CBSE Class 11 History Syllabus 2024-25

CBSE has released the Latest Updated Syllabus for the New Academic Session 2024-25 on March 23rd, 2024, for class 11. 

CBSE Board has released the latest Class 11 History syllabus which is to be strictly followed. Below please find our detailed analysis of Board Paper pattern, Unit-wise summary for the New Session 2024-25.

We have also updated Oswal Gurukul Books as per the Latest Paper Pattern prescribed by Board for History Curriculum.

Students can directly access the CBSE History Syllabus for Class 11 of the academic year 2024-25 by clicking on the link below.

PDF download links to the latest Class 11 History Syllabus for 2024-25 academic session

Please Click on Download Now

Download Now
Table Of Contents−

CBSE Class 11 History Latest Syllabus 2024-25

Go Back
Section Title Theme No. Theme Title No. of periods Marks
Reading of World History Introduction of world History 10
I
EARLY SOCIETIES		 Introduction Timeline I (6 MYA TO 1 BCE) 05
1 Writing and City Life 20 10
II
EMPIRES		 Introduction Timeline II (C. 100 BCE TO 1300 CE) 05
2 An Empire Across Three Continents 20 10
3 Nomadic Empires 20 10
III
CHANGING TRADITIONS		 Introduction Timeline III (C. 1300 TO 1700) 05
4 The Three Orders 20 10
5 Changing Cultural Traditions 20 10
IV
TOWARDS
MODERNIZATION		 Introduction Timeline IV (C. 1700 TO 2000) 05
6 Displacing Indigenous Peoples 20 10
7 Paths to Modernisation 20 15
Map Map work of the related Themes 15 05
Theory Total 80
Project work 25 20
TOTAL 210 100

CBSE Class 11 History Syllabus 2024-25: Unit-wise Summary

CBSE Class 11 History Question Paper Design 2024-25

Section Theme MCQ
mm-1		 SA
mm-3		 LA
mm-8		 Source based
mm-4		 Total
I EARLY SOCIETIES Theme 1 3 1 0 1 10
II EMPIRES Theme 2
Theme 3		 4 0 2 0 20
III CHANGING TRADITIONS Theme 4
Theme 5		 6 2 0 2 20
1V TOWARDS MODERNISATION Theme 6
Theme 7		 8 3 1 0 25
MAP 05
TOTAL 21x1=21 6x3=18 8x3=24 4x3=12 80

Internal Assessment

Project Work

MM - 20

Introduction

History is one of the most important disciplines in school education. It is the study of the past, which helps us to understand our present and shape our future. It promotes the acquisition and understanding of historical knowledge in breath and in depth across cultures.

The course of history in senior secondary classes is to enable students to know that history is a critical discipline, a process of enquiry, a way of knowing about the past rather than just a collection of facts. The syllabus helps them to understand the process, through which a historian collects, chooses, scrutinizes and assembles different types of evidence to write history.

The syllabus in class-XI is organized around some major themes in world history. In class XII the focus shifts to a detailed study of some themes in ancient, medieval, and modern Indian history.

CBSE has decided to introduce project work in history for classes XI and XII in 2013-14 as a part of regular studies in classroom, as project work gives students an opportunity to develop higher cognitive skills. It takes students to a life beyond text books and provides them a platform to refer materials, gather information, analyse it further to obtain relevant information and decide what matter to keep and hence understand how history is constructed.

Objectives

Project work will help students:

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

Guidelines To Teachers

This section provides some basic guidelines for the teachers to take up projects in History. It is very necessary to interact, support,
guide, facilitate and encourage students while assigning projects to them.

  • The teachers must ensure that the project work assigned to the students individually/ In-groups and discussed at different
    stages right from assigning topic, draft review to finalization
  • Students should be facilitated in terms of providing relevant materials, suggesting websites, obtaining of required permission
    for archives, historical sites, etc.
  • The Project Work should be suitably spaced from April to November in classes XI and XII so that students can prepare for
    Final Examination.
  • The teachers must ensure that the students submit original work
  • Project report should be Handwritten only. (Eco-friendly materials can be used by students)

The following steps are suggested:

  • Teacher should design and prepare a list of 15-20 projects and should give an option to a student to choose a project as per
    his/her interest
  • The project must be done individually / In-groups.
  • The topic should be assigned after discussion with the students in the class to avoid repetition and should then be discussed at every stage of submission of the draft/final project work.
  • The teacher should play the role of a facilitator and should closely supervise the process of project completion, and should
    guide the children by providing necessary inputs, resources etc. to enrich the subject content.
  • The Project Work needs to enhance cognitive, affective, and psychomotor domains in the learners. It will include selfassessment and peer assessment, and progress of the child in project-based and inquiry-based learning. Art integrated
    Activities, experiments, models, quizzes, role plays, group work, portfolios, etc., along with teacher assessment. (NEP-2020)
  • The Project work can culminate in the form of Power Point Presentation/Exhibition/Skit/albums/files/song and dance or culture
    show /story telling/debate/panel discussion, paper presentation and whichever is suitable to visually impaired candidates.
  • Students can use primary sources available in city archives, Primary sources can also include newspaper cuttings,
    photographs, film footage and recorded written/speeches. Secondary sources may also be used after proper authentication.
  • Evaluation will be done by external examiner appointed by the Board in class XII and internal in class XI.

Note: The project reports are to be preserved by the school till the final results are declared, for scrutiny by CBSE.

Few Suggestive Topics For Projects - Class Xi

  1. Facets of the Industrialization in sixteenth- eighteenth centuries.
  2. Crusades: causes; rationale; events; outcomes; Holy Alliance
  3. Ancient History in depth: Mesopotamia
  4. Greek Philosophy and City States
  5. Contributions of Roman Civilization
  6. The spirit of Renaissance: Manifestation in art; Literature; Sculpture; Influence on Trading Community; Social Fabric;
    Philosophy; Political Values; Rational Thinking; Existentialism
  7. Aspects of Development -South American States /Central American States
  8. Different schools of thoughts- Realism: Humanism: Romanticism
  9. Piecing together the past of Genghis Khan
  10. Myriad Realms of Slavery in ancient, medieval, and modern world
  11. History of Aborigines – America /Australia
  12. Facets of Modernization – China /Japan/Korea

(Projects are an imperative component in enhancing students learning with the related themes. In the research project, students can go beyond the textbook and explore the world of knowledge. They can conceptualize under the embedded themes. Forms of rubrics are a significant aspect and to be discussed in the classroom itself for clear understanding of concept and for assessment.)

Section Theme Specific learning objectives Suggestive Teaching learning process Learning outcome with specific competencies
I EARLY SOCIETIES Timeline I (6 MYA TO 1 BCE) Briefing about the early societies Use of timeline Understanding the concept of chronology
Theme 1
Writing and City Life
Focus: Iraq, 3rd millennium BCE
a. Growth of towns
b. Nature of early urban societies
c. Historians’ Debate on uses of writing.
  • To familiarize the learner with the interwoven social and cultural aspects of civilization and brief. about the connection between city life and culture of contemporary civilizations through their writings.
  • To discuss whether writing is significant as a marker of civilization.
  • To use a table to bring out the connection between city life and culture of contemporary civilizations.
  • Group discussion to discuss whether writing is significant as a marker of civilization.
  • Using Visuals to explain
  • Elucidate the interwoven social and cultural aspects of civilization in order to understand the connection between city life and culture of contemporary civilizations through their writings.
  • Analyse the outcomes of a sustained tradition of writing.
  • Explain the connection between the growth of human civilisation and the tradition of writing.
Timeline II (C.100 BCE TO 1300 CE)
  • Introducing the periods of the Empires.
  • Quiz and Timeline discussion.
  • Understanding the periods in order of time.
II EMPIRES Theme 2 An Empire across Three Continents
  • To familiarize the learner with the dynamics of the Roman Empire history of a major world empire
  • To discuss implications of Roman’s contacts with the subcontinent empires and explain slavery was a significant element in the economy.
  • To discuss the cultural transformation in that period & impact of the slavery in development of a country.
  • Use of maps to facilitate an easier comprehension of the changing dynamics of political history.
  • Group discussion on slavery as a significant element in the economy.
  • Use of flow chart to learn the cultural transformation during that period.
  • Explain and relate the dynamics of the Roman Empire in order to understand their polity, economy, society and culture.
  • Analyse the implications of Roman’s contacts with the subcontinent empires and discuss about slavery.
  • Examine the domains of cultural transformation in that period & the impact of slavery.
Theme 3
NOMADIC EMPIRES
  • To understand the varieties of nomadic society and their institutions.
  • To locate the places in the map and comprehend the spread of the nomadic society.
  • Discuss whether state formation is possible in nomadic societies.
  • Discussion on the life of pastoralist society.
  • Textual reading and discussion about Genghis Khan.
  • Watching Genghis Khan film and distinguish between the Mongolian people’s perspective and the world’s opinion about Genghis Khan.
  • Identify the living patterns of nomadic pastoralist society.
  • Trace the rise and growth of Genghis Khan in order to understand him as an oceanic ruler.
  • Analyse socio-political and economic changes during the period of the descendants of Genghis Khan.
  • Use case studies for deeper understanding of the sociopolitical and economic changes.
  • Distinguish between the Mongolian people’s perspective and the world’s opinion about Genghis Khan
III CHANGING TRADITIONS Timeline III (C. 1300 TO 1700)
Theme 4 The Three Orders
  • Make the learner understand 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.
  • Debate and explain the Historical phenomenon of feudalism.
  • Discussion on the impact of feudalism.
  • Pictures and discussions held on renaissance paintings’ or ‘slave trade’
  • Explain the myriad aspects of feudalism with special reference to first, second, third and fourth order of the society.
  • Relate between ancient slavery and serfdom.
  • Assess the 14th century crisis and rise of the nation states
Theme 5
Changing Cultural Traditions
  • To Explore the intellectual trends and events in the period.
  • To appreciate the paintings and buildings of the period.
  • To make a comparative study on women and monuments of Renaissance periods.
  • To engage in a debate around the idea of ‘Renaissance’ it’s positive and negative impact.
  • To discuss the Roman Catholic Church’s response to the Protestant Reformation
  • Photos and Video clippings to understand the events and its impact.
  • Field trip and research work on architectural and literary developments.
  • Graphic chart to compare the life of women during this period.
  • Group work on Protestant reformation and catholic reformation and de brief.
  • Analyse 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 to understand the facades of Renaissance.
  • Critically analyse the impact on later reforms.
  • Evaluate the Roman Catholic Church’s response to the Protestant Reformation.
IV TOWARDS MODERNISA TION Timeline IV (C. 1700 TO 2000)
  • To recall the time of modernization.
  • Use of Timeline framework.
  • Remember and understand the time frame.
Theme 6 Displacing Indigenous People
  • 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.
  • Reason out the causes of displaced population and its impact on society.
  • Use of factsheets, debates and group-discussions on such issues of displacements, supported with maps.
  • Narration of events with picture charts.
  • Evaluate the process of displacements of the native people which led to the development of America and Australia to understand their condition.
  • To analyse the realms of settlement of Europeans in Australia and America.
  • Compare and contrast the lives and roles of indigenous people in these continents
Theme 7
Paths to Modernization

(NOTE- Keeping in view the importance of the themes i.e. Japan, China and Korea; it is ad-vised that all must be taught in the schools.
  • Show how notions like ‘modernization’ need to be critically assessed.
  • Make students aware that transformation in the modern world takes many different forms.
  • Discuss the domains of Japanese nationalism.
  • To understand the nationalist upsurge in China And to learn about the era of communism.
  • Demonstrate an understanding of the concept of modernization and its application in various forms.
  • Research work and textual reading to comprehend the impact of modernization.
  • Videos to understand the upsurge in China and learn about the era.
  • 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.
  • Analyse 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 analyse 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.

The Changes for Class 11 (2024-25) Year-end Board Examinations are as under:

(Class-11)
Periodic Assessment Academic Session 2023-24 Academic Session 2024-25
Composition of question paper for year-end examination/ Board Examination (Theory)
  • 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%
  • Competency Focused Questions in the form of MCQs/ Case Based Questions, Source-based Integrated Questions or any other type = 50%
  • Select response type questions (MCQ) = 20%
  • Constructed response questions (Short Answer Questions/Long Answer type Questions, as per existing pattern) = 30%

2023-24 Reduced Syllabus

Download

(for reference purposes only)

Share page on