TNTET SGT Social Science Appointment Exam Syllabus PDF: Check & Download TN TRB TET Paper 1 Competitive Test Pattern Link:
TNTET Appointment Exam Syllabus 2023 for Social Science
| Board Name | Tamil Nadu Teachers Recruitment Board |
| Exam Name | TNTET Appointment Exam Paper 1 |
| Post Name | Secondary Grade Teachers (SGT) |
| Vacancy | 6553 |
| Exam Date | Will be Announced Later |
| Syllabus | Available Now |
TNTET SGT Paper 1 Social Science Appointment Exam Pattern:
| Subjects | Questions | Mark | Durations |
| Tamil | 30 Questions | 30 Marks | 3 Hours |
| English | 30 Questions | 30 Marks | |
| Mathematics | 30 Questions | 30 Marks | |
| Science | 30 Questions | 30 Marks | |
| Social Science | 30 Questions | 30 Marks | |
| 150 Questions | 150 Marks |
TNTET SGT Paper 1 Social Science Appointment Exam Syllabus:
Draft Syllabus – Social Science
Standard 1 -10
Class – 3
| Themes | Learning Objectives |
| 1. Homes and Families – Acknowledging diversity, in terms of homes, families, rural, urban; who does what in the family; special people, in the kin network, and elsewhere (friends, for example, occasional visitors)
2. The neighbourhood: street, place; markets; school; temple, mosque, church and other places of worship; cinema theatre and similar spaces; (a mixture of spaces, which children are likely to recognize); learning of who does what in these places, and who goes where; as also who is allowed to go where, and who is not 3. The idea that wherever we are, whether home, school or street, there is the world of nature: engaging with water sources, fields, forests; or alternate water sources, gardens, parks; listing and identifying flora, fauna, animals, birds. 4. Understanding that home is not only where one lives, but also the larger world of the settlement, village, town, city and the world of nature. |
1. Learning to observe the world around, starting from home and family.
2. Engaging with the immediate neighbourhood:places, people 3. Understanding the natural world 4. Putting things together: the home, neighbourhood, the natural world. 5. Getting children to idea of different types of spaces and how they experience, shape, and relate to them. Note: we don’t think this is an age to introduce government, or history (freedom fighters) or the notion of rights etc. If any of these ought to come in, perhaps they should be in the form of visits to a) the panchayat/corporation office where children hear of what a panchayat does b) the local PHC/dispensary and c) any public memorial, say a statue, or a building, and they listen to a story about that person or that building. At this stage, what we aim to do is to get children to name what they know, recognize differences/diversity; make connections between home and the immediate world, and understand how we are connected to the natural world. The idea that our wellbeing is connected to the wellbeing of others. Ensure that elements of land, air, water are explored and undertood along with living things (elaborate nature for the teacher) in a scaled manner in grade 5, it is important class 3 to strengthen and deepen relationship to the natural world. But Children do not need abstract concepts now. |
Class – 4
| Themes | Learning Objectives |
| 1. Introducing the idea of landscape, using the Sangam classification and explain how the landscape is an integrated world; and also that landscapes change over time – due to natural changes, or because of what we do
2. Landscape and climate- how soil, water, and climate influence what grows, and what is found in any landscape 3. Introducing the idea of work as something that comes out of what is available around us; and sometimes we travel for work. Also introducing the idea of all work as important and of all labour as valuable and dignified. 4. A landscape is not only where we live and work, but where we also create – music, art, craft, and learning of local art and craft traditions 5. Introducing the idea of a Tamil world (tamilakam), comprising all these landscapes – through a map. 6. Pointing to the existence of other regions in India such as Tamil Nadu. |
1. Building up on what is learned in class 3, and upscaling one’s understanding of home and neighbourhood; introduction of theidea of landscape– (Ainthinnai Nilangal (modified) – whether hill, coast, river valleys, plateau/grassland, desert, forest etc.
2. Relating landscape to resources: what is found in nature differs from place to place (building on theme 3 lessons in class 3) 3. Relating landscape to work, and work to workers (building on theme 2 lessons in class 3) 4. Understanding a particular landscape in terms of what it is famous for – festivals and monuments; art and craft, 5. The idea of Tamil Nadu – as comprising these different landscapes 6. Introducing the idea of similar regions. We are not keen on bringing in governmental processes and rights and duties etc. here. If we must have it, we would include these in terms of activities – for example, visit an agricultural extension office, to learn about soil; or the local forest department to learn about conservation; or how government supports workers. At this stage we aim to help children understand how diversity has to do with landscape, climate, work; and what does it mean to live in a diverse world; and how we also come together, because of language, and also because we share things, travel, intermingle… |
Class – 5
| Themes | Learning Objectives |
| 1. Introducing a larger world to the child; focusing on the unfamiliar: Himalaya (gujars), the Deccan, Islands and the desert regions, with their very distinct landscapes. Mark similar landscapes like for eg. the coast (west coast), deltas and differences such as desert, Rann of Kutch.
2. The world as comprising likewise a diverse set of landscapes; and how we are of a planet that alone supports human life 3. Examining natural processes – close focus on the ocean as a context, with winds, tides, currents, rain 4. India and the monsoons and why they are important 5. The importance of agriculture, its diversity 6. Within India, Tamil Nadu: how it is connected to the rest of India, and also beyond India. |
1. Thinking of landscapes across India (building on theme 6 from class 4);
2. From India to the world: the planet earth, as part of the solar system 3. Common processes across the world: rain, snow, sunshine 4. Close focus: climate and landscape in India 5. Major occupations in India – 6. Tamil Nadu in India Here we upscale the child’s understanding of landscapes, introduce her to natural processes, and close-focus on what is particular to India, and place Tamil Nadu within the context of India Again, we would like to leave out government as a chapter, and if you must have it, we would bring it in: in terms of the meteorological department and how it helps to predict rain, helps fishers; what agricultural extension offices do. If necessary, we can introduce the idea of how different people in India are expected to live together and respect each other – and that we have made these rules and put them into something called the Constitution. |
NEW DRAFT SYLLABUS FOR CLASS VI- SOCIAL SCIENCE
HISTORY
| HEADING | CONTENT |
| When, Where And How? | – What is History?, Why do we study history?,
– Herodotus, – Period and periodisation |
| Sources Of History | – Archological,
– Secular and Non Secular – Literary, Inscriptions, – Foreign Accounts |
| Early Human Life | – Geographical Features of India
– Basics, Evolution of human race (picture), – Hunters and Gatherers – Herders and Farmers – Invention of fire and Wheel, Pottery – Anthropology |
| Indus Valley Civlization | – Introduction
– Harappan- burried sites, – Town planning – Great bath & Granary – Harappan culture, – Decline |
| Vedic Age | – Early Vedic age (Rig Vedic age)
– Later Vedic Age(Epic age), – Political, Social Economic, Cultural |
| Ancient Thamilagam | – Script, Lemuria continent
– Sources of Ancient Tamilagam, – Land forms of Tamils, – Sangam age – Sangam literature, – Life of Sangam people – Maritime trade and Ports, – Kalabras |
| Great Thinkers And New
Believes |
– Rise of Jainism and Buddism, Birth,
– Teachings and spread of Jainism &Buddism |
| Rise Of Kingdoms | – Janpadas,
– Mahajanpadas – Alexander Invasion, – Magatha( The first empire), – Mauryas, Asoka |
| Life In Villages And Towns | – Administrative towns
– Market towns – Port towns – Religious centres – Guilds and trade centres. |
| India Between BC 5th And 7th Century | – Kanishka
– Gandara Art – Guptas Empire – Administration – Social, Economic, Cultural conditions, – Huns invasions, – varthana dynasty |
| South Indian Empire | – Pallavas& Chalukyas
– Rastrakudas |
GEOGRAPHY
| Our Earth |
|
| Land and Ocean |
|
| Economic Activities |
|
| Resources |
|
| Exploring Continents |
|
| Map Reading |
|
CIVICS
| Understanding Diversity | What is Diversity
|
| Prejudice, Discrimination and Inequality | Causes which give rise to-Prejudice
|
| National symbols & their significance |
|
| Indian Constitution |
|
| Democracy | Meaning of democracy-Types of democracy-Constitution and aims of democracy |
| Local Government- Rural & Urban Administration |
|
| ECONOMICS | |
| Economics-An Introduction | Definition of Economics
|
Model Thematic Presentation for Social Science
Standard VI
Teme-1
Evaluation of landscape
Major Landforms-Mountains, Hills, valleys, plateaus, Deserts-Coasts and Islands-Plant and Animals Worlds.
Theme-2
Locating places Geographically using Maps: Tamil Nadu-Administrative and Political Maps
- Hills, plateaus and plains of Tamil Nadu
- States and Capitals
- Measuring distances and finding out directions
Theme-3
Our Place in the Word
- Continents and Oceans
- Some Important Natins near and far
- Poles, Equator, Tropics
- Latitude, Longitude which helps us in locating a place.
Theme-4
- Evolution of Modern man
- From hominids to homosapiens-Hunting and Foraging by men and Women together-Rocks Arts of Mesolithic Society
Theme-5
Five Tinals: Social and Cultural life there
- Case Studies of landscape of four sites-Nilagiri, Kanchipuram, Thenkasi and Rameshwaram, Hills, Uplands, Plains and
- Coast in Comparative framework-Comparing this place with one’s own locality
Theme-6
Transition to Agriculture and hearding
- Early agriculture: cultivation using a Hoe-Jhum Cultivation-Plough Agriculture
- Plants and animal domestication in India and Tamil Country, Survival of early forms of agriculture in our times
- Pastoralism: castle as wealth-castle raids, Wars and Violence
- Transhumance and migration; animal herding communities of our times
- Hero stones of Iron Age in Tamilnadu
- Significance of Iron plough cultivation
- Settled agriculture and its consequences.
Theme-7
Agriculture and Herding in our times
- Green Revolution agriculture-impact on different sections of the rural population big, middle and small farmers, cultivating tenants and landless agricultural labourers
- Crises of animal herding.
Theme-8
- Urbanization and emergence of cities and towns
- Urban centres in India valley and early historical India-Megalithic cultures in the Deccan and the South.
Theme-9
Urbanization in south India
- Craft Specialization and Srenis
- Trade Routes and Sathavahanas & Shreshtis
- Trade with Roman Empire and China-Evidence from Archaeological, sangam literature and Tamil Epics.
Theme-10
Trade in Agricultural produce in our times
- x wholesale and retail markets
- x Mandis and regulated markets.
Theme-11
Experience of Migration in our times
- x Migration from village to town for livelihood
- x Migration between states
- x Migrant workers
Theme-12
From chiefdoms to Empires
- x Emergence of maajanapada: army, bureaucracy and taxation
- x Emergence of Empires-Magadhan and Mauryan
- x Governance in ancient India
Theme-13
Governance in our times
- x The idea of Democracy-through representatives
- x Working of Democracy in Panchayats and Municipalities
Theme 14
Chiefs and Kings in ancient and midieval Thamizhagam
- x Ay and Velir chiefs of sangam poetry
- x Transition from lineage society or tribal society to stratified state society-Early Cheras and pandias
- x Jaina and Buddhist influences; The kalapiras
- x Pallavas, Chozhas and Pandias; temples sculptures and paintings-irrigation and agrarian expansion-Rigidity in caste
- structure
- x Local Governance in Chola Kindom.
Theme 15
Women in ancient Midieval Thamizhagam
- x Portrayal of women in literature and inscriptions-diverse roles-Women as producers, poets, monks and artists.
HISTORY
| HEADING | CONTENT |
| Sources of medieval India | – Literary
– Numismatics – Inscriptions – Archaeological evidences – Foreign accounts |
| Emergence of new kingdoms – North India | – Raj puts
-Gurjaara -Prathikaras – Chauhan – Palas – Art & Architecture -Mohammed Ghazni invasions and Mohammed Ghori invasions |
| Emergence of new kingdoms-South India | – Later Cholas
– Art, Architecture Pandiyas Sources; – Administration – social, economic and cultural condition, – trade |
| Delhi Sultanate | – Administration
– Political – Social – Economic condition – Art and Architecture |
| Vijayanagar and Bhamini Kingdom | – Krishnadevaraya
– Administration – Art and Architecture – Mahmud Gawan |
| The Mughal Empire | – India’s condition before Babar invasion
– Administration – Political, social economic condition and Architecture – Later Mughal’s |
| Rise of Marathas and Peshwas | – Administration of Marathas
– battle of Panipet III |
| New religious ideas and movements | – Bhakti movement
– Nayanmars – Alwars – Kabir Das – Mira Bai – Guru Nanak – Ramanujar – Sufism – Impact of the religious movements |
| Art and architecture TamilNadu | – Rock cut Temple
– Pallavas – Cholas – Pandyas – Vijayanagar and Nayak |
| Jainism,Bhuddhismand Ajivakam– Tamilnadu | – Introduction
– Sources – Literature – Jain temple kancheepuram, vellore, Thiruvannamalai and Madurai – Contribution towards education |
| GEOGRAPHY | |
| Interior of the Earth |
|
| Landforms |
|
| Population and Settlement |
|
| Resources | Classification of resource |
| Tourism | Attractions (Tamil Nadu, India, World) |
| Exploring Continents |
|
| Map Reading | Types of maps, Atlas |
| CIVICS | |
| Equality | Need of Equality
– Equal right to vote – Equality in democracy – Human dignity – Gender equality – Struggle for Equality |
| State Government | – The State of Legislature
– The Governor – The chief Minister and the Ministers – Member of Legislative Assembly – State Judiciary – Role of State Government |
| Political parties | – Types of parties
– Roles of Political Parties – Roles of opposition party – Coalition Government |
| Media and democracy | Media and public opinion
– Ethics and Responsibilities – Role of Medias in democracy – Local Medias |
| Women empowerment | – Social aspects of gender
– women in the community – women’s education – Roles of women in the economic development – Movements for women’s rights – Weaker sections (SC/ST/Minorities) |
| Markets and Consumer Protection | |
| ECONOMICS | |
| Production Process | – Definition of Production (primary and secondary)
– Factors of production – Land – Labour – Capital – Organization – Different sectors |
| Tax and its importance | – Importance of tax
– Direct tax – Indirect Tax – Need for tax and People’s welfare |
HISTORY
| HEADING | CONTENT |
| Sources of modern India | – Portuguese
– Dutch – British – French – Danish – Governments records – Monuments- newspapers and magazines |
| From trade to territory | – Establishments of political power by the East India company
– battle of plassey ,buxar, – carnatic wars – growth of colonial army and civilian administration – subsidiary alliance – doctrines of lapse |
| Rural life and society | – The land revenue policy under the British
– permanent settlements of Bengal – RYOTWARI system – MAHALWARI system – JAMINDHARI system – advantages for the British – disadvantages for the farmers – The impacts of the revenue system on the cultivators – peasants revolts |
| People’s Revolt | – Palayagars Revolt
– South Indian Revolt – Vellore Revolt – Revolt of 1857 |
| Challenging
The caste system |
– caste system in the early period
– practice of untouchably – Adverse effect of caste system – History of Reform movement – Impact of reform movement |
| Education in India | – Education in early India
– Education in medieval India – Modern system of education – Christian missionaries – Education in British Rule – National Education – Educational development in Tamilnadu |
| Development of Industries | – Traditional crafts of India
– Decline of India Industries – Industrializations in the 19th Century – Beginning of modern Industries – Results and growth of modern Industries – Confederation of Indian Industries – Industrial growth in growth. |
| Urban changes during the British period | – The growth of new Urban centre
– Creation of municipalities and corporation – Cities as a centre of transport and communication – Madras – Bombay – Calcutta. |
| Status of women through the ages | – position of women in the society
– limited access to education – Child marriage – The plight of widows – Sati – Female infanticide – Devadasi system – Reformers – Social legislations for women. |
| GEOGRAPHY | |
| Rock and Soil |
|
| Weather and Climate |
|
| Hydrological Cycle |
|
| Migration and Urbanisation |
|
| Industries | Classification |
| Hazards | Major Types |
| Exploring Continents |
|
| Map Reading |
|
| CIVICS | |
| How the State Government works | States and Union Territories
– Union Executive – Union Legislature – Judiciary |
| Citizen & Citizenship | – Definition
– Government & Citizens – Indian citizenship – Foreign citizenship |
| Understanding Secularism | Definition-Importance-Constitution & Secularism Secular Government |
| Human Rights & the UNO | – Human Rights
– Resolution 1948 – Protection of Human Rights – Child Rights – Human Rights organizations |
| Road Safety Rules & Regulations | – Importance of road safety
– Traffic Rules & Signals – Causes for Road Accidents – Road safety week |
| Defence & Foreign Policy | The Indian Army
– Paramilitary defence forces – Foreign Policy of India – India’s relation with neighbouring countries |
| The Judiciary | – Functions of judiciary-Independent and impartial functions of Judiciary
– Formation of Indian Judiciary – Judiciary &Constitution – Civil & Criminal Courts |
| ECONOMICS | |
| Money, Saving and Investments | – Value of Money
– Nature of money – Functions of Money – Importance of Money – Saving in Banks & Investments-Black Money |
| Public Sector & Private Sector | History of Public sector
– Socio-economic development – -Importance of Public sector Industries – List of public sector industries – Private sector-functions |
NEW DRAFT SYLLABUS FOR CLASS – IX – SOCIAL SCIENCE
HISTORY
IX – STANDARD
| HEADING | CONTENT |
| Pre-History and Ancient Civilizations | From Homo Erectus to Homo Sapiens and primitive society
Neolithic Revolution Hunter-gatherers, Pastoral and Sedentary societies: Early state formation. Early Civilizations: Egypt; Mesopotamia; China; Indus Valley Civilization |
| Ancient Tamil Civilization | Tribal chieftains Rise of Monarchy – Chera, Chola and Pandya
Social Structure – Polity, literature and Thinaikotpadu -discuss at length including sources and new evidence: Archaeology; Inscription (Epigraphy) Literature; Foreign Notices, etc. |
| Socio-Political Changes and Intellectual Awakening | Post-Vedic Society Buddhism and Jainism
Confucianism, Taoism and Zoroastrianism Pre-Mauryan, Mauryan States and Social Changes a) Urbanization b) Politics c) Culture d) Economy e) Learning Institutions |
| The Classical World and the Middle Ages |
|
| State and Society in Medieval India |
|
| State and Society in Medieval India |
|
| The Beginning of Modern Age |
|
NEW DRAFT SYLLABUS FOR CLASS -X – SOCIAL SCIENCE– ECONOMICS
ECONOMICS
| HEADING | CONTENT |
| Gross Domestic Product and its growth: An Introduction | 1. Composition of GDP
2. Contribution of different sectors 3. Developmental path based on GDP and Employment 4. Growth of GDP and Economic Policies |
| Globalisation and Trade | 1. Meaning and history of globalization
2. Evolution of growth of Multinational Corporations (MNCs) 3. Trade and Traders in South India – historical perspective 4. Fair Trade Practices and World Trade Organisation (WTO) 5. Impacts and challenges of globalization |
| Food Security, Nutrition and Health | 1. food security
2. Availability and Access to Foodgrains 3. Purchasing Power and Markets 4. Multi dimensional nature of poverty 5. Nutrition and Health Status in Tamil Nadu 6. Health and Nutrition Policies in Tamil Nadu – A critical appraisal |
| Government and Taxes | 1. Role of Government in Development Policies
2. Why Taxes? 3. Direct Taxes 4. Indirect Taxes (including Goods and Services Tax, GST) 5. Difference between tax and other payments 6. How Tax is levied? 7. Black money and tax evasion 8. Taxes and Development |
| Industrial Cluster in Tamil Nadu | 1. Historical development of Industrial Cluster in Tamil Nadu
2. Government Policies and their impact 3. Role of entrepreneurs 4. Case Studies |
TNTET SGT Paper 1 Social Science Appointment Exam Syllabus PDF Download
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