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Overview
The domain of Social Sciences at the elementary stage forms an
important part of general education. The content of the subject
area includes a broad understanding of human interaction
with natural and social environment across time, space and
institutions. It is necessary to recognise that Social Sciences
lend themselves to methods of scientific enquiry, which are
distinct from the natural and physical sciences. Social Sciences
teaching promotes human values namely freedom, trust and
respect for diversity by enhancing children’s ability to critically
reflect on social issues having a bearing on individual and social
well-being (National Focus Group Paper on Teaching of Social
Sciences) NFGTSS, 2005. The subjects also inculcate other
values such as empathy, equality, liberty, justice, fraternity,
dignity, plurality and harmony. Every discipline in Social
Sciences has its own method of investigation for arriving at
conclusions through understanding, analysing, evaluating and
applying a logical and rational approach to understand the cause
and effect relationship of events, processes and phenomena.
The teaching and learning of Social Sciences attempt to
integrate concerns pertaining to environment, peace oriented
values, gender, Scheduled Caste and Scheduled Tribes and
Minorities in an infused manner across disciplines. As part of
the National Curriculum Framework (NCF 2005) and NFGTSS,
2005 the pedagogical processes of Social Sciences proposes an
epistemological shift.
S. No. From To
1. Textbook as the only source of information Textbook as suggestive of a particular way
of understanding issues
2. Textbook as a closed box Textbook as a dynamic document
3. The ‘mainstream’ account of the past More groups and regions are covered
It is envisioned that the pedagogical processes in Social
Sciences would arouse curiosity and interest in children to share
their ideas and experience, to listen patiently to other’s ideas
and to critically evaluate facts and experiences and express
in their own language. This discipline exposes the children
to varieties of concepts that they would understand through
contextualising the same from their own lived experiences.
As a facilitator of knowledge you can help in encouraging
healthy discussions, organising debates, motivating children
to read from variety of sources, to be informed about the
latest development in their disciplines with the use of assistive
Pedagogy of Social Sciences
(Upper Primary Stage)
Module 12 - Pedagody of Social Science.indd 371 19-08-2019 13:28:42

372 NISHTHA — Training Package
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technology, etc. Some of the challenges that you may face while
transacting the subject may be related to concept clarification
in the language of the learner. You may use different teaching
and learning materials or a bilingual/multilingual approach for
better understanding and clarification.
Learning Objectives
• Understanding the relevance of Social Sciences in order
to appreciate the phenomena of continuity and change.
• Recognising the relevance of the subject in establishing
inter linkages with natural and social environment.
• Appreciating the values enshrined in the Constitution of
India such as justice, liberty, equality and fraternity and
the unity and integrity of the nation and the building of
a socialist, secular and democratic society.
• Classifying and comparing the cause and effect
relationship in the context of occurrence of events,
natural and social processes and their impact on
different sections of society
• Explaining the concepts like unity in diversity,
democracy, development, diverse factors and forces that
enrich our culture and art.
• Discussing the need for evolving plurality of approaches
in understanding natural and social phenomena
• Creating awareness and sensitivity towards diversity,
gender disparity, needs of Children With Special Needs
(CWSN) and marginalised sections of society.
Brief Introduction about the Subject Area
At the upper primary stage the domain of Social Sciences
consists of subjects such as Geography, History, Political
Science, and Economics.
Geography
Geography attempts to promote the understanding of inter
dependence of various regions and countries. The children at
upper primary stage will be introduced to earth, as the habitat
of humankind and other forms of life. They will be initiated to
study their own region, state and country in the global context.
Contemporary issues such as global distribution of economic
resources, gender, marginalised groups and environment is

373Pedagogy of Social Sciences (Upper Primary Stage)
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also emphasised. They will be familiarising with the ongoing
process of globalisation.
History
History as a subject at the upper primary stage focuses on
studying Indian history from the pre-historic times till the
present time. Class VI textbook of History covers a broad
spectrum of time that spans from the hunting and gathering
stage, to the establishment of empires in the ancient period
including the culture, heritage and lives of people. The class VII
textbook includes events that occurred in the medieval period
and the class VIII textbook covers socio-economic and cultural
processesfromtheestablishmentofEastIndiaCompany’spower
to post-independent India.. The objective is to give children a
general idea of development in each period along with relevant
sources. Children are introduced to variety of teaching aids
such as maps, timelines, case studies to encourage them to
represent facts and events creatively for better understanding.
Social and Political Life
This subject focuses on key concepts and knowledge for
understanding the functioning of Indian democracy and
economy. The thrust is on real functioning of institutions like
identifying the role of government in providing public facilities
such as water, sanitation, road, electricity, etc. and recognise
their availabilities. Draw inter-connection between political,
economic and social factors that impact on different sections of
society. The main object is to encourage children to imbibe the
ideals of Indian Constitution, the working of democracy and
its institutions.
Class Specific Learning Outcome in the Subject Area
— An Overview
The learning outcomes in Social Sciences at the end of
upper primary stage would enable the learners to acquire
knowledge, skill and attitude to meet the following curricular
expectations- recognises ways in which political, social and
economic issues affect their daily lives across time and space,
understand about the earth as the habitat of humans and
other forms of life, becomes familiar with one’s own region
and realizes interdependence of various regions (local to
global), understands spatial distribution of resources and their
conservation, understand historical developments in different
periods of Indian history, comprehends how historians study
the past using different types of sources, understand historical

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diversity to relate developments of one place/region with those
of another, imbibes the value of the Indian Constitution and
their significance in everyday life, gains a sense of the working
of Indian democracy, its institutions and processes at the local,
state and union levels, becomes familiar with socio-economic
role of the institutions such as family, market and government,
recognises the contributions of different sections of society to
political, social, cultural and environmental processes. The
learners will be able to analyse different phenomena/events like
natural disaster, agriculture and livelihood from the perspective
of history, geography, economics and political science.
A Brief on the Pedagogies for Achieving the
Learning Outcomes — Class Specific
The suggested pedagogical processes that you may design, can
provide opportunities to learners in diverse context to work
individually, in pairs and in group.
Class Suggested Pedagogical Processes Learning Outcomes
VI • Use diagrams, models, and audio-visual
materials to understand motions of
the earth.
• Observe stars, planets, satellites (Moon),
eclipse under the guidance of parents/
teachers/elders, etc. to understand
astronomical phenomena.
• Use pictures, drawings of different types
of sources to read, explain, discuss
these to understand how historians
have interpreted these to reconstruct
history of ancient India.
• Undertake map activity: for locating
important places, sites of hunter-
gatherers; food producers, Harappan
civilization, janapadas, mahajanapadas,
empires, places related to events in
the life of the Buddha and Mahavira;
centers of art and architecture—areas
outside India with which India had
contacts.
• Participate in discussions on the
concepts of diversity, discrimination,
government and livelihood.
• Identifies latitudes and longitudes, e.g.,
poles, equator, tropics, States/UTs of
India and other neighbouring countries
on the globe and the world map.
• Draws a neighbourhood map showing
scale, direction, and features with the
help of conventional symbols.
• Identifies different types of sources
(archaeological, literary, etc.) and
describes their use in reconstruction of
history of this period.
• Locates important historical sites,
places, etc. on an outline map of India.
• Recognises various forms of
discrimination and understand the
nature and sources of discrimination.
• Differentiate between equality and
inequality in various forms to treat them
in healthy way.

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• Observe examples of fair/unfair
treatments to people meted out in the
family, school, society, etc.
VII • Explore globe and maps for identifying
historical places/kingdoms, climate
regions, and other resources.
• Use diagrams/models/visuals/audio-
visual materials for understanding
interior of the earth, formation of
different types of landforms, movements
of water in the ocean, etc.
• Identify different sources of history
available in books/local environment
e.g., extracts from manuscripts/
maps/illustrations/painting/historical
monuments/films, biographical dramas,
teleserials, folk dramas and interpret
these to understand the time.
• Familiarise with the emergence of new
dynasties and prepare a timeline to
trace important developments during
this time.
• Express views, through descriptive
and critical writing, about standards of
living of girls and women in rural and
urban areas.
• Make oral and written presentations
about women who worked for a
better society.
• Describe different components of
environment and the interrelationship
between them.
• Analyses factors contributing to
pollution in their surrounding and lists
measures to prevent it.
• Provides examples of sources used to
study various periods in history.
• Relates key historical developments
during medieval period occurring in one
place with another.
• Identifies women achievers in different
field from various regions of India.
• Illustrate contribution of
women to different fields with
appropriate examples.
VIII • Explore various farming practices
carried out in the neighbourhood/
district/state and interact with farmers.
• Use pictures/news clippings/videos
to be familiar with the availability of
natural resources and their protection,
various agricultural practices in other
states/countries.
• Raise questions on different issues and
events like, ‘Why the English East India
Company felt it was necessary to involve
itself in feuds amongst Indian rulers?’
• Describe causes of forest fire, landslide,
industrial disasters and their risk
reduction measures.
• Locates distribution of important
minerals, e.g., coal and mineral oil on
the world map.
• Explains how the English East
India Company became the most
dominant power.
• Explains the differences in the
impact of colonial agrarian policies in
different regions of the country like the
‘indigo rebellion’.

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• Visit places of historical importance
particularly those associated with
centers of colonial administration and
Indian national movement.
• Examine contents of a First Information
Report (FIR) form.
• Express views, through descriptive and
critical writing, about the role of judges
in the delivery of justice to the litigants.
• Describes the process of making a law.
(eg., Domestic Violence Act, RTI Act,
RTE Act).
• Describes the functioning of the
judicial system in India by citing some
landmark cases.
Exemplars for Transaction in Social Sciences
Theme, Globe: Latitudes and Longitudes
Content Outline of the Module:
The module is based on the learning outcome related to the
topic discussed in Class VI. It stresses on the conceptual
understanding of latitude and longitude through interactive and
participative learner centered approach. Continuous in-built
evaluation has also been undertaken throughout the module.
Learning Objectives
Students will be able to identify
• latitudes
• longitudes
• the difference between Latitude and Longitude
• North Pole and South Pole
• Equator
• Tropic of Cancer
• Tropic of Capricorn
• Prime Meridian (0 Degree Longitude)
• places on the Globe with help of Latitude and Longitude
• places on Map and in Atlas through Latitude and Longitude
Class Specific Learning Outcomes in the subject area
Globe is a true model of the earth. The features of the globe
include latitudes and longitudes which help to locate any place
on the earth. There is a need to enhance spatial skill among
students to identify and locate places on the earth.
A Brief on the Pedagogies for Achieving the Learning
Outcomes
Several pedagogical methods may be adopted to make
students identify latitudes and longitudes on the globe and

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the world map. Students should be given opportunities to
use globe and maps frequently. Models such as tactile globe,
tactile maps, and 3D model of latitudes and longitudes along
with diagrams of latitudes, longitudes and grid on paper or
drawing on blackboard may be used to engage students during
classroom transactions. Teachers should also make efforts to
communicate with students in local language to explain the
concepts. Students should be assessed by the teacher on their
appropriateness in questioning and linking it to other related
concepts, student’s inquisitiveness and active participation in
teaching-learning process, as well as problem solving skills.
Teachers may initiate the topic by showing the picture of the earth and may
ask whether students have seen a picture of the earth from space in their
books or on television? Also, inquire about colour and shape of the earth as
seen in the picture.
Note the observation made by the students.
Fig. 1.1 — Students are observing the
Globe in the classroom
Now introduce them to globe which is a model of the earth.
Make small heterogeneous groups of students and encourage
each group to touch and feel the globe. Ignite their thinking
by placing hands on different places, lines and colours on
the globe. Ask students to share their experiences amongst
themselves
Quiz – A set of cards may be developed by teachers. Write
the name of any place located in India/ world on each card.
Each student will collect one card through lucky draw and
locate the place on the globe/ world map.
Note down their Observations on paper.
Assess students on
• Efforts put in by students in identifying important features
shown on the Globe
• Cooperation, empathy and sharing of information among
students.

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In an inclusive classroom for Children with Special Needs,
Tactile Globe and other related objects may be provided to
understand the shape of the earth and latitude and longitude.
Children discuss among themselves
• If Globe is a model of the earth, where do we live on the
Globe? (Most of the students may say that we live inside the
Globe. Some students may say that we live on the surface
of the Globe).
• Is the earth fixed on any stand and moves both sides like
Globe?
• Why Globe is mostly coloured in blue?
Here teacher provides support to students by answering their queries.
(Scaffolding)
Teacher will clarify that we live on the surface of the earth
and not inside it. Notice two points, one in the north (top) and
another in the south (bottom). You will also notice that a needle
is fixed through the Globe in a tilted manner, which is called its
Axis. The end points of the axis are North Pole and South Pole
respectively. But the real earth has no such needle. It moves
around its axis, which is an imaginary line. The globe is also
not fixed. It can be rotated the same way as a top spin or a
potter’s wheel is rotated. Thus, globe can be rotated in both
directions - east and west, but the earth rotates only from west
to east. Observe the different colours used to show land and
water on the globe.
Facilitate the learning by posing question like; find out where do we live
on the globe?
Tactile Globe
Fig: 1 .2 — Globe
North Pole
South Pole

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Children discuss among themselves
• Where is our country located on the Globe?
• Why Globe has so many vertical and horizontal lines?
• Are these vertical and horizontal lines drawn on the land
too?
• How to find directions on the Globe?
• Why latitudes and longitudes are drawn on the Globe?
• There are more longitudes than latitudes. Why?
Teacher provides resources and opportunities to explore
Globe. The teacher also helps the students to measure different
lines on the Globe with the help of thread or tape or any other
local available resources.
It is difficult to describe the location of a point on a sphere
like the earth. We need certain points of reference to find out
the location of places. North Pole and South Pole are the two
reference points. All latitudes and longitudes are imaginary
lines they are drawn on the globes and maps but not on the
surface of the earth.
Latitude
Now move your fingers from North Pole to South Pole along any
line joining the north and the south poles on the Globe. When
your fingers reach the middle point, you see that there is a
horizontal line encircling the globe. This line is called equator.
The equator divides the globe in two equal parts/halves i.e
Northern Hemisphere and Southern Hemisphere. The equator
is also called the 0 degree latitude. Did you notice other lines of
latitude on the globe? These lines of latitude tell how far north
or south you are from the equator. Do you find any difference
in length in latitudes from equator towards north and south?
Students will observe carefully the Globe and express their
views. All the lines of latitude are shorter than the equator.
At the poles, the 90 degrees North and 90 degrees South are
represented by a point. Latitude lines are called parallels of
latitudes because they are parallel to each other. Hence, they
do not touch each other. All the lines of latitudes are parallel
to the equator. Do you notice any dotted line in the north and
south of equator? Read the degrees mentioned on these dotted
lines. You will note that 23.5 degrees North Latitude is Tropic of
Cancer and 23.5 degrees South Latitude is Tropic of Capricorn.
Children will move their fingers on Tropic of Cancer and Tropic
of Capricorn and teacher will motivate them to list name of
countries of the world through which these lines pass.

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Activity: 2
1. Name the places lying in the north and the south of equator.
2. Find places using Latitudes from the Atlas.
Longitudes
Teacher will encourage learners to observe the lines extending
in north-south direction and their convergence at the two
respective poles. These vertical lines joining the north and
south poles are called longitudes.
Measure the length of the Longitude with the help of thread.
Compare the length of latitude and longitude. Which one is
bigger?
Unlike latitudes, all of these lines are of the same length. A
line of longitude is also called a meridian and measure how far
a place is located in the east or west direction from 0 degree
meridian, which is also called Prime Meridian. The meridians
of longitude, just opposite to Prime Meridian is 180 degree
(East and West), thus to complete the count of 360 degrees.
The meridians are given values with reference to the prime
meridian (0 degree longitude) which passes through Greenwich,
a settlement near London in UK. There are 360 meridians.
Fig: 2. Location of places in grids on the Globe and on Black board (2D)
Activity: 3 Take the challenge
1. Find out the prime meridian on the globe and name any
place located on this line.
2. Name a place located on 180 degree longitudes.
Students may ask how to locate places such as countries on
the globe? The grid is the simplest method to describe locations
on the globe or on any other flat surface. On the Globe you
observe longitude (vertical lines) and Latitude (horizontal lines)
intersecting with one another at right angles thus making

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grids. Use School Bhuvan –NCERT Geoportal for identifying
and locating places on satellite imagery.
Activity: 4. Find the places on the Globe that are on or
near the following locations
30 Degrees North Latitude, 90 Degrees West Longitude _________
60 Degrees North Latitude, 15 Degrees East Longitude _________
The following activity may be used for peer review.
Activity: 5. On the map of India locate the States with the
help of given latitudes and longitudes.
Map of India, Source: The Earth Our Habitat, Class VI, p.49
Teacher may show neighborhood map using Bhuvan,
a mobile application developed by Indian Space Research
Organisation (ISRO).
Latitudes and Longitudes Locate the State
Students may exchange their sheets amongst themselves
and evaluate it.
Rank
Reading the degrees 1. Latitude
2. Longitude
3. Both Latitude and Longitude
Identifying the latitude and
longitude on the globe
1 Tropic of Cancer
2. Tropic of Cancer, 80˚N Longitude
3 Tropic of Cancer , 80˚ N Longitude, State on Tropic of Cancer
Locating the place 15˚ North Latitude, 80˚ East Longitude _________
24˚ North Latitude, 72˚ East Longitude _________
Correctly answers 1 and 2
Teacher will record all questions raised by students in
portfolio to check their progress.
Rubrics for Assessment
Assessment
Needs
assistance
Has potential to do
better
Can assist and guide
others
Identification and
recognition
Identifies globe,
latitude and longitude
and related terms
Unable to
recollect the
names
Recollect the name with
ease
Recollects the name and
relates them with the
similar images given in
Atlas and other maps

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Understanding
Explains the use
of latitudes and
longitudes
Unable to read
degrees of
latitude and
longitudes
Able to read degrees
of latitudes and
longitudes but unable
to relate with directions
Able to read latitudes and
longitudes and directions,
Important latitudes and
longitudes , meridians ,etc.
Application
Locates places with
the help of latitudes
and longitudes on the
Globe
Unable to
locate places
with reference
to latitude and
longitude
Able to locate places
with reference to
latitude and longitude
but with difficulty
Able to locate places
with reference to latitude
and longitude with ease.
Locates other places along
the major latitudes and
longitudes.
Cooperation, active
participation, empathy
towards all members
of the group
Not
participating
Interacting with only a
select members of the
group
Interacts, participates as
well as takes initiatives to
help others.
History
Theme: Sources
Introduction
The domain of Social Sciences is based on reservoir of sources
that enable the learners to understand different subjects in-
depth. Sources are mainly primary and secondary. They help
the learners to get in-depth information with regard to human
interactions with nature as well as individuals and society
at different points of time. Sources are multiple, but it is
important for you, to identify them as per the theme, so that
learners get a holistic view of the topic under investigation.
You should encourage them to critically explore each source so
that they could draw their own conclusions. By assisting them,
you can make their journey of exploring various events in the
past; understand the interconnection between cause, effect
and consequences of events and phenomena interesting. They
will also be able to draw linkages in
relation to time, space and institution
within and across discipline. They
will be motivated to understand the
phenomena of continuity and change.
Diagrammatic representation of
sources—
Pedagogical Processes
While discussing the theme on
sources you may make the class
room teaching participatory, joyful

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and stimulating by linking it with the lives of the learners.
You may constantly talk with the children, initiate activities
in groups and pairs so that children are motivated to read
more on sources, discuss sources critically, give their own
interpretations, raise questions and add to the body of
information. You may also take children for visit to museum,
archaeological sites or interview a living legend in their family,
neighbourhood and community especially in the context of
getting information related to the India’s freedom struggle and
partition. While conducting activities you may include Children
With Especial Needs (CWSN). You may use sources like tactile
maps, diagrams, talking books, audio visual materials, Braille,
etc.
Expected Learning Outcomes
The learners –
1. Identify variety of historical and archaeological sources
2. Interpret sources in their own language
3. Evaluate the sources used
4. Recognise the importance of using variety of sources to get
a holistic picture
Types of Sources
Literary Sources: You may initiate a discussion on literary
sources by informing students that before paper became
important for penning down thoughts and ideas, people used
birch barks or palm leaf for writing. Many of the written
manuscripts documenting variety of happenings that took place
in our historical past are available in temples, monasteries,
museums and as private collections with some families. They
mainly dealt with different subjects like religious beliefs, lives
of kings, administrative matters, science, education and many
more. They were written in Sanskrit, Prakrit, Tamil and other
vernacular languages.
*Our Pasts –I : textbook in history for class VI,(2017), NCERT, p. 4

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Activity that can be done individually, in pairs, or groups
1. Have you seen a manuscript?
2. Where did you locate it?
3. What is the material used?
4. Mention what others materials were used for writing.
5. What material are you using now for writing your thoughts?
6. Make a time line showing the degree of change in materials
used for writing.
As the knowledge of metals came to be known to humans,
gradually various forms of literary works were written on them
like copper, bronze and so on followed by paper. Literary works
were of various kinds they were religious text, administrative
documents, educational and related to miscellaneous
matters and were written at different points of time. Written
texts were in diverse language and adopted different forms
of literary styles. Few were in form of prose, poems, stories,
dialogues and so on. You must have explained some of them
to the children. Some of our well known law books are the
Dharmasutras and Smritis. These well-known works contain
duties for kings, administrators and people. They also deal
with property matters and those prescribed for addressing civil
and criminal related offences. In the domain of administration
Kautilya’s Arthashastra is considered to be a renowned work.
Similarly, in the field of medicine you can give the examples
of Charaksamhita written by Charak and Susruta Samhita
highlighting elaborate surgical procedures. These examples
can be added to as per the requirement of the theme under
investigation. In the teaching and learning process you may
discuss any theme from the textbook and try to explore whether
some of the existing texts make a mention of it. You may add
onto the literary sources that were authored by men and women.
Some of the literary works of women that can be discussed
while teaching the Bhakti movement are the compositions
of saint poetesses of India like the works of Andal. She had
authored Thiruppavai and Nachiyar Thirumozhi. Both her
works are in Tamil language and focus on Bhakti as a means of
achieving salvation. Similarly Mirabai’s Padavali also focuses
on devotion. Both the works portray society in which they lived
and composed. The works of saint poets enriched vernacular
language and literature and significantly contributed in

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strengthening our art and culture. Many of the temples in
northern and southern India are dedicated to women saints.
The musical instruments used by saints, men and women, are
popular to this day in all community singing.
Women also find a reference in some significant works like
the Silappadikaram, a Tamil epic. Also the great philosophical
texts like the Upanishads make a mention to women thinkers
like Gargi. She was a great scholar and participated in the
debates held in royal courts. Literary text also included
biographical works of rulers many of the authors were court
chroniclers. Bana wrote the Harashacharita, Bilhana wrote
about Vikramaaditya and Kalhan’s Rajatarangini is an account
of the History of Kashmir, Chand Bardi wrote Prithviraj Charita.
You may add many more to this list while discussing empires
in ancient India. You may also tell the learners that literary text
should be used along with other sources, like archaeological, to
get a holistic picture of our pasts.
Activity to be done in mixed groups
S. No Authors Text Period to which they belong
Accounts of People Who Visited the Indian Subcontinent
From Time to Time
The Indian sub-continent was visited by persons from time to
time. The purpose of their visit varied; few came as travellers,
and some wanted to enroll themselves in reputed universities
like Taxila and Nalanda. Those who came as Buddhist pilgrims
in search of knowing more about Buddhism, gave rich accounts
about it in their works. All travellers who visited our country
left rich accounts about our culture, heritage, educational
systems, religion, and society and about the rulers. Their
accounts are rich resources in knowing about our past. In the
teaching and learning process you may also explain that the
accounts of travellers have to be used along with other sources
as there is an element of subjectivity attached to them as they
understood society or any event of their interest from their own
viewpoint. Hence their works may not always be fully authentic
piece of information to be relied upon. You may give examples
of Greek ambassador Megasthenes who stayed in the Court of
Chandragupta Maurya and wrote his famous book Indica. Even

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though this book is lost, its excerpts are found in the writings
of other Greek writers. This work throws light on the Mauryan
period and also mentions Alexander’s invasion. Many Chinese
pilgrims visited our country. Fa Xian visited India 1600 years
ago, during the reign of the Guptas. XuanZang spent a lot of
time in Harsha’s court. He translated many Sanskrit works
into Chinese. He studied at Nalanda and penned down his
experiences. The other traveller who visited India much later
was Al Beruni. His famous work Kitab–ul-Hind gives useful
account of the people and society. You may give more examples
as per the theme under discussion. You may also show map
indicating the route they followed and important places they
visited.
The ordinary people also composed different forms of
literary expositions. You can read about them from the Jatakas
and Panchatantra. Stories of Jatakas were often shown on the
railing of stupas and in the fresco painting of Ajanta, thereby
contributing to art and culture of our times. These stories were
centered on different characters that included animals, men,
women, and so on.
Activity that can be conducted in pairs and groups
Persons visiting Indian sub-
continent in different capacities
Time span of their
visit
Accounts
Aspects
highlighted in
their accounts
Numismatic
Numismatic is a study of coins, paper money and token. It
throws light on the state of the economy and the well-being of
the people. A large scale circulation of precious coins reflects
that the economic condition is favorable. The coins that were
used in our historical past were made of precious metals like
gold, silver, copper, lead and later paper was used as currency.
The earliest coins used were the punch marked coins that were
generally rectangular, sometime square or round in shape.
Later most of the coins were issued by ruling dynasties and
hence many have the name of the rulers engraved on them.
You may have seen coins in museums belonging to the Gupta
and the Kushana or later period. Some interesting information
you may like to share with learners —

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Punch-marked Coin
Silver Coin bearing the name
of Queen Nur Jahan
Our Pasts –I: textbook in history for class VI,(2017), NCERT, pp. 86, 92
Our Pasts –II: textbook in history for class VII,(2019), NCERT, p. 54
You may give example of Jahangir of how he struck silver
coins bearing his own title on one side and on the other the
inscription in the name of the queen Noor Jahan.
Some coins contain religious and legendry symbols. You
may continue the theme by organising the following activity:
Activity to be done in groups and in pairs
Show children some coins used presently. You may then:
1. Ask them to read what is written.
2. What symbol has been used?
3. What visuals are highlighted?
4. What metal is used?
5. What are commemorative coins?
6. Can they recall the name of any personality on whose name a
commemorative coin has been issued?
Inscriptions
The study of inscriptions is called epigraphy. The earliest
inscriptions were engraved on rocks, pillars, stone slabs, walls
of buildings, monuments and temples. Inscriptions conveyed
diverse messages. You may give example of the Ashokan
inscriptions that were found in different parts of the country.
Most of the Ashokan inscription were in Prakrit and were written
in Brahmi script. You may add that one of his inscriptions was
written in Kharoshti found in Kandahar, Afghanistan. This was

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written in Greek and Aramaic script. You may show pictures
from textbooks or other visuals, e-resource etc.
Thus, sources are important resources for knowing
our historical past, its diversities, uniqueness and the rich
repertoire of our culture heritage. Archaeological remains
in form of artifact’s, objects and building add information to
theme under investigation. You may show children the remains
of early human, stupas, paintings, and so on .Together; they
give a glimpse of the theme under investigation.
You may give children following activities, encouraging
them to pen their ideas in a bilingual manner.
• Identify a theme for the project.
• Explore sources, find out whether they are locally available.
• Classify them and mention the period to which they belong.
• You may also collect oral accounts from the survivors of the
Quit India movement or Partition by locating them in your
neighbours, family, and community.
While using sources as a resource you can make the entire
classroom teaching participatory and interesting. You have
to constantly dialogue with them by posing questions after
each activity, encouraging them to voice their doubts, add
information, if required. You need to find out about those who
are not interested, defiant and disturb the class. Encourage
collaborative learning with mixed group formation. Use of
teaching aids in form of maps, visuals, models and so on can be
thought about. This will help the learners understand sources
and their relevance of understanding our historical past.
The learners may be assessed through project work, essay
and short answer questions. You may encourage them to pen
the answers in their own language.
Theme: Livelihoods
Introduction
There are different ways in which people make their livelihoods
in rural and urban areas. The opportunities people get to earn
their livelihood may not be the same for everyone. The kind of
work they do may also vary depending on several factors such
as— the regions they live, the area they inhabit, the culture
of a particular region, and so on. Some may be engaged in a
work that provides them income throughout the year, like—
those engaged in small scale, cottage industries and service
sectors of the economy. Few may be engaged only for some time
in a year such as those involved in agricultural activities like
sowing, weeding, harvesting, and transplanting. Different jobs

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may also entail different issues and challenges which again
may vary from person to person or one group to another.
Learning Objectives are to:
• identify the different ways in which people earn their living
in urban and rural areas
• examine whether people have equal opportunities to earn
a living
• describe the similarities and differences in life situations
and the challenges people face in different areas
Suggested Pedagogical Processes
The theme ‘Livelihood’ is expected to enable the children to
describe and understand the factors responsible for availability
of different livelihoods undertaken in rural and urban areas by
men and women. You may engage children in mixed groups
and discuss different sources of livelihoods in their district and
villages. You may also motivate them to mention the issues
and challenges associated with different types of livelihood.
Case studies, audio-visuals on different occupations taken up
by men and women from different socio-economic background
may be shared and discussions can be organised to elicit
children’s perceptions on them. You may organise a visit to a
nearby agricultural field to familiarise children with different
type of agricultural activities performed by men and women. If
your school is located in urban are, students can be taken to
construction sites, factories, officer or market places.
In addition to the above participatory approaches, survey
method, role play on different occupations can be conducted.
Fairs can be organised in schools. Showcasing different
products from rural and urban areas may be thought of while
transacting the theme.
Activities to be done with mixed peer groups
A series of activity-linked discussion may be used as pedagogy.
To begin with, the concept of livelihood itself may be introduced
through discussion mode between teachers and students. The
interaction may revolve around the occupation of parents of
learners – the nature of work, the activities associated with
the occupations, what they do with their earning, how it is
spent? Based on the interactions, teacher may explain to the
students that livelihood is a way people earn the money they
require to pay for food, a place to live, clothing etc. This means
any discussion on livelihood involves the details of various
occupations or jobs in which people are engaged to meet the

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essential needs of life. In order to help the learner recognise
different occupations, three activities are suggested.
1. Teacher can supplement print or hand-drawn visuals with
what is already available in the textbook.
2. Children may be encouraged to make drawings of people
engaged in various occupations.
3. Children may be guided to conduct a mini survey by posing
set of questions.
Activity 1: Teacher can supplement the visuals (image)
given in the text with pictures of persons doing a variety of
occupations as a collage and show it to the students and put
up on a board for easy reference for the students. You may also
take help of newspapers mentioning livelihood given in visuals
and texts. Audio visuals with a similar content may be included
for differently-abled learners. Based on this, the following
exercise can be done by the learners under the guidance of the
teacher:
1. Write down or narrate the different activities or work people
do in the picture or videos.
2. Identify which works are related to farming and which are
not.
3. Find out different names in different languages for the
various occupations you see near your school/home.
Works related
to farming
Works not related
to farming
Men/
women/
both
Rural/
urban
Paid/
unpaid
This will help them in developing different skill such as
identification, classifications, writing, communication skill
through visuals, audios, videos and audio visuals. It will help
the learners to recognize linguistic diversity and encourage
them to explore different languages. Different names may be
prevailing in different languages for similar occupation. For
example, labour contractor/thekhedar, mason – mesthiri,
wage labour - cooli, mazdoor, etc. Teachers can help students
document those names in different languages and present in
the class in a chart paper. Students speaking different mother

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tongue can expand this chart. This exercise can foster respect
for linguistic diversity.
It may be noted that there are broad ways classification
livelihood opportunities. There is no strict boundary that people
are engaged only in the way described above. For the first time
to young children we are introducing employment details of
people in different locality. Some amount of simplification is
required.
This can be followed by discussion on the occupation of
people in rural areas that generally involves:
In urban areas, people are mostly engaged in non-
agricultural jobs mainly in industries/factories and in service
sector jobs. They can be broadly grouped into:
There two chapters provided in the textbook Social and
Political Life I, give a bird’s eye view of employment scenario in
the whole country.
Activity 2: Students may step out of their classroom in pair
(differently-abled students can be involved and included in
this way) and observe around outside the school and come out
with drawing and descriptions of people engaged in different
occupations. These drawings can be pasted on the classroom
notice board under various classifications. This activity can
help learners to develop skills of identification, classification
and observation.
It is possible that the chapter dealing with life in rural areas
– may not be fully understood by students studying particularly
in urban areas/cosmopolitan cities. Also children living in
rural areas may find it difficult to imagine. What it means to be
a garment factory or readymade textile shops and multistory
shopping complexes. In both the situations, teacher can help to
make the students to contextualise the scenario is important.
One way to solve the issue it to show some videos, movie clips
containing the scenario, farming, fish markets, people buying
and selling in shopping complexes, garment industry work may
be shown.
Activity 3: The narration technique used in the textbook
involving persons who are actively engaged in may also be
supplemented by another method of learning i.e. survey method
or mini note book based survey:
Students can be asked to meet persons doing different
jobs. Many children’s parents may be doing these jobs. Either
children can be encouraged to collect the work nature of
their parents or the teacher can guide students to collect the
following details.

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1. Gender
2. Occupation
3. What are the activities in the occupation?
4. At what time they have to go from home and come back?
5. How do they reach out to work place?
6. How much they are paid in a day or week/month?
7. Do they get jobs regularly? Which month they get regularly?
Why it is not regular?
8. Is income generated from work sufficient for family or not?
If the answer to the above question is no then
what alternative ways of earning is taken up?
(More may be added to the list)
Many issues and challenges faced by people in different
occupation will come up through this activity. Based on the
survey, teacher can discuss with the students the different
issues and challenges people face in their life. The teacher can
also bring into focus-
• Importance and purpose of activity or a particular trade
performed in order to inculcate dignity of labour in
the minds of the learners
• No gender based division of work/activity
• Diversity of occupations
• Differences and similarities they noticed among different
occupations
• Difference in wages paid for men and women
After conducting all the three activities, job details collected
by students may be provided in the following table.
Sector
Name of the occupation (students may fill
on the basis of visuals / hand drawn ones /
mini survey
Industrial Classification
1. Agriculture and other allied activities
2. Industry
3. Service sector
Occupational classification
Rural Areas
1. Agricultural Labourers
2. Farmers
3. Non-agricultural jobs

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■ Self-employed nonagricultural jobs
■ hired or workers in non-farm jobs
Urban areas
1. Self-employed/Employers
2. Regular salaried jobs
3. Casual wage labourers
Teacher can also integrate generic issues in the discussion.
• If there are any children engaged as labourers in the
neighborhood, it can be discussed and children’s views
on involving child labourers can be debated in the class.
Government policies relating to this may also be highlighted.
• A discussion on what kind of occupations men are generally
engaged in and what activities in which women are engaged.
• Teacher can also pose questions on why some farmers
possess a large amount of lands and many other possess
only a small amount of land. In the urban areas, some people
own houses and many others live in rented houses. Some
family possesses many movable and immovable assets and
a few other families possess a few of such assets. We need
not go into the details. We can give children opportunity to
notice these.
• Teachers ask students to collect the details from some shops,
their size, goods sold in the shop, the price levels prevailing
in different kind of shops. They can be posed with questions
on why some people sell their goods on roads and some are
selling in shops. Children can be encouraged to talk to their
parents/guardians whether they migrated from one place
to another, why did they migrate, what their grandparents
were doing, is there any major benefit from migrating to the
current place of residence and so on.
Exercises questions and their motives
After teaching the unit Livelihood the teacher can conduct
formative assessment to know whether the students have
understood terms such as occupations, wages, profit, loan,
market, land, production of goods, seasons/climate, debt,
lending, borrowing, farming, factory, call centre, transportation,
and migration.
After completing the theme you will notice that there are
many learning outcomes which are not explicitly referred to in
the module but are achieved through participatory teaching.
Learners communicate verbally and through words and visuals.

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They also develop communication skills when they go and talk
to their peers, neighbours and community members as part of
their school activities.
Criteria for Self-assessment
I will be able to Some what Good Very good Excellent
Use the module and examples
and add more to it
Interlink different domains of
social sciences
Conduct suggested activities
and more
Translate it in the language of
learners
Prepare Teaching-Learning
materials- audio/video and
so on
References
Learning Outcomes at the Elementary Stage. (2017). NCERT,
New Delhi
Manual for In-Service Education of Teachers and Teacher
Educators of Social Sciences. Upper Primary and Secondary
Stage. (2017-18). Department of Education in Social
Sciences, NCERT, New Delhi
Our Pasts – I : Textbook in History for Class VI. (2017). NCERT,
New Delhi
Our Pasts – II : Textbook in History for Class VII. (2019). NCERT,
New Delhi
Social and Political Life – I : Textbook for Class VI. (2015). NCERT,
New Delhi
Syllabus for Classes at the Elementary Level. National
Curriculum Framework- 2005. Vol-I, (2006). NCERT, New
Delhi
The Earth Our Habitat, Geography Textbook for Class VI. (2006).
NCERT, New Delhi
Integrated Exemplar — Mock Parliament/Assembly
Activity
• Right side to the speaker – Ruling party group
• Left Side to the speaker – Opposition party group

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• Front rows seats to important leaders (number according to
their strength in the house)
• Front row first seat in the left – Dy. Speaker
Introduction
Staging of mock parliament or assembly often prove to be
helpful in learning Social Sciences. It invests Social Sciences
with the sense of reality. The learners could play the roles of
the parliamentarians or members of legislative assembly. They
may not use the costumes, but the seating arrangements etc.
of the class may be made as close to those of the sessions
as possible. As a preparation for such parliaments, groups of
learners should be assigned the responsibility of preparing
the statements/speeches of different people participating
in the parliament. One class period may have to be devoted
to the task of division of groups and assignment of roles to
them. Staging may take another class period. After the session
has been staged, another class should be devoted to answer
specific questions on the learning expected to be gained from
the holding of such sessions.
A teacher can organise a mock parliament in the classroom
to give a chance to the young learners to put forth their views
on various contemporary issues and concerns. Learners can
discuss together, brain storm on a problem, find ways to handle
it and chalk out a plan for varied issues. This exercise will help
the learners to express their opinion, strengthen their decision
making abilities, develop cooperation and respect towards the
views of others and promote team work.
What is a Mock Parliament?
A Mock Parliament is a recreation or imitation of the
parliamentary proceedings of a legislature assembly, the
Parliament or a Legislative Assembly. The Indian Parliament is
based upon the Westminster model of parliamentary system,
the Parliament of the United Kingdom.

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This activity is an exemplar educational device to
understand and explain some issues of teaching learning of
history, geography, economics and social and political life. The
device can also be used to promote community activities for
social betterment.
General information about Lok Sabha
The Lok Sabha hall has a seating accommodation for 550
Members. The seats are placed in six blocks, each with eleven
rows. Block No. 1 on the right-hand side of the Speaker’s Chair
and Block No. 6 on the left-hand side have 97 seats each. The
remaining 4 blocks have 89 seats each. A seat is allotted in
the chamber to each Member of the Lok Sabha. The seats on
the right-hand side of the Speaker’s Chair are occupied by the
Members of the ruling party/ group and those on the left-hand
side by Members belonging to the Opposition Parties/Groups.
The Deputy Speaker occupies the first front row seat on the left
side. The seats are allotted according to the party strength and
by also the discretion of the Speaker, in case of very senior or
prominent members even though their party strength is low or
being independent member.
Important terms: Reflect and Ponder
Lok Sabha (also called House of the People, the Lower House of
the Parliament) - Members of the Lok Sabha are elected by adult
universal suffrage to represent their respective constituencies.
Lok Sabha is constituted after the general election and works
for five years or until the body is dissolved by the President on
the advice of the council of ministers.
Speaker – The presiding office holder of the Lok Sabha in
India.
Leader of the Lok Sabha - the Lower House of the Indian
Parliament, is the Prime Minister by default if he is a member
of the Lok Sabha. If the Prime Minister is not a member of the
Lower House of Parliament he can nominate another minister
as the Leader of the House.
Leader of opposition - The member who leads the official
opposition in either House of the Parliament of India. The
official status is conferred to the leader of the party having
secured 55 seats (10%) of the seats in the Lok Sabha.
Question Hour - The first hour of every day’s sitting in Lok
Sabha. During Question Hour members may ask questions of
ministers on different aspects of administration and government
policy. Every minister whose turn it is to answer questions has

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to stand up and answer for his department’s works or lapse, as
the case may be.
Zero Hour - The time immediately following the Question
Hour is known as “Zero Hour”, because it starts at around
12 noon. During this hour, with prior notice to the Speaker,
members can raise issues of importance.
Issue 1
Subject: Awareness on Cultural Heritage
Opposition leader: Question
Whether the Government is aware that our historical
monuments/buildings are getting destroyed?
Whether having stringent laws will address the issue of
intentional and unintentional destruction, neglect etc. What
should be done for bringing awareness about the rich cultural
heritage of our country among the masses.
Minister: Answer
We are aware that today our historical resources are vulnerable.
Historical sites and monuments/buildings are destroyed in
many different ways, from intentional vandalism to casual
scribbling on the walls of our monuments. Most people are
unaware of the great value of our heritage.
We already have many laws in this regard. But as one
scholar has rightly pointed out that ‘misuse and abuse of the
physical heritage can never be stamped out fully by legislation,
but only by raising the awareness of the general public through
education. One of the most influential forces on the public today
is their children themselves the general public of tomorrow’.
Educating children about these resources not only helps create
an informed public, but also indirectly educates parents and
guardians and thus may help reduce looting, destruction and
encourage them to protect it. Our children are taught about
various historical monuments in our textbooks and sometimes
they are also taken for field visits. We are doing some work in this
area during the designated Heritage Week, but beyond that we
have not been successful in doing much in terms of education,
to create awareness and empower our younger generation with
our rich heritage. The ASI and various museums do organize a
few programmes to make students aware and sensitive towards
our heritage, these meager, irregular and isolated efforts are
nothing towards having a student population who is aware of its
cultural heritage and is sensitive for its upkeep. Government,
museums, educational institutions and citizen’s groups need
to come together on this issue as isolated efforts have not been

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able to create awareness. There is need for all stakeholders
to actively work in close collaboration towards promotion of
heritage education. Heritage education should form an integral
part of the children’s learning process. In this way it will not
only help students understand history and society but also
inculcate values of respect in them and keep safe our heritage
for future generations.
Issue – 2
Subject: Concern for Forest Cover
Opposition leader
Whether Government of India has taken any initiative to
increase the forest cover in India?
If so, what efforts have been made by the government?
Minister: Answer (Ministry of Environment, Forest and
Climate Change)
a) and b) To increase the forest cover in India, afforestation
programmes are being taken up under various Centrally
Sponsored Schemes such as National Afforestation Programme
(NAP) and Green India Mission (GIM). These schemes are
being implemented by the Ministry of Environment, Forest
and Climate Change. GIM aims at protecting, restoring and
enhancing India’s forest cover and responding to climate
change. NAP is a scheme for afforestation through people’s
participation. As a result of various afforestation programmes,
the forest and tree cover in the country has increased.
Issue – 3
Subject: Agriculture
Q. Whether the agricultural production in our country is low
compared to other countries? If so, please provide details.
Reply: The production in agriculture sector in India in
different crops is higher than many countries. India has made
a remarkable progress in increasing levels of production of
different crops, which has increased to three times during last
five decades. The total food grain production of 275.68 million
tons has been achieved mainly due to rise in agricultural
productivity. This has not only provided prosperity to farmers,
but also ensured food and nutritional security to our country.
Q. Is there a proposal to provide identity cards to women
farmers, so that they can be recognised as Independent
farmers? If so, please provide details. Reply: Women farmers
are already recognized as Cultivators in the Census of India
held in 2011. They are included and duly reflected in the total

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no. of cultivators. The Government has no proposal to provide
separate identity cards to women farmers.
Learners can form groups of ruling party and the opposition
party where one member of the opposition party will raise these
queries which will be answered by the ruling party members
and everyone will participate in the discussion. Teacher can
observe and analysis learner’s knowledge and understanding
about the issues, ability to put forward their views and
cooperation among them.

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12
References and Other Suggested Readings (Module 1)
A. Recent NCERT Publications
Barkhaa: A Reading Series for All: Digital Version
Barkhaa: A Reading Series for All: Print Version
Education of Minorities - Policies, Programmes and Schemes - Frequently Asked Questions
(Hindi, English and Urdu)
Educational Rights of Children with Special Needs - Frequently Asked Questions (under
publication)
Including Children with Autism in Primary Classrooms: Teacher’s Handbook
Including Children with Special Needs: Primary Stage (Hindi and English)
Including Children with Special Needs: Upper Primary Stage(Hindi and English)
Inclusion in Education: A Manual for School Management Committees (under publication )
Modules for Enhancement of Quality of Education– A Training Package
Tactile Map Book: Upper Primary Stage
B. Other interesting resources
http://www.unescobkk.org/education/inclusive-education/resources/ilfe-toolkit/ilfe-toolkit-
in-bangla/ Toolkit UNESCO: getting all children in school and learning
nclusive classroom observation checklist — https://www.bristol.gov.uk/
documents/20182/239176/Inclusive+teaching+checklist.pdf/c6e3124e-bb02-4979-
8de4-6d31c66dfd53
Inclusive Education - Loreto School, Kolkata — https://www.youtube.com/watch?v=iyKm_
QiNlHo
Inclusive Education and Children with Disabilities | UNICEF— https://www.youtube.com/
watch?v=rfWhQUz2J70
IInclusive Learning: Everyone’s In - Overview — https://www.youtube.com/
watch?v=aTXtT05782Y
Summary of the evidence on inclusive education — https://alana.org.br/wp-content/
uploads/2016/12 Summary_of_the_evidence_on_inclusive_education.pdf
Video-clip (animation) about the concept of inclusion and inclusive education — https://www.
youtube.com/watch?v=MGPDqzhjtj0&t=6s
Video clip about listening to children with disabilities — https://www.youtube.com/
watch?v=R-IQaN04PF4
Understanding and responding to children in inclusive classrooms— http://unesdoc.unesco.
org/images/0012/001243/124394e.pdf

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