Army Public Schools and Colleges System

SOW Summary
Academic Session 2024-2025
First Term
Subject: History Class: VI

Content Page No. Prescribed Textbooks:

Scope & Sequence 02 · Window to World History: Class VI (Textbook)
Progression Grid 04
Resources:
General Instructions for Teachers 05
· Syllabus Break-up (Round 1 - 2) Session 2021-2022
Preamble to History 09
Prescribed Notebooks:
Chapter 1: Ancient Civilisation (Mesopotamia) 10
· APSACS Large notebook – 1 (single lined) for the whole year
Chapter 2: Egypt: The Gift of the Nile 14
Chapter 3A: Ancient China (Project Work only) 16
Chapter 3B: Ancient India: The Indus Valley Civilisation 17

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 Army Public Schools & Colleges System
Scope and Sequence
Subject: History

Total Teaching Weeks: 16 Class: VI

Week Chapter Topic

1. Preamble to History · Key Features of this Textbook
· Preamble to History

2. · What is civilization
· Components of a civilization
Chapter 1: Ancient Civilisation
3. (Mesopotamia) · Mesopotamia
· Sumer Valley Civilisation

4. · Babylonian Civilisation
· Main Features of the Babylonian Civilisation

5. · Famous Rulers of Mesopotamia

6. · Significance of the River Nile for the Egyptian Civilisation

· The Discovery of Ancient Egypt
Chapter 2: Egypt: The Gift of the
7. Nile · Salient Features of the Egyptian Civilisation
· The Religion
· Ancient Egyptian Kingdoms

8. · The Pyramids and the Sphinx of Egypt

· Mumification

9. · Reasons for the Decline of the Egyptian Civilisation

· Cleopatra: The Last Ruler of Egypt.

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 Army Public Schools & Colleges System
Scope and Sequence
10. Chapter 3A: Ancient China · This Chapter will be done as Project Work. Its main purpose is to familiarize
students with the History of China. No written work will be done.

11. Note: Reading, explanation and discussion, will be done thoroughly

12. · Mehrgarh Civilisation

· Indus Valley Civilisation
Chapter 3 B : Ancient India : The
13. Indus Valley Civilisation · Architecture
· Agriculture
· Social Life

14. · Religion
· Metals
· Writing

15. · Governance
· Trade

16. · Indus Valley Seals

· Decline of the Indus Valley Civilisation

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Grade VI
Grade 6 (9000 BCE- 600 CE)
Ancient Civilizations
Chapter 1: Mesopotamian
Chapter 2: Egypt -The Gift of the Nile
Chapter 3 A: Ancient China
Chapter 3 B: Ancient India -The Indus
Valley Civilisation
Chapter 4: Persian Civilisation
Chapter 5: Ancient Greek Civilisation
Chapter 6: Roman Civilisation
Chapter 7: The Era of Aryans, Kushans,
and Guptas
Chapter 8: The Dawn of Islam in Arabia
Army Public Schools & Colleges System
Progression Grid - First Term
Grade VII Grade VIII
Grade 7 (600 CE- 1800 CE) Grade 8 (1803 CE- To date)
Chapter1: The Middle Ages Chapter1: Colonisation of the Subcontinent
Chapter 2: Umayyads and Abbasids Chapter 2: Reform Movements and Muslim
Dynasties Revivalists
Chapter 3: Seljuk, Fatimid, Ayyubid and the Chapter 3: The World at War (1914 - 1991)
Crusades
Chapter 4: Safavid and Ottomans Chapter 4: Political Awakening in India
Chapter 5: Muslim Rule in South Asia: Chapter 5: Pakistan since Creation – Initial
The Delhi Sultanate Problems and Solution
Chapter 6: The Legacy and Zenith of the Chapter 6: Constitutional Development in
Great Mughals (1526-1707 CE) Pakistan
Chapter 7: The Modern World Chapter 7: Development in Science, Art and
Foreign Policy of Pakistan
- -
- -
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 ARMY PUBLIC SCHOOLS & COLLEGES SYSTEM

APSACS Scheme of Work

General Instructions for Teachers

1. APSACS Scheme of Work:

· The SOW is a road map to guide teachers to develop their daily lesson plan. SOW has suitable teaching strategies which is
based on SLOs. It allows teachers to be more flexible in choosing teaching methodologies, suggested learning activities and
AFL strategies. It is a living document that is easy, convenient and simple to use.
2. Scope and Sequence:
· Scope and sequence is a commonly used term in education when talking about a curriculum, books or courses. It is a list of the
concepts, topics and material that is covered in a book, course or the lesson plans of a particular curriculum. A scope refers to
the topics and areas of development within a curriculum and the sequence is the order in which those skills are taught.
3. Student Centered Activities:
· Student centered Activities are suggested in SOW, incorporate the activities in lessons or conduct your own activities related to
the Learning Outcomes. Use teaching aids to relate the topic to daily life. Vary teaching strategies – encourage students to ask
questions, enquire and develop critical thinking and decision-making skills. Have discussions related to the topic to help
students learn from the ideas and issues raised during the lesson. The discussion can create an interest and enhance students
learning and understanding. It also helps the teacher to assess students’ knowledge (AFL).
4. Assessment for Learning (AFL):
· Assessment for learning is an approach to teaching and learning designed to improve students’ performance and create
effective feedback. The main aim of AFL is to close the gap between the learners current learning and where they need to
be for their summative assessment.
· Below are some of the assessment strategies that can be used to get effective results.
Ø Application cards
Ø Muddiest Point
Ø Brainstorming
Ø Chain Notes
Ø Exit cards
Ø Gallery walks
Ø Hand Signals
5. Weblinks:
· Weblinks are divided into two parts namely digital resources and digital tools.

Page 5 of 20
 Ø Digital Resources: Digital learning resources are learning resources that aid students and teachers in the educational process.
Their intent is to increase student engagement, make curriculum development and accessibility easier and accelerate student
achievement. Digital resources include
· Educational videos
· Google Earth
· Graphing calculators
· Learning games
Ø Digital Tool:
· Digital tools are the softwares, programs or applications that provide readily available online assessment or content creation
opportunities to design quizzes as per the required complexity level. Digital tools not only enhance the teaching quality by
facilitating collaboration and evaluation but also provide prompt feedback. These tools help teachers, students and parents
in monitoring the learning progress.
6. Progression Grid:
· Progression grid is a visual representation, giving interconnection of concepts, content and skills across different levels of
proficiency. It enables a teacher to evaluate individual learner’s progress against the objectives and identifies the next steps in
learning, which are working towards expectation, meeting the expectation and exceeding the expectation.

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 Instructions for History Teachers
1. Key Features of Window to World History:
· Window to World History’ is a series of three books for Middle School (VI–VIII) developed within the framework of the
Learning Outcomes of Single National Curriculum 2022. The learning outcomes are given at the beginning of each chapter.
These books are based on three Timeline books starting from:
a. Grade 6: (9000 BCE – 600 CE)
b. Grade 7 : (600 CE – 1800 CE)
c. Grade 8 : (1803 CE to date)
· There are a few key features of this Textbook which are to be kept in mind before imparting the lesson
a. Key features of this book: TB Pg V: It provides a brief overview and colour coding of the exercises given at the end of
each chapter.

b. Glossary is shown as bold and Italic in the chapter refer to their meanings wherever required

c. Map Study: The maps are given in every chapter to enhance map reading skills of the students and to relate the historical
events to their places.

d. Picture Study: All pictures in the textbook to be used as primary or secondary source and to be discussed thoroughly in
the class to promote observation skills of the students

e. Information Prompts: Topic related Information Prompts are given on different pages of the textbooks are to be explained
thoroughly during the course of study.

f. Review your Learning (End of chapter exercises): After a quick recap of the lesson, the questions answers will be done
by the students in notebooks, independently.

g. Think, choose and reflect: All short questions will be done on the textbook.

h. Activities and Project work: All the activities and project works are aligned with the chapter and are planned to enhance
the graph of learning for conceptual clarity.

i. Internet and Library research projects: All these researches and use of ICT is given with every chapter to fulfill the
requirement of 21st Century learning needs.
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2. Instructions for Teaching History:
a. Allocate few pages in the notebook to complete a Timeline as the lesson progresses (for each chapter). After introduction of
the topic, share the Learning Outcomes with the students.
b. During explanation write all new words and historical terms on the board, for students and help them to pronounce these
correctly (Talking Dictionary in mobile and Flash cards can also be used).
c. Ask students to highlight or underline the main points in their textbooks as the lesson proceeds.
d. Use Information Prompts, given on different pages for detailed Discussion and extension of the topic.
e. Discuss the concepts of the chapter with the students and write the main points on the board as the lesson progresses.
f. The pictures, maps, Information Prompts, glossary and timelines are a very important resource given in the textbook. These
must be utilized extensively.
g. While preparing objective worksheets, make sure that historical facts/knowledge is focused and the evolution of knowledge on
the subject of History is catered.
h. Give clear instructions for the Online Assignment and ask students to submit their findings online.
i. Refer to the instructions given for Project Work in the Curriculum Implementation Guide.
j. Search for the following link for further guidance regarding teaching of history as a subject:
https://resumecat.com/skills/history-teacher

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Subject & Class: History - VI
Note: C.W/H.W to be decided by the teacher during subject coordination meeting as per the APSACS H.W Policy.
Topic, SLOs & Skills
Preamble to History
Key Features of the textbook
Students will be able to:
· define primary and
secondary sources in
knowing about the past
· understand the significance
of studying history
· define the term History
· describe the importance of
study of history as a subject
· get acquainted with the key
features of Window to World · Explain to the students that studying about history of the world helps us to
History, textbook
· understand the importance of · Explain the terms BCE, CE(AD) and AH with the help of table given in the
Sources in teaching of
History
First Term (2024-2025) No of periods per week: 02
APSACS SCHEME OF WORK
Assessment for
Teaching Strategies and Suggested Learning Activities
Learning
Note: · Brainstorming
This topic is given for reading, explanation and discussion only. Its main · A series of
purpose is to familiarize students with the subject of History. No written questions will
work will be done be asked to
Preamble to History gauge
· Highlight the importance and significance of the study of history as a students’
subject. level of
· Refer to pages VI and VII of the textbook for detailed explanation on the understandin
teaching of history. It is basically the study of past events that are related g regarding
with the present and guide us to plan for future endavours. subject of
· Describe the importance of resources in teaching of History as a subject. History in
· Share with the students the main objective of teaching the subject of History particular.
by telling that it is to make a person aware how the events of the past have
an impact on their present and future.
· Talk about archaeology? How is it helpful in the study of history?
know where we stand in the world now and how bright and rich is our past.
textbook.
· Highlight the importance of ancient writings. And how the anthropologists
worked hard to decipher the ancient writings on walls of tombs, stones and
tablets etc. to know more about ancient civilisation.
· Familiarize students to the contents of Window to World History Textbook
with the help of ‘Contents’ page.
· Refer to the Key features of Window to World History given on page v of the
textbooks and explain all the features and colour coding that is based on
skills focused during the course of study.
· Search for the following link for further guidance regarding teaching of
history.
https://resumecat.com/skills/history-teacher
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Subject & Class: History - VI
Topic, SLOs & Skills
Chapter 1: Ancient Civilisation What is civilisation
(Mesopotamia)
Students will be able to:
· use an organogram to
demonstrate the different
aspects of mesopotamia
· find the location of
mesopotamian civilization in · Ask students to make a KWL Chart (a type of graphic organizer) to
the modern world using a
world map.
· investigate the reasons how
mesopotamia became the
cradle of civilization
· explore reasons why the
ancient civilisations settled
near rivers
· investigate the significant
advancements of
mesopotamians that are still · List down the four main river valley civilizations of the world on board and
used in the modern world
· explore how hammiurabi
used his code of rules for the
common people
· explore if there were some
other civilisations that were
present at the time of the
Mesopotamian Civilisation
· enquire how mesopotamia
was far advanced than other
covilisations
· enquire how the trade of
Mesopotamian people was
First Term (2024-2025) No of periods per week: 02
Assessment for
Teaching Strategies and Suggested Learning Activities
Learning
Brainstorming
· Write the term civilization on the board and ask students to list down the
main features of a civilization through group discussion. Elicit students’
views and jot them on the board as a web. Map Study
· Define the term Prehistory and ask students why is it called the Prehistoric
Period. Refer to the textbook content.
· Access students’ prior knowledge on features of ancient civilizations through
AFL then construct knowledge on the features of Mesopotamian civilization
and ask them why it is called the ‘cradle of Civilisations.
determine "What they know about the topic," “What they want to know/learn KWL Chart
about a specific topic," and "What they learned from the lesson."
Group Activity: (Map Study)
· Students to Locate a few ancient civilisations with the help of map given on
TB pg 2. Jot their input on board along with the continent these civilisations
existed on. Mind Mapping
· Discuss the reasons for the evolution of different civilisation and ask them to
give reasons why these civilizations flourished near great rivers. Peer
discussion to be allowed. Think, Pair
Share
involve students to find out in which continent they existed and what is the
present-day country they used to be.
Ø Mesopotamian Civilisation
Ø Egyptian Civilisation
Ø Indus Valley Civilisation
Ø Chinese Civilisation
Components of civilization: Developing
Hypothesis
· Ask students to hypothesize what could be the components of a civilization:
Ø Government
Ø Social order
Ø Religion or beliefs
Ø Art and architecture
Ø Form of writing etc.
Page 10 of 20
Subject & Class: History - VI First Term (2024-2025) No of periods per week: 02
Assessment for
Topic, SLOs & Skills Teaching Strategies and Suggested Learning Activities
Learning
different from the trade of · Now explain how these features turn a simple settlement into a civilisation. Mind mapping
today. · Elicit feedback from the students and simultaneously jot these on white
board. Further add to their knowledge that all the ancient civilisations
Skills flourished besides great rivers and depended on agriculture for their survival
· Map study due to alluvial soil and availability of water.
· Sequencing Mesopotamia
· Analyzing · Explain the literal meaning of word ‘Mesopotamia’ to the students and talk
about the evolution of the Mesopotamian civilisation and how it developed Map Study
as the world’s most ancient civilisation.
· Make an organogram on board with the help of students’ input about the
main features of Mesopotamia by adding that it was the land between the
two famous rivers; Tigris and Euphrates. The people of Mesopotamia were
good at agriculture and trade. Explain how these great rivers facilitated the
world’s greatest civilizations to flourish on their banks.
· Define the literal meanings of word cradle and link why we call Mesopotamia
the cradle for civilisations.
· Refer to the map of the Fertile Crescent (TB pg 5) and ask them to locate
river Tigris and Euphrates on it. Discuss about the shape of crescent that
this area makes.
Sumer Valley Civilisation
· Discuss with students that Sumer valley was considered to be the earliest
civilisation of Mesopotamia. While discussing its main features talk about its
prosperity and richness due to the fertile agricultural land. Students to find
out why it is called the fertile crescent. Refer to the map given on pages 5
and 8 of the textbook and particularly discuss the shape of crescent and ask Inferring
students why this piece of land was called the Fertile Crescent.
Features of Sumer Valley Civilisation
· Discuss the features of Sumer Valley civilisation with the help of following
graphic organizer and ask students to draw it in their notebooks for a quick
reference.

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Subject & Class: History - VI First Term (2024-2025) No of periods per week: 02
Assessment for
Topic, SLOs & Skills Teaching Strategies and Suggested Learning Activities
Learning

Present day
Location Rivers
countries

Writing Causes of
Innovations
System decline

Decline of the Sumer Valley Civilisation

· Ask students to hypothesize what could be the reasons for the decline of
this great civilisation. Ask students to write down a minute paper for further
enrichment of the concept.
· Expected answers could be; A minute papers
Ø due to climate change or drying up of water source
Ø threats from another larger or stronger group
Ø any natural calamity or disaster
Ø migration to another prosperous region
Ø Consolidate these reasons on board for conceptual clarity.
· Explore more about Family life and the writing system in Sumer Valley
through group discussion
Babylonian Civilisation:
· Refer to the map of the Babylonian Empire (TB Pg 8) and ask students to
note down the other Empires surrounding Babylon.
· Highlight the main features of Babylonians and talk about their religious
beliefs and how they were good at science, geography and astrology. Map Study
· Elaborate the contributions of Babylonians with the help of textbook content
and discuss how they knew about the importance of time as they invented
calendar and writing. Their kings inscribed the first written laws in the history
of the mankind.
Famous Rulers of Mesopotamia
· Help students to pronounce the names of famous rulers of Mesopotamia
correctly, take help form the talking dictionary and use this in the class
· Discuss about Hammurabi, a Babylonian King who gave first written law to
Page 12 of 20
Subject & Class: History - VI First Term (2024-2025) No of periods per week: 02
Assessment for
Topic, SLOs & Skills Teaching Strategies and Suggested Learning Activities
Learning
the world.
· Ask students to give an input what did he mean when he writes; ‘an eye for
an eye and a tooth for a tooth’.
· Highlight the importance of ‘The Epic of Gilgamesh’ that is written on three
clay tablets found from the evacuation and proved that people of
Mesopotamia were able to read and write. These three tablets have been
written in Semitic language.
Group Activity:
· Conclude lesson with the help of a recap activity by taking a small quiz on
white board. Make two groups of the class and keep on asking questions,
related to the main points of the entire chapter. Take students’ input by
asking them to indicate whether they have clear understanding of the
concept or not by giving thumbs up or thumbs down signals.
· Refer to the Glossary words wherever they appear.
· Students to complete a Timeline of the main events on the first page of their
notebook as the lesson progresses. Thumbs up/down
· Share following web article with students for reading.
https://www.britannica.com/place/Babylon-ancient-city-Mesopotamia-Asia
· Search the above weblink for more information about Mesopotamia
Digital Resource
Suggested Activities: (Textbook pgs. 10,11)
Note: There are 6 Activities given in the Exercise on textbook pages10 &
11. Teacher can pick and choose suitable activities as per the content and
time slot available.
Note for all chapters:
· Classwork or homework has to be decided during Subject
Coordination Meeting as per APSACS Homework Policy.
Recapitulation
· The questions given in the exercise have to be done as per the content
Quick Quiz
covered.
Prepare a quiz
· Thoroughly discuss homework in the class before assigning it. based on the
main points of
the lesson

Page 13 of 20
Subject & Class: History - VI
Topic, SLOs & Skills
Written Work:
· Questions 1-7, (TB pg 10) to be done by the students, independently in their notebooks
· Work sheet developed by the teacher
· Think and Choose (TB pg 10) to be done in the textbook
Online Assignment / Research Work:
· Ask students to searh internet to find more information on Hammurabi and his written law about water resourviors or dams. They
have to submit their findings online
Chapter 2: Egypt: The Gift of
Nile
Students will be able to:
· describe the importance of
the role of the river nile in the
development of ancient
egyptian civilization
· explain the daily life of the
egyptian civilisation, in terms
of social structure, religion,
script etc.
· identify the most influential
person in person in the
government of the pharaohs
· use an organogram to
demonstrate the different
aspects of the egyptian
people
· finde the location of egyptian
civilisationin the modern
world using a world map
· discover other civilisations
that existed during the period
of the egyptian civilisation
· enquire about the most
First Term (2024-2025) No of periods per week: 02
Assessment for
Teaching Strategies and Suggested Learning Activities
Learning
Significance of the River Nile for the Egyptian Civilization:
· Ask a few open ended questions from the students to gauge how much they Opening
know about Egypt. Activity
· Students to study the map of Ancient Egypt and answer why this civilization
was hidden from rest of the world for so many years.
· Discuss the significance of the Egyptian civilisation and explain how it
flourished besides River Nile.
· Explain, with the help of the map given on TB pg. 12 how the physiography
of this region kept this civilisation hidden from the rest of the world for so
many years. Map Study
The Discovery of Ancient Egypt:
· Elucidate the events of the discovery of this civilization by French soldiers
relate it with ‘Rosetta Stone’.
Salient Features of Egyptian Civilisation
· Discuss and explain the different factors related to the salient features of
the Egyptian Civilisation by developing a concept map on the board,
enriching it with students’ input.
· Explain agriculture, transportation, their scope in Mathematics, astronomy Develop a
and calendar making. concept map on
the board, with
· Describe their way of governance and hierarchy in Egyptian Society with the
students’ input
help of figure given on textbook page 14.
· Briefly discuss the religious beliefs of the people of ancient Egypt.
Ancient Egyptian Kingdoms
· Explain the timeline of Egyptian kingdoms and discuss about the famous
boy-king Tutankhamun who ruled during the period of the New Kingdom.
· Explain the difference between pictograms and hieroglyphs to the students.
Page 14 of 20
Subject & Class: History - VI
Topic, SLOs & Skills
interesting feature of the
egyptian civilisation
· compare the differences
between Egyptian and
Mesopotamian Civilisations
Skills
· Map study
· Analyzing
· Critical Thinking
First Term (2024-2025) No of periods per week: 02
Assessment for
Teaching Strategies and Suggested Learning Activities
Learning
· Describe the term etched with the help of glossary and ask students to think
why it is a valuable resource from the ancient past.
· Refer to the Information Prompt and picture of hieroglyphic writing used by
the ancient Egyptians given on textbook page 16 and discuss with the Find the
students. rationale behind
The Pyramids and the Sphinx of Egypt Sphinx head and
· Illuminate the importance of the Pyramids and Sphinx in Egyptian History body
with the help of pictures given on textbook page16
· Ask students to find the rationale behind Sphinx head and body and why it
has a head of a human and body of a lion?
Elicit their point of view then explain the myth that is related to these figures
with the help of textbook content. Eventual
Mummification reasons for the
· Describe the procedure of mummification to the students through a flow decline of
chart illustrating the steps of it and explain the procedure. Ask students why Egyptian
it was done for the upper class only? Take their input and then elaborate Civilisation
that it was a very lengthy plus expensive procedure so it was fixed for the
upper class only.
Reasons for the Decline of the Egyptian Civilisation
· Ask students to find out the eventual reasons for the decline of this great
civilization. Why it came to an end and vanished from the face of the earth.
Then relate it to the textbook content and explain it thoroughly to the
students.
Conclusion:
· Conclude the topic by explaining that this great civilisation prospered around
the great River Nile, flourished and survived for more than three thousand
years and finally came to an end.
· Explain that the evacuation of this great civilisation brought significant
change in the field of archeology or anthropology and we came to know that
human beings were the most intelligent creatures of God Almighty.
· Show a small video with the help of the following Weblink:
https://www.youtube.com/watch?v=tsMWYzvsqHk
· Arrange a quiz competition in the class after showing video and the recap.
· Students to complete a Timeline as the lesson progresses on allocated
pages in the notebook.
Page 15 of 20
Subject & Class: History - VI First Term (2024-2025) No of periods per week: 02
Assessment for
Topic, SLOs & Skills Teaching Strategies and Suggested Learning Activities
Learning

Note: Pick and choose any suitable activity as per content and time slot
available.
Activity 1:
· Create Models of pyramids of Egypt. Follow the procedure given in the
textbook (Pg 19).
Activity 2:
· Conduct an inter-group quiz competition after showing them documentary
about; The Ancient Egypt.
Activity 3:
· Conduct research in a group and collect information about Mummification for
class presentation.
Activity 4:
· Complete the timeline of Ancient Egypt. (TB Pg 20)
Recapitulation
A quiz
Competition to
recap the lesson
Written Work:
· Review your Learning: Questions 1- 4 (Textbook pg.19) to be done by the students in their notebooks, independently.
· Objective Worksheet to be developed by the teacher
· Fill in the blanks TB page 19 to be done in the textbook.

ONLINE ASSIGNMENT:
· Ask students to find out the difference between pictogram and hieroglyphs: the writing system used by ancient Egyptians and
many other ancient civilisations. Findings have to be submitted online.

Chapter 3 A- Ancient China: Note:

Students will be able to:
· explain why continuous
dynastic rule in china led to
prosperity and learning in
ancient china
· explain how the teachings of
Due to paucity of time this Chapter will be done as Project Work. Its main
purpose is to familiarize students with the History of China. No written
work will be done.
Note for Project Work:
· Due to paucity of time reading and explanation of this chapter will be done.
Share the objectives with the students and link them with the content as the
lesson proceeds. Prepare a comprehensive worksheet to consolidate the
Page 16 of 20
Subject & Class: History - VI
Topic, SLOs & Skills
confucious could be applied
in today’s world
· compare ancient china’s
writing system to that of the
ancient egyptians
· explain the importance of the
trade routes established by
china along the silk road
across asia, africa and
europe
· explain the significance of
the Great Wall of China and
the life-size Terracotta Army.
Skills
· Map Study
· Making a Timeline
· Compare and contrast
Chapter 3B : Ancient India
The Indus Valley Civilisaiton
Students will be able to:
· describe the early
settlements in Mehergarh
· explain the importance of
Indus in the establishment of
huge settlements
· (Mohenjo-Daro and
Harappa)
· identify some significant
characteristics of Indus
Valley Civilisation, e.g. daily
life, agriculture, trade,
religion, script, economy etc.
· give reasons for the decline
First Term (2024-2025) No of periods per week: 02
Assessment for
Teaching Strategies and Suggested Learning Activities
Learning
information for students.
· After thorough reading and discussion and clearing the concepts, divide the
class into five groups and assign them research project on;
I. Zhou Dynasty Map Study
II. Religion and Philosophy in Ancient China
III. Contributions of the Ancient Chinese
IV. Great Wall of China
V. Terracotta Army Net surfing
· Students to prepare multimedia presentations. All the done work will be put
on gallery display and students to have a gallery walk taking notes.
· Allocate 5 marks for this project.
· Ask students to find more information about the Terracotta Army during Qin Gallery Walk
Dynasty period. Show them a YouTube video on Terracotta Soldiers with
the help of following Web-link.
https://goo-gl.ink/qnqlA
Note for Teacher:
· Teacher to explain to the students that our country is the bastion of
these great civilisations of the early times.
· Indus Valley Civilisation has historical links with ancient civilisations
like Greek, Mesopotamia and Persian civilization of the ancient times.
· The discovery of the artifacts from the sites of Mohenjo- Daro and
Harappa tell us about the lifestyle of the inhabitants of the Indus Valley
period.
Mehergarh Civilization
· Ask students to locate Mehergarh on the map of subcontinent (TB pg 32). Map Study
Further explain that Mehergarh Civilization is considered to be world’s oldest locate
civilization and it is located in Balochistan, Pakistan. It was established at Mehergarh on
Bolan Pass and was a rural society where major occupation was agriculture. the map of
Explain with the help of textbook content. Pakistan
Page 17 of 20
Subject & Class: History - VI
Topic, SLOs & Skills
of the Indus Valley
Civilisation
· use a timeline to identify the · Explain to the students that Indus Valley Civilization existed nearly four to
time of the Indus Valley
civilisation
· find the location of the Indus
Valley Civilisation in the
modern world using a world
map.
· enquire about the functions
of the seals used in the Indus · Elaborate that the Indus Valley was an Urban society, they built cities with
Valley Civilisation
· explore the structure of cities
of the Indus Valley
Civilisation
· enquire about the functions
of Great Bath in Mohenjo
Daro
· compare the trade of Indus
Valley people with the trade
done today
· compare the lifestyle of the
Indus Valley people with the Agriculture
people in Pakistan
· investigate the difference
between the houses of the
Indus Valley Civilisation and
the houses built in the
modern world
· discover the famous
landmark of Indus Valley
Civilisation
First Term (2024-2025) No of periods per week: 02
Assessment for
Teaching Strategies and Suggested Learning Activities
Learning
The Indus Valley Civilisation
Location and antiquity
Map study
five thousand years ago near and around the River Indus. (TB pg 32)
· Refer to the map (TB pg 32) of the Indus Valley Civilisation and ask students locate the sites
to locate Mohenjo Daro and Harappa. Atlas and map can also be used. of Mohenjo Daro
Architecture and Harappa on
· Refer to the picture of ruins of Mohinjo Daro and ask students to observe map of Pakistan
what they could see in the picture in particular. List their responses on white
board and then built on their input.
proper planning and used kiln backed bricks for construction and their
streets were paved with covered drainage throughout the city.
Group Discussion
· Ask students to discuss in groups how modern cities are designed and
planned? (Bricks, residential colonies; official areas for government
buildings; mosques, shopping areas etc). After brainstroming ask them to
compare it with the Indus Valley city planning.
· Students to focus on the architecture of the two sites, and what was
excavated which tells us about their advancement in their art of construction. Think, Pair &
Explain to the students using the pictures and let them visualize how the Share
Indus Valley people would have lived.
· Ask students to recall their memory regarding occupation of Mesopotamians
and why they settled around and near great rivers. Elicit their responses and
jot down on white board. After taking input from the students explain that
people of Indus Valley also used to grow crops. It is hypothised that they
grew crops in abundance as their surplus grains were stored in granaries.
Social Life
· Historians believe that people of Indus Valley were at much better position
as compared to their contemporary civilizations. Their society was divided
into four major social groups; the kings or priests, warriors, traders and
working class.
Religion
· From the evacuation items it assumed that the people living in Indus valley
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Subject & Class: History - VI First Term (2024-2025) No of periods per week: 02
Assessment for
Topic, SLOs & Skills Teaching Strategies and Suggested Learning Activities
Learning
Skills were polytheists or they believed in many gods. Statue of Priest King
· Map Study reveals that their religious leaders were their rulers too.
· Analyzing Metals
· Compatring · Highlight types of the objects evacuated from the ruins and discuss with the
· Critical Thinking students that these tell us that people of Indus Valley were aware of the use
· Hypothising of metals as some seals, weapons and statues are made of copper, bronze
and gold etc.
Writing
· Ask students why it is so that inscription of Indus Valley people could not be
translated till date. After taking eventual answer from the students tell them
that their language is still unfamiliar to the world because it is not deciphered Group
yet. Discussion
Governance Why we know
· Ask students that how we can predict that it was a peaceful settlement. very little about
Relate it with the fact that very few weapons are found from the evacuation. people of Indus
The states were ruled by the priests as the statue of Priest King depicts it. Valley people?
The common people of Indus valley were mostly farmers and tradesmen.
Trade
· Discuss with reference to their contemporary civlisations and explain that
there are evidences that the Indus people traded with many far-away Think, Pair &
settlements like Persia, Mesopotamia, and China etc. We can predict this Share
with the help of evidences of Indus Valley goods collected from the
evacuation sites of Mesopotamia and other civilisations.
· Ask students what does the presence of granaries reveal about their crops
and prosperity. Students to think, pair & share what was the economic
condition of Indus Valley People how supply of food was a continuous
process and where they used to store their surplus grain.
Indus Valley Seals
· Explain the importance of seals that are found during evacuation of these
sites. Students to think critically where these seals were used and they
should sit together to think and find a conclusion how we use seals in
present time.
· Students pass around an envelope on which the teacher has written one Chain Notes
question about the seals. When the envelope reaches a student, he/she
spends a moment to respond to the question and then places the response
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Subject & Class: History - VI First Term (2024-2025) No of periods per week: 02
Assessment for
Topic, SLOs & Skills Teaching Strategies and Suggested Learning Activities
Learning
in the envelope

Decline of the Indus Valley Civilisation

Activity 1:
· Plan an interactive session and brainstorm reasons why this great
civilisation ended. Students to give probable reasons for the decline of this
great civilisation and simultaneously keep on making a list on the board for
further class discussion.

GROUP ACTIVITY (Research Work):

· Arrange a group work on making a chart on the SEALS found from Mohenjo Brain Storming
-Daro, that give so much information on the Indus Valley Civilization their
writing has not been deciphered though.
· Share the following weblink with the students for reading, as homework.
https://en.wikipedia.org/wiki/Indus_Valley_civilisation
· Next day conclude lesson with the help of the search articles given on the Recapitulation
above mentioned link. Exit notes

WRITTEN WORK:
· Review your learning: Questions 1-4 (TB Pg. 37) to be done in students’ notebooks independently
· Worksheet prepared by the teacher.
· Think, choose and reflect to be done in the textbook page 37

Online Assignment:
· Search ON internet to find out reasons for the decline of the Indus Valley Civilisation. Students to submit their findings online

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