Grade 6

Social Studies

The primarily aim of teaching social studies in this grade, is to associate the learner with one’s, immediate social environment, cultural heritage and native geography making them well prepared and well-awarded future citizens of the nation.

LEARNING OBJECTIVES

Concept

  • The learner recognizes roles and responsibilities particularly concerning social and civic affairs.
  • The learner prepares to participate competently and productively as concerned citizens.
  • The learner addresses societal and global concerns using literature, technology, and other identifiable community resources.
  • The learner recognizes ways in which political, social and economic issues which affect their daily lives across time and space.
  • The learner becomes familiar with one’s own region and realizes the interdependence of various regions (local to global).

Confidence

  • The learner understands about the earth as the habitat of humans and other forms of life.
  • The learner begins to think analytically.
  • The learner links the situation with its past roots.
  • The learner acknowledges various government bodies like parliamentary and local bodies, etc.
  • The learner familiarizes with the socio-economic role of institutions such as family, market, and government.

Clarity

  • The learner lists fundamental rights given by the Indian Constitution to every citizen of the nation.
  • The learner understands various phenomena in the immediate social environment.
  • The learner lists out significant contributions of important kingdoms, dynasties with examples viz., Ashokan inscriptions, Gupta coins, Ratha temples by Pallavas, etc.
  • The learner acknowledges the presented image of ancient India through the works of various foreign travelers.
  • The learner understands the  working of rural and urban administration.

Application

  • The learner examines critically the superstitions related to the eclipse.
  • The learner describes the use of various sources (archeological and literary) in the reconstruction of the history of this period.
  • The learner synthesizes information related to various historical developments.
  • The learner differentiates between equality and inequality in various forms to treat them in a healthy way.
  • The learner describes the role of government, especially at the local level.

Innovation

  • The learner explores maps for locating continents, oceans, seas, States/UTs of India, India and its neighboring countries, the physical features of India such as mountains, plateaus, plains, deserts, rivers, etc.
  • The learner explores epics, Ramayana, Mahabharata, Silappadikaram, Manimekalai or some important works by Kalidas etc.
  • The learner describes case studies of nearby localities/villages in respect of occupations.
  • The learner conducts a discussion on the concepts of diversity, discrimination, government, and livelihood.
  • The learner undertakes projects: on the evolution of state; working of ganas or sanghas etc.

Compassion

  • The learner recognizes the contributions of different sections of society to political, social, cultural, and environmental processes.
  • The learner recognizes various forms of discrimination and understands the nature and sources of discrimination.
  • The learner relates to historical developments in different periods of ancient Indian history.
  • The learner shows concern for the environment.
  • The learner becomes sensitive towards one’s surroundings and develops a sense of responsibility for the welfare of other sections of society.

LEARNING OUTCOMES

Concept - The learner is able to:

  • Distinguish between stars, planets, and satellites e.g. Sun, earth, and moon;
  • Describe issues, events, personalities mentioned in literary works of the time;
  • Identify latitudes and longitudes, e.g., poles, equator, tropics, states/ut’s of India and other neighboring countries on the globe and the world map;
  • Describe various forms of human diversity around her/him;
  • Recognize the distinctive features of early human cultures and explains their growth.

Confidence - The learner is able to:

  • Locate directions on the flat surface and continents & oceans on the world map;
  • Draw neighborhood maps showing scale, direction, and features with the help of conventional symbols;
  • Explain and relate broad developments during ancient period e.g. Hunting-gathering stage, the beginning of agriculture, the first cities on the Indus, etc;
  • Describe the implications of India’s contacts with regions outside India in the fields of religion, art, architecture, etc;
  • Locate physical features of India such as mountains, plateaus, plains, rivers, deserts, etc. On the map of India.

Clarity - The learner is able to:

  • Describe factors responsible for the availability of different occupations undertaken in rural and urban areas;
  • Review information to determine its usefulness, using predetermined criteria;
  • Outline india’s significant contributions in culture and science;
  • Recognize that the earth is a unique celestial body, zones of the earth- biosphere, etc;
  • Describes issue, events, personalities mentioned in literary works of the time.

Application - The learner is able to:

  • Synthesize information related to various historical developments;
  • Analyses basic ideas and values of various religions and systems of thought during the ancient period;
  • Participate in their community;
  • Exhibit moral and civic virtues;
  • Use appropriate examples to support one’s explanation.

Innovation - The learner is able to:

  • Create a working and non-working models of the related concept;
  • Compare and contrast various attributes of society;
  • Investigate results explaining patterns in information;
  • Create ways to incorporate 3r’s in one’s everyday life;
  • Formulate a prediction/hypothesis based on cause and effect relationship.

Compassion - The learner is able to:

  • Demonstrate attitudes and values of honesty and respect for themselves, others, and the shared environment;
  • Identify and discuss local and global concerns;
  • Sensitize with the oppressed group of the society;
  • Take pride in the historical and cultural heritage of the nation;
  • Sympathize and empathize towards one’s environment.
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