CBSE Class 11 Syllabus 2024 – 25 For Class 11 History Download Online CBSE Syllabus Class 11 History Syllabus As per Guidelines.
CBSE पाठ्यक्रम 11th Class History As Per NCERT
सीबीएसई बोर्ड 11वीं सिलेबस 2024 | CBSE Syllabus 2024 2025 | CBSE History Syllabus for Class XI | CBSE Class 11 History Syllabus www.cbse.gov.in
CBSE Latest Syllabus for Class 11 History is important for students to prepare their study time to time. Here we are provided New Edition CBSE Syllabus 2024. Stay tuned with Us for Get All Subjects Solution Biology MCQ, Physics MCQ, Difference between in Physics, Difference between in Biology
Exam Pattern for Year 2024 – 25
- Competency Focused Questions in the form of MCQs/ Case Based Questions, Source-based Integrated Questions or any other type = 40%
- Select response type questions(MCQ) = 20%
- Constructed response questions (Short Answer Questions/ Long Answer type Questions, as per existing pattern) = 40%
In case you have missed:- NCERT Solutions for Class 11
CBSE Class 11 History Syllabus 2024 2025
CLASS XI (2024-25)
Section I Early Societies
- Introduction
- Timeline I (6 MYA TO 1 BCE)
- Theme 1: Writing and City Life
Section II Empires
- Introduction
- Timeline II (C. 100 BCE TO 1300 CE)
- Theme 2: An Empire Across Three Continents
- Theme 3: Nomadic Empires
Section III Changing Traditions
- Introduction
- Timeline III (C.1300 TO 1700)
- Theme 4: The Three Orders
- Theme 5: Changing Cultural Traditions
Section IV Towards Modernisation
- Introduction
- Timeline IV (C.1700 TO 2000)
- Theme 6: Displacing Indigenous Peoples
- Theme 7: Paths to Modernisation
- Conclusion
- Suggested Reading
S.NO | THEMES | No. of Periods | Marks |
1. | Introduction to World History | 10 | |
Section A: Early Societies | |||
2. | Introduction | 5 | |
3. | Writing and City Life | 20 | 10 |
Section B: Empires | |||
4. | Introduction | 5 | |
5. | An empire across three continents | 20 | 10 |
6. | Nomadic Empires | 20 | 10 |
Section C: Changing Traditions
Introduction |
5 | ||
7. | The Three Orders | 20 | 10 |
8. | Changing Cultural Traditions | 20 | 10 |
Section D: Paths to Modernization | |||
9. | Introduction | 5 | |
10. | Displacing Indigenous People | 20 | 10 |
11 | Paths To Modernization | 20 | 15 |
165 | MAP WORK OF THE RELATED THEM | 15 | 5 |
Total | 80 | ||
Project work | 25 | 20 | |
Total | 100 | 100
Marks |
CLASS-XI: THEMES IN WORLD HISTORY
THEMES | LEARNING OBJECTIVES | LEARNING OUTCOMES |
Writing and City Life Focus: Iraq, 3rd millennium BCEa) Growth of towns b) Nature of early urban societies c) Historians’ Debate on uses of writing |
● Familiarize the learner with the nature of early urban Centre’s. ● Discuss whether writing is significant as a marker of civilization |
At the completion of this unit students will be able to:
● Compare and analyze the transformation from Neolithic to Bronze Age Civilization in order to understand the myriad spheres of human development. |
An Empire across Three Continents Focus: Roman Empire, 27 BCE to 600 CE a) Political evolution b) Economic Expansion c) Religion-culture foundation d) Late Antiquity e) Historians’ view on the Institution of Slavery |
● Familiarize the learner with the history of a major world empire ● Discuss whether slavery was a significant element in the economy |
At the completion of this unit students will be able to:
● Explain and relate the dynamics of the Roman Empire in order to understand their polity, economy, society and culture. |
NOMADIC EMPIRES
Focus: The Mongol, 13th to 14th century |
• Familiarize the learner with the varieties of nomadic society and their institutions. • Discuss whether state formation is possible in nomadic societies. |
At the completion of this unit students will be able to:
• Identify the living patterns of nomadic pastoralist society. |
● Distinguish between the Mongolian people’s perspective and the world’s opinion about Genghis Khan. | ||
The Three Orders. Focus: Western Europe 13th – 16th century a) Feudal society and economy b) Formation of state c) Church and society d) Historians’ views on decline of feudalism |
● 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. |
At the completion of this unit students will be able to:
● Explain the myriad aspects of feudalism with special reference to first, second, third and fourth order of the society. |
Changing Cultural Traditions Focus: Europe 14th -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’ viewpoint on the validity of the notion ‘European Renaissance |
● 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’. |
At the completion of this unit students will be able to ● Analyze the causes, events, and effects of the Renaissance, Reformation, Scientific Revolution, and Age of Exploration. ● Relate the different facets of Italian cities to understand the characteristics of Renaissance Humanism and Realism. ● Compare and contrast the condition of women in the Renaissance period. ● Recognize major influences on the architectural, artistic, and literary developments in order to understand the facades of Renaissance. ● Critical analysis of the Roman Catholic Church by Martin Luther and Erasmus and their impact on later reforms. ● Evaluate the Roman Catholic Church’s response to the Protestant Reformation in the forms of the Counter and Catholic Reformations |
Displacing Indigenous People Focus: North America and Australia, 18th to 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’ viewpoint on the impact of European settlement on indigenous population |
● 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. |
At the completion of this unit students will be able to ● Recount some aspects of the history of the native people of America to understand their condition. ● To analyze the realms of settlement of Europeans in Australia and America. ● Compare and contrast the lives and roles of indigenous people in these continents |
Paths to Modernization Focus: East Asia, late 19th to 20th century
a) Militarization and economic growth in Japan b) China and the communist alternative
|
● Make students aware that transformation in the modern world takes many different forms. ● Show how notions like ‘modernization’ need to be critically assessed. |
At the completion of this unit students will be able to ● Deduce the histories of China and Japan from the phase of imperialism to modernization ● Explore the Japanese political, cultural and economic system prior to and after the Meiji Restoration. ● Analyze the domains of Japanese nationalism prior and after the Second World War. ● Summarize the nationalist upsurge in China from Dr Sun Yet Sen to Mao Ze Dong to understand the era of communism. ● To analyze the Chinese path to modernization under Deng Xio Ping and Zhou en Lai in order to understand the transformation from rigid communism to liberal socialism |
Map Work on The Related Themes |