>>Contribution of social sciences to human living - studying our own lives through the social
sciences using the lenses of history and geography

>>Studying society - Multiple and varied sources of information or evidence for their inherent
view-points

This unit will aim at introducing the student-teachers to specific nature of Social Science
disciplines and how they contribute to our lives. Issues like the subjective and normative
nature of social sciences, multiple perspectives on any phenomenon, causation and critical
examination of sources of information and controlled generation of information, will be
discussed

>>Examine the history of social science teaching since the colonial times with a special
emphasis on the contemporary period:

>>how can we orient the futures citizens of the country for the role as active and conscious
    citizens of a democratic country?

>>Should we discuss social conflicts problem etc.as a part of school education if so then how and to   what   purpose?

>>Understanding student diversity - encouraging multiple forms of expression in the
com(discussion, debate, art, dramatization, making models etc.)

>>Understanding students interest/ability to connect to ideas from another time/space

>>Awareness of cognitive challenges involved for students at the upper primary and secondary
states in learning social sciences

>>Student teachers will be encouraged to draw upon the discussions in the courses on
Childhood and Learning and Teaching. The Practicum component in this unit will involve
studying diverse social experience and understanding of society children bring 15 typical
class room and also to study diverse interpretation of some key social science concepts by
various children.

>> Some debates about the teaching of history.

>> Should history be taught from ancient period to modern period or should we come
time closest to us and proceed to more distant past?

Should history be taught as a chronological flow of events or thematically, like history of
food habits, or family lives, or political institutions?

>> Is geography a science or a social science?

>> Should one teach about the local environment first and then gradually move towards distant
places or the other way round?

>> Should physical geography (study of land forms, vegetation, resources, climates, etc.) be
taught independent of human geography (how human beings use the environment and
change it)?

>> Should the teaching of geography be structured by the way the discipline looks at it (if
begin with solar system and then go on to the earth, its movements, seasons, climate bells
etc.)

>> can geography taught us the indoor subject or should it be taught through felid based
experiences?
 

>> Revising some key concepts in geography in relation to india in general and Chhattisgarh in particular

>> Different kinds of maps, globes

>> Geography and Maps - Understanding and using maps, teaching maps
    visuals, diagrams, maps and models