Table of Contents

myCBSEguide App

Download the app to get CBSE Sample Papers 2024-25, NCERT Solutions (Revised), Most Important Questions, Previous Year Question Bank, Mock Tests, and Detailed Notes.

Install Now

CBSE class 11 History New Syllabus 2018-19 in PDF format for free download. History New syllabus for 2018 2019 class 11 CBSE is now available in myCBSEguide app. The curriculum for March 2019 exams is designed by CBSE, New Delhi as per NCERT text books for the session 2018-19.

Download CBSE class 11 History New Syllabus 2018-19

CBSE class 11 History New Syllabus 2018-19
(Session 2018 – 19)

Rationale

Through a focus on a series of critical historical issues and debates (class XI) or on a range of important historical sources (class XII), the students would be introduced to a set of important historical events and processes. A discussion of these themes, it is hoped, would allow students not only to know about these events and processes, but also to discover the excitement of reading history.

Objectives:

Effort in these senior secondary classes would be to emphasize to students 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 would help them to understand the process through which historians write history, by choosing and assembling different types of evidence, and by reading their sources critically. They will appreciate how historians follow the trails that lead to the past, and how historical knowledge develops.
The syllabus would also enable students store/relate/compare developments in different situations, analyze connections between similar processes located in different time periods, and discover the relationship between different methods of enquiry within history and the allied disciplines.
The syllabus in class XI is organized around some major themes in the world history. The themes have been selected so as to (i) focus on some important developments in different spheres-political, social, cultural and economic,(ii) study not only the grand narratives of development-urbanization, industrialization and modernization-but also to know about the processes of displacements and marginalization. Through the study of these themes students will acquire a sense of the wider historical processes as well as an idea of the specific debates around them.
The treatment of each theme in class XI would include (a) an overview of the theme under discussion, (b) a more detailed focus on one region of study, (c) an introduction to a critical debate associated with the issue.
In class XII the focus will shift to a detailed study of some themes in ancient, medieval and modern Indian history although the attempt is to soften the distinction between what is conventionally termed as ancient, medieval and modern. The object would be to study a set of these themes in some detail and depth rather than survey the entire chronological span of Indian history. In this sense the course will be built on the knowledge that the students have acquired in the earlier classes.
Each theme in class XII will also introduce the students to one type of source for the study of history. Through such a study students would begin to see what different types of sources can reveal and what they cannot tell. They would come to know how historians analyze these sources, the problems and difficulties of interpreting each type of source, and the way a larger picture of an event, a historical process, or a historical figure, is built by looking at different types of sources.
Each theme for class XII will be organized around four sub heads: (a) a detailed overview of the events, issues and processes under discussion, (b) a summary of the present state of research on the theme, (c) an account of how knowledge about the theme has been acquired, (d) an excerpt from a primary source related to the theme, explaining how it has been used by historians.
While the themes in both these classes (XI and XII) are arranged in a broad chronological sequence, there are overlaps between them. This is intended to convey a sense that chronological divides and periodization do not always operate in a neat fashion.
In the text books each theme would be located in a specific time and place. But these discussions would be situated within a wider context by (a) plotting the specific event within time-lines, (b) discussing the particular event or process in relation to developments in other places and other times.

CBSE class 11 History New Syllabus 2018-19

Paper One Theory
Max. Marks: 100 (80+20)

Time: 3 hours

S. No.	Units	Periods	Marks
1.	Introduction to World History	8
Section A: Early Societies		40	15
2.	Introduction	7
3.	From the beginning of time	18
4.	Early cities	15
Section B: Empires		50	20
5.	Introduction	7
6.	An empire across three continents	15
7.	Central Islamic lands	15
8.	Nomadic Empires	13
Section C: Changing Traditions		50	20
9.	Introduction	7
10.	Three orders	14
11.	Changing cultural traditions	15
12.	Confrontation of cultures	14
Section D: Paths to Modernization		52	20
13.	Introduction	7
14.	The Industrial Revolution	15
15.	Displacing indigenous People	15
16.	Paths to modernization	15
	Map work (units 1-16)	10	5
	Project Work	10	20
	Total	220 Periods	100 marks

Class XI: Themes in World History

Themes Periods	Objectives
Introduction to World History (8) SECTION A: EARLY SOCIETIES (40) Introduction (7) From the Beginning of Time (18) Focus: Africa, Europe till 15000 BCE Views on the origin of human beings. Early societies. Historians’ views on present-day gathering- hunting societies. Early Cities (15) Focus: Iraq, 3rd millennium BCE Growth of towns. Nature of early urban societies. Historians’ Debate on uses of writing. SECTION B: EMPIRES (50) Introduction (7) An Empire across Three Continents (15) Focus: Roman Empire, 27 BCE to 600 CE. Political evolution Economic expansion Religio-cultural foundation Late Antiquity. Historians’ views on the institution of Slavery. Central Islamic Lands (15) Focus: 7th to 12th centuries Polity Economy Culture. Historians’ viewpoints on the nature of the crusades. Nomadic Empires (13) 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 C: CHANGING TRADITIONS (50) Introduction (7) Three Orders (14) 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 (15) 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 (14) 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 D: PATHS TO MODERNIZATION (52) Introduction (7) The Industrial Revolution (15) 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 (15) Focus on North America and Australia, I8th-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 on indigenous population. *Paths to Modernization (15)** Focus on East Asia, late 19th and 20th century. Militarization and economic growth in Japan. China and the Communist alternative. 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 1-16 (10)*	Familiarize the learner with ways of reconstructing human evolution. Discuss whether the experience of present-day hunting-gathering people can be used to understand early societies. Familiarize the learner with the nature of early urban Centre’s. Discuss whether writing is significant as a marker of civilization. Familiarize the learner with the history of a major world empire. Discuss whether slavery was a significant element in the economy. Familiarize the learner with the rise of Islamic empires in the Afro-Asian territories and its implications for economy and society. Understand what the crusades meant in these regions and how they were experienced. Familiarize the learner with the varieties of nomadic society and their institutions. Discuss whether state formation is possible in nomadic societies. Familiarize the learner with the nature of the economy and society of this period and the changes within them. Show how the debate on the decline of feudalism helps in understanding processes of transition. Explore the intellectual trends in the period. Familiarize students with the paintings and buildings of the period Introduce the debate around the idea of ‘Renaissance’. Discuss changes in the European economy that led to the voyages. Discuss the implications of the conquests for the indigenous people. Explore the debate on the nature of the slave trade and see what this debate tells us about the meaning of these “discoveries”. Understand the nature of growth in the period and its limits. Initiate students to the debate on the idea of industrial revolution. Sensitize students to the processes of displacements that accompanied the development of America and Australia. Understand the implications of such processes for the displaced populations. Make students aware that transformation in the modern world takes many different forms. Show how notions like ‘modernization’ need tobe critically assessed.

Themes

Periods

Objectives

Introduction to World History (8)

SECTION A: EARLY SOCIETIES (40)

Introduction (7)
From the Beginning of Time (18)
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.
Early Cities (15)
Focus: Iraq, 3rd millennium BCE
1. Growth of towns.
2. Nature of early urban societies.
3. Historians’ Debate on uses of writing.

SECTION B: EMPIRES (50)

Introduction (7)
An Empire across Three Continents (15)
Focus: Roman Empire, 27 BCE to 600 CE.
1. Political evolution
2. Economic expansion
3. Religio-cultural foundation
4. Late Antiquity.
5. Historians’ views on the institution of Slavery.
Central Islamic Lands (15)
Focus: 7th to 12th centuries
1. Polity
2. Economy
3. Culture.
4. Historians’ viewpoints on the nature of the crusades.
Nomadic Empires (13)
Focus: the Mongol, 13th to 14th 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 C: CHANGING TRADITIONS (50)

Introduction (7)
Three Orders (14)
Focus: Western Europe, 13th-16th century
1. Feudal society and economy.
2. Formation of states.
3. Church and Society.
4. Historians’ views on decline of feudalism.
Changing Cultural Traditions (15)
Focus on Europe, 14th to 17th 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’.
Confrontation of Cultures (14)
Focus on America, 15th to 18th 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 D:
PATHS TO MODERNIZATION (52)

Introduction (7)
The Industrial Revolution (15)
Focus on England, 18th and 19th 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?’
Displacing Indigenous People (15)
Focus on North America and Australia, I8th-20th 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.
Paths to Modernization* (15)
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 1-16 (10)

Familiarize the learner with ways of reconstructing human evolution. Discuss whether the experience of present-day hunting-gathering people can be used to understand early societies.
Familiarize the learner with the nature of early urban Centre’s.
Discuss whether writing is significant as a marker of civilization.
Familiarize the learner with the history of a major world empire.
Discuss whether slavery was a significant element in the economy.
Familiarize the learner with the rise of Islamic empires in the Afro-Asian territories and its implications for economy and society.
Understand what the crusades meant in these regions and how they were experienced.
Familiarize the learner with the varieties of nomadic society and their institutions.
Discuss whether state formation is possible in nomadic societies.
Familiarize the learner with the nature of the economy and society of this period and the changes within them.
Show how the debate on the decline of feudalism helps in understanding processes of transition.
Explore the intellectual trends in the period.
Familiarize students with the paintings and buildings of the period Introduce the debate around the idea of ‘Renaissance’.
Discuss changes in the European economy that led to the voyages.
Discuss the implications of the conquests for the indigenous people.
Explore the debate on the nature of the slave trade and see what this debate tells us about the meaning of these “discoveries”.
Understand the nature of growth in the period and its limits.
Initiate students to the debate on the idea of industrial revolution.
Sensitize students to the processes of displacements that accompanied the development of America and Australia.
Understand the implications of such processes for the displaced populations.
Make students aware that transformation in the modern world takes many different forms.
Show how notions like ‘modernization’ need tobe critically assessed.

Project work – (10) periods
Please refer Circular separately for guidelines.
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.

History: Project Work
CBSE class 11 History New Syllabus 2018-19
List of Few Suggestive Topics for Projects

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

Weightage to content

Section A: Early Societies	15 Marks
Section B : Empires	20 Marks
Section C: Changing Traditions	20 Marks
Section D: Paths to Modernization	20 Marks
Map Work Unit 1- 16	5 Marks
Project Work	20 marks
Accordingly teacher can reduce weightage of the corresponding sections
Total	100 Marks

Weightage of Defficulty level

Estimated Difficulty Level	Percentage
(i) Easy (E)	30%
(ii) Average (AV)	50%
(iii) Difficult (D)	20%
Scheme of Option: No internal choice except for blind students.

Division of Question Paper

The Question paper will be divided into A, B, C, D and E.

Part A will carry 4 very short answer questions of 2 marks each.
Part B will carry 5 short answer questions of 4 marks each. (Note: Value based question will not be asked)
Part C will carry 4 long questions of 8 marks each (word limit ‘350’).
Part D will carry 3 passage-based questions. The number of questions will be three, carrying 5 marks each (no internal choice). The passages will be taken from the textbooks as directed therein.
Part E will have 1 map question of 5 marks. Items covered are ‘Identification and Location’.

Scheme of Option

Part A will have no choice.
Part B will have 5 questions from all the four sections, out of which the student will attempt any 4 questions. (from 4 sections of the book).
Part C will carry four long answer questions. The number of questions will be 5 carrying 8 marks each. (Each question, from four sections). Student will have to answer any four questions.
Part D will be passage-based questions. There will be THREE passages, ONE from each section followed by questions. There will be no internal choice.
In Part E, there will be one map question -Test items will be ‘identification and significance’.

Download CBSE Syllabus of Class 11th

Test Generator

Create question paper PDF and online tests with your own name & logo in minutes.

Create Now

myCBSEguide

Question Bank, Mock Tests, Exam Papers, NCERT Solutions, Sample Papers, Notes

Install Now

CBSE class 11 History New Syllabus 2018-19

myCBSEguide App

Download CBSE class 11 History New Syllabus 2018-19

Download CBSE Syllabus of Class 11th

Test Generator

myCBSEguide

Related Posts

1 thought on “CBSE class 11 History New Syllabus 2018-19”

Leave a Comment