Class 11th History Syllabus 2023-24
Here we provide the latest CBSE Class 11 History Syllabus 2023 24. You can also Download the new and revised CBSE History syllabus class 11 PDF. The present revised syllabus of class 11 History has been designed in accordance with National Curriculum Framework 2005.
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. CBSE History syllabus class 11 helps you in understanding the important topics. We advise you to read the CBSE class 11 History syllabus 2023 24 carefully.
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CBSE Class 11 History Syllabus 2023-24 Pdf
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CBSE Class 11th History Syllabus 2023 24
History class 11 syllabus 2023-24 is given below.
Section I: Early Societies
| Timeline I (6 MYA TO 1 BCE) | Briefing about the early societies |
| 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 the culture of contemporary civilizations through their writings. ● To discuss whether writing is significant as a marker of civilization. |
| Timeline II (C.100 BCE TO 1300 CE) | Introducing the periods of the Empires. |
Section II: Empires
| Timeline II (C.100 BCE TO 1300 CE) | ● Introducing the periods of the Empires. |
| Theme 2: 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’ Views on the Institution of Slavery | ● To familiarize the learner with the dynamics of the Roman Empire history of a major world empire. ● To discuss the 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 on development of a country. |
| Theme 3: Nomadic Empires 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 | ● To understand the varieties of nomadic society and their institutions. ● To locate the places on the map and comprehend the spread of the nomadic society. ● Discuss whether state formation is possible in nomadic societies. |
Section III: Changing Traditions
| Timeline III: (C. 1300 TO 1700) Theme 4: The Three Orders 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. | ● 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. |
| Theme 5: Changing Cultural Traditions Focus: Europe, 14th to 17th-century a. New ideas and new trends in literature and art b. Relationship with earlier ideas c. The contribution of West Asia d. Historians’ viewpoints on the validity of the notion of the European Renaissance | ● 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 a positive and negative impact. ● To discuss the Roman Catholic Church’s response to the Protestant Reformation |
Section IV: Towards Modernisation
| Timeline IV (C. 1700 TO 2000) | ● To recall the time of modernization |
| Theme 6: Displacing Indigenous People Focus: North America and Australia, 18th – 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 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. ● Reason out the causes of displaced population and its impact on society. |
| Theme 7: 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 | ●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. |
(NOTE- Keeping in view the importance of the themes i.e. Japan, China and Korea; it is advised that all must be taught in the schools.
Class 11 History Syllabus 2023- 24 – Course Structure
Before you read the Class 11th History syllabus you have to understand the course structure to complete the History syllabus of Class 11
| 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 | |||
| 7. | Introduction | 5 | |
| 8. | The Three orders | 20 | 10 |
| 9. | Changing Cultural Traditions | 20 | 10 |
| Section D: Paths to Modernization | |||
| 10. | Introduction | 5 | |
| 11. | Displacing Indigenous People | 20 | 10 |
| 12. | Paths to modernization | 20 | 15 |
| 165 | MAP WORK OF THE RELATED THEMES | 15 | 5 |
| Total | 80 | ||
| Project Work | 25 | 20 | |
| Total | 210 | 100 Marks | |
History Class 11th Syllabus Objectives
Project work will help students:
- To develop skills to gather data from a variety of sources, investigate diverse viewpoints and arrive at logical deductions.
- To develop skills to comprehend, analyze, interpret, evaluate historical evidence, and understand the limitation of historical evidence.
- To develop 21st-century managerial skills in coordination, 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.
- 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.