Teaching of Social Studies

232 Pages·2012·12.431 MB·English

by  R. P. Pathak

Teaching of Social Studies
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Teaching of Social Studies
R.P. Pathak
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Copyright © 2012 Dorling Kindersley (India) Pvt. Ltd
Licensees of Pearson Education in South Asia
No part of this eBook may be used or reproduced in any manner whatsoever without the publisher’s prior written
consent.
This eBook may or may not include all assets that were part of the print version. The publisher reserves the right
to remove any material present in this eBook at any time.
ISBN 9788131767634
eISBN 9788131776322
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Registered Office: 11 Local Shopping Centre, Panchsheel Park, New Delhi 110 017, India
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Contents
Preface xiii
Chapter 1 Meaning and Concept of Social Studies 1
Concept of Social Studies 1
Social Studies and Social Sciences 2
Definition of Social Studies 2
Differences Between Social Sciences and Social Studies 3
Social Sciences 3 • Social Studies 3
Scope of Social Studies 4
Aims and Objectives of Teaching Social Studies 4
Social Studies—As a Core Subject 5
Concept of Core Curriculum 6 • Core Curriculum 6 • Social
Studies as a Core Subject 6
Curriculum for Social Studies 7
Contents of Social Studies 7
Summary 8
References 9
Additional Readings 9
Chapter 2 Role and Importance of Social Studies in
National Integration 11
Meaning and Concept of National Integration 11
Definition of National Integration 12
Need of National Integration 12
Role of Social Studies in National Integration 12
Contents of Social Studies in Promoting National Integration 12
History 12 • Geography 13 • Civics 13 • Economics 13
Methods of Teaching for Promoting National Integration 13
Role of Social Studies Teacher in Promoting National Integration 14
The Role of Social Studies in Emotional Integration 14
Summary 15
References 15
Additional Readings 16
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vi  Contents
Chapter 3 Challenges and Issues in Teaching Practices of
Social Studies 17
Concept of Teaching 17
Definition of Teaching 17
Principles of Teaching 18
General Principles of Teaching 18 • Psychological Principles of
Teaching 21
Teaching Variable 23
Issues in Teaching Practices of Social Studies 23
Issues Related to Curriculum 23
Teaching Controversial Issues 24
Introducing the Issue 24 • Stating the Problem 24 • Collection
of Data 24 • Guiding the Learners 25 • Exploring the Facts
and Ideas 25 • Arriving at Conclusion 25
Teacher’s Role 25
Issues Related to Strategies of Teaching 25
Selection of Appropriate Teaching Tactics 25
Selection of Appropriate Communication Media 26
Oral Communication 26 • Written Communication 27
Selection of Appropriate Instructional Aids 27
Learning Conditions and Structures 28
Summary 29
References 29
Additional Readings 30
Chapter 4 Use of Instructional Aids in Social Studies 31
Meaning and Concept of Instructional Aids 31
Significance of Instructional Aids in Teaching Social Studies 32
Types of Instructional Aids 32
Blackboard/Chalkboard 34
List of Items May Be Presented Through Blackboard 34 • Effective
Use of Blackboard 35
Bulletin Board 35
List of Items May Be Displayed in the Bulletin Board 35 • Use of
Bulletin Board 36 • Precaution for Using the Bulletin Board 36
Objects and Specimens 37
Models 37
Qualities of Good Model 37
Charts 37
Type of Charts 37
Diagrams 38
Timelines 39
Line Graph 39 • Bar Graph 39 • Circle or Pie Graph 39
• Pictorial Graph 40
Maps 40
Types of Maps 40
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Contents  vii
Reference Books 43
Summary 43
References 44
Additional Readings 44
Chapter 5 Social Studies Curriculum—Selection and Organization 45
Social Studies Curriculum 45
Definition of Curriculum 45
Aims of Social Studies Curriculum 45
Principles of Selection, Organization, and Construction of
Social Studies Curriculum 46
Children-centred Curriculum 46 • Principle of Motivation 46
• Principle Related with Direct Life of Children 46 • Principles
Based on Democratic Values 46 • Principle of Integration 46
• Principle of Flexibility 46 • Principle of Community-centred
Curriculum 47 • Broad-based Curriculum 47 • Principle of
Learning by Doing 47 • Principle of Selection 47 •
Principle of Co-relation 47 • Forward-looking Principle Based on
Democratic Values 47
Pattern of Social Studies Curriculum 47
Study of Social Studies Curriculum for Different Stages as Primary,
Secondary, and Senior Secondary 48
Primary Stage—Classes I to V (Age Group 6 to 11 Years) 48
• Middle Stage—Classes VI to VIII (Age Group 11 to 14
Years) 49 • Senior Secondary Stage—Classes IX to XII
(Age Group 14 to 17 Years) 50
Teaching Method in Secondary and Senior Secondary Stages 50
Shortcomings of Social Studies Curriculum 51
Suggestions for Good Curriculum of Social Studies 51
Summary 51
References 52
Additional Readings 52
Chapter 6 Methods of Teaching Social Studies 53
Meaning and Concept of Method 53
Methods of Teaching 53
Learning by Doing (Activity Method) 55
Learning by Play Way Method 55
Learning by Experience 56
Learning by Self-Education 56
Division of Methods 57
Characteristics of the Good Teaching Method 57
Different Methods of Teaching Social Studies 58
Assignment Method 59
Essentials of an Assignment 59 • Types of Assignment 59
• Home Assignments 61
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viii  Contents
Discussion Method 64
Organization of Discussion 64 • Merits of Discussion 65
• Limitations of Discussion 65 • Directing Group
Discussion 65
Laboratory Method 66
Lecture Method 66
Significance of the Lecture Method 66 • Merits of the Lecture
Method 67 • Limitations of Lecture Method 67
Observation Method 68
Techniques of the Observation Method 68
Review Method 69
Purposes of Review 69
Source Method 69
Use of the Source Method 70 • Merits of the Source Method 70
• Limitations of the Source Method 70 • How to Make the Source
Method Effective 71
Storytelling Method 71
The Art of Storytelling 71
Supervised Study Method 72
Objections to Supervised Study 73 • Supervised Study and
Socialized Recitation 73
Dramatization Method 73
Note Dictation Method 74
Methods of Dictating Notes 75 • Defects in the Method of Note
Dictation 75
Problem-solving Method 75
Difference Between the Problem Method and the Project Method 76
• Aims of the Problem-solving Method 76 • Characteristics
or Features of a Good Problem 76 • Basic Principles of the
Problem-Solving Method 77 • Sources of the Problems 78
• Procedure or Steps in the Problem-solving Method 78 • Role of
Teacher in the Problem-solving Method 79 • Importance or
Advantages of the Problem-solving Method 79 • Limitations of
the Problem-solving Method 80 • Major Approaches in
Problem-solving Method 81
Inductive–Deductive Method 81
Inductive Method 81 • Deductive Method 82
Analytic–Synthetic Method 84
Analytic Method 84 • Synthetic Method 85
Project Method 86
Meaning of Project Method 87 • Basic Principles or Features
(Qualities) of the Project Method 88 • Kinds of
Projects 89 • Procedure, Steps, or Stages involved in a
Project 89 • Essentials of a Good Project 91 • Agencies of
the Project Method 91 • Examples of Projects 92 • Merits
of the Project Method 93 • Limitations of the Project
Method 94 • Suggestions 95
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Contents  ix
Dalton Plan 96
Duties of a Teacher 97 • Principles Underlying the Dalton
Plan 97 • Merits of the Dalton Plan 98 • Limitations and
Difficulties of Dalton Plan 99
Questioning in Social Studies Teaching 100
Purpose of Questions 100 • Preliminary Questions and Introductory
Questions 101 • Types of Questions 102 • The Technique of
Questioning 103 • Characteristics of Good Questioning 103
• Judicious Blending of Talking and Questioning 104 • Skill in
Answering 104 • Classification of Answers 105 • How to
Deal with Answers 105
Summary 107
References 108
Additional Readings 108
Chapter 7 Social Studies Laboratory and Utilization of
Community Resources 109
Social Studies Laboratory 109
Equipment of the Social Studies Laboratory 110
Social Studies Museum 111
Utilizing Community Resources 112 • Importance of Community
Resources 113 • Valuable Community Resources 113
• Method of Learning through Community Resources 114
• Taking the School to the Community 114 • Community
Survey 115 • Special Camping Programme 115 • Community
Service Project 115 • Bringing the School to the Community 115
• Parents Teacher Association 116 • Celebration of Fairs,
Festivals, and Social Service Activities 116 • Advantages of
Community Resources 116
Summary 117
References 117
Additional Readings 117
Chapter 8 Social Studies Teacher 119
Characteristics of a Social Studies Teacher 119
Scholarship 120 • Professional Training 120 •
Personality 120 • Teaching Skills 121
Specific Qualities of a Social Studies Teacher 125
Art of Development of Human Relations 125 • Objectivity 125
• Deep Knowledge of the Subject 125 • Application of Field
Study Theory 126 • A Well-informed Teacher 126 • Widely
Travelled Person 126 • A Good Communicator 126 • Skilled
in the Use of Technological Aids 126 • An Interpreter of Various
Experiences 126
Summary 127
References 127
Additional Readings 127
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