SOCIAL STUDIES / SOCIAL SICENCE
HISTORY
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SOCIAL
STUDIES/SOCIAL SCIENCES
HISTORY
1.
Where, When and How
➢
History is the study of past events, people, societies, cultures and their
development over time.
➢
The word History is derived from the Greek word “Historia” which means enquiry
or investigation.
➢
History helps us understand the social, economic, political and cultural
changes that occurred in human societies.
➢
Historians reconstruct the past by using different sources such as
archaeological sources, literary sources and oral traditions.
➢
Archaeological sources include monuments, inscriptions, coins, tools, pottery,
buildings and other material remains.
➢
Literary sources include religious texts, biographies, chronicles, manuscripts
and official records.
➢
Inscriptions are writings engraved on stones, metals, pillars and walls which
provide information about rulers and societies.
➢
Coins provide information about rulers, economy, trade, religion and political
conditions.
➢
The study of ancient remains through excavation is called archaeology.
➢
Archaeologists discover and study objects left behind by past societies.
➢
Carbon dating is a scientific method used to determine the age of
archaeological remains.
➢
History is divided into three major periods:
➢
Ancient Period – From the beginning of human civilization to around 700 CE.
➢
Medieval Period – From around 700 CE to 1750 CE.
➢
Modern Period – From around 1750 CE onwards.
➢
The concept of time is important in history because it helps arrange events in
chronological order.
➢
Chronology means arranging historical events according to the order in which
they occurred.
➢
The invention of writing marked an important stage in human history.
➢
Prehistory refers to the period before the invention of writing.
➢
Protohistory refers to the period when writing existed but could not be fully
understood.
➢
History begins when written records become available.
➢
Historians compare different sources to understand the reliability and
importance of historical information.
➢
Maps, timelines and sources help students understand historical events
effectively.
➢
History is not only about kings and battles but also about common people,
society, culture and daily life.
➢
NCERT History focuses on understanding changes and continuities in human life.
CTET
Important Teaching Points
➢
A history teacher should encourage students to analyse sources rather than
memorise only dates.
➢
Historical understanding develops through questioning, discussion and
interpretation.
➢
Primary sources are original sources created during the period being studied.
➢
Secondary sources are interpretations or studies based on primary sources.
➢
Field visits to historical places help students develop practical
understanding.
➢
Maps and timelines are important teaching aids in history.
➢
History develops critical thinking, cultural awareness and understanding of
diversity.
2.
The Earliest Societies
➢
Early humans lived as hunters and gatherers and depended on nature for
survival.
➢
The earliest humans used simple stone tools for hunting, cutting and
protection.
➢
The Stone Age is divided into three phases:
➢
Palaeolithic Age (Old Stone Age)
➢
Mesolithic Age (Middle Stone Age)
➢
Neolithic Age (New Stone Age)
➢
Palaeolithic humans lived in caves and rock shelters.
➢
They survived by hunting animals and collecting wild fruits, roots and plants.
➢
Fire was one of the greatest discoveries of early humans.
➢
Fire helped humans in cooking food, protection from wild animals and warmth.
➢
Mesolithic period is known for the use of microliths (small stone tools).
➢
Neolithic period marked the beginning of agriculture and domestication of
animals.
➢
The development of farming changed human life from nomadic to settled life.
➢
Early humans started making houses and living in communities.
➢
Domestication means bringing plants and animals under human control for use.
➢
Agriculture led to the growth of villages and social organisation.
➢
Rock paintings provide information about the life and activities of prehistoric
people.
➢
Bhimbetka rock shelters in Madhya Pradesh are important prehistoric sites.
➢
Early societies developed cooperation, communication and division of work.
CTET
Important Points
➢
Agriculture is considered a major turning point in human history.
➢
The shift from hunting-gathering to farming is called the Neolithic Revolution.
➢
Archaeological evidence is the main source of information about prehistoric
societies.
➢
Students should understand changes in human life rather than memorising only
names and dates.
3. The First Farmers and Herders
➢ The beginning of agriculture was one of the most important changes in
human history.
➢ The Neolithic Age witnessed the development of farming and animal
domestication.
➢ Early humans started growing crops such as wheat, barley, rice and
pulses.
➢ Domestication of animals provided humans with milk, meat, wool and help
in farming activities.
➢ The first farmers selected useful plants and learned methods of
cultivation.
➢ Agriculture developed in areas where water, fertile soil and favourable
climate were available.
➢ The cultivation of crops encouraged people to settle permanently in
villages.
➢ Early farming communities developed near rivers and fertile valleys.
➢ Mehrgarh is one of the earliest known farming sites in the Indian
subcontinent.
➢ Mehrgarh was located near the Bolan Pass in present-day Pakistan.
➢ Archaeological evidence from Mehrgarh includes houses, pottery, tools
and remains of crops.
➢ People at Mehrgarh cultivated wheat and barley and domesticated animals
like sheep and goats.
➢ Early farmers used stone tools such as sickles for harvesting crops.
➢ The use of pottery helped people store grains and water.
➢ Surplus production of food encouraged trade and social development.
➢ Animal domestication played an important role in the development of
human societies.
➢ Cattle became important animals for agriculture and transportation.
➢ The development of agriculture gradually changed human lifestyle from
nomadic to settled communities.
CTET Important Teaching Points
➢ Agriculture and domestication are considered major developments in human
civilization.
➢ Students should understand the relationship between environment and
human activities.
➢ Archaeological sites provide evidence about early farming practices.
➢ Maps should be used to locate important prehistoric sites.
➢ Learning should focus on causes and effects of historical changes.
4. The First Cities
➢ The first cities in the Indian subcontinent developed around 4700 years
ago.
➢ These cities belonged to the Harappan Civilization or Indus Valley
Civilization.
➢ The Harappan Civilization developed mainly around the Indus River and
its tributaries.
➢ Important Harappan sites include Harappa, Mohenjo-daro, Dholavira,
Lothal and Kalibangan.
➢ Harappan cities were known for planned construction and advanced town
planning.
➢ Streets were arranged in a proper grid pattern.
➢ Houses were built with baked bricks of standard size.
➢ Many houses had bathrooms and wells showing advanced water management.
➢ The drainage system of Harappan cities was one of their greatest
achievements.
➢ The Great Bath of Mohenjo-daro is an important structure of the Harappan
Civilization.
➢ Harappans developed skilled craftsmanship in pottery, jewellery,
metalwork and sculpture.
➢ They used metals like copper and bronze but did not know the use of
iron.
➢ The Harappan script has not yet been fully deciphered.
➢ Seals found at Harappan sites provide information about trade and
religious beliefs.
➢ Agriculture was the main occupation of Harappan people.
➢ They cultivated wheat, barley, cotton and other crops.
➢ Cotton cultivation was an important feature of the Harappan
Civilization.
➢ Harappans had trade relations with distant regions including
Mesopotamia.
➢ Lothal was an important centre of maritime trade and had a dockyard.
➢ The decline of the Harappan Civilization may have been caused by
environmental changes, floods, climate changes and decline in trade.
CTET Important Teaching Points
➢ Harappan Civilization is also known as the Indus Valley Civilization.
➢ It was a Bronze Age Civilization.
➢ Town planning and drainage systems are key features frequently asked in
CTET.
➢ Archaeological evidence is the main source of information about Harappan
culture.
➢ Students should compare ancient urban life with modern cities.
➢ Maps, models and pictures of archaeological sites are useful teaching
aids.
5. Early States
➢ Around 2500 years ago, many large states developed in different parts of
India.
➢ These states were known as Mahajanapadas.
➢ The word Mahajanapada means a large territory or kingdom.
➢ There were sixteen major Mahajanapadas mentioned in Buddhist and Jain
texts.
➢ Some important Mahajanapadas were Magadha, Kosala, Avanti, Vatsa and
Vajji.
➢ Magadha became the most powerful Mahajanapada due to its fertile land
and natural resources.
➢ Rivers like Ganga and Son helped agriculture and transportation.
➢ Magadha had access to iron ore which helped in making weapons and tools.
➢ Kings maintained armies and collected taxes from people.
➢ Fortified cities were built for protection.
➢ Some states were monarchies ruled by kings.
➢ Some states were republics where groups of people participated in
decision-making.
➢ Assemblies and councils played an important role in some republics.
➢ The growth of states increased trade, administration and urban
development.
CTET Important Teaching Points
➢ Mahajanapadas represent the transition from tribal societies to
organised states.
➢ Magadha is important because it became the centre of major empires
later.
➢ Students should understand political changes and development of
administration.
➢ Use maps to locate important Mahajanapadas.
6. New Ideas
➢ Around 2500 years ago, many thinkers started questioning existing social
and religious practices.
➢ People began searching for answers about life, society, suffering and
the purpose of existence.
➢ Two important religious traditions that developed during this period
were Buddhism and Jainism.
➢ These religions focused on simple living, ethical behaviour and
spiritual development.
Buddhism
➢ Buddhism was founded by Gautama Buddha.
➢ Gautama Buddha was born as Siddhartha Gautama in Lumbini.
➢ He belonged to the Shakya clan and was a prince.
➢ At the age of 29, Siddhartha left his home in search of truth.
➢ This event is known as the Great Renunciation.
➢ After years of meditation, he attained enlightenment at Bodh Gaya.
➢ After enlightenment, he was called Buddha, meaning “the Enlightened
One”.
➢ Buddha delivered his first sermon at Sarnath.
➢ Buddha’s teachings are known as the Dhamma.
➢ The main teachings of Buddhism include:
➢ The world is full of suffering.
➢ The cause of suffering is desire.
➢ Suffering can be overcome by
controlling desires.
➢ A person can achieve peace by
following the right path.
➢ The Eightfold Path suggested by Buddha includes right understanding,
right thought, right speech, right action, right livelihood, right effort,
right mindfulness and right concentration.
➢ Buddhism opposed unnecessary rituals and social inequalities.
➢ Buddhist teachings were spread through monks and monasteries.
➢ The Buddhist community of monks and nuns was called Sangha.
Jainism
➢ Jainism was strengthened by Mahavira, the 24th Tirthankara.
➢ Mahavira was born at Kundagrama near Vaishali.
➢ He left his home in search of spiritual knowledge.
➢ Mahavira followed a life of strict discipline and meditation.
➢ The main principles of Jainism are:
➢ Ahimsa (non-violence)
➢ Truth
➢ Non-stealing
➢ Non-possession
➢ Self-control
➢ Jain monks and nuns followed strict rules and lived simple lives.
➢ Jainism gave importance to respect for all living beings.
CTET Important Teaching Points
➢ Buddhism and Jainism developed as responses to social and religious
changes.
➢ Both religions questioned complex rituals and social discrimination.
➢ Students should understand the causes behind the emergence of new
religions.
➢ Compare the similarities and differences between Buddhism and Jainism.
7. The First Empire – The Mauryan
Empire
➢ The Mauryan Empire was one of the largest empires in ancient India.
➢ It was established by Chandragupta Maurya around 321 BCE.
➢ The capital of the Mauryan Empire was Pataliputra.
➢ Ashoka was the most famous ruler of the Mauryan dynasty.
➢ Ashoka expanded the empire through military campaigns.
➢ The Kalinga War was a major event in Ashoka’s life.
➢ After witnessing the destruction caused by the Kalinga War, Ashoka
adopted Buddhism.
➢ Ashoka promoted the principles of Dhamma.
➢ Dhamma focused on moral values, kindness, respect and peaceful living.
➢ Ashoka spread his messages through inscriptions engraved on rocks and
pillars.
➢ The Ashokan pillars are important sources of information about his rule.
➢ The Lion Capital of Ashoka at Sarnath is the National Emblem of India.
➢ The Mauryan administration was highly organised.
➢ The empire was divided into provinces for better administration.
➢ Officials were appointed to collect taxes and maintain law and order.
➢ The book Arthashastra written by Kautilya provides information about
administration and economy.
➢ Megasthenes, a Greek ambassador, wrote about Mauryan society in his book
Indica.
CTET Important Teaching Points
➢ Mauryan Empire is important for understanding ancient Indian
administration.
➢ Ashoka’s inscriptions are primary sources for studying his policies.
➢ Students should connect historical events with values like peace and
tolerance.
➢ Maps showing the extent of the Mauryan Empire are useful teaching tools.
8. Contacts with Distant Lands
➢ Ancient India had trade and cultural contacts with many distant regions.
➢ Trade routes connected India with Central Asia, West Asia and the Mediterranean
world.
➢ The Silk Route was an important network of trade routes connecting
different regions.
➢ Traders exchanged goods, ideas, languages and cultural practices.
➢ Indian goods such as spices, textiles, precious stones and ivory were
exported.
➢ Buddhism spread to many countries through traders and monks.
➢ Indo-Greek rulers influenced art, culture and coin-making in India.
➢ Gandhara art developed through cultural interaction between India and
Greek traditions.
➢ The spread of ideas through contacts helped cultural development.
CTET Important Teaching Points
➢ Trade routes were not only for goods but also for exchange of knowledge
and culture.
➢ Cultural interaction leads to development and diversity.
➢ Students should understand the importance of communication and trade in
history.
9. Political Developments
➢ After the decline of the Mauryan Empire, many new kingdoms and dynasties
emerged in different parts of India.
➢ Political developments included the rise of regional p
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