NIOS DELED COURSE CODE 509 SHORT 5 MARK Q ANS IN
ENGLIGH
Q .1. What are the
objectives of teaching social sciences at the upper primary stage according to
National Focus Group on Teaching Social Sciences (2006)?
Ans
At the upper primary and/or the
secondary levels, the term ‘social sciences’ and ‘social studies’, to a
great extent are interchangeably used. For example, NCF(2005, p-53) used
the term ‘social studies’ in the context of curriculum of the upper
primary stage, whereas, the Position Paper – Nation Focus Group on
Teaching Social Sciences
(2006, p-5) has used the term ‘social
sciences’ in the context of curriculum of the upper primary stage. In the
text books of „history‟,„ geography‟ and „social and political
life‟ at upper primary level of CBSE curriculum(published by NCERT)
the term ‘social science’ is used. Whatever the terms (i.e. „social
studies’ or „social sciences’) used, the focus of teaching learning
of ‘social sciences’ (or ‘social studies’) changes according to the levels of
education that is already discussed earlier. At school level, learning of
social studies/ social sciences focuses on the issues which are functionally
different from the issues of learning of social sciences at higher education
level. The general aims of learning social sciences at upper primary/
elementary school level are as follows:
To acquaint students with their
geographical, social and cultural environments.
1)
To develop in students the sense of social competence and social commitment. 2)
To develop the democratic citizenship qualities among students. 3) To develop
the spirit of patriotism, national feeling and international understanding
among students. 4) To help students to participate in socio - economic
institutions. 5) To train students to solve the present and forthcoming social
issues and challenges. 6) To develop moral values, emotional qualities and
sense of belongingness among students.
Q.2. Explain the place of
social sciences learning in ancient Indian cultural/ educational system?
Ans.
In fact, the learning of social
sciences is not new one. The learning of social sciences has become the part of
education system from the first day of the creation of civilization in this
world in one way or other. Let us see, how social sciences crossed the path of
their progress through the ages.
While modern india started
during the eighteenth/ nineteenth century, pre-modern
age covered a long span of time
starting from the creation of human society in the world to the
seventeenth/eighteenth century. Pre-modern world experienced many phases of
human civilization ranging from hunting gathering age, pastoral nomadic age,
Stone Age, Iron Age, river valley civilizations and medieval age to
eighteenth/nineteenth century. Since the days when the human beings put their
feet in this world and established the family/society, understanding of
society/social system became necessary for them. Therefore, there was a
necessity learning social sciences. In those days, the learning of social
sciences was informal and unorganized one. As day by day the human society
became complex and social demands and challenges multiplied, accordingly the
study of social sciences became a necessity.
Q.3. what are the National Curriculum Frameworks (2005, P-50) remarks ?
Ans.
“The social sciences
encompass diverse concerns of society, and include a wide range of content
drawn from the disciplines of history, geography, political science, economics,
sociology and anthropology. Social science perspectives and knowledge are
indispensable to building the knowledge base for a just and peaceful society.
The content should aim at raising students‟ awareness through critically
exploring and questioning of familiar social reality. The possibilities of
including new dimensions and concerns, especially in view of students‟ own life
experiences, are
considerable. Selecting and organizing material into a meaningful curriculum,
one that will enable students to develop a critical understanding of society,
is therefore a challenging task.”
Q.4. write a short note one “current social
phenomena and challenges “ ?
Ans.
Current society is the society
of twenty first century that experiences many characteristics
relating to development,
changes, dilemmas, issues and challenges.
The following points may
characterize the current social system and phenomena.
1) Current society is a fast
growing society based on rapid development of
science and technology.
2) Complexity, heterogeneity,
diversity and differentiation in many spheres of
life
(i.e. economic, political, cultural, religious, etc.) characterize the current
society. 3) New social orders like modernization, industrialization,
urbanization, specialization, automation, globalization, privatization,
liberalization, planned development, etc. are the basic features of current
society. 4) New social values like democracy, socialism, secularism, liberty,
equality, fraternity, justice, scientific temper, individual right, freedom,
rationalistic thinking, etc. are the outcomes of modern social system. Q. 5
write the scope of social sciences in a differentiated society ?
Ans.
A
differentiated society is a heterogeneous and complex society which faces many
social problems and challenges. The present society is a differentiated society
where large number of social problems are found. Some of the social problems
that the present/current society faces are mentioned in above section of this
unit (i.e. section 1.4.1). As the present society is changing at a faster speed
because of the impact of science and technology, advanced media and many more
things, new social problems are cropping up day by day. Accordingly new social
sciences are emerging and becoming the part of education system in order to
address to such new social problems. In the eighteenth and the nineteenth
centuries, social science subjects like social works, public administration,
criminology, psychology and demography etc. had little existence, but, in the
last and present centuries, these subjects are getting due importance because
many new social problems are associated with them. For example, in the
eighteenth and even in the nineteenth century, issues relating to population
especially growth of population were not major social issues, but in the last
and present centuries, the complexities relating to the population growth have
affected many aspects of social life for which the subject demography has
emerged as the important part of education system.
