NIOS DELED COURSE CODE 509 SHORT 5 MARK Q ANS IN ENGLIGH

 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.