SST - Orchids
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CBSE Class VI SST Syllabus

SST is introduced to the students for the first time in class VI as the 5th subject. It comprises of 3 different subjects - history, social science, and geography. All three have wildly different spheres of topics and tackle them with this year’s curriculum as per CBSE guidelines.


The syllabus for History as per CBSE for the session 2022-2023 covers the basic concepts as the children are introduced to this subject for the first time.

NCERT book ( as per CBSE ) - Our Pasts - I


An Introduction to HistoryWhen, Where and How (a) The time frame under study. (b) The geographical framework. (c) Sources. The Earliest Societies (a) Hunting and gathering as a way of life, its implications. (b) Introduction to stone tools and their use. (c) Case study: the Deccan. The First Farmers and Herders (a) Implications of farming and herding. (b) Archaeological evidence for crops, animals, houses, tools, pottery, burials, etc. (c) Case study: the North-West, and North-East. The First Cities (a) The settlement pattern of the Harappan civilisation. (b) Unique architectural features. (c) Craft production. (d) The meaning of urbanism. (e) Case study: the North-West. Different Ways of Life (a) The Vedas and what they tell us. (b) A contemporary chalcolithic settlement. (c) Case studies: the North-West and the Deccan. Early States (a) Janapadas to Mahajanapadas (b) Case study: Bihar, Magadha and the Vajji confederacy. New Ideas (a) Upanisads. (b) Jainism. (c) Buddhism. The First Empire (a) The expansion of the empire. (b) Asoka (c) Administration. Life in towns and villages (a) The second urbanisation. (b) Agricultural intensification. (c) Case study: Tamil Nadu. Contacts with Distant lands (a) The Sangam texts and long-distance exchange. Suggested regions: the Tamil region, extending to Southeast Asia and the west. (b) Conquerors from distant lands: northwestern and western India. (c) The spread of Buddhism: north India to Central Asia. Political Developments (a) Gupta empire and Harshavardhana. (b) Pallavas and Chalukyas. 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.Explain the specific nature of the discipline.(a) Familiarise the learner with the major developments to be studied. (b) Develop an understanding of the significance of geographical terms used during the time frame. (c) Illustrate the sources used to reconstruct history. (a) Appreciate the skills and knowledge of hunter- gatherers. (b) Identify stone artefacts as archaeological evidence, making deductions from them. (a) Appreciate the diversity of early domestication. (b) Identify the material culture generated by people in relatively stable settlements. (c) Understand strategies for analyzing these. (a) Appreciate the distinctive life in cities. (b) Identify the archaeological evidence of urban centres. (c) Understand how this is used to reconstruct processes such as craft production. (a) Appreciate that different developments were taking place in different parts of the subcontinent simultaneously. (b) Introduce simple strategies of textual analysis. (c) Reinforce the skills of archaeological analysis already developed. (a) Introduce the concept of the state and its varieties. (b) Understand the use of textual sources in this context. (a) Outline the basic tenets of these systems of thought, and the context in which they developed and flourished. (b) Introduce excerpts from sources relating to these traditions. (a) Introduce the concept of empire. (b) Show how inscriptions are used as sources. (a) Demonstrate the variety of early urban centres— coastal towns, capitals, religious centres. (b) Illustrate the use of archaeological material including coins, sculpture, as well as textual sources to reconstruct social and economic histories. (a) Introduce the idea of different contexts of contact between distant lands, and the motivating forces (including conquest). (b) Examine the implications of journeys within the subcontinent. (c) Illustrate the use of textual and visual material for reconstructing the histories of such contacts. (a) Introduce the idea that strategies of expansion, and their logic, differ. (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.


  • 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 textbooks.
  • 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 textbooks. Discussions built around these sources would allow learners to develop analytical skills.
  • Create a sense of historical diversity. Each theme would provide a broad overview, 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 overburdening the syllabus.
  • Introduce the child to timelines and historical maps that would situate the case studies being discussed, and locate the developments of one region in relation to what was happening elsewhere.
  • 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 of.

Social science

Social Science is a subject which is completely new for children. Hence the class six syllabus by CBSE covers vague topics and tackles the core values of social science.

NCERT book ( as per CBSE ) - Diversity and Interdependence


UNIT 1: Diversity In this unit we focus on various aspects of diversity. The first section begins by having the child recognise diversity as a fact of being human and understanding diversity as different ways of doing the same thing. The second section builds on this by having the child interrogate societal prejudices against diversity, recognising that the self can be made up of multiple identities and that the Constitution compels us to respect diversity. Section 1 • Diversity as a fact of being human. • What diversity adds to our lives. • Diversity in India. Section 2 • Prejudice and discrimination. • Inequality and discrimination. • Recognition of multiple identities in oneself. • The Constitution and respect for diversity.UNIT 2: Government This unit introduces the student to the idea of government. The first section focuses on the need for it, the history of adult franchise, the various types of governments that exist at present. The second section discusses the key elements that influence the functioning of democractic government. Section 1 • The need for government. • Decision-making and participation. • The quest for universal adult franchise through examples of the sufferagate movement and the anti- apartheid struggle. • Various forms of government and absence of collective sanction. Section 2 Key elements that influence the functioning of democratic government: • Participation and accountability. • Resolution of Conflict. • Concerns for Equality and Justice. UNIT 3: Local Government This unit familiarises the student with both rural and urban local government. It covers the Panchayati Raj, rural administration and urban government and administration. The effort is to have the child draw contrasts and comparisons between the ways in which urban and rural local government function. Section 1 Panchayati Raj • Description of panchayat including electoral process, decision making, implementation of decisions • Role of a gram sabha • Women and the panchayat Section 2 Urban Local Government • Municipal corporation elections, decision making structures • The provision of water and the work of the municipal corporation • Citizens protests to get their grievances addressed Section 3 Rural Administration • Focus on a land dispute and show the role of local police and patwari. • On land records and role of patwari. • On the new inheritance law. UNIT 4: Making a Living This unit focuses on individuals earn a livelihood both in the rural and the urban context. The rural context focuses on various types of farmers and the urban one on various types of occupations people engage in to earn an income. The student should be able to compare and contrast the urban and the rural context. Section 1 Rural Livelihoods • Various types of livelihoods prevalent in a village. • Different types of farmers: middle farmer, landless labourers and large farmers. Section 2 Urban Livelihoods • Difference between primary, secondary and tertiary occupations. • Descriptions of various types of lievelihoods including vegetable vendor, domestic servant, garment worker and bank employee. • Differences between self-employed, regular employment and wage employment. • The interlinkage between rural and urban lives through a discussion of migration.To enable students to: • understand and appreciate various forms of diversity in their everyday environments, • develop a sensitivity towards pluralism and interdependence, • understand how prejudice can lead to discrimination, • understand the difference between diversity and inequality, • recognise that there are multiple identities within ourselves that we use in different contexts and that these can come into conflict with each other, • understand that the Constitution compels us to respect diversity. To enable students to: • gain a sense of why government is required, • recognise the need for universal adult franchise, • appreciate need to make decisions with collective sanction, • understand key elements that influence the functioning of democracy.To enable children to • understand local level of government functioning, • understand the workings of the pnchayati raj and appreciate its importance, • gain a sense of who performs what role within the local administration, • understand how the various levels of administration at the local level are interconnected, • understand the intricacies involved in the local administration’s provision of water. To enable students to: • understand conditions that underline and impact life strategies of various groups of people, • understand that these conditions and opportunities for making a living are not equally available to all.


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.


The students are introduced to geographical science first time in grade VI which is why the syllabus by CBSE includes the basic terminology and concepts appropriate for their age.

NCERT book ( as per CBSE ) - The Earth - Our Habitat

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. 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. Major relief features of the earth. India in the world: physiographic divisions of India – mountains, plateaus and plains; climate; natural vegetation and wild life; need for their conservation.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) 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) To understand major landforms of the earth; (Periods-10) To comprehend broad physiographic divisions of India; To describe the influence of land, climate, vegetation and wildlife on human life; To appreciate the need for conserving natural vegetation and wild life. (Periods-13)


    • Make a chart showing distance of the planets from the sun.
    • Draw a sketch of your school and locate the following:

(i) the principal’s room

(ii) your classroom

(iii) playground

(iv) library

  • Show the major wildlife sanctuaries of your region on a political map of India.·
  • Arrange for a trip to a wildlife sanctuary or zoo.

Note: Any similar activities may be taken up.


  • 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 lives.