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


  • 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)
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 :
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) The emergence of a working-class.
(d) Historians’ viewpoints, Debate on ‘Was there 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 the indigenous

16. Paths to Modernization (15)

Focus on East Asia, late 19th and 20th century.

(a) Militarization and economic growth in Japan.
(b) China and the Communist alternative.
(c) Historians’ Debate on the meaning of modernization

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
and society of this period and the changes within them.

§   Show how the debate on the decline of feudalism helps
in understanding the processes of transition.

§   Explore the intellectual trends in the period.

§   Familiarize students with the paintings and buildings
of the period Introduce the debate around the idea of ‘Renaissance’.

§   Discuss changes in the European economy that led
to the voyages.

§   Discuss the implications of the conquests for the
indigenous people.

§   Explore the debate on the nature of the slave trade and
see what this debate tells us about the meaning of these “discoveries”.

§   Understand the nature of growth in the period and
its limits.

§   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
displaced populations.

§   Make students aware that transformation in the modern
world takes many different forms.

§   Show how notions like ‘modernization’ need to be
critically assessed.

18. Project work – (10) periods
Please refer to Circular separately for guidelines.
Project work will help students:

  •       To develop the skill to gather data from a variety of sources, investigate diverse
    viewpoints and arrive at logical deductions.
  •       To develop the 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
  •      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
  •     To develop a lasting interest in history discipline.


Also to download the pdf for CBSE History Class 11 Syllabus 2024

Download PDF Link for CBSE History Class 11 Syllabus 2024      Click Here


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 Central Board of Secondary Education, Head Office in New Delhi.

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