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INTEGRATED B.Ed-M.Ed SEMESTER-II
COURSE CODE
COURSE TITLE CREDIT VALUE
CIA ESE TOTAL
IBM-C-201 History and Development of Education System in India
4 50 50 100
IBM-C-202 Health Education 4 50 50 100IBM-C-203 Language Proficiency 4 50 50 100IBM-C-204 Guidance and
Counselling4 50 50 100
CBSC Course from the Basket 4 50 50 100
School Subject-II (Any one from the following)IBM-E-206 Teaching of Bio-Science 4 50 50 100IBM-E-207 Teaching of Physical
Science4 50 50 100
IBM-E-208 Teaching of Mathematics 4 50 50 100IBM-E-209 Teaching of History and
Civics4 50 50 100
IBM-E-210 Teaching of Geography 4 50 50 100TOTAL 24 300 300 600
IBM-C-201: Issues and Concerns in EducationIBM-C-202: Health EducationIBM-C-203: Language Proficiency (English/Urdu)IBM-C-204: Guidance and CounsellingCBSC Course from the BasketIBM-E-206: Teaching of Bio-ScienceIBM-E-207: Teaching of Physical ScienceIBM-E-208: Teaching of MathematicsIBM-E-209: Teaching of History and CivicsIBM-E-210: Teaching of Geography
Course Code: IBM-C-201Course Title: History and Development of Education System in India
Course Objectives
After this course, the student-teachers will be able to:
Understand the historical development of education system in India during the pre and post independence period.
Appreciate the role of education in human resource development. Develop competencies to understand the various issues and their redressel related to
education taken up by different education commissions, committees and policies. Develop the understanding about the development of education of Jammu and Kashmir
UNIT-I Indian Education System (Pre-Independence)
Macaulay Minute (1835) Wood’s Dispatch (1854) Hunter Commission (1882) Calcutta University Education Commission (1917-19) Basic Scheme of Education (1937) Sergeant Report (1944)
UNIT-II Indian Education System (Post Independence)
Radhakrishnan Commission (1948-1949), Mudaliar Commission (1952) Kothari Commission (1964) National Policy on Education (1986) Programme of Action (1992)
UNIT-III Development of Indian Education System in 21st Centaury National Curriculum Framework (NCF 2005) National Knowledge Commission (NKC 2009) National Curriculum for Teacher Education (NCFTE 2009) & (NCFTE 2014) National Education Policy (NEP 2020)
UNIT-IV Development of Education system in Jammu and Kashmir
Sharp Committee (1916) Glancy Commission (1932) K. G. Saiyidain Committee (1939) Kazemi Committee (1950)
Bhagwan Sahaya Committee (1972) J &K School Education Act. (2002)
Suggested Readings
Y.k.singh (200) History of Indian Education System. APH Publishing New Delhi India. Adams, Paul (2014).Policy and Education.Foundations of Education Studies
series.Routledge-Taylor&Francis group, London.
Basu, Aparna (1974).The growth of Education and Political Development in India,1898-1920.OUP,Delhi.
Ghosh, S.C(2009).The History of Education in Modern India,1757-2007.OrientBlackswan,Delhi.
Kumar, Krishna (1991).Political agenda of Education- a study of colonist and nationalistidea.sage, New Delhi.
Naik,J.P and NarulaS.(1974).Student History of Education in India,Mc Milan ,Delhi. Syed Nurullah ,& J. P. Naik(1950) A History of Education in India During the British Period, Thapar, Romila (1975).The Past and Prejudice,National Book Trust,New Delhi. Dash, M (2004).Education in India: Problems and Perspectives.NewDelhi.Atlantic
Publishers. Vishwanathan, Gauri (1989)-Masks of Conquest: Literary Study and British rule in
India.Columbia University Press,New York. Bhat.S.A, (2010) Development of Education System in India, Dilpreet Publishing house,
New Delhi . Mathur, V.S (1970). Crucial Problems in Indian Education.NewDelhi.Arya Book Depot. 11.Ministry of Education (1978).Report of the Education Commission 1964-66.New
Delhi:Govt.of India. 12. Basham,A.L(2004).The wonder that was India.Picador,London. Rizvi, S.A.A (2005).The wonder that was India.Pan Macmillan India. Sharma,R.A. (2004) Development Of Education System In India R.Lal Book Depot. Altekar, A.S (1965).Education in Ancient India,Nand Kishore and Bros,varanasi.
Course Code: IBM-C-202Course Title: Health Education
Course ObjectivesThe Course on Health Education is offered to achieve the following general objectives:
1. To develop understanding and appreciation about the Concept of Health2. To develop comprehension about the Concept, Objectives and Need and Importance of HealthEducation
3. To acquire understanding and knowledge about School Health Programme in terms of itsobjectives, organization and Importance4. To acquire required knowledge related to Physical Education with special reference to schoolgames and exercises5. To acquire required knowledge and skills related to First-Aid6. To acquire relevant knowledge about personal hygiene and common infectious diseases7. To develop understanding and appreciation about food and nutrition with special reference tobalanced diet and malnutrition &8. To learn, through first-hand account, about nature of work at Anganwadi and Medical Centres. Unit I: Introduction
Meaning and Definition of Health Different Aspects of Health Meaning and Definition of Health Education Objectives of Health Education Importance and Significance of Health Education
Unit II: School Health Programme (SHP) Objectives, Importance & Organization of SHP Role of School Teacher in SHP Need & Importance of Physical Education for Healthy School Life Importance of First Aid Awareness for School Staff & Students
Unit III: Personal Hygiene and Common Diseases Cleanliness Rest and Relaxation Sleep and Fatigue Common Infectious Diseases-Influenza, Common Cold, Measles, Chicken Pox, Typhoid,
Mumps, Malaria, Tuberculosis, Rabies, Scabies, Ringworm, Dysentery, Cholera, Viral Hepatitis, SARS & COVID-19
Unit IV: Food and Nutrition Need and Importance of Balanced Diet Classification & Description of Food according to their Functions Calorific Value of Food
Malnutrition and its Causes Preventive and Remedial Measures against Malnutrition
Practicum Day-long workshop on Skill acquisition related to First-Aid Visit to Anganwadi centre/Meeting with CDPO concerned Visit to Medical centre/Meeting with BMO concerned
Suggested Readings
Kilander, H.F. : School Health Education. Vyas, S.S. & Vyas, R.S.: : Sharirik Shiksha Siddant Avam Vyavahar. Bucher : Foundations of Physical Education. Robert : Nutrition and Physical Fitness. William Aberthathy : Health Education in Schools. Li.P. Sherry : Health and Physical Education. R.C. Rai : Health Education & Hygeine Pears Evelyn :Anatomy and Physiology for Nurses. Anderson, C.R. : Your Guide to Health.
Course Code: IBM-C-203Course Title: Language Proficiency (English)
Course ObjectivesUpon completion of this course, the pupil teacher would have:
1. Improved proficiency in ‘Listening’, ‘Speaking’, 'Reading' and 'Writing' in the language ofinstruction.
2. Developed the ability to comprehend and respond to journalistic articles.3. Been familiarized with the skill of using reference books. 4. Attained various sub-skills of effective note taking and note making.5. Practiced the skill of public speaking and engaging withquestions.
Unit I: Narrative and Descriptive AccountsComprehending the account (individual + group reading/ discussion/ explanation). Itwould includestories or chapters from fiction, dramatic incidents, vivid descriptive accounts, comic strips, audio orvideo recordings.
Re-telling the account Narration and Description Discussion of characters and situations; Character Description
Writing based on the text: Summary, Extrapolation, converting asituation into a dialogue etc.(individual task)
Unit II: Journalistic WritingThe selected texts would include newspaper or magazine articles on topics of contemporary interest.
Reading strategies such as scanning, skimming and reading for extracting information Analysis of structure of the article, identifying sub-headings, keywords, sequence of ideas,
use of concrete details, illustrations and/or statistical representations etc. Critical reading for attending to ‘framing’ of the article point(s)of view presented, possible
biases or slants. Researching and writing articles on topics of local interest
Unit III: Engaging with Reference BooksLearning of effective processes of reference research and its presentation, as the actual reading of thereference books themselves.
Selecting the topic for research and articulating some guiding questions Searching and locating relevant reference books Scanning, skimming and extracting relevant information Collating notes and organizing information Planning a presentation - with display and oral components
Making presentations to whole subject group, fielding questions
Unit IV: Popular Education-Based Expository WritingThe selected texts could include articles, biographical writing, or extracts from popular non-fictionwriting, with themes that are drawn from the field of Education.
Reading to extract overall meaning, information, subject knowledge Identifying major concepts and ideas involved and making notes on these in some
schematicform - flow diagram, tree diagram, mind map etc. Explaining the gist of the text/topic to others Attending to writing style, subject-specific vocabulary and 'perspective' or 'reference frame' Writing Reviews, Summary, Comments and Opinions Writing a response paper Presentations of selected papers, questions and answers
Course Code: IBM-C-203Course Title: Language Proficiency (URDU)
Course Code: IBM-C-204Course Title: Guidance and Counselling
Course Objectives
To develop an understanding about the fundamentals of Guidance and Counselling To understand life and the world around To understand the importance of making right choice in life, education and vocation To be able to describe the importance of working with a group, for a group and in
a group To be able to understand the needs of the individual correctly To be able to understand various guidance services To understand the process of counseling and the theories governing counselling To understand the process of career development and decision making
Course Outline
Unit-I: Introduction
Concept, Nature and Principles
Types of Guidance
Concept and Principles of Counseling
Concept of Mental Health
Relationship between Guidance, Counseling and Mental Health
Unit-II Organization of Guidance services in Schools, Colleges/Universities
Appraisal services
Informative services
Placement services
Follow-up Service
Organizing guidance services at various levels in schools, colleges and universities
Unit-III: Theories of Counselling
Counseling approaches: Directive, Non-directive and Eclectic.
Theories of counseling:
a) Psychoanalytic (Sigmund Freud)
b) Behavioral (B. F. Skinner)
c) Cognitive (Jean Piaget)
d) Humanistic (Carl Rogers)
Unit-IV: Theories of Career Development
Meaning and Importance of Career Development
Strategies of Planning and Decision making
Theories of Career Development: Holland, Krumboltz and Super
CORE READINGS
Crow and Crow an Introduction to guidance. Eurasia Publishing House (P) Ltd., NewDelhi, 1962.
Gibson, R.L. & Mitchell, M.H. (1986). Introduction to Guidance. New York:McMillan
Glickman, C & Wolfgang, C. (1981). Solving Discipline Problems: Strategies for Classroom Teachers. Boston: Allyan and Bacon. Gibson, R.L. & Mitchell, M.H.
(1986). Introduction to Guidance. New York: McMillan Harold, W. Bernard and Daniel, W. Fullmer - Principles of guidance, Thomas Y. Crowell Company, New York, 1969. Hasnain Quraishi. Educational Counseling. Anmol Publications Hoppock, Robert; Group Guidance: Principles, Techniques, and Education TataMcGraw
Hill, New York. Hoppock, Robert; Occupational Information: Where to get it and how to use it
incounseling in and in teaching. Tata McGraw Hill New York. Jones, J.A. Principles of Guidance, Bombay, T ata McGraw. Kochhar, S.K. Guidance and Counseling in Colleges and Universities, Sterling
Publishers Private Ltd. New Delhi, 1984. Mehdi B. &Stone. Guidance In School, New Delhi NCERT, 1978. Miller, F.W. Guidance & Principles of Guidance, New York, McGraw Hill. Atwater, E; 1994; Psychology for living adjustment, Growth and Behaviour Today;
5th Ed; New Jersey: Prentice Hall Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and Counseling, Vol. II:
A Practical Approach. New Delhi: Vikas. Caroll HA; 1952; Mental Hygiene: The Dynamics of Adjustment; New York:
Prentice Hall Chauhan, S.S. Principles and Techniques of guidance. Vikas Publishing House Pvt.
Ltd., New Delhi, 1982. Schaefer Charles E and Millman Howard L; 1981; How to Help Children with
common Problems; New York: Van Noster and Reinhold Traxler, A.E. Techniques of Guidance, New York, McGraw Hill. Sharma. RN., Fundamentals of Guidance Shertzer, B. & Stone, S. C. (1976): Fundamentals of Guidance and Counselling. Boston:
Houghton Miffin co.
Course Code: Course Code: IBM-E-206Course Title: Teaching of Bio-Science
Course ObjectivesThe course on ‘Teaching of Bio-Science’ is offered to achieve the following General Objectives:1. To develop positive scientific attitude towards the learning of Science in general 2. To develop appreciation about the place and importance of Bio-Science in school curriculum3. To develop knowledge and skills related to Teaching of Bio-Science to School-age students4. To acquire the knowledge and skills related to preparation and use of low-cost science apparatuses&5. To acquire the required content knowledge about plant and animal sciences.
Unit-I: Introduction History & Nature of Bio-Science Role & Importance of Bio-Science in daily life Importance & Place of Bio-Science in School Curriculum Objectives of Teaching Bio-Science with special reference to the Tara Davi Seminar
Unit-II: Pedagogy of Bio-Science Concepts of Year Plans, Unit Plans, Lesson Plans Preparation of Lesson Plans on the basis of standard Principles Preparation & Development of Improvised apparatus Preparation, Selection & Use of Teaching Aids Importance of Field Trips, Science Clubs, Science Fairs, Science Museums as Non-formal
approaches of Science Teaching Maintenance of Aquarium Teaching Methods: Lecture; Demonstration; Demonstration cum Discussion; Heuristic;
Inductive & Deductive; Project Method
Unit-III: Content (Botany) Life Processes in Plants Nutrition: Types of Nutrition: Autotrophic: Heterotrophic Photosynthesis: Process and Mechanism, Transport of material Diffusion, Osmosis and
Plasmolysis, Absorption of Water, Process of Transpiration. Mechanism of StomatalOpening and Closing
Reproduction: Asexual & Sexual Reproduction, Growth and Development in Plants Growth Regulators: Auxins, Gibberellins, Abscisic Acid Biosphere: Meaning, Definition & Components of Biosphere Ecosystem: Bio/geo chemical Cycles Natural Resources, Renewable and Non renewable Resources
Unit-IV: Content (Zoology) Life Process in Animals Nutrition: Feeding Mechanism, Digestion and Absorption of Food Respiration in Animals Blood circulation: Blood structure and function; Heart structure and function, Course of
o Circulation Excretion: Structure and function of Kidney, Urine Formation Nervous system: Structure of Brain; structure and function of Endocrine System Cell structure, Cell Organelles, Cell Division (Mitosis & Meiosis) Ecosystem and Biosphere
Practicum Day-long workshop on Principles, Preparation, Selection and Use of Low-cost
Science Lab. Apparatuses
Suggested Readings
Bremmer, Jean, (1967) : Teaching Biology, Macmillan, London. H & Eller. R (1967) : New Trends in Biology Teaching, UNESCO, Paris. NCERT (1969) : Improving Instructions in Biology, New Delhi. Novak J.D. (1970) : The Improvement of Biology Teaching. Sharma, R.C. (1975) : Modern Science Teaching Dhanpat Rai & Sons, New Delhi. Waston, N.S. (1967) : Teaching Science Creativity in Secondary School U.B. Saunders
Company, London. Green, T.C. (1967) : The Teaching and learning Biology, Allman & Sons, London. Miller, David, F. (1963) : Methods and Materials for Teaching the Biological Science, Mc
Graw Hill, New York. Nunn, Gordon (1951) : Handbook for Science Teachers in Secondary Modern Schools, John
Murry, London. Thurber, Walter (1964) : Teaching of Science in Todays Secondary Schools, Prentice Hall,
New Delhi. Vaidya, N. (1971) : The Impact of Science Teaching Oxford and IB+I Publication Co., New
Delhi-I Voss. Burton F.A. & Bren, S.B. Biology as Inquiry : A Book of Teaching Methods. Gupta, VKJ (1995) : Readings in Science and Mathematics Education, Associated
Publishers, Ambala Cantt. Gupta, V.K. (1994) : Life Science Education Today. Arun Publishing House Pvt. Ltd. SCO
49-51, Sector, 17-C Chandigarh.
Gupta, V.K. (1996) Science and Technology Education : New Thrusts and Recent Trends,Arun Publishing House, Chandigarh.
Gupta V.K. (1995) : Teaching and Learning of Science and Technology, Vikash PublisingHouse, New Delhi.
Gupta V.K. (1995) : Readings in Science and Mathematics Education, AssociationPublishers, Ambala Cantt.
Course Code: IBM-E-207Course Title: Teaching of Physical Science
Course ObjectivesThe course on ‘Teaching of Physical Science’ is offered to achieve the following GeneralObjectives:1. To develop positive scientific attitude towards the learning of Science in general 2. To develop appreciation about the place and importance of Physical-Science in school curriculum3. To develop knowledge and skills related to Teaching of Physical-Science to School-age students4. To acquire the knowledge and skills related to preparation and use of low-cost science apparatuses5. To acquire the required content knowledge about Physical-Science
Unit-I: Introduction History & Nature of Physical Science Role & Importance of Physical Science in daily life Importance & Place of Physical-Science in School Curriculum Objectives of Teaching Physical-Science with special reference to the Tara Davi Seminar
Unit-II: Pedagogy of Physical-Science Concepts of Year Plans, Unit Plans, Lesson Plans Preparation of Lesson Plans on the basis of standard Principles Preparation & Development of Improvised Apparatus Preparation, Selection & Use of Teaching Aids Importance of Field Trips, Science Clubs, Science Fairs, Science Museums as Non-formal
approaches of Science Teaching Teaching Methods: Lecture; Demonstration; Demonstration cum Discussion; Heuristic;
Inductive & Deductive; Project Method
Unit-III: Content (Physics) Motion; Force, Work & Energy, Displacement motion and its types: Speed, Velocity and
Acceleration, Force--magnitude and direction Heat as Energy; Temperature, Transfer of Heat, Thermal Expansion & Change of State Newton’s Law, Qualitative Concept of Relativity, Universal Law of Gravitation, Kepler’s
Laws of Planetary Motion Simple Pendulum, restoring Force, SHM, Displacement, Amplitude, Frequency Time period,
Expression for Time period, Wave Motion, Propagation through a Medium, Longitudinaland Transverse Wave Length, Relation between Speed, Frequency and Wave Length,Transfer of Energy and Momentum in Wave propagation, Periodic Motion & Sound Waves
Light, Image formation by Spherical Mirrors and Lenses, Telescope, Microscope, Defects ofVision and Correction Perception, Perception of Colour, Colour Blindness, Composition ofWhite Light, Wavelength and Colour of Light
Unit-IV: Content (Chemistry) Chemical Reactions; Introduction, Types—Combination, Decomposition & Displacement
Reactions Electronic Concept of Oxidation-Reduction, Oxidation Number and Redox Reaction Endothermic and Exothermic Reactions Rate of Reaction; Concept, Factors affecting the Rate--Effect of (a) Concentration (b)
Temperature (c) Pressure and (d) Catalyst. Electro-Chemical Cell and Dry Cell Rusting of Iron & its Prevention Mole: Concept and Numerical Problems
Practicum
Day-long workshop on Principles, Preparation, Selection and Use of Low-costScience Lab. Apparatuses
Suggested Readings
Anderson, R.D. (1970) : Developing Children's Thinking Through Science, Prentice Hall,New Delhi.
Carin, A.A. & Sund, R.D. (1976) : Teaching Science Through Discovery, Merit, Harvard project Physics, (1968) An Introduction to Physics (Vol -C). Hurd Deart, P. (1971) : New Directions in Teaching School Science. Rand MeNally Co., Chicago, Kuthiro, (1970) : Physics Teacher Guide, Parker Publishing
Co., New York. Lewis, J.L. (1971) : Teaching of School Physics, Longman Group Let.London.
Sharma R.C. (1981) : Modern Science Teaching Dhanpat Rai and Sons. Delhi Weber, Physics of Teachers, A Modern Review (1965), MacGraw Hill, New New York, Cartin, A.A. & Sund, R.D. (1972) : Teaching Science Through Discovery Merill, London. Gerrise, L. & Madsfield; D (1970) ; Chemisty by Experiment and
Understanding, New York. Rand MacMally Co. Chicago. Murry John. 1970 : Teaching of Science in Secondary School. Association Science Education NCERT. position of science teaching in india Schools, NCERT, Strategies in Science Education (RCE) Ajmer. Neffield, (1968) : The Basic Course, Longman, London. Sharma R.C. & Sharma, Teaching of Science, New Delhi-I Siddiqui, N.N. & Siddiqui, N. Teaching of Science, New Delhi. Asimov, I. (1965) : Guide to science, Vol - I, Pelicen Books. Bal Vigyanik (1981) : Science Text Books for Middle School, M.P. Text book Corporation, Bouling, H.F. Teaching Physics in elementary Schools. Oxford University Press, Esler Innovations in Science Teacher Education, Penguin Books
Rogers, E.M. Physics for the inquiring Mind. Princeton University Press. Romey, W.D. (1968) : Inquiry Teachnique for Teaching of Science, Prentice Hall, New
Jersey, Jenkin, E & Whitefield , R. Readings in Science Education. A source Book, McGraw Hill London. YaPerelan. Physics for Entertainment. MIR Publishers, Moscow. Walker, J (1977) :
The flying circus of Physics, John Wiley and Sons.
Course Code: Course Code: IBM-E-208Course Title: Teaching of Mathematics
Course Objectives:
Develop insight into the meaning, nature, scope and objective of mathematics education; Appreciate the contributions of Indian and Western Mathematicians. Develop skills of solve meaningful problems; Create enthusiasm about different methods of teaching Mathematics. Develop competencies to strengthen the student's mathematics teaching. develop competencies for teaching-learning of mathematics through various measures; Understanding of Mathematical proof in the context of secondary school Mathematics Appreciate the role of mathematics in day-to-day life. Teaching techniques using online mode.
Unit-I: Mathematics–History, Meaning, and Importance
Nature and scope of Mathematics; Aim, Objectives and importance of Teaching Mathematics; Contributions of Mathematicians with reference to Bhaskaracharya, Aryabhatta, Ramanujan,
Euclid, Pythagoras, Euler, Archemedes and Guass. History of numbers in Mathematics. Contributions of Arabs.
Unit-II:Methodology
Inductive- Deductivemethods Analytic -Synthetic methods Heuristicmethod and its importance. Project and Laboratorytechniques in teaching. Various Techniques for Teaching Mathematics viz, oral, written, drill, assignment;
supervised study and programmed learning. Modes of online teaching and learning. Various platforms like Google class, Webex, Google
meet etc.
Unit-III: Instruction in Mathematics
Lesson plan. Its importance and proforma. Meaning and purpose of Unit Plan and Yearly Plan Audio-Visual Aids (Blackboard, models, charts, TV, films and video tapes and C.D ROMs.) Programmed teaching learning techniques using online mode. Techniques of evaluating students using online mode of teaching with special references to
Google class and Google meet.
Unit-IV: Fundamental Topics
Rational Numbers, Real numbers and their fundamental properties. Linear equations in one Variable andtwo Variables and their solutions using various
techniques. Quadratic Equations and nature of solutions. Mensuration: Areas of plane surfaces . Volume and surface Area of Cube, cone, cylinder and
sphere. Statistics: Data and its classification. Mean, Median,Mode, Mean deviation, variance and
Standard Deviation. Basic concepts of Euclidean Geometry. Construction of basic geometric figures like straight
line, angle, triangle and circles.
Suggested Readings
Anice James,(2005),Teaching of Mathematics, Neelkamal Publications Pvt. Ltd. ,Hyderabad, India
Balkrishna Shetty (2013), What Is Mathematics? , National Book Trust, India Beckmann C.E ,Thompson D.R and Rubenstein,R.N(2010), Teaching and Learning High
School Mathematics , John Wiley and Sons Inc., New Jersey
Chambers P,(2010),Teaching Mathematics: Developing as a Reflective Secondary Teacher,SAGE, New Delhi
Davis D.R.,(1951),The Teaching of Mathematics, Addison Wesley Press, London J & K State Board of School Education (2011), Mathematics – Text Book for Class VIII J & K State Board of School Education, Mathematics – Text Book for Class X J & K State Board of School Education, Mathematics – Text Book for Class XII Kilpatrick J, Hoyles C and Skovsmose,O (EDS.);(2005),Meaning in Mathematics Education,
Springer, New York, NY Lester, F.K (Ed) (2007). Second Handbook of Research on Mathematics Teachingand
Learning, Charlotte, NC: NCTM & Information Age Publishing.
Nickson, Marilyn (2000). Teaching and Learning Mathematics: A Guide to Recent Researchand its Applications, NY: Continuum
Nunes, T and Bryant, P (Eds) (1997). Learning and Teaching Mathematics: An InternationalPerspective, Psychology Press.
Pamela Cowan (2006), Teaching Mathematics, A Handbook for Primary and SecondarySchool Teachers, Routledge , London and New York
Roy Hollands (1990), Development of mathematical skills, Blackwell Publishers, Oxford,London
Sidhu K.S.(1967) , The Teaching of Mathematics, Sterling Publishers , Delhi Tanner H. And Jones S. (2000) , Becoming a successful teacher of mathematics, Routledge
Falmer, London
Course Code: Course Code: IBM-E-209Course Title: Teaching of History & Civics
Course ObjectivesOn Completion of the course, the student teacher wiIl be able to:
1. Know the aims & objectives of teaching History and Civics2. Understand the concept, nature and scope of social science (History and Civics)3. Develop competencies in teaching History and Civics at Secondary stage4. Acquire knowledge of various theories of curriculum development in History
5. Use different instructional materials for effective teaching of History and Civics
6 Develop the ability of critical and Logical thinking & 7. Know & understand the cause and effect relationship.
Unit 1- Nature and Scope of Social Sciences
Social Science and Social Studies: a conceptual framework Core subjects of social Sciences-History, Civics, Geography, Economics- Inter relationship
between them. History& civics. Nature, scope, Goals, aims& value of teaching History, Civics, viz-
NCF2005.
Role of History, Civics in international understanding and study of Regional History.
Unit II-Curriculum in History and Civics
Instructional objectives of teaching of History and Civics; Place of History and Civics in school curriculum.
Approaches to curriculum organization-chronological- concentric, topical, correlation. History teacher and role in the society – Competency& Skills in teaching controversial issues Lesson Planning: - Need and importance, Structure- Unit Plans Teaching- Aid used in teaching of History & Civics- importance and selection
Projective, non - Projective techniques and Time line
Unit III- Methodology & Teaching -Aids.
Source method Project method Dalton plan Narration method (story – telling) Role play method & Dramatization
Unit IV- Some Aspects from Global and National History &Civics
Nationalism - French Revolution, Industrial Revolution Rise of Islamin Arabia, Umayyads & Abbasid Revolution Satyagrah- Khilafat Movement, Civil Disobedience Movement Democracy, Equality, Diversity, Inclusion(NEP-2020), Article-370
Core Readings 1. Johnson, Henry, Teaching of History, New York, Macmillan Company, 19402. Henderson, S.V.P., Introduction to Philosophy of Education, London,19473. Ghose, K.D.,Creative Teaching of History,O.U.P.,19514. Burston and Green, Handbook for History Teachers,Methuen&Co,19625. Pearce, F.G.,An Out-line History of Civilizations,Bombay,19656. Singh, G.N., Landmarks in Indian Constitutional and National Development, New Delhi
19637. Watson,Francis, A Concise History of India, London 19748. Chhabra,G.S.,Advanced Study in the Historyof Modern India( 1813-1919) and (1919-1947),
New Delhi,19819. Gunning D: The teaching of History.
10. Aggarwal JC: Teaching of history.11. KochharS.K: Teaching of History, New Delhi, 199612. ChaudaharyK.P: Effective teaching of History in India13. Johnson: Teaching of history in elementary and secondary School.14. Teaching of history in secondary School: NCERT, New Delhi 15. 15. The Curriculum for the ten-yearschool: NCERT New Delhi
Course Code: Course Code: IBM-E-210Course Title: Teaching of Geography
Course ObjectivesOn Completion of the course, the student teacher will be able to: -
Know the aims & objectives of teaching Geography Understand the concept, nature, scope of social science (Geography) Develop competencies in teaching of Geography at Secondary stage. Acquire knowledge of various methods and modes of teaching of Geography. 5. Use different instructional materials for effective teaching of Geography. Develop the ability of critical and Logical thinking.
Unit- I: Nature and Scope of Social Sciences
Social Science and Social Studies: Core subjects of social sciences- History, Civics, Geography & Economic, Inter relationship between them
Geography as a basic discipline and its role in international understanding. Study of home region and place of local Geography in teaching. Instructional of teaching Geography at secondary level.
Unit-II: Methods& Instructional Planning
Lecture & Discussion, Assignment &Problems Solving Demonstration, Field trip Project Method
Teaching Aids- Resources & Equipment Models, use of Maps, Graphs, Atlas etc. Geography Laboratory: Need and Importance & Instruments. Preparation of Unit Plan and Lesson Plan.
Unit-III- Evaluation in Geography
Developing a Blue Print of an Instrument (QP)- Objective-Content- types for evaluation. Essay type, short answer type and objective type questions in social science, their advantages
and limitations. Continuous evaluation and using feedback for improvement of teaching and learning.
Unit-IV- Content
Natural environment: the atmosphere- factors determining weather and climate. The lithosphere- the changing face of earth, external and internal processes. The hydrosphere &the biosphere.
Major natural regions of the world with special reference to India Resources and theirclassification: potential and developed resource. distribution and
utilization of resource- land, soil, forest, fisheries, powerresource andtheir conservation. Population- Distribution- growth and destiny of population. Occupation- Primary occupation- food gathering –animal’s husbandry and mining.
Secondary occupation – industries. Tertiary occupation- trade, transport, communication and service.
Suggested Readings
Bining and Bining: Teaching of Social Studies in Secondary School M.S,Rao, Teaching of Geography UNESCO: Source Book of Teaching Geography B.C.Rai: Methods of Teaching of Economics. N. Hasen: Teachers Manual in Economics. S.K.Kochar : The Teaching of Social Studies V C Sinha and R.N.: Dubey: Economic Development and planning,s Stephen John Stadler, Encyclopedia of Geography, Terms, Themes and Concepts R.I. Singh, India- A Regional Geography, National Geographical Association of India Barry,R.G. and Charley: Atmosphere, Weather and Climate Qazi, S. A., AGeography of India with Special Reference to Jammu & Kashmir Our Economy- An Introduction: NCERT, New Delhi GeneralGeography: NCERT, New Delhi.