NCERT HISTORY BOOK CLASS 7
By studying History, we rediscover our paths and try to evolve as better human beings. The NCERT history textbook of Our Past 2 for class 7 has almost HamaraMahaulUrdu. NCERT/CBSE class 7 SocialScience book HamaraMahaulUrdu · HamaraParyavaran. NCERT/CBSE class 7 SocialScience book. In Social Science, History is an important subject to study as it carries a massive weightage. NCERT Textbook Solutions by TopperLearning highlight all the.
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NCERT Books For Class 7 History, Biology, Chemistry, Physics, Economics, English, Political Science (civics), History, Geography, Social Science (SST), Hindi. Trusted source for free download of CBSE NCERT Books for history. NCERT Class 11 Geography Part 1 Chapter 7: Landforms and their. Our Pasts Part - 2 Textbook in History for Class - 7 - ppti.info: NCERT: Books.
This helps you to gain in-depth knowledge of the topics, making the learning process fun and allows you to sail through your exams smoothly and confidently. Vedantu has a panel of some of the most experienced teachers in the country who can tutor you online. You can choose from the various tutoring plans to help you learn the subject. Along with this, you can choose to get tuitions at any time that is convenient for you.
Each chapter comes with a set of questions along with their answers to make learning efficient. The solutions are arranged in a structured manner to help you understand each concept easily. All the answers are explained in a simple and brief format along with examples, making it easier for the students to grasp the subject.
NCERT Solutions for Class 7 Social Science Our Pasts-2 Chapter-4
Each of these questions is extremely useful for your exams, and also other competitive and General knowledge Examinations. As our name suggests, Vedantu is a Knowledge Network. We ensure that we impart the right knowledge to you with our network of capable and experienced teachers. Our teachers are all pioneers in their respective fields and are some of the best in the country. Each of our teachers is a graduate from reputed institutes of the country and are passionate about teaching.
Their knowledge and expertise allow them to give you well-planned and structured study material for your exams. We encourage you to solve the various questions framed by our teachers regularly. With constant practice, you are sure to excel in your class and exams. Each chapter is framed with the utmost care to ensure that they are easy to understand.
The chapter begins with the induction of two maps of the Indian subcontinent made at two different times. It introduces students to new terminologies like cartographer and the various terms that were used to describe the Indian Sub-continent.
Simultaneously, the chapter discusses historians and their sources, the emergence of new social and political groups, region and empire, old and new religions. At the end of the chapter, a set of exercises have been given in the form of textual questions, fill in the blanks, true and false. This chapter talks about the new dynasties that emerged after the seventh century. It talks about the major ruling dynasties that emerged in different parts of the subcontinent between the seventh and twelfth centuries.
NCERT Class 7 History: Free and Fast Download of PDF
Further, it describes the administration of these kingdoms. The chapter talks about the Chola kingdom, its splendid temples, bronze sculpture, agriculture and irrigation, and the administration of the empire. The chapter concludes with a set of exercises for the students in the form of the match the following and descriptive textual questions.
The chapter starts with special reference to Delhi, and how it emerged to be a place of strategic importance in the Indian Subcontinent. It proceeds to describe the historical sources through which we come to know about the Delhi Sultans. The chapter discusses the expansion of the Delhi Sultanate from a Garrison town to an empire. Here mention is made to the administration of the Khiljis and the Tughluqs.
The chapter concludes with a brief mention of the sultanates in the fifteenth and sixteenth century. Like the previous chapters, there are a set of exercises given in the form of descriptive textual questions.
Students can take the help of the solution given by Vedantu in case they find it difficult to answer. The chapter begins with an introduction of the ethnic origins of the Mughals, and moves on to describe their military campaigns, it gives a concise description of the different Mughal rulers and the tenure of their reign.
The chapter also discusses the Mughal tradition of succession, the relation of Mughal emperor with other rulers, the system of mansabdars and jagirdars, Zabt and zamindars, and a closer look at the policies of Akbar. The chapter concludes with the description of the Mughal empire in the seventeenth century and after.
Exercises given in the chapter end consist of matching the columns and long descriptive questions and fill in the blanks. The chapter talks about the Engineering skills and construction during the Sultanate and Mughal period. Special reference is made to the temples, mosques, and tanks that were built as part of the welfare activities of the rulers. The chapter explains why invaders used to target temples of different kingdoms in their conquest.
It describes the construction of beautiful gardens, tombs, and forts. The chapter ends with a set of exercises for the students that contain long descriptive questions for the students.
This chapter describes different forms of towns that existed in medieval India.
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In this regard, mention is made to the different temple town, an administrative center, a commercial town or a port town to name just some possibilities.
It also describes how different towns combine different functions to form an administrative center, temple towns, and centers of commercial activities and craft production. The chapter mentions about traders big and small, the crafts that were practiced in the towns, and describe the condition of the towns like Hampi, Masulipatnam, and Surat. The chapter ends with an introduction to the new towns that emerged in the sixteenth and seventeenth century.
Students are provided with some exercises that consist fill in the blanks, true and false, descriptive questions. This chapter makes students aware of the fact that amidst the rise and fall of kingdoms new form of art, craft and production activities flourished in town and villages. This panel suggested that the textbooks that were being used in school syllabuses had poor content, were presented shoddily, and contained significant amounts of irrelevant information.
This led the Delhi students to use textbooks that were used in school syllabuses from the pre-"saffronised" period. Babasaheb Ambedkar. The book, which had been originally published in , wasn't recognized as part of the syllabus until On 2 April, Ramdas Athavale held a press conference and burnt copies of the page from the textbook prescribed in the political science syllabus. RPI workers burnt his effigy. The cartoon figures on page 18 of chapter one titled "Constitution, why and how" in the book called Indian Constitution at Work.
Behind him is Pandit Nehru , also shown with a whip. Athavale said the cartoon insulted the architect of India's Constitution and the people responsible must be dealt with. The issue created uproar in both Houses of Parliament.
Speaking to reporters, Palshikar said it seemed like the government didn't have an option and therefore decided to agree with the protesting MPs. This has now been undone.
We are of the opinion that as advisors we can have a different opinion. Hence, we don't think it's appropriate for us to be in this position anymore.
The painting in the book is comical in its presentation of the Archangel. Some of the earliest people who lived here were skilled gatherers, — that is, people who gathered their food.
They also hunted animals. Now find the Sulaiman and Kirthar hills to the northwest. Some of the areas where women and men first began to grow crops such as wheat and barley about years ago are located here. People also began rearing animals like sheep, goat, and cattle, and lived in villages.
Locate the Garo hills to the north-east and the Vindhyas in central India. The places where rice was Facing Page : This is a first grown are to the north of the Vindhyas. About years ago, some of the Nepal, Bhutan and Sri earliest cities flourished on the banks of these Lanka and the rivers. Later, about years ago, cities neighbouring countries of Afghanistan, Iran, China developed on the banks of the Ganga and its and Myanmar.
South Asia tributaries, and along the seacoasts. In ancient times the area along these rivers although it is smaller to the south of the Ganga was known as Magadha. Kingdoms were set up in other parts of of Asia by seas, hills and the country as well.
Throughout, people travelled from one part of the subcontinent to another. The hills and high mountains including the Himalayas, deserts, rivers and seas made journeys dangerous at times, but never impossible. So, men and women moved in search of livelihood, as also to escape from natural disasters like floods or droughts.
Besides, merchants travelled with caravans or ships, carrying valuable goods from place to place. And religious teachers walked from village to village, town to town, stopping to offer instruction and advice on the way. Finally, some people perhaps travelled driven by a spirit of adventure, wanting to discover new and exciting places. All these led to the sharing of ideas between people. Why do people travel nowadays? Look at Map 1 once more. Hills, mountains and seas form the natural frontiers of the subcontinent.
While it was difficult to cross these frontiers, those who wanted could and did scale the mountains and cross the seas.
These movements of people enriched our cultural traditions.ICSE Solutions. Class 6th. Previous Year Papers.
Chapter 3: Try Whiteboard.