Professional Documents
Culture Documents
1. To help a child experience herself - as part of the history of her life, in the
geographical space she occupies, with a social implication to how she lives
it
Time line [Family Tree], My History in my Geography:My community and occupation; Landmarks
in My Neighbourhood, Drawing out the 4 directions, and my own orientation, extending to mapping the
area and then the state in the country
2. To help children understand that history is not just facts, but life as it was
lived
· Structures of Governance
· The life of the common person
· Archaeology Monuments Heritage Religion
· Movements
· Public amenities
· Literature
1. Geography- maps could be introduced through plotting and symbols could be introduced
through what needs to be explained/ common in maps, and diagrammatic representation.
Mapping could be done from my village, district, state and country in this order.
3. To help children understand that history may be changed / rewritten – with
an understanding of impacts and implications
· Modes of transport
· Physical boundaries
· Landscapes
· Community frameworks, and Lifestyles
· Governance
· Civic rights and responsibilities
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4. To help children connect to the physical world that makes their social and
psychological, and economical and political world possible
· Culture
· Seasons
· Rainfall
· Occupations
· Community life
· Changes in the environment; Human interaction with the environment.
· Global and local governance systems; that affect the physical world, and the quantity and
quality of natural resources.
· Different landmarks: landmarks for a traveller, landmarks for a period, landmarks for study.
7. Help children understand about the resources and functioning of local state
and national bodies
· Administration
· Services
· Revenue
· List would include things in a connected way so that it is easily relatable.
8. Help children understand about the role and impact of power to act
· Changes caused to lifestyle, village, city, district, state, country, and world by human habitation
on this planet.
· Community aspect of festivals and other contexts of celebration, would give scope to explore
togetherness, tradition and relationships in a larger social framework.
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9. Helping children realize that individual initiatives, and larger changes in the
world have also come because of strong passions and a larger vision
· Freedom struggle in India
· The struggle to discover, to create, to invent
· People who make a difference – not necessarily famous
· Systems that protect justice
*Caution: All overlapping areas are to be seen as Preparation and Introduction, and an aid to facilitating
a rich classroom atmosphere.
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COMMON SYLLABUS 2009 – SOCIAL SCIENCE
Class - III
Sl.
Competency Content Learning Outcomes
No.
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Sl.
Competency Content Learning Outcomes
No.
· Where food is cultivated; links between what · Various types of food available in different season,
Knowledge & source of festivals and geographical region.
we eat, types of food grain and different land
7. food, types of land and food · Method of cultivation of different edibles
types; relating between history, culture and food
grains that grow. · Our food habits and its linkage to culture and history.
basics of healthy food..
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My District
· Understanding pupil’s local District – Looking
My Taluk, my Block, my at and Plotting hills, rivers, lakes, important
8. Village, Physical features and touring places etc., in a District map. · To identify and grow familiar with one’s own district and
life of people. features.
· To understand the culture of the people.
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Class – IV
Integrated Competency, Content and Learning Outcomes for Geography, Civics, and History
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Competency Content Learning Outcomes
No.
Description of Planets- sun satellite -stars asteroids, Understanding the different celestial bodies (planets and stars)
1. Celestial bodies
meteoroids, comets. and their characteristics.
Changes around me : Nature Understanding and respecting the earth’s rhythmic phenomenon.
Understanding Earth’s rhythms – seasons, day, night,
2. Seasons, day and night, moon Tracing the results of the different movements and related
weather, moon – through simple explanations.
– eclipse, weather, seasons effects.
Simple facts about the Indian freedom struggle, narrated To understand the preciousness of freedom as a citizen of India.
5. How India became free : a story
as a child’s story: the birth of India a nation To realise the sacrifice Martyrdom of the freedom fighters
6. My Country - physical and Physical features of India. Basic knowledge of India as a nation.
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political features - National The basic facts about India, its states and Union Able to identify India, and spot physical features and political
symbols. Territories. National symbols. divisions in a map/atlas. To recognise National symbols.
Stories told by a Toda girl, a farmer in Thanjavur , an To enumerate the linkage between History and geography. To
7. Individuals tell their story -
imigrant coolie story, a roadside fast food shop owner’s Understand the different lifestyles of peoples living in different
Lifestyles, events, anecdotes
story places in relation to their
9. My Rights and Duties: As a Listing a few important constitutional rights and duties: To identify and grow familiar with one’s rights and duties, both
citizen; as a child- also what a child is entitled to – basic rights as a citizen and as a child.
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Sl.
Competency Content Learning Outcomes
No.
Safety: precautions I must Physical Safety : Fire, electrical equipment, road, water, Constructing the practical knowledge of safety and responsible
11.
observe Simple First Aid and safety : Simple activities behaviour.
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COMMON SYLLABUS 2009 – SOCIAL SCIENCE
Class V
Integrated Competency, Content and Learning Outcomes for Geography, Civics, and History
Sl.
Competency Content Learning Outcomes
No
Some famous travellers – (a brief account) 1. To learn about some famous travellers down
2. Travel- Famous Travellers
Eg: Fa-Hein, Hieun Tsang, Vasco da Gama, etc. the ages.
Our Planet Details about the Earth. 1. To understand the basic features of the Earth.
3. The geography of our Planet, – Physical features and their formation. 2. To know how to use the globe and the atlas.
Land forms, water bodies, - Globe and maps
Globe and Maps
4. Natural Resources of India – Types of Soil, Uses of Soil, Protection of Soil. 1. To learn about various types of soil, uses and
Soil conservation of soil.
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Types of forests, uses & conservation To know the different types of forests found in India,
5. Vegetation in India the various kinds of trees found in them, their uses
and conservation, afforestation.
Minerals of India Minerals that are found in India and the Regions of their To learn about the different minerals found in India,
6. occurrence, the uses of minerals and their Conservation. and the regions they are found in, uses of minerals and
their conservation.
Space Research Ancient and Modern Space Research, History of Space 1. To learn briefly about Space Research &
- Kalpana Chawla Research in India. India’s place in Space Research.
7. - Sunitha Williams Achievements of Kalpana Chawla & Sunitha Williams 2. To know about the achievements of Kalpana
as Space Travellers Chawla and Sunitha Williams.
Structure of Government in Brief account of Government structure in India · To become aware of the formation of
India · Central Government Government and the different functions of
· Central (President, Prime Minister, Lok Sabha, Rajya Parliament and Legislature – Judiciary
· State Sabha)
· Union Territories · State Government
· Judiciary- An (Governor, Chief Minister, Legislature)
8. introduction · Union Territories, Judiciary- an introduction
· India, its neighbouring
countries
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Accounts on the four major forts of Tamil Nadu · To learn about the four forts of Tamil Nadu
1.Gingee Fort their History and salient features
Forts of Tamil Nadu
11.
2. Vellore Fort · To understand their importance in the history
3. Fort St.George of Tamil Nadu
4. Tarangambadi Fort
Kinds of musical Instruments To know the history and structure of ancient and
wind, string, percussion modern musical instruments.
Ancient Instruments To trace the significance of each musical instrument.
Musical Instruments (ancient Yazh, Parai, Kuzhal, Melam. Nadaswaram, Thavil, To develop an interest in Music and Fine Arts.
12.
and modern) Veena Mirudangam and Violin To know the names of important exponents
Modern Instruments
Drum, band, trumpet, piano, saxophone, fiddle.
Important exponents – Names.
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CLASS – VI
7- Periods
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Learning outcomes · To know that the earth consists of · To understand the different
· To understand the antiquity of human beings, other living things, between the rural and urban
the pre-historic Tamil Land water, land and air people and life
· To be aware of the three · To mark continents, oceans, seas, · To understand the difference
sangams prevailed islands, straits, Isthmus and major between the two in respect of
· The bravery – philanthropy rivers in the world map economy, structure, facilities,
and administration of the habits-society, education,
Cheras, Cholas and Pandiya labour etc., and to understand
Kings the gap between rural and
urban
15- Periods 17- Periods 7- Periods
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Unit 5 Unit 5
Jainism and Buddhism The Local Government
Rise of Janism and Buddhism. The causes The need for the local self
for the rise. The teachings of Lord Buddha Government. Panchayat Raj – Local
and Lord Mahavira Bodies - (Municipalities,
Corporations, District Administration
Learning Outcomes – Village Administration – related
· To understand the causes for the aspects – functions)
rise of the Buddhism and Jainism Learning Outcomes
· To know the life of Buddha and · To understand the meaning of
Mahavira Local Self Government
· To be aware of the contribution of · To realise the need for Local
the two religions for art, Self Government
architecture etc · To understand the structure
and functions of Local
Bodies
· To be familiarise with the
Village Panchayat, Block
Panchayat – District
Panchayat – Town
Panchayats, Municipalities
11- Periods 9- Periods
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Unit 6 Unit 6
Rise of Empires Democracy, Human Development
Mahajanapadas, The Mauryan Empire, and Women Empowerment
Chandra Gupta Maurya – Ashoka – The
All citizens in a democratic country
administration – Inscriptions of Ashoka
have equal rights – Women power –
Learning Outcomes The capable and Noble Women Dr.
• To be aware of the social life of the Muthulakshmi
people under different kings Learning Outcomes
• To note the location, extension of • To understand the meaning of
boundaries of different kingdoms gender disparity and social
• To know the polity, expansion, role equality and social justice
• To understand the concept of
and contribution - art, literature and
empowerment
architecture • To know the equality of
• Historicity and Significance for the opportunity
rulers of the period • To be aware of the
Unit 7 Intellectuals
Kushana Empire
Kanishka – Contribution and relevance –
Gupta Empire – Chandra Gupta I, Harsha
Empire – Role and Contribution
Learning Outcomes
• To know about the Kushanas
• To understand the administration
of Kanishka
• To appreciate golden period of
Gupta
• To know the administration of
Harsha
11- Periods 10- Periods 17
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CLASS VII
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Unit 6
THE VIJAYA NAGAR AND BHAMINI
KINGDOMS
10 Periods
Unit 7
BHAKTI & SUFI MOVEMENT
8 Periods
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CLASS VIII
The Great Mughals-Conditions of India on Resources-Resources and their types- National Integration-Unity Money, savings and
the eve of Babur’s invasion- Babur-Humayun- Resources and Human Activity in diversity-Factors promoting investment:
Sur-Dynasty-Shershah Sur-Akbar-Jahangir- national integration-Factors
Shajahan-Aurangazeb-Administration-Art and affecting national integration. Barter system – Medium of
Architecture-Causes for the decline of the exchange – Definition of money
Mughals. – value of money – Nature of
money, Functions of money –
Economic significance of
money – importance of money
– savings and investment
7 periods 5 periods
21 - Periods 14 periods
Unit 2 Unit 2
Unit 2
Primary Activity-Types of Primary Socio-Economic problems-
Rise of the Marathas-Shivaji- Activities- Gathering, Hunting and Illiteracy-Child labour-
Administration -Successors-Peshwa rule-Nadir Fishing-Mining-Classification of minerals Unemployment-Poverty-
shah-Ahmad shah Abdali invasions-Third Battle
Population explosion.
of Panipat.
10 - Periods 7 periods
12 periods
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Unit 3 Unit 3
Unit 3
Advent of the Europeans-Portuguese-Dutch- Primary Activity-Agriculture- Human Rights and the UNO-
English-Danish-French-Conflict between the Agriculture and Crops-Factors Human Rights Declaration-
English and the French-Causes for the Success Determining Agriculture Women’s Rights-Child Rights-
of the British. National Human Rights
Commission-State Human Rights
Commission.
15 periods
7 Periods 7 periods
Unit 4
Unit 4 Unit 4
Anglo-French Struggle – the first carnatic
Secondary Activity-Industries- Road Safety – Rules and
war – second carnatic war third carnatic war Classification of Industries-Factors Regulations
the first anglo – Mysore war
Determining Development of Industries.
10 – periods 7 periods
14 periods
Unit 5
Unit 5
Rule of the English East India company-
Tertiary Activity-Transport, Trade-
Establishment of the British rule in India
Transport-Trade-Other Services
from 1773 to 1857Warren Hastings-Reforms-
Impeachment-Lord Cornwallis-Reforms-
Permanent Revenue Settlement-Lord Wellesley-
Subsidiary Alliance-Marquees of Hastings-Lord
William Bentinck-Reforms-Lord Dalhousie-
Doctrine of Lapse-Reforms-Revolt of 1857- 9 periods
Causes and Effects. 35 - Periods
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Unit 6 Unit 6
14 periods 12 periods
Unit 7
Vellore mutiny
5 periods
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COMMON SYLLABUS 2009 – SOCIAL SCIENCE
CLASS IX
River Valley civilizations: Tamilnadu: Geographical location and Unit 1 Demand, supply and
a) Egypt-Mesopotamia-China administrative Divisions. Union (central) equilibrium between
b) Greek and Roman Civilizations. government legislature – demand and supply
Learning outcome : Physiography. Objectives:
Executive
Climate and vegetation Learning outcome :
· To explain the impact of geographical · To know the powers of 1. To understand law of
features on the origin and growth of Lokshaba (house of demand and law of supply.
civilizations. people) and elections to, 2. To understand the fixation
· To compare the socio, religious, and tenure and of equilibrium price.
political, economic and cultural features responsibilities of
of ancient civilizations.
3. Short period changes in
lokshaba. market price and the
· To understand the
reasons for such changes.
formation and rights of
council of states
(Rajyasabha).
· Union government-
cabinet-Prime Ministers
special responsibilities.
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COMMON SYLLABUS 2009 – SOCIAL SCIENCE
· To understand
· To explain the philosophies against
unicameral legislatures in
superstitions-rituals-polytheism-
states.
inequality-moral degradation and to
· To know the
know their organisations and impact.
responsibilities of the
chief minister/cabinet of
the state.
12 Periods 12 Periods
10 Periods
Unit 3 Unit 3
Unit 3 Agriculture- Industries in Tamil Fundamental Rights and
nadu
Medieval Age: Fall of Roman Empire rise of Types of farming-crops-animal
Duties-Directive principles
feudalism-medieval towns, universities contact husbandry-fishing-Manufacturing of State policy
between Christian Europe and Islamic Asia – industries-type of industries · To explain the
crusades – their impact significance of the
fundamental rights in
democratic system.
Learning outcome :
25 Periods
· To distinguish the
· To explain the meaning and impact of constitutional position of
fundamental duties from
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Learning outcome:
· To explain the changes in the mode of
20 periods
production – mechanization.
· To describe the rise of industrial towns,
universe – decline of feudalism – neo-
colonism.
· To explain the condition of industrial
workers – and the rise of trade
unionism.
10 Periods
Unit 6
French Revolution:
Causes – important events – its impact on the
course of history
Learning outcome:
To know the defects of ancient regime.
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CLASS X
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indistries
22 Periods
Unit 4
Second world war-Causes- Course- Effect- Unit 4
UNO and its achievements Environmental issues
15 Periods 6 Periods
Unit 5 Unit 5
Trade, Transport and communication
The great revolt of 1857-Social, religious · India’s internal and international
reform movements– Cause for rise of trade
national movements-Pre-Gandhian Era and · Land transport-roadways and
Gandhian Era. railways
6 Periods · water transport and air transport
· personal and mass
communication
· Remote sensing
· Remote sensing-meaning and
types
· India’s remote sensing
programmes
· Geographic information system
and global positioning system –
their advantages and uses
17 Periods
Unit 6
Social religious reform movement in
the 19th centuaryRaja Rammohan Rai-
Anne Besent-Dayananda Saraswathi-
Swamy Vivekanandha-Ramlinga Adigalar
7 Periods
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Unit 7
Causes for the rise of Nation
Movements-Pre-Gandhian Era-
Gandhian Era-Role of Tamilnadu in
Freedom struggle
22 Periods
Unit 8
Social Transformation in Tamilnadu
8 Periods
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