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History Project On Roman Empire For Class 11 Arts CBSE

Table of Contents


Embarking on the journey to unravel the rich tapestry of the Roman Empire has been a rewarding odyssey, and the completion of this project wouldn’t have been possible without the support, guidance, and inspiration of several individuals.

First and foremost, I extend my deepest gratitude to my mentor [Mentor’s Name], whose wisdom and encouragement steered me through the complexities of Roman history. Their invaluable insights and unwavering support played a pivotal role in shaping the depth and accuracy of this project.

I extend heartfelt thanks to the authors whose seminal works served as the foundation for my research. The dedication of scholars such as Mary Beard, Adrian Goldsworthy, and others illuminated the path, providing a robust framework upon which this project was built.

Special appreciation goes to my peers and friends who engaged in thoughtful discussions, offering perspectives that enriched the narrative. Their enthusiasm and camaraderie added a vibrant dimension to the project.

I express gratitude to the academic community and the wealth of resources available, both online and offline, that facilitated comprehensive research and fact-checking.

Lastly, I want to acknowledge the unwavering support of my family. Their patience, understanding, and encouragement provided the emotional sustenance needed to navigate the intricacies of this endeavor.

This project stands as a collective effort, a testament to the collaboration and shared passion for history. Each contributor, whether directly or indirectly, has played a significant role in the realization of this exploration into the captivating world of the Roman Empire.

Thank you to everyone who contributed to this project, leaving an indelible mark on its pages.


In the vast expanse of history, few civilizations have left an imprint as profound and enduring as the Roman Empire. Embarking on a journey through time, this project aims to unravel the complexities and grandeur of one of the world’s most iconic empires. The story of Rome, with its legendary foundation, awe-inspiring expansion, periods of peace and prosperity, and eventual decline, is a saga that echoes through the corridors of centuries.

Our exploration begins with the enigmatic tale of Romulus and Remus, the mythical founders of Rome, leading us into the heart of the early Republic and the establishment of the intricate Roman government structures. As we traverse the chapters of Roman history, we delve into the empire’s relentless expansion, marked by epic conflicts such as the Punic Wars and the conquests led by the indomitable Julius Caesar.

The narrative then shifts to the golden age of Pax Romana, a period characterized by relative stability, unprecedented prosperity, and remarkable achievements in arts, architecture, and governance. We navigate through the reigns of iconic emperors, including Augustus, Trajan, and Hadrian, witnessing the zenith of Rome’s cultural and political influence.

However, the empire’s journey is not devoid of shadows. In the latter chapters, we confront the intricate factors that contributed to Rome’s decline, from internal strife and political instability to external threats posed by invading forces. The project meticulously explores the split of the Roman Empire into the Western and Eastern realms, each facing distinct challenges, culminating in the poignant tale of the fall of the Western Roman Empire.

As we embark on this historical odyssey, accompanied by maps, timelines, and vivid imagery of Roman artifacts and architecture, we invite you to immerse yourself in the rich narrative of a civilization that not only shaped the course of its time but also left an enduring legacy that continues to influence our world today. Join us as we traverse the epochs of Rome, where each chapter unfolds a new layer of the captivating story that is the Roman Empire.

history project 11th class

Foundation of Rome – Legends and Republic

Embark on a journey through the legendary origins of Rome with the tale of Romulus and Remus. Witness the nascent stages of the Roman Republic, where the foundations of governance were laid. In this chapter, we navigate the early events that propelled Rome forward, exploring the intricate web of political structures that would define its destiny.

Expansion and Conquests – The Rise of a Colossus

Dive into the epic narrative of Rome’s expansion, marked by the intense Punic Wars against Carthage. Feel the pulse of conquest as Julius Caesar leads campaigns into Gaul and Britannia, forever altering the map of the known world. As Rome’s dominion grows, we unravel the societal and economic transformations spurred by its ambitious expansion.

Pax Romana (Roman Peace) – A Golden Era

Bask in the glow of stability and prosperity during the Pax Romana, a period marked by artistic and architectural brilliance. Navigate through the reigns of iconic emperors like Augustus, Trajan, and Hadrian, witnessing the zenith of Rome’s power and influence. This chapter unveils the achievements that shaped an era of unparalleled peace and prosperity.

Decline of the Roman Empire – Unraveling the Threads

Peer into the internal turmoil that plagued Rome, from political instability to corruption. Examine external threats posed by Germanic tribes and the Huns, unraveling the intricate tapestry of the empire’s decline. Economic challenges, including the weight of slave labor and financial woes, cast shadows on the once-mighty Roman Empire.

Split of the Roman Empire – Divided Paths

Witness the empire’s division into the Western and Eastern Roman Empires, each facing unique challenges. Explore the divergent paths taken by these halves as they navigate the complexities of their geopolitical landscapes.

Fall of the Western Roman Empire – The Final Curtain

Stand witness to the harrowing events that led to the fall of the Western Roman Empire, from the Visigothic sack of Rome in 410 AD to its ultimate collapse in 476 AD. Delve into the myriad theories surrounding its demise, unraveling the complex interplay of factors that sealed its fate.

Byzantine Empire – Continuation of Roman Legacy

Extend the exploration into the Byzantine Empire, the Eastern counterpart that emerged from the remnants of the Roman Empire. Uncover the Byzantine’s enduring influence on culture, religion, and governance, highlighting key emperors such as Justinian and Theodora. Explore the empire’s longevity, the construction of Hagia Sophia, and its intricate relationship with the evolving world.

Roman Contributions to Law and Governance

Dive into the legal and governmental systems that the Romans pioneered. Examine the development of Roman law, including the Twelve Tables, and its lasting impact on modern legal systems. Unearth the principles of Roman governance that laid the groundwork for democratic ideals and the rule of law in Western societies.

history project 11th class

Legacy Beyond Borders – Roman Influence on Architecture

Shift focus to the enduring architectural marvels that stand as testaments to Roman engineering prowess. Explore iconic structures like the Colosseum, the Pantheon, and aqueducts, unraveling the architectural innovations that continue to inspire contemporary designers. Examine the adaptation of Roman architectural principles in modern structures.

Rediscovering Rome – Archaeological Insights

Delve into the world of Roman archaeology, exploring ongoing excavations and discoveries that provide new perspectives on daily life, trade, and cultural practices. Highlight recent findings that reshape our understanding of the Roman Empire, shedding light on previously overlooked aspects of this ancient civilization.

Myths and Realities – Debunking Common Misconceptions

Address common myths and misconceptions surrounding the Roman Empire. Dissect popular beliefs about Roman life, culture, and governance, providing a nuanced understanding based on historical evidence. Challenge preconceived notions and offer a more accurate portrayal of the complexities within the Roman world.

Enduring Influences – Rome in Modern Culture

Examine the far-reaching impact of Rome on contemporary culture. Analyze how Roman themes permeate literature, art, cinema, and even political ideologies. Investigate the ways in which the Roman legacy continues to shape our perceptions and inform our understanding of power, governance, and societal structures.

As we draw the final curtain on this expedition through the epochs of Rome, it becomes abundantly clear that the Roman Empire was not merely a historical entity but a force that resonates through the annals of time, shaping the course of human civilization in profound ways. Each chapter of this project has unfolded a layer of the intricate tapestry that is Rome, and in concluding our journey, we find ourselves immersed in the enduring echoes of its legacy.

From the mythical origins of Romulus and Remus to the splendors of Pax Romana, and the poignant fall of the Western Roman Empire, the Roman narrative is one of triumphs, tribulations, and timeless contributions. The Byzantine Empire, the legal and governance systems, architectural marvels, and the ongoing revelations from archaeological endeavors all serve as threads in the rich fabric of Rome’s influence.

Beyond the pages of history, Rome’s enduring legacy extends into modern society. Its architectural marvels continue to captivate, its legal principles underpin contemporary legal systems, and its cultural impact reverberates in literature, art, and cinema. The myths and realities surrounding Rome challenge our perceptions, inviting us to reconsider preconceived notions about this remarkable civilization.

In our reflections, we recognize that Rome’s lessons are not confined to the past; they are embedded in the very foundations of our present and future. The resilience of the Roman spirit, the pursuit of knowledge, the quest for governance, and the architectural ingenuity remain guiding beacons for societies across the globe.

As we step away from the pages of this project, we carry with us the profound understanding that the echoes of Rome persist not merely in the ruins and remnants but in the ideas, institutions, and inspirations that continue to shape our world. The story of Rome is not a closed chapter but an ongoing narrative, as we, the inheritors of its legacy, navigate the currents of time with the wisdom garnered from the timeless city on the seven hills.


  • Beard, Mary. (2007). SPQR: A History of Ancient Rome . Profile Books.
  • Goldsworthy, Adrian. (2003). The Complete Roman Army . Thames & Hudson.
  • Gibbon, Edward. (1776). The History of the Decline and Fall of the Roman Empire . Penguin Classics.
  • Grant, Michael. (1978). The History of Rome . Faber & Faber.
  • Jones, A. H. M. (1964). The Later Roman Empire, 284-602: A Social, Economic, and Administrative Survey . Blackwell.
  • Matyszak, Philip. (2007). Chronicle of the Roman Republic: The Rulers of Ancient Rome from Romulus to Augustus . Thames & Hudson.
  • Ward-Perkins, Bryan. (2005). The Fall of Rome and the End of Civilization . Oxford University Press.

Certificate of Completion

This is to certify that I, [Student’s Name], a [Class/Grade Level] student, have successfully completed the “History Project On Roman Empire For Class 11 Arts Cbse.” The project explores the fundamental principles and key aspects of the chosen topic, providing a comprehensive understanding of its significance and implications.

In this project, I delved into in-depth research and analysis, investigating various facets and relevant theories related to the chosen topic. I demonstrated dedication, diligence, and a high level of sincerity throughout the project’s completion.

Key Achievements:

Thoroughly researched and analyzed History Project On Roman Empire For Class 11 Arts Cbse. Examined the historical background and evolution of the subject matter. Explored the contributions of notable figures in the field. Investigated the key theories and principles associated with the topic. Discussed practical applications and real-world implications. Considered critical viewpoints and alternative theories, fostering a well-rounded understanding. This project has significantly enhanced my knowledge and critical thinking skills in the chosen field of study. It reflects my commitment to academic excellence and the pursuit of knowledge.

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Chapter 1: from the beginning of time, chapter 2: writing and city life, chapter 3: an empire across three continents, chapter 4: the central islamic lands, chapter 5: nomadic empires, chapter 6: the three orders, chapter 7: changing cultural traditions, chapter 8: confrontation of cultures, chapter 9: the industrial revolution, chapter 10: displacing indigenous peoples, chapter 11: paths to modernisation.

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Class of 2025 faces final state tests, highlighting Oregon’s troubled relationship with standardized exams

Oregon 11th graders haven’t taken state tests in math and reading since they were in sixth grade. with low participation rates, will test results actually tell us how they’re doing.

OPB has been following 27 students since they were in first grade as part of the Class of 2025 project to track the state's progress toward 100% high school graduation starting in 2025.

Flashback to Spring 2019.

No one knows what COVID-19 means. January 6 has no meaning beyond a date on the calendar. “Old Town Road” by Lil Nas X is taking over the Billboard music charts and Game of Thrones is airing its last episodes.

The Class of 2025 is in 6th grade, and they’re taking state tests, something they’d been doing every spring since 3rd grade. They’re supposed to take tests in 7th and 8th grade too, but those tests would be canceled by the COVID-19 pandemic.

Oregon freshmen and sophomores don’t take state tests.

Fast forward to 2024 — and a lot has changed. This spring, the Class of 2025, now 11th graders, are taking state assessments for the first time in five years, and for the last time in their school career.

But the state’s testing system doesn’t really work the way it’s intended to. Thousands of Oregon 11th graders decline to take state tests every year, which undermines the validity of the results as an actual gauge of student progress. Some teachers don’t think the tests are worth the disruption to class time. And even in the best of circumstances, education researchers acknowledge that state tests are just one data point among many to assess student progress. Both the lack of participation — and the lack of data — raise a central question for the Class of 2025 and other Oregon students: do the test results actually tell us how students are doing?

At David Douglas High School, where about half of the Class of 2025 students attend high school, English testing recently wrapped up.

“It went fine — I have no idea how I did,” Class of 2025 student Dude said.

He also recently took his math test, a subject he struggles with more as a high schooler than when he was younger.

“I think I’m less confident now — math is way harder than elementary, but English, I feel fine.”

“I tried my best,” classmate Joel said of his English assessment.

Class of 2025 student Ava says the last time she remembers taking state tests was all the way back in elementary school.

“We’d all go into a computer lab all at once and take it all together,” Ava recalled. “At first, I was really bored by it and I didn’t like it.”

This time around, Ava said she put effort into her English test, using it as a “check-in” to see her progress.

“A lot of students didn’t really care about it and just wanted to get it over with — but I feel like for me it was a good exercise to figure out how far I was and how experienced I am at writing essays,” she said.

Spring is state testing season in Oregon, when students in grades 3 through 8, as well as 11th graders, take tests in math and English. Students in 5th, 8th, and 11th grade also take science tests.

In Oregon and 11 other states, students spend several days at a time taking the Smarter Balanced Assessment .

Students all over Oregon took new Smarter Balanced state exams for the first time in Spring 2015.

Students in grades 3 through 8, as well as 11th grade, take tests in math and English. Students in 5th, 8th, and 11th grade also take science tests. In 12 states, including Oregon, students take the Smarter Balanced Assessment.

Rob Manning / OPB

It’s one of many ways schools learn how students are progressing academically. Districts use other assessments, like MAP tests, which are intended to measure growth over the course of the school year, especially for elementary and middle school students. And just about every teacher assesses their own students throughout the year.

But from a statewide perspective, the SBAC in 11th grade is one of the only ways to see how high school students statewide are faring academically. It’s also one of the few standardized exams researchers and policymakers use to compare student achievement across state lines. And for the Class of 2025, it’s the last big assessment before they graduate from high school.

When the Class of 2025′s results come back next school year, many will be paying attention. This spring is the first time juniors have taken the tests since they were in 6th grade, before the pandemic.

The results of this spring’s testing may offer insight into how this group of students is faring academically and recovering from the educational impacts of the pandemic and distance learning.

State assessments as a measure of “adult accountability”

State tests are required by federal law under the Every Student Succeeds Act. Over the years, the way they’ve been administered has varied in Oregon and across the country.

But state tests are a summative assessment measure — they’re meant to test what students have learned near the end of a school year.

Northwest Regional Education Service District superintendent Dan Goldman compares it to judging how well you prepared a dinner after you’ve served it.

“The meal is already cooked — you can’t really change the thing, now you have to eat it,” Goldman said. “But you can basically be like, ‘did that taste good?’ and the next time you make the food, you change the recipe.”

In other words, the spring state tests are less about helping the students who take them and more about improving the school system.

Andrea Lockard, Director of Assessment and Student Reporting at the Oregon Department of Education, suggests state test results are like a pixel in an image — a small piece of a puzzle that helps both district and state leaders get a clearer picture of how well schools are serving students.

“It helps us to identify different spots that are bright spots that we can learn from and it identifies different grow spots where we can lean into and improve,” Lockard said.

Tracking how well students do on state tests is also meant as an accountability measure. At the federal level, it’s a funding requirement.

“For schools that are getting the federal dollars, we want to have that assessment, so we know where the gaps are,” said U.S. Rep. Suzanne Bonamici, D-Oregon.

At the state level, these tests are used to “examine the health” of Oregon’s public education system and make “big system annual decisions about curriculum and instructional effectiveness,” said the Oregon Department of Education’s Dan Farley.

For districts, the results from state tests are also used to make big decisions — like figuring out where to invest resources or what training is needed for teachers.

“It’s kind of an adult accountability and being able to fine-tune your systems is probably the most valuable use of that data,” said John Lynch, David Douglas School District student information data analyst.

At the high school level, David Douglas Director of Technology and Assessment Derek Brown says the test is supposed to be a measure of where students are in terms of college and career readiness using the Common Core state standards as a measure. But if a student’s proficiency level is low on the test, it doesn’t mean they’re not going to graduate.

“It’s just meant to say, your trajectory to get through high school and kind of meet that standard looks a little different than someone else,” Brown said. “To me — that’s still valuable information.”

But the information coming out of the test results is only as good as the test data going in. And there are big caveats surrounding that data. For one, many students opt out of the tests — depriving schools of insight on those students. Second, it’s hard to know how much effort students are making on a test that doesn’t count toward their grades. And, there are factors that have nothing to do with their school, like student mobility. For districts where many students have changed schools, will those test results be an adequate measure of how the student’s current school system is doing?

Lack of state testing data for Class of 2025

While states and districts use assessment data to help inform their decision-making, teachers — the most important factor in student achievement — largely don’t.

Tyler Scialo-Lakeberg taught high school juniors before becoming the president of the Salem-Keizer Education Association.

“My classes and their learning experience were disrupted for 6 weeks as they went through the testing window,” she recalled in an email to OPB.

Salem-Keizer teacher union president Tyler Scialo-Lakeberg speaks at a lecture with a microphone. There is a union poster behind her on the wall.

Tyler Scialo-Lakeberg, president of the Salem Keizer Education Association, speaks at a press conference in Salem, Oregon, on Feb. 22, 2024.

Natalie Pate / OPB

She said a third of her class would be called out of class for testing at a time, which made it “very difficult to move forward.”

“Students were exhausted mentally from the testing,” she said, “and I didn’t want to create work that a third of students would have to make up.”

All of that disruption, Scialo-Lakeberg points out, for assessment results teachers won’t see until the next school year.

“By that time, I no longer have the same students in class,” she said.

Portland Association of Teachers president Angela Bonilla called testing a “waste of time” for educators.

“What I have heard from educators is that [Oregon’s Statewide Assessment System] testing is a measure to hold districts accountable for instruction, but we end up spending more time preparing for and administering this irrelevant test than we do connecting the test information to instruction,” Bonilla said in an email to OPB.

“It is a snapshot in time of how well students can take a test; it doesn’t measure if a kid made strides in learning.”

Both Scialo-Lakeberg and Bonilla say other assessments — from weekly quizzes and conferences to in-the-moment student check-ins — are more useful to teachers.

Portland Association of Teachers President Angela Bonilla talks with the media fo in Portland, Nov. 28, 2023.

Portland Association of Teachers President Angela Bonilla talks with the media fo in Portland, Nov. 28, 2023.

Kristyna Wentz-Graff / OPB

Officials both at the district and state level cite a variety of other data points, including attendance rates, 9th-grade on track percentages, grade point average, dual credit enrollment, and results on Advanced Placement tests as important gauges of how students are doing.

Those data points have been collected for the last five years and for the Class of 2025.

In the David Douglas district, Brown said they’ve been using other information to fill in the gap missing from state assessment results.

“I don’t think those data points were holes that we were worried about,” Brown said, citing 9th grade on track and attendance as points they’ve focused on instead.

“My guess is the state test results specifically aren’t going to tell us a bunch of new things about these kids that we didn’t already know from experiencing their freshman, sophomore, and junior years with them,” said Derek Brown.

Goldman at Northwest Regional ESD is more interested in qualitative sources of information rather than things like test scores. He said hearing from students and families through things like empathy interviews “get people’s experiences into the conversation.”

We won’t know how the Class of 2025 did on state tests until next school year when they’ll be seniors. But that doesn’t stop teachers from working with students to get them to graduation, Brown said.

“Whatever those results look like, I think our educators right now are working with those kids and collecting information in other ways and they’re poised to continue to provide the support they believe is necessary to get the kids across the stage and shaking hands with our superintendent and getting their diploma,” Brown said.

The first thing state officials will be looking for?

How many students actually took the tests.

In Oregon, opting out of tests is permitted. And in several school districts, high schoolers opt out of these tests in droves.

Are state test results invalid when fewer than 20% of districts reach participation benchmark?

The federal government requires 95% participation in state tests. Yet in Oregon and a handful of other states, families can opt out of testing.

That means participation in testing can vary widely, with high schools having the lowest rates.

In Oregon’s 20 largest school districts, 11th-grade participation rates ranged from 11% on math tests in Redmond to rates in the 80% range on English tests in Salem-Keizer, Medford and North Clackamas. Fewer than six in 10 Portland juniors took math or English exams. Of those 20 largest districts, only one — Greater Albany Public Schools — managed to reach 95% participation, in either subject.

ODE’s Dan Farley said a lack of participation “undermines” the purpose of the Oregon summative testing system.

“When we don’t have participation rates that are above at least 80%, we really don’t have a complete picture of what’s happening, or how well our students are learning,” Farley said.

Farley said 80% participation is a recommendation from a state technical advisory committee. Still, many districts fall short of the 80% target at the high school level.

There are many reasons a family might opt out of testing for their student and few incentives to take the test. Until 2020, high school seniors needed to prove they had reached proficiency in “essential skills,” through specific measures, including SBAC scores, as a graduation requirement. Now, state officials say , “These tests are not designed to determine if a student should graduate from high school.”

Vince Swagerty, superintendent of the small coastal North Bend School District, said that change has sometimes made getting students to participate challenging.

“You try to talk kids into taking the test, and they say, you know, it doesn’t really matter,” Swagerty said. “The interesting thing is it’s not just the kids who might not be as successful — it’s the kids who are clearly going to ace it. They’re just not interested. ‘Why waste the time?’”

Some school districts have expressed concern over how lack of student participation might affect their district.

David Douglas is an outlier among Oregon’s largest school districts, with high school participation rates ranging from 88.5% in English last school year to 92% participation in science.

Class of 2025 student Josh said he took his time with his English test this year and gave it the same effort he would for a test in class.

“I’ll still do it the same way I would do in a regular class just because it’s for the state, everybody’s going to see how the state of Oregon’s academic rate is,” Josh said.

But that’s just one district. And for some, low participation renders low trust in the assessment results.

NWRESD Superintendent Dan Goldman oversees an agency that works with 20 member districts. But before that, he was a high-level administrator in two different Oregon districts. Back then, he used assessment data like the officials at David Douglas or North Bend do, to evaluate programs and make sure a school is serving its students.

If he were in those district roles now, would he trust the data?

“No, I would not,” he said. “I would not feel the same level of trust in them.”

Goldman said the state’s opt-out policy renders the use of the tests too flawed to be useful. Instead, he says both the media and the legislature use state assessment data to unfairly rate and judge schools.

“It’s just extremely damaging to school communities and communities at large, and schools are a big part of how communities feel about themselves,” he said.

Goldman said although assessments are necessary for accountability, Oregon’s current system does not live up to that purpose. He suggests lawmakers who evaluate schools based on their test results are the same people who pass laws that depress test scores.

“The legislature, through the opt-out scenario here, has itself lowered its own accountability for schools and it makes it very difficult for us to have a real conversation internally and externally about whether our schools are meeting the needs of our kids when you can no longer use these assessments for that purpose,” Goldman said.

He also points out the gaps in who opts out of state testing. “The students who are not taking the assessment are more likely to come from higher income homes, they are more likely to be a white, homogenous group,” Goldman said.

In one school district, raising participation increased tie between results and reality

State officials know there’s a participation problem. In spite of teachers like Bonilla in PPS and Scialo-Lakeberg in Salem-Keizer suggesting tests are a waste of time for students and educators, state officials are hoping teachers can help make the case for participation.

“It’s almost more of a social stewardship role for students,” Farley said. “What they get out of it is information about their learning that the state has validated, which is useful compared to other sources of information that they have.”

Officials in the small North Bend School District are trying to get participation rates back up after years of “almost inviting” families to opt out of tests by sending the necessary forms home with students.

“We’re putting systems in place where we’re [...] we’re actually encouraging them to take the test,” Swagerty said.

Those systems have paid off. Last year, high school participation in testing jumped 24 percentage points, from 50 to 74%. Martin and Swagerty say this year’s testing participation has been even higher.

Higher participation is important at North Bend, as they’ve started receiving reports from ODE that use detailed state assessment data to give school districts a better idea of student achievement over time.

Bruce Martin, the district’s director of Teaching and Learning, has worked in the district for more than 30 years. In the past, he said state tests have been a high-stakes check for districts and school leaders on whether students have learned what they should have.

With the new state reports, school leaders can more easily use results at the beginning of the year to help focus teaching and learning efforts. Martin said annual assessment results can help school leaders and teachers know what to include in more regular assessments for students.

“We can target areas that we see deficiencies within our curriculum,” Martin said. “Once we look at those areas and know what they are, we can begin to target those and improve our instruction.”

In North Bend, those in-depth conversations have mostly focused on the elementary level, but Martin says there’s interest at North Bend High.

When the Class of 2025′s state assessment results come back, Martin and Swagerty say they’ll be looking for improvement — and signs that students are recovering from lost learning during the pandemic and that the district’s use of state and federal funding is proving to be effective.

“It would give us hope that we’re going to get to the other side of this generational impact that loss of instruction during COVID kind of saddle these kids with,” Swagerty said.

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  • ISC History Syllabus Class 11


ISC Class 11 History Syllabus - Free PDF Download

Isc class 11 history syllabus, introduction to history.

History is one of the most important subjects. History connects us with our roots. The subject of History further develops in us a sense of devotion for our ancestors, who lived many years ago. The subject of History is at many levels connected with the identity and the existence of an individual. 

Therefore, learning History is important for all the students, and so the chapters included in the ISC Class 11 History subject, will improve the understanding of the students in regards to History. Students can download the complete syllabus for the ISC class 11 history subject for free, from the Vedantu.

Syllabus for the class 11 history subject (ISC).

The ISC history syllabus of class 11 consists of 14 chapters in total, the chapters are divided into two sections, Section A and Section B.

The first 1 to 6 chapters are covered in paper one, these chapters are, growth of nationalism, the Emergence of the Colonial economy, Social and religious movements, Protest movements against colonial rule, and lastly Gandhian Nationalism.

Chapter number 7 to chapter number 14 is covered in the second section. It means that the second section consists of 8 chapters in total. The chapters included here are the Impact of the second phase of industrialization in Europe during the late 19th and early 20th centuries, Causes and events leading to world war one, peace settlements after world war 1 and the establishment of the League of Nations, the Great Depression, Rise of communism in Russia (1917 – 1939), Rise of Fascism in Italy (1919 – 1939), Rise of Nazism in Germany (1933 – 1939), and lastly the rise of Militarism in Japan (1919 – 1937).


FAQs on ISC History Syllabus Class 11

1. How many papers will be there in the ISC Class 11 History exam?

The exam paper of the ISC Class 11 History will be divided into two parts, that is to say, there will be two papers for the subject of History.

Paper one is theory, in which various questions will be asked from the 14 chapters studied in the syllabus. There will be different types of questions. There will be compulsory questions for which short answers will be required and then there will be long questions in which students will have to choose which questions they have to attempt.

Paper two is of project work, based on the syllabus of the ISC Class 11 History subject.

2. What will be taught in the ISC Class 11 History?

3. How should I start preparing from the ISC Class 11 History syllabus, so that I can score better?

Paper two of the ISC Class 11 History is the Project work, and there will be only one project work the students are required to do. The project can be anything, like a case study, a field visit or an investigation, a local history, an interview or oral evidence, and lastly a Book review, or a film review. The project work carries 20 marks, therefore it has to be done in a proper manner. For understanding the project work in detail, students should check out the syllabus for the ISC Class 11 History, provided for a free download here at Vedantu.

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Taylor Swift’s Eras Tour On Track to Become Highest-Grossing Global Tour in History

The 2023 shows earned more than $900 million, Billboard estimates. That total could nearly double next year.

Taylor Swift

Taylor Swift ’s The Eras Tour is poised to become the highest-grossing global tour of all time, according to Billboard ’s estimates.

While no official numbers have been reported yet, Swift’s tour should pass current record-holder Elton John ’s Farewell Yellow Brick Road Tour with more than $900 million in ticket sales so far.

On Sunday (Nov. 26), Swift played her last scheduled show of the year, wrapping an intense run of 66 concerts in the United States, Mexico and South America. Representatives for The Eras Tour have not yet reported official revenue or attendance figures to Billboard Boxscore or any other trade journal or news entity, but the enormity of The Eras Tour is impossible to ignore, with a total that amounts to a staggering average of nearly $14 million per show.

9 Things Other Artists Can Learn From Taylor Swift’s Blockbuster Eras Tour

Dating back almost 40 years, all Boxscore rankings are based on figures reported to Billboard . Data is reported from a variety of official industry sources, from artist managers and agents to promoters and venue executives. Reporting has always been voluntary, and some artists, venues and promoters opt to withhold data from representation on our charts. It is not uncommon for artists to not report — or to wait until the end of a tour, which is still more than a year away in Swift’s case — though it’s rare that such a well-documented blockbuster tour, in contention for top year-end honors, is not submitted. Swift’s abstention disqualifies her from appearing on year-end Boxscore charts .

Swift kicked off The Eras Tour in Glendale, Ariz., on March 17, playing 53 domestic shows before wrapping at SoFi Stadium in Inglewood, Calif., outside Los Angeles, on Aug. 9. She hit a total of 20 U.S. cities, and 11 of those venues have provided attendance figures to Billboard . Based on those numbers, as well as estimates based on aggressive scaling at the other nine stadiums, Swift likely sold 3.3 million tickets over 53 shows in the United States, or an average of 63,000 tickets per show.

Sources close to the tour point to an average domestic ticket price of around $252. This is in line with the prices for the summer’s other major concert event, Beyoncé ’s Renaissance World Tour, which maintained a $135 ticket in Europe and a $253 ticket in North America. While ticket prices might dip in certain markets and bloom in others, using that number as an average puts the U.S. leg of The Eras Tour at $838.3 million. That total gross spreads out to $15.8 million per show, a staggering figure that exceeds recent tours by Bad Bunny , Beyoncé, and The Rolling Stones , each of which had giant totals of their own.

That projected $838 million haul is more than enough to make Eras the highest-grossing U.S. and North American tour ever. John’s Farewell Yellow Brick Road tour holds the official Boxscore title, with $567.7 million in the United States and Canada. That total reflects 135 shows over a span of four years, compared to Swift’s 53 shows in less than six months.

Moreover, The Eras Tour’s U.S. gross would situate it as the second-highest grossing tour of all time based on global figures, before even crossing the border. John’s farewell tour remains the official record-holder with $939.1 million.

Since wrapping the Eras Tour’s U.S. leg, Swift played four shows at Mexico City’s Foro Sol (Aug. 24-27) and, more recently, nine South American shows, spread between Buenos Aires in Argentina and Brazil’s Rio de Janeiro and Sao Paulo. Those dates bring her much closer to John’s global record, even based on relatively conservative projections. But as we’ve seen with virtually every worldwide stadium tour in the last two years, the post-pandemic surge in ticket prices hasn’t been as severe outside the United States.

Further, these are Swift’s first shows in these Latin American markets. That means pent-up demand likely drove huge sales, though her base isn’t quite as explosive there as it is in the States.

Taylor Swift's Biggest Scalper for the Eras Tour: Her Fans 

Based on estimates considering the high end of grosses and ticket prices for each Latin American venue’s post-pandemic history, The Eras Tour likely earned another $60 million to $75 million and more than 750,000 tickets from those 13 shows.

In all, Billboard estimates that Swift has generated $906.1 million and sold 4.1 million tickets in 2023 across all shows in the United States, Mexico and South America. That would unofficially make The Eras Tour the biggest tour of 2023. And when considering Swift’s total revenue from the tour, it doesn’t even account for merchandise sales, sponsorships, music streaming and sales boosts, or her self-produced and released Taylor Swift: The Eras Tour concert film.

Swift is scheduled to resume The Eras Tour on Feb. 7 with four shows at the Tokyo Dome in Japan. Then, she’ll play seven shows in Australia and six in Singapore. In May, she kicks off a 50-date run in Europe before returning to North America for 18 shows in new markets, including the tour’s first entry into Canada. In all, that’s 85 shows to go, with the possibility of more to come, considering her recent concert additions to runs in London and Vancouver.

These upcoming international legs are already more ambitious than any previous Swift tour. While this year’s 53 U.S. shows are in line with what she did on 2018’s Reputation Stadium Tour and 2015’s The 1989 World Tour, those treks included just six and seven shows in Europe, respectively — a fraction of next year’s slate of 50.

8 Sweetest Moments Between Taylor Swift & Young Swifties on The Eras Tour

If we use the comparison between Beyoncé’s recent European and North American grosses as a north star, in Europe, Swift could be looking at $8.5 million per show, or about $420 million over the entire leg. And even if next year’s North American shows dip from 2023’s record-breakers, the U.S. and Canada shows could add another $240 million to 260 million. Including the 17 shows in Asia and Australia, The Eras Tour is likely headed toward a total gross of $1.6 billion to $1.7 billion by the end of 2024. It will be the first in history to earn more than $1 billion in ticket sales and will set Swift far apart from her competitors. If figures skew toward the higher end of what’s possible, she could double John’s current record gross.

Representatives for Swift did not respond to a request for comment on Billboard ‘s estimates at press time.

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Computer Science > Computer Vision and Pattern Recognition

Title: attend, distill, detect: attention-aware entropy distillation for anomaly detection.

Abstract: Unsupervised anomaly detection encompasses diverse applications in industrial settings where a high-throughput and precision is imperative. Early works were centered around one-class-one-model paradigm, which poses significant challenges in large-scale production environments. Knowledge-distillation based multi-class anomaly detection promises a low latency with a reasonably good performance but with a significant drop as compared to one-class version. We propose a DCAM (Distributed Convolutional Attention Module) which improves the distillation process between teacher and student networks when there is a high variance among multiple classes or objects. Integrated multi-scale feature matching strategy to utilise a mixture of multi-level knowledge from the feature pyramid of the two networks, intuitively helping in detecting anomalies of varying sizes which is also an inherent problem in the multi-class scenario. Briefly, our DCAM module consists of Convolutional Attention blocks distributed across the feature maps of the student network, which essentially learns to masks the irrelevant information during student learning alleviating the "cross-class interference" problem. This process is accompanied by minimizing the relative entropy using KL-Divergence in Spatial dimension and a Channel-wise Cosine Similarity between the same feature maps of teacher and student. The losses enables to achieve scale-invariance and capture non-linear relationships. We also highlight that the DCAM module would only be used during training and not during inference as we only need the learned feature maps and losses for anomaly scoring and hence, gaining a performance gain of 3.92% than the multi-class baseline with a preserved latency.

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  1. Class 11th History Project File

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  6. History project file 11th class

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  1. Class 11th overview

  2. History project file chapter 2 class 11th

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  4. Class 11th History Chapter 1

  5. class 11 history project work 2022 || একাদশ শ্রেণীর ইতিহাস প্রজেক্ট ২০২২

  6. Class 11th history project "Mesopotamian Civilization"


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  3. History Project On Mesopotamian Civilization For Class 11 Arts CBSE

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    11 Internal Assessment Project work ... History Syllabus 2024-25 Class XI-XII. RATIONALE The History curriculum introduces the students to a set of important historical events and processes through a focus on a series of historical issues, debates and through various sources. Discussion of these themes would allow students not only to know ...

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    Chapter 11 Paths to Modernization. NCERT History Books Class 11 PDF in Hindi Medium. Chapter 1 From the Beginning of Time. Chapter 2 Writing and City Life. Chapter 3 An Empire Across Three Continents. Chapter 4 The Central Islamic Lands. Chapter 5 Nomadic Empires. Chapter 6 The Three Orders. Chapter 7 Changing Cultural Traditions.

  14. CBSE Class 11 History Syllabus for 2024: Download PDF

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    History. Get the complete class XI history curriculum here in detail! Students who got admitted in class XI this academic year 2022-23 must have a complete syllabus to score well at the end. Here is the compiled history curriculum for the academic year 2022-23 as per the latest CBSE notification.

  16. PDF HISTORY Code No. 027 Class XI (2021-22) THEMES IN WORLD HISTORY TERM I

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  25. PDF HISTORY CLASS XI-XII (2019-20) (Code No. 027)

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