Class VI Social Science Lesson Plan For October – November:

Class VI Social Science lesson plan for October – November includes two chapters of History and one of Political Science. The History chapters are New Questions and Ideas and Ashoka, who gave up war. The Political Science chapter includes the “Key elements of a Democratic government”. Due to less number of periods in these two months, the Geography chapter has not been included in Class VI Social Science Lesson Plan. So let us browse into the Class VI Social Science Lesson Plan for the month of October – November.

General Objective:

Firstly, to develop students’ interest in the subject.

Secondly, to understand society and its place within it.

Thirdly, developing scientific temperament among the students.

Fourthly, to develop skills of inquiry, investigation, and analysis.

Finally, to enhance students’ learning ability.

Specific Objective:

• Students will know the story of the Buddha and Kisagautami.
• They will also learn about the teachings of Buddha.

Checking Previous Knowledge:

At first, the teacher checks the previous knowledge of the students by asking a few questions.

Have you heard about Panini? Do you know about Gautam Buddha and Mahavir Jain.

Introducing Topic: storytelling method

At first, the teacher narrates the story of Gautam Buddha and Mahavir Jain.

Teaching aids:

Text Book, Black Board, Youtube videos, Images, and PPT

Technique:

To begin with, the teacher starts the Interactive session with common examples.

However, the teacher uses various methods to make the topic interesting by interacting with the children in the class.

By asking very simple questions, the teacher draws the attention of the class.

Also, make sure that the children are involved in the discussion.

Finally, While interacting with the students, the teacher also tells about the teachings of Buddhism and Jainism.

Content/ Teaching Points:

• The story of the Buddha.
• The story of Kisagautami.
• Upnishads.
• Jainism
• Sangha, Monastries and the system of ashramas.

First Activity:

Open Book Assessment

The teacher conducts an open-book test.

To begin with, she Prepares 10 short questions (worksheet) from the chapter.

However, Students are asked to find out the answers from the textbook and write in their copy.

Time: 30 minutes.

Second Activity: 

Description:

Firstly, the teacher divides the class into four groups.

Thereafter, each group is given a topic from the chapter, such as

i) teachings of Buddha

ii) Teachings of Mahavir.

iii) Sangh & Monastries

iv) Life in the ashramas.

Group members have to read the topic from the book and provide information based on the given topic.

They will be given 20 minutes time to collect information and 3 minutes time to present.

Finally, their observations will be displayed on the class board for two days.

Learning Objective:

By the end of the activity, students will be able to:

• describe the architecture of the House, streets, and drainage.
• explain Life in the city,
• provide detailed information about Art and crafts, and
• mark the Harrapan towns in Gujarat on the map of India.

Assessment Criteria:

Indicators

• Relevance of Content
• Presentation of information gathered
• Awareness of the information gathered
• Creativeness
• Analytical Skills

Class work: 

i) Firstly, Objective and short answer type questions will be done.

ii) Finally, Long answer type questions will be discussed and done in the class.

Homework:

Draw the design of buildings, streets, and drains of the Harappan period and compare it with today’s town planning.

Values imparted:

Firstly, the Social responsibility for proper drainage and management of water.

Secondly, Sensitization towards the advantage of a planned town.

Multidisciplinary Integrated learning:

1. Art: Draw a scene of Harappan town showing streets and drainage system.
2. English: T.V. reporting from Lothal. (imagine you are in Lothal)
3. Math: what is the advantage of streets and drains at 90 degrees?

Assessment Criteria:

Indicators

• Relevance of Content
• Presentation of information gathered
• Awareness of the information gathered
• Creativeness
• Analytical Skills

Learning Outcome:

After the completion of this chapter, students will be able to

• Firstly, explain the teachings of Gautam Buddha.
• Secondly, discuss Upnishads.
• Thirdly, sketch out the similarities and differences between Bhuddhism and Jainism.
• Finally, find facts about Sangha, Monastries and Life in Ashramas.

Remedial Measure:

Each One Teach One

Children sitting on the left side of the row will explain the chapter to the children sitting on their right.

Lesson plan for the month of April – May click on the given link. Class VI Social Science Lesson Plan – Activity Based ,

Lesson plan for the month of June – July click on the given link Class 6 Social Science Lesson Plan For The Month Of June – July – Detailed, Interactive and Child Centric

History Lesson Plan Of Chapter 7: Ashoka, The Emperor Who Gave Up War.

General Objective:

Firstly, to develop students’ interest in the subject.

Secondly, to understand life in India 2300 years ago.

Thirdly, developing scientific temperament among the students.

Fourthly, to develop skills of inquiry, investigation, and analysis.

Finally, to enhance students’ learning ability.

Specific Objective:

• Students will know about the life of Ashoka.
• They will also learn about the Mauryan Empire.
• Finally, Students will also learn through case studies about the Kalinga war.
• The students will be able to analyze the importance of Non-violence.

Content/ Teaching Points:

• A very big Kingdom – an empire
• How are empires different from kingdoms.
• Ruling the empire.
• The emperor and the capital city.
• Ashoka – a unique ruler
• Kalinga war
• what was Ashoka’s Dhamma

Checking Previous Knowledge:

At first, the teacher checks the previous knowledge of the students by asking a few questions like –

Have you heard about the Kalinga war?

Introducing Topic:

At first, the teacher introduces the topic by asking basic questions like:

Teacher: Into how many groups History has been divided?

Student’s response: Three

Teacher: Very Good. Can you name it?

Student’s answer: Ancient, Medieval, and Modern.

Teacher: Do you remember some of the ancient civilizations?

Student’s answer: yes teacher. Mesopotamian, Egyptian, and Harrapan.

Teacher: Wow. Have you heard about some famous dynasties in India?

Student’s answer: Yes teacher. Gupta dynasty, Pallava dynasty, and Mauryan dynasty.

Teacher:  Do you know Ashoka belonged to which dynasty? (Problematic question)

Students: No response.

Introducing Topic: 

O.K. So, today we are going to read about the king  “Ashoka the great”.

Teaching aids:

Text Book, Black Board, PPT, etc.

Technique:

To begin with, the teacher starts the Interactive session with common examples.

However, the teacher uses various methods to make the topic interesting by interacting with the children in the class.

By asking very simple questions, the teacher draws the attention of the class.

Also, make sure that the children are involved in the discussion.

Finally, While interacting with the students, the teacher also tells the story of Ashoka and why he gave up war.

First Activity: Open Book Activity:

Topic: Ashoka, who gave up war

Time: 20 minutes.

Procedure: The teacher prepares 5-7 short questions.

Asks the students to discuss and find the answers from the textbook.

Questions: 

Q1. What did you learn from this lesson?

Q2. Mention any two differences between a kingdom and an empire.

Q3. Do you think that people living in forests were more independent than the people living in towns?

Q4. Why did Ashoka give up war?

Q5. Why do you think Ashoka declared war against Kalinga?

Q6. How did Ashoka spread Buddhist ideals?

Q7. Chandragupta was always afraid that someone will kill him. Do you agree? Give reason.

Q8. Who was Ashoka’s father?

Second Activity:  Group discussion

Description:

Below are some activities which will be conducted in the classroom to enable interaction and critical thinking between students.

The teacher divides the class into four groups.

Each group is given a topic from the chapter, such as

1. The rule of Dhamma is better than the rule of force.
2. Empires are better than kingdoms.
3. Ashoka was more powerful and popular before the Kalinga war.
4. Buddhism is better than Jainism.

Group members have to read the topic from the book.

They have to discuss and provide information based on the given topic.

They will be given 20 minutes time to collect information and 3 minutes time to present.

Finally, their observations will be displayed on the class board for two days.

Learning Objective:

By the end of the activity, students will be able to:

• understand the difference between the rule of Dhamma and the rule of violence.
• differentiate easily between the empire and kingdom.
• provide detailed information about Ashoka.
• describe the teachings of Buddhism and Jainism

Assessment Criteria:

Indicators

• Relevance of Content
• Presentation of information gathered
• Awareness of the information gathered
• Creativeness
• Analytical Skills

Classwork: 

i) Firstly, Objective and short answer type questions will be done.

ii) Finally, Long answer type questions will be discussed and done in the class.

Homework:

1. Take an Indian rupee note. Make a list of things you see on it. Find out the meanings of symbols used in the currency note.
2. Draw or paste a picture of a temple, church, Mosque, Gurudwara, and stupas. Find out how they are different from each other.

Values imparted:

Firstly, Social respect and responsibility.

Secondly, Sensitization towards the community.

Thirdly, kindness, honesty, empathy, self-discipline, open-mindedness, and the willingness to compromise.

Multidisciplinary Integrated learning:

1. Art: Draw the Ashoka pillar.
2. English/ Hindi: Write a paragraph about the transformation of Ashoka.
3. Geography: Locate the extent of the Mauryan empire and mark Kalinga.

Assessment Criteria:

Indicators

• Relevance of Content
• Presentation of information gathered
• Awareness of the information gathered
• Creativeness
• Analytical Skills

Learning Outcome:

After the completion of this chapter, students will be able to

• differentiate between the rule of Dhamma and the rule of violence.
• differentiate between the empire and kingdom.
• Narrate the life of Ashoka.
• describe the teachings of Buddhism and Jainism.

Remedial Measure:

Pair and share

Children sitting on the left side of the row will explain the chapter to the children sitting on their right.

Pol. Science Chapter 4: Key Elements Of a Democratic Government

key elements of a democratic government

General Objective:

Firstly, to develop an interest in the subject.

Secondly, to prepare young learners to participate in civic society.

Thirdly, encourage students to participate in public affairs.

Finally, to provide basic knowledge and understanding of the government to the children.

Specific Objective: 

• Initially, Students will acquire knowledge about the key elements of government.
• Moreover, They will be able to relate the work of government.

Application:

• Firstly, Students will be able to use this knowledge in real-life situations.
• Secondly, They will feel motivated to follow the rules and regulations of their country.

Teaching aids:

Text Book, Black Board, smart board, Chart Paper.

Checking Previous Knowledge:

At first, the teacher checks the previous knowledge of the students by asking a question.

Teacher: What is Democracy?

Student’s response: Democracy is of the people, for the people, and by the people.

Teacher: There are how many types of democracy?

Student’s answer: different answers 2, 1, 3, 5, 3, 3, 1, 3………

Teacher: In a democracy, who is powerful – people or the government?

Student’s answer: People.

Teacher: O.K. Have you ever heard about the “Key elements of a Democracy“?

Student’s response: No.

Statement of Topic

Today we are going to study the “Key elements of a Democracy“?

Teaching Method: Interactive

First, the teacher plays an interesting video on the smart board.

Technique:

To begin with, the teacher begins with an Interactive session with common examples.

However, the teacher uses various methods to make the topic interesting by interacting with the children in the class.

By asking very simple questions, the teacher draws the attention of the class.

Finally, also make sure that the children are involved in the discussion.

Therefore, While interacting with the students, the teacher also tells about the “Key elements of a Democracy“?

Content/ Teaching Points:

• Introduction
• Participation
• Other ways of participating
• Need to resolve conflict.
• Equality and Justice.

First Activity: Day 1

Topic: Role of Government

Objective: To understand the various role played by the Government.

Duration: 20 minutes.

Procedure:

i) Students will be asked to bring a newspaper from home.

ii) List the activities that the Government is reported to be doing.

• a) ……………………..
• b) ……………………
• c) ……………………
• d) ……………………

Learning outcome:

Finally, Students will learn and understand the various types of work done by the Government.

Skills Developed: 

Observation and thinking skills

It will be a classroom activity that will not be assessed.

Classwork:

i) Initially, short answer type questions will be done.

ii) Later on, Long answer type questions will be discussed and done in the class.

Homework:

i) Read about Nelson Mandela.

ii)  Read stories on equality and justice.

Values imparted:

• To respect differences.
• Respecting diversity, equality, and justice.

Multidisciplinary Integrated learning:

1. English/Hindi: write a paragraph on people’s participation in government.
2. History: Read about a king who was known for justice. Read about Jahangir.

Assessment Criteria:

Indicators

• Relevance of Content
• Presentation of information gathered
• Awareness of the information gathered
• Creativeness
• Analytical Skills

Learning Outcome:

After the completion of this chapter, students will be able to

• Firstly,  explain different terms like apartheid, equality, and justice.

• Secondly, explain the key elements of democratic government.

• Thirdly, get familiar with the participation of people.

Remedial Measure:

Extra Class

The teacher asks the slow learners to stay after school hours for personal attention.

I hope the Social Science Lesson Plan of class VI will be of great help to the new teachers.

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Lesson plan for the month of April – May click on the given link.

Class VI Social Science Lesson Plan – Activity Based,

Class 6 Social Science Lesson Plan For The Month Of June – July – Detailed, Interactive, and Child Centric