Download the latest CBSE Class 11 Syllabus for History for the 2025-26 academic session. This updated curriculum provides a detailed overview of the Class 11 History course structure, unit and chapter wise weightage and internal assessment guidelines. Class 11 students should refer to this official History syllabus to ensure their preparation is done as per the latest CBSE pattern and books for the current year.
Class 11 History Syllabus and Marks Distribution
We have provided below the official CBSE Class 11 History curriculum issued for the current 2025-26 academic year. It is important for students to study as per the latest Class 11 History curriculum and marks breakup as per important topics. This will help to prepare properly for the upcoming examination.
2025-26 History Syllabus Class 11
Stay updated with the most recent curriculum Class 11 History changes for the 2025-26 session.
CBSE Class 11 History 2023-24 Course Structure
|
Section Title |
Theme No |
Theme Title |
Marks |
|
Reading of World History |
|
Introduction of world History |
|
|
|
|
Introduction Timeline I (6 MYA TO 1 BCE) |
|
|
EARLY SOCIETIES |
1 |
Writing and City Life |
10 |
|
EMPIRES |
|
Introduction Timeline II (C. 100 BCE TO 1300 CE) |
|
|
2 |
An Empire Across Three Continents |
10 |
|
|
3 |
Nomadic Empires |
10 |
|
|
CHANGING TRADITIONS |
|
Introduction Timeline III (C. 1300 TO 1700) |
|
|
4 |
The Three Orders |
10 |
|
|
5 |
Changing Cultural Traditions |
10 |
|
|
TOWARDS MODERNIZATION |
|
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 |
CBSE Class 11 History Syllabus 2023-24: Course Content
|
Theme |
Learning outcome with specific competencies |
|
Section: EARLY SOCIETIES |
|
|
Timeline I (6 MYA TO 1 BCE) |
|
|
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. |
|
Section: EMPIRES |
|
|
Timeline II (C.100 BCE TO 1300 CE) |
|
|
Theme 2 An Empire across Three Continents |
Understanding the periods in order of time. 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. Distinguish between the Mongolian people’s perspective and the world’s opinion about Genghis Khan |
|
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. |
|
Timeline III (C. 1300 TO 1700) |
|
|
Theme 4 The Three Orders |
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 |
|
Section: CHANGING TRADITIONS |
|
|
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. 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. |
|
Section: TOWARDS MODERNISATION |
|
|
Timeline IV (C. 1700 TO 2000) |
Remember and understand the time frame. |
|
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. To analyse the realms of settlement of Europeans in Australia and America. Compare and contrast the lives and roles of indigenous people in these continents |
|
Theme 7 Paths to Modernization |
Deduce the histories of China and Japan from the phase of imperialism to modernization. Explore the Japanese political, cultural and economic system prior to and after the Meiji Restoration. Analyse the domains of Japanese nationalism prior and after the Second World War. Summarise the nationalist upsurge in China from Dr Sun Yet Sen to Mao Ze Dong to understand the era of communism. To analyse the Chinese path to modernization under Deng Xio Ping and Zhou en Lai in order to understand the transformation from rigid communism to liberal socialism. |
| Section | Theme | MCQ mm-1 | SA mm-3 | LA mm-8 | Source based mm-4 | Total |
| I EARLY SOCIETIES | Theme 1 |
3 | 1 | 0 | 1 | 10 |
| II EMPIRES | Theme 2 Theme 3 |
4 | 0 | 2 | 0 | 20 |
| III CHANGING TRADITIONS | Theme 4 Theme 5 |
6 | 2 | 0 | 2 | 20 |
| 1V TOWARDS MODERNISATION | Theme 6 Theme 7 |
8 | 3 | 1 | 0 | 25 |
| MAP | 05 | |||||
| TOTAL | 1x1=21 | 6x3=18 | 8x3=24 | 4x3=12 | 80 |
Prescribed Textbook - Themes in World History – Published by NCERT
Link for NCERT Rationalised 2023-24 textbook: https://ncert.nic.in/textbook.php?kehs1 = 0 - 7
CLASS XI
INTERNAL ASSESSMENT PROJECT WORK MM - 20
INTRODUCTION
History is one of the most important disciplines in school education. It is the study of the past, which helps us to understand our present and shape our future. It promotes the acquisition and understanding of historical knowledge in breath and in depth across cultures.
The course of history in senior secondary classes is to enable students to know 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 helps them to understand the process, through which a historian collects, chooses, scrutinizes and assembles different types of evidence to write history.
The syllabus in class-XI is organized around some major themes in world history. In class XII the focus shifts to a detailed study of some themes in ancient, medieval, and modern Indian history.
CBSE has decided to introduce project work in history for classes XI and XII in 2013-14 as a part of regular studies in classroom, as project work gives students an opportunity to develop higher cognitive skills. It takes students to a life beyond text books and provides them a platform to refer materials, gather information, analyse it further to obtain relevant information and decide what matter to keep and hence understand how history is constructed.
OBJECTIVES
Project work will help students:
❆ To develop skill to gather data from a variety of sources, investigate diverse viewpoints and arrive at logical deductions.
❆ To develop skill to comprehend, analyse, interpret, evaluate historical evidence, and understand the limitation of historical evidence.
❆ To develop 21st century managerial skills of co-ordination, self-direction, and time management.
❆ To learn to work on diverse cultures, races, religions, and lifestyles.
❆ To learn through constructivism-a theory based on observation and scientific study.
❆ To inculcate a spirit of inquiry and research.
❆ To communicate data in the most appropriate form using a variety of techniques.
❆ To provide greater opportunity for interaction and exploration.
❆ To understand contemporary issues in context to our past.
❆ To develop a global perspective and an international outlook.
❆ To grow into caring, sensitive individuals capable of making informed, intelligent, and independent choices.
❆ To develop lasting interest in history discipline.
GUIDELINES TO TEACHERS
This section provides some basic guidelines for the teachers to take up projects in History. It is very necessary to interact, support, guide, facilitate and encourage students while assigning projects to them.
❆ The teachers must ensure that the project work assigned to the students individually/ In-groups and discussed at different stages right from assigning topic, draft review to finalization.
❆ Students should be facilitated in terms of providing relevant materials, suggesting websites, obtaining of required permission for archives, historical sites, etc.
❆ The Project Work should be suitably spaced from April to November in classes XI and XII so that students can prepare for Final Examination.
❆ The teachers must ensure that the students submit original work.
❆ Project report should be Handwritten only. (Eco-friendly materials can be used by students)
The following steps are suggested:
❆ Teacher should design and prepare a list of 15-20 projects and should give an option to a student to choose a project as per his/her interest.
❆ The project must be done individually / In-groups.
❆ The topic should be assigned after discussion with the students in the class to avoid repetition and should then be discussed at every stage of submission of the draft/final project work.
❆ The teacher should play the role of a facilitator and should closely supervise the process of project completion, and should guide the children by providing necessary inputs, resources etc. to enrich the subject content.
❆ The Project Work needs to enhance cognitive, affective, and psychomotor domains in the learners. It will include self-assessment and peer assessment, and progress of the child in project-based and inquiry-based learning. Art integrated Activities, experiments, models, quizzes, role plays, group work, portfolios, etc., along with teacher assessment. (NEP-2020)
❆ The Project work can culminate in the form of Power Point Presentation/Exhibition/Skit/albums/files/song and dance or culture show /story telling/debate/panel discussion, paper presentation and whichever is suitable to visually impaired candidates.
❆ Students can use primary sources available in city archives, Primary sources can also include newspaper cuttings, photographs, film footage and recorded written/speeches. Secondary sources may also be used after proper authentication.
❆ Evaluation will be done by external examiner appointed by the Board in class XII and internal in class XI.
Note: The project reports are to be preserved by the school till the final results are declared, for scrutiny by CBSE.
FEW SUGGESTIVE TOPICS FOR PROJECTS - CLASS XI
1. Facets of the Industrialization in sixteenth- eighteenth centuries.
2. Crusades: causes; rationale; events; outcomes; Holy Alliance
3. Ancient History in depth: Mesopotamia
4. Greek Philosophy and City States
5. Contributions of Roman Civilization
6. The spirit of Renaissance: Manifestation in art; Literature; Sculpture; Influence on Trading Community; Social Fabric; Philosophy; Political Values; Rational Thinking; Existentialism
7. Aspects of Development -South American States /Central American States
8. Different schools of thoughts- Realism: Humanism: Romanticism
9. Piecing together the past of Genghis Khan
10. Myriad Realms of Slavery in ancient, medieval, and modern world
11. History of Aborigines – America /Australia
12. Facets of Modernization – China /Japan/Korea
(Projects are an imperative component in enhancing students learning with the related themes. In the research project, students can go beyond the textbook and explore the world of knowledge. They can conceptualize under the embedded themes. Forms of rubrics are a significant aspect and to be discussed in the classroom itself for clear understanding of concept and for assessment.)
Note: Please refer Circular No. Acad.16/2013 dated 17.04.2013 for complete guidelines.
Important Practice Resources for Class 11 History
The complete and updated syllabus for Class 11 History for the 2025-26 academic session is available on StudiesToday.com with detailed chapter-wise marks issued by CBSE.
Yes, several topics have been rationalized to reduce the academic load on Class 11 students. The History syllabus highlights the deleted topics section and is as per 2026 Exam format.
For Class 11 History, the evaluation is split into an 80-mark theory paper and a 20-mark internal assessment (Project/ASL).
The Class 11 History curriculum focuses on 50% competency-based questions.
We have provided the Class 11 History curriculum in a bilingual format where applicable for 2026 session.
Our team has carefully updated all resources based on the latest circulars from the official CBSE website. The Class 11 History syllabus is 100% authentic and aligned with the 2025-2026 academic calendar.