www.samacheerkalvi.in Samacheer Kalvi Final Syllabus : Tamil Nadu

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Common Syllabus 2009
Social Science
Classes III to V

Excerpts from the syllabus:
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

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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

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.
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

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