CBSE Class 8 Social Science Syllabus
CBSE Syllabus for Class 8 Social Science 2023 – 2024 Exam
Social science is one of the most important subjects for a Class 8 student. The syllabus of Class 8 Social Science will provide various pieces of information about the real world. You can also have an insight into the way your own country works with the CBSE Class 8 Social Science Syllabus. This syllabus mainly comprises three major subjects, which are History, Geography, and Social and Political Life. Class 8 is a crucial year as you will have to build a habit of giving more time to your studies than ever now. You will need to be familiar with this subject as the chapters you will read this year will play a major role in your years to come. The necessary topics which are mandatory for this year’s Social Science examinations will be offered in the syllabus and you will have to learn them properly so that you can have a vivid image of the way that your country’s government and laws function.
You can have the complete syllabus on our website to proceed with your studies. You will be provided with a PDF version of the syllabus on the website of Extramarks. You can avail it on your laptop, mobile, desktop, or tab as per your convenience and start with your studies. Class 8 Social Science Syllabus has three books and all of the books are available on the NCERT website in three languages: English, Hindi, and Urdu.ou can choose according to your language and proceed with your studies to get better marks.
CBSE Class 8 Social Science Syllabus for
2023 – 2024
Examination – Free PDF Download
Social Science Studies has three separate subjects in it.
- History: Our Pasts – III (Part 1 and Part 2)
- Geography: Resources & Development
- Social and Political Life
You can find the complete Social Science Syllabus for Class 8 CBSE below –
CBSE Class 8 Social Studies Syllabus Overview
As we have elaborated before, the syllabus has focused on three major aspects i.e., History, Geography, and Social and Political studies. Students will get a short glimpse of Indian history and its important events. Similarly, the geography section will make you aware of agricultural aspects, power and resources, and the industries of India. Lastly, Social and political life will offer an idea of the Indian constitution, its administrative hierarchy and various aspects of Indian Judiciary processes.
CBSE Class 8 Social Science Syllabus – History: Our Pasts III
This book has ten chapters. The very first chapter of ‘Our Pasts III’ will deliver more insights about what exactly colonial rule is and the way Indian history has been divided into eras with the ruling person and their religion. You will learn everything about the British colonial rule from the establishment of the East India Company to the independence of India. And the last chapter will provide a short glimpse of the aftermath of the Indian Independence.
- Chapter 1: How, When, and Where
- Chapter 2: From Trade to Territory: The Company Establishes Power
- Chapter 3: Ruling the Countryside
- Chapter 4: Tribals, Dikus, and the Vision of a Golden Age
- Chapter 5: When People Rebel 1857 and After
- Chapter 6: Weavers, Iron Smelters, and Factory Owners
- Chapter 7: Civilising the “Native”, Educating the Nation
- Chapter 8: Women, Caste and Reform
- Chapter 9: The Making of the National Movement: 1870s – 1947
- Chapter 10: India After Independence
All the chapters reflect on the elaborate and extensive history of our land and you need to go through each chapter carefully so that by the end of this year you will have a clear idea of Indian history.
CBSE Class 8 Social Science Syllabus – Geography: Resources & Development
Social science is incomplete without a proper vision of Geography. The book ‘Geography: ‘Resources & Development’ has six chapters regarding various geographical aspects. From natural resources to mineral storage to which part of India has the maximum agricultural development everything will be covered in this Social Science Syllabus for Class 8 CBSE. You will know about various land formations of this subcontinent and unique soil qualities that encourage vegetation or offer the preservation of wildlife. Reading about agriculture, industries, and power resources will make your perception of the nation well and how your interests can help in the development of India. And the last chapter will talk about a very crucial topic of Human Resources that builds up the Indian economy along with its natural resources.
- Chapter 1: Resources
- Chapter 2: Land, Soil, Water, Natural Vegetation, and Wildlife Resources
- Chapter 3: Mineral and Power Resources
- Chapter 4: Agriculture
- Chapter 5: Industries
- Chapter 6: Human Resources
Geography and economy also go hand in hand, you can have a brief insight into the economy, and the way geography helps to build better economic opportunities will be shared through each of the chapters. The sub segments of the Class 8 Social Science Syllabus are so designed that they provide an all encompassing knowledge about the social structure of the country and the factors determining the same.
CBSE Class 8 Social Science Syllabus: Social and Political Life
‘Social and Political Life’ has five units and each unit has two chapters, so that means you will have to go through ten chapters. The first unit will focus on the two most important traits of India, which are the Indian Constitution and Secularism. And starting from that you will be introduced to the laws and the basics of Parliament to Judiciary and Marginalised understanding. And lastly, you will learn about the economic presence of the Indian Government.
Unit One: The Indian Constitution and Secularism
- Chapter 1: The Indian Constitution
- Chapter 2: Understanding Secularism
Unit Two: Parliament and the Making of Laws
- Chapter 3: Why do we need a Parliament?
- Chapter 4: Understanding Laws
Unit Three: The Judiciary
- Chapter 5: Judiciary
- Chapter 6: Understanding Our Criminal Justice System
Unit Four: Social Justice and the Marginalised
- Chapter 7: Understanding Marginalisation
- Chapter 8: Confronting Marginalisation
Unit Five: Economic Presence of the Government
- Chapter 9: Public Facilities
- Chapter 10: Law and Social Justice
Once you will have an extensive understanding of Indian civic sections and be aware of the constitution, laws, and economy, it would be easier for you to prepare well for exams. You can easily attempt the CBSE Sample Papers and CBSE Past Years’ Question Papers.
The entire syllabus of the CBSE Class 8 Social Science Syllabus is diverse and extremely essential for you to keep up with the coming years ahead. Students are advised to start their preparations as early as possible as the syllabus is vast Some Important Questions
Here are some CBSE important questions that you can’t choose to miss to do well in the upcoming exams. Prepare them along with going through the NCERT Books, and you will do great in your exams. Our CBSE Extra Questions will guide you to be completely prepared for the exams.
- How is Population Distribution Affected?
- What is the Life History of Birsa Munda?
- What is meant by a Population Pyramid?
- What are the major sources of pollution in India and how is the Indian Government combating this problem?
- How was the Government formed in India?
These are just a few questions that are important but you will have to go through the entire syllabus and make sure you know the answers to these questions.
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. What is the use of Social Science?
Social science will offer you a vision of Indian history, and Indian geographical elements, along with a brief insight into the Indian constitution. Class 8 is a very important stage of building personality, and if you are aware of these socio-political aspects of India, attempting and writing answers would be a much easier task not only in Class 8, but in higher classes as well.
2. Why are there three different books on different subjects of this Social Science?
Social Science can only be understood if you have a clear conception of these three subjects, which are History, Geography, and Social and Political Life. Since the subject knowledge is extensive, it becomes important to structure it by dividing it into three different subjects.
3. Is Social Science tough?
No, nothing is tough if you study it properly. And everything will feel out of place if you don’t study properly. So, go through the books from the beginning of the year and by the end of it, you will have a better conception of society, government and various laws.
4. From where you can get the textbooks for Social Science Syllabus Class 8 CBSE? Is it free of charge?
Yes, the e-book is available free of all costs. You can download the entire book from the NCERT website on your Tab, Laptop, or Desktop. Or you can go through the book chapter by chapter from their website. They offer a non-chargeable copy which means you do not have to pay for the book. You need to simply follow some steps to download the book.
- Visit the NCERT website
- Go to the textbook PDF (I-XII) section
- Select your Class
- Select the Subject
- Select Book Title
- Press ‘GO’
And the book will appear, to download click on “Download complete book”
Save it on your designated file of your PC or tablet. You can repeat the same process to download other books. Once you have the PDFs you can start with your studies without any delays.
5. How to prepare for Social Science to attain great marks?
After you are fully aware of the subject then you can practice CBSE Past Years’ Question Papers. To attain better results, you can go through our CBSE revision notes. You can test yourself completely with our CBSE Sample Papers which will also make you well aware of the entire examination procedure so that you can be less worried at the time of the final exam.
6. How many chapters do you have to study for this subject?
The number of chapters is 26 combining all three books. The history book will have 10 chapters, in the geography book you will have 6 chapters, and in the social and political life book, you will have 5 units each with 2 chapters so 5X2=10 chapters. The history section used to have 12 chapters till 2019 but now 2 chapters have been deducted from the syllabus.
