TEACHING

OF SOCIAL STUDIES
Pedagogy Courses
Social Studies Education 108

D.EL.ED

Sushma Pareek

Course Code 210

SOCIAL STUDIES EDUCATION
Maximum Marks 100 Theory 75 Practicum 25 Student Contact Hours 65
1.0 Rationale
The study of social studies encompasses the understanding of the physical aspect, the sequential
evolution of civilizations, culture and the forms of governing patterns evolved on our planet over
a period of time through the disciplines of history, geography, and civics. It refers to past, deals
with present and indicates the future of the society. A teacher needs to understand the society in
varied perspectives to be able to guide his/her students to understand changing social realities
and factors responsible for the social change. The teacher should also be able to explain the
inter.relationship among history, geography and civics on the one hand and how each of them
impacts education on the other hand.
This course seeks to facilitate the student teachers to :
• understand the significance of teaching of Social Studies at elementary level.
• reflect on principles and approaches of curriculum construction in Social Studies.
• use different methods of teaching Social Studies.
• explain the role of Social Studies in the promotion of national integration and
international understanding.
• critically examine the role of current events in the context of teaching of Social Studies.
• develop skills to gather, interpret and analyse data.
• critically analyse Social Studies school curriculum, syllabus and textbooks.
• understand the importance and use of different audio.visual aids and ICT in the teaching
of Social Studies.
• understand and use with different techniques of evaluation.
• assess children,s learning using different modes of evaluation under CCE.
Unit 1 Nature of Social Studies and Curriculum Organization Marks15
• Social Sciences and Social Studies: Concept, Nature and Scope (History,Geography,
Civics)
• Objectives and values of teaching Social Studies
• Relationship of Social Studies with other school subjects
• Principles of curriculum construction and organization in Social Studies
• Approaches of organizing Social Studies curriculum jdiscipline.centered,issue.centered,
integrated and interdisciplinary
• Evaluation of existing curriculum of Social Studies at elementary level
Unit 2 Important Concepts and Concerns of Social Studies Marks15
• Civilization and culture: concept and relationship
• Government: formation of Government at national, state and local level
• Region as concept and with reference to resources, space and people
• Social goals and imperatives
• Equality and Justice
 • Democracy: role and function
• Rights and duties of a citizen
• Geographical Zones
• Climatic regions : with special reference to El Nino, La Nino, Monsoon
• Conservation of resources:sustainable development,meaning and importance
• Environmental degradation. population and global warming
• Preservation of Heritage, Delhi as city of cultural heritage
• Disaster Management: Need, Importance, Safeguards required at elementary level
• Globalization, Liberalization, Privatization: concept, need, impact on education and
society
Unit 3 Lesson Planning and Methods of Teaching Marks 15
• nstructional Plan, Unit Plan and Lesson Plan
• Lesson plan j Need, Importance and Steps of writing
• Teaching methods and techniques storytelling,lecture,discussion,observation,illustration,
questioning, dialogue, source, problem solving, discovery, laboratory, project , visits,
regional and survey
• NCF 2005 with special reference to Social Studies
• Utilizing Current Events and Community Resources in teaching of Social Studies
• Preparation and presentation of one lesson plan using power point or flash
• Social Studies text book j Need, Importance and Analysis
• Social Studies teacher j Qualities and Role in changing times.
Unit 4 Devices and Tools for Effective Transaction in the classroom Marks 15
• Need, Importance and Use of Audio Visual Aids j Chalk board, flannel board, bulletin
board, maps,globe, atlas, pictures, models, charts, graphs, time lines, over head projector,
flash cards, scrap book,exhibition,excursions,museum, radio, TV and computers
• Utilizing current events and community resources in teaching of Social Studies
• Social Studies room j Need & Social Studies text book j Need, Importance and Qualities.
• Concept of data, its sources and evidence in different social science disciplines (History,
Civics and Geography)
Unit 5 Learner\s Assessment and Evaluation Marks 15
• Continuous and Comprehensive Evaluation in Social Studies . Need and Importance.
• Alternative ways to evaluate learning: Basis of evaluation, Tools of evaluation and types
of questions.
• Components of framing question paper: Blue print, Item analysis, Analysis of learner
performance.
• Action Research: Diagonostic and Remedial role (based on student,s problems in Social
Science education)
4.0 Suggested Practicum Marks 25
1. Map any locality based on the distance and directional relationship from your educational
institution. Mark out institutions, historical monuments, banks, local market, and other points of
interest. Also speak with residents and other people who inhabit the same space to explore the
oral history, the distinctiveness of the particular location and prepare a detailed report.
OR
Prepare a report on how one of the following can be used in the teaching of Social Studies and
relate them to its content at the elementary level: cartoons, stamps, currency, newspapers,
magazines, documentaries, plays, maps, globes, historical film/serial/novel. Marks 15
2. Visit National Museum Institute as an important learning resource and prepare a detailed
report on the knowledge and learning which can help a teacher in the class room transaction of
social studies at elementary level.
OR
Make a scrap book containing the news items from the newspapers/ magazines on the issues of
Democracy, Peace, Equality and Justice.(minimum 30 sheets) Marks 10
CONTENT

Preface

UNIT – 1

• Social science and social studies

• Concept of social studies

• Nature of social studies

• Scope of social studies:

• Content of social studies

• Similarities between social studies and social sciences:

• Difference between social studies and social science:

• Relationship of social studies with other core school subjects

• Principles of curriculum construction and organization in social studies

• Social studies instruction guiding principles

• Assessment in social studies

• Connections are there between social studies and other areas of the curriculum

• Evaluation of existing curriculum of social studies at elementary level

• Approaches of organizing social studies curriculum

Social Science and Social Studies

More than three decades ago, India “awoke to life and freedom”. A rare moment came in her history,
when she stepped out from the old to the new, when an age ended , and when the Indian nation long
suppressed, found utterances… Since this historic moment, the history of this country had been written as
much in her classrooms as in her Parliament. For this huge country, with its multi-coloured and
astonishing people, education had been both a reflection of society and an instrument of change.

At the present age of science and technology, human beings are facing numerous problems. Education is a
dire necessity for the successful functioning of modern democratic societies. The burden of responsiblites
for solving complex social, economic , political and ethical problems has fallen upon schools where
students need to be trained to solve day to day problems. This leads to the emergence of social studies as
an independent field of study at the elementary and secondary stages.

The term ‘social studies’ is associated with the funtions of the society. This term was coined by John
Dewey who believed in the essential unity of knowledge. He emphasized the need for the integration of
knowledge. The opinion of Dewey says that no acquired knowledge could ever remain organized without
proper co-ordination and incorporation of the basic principles of all subject known as social studies came
into being.

The study of social studies as an integral component of general education up to the secondary level of
school education is considered crucial because it helps the students to understands the society and the
world in which they live. It also enables them to view the socio – economic developments and changes in
the context of time and space and also in relation to each other. The curriculum of social studies at the
school level draws its subject matter from history, geography, civics, sociology, and economics. Some
elements of commerce are also included in it.

Man is a social animal. He is born and brought up by the society. Every individual is a part of the society
and it is not mainly history, geography, civics or economics that matters but rather man who influences
themselves and is influenced by their history, geography, civics or economics and their community. The
subject of social studies directly deals with man and the society in which they live, carries the special
responsibility of preparing young children to become well informed and constructive prarticipants in
society, capable of developing healthy and social relationships.

Concept of Social Studies

Social Studies deals with man, their relations with other men, and their environment. It therefore, draws
its contents from several social sciences to help us understand the problem of man and how they deal with
them.

Social Science is a generic term covering the scientific study of man. It is a discipline or branch of science
that deals with the socio-cultural aspects of human behaviour. The social sciences generally include
cultural anthropology, economics, political science, sociology, criminology, and social psychology.

Definition of social studies

According to Jarolemok,”Social Studies deals with the study of man and his relationships with outer men
and with his environment.”

According to Wesely, The term Social Studies indicates material whose content as well as aims are
predominantly social.

: t he s t u dies ( a s civics , his t or y, a nd geo gr a p hy) t hat dea l wit h hu ma n r ela t io ns hip s
a nd t he wa y s oci et y w or ks

: a cour s e of st u dy t ha t dea ls wit h hu ma n r ela t ions h ip s a nd t he wa y s oci et y w or ks

According to James High “Social Sciences as those bodies of learning and study which recognizes the
simultaneous and mutual action of physical and no-physical stimuli which produce social relation”.

According to Charles Beard “Social Sciences are a body of knowledge and thought pertaining to human
affairs as distinguished from sticks, stones, stars and physical objects”.

According to Michaelis, “the Social Studies are concerned with man and his interaction with his social
and physical environment; they deal with human relationships; the central function of the social studies is
identical with the central purpose of education – the development of democratic citizenship”.

National Council for the Social Studies defined Social Studies as “the integrated study of the social
sciences and humanities to promote civic competence".

According to John V.Michaelis “The Social studies are concerned with man and his interaction with his
social and physical environment; they deal with human relationships the central function of the social
studies is identical with the central purpose of education the development of democratic citizenship.”

According to Social Studies Committee of Schools Board,Vicoria “What we study in Social Studies is the
life of man in some particular place at some particular time. We,therefor,use every possible ‘subject ‘ to
help us understand his problems and how he dealt or deals with them….. Man’s struggle with
environment yesterday and today, man’s use or misuse of his powers and resources, his development, the
essential unity of civilization these are the main themes of Social Studies “ Social Studies for Schools”.

‘Society’ is a term used commonly by people. However, many people would not be able to explain
correctly the meaning of social studies and how it is related to the society. Let us see what does ‘social
studies’ Mean.

Some of the traits of social studies could be:

Study of society.

Dealing with the art of living

Dealing with human relations

Study with human relations

Study of contemporary society

Study of the present problems of the society: social, economical, and political.
Social studies is the interdisciplinary integration of social science and humanities concepts for the purpose
of practicing problem solving and decision making for developing citizenship skills on critical social
issues.

I think this is a useful definition. It emphasizes the ultimate goal of social studies teaching—to help
students think critically and to use what they know to be active citizens. I have a definition, too:

Social studies is the study of people. Social studies should help students acquire knowledge, master the
processes of learning, and become active citizens.

A closer look at my definition and a discussion of those provided by the NCSS and Professor Barth
should bring social studies into sharper focus.

Nature of Social Studies

Social Studies Is the Study of People

People are the domain of social studies. This includes people as nearby as family and as far away as those
who live in the most distant nations. It includes people living now, those who lived long ago, and those
who will live in the future. Social studies has the potential to be the best part of the school day because it
is when children connect with other people. As children learn about others, they will be fascinated by
differences among cultural groups, while at the same time they will find the commonalities that create a
shared sense of humanity. It is a complex task to teach about people, and information must come from
many fields of study. The NCSS definition points out that it is the various disciplines of the social
sciences and humanities that provide the content for what is taught during social studies. While history
and geography should serve as the core of social studies, it is imperative that the other social sciences are
not neglected; rather, they should be a significant part of every social studies program. The other social
sciences are anthropology, economics, philosophy, political science, psychology, religion, and sociology.

The humanities (literature, the performing arts, and the visual arts) are an important part of social studies,
too (Eisner, 1991). The arts serve two functions. First, they help children better understand the people,
places, and ideas they study. Stories, songs, dances, plays, paintings, statues, and other works of art allow
students to become acquainted with the people who created them. Second, children can show us what they
know by expressing themselves through the arts. As Barth (1993) points out, social studies involves
integration of the social sciences and the humanities. A good social studies unit of study should pull
information and ideas from several different fields.

Social Studies Should Help Students Acquire Knowledge, Master the Processes of Learning, and Become
Active Citizens

In the end, there probably will never be one universally accepted definition of social studies. This lack of
consensus reflects fundamental disagreements on the primary purpose of social studies. Consider the
following points of view on social studies teaching and learning, expressed throughout the last 100 years:

Social studies should promote the acceptance of cultural diversity (national survey of elementary and
middle school teachers reported by Leming, Ellington, & Schug, 2006).

Social studies should focus on the major events and important individuals in American history and seek to
transmit to young people the American concepts of liberty and equality (Leming, Ellington, & Porter-
Magee, 2003).

Social studies should be issues centered, as students search for answers to problems and dilemmas
confronted by people today and in the past (Evans, 1992).
Social studies should develop democratic citizens who are more than loyal and patriotic; good citizens are
also critics of, and participants in, their government (Engle & Ochoa, 1988).

Social studies should focus on the big ideas of the social science disciplines, and the essential activity for
children is problem solving (Fenton, 1967).

Social studies should be child centered and permit students to pursue topics of personal interest
(Kilpatrick, 1918).

Nature of Social Science:

The real nature of this discipline can be well understood by analyzing the above definitions.

1. A unique combination of various disciplines.

2. A study of human relationships.

3. A study of man’s development through ages.

4. A realistic course of study.

5. It forms an important part of the core-curriculum.

6. It includes commitment to action.

7. Aims at preparing the learner for wholesome social living.

Scope of Social Studies:

The scope of Social Studies is very vast and wide as wide as the world itself and as lengthy as the history
of man. According to Michaelis “the breadth of social studies programme should provide for a variety of
experiences so that the child’s learning will be well rounded and well balanced”.

The main points are as follows:

1. Vast and wide as the world. It is as wide as the world and s long as the world. It is the study of human
relationships in areas such as:

a. People of one’s own nationality and people across the world.

b. People and various kinds of institutions.

c. People and Earth.

d. People and Time.

e. People and resources.

2. A functional study of Natural and Physical sciences and Fine Arts.

Social Science - Natural Science – Physical Science are inter related

Development, change, etc. in one field effect the others

3. A study of current affairs.

4. A study leading to International Understanding.

5. Practical study of various resources.

Social Studies – As a Core Subject

The social curriculum of a country, such as its contitiution, reflects the ethos of that country. The
Education Commission of India pointed out that there is a need to transform education so as to relate it to
the life, needs and aspirations of the people and to make it an instrument of social studies has been given
the status of core subject. So what is core curriculum?

Concept of core curriculum

The core curriculum designates these learning experiences that are fundamental for all learners because
they derive from:

Our common individual drives or needs.

Our civic and social needs as participating members of a democratic society.

Core Curriculum

Everyone needs the knowledge or learning or learning experiences for living satisfactorily in the modern
society. Core curriculum prepares students for living, equipping them with the fundamental knowledge
for social living.

Social Studies as a Core Subject

For various reasons, social studies has been given the status of core curriculum They are as follows:

Psychological reasons.

Sociological reasons.

Practical reasons.

Psychological reasons

Man is creation of environment and responds to their environment. They want to understand it thoroughly
and interpret it correctly because they can also change and mould the environment. Therefore, children
should be familiar with their environment. Social studies enable children to understand their own nature
and conditional factors in their environment.

Children are interested in concrete things. There is nothing concrete than life itself. Social studies is a
subject of the school curriculum which aims at giving education for life.

Sociological reasons

There is nothing permanent than change. Society is changing rapidily. With the changing pattern of life,
the home fails to provide adequate opportunities to young children for citizenship training. Therefore,
providing the necessary social education to children has placed an important obligation on the part of the
school.

Practical reasons
Man faces a number of problems. These may be social, secular, economic and political problems. They
want to solve these problems and thereby adjust themselves in the country. It is the subject of social
studies which provides them the knowledge and experience to overcome these problems and to adjust
suitable in the environment. It provides the skills and develops attitude to eqip with the environment.

The NCSS curriculum standards provide a framework for professional deliberation and planning about
what should occur in a social studies program in grades pre-K through 12. The framework provides ten
themes that represent a way of organizing knowledge about the human experience in the world. The
learning expectations, at early, middle, and high school levels, describe purposes, knowledge, and
intellectual processes that students should exhibit in student products (both within and beyond
classrooms) as the result of the social studies curriculum. These curriculum standards represent a holistic
lens through which to view disciplinary content standards and state standards, as well as other curriculum
planning documents. They provide the framework needed to educate students for the challenges of
citizenship in a democracy.

The Ten Themes are organizing strands for social studies programs. The ten themes are:

1 Culture

2 Time, Continuity, and Change

3 People, Places, and Environments

4 Individual Development and Identity

5 Individuals, Groups, and Institutions

6 Power, Authority, and Governace

7 Production, Distribution and Consumption

8 Science, Technology, and Society

9 Global Connections

10 Civic Ideals and Practices

The themes represent strands that should thread through a social studies program, from grades pre-K
through 12, as appropriate at each level. While at some grades and for some courses, specific themes will
be more dominant than others, all the themes are highly interrelated. To understand culture (Theme 1), for
example, students also need to understand the theme of time, continuity, and change (Theme 2); the
relationships between people, places, and environments (Theme 3); and the role of civic ideals and
practices (Theme 10). To understand power, authority, and governance (Theme 6), students need to
understand different cultures (Theme 1); the relationships between people, places, and environments
(Theme 3); and the interconnections among individuals, groups, and institutions (Theme 5). History is
not confined to TIME, CONTINUITY, AND CHANGE (Theme 2) because historical knowledge
contributes to the understanding of all the other themes; similarly, geographic skills and knowledge can
be found in more than (Theme 3).

The thematic strands draw from all the social science disciplines and other related disciplines and fields of
study to provide a framework for social studies curriculum design and development. The themes provide
a basis from which social studies educators can more fully develop their programs by consulting the
details of national content standards developed for history, geography, civics, economics, psychology,
and other fields,2 as well as content standards developed by their states. Thus, the NCSS social studies
curriculum standards serve as the organizing basis for any social studies program in grades pre-K through
12. Content standards for the disciplines, as well as other standards, such as those for instructional
technology,3 provide additional detail for curriculum design and development.

The Learning Expectations provide illustrations of what students learn at each level in the social studies
curriculum. The language of the Learning Expectations is aimed at teachers and seeks to capture the
expectations of over-arching, long-range outcomes. At each level (early years, middle, and high school),
the Learning Expectations present key questions for exploration related to each theme.* The Learning
Expectations also provide illustrations of the types of purposes, knowledge, and intellectual processes that
students should demonstrate in student products. The purposes identify the reasons why it is important to
study each theme. Learners build knowledge as they work to integrate new information into existing
cognitive constructs, and engage in processes that develop their abilities to think, reason, conduct research
and attain understanding as they encounter new concepts, principles, and issues. An appendix highlights
Essential Social Studies Skills and Strategies (see pages 163-166) for learners. Students represent what
they learn in products that demonstrate their ability to use information accurately, and that reflect the
thinking and research skills acquired in the process of learning. Students should learn both to conceive
and implement self-directed projects and to participate in group projects. The development of the writing
skills of students is an important objective of the products, which also include visual presentations. As a
whole, the standards are a framework for education for citizenship in a democracy, and provide students
with the democratic dispositions, values, and attitudes needed for civic engagement.

The contents should be organized from simple to complex and immediate to remote.

Social Studies stands for:

S- Social relationship and social efficiency

O- Objective attitude

C- Citizenship training , constructive,and critical thinking

I-Integral knowledge and intelligent understanding

A – Adaptability and appreciaton of other’s viewpoint

L – Learning

S- Sensitiveness of social issues

T- Tolerance

U- Unbiased attitude

D- Devotion to ideas

I – Inter-relatinship

E- Emotional balance

S- Self discipline and social attitude

Content of Social Studies

The following should be included in the content of social studies:

Indian civilization and its rich cultural heritage.

World’s other civilizatons and their inter-connectedness.

Different cultural movements and revolutions in the life of the country.

Spread of its culture in other lands.

Cultural preservation.

History of Indian freedom movement.

Contribution of India to the world civilization.

Contribution made by other cultures.

The constitution of India.

The constitutional obligations.

Content essential to natural national identity.

Equalty of sexes.

Removal of social barriers.

Fundamental duties and rights.

Human rights.

Environmental studies.

Resources and sustainable development.

Man-environment interaction.

Population.

Surronding of the children, i.e. home, school, community, neighbourhood, and society.

Changes taking place in the surroundings.

Fairs, festivals folk dances, etc.

Physical geography.
Climatic changes.

Natura resources.

Food

Agricultural crops.

Industry

Social, economic, political development, and problems.

India’s role in the world especially, world peace, international cooperation, decolonization etc.

NCF for School Education (2005) states, ‘emphasis has to be laid more on economics, political and social
aspects of human environment especially the contemporary world that too with focus on India. The
Europe-centered view of the world must change”.

Similarities between Social studies and Social Sciences:

· Social Science and Social Studies are not only related generically. They also share common body of
content.

· Both are related to society and have same aims and objectives.

· Both emphasis on inculcating good qualities like truthfulness, sincerity, etc. of human being.

· Both helps to understand the various aspects of the society and utilize them.

· Both are must be accurate and reliable- only then can be useful.

Difference between Social Studies and Social Science:

1. The focus and emphasis of both are different:- When a student studies geography as a social science,
he has to focus his attention on the methods of geography, tools and concepts, etc. Wile studying
geography as a social studies, he should focus attention on using ideas and concepts from geography, to
understand man, how his efforts to control his environment have led to a better life, how various
geographical factors influence his life, etc.

2. Social Sciences represent an adult approach, while the social studies represent a child-
approach: Social sciences are to be taught at the high school and college level. Social Studies are
simplified portions of social sciences to be taught at primary level.

3. Social sciences are the theory part of human affairs; social studies are the practice part of human
affairs:Social sciences are large bodies of organized and authentic knowledge representing human affairs.
While social studies gives an insight into various aspects of man and society.

4. The social sciences are far larger than the social studies: The purpose of the social sciences is to find
out new truth about human relationships; the purpose of the social studies is to guide adolescents in their
learning of selected portions of what has been discovered in social sciences.

5. In social sciences, social utility is the primary object; in social studies instructional utility is the
primary object.
6. Social sciences are the part of cultural of knowledge having direct bearing on man’s activities in any
field, Social studies offers learning situation and insight into all knowledge.

Social Science Social Studies

Its scope is very wide.
It provides knowledge in isolation.
Naure is highly theoretical.
Emphasis is laid on knowledge.
Social Science as a subject taught at high school,
higher stage and it is advance study of society.
Its intellectual level is high.
It is not easiky understood by children as
maintains a standard of scholarship.
Its scope is limited to classroom only.
It is an integrated course.
Nature is practical.
Emphasis is laid on functional part of knowledge.
Social Studies taught at primary and middle
classes.
In Social Studies there is limited content.
It is simple & easy subject understandable to each
student.

Conclude, we can say that Social Science and Social Studies are closely connected to each other. Social
Studies act as foundations on which the structure of Social Science is formed. Social Studies are the
mirror of the scholarly findings of Social Science. So, one has the theoretical aspect and other has its
practicability. In a way, both are the two sides of the same coin.

GOAL

Social Studies Curriculum of the preparatory course aims to provide an understanding of the development
of community life in the context of time, space, economic, and political will to establish social harmony,
progress, and have a rational thought in decision-making. This is done through a balanced interaction with
the community and the environment to the well-being, national, and world.

OBJECTIVE

Social Studies Curriculum is designed to enable students to:

i. linking the disciplines of Social Studies of everyday life of individuals and communities;

ii. enhance understanding of the social system through the culture and values to create a multi-ethnic
society of national integration;

iii. linking the country with a history of nation building;

iv. environmental incidents relating to the social and economic development of society;

v. explain basic economic principles and economic activities associated with social development and
nation building;

vi. applying knowledge of environmental education in the life and

vii. cultivate a spirit of patriotism.

Relationship of Social Studies with other Core School Subjects

Social studies may be used as a means for intergrating various school activities and experiences. Social
studies provides situtations in which school children can use related learning s in functional setting.
Social studies can give a natural setting for the application of social studies is to study human being in
the social context. Therefore, every school subject is related with social studies in some form or the other.
There is definitely some relationship between social studies and other core school subjects. At the school
stage, students are taught mathematics, languages, sciences, humanities, commerce, fine arts, etc. All
these subjects are intimately related with studies.

MATHEMATICS AND SOCIAL STUDIES

Mathematics and social studies are closely related. Mathematics is taught right from the primary classes.
It indicates the importance and utility of mathematics in social life. Use of mathematics in social life can
be highlighted as under:

Use of quantification: Mathematics has helped man to quantiy ideas, to be precise and to utilize spatical
concepts in everyday life. Its place in the sciences and in the practical ares, from the informational and
computational standpoints, as well as its cultureal significance make it essential in our life. Mathematical
literacy is indispensable for every huma being n fast transforming industrial and technological society.

Meeting basic needs: Mathematics is useful in meeting basic needs of citizens in many ways. A human
being should be a good producer and a good consumer. Related to life situations mathematics becomes a
phase of living and students develop skills, speed and accuracy which prove useful in day to day common
transactions.

Practical experience in social life: Mathematical price lsits, cash memos, vouchers and measurements
provide practical experience to students in money transactions, weights, times and measures. Then
budgeting the expenditure within a given income at subject, school and family levels, helps in
understanding the municipal, sate and central government budgets. They can be made familiar with
different types of taxation and the sue of taxes by the government. They can be made aware of their civic
duites.

Houshold budget: Mathematical topics like simple interest, post office savings, stocks and shares and
national saving certificates, can easilty be correlated with the household budget.

SCIENCE AND SOCIAL STUDIES

Impact of science on social life: The influence of science on people’s lives is growing. While recent
benefits to humanity are unparalleled in the history of the human species, in some instances the impact
has been harmful or the long-term effects give causes for serious concerns. A considerable measure of
public mistrust of science and fear of technology exists today. In part, this stems from the belief by some
individuals and communities that they will be the ones to suffer the indirect negative consequences of
technical innovations introduced to benefit only a privileged minority. The power of science to bring
about change places a duty on scientists to proceed with great caution both in what they do and what they
say. Scientists should reflect on the social consequences of the technological applications or
dissemination of partial information of their work and explain to the public and policy makers alike the
degree of scientific uncertainty or incompleteness in their findings. At the same time, though, they should
not hesitate to fully exploit the predictive power of science, duly qualified, to help people cope with
environmental change, especially in cases of direct threats like natural disasters or water shortages.

The current trend toward privatization in many countries is influencing the focus and practice of science.
While in some instances the net result may be to increase research capacity and knowledge in selected
areas, there is major concern that the trend may be undermining public-sector science, especially
fundamental research and efforts to solve socially important problems of no interest to commercial
enterprises. Patent protection of private intellectual property, for example, makes the job of public
research more difficult. There is also concern over the social implications of private ownership and
control of technology, and its effect on broad public scientific literacy, and on options for public choice.
promote multidisciplinary approaches to research, encourage cooperation between the social and natural
sciences, and draw lessons from the humanities, local knowledge systems and aboriginal wisdom;

encourage a holistic approach to problem solving that takes into account a realistic range of
socioeconomic conditions and effects, as well as multiple time and space scales, where appropriate;

carefully explain the implications and the inherent limitations of their research findings to the public;

fully exploit the predictive power of science to serve social needs with candid awareness of the limitations
of scientific predictions;

promote the inclusion of scientists from resource-poor countries in international cooperative projects and
maximize their access to information and technology;

encourage the creation of science-coordination mechanisms at the highest level of the United Nations,
fully involving the governments of all countries, as a way to promote integrated responses to global
problems.

Study of advancement in science in social studies: The social stdies teacher is working very closely with
the science teacher when he is tracing the history of science, the biography of scientist or the impact of
scientific development on human society. Hence it must be emphasized that advances in science and
technology,as applied to humanlife, affect social relationship to a great extent.

Unified course: Man has,no doubt buit up a great material civilization as a result of scientific advances.
But he has not been able to apply his intelligence to solve the problems of a complex industrial society. It
is only through the development of a unified course of social studies along with physical science, that we
can hope to find solutions to this complicated problem.

LANGUAGES AND SOCIAL STUDIES

Interdependence: Languages and social studies are correlated. While social studies is the study of society
in human context language provides human beings with a vehicle of expression and communication.
Literature is the firebrand that lights the way to knowledge about people, events and places. The starting
point can be the living language. The function of education is to build a persuasive bride between
academic subjects including social studies and languages. Language is the medium of literature and
literature reflects social customs, traditions and manners. It enables the students to use the vast data in the
study of social science.

Use of language in social studies: Language enables the students to use the vast data in the study of social
sciences. Students use various aspects of society through essays, stories, poems etc. Language is used to
explain the facts, events and trends in social studies. Social studies is taught through stories, narration,
question-answer, discussion etc. to explain the evolution of society and the process of social development
and change.

Correlating social studies with language: Socia studies can be correlated with language work in a number
of ways:

Eassy writing on thems from social studies

Students may be asked to write essays on

Life of the people in the Paleolithic Age;

The evolution of templearchitecture, coinage system, position of women etc;

Our Foreign Policy;

How we elect our Representatives;

Paper Industry, etc.

Essays Competitions

Such compeittions may be arranged on the following topics:

If King John had refused to place his seal on the Magna Cart…

India’s mineral resources;

The banes of Emergency, etc.

Composing riddles, puzzles and historical, geographical and political quizzes. They can prove very useful
in creating interest in social studies. Doordarshan is exploiting this device for creating interest of the
listeners in social sciences.

Pupils can read, act and stage scenes from historical novels, plays and poems, dreamas like Shakuntala or
Meghadoot.

Talks on different themes pertaining to social studies as History of Freedom, comparison of Fourth and
Fith year plans, constitutional amendments etc.

It is obvious, language is a resource of great potential in enriching learning in social studies and vice
versa.

(D ) ART, MUSIC AND OTHER AESTHETIC ACTIVITIES AND SOCIAL STUDIES

Ther is no doubt about the fact that art, music and aesthetic activities form an important segment of man’s
knowledge. They are part of his total experience and are of interest in social studies. As stated earlier, the
aim of social studies is to promote the individual and social competence. So is the aim of art, music and
other aesthetic activities. Art education begins with creative aesthetic activities.Art education begins with
creative asesthetic activities. To this is added the cultivation of discrimination and aesthetic sense, the
capacity to choose and take up what is beautiful and harmonious, simple, healthy and pure. This will lend
grace to the character, and behavior. He will become a finer human being.

PRINCIPLES OF CURRICULUM CONSTRUCTION AND ORGANIZATION IN SOCIAL

STUDIES

Significance of Curriculum

Curriculum is the pivot and the hub around which all activities in the school revolve. It is the sum-total of
experiences that the child receives in and outside the class-room through the study of different subjects,
through community relationship, through library, workshops, sports and games etc. It is a means of
enabling the child to adjust himself to his environment. It is the ‘warp and woof’ of the process of
education.

Curriculum in Social Studies is that part of the school curriculum which includes subject matter and
activites that enable the child toh acquire an understanding of human relatioships, knowledge of the
environment, dedication to the basic principles and values of the society and a commitment to participate
in the process through which the society is maintained and improved.

Social studies as the core curriculum

The social studies program at the kindergarten level focuses on helping students develop awareness of
themselves as growing individuals. Children’s unique qualities as well as similarities to others are
stressed. Children learn about values, ideas, customs, and traditions through folktales, legends, music, and
oral histories. In addition, children’s relationships with others in the classroom and the school become
sources for social studies learning. Social interaction skills are integral to the kindergarten program.
Emphasis is placed on using content that is relevant and personally meaningful. Awide range of
interdisciplinary activities can help children grow and develop and gain knowledge and skills. Children
also begin to learn about their role as citizens by accepting rights and responsibilities in the classroom and
by learning about rules and laws.

PRINCIPLES FOR THE CURRICULUM DESIGNING

INTRODUCTIONThe term curriculum derives from the Latin word ‘currere’ which means a kind of
routewhich the learner travels. All the activities going on the school or out side of the school is
calledcurriculum. It is basic to the intellectual, physical, moral and emotional development of the child.

CURRICULUM

C u r r i c u l u m c o m p r i s e s a l l t h e l ea r n i n g w h i c h i s p l a n n e d a n d g u i d e d b y t h e school,
whether it is carried on in groups or individually inside or out side of the school.

- Kerr

Curriculum is the totality of experiences that pupils receive through the manifoldactivities that go in
the school, in the classroom, library, laboratory, workshop, playground and in the numerous
informal contacts between the teachers and pupils.

-The Secondary Education Commission (1952-1953)

Curricu lu m is a t ool in t he ha nds of t he A r t i s t ( T ea c h er ) , t o m o u l d

h i s / h er materials (Students), according to his/her ideals (objectives) in his/her studio (College/School).

-Cunningham.

MAJOR DEFECTS IN THE PRESENT CURRICULUM

Examination oriented

Text Book based examinations

Emphasis on theory not practical

Heavy syllabus

Rote learning is encouraged

Not to life oriented

Not helpful to vocation

Not developing the whole personality

PRINCIPLES OF CURRICULUM CONSTRUCTION

Curriculum organisation is a scientific process which involves basic principles on which itscredibility
exists. It is not just collection of topics, because it reflects ethos (philosophy / culture)of the society:
themes of the subject and learning variability.

1.Principle of Child-Centeredness

Curriculum is mainly for the students. So, the age, interest, capability, capacity,aspiration, needs and
psychology of the learner should be taken in to an account.

2.Principle of Community-Centeredness

T h e s o c i a l n e e d s a n d t h e l o c a l n e e d s o f t h e l e a r n er s h o u l d b e t a k e n i n t o account
while we construct the curriculum. It should be r eflect the values of democracy,ethos and
main concerns of the country.

3.Principle of Balance / Integration

(Child = Community)It is also called principle of Integration. The curriculum should integrate:1. Cognitive,
affective and psychomotor objectives and abilities2. Knowledge and experience3. Objectives and content4.
Child’s activity and needs with the society needs and activity.It should be related to the social
environment of the students. Here the equal/balance importance should be given to the need of the Child and need of
the Community.

4.Principle of Need

Curriculum helps in fulfilling the various needs of the learner. Each learner hashis needs which
are generally related to physical, emotional and social development.
A wellplanned curriculum provides all such opportunities through many fold
activities whichsatisfies the need of the learner. It should not be merely the academic but it should
includeall other equally important activities too.

5.Principle of Utility

One of the purposes of education is to prepare the child for living and learning.This is the most important
consideration, so that the child can live a fruitful and self-fulfillinglife. Curriculum should provide rich
experiences, both academic and social to the students.The content, activities and exper ience of the
curriculum at a particular stage / grade areuseful to the learner for the further/higher studies.

6. Principle of Creativity

It should place the pupil in the place of the discoverer and provision should bemade the creative type
of activities.

7.Principle of Preservation/Conservation

It should help in the preservation /conservation and transmitting the knowledge,traditions, standards of
conduct on which the culture and civilization depend.

8.Principle of Variety

In a classr oom t her e ar e differ ent t yp es of t he stu dents on t he bas is of

intelligence, ability, aptitude and attitude.

The curriculum should satisfy the variety of knowledge, varying interest, needs of the students.

9.Principle of Elasticity / Flexibility

F l ex i b i l i t y i s a n i m p o r t a n t p a r t i n g c u r r i c u l u m d e v e l o p m e n t . I t s h o u l d g i v e n enou
gh time and sufficient chance to the students, to search their own examples andexperience
from the surroundings.

10. Principle of Contemporary Knowledge

Curriculum should give the moder n or current knowledge and theor ies to thestudents. That
will give the knowledge of utilization of local resources (salt, plants, soil) tothe students.While organizing
the curriculum the following principles also should be followed:11. Principle of Sequencing12. Principle
of Continuity13. Principle of Accuracy14. Principle of Adequacy15. Principle of Interest16. Principle
of Readiness17. Principle of Meaningfulness18. Principle of Continuous Evaluation

CONCLUSION

The curriculum is the totality of experiences that the child gains thr ough the multifarious
activities in the school. The r eview of the pr esent curriculum is reveal that it is subject
oriented, examination ridden, not in conformity with the aims and objective of the teaching science,
rigid and outfits the different age group. So, it is imperative that the present curriculum should be
reorganized in the light of the principles mentioned above.

Social Studies as a field of study is multidisciplinary and interdisciplinary - the coordinated, systematic
study drawing upon social science disciplines such as history, geography, economics, civics, psychology,
sociology, anthropology, and futures, as well as appropriate content from the humanities, mathematics,
and natural sciences. It is designed to promote civic competence - the integration of knowledge, skills,
and ethical perspectives required to assume “the office of citizen” (as Thomas Jefferson called it). The
primary purpose of the social studies education is helping students develop the ability to make informed
and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an
interdependent, ever-changing world.

SOCIAL STUDIES INSTRUCTION GUIDING PRINCIPLES

World Class Education

School culture directly impacts student achievement.

Learning
Social studies learning is meaningful, integrative, value-based, challenging, and active.

Teaching
Powerful social studies teaching strives for student understanding, appreciation, and life application.

Curriculum
A powerful social studies curriculum is unified by its purposes and goals.

Research & Information Literacy

Information literate students are those who have learned how to learn and are prepared for lifelong
learning.

Assessment
The primary purpose of assessment is to improve teaching and learning.

Children and young people as they participate in experiences and outcomes in social studies will:

develop their understanding of the history, heritage and culture of Scotland, and an appreciation of their
local and national heritage within the world broaden their understanding of the world by learning about
human activities and achievements in the past and present develop their understanding of their own
values, beliefs and cultures and those of others develop an understanding of the principles of democracy
and citizenship through experience of critical and independent thinking explore and evaluate different
types of sources and evidence learn how to locate, explore and link periods, people and events in time and
place learn how to locate, explore and link features and places locally and further afield engage in
activities which encourage enterprising attitudes develop an understanding of concepts that encourage
enterprise and influence business establish firm foundations for lifelong learning and for further
specialised study and careers.

The social studies experiences and outcomes have been structured under the three main organisers:

people, past events and societies

people, place and environment

people in society, economy and business.

These organisers recognize the special contribution made by each of the social subjects, whilst enabling
them to reflect local contexts. Teachers will use this framework to provide children and young people
with opportunities for effective interdisciplinary working by making connections across and between
subject boundaries. Teachers should not feel constrained by the organisers and should explore the
opportunities to plan within and across curriculum areas as outlined below to enhance learning. The
organisers will assist with the collaborative planning of coherent programmes of learning within and
between establishments.

The fourth level provides a range of experiences and outcomes within which there can be choice and
scope for depth, challenge, enjoyment and personalization. Schools and their partners will consider how
they can offer and plan different combinations of the experiences and outcomes to provide a sound basis
for more advanced study. The level of achievement at the fourth level has been designed to approximate
to that associated with SCQF level 4.

Although the content of the curriculum is important, our aspirations can only be achieved through high
quality learning and teaching. The social studies experiences and outcomes will support staff in planning
challenging, engaging and enjoyable learning and teaching activities which will stimulate the interest and
motivation of children and young people. They allow flexibility and choice for both teachers and learners
which can sustain interest and enthusiasm.

In social studies, effective learning and teaching will draw upon a variety of approaches including:

active learning which provides opportunities to observe, explore, experiment and play

use of relevant contexts and experiences familiar to children and young people

appropriate and effective use of technology

building on the principles of Assessment is for Learning

both collaborative and independent learning

discussion and informed debate

interdisciplinary learning experiences

learning outdoors, field trips, visits and input by external contributors.

The development of skills is an essential aspect of learning in social studies and the experiences and
outcomes provide frequent opportunities for applying these skills in new and more complex contexts.
Terms such as ‘investigating’, ‘exploring’, ‘discussing’ and ‘presenting’ are used throughout the
experiences and outcomes from early to fourth level, recognizing that at all stages learners are capable of
exercising these skills at a level appropriate to their development. The framework ensures that social
studies provide an important context for the development of literacy and numeracy skills.

Children and young people as they learn within the social studies will develop a range of skills including:

observing, describing and recording

comparing and contrasting to draw valid conclusions

exploring and evaluating different types of sources and evidence

development of curiosity and problem solving skills and capacity to take initiatives

interacting with others and developing an awareness of self and others

planning and reviewing investigation strategies

developing the capacity for critical thinking through accessing, analysing and using information from a
wide variety of sources

discussion and informed debate

developing reasoned and justified points of view

developing and using maps in a variety of contexts

developing and applying skills in interpreting and displaying graphical representation of information

developing an awareness of sequence and chronology

presentation skills – oral, written, multimedia.

Teachers will support children and young people as they progressively develop these skills by applying
them in new and more complex contexts. Skills are to be regarded as a continuum and should not be
‘capped’ at any particular level. The professional judgment of teachers is essential in ensuring that
individual learners are faced with the appropriate level of challenge in developing skills.

Assessment in social studies

Assessment in social studies will focus on children and young people’s knowledge, understanding and
skills in their studies of people, past events, society, place, environment, economy and business.

Teachers can gather evidence as part of day-to-day learning, as children and young people describe and
record, explore and analyse sources, interpret and display information, talk and debate with peers and
adults, undertake investigations and present their thinking orally, in writing or in a multimedia format.
Specific assessment tasks will be valuable in assessing progress. From the early years through to the
senior stages, children and young people can demonstrate their progress through their skills in using
differing sources of evidence, in assessing its validity and reliability, and in applying these in everyday
life and work. This will include assessment of how well children and young people can use their
knowledge and understanding to interpret evidence and present an informed view, progressing to being
able to sustain a line of argument. Learners can also demonstrate evidence of progress through their
abilities in applying their knowledge and skills in increasingly demanding and/or unfamiliar contexts,
such as environmental issues, citizenship, and their awareness of the world and Scotland’s place in it.

Approaches to assessment should identify the extent to which children and young people can apply these
skills in their learning and their daily lives and in preparing for the world of work. For example:

Do they show awareness of the importance of participating in decision-making processes?

How well are they prepared to contribute to discussions on local, national and global issues?

Children and young people can demonstrate progression in knowledge, understanding and skills by how
well they deal with increasingly demanding and challenging concepts within a wide range of economic,
geographical, historical, political and social contexts. Progress can be seen in their:

growing abilities to understand the complexity of such issues with increasing maturity and empathy

increasingly sophisticated views

skills in supporting these by reference to carefully-considered evidence and sources

abilities to draw together their learning to demonstrate the depth of their understanding, for example of
Scotland’s history.

Assessment should also link with other areas of the curriculum, within and outside the classroom, offering
children and young people opportunities to develop awareness of social issues such as sustainability and
enterprise through field trips, visits to local and national heritage sites, and meetings with members of the
community.

Connections are there between social studies and other areas of the curriculum

Social studies experiences and outcomes encourage links with other areas of learning to provide learners
with a deeper, more enjoyable and active experience.

The promotion of active citizenship is a central feature of learning in social studies as children and young
people develop skills and knowledge to enable and encourage participation. Within social studies,
practitioners will plan opportunities for children and young people to become involved in their local
community and the wider world to support them in considering and developing their roles as active and
informed citizens.

All staff teaching social studies will identify opportunities to develop and reinforce social studies
knowledge and skills both, within their own teaching activities and through working with their colleagues
to plan interdisciplinary studies and a coherent approach to the development of literacy, numeracy,
citizenship, creativity, enterprise and sustainability.

Teachers have opportunities to combine statements of experiences and outcomes in various ways. They
can group them around important concepts in social studies; they can organise statements to provide a
basis for a subject-based approach; they can group experiences and outcomes around common learning
contexts in social studies.

Through self-evaluation, schools, departments and teachers will plan a balance of learning and teaching
approaches, learning that develops all the attributes and capabilities of the four capacities, a coherent
approach to important themes such as citizenship and enterprise, progression in skills and understanding,
and effective use of interdisciplinary work to deepen and extend learning.

The various approaches to organise social science curriculum are:

1-Discipline centered approach

2-Issue centered approach

3-Integrated approach

4-Disciplinary approach

APPROACHES OF ORGANIZING SOCIAL STUDIES CURRICULUM

DISCIPLINE CENTERED –
 Discipline centered curriculum, the most common curriculum model in use in school today, focuses on
one scholarly field or branch of specialized inquiry. Subject – centered curriculum is generally taught
within a specific timeframe within a school day. The primary focus of discipline centered curriculum is
on mastering content from only one disciple are or brach of specialized inquiry within a discipline
(eg.,history with social studies). Content is learned using method found within the discipline. For
example, scientists use the scientific method; therefore, the scientists methods is used in science classes.
Generally, in discipline – centered curriculum, the textbook is used as the primary and often sole source
of information. Publishing companies generally produce textbooks addressing content standards.

Subject matter is the oldest and most used framework for curriculum organization, primarily because it is
convenient. In fact, the departmental structure of secondary schools and colleges tends to prevent us from
thinking about the curriculum in other ways. Curricular changes usually occur at the departmental level.
Courses are added, omitted, or modified, but faculty members rarely engage in comprehensive, systematic
curriculum development and evaluation. Even in the elementary school, where self-contained classrooms
force the teachers to be generalists, curricula are usually organized by subjectsProponents defend the
subject-centered curriculum on four grounds: 1) that subjects are a logical way to organize and interpret
learning, 2) that such organization makes it easier for people to remember information for future use, 3)
that teachers (in secondary schools, at least) are trained as subject-matter specialists, and 4) that textbooks
and other teaching materials are usually organized by subject. Critics, however, claim that the subject
centered curriculum is fragmented, a massof facts and concepts learned in isolation. They see this kind of
curriculum as deemphasizing life experiences and failing to consider adequately the needs and interests of
students. The emphasis, such critics argue, is on the teaching of knowledge, the recall of facts. Thus the
teacher dominates the lesson, allowing little student input. Let us look at five variations on the subject-
centered curriculum. The curriculum is the heart of every school program. Mr. Ornstein presents a
curriculum primer - detailing the most important curriculum movements, their adherents, and their
rationales. Subject-Area Curriculum. The subject area is the oldest and most widely used form of
curriculum organization. It has its roots in the seven liberal arts of classical Greece and Rome: grammar,
rhetoric, dialectic, arithmetic, geometry, astronomy, and music. Modern subject-area curricula trace their
origins to the work of William Harris, superintendent of the St. Louis school system in the 1870s. Steeped
in the classical tradition, Harris established a subject orientation that has virtually dominated U.S.
curricula from his day to the present. The modern subject-area curriculum treats each subject as a
specialized and largely autonomous body of verified knowledge. These subjects can be organized into
three content categories, however. Common content refers to subjects considered essential for all
students; these subjects usually include the three R’s at the elementary level and English, history, science,
and mathematics at the secondary level. Special content refers to subjects that develop knowledge and
skills for particular vocations or professions, e.g., business mathematics and physics. Finally, elective
content affords the student optional offerings. Some electives are restricted to certain students, e.g.,
advanced auto mechanics for vocational students or fourth-year French for students enrolled in a college-
preparatory program. Other electives, such as photography and human relations, are open to all students.

ISSUE – CENTERED APPROACHE

Problem- based learning can be referred to as an approach that enables learners to learn in the context of a
real problem. A problem-based approach develops the problem solving skills of the participants while
giving them insights into their current knowledge and the knowledge they need to develop.

The core characteristics of problem-based learning can be listed as below:

• a) Problem-based learning takes a student centric approach.

• b) Learning happens in small groups.
• c) The teacher is more of a facilitator or a mentor.
• d) The problem forms the basis or the stimulus to develop problem solving skills.
• e) New knowledge can be acquired through learning that is self-directed.
Let’s look at how a problem-centered approach can help in better learning:
The main benefit of a problem-centered approach is that it allows learners to become producers rather
than consumers of knowledge. Problem based learning often referred to as learner centered approach
allows the student to conduct a thorough research, integrating theory with practice and applying
knowledge to solve a particular problem. Thus, the student is more focused on developing a viable
solution by revisiting the basic concepts of various disciplines.

It has also been observed that problem based learning helps in reinforcing the self-reflective nature of
leaning. It enables one to sharpen the cognitive processing skills of the learner. Because of the way the
problem is structured and the various methods that are used in solving it, learners get to face real world
situations.

The communication skills, reasoning ability and critical thinking skills of learners get greatly enhanced
when using a problem-based approach. In problem based learning, the learners get to think “out of the
box” looking for correct solution which involves communicating with group members while discussing a
particular solution.

Lastly, problem-based learning helps in understanding the value of collaboration. In problem based
learning, the importance of team work gets emphasized with group brainstorming and discussions and so
on with information being shared among the group members. This collaborative approach among group
members encourages sharing of ideas and solutions – and invariably a more robust solution emerges.

Thus, problem-centered learning not only helps learners to be collaborators in the learning process but
also gets them started towards working as a team towards a common objective. It is therefore not
surprising that organizations adopt problem-based training methods as a part of team building activities or
training programs.

INTEGRATED APPROACH

The word integration means the act of combining two or more things to work together. In SST,
integration refers to linking of related subjects, facts, concepts and knowledge while teaching and
learning. During the Mombasa conference in 1968, it was observed that the traditional separate subjects’
approach of teaching; a heritage from the colonial past, was not encouraging the citizens to identify
themselves with their own historical, geographical and political traditions. The general feeling was to
integrate the traditional subjects like History, Civics and Geography to which must be added elements of
anthropology, economics and sociology that would also involve physical and manual activities. Integrated
knowledge helps learners to make effective decisions about problems of living. It recognizes knowledge
from the Social Sciences and humanities into new holistic perspectives and framework, which focuses on
the development of effective and productive citizenship. Integration also enables learners to look at the
world as an integrated whole. For meaningful integration, SST teachers must think critically to find more
facts, ideas, information and plan the material to be taught in a logical manner. Not all bodies of
knowledge can be integrated. There are facts, ideas, concepts and skills which can be borrowed from
other disciplines and linked to enrich the SST content. However, all these should be relevant and
appropriate.

Where ideas are not relevant, integration is not possible. SST teachers must understand how, when and
what to integrate otherwise, they may find themselves teaching separate subjects instead of SST and this
is the beginning of ineffective teaching which this study intended to correct. Integration cannot be done
for the sake of it. It must be possible, purposeful and relevant to enable learners understand things and
issues better. The teacher can link experiences with in the school, and those outside the school, which
may be past or current, known or unknown. Generally, Social Studies teachers need to understand that
effective integration calls for linking and utilizing knowledge, skills, attitudes and values from different
learning experiences enhanced by various techniques, instructional materials and time schedules in the
teaching-learning situation. Integration deals with knowledge as a whole. It structures the content in a
sequence 18 pattern from known to unknown, as learners progress from one level to the next. A topic,
theme or concept is used, a relationship is made based on various subjects and the content is put together
in a way that makes sense to learners. When applying the integrated approach, the teacher should: • Use
various techniques, methods and strategies • Use relevant ideas, facts and opinions from other subjects to
explain his points • Use variety of teaching Aids • Use local environment and resource persons •
Involving children in practical activities and develop the necessary behaviors, attitudes, skills and values
among learners. Social Studies as a discipline derives its content from various sources (Marlow 1996).
These are: History, Geography and Civics, which are referred to as core subjects. Since SST is integrative
and multi disciplinary in nature, it allows the inclusion of other subjects like Religious Education,
Language, Mathematics, Natural Sciences, Music Dance and Drama, Law, Economics, Psychology,
Philosophy, and other related subjects to enrich its content. This means that the content of SST is derived
from Humanities, Social Sciences, and Natural Sciences; hence the methodology borrows a lot from other
disciplines. However all these are fundamentally transferred and linked to reflect integration, multi-media
presentation, interdisciplinary, participatory active learning, use of learners’ environment, development of
skills knowledge, attitudes and values.

INTERDISCIPLINARY APPROACH

Social studies is inherently interdisciplinary. Within the field, the various disciplines that comprise social
studies link and intertwine. It's difficult to imagine studying historical content without examining the roles
of persons (sociology), their motivations (psychology), where they lived (geography), the influences of
spiritual beliefs (religion), rules that govern behavior (political science and anthropology), or how people
negotiate for their needs and wants (economics). Outside the field of social studies, vital connections can
also be made to language arts, mathematics, science and the arts that yield a deeper understanding of
concepts and ideas.

But what exactly does it mean to teach through an "interdisciplinary" approach? Does it mean to integrate
and correlate subjects, create thematic units, or plan a parallel curriculum? The articles in this journal
illustrate that an interdisciplinary approach can take many forms. The idea of creating interdisciplinary
curriculum is not new; however, as you read the articles within, we hope they will provide you with some
methods for extending such an approach in your classroom.

EVALUATION OF SOCIAL SCIENCE CURRICULUM AT ELEMENTARY

EVALUATION OF SOCIAL SCIENCE CURRICULUM: The evaluation of curriculum material

occupies an important place as on the provisions of effective, meaningful, need based and rational
curricular material depends the growth of the learners. Good study materials contribute to desirable
changes in the learners. It has therefore, to be assumed that the curriculum materials are of good quality.
At the same time, these should be acceptable both to the learners and the teachers. These should be of
practical use and fit well in the existing educational setting. This can be assured by evaluation alone.
Evaluation helps in modifying the curriculum to adequately meet the growing challenges. Thus, the
evaluation of social science curriculum at elementary level is the assessment of the outcome of the
learning of that subject. The scope of the social science is very vast. As there is a limited period of time
and even the thought must be carefully selected to help students to develop major ideas, skills, attitudes
and every good student can learn but a few new things each day, the decision on what to teach at different
levels should be made wisely and carefully. In society man has been struggling with many socio-
economic problems in life, where religious prejudice, urbanization and over population etc. creates
economic deficiency, unemployment and other related social evils in society.

1.Rapid industrialization, urbanization and maximum use of scientific products in agricultural sector etc.
created environmental problems and ecological imbalance. So there is a need to make young generation
aware about these socio-economic problems related to unemployment, population explosion,
environmental problems family planning, small family norms and social evils and focus on these should
also find place in curriculum at elementary stage.

2. The importance of human civilization and the contribution of various civilizations on human progress
and development should also form part of social science. Hence the importance of topics like social
customs, traditions, manners, folkways, cultural heritage, cultural achievements and future possibilities
etc. cannot be ignored in social science curriculum. The curriculum planners may look into this aspect for
inclusion in the school curriculum.

3. Students should be given not only knowledge about physical, social, political and economic affairs but
should also be helped to develop understanding, abilities and skills to deals with current and emerging
social problems boldly and effectively.

4. Science and technology have been playing an important role in the development of human kind.
Physical and life sciences have contributed much towards the end. Therefore the importance and role of
science and technology in changing social conditions as well as cultural changes should form point of
focus in the social science curriculum.

5. In revision and modification of social science curriculum, local experienced teachers and educated
parents of the students should be involved in this service. Because they are well acquainted with the local
needs and problems on which they deliberate more exactly and judiciously to decide a more suitable
curriculum for their children at this stage.

6. Social science curriculum is an integration of geography, history, economics and political science, so in
teaching of these component subjects experienced and specialized teachers for each section are necessary
to be appointed as against for the present practice of general teachers who are supposed to teach all the
subjects. This aspect need to be looked at seriously for doing justice in curriculum transaction. So the
state government should make the provision for appointment of sufficient and qualified teachers for better
transaction of curriculum as this stage is a foundation stage in whole educational structure.

7. The curriculum in social science at elementary stage should include the knowledge of soft skills for
their practical experience of children.

8. Various kinds of activities should also be included in social science curriculum, as these provide
practical experiences of life to children. The activities and skills are such asmaking of charts, models,
figures, tables and maps, organizing social activities, exhibitions, conducting field surveys, going on
education tours etc. should find place in social science curriculum.

9. The social science curriculum goes on changing because of changes in society and application of
science and technology in our ways of doing things. Social science curriculum has been done more
specifically teachers are oriented to new curricula before being enforced.

10. Evaluation of textbooks should be got done by experts at national level for judging their suitability.
11. Textbooks are the sole study materials for school education. Therefore textbooks should be made
available in the beginning of academic session in the state.

Evaluation Of Existing Curriculum Of Social Studies At Elementary Level

Social studies curriculum as well as by NCERT satisfies most of the requirements of a good curriculum:

Psychologically sound: Social studies curriculum is psychologically sound. It proceeds form ‘known to
unknown’ and from ‘easy to difficult’. It takes into consideration the level of maturity of the students. The
difficulty level of the topics goes on increasing according to the mental development of the learners at
different age levels.

Flexibility: The curriculum is suggestive and illustrative rather than prescriptive or restrictive. Only
broad areas of study or main topics have been suggested in the curriculum. It has been left to states, local
authorities, Education and Examination environment. Thus it provides flexibility. It can be adapted to suit
the varying needs and interests of students in different areas. But it becomes rigid in its implementation
and execution by the teachers, students and examiners.

Achievement of objectives: The curriculum helps in the achievement of objectives of teaching social
studies. Every effort has been made to make the curriculum comprehensive so as to achieve the important
objectives of teaching social studies.

Related to the community: Social studies curriculum is very much related to the community in which
the child lives. It takes care of the specific needs of the commuty. Significant social and economic
problems of the country, our national goals form an important part of the curriculum.

Well integrated: Social studies curriculum is well integrated. It is built up on what has been taught in the
previous year. It also serves as basis for the subsequent work. The curriculum for each class is fairly
connected, coordinated and correlated. For example Indian and world history is taught n the form of
biographies and stories at the primary stage. Indian history is taught in detail at the middle stage. History
of mankind is taught at the secondary stage.

Self – contained and light: Self – contained and light courses have been developed for the primary,
middle and secondary stage. The course also lay the foundation for the subsequesnt stage. Repetition and
wastage of time and energy are avoided. The curriculum provides for minimum but sufficient broad
knowledge for those who are not to continue their education after the secondary stage. The courses laid
down are systematic and not heavy.

Conclusion: Present social study curriculum is psychologically sound, flexible, related to the community,
well integrated, broad-bsed and helps the pupils in promotion of nation and international feelings.Further
efforts should be made to make it more and more objective – oriented, pupil-centred, community-centred,
activity and experience- centred,life-centred, value-centred and environment – centred by suggesting
related practical activities, supplementary readings and evaluation tools and techniques.