**UPDATED CBSE CLASS XI History Syllabus: 2018-19

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    CBSE Class 11th History Syllabus, CBSE Class 11th History Syllabus 2018, XIth Class History Theory Syllabus, XIth Class History Practical Syllabus, Syllabus of Class XI History Syllabus
    CBSE CLASS XI History Syllabus 2018-19

    Hi friends, today we are going to discuss with you the latest Syllabus of Class XI History Syllabus. As you know very well that Central Board of Secondary Education (CBSE) has its own curriculum and they hold the supreme authority to change it further for the benefit of students.

    UPDATED CBSE CLASS XI History Syllabus 2018-19, CBSE Class 11th History Syllabus, CBSE Class 11th History Syllabus 2018, XIth Class History Theory Syllabus, XIth Class History Practical Syllabus, Syllabus of Class XI History Syllabus
    UPDATED CBSE CLASS XI History Syllabus 2018-19

    So it’s always a wise decision to keep an eye on what happening around with the subject you are going to learn. This year CBSE made little bit changes in CBSE Class 11th History Syllabus. Let us have a look at the updated XIth Class History Syllabus for the academic year 2017-18


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    CBSE Class 11th History Syllabus (2018-19 Session)


    Unit Wise Detailed Syllabus (Theory Part)

    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.

     Paper One  CLASS–XI (2017 – 18) Max. Marks: 100
    Time: 3 hours
    S. No. Units Periods Marks
    1 Introduction to World History 8
    Section A: Early Societies 40 15
    2 Introduction 7
    3 From the beginning of time 18
    4 Early cities 15
    Section B: Empires 50 20
    5 Introduction 7
    6 An empire across three continents 15
    7 Central Islamic lands 15
    8 Nomadic Empires 13
    Section C: Changing Traditions 50 20
    9 Introduction 7
    10 Three orders 14
    11 Changing cultural traditions 15
    12 Confrontation of cultures 14
    Section D: Paths to Modernization 52 20
    13 Introduction 7
    14 The Industrial Revolution 15
    15 Displacing indigenous People 15
    16 Paths to modernization 15
      Map work (units 1-16 ) 10 5
      Project Work 10 20
    Note:- Value-Based Question can be taken from any of the above Section- A, B, C, D—– 05 Marks.

    Accordingly, the teacher can reduce the weight of the corresponding sections.

      Total 220 Periods 100 marks

    Class XI: Themes in World History

    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.

    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

    Themes     (Periods) Objectives
    1. Introduction to World History (8)
    SECTION A: EARLY SOCIETIES (40)
    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) The growth of towns.
    (b) Nature of early urban societies.
    (c) Historians’ Debate on uses of writing.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 formation.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. 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
    (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 indigenous
    population.

    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 the 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 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
      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
      societies.
    •  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 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
      it’s limits.
    •  Initiate students to the debate on the idea of industrial
      revolution.
    •  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
      the world takes many different forms.
    •  Show how notions like ‘modernization’ need to be
      critically assessed.
    18. Project work – (10) periods
    Please refer 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
      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 a lasting interest in history discipline.

    QUESTION PAPER DESIGN (Code No. 027)
    CLASS–XI (2017 – 18)

     Paper One Max.  Marks: 10
    Time: 3 hours
    S. No. Units Periods Marks
    1 Introduction to World History 8
    Section A: Early Societies 40 15
    2 Introduction 7
    3 From the beginning of time 18
    4 Early cities 15
    Section B: Empires 50 20
    5 Introduction 7
    6 An empire across three continents 15
    7 Central Islamic lands 15
    8 Nomadic Empires 13
    Section C: Changing Traditions 50 20
    9 Introduction 7
    10 Three orders 14
    11 Changing cultural traditions 15
    12 Confrontation of cultures 14
    Section D: Paths to Modernization 52 20
    13 Introduction 7
    14 The Industrial Revolution 15
    15 Displacing indigenous People 15
    16 Paths to modernization 15
      Map work (units 1-16 ) 10 5
      Project Work 10 20
    Note:- Value-Based Question can be taken from any of the above Section- A, B, C, D—– 05 Marks.
    Accordingly, the teacher can reduce the weight of the corresponding sections.
      Total 220 periods 100 marks

     QUESTION PAPER DESIGN (2017-18)

    HISTORY                                                            Code No. 027                                                               Class- XI

    Time: 3 Hours                                                                                                                               Max. Marks: 80
    S.
    No.
    Typology of Questions Learning
    outcomes and
    Testing
    Competencies
    V.
    Short
    Answer
    -(2
    Marks)
    Short
    Answer
    – (4
    Marks)
    Passage
    Based
    (5Marks)
    Long
    Answer
    (8
    Marks)
    Map
    Skill
    (5
    Marks)
    Marks %
    Weightage
    1 Remembering- (Knowledge
    based simple recall
    questions, to know specific
    facts, terms, concepts,
    principles, or theories;
    Identify, define, or recite,
    information)
    Reasoning
    Analytical
    Skills
    Map
    identification
    skills, etc.
    1 1 1 14 17%
    2 Understanding-
    (Comprehension –to be
    familiar with meaning and
    to understand conceptually,
    interpret, compare,
    contrast, explain,
    paraphrase information)
    1 1 1 1 19 21%
    3 Application- (Use abstract
    information in concrete
    the,, to apply
    knowledge of new
    situations; Use gave
    content to interpret a
    the, provide an
    example, or solve a
    problem) (Map skill based
    questions- Identification,
    location, significance.)
    1 1
    (value
    based)
    1 1 1 24 30%
    4 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)
    1 1 1 1 19 24%
    5 Evaluation- (Appraise,
    judge, and/or justify the
    value or worth of a decision
    or outcome, or to predict
    outcomes based on values)
    1 4 5%
    Total 4×2=8 5×4=20 3×5= 15 4×8=32 1×5
    =5
    80 100%

    I. Weightage to content

    Section A: Early Societies 15 Marks
    Section B: Empires 20 Marks
    Section C: Changing Traditions 20 Marks
    Section D: Paths to Modernization 20 Marks
    Map Work Unit 1- 16 5 Marks
    Project Work
    Note:- Value-Based Question can be taken from any of the above Section- A, B, C,
    D— 04 Marks
    Accordingly, a teacher can reduce the weight of the corresponding sections
    Total 100 Marks

    II. Weightage to a Difficulty level

    Estimated Difficulty Level Percentage
    (i) Easy (E) 30%
    (ii) Average (AV) 50%
    (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 5
      marks 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 Location.

    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). The 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
    Total
    Section A: Early Societies 2(1) 4(1) 8(1) 14 Marks
    Section B: Empires 2(1) 4(1) 5(1) 8(1) 19 Marks
    Section C: Changing
    Traditions
    2(1) 4(1) 5(1) 8(1) 19 Marks
    Section D: Paths to
    Modernization
    2(1) 4(1)
    4(1)(value
    based
    from any
    section
    5(1) 8(1) 19 Marks

    +4 marks

    value

    question=23

    Map Work Unit 1- 16 5(1) 5 Marks
    Project work –
    4×2=8 5×4=20 5×3=15 8×4=32 5×1=5 (80+20=100)
    (Note: Value-Based Question can be from Section A, B, C, D any carry 04 marks. Accordingly, teacher

    can reduce the weight of the corresponding sections.)

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