ByNiharika BhatiHarsh S. Dass

Neha Chakraborty

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Our Pasts–II (History)

Our Environment (Geography)

Social and Political Life–II (Civics)

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SYLLABUSSOCIAL SCIENCE–VII

OUR PASTS–II

Themes Objectives

Where, When, 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.

(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.

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) Trace the patterns of political developments and military conquests—Gurjara Pratiharas, Rashtrakutas, Palas, Chahamanas, Ghaznavids.

(b) Develop an understanding of the connections between political

example. (c) Illustrate how inscriptions are used to reconstruct history.

The Sultans of Delhi: (a) An overview.

(c) A case study of the Tughlaqs.

(a) Outline and development of political institutions, and relationships amongst rulers.

(b) Understand strategies of military control and resource mobili-sation.

(c) Illustrate how travellers’ accounts, court chronicles and historic buildings are used to write history.

The Creation of An Empire: (a) An outline of the growth of Mughal Empire. (b) Relations with other rulers, administration, and the court. (c) Agrarian relations. (d) A case study of Akbar.

(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.

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.

(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 the 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.

Towns,Traders and Craftsmen: (a) Varieties of urban centres—court towns, pilgrimage centres,

ports and trading towns. (b) Case studies: Hampi, Masulipatnam, Surat.

(a) Trace the origins and histories of towns, many of which survive today.

(b) Demonstrate the differences between founded towns and those that grow as a result of trade.

(c) Illustrate how travellers’ accounts, contemporary maps and

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.

(a) Convey an idea of long-term social change and movements of people in the subcontinent.

(c) Illustrate how anthropological studies, inscriptions and chronicles are used to write history.

Popular Beliefs and Religious Debates: (a) An overview of belief-systems, rituals, pilgrimages, and syncretic

cults. (b) Case study: Kabir and Guru Nanak.

(a) Indicate the major religious ideas and practices that began during this period.

(b) Understand how Kabir and Guru Nanak challenged formal religions.

(c) Illustrate how traditions preserved in texts and oral traditions are used to reconstruct history.

Themes Objectives

The Flowering of Regional Cultures: (a) An overview of the regional languages, literatures, painting,

music. (b) Case study: Bengal.

(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.

New Political Formations in the Eighteenth Century: (a) An overview of the independent and autonomous states in the

subcontinent. (b) Case study: Marathas.

(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 history.

OUR ENVIRONMENT

Topics Objectives

Environment in its totality: Natural and human environment. To understand the environment in its totality including various components both natural and human. (Periods 6)

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 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 environment. (Periods 12)

Air: Composition, structure of the atmosphere, elements of weather and climate—temperature, pressure, moisture and wind. (One case study related with cyclones to be introduced.)

To understand about atmosphere and its elements. (Periods 10)

Water: Fresh and saline water, distribution of major water bodies, ocean waters and their circulation. (One case study related with tsunami to be introduced.)

To know about distribution of water on the earth. (Periods 10)

Natural vegetation and wildlife. (Periods 5)

Human Environment: Settlement, transport and communication. To explain the relationship between natural environment and human habitation;

To appreciate the need of transport and communication for development of the community;

To be familiar with the new developments making today’s world a global society. (Periods 7)

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 complex interrelationship of human and natural environment;

To compare life in one’s own surrounding with life of other environmental settings;

To appreciate the cultural differences existing in the world which is an outcome of interaction between human beings and their environments. (Periods 15)

Project/Activity

Discuss the topic ‘How weather forecast helps us’ in your class after assigning the role of a farmer, a hawker, a pilot of an aeroplane,

Write observations about local area house types, settlements, transport, communication and vegetation. Note: Any similar activities may be taken up.

DEMOCRACY AND EQUALITY

Themes Objectives

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.

Key Features

– The different systems of power that exist in the world today.

the contemporary world:

Formal Equality

Decision making mechanisms

Accommodation of differences

Enhancing human dignity

Section 2

Institutional Representation of Democracy

Universal Adult Franchise

Elections

Political Parties

Coalition Governments

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,

understand democracy as representative government,

understand the vision and the values of the Constitution.

UNIT 2: State Government

This unit will focus on the legislative, executive and administrative aspects of state government. It will discuss processes involved in choosing MLAs, passing a bill and discuss how state governments function through taking up one issue. This unit might also contain a section on the nation-state.

Section 1: Its Working

Main functionaries Broad outline of the role of the Chief Minister and the Council of Ministers:

Section 2: Its Functioning

Through one example:

land reform/irrigation/education/water/health discuss

The nature of the role played by the government – regarding resources and services.

Factors involved in distribution of resources/services.

Access of localities and communities to resources/services.

To enable students to:

gain a sense of the nature of decision-making within State government.

understand the domain of power and authority exercised by the state government over people’s lives.

gain a critical sense of the politics underlying the provision of services or the distribution of resources.

UNIT 3: Understanding Media In this unit the various aspects of the role of a media in a democracy will be highlighted. This unit will also include a discussion on advertising as well as on the right to information bill.

Section 1: Media and Democracy

Media’s role in providing the following: providing information. providing forum for discussion/debate creating public opinion.

Media ethics and accountability.

Relationship between Government and information.

A case-study of the popular struggle that brought about the enactment of this legislation.

Section 2: On Advertising Commercial Advertising and Consumerism Social Advertising

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.

right.

UNIT 4: Unpacking Gender This unit is to understand the role gender plays in ordering our social and economic lives.

Section 1: Social Aspects

Norms, values that determine roles expected from boys and girls in the:

family, community, schools, public spaces, Understanding Inequality: The role of gender in creating unequal and hierarchical relations in society.

Section 2: Economic Aspects gender division of labour within family, value placed on women’s work within and outside the home, the invisibilization of women’s labour.

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. Are able to link everyday practices with the creation of inequality and question it.

UNIT 5: Markets Around Us This unit is focussed on discussing various types of markets, how people access these and to examine the workings of an actual market.

Section 1: On retail markets and our everyday needs. On role and impact of wholesale markets how are these linked to the above. People’s access to markets depends upon many factors such as availability, convenience, credit, quality, price, income cycle etc.

Section 2:

Examine the role of an observable wholesale market such as grain, fruit, or vegetable to understand the chain of activities, the role of intermediaries and its impact on farmer- producers.

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.

CONTENTS

1 Tracing Changes Through a Thousand Years H-2 – H-11

2 New Kings and Kingdoms H-12 – H-21

3 The Delhi Sultans H-22 – H-32

4 The Mughal Empire H-33 – H-43

5 Rulers and Buildings H-44 – H-53

6 Towns, Traders and Craftspersons H-54 – H-64

7 Tribes, Nomads and Settled Communities H-65 – H-73

8 Devotional Paths to the Divine H-74 – H-83

9 The Making of Regional Cultures H-84 – H-92

10 Eighteenth-Century Political Formations H-93 – H-102

1 Environment G-2 – G-10

2 Inside Our Earth G-11 – G-19

3 Our Changing Earth G-20 – G-30

4 Air G-31 – G-40

5 Water G-41 – G-51

6 Natural Vegetation and Wildlife G-52 – G-61

7 Human Environment–Settlement, Transport and Communication G-62 – G-71

8 Human Environment Interactions: The Tropical and The Subtropical Region G-72 – G-80

9 Life in the Temperate Grasslands G-81 – G-88

10 Life in the Deserts G-89 – G-97

1 On Equality C-2 – C-8

2 Role of the Government in Health C-9 – C-16

3 How the State Government Works C-17 – C-25

4 Growing up as Boys and Girls C-26 – C-32

5 Women Change the World C-33 – C-40

6 Understanding Media C-41 – C-47

7 Understanding Advertising C-48 – C-55

8 Markets Around Us C-56 – C-63

9 A Shirt in the Market C-64 – C-71

10 Struggles for Equality C-72 – C-76

Model Test Paper – I M-1 – M-3Model Test Paper – II M-4 – M-6

PART A: OUR PARTS–1I (HISTORY)

PART B: OUR ENVIRONMENT (GEOGRAPHY)

PART C: SOCIAL AND POLITICAL LIFE–II (CIVICS)

Super Refresher

Part Opener

page signifies major

segments of the book

and list of chapters

All chapters are based on

Syllabus and

Textbook

NCERT

Every chapter includes

major Concepts

Chapter in a Nutshell

provides a complete and

comprehensive summary

of the chapter

Social Science

NCERT Textbook

Exercises with answers

Important Dates help in

understanding a concept

in chronological order

NCERT In-Text Questions

are provided with answers

Variety of

questions with answers

in every chapter

Value Based and HOTS

Self Assessment at the

end of each chapter

Formative Assessment

at the end of each chapter

to focus upon CCE pattern

Picture Interpretation

helps visual learner to

understand the concept

Tracing Changes Through a Thousand Years

New Kings and Kingdoms

The Delhi Sultans

The Mughal Empire

Rulers and Buildings

Towns, Traders and Craftspersons

Tribes, Nomads and Settled Communities

Devotional Paths to the Divine

The Making of Regional Cultures

Eighteenth-Century Political Formations

PartPartOur Pasts–II (History)

CONCEPTS

CHAPTER IN A NUTSHELL

l This chapter tells us about some of those changes which came in our country from the 8th century upto the 18th century, i.e., the medieval period.

l During the medieval period, many cartographers tried to make the maps of the Indian subcontinent in different ways.

l Many changes took place in the historical records, which exist in different languages, over the years. For example, medieval Persian is not similar to modern Persian.

l The word ‘Hindustan’ is used for India, the modern nation, but it was used in different manners by different persons in the medieval period.

l Many changes also took place in the system of terminology. It means that the meaning of different terms is different in different ages and is used in different context.

l Historians have used different sources to study the past, according to the period of their study and the purpose of their research.

l In medieval ages, there was no printing press. Scribes made separate copies from the original copy by writing.

l Historians have to read different manuscript versions of the same text, which is why biases came in the writings of historians.

l A number of economic, political, social and cultural changes took place during this age. For example, new varieties of food and beverages arrived in the subcontinent, which resulted in agricultural changes in the rural society.

l This period saw reduction of forest cover and extension of agriculture in a slow,s but steady pace. These changes took place very quickly in some areas and very slowly in others.

l Jati or caste has played a very important role in binding the Indian society in a knot. This age saw a number of invasions by foreign invaders.

l This period saw the rising of vast empires such the Cholas, Tughluqs, Mughals, Mamluks, etc. l Thousands of small states were present in our country, due to which peculiar geographical aspects,

regional languages and cultural variations are there.

New and Old Terminologies Historians and Their Sources New Social and Political Groups Region and Empire Old and New Religions Thinking about Time and Historical Periods

1 Tracing Changes Through a Thousand Years

2H-2

Tracing Changes Through a Thousand Years 3H-3

l This period also saw many new religions, which either originated in our country or came from other countries. Hinduism, Buddhism, Jainism already existed in India, but Islam, Sikhism and Zoroastrianism came later to India. Bhakti Movements were originated in India during this age.

l Many European travellers came to India during this period, and their writings are an important source material for historians.

IMPORTANT CONCEPTS AND TERMS

Cartographer: Person who makes mapsChronicles: Keeping record of historical events as they happened during the agesHabitat: Environment of any region and social and economic lifestyle of its inhabitantsHistorian: One who studies history or past and writes about itManuscript: Document which is written by hand, not typed or printed Medieval Period: Age from 8th century C.E. to 18th century C.E. is known as the medieval period of IndiaThe Middle Age: The period between the ancient and modern periods of history is denoted by this word

NCERT TEXTBOOK QUESTIONS (Solved)

Let’s Recall Q.1. Who was considered a ‘‘foreigner’’ in the past? Ans. During the past times, especially during the medieval period, a foreigner was the person who was

not the part of a particular society or culture (say in a given village.) Hence, a city-dweller regarded a forest-dweller as a ‘‘foreigner’’. But, two farmers of a village were not foreigners to one another, even if they belonged to different religions, occupational groups or castes.

Q.2. State whether true or false:C.E.

(b) The Marathas asserted their political importance during this period. (c) Forest-dwellers were sometimes pushed out of their lands with the spread of agricultural

settlements. (d) Sultan Ghiyas-ud-din Balban controlled Assam, Manipur and Kashmir. Ans. (a) False (b) True (c) True (d) False

Q.3. Fill in the blanks: (a) Archives are places where _______ are kept. (b) _______ was a fourteenth-century chronicler. (c) _______ , _______ , _______ , _______ and _______ were some of the new crops introduced

into the subcontinent during this period. Ans. (a) Manuscripts (b) Ziya-ud-din Barani (c) Potatoes, Corn, Chillies, Tea and Coffee

Q.4. List some of the technological changes associated with this period. Ans. This period saw many technological changes which exerted a great impact on the coming ages. During

this age, technologies such as the Persian wheel in irrigation, the spinning wheel in weaving, etc., were seen. Due to these changes, a number of new inventions came into being after this age in the form of the Industrial Revolution.

4H-4 MBD Super Refresher Social Science-VII

Q.5. What were some of the major religious developments during this period? Ans. There were major religious developments which came during this age and these were: (i) Many important changes took place in Hinduism and these were the worshipping of new gods

and goddesses and construction of new and large temples by different kings. This increased importance of Brahmans and priests who became the most important group of the society.

(ii) The idea of Bhakti emerged during this age, which should personal love for god that followers developed without the help of any rituals or priests.

(iii) Many new religions like Islam and Zoroastrianism came to India either by invaders or through

of one God, Allah.

Let’s Understand Q.6. In what ways has the meaning of the term ‘‘Hindustan’’ changed over the centuries? Ans. Actually, the term “Hindustan” is used for present-day India. In different time periods, the meaning

of this word was given in the following ways: (i) In the 13th century, this term was used by a chronicler, Minhaj-i-Siraj for the areas of Punjab,

Haryana and the area between Ganga and Yamuna. In other words, he used this term in a political way that the areas were a part of dominions of the Delhi Sultanate. It never made south India a part of it.

India, to explain the geography, fauna and culture of the people of the subcontinent. There was no political sense related to it.

(iii) In the same way, in the 14th century, the great poet Amir Khusrau used the term ‘Hind’ for the geographical and cultural unit of India. His meaning was also not related to any political or national sense.

Q.7. How were the affairs of jatis regulated? Ans. Jati or caste is an endogamous group which keeps certain restrictions on its members regarding

social relations, eating habits, marriage, etc. In the past, no one was allowed to keep relations with members of other castes. In actual sense, only four castes or varnas exist—Brahmans, Kshatriyas, Vaishyas and Shudras, but thousands of sub-castes also existed during that time. Every jati or caste has framed its own rules to regulate the behaviour of its members.

A jati panchayat was an assembly of the elders of a single jati that enforced these rules on its members.

Many villages were governed by one chieftain who was generally the eldest person of many jati panchayats. Together, they formed one small unit of the state.

Q.8. What does the term pan-regional empire mean? Ans.

some occasional dynasties which were able to build a big and large empire like the Cholas, the Khaljis, the Tughluqs, the Mughals, etc. These were known as ‘pan-regional’ empires which spanned in diverse regions. All of these empires were not equally stable and successful.

Let’s Discuss

Ans.

MBD Super Refresher Social ScienceClass-VII CBSE /NCERT

Publisher : MBD GroupPublishers

ISBN : 9789385905216Author : Niharika Bhati,Harsh S. Dass, NehaChakraborty

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