CBSE Syllabus for Class 7 Social Science Syllabus 2020-2021
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CBSE Syllabus for Class 7 for 2020-2021 Academic Year
CBSE Class 7 Social Science Syllabus 2020-21
It is critical for every 7th-grade student to know the CBSE class 7 Social Science syllabus thoroughly. The question paper is designed from the syllabus. In the exam, questions can be twisted and asked in a different way, but all the questions will be from the CBSE class 7 syllabus. No question can come out of the CBSE syllabus. Social Science textbooks are very helpful for students in scoring high marks in annual exams.
We have provided the CBSE 7th Class Social Science in the pdf format for students convenience. They can download it from the link mentioned below and refer it any time during studies. This CBSE Class 7 Social Science syllabus is the official syllabus that is released by the CBSE board on the official site. Students aiming to score good marks in annual exam must study all the topics that are mentioned in the syllabus pdf.
Download CBSE Class 7 Social Science Syllabus PDF for 2020-2021
CBSE Syllabus for Class 7 Social Science
The table below shows the chapters listed under CBSE Class 7 Social Science Syllabus. Each chapter name has been linked to its NCERT solutions where we have provided step by step answers to all the exercise problems for students convenience. In case students get stuck while solving the questions, then they can refer the NCERT solutions.
CBSE Syllabus for Class 7
Social Science 2020-21
CBSE Syllabus For Class 7 Social Science:
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Detailed CBSE Syllabus For Class 7 Social Science 2020
Let’s go through the detailed CBSE Syllabus for Class 7 Social Science:
CBSE Syllabus for Class 7
Social Science 2020-21
SOCIAL AND POLITICAL LIFE
Rationale
At the elementary stage, the idea is to introduce students to various aspects of political, social and
economic life. This will be done through a preliminary focus on certain key concepts, knowledge
of which is essential to understand the functioning of Indian democracy. These concepts will be
explained using imaginary narratives that allow children to draw connections between these and
their everyday experiences. There will be no attempt made at this level to cover all aspects of
India’s democratic structure, but rather the effort is more to provide an overview with which the
child learns to critically engage by constructing herself as an interested citizen of a vibrant and ongoing democratic process. The focus on the real-life functioning of institutions and ideals is to
enable the child to grasp the deep interconnectedness between the political and social aspects of
her everyday life, as well as the impact of these two in the realm of economic decision-making
Objectives
• To enable students to make connections between their everyday lives and the issues discussed
in the textbook;
• To have students imbibe the ideals of the Indian Constitution;
• To have children gain a real sense of the workings of Indian democracy: its institutions and
processes;
• To enable students to grasp the interconnectedness between political, social and economic
issues;
• To have them recognise the gendered nature of all of the issues raised;
• To have them develop skills to critically analyse and interpret political, social and economic
developments from the point of view of the marginalised;
• To have them recognise the ways in which politics affects their daily lives.
DEMOCRACY AND EQUALITY
Rationale
Democracy and Equality are the key ideas to be engaged with this year. The effort is to introduce
the learner to certain core concepts, such as equality, dignity, rule of law etc that influence Democracy
as a political system. The role of the Constitution as a document that provides the guiding
framework to function in a democratic manner is emphasised. This section deals with making
the link between democracy and how it manifests itself in institutional systems in a concrete and
live manner through case studies and real experiences. The objective is not to representative democracy
as a fixed idea or system, but one that is changing and evolving. The learner is introduced to a
wide range of institutions- the government, the bureaucracy and civil society organizations like the
Media so that she can develop a broad understanding of the relationship between the State and
Citizens.
Equality as a value is explored in some detail, where its relationship with democracy is highlighted
and the challenges or questions it raises on inequities and hierarchies that exist at present in society
is also discussed. An analysis of everyday experiences in the domain of gender enable the learner
to understand how these are related to the creation of differences that are discriminatory in
nature.
Objectives
The specific objectives of the course, where it is not clear from the rationale of the approach, are
indicated beside the themes to be taught in the course.
| Themes | Objectives |
|
UNIT 1: Democracy This unit will focus on the historical as well as the key |
To enable students to: • develop an understanding of the rule of law and our involvement with the law, • understand the Constitution as the primary source of all laws, • develop the ability to distinguish between different systems of power, • understand the importance of the idea of equality and dignity in democracy, • develop links between the values/ideas of democracy and the institutional forms and processes associated with it, |
| Themes | Objectives |
|
UNIT 3: Understanding Media In this unit the various aspects of the role of a media UNIT 4: Unpacking Gender This unit is to understand the role gender plays in |
To enable students to: • understand the role of the media in facilitating interaction between the government and citizens, • gain a sense that government is accountable to its citizens, • understand the link between information and power, • gain a critical sense of the impact of media on people’s lives and choices, • appreciate the significance of people’s movements in gaining this right. To enable students to:• understand that gender is a social construct and not determined by biological difference, • learn to interrogate gender constructions in different social and economic contexts, • to link everyday practices with the creation of inequality and question it. |
| Themes | Objectives |
|
UNIT 5: Markets Around Us This unit is focussed on discussing various types of |
To enable students to: • understand markets and their relation to everyday life, • understand markets and their function to link scattered producers and consumers, • gain a sense of inequity in market operations. |
| Themes | Objectives |
| Where, When and How (a) Terms used to describe the subcontinent and its regions with a map. (b) An outlining of the time frame and major developments. (c) A brief discussion on sources.New Kings and Kingdoms(a) An outline of political developments c. 700-1200 (b) A case study of the Cholas, including agrarian expansion in the Tamil region |
(a) Familiarise the student with the changing names of the land. (b) Discuss broad historical trends. (c) Give examples of the kinds of sources that historians use for studying this period. E.g., buildings, chronicles, paintings, coins, inscriptions, documents, music, literature.(a) Trace the patterns of political developments and military conquests – Gurjara Pratiharas, Rashtrakutas, Palas, Chahamanas, Ghaznavids. (b) Develop an understanding of the connections between political and economic processes through the exploration of one specific example. (c) Illustrate how inscriptions are used to reconstruct history |
| Themes | Objectives |
| The Sultans of Delhi (a) An overview. (b) The significance of the court, nobility and land control. (c) A case study of the Tughlaqs.The Creation of An Empire (a) An outline of the growth of the Mughal Empire. (b) Relations with other rulers, administration, and the court. (c) Agrarian relations. (d) A case study of Akbar.Architecture as Power: Forts and Sacred Places (a) Varieties of monumental architecture in different parts of the country. (b) A case study of Shah Jahan’s patronage of architecture.Towns, Traders and Craftsmen (a) Varieties of urban centres—court towns, pilgrimage centres, ports and trading towns. (b) Case studies: Hampi, Masulipatam, Surat. |
(a) Outline the development of political institutions, and relationships amongst rulers. (b) Understand strategies of military control and resource mobilisation. (c) Illustrate how travellers’ accounts, court chronicles and historic buildings are used to write history.(a) Trace the political history of the 16th and 17th centuries. (b) Understand the impact of an imperial administration at the local and regional levels. (c) Illustrate how the Akbarnama and the Ain-i-Akbari are used to reconstruct history. (a) Convey a sense of the range of materials, skills and styles used to build: waterworks, places of worship, palaces and Havelis, forts, gardens. (b) Understand engineering and construction skills, artisanal organisation and resources required for building works. (c) Illustrate how contemporary documents, inscriptions, and the actual buildings can be used to reconstruct history. (a) Trace the origins and histories of towns, many of which survive today. (b) Demonstrate the differences between found towns and those that grow as a result of trade. (c) Illustrate how travellers’ accounts, contemporary maps and official documents are used to reconstruct history. |
| Themes | Objectives |
| Social Change: Mobile and settled communities (a) A discussion on tribes, nomads and itinerant groups. (b) Changes in the caste structure. (c) Case studies of state formation: Gonds, Ahoms.Popular Beliefs and Religious Debates (a) An overview of belief-systems, rituals, pilgrimages, and syncretic cults. (b) Case Study: Kabir.The Flowering of Regional Cultures (a) An overview of the regional languages, literature, painting, music. (b) Case study: Bengal.New Political Formations in the Eighteenth Century (a) An overview of the independent and autonomous states in the subcontinent. (b) Case study: Marathas |
(a) Convey an idea of long-term social change and movements of people in the subcontinent. (b) Understand political developments in specific regions. (c) Illustrate how anthropological studies, inscriptions and chronicles are used to write history.(a) Indicate the major religious ideas and practices that began during this period. (b) Understand how Kabir challenged formal religions. (c) Illustrate how traditions preserved in texts and oral traditions are used to reconstruct history. (a) Provide a sense of the development of regional cultural forms, including ‘classical’ forms of dance and music. (b) Illustrate how texts in a regional language can be used to reconstruct history(a) Delineate developments related to the Sikhs, Rajputs, Marathas, later Mughals, Nawabs of Awadh and Bengal, and Nizam of Hyderabad. (b) Understand how the Marathas expanded their area of control. (c) Illustrate how travellers’ accounts and state archives can be used to reconstruct the history |
| Themes | Objectives |
| The environment in its totality: natural and human environment. Natural Environment: land – the interior of the earth, rocks and minerals; earth movements and major land forms. (One case study related to earthquake to be introduced) |
To understand the environment in its totality including various components both natural and human; (Periods-6) To explain the components of the natural environment; To appreciate the interdependence of these components and their importance in our life; To appreciate and develop sensitivity towards environments; |
| Themes | Objectives |
| Air – composition, the structure of the atmosphere, elements of weather and climate – temperature, pressure, moisture and wind. (One case study related with cyclones to be introduced)Water – fresh and saline, distribution of major water bodies, ocean waters and their circulation. (One case study-related with tsunami to be introduced)Natural vegetation and wildlife. Human Environment: settlement, transport and communication.Human-Environment Interaction: Case Studies – life in desert regions – Sahara and Ladakh; life in tropical and sub-tropical regions – Amazon and Ganga-Brahmaputra; life in temperate regions – Prairies and Veldt. |
To understand the atmosphere and its elements; (Periods-10)To know about the distribution of water on the earth; (Periods-10)To find out the nature of diverse flora and fauna. (Periods-5)To explain the relationship between natural environment and human habitation; To appreciate the need for transport and communication for the development of the community; To be familiar with the new developments making today’s world a global society; (Periods-7)To understand the complex interrelationship of human and natural environment; To compare life in one’s own surrounding with the life of other environmental settings; To appreciate the cultural differences existing in the the world which is an outcome of the interaction, between human beings and their environment; (Periods-15) |
|
Project/Activity • Collect stories / find out about changes that took place in their areas (identify how things/ |
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