Curriculum History Senior Secondary NIOS

SYLLABUS

Total Reading Time : 240 Hours                                                          Max. Marks 100

RATIONALE

History is the scientific study of human beings and the evolution of human society in point of time and in different ages. As such it occupies all important place in the school curricu-lum. It is, therefore, taught as a general subject forming a part of Social Science both at the Middle and the Secondary Stages. At the Middle Stage, entire Indian History is covered, while at the Secondary Stage, the land marks in the development of human society are taught.

At the Senior Secondary Stage, History becomes an elective subject. Its main thrust is to bridge the gap between the presence of change-oriented technologies of today and the con-tinuity of our cultural tradition so as to ensure that the coming generation will represent the fine synthesis between change and continuity. It is, therefore, deemed essential to take up the entire Indian History from the Ancient to the Modem period for Senior Secondary Stage.

The rationale for taking up the teaching of History at this stage is :

1.            to promote an understanding of the major stages in the evolution of Indian society through the ages.

2.            to develop an understanding of the historical forces responsible for the evolution of Indian society in the Ancient, Medieval and Modem times.

3.            to develop an appreciation of

(i)         the diverse cultural and social systems of the people living indifferent parts of the country.

(ii)       the richness, variety and composite nature of Indian culture.

(iii)      the growth of various components of Indian culture, legitimate pride in the achieve-ment of Indian people in. different parts of the country.

(iv)     the process of change which evolved as a result of interaction with other cul-tures.

4.            to identify the fissiparous trends which hampered the growth of the Indian nation in different periods.

5.            to recognize that the Indian culture has not remained and developed in isolation, rather was a result of a synthesis of different cultures and to understand the contemporary process of change, continuity and development.

6.            to remove from the minds of the younger generation prejudices and complexes transmitted from the biased interpretation of History, the social environment and the accident of birth.

7.          to develop an appreciation of the contribution made by the people from all parts of the country in the making of the national heritage.

8.          to foster proper understanding of the contemporary problems of India in historical perspective so as to develop an enlightened citizenship for active participation in the establishment of a just social order.

9.          to inculcate scientific temper and objectivity to the study of India’s past in order to relate to the present.

The study of History at this stage is intended to initiate and introduce students to the ‘Elements of Historical Methodology’ as also how the historian thinks and works. For this, he should be acquainted with the various types of sources which form the basis of history and develop the competence to evaluate the reliability of the sources.

APPROACH

Keeping in view the implications of the National Policy on Education (May, 1986, PP. 3,4) providing access to education of a comparable quality for all students, irrespective of caste, creed, location or sex and the Programmes of Action (August, 1986, P. 144) emphasizing the immediate need for introducing the curricular change in the content of history essential to nurture national identity, protect, preserve and promote our common cultural heritage, the approach to the teaching-learning of History at the +2 Stage (Senior Secondary) will highlight the following:

1.           The new focus will be on the socio-economic and cultural development of man in society. The political developments and dynastic treatment, which has been hitherto the main thrust in the teaching-learning process, will no longer be given undue emphasis.

2.          The emphasis at this stage will be laid on the development of a composite culture and national integration by highlighting the contribution of the people from all parts of the country through the ages. The development of the components of composite culture has assumed different forms in different periods of Indian History. In Ancient and Medieval India, the cultural identity and unity formed the main basis whereas in Modern India, the political unification during the British rule constituted the main plank of the composite culture which was strengthened further with the integration of the Princely States with the India Union.

3.          It is necessary to highlight the role, the suffering and sacrifice of the people in the struggle for freedom against the British rule irrespective of religion and region.

4.          Other important areas include the removal of social evils and emancipation of women in modern India.

The study of History at this stage will not remain confined to the reading material alone. The whole process will be activity oriented with more emphasis on the self-learning activities of the learners. To create further interest in the study of History frequent use will be made of audio-visual aids (T.V.-CCTV), maps, charts, time-line, genealogical tables and the learner will be required to study historical geography of India and undertake field trips wherever feasible. The development of the entire process of learning History will take place with the close co-operation and active participation of the learner during the contact programmes.

Each module of the course (Unit and Sub-Unit) has been divided into two parts-the General Foundation Units and the Certification Units. The General Foundation Units provide a comprehensive view of Indian History in chronological sequence for proper understanding of the main events of Indian History in self-contained units. The Certification Units are to be studied in reasonable depth including interpretation critical thinIdng and balanced views for eItemal examination at the Senior Secondary level.

SYLLABUS IN OUTLINE

MODULE—1

EARLY ANCIENT INDIAN HISTORY

Study Time : 25 hrs.

Approach

Pre-requisite

Knowledge

CONTENT UNITS

General Foundation

General Foundation

Marks : 08

This module is designed to highlight the continuity and change in the socio-religious life of the Harappan and Vedic cultures followed by the interaction of Brahamanism, Jainism, Buddhism, the impact of Persian and Greek culture and the growth of political unity under Magadh.

∗ Knowledge of the historical geography of ancient India. ∗ A proper perspective of the Dravidian Civilisation.

∗ Knowledge of the beginning of the Age of Metals—use of copper and bronze which produced the earliest urban civilisation in India.

Unit 1 Prehistoric India

1.1       Pre-historic India

— Impact of geography on Indian History

— Unity in Diversity

— Ancient people of India

— Pre-historic Cultures

— Palaeolithic Culture

— Neolithic Culture

— Chalcolithic Culture

Unit 2 The Harappan Civilisation

2.1       Salient features of the Harappan Civilisation

— Sites, Extent and Period

— Town Planning

— Social Life

— Crafts and Trade

— Pottery

— Seals

— Terra-cotta figurines

— Religion

— Script

— Weights and Measures

— Disappearance

Certification                  2.2        Its Significance

–           Legacy of the Harappan Civilization

–           Harappan Civilisation and West Asia

–           Harappans Aryans and the Vedic

Unit 3 The Vedic Age

General Foundation       3.1        The Rig-Vedic Age

–           The Aryan Advent

–           Political Organisation

–           Early Aryan Society

–           Economic Life

–           Rig Vedic Gods

General Foundation       3.2        The Later Vedic Age

–           Expansion

–           Political Changes

–           Material Life

–           Social Development

–           The Epic Age

–           Religion

Certification                  3.3        Importance of Vedas

–           Schools of Vedic Philosophy

–            Vedic Literature : Samhitas, Brahmanas, Aranyakas

–           The Upanishads and the Puranas

–           Concept of Dharma: Four ends of Life

–            Evolution of the Caste System- The Dharmashastras

–           Varnashrama System (Four Stages of Life)

Unit 4 Ancient Indian Religions

General Foundation       4.1 Jainism

–           Vardhaman Mahavira

–           Doctrine of Jainism

–           Spread of Jainism

–           Rise of Sects

General Foundation       4.2        Buddhism

–           Life of Gautama Buddha

–           Doctrines of Buddhism

–           Spread of Buddhism

–           Rise of Sects

–           Decline of Buddhism

Certification                  4.3 Contribution of Jainism and Buddhism

–           Importance of Jainism

–           Influence of Buddhism

–           Comparison of Jainism with Buddhism

Unit 5 Growth of Political Unity

–           Draw a list of important Vedic, Jaina and Buddhist literature relating to this period.

–           List important archaeological materials of the Harappan civilisation.

–            On a given outline map of India show the following:

(1)    Harappa, Mohenjodaro, Lothal and Kalibangan

(2)    Areas of Mahajanapadas of

(a)   Avanti (b) Gandhara (c) Kosala (d) Magadh

(e)   Vatsa (f) Matsya

(3)    Route of Alexander’s invasion

(4)      Extent of Magadhan Empire under Mahapadma Nanda,

(5)      Kausambi, Mathura, Pataliputra, Rajagriha, Sravasti, Inraprastha, Texila, Ujjain, Vaishali, Viratnagar.

–            A visit to a nearby museum, if there is one, to see the archaeological remains of ancient Indian bricks, pottery, seals, implements, ornaments, toys and idols. Collect available picture postcards relating to the art, sculpture and architecture of ancient Indian Published by the Archaeological Survey of India, New Delhi

–            Read about the social and political conditions as reflected in the ‘Epics’ (Ramayan and Mahabharata).

MODULE – 2

CLIMAX OF ANCIENT INDIA

Study Time: 25 hrs.                                                                        Max. Marks: 10

Approach

Pre-requisite

Knowledge

This module is designed to highlight the cultural aspects of life in the Maurya, Gupta and Vardhana empires and also the development of culture in Eastern and Southern India.

*   Rise of Mahajanapadas and transition from Republic to the centralised monarchy.

*       Spread of Indian religions: Hinduism, Jainism and Buddhism.

*       Cultural impact of the Persian and the Greek Invasions.

CONTENT UNITS

Unit 1 The Age of Mauryas

General Foundation                    –      Chandra Gupta Maurya

–           Imperial organisation

–           Ashoka; Impact of the Kalinga War

–           Dharma and spread of Buddhism

–           Edicts

–           Cause of Downfall of the Mauryan Empire

Unit 2 Kanishka and Satavahanas

General Foundation       2.1        The Indo-Greeks

–           The Sakas

–           The Parthians

–           The Kushans – Kanishka-Achievements of Kanishka

2.2                The Satavahanas

–           Political Developments

–           Foreign Trade and Settlements

–            Pattern of Social Life

–            Religious Life

Unit 3 The Gupta Empire and Harsha

General Foundation        3.1        The Gupta Empire

–            Rise and expansion of the Gupta Empire

–            Chandragupta I

–            Samudragupta

–            Chandragupta II

–            Decline of the Gupta Empire-Invasions of the Hunas

Certification                  3.2        Life in the Gupta Age

–            Administration

–            Social development-Status of women

–            Economic life

–            Religious life

–            Account of Fa-hsien

Certification                  3.3        Harsha

–            Main events

–            The Assembly at Kanauj,

–            Account of Hsuan Tsang

–            Nalanda University

Unit 4 Development in Eastern and Southern India

General Foundation        4.1        Development of Culture in

–            Assam

–            Bengal

–            Kalinga

General Foundation        4.2 Early Kingdoms of the South

–            Early Cholas, The Cheras and Pandyas

–            The Chalukyas

–            The Rashtrakutas

–            The Pallavas

–            The Cholas

Unit 5 Life under the Maurya and The Gupta Empire

Certification                               –      Asoka’s place in History

–            Contacts with Central Asian Countries

–            Growth of Brahmanism and Buddhism

–            Development of Art, Architecture, Painting, Literature under the Guptas

CONTENT-UNITS

General Foundation     Unit 1 Indian Culture Abroad

— Spread of Indian Culture in West Asia, Tibet, China and South East Asia

—   Colonial Settlement Abroad

—   Development of Trade and Commerce

—   Art and Architecture—Angkor Vat and Borobudur

Certification                Unit 2 Our Cultural Heritage

Contributions of Ancient India :

—   Aryan—non-Aryan Synthesis

—   Agrarian Economy

—   Rise of Landed class

CONTENT UNITS

General Foundation       Unit 1 Establishment of the Delhi Sultanate

1.1   Advent of Islam in India

–           Coming of Arab traders

–           Conquest of Sind (712 A.D.)

General Foundation       1.2 Indian invasion of Sultan Mahmud of Ghazni (996-1030 A.D.)

–         The emergence of Rajput states and the struggle for supremacy.

–     Causes of success of Turkish conquest of Northern India and the failure of Rajput resistance.

–     Achievements of Iltutmish and Balban.

Unit 2 Alauddin Khalji and Muhammad Bin Tughlaq

General Foundation       2.1   The Khaljis (1210-1320)

–           Jalaluddin Firuz Khalji (1210-96)

–           Alauddin Khalji (1296-1316)

–           Expansion of Delhi Sultanate: Devgiri, Rajputana and Malwa

–           Deccan Expedition of Malik Kafur (1307)

–           Mongol Invasions

General Foundation       2.2     The Tughlaqs (1320-1412 A.D.)

–           Ghiyas-ud-din Tughlaq (1320-24 A.D.)

–           Territorial expansion and suppression of revolts

–           Fall of Warangal

–           Accession of Muhammad Tughlaq

–           Expansion in the South: Kampili and Hoysala

Certification                  2.3  Reforms of Alauddin Khalji

–           Military Organisation

–           Agrarian Reforms

–           Market Regulations

–           Assessment of Reforms

Certification                  2.4  Experiments of Muhammad-Bin-Tughlaq (1325-1351 A.D.)

–           Transfer of Capital

–           Taxation in the Doab

–           Introduction of Token Currency

–           Invasion of Khurasan

–           Ibn Batuta

–           Appraisal of the Experiments

Unit 3 Disintegration of the Delhi Sultanate

General Foundation       3.1        Firuz Tughlaq and his Successors

–           Invasion of Timur (1398)

— Rise of Provincial Dynasties : Jaunpur, Gujarat, Malwa, Bengal, Kashmir

—   The Saiyids and the Lodi Sultans

Certification                3.2  Impact of Reforms of Firuz Tughlaq

—   Effects of Timur’s invasion of India

—   Estimate of Zainul Abidin of Kashmir

—   Achievements of Sikander Lodi

Unit 4 Rise and fall of the Vijaynagar and Bahmani Kingdoms

General Foundation     4.1  Foundation of the Vijaynagar Kingdom

— Rise and expansion of the Bahamani Kingdom and conflict with Vijaynagar

—   Advent of the Portuguese

—   Bread-up of the Bahmani Kingdom

—   Battle of Talikota and Distintegration of the Vijaynagar Kingdom.

Certification                4.2. Climax of Vijaynagar : Deva Raya II, Krishna Deva Raya III

—   Evaluation of the Achievements of Mahmud Gawan

—   Causes of the break-up of the Bahmani Kingdom

—   Causes of the downfall of the Vijaynagar Kingdom

Suggested Activities for Extended Learning

— Visit to a nearby museum of any place historical importance related to the Delhi Sultanate

— Collection of the extract from account of foreign travellers visiting Vijaynagar Kingdom.

— Study the extent of the territories under the provincial dynasties of Jaunpur, Gujarat, Malwa, Mewar and Kashmir.

— Study the strength and weaknesses of Pataliputra, Kanauj, Daulatabad and Calcutta (until 1911) as capitals of India.

MODULE V

THE MUGHAL EMPIRE

Study Time : 30 hrs.                                                                           Max. Marks : 10

Approach

This module is designed to highlight the efforts of the Mughals towards political integration of India and development of a composite culture. It also identifies the forces which contributed to the disintegration of the Mughal Empire and the emergence of independent provincial states.

Pre-requisite * Recognizing the factors which led to the rapid changes of dynasties Knowledge during (the Delhi Sultanate)

*      Understanding the political condition of India in the fifteenth century.

*      Knowledge of the results of Timur’s invasion of India.

*      Knowledge of the weaknesses of the Lodi dynasty which helped Babur to establish Mughal rule in India.

CONTENT-UNITS

Unit 1 Establishment of the Mughal Empire

Unit 3 Decline of the Mughal Empire

Unit 4 Mughal Relations with Rajputs and Sikhs

General Foundation       4.1        Babur and the Rajputs

–           Akbar’s Rajput policy: Conquest of Chittor, Ranthambhor

–           Rana Pratap and war with Akbar

–           Surrender of Mewar (1614)

–           Aurangzeb’s relations with the Sikh Gurus: Guru Amar Das and Guru Ram Das

–           Jahangir and Sikh Gurus: Guru Arjun Das and Guru Hargovind

–           Aurangzeb and Sikh Gurus: Tegh Bahadur and Gobind Singh

Certification                  4.2        Evaluation of Rajput policy of the Mughals

–            Assessment of the Mughal Policy towards the Sikhs.

Unit 5 Mughal Empire and the Deccan

General Foundation       5.1        Mughal Policy towards the Deccan under Akbar

–           Conquest of Berar, Ahmadnagar and Khandesh

–           Shah Jahan and the Deccan

–           Viceroyalty of Aurangzeb

–            Annexation of Bijapur and Golconda by Aurangzeb

Certification                  5.2        Assessment of the Mughal policy towards the Deccan

–           Akbar

–           Aurangzeb

Unit 6 Rise of the Marathas

General Foundation       6.1        Rise of Shivaji

–           Aurangzeb’s relations with Shivaji

–           Aurangzeb’s war with the Marathas after Shivaji (1680-1707)-Shambhaji, Raja Ram and Tara Bai

Certification                  6.2        Shivaji’s Administration

–           Estimate of Shivaji

–           Assessment of Aurangzeb

–           Aurangzeb’s responsibility for the decline of the Mughal Empire.

Suggested Activities for Extended Learning

–       Collect picture post cards of important Mughal Monuments from Tourist Departments of Delhi and U.P.

–           Visit to a nearby historical place relating to the Mughal Forts, Palaces and gardens.

–           Prepare a flow chart of

(1)     the administrative system of Akbar

(2)     the administrative system of Shivaji

MODULE VI

CONTRIBUTION OF MEDIEVAL INDIA

Approach Pre-requisite

CONTENT UNITS

General Foundation

General Foundation

Certification

Certification General Foundation

Marks : 12

This module is designed to highlight the salient features of the social, economic, religious and cultural life of the people is medieval India so as to develop appreciation of the efforts towards the development of a composite culture. The richness and variety of our art and style of architecture reflect the synthesis of various cultures.

∗ Contribution of the important rulers of medieval India.

∗ Difference in State policy between the Sultanate and the Mughal Empire.

Unit 1 Administrative system and Military organization

1.1      Administrative System : Nature of the Delhi Sultans and the Caliphate

—   Secularism under Akbar

—   Central Administration

—   Provincial Administration

—   Local Administration

1.2      Military Organisation : Military System during the Sultanate period

—   The mansbdari system of the Mughals.

Unit 2 Social and Economic Conditions

2.1   Social Conditions : Feudal Society : The Sultans; the Nobles and the Slaves

—   The Mughal nobility, middle class and masses

—   Growing disparity in life-style

—   Social customs, manners and education

—   Social decline

2.2   Economic Conditions : General prosperity

—   Prices and Wages

—   Land revenue system

—   Trade and Commerce

Unit 33 Religious policy

3.1   Religious policy of Delhi Sultante

Pre-requisite Knowledge

*      Knowledge of the advent of European tradingcompanies in India-the Portugueses, the Dutch, the French and the English East India company.

*      Knowledge of social conditions of Indian in the 19^th  century.

*      Understanding of the growth of religious orthodoxy and intellectual decline of India in the eighteenth century.

CONTENT UNITS

Unit 1 Establishment of British Rule in India

–           Land Revenue Policy-The Permanent Settlement, the Ryotwari, the Mahalwari system

–           Economic exploitation of India

–            Development of modern industries and export policy

Unit 2 Assessment of the British Rule

Certification                              –     Dual System of Company’s administration in Bengal

–           System of Subsidiary Alliance

–           Doctrine of Lapse

–           Assessment of agricultural and industrial policies.

–           Ruin of Handicrafts

–           Darinof wealth

–            A Balancesheet of British Rule in India

Unit 3 English Education in India

General Foundation                    –      Early Missionary efforts and private enterprise

–           Contributions of to the growth of English education in India.

(i)                  Raja Rammohan Roy

(ii)                 Macaulay

(iii)               William Bentinck

(iv)               M.G. Ranade

–           Establishment of three Universities and downward filtration theory of education.

–           Deccan Education Society

–           Development of education in the 20^th century

–           Growth of professional education

–           Move towards universalisation of elementary education and equal educational opportunity.

Unit 4 Religious Reform Movements

Certification                                                     –    The Brahmo Samaj and Raja Rammohan Roy

–            The Prarthana Samaj and Mahadev Govind Ranade

–           Arya Samaj and Swami Dayanand Saraswati

–           The Ram Krishna Mission and Swami Vivekanand

–           The Theosophical Society and Annie Besant

–           The Aligarh Movement and Sayyid Ahmed Khan

Unit 5 Social Reforms

Certification

–      Abolition of Sati and Female Infanticide

–           Widow remarriage and education of women

–           Removal of untouchability and emphasis on social equality:

–           Role of (i) Jyotiba Phule (ii) B.R. Ambedkar, (iii) Mahatma Gandhi

–           Social legislation

–           Servants of India Society

Suggested Reading Activities for Extended Learning

*    Compare the boundaries of British territories in India in 1757 and 1857

*    Study the historical importance of (i) Sultan Siraj-ud-daulah (ii) Mir Qasim (iii) Tipu Sultan

*    Prepare a time line showing the birth of Brahmo Samaj, Prarthana Samaj, Arya Samaj, Theosophical society, Aligarh movement, Ram Krishna Mission.

*    Read the biographies of Raja Rammohan Roy, Mahadev Govind Ranade, Swami Dayanand, Sayyid Ahmed and Vivekanand and collect their views.

*    Visit a local Arya Samaj centre or Ram Krishna Mission and assess its activities.

*    Visit a nearby social welfare organisation and study its activities relating to promotion of education among women and deprived sections of Indian population and removal of untouchability.

General Foundation        Unit 4 Growth of Indian National Movement (1906-1918)

–           The partition of Bengal and its consequences

–           The Swadeshi and Boycott Movements

–           Formation of the Muslim League (1906)

–           The Moderates and the Extremists: The Surat split of Indian National Congress (1907)

–           Inadequacy of Morley Reforms

–           The Revolutionary Activities

–           The Home Rule Movement

–           Lucknow Pact (1916)

–           Emergence of Mahatma Gandhi

–           Champaran Satyagraha

General Foundation        Unit 5 Struggle for Freedom (1919-1942)

–           The Montague-Chelmsford Reforms

–           The Rowlatt Act

–           The Jallianwala Bagh Massacre

–           The Swarajists

–           Resurgence of the masses

–           The Simon Commission

–           Hindu-Muslim Relations

–           Lahore Congress and Poorna Swaraj

–           Revival of Revolutionary Activities

–           Civil Disobedience Movement

–           Round Table Conference

–           Growth of Socialist Ideas

–           Formation of Congress Ministries

–           International Developments and the Congress

–           All India State People Movement

–           New Communal Trends.

Certification                  Unit 6 Towards Poorna Swaraj 1942-1947

–           World War II and the Cripps Mission

–           Quit India Movement

–           Subhas Chandra Bose and the Indian National Army

–           Interim Government

–           Partition of India

–            Emergence of a Socialist, Secular and Democratic Republic.

Certification                  Unit 7 An Over-View

–     Features of the freedom movement

—   Participation by the masses

—   Emphasis on social reforms :-

(i)  Removal of Untouchability

(ii)  Emancipation of Women

—   Economic planning and rural reconstruction

—   Secular character

—   Leaders from all regions

Role of :

1. Abul Kalam Azad

2. Annie Besant

3.  Bal Gangadhar Tilak

4.  Bhagat Singh

5.  C. Rajgopalachari

6.  Gopal Krishna Gokhale

7.  Jawahar Lal Nehru

8.  Lala Lajpat Rai

9.  Mahatma Gandhi

10. Muhammad Ali Jinnah

11. Sardar Patel

12. Sarojini Naidu

13.  Subhas Chandra Bose

14. Subramania Bharati

15.  V.D. Savarkar

Certification                Unit 8   India Since Independence

—   Integration of princely states (1947-58)

—   Reorganisation of the Indian States.

—   India- A Democratic Republic

—   Democratic planning, process.

— Social Mobility—Decline of cast rigidities and untouchability.

—   Emancipation of woman.

—   Development of science and technology.

—   Problem of national integration.

—   Principles of Indian Foreign Policy

—   Indo-Pak Relations

—   Sino-Indian Relations

—   India’s Relations with Bangladesh

—   Non-Alignment Movement.

Suggested Activities for

Extended Learning — Visiting a nearby school/public library and collect material about the role of national leaders in the freedom struggle as listed above.

— Identifying important Centres of National Movement on a given map of India.

— Studying the text of (i) the Pledge of Independence on 20th January, 1930 (ii) The Quit India Resolution of 8th August, 1942. (iii) Nehru’s address to the Constituent Assembly of 15th August 1945.

—   Prepare a list of important Indian Exports in 1946-47.

— List the major Princely states which integrated with the Indian Union with dates.

1.8               India under the Tughlaqs

1.9               India in the 15th Century

1.10            The Mughal Empire in 1605 A.D.

1.11            Kingdom of Shivaji 1680

1.12            Anglo-French War-1740-1761

1.13            Indian and European Settlements in 1705 A.D.

1.14            Major Indian States in 1750 A.D.

1.15            British Empire in India in 1805 A.D.

1.16            Kingdom of Ranjit Singh

1.17            Important Centres of the Revolt of 1857.

1.18            Major Indian States on the Eve of Independence

1.19            Famines in India in the 19th and 20th Centuries

1.20            Partition of India in 1947

Certification      Unit 2 Maps

2.1                Sites of the Harappan Culture

2.2                Asoka’s Empire

2.3                South India in 750 A.D.

2.4                The Chola Empire

2.5                The Khalji Empire 1320 A.D.

2.6                Political conditions of India in 1525 A.D.

2.7                The Mughal Empire in 1707 A.D.

2.8                The Maratha Empire in India in 1760 A.D.

2.9                The British Empire in 1856 A.D.

2.10             Important Centres of The Freedom Movement from 1920-47.

Pre-requisite            *  Studying the content of the various units with the map listed

Knowledge                   above.*   Practising the location/identification of the important historical places, trade routes, and centres, places related to national movements.

*   Use visual aids e.g. wall maps and historical Atlas wherever necessary to understand the appropriate textual material of the content.

WEIGHTAGE IN TERMS OF MARKS

FOR EXTERNAL EXAMINATION