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Page 1
COURSE STRUCTURE
CLASS XI
Section Title Theme No. Theme Title No. of periods Marks
Reading of World History Introduction of world History 10
I
EARLY SOCIETIES
Introduction Timeline I (6 MYA TO 1 BCE) 05
1 Writing and City Life 20 10
II
EMPIRES
Introduction Timeline II (C. 100 BCE TO 1300 CE) 05
2
An Empire Across Three Continents
20 10
3 Nomadic Empires 20 10
III
CHANGING TRADITIONS
Introduction Timeline III (C. 1300 TO 1700)
05
4 The Three Orders 20 10
5 Changing Cultural Traditions 20 10
IV
TOWARDS
MODERNIZATION
Introduction Timeline IV (C. 1700 TO 2000)
05
6 Displacing Indigenous Peoples 20 10
7 Paths to Modernisation 20 15
Map Map work of the related Themes 15 05
Theory Total
80
Project work 25 20
TOTAL 210 100
Note: Please refer to the following link for NCERT Rationalised 2023-24 textbook
https://ncert.nic.in/textbook/pdf/kehs1ps.pdf
Page 2
COURSE STRUCTURE
CLASS XI
Section Title Theme No. Theme Title No. of periods Marks
Reading of World History Introduction of world History 10
I
EARLY SOCIETIES
Introduction Timeline I (6 MYA TO 1 BCE) 05
1 Writing and City Life 20 10
II
EMPIRES
Introduction Timeline II (C. 100 BCE TO 1300 CE) 05
2
An Empire Across Three Continents
20 10
3 Nomadic Empires 20 10
III
CHANGING TRADITIONS
Introduction Timeline III (C. 1300 TO 1700)
05
4 The Three Orders 20 10
5 Changing Cultural Traditions 20 10
IV
TOWARDS
MODERNIZATION
Introduction Timeline IV (C. 1700 TO 2000)
05
6 Displacing Indigenous Peoples 20 10
7 Paths to Modernisation 20 15
Map Map work of the related Themes 15 05
Theory Total
80
Project work 25 20
TOTAL 210 100
Note: Please refer to the following link for NCERT Rationalised 2023-24 textbook
https://ncert.nic.in/textbook/pdf/kehs1ps.pdf
COURSE CONTENT
CLASS XI
Section Theme Specific learning objectives
Suggestive Teaching learning
process
Learning outcome with
specific competencies
I
EARLY
SOCIETIES
Timeline I
(6 MYA TO 1 BCE)
Briefing about the early
societies
Use of timeline Understanding the concept
of chronology
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.
? To familiarize the learner
with the interwoven social
and cultural aspects of
civilization and brief. about
the connection between
city life and culture of
contemporary civilizations
through their writings.
? To discuss whether writing
is significant as a marker
of civilization.
? To use a table to bring out
the connection between city
life and culture of
contemporary civilizations.
? Group discussion to discuss
whether writing is significant
as a marker of civilization.
? Using Visuals to explain
? 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)
? Introducing the periods of
the Empires.
? Quiz and Timeline
discussion.
? Understanding the
periods in order of time.
Page 3
COURSE STRUCTURE
CLASS XI
Section Title Theme No. Theme Title No. of periods Marks
Reading of World History Introduction of world History 10
I
EARLY SOCIETIES
Introduction Timeline I (6 MYA TO 1 BCE) 05
1 Writing and City Life 20 10
II
EMPIRES
Introduction Timeline II (C. 100 BCE TO 1300 CE) 05
2
An Empire Across Three Continents
20 10
3 Nomadic Empires 20 10
III
CHANGING TRADITIONS
Introduction Timeline III (C. 1300 TO 1700)
05
4 The Three Orders 20 10
5 Changing Cultural Traditions 20 10
IV
TOWARDS
MODERNIZATION
Introduction Timeline IV (C. 1700 TO 2000)
05
6 Displacing Indigenous Peoples 20 10
7 Paths to Modernisation 20 15
Map Map work of the related Themes 15 05
Theory Total
80
Project work 25 20
TOTAL 210 100
Note: Please refer to the following link for NCERT Rationalised 2023-24 textbook
https://ncert.nic.in/textbook/pdf/kehs1ps.pdf
COURSE CONTENT
CLASS XI
Section Theme Specific learning objectives
Suggestive Teaching learning
process
Learning outcome with
specific competencies
I
EARLY
SOCIETIES
Timeline I
(6 MYA TO 1 BCE)
Briefing about the early
societies
Use of timeline Understanding the concept
of chronology
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.
? To familiarize the learner
with the interwoven social
and cultural aspects of
civilization and brief. about
the connection between
city life and culture of
contemporary civilizations
through their writings.
? To discuss whether writing
is significant as a marker
of civilization.
? To use a table to bring out
the connection between city
life and culture of
contemporary civilizations.
? Group discussion to discuss
whether writing is significant
as a marker of civilization.
? Using Visuals to explain
? 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)
? Introducing the periods of
the Empires.
? Quiz and Timeline
discussion.
? Understanding the
periods in order of time.
II
EMPIRES
Theme 2
An Empire across
Three Continents
? To familiarize the learner
with the dynamics of the
Roman Empire history of a
major world empire.
? To discuss 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 in development of
a country.
? Use of maps to facilitate an
easier comprehension of the
changing dynamics of
political history.
? Group discussion on slavery
as a significant element in
the economy.
? Use of flow chart to learn the
cultural transformation during
that period.
? 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
? To understand the
varieties of nomadic
society and their
institutions.
? To locate the places in the
map and comprehend the
spread of the nomadic
society.
? Discuss whether state
formation is possible in
nomadic societies.
? Discussion on the life of
pastoralist society.
? Textual reading and
discussion about Genghis
Khan.
? Watching Genghis Khan film
and distinguish between the
Mongolian people’s
perspective and the world’s
opinion about Genghis Khan.
? 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.
Page 4
COURSE STRUCTURE
CLASS XI
Section Title Theme No. Theme Title No. of periods Marks
Reading of World History Introduction of world History 10
I
EARLY SOCIETIES
Introduction Timeline I (6 MYA TO 1 BCE) 05
1 Writing and City Life 20 10
II
EMPIRES
Introduction Timeline II (C. 100 BCE TO 1300 CE) 05
2
An Empire Across Three Continents
20 10
3 Nomadic Empires 20 10
III
CHANGING TRADITIONS
Introduction Timeline III (C. 1300 TO 1700)
05
4 The Three Orders 20 10
5 Changing Cultural Traditions 20 10
IV
TOWARDS
MODERNIZATION
Introduction Timeline IV (C. 1700 TO 2000)
05
6 Displacing Indigenous Peoples 20 10
7 Paths to Modernisation 20 15
Map Map work of the related Themes 15 05
Theory Total
80
Project work 25 20
TOTAL 210 100
Note: Please refer to the following link for NCERT Rationalised 2023-24 textbook
https://ncert.nic.in/textbook/pdf/kehs1ps.pdf
COURSE CONTENT
CLASS XI
Section Theme Specific learning objectives
Suggestive Teaching learning
process
Learning outcome with
specific competencies
I
EARLY
SOCIETIES
Timeline I
(6 MYA TO 1 BCE)
Briefing about the early
societies
Use of timeline Understanding the concept
of chronology
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.
? To familiarize the learner
with the interwoven social
and cultural aspects of
civilization and brief. about
the connection between
city life and culture of
contemporary civilizations
through their writings.
? To discuss whether writing
is significant as a marker
of civilization.
? To use a table to bring out
the connection between city
life and culture of
contemporary civilizations.
? Group discussion to discuss
whether writing is significant
as a marker of civilization.
? Using Visuals to explain
? 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)
? Introducing the periods of
the Empires.
? Quiz and Timeline
discussion.
? Understanding the
periods in order of time.
II
EMPIRES
Theme 2
An Empire across
Three Continents
? To familiarize the learner
with the dynamics of the
Roman Empire history of a
major world empire.
? To discuss 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 in development of
a country.
? Use of maps to facilitate an
easier comprehension of the
changing dynamics of
political history.
? Group discussion on slavery
as a significant element in
the economy.
? Use of flow chart to learn the
cultural transformation during
that period.
? 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
? To understand the
varieties of nomadic
society and their
institutions.
? To locate the places in the
map and comprehend the
spread of the nomadic
society.
? Discuss whether state
formation is possible in
nomadic societies.
? Discussion on the life of
pastoralist society.
? Textual reading and
discussion about Genghis
Khan.
? Watching Genghis Khan film
and distinguish between the
Mongolian people’s
perspective and the world’s
opinion about Genghis Khan.
? 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.
? Use case studies for deeper
understanding of the socio-
political and economic
changes.
? 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
? 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.
? Debate and explain the
Historical phenomenon of
feudalism.
? Discussion on the impact of
feudalism.
? Pictures and discussions
held on renaissance
paintings’ or ‘slave trade’
? Explain the myriad
aspects of feudalism
with special 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
Theme 5
Changing Cultural
Traditions
? 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.
? Photos and Video clippings
to understand the events and
its impact.
? Field trip and research work
on architectural and literary
developments.
? Graphic chart to compare the
life of women during this
period.
? 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
Page 5
COURSE STRUCTURE
CLASS XI
Section Title Theme No. Theme Title No. of periods Marks
Reading of World History Introduction of world History 10
I
EARLY SOCIETIES
Introduction Timeline I (6 MYA TO 1 BCE) 05
1 Writing and City Life 20 10
II
EMPIRES
Introduction Timeline II (C. 100 BCE TO 1300 CE) 05
2
An Empire Across Three Continents
20 10
3 Nomadic Empires 20 10
III
CHANGING TRADITIONS
Introduction Timeline III (C. 1300 TO 1700)
05
4 The Three Orders 20 10
5 Changing Cultural Traditions 20 10
IV
TOWARDS
MODERNIZATION
Introduction Timeline IV (C. 1700 TO 2000)
05
6 Displacing Indigenous Peoples 20 10
7 Paths to Modernisation 20 15
Map Map work of the related Themes 15 05
Theory Total
80
Project work 25 20
TOTAL 210 100
Note: Please refer to the following link for NCERT Rationalised 2023-24 textbook
https://ncert.nic.in/textbook/pdf/kehs1ps.pdf
COURSE CONTENT
CLASS XI
Section Theme Specific learning objectives
Suggestive Teaching learning
process
Learning outcome with
specific competencies
I
EARLY
SOCIETIES
Timeline I
(6 MYA TO 1 BCE)
Briefing about the early
societies
Use of timeline Understanding the concept
of chronology
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.
? To familiarize the learner
with the interwoven social
and cultural aspects of
civilization and brief. about
the connection between
city life and culture of
contemporary civilizations
through their writings.
? To discuss whether writing
is significant as a marker
of civilization.
? To use a table to bring out
the connection between city
life and culture of
contemporary civilizations.
? Group discussion to discuss
whether writing is significant
as a marker of civilization.
? Using Visuals to explain
? 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)
? Introducing the periods of
the Empires.
? Quiz and Timeline
discussion.
? Understanding the
periods in order of time.
II
EMPIRES
Theme 2
An Empire across
Three Continents
? To familiarize the learner
with the dynamics of the
Roman Empire history of a
major world empire.
? To discuss 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 in development of
a country.
? Use of maps to facilitate an
easier comprehension of the
changing dynamics of
political history.
? Group discussion on slavery
as a significant element in
the economy.
? Use of flow chart to learn the
cultural transformation during
that period.
? 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
? To understand the
varieties of nomadic
society and their
institutions.
? To locate the places in the
map and comprehend the
spread of the nomadic
society.
? Discuss whether state
formation is possible in
nomadic societies.
? Discussion on the life of
pastoralist society.
? Textual reading and
discussion about Genghis
Khan.
? Watching Genghis Khan film
and distinguish between the
Mongolian people’s
perspective and the world’s
opinion about Genghis Khan.
? 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.
? Use case studies for deeper
understanding of the socio-
political and economic
changes.
? 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
? 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.
? Debate and explain the
Historical phenomenon of
feudalism.
? Discussion on the impact of
feudalism.
? Pictures and discussions
held on renaissance
paintings’ or ‘slave trade’
? Explain the myriad
aspects of feudalism
with special 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
Theme 5
Changing Cultural
Traditions
? 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.
? Photos and Video clippings
to understand the events and
its impact.
? Field trip and research work
on architectural and literary
developments.
? Graphic chart to compare the
life of women during this
period.
? 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
? To engage in a debate
around the idea of
‘Renaissance’ it’s positive
and negative impact.
? To discuss the Roman
Catholic Church’s
response to the Protestant
Reformation
? Group work on Protestant
reformation and catholic
reformation and de brief.
Humanism and
Realism.
? Compare and contrast
the condition of women
in the Renaissance
period.
? Recognize 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.
IV
TOWARDS
MODERNISA
TION
Timeline IV
(C. 1700 TO 2000)
? To recall the time of
modernization.
? Use of Timeline framework. ? Remember and
understand the time
frame.
? Sensitize students to the
processes of
displacements that
accompanied the
? Use of factsheets, debates
and group-discussions on
such issues of
displacements, supported
with maps.
? Evaluate the process of
displacements of the
native people which led
to the development of
America and Australia
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FAQs on Syllabus: History for Class 11 - History Class 11 - Humanities/Arts
| 1. What is the significance of studying history in Class 11 Humanities/Arts? |  |
Ans. Studying history in Class 11 Humanities/Arts is significant as it helps students develop a deep understanding of the past, enabling them to make connections with the present and foresee the future. It allows students to analyze and interpret historical events, understand cultural and social transformations, and develop critical thinking and research skills.
| 2. What are the key topics covered in the History syllabus for Class 11 Humanities/Arts? | |
Ans. The key topics covered in the History syllabus for Class 11 Humanities/Arts include ancient, medieval, and modern Indian history, world history, political and economic developments, social and cultural changes, revolutions, decolonization, and globalization. It also explores different historiographical approaches and methodologies.
| 3. How can studying history in Class 11 Humanities/Arts help in career options? | |
Ans. Studying history in Class 11 Humanities/Arts opens up various career options such as becoming a historian, archaeologist, museum curator, heritage manager, journalist, teacher, researcher, or even pursuing civil services. The analytical and research skills gained through studying history are highly valued in fields related to law, politics, international relations, and media.
| 4. How can one effectively prepare for the Class 11 Humanities/Arts history exam? | |
Ans. To effectively prepare for the Class 11 Humanities/Arts history exam, students should start by understanding the syllabus and exam pattern. They should create a study schedule, divide the topics into manageable portions, and revise regularly. It is essential to read the recommended textbooks, take notes, solve previous years' question papers, and practice writing answers to gain familiarity with the exam format.
| 5. Are there any additional resources available to enhance understanding and knowledge of history for Class 11 Humanities/Arts students? | |
Ans. Yes, there are additional resources available to enhance understanding and knowledge of history for Class 11 Humanities/Arts students. They can refer to supplementary books, online resources, documentaries, historical fiction, and academic journals to gain a broader perspective on historical events and concepts. Joining history clubs, participating in seminars, and visiting historical sites and museums can also provide valuable insights.
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Humanities/Arts exam. It focuses on providing a wide range of practice questions to help students gauge
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Additionally, it offers subject-specific question banks, allowing students to focus on weak areas and improve their performance.
Study Syllabus: History for Class 11 on the App
Students of Humanities/Arts can study Syllabus: History for Class 11 alongwith tests & analysis from the EduRev app,
which will help them while preparing for their exam. Apart from the Syllabus: History for Class 11,
students can also utilize the EduRev App for other study materials such as previous year question papers, syllabus, important questions, etc.
The EduRev App will make your learning easier as you can access it from anywhere you want.
The content of Syllabus: History for Class 11 is prepared as per the latest Humanities/Arts syllabus.
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