CBSE Class 6 Social Science Syllabus
Class 6 SST Syllabus for CBSE
The Board has included three subjects in CBSE Class 6 Social Science Syllabus. With this syllabus, you can have a clear and strong fundamental understanding of the subject. We have offered a PDF version of the complete syllabus of the Social Science Syllabus For Class 6 CBSE. The three aspects that will be taught as a part of this syllabus are History, Geography, and Civics. You can also get CBSE Extra Questions, in addition to all the information from our website.
CBSE Class 6 Syllabus for Other Subjects
CBSE Class 6 Syllabus |
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CBSE Class 6th SST Syllabus 2023-24
Social Science for Class 6 curriculum has three books based on the three major subdomains of social studies. Class 6 is a crucial phase in a student’s formal education beginning at middle school, for it is now that the detailed studies of most of the subjects will be initiated at this level. Social Science Syllabus For Class 6 CBSE is designed in such a way to link the concepts learned at school with real-life situations for instance Civics is now taught as Social and Political Life(SPL) which focuses on social, political and economic issues in contemporary India. Similarly, History and Geography are known as Our Past I and The Earth Our Habitat. The idea is to provide a child-centered system of education, dissolve boundaries between different subjects and ensure a happy and joyful learning experience. We have attached a PDF file that has the complete syllabus; you can avail it as and when required. For all-encompassing preparation and learning, you can access the NCERT Books from its official website. The books are available in three languages;
- English
- Hindi
- Urdu
You may refer to the NCERT website from their PDF section. Go to their website, enter your class, subject and choose the title of the book and click on the ‘GO’ button. You can download the entire book on your tablet, mobile, or computer. Or you can go online and study any chapter on their website.
Class 6 Social Science Syllabus NCERT – An Overview
The students will start from History ‘Our Past I’; it will introduce them to our past and how the world came to this stage and where the civilizations began. The students will know the source of information about ancient people, civilizations, and the earliest cities from around the world. After that, they will learn about kings and kingdoms, how society was formed and how politics have been introduced into our society. Furthermore, they will learn about ‘Ashoka’ and his dynasty. Apart from kingdoms and various villages that hold an important place in the history of humankind, they will also learn about the earliest manuscripts and books, and various infrastructures that have influenced our civilizations.
The second sub-domain of CBSE Class 6 Social Science Syllabus 2023-24 is Civics, and the name of the book is Social and Political Life I. From the initial chapter, you will learn about the diversity of our country. In the very next chapter, you will have a basic concept of government and the various administrative systems of our country with real examples to enhance their logic and understanding of each concept. And students will also learn certain facts about rural and urban livelihoods.
The third subject of the Social Science syllabus is Geography, and the book is ‘The Earth: Out Habitat’. The syllabus will start with information on the Solar system. The basic conception of latitude and longitude is a part of the CBSE Syllabus for Class 6 Social Science. The motion of the earth and several concepts about maps will be taught in Class 6. Apart from this, students will also learn about the major domains of the Earth and various landforms of the Earth. And finally, they will learn about our country and our climate, vegetation, and wildlife.
History – Class 6 Social Science Syllabus
The book designated for this is titled ‘History: Our Past I’. And the book comprises 11 chapters. Following is the list of chapters given below:
Social and Political Life I – CBSE Class 6 Social Science Syllabus
Social and Political Life I has 4 units, comprising the topics of Diversity, Government, Local Government and Administration, and Livelihoods. Units 1, 2, and 4 have two chapters each, and Unit 3 has 3 chapters in it.
- Unit 1: Diversity
Chapter 1: Understanding Diversity
Chapter 2: Diversity and Discrimination
- Unit 2: Government
Chapter 3: What is Government?
Chapter 4: Key Elements of a Democratic Government
- Unit 3: Local Government and Administration
Chapter 5: Panchayati Raj
Chapter 6: Rural Administration
Chapter 7: Urban Administration
- Unit 4: Livelihoods
Chapter 8: Rural Livelihoods
Chapter 9: Urban Livelihoods
The Earth: Our Habitat – Class 6 Social Science Syllabus
The Geography portion of the syllabus has 8 chapters. Starting from the Solar System the syllabus will take you through latitude, longitude, and land formations. The following chapters examine climatic variance as well as how it affects wildlife and plants.
Class 6 Social Studies Syllabus Guidelines
Along with the CBSE Syllabus, it is equally important to know the mark distribution of the same and then prepare accordingly. ,.
The Question Paper’s Mark Division For CBSE Class 6 Social Science Syllabus
The total marks for the SST syllabus are 75 and each subject will have a different section:
- ‘Section A’ is History ‘Our Past’ with 25 marks.
- ‘Section B’ will cover ‘Social and Political Life ‘ with 25 marks.
- ‘Section C’ is ‘Geography’ The Earth: Our habitat’ also has the same weightage of 25 marks.
The marks divisions are in a way that will give plenty of scopes to score. Each section will have 5 objective questions with 1 mark each, and another 5 short questions with two marks. And lastly, you need to write 2 long questions with 5 marks each. You will be given some options you choose in accordance with your preparation.
- 1×5 = 5
- 2×5 = 10
- 5×2 = 20
- Total = 25
Make sure that you go through the chapters thoroughly before you sit for the exam. Now that you have a complete idea of the entire syllabus, it’s a lot easier to score better marks and in case you require any assistance to boost your preparation with extra study material, you may register yourself at Extramarks’ official website because it has its own repository of resources which students can’t say no to. Be an early bird and make the most of it.
SST Class 6 Syllabus for 2023-24 Exam
We have enlisted and described the entire CBSE Class 6 Social Science Syllabus. Once you start with the syllabus, you can learn from our website about various subjects. Extramarks has CBSE Revision Questions for your better comprehension and revision. Make sure you have practiced CBSE Previous Year’s Question Papers before appearing for the final exam. Students must refer to multiple study resources, practise a lot of questions and stick to a study schedule and follow it religiously to come out with flying colours.
SOCIAL SCIENCES
CLASSES VI – VIII
Introduction
The revised syllabus for the Social Sciences in Classes VI-XII attempts to advance an on-going process of assisting children and young people to understand that a healthy engagement with the world must come as much from the way society takes shape and functions as from a proper sense of its material and physical foundations. From this, it is expected, a vision will evolve that the Social Sciences provide both essential skills of comprehension that are fundamental to any activity, and a means of self-understanding and fulfillment that can be diverting, exciting and challenging. The syllabus assumes that the knowledge apparatus of the child and the young person is itself complex- both given the wide range of materials that the visual and print media have drawn into country and urban life and the nature of the problems of everyday life. To negotiate the diversity and confusion and excitement the world throws up itself requires activity and insight that the Social Sciences can substantially provide. To have a firm and flexible perspective on India’s past and the world from which, and in which, the country develops, sensitivity to crucial social problems is essential. The syllabus attempts to encourage such sensitivity and provide it with the ground on which it may deepen – stressing that attention should be paid to the means through which sensitivity and curiosity are aroused as much as the specific information that stimulates it.
The Social Sciences have been a part of the school curriculum before Class VI as part of the teaching of Environmental Studies. The revised EVS syllabus has attempted to draw the child’s attention in Classes III-V to the broad span of time, space and the life in society, integrating this with the way in which she or he has come to see and understand the world around them.
In Classes VI-X, this process continues, but with a greater attention to specific themes and with an eye to the disciplines through which Social Sciences perspectives have evolved. Up to a point, the subjects that are the focus of college-level teaching – History, Geography, Political Science, and Economics – are meant to take shape in the child’s imagination during these years – but only in a manner where their boundaries are open to dispute, and their disciplinary quality is understated. With such intentions, syllabus-makers have been more concerned with theme and involvement rather than information. Textbook writers will be concerned to ensure that understanding does not suffer through suffocation by obsession with detail. Equally, the themes and details that are brought before the child for attention and discussion are also meant to clarify doubts and disputes that take shape in contemporary society – through an involvement of the classroom in discussions and debates via the medium of the syllabus.
With such a focus in mind, syllabus-makers for the Upper Primary and Secondary Stages have sought to ensure that their course content overlaps at various levels, to strengthen understanding, and provide a foundation in detail from which natural curiosity and the capacity for investigation may evolve and develop. It is also anticipated that, in keeping with the spirit of the National Curriculum Framework the syllabus itself will promote project work that encourages the child to take stock of the overlap, to see a problem as existing at different and interconnected levels. Guides to this as well as specific instances will be provided in textbooks.
Throughout, India’s own experiences over time, and the solutions advocated by national governments, as well as the problems they have encountered, are expected to give the child a firm sense of locality, region and nation in an interconnected and complex manner. Both the intentions that have stimulated policy, the ideals and compulsions that have guided them as well as the diversity of experience of what has taken place finds attention and enquiry in the syllabus. Equally, comparisons between India’s experience and global experiences are encouraged and India’s interactions with the world find attention. Social, cultural and political issues are the focus of comparison.
It is within such a framework that the deeper engagement with disciplines are expected to evolve in Classes XI and XII – allowing the young person either to prepare for higher education or a broad range of professions that require more specific skills. While anticipating some of the concerns of higher education, the syllabus of this time must and does focus on foundation rather than information – stimulating an awareness of essential categories, and a broad sense of disciplinary areas.
HISTORY: OUR PASTS
Rationale
From Class VI all students would read history as a component of Social Sciences. This component has been devised in a way that would help students develop a historical sensibility and awareness of the significance of history. The assumption has been that students need to see history not simply as a set of facts about the past – economic, social, political, and cultural – but that they have to learn to think historically. Students have to acquire a capacity to make interconnections between processes and events, between developments in one place and another, and see the link between histories of different groups and societies.
In these three years (VI – VIII) the focus would be primarily on Indian History, from the earliest times to the present. Each year one chronological span of time would be studied. The effort would be to understand some of the social, economic, political and cultural processes within them.
Objectives
- Provide a general idea of the developments within these periods of history. This can be achieved by presenting a broad overview of a theme and a detailed case study. Care will be taken to avoid an excess of detail which can burden
- Give an idea of the way historians come to know about the past. Students would be introduced to different types of sources and encouraged to reflect on them critically. This would require that extracts from sources – inscriptions, religious texts, travel accounts, chronicles, newspapers, state documents, visual material etc. – become an integral part of Discussions built around these sources would allow learners to develop analytical skills.
- Create a sense of historical diversity. Each theme would provide a broad over view, but would also focus on a case study of one region or a particular event. In choosing the case studies the focus would shift from one region to another, so that the diversity of historical experiences can be studied without over burdening the
- Introduce the child to time lines and historical maps that would situate the case studies being discussed, and locate the developments of one region in relation to what was happening
- Encourage the students to imagine what it would be like to live in the society that was being discussed, or how a child of the time would have experienced the events being talked
Themes
CLASS VI: OUR PASTS -I
Objectives
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| Themes | Objectives |
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Culture and Science (a) Literature, including the Puranas, the epics, other Sanskrit and Tamil works. (b) Architecture including early monasteries and temples, sculpture, painting (Ajanta); (c) Science. |
(b) Explain the development of different administrative systems. (c) Understand how prasastis and caritas are used to reconstruct political history.
(a) Develop a sense of appreciation of textual and visual traditions of the period. (b) Introduce excerpts from texts and visual material for analysis and appreciation. |
CLASS VIII: OUR PASTS – III
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CLASS VIII: OUR PASTS – III
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GEOGRAPHY
Rationale
Geography is an integral component of social science. At this stage learners are introduced to the basic concepts necessary for understanding the world in which they live. Geography will be introduced to promote the understanding of interdependence of various regions and countries. The child will be introduced to the contemporary issues such as global distribution of economic resources, gender, marginalized group, and environment and on going process of globalisation. The course at this stage comprises study of the earth as the habitat of humankind, study of environment, resources and development at different scales local, regional/national and the world.
Objectives
The major objectives of the course are to:
- develop an understanding about the earth as the habitat of humankind and other forms of
- initiate the learner into a study of her/his own region, state and country in the global
- introduce the global distribution of economic resources and the on going process of
- promote the understanding of interdependence of various regions and
CLASS VI : THVE EARTIH – OUR HABITAT
| Topics | Objectives |
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Planet: Earth in the solar system.
Globe: the model of the earth, latitudes and longitudes; motions of the earth rotation and revolution.
Maps: essential components of maps distance, directions and symbols.
Four realms of the earth: lithosphere, hydrosphere, atmosphere and biosphere: continents and oceans. |
To understand the unique place of the earth in the solar system, which provides ideal condition for all forms of life, including human beings; (Periods-8)
To understand two motions of the earth and their effects; (Periods-12)
To develop basic skills of map reading; (Periods-10)
To understand interrelationship of the realms of the earth; (Periods-12) |
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CLASS VI : OUR ENVIRONMENT
| Topics | Objectives |
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Environment in its totality: natural and human environment.
Natural Environment: land – interior of the earth, rocks and minerals; earth movements and major land forms. (One case study related with earthquake to be introduced) |
To understand the environment in its totality including various components both natural and human; (Periods-6)
To explain the components of natural environment; To appreciate the interdependence of these components and their importance in our life; To appreciate and develop sensitivity towards environments; (Periods-12) |
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CLASS VIII : RVESOURICEIS AIND DEVELOPMENT
SOCIAL AND POLITICAL LIFE
Rationale
At the elementary stage, the idea is to introduce students to various aspects of political, social and economic life. This will be done through a preliminary focus on certain key concepts, knowledge of which is essential to understand the functioning of Indian democracy. These concepts will be explained using imaginary narratives that allow children to draw connections between these and their everyday experiences. There will be no attempt made at this level to cover all aspects of India’s democratic structure, but rather the effort is more to provide an overview with which the child learns to critically engage by constructing herself as an interested citizen of a vibrant and on- going democratic process. The focus on the real-life functioning of institutions and ideals is to enable the child to grasp the deep interconnectedness between the political and social aspects of her everyday life, as well as the impact of these two in the realm of economic decision-making.
Objectives
- To enable students to make connections between their everyday lives and the issues discussed in the textbook;
- To have students imbibe the ideals of the Indian Constitution;
- To have children gain a real sense of the workings of Indian democracy: its institutions and processes;
- To enable students to grasp the interconnectedness between political, social and economic issues;
- To have them recognise the gendered nature of all of the issues raised;
- To have them develop skills to critically analyse and interpret political, social and economic developments from the point of view of the marginalised;
- To have them recognise the ways in which politics affects their daily
CLASS VI DIVERSITY AND INTERDEPENDENCE
Rationale
In the first year of the new subject area, ‘Social and Political Life’ the themes of diversity, interdependence and conflict are to be focused on. This is done through first elucidating aspects of social diversity through a discussion of linguistic diversity as well as the diversity of art forms. In discussing these topics the idea is to celebrate diversity and interdependence while also highlighting that this can be zone for conflict. The idea of government is introduced at this grade and then elaborated upon through a discussion of the types of government at the local level, as well as different aspects of their functioning. Through focusing chapters on concrete, though narrativised, examples of land administration in the rural context and sanitation services in the urban one, the attempt is to have the child gain an experiential understanding of the ways in which local government functions. The last chapter through its focus on how people make a living in the rural and urban context discusses issues of the diversity of livelihoods.
Objectives
The specific objectives of the course, where it is not clear from the rationale of the approach, are indicated beside the themes to be taught in the course.
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CLASS VIII
DEMOCRACY AND EQUALITY
Rationale
Democracy and Equality are the key ideas to be engaged with this year. The effort is to introduce the learner to certain core concepts, such as equality, dignity, rule of law etc that influence Democracy as a political system. The role of the Constitution as a document that provides the guiding framework to function in a democratic manner is emphasised. This section deals with making the link between democracy and how it manifests itself in institutional systems in a concrete and live manner through case studies and real experiences. The objective is not to represent democracy as a fixed idea or system, but one that is changing and evolving. The learner is introduced to a wide range of institutions- the government, the bureaucracy and civil society organizations like the Media so that she can develop a broad understanding of the relationship between the State and Citizens.
Equality as a value is explored in some detail, where its relationship with democracy is highlighted and the challenges or questions it raises on inequities and hierarchies that exist at present in society is also discussed. An analysis of everyday experiences in the domain of gender enable the learner to understand how these are related to the creation of differences that are discriminatory in nature.
Objectives
The specific objectives of the course, where it is not clear from the rationale of the approach, are indicated beside the themes to be taught in the course.
| Themes | Objectives |
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UNIT 1: Democracy This unit will focus on the historical as well as the key elements that structure a democracy. The structures in place to make people’s representation a reality will be discussed with reference to its actual functioning. Section 1 Why Democracy Two main thrusts • Historical What were some of the key junctures and transformations in the emergence of democracy in modern societies. |
To enable students to: • develop an understanding of the rule of Law and our involvement with the law, • understand the Constitution as the primary source of all laws, • develop the ability to distinguish between different systems of power, • understand the importance of the idea of equality and dignity in democracy, • develop links between the values/ideas of democracy and the institutional forms and processes associated with it, |
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CLASS VIII
RULE OF LAW AND SOCIAL JUSTICE
Rationale
The theme of law and social justice for Class VIII attempts to connect constitutional values and vision to the reality of contemporary India and to look at the constitution as an inspiring and evolving document. Some provisions of the constitution relating to fundamental rights, parliamentary form of government, role of the judiciary and economic role of government are the topics discussed in this light. The attempt is to move from listing rules and functions to discussing some of the key ideas underlying the working of these institutions. The role of people as desiring and striving for a just society and hence responding and evolving laws and structures that govern us is brought forth.
Objectives
The specific objectives of the course, where it is not clear from the rationale of the approach, are indicated beside the themes to be taught in the course.
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| Themes | Objectives |
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UNIT 4: Social Justice and the Marginalised |
To enable students to: |
| This unit focuses on issues of social justice and the | • understand what is meant by marginalised, |
| marginalised. It first provides an understanding of what | • gain a critical understanding of social and economic |
| is meant by ‘marginalised’ groups. It then discusses in- | injustices, |
| depth the issue of untouchability and reservations.
Section 1 |
• develop skills to analyse an argument from the
margianlised point of view. |
| A brief explanation of what is meant by marginalised. | |
| Include how various communities (SC, ST, OBC, | |
| minorities) fit in. | |
| • Forms of social inequality – Constitutional | |
| provisions relating to social justice. | |
| • Effect of social inequalities on economic inequalities. | |
| • On Reservations.
Section 2 |
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| Different forms of untouchability that continue to exist | |
| • The law on manual scavenging with reference to | |
| existing realities in rural and urban areas. | |
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UNIT 5: Economic Presence of the Government |
To enable students to: |
| Introduction of various ways by which government | • think about the role of government in the economic |
| is engaged in developmental activities, especially in | sphere, |
| infrastructure and social sectors. | • see some links between people’s aspirations\ needs |
| Explain with an example from this area why we | and role of government. |
| need the government, how is the provision done, how | |
| does it impact upon people. |
FAQs (Frequently Asked Questions)
1. How many chapters are in the syllabus of Class 6 SST?
There are three different subjects in the SST syllabus: Geography, History, and Socio-political Life. The Geography section has 8 chapters, the History: Our Pasts I has 11 chapters, and the Socio-political Life-I segment has 9 chapters divided into 4 units.
2. How to score better in the Class 6 Social Studies syllabus?
The marks division has abundant scopes of scoring better. The total mark designated for this subject is 75 divided into 3 sections; each section has 25 marks. Make sure that you score 15 objective questions by answering them correctly. The next option for scoring better is those 15, 2-mark questions combining all the sections. If you have answered them correctly then you can score 45 easily. And the rest 30 marks will be based on six, 5-mark questions where you will get options and you can choose the question that you can answer the best.
3. Is the Social Science syllabus hard?
The answer is certainly not! The syllabus is not hard and you can easily understand every subject by organising and preparing in a systematic manner. Practice in text and end text questions can help you to clarify your concepts and give you the confidence to improve your score gradually. . Rather, you will be interested in these subjects and be inspired to learn more. . If you are willing to test your understanding on this subject you can go for CBSE Extra Questions. We will provide the best study material so that you can learn easily and clear all doubts regarding this subject. Our entire process will ensure that you will have better solutions for every question and be confident ahead of the exams.
