Written in an easy-to-understand style, the text has been thoroughly revised in tune with the spirit and need of the new nomenclature Pedagogy of Social Sciences in place of the old designation Teaching of Social Studies. It reflects on the theoretical knowledge and practical skills required to teach Social Sciences in an effective manner. Introducing new chapters, the second edition of the book mainly focuses on improving the methodological concepts of the Social Sciences teachers. In doing so, it covers various strategies and devices of teaching Social Sciences, e-learning in Social Sciences, e-learning resources in Social Sciences, and professional growth of the Social Sciences teacher. Besides, the chapters of the previous edition have been updated, with the required information given in various new sections. This book is suitable for a course on ‘Pedagogy of Social Sciences’ for the students of B.Ed. and M.A. (Education). It can also be used for the in-service teacher education programmes organized by the Central and State education boards. NEW TO THE SECOND EDITION  In addition to the four new chapters, the book now incorporates several new sections: • Concept and meaning of the term Social Sciences; distinguishing the subject Social Sciences from Natural Sciences and the subject Social Studies; justification for using the term teaching/pedagogy of Social Sciences in place of teaching/pedagogy of Social Studies (Chapter 1) • Bloom’s revised taxonomy, 2001 (Chapter 4) • Views of NCF and Focus Group (NCERT) about curriculum at the various stages of school education (Chapter 5) • Survey method and cooperative learning method for the teaching of Social Sciences (Chapter 7) • Reference books in Social Sciences (Chapter 9) • Atlases, newspapers, digital audio recorders and players and documentaries as instructional material or teaching aids (Chapter 11) • Question banks, grading system, open book examinations and use of rubrics as the means and ways for improving the evaluation programmes in Social Sciences (Chapter 23)  Also, the chapter on ‘Relationship of Social Studies with other Subjects’ has been replaced with a more comprehensive and detailed chapter on ‘Correlation in Social Sciences’ (Chapter 6). KEY FEATURES  Chapter-end summary and study questions to help readers review the important topics and drill the concept discussed, respectively.  Numerous figures and tables to facilitate easy understanding of the concepts.  References and Suggested Readings to provide scope for further reading.

Written in an easy-to-understand style, the text has been thoroughly revised in tune with the spirit and need of the new nomenclature Pedagogy of Social Sciences in place of the old designation Teaching of Social Studies. It reflects on the theoretical knowledge and practical skills required to teach Social Sciences in an effective manner. Introducing new chapters, the second edition of the book mainly focuses on improving the methodological concepts of the Social Sciences teachers. In doing so, it covers various strategies and devices of teaching Social Sciences, e-learning in Social Sciences, e-learning resources in Social Sciences, and professional growth of the Social Sciences teacher. Besides, the chapters of the previous edition have been updated, with the required information given in various new sections. This book is suitable for a course on Pedagogy of Social Sciences for the students of B.Ed. and M.A. (Education). It can also be used for the in-service teacher education programmes organized by the Central and State education boards. NEW TO THE SECOND EDITION: In addition to the four new chapters, the book now incorporates several new sections Concept and meaning of the term Social Sciences; distinguishing the subject Social Sciences from Natural Sciences and the subject Social Studies; justification for using the term teaching/pedagogy of Social Sciences in place of teaching/pedagogy of Social Studies (Chapter 1) Bloom's revised taxonomy, 2001 (Chapter 4) Views of NCF and Focus Group (NCERT) about curriculum at the various stages of school education (Chapter 5) Survey method and cooperative learning method for the teaching of Social Sciences (Chapter 7) Reference books in Social Sciences (Chapter 9) Atlases, newspapers, digital audio recorders and players and documentaries as instructional material or teaching aids (Chapter 11) Question banks, grading system, open book examinations and use of rubrics as the means and ways for improving the evaluation programmes in Social Sciences (Chapter 23) Also, the chapter on 'Relationship of Social Studies with other Subjects' has been replaced with a more comprehensive and detailed chapter on 'Correlation in Social Sciences' (Chapter 6). KEY FEATURES: Chapter-end summary and study questions to help readers review the important topics and drill the concept discussed, respectively. Numerous figures and tables to facilitate easy understanding of the concepts. References and Suggested Readings to provide scope for further reading.

Written in an easy-to-understand style, this text provides a thorough coverage of the essential topics related to the teaching of social studies in secondary and elementary schools. Reflecting on the theoretical knowledge and practical skills required to teach social studies in an effective manner, the text first introduces its readers to the various components, study material, scope and importance of social studies. It then teaches the formulation of instructional objectives in social studies, and brings out the principles of social studies curriculum as well as its relationship with other subjects of the school curriculum. The book focuses mainly on improving the methodological concepts of the social studies teacher, and in doing so, discusses various methods of teaching; evaluation and planning of lessons, units and courses; organization of social studies room and the equipment to be kept in it; utilization of community resources; and implementation of various co-curricular activities. It also examines certain innovative methods of teaching such as team-teaching, micro-teaching and individualized instruction. KEY FEATURES  Incorporates chapter outline at the beginning and chapter summary at the end of each chapter to help readers review the important topics.  Provides chapter-end questions for students to drill the topics discussed.  Discusses various topics with the help of a number of figures and tables that facilitates easy-understanding of the concepts. This book is suitable for a course on Teaching of Social Studies for the students of B.Ed. and M.A. (Education). It can also be used for the in-service teacher education programmes organized by the Central and State education boards.

How can excellence in the teaching of research methods be encouraged and ensured? This question has become increasingly important following the adoption of research methodology as a core part of many postgraduate and undergraduate courses. There has, however, been little discussion about the aims and methods of teaching the subject. In this volume; a number of authors from a variety of countries and disciplines employ their knowledge and experience towards the development of a 'pedagogical culture' in research methods. Their aim is to establish the extent of common concerns and challenges and to demonstrate ways in which these are being met. Intended to provide both a stimulus and source materials for the development of a more substantial and systematic literature in the field, the book will be of great interest to all those teaching research methods courses within social science disciplines.

Like the schools in which it is taught, social studies is full of alluring contradictions. It harbors possibilities for inquiry and social criticism, liberation and emancipation. Social studies could be a site that enables young people to analyze and understand social issues in a holistic way – finding and tracing relations and interconnections both present and past in an effort to build meaningful understandings of a problem, its context and history; to envision a future where specific social problems are resolved; and take action to bring that vision in to existence. Social studies could be a place where students learn to speak for themselves in order to achieve, or at least strive toward an equal degree of participation and better future. Social studies could be like this, but it is not. Rethinking Social Studies examines why social studies has been and continues to be profoundly conversing in nature, the engine room of illusion factories whose primary aim is reproduction of the existing social order, where the ruling ideas exist to be memorized, regurgitated, internalized and lived by. Rethinking social studies as a site where students can develop personally meaningful understandings of the world and recognize they have agency to act on the world, and make change, rests on the premises that social studies should not show life to students, but bringing them to life and that the aim of social studies is getting students to speak for themselves, to understand people make their own history even if they make it in already existing circumstances. These principles are the foundation for a new social studies, one that is not driven by standardized curriculum or examinations, but by the perceived needs, interests, desires of students, communities of shared interest, and ourselves as educators. Rethinking Social Studies challenges readers to reconsider conventional thought and practices that sustain the status quo in classrooms, schools, and society by critically engaging with questions and issues such as: neutrality in the classroom; how movement conservatism shapes the social studies curriculum; how corporate?driven education affects schools, teachers, and curriculum; ways in which teachers can creatively disrupt everyday life in the social studies classroom; going beyond language and inclusive content in social justice oriented teaching; making critical pedagogy relevant to everyday life and classroom practice; the invisibility of class in the social studies curriculum and how to make it a central organizing concept; class war, class consciousness and social studies in the age of empire; what are your ideals as a social studies education and how do you keep them and still teach?; and what it means to be a critical social studies educator beyond the classroom.

Teaching Social Studies: A Methods Book for Methods Teachers, features tasks designed to take preservice teachers deep into schools in general and into social studies education in particular. Organized around Joseph Schwab's commonplaces of education and recognizing the role of inquiry as a preferred pedagogy in social studies, the book offers a series of short chapters that highlight learners and learning, subject matter, teachers and teaching, and school context. The 42 chapters describe tasks that the authors assign to their methods students as either in?class or as outside?of?class assignments. The components of each chapter are: > Summary of the task > Description of the exercise (i.e., what students are to do, the necessary resources, the timeframe for completion, grading criteria) > Description of how students respond to the activity > Description of how the task fits into the overall course > List of readings and references > Appendix that supplements the task description

This far-sighted volume describes emerging trends and challenges in university-level social sciences education in an era marked by globalization, austerity, and inequity. It spotlights solution-focused and interdisciplinary methods of teaching, developed to match influential academic ideas, such as self-directed learning and learning in communities, as students seek to engage with and improve conditions in their immediate environments. Chapters offer real-world applications of foundational concepts in the modern practice of teaching, learning, and curriculum development. Accordingly, the editors emphasize the relationship between pedagogy and curriculum, as both are critical in encouraging student autonomyand promoting optimum academic and societal outcomes. Included in the coverage: · Towards a concept of solution-focused teaching: learning in communities. · Heutagogy and the emerging curriculum. · Collaborative working in the statutory and voluntary sectors. · Delivering a community development curriculum to students with multiple identities. · Photography and teaching in community development. · A model for change: sharing ideas and strategies. The Pedagogy of the Social Sciences Curriculum will inspire sociologists, social workers, and health and sociology educators to take a deeper role in community well-being as students, faculty, and communities collaborate to make lasting contributions to society.