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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

Common Syllabus 2009


Social Science
Classes III to V
Opening Note:
The aim of the Draft Curriculum for Classes III to V is to build consonance and continuity with
Classes VI to X, in the basic pedagogic principles of the learning of the Social Sciences, and in terms of
the gradient of evolution, keeping as basis, the growing mind of the child. As such, therefore, there is a
redrafting of governing considerations in the formation of the syllabus, to suit the requirements of a
younger age group. The attempt has been to evolve the content in growing concentric circles.

1. To help a child experience herself - as part of the history of her life, in the
geographical space she occupies, with a social implication to how she lives
it

Time line [Family Tree], My History in my Geography:My community and occupation; Landmarks
in My Neighbourhood, Drawing out the 4 directions, and my own orientation, extending to mapping the
area and then the state in the country

2. To help children understand that history is not just facts, but life as it was
lived
· Structures of Governance
· The life of the common person
· Archaeology Monuments Heritage Religion
· Movements
· Public amenities
· Literature
1. Geography- maps could be introduced through plotting and symbols could be introduced
through what needs to be explained/ common in maps, and diagrammatic representation.
Mapping could be done from my village, district, state and country in this order.
3. To help children understand that history may be changed / rewritten – with
an understanding of impacts and implications
· Modes of transport
· Physical boundaries
· Landscapes
· Community frameworks, and Lifestyles
· Governance
· Civic rights and responsibilities

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

4. To help children connect to the physical world that makes their social and
psychological, and economical and political world possible
· Culture
· Seasons
· Rainfall
· Occupations
· Community life
· Changes in the environment; Human interaction with the environment.
· Global and local governance systems; that affect the physical world, and the quantity and
quality of natural resources.
· Different landmarks: landmarks for a traveller, landmarks for a period, landmarks for study.

5. To help children understand the earth as a phenomenon


· The environment of the child – earth, air, water
· Wildlife and habitat
· Landscapes – a beginning - plateaus, mountains, plains, the nature of the soil, vegetation,
agriculture, human interaction with landscape

6. To help children feel responsible as citizens and empowered as people


· Systems around the child – Rights and responsibilities, (human, child), democracy
· the protection of common spaces, and public properties,
· The protection of species
· The protection of the environment
· The protection of the rights of other citizens.
· Protecting oneself and one’s world
· Community helpers, their role in the society and why we need them.

7. Help children understand about the resources and functioning of local state
and national bodies
· Administration
· Services
· Revenue
· List would include things in a connected way so that it is easily relatable.

8. Help children understand about the role and impact of power to act
· Changes caused to lifestyle, village, city, district, state, country, and world by human habitation
on this planet.
· Community aspect of festivals and other contexts of celebration, would give scope to explore
togetherness, tradition and relationships in a larger social framework.

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

9. Helping children realize that individual initiatives, and larger changes in the
world have also come because of strong passions and a larger vision
· Freedom struggle in India
· The struggle to discover, to create, to invent
· People who make a difference – not necessarily famous
· Systems that protect justice

10. Evolving national scope and boundary


· Understanding natural and manmade disasters
· Resources à natural; man-made à technologies à electronics; agriculture
· Facilities à lifestyles, jobs, choices

*Caution: All overlapping areas are to be seen as Preparation and Introduction, and an aid to facilitating
a rich classroom atmosphere.

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

Class - III

Sl.
Competency Content Learning Outcomes
No.

My family, my neighbours, my school


People at Home: What is a family? Relationship in
a family; What is neighbourhood? Different
Knowledge of Social neighbourhoods, rights and responsibilities in · To make the child understand his/her role and accommodate
1. behaviour – In my Home, In in a get together and in family.
common places, What is school? Pupil at School:
my School; In My · To learn to work and play collaboratively growing sensitive
Village/Area HM, Teachers, NMS, Other helpers & their Roles. to the dwelling environment, and the people I associate with.
Safe & Responsible use of Environment,
Classroom, and Table manners, Waste disposal
Using the toilet ,Punctuality, Courtesy

· To be aware of how I come to school, and the sights I see


Mapping my route to school. on my route. The weather, trees, pavements, railway
- Shops/other landmarks and people I meet. crossings, people who accompany me, people I can trust.
Knowing the route from - Light and shade · To gain self dependence, in case emergence to reach the
2.
Home to School - Left and right school himself/herself
- Pavement / paths · To trace and observe changes in routine basis.
- Accompanying people · To understand the basics of mapping.

· To experientially and graphically understand the


· To distinguish the four basic directions.
four main directions.
Knowing the basic directions; · To comprehend the geographical importance of directions.
3. · To have a clear orientation to Left and Right,
relating the sun. · Relating the linkage between the position of sun, direction
relating the directions.
and shadow.
· Improvise some simple sketching activity.

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

Sl.
Competency Content Learning Outcomes
No.

· To be safe on the roads.


· observing the traffic rules.
Knowing Traffic Rules –
4. · To be safe while boarding and alighting from the · To inculcate a sense of safety and secured travel on the
Road safety-Norms
vehicles. safe pedalling to school; Knowing the road.
important signs.

Learning about Public · Public & Community services


Services; Community helpers · Post office, Bank, Police Station, Ration Shop,
Understanding and respecting PHC or nearest Public Hospital, Water Tank and · To know the services available and who serve.
5. basic services & people who other water services; , Electricity Board; people · To understand how different occupations contribute to a
do them; who function to keep my area/locality clean and community, and appreciate the skills involved.
Diversity in skills and safe
occupations

Going on a trip. Learning · Kinds of Transport · To know about modes of travel


· Mode of transport in different areas.
6. through trips. Modes and uses
· To know the important places to visit in one’s · To learn the value of trips and travel
of various kinds of transport
area

· Where food is cultivated; links between what · Various types of food available in different season,
Knowledge & source of festivals and geographical region.
we eat, types of food grain and different land
7. food, types of land and food · Method of cultivation of different edibles
types; relating between history, culture and food
grains that grow. · Our food habits and its linkage to culture and history.
basics of healthy food..

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

My District
· Understanding pupil’s local District – Looking
My Taluk, my Block, my at and Plotting hills, rivers, lakes, important
8. Village, Physical features and touring places etc., in a District map. · To identify and grow familiar with one’s own district and
life of people. features.
· To understand the culture of the people.

Physical features & life of


· Physical features of Tamil Nadu. It’s background- · To make aware of the geo physical features of the state
Tamilnadu
· To relate the features with the flourish of flora and fauna
9. Flora & Fauna linking the life with the geo-physical
The life background of the · To trace the influence of the life
features of the state.
district.

· To observe various birds in the locality;


· Learning about and appreciating different · To identify different species.
common birds across Tamilnadu; becoming
Getting acquainted with birds · To know their life
10. sensitive to their life understanding the
in Tamilnadu · To understand the very important role birds play.
importance of birds.
· To appreciate the geographical diversity of Tamilnadu.
· To cater the needs of bird.

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

Class – IV
Integrated Competency, Content and Learning Outcomes for Geography, Civics, and History

Sl.
Competency Content Learning Outcomes
No.

Description of Planets- sun satellite -stars asteroids, Understanding the different celestial bodies (planets and stars)
1. Celestial bodies
meteoroids, comets. and their characteristics.

Changes around me : Nature Understanding and respecting the earth’s rhythmic phenomenon.
Understanding Earth’s rhythms – seasons, day, night,
2. Seasons, day and night, moon Tracing the results of the different movements and related
weather, moon – through simple explanations.
– eclipse, weather, seasons effects.

What does the earth give us?


What can we do, to preserve it?
Water: sources, basic uses,
To Create consciousness about earth and how it nurtures life,
pollutions, Simple
Dealing with basic Geography, and simple principles of through the practices of day to day living.
conservation.
3 conservation : air, water and soil – exploring concepts in Imbibing sense of judicious use of the resources consciousness
Soil: Agriculture: pollution -
each area, and evolving the earth as a resource. about the misuse and abuse.
preserving fertility.
To know the importance of soil, air, and water.
Forest: The importance of trees
Air: Keeping air free from
pollution.

Getting acquainted with To save birds and animals


4 Sanctuaries
animals - birds in Tamilnadu To know about sanctuaries

Simple facts about the Indian freedom struggle, narrated To understand the preciousness of freedom as a citizen of India.
5. How India became free : a story
as a child’s story: the birth of India a nation To realise the sacrifice Martyrdom of the freedom fighters

6. My Country - physical and Physical features of India. Basic knowledge of India as a nation.

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

political features - National The basic facts about India, its states and Union Able to identify India, and spot physical features and political
symbols. Territories. National symbols. divisions in a map/atlas. To recognise National symbols.

Stories told by a Toda girl, a farmer in Thanjavur , an To enumerate the linkage between History and geography. To
7. Individuals tell their story -
imigrant coolie story, a roadside fast food shop owner’s Understand the different lifestyles of peoples living in different
Lifestyles, events, anecdotes
story places in relation to their

Scientific Advancements and


inventions in narrative and Learning about scientific and technical advancements
To learn by tracing the life of scientists.
8. story telling few useful through a famous inventor – JCBose and one simple
To verify the experiments
inventions and their impacts on Experiment invention which changed the course of
To develop scientific temperament
human life. human history like Fire, wheel and plough.
Few famous inventors

9. My Rights and Duties: As a Listing a few important constitutional rights and duties: To identify and grow familiar with one’s rights and duties, both
citizen; as a child- also what a child is entitled to – basic rights as a citizen and as a child.

Common festivals related to


sun, moon and seasonal Worshiping the mother Earth, rainfall – pongal, Children are able to understand the rationale behind the festivals,
contexts, different socio, Deepavali, Dasara, Raksha Bandhan, Holi, melas & diversity of cultures and commonality of celebrations.
10. economic, occupational carnivals of festivals. Bhuddha poornima, national, Meaning behind the celebrations. To appreciate the
backings. spiritual, domestic, cultural festivals development of good relationships by celebrating the festivals.
Different festivals and their To cultivate societal interpersonal values.
cultural connotations.

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

Sl.
Competency Content Learning Outcomes
No.

Safety: precautions I must Physical Safety : Fire, electrical equipment, road, water, Constructing the practical knowledge of safety and responsible
11.
observe Simple First Aid and safety : Simple activities behaviour.

My state TamilNadu - physical


and political features. The basic physical and political facts about Tamilnadu Tamil Nadu a state in India its uniqueness and significance.
12.
- state Symbols Interesting facts about state symbols. To recognise state symbols.

An explorative journey into music, dance, through


13. Tamilnadu Folk arts
people.
To understand and appreciate the rich heritage of culture in
TamilNadu.
Textiles, handicrafts and arte facts –Kanchipuram,
14. Tamilnadu crafts
weavers, Mammallapuram sculptors

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

Class V

Integrated Competency, Content and Learning Outcomes for Geography, Civics, and History

Sl.
Competency Content Learning Outcomes
No

Sangam Age, Cheras, Cholas & Pandyas – Important


Kings To know about Ancient Kings and Kingdoms of the
– Karikalan Sangam Age in TamilNadu.
1. Ancient Kings and Kingdoms
To understand the glory of the Sangam age and its
of TamilNadu – Sangam Age. · Nedunchezhiyan II
rich cultural heritage.
· Cheran Chenguttuvan, Kadiezhuvallalgal
· Life during Sangam Age.

Some famous travellers – (a brief account) 1. To learn about some famous travellers down
2. Travel- Famous Travellers
Eg: Fa-Hein, Hieun Tsang, Vasco da Gama, etc. the ages.

Our Planet Details about the Earth. 1. To understand the basic features of the Earth.
3. The geography of our Planet, – Physical features and their formation. 2. To know how to use the globe and the atlas.
Land forms, water bodies, - Globe and maps
Globe and Maps

4. Natural Resources of India – Types of Soil, Uses of Soil, Protection of Soil. 1. To learn about various types of soil, uses and
Soil conservation of soil.

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

Sl.No Competency Content Learning Outcomes

Types of forests, uses & conservation To know the different types of forests found in India,
5. Vegetation in India the various kinds of trees found in them, their uses
and conservation, afforestation.

Minerals of India Minerals that are found in India and the Regions of their To learn about the different minerals found in India,
6. occurrence, the uses of minerals and their Conservation. and the regions they are found in, uses of minerals and
their conservation.

Space Research Ancient and Modern Space Research, History of Space 1. To learn briefly about Space Research &
- Kalpana Chawla Research in India. India’s place in Space Research.
7. - Sunitha Williams Achievements of Kalpana Chawla & Sunitha Williams 2. To know about the achievements of Kalpana
as Space Travellers Chawla and Sunitha Williams.

Structure of Government in Brief account of Government structure in India · To become aware of the formation of
India · Central Government Government and the different functions of
· Central (President, Prime Minister, Lok Sabha, Rajya Parliament and Legislature – Judiciary
· State Sabha)
· Union Territories · State Government
· Judiciary- An (Governor, Chief Minister, Legislature)
8. introduction · Union Territories, Judiciary- an introduction
· India, its neighbouring
countries

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

Sl.No Competency Content Learning Outcomes

Local Self – Government 1. To learn the structure of local self


· Panchayat Raj Government
Local bodies and Public · Village panchayat 2. setup of local bodies
9.
Properties · Gram Sabha 3. To learn about protection of Public Property.
· Gram Panchayat
· Protecting Public Property

To be safe on the roads.


observing the traffic rules.
Knowing Traffic Rules – Road
10. To be safe while boarding and alighting from the To inculcate a sense of safety and secured travel on
safety-Norms
vehicles. safe pedalling to school; Knowing the the road.
important signs.

Accounts on the four major forts of Tamil Nadu · To learn about the four forts of Tamil Nadu
1.Gingee Fort their History and salient features
Forts of Tamil Nadu
11.
2. Vellore Fort · To understand their importance in the history
3. Fort St.George of Tamil Nadu
4. Tarangambadi Fort

Kinds of musical Instruments To know the history and structure of ancient and
wind, string, percussion modern musical instruments.
Ancient Instruments To trace the significance of each musical instrument.
Musical Instruments (ancient Yazh, Parai, Kuzhal, Melam. Nadaswaram, Thavil, To develop an interest in Music and Fine Arts.
12.
and modern) Veena Mirudangam and Violin To know the names of important exponents
Modern Instruments
Drum, band, trumpet, piano, saxophone, fiddle.
Important exponents – Names.

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

CLASS – VI

History Geography Civics Economics

Unit 1 Unit 1 Unit 1 Unit 1


Pre-historic Period Earth and Solar System Family and Society Economics
Hunting, gatherers, living together, villages, Structure of Solar System – Sun Society – Family – interdependence, Consumption –
agriculture, (Neo-lithic culture) sites in India Planets – Size – Orbits – Composition Social diversity – multiple facets Production –
and in Tamil Nadu specifically – 7 planets – Unique position of Earth discrimination and difference Distribution
Adhichanallur, Thiruvallur and Thandikudi in the Solar System. Learning Outcomes Learning Outcomes
Learning Outcomes Learning Outcomes • To understand the · To understand the
· To know and understand the life of primitive · To know that the Earth is a unique interdependence of individual– economic aspects
people planet family – society and school of daytoday life
· To acquaint with the environment and · To understand that the earthis a • To know the differences and · To understand
geography of the period living planet in the solar system diversities multiplicity how food is
· To understand groups, communities and skills · To know that planets are at • To understand that thediversity produced,
and their knowledge. different orbits and theyrevolve is not weakness and it works distributed and
· To learn about tools found in India, habitation around the sun for strength how it is
of ancient man, using evidences to understand • To realise the strength of unity consumed at
their tools, paintings and skeletal remains. in the multiplicity, difference home
and variety. · To understand
how these
activities happen
20- Periods 20- Periods in a market
6-Periods economy

7- Periods

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

History Geography Civics Economics

Unit 2 Unit 2 Unit 2


Indus Valley Civilization Earth - Day and Night Community and School
Harapan Civilization and its Change of Seasons – Earth – size, shape – Understanding that school as one of
Dravidian Features revolution, rotation – day and night – the
Differences in time – social institutions
Learning outcomes seasons – How do they occur? How they Learning outcomes
· To understand the concept of affect our daily life? · The School – to fulfil the
chalcolithic Period Learning Outcomes expectations of the society
· To understand the concepts – size School as a place for
· To know the town planning, drainage of the earth, shape, tilted cultivating social
system, hygiene,prominent buildings axis elliptical orbit development
religion, seals,language, script and · To know the causes for the · To be aware of the
other features of life occurance of day and night regularities, norms and
· To find out the causes for the disciplines of (school)life
· To understand the concept of Indus change of seasons · To know the social objectives
valley civilization · To know our interdependence on of the school
seasons
15- Periods 20- Periods 9- Periods

Unit 3 Unit 3 Unit 3


Ancient Land of Thamizhagam Earth – Where we live Rural and Urban Areas
Pre-historic Land of Tamils, the Surface of the Earth – Land, Water, Air, Life in Rural and Urban areas – The
Lemurian Continent, First, Middle and Plants, Animals and Human beings – different between the both – ways and
Third sangam of Tamil – Historic Biosphere – Atmosphere, Hydrosphere – means and measures to reduce the
Period in Tamizhagam – Cheras, Lithosphere gap between them.
Cholas and Pandiyas Learning Outcomes Learning Outcomes

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

History Geography Civics Economics

Learning outcomes · To know that the earth consists of · To understand the different
· To understand the antiquity of human beings, other living things, between the rural and urban
the pre-historic Tamil Land water, land and air people and life
· To be aware of the three · To mark continents, oceans, seas, · To understand the difference
sangams prevailed islands, straits, Isthmus and major between the two in respect of
· The bravery – philanthropy rivers in the world map economy, structure, facilities,
and administration of the habits-society, education,
Cheras, Cholas and Pandiya labour etc., and to understand
Kings the gap between rural and
urban
15- Periods 17- Periods 7- Periods

Unit 4 Unit 4 Unit 4


Vedic Period Globe and Maps Democracy
Early vedic period – Later vedic Learning Outcomes Clarifying the concepts – Salient
period – political, social life of features of democracy. The
the people – food – dress – · To be familiar with the shape distinction between monarchy and
ornaments, religion – status of of earth democracy.
women – education etc. · To identify the fundamental Learning Outcomes
signs and symbols for ‘map · To know what is a
Learning Outcomes reading’ Government
· To understand the concept · To know the types and uses · To understand the difference
of vedic age of maps between monarchy and
· To be aware of the life of · To understand the globe and republic
the people of the vedic the imaginary lines drawn · To understand the philosophy
period across the globe of democracy

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

History Geography Civics Economics

· Important aspects of Indian


Democracy
11- Periods 21- Periods 6- Periods

Unit 5 Unit 5
Jainism and Buddhism The Local Government
Rise of Janism and Buddhism. The causes The need for the local self
for the rise. The teachings of Lord Buddha Government. Panchayat Raj – Local
and Lord Mahavira Bodies - (Municipalities,
Corporations, District Administration
Learning Outcomes – Village Administration – related
· To understand the causes for the aspects – functions)
rise of the Buddhism and Jainism Learning Outcomes
· To know the life of Buddha and · To understand the meaning of
Mahavira Local Self Government
· To be aware of the contribution of · To realise the need for Local
the two religions for art, Self Government
architecture etc · To understand the structure
and functions of Local
Bodies
· To be familiarise with the
Village Panchayat, Block
Panchayat – District
Panchayat – Town
Panchayats, Municipalities
11- Periods 9- Periods

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

History Geography Civics Economics

Unit 6 Unit 6
Rise of Empires Democracy, Human Development
Mahajanapadas, The Mauryan Empire, and Women Empowerment
Chandra Gupta Maurya – Ashoka – The
All citizens in a democratic country
administration – Inscriptions of Ashoka
have equal rights – Women power –
Learning Outcomes The capable and Noble Women Dr.
• To be aware of the social life of the Muthulakshmi
people under different kings Learning Outcomes
• To note the location, extension of • To understand the meaning of
boundaries of different kingdoms gender disparity and social
• To know the polity, expansion, role equality and social justice
• To understand the concept of
and contribution - art, literature and
empowerment
architecture • To know the equality of
• Historicity and Significance for the opportunity
rulers of the period • To be aware of the
Unit 7 Intellectuals
Kushana Empire
Kanishka – Contribution and relevance –
Gupta Empire – Chandra Gupta I, Harsha
Empire – Role and Contribution
Learning Outcomes
• To know about the Kushanas
• To understand the administration
of Kanishka
• To appreciate golden period of
Gupta
• To know the administration of
Harsha
11- Periods 10- Periods 17
COMMON SYLLABUS 2009 – SOCIAL SCIENCE

CLASS VII

History Geography Civics Economics

Unit 1 Unit 1 Unit 1 Unit 1


NORTH INDIAN KINGDOMS: The Earth-Its Structure and Tectonic Our Nation
The Rajputs, Prathikaras, Palas, Tomars movements. Factors of production - Land -
Chauhans and Others. Origin of Earth, formation of continents Location,political Administration Labour-Division of Labour-
and oceans and national symbols Capital-Organization-Different
Internal process of Earth, Plate tectonic Sectors of the Economy-
Earthquake and Volcanoes Primarysector-Secondary
sector - Tertiary sector and
their contribution to the
devolpment of the country.

10 - Periods 14 periods 9 periods 13 periods

Unit 2 Unit 2 Unit 2


THE KINGDOM OF THE DECCAN Changing the face of the lithosphere, INDIAN CONSTITUTION
Chalukyas-Rastrakutas-Hoysalas-Kakatiyas and Weathering Process.
Yadavas Shaping of Earth by Natural agents rivers, Salient Features
wind waves and glaciers.
10 - Periods 14 periods
7periods
Unit 3 Unit 3
SOUTH INDIAN KINGDOMS: Weather and Climate Unit 3
Pallavas-Imperial Cholas and the Pandyas Factors determining weather and climate POLTICALPARTIES
Components of the Atmosphere-layers of Functions, Structures
the Atmosphere Types – Regional and National
Weather elements temperature, Pressure, parties
Winds, Rainfall, Clouds, Lightening and
Thunderstorms
19 - Periods 24 periods 5periods

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

Unit 4 Unit 4 Unit 4


ARAB & TURKISH INVASIONS: Disaster and Disaster Management
Muhammad bin Qasim-Muhammad of Ghazni Natural Disasters , Volcanoes, United Nations Organization-
and Muhammad of Ghori Earthquakes, Land slides, Cyclone, Objectives – Organs - Funtions
Floods, Droughts, Tornadoes and Tsunami

8 Periods 14periods 7 periods

Unit 5 Unit – 5 Unit 5


SULTANATE OF DELHI Legislations and Welfare
Mamaluk, ,Khilji, Tughluq, Syyed and Lodi An Introduction to Oceanography schemes for Children and
The Major oceans – Topography of the Women
ocean floor, Hydrological cycle, Salinity,
Temperature, waves, ocean currents and
tides.
22 Periods 9periods 7 periods

Unit 6
THE VIJAYA NAGAR AND BHAMINI
KINGDOMS
10 Periods

Unit 7
BHAKTI & SUFI MOVEMENT
8 Periods

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

CLASS VIII

History Geography Civics Economics

Unit 1 Unit 1 Unit 1 Unit 1

The Great Mughals-Conditions of India on Resources-Resources and their types- National Integration-Unity Money, savings and
the eve of Babur’s invasion- Babur-Humayun- Resources and Human Activity in diversity-Factors promoting investment:
Sur-Dynasty-Shershah Sur-Akbar-Jahangir- national integration-Factors
Shajahan-Aurangazeb-Administration-Art and affecting national integration. Barter system – Medium of
Architecture-Causes for the decline of the exchange – Definition of money
Mughals. – value of money – Nature of
money, Functions of money –
Economic significance of
money – importance of money
– savings and investment
7 periods 5 periods
21 - Periods 14 periods

Unit 2 Unit 2
Unit 2
Primary Activity-Types of Primary Socio-Economic problems-
Rise of the Marathas-Shivaji- Activities- Gathering, Hunting and Illiteracy-Child labour-
Administration -Successors-Peshwa rule-Nadir Fishing-Mining-Classification of minerals Unemployment-Poverty-
shah-Ahmad shah Abdali invasions-Third Battle
Population explosion.
of Panipat.

10 - Periods 7 periods
12 periods

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

Unit 3 Unit 3
Unit 3
Advent of the Europeans-Portuguese-Dutch- Primary Activity-Agriculture- Human Rights and the UNO-
English-Danish-French-Conflict between the Agriculture and Crops-Factors Human Rights Declaration-
English and the French-Causes for the Success Determining Agriculture Women’s Rights-Child Rights-
of the British. National Human Rights
Commission-State Human Rights
Commission.
15 periods
7 Periods 7 periods

Unit 4
Unit 4 Unit 4
Anglo-French Struggle – the first carnatic
Secondary Activity-Industries- Road Safety – Rules and
war – second carnatic war third carnatic war Classification of Industries-Factors Regulations
the first anglo – Mysore war
Determining Development of Industries.
10 – periods 7 periods
14 periods
Unit 5
Unit 5
Rule of the English East India company-
Tertiary Activity-Transport, Trade-
Establishment of the British rule in India
Transport-Trade-Other Services
from 1773 to 1857Warren Hastings-Reforms-
Impeachment-Lord Cornwallis-Reforms-
Permanent Revenue Settlement-Lord Wellesley-
Subsidiary Alliance-Marquees of Hastings-Lord
William Bentinck-Reforms-Lord Dalhousie-
Doctrine of Lapse-Reforms-Revolt of 1857- 9 periods
Causes and Effects. 35 - Periods

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

Unit 6 Unit 6

The Nayak Rule 1773 to 1857 in Population and Resource-Population


Tamill Country Growth and Distribution-Population
Growth and Resource Depletion-
The Nayaks rule in Tamil country Nayaks of Resources and Space Technology
Madurai-Vishwantha Nayak-Thuramalai Nayak-
Rani Mangammal and Meenakshi, the Nayaks
of Thanjavur and Senji-Nayak’s Contribution to
Art and Architecture- The Marathas of Tanjore-
Poligars Revolt-South Indian Rebellion-

14 periods 12 periods

Unit 7
Vellore mutiny
5 periods

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

CLASS IX

History Geography Civics Economics

Unit 1 Unit 1 Unit 1 Unit 1

River Valley civilizations: Tamilnadu: Geographical location and Unit 1 Demand, supply and
a) Egypt-Mesopotamia-China administrative Divisions. Union (central) equilibrium between
b) Greek and Roman Civilizations. government legislature – demand and supply
Learning outcome : Physiography. Objectives:
Executive
Climate and vegetation Learning outcome :
· To explain the impact of geographical · To know the powers of 1. To understand law of
features on the origin and growth of Lokshaba (house of demand and law of supply.
civilizations. people) and elections to, 2. To understand the fixation
· To compare the socio, religious, and tenure and of equilibrium price.
political, economic and cultural features responsibilities of
of ancient civilizations.
3. Short period changes in
lokshaba. market price and the
· To understand the
reasons for such changes.
formation and rights of
council of states
(Rajyasabha).
· Union government-
cabinet-Prime Ministers
special responsibilities.

20 Periods 13 Periods 6 Periods


12 Periods

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

History Geography Civics Economics

Unit 2 Unit 2 Unit 2


Government of state governor-
Awakening movements of 6th century Resources of Tamilnadu Legislature-Ministry
Land Resources-water Resources-animal Learning outcome : To explain
B.C-Buddhism-Jainism- Confucianism -
Zoroastrianism –Judaism Resources-Mineral Resources-Energy categories of states-Role of
Resources governor in the government of
Learning outcome : states.

· To understand
· To explain the philosophies against
unicameral legislatures in
superstitions-rituals-polytheism-
states.
inequality-moral degradation and to
· To know the
know their organisations and impact.
responsibilities of the
chief minister/cabinet of
the state.
12 Periods 12 Periods
10 Periods

Unit 3 Unit 3
Unit 3 Agriculture- Industries in Tamil Fundamental Rights and
nadu
Medieval Age: Fall of Roman Empire rise of Types of farming-crops-animal
Duties-Directive principles
feudalism-medieval towns, universities contact husbandry-fishing-Manufacturing of State policy
between Christian Europe and Islamic Asia – industries-type of industries · To explain the
crusades – their impact significance of the
fundamental rights in
democratic system.
Learning outcome :
25 Periods
· To distinguish the
· To explain the meaning and impact of constitutional position of
fundamental duties from

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

History Geography Civics Economics

feudalism. that of fundamental


· To understand the significance of rights.
crusades. 4 Periods
· To know historical importance of
barbarian invasions, papacy and Holy
Roman Empire.
10 Periods
Unit 4
Unit 4
Unit 4 Transport and Communication
Focus on Tamilnadu-
Beginnings of modern Age : Roadways-railways-waterways-airways-
Social issues
Renaissance – Geographical discoveries – telecommunication
Casteism-and untouchability-
Reformation and Counter Reformation- Trade,Population
Emancipation of women.
Beginnings of modern science-Rise of Nation Tamilnadu-Environmental Issues
Social legislations-child labour-
states in Europe Conservation and sustainable
and unorganised labour-migrant
Learning outcome :To explain the meaning development
Trade, Population labour.
and consequences of renaissance. Role of voluntary organization
and government’s social security
· To understand the circumstance leading measures-Trans gender
to reformation and its impact. Learning outcome:
· To know the events leading to new sea
· To explain the social
routes and discovery of new lands and
evils of Casteism and
their consequences.
untouchability.
· Learning out comes
· To understand the issues
· To explain the concept of nationalism of women emancipation
and nation stater. and development.
· To understand the services rendered by · To inform the various
Matin Luther and Ignatius Loyola. 20 Periods legislations on social
· To comprehend the progress in science. change and development.
12 Periods · To explain the role of

25
COMMON SYLLABUS 2009 – SOCIAL SCIENCE

History Geography Civics Economics

Unit 5 Unit 5 voluntary organisations


and the governments
Environmental issue – Conservation of
Industrial Revolution: Factors leading to measures on social
resources and sustainable development protection.
progress and consequences- Industrial 8 Periods
revolutions economic-Political and Social
impacts.

Learning outcome:
· To explain the changes in the mode of
20 periods
production – mechanization.
· To describe the rise of industrial towns,
universe – decline of feudalism – neo-
colonism.
· To explain the condition of industrial
workers – and the rise of trade
unionism.
10 Periods
Unit 6
French Revolution:
Causes – important events – its impact on the
course of history
Learning outcome:
To know the defects of ancient regime.

· To understand the philosophies which


inspired the revolution – Voltaire –
Rousseau - Montesquieu

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

History Geography Civics Economics

· To explain estates general, national


assembly, constituent assembly French
republic – reign of terror-declaration of
rights of man-constitutional changes.
· To explain the transition from control of
church to civil law.
7 Periods
Unit 7
Focus on Tamilnadu:
Distinct characteristics of Tamil society and
culture from sangam age to the end of chola
empire.
Learning outcome:
· To understand the uniqueness of Tamil
language and social structure-and
Dravidian roots of Tamil civilization.
· To know the sangam literature-five
great epics-Bhakti literature-Bhakti
movement-Temple architecture-
sculpture-and endowments-Mahasatha-
Tamil Siddha-Siddha medicinal
systems-Pann(music), Musical
instruments, Dance(koothu)
· To explain Tamil contacts with foreign
countries.
7 Periods

27
COMMON SYLLABUS 2009 – SOCIAL SCIENCE

CLASS X

History Geography Civics Economics

Unit 1 Unit 1 Unit 1 Unit 1


Rise of Imperialism- India India and world peace National Income
Factors-forms-methods conquest of India, · Administrative Divisions
china and its effects · India - Physiography Basic Concepts- Methods of
· Drainage Calculating national Income-
· Climate Need for the study of National
Income-Role of Government in
Economic development
6 - periods
26 Periods 4 Periods 3 Periods
Unit 2
Unit 2 Unit 2 Unit 2
First world war-causes, Course-Effects. National Resources Democracy-Unity in Diversity Indian Economy after
League of Nations and its failure. · Soil
Independence
· National vegetation
· Minerals Objectives of Five year plans-
Eleventh Five year plan-
8 periods 10 Periods Agricultural Development -
35 Periods Economic Reforms of 1991-
Unit 3 Science and Technology-Tele
Unit 3 Communication and
World between the world wars – Unit 3
Consumer Rights Information Technology-
Economic depression – Rise of Facism and Agriculture and Industry
· Agriculture – types and Educational Achievement -
Nazism
distribution Socio-Economic development
· Industries- Location factors- in Tamilnadu
Agro and Mineral based 3 Periods
10 Periods Industries-some important 6 Periods

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COMMON SYLLABUS 2009 – SOCIAL SCIENCE

indistries
22 Periods
Unit 4
Second world war-Causes- Course- Effect- Unit 4
UNO and its achievements Environmental issues

15 Periods 6 Periods

Unit 5 Unit 5
Trade, Transport and communication
The great revolt of 1857-Social, religious · India’s internal and international
reform movements– Cause for rise of trade
national movements-Pre-Gandhian Era and · Land transport-roadways and
Gandhian Era. railways
6 Periods · water transport and air transport
· personal and mass
communication
· Remote sensing
· Remote sensing-meaning and
types
· India’s remote sensing
programmes
· Geographic information system
and global positioning system –
their advantages and uses
17 Periods
Unit 6
Social religious reform movement in
the 19th centuaryRaja Rammohan Rai-
Anne Besent-Dayananda Saraswathi-
Swamy Vivekanandha-Ramlinga Adigalar
7 Periods

29
COMMON SYLLABUS 2009 – SOCIAL SCIENCE

Unit 7
Causes for the rise of Nation
Movements-Pre-Gandhian Era-
Gandhian Era-Role of Tamilnadu in
Freedom struggle

22 Periods
Unit 8
Social Transformation in Tamilnadu
8 Periods

30