CBSE Class 11 History — Notes, Solutions & Papers

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. Classes XI-XII (2026-27)

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2. Study not only the grand narratives of development -urbanisation, industrialisation, a nd 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 sour ce 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 interpretin g 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 marks

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)

II

EMPIRES

Introduction Timeline II

(C. 100 BCE TO 1300 CE)

III

CHANGING

TRADITIONS

Introduction Timeline III (C. 1300 TO 1700)

IV

TOWARDS

MODERNISATION

Introduction Timeline IV (C. 1700 TO 2000)

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 marks

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, 3rd 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.

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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 enl ai 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.

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