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.