HISTORY (Code No. 027)

      CLASS–XI (2017 – 18)


Paper One                                                                                                          Max. Marks: 100

   Time: 3 hours


S. No.  Units Periods Marks 
1 Introduction to World History  8  
Section A: Early Societies  40 15
2 Introduction 7  
3 From the beginning of time  18  
4 Early cities  15  
Section B: Empires  50 20
5 Introduction 7  
6 An empire across three continents  15  
7 Central Islamic lands 15  
8 Nomadic Empires  13  
Section C: Changing Traditions  50 20
9 Introduction 7  
10 Three orders  14  
11 Changing cultural traditions  15  
12 Confrontation of cultures  14  
Section D: Paths to Modernization  52 20
13 Introduction 7  
14 The Industrial Revolution  15  
15 Displacing indigenous People  15  
16 Paths to modernization  15  
  • Map work (units 1-16 ) 
10 5
  • Project Work
10 20
Note:- Value Based Question can be taken from any of the above Section- A , B, C, D----- 05 Marks. Accordingly, teacher can reduce weightage of the corresponding sections.     
  Total 220 Periods 100 marks



Class XI: Themes in World History





Themes Objectives

1.  Introduction to World History 


2.  Introduction

3.  From the Beginning of Time  

Focus: Africa, Europe till 15000 BCE 

(a)  Views on the origin of human beings.   

(b)  Early societies. 

(c)  Historians’ views on present-day   gathering- hunting societies.

4.  Early Cities

Focus: Iraq, 3rd millennium BCE 

(a)  Growth of towns.  

(b)  Nature of early urban societies. 

(c)  Historians’ Debate on uses of writing.


5.  Introduction 

6.  An Empire across Three Continents

Focus: Roman Empire, 27 BCE to 600 CE. 

(a)  Political evolution  

(b) Economic expansion  

(c)  Religion-cultural foundation  

(d)  Late Antiquity. 

(e)  Historians’ views on the institution of Slavery.

7.  Central Islamic Lands 

Focus: 7th to 12th centuries 

(a) Polity  

(b) Economy 

(c) Culture.  

(d) Historians’ viewpoints on the nature of the crusades.

8.  Nomadic Empires

Focus: the Mongol, 13th to 14th century

(a) The nature of nomadism.  

(b) Formation of empires.  

(c) Conquests and relations with other states. 

(d) Historians’ views on nomadic societies and state formation.


9. Introduction

10. Three Orders

Focus: Western Europe, 13th-16th century

(a) Feudal society and economy.

(b) Formation of states.

(c) Church and Society.

(d) Historians’ views on decline of feudalism.

11. Changing Cultural Traditions 

Focus on Europe, 14th to 17th century.

(a) New ideas and new trends in literature and arts.

(b) Relationship with earlier ideas

(c) The contribution of West Asia.

(d) Historians’ viewpoints on the validity of the notion ‘European 


12. Confrontation of Cultures

Focus on America, 15th to 18th century.

(a) European voyages of exploration.

(b) Search for gold; enslavement, raids, extermination.

(c) Indigenous people and cultures – the Arawaks,

   the Aztecs, the Incas.

(d) The history of displacements.

(e) Historians’ viewpoints on the slave trade.


13. Introduction 

14. The Industrial Revolution 

Focus on England, 18th and 19th century.

(a) Innovations and technological change

(b) Patterns of growth.

(c) Emergence of a working class.

(d) Historians’ viewpoints, Debate on ‘Was there an Industrial 


15. Displacing Indigenous People

Focus on North America and Australia, I8th-20th century.

(a) European colonists in North America and Australia.

(b) Formation of white settler societies.

(c) Displacement and repression of local people.

(d) Historians’ viewpoints on the impact of European settlement on indigenous population.

16. Paths to Modernization  

Focus on East Asia, late 19th and 20th century.

(a) Militarization and economic growth in Japan.

(b) China and the Communist alternative.

(c) Historians’ Debate on the meaning of modernization

17. Map Work on Units 1-16


  • Familiarize the learner with ways of reconstructing human evolution. Discuss whether the experience of present-day hunting-gathering people can be used to understand early societies.




  • Familiarize the learner with the nature of early urban centres.
  • Discuss whether writing is significant as a marker of civilization.


  • Familiarize the learner with the history of a major world empire. 
  • Discuss whether slavery was a significant element in the economy.






  • Familiarize the learner with the rise of Islamic empires in the Afro-Asian territories and its implications for economy and society. 
  • Understand what the crusades meant in these regions and how they were experienced.

  • Familiarize the learner with the varieties of nomadic society and their institutions.
  • Discuss whether state formation is possible in nomadic societies.



  • 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. 
  • 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’.  Discuss changes in the European economy that led to the voyages. 
  • Discuss the implications of the conquests for the indigenous people. 
  • Explore the debate on the nature of the slave trade and see what this debate tells us about the meaning of these “discoveries”.







  • Understand the nature of growth in the period and its limits.
  • Initiate students to the debate on the idea of industrial revolution. 
  • 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. 
  • Make students aware that transformation in the modern world takes many different forms. 
  • Show how notions like ‘modernization’ need to be critically assessed.

18. Project work - 

Please refer Circular separately for guidelines.

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, analyze, 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.

  I. Weightage to content  

Section A: Early Societies  15 Marks 
Section B : Empires  20 Marks 
Section C: Changing Traditions 20 Marks 
Section D: Paths to Modernization  20 Marks 
Map Work Unit 1- 16  5 Marks
Project Work  20 Marks 
Note:- Value Based Question can be taken from any of the above Section- A , B, C, D--- 04 Marks   
Accordingly teacher can reduce weightage of the corresponding sections   
Total 100 Marks 

II. Weightage to Difficulty level

Estimated Difficulty Level  Percentage 
(i) Easy (E)  30%
(ii) Average (AV)  50%
(iii) Difficult (D)  20%

III. Division of Question Paper

The Question paper will be divided into A, B, C, D and E. 

  • Part A will carry 4 very short answer questions of 2 marks each. 
  • Part B 'Section-I' will carry 5 short answer questions of 4 marks each. Students should answer any four from section I. 
  • Part B 'Section II' is a value based compulsory question. 
  • Part C will carry 4 long questions of 8 marks each (word limit '350'). 
  • Part D will carry 3 passage -based questions. The number of questions will be three, carrying 5 marks each (no internal choice). The passages will be taken from the textbooks as directed therein. 
  • Part E will have 1 map question of 5 marks. Items covered are 'identification and Location.

IV. Scheme of Option

Part A will have no choice.

Part B will be divided into 2 sections (from 4 sections of the book) +1 Value Based Section. 

  • Section I will have 5 questions from all the four sections, out of which the student will attempt any 4 questions. 
  • Section-II -One question will be a value based question which is a compulsory question.

Part C will carry four long answer questions. The number of questions will be 5 carrying 8 marks each. (Each question from four sections). Student will have to answer any four questions.

Part D will be passage-based questions. There will be THREE passages, ONE from each section followed by questions. There will be no internal choice. In

Part E, there will be one map question -Test items will be 'identification and significance'.


V. Weightage of marks section-wise






4 Marks 







Section A: Early Societies  2(1)  4(1)    8(1)    14 Marks 
Section B: Empires  2(1)  4(1)  5(1)  8(1)    19 Marks 
Section C: Changing Traditions  2(1)  4(1)  5(1)  8(1)    19 Marks 
Section D: Paths to Modernization  2(1)  4(1) 4(1) (value based from any section  5(1)  8(1)    19 Marks+4 marks value questions = 23 
Map Work Unit 1- 16          5(1)  5 Marks 
Project work -            20 marks 
  4x2=8  5x4=20  5x3=15 8x4=32  5x1=5  (80+20=100) 
(Note: Value Based Question can be from Section A, B, C, D any carry 04 marks. Accordingly teacher can reduce weightage of the corresponding sections.)       


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Ritu Sagar