SOCIAL SCIENCE AS A CORE SUBJECT

2.1. DEFINITION OF CORE CURRICULUM

A Core Academic Subject is one where students receive core content credit. A core subject is compulsory, and must be completed in order to meet the requirements of your course.

The core curriculum designates those learning experience that are fundamental for all learners because they derive from (1) our common individual derives or needs, and (2) our civic and social needs as participating members of a democratic society – Faunce and Bossing 

Core curriculum is that from of school program which is required of all students on the assumption that it provides for modal needs. It is closely related to common learning and general education – E.B.Wesley

 

2.2. MEANING OF CORE CURRICULUM Core curriculum seeks to provide the irreducible minimum regards as necessary for everyone to be able to live satisfactory in a modern society. It prepares the students for living not to make a living. It equips the student with the fundamental knowledge for social living. Common learning’s and experience are emphasised in the core curriculum to make it possible for the democratic way living to thrive

The concept of core curriculum originated around the turn of this century as a reaction against the fragmentation and the peace learning accumulated from separate subjects. To achieve coherence of the total curriculum a unifying core studies was proposed. In the late 1920’s a progressive movement evolved for the establishment of core curriculum. On the assumption that the curriculum should foster the individual development and democratic social competence. The progressivism proposed a core curriculum of studies that would centre on common individual and social needs. To begin with the core component any so called curriculum is indented to provide common learning or general education for all students. It constitutes the segment of the curriculum that teaches the common concept of skills and attitudes needed by all individual for effective functioning in society. Core subject means the subject required by everybody regardless of specialization. Core subject provides knowledge and learning experiences that are fundamental for all learners in other words required for all. Core subject that are compulsory throughout each key stage in the National Curriculum. A core curriculum would create in him desirable patterns of interests’ attitudes and values.

Core curriculum is an attempt to provide pupils with an opportunity to participate in activities in the school. It will make their life in the community more meaningful to themselves and would help them to establish desirable patterns of approach towards their future life. Core curriculum intents to provide the irreducible minimum program regarded as necessity for every citizen to be able to live satisfactorily in a modern society. This will equip the student with the fundamental knowledge essentially required for social living. Core curriculum seeks to provide the irreducible minimum regarded as necessary for everyone to be able to live satisfactorily in modern society. It prepares the student for living; not to make a living. It equips the students with fundamental knowledge for social living

According to Iswar Bai Pattel committee a general broad based education should be provided up to the end of the stage of compulsory education, so that children leaving school may acquire knowledge of our culture and are enabled to exercise their rights as citizens in a responsible manner.

2.3. SECONDARY COMMISSION AND SOCIAL SCIENCE

"Social Studies" as a term is comparatively new in Indian education; it is meant to cover the ground traditionally associated with History, Geography, Economics, Civics, etc. If the teaching of these separate subjects only imparts miscellaneous and unrelated information and does not throw any light on, or provide insight into social conditions and problems or create the desire to improve the existing state of things, their educative significance will be negligible. This whole group of studies has, therefore, to be viewed as a compact whole, whose object is to adjust the students to their social environment which includes the family, community, State and nation-so that they may be able to understand how society has come to its present form and interpret intelligently the matrix of social forces and movements in the midst of which they are living. They help the student to discover and explain how this adjustment has taken place in the past and how it is taking place today. Through them, the students should be able to acquire not only the knowledge but attitudes and values which are essential for successful group living and civic efficiency. They should endeavor to give the students not only a sense of national patriotism and an appreciation of national heritage, but also a keen and lively sense of world unity and world citizenship. We need hardly state the obvious fact that these are but the formulation of the aims which have to be achieved; their translation into curricular terms will require careful thought and patient research. In the chapter on 'Methods', we have said something about how the various topics should be presented in the form of units and projects etc.

2.4. POINTS OUTS OF MUDALIYAR COMMISSION

·         At the Middle school stage, the curriculum should include (i) Languages; (ii) Social Studies; (iii) General Science; (iv) Mathematics; (v) Art and Music; (vi) Craft; and (vii) Physical Education.

At the High school or Higher Secondary stage, diversified courses of instruction should be provided for the pupils.

  A certain number of core subjects should be common to all students whatever the diversified courses of study that they may take; these should consist of (i) Languages, (ii) General Science, (iii) Social Studies, and (v) a Craft.

 Diversified courses of study should include the following seven groups: (i) Humanities, (ii) Sciences, (iii) Technical subjects, (iv) Commercial subjects, (v) Agricultural subjects, (vi) Fine Arts, and (vii) Home Science; as and when necessary additional diversified courses may be added.

The diversified curriculum should begin in the second year of the High school or Higher Secondary school stage.

2.5. RECOMENTATIONS OF MUDALIYAR COMMISSION ABOUT CURRICULUM

1.      (a) What subjects should be taught in the Secondary schools?

(b) Should all subjects be taught throughout the entire Secondary course? If not, indicate the stages for the introduction and termination of study of particular subjects.

(c) Should there be a separate and special course for girls? If special courses are suggested, what should be such courses?

2.      (d) Do you consider the present curriculum heavy or light? Give reasons for your answer.

3.      What is the present medium of instruction in Primary (Basic) schools and in Secondary schools of different types?

4.      (a) What, in your opinion, should be the medium of instruction in Secondary schools of different types ? Specify giving reasons.

(b) What will be the position of the linguistic minorities in this scheme?

5.      (a) How many languages are to be taught (either as compulsory or optional) in i) the Junior High school and (ii) the Senior High school ?

(b) What is the place of the mother-tongue, the federal language, English and the classical language in the scheme of studies?

(c) (i) At what stage should the federal language be introduced and for how long should it be continued ?

(ii) At what stage should English be introduced and for how long should it be continued?

(iii) What should be the position of the regional language in this scheme (especially when it differs from the child's mother tongue)?

6.      Should history, geography, civics and economics be taught as one subject-social studies-both in the Junior and Senior High schools?

7.      Should general science be a compulsory subject in the Junior High School stage, to be differentiated later? Or should it continue till end of the Secondary course?

8.      Would you consider it desirable to test a candidate in general knowledge at the school leaving stage?

9.      (a) What place should handicrafts play in the scheme of Secondary education?

(b) Would you favour every Secondary school teaching at least one craft?

10.  (a) It has been suggested that as India is predominantly an agricultural country, it is necessary that agriculture should be one of the subjects of study at all stages of education. What are your views on this subject?

(b) If Agriculture is to be a subject of study at the secondary school, what in your opinion, should be the stage at which it should be introduced and what should be the duration of the course and the subjects of study?

(c) What would you suggest as the plan for practical training in the subject?

11.  Would you suggest separate Agricultural schools? If so, where would you locate them and what would you suggest should be the requirements needed for starting such a school? What will you suggest as the requirement for the practical training needed?

12.  Do you think that those who are trained in such schools should have facilities for higher study? If so, what courses of higher study would you recommend for them?

13.  What would you suggest as the qualifications needed for teachers in such Agricultural schools and what emoluments would you suggest for them?

14.  What ancillary subjects of study would you suggest for those who wish to study Agriculture in Secondary schools?

15.  What steps would you suggest for adoption to enable those who qualify in Agriculture to pursue the subject in after life?

16.  (a) Should there be prescribed books or only courses of studies?

(b) What are (i) the advantages, and (ii) the disadvantages of prescribing books?

(c) If books are to be prescribed, what should be the prescribing authority?

17.  It has been suggested that the elements of (i) logic (or the art of thinking) and (ii) psychology should form part of the secondary school courses, what is your opinion on this point?

18.  At what stage should specialization begin and to what extent should it be allowed?

19.  (a) What kinds of co-curricular (extra-curricular) activities do you have in your schools?

(b) How much time do you give for such activities (in hours) per week?

(c) Do you feel the need for giving more time for such activities?

(d) If so how much more?

(e) Will there be a difference between the junior and senior stages in this matter?

(f) What other activities besides those you already have, would you encourage provided you have time and necessary facilities for them?

20.  What facilities for art and music should be provided in Secondary schools? Should such a provision be made both for boys' and girls' schools?

21.  (a) What in your opinion should be the place assigned to moral and/or religious instruction in secondary schools and how, would you organize such instruction ?

(b) What other alternate ways would you suggest for the promotion of character building and training in leadership?

(c) How far is discipline maintained in schools in your area? Is there any growing tendency towards indiscipline? If so, what do you attribute this to? What measures would you suggest for ensuring better discipline in schools and in the life of the student?

22.  Is there and should there be provision for (i) simple manual labour and socially useful work, (ii) recreational facilities and (iii) physical education on a compulsory basis? If so, give details.

23.  Should there be compulsory social service by secondary school pupils at any stage? If so, describe the nature and duration of such service?

24.  Is it possible to introduce some sort of student- government in schools? If so, what would be the nature of such provision? Give details.

25.  Should there be something like the English VI form for gifted children who have completed the High school course before the normal age of entry to the University ? If so, what should be the specific functions of such a sixth form?

2.6. CURRICULUM SUGGESTED BY MUDALIYAR COMMISSION

1) Curriculum for Middle Schools
2) Curriculum for High and Higher Secondary Schools.

The Commission has laid down the following different curriculum for these two stages in the secondary education.

1)      Curriculum for the Middle Schools

The Commission has recommended the inclusion of the following subjects.
a) English.                               b) Social Studies.
c) General Science.                 d) Mathematics.
e) Art and Music.                    f) Craft.
g) Physical Education.

2)      The Curriculum for High and Higher Secondary Schools-

For this stage of education, the commission has suggested that there should be a diversified course.
(a) Compulsory subjects or main subjects; and
(b) Optional subjects.

A)    Compulsory Subjects :
The Compulsory subjects shall include the following :
1. Mother tongue or regional language or composite course of the mother tongue and a   classical language.

One other language to be chosen from among the following.

·         Hindi for those whose mother tongue is not Hindi.

·         Elementary English (for those who have not studied English in the middle stage).

·         Advanced English (for those who have studied English at the earlier stage).

·         A Modern Indian Language (other than Hindi).

·         A modern foreign language (other than English).

·         A classical language.

3. Social studies - General course (for the first two years only).
4. General science, including Mathematics - General course (for the first two years only).

5. One Craft to be chosen out of the list given below.

·         Spinning and weaving

·         Wood Work

·         Metal Work

·         Gardening

·         Tailoring

·         Typography

·         Workshop Practice

·         Sewing, Needle Work and Embroidery

·         Modeling

B)    Optional Subjects :

Three subjects from one of the following groups

Group - 1 (Humanities) : (a) A classical language or a third language from A (2) not

already taken; (b)History; (c) Geography; (d) Elements of Economics and Civics; (e) Elements Of  Psychology and Logic; (f) Mathematics; (g) Music;

(h) Domestic Science.

    Group -2 (Sciences) : (a) Physics; (b) Chemistry; (c) Biology; (d) Geography;

(e)Mathematics; (f)Elements of Physiology and Hygiene; (not to be taken with

Biology).

    Group -3 (Technical) :(a) Applied Mathematics and Geometrical Engineering;

(b)Applied Science; (c) Elements of Mechanical Engineering; (d) Elements of

Electrical Engineering.

    Group - 4 (Commercial) : (a) Commercial Practice; (b) Book-Keeping; (c)

Commercial Geography or Elements of Economics and Civics; (d) Shorthand

and Typewriting.

Group - 5 (Agriculture) : (a) General Agriculture; (b) Animal Husbandry; (c) Horticulture

and Gardening; (d) Agricultural Chemistry and Botany

Group - 6 (Fine Arts) : (a) History of Art; (b) Drawing and Designing; (c) Painting;

  (d)Modeling; (e) Music; (f) Dancing.

Group - 7 (Home Science) : (a) Home Economics; (b) Nutrition and Cookery; (c) Mother

      Craft and Child Care; (d) Household Management and Home Nursing.

2.7. SOCIAL SCIENCE AS A CORE SUBJECT

·         Social science as core subject equip students with clear knowledge of social living

·         It not only aims to enable him to adjust himself but also to improve his social, cultural and economic environment in active co operation with others.

·         It is satisfies minimum needs of every learners

·         It serves as an introduction to more specialised studies beyond school classes

·         It should be considered as the minimum essential requirement of school education

·         Its subject matters is man and his environment

·         the values such as positive attitude towards our cultural heritage, national unity, secularism, religious tolerance should develop through the study of social science

·         preparing the student s to make adjustments in the society

·         Iswar Bai Pattel committee (1979) also recommended a broad based education be provided up to the end of the stage of compulsory education

2.8. TYPE OF CORE DESIGNS

            Following are the different types of core design used

·         The Separate Subjects Core

Perhaps the most commonly encountered of the so called core designs the separate subject’s core consists of a series of required individual subjects separately taught by subject matter specialists. In a junior high school two core subjects are sometimes taught by a single teacher in a block time.

·         The correlated core

The correlated core curriculum attempts to provide common learning in a coherent form by showing the relationship among the two or more subjects included in the core.  

·         Fused core

The fused core is based on the total integration or fusion of two or more separate subjects.

·         The activity core

The activity core or experience core defines general education, in terms of immediate felt needs and interests of the learners. Like other leaner centred designs this one eschews all planning and formal structure basing ultimate curriculum content and organisation on the classroom planning and decision making of students and teachers.

·         The living core

The living core of social function is a pre planned, required program of general education based on problems arising out of common activities in a society. This design is regarded as an authentic core design because it is 1) problem centred rather than subject centred, 2) essentially pre planted, 3) compromised of integrated common learning and 4) customarily taught in a block time class by a teacher who act as a guide. The areas of living core are based on the universal human activities.

·         The social problem core

The social problem core is similar to the areas of living core- so similar there is no critical deference between these two designs. Social problem core derived from the crucial issues that best men at every level of contemporary social life. 

2.9. REASONS FOR SOCIAL SCIENCE AS A CORE SUBJECT

Psychological reasons

Importance of environment - According to psychology man is the creation of environment and his personality is best developed in an environment while human being responds to his environment he also seeks to understand it thoroughly and interpret it correctly. Mans direct participation in his environment established an interpersonal relationships. In our complex society the burden, providing the necessary social training, has now shifted to our schools. This burden has now been shifted to schools. Among all school subjects’ social studies is the only subject who studies man and his relationships with his environment. Hence its importance is as a core subject.

Importance of behaviour - Psychology is the science of behaviour. In the modern age our problems are solved with the better use of psychological findings. If one is psychologically convinced that he is to live along with others he requires a particular type of behaviour to interact and understand the interaction of others. This can be achieved through a course, rooted in children’s day to day experiences. Therefore social science has been assigned an important place in the new school curriculum because it deals with concrete things and deals with the substances of life, for life and assimilated through living

Educational reasons

            The social, economic and political problems of the modern world are so intricate that if left to themselves or to their home and community few young men and women can be trusted to pick up the necessary information. Education has three main aims, the material, the cultural and the social. The material aim says that the parents want that education should fit the child to earn his living. Thus education as primarily a form of vocational preparation. Cultural aim says that education should aim at the complete and harmonious development of the child. (Social aim).  Both these aims ignore the important fact that a child has to play as a member of the society in which he is born.

According to democracy in modern time each citizen should take his part in decisions of national and international importance. There for education must contribute the real experience towards the development of the child in a social context by providing experiences which should be enable the child to understand his own nature, the nature of his physical and social environment and his place within that environment. Education must develop the attitude and skills for the group life and civic efficiency such as social mindedness, truthfulness, honesty, loyalty, tolerance, and co cooperativeness etc.

A modern teacher has at this command such as the new tools, the wireless, the cinema, and the visual aids of all types, the project methods and the activity methods. All these must set in the frame work of an integrated course of study realise their full value. This begins us to the problem of the integration of subject units which is the content of social studies.    

Sociological reasons

Development of social character - The purpose of social studies in schools is the development of social character.

This may be done by drawing the child into the community and making awareness about collective life and ideals.

Social awareness- social awareness is necessary for avoiding the anti social behaviour of the child.  It gives the child a sense of belongingness, sense of family, neighbourhood, community, nation and humanity.

Socialisation –If education has got any aim like socialisation, social studies which promise to contribute much to education. This is the best fulfilled by social studies because social studies keeps this aim in the for frond.  Socialisation is the main aim of education which will contributed by the subject social science.

Study of society – in social studies we study the nature of society its present shape and how its evolution to its present form. Achievements of the society in the past there effect on the present is an important content of social studies.  

Changes and problems - Social studies find out how man has changed his physical environment and adjusted himself according to his environment. This will help in produce well adjusted citizens prepared to solve the pressing problems of our times. It will enable our students to become efficient and effective members of the world community.

Practical reasons

 Practical attitudes and ideas – Social Science inculcates the attitude and ideals which make one more successful in his practical life than other wise. Our present day life demands from us more knowledge of social behaviour and greater social awareness. There for social studies must be taught as compulsory subject to future citizens to produce well informed and enlightened citizens who may promote common welfare after subordinating their own selfishness and greed.

Increasing responsibility of citizenship – Since the earliest period of Indian history one of the major aim of education has been train our children for responsible citizenship. With the establishment of democracy as a system of government in India this aim has come in to the fore-frond. The task of schools in general and social studies in particular has become greater for realisation of this aim.

Re adjustment in nuclear family – In older days there were only joint families including not only mother, father and their own children but also grandparents aunts, uncles, cousins, and other members who lived in the same roof. Joint family gave stability and security to home life. The family lived, played, and worked together, depending upon each member for his contribution towards the welfare of the group. Home life is now quit different in today’s nuclear family system. The rapid migration of rural population towards the indusial towns and the enormous increase in price has created many social problems directly concerned with the social life of the children. All this makes the content of a social studies course.

Rapid growth in communication and transportation – During the Last few decades the rapid growth in communication and transportation has received a number of exceeding complex problems in human relationships on international level. Man made barriers of cultural differences, colonial and commercial rivalries and intolerance etc along with physical barriers, mountains oceans and deserts etc have been removed. Today there is a free flow of ideas, communications, information’s, and interaction among the people of the world. There for there is a great need for the effective teaching of social studies.

Increasing responsibility for democratic living – Today democracy has been accepted as a way of life by a majority of nations of the world. This has increased the personal responsibility of each citizen. Who must have a sound understanding of his or her relationship and responsibility to the group. In turn the group should also understand its responsibility to the individual. There for the school should provide experience to children who may familiarise them with democratic living and with deep appreciation of the liberty enjoyed by the citizens of a nation. This is taught effectively through social studies.  

Need of international understanding – modern man is overpowered by fear and insecurity which cannot be removed unless he has faith in the basic goodness of man. If we want to change the world, we cannot do so mealy by trying to change the outside world, we must also change the world within the world of mans mind and emotions, where the seeds of violence and hatred or peace and love are initially sown. This is the basic educational challenge of modern age.  Today we need co operation among nations, charity among groups, and love among individual, and justice for all. Co –operation charity and love were preached and practiced by men like Plato, Budda, Gandhiji, Jesus crist, Mohammad, Linclon etc. Today these have to be woven to the fabric of our educational thought and practices so that men learn to live together, to love and respect of one another joys and sorrows and to help one another to overcome the hurdles of life. This is the best done by the study of social studies in our school curriculum.

Overcoming the cultural forces - Today industrial and technological advances should be given to subjects and a greater emphasis placed on material that answers pupils’ needs. They would evaluate the material regardless of subject on the functional value to the people. We need to understand social phenomena and the laws of change much more than before because every adult citizen is expected to participate in controlling them. This is done by the teaching of social studies.

2.10. FUSION, INTEGRATION AND CORRELATION

In recent years many educators have demanded that less attention should be given to subjects and a greater emphasis placed on material that answers pupil’s needs. They would evaluate the material regardless of subject on the curriculum and many experiments have been attempted. As a result much work has been done on the curriculum and many experiments have been attempted. Literature relating to organizing the curriculum contains such terminology as fusion, correlation and integration. These terms relate to the arrangement of content in the curriculum and should not be thought of as a type of curricular organization.   

Traditional curriculum design is very much subject centered where we have our subjects as Math’s, English, Science. Then we may have the humanities subjects as History, Geography, and Politics. Then the Languages, the arts subjects as Music, Drama, and Art. Then at the lower end we may have the technical arts as Woodwork and Metalwork. Each one of these areas has its own assessment criteria, practical activities, aims or objectives, assessment types.

Fusion

Fusion refers to the organization for instructional purpose of content from several subject areas into unified course. Such an arrangement ignores the conventional barriers or boundaries between existing subjects. In this multidisciplinary approach, teachers fuse skills, knowledge, or even attitudes into the regular school curriculum. In some schools, for example, students learn respect for the environment in every subject area. The school records the number of days without a fight as “peace days”; teachers write the accumulated number of peace days on the blackboard in every classroom. Teachers wear peace signs, and students greet each other with the peace sign.

Fusion implies the breakdown of subject boundaries and selection of material from various fields to achieve the objectives that have been set up. Fusion can involve basic skills. Many schools emphasize positive work habits in each subject area. Educators can fuse technology across the curriculum with computer skills integrated into every subject area. Literacy across the curriculum is another example of fusion. For example in the social studies curriculum History, Geography, and Civics frequently united at the junior high school level in to one course. Proponents of the plan claim that under such a procedure the solution and arrangement of material can be based on social objectives and not on the traditional content basis.

Fusion courses vary to a considerable extent. The earliest courses attempted to blend the material in two or three subjects. History, Geography, and Civics were the fields generally chosen for the fusion experiments. Such a procedure was natural for long before the term fusion had been used in education, teachers has pointed out the importance of a geographical background for the study of history and often history and civics were closely related.  

Fusion movement gained impetus through the appearance of textbooks for fusion courses in the junior high school. At one time such text books were adopted by many schools. Un doubtedly the fusion movement would not have made much progress had it not been for the work of Rugg who prepared a series of such books for the junior high school. This first series was published in 1929. The remaining five appeared at various times during the following years. However in later years the use of the fusion textbook declined.       

Correlation

Correlation design Allows for some linkage of separate subjects in order to reduce fragmentation of the curricular content. Correlation design is similar to broad-field design in that it is focused on integration. The difference is that correlation design combines only two subjects while broad-field will combine several subjects.  In many ways, one could say that correlation design is a simplistic version of broad-field design. Some examples of correlation design social psychology, which is sociology and psychology; bio-statistics, which is biology and statistics; and music technology, which focuses on music and its use through technology.  Generally, correlation design is found at the university level where students need expertise in specific subjects.

Correlation means the seeking and utilizing of points of contacts and relationships among subjects in order to bring about association in general field of knowledge and to some degree among the various parts of the curriculum. Correlation considers a systematic and continued association of one subject to another keeping the subject at high school level. This planned arrangement deals with a common topic or area of interest. Correlation is nothing more than the attempt to tie up knowledge that the pupil is studying with the knowledge in a related field.

The advantages of correlation design are that it fills in the gaps within curriculum of two subjects that are related. The two subjects are combined in innovative ways and the students are able to see the connections between the two of them. The disadvantages are that few teachers have enough expertise in the two subjects to successful correlate them in a curriculum. In addition, few teachers have the time to collaborate with their peers on a project such as this.  Despite these issues, correlation design is an option for teachers interested in creating a unique curriculum for the needs of their students.

Two types of correlation

Incidental correlation- In this the teacher tries to tie up the topic or the event that the pupils are studying with the related knowledge that he has learned elsewhere. Naturally the extent of this type of correlation will depended up on the teacher.

Subject correlation – It has often been the topic of curriculum revision. Attempts have been made to correlate history and literature. For example – American history is studied at the same time as American literature, and teachers of both subjects confer frequently to prepare the program that will help the pupils to tie up the knowledge of both subjects. Plans have been made to correlate history and geography. Another plan of correlation may be found in the single correlated courses in which first a unit of geography is taught, then a related unit of history and finally a related unit of civics. An extreme attempt of correlation is one in curriculum. But generally correlation resulted in a loss of attainment in the real objectives of education.

Integration

            One of the guiding principles of the curriculum is coherence, whereby students are offered “a broad education that makes links within and across learning areas”.  When used effectively, curriculum integration provides a learning environment that offers this coherent education, allowing connections to be made within and across subjects.  Nonetheless, it could be argued that curriculum integration remains one of the most confused topics in education today. Many teachers and researchers use the term to mean a variety of things, some of which have nothing to do with curriculum integration. The confusions surrounding the term have undoubtedly hindered consistent professional development and research in this area. Curriculum integration is a design that supports the need for learners to be actively involved in their learning, through being part of the decision-making process.

Current talk about curriculum integration is almost completely a historical, suggesting alternately that it is rooted in reforms of the 1960s or that it is a recent ‘fad’ that began in the late 1980s. Furthermore, the same current talk almost always implies that curriculum integration is simply a matter of rearranging lesson plans as overlaps among subject areas are identified. One of the best ways to understand curriculum integration is to discuss what it is not. First, it is not a historical, as Beane rightly points out. The roots of curriculum integration are to be found in the progressive education movement of the early 1900s and are evident in the work of Dewey (1910, 1913), Kilpatrick (1926) and others. Dewey (1902) stated that within the curriculum, “facts are torn away from their original place in experience and rearranged with reference to some general principle” Curriculum integration is responsive to this concern because it values the students’ prior knowledge and uses this as an initial starting point to be built upon. This is an active process that makes learning relevant to what the students already know. Integration means the creation of units of understanding that consisted of integrated materials of instruction from several fields in order to present a whole picture of a phase of knowledge rather than a part.

Integration as applied to subject matter is generally accepted as a median between correlation and fusion. Integration the process that cuts across the subject boundaries more freely than is done in correlation in order to place greater stress on inter-relationship. The objective of such field however makes it desirable that the various fields of knowledge should not be taught by several individuals. A single instructor of wide training world is better if the course is to have unity. However the work may be successfully carried out in the social studies teacher assumes full charge of the course and directs the work of the other teachers. Integrated courses present many administrative problems.

2.11. RELATION SHIP WITH OTHER CORE SUBJECTS

            People everywhere have certain basic needs whose fulfillment depends on their environment and their cultural level. Science disciplines and humanities help and reinforce the social studies in order to help of science and their social implications. Educators agree that children and youth should sense these essential relationships. All the subjects must mesh together to shed light for proper and through study of these relationships. As no single subject can give a complete and correct picture of complex human relationships, there is need for studying one another relationships. Different subjects must be correlated and associated for the benefit of all. Numerous situations are provided for related learning in a functional setting. Thus social studies provide a natural setting for an application of knowledge and basic skills in solving human problems.        

           

Social studies and science

In the Present New Set Up every child has to study physical natural or biological and social sciences. While physical science deal with our environment and the material around us natural or biological sciences deal with the organic existence around us, the flora, the fauna, the human being and the complicated process of their growth and decay. Social science deal with the needs of man and society and the way in which he has organized himself in his political, economic and commercial activities.

Physical science and social studies are closely related. Units dealing with food, clothing, shelter, weather, transport and communication are used in science as well as in social studies. Advances in science and technology have revolutionized social life all over the world. Fast means of transport and communication have brought man and man and nation and nation closer to each other. Countries of the world have been closely knit together due to effect of scientific inventions and discoveries on human life.

            Dealing with the intimate things the physical science has little in common with the social sciences but the interaction between the two is of tremendous significance. In their influence upon mankind they are not independent of each other. Eg. For making a bomb, the bomb is physical but its effect and the problems of its proper use and control were not the concern of all social scientists.

Biological Principles are of great use to the social scientist. The social studies use biological principle to present an integrated picture of population dynamics. Biological concepts woven in to social studies are of great help to the understanding of the over population problem in its true perspective. Biological concepts such as reproduction is a life process, sexuality is an adaptation, the tendency for species to over populate are useful in social studies. The growth population is controlled by limiting factors of his environment. Mans control trough medical research death control and birth control have developed considerably in the past several decades.

            The scientific improvement leads to social and cultural improvement. Man reduces his dependence upon natural resource. Whenever he creates an effective substitute for a natural resource or discovers new ways to use it more effectively. The rate of scientific development in an area directly influences the ways of people to meet their basic needs. Man often creates new social problems that he must solve while inventing machines which make it easier for him to meet his physical needs.

            Social problems like over population, great disparities in the distribution of wealth can be understood against the background of science. The medical advances, architectural knowledge and astronomical calculations, the latest inventions and discoveries all have their social significance. Effective citizenship cannot exist without the assimilation of science into the breadth and depth of the whole mental experience of human being.

            Ours is a rapid changing and shrinking world. Technological development is creating far reaching changes in the mode of living. Modern science is all perceive. So modern societies are based on science. Science is intimately related to the means of production, means of communication and means of transport. Economics and politics depended on scientific factors such as productivity and transportation. Even the modes of teaching and learning look to science for speed and effectiveness. Computers, radio, films, television, are being used in modern education. Every were in any walk of life must be aware of science and technology and know their social impact. Knowledge and skills of physics, chemistry, and biology may be translated in to purposeful social activity.

Today the scientific method extends far beyond science. Every discipline uses the method of observation, method of making symbolic, graphical or linguistic models, of applying reason as well as imagination to draw conclusions from data to formulate theories and the method of keeping an objective view while theories are tested.  There can be no going away from method of science trough the facts of today may not be the facts of tomorrow and theories may also undergo.

The curriculum of social science and the science are in fact inter-dependent. The life and work of eminent scientists of the world are as much a part of social studies curriculum as the biographies of different sciences, the biography of a scientist or the impact of scientific development on human society all these are significant facts for social studies.

In the unified course of social studies are included experiences helping students to understand the conditions needed for growing various kinds of plants and trees for human comfort, the need for good food in maintaining health, elementary physiology and important principles of cleanliness and sanitation. Through these concepts we are closely related to science than social science. But these are closely the social studies related areas of studies. For better understanding social science we are depending up on the scientific advancements in this matter. For better understanding of social studies concepts and understanding of human developments in various ages we can approach the scientific conclusions and knowledge’s. Through which we can understand the impact of scientific inventions in the development of human society. For the material civilization period man has to apply the scientific theories to solve the crucial industrial problems. It only trough the development of a unified courses of social studies along with physical science man can find out solutions for his problems. In most cases in the class rooms the well informed and alert teacher who may use the techniques of team teaching there we can notice the development of socio- scientific culture. Then, how we can avoid to discuss the relationship between the science and social science.

Social studies and mathematics

Mathematics helps man to quantify the ideas to be precise and to utilize spatial concepts in his day to day living. Due to its place in the science and in the practical arts form the informational and computational stand points it is indispensible in our life. Mathematical literacy is essential for every citizen in a society which is rapidly transforming itself in to an industrial and technological society.

Mathematics is helpful in meeting basic needs of human being. A citizen must be a good producer and a good consumer. Trough mathematics children acquire skills, through speed and accuracy which prove useful in common transactions in life situations. Children must be trained in the use of price lists, vouchers and advertisements. They should learn the compound rules involving money, weight, time and measure. They must learn to bring the expenditure within a given income and to use it to the advantage of the family. From the house hold budgets they may be led to the municipal, state, and central government budgets. They must know about the different kind of taxation and the use government makes of taxes. So they must learn their civic duties.

Teaching of mathematics trough social studies knowledge of simple interest, post office savings accounts, stocks and shares, national savings can be used in the house hold situations. Ratio and percentages may be taught through class room situations such as attendance, age, examination results, height, weight, and school fees. Averages may be taught trough examples in such familial matters such as temperature, rainfall etc. Thus the relationship between social studies and mathematics are uncountable, their teaching can be associated and correlated.

Social science and language

Social studies are very much reinforced by language. Lavishly illustrated books and recordings of famous heroes, recounting events of the past help children to read and listen and to react to what they read and hear. A child has to consult different sources to gather material of social studies. He must be good reader to cull out relevant information while teaching social studies opportunities should be provided to pupils for speaking, discussing and narrating their experiences verbally as well as in writing.

While social studies contain a record of the deeds of men; literature is the record of feelings, emotions, imagination and the thought of men. Indeed it is only by bringing the two records together and comparing them, interpreting ones feelings in the light of their deeds and illustrating their deeds by their sentiments and feelings expressed in literature the study of both literature and studies can be made more vital.

Language and social studies go hand in hand. While social studies deal with man and society, language provided man with a vehicle of expression and communication. Literature shows the ways of knowledge about people’s events and places. Education must build persuasive bridge academic studies like social studies and literature. Thus language provides great potential for enriching learning in social studies.

Social studies and art

As the firm of social studies is to promote the individual and social competence, so is the aim of art, music, and other aesthetic activities. Art education begins with creative aesthetic activities and leads to the cultivation of discrimination and aesthetic sense and the capacity to choose and take up what is beautiful and harmonious, simple, healthy and pure. This lends grace to character and behavior. It makes the students a finer human beings.

Art and music and other aesthetic activities and social studies reinforce each other. In teaching social studies to students the teacher uses the contribution of great painters, sculptures, musicians etc. The great Indian creators of the Taj, the stupa of sanchi, goutham buddas stupa etc had knowledge of anatomy, physical balance, and political impact of psychological stimuli, economics or religion. They were equally concerned with man and society. Art and music and other aesthetic activities enrich social studies. They make it interesting. Students are required to draw pictures graphs, maps, diagrams, timelines, weather, charts and build models of buildings, projects and dams costumes etc for dramatization through art activities. On the other hand social studies provide themes to artistic, musical, and other aesthetic activities. Both these core subjects support, supplement and reinforce each another.

Social studies and supw

            Socially useful productive work is purposive, meaningful, manual, work resulting in goods or services useful to the community. It is intended to provide children with opportunities of participating in social and economic activities inside and outside the class rooms. It provides opportunity to understand scientific principles and process involved in different types of work and setting in which they are found in the physical and social environment. Therefore the socially useful productive work finds a central place in the curriculum of social studies. It reduces the gap between work and education and bridges the gulf that divides the affluent from the weaker and poorer sections of the community. It develops a positive attitude of teamwork and socially desirable values like self reliance, dignity of labour, tolerance, cooperation, sympathy and helpfulness. It creates a desire to be useful member of society and contribute over best to the common.

            Both social studies and socially useful productive work reinforce each other. Problem solving approach is used in both. Productive manual work situations relating to production of goods and services are drawn from the areas which are the focus of action of social science. These include health and hygiene, food, shelter, clothing, culture and relation and community work and social science.            

BAIJU AYYAPPAN K

ASSISTANT PROFESSOR IN SOCIAL SCIENCE 

CUTEC CHALAKUDY