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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.
CBSE class 11 History New Syllabus 2018-19
(Session 2018 – 19)
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.
- 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
|1.||Introduction to World History||8|
|Section A: Early Societies||40||15|
|3.||From the beginning of time||18|
|Section B: Empires||50||20|
|6.||An empire across three continents||15|
|7.||Central Islamic lands||15|
|Section C: Changing Traditions||50||20|
|11.||Changing cultural traditions||15|
|12.||Confrontation of cultures||14|
|Section D: Paths to Modernization||52||20|
|14.||The Industrial Revolution||15|
|15.||Displacing indigenous People||15|
|16.||Paths to modernization||15|
|Map work (units 1-16)||10||5|
|Total||220 Periods||100 marks|
Class XI: Themes in World History
SECTION A: EARLY SOCIETIES (40)
SECTION B: EMPIRES (50)
SECTION C: CHANGING TRADITIONS (50)
(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)
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|
- 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’.
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