CBSE Syllabus for Class 11 History 2019-20

CBSE Syllabus for Class 11 History 2019-20 contains all the topics of this session. myCBSEguide provides you latest Syllabus for Class 11 History in PDF format for free download. We are not makers of history. We are made by history-Martin Luther, History is the study of past events. People know what happened in the past by looking at things from the past including sources like pottery and human or animal, tools, books, newspapers, and letters. Syllabus for class 11 in PDF format is now available in myCBSEguide mobile app. The curriculum for March 2020 exams is designed by CBSE, New Delhi as per NCERT textbooks for the session 2019-20.

CBSE Syllabus for class 11 History 2019-20

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CBSE Syllabus Class 11 History – Download in PDF

Theory: 70 Marks
Time: 3 Hours

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COURSE CONTENT

SECTION I: EARLY SOCIETIES

Introduction

1. From the Beginning of Time Focus: Africa, Europe till 15000 BCE
   1. Views on the origin of human beings
   2. Early societies
   3. Historians’ views on present-day gathering-hunting societies
2. Writing and City Life
   Focus: Iraq, 3^rd millennium BCE
   1. Growth of towns
   2. Nature of early urban societies
   3. Historians’ Debate on uses of writing

SECTION II: EMPIRES

Introduction

3. An Empire across Three Continents
   Focus: Roman Empire, 27 BCE to 600 CE.
   1. Political evolution
   2. Economic expansion
   3. Religion-culture foundation
   4. Late Antiquity
   5. Historians’ views on the institution of Slavery
4. Central Islamic Lands
   Focus: 7^th to 12^th centuries
   1. Polity
   2. Economy
   3. Culture
   4. Historians’ viewpoints on the nature of the crusades.
5. Nomadic Empires
   Focus: the Mongol, 13^th to 14^th century
   1. The nature of nomadism
   2. Formation of empires
   3. Conquests and relations with other states
   4. Historians’ views on nomadic societies and state formation

SECTION-III: CHANGING TRADITIONS

Introduction

6. Three Orders
   Focus: Western Europe, 13^th-16^th century
   1. Feudal society and economy
   2. Formation of states
   3. Church and Society
   4. Historians’ views on decline of feudalism.
7. Changing Cultural Traditions
   Focus on Europe, 14^th to 17^th century
   1. New ideas and new trends in literature and arts
   2. Relationship with earlier ideas
   3. The contribution of West Asia
   4. Historians’ viewpoints on the validity of the notion ‘European Renaissance’
8. Confrontation of Cultures
   Focus on America, 15^th to 18^th century
   1. European voyages of exploration.
   2. Search for gold; enslavement, raids, extermination.
   3. Indigenous people and cultures – the Arawaks, the Aztecs, the Incas.
   4. The history of displacements.
   5. Historians’ viewpoints on the slave trade

SECTION-IV: TOWARDS MODERNISATION

Introduction

9. The Industrial Revolution
   Focus on England, 18^th and 19^th century
   1. Innovations and technological change
   2. Patterns of growth
   3. Emergence of a working class
   4. Historians’ viewpoints, Debate on ‘Was there an Industrial Revolution?
10. Displacing Indigenous People
    Focus on North America and Australia, 18^th – 20^th century
    1. European colonists in North America and Australia
    2. Formation of white settler societies
    3. Displacement and repression of local people
    4. Historians’ viewpoints on the impact of European settlement on indigenous population.
11. Paths to Modernization*
    Focus on East Asia, late 19th and 20th century
    1. Militarization and economic growth in Japan
    2. China and the Communist alternative.
    3. Historians’ Debate on the meaning of modernization

(NOTE*: Keeping in view the importance of both the themes i.e. Japan and China, it is advised that both must be taught in the schools.)

Map Work on Units 1-11

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PROJECT WORK

INTRODUCTION

History is one of the most important disciplines in school education. It is the study of the past, which helps us to understand our present and shape our future. It promotes the acquisition and understanding of historical knowledge in breath and in-depth across cultures.
The course of history in senior secondary classes is to enable students to know that history is a critical discipline, a process of enquiry, a way of knowing about the past rather than just a collection of facts. The syllabus helps them to understand the process, through which a historian collects, chooses, scrutinizes and assembles different types of evidences to write history.
OBJECTIVES

Project work will help students:

• To develop skill to gather data from a variety of sources, investigate diverse viewpoints and arrive at logical deductions.
• To develop skill to comprehend, analyze, interpret, evaluate historical evidence and understand the limitation of historical evidence.
• To develop 21st century managerial skills of co-ordination, self-direction and time management.
• To learn to work on diverse cultures, races, religions and lifestyles.
• To learn through constructivism-a theory based on observation and scientific study.
• To inculcate a spirit of inquiry and research.
• To communicate data in the most appropriate form using a variety of techniques.
• To provide greater opportunity for interaction and exploration.
• To understand contemporary issues in context to our past.
• To develop a global perspective and an international outlook.
• To grow into caring, sensitive individuals capable of making informed, intelligent and independent choices.
• To develop lasting interest in history discipline.

GUIDELINES TO TEACHERS

This section provides some basic guidelines for the teachers to take up projects in History. It is very necessary to interact, support, guide, facilitate and encourage students while assigning projects to them.

• The teachers must ensure that the project work assigned to the students individually/ In-groups and discussed at different stages right from assigning topic, draft review to finalization.
• Students should be facilitated in terms of providing relevant materials, suggesting websites, obtaining of required permission for archives, historical sites, etc.
• One Project should be given to the students in the month of April/May before the summer vacation and assessment of the project to be completed by September.
• The teachers must ensure that the students submit original work.
• Project report should be handwritten only.
• Eco-friendly materials can be used by students.

The following steps are suggested:

1. Teacher should design and prepare a list of 15-20 projects and should give an option to a student to choose a project as per his/her interest.
2. The project must be done individually / In-groups.
3. The topic should be assigned after discussion with the students in the class to avoid repetition and should then be discussed at every stage of submission of the draft/final project work.
4. The teacher should play the role of a facilitator and should closely supervise the process of project completion, and should guide the children by providing necessary inputs, resources etc. so as to enrich the subject content.
5. The project work(one per year) can culminate in the form of PowerPoint Presentation/Exhibition/Skit/albums/files/song and dance or culture show /storytelling/debate/panel discussion, paper presentation and so on. Any of these activities which are suitable to visually impaired candidates can be performed as per the choice of the student.
6. Students can use primary sources available in city archives, Primary sources can also include newspaper cuttings, photographs, film footage and recorded written/speeches. Secondary sources may also be used after proper authentication.

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ASSESSMENT

Allocation of Marks (20)

The marks will be allocated under the following heads:

Note: The project reports are to be preserved by the school till the final results are declared, for scrutiny by CBSE.

FEW SUGGESTIVE TOPICS FOR PROJECTS

1. Anthropological Research based on Darwin’s Theory
2. Critique of the industrialization in Britain
3. Relations and impacts of past crusades
4. Making and unmaking of Mesopotamia
5. Paradigms of Greeco-Roman civilization
6. Aspirations of women in Renaissance period
7. Paths to Modernization of Japan /China
8. An Exploratory study into Humanism
9. Piecing together the past of Genghis Khan
10. An in-depth study into “now and then” paradigm of Christianity
11. An exploratory study into the realism and the transmission of Humanistic ideas
12. Scientific Revolution and the origins of modern science
13. An exploratory study into the making of America
14. Myriad Realms of Slavery in ancient, medieval and modern world
15. Learning about global Sufism
16. History of aborigines – America /Australia

Note: Please refer Circular No. Acad.16/2013 dated 17.04.2013 for complete guidelines.

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QUESTION PAPER DESIGN

Time: 3 Hours
Max. Marks: 80

Note: *1 Map question of 4 marks having 4 items carrying 1 mark each.

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QUESTION WISE BREAK UP

Weightage to Content

Section A: Early Societies = 19 Marks
Section B : Empires = 19 Marks
Section C: Changing Traditions = 19 Marks
Section D: Paths to Modernization = 19 Marks
Map Work Unit 1- 11 = 4 Marks
Project Work = 20 marks
Accordingly, teacher can reduce weightage of the corresponding sections
Total = 100 Marks

Weightage to Difficulty Level

Estimated Difficulty Level: Percentage

1. Easy (E) = 30%
2. Average (AV) = 50%
3. Difficult (D) = 20%

Weightage of Marks section-wise