CBSE Class 12 History Syllabus 2022-23

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CBSE Class 12 History Syllabus 2022-23 includes Bricks, Beads and Bones, Kings, Farmers and Towns, Kinship, Caste and Class, Thinkers, Beliefs and Buildings, Through the Eyes of Travellers, An Imperial Capital: Vijayanagar etc for the session 2022 – 2023. Here is the detailed syllabus. To download class 12 History CBSE latest sample question papers for the 2023 exams, please install the myCBSEguide App which is the best mobile app for CBSE students. The myCBSEguide app not only provides you the CBSE class 12 History model question papers but it also provides class 12 History chapter-wise test papers, class 12 History best revision notes and other study material for class 12 History students.

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CBSE Class – 12
History (Code No. 027)
Syllabus (2022-23)

Theory: 80 Marks
Time: 3 Hours


Themes In Indian History Part-I25
Theme 1 Bricks, Beads and Bones15
Theme 2 Kings, Farmers and Towns15
Theme 3 Kinship, Caste and Class15
Theme 4 Thinkers, Beliefs and Buildings14
Themes In Indian History Part-II25
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-III25
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
Project work2520



  1. BRICKS, BEADS AND BONES The Harappan Civilization:
    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
  2. KINGS, FARMERS AND TOWNS: Early States and Economies (c. 600 BCE-600 CE)
    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: Ashokan inscription and Gupta period land grant
    Discussion: Interpretation of inscriptions by historians.
  3. KINSHIP, CASTE AND CLASS Early Society Societies (C. 600 BCE-600 CE) Broad overview:
    Social Histories:
    Using the Mahabharata 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.
  4. THINKERS, BELIEFS AND BUILDINGS Cultural Developments (c. 600 BCE – 600 CE)
    Broad overview:
    A History of Buddhism: Sanchi Stupa

    1. A brief review of religious histories of Vedic religion, Jainism, Vaishnavism, Shaivism (Puranic Hinduism)
    2. 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.


  1. THROUGH THE EYES OF TRAVELLERS Perceptions of Society (c. tenth to seventeenth century)
    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.
  2. BHAKTI –SUFI TRADITIONS: Changes in Religious Beliefs and Devotional Texts (c. eighth to eighteenth centuries)
    Broad overview:

    1. Outline of religious developments during this period saints.
    2. 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.
  3.  AN IMPERIAL CAPITAL: VIJAYANAGARA (c. fourteenth to sixteenth centuries)
    Broad Over View: New Architecture: Hampi

    1. Outline of new buildings during Vijayanagar period-temples, forts, irrigation facilities.
    2. 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.
  4. PEASANTS, ZAMINDARS AND THE STATE: Agrarian Society and the Mughal Empire (c. sixteenth-seventeenth centuries)
    Broad overview: The Aini-Akbari

    1. Structure of agrarian relations in the 16th and 17th centuries.
    2. Patterns of change over the period.
      Story of Discovery: Account of the compilation and translation of Ain I Akbari
      Excerpt: from the Ain-iAkbari.
      Discussion: Ways in which historians have used texts to reconstruct history.


  1. COLONIALISM AND THE COUNTRYSIDE: Exploring Official Archives
    Broad overview:
    Colonialism and Rural Society: Evidence from Official Reports

    1. Life of zamindars, peasants and artisans in the late18thcentury
    2. 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 the official records tell and do not tell, and how they have been used by historians.
  2. REBELS AND THE RAJ: 1857 Revolt and its Representations
    Broad overview:

    1. The eventsof1857-58.
    2. Vision of Unity
    3. 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.
  3. MAHATMA GANDHI AND THE NATIONALIST MOVEMENT: Civil Disobedience and Beyond Broad overview:
    1. The Nationalist Movement 1918 -48.
    2. 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
  4. FRAMING THE CONSTITUTION: The Beginning of a New Era Broad overview:
    The Making of the Constitution an overview:

    1. Independence and then new nation state.
    2. 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.


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, BodhGaya, Shravasti, Ajanta.
Book 2
6Page 174Bidar, Golconda, Bijapur, Vijayanagar, Chandragiri, Kanchipuram, Mysore,
Thanjavur, Kolar, Tirunelveli, Quilon
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, Daccan, Patna, Benaras, Allahabad and Lucknow.
9Page 305Main centres of the Revolt of 1857:

  • Delhi, Meerut, Jhansi, Lucknow, Kanpur, Azamgarh, Calcutta, Benaras, Gwalior, Jabalpur, Agra, Avadh.
10Important centres of the National Movement:

  • Champaran, Kheda, Ahmedabad, Benaras, Amritsar, ChauriChaura, Lahore, Bardoli, Dandi, Bombay (Quit India Resolution), Karachi.



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.
The course of history in senior secondary classes is to enable students to know 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 helps them to understand the process, through which a historian collects, chooses, scrutinizes and assembles different types of evidence to write history.
The syllabus in class-XI is organized around some major themes in world history. In class XII the focus shifts to a detailed study of some themes in ancient, medieval, and modern Indian history.
CBSE has decided to introduce project work in history for classes XI and XII in 2013-14 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, analyze it further to obtain relevant information and decide what matter to keep and hence understand how history is constructed.


Project work will help students:

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


  1. The Indus Valley Civilization-Archeological Excavations and New Perspectives
  2. The History and Legacy of Mauryan Empire
  3. “Mahabharat”- The Great Epic of India
  4. The History and Culture of the Vedic period
  5. Buddha Charita
  6. A Comprehensive History of Jainism
  7. Bhakti Movement- Multiple interpretations and commentaries.
  8. “The Mystical Dimensions of Sufism
  9. Global legacy of Gandhian ideas
  10. The Architectural Culture of the Vijayanagar Empire
  11. Life of women in the Mughal rural society
  12. Comparative Analysis of the Land Revenue Systems introduced by the Britishers in India
  13. The Revolt of 1857- Causes; Planning & Coordination; Leadership, Vision of Unity
  14. The Philosophy of Guru Nanak Dev
  15. The Vision of Kabir
  16. An insight into the Indian Constitution

Guidelines for History Project Work: 20 Marks

  1. Expected Checklist for the Project Work:
  • ​​​​​​​Introduction of topic/title
  • Identifying the causes, events, consequences and/or remedies
  • Various stakeholders and effect on each of them
  • Advantages and disadvantages of situations or issues identified
  • Short-term and long-term implications of strategies suggested during research
  • Validity, reliability, appropriateness, and relevance of data used for research work and for presentation in the project file
  • Presentation and writing that is succinct and coherent in project file
  • Citation of the materials referred to, in the file in footnotes, resources section, bibliography etc.
  1. Assessment of Project Work:
  • Project Work has broadly the following phases: Synopsis/ Initiation, Data Collection, Data Analysis and Interpretation, Conclusion.
  • The aspects of the project work to be covered by students can be assessed during the academic year.
  • 20 marks assigned for Project Work can be divided in the following manner:
  1. Viva-Voce
  • ​​​​​​​At the end, each learner will present the research work in the Project File to the External and Internal examiner.
  • The questions should be asked from the Research Work/ Project File of the learner.
  • The Internal Examiner should ensure that the study submitted by the learner is his/her own original work.


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