B.Ed. (Full Time) Pedagogy of School Subject History Syllabus - Mumbai University

Objectives

• To understand the basic concepts associated with academic disciplines
• To understand place of different disciplines in the school curriculum
• To understand the nature of History and Political Science as a school subject
• To correlate History & Political Science with other subjects
• To critically analyze the History and Political science textbook.
• To understand the significance of learning resources to teach the subject
• To demonstrate an ability to raise learners’ interest
• To prepare appropriate lesson plans in history and Political science.
• To understand the need and avenues for professional development

Module 1: History and Political Science as a Social Science Discipline 2 credits

Unit 1: Basics of Academic Disciplines

• a) Meaning of academic disciplines, Relationship between academic disciplines and History
• b) 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.
• c) Place of Social Sciences in the present school curriculum.

Unit 2: Understanding History

• a) Nature of History, Historical Thinking Concepts (Peter Seixas & Tom Morton)
• b) Objectives of teaching History & Political Science at the secondary level.
• c) Values of teaching History & Political Science

Unit 3: Learning Resources

• a) History Textbook: characteristics, critical analysis, detecting and dealing with bias
• b) Audio-visual Resources: TV, Films, Documentary; Visual:Maps, Models, Timelines; Print Media: Magazines, newspapers, archives (Uses and importance)
• c) Field trips, Museum

Module 2: Transacting History and Political Science Curriculum 2 credits

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

• a) Maxims of teaching (Known to unknown, Simple to complex, Concrete to abstract)
• b) Correlation of History & Political Science: Internal and external.(Literature, Science, Mathematics, Geography, Economics, Craft)
• c) History as a concept driven subject: Concept based and generalization based learning

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

• a) Conventional pedagogy: Story-telling, Lecture-cum-discussion
• b) Contemporary pedagogy: Project-based Learning, Social Enquiry
• c) Cooperative learning pedagogy: Think pair share, Round robin, Buzz

Unit 6: The History Teacher

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

Module 3: Internal Assessment 2 credits

• Suggested tasks: (Any One)
• a) Critically analyze a secondary school History and Political Science textbook.
• b) Participate in a field visit/ virtual tour of any Historical site and write a report of about 500-750 words.
• c) Choose any Cooperative learning strategy. Plan and conduct a 15 minutes lesson in your peer group to teach history or political science.
• d) Interview two History teachers and find the challenges faced by them and submit the report in about 500-750 words.

References

• Interdisciplinary Higher Education: Perspectives and Practicalities, edited by W. Martin Davies, Marcia Devlin, Malcolm Tight, Emerald Group Publishing Lt
• Angelo A.T, et.al. (1993). Classroom Assessment Techniques A. Handbook for College Teachers, San Fransisco Tossey-Bass Publisher
• Aitken, GV; Sinnema, CEL (2008) Effective Pedagogy in Social Iwi: Best Evidence Synthesis Iteration (BES) Ministry of Education.
• Batra Poonam, Social Science Learning in Schools: Perspectives and Challenges, Sage Publications
• Brandes, D. et. al. (1994). A Guide to Student-centred Learning, Basil Blackwell Ltd. Celtneham. UK.
• Burke, Peter (1991), New Perspectives on History Writing, Blackwell, Oxford publications.
• Carr, E.H. (1962), What is History? Knopf, London.
• Diff Block, Mark (1992), The Historian‘s Craft, M
• Digumarti Bhaskara Rao (ed.), Techniques of Teaching Social, Sciences, Sonali Publications, Delhi
• Kochar S.K. Teaching of History: Sterling publications.
• 18. Martorella, Peter H. (1996), Teaching social studies in middle and secondary schools, Englwood Cliffs, N. J: Prentice Hall.
• Joyce, B. & Weil, M. (1997), Models of Teaching, Prentice Hall Ire, New Jersey
• Stanford, Michael (1986), The Nature of Historical Knowledge, Basil Blackwell, Oxford
• Teaching of social studies II (teaching social studies Pedagogy option, 2010 Education Development Center (EDC); Teachers College, Columbia University.
• Tew, Daniel J., “Pedagogy of Teaching History: Comparing the Chronologic and Thematic Approaches" (2014). Honors Senior Theses/Projects.Paper 14.
• S. Wadhwa, Modern methods of teaching history, Saru sons, New Delhi
• Web References
• http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/social_sciencel. pdf
• https://education.alberta.ca/media/384968/makingadifference_2010.pdf
• http://www.canberra.edu.au/researchrepository/file/3d3fb227-73c7-dc08-49ee- 275fa23092d3/1/full_text_final.pdf
• http://historicalthinking.ca/historical-thinking-concepts
• http://www.nelson.com/thebigsix/documents/The%20Big%20Six%20Sample%20Chapte r%20with%20BLM_Aug%2030.pdf
• https://www.academia.edu/2527715/Suffrage_feudal_democracy_treaty..._historys_build ing_blocks_Learning_to_teach_historical_concepts
• https://sheg.stanford.edu/historical-thinking-chart