CBSE Class 7 Social Science Syllabus 2023 – 2024
Social Science is a compulsory subject for the CBSE Class 7 students. The CBSE Class 7 Social Science Syllabus comprises three subjects: History, Geography, and Political Science. CBSE board releases the Social Science Syllabus For Class 7 CBSE every year before the start of a new academic session. Students must be well-versed with the syllabus from the beginning of the academic year to perform well in their exams.
CBSE students in the 2023 session of class 7 must download the CBSE Class 7 Social Science Syllabus from the website or app of Extramarks for their ready reference. Students must know the syllabus which is extremely necessary for them to form a study plan at the beginning of their academic session. The Social Science Syllabus For Class 7 CBSE will also make the students aware of the subjects and chapters they need to focus on to get good grades in their examinations.
Social Science is very important for Class 7 students in the CBSE board as it covers three subjects. While going through the syllabus, the students will get a complete idea of which chapters to study for their exams and also the ones that have been dropped. The CBSE syllabus for Class 7 social science can be downloaded for free on the Extramarks website and app.
Class 7 CBSE Syllabus for Social Science 2023-2024 Exam
The CBSE syllabus for Class 7 Social Science is divided into the following three parts:
- Our Past (History)
- Social and Political Life (Civics)
- Our Environment (Geography)
The students have to study Class 7 social science NCERT books and make note of various topics, chapter end exercises throughout the text to get a good grasp of the subject. For better preparation, students may find a host of CBSE important questions for Class 7 social science on the website and app of Extramarks. Be an early bird and make the most of it.
CBSE Class 7 History Syllabus Chapters
The Central Board of Education (CBSE) has carefully included the most important topics of Indian history in the CBSE Class 7 Social Science Syllabus to give students a complete idea of our nation’s history.
- Chapter 1: Tracing Changes through a Thousand Years
- Chapter 2: New Kings and Kingdoms
- Chapter 3: The Delhi Sultans
- Chapter 4: The Mughal Empire
- Chapter 5: Rulers and Buildings
- Chapter 6: Towns, Traders, and Craftspersons
- Chapter 7: Tribes, Nomads, and Settled Communities
- Chapter 8: Devotional Paths to the Divine
- Chapter 9: The Making of Regional Cultures
- Chapter 10: Eighteenth-Century Political Formations
CBSE Class 7 Political Science Syllabus Chapters
The syllabus of CBSE Class 7 Political Science has curated the most important chapters that are essential for students to understand the role of politics in society. This knowledge and understanding will also help students to become responsible citizens.
- Chapter 1: On Equality
- Chapter 2: Role of the Government in Health
- Chapter 3: How the State Government Works
- Chapter 4: Growing up as Boys and Girls
- Chapter 5: Women Change the World
- Chapter 6: Understanding Media
- Chapter 7: Markets Around Us
- Chapter 8: A Shirt in the Market
- Chapter 9: Struggles for Equality
CBSE Class 7 Geography Syllabus Chapters
Geography is important as a subject to help students develop an understanding of the place and environment where they live. The students of CBSE Class 7 must study the following chapters included in the Geography syllabus:
- Chapter 1: Environment
- Chapter 2: Inside Our Earth
- Chapter 3: Our Changing Earth
- Chapter 4: Air
- Chapter 5: Water
- Chapter 6: Natural Vegetation and Wildlife
- Chapter 7: Human-Environment – Settlement, Transport, and Communication
- Chapter 8: Human-Environment Interactions – The Tropical and the Subtropical Region
- Chapter 9: Life in the Deserts
Importance of Class 7 Syllabus
The syllabus of CBSE Class 7 Social Science is extremely significant for the students preparing for their examination.
- The syllabus comprises all the chapters from each subject that the students have to prepare for their exams.
- Knowing which chapters they have to study will allow them to prepare for the exam better.
- A thorough analysis of the syllabus and CBSE past years’ question papers can help the students get an idea about what types of questions are asked in the exam.
- Students can create a proper study plan by becoming well-versed with the complete Social Science Syllabus for Class 7 CBSE.
- Students can go through the NCERT books only after having the knowledge of Class 7 syllabus for Social Science for the current academic year.
The CBSE extra questions for Class 7 Social Science as per the official syllabus are available on the Extramarks website and app. The CBSE syllabus is also available as a free download on Extramarks for the students’ reference.
SOCIAL SCIENCES
CLASSES VI – VIII
Introduction
The revised syllabus for the Social Sciences in Classes VI-XII attempts to advance an on-going process of assisting children and young people to understand that a healthy engagement with the world must come as much from the way society takes shape and functions as from a proper sense of its material and physical foundations. From this, it is expected, a vision will evolve that the Social Sciences provide both essential skills of comprehension that are fundamental to any activity, and a means of self-understanding and fulfillment that can be diverting, exciting and challenging. The syllabus assumes that the knowledge apparatus of the child and the young person is itself complex- both given the wide range of materials that the visual and print media have drawn into country and urban life and the nature of the problems of everyday life. To negotiate the diversity and confusion and excitement the world throws up itself requires activity and insight that the Social Sciences can substantially provide. To have a firm and flexible perspective on India’s past and the world from which, and in which, the country develops, sensitivity to crucial social problems is essential. The syllabus attempts to encourage such sensitivity and provide it with the ground on which it may deepen – stressing that attention should be paid to the means through which sensitivity and curiosity are aroused as much as the specific information that stimulates it.
The Social Sciences have been a part of the school curriculum before Class VI as part of the teaching of Environmental Studies. The revised EVS syllabus has attempted to draw the child’s attention in Classes III-V to the broad span of time, space and the life in society, integrating this with the way in which she or he has come to see and understand the world around them.
In Classes VI-X, this process continues, but with a greater attention to specific themes and with an eye to the disciplines through which Social Sciences perspectives have evolved. Up to a point, the subjects that are the focus of college-level teaching – History, Geography, Political Science, and Economics – are meant to take shape in the child’s imagination during these years – but only in a manner where their boundaries are open to dispute, and their disciplinary quality is understated. With such intentions, syllabus-makers have been more concerned with theme and involvement rather than information. Textbook writers will be concerned to ensure that understanding does not suffer through suffocation by obsession with detail. Equally, the themes and details that are brought before the child for attention and discussion are also meant to clarify doubts and disputes that take shape in contemporary society – through an involvement of the classroom in discussions and debates via the medium of the syllabus.
With such a focus in mind, syllabus-makers for the Upper Primary and Secondary Stages have sought to ensure that their course content overlaps at various levels, to strengthen understanding, and provide a foundation in detail from which natural curiosity and the capacity for investigation may evolve and develop. It is also anticipated that, in keeping with the spirit of the National Curriculum Framework the syllabus itself will promote project work that encourages the child to take stock of the overlap, to see a problem as existing at different and interconnected levels. Guides to this as well as specific instances will be provided in textbooks.
Throughout, India’s own experiences over time, and the solutions advocated by national governments, as well as the problems they have encountered, are expected to give the child a firm sense of locality, region and nation in an interconnected and complex manner. Both the intentions that have stimulated policy, the ideals and compulsions that have guided them as well as the diversity of experience of what has taken place finds attention and enquiry in the syllabus. Equally, comparisons between India’s experience and global experiences are encouraged and India’s interactions with the world find attention. Social, cultural and political issues are the focus of comparison.
It is within such a framework that the deeper engagement with disciplines are expected to evolve in Classes XI and XII – allowing the young person either to prepare for higher education or a broad range of professions that require more specific skills. While anticipating some of the concerns of higher education, the syllabus of this time must and does focus on foundation rather than information – stimulating an awareness of essential categories, and a broad sense of disciplinary areas.
HISTORY: OUR PASTS
Rationale
From Class VI all students would read history as a component of Social Sciences. This component has been devised in a way that would help students develop a historical sensibility and awareness of the significance of history. The assumption has been that students need to see history not simply as a set of facts about the past – economic, social, political, and cultural – but that they have to learn to think historically. Students have to acquire a capacity to make interconnections between processes and events, between developments in one place and another, and see the link between histories of different groups and societies.
In these three years (VI – VIII) the focus would be primarily on Indian History, from the earliest times to the present. Each year one chronological span of time would be studied. The effort would be to understand some of the social, economic, political and cultural processes within them.
Objectives
- Provide a general idea of the developments within these periods of history. This can be achieved by presenting a broad overview of a theme and a detailed case study. Care will be taken to avoid an excess of detail which can burden
- Give an idea of the way historians come to know about the past. Students would be introduced to different types of sources and encouraged to reflect on them critically. This would require that extracts from sources – inscriptions, religious texts, travel accounts, chronicles, newspapers, state documents, visual material etc. – become an integral part of Discussions built around these sources would allow learners to develop analytical skills.
- Create a sense of historical diversity. Each theme would provide a broad over view, but would also focus on a case study of one region or a particular event. In choosing the case studies the focus would shift from one region to another, so that the diversity of historical experiences can be studied without over burdening the
- Introduce the child to time lines and historical maps that would situate the case studies being discussed, and locate the developments of one region in relation to what was happening
- Encourage the students to imagine what it would be like to live in the society that was being discussed, or how a child of the time would have experienced the events being talked
Themes
CLASS VI: OUR PASTS -I
Objectives
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Culture and Science (a) Literature, including the Puranas, the epics, other Sanskrit and Tamil works. (b) Architecture including early monasteries and temples, sculpture, painting (Ajanta); (c) Science. |
(b) Explain the development of different administrative systems. (c) Understand how prasastis and caritas are used to reconstruct political history.
(a) Develop a sense of appreciation of textual and visual traditions of the period. (b) Introduce excerpts from texts and visual material for analysis and appreciation. |
CLASS VIII: OUR PASTS – III
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CLASS VIII: OUR PASTS – III
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GEOGRAPHY
Rationale
Geography is an integral component of social science. At this stage learners are introduced to the basic concepts necessary for understanding the world in which they live. Geography will be introduced to promote the understanding of interdependence of various regions and countries. The child will be introduced to the contemporary issues such as global distribution of economic resources, gender, marginalized group, and environment and on going process of globalisation. The course at this stage comprises study of the earth as the habitat of humankind, study of environment, resources and development at different scales local, regional/national and the world.
Objectives
The major objectives of the course are to:
- develop an understanding about the earth as the habitat of humankind and other forms of
- initiate the learner into a study of her/his own region, state and country in the global
- introduce the global distribution of economic resources and the on going process of
- promote the understanding of interdependence of various regions and
CLASS VI : THVE EARTIH – OUR HABITAT
| Topics | Objectives |
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Planet: Earth in the solar system.
Globe: the model of the earth, latitudes and longitudes; motions of the earth rotation and revolution.
Maps: essential components of maps distance, directions and symbols.
Four realms of the earth: lithosphere, hydrosphere, atmosphere and biosphere: continents and oceans. |
To understand the unique place of the earth in the solar system, which provides ideal condition for all forms of life, including human beings; (Periods-8)
To understand two motions of the earth and their effects; (Periods-12)
To develop basic skills of map reading; (Periods-10)
To understand interrelationship of the realms of the earth; (Periods-12) |
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CLASS VI : OUR ENVIRONMENT
| Topics | Objectives |
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Environment in its totality: natural and human environment.
Natural Environment: land – interior of the earth, rocks and minerals; earth movements and major land forms. (One case study related with 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 natural environment; To appreciate the interdependence of these components and their importance in our life; To appreciate and develop sensitivity towards environments; (Periods-12) |
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CLASS VIII : RVESOURICEIS AIND DEVELOPMENT
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 on- going 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
CLASS VI DIVERSITY AND INTERDEPENDENCE
Rationale
In the first year of the new subject area, ‘Social and Political Life’ the themes of diversity, interdependence and conflict are to be focused on. This is done through first elucidating aspects of social diversity through a discussion of linguistic diversity as well as the diversity of art forms. In discussing these topics the idea is to celebrate diversity and interdependence while also highlighting that this can be zone for conflict. The idea of government is introduced at this grade and then elaborated upon through a discussion of the types of government at the local level, as well as different aspects of their functioning. Through focusing chapters on concrete, though narrativised, examples of land administration in the rural context and sanitation services in the urban one, the attempt is to have the child gain an experiential understanding of the ways in which local government functions. The last chapter through its focus on how people make a living in the rural and urban context discusses issues of the diversity of livelihoods.
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.
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CLASS VIII
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 represent 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 |
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UNIT 1: Democracy This unit will focus on the historical as well as the key elements that structure a democracy. The structures in place to make people’s representation a reality will be discussed with reference to its actual functioning. Section 1 Why Democracy Two main thrusts • Historical What were some of the key junctures and transformations in the emergence of democracy in modern societies. |
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, |
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CLASS VIII
RULE OF LAW AND SOCIAL JUSTICE
Rationale
The theme of law and social justice for Class VIII attempts to connect constitutional values and vision to the reality of contemporary India and to look at the constitution as an inspiring and evolving document. Some provisions of the constitution relating to fundamental rights, parliamentary form of government, role of the judiciary and economic role of government are the topics discussed in this light. The attempt is to move from listing rules and functions to discussing some of the key ideas underlying the working of these institutions. The role of people as desiring and striving for a just society and hence responding and evolving laws and structures that govern us is brought forth.
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.
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| Themes | Objectives |
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UNIT 4: Social Justice and the Marginalised |
To enable students to: |
| This unit focuses on issues of social justice and the | • understand what is meant by marginalised, |
| marginalised. It first provides an understanding of what | • gain a critical understanding of social and economic |
| is meant by ‘marginalised’ groups. It then discusses in- | injustices, |
| depth the issue of untouchability and reservations.
Section 1 |
• develop skills to analyse an argument from the
margianlised point of view. |
| A brief explanation of what is meant by marginalised. | |
| Include how various communities (SC, ST, OBC, | |
| minorities) fit in. | |
| • Forms of social inequality – Constitutional | |
| provisions relating to social justice. | |
| • Effect of social inequalities on economic inequalities. | |
| • On Reservations.
Section 2 |
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| Different forms of untouchability that continue to exist | |
| • The law on manual scavenging with reference to | |
| existing realities in rural and urban areas. | |
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UNIT 5: Economic Presence of the Government |
To enable students to: |
| Introduction of various ways by which government | • think about the role of government in the economic |
| is engaged in developmental activities, especially in | sphere, |
| infrastructure and social sectors. | • see some links between people’s aspirations\ needs |
| Explain with an example from this area why we | and role of government. |
| need the government, how is the provision done, how | |
| does it impact upon people. |
FAQs (Frequently Asked Questions)
1. Where can I download the CBSE Class 7 Social Science syllabus for free?
The official syllabus for CBSE Class 7 Social Science can be downloaded free of cost on the Extramarks website and app. The app is available on both Google Play Store and Apple App Store.
2. Is the Syllabus for CBSE Class 7 Social Science helpful for exam preparation?
Yes, the syllabus is extremely helpful for CBSE Class 7 students who are preparing for their social science examination. The syllabus gives them a complete understanding of the social science curriculum so they can prepare a good study plan for the whole year. It is an effective resource for students who want to score good grades in their exams.
3. How many subjects are there in CBSE Class 7 Social Science syllabus?
There are three subjects in the CBSE Social Science syllabus for Class 7. These subjects are History, Geography, and Political Science.
4. How to score good grades in Class 7 CBSE Social Science examination?
The first thing a student must do to get good marks is to get to know the complete syllabus, attend your classes regularly, take notes , complete your assignments on time, and clarify your doubts then and there, and avoid waiting for the opportune moment. To improve your grades, they can also regularly attempt the CBSE sample papers available on Extramarks to perfect their time management skills, to understand the question pattern, and be how to answer any tricky questions . Students can also find accurate, reliable and concise CBSE revision notes for Class 7 Social Science on Extramarks that will be useful during exams.
