History TG 6
History TG 6
Teachers' Guide
Grade 6
(To be implemented from 2015)
i
History
Grade 6
Techer's Guide
ISBN ..............
Printed by ( Press
National Institute of Education
Maharagama
Sri Lanka
ii
Message from the Director General ……………….
The first phase of the new competency based curriculum, with 8 years curriculum cycle was introduced
to secondary education in Sri Lanka in 2007 replacing the existed content based education system
with basic objective of developing the national level competencies recommended by the National
Education Commission.
The second phase of the curriculum cycle to be introduced to grades 6, and 10 starts from 2015.
For this purpose, National Institute of Education has introduced a rationalization process and
developed rationalized syllabi for these grades using research base outcomes and various suggestions
made by different stakeholders.
In the rationdalization process, vertical integration has been used to systematically develop the
competency levels in all subjects from fundamentals to advanced levels using the bottom up approach.
Horizontal integration is used to minimize the overlapping in the subject content and to reduce the
content over loading in the subjects to produce more students friendly and implementable curricular.
A new format has been introduced to the teachers’ guide with the aim of providing the teachers with
the required guidance in the areas of lesson planning, teaching, carrying out activities and measurement
and evaluation.
These guidelines will help the teachers to be more productive and effective in the classroom.
The new teachers’ guides provide freedom to the teachers in selecting quality inputs and additional
activities to develop the competencies of the students. The new teachers’ guides are not loaded
with subject content that is covered in the recommended textbooks. Therefore, it is essential for the
teacher to use the new teachers’ guides simultaneously with the relevant textbooks prepared by
Education Publication Department as reference guides to be more aware of the syllabi.
The basic objectives of the rationalized syllabi and the new format of teachers’ guide and newly
developed textbooks are to bring a shift from the teacher centered education system into a student
centered and more activity based education system in order to develop the competencies and skills
of the school leavers and to enable the system to produce suitable human resource to the world of
work.
I would like to take this opportunity to thank the members of Academic Affairs Board and Council
of National Institute of Education and all the resource persons who have immensely contributed in
developing these new teacher guides.
Director General
National Institute of Education
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Message from Ven. Deputy Director General ……………….
Learning expands into a wider scope. It makes life enormous and extremely simple. The human
being is naturally excellent in the skill of learning. A country when human development is considered
the main focus uses learning as a tool to do away with malpractices identified with intellect and to
create a better world through good practices.
It is essential to create valuable things for learning and learning methods and facilities within the
aphere of education. That is how the curriculum, syllabi, teachers’ guides and facilitators join the
learning system.
Modern Sri Lanka has possessed a self-directed education system which is a blend of global trends
as well as ancient heritage.
It is necessary to maintain the consistency of the objectives of the subject at the national level.
However, facilitators are free to modify or adapt learning teaching strategies creatively to achieve
the learning outcomes, competency and competency level via the subject content prescribed in the
syllabus. Therefore, this Teachers’ Guide has been prepared to promote the teachers’ role and to
support the students as well as the parents.
Furthermore, at the end of a lesson, the facilitators of the learning-teaching process along with the
students should come to a verification of the achievement level on par with ones expected exam by
a national level examiner, who evaluates the achievement levels of subjects expected. I sincerely
wish to create such a self-progressive, motivational culture in the learning-teaching process. Blended
with that verification, this Teachers’ Guide would definitely be a canoe or a raft in this endeavor.
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Instruction and Approval Academic Affairs Board, National Institute of
Education
Coordination
D.H. Chandima Nishani Dharmapala Senior Lecturer
Department of Social Sciences
Panel of Translation
Dr.Anuththaradevi Widyalankara University of Colombo
M.A.P. Munasingha Chief Project Officer (Retired)
National Institute of Education
C.S.Kumarapperuma Zonal Educational Office,Sri Jayawardanapura
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Instructions to use the Teachers' Guide
It has been implemented that the subject History in the School curriculum as a core-Subject
from 2007, will function as the same from year 2015 allocating two periods for grade 6-9
and three periods for grade 10-11 weekly. It is suggested to prepare assessments for G.C.E.
(O/L) Examination based on the syllabus prescribed for grade 10 and 11.
The syllabus of History for grade 6-11 has been designed under competency based approach
including 20 competencies. The Teachers’ Guide, prepared for the implementation of the
curriculum, consists of two sections such as the syllabus and the guidance to implement the
syllabus.
The subject matter and the methods that are used to study the subject matter are equally
important when mastering the expected competencies within the students through the subject,
History. In fact some exemplary activities covering a part of the subject content are included
in the Teachers’ Guide. Teachers are free to develop those activities or to prepare new
activities using their creativity cater to the needs of the students in the classroom. It is to be
carefully considered that directing the students to study the required subject matter in order
to achieve the objectives of the subject, History, providing learning opportunities which should
at least 50% of practical based activities.
In fact the preparation of this teachers’ Guide is expected to achieve the objectives of the
subject History producing a set of students who are suitable for a new world full of
competencies. In this regard we kindly request you to direct us your constructive ideas and
suggestions.
Syllabus Committee
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Content Page
Project Team v
Syllabus viii - xx
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HISTO RY
Syllabus
Grade 6
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History as a discipline has been playing an important role as a core subject in the school curriculum since 2007 with the aim of producing patriotic, spirited
citizens capable of identifying and protecting nation’s identity facing global vicissitudes.
While respecting those objectives, the curriculum of the history subject was revised in consonance with the education reforms mooted to be effected from
2015. The curriculum of history from grade 6 to 11 was compiled under 20 relevant competencies based on the national common objectives and the related
competency levels.
This grade 6 syllabus is a result of this approch. It is to be implemented from 2015 and its contents are framed on five competencies. It presents for study,five
themes including the origin and background of human civilization and early settlements in Sri Lanka and the period of Anuradhapura kindom.
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National Goals
The national system of education should assist individuals and groups to achieve major national goals that are relevant to the individual and
society.
Over the years major education reports and documents in Sri Lanka have set goals that sought to meet individual and national needs. In the
light of the weaknesses manifest in contemporary education structures and processes, the National Education Commission has identified the
following set of goals to be achieved through education within the conceptual framework of sustainable human development. The National
Education Commission sees the realisation of these goals as its vision for the education system.
(i) Nation building and the establishment of a Sri Lankan identity through the promotion of national cohesion, national integrity, national unity,
harmony, and peace, and recognizing cultural diversity in Sri Lanka’s plural society within a concept of respect for human dignity.
(ii) Recognising and conserving the best elements of the nation’s heritage while responding to the challenges of a changing world.
(iii) Creating and supporting an environment imbued with the norms of social justice and a democratic way of life that promotes respect for human
rights, awareness of duties and obligations, and a deep and abiding concern for one another.
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(iv) Promoting the mental and physical well- being of individuals and a sustainable life style based on respect for human values.
(v) Developing creativity, initiative, critical thinking, responsibility, accountability and other positive elements of a well- integrated and balanced
personality.
(vi) Human resource development by educating for productive work that enhances the quality of life of the individual and the nation and contributes
to the economic development of Sri Lanka.
(vii) Preparing individuals to adapt to and manage change, and to develop capacity to cope with complex and unforeseen situations in a rapidly
changing world.
(viii) Fostering attitudes and skills that will contribute to securing an honorable place in the international community, based on justice, equality and
mutual respect.
(Extracted from : National Education Commission report, 2003)
Basic Competencies
The following Basic Competencies developed through education will contribute to achieving the above National Goals.
Competencies in communication are based on four subsets: Literacy, Numeracy, Graphics and IT proficiency.
Literacy : Listen attentively, speak clearly, read for meaning, write accurately and lucidly and communicate ideas effectively.
Numeracy : Use numbers for things, space and time, count, calculate and measure systematically.
Graphics: Make sense of line and form, express and record details, instructions and ideas with line form and colour.
IT proficiency: Computeracy and the use of information and communication technologies (ICT) in learning, in the work environment and in
personal life.
- Generic skills such as creativity, divergent thinking, initiative, decision making, problem solving, critical and analytical thinking, team work,
inter – personal relations, discovering and exploring ;
- Values such as integrity, tolerance and respect for human dignity;
- Emotional intelligence.
Social Environment : Awareness of the national heritage, sensitivity and skills linked to being members of a plural society, concern
for distributive justice, social relationships, personal conduct, general and legal conventions, rights,
responsibilities, duties and obligations.
Biological Environment : Awareness, sensitivity and skills linked to the living world, people and the ecosystem, the trees,
forests, seas, water, air and life – plant, animal and human life.
Physical Environment : Awareness, sensitivity and skills linked to space, energy, fuels, matter, materials and their links with
human living, food, clothing, shelter, health, comfort, respiration, sleep, relaxation, rest, wastes and
excretion.
Included here are skills in using tools and technologies for learning, working and living.
Employment related skills to maximize their potential and to enhance their capacity
to contribute to economic development.
to discover their vocational interests and aptitudes,
to choose a job that suits their abilities, and
to engage in a rewarding and sustainable livelihood.
Assimilating and internalising values, so that individuals may function in a manner consistent with the ethical, moral and religious modes of
conduct in everyday living, selecting that which is most appropriate.
Pleasure, Joy, emotions and such human experiences as expressed through aesthetics, literature, play, sports and athletics, leisure pursuits and
other creative modes of living.
Empowering individuals to learn independently and to be sensitive and successful in responding to and managing change through
a transformative process, in a rapidly changing, complex and interdependent world.
It is hoped that by following the history curriculum in grades 6-11, following objectives could be achieved.
1. Realizing the changes occurred through out history while undestanding historical evolution and trends.
2. Understanding the present and forseeing the future through the study of past.
3. To be a loyal citizen while safeguarding the national heritage and keeping the national identity.
6. Applying to practical life the rational knowledge and temper brought about through chronology, criticism, sources and cause-effect relationship.
8. To enhance the ability to face the global challenges with an insight into how global and historical trends affected the history of Sri Lanka.
1.2 Builds history through 1.2.1 How the past story of man is built • Introduces the source
objects used by man • Explains history through
sources
1.2.2 Measurement of time • Measures time by various
Illustrates the evolution of methods
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human development
2.1 Ilustrates the origin of 2. The early human • Explains that man emerged
life forms and the advent of 2.1 Environment that led to the, birth of 10
human due to environmental long after the origin of the earth
man.
factors • origin of man long after the • Illustrates that plants and animals
origin of earth appeared before the advent of
• Various animals lived on land humans
and in water before the origin of
• Explains the environment in which
man (with the aid of pictures)
• The periods in which such humans emerged
animals lived
• The nature of the environment
that led to the birth of man (with
the aid of pictures)
Competency Competency Level Subject Content Learning Outcome Period
2.2 Illustrates how physical 2.2 Evolution of man through • Explains human evolution
features changed in the physical features (origin of living
• States the reasons for the
evolution of man beings from the primative man to
the birth of the modern man-with evolution of man
aid of pictures) • Shows that the advent of
man was a result of long
process through ages.
2.3 Modern man – (Changes in man in • Illustrates different
2.3 Explains the changes in
response to geographical factors - environmental conditions
physical features in
through pictures) • Explains the physical features of
adopting to the natural
man in relation to different
environment in relation to
environmental conditions.
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2.4 Developing the skills to 2.4 Cultural evolution of man • Illustrates the challenges
explain how early humans • Challenges confronted by the
confronted by the early man
overcame the challenges in ancient man.
• How the ancient man faced • Explains how they dealt with
comparison to present day
challenges challenges
conditions
• Illustrates how present day
challenges can be met in the
light of examples of the past
Competency Competency Level Subject Content Learning Outcome Period
3.2 Marks ancient civilizations 3.2 Ancient civilisations in the world • Naming the ancient world
prevailed in the world and • geographical location and
civilizations
their geogrophical chronology
distribution on a map • Marks the sites of civilizations
on a map
• Explains the locations of
civilizations
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3.3 Illustrates the examples 3.3 The gifts that the world inherited • Indicates the progress of the
that can be drawn through from the ancient civilizations ancient civilizations
• Presents facts for the ancient
the development of the nature of civilizations
ancient civilizations for • Illustrates the examples that
the present can be drawn from ancient
civilizations
Competency Competency Level Subject Content Learning Outcome
Ilustrates of the evolution .1 Explains early settlements 4. Early settlements of Sri Lanka • Illustrates the areas where 09
4.1 The first settlements the settlements spread
of human development in Sri Lanka, and the
• Expansion of the earliest
diversity by time and settlements • Introduces the basic
space • The basic features of the earliest features of the early
settlements settlements
.• Exsistence of an advanced • Explains that the early man
society
(through pictures) lived adopting to different
• Emergence of cities environmental zones in the
counrty
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04
5.2.1 Illustrates the introduction 5.2 King Devanampiya Tissa • Explains how Buddhism was
of Buddhism to Sri Lanka 5.2.1Introduction of Buddhism to Sri introduced to Sri Lanka
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05
5.3.1 Illustrates the greatness • Explains the justice and
of king Dutugamunu 5.3 King Dutugamunu compassion of king Elara
5.3.1 Childhood • Describes the career of king
• King Elara Kavantissa
• Service of king Kavantissa
• Explains the greatness of
• Uniting of the country by king
Dutugamunu king Dutugamunu
Competency
• Develop critical thinking through the study of sources that help to build up history
Competency Level
1.1 It underscores that history is the story of mankind from past to the present.
No. of Periods: 02
Learning outcomes
• Itclarifieswhatishistory?
• It summons facts in support of the proposition that history reveals the past story of
mankind.
• Explains that history is the study of mankind who lived in earlier times.
• Determining that past consists of bygone times and that it begins with the origin of man
on earth up to the day before.
• Constructing the story of history tracing efforts of man to meet the basic social
needs in the period under study
• Explains that all things which exist at present have a past
• Explains the fact that history is created by man
• In order to explain what is history, write an essay about the history of the school'
Do this as an individual activity
Gather information about the history of the school
The reasons that led to the foundation of the school, the pioneers who founded the
school, the earliest teachers and students, the progress of the school.
Encourage students to collect pictures of early buildings and people who contributed to its
founding.
1
Quality inputs
2
Competency Level
No. of Periods: 02
Learning outcomes
• Identifying sources as those that provide evidence that enables explanation of what did or
saidinthepast.
• Identifying of sources that facilitates to learn what occurred in the past
• Shows the variations of the sources that help to learn history
1. Literary sources
Various documents that has been written in earlier times books, legends, Folk lore,
Folk Songs
2. Archaeological sources:
Inscriptions, utensils used by man in the past, old buildings, statues, coins, pottery etc.
Completion of a table with the aid of a source covering the subject matter stated above
• Use this as an individual activity
• W rite on the black board while having a discussion with the students about the
sources that help to build up the history of the school
• Ask students to copy the following table in their notebooks inserting the
sources written on the blackboard
Literary sources Archaeological sources
Quality inputs
• Grids that are used to show the literary sources and archaeological sources
4
• HijriEra - Marking the journey of Prophet Mohammed from
Mecca to Madina
Explaining the Terms before Christ (BC) and Anna Dominos (AD)
Explaining how the time of an occurrence is indicated by using these eras
Explaining the difference between AD and Buddhist era
• Indicating several events with reference to the different eras.
• Indicating several events given above in AD and Buddhist era
Conduct this as an individual activity
Instruct students to indicate the year of the following
eventsin AD/Buddhist era/Hijri era in their note books.
1. The year of the passing away of Buddha in A D
2. The birth year of Jesus Christ in Buddist era
3. The year of birth of Prophet Mohammed in AD and Buddhist era
4. The year of your birth in AD and Buddhist era
5. The present year in AD, Buddhist era and Hijri era
(Read the text book for this activity)
Quality inputs
Assess and evaluate the above activity using the following criteria.
5
6.2 The Early Human
The formation of the earth occurred, billions of years ago. It cooled thereafter and solidified, creating an
environment that allowed life. Long after the origin of earth, plants emerged followed by the advent of
aquatic and land animals. After another long period man emergedonearth. This unit describes the process
of how the body features of humans evolved in order to adopt to the environment in which they lived and
how they evolved in to their present human form.
Competency
• Illustrates the evolution of human development
Competency level
2.1 Illustrates the origin of life forms and the advent of human due to environmental
factors
No. of Periods : 03
Learning outcomes
• Explains that man emerged long after the origin of the earth
• Illustrates that plants and animals appeared before the advent of humans
• Explains the environment in which humans emerged
Ask the students to compile a folio of pictures that help to understand the sequential formation of
the earth and the emergence of living organisms such as plants ,animals and man in oder to cover
the subject content.
Annexe 01
7
Assess and evaluate the above activity using the criteria given below
• Describes the live environment before appearance of humans
• Orders the live environment chronologically
• States the appearance of man as a result of different
processes that occured over a longer period of time
• W orks in a team spirit.
• Volunteers to clarify with informations.
8
9
Competency Level
2.2 Illustrates how physical features changed in the evolution of man.
No of Periods : 02
Learning outcomes
• Explains human evolution
• States the reasons for the evolution of Man
• Shows that the advent of man was a result of long process through ages
10
Drawing different stages of the evolution of man considering the subject matter given above
• Use this as a group activity
• Discuss with the students the various stages of evolution from ape man to
modern man using pictures
• Explain evolution of man as a lengthy process that occurred over a long period of time
due to many other phenomena.
• Split the class into groups and assign them activities given in
• Offer an opportunity to display the creations of the groups in the classroom after the
activity.
• Let the students know that they should describe the details of different human types
during group presentations.
• W ritethetablein Annexe 01 on the black board and insert in it the information gleaned
from group presentations.
• Review the lesson and improve the table
Quality input
Annexe 01
Activity sheet
Special points
* Draw the two pictures depicting the special features of the body.Studythepituresgiveninthe
textbook and the vedio clip
* Explain physical features of those humans using the picture drawn
* Pictures depicting physical evolution of man
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Competency Level
2.3 Explains the changes in physical features in adopting to the natural environment in relation to
the modern man
No.of Periods : 01
Learning Outcomes
• Illustrates different environmental conditions
• Explains the physical features of man in relation to different environmental conditions
• Prepare a booklet collecting pictures of people to illustrate those physical features differ
according to different climatic conditions.
• Conduct this as an individual activity
• Give a period of about a week to compile the book
12
Quality inputs :
• Pictures of human being in defferent countries
13
Competency level
2.4 Developing the skills to explain how early humans overcame the challenges in comparison to
present day conditions
No. of Periods : 02
Learning Outcomes
• Illustrates the challenges confronted by the early man
• Explians how they dealt with challenges
• Illustrates how present day challenges can be met in the light of examples of the past
Instructions for lesson planning
2.4 Cultural evolution of man
Plan the lesson using the subject matter given below.
- Man’s evolution as per his fulfilment of requriments
- Man's environment and challenges.
The principal ages according to the tools used by man
• Paleolithicage
• Mesolithic age
• Neolithic age
Achievements of each age
Investigation of the cultural evolution of man in oder to cover the above subject matter
• Getallstudentsintheclasstoinvolveinthisactivity.
• Discuss with the students the progress of man in Paleolithic, Mesolithic and Neolithic
age with reference to achievements made in each age with regard to the fulfillment of
needs of man.
• Get students involved in activity as set out in the activity sheet (Annex 01)
• Put up Annex 02 on the blackboard and ask the students to fill in parts assigned to
each group.
• Correct the mistakes in the table and review the lesson
• Make the students copy the table in their note books
14
Annexe 01
Activity sheet
• W rite on cards, the names of ages and the achievements acquired during the various ages
shown above
• Prepare them according to the number of students in the class
• Distribute cards among all the students in the class. As per ages, divide the class into three
groups, each representing an age and the achievements realized during that age
• Fill the box assigned to each group in the table displayed on
the board
Annexe 02
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6.3 Ancient Civilizations of the world
Over a long period of time Man evolved from a simian ancestry and transformed to its current
state. The path of this progress is known as civilization. People living in various parts of the world became
civilized at different times. The purpose of this Unit is to define civilization, introduce the attributes which
identify a specific society as having reached a civilized state and to explain the contributions of ancient
civilizations to mankind.
Competency
Competency level
• Explainswhat civilizationis
• Explains the basic features of a civilization
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Instructions for assessment and evaluation
• Name the characteristics of an ancient village and an ancient city
• Accepts and states that the city was built because of an ancientvillage
• Draws the pictures creatively
• W orks cooperatively in the group
• Tries to Manage the time
Quality inputs
Annexe 01 and Annexe 02
Annexe 01
Activity sheet 01
Make a drawing to highlight the characteristics of an ancient village.
- Dsplay the drawing in the class and describe
Activity sheet 02
Make a drawing to highlight the characteristics of an ancient city.
- Dsplay the drawing in the class and describe
17
Annexe 02
village
City
18
Competency Level
3.2 Marks ancient civilizations prevailed in the world and their geographical distribution on a
map
No. of Periods : 04
Learning outcomes
• Specifies the civilization in the world
• Marks the sites of civilizations on a map
• Explainsthelocationsofcivilizations
Quality input
Get materials required to the lesson
19
Competency level
3.3 llustrates the examples that can be drawn through the development of the ancient
civilizationsforthepresent
No. of Periods : 05
Learning outcomes
• Indicates the progress of the ancient civilizations
• Presents facts for the ancient nature of civilizations
• Illustrates the examples that can be drawn from ancient civilizations for the present
Quality inputs
Get matierials required for the lession
20
6.4 Early settlements of Sri Lanka
This unit focusses on the settlements of early Homosaphians,their destribution in the country,their
lifstyleetc...
Competency
• Illustrates evolution of human development.
Competency level
4.1 Explains early settlements in Sri Lanka, and the diversity by time and space
No. of Periods: 05
Learning outcomes
• Illustrates the areas where the settlements were established
• Introduces the basic features of the early settlements
• Explains that the early man lived adapting to different environmental zones in the counrty
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- Technology
• Use of rough stone tools
• Faiths,cultsandritualsandbeliefs
• Emergence of rural settlements
Emergence of cities
• Background of emergence of cities
• Main cities of the country
The activity given below could be used for the main features of the emergence of cities.
Completing a form using basic characteristics of the dry zone
• Use this as an individual activity
• Put up annexe 01 in the black board and ask students to copy it in their work books
• Instruct to complete the form using the text book also
22
Annexe 01
Urban civilization in
dry zone
Background of
emergence
1'
2'
3'
manegment
water
1'
2'
3'
s Res
esult ult
s
R
ts
Res
Resul
ult
s
23
6.5 Our Great Kings
This Unit gives a description about seven kings from king Pandukabhaya who made Anuradhapura
as the kingdom to king Dhatusena. Attention has been paid to their pious administration, greatness and the
examples that can be drawn from their rule.
Competency
• Inquires the greatness of past monarchs of Sri Lanka appreciating their biographies and
national service
Competency level
5.1.1 Inquires how prince Pandukabhaya accsended the throne surmounting the challenges
No. of Periods : 01
Learning outcomes
• Details the childhood of king Pandukabhaya
• Shows the challanges that confronted by Prince Pandukabhaya
• Explains the exampory features of overcoming challenges from the character of
Pandukabhaya
Quality inputs
Get materials required to thee lesson
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Competency level
5.1.2 Examines the achievements of king Pandukabhaya
No.of
No. of Periods: 02
Learning outcomes
• Explains how Pandukabhaya ascended to the throne
• Explains the administration of king Pandukabhaya
• Explains the greatness of king Pandukabhaya
Quality inputs
Get materials required to the lesson
25
6.5.2 King Devanampiyatissa
Competency
• Inquires the greatness of past monarchs of Sri Lanka appreciating their biographies and
national service
Competency Level
5.2.1 Iustrates the introduction of Buddhism to Sri Lanka and service of king
Devanampiya Tissa regarding the establishment of Buddhism in Sri Lanka
No. of Periods : 02
Learning outcomes:
• Explains how Buddhism was introduced to Sri Lanka
• Describes how Buddhist dipensation was established in Sri Lanka
• Emphasizes the service of king Devanampiya Tissa
Quality inputs
Prepare the materials according to the lesson plans
Competency Level
5.2.2 Develops good qualities through the influence of Buddhism in building up a moral society
No. of Periods : 02
Learning outcomes
• Points out the inheritance of Buddhism
• Explains how a moral society was raised
• Illustrate how a virtues modern society could be built in the light of examples of the
past
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• Specifythe contributions inherited by Buddhism
• Appreciates the contributions inherited by Buddhism
• Completes the table correctly
• Follows the teachers’ instructions
• Completes the activity within the time frame
Quality inputs
Get materials required to the lesson
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Annexe 01
Complete the following table referring to the contributions inherited by Buddhism
Competency Level
5.3.1 Illustrates the greatness of king Dutugamunu
No. of Periods : 04
Learning outcomes:
• Explains how King Elara become virtuous
• Describes the career of king Kavantissa
• Explains the greatness of king Dutugemunu
Quality input
29
Get materials required to the lesson
Instructions for assessment and evaluation
Award marks using a criteria that measures the learning outcomes related to the lesson
Competency Level
5.3.2 Appreciates the religious service of king Dutugamunu by internalising his good qualities
No. of Periods : 01
Learning outcomes:
• Explains king Dutugemunu’sreligiousservice
• Uses examples from the past for a virtuous society at present
Quality input
Get materials required to the lesson
Instructions for assessment and evaluation
Award marks using a criteria that measures the learning outcomes related to the lesson
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5.4 King Valagamba
Competency
• Inquires the greatness of past monarchs of Sri Lanka appreciating their biographies and
national service
Competency Level
5.4.1 Appreciates the greatness of king Valagamba and internalises examples from
his life
No. of Periods : 03
Learning outcomes:
• Explains the way king Valagamba ascended the throne
• Describes king Valagamba's religious activities
• Illustrate examples from the life of king Valagamba
To prevent the vanishing of Buddhist scriptures hitherto had been handed over
orally, it was written down in books at the cave temple of Aluvihara in Matale.
Concepts :
Oral transmission :The buddhist scriptures were handed down orally.
Baminitiya Saya : It is a famine which lasted for 14 years.
Quality input
Get materials required to the lesson
Instructions for assessment and evaluation
Award marks using a criteria that measures the learning outcomes related to the lesson
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6.5.5 King Vasabha
Competency
• Inquires the greatness of past monarchs of Sri Lanka appreciating their biographies and
national service
Competency Level
5.5. Explains the achievements of king Vasabha
No. of Periods: 03
Learning outcomes:
• Illustrates how king Vasabha ascended the throne
• Explaines the administration of King Vasabha
• Explains his economic activities
Quality inputs
Get materials required to the lesson
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6.5.6 King Mahasen
Competency
• Inquires the greatness of past monarchs of Sri Lanka appreciating their biographies and
national service
Competency Level
5.6 Illustrates the greatness of king Mahasen
No. of Periods: 03
Learning outcomes:
• Describes irrigation activities of king Mahasen
• Illustrates technical skills in construction of tanks
• Explains the activities of king Mahasen
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- Give guidence and assistance when required
- If there are more students in the class, make several folders
- After making the folder decorate its first page beautifully with the assistance
ofall
- review the lesson pointing out thrstengths and weaknesses of the students’
creations appreciating the role of the local leaders who took pains for the
country’supliftment
- Do the assessment and evaluation according to following criteria
Quality inputs
Annexe 01
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Annexe 02
Quality inputs
• Three A 4sheets
• An A3 sheet of similar paper
(If there are more students in the class get down more materials to prepare
several folders)
• Text book and other books on King Mahasen
• Gum,felt pen and colours
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Activity sheet
Group 01
• Collects facts under the topic ‘ The tanks constructed by king Mahasen’
• Fold an A4 paper into two and in one harf, write those facts only on one side
with cleare handwriting
• If possible ,beatify the work with relevant drawings or pictures
• Paste the prepared column on the second page of the folder
Activity sheet
Group 02
• Collects facts under the topic ‘ The canals constructed by king Mahasen and
theiruses’
• Fold an A4 paper into two and in one half, write those facts only on one side
in clear handwriting
Activity sheet
Group 03
• Collects facts under the topic ‘ King Mahasen’s religious service’
• Fold an A4 paper into two and in one half, write those facts only on one side
in clear handwriting
• If possible ,beautify the work with relevent drawings or pictures
• Paste the prepaired column on the fourth page of the folder
Activity sheet
Group 04
• Collects one or two folk tales about king Mahasen
• Fold an A4 paper into two and in one half, write those facts only on one side
in clear handwriting
• If possible ,beautify the work with relevent drawings or pictures
• Paste the prepaired column on the fifth page of the folder
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• Cut the A 3 paper or the idential paper to a length so that A4 size papers can
be pasted onit
• Fold it as shown in the figure so that four A4 paper can be glued to it
• Paste the group works on the relevent pages of the folder
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5.7 King Dhatusena
Competency
• Inquires the greatness of past monarchs of Sri Lanka appreciating their biographies and
national service
Competency Level
5.7 Illustrates the services of king Dhathusena
No. of Periods: 03
Learning outcomes:
• Illustrates how king assumed kingship
• Explains the economic activities during his reign
• Explains the religious activities of King Dhatusena
Subject content
Plan the lession using the subject matter given below
Quality input
Get materials required to the lesson
Instructions for assessment and evaluation
Award marks using a criteria that measures the learning outcomes related to the lesson
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