism and Partition.
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.
15. The Making of the Constitution (12)
Broad Overview: (a) Independence and the new nation state. (b) The making of the constitution.
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.
|16. Map Work on Units 1-15 (10)|
Recommended text books :
1. Themes in Indian History, Part I, Published by NCERT
2. Themes in Indian History Part-II, Published by NCERT
3. Themes in Indian History Part-III, Published by NCERT