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Studying social science is crucial for eighth-grade students as it offers insights into the real world and their country. Exploring subjects like History, Geography, and Social and Political Life allows them to delve into cultural heritage, shaping their perspectives and values. This learning encourages appreciation for human connections and equips them to engage in community and national affairs actively.
In the CBSE curriculum for Class 8, these subjects hold significant weight, demanding considerable effort to excel in exams. However, before diving into preparation, familiarizing oneself with the syllabus is fundamental.
The CBSE Syllabus for Class 8 Social Science serves as a roadmap, detailing the course content and unit-wise topics for the academic year 2024-25. The study of social science at this level not only aids in understanding society but also contributes to its improvement and advancement. Familiarity with the CBSE Syllabus proves advantageous for eighth-grade students as they gear up for their final Social Science examination.
Overview of CBSE Class 8 Social Science Syllabus
| Unit | Subject Name | Chapters |
| 1. | History: Our Pasts |
|
| 2. | Social and Political Life |
|
| 3. | Resources and Development |
|
CBSE Class 8 Social Science Syllabus: Social and Political Life
The law and social justice theme for Class VIII aims to establish a connection between constitutional principles and the current state of affairs in India. It seeks to view the Constitution not merely as a static set of rules but as a dynamic and inspirational document.
This exploration delves into specific aspects of the constitution, such as fundamental rights, the parliamentary system, the judiciary’s role, and the government’s economic functions. Rather than simply listing rules and functions, the focus is on exploring the fundamental concepts that underlie the functioning of these institutions.
The material emphasizes the role of individuals in aspiring to create a just society, leading to the continuous adaptation and evolution of laws and structures that govern us.
Unit I:
The Indian Constitution and Understanding Secularism
The goal is to help students:
- Grasp the concept of the rule of law and our interaction with it,
- Recognize the Constitution as the main basis for our laws,
- Comprehend that laws adapt and can be modified,
- Understand the principles and ideals embodied in the Constitution,
- Cultivate an understanding of the human rights protected by the Constitution,
- Value our ongoing connection to the Constitution as a dynamic document that evolves.
Unit II:
Parliament and the Making of Laws
To help students:
- Comprehend the reasons behind India’s adoption of a parliamentary government system.
- Develop an understanding of the fundamental components of a parliamentary system.
- Assess how citizens’ involvement influences the creation of laws.
- Grasp how the government and various factions address these concerns and demands.
Unit III:
Judiciary
To help students:
- Comprehend the key components of our legal system,
- Recognize the importance of established procedures,
- Grasp the concept of an FIR (First Information Report) and learn how to lodge one.
Unit IV:
Understanding Marginalization and Confronting Marginalization
This aims to help students:
- Comprehend the concept of marginalization.
- Acquire a critical grasp of social and economic unfairness.
- Cultivate abilities to analyze arguments from the marginalized perspective.
Unit V:
Public Facilities and Law and Social Justice
To help students:
- Consider the government’s involvement in the economy,
- Recognize connections between what people desire or require and the government’s responsibilities.
CBSE Class 8 Social Science Syllabus: History
The history section in the Class 8 SST Syllabus covers topics concerning the evolution of various regions, connections between significant events and processes, and the interactions among diverse societies and communities.
The subjects to be studied include the naming of the subcontinent, mercantilism, conflicts in trade, the expansion of colonial armies, agricultural policies during colonization, uprisings among peasants, the life story of Birsa Munda, transformations in tribal economies, the rise of British industries in the 20th century, British governance in India, the educational framework, developments on national and regional levels post-1947, shifts in art, literature, and painting, as well as the consequences of colonial policies and the phenomenon of de-urbanization.
Chapter 1: How, When and Where
This aims to help students:
(a) Explain how the names and titles used for the subcontinent and its regions have evolved over time.
(b) Describe significant advancements or events that have occurred within a specific period.
(c) Propose the differences in the materials or resources used for studying this particular period compared to earlier times.
Chapter 2: From Trade to Territory The Company Establishes Power
This aims to help students:
(a) Explore the evolution of a trading enterprise into a significant political force.
(b) Demonstrate the connection between the strengthening of British authority and the establishment of colonial military forces and administrative systems.
Chapter 3: Ruling the Countryside
This aims to help students:
(a) Give an overview of changes in rural communities by comparing two different regions.
(b) Highlight similarities and differences between present-day societies and those from the past.
(c) Explore how the introduction of new crops affected the daily routines of peasants, sometimes causing disruptions and sparking rebellions.
Chapter 4: Tribals, Dikus, and the Vision of a Golden Age
This aims to help students:
(a) Explore various types of tribal communities.
(b) Demonstrate how historical accounts from government sources can be analyzed creatively to piece together the narratives of tribal uprisings.
Chapter 5: When People Rebel 1857 and After
This aims to help students:
(a) Explore the origins and transmission of revolts.
(b) Highlight the alterations in colonial governance post-1857.
(c) Demonstrate how both vernacular and British narratives can be used to interpret the rebellion.
Chapter 6: Civilizing the “Native”, Educating the Nation
This aims to help students:
(a) Demonstrate the historical roots behind the current widespread and commonly accepted educational system.
(b) Explore the connection between the politics governing education and its influence on power dynamics and cultural identity.
Chapter 7: Women, Caste and Reform
This aims to help students:
(a) Explain the reasons behind the emphasis of numerous reformers on addressing the “women’s question” and their perspectives on transforming women’s circumstances.
(b) Summarize the timeline of legislative changes that have had an impact on the lives of women.
(c) Demonstrate the utilization of autobiographies, biographies, and various literary works as tools to piece together the histories of women.
Chapter 8: The Making of the National Movement: 1870s–1947
This aims to help students:
(a) Describe the significant progressions in the country’s movement for independence, emphasizing a thorough examination of one pivotal occurrence.
(b) Demonstrate the utilization of present-day writings and records to piece together the histories of political movements.
CBSE Class 8 Social Science Syllabus: Geography (Resource and Development)
The Geography section in the CBSE Class 8 Social Science syllabus covers fewer chapters compared to the other sections. It starts with understanding natural and human resources, their utilization, conservation, and distribution.
Following that, students explore India’s agriculture, including farming, various types of crops, beverages, and related aspects. The syllabus also delves into industries, covering sectors based on size, ownership, and raw materials. Additionally, topics like Iron and Steel, the textile industry, and information technology are included.
Finally, students learn about the significant role played by human resources in India’s economic development.
Chapter 1: Resources
The objective is to understand the significance of resources, including their diversity, where they can be found, and how they are spread out.
Chapter 2: Land, Soil, Water, Natural Vegetation and Wildlife Resources
The aim is to grasp the significance of resources in our lives, recognizing the thoughtful utilization of resources for long-term sustainability. Additionally, fostering an awareness about conserving resources and motivates action toward the conservation process.
Chapter 3: Agriculture
The objective is to gain knowledge about diverse forms of farming and agricultural progress in distinct geographical areas.
Chapter 4: Industries
The aim is to comprehend significant types of manufacturing sectors.
Chapter 5: Human Resources
The objective is to grasp the significance of human resources in contributing to the economic development of a nation.
