CBSE History Class 11 Syllabus 2024 – Chapters, Topics, Weightage
CBSE History Class 11 Syllabus 2024: CBSE Class 11 History Syllabus 2024, Chapter, Topics has been revealed. Class 11 students of 2020-21, who are looking for the Information of Class XI CBSE History Syllabus 2024 may not have to worry about it. As we have provided the Information for History Syllabus of Central Board of Secondary Education (CBSE) for Class 11 of 2021 (सीबीएसई इतिहास कक्षा 11 का सिलेबस) in this article. Also, we have provided the pdf file for the students to download a PDF of the CBSE History Class 11 Syllabus for 2020. After going through this article, Students need to immediately start their preparation.
CBSE History Class 11 Syllabus 2024
Here were the marks weightage of each unit and the no. of periods. And, for the complete overall syllabus. Download CBSE History Class 11 Syllabus 2024
| Theme | Units | No. of Periods | Marks |
| Introduction to World History | 3 | ||
| Section A: Early Societies | 17 | 8 | |
| Introduction | 2 | ||
| 1 | Deleted for the session-2020-2021 | ||
| 2. | Writing and City Life | ||
| Section B: Empires | 37 | 20 | |
| Introduction | 7 | ||
| 3 | An empire across three continents | 15 | |
| 4. | Central Islamic lands | 15 | |
| 5 | -Deleted for the session-2020-2021 | ||
| Section C: Changing Traditions | 36 | 20 | |
| Introduction | 7 | ||
| 6 | Three orders | 14 | |
| 7 | Changing cultural traditions | 15 | |
| 8 | -Deleted for the session-2020-2021 | ||
| Section D: Paths to Modernization | 52 | 28 | |
| Introduction | 7 | ||
| 9 | The Industrial Revolution | 15 | |
| 10 | Displacing indigenous People | 15 | |
| 11 | Paths to modernization | 15 | |
| Map work (units 1-11 ) | 10 | 4 | |
| Project Work | 10 | 20 | |
| Total | 165 Periods | 100 Marks | |
History CBSE Exam Structure for Class XI 2018 – 2019
| CBSE History Class 11 Syllabus | Marks: 100 Time : 3 hours | |||
| Units | Periods | Marks | ||
| Introduction to World History | 08 | |||
| Section – A: Early Societies | 40 | 15 Marks | ||
| Introduction | 07 | |||
| From the beginning of time | 18 | |||
| Early cities | 15 | |||
| Section – B : Empires | 50 | 20 Marks | ||
| Introduction | 07 | |||
| An empire across three continents | 15 | |||
| Central Islamic lands | 15 | |||
| Nomadic Empires | 13 | |||
| Section – C: Changing Traditions | 50 | 20 Marks | ||
| Introduction | 07 | |||
| Three orders | 14 | |||
| Changing cultural traditions | 15 | |||
| Confrontation of cultures | 14 | |||
| Section – D: Paths to Modernization | 52 | 20 Marks | ||
| Introduction | 07 | |||
| The Industrial Revolution | 15 | |||
| Displacing Indigenous People | 15 | |||
| Paths to modernization | 15 | |||
| Map work (units 1-16 ) | 10 | 05 Marks | ||
| Project Work | 10 | 20 Marks | ||
| Total | 220 periods | 100 marks | ||
Suggested Projects for CBSE History Class 11 Syllabus
- Anthropological Research based on Darwin’s Theory
- Making and unmaking of Mesopotamia
- Paradigms of Greco-Roman civilization
- Critique of the industrialization in Britain
- Relations and impacts of past crusades
- Aspirations of women in the Renaissance period
- Paths to Modernization of Japan / China
- An in-depth study into the “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 Humanism
- Learning about global Sufism
- History of aborigines – America / Australia
- Piecing together the past of Genghis Khan
- An exploratory study into the making of America
- Myriad Realms of Slavery in the ancient, medieval, and modern world
Objectives:
- The syllabus would also enable students to 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 inquiry within history and the allied disciplines.
- While the themes in both these classes (XI and XII) are arranged in a broadly 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 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.
- The syllabus in class XI is organized around some major themes in 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.
- Each theme in class XII will also introduce the students to one type of source for the study of history. Through such 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 subheads: (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.
- Effort in these senior secondary classes would be to emphasize to students that history is a critical discipline, a process of inquiry, 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.
- In the textbooks, 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 History Class 11 Syllabus 2024 -20
| Themes (Periods) | Objectives – CBSE History Class 11 Syllabus |
| 1. Introduction to World History (8) SECTION – A: EARLY SOCIETIES (40) 2. Introduction (7) 3. From the Beginning of Time (18) Focus: Africa, Europe until 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) The growth of towns. (b) Nature of early urban societies. (c) Historians’ Debate on uses of writing.2. SECTION – B: EMPIRES (50) 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 formation3. .SECTION – C: CHANGING TRADITIONS (50)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 the 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. The 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 – the Arawaks, the Aztecs, the Incas. (d) The history of displacements. (e) Historians’ viewpoints on the slave trade.SECTION – D : PATHS TO MODERNIZATION (52) 13. Introduction (7) 14. The Industrial Revolution (15) Focus on England, 18th and 19th century. (a) Innovations and technological change (a) European colonists in North America and Australia. 16. Paths to Modernization (15) Focus on East Asia, late 19th and 20th century. (a) Militarization and economic growth in Japan. 17. 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 centers.§ Discuss whether the 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 the 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 § Familiarize the learner with the nature of the economy § Show how the debate on the decline of feudalism helps § Explore the intellectual trends in the period. § Familiarize students with the paintings and buildings § Discuss changes in the European economy that led § Discuss the implications of the conquests for the § Explore the debate on the nature of the slave trade and § Understand the nature of growth in the period and § Initiate students to the debate on the idea of the industrial § Sensitize students to the processes of displacements that accompanied the development of America and Australia. § Understand the implications of such processes for the § Make students aware that transformation in the modern § Show how notions like ‘modernization’ need to be |
| 18. Project work – (10) periods Please refer to Circular separately for guidelines. Project work will help students:
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Also to download the pdf for CBSE History Class 11 Syllabus 2024
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CBSE History Class 11 Syllabus 2024 has been provided in this article. Students need not get worried about the Syllabus or Exams. Just check out this article and start the preparation quickly. Download the PDF of CBSE History Class 11 Syllabus 2024 from this article. The curriculum for March 2020 exams is designed by CBSE, New Delhi as per NCERT textbooks for sessions 2020-21. The syllabus for CBSE Class 11 History is published by cbse.nic.in Central Board of Secondary Education, Head Office in New Delhi.