Category: CBSE Class 7

On this page, you will find NCERT Class 7 History Chapter 4 Notes Pdf free download. CBSE Class 7 Social Science Notes History Chapter 4 SST The Mughal Empire will seemingly help them to revise the important concepts in less time.

The Mughal Empire Class 7 Notes Social Science History Chapter 4

CBSE Class 7 History Chapter 4 Notes Understanding The Lesson

1. From the latter half of the 16^th century the Mughals expanded their kingdom from Agra and Delhi and until in the 17^th century they controlled nearly the entire subcontinent.

2. Ruling as large a territory as the Indian subcontinent with such a diversity of people and cultures was an extremely difficult task for any ruler to accomplish in the middle ages.

3. The Mughals were descendants (offspring) of two great lineages of rulers from the mother side Genghis Khan and from father’s side Timur.

4. Babur was the first emperor. He succeeded to the throne of Ferghana in 1494 when he was only 12 years old.

5. In 1526 Babur defeated the Sultan of Delhi, Ibrahim Lodi, at Panipat and captured Delhi and Agra.

6. In 1527 Babur defeated Rana Sanga, Rajput rulers and allies at Khanua.

7. In 1528 Babur defeated the Rajputs at Chanderi.

8. Humayun, Akbar, Jahangir, Shah Jahan, Aurangzeb were the Mughal emperors.

9. The mother of Jahangir was a Kachhwaha princess, daughter of the Rajput ruler of Amber (Jaipur).

10. The mother of Shah Jahan was a Rathor princess, daughter of the Rajput ruler of Marwar (Jodhpur).

11. Mughal rulers campaigned constantly against rulers who refused to accept their authority. Many rulers also joined them voluntarily. The Rajputs are a good example of this. Many of them married their daughters into Mughal families and received high positions.

12. Sisodiya Rajputs refused to accept Mughal authority for a long time.

13. Mughals recruited diverse bodies of people. Those who joined Mughal service were enrolled as mansabdars. These mansabdars held a mansab. Rank, salary and military responsibilities of the mansabdars were determined by grading system.

14. Rank and salary were determined by a numerical value called zat. The higher the zat, the more prestigious was the noble’s position in court and the larger his salary.

15. The mansabdar’s military responsibilities required him to maintain a specified number of sawar or cavalrymen. The mansabdar brought his cavalrymen for review, got them registered, and their horses branded and then received money to pay them as salary.

16. Mansabdars received their salaries as revenue assignments called jagirs.

17. In Akbar’s reign these jagirs were carefully assessed so that the revenues were roughly equal to the salary of the mansabdar.

18. By Aurangzeb’s reign this was no longer the case and the actual revenue collected was often less than the granted sum.

19. The main source of income available to Mughal rules was tax on the produce of the peasantry.

20. To describe the intermediaries, whether they were local headmen of villages or powerful chieftains, the term used was ‘zamindar’. Peasants paid taxes through this zamindar.

21. Akbar’s revenue minister, Todar Mai carried out a careful survey of crop yields, price and areas cultivated for a 10-years period, 1570-1580. On the basis of this data, tax was fixed on each crop in cash.

22. Each province was divided into revenue circles with its own schedule of revenue rates for individual crops.

23. This revenue system was called ‘zabt’. It was prevalent in those areas where Mughal administrators could survey the land and keep very careful accounts. This was not possible in provinces such as Gujarat and Bengal.

24. Abul Fazl wrote a three-volume history of Akbar’s reign, titled “Akbar Nama”. The first volume dealt with Akbar’s ancestors and the second volume recorded the events of Akbar’s reign. The third volume is the Ain-i-Akbari, it deals with Akbar’s administration, household, army, the revenues and the geography of his empire. It also provides rich details about the traditions and culture of the people living in India.

25. The most interesting aspect about the Ain-i-Akbari is its rich statistical details about things as diverse as crops, yields, prices, wages and revenues.

26. Akbar’s empire was divided into provinces called subas, governed by subadar. Subadar carried out both political and military functions.

27. Each province also had a financial officer or diwan.

28. The subadar was supported by other officers such as military paymaster (bakshi), the minister in charge of religious and charitable patronage (sadr), military commanders (faujdars) and the town police commander (kotwal).                                                                                                 ‘

29. As a strong administrative function, Akbar established ‘sulh-i kul’ or ‘universal peace’ which did not discriminate between people of different religions in his realm. While it was focused on a system of ethics- honesty, justice, and peace-that was universally applicable.             ;

The Mughal Empire Class 7 CBSE Notes Important Terms

Mughal: The Mughals were descendants (offspring) of two great lineages of rulers; from the mother side Genghis Khan and from father’s side Timur.

Mansab: A position or rank.

Jagir: A privilege of land to collect the tax as revenue.

Zat: A numerical value to determine rank and salary.

Sawar: Number of horses.

Sulh-I kul: Universal peace, adopted by Akbar.

Zabt: ‘zabt’ was a revenue system. Under this system each province was divided into revenue circles with its own schedule of revenue rates for individual crops.

Zamindar: To describe the intermediaries, whether they were local headmen of villages or powerful chief­ – tains the term used was ‘zamindar’.

Notes of History Class 7 Chapter 4 Time Period

1526-1530: Babur Reign

1530-1540: Humayun Reign

1540-1555: Sher Shah Suri

1555-1556: Humayun Reign

1556-1605: Akbar Reign

1605-1627: Jahangir Reign

1627-1658: Shah Jahan Reign

1658-1707: Aurangzeb Reign

On this page, you will find NCERT Class 7 Civics Chapter 1 Notes Pdf free download. CBSE Class 7 Social Science Notes Civics Chapter 1 SST On Equality will seemingly help them to revise the important concepts in less time.

On Equality Class 7 Notes Social Science Civics Chapter 1

CBSE Class 7 Civics Chapter 1 Notes Understanding The Lesson

1. The key elements of a democratic government include people’s participation, the resolution of conflict, and equality and justice.

2. Equality is a key feature of democracy and influences all aspects of its functioning.

3. Universal adult franchise is an essential aspect of all democracies. The idea of universal adult franchise is based on the idea of equality because it states that every adult in a country, irrespective of their wealth and the communities she/he belongs to, has one vote.

4. One of the more common forms of inequality in India is the caste system. Caste system can be seen clearly in the rural areas while is hidden in the cities.

5. The term Dalits’ is used for the so-called lower castes people. Dalit means ‘ broken’.

6. Ompraksh Valmiki was being treated unequally on the basis of differences of caste whereas Mr Ansari on the basis of religion.

7. The Indian Constitution recognizes every person as equal. This means that every individual in the country is recognized equal irrespective of castes, religion, or any background.

8. This recognition of equality includes some of the provisions in the Constitution-

• Every person is equal before the law;
• No person can be discriminated against on the basis of their religion, race, caste, place of birth or whether they are female or male;
• Every person has access to all public places including playgrounds, hotels, shops, markets, wells, roads and bathing Ghats and
• Untouchability has been abolished.

9. There are several laws in India that protect every person’s right to be treated equally. There are two ways whereby the Government tries to implement the equality-(i) through laws; and (ii) through government programmes or schemes to help disadvantaged communities.

10. In addition to laws, the government has also set up several schemes to improve the lives of communities and individuals who have been treated unequally for several centuries including mid-day meal scheme. This scheme was very first time started in the State of Tamil Nadu in the year 2001.

11. In many democratic countries around the world, the issue of equality continues to be the key issue including USA, where the Civil Rights Act was enacted in 1964 after a long Civil Rights Movement.

On Equality Class 7 CBSE Notes Important Terms

Universal Adult Franchise: This is called right to vote to all adults irrespective of their social or

economic backgrounds.

Constitution: A constitution is a set of fundamental principles or established precedents according to which a state is governed. These rules together make up constitution.

Dalit: It means broken.

Civil Rights Movement: A movement of USA for equal rights.

On this page, you will find NCERT Class 7 History Chapter 3 Notes Pdf free download. CBSE Class 7 Social Science Notes History Chapter 3 SST The Delhi Sultans will seemingly help them to revise the important concepts in less time.

The Delhi Sultans Class 7 Notes Social Science History Chapter 3

CBSE Class 7 History Chapter 3 Notes Understanding The Lesson

1. Delhi became an important city only in the 12^th Century.

2. Delhi first became the capital of a kingdom under the Tomara Rajputs, who were defeated in the middle of the 12^th century by the Chauhans of Ajmer.

3. Under the Tomaras and Chauhans Delhi became an important commercial centre.

4. Many rich Jaina merchants lived in the city and constructed several temples.

5. Coins minted here, called dehliwal, had a wide circulation.

6. In the beginning of the 13th century, Delhi Sultanate was founded.

7. The Delhi Sultans built many cities in the area.

8. Inscriptions, coins and architecture provide a lot of information, especially valuable are histories, tarikh/ tawarikh, written in Persian, the language of administration under the Delhi Sultans.

9. The authors of tawarikh were learned men. They lived in cities mainly in Delhi, they often wrote in hope of rich rewards.

10. These authors advised rulers on the need to preserve in ‘ideal’ social order based on birthright and gender distinctions. Their ideas were not shared by everybody.

11. In 1236 Sultan Htutmish’s daughter, Raziyya, became Sultan. She was removed from the throne in 1240.

12. Minhaj-i-Siraj recognized that she was more able and qualified than all her brothers. But he was not comfortable at having a queen as ruler. Nor were the nobles happy at her attempts to rule independently.

13. Rudramadevi was queen of Kakatiya dynasty of Warangal from 1262 to 1289. Rudramadevi changed her name on her inscriptions and pretended she was a man.

14. Queen Didda, ruled in Kashmir between 980-1003. The name comes from “didi” or “elder sister”.

15. The Delhi Sultans were dependent upon trade, tribute or plunder for supplies.

16. Controlling garrison towns (army towns) in distant Bengal and Sind from Delhi was extremely difficult.

17. In the first expansion, forests were cleared (internal frontier) in the Ganga-Yamuna doab and hunter-gatherers and pastoralists expelled from their habitat. These lands were given to peasants and agriculture was encouraged. New fortresses, garrison towns and towns were established to protect trade routes and to promote regional trade.

18. The second expansion occurred along the “external frontier” of the Sultanate. Military expeditions into southern India, started during the reign of AlauddinKhalji and culminated with Muhammad Tughlu Sultanate armies captured elephants, horses and slaves and carried away precious metals.

19. By the end of Muhammad Tughluq’s reign, the armies of the Delhi Sultanate had marched across a large part of the subcontinent. They had defeated rival armies and seized cities.

20. The Sultanate collected taxes from the peasantry and dispensed justice in its realm.

21. A mosque is called a masjid in Arabic. Mosque is a place where Muslims prostrates in reverence to Allah. In a “congregational mosque” (masjid-i-jami or jama masjid) Muslims read their prayers together.

22. Members of the congregation choose the most respected, learned male as their leader (imam) for the rituals of prayer. He also delivers the sermon (lecture) which is called khutba during the Friday prayer. During prayer, Muslims stand facing Mecca. In India this to the west. This is called the ‘qibla’.

23. Quwwat al-Islam mosque built in Delhi during the last decade of the 12th century. This was the first mosque built by the Delhi Sultans. This was enlarged by Iltutmish and Alauddin Khalji.

24. Begumpuri mosque, built in the reign of Muhammad Tughluq, was the main mosque of Jahanpanah, the “Sanctuary of the World”.

25. Moth ki Masjid, built in the reign of Sikandar Lodi by his minister.

26. Mosque of Jamali Kamali, was built in the late 1520.

27. The Delhi Sultans built several mosques in cities all over the subcontinent. These demonstrated their claims to be protectors of Islam and Muslims. Mosques also helped to create the sense of a community of believers who shared a belief system and a code of conduct. It was necessary to reinforce this idea of a community because Muslims came from a variety of backgrounds.

28. The consolidation of Delhi Sultanate needed reliable governors and administrators. Iltutmish favoured their special slaves purchased for military service, called ‘bandagan’ in Persian. They were carefully trained to became most important political offices in the kingdom. They were totally dependent upon their master, the Sultan could trust and rely upon them. The Khaljis and Tughluqs continued to use ‘bandagan’.

29. Someone who is under the protection of another is called ‘Clients’. They were often raised to high political positions. They were appointed as generals and governors.

30. Sultan Muhammad Tughluq appointed a wine distiller, a barber, a cook and two gardeners to high administrative posts.

31. Ziauddin Barani (1285-1357) was a Muslim political thinker of the Delhi Sultanate during Muhammad bin Tughluq and Firuz Shah’s reign.

32. The Khalji and Tughluq monarchs appointed military commanders as governors of territories. Lands were called iqta and their holder was called ‘iqtadar’ or ‘muqti’. The duty of the muqtis was to lead military campaigns and maintain law and order in their iqtas. The muqtis collected the revenues of their assignments as salary. They paid their soldiers from these revenues.

33. The Sultan’s administrators measured the land and kept careful accounts. Some of the old chieftains and landlords served the Sultanate as revenue collectors and assessors.

34. Accountants were appointed by the state to check the amount of revenue collected by the muqtis. Care was taken that the muqti collected only the taxes prescribed by the state and that he kept the required number of soldiers. There were three types of taxes:

• on cultivation called ‘kharaj’ and amounting to about 50% of the peasant’s produce
• on cattle and
• on houses.

35. Ibn Battuta was a traveller from Morocco, Africa who visited in 14th century.

36. Mongols, Genghis Khan attacked on the Delhi Sultanate increased during the reign of Alauddin Khalji and in the early years of Muhammad Tughluq’s rule.

37. Sher Shah Suri (1540-1545) started his career as the manager of small territory for his uncle in Bihar and eventually challenged and defeated the Mughal emperor Humayun. Sher Shah captured Delhi and established his own dynasty.

38. Although the Suri dynasty ruled for only 15 years (1540-1555), it introduced an administration that borrowed elements from Alauddin Khalji and made them more efficient. Sher Shah’s administration became the model followed by the great emperor Akbar when he consolidated the Mughal Empire.

Notes of History Class 7 Chapter 3 Important Terms

Birthright: Privileges claimed on account of birth.

Gender distinctions: Social and biological differences between women and men.

Hinterland: The lands adjacent to a city or port that supply it with goods and services.

Garrison town: A fortified settlement with soldiers.

Client: Someone who is under the protection of another.

Iqta: Iqta was a land given to the military commanders as governors of territories.

Tarikh: Tarikh is a Persian word which means date and also used as a history.

Mongols: Resident of Mongolia. Genghis Khan was a Mongolian and attacked on the Delhi Sultanate.

Kharaj: Type of a tax which was imposed on cultivation.

Notes of History Class 7 Chapter 3 Time Period

Early 11^th century – 1192: Period of Rajput Dynasties which cover regimes of Tomaras, Ananga Pala, Chauhans, Prithviraj Chauhan.

1206-1290: Regime of Turkish Rulers. Qutbuddin Aybak, Shamsuddin Iltutmish, Raziyya, Ghiasuddin Balban was rulers of this period.

1290-1316: Regime of Khalji dynasties, including Jalaluddin Khalji and Alauddin Khalji.

1320-1414: Period of Tughluq Dynasties. Ghiyasudding Tughluq, Muhammad Tughluq and Firuz Shah Tughluq was the rulers of this period.

1414-1451: Period of Sayyid Dynasty. Khizr Khan was the ruler of this dynasty.

1451-1526: This is the period of Lodi Dynasty and Bahlul Lodi was the ruler.

On this page, you will find NCERT Class 7 History Chapter 2 Notes Pdf free download. CBSE Class 7 Social Science Notes History Chapter 2 SST New Kings and Kingdoms will seemingly help them to revise the important concepts in less time.

New Kings and Kingdoms Class 7 Notes Social Science History Chapter 2

CBSE Class 7 History Chapter 2 Notes Understanding The Lesson

1. Many new dynasties emerged in different parts of the subcontinent between the 7^th and 12^th  Centuries.

2. In the 7^th century, there were big landlords or warrior chiefs in different regions, they were acknowledged as subordinates of samantas of kings.

3. Samantas were expected to bring gifts and provide them with military support. As samantas gained power and wealth, they declared themselves to be mah-samanta, maha-mandaleshvara.

4. The Rashtrakutas in the Deccan was initially subordinate to the Chalukyas of Karnataka but later overthrew his Chalukya overlord and performed a ritual called ‘hiranya-garbha’.

5. The Kadamba Mayurasharman and the Gurjara Pratihara Harichandra were Brahmanas who gave up their traditional professions and took to arms, successfully establishing kingdoms in Karnataka and Rajasthan respectively.

6. Many of new kings adopted high sounding titles such as maharaja-adhiraja (great king), tribhuvana- chakravartin (lord of the three worlds) etc. They often shared power with their samantas as well as with associations of peasants, traders and Brahmanas.

7. In each of these states, resources were obtained from the producers—peasants, cattle keepers, artisans.

8. The Cholas who ruled in Tamil Nadu refer to more than 400 terms for different kinds of taxes. The most frequently mentioned tax is ‘vetti’, taken not in cash but in the form of forced labour, and ‘kadamai’ or land revenue. There were also taxes on thatching the house, the use of ladder to climb palm trees, a cess on succession to family property, etc.

9. The collected taxes were used for the construction of temples and forts, to fight wars, and access to land as well as trade routes.

10. For collecting the taxes or revenue, the functionaries were generally recruited from influential families and positions were often hereditary. In many cases, close relatives of the king held these positions.

11. One prashasti written in Sanskrit and found in Gwalior, Madhya Pradesh describes the exploits of Nagabhata, a Pratihara King.

12. Kings often rewarded Brahmanas by grants of land. These were recorded on copper plates, which were given to those who received the land.

13. The 12^th century was a long Sanskrit poem containing the history of kings who ruled over Kashmir. It was composed by an author named ‘Kalhana’.

14. Warfare was the way to control others areas. In the Ganga valley, city of Kanauj was the area where three dynasties fought for control. These dynasties were

• Guijara-Pratihara
• Rashtrakuta and
• Pala dynasties.

Historians often describe it as the ‘tripartite struggle’.

15. Others who were engaged in warfare included the Chahamanas, known as Chauhans, ruled over the region around Delhi and Ajmer. They attempted to expand their control to the west and the east, where they were opposed by the Chalukyas of Gujarat and the Gahadavalas of western Uttar Pradesh. The best-known Chauhans ruler was Prithviraja III (1168-1192), who defeated an Afghan ruler name Sultan Muhammad Ghori in 1191, but next year in 1192 he was defeated by Ghoro.

16. Rulers also tried to demonstrate their power and resources by building large temples. So, when they attacked they often chose to target temples, which were sometimes extremely rich.

17. Such rulers was Sultan Mahmud of Ghazni, Afghanistan. He ruled from 997 to 1030 and extended control over parts of Central Asia, Iran and the north-western part of the subcontinent. He raided the subcontinent almost every year. His targets were wealthy temples, including that of Somnath, Gujarat.

18. Al-Biruni was a writer of this period, he wrote ‘Kitab-al-Hind’ in Arabic.

19. Muttaraiyar was subordinate to the Pallava Kings of Kanchipuram. Vijayalaya, who belonged to the ancient chiefly family of the Cholas from Uraiyur captured the delta from the Muttaraiyar in the middle of the ninth century. He built the town of Thanjavur and a temple for goddess Nishumbhasudini there.

20. Vijayalaya conquered the Pandyan and the Pallava territories to the south and north were made part of this kingdom.

21. The big temples of Thanjavur and Gangaikonda-Cholapuram, built by Rajaraja and Rajendra are architectural and sculptural marvels.

22. Temples and their area were maintained by those who worked at the temple and very often lived near them, priests, garland makers, cooks, sweepers, musicians, dancers, etc. In other words, temples were not only places of worship; they were the hub of economic, social and cultural life as well.

23. Chola bronze images are considered amongst the finest in the world. While most images were of deities, sometimes images were made of devotees as well.

24. Many of the achievements of the Cholas were made possible through new developments in agriculture. The Kaveri branches off into several channels before emptying into the Bay of Bengal. Water from the channels also provides the necessary moisture for agriculture particularly the cultivation of rice.

25. Inscriptions received from Tamil Nadu, provide the details of various sabha such as irrigation works, gardens, temples etc., with a certain criteria of eligibility.

26. In China, an empire was established under the Tang dynasty which remained in power for about 300 years. Its capital was Xi’an, one of the largest cities in the world visited by Turks, Iranians, Indians, Japanese and Koreans.

Notes of History Class 7 Chapter 2 Important Terms

Samanta: The subordinates of the kings.

Temple: Place of worship where idols are kept at garbhagraha.

Nadu: Groups of villages formed larger units called ‘nadu’.

Sabha: The assembly.

Sultan: An Arabic term meaning ruler.

Notes of History Class 7 Chapter 2 Time Period

985: Rajaraja I became a great Chola ruler.

1168-1192: Prithviraja III ruled over the regions around Delhi.

1191: Prithviraja III defeated Muhammad Ghori.

1192: Muhammad Ghori defeated Prithviraja III.

On this page, you will find NCERT Class 7 Civics Chapter 5 Notes Pdf free download. CBSE Class 7 Social Science Notes Civics Chapter 5 SST Women Change The World will seemingly help them to revise the important concepts in less time.

Growing Up as Boys and Girls Class 7 Notes Social Science Civics Chapter 5

CBSE Class 7 Civics Chapter 5 Notes Understanding The Lesson

1. Many people believe that women make better nurses because they are more patient and gentle.

2. It is believed that science requires a technical mind and girls and women are not capable of dealing with technical things.

3. Many people believe in stereotypes and many girls do not get the same support that boys do to study and train to become doctors and engineers. In most families, once girls finish school, they are encouraged by their families to see marriage as their main aim in life.

4. In the story of Laxmi Lakra who belonged from a poor tribal family of Jharkhand became first engine driver in Northern Railways. She was girl and also poor but she got diploma in electronics and then passed the railway board exam in first attempt.

5. All children of our society face pressures from the world around them.

6. It is difficult for us to imagine that school and learning could be seen as “out of bounds” or not appropriate for some children.

7. In the past, the skill of reading and writing were known to only a few. Most children learnt the work their families or elders did.

8. In communities that taught sons to read and write, daughters were not allowed to learn the alphabet. Even in the families where skills like pottery, weaving and craft were taught, the contribution of daughters and women was only seen as supportive.

9. Earlier, there was lots of opposition to educating girls. But in the nineteenth century, many new ideas about education and learning emerged, school became more common and those whose ancestors never learnt reading and writing have started sending their children to school.

10. Rashundari Devi was a housewife from a rich landlord’s family. At that time, it was believed that if a woman learnt to read and write, she would bring bad luck to her husband and become a widow. About 200 years ago, at the age of 60, she wrote her autobiography in Bangla. Her book titled Amar Jiban is the first known autobiography written by an Indian woman.

11. On the basis of data received from census, the literacy rate is determined once every in 10 years. In the most recent census of 2001, these figures have grown to 76 per cent for boys and men, and 54 per cent for girls and women.

12. It has been noticed that SC, ST and Adivasi backgrounds girls leave school at a rate that is higher than , the category ‘All Girls’. However, this gap is reducing but has not gone away.

13. The 2001 census also found that Muslim girls are less likely, than Dalit and Adivasi girls, to complete primary school. There are several reasons why children from Dalit, Adivasi and Muslim communities leave school.

14. Especially in rural and poor areas there may not even be proper schools and or teachers who teach on a regular basis. Due to the transport unavailability, unable to bear the cost of educating all their children, boys may get preference in this situation.

15. Many children also leave school because they are discriminated against by their teacher and classmates.

16. There are other spheres such as – legal, violence and health, where the situation of women and girls has improved. These changes have not happened automatically. Women individually and collectively have struggled to bring about these changes. This struggle is known as the Women’s Movement. Many men support the women’s movement.

17. Different strategies have been used to spread awareness, fight Campaigning, raising awareness, protesting, showing solidarity etc., are some of the important struggles under women movements activities. An important part of the women’s movement is fight against discrimination and violence including domestic and mental violence.

18. Efforts made by the women’s movement led the Supreme Court to formulate guidelines in 1997 to protect women against sexual harassment at the workplace and within educational institutions.

Growing Up as Boys and Girls Class 7 CBSE Notes Important Terms

Stereotype: When we believe that people belonging to particular groups are bound to have certain fixed characteristics or can only do a certain type of work.

Discrimination: When we do not treat people equally or with respect it is called discrimination.

Violation: When someone forcefully breaks the law or rule or openly shows disrespect he has committed a violation.

Sexual harassment: This refers to physical or verbal behaviour that is of a sexual nature and against the wishes of a woman.

On this page, you will find NCERT Class 7 History Chapter 1 Notes Pdf free download. CBSE Class 7 Social Science Notes History Chapter 1 SST Tracing Changes Through A Thousand Years will seemingly help them to revise the important concepts in less time.

Tracing Changes Through A Thousand Years Class 7 Notes Social Science History Chapter 1

CBSE Class 7 History Chapter 1 Notes Understanding The Lesson

1. Cartographer is a person who makes maps.

2. Arab geographer Al-Idrisi made a detail of the Indian subcontinent from his large map of the world in 1154 CE. In 1720, an another map developed by a French cartographer. The second map is more familiar.

3. First of all, the term Hindustan was used by Minhaj-i-Siraj in 13^th century, a Persian chronicler. He meant the areas of Punjab, Haryana and the lands between the Ganga and Yamuna. He used the term in a political sense for lands that were a part of the dominions of the Delhi Sultan but term never included south India.

4. Babur used Hindustan to describe the geography, the fauna and the culture of the inhabitants of the subcontinent.

5. In the 14^th century poet Amir Khusrau used the word “Hind”.

6. Hindustan did not carry the political and national meanings which we associate with it today.

7. We trace out many changes in the use of words with the change of time. For example, the word ‘foreigner’ is used in Hindi and Persian are ‘pardesi’ and ‘ajnabi’ respectively.

8. Historians use different types of sources to learn about the past depending upon the period of their study and the nature of their investigation such as on coins, inscriptions, architecture and textual records for information.

9. Gradually, paper became cheaper and more widely available and hence people used it to write texts, chronicles of rulers, letters and teachings of saints, petitions and judicial records, and for registers of accounts and taxes.

10. In the absence of printing press, scribes copied manuscripts by hand. They also introduced small changes- a word, a sentence. These small differences grew over centuries of copying until manuscripts of the same texts became substantially different from one another.

11. The study of the thousand years between 700 and 1750 is a huge challenge to historians largely because of the scale and variety of developments that occurred over the period. New technology like Persian wheel in irrigation, the spinning wheel in weaving and firearms in combat, new foods and beverages arrived in the subcontinent-potatoes, corn, chillies, tea and coffee. All these innovations-new technologies and crops came along with people, who brought other ideas with them as well.

12. This was a period of economic, political, social and cultural changes. This was also a period of great ‘ mobility. Groups of people travelled long distances in search of opportunity.

13. One group of people who became important in this period were the Rajputs, a name derived for “Raj aputra”, the son of a ruler.

14. The term Rajput was applied more generally to a group of warriors who claimed Kshatriya caste status. The term included not just rulers and chieftains but also soldiers and commanders who served in the armies of different monarchs all over the subcontinent.

15. Other groups of people such as the Marathas, Sikhs, Jats, Ahoms and Kayasthas also used the opportunities of the age to become politically important.

16. Throughout this period, there was a gradual clearing of forests and the extension of agriculture. This forced many forest-dwellers to migrate. Others started tilling the land and became peasants.

17. These new groups of peasant gradually began to be influenced by regional markets, chieftains, priests, monasteries and temples. They became part of large complex societies and were required to pay taxes and offer goods and services to local lords.

18. As a result, significant economic and social differences emerged amongst peasants. Some possessed more productive land, others also kept cattle, and some combined artisanal work with agricultural activity during the lean season.

19. As society became more differentiated, people were grouped into jatis or sub-castes and ranked on the basis of their backgrounds and their occupations.

20. Ranks of jatis were not fixed permanently, and varied according to the power, influence and resources controlled by members of the jati. The status of the same jati could vary from area to area.

21. Jatis framed their own rules and regulations to manage the conduct of their members.

22. The Cholas, Tughluqs and Mughals encompassed many regions.

23. A Sanskrit prashasti praising the Delhi Sultan Ghiyasuddin Balban explained that he was the ruler of a vast empire that stretched from Bengal in the east to Ghazni in Afghanistan in the west and included all of south India. People of different regions-Gauda, Andhra, Kerala, Karnataka, Maharashtra and Gujarat apparently fled before his armies. Historians regard these as exaggerated claims.

24. Amir Khusrau noted (1318) that there was different language in every region of this land. In southern Karnataka, Sindhi, Lahori, Kashmiri, Dvarsamudri; In Andhra Pradesh, Telangani; In Gujarat, Gujari; in Tamil Nadu, Ma’bari; in Bengal-Gauri; in eastern UP, Awadhi; around Delhi, Hindawi.

25. In contrast to these languages, there was Sanskrit which did not belong to any region. It was an old language and ‘common people do not know it, only the Brahmanas do’.

26. During this period important changes occurred in what we call Hinduism today. These included the worship of new deities, the construction of temples by royalty and the growing importance of Brahmansas, the priests, as dominant groups in society.

27. The knowledge of Sanskrit texts earned the Brahmanas a lot of respect in society.

28. One of the major developments of this period was the emergence of the idea of bhakti.

29. This was also the time when new religions appeared in the subcontinent.

30. In 7^th century merchants brought teaching of Islam as well as Quran. Muslims regard the Quran as holy book and accept the sovereignty of the God.

31. Many rulers were patrons of Islam.

32. Islam was interpreted in variety of ways by its followers. There were the Shia Muslims and Sunni Muslims. Shia who believed that the Prophet Muhammad’s son-in-law, Ali was the legitimate leader of the Muslim community while Sunni accepted the authority of the four Khalifas which also includes Ali as an one and last Khalifa.

33. Historians do not see time just as a passing of hours, days or years. Time also reflects changes in social and economic organization in the persistence and transformation of ideas and beliefs.

34. In the middle of the 19^th century, British historians divided the history of India into three periods-Hindu, Muslim and British.

Notes of Geography Class 7 Chapter 1 Important Terms

Manuscript: The script written by one’s handwriting.

Jati: The sub-caste.

Region: The particular area occupied by a certain group or empire.

Periodization: Division of time into different segments in view of study of history.

pan-regional: Covering diverse regions.

Cartographer: A person who makes maps.

Habitat: Refers to the environment of a region and the social and economic lifestyle of its residents.

Notes of History Class 7 Chapter 1 Time Period

7th century: The teaching of holy Quran brought in India.

1154: Map of Indian Subcontinent made by Al-Idrisi.

1266-1287: Reign of Sultan Ghiyasuddin Balban.

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Environment Class 7 Notes Social Science Geography Chapter 1

CBSE Class 7 Geography Chapter 1 Notes Understanding The Lesson

1. Environment is our basic life support system. It provides the air we breath, the water we drink, the food we eat and the land where we live.

2. Human beings modify to the natural environment by several means.

3. The place, people, things and nature that surround any living organism is called environment. It is a combination of natural and human made phenomena.

4. The natural environment refers to both biotic and abiotic conditions existing on the earth while human environment reveals the activities, creations and interactions among human beings.

5. The word ‘biotic’ is referred to living organizations such as plants and animals while non-living elements are called ‘abiotic’.

6. Land, water, air, plants and animals comprise the natural environment.

7. Lithosphere is the solid crust or the hard top layer of the earth. It is made up of rocks and minerals and covered by a thin layer of soil.

8. Lithosphere is an irregular surface with various landforms such as mountains, plateaus, plains, valleys, etc.

9. Lithosphere is the domain that provides us forests, grasslands, agricultural land and human settlements. It is also a source of mineral wealth.

10. Hydrosphere is domain of water. It comprises various sources of water such as rivers, lakes, seas, oceans, etc. It is essential for all living organisms.

11. The atmosphere is the thin layer of air that surrounds the earth. The gravitational force of the earth holds the atmosphere around it. It protects us from the harmful rays and scorching heat of the sun. It consists of a number of gases, dust and water vapour. The changes in the atmosphere produce changes in the weather and climate.

12. All plants, animals and human beings depend on their immediate surroundings and also interdependent on each other. Relation between the living organisms, as well as the relation between the organisms and their surroundings form an ecosystem.

13. Early men adapted themselves to the natural surroundings and led a simple life. All needs were fulfilled from the nature around them. But, presently human beings interact with the environment and modify it according to their needs.

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Growing Up as Boys and Girls Class 7 Notes Social Science Civics Chapter 4

CBSE Class 7 Civics Chapter 4 Notes Understanding The Lesson

1. The societies in which we grow up teach us about kind of behaviour which is acceptable for girls and boys.

2. Societies also teach us what boys and girls can or cannot do.

3. Samoan Islands is a southern part of the Pacific Ocean. The children of Samoan society did not go to school in the 1920s. Being the young people, therefore, they learnt many things at different points in their childhood. They learnt to take care of children or do household work, fishing, coconut plantation.

4. Girls had to continue looking after small children or do errands for adults till they were teenagers. Once they became teenagers they had much more freedom. After the age of 14 or so, girls also went on fishing trips, worked in the plantations, and learnt how to weave baskets. In the cooking boys were supposed to do most of the work while girls helped with the preparations.

5. In Madhya Pradesh boys and girls went to separate schools. The schools of girls and boys were designed very differently from each other. The girls always went in groups, perhaps because they also carried fears of being teased or attacked.

6. A clear distinction between boys and girls can be seen from a very young age. Boys are usually given cars, gun while girls are given dolls, utensils etc., to play with. It is because of telling children that they will have different futures and they have specific roles to play when they grow up to be men and women.

7. Most of the people do not feel that housework is a real work. In our societies housework is undertaken by the women. Housework involves various works such as cooking, cleaning, wash-up, care-giving to the children, elderly and sick members and these lie with women. The work that women do within the home is not recognized as work.

8. A lot of work is done by domestic workers in many homes, particularly in towns and cities. They do sweeping and cleaning, washing clothes and dishes, cooking, looking after young children or the elderly.

9. Most domestic workers are women and sometimes these may be young boys or girls. Even these domestic workers are not treated with little respect. They are working hard from early morning to late night. In many cases they are not permitted to eat completely.

10. Housework actually involves different tasks. Many of these require heavy physical works such as to fetch water, carry heavy head-loads, lifting and carrying articles etc., and in most of the cases these tasks are undertaken by the domestic workers.

Growing Up as Boys and Girls Class 7 CBSE Notes Important Terms

Identity: Identity is a sense of self-awareness of who one is. Typically, a person can have several identi­ties. For example, person can be a girl, a sister and a musician.

Double-burden: Literally, it means a double load. This term is commonly used to describe the women’s work situation; their outside and inside the homework.

Care-giving: Caregiving refers to a range of tasks related to looking after and nurturing.

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How the State Government Works Class 7 Notes Social Science Civics Chapter 3

CBSE Class 7 Civics Chapter 3 Notes Understanding The Lesson

1. Government works at three levels-local, state and national.

2. Members of the Legislative Assembly (MLA) are elected by the people. MLA of the area represents people.

3. Every state in India has a Legislative Assembly. Each state is divided into different areas or constituencies of MLAs and MPs.

4. Different political parties stand their candidates in the elections. The independent candidates can also fight as an independent candidate.

5. A political party whose MLAs win more than half the number of constituencies in a state can be said to be in a majority.

6. A political party whose MLAs have won more than half the number of constituencies in a state can said to be in a majority. The majority of a single party or groups of parties together can form government. This party is called ruling party and all other members who do not support or participate in the government are called opposition.

7. The MLAs belonging to the ruling party will elect their leader who will become the chief minister. The chief minister then selects other people as ministers. It is the Governor of the state who appoints the chief minister and other ministers.

8. The chief minister and other ministers have the responsibility of running various government departments or ministries.

9. A Legislative Assembly is a place where all the MLAs meet to discuss various issues. All the members of Legislative Assembly meet in the Assembly and can express their opinions and ask questions related to the issue or give suggestions. The concern minister then replies to the questions and tries to assure the Assembly that adequate steps are being taken.

10. The decisions taken in the Legislative Assembly have to be approved by the members of the legislative assembly.

11. The government take action through various departments like the Public Works Department (PWD), the Agriculture Department, the Health Department, the Education Department and so on. Ministers are head of these departments, who are also member of Legislative Assembly and elected by the people.

12. In a democracy, there are various ways through which people express their views and also take action. Not only in the Legislative Assembly but also through the TV channels, newspapers, periodicals and other organizations, the government functioning, policies etc, are regularly discussed.

13. Organization of ‘press conference’ is also a medium to express about the policies and functioning of a department or ministry of government. In a ‘press conference’ a press note is issued to the print and electronic media for the wide circulation to the mass.

14. On any matter, which affects a government it may form a committee. After looking at various aspects of the problem or issue, the committee submit its report to the government and then government may adopt it as a whole or partially. Accordingly, the action is taken on report of the committee.

15. The main work of the government is to implement its laws, rules, regulation and policies made in various fields. The government may amend, modify in the laws, rules, regulation and policies or can make new one, so that an effective system may run and most of the people can get the benefit of government policies.

How the State Government Works Class 7 CBSE Notes Important Terms

Constituency: A particular area of voters from which they chose their representative.

Majority: Majority represents to more than half members of the Assembly.

Ruling party: Party which makes government. Press conference To call a gathering of journalists from the media for reporting purpose

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Role of the Government in Health Class 7 Notes Social Science Civics Chapter 2

CBSE Class 7 Civics Chapter 2 Notes Understanding The Lesson

1. In a democracy people expect the government to work for their welfare. This could be through the provision of various aspects including health.

2. The health has many dimensions. One dimension is our ability to remain free of illness and injuries. Apart from the disease, we need to think of other factors that affect our health such as clean drinking water, pollution free environment, cleanliness around us.

3. t is also not considered healthy to be dull, inactive, anxious or scared for long stretches of time. We all need to be without mental strain.

4. India has the largest number of medical colleges in the world and is among the largest producer of doctors.

5. In the year 1950 India has only 2,217 hospitals while in the year 2000 there were 18,218 hospitals in India.

6. India gets a large number of medical tourists from many countries. It means in India we have best hospitals in the world.

7. India is the fourth largest producer of medicines in the world and is also a large exporter of medicines.

8. Apart from the largest number of medical colleges, doctors, hospitals and as a high producer of medicines there are many adverse situations in the country in this regard. The number of doctors with respect to population is much less in rural areas. About five lakh people die from tuberculosis every year, almost two million cases of malaria are reported every year. Unavailability of drinking water to all and water-borne diseases such as diarrhoea, worms, hepatitis etc., are found. About half of all children in India are undernourished.

9. Various health care facilities can be divided into two categories-

• Public health services and
• Private health facilities.

10. Public health services are run by governments both in urban and rural areas. The government has established these hospitals and health centres in order to provide health care to all citizens. These hospitals provide health care services either free or at a low cost, so that even the poor can seek treatment.

11. The health care services provided by the doctors from their own resources are called Private health facilities. In other words, private health facilities are not owned or controlled by the government. There are many hospitals, nursing homes; laboratories etc., that are being run by the private health provider. There are large companies that run hospitals and some are engaged in manufacturing and selling medicines.

12. A wide range of private health facilities exist in our country. A large number of doctors run their own private clinics.

13. Registered Medical Practitioners (RMPs) are found in the rural areas. In the cities we can see a large number of reputed and specialist doctors of many fields.

14. Adequate healthcare is not available to all in the country. About 80% of the population cannot afford all the medicines, it means only 20% people are capable to afford the cost of medical facilities. The poor people are totally dependent on the public or government health care services.

15. The health care situation of most people in our country is not good for the poor and the disadvantaged citizens.

16. In the field of drinking water, food, women development, education and health etc. the State Govt, of Kerala made efforts. In 1996, the Kerala Govt, provisioned 40% of the entire budget for panchayats to provide various facilities for the rural people.

17. The Costa Rica is considered to be one of the healthiest countries in South America. The government re­duced the expenses on the army and this amount was spent on health, education and other basic needs of the people.

18. The Costa Rica government provides safe drinking water, sanitation, nutrition and housing. Health edu­cation is also considered very important and knowledge about health is an essential part of education at all level.

Eighteenth-Century Political Formations Class 7 CBSE Notes Important Terms

Public healthcare services: Healthcare services provided by government.

Private healthcare services: Healthcare services provided without government support.

Medical tourists: Patients who come for treatment from other countries.

Communicable diseases: These are diseases that are spread from one person to another in many ways such as through water, food, air etc.

OPD: OPD stands ‘Out-Patient Department’, where people are first brought in and treated in a hospital without being admitted to any special ward.

Living standard: Overall living status.

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Human Environment: Settlement, Transport, and Communication Class 7 Notes Social Science Geography Chapter 7

CBSE Class 7 Geography Chapter 7 Notes Understanding The Lesson

1. Settlements are places where people build their homes.

2. Early human beings lived on trees and in caves. When they started to grow crops it became necessary to have a permanent home.

3. Early human grew the settlements near the river valley as water was available and land was fertile.

4. Settlements can be permanent or temporary. However more and more settlements today are permanent settlements.

5. In the permanent settlements people build homes to live in.

6. The settlements may be rural or urban settlements.

7. The villages are rural settlement where people are engaged in activities like agriculture, fishing, forestry, crafts work and trading etc. These may be compact or scattered. In the rural settlements people build house to suit their environment.

8. The towns are comparatively small settlements while cities are larger urban settlements. In urban settle­ments people are engaged in manufacturing, trading, services etc.

9. Transport is the means by which people and goods move. The modes of transport have been changed with the time. In the early age only animals and carts were used.

10. In present, four major means of transport are used i.e., roadways, railways, waterways and airways.

11. The most commonly used means of transport is Roadways. Roadways is used for short distances. Manali-Leh highway in the Himalyan Mountains is one of the highest roadways in the world.

12. The railways carry heavy goods and people over long distance quickly and cheaply. The railway network is well-developed over the plain areas. Indian network is well-developed and it is the largest in Asia.

13. Since early days waterways were used for transportation. Waterways are the cheapest for carrying heavy and bulky goods over long distances. They are mainly of two types— inland waterways and sea routes.

14. Airway is the fastest way of transport developed in the early 20^th It is the most expensive due to high cost of fuels. Where there are no roads and railways, airways are being used for transportation. For a long distance we also use airways.

15. Communication is the process of conveying messages to others. With the development of technology new and fast modes of communication have developed.

16. In the early age communication was very difficult for the distant places. With the development of postal departments inland letter was used. For the urgent messages telegrams were used. Letter, radio became a vibrant means of communication.

17. In the modem age, with the development of inset, internet and mobile, communication has become am important means of communication. Through these means, we can communicate even in a few second with the people anywhere in the world. The world has become now a global society.

Notes of Geography Class 7 Chapter 7 Important Terms

Settlement: Place where people live.

Site: Place where a building or settlement develops.

Compact settlement: Places where dwelling areas develop closely.

Scattered settlement: Places where dwelling areas are developed spaced over.

Transport: Means by which people and goods move from one place to another place.

Metalled roads: These are Pucca roads, made up of cement, concrete or charcoal.

Unmetalled Roads: These are Kutcha roads, made up of mainly mud.

Communication: The process through which we convey messages to others.

Mass media: A means by which we can communicate to the large number of people at a same time.