History, Civics

&
Geography (HCG)

 History and Civics

 Geography
History and Civics
Core concepts of History and Civics for Class VI are as under:

Class VI

The Ancient World

The River Valley Civilizations

The Vedic Civilization

Mahavira and Buddha – Great Preachers

The Mauryan Empire

The Golden Age – Gupta Empire

Civics

The Rural Local Self Government

Urban Local Self Government

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 HISTORY
Ancient World

Theme 1: The River Valley Civilizations

‘River Valley Civilizations’ 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 and appreciate the rich and
flourished 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 the Egyptian 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 the
 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
 Egyptian  Map of Ancient civilizations Masters of Rivers”.
 Main Characteristics:  Bharat Ek Khoj  Outline map of the world.
 Origin  Sources – excavated sites, remains  Maps showing River
 Location (*Map) etc. followed by a discussion with the Valley Civilizations.
 Rivers children.  Clay
 Society  Providing opportunities to:  Audio-Visual materials.
 Town Planning  analyse cause, effects and  Charts and pictures on the
 Occupations relationship between different river different civilisations.
 Trade valley civilizations.
 Religious Beliefs  identify and define world’s earliest
 Decline civilizations.
 Providing opportunities to discuss:
 Reasons for River settlements.
 Geographical significance to location
of ancient civilizations.
 Sources to know these civilizations.
 Assigning a Project work as a group
activity on undertaking a comparative

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 The River Valley Civilizations
Key Concepts / Suggested Transactional Suggested Learning
Concerns Processes Resources
study bet ween 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 –
pictures related to the civilization.
 Enactment of role plays for example:
where children can imagine themselves
as a trader from Harappa on a business
trip and give an account of trading
systems.
 Making projects (group/individual) on
the Planning in Indus Valley Civilization
/Tracing the rise and decline of the
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 Civilization’ is to acquaint and inform children of India’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 lifestyle 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 of :  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
 Social life early and later Vedic period. Way”.
 Economic life (Economic, Social and Cultural).  Bharat Ek Khoj.
Aryavarta (Later Vedic  Underlining the difference in the  Documentary on ‘Manual
age) evolution of religion – open air – Scavengers’. – attend in
 Social Life temple, Gods and Goddesses. later Vedic period.
 Four Ashramas  Discussing with each other and their  PPTs on Vedic society.
Gurukul System parents briefly the teachings of  Mapping skills
Economic life Shrimad Bhagwadgita.  Role Play
 Preparing a Slide show on the oldest  Copy of the Bhagwadgita
city (Vedic city) of India, Varanasi.  Amar Chitrakatha Series
 Organising Audio Visual shows on:
on: Ramayana.
 The Ramayana and Mahabharata Mahabhartha,
through animated videos. Krishna and
 “Bharat Ek Khoj.” Bhagwadgita.
 The early and Vedic period –  Experts
Comparing the society, lifestyles
and position of women.

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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.
 Enacting Role Plays by children on
the main characters from the
Ramayana & Mahabharata.

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. It will also develop their understanding
about the importance of Ahimsa and Tolerance which will in turn help them become
responsible citizens.

Learning outcomes:
Children will be able to:
explain the teachings and ideologies of the two great preachers;
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
 Vardhamana Mahavira  Organising discussion on the ideas of Videos and Films–
Jainism Ahimsa, Four noble truths, Nirvana and eight films and life story of
Teachings (Ahimsa, fold paths. Gautam Buddha.
Caste system,  Narrating stories on: Charts, pictures on
Karma, Rebirth, The period of these times through Amar Buddha and
Search for truth) Chitra Katha. Mahavira.
 Gautama Buddha  The lives of Gautama Buddha and Mahavira. Quizzes.
Buddhism  Preparing Charts by children on: Role Play
Teachings (Four Four Noble Truths Creative expression -
Noble Truths, Eight Eight Fold Paths preparing Charts on:
Fold Path, Ahimsa,  Organising:  Four Noble Truths
Karma, Nirvana, a debate on Ahimsa  Eight Fold Paths
Caste System) a quiz competition/games on Buddha and Comics – Amar
Mahavira. Chitra Katha & Jataka
 Enactment of Role Plays by children: Tales.
of stories through Role Plays from the Books on stories from
Jataka tales. the life of Gautama
 as Gautam Buddha and Mahavira on the Buddha and
stories based on their lives. Mahavira.

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 Theme 4: The Mauryan Empire

The ‘Mauryan Empire’ 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
‘Arthashashtra’. It will enable children to understand the relationship between the concept
of Ashoka’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 Indica and
Arthashastra and list the notable rulers;
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 during the greater King?
Role of Chanakya period of the Mauryan empire and Chandragupta or Ashoka
 The Kalinga War then asking them to describe them.
 Ashoka’s Dhamma & Edicts Analysing the role of Chanakya in
(relevance of dhamma in administration of Chandragupta
our day to day lives) Maurya as the ruler of Magadha.
 Decline. Describing the influence of
Ashoka’s 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.
 Enacting Role Plays by children on:
The Kalinga War.
Chanakya and Chandragupta
Maurya.
 Narrating stories on:
The Story of the Kalinga war. Short
moral based stories.

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 The Mauryan Empire
Key Concepts / Suggested Transactional Suggested Learning
Concerns Processes Resources
 Encouraging children to write a brief
report on the influences of Buddhism
on Emperor Ashoka.

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 Theme 5: The Golden Age – Gupta Empire

‘The Golden Age - Gupta Empire’ 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
appreciate India’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  Report writing
Chandragupta I the Gupta reign.  Chart -Collate
Samudragupta Comparing the periods of the Mauryan achievements of Golden
Chandragupta II dynasty vs Gupta dynasty. age
 The Golden Age:  Showing audio visuals on:  Travelers account on
Religious Life Kalidasa, Aryabhatta India Past & Present
Scientific Progress Samudragupta – A Great Warrior  Children’s history of
Literature  Drawing the extent of the Gupta Empire India by Subhadra Sen
Education on an outline map of India. Gupta
 Guiding children individually or in groups
to make a Collage/Scrap Book of Mauryan
age Coins-Metal uses, value of coins,
figures, etc.
 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 on how to write reports on the
accounts of Chinese traveller ‘Fa Hein”.

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 Theme 1: Rural local Self Government

The theme ‘Rural Local Self Government’ aims at children developing an understanding
about 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 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 to show the flow of the Panchayati experiences
 Panchayati Raj System Raj System.  Web chart
 Gram Sabha:  Conducting a Mock panchayat (Role  Writing essay, report,
Gram Panchayat Play) to – solve a money lending issue application
Nyaya Panchayat between two members of a village.  Mock Panchayat
 Block Samiti: Functions  Encouraging children to write an essay  Tracking the municipal
 Zila Parishads: Functions on a day in your area without supervision. elections
 Conducting a survey in the locality to find
what problems exist and the solutions to
them.

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 Theme 2: Urban Local Self Government

The theme ‘Urban Local Self Government’ aims at providing information and developing
children’s understanding into the composition and functions of Municipal Corporations.
Transactional processes will help children in taking up responsibilities and solving common
problems in their surroundings. It will enable them to be a proactive citizen 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. 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:  Map of India.
 Functions (Water Supply, Describing the term ‘Metropolitan’ and  Questions to conduct an
Public health Sanitation, listing the major cities of India. interview.
Education, Lighting, Public Showing and locating the major cities  Tracking the municipal
Security, Public Works, on an outline map of India. elections
Maternity and Child Listing and explaining the functions of
Welfare): Any 2 functions the Municipal corporations.
Principles and practices of local
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 by groups of children or
individually on problems faced by people
in metropolitan cities such as the water
clogging problem during monsoons.
 Preparing a case study on the major
functions of Municipalities functioning in
a selected area.

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Geography

Core concepts of Geography for Class VI are as under:

Class VI

Representation of Geographical Features

Landforms

Minerals

Study of Continents: North America and

South America

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 Theme 1: Representation of Geographical Features

Maps are the basic tools of Geography. In this theme children will learn to identify the
different types of maps and directions on a map through various methods.

Learning outcomes:
Children will be able to:
identify the difference between a map, sketch, plan and globe;
identify directions and the eight cardinal points.

Representation of Geographical Features

Suggested Learning
Key Concepts Suggested transactional processes
resources
 Maps: introduction,  Providing opportunities to children  Mapping skills
difference between map, for:  Wall map of the world –
sketch, plan and globe.  observing a map and a globe and (political, physical),
 Importance of maps. listing differences between the Topographical Maps.
 Direction: eight cardinal two.  Clay models.
points.  using practically and discussing  Layout plans.
the benefits of a map over a globe.  Audio-visual materials,
 creating a sketch and a plan of smart class modules, etc.
their locality and comparing it  Charts.
with a map.
 sharing previous knowledge of the
four directions and relating it to
the cardinal directions using
digital media or black board.
 Creating a layout or plan of the
following on a A3 size paper: building
complex, club house, locality or area
with garden.

Integration: Mathematics and Arts Education

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 Theme 2: Landforms

Landforms are natural features of the earth surface. In this theme children will be
introduced to and develop an understanding about the forces responsible for the formation
of mountains and valleys, plateaus and plains on the earth. Activities such as map-based
quizzes in the classroom will enhance cooperative learning.

Learning outcomes:
Children will be able to:
identify different types of landforms in their immediate surroundings and on visuals;
differentiate between processes of formation of Fold mountains and Block mountains;
discuss the process of formation of Volcanic mountains;
appreciate the importance of mountains in our life;
compare and describe the formation and characteristics of Valleys and Plateaus;
discuss the effects of geography on the history of our country;
understand how landforms affect the lives of people.

Landforms
Suggested transactional Suggested Learning
Key Concepts
processes resources
 Types of landforms;  Initiating a discussion about  Documentaries.
 Mountains and Valleys: what children already know  Models of landforms,
processes of formation of about different landforms and World maps and Atlas.
mountains and valleys – building on their previous  Diagrams
endogenous and exogenous knowledge and learning.  Satellite imageries of
processes  Providing opportunities to different landforms.
 Mountains: children to draw and colour  Other online resources and
 Formation of Mountains, maps and make models and Videos.
folding, meaning and diagrams.  Quizzes.
characteristics of young fold  Discussing the meaning,  Children’s experiences.
mountains, distribution of formation and characteristics of
Young Fold Mountains in fold and block mountains.
the world – Rockies, Andes,  Comparing the fold, block and
Alps, Great Dividing Range, volcanic mountains.
Himalayas and Atlas  Conducting Group /individual
Mountains; Meaning and activity of children listing things
characteristics of Old Fold obtained from mountains.
Mountains, distribution of  Discussing the formation and
old fold mountains in the characteristics of rift valleys and
world (Urals, Appalachians, relating them to the river valley
Aravalis). civilizations in past.
 Faulting - meaning of  Showing documentaries on the
faulting, formation and life of people living in mountains
characteristics of Block and plateaus.
mountains.  Conducting a research on the
 Importance of mountains minerals found in Deccan
 Volcanic mountains: Plateau in India using technology
formation and backed skills.

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 Landforms
Suggested transactional Suggested Learning
Key Concepts
processes resources
characteristics (Mount.
Kilimanjaro in Africa and
 Conducting a discussion on
comparing life in mountains and
Mt. Fujiyama in Japan) in the plains.
 Valleys: Formation and  Conducting a class discussion on
characteristics of rift Valley, how geographical features of
distribution of rift valleys in the India have shaped its history.
world - Rhine, Narmada, Nile  Discussing the processes of
 Plateaus: formation and formation of landforms with the
characteristics, types of plateaus help of audio-visual materials.
(Intermontane and volcanic:  Encouraging children to locate
definition and examples), different landforms on an outline
distribution in the world (The map of India and speak about the
Deccan plateau in India, Tibet same. (Referring to the Atlas)
Plateau).  Organising quiz competitions in
 Plains: formation and the classroom for locating
characteristics, types of plains important landforms on the
(depositional and erosional: world map.
definition and examples).
 Landforms and people:
Landforms – impact on the life
of people. (comparison between
life in the mountains and life in
the plains)

Integration: History, Languages

Life Skills: Conservation of environment, sensitive towards society

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 Theme 3: Minerals

The theme aims at providing children the knowledge and developing their understanding
about minerals and ores and the need to conserve minerals.

Learning outcomes:
Children will be able to:
differentiate between metallic and non-metallic minerals;
describe the importance of minerals in daily life;
appreciate the need to conserve mineral resources.

Minerals
Suggested Learning
Key Concepts Suggested transactional processes
resources
 Minerals and Ores  Initiating a discussion about what  Wall maps of the world
(meaning and examples). children already know about map, Atlas.
 Types of minerals - minerals and their uses on our daily  Internet resources.
metallic and non-metallic life and building on this.  Visuals and articles from
 Metallic: Iron ore,  Asking children to list different items Newspapers, journals,
bauxite, manganese, made of metallic minerals, that they magazines, etc.
copper see in daily life.
 Non-Metallic: Lime  Explaining the meaning of minerals
stone, mica and and ores followed by examples.
mineral fuels (coal and  Engaging children in discussion
petroleum) natural gas about the importance of minerals
 Conservation of minerals. and their conservation.
 Using articles, newspaper clippings,
videos, etc. for generating discussion
amongst children towards
conversation of non-renewable
minerals and encouraging them to
search for alternatives to these
minerals.

Integration: Chemistry, Languages

Life Skills: Conservation of environment

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 Theme 4: Study of Continents: North America and South America

This theme is an introduction to the study of the Continents of the world which begins
with the study of North America and South America. Children will be provided a broad
overview of the two continents.

Learning outcomes:
Children will be able to:
locate North America and South America on the world map and in the Atlas;
identify major countries in North America and South America on their respective maps;
locate and identify the major political divisions of North America and South America through
an atlas.
locate and identify the physical features of North America and South America on the map.

Study of Continents: North America and South America

Suggested Learning
Key Concepts Suggested transactional processes
resources
 A brief idea of the  Showing videos on the location and geography  Audio-visuals.
formation of continents. of North and South America.  Maps, atlas, globe.
North America  Sharing children’s knowledge about countries  Videos.
 Introduction in these two continents and building on the
 Location same.
 Boundaries  locating countries and their capitals in the two
 Major Physical features continents using audio visuals, atlas or globe,
 Locating the above on by the teacher followed by children being
the map (details given in asked to locate the same.
the table below).  Encouraging children individually, to prepare
 Political divisions a comparative study on the two Continents.
(countries and capitals  Analysing and discussing the impacts of
to be covered through physical features of a place on life and
Atlas only) occupations with children.
South America  Discussing the impact of geographical features
 Introduction of these continents to their history.
 Location
 Boundaries
 Major Physical features
 Locating the above on
the map (details given in
the table below).
 Political divisions
(countries and capitals
to be covered through
Atlas only)

Life Skills: Conservation of environment, sensitive towards society

Integration: Biology, History, Languages, Arts Education

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 List of Map pointing (North America & South America)
Name of the Physical Map Pointing
Continent Features
Mountains Rockies, Appalachians, Sierra Nevada
Plateaus Mexican, Colorado, Columbian, Canadian Shield,
Laurentian plateau
Plains Great Plains, Coastal Plains
Lakes Great Lakes

North Rivers Mississippi, Missouri, Colorado, St Lawrence,

America Mackenzie,
Rio Grande
Water Bodies Surrounding Gulf, Bays, Sea, Oceans
Deserts Colorado desert
Mountains Andes
Plateaus Brazilian Highlands, Guiana Highlands, Bolivian
Plateau,
South
Plains Pampas, Llanos
America
Rivers Amazon, Uruguay, Paraguay, Orinoco
Lakes Titicaca
Deserts Atacama, Patagonia
Water Bodies Surrounding Gulf, Bays, Sea, Oceans
Amazon Rain forest

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