CBSE - Class 11 - History - CBSE Syllabus

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CBSE Syllabus for Class 11 History

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CBSE class-11 History Syllabus 2016-17
CBSE Syllabus 2015-16 class-11 History
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CBSE class 11 Syllabus for History 2013-2014
CBSE class 11 Syllabus for History 2012-2013
History Syllabus for 2011-2012
History Syllabus for 2010-2011
History Syllabus for 2009-2010

Latest CBSE Syllabus for Class 11 History

Latest CBSE Syllabus for Class 11 History

CBSE syllabus for class 11 History 2018, 2019, 2020 as per new curriculum. CBSE syllabus is available for free download in PDF format. Download latest CBSE syllabus of 11th History as PDF format. History syllabus for cbse class 11 is also available in myCBSEguide app, the best app for CBSE students. 

CBSE Academics Unit - Curriculum Syllabus

CBSE has special academics unit to design curriculum and syllabus. The syllabus for CBSE class 11 History is published by Central Board of Secondary Education, Head Office in New Delhi. The latest syllabus for  class 11 History includes list of topics and chapters in History. CBSE question papers are designed as per the syllabus prescribed for current session. 

CBSE Syllabus category

  • Secondary School Curriculum (class 9 and class 10)
  • Senior School Curriculum (class 11 and class 12)
  • Vocational Courses (Class 11 and class 12)


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 late/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.

CLASS-XI (2017-18)

Paper One 100 Marks (Time: 3 hours)

S no.





Introduction to world history



Section A: early societies








From the beginning of time




Early cities



Section B:Empires








An empire across three continents




Central Islamic lands




Nomadic Empires



Section C:Changing Traditions








Three orders




Changing Cultural traditions




Confrontation of cultures



Section D:Paths to Modernization








The industrial Revolution




Displacing indigenous People




Paths to modernization




  • Map work (Unit 1 to 16)




  • Project Work



Note:- Value Based Question can be taken from any of the above Section- A , B, C, D----- 05 Marks.
Accordingly, teacher can reduce weightage of the corresponding sections.



220 perids

100 marks

Class XI: Themes in World History

1. Introduction to World History (8)


2. Introduction (7)

3. From the Beginning of Time (18)
Focus: Africa, Europe till 15000 BCE
(a) Views on the origin of human beings.
(b) Early societies.
(c) Historians views on present-day gathering- hunting societies.

4. Early Cities (15)
Focus: Iraq, 3rd millennium BCE
(a) Growth of towns.
(b) Nature of early urban societies.
(c) Historians Debate on uses of writing.


5. Introduction (7)

6. An Empire across Three Continents (15)
Focus: Roman Empire, 27 BCE to 600 CE.
(a) Political evolution
(b) Economic expansion
(c) Religio-cultural foundation
(d) Late Antiquity.
(e) Historians views on the institution of Slavery.

7. Central Islamic Lands (15)
Focus: 7th to 12th centuries
(a) Polity
(b) Economy
(c) Culture.
(d) Historians viewpoints on the nature of the crusades.

8. Nomadic Empires (13)
Focus: the Mongol, 13th to 14th century
(a) The nature of nomadism.
(b) Formation of empires.
(c) Conquests and relations with other states.
(d) Historians views on nomadic societies and state formation.


9. Introduction (7)

10. Three Orders (14)
Focus: Western Europe, 13th-16th century
(a) Feudal society and economy.
(b) Formation of states.
(c) Church and Society.
(d) Historians views on decline of feudalism.

11. Changing Cultural Traditions (15)
Focus on Europe, 14th to 17th century.
(a) New ideas, and new trends in literature and arts.
(b) Relationship with earlier ideas
(c) The contribution of West Asia.
(d) Historians viewpoints on the validity of the notion „European Renaissance.

12. Confrontation of Cultures (14)
Focus on America, 15th to 18th century.
(a) European voyages of exploration.
(b) Search for gold; enslavement, raids,extermination.
(c) Indigenous people and cultures – theArawaks, the Aztecs, the Incas.
(d) The history of displacements.
(e) Historians viewpoints on the slave trade.


13. Introduction (7)

14. The Industrial Revolution (15)
Focus on England, 18th and 19th century.
(a) Innovations and technological change
(b) Patterns of growth.
(c) Emergence of a working class.
(d) Historians viewpoints, Debate on „Wast here an Industrial Revolution?

15. Displacing Indigenous People (15)
Focus on North America and Australia, I8th-20th century.
(a) European colonists in North America and Australia.
(b) Formation of white settler societies.
(c) Displacement and repression of local people.
(d) Historians viewpoints on the impact of
European settlement on indigenous population.

16. Paths to Modernization (15)
Focus on East Asia, late 19th and 20th century.
(a) Militarization and economic growth inJapan.
(b) China and the Communist alternative.
(c) Historians Debate on the meaning of modernization

17. Map Work on Units 1-16 (10)

18. 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 (Code No. 027) Class- XI

Typologies of Questions

Remembering- (Knowledge based simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or recite,information)
Very Short Answer -(2 Marks) : 1
Short Answer -(4 Marks) : 1
Passage Based (5 Marks) : 0
Long Answer (8 Marks) : 1
Map Skill (5 Marks) : 0
Total Marks : 14
% Weightage : 17%

Understanding-(Comprehension –to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase information)
Very Short Answer -(2 Marks) : 1
Short Answer -(4 Marks) : 1
Passage Based (5 Marks) : 1
Long Answer (8 Marks) : 1
Map Skill (5 Marks) : 0
Total Marks : 19
% Weightage : 24%

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) (Map skill based questions- Identification, location, significance.)
Very Short Answer -(2 Marks) : 1
Short Answer -(4 Marks) : 1 (Value Based)
Passage Based (5 Marks) : 1
Long Answer (8 Marks) : 1
Map Skill (5 Marks) : 1
Total Marks : 24
% Weightage : 30%

High Order Thinking Skills- (Analysis & Synthesis- Classify, compare, contrast, or differentiate between different pieces of information; Organize and/or integrate unique pieces of information from a variety of sources)
Very Short Answer -(2 Marks) : 1
Short Answer -(4 Marks) :
Passage Based (5 Marks) : 1
Long Answer (8 Marks) : 1
Map Skill (5 Marks) : 0
Total Marks : 19
% Weightage : 24%

Evaluation- (Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values)
Very Short Answer -(2 Marks) : 0
Short Answer -(4 Marks) :
Passage Based (5 Marks) : 0
Long Answer (8 Marks) : 0
Map Skill (5 Marks) : 0
Total Marks : 4
% Weightage : 5%

Total Marks
Very Short Answer -(2 Marks) :
4 x 2 = 8
Short Answer -(4 Marks) : 5 x 4 =20
Passage Based (5 Marks) : 3 x 5 =15
Long Answer (8 Marks) :  4 x 8 = 32
Map Skill (5 Marks) :  1 x 5 = 5 
Total Marks : 80
% Weightage : 100%

I.Weightage to content

Section A: Early Societies

15 marks

Section B: Empires

20 marks

Section C: Changing Traditions

20 marks

Section D: Paths of Modernization

20 marks

Map work Unit 1-16

5 marks

Project work

20 marks

Note:- Value Based Question can be taken from any of the above Section- A , B, C, D--- 04 Marks


Accordingly teacher can reduce weightage of the corresponding sections



100 marks

II.Weightage to Difficulty level

Estimated Difficulty level


i) Easy (E) 30%


ii) Average(av)


iii) Difficult (D)

20 %

Scheme of Option : No Internal choice except for blind students


III. 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 'Section-I' will carry 5 short answer questions of 4 marks each. Students should answer any four from section I.
  • Part B 'Section II' is a value based compulsory question.
  • 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 5marks 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 significance'.

IV. Scheme of Option
Part A will have no choice.
Part B will be divided into 2 sections (from 4 sections of the book) +1 value based Section.

  • Section I will have 5 questions from all the four sections, out of which the student will attempt any 4 questions.
  • Section-II -One question will be a value based question which is a compulsory question.

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'.

V. Weightage of marks section-wise


VSA 2 Marks

SA 4 Marks

Passage Based

Long Answer

Map Questions


Section A: Early Societies






14 marks

Section B: Empires






19 marks

Section C: Changing Traditions






19 marks

Section D: Paths to Modernization




(1)(value based from any section)




19 Marks
+4 marks value question=23

Map Work Unit 1- 16






5 marks

Project work -






20 marks








(Note: Value Based Question can be from Section A, B, C, D any carry 04 marks. Accordingly teacher can reduce weightage of the corresponding sections.)

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