CBSE Class-11 Syllabus 2019-20 (History)

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CBSE Class-11 Syllabus 2019-20 (History)



Rationale :

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.

Objectives:

  • Effort in these senior secondary classes would be to emphasize to students 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 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 would also enable students store/relate/compare developments in different situations, analyze connections between similar processes located in different time periods, and discover the relationship between different methods of enquiry within history and the allied disciplines.
  • 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.
  • The treatment of each theme in class XI would include (a) an overview of the theme under discussion, (b) a more detailed focus on one region of study, (c) an introduction to a critical debate associated with the issue.
  • In class XII the focus will shift to a detailed study of some themes in ancient, medieval and modern Indian history although the attempt is to soften the distinction between what is conventionally termed as ancient, medieval and modern. The object would be to study a set of these themes in some detail and depth rather than survey the entire chronological span of Indian history. In this sense the course will be built on the knowledge that the students have acquired in the earlier classes.
  • Each theme in class XII will also introduce the students to one type of source for the study of history.Through such a study students would begin to see what different types of sources can reveal and what they cannot tell. They would come to know how historians analyze these sources, the problems and difficulties of interpreting each type of source, and the way a larger picture of an event, a historical process, or a historical figure, is built by looking at different types of sources.
  • Each theme for class XII will be organized around four sub heads: (a) a detailed overview of the events,issues and processes under discussion, (b) a summary of the present state of research on the theme, (c) an account of how knowledge about the theme has been acquired, (d) an excerpt from a primary source related to the theme, explaining how it has been used by historians. 
  • While the themes in both these classes (XI and XII) are arranged in a broad chronological sequence, there are overlaps between them. This is intended to convey a sense that chronological divides and periodization do not always operate in a neat fashion.
  • In the text books each theme would be located in a specific time and place. But these discussions would be situated within a wider context by (a) plotting the specific event within time-lines, (b) discussing the particular event or process in relation to developments in other places and other times.

Cource Structure :

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

 

Total

220 Periods

100 marks

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)    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.

 

 

 

 

 

 

  • Familiarize     the     learner     with     ways     of reconstructing human evolution. Discuss 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 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.

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Courtesy: CBSE

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