Teaching of social science

TEACHING
OF SOCIAL STUDIES




D.EL.ED
Sushma Pareek


 
CONTENT
Preface
UNIT – 1
1. Social science and social studies
2. Concept  of social studies
3. Nature of social studies
4. Scope of social studies:
5. Content of social studies
6. Similarities between social studies and social sciences:
7. Difference between social studies and social science:
8. Relationship of social studies with other core school subjects
9. Principles of curriculum construction and organization in social studies
10. Social studies instruction guiding principles
11. Assessment in social studies
12. Connections are there between social studies and other areas of the curriculum
13. Evaluation of existing curriculum of social studies at elementary level
14. 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.

:  the studies (as civics, history, and geography) that deal with human relationships and the way society works

: a course of study that deals with human relationships and the way society works
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 reaons, social studies has been given the status of core curriculum They are as follows:
Psychological reasons.
Sociological reasons.
Practical reasons.
Pschological reasons
Man is creation of environment and respond to their environment. They want to understand it thoroughly and interpret it correctly because they can also change and mould the environment. Therefor, children should be familiar with their environment. Social studies enables children to understand their own nature and conditional factors in their environment.
Children are intersested 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. Therefor, 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
•
Curriculum comprises all the learning which is planned and guided by theschool, whether it is carried on in groups or individually inside or out side of the school.
- Kerr
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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)
•
Curriculum is a tool in the hands of the Artist (Teacher), to mould his/her materials (Students), according to his/her ideals (objectives) in his/her studio (College/School).
-Cunningham.
MAJOR DEFECTS IN THE PRESENT CURRICULUM
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Examination oriented
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Text Book based examinations
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Emphasis on theory not practical
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Heavy syllabus
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Rote learning is encouraged
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Not to life oriented
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Not helpful to vocation
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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
The social needs and the local needs of the learner should be taken in toaccount while we construct the curriculum. It should be reflect 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 experience 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 classroom there are different types of the students on the basis 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
Flexibility is an important parting curriculum development. It should givenenough 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 modern or current knowledge and theories 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 through the multifariousactivities in the school. The review of the present curriculum is reveal that it is subject oriented,examination ridden, not in conformity with the aims and objective of the teaching science, rigid andoutfits the different age group. So, it is imperative that the present curriculum should be reorganizedin 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 recognise 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 personalisation. 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, recognising 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 judgement 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.

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 subjectcentered 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.