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CBSE Continuous and Comprehensive Evaluation CCECBSE Continuous and Comprehensive Evaluation CCE

Social ScienceSocial Science

8 Class

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CONTENTS

4 : Agriculture

Ø Worksheets 31 & 32 105 -110

5 : Industries

Ø Worksheets 33 & 34 111 -116

6 : Human Resources

Ø Worksheets 35 & 36 117 -122

Social & Political Life1 : The Indian Constitution

Ø Worksheets 37 & 38 125- 130

2 : Understanding Secularism

Ø Worksheets 39 & 40 131- 136

3 : Why do we need a Parliament?

Ø Worksheets 41 & 42 137- 142

4 : Understanding Laws

Ø Worksheets 43 & 44 143- 148

5 : Judiciary

Ø Worksheets 45 & 46 149- 154

6 : Understanding

Our Criminal Justice System

Ø Worksheets 47 & 48 155- 160

7 : Understanding Marginalisation

Ø Worksheets 49 & 50 161- 166

8 : Confronting Marginalisation

Ø Worksheets 51 & 52 167- 172

9 : Public Facilities

Ø Worksheets 53 & 54 173- 178

10 : Law and Social Justice

Ø Worksheets 55 & 56 179- 184

• Solved Sample Question Paper (Term 1) 185- 187

• Solved Sample Question Paper (Term 2) 188- 192

Our Pasts -[Part-1]1 : How, When and Where

Ø Worksheets 1 & 2 11 - 16

2 : From Trade to Territory

(The Company Establishes Power)

Ø Worksheets 3 & 4 17 - 22

3 : Ruling the Countryside

Ø Worksheets 5 & 6 23 - 28

4 : Tribals, Dikus and

the Vision of a Golden Age

Ø Worksheets 7 & 8 29 - 34

5 : When People Rebel

(1857 and After)

Ø Worksheets 9 & 10 35 - 40

6 : Colonialism and the City

(The Story of an Imperial Capital)

Ø Worksheets 11 &1 2 41 - 46

Our Pasts - [Part-2]7 : Weavers, Iron smelters and

Factory Owners

Ø Worksheets 13 & 14 47 - 52

8 : Civilising the

“Native” Educating the Nation

Ø Worksheets 15 & 16 53 - 58

9 : Women, Caste and Reform

Ø Worksheets 17 & 18 59 - 64

10 : The Changing World of

Visual Arts

Ø Worksheets 19 & 20 65 - 70

11 : The Making of the National

Movement : 1870 - 1947

Ø Worksheets 21 & 22 71 - 78

12 : India After Independence

Ø Worksheets 23 & 24 79 - 84

Resources And Development1 : Resources

Ø Worksheets 25 & 26 87 - 92

2 : Land, Soil, Water, Natural Vegetation

and Wildlife Resources

Ø Worksheets 27 & 28 93 - 98

3 : Mineral and Power Resources

Ø Worksheets 29 & 30 99 -104

•Syllabus 5-8

Receiving Dt.:___________(Office use only)

PrefaceYear after year CBSE has been introducing changes in the curriculum of various classes.

We, at Oswaal Books, closely follow every change made by the Board and endeavor to equip every student with the latest study material to prepare for the Term Examinations.

The latest offering from us are these Worksheets. These aim at providing comprehensive practice material for every chapter to ensure that every concept is revised in totality. These are prepared by experienced teachers who have translated their expertise into making these worksheets a wholesome study package. Every worksheet contains a mix of questions, for which the maximum marks and time are mentioned to create an exam oriented study material.

Our worksheets strictly follow the NCERT curriculum and include the following:

• Chapter-wise pullout worksheets with space for writing answers

• Synopsis of the important points from every chapter

• Wide variety of questions based on Summative & Formative Assessment

• Sample Question papers for Term 1 & Term 2

We feel happy to add these to our existing portfolio of Question Banks and Sample Question Papers. We hope that with our Worksheets, every student will discover a more interactive way of studying and thereby excelling in his examinations. We welcome any suggestions that come our way for improvisation.

We wish you good luck for the forthcoming academic year!!

–Editor

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(v)

Where, When, How(a) An overview of the period.(b) Introduction to the new geographical categories.(c) An outline of the time frame.(d) An introduction to the sources.

The Establishment of Company Power(a) Mercantilism and trade-wars.(b) Struggle for territory, wars with Indian rulers.(c) The growth of colonial army and civilian

administration. Regional focus: Tamil Nadu.

Rural Life and Society(a) Colonial agrarian policies; their effect on peasants

and landlords.(b) Growth of commercial crops.(c) Peasant revolts: focus on indigo rebellions.

Regional focus: Bengal and Bihar. Some comparison with later developments in Punjab.

Colonialism and Tribal Societies(a) Changes within tribal economies and societies in

the nineteenth century.(b) Tribal revolts: focus on Birsa Munda.

Regional focus: Chotanagpur and North-East.

Crafts and Industries(a) Decline of handicrafts in the nineteenth century.(b) Brief reference to growth of industries in the

twentieth century. Case-studies: textiles.

The Revolt of 1857-58(a) The rebellion in the army and the spread of the

movement.(b) The nature of elite and peasant participation.

Regional focus: Awadh.Education and British rule(a) The new education system – schools, syllabi,

colleges, universities, technical training. (b) Changes in the indigenous systems.(c) Growth of ‘National education’.

Case-studies: Baroda, Aligarh.

Women and reform(a) Debates around sati, widow remarriage, child

marriage and age of consent.(b) Ideas of different reformers on the position of

women and women’s education.Regional focus: Maharashtra and Bengal.

Challenging the Caste System(a) Arguments for caste reform. The ideas of Phule,

Veerasalingam, Sri Narayana Guru, Periyar, Gandhi, Ambedkar.

(b) Consequences and implications of the activities of the reformers.Region: Maharashtra, Andhra.

(a)Introduce the changing nomenclature of the subcontinent and regions.

(b) Delineate major developments within the time frame.(c) Suggest how the sources of study for this period

are different to those of earlier periods.

(a) Unravel the story of a trading company becoming a political power.

(b) Show how the consolidation of British power was linked to the formation of colonial armies and administrative structures.

(a) Provide a broad view of changes within rural society through a focus on two contrasting regions.

(b) Show the continuities and changes with earlier societies.

(c) Discuss how growth of new crops often disrupted the rhythms of peasant life and led to revolts.

(a) Discuss different forms of tribal societies.(b) Show how government records can be read against

the grain to reconstruct histories of tribal revolts.

(a) Familiarise students with the processes of de-industrialisation and industrialisation.

(b) Give an idea of the technologies of weaving and the lives of weavers.

(a) Discuss how revolts originate and spread.(b) Point to the changes in colonial rule after 1857.(c) Illustrate how vernacular and British accounts

can be read to understand the rebellion.

(a) Show how the educational system that is seen as universal and normal today has a history.

(b) Discuss how the politics of education is linked to questions of power and cultural identity.

(a) Discuss why so many reformers focused on the women’s question, and how they visualised a change in women’s conditions.

(b) Outline the history of new laws that affect women’s lives.

(c) Illustrate how autobiographies, biographies and other literature can be used to reconstruct the histories of women.

(a) Familiarise students with the biographies and writings of individuals who sought to criticise and reform the caste system.

(b) Discuss why the question of caste was central to most projects of social reform.

Our Pasts - III

Colonialism and Urban Change(a) De-urbanisation and emergence of new towns.(b) Implications of colonial policies and institutions –

municipalities, public works, planning, railway links, police.Case-study: Delhi.

Changes in the Arts: Painting, Literature, architecture

(a) Impact of new technologies and institutions: art schools, printing press.

(b) Western academic style and nationalist art.(c) Changes in performing arts – music and dance

enter the public arena.(d) New forms of writing.(e) New architecture.Case-studies: Mumbai, Chennai.The Nationalist Movement(a) Overview of the nationalist movement from the

1870s to the 1940s.(b) Diverse trends within the movement and different

social groups involved.(c) Links with constitutional changes.Case study: Khilafat to Non Cooperation.

India after Independence(a) National and regional developments since 1947.(b) Relations with other countries.(c) Looking to the

future.

(a) Outline the nature of urban development in the 19th and 20th centuries.

(b) Introduce students to the history of urban spaces through photographs.

(c) Show how new forms of towns emerged in the colonial period.

(a) Outline the major development in the sphere of arts.

(b) Discuss how these changes are linked to the emergence of a new public culture.

(c) Illustrate how paintings and photographs can be used to understand the cultural history of a period.

(a) Outline the major developments within the national movement and focuses on a detailed study of one major event.

(b) Show how contemporary writings and documents can be used to reconstruct the histories of political movements.

(a) Discuss the successes and failures of the Indian democracy in the last fifty years.

(b) Illustrate how newspapers and recent writings can be used to understand contemporary history.

Resources: resources and their types – natural and human.Natural resources: their distribution, utilisation and conservation, land and soil, water, natural vegetation, wildlife, mineral and power resources (world patterns with special reference to India).Agriculture: types of farming, major crops, food crops, fibres, beverages, agricultural development – two case studies – one from India and the other from a developed country/a farm in the US/ Netherlands/ Australia.Industries: classification of industries based on size, raw material, ownership; major industries and distribution; infrastructure and development.Iron and Steel (a comparative study of Jamshedpur and a centre in USA e.g., Detroit).Textile Industry (Ahmedabad and Osaka).Information Technology (Bangalore and Silicon Valley).Human Resources – composition, population change, distribution and density.

To know the meaning of resources their variety, location and distribution; (Periods-10)To understand the importance of resources in our life; To appreciate the judicious use of resources for sustainable development;To develop awareness towards resources conservation and take initiative towards conservation process;

(Periods-14)Learn about various types of farming and agricultural development in two different regions.

(Periods-15)To understand important forms of manufacturing industries. (Periods-14)To understand the role of human resources in development of nation’s economy. (Periods-12)

RESOURCES AND DEVELOPMENT

(vi)

(vii)

(viii)

PART – I

HISTORY(OUR PASTS - III)

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Oswaal CBSE CCE Pullout Worksheet ForClass 8 Term I and II (2014) Social

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