HP Board Class 11 Syllabus 2024 History

Himachal Pradesh Board of School Education, Dharamshala
History
10+1

Rational

Through a focus on a series of critical historical issues and debates, 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 RATIONALE excitement of doing 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 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 to relate/compare developments in different
situations, analyze connection between similar processes located in different time
periods, and discover the relationship between different methods of social enquiry
within different social sciences
 The syllabus in class XI is organized around some major themes in 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) a road picture 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.

One Paper 3 Hours 80 Marks

UNITS MARKS

PART-1 (Section -A) Early Societies 20 Marks
1. From the beginning of time
2. Early Cities

PART-II (Section -B) Empire 20 Marks
3. An Empire across three continents
4. Central Islamic Lands
5. Nomadic Empires

PART-III (Section -C) Changing Traditions 20 Marks

6. Three Orders
7. Changing culture traditions
8. Confrontation of Cultures

PART-IV (Section -D) Path to Modernization 20 Marks
9. The Industrial Revolution
10. Displacing indigenous People
11. Paths to Modernization

Map Work (Units 1 to 6)

Themes Objectives
1. Introduction to World History
SECTION A EARLY SOCIETIES
2. Introduction  Familiarize the learner with ways of
3. From the Beginning of Time Focus : Africa, reconstructing human evolution.
Europe till 15000 BC  Discuss whether the experience of present day
(a) Views on the origin of human beings hunting-gathering people can be used to
(b) Early societies understand early societies.
(c) Historians hunting-gathering societies  Familiarize the learner with nature of early
4. Early Cities urban centers.
Focus: !raq, 3rd millennium BC  Discuss whether writing is significant as a
(a) Growth of towns
marker of civilization.
(b) Nature of early urban societies.
(c) Historians' Debate on uses of writing.
SECTION B: EMPIRES
5. Introduction  Familiarize the learner with the history of major
6. An Empire across Three Continents. world empire.
Focus : Roman Empire, 27 B.C. to A.D. 600.  Discuss whether slavery was a significant
(a) Political evolution element in the economy.
(b) Economic expansion
(c) Religion
(d) Late Antiquity
(e) Historians views on the institution of
Slavery

Themes Objectives
7. Central Islamic Lands :  Familiarize the learner with the rise of
Focus: 7th to 12 centuries Islamic empires in the Afro-Asian
(a) Plity territories and its implications for
(b) Economy economy and society.
(c) Culture  Understand what the crusades meant in
(d) Historians viewpoints on the nature of these regions and how they were
crusades. experienced.

8. Nomadic Empires:  Familiarize the learner with the varieties of
Focus : the Mongol, 13th to 14th century nomadic society and their institutions.
(a) The Nature of nomadism.  Discuss whether state formation is
(b) Formation of empires. possible in nomadic societies.
(c) Conquests and relations with other states.
(d) Historians' views on nomadic societies and
state formation.

SECTION-C : CHANGING TRADITIONS  Familiarize the learner with the nature of
9. Introduction the economy and society of this period
10. Three Orders and the changes within them.
Focus : Western Europe, 13th-16th Century  Show how the debate on the decline of
(a) Feudal Society and economy : feudalism helps in understanding
(b) Formation of States. processes of transition.
(c) Church and Society.
(d) Historians' views on decline of feudalism
11. Changing cultural traditions  Explore the intellectual trends in the
Focus on Europe, 14th to 17th century period.
(a) New ideas and new trends in literature and  Familiarize students with the paintings and
arts. buildings of the period.
(b) Relationship with earlier ideas.
(c) The contribution of West Asia.
(d) Historian's view points on the validity of the
notion 'European Renaissance'.
12. Confrontation of Cultures  Introduce the debate around the idea of
Focus on the America 15th to 18th century. 'Renaissance'.
(a) European Voyages of exploration.  Discuss Changes in European economy
(b) Search for gold; enslavement, raids, that led to the voyages.
extermination.  Discuss the implications of the conquests
(c) Indigenous people and cultures - the Arawaks, for the indigenous people.\Explore the
the Aztecs, the Incase. debate on the nature of the slave trade
(d) The History of displacements. and see what this debate tells us about the
(e) Historian's view points on the slave trade. meaning of these "discoveries".
SECTION D : PATHS TO MODERNIZATION
13. Introduction
14. The Industrial Revolution.  Understand the nature of growth in the
Focus on England, 18thand 19th century. period and its limits.
(a) Innovations and technological change.  Initiate students to the debate on the idea
(b) Patterns of growth. of industrial revolution.
(c) Emergence of a working class.
(d) Historians' viewpoints Debate, was there an
Industrial Revolution?

Themes Objectives
15. Displacing indigenous People.
Focus on North America and Australia, 18th-20th  Sensitize students to the processes of
century, displacements that accompanied the
(a) European colonists in North America and development of America and Australia.
Australia.  Understand the implications of such
(b) Formation of white settler societies. processes for the displaced populations.
(c) Displacement and repression of local people.
(d) Historians view points on the impact of
European settlement on indigenous population.
16. Paths to Modernization
Focus on East Asia. Late 19th and 20th century.  Make students aware that transformation
(a) Militarization and Economic growth in Japan. in the modern world takes many different
(c) China and the Communist alternative. forms.
(c) Historians' Debate on meaning of  Show how notions like 'modernization'
modernization need to be critically assessed.
17. Map word on Units 1-15

Himachal Pradesh Board Of School Education, Dharamshala
Subject: History Class: XI ( Regular )

Annual (Theory) Session : 2022-23

Time: 3 hours Max marks: 80

Marks distribution
Unit Particulars Marks assigned
No.

Section A : Early Societies
Introduction
1 From the Beginning of Time 10

2 Early Cities 10
Section B : Empires
Introduction
3 An Empire Across Three Continents 5
4 Central Islamic lands 8
5 Nomadic Empires 7
Section C : Changing Traditions

Introduction
6 Three Orders 5
7 Changing Cultural Traditions 8
8 Confrontation of Cultures 7
Section D : Path to Modernization
Introduction
9 The Industrial Revolution 8
10 Displacing Indigenous Peoples 6
11 Path to Modernization 6

Chapter Wise Distribution of Marks
Blue Print

Chapter Question Question Question Question Question Question Total
1 Mark MCQ
carry 1 Marks
Questions carry 2Marks carry 3Marks carry 4Marks carry 5Marks carry 6Marks

1 2 2 ----- 1 ---- --- 10

2 1 3 1 ---- ---- 10

3 1 --- -- 1 ----- --- 5

4 2 --- 2 --- --- ----- 8

5 1 1 -- 1 --- --- 7

6 1 2 --- --- --- ---- 5

7 3 --- --- --- 1 --- 8

8 1 --- 2 --- --- --- 7

9 2 --- --- --- --- 1 8

10 1 1 1 --- --- --- 6

11 1 --- --- --- 1 --- 6

Total 16 09 06 03
4x3=12 02 01
6x1=6 80
1x16=16 2x9=18 3x6=18 5x2=10
WEIGHTAGE TO FORM OF QUESTIONS
Form of Questions Marks of No. of Questions Total Marks
Each Question
1 . M.C.Q s 1 16 16
2 . Very Short Answer 2 9 18
3 . Short Answer 3 6 18
4 . Long Answer ( 150-200) 4 3 12
5 . Very Long Answer 5 2 10
(250-300)
6 . Map 6 1 6
TOTAL --- 37 80

Prescribed Books

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2. Themes in World History : NCERT Publication.