CBSE VIII - History Syllabus Objectives

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.
• 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 textbooks.
• 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 textbooks. 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 syllabus.
• 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 elsewhere.
• 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 of.

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