Grade 7

Social Studies

The primarily aim of teaching social studies in this grade, is to associate the learner with one’s, immediate social environment, cultural heritage and native geography making them well prepared and well-awarded future citizens of the nation

LEARNING OBJECTIVES

Concept

  • The learner recognizes roles and responsibilities particularly concerning social and civic affairs.
  • The learner relates key historical developments during the medieval period occurring in one place with another.
  • The learner addresses societal and global concerns using literature, technology, and other identifiable community resources.
  • The learner identifies major layers of the earth’s interior, rock types, layers of the atmosphere in a diagram.
  • The learner engages with key concepts like an ecosystem, atmosphere, disasters, weather, climate, climatic regions, etc. using meaningful explanations and appropriate resources.

Confidence

  • The learner explores globe and maps for identifying historical places/kingdoms, climatic regions, and other resources.
  • The learner thinks analytically and reasonably.
  • The learner links the situation with its past roots.
  • The learner debates about the role of the media.
  • The learner makes oral and written presentations about women who worked for a better society.

Clarity

  • The learner understands fundamental rights and duties given by the Indian Constitution to every citizen of the nation.
  • The learner expresses views, through descriptive and critical writing, about standards of living of girls and women in rural and urban areas.
  • The learner reflects on the changes in society during the medieval period and compares it with the present day time.
  • The learner familiarizes with the emergence of new dynasties during the medieval period.
  • The learner understands the working of state and central government.

Application

  • The learner discusses and shares one’s observations and experiences regarding various aspects of the environment.
  • The learner participates in the mock drill for earthquakes or other disasters.
  • The learner discusses the basic tenets of different religions.
  • The learner participates in a discussion on the concepts of democracy, equality, State  Government, gender, media, and advertising.
  • The learner identifies different sources of history available in books/local environment and interpret them to understand the time.

Innovation

  • The learner explores the globe and maps for identifying historical places/kingdoms,  climatic regions, and other resources.
  • The learner scripts key events of a given historical period/personality like Razia Sultan, Akbar, etc.
  • The learner plans a mock election and youth assembly with one’s peers.
  • The learner organizes awareness drives in one’s locality about sanitation, public health and road safety.
  • The learner creates an advertisement for any given/chosen product/service.

Compassion

  • The learner is compassionate towards the marginalized sections of the society.
  • The learner realizes the contributions and struggles of women in the medieval period.
  • The learner gains a sense of the working of Indian democracy, its institutions and processes at the local, state and union levels.
  • The learner acknowledges struggles and challenges faced by the people on the grounds of gender, social category, economic category, etc.
  • The learner emphasizes and relates to one’s surroundings.

LEARNING OUTCOMES

Concept - The learner is able to:

  • Identify major layers of the earth’s interior, rock types, layers of the atmosphere in a diagram;
  • Describe the formation of landforms due to various factors/events;
  • Relate key historical developments during the medieval period occurring in one place with another;
  • Interpret social, political, and economic issues in one’s region concerning the right to equality;
  • Differentiate between local government and state government.

Confidence - The learner is able to:

  • Draw interrelationship between climatic regions and life of people living in different climatic regions;
  • Provide examples of sources used to study various periods in history;
  • Explain the relationship between livelihood patterns and the geographical condition of the area inhabited;
  • Interpret social, political and economic issues in one’s region regarding the right to equality;
  • Reason factors leading to diversity in flora and fauna due to various factors e.g. Climate, landforms, etc.

Clarity - The learner is able to:

  • Explain the composition and structure of the atmosphere;
  • Describe different components of the environment and the interrelationship between them;
  • Draw interrelationship between climatic regions and life of people living in different climatic regions;
  • Draw comparisons between policies of different rulers;
  • Explain the significance of equality in democracy.

Application - The learner is able to:

  • Analyse factors which led to the emergence of new religious ideas and movements;
  • Analyse socio-political and economic changes during the medieval period;
  • Locate distribution and extent of different climatic regions on the world map or globe;
  • Analyse the causes and consequences of disadvantages faced by women of different sections of the society;
  • Locates distribution and extent of different climatic regions on the world map or globe.

Innovation - The learner is able to:

  • Create an advertisement;
  • Create a working and non-working models of the related concept;
  • Trace how goods travel through various market places and suggest the improvements if required;
  • Investigate results explaining patterns in information;
  • Formulate a prediction/hypothesis based on cause and effect relationship.

Compassion - The learner is able to:

  • Show sensitivity to the need for conservation of natural resources- air, water, energy, flora, and fauna;
  • Appreciate the efforts taken by local and state government for social welfare at various levels;
  • Sensitize with the oppressed group of the society;
  • Take pride in the historical and cultural heritage of the nation;
  • Sympathize and empathize towards one’s environment.
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