Unit 4 Teaching of social

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)

Audio Visual Aids

Introduction

Audio Visual Aids are also called instructional material. Audio literally means “hearing” and “visual” means that which is found by seeing. So all such aids, which endeavor to make the knowledge clear to us through our sense are called “Audio Visual Aids” or Instructional Material. All these learning material make the learning situations as real as possible and give us firsthand knowledge through the organs of hearing and seeing. Therefore, any device which can be used to make the learning experience more concrete and effective, more realistic and dynamic can be considered audio visual material.
We learn through our sense organs. Senses are the ways of knowledge. All the sense organs help us in understanding the environment. Most of the knowledge, which we acquire from the school, comes through our ears and eyes.
Audio Visual Aids Definition
According to Burton. These are sensory objectives and images which stimulate and emphasis on learning process. Carter V. Good. It is a trainable (motivation, classification and stimulation) process of learning.
Meaning of Audio-Visual Aids
Audio- visual aids are instructional devices which are used to communicate messages more effectively through sound and visuals.
Audio-visual aids help in stimulating the sensory organs like ears and eyes and facilitate quick comprehension of the message by the audience. These may be used for literate as well as for illiterate people.
Audio
Audio means what we hear. The five senses audio, visual, touch, smell and taste plays an important role in communicating message. Hearing plays an important role in receiving and sending a message effectively. The most basic form of communication is oral and face to face contact. Hearing plays an important role in oral-face to face communication. In recent days due to the invention of modern gadgets like radio, tape recorder, public address system telephones and mobile phones the type of communication is more of an indirect type as the individuals do not face each other. People in such situations communicate without coming into close proximity.
Audio Aids
Audio Aids are the instructional devices through which the message can only be heard.
Or
An audio aid is an instructional device in which the message can be heard but not seen.
Visual
A visual is what can be seen.
Visual helps one to communicate more effectively. Out of the five physical senses through which we learn, the eye is the most helpful in learning. Words are not enough for communicating an idea. The same word may even mean different things to different people. We speak different languages and so, many times communication becomes difficult.
 visual aids
Visual Aids are the instructional devices which help to visualize the message.
Or
A visual aid is an instructional or communicating device in which the message can be seen but not heard.
audio-visual
Audio-visual means the things which we hear as well see.

 Audio-visual aids
Audio-visual aids or devices or technological media or learning devices are added devices that help the teacher to clarify, establish, co-relate and co-ordinate accurate concepts, interpretations and appreciations and enable the learner to make learning more concrete, effective, interesting, inspirational, meaningful and vivid.
Or in other words
Audio-visual aids are used to improve teaching, i.e. to increase the concreteness, clarity and effectiveness of the ideas and skills being transferred. They enable the audience to LOOK, LISTEN and LEARN (by doing); to learn faster, to learn more, to learn thoroughly and to remember longer.
According to an old Chinese proverb the importance of audio-visual aids is indicated by the saying that “if I hear I forget, if I see I remember, if I do I know.”
The audio-visual aids help in completing the triangular process of learning, motivation, clarification-stimulation.
The aim of teaching with technological media is clearing the channel between the learner and the things that are worth learning. The basic assumption underlying Audio-Visual Aids is that learning and clear understanding-stems from sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio –Visual aids provide significant gains in informational learning, retention, recall, thinking, reasoning, activity, interest, imagination, better assimilation, personal growth and development. The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The ‘hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
It must be remembered that Audio-visual aids can only supplement the teacher but can never supplant the teacher.

Objectives of Teaching Aids
1. To enhance teachers skills which help to make teaching-learning process effective
2. Make learners active in the classroom
3. Communicate them according to their capabilities
4. Develop lesson plan and build interest
5. To make students good observer
6. Develop easy and understandable learning material
7. Follow child cornered learning process
8. Involve intimation in objectives
9. To create interest in different groups
10. To make teaching process more effective
Types
It can be classified simply on the bases of sensory experience. Because human beings derive their experiences mainly through direct sensory contact. Keeping this in view, it can be classified in to three main groups:
1. Audio Aids examples are Radio, Tape-recorder, Gramophone, Linguaphone, Audio cassette player, Language laboratory
2. Visual Aids examples are Chart, Black and while board, Maps, Pictures, Models, Text-books, Slide projector, Transparency, Flash-cards, Print materials etc.
3. Audiovisual Aids examples are LCD project, Film projector, TV, Computer, VCD player, Virtual Classroom, Multimedia etc.
Advantages
1. Its helps to make learning process more effective and conceptual.
2. Its helps to grab the attention of students
3. It builds interest and motivation teaching students learning process
4. It enhance the energy level of teaching and students
5. It is even better for over burden classrooms
6. It provides students a realistic approach and experience
Disadvantages
1. Technical Problems
2. Students Distractions
3. Expensive
4. Time consuming
5. Need Space
6. Convenience
Characteristics
1. Relevancy
2. Useful and purposeful teaching
3. Accuracy
4. Interest
5. Minimize verbalism
6. Comprehensibility
7. Motivation
8. Realism

Need, Importance and Use of Audio Visual Aids

Learning can be reinforced with different teaching/learning resources because they stimulate, motivate as well as focus learners' attention for a while during the instructional process. Visual aids arouse the interest of learners and help the teachers to explain the concepts easily.
Audio visual aids are important tools for teaching learning process. It helps the teacher to present the lesson effectively and students learn and retain the concepts better and for longer duration. Use of audio visual aids improves students' critical and analytical thinking.
the use of visual and audio-visual devices maybe given as follows:
1. To challenge the attention of the pupils:
The teacher who uses devices can usually maintain the full attention of the class. This is generally true in the lower grades. Devices should never be used by the teacher as mere attractions. Exposure to visual or audio-visual material and nothing more is not educa¬tive.
2. To stimulate the imagination and develop the mental imagery of the pupils:
Devices stimulate the imagination, of the pupils. Mental imagery can be used as a vehicle of thought and as a means of clarifying ideas.
3. To facilitate the understanding of the pupils:
The most widely accepted use of devices, whether visual or audio-visual, is its use in aiding understanding. Learning can be sped up by using models, movies, filmstrips, and pictorial material to supplement textbooks. Material devices give significance and colour to the idea presented by the teacher. Abstract ideas can be made concrete in the minds of the pupils by the use of devices. Diagrams and graphs, for example, are very useful in developing understanding in social studies and in mathe¬matics. The graph is a good device in representing mathemati¬cal facts.
4. To provide incentive for action:
The use of devices, such as pictures and objects, arouses emotion and incites the individual to action. The teacher must select the right kind of &vice to excite the pupils to worthwhile intellectual activity. Asking the pupils to collect pictures representing water, air, land transportation wilt stimulates them to action.
5. To develop the ability to listen:
The ability to listen can be developed best through the use of audio-visual materials. It is also the responsibility of the school, to provide training for our pupils to be good listeners. Training in the art of listening is one of the aims of audio-visual education.
Need of Teaching Aids

1) Every individual has the tendency to forget. Proper use of teaching aids helps to retain more concept permanently.

2) Students can learn better when they are motivated properly through different teaching aids.

3) Teaching aids develop the proper image when the students see, hear taste and smell properly.

4) Teaching aids provide complete example for conceptual thinking.

5) The teaching aids create the environment of interest for the students.

6) Teaching aids helps to increase the vocabulary of the students.

7) Teaching aids helps the teacher to get sometime and make learning permanent.

8) Teaching aids provide direct experience to the students.
Importance of Teaching aids

Teaching aids play an very important role in Teaching- Learning process. Importance of Teaching aids are as follows :-


1) Motivation
Teaching aids motivate the students so that they can learn better.

2) Clarification
Through teaching aids , the teacher clarify the subject matter more easily.

3) Discouragement of Cramming

Teaching aids can facilitate the proper understanding to the students which discourage the act of cramming.


4) Increase the Vocabulary

Teaching aids helps to increase the vocabulary of the students more effectively.

5) Saves Time and Money


6) Classroom Live and active

Teaching aids make the classroom live and active.

7) Avoids Dullness


8) Direct Experience

Teaching aids provide direct experience to the students
Purpose of Audio Visual Aids:
• Best motivation.
• Clear image.
• Save energy and time.
• Antidote of the disease of verbal instructions.
• Capture attention.
• reinforcement to learner.
• Positive transfer of learning.
• Gain & hold student interest.
• Increase understanding and retention.
• Stimulate the development of understanding and attitudes.
Functions of Audio visual aides:
• They supply a concrete basis for conceptual thinking and hence, reduce meaningless word response of students.
• They have high degree of interest for students.
• They make learning more permanent.
• They offer a reality of experience which stimulate self activity on the part of pupil.
• Develop continuity of though; this is especially true of motion pictures.
• They provide experience not easily obtained through other materials and contribute to the efficiency, depth and variety of learning.
Use of Audio Visual materials in education:
• Students will gain knowledge of the latest in evolving theoretical and practical application in the communication field utilizing various resources and methods of inquiry.
• Students will grow intellectually in their oral and written communication and critical thinking skills.
• Student will become aware of the ethical and spiritual implications of communication on a diverse and global level.
• Student will be knowledgeable of the latest in technology, software applications, and visual communication skills with the ability to demonstrate the skills in using technology.
Chalk Board
As an old method of teaching aid, the blackboard has advantages of being inexpensive reusable, allow students to keep pace with the teacher and not dependent on electricity. The chalk used for writing requires no special care, is cheaper, without any smell, good impact on presenting written and visual ideas.
Blackboard; comes from its black color. This is flat surface feature it can be a board made of wood or fiber, however the term today start changing and called the chalkboard so long chalks are used.
According to Geoffrey
  “A blackboard is defined as a flat surface feature, it can be a board made of          wood, fiber or sometime made plastered on the wall of the class. The board is painted black to reflect the white chalks used to write on it”[1].
The blackboard was invented by James Pillans; headmaster of Royal High school Edinburgh Scotland He used it with colored chalk to teach geography. The chalkboard was in use in Indian schools in the 11th century as per Alberuni’s Indica (Tarikh Al-Hind), written in the early 11th century– They use black tablets for the children in the schools, and write upon them along the long side, not the broadside, writing with a white material from the left to the right. The term "blackboard" dates from around 1815 to 1825 while the newer and predominantly American term, "chalkboard" dates from 1935 to 1940.   The chalkboard was introduced into the US education system in 1801

Teaching aid; is anything that used by the teacher to assist teaching. To assist teaching means help the student to understand the concept immediately when the teacher is teaching or help you create memory to students about what he lent. As Has wrote
 “Teaching aid is that what assist a teacher to facilitate learning and making the learning so attractive and interactive”[2]
 Blackboard as teaching aids is very important tools used by a teacher to facilitate learning and improve reading and others skills. It is used to reinforce skills or facts and relieve anxiety, fears or boredom because teaching aid is like a game.
A Teacher is, a person who assisting others to attaining their objectives he assist others to pursue their goals and widening their capacity and level of thinking
                    Characteristics of good chalk board:-
It must be flat. The flatness’ of the chalkboard help the clear vision of the writings and also it helps the writing to be smooth. The board must be at the place where it can be visible to all students. The proposed place is in front of the class where it can be visible to all students. The board should be wide enough to occupy enough content to be presented instead of rubbing it all the time and the students fail to connect the concepts explained. The position of the blackboard from the direction of the light should be considered. This is to avoid reflection of light which may affect the appearance letters on the blackboard.
               Preparation for good blackboard writing
The preparation for blackboard work involves the possession of tools involved in the blackboard work. Such as possession of tools like, the board ruler, compass for drawing circles, a clean eraser, a pointer and chalk or maker pen.
                                Blackboard writing
Make sure that the blackboard is clean. Divide the blackboard it considerable part depend on the way you want to present your content. Avoid subdivision which could confuse the students. The normal division is three parts which is used as introduction, lesson development part and the part to conduct the rough work. The margin should be indicated clearly. Determine the amount that the chalk writing will remain in the blackboard. It is better to practice that and see the information fit smoothly with lesson.
                             How to use blackboard,
Sequence the work so that relationship of the previous item is really apparent .The concepts should developed in a productive way from simple to complex. The lines should be written in the horizontal straight line. Avoid writing upward or downward. The color chalks should be used with a create care only to emphasize important keys. Use correct spelling and grammar. To insist it Reilly wrote “incorrect spelling and grammar may lead to in creditable of a teacher by student it may lead to embarrassments”[3] Make material simple and to the point the lesson flow and not boring. Use pointer to emphasis things and also to point to the items on the blackboard so that it can be seen clearly. Stand one side of the blackboard as you write. Pause frequently to capture and maintain student attention. Don’t over crow the blackboard; that may lead to confusion. Talk after writing. Don’t do the two simultaneously. Make sure that whatever is written in the blackboard is seen by the students.
            Importance of the blackboard as the teaching aid.
Blackboard is the traditional visual aids that are very important part of the classroom teaching. it bear the teacher with the following advantages.
 It makes the teaching effectives:- Effective teaching is when the entire student involved on their pace of learning. The blackboard makes the learning cooperative between the teacher and the student. this occur when the teacher invite student to share some of the ideas on the blackboard.

Classroom management;-The main purpose of the teaching aid is to make the teacher to manage the class. Because the class is cooperatives then the discipline of the class will be improved. The teacher will also manage to present his lesson in the sequential order. The blackboard can be used for discussion and presentation. Bello on insisting about the importance of blackboard he wrote “the discussion between a teacher and the class intermediated by the blackboard”[4] 
Control the pace of learning:-As the teacher writing on the blackboard  he found himself deferent from using other r teaching aids like audio visual, tapes or decoders . This is because the mentioned aids cannot control the speed of the student to learn. The teacher’s personality is very important to make students remember. It is quite possible for the student to learn the changing actions of the teachers. A teacher can change immediately when he sees the student does not understand or bored.
It is a natural slide;-A slide is a picture in motion. A teacher interacts with a blackboard. Writing something. Turns to the student and talk. Then he turns again to the blackboard and draws a sketch. He took the pointer and indicates the important part. He calls for the student in front of the class to explain something. The student present their work and the teacher present the points on the blackboard. By doing all this actions Philip said “Is like a moving slide that interesting student to the maximum”[5].
Cope with student of different learning abilities:-Every student has his learning styles. Some learn immediately when they see. Some learn when they touch and some when hearing. There is no other teaching aid that can incorporate in it all this styles at the same time rather than a blackboard. The pictured presented the words written on the blackboard and listening to the teacher all makes all students of different characteristics to be benefitted.
Flexibility; One of the characteristics of the good teacher is flexibility the flexible teacher learns immediately as the way his student learns. He adhere with the changes that shown by the student. These changes also adhere with the changing on the use of teaching aids, in this case the blackboard. So it is a great lucky to use the teaching aids that changing with time as Hudgins said “The blackboard can be rubbed several times and the correction of pictures or others features to be made”[6]
     Enhances Student Comprehension Skills.The notes written by the teacher on the board serves as a guide for the students in understanding the lesson. The students are able to take down correct information as they can validate them on the notes written by the teacher on the chalkboard.
The use of chalkboard in the classroom may help teachers get an immediate feedback from the students regarding their level of comprehension. As the teacher writes the lessons on the board, the students may inform the teacher whether they understand them or not.
 Multipurpose teaching aid:-The blackboard can be used to draw picture, explanation can be written on the blackboard, and this is the place where the student present their trial.  The notes are written on the blackboard. It permit contrast, it implies actions and allow the eras correction.
                                      CONLUSION:-
           Students’ attention is a crucial element in classroom management. Having visual reinforcements on the blackboard increases the attention span of students. Allowing them to participate in class through board works enhances their interest in learning which makes classroom management easier for the teachers.
Utilizing one of the black boards for sale in the classroom improves teacher-student interaction. Students have the opportunity to participate in the lessons in class. As supported by studies, using chalkboards also increases the learning of specific subjects. This is an example of the famous quote of Benjamin Franklin that says, “Tell me, and I Forget. Teach me, and I remember. Involve me, and I learn.”

Flannel Board
A board covered with flannel to which paper or cloth cut-outs will stick, used as a teaching aid.
The definition of flannelboard in the dictionary is a visual aid used in teaching consisting of a board covered with flannel to which pictures, diagrams, etc will stick when pressed on.
A Flannel board is a display board made of wood, cardboard or straw board covered with colored flannel or woolen cloth. Display material like the cut outs, pictures, drawings and light objects backed with rough surface like sand paper strips, etc. will stick to the flannel board temporarily. The sample paper backed display materials can be detached easily and replaced with new relevant material as the lesson progresses.
CHARACTERISTIC
• A flannel board of 1.5x1.5 m is most widely used. It can be fixed to next to the chalkboard or can be placed on a stand about one meter above the ground. The display material can singularly adhered on the flannel board and then removed for replacing it with the next material in a sequence for proper development of a lesson.
PREPARATION OF FLANNEL BOARD
• MATERIALS NEEDED: 1. Felt or Flannel material in your choice of color 1-inch larger on all sides of board. Darker backgrounds make felt pieces stand out. Blue (sky) or Green (grass) also work well. 2.Duct tape or Glue (tacky or glue gun). 3. Scissors.
SOME OF THE POINTS TO BE KEPT IN MIND WHILE USING FLANNEL BOARD:
 • Collect the pictures, light objects or make cut outs and back them with sand paper pieces. • Display the material on the flannel board in a sequence to develop the lesson. • Change the pictures or cut outs as you talk to the students. • Use flannel board to create proper scenes and designs relevant to the lesson.
There are some benefits use the flannelboard:
1. The Flannel board is simple and light to carry
2. Imaginative use the flanelboard can bring into the often dull, passive environment of the classroom and enormous range of language practice. The Flannelboard can  be used to present or practice almost any structure in syllabus or any of the language skills.
3. Probably the greatest advantage of the flannel board  is that it is a dynamic medium . its use usefullness as a teaching device lies in the fact that it provides a way of presenting mobile situations.  Changes can be shown by adding or taking away or transferring figurines or flashcards.
4. Contary to the beliefe of many teachers, the Flannelboard is not  just primary school  to medium. It can be used to teach student of all ages and of all level of languages.
5. They can be used over and over again for a wide variety of activities.
6. You can easily switch the pieces from activity to activity.
7. A great way to get students attention.
8. The flannel pieces are easy to adhere.
9. A tool to help keep children focused on what is being taught.
D.    Disadvantages of Flannelboard
1. Transportation and storing of boards and materials is a problem.
2. Suitable tables to support boards must be available.
3. Time and cost of making material is a problem.
4. To tell a complete story it often takes either too much board space.
5. Smaller designs and materials some of which cannot be easily seen.
6. Space is usually limited.
7. Requires considerable ingenuity and imagination to construct effective varied materials.
8. Materials must be attractively prepared.
How to Make a Flannel Board
Making your own flannel board is easy. You’ll need plywood or heavy cardboard and a piece of felt or flannel that is big enough to cover the front of the board and wrap around to the back to be attached. Take your piece of plywood or heavy cardboard and cover it in the flannel or felt. Attach the material to the back using duct tape, a staple gun or a hot glue gun. Any type of wood can be used for the backing of the board. But, for this project we are going to use styrofoam.
For making flannel board pieces, you can make it out of paper or felt. The felt pieces can be cut and decorated. They don’t need anything on the back, because felt will stick to felt. The flannel pieces stay in place on the board but are easily changed as the lesson progresses.
F.     How to Use Flannelboard
Mount the flannel board on the wall securely so it won’t move when children push on it. If you’re using a smaller, portable flannel board, make sure the back side is smooth and free from hooks, wires or sharp pieces — anything that could scratch a table or hurt a child.
Cut shapes from pieces of felt. Begin with basics, such as stars, hearts, numbers and letters. Use a variety of colors. Cut pictures from magazines and laminate them. Place a small dab of glue on the back side of the laminated image and attach a small square of hook-and-loop adhesive. Place these felt and magazine cut-outs into a basket and keep it near the flannel board.
Conclusion
A flannel board is a board that is usually covered in either felt or flannel and propped up on a easel. Teachers often use flannel boards to enhance storytelling. The board is also a useful tool for teaching spelling and simple mathematics.
Some Disadvantages of Flannelboard:
 The Flannel board is simple and light to carry.
 Can be used to teach student of all ages and of
Bulletin Board
A bulletin board (pinboard, pin board, noticeboard, or notice boardin British English) is a surface intended for the posting of public messages, for example, to advertise items wanted or for sale, announce events, or provide information.
Bulletin boards are an important component of classrooms. They provide a way to introduce new material or display student work. Educators should create boards that are equally engaging and educational. The use of interactive boards in the classroom ensures that students recognize the importance of the posted materials. Bulletin boards should be changed frequently and relate to concepts currently being covered in class.
Build Interest
An eye-catching bulletin board will build interest in every student. Educators should strive to create bulletin boards that introduce new concepts in an exciting way. Bulletin boards appeal to the visual side of learning for students. To build interest, educators should decorate the boards before a new concept is discussed with the class. Students' curiosity will begin to build and they will be more likely to pay attention to the lesson.
Motivation
Motivate students to work harder with a bulletin board that displays outstanding student work. Educators should strive to draw attention to every child's work at some point during the year. Students will be motivated to do better on assignments to have their work displayed. After viewing their work posted on a bulletin board, students develop a sense of pride, ownership and motivation to continue to create work that is worthy of attention.
Interaction
Interactive bulletin boards are perhaps the best type of display. Students will spend more time viewing and attempting to understand interactive bulletin boards. Students should be able to move pieces around on the board, solve puzzles or put their own spin on the board. This type of kinesthetic learning will encourage students to build understanding. Interactive bulletin boards add some excitement to this typically visual decoration.
Review
Bulletin boards can be used to revisit concepts that have been previously covered in class. Material can be reintroduced before an upcoming test or at the end of a unit. Bulletin boards can be used to prompt the students' memory of previously covered material. Students will enjoy seeing a board full of information that they have already learned about. Bulletin boards used to review older concepts provide encouragement to students as they realize just how much they have learned.
PURPOSE OF BULLETIN BOARDS
Bulletin boards used as word walls can be powerful vocabulary-building tools. As students are exposed to new vocabulary, key vocabulary words are added gradually to the wall. Teachers facilitate review activities to practice the new words. Activities that allow students to interact with the word wall, such as those that involve moving the words to different categories or locations on the wall, help students understand and retain the new vocabulary. The purpose of a bulletin board is three-fold. First, it creates an area to showcase student work, which leads to greater self-esteem as students see their work displayed. Second, it provides an additional place for the classroom teacher to introduce a unit, stimulate interest, or just plain have fun with a topic third to create a positive learning environment (beauty).

Bulletin boards are meant to look appealing, not cluttered. Here are a few suggestions on how to keep them simple.
1. Display only a few items on each board and make sure to use proper spacing. Instead of adding to the display, try changing items or even rotating them.
2. create an eye-catching bulletin board, use beautiful and harmonious colors for the background
3. Display only what students are currently working on or have just completed.
4.try to Create an interactive exploration board. For example, let’s say that you were currently working on a unit about nutrition. Your display would have one or more activities about nutrition (with the materials on or near the display) that students would need to complete.
5. Usually bulletin boards are at an adult’s eye level, so for an interactive student display, make sure that it is at student eye level so they can easily have access it.
6. Make sure your Interactive displays as clear instructions that are age-appropriate, so your students can read and understand it on their own.
7. Make sure that you take all students’ ability levels into consideration when creating these types of bulletin boards. 8. Create bulletin boards that reflect past experience, curiosity and questioning
9. Use bulletin boards to include and motivate students
10. Try to create a board that can helps to reinforce a classroom culture that values individual differences, multiple perspectives, and the idea that “personal best” does not mean “the same.”
MAPS

a diagrammatic representation of an area of land or sea showing physical features, cities, roads, etc.
The Importance of a Globe
When students know how to read maps and globes, they will be able to see the world in a new light. Maps and globes provide much more than just a location. The main importance of a globe is that it can give students a sense of perspective when they see that they are part of a larger world, which can instill a desire to learn more about the places on a map than just their names.
Primary Uses of Maps for Students
There are many uses of maps for students, but ultimately, map reading helps students improve problem-solving and reasoning skills. For example, students can calculate how far the library is from their school or house. They can also formulate the easiest and fastest routes to travel to favorite vacation spots. This builds students' self-sufficiency and confidence in their ability to formulate solutions.
By studying maps and globes, students can also learn much about a country, including information about its landforms, bodies of water, natural resources and climate. A major part of geography concerns the technical aspects of map construction. Students will learn about the symbols and tools of maps, such as the compass rose, key and titles that help distinguish one map from another.
Understanding History Through Maps and Globes
The importance of a globe in the life of students is also so that they can get a strong sense of the history of a place by studying its maps. Maps have to be redrawn periodically to reflect changes that result from wars, politics and internal conflict. By studying old and new maps, students can see these transformations. For example, they can learn about U.S. history by studying maps from the colonial period to the post-Civil War era. Students can also see how Europe has changed several times during the last century as areas gained independence or became part of another country.
Cross-Curricular Education
Students can reinforce writing skills by comparing features of various countries that they have learned from studying maps. They can also improve math skills by graphing average temperature and rainfall amounts from physical maps. Because there are many types of maps, students can learn to organize and classify data, which is a useful skill for any academic subject. And, if they are inclined to do so, students can also put their art skills to work, by creating paper mache globes in art class.


Advantages of maps over globes:

• Maps are more compact
• Easy to store
• Can hold different range of scales
• Easily viewed on different sized screens
• Can show larger portions of an area at once
• Cheaper to produce and transport.

Globe
A globe is a spherical model of Earth, of some other celestial body, or of the celestial sphere. Globes serve similar purposes to maps, but unlike maps, do not distort the surface that they portray except to scale it down. A globe of Earth is called a terrestrial globe. A globe of the celestial sphere is called a celestial globe. A globe is a better model of the Earth than a flat map. That is because the Earth is a sphere, like a ball. So a sphere is more like the Earth than a flat piece of paper. ... Because we're used to the Earth's motion. The Importance of Globes in the Classroom. Globes and maps are a cruciallearning tool in a myriad of classes - social studies, geography, and science class, to name a few. Globes help children understand where they live, where other places in the world are located, as well as learning the unique shape of the Earth. q

The word "Globe" is taken up from the Latin word "Globus" which means a round mass or sphere. A globe is a three dimensional representation of the earth that does not distort the shape or size of earth's geographical features. Sometimes a globe shows the topography elevations otherwise they are plain round, some globes include imprinted lines with parallels and meridians for finding the coordinates of a particular place. Globes offer the most precise view of Earth at present.
The Importance of Globes in the Classroom. Globes and maps are a cruciallearning tool in a myriad of classes - social studies, geography, and science class, to name a few. Globes help children understand where they live, where other places in the world are located, as well as learning the unique shape of the Earth.

The advantage of the globe is that it promotes visual accuracy. Students need to use a globe frequently if they are to form accurate mental maps. The advantage of the world map is that you can see the entire world at one time. The disadvantage is that world maps distort shape, size, distance, and direction. 

ATLAS
a book of maps or charts.
An atlas is a collection of maps; it is typically a bundle of maps of Earth or a region of Earth.
Celestial globes were very important in navigation, when sailors used stars to determine their position at sea. Mercator showed King Atlas to demonstrate hisimportance to navigation. This was the first time the term was applied to a collection of maps. Eventually, "atlas" came to be used for any book of maps.
An atlas is a collection of various maps of the earth or a specific region of the earth, such as the U.S. or Europe. The maps in atlases show geographic features, the topography of an area's landscape and political boundaries. They also show climatic, social, religious and economic statistics of an area.
PICTURES

 INTRODUCTION By instructional materials we mean the tools of teaching and learning in and out of the class room. Any discussion on instructional material will generally start with the text books. A text book is a specially written book which contains selective and systematic knowledge regarding the curriculum material prescribed. Every care is taken to maintain coherence and sequence in the presentation of information and learning activities. It is made simple to the degree that suits the intended learner. It would indicate various teaching learning devices and a rich dose of pedagogy with all its implications that is why a text book is said to be “the teacher in print”. A text book differs from an ordinary book mainly on the basis that it is basically student friendly and also reflects the anticipated instructional goals, teaching learning techniques etc.
 TEXT BOOK The text book constitutes an inseparable part of any system of education. In a developing country like ours where even the minimum essential requirements of class room are hardly provided, the necessity of quality text book is evident. As far as social science is concerned, the text book is an aid which is considered in dispensable in all methods adopted for its Institution for the study of the subject the role played by textbook is second only to that of the teacher. It acts as the learners’ chief aid and support. Generally speaking, textbook play a more important role in high school instruction than in the elementary grades.
 PURPOSE OF TEXT BOOKS The following are the major purposes served by text books: 1) To help the teachers:- It provides useful guidelines for day to day teaching, suggestions for and serve as a reference book for the teachers time companion. 2) To help the pupil:-For pupil, textbooks are must accessible guide, reference books and all time companion. 3) To give minimum essential knowledge at one place: A textbook can be constant standby of social studies teacher, as it gives the minimum knowledge at one place. 4) To help in self teaching: The efficacy of the textbook lies in making self teaching a possible proposition through printed materials. 5) To provide logical and comprehensive materials: A good text book provides material in a logical systematic and comprehensive form. 6) To provide both confirmation and sustenance: Text books can confirm knowledge obtained elsewhere. 7) To ensure intellectual rapprochement of learners: It can co-ordinate the activities and bring about the intellectual rapprochement of pupils.
 6. 6 CRITERIA FOR A GOOD SOCIAL SCIENCE TEXTBOOK To be an effective aid, it must contain all the qualities of an instructional material. A good social science text book must satisfy the following criteria: 1) Textbook should help in achieving the purpose of learning social science 2) It should be child-centered. 3) It should contain fluent narration. 4) Textbook should have a clear and self explanatory arrangement. 5) It should open up various avenues of thought and study. 6) The language of the text book should be suitable for the “reading age” of the pupils. 7) It should be well-illustrated. 8) It should be simple, interesting and attractive enough to take the form of a self study material. 9) It should be free from indoctrination. 10) It should provide proper and adequate exercises and suggestions for activities at the end of each chapter. 11) It must be up-to- date.
 7. 7 12) It should help in developing international understanding 13) It should contain references for further study and references for collateral reading. 14) It should also cater to the needs of backward people 15) It should promote group effort. 16) It should contain a subject index at the end. CAUTIONS IN THE USE OF TEXT BOOKS Some cautions are to be taken while using the text books. 1) Text books to be subsidiary and supplementary, not primary and fundamental. 2) Reading a unit of the text book in the class is not desirable 3) The teacher should not be a mere uncritical mouth piece for what is contained in the text-book. 4) Do not expect pupils to know how to get the most out of texts with-out help. 5) Do not use text book as a means of avoiding hard work. FUNCTIONS OF SOCIAL SCIENCE TEXT BOOK The social science text book serves the following functions:
 8. 8 1) In the primary classes, it can be relied up on the essential information, so organized as to show order and continuity and so presented as to be lucid, interesting and attractive. 2) In the secondary classes, it should contain well-arranged comprehensive knowledge required to enable them prepare for their successful adult life. The text book should expand its scope and size to meet the changing conception of what is considered educationally sound and desirable. ADVANTAGES OF TEXT BOOK 1) Text book can be grate planning of courses, units and lessons. 2) They provide an organization or structure for the course. 3) They provide selection of content that can be used as a basis for selecting course content and determining emphasis. 4) They provide a certain number of activities and suggestions for training strategies and tactics. DISADVANTAGES • They are usually dull. • They tend to discourage real reading and studying.
• They are liable to be superficial, because authors try to include something about everything and so say too little about too much. • They do not provide for differences in pupil ability or interest. CONCLUSION A properly evaluated, a wisely selected and correctly prescribed text book is an asset- both for the students and teachers. Text book serve as the core of instruction in many social studies programme and they are used in several different ways. Some teachers use the adopted text books as the basis of instruction, employee teaching procedures similar to those used in the reading programme. Other teachers use a basic text book as a general guide but supplement various chapters of the text with other reading materials and Audio visual aids. This approach, a step beyond the sole reliance on a single text book gives children opportunities to use materials on different readability levels and to gather data from various sources. All instructional media including text books are resources of information that must be geared to the capability of the students and the nature of topics under study.









UTILIZING CURRENT EVENTS AND COMMUNITY RESOURCES IN TEACHING OF SOCIAL STUDIES

Taking students on field trips or using other community resources in their classes is not a new idea for teachers. Often, however, these experiences are thought to be frills or rewards that compete with instructional time in the classroom. Curriculum reform in science and mathematics calls for a new look at using community resources. The national standards in science and mathematics suggest that good programs require access to the world beyond the classroom so that students will see the relevance and usefulness of science and mathematics both in and out of school. Changing the educational experiences of children by moving beyond the classroom walls can diversify the array of learning opportunities and connect school lessons with daily life and real problems.
Away from the structure of the classroom, many characteristics of constructivism, a key idea in the current reforms, clearly emerge. For example, imagine the interactions that occur as a small group of students experiments with an interactive museum exhibit. They talk about what they see and what they know, relating what they are doing in the museum to what they have learned in and out of class. They experience, create, and solve problems together. Social discourse and direct experience help them construct an understanding of the phenomenon. The exhibit puts constructivism in action.
Teachers always face the task of pulling together the diverse understandings their students bring to the classroom. The use of community resources provides a shared memory for the class. For example, going on a field trip is only part of the total experience. As students and teachers talk about the trip and think about it after it is over, they are building shared understanding. The event becomes part of the common knowledge of the class and can be referred to in subsequent lessons. What was learned is, thus, reinforced and extended in later discussions as the teacher refers to field observations.
Teachers can effectively develop interdisciplinary units with their students outside of the classroom. The world is not made up of discrete disciplines. Students working on a city street, for example, could be doing social studies (e.g., making a survey of how a building is used today and how it has been used over the years), language arts (e.g., writing a short story about the building), mathematics (e.g., devising ways to measure the height of the building), and science (e.g., observing the materials used in the building for signs of weathering). Subject matter barriers dissolve as children learn from their environment.


The form of education is extensive.a child gets education in formal and informal ways and other social and manipulative situations and circumstances.a child is introduced to the educational atmosphere by the medium of Community experience.
The Community Beyond the Classroom Walls
Science Centers. A learning activity must have a purpose or reason so field trips should be thought of as part of the curriculum. As such, they should provide something to think about as well as something to do or some place to go. If possible, the teacher will want to visit the science center before the field trip to help her balance the needs of the teaching unit with the resources of the site. She can then focus on those exhibits that demonstrate the concepts she is teaching and match the students' cognitive levels. Learning activities are prepared for use before, during, and after the field trip and include student orientation material, such as a map, a list of exhibits to be visited (although they could visit others), and the educational objectives of the trip.
This focused approach will advance student learning more effectively than an unfocused scavenger hunt or a generic worksheet written without the benefit of the teacher's preparatory visit. The Directory offers numerous examples of informal places that link to curricula. The Louisiana Children's Museum (New Orleans, Louisiana), for example, has an air hockey table adapted for experimentation with angular geometry, and the Texas State Aquarium (Corpus Christi, Texas) has a laboratory facility that demonstrates the physics of buoyancy and fluids.
Children generally find interactive exhibits engaging. These exhibits can be appealing and effective tools for teaching science and mathematics and for generating a positive attitude toward learning these subjects. At the Harmon Science Center (Tulsa, Oklahoma), students walk, climb and slide through the Underground Tulsa exhibit. At the Santa Fe Children's Museum (New Mexico), children use homing pigeons to send messages from an outside site to the museum.
Outreach. Many students do not live near a zoo, nature center, or museum for a field trip to be practical, but numerous sites listed in the Directory offer outreach programs. A visit to your classroom by Wildlife on Wheels (Ellen Trout Zoo, Lufkin, Texas) or Creature Comforts (Little Rock Zoological Gardens, Little Rock, Arkansas) can be an engaging learning event for students.
Near the School. The lack of a nearby science center need not be a limitation. Community resources include unconventional sites, such as the tile factory or a hardware store, fabric store, farm, or ranch. While extended field trips can be rewarding, short school yard trips can be equally valuable. These allow children to discover answers for themselves in a familiar context. Whether your school is urban, suburban, or rural, it reflects the habitat of its neighborhood-the hard-topped surfaces, the soils, grasses, and trees, the weather, and so on. The young inquirer can easily return to the school yard for further data gathering if a question is left unanswered or new questions arise. A class studying the sun and its shadows in a particular location, for example, can gather data at intervals throughout the day.

Bringing the Community Into Your Classroom
Materials through the Mail. By necessity, most learning activities occur in the classroom. Organizations listed in the Directory can provide materials that enrich the curriculum and provide unique experiences for children. These inexpensive or free materials may be overlooked since they are not produced by educational publishing companies. Diaries in the Dirt, a program available from the Oklahoma Archaeological Survey, includes a set of artifacts for sand box explorations. Techniques, Technology, and Trade, a curriculum available from the Arkansas Ag in the Classroom State Leader, integrates science and economics. Numerous national organizations have also developed curriculum materials; guidance materials from professional organizations are useful ties to the workplace.
Electronic Connections. Many entries in the Directory have activities and programs that involve the Internet or e-mail communication and can be valuable additions for classes that have Internet access. Marsville, a project sponsored by Phillips Laboratory (Albuquerque, New Mexico), is a simulation for elementary classes. Students create prototypes of a colony on Mars and communicate by e-mail with other participating schools about colony operations. In the GLOBE Program, students take environmental measurements and post their data on the Internet. WeatherNet, listed under National Weather Service in the Directory, is an Internet resource that includes weather data and links to the home pages of more than 300 weather-related organizations.
Guests. Guest speakers from the community can provide new information and experiences to students and link the school to the world outside. The teacher should spend time with the guest before the visit so they can discuss the age level of students and kinds of activities and information appropriate for this age group; the needs of the guest during the visit and his or her general comfort level with children; the topic of the presentation and the students' general knowledge about this topic; and what the teacher can do before to make the visit a success. Staff of state agencies can serve as classroom partners or as knowledgeable resource people.
For example, staff from a conservation agency might be able to aid schools in setting up an outdoor classroom or civil engineers from the highway department may be able to show plans for a bridge project. Many potential speakers are overlooked, however, because they work in less technical fields. Valuable links to the community as well as connections between school subjects and the workplace may be created by inviting a cafeteria worker who could talk about using proportions in increasing the size of recipes. A mechanic or the owner of a feed store are other possibilities. Guests who can come back to the classroom numerous times may enhance the learning experience for the students.
Community Resources Community Resources development is all about quality of life and engagement by building stronger communities through civil engagement and using resources in the best manner for desirable organizations or individuals Knight [8]. Community resources vary from community to community. The opportunities which the teacher in an open rural area has are only slightly related to those of teacher in an urban area. But community study opportunities are available to every school and should be explored. As we contemplate the many sources of information that are open to investigation, we must no longer overlook those which lie within “walking distance” the local factory, retail shop, business office are real facts school children can see, hear, ask questions about them and examine them minutely. [5] Opined that it is the responsibility of the teacher to investigate the community, particularly those resources which seem to identify themselves with clear–cut full understanding of social experience [7] is of the opinion that the importance of community resources to the development of social studies education can’t be over emphasized. Resources which include factories, health institutions, culture, infrastructure business office religion institution, to mention a little are a veritable source of course content and experiences. 2.3 Importance of Community Educationist and curriculum planners have, after all, come to realize that the immediate community is a wonderful curriculum laboratory which can provide extremely dynamic, interesting and real life opportunities for learning. Every community has in its historical records the stories of people and resources woven into the pattern of our national development [7]. Basic social processes and problems operate in every community and may be observed in action as well as worked with, for or against. Government can be understood in local, state and regional terms through people who are familiar to students. Social problems become concrete as we investigate them in our own communities. Thus, the community provides concrete data on cultural, industrial, political and geographical facts and relationship. These data are tangible, seeable and described. This is the reason that the school should take itself to the community, regard it as laboratory, discover its resources, understand its culture, appreciate its problems and also suggest solutions to these problems. 2.4 Importance of Community Resources for Social Studies Education Community experiences can enrich social studies in instructions in ways more than one. To achieve the purposes of social studies, the child must, become a real part of the community in which he lives, interact with it and contribute to it. To become an effective citizen, the child must become a responsible member of community with civic attitudes and ideals compatible with the spirit of democracy. There is no more effective way of becoming this kind of person than through practicing what such a person will do [1]. A variety of community experiences offer the child the laboratory in which he may experiment with life in the community and begin to find his place in it. Again, venturing into the community, gives children an opportunity to observe and sometime to participate in the basic human activities that characterize living in the social group. Children can go almost everywhere under the careful guidance of the school and of cooperating community groups – asking questions, gathering data and pooling information. They can investigate many phases of human activity in the community. Visits to radio and television stations, telephone, newspaper and telegraph offices clarify ideas about communication, study trips to airports and other transportation centre as well as rides in a variety of vehicles, show how people and goods are moved about. Production and consumption can be understood better when pupils see the stores, the markets and factories of the community. Education, government, religious activities, protection and conservation are all there for children as they venture forth, hearing, seeing and sometimes taking part in the life of the community. [7] Is of the opinion that there are so many community problems which constitute the subject – matter of social studies. Traffic problems, protection of public property, community beautification, conservation and law of observation are but a few to which children can actually make a contribution appropriate to their level of development. A problem shared builds interest, concern and a feeling of kinship, the principle works well when pupils and community are thrown together in the consideration of vital problems. Pupils develop a sense of belonging and the community is benefited because of the sense of responsibility develop in the pupils. Thus, the social studies classroom is as big as the community if teachers and pupils take advantages of all that the world outside the school has to offer. The wise use of community resources is a boon for vitalizing the teaching of social studies. If the teacher is resourceful, pragmatic and the class is enthusiastic and clever, there will be no difficulty in preparing a catalogue for the available resources for proper and detail study. Cataloguing of the available resources may be done under the following heads: 1. Resources of geographical interest such as hills and valleys, lakes and waterfalls, rivers, springs, sea-port, dams and river – valley projects, mines, rocks and fossils, tea gardens, etc. 2. Resources of historical interest such as forts, pillars and monuments, gurdwaras, temples, mosques and churches, old relics and inscriptions, excavations and caves, etc. 3. Resources of cultural interest such as art theatres and galleries, museum, zooms, cinema halls, radio stations, universities, firm studios, schools and colleges, Bal Bhawans, Doll museums, Kala kendras, organization like boy scouts, girl guides, emporium, newspaper offices, etc. 4. Resources of economic interest such as market places, commercial centres, brick kilns, dairies, banks, mills and factories railway junctions, post and telegraph offices, telephone exchanges, agricultural farms, water work, printing presses etc. 5. Resources of scientific interest such as scientific laboratories thermal and hydro-power generating stations, radio transmission stations, workshop, factories, power transmissions, distributing stations, engineering colleges broadcasting and television stations. 6. Government buildings such as municipalities, district board, hospital, law courts, police stations, fire stations, and parliament house Rashtrapati Bhawan, Assembly Halls, secretariats, military installations etc. 7. Forms of social control such as traditions, customs usages rituals, mores, belief and attitudes of the local community Kochhar (2012). 3. Methods of Utilizing Community Resources There are basically two ways in which the teacher may make use of community resources. One method is to take the school to the community; the other method is to bring some portion of the community to the classroom. 3. 1 Taking the School to the Community They say ‘the emotions of children are most easily reached not by words but by sights and sounds. It is actually when they see the things, that they remember them [6]. This is possible through field trips surveys, camping, services projects etc. 1. Field Trips: Few social teaching programmes are complete without a field trip. Field trips may be undertaken for securing information, changing attitudes, awakening interest, developing appreciation, promoting ideals, enjoying new experiences. They can initiate a unit of study, they can be a part of the core of it or they can give it the finishing touch. They are a very good means of getting knowledge first hand of confirming and supplementing second hand knowledge. They are a means for sharpening observation, testing principles and doing everything which social studies requires. Field trips are useful for educational purposes in ways more than one: (i) They stimulate imagination and learning by providing sensory perceptions e.g. the breath taking heat of a glass furnace, the metallic hum of a weaving room. The sights of real things in the real world of adults. (ii) They integrate classroom instruction by exposing the artificially of traditional subject matter divisions and enable the pupils to view facts and forces as they exist in their everyday relationship in living communities. (iii) Through the filled trips, the students may come to realize community in ways which bookish learning cannot by its very nature allow. (iv) They enable the pupils to learn the art of living with others such as travelling in the same conveyances, sharing rooms, sitting at the same table. (v) They expand emotional and intellectual horizons by making them acquainted with people whose manner, customs, living standards, outlook and interests may be quite different from their own. 2. Community Surveys: Community surveys can provide excellent educational experience particularly senior pupils. They are one of the organized and systematic methods for an accurate determination of social or physical data. Survey foster comprehensive understanding of community structure and processes in their everyday operation interaction and complexity. They are extremely useful in stimulating depth of insight into vital community problems which should be met. Also, they suggest possibilities for student participation in the affairs of the community. Any aspect of the community which has meaning for young people may be considered an appropriate field for school survey. 3. School Camping: The camp, a classroom in the woods, is a part of the larger community. The outdoor environment, in and around the camp, offers tremendous possibilities for true education. The opportunities to learn, work and play amidst the natural resources of the area stimulate interest and concern for the protection and wise use of the natural resources of the community. The drift to cities and the rapid tempo of modern living is creating a need for people in cities to find more opportunities for roots in the soil, thus developing a closer relationship between human beings and natural resources. School camping encourages directs learning experiences and has potential life – situations that are conducive to the most effective teaching methods, that is, through learning by done, seeing, hearing, testing, smelling and feeling with a minimum of answers givens by teachers and resource leaders. The following service projects can prove quite useful: 1. Social service among the backward population of the town such as cleanliness, anti mosquito campaigns, bathing young children, attending on the sick. 2. School labor service being organized on special occasions such as republic day, Independence Day, activities like planting of trees, road repairs and erection of platforms, cleaning of lanes, digging of manure pits and drains, may be taken up. 3. Animal welfare through provision of water facilities, fodder and medical aid. 4. Beautification of villages through planting of trees, lying out of avenues, clearing up of public places like streets, temples, drains, etc. 3.2 The community can be brought to the school in a number of ways 1. Inviting Resource Persons: Every community, no matter how small or isolated, has within it, the score of people of rich and varied background who can “open doors” to vivid learning experiences. The banker, the doctor, the engineer, the editor all these and many more are community’s human resources which can be utilized by the enterprising teacher to enrich and vitalize the school programmes. These distinguished persons can explain to students their own important role in the community and services rendered by them to community in the different directions. 2. Parent – Teacher Association: They say people “cares when they share”. The constructive involvement of parents in the school policy and programme planning, execution and evaluation is very useful. Parent – teacher association can co-operate in efforts to make the school a real community centre, to locate and list resource visitors to the school. Parents will know what is going on in the school and what is expected of their wards. Parents have the opportunity to appreciate the work of teachers in the school. 3. Social Service Activities: School map can be made the centre of social education. Bulletin boards may be set up, containing daily news and other useful information about the local community in particular and the country in general. The school furniture, the rooms, the towns, the playgrounds, the school hall, the school gymnasium and audio – visual aids may be freely lent to the adult community for purposes of education and recreation. 4. Celebration of fairs, festivals and national days. Social studies can be very well taught with the help of fair, festivals and national days to be celebrated in the community. Every child is interested to know the significance of these social events. These opportunities provide extremely dynamic, interesting, real life opportunities for learning. Celebrations of the birth and death anniversaries of great men can make the children familiar with the noble ideas and deeds of the great men. Not only that, there are certain national days – these can help to indicate a sense of patriotism in the children. These are U.N. Day, Human Rights Day and Red Cross Day which can very well develop international understanding and make the children understand the rights of human beings all over the world. Celebration of children’s day will enable them to realize their own charter of rights. 5. Arranging talks on national and international problems adults are interested in current problems of national and international interest. When such talks are arranged by the school authorities’ members of the community may be cordially invited to listen and participate in the discussion. 6. Financial aid by the community members. Well – to – do members of the community can help the school enterprise financially too? 7. Local trades can provide apprenticeship experiences to the students. 4. The Role of Teacher The role of the teacher can never be overemphasized. As the pilot of class activities and as a facilitator, he or she occupies an important position to the proper utilization of the community resources. In the community life, there is always the likelihood of the existence of evil trends like favoritism, nepotism, dishonesty, hypocrisy, etc. it is the duty of the teacher to bring home to the pupils the idea that children are not only to study the community life for its own sake, it is the pupils ultimately who can guide it by fighting these evil trends. He should neither suppress fact nor ignore them. It is the duty of the teacher to make a wise and judicious study of community life so that reasonable pride on its past achievements and faith in its future possibilities is built. Alertness on the part of the teacher is required to make the pupils alert about the process of the community. The teacher must be careful in developing the right attitudes towards the community – local, national and international. He must display initiative and resourcefulness, foresight and patience to build the community understanding of the pupils. Only in this way can he prepare them to be worthy members of the community. 5. Conclusion It is good to note that it is impossible to divorce the school from the community. They are glued together the aspirations of the community are the manifestations of the school system. The idea of making the community the best of the school and the school the best of the community represents a fruitful and essential extension of accepted educational thinking and practice. In order to nourish and invigorate democracy, community study and service through school education must be made essential. This movement is the most significant single development of its kind in our generation, and it seem destined to grow greatly with continuing sound experimentation at all school levels, in all teaching field, with all types of students, and in all community areas – local, regional, national and international.
Importance of Community resources
It provides opportunity for every basic activity whether it is related to present or past .
1. Community is an infinite of knowledge
2. Community includes places of worships ,such as temple,gurudwara,mosque,church etc.
3. Thinking and teaching of spirituality
4. Community provides a teacher,studend and school all aids of Social Science
Resources of Community resources
1. Social resources –customs,tradions,culture,civilisations
2. Social places –School,library,university,post telegraph,departments
3. Geographical places – Mountain,river,dam,railway station,airport,port,ocean
4. Cultural places – Art museum,radio,TV,temple,mosque
5. Historical places –Forts,church,temple,ruins,caves
6. Economic resources –post office,market,bank,insurance,production center,trading centre
7. Administrative places – gram panchayat,municipality,district board,police station,assembly,judiciory,parliement
Utilisation of Community resources:
1.Bringing the community to students
 Social service activities
 Speeches of important peoples
 Guardian union
 Organization if various programme in school
 School function
 Organization of book fairs
 Exhibition
 Drama
 Debates
 Red cross
 Scouts,guides
 NSS,NCC
 Celebration of national days
 Arrangement of special Education
2.Taking the school to the Community
 Relief work
 Community survey
 Social services
 Excursions
 Tours
Advantages of utilising Community resources
1. Achievement of new experience
2. Intrest in work
3. Opportunity of selection of profession
4. Gaining of new information
5. Practical knowledge of Community
6. Use of free time
7. Development of democratic traits
8. Making of ideals
9. Development if internal attitude
10. Based on the principle of practicality