CBSE Class 11-12 History Learning Framework PDF

Learning Framework for Classes 11-12 History (CBSE)  Learning Framework for Classes 11-12 History (CBSE)  Learning Framework for Classes 11-12 History (CBSE)  Learning Framework for Classes 11-12 History (CBSE)  FOREWORD The vision of the National Education Policy (NEP) 2020 released by the...

Learning Framework for Classes 11-12 History (CBSE)  Learning Framework for Classes 11-12 History (CBSE)  Learning Framework for Classes 11-12 History (CBSE)  Learning Framework for Classes 11-12 History (CBSE)  FOREWORD The vision of the National Education Policy (NEP) 2020 released by the Government of India, directs that children not only learn but more importantly learn how to learn. Education must move towards less content, and more towards learning about how to think critically and solve problems, how to be creative and multidisciplinary, and how to innovate, adapt, and absorb new material in novel and changing fields. Pedagogy must evolve to make education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centred, discussion-based, flexible, and, of course, enjoyable. The policy has a clear mandate for competency-based education (CBE) to enhance the acquisition of critical 21st-century skills by the learners. The first determinant for implementing CBE is a curriculum which is aligned with defined learning outcomes and that clearly states the indicators to be achieved. The Central Board of Secondary Education (CBSE) has collaborated with Educational Initiatives (Ei), to develop the Learning Framework for twelve subjects of Grades 11 and 12, i.e., English, Hindi, Mathematics, Physics, Chemistry, Biology, History, Geography, Economics, Accountancy, Business Studies and Computer Science. This Learning Framework comprises explicitly stated knowledge, skills and dispositions that an education system should try to achieve. These frameworks would help develop a common shared understanding among teachers, students and other stakeholders and would serve as a common benchmark for teaching, learning and assessment across the country. These frameworks present indicators that are aligned with the CBSE curriculum and the NCERT learning outcomes. They further outline samples of pedagogical processes and assessment strategies to encourage curiosity, objectivity, and creativity with a view to nurturing scientific temper. This framework would be a key resource for teachers as they execute the curriculum. They have been developed to ensure that teachers align the learning to meet the set quality standards and also use it to track the learning levels of students. The effort has been to synchronize focus on quality education with uniformity in quality standards across CBSE schools. We hope these frameworks will not only become a reference point for competency-based education across the country but also facilitate the planning and design of teaching-learning processes and assessment strategies by teachers and other stakeholders. Please note that the learning frameworks have been drafted based on the 2022-23 curriculum. Certain chapters and topics that have been rationalized in the 2023-24 curriculum are retained in this document. In this learning framework, the content units and topics are based on the 2022- 23 syllabus, even though there is no change in the rationalized syllabus of 2023-24. Feedback regarding the framework is welcome. Any further feedback and suggestions will be incorporated in subsequent editions. Team CBSE Learning Framework for Classes 11-12 History (CBSE)  PREFACE The National Education Policy 2020 has outlined the importance of competency-based education in classrooms, leading to curricular and pedagogical reforms in the school systems. The policy emphasizes the development of higher-order skills such as analysis, critical thinking and problem-solving through classroom instructions and aligned assessments. These skills are important indicators which will further the dissemination of pedagogy and learning outcomes across schools and boards. In order to propagate indicator-based learning through ‘Learning Frameworks’, the Central Board of Secondary Education (CBSE) has collaborated with Educational Initiatives (Ei). Learning frameworks are a comprehensive package which provides learning outcomes, indicators, assessment frameworks, samples of pedagogical processes, tools and techniques for formative assessment, blueprints, assessment items and rubrics. 12 such frameworks have been developed for English, Hindi, Mathematics, Physics, Chemistry, Biology, History, Geography, Economics, Accountancy, Business Studies and Computer Science in Classes 11 and 12. The frameworks are adopted from the learning outcomes outlined in the NCERT which are mapped to key concepts of the content. These content domain-specific learning outcomes are broken down into indicators which define the specific skills a learner needs to attain. A clear understanding of these LOs will be immensely helpful for teachers and students to learn better. This document will help teachers to focus on skills of the subject in addition to concepts. As per the National Focus Group Position paper on Teaching of Social Sciences at the Senior Secondary stage (4.4), "the objectives of the social science courses at this stage may be to assist students to explore their interests and aptitudes in order to choose appropriate university courses and/or careers, to encourage them to explore higher levels of knowledge in different disciplines, to promote problem-solving abilities and creative thinking in the citizens of tomorrow, to introduce students to different ways of collecting and processing data and information in specific disciplines, and help them arrive at conclusions, and to generate new insights and knowledge in the process." As per NCERT Learning Outcomes for Higher Secondary Stage, "Through a graduating scheme that progresses from the elementary stage onwards, the basis of teaching and learning of history at this stage becomes one of historiography-based approach to develop an innate understanding of the subject both across domains as well as time and space. Thus, the themes have been organised in such a manner that the students instead of digesting only the grand narratives of history as it usually happens in the case of chronological histories, find in them ample opportunities to delve deeper into their many-sided realities to uncover for themselves the general process of historical development. This rationale envisages history as a critical discipline that relies on certain rigorous methods of source-based enquiry to learn about the past at this stage." Learning Framework for Classes 11-12 History (CBSE)  CONTENTS 1. NATURE OF THE SUBJECT...................................................................................................................................................................................................................................... 1 2. STAGE SPECIFIC CURRICULAR EXPECTATIONS.......................................................................................................................................................................................... 2 3. CONTENT DOMAINS................................................................................................................................................................................................................................................. 3 4. SUBJECT SPECIFIC COGNITIVE DOMAINS....................................................................................................................................................................................................... 5 CATEGORIES OF COGNITIVE DOMAINS........................................................................................................................................................................................................... 5 ASSESSMENT TASKS FOR DIFFERENT COGNITIVE DOMAINS.............................................................................................................................................................. 7 SAMPLE TASKS FROM DIFFERENT COGNITIVE DOMAINS SPECIFIC TO A CONTENT UNIT................................................................................................... 9 5. LEARNING OUTCOMES......................................................................................................................................................................................................................................... 11 CLASS 11 LEARNING OUTCOMES FOR HISTORY...................................................................................................................................................................................... 11 CLASS 12 LEARNING OUTCOMES FOR HISTORY...................................................................................................................................................................................... 12 6. CONTENT DOMAIN SPECIFIC LEARNING OUTCOMES AND INDICATORS.................................................................................................................................... 14 CLASS 11 CONTENT DOMAIN SPECIFIC LEARNING OUTCOMES AND INDICATORS................................................................................................................ 15 CLASS 12 CONTENT DOMAIN SPECIFIC LEARNING OUTCOMES AND INDICATORS................................................................................................................ 29 7. SAMPLE PEDAGOGICAL PROCESSES AND ASSESSMENT STRATEGIES.......................................................................................................................................... 60 8. TEST PAPER DESIGN............................................................................................................................................................................................................................................. 65 CLASS 12...................................................................................................................................................................................................................................................................... 65 9. ASSESSMENT OF PRACTICAL/PROJECT WORK........................................................................................................................................................................................ 68 DESIGN OF THE PROJECT/PRACTICAL BASED ACTIVITIES................................................................................................................................................................ 68 10. SAMPLE ASSESSMENT ITEMS WITH MARKING SCHEMES.................................................................................................................................................................. 71 11. ESSENTIAL IDEAS AND ASSESSMENTS......................................................................................................................................................................................................... 85 CLASS 11 – ASSESSMENTS BASED ON ESSENTIAL IDEAS.................................................................................................................................................................... 85 CLASS 12 – ASSESSMENT ITEMS BASED ON ESSENTIAL IDEAS...................................................................................................................................................... 102 Learning Framework for Classes 11-12 History (CBSE) 12. REFERENCE DOCUMENTS................................................................................................................................................................................................................................. 133 ACKNOWLEDGEMENT................................................................................................................................................................................................................................................ 134 Learning Framework for Classes 11-12 History (CBSE) 1. NATURE OF THE SUBJECT The first principle of studying history at this stage expects students to develop an understanding of how historians write history. Thus, the students are expected to appreciate the way historians follow the trails that lead to the past by selecting, assembling, and reading their sources critically. Following this historians analyse different types of sources, interpret each type of source, and draw a larger picture of the past by connecting different events and processes. Secondly, the study of history entails a capacity to relate and compare developments in different situations, understanding connections between similar processes located in different time periods or geographical regions. The final level in the study of history is when we can draw relations between the past and present. Central to the pedagogy is the development of a historiography-based approach which enables students to gain a deep and innate understanding of history that transcends chronological narratives. Therefore, the syllabus not only re-affirms its emphasis on the fundamental idea of how historical knowledge is constituted through critical appraisals and re-appraisals of sources but also takes the students on a journey along various themes to demonstrate it, both, in relation to the World (Class XI) and Indian (Class XII) history. This rationale envisages history as a critical discipline that relies on certain rigorous methods of source- based enquiry to learn about the past. It should be emphasized 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. This approach equips students to be informed, thoughtful, and inquiry-driven citizens who can engage with history in a meaningful and transformative manner, both in academic pursuits and in the broader context of society. Learning Framework for Classes 11-12 History 1 (CBSE) 2. STAGE SPECIFIC CURRICULAR EXPECTATIONS Learning Outcomes at the Higher Secondary stage developed by the National Council for Educational Research and Training (NCERT) mention the following curricular expectations for History. CE1. As the first principle of studying history at this stage, the curriculum expects the students to develop an understanding of how historians write history. Thus, to start with, they are expected to appreciate the way historians follow the trails that lead to the past by way of selecting, assembling and then reading their sources critically. Secondly, as a part of this process, they are expected to figure out what different types of sources can reveal and what they cannot. Finally, they are expected to acquire an overall understanding of how the historians analyze different types of sources, the various problems and difficulties they encounter while interpreting each type of source, and at the end, the way they draw a larger picture of the past by connecting different events and processes. CE2. Secondly, having gone through the process of studying history through a thematic approach, the students are expected to have the capacity to relate and compare developments in different situations, understand connections between similar processes located in different time periods, and find out the contributions of various methods of social inquiry which feed into historical investigations. In addition, the students are also expected to have an idea of the specific debates that surround each theme even as they acquire a sense of the wider historical processes, which connect them. CE3. Finally, the students are also expected to understand the utility of different pedagogical tools and techniques such as maps, timelines, flow- charts, pictorial illustrations, numbering of figures, citations, colour coding different activities and use of proper terms and concepts that are innate to delineating history and use them appropriately. Learning Framework for Classes 11-12 History 2 (CBSE) 3. CONTENT DOMAINS The content for History for classes 11-12 in the CBSE curriculum has been organized around content units. Content units for the two grades, along with the chapters from the NCERT textbooks are mentioned in the tables below. Table I. Grade 11 Content units and textbook chapters Content units NCERT textbook chapters I. Early Societies 1. Writing and City Life 2. An empire across three continents II. Empires 3. Nomadic Empires 4. The Three Orders III. Changing Traditions 5. Changing Cultural Traditions 6. Displacing Indigenous People IV. Paths to Modernization 7. Paths to modernization Learning Framework for Classes 11-12 History 3 (CBSE) Table II. Grade 12 Content units and textbook chapters Content units NCERT textbook chapters Themes in Indian History Part-I 1. BRICKS, BEADS AND BONES: The Harappan civilization 2. KINGS, FARMERS AND TOWNS: Early states and economies 3. KINSHIP, CASTE AND CLASS: Early societies 4. THINKERS, BELIEFS AND BUILDINGS: Cultural developments Themes in Indian History Part-II 5. THROUGH THE EYES OF TRAVELLERS: Perceptions of Society 6. BHAKTI-SUFI TRADITIONS: Changes in Religious Beliefs and Devotional Texts 7. AN IMPERIAL CAPITAL: VIJAYANAGARA 8. PEASANTS, ZAMINDARS AND THE STATE: Agrarian Society and the Mughal Empire Themes in Indian History Part-III 9. COLONIALISM AND THE COUNTRYSIDE: Exploring Official Archives 10. REBELS AND THE RAJ: 1857 Revolt and its Representations 11. MAHATMA GANDHI AND THE NATIONALIST MOVEMENT: Civil Disobedience and Beyond 12. FRAMING THE CONSTITUTION: The Beginning of a New Era Learning Framework for Classes 11-12 History 4 (CBSE) 4. SUBJECT SPECIFIC COGNITIVE DOMAINS “As the Board is progressively allowing more space to 'learning outcome based' assessment in place of textbook driven assessment, question papers of Board examinations will have more questions based on real-life situations requiring students to apply, analyze, evaluate and synthesize information as per the stipulated outcomes. The core-competencies to be assessed in all questions, however, will be from the prescribed syllabus and textbooks recommended therein. This will eliminate predictability and rote learning to a large extent.” [CBSE Curriculum for classes 11-12] CATEGORIES OF COGNITIVE DOMAINS Revised Bloom’s taxonomy (Anderson and Krathwohl, 2001) of cognitive process dimension has six categories, each associated with a set of specific cognitive processes. CBSE curriculum intends to have a balance of these categories of intellectual tasks in the teaching-learning and assessment of learning of a subject. These six categories as described in the revised Bloom’s taxonomy, with their specific cognitive processes, are mentioned below. COGNITIVE DOMAIN – REMEMBER ‘Remember’ involves retrieving relevant knowledge from long-term memory. Recognising and recalling are the specific cognitive skills associated with this cognitive domain. Asking students to provide the definition of a concept, e.g. State the uses of tools in early cities. COGNITIVE DOMAIN – UNDERSTAND ‘Understand’ involves ‘constructing meaning from instructional messages, including oral, written and graphic communication’. Interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining are the specific cognitive skills associated with this cognitive domain. Asking students to explain a phenomenon in terms of physical concepts/principles, e.g. Explain the impact of natural hazards on agriculture in Mesopotamia. COGNITIVE DOMAIN – APPLY ‘Apply’ involves carrying out or using a procedure in a given situation. Executing and implementing are the specific cognitive skills associated with this cognitive domain. Assessment tasks wherein students have to use the knowledge and/or procedures to solve a problem or to arrive at a decision in a given real-life situation cover this cognitive domain. e.g. Explain the role Manusmriti played in the present-day socio-economic inequity in India. Learning Framework for Classes 11-12 History 5 (CBSE) COGNITIVE DOMAIN – ANALYZE ‘Analyze’ involves breaking material into constituent parts and determining how parts relate to one another and to an overall structure and purpose. Differentiating, organising and attributing are the specific cognitive skills associated with this cognitive domain. Ask students to compare and explain the relationship between two physical quantities from the same content domain, e.g. Analyze the current public opinion of Genghis Khan. COGNITIVE DOMAIN – EVALUATE ‘Evaluate’ involves making judgments based on criteria and standards. Checking and critiquing are the specific cognitive skills associated with this cognitive domain. Assessment tasks that require a deeper level of understanding wherein students are required to provide justification for their choice, e.g. Critique the effect of the Spanish conquests on the indigenous tribes of South and Central America. COGNITIVE DOMAIN – CREATE ‘Create’ involves putting elements together to form a coherent or functional whole; or reorganising elements into a new pattern or structure. Generating, planning and producing are the specific cognitive skills associated with this cognitive domain. Tasks that require students to produce new artefacts based on what they have learnt, e.g. Explain the major differences between the colonization of North America and Australia by Britain. Learning Framework for Classes 11-12 History 6 (CBSE) ASSESSMENT TASKS FOR DIFFERENT COGNITIVE DOMAINS Some more examples of kinds of assessment tasks that can be associated with the different cognitive domains are given below. The following list should be taken as an indicative not an exhaustive one. Table III. Cognitive Domains and Assessment Tasks Cognitive domain Assessment tasks Remember recognising recognising the main causes of major events in history. recalling recalling the dates of and people associated with major historical events. listing the chronology of historical events. Understand interpreting interpreting the impact of specific historical events. exemplifying give examples to demonstrate an understanding of social customs during different periods of history. classifying classify civilisations based on the types of societal structure, etc. summarizing inferring summarise the context which led to a major pivot in conditions in a geographical location. comparing make inferences from historical texts. explaining make comparisons between two civilisations, colonisation events, etc. explain the different people’s movements in France, England, India, China, etc. Apply executing identifying key links between historical events and present-day socio-political structures. implementing Learning Framework for Classes 11-12 History 7 (CBSE) Analyze differentiating differentiate between different time periods, parallel historical events, etc. organising organise the lessons colonists learned from rebellion in their different colonies. attributing attribute the trigger (immediate) cause for various historical events. Evaluate checking checking for the authenticity and generality of historical accounts. critiquing critiquing the way developmental activities, and different rulers changed the lives of women, locals, tribals, etc. Create generating generating maps of the different conquests, colonisation events, etc. planning planning a critical historical inquiry into specific events, people, etc. producing producing critical analyzes of various historical decisions. Learning Framework for Classes 11-12 History 8 (CBSE) SAMPLE TASKS FROM DIFFERENT COGNITIVE DOMAINS SPECIFIC TO A CONTENT UNIT Some specific examples of tasks from different cognitive domains are described below for two content chapters from classes 11 and 12 NCERT History textbooks. A chapter may not always cover all six cognitive domains. The following list of tasks should be taken as an indicative list not a comprehensive one. CHAPTER 6 – CLASS 11 Table IV: Chapter 6. The Three Orders – Class:11 Cognitive domain Sample tasks Name the factors that led to the feudal system in Western Europe. Remember Name the three orders in the feudal system of Western Europe. Understand Explain the difference between the second and third order in terms of their social and economic standing. Apply Show how the clergy and the religious heads had absolute power in the feudal system. Analyze Analyze the life of serfs from the point of view of the clergy. Evaluate Evaluate the conditions that led to the creation of a fourth-order. Create What similarities and differences can you see between the feudal society of Western Europe and the Indian society? Learning Framework for Classes 11-12 History 9 (CBSE) CHAPTER 11 – CLASS 12 Table V: Chapter 11. Rebels and the Raj - The Revolt of 1857 and Its Representations – Class:12 Cognitive domain Sample tasks Give examples of commoners leading the revolution of 1857. Remember Locate the various locations which were the flashpoints of the revolution of 1857. Explain the effect of removing the taluqdars from Awadh in 1857. Understand What was the relationship between the British sepoys and the people of rural India? Apply How did the revolution in 1857 lay the foundation for the future movements for independence? Draw comparisons between the way the revolt of 1857 was depicted in Indian works of art as opposed to British Analyze works of art. Analyze the immediate social, economic and administrative impact of annexing Awadh. What were the measures that the British took to quell the revolt of 1857? Evaluate the success of each of these Evaluate measures. Plan a way to study the discrepancies in retelling of the revolt of 1857 in popular media and the accounts from Create primary sources. Learning Framework for Classes 11-12 History 10 (CBSE) 5. LEARNING OUTCOMES “Competency based Learning focuses on the student’s demonstration of desired learning outcomes as central to the learning process. Learning outcomes are statements of abilities that are expected students will gain as a result of learning the activity. Learning outcomes are, thus, statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning. Therefore, the focus is on measuring learning through attainment of prescribed learning outcomes, rather than on measuring time.” [Senior School Curriculum, CBSE] Following learning outcomes for the senior secondary stage developed by the National Council for Educational Research and Training (NCERT) state important knowledge, skills and dispositions students need to attain at the end of an academic year in classes 11 and 12 in the context of learning History. CLASS 11 LEARNING OUTCOMES FOR HISTORY (1) Demonstrate their understanding of the various theories of human evolution. (2) Identify the various anatomical structures that are associated with the development of the human species. (3) Explain the various stages of the evolution of human societies. (4) Elucidate the progress of human civilisation with the growth of city life. (5) Explain the connection between the growth of human civilisation and the tradition of writing. (6) Explain the phenomena of the rise, growth and fall of Empires in specific reference to the Roman and the Mongol Empires. (7) Explain the circumstances leading to the birth and growth of religions and the parts they played in shaping the course of history by giving rise to new ideas, institutions, cultural traditions and through wars and peace in reference to religions such as Christianity and Islam. (8) Make assessments of prominent historical figures like Julius Caesar and Genghis Khan, whose contributions to the shaping of the history of their times make important case studies. (9) Explain important historical phenomena like feudalism, renaissance and reformation, geographical discoveries and confrontation of cultures happening on account of such discoveries and subsequent colonisation and the debates surrounding these phenomena. (10) Demonstrate an understanding of the 14th-century crisis and the rise of the nation-states in Europe. Learning Framework for Classes 11-12 History 11 (CBSE) (11) Display an understanding of the innovations and the technological changes that came about in 18th and 19th century England and the debates surrounding the idea of the Industrial Revolution there. (12) Demonstrate an understanding of the concept of modernisation and its application in various forms in East Asia during the 19th and 20th centuries. CLASS 12 LEARNING OUTCOMES FOR HISTORY (1) Illustrate how archaeological excavations are undertaken and their findings are interpreted by scholars to reconstruct the past. (2) Trace India’s history to its earliest times based on the various archaeological findings from the banks of the Indus River and throw light on its characteristic features. (3) Illustrate how inscriptions are deciphered and interpreted by historians and explain the way in which the political and economic history of India from the 4th century BCE to the 5th century CE (commensurate with the Mauryan to the Gupta period) has been made based on the interpretations of the Asokan inscriptions and the Gupta period land grants. (4) Demonstrate an understanding of various issues involved in the reconstruction of social history and how analysis of textual sources helps in doing so especially in reference to the Mahabharata. (5) Discuss major religious developments in ancient India and explain how different types of sources including that of art, architecture and sculptures are used to trace these developments, particularly in reference to Buddhism. (6) Discuss developments in agrarian relations in India during the 16th and the 17th centuries based on the official account as provided by the Ain-iAkbari and also explain the need to supplement the said official account with other sources. (7) Display their familiarity with the political history of medieval India particularly in reference to the Mughals and provide an understanding of how court chronicles and other sources are used to reconstruct such histories. (8) Discuss the ways in which architecture – such as that of temples, forts and irrigation facilities – is used as source material to reconstruct history and explain the relationship between architecture and the political system particularly in reference to the Vijayanagara Empire. (9) Discuss the ideas and practices of the Bhakti-Sufi saints and along with that demonstrate their familiarity with the religious developments in India during the medieval period. (10) Provide an appraisal of their familiarity with travellers’ accounts – such as that of Alberuni, Ibn Batuta and Bernier – and how such accounts have been interpreted and used by historians as sources of social history. Learning Framework for Classes 11-12 History 12 (CBSE) (11) Discuss the changes which colonialism brought about in India during the late 18th and 19th centuries and how these changes affected the lives of zamindars, peasants and artisans living in India’s countryside. (12) Explain the limits of using official sources for understanding the lives of people, especially in the colonial context. (13) Discuss the events associated with the Revolt of 1857-58, and how these events were recorded and subsequently reinterpreted. (14) Explain the connections between colonialism and the building of new urban centres in the 18th and 19th century India and demonstrate their familiarity with the making of such centres in Kolkata, Chennai, Mumbai and Delhi. (15) Demonstrate their familiarity with the important movements that are associated with India’s struggle for freedom from 1918 to 1948 and an understanding of the nature of leadership which Mahatma Gandhi provided to these movements. (16) Discuss how historians read and interpret newspaper reports, diaries and letters to use these as historical sources to reconstruct the history of India’s freedom movement and also understand the nature of Gandhian politics and leadership. (17) Discuss the events that are associated with the story of India’s partition on account of the success of communal politics during the last decade of the nationalist movement using the oral testimonies of those who lived through those eventful years and point out both the possibilities and limits of using such sources. (18) Demonstrate their familiarity with the history of the early years after India’s independence and how these were shaped as the founding ideals of the new nation-state were debated in the Constituent Assembly and a constitution came into being. Learning Framework for Classes 11-12 History 13 (CBSE) 6. CONTENT DOMAIN SPECIFIC LEARNING OUTCOMES AND INDICATORS The learning outcomes defined by NCERT are generic and broadly defined for the content defined in the curriculum. They articulate the discipline- specific skills that students need to attain through learning different concepts in the syllabus. A clear understanding of the scope of these learning outcomes for each concept dealt with in the NCERT textbook chapters will be very helpful for both teachers and students in planning teaching and learning better. The following process has been followed to list out the content domain-specific learning outcomes (CLOs) and indicators for all the content units and textbook chapters. Learning Framework for Classes 11-12 History 14 (CBSE)  CLASS 11 CONTENT DOMAIN SPECIFIC LEARNING OUTCOMES AND INDICATORS Table VI: Content domain specific learning outcomes and indicators – Class:11 Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) CLO1. Describes the C1. Identifies the unique Mesopotamia and importance of geography of Mesopotamia as its Geography geography in shaping a precursor for a civilization. history. C2. Explains the progress of human civilisation by I: Early understanding the tools and Societies artefacts used in the early LO4. Elucidate the progress of 1. Writing and human civilisation with the growth cities. City Life of city life. CLO2. Elucidates the C3. Examines the progress of Urban Life in progress of human human civilisation by Mesopotamia civilization in early understanding the economy societies. and trade between the early cities. C4. Justifies the progress of human civilisation with the growth of city life by describing the social Learning Framework for Classes 11-12 History 15 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) traditions, architecture and civic life in the early cities. C16. Infers the connection between the growth of human civilisation and the evidence for the tradition of writing from written tablets and I: Early common scripts. Societies C17. Explains that high The Development, CLO3. Connects the 1. Writing and LO5. Explain the connection literacy and the system of System and the Uses tradition of writing, City Life between the growth of human writing accelerated the of Writing and written record civilisation and the tradition of process of building a The Legacy of keeping to the rise of civilisation. writing. Writing civilisations. C18. Infers the role of social texts like epics in creating a civilisation. C19. Evaluates the importance of written record keeping in various disciplines for the rise of a civilisation. CLO4. Locates the The Early Empire LO6. Explain the phenomena of the C20. Identifies the important major empires on a rise, growth and fall of Empires in empires that ruled Europe, map and relates them Learning Framework for Classes 11-12 History 16 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) specific reference to the Roman to present-day North Africa and the Middle and the Mongol Empires. locations. East. C21. Identifies the present- day areas that fell under the Roman Empire C22. Describes the political structure in the early Roman Empire. CLO5. Explains the C23. Analyzes the progression political structure in II: Empires of power of the Roman Empire the Roman Empire. to the elite. 2. An empire across three C24. Understands the continents conflicts in the Roman Empire. C25. Explains the familial structure and the status of women in the Roman Empire. Gender, Literacy, CLO6. Explains the C26. Describes the diversity in Culture and Social social conditions in the literacy and social standards Hierarchies Roman Empire. across the Roman Empire. C27. Opines on the corruption and civil rights in the Roman Empire. Learning Framework for Classes 11-12 History 17 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) C29. Justifies that the cultural and economic life of the Roman Empire were sophisticated. C30. Examines the effect that war had on slavery in the Roman Empire. Economic CLO7. Describes the Expansion and economy in the Roman C31. Evaluates how labour Slavery Empire. was managed in the Roman II: Empires Empire and the impact it had 2. An empire on the development of the across three Roman Empire. continents C32. Compares fertile regions of the Roman Empire with less advanced regions of the Roman Empire. C33. Describes the late Antiquity period in the Roman CLO8. Describes the Empire. Late Antiquity Late Antiquity period of the Roman Empire. C34. Summarises the factors that led to the decline of the Roman Empire. Learning Framework for Classes 11-12 History 18 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) C35. States the sources to learn about nomadic communities. LO6. Explain the phenomena of the CLO9. Explains the C36. Reasons why accounts Resources and rise, growth and fall of Empires in historical context and about the Mongols were Geographical specific reference to the Roman sources of accounts of written in varied languages. Orientation and the Mongol Empires. the Mongol Empire. C37. Describes the political vision and power of Genghis Khan using the words of II: Empires Mongke as evidence. 3. Nomadic C38. Describes the Empires occupational structure, social structure and geographical location of the Mongols. CLO10. Describe the LO6. Explain the phenomena of the C39. Examines the Social, Political and social structure of the rise, growth and fall of Empires in relationship between the Military Mongols in the context specific reference to the Roman agrarian and nomadic Mongol Organisation of their nomadic and the Mongol Empires. economies. existence. C40. Analyzes the contradictions between the Mongolian nomadic and sedentary elements. Learning Framework for Classes 11-12 History 19 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) C41. Describes the functions of Mongolian civil administrators. C42. Evaluates Genghis Khan’s methods to erase the traditions of the different CLO11. Describes the people who joined his army. military aspirations, organisation and C43. Describes the courier communication of and communication system Genghis Khan’s Mongol implemented by Genghis 3. Nomadic Empire. Khan. Empires C44. Locates the Mongol conquests on the map. C45. Explains the role of Genghis Khan as a key LO8. Make assessments of historical figure in shaping CLO12. Describes the The Career of prominent historical figures like history in Central Asia. role of Genghis Khan Genghis Khan and Julius Caesar and Genghis Khan, and his army in the C46. Justifies with evidence the Mongols after whose contributions to the shaping expansion of the that the military and him. of history of their times make Mongol Empire. administration of Genghis important case studies. Khan were responsible for his achievements. Learning Framework for Classes 11-12 History 20 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) C47. Understand the impact of the death of Genghis Khan on the Mongol Empire. LO9. Explain important historical phenomena like feudalism, C48. Explain the context for renaissance and reformation, the rise of feudalism in France. geographical discoveries and CLO13. Explains the The Three Orders of C49. Explain the status, role confrontation of cultures three orders of feudal Feudal Society and impact of the first, second happening on account of such society. discoveries and subsequent and third order in the feudal colonisation and the debates structure. III: Changing surrounding these phenomena. Traditions LO9. Explain important historical C50. Explains the social and 4. The Three phenomena like feudalism, geographical context in which Orders renaissance and reformation, agricultural advances were CLO14. Describes the made in England. Implications of geographical discoveries and implications of Agricultural confrontation of cultures C51. Justifies with evidence agricultural advances advances in England happening on account of such that technological in Europe. discoveries and subsequent improvements in agriculture colonisation and the debates were in effect from the surrounding these phenomena. eleventh century. Learning Framework for Classes 11-12 History 21 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) C52. Reasons why agricultural prices went up from the eleventh century. C53. Explains the impact of agricultural advancement on urbanisation in England. 4. The Three Orders LO9. Explain important historical phenomena like feudalism, C54. Explain the factors that renaissance and reformation, led to the decline of the CLO15. Describes the economic expansion in geographical discoveries and The Crisis of the decline of the Europe. confrontation of cultures Fourteenth Century economic expansion in happening on account of such C55. Explain the impact of the Europe. discoveries and subsequent decline of the economic colonisation and the debates expansion in Europe. surrounding these phenomena. C56. Analyzes the context for III: Changing LO9. Explain important historical CLO16. Explain the the revival of Italy and the Traditions The Revival of phenomena like feudalism, humanist views in the development of Italian cities. Italian Cities and the renaissance and reformation, 5. Changing context of the fall of Humanist View. geographical discoveries and C57. Examines the growth of Cultural the Roman Empire. confrontation of cultures Florence as a centre of Traditions happening on account of such learning. Learning Framework for Classes 11-12 History 22 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) discoveries and subsequent C58. Examines the effect the colonisation and the debates humanist movement had on surrounding these phenomena. the religious beliefs of Italians. C59. Justifies that the humanist movement had no effect on women participating in public life. C60. Explains the role that CLO17. Describes the women played in social conditions in shopkeeping. 5. Changing Cultural Europe during the C61. Explains the scholarly Traditions Renaissance period. efforts of the Europeans, Arabs and Persians with translated literature. C62. Explains the evolution of art, and architecture during the Renaissance period. LO9. Explain important historical phenomena like feudalism, CLO18. Explains the C63. Predicts the effect that The First Printed renaissance and reformation, role of printed books in printed Italian texts had on Books geographical discoveries and creating reform and Italian people and confrontation of cultures renaissance in Europe. neighbouring countries. happening on account of such Learning Framework for Classes 11-12 History 23 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) discoveries and subsequent colonisation and the debates surrounding these phenomena. C64. Explain the ideas of the Protestant reformation which led to reducing the influence of the church in Europe. LO9. Explain important historical phenomena like feudalism, C65. Compares the renaissance and reformation, proponents of the humanist Debates within movement in Italy and those 5. Changing geographical discoveries and CLO19. Summarises Christianity and the in northern Europe. Cultural confrontation of cultures the opposition to Copernican Traditions happening on account of such Christianity in Europe. C66. Summarises the issues Revolution discoveries and subsequent that the Protestants criticized colonisation and the debates the Church for. surrounding these phenomena. C67. Explains the role of the scientific revolution in reducing the influence of the church in Europe. LO9. Explain important historical CLO20. Summarises C68. Justifies why this period Rise of the phenomena like feudalism, the reasons why this was crucial in bringing about Renaissance renaissance and reformation, period signalled the the age of reformation in geographical discoveries and reformation in Europe. Europe. confrontation of cultures Learning Framework for Classes 11-12 History 24 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) happening on account of such discoveries and subsequent colonisation and the debates surrounding these phenomena. LO9. Explain important historical C69. Explains how the natives phenomena like feudalism, inhabited North America, and renaissance and reformation, CLO21. Explains the their farming and hunting geographical discoveries and situation in North patterns. North American confrontation of cultures America before native life. C70. Reasons why land happening on account of such Europeans colonised discoveries and subsequent the region. ownership and agriculture colonisation and the debates were not significant to the surrounding these phenomena. natives. IV: Paths to Modernization C71. Critiques the Europeans’ 6. Displacing LO9. Explain important historical definition of ‘civilised’, indigenous phenomena like feudalism, ‘uncivilised’ and ‘savage’. People Early Encounters renaissance and reformation, CLO22. Explains the C72. Reasons why the natives between native geographical discoveries and perception and early saw goods as ‘gifts’ and why Americans and confrontation of cultures relations between the Europeans saw goods as Europeans and happening on account of such Europeans and native ‘commodities’. mutual perceptions. discoveries and subsequent Americans. colonisation and the debates C73. Analyzes the Europeans’ surrounding these phenomena. gradual encroachment of the natives’ land. Learning Framework for Classes 11-12 History 25 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) C74. Evaluates the strategies used by the Europeans to usurp control of the natives’ land. LO9. Explain important historical phenomena like feudalism, renaissance and reformation, C75. Reasons why industries The Gold Rush, and geographical discoveries and CLO23. Explains the developed in North America. the Growth of confrontation of cultures effect of the gold rush C76. Explains the events in 6. Displacing Industries happening on account of such in North America. North America that led up to indigenous discoveries and subsequent abolishing slavery. People colonisation and the debates surrounding these phenomena. LO9. Explain important historical phenomena like feudalism, renaissance and reformation, CLO24. Describes how C77. Explains the Indian Constitutional geographical discoveries and the American Reorganisation Act of 1934. Rights for the confrontation of cultures government made C78. Critiques governmental Native Americans happening on account of such efforts to integrate efforts to have the natives ‘join discoveries and subsequent Native Americans. the mainstream’. colonisation and the debates surrounding these phenomena. Learning Framework for Classes 11-12 History 26 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) C79. Critiques the strategies through which Europeans LO9. Explain important historical encroached on Australian phenomena like feudalism, lands and people. renaissance and reformation, 6. Displacing CLO25. Explains how European geographical discoveries and C80. Describes the working indigenous the Europeans colonisation of confrontation of cultures conditions of the natives and People encroached and Australia happening on account of such immigrants under European colonised Australia. discoveries and subsequent rule. colonisation and the debates C81. Differentiate between surrounding these phenomena. the lives of the colonised in North America and Australia. C82. Describes the social structure and economic conditions of Japan in the 16th and 17th centuries. IV: Paths to Japan: The political LO12. Demonstrate an CLO26. Summarises C83. Explains how the Modernization Meiji government understanding of the concept of the Meiji government emperor system in Japan and its emergence modernisation and its application and the emergence of 7. Paths to affected the social and as an economic in various forms in East Asia Japan as an economic modernization political life. superpower. during the 19th and 20th centuries. power. C84. Evaluates the economic modernisation and its impact on Japan during the Meiji government. Learning Framework for Classes 11-12 History 27 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) C85. Demonstrates with evidence how Japan transformed into a modern society and its effects. C86. Explains the changes that led to Japan becoming a global economic power. C87. Describes the society in China before the founding of modern China. 7. Paths to modernization C88. Explains how the Chinese Republic was LO12. Demonstrate an CLO27. Summarises established. understanding of the concept of the journey of China China: Journey of modernisation and its application from a communist C89. Explains the rise of the the Republic. in various forms in East Asia government to a Communist Party in China. during the 19th and 20th centuries. democracy. C90. Describes the rise of democracy in China. C91. Evaluates the cultural revolution in China leading to its modernisation. LO12. Demonstrate an CLO28. Explains the C92. Describes the The Story of Taiwan understanding of the concept of rise of Taiwan. transformation of Taiwan. Learning Framework for Classes 11-12 History 28 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) modernisation and its application in various forms in East Asia during the 19th and 20th centuries. C93. Explains the factors that led to the Korean War and its impact. LO12. Demonstrate an understanding of the concept of CLO29. Describes the C94. Describes 7. Paths to The Story of Korea modernisation and its application modernisation of industrialisation and modernization in various forms in East Asia Korea. economic growth in Korea. during the 19th and 20th centuries. C95. Describes the factors in Korea that led to the IMF crisis. LO12. Demonstrate an C96. Compares the understanding of the concept of Roads to CLO30. Compares the approaches to modernisation modernisation and its application Modernisation histories of East Asia of various East Asian in various forms in East Asia countries. during the 19th and 20th centuries. CLASS 12 CONTENT DOMAIN SPECIFIC LEARNING OUTCOMES AND INDICATORS Table VII: Content domain-specific learning outcomes and indicators – Class:12 Learning Framework for Classes 11-12 History 29 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) C1. Differentiates between Early Harappan sites and the LO2. Traces India’s history to its CLO1. Traces India’s mature Harappan civilisation earliest times based on the various history to its earliest using Sind and Cholistan as Early and Mature archaeological findings from the times based on the evidence. Harappan Cultures banks of the Indus-river and various archaeological throws light on its characteristic findings from C2. Locates important features. Harrapan sites. Mature Harappan sites and Early Harappan sites on the map. 1. BRICKS, BEADS AND BONES: The LO1. Illustrates how archaeological CLO2. Traces the C3. Uses various Harappan Subsistence excavations are undertaken and sources of livelihood of archaeological evidence to Civilisation Strategies their findings are interpreted by people at the Harrapan describe the source of scholars to reconstruct the past. sites. livelihood in Harrapan sites. CLO3. Explains the C4. Identifies evidence to LO2. Traces India’s history to its archaeological support the claim of Mohenjodaro - A earliest times based on the various excavations and Mohenjodaro being a planned Planned Urban archaeological findings from the findings that provide settlement. Centre banks of the Indus river and throw information about light on its characteristic features. settlement in C5. Evaluate the distinctive Mohenjodaro. features of Mohenjodaro. Learning Framework for Classes 11-12 History 30 (CBSE)  Content domain Unit and Key concept NCERT Learning Outcomes (LOs) specific Learning Indicators chapter Outcomes (CLOs) C6. Evaluates the social