I am yet to see a nation which is not proud of its History.
A nation that convinces itself that it’s history is a myth; it’s heroes were mere legends;which considers teaching young from earliest School level it’s history is a Sin.
I am talking about India.A nation which has a history of over thousands of years,rich in culture, science, philosophy life sciences and a nation which has given the world Zero and advanced concepts in every known field.
Nowhere in the world can you have a history curriculum which does not speak of its History but of its invaders. And children are made to know Greek,Roman, British and world history without a single word about Indian past excepting from the invasion of Alexander,even this is missing now , it starts from ,in some cases from Mughals!
I have provided an image of standard Seven History syllabus of Indian history at the top of the post. Towards the close of the article, I am providing syallabus for std 11 by NCERT.
You can see what I have said is true.
Compare this with UK National curriculum,which I am providing below. Only events relating to British Isles are made statutory. Under non statutory are events that do not relate to UK.
It is an irony even under non statutory ,Only Mughal period is suggested in Indian context!
Are we not ashamed?
Are we not people with self respect or have we hocked it to Secularism?
British National Curriculum.
The national curriculum for history aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
- gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Schools are not required by law to teach the example content in [square brackets] or the content indicated as being ‘non-statutory’.
Pupils should be taught about:
- changes within living memory – where appropriate, these should be used to reveal aspects of change in national life
- events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
- the lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
- significant historical events, people and places in their own locality
Key stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.
In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Pupils should be taught about:
- changes in Britain from the Stone Age to the Iron Age
This could include:
- late Neolithic hunter-gatherers and early farmers, for example, Skara Brae
- Bronze Age religion, technology and travel, for example, Stonehenge
- Iron Age hill forts: tribal kingdoms, farming, art and culture
- the Roman Empire and its impact on Britain
This could include:
- Julius Caesar’s attempted invasion in 55-54 BC
- the Roman Empire by AD 42 and the power of its army
- successful invasion by Claudius and conquest, including Hadrian’s Wall
- British resistance, for example, Boudica
- ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity
- Britain’s settlement by Anglo-Saxons and Scots
This could include:
- Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire
- Scots invasions from Ireland to north Britain (now Scotland)
- Anglo-Saxon invasions, settlements and kingdoms: place names and village life
- Anglo-Saxon art and culture
- Christian conversion – Canterbury, Iona and Lindisfarne
- the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
This could include:
- Viking raids and invasion
- resistance by Alfred the Great and Athelstan, first king of England
- further Viking invasions and Danegeld
- Anglo-Saxon laws and justice
- Edward the Confessor and his death in 1066……..
- the development of Church, state and society in Britain 1509-1745
This could include:
- Renaissance and Reformation in Europe
- the English Reformation and Counter-Reformation (Henry VIII to Mary I)
- the Elizabethan religious settlement and conflict with Catholics (including Scotland, Spain and Ireland)
- the first colony in America and first contact with India
- the causes and events of the civil wars throughout Britain
- the Interregnum (including Cromwell in Ireland)
- the Restoration, ‘Glorious Revolution’ and power of Parliament
- the Act of Union of 1707, the Hanoverian succession and the Jacobite rebellions of 1715 and 1745
- society, economy and culture across the period: for example, work and leisure in town and country, religion and superstition in daily life, theatre, art, music and literature
- ideas, political power, industry and empire: Britain, 1745-1901
- the Enlightenment in Europe and Britain, with links back to 17th-century thinkers and scientists and the founding of the Royal Society
- Britain’s transatlantic slave trade: its effects and its eventual abolition
- the Seven Years War and The American War of Independence
- the French Revolutionary wars
- Britain as the first industrial nation – the impact on society
- party politics, extension of the franchise and social reform
- the development of the British Empire with a depth study (for example, of India)
- Ireland and Home Rule
- Darwin’s ‘On The Origin of Species’
- challenges for Britain, Europe and the wider world 1901 to the present day
In addition to studying the Holocaust, this could include:
- women’s suffrage
- the First World War and the Peace Settlement
- the inter-war years: the Great Depression and the rise of dictators
- the Second World War and the wartime leadership of Winston Churchill
- the creation of the welfare state
- Indian independence and end of Empire
- social, cultural and technological change in post-war British society
- Britain’s place in the world since 1945
- a local history study
- a depth study linked to one of the British areas of study listed above
- a study over time, testing how far sites in their locality reflect aspects of national history (some sites may predate 1066)
- a study of an aspect or site in local history dating from a period before 1066
- the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066
- the changing nature of political power in Britain, traced through selective case studies from the Iron Age to the present
- Britain’s changing landscape from the Iron Age to the present
- a study of an aspect of social history, such as the impact through time of the migration of people to, from and within the British Isles
- a study in depth into a significant turning point, for example, the Neolithic Revolution
- at least one study of a significant society or issue in world history and its interconnections with other world developments [for example, Mughal India 1526-1857; China’s Qing dynasty 1644-1911; Changing Russian empires c.1800-1989; USA in the 20th century]
‘CBSE syllabus standard XI
SECTION I: EARLY SOCIETIES
- From the Beginning of Time Focus: Africa, Europe till 15000 BCE
- Views on the origin of human beings
- Early societies
- Historians’ views on present-day gathering-hunting societies
- Writing and City Life
Focus: Iraq, 3rd millennium BCE
- Growth of towns
- Nature of early urban societies
- Historians’ Debate on uses of writing
SECTION II: EMPIRES
- An Empire across Three Continents
Focus: Roman Empire, 27 BCE to 600 CE.
- Political evolution
- Economic expansion
- Religion-culture foundation
- Late Antiquity
- Historians’ views on the institution of Slavery
- Central Islamic Lands
Focus: 7th to 12th centuries
- Historians’ viewpoints on the nature of the crusades.
- Nomadic Empires
Focus: the Mongol, 13th to 14th century
- The nature of nomadism
- Formation of empires
- Conquests and relations with other states
- Historians’ views on nomadic societies and state formation
SECTION-III: CHANGING TRADITIONS
- Three Orders
Focus: Western Europe, 13th-16th century
- Feudal society and economy
- Formation of states
- Church and Society
- Historians’ views on decline of feudalism.
- Changing Cultural Traditions
Focus on Europe, 14th to 17th century
- New ideas and new trends in literature and arts
- Relationship with earlier ideas
- The contribution of West Asia
- Historians’ viewpoints on the validity of the notion ‘European Renaissance’
- Confrontation of Cultures
Focus on America, 15th to 18th century
- European voyages of exploration.
- Search for gold; enslavement, raids, extermination.
- Indigenous people and cultures – the Arawaks, the Aztecs, the Incas.
- The history of displacements.
- Historians’ viewpoints on the slave trade
SECTION-IV: TOWARDS MODERNISATION
- The Industrial Revolution
Focus on England, 18th and 19th century
- Innovations and technological change
- Patterns of growth
- Emergence of a working class
- Historians’ viewpoints, Debate on ‘Was there an Industrial Revolution?
- Displacing Indigenous People
Focus on North America and Australia, 18th – 20th century
- European colonists in North America and Australia
- Formation of white settler societies
- Displacement and repression of local people
- Historians’ viewpoints on the impact of European settlement
One response to “This, Indian History Syllabus For School,Look At UK”
Somehow Nehru and congress didn’t want us to learn about our own history. May be they wanted to please Muslims and christian population for their vote but due to that, our generation know very less about our rich history. A big population of Hindus still call Ramayana and Mahabharata as Mythology instead of history.