A-4 (Part-III) Pedagogy of Teaching Social Science PDF - Netaji Subhas Open University

 B. Ed. Spl. Ed. (M. R. / H. I. / V. I)- ODL Programme AREA - A A - 4 (PART-III) : PEDAGOGY OF TEACHING SOCIAL SCIENCE A COLLABORATIVE PROGRAMME OF NETAJI SUBHAS OPEN UNIVERSITY AND REHABILITATION COUNCIL OF INDIA...

 B. Ed. Spl. Ed. (M. R. / H. I. / V. I)- ODL Programme AREA - A A - 4 (PART-III) : PEDAGOGY OF TEACHING SOCIAL SCIENCE A COLLABORATIVE PROGRAMME OF NETAJI SUBHAS OPEN UNIVERSITY AND REHABILITATION COUNCIL OF INDIA 1  AREA - A CROSS DISABILITY AND INCLUSION COURSE CODE - A4 (PART-III) PEDAGOGY OF TEACHING SOCIAL SCIENCE Chairman Prof. Subha Sankar Sarkar, Vice Chancellor, Netaji Subhas Open University, Kolkata Convener Prof. Atindranath Dey, Director, School of Education, Netaji Subhas Open University, Kolkata Course Writers Unit - 1 Dr. Biswanath Banerjee Unit - 2 Dr.. Keka Tribedi & Mrs. Chaitali Kundu Unit - 3 Prof. Shila Mukherjee Unit - 4 Prof. Shila Mukherjee Unit - 5 Dr. Keka Tribedi & Mrs. Chaitali Kundu Editor Prof. Sumanta Chattaraj Processing General and Format Editing Ms. Swapna Deb & Mr. Samir Chakrabarti In-house Processing In-charge Ms. Swapna Deb & Mr. Samir Chakrabarti The Self Instructional Material (SIM) is prepared in conformity with the B.Ed.Spl. Edu.(MR/ HI/VI) - ODL Programme as prepared and circulated by the Rehabilitation Council of India, New Delhi and adopted by NSOU on and from the 2015-2017 academic session. © All rights reserved. No part of this work can be reproduced in any form without the written permission from the NSOU authorities. Sri Mohan Kumar Chattopadhyay Registrar 2  Netaji Subhas Open University From the Vice-Chancellor's Desk Dear Students, from this Academic Session (2015-17) the Curriculum and Course Structure of B. Ed.- Special Education have been thoroughly revised as per the stipulations which featured in the Memorandum of Understanding (MoU) between the Rehabilitation Council of India (RCI) and the National Council for Teacher Education (NCTE). The newly designed course structure and syllabus is comprehensive and futuristic has, therefore, been contextualized and adopted by NSOU from the present academic session, following the directives of the aforesaid national statutory authorities. Consequent upon the introduction of new syllabus the revision of Self Instructional Material (SIM) becomes imperative. The new syllabus was circulated by RCI for introduction in the month of June, 2015 while the new session begins in the month of July. So the difficulties of preparing the SIMs within such a short time can easily be understood. However, the School of Education of NSOU took up the challenge and put the best minds together in preparing SIM without compromising the standard and quality of such an academic package. It required many rigorous steps before printing and circulation of the entire academic package to our dear learners. Every intervening step was meticulously and methodically followed for ensuring quality in such a time bound manner. The SIMs are prepared by eminent subject experts and edited by the senior members of the faculty specializing in the discipline concerned. Printing of the SIMs has been done with utmost care and attention. Students are the primary beneficiaries of these materials so developed. Therefore, you must go through the contents seriously and take your queries, if any, to the Counselors during Personal Contact Programs (PCPs) for clarifications. In comparison to F2F mode, the onus is on the learners in the ODL mode. So please change your mind accordingly and shrug off your old mindset of teacher dependence and spoon feeding habits immediately. 3  I would further urge you to go for other Open Educational Resources (OERs) - available on websites, for better understanding and gaining comprehensive mastery over the subject. From this year NSOU is also providing ICT enabled support services to the students enrolled under this University. So, in addition to the printed SIMs, the e-contents are also provided to the students to facilitate the usage and ensure more flexibility at the user end. The other ICT based support systems will be there for the benefit of the learners. So please make the most of it and do your best in the examinations. However, any suggestion or constructive criticism regarding the SIMs and its improvement is welcome. 1 must acknowledge the contribution of all the content writers, editors and background minds at the SoE, NSOU for their respective efforts, expertise and hard work in producing the SIMs within a very short time. Professor (Dr.) Subha Sankar Sarkar Vice-Chancellor, NSOU 4  B. Ed. Spl. Ed (M. R. / H. I. / V. I)- ODL Programme AREA - A A-4 (PART-III) : PEDAGOGY OF TEACHING SOCIAL SCIENCE 5  First Edition : July, 2016 Printed in accordance with the regulations and financial assistance of the DEB-UGC, Government of India 6  AREA - A Netaji Subhas Open A-4 : PEDAGOGY OF University TEACHING SOCIAL SCIENCE A-4 Pedagogy of Teaching Social Science UNIT - 1 : NATURE OF SOCIAL SCIENCE 9-22 UNIT - 2 : CURRICULUM AND INSTRUCTIONAL PLANNING 23-54 UNIT - 3 : APPROACHES TO TEACHING OF SOCIAL SCIENCE 55-94 UNIT - 4 : EVALUATION OF LEARNING IN SOCIAL SCIENCE 95-129 UNIT - 5 : SOCIAL SCIENCE TEACHER AS A REFLECTIVE PRACTITIONER 130-158 7 8 Unit-1 Nature of Social Science Structure : 1.1 Introduction 1.2 Objectives 1.3 Concept, Scope and nature of Social Science 1.4 Difference between Social Science and Social Studies 1.5 Aims and objection of teaching Social Science at school 1.6 Significance of Social Science as a core subject 1.7 Role of Social Science teacher an egalitarian Society 1.8 Check Your Progress 1.9 Let Us Sum Up 1.10 References 1.1 Introduction Social Science is an integral part of School education. Along with other subject like language, science and mathematics social science gives the students knowledge and understanding of the concrete realities and situations of life and aims at developing the skills to deal with several requirements of life. The course on teaching of Social Science is designed not only to provide the teachers with the pedagogical principle imvolved in teaching of Social Science. In this unit the course focuses on concept, scope and nature of social science, difference between Social Students and Social Sciences, significance of social science and the role of social science teacher for an egualitarian society. 1.2 Objtives At the end of this sub-unit, you will be able to State the meaning of the concept of social science. Describe the significance of learning social science. 9  Determine the concept of social science teaching. Know the different perspective of the concept of social science. 1.3 Concept, Scope & Nature of Social Science Concept : Social science has a broader aspect which is related with the diverse concerns of society. Social science include in its course the disciplines of history, geography, political science, economics, psychology and sociology. It is a course of study with the society. It denotes the history of society with its emgergence and downfall along with its continuous process. In a broader term "social science is a major categories of academic disciplines concerned with society" but it should be added that social science reveals the relationship among individuals, and their outlook to society. Moreover, it can also be said that the social science exerts an important responsibilities to make the base for social values and also human values, freedom, trust, mutual respect, sense for heritage etc. According to James High ‘‘Social Sciences are those bodies of learning and study which recognizes the simultaneous and mutual action of physical and non-physical stimuli which produce social relation’’ Social Science is defined as any scholastic disciplene that investigates human society. The concept of social sciene teaching basically should be aimed of investing in a child a moral enegery and mental supports so that he or she can think independently and deal with the social forces, that threatend this values. Thus, the concetp of social science and the teaching of social science has been linked up to the role of an individual in contributing to this development of personality. Gender concern also need to be addressed in terms of the perspectives of women. Environment studies is viable with the concept of social science. From primary education only it should be introduced, then a child may be initiated to locate and comprehend the relationship between the natural environment social science. Later, in higher classes the concept of social science among them could be more explicable and it can discuss the realtion between natural diversity a socio-cultural diversity. The skill of observation and experience can create cognitive capacity within the learner thus, the concept of learning and teaching of social sicnece creates a new approach in education. 10  Scope & Nature : The scope of social sciences is multifarious. The study of social science is vital for the future of our civilization and society. The answer of modern problems and its remedies can be detected through social science. As social science is contained with different subjects so the scope of social science is vast. The scope of analysis of the facts and figures, problems and other thing can provide society with so many important answers and observations that may improve the understanding of our lives which helps us to improve our interaction with each other. Thus, social science will provide all types of social situation & psychological condition. There are different subjects in social science. It is an important scope to inculcate different areas of social science. As for instance, we should say that geography and economics may together help in developing a proper perspective related to the issue concerning environment, resource and development at different levels from local to national level similarly Indian history will be taught emphashing the concept or plurality and change. Nature : The nature of social science is classical based on a wide range of content drawn from the disciplines of history, geography, political science, economics and sociology. Social science always tries to find out its relevance with the society. The nature and outlook of social science is based on scientific approach. Social science advocate for scientific inquiry like other science subjects. To search the logic and reason of human sciences (History, geography, economics, political science etc.) is the specific nature of social science. The major thrust of social science curriculum has remained utilitarian in nature and it put more emphasis on developmental issues for mankind. Thus social science makes a broader outlook and classic nature. 1.4 Difference between Social Science and Social Studies : There is a debate regarding the difference between social science and social studies. Social science develope ideas on subjects but social studies has an objective outlook regarding subject. It is social study through which students understand their own social environment and they use to learn the pedagogical approach of subjects. Social science allows them more to learn. It is the philosophy and meaning of the subject which social science brings to them. 11  Generally it can be said that the social studies are concerned with man and his interaction as well as his relation with social, cultural economic and physical environment. In a nutshell it can be said that in social studies, studying human beings and its persfective towards society is important. If we carefully try to understand what is the difference between social science and social studies, we will see that the area of social studies and its objective has a more wider space. In NPE core curriculam (1986) it is deseribed that social studies should deal with the ideas of humaning, secularism, socialism and democracy. The chief aim of reading social studies is to know the society and to develop skills and attitudes for producing consciencious citizens. Through social studies a teacher can equip himself with the needed attitude and outlook absorbed in making a good citizen as well as good students. On the part of leaner the social studies has a promising outlook. Actually social studies prepare a student to investigate his past. It can be done through history, learner should be attentive about his whereabouts and surrounding as well as environment through studying geogrphy. Social studies supplies the information on needs and desires of the people along with their psychological condition through reading psychology. How people will be supported finnancially, what would be his procurement, all of these things can be dicussed through economics, sociology and political science. It shows them the way of a broder aspect of administration, nations and civilisation. Thus it is seen that through social studies students would be well aware of his time, space, society, background and outcome. These studies have a confluencing effort. Now we can compare social science with social studies to a specific point. The point is that social science deals with facts and material objects, language with communication and mathematics with quantity accounts but social studies deals mainly with the socio-economic relationship among the people. It makes the study of the life of the pupil in society and it tries to discover society's needs and priorities, the emerging aims and objectives of teaching social studies should be discussed here. In this context we should say that social studies help learners to develop greater awarness among themselves, to classify and examine their values and to establish a sense of self-identity. In provides learners with a knowledge of human system in areas of economics, culture, and governmental administrative process. Social science is the branches of the study of human society and social relationship. Social science is a subject that deals with the study of social life of people or groups 12 of individual. Social science is related with study and observation. Social science includes different subjects such as history, geography economics, psychology, political science and sociology. All of the subjects are important in relation with social science but study of sociology, history, geography and economics form a very important part of social science. The scope of social studies has a multifarious direction. The objective is also different. Social study is the combined study of social science and humanities. Social study helps to make healthy citizens. Social studies varies greatly among the countries according to their social, cultural and economic set up. The texture of social science remains same and it has a common area in different countries. Social science is the study of society and the manner in which people behave and works and influence the world around us. John Dewey opinined that the concept of social science is a social enquiry. According to NCERT. "The social science encompass diverse concerns of society and include a wide range of content, drawn from the disciplines of history, geography political science, economics and sociology. The social science carry a normative responsibility to create and widen the popular base for human values, namely freedom, trust, mutual respect for diversity etc." Social studies has a practical base regarding the utility of education which could be meaningful and necessary for society. It has a wider range of action. It is not only confined to the classroom. It tries to prepare students to beccome well informed and constructive participants in society and capable of developing healthy relationships. The aims and objectives of social Science are more dynamic because it has to change itself by generation after generation. New generations have started facing new challengs. New social rules are introduced new ideas which used to challenge the old ones due to the change in Socio politico and economic situation. There is a comparative study regarding the difference between social scince and social studies. Some scholars say that social studies is no doubt a separate branch of studies but it is called 'Social science' when studied at a higher level. The term social studies is an age old term. According NCERT social studies is 'a field of study which deals with men, his relation with other men and his environment on understanding of human relationships, knowledge of the environment, dedication to the basic principle and values of the society in which it is taught and a commitment to participate in the process through which that society in maintained and improved. A careful analysis will prove that social studies touches all aspect of human life and human relationship, side by side it derives and inculcate knowledge of all social 13 sciences. When not a student but a common man think of social studies, he or she give stress on social problems or current events but in the case soical science he or she will be attentive on subjective mood. Poeple generally concentrate on the theory part of human and social affairs, problems etc. in term of social science but no doubt social studies is the practice part of human and social affairs. Commonly it is told that social science and social studies receiprocate each other from different angle but at a higher level of studies, Social Science concentrate on investigation, research and solutions to social problem. Social scientist is eager to expand the bond of human knowledge. His treatment is more analytical than the treatment given by a specialist of social studies. Social studies is more or less of a descriptive type when the information is truly Presented Social Studies promide a good foundation on which the structure of Social Science can be built. The concept of social studies has been discussed by different scholars. In the words of J. F. Forrester "Social studies as the very name suggest in the study of society and its chief aim is to help pupils to understand the world in which they have to live and how it came to be, so that they may become responsible citizens. It aims of promoting critical thinking and a readiness for social change, at creating a dispositions for acting on behalf of the general welfare at an appreciation of other culture and a relaisation of the interdependence of man and man and of nation and nation." The secondary education commission in India (Mudaliar commission 1952-53) states "social studies as a term is comparatively new in Indian education. It is meant, it cover the ground traditionally associated with history, geography economics, civils etc. The whole group of studies has therefore to be viewed as a compact whole where object is to adjust the students to their soical environment which includes the family. Community, state and nation." Thus it is seen that social studies has a seperate identity. Obvioulsy there are some differences between social studies and social science. The focus and emphasis of both are different. Social Science represent an adult approach, while the social studies represent a child approach. Social Science are the theory part of human affairs Social Studies are the practice part of human affairs. The Social Sciences are far larger than the Social Studies. 14 1.5 Aims & objectives of Teaching Social Science at school level. Aims and objectives of teaching social science of school level has a far reaching effect. Social science curriculum consist of a wide range of contents drawn from the disciplines of history, geography, political science, economics and sociology. The selection and organisation of material into a meaningful social science curriculum is the primary aim and objectives of teachig social science at school level. To enable student to develop a critical understanding of society is another aim of social science. Social science expresses the views that student's own life experiences is very important. The objective of social science is to create and widen the popular base for human values, nearly freedom, trust, mutual respect, respect for diversity etc. Thus, it is seen that social science teaching basically should be aimed at investing in a child a moral and psychie energy so that he or she can think independently and deal with the hostile social forces while threaten their values. Aim and objectives of teaching social science at school level is to prepare a student philosophically so that he or she can understand the meaning of (Co-existence) between individual good and collective good. Social science tries to create a non- coercive & participatory mode, among childrens and teachers so that the best chance of making teaching and learning intersting as well as enjoyable. Social science created different disciplines like history, geography, political science and economics and its methodology with pedagogy, gradually social science put some new ideas on teaching different subjects at school level. Planning the curriculum at the primary stage, the natural and social environment should be taught as an integral part of language and mathematics along with other subjects. Children should be engaged in such activities that would help them in promoting and understanding about the natural and social environment. Another aim and objective of teaching social science at school is to make the students conscious with gender sensitivity. It is new ideas of contemporary age. It is also to be mentioned that understanding in social sciences at school level should be based on observation and illustration which is needed to be drawn from the physical, biological, social and cultural aspects of life because it is important for the child to develop the skill of observation, identification and classification. Through these power of observations, identification and classification a student can be competent to draw the analogies between natural diversity and socio-cultural diversity. Thus, the social science teaching based on observation and experience which can create cognitive 15 capacity within the child. At the upper primary stage the subject area of social science is generally based on history, geography, political science and economics. Side by side a new syllabus should be framed by introducing the learner to social & economic problems and emphasis should be made on issue like poverty, illiteracy, child and bonded labour, gender and environment. Indian history will be taught defining and giving stress on the concept of plurality and change. At the secondary stage the aim and objectives of social science will be broader. It should comprise the elements of history, geography, political science and economics. The higher secondary stage is considered important as it offer different choice of streams to the students accoding to their Issues, During this period the teaching of history should be placed on a broder sense. Issues related to geography should be taught keeping in mind the need to inculcate in the child a critical appriciation for censervation and environmental concerns. In political science the focus should be on discussing the philosophical foundations based on the value framework of the Indian constitution. If economics as a subject should be discussed from the perspective of the masses, the sense of economic reason to clarify any social economic matter is important. To sum up it can be said that the foundation of teaching social science needs basic knowledge, skills and attitudes to make meaningful contribution in any field, they choose. Thus, it is seen that the aim and objectives of social science are larger to expand the bonds of human knowledge and teachers should resort to the techiniques of Team teaching wherever possible to develop and socio scientific culture which is the general need of the hour. 1.6 Significance of Social Science as a core subject The subject social sciences indicate the importance of the relationships between the key disciplinary contributors to this learning area. Together they provide a broad understanding of how societies work, and how people can participate as critical, active, informed and responsible citizens with high level skills needed for the twenty- first century. Social Science as a core subject of school aims at enabling the student not only to adjust himself to the environment but also to improve his social, cultural, economic 16 and physical environment as an active group member. Social Science also includes development of knowledge, skills, attitudes and values through the activities of reading, writing, observing, discussing, creating, practicing, playing, problem solving, exhibiting and developing relationships etc. The significance of Social Science as a core subject has multi-dimensions. It can provide us with so many important answers and observations that may help to improve the understanding of our lives and then help us to improve our interaction with each other. In this context the philosophy of Social Science related with core subject is to be discussed. It may be defined as the rational and systematic study of human society in all its forms with the aim of arriving at an enduring understanding, acknowledged as such by a broad consensus of researchers of social phenomena. It gives scientific explanations of certain social phenomena. Here, conceptual analysis is needed. Actually the objective of social and behavioural science component of a core curriculum is to increase students knowledge, to discover, describe and explain the behaviour and interaction with individual group, institutional event and ideas. Students develop knowledge and skills to enable them to: better understand, participate in and contribute to the local, national and global communities in which they live and work; engage critically with societal issues; and, evaluate the sustainability of alternative social, economic, political and environmental practices. Social Science/learning as a core subject involves : critically examining society, social practices and social issues incorporating a range of theoretical perspectives such as socio-cultural, feminist, postmodern, postcolonial, indigenous and others used in the contributing disciplines using teaching approaches that are constructivist, socio-ecological, participatory, experiential, inquiry- or problem-based using teaching strategies that promote questioning, problematising, critical inquiry, values exploration, social decision-making gathering, verifying, evaluating and synthesizing multiple sources of data and using information communications technology allowing for personal growth, and the development of individual and collective responsibility 17  connecting with students' social, affective, aesthetic, moral and spiritual development making judgments about appropriate personal and social actions. The Social Science learning as a core subject will be the activity of gathering, analyzing and interpreting information for a variety of social, economic, educational and political purposes. So the Social Science teacher needs to be familiar with a range of social research method. Ability to conduct proper social research is significant to any social science qualification. Thus, it is seen that as a core subject Social Science is important because it helps to knowledge structure. Simultaneously. to prepare the environment of relevant understanding the role of Social Science teacher is creative. Social science as a core subject not only defines and validates societal aims. it also has the capacity to provoke learners to critically examine them on the anvil of universal values of social justice and environmental susiainability. In most democratic countries Social Science make the greatest possible contribution to citizenship education in the broad sense of maximum personal development, human relationship and loyalty to the principles and practices that support freedom. Thus, the objective of teaching Social Science as a core subject is to help students to acquire knowledge of their own physical. social and economic environment, and understanding of human relationship. It also helps to achieve certain attitudes and values which are vital for intelligent participation in the affairs of the community, the region, the state, the nation and the world. 1.7 Role of Social Science Teacher for an Egalitarian society : Egalitarian society is a favourble society for a social science teachers. An egaliterian society believes in treating people equally through giving people equal right and opportunity. This society advocates for the protection of human quality with respect to economic, social and political right. It advocates to drive out of inequality in the society and determination based on gender, race, religion etc. Role of social science teacher in this respect is very important. They should take the role of pioneers to precach these ideas. Social science teacher dealts with attitudes, ideas and other knowledgable matter to a large extent. Teacher of social scince have the duties to assist pupils to understand this complex world in which we live. Social science teachers should have faith on the socialisation of the people in society and will 18 develop trust, equlity, logical thinking among the students. He should be carefull to the mission of egalitarian society for making good citizens of the nation. The role of social science teacher would be as a guide, philosopher and friend. In this respect teacher should make his school as a centre of social reconstruction for a new social order. The teacher should arise intellectural interests and would be carefull to open social insight and understanding. Now, the questions comes what the students will learn from the teacher ? In this respect we can say that philosophical ideas are important. An egalatarian society is based on philosophical ideas which would be useful for the students. So a social science teacher must be carefull about different socilogical ideas. Indian society is a multicultural society. In India there are different religion. So an assimilation is important. Teacher will develop the spirit of tolerance and democratic ideas among the students. This role of teacher is very much helpfull to form an egalaterian society depends on democracy. After the Renaissance the idea of democratisation in the spehere of education achieved a new dimension in educational thouhgts. The idea of citizehship based on it. In this respect teacher should make the student very much aware of social interaction. There are different subjects in social science, so soical science teacher should have some preliminary ideas on these subjects. A basic knowledge on social science is also needed. Teacher should try to combine the family, commnity, state, nations and international understanding through a scientific porcess. A knowledge of methodology is needed to sepcify gender, race & religions. Now it is noticed that the process and arena of social scinece is changing very first. A teacher must be well aware of it. The reciprocating process is more important to deal with the student. To arouse interest in the matter in more important. Teacher will find the stimulous and helpfull areas of social science. Competency of teachers is needed in all respect. Thus it is seen that performance, competency and transaction related competency are important in the life of a social science teacher. Now social inequalities are more prominent espceially in developing countris of the world because of the limited capacity for economic growth. In the spehere of education, egalitirian process has identified three aspects to the questions of equal educational oppertunities to the people. It gave stress on the idea that a social science teacher should make equal treatment during education irrespective of social origin. The second approach to equalising educational opportunities is to ensure that all student will get equal treatment during educational process. The third approach is to provide equal oppertunites for 19 the students. So education is one of the instruments through which most societies advocate for social equlity. In an egalitiran society the scope of teaching are based on various medium. A social science teacher should well conversant with the use of teaching aids like (epidis scope), films, strips, projector, computers etc. Side by side a social science teacher should be well aware of suitable source material and appropriate method of teaching, good command over the language and good conversational pattern is important. The power of correlation is necessary and ability in planning, supervision, organisation and managment makes a teacher competent. Modern educational world opines that "the content of social science changes as the world changes time to time so a social science teaching would be versatile and he/she should cope up with the change. It is expected that he/she should have a full hold on any of the two subject among, history, geography, sociology and political science. Teacher shall be well aware of extra curricular activites as well as co-curricular activities. Co-curricular, activities like games, daily performance, excursion community and group activities shuld be guided by social science teacher because these activities help the student to realise the subjects. It provides different thoughts and derived social qualities in students. Lastly, it can be said that to make a succesful egalaraterian society a teacher should know the proper teaching method. He/she should be carefull to choice source material. He she should have good command over the language and he/she should have the abilites to prepare and use relevant teaching aids. Thus, a teacher would be able to create the atmospher of learning for all and the aims of egaliterian society. 1.8 Check Your Progress 1. What does social Science decide as an area of study?............................................................................................................................................................................................................................................................................................................................................................................................. 20 2. State the concept of social science.............................................................................................................................................................................................................................................................................................................................................................................................. 3. What is the nature of social science?............................................................................................................................................................................................................................................................................................................................................................................................. 4. State the differences between social studies & social science.............................................................................................................................................................................................................................................................................................................................................................................................. 5. What are the aims and objectives of teaching social science at school level?............................................................................................................................................................................................................................................................................................................................................................................................. 6. Mention the main aspects you would consider Social Science subject as a core subject.............................................................................................................................................................................................................................................................................................................................................................................................. 7. What is Egalitarian Society?............................................................................................................................................................................................................................................................................................................................................................................................. 21  8. State the role of social Science teacher for an egalitarian society?............................................................................................................................................................................................................................................................................................................................................................................................. 1.9 Let Us Sum Up The present unit has attempted to provide the basic concepts about the meaning, nature, scope and significance of social science and various approaches of social science curriculum. This unit also deals with the role of social science teacher which is very significant to develop in pupils an outlook in egalitanian society for making good citizens and new social order. And it is expected that a teacher will be able to create the atmosphere of learning for all and the aims of egalitenian society. 1.10 References 1. Bhattacharya, S and Darji, D. R (1966) : Teaching of Social Students in Indian School, Acharya Book Dept., Baroda. 2. Ellis, A.K (1977) : Teaching and Learning Social Studies Allyn and Becon luc. London. 3. Fly Vbjery., Bent (1998), Making Social Science Matter, Combridge University Press. 4. Little Daniel (1991)-Varieties of Social Explanation West view Press. 5. Mehlinger, M.D. (1981) : UNESCO Handbook for the teaching of Social Science (Ed) Croom Helm London. 6. Rosenberg, Alexander (1995)—Philosophy of Social Science, West view Herper Collius. 7. Basic concepts in Social Science https://www.cpp.edu/~ddwills. 8. Social Science—Wikipedia. https://en.wikipedia.org/wiki/social science. 22 Unit 2 Curriculum and Instructional Planning Structure 2.1 Introduction 2.2 Objectives 2.3 Organization of Social Science Curriculum at School Level 2.3.1(a) Principles of framing history curriculum 2.3.1(b) Principles of Organising Geography Curriculum at school level 2.3.2 History Curriculum at school level 2.4 Instructional Planning : Concept, need and importance 2.5 Unit Plan and Lesson Plan : need and importance 2.6 Procedure of Unit and Lesson Planning 22.6.1 Unit plan procedure : 2.6.1.1 Organising the subject matter and learning experiences 2.6.1.2 How to proceed 2.6.1.3 Unit plan format 2.6.2 Procedure of lesson plan 2.6.2.1 Model lesson plan format: I 2.6.2.2 Model lesson plan format II. 2.7 Adaptation of Unit and Lesson plans for children with disabilities 2.8 Check Your Progress 2.9 Let us sum up 2.10 References 2.1 Introduction The vital and most significant component of any teaching learning process is the curriculum which reflects the ideology and Philosophy of a nation as enshrined in its constitution. Keeping in mind the learning objectives of a particular stage of education, certain planned experiences are presented before the learners of that stage of education which would help the learners to achieve those specific learning objectives in the long run. These experiences are termed as ‘curriculum’. ‘‘The experiences are 23 suited to the age of the learner, the emotional, physical and intellectual maturity of the learner and his previous experiences and learning.’’ Curriculum derives from a Latin word ‘‘couriere’’ which means a ‘race course’ to be covered within a specific time period to reach the goal. The Secondary Education Commission (1952-53) defined curriculum in a very comprehensive way that it ‘‘includes the totality of experiences that a pupil receives through the manifold activities that go on in the school, in the classroom, library, laboratory, workshop, playground and in the numerous informal contact between teachers and pupils. In this sense the whole life of the school becomes the curriculum which can touch the life of the students at all points and keep in the evolution of a balanced personality.’’ Curriculum can broadly be classified as (a) subject-matter curriculum which includes separate subjects, correlated subjects and broad fields (b) developmental activity curriculum which takes into account the basic social and organic needs of the learners. In the broad field curriculum subjects are grouped into broad areas like language, natural science, social science etc. ‘‘The social sciences encompass diverse concerns of society and include a wide range of content, drawn from the disciplines of history, geography, political science, economics and sociology. The selection and organisation of material into a meaningful social science curriculum, enabling students to develop a critical understanding of society, is therefore a challenging task. The possibilities of including new dimensions and concerns are immense especially in view of the student’s own life experiences.’’ The Secondary Education Commission (1952-53) states that, ‘‘The basis of teaching must be the organisation of subject-matter into units or projects which would create opportunities for self-activity on the part of the students.’’ 2.2 Objectives After going through this unit you will be able to : 1. Explain how to organize history and Geography curriculum at school level. 2. Describe the various principles of organizing history and Geograph curriculum at school level. 24  3. Analyse the concept of instructional planning, its needs and importance. 4. State the concept of unit plan and lesson plan, its needs and importance. 5. Prepare unit and lesson plan of history and Geography for children with disabilities at school level. 6. Discuss the concept of pedagogical analysis. 7. Construct pedagogical analysis in Social Science for school level. 2.3 Organization of Social Science (History & Geography) Curriculum at School Levels History is most often said to be the ‘‘mother’’ of the social sciences. The definition of history given by Johnson in his book ‘Teaching of History’ is very comprehensive. He said ‘‘History, in its broadest sense, is everything that ever happened............history, in its usual acceptance of the term means history of man.’’ History is the scientific study of the past, concerned with man in time and space which put emphasis on evolution, growth and development of human civilization through the ages. The scope of history is very wide, vast and comprehensive as it has expanded vertically and horizontally. Therefore, the selection of content and organization of content of history have to be made very carefully and logically while framing the curriculum of history at school levels. 2.3.1(a) Principles of framing history curriculum : Following principles should be kept in mind for curriculum construction in history : a. The curriculum should be based on the aims and objectives of teaching history at school level. b. The curriculum should be suited to the age, capacity and ability of the pupils for whom it will be framed. So it should be learner centered. c. There should be a functional relationship between the content of the study. d. Curriculum should provide a totality experience of man’s evolution on earth. e. It should lay emphasis on promotion of social justice, democratic values, national integration and international understanding. 25 2.3.1.(b) Principles of Organising Geography Curriculum at school level: a. Proceed from known to unknown: Teaching of Geography should start from the micro level or local Geography study. It will follow the maxims of teaching: Proceed from known to unknown Proceed from concrete to abstract Proceed from near to far b. Emphasis on empirical observations of the learner in selection of Subject matter: The curriculum should provide ample opportunity to the learners so that they can learn by actual experience. Therefore, the curriculum should be practical work oriented. c. Use of Geographical Terminology based on home Geography: An all out effort should be made to provide to the child Geographical vocabulary from their surroundings. For learning island, delta etc. it is essential that they have ample knowledge of the geography of their area for this the geographical vocabulary from their surrounds should be used. d. Idea of human life throughout the world: The Geography curriculum should give an idea of human life and activities throughout the world to understand man-environment relationship. Keeping this aim in mind, students will be able to enter the world as practical citizen. e. Study in the synthetic way: Various geographical facts should be presented to the child in a synthetic way. Geography is a practical subject and it should not be a collection of Geology and Astronomy etc. It should be presented as an integrated subject. e. Emphasis on physical and economic Geography: In any curriculum of Geography, physical and economic geography must be given their proper place. More emphasis is placed of these branches of Geography in later school days. e. International understanding: We cannot make a systematic study of all the countries of world in any curriculum of Geography. It makes it all the more important that we make our selection very carefully. An effort is made to put more stress on international understanding and interdependence of nations. h. Selection of subjects: Only elementary things of remote countries are included 26  in curriculum so that students know their situation. Only such topics which have international significance should be taught about these countries. 2.3.2.(b) Curriculum of Geography at school level: There are three major components of Geography at school level. These are as follows: Physical geography and weather observation Regional geography and Map work The curriculum of geography at school level may be subdivided under the following headings. 1. General study of the world other than the country in which pupil resides. II. Study of home country and its relationship with other countries of the world III. While studying the world geography the following areas may be emphasized: a. Movement of various planets, sun, earth etc. b. Formation of day and night, change of seasons, movement of earth, change of weather, longitude and latitude. c. Surface of the land, flow of river and its causes, various water divisions of the world, currents, ebb and tide etc. d. Atmosphere, weather, climate, temperature, pressure, rainfall, bands and divisions of the world, cyclone etc. e. Influence of physical conditions on human activities f. Important cereals and crops of the world, raw material. g. Mineral wealth and power, industry. h. Routes of trades, communication and development of big cities. While carrying out the study of home country an effort should be made to acquaint the child about maximum of details of the country. For this purpose, maps, atlases and other teaching aids should be used. To acquaint students with home country tours and excursions may be organized. For this specific purpose the regional method of teaching geography must be followed. The study of the following should be incorporated while framing the curriculum. 27  I. Situations and locations of various physical divisions of the world, their longitude, latitude etc. II. Students are asked to measure the length and breadth of a specified region from the map so that they get a clear idea of physical divisions of the world. III. Study of natural or physical conditions including study of mountains, rivers, peaks etc. IV. To know the climate and its qualities a study of maximum minimum thermometer should be included. V. Study of pressure of area and wind. VI. Study of rain fall in the area. VII. A detailed study of mineral wealth of area. VIII. A complete study of animal wealth of area. IX. Study of industry, art, craft and trade. X. Comparative study of location of various trades and industries. XI. Study of industrial tours and cities. XII. Study of population. While taking up the teaching of world geography different teachers follow different order of treatment of continents. However, it has now been concluded on the basis of various studies that the three southern continents should always be taught before Europe and North America. The regional study of India should be taught at lower classes. Practical work: Map work should be given due importance and in junior classes we should try to clarify the meaning of map and scale. Maps should be used to teach relief. Before taking up the contour line method of showing relief, heights may be shown by shading. Three dimensional models can be used for interpretation of maps for the visually impaired students. 28  Study of physical and political divisions of the map of the world. Various means of communications like sea routes, land routes, air routes etc. Trade of perishable goods. Science and its influence on human life. Modern inventions. Local environmental studies. To keep a record of weather and seasons and to maintain charts for this purpose. 2.3.2 History Curriculum at school level : History has been given an important place in the school curriculum for a long time. The scope of history is very large and vast, wide and long. It deals with human achievements in all walks of life-political, social, economic, cultural etc. There are also many types of history like local, regional, national and international.It is comprehensive in nature. There should be a reflection and an adequate coverage of all the aspects and all types of history in any school curriculum, so that the students will be able to get an over all idea of history. The curriculum of history can usually be divided into three broad categories : Ancietnt Period, Medieval Period and Modern Period. The landmark happenings led to the evolution of human civilization both nationally and internationally are selected as content for each period. Ancient Period of history should cover the following topics : Concept of history-Pre-historic period and the Early man-The stone age-The copper bronze age- The sources of history- The River centric civilizations (The Harappan civilization, the Mesopotemian civilization, the Egyptian civilization, the Chinese civilization). The iron age- The Roman civilization and the Greek civilization, The Vedic and the later Vedic Civilization, The Protest Movement- rise of Jainism and Buddhism, The rise of Empire or the age of imperialism in India - The Mauryan Empire, The Kushana Empire, The Gupta empire- The history of Bengal, The Deccan and South India, Relations with the outside world. 29  Medieval Period should deal with the following topics : Beginning of the medieval period and its features, the sources of history- rise of regional powers in Bengal, North India and South India- The tripartite struggle centering around Kanauj-contact of India with Islam- The Delhi Sultanate, The Mughal Empire, The history of Vijaynagar and Bahamani kingdom in the south, Administration, society, economy and culture, Relation of India with the outside world. The Arab Empire and rise of Islam, The Byjantine Empire, Feudalism in Europe, Rise of towns, Trade and commerce, History of China and Japan. Modern Period Should consist of the following topics : Beginning of the Modern Age-Renaissance in Europe, Reformation Movement in Europe, Geographical discoveries and exploration, growth of Nation States, The English Revolution. The Industrial Revolution, The American War of Independence, The French Revolution, The Democratic and Nationalist Movement in Russia, Imperialism and the First World War, The League of Nations, Rise of Fascism in Italy and Rise of Nazism in Germany, The Second World War, The United Nations Organisation and The Cold War. The Indian States and Society in the 18th Century – The Rise of Regional Powers in Bengal, Maharashtra, Mysore and in Punjab. The beginning of the European settlements in India and the East India Company, The Anglo French Rivalry in the Deccan. The British conquest of India (1757-1856) : Expansion of the British Empire British occupation of Bengal, British imperialist policy, Anglo Maratha, Anglo Mysoer, Anglo Sikh war. British administrative policy and the structure of government. British economic policies the drain of wealth, British agrarian policies impact of British economic policies, development of modern industries. British education policies and beginning of modern education. Social and cultural awakening in 19th century India : Raja Rammohan Roy, Brahmo Samaj Movement, Young Bengal Movement, Pandit Iswar Chandra Vidyasagar, Ramkrishna Mission Movement, Prathana Samaj Movement, Arya Samaj Movement, Aligarh Movement. 30  The Revolt of 1857- administrative policies and reform after 1858. India and her neighbours : war with Nepal, Burma and Tibet. The Peasant Movements and the Tribal Movement. Emergence of Indian Nationalism (1858-1950) : Factors behind the emergence of national consciousness, political associations and birth of Indian National Congress, activities of Congress from 1885 to 1995 National Movement (1905-1920) : Growth of militant nationalism and extremist politics, partition of Bengal and Swadeshi Movement, The Muslim League and rise of communalism, the First World War, the Home Rule League, growth of revolutionalry movement. Struggle for Swaraj (1920-1947) : National movement after the First World War, Rise of Mahatma Gandhi in Indian National Politics- Three Satyagraha Movements by Gandhiji, Mantague Chelmsford Reform, Rowlatt Act, Jalianwalabag Massacre, Non Co-operation and Khilafat Movement, the Swaraj’, Civil Disobedience Movement, The Government of India Act 1935, Growth of Socialist Politics, Working class movement, The Second Wrold War- Quit India Movement, Netaji Subhas Chandra Bose and INA, Royal Navy Movement, Wavel Plan, Transfer of power, partition and independence, New Constitution of Independent India. 2.4 Instructional Planning : concept, need and importance Planning is preparation for action. It is an essential tool for effective teaching. Instructional planning is a process of using appropriate curricula, instructional strategies and available resources by a teacher to address various needs of the students. It is the systematic selection of educational goals and objectives and their design for use in the classroom. Prior to each lesson, unit, semester, while teachers are planning the content of instruction, selecting teaching materials, designing the learning activities and grouping methods, and deciding on the pacing and allocation of instructional time, they are actually determining what learning opportunities their students are going to have. Teachers could use learning outcomes developed by professional organisations or school curriculum goals and objectives to plot the sequence of subject topics. However, the most informative source of any instructional planning is the students to whom the teacher would teach in the classroom. 31  A solid planning process is integral to a teacher’s efforts in identifying appropriate curricula, instructional strategies, and resources to address the needs of all students. Research show the following key areas that a teacher should follow while making instructional planning. What should be taught? Effective student learning requires a progressive and coherent set of learning objectives. Effective teachers excel in delineating the intended outcomes of each lesson and describing the behaiours or actions that students should be able to perform after participating in the learning activities. Expert teachers conceive a lesson along two dimensions simultaneously : Teacher’s own actions, thoughts, and habits; and students’ and students’ thinking and understanding of the content. Thus, effective teachers not only plan what to teach, but more importantly, they plan for whom they are going to teach. How should it be taught? After developing the learning objectives, the next step is to translate the instructional plans into actions. Effective teachers follow the predefined plan while remaining open to changes and continuously adjusting their instruction based on student needs. How Should instruction and student learning be assessed? Teachers need to link assessment plan to learning objectives. Before the actual instruction starts, teachers need to decide upon valid and reliable assessment techniques that are available to solicit student learning data and judge the success of the instructional plan. Teachers should communicate to their students about what they are expected to achieve and inform them about how they will be assessed after participating in the learning activities. Need and importance of instruction planning Instructional planning assures improved delivery of instruction. It helps in creating effective, meaningful lesson. It helps students make sense of information. Effective lessons make sense of information. Teacher feels comfortable about instruction and giving them a sense of understanding and ownership over the teaching they plan. 32  It established a sense of purpose and subject matter focus. It provides a change to review and become familiar with the subject matter before actually begins to teach it. It links daily lessons to broader integrative goals, untis or curriculum topics. Instructional Objectives: The teacher has to place before the students some definite and specific objectives within a specified classroom period and resources in hand at the time of imparting a particular lesson. Through these specific objectives, commonly known as instructional objectives, the teacher tries to bring necessary behavioural changes among the students. Therefore, the term instructional objectives may be defined as ‘‘a group of statements formulated by a teacher for describing what the pupils are expected to do or will be able to do once process of classroom instruction is over.’’ Instructional objectives are specific and quite narrow. They are predetermined. They are learning outcomes and stated in terms of desired behavioural changes of the learners. Taxonomy of Instructional Objectives : Taxonomy means a system of classification. The taxonomy of educational objectives are framework for classifying statements of what we expect or intend students to learn or show behavioural changes as a result of instruction The taxonomy of educational and instructional objectives are divided into three domains: cognitive, affective and psychomotor. The taxonomy related to cognitive domain has been presented by Benjamin S. Bloom and his associates in 1956 under the title, ‘Taxonomy of Educational Objectives : The Classification of Educational Goals. Handbook 1 : Cognitive Domain’. The second or the affective domains was presented by Krathwohl (1964) and the third one or psychomotor domain by Harrow and Simpson(1966). Structure of Bloom’s Taxonomy : Bloom and his associates have classified the objectives related to cognitive domain into six categories arranged from the lowest to the highest level of thinking process which is mentioned below : 33 1.0 Knowledge 1.10 Knowledge of specific 1.11 Knowledge of terminology 1.12 Knowledge of specific facts 1.20 Knowledge of ways and means of dealing with specifics 1.21 Knowledge of conventions 1.22 Knowledge of trends and sequences 1.23 Knowledge of classifications and categories 1.24 Knowledge of criteria 1.25 Knowledge of methodology 1.30 Knowledge of universals and abstractions in field 1.31 Knowledge of principles and generalizations 1.32 Knowledge of theories and structures 2.0 Comprehension 2.1 Translation 2.2 Interpretation 2.3 Extrapolation 3.0 Application 4.0 Analysis 4.1 Analysis of relationship 4.3 Analysis of organizational principles 5.0 Synthesis 5.1 Production of unique communication 5.2 Production of a plan, or proposed set of operations 5.3 Derivation of a set of abstract relations 6.0 Evaluation 6.1 Evaluation in terms of internal evidence 6.2 Evaluation in terms of external criteria 34  The Revised Bloom’s Taxonomy The original Bloom’s Taxonomy was revised in 2001 (Anderson, Krathwohl, et at., 2001) where any objective is represented in two dimensions – cognitive process dimension and knowledge dimension. Structure of the cognitive process dimension of the Revised Taxonomy : 1.0 Remember-Retrieving relevant knowledge from long-term memory 1.1 Recognising 1.2 Recalling 2.0 Understand- determining the meaning of instructional messages including oral, written and graphic communicatioin. 2.1 Interpreting 2.2 Exemplifying 2.3 Classifying 2.4 Summarising 2.5 Inferring 2.6 Comparing 2.7 Explaining 3.0 Apply- Carrying out or using a procedure in a given situation. 3.1 Executing 3.2 Implementing 4.0 Analyze- Breaking material into constituent parts and detecting how the parts relate to one another and to an overall structure of purpose. 4.1 Differentiating 4.2 Organising 4.3 Attributing 5.0 Evaluate-Making judgements based on criteria and standards. 5.1 Checking 5.2 Critiquing 6.0 Create- Putting elements together to form a novel, coherent whole or make an 35 original product. 6.1 Generating 6.2 Planning 6.3 Producing Structure of Knowledge Dimension of the Revised Bloom’s Taxonomy : A. Factual Knowledge- The basic elements that students must know to be acquainted with a discipline or solve problems in it. Aa. Knowledge of terminology Ab. Knowledge of specific details and elements B. Conceptual Knowledge- The interrelationships among the basic elements within a larger structure that enable them to function together. Ba. Knowledge of classification and categories Bb. Knowledge of principles and generalisations Bc. Knowledge of theories, models and structures C. Procedural Knowledge- How to do something; methods of inquiry; and criteria for using skills, algorithms, techniques, and methods. Ca. Knowledge of subject specific-skills and algorithms Cb. Knowledge of subject-specific techniques and methods Cc. Knowledge of criteria for determining when to use appropriate procedures D. Metacognitive Knowledge- Knowledge of cognition in general as well as awarness and knowledge of one’s own cognition. Da. Strategic Knowledge Db. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge Dc. Self-knowledge Taxonomy of Objectives in the Affective Domain : 1. Receiving (attending) (a) Awareness (b) Willingness to receive (c) Controlled or selected attention 36  2. Responding (a) Acquiescence in responding (b) Willingness to respond (c) Satisfaction in response 3. Valuing (a) Acceptance of a value (b) Preference for a value (c) Commitment 4. Organisation (a) Conceptualisation of a value (b) Organisation of a value system 5. Characterisation by a value or value complex (a) Generalised set (b) Characterization Taxonomy of Objectives of Psychomotor Domain : 1. Imitation (a) Impulsion (b) Overt repetition 2. Manipulation (a) Following direction (b) Selection (c) Fixation 3. Precision (a) Reproduction (b) Control 4. Articulation (a) Sequence 37  (b) Harmony 5. Naturalisation (a) Automatism (b) Interiorization The Cognitive Process Dimension The 1.Remember 2. Understand 3.Apply 4. Analyse 5. Evaluate 6. Create Knowledge Dimension A.Factual Knowledge B.Conceptual Knowledge C.Procedural Knowledge D.Metacognitive Knowledge Revised Bloom Taxonomic Table 2.5 Unit plan and lesson plan of Social Science : A unit is a related learning segment made up of a few lessons along with an outline of its actual execution in the class room. Thus a unit will consist of both the subject matter and methodology of its delivery to students. Hoover defines unit as, ‘‘the teaching unit is a group of related concepts from which a given set of instructional and educational experiences is desired. Unit generally ranges for three to six weeks long’’. After having divided the prescribed syllabus into a number of teaching units the teachers will decide the time that could be allotted to each unit. After that he can break up each unit in a number of lessons and each lesson should be complete in itself. Need and importance of unit plan: It provides a basic course structure around which specific class activities can be organized. 38  It enables the teacher to integrate the basic course concept and those of related areas into various teaching experiences. It provides an opportunity to the teacher to keep a balance between various dimentsion of the prescribed course. It enables the teacher to break away from traditional text book teaching. If the prescribed course has to be covered in a number of years then it is necessary to distribute the course into units spread over a number of years. Lesson Plan : Lesson planning is the most important part of teaching. It means ‘‘the planning of a daily lesson related with a particular unit of that subject to be covered by the teacher in a specific school period for the realization of some stipulated instructional objectives.’’ A teacher has to keep in mind certain things while preparing a lesson plan. These are : Broader objectives of the subjectives. Setting and defining the classroom objectives. Organisation of the relevant subject matter. Selection of appropriate teaching strategies. Provision for feedback and evaluation. Need and importance of lesson plan : Lesson planning makes the work regular, organized and more systematic. It induces confidence in the teacher. It makes teacher quite conscious of the aim which makes him conscious of attitude he wants to develop in his students. It saves a lot of time. It helps in making correlation between the concepts with the pupils’ environment. It stimulates the teacher to ask striking questions. It provides more freedom in teaching. 39  It helps a teacher to improvise his teaching. It helps the teacher to prepare, organize and arrange for necessary teaching aids for a particular topic. The criteria of an effective lesson planning The criteria of an effective lesson planning can be summarised as below: 1. An effective lesson planning always needs its planning in the written form. 2. It must have instructional objectives properly expressed in behavioural terms. 3. The teaching aid materials used should be mentioned specifically. 4. It should clearly mention the procedure or the activities adopted for introduction of the lesson. 5. The subject matter should be properly selected, organised and presented in the planning. 6. The methods, techniques and devices related to the presentation should be properly selected and utilised. 7. An effective lesson plan should provide due place and have adequate provision for the effective interaction between the teacher and the students. It should ensure active cooperation and involvement of the students in the teaching- learning process. 8. An effective lesson plan should take care of the age, mental level, previous knowledge, duration of the period, teaching-learning conditions and resources available at the time of delivery of the lesson. 9. It should mention the type of black board work or summary to be developed during the presentation stage. 10. It should follow the principles of correlation and integration in the presentation of subject matter. Approaches to Lesson Planning : For planning the lesson and writing, it various styles and approaches are followed. However, the most common and popular is Herbatian five steps Approach. These steps are : 1. Preparation : This step is concerned with the task of preparing the students for receiving new knowledge. The Herbatian approach puts more emphasis on 40  this step and considers it as a base for the delivery of the lesson. It is also termed as introductory stage. Following points should be taken into consideration : (a) The previous learning of the students (b) The factors responsible for capturing students’ attention and motivation (c) The objectives of the lesson 2. Presentation : New learning material is presented before the students and efforts re made to help in acquiring new learning in this stage. This step requires following considerations on the part of the teacher: (a) What learning experiences to be presented and how much (b) How much is to tell and how much the students are to find for themselves (c) What type of techniques, methods, devices to be adopted to deliver the lesson 3. Comparison and association : The step is related with the task of strengthening the acquisition of new learning material. It is based on the assumption that a child grows in knowledge through comparison and association. A teacher requires to compare, contrast and associate every new knowledge to be learnt with the previous knowledge of the learners. 4. Generalisation : it is concerned with arriving at some general ideas or drawing out the necessary conclusion by the students on the basis of the different comparisons, contrasts and associations observed in the presented learning experiences. 5. Application : Efforts are made to seek applications of generalised facts in this step. In fact, it is a step for the fixing up or consolidation of the newly acquired knowledge. Difference between unit plan and lesson plan Unit planning is meant for the division, organisation and planning of the prescribed syllabus being covered in the whole session while daily lesson planning helps in the organisation of teaching- learning in terms of a lesson delivered during a classroom period. The scope of unit planning is much wider than the scope of daily lesson planning. 41 The duration of unit planning may be extended to several days but in case of lesson planning its duration is strictly limited to a single day task. The objectives of unit planning may have wider coverage in comparison to the objectives of daily lesson planning. Unit planning may give birth to a number of daily lesson planning depending upon the number of subunits divided from the main unit. 2.6 Procedure of unit and lesson planning 2.6.1 Unit plan procedure : 2.6.1.1 Organising the subject matter and learning experiences Formation of proper units out of the prescribed syllabus of history of a particular class Combination of various topics of the syllabus in view of the contents and learning objectives to form a unit is important. For example, topics like the Non- cooperation movement, the Civil disobdedience movement, the Quit India movement may be combined into a single unit termed as ‘Nationalist movement in India (1920- 1947) A.D.’ The total number of days and working hours should be kept in mind. Suitability in terms of age, interest, needs and abilities of the learners. Available resources and teaching learning conditions Realization of teaching-learning objectives of the subject Proper correlation, coordination and integration among the different units 2.6.1.2 How to proceed A unit should be divided into some suitable sub-units. The content of a sub-unit should be selected keeping in mind the duration of a class hour. Teaching-learning objectives should be formulated in behavioural terms and it should be predetermined. Proper decisions should be taken about the methods of teaching, use of teaching aids and the learning experiences provided to achieve the desired goals. Proper decisions should be taken for the evaluation of the unit. 42 2.6.1.3 Unit plan format : Name of the unit Division of the unit into sub-units Formulation of objectives in behavioural terms Teaching strategies including teaching methods, use of teaching learning materials The utilization of the outcomes of the evaluation for the proper follow-up and remedial teaching. 2.6.2 Procedure of lesson plan A teacher should take into care the following principles while preparing the lesson plan : Principle of clarity and definiteness of the objectives Principle of availability of resources and conditions Principle of the knowledge of entry behaviour Principle of motivating the students Principle of maintaining interest in the classroom Principle of appropriateness of teaching methods and techniques Principle of mastery over the subject matter and related activities Principle of active participation of the students Principle of providing feedback and reinforcement Principle of adequate class control and discipline Principle of appropriate evaluation Principle of adequate fixation of the learning Principle of flexibility 43 2.6.2.1 Model lesson plan format: I Name of the school: ABC Class: VII Section: B Total no. of students: 40 Duration: 40 minutes Name of the teacher: XY Subject: Social Science Unit: Advent of Middle Age in the West Sub- units: Division and fall of the Roman Empire The migration of the Germanic Tribes into western part of the Roman Empire The invasions of the Huns, Visigoths, Vandals and other Germanic tribes Social, political and religious life of the Germanic tribes- the Roman-German fusion The rise and impact of Christianity Day's lesson: The invasions of the Huns, Visigoths, Vandals and other Germanic tribes Learning objectives in behavioural terms: (According to Revised Bloom's Taxonomy) The students will be able to- 1. Recall the meaning of barbarians (remembering factual knowledge). 2. Memorise the date when they invaded the Roman Empire (Remembering factual knowledge). 3. Distinguish between the characteristic features of the various Germanic tribes(Analysing conceptual knowledge). 4. Compare the invasion pattern of the tribes respectively( understanding conceptual). 5. State reasons for the entry of the Germanic tribes from various parts of North, Central and Eastern Europe(remembering conceptual). 6. Discuss about the military strategies that each of these tribes took to invade the Roman Empire (Understanding conceptual). 44  7. Name the first Germanic tribe to enter to the Roman Empire (remembering factual). 8. List the names of most powerful leaders of each barbarian clans( remembering factual). 9. Justify the statement that the Roman slaves welcomed the invasion of these barbarians( evaluation conceptual). 10. Describe the clever trick used by Pope Leo I to stop Attila from attacking further(remembering factual) 11. Estimate the success and failure of each of these barbaric tribes in the Western Roman Empire.( evaluating conceptual). 12. Discuss the procedure by which each of the tribes attacked Western Roman Empire(Remembering procedural). Previous Knowledge: The students can state and write: 1. About the classification of the barbaric tribes like Huns, Goths, Franks, Vandals and Anglo-Saxons. 2. Time period as to when these barbarians invaded the Empire. 3. The reason behind the invasion of the barbarians. 4. The definition, characteristics and nature of these barbaric tribes. 5. Causes of the migration of the Germanic tribes into the Empire. 6. The procedure used by the tribes to enter the heartland. 7. The direction from where each of these tribes entered Roman heartland. 8. The time span of the Medieval Age in the west with the fall of the Western Empire and coming of the barbarians. 9. The difference between the Ancient Roman culture, habits, ways of life with that of the barbarians. Brief summary: People belonging to various races used to live in North, East and Central Europe outside the territory of the Roman Empire. Their primitive history is not known. But they were not as civilized as the Romans. They were different from the Romans in language, culture, customs, manners and natures etc. They were called barbarians. 45  Teaching strategies: Teaching Strategies Teaching Method Teaching Aid Use of Board Necessary Lecture and An outline map Diagrams showing information will be conversational of Europe and the classification presented partly by method will be World to locate of the Germanic lecture method and followed to deliver different places tribes, their place partly through the lesson and to related to the of origin and the conversational make the class subunit. leaders of each method. interactive question tribe will be on A time line To specify the answer technique written on the Roman Empire. locations and places will be followed. board. A chart the teacher will use First time mentioned outline maps of the depicting names, dates and other world and Europe the main important information relevant to the topic. points related to the topic related to Necessary will also be written. the subunit. information, for the first time mentioned Work sheet names, dates, events will be given will be written on to each student. the board. Charts, diagrams, timelines etc. can be drawn on the board. To keep the students interactive In the class developmental and probing questions will be asked. Evaluation: In order to assess how far the students have understood the day's lesson the teacher will ask the following questions: 1. How did the Roman manage to stop the Huns from invading further into the territory?(U/CK) 46  2. Distinguish between the nature of the Germanic tribes and Huns.(AlCK) 3. Why was Attila called the 'Scourge of God'?(U/CK) 4. Justify the statement that a small gesture on the part of the Romans moved Atilla from invading Rome further.(E/CK) 5. Explain the invasion of the Visigoths under Alaric(U/FK) 2.6.2.2 Model lesson plan format II Name of the School : ABC Subject : Social Science Class X Unit : Work of river and glacier Section B Total no of students : 40 Sub Unit : Work of river in-Middle course. Duration : 45 minutes Name of the teacher : XY To Day’s lesson : work of river in middle course. Previous knowledge The teacher is aware about the fact that the students have already learnt the following : (a) Basic knowledge that transportation is the main work of the river in the middle courses with wome deposition and lateral erosion. (b) Idea that some landform are formed in the middle course of a river. Learning objectives in behavioural terms : (According to Revised Bloom’s Taxonomy) 1. Remembering : The students will be able to (a) Recall : Recall the extension of the middle course of a river (Remembering Factual) (b) Identify : Identify the different landforms formed in the middle course (Remembering conceptual). 2. Understanding : The students will be able to (a) Differentiate : Differentiats between Alluvial come and Alluvial Fan (Understanding Factual) (b) Explain : Explain the formation of wide ‘V shaped Valley (Understanding Procedural) 47  3. Applying : The students will be able to (a) clarify : clarify how sand banks and Braided River are formed. (Applying Factual) (b) Construct : Construct a chart showing the different land form formed in the middle course. (Applying Meta cognitive) 4. Analysing : The students will be able to : (a) Explain : Explain the formation of Flood Plain and Natural Levee (Analysing conceptual) (b) Difference : Difference between Braided river and Meander (Analysing Procedural) 5. Evaluating : The students will be able to (a) Assess : Assess the formation of Ox-bow Lake (Evaluating conceptual). (b) Redefine : Redefine the landforms in the middle course of a river. 6. Creating : The students will be able (a) Imagine : Imagine the different landforms formed in the middle course of river. (Creating Conceptual) (b) Construct : Construct a model representing a landform formed in the middle course. (Creating Metacognitive) 3. Brief summary of the concept : (a) River flowing through a plain land is called the middle course land formed in the middle course. 1. Alluvial Fan or Cone : At the foot of the mountains where the slope of the land is reduced suddenly the velocity of the river is also checked consequently, must of the river load are dropped them and forms a fan shaped or cone- shaped deposit. 2. Wide V shaped Valley : Lateral erosion widens the ruiver valley and it becomes shallow due to deposition. 3. Sand Bank and Braided River : Deposition of stones, pebbles and silts on the river bed forms sand bank over islands in the river. Because of the sand bars and islands, the river divides into branches and rejoin again after going past the obstacle. 4. Flood Plain and Natural Levee : Deposition of silt takes place on both the bank forming an embankment called Natural Levee : In the rainy season, the river floods and deposits the silt carried by it on the banks and forms flood plains. 5. Meander : The meanding course of a river is called Meander. 48  6. Ox-Bow Lake : A meander becomes prominent to form a loop as the river cuts the concave slopes and deposits silts on the concave slope of meander. The river cannot flow straight and leaves its old course which takes the shape of the horse shoe and is called Horse-Shoe or Ox-bow Lake. MAJOR TEACHING STRATEGIES Strategies Technique Appplicability Teaching Strategy while 1. Observation Method Teacher will crade some chalks teaches in the class, she and will show the transportation might be followed following process by pouring water on the techniques which must be 2. Discussion Method dust. Teacher will discuss the associated to upbring the different land forms produced in quality of teaching. In that the Middle course. Teacher will case teacher will 3. Question Answer apply Question Answer Method to demonstrate today’s Method discuss todays topic more questions Lesson and put scientifically among the students. some questions in front of To enhance interest among the the students to recapitulate students, teacher will use various 4. Demonstration the interest regarding the charts to describe the landforms day’s lesson. Method formed. Use of Coloured Chalk Use of Blackboard The teacher will use coloured Use of Charts chalks to write the names of the landforms formed. Teaching Aid Use of Model Teacher will use a chart to show some land forms formed in the Experiment Middle course. Teacher will perform an Power Point experiment to show the process Presentation of transportation. Use of Software No Power Point Presentation will be used to demonstrate the lesson. 49 2.7 Adaptation of unit and lesson plans for children with disabilities: Inclusion or inclusive education is the most contemporary issue in the field of education now a days. A requirement for inclusionary practices and proper educational facilities for special children has placed greater responsibility and challenge on a classroom teacher. A teacher has to prepare the lesson plan considering the diverse needs of the learners in the classroom. Adaptation of innovative practices or techniques according to the needs of the disabled children is the key for achieving learning objectives. For children with disabilities following things can be incorporated in the plans for teaching: 1. Content should be selected on the basis of the students' needs. 2. Content should be simple and generalised. 3. Principle of individual difference always should be kept in mind. 4. Securing attention and arousing motivational level of the students is very vital for both the teacher and the learners. 5. Learning objectives should be formulated keeping in mind the specific needs of a particular group of learners. Another set of learning objectives may be formulated for other disabled pupils. 6. Teaching strategies should be flexible in nature. 7. Various types of effective teaching aids to be selected very wisely and be used to make the class interesting. 8. Ample opportunities should be there so that the pupils can take part actively in the teaching-learning process. 9. Teacher should deliver the lesson part by part, but not too much content, in a very simple way. 50 2.8 Check Your Progress 1. Discuss the principles for framing history curriculum at the secondary stage at school education.............................................................................................................................................................................................................................................................................................................................................................................................. 2. What are the major components of geography at school level?............................................................................................................................................................................................................................................................................................................................................................................................. 3. The content of history at different stages should contain a fair mixture of world, history, national history, local history, social economic and cultural history, contemporary history or current affairs why?............................................................................................................................................................................................................................................................................................................................................................................................. 4. Mention two practical work in geography curriculum at secondary school.............................................................................................................................................................................................................................................................................................................................................................................................. 5. What is instructional planning?............................................................................................................................................................................................................................................................................................................................................................................................. 6. Why is it necessary for a teacher to make instructional planning?............................................................................................................................................................................................................................................................................................................................................................................................. 51  7. How would you define the term unit plan?............................................................................................................................................................................................................................................................................................................................................................................................. 8. Why should every teacher prepare a lesson plan before entering into a classroom?............................................................................................................................................................................................................................................................................................................................................................................................. 9. Which principle should be followed by a teacher while preparing a lesson plan?............................................................................................................................................................................................................................................................................................................................................................................................. 10. State any two considerations that be taken into consideration while adapting lesson plan for disabled children.............................................................................................................................................................................................................................................................................................................................................................................................. 2.9 Let us sum up These principles can help in selecting Social Science curriculum; It should help in achievement of aims of teaching Social Science. It should be appropriate to the age and ability of that group of pupils to whom it is to be taught. The content of study should have functional relationships between them. The curriculum selected should lay emphasis on national and world unity. 52  The curriculum must be wide and comprehensive. For the selection of subject matter for different stages Culture Epoch Theory of Stanley Hall, Biographical Theory and Psychological Theory can be helpful. For the organisation of subject matter Chronological, Concentric, Topical, Regressive, Lines of Development, Patch Method can be used. The unit planning and lesson planning are the two most important things in teaching. While having unit planning a teacher first tries to divide the prescribed syllabus of the subject into some well-defined and meaningful units. These units are then properly sequenced and subjected to planning taken one at a time. Unit planning paves the way for daily lesson planning i.e. the planning for the instructional work on a day to day basis. Careful lesson planning is the foundation of all good teaching from the first day of student teaching to the last day of the month of the retirement years. Proper advance planning will keep the teacher on the track, prevent waste, ensure that the teacher does not forget a pivotal point. Thus the task of daily lesson planning may prove helpful to a subject teacher in a varieties of way. 2.10: References: 1. Basha, S.A.S. and Rao, D.B. (2004): Methods of Teaching Geography, New Delhi, India, Discovery Publishing House. 2. Basha, S.A.S. and Rao, D.B. (2004): Methods of Teaching Geography, New Delhi, India, Discovery Publishing House. 3. Kochar, S.K. (1996): Teaching of History, New Delhi, Sterling Publishers Private Limited. 4. Mangal, S. K. and Mangal, U.(2009): Essentials of Educational Technology, New Delhi, PHI Learning Private Limited. 5. Pathak, S.P.(2007): Teaching of History The Paedo-Centric Approach, New Delhi, Kanishka Publishers Distributors. 53  6. Ram, S.(2008): Teaching of History, New Delhi, Commonwealth Publishers. 7. Rao, M.S. (1999): Teaching of Geography, New Delhi, India, Anmol Publications Private limited. 8. Siddiqui, Majibul Hasan (2004): Teaching of Geography, New Delhi, India, A.P.H. Publishing Corp