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1 For Secondary Schools We learn Social Studies Khadija Chagla-Baig Teaching Gu

1 For Secondary Schools We learn Social Studies Khadija Chagla-Baig Teaching Guide BOOK Pages contents Contents Introduction. .......................................................................................................................................iv Unit 1 The universe........................................................................................................................... 2 Unit 2 Maps and globes.................................................................................................................... 6 Unit 3 The Earth.............................................................................................................................. 12 Unit 4 Inside the Earth.................................................................................................................... 16 Unit 5 Natural energy resources..................................................................................................... 20 Unit 6 The Indus Valley Civilization. ................................................................................................ 24 Unit 7 The arrival of the Aryans...................................................................................................... 28 Unit 8 Muslims in Sindh. .................................................................................................................. 32 Unit 9 The Muslim Dynasties I........................................................................................................ 34 Unit 10 The Muslim Dynasties II..................................................................................................... 40 Unit 11 The spread of Islam. ........................................................................................................... 44 Unit 12 Rights and responsibilities.................................................................................................. 48 Unit 13 Traditions and celebrations. ................................................................................................ 52 Unit 14 The national flag and the anthem. ...................................................................................... 56 Unit 15 Problem solving.................................................................................................................. 60 Worksheets. ..................................................................................................................................... 64 Answer key...................................................................................................................................... 91 Additional questions...................................................................................................................... 101 iv 1 Introduction Introduction This teaching guide is a valuable asset to the teacher of We Learn Social Studies Book 6. It offers step-by-step guidance about how to use the student’s book so that maximum benefit is passed on to students. At the same time, it makes your work easy. Social studies is generally considered to be a very dry subject. It would be a challenge for you to create interest in your students and to make them look forward to each social studies period. It is a good idea to begin a lesson with an introductory activity. It prepares students for what is to follow, builds their interest in the topic, and helps them focus. The teaching guide gives ideas for an introductory activity with each lesson. In addition to history, geography, economics, and environment, social studies also make civics its topic. Please stress on character building and civic sense in your classes. These aspects of a child’s grooming are generally neglected which is regrettable. It manifests in our society which is by and large found to be lacking any civic sense. Being the purview of this subject, it becomes your responsibility to put due stress on it in the classroom. Please make use of the colourful illustrations and photographs in the textbook to generate interest among students and to explain the topic. This teaching guide is bilingual. If you find the English version difficult to follow, kindly refer to the Urdu translation for maximum benefit. Answers to the questions in the textbook have been given for your benefit. There are also additional questions which will make your task of preparing of question papers easy. Please also make use of the photocopiable worksheets, where time permits. It is hoped that you will find the teaching guide a valuable asset. 1 1 2 1 The universe UNIT 1 THE UNIVERSE TEACHING OBJECTIVES • to introduce the concept of the universe and the Big Bang Theory • to describe the solar system and its components as part of the universe • to explain the terms celestial, galaxy, milky way, solar system, asteroids, meteors, planets, and satellites • to investigate the nature of each celestial body and compare differences and similarities Teaching time: 2/3 periods RESOURCES textbook, an encyclopaedia or any other book that contains pictures of topics in the unit LESSON PLAN (Periods 1–2) Introductory activity Prepare the classroom in advance by putting relevant pictures or illustrations of the universe, solar system, etc. on the class boards. Welcome the students to the first class of social studies of this session. Tell them they are going to learn many exciting things about the Earth. Ask them if they have ever wondered about the universe— how it was formed; what the tiny shining dots are that we see at night. Let them say what they can think of and write down everything on the board. Development Ask them to then open their textbooks to page 2 of unit 1. Begin reading out loud The origin of the universe and The Big Bang theory. Explain matter by telling them matter is the smallest part of what makes up everything. Tell them matter occupies space in different ways and has weight. Matter expands when it is hot and shrinks when cool. The balloon experiment can be given as an example here. Give the definition of gravity as a force that pulls everything towards the centre of the Earth. When you throw a ball up, it will always come down because of gravity. Keep them excited by telling them they will learn more about gravitational force in the coming chapters. Ask them their ages and then discuss the concept of time in years. Go on to hundreds and thousands, and then tell them that scientists think that millions of years ago an explosion caused matter and energy to settle down in different ways. This was the Big Bang, and it created celestial bodies. Explain the meaning of the word celestial, and tell them that the Sun, moon, stars are some celestial bodies that we can see. There are many that we cannot see at all, and some we can see with a telescope. Ask them if they know what a telescope is. Give them the research worksheet for homework at the end of the lesson. Then ask a student to read out What is a galaxy? and write the names of all the celestial bodies in the textbook like stars, sun, moon, planets, etc. on the board and make them repeat these names. Explain what a galaxy is and tell them what Milky Way is. Revise/summarize key concepts learnt. Keep their interest level up by telling them they will be learning more about the universe in the next class. Class work Explain what is meant by a. celestial b. gravity c. matter d. galaxy (Needs to be done with teacher’s help and guidance) 3 1 4 1 The universe Homework Answer the question. a. What happened to matter when it cooled down? Worksheet Number 1. LESSON PLAN (Period 2–3) Introductory activity Ask questions from the previous lesson as revision. Make the difference clear between a galaxy and Milky Way. Tell them they will learn about some of the Solar System and celestial bodies in detail. Ask them what they think the Sun is made of. Explain the word orbit has two meanings. It means circling around something. Revolution also means the same thing. Orbit also means the path (like a road) on which a celestial body circles around another body. Development Read Solar system on page 3. Explain that a solar system is a system in a galaxy that has a star in the centre and planets orbiting around it. The star in our solar system is the sun and there are eight celestial bodies called planets that orbit around the sun. Reinforce both the meanings of the word orbit. Explain in details the features/ qualities of the sun. Tell them it is the primary source of light and all other celestial bodies borrow its light directly or indirectly. Explain the meaning of revolution clearly. It means the same as orbiting—moving around a celestial body, and the distance from the sun determines how long a celestial body takes to complete one revolution. Read out about the planets. Write the names of the planets on the board. Also make an illustration of the solar system on the board, with the orbit. Make them read the names of the planets. Ask them which planets are nearer to the sun and which ones are far. Refer to the sun as the primary source of light, and that all planets use the sun’s reflected light. Mark and discuss the planets on the outer and inner ring. Explain the differences between the inner and outer planets with reference to a) what they are made of, b) distance from the sun, and c) number of moons and satellites around them. Ask them to read the portion on planets and see if they can find any more differences. How is Saturn different from other planets? Tell them just like the planets revolve or orbit around the sun, some celestial bodies moons revolve around the planets. They are called moons. They don’t have their own light, and they do not have direct light from the Sun. They use the light from planets. Discuss the number of moons different planets have. Ask a student to read aloud about dwarf planets and other celestial bodies. Explain the difference between a planet and dwarf planet and make them say out the names of the dwarf planets. Make a list of differences on the board. Discuss asteroids, meteors and comets with respect to what they are made of, what they look like and how they were formed. Revise key concepts. Class work What did you learn? Q.1 a–h Homework What did you learn? Q.2 a–n 5 1 6 1 Maps and globes UNIT 2 MAPS AND GLOBES TEACHING OBJECTIVES • to define the terms map and globe and explain the difference • to explain the use of map and globe • to describe the different kinds of maps and their uses • to understand parts of a map and uploads/Litterature/ teaching-guide 2 .pdf