CBSE Class 6 Syllabus for Social Science

Themes 
An Introduction to History
When, Where and How
(a) The time frame under study.
(b) The geographical framework.
(c) Sources.

Objectives
Explain the specific nature of the discipline.
(a) Familiarise the learner with the major developments to be studied.
(b) Develop an understanding of the significance of geographical terms used during the time frame.
(c) Illustrate the sources used to reconstruct history.

Themes 
The Earliest Societies
(a) Hunting and gathering as a way of life, its implications.
(b) Introduction to stone tools and their use.
(c) Case study: the Deccan.

Objectives
Explain the specific nature of the discipline.
(a) Familiarise the learner with the major developments to be studied.
(b) Develop an understanding of the significance of geographical terms used during the time frame.
(c) Illustrate the sources used to reconstruct history.

Themes 
The First Farmers and Herders
(a) Implications of farming and herding.
(b) Archaeological evidence for crops, animals, houses, tools, pottery, burials, etc.
(c) Case study: the North-West, and North-East.

Objectives
(a) Appreciate the skills and knowledge of huntergatherers.
(b) Identify stone artefacts as archaeological evidence, making deductions from them.
(a) Appreciate the diversity of early domestication.
(b) Identify the material culture generated by people in relatively stable settlements.
(c) Understand strategies for analyzing these.

Themes 
The First Cities
(a) The settlement pattern of the Harappan civilisation.
(b) Unique architectural features.
(c) Craft production.
(d) The meaning of urbanism.
(e) Case study: the North-West.

Objectives
(a) Appreciate the distinctive life in cities.
(b) Identify the archaeological evidence of urban centres.
(c) Understand how this is used to reconstruct processes such as craft production.
 

Themes 
Different Ways of Life
(a) The Vedas and what they tell us.
(b) A contemporary chalcolithic settlement.
(c) Case studies: the North-West and the Deccan.
Objectives
(a) Appreciate that different developments were taking place in different parts of the subcontinent simultaneously.
(b) Introduce simple strategies of textual analysis.
(c) Reinforce the skills of archaeological analysis already developed.

Themes 
Early States
(a) Janapadas to Mahajanapadas
(b) Case study: Bihar, Magadha and the Vajji confederacy.

Objectives
(a) Introduce the concept of the state and its varieties.
(b) Understand the use of textual sources in this
context.

Themes 
New Ideas
(a) Upanisads.
(b) Jainism.
(c) Buddhism.

Objectives
(a) Outline the basic tenets of these systems of thought, and the context in which they developed and flourished.
(b) Introduce excerpts from sources relating to these traditions.

Themes 
The First Empire
(a) The expansion of the empire.
(b) Asoka
(c) Administration.

Objectives
(a) Introduce the concept of empire.
(b) Show how inscriptions are used as sources

Themes 
Life in towns and villages
(a) The second urbanisation.
(b) Agricultural intensification.
(c) Case study: Tamil Nadu.

Objectives
(a) Demonstrate the variety of early urban centres— coastal towns, capitals, religious centres.
(b) Illustrate the use of archaeological material including coins, sculpture, as well as textual sources to reconstruct social and economic histories.

Themes 
Contacts with Distant lands
(a) The Sangam texts and long distance exchange.Suggested regions: the Tamil region, extending to south east Asia and the west.
(b) Conquerors from distant lands: north western and western India.
(c) The spread of Buddhism: north India to Central Asia.

Objectives
(a) Introduce the idea of different contexts of contact between distant lands, and the motivating forces (including conquest).
(b) Examine the implications of journeys within the subcontinent.
(c) Illustrate the use of textual and visual material for reconstructing the histories of such contacts.

Themes 
Political Developments
(a) Gupta empire and Harshavardhana.
(b) Pallavas and Chalukyas.
(a) Introduce the concept of the state and its varieties.
(b) Understand the use of textual sources in this context.

Objectives
(a) Introduce the idea that strategies of expansion, and their logic, differ.
(b) Explain the development of different administrative systems.
(c) Understand how prasastis and caritas are used to reconstruct political history.

Themes 
Culture and Science
(a) Literature, including the Puranas, the epics, other Sanskrit and Tamil works.
(b) Architecture including early monasteries and temples, sculpture, painting (Ajanta);
(c) Science.

Objectives
(a) Develop a sense of appreciation of textual and visual traditions of the period.
(b) Introduce excerpts from texts and visual material for analysis and appreciation

GEOGRAPHY
Rationale
Geography is an integral component of social science. At this stage learners are introduced to the basic concepts necessary for understanding the world in which they live. Geography will be introduced to promote the understanding of interdependence of various regions and countries. The child will be introduced to the contemporary issues such as global distribution of economic resources, gender, marginalized group, and environment and on going process of globalisation. The course at this stage comprises study of the earth as the habitat of humankind, study of environment, resources and development at different scales local, regional/national and the world.

Objectives
The major objectives of the course are to:
1. develop an understanding about the earth as the habitat of humankind and other forms of life.
2. initiate the learner into a study of her/his own region, state and country in the global context.
3. introduce the global distribution of economic resources and the on going process of globalisation.
4. promote the understanding of interdependence of various regions and countries.

CLASS VI : THE EARTH - OUR HABITAT

Topics

Objectives

Planet: Earth in the solar system. Globe: the model of the earth, latitudes and longitudes; motions of the earth rotation and revolution.   Maps: essential components of maps distance, directions and symbols. Four realms of the earth: lithosphere, hydrosphere, atmosphere and biosphere: continents and oceans. Major relief features of the earth. India in the world: physiographic divisions of India – mountains, plateaus and plains; climate; natural vegetation and wild life; need for their conservation.

To understand the unique place of the earth in the solar system, which provides ideal condition for all forms of life, including human beings; (Periods-8) To understand two motions of the earth and their effects; (Periods-12) To develop basic skills of map reading; (Periods-10) To understand interrelationship of the realms of the earth; (Periods-12) To understand major landforms of the earth; (Periods-10) To comprehend broad physiographic divisions of India; To describe the influence of land, climate, vegetation and wildlife on human life; To appreciate the need for conserving natural vegetation and wild life. (Periods-13)

Project/Activity
- Make a chart showing distance of the planets from the sun.
- Draw a sketch of your school and locate the following:
(i) the principal’s room
(ii) your classroom
(iii) playground
(iv) library
- Show the major wildlife sanctuaries of your region on a political map of India.·
- Arrange for a trip to a wildlife sanctuary or zoo.
Note: Any similar activities may be taken up.

SOCIAL AND POLITICAL LIFE
Rationale
At the elementary stage, the idea is to introduce students to various aspects of political, social and economic life. This will be done through a preliminary focus on certain key concepts, knowledge of which is essential to understand the functioning of Indian democracy. These concepts will be explained using imaginary narratives that allow children to draw connections between these and their everyday experiences. There will be no attempt made at this level to cover all aspects of India’s democratic structure, but rather the effort is more to provide an overview with which the child learns to critically engage by constructing herself as an interested citizen of a vibrant and ongoing democratic process. The focus on the real-life functioning of institutions and ideals is to enable the child to grasp the deep interconnectedness between the political and social aspects of her everyday life, as well as the impact of these two in the realm of economic decision-making.

Objectives
- To enable students to make connections between their everyday lives and the issues discussed in the textbook;
- To have students imbibe the ideals of the Indian Constitution;
- To have children gain a real sense of the workings of Indian democracy: its institutions and processes;
- To enable students to grasp the interconnectedness between political, social and economic issues;
- To have them recognise the gendered nature of all of the issues raised;
- To have them develop skills to critically analyse and interpret political, social and economic developments from the point of view of the marginalised;
- To have them recognise the ways in which politics affects their daily lives.

CLASS VI
DIVERSITY AND INTERDEPENDENCE
RationaleIn the first year of the new subject area, ‘Social and Political Life’ the themes of diversity, interdependence and conflict are to be focused on. This is done through first elucidating aspects of social diversity through a discussion of linguistic diversity as well as the diversity of art forms. In discussing these topics the idea is to celebrate diversity and interdependence while also highlighting that this can be zone for conflict. The idea of government is introduced at this grade and then elaborated upon through a discussion of the types of government at the local level, as well as different aspects of their functioning. Through focusing chapters on concrete, though narrativised, examples of land administration in the rural context and sanitation services in the urban one, the attempt is to have the child gain an experiential understanding of the ways in which local government functions. The last chapter through its focus on how people make a living in the rural and urban context discusses issues of the diversity of livelihoods.

Objectives
The specific objectives of the course, where it is not clear from the rationale of the approach, are indicated beside the themes to be taught in the course.

Themes	Objectives
UNIT 1: Diversity In this unit we focus on various aspects of diversity. The first section begins by having the child recognise diversity as a fact of being human and understanding diversity as different ways of doing the same thing. The second section builds on this by having the child interrogate societal prejudices against diversity, recognising that the self can be made up of multipleidentities and that the Constitution compels us torespect diversity. Section 1 - Diversity as a fact of being human. - What diversity adds to our lives. - Diversity in India. Section 2 - Prejudice and discrimination. - Inequality and discrimination. - Recognition of multiple identities in oneself. - The Constitution and respect for diversity.	To enable students to: - understand and appreciate various forms of diversity in their everyday environments, - develop a sensitivity towards pluralism and interdependence, - understand how prejudice can lead to discrimination, - understand the difference between diversity and inequality, - recognise that there are multiple identities within ourselves that we use in different contexts and that these can come into conflict with each other, - understand that the Constitution compels us to respect diversity.
UNIT 2: Government This unit introduces the student to the idea of government. The first section focuses on the need for it, the history of adult franchise, the various types of governments that exist at present. The second section discusses the key elements that influence the functioning of democractic government. Section 1 - The need for government. - Decision-making and participation. - The quest for universal adult franchise through examples of the sufferagate movement and the antiapartheid struggle. - Various forms of government and absence of collective sanction. Section 2 Key elements that influence the functioning of democratic government: - Participation and accountability. - Resolution of Conflict. - Concerns for Equality and Justice.	To enable students to: - gain a sense of why government is required, - recognise the need for universal adult franchise, - appreciate need to make decisions with collective sanction, - understand key elements that influence the functioning of democracy.
UNIT 3: Local Government This unit familiarises the student with both rural and urban local government. It covers the Panchayati Raj, rural administration and urban government and administration. The effort is to have the child draw contrasts and comparisons between the ways in which urban and rural local government function. Section 1 Panchayati Raj - Description of panchayat including electoral process,decision making, implementation of decisions - Role of a gram sabha - Women and the panchayat Section 2 Urban Local Government - Municipal corporation elections, decision making structures - The provision of water and the work of the municipal corporation - Citizens protests to get their grievances addressed Section 3 Rural Administration - Focus on a land dispute and show the role of local police and patwari. - On land records and role of patwari. - On the new inheritance law.	To enable children to - understand local level of government functioning, - understand the workings of the pnchayati raj and appreciate its importance, - gain a sense of who performs what role within the local administration, - understand how the various levels of administration at the local level are interconnected, - understand the intricacies involved in the local administration’s provision of water.

UNIT 4: Making a Living This unit focuses on individuals earn a livelihood both in the rural and the urban context. The rural context focuses on various types of farmers and the urban one on various types of occupations people engage in to earn an income. The student should be able to compare and contrast the urban and the rural context. Section 1 Rural Livelihoods - Various types of livelihoods prevalent in a village. - Different types of farmers: middle farmer, landless labourers and large farmers. Section 2 Urban Livelihoods - Difference between primary, secondary and tertiary occupations. - Descriptions of various types of lievelihoods including vegetable vendor, domestic servant, garment worker and bank employee. - Differences between self-employed, regular employment and wage employment. - The interlinkage between rural and urban lives through a discussion of migration.

To enable students to: - understand conditions that underline and impact life strategies of various groups of people, - understand that these conditions and opportunities for making a living are not equally available to all.

 

History: 1 What, Where, How and When
2 On the Trail of the Earliest People
3 In the Earliest Cities
4 What Books and Burials Tell us

Civics: 1 Understanding Diversity
2 Diversity & Discrimination
3 What is Government?
4 Key Elements of a Democratic Government

Geography: 1 The Earth in the Solar System
2 Globe- Latitudes & Longitudes
3 Our Country- Location, Extent & Political Division
4 Motions of the Earth

TERM -II

History: 1 New Questions & Ideas
2 Ashoka, The Emperor Who Gave Up War
3 Buildings, Paintings and Books
4 New Empires and Kingdoms

Civics: 1 Panchayti Raj
2 Urban Administration
3 Urban Livelihoods

Geography: 1 Maps
2 Major Domains of the Earth
3 Major Landforms of the Earth
4 Our Country- Physical Divisions

Summative Assessment I & II: History- 30 Marks
Geography- 30 Marks
Civics- 20 Marks

SCHEDULE FOR FORMATIVE ASSESSMENTS

FORMATIVE ASSESSMENT- I (ACTIVITY BASED) 50 Marks
MCQ- [20 Marks]
Holiday Homework- [15Marks]
Civics Activity- [5 Marks]
Geography Activity: [10 Marks]

FORMATIVE ASSESSMENT- II 50 Marks
Pen & Paper Test- [30 Marks]
MCQ- [10 Marks]
History Activity- [10 Marks]

FORMATIVE ASSESSMENT- III 50 Marks
Pen & Paper Test- [30 Marks]
MCQ- [10 Marks]
History: Picture Study/ Case Study- [10 Marks]

FORMATIVE ASSESSMENT- IV (ACTIVITY BASED) 50 Marks
MCQ- [20 Marks]
Notebook Marks- [6 Marks]
History/ Civics: Activity- [14 Marks]
Geography: Collect & Paste 5 pictures [10 Marks]
of the landforms visited by you during the year and write the importance of each landform

HISTORY MODULES

Module – 1, 2
What, Where How And When?
Contents:
- Finding out what happened.
- What can we know about the past?
- Where did people live?
- Names of the land.
- Finding out about the past.
- One past or many?
- What do dates mean?
Learning Objectives:
- Familiarize the learner with the major developments to be studied.
- Develop an understanding of the significance of geographical terms used during the time frame.
- Illustrate the sources used to reconstruct history.
Key Terms:
- Decipherment, A.D., B.C., archaeology, inscription, manuscripts.

Activity:
- Area where first crops were grown (show on a map of India)

Module – 3, 4
On The Trail Of The Earliest People
Contents:
- The earliest people : Why were they on the move?
- How do we know about these people?
- Choosing a place to live in.
- Making stone tools.
- Finding out about fire.
- A changing environment.
- Rock paintings and what they tell us.
- Who did what?
- A closer look- HUNSGI

Learning Objectives:
- Appreciate the skills and knowledge of hunter-gatherers
- How history was divided by archaeologists
- Techniques used by early people for making stone tools
Key Terms:
- Hunter-gatherer, site, habitation, factory, Palaeolithic, Mesolithic, microliths.
Activity:
- The students will draw tools and implements used by the Palaeolithic and Neolithic people.
- Map work- Some archaeological sites (Burzahom, Mehrgarh, Bhimbetka,Inamgaon, Hunsgi, Hallur, Kurnool caves, Brahmagiri, Mumbai, Kolkata)

Module – 5, 6, 7
In The Earliest Cities
Contents:
- The story of Harappa
- The settlement pattern of the Harappan Civilization.
- Unique architectural features- Houses, drains, streets
- Life in the city
- Craft production
- In search of row materials.
- Case study. The North-West
- The mystery of the end
Learning Objectives:
- Appreciate the distinctive life in cities.
- Identify the archaeological evidence of urban centres.
- Learning about life in the city.
- Search of raw materials, craft production and trade.
- Decline of Harappan civilization
- To know some important dates
Key Terms:
- Citadel, scribe, seal, raw material, irrigation, plough, specialist, faience.

Activity:
- Students will mark various sites of Indus Valley Civilization on a map of India.
- Make clay models of some animals and tools and display them in class.

Module – 8, 9
What Books And Burials Tell Us
Contents:
- The Vedas and what they tell us.
- A contemporary Chalcolithic settlement.
- Words to describe the people.
- Composers of Hymns.
- What Skeletal studies tell us.
- Case study: Inamgaon
Learning Objectives:
- Appreciate that different developments were taking place in different parts of the subcontinent simultaneously.
- Introduce simple strategies of textual analysis.
- Reinforce the skills of archaeological analysis already developed.
- To know some important dates.
Key Terms:
- Vedas, manuscript, megalith, chariot, hymn, slave, skeleton, iron
Activity:
- Students will be asked to prepare a case study on Inamgaon..

Module – 10
Revision For Half Yearly

Module – 11
New Questions And Ideas
Contents:
- The story of the Buddha
- Upanishads
- Buddhism
- Jainism
- Influence of Jainism and Buddhism
- Monasteries
- Panini, the grammarian.
- The system of Ashramas
Learning Objectives:
- Outline the basic tenets of these systems of thought and the context in which they developed and flourished.
- Introduce excerpts from sources relating to these traditions.
Key Terms:
- Tanha, prakrit, sangha, bhikkhus, vihara, monastery, ashrama.

Activity:
- Students will read any text/fiction based on Buddhism like Jataka and Upanishads.

Module – 12, 13
Ashoka, The Emperor Who Gave Up War
Contents:
- The expansion of the empire.
- Difference between empires and kingdoms
- Ruling the empire.
- Ashoka, a unique ruler
- Kalinga war
- Ashoka’s dhamma
- Administration
Learning Objectives:
- Introduce the concept of empire.
- Show how inscriptions are used as sources.
- The students will analyse the centralized and federal nature of the administration during the Mauryas.
- To explain Ashoka and his Dhamma in the relevance of the inscriptions
Key Terms:
- Tribute, empire, capital, kingdom, dhamma, edicts, official, messenger,province.
Activity:
- Students will mark the extent of Ashoka’s Empire on the map of India with its capital. Also mark the places where Ashokan rock and pillar edicts have been found.

Module – 14
Buildings, Paintings and Books
Contents:
- The Iron Pillar
- Buildings in brick and stone
- How were stupas and temples built?
- The world books
- Recording and preserving old stories
- Writing books on science.
Learning Objectives:
- To understand the importance of Art and Architecture.
- Appreciate the temples and monasteries.
- Understand how stupas and temples were built.

Module – 15
New Empires And Kingdoms
Contents:
- Prashasti with special reference to Samundragupta
- Genealogies
- Harshavardhana and the Harshacharita

Learning Objectives:
- To introduce the ideas and strategies of expansion and their logic.
- Understand how prashastis and charitas were used to reconstruct political history.
- Know the administration during Harsha’s time.
Key Terms:
- Prashasti, Aryavarta, Genealogy
Activity:
- On a map of India, mark the extent of empire of the Guptas and Harsha along with their capitals.

Module – 17
New Empires And Kingdoms(Contd.)
Contents:
- The Pallavas, Chalukyas and Pulakeshin’s prashasti
- How were these kingdoms administered
- A new kind of Army
- Assemblies in the Southern Kingdoms
- Life of ordinary people
Learning Objectives:
- To explain the differences in the administration of these kingdoms.
- To familiarize with the three kingdoms of South India, with the help of map.
- understand India’s flourishing trade relations with the Romans.
Key Terms:
- Dakshinapatha, hereditary officer, samanta, assembly, nagaram, sabha, ur.
Activity:
- On a map of India, show the three kingdoms of South India and also locate important places of the time.

Module – 18
Revision For Annual Examination

GEOGRAPHY MODULES
Module – 1 & 2

The Earth In The Solar System
Contents
- Celestial bodies
- Planets, Stars
- Constellations
Learning objectives :
- To enable students to appreciate the extent of the universe.
- To look at the night sky and recognize some constellations, locate pole star.
Key Terms :
- Celestial bodies, Stars, Planets, Satellites
Activity :
- Draw the solar system and label the planets. Write two interesting features of each planet.

Module – 3
The Earth In The Solar System (Contd.)
Contents
- The Solar System- the Sun, the Planets, the Earth, the Moon
Learning Objectives :
- To understand the family of the sun.
- Differentiate between Natural and Man-Made Satellite.
- Relate oneself to the vast universe.
Key Terms :
- Sun, Planets, Earth, Asteroids, Meteoroids, Galaxy
Activity :
- Dramatisation of the Solar System

Module – 4
Globe: Latitudes And Longitudes
Contents
- Points of reference – Poles and Equator.
- Parallels of Latitude.
- Heat Zones.
Learning Objectives :
- Learn about the two fixed points on the earth’s surface.
- Know why the latitudes are called parallels.
- How to determine the heat zones on the earth.
Key Terms :
- Axis, Poles, the Arctic & the Antarctic Circles.
- The Tropic of Cancer and Capricorn, Northern and Southern Hemispheres.
Activity :
- Draw a diagram to show 7 important latitudes.
- Draw a diagram to show heat zones of the earth.

Module – 5
Globe: Latitudes And Longitudes (Contd.)
Contents
- Longitude, Meridians of Longitude, Time at different meridians of longitudes.
- To analyze how a place can be located with the help of the grid.
- To understand calculating time with the help of longitudes.
Key Terms :
- Prime Meridian, International Date Line, Eastern and Western hemispheres,Grid, Time Zones, Greenwich Mean Time & Indian Standard Time.

Activity :
- To prepare a Grid and number it. There after try to locate some points marked on it. Analyse the time zones and appreciate why some large countries need more than one standard time. To calculate time when two meridians and time at one is mentioned.

Module – 6
Our Country India- Location & Extent
Contents
- Geographical location of India on the globe.
- Extent of India (longitudinally and latitudinally)
- India’s neighbouring countries & surrounding water bodies
Learning Objectives :
- To understand the hemisphere in which India is located in the world.
- To know Geographical features that surround India.
- To appreciate India’s length, width and location.
Key Terms :
- Peninsula, Frontier, strait.

Activities :
- Prepare a map of the India along with its neigbhouring countries and surrounding water bodies.

Module – 7
Our Country India (Contd.)
Contents
- Political and Administrative Divisions

Learning Objectives :
- To know the political units now within the subcontinents.
Key Terms :
- Subcontinent, State, Union Territory, Corals and Coral Island.

Activity :
- Map showing political units of India i.e. 28 States and 7 Union Teritories with their capitals.

Module – 8
Motions Of The Earth
Contents
- Inclination of the earth’s axis.
- Rotation.
- Impact of Rotation.

Learning Objectives :
- To understand the impact of the eath’s inclination.
- Concept of Rotation
- To understand the concept of Day and Night.
Key Terms :
- Rotation, Orbital Plane, Circle of illumination

Activity :
- Take a stick and fix it on leveled ground, Observe its shadow in the morning, at noon and in the evening. On its basis, answer the following questions :-
- At what time of the day is the shadow of the stick shortest? Why is it so? - At what time of the day will the intensity of heat be maximum? Why?

Module – 9
Motions Of The Earth (Contd.)
Contents
- Revolution.
- Leap year and its calculation.
- Inclination of earth’s axis.
- Its cause:
- Variation in length of days and nights on different latitudes.
- Cycle of seasons
- Phenomenon of six month day/night at the poles.

Learning Objectives :
- To understand effects of slanting and direct rays of the sun.
- To familiarize students with different dates and position of the earth in its revolutionary cycle around the sun and its effects in formation of cycle of seasons in both the hemispheres.
Key Terms:
- Revolution, Leap year, Elliptical Orbit, Summer and Winter solstice, Spring and Autumnal equinox.

Module – 10 Revision for SA – I

Module – 11 & 12
Maps
Contents
- Importance of Maps.
- Types of Maps.
- Components of Map – Distance, Direction and Symbol.
- Plan and Sketch.

Learning Objectives :
- To comprehend types of Map.
- To differentiate between Maps, Sketch and Plan.
- To understand the importance of scale, conventional symbols and directions on a map.
Key Terms :
- Small scale and large scale maps, Cardinal points, Plan, Sketch, Scale,Conventional Symbols.

Activities :
- To draw a sketch of :-
- Home to School.
- Layout of School.

Module – 13
Major Domains Of The Earth
Contents
- Continents of the world
- Oceans of the world
- Extent and composition of Atmosphere.
- Biosphere – a contact zone.
- Pollution and degradation of environment
- Global warming

Key Terms :
- Lithosphere, Atmosphere, Hydrosphere, Biosphere, Continent, Ocean, Pollution and Global warming.

Activity :
- Mark all continents and oceans on a world map.
- Organise a debate in class keeping e earth is threatened’ nvironment in the forefront- ‘ Life on

Module – 14 & 15
Major Landforms Of The Earth
Contents
- Variation in the relief of the earth
- Forces responsible for shaping the earth.
- Mountains, Plateaus, Plains & their importance.
- Adaptation of Humans in their physical surroundings.

Learning Objectives:
- To familiarize students about internal and external forces acting on the earth.
- To relate them in the formation of mountain, plateau and plain.
- To understand their importance in human life.
Key Terms :
- Relief features, Internal and External forces, Glaciers, Young and old fold mountain, Horst and Graben, Volcanic mountains.

Activity :
- Preparing diagrams showing:Fold mountains
- Block mountains
- Volcanic mountains

Module – 16 & 17
Our Country India- Physical Divisions
Contents
Physical divisions of India
- Himalayas

Civics Modules

Module – 1

Ch.1. – UNDERSTANDING DIVERSITY

Contents:
- Diversity as a fact of being human.
- What diversity adds to our lives.
- Diversity in India.

Learning Objectives:
- To enable students to –
- Understand and appreciate various forms of diversity in their everyday environments.
- Develop a sensitivity towards pluralism and interdependence.

Key Terms:
- Diversity, multi-lingual, multi-cultural, multi-religious discrimination.

Activity:
- The students will find out about the 22 constitutionally recognised languages of India.

Module – 2 & 3

UNDERSTAND DIVERSITY (Contd.)
Contents:
- Caste System
- The four-fold hierarchy in India based upon birth.
- Untouchables.
- Case Study: Ladakh and Kerela
- Unity in diversity

Learning Objectives:
- To enable students to-
- Understand how prejudice can lead to discrimination.
- Recognize the caste system in India and how it discriminates human beings.

Activity:
- Students will be asked to read the newspaper article about the recent demand for increase in the number of seats in educational institutions by the S.C., S. T.
students.
Key Terms:
- Hierarchy, Brahmins, Kshatriyas, Vaishyas, Shudras, untouchables, denationalizing, scheduled caste, scheduled tribes.

Module – 4 & 5
Ch.2. DIVERSITY AND DISCRIMINATION
Contents:
- Gender inequality.
- Measures undertaken by the government to improve the status of women in society.
- Prejudice
- Creating stereotypes
- How stereotype affect us
- Dr. Ambedkar and his contribution

Learning Objectives:
- To enable students to realize-
- The problems faced by Indian women.
- The measures undertaken by the government to uplift the status of women in society.
- Children with special needs.
Key Terms:
- Physical abuse, Constitution, Preamble.

Module – 6
WHAT IS GOVERNMENT?
Contents:
- The need for government.
- The functions of government.
- The quest for Universal Adult Franchise.
- Levels of Government
- Laws and the Government

Learning Objectives:
- To enable students to:-
 Gain a sense of why government is required.
 Recognise the need for universal adult franchise.
Key Terms:
- Dominate, enacts, executive, legislature, judiciary, apartheid, racial segregation.

Module – 7
WHAT IS GOVERNMENT? (contd.)
& Key Elements Of A Democratic Government
Contents:
- Forms of government.
- Parliamentary form of government.
- Presidential form of government.

Learning Objectives:
- The students will be able:-
- To distinguish between Parliamentary and Presidential form of government.
- To recognise that India has a Parliamentary form of government.
Activity:-
- The students will be asked to view Parliamentary sessions on television.

Module – 8
Key Elements Of A Democratic Government (Contd.)
Contents:
- Unitary form of government.
- Federal form of government.
- Apartheid
- Participation

Learning Objectives:
- To distinguish between Unitary and Federal form of government.
- To realize that Indian government is a dual form of government bearing characteristics of both the parliamentary and federal form of government.

Module – 9
Key Elements Of A Democratic Government (Contd.)
Contents:
- Dictatorship
- Need to resolve conflict.
- Role of Government in resolving conflicts
- Rivers as source of conflicts
- Equality and Justice
- Democracy and Justice

Learning Objectives:
- The students will be able to realize:-
 Dictatorship is a form of government, imposed upon the people.
 People have no participatory power in a dictatorship because the government does not accept the principle of political equality.

Activity:
- The students will discuss in class, what happens in a country that is ruled by a Dictator.

Module – 10
Revision for Half Yearly

Module – 11
Panchayati Raj
Contents:
- Need for local-self government in villages.
- Village Panchayat.
- Panchayati Raj.

Learning Objectives:
- To enable students to :-
 Understand the need of local self government and its advantages.
 Understand the functions of the Panchayati Raj and appreciate its importance.
 Comprehend the three tier system of Panchayati Raj.
Key Terms:
- Local self government, Panchayat, Panchayati Raj, Three tier-system.

Module – 12
Panchayati Raj (Contd.)
Contents:
- Structure of the Village Panchayat.
- Composition of Gram Sabha.
- Composition of Gram Panchayat and its functions.
- Composition of Nyaya Panchayat.
- Significance of the Village Panchayat.

Learning Objectives:
The students will be able to comprehend:-
- The composition of Gram Sabha and Gram Panchayat.
- How all the adults of the villages participate in the smallest democratic unit of our country.
- Powers, functions and process of election of the Pradhan, the Up-Pradhan and the Panchayat secretary.
- Reservation of seats for the scheduled castes and scheduled tribes and other backward classes.
- The sources of income and how money is spent for the benefit of the villages.
- How does Nyaya Panchayat provide speedy justice at the grass root levels.
Key Terms:
- Gram Sabha, Gram Panchayat, Nyaya Panchayat, Pradhan, Up-Pradhan, Panchayat Secretary.

Activity:
- The students will be divided into groups and the groups will enact scenes of the session of the Gram Panchayat and the Nyaya Panchayat.

Module – 13
Panchayati Raj (Contd.)
Contents:
- The composition, functions and sources of income of the Block Samiti.
- The composition, functions and sources of income of the Zila Parishad.
- How the Zila Parishad acts as a link between village local self-government bodies and the state legislature.
- Role of women in Panchayati Raj.

Learning Objectives:
To enable students to comprehend:-
- The functioning of Block Samiti and Zila Parishad.
- The aim of Zila Parishad for the all round development of the entire district.
- How the Zila Parishad acts as a link between local government and the state.
- The role of women in Panchayati Raj.
Key Terms:
- Block Samiti, Khand Samiti, Pradesh Samiti, Panchayat Samiti, Block Development officer (BDO), Zila Parishad, District Collector.

Module – 14 & 15
Urban Administration (Contd.)
Contents:
- City Government- Municipal Corporations (Nagar Nigam), Municipalities (Nagar Palikas).
- Difference between Municipalities and Municipal Corporations.
- Functions of Municipalities and Municipal Corporation.
- Sources of Income of Municipalities and Municipal Corporation.
- Other urban bodies- Nagar Panchayat, Cantonment Board, Port Trust.
- Control on local bodies.

Learning Objectives:
The students will be able to understand :-
- The difference between urban and rural local bodies.
- The various kinds of urban local self governing institutions.
- Role of Municipal Council in the cities.
- The function of the Municipal Council and how it facilitates the life of people in the cities.
- How the funds are procured for the proper functioning of the Municipal Council.
Key Terms:
- Municipal Corporations (Nagar Nigam), Municipalities (Nagar Palika), Voters List, Mayor, Deputy Mayor, Alderman, Chief Executive Officer (Municipal Commissioner), Chairperson, Vice-Chairperson, Sanitation, Nagar Panchayat,Cantonment Board, Port Trust.

Activity:
- Students will prepare a chart showing the composition and functioning of urban local bodies.

Module – 16
Urban Livelihoods
Contents:
- Urban livelihoods
- Secondary and Tertiary occupations of urban residents.

Learning Objectives:
The students will be able to:-
- Comprehend the different kinds of secondary and tertiary occupations practiced in urban settlements.
- Understand conditions that underline and impact life strategies of various groups of people.
- Realize that conditions and opportunities for making a living are not equally available to all.

Activity:
- The students will prepare a collage depicting various types of rural and urban livelihoods.

Module – 17
Urban Livelihoods (Contd.)
Contents:
- Causes of migration from rural to urban areas.
- Advantages of permanent jobs.

Learning Objectives:
The students will be able to:-
- Comprehend the major problems faced by rural people resulting in migration.
- Realize the problems that these people face when they migrate from rural areas to urban areas.
- The measures adopted by the government to reduce migration.

Key Terms:
- Migration, Unemployment, Regular employment, Casual labourers, Cottage industry.

Module – 18
Revision for Annual Examination