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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
CBSE Syllabus Class 11 History – Download in PDF
Theory: 70 Marks
Time: 3 Hours
|Part||Units||No. of Periods||Marks|
|1.||Introduction to World History||8|
|Section A: Early Societies||40||19|
|3.||From the beginning of time||18|
|Section B: Empires||50||19|
|6.||An empire across three continents||15|
|7.||Central Islamic lands||15|
|Section C: Changing Traditions||50||19|
|11.||Changing cultural traditions||15|
|12.||Confrontation of cultures||14|
|Section D: Paths to Modernization||52||19|
|14.||The Industrial Revolution||15|
|15.||Displacing indigenous People||15|
|16.||Paths to modernization||15|
|Map work (units 1-11 )||10||4|
|Total||220 Periods||100 marks|
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 on indigenous population.
- Paths to Modernization*
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 1-11
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.
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:
- 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.
- The project must be done individually / In-groups.
- 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.
- 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.
- 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.
- 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.
Allocation of Marks (20)
The marks will be allocated under the following heads:
|1||Project Synopsis||2 Marks|
|2||Timeline/explanation and interpretation /Map work||5Marks|
|3||Visual/overall presentation||4 Marks|
|4||Analysis/ Data/Statistical analysis||4 Marks|
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
- 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 Greeco-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
Note: Please refer Circular No. Acad.16/2013 dated 17.04.2013 for complete guidelines.
QUESTION PAPER DESIGN
Time: 3 Hours
Max. Marks: 80
|S No.||Typology of Questions||Objective questions type (1 Marks)||Short Answer (SA) (3 Marks)||Source-Based (5 Marks)||Long Answer (LA) (8 Marks)||Map Work – (6 Marks)||Marks||% Weightage|
|1||Remembering- (Knowledge-based simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or list/ state the information)||9||1||–||1||–||20||25%|
|2||Understanding- (Comprehension –to be familiar with meaning and to understand conceptually, interpret, compare, discuss, contrast, explain, clarify, paraphrase information)||4||1||1||1||–||20||25%|
|3||Application- (Use abstract information in concrete situation, to apply knowledge to new situations; Use given content to interpret a situation, provide an example, or solve a problem)||3||1||1||1||–||19||23%|
|4||High Order Thinking Skills- (Analysis & Synthesis Classify, Apply, solve, compare, contrast, or differentiate between different pieces of information; Organize and/or integrate unique pieces of information from a variety of sources)||2||–||1||–||–||7||9%|
|5||Evaluation- (Appraise, Argue, judge, support, critique, and/or justify the value or worth of a decision or outcome, or to predict outcomes) (Appraise, Argue, judge, support, critique, and/or justify the value or worth of a decision or outcome, or to predict outcomes)||2||–||–||1||–||10||13%|
|6||Map skill based question -Identification, location, significance.||1*x2=2 Identification 1×2=2 locating||4||5%|
Note: *1 Map question of 4 marks having 4 items carrying 1 mark each.
QUESTION WISE BREAK UP
|Type of Question||Marks per question||Total No. of Questions||Total Marks|
|Objective Type Questions||1||20||20|
|Map Skills based||1||4(Items)||4|
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
- Easy (E) = 30%
- Average (AV) = 50%
- Difficult (D) = 20%
Weightage of Marks section-wise
|OTQ-1 Marks||SA-3 Marks||Source-Based-5 Marks||Long Answer-8 Marks||Map Questions||Total|
|Section A: Early Societies||8(1)||3(1)||8(1)||19 Marks|
|Section B: Empires||3(1)||3(1)||5(1)||8(1)||19 Marks|
|Section C: Changing Traditions||3(1)||3(1)||5(1)||8(1)||19 Marks|
|Section D: Paths to Modernization||6(1)||5(1)||8(1)||19 Marks|
|Map Work Unit 1- 11||4(1)||4 Marks|
|Project Work –||20 marks|