Various - Themes in Indian History III (History Class 12)

Chairperson, Advisory Committee

Hari Vasudevan, Professor, Department of History, University of Calcutta, Kolkata

Chief Advisor

Neeladri Bhattacharya, Professor, Centre for Historical Studies,

Jawaharlal Nehru University, New Delhi

Advisors

Kumkum Roy, Associate Professor, Centre for Historical Studies,

Jawaharlal Nehru University, New Delhi

Monica Juneja, Guest Professor, Institut Furgeschichte, Viennna, Austria

Team Members

Jaya Menon, Reader, Department of History, Aligarh Muslim University,

Aligarh, UP (Theme 1)

Kumkum Roy (Theme 2)

Kunal Chakrabarti, Professor, Centre for Historical Studies,

Jawaharlal Nehru University, New Delhi (Theme 3)

Uma Chakravarti, Formerly Reader in History, Miranda House,

University of Delhi, Delhi (Theme 4)

Farhat Hassan, Reader, Department of History,

Aligarh Muslim University, Aligarh, UP (Theme 5)

Meenakshi Khanna, Reader in History, Indraprastha College,

University of Delhi, Delhi (Theme 6)

Vijaya Ramaswamy, Professor, Centre for Historical Studies,

Jawaharlal Nehru University, New Delhi (Theme 7)

Rajat Datta, Professor, Centre for Historical Studies,

Jawaharlal Nehru University, New Delhi (Theme 8)

Najaf Haider, Associate Professor, Centre for Historical Studies,

Jawaharlal Nehru University New Delhi (Theme 9)

Neeladri Bhattacharya (Theme 10)

Rudrangshu Mukherjee, Executive Editor, The Telegraph , Kolkata (Theme 11)

Partho Dutta, Reader, Department of History, Zakir Hussain College

(Evening Classes), University of Delhi, Delhi (Theme 12)

Ramachandra Guha, freelance writer, anthropologist and historian,

Bangalore (Theme 13)

Anil Sethi (Theme 14)

Sumit Sarkar, Formerly Professor of History, University of Delhi, Delhi (Theme 15)

Muzaffar Alam, Professor of South Asian History,

University of Chicago, Chicago, USA

C.N. Subramaniam, Eklavya, Kothi Bazar, Hoshangabad

Rashmi Paliwal, Eklavya, Kothi Bazar, Hoshangabad

Prabha Singh, P.G.T. History, Kendriya Vidyalaya, Old Cantt.,

Telliarganj, Allahabad, UP

Smita Sahay Bhattacharya, P.G.T. History, Blue Bells School,

Kailash Colony, New Delhi

Beeba Sobti, P.G.T. History, Modern School, Barakhamba Road, New Delhi

Member-Coordinators

Anil Sethi, Professor, DESSH, NCERT, New Delhi

Seema Shukla Ojha, Lecturer, DESSH, NCERT, New Delhi

Publication Team

Head, Publication Division : Ashok Srivastava

Chief Production Officer : Kalyan Banerjee

Chief Business Manager : Gautam Ganguly

Chief Editor (Contractual Service) : Naresh Yadav

Production Assistant : Rajesh Pippal

Cover and Layout

Art Creations, New Delhi

Cartography

Cartographic Design Agency

EPUB Team

Joint Director, CIET, NCERT: Prof. Rajaram S.Sharma

Other Associated Staff

Sharda Gupta, Suhaib Husain, Ravi Dev, Meenakshi Sharma, Shikha Sharma, Renu Deswal, Harishankar Lakhera, Mohammad Ubaid, Sanghamitra Choudhury, Aamir Qureshi, Devashish Kumar Jaiswal, Vivek Kumar Gupta, Abhishek Pratap Singh

Introduction

The revised syllabus for the Social Sciences in Classes VI-XII attempts to advance an on-going process of assisting children and young people to understand that a healthy engagement with the world must come as much from the way society takes shape and functions as from a proper sense of its material and physical foundations. From this, it is expected, a vision will evolve that the Social Sciences provide both essential skills of comprehension that are fundamental to any activity, and a means of self-understanding and fulfilment that can be diverting, exciting and challenging. The syllabus assumes that the knowledge apparatus of the child and the young person is itself
complex both given the wide range of materials that the visual and print media have drawn into country and urban life and the nature of the problems of everyday life. To negotiate the diversity and confusion and excitement the world throws up itself requires activity and insight that the Social Sciences can substantially provide. To have a firm and flexible perspective on Indias past and the world from which, and in which, the country develops, sensitivity to crucial social problems is essential. The syllabus attempts to encourage such sensitivity and provide it with the ground on which it may deepen stressing that attention should be paid to the means through which sensitivity and curiosity are aroused as much as the specific information that stimulates it.

The Social Sciences have been a part of the school curriculum before Class VI as part of the teaching of Environmental Studies. The revised EVS syllabus has attempted to draw the childs attention in Classes III-V to the broad span of time, space and the life in society, integrating this with the way in which she or he has come to see and understand the world around them.

In Classes VI-X, this process continues, but with a greater attention to specific themes and with an eye to the disciplines through which Social Science perspectives have evolved. Up to a point, the subjects that are the focus of college-level teaching History, Geography, Political Science, and Economics are meant to take shape in the childs imagination during these years but only in a manner where their boundaries are open to dispute, and their disciplinary quality is understated. With such intentions, syllabus-makers have been more concerned with theme and involvement rather than information. Textbook writers will be concerned to ensure that understanding does not suffer through suffocation by obsession with detail. Equally, the themes and details that are brought before the child for attention and discussion are also meant to clarify doubts and disputes that take shape in contemporary society through an involvement of the classroom in discussions and debates via the medium of the syllabus.

With such a focus in mind, syllabus-makers for the Upper Primary and Secondary stages have sought to ensure that their course content overlaps at various levels, to strengthen understanding, and provide a foundation in detail from which natural curiosity and the capacity for investigation may evolve and develop. It is also anticipated that, in keeping with the spirit of the National Curriculum Framework the syllabus itself will promote project work that encourages the child to take stock of the overlap, to see a problem as existing at different and interconnected levels. Guides to this as well as specific instances will be provided in textbooks.

Throughout, Indias own experiences over time, and the solutions advocated by national governments, as well as the problems they have encountered, are expected to give the child a firm sense of locality, region and nation in an interconnected and complex manner. Both the intentions that have stimulated policy, the ideals and compulsions that have guided them as well as the diversity of experience of what has taken place finds attention and enquiry in the syllabus. Equally, comparisons between Indias experience and global experiences are encouraged and Indias interactions with the world find attention. Social, cultural and political issues are the focus of comparison.

It is within such a framework that the deeper engagement with disciplines are expected to evolve in Classes XI and XII allowing the young person either to prepare for higher education or a broad range of professions that require more specific skills. While anticipating some of the concerns of higher education, the syllabus of this time must and does focus on foundation rather than information stimulating an awareness of essential categories, and a broad sense of disciplinary areas.