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CPS 3: Pedagogy of Social Sciences

S. No Topic Domain Hours
Unit – I Foundation and Context of Social Sciences

  • Meaning, Nature and Scope of Social Sciences as a school subject
  • Aims and Objectives of teaching Social Sciences at School level
  • Bloom’s Taxonomy and Behavioral Objectives in Social Sciences
  • Values of teaching Social Sciences
  • Correlation of Social Sciences with History, Economics, Civics, Geography, Sociology, Mathematics, Natural Science and Psychology
 


Must Know

 


 

Nice to Know

16
Unit – II Pedagogy & Lesson Planning

  • Meaning, importance and Steps of Pedagogical Analysis
  • Pedagogical Analysis on the following topics:

Ø  Constitution of India

Ø  Size, Location and Physical features of India

Ø  French Revolution

Ø  Population

Ø  Democracy in the contemporary world

Ø  Disaster Management

  • Lesson planning in Social Sciences: Need & Importance, Basic Elements & its Preparation
 

 Must Know

16
Unit – III Curriculum, Teaching Learning Material and Skills of Teaching Social Sciences

  • Meaning, Importance and Principles of designing a good Curriculum of Social Sciences; Critical Appraisal of the Existing Curriculum in Social Sciences at secondary level, Suggestions for improvement; Approaches of Organizing Social Sciences Curriculum: Logical, Concentric, Spiral and Chronological.
  • Teaching Learning Material: Textbook & Reference Books, Documentaries, News Papers, Maps, Community, and E-resources (Blog, World Wide Web, and Social Networking)
  • Skills of Teaching Social Science: Skill of Explaining. Skill of Illustration with Examples, Skill of Reinforcement, Skill of Questioning and Skill of Stimulus Variation, Skill of Map Reading

Must Know

 

 

Desirable to Know

 

Must Know

16
Unit – IV Classroom Processes and Evaluation in Social Sciences

  • Classroom Processes:

Ø  Discovery method

Ø  Discussion method

Ø  Computer Assisted Instruction (CAI)

Ø  Educational broadcasting and telecasting

Ø  E-tutoring

Ø  Survey Method

Ø  Field Visits

Ø  Concept Mapping

Ø  Story Telling.

  • Meaning, Importance and Types of Evaluation in Social Sciences.
  • Continuous and Comprehensive Evaluation: Meaning, importance & Process.
  • New approaches to Assessment:

Ø  Question bank

Ø  Open Book Examination

Ø  Grading

Ø  Credit System

  • Construction of Achievement Test – Concept and Steps

Must Know

 

16

 

Tasks & Assignments: Any Two Activities

  • Understanding a slum in terms of its economics, subsistence, political and historical memories.
  • Study the transport needs of a community by analyzing different kinds of vehicles people own in relation with gender and socio-economic standards.
  • Explore how cartoons, stamps, currency, magazines, globes and so on be used in teaching of social science.
  • Trace any consumer product from its raw form and how various factors of Geography, Economics, Politics and History influenced it.

 

Suggested Readings:

  • Agarwal, J.C. (1993). Teaching of Social Studies-A Practical Approach. (Second Revised Edition): Vikas Publishing House.
  • Batra, P. (ed) (2010). Social Science Learning in Schools: Perspective and Challenges. New Delhi, Sage Publication.
  • Dhamija, N. (1993). Multimedia Approaches in Teaching Social Studies, New Delhi: Harman Publishing House.
  • Eklavya (1994). Samajik Adhyayan Shikshan: Ek Prayog, Hoshangabad, Eklavya.
  • George, A. and Madan, A. (2009). Teaching Social Science in Schools, NCERT’s New Textbook, New Delhi, Sage.
  • Khan, S. U. (1998). History Teaching-Problems: Prospective and Prospect, New Delhi: Heera Publications.
  • Kochhar, S.K. (1998).Teaching of Social Studies, New Delhi: Sterling Publishers Pvt. Ltd, New Delhi.
  • NCERT (2006). Position Paper National Focus Group on Teaching of Social Sciences, New Delhi, NCERT.
  • NCERT Social Science Textbooks for classes VI-X, New Delhi, NCERT.
  • Sahu, B.K. (2007). Teaching of Social Studies. New Delhi; Kalyani Publishers.
  • Taneja, V.K. (1992). Teaching of Social Studies. Ludhiana: Vinod Publication.