**UPDATED CBSE Class 11th History Syllabus (2019-20 Session) in PDf

    CBSE Class 11 History Syllabus
    CBSE Class 11 History Syllabus

    Hi friends, today we are going to discuss with the latest CBSE Class 11th 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.

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    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 11th Class History Syllabus for the academic year 2019-20.


    CBSE Class 11th History Syllabus (2019-20)


    Check out the latest CBSE Class 11th History Syllabus. The syllabus is for the academic year 2019-20 session and will remain the same until the next notification. students are advised to check out the complete syllabus.

    One Theory Paper Class–XI (2019-20) 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 1-11 ) 10 5
      Project Work 10 20
      Total 220 Periods 100 marks

    Class 11 History Syllabus (Detailed)

    Themes  Objectives
    1. Introduction to World History
    Section A: Early Societies
    Introduction

    From the Beginning of Time
    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.
    2. Writing and City Life
    Focus: Iraq, 3rdmillennium BCE
    a. Growth of towns
    b. Nature of early urban societies
    c. Historians’ Debate on uses of writing
    SECTION II : EMPIRES
    Introduction
    3. An Empire across Three Continent
    Focus: Roman Empire, 27 BCE to 600 CE.
    a. Political evolution
    b. Economic expansion
    c. Religion-culture foundation
    d. Late Antiquity
    e. Historians’ views on the institution of Slavery
    4. Central Islamic Lands
    Focus: 7thto 12thcenturies
    a. Polity
    b. Economy
    c. Culture
    d. Historians’ viewpoints on the nature of the crusades.
    5. Nomadic Empires
    Focus: the Mongol, 13thto 14thcentury
    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 III: CHANGINGTRADITIONS
    Introduction

    6. Three Orders
    Focus: Western Europe, 13th-16thcentury
    a. Feudal society and economy
    b. Formation of states
    c. Church and Society
    d. Historians’ views on decline of feudalism
    7. Changing Cultural Traditions
    Focus on Europe, 14thto 17thcentury
    a. New ideas and new trends in literature andart
    b. Relationship with earlier ideas
    c. The contribution of West Asia
    d. Historians’ viewpoints on the validity of the notion ‘European Renaissance’
    8. Confrontation of Cultures
    Focus on America, 15thto 18thcentury
    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-IV: TOWARDS MODERNISATION
    Introduction

    9. The Industrial Revolution
    Focus on England, 18thand 19th century
    a. Innovations and technological change
    b. Patterns of growth
    c. Emergence of a working class
    d. Historians’ viewpoints, Debate on ‘Was there an Industrial Revolution?10.Displacing Indigenous People
    Focus on North America and Australia, 18th –
    20thcentury.
    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.11.Paths to Modernization*
    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
    (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.
    • Familiarize the learner with ways of reconstructing human evolution.
      Discuss whether the experience of
      present-dayhunting-gathering people
      can be used to understand early
      societies.
    • Familiarize the learner with the nature of early urban Centre’s.
    • 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 its 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 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.

     Class 11 History Syllabus in Pdf


    Here in this Section we have mentioned the CBSE Class 11 History Syllabus in PDf format. Students Can Check the Class 11 History Syllabus for the academic year 2019-20.

    Important Links


    S.No. Contents Links
    1 CBSE Class 11 Study Materials Click Here
    2 CBSE Class 11 Important Books Click Here
    3 CBSE Class 11 Sample Paper Click Here
    4 CBSE Class 11 Syllabus Click Here
    5 CBSE Class 11 Previous Year Paper Click Here
    6 CBSE Class 11 Work Sheet Click Here
    7 CBSE Class 11 Holiday Homework Click Here
    8 CBSE Class 11 NCERT Solution Click Here

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