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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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