{"id":14097,"date":"2018-04-20T12:51:09","date_gmt":"2018-04-20T07:21:09","guid":{"rendered":"http:\/\/mycbseguide.com\/blog\/?p=14097"},"modified":"2018-12-28T12:28:26","modified_gmt":"2018-12-28T06:58:26","slug":"uk-board-class-12-history-syllabus","status":"publish","type":"post","link":"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/","title":{"rendered":"UK Board Class 12 History Syllabus"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_76 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 eztoc-toggle-hide-by-default' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#UK_Board_Syllabus_Class_12\" >UK Board Syllabus Class 12<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#UK_Board_Class_12_History_Syllabus\" >UK Board Class 12 History Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Uttarakhand_Board_Class_12_History_Chapter_list_in_English\" >Uttarakhand Board\u00a0Class 12 History Chapter list in (English)<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#History_Part_I\" >History Part I<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#History_Part_II\" >History Part II<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#History_Part_III\" >History Part III<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Uttarakhand_Board_Class_12_History_Syllabus\" >Uttarakhand Board\u00a0Class 12 History Syllabus<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Objectives_For_UK_Board_Class_12_History_Syllabus\" >Objectives For\u00a0UK Board Class 12 History Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#UK_Board_Class_12_History_Syllabus-2\" >UK Board Class 12 History Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Class_XII_Themes_in_Indian_History\" >Class XII: Themes in Indian History<\/a><ul class='ez-toc-list-level-4' ><li class='ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#PART_%E2%80%93_I\" >PART &#8211; I<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#PART-II\" >PART-II<\/a><ul class='ez-toc-list-level-5' ><li class='ez-toc-heading-level-5'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#interpreted_by_historians\" >interpreted by historians.<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-5'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Familiarize_the_learner_with_religious_developments\" >Familiarize the learner with religious developments.<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-5'><a class=\"ez-toc-link ez-toc-heading-15\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Discuss_ways_of_analyzing_devotional_literature_as_sources_of_history\" >Discuss ways of analyzing devotional literature as sources of history.<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-16\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#New_Architecture_Hampi_13_Broad_overview\" >New Architecture: Hampi (13) Broad overview:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-17\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#PART_%E2%80%93_III_Periods_80\" >PART &#8211; III ( Periods 80)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-18\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Mahatma_Gandhi_through_Contemporary_Eyes_13\" >Mahatma Gandhi through Contemporary Eyes\u00a0(13)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-19\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Map_Work_on_Units_1-15_10\" >Map Work on Units 1-15 (10)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-20\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Project_Work_10_periods_Please_refer_Circular_for_project_work_guidelines_Project_work_will_help_students_For_UK_Board_Class_12_History_Syllabus\" >Project Work (10 periods) Please refer Circular for project work guidelines. Project work will help students For\u00a0UK Board Class 12 History Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-21\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#To\" >To:<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-22\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#History_Project_Work_UK_Board_Class_12_History_Syllabus_Few_Suggestive_topics_for_Project_Work_Examples\" >History Project Work \nUK Board Class 12 History Syllabus \nFew Suggestive topics for Project Work (Examples)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-23\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#UK_Board_Class_12_History_Syllabus_Design_of_the_Question_Paper\" >UK Board Class 12 History Syllabus \nDesign of the Question Paper<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-24\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#UK_Board_Class_12_History_Syllabus-3\" >UK Board Class 12 History Syllabus<\/a><ul class='ez-toc-list-level-4' ><li class='ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-25\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Weightage_to_content_Note\" >Weightage to content\u00a0Note:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-26\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Each_source-based_question_will_have_three_questions_with_marks_ranging_from_1_%E2%80%93_3_1_Map_question_of_5_marks_having_5_items_carrying_1_mark_each\" >Each source-based question will have three questions with marks ranging from 1 \u2013 3. \n*1 Map question of 5 marks having 5 items carrying 1 mark each.<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-27\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Weightage_to_the_Difficulty_level\" >Weightage to the Difficulty level<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-28\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Division_of_Question_Paper\" >Division of Question Paper<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-29\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Scheme_of_Option\" >Scheme of Option<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-30\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Weightage_of_Marks_Book-wise\" >Weightage of Marks Book-wise<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-31\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#LIST_OF_MAPS_For_UK_Board_Class_12_History_Syllabus\" >LIST OF MAPS For\u00a0UK Board Class 12 History Syllabus<\/a><ul class='ez-toc-list-level-4' ><li class='ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-32\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Book_1\" >Book 1<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-33\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Book_2\" >Book 2<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-34\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Book_3\" >Book 3<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-35\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/#Prescribed_Books_For_UK_Board_Class_12_History_Syllabus_Themes\" >Prescribed Books For\u00a0UK Board Class 12 History Syllabus Themes:<\/a><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n<p>UK Board Class 12 History Syllabus in PDF format for free download. History syllabus for Class 12 UK Board is now available in the myCBSEguide app. The curriculum for Uttarakhand Board exams is designed by UBSE, Uttarakhand as per NCERT textbooks for the session.<\/p>\n<p style=\"text-align: center;\"><strong>UK Board Class 12 History Syllabus <a class=\"button\" href=\"https:\/\/mycbseguide.com\/downloads\/uttarakhand-board-class-12-history-(%E0%A4%87%E0%A4%A4%E0%A4%BF%E0%A4%B9%E0%A4%BE%E0%A4%B8)\/3785\/\">Download as PDF<\/a><\/strong><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright\" src=\"https:\/\/media-mycbseguide.s3.ap-south-1.amazonaws.com\/images\/blog\/Class%2012%20History%20book%20pic.jpg\" alt=\"UK Board Class 12 History Syllabus\" width=\"125\" height=\"179\" \/><\/p>\n<h2><span class=\"ez-toc-section\" id=\"UK_Board_Syllabus_Class_12\"><\/span>UK Board Syllabus Class 12<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ul>\n<li class=\"entry-title\"><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-business-studies-syllabus\/\">Business Studies Class 12 UK Board Syllabus<\/a><\/strong><\/li>\n<li class=\"entry-title\"><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-physics-syllabus\/\">Physics Class 12 UK Board Syllabus<\/a><\/strong><\/li>\n<li class=\"entry-title\"><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-chemistry-syllabus\/\">Chemistry Class 12 UK Board Syllabus<\/a><\/strong><\/li>\n<li class=\"entry-title\"><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-mathematics-syllabus\/\">Mathematics\u00a0 Class 12 UK Board Syllabus<\/a><\/strong><\/li>\n<li class=\"entry-title\"><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-political-science-syllabus\/\">Political Science Class 12 UK Board Syllabus<\/a><\/strong><\/li>\n<li class=\"entry-title\"><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-hindi-syllabus\/\">Hindi Class 12 UK Board Syllabus<\/a><\/strong><\/li>\n<li><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-english-syllabus\/\">English Class 12 UK Board Syllabus<\/a><\/strong><\/li>\n<li class=\"entry-title\"><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-economics-syllabus\/\">Economics Class 12 UK Board Syllabus<\/a><\/strong><\/li>\n<li class=\"entry-title\"><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-sociology-syllabus\/\">Sociology Class 12 UK Board Syllabus<\/a><\/strong><\/li>\n<li class=\"entry-title\"><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-geography-syllabus\/\">Geography Class 12 UK Board Syllabus\u00a0<\/a><\/strong><\/li>\n<li class=\"entry-title\"><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-psychology-syllabus\/\">Psychology Class 12 UK Board Syllabus<\/a><\/strong><\/li>\n<li class=\"entry-title\"><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-accountancy-syllabus\/\">Accountancy Class 12 UK Board Syllabus<\/a><\/strong><\/li>\n<li class=\"entry-title\"><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-biology-syllabus\/\">Biology Class 12 UK Board Syllabus<\/a><\/strong><\/li>\n<\/ul>\n<h2 class=\"western\"><span class=\"ez-toc-section\" id=\"UK_Board_Class_12_History_Syllabus\"><\/span><strong>UK Board Class 1<\/strong><strong>2<\/strong><strong> History Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<div>\n<ol>\n<li>\u0930\u093e\u091c\u093e, \u0915\u093f\u0938\u093e\u0928 \u0914\u0930 \u0928\u0917\u0930<\/li>\n<li>\u092c\u0902\u0927\u0941\u0924\u094d\u0935, \u091c\u093e\u0924\u093f \u0924\u0925\u093e \u0935\u0930\u094d\u0917 \u0906\u0930\u0902\u092d\u093f\u0915 \u0938\u092e\u093e\u091c<\/li>\n<li>\u0935\u093f\u091a\u093e\u0930\u0915, \u0935\u093f\u0936\u094d\u0935\u093e\u0938 \u0906\u0930\u0948 \u0907\u092e\u093e\u0930\u0924\u0947\u0902 (\u0938\u093e\u0902\u0938\u094d\u0915\u0943\u0924\u093f\u0915 \u0935\u093f\u0915\u093e\u0938)<\/li>\n<li>\u092f\u093e\u0924\u094d\u0930\u093f\u092f\u094b\u0902 \u0915\u0947 \u0928\u091c\u093c\u0930\u093f\u090f-\u0938\u092e\u093e\u091c \u0915\u0947 \u092c\u093e\u0930\u0947 \u092e\u0947\u0902 \u0909\u0928\u0915\u0940 \u0938\u092e\u091d<\/li>\n<li>\u092d\u0915\u094d\u0924\u093f \u0938\u0942\u092b\u0940 \u092a\u0930\u0902\u092a\u0930\u093e\u090f\u0901<\/li>\n<li>\u090f\u0915 \u0938\u093e\u092e\u094d\u0930\u093e\u091c\u094d\u092f \u0915\u0940 \u0930\u093e\u091c\u0927\u093e\u0928 \u0940: \u0935\u093f\u091c\u092f\u0928\u0917\u0930<\/li>\n<li>\u0915\u093f\u0938\u093e\u0928, \u091c\u092e\u0940\u0902\u0926\u093e\u0930 \u0914\u0930 \u0930\u093e\u091c\u094d\u092f<\/li>\n<li>\u0936\u093e\u0938\u0915 \u0914\u0930 \u0907\u0924\u093f\u0935\u0943\u0924\u094d\u0924: \u092e\u0941\u095a\u0932 \u0926\u0930\u092c\u093e\u0930<\/li>\n<li>\u0909\u092a\u0928\u093f\u0935\u0947\u0936\u0935\u093e\u0926 \u0914\u0930 \u0926\u0947\u0939\u093e\u0924<\/li>\n<li>\u0935\u093f\u0926\u094d\u0930\u094b\u0939\u0940 \u0914\u0930 \u0930\u093e\u091c<\/li>\n<li>\u0914\u092a\u0928\u093f\u0935\u0947\u0936\u093f\u0915 \u0936\u0939\u0930<\/li>\n<li>\u092e\u0939\u093e\u0924\u094d\u092e\u093e \u0917\u093e\u0901\u0927\u0940 \u0914\u0930 \u0930\u093e\u0937\u094d\u091f\u094d\u0930\u0940\u092f \u0906\u0902\u0926\u094b\u0932\u0928 \u0938\u0935\u093f\u0928\u092f \u0905\u0935\u091c\u094d\u091e\u093e \u0914\u0930 \u0909\u0938\u0938\u0947 \u0906\u0917\u0947<\/li>\n<li>\u0935\u093f\u092d\u093e\u091c\u0928 \u0915\u094b \u0938\u092e\u091d\u0928\u093e<\/li>\n<li>\u00a0\u0938\u0902\u0935\u093f\u0927\u093e\u0928 \u0915\u093e \u0928\u093f\u0930\u094d\u092e\u093e\u0923 \u090f\u0915 \u0928\u090f \u092f\u0941\u0917 \u0915\u0940 \u0936\u0941\u0930\u0942\u0906\u0924<\/li>\n<\/ol>\n<\/div>\n<h2><span class=\"ez-toc-section\" id=\"Uttarakhand_Board_Class_12_History_Chapter_list_in_English\"><\/span>Uttarakhand Board\u00a0<strong>Class 1<\/strong><strong>2<\/strong><strong> History Chapter list in (English)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<h3><span class=\"ez-toc-section\" id=\"History_Part_I\"><\/span><strong>History Part I<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>Bricks, Bead, and Bones<\/li>\n<li>Kings, Farmers, and Towns<\/li>\n<li>Kinship, Caste, and Class<\/li>\n<li>Thinkers, Beliefs, and Buildings<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"History_Part_II\"><\/span><strong>History Part II<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>Through the Eyes of Travellers<\/li>\n<li>Bhakti \u2013 Sufi Tradition<\/li>\n<li>An Imperial Capital Vijayanagara<\/li>\n<li>Peasants, Zamindars and The State<\/li>\n<li>Kings and Chronicles<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"History_Part_III\"><\/span><strong>History Part III<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>Colonialism And the Countryside<\/li>\n<li>Rebels And the Raj<\/li>\n<li>Colonial Cities<\/li>\n<li>Mahatma Gandhi And The Nationalist Movement<\/li>\n<li>Understanding Partition<\/li>\n<li>Framing the Constitution<\/li>\n<\/ol>\n<h2><span class=\"ez-toc-section\" id=\"Uttarakhand_Board_Class_12_History_Syllabus\"><\/span>Uttarakhand Board\u00a0<strong>Class 1<\/strong><strong>2<\/strong><strong> History Syllabus<\/strong><!--{cke_protected}{C}%3C!%2D%2D%20Ionic's%20root%20component%20and%20where%20the%20app%20will%20load%20%2D%2D%3E--><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<div>\u00a0Through 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.<\/div>\n<div>\n<h3><span class=\"ez-toc-section\" id=\"Objectives_For_UK_Board_Class_12_History_Syllabus\"><\/span><strong>Objectives For\u00a0UK Board Class 12 History Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>An effort in these senior secondary classes would be to emphasize to students that history is a critical discipline, a process of inquiry, a way of knowing about the past, rather than just a collection of facts.<\/li>\n<li>The syllabus would help them to 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.<\/li>\n<li>The syllabus would also enable students to store\/relate\/compare developments in different situations, analyze connections between similar processes located in different time periods, and discover the relationship between different methods of inquiry within history and the allied disciplines.<\/li>\n<li>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.<\/li>\n<li>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.<\/li>\n<\/ul>\n<h3 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"UK_Board_Class_12_History_Syllabus-2\"><\/span><strong>UK Board Class 12 History Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>Paper One Theory: Max Marks: 100(80+20)<\/strong><\/p>\n<table class=\"mobile\" border=\"1\" width=\"755\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td><strong>Unit<\/strong><\/td>\n<td><strong>Periods<\/strong><\/td>\n<td><strong>Marks<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Themes in Indian History Part-I<\/strong><br \/>\nUnits 1 &#8211; 4<\/td>\n<td><strong>55<\/strong><\/td>\n<td><strong>25<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Themes in Indian History Part-II<\/strong><br \/>\nUnits 5 &#8211; 9<\/td>\n<td><strong>65<\/strong><\/td>\n<td><strong>25<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Themes in Indian History Part-III<\/strong><br \/>\nUnit 10 &#8211; 15<\/td>\n<td><strong>80<\/strong><\/td>\n<td><strong>25<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Unit 16: Map Work<\/strong><\/td>\n<td><strong>10<\/strong><\/td>\n<td><strong>05<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Project work<\/strong><\/td>\n<td><strong>10<\/strong><\/td>\n<td><strong>20<\/strong><\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><span class=\"ez-toc-section\" id=\"Class_XII_Themes_in_Indian_History\"><\/span><strong>Class XII: Themes in Indian History<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<table class=\"mobile\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td><strong>Themes<\/strong><\/td>\n<td><strong>Objectives<\/strong><\/td>\n<\/tr>\n<tr>\n<td>\n<h4><span class=\"ez-toc-section\" id=\"PART_%E2%80%93_I\"><\/span><strong>PART &#8211; I<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<ol>\n<li>The Story of the First Cities: Harappan<br \/>\n<strong>Archaeology. (13)<\/strong><br \/>\n<strong>Broad overview:<\/strong> Early urban centers.<br \/>\n<strong>The story of discovery:<\/strong> Harappan civilization<br \/>\n<strong>Excerpt:<\/strong> Archaeological report on a major site.<br \/>\n<strong>Discussion:<\/strong> How it has been utilized by archaeologists\/historians.<\/li>\n<\/ol>\n<\/td>\n<td>\n<ul>\n<li>Familiarize the learner with early urban centers as economic and social institutions.<\/li>\n<li>Introduce the ways in which new data can lead to a revision of existing notions of history.<\/li>\n<li>Illustrate steps of making archaeological reports.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<ol start=\"2\">\n<li><strong>Political and Economic History: How Inscriptions tell a story. (14)<\/strong><br \/>\n<strong>Broad overview: <\/strong>Political and economic history from the Mauryan to the Gupta period.<br \/>\n<strong>The story of discovery:<\/strong> Inscriptions and the decipherment of the script. Shifts in the understanding of political and economic history.<br \/>\n<strong>Excerpt:<\/strong> Asokan inscription and Gupta period land grant.<br \/>\n<strong>Discussion:<\/strong> Interpretation of inscriptions by historians.<\/li>\n<\/ol>\n<\/td>\n<td>\n<ul>\n<li>Familiarize the learner with major trends in the political and economic history of the subcontinent.<\/li>\n<li>Introduce inscriptional analysis and the ways in which these have shaped the understanding of political and economic processes.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<ol start=\"3\">\n<li><strong>Social Histories: Using the Mahabharata (14)<\/strong><br \/>\n<strong>Broad overview: <\/strong>Issues in social history, including caste, class, kinship, and gender.<br \/>\n<strong>The story of discovery:<\/strong> Transmission and publications of the Mahabharata.<br \/>\n<strong>Excerpt:<\/strong> from the Mahabharata, illustrating how it has been used by historians.<br \/>\n<strong>Discussion:<\/strong> Other sources for reconstructing social history.<\/li>\n<\/ol>\n<\/td>\n<td>\n<ul>\n<li>Familiarize the learner with issues in social history.<\/li>\n<li>Introduce strategies of textual analysis and their use in reconstructing social history.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<ol start=\"4\">\n<li>A History of Buddhism: Sanchi Stupa (14)<br \/>\n<strong>Broad overview:<\/strong><br \/>\n(a) A brief review of religious histories of Vedic religion, Jainism, Vaishnavism, Saivism.<br \/>\n(b) Focus on Buddhism.<br \/>\n<strong>The story of discovery:<\/strong> Sanchi Stupa<br \/>\n<strong>Excerpt:<\/strong> Reproduction of sculptures from Sanchi.<br \/>\n<strong>Discussion:<\/strong> Ways in which sculpture has been interpreted by historians, other sources for reconstructing the history of Buddhism.<\/li>\n<\/ol>\n<\/td>\n<td>\n<ul>\n<li>Discuss the major religious developments in early India.<\/li>\n<li>Introduce strategies of visual analysis and their use in reconstructing histories of religion.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<h4><span class=\"ez-toc-section\" id=\"PART-II\"><\/span><strong>PART-II<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<ol start=\"5\">\n<li><strong>Medieval Society through Travelers&#8217;<br \/>\nAccounts\u00a0(13)<br \/>\nBroad overview:<\/strong><br \/>\nOutline of social and cultural life as they appear in travelers&#8217; accounts.<br \/>\n<strong>The story of their writings:<\/strong> A discussion of where they traveled, why they traveled, what they wrote, and for whom they wrote.<br \/>\n<strong>Excerpts:<\/strong> from Alberuni, Ibn Battuta, Bernier.<br \/>\n<strong>Discussion:<\/strong> What these travel accounts can tell us and how they have been interpreted by historians.<\/li>\n<\/ol>\n<\/td>\n<td>\n<ul>\n<li>Familiarize the learner with the salient features of social histories described by the travelers.<\/li>\n<li>Discuss how travelers&#8217; accounts can be used as sources of social history.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<ol start=\"6\">\n<li><strong>Religious Histories: The Bhakti-Sufi Tradition (13)<br \/>\nBroad overview:<\/strong><br \/>\n(a) Outline of religious developments during this period.<br \/>\n(b) Ideas and practices of the Bhakti-Sufi saints.<br \/>\n<strong>The story of Transmission:<\/strong> How Bhakti-Sufi compositions have been preserved.<br \/>\n<strong>Excerpt: <\/strong>Extracts from selected Bhakti-Sufi works.<br \/>\n<strong>Discussion:<\/strong> Ways in which these have been<\/p>\n<h5><span class=\"ez-toc-section\" id=\"interpreted_by_historians\"><\/span>interpreted by historians.<span class=\"ez-toc-section-end\"><\/span><\/h5>\n<\/li>\n<\/ol>\n<\/td>\n<td>\n<ul>\n<li>\n<h5><span class=\"ez-toc-section\" id=\"Familiarize_the_learner_with_religious_developments\"><\/span>Familiarize the learner with religious developments.<span class=\"ez-toc-section-end\"><\/span><\/h5>\n<\/li>\n<li>\n<h5><span class=\"ez-toc-section\" id=\"Discuss_ways_of_analyzing_devotional_literature_as_sources_of_history\"><\/span>Discuss ways of analyzing devotional literature as sources of history.<span class=\"ez-toc-section-end\"><\/span><\/h5>\n<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<h4><span class=\"ez-toc-section\" id=\"New_Architecture_Hampi_13_Broad_overview\"><\/span><strong>New Architecture: Hampi (13) Broad overview:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p>(a) Outline of new buildings during<br \/>\nVijayanagar period-temples, forts,<br \/>\nirrigation facilities.<br \/>\n(b) The relationship between architecture and the political system.<br \/>\n<strong>The story of Discovery:<\/strong> Account of how Hampi was found.<br \/>\n<strong>Excerpt:<\/strong> Visuals of buildings at Hampi<br \/>\n<strong>Discussion: <\/strong>Ways in which historians have analyzed and interpreted these structures<\/td>\n<td>\n<ul>\n<li>Familiarize the learner with the new buildings that were built during the time.<\/li>\n<li>Discuss the ways in which architecture can be analyzed to reconstruct history.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<ol start=\"8\">\n<li><strong>Agrarian Relations: The Ain-i- Akbari (13)<\/strong><br \/>\nBroad overview:<br \/>\n(a) Structure of agrarian relations in the 16th and 17th centuries.<br \/>\n(b) Patterns of change over the period.<br \/>\n<strong>The story of Discovery:<\/strong> Account of the compilation and translation of Ain-i-Akbari.<br \/>\n<strong>Excerpt: <\/strong>from the Ain-i-Akbari<br \/>\n<strong>Discussion:<\/strong> Ways in which historians have used the text to reconstruct history.<\/li>\n<\/ol>\n<\/td>\n<td>\n<ul>\n<li>Discuss developments in agrarian relations.<\/li>\n<li>Discuss how to supplement official documents with other sources.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<ol start=\"9\">\n<li><strong>The Mughal Court: Reconstructing<br \/>\nHistories through Chronicles\u00a0(13)<br \/>\nBroad overview:<\/strong><br \/>\n(a) Outline of political history 15th-17th centuries.<br \/>\n(b) Discussion of the Mughal court and politics.<br \/>\n<strong>The story of Discovery:<\/strong> Account of the production of court chronicles, and their subsequent translation and transmission.<br \/>\n<strong>Excerpts:<\/strong> from the Akbarnama and<br \/>\nPadshahnama.<br \/>\n<strong>Discussion:<\/strong> Ways in which historians have used the texts to reconstruct political histories.<\/li>\n<\/ol>\n<\/td>\n<td>\n<ul>\n<li>Familiarize the learner with the major landmarks in political history.<\/li>\n<li>Show how chronicles and other sources are used to reconstruct the histories of political institutions.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<h4><span class=\"ez-toc-section\" id=\"PART_%E2%80%93_III_Periods_80\"><\/span><strong>PART &#8211; III ( Periods 80)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<ol start=\"10\">\n<li><strong>Colonialism and Rural Society: Evidence from Official Reports: (13)<br \/>\nBroad overview:<\/strong><br \/>\n(a) Life of zamindars, peasants, and artisans in the late 18th century<br \/>\n(b) East India Company, revenue settlements, and surveys.<br \/>\n(c) Changes over the nineteenth century.<br \/>\n<strong>The story of official records:<\/strong> An account of why official investigations into rural societies were undertaken and the types of records and reports produced.<br \/>\n<strong>Excerpts:<\/strong> From Firminger&#8217;s Fifth Report, Accounts of Frances Buchanan-Hamilton, and Deccan Riots Report.<br \/>\n<strong>Discussion:<\/strong> What the official records tell and do not tell, and how they have been used by historians.<\/li>\n<\/ol>\n<\/td>\n<td>\n<ul>\n<li>Discuss how colonialism affected zamindars, peasants, and artisans.<\/li>\n<li>Comprehend the problems and limits of using official sources for understanding the lives of people.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<ol start=\"11\">\n<li><strong>Representations of 1857 (13)<\/strong><br \/>\n<strong>Broad overview:<\/strong><br \/>\n(a) The events of 1857-58.<br \/>\n(b) How these events were recorded and narrated.<br \/>\n<strong>Focus:<\/strong> Lucknow.<br \/>\n<strong>Excerpts: <\/strong>Pictures of 1857. Extracts from contemporary accounts.<br \/>\n<strong>Discussion: <\/strong>How the pictures of 1857 shaped British opinion of what had happened.<\/li>\n<\/ol>\n<\/td>\n<td>\n<ul>\n<li>Discuss how the events of 1857 are being reinterpreted.<\/li>\n<li>Discuss how visual material can be used by historians.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<ol start=\"12\">\n<li><strong>Colonialism and Indian Towns: (13)<br \/>\nTown Plans and Municipal Reports<br \/>\nBroad overview:<\/strong> The growth of Mumbai, Chennai, hill stations and cantonments in the 18th and 19th centuries.<br \/>\n<strong>Excerpts:<\/strong> Photographs and paintings. Plans of cities. Extract from town plan reports. Focus on Kolkata town planning.<br \/>\n<strong>Discussion:<\/strong> How the above sources can be used to reconstruct the history of towns. What these sources do not reveal.<\/li>\n<\/ol>\n<\/td>\n<td>\n<ul>\n<li>Familiarize the learner with the history of modern urban centers.<\/li>\n<li>Discuss how urban histories can be written by drawing on different types of sources.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<ol start=\"13\">\n<li>\n<h4><span class=\"ez-toc-section\" id=\"Mahatma_Gandhi_through_Contemporary_Eyes_13\"><\/span>Mahatma Gandhi through Contemporary Eyes\u00a0(13)<span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><strong>Broad overview:<\/strong><br \/>\n(a) The Nationalist Movement 1918 &#8211; 48.<br \/>\n(b) The nature of Gandhian politics and leadership.<br \/>\n<strong>Focus:<\/strong> Mahatma Gandhi in 1931.<br \/>\n<strong>Excerpts:<\/strong> Reports from English and Indian language newspapers and other contemporary writings.<br \/>\n<strong>Discussion:<\/strong> How newspapers can be a source of history.<\/li>\n<\/ol>\n<\/td>\n<td>\n<ul>\n<li>Familiarize the learner with significant elements of the Nationalist Movement and the nature of Gandhian leadership.<\/li>\n<li>Discuss how Gandhi was perceived by different groups.<\/li>\n<li>Discuss how historians need to read and interpret newspapers, diaries, and letters as a historical source.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<ol start=\"14\">\n<li><strong>Partition through Oral Sources (14)<br \/>\nBroad overview:<\/strong><br \/>\n(a) The history of the 1940s.<br \/>\n(b) Nationalism, Communalism and Partition.<br \/>\n<strong>Focus: <\/strong>Punjab and Bengal.<br \/>\n<strong>Excerpts:<\/strong> Oral testimonies of those who experienced partition.<br \/>\nDiscussion: Ways in which these have been analyzed to reconstruct the history of the event.<\/li>\n<\/ol>\n<\/td>\n<td>\n<ul>\n<li>Discuss the last decade of the national movement, the growth of communalism and the story of partition.<\/li>\n<li>Understand the events through the experience of those who lived through these years of communal violence.<\/li>\n<li>Show the possibilities and limits of oral sources<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<ol start=\"15\">\n<li>\u00a0<strong>The Making of the Constitution (14)<br \/>\nBroad overview:<\/strong><br \/>\n(a) Independence and the new nation-state.<br \/>\n(b) The making of the Constitution.<br \/>\nFocus: The Constitutional Assembly debates.<br \/>\n<strong>Excerpts:<\/strong> from the debates.<br \/>\n<strong>Discussion:<\/strong> What such debates reveal and how they can be analyzed.<\/li>\n<\/ol>\n<\/td>\n<td>\n<ul>\n<li>Familiarize students with the history of the early years after independence.<\/li>\n<li>Discuss how the founding ideals of the new nation-state were debated and formulated.<\/li>\n<li>Understand how such debates and discussions can be read by historians.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<h4><span class=\"ez-toc-section\" id=\"Map_Work_on_Units_1-15_10\"><\/span><strong>Map Work on Units 1-15 (10)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\">\n<h4><span class=\"ez-toc-section\" id=\"Project_Work_10_periods_Please_refer_Circular_for_project_work_guidelines_Project_work_will_help_students_For_UK_Board_Class_12_History_Syllabus\"><\/span><strong>Project Work (10 periods) Please refer Circular for project work guidelines. Project work will help students For\u00a0UK Board Class 12 History Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<h4><span class=\"ez-toc-section\" id=\"To\"><\/span><strong>To:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<ul>\n<li>Develop the skill to gather data from a variety of sources, investigate diverse viewpoints and arrive at logical deductions.<\/li>\n<li>Developing skill to comprehend, analyze, interpret, evaluate historical evidence and understand the limitation of historical evidence.<\/li>\n<li>Develop 21st-century managerial skills of co-ordination, self-direction and time management.<\/li>\n<li>Learn to work in diverse cultures, races, religions, and lifestyles.<\/li>\n<li>Learn through constructivism-a theory based on observation and scientific study.<\/li>\n<li>Inculcate a spirit of inquiry and research.<\/li>\n<li>Communicate data in the most appropriate form using a variety of techniques.<\/li>\n<li>Provide greater opportunity for interaction and exploration.<\/li>\n<li>Understand contemporary issues in context to our past.<\/li>\n<li>Develop a global perspective and an international outlook.<\/li>\n<li>Grow into caring, sensitive individuals capable of making informed, intelligent and independent choices.<\/li>\n<li>Develop lasting interest in history discipline.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"History_Project_Work_UK_Board_Class_12_History_Syllabus_Few_Suggestive_topics_for_Project_Work_Examples\"><\/span><strong>History Project Work<br \/>\nUK Board Class 12 History Syllabus<br \/>\nFew Suggestive topics for Project Work (Examples)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>The mysteries behind the mound of the dead \u2013 Mohenjo-Daro<\/li>\n<li>An In-depth study to understand Spiritual Archaeology in the Sub-Continent<\/li>\n<li>Buddha\u2019s Path to Enlightenment<\/li>\n<li>Insight and Reflection of Bernier\u2019s notions of The Mughal Empire<\/li>\n<li>An exploratory study to know the women who created history<\/li>\n<li>\u201cMahatma Gandhi\u201d \u2013 A legendary soul<\/li>\n<li>To reconstruct the History of Vijaynagar through the Archaeology of Hampi<\/li>\n<li>The emerald city of Colonial Era \u2013 BOMBAY<\/li>\n<li>The vision of unity behind the first war of Independence<\/li>\n<li>Divine Apostle of Guru Nanak Dev<\/li>\n<li>Help, Humanity, and Sacrifices during Partition<\/li>\n<li>Glimpses inside Mughals Imperials Household<\/li>\n<li>The process behind the framing of the Indian Constitution<\/li>\n<li>The \u2018Brahm Nirupam\u2019 of Kabir \u2013 A journey to Ultimate Reality<\/li>\n<\/ol>\n<h3 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"UK_Board_Class_12_History_Syllabus_Design_of_the_Question_Paper\"><\/span><strong>UK Board Class 12 History Syllabus<br \/>\nDesign of the Question Paper<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>Paper One Theory (QP 80 + 20 Project)=100 Marks<\/strong><\/p>\n<table class=\"mobile\" border=\"1\" width=\"765\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td><strong>Unit<\/strong><\/td>\n<td><strong>Periods<\/strong><\/td>\n<td><strong>Marks<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Themes in Indian History Part-I<br \/>\nUnits 1 &#8211; 4<\/td>\n<td>55<\/td>\n<td>25<\/td>\n<\/tr>\n<tr>\n<td>Themes in Indian History Part-II<br \/>\nUnits 5 &#8211; 9<\/td>\n<td>65<\/td>\n<td>25<\/td>\n<\/tr>\n<tr>\n<td>Themes in Indian History Part-III<br \/>\nUnit 10 &#8211; 15<\/td>\n<td>80<\/td>\n<td>25<\/td>\n<\/tr>\n<tr>\n<td>Units 1- 16: Map Work<\/td>\n<td>10<\/td>\n<td>5<\/td>\n<\/tr>\n<tr>\n<td>Project Work<\/td>\n<td>10<\/td>\n<td>20<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>220<\/td>\n<td>100<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"UK_Board_Class_12_History_Syllabus-3\"><\/span><strong>UK Board Class 12 History Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<h4><span class=\"ez-toc-section\" id=\"Weightage_to_content_Note\"><\/span><strong>Weightage to content\u00a0<\/strong><strong>Note:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<h4><span class=\"ez-toc-section\" id=\"Each_source-based_question_will_have_three_questions_with_marks_ranging_from_1_%E2%80%93_3_1_Map_question_of_5_marks_having_5_items_carrying_1_mark_each\"><\/span>Each source-based question will have three questions with marks ranging from 1 \u2013 3.<br \/>\n*1 Map question of 5 marks having 5 items carrying 1 mark each.<span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p>25 Marks25 Marks25 Marks<\/p>\n<table class=\"mobile\" border=\"1\" width=\"691\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td>The theme in Indian History (Part I)<\/td>\n<\/tr>\n<tr>\n<td>Themes in Indian History (Part II)<\/td>\n<td>Themes in Indian History (Part III)<\/td>\n<\/tr>\n<tr>\n<td>Map Work<\/td>\n<td>5 Marks<\/td>\n<\/tr>\n<tr>\n<td>Project work<\/td>\n<td>20 marks<\/td>\n<\/tr>\n<tr>\n<td><strong>Total<\/strong><\/td>\n<td><strong>100 Marks<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4><span class=\"ez-toc-section\" id=\"Weightage_to_the_Difficulty_level\"><\/span><strong>Weightage to the Difficulty level<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<table class=\"mobile\" border=\"1\" width=\"695\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td>Estimated Difficulty Level<\/td>\n<td>Percentage<\/td>\n<\/tr>\n<tr>\n<td>(i) Easy (E)<\/td>\n<td>30%<\/td>\n<\/tr>\n<tr>\n<td>(ii) Average (AV)<\/td>\n<td>50%<\/td>\n<\/tr>\n<tr>\n<td>(iii) Difficult (D)<\/td>\n<td>20%<\/td>\n<\/tr>\n<tr>\n<td>Scheme of Option: No internal choice except for blind students.<\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ol start=\"1\">\n<li>\n<h4><span class=\"ez-toc-section\" id=\"Division_of_Question_Paper\"><\/span><strong>Division of Question Paper<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p>The Question paper will be divided into A, B, C, D, and E.<\/li>\n<\/ol>\n<ul>\n<li>Part A will carry 3 very short answer questions of 2 marks each.<\/li>\n<li>Part B will carry 6 short answer questions of 4 marks each.<br \/>\n(No change in the syllabus)<\/li>\n<li>Part C will carry 3 long answer questions of 8 marks each (word limit \u2018350\u2019 with internal choice, each from the respective book).<\/li>\n<li>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.<\/li>\n<li>Part E will have 1 map question of 5 marks. Items covered are Identification and Location.<\/li>\n<\/ul>\n<ol start=\"1\">\n<li>\n<h4><span class=\"ez-toc-section\" id=\"Scheme_of_Option\"><\/span><strong>Scheme of Option<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><strong>Part A <\/strong>will have no choice.<br \/>\n<strong>Part B<\/strong> will have 6 questions from all the three books, out of which the student will attempt any 5 questions. (From 3 books) (Note: Value-based question will not be asked)<br \/>\n<strong>Part C<\/strong> 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).<br \/>\n<strong>Part D<\/strong> will be Source-Based Questions. There will be THREE sources, ONE from each book followed by questions. There will have &#8220;no internal choice&#8221;.<br \/>\n<strong>In Part E,<\/strong> there will be one Map Question -Test items will be &#8216;Identification&#8217; and Location.<br \/>\nThere is no change in the list of Maps.<\/li>\n<\/ol>\n<h4><span class=\"ez-toc-section\" id=\"Weightage_of_Marks_Book-wise\"><\/span><strong>Weightage of Marks Book-wise<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<table class=\"mobile\" border=\"1\" width=\"748\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td><\/td>\n<td><strong>VSA<br \/>\n2 marks<\/strong><\/td>\n<td><strong>SA<br \/>\n4 marks<\/strong><\/td>\n<td><strong>Source<br \/>\nbased<br \/>\n7 marks<\/strong><\/td>\n<td><strong>Map<br \/>\nwork<br \/>\n5 Marks<\/strong><\/td>\n<td><strong>Long<br \/>\nanswer<br \/>\n8 marks<\/strong><\/td>\n<td><strong>Total<\/strong><\/td>\n<\/tr>\n<tr>\n<td>The book I (Ancient India)<\/td>\n<td>2(1)<\/td>\n<td>4+4<\/td>\n<td>7(1)<\/td>\n<td><\/td>\n<td>8(1)<\/td>\n<td>25<\/td>\n<\/tr>\n<tr>\n<td>Book II (Medieval India)<\/td>\n<td>2(1)<\/td>\n<td>4+4<\/td>\n<td>7(1)<\/td>\n<td><\/td>\n<td>8(1)<\/td>\n<td>25<\/td>\n<\/tr>\n<tr>\n<td>Book III (Modern India)<\/td>\n<td>2(1)<\/td>\n<td>4+4<\/td>\n<td>7(1)<\/td>\n<td><\/td>\n<td>8(1)<\/td>\n<td>25<\/td>\n<\/tr>\n<tr>\n<td>Map Work<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>5&#215;1<\/td>\n<td><\/td>\n<td>5<\/td>\n<\/tr>\n<tr>\n<td>Project work-<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>20<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><strong>2&#215;3=6<\/strong><\/td>\n<td><strong>4&#215;6=24<\/strong><\/td>\n<td><strong>7&#215;3=21<\/strong><\/td>\n<td><strong>5<\/strong><\/td>\n<td><strong>8&#215;3=24<\/strong><\/td>\n<td><strong>100<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3 style=\"text-align: left;\"><span class=\"ez-toc-section\" id=\"LIST_OF_MAPS_For_UK_Board_Class_12_History_Syllabus\"><\/span><strong>LIST OF MAPS For\u00a0UK Board Class 12 History Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<h4 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"Book_1\"><\/span><strong>Book 1<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<ol>\n<li>P-2. Mature Harappan sites: Harappa, Banawali, Kalibangan, Balakot, Rakhigarhi, Dholavira, Nageshwar, Lothal, Mohenjodaro, Chanhudaro, Kot Diji.<\/li>\n<li>P-30. Mahajanapada and cities : Vajji, Magadha, Kosala, Kuru, Panchala, Gandhara, Avanti, Rajgir, Ujjain, Taxila, Varanasi.<\/li>\n<li>P-33. Distribution of Ashokan inscriptions:\n<ol start=\"1\">\n<li>Kushanas, Shakas, Satavahanas, Vakatakas, Guptas<\/li>\n<li>Cities\/towns: Mathura, Kannauj, Puhar, Braghukachchha<\/li>\n<li>Pillar inscriptions &#8211; Sanchi, Topra, Meerut Pillar and Kaushambi.<\/li>\n<li>Kingdom of Cholas, Cheras and Pandyas.<\/li>\n<\/ol>\n<\/li>\n<li>P-43. Important kingdoms and towns:\n<ol start=\"1\">\n<li>Kushanas, Shakas, Satavahanas, Vakatakas, Guptas<\/li>\n<li>Cities\/towns: Mathura, Kanauj, Puhar, Braghukachchha, Shravasti, Rajgir, Vaishali, Varanasi, Vidisha<\/li>\n<\/ol>\n<\/li>\n<li>P-95. Major Buddhist Sites: Nagarjunakonda, Sanchi, Amaravati, Lumbini, Nasik, Bharhut, BodhGaya, Shravasti<\/li>\n<\/ol>\n<h4 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"Book_2\"><\/span><strong>Book 2<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<ol>\n<li>P-174. Bidar, Golconda, Bijapur, Vijayanagar, Chandragiri, Kanchipuram, Mysore, Thanjavur, Kolar, Tirunelveli, Quilon<\/li>\n<li>P-214. Territories under Babur, Akbar and Aurangzeb: Delhi, Agra, Panipat, Amber, Ajmer, Lahore, Goa.279<\/li>\n<\/ol>\n<h4 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"Book_3\"><\/span><strong>Book 3<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<ol>\n<li>P-297. Territories\/cities under British Control in 1857:<br \/>\nPunjab, Sindh, Bombay, Madras Fort St. David, Masulipatam, Berar, Bengal, Bihar, Orissa, Avadh, Surat, Calcutta, Daccan, Chitagong, Patna, Benaras, Allahabad and Lucknow.<\/li>\n<li>P-305. Main centres of the Revolt of 1857:<br \/>\nDelhi, Meerut, Jhansi, Lucknow, Kanpur, Azamgarh, Calcutta, Benaras, Gwalior, Jabalpur, Agra, Avadh.<\/li>\n<li>P-305. Important centres of the National Movement:<br \/>\nChamparan, Kheda, Ahmedabad, Benaras, Amritsar, Chauri Chaura, Lahore, Bardoli, Dandi, Bombay (Quit India Resolution), Karachi.<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"Prescribed_Books_For_UK_Board_Class_12_History_Syllabus_Themes\"><\/span><strong>Prescribed Books For\u00a0UK Board Class 12 History Syllabus Themes:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>Themes in World History, Class XI, Published by NCERT<\/li>\n<li>The theme in Indian History, Part I, Class XII, Published by NCERT<\/li>\n<li>Themes in Indian History Part-II, Class XII, Published by NCERT<\/li>\n<li>Themes in Indian History Part-III, Class XII, Published by NCERT<br \/>\n<strong>Note: <\/strong>The above textbooks are also available in Hindi medium.<\/li>\n<\/ol>\n<\/div>\n<div>For study material on UK Board Class, 12 History Syllabus download\u00a0<a href=\"https:\/\/play.google.com\/store\/apps\/details?id=in.techchefs.MyCBSEGuide&amp;referrer=utm_source%3Dmycbse_bottom%26utm_medium%3Dtext%26utm_campaign%3Dmycbseads\">the myCBSEguide app.<\/a>UK Board Class 12 History Syllabus is also available on the myCBSEguide website. UK Board Class 12 History Syllabus for the session 2018-19 is available here in PDF format. For latest UK Board Class 12 History Syllabus, please visit UBSE official website For\u00a0UK Board Class 12 History Syllabus<\/div>\n<div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>UK Board Class 12 History Syllabus in PDF format for free download. History syllabus for Class 12 UK Board is now available in the myCBSEguide app. The curriculum for Uttarakhand Board exams is designed by UBSE, Uttarakhand as per NCERT textbooks for the session. UK Board Class 12 History Syllabus Download as PDF UK Board &#8230; <a title=\"UK Board Class 12 History Syllabus\" class=\"read-more\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-12-history-syllabus\/\" aria-label=\"More on UK Board Class 12 History Syllabus\">Read more<\/a><\/p>\n","protected":false},"author":2,"featured_media":-1,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1474],"tags":[1342,332,1389,1363,1364],"class_list":["post-14097","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-history-class-12","tag-class-12","tag-history","tag-ubse","tag-uk-board-syllabus","tag-uttarakhand-board"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>UK Board Class 12 History Syllabus | myCBSEguide<\/title>\n<meta name=\"description\" content=\"UK Board Class 12 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