CLASS - VI
HISTORY
Ancient World
Theme 1: The River Valley Civilizations
‘ iver Valley Civili ations’ aims at enabling children to understand how our present-day
society has evolved. It will help them understand the reasons for development of the
earliest societies near rivers. Children will be aware of and appreciate the rich and
flourishing civilization on the basis of historical evidences. It will further help to develop
in them a world historical perspective of the contribution made by various cultures to the
heritage of mankind.
Learning outcomes:
Children will be able to:
identify and locate the sites of major river valley civilizations on an outline map of the world;
discuss and understand with reason the development of early civilizations near river beds;
question, discuss and appreciate the sources to know these civilizations;
compare the society then (in the past) and now;
discuss, debate and appreciate the development in early civilizations;
draw a comparative analysis between Indus valley civilization and Mesopotamian, Egyptian and
Chinese civilization;
appreciate the contribution of these civilizations in today’s world.
The River Valley Civilizations
Key Concepts / Suggested Transactional Suggested Learning
Concerns Processes Resources
‘Civilization’- meaning Organising discussions (whole Documentaries on
Reasons for settlement class/group) on the different different civilizations.
near rivers. civilizations, important features and the PPT on the sources to
Major Civilizations: decline. know these civilizations.
Indus Valley Organising Audio Visual shows on: The documentary “The
Mesopotamian Map of Ancient civilizations Masters of Rivers”.
Egyptian Bharat Ek Khoj Guest lectures by local
Chinese Sources – excavated sites, remains historians
Main Characteristics: etc. followed by a discussion with the Outline map of the world.
Origin children. Maps showing River
Location (*Map) Providing opportunities to: Valley Civilizations.
Rivers analyse cause, effects and Clay
Society relationship between different river Audio-Visual materials.
Social life – Family, valley civilizations. Charts and pictures on
Community identify and define world’s earliest different civilisations.
Town Planning civilizations. Museum.
Occupations Providing opportunities to discuss:
Trade Reasons for river settlements.
Art and (Craft), Geographical significance to location
Architecture of ancient civilizations.
Religious Beliefs Sources to know these civilizations.
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The River Valley Civilizations
Key Concepts / Suggested Transactional Suggested Learning
Concerns Processes Resources
Decline Assigning a Project work as a group
activity on undertaking a comparative
study between river valley civilizations
in different parts of the world.
Making models by children based on
the Seal, Great bath (using only
environmental friendly materials) -
Clay models.
Preparing a Scrap Book by each child
– on pictures related to the civilization.
Enacting/ role plays, for example:
children can imagine themselves as
traders from Harappa on a business trip
and give an account of the trading
systems.
Making projects (group/individual) on
the Planning in Indus Valley Civilization
/tracing the rise and decline of any ONE
of the four civilizations in the theme.
Showing the extent of related
civilizations and rivers through Map
Work.
Integration: Geography
Life Skills: Appreciation for Heritage
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Theme 2: The Vedic Civilization
The aim of the theme ‘Vedic Civili ation’ is to acquaint and inform children of ndia’s
glorious past dating back to 3500 years ago. They will understand and appreciate how
ancient literatures like Vedas and Epics provide an insight into our past and the genesis
of our present-day society.
Learning outcomes:
Children will be able to:
define the term ‘Vedic’ and list the various literature related to it;
summarize the life style of the Vedic period by relating it to the epics;
discuss and identify the differences and similarities between the early and later Vedic period;
trace the changing position of woman in early and later Vedic society;
analyze and appreciate the rich cultural heritage of India in terms of values, beliefs and
traditions.
The Vedic Civilization
Key Concepts / Suggested Transactional Suggested Learning
Concerns Processes Resources
Aryans in the Sapta Providing opportunities for: Narratives
Sindhu & Gangetic Sharing their personal experiences on Maps of ancient times –
valley Epic stories of Ramayana and Indus, Sapt Sindhu and
‘Vedas’ and ‘Vedic’ - Mahabharata, Hawan and chanting of Gangetic valley.
meaning Shlokas. Videos on the story of
The four Vedas, Explaining the terms “Vedas’ and Ramayana and
Upanishads, Puranas ‘Vedic’. Mahabharata
Epics Ramayana & Comparing the society, lifestyles and Slide shows /Videos on
Mahabharata position of women and discuss their Varanasi.
Brahmavarta (Early ideas and views. Animated version of
Vedic age) Highlighting the differences between Ramayana – “The Vedic
Political Organization early and later Vedic period. Way”.
Social life (Economic, Social and Cultural). Bharat Ek Khoj.
Economic life Underlining the difference in the Documentary on ‘Manual
Aryavarta (Later Vedic evolution of religion: open air – temple, Scavengers’. – attend in
age) Gods and Goddesses. later Vedic period.
Political Org. Discussing with each other and their PPTs on Vedic society.
Social Life parents briefly the teachings of Mapping skills
Four Ashramas Shrimad Bhagwadgita. Visit to a museum
Gurukul System Preparing a slide show on the oldest Role Play
Economic life city (Vedic city) of India, Varanasi. Guest Lecture
Organising Audio Visual shows on: Copy of the Bhagwadgita
- The Ramayana and Mahabharata Amar Chitrakatha Series
through animated videos. on:
- “Bharat Ek Khoj.” Ramayana.
The early and later Vedic period – Mahabhartha,
Comparing the society, lifestyles and Krishna and
position of women. Bhagwadgita.
Experts
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The Vedic Civilization
Key Concepts / Suggested Transactional Suggested Learning
Concerns Processes Resources
Preparing a Scrap Book (by each
child) on – Musical Instruments during
the Vedic period.
Using maps to show the spread of the
civilization along Saptsindhu and
Gangetic valley through Map Work.
Organising a visit to a museum and
interacting with a guide. Discuss what
all children saw and their views on the
same after the visit is over.
Inviting Experts/ special guests to
class to discuss the ideas in the Vedic
literature, the epics and the Bhagwad
Gita.
Enacting/ role plays by children on
the main characters from the
Ramayana & Mahabharata.
Organising a Skit – on the basic
Gurukul System.
Integration: Arts Education and Mathematics
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Theme 3: Mahavira & Buddha - Great Preachers
The theme on ‘Mahavira and Buddha” will enable children to understand and appreciate
the teachings of Gautam Buddha and Mahavira. Use of interesting pedagogy can help them
compare and find the similarities and dissimilarities between the two ideologies. It will
also develop their understanding on the importance of Ahimsa and tolerance which will in
turn help them become responsible citizens.
Learning outcomes:
Children will be able to:
discuss the social conditions that led to the rise of new religions ideology – Buddhism and
Jainism;
explain the teachings and ideologies of the two great preachers;
compose and analyze the reasons that led to the spread and decline of Jainism and Buddhism;
critically analyze the importance of Ahimsa and tolerance in today’s society.
Mahavira & Buddha - Great Preachers
Key Concepts / Suggested Learning
Suggested Transactional Processes
Concerns Resources
Social conditions for Organising discussions on: Videos and Films–
rise of Jainism and Explaining the social conditions during the films and life story of
Buddhism. later Vedic period. Gautam Buddha.
Vardhamana Mahavira Comparing the teachings of Mahavira and Experts.
Jainism Buddha. Charts, pictures on
Early life Explaining the ideas of Ahimsa, the Four Buddha and
Teachings (Ahimsa, Noble Truths, Nirvana and the Eight-fold Mahavira.
Caste system, path. Quizzes.
Karma, Rebirth, Narrating stories on: Guest lectures
Search for truth) The period of these times through Amar Role Play
Sub Sections of Chitra Katha. Creative expression -
Jainism The lives of Gautama Buddha and Mahavira. preparing Charts on:
Gautama Buddha Organising a field trip to visit and explore Four Noble Truths
Buddhism caves like Ajanta, Ellora, Karla caves, and many Eight-Fold Path
Early life more. (Buddhist era). Comics – Amar
Teachings (Four Preparing charts (by children) on: Chitra Katha & Jataka
Noble Truths, Eight- The Four Noble Truths Tales.
Fold Path, Ahimsa, The Eight-Fold Path Books on stories from
Karma, Nirvana, Conducting a Seminar and inviting resource the life of Gautama
Caste System) person/s to enable children to understand the Buddha and
Sub Sections of significance of ‘Ahimsa’ in today’s world. Mahavira.
Buddhism Organising:
A comparative study a debate on Ahimsa
between Jainism and a quiz competition/games on Buddha and
Buddhism Mahavira.
Spread and Decline. Enacting/ Role Plays by children:
of stories from the Jataka tales.
as Gautam Buddha and Mahavira on the
stories based on their lives.
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Theme 4: Rise of Kingdoms & Republicans
‘ ise of ingdoms and epublicans’ will enable children to understand the way men became
rulers in the past and their ambition for expansion of their empires resulted in wars and
invasions. This will help them understand how our present day social and political life has
evolved through the kingdoms of the past.
Learning outcomes:
Children will be able to:
identify and locate Janapadas and Mahajanapadas on an outline map of India;
explain the terms “Janapadas” and “Mahajanapadas” and list the major powerful kingdoms;
draw a time line, mark the rise of Magadha and list the rulers who ruled it;
question and give reasons for the Mahajanapada being so powerful;
reflect critically on the invasion of Alexandra.
Rise of Kingdoms & Republicans
Suggested
Key Concepts /
Suggested Transactional Processes Learning
Concerns
Resources
Introduction to Organising discussions on: Audio/Visuals
terms – Janapadas Constructing a timeline to plot the rise of Books – The story of
& Mahajanapadas. Kingdoms, republicans using an ancient map of Alexander and Porus.
Powerful India. Outline map of India.
Kingdoms: Identifying and naming the powerful Kingdoms of Materials necessary
Vatsa Vatsa, Avanti, Kosala and Magadha. for roleplay.
Avanti Describing the keywords and Janapadas and Related
Kosala Mahajanapadas. PPT’s/Videos.
Magadha Outlining the different rulers of Magadha and
describing Alexander’s invasion.
Mighty Kingdom of The discovery and use of Iron ore and
Magadha: development of new kingdoms.
Rulers The reasons for foreign invasions.
(Bimbisara, Analysing critically the reason for some
Ajatashatru Republican Janapadas.
Rule of Nandas Organising audio visual shows to show the
Alexander’s extent of the powerful Magadha Empire and the
Invasion invasions of Alexander the Great.
Chandragupta Narrating stories:
Maurya (Brief Of Alexander and King Porus.
Mention of his Folk tales
life before he Using Maps to show the extent of the powerful
became the kingdoms of India during this period.
ruler) Enacting/ Role plays/Skits by children on:
The War between Alexander and King Porus and
the famous dialogues between them.
‘Ashwamedha yagna’ and becoming ‘Chakravarty
Samrat’.
Inviting Resource personnel/ Guest lecturers
/Local historian to talk on the reasons for Magadha
being the most powerful Mahajanapada during those
times.
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Theme 5: The Mauryan Empire
The ‘ auryan mpire’ with special mention of Emperor Ashoka who gave up war provides
an insight into the glorious traditions of non-violence and a welfare state. The children
will get to know about ‘Chanakya’ a famous Indian thinker and appreciate his ideas in
‘ rthashashtra’. It will enable children to understand the relationship between the concept
of shoka’s welfare state and present-day society.
Learning outcomes:
Children will be able to:
infer and illustrate the features of the Mauryan empire through the sources of Indica and
Arthashastra and list the notable rulers;
discuss and analyze the features of Mauryan administration;
trace the ascent and extent of the Ashoka empire and outline the causes and effects of the Kalinga
war;
analyze the effects of Ashoka’s ‘Dhamma’ and reflect on the relevance of the teachings of
Dhamma in present day society;
appreciate the public welfare activities of Ashoka.
The Mauryan Empire
Key Concepts / Suggested Transactional Suggested Learning
Concerns Processes Resources
Sources: Indica & Organising Presentations / Audio Visuals
Arthashastra discussions on: Debate – Who was a
Chandragupta Maurya The different sources from the greater King?
Role of Chanakya Mauryan period and asking children Chandragupta or Ashoka
Bindusara to describe them.
Ashoka (Ascend to throne, Analysing the role and influence of
extent of kingdom, Kalinga Chanakya in the administration of
War, Welfare state) Magadha.
Ashoka’s Dhamma & Outlining the rule of Ashoka and the
Edicts. extent of his empire.
Mauryan Administration Critically analysing the reasons for
With reference to Ashoka being called a great
Pataliputra emperor.
Mauryan Art and Economy Describing the influence of Ashoka’s
Decline. Dhamma and edicts.
The public welfare activities of
Ashoka.
Exploring and analysing the reasons
for the decline of the Mauryan
Empire.
Conducting Audio visual shows on:
Bharat – Ek Khoj, Episodes on The
Mauryan Empire, Ashoka the Great,
Chanakya, followed by discussion.
Tracing the extent of Ashoka’s Empire
on an outline map of India.
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The Mauryan Empire
Key Concepts / Suggested Transactional Suggested Learning
Concerns Processes Resources
Enacting/ Role Plays by children on:
The Kalinga War;
Chanakya and Chandragupta
Maurya.
Narrating:
stories on the Kalinga war.
short moral based stories.
Encouraging children to write a brief
report on the influences of Buddhism
on Emperor Ashoka.
Organising a visit / field trip to any of
Ashoka’s rock edicts / local museum
and then asking them to prepare
individual or group reports.
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Theme 6: The Golden Age – Gupta Empire
‘The Golden Age - upta mpire’ will provide children an insight into the glorious past of
India owing to advancements in trade, economy, literature, astronomy, Ayurveda, and
mathematics. Interesting pedagogies will help children understand the reasons for this
period of study to be known as the Golden Age in the History of India and they will learn
to appreciate ndia’s rich heritage.
Learning outcomes:
Children will be able to:
draw the extent of Gupta empire on an outline map of India;
discuss and analyze the sources to know about Gupta rulers;
identify and describe the important achievements of the Gupta rulers -Chandragupta I & II and
Samudragupta;
evaluate and appreciate the achievements during the Gupta period to summarize the golden
age of India.
The Golden Age – Gupta Empire
Key Concepts / Suggested Learning
Suggested Transactional Processes
Concerns Resources
Sources: The history of Organising discussions on: Audio/Visuals
the Gupta Empire Exploring and understanding the term Mapping Skills
Rulers of the Gupta “Golden Age”. Research
Empire: Listing the names of the rulers during the Report writing
Chandragupta I Gupta reign. Visit to a museum
Samudragupta Comparing the periods of the Mauryan Bulletin Board-collate
Chandragupta II dynasty vs Gupta dynasty. achievements of Golden
The Golden Age: Showing audio visuals on: age
Features / Kalidasa, Aryabhatta Travellers account on
Characteristics Samudragupta – A Great Warrior India’s Past & Present
Administration Drawing the extent of the Gupta Empire on Children’s history of
Economy an outline map of India. India
Religious Life Guiding children individually or in groups
Scientific Progress to make a Collage/Scrap Book of Mauryan
Art, Architecture and age Coins, value of coins, metals used,
Literature figures, etc.
Education Helping children to make coin models of
the Gupta Age, using clay.
Making a chart to highlight the scientific
progress during the Gupta Age with
reference to contributions of Aryabhatta.
Discussing and writing reports:
explaining the accounts of Chinese
traveller ‘Fa Hein”.
on evidences of Gupta Age as seen in a
Museum.
Organising a visit to a Museum followed by
writing either individual or group reports on
the Visit.
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CIVICS
Theme 1: Rural Local Self Government
The theme ‘ ural Local elf overnment’ aims at children developing an understanding of
the main features and functions of the Panchayati Raj System and other local bodies in
India. Children will be able to understand the functioning of the three tiers of the
Panchayati Raj System.
Learning outcomes:
Children will be able to:
describe the rural local self -government (Panchayati Raj system);
explain the features and functions of local government at the village, block and district levels;
appreciate the role played by the local bodies;
initiate responsibilities to help local bodies.
Rural Local Self Government
Key Concepts / Suggested Learning
Suggested Transactional Processes
Concerns Resources
Local-Self Government- Working with children to create a web Learner’s daily life
meaning chart of the Panchayati Raj System. experiences
Panchayati Raj System: Discussing the composition and Web chart
Panchayats (Features functions of each unit of the Panchayati Writing essay, report,
and Functions) Raj system. application
Gram Sabha: Assigning groups, the activity of listing Mock Panchayat
Gram Panchayat and discussing the composition and An interview with a
Nyaya Panchayat functions of each unit of the system. member of panchayat
Block Samiti: Conducting a mock panchayat (role play) Media and ICT on the
Composition to – solve a money lending issue between Panchayat elections,
two members of a village.
Functions and self-government.
Encouraging children to write an essay
Zila Parishads: Tracking the municipal
on – ‘A day in your area without
Composition elections
supervision’.
Functions
Asking children to prepare a PowerPoint
presentation on the role and
responsibilities of a Zila Parishad (after
accessing information on the related
topic).
Assigning project to groups of children to
show the working of all the tiers of the
Panchayati Raj system.
Organising a field trip to a nearby village
to see the working of the Panchayat.
Assigning groups of children, the task of
conducting an interview with a member of
Panchayat and the Sarpanch to discuss
the common problems faced by them at the
village level and the role of the Panchayat
in solving them.
Conducting a survey in the locality to
find the existing problems of the area and
ways to solve them.
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Theme 2: Urban Local Self Government
The theme ‘ rban Local elf overnment’ aims at providing information and developing
children’s understanding of the composition and functions of Municipal Corporations.
Transactional processes will help children in taking up responsibilities and solving common
problems in their surroundings. These will also enable them to be proactive citizens who
will give back to society through an understanding of their duties.
Learning outcomes:
Children will be able to:
explain the term ‘Metropolitan’ and state the names of four major cities;
locate and identify metropolitan cities on an outline map of India;
describe the functioning of Municipal Corporations;
demonstrate the ability to take initiatives and responsibility in solving community problems
such as sewage, traffic jam, pollution, cleanliness;
create simple awareness programmes in the vicinity on public welfare issues.
Urban Local Self Government
Key Concepts / Suggested Transactional Suggested Learning
Concerns Processes Resources
Define the term – Sharing of prior knowledge and Collate data to compare
‘Metropolitan’ experiences children have of small and big population in towns and
Names of major cities– cities, and the city they live in. in cities (any four)
Kolkata, Delhi, Mumbai, Building on children’s previous learning. Newspaper, ICT.
Chennai Providing opportunities to children Mapping skills.
Municipal Corporations for participating in activities such as: Hands on experience.
Composition Describing the term ‘Metropolitan’ and Map of India.
Functions (Water Supply, listing the major cities of India. Local Municipality
Public health Sanitation, Showing and locating the major cities Office and people
Education, Lighting, Public on an outline map of India. working there.
Security, Public Works, Listing and explaining the composition Questions to conduct an
Maternity and Child and functions of the Municipal interview.
Welfare) corporations. Tracking the municipal
Municipalities Principles and practices of local elections
*Brief Mention. governance among officials and
elected members.
Assigning children, the task of
conducting an interview with the local
municipal corporation on common
problems of the area. E.g. garbage
collection, unsafe water, poor street
lighting, etc.
Writing a report (individually or in
groups) on problems faced by people in
metropolitan cities, such as the water
logging during monsoons.
Organizing a cleanliness drive in the
school - under the Swachh Bharat
Initiative.
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