CONTENTS

1. SOCIAL SCIENCE: NATURE AND SCOPE

1.1 Introduction
1.2 Historical Background of Social Science
1.3 Difference between Social Science and Social Studies
1.4 Meaning and Definitions of Social Science
1.5 Nature of Social Science
1.6 Scope of Social Science
1.7 Need and Importance of Social Science

2. AIMS AND OBJECTIVES OF TEACHING SOCIAL SCIENCE

2.1 Introduction
2.2 Need of Aims and Objectives
2.3 Difference Between Aims and Objectives
2.4 Importance of Aims and. Objectives
2.5 Objectives of Teaching Social Science
2.6 Objectives with special Reference for India
2.7 Aims/Objectives of Teaching of Social according to various educationists
2.8 Aims of Teaching of Social Science according to different Commissions/ Policies

2.8.1 Aims of Teaching of Social Science according to Secondary Education

Commission (1952-53)
2.8.2 Aims of Teaching of Social Science according to Kothari Commission
(1964-66)
2.8.3 Aims of Teaching of Social Science according to National Policy on
Education (1986)
2.8.4 Objectives of Social Science according to Secondary School Curriculum
(2007)

2.9 Aims of Teaching Social Science

2.9.1 Aims at Primary stage

2.9.2 Aims at Middle Stage
2.9.3 Aims at Secondary Stage

3. SOCIAL SCIENCE: CORRELATION WITH OTHER SUBJECTS

3.1 Introduction
3.2 Types of Correlation
3.3 Relation of Social Science with other subjects
3.3.1 Social Studies with Science
3.3.2 Social Studies with Mathematics
3.3.3 Social Studies with Arts
3.3.4 Social Studies and Languages
4. TEXT-BOOK

4.1 Text-Book
4.1.1 Meaning of Text-Book
4.1.2 Merits/ Advantages of Text-Book
4.1.3 Suggestions for making Text-Book Effective

4.2 Reference Books

4.3 Documentary
4.4 Maps
4.5 E-resources (Blog, World Wide Web and Social Networking)

5. DEMOCRATIC VALUES AND NATIONAL OBJECTIVES

5.1 Introduction
5.2 Concept and Definition of Values
5.3 Objectives of Values
5.4 Values in the reference of Social Science
5.5 Concept of Democratic Value and its Components
5.6 Classification of Values (Types)
5.7 Place of Social, Moral and Cultural Values
5.8 Role of Teacher to inculcate the Democratic Values in Classroom
5.9 Values of Social Science
5.10 Ways to Inculcating of Values among Learners
5.11 Citizenship
5.12 Methods of Teaching Citizenship Education

6. DEMOCRATIC INCLUSIVE CLASSROOM

6.1 Democratic Inclusive Classroom

6.2 Inclusion
6.3 Meaning and Definition of Inclusive Education
6.4 Basic Elements of Inclusive Education
6.5 Assumptions of Inclusive Education
6.6 Characteristics of Inclusive Education
6.7 Need and Importance of Inclusive Education
6.8 Democratic Classroom for Social Sciences
6.9 Democratic Classroom
6.9.1 Characteristics of Democratic Classroom
6.9.2 Need of Democratic Classroom

7. APPROACHES AND METHODS OF TEACHING SOCIAL SCIENCE

7.1 Meaning of Approach

7.2 Difference between Approaches, Strategies and Method
7.3 Approaches of Teaching Social Science
7.3.1 Topical Approach
7.3.2 Concentric Approach
7.3.3 Unit Approach
7.3.4 Coordination Approach/ Correlation Approach
 7.3.5 Spiral Approach
7.3.6 Chronological Approach
7.3.7 Integrated Approach
7.3.8 Regression Approach
7.4 Methods of Teaching Social Sciences
7.5 Types of Approaches
7.5.1 Inductive and Deductive method
7.5.2 Constructivism Approach
7.5.3 Multidisciplinary Approach
7.5.4 Integrated Approach

8. TRANSACTIONAL STRATEGIES

8.1 Introduction
8.2 Teaching as Transaction
8.3 Concept of Transactional Strategy
8.4 Example from Social Science transacting ‘French Revolution’

9. METHODS OF TEACHING SOCIAL SCIENCE

9.1 Introduction
9.2 Dynamics Methods of Teaching
9.3 Learning by Doing in Teaching of Social Studies
9.4 Meaning of Method
9.5 Definitions of Method
9.6 Method of Teaching of Social Studies
9.6.1 Story Telling-Method
9.6.2 Problem Solving Method
9.6.3 Project Method
9.6.4 Observational Method
9.6.5 Discussion Method
9.6.6 Lecture Method
9.6.7 Source Method
9.6.8 Socialized Recitation Method

10. GROUPING STUDENTS FOR LEARNING

10.1 Formation of Group

10.1.1 Random Selection
10.1.2 Instructor-Selected Groups
10.2 Group Structure
10.2.1 Short-term Groups
10.2.2 Long-Term Groups or Teams
10.3 Preparing for Group Work
10.4 Designing the Group Activity
10.5 Introducing the Group Activity
10.6 Monitoring the Group Activity
10.7 Ending the Group Task
11. CO-OPERATIVE LEARNING, ROLE PLAY AND SIMULATION

11.1 Co-operative leaning

11.2 Types of Co-operative Learning Groups
11.3 Co-operative Learning Techniques
11.4 How to use Co-operative Learning
11.5 Advantages of Co-operative Learning
11.6 Limitation of Co-operative Learning
11.7 Role playing
11.7.1 Application of Role Playing
11.7.2 Styles in Role Playing Method
11.7.3 Merits of Role Playing
11.7.4 Demerits of Role Playing
11.7.5 Suggestions for improvement
11.8 Meaning of Simulation
11.8.1 Definitions of Simulation
11.8.2 Types of Simulation
11.9 Simulation in Teaching or Simulated Teaching
11.9.1 Concept of Simulated Teaching
11.9.2 Meaning and Definition of Simulated Teaching
11.9.3 Principles of Simulated Teaching
11.9.4 Assumptions of Simulated Teaching
11.10 Parameters of Simulation
11.11 Types of Simulation techniques used in Education
11.12 Simulation vs. Role Playing Simulation
11.13 Procedure of Simulated Teaching
11.14 Steps in Simulation Training Technique
11.15 Teacher Training and Simulated Teaching
11.16 Educational uses of Simulation
11.17 Teacher’s Training system in Simulation Techniques
11.18 Simulation in Micro-Teaching Setting
11.19 Merits/Advantages/Significance of Simulated teaching
11.20 Demerits/Limitations of Simulation
11.21 Scope of Simulated Teaching under Indian conditions

12. MICRO-TEACHING

12.1 Introduction
12.2 Definitions of Micro-Teaching
12.3 Assumptions of Micro-Teaching
12.4 Characteristics of Micro-Teaching
12.5 Difference Between Micro-Teaching and Traditional Teaching
12.6 Methodology of Micro-Teaching
12.6.1 Steps of Micro-Teaching- An Indian Model
12.6.2 Implications of Micro-Teaching
12.6.3 Merits/Advantages of Micro-Teaching
12.6.4 Limitations of Micro-Teaching
12.7 Micro-Teaching Skills in Teaching Social Science
12.8 Types of Skills
12.8.1 Skill of Introducing the Lesson
 12.8.2 Skill of Questioning
12.8.3 Skill of Explaining
12.8.4 Desirable Behaviors
12.8.5 Undesirable Behaviors
12.8.6 Skill of Illustrating with Examples
12.8.7 Skill of Stimulus Variation
12.8.8 Components of the Skill
12.8.9 Skill of Reinforcement
12.8.10 Skill of Map-Reading
12.8.11 Cartoons

13. UNIT PLANNING AND LESSON PLANNING

13.1 Unit Plan

13.2 Lesson Planning
13.3 Phases or Teaching-Learning Process
13.4 Need and Importance of Lesson-Planning
13.5 Characteristics/Features/Merits of a Good Lesson-Plan
13.6 Steps of Preparing Lesson-Plan
13.7 Formation/Components of Lesson-Plan

14. SOCIAL SCIENCE ROOM/LABORATORY

14.1 Introduction
14.2 Need or Importance of Social Science
14.3 Designing of Social Science Room/Lab
14.4 Various Types of Equipment required in a Social Science Laboratory
14.5 Maintenance of Laboratory Preservation
14.6 Guidelines for Teacher and Laboratory Staff
14.7 Precautions in the Organization of Social Science Room or Laboratory
14.8 Laboratory Discipline

15. CO-CURRICULAR ACTIVITIES

15.1 Introduction
15.2 Co-Curricular Activities
15.3 Changing Concept (Co-Curricular Activities)
15.4 Types of Co-Curricular Activities
15.5 Objectives of Co-Curricular Activities
15.6 Principles for the organization of Different Co-Curricular activities
15.7 Problems in Organizing Co-Curricular Activities
15.8 Importance/Advantages of Different Co-Curricular Activities
15.9 Present Position of Co-Curricular Activities
15.10 How to Organize some Activity?
15.11 Field Trip or Excursion
15.12 Bulletin Board

16. CONTROVERSIAL ISSUES IN SOCIAL SCIENCE

16.1 Introduction
 16.2 Controversial Issues in Social Science
16.3 Role of a Social Science teacher in society
16.3.1 Teacher as a source of Guidance
16.3.2 Teacher as a Conversationalist
16.3.3 Teacher as an Active Learner
16.3.4 Some other Issues

17. CURRENT EVENTS/AFFAIRS

17.1 Current Events/Affairs

17.2 Definitions of Current Events/Affairs
17.3 Aims/Objectives/Importance of Teaching Current Events/Affairs
17.4 Criteria of Selecting Current Events/Affairs
17.5 Classification of Current Events/Affairs
17.6 Methods of Teaching Current Events/Affairs

18. DEVELOPING CONCEPT AND GENERALIZATIONS

18.1 What is a Concept?

18.1.1 Definitions of Concept
18.1.2 Nature of Concept
18.2 Steps for Developing Concept
18.3 Conditions for Concept Development
18.4 Generalizations
18.4.1 How to form Generalizations
18.4.2 Using Concepts and Generalizations in Social Science
18.4.3 Benefits of Using Concepts and Generalizations in Selecting and
Organizing Social Studies Contents

19. CONCEPTS FORMATION AND CONCEPT MAPPING

19.1 Concept Formation

19.1.1 Meaning of Concept
19.1.2 Purpose of Concept Formation
19.2 Role of Teacher in Concept Formation
19.3 Classroom Strategies for Concept Formation
19.4 Concept Mapping
19.4.1 Meaning of Concept Formation
19.5 Concept Mapping in Social Science
19.6 Procedure of Concept Mapping
19.7 Types of Mapping
19.8 Components of Concept mapping
19.9 Teaching Mapping
19.9.1 How to create Concept mapping
19.9.2 Benefits of Concept Formation
19.9.3 Uses of Concept Formation
19.9.4 Using Maps to Assess
19.9.5 Steps in Developing a Concept Map
19.9.6
20. INSTRUCTIONAL STRATEGIES FOR CONCEPT LEARNING

20.1 Meaning of Instructional Strategies

20.2 Importance of Effective Instructional Strategies
20.3 Instructional Strategies for Concept Learning
20.4 Co-operative Learning Approach
20.5 Role-Playing
20.6 Team Teaching
20.7 ICT Based Approach

21. TECHNOLOGY INTEGRATION AND E-TECHNOLOGIES

21.1 Introduction
21.2 Concept of NTeQ Model
21.2.1 How does NTeQ Model Works?
21.2.2 The NTeQ Philosophy
21.3 NTeQ Problem-Solving Process Aligned with Bloom’s Taxonomy
21.4 E-Technology
21.4.1 Approaches to use e-technology
21.4.2 E-Technology based Innovative Tools
21.4.3 Requirements for Effective use of E-Technology based Approach
21.4.4 Advantages of using E-Technology in Social Studies
21.4.5 Suggestions regarding use of E-Technology for effective Social Science
21.4.6 Challenges of adopting E-Technology

22. INSTRUCTIONAL AIDS

22.1 Introduction
22.2 Meaning of Teaching Aids/Instructional Aids
22.3 Importance of Instructional Material
22.4 Guiding Principles for the Effective use of Audio-Visual Aids
22.4.1 Principles of Selection
22.4.2 Principles of use
22.5 Problems in the use of Teaching Aids
22.6 Suggestions for Effective use of Teaching Aids
22.7 Classification of Audio-Visual Aids
22.8 Instructional Aids Employed in the Teaching of Social Science
22.8.1 Black Board (Chalk board)
22.8.2 Charts
22.8.3 Models
22.8.4 Scrapbook
22.8.5 Maps
22.8.6 Globe
22.9 Print Media
22.9.1 Social Science Research Journals and Magazines
22.10 Non-Print Media
22.10.1 Radio
22.10.2 Tape Recorder
22.10.3 Television
22.10.4 Video Cassette Recorder (VCR)
 22.10.5 Films
22.11 Electronic Media
22.11.1 Computer
22.11.2 Social Networking
22.11.3 LCD Projector

23. SOCIAL SCIENCE TEACHER

23.1 Introduction
23.2 Qualities of a Social Science Teacher
23.2.1 Physical Qualities
23.2.2 General Qualities
23.2.3 Specific Qualities
23.2.4 Professional Qualities
23.3 Role of Teacher in the Teaching of Social Studies

24. EVALUATION AND ITS TYPES

24.1 Introduction
24.2 Meaning
24.2.1 Definitions of Evaluation
24.3 Characteristics of Evaluation
24.4 Difference between Evaluation and Measurement
24.5 Aims/Objectives/Purposes of Evaluation
24.6 Need and Importance of Evaluation
24.7 Qualities of Good Evaluation Program
24.8 Principles of Evaluation
24.9 Methods of Evaluation
24.10 Types of Evaluation
24.10.1 Continuous Comprehensive Evaluation
24.10.2 Advantages/Merits/Functions of Continuous and Comprehensive
Evaluation
24.10.3 Demerits/Limitations/Disadvantages of Continuous Comprehensive
Evaluation
24.11 Formative Evaluation
24.11.1Definitions of Formative Evaluation
24.11.2 Essential Features of Formative Evaluation
24.11.3 Advantages/Uses/Merits of Formative Evaluation
24.12 Summative Evaluation
24.12.1Definitions of Summative Evaluation
24.12.2 Main features/Characteristics of Summative Evaluation
24.12.3 Advantages/Uses/Merits of Summative Evaluation
24.13 Difference between Formative and Summative Evaluation
24.14 Written Evaluation
24.14.1Merits/Advantages of Written Evaluation
24.14.2 Disadvantages/Demerits/Limitations of Written Evaluation
24.15. Tools and Techniques of Evaluation
24.15.1 Quantitative Techniques of Evaluation
24.15.2 Essay Type Tests
24.15.3 Qualitative Evaluation
 24.16. Criteria-Referenced and Norm-Referenced Evaluation
24.16.1 Criteria-Referenced Evaluation Testing
24.16.2 Norm-Referenced Evaluation
24.16.3 Comparison of Norm-Referenced and Criterion Referenced Evaluation

25. COMPREHENSIVE AND CONTINUOUS EVALUATION

25.1 Introduction
25.2 Historical Background of CCE
25.3 Meaning and Definition
25.4 Objectives of CCE
25.5 Need of CCE
25.6 Fundamental Principles of Continuous and Comprehensive Evaluation
25.7 Components and Procedure of CCE
25.8 Difference between Conventional Assessment and CCE
25.9 Importance of CCE
25.10 Merits/Advantages/Purpose/Functions of CCE
25.11 Demerits/Limitations/Disadvantages of CCE

26. ACHIEVEMENT TEST

26.1 Introduction
26.2 Concept of Achievement Test
26.3 Definitions of Achievement Test
26.4 Important features of Achievement Test
26.5 Steps/Construction of Achievement Test

27. DIAGNOSTIC TESTING AND REMEDIAL MEASURES

27.1 Diagnostic Testing

27.1.1 Types of Diagnostic Tests
27.1.2 Merits/Advantages of Diagnostic Tests
27.2 Remedial Measures
27.2.1 Strategies for Remedial Measures
27.2.2 Individualized Educational Plan (IEP)

28. ACTION RESEARCH

28.1 Introduction
28.2 Main Areas of Action Research
28.3 How to Identify a Problem for Action Research
28.4 Difference between Traditional Research and Action Research
28.4.1 Meanings of Action Research and Traditional Research
28.4.2 Comparison between Action Research and Traditional Research
28.5 Fundamental Research and Action Research