Teaching of Social Studies

Cover
Contents
Preface
Chapter 1: Meaning and Concept of Social Studies
	Concept of Social Studies
	Social Studies and Social Sciences
	Definition of Social Studies
	Differences Between Social Sciences and Social Studies
		Social Sciences
		Social Studies
	Scope of Social Studies
	Aims and Objectives of Teaching Social Studies
	Social Studies—As a Core Subject
		Concept of Core Curriculum
		Core Curriculum
		Social Studies as a Core Subject
			Psychological Reasons
			Sociological Reasons
			Practical Reasons
	Curriculum for Social Studies
	Contents of Social Studies
	Summary
	References
	Additional Readings
Chapter 2: Role and Importance of Social Studies in National Integration
	Meaning and Concept of National Integration
	Definition of National Integration
	Need of National Integration
	Role of Social Studies in National Integration
	Contents of Social Studies in Promoting National Integration
		History
		Geography
		Civics
		Economics
	Methods of Teaching for Promoting National Integration
	Role of Social Studies Teacher in Promoting National Integration
	The Role of Social Studies in Emotional Integration
	Summary
	References
	Additional Readings
Chapter 3: Challenges and Issues in Teaching Practices of Social Studies
	Concept of Teaching
	Definition of Teaching
	Principles of Teaching
		General Principles of Teaching
		Psychological Principles of Teaching
	Teaching Variable
	Issues in Teaching Practices of Social Studies
		Issues Related to Curriculum
			History
			Civics
			Economics
	Teaching Controversial Issues
		Introducing the Issue
		Stating the Problem
		Collection of Data
		Guiding the Learners
		Exploring the Facts and Ideas
		Arriving at Conclusion
	Teacher’s Role
	Issues Related to Strategies of Teaching
	Selection of Appropriate Teaching Tactics
	Selection of Appropriate Communication Media
		Oral Communication
		Written Communication
	Selection of Appropriate Instructional Aids
		Learning Conditions and Structures
	Summary
	References
	Additional Readings
Chapter 4: Use of Instructional Aids in Social Studies
	Meaning and Concept of Instructional Aids
	Significance of Instructional Aids in Teaching Social Studies
	Types of Instructional Aids
	Blackboard/Chalkboard
		List of Items May Be Presented Through Blackboard
		Effective Use of Blackboard
	Bulletin Board
		List of Items May Be Displayed in the Bulletin Board
		Use of Bulletin board
		Precaution for Using the Bulletin Board
	Objects and Specimens
	Models
		Qualities of Good Model
	Charts
		Type of Charts
			Genealogy Charts/Tree Charts
			Tabulation Chart
			Chronology/Time Charts
			Flowcharts
	Diagrams
	Timelines
		Line Graph
		Bar Graph
		Circle or Pie Graph
		Pictorial Graph
	Maps
		Types of Maps
			Physical Maps
			Political Maps
			Commercial and Economic Maps
			Relief Maps
			Chalk Board Outline Maps
			Projected Maps
			Flat Maps
			Atlas
			Globes
			Pictures
			Slides and Film Strips
			Films
			Television
			Computer
			Radio
			Newspapers
	Reference Books
	Summary
	References
	Additional Readings
Chapter 5: Social Studies Curriculum—Selection and Organization
	Social Studies Curriculum
	Definition of Curriculum
	Aims of Social Studies Curriculum
	Principles of Selection, Organization, and Construction of Social Studies Curriculum
		Children-centred Curriculum
		Principle of Motivation
		Principle Related with Direct Life of Children
		Principles Based on Democratic Values
		Principle of Integration
		Principle of Flexibility
		Principle of Community-centred Curriculum
		Broad-based Curriculum
		Principle of Learning by Doing
		Principle of Selection
		Principle of Co-relation
		Forward-looking Principle Based on Democratic Values
	Pattern of Social Studies Curriculum
	Study of Social Studies Curriculum for Different Stages as Primary, Secondary, and Senior Secondary
		Primary Stage—Classes I to V (Age Group 6 to 11 Years)
		Middle Stage—Classes VI to VIII (Age Group 11 to 14 Years)
		Senior Secondary Stage—Classes IX to XII (Age Group 14 to 17 Years)
	Teaching Method in Secondary and Senior Secondary Stages
	Shortcomings of Social Studies Curriculum
	Suggestions for Good Curriculum of Social Studies
	Summary
	References
	Additional Readings
Chapter 6: Methods of Teaching Social Studies
	Meaning and Concept of Method
	Methods of Teaching
	Learning by Doing (Activity Method)
	Learning by Play Way Method
	Learning by Experience
	Learning by Self-Education
	Division of Methods
	Characteristics of the Good Teaching Method
	Different Methods of Teaching Social Studies
	Assignment Method
		Essentials of an Assignment
		Types of Assignment
		Home Assignments
			Purpose of Home Task in Social Studies
			Type of Homework given
			Disadvantages of Homework given
			Principles of Assigning Homework
			Methods of Correction
	Discussion Method
		Organization of Discussion
		Merits of Discussion
		Limitations of Discussion
		Directing Group Discussion
	Laboratory Method
		Significance of the Lecture Method
		Merits of the Lecture Method
		Limitations of Lecture Method
	Observation Method
		Techniques of the Observation Method
	Review Method
		Purposes of Review
	Source Method
		Use of the Source Method
		Merits of the Source Method
		Limitations of the Source Method
		How to Make the Source Method Effective
	Storytelling Method
		The Art of Storytelling
	Supervised Study Method
		Objections to Supervised Study
		Supervised Study and Socialized Recitation
	Dramatization Method
	Note Dictation Method
		Methods of Dictating Notes
		Defects in the Method of Note Dictation
	Problem-solving Method
		Difference Between the Problem Method and the Project Method
		Aims of the Problem-solving Method
		Characteristics or Features of a Good Problem
		Basic Principles of the Problem-Solving Method
		Sources of the Problems
		Procedure or Steps in the Problem-solving Method
		Role of Teacher in the Problem-solving Method
		Importance or Advantages of the Problem-solving Method
		Limitations of the Problem-solving Method
		Major Approaches in Problem-solving Method
	Inductive–Deductive Method
		Inductive Method
			Steps in the Inductive Method
			Advantages of Inductive Method
			Limitations of the Inductive Method
		Deductive Method
			Steps Involved in the Deductive Method
			Advantages of the Deductive Method
			Limitations of the Deductive Method
			Comparison Between the Inductive Method and the Deductive Method
	Analytic–Synthetic Method
		Analytic Method
			Merits of the Analytic Method
			Limitations of the Analytic Method
		Synthetic Method
			Merits of Synthetic Method
			Limitations of the Synthetic Method
			Comparison Between the Analytic Method and the Synthetic Method
	Project Method
		Meaning of Project Method
		Basic Principles or Features (Qualities) of the Project Method
		Kinds of Projects
		Procedure, Steps, or Stages involved in a Project
		Essentials of a Good Project
		Agencies of the Project Method
		Examples of Projects
			Project: Village Survey
			Project: The Pageant on the Life of Buddha
		Merits of the Project Method
		Limitations of the Project Method
		Suggestions
	Dalton Plan
		Duties of a Teacher
		Principles Underlying the Dalton Plan
		Merits of the Dalton Plan
		Limitations and Difficulties of Dalton Plan
	Questioning in Social Studies Teaching
		Purpose of Questions
			Formal Questions
			Natural Questions
		Preliminary Questions and Introductory Questions
			Recapitulatory Questions
			Developing Questions
		Types of Questions
		The Technique of Questioning
		Characteristics of Good Questioning
			The teacher’s attitude to pupils’ questions
		Judicious Blending of Talking and Questioning
		Skill in Answering
		Classification of Answers
		How to Deal with Answers
	Summary
	References
	Additional Readings
Chapter 7: Social Studies Laboratory and Utilization of Community Resources
	Social Studies Laboratory
	Equipment of the Social Studies Laboratory
	Social Studies Museum
		Utilizing Community Resources
		Importance of Community Resources
		Valuable Community Resources
			Historical Resources
			Geographical Resources
			Cultural Resources
			Economic Resources
			Scientific Resources
			Government Establishment
			Form of Social Process
		Method of Learning through Community Resources
		Taking the School to the Community
		Community Survey
		Special Camping Programme
		Community Service Project
		Bringing the School to the Community
		Parents Teacher Association
		Celebration of Fairs, Festivals, and Social Service Activities
		Advantages of Community Resources
	Summary
	References
	Additional Readings
Chapter 8: Social Studies Teacher
	Characteristics of a Social Studies Teacher
		Scholarship
		Professional Training
		Personality
			Physical Aspects
			Passive Virtues
			Executive Abilities
		Teaching Skills
			Skills of Class Room Management
			Skills of Communication (Teacher’s Acts)
			Narration
			Recitation
			Dramatization
			Explanation
			Demonstration
			Skill of Interaction (Teacher–Pupil Acts)
			Questions and Feedback
			Discussion
			Problem Solving
			Skills in the Use of Teaching Aids
			Skill of Attitude and Behaviour
			Human Relations
	Specific Qualities of a Social Studies Teacher
		Art of Development of Human Relations
		Objectivity
		Deep Knowledge of the Subject
		Application of Field Study Theory
		A Well-informed Teacher
		Widely Travelled Person
		A Good Communicator
		Skilled in the Use of Technological Aids
		An Interpreter of Various Experiences
	Summary
	References
	Additional Readings
Chapter 9: Micro-teaching in Social Studies
	Nature and Concept of Micro-teaching
		Definition of Micro-teaching
	Main Propositions of Micro-teaching
		Difference Between Micro-teaching and Traditional Teaching
	Objectives of Introducing Micro-teaching
	Steps and Procedure in Micro-teaching
	Phases of Micro-teaching
	Principles of Micro-teaching
	Teaching Skills and Micro-teaching
		Skill of Stimulus Variation
		Skill of Illustrating and Use of Examples
		Skill of Explaining
		Skill of Increasing Pupil Participation
		Skill of Using the Blackboard
		Skill of Writing Instructional Objectives
		Skill of Classroom Management
		Skill of Using Audiovisual Aids
		Skill of Given Assignment
		Skill of Pacing the Lesson
		Modern Categories of Basic Skills in Teaching
			Planning Skills
			Motivational Skills
			Presentation Skills
			Questioning Skills
			Skills of Small Group Instruction
			Developing Pupils’ Thinking
			Evaluative Skills
			Managerial Skills
	Role of the Teacher Supervisor in Micro-teaching
	Evaluative Instruments
	Aids and Apparatus in Micro-teaching
	Behaviour Modification Through Micro-teaching
	Advantages of Micro-teaching
	Limitations of Micro-teaching
	Indian Model of Micro-teaching
		Salient Features of the Indian Model of Micro-teaching
		Standard Procedure of Micro-teaching in Indian Model as given by L.C. Singh
	Summary
	References
	Additional Readings
Chapter 10: Models of Teaching and Team Teaching
	Definition of Models of Teaching
	Characteristics of a Model of Teaching
	Functions of Models of Teaching
	Effects of Teaching by Modelling
	Development of a Model
		Modelling Operations or Stages of Modelling
	Fundamental Elements of Models of Teaching
	Glaser’s Basic Teaching Model
	Description of Glaser’s Basic Teaching Model
	Disciplinary Model of Teaching Social Sciences
	Personality Model of Teaching Social Sciences
	Team Teaching
		Definition of Team Teaching
		Characteristics of Team Teaching
		Origin and Growth of Team Teaching
	Summary
	References
	Additional Readings
Chapter 11: Lesson Planning in Social Studies
	Meaning and Concept of Lesson Planning
	Nature and Functions of Lesson Planning
	Definition of Lesson Planning
	Principles of Lesson Planning
	Importance of Lesson Planning
	Criteria of an Effective Lesson Plan
	Prerequisites of Lesson Planning
	Approaches to Lesson Planning
	Herbartian Approach of Knowledge Lesson
		Advantages of Herbartian Lesson Planning
		Limitations of Herbartian Approach
		Alternative Scheme
		An Outline of a Lesson Plan on the basis of Herbartian Steps
		Herbartian Lesson Plan Model
	Preparation of Unit Lesson Plan: (Morrison’s Approach)
		Features of Unit Lesson Plan (Unit Approach)
		Steps of Unit Lesson Plan (Unit Approach)
		Advantages of Unit Lesson Plan
	Bloom’s Evaluation of Lesson Planning
		Steps of Evaluation Approach of Lesson Planning
		Merits of Bloom’s Approach of Lesson Planning
		Demerits of Bloom’s Approach of Lesson Planning
	Bloom’s or Evaluation Lesson Plan Model
		Presentation: (Learning Experiences)
	RCEM Approach to Lesson Planning
		Features of the RCEM Approach
		Theoretical Rationale of the Lesson
		RCEM Lesson-Plan Model
		Teaching Points
	Types of Lessons
	Skill Lesson
		Orderly Steps for Teaching Skill Lesson
		Important Points for Skill Lesson
	Appreciation Lesson
		Steps of Appreciation Lesson
		Factors Influencing Success of an Appreciation Lesson
	Yearly Plan of Social Studies Teaching
	Lesson Plans
		Lesson Plan No. 1
			Teaching Aids
			Aims of the Lesson
			Sectional Revision
			Sectional Revision
		Lesson Plan No. 2
			Dramatized Lesson Plan
			Aids
			Preparation
			Presentation
			Application
			Homework
		Lesson Plan No. 3
			Lord Buddha and His Teachings
			Illustrative Aids
			Specific Objectives
				Knowledge
				Skills
				Attitudes
			Teaching Hints and Activities
			Evaluation
		Lesson Plan No. 4
			Illustrative Aids
			Specific Aims
			Previous Knowledge
			Presentation
			Final Recapitulation
			Home Assignments
		Lesson Plan No. 5
			Section I
	Summary
	References
	Additional Readings
Chapter 12: Evaluation in Social Studies
	Meaning and Concept of Evaluation
	Definition of Evaluation
	Difference Between Measurement and Evaluation
	Principles of Good Evaluation
	Developing an Effective Programme for Social Studies
	Evaluation in Social Studies
		Techniques of Evaluation in Social Studies
			Oral Tests
			Limitations of Oral Tests
			Essay-type Tests
			Examples of Essay-type Tests
			Merit of Essay-type Tests
			Limitations of Essay-type Tests
			Short-Answer-type Tests
			Example of Short-answer-type Tests
			Merits of Short-answer-type Tests
			Limitations of Short-answer-type Tests
			Objective-type Tests
			Examples of Objective-type Tests
			Merits of Objective-type Tests
			Limitations of Objective-type Tests
			Types of Objective-type Tests
			Multiple choice
			Matching Test
			Examples of Matching Test
			Sequence Test
			Example of Sequence Test
			Classification Test
			Examples of Classification Test
			Completion-type Test
			Examples of Completion-type Test
			Recall-type Test
			Examples of Recall-type Test
	Summary
	References
	Additional Readings
Bibliography
Index