HISTORY (851)

Aims: 5. To develop the capacity to read historical views in

1. To provide accurate knowledge of significant the light of new evidence or new interpretation of
events and personalities of the period under study, evidence.
in sequence and in context. 6. To foster a sense of historical continuity.
2. To familiarize candidates with factual evidence 7. To encourage diminution of prejudices and to
upon which explanations or judgements about the develop a more international approach to world
period must be founded. history.
3. To develop an understanding of the existence of 8. To develop the ability to express views and
problems and relevance of evidence of arguments clearly using correct terminology of the
explanations. subject.
4. To develop the capacity to marshal facts and 9. To familiarise candidates with various types of
evaluate evidence and to discuss issues from a historical evidence and to provide some awareness
historical point of view. of the problems involved in evaluating different
kinds of source materials.

CLASS XI
There will be two papers in the subject (ii) Revolutionary Nationalism
Paper I: Theory 3 hours ------ 80 marks The growth of revolutionary activities should
explain what led to the development and
Paper II: Project Work -------20 marks
concentrate on some well-known
organizations: Abhinav Bharat, Yugantar,
PAPER I (THEORY) – 80 Marks
Anushilan Samiti.
Part I (20 marks) will consist of compulsory short 2. Emergence of the colonial economy.
answer questions testing fundamental factual (i) Development of the means of transport and
knowledge and understanding of the entire syllabus. communication.
Part II (60 marks) will be divided into two sections, Transportation: a brief look at the
Section A and Section B, each consisting of five development of the railways – other means
questions. Each question shall carry 12 marks. can simply be mentioned.
Candidates will be required to attempt two questions (ii) Disruption of traditional economy: British
from each Section and one question from either revenue policy: impact on peasants and
Section A or Section B. A total of five questions will be artisans; poverty and famines.
attempted from Part II A general account of the impact of the British
rule on peasants and artisans. Revenue
SECTION A policy: the Permanent Settlement and
INDIAN HISTORY Ryotwari Settlement should be done in some
detail.
1. Growth of Nationalism
(iii) Development of modern industries.
(i) Swadeshi Movement An account of the growth of large scale
Partition of Bengal and anti-Partition machine based industries in western India, its
Movement, leading to the Swadeshi and economic impact.
Boycott Movement: causes, features and (iv) Colonial Forest Policy - impact on local
impact which should include the aggravation communities.
of the Moderate-Extremist clash, and the
The Forest Acts of 1865 and 1894 to be
foundation of the Muslim League. The
studied critically. Political and economic
assessment of the movement should include
impact of the Colonial Forest Policy on local
the positive and negative features.
communities.
20
3. Social and Religious Movements 6. Gandhian Nationalism (1927 – 1934)
(i) Impact of the modern ideas in Europe on (i) Simon Commission: its boycott and the
Indian administrators. demand for Dominion Status by 1929; Lahore
The characteristics of modern thought session and declaration of 'Poorna Swaraj' as
(liberalism, utilitarianism) to be very briefly the Congress objective.
explained as a background to British policy. The reasons for sending the Commission in
(ii) Reform Movements – Brahmo Samaj, Arya 1927 as well as its boycott should be briefly
Samaj, Aligarh Movement. explained. A general account of the agitation
A critical look at each of the above against the Commission as well as a very brief
movements. account of the Nehru Report. The Lahore
(iii) Struggle against caste – Jyotirao Phule, Session should be set against the expiry of the
Narayan Guru, Veerasalingam. deadline by the Congress; the main points of
A brief outline of their contributions. the Poorna Swaraj Resolution.
(iv) The Women’s Question (ii) Civil Disobedience Movement (1930-1934).
The following Acts to be studied: Abolition of A general account of the development of the
Sati 1829, Widow Remarriage 1856, Movement and different strands within the
Female Infanticide Prevention 1870 and Age Movement; main features of the Gandhi-Irwin
of Consent 1891. The background and Pact. The 1st and 2nd Round Table
features have to be read critically to evaluate Conferences can be put very briefly in context.
their impact on women. The resumption of the Movement, the Poona
Pact (in the context of the Communal Award)
4. Protest Movements against Colonial Rule. should be touched upon.
A brief account of the Indigo Uprising (1859),
Deccan riots (1875), Munda Uprising (1899- SECTION B
1900) and the response of the colonial authority. WORLD HISTORY
5. Gandhian Nationalism (1916 – 1922) 7. Impact of the second phase of industrialization in
(i) The launching of the passive resistance Europe during the late 19th and early 20th centuries.
movement by Gandhi; background and main (i) Urbanisation, growth of working class:
features of the movement. Workers’ movements.
A general background of the development of Trade Union and Socialist Movements in
Gandhian ideas of non-violence and Germany.
satyagraha in South Africa. Brief summaries (ii) Growth of Women’s struggles for rights:
of the three localised satyagrahas: Suffragette Movement.
Champaran, Ahmedabad, and Kheda district. Focus on Britain and WPSU: an account of
(ii) Agitation against the Rowlatt Act, Jalianwala demand for women’s right to vote until the
Bagh (1919), Khilafat and Non-Cooperation election of 1919.
Movement (1919-1922).
8. World War I: Causes, events leading to it; major
The reasons behind the Rowlatt Act and its
changes in warfare and strategy; peace
main terms to be studied in brief. A general settlements.
account of the satyagraha against the Act,
leading to Jalianwala Bagh and the aftermath. An outline of the main long term causes:
alliances, imperial rivalry, arms race,
The launching of the Khilafat and the nationalism; short term causes: events from 1908
Non-Cooperation Movements; why Gandhi to 1914: the Moroccan crisis, the annexation of
decided to support Khilafat. There should be Bosnia-Herzegovina. The main interests of the
a connected chronological account of the big powers in the Balkans should be briefly
movement and its suspension after Chauri touched upon, particularly Russia and Austria-
Chaura. Hungary, as well as the growth of Balkan

21
 nationalism and the two Balkan Wars; the 13. Rise of Nazism: Germany (1933-39)
assassination at Sarajevo and how it developed (a) Rise of Hitler to power and factors
into a major European War. assisting his rise.
Introduction of new technologies and strategies:
trench warfare, use of gas, tanks, air warfare and Weaknesses of the Weimar Republic as a
submarines with one example for each. background to the rise of Nazism; events
Reasons for US’s entry into the War and a brief from 1932 onwards leading to Hitler
account of its contribution. becoming Chancellor of Germany in
A brief explanation of the various causes for the 1933; the reasons for his popularity
defeat of the Central Powers. among different groups should be
explained.
9. Peace Settlements after World War I and the
(b) The Nazi State: from 1933 onwards.
establishment of the League of Nations.
Changes in the map of Europe after the Paris Outline of the changes made by Hitler in
Peace Settlements; critical evaluation of the government, the cultural life and
impact of the peace settlements. education, army (the Night of the Long
League of Nations – membership (absence of Knives), the economy and religious life.
major powers); establishment of the mandates Escalation of the campaign against the
system; failure of collective security (Manchuria Jews should be done in some detail, till
& Abyssinia). the "Final Solution". Reasons why his
policies were accepted among different
10. The Great Depression groups.
Causes leading to the Wall Street Crash of 1929 14. Rise of Militarism: Japan (1919-37)
and its impact on the economy of USA, Germany, Reasons for militarism in the 1930s;
Britain, France, & Japan. expansion into China. Events leading to the
11. Rise of Communism: Russia (1917-1939) attack on Pearl Harbour.
The Bolshevik Revolution of 1917 - a brief The political, economic and ideological
account of events in 1917: March Revolution and reasons for the rise of militarism and
its results; explanation of why the Provisional expansion into China should be explained
Government fell from power leading up to the (emphasis should be laid on the reasons for
November Revolution. the attack on Manchuria and a brief account
Lenin and his consolidation of the Bolshevik of it). The subsequent developments should be
state. studied chronologically, emphasizing the
Struggle for power between Stalin and Trotsky; declaration of a “New Order in East Asia”
and the 1937 invasion of China.
Single party state under Stalin: the
collectivisation of agriculture. The First and the
PAPER II (PROJECT WORK)
Second Five Year Plans and the purges
- 20 MARKS
of 1937-1938.
Candidates will be required to undertake one project
12. Rise of Fascism: Italy (1919-39) which may be any one of the following:
(a) Post-War discontent and the rise to power of (i) A case study.
Benito Mussolini. (ii) A field visit/ investigation.
Conditions which gave rise to Fascism; a (iii) A local history
brief chronological account of the events (iv) Interview/oral evidence
which brought Mussolini to power from the
(v) Book review/ film review/ posters/ newspapers/
election of 1921 to the march on Rome in
October 1922. advertisements/ cartoons and art
The project must not be based primarily on the
(b) Main features of Mussolini's domestic policy.
syllabus; students must be encouraged to produce
Critical appraisal of Mussolini’s policies
particularly his economic policy. original, creative and insightful perspectives on an
allied aspect of the topic.
22
For example, if the theme is economic development in 10. The 1920s Cultural Movement - Jazz Age.
India, the project could be on a 5-year plan. However, 11. Changes in nature of warfare – late 19th and early
it would have to give the historical perspective and 20th century conflicts, World War I.
impact.
EVALUATION CRITERIA:
The written outcome of the project, in the form of Mark allocation for the Project will be as follows:
a 2000-word essay, should be structured as given
S. Assessment Criteria Marks
below: No. objective
A. The research question 1. Process Candidates 5
B. Abstract: it must contain the following should be able
information:- to:
• Reason for choosing the topic. Identify the
• Methods and material to be used in the topic, Plan and
investigation. detail a research
• Hypothesis: the conclusion the student is project.
hoping to draw. Select and use
C. Main essay: it must follow the structure given appropriate
below:- research
• Background and context – to be discussed methods.
very briefly. 2. Understanding, Candidates 5
• Explanation of the theme and specific issue of application of should be able
the research question in the context of the knowledge and to:
background given above. Analysis Explain issues
• Interpretation, Analysis and Critical and themes
Evaluation of a range of evidence: the clearly and in
research material gathered by the student context.
• Conclusion – whether hypothesis stands or Interpret,
not. analyse and
• Bibliography – a list of all material referred to evaluate
in the essay, including print, electronic, oral & critically a range
audio-visual material, referenced correctly, in of evidence to
a standard format present
• Appendix – optional, only if it is crucial for reasoned,
the better understanding of the project essay. substantiated
arguments/
List of Suggested Projects statements.
1. Tilak 3. Presentation Overall format, 5
2. Rabindranath Tagore referencing
3. Bhagat Singh/ Chandrasekhar Azad/ Lala Lajpat (footnotes &/or
Rai bibliography),
4. Growth of Indian political organizations in the late within word
19th - early 20th centuries. limit of 2000
5. Change in British policy after 1857. words, title
6. Industrialisation - Impact of the growth of page,
industries on the life style of the people. header/footer,
7. Birth of totalitarian ideologies - Fascism etc.
Communism. 4. Viva Range of 5
8. Strands in the early 20th Century - military and questions based
economic rivalries. on the project
9. League of Nations – Peacekeeping actions with only.
regard to Collective Security and Weaknesses. TOTAL 20
23
GUIDELINES FOR TEACHERS: 5. The students should be guided on doing the
research and looking at different types of
1. It must be emphasized that the process of doing
evidence.
the project is as important as the finished product.
6. Books and suitable reference materials could be
2. Once the project/projects are chosen, there should
suggested and even put up on the library notice
be a process of brainstorming to encourage
board for guidance of the students.
students to make out a draft/structure for the
project before embarking on research. 7. Internet sites could be suggested, but care must be
taken in selecting, using and citing these sites.
3. During the brainstorming/discussion, the teacher
should discuss the assessment criteria with the 8. Students must be cautioned against plagiarism and
students. be penalized for the same.
4. The teacher should discuss the draft with the 9. Marks must be awarded for content and originality
student with regard to the central question and the and not for decorative elements and
type of sources to be used. embellishments.
10. Projects must be the original work of the student.

24
 CLASS XII

There will be two papers in the subject Reasons for the rejection of its proposals
Paper I: Theory 3 hours ------ 80 marks should lead directly to the Quit India
resolution. A compact account of the
Paper II: Project Work --------20 marks movement, its repression and a brief analysis
of its significance is needed.
PAPER I (THEORY) – 80 Marks (iv) Subhash Chandra Bose and the INA.
Part I (20 marks) will consist of compulsory short Bose’s role in the national movement and his
answer questions testing fundamental factual differences with Gandhi to be discussed.
knowledge and understanding of the entire syllabus. Background to the formation of the IIL and
INA; Bose’s revival of the INA should be
Part II (60 marks) will be divided into two sections,
emphasized, a brief account of its operations,
Section A and Section B, each consisting of five eventual defeat and significance.
questions. Each question shall carry 12 marks.
Candidates will be required to attempt two questions (v) Transfer of power (1945-1947): changed
attitude of British Government; the Cabinet
from each Section and one question from either
Mission Plan proposals; Congress and League
Section A or Section B. A total of five questions will be reaction; Direct Action by League; communal
attempted from Part II. riots; Attlee's declaration of 1947; the
Mountbatten Plan; partition and
SECTION A independence.
INDIAN HISTORY Reasons for change in the attitude of the
British government after World War II -
1. Towards Independence and Partition: the Last
Cabinet Mission: its aims and the major
Phase (1935-1947).
provisions of its Plan. Election to the
(i) Important political developments: growth of Constituent Assembly and the results.
socialist ideas, trade union activities, Kisan Controversy between Congress and League
Sabha movement; growth of communalism over the question of: (a) grouping of provinces
(Hindu & Muslim). under the terms of the Plan
These developments in the late 1930s and (b) being part of the Constituent Assembly
1940s are to be done briefly. (c) being part of the Interim Government.
Muslim League’s Direct Action and
(ii) Working of provincial autonomy: Congress
communal riots. Congress and Muslim
and other ministries.
League’s decisions on these issues.
The main features of Provincial Autonomy
should be explained. A critical account of the 1947: Attlee’s Declaration of 20th February
election of 1937 and the working of the 1947; Mountbatten Plan – main features:
Congress ministries must be given. A acceptance of the Plan by major political
summary of main developments under parties; modifications in the Indian
non-Congress ministries should be included. Independence Act. Reasons why the Congress
accepted partition.
(iii) National Movement during the Second World
War: The outbreak of World War II and the 2. Establishment and development of Indian
resignation of the Congress ministries, Lahore democracy (1947 – 1966).
Session of the Muslim League in 1940 and the The following should be discussed:
deadlock up to the August Offer (1940).
Failure of the Cripps Mission; Quit India (i) The refugee problem, the transfer of assets
resolution; arrest of Congress leaders; violent and the river waters dispute.
public reaction; Government repression of
(ii) Origin of the Kashmir problem. The role of
revolt of 1942.
Sardar Patel in the reorganisation and
Why the Cripps Mission was sent to India integration of princely states with special
should be explained along with its proposals. reference to Junagarh and Hyderabad.
25
 (iii) The foundation of Indian Democracy: (ii) Return of Congress to power (1979 – 1986).
significance of the first general election Centre-State relations to be studied with
based on universal adult suffrage (1952):
reference to:
role of political parties, problems of
preparation and their solutions, process, (a) Punjab: separatist demands and the
result and impact of the elections. Centre’s response.
(b) Demands in the North-East:
(iv) The linguistic reorganisation of states:
• Assam’s agitation against foreigners
movement for linguistic reorganisation with
and the Centre’s response (1947-85);
particular reference to Andhra, Bombay and
main events to be done in detail.
Punjab; redrawing of the map of India on the
• Nagaland’s demand for autonomy
basis of linguistic identity.
and its resolution (1947-80); main
3. Challenges to Indian democracy (1964 – 1977) events to be done briefly.
The following to be discussed: • Mizoram Movement (1959-1986) to
(i) The role of the Syndicate: (a) In the be touched upon.
appointment of Lal Bahadur Shastri in 1964 5. India’s Foreign Policy
and Indira Gandhi in 1966 as prime minister.
(i) Non-Aligned Movement (NAM)
(b) Importance of the election of 1967: the
factionalism in the Congress (Syndicate vs. Reasons for following a non-aligned policy in
Indira Gandhi) leading to its split in 1969. the context of the Cold War to be discussed.
Emergence of Opposition political parties Aims – Panchsheel.
and their main leaders. Establishment and growth – Bandung and
(ii) Naxal Movement: causes of its rise; Historic Belgrade conferences; Cold War and NAM in
Eight Documents (main points) as the origin the 1950s, 1960s and 1970s (brief outlines of
of its ideological basis (1967), main leaders India’s stance during significant Cold War
(Charu Majumdar and Kanu Sanyal); areas events): the Korean War, the Vietnam War,
where they operated (West Bengal and the invasion of Hungary, the Arab Israeli
Andhra Pradesh) and the struggle carried out conflicts (1956-1979) and the Soviet invasion
by peasants and students.; government of Afghanistan.
measures against it; reasons for its decline in (ii) Pakistan (1948-49, 1965, 1971)
the 1970’s and its impact.
Indo-Pak wars: causes, course and
(iii) JP Movement (1974-75): Origin: Jai Prakash consequences of each to be done separately.
Narayan’s disputes with Mrs. Gandhi; main (iii) Sino-Indian War
features of its course; leadership; measures
to suppress it. Assessment of its significance Background: Initial relations with the
and impact (positive and negative features). Peoples’ Republic of China; disputes over (a)
Tibet issue: Chinese takeover and asylum of
(iv) Emergency (1975-76): reasons for the Dalai Lama in India; (b)
imposition; main features of the suspension Border issues.
of democratic rights. Assessment of its impact Sino-Indian War (1962): immediate causes
(positive and negative aspects). Possible and consequences.
reasons for withdrawal.
6. Movements for Women’s Rights
4. Changing face of the Indian democracy (1977 –
1986) A brief outline of the significance of the Towards
Equality Report (1974) with regard to women’s
(i) The Janata Government (1977 – 1979). issues.
Restoration of democracy: formation of party Developments in the anti-dowry movement and
and government, its programme and struggle against domestic violence in the 1970s
implementation; reasons for its downfall.
and 1980s.
26
 SECTION B gradual process from land distribution to
collective farms should be outlined; in
WORLD HISTORY
industry, the Five Year Plan and Soviet help.
7. World War II The 100 Flowers Campaign should be
(i) Factors leading to the War: aggressive covered in brief. The Great Leap Forward
foreign policies of Germany, Italy and Japan. should be covered in more detail, particularly
the development of commune and assessment
Should be discussed in some detail, showing
of the GLF. Finally, a brief outline of the
how these aggressive policies made war more
likely and worldwide in scope. Cultural Revolution and its impact on China.
Reasons for Japan’s alliances with Italy and Estimate of Mao should be short and to the
Germany should be briefly explained, leading point.
to the attack on Pearl Harbour. (iii) Ghana: democracy, dictatorship and military
(ii) Anglo-French appeasement policies. government (1957-69).

Appeasement: why Britain and France chose Brief background to independence,

to follow this policy and how it was carried Nkrumah’s role, reasons for his overthrow;
out. coup of 1966.
(iv) Kenya: conflict and independence (1947 –
(ii) Course of the War: Europe, Africa and Far 1969).
East. American entry and contribution.
Background: conflict over independence and
Main theatres of the War during 1939-1945 role of Kenyatta.
should be done separately in chronological
order; the main battles should be done in 9. Cold War 1945-91– origin, course, end and impact:
some detail: El Alamein, Stalingrad, Midway,
(i) Origins of the Cold War: End of wartime
the Normandy landings and the policy of
unity; Yalta and Potsdam Conferences;
"island hopping" in the Pacific. The US
Truman Doctrine and Marshall Plan;
contribution should be done separately for
Molotov Plan, COMECON and Cominform.
Europe and the Pacific.
The rift widens - Soviet expansion in Eastern
(iii) Reasons for the defeat of the Axis Powers. Europe (1945-1948) including the communist
Each of the reasons for the defeat of the Axis coup in Czechoslovakia.
should be explained. The main points raised at the two post-War
8. De-colonisation – in Asia (China) and Africa Conferences as well as the major points of
(Ghana & Kenya). differences should be explained. A general
account of the Soviet expansion in East
(i) China: civil war and the establishment of the Europe until 1948 and the major causes of the
People's Republic in 1949; Mao Tse Tung; Cold War should be done in this context.
agrarian and industrial policy; political and
economic developments; contribution of Mao. (ii) The Cold War expands: Berlin Blockade;
NATO; division of Germany; “thaw” in the
A brief overview of the developments after Cold War (1953-59) - how partial was it?
Chiang Kai-shek’s rise to power (1924) to the Warsaw Pact; the Vietnam War (1954-75);
truce between the KMT and the CCP in 1936 crisis in east-west relations (1960-62);
to be given. detente (1970s).
An outline of the post-war struggle between Each of the events referred to above should be
the KMT and CCP and the victory of the done in some detail; the two phases of the
Communists. The causes of Communist Vietnam War, the French and the US
victory should be stated and briefly
involvement and escalation after the Tonkin
explained.
Gulf incident to be done. In the 1960-62
A short background of the problems facing period, the U-2 affair and the Berlin Wall
the Communists in 1949: in agriculture, the
incident should be mentioned; the Cuban
27
 Missile crisis should be done in detail – the Arabs and the Jews: Husain-MacMahon
easing of tension can be done as a result of the correspondence, the Sykes-Picot Agreement
crisis. Only the outline of the reasons for and the Balfour Declaration. All these need
détente and how it worked should be done. to be understood clearly. A general outline of
events in the British Mandate of Palestine
(iii) Breakup of the USSR & changes in Eastern
from 1919 to the Arab Revolt of the late 1930s
Europe – USSR, Germany, Poland,
(the increased immigration of Jews and the
Czechoslovakia.
resultant conflict).
Reasons for collapse of USSR: economic
The impact of World War II and the
failure; Gorbachev’s policies (Glasnost and
intensification of the conflict against
Perestroika).
Britain’s decision to withdraw – the UNO’s
Role played by Ronald Reagan and plan. Creation of Israel and the War of
George H. W. Bush. Liberation (a chronological account should
Fall of communism in East Europe in the suffice here).
following countries to be touched upon: (ii) The Arab-Israeli Wars from 1948 to Camp
Poland, Germany and Czechoslovakia. David Accord (1979).
10. Protest Movements The following conflicts should be studied –
Civil Rights Movement, anti-Apartheid First Arab- Israeli Conflict (1948-1949), the
Movement; Feminist Movement. Suez Crisis (1956), the Six Day War (1967),
the Yom Kippur War (1973), Sadat and the
(i) Racial problems and civil rights in USA in the
Camp David Accord (1979). For each of
1950s, 1960s and 1970s: Racial
these events, the causes and results should be
discrimination, change in the government’s
studied in detail. Events to be covered briefly.
attitude, campaign for equal rights
(Dr. Martin Luther King’s role). The origin and formation of the PLO.
(ii) Anti-Apartheid Movement in South Africa (iii) Oslo Peace Accords (1993).
(1948-1994): main features of Apartheid, Intifada and the change in attitude of Israel
opposition to Apartheid (Dr Nelson and the PLO leading to the Oslo Peace
Mandela’s role), transition to black majority Accords: assessment of the main features:
rule and the end of Apartheid. why it failed to bring peace.
(iii) Second Wave Feminist Movement in USA
(early 1960s – early 1980’s): reasons for its PAPER II (PROJECT WORK)
origin (the impact of the Presidential - 20 MARKS
Commission, Betty Friedan’s book and the Candidates will be required to undertake one project
Civil Rights Movement; Equal Pay Act of which may be any one of the following:
1963 – its implications for American women,
1. A case study.
successive measures taken by Johnson (Civil
Rights Act of 1964), role of National 2. A field visit/ investigation.
Organisation for Women (NOW) and its 3. A local history.
campaign for the Equal Rights 4. Interview/oral evidence.
Amendment (ERA). Socio-cultural impact of
the Movement to be mentioned briefly. 5. Book review/ film review/ posters/ newspapers/
advertisements/ cartoons and art.
11. Middle East: Israeli-Palestine conflict (1916-
1993). The project must not be based primarily on the
(i) Post War conflict in Palestine after World syllabus; students must be encouraged to produce
War I, till the formation of the state of Israel. original, creative and insightful perspectives on an
allied aspect of the topic.
Aims of Arab nationalism and Zionism.
Impact of World War I: the conflicting For example, if the theme is economic development in
promises made by the British to the India, the project could be on a 5-year plan. However,
28
it would have to give the historical perspective and 8. Strands in the late 20th Century - military and
impact. economic organisations.
The written outcome of the project, in the form of 9. UN – Peacekeeping actions and Weaknesses.
a 2000-word essay, should be structured as given 10. The Cultural Movement (1968).
below:
11. Trends in India’s Foreign Policy – dynamics and
A. The research question the changing trends.
B. Abstract: it must contain the following 12. Theatres of World War II - changes in warfare.
information:-
• Reason for choosing the topic Some of the suggested projects have been
exemplified in greater detail below:
• Methods and material to be used in the
investigation 1. Martin Luther King
A. The research question – How far was Martin
• Hypothesis: the conclusion the student is
Luther King successful in the achievement of
hoping to draw.
his aims through non-violent methods?
C. Main essay: it must follow the structure given
B. Abstract: it must contain the following
below:-
information:-
• Background and context – to be discussed (i) Reason for choosing the topic – to
very briefly understand the value of no-violence as an
• Explanation of the theme and specific issue of effective means of protest.
the research question in the context of the (ii) Material and methods to be used in the
background given above investigation – Materials: may include
• Interpretation, Analysis and Critical books, magazine articles (both print and
Evaluation of a range of evidence: the electronic), Martin Luther King’s famous
research material gathered by the student speech, films like Mississippi Burning.
Method: reading/ viewing, taking notes
• Conclusion – whether hypothesis stands or not for analysis, and evaluation.
• Bibliography – a list of all material referred to (iii) Hypothesis: the conclusion the student is
in the essay, including print, electronic, oral & hoping to draw.
audio-visual material, referenced correctly, in C. Main essay: it must follow the structure given
a standard format below:
• Appendix – optional, only if it is crucial for • Background and context – Martin Luther
the better understanding of the project essay. King’s personal background and his
involvement in the civil rights movement.
List of suggested Projects:
• Explanation of the theme and specific
1. Martin Luther King. issue of the research question in the
2. The West Asian radical organisations – context of the background given above –
ideologies, methodologies, acts and impact. the different aspects of the research
3. Protests Movements – a detailed study on any one question must be dealt with individually
– political ideologies, civil rights, women, and in detail: Martin Luther King’s aims,
workers, caste, environment. methods used by him, how far successful.
4. Nelson Mandela. • Interpretation, Analysis and Critical
Evaluation of a range of evidence: the
5. Karl Marx – Wealth of Nations – Its influence on research material gathered by the student
the Russian Revolution. – the various research material may be
6. Mao Zedong and the Chinese Communist analysed and interpreted by the student to
Revolution. fit his/ her hypothesis; may also include
7. Collapse of the Russian and Chinese Communism. comparison of the different sources to
evaluate their usefulness.
29
 • Conclusion – whether hypothesis stands – the various research material may be
or not. analysed and interpreted by the student to
fit his/ her hypothesis; may also include
• Bibliography – a list of all material
comparison of the different sources to
referred to in the essay, including print,
evaluate their usefulness.
electronic, oral & audio-visual material,
referenced correctly, in a standard format. • Conclusion – whether hypothesis stands
• Appendix – optional, only if it is crucial or not.
for the better understanding of the project • Bibliography – a list of all material
essay. referred to in the essay, including print,
2. The West Asian radical organisations – electronic, oral & audio-visual material,
ideologies, methodologies, acts and impact. referenced correctly, in a standard format.
A. The research question – What methods were • Appendix – optional, only if it is crucial
used in the period 1948-1979 by the PLO to for the better understanding of the project
achieve a homeland for Palestinians and with essay.
what effect? 3. Protests Movements – a detailed study on any
B. Abstract: it must contain the following one - political ideologies, civil rights, women,
information:- workers, caste, environment.
(i) Reason for choosing the topic – to A. The research question – What impact did the
understand the impact of radical political Greenpeace movement have on the general
organizations on the search for peace in improvement of the world environment in the
West Asia. 1970s and 1980s?
(ii) Methods and material to be used in the B. Abstract: it must contain the following
investigation – Materials: may include information:-
books, magazine articles (both print and (i) Reason for choosing the topic – to
electronic), films like Chronicle of A understand the connection between global
Disappearance (1996). Method: reading/ politics and environmental issues
viewing, taking notes for analysis, and
evaluation. (ii) Methods and material to be used in the
investigation – Materials: may include
(iii) Hypothesis: the conclusion the student is books, magazine articles (both print and
hoping to draw. electronic), films like Free Willy (1993)
C. Main essay: it must follow the structure given and Soylent Green (1973)
below:- (iii) Hypothesis: the conclusion the student is
• Background and context – to be discussed hoping to draw – that people have become
very briefly: West Asia, the settlement of much more conscious of the importance
Jews in Israel, the question of Palestinians of the natural environment.
and the Birth of the PLO. C. Main essay: it must follow the structure given
• Explanation of the theme and specific below:-
issue of the research question in the • Background and context – How the
context of the background given above – Greenpeace movement was born and the
the different aspects of the research context of world politics at that time that
question must be dealt with individually adversely affected the environment.
and in detail: the role played by the PLO,
its impact, its success/ failures. • Explanation of the theme and specific
issue of the research question in the
• Interpretation, Analysis and Critical context of the background given above -
Evaluation of a range of evidence: the the different aspects of the research
research material gathered by the student question must be dealt with individually
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 and in detail: Aims of the Greenpeace Internal Evaluation by the Teacher:
movement, its organization and structure,
its activities in the 1970s and 1980s; its S. Assessment Criteria Marks
relationship and issues/ conflicts with No. objective
national governments.
1. Process Candidate should 3
• Interpretation, Analysis and Critical be able to:
Evaluation of a range of evidence: the
research material gathered by the student Identify the topic.
– the various research material may be Plan and detail a
analysed and interpreted by the student to research project.
fit his/ her hypothesis; may also include Select and use
comparison of the different sources to appropriate
evaluate their usefulness. research
• Conclusion – whether hypothesis stands methods.
or not. 2. Understanding, Candidate should 4
application of be able to:
• Bibliography – a list of all material
knowledge and
referred to in the essay, including print, Explain issues
electronic, oral & audio-visual material, Analysis
and themes
referenced correctly, in a standard format. clearly and in
context.
• Appendix – optional, only if it is crucial
for the better understanding of the project Interpret, analyse
essay. and evaluate
critically a range
The Project will be assessed by the teacher and a of evidence to
Visiting Examiner appointed locally and approved present reasoned,
by the Council. substantiated
Assessment of Project Work will be done as arguments/
follows: statement.

1. Internal Evaluation by Teacher 10 Marks 3. Presentation Overall format, 3

referencing
Evaluation by Visiting (footnotes &/or
2. Examiner 10 Marks bibliography),
within word limit
TOTAL 20 Marks of 2000 words,
title page,
header/footer,
etc.
TOTAL 10

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Evaluation by Visiting Examiner:

S. No. Assessment Criteria Marks GUIDELINES FOR TEACHERS:

objective 1. It must be emphasized that the process of doing
1. Choice of Overall format, 4 the project is as important as the finished
Technique/ referencing product.
Detailed (footnotes &/or 2. Once the project/projects are chosen, there
procedure bibliography), should be a process of brainstorming to
& title page, encourage students to make out a draft/structure
Presentation header/footer, for the project before embarking on research.
etc. 3. During the brainstorming/discussion, the teacher
2. Analysis Candidates 3 should discuss the assessment criteria with the
and should be able students.
evaluation to: 4. The teacher should discuss the draft with the
student with regard to the central question and
Interpret, the type of sources to be used.
analyze and
evaluate 5. The students should be guided on doing the
critically a research and looking at different types of
range of evidence.
evidence to 6. Books and suitable reference materials could be
present suggested and even put up on the library notice
reasoned, board for guidance of the students.
substantiated 7. Internet sites could be suggested, but care must
arguments/ be taken in selecting, using and citing these sites.
statement. 8. Students must be cautioned against plagiarism
3. Viva Range of 3 and be penalized for the same.
questions based 9. Marks must be awarded for content and
on the project originality and not for decorative elements and
only. embellishments.
TOTAL 10 10. Projects must be the original work of the student.

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