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CBSE Class 11 History Syllabus 2022-23 Pdf download

CBSE Class 11 History Syllabus 2022-23

The Central Board of Secondary Education has released the Class 11 History Syllabus 2022-23 on its official website. The same Class 11 History  Syllabus 2022-23 we have covered on this page in the simplest format so students won’t get into trouble while using Class 11 History  Syllabus 2022-23. In Class 11 History Syllabus 2022-23, we have covered the Parts, Themes, projects,  and reference books. The students must go through the entire Class 11 History  Syllabus 2022-23 and pass their exam with flying colors. Bookmark this page to get all the latest updates from the Central Board of Secondary Education.

CBSE Class 11 History Syllabus 2022-23: Pdf Download

Download CBSE Class 11 History Syllabus 2022-23

Class 11 History Syllabus 2022-23: Course structure

Here we have covered the summary of the Class 11 History Syllabus 2022-23. The students can check the mark break up of each and every unit on the table. Class 11  History  Syllabus 2022-23 is divided into 4 sections. Check the table below:

S.NO THEMES No. of Periods Marks 
1. Introduction to World History 10
Section A: Early Societies  
2. Introduction 5
3.  Writing and City Life 20  10
Section B: Empires  
4. Introduction 5
5. An empire across three continents 20  10
   6. Nomadic Empires 20 10
          Section C: Changing Traditions




   7.  The Three Orders 20  10
   8. Changing Cultural Traditions 20  10
Section D: Paths to Modernization    
  9. Introduction 5
10. Displacing Indigenous People 20 10
11. Paths To Modernization 20  15
Total       80
Project work 25     20 
Total 210 100


CBSE Class 11 History Syllabus 2022-23: Section-wise

The CBSE Class 11 History  Syllabus 2022-23 is divided into 4 sections. Let’s understand the CBSE Class 11 History  Syllabus 2022-23 in detail.

Section A: Early Societies


Writing and City Life

Focus: Iraq, 3rd millennium
a) Growth of towns
b) Nature of early urban societies
c) Historians’ Debate on
uses of writing

● Familiarize the
learner with the
nature of early
urban Centre’s.
● Discuss whether
writing is
significant as a
marker of
At the completion of this unit students will
be able to:
● Compare and analyze the
transformation from Neolithic to
Bronze Age Civilization in order to
understand the myriad spheres of
human development.
● Elucidate the interwoven social and
cultural aspects of civilization in
order to understand the connection
between city life and culture of
contemporary civilizations.
● Analyze the outcomes of a
sustained tradition of writing.

Section B: Empires




An Empire across Three Continents

Focus: Roman Empire, 27 BCE to 600 CE

a)Political evolution

b)Economic Expansion

c)Religion-culture foundation

d)Late Antiquity

e)Historians’ view on the Institution of Slavery

●Familiarize the learner with the history of a major world empire

●Discuss whether slavery was a significant element in the economy.




At the completion of this unit students will be able to:

●Explain and relate the dynamics of the Roman Empire in order to understand their polity, economy, society and culture.

●Analyze the implications of Roman’s contacts with the subcontinent Empires

●  Examine the domains   of cultural transformation   in that period


Focus: The Mongol, 13th to 14th centurya) The nature of nomadism

b)Formation of empires

c)Conquests and relations with other states

d)Historians’ views on nomadic societies and state formation


•Familiarize the learner with the varieties of nomadic society and their institutions.

•Discuss whether

state formation is possible in nomadic societies.


At the completion of this unit students will be able to:

• 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.

• Analyze 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.

Section C: Changing Traditions


The Three Orders.

Focus: Western Europe 13th– 16th century

a)Feudal society and economy

b)Formation of state

c)Church and society

d) Historians’ views on decline of feudalism

●Familiarize the learner with 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.

At the completion of this unit students will be able to:

●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.

Changing Cultural


Focus: Europe 14th
-17th century
a) New ideas and new
trends in literature and
b) Relationship with
earlier ideas
c) The contribution of
West Asia
d) Historians’ viewpoint
on the validity of the
notion ‘European


●Explore the

intellectual trends in the period.

●Familiarize students with the paintings and buildings of the period.

●Introduce the debate around the idea of ‘Renaissance’.



At the completion of this unit, students will be able to

● Analyze 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 in order to understand the facades of Renaissance.

● Critical analysis of the Roman Catholic Church by Martin Luther and Erasmus and their impact on later reforms.

●Evaluate the Roman Catholic

Church’s response to the Protestant

Reformation in the forms of the

Counter and Catholic Reformations


Section D: Paths to Modernization


Displacing Indigenous People

Focus: North America and Australia, 18th to 20th century

a) European colonists in

North America and


b)Formation of White

Settler societies

c) Displacement and repression of local people

d)Historians’ viewpoint on the impact of European settlement on indigenous population

● Sensitize students to the processes of displacements that accompanied the development of America and Australia.

● Understand the implications of such processes for the displaced populations.




At the completion of this unit students will be able to

● Recount some aspects of the history of the native people of America to understand their condition.

● To analyze the realms of settlement of Europeans in Australia and America.

● Compare and contrast the lives and roles of indigenous people in these continents

Paths to Modernization

Focus: East Asia, late 19th to 20th century

a)Militarization and economic growth in


b)China and the communist alternative

c)Historians’ Debate on the meaning of 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)



● Make students aware that transformation in the modern world takes many different forms.


●Show how notions

like ‘modernization’ need to be critically assessed.












At the completion of this unit, students will be able to

●  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.

●Analyze the domains of Japanese nationalism prior and after the Second World War.

●Summarize the nationalist upsurge in China from Dr Sun Yet Sen to Mao Ze Dong to understand the era of communism.

●To analyze 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.


Map Work on The Related Themes



History Class 11 Syllabus 2022-23: Project work

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)

Suggestive Steps for Project Work

The following steps are suggested:
1) 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.
2) The project must be done individually / In-groups.
3) 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.
4) 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.
5) 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 PowerPoint Presentation/Exhibition/Skit/albums/files/song and
dance or culture show /storytelling/debate/panel discussion, paper presentation and whichever
is suitable to visually impaired candidates.
6) 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.
7) 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.


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

CBSE Class 11 History Syllabus 2022-23:FAQs

Q. Will CBSE conduct CBSE Class 11 Exam 2023 annually?
Yes, CBSE has recently announced that from the next session CBSE will conduct annual board exams.
Q. Where I can get CBSE Class 11 History Syllabus 2023?
You can get CBSE Class 11 History Syllabus 2023 from this page. To get the syllabus of other subjects the students can visit the official website of Adda247 School.

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