{"id":26106,"date":"2019-05-04T12:26:06","date_gmt":"2019-05-04T06:56:06","guid":{"rendered":"http:\/\/mycbseguide.com\/blog\/?p=26106"},"modified":"2019-05-04T12:43:32","modified_gmt":"2019-05-04T07:13:32","slug":"cbse-syllabus-for-class-11-history-2019-20","status":"publish","type":"post","link":"https:\/\/mycbseguide.com\/blog\/cbse-syllabus-for-class-11-history-2019-20\/","title":{"rendered":"CBSE Syllabus for Class 11 History 2019-20"},"content":{"rendered":"

CBSE Syllabus for Class 11 History 2019-20<\/strong>\u00a0contains all the topics of this session.\u00a0myCBSEguide<\/a> 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\u00a0myCBSEguide mobile app.<\/a>\u00a0<\/strong>The curriculum for March 2020 exams is designed by CBSE, New Delhi as per NCERT textbooks for the session 2019-20.<\/p>\n

CBSE Syllabus for class 11 History 2019-20<\/b><\/p>\n

Download as PDF<\/a><\/strong><\/p>\n

CBSE Syllabus Class 11 History \u2013 Download in PDF<\/h2>\n

Theory:\u00a0<\/strong>70 Marks
\nTime:\u00a0<\/strong>3 Hours<\/p>\n

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Part<\/strong><\/td>\nUnits<\/strong><\/td>\nNo. of Periods<\/strong><\/td>\nMarks<\/strong><\/td>\n<\/tr>\n
1.<\/td>\nIntroduction to World History<\/td>\n8<\/td>\n<\/td>\n<\/tr>\n
Section A: Early Societies<\/strong><\/td>\n40<\/td>\n19<\/td>\n<\/tr>\n
2.<\/td>\nIntroduction<\/td>\n7<\/td>\n<\/td>\n<\/tr>\n
3.<\/td>\nFrom the beginning of time<\/td>\n18<\/td>\n<\/td>\n<\/tr>\n
4.<\/td>\nEarly cities<\/td>\n15<\/td>\n<\/td>\n<\/tr>\n
Section B: Empires<\/strong><\/td>\n50<\/td>\n19<\/td>\n<\/tr>\n
5.<\/td>\nIntroduction<\/td>\n7<\/td>\n<\/td>\n<\/tr>\n
6.<\/td>\nAn empire across three continents<\/td>\n15<\/td>\n<\/td>\n<\/tr>\n
7.<\/td>\nCentral Islamic lands<\/td>\n15<\/td>\n<\/td>\n<\/tr>\n
8.<\/td>\nNomadic Empires<\/td>\n13<\/td>\n<\/td>\n<\/tr>\n
Section C: Changing Traditions<\/strong><\/td>\n50<\/td>\n19<\/td>\n<\/tr>\n
9.<\/td>\nIntroduction<\/td>\n7<\/td>\n<\/td>\n<\/tr>\n
10.<\/td>\nThree orders<\/td>\n14<\/td>\n<\/td>\n<\/tr>\n
11.<\/td>\nChanging cultural traditions<\/td>\n15<\/td>\n<\/td>\n<\/tr>\n
12.<\/td>\nConfrontation of cultures<\/td>\n14<\/td>\n<\/td>\n<\/tr>\n
Section D: Paths to Modernization<\/strong><\/td>\n52<\/td>\n19<\/td>\n<\/tr>\n
13.<\/td>\nIntroduction<\/td>\n7<\/td>\n<\/td>\n<\/tr>\n
14.<\/td>\nThe Industrial Revolution<\/td>\n15<\/td>\n<\/td>\n<\/tr>\n
15.<\/td>\nDisplacing indigenous People<\/td>\n15<\/td>\n<\/td>\n<\/tr>\n
16.<\/td>\nPaths to modernization<\/td>\n15<\/td>\n<\/td>\n<\/tr>\n
<\/td>\nMap work (units 1-11 )<\/strong><\/td>\n10<\/td>\n4<\/td>\n<\/tr>\n
<\/td>\nProject Work<\/strong><\/td>\n10<\/td>\n20<\/td>\n<\/tr>\n
<\/td>\nTotal<\/strong><\/td>\n220 Periods<\/strong><\/td>\n100 marks<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
\n

COURSE CONTENT<\/strong><\/p>\n

SECTION I: EARLY SOCIETIES<\/strong><\/p>\n

Introduction<\/strong><\/p>\n

    \n
  1. From the Beginning of Time<\/strong>\u00a0Focus: Africa, Europe till 15000 BCE\n
      \n
    1. Views on the origin of human beings<\/li>\n
    2. Early societies<\/li>\n
    3. Historians\u2019 views on present-day gathering-hunting societies<\/li>\n<\/ol>\n<\/li>\n
    4. Writing and City Life<\/strong>
      \nFocus: Iraq, 3rd<\/sup>\u00a0millennium BCE<\/p>\n
        \n
      1. Growth of towns<\/li>\n
      2. Nature of early urban societies<\/li>\n
      3. Historians\u2019 Debate on uses of writing<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

        SECTION II: EMPIRES<\/strong><\/p>\n

        Introduction<\/strong><\/p>\n

          \n
        1. An Empire across Three Continents<\/strong>
          \nFocus: Roman Empire, 27 BCE to 600 CE.<\/p>\n
            \n
          1. Political evolution<\/li>\n
          2. Economic expansion<\/li>\n
          3. Religion-culture foundation<\/li>\n
          4. Late Antiquity<\/li>\n
          5. Historians\u2019 views on the institution of Slavery<\/li>\n<\/ol>\n<\/li>\n
          6. Central Islamic Lands
            \nFocus: 7th<\/sup>\u00a0to 12th<\/sup>\u00a0centuries<\/p>\n
              \n
            1. Polity<\/li>\n
            2. Economy<\/li>\n
            3. Culture<\/li>\n
            4. Historians\u2019 viewpoints on the nature of the crusades.<\/li>\n<\/ol>\n<\/li>\n
            5. Nomadic Empires<\/strong>
              \nFocus: the Mongol, 13th<\/sup>\u00a0to 14th<\/sup>\u00a0century<\/p>\n
                \n
              1. The nature of nomadism<\/li>\n
              2. Formation of empires<\/li>\n
              3. Conquests and relations with other states<\/li>\n
              4. Historians\u2019 views on nomadic societies and state formation<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

                SECTION-III: CHANGING TRADITIONS<\/strong><\/p>\n

                Introduction<\/strong><\/p>\n

                  \n
                1. Three Orders<\/strong>
                  \nFocus: Western Europe, 13th<\/sup>-16th<\/sup>\u00a0century<\/p>\n
                    \n
                  1. Feudal society and economy<\/li>\n
                  2. Formation of states<\/li>\n
                  3. Church and Society<\/li>\n
                  4. Historians\u2019 views on decline of feudalism.<\/li>\n<\/ol>\n<\/li>\n
                  5. Changing Cultural Traditions<\/strong>
                    \nFocus on Europe, 14th<\/sup>\u00a0to 17th<\/sup>\u00a0century<\/p>\n
                      \n
                    1. New ideas and new trends in literature and arts<\/li>\n
                    2. Relationship with earlier ideas<\/li>\n
                    3. The contribution of West Asia<\/li>\n
                    4. Historians\u2019 viewpoints on the validity of the notion \u2018European Renaissance\u2019<\/li>\n<\/ol>\n<\/li>\n
                    5. Confrontation of Cultures<\/strong>
                      \nFocus on America, 15th<\/sup>\u00a0to 18th<\/sup>\u00a0century<\/p>\n
                        \n
                      1. European voyages of exploration.<\/li>\n
                      2. Search for gold; enslavement, raids, extermination.<\/li>\n
                      3. Indigenous people and cultures \u2013 the Arawaks, the Aztecs, the Incas.<\/li>\n
                      4. The history of displacements.<\/li>\n
                      5. Historians\u2019 viewpoints on the slave trade<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

                        SECTION-IV: TOWARDS MODERNISATION<\/strong><\/p>\n

                        Introduction<\/strong><\/p>\n

                          \n
                        1. The Industrial Revolution<\/strong>
                          \nFocus on England, 18th<\/sup>\u00a0and 19th<\/sup>\u00a0century<\/p>\n
                            \n
                          1. Innovations and technological change<\/li>\n
                          2. Patterns of growth<\/li>\n
                          3. Emergence of a working class<\/li>\n
                          4. Historians\u2019 viewpoints, Debate on \u2018Was there an Industrial Revolution?<\/li>\n<\/ol>\n<\/li>\n
                          5. Displacing Indigenous People<\/strong>
                            \nFocus on North America and Australia, 18th<\/sup>\u00a0– 20th<\/sup>\u00a0century<\/p>\n
                              \n
                            1. European colonists in North America and Australia<\/li>\n
                            2. Formation of white settler societies<\/li>\n
                            3. Displacement and repression of local people<\/li>\n
                            4. Historians\u2019 viewpoints on the impact of European settlement on indigenous population.<\/li>\n<\/ol>\n<\/li>\n
                            5. Paths to Modernization*<\/strong>
                              \nFocus on East Asia, late 19th and 20th century<\/p>\n
                                \n
                              1. Militarization and economic growth in Japan<\/li>\n
                              2. China and the Communist alternative.<\/li>\n
                              3. Historians\u2019 Debate on the meaning of modernization<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

                                (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.)<\/strong><\/p>\n

                                Map Work on Units 1-11<\/strong><\/p>\n

                                \n

                                PROJECT WORK<\/strong><\/p>\n

                                INTRODUCTION<\/strong><\/p>\n

                                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.
                                \nThe 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.
                                \nOBJECTIVES<\/strong><\/p>\n

                                Project work will help students:<\/p>\n