Grade 8

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



  • The learner recognizes roles and responsibilities particularly concerning social and civic affairs.
  • The learner relates key historical developments during and after the British period occurring in one place with another.
  • The learner addresses societal and global concerns using literature, technology, and other identifier familiarize with the sources like vernacular and British accounts, autobiographies, etc.
  • The learner understands the role of various bodies of government, such as legislature, execution and judiciary.
  • The learner describes major crops, types of farming and agricultural practices in her/his own area/state.


  • The learner interprets the world map for uneven distribution of population.
  • The learner describes causes of forest fire, landslide, industrial disasters and their risk reduction measures.
  • The learner distinguishes the ‘modern period’ from the ‘medieval’ and the ‘ancient’ periods through the use of sources, nomenclatures used for various regions of the Indian sub-continent and the broad developments.
  • The learner explains the process of making a law (e.g. Domestic Violence Act, RTI Act, RTE Act).
  • The learner describes the role of Government in regulating economic activities.


  • The learner classifies different types of industries based on raw materials, size and ownership.
  • The learner outlines major developments that occurred during the modern period in the field of arts.
  • The learner justifies judicious use of natural resources such as water, soil, forest, etc. to maintain developments in all areas.
  • The learner outlines the course of the Indian national movement from the 1870s till Independence.
  • The learner understands the working of local, state and central government.


  • The learner discusses and shares one’s observations and experiences regarding various aspects of the environment.
  • The learner justifies judicious use of natural resources such as water, soil, forest, etc. to maintain developments in all areas.
  • The learner draws interrelationship between types of farming and development in different regions of the world.
  • The learner interprets social and political issues in one’s own region with reference to the Constitution of India.
  • The learner uses atlas and maps for locating major agricultural areas of the world, industrial countries/regions, understanding spatial distribution of population.


  • The learner analyses the decline of pre-existing urban centers and handicraft industries and the development of new urban centers and industries in India during the colonial period.
  • The learner initiates debates how the principles of liberty, equality and fraternity are being practiced in classroom/ school/ home/ society.
  • The learner applies the knowledge of the Fundamental Rights to find out about their violation, protection and promotion in a given situation.
  • The learner organizes a debate why the Government is responsible for providing public facilities.
  • The learner plans and conducts case studies as an example of the negligence in enforcement of the laws and compensation.


  • The learner is compassionate towards the marginalized sections of the society.
  • The learner analyses the causes and consequences of marginalization faced by disadvantaged sections of one’s own region.
  • 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 that only limited resources are available for the unlimited needs of the world.
  • The learner emphasizes and relates to one’s surroundings.


Concept - The learner is able to:

  • classify different types of industries based on raw materials, size and ownership;
  • analyze the factors due to which some countries are known for production of major crops;
  • explain how the English East India Company became the most dominant power;
  • describe the forms of different tribal societies in the 19th century and their relationship with the environment;
  • illustrate the Fundamental Rights and the Fundamental Duties with appropriate examples.

Confidence - The learner is able to:

  • draw interrelationship between types of farming and development in different regions of the world;
  • explain the policies of the colonial administration towards the tribal communities;
  • analyse the issues related to caste, women, widow remarriage, child marriage, social reforms and the laws and policies of colonial administration towards these issues;
  • describe the process of election to the Lok Sabha;
  • explain the functioning of the judicial system in India by citing some landmark cases.

Clarity - The learner is able to:

  • identify the role of Government in providing public facilities and recognizes their availability in their surroundings;
  • describe different components of the environment and the interrelationship between them;
  • describe the role of the Government in regulating economic activities;
  • demonstrate how to file a First Information Report (FIR);
  • explain the significance of equality in democracy.

Application - The learner is able to:

  • use pictures/news clippings/ videos to be familiar with the availability of natural resources and their protection, various agricultural practices in other states/countries;
  • discuss with peers about forest fire, landslide, industrial disasters, natural and human reasons for their occurrence and control measures;
  • discuss events and processes in groups and as a whole in an stimulated and regulated environment;
  • participate in a discussion on the concepts of Constitution, Parliament, judiciary and marginalization;
  • observe parliamentary constituency map of State/UT.

Innovation - The learner is able to:

  • undertake ‘projects’ and ‘activities’;
  • create a working and non-working models of the related concept;
  • carry out an awareness campaign in one’s own locality about significance of voting;
  • 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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