ELECTIVE COURSE 1

PEDAGOGY OF SCHOOL SUBJECT: HISTORY

MODULE 1: HISTORY AND POLITICAL SCIENCE AS A SOCIAL SCIENCE
DISCIPLINE

Unit 1 : Basics of Academic Disciplines

 Meaning and characteristics of academic disciplines, Relationship between

academic disciplines and History.

 Classification of academic disciplines: Becher -Biglan typology ( pure-hard, pure-

soft, applied-hard, applied-soft types) with emphasis on nature of knowledge in
each type.

 Place of Social Sciences in present school curriculum.

Meaning and characteristics of academic disciplines

An academic discipline is a branch of knowledge that is taught and researched as

part of higher education. Discipline is defined by the Oxford English Dictionary as "a branch
of learning or scholarly instruction." An academic discipline is clearly defined by its
expertise, people, projects, communities, challenges, studies, inquiry, and research areas
that are strongly associated with a given discipline.

Examples of different disciplines -

 Humanities (also called Arts and Humanities)
 Social Sciences
 Natural Sciences
 Mathematics
 Business
 History (It is discipline and subject )

Arthur Dirks points out ‘discipline in an academic sense, pertains to the practice of
study of a certain category of experience, its methodologies, how it goes about its pursuit of
truth. There is fundamental theory and fact (one might call it doctrine) that informs the
practice of that pursuit, but it is the pursuit that counts.’

According to Moti Nissani, a discipline can be conveniently defined as the study of “any
comparatively self- contained isolated domain of human experience which possesses its
own community of experts”

• The relevant examples of different disciplines

• Humanities (seek to understand & explain human experience)

• Social Sciences (concerned with society and relationship between individuals in

the society)
 • Natural Sciences -is a branch of science concerned with the description, prediction,
and understanding of natural phenomena, based on observational and empirical
evidence.(concerned with the rules that govern the world around us)

• Mathematics (searches for patterns and uses them to formulate new inferences)

• Business

Characteristics of academic disciplines

Disciplines generally exhibit the following characteristics:

1) Body of specialized knowledge –

Disciplines have a body of accumulated specialist knowledge referring to their object of

research, which is specific to them and not generally shared with another discipline;
Eg. The Humanities are academic disciplines that seek to understand, appreciate and
critique the human conduction in all its depth and range of meaning. Study of ancient and
modern languages, Literature, Arts, History, Communication studies, Cultural studies,
Philosophy and Religion are included in Humanities.
Social Sciences is a major category of disciplines concerned with society and relationship
between individuals in the society. It consists of many branches such as Economics, Political
Science, Human Geography, Sociology, Demography, Anthropology, History and Law.

Economic ( is a subject )- body of knowledge is

Geography( is a subject )- body of knowledge is interrelation ship between human being

and surrounding, earth.

Natural sciences refer to disciplines that seek to offer a systematic interpretation of the
phenomena in the universe.

This human endeavour to build concepts to interact with the surrounding world is Science.
Natural sciences refer to disciplines that seek to offer a systematic interpretation of the
phenomena in the universe. Natural Sciences explain rules governing the natural world by
applying scientific and empirical methods to the study of the universe. Sub disciplines as
Physics, Chemistry, Geosciences( Oceanography, Ecology, Geology) , Life Sciences (Biology,
Zoology, Botany) are some examples of Natural Sciences. The sciences are primarily
concerned with the world as it is, and the arts are primarily concerned with the world man
wants to live in.

Natural sciences - body of knowledge is rules of universe.

History is an example of a discipline because it meets several criteria ascribed to disciplines.

It has a body of specialist knowledge which contains various events that have occurred in
the past. It has definite key concepts like revolution, colonialism, racism, freedom etc.

• For example-Research in Business as a Discipline- Impact of job rotation on

employee commitment and job involvement in marketing sector .
• The objective of business as a discipline not shared with other discipline.
• (http://www.ijrcm.org.in/commerce/index.php)
2) Have theories and concepts
 Disciplines have theories and concepts that can organise the specialised knowledge
effectively. Take the discipline of Psychology for instance. The process of how learning
occurs is elucidated by different theories. A single theory may not explain every kind of
learning, yet when one examines different theories, one gains an understanding of the
process of learning under different circumstances.
Economic (subject) – Karl marks theory
3) Specific terminology
Disciplines use specific terminologies or a specific technical language adjusted to their
research object. The discipline of Science has its own technical language. Specific
terminologies are used in the discipline. For example words like ‘consumer’, ‘ecosystem’,
‘producer’ will have a definite meaning in Environmental Sciences but the same terms used
in the discipline of Business Studies would mean something entirely different.
For example words like ‘consumer’, ‘producer’ will have a definite meaning in
Environmental Sciences, geography but the same terms used in the discipline of Social
science (Economic, commerce) would mean something entirely different.
For example words like ‘Plants’ will have a definite meaning in Environmental Sciences, but
the same terms used in the discipline of Social science (Economic, commerce) would mean
something entirely different.

4) Specific object of research

Disciplines have a particular object of research (e.g. law, society, politics), though the
object of research may be shared with another discipline. For example ‘human behaviour’ is
one object of research in the fields of Psychology, Education and Management.

5) Definite methodology of research

Disciplines have developed specific research methods according to their specific
research requirements. A discipline is defined by its method. For example if someone is
studying Science then there is a particular method incorporated in the study. Disciplines
defined by a particular method a capable to realizing genuine change and their scope is also
concrete.

6) Institutional manifestation in form of subjects taught , professional organizations

Disciplines must have some institutional manifestation in the form of subjects taught
at universities or colleges, respective academic departments and professional associations
connected to it. The discipline of Medicine for example is characterized by medical colleges.
The association of doctors and publications in this field are part of the institutional
manifestation of the discipline of Medicine.

Let us examine how History is a discipline. (Some experts state that while Humanities
and Social sciences are disciplines, History is a sub discipline under Humanities).

 History is an example of a discipline because it meets several criteria ascribed to

disciplines.
 It has a body of specialist knowledge which contains various events that have
occurred in the past.
 It has definite key concepts like revolution, colonialism, racism, freedom etc.
 Theories such as Marxist Theory or the Great Man theory (which says that history is
the impact of great people or highly influential individuals) are specific to History.
 History as a discipline uses specific terms for elucidation. Eg the term civilization has
a definite connotation. When presenting historical events specific language is used.
 The objects of research in History are quite well defined. Events of the past, people
movements, archeological remnants are some examples of areas of research in
History.
 While pursuing research in History some definite steps are involved. The
methodology to be followed is specified.
 Many universities have departments of history. One finds that history is included in
the curriculum right from Primary stage.
 One comes across bodies of academicians connected with History. Since History
exhibits all criteria associated with disciplines, it is classified as an academic
discipline.

 Thus each discipline has its own defining elements viz its phenomena, assumptions,
epistemology, concepts, theories, and methods that distinguish it from other
disciplines.

Academic disciplines and subjects

Different subjects share common areas of study and the nature of research. On the
basis of these common aspects, subjects could be grouped under a specific discipline. If one
looks at the courses offered by various universities one can see that broadly subjects are
classified under the following disciplines.
a) Humanities
b) Social Sciences
c) Natural Sciences
d) Mathematics
e) Business

Subjects are generally classified under these discipline heads

•Humanities (also called Arts and Humanities)
•Social Sciences
•Natural Sciences
•Mathematics
•Business
Subjects are generally classified under these discipline heads
•Humanities (also called Arts and Humanities)
•Social Sciences
•Natural Sciences
•Mathematics
•Business

Academic disciplines and subjects

Different subjects share common areas of study and the nature of research. On the basis of
these common aspects, subjects could be grouped under a specific discipline. If one looks at
the courses offered by various universities one can see that broadly subjects are classified
under the following disciplines.
a) Humanities
b) Social Sciences
c) Natural Sciences
d) Mathematics
e) Business
Discuss all the five broad disciplines with
• Examples of subjects
• The main focus of the study of the discipline
• Methods used to expand disciplinary knowledge (eg Science uses scientific inquiry,
experimentation etc while Social sciences use Social critique , interpretative
methods)
• Impact of these disciplines on our lives
• Professions and the disciplines

Humanities as a discipline:

• The term ‘Humanities’ comes from the Latin word ‘humanus’ which means cultured
or refined.

 The main focus of the study of the discipline-

• The Humanities are academic disciplines that seek to understand, appreciate and
critique the human conduction (transmission )in all its depth and range of meaning.

• Study of ancient and modern languages, Literature, Arts, History, Communication

studies, Cultural studies, Philosophy and Religion are included in Humanities.

• The humanities came into existence around the time of the Renaissance to
distinguish the study of human matters from the things that were concerned with
theology (the study of the nature of God and religious belief) on the one hand and
nature on the other.

 Method

• Research in Humanities uses mainly critical or speculative methods. The approaches

and methodologies of the humanities are primarily interpretive (analytical, critical,
and/or reflective).

• Humanities provide us with ways to think about and respond to the world. The
humanities enable us to reflect upon our lives and ask fundamental questions of
value, purpose, and meaning in a rigorous and systematic way.

 Impact of these disciplines on our lives

 • The significance of the discipline of Humanities is well summarized in the statement
‘Behind the plural of Humanities is the singular of the human.’
• Humanities are important to the world of work as they provide us with
linguists,Interpreters, philosophers, historians, archeologists. Humanities plays an
important role in ensuring global peace, understanding and fostering healthy
relationships with other countries.
• They develop informed citizens who think critically
• Scientist Peter Medawar says “The scientist values research by the size of its
contribution to that huge, logically articulated structure of ideas which is already,
though not yet half built, the most glorious accomplishment of mankind. The
humanist must value his research by different but equally honourable standards,
particularly by the contribution it makes, directly or indirectly, to our understanding
of human nature and conduct, and human sensibility
• Examples of Professions
Interpreter, journalist, reporter, author

Social science as discipline

• There is an intimate relationship between man and society . The progress and
development of society cannot take place without the efforts and co-peration of
man. Both depend upon each other for their development .Social science are the
advanced studies of human society.Social sciences represents an adult approach.

• Social sciences are the theory part of human affairs. Social sciences lay more
emphasizes on knowledge .Social sciences are concerned with the investigation of a
diversity of human relations and pile up considerably more data than it is possible or
desirable to include in social studies. Social sciences aim at findings out how new
truth about human relationship and social studies at guiding adolescents in their
learning.

Social Sciences as a discipline:

 Social Sciences is a major category of disciplines concerned with society and
relationship between individuals in the society.
 It consists of many branches such as Economics, Political Science, Human
Geography, Sociology, Demography, Anthropology, History and Law.

 According to Harry Elmer Barnes, the Social Sciences were created by the
industrial revolution, which he describes as ‘the greatest transformation in
the history of humanity’.

 According to Charles Beard “Social Sciences are a body of knowledge and

thought pertaining to human affairs”.
  Bining & Bining define Social Science as “the subject that relate to the origin,
organization, and development of human society, especially to man in his
association with other men”.

 METHOD
• A creative, investigative and analytical mindset is developed due to Social Sciences.
• Values and reflective thinking are inculcated through Social sciences. Like physical
and biological sciences, Social Sciences also incorporate scientific inquiry.
• In Social Science research, positivist social scientists use methods used by natural
scientists to understand society.
• On the other hand, interpretivists use social critique or symbolic interpretation (An
interpretation is an assignment of meaning to the symbols of a formal language) to
understand Social Sciences.

• In modern times one finds eclectic researchers who use multiple methodologies to
understand phenomena in Social Sciences.
• Like Science, Social Science is an empirical science meaning that knowledge is based
on observable phenomena that can be verified by researchers working in similar
conditions.
• (based on, concerned with, or verifiable by observation or experience rather than
theory or pure logic.they provided considerable empirical evidence to support their
argument)
• Thus Social Sciences are a unique combination of various disciplines which aim at
preparing the learner for wholesome social living
 • Positivism is a philosophical theory stating that positive knowledge is based on
natural phenomena and their properties and relations.(voting) Thus, information
derived from sensory experience, interpreted through reason and logic, forms the
exclusive source of all authoritative knowledge. Positivism holds that valid
knowledge (certitude or truth) is found only in this derived knowledge

 Impact of these disciplines on our lives

• Social Sciences have an important place in the world of employment. Economists,
advisers, advocates, jurists, policy makers, sociologists, project managers, careers in
community services and working with NGOs are just a few of the many areas where
students of Social Sciences can make a career.

The above discussion can be summarized as follows:

Discuss all the five broad disciplines with
•Examples of subjects
•The main focus of the study of the discipline
•Methods used to expand disciplinary knowledge (eg Science uses
scientific inquiry, experimentation etc while Social sciences use
Social critique , interpretative methods)
•Impact of these disciplines on our lives
•Professions and the disciplines

The above discussion can be summarized as follows:

Discipline→ Humanities Social Natural Mathematics Business

Sciences Sciences
Examples of Languages, History, Physics, Logic, Accounting,
Subjects Literature, Geography, Chemistry, Geometry, Finance,
arts, Religion, Sociology, Life Sciences, Algebra, Taxation,
Philosophy, Law, Geosciences Arithmetic, Economics,
Cultural Demography, Management,
studies anthropology Marketing
Main focus of understand, concerned Systematic Seeks Commerce,
study appreciate with society & study of the patterns, trade,
and critique relationship universe resolves the organizations,
the human between around us truth, various
interactions individuals in transactions,
the society finance,
entrepreneur
ship
Methods used analytical, Social critique Scientific Mathematical Analytical,
to expand critical, , inquiry, inquiry inquiry based
knowledge and/or interpretative experimentati methods
reflective methods on, empirical
methods methods
Impact Teach to think Foster social Better life Used in other Helps to
logically, justice, quality, helps disciplines like understand
interpret equality and to overcome Science. transactions,
phenomena, empathy. problems, Mathematical organize
appreciate Help to think helps to Models have one’s assets,
culture, build critically and understand helped in facilitates
 reading and decide natural analysis and business
writing skills, judiciously. phenomena, predictions. deals, helps a
help to Build development nation to
communicate committed of scientific progress
effectively citizens attitude

Examples of Interpreter, Archeologist, Scientist, Analysts, Banker,

Professions journalist, economist, researcher, statisticians, financial
reporter, museum doctor, programmers, analyst,
author, curator, pharmacist, business ,
advocate, botanist consultant,
cartographer entrepreneur

Emergence and Evolution of Social Sciences

 Social Sciences studies History, Geography, Sociology, Law, Demography,

Anthropology and such subjects which are connected with society. In this section,
we restrict our discussion to the emergence and evolution of History and Geography.

Emergence and Evolution of History:

 Greek historians greatly contributed to the development of historical methodology.

 Herodotus also called as the father of History, wrote the critical historical work
called as The Histories.
 He attempted to distinguish between more and less reliable accounts, and
personally conducted research by travelling extensively, giving written accounts of
various Mediterranean cultures.
 Herodotus often attributed historical events to divinity. This was eliminated by
Greek historian Thucydides who based his writings on rationalism.
 He was also the first to distinguish between cause and immediate origins of an
event.
 In Rome, early historical writings used Greek language, but later Latin was used.
 Plutarch introduced the biographic form of writing.
 In the Middle East, historical writings became prominent after 7 A.D. Since there
was conflict over which narratives regarding Prophet Muhammad are reliable,
special methods such as the science of biography, the science of hadith and
Isnad(the science of transmission) were developed. All these contributed to making
history a more systematic discipline.

 In Islam the first authority is the Quran. Any questions pertaining to correct conduct
within the religion, or Muslim day-to-day life, should be answered according to the
Quran. However, questions frequently arise that the Quran does not specifically
answer. Therefore Islam has a hierarchical system in place to answer those
 questions. The hadith is the second tier of the hierarchy. Isnad is the system of
documentation by which hadith are verified

 Writing history was popular among Christian monks and clergy in the Middle Ages.

 During the Renaissance, history was written about states or nations.

 French philosopher Voltaire had a great influence on writing History.

 He broke from the tradition of narrating diplomatic and military events, and
emphasized customs, social history and achievements in the arts and sciences.

 (Voltaire crticized French monarchy, selfish clergy and nobles through his plays,
poems, history and biography. Therefore, he was exiled from France. His thoughts
motivated the people to revolt against the injustice and tyranny). Diplomatic Events-
Celebrating 66 National Day of the People’s Republic of China

 Karl Marx introduced the concept of historical materialism into the study of world
historical development. According to him, the economic conditions and dominant
modes of production determined the structure of society at that point.
 Historical materialism is a methodological approach to the study of human societies
and their development over time first articulated by Karl Marx (1818–1883)
 Earlier, history emphasized upon events that concerned kings, wars and kingdoms.

 The 20th, however, incorporated social history(he experiences of ordinary people in

the past), cultural history( history that looks at the use of language and cultural
symbols to represent the changing values of society) and world history(examination
of history from a global perspective and looked for common patterns that emerged
across all cultures).

 Social history, often called the new social history, is a broad branch of history that
studies the experiences of ordinary people in the past.
 A cultural icon can be a symbol, logo, picture, name, face, person, building or other
image. It is easily recognized and generally represents an object or idea with
great cultural significance to a wide cultural group

 The historical journal, a forum where academic historians could exchange ideas and
publish newly discovered information, came into being in the 19th century.

(Historiography was more recentlydefined as "the study of the way history has been
and is written
  Journals helped historians to establish various historiographical approaches.

 Thus History as a discipline has evolved tremendously over the past centuries.

The relationship between academic disciplines and subjects

Academic disciplines comprise of subjects. The specific characteristics of different

disciplines make it easy to classify specific subjects (or sub disciplines) to specific disciplines. The
broad outline of a discipline gives an idea of what one can expect to learn in a given subject.

A subject is best understood against the background of the discipline that it is classified
under. If one understand the basic characteristics of Natural sciences then one can understand
its specific subjects like Chemistry and Physics.

Subjects form a discipline. The scope of the discipline widens due to subjects. New
subjects or sub disciplines may emerge with changing times. This can bring better understanding
of subjects that pre exist in that discipline.

Inter relationships exist between subjects clubbed under one discipline. Hence for better
clarity of a subject one may need to refer to other subjects. The other subjects are understood
effectively if one has clarity about the parent discipline.

Students of a particular discipline share common goals, common content and common
research methodology. Hence they should be aware of the main discipline and its component
subjects as it lends clarity to the subject being studied. For example a researcher in Education
will benefit if there is a firm grounding of the disciplines of Humanities and Social Sciences as
Education draws from both these disciplines. If the topic being researched is something like
‘Brain Based Learning’ or ‘Cognition’, an understanding of a subject like Physiology will be
beneficial. Research papers or academic writings on a subject are also guided by the discipline
to which that subject belongs.

A subtle difference between academic disciplines and subjects is that subjects normally
pertain to syllabi, teaching –learning experiences and assessment. Subjects are generally
associated with educational institutions. An academic discipline has wider connotations. It
includes research done in the scope of that discipline; it includes communities of practice,
emphasizes publication of work and thus goes beyond instruction and assessment.

Subjects lend substance to a discipline. In turn the discipline fine tunes the subject
lending it a distinct flavour. Those who pursue a particular subject should have a good
understanding of the discipline of the subject so that the subject is understood
comprehensively. Academic disciplines and subjects are like ground and figure. One without the
other is meaningless.
Why do teachers need knowledge about disciplines and subjects?
•Definite focus while teaching a subject
•Appreciate other subjects within one’s discipline
•More meaningful learning experiences can be arranged
•Clarity of concepts
•Teachers may need to give vocational and academic advice to students
•Creates interdisciplinary bent of mind
•Help in research work
•Community of practice benefit, better contribution to academic bodies and journals
•Helps to face real world challenges

Why do teachers require an understanding of disciplines and subjects?

Most teachers are involved in teaching and learning activities that concern a particular
subject. Yet the understanding of disciplines and subjects is extremely vital for the following
reasons:

i. Adequate understanding of the discipline under which one’s subject is classified helps
a teacher to view the subject against the right background. This helps to understand how the
subject emerged and evolved over time. Every discipline has a specific focus and follows a
definite system to build knowledge. This helps a teacher to do justice to the subject being
taught. A teacher who teaches History must understand what the discipline of Social Sciences
comprises of. Against the background of a thorough knowledge of Social Sciences, the teacher
can deal with History in an elaborate manner.

ii. Subjects within a discipline bear a common thread among themselves. An

understanding of one’s discipline promotes appreciation of other subjects within the discipline.
External correlation between subjects is an integral part of the teaching-learning process. A
teacher teaching Physics is able to appreciate the contribution of other subjects like Chemistry
and Life Sciences if there is clarity about Science as a discipline.

iii. Learning experiences can be planned more meaning fully if one is aware of different
disciplines. Inter disciplinary strategies and learning experiences can be planned to expand the
horizons of the pupil’s understanding. While teaching Economics, a teacher can take the help of
subjects like Statistics, Mathematics and Commerce to facilitate the teaching learning process.

iv. Effective teachers have clarity regarding the concepts they teach. Concept clarity
depends on how well one has understood one’s own discipline and subject and how well one
understands other subjects. Understanding and being able to apply discipline knowledge builds
self- confidence, and self-confidence is central in the development of an effective teacher.
Discipline knowledge encompasses an understanding of the salient concepts, relations among
concepts, ideas and skills of a subject and has always been acknowledged as the first
prerequisite of ability to effectively teach a discipline. The effective teacher is more likely to
chunk information, access relevant information, attach deeper meaning and extract more
information from the environment in a more significant way. Discipline knowledge is a crucial
prerequisite in the development of teacher self-confidence (Tisher, 1990)
 v. Teachers often have to offer advice to students regarding the choice of subjects
needed for a degree or the kind of professions available should one undertake a particular
course. To provide such kind of guidance, teachers need to have an in depth understanding of
disciplines. For example a student interested in pursuing a career in Civil Services will be
benefited by subjects like Economics, Political Science and Statistics. A career in Finance will
need subjects from the Business Studies group , at the same time knowledge of Computers in
Accounting Systems will also be useful. Thus a good understanding of what is included under
each discipline will be advantageous while offering career guidance.

vi. Academicians are involved in research work. Every discipline has its own specific work
style regarding research. Effective research is possible if one understand the research practices
within a discipline. This will help to choose select the area for research and decide the
methodology and tools. A researcher with good knowledge of different disciplines can look at
enriching the research by blending it with inputs from other disciplines. For example a research
on ‘Impact of Globalization on Education’ will draw from varied subjects such as Education,
Political Science and Economics.

vii. Teachers of a specific subject are bound to interact with one another regarding
matters related to their subjects. These communities of practice are sustained by healthy
contributions from teachers. These contributions are in form of researches, discussions,
academic forums and publications in magazines and journals. A teacher with a firm foundation
in one’s own disciplines can contribute much to the community of practice.

viii. A good understanding of disciplines and subjects is useful to understand the world
around us. Events that affect us are better understood through knowledge of disciplines. The
choices that one makes, the way one faces challenges and the vision that one develops are all
impacted by one’s knowledge of disciplines and subjects. Take for example investments made
by an individual. A person with good knowledge of finance, world affairs and political conditions
within one’s nation will be able to make wise decisions about how to invest. Knowledge of
Statistics, Economics and Business Studies will help to understand how the share market or
banks function. A person with good knowledge of Psychology can handle problems with level-
headedness. Thus the application of what one learns in various subjects can influence the
quality of life.

•Classification of academic disciplines: Becher -Biglan typology ( pure-hard, pure-soft,

applied-hard, applied-soft types) with emphasis on nature of knowledge in each type.

There is no definite system with respect to classification of disciplines. Some experts

classify disciplines based on the focus of their content as Arts and Humanities, Socials Sciences,
Natural Sciences, Mathematics and Business Studies. In the early 1970s Anthony Biglan carried
out a study to investigate the faculty’s judgment about similarities and differences between
several academic fields. These perceptions were classified as

i. Pure vs applied
ii. Hard vs soft ( or paradigmatic vs non paradigmatic disciplines)
iii. Concerned with life systems vs those not concerned with life systems.

Let us examine the meaning of these terms

Classification on basis of research undertaken

Pure Disciplines:
Pure disciplines
•Concentrate on fundamental research
•systematic observation of phenomena solely for the purpose of discovering unknown facts
which may develop into theories
•Result in new knowledge
•Eg Pure Mathematics, pure chemistry
Pure Disciplines: Pure disciplines refer to those disciplines that tend towards fundamental
research. There is systematic observation of phenomena solely for the purpose of discovering
unknown facts which may develop into theories. The product of these disciplines is some kind of
new knowledge. Simply put a pure discipline is a discipline that involves study purely for the
sake of knowledge and not for its application. Some examples are Pure Mathematics, Pure
Physics, Pure Chemistry, Pure History. To elaborate, Pure Mathematics solves problems, finds
facts and answers questions that don’t depend on the world around us, but on the rules of
Mathematics itself.

Applied Disciplines:

Applied Disciplines
•relate existing knowledge to real world situations
•Application of theory to real life
•Aim at problem solving
•Eg Education, applied psychology, Engineering (application of Science and Mathematics)

Applied Disciplines: Applied disciplines relate existing knowledge to real world situations. These
disciplines make significant contributions to the world by articulating the theoretical
foundations in their field of study. For example Human Resource Development is an applied
discipline that draws heavily from pure disciplines like Psychology and Sociology. Engineering is
an applied science dependent on the pure sciences of Mathematics and Physics.

Classification on basis of data involved

Hard disciplines:

Hard disciplines

•that tend to use quantitative data, tend to be predictive and use experimental methods
•concern for career development and cognitive goals (such as the learning of facts and
concepts).
•Eg Science, Mathematics , engineering

Hard disciplines: Disciplines that tend to use quantitative data, tend to be predictive and use
experimental methods are classified as a hard disciplines. Eg: Physics, Chemistry, Engineering,
Computing are all examples of hard disciplines as they deal with quantitative data. They use
experimental methods to build their repository of knowledge. Braxton (1995) represents the
hard disciplines as being characterized by greater concern for career development and cognitive
goals (such as the learning of facts and concepts).

Soft Disciplines:

Soft Disciplines

•Rely on qualitative data

•Generally do not use experimental methods and hence do not make predictions
•concern for general education development, character development, critical thinking and
‘scholarly’ activities (such as the reading of research articles).
•Eg: History, Sociology, Law, Language

Soft Disciplines: Soft disciplines are those disciplines that rely on qualitative data. They
generally do not use experimental methods and hence cannot make conclusive predictions
concerning the future. Examples of soft disciplines are Languages, Law, Anthropology and
Education. The soft disciplines as being characterized by greater concern for general education
development, character development, critical thinking and ‘scholarly’ activities (such as the
reading of research articles).

Disciplines are also classified as those dealing with life systems or living beings as against
those that deal with inanimate objects. Examples of the former are Biology, Psychology and
those of the latter type are Physics, Mathematics, Geology.

A study by Smart and Ethington (1995) reports the opinions on the goals of undergraduate
education from over 4000 university faculty members who regularly taught undergraduate
students. The conclusions were that soft and applied disciplines place greater emphasis on
knowledge acquisition, and hard disciplines have more concern for knowledge application.
Knowledge integration and application were both perceived to be more important in the
applied disciplines than in the pure.

While Biglan’s work concentrated on the cognitive dimension of disciplines, Becher in

1989 called attention to the social dimensions of academic disciplines. From this emerged the
Biglan-Becher typology of academic disciplines. According to this typology, four main types of
groups are possible

1. Hard and Pure disciplines

2. Hard and Applied disciplines
3. Soft and Pure disciplines
4. Soft and Applied disciplines
Hard-Pure disciplines

Hard-Pure disciplines

•Quantitative data
•Concerned with universal phenomena
•Nature of knowledge is cumulative
•Knowledge growth can be compared to crystal growth (building on what already exists)
•As new knowledge is found, old knowledge gets enhanced
•Relationship between knowledge and knowledge seeker is unbiased and objective
•Knowledge is verified by fixed criteria
•High degree of consensus between two knowledge seekers
•Academic communities in hard-pure disciplines are well organized, their work is quite
competitive and publication rates are high

Hard-Pure disciplines involve general areas of human understanding and are clustered around
limited number of problems. The nature of knowledge in these disciplines is cumulative and
concerned with universal phenomena. The result of such knowledge is discovery of something
new or expansion of already existing knowledge. Just like a crystal grows as more and more
molecules add on to it, so is it in case of this group of disciplines. As new knowledge keeps
adding, the older form of knowledge is enhanced. For example, consider the knowledge about
an atom. As research on the atom progressed, our knowledge about atoms made incremental
progress. The relationship between the knowledge seeker and knowledge is unbiased and very
objective. There are very definite criteria to verify knowledge in such disciplines. There is a high
degree of consensus over significant questions. For example if two scientists are studying the
effect of temperature on the states of matter, their results will be similar no matter which parts
of the world they perform their experiments in. Academic communities in hard-pure disciplines
are well organized, their work is quite competitive and publication rates are high.

Hard- Applied disciplines

•Purposive work involving application of theory

•Emphasis is on creating techniques and products
•Practical in nature, try to solve problems
•Use heuristic approach
•Criteria to judge the products of these disciplines are functional
•The ethos in such disciplines is entrepreneurial and dominated by professional values.
Patents are submitted for publication.
•Engineering is a hard-applied discipline which draws from Mathematics, Physics and
Chemistry. Clinical Medicine is a hard-applied discipline dependent upon Biology and
Chemistry.

Hard-Applied Disciplines are involved in purposive work. The emphasis is on application

of theories resulting in creating techniques and products. These disciplines are practical in
nature and are concerned with solving problems, addressing challenges and mastering the
environment around us. The focus is on application and hence heuristic approaches find more
importance in such disciplines. They use both quantitative and qualitative approaches. The
criteria for judging

the product of such disciplines are functional. Such disciplines result in new techniques and
products being created. Engineering, for example, is a hard-applied discipline which draws from
Mathematics, Physics and Chemistry. Clinical Medicine is a hard-applied discipline dependent
upon Biology and Chemistry. The ethos in such disciplines is entrepreneurial and dominated by
professional values. Patents are submitted for publication.

Soft-Pure Disciplines

Soft -Pure disciplines

•stress on understanding and interpretation of phenomena

•Knowledge is reiterative (there can be repetition of results)
•concerned with particular happenings rather than general occurrences
•Qualitative data. Hence high subjectivity while interpreting
•Personal relationship between knowledge & knowledge seeker
•No definite views on verification of data
•As compared to hard pure disciplines, Less structured academic communities
•Publications rate is lower
•Eg History, Anthropology , Sociology

Soft-Pure Disciplines stress on understanding and interpretation of phenomena.

Knowledge in these disciplines is reiterative which means there may be repetition of knowledge
when examined in different situations. These disciplines are concerned with particular
happenings rather than general occurrences. Unlike hard sciences, here data is qualitative. The
researcher and knowledge share a personal relationship. There can be different views regarding
what verification of data. Subjectivity can be high when interpretations are made. There is no
definiteness as to what significant questions are to be answered. Anthropology and History are
some examples of disciplines in this type. The academic communities of such disciplines tend to
be less structured compared to those from hard-pure disciplines. Publication rate is also lower.

It is interesting to note that while a discipline like Sociology is a soft-pure discipline,

Sociometrics, a subfield of Sociology, is hard-pure.

Soft Applied disciplines

Soft Applied disciplines

•Emphasize processes and protocols

•Functional and utilitarian in nature
•Help to enhance professional practice
•Dominated by ‘intellectual fashions’
•Use both qualitative and quantitative data
•Case studies are important means to build knowledge
•Eg Law, Education
Soft-Applied Disciplines emphasize processes and protocols. These are functional and utilitarian
in nature. They are concerned with the enhancement of professional practice. Often their status
is uncertain. They also appear to be dominated by intellectual fashions. They use a mix of
qualitative and quantitative data for their growth. Case studies form an important tool in such
disciplines. Law and Education are examples of soft-applied disciplines. Education depends upon
other soft disciplines like Psychology, Sociology, Philosophy. Publication rates in these
disciplines are low.
A brief summary of the above discussion is given below

Discipline Nature of Objects of Enquiry Results of Culture of Disciplinary

types knowledge inquiry in procedures Research the areas
the discipline
discipline type
type
Hard-Pure Cumulative Concerned Clear criteria Discovery Competitive, Natural
and with for and theories high number Sciences
concerned universal knowledge of
with things and verification publications,
phenomena quantities task
oriented
Hard- Purposive Concerned Qualitative Patents, Entrepreneu Science
Applied and with and products rial, based
pragmatic mastery of quantitative Dominated Professions
physical approaches, by
environment use of professional
heuristic values, role
methods oriented
 culture

Soft-Pure Reiterative, Concerned Qualitative Results in Individualisti Humanities

holistic with methods, understandi c, loosely and Social
knowledge particular there is ng and cohesive Sciences
events dispute over interpretatio communitie
criteria for n s, low
Knowledge publication
verification rates
Soft - Functional Concerned Use of case Results in Outward Social
Applied and with studies protocol and looking, Professions
utilitarian enhanceme procedures dominated
knowledge nt of by
professional intellectual
practice fashions,
power
oriented,
Thus the understanding of Biglan-Becher typology gives an overview of how different
disciplines are similar and how they differ. One also sees how a particular group of disciplines
has somewhat similar characteristics with respect to research carried out or publications made.

The Biglan - Becher groupings can be a tool to promote intra- as well as interdisciplinary
dialogue through recognition of the differences and similarities present in the various groups.
Research in Education must take this typology into consideration as Education (from the soft-
applied type) often relies on disciplines like Psychology and Sociology (soft-pure). A good
understanding of the typology of disciplines will result in better quality of research.
Interdisciplinary studies too need to look at this typology carefully.

Place of Social science in the curriculum

Definition of social science –

The study of human society and of individual relationships

in and to society.
 A scholarly or scientific discipline that deals with such study, generally regarded as
including sociology, psychology, anthropology, Economics , political science , and history .
Social science encompasses diverse concerns of society and include a widerange of
content drawn from various disciplines.

Place of social science in the curriculum

World over Social sciences hold a significant place in the curriculum because the
knowledge and understanding developed through the study of social sciences and
humanities can help inform discussion on critical social, cultural, economic, technological,
environmental, and wellness issues, and can provide a strong foundation for vibrant,
healthy, and engaged citizenship.
Social science explores individual and collective human behavior and needs as well as
patterns and trends in society.
 Its place in the Indian context of Education
After 1947,social studies gained an honorable place in the curriculum. Before
independence British history was taught to the Indians which had no relevance with the
Indian contexts.

The N.C.E.R.T., has given it a due place in the curriculum. K.P.Chaudhary by supporting
social sciences in the curriculum says, “Like the natural sciences, Social science efforts are to
develop general laws and predict the future.”

Post colonial India – social science significance was perceived needs of nation building ,
modernization.

Lead to the utilitarian view of fitting students for life , for society.

UNESCO Round table conference 1954 was on teaching of social sciences in Asia. The
conference emphasized the Plea of social science for citizenship.
NEC National Education commission 1975 gave the nation building emphasis . That is for
citizenship. So it has always been a fairly progressive vision for social science. NCERT
suggested a history/geog in middle school, secondary history /civics and eco/geog and
finally suggested we need an integrated approach without causing damage to the
individuality of the discipline.

NCFSE 2000 emphasized shaping or reconstruction of society through social science– so

the discipline gained critical significance.

NCF 2005 said social scienceas a scientific endeavor that must challenge patriarchal
frames and strive to generate in students a critical, moral and mental energy making them
alert to the social forces that threaten these values and create inquisitive and
transformative citizens.

Finally the NCERT squarely addressed the importance of social science as a non utility
subject . The NCERT paper states through the National Focus Group on ‘Teaching of Social
Sciences’

“The Social Sciences carry a normative responsibility to create andwiden the popular base
of human values, namely freedom, trust, mutual respect, and respect for diversity. Given
this, social science teaching should aim at investing in children a critical moral and mental
energy to make them alert to the social forces that threaten these values. Through the
discussion of concerns such as threats to the environment, caste/class inequality, state
repression, through an interdisciplinary approach.”
 Issues and challenges with social science
Status of the subject: The experiments in social science in the country have not given a
feeling of success in handling the subject as a unified discipline. So although in principle we
are in favor of a unified discipline the textbooks, treatment has always been fragmented.

Prevailing perceptions of social science is another issue. The popular perception is it’s a
non-utility subject as a result low self esteem governs the classroom transaction.
Natural Sciences are considered superior to the social sciences . Widespread belief that
social science only transmits information and is too centered on text and memory.

Perception that not many desirable job options are open to students specializing in the
social sciences. And that it does not provide life skills to function in the real world.

Content load - the NCF says that the social science taught in Indian schools stress on
retention rather than application. NCFSE 2000 suggest that social science should focus on
concepts and ability to analyze socio-political realities.

Plurality and local content: India is a land of plurality. It is important that all regions and
social groups get represented in the textbooks. However, because of centralized nature
textbook production we miss out on this element. So sometimes local content gets lost.

Scientific rigour. - Notion that scientific rigor is lacking in social sciences.

Interrelationship among disciplines: the subjects have distinct methodologies so

preservation of boundaries sometimes make it difficult to interrelate. And a realization that
not all themes can be taught in an interdisciplinary manner

Normative concerns: the social sciences carry a normative responsibility to create and
widen a popular base of human values namely freedom, trust, mutual respect and respect
for diversity.

Integrated vs disciplinary emphasis. Many people feel the integrated approach is a threat
to the disciplines structure and uniqueness.

Social science textbooks writers especially in India need a broader perspective. Kothari
commission has said the textbooks use a developmental approach where the poor have
failed the nation due to poverty, caste , narrow minded thoughts due to illiteracy. Lack of
integrated textbooks. Textbooks, teachers all have to generate the values through an inter
disciplinary approach

Restore self esteem to the social science by addressing socio- political issues in an engaging
thought provoking manner.
Create Awareness - change peoples perceptions – creating job opportunities for social
sciences, raising the status.

Educate people about the importance of social science

Better textbooks- should open up avenues for further inquiry. More gender equity. Move
from a patriarchal frame work to more egalitarian framework. And more of an integrated
approach.

Better questions and evaluation- not memory based.

Teacher training for a more emancipated teaching of social science

UNIT 2 – UNDERSTANDING HISTORY.

• Meaning of history, Nature of history, Historical thinking concepts ( Big six – Peter
Sexias & Morton),
• Objectives of teaching history & political science at secondary level.
• Values of teaching History and Political Science.

___________________________________________________________________________
Meaning of history
The word history has been derived from the Greek word “Historia” which
means what has actually passed or happened. It implies “information” or “an enquiry
designed to elicit truth.”

 “The memory of a nation or a race “ --------- Dr.Radhakrishan.

• “History is a connected account of the course of events and progress of Ideas” ---
---- Rapson.

• “It is a scientific study and record of our complete past”-----Pro. Ghosh.

• “There is only one history --- The History of Man”------- R. Tagore.

• “History in its broadest sense, is everything that ever happened”------Johnson.

• “The value and the interest of history depend largely on the degree in which the
present is illuminated by the past”--------Smith.V.S.

• “History is an investigation into human affairs on the more” ----- Toynbee.

 • “History is the science of men in time” -------- Marc Block

NATURE OF HISTORY.

1. A study of the present in the light of the past:

The present has evolved out of the past. Modern history enables us to understand how
society has come to its present form so that one may intelligently interpret the sequence of
events. The causal relationships between the selected happenings are unearthed that help
in revealing the nature of happenings and framing of general laws.

2. History is the study of man:

History deals with man’s struggle through the ages. History is not static. By selecting
“innumerable biographies” and presenting their lives in the appropriate social context and
the ideas in the human context, we understand the sweep of events. It traces the
fascinating story of how man has developed through the ages, how man has studied to use
and control his environment and how the present institutions have grown out of the past.

3. History is concerned with man in time:

It deals with a series of events and each event occurs at a given point in time. Human
history, in fact, is the process of human development in time. It is time which affords a
perspective to events and lends a charm that brightens up the past.

4. History is concerned with man in space:

The interaction of man on environment and vice versa is a dynamic one. History describes
about nations and human activities in the context of their physical and geographical
environment. Out of this arise the varied trends in the political, social, economic and
cultural spheres of man’s activities and achievements.

5. Objective record of happenings:

Every precaution is taken to base the data on origial sources and make them free from
subjective interpretation. It helps in clear understanding of the past and enables us to take
well informed decisions.

6. Multisided:
All aspects of the life of a social group are closely interrelated and historical happenings
cover all these aspects of life, not limited only to the political aspect that had so long
dominated history.

7. History is a dialogue between the events of the past and progressively emerging
future ends.

The historian’s interpretation of the past, his selection of the significant and the relevant
events, evolves with the progressive emergence of new goals. The general laws regulating
historical happenings may not be considered enough; attempts have to be made to predict
future happenings on the basis of the laws.

8. Not only narration but also analysis:

The selected happenings are not merely narrated; the causal relationships between them
are properly unearthed. The tracing of these relationships lead to the development of
general laws that are also compared and contrasted with similar happenings in other social
groups to improve the reliability and validity of these laws.

9. Continuity and coherence are the necessary requisites of history:

History carries the burden of human progress as it is passed down from generation to
generation, from society to society, justifying the essence of continuity.

10. Relevant:

In the study of history only those events are included which are relevant to the
understanding of the present life.

11. Comprehensiveness:

According to modern concept, history is not confined to one period or country or nation. It
also deals with all aspects of human life-political, social, economic, religious, literary,
aesthetic and physical, giving a clear sense of world unity and world citizenship.

HISTORICAL THINKING – SEXIAS & MORTON

Six Historical Thinking Skills

PROCESS –

Students should be able to

• Establish historical significance -

• Use primary source evidence

• Identify continuity and change

• Analyze cause and consequence

• Take historical perspectives, and

Understand the ethical dimension of historical interpretations.
Establish historical significance

• The past is everything that ever happened to anyone anywhere. There is

much too much history to remember all of it. So how do we make choices
about what is worth remembering? Significant events include those that
resulted in great change over long periods of time for large numbers of
people.

• How do we train our students to do this? Illustrations. Identify in Indian

history that have had a significant impact. Ask them why they think so.

Continuity and Change

• Students sometimes misunderstand history as a list of events. Once they start to

understand history as a complex mix of continuity and change, they reach a
fundamentally different sense of the past.

• How do we train our students to think about Continuity and change?

Illustrations.

Analyse Cause and consequence

• In examining both tragedies and accomplishments in the past, we are usually

interested in the questions of how and why. These questions start the search for
 causes: what were the actions, beliefs, and circumstances that led to these
consequences?

• How do we develop this thinking skill among children?

Historical Perspectives

• Taking historical perspective means understanding the social, cultural,

intellectual, and emotional settings that shaped people’s lives and actions in the
past.

• At any one point, different historical actors may have acted on the basis of
conflicting beliefs and an ideology, so understanding diverse perspectives is also
a key to historical perspective-taking. Taking historical perspective demands
comprehension of the vast differences between us in the present and those in
the past.

• How do you develop a historical perspective? Why would were our forefathers
more agrarian?

• Ethical dimensions are always a part of historical thinking. We always wonder

whether the bomb attack on Japan can ever be justified.

• Are we obligated to remember the caste system and its bad effects?

• What are we to think of Hitler’s killing of the Jews?

• In other words, what responsibilities do historical crimes and sacrifices impose

upon us today?

• These questions are one part of the ethical dimension of history. Another part
has to do with the ethical judgments we make about historical actions. This
creates a difficult paradox. Taking historical perspective demands that we
understand the differences between our ethical universe and those of bygone
societies.

OBJECTIVES OF TEACHING HISTORY AT SECONDARY LEVEL.

1. To safeguard the comprehensive and unbiased perspective in the teaching of history.

2. To interpret and analysis past in order to understand the present and to face ably
the challenges of the future.

3. To develop students’ curiosity and analytical reasoning in the subject of history.

4. To develop contemporary, cultural, social, and modern point of view and to build a
scientific attitude free from narrow mindedness, regressive prejudices and
communalism.

5. To create awareness about the protection of environment.

6. To develop a historical attitude in order to understand universal brotherhood,

human rights, international understanding and to understand the challenges of
globalization.

7. To create awareness about the important historical events, contemporary important

happenings and article issues.

8. To inculcate and preserve the values of unbiased nationalism, national integration

secularism and democracy

9. To develop humanitarism and community oriented attitude among the students.

OBJECTIVES OF TEACHING POLITICAL SCIENCE AT SECONDARY LEVEL.

1. To introduce to students importance of political science in human life from primitive

age to modern time.

2. To introduce to students political concepts and political ideologies.

3. To introduce India’s political system to students.

4. To introduce to students attitudes and values strengthening healthy civic and

political life.

5. To develop sense of responsibility regarding voting process for developing

participatory democracy.

6. To strengthen awareness about fundamental Right and Duties listed in constitution.

7. To introduce to the students social diversity in Democracy.

 Values of teaching of History.
Meaning:-

Values are the fruit which accrue from an activity in pursuit of some goal.
There are the actual results obtained not as a conscious but as the end products. We
teach history to achieve certain aims and in the realization of these aims, we realize
many values.

For Eg:- Columbus set out to discover a new route to India and unexpectedly
he discovered North America. Discovery of India was the aim and that of North
America, the value. History helps to realize the aim and automatically concept of
value
TYPES OF VALUES IN HISTORY

Social Cultural Political Practical Vocational

 SOCIAL VALUES:-

1. Social Solidarity:-

It means strengthen intellectual and moral capacities about the

society and wipe out selfish clash of interests and generation of conflict
between communal, sectarian & cultural groups.

2. Social Harmony:-

To eradicating all distinctions of caste, creed, color, create an

atmosphere where racial, cultural, political, minorities are tolerated and
respected. History is to teach against bigotry, provincialisms, intolerance and
all those social evils which mark social environment and hinder individual and
social progress.

3. Worthy Citizens:-

It means to produce good and worthy citizens which refer to a person

who has understood his own traditions and has re-examined them in the light
of modern knowledge.

4. Inculcation of social skills:-

Knowledge of history also aims at formation of higher type of

character, formation of good habits & right type of attitude that will operate
in the lives of pupils.

 CULTURAL VALUES:-

1. Preserve human race:-

History is to disseminate and preserve the best that is in culture not

only of one’s own country but also of human race.

2. Achieve Humanity:-
 Knowledge of History aims at the development of an amalgam of
various cross cultures. Thus to understanding of the past and the present of
humanity.

3. Achieve Eternal Value:-

In spite of various changes in our social structure from time to time,

some values have always been recognized as eternal. The reason for their
retention can best be explained in the past. Thus history and philosophy of
history in the great dominating subject to which the intellectual lenders of
world must turn for guidance, satisfaction of curiosity.

 POLITICAL VALUES:-

1. Patriotic Value:-
Patriotic value means feeling of oneness, spirit for our own nation,
when we are aware about own history, and then we come to know
about privilege history and spirit of freedom fighter movement.

2. Unity in Diversity:-

India in full of diversity nation many languages, religions,

castes, creed, etc. thus each one should give respect to other and
then they will receive same kind of respect. Then togetherly they can
fight against conflict.

3. Secularism:-

As above mention, we have so much diversity in different

sphere. Thus India does not having one religion. Everybody having
freedom for their religion and their practice.

4. Application of our right and duties:-

In the political value all citizen of any country should aware

about our rights as well as duties. For eg:- India having Democracy.
Thus go on time for election, even fight against exploitation.

 PRACTICAL VALUE

1. Mental Training Value:-

In 21st Century, mental training for acquision of information

which is based on science and technology. Knowledge is based on truth
and peace.
 2. Cultivation of forward outlook:-

It means with the past clear the present and make bright future.
For eg:- Learn from civilization and make us civilized. Think about India is
a scientific and practical way

3. Global Perspective:-

Now a days, we can leave aloof or separate. We are interdependent

on each other. Understand and applied it is our life and make a world
a one.

4. Development of correlation time, space and society:-

History tells about proper relation between three of them. We

took forward the same in our future through practical value.

 VOCATIONAL VALUE:-

1. History provide different course:-

In history we are having numeral courses. Example – course

related to trade and tourism, numiousmatic, Archeological
course, etc.

2. History develop various skill:-

Even history has a vocational value like- development of

various skills – like – observation, planning, organization,
evaluating etc.

3. History provide a way to stand on our feet:-

With the help of above courses and skills, history provides a

way to stand on our feet and complete our economic needs. It also
provides vocational guidance

Value of teaching political science.

The study of Political Science has special importance in all countries. Its study helps us to
understand the mechanism and constitutional systems of modern government. The
principles of government, the domestic and foreign policies of the nation. the legislature,
executive and judiciary of different countries, etc. are studied in Political Science. Aristotle
regarded Political Science as “the supreme science” or “the masters of all science”. The day
when the aphorism of Aristotle will be realized, is not remote indeed.
Thus the study of Political Science in very useful and valuable. Its knowledge is essential and
useful to both the ruler and the ruled. The values of the study of Political Science is
discussed below:

INTELLECTUAL VALUE.

1. Getting Knowledge of the State:

However, the primary aim of the study of Political Science is to inculcate knowledge of the
State, its origin, nature, structure and functions. Knowledge about the State is of great
significance to modern man.

2. Getting Knowledge of government and administration:

The administrators, political leaders and diplomats, who conduct the affairs of the State,
also require sound knowledge of Political Science in order to perform their functions with
efficiency. An administrator who has no knowledge of Political Science is bound to be; i
failure. The principles and norms established In the scholars in political science are of
immense utility and value to the executives, legislators and judges. Political science is said to
be a science of statesmanship and leadership.

3. Getting Knowledge about the world:

However, apart from these utilitarian considerations, the acquisition of know ledge of
political science enriches one's mind and widens one's intellectual horizon. In order to know
what is happening in the world around us at least an elementary knowledge of political
science is necessary. In the modern age an individual cannot lead an isolated life. Each
country has to maintain relations with other countries of the world.

4. Utilitarian value :

Knowledge of political science gives a political life, political career.

Thus we can say about its utilitarian value.

5. Mental Training Value:-

In 21st Century, mental training for acquision of information which

is based on science and technology. Knowledge is based on truth and
peace.

6. Cultivation of forward outlook:-

It means with the past clear the present and make bright future.
For eg:- Learn from politics of the past and make us clean politics. Think
about India is a democratic and practical way

POLITICAL VALUES:-

1. Patriotic Value:-
Patriotic value means feeling of oneness, spirit for our own nation,
when we are aware about own politics, and then we come to know
about rich written democratic politics..
 2. Unity in Diversity:-

India in full of diversity nation many languages, religions,

castes, creed, etc. thus each one should give respect to other and
then they will receive same kind of respect. Then together they can
fight against conflict.

3. Secularism:-

As above mention, we have so much diversity in different

sphere. Thus India does not having one religion. Everybody having
freedom for their religion and their practice.

4. Application of our right and duties:-

In the political value all citizen of any country should aware

about our rights as well as duties. For eg:- India having Democracy.
Thus go on time for election, even fight against exploitation.

5. Creation of democratic values:

The study of Political Science has assumed special importance in

modern times in all democratic countries. The success of democracy depends upon the
political consciousness of its people. The study of political science makes people conscious
of their rights and duties. It also makes them vigilant unless the citizens of a country are
vigilant, alert, intelligent and patriotic; there is no possibility of successful working of
democracy in that country. It is rightly said that "eternal vigilance is the price of liberty".

6. Creation of good citizenship:

The study of Political Science is valuable for creating good citizenship and securing unity of
the nation. It makes citizens conscious of national, objectives and goals. Laski said that good
citizenship implies "the contribution of one's instructed judgment to public good". It can be
developed by the study of political science. Political Science teaches the lessons and virtues
of good citizenship.

7. Value of co-operation and toleration:

Political science also teaches the lesson of co-operation, adjustment and toleration. Society
cannot prosper without cooperation. Man should learn how to co-operate and adjust
himself with his fellow-beings. People of all walks of life should co-operate for the better
development of the country. Toleration is also necessary in society.

8. Value of liberty, equality and fraternity:

Political science is valuable for giving us liberty, equality and fraternity.

Country like, India having a lot of diversity in religions, languages,
 customs and traditions etc. Thus only political science give us secure,
justices, developed and prosperous life.

SOCIAL VALUES:-

1. Social Solidarity:-

It means strengthen intellectual and moral capacities about the

society and wipe out selfish clash of interests and generation of conflict
between communal, sectarian & cultural groups.

2. Social Harmony:-

To eradicating all distinctions of caste, creed, color, create an

atmosphere where racial, cultural, political, minorities are tolerated and
respected. Political science is to teach against bigotry, provincialisms,
intolerance and all those social evils which mark social environment and
hinder individual and social progress.

3. Worthy Citizens:-

It means to produce good and worthy citizens which refer to a person

who has understood his own traditions and has re-examined them in the light
of modern knowledge.

4. Inculcation of social skills:-

Knowledge of political science also aims at formation of higher type of

character, formation of good habits & right type of attitude that will operate
in the lives of pupils.

7. Global Perspective:-

Now a days, we can leave aloof or separate. We are interdependent

on each other. Understand and applied it is our life and make a world
a one.
VOCATIONAL VALUE:-

1. Political science provide different course:-

In political science we are having numeral courses. Example –

course related to trade and tourism, leading democratically
political parties, etc.

4. Political science develop various skill:-

Even political science has a vocational value like- development

of various skills – like – observation, planning, organization,
evaluating. Qualities like leadership, critical evaluator etc.

5. Political science provide a way to stand on our feet:-

With the help of above courses and skills, political science

provides a way to stand on our feet and complete our economic needs. It also provides
vocational guidance.

Unit 3 : Learning Resources.

• History Textbook: characteristics, critical analysis, detecting and dealing bias.

• Audio-visual Resources: TV, Films, Documentary, Visuals: Maps,Models,Timelines,Print
Media: Magazines,newspapaers,archives(Uses and Importance)
• Field trips, Museum.

Characteristics of A Good History Text Book

Definition:

"A manual of instructions a book containing a presentation of the principal of a subject used
as a basis of instruction."

Webster's Dictionary

"A book designed for classroom we carefully prepared by the expert in the field and equip
with the usual teaching devices."

Bacon

"A textbook is (1) any manual of instruction (2) a book dealing with a definite subject of
studies, systematically arranged, intended for use at a specified level of instruction and used
as a principal source of study material for a given course."

C.V. Good

Main Function / Importance of Text-Book:

1] Text book is an assistant master in print.

2] A text book has a structural frame work.

3] A text book is an instrument of some instructional objectives.

4] A text book is an important tool of the teacher.

5] A text book is a constant companion of a student

6] A textbook is a self teaching device

7] A textbook provide logical and comprehensive material.

8] A textbook is a transmitter of culture.

9] A textbook helps to revolutionize society.

10] A textbook serves as rallying point.

11] A textbook serves as a laboratory.

12] A textbook serves as a basis for almost all the methods.

13] A textbook gives definite information.

14] A textbook generates educational interaction.

15] A textbook services as a syllabus.

Essential Characteristic of a Text - Book of History

OR

Criteria of a Good Text Book of History

 Suitable instructional objectives :

 Considering the mental maturity of the students, history textbook should

provide for those instructional objectives like

 Attainable

 Practicable

 Worthwhile

 Measurable

 The instructional objectives contained in the history textbooks should stress

 Achievement of national and emotional integration.

 Development of moral and social values.

 Acceleration of the process of modernization

 Textbook should include objectives which facilitate:

  Acquisition of knowledge of chronology, concepts, events, and facts
related to the study of history.

 Development of time sense.

 Development of historical thinking components of which are:

 Analysis

 Interpretation

 Comparison

 Weighing of evidence

 Forming hypotheses

 Distinguishing

 Drawing inferences and generalization

 Judging and evaluating etc

 Development of positive attitude like internationalism, respect to or

own culture and culture of others, respect to all individuals,
irrespective of their caste, creed and languages, etc.

 Development of certain practical skills like drawing of maps,

timelines, making of models, etc.

 Appropriate approach to the subject :

Textbooks should incorporate development

approach at the elementary and middle classes and sociological approach with a bias
of evolutionary interpretation at the secondary and senior secondary stage.

 Organizational pattern:

Textbooks should adopt a combination of chronological

development of all aspects and thematic approach.

 Selection of contents:

 Contents contained in the textbooks should be accurate in term of:

 Concepts

 Dates

 Examples

 Events

 Facts
  Personalities

 History textbooks should contain adequate material in term of examples and

evidences for internalizing major ideas.

 Textbooks should contain such materials as it caters to the needs of all types’
of pupils i.e. the weak, the average and the bright, etc.

 Contents included should be up to update in terms of:

 Controversies

 Findings

 Opinions

 Coverage of the syllabus:

Textbooks should contain the material which adequately

covers the entire syllabus, all the topics and major ideas. The delineation of the
syllabus should be in accordance with the mental maturity of the students. No
redundant material should find place in a textbook.

 Fitness into total curriculum:

The topics contained in a textbook should have

continuity from the preceding stage and should be well articulated. The topics
should fit into the overall structure not only of the subject but also of the curriculum.

 Adoption of the emotional and national integration perspective:

 Controversial topics or materials should not be included at the elementary

and middle classes.

 Balanced view should be given of the controversial topics at the secondary

and senior secondary topics.

 Controversial topics or issues should b e viewed in correct historical

perspectives.

 Textbooks should view the local and regional histories against the
background of the history of the country as a whole.

 Textbook should not unduly eulogise the culture of the region or condemn
the culture of another region.

 Textbook should contain material which fosters emotional and national

integration.

 Adoption of the concept of human society:

 History textbooks should view the content of the history of the country
against the background of the world history.
  History textbooks should contain the material which reflects the struggle of
man to live in an orderly manner in spite of the conflicts and clashes.

 Contents of history textbooks should reflect all the aspects of human

activities in cultural, economic, political and social fields.

 Contents of history textbooks should inculcate the attitude of respect to and

critical appreciation of one’s own culture and heritage and of other nations
also.

 Organizations and presentation of the material:

 Organization of chapters in history textbooks should be logical.

 Chapters should be of appropriate length.

 Chapters should be given suitable headings.

 Sub-topics should be properly captioned.

 Length of the paragraphs should be appropriate.

 Organization of materials in a chapter should be in logical order i.e. first

introduction, then body of the material and lastly conclusion. The material
should be arranged in such a manner as discussion on one aspect leads to
another in proper sequence.

 Conformity to the principles of learning:

 Material included in the textbooks should be in accordance with the

principles of simple to complex, concrete to abstract, definite to indefinite
and observation to reasoning etc.

 New knowledge should be associated with the previous knowledge.

 Suitable examples should be provided so that interest of the students is

sustained in the textbooks.

 Content should be inducing the teachers to adopt suitable methods of

teaching.

 The unit plan and the chapter plan should be suitable method of teaching.

 Suitable language:

 History textbooks should include the vocabulary sentence structure, idioms

and phrases which are within the comprehension of the students.

 Style employed should be effective.

 Structure of the sentence, spelling and punctuations should be correct.

 Illustrations:

 Textbooks should include illustration relevant to the text material

  The size and type of illustrations included in the textbooks should suit the age
group of the students.

 Colour and lines in the illustrations should cater to the interest of the
children and should be according to their mental maturity.

 The space given to the illustrations in the textbooks should be appropriate.

 The subject in the illustrations should be accurate and checked from

authentic sources.

 The number of illustrations should be adequate and cover important and

significant text materials.

 Illustrations should be vivid.

 Illustrations should be of different varieties.

 Suitable exercises:

 Textbooks should include exercises to test.

 Knowledge

 Understanding.

 Critical thinking

 Skill

 Textbooks should include exercise on all the significant areas.

 Exercise should give proper weightage to each objective.

 Exercises should be given which are useful for:

 Reviewing.

 Recapitulating.

 Developing the lesson.

 Diagnosing the strengths ans weaknesses of the students.

 Testing the achievement of the students.

 Textbooks should include various forms of questions which are in

accordance with the nature of the objectives tested. Short answer, essays
type, multiple choice, etc. should be included.

 Language of the questions should be clear.

 Textbooks should include suitable home assignments.

  Textbooks should include constructive project and activities for the
students.

 Physical features of the textbook:

 Get up of the textbook should be attractive.

 Quality of the paper used in the textbook should be good.

 Cover design of the textbook should be attractive.

 The size of the textbook should be handy for the students.

 Printing should be clear.

 The type of the print should be suitable to age group of the students.

 Proper margins should be provided.

 Length of lines should be appropriate.

 Leading should be uniform.

 Cost of a textbook should be uniform.

 Hints for teachers:

 A textbooks should contain hints for teacher in terms of:

 Methodology and technology of teaching

 Teaching aids.

 Exercises.

 A textbook should include reference for further reading.

 A textbook should include some extracts form original sources.

 A textbook should include glossary and indices.

Critical Analysis of History Textbook

Note – Here students you have to choose of history text book from standard V
to XII and analysis it with the help of the same points of characteristics of
history textbook.

Detecting Bias in History textbooks

What is bias?

Bias is generally a prejudice in favour of or against one thing, person, or group compared
with another, usually in a way considered to be unfair. Bias is an inclination of
temperaments or outlook to present or hold a partial perspective at the expense of
(possibly equally valid) alternatives in reference to objects, people, or groups. Anything
biased generally is one-sided and therefore lacks a neutral point of view. Bias can come in
many forms and is often considered to be synonymous with prejudice.

There are different types of biases: Gender bias, Cultural bias, Religious bias, racial bias,
Caste bias and class bias, age bias. Bias is a universal phenomenon. No country or individual
is free from bias. Bias stems from:

• Misunderstanding & lack of full information

• Fear and Hatred

• Stereotypes

These types of bias are prevalent in society universally. It is seen in our behavior; it is seen in
newspapers, writings, and thoughts of individuals and therefore can easily creep into
textbooks. All subjects could carry biased statements; however, the history textbook is 1y
as c y target for bias to enter. And hence as a teacher of history one needs to be extra
sensitive to detect bias in the textbook. To do that first an understanding of concepts
related to bias is essential.

What are stereotypes?

Stereotypes involve generalizations about the "typical" characteristics of members of the

groups. X is a female, so she probably has characteristics x,, y, z, .... eg. Sardarji s are funny;
all Pakistanis are fanatics etc... According to Fiske (2010), stereotyping is the application of
an individual's own thoughts, beliefs, and expectations onto other individuals without first
obtaining factual knowledge about the individual(s). Many times, stereotypes are created
after multiple occurrences of a similar experience. For example, an individual that knows
several individuals, or families, from the south and that enjoy Idlis, could lead that individual
to the belief, or geographical stereotype that all families in the south prefer only `Idlis.'

All this bias/prejudice leads to stereotyping and then to discrimination. Discrimination is the
actual positive or negative actions toward the objects of prejudice.

Discrimination is the denial of equal rights based on prejudices and stereotypes (Fiske,
2010). Discrimination differs from prejudice and stereotyping, in that it is not a belief, but
rather the application of beliefs An example of discrimination is a female not getting a job
because the hiring manager wanted a male to fill the position.

Religious bias in the textbooks is common. Krishna Kumar's book Prejudice and Pride is an
analysis of textbooks in India and Pakistan. And the book shows clearly how religious bias,
cultural bias and hatred can lead to a number of statements in the textbook that can be
false.

How does a teacher detect bias?

There are several ways to detect an author's possible bias and prejudice. For the teacher
four simple ways are outlined.
• Detecting the use inflammatory language:

If the history textbook carries an author's inflammatory language: in the most

extreme cases, racial epithets, slurs, etc. then it is a case of bias. Inflammatory
language, , is a misconceived message used during a conflict, it usually leads to
conflict escalation. Objective and dispassionate language is required for a textbook
and a neutral tone is necessary. Inflammatory language is language that isn't dry or
neutral in tone. This can include single words, phrases, names, or various discourse
strategies. Whereas a textbook would be non-inflammatory because it's factual and
dry nature wouldn't offend, inflammatory language often intentionally provokes a
reaction from the reader by use of strong rhetoric or controversial opinions. It can be
used a euphemism for hate speech, but this isn't necessarily\, so. Name-calling is
one of the crudest and most obvious forms, as it can directly attack or insult the
reader. More subtle types are virtually undetectable to people outside the conflict.
This is not seen so much in the Indian textbooks but we see it so often in newspapers
which carry so much social and historical content.

• Making larger claims:

When the author consistently makes claims whose larger purpose is to elevate (or
demean) one social, ethnic, national, religious, or gender group as compared to
another, or all others. If the history textbook exaggerates the role of an incident or
leader with a view o show one party as more strong, ethical it can lead to bias. If the
moderates are projected a as slow and revolutionaries are presented in a
exaggerated way the students may get biased that one way is better than the other.
So an objective, matter of fact neutral tone is required_ any over claim can be
damaging.

• One sided or partial view:

When the author presents evidence that serves to tell only one side of an event or
issue, purposefully withholding or ignoring information that may A. shed the
opposing view in a more positive light. It is giving a partial view which is not
objective. Generally a: notion that Mughal rulers were invaders who plundered the
country without highlighting their contribution to India could be an example of
partial view. In the Arab —Israeli conflict there are very one sided views promoted
which could easily waylay young children to believing that is the truth. It is the
teachers duty to point out that a one sided view has been given and present
examples of the counter view.

How do we develop Bias?

Bias/Prejudice comes first; being taught that someone different is less desirable or of a
lesser quality than yourself. Then follow the stereotypes to reinforce that prejudice. For
example, African Americans were considered property during the slave years, then gained
their freedom. But the mindset still existed that they were somehow lesser people. It's the
same in India with the untouchables or the lower class. Society still discriminates on the
basis of social class and status.
Bias in history textbooks:

Teachers of history need to be very careful in handling the content of history textbooks. Bias
can unknowingly in a very subtle manner creep in the textbooks. Many countries and states
have guidelines against bias in education, but they are not always implemented. The denial
of the holocaust or underplaying of the (Hitler's war against Jews) is always seen in various
history accounts. The downplay of African civilization by white writers has led sometimes
led us to believe that they haven't really contributed to mankind's development.

Indian history textbooks also suffer from bias. You can see blatant gender bias. According to
a study on Social Studies Textbooks: A Case Study in India by K Sumatatha and D.
Ramakrishnaiah, states no clear guidelines exist on representing women in school texts.
Social studies textbooks are filled with names of famous men and authors. So a re-
examination of the composition of the textbook writing staff has been necessary for the
staff’s conception of male-female equality has a tremendous influence on the formation of
gender role consciousness in children. It is difficult for girls to find names of women who
were active in times of national crisis. So a mention of women freedom fighters is lacking
and revision in to help shape the children's views on the development of new ideas of
gender roles suitable for future society.

History in the New NCERT Textbooks:

A Report and an Index of Errors by Irian Habit, Suvira Jaiswal, and Aditya Mukherjee; Indian
History Congress, Kolkata, 2003; shows the numerous prejudices history books carry. They
have quoted an example from a social studies textbook for the ninth-grade praising the
much-derided caste system. 'The Varna system was a precious gift of the Aryans to the
mankind," it said, referring to the four-tier caste hierarchy. " ... The importance of the
`Varna' system as an ideal system of building the social and economic structure of a society
cannot be overlooked."

In a section in the same book titled "Problems of Scheduled Castes and Scheduled Tribes,"
the authors say: "Of course, their ignorance, illiteracy and blind faith are to be blamed for
lack of progress because they fail to realize the importance of education in life."

In the 10th-grade equivalent history textbook, the issue of the Holocaust is completely
glossed over and Nazism is referred to with veiled rdmira4' ion. "Hitler lent dignity and
prestige to f a Gem govt. within a short time by establishing a strong administrative set up ...
He adopted the policy of opposition towards the Jewish people," it says." ... He adopted a
new economic policy and brought prosperity to Germany ... He made untiring efforts to
make Germany self-reliant within one decade ... He instilled the spirit of adventure in the
common people."

• Falsifying information:

The author manufactures falsifies and/or dishonestly cites evidence in order to present his
or her case in a more positive light. Falsification of history is distortion of the
historical record also known as historical revisionism or negationism; a tendency of
the writer to mislead the minds of readers towards historical events. In attempting
to revise the past, illegitimate historical revisionism appeals to the intellect—via
 techniques illegitimate to historical discourse—to advance a given interpretive
historical view, typically involving war crimes or crimes against humanity. The
techniques include presenting known forged documents as genuine; inventing
ingenious, but implausible, reasons for distrusting genuine documents; attributing
his or her own conclusions to books and sources reporting the opposite;
manipulating statistical series to support the given point of view; and deliberately
miss-translating texts (in languages other than the revisionist's). Practical examples
of negations’ (illegitimate historical revisionism) include Holocaust denial- Hitler's
violence against the Jews.

 Overcoming Social Biases :

The best defence against ignorance is knowledge. Education and familiarization with
the object ', of a prejudice or stereotype allows the truth to be discovered and
applied (Fowcrs & Richardson. 1996; Rudman, Ashmore, & Gary, 2001). Being
educated allows an individual the ability to embrace and accept differences in
others, and aids in bringing society together (Plant & Devine, 2009). Arming
individuals with knowledge and information can ease the burden of not knowing.
Possessing the truth can defend against the prejudices, stereotypes, and,
discriminations that plague today's society (Plant & Devine).

One way for an individual to conquer a prejudice or stereotype is to spend

time with the individuals he or she is stereotyping (Powers & Richardson, 1996; Tausch &
Hewstone, 2010). Spending time with these individuals allows both groups to begin to
understand and to know the individual on a more personal level. This may also make
individuals who stereotype others less likely to do so in the future if they find the stereotype
to be false (Powers & Richardson). Reading books and research articles that demystify
stereotypes are a useful way and most important the role of educators in making children
understand in the classrooms that prejudices can be very harmful and it is not an objective
way of thinking. It is not easy to eliminate serotypes but if every individual is made
conscious the world can be a better place.

Role of the teacher in understanding and interpreting bias in the history textbook.

• Understand the concept of bias, prejudice and stereotypes

• Tread various texts to understand and interpret historical accounts

• Learn simple ways to detect bias- inflammatory language, one sided view, falsified
view, making larger claims.

• Point out to children the bias in an objective manner

• Be extremely careful when you are discussing sensitive issues like caste, religion,
class etc

• Use simple exercises to make children realize that views of the writer can colour the
content presented an anti —bias program.

• Use newspapers and other pieces of writing to train them to become objective
readers.
• Use refocuses

In short history has to be objective and fair. We are often led to led to believe that history is,
at its best, an unbiased account of the past, whereas memory is highly subjective and affects
the way in which it is perceived. Simple ways to reduce bias is to have a team of a good
team of qualified writers and have Peer review is the evaluation of work by one or more
people of similar competence to the producers of the work peers. It constitutes a form of
self-regulation by qualified members of a profession within the relevant field.

Ways to deal with biases / Overcoming Biases

Detecting Biases

• Review

• Read

• Know ways to detect biases

• Inform students

• Use language carefully

• Provide correct information

LEARNING RESOURCES

Audio Visual Visual Print Media

1. Television 1. Maps 1. Magazine

2. Films 2. Models 2. Newspapers

3.Documentary 3. Timeline 3. Archives

AUDIO-VISUAL
TELEVISION

1] Television widely used as educational tools 1950s.

2] Three general approaches to the use of TV broadcasting in education

 • Direct class teaching

• School broadcasting

• General educational programming over community, national and

international stations which provide general and informal
educational opportunities

3] Teachers can use film not only as a mechanism of narrative engagement but also as

a vehicle for teaching deep understanding about historical knowledge and the nature of the
discipline

4] Film is a powerful educational tool which can stimulate inquiry, thinking and ideas.

5] Impacts on the viewer as they engage the senses and emotions influential in moulding
popular understanding of the past ‘actualizing the past’

6] Two Purposes:

1. Teaching students that film needs to be questioned just like other historical accounts

2. Deepening students' historical understanding of particular topics.

Importance of Television in History :

1. The 'eye' and 'ear-mindedness' of students mate the television one of the most
promising of the present day educational force.

2. It offers a validity and newness which attracts attention, creates interest &
stimulates desires to learn.

3. Television has its own psychological & emotional appeals which can transcend the
barriers of space & time of disciplines & personalities.

4. Television can bring the expert not only in voice but in person in the classroom.

5. Make history read, vivid, interesting & concrete.

6. It develop the historical attitude

7. At all the level of standard, television can used.

8. Very much easy to availability of television.

9. It covers political, social & economic& cultural aspect of History.

10. It is permanent kind of resource.

Use of Television in History:

1. Total television teaching - Here teacher role is in Supervisor only.

2. Supplemental television teaching – Here only television introduce a topic & further
teacher developed & enriched by the classroom teacher.

3. Television supplementing & enriching classroom teacher students revive instruction

primarily from the classroom teacher while the television programmes are meant to
supplement the classroom teaching.

4. Television as a teaching and - The classroom teacher is in complete control & uses
television as a tool which he manipulates with his own hands.

Limitation of Television in History.

1. It takes a lot of time.Thus difficult to analysts is time-table

2. Need trained teacher to critically analysts the whole television theme.

3. It may have some bad effect on eye-sight even

6. It needs electricity. Thus it is economical.

FILMS

Films on: World History, National, Regional, Local history

Examples - Lost Civilizations - Documentaries detailing Mesopotamia, Egypt, Africa, Asia,

and the Americas from their early periods.
The Story of India - Documentary on India’s fragmented history and influence of its culture.

Gandhi– Biopic on Gandhi

Film is a leveller – children can relate to it no matter what their family background or
learning abilities.

• Teachers may not have the time or confidence to use film effectively in lessons so training
and support are important.

• Film can be a gateway to exploring complex ideas and open children's eyes to other ways
of looking at the world.

• Young people are increasingly visually literate and the curriculum needs to reflect this.

Importance of films in History

1. It provides real hearing situations.

2. It decided selected hearing situations.

3. Quickness of movement.

4. Vividness

5. Motivation

6. Recreation

7. Development of study Habits

8. Illustration of all the learning situations.

9. Films create a common denominator of experience through which reality can be

achieved processes explained & situations rendered

10. Thy are innately attention getting satisfying automatic experience based upon
dramatization & emotional appeal.

Use a films in History :

1. Instructional films : As Mughal Glory

Six years of freedom etc.

2. Documentary films : Freedom fighters.

3. Commercial films : Jhansi Ki Rani, Noor Johann etc.

4. Documentary : 1942 - Quit India Movement.

5. Entertainment films : Art & Architecture of Mughal Empire.

1. Recapitulation is not possible at the spot.

2. Really good educational films are not available in our country.

3. The whole process is very costly

4. It may have some bad effect on eye-sight even

5. Ordinary teachers are not trained to handle the projector organize the show.

6. It needs electricity. Thus this is economical.

DOCUMENTARY

1] A Documentary is a recording of an event, generally based on people’s perspectives

and/or genuine facts.

2] “Creative treatment of actuality” - John Grierson

3] Documentaries are not just about facts but facts are used to create socially critical
arguments inviting the audience to draw conclusions about topics and issues

4] They can have an impact of the laws

5] Types:

• Fully Narrated: Use of voice over to make sense of visuals included in

thedocumentary

• Fly on the wall: Relies entirely on observations

• Mixed: Interview, observation and narration

• Self-Reflective: About the person in front of the camera

• Docudrama: Re-enactment of events that have happened and are a fictional

• Docusoap: Follow people’s lives

1. It provides real hearing situations.

2. It decided selected hearing situations.

4. Vividness

5. Motivation

6. Recreation

7. Development of study Habits

8. Illustration of all the learning situations.

9. Documentary create a common denominator of experience through which reality

can be achieved processes explained & situations rendered

10. They are innately attention getting satisfying automatic experience based upon
dramatization & emotional appeal.

1. Indian Documentary :Art & Architecture of Mughal Empire.

2. International Documentary :World war I

3. Regional Documentary: Vasudev Balwant Phadke..

4. Discovery Documentary : Discovery of world.

Limitations of Documentary in History :

1. Recapitulation is not possible at the spot.

2. Really good educational films are not available in our country.

3. The whole process is very costly

4. It may have some bad effect on eye-sight even

VISUALS

MAPS

1] A map is an accurate representation on a plane surface in the form of a diagram drawn to

scale with suitable colour schemes.

2] Map is one of the most valuable documents for the students of history 3]It
is the universally accepted symbol for the presentation of space concept.

4] Deals with the two most important concepts in history definite place and at a fixed time

5] Johnson, “history has been made up by maps as well as recorded in maps.”

TYPES:, Flat Maps , Pictorial Maps etc.

55
Importance of Maps :

1. Maps are the indispensable aids in teaching history.

2. The learning of many geographical, historical & economic concepts become real
adequate & complete with map media.

3. The invariable uses of maps at every possible opportunity by the teacher in the
classroom.

4. Every student should also know certain elementary aspects of map preparation such
as copying enlarging & reducing, symbolizing, colouring, gardening & preparation of
hay.

5. Most of the students develop aversion to maps because they do not know skills
relating to map preparation.

6. Develop the skills of location of mountains, rivers, area, historical monument very
easily.

7. It help to understand & interpreting the history.

8. If increases the interest in the teaching & learning history

9. It indicates relationships in space, distance & direction.

1. Political maps use for explaining conquest area or region of particular ruler.

2. Geographical maps use for 'Discovery of land". Even world war I& II.

3. Civilisation can be teaching world Map.

4. It means understanding the any historical event with local, regional, National &
international maps.

5. Animated flouring maps use for any kind of history.

6. Useful for the topic like exploration extent of empire.

1. It is not possible to have large quality of maps for any part of the content.
2. Maps don’t give the original content & condition of the different areas of the
country.

3. Maps cannot touch the social & economic & cultural Eco-History.

4. Map not handy to carry it.

5. Caring part & preservation part is not there.

56
 MODELS

1] Models are three dimensional concrete replicas or recognizable imitation of real things.

2] It provides excellent basis for understanding the operations.

3] It builds a conceptual framework.

Importance of Models in History.

1. Actual objects cannot be always be brought to the class. This model replaced it.

2. Models prove to be very useful in illustrating unseen thing eg.

3. They give a vivid impression of the real

4 Use of models in teaching helps in visualizing the historical reality such as building,
sculptures etc.

5. Models may be the shortest & easiest way of presenting certain concepts to pupils.

6. Model can invest history with the sense of reality. eg. for stories, models can support
it.

7. It is very less expensive & easily available.

8. here whole class can participate in the lecture

9. Very easy to understand at any class.

10. Very much affordable eloquence

1. Models of personalities who have made their contributions to history in specific

fields. Eg. Political, Religion, Social economic s cultural specially for lower classes.
2. Models of armours & weapons of different ages directly convey historical
information.

3. Models of human devilling, utensils, ornaments, consumes etc. in different ages are
very useful in history teaching.

4. Models of pillars & rock inscriptions add to the effectiveness of history lessons.

5. Models of places eg. World war I & II

6. Models of documents & copper plates.

7. Models of architecture & sculpture are very useful

8. Models of illustrating agriculture, means of transport, communication etc. through

the ages.

57
Limitations of Models in History :

1. Models can't reply the original object.

2. It should be kept in view that models often mislead.

3. Many times, became of the emmer or mistake happened during preparing the moles
lead to wrong notions.

4. It is very experience as per the history subject concern.

5. Very much handle to carry it.

6. Not suitable to the Higher standard.

TIMELINE

A timeline is a way of displaying a list of events in chronological order, sometimes described

as a project artefact. It is typically a graphic design showing a long bar labelled with dates
alongside itself and usually events labelled on points where they would have happened.

The time of occurrence is very significant to historical happenings. The essence of the
concept of time in history is the sense of sequence and distance before or after. One of the
most difficult problems in teaching of history is to develop in the pupils the concept of time.
Time can be represented by a horizontal or vertical line and the happenings are fixed on it
according to their dates of occurrence.

Types:

1. Progressive Time Line 2.Pictorial Time Line

Importance:

• Time line should be divided into equal parts of an one inch or half an inch.

• Each unit marked on the time line should represent a fixed amount of time.
• It is essential that the time line should be divided into equal lengths, each
representing an equal number of years.

• Teacher should concretize the concept involved in drawing the line.

• Time line is a symbolic presentation of certain ideas and unless the pupils get a good
grasp of the symbols used, time lines become meaningless to them.

• Systematic use of time line may not begin before the completion of the primary
stage of education.

• Time line should develop gradually and it is the responsibility of a teacher to

encourage its use almost in the entire history lesson.

58
Importance of Time-line

1. Development of the concepts B.C. and A.D.

2. Meaningful sense of chronology.

3. It cover two important aspects - time sense & place sense.

4. It educate true sense of the world.

5. It is any to teach & tam tong the history in a short time.

6. Location, distance and duration are the main time relations which build our time
sense.

7. Due to time-sense - causal relation make more clear.

8. The even might have influenced the history for a pretty long time.

9. It increase the knowledge of mapping dots, lines visualize numerical & statistical
data to show relationship.

10. Time-live easily represent the historical events.

1. Understanding of concept of B.C. and A.D.

2. Clarification of concept of year, decade, century

3. Explanation of "Ruler of Mughal dynasty".

4. Make clear the entire story of one king alone eg. Starting from birth of Shivaji
Maharaj to death of Shivaji Maharaj.

5. For explaining any historical event of space & time.

1. It cannot help for stimulate Imagination or creativity.

2. It cannot use for lower standards of schools.

3. It cannot tourch the social , economic, political cultural part of history.

4. It cannot give original history.

5. Without training about perfect measurement about using time-line. It does not have
meaning.

PRINT MEDIA

MAGAZINE

1] Magazines are actually a valuable teaching tool and can be used multiple times for
different activities.

2] They are the ‘real world’s textbooks’.

3] They allow students to educate themselves on current issues and allow the teacher to
draw clear and concise lines between the past, present, and future.

4] The media today has the capability to inform students how history affects them and why
it is so crucial.

5] Comprehension and appreciation of the articles will be a direct result of seeing and
experiencing the links between history and current issues and thus gaining a new
perspective on how history directly affects them.

Importance of Margarines

1. It gives current affairs, general knowledge and organization of literary creation in this
way.

2. All the times updating knowledge of the history.

3. Controversial issues are very easily discuss & display

4. Very much economic.

5. It develop a habit of reading as well as conics

6. It helps to fill up gap between information about history and result of researches of
history.

7. Very easy to available & reach to anybody & everyone.

8. It helps to develop interest in history.

9. It helps to develop read historical attitude & perspectives.

Uses of Magazines in History.

1. To collect information about different historical magazine

2. Provide all kind & types of historical magazines

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3. Separate period about "Reading & discussion on Magazines

4. To collect the cutout form the magazines. Then make a notebook so that presence it.

5. Many times students also can send their own articles view, cartoons etc.

6. Uses of magazines for research, Project work.

7. Prepare competitions eg. Quick, ablution etc.

Limitation of Magazines in history :

1. It can't use for lower standard of students.

2. Very less alertness about historical magazines

3. Passive attitudes about using magazines

4. Very uneconomic to have historical magazines.

5. Very less opportunity for expression.

NEWSPAPERS

1]“Social studies programs should reflect the changing nature of knowledge, fostering
entirely new and highly integrated approaches to resolving issues of significance to

humanity” ------------- Sumrall & Schillinger

2] Using newspaper in the classroom is fulfilling that request and appealing students at the
same time.

3] It may also help the history teacher in reducing the boredom and disinterest in history

4] It allows students to form a link between historical concepts and modern issues, and also
helps them to become more informed citizens and active and avid readers.

Important of Newspaper :
1. Updating knowledge of the history

2. In the light of the present understand past. gr

3. Controversial issues are discuss

4. Develop of habit of reading

5. It help to fill gap between information contained in the books and changing
developments in politics economics, social industrial & international fields.

6. International History on understand

7. Special feature the editorials the cartoons etc. all can enlighten the students

8. It develop interest in history

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Uses of Newspaper :

1. To understanding the historical event with the new approaches towards the same
event.

2. To collects the historical news & put item noticeboard. So that anybody can read it.

3. To collects the cut-out from the newspapers then make a notebook. So that
presence it.

4. Read the news in the class. Discussion on that. In the end come to the conclusion.

5. Many times students also send their articles, cartoons etc.

Limitations of Newspaper :

1. It can't we for any type of history .

2. We can't relief on the newspaper

3. Very less opportunity for expression

4. Very low standard of teaching aid.

ARCHIVES

Meaning –

An Archive is an accumulation of historical records, or the physical place they are

located. Thus in general, archive consisted of records that have been selected for
permanent or long term preservation on ground of their enduring cultural, historical or
normally unpublished and almost always unique, unlike books or magazines for which many
identical copies exist, This means that archives are quite distinct from libraries with regard
to their function and organization, although archival collections can often be found within
library building.

Elements of Archive -
1] A collection of historical documents or records providing information about a place,
institution, or group of people.

2] Documents--diaries, letters, drawings, and memoirs--created by those who participated

in or witnessed the events of the past tell us something that even the best-written article or
book cannot convey.

3] It exposes students to important historical concepts where they learn to evaluate

evidence, acquire insight into the basis on which historical arguments are developed.

4] Students become aware that all written history reflects an author's interpretation of past
events.

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5] Students read a historical account, they can recognize its subjective nature and they
develop important analytical skills.

6] Teaching with primary documents encourages a varied learning environment for teachers
and students alike.

7] Lectures, demonstrations, analysis of documents, independent research, and group work

become a gateway for research with historical records in ways that sharpen students' skills
and enthusiasm for history, social studies, and the humanities.

Importance of archive in History.

1] Updating knowledge of the history.

2] In the light of the present understand post.

3] Develop of habit of reading.

4] It helps to fill gap between information contained in the archive and changing
development.

5] Real knowledge came in front.

6] It develops interest in history.

Uses of archive in History.

1] During the planning of lesson plan.

2] During increase authenticity of the history content.

3] As supplementary reading.

4] Respect for our rich heritage.

5] To fulfil gap between the information of history.

Examples –

1] The archive of a local authority.

Like- Maratha or Peshwa Period.

2] The archive of landed family.

Like – Louis family of Russia.

3] The archive of a business.

Like – East India Company in India.

4] A Personal archive.

Like – Deshmukh from pune.

Limitation of the archive in History.

1] It cannot use for every type of history.

2] We cannot rely on the archive.

3] Very less degree of authenticity.

4] Archive having their own limitations, like language, printing, typing, etc.

5] Very less opportunity of expression.

6] Unavailability of historical archive.

FIELD – TRIPS

‘Field Trips’ are rich sources of true education. Field trips not only provide educational
knowledge but also give them a chance to make use of actual or real knowledge.

As regard to its importance it is said that, Field trips when properly conducted, satisfy
two main concepts of Educational Theory motivation of the desire to learn and the
actual learning.

Objectives:-
1. To provide first hand observation and experience.
2. To create interest in the students about different subjects.
3. To draw conclusions from the exercise conducted in natural environment.
4. To exhibit relation between theoretical and practical knowledge.
5. To develop the desire among students to understand – responsibility and fulfill
it.
6. To develop the observation power of students.
7. To develop the students to make proper use of vacation.

Importance / Significance / Advantages of Field Trips:-

1. Because of field trips, students obtain actual knowledge in natural

surroundings.
2. They undergo similar experiences which they can utilize to acquire new
knowledge.
3. They get a chance to observe, to get real experience and to describe
them.
 4. They develop the quality of mutual cooperation.
5. They learn a lot of things which may help interchanging their attitudes.
6. Field trips provide larger interaction and widen the horizons of learning.
7. It helps in acceptance of progressive methods and developing healthy
attitude towards them.
8. It gives an opportunity to the students to perform practical –
independently which come under theoretical knowledge.

LIMITATIONS:-

1. At least a whole day is required for the field trip. It is not possible to conduct it in
a few hours.
2. Co-operation is required by the teachers & students for its success.
3. Here can be accidents during field – trips.
4. There should be enough finances for field trips.

During Field Trip:-

1. Each student is able to observe everything properly, see the

demonstration of all activities and listen all important instruction.
2. The teacher proves to be helpful to the students to observe carefully about
all safety hazards.

After the Field Trip:-

1. Teacher initiates a discussion about the field trip answer the questions of
the students and clear their doubts.
2. He/ She highlight the important aspects of the trip.

He/ She instructs the students to note down important observations

MUSEUM
PURPOSE OF NATIONAL MUSEUM (IMPORTANCE/ SIGNIFICANCE)

1. Enhance historical interest of the Students: - National museum provides us a lot of

collection laboratory, exhibitions, library etc. To make history real & interesting, we
need national museum.

2. To bring history of life: - Fortunately India is having privilege history. Many

historians told us that many times history is repeating. This past with the present &
strong perspective forth future bring history to life, we need national museum.

3. To provide training facilities to students: - apart from getting knowledge about our
past to analysis, skill of excavations etc. we need national museum.
4. To, provide various courses:- To providing training facilities about different skills, we
have various courses like courses related to numismatic, Archaeology, manuscript,
Audio-Tour etc.

5. To give tribute to our glorious heritage: - One of the oldest civilization of the world
i.e. Ancient Indian civilization. Each stone tells a story. We Indian should feel proud
for that, we have national museum.

6. To maintain the public (Indian & International) relations: - For maintaining the public
relations with a large variety of visitors that can be peoples from different states of
India or outside he India. i.e. foreigners.

7. To inculcate patriotism: - We have unity is the varsity. To proof this unify, we need
one platform where everybody feel equal & fight for our nation.

8. To provide best laboratories in field of conservation & restoration of the art object: -
At national level our government can built up a best laboratories, where history can
alive once again.

9. To create a scientific attitude of mind: -

 Power of observation

 Power of reasoning

 The power of making right inferences.

10. To develop an enlightened attitude towards international understands.

11. To organize National & International Exhibitions in India & abroad.

12. To enlarge understanding & mutual toleration among people belonging to different
states & countries etc.

ACTIVITIES CONDUCTED BY NATIONAL MUSEUM

1. Questionnaire: - At national level, se of questioner can formed & fill up by visitors.

Even can arrange Questioners progress for school students.

2. Quiz: - Amazing a quiz competition among different state students. Eg. = Knowledge
about different area / period of history.

3. Games: = Individual

4. Exhibitioner: - Arranging exhibitions about coins, painting Arms & Armor, Decorative
art etc. Give prizes for that.

5. Installing Adie machine in the Gallery to educate children.

6. Audio – Tour of the national museum in five languages.

 Hindi, English, French, German & Japanese

 A free map is also included with a Audio - Tour

7. Debates & Discussion :-

 Contribution of world history

 Discussion on Different Revolution

8. Demonstration: - Establishment of Laboratory and arrange demonstration according

to time to time method of “C” carbon (Experimental Method)

PURPOSE OF LOCAL MUSEUM (IMPORTANCE/ SIGNIFICANCE)

1. To get knowledge about unwire & unfamiliar local area.

It is quite possible that the students living at a particular place may not be familiar &
aware of the historical importance this we need local museum.

2. For correlation local history with national history

Many times history of certain local area is part & parcel of national history e.g.
Maratha history of Maharashtra. This for correlation purpose local museum should
there.

3. Local history & changes:

All local history in the form of the stories of great men of the area, their lives &
deeds & the changes they tried to introduce in the local community, need to teach
to the students.
4. It may help to understand the bigger events of history

Children love stories & local stories may help to understand & explain the bigger
events of history. Eg. Places such as Panipat, Delhi, Agra etc.

5. To stimulate enthusiasm for study & research

To Study about local area, Teacher & students need research attitude for that 1 st
local museum should better.

6. For convenient purpose:

Many times, it is not possible, that visit to national museum. This too same time,
local museum because benefit.

7. To give respect our local history:

History is after all a record of historical events of different locality. That make a
history of Nation thus everybody should respect our local history. That can only
possible through local museum.

8. To inculcate spirit of patriotism:

Through the establishment of local museum sprit of particular started & can only in
calculate.

9. In detail study & collection of material about related locality

In India, many small region are not point out or my not focus, because of same
reasons. This that detail study included is local museum & we can study early.

10. To enlarge understanding & mutual toleration among people belonging to same
location or region.
MODULE 2 : TRANSACTING HISTORY AND POLITICAL SCIENCE CURRICULUM

Unit 4 : Essentials of Curriculum transaction in History and Political Science

• Maxims of teaching (known to unknown, simple to complex, Concrete to abstract)

• Correlation of History and Political Science: Internal and External. (Literature, Science,
Mathematics, Geography, Economic, Craft.)
• History as a concept driven subject: Concept based and generalization based learning.

MAXIMS OF THE TEACHING OF HISTORY:-

1] PROCEED FROM SIMPLE TO COMPLEX:-

It is a well known maxim of teaching and this is the natural process of mind. It is
also psychologically successful method.

FOR EXAMPLE:- To understand the treaties during world war I and II that was
between Allied Power and Second Party. Teacher can start
various small treaties done by Shivaji Maharaj and their impact
respectively.

FOR EXAMPLES:- To imparting as well as understanding the philosophy of

Buddhism and Jainism, teacher can start with examples and
explanation of well-known philosophy of Hinduism & Islamic
philosophy.

2] PROCEED FROM KNOWN TO UNKNOWN:-

It demands that the teacher should make efforts to establish some

association with the previous knowledge of the students while imparting them
any knew knowledge. Thus it is always better to proceed from known to
unknown.
 FOR EXAMPLES:- Students are aware about stories of Shivaji Maharaj. Thus with
the help of previous knowledge teacher can imparting
knowledge Asthapradhan Mandal in detail.

FOR EXAMPLES:- Students are aware about story of man. With the help of that
teacher can give knowledge of ‘Theory of Evolution of man’ –
By Charles Darwin.

FOR EXAMPLES:- Students are aware about ‘Father of India’—Mahatma

Gandhiji. Then turn towards work and contribution of
Mahatma Gandhiji, philosophy of –Satyagraha, Non-
cooperation etc.

3] PROCEED FROM CONCRETE TO ABSTRACT:-

Though it is desirable to proceed from concrete to abstract, history

need to be very systematic. However, teacher should try his best to act-
according to this maxim. The teacher should make use of pictures, maps,
sketches and diagrams and try to establish the abstract facts in the minds of the
students.

FOR EXAMPLES:- While learning atomic bomb activates or used by America on

Hiroshima and Nagasaki, students can get to abstract views of
advancement of atomic energies in the 22nd century and its
impact. Even they can think about positive impact of nuclear
energy.

FOR EXAMPLES:- Concrete philosophy of Vedic Area, Jainism and Buddhism,

Islamic period lead to abstract thinking of spirituality and give
universal peace.

FOR EXAMPLES:- All kinds of social & Religious reforms worked for the
betterment of the society. This type of concrete knowledge
leads to the abstract thinking of their own idea, philosophy,
morality, etc.

CORRELATION.

MEANING.
 1) Correlation is the innovation of the subject and activities. It is a technique which tries
to establish a reciprocal relationship among the various subject of the curriculum
and the life in the community knowledge is the complete whole and every source of
knowledge is somewhat related.

2) "Fact and ideas have a real and useful influence over the mind only when the mind
systematizes and coordinates them with other facts and ideas as they are produced"

------ Guyan

3) "An appropriate subject could be correlated but there was probably some one
subject which could form the care round which all others could be hinged"------ Ziller

Types of Correlation:

1. Correlation among the different areas of subject [Internal]

2. Correlation of subject with other subjects. [External]

HISTORY WITH GEOGRAPHY

1. In both these subjects, there occur the elements of Time and Space. In History we
study the development of political system in different periods, whereas in geography
we study the spatial development of the known world.

2. Geography deals with the study of the stage whereas history deals with the study of
different characters who occupied the stage at different times.

3. Stories of exploration and discoveries such as about Vas -co-de. Gama, Columbus the
story of the earth, the story of the evolution of man on the surface of the earth the
conquest of Mount Everest the moon and the Mars etc.

7
4. All three battle of Panipat were fought near Panipat because of the presented of the
desert and the Aravalley hills in the east and the Shiwadik hills in the month. Thus
the invaders had to pass through the Panipat.

5. Aurangzeb could not succeed in holding, the Southern Part o f India under his control
for a long time because South India is cut off from North India by mountain ranges
and unevenness of the surface condition helped the people of the South India to
organize guerrilla war tactics.

HISTORY WITH ECONOMIC

1. History is the study of Man's evolution on the earth past events throw much light on
the present day economic problems.

2. History studies the deeds social changes, historical and political events and human
relations of the past and the economic factor is said to be the basis of all human
relationships.

3. Economics condition is the basis of most of the political changes. For example the
French revolution had been the outcomes of economic factors. The downfall of the
Gzars and the Czarist regime in Russia was also an economic solution that took place
in the economic conditions of the people at that time.

4. According to protagonists, both war and peace are the outcome of economic
activities. The fore going discussion must have convinced the reader going discussion
must have convinced of three factors political, social and economic & they equally
contributed towards the unfolding of the story of human life.

5. History supplies the data for the social sciences like economics & political science. all
reforms. Whether social, economic or political must not be a violent or complete
break with the past but should belong the lines of least resistance in concerned as
reflected in their history, if such reform is to take root & not to flourish in the air.

6. Thus rightly said that economic without history has no root, history without
economics has no fruit.

HISTORY WITH SCIENCE

1. According to Huxley, "Science is all knowledge that rests upon evidence and
reasoning science is systematized knowledge. This history is also science.
2. According Kautilya - the great writer of Arthashastra regards history as one of the
sciences observation comparison and formulation of general principles and even the
methods of enquiry in natural sciences can be applied to solution of various social
problems in our society.

3. There is a story of man, story of earth, story of whee & even the non-living can claim
to possess a history of their own.

8
4. The history of our earth as to when it come into being and when it came to be
separated from the sun a study of the stages in its revolution leading to origin and
diversification of life on it affords to origin and diversification of life on it affords
uninteresting reading in history through these topics belong to science. Similarly the
mightily Himalayas and Alps.

5. The only difference between the two is that history is not a science of observation
but a science of reasoning.

6. The history of science biography of a scientist or the impact of scientific inventions &
development on human society in the past are as much a part of history as of
science.

7. The teacher of history may ask his students to write a biography of a scientist or an
account of impact of scientific development on human society or significant trend in
the present century.

8. Even teacher of history can make the of science on some occasion the logic of cause
& effect to enable the student to gain insights into relationship of society and
science.

HISTORY WITH MATHEMATICS.

1. Mathematics is essential for an intelligent study of history. Mathematics itself is a

piece of art, a study of harmony and of symmetry. Like poetry it expresses eternal
truths in a beautiful form. History is modern hidden exercise in arithmetic of a mind
unconscious of dealing with numbers and years.

2. Mathematics offers a contribution in the field of history. Experiences with rhythm,

proportion, balance, symmetry, and so on, are essentially mathematical, and are
basic to certain areas of history.

3. In describing the development of any subject, a choice has to be made; can we

restrict ourselves to discussion of the subject itself, or is it necessary to consider it in
the context of the time and place where it grew? For instance, in the history of
music, is it sufficient to describe and analyze the differences between Mozart and
Beethoven, or is it necessary to consider such external influences as the French
Revolution and the rise of romantic nationalism?

4. A similar question arises in relation to mathematics. Of the writers who have

discerned some pattern in history the three best known are Toynbee, seeing
civilizations in terms of challenge and response; Marx, often misinterpreted as
ascribing all human actions to the economic interest of classes; and the most
spectacular of all, Spengler.
5. The Greeks had succeeded in constructing the regular pentagon - in itself quite a
remarkable achievement. Gauss asked himself, "What property does the number 5
have, not possessed by 7, 11 and 13, that makes this construction possible?" He
succeeded in answering this question, and his work has since led to a whole series of
studies of what can be done with a specified type of mathematical operations.

9
6. To-day longitude is determined by comparing the time, based on local observations,
with the Greenwich time-signal on radio. In the 17th century help was sought in two
ways - perfecting clocks that would keep accurate time in a storm-tossed ship, and
the improvement of astronomy, so that the Greenwich Time could be deduced by
observing, for instance, the time at which a particular star passed behind the moon.

7. Newton's Principia goes into immense detail on the movement of the moon,
something that would certainly be absent to-day in a publication announcing the law
of universal gravity. The theory of dynamics was involved in both approaches.

8. A young Russian, later murdered by Stalin, wrote an interesting and instructive

account of the background to 17th century mathematics. Mechanics and geometry
are both involved in the design of ships.

9. The most extreme view to be considered is that of Oswald Spengler, an incredibly

learned German schoolteacher, who claimed to have discovered a universal pattern
in world history. He supported his views by reference to the history of civilizations in
Europe, Russia, Egypt, the Middle East, India and China throughout the centuries.
With this wealth of material, it is not surprising that his book, quite apart from its
general theme, contains many interesting pieces of information. For instance, early
in the book he scoffs at those who take a superficial view of history, such as the
Jacobin clubs in the French Revolution, who had a cult admiring Brutus as a
revolutionary. Spengler points out that Brutus was in fact "a millionaire and an
exploiter who, as a supporter of the oligarchic regime, stabbed the man of the
democracy amid the plaudits of the aristocratic Senate."

10. A culture was born; there followed a vigorous youth and a period of maturity; finally
came an age of decadence, in which old beliefs and loyalties faded and money
dominated everything. He gave the years A.D. 1800 to 2000 for this stage of our
society. Without admitting the truth of his general theory, one must admit that this
has considerable resemblance to the situation to- day. He maintained this
progression, from vigor to decadence, was as inevitable as the successive changes in
a person who survives from infancy to old age. Moreover, at each stage, every
subject, every activity reflected both the surrounding culture and the stage that had
been reached. His example of a subject depending on the civilization in which it
develops we think of our geometry as being the same as that of the Greeks, but in
fact it is quite different. It is impossible for us to understand the classical view that
everything is inside it.

11. Greek geometry deals with the sizes and shapes of material objects. Modern
geometry is entirely different. It may start, "Suppose there are three kinds of
objects, called points, lines and planes, with the property that any two points
determine a line...." and so on. It is a study of logical relationships, quite distinct
from Euclid, in which you can pick up the triangle ABC and put it down on the
triangle DEF.
12. Spengler asserts that we are in a late stage of a dying civilization. Now this is a view
that could be held quite rationally without any reference to Spengler. We can apply
Toynbee's condition; a civilization disappears when a challenge arises to which its

10
 governing circles fail to respond. To-day there are many serious problems, social,
economic and international,

HISTORY WITH LITERATURE

1. In the beginning History originated in the field of literature and got separated with
the advent of the scientific spirit in history and became concise, abstruse and
definite.

2. History is the record of the deeds of man whereas literature is the record of feelings
emotion imagination and the thoughts of man.

3. Both history and literature study the social conditions of man. Historical writings
many a time are the works of great literary giants. e.g. The Ramayana by Balmiki and
The Mahabharata by Veda.

4. History moves primarily in the realm of facts, literature moves primarily in the world
of Art.

5. Literature can contribute the personal factor, concrete situations, and vivid
description of social conditions, customs, institutions speech & dress.

6. It records great achievements in literatures with great achievements in other fields

of human activity. It is itself in some cases literatures.

7. Examples: 1] Guru Bhagat Singh - 'Noor Jahan' It reflects the historical truths.

2] Bhushan's writings can be referred for Shivaji.

8. Teacher can give following works

1. Write essays on historical topics

2. Prepare a historical project

3. Arrange a historical exhibition

HISTORY WITH POLITICAL SCIENCE

1. History without political science has no fruit political science without history has no
root.

2. History studies the activities of the human race. These activities consisted of
conquested of the region areas by rulers their forms of administration of the
Kingdom etc.

3. If we see the examples of Political science in the history. E.g. Administration system
of Athen during Greek Civilization, Athryaprathan Mandal during Shivaji Maharaj
 period. Recent examples of system of Domeracy. communism, socialism,
Dictatorship. All there form of government has a root of in a strong history.

4. History traces the social evolution. Society is the great laboratory for a political
scientist. The study of man and society is the common study of both political science
and history.

5. Political science studies the constitution and the present constitution of any country
cannot be fully understood unless one studies its development. History if it is to
justify its denomination in all spheres, Social cultural, economic, moral etc. devoted
to the political activities as the 'Story of man' must interpret man's development.

6. According to the Prof. Sanet Says, "Politics is vulgar when not liberalized by history it
fades into mere literature when it loses sight of its relation to politics.

HISTORY WITH CRAFT

1. History can very well be correlated with handwork. Handwork, besides affording
hand eye & training has a splendid role to play in history.

2. Handwork enables the children to live to make history a living thing. The children
thus relive the time when they make a primitive pot, grind cereals with stones, make
head dresses bows and stones etc.

1. Students may be asked to draw scene of battle field charts showing the empires of
kings and rulers route of travellers& invaders sites of famous historical towns & odd
civilizations.

2. The knowledge gained through the co-ordination of head & hand is to be retained
longer.

3. Students possess the instinct of creativity and take interest in things if produced with
their own hands. The teacher of history should make use of this natural urgl &
provide plenty of opportunities for the child to satisfy this instinct.

4. Thus when students drawn pictures, fill in maps draw portraits of historical
characters they learn more about history them they would do by reading from a
book of history.
5. Thus, the correlation of history with handwork is not only goods for the general
development of Childs mind but is also one of the most effective methods of
teaching history.
ADVANTAGES OF CORRELATION

1. Fact rides have a real and useful influence over the mind only when the mind
systematizes and co-ordinates them with other facts and ideas as they are
produced.

2. Knowledge is one indivisible whole and it cannot be divided into several

compartments. It is to be imported in a unified integrated form rather them in
disconnected manner. This mind of the child is also on integrated whole. This it is
useful to remember forever.

3. History is very vast and comprehensive subject which includes social, economic
political, cultural aspects of men's life. Thus correlation becomes very essential to
understand it fully.

4. According to Haymont, "No subject is even well understood, if the light which the
other studies are able to throw upon it is deliberately shut out. Thus it is important
of correlation to understand it more minutely & thoroughly.

5. No subject can give a complete & correct picture of all social phenomena - It is the
correlation of various subjects with history them can help to make learning richer in
meaning & interesting.

6. The general desirability & the value of correlation has been as a means of giving
pupils an indication that all knowledge is essentially one. It has been established
without any shadow of doubt.

7. The topic of correlation also implies & applied all the theories of psychology.
Example - Theory of motivation imagination, Intelligence, Personality, Attention etc.
 History as a concept driven subject

Concept based learning

DEFINITION OF THE TERM CONCEPT:-

“Concept is an abstract word or phrase that is useful for classifying or

categorizing a group of things, ideas or events”.

→ James Banks

“It is an abstract or general idea inferred or derived from specific instances”.

→ Oxford Dictionary

Words that label or name a group of common objects are called as

concepts.

NATURE OF CONCEPT:-

1. Concepts are always represented by one or two nouns.

2. Concepts are the organization of ideas.
3. They are abstract, timeless and broad in nature.
4. They exist in continuum. eg :- Family-society-nation fight revolt- revolution.
5. Examples of concepts share common attributes.

Types of Concepts:-

1. Conjunctive Concept:-

Cold War, United Nations

2. Disjunctive Concept:-

Such concepts involve on ‘either-or’

Eg:- Citizen can be anyone who is born in the country or has acquired
the nationality due to settlement of occupation.
3. Relational concepts:-

Century, parents, etc.

Eg:- Migration, then go to ‘Migrating cultures create change’

 CONCEPT BASED LEARNING:-

 “The concept based learning can be defined as a teaching – learning situation
where the concepts are at the focus and the content is taught in relation with
these concepts”

“Concept Based Learning is a way of organizing lessons that stresses the

concepts and big ideas that stand behind the topics discussed in the class.
This big ideas are generalizations that show the relationships between
concepts and are stated in the present tense”.

Concept Based Learning

CAT CM CBT

CONCEPT ATTAINMENT MODEL:-

This model of teaching provides students with the tool to characterize

attributes of items & distinguish exemplars with non-exemplars. This model
allows the teachers to analyze the thinking process of the students.

PHASES OF CAM :-

1. Presentation of data and identification of concepts

2. Testing attainment of the concept.
3. Analysis of thinking strategy.

Thus CAM provides practice in inductive reasoning and opportunities

for altering and improving students’ concept building strategies.

Procedure of Concept based learning Method:-

1. Identification of the main and sub-concepts

2. Clarification of the concept by observing examples, pictures, situation.
3. Stating different relationships with the content.
4. Finding the similarities in different similar situations.
5. Forming generalization relating two or more concept

Application of Concept based Learning:

History:
Civilization, Culture, Imperialism, Revolt, Revolution, Wars and
Nationalism.

Political Science:
 Citizenship, Rights, Duties, Adult franchise, Global citizen, Legislature and
Judiciary.

Advantages of Concept based Learning :

1. This system enables teachers to engage the intellect and emotions of their
students and increases their motivation for learning.
2. It helps students to formulate the chosen big ideas for themselves. This ability
helps in achieving genuine understanding.
3. Such meaningful understanding helps in creating the bridge between what
students know and what they can learn.
4. The higher level thinking ability is developed:-

a) Understand rather than memorize.

b) Remember ideas and facts longer because they are more meaningful.
c) Make connections between different disciplines periods and historical
events.
d) Relate ideas to their own lives and
e) Builds networks of meaning for effectively dealing with future knowledge.
f) The norms of inquiry call for free and open discussion which results in
developing social and democratic values.

Generalization Based Learning

MEANING:

A generalization is a statement that shows a relationship between

two or more concepts.

The two major differences between concepts and generalization are as follows:-

1. Generalization is a verbal form of the process and is expressed as a sentence

rather that the word or phrase as in the case of concept.
2. Generalization is taken as representing the higher level of thinking than the
concept. They are a statement of relationship among two or more of these
concepts.

 STEPS OF GENERALIZATION BASED LEARNING:-

1. Orientation to the concept of generalization.

2. Organization of data in a definite order.
3. Concept clarification.
4. Find relationship between the concepts or set of data.
5. Eg:-Relationship between the concepts and the events or the key terms to the
students which can lead them to either prove or draw the generalization.
 Eg:- While teaching about the economic policy of the British in India, the concept
like imperialism, colonization, foreign rule can be related to the condition of
Indian people.

6. Formulation of generalization:
7. Verification of generalization:
8. Designing assessments to reflect upon the learning activities.

Advantages of Generalization Based Learning:-

1. In-depth understanding.
2. Reflective thinking ability.
3. Decision making ability.
4. Historical Inquiry skills.
5. Widening of the perspective.
6. Self- learning ability.
7. Applicability of knowledge.
8. Active learning.

Unit 5 : Methods of Teaching ( Process, Merits and Limitations)

• Conventional pedagogy : Story—telling, Lecture-cum-discussion

• Contemporaty pedagogy : Project-based learning, Social Enquiry
• Cooperative learning pedagogy : Think pair share, Round robin, Buzz

A) Conventional Pedagogy :

Storytelling, Lecture cum Discussion.

B) Contemporary Pedagogy:

Project based learning, Social Enquiry.

C) Cooperative Learning Pedagogy:

Think Pair, Round Robin, Buzz.

METHOD OF TEACHING

DEFINITION

"Even the best curriculum and the most perfect syllabus remain dead unless quickened into
life by the right methods of teaching and the right kind of teachers".

Characterizations of Good method of Teaching.

1. They should aim at in collating "love of work".

2. It should rouse a large range of interest in the minds of students.

3. It should inculcate among the students desirable values proper attitudes and habits of
work.

4. It should evolve out of the teacher's experimentation on actual classroom situation.

5. It should have ample scope for pupil activity & participation

6. It should stimulate the desire for further study and exploration.

7. It should awaken an interest in the materials and techniques that the historian used to
write history. e.g. - Source, Social equity method etc.

8. It should aim at developing the capacity for clear thinking which distinguishes every truly
educated person.

9. It should be adapted to suit different level of intelligence.

10. It should be as to balance the claims of individual work with cooperative or group effort.

20
Difference Method of Teaching.

1. Story telling method

2. Discussion

3. Dramatization & role play

4. Project

5. Source Method

6. Social Inquiry method

7. Co-operative Learning

CONVENTIONAL PEDAGOGIES

 STORY TELLING

 LECTURE CUM DISCUSSION

STORY TELLING METHOD

Meaning.

"Story telling method is one of the most important methods of teaching history. Narration,
in fact, is an art in itself which aims at presenting to the pupils, through the medium of
speech clear, vivid interesting, ordered sequence of events in such a way that their mind are
able to reconstruct these happenings and they live in their imagination through the
experiences recounted. The teacher’s capacity as an actor and speaker can make the lessons
lively and interacting to the pupils they can almost visualize the events and the personalities
concerned."

Types of Stories :

1. True Stories:
 Real Stores which have based.

2. Myths:

Myths are the stories that are narrated about things or events people could not fully
understand eg. world was supported by the giant Atlas some four layout.

3. Legends:

Legends are old stories but most legends are based on something that actually
happened. e.g. Ramayana.

21
Procedure / Steps of Story Telling Method.

1. Selection of the content

2. Planning

3. Executing

4. Recording the story

5. Evaluating the story.

1. Story of the RamayanaMahabharata

2. Story of Shivaji Maharaj

3. Story of 'Evolution of Man' OR 'Store Age Man'.

1. Enhancement of Interest

2. Development of imagination

3. Trainings of creative faculties

4. Inculcation of virtue

5. It used to the lower standard students age 8 to 10.

6. In increases attention towards the subject.

1. Teacher should be more effective as actor, enthu etc.

2. Teacher has to expert in the story telling method.

 3. It is not possible for all types of history.

4. It taken time as compare to other methods.

5. Students are passive. No activity to the students.

6. Not suitable to the higher standard of students.

Guidelines in story telling method

OR

Precaution in story telling method

22
 1. Suitable stories for the age of the students should be selected.

2. The stories should be short and plot easy.

3. The teachers must know the story well that he wants to narrate.

4. Languages employed in telling a story should be very simple and easy.

5. A story should be told and not read.

6. Teacher himself should like the story and take interest in story - telling.

7. There should be plenty of action in the stories.

8. Conversation, if any, in the story should be given in direct speech and not indirect

9. The methods of introducing and developing the story should be thought out
beforehand.

10. The story should be told in a natural way and very vividly.

11. Humour makes the story more interesting and should not be rejected.

12. To make the story more realistic the teacher may use pictures and draw diagrams
on the Block-Board.

13. The story should suggest and inspire the students to action.

14. The story must have some aim besides mere enjoyment.

15. Story become more effective when teacher play a role with narrating his / her
character.

LECTURE CUM DISCUSSION

Meaning

Lecture cum discussion is a teaching method where an instructor is the central focus
of information transfer; typically, an instructor will stand before a class and present
information for the students to learn. Sometimes they will write on board or use an
overhead projector to provide visuals for students. Students are expected to take notes
while listening to the lecture. Usually very little exchange occurs between the instructor and
the students during a lecture.

Procedure/Steps of Lecture cum Discussion

1. Selection of the content.

2. Planning with synopsis.
3. Executive with delivery of the lecture cum Discussion.
4. Evaluation

5. Feedback.

23
Used for

1. To motivate

2. Clarify.

3. Review.

4. To expand content.

Examples.

1. Features of Satyagraha.

2. Principles of Non-cooperation.

3. Renaissance.

Advantages of Lecture cum Discussion method.

1. The teacher controls the topic, aims, content, organization, sequence, and rate.
Emphasis can be placed where the teacher desires.

2. The lecture can be used to motivate and increase interest, to clarify and explain,
to expand and bring in information not available to the students and to review.

3. The number of students’ participation in the lecture cum discussion is not

important.

4. Students can interrupt for clarification or more details.

5. The lecture cum discussion can be taped, filmed, or printed for future use.

6. Other media and demonstrations can be easily combined with the lecture cum
discussion.

7. The lecture can be easily revised and updated and discussion supplements it.

8. The teacher can serve as a model in showing how to deal issues and problems.

9. Students are used to the lecture cum discussion method.

Limitation of the Lecture cum Discussion method.

1. Some of the students may already know the content of the lecture while some
may not be ready for the lecture.

2. Lectures are group paced.

3. It is difficult to maintain students’ interest and attention for a full hour of lecture.

4. Usually there is little student participation.

24
 5. Most students have not learned to take good notes.

6. There is no immediate and direct check of whether learning has taken place.

7. The lecture cum discussion is not effective when teaching not planned.

8. The lecture cum discussion method encourage student depend on the teacher.

CONTEMPORATY PEDAGOGY
 PROJECT BASED LEARNING

 SOCIAL ENQUIRY 

PROJECT BASED LEARNING

Meaning:

Project based learning method is a natural, whole hearted, problem solving and purposeful
activity carried to completion in social environment.

Definition :

1. "The problem based learning is a project which results in doing the motor
element is not what makes the activity a project, but the problem solving of a
practical nature accompanying the activity. ------ Burton

2. "A project is a problematic act carried to completion in its natural getting." ------

J. A. Stevenson

3. "Project based learning’s is a unit of educative work in which the most prominent
feature is some form of positive & concrete achievement. -------- Snedden
25
26
Following points have been stressed in the above mentioned definitions of the project
based learning.

1. A Project based learning is problematic act.

2. A Project based learning is purposeful activity.

3. A Project based learning is whole hearted activity.

4. A Project based learning is activity in a natural setting

5. A Project based learning is activity in a social environment

6. A Project based learning is bit of real life introduced in school.

7. A Project based learning is problem solving of a practical nature

8. A Project is positive and concrete achievement

9. A Project is activity through which solution of various problems are found out.

1. Principle of Purpose

2. Principle of Activity

3. Principle of experience
27
 4. Principle of Social experience

5. Principle of Reality

6. Principle of freedom

7. Principle of utility

Procedure / Steps of Project based Learning

1. Providing a situation

2. Closing and purposing a project

3. Planning a project

4. Executing a project

5. Recording the activities involved in the project

6. Evaluating the project

7. Recording

1. Timely

2. Usefulness

3. Interesting

4. Challenging

5. Economical

6. Rich in experiences

7. Co-cooperativeness
Advantages / Merits of Project based learning :

1. Based on the Laws of Learning

a] The law of readiness

b] The law of Exercise

c] Law of effect

2. Related with life

3. Correlates all the subjects

28
4. Trains for a democratic way of life.

5. Gives training in citizenship

6. Upholds the dignity of labour

7. Stresses problem solving.

8. A source of happiness for the backward.

9. Keep the students on freedom of thoughts and action while doing work.

10. Solves the problems of indiscipline.

11. Arouse and maintain interest of the students.

12. Provides the interest and ability of the students.

Disadvantages / Demerits of Project based learning.

1. Neglecting intellectual work.

2. Haphazard and unconnected teaching.

3. Upsetting of the time-table

4. Neglect of drill work

5. Difficulty of suitable textbooks

6. Artificial correlation

7. Unsuitable for the shirkers and shy.

29
Projectbased Learning : Pageant on the Life the Buddha

History :

Cultural, Political, religious and social life of the people.

Geography :

Different places connected with the life of Buddha, preparation of maps showing these
places.

Language :

Study of books which throw light on the life of Buddha, writing of the various details of
project. .
Religion :

Evils of untouchability, love for all, truth & non - violence, teaching of Buddha
Civics :

Co-operative spirit to make the project a success.

Drawing :

Preparation of models and charts connected with the events of the life of Buddh.

Craft :

Preparation of stage, making lighting arrangement.

Art :

Beautification of the Project

30
Some Examples of Historical Projects :

1. Indus valley civilization

2. Ashoka and his age

3. Unity in Diversity in India

4. Lives of great man.

5. Monuments of India

SOCIAL ENQUIRY METHOD

SOCIAL ENQUIRY

Social enquiry is an integrated process for examining social issues, ideas,

and themes. Using a social inquiry approach, students: ask questions, gather information
and background ideas, and examine relevant current issues; explore and analyse people’s
values and perspectives; consider the ways in which people make decisions and participate
in social action; reflect on and evaluate the understandings they have developed and the
responses that may be required. The New Zealand Curriculum,

-Social Enquiry Method of Teaching

Meaning:

Program Missiles and cox [1966] designed a model of Teaching known as 'Social Inquiry
Model'. The basic principle of the model was based on Inquiry approach as it was applied to
the teaching of social studies for the first time.

The Primary purpose of social inquiry is to teach students how to reflect on significant social
problems.

Knowledge is viewed as hypothesis to be tested continuously. Facts, concepts and

generalization are necessary for this.

Procedures / Steps of Social Enquiry Method :

1. Orientation - Present and clarify puzzling situation.

2. Develop hypothesis - Development hypothesis from which the problem is

explored as solved.

3. Define & clarify hypothesis –

4. Exploration of facts & evidence - Explore hypothesis in terms of its assumptions

implications & logical validity.

5. Discussion - Gather facts & evidence to support hypothesis.

6. Generalization -From generalized expression or solution.

31
Examples:

Phase: 1

1. Teacher presents the following situation. Mr Patel comes to Mumbai after many years to
settle down. He goes to a broker for a flat. The broker for a flat. The broker asks him /
his religion and says.

2. "If you belong to ____ religion. This area is best suited for you and if you belong to

______ religion. You will be comfortable and happy in that

3. Mr Patel is puzzled and confused on the broker's suggestions and wonders why he must
have said this because last time when he had come. He never experienced such puzzling
situation.

4. Question: What must be the reason for this situation?

Phase 2:

Hypothesis - "People are buying houses in the areas of their own religion or community".

Phase 3:

The hypothesis is formulated by considering the obvious suggestion put forth by the broker for
buying a flat.

Phase 4:

Question = It is a logical hypothesis?

Question = Should religion become the basis of purchasing the house ?

Question = What is the percentage of instances that people have purchased their houses only in the
areas where majority of people belong to their religion ?

Phase 5:
Students collect data to support the hypothesis through survey, interviews, Newspapers, articles,
analyse the data and arrange it in logical order.

Phase 6:

Based on the analysis, the students find the reason for the situation discussed above ……..

Communalism:

The Rift between the two religion communities started due to the historical events of the
destruction of place of worship. The recent 1993 Mumbai communal Riots started this practice also
known as "Ghettoization'.

Examples:

Disaster Management - Economic

Adulteration - Economic

32
Problems - Economic

Avoid problems like sati, dowry, poverty, unemployment, etc. - Language

Merits / Advantages:

1. It developed to teach students to explore social problems and nurture Commitments to civic
reformation by improving the teaching learning strategies.

2. It gave rise to social action expected for social activities in order to activate the habits of
making discussion in problematic social situation.

3. Its main objective to develop respect to for the dignity of citizens & tolerance.

4. It develops ultimately a power of decision making in the problematic social situation.

5. This is only method share real application of the knowledge the life.

6. Trains for a democratic way of life

7. Gives training in citizenship.

8. It more stresses on problem solving.

9. It is more scientific compare to other method of teaching of history.

10. Apply the theory of learning by doing etc.

1. It needs too much time

2. It needs critical way of thinking

3. Not suitable to all matter of textbook.

4. Too much reliance on young children.

5. Lack of competent teacher.

6. Too much stress on energy money etc.

 CO OPERATIVE LEARNING

 THINK PAIRE


 ROUND ROBIN


 BUZZ

CO OPERATIVE LEARNING

Definition:

"Co-operative learning is the instructional use of small groups through which students work
together to maximize their own and each other’s learning."

Johnson, Johnson & Holube

Co-operative learning is a teaching strategy in which small teams, each with students of
different level of abilities use a variety of learning activities to improve their understanding
of a subject.

Co-operative learning may be defined as learner centred instructional process in which

small, intentionally selected groups of 3-5 students work independently on well-defined
clearing task individual students are held accountable for their own performance the
instructor serve as a facilitator / consultant in group learning activities.

41
Phase / Procedure :

1. Intentional group formation

2. Continuity of group interaction

3. Interdependence among group members

4. Individual Accountability

5. Instructor as facilitator

Need for Co-operative Learning :

1. To create a classroom environment in which including of all children.

2. To capitalize on the collective strength of students for problem solving situations in

the classroom.

3. To facilitate guided peer to peer learning activity

4. To make optimum use of the teaching aids to create environment for effective
learning through interactive learning approaches.

5. To raise the self-esteem of the students by setting learning objectives & provide
work which is realistic.

6. To make learning experiential to promote active learning.

7. To help in rectifying the mistake of the students through constructive criticism.

8. To improve the communication skills of the students.

Cooperative learning Las six procedural elements:

1. Intentional group formation

Intentional selection of group members on the basis of pre determined criteria

which have been deliberately designed to enhance the positive effects of small
group learning. Careful forethought is given to the question of ho comprises each
learning group in an attempt to create optimal social learning environment: -.
2. Continuity of group interaction

CL group typically meet regularly over an extended period of time. This allows
continuity of interaction among group.. members.-and creates an opportunity for
social cohesion.

3. Interdependence among group members

CL involves specific procedures to create a feeling of group identity among students.

And collective responsibilities for one another are learning.

42
 • Group production of a common. Product at the end of CL experience.

• Assignment of interdependent roles for each member

• Team budding activities- designed to produce a sense of group identity and

social cohesiveness.

• Provision. of individual rewards as anincen ive for.promoting group

interdependence

4. Individual Accountability.

All group members do not receive the same 'group grade. The output or effort of
each individual is easily identifiable.

5. Explicit attention on to the development of social skills.

Development of interpersonal communication skills and human relation skills are

emphasized. Prior training is given in these skills. Provision of opportunities to reflect
on, and evaluate the process of Social interaction is also made.

6. Instructor as facilitator:

He she will circulate actively among the groups-offering encouragement, reinforcing

co-operative behaviour, clarifying task expectations, catalysing dialogue or issuing
timely questions designed to promote higher order thinking, being careful not to be
directive or a authoritative The instructor performs as a learned peer, interacting
with the students in a more personal. Formal and dialogue fashion.
43
Think-Pair-Share (TPS)
44
 • Think-Pair-Share (TPS) is a collaborative learning strategy in which students work
together to solve a problem or answer a question about an assigned reading.

This technique requires students to

(1) Think individually about a topic or answer to a question; and

(2) Share ideas with classmates.

Discussing an answer with a partner serves to maximize participation, focus attention and
engage students in comprehending the reading material.

• Think-Pair-Share is a cooperative learning strategy that can promote and support

higher level thinking.

• The teacher asks students to think about a specific topic, pair with another student
to discuss their own thinking, and then share their ideas with the group. Think-Pair-
Share

Steps

Decide on how to organize students into pairs.

Pose a discussion topic or pose a question.

Give students at least 10 seconds to think on their own. (“think time”).

Ask students to pair with a partner and share their thinking.

Call on a few students to share their ideas with the rest of the class. Hints and
Management Ideas

Pre-assign partners. Rather than waiting until the discussion time, indicate in
advance who students’ partners will be. Otherwise, the focus may become one of
finding a partner rather than of thinking about the topic at hand.

Change partners. Students should be given an opportunity to think with a variety of

partners.
 Give “think time”.

Monitor the discussions. It is important to listen to some of the discussions so that

common misconceptions can be addressed and unique ideas shared with the whole
group.

Some Basic Co-operative Learning Strategies

Think Pair- Share :

Think : In this activity the instructor poses a question, preferably one demanding analysis,
evaluation, or synthesis and gives students thirty seconds or mote to think through an
appropriate i parse. This time can also spent writing the response.

45
Pair: After this it time," students then turn to partners and share their responses.

Procedure of Think Pair.

• Think-Pair-Share is a cooperative learning strategy that can promote and support

higher level thinking.

• The teacher asks students to think about a specific topic, pair with another student
to discuss their own thinking, and then share their ideas with the group.

Steps

• Decide on how to organize students into pairs.

• Pose a discussion topic or pose a question.

• Give students at least 10 seconds to think on their own. (“think time”).

• Ask students to pair with a partner and share their thinking.

• Call on a few students to share their ideas with the rest of the class. Hints and
Management Ideas

• Pre-assign partners. Rather than waiting until the discussion time, indicate in
advance who students’ partners will be. Otherwise, the focus may become one of
finding a partner rather than of thinking about the topic at hand.

• Change partners. Students should be given an opportunity to think with a variety of

partners.

• Give “think time”.

• Monitor the discussions. It is important to listen to some of the discussions so that

common misconceptions can be addressed and unique ideas shared with the whole
group.

Benefits of Think-Pair-Share

• When students have appropriate “think time”, the quality of their responses
improves.
• Students are actively engaged in the thinking.

• Thinking becomes more focussed when it is discussed with a partner.

• More of the critical thinking is retained after a lesson if students have an opportunity
to discuss and reflect on the topic.

• Many students find it safer or easier to enter into a discussion with another
classmate, rather than with a large group.

46
• No specific materials are needed for the strategy, so it can easily be incorporated
into lessons.

• Building on the ideas of others is an important skill for students to learn.

47
 Round Robin Brainstorming or Rally Robin

Procedure.

• Round Robin Brainstorming or Rally Robin are a strategies when the class is divided
into small groups of 4 to 6 students per group with one person appointed as the
recorder. A question is posed by the teacher with many possible answers and
students are given time to think about answers. After the "think time," members of
the team share responses with one another round robin style. The recorder writes
down all the answers of the group members. The person next to (clockwise) the
recorder gives their answer and the recorder writes it done then the each person in
the group in order (clockwise) gives an answer until time is called. This strategy is
very similar to round table. The main difference is that in round robin one student
does all the recording for all members of his/her group. • (Example: A teacher
displays a picture and asks what are various food chains found within the ecosystem
of the picture. One student is the recorder and writes all of the groups answers on a
piece of paper. This strategy continues until the teacher stops the activity or until a
group runs out of answers.)

Buzz Groups

Meaning

Buzz groups is a cooperative learning technique consisting in the formation of small discussion
groups with the objective of developing a specific task (idea generation, problem solving and so on)
or facilitating that a group of people reach a consensus on their ideas about a topic in a specific
period of time. So, buzz groups allow covering the discussion about different aspects referred to the
same study themes, maximizing the possibilities of partition of the members of the group.

After the initial presentation of the task to be developed, big groups are divided into smaller
groups, among three and six people. Each group names a spokesperson to inform the rest of
the groups about the results of the discussion of their group.

Procedure.

Step 1
In quickly formed groups, discuss the following: What was your favorite Cooperative
Learning Technique we did in this session? What might you try in your class? What
questions do you have about cooperative learning?

Step 2

Share your results with the larger class.

Advantages of buzz in history.

1. It has been shown to have a positive effect on student learning when compared to
individual or competitive conditions

48
 2. It has the potential to produce a level of engagement that other forms of learning
cannot

3. Students may explain things better to another student than a teacher to a class.
Students learn how to teach one another and explain material in their own words

4. Questions are more likely to be asked and answered in a group setting

5. Positive interdependency is achieved as individuals feel that they cannot succeed

unless everyone in their group succeeds

6. Interpersonal and collaboration skills can be learned in a cooperative learning

activity

7. Cooperative learning has the potential to meet more learning style needs more of
the time than individualized direct instruction

8. Sends the symbolic message that the class is egalitarian and classless

9. Higher ability students are in a position to be experts, leaders, models and

teachers; lower ability students get the benefits of having higher ability students in
their group.

Disadvantages of buzz in history.

1. A burden is making the students responsible for each other’s learning apart from
themselves

2. One study showed that in groups of mixed ability, low-achieving students

become passive and do not focus on the task

3. Depending on an individual’s motivation and interest on a particular subject that

will determine how well they would learn

4. The goal of scaffolding is for students to become independent and able to think
by themselves, without the help of others

5. High stakes create increased chances for conflict and therefore need for conflict
resolution skills

6. It is difficult for the teacher to be sure that the groups are discussing the
academic content rather than something else.

7. Higher ability students may not experience the stimulation or challenge that they
would with other higher ability students.

Advantages / Merits / Significance of Cooperative learning.

Implications: Student Centred:

Co-operative activates pair students together or place them within groups allowing each
individual student more time and opportunities to participate in the classroom discourse.
Thematic Instruction:

Students' interests are addressed through thematic planning, "specialty if they have a' voice
in deciding the theme, and further participate in the design. of cooperative activities around
the thence that allow to co-construct 'knowledge in a social environment.

49
Active Learning:

Co-operative activities naturally get students up and interacting ' with their environment.

Cognitive Apprentice skips:

Paired and group activities offer excellent opportunities for teachers to model specific methods
or behaviors for their students.

Authentic Learning

Students who engage in cooperative learning practice social skills that will help them to succeed
in real-life situations that group collaboration.

Retention:

Student who have mastered some aspect of cooperative .learning and 'are' comfortable
working with their `peers. experience the following benefits: Higher retention and
achievement, development of interpersonal skills and responsibility, heightened self-' esteem
and creativity.

Interaction:

Students in cooperative learning groups acquire the skills necessary to interact successfully with
peers 1n an: environment that reward. respectful collaboration among students of all ability
levels.

Limitation of Co-operative Learning:

1. Unsuitable for the shirkers and shy

2. Artificial correlation

3. Difficulty of suitable textbooks

4. Time-consuming

5. It needs critical way of thinking

6. Too much reliance on young children.

7. Lack of skilled based and competent teachers

8. Not suitable for lower standard students.

Unit 6 - THE HISTORY TEACHER

• Qualities of History teacher.
• Professional growth of a History teacher – Need and Avenues for professional development.
•Challenges faced by History teacher (Challenges posed by technology, Pedagogy and
globalization.)

Qualities of a History Teacher

1. Master of the Subject Matter: The good teacher must have a thorough understanding
of his subject. The teacher must have a zest for learning. He must actively participate in
the various in-service training, extension services etc.

2. Proper Professional Training: Teaching is a specialization job. For effective teaching,

proper professional training is very essential. The teacher must know the effective and
economic methods of teaching his subjects, class management and way and means of
capturing the interest of the pupils.
3. Love for the Profession: The real teacher should not only love for the profession nut
also be proud to be a members of teaching profession. The person who intends to join
the teaching profession must have faith in it. The teacher with love and devotion can
alone achieve success in the profession.

4. Love for Children: With love and affection a teacher can win the confidence of his pupils
and help solve their problems. A smile on the face of the teacher gives a lot of
encouragement to the pupils.

5. Knowledge of the Psychology: History teacher with a sound knowledge of psychology

will be able to understand and appreciates the various problems of students. Like slow
leaner, gifted children etc.

6. Good Conduct: It is important for the teacher to be role model to the students. He must
practice what he preaches. He should be honest and sincere in his dealing with the
students.

7. Qualities of a Good Leader: The function of a good leader is to guide the individual
member as well as the group to work cooperatively in the attainments of a common
goal. Teacher should be positive while critising the fellow members. He should provide
democratic environment to their members.

8. Patience and Tolerance: The good teacher should never lose patience in the class and at
the sometime have a tolerance. The teacher should make persistent efforts to eliminate
the mistake of the students as well as his own with view to making more progress.

9. Optimistic Outlook: With an optimistic outlook in life, the teacher should have faith in
the potentiality of the child. A little encouragement given to the child by the teacher can
do much good to the progress of the child.

10. Sense of Humour: Humour makes the students more active and helps in commanding
their attention. A tense situation in a class can be made light by telling a humorous
story, or a joke. Such a teacher enjoys more respect and affection from the students.

11. Patriotism: History teacher should develop the sentiments of patriotism among his
students. The teacher should believe only in one religion. i.e. nationalism. The teacher
can play unimportant role in ending the anti-national feelings, wherever they tend to
arise.

12. Physical and Mental Health: It is very important that the teacher has a sound physical
and mental health. These are here two things which able a person o contribute his best
to the teaching assignment.
Professional Growth of History Teacher
Meaning of Professional Growth:

"In-Service education is a program of activities that aims at the continuous growth of Teachers
and the Educational personnel in service. It may be regarded as the sponsoring and pursuing of
activities which will being new insight, growth understanding and co-operative practices to the
members of the teaching profession and arouse in them actions to improve them in every
possible manner."

Need of Professional growth:

1. Education is a life - long process

2. Professional growth

3. Education is dynamic

4. Induces a feeling of belongingness.

5. Fills Gaps.

Ways / Avenue for Professional Growth of History Teacher

1. Seminars:

Under the guidance of experts seminar com conduct.

Eg. How to remember historical perfect dates with events & personalities.

2. Workshop:

Conduct mainly to develop the practical aspects of teaching of history

Eg. Effect of Co-operative hearing or source method in teaching of history.

3. Training of Teachers

Eg. After 2 years then training must compulsory to every history teacher so that they
can know about new trends & techniques in history.

4. Conferences :

Here teachers one invited to read papers on the same theme.

 Eg. Scientific approach and Global perspective in history teaching. In this topic every
teacher give them our views. In the end syllabus or content confirm.

5. Experimental Schools:

Teacher try & put into practice what they have gained in theory

Eg. Teaching history with CAI.

6. Correspondence Courses:

After B.Ed. History teacher can complete small small numismatic sculpture Art &
Architecture courses. Even small course of learn ancient or historical scripts, languages
etc.

7. Study Groups:

A few teachers who teach the same subject can get together & form study groups.

Eg. Discussion on new teaching method of history How to crate interest in history.

8. History Tours:

Tour to Taj Mahal, Harrapa & Mohejodezo excavated area in Pakistan & India Tour to
world for understanding world Civilization & maintain International understanding Thus
tour to Egyot, Greak, Arab or all world places.

9. Historical Exhibition :

By arranging Historical exhibition.

Eg. Exhibition of old coins / Aims & Ammunition of any historical period.

10. Radio Broadcast;

On Radio some historical stories can narrated. Eg. Story of Shivaji Maharaj,king akbar,
Hitler etc.

11. Fils shows :

Films can be make on importance historical issue,

Eg. Amercican, French, Russion Revolution struggle for Independent of India. etc.

12. Television Programmes :

 Now a day "Jashi Ki Rani Lakshmibai" etc.

13. Tele -Conferencing : Audio

Video

Computer

1. Audio : Eg. History teacher of Mumbai and discuss on

syllabus of History Exchange their views.

2. Video : Eg. History teacher of India and U.S.A. can have

video conferring on International peace Suring.

3. Computer : Eg. Exchange of ideas, view new innovative

method & Technique of history teaching through entailing, direct

contact etc.

14. Discussion Forum Outing :

In world every history teacher should their own discussion form so that news display
every minute. All history teachers can benefit it.

CHALLENGES FACED BY THE HISTORY TEACHER

1. Scanty Knowledge of History: An ordinary history teacher is generally not interested

and enthusiastic in his subject. He is not interested to train himself in a scientific way.
He has wrong notions about historical facts and it leads to a disastrous situation.

2. Lacks the knowledge of world History: Every social and political movement in any part
of the world has its effect on the entire world, so it is not possible for anyone to deal
 with the history of his country quite exclusively. Thus it’s become responsibility of the
history teacher.

3. Religious or Social Bias: Most of the teacher suffers from such a bias and any one
suffering from it cannot provide the correct knowledge of history. If a History teacher is
fanatic an has racial bias he cannot teach the history.

4. National Bias: Patriotism hs great virtues and one should be patriotic but patriotism and
national bias have different meanings. A true patriot sees and confesses the weaknesses
of his country while a person who has national bias cannot do this. A teacher of history
should be national unbiased.

5. Faulty Method of Teaching: In our country history is generally considered to deal with
dead princess and bygone events and such a teaching will become lifeless. For this a
history teacher should be active and full of life.

6. Lack of Correlation: Since no subject can be taught in isolation so history should never
be taught in such a manner. It is an always possible for the history teacher to correlate
his subject with other subjects.

7. Chronology and time sense: it is difficult to remembering the date and place in the
history. Thus history teacher should develop the methodology for the proper way to
remember the chronology as well as the time sense.

8. Controversial topics: History is itself concern about the ruled and kingships. Thus it’s
created the problems for the democracy. At this time history teacher handle the
controversial issues and develop historical attitude among the students.

9. Look of the original, primary sources in history: Teaching aids is important part of the
any subject. In history secondary sources are very less important. But collection of the
primary sources is difficult to history teacher.

10. Lack of qualities of the history teachers: It means lack of interest in the subject,
excursion, field trips, researcher work etc leads to decrease the status of the subject.

11. Lack of in service training: To develop historical attitude among the history teacher,
need to the give them training by time to time.

12. Inadequate of period for history teacher: As compare to other subject, history subject
allotted very less period in the school timetable. Thus it becomes difficult to the history
teacher to complete the portion on time.
 13. Too much stress on examination oriented approach: In the 21 century, quantity
become important, thus everywhere in each board examination becomes the core of
the curriculum.

Challenges faced by a History Teacher (through another ways)

Challenges posed by technology:

21st Century is a area of technology Invention of new technologies in the teaching learning
process. Starting from green board. White board, Projector, OHP to coming smart class. This
lead to emotional lacking between the teachers and students. Thus need to cope up with
challenge dealing with technology.

Challenge posed by globalization:

Globalization need to be global citizen. When we talking about global citizen, it mean
realization of interdependency, Social justice, Diversity, conflict resolution terrorism, dealing
issues like environmental degradation, global warming etc. Thus it become problem or
challenge for history teacher to make learning meaningful through local, state national and
international history.

Eg. While dealing with world War - I and World War II, need to develop positive attitude
towards Germany Japan etc.

Challenge posed by Pedagogy:

Pedagogical analysis in rend important part of curriculum. Here is analysis each and every part
of content. But here need of having depth of history knowledge, its link with current issues.
Even rectified teaching learning process with student central as well as skilled based and values
- oriented education.

E.g.: Indian freedom movement of India.

Dates Event Personality Course & effect relationship