CBSE Class 11 Syllabus 2022-23 History

HISTORY
CLASS XI-XII (2022-23)
(Code No. 027)
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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. However, practical way of assessing whether the learning
objectives have been actualized or not, can be ensured by the way of having stated
outcomes. These outcomes have been enumerated against the learning objectives so that
the concerned teachers and their students can adopt different kinds of constructive
strategies and competency-based assessment techniques. It is also to be understood that
the learning objectives and their outcomes are organically linked and complementary to
each other.

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
o an overview of the theme under discussion
o a more detailed focus on one region of study
o 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:
o a detailed overview of the events, issues and processes under discussion
o a summary of the present state of research on the theme
o an account of how knowledge about the theme has been acquired
o an excerpt from a primary source related to the theme, explaining how it has
been used by historians.
● While the themes in both the 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
● plotting the specific event within time-lines
● discussing the particular event or process in relation to developments in other places
and other times.

COURSE STRUCTURE
CLASS XI (2022-23)

One-Theory Paper 80Marks
3 Hours

S.NO THEMES No. of Marks
Periods
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 THEMES 15 5
Total 80
Project work 25 20
Total 210 100
Marks

CLASS-XI: THEMES IN WORLD HISTORY

THEMES LEARNING LEARNING OUTCOMES
OBJECTIVES
● Familiarize the At the completion of this unit students will
Writing and City Life learner with the be able to:
Focus: Iraq, 3rd millennium nature of early
BCE urban Centre’s.
● Compare and analyze the
a) Growth of towns ● Discuss whether
transformation from Neolithic to
b) Nature of early urban writing is
Bronze Age Civilization in order to
societies significant as a
understand the myriad spheres of
c) Historians’ Debate on marker of
human development.
uses of writing civilization.
● Elucidate the interwoven social and
cultural aspects of civilization in
order to understand the connection
between city life and culture of
contemporary civilizations.
● Analyze the outcomes of a
sustained tradition of writing.

An Empire across Three ● Familiarize the At the completion of this unit students will
Continents learner with the be able to:
Focus: Roman Empire, 27 history of a major ● Explain and relate the dynamics of
BCE to 600 CE world empire the Roman Empire in order to
a) Political evolution ● Discuss whether understand their polity, economy,
b) Economic Expansion slavery was a society and culture.
c) Religion-culture significant ● Analyze the implications of Roman’s
foundation element in the contacts with the subcontinent
d) Late Antiquity economy. Empires
e) Historians’ view on ● Examine the domains of cultural
the Institution of transformation in that period
Slavery
NOMADIC EMPIRES • Familiarize the At the completion of this unit students will
Focus: The Mongol, 13th to learner with the be able to:
14th century varieties of
a) The nature of nomadic society
• Identify the living patterns of
nomadism and their
nomadic pastoralist society.
b) Formation of empires institutions.
• Trace the rise and growth of
c) Conquests and • Discuss whether
relations with other Genghis Khan in order to
state formation is
states understand him as an oceanic ruler.
possible in
d) Historians’ views on • Analyze socio-political and
nomadic societies.
nomadic societies and economic changes during the period
state formation of the descendants of Genghis
Khan.

● Distinguish between the Mongolian
people’s perspective and the world’s
opinion about Genghis Khan.
The Three Orders. ● Familiarize the At the completion of this unit students will
Focus: Western Europe 13th- learner with the be able to:
16th century nature of the
a) Feudal society and economy and ● Explain the myriad aspects of
economy society of this feudalism with special reference to first,
b) Formation of state period and the second, third and fourth order of the
c) Church and society changes within society.
d) Historians’ views on them. ● Relate between ancient slavery and
decline of feudalism ● Show how the serfdom
debate on the ● Assess the 14th century crisis and
decline of rise of the nation states.
feudalism helps in
understanding
processes of
transition.
Changing Cultural At the completion of this unit students will
Traditions ● Explore the be able to
Focus: Europe 14th-17th intellectual trends ● Analyze the causes, events, and
century in the period. effects of the Renaissance,
a) New ideas and new ● Familiarize Reformation, Scientific Revolution, and
trends in literature and students with the Age of Exploration.
arts paintings and ● Relate the different facets of Italian
b) Relationship with buildings of the cities to understand the
earlier ideas period. characteristics of Renaissance
c) The contribution of ● Introduce the Humanism and Realism.
West Asia debate around the ● Compare and contrast the condition
d) Historians’ viewpoint idea of of women in the Renaissance
on the validity of the ‘Renaissance’. period.
notion ‘European
● Recognize major influences on the
Renaissance
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 ● Sensitize students At the completion of this unit students will
People to the processes be able to
Focus: North America and of displacements
Australia, 18th to 20th century that accompanied ● Recount some aspects of the history
the development of the native people of America to
a) European colonists in of America and understand their condition.
North America and Australia. ● To analyze the realms of settlement
Australia ● Understand the of Europeans in Australia and
b) Formation of White implications of America.
Settler societies such processes ● Compare and contrast the lives
c) Displacement and for the displaced and roles of indigenous people in
repression of local populations. these continents
people
d) Historians’ viewpoint
on the impact of
European settlement
on indigenous
population
Paths to Modernization ● Make students At the completion of this unit students will
Focus: East Asia, late 19th to aware that be able to
20th century transformation in ● Deduce the histories of China and
a) Militarization and the modern world Japan from the phase of imperialism
economic growth in takes many to modernization
Japan different forms. ● Explore the Japanese political,
b) China and the cultural and economic system prior
communist alternative ● Show how notions to and after the Meiji Restoration.
c) Historians’ Debate on like ‘modernization’ ● Analyze the domains of Japanese
the meaning of need to be nationalism prior and after the
modernization critically assessed. Second World War.
● Summarize the nationalist upsurge
(NOTE- Keeping in view the in China from Dr Sun Yet Sen to
importance of the themes Mao Ze Dong to understand the era
i.e. Japan, China and of communism.
Korea; it is advised that all ● To analyze the Chinese path to
must be taught in the modernization under Deng Xio Ping
schools) and Zhou en Lai in order to
understand the transformation from
rigid communism to liberal socialism.

Map Work on The Related
Themes

HISTORY -027
Class XI & XII (2022-23)
Project work

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, analyze 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, 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 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:
1) 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.
2) The project must be done individually / In-groups.
3) 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.
4) 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.
5) The Project Work needs to enhance cognitive, affective, and psychomotor domains in the
learners. It will include self-assessment 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.
6) 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.
7) 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 CLASS XI PROJECTS

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.)
Note: Please refer Circular No. Acad.16/2013 dated 17.04.2013 for complete guidelines.

FEW SUGGESTIVE TOPICS FOR CLASS XII PROJECTS
1. The Indus Valley Civilization-Archeological Excavations and New Perspectives
2. The History and Legacy of Mauryan Empire
3. “Mahabharat”- The Great Epic of India
4. The History and Culture of the Vedic period
5. Buddha Charita
6. A Comprehensive History of Jainism
7. Bhakti Movement- Multiple interpretations and commentaries.
8. “The Mystical Dimensions of Sufism
9. Global legacy of Gandhian ideas
10. The Architectural Culture of the Vijayanagar Empire
11. Life of women in the Mughal rural society
12. Comparative Analysis of the Land Revenue Systems introduced by the Britishers in India
13. The Revolt of 1857- Causes; Planning & Coordination; Leadership, Vision of Unity
14. The Philosophy of Guru Nanak Dev
15. The Vision of Kabir
16. An insight into the Indian Constitution

(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 & for assessment.)

Note: Please refer Circular No. Acad.16/2013 dated 17.04.2013 for complete guidelines

Note: Kindly refer to the guidelines on project work for classes XI and XII

given below: -
Guidelines for History Project Work: 20 Marks

One Project to be done throughout the session, as per the existing scheme.

1. Steps involved in the conduct of the project:
Students may work upon the following lines as a suggested flow chart:
Choose a Title/Topic

Need of the Study, Objective of the Study

Hypothesis

Content -Timeline, Maps, Mind maps, Pictures, etc.

(Organization of Material/Data

Present Material/Data)

Analyzing the Material/Data for Conclusion

Draw the Relevant Conclusion

Bibliography

2. Expected Checklist for the Project Work:
• Introduction of topic/title
• Identifying the causes, events, consequences and/or remedies
• Various stakeholders and effect on each of them
• Advantages and disadvantages of situations or issues identified
• Short-term and long-term implications of strategies suggested during research
• Validity, reliability, appropriateness, and relevance of data used for research work and for
presentation in the project file
• Presentation and writing that is succinct and coherent in project file
• Citation of the materials referred to, in the file in footnotes, resources section, bibliography etc.

3. Assessment of Project Work:
• Project Work has broadly the following phases: Synopsis/ Initiation, Data Collection, Data Analysis
and Interpretation, Conclusion.
• The aspects of the project work to be covered by students can be assessed during the academic
year.
• 20 marks assigned for Project Work can be divided in the following manner:

PROJECT WORK: 20 Marks

The teacher will assess the progress of the project work in the following manner:
Month Periodic Work Assessment Rubrics Marks
Instructions about Project Introduction, Statement of 6
Guidelines, Background Purpose/Need and objectives of the
April -July reading Discussions on study, Hypothesis/Research
Theme and Selection of the Question, Review of Literature,
Final Topic, Initiation/ Presentation of Evidence,
Synopsis Methodology, Questionnaire, Data
Collection.
Planning and organization: Significance and relevance of the 5
forming an action plan, topic; challenges encountered while
August - feasibility, or baseline study, conducting the research.
October Updating/modifying the action
plan, Data Collection
Content/data analysis and Content analysis and its relevance in
interpretation. the current scenario.
November - 5
January Conclusion, Limitations, Conclusion, Limitations,
Suggestions, Bibliography, Bibliography, Annexures and Overall
Annexures and overall Presentation.
presentation of the project.
Final Assessment and VIVA External/ Internal Viva based on the
January/ by both Internal and project
February External Examiners 4

TOTAL 20

4. Viva-Voce
• At the end, each learner will present the research work in the Project File to the External and Internal
examiner.
• The questions should be asked from the Research Work/ Project File of the learner.
• The Internal Examiner should ensure that the study submitted by the learner is his/her own original
work.

In case of any doubt, authenticity should be checked and verified. *****