Syllabus: History for Class 11

 Page 1


1  
HISTORY 
SUBJECT CODE: 027 
CLASSES: XI-XII (2025-26) 
 
 
RATIONALE 
The History curriculum introduces the students to a set of important historical events and 
processes through a focus on a series of historical issues, debates and through various sources. 
Discussion of these themes would allow students not only to know about the events and 
processes, but also to discover the excitement of reading history. However, practical way of 
assessing whether the learning objectives have been actualised or not, can be ensure d 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 essentially linked and complementary to each other. 
 
AIMS & OBJECTIVES 
History gives us the tools to analyse and explain problems in the past, it helps us to see the patterns 
that might otherwise be not known in the present. It provides a crucial perspective for understanding 
and solving the current and future problems. 
Studying the diversity of human experience helps us appreciate cultures, ideas, and traditions and to 
recognise them as meaningful outcomes of specific times and places. History helps us realise how 
different is our life from that of our ancestors, yet how similar we are in our goals and values. With 
lessons from the past, we not only learn about ourselves and how we came to be, but also develop 
the ability to avoid mistakes and create better paths for our societies. 
The subject emphasises 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 to store/relate/compare developments in different 
situations, analyse connections between similar processes located in different time periods, and 
discover the relationship between different methods of enquiry within history and the allied 
disciplines. 
 
THEMES IN CLASS XI 
 
The syllabus in class XI is organised around some major themes in the world history. 
 
1. Focus on some important developments in different spheres-political, social, cultural, and 
economic. 
Page 2


1  
HISTORY 
SUBJECT CODE: 027 
CLASSES: XI-XII (2025-26) 
 
 
RATIONALE 
The History curriculum introduces the students to a set of important historical events and 
processes through a focus on a series of historical issues, debates and through various sources. 
Discussion of these themes would allow students not only to know about the events and 
processes, but also to discover the excitement of reading history. However, practical way of 
assessing whether the learning objectives have been actualised or not, can be ensure d 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 essentially linked and complementary to each other. 
 
AIMS & OBJECTIVES 
History gives us the tools to analyse and explain problems in the past, it helps us to see the patterns 
that might otherwise be not known in the present. It provides a crucial perspective for understanding 
and solving the current and future problems. 
Studying the diversity of human experience helps us appreciate cultures, ideas, and traditions and to 
recognise them as meaningful outcomes of specific times and places. History helps us realise how 
different is our life from that of our ancestors, yet how similar we are in our goals and values. With 
lessons from the past, we not only learn about ourselves and how we came to be, but also develop 
the ability to avoid mistakes and create better paths for our societies. 
The subject emphasises 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 to store/relate/compare developments in different 
situations, analyse connections between similar processes located in different time periods, and 
discover the relationship between different methods of enquiry within history and the allied 
disciplines. 
 
THEMES IN CLASS XI 
 
The syllabus in class XI is organised around some major themes in the world history. 
 
1. Focus on some important developments in different spheres-political, social, cultural, and 
economic. 
2  
2. Study not only the grand narratives of development-urbanisation, industrialisation, and 
modernisation-but also to know about the processes of displacements and marginalisation. 
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 an overview of the theme under discussion, 
a more detailed focus on one region of study and an introduction to a critical debate associated 
with the issue. 
Many of the themes will introduce to the debates in the field and show how historians continuously 
rethink old issues. 
 
THEMES IN CLASS XII 
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 analyse 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 organised around four sub heads: 
1. A detailed overview of the events, issues, and processes under discussion. 
2. A summary of the present state of research on the theme. 
3. An account of how knowledge about the theme has been acquired. 
4. An excerpt from a primary source related to the theme, explaining how it has been said 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 textbooks 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 timelines. 
? Discussing the event or process in relation to the developments in other places and other times. 
Page 3


1  
HISTORY 
SUBJECT CODE: 027 
CLASSES: XI-XII (2025-26) 
 
 
RATIONALE 
The History curriculum introduces the students to a set of important historical events and 
processes through a focus on a series of historical issues, debates and through various sources. 
Discussion of these themes would allow students not only to know about the events and 
processes, but also to discover the excitement of reading history. However, practical way of 
assessing whether the learning objectives have been actualised or not, can be ensure d 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 essentially linked and complementary to each other. 
 
AIMS & OBJECTIVES 
History gives us the tools to analyse and explain problems in the past, it helps us to see the patterns 
that might otherwise be not known in the present. It provides a crucial perspective for understanding 
and solving the current and future problems. 
Studying the diversity of human experience helps us appreciate cultures, ideas, and traditions and to 
recognise them as meaningful outcomes of specific times and places. History helps us realise how 
different is our life from that of our ancestors, yet how similar we are in our goals and values. With 
lessons from the past, we not only learn about ourselves and how we came to be, but also develop 
the ability to avoid mistakes and create better paths for our societies. 
The subject emphasises 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 to store/relate/compare developments in different 
situations, analyse connections between similar processes located in different time periods, and 
discover the relationship between different methods of enquiry within history and the allied 
disciplines. 
 
THEMES IN CLASS XI 
 
The syllabus in class XI is organised around some major themes in the world history. 
 
1. Focus on some important developments in different spheres-political, social, cultural, and 
economic. 
2  
2. Study not only the grand narratives of development-urbanisation, industrialisation, and 
modernisation-but also to know about the processes of displacements and marginalisation. 
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 an overview of the theme under discussion, 
a more detailed focus on one region of study and an introduction to a critical debate associated 
with the issue. 
Many of the themes will introduce to the debates in the field and show how historians continuously 
rethink old issues. 
 
THEMES IN CLASS XII 
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 analyse 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 organised around four sub heads: 
1. A detailed overview of the events, issues, and processes under discussion. 
2. A summary of the present state of research on the theme. 
3. An account of how knowledge about the theme has been acquired. 
4. An excerpt from a primary source related to the theme, explaining how it has been said 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 textbooks 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 timelines. 
? Discussing the event or process in relation to the developments in other places and other times. 
3  
COURSE STRUCTURE 
Class XI 
 
Section Title Theme No. Theme Title Marks 
Reading of World 
History 
 Introduction of World History  
I 
EARLY SOCIETIES 
 Introduction Timeline I (6 MYA TO 1 BCE)  
1 Writing and City Life 10 
II 
EMPIRES 
 Introduction Timeline II 
(C. 100 BCE TO 1300 CE) 
 
2 An Empire Across Three Continents 10 
3 Nomadic Empires 10 
 
III 
CHANGING 
TRADITIONS 
 Introduction Timeline III (C. 1300 TO 1700)  
4 The Three orders 10 
5 Changing Cultural Traditions 10 
IV 
TOWARDS 
MODERNISATION 
 
Introduction Timeline IV (C. 1700 TO 2000) 
 
6 Displacing Indigenous Peoples 10 
7 Paths to Modernisation 15 
 Map Map work of the related Themes 05 
 
Theory Total 
80 
 Project work 20 
 
TOTAL 
100 
 
Note-The Maps available in the official website of Govt., of India may be used 
Page 4


1  
HISTORY 
SUBJECT CODE: 027 
CLASSES: XI-XII (2025-26) 
 
 
RATIONALE 
The History curriculum introduces the students to a set of important historical events and 
processes through a focus on a series of historical issues, debates and through various sources. 
Discussion of these themes would allow students not only to know about the events and 
processes, but also to discover the excitement of reading history. However, practical way of 
assessing whether the learning objectives have been actualised or not, can be ensure d 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 essentially linked and complementary to each other. 
 
AIMS & OBJECTIVES 
History gives us the tools to analyse and explain problems in the past, it helps us to see the patterns 
that might otherwise be not known in the present. It provides a crucial perspective for understanding 
and solving the current and future problems. 
Studying the diversity of human experience helps us appreciate cultures, ideas, and traditions and to 
recognise them as meaningful outcomes of specific times and places. History helps us realise how 
different is our life from that of our ancestors, yet how similar we are in our goals and values. With 
lessons from the past, we not only learn about ourselves and how we came to be, but also develop 
the ability to avoid mistakes and create better paths for our societies. 
The subject emphasises 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 to store/relate/compare developments in different 
situations, analyse connections between similar processes located in different time periods, and 
discover the relationship between different methods of enquiry within history and the allied 
disciplines. 
 
THEMES IN CLASS XI 
 
The syllabus in class XI is organised around some major themes in the world history. 
 
1. Focus on some important developments in different spheres-political, social, cultural, and 
economic. 
2  
2. Study not only the grand narratives of development-urbanisation, industrialisation, and 
modernisation-but also to know about the processes of displacements and marginalisation. 
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 an overview of the theme under discussion, 
a more detailed focus on one region of study and an introduction to a critical debate associated 
with the issue. 
Many of the themes will introduce to the debates in the field and show how historians continuously 
rethink old issues. 
 
THEMES IN CLASS XII 
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 analyse 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 organised around four sub heads: 
1. A detailed overview of the events, issues, and processes under discussion. 
2. A summary of the present state of research on the theme. 
3. An account of how knowledge about the theme has been acquired. 
4. An excerpt from a primary source related to the theme, explaining how it has been said 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 textbooks 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 timelines. 
? Discussing the event or process in relation to the developments in other places and other times. 
3  
COURSE STRUCTURE 
Class XI 
 
Section Title Theme No. Theme Title Marks 
Reading of World 
History 
 Introduction of World History  
I 
EARLY SOCIETIES 
 Introduction Timeline I (6 MYA TO 1 BCE)  
1 Writing and City Life 10 
II 
EMPIRES 
 Introduction Timeline II 
(C. 100 BCE TO 1300 CE) 
 
2 An Empire Across Three Continents 10 
3 Nomadic Empires 10 
 
III 
CHANGING 
TRADITIONS 
 Introduction Timeline III (C. 1300 TO 1700)  
4 The Three orders 10 
5 Changing Cultural Traditions 10 
IV 
TOWARDS 
MODERNISATION 
 
Introduction Timeline IV (C. 1700 TO 2000) 
 
6 Displacing Indigenous Peoples 10 
7 Paths to Modernisation 15 
 Map Map work of the related Themes 05 
 
Theory Total 
80 
 Project work 20 
 
TOTAL 
100 
 
Note-The Maps available in the official website of Govt., of India may be used 
4  
COURSE CONTENT 
CLASS XI 
 
Section Theme Learning outcome with specific competencies 
 Timeline I 
(6 MYA TO 1 BCE) 
? Understanding the concept of chronology 
 
 
 
I 
EARLY 
SOCIETIES 
Theme 1 
Writing and City Life 
Focus: Iraq, 3
rd 
millennium 
BCE 
a. Growth of towns 
b. Nature of early urban 
societies 
c. Historians ‘Debate on 
uses of writing. 
? 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) 
? Understanding the periods in order of time. 
 
 
II 
EMPIRES 
Theme 2 
An Empire 
across Three 
Continents 
? 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 
? 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 
  
? 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 
? Explain the myriad  aspects  of feudalism  with 
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. 
Page 5


1  
HISTORY 
SUBJECT CODE: 027 
CLASSES: XI-XII (2025-26) 
 
 
RATIONALE 
The History curriculum introduces the students to a set of important historical events and 
processes through a focus on a series of historical issues, debates and through various sources. 
Discussion of these themes would allow students not only to know about the events and 
processes, but also to discover the excitement of reading history. However, practical way of 
assessing whether the learning objectives have been actualised or not, can be ensure d 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 essentially linked and complementary to each other. 
 
AIMS & OBJECTIVES 
History gives us the tools to analyse and explain problems in the past, it helps us to see the patterns 
that might otherwise be not known in the present. It provides a crucial perspective for understanding 
and solving the current and future problems. 
Studying the diversity of human experience helps us appreciate cultures, ideas, and traditions and to 
recognise them as meaningful outcomes of specific times and places. History helps us realise how 
different is our life from that of our ancestors, yet how similar we are in our goals and values. With 
lessons from the past, we not only learn about ourselves and how we came to be, but also develop 
the ability to avoid mistakes and create better paths for our societies. 
The subject emphasises 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 to store/relate/compare developments in different 
situations, analyse connections between similar processes located in different time periods, and 
discover the relationship between different methods of enquiry within history and the allied 
disciplines. 
 
THEMES IN CLASS XI 
 
The syllabus in class XI is organised around some major themes in the world history. 
 
1. Focus on some important developments in different spheres-political, social, cultural, and 
economic. 
2  
2. Study not only the grand narratives of development-urbanisation, industrialisation, and 
modernisation-but also to know about the processes of displacements and marginalisation. 
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 an overview of the theme under discussion, 
a more detailed focus on one region of study and an introduction to a critical debate associated 
with the issue. 
Many of the themes will introduce to the debates in the field and show how historians continuously 
rethink old issues. 
 
THEMES IN CLASS XII 
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 analyse 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 organised around four sub heads: 
1. A detailed overview of the events, issues, and processes under discussion. 
2. A summary of the present state of research on the theme. 
3. An account of how knowledge about the theme has been acquired. 
4. An excerpt from a primary source related to the theme, explaining how it has been said 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 textbooks 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 timelines. 
? Discussing the event or process in relation to the developments in other places and other times. 
3  
COURSE STRUCTURE 
Class XI 
 
Section Title Theme No. Theme Title Marks 
Reading of World 
History 
 Introduction of World History  
I 
EARLY SOCIETIES 
 Introduction Timeline I (6 MYA TO 1 BCE)  
1 Writing and City Life 10 
II 
EMPIRES 
 Introduction Timeline II 
(C. 100 BCE TO 1300 CE) 
 
2 An Empire Across Three Continents 10 
3 Nomadic Empires 10 
 
III 
CHANGING 
TRADITIONS 
 Introduction Timeline III (C. 1300 TO 1700)  
4 The Three orders 10 
5 Changing Cultural Traditions 10 
IV 
TOWARDS 
MODERNISATION 
 
Introduction Timeline IV (C. 1700 TO 2000) 
 
6 Displacing Indigenous Peoples 10 
7 Paths to Modernisation 15 
 Map Map work of the related Themes 05 
 
Theory Total 
80 
 Project work 20 
 
TOTAL 
100 
 
Note-The Maps available in the official website of Govt., of India may be used 
4  
COURSE CONTENT 
CLASS XI 
 
Section Theme Learning outcome with specific competencies 
 Timeline I 
(6 MYA TO 1 BCE) 
? Understanding the concept of chronology 
 
 
 
I 
EARLY 
SOCIETIES 
Theme 1 
Writing and City Life 
Focus: Iraq, 3
rd 
millennium 
BCE 
a. Growth of towns 
b. Nature of early urban 
societies 
c. Historians ‘Debate on 
uses of writing. 
? 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) 
? Understanding the periods in order of time. 
 
 
II 
EMPIRES 
Theme 2 
An Empire 
across Three 
Continents 
? 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 
? 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 
  
? 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 
? Explain the myriad  aspects  of feudalism  with 
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. 
5 
 
  
 
Theme 5 
Changing Cultural 
Traditions 
? 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. 
? Recognise 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. 
 Timeline IV 
(C. 1700 to 2000) 
? Remember and understand the time frame. 
 
 
IV 
TOWARDS 
MODERNISATION 
Theme 6 
Displacing 
Indigenous People 
? Evaluate the process of displacements of the native 
people which led to the development of America and 
Australia to understand their condition. 
? Analyse the realms of settlement of Europeans in 
Australia and America. 
  
? Compare and contrast the lives and roles of 
indigenous people in these continents 
  
? Analyse the domains of Japanese nationalism 
prior and after the Second World War. 
 
Theme 7 
Paths to 
Modernization 
 
(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. 
? Summarise the nationalist upsurge in China from 
Dr Sun Yat Sen to Mao Zedong to understand the 
era of Communism. 
? Analyse the Chinese path to modernization under 
Deng Xioping and Zhou enlai in order to 
understand the transformation from rigid 
communism to liberal socialism. 
? Deduce the histories of China and Japan from the 
phase of imperialism to modernization. 
? Analyse the domains of Japanese nationalism prior 
and after the Second World War.