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Unit III: Teaching of Social Science

3.1 Role of Social Science in day to day living.
3.2 Objec ve of teaching social science.
3.3 Different approaches and techniques of teaching social science.
3.4 India’s physical features, natural resources, na onal symbols, fes vals, states and their capitals,
languages.
3.5 India’s cons tu on, fundamental rights and du es of ci zens and na onal integra on.

3.1 Role of Social Science in day to day living

Social Science is the study of the activities of the physical and social environment. Basically, it is the study of human relations or the
scientific study of human society. It deals with the humans-their relationships, behaviour, development and resources they use and
many kinds of organizations they need to carry in their daily life like the workplace, school, family, government, etc. It is important
because its study helps us to gain knowledge of the society we live in. Generally, Social Science focus on the relationships among
individuals in society. It is the mixture of many subjects like History, Geography, Political Science, Economics, Sociology, Social
Psychology and many more.
The main definition of social science is – “The social sciences subjects are those subjects which describe and examine the humans”.
Social science is the society related study — the primary reason for Social studies to help students to develop the ability to make the
right decisions. It increases the social considerate of students.
G.S. Browne: "Social Studies (Social Sciences) should be the most valuable subject in the school curriculum. Its objec ves are to foster in the pupils an
ac ve interest in everything affec ng the community in which they live, to train them in clear thinking on public ques ons and to equip them for
sound judgement in the future by a full study of their environment."
The most important branches of Social Science are Anthropology, Economics, Politics, Psychology, Sociology, History, Law,
Linguistics, Archaeology and Geography. Social Science is not a common discipline of Science which requires you to bury your mind
with endless scientific formulas and tire yourself out in mind-boggling experiments. It delves deeper into the science of humankind
and society and explores many branches such as Law, Political Science, Psychology, History and more.
Social Science aware the students about our surroundings and the incidents happened in the past. It has significance to develop an interna onal
viewpoint. It is also important for the moral progress of society. It helps to form the man social character. Study of Social Science makes us an efficient
ci zen of a democracy, and it also helps us to solve the prac cal problems in our daily life. It is essen al for communi es and organiza ons. It also
helps the students to know how different socie es are managed, structured and governed.

Quali es Of Purposeful Social Studies

1. Meaningful

Social studies should be meaningful to students. Teachers should embrace the natural interests of students and plan topics around those interests.

2. Integra ve

Integra ng all aspects of life is key to a successful social studies curriculum. Not only should current events and other classes be integrated, but also
aspects of daily life as well. Every moment is a teachable moment.

3. Value-Based

Key values of democracy are opportunity, equality, jus ce, and freedom of speech. These values should be echoed throughout all parts of social
studies.

4. Challenging

Teachers can challenge children in social studies classes in ways they aren’t or can’t be challenged in other classes. In-depth cri cal analysis should be
implemented — ge ng students to think and reflect will help them engage and challenge them to care about what’s going on around them.

5. Ac ve

Get students ac ve and engaged with debates, discussions, role playing, projects, and simula ons. This is one area of school where kids should really
get into it!

When we analyze social studies, we can iden fy some rela ons with personal life and its influence in daily life. Social studies help a person to improve
his personal life. Following points may reveal the importance of social studies in daily life-

1. It describes the importance of cultural unity and diversity within and across groups.

2. It demonstrates an understanding that different people may describe the same event or situa on in diverse ways, ci ng reasons for the differences
in views.

3. It demonstrates an understanding that people in different mes and places view the world differently.

4. It helps to use appropriate resources, data sources, and geographic tools such as atlases, databases, charts, graphs, and maps to generate,
manipulate, and interpret informa on.

5. It helps to examine the interac on of human beings and their physical environment.

6. It helps to observe and speculate about social and economic effects of environmental changes.

7. It considers exis ng uses; and proposes and evaluates alterna ve uses of resources.

8. It helps to work independently and coopera vely to accomplish goals.

9. It is useful in iden fying and describing examples of tension between an individual’s beliefs and government policies and laws.

10. It helps to examine the rights and responsibili es of the individual in rela on to his/her social group such as family, peer group, school and class.

11. It is useful in iden fying factors that contribute to coopera on and cause disputes within and among groups and na ons.

12. It ascertains and describes examples in which science and technology have changed the lives of people such as in homemaking, child care, work,
transporta on and communica on.

13. It examines the influence of public opinion on personal decision-making and government policy on public issues.

The aim of social studies is to promote civic competence or a prac cal understanding of how to effec vely par cipate in public life, ul mately aiming
at a comprehensive understanding of society. It is taught to young students as a prepara on for their future life.

3.2 Objec ve of teaching social science

The Educa on Commission, 1966: The aims of teaching Social Studies (Social Sciences) is to help the students to acquire a knowledge of their
environment, an understanding of human rela onships and certain a tudes and values which are vital for intelligent par cipa on in the affairs of the
community, the state, the na on and the world. An effec ve program of Social Studies/Social Sciences is essen al in India for the development of
good ci zenship and emo onal integra on.
Aims of Teaching Social Science in Schools:-

· It gives knowledge about civilization and culture.

· It provides knowledge of social development.
· It develops social behavior.
· It develops civil qualities.
· It develops the power of thinking and reasoning.
· It develops the feeling of universal brotherhood.
· It develops modernization.
· It develops suitable proficiency and good habits.
· It develops the moral and social values.
· It develops the all-round personality.

Objectives of social science

Social science help students to know about the duties towards human society and make us understand how a man can fulfil their
needs. Because of Social science students understand the fundamental rights in our constitution, freedom fighters who fought for
the nation. It also provides knowledge of the social environment and nature. It also develops the human qualities, desirable
attitudes in students, and it also expands the critical thinking and imagination of students. Students learn many different things
from social science like cultural and social beliefs, religions, caste, nationalities, languages, festivals, clothing, food etc. From these
things, students come to know that in the society they live is multicultured, diverse and interrelated between the countries, culture
and religion.
1. Knowledge and understanding objec ves:
· The essen al terms, defini ons, concepts, themes, and generaliza ons useful for the proper study of the subject Social Sciences.
· The things and phenomena related to the physical and social environment.
· The various social problems exis ng in the environment.
· The use of available resources to meet the basic human needs related to food, clothing and shelter.
2. Skill objec ves:
· Skill of reading, interpre ng, using, and making of different types of graphic materials like maps, graphs, tables, charts, pictures, diagrams,
me lines, posters, cartoons, etc.
· Skill of making use of various data sources like textbooks, library material, current periodicals, newspapers and magazines, museum, places of
visits and excursions and other community resources, audio - visual aids and equipments, internet and worldwide web, etc. for useful
informa on, study and data collec on.
3. Applica on objec ves : The teaching and learning of sciences is helpful to the students in making them capable of applying and u lizing all such
knowledge and understanding gained (as pointed out in the knowledge and understanding objec ves) and skills acquired (as pointed out in the
skill objec ves) through the study of one or the other topics or learning experiences related to a Social Sciences course.
4. A tude objec ves:
· Posi ve and favourable a tude towards the existence and func oning of social organiza ons and ins tu ons.
· A tude of coopera on, sympathy, tolerance, love and trust towards the people belonging to other castes, cultures, religions, language
groups, regions, states, and na ons.
· Posi ve a tude and firm belief in the goodness of the democra c system of the government.
Social Science helps the students to know the importance of democracy, freedom and rights and how to live in society. It makes the
student responsible, active and reflective towards the society. And also makes the students well informed about the culture, religion
and society; in short, it makes the student well-informed citizen.
The main goal of teaching social studies is to teach students to become good ci zens. We are living in a diverse society — one that requires
knowledge of social studies to succeed. With a social studies background, children become adults that can par cipate civilly in our democra c society.

3.3 Different approaches and techniques of teaching social science

Teaching methods refers to the general principles, pedagogy and management strategies used for classroom instruc on. It comprises the principles
and methods used for instruc on.

LECTURE METHOD
It is the oldest procedure of teaching. It is widely used in schools and colleges. It is a good method its cover a wide topic at heights level of college or
secondary schools and higher secondary classes but its success depends on the personality and ability of students.

Why this method should be used?

To mo vate students.
To give an overview of a large topic.
To add supplement the students reading.
To make an importance ma er understanding.
To provide background of a topic or to introduce the topic
To help the students to use their me wisely
To explain the major concepts of a lesson
To develop reasoning skill of students
To have a classroom discussion

Merits Of The Method:

To establishes face to face contact. It develops a en on span. Students develop listening and note taking skills. Students can prepare the notes. It is
easy method for new teachers.

Demerits Of The Method:

It is a teacher centered method not very good for SS. It is a monotonous ring and some mes it becomes a boring method. It brings a lot of burden
and reading to the teacher. It is not an interac ve method.

SOURCE METHOD:
There are three types of sources in this method.
1. Material resource: Ideas, machines, weapons etc…..
2. Oral resources: Songs, folk stories, tradi ons, customs etc...
3. Wri en and printed resources: Records, reports, le ers etc….

Source method is an ac vity oriented method. It is generally used in social studies subject also. Generally sources mean a person, books or document
or picture or actual objects that can provide informa on for learning. It is learning directly from the actual sources for examples for social studies they
can be- A contract with the bank – or studying the sample of stone collected from the moon or an object found from any ancient place can also be
studied. One can also take students to museums to find the objects to study.

Advantages Of Sources Method:

It provides direct, first hand experience.
It develops a sense of reality
It creates mo va ng and interes ng ambience in the class.
It develops skill of data collec on, thinking skill and observa on skill.
It makes the subject meaningful.

DISCUSSION METHOD:
The word discussion means exchanging views and debate. Here the discussion can be among the group of students as a whole group.

Where And When Can You Use Discussion Method?

1. The teacher of S.S. can use this method when he is using a project method.
2. When he has to share informa on and ideas from a large group.
3. When one needs to solve a problem, or do thinking and analy cal ac vity in the class.
4. When one obtain informa on and ideas from a large group of students.
5. When one needs to check or evaluate students’ progress.

Forms Of Discussion:
Formal, debate, classroom, informal, panel, symposium.

Merits Of Discussion Method:

• It is based on differences.
• It emphasizes independent study.
• It develops reasoning.
• It develops study habits.
• It is ac vity oriented.
• It teaches how to study purposefully.
• It helps the teacher to find leadership quality among students.
• It helps in clarifying ideas, issues etc.
• It creates be er understanding of the topic, issues, events, ideas or concepts.

Demerits Of Discussion Method

• It is me consuming method.
• It needs some training and average teacher cannot
• Some students do not benefit from this ac vity.
• Some mes only a few students dominate.
• There can be some necessary argument and can lead to some major problems.

PROBLEM-SOLVING METHOD

Problem-solving is the ability to iden fy and solve problems by applying appropriate skills systema cally.
Problem-solving is a process—an ongoing ac vity in which we take what we know to discover what we don't know. It involves overcoming obstacles
by genera ng hypo-theses, tes ng those predic ons, and arriving at sa sfactory solu ons.

Problem-solving involves three basic func ons:

1. Seeking informa on
2. Genera ng new knowledge
3. Making decisions
Problem-solving is, and should be, a very real part of the curriculum. It presupposes that students can take on some of the responsibility for their own
learning and can take personal ac on to solve problems, resolve conflicts, discuss alterna ves, and focus on thinking as a vital element of the
curriculum. It provides students with opportuni es to use their newly acquired knowledge in meaningful, real-life ac vi es and assists them in
working at higher levels of thinking.
· List all related relevant facts.
· Make a list of all the given informa on.
· Restate the problem in their own words.
· List the condi ons that surround a problem.
· Describe related known problems.
What is problem-solving?
Students are presented with problems which require them to find either a scien fic or technological solu on. It is a student-centered strategy which
require students to become ac ve par cipants in the learning process. Problem solving is a teaching strategy that employs the scien fic method in
searching for informa on.
Five basic steps of the scien fic method
1. Sensing and defining the problem
2. Formula ng hypothesis
3. Tes ng the likely hypothesis
4. Analysis, interpreta on and evalua on of evidence
5. Formula ng conclusions

Advantages
1. This approach is most effec ve in developing skill in employing the science processes.
2. The scien fic method can likewise be used effec vely in other non-science subjects. It is a general procedure in finding solu ons to daily
occurrences that urgently need to be addressed.
3. The student’s ac ve involvement resul ng in meaningful experiences serves as a strong mo va on to follow the scien fic procedure in future
undertakings.
4. Problem-solving develops higher level thinking skills.
5. A keen sense of responsibility, originality and resourcefulness are developed, which are much-needed ingredients for independent study.
6. The students become apprecia ve and grateful for the achievement of scien sts.
7. Cri cal thinking, open-mindedness and wise judgment are among scien fic a tudes and values inculcated through competence in the scien fic
method.
8. The students learn to accept the opinions and evidence shared by others.
9. Problem-solving Skills

PROJECT METHOD:

Project method is a direct outcome of pragma sm, especially of John Dewey’s educa onal philosophy. Pragma sm believes in reality. It is scien fic
and empirical. It is based on the principle of learning by doing. Being influenced by John Dewey, Kilpatrick tried to give project method in 1918. This
method is democra c in nature and it emphasizes social skills and team work.

What Is A Project Method?

It is a progressive approach of teaching. It is a purposeful act it provides the learner with learning experiences. Here the teacher acts like a guide
assigns the projects to groups of students.’ Each group works on different topics or problems. They work together to prepare the project. The students
work together as a team, they learn by discussing, reading, and exchanging ideas. Then they take the help of a teacher wherever they difficul es or
have ques ons. The project method covers the content of many different subjects and the teacher tries to integrate the informa on to the main topic.
This method gives complete freedom and choice to students.

Advantages Of Project Method:

It gives freedom and crea vity.
Here the teacher and students both grow.
Students can link the subject to real life.
It mo vates students.

Disadvantages Of Project Method:

It is expensive method.
It is me consuming.
It needs lots of resources.
Some projects cannot be done at school.

DIALOGICAL METHOD

Dialog is a means to transform social rela ons in the classroom and to raise awareness about rela ons in society at large. In a problem-posing
par cipatory format, the teacher and students transform learning into a collabora ve process to illuminate and act on reality.
Dialogic teaching is an approach which harnesses the power of talk to s mulate and extend pupils thinking, advancing their learning and
understanding.
It is mainly built on ‘talk’ – both the teachers and the pupils.
The dialogic approach focuses more on:

· Narrate
· Analysis
· Jus fy
· Explain
· Speculate
· Imagine
· Explore
· Argue
· Evaluate
· Discuss
· Ask their own ques ons

Advantages

Encourages children to voice their understanding. Children were found to be more mo vated and be more engaged in learning when talk was used
more o en. Easily integrated to lessons.

Disadvantages

It involves the children to respect and listen to each other more than usual possibly which is a skill which may take me to develop. The concept
needs to be developed further in order for it to be effec ve and to be incorporated into everyday teaching.

CO-OPERATIVE LEARNING STRATEGIES

Coopera ve Learning, some mes called small-group learning, is an instruc onal strategy in which small groups of students work together on a
common task. The task can be as simple as solving a mul -step math problem together, or as complex as developing a design for a new kind of school.
In some cases, each group member is individually accountable for part of the task; in other cases, group members work together without formal role
assignments.
According to David Johnson and Roger Johnson (1999), there are five basic elements that allow successful small-group learning:
· Posi ve interdependence: Students feel responsible for their own and the group's effort.
· Face-to-face interac on: Students encourage and support one another; the environment encourages discussion and eye contact.
· Individual and group accountability: Each student is responsible for doing their part; the group is accountable for mee ng its goal.
· Group behaviors: Group members gain direct instruc on in the interpersonal, social, and collabora ve skills needed to work with others
occurs.
· Group processing: Group members analyze their own and the group's ability to work together.
Coopera ve learning changes students' and teachers' roles in classrooms. The ownership of teaching and learning is shared by groups of students, and
is no longer the sole responsibility of the teacher. The authority of se ng goals, assessing, learning, and facilita ng learning is shared by all. Students
have more opportuni es to ac vely par cipate in their learning, ques on and challenge each other, share and discuss their ideas, and internalize their
learning. Along with improving academic learning, coopera ve learning helps students engage in though ul discourse and examine different
perspec ves, and it has been proven to increase students' self-esteem, mo va on, and empathy.
Some challenges of using coopera ve learning include releasing the control of learning, managing noise levels, resolving conflicts, and assessing
student learning. Carefully structured ac vi es can help students learn the skills to work together successfully, and structured discussion and
reflec on on group process can help avoid some problems.
ROLE PLAYS ARE USE TO TEACH

To clarify social values.

To focus a en on on a specific central ideas.
To extend vocabulary.
To gain greater insight into the problems of others.
It develops social skills, communica on skills and team spirit.
They provide excellent basis for discussion and evalua on.

ROLE PLAY AND DRAMATIZATION METHOD:

Role playing, socio drama or crea ve dramas are used to present a specific situa on for study and discussion. There is no prepared script. It is
unrehearsed, speaking parts are not memorized and minimum proper es are used.
Role play is a way of bringing situa on from real life into the classroom.
A role in other words, they pretend to be different person.
A situa on they pretend to be doing something different both a role $ a situa on.
In role play, students improvise the situa on is fixed but they make up the exact as they go.

ASSIGNMENT METHOD
Assignments are tasks requiring student engagement and a final tangible product that enables you to assess what your students know and don’t
know. They represent one of the most common ways to assess learning. They can be either low-stakes [forma ve assessment] or high-stakes
[summa ve assessment], so the number and type of assignments will depend upon your course design, learning outcomes, and course enrollment
numbers.

Strengths
· Easier and less me-consuming to construct than exams
· Promotes higher-order thinking (applica on, synthesis, and evalua on)
· Transfer and generaliza on more likely than for exams
Limita ons
· May require addi onal resources (e.g. lab space or other facili es)
· May require class me (e.g. group projects, presenta ons, etc.)
· Typically more me consuming to grade than exams
· May be less effec ve for introductory level content

Types of Assignments
There are various types of assignments that can be used to develop or demonstrate students' higher-order thinking skills, wri ng skills, presenta on
skills and/or collabora ve and interpersonal skills.
· Essays are used to assess student comprehension over specific content and the ability to explain the material in their own words.
· Wri ng or research papers focus on student comprehension, ability to understand material, but depending upon the purpose of the
paper, can also measure student’s innova on or evalua on abili es.
· Oral presenta ons are used as a method to assess oral presenta onal skills, understanding of the content, and ability to organize and
structure material.
· Projects are an excep onal method to assess student’s crea on or innova on abili es. For example, a student has to understand the
material, apply their understanding to another context, and construct a project based upon this comprehension.
· Case studies are used to apply class content to a specific individual, usually themselves.
· Labs are an ideal method to apply abstract ideas or theories to concrete experiences.
· Group assignments are able to assess interpersonal, communica on, and collabora ve skills of students. For collabora on, a student
must be able to synthesize the material from group members and help create a group solu on or product.

METACOGNITIVE LEARNING STRATEGIES OR “THINKING ABOUT MY THINKING”

In order to be effec ve learners, students must not only use their memory and the language skills they have internalized, they must also develop their
own way of learning. Students who “learn to learn” gain control of their learning process and gradually develop the ability to master their mental
processes more effec vely. A student’s inner language is what enables him/her to develop the high-level cogni ve skills associated with
metacogni on.
Metacogni on enables students to be more ac ve in their learning, i.e., to mobilize all of their resources in order to have successful learning
experiences. In order to do this, they must know how they learn and be aware of the steps that are followed and the means that are used to acquire
knowledge, solve problems, and perform tasks.
Metacogni on is the process of "thinking about thinking." For example, good readers use metacogni on before reading when they clarify their
purpose for reading and preview the text.
So in other words, metacognition is the understanding and awareness of one's own mental or cognitive processes.
Some examples of metacogni on are:
· A student learns about what things help him or her to remember facts, names, and events.
· A student learns about his or her own style of learning.
· A student learns about which strategies are most effec ve for solving problems.
Students become increasingly autonomous in their learning as they become aware of their strengths and weaknesses and understand that being
successful depends on the effort they make and the strategies they implement. Their ability to regulate their cogni ve processes increases accordingly
and their self-image improves. Students with LDS can improve their learning capacity through the use of metacogni ve strategies.
When students are able to manage their own performance on a task, they perform be er and their learning is more meaningful than when they are
not able to manage it. Metacogni on starts when students think about the strategies they will use to perform a task. Metacogni on happens when
they choose the most effec ve strategies and decide for themselves whether the outcome of these strategies meets the standards. The me taken to
teach a variety of strategies is very important because students must choose strategies for each task they perform.

3.4 India’s physical features, natural resources, na onal symbols, fes vals, states and their capitals, languages

India’s physical features

Physical environment of India is an important content area in geography at the secondary level. It mainly comprises topics like loca on and size of
India, major physical features of India, drainage systems in India, monsoon, natural vegeta on and their distribu ons, conserva on of natural
vegeta on and wildlife. In this unit, we will provide you with a brief descrip on on each of these topics. Each topic is followed by sugges ve teaching-
learning strategy which includes learning objec ves, teaching-learning ac vi es and assessment ques ons. This unit expects you to foster
geographical skills among students by organising relevant ac vi es pertaining to the different topics under physical environment of India and also
help you acquire relevant informa on so that you can analyse and answer to problems related to the topics.

The concept of Plate Tectonics

Major Physiographic divisions of India.
The Himalayas (Divisions in North-South direc on and East-West direc on)
The Northern plains (Divisions according to regions and varia ons in relief)
The Peninsular Plateau (Central Highland and Deccan Plateau)
The Indian Desert (That Desert)
The coastal Plains (The Eastern and Western Coastal plain)
The Islands (The Andaman–Nicobar Group and Lakshadweep)
A er reading the chapter, the students will be able to -
· Relate the importance of Relief features in terms of Economic Development of the country
· Analyze the produc ve and protec ve role of Himalaya.
· Iden fy the role of natural forces causing changes in the earth landforms
· Analyze the importance of Himalayas as Clima c Divide
· Assess the role of northern plains as food bowl of India
· Dis nguish between Western Ghats and Eastern Ghat
· Locate, label and iden fy various mountain passes, peaks and other important physical
Natural resources
Natural Resources Management is the management and sustainable consump on of natural resources such as land, plants, animals, water,
and soil. Objec ves of natural resources management and conserva on are to protect and preserve the flora and fauna to main the balance in
the ecosystem. Without this balance in the ecosystem, the biomass pyramid, food chain, food web, and all related biological ac vi es would
collapse affec ng the survival of human beings.
The objec ves of natural resource management are as follows:
To maintain ecological diversity.
To provide resources for future genera ons.
To maintain employment facili es for people.

Na onal symbols
India has many na onal symbols with which it iden fies itself and takes pride in them. These symbols have been chosen from India’s unique flora and
fauna, and its culture and civilisa on. In a nutshell, these symbols say a lot about India. These symbols are intrinsic to the Indian iden ty and heritage.
Indians of all demographics backgrounds across the world are proud of these Na onal Symbols as they ins ll a sense of pride and patrio sm in every
Indian's heart.

The significance of Teaching India's na onal symbols

India has 17 official na onal emblems. Below is a list of na onal symbols and their significance.

1. They represent the deep cultural fabric that runs through the centre of the na on.
2. Give Indian folks a strong sense of na onal pride.
3. Illustrate a trait that is par cular to India and its people.
4. Spread awareness of the chosen item.
5. Contribute to the long-term preserva on of the selected na onal emblem.
Fes vals
Festivals are very important. They make us forget our cultural and religious differences. They unite people and they come together for the sole purpose of
celebration and happiness. Other than that, festivals also help us embrace our culture and religion. They are very helpful in breaking the monotony of life.

Moreover, people look forward to festivals all-round the year. Festivals spark joy and give people something to look forward to. In addition, people also
repair their homes and paint them that look like brand new. It beautifies the look of the locality.

5 valuable skills that kids learn from fes vals are:

Social skills
Ge ng together with friends and family at a fes val is the best way to spend me together. While a ending a fes val, there is always the possibility
of mee ng new friends and crea ng memories. A child learns how to greet people, welcome them, interact with them, and communicate with others.
Interac ng with the environment around them is the most effec ve way for pre-schoolers to learn. Such celebra ons impart skills such as being
empathe c, taking responsibility, and having compassion for others to children.
Diversity and Inclusivity
India is a diverse country and because of this diversity, every fes val is celebrated differently in each state. Along with this, every culture has its own
set of fes vals that expresses many different meanings, morals, and styles. As every fes val has its unique style of celebra on, gree ng each other,
food, responsibili es are expressed in different styles. This teaches kids about respec ng every fes val of any kind. Interna onal schools focus on
making sure kids are adap ve and with such diversity, every month and every week, there is always something new to learn and adapt to.
History
Every fes val has its story, and every me the stories are taught to the children. Through this, they learn about history, reality, morals, etc. Usually, all
the stories have morals and something important to learn so every me kids get reminded to be good people and avoid wrong acts. Normally, it's the
best way to teach kids not to lie, respec ng others, and being helpful to parents and others.
Moral and Ethical Values
Children tend to copy-paste what elders and some of the most valuable ethics and morals children learn indirectly are, sharing, showing respect,
taking responsibili es, teamwork, Kindness, affec on, etc. The act of voluntary service and charitable giving - the concept of thinking of others outside
the family circle that may need prac cal or financial assistance - is also a valuable one for kids.
Valuing Rela onships
Fes vals are all about get-togethers. Family, friends, and neighbourhoods of every religion come together and celebrate each fes val with great
enthusiasm and respect. This indirectly teaches kids that everyone is important and every rela onship with anyone of any religion is special.

States and their capitals

India is the second most populated na on in the world and the 7th largest country overall. It cons tutes a union of states in India with a total of 28
states and 8 Union Territories. India is a union of states, and the head of the execu ve in each state is the Governor, who serves as the President’s
representa ve. Each state in India has a capital that serves as the administra ve, legisla ve, and judicial centre. In other jurisdic ons, the capital
serves as the hub for all three ac vi es. It is a territory with a chief minister of its own. A state has a unique, independent government. The State
Government is in charge of carrying out state du es such law enforcement, health care, administra on, and revenue collec on.
India is a republic with a parliamentary form of government that is a sovereign, secular, democratic nation. Both its natural beauty
and cultural heritage are plentiful in this country. The linguistic, cultural, and geographic division of India is based on its States and
Capitals of India. After becoming independent, it was divided into the British Provinces and the Princely States. The princely states
had three alternatives once India and Pakistan were divided:
· Remaining independent
· Joining Pakistan
· Joining India
Out of the 552 princely states that made up India, 549 became part of it, and the other 3 refused. They did, however, eventually
integrate. The Indian Constitution was ratified on November 26, 1949, and it went into effect on January 26, 1950. The States
Reorganization Act of 1956 altered the state boundaries of India based on linguistic distinctions.

Languages
India has tradi onally been a country with so many countries and languages within. Being a civiliza on state, India has rich diversity of languages
where hundreds of languages are spoken even today. Respec ng the sen ments of people of all languages speakers, the modern India also gives right
representa on in the cons tu on. The principal official language of the Republic of India is Standard Hindi, while English is the secondary official
language. However, there is bright prospect for transla on services in the regional languages which are spoken by millions of people.
The government of India has recognized 22 languages that include Assamese, Bengali, Gujara , Hindi, Kannada, Kashmiri, Konkani, Malayalam,
Manipuri, Marathi, Nepali, Oriya, Punjabi, Sanskrit, Sindhi, Tamil, Telugu, Urdu, Bodo, Santhali, Maithili and Dogri.

3.5 India’s cons tu on, fundamental rights and du es of ci zens and na onal integra on

India’s cons tu on
Today, most countries in the world have a Cons tu on. While all democra c countries are likely to have a Cons tu on, it is not necessary that all
countries that have a Cons tu on are democra c. There can be several purposes for dra ing a cons tu on, they are:
To provide a set of basic rules that allow for minimal coordina on amongst members of society.
To specify who has the power to make decisions in a society. It decides how the government will be cons tuted.
To set some limits on what a government can impose on its ci zens. These limits are fundamental in the sense that government may never
trespass on them.
To enable the government to fulfil the aspira ons of a society and create condi ons for a just society.
Therefore, it can be understood that the cons tu on allows coordina on and assurance. On the other hand, it can limit the powers of the
government.
The Cons tu on is a major topic, taught more than once in school and then again in college if you take a certain kind of disciplinary trajectory. But
how it is taught and what it means to the young are subjects difficult to talk about in the absence of any extensive research or dialogue in that ma er.
One thing we do know: the Indian educa on system does not dis nguish between various ma ers. The system does not dis nguish between topics
based on their gravity or significance in public life. Everything is a topic, everything is a chapter which has to be covered, whether it is the crisis of
water, climate change, the Cons tu on and the difficul es it faces, problems arising out of poverty, gender discrimina on, violence in society . . . you
can talk about almost any topic.
Fundamental rights and Du es of ci zens
Fundamental human rights are rights that the Supreme Court has iden fied needing a high level of security from government meddling. Laws that
infringe on fundamental rights must typically withstand rigorous examina on to be recognised as cons tu onal.
Fundamental rights are human rights guaranteed to all people of India as wri en in the Indian Cons tu on. They are administered without regard for
race, religion, gender, or other factors. Courts have the power to protect fundamental rights under specific situa ons.
List of Fundamental Rights
The following are the six fundamental rights of the Indian Cons tu on, as well as the cons tu onal provisions that connect to them:
1. Right to Equality (Ar cle 14-18).
2. Right to Freedom (Ar cle 19-22).
3. Right against Exploita on (Ar cle 23-24).
4. Right to Freedom of Religion (Ar cle 25-28).
5. Cultural and Educa onal Rights (Ar cle 29-30).
6. Right to Cons tu onal Remedies (Ar cle 32).
Our cons tu on recognises the importance of fundamental rights.They are the most ci zen-friendly provisions of the body, according to Dr B R
Ambedkar. They were thought to be necessary to preserve the people’s freedoms and rights from the abuse of the authority that they had assigned to
their government. Fundamental rights are crucial since they serve as the na on’s backbone.
These rights encapsulate the fundamental ideals that the ci zens have held dear since the Vedic era. They weave a predictable pa ern into the
essen al founda on of human rights. It puts nega ve responsibili es on the state rather than allowing the state to impinge on individual freedom in
all of its forms. They are necessary for an individual to achieve his full conceptual, ethical, and spiritual poten al. They defend the rights of all people,
the respect of the person, and the na on’s unity.
The following points demonstrate this:-
1. Law and Order: Those rights safeguard ci zens from the state and are required for the legal system to exist, rather than the rule of a state or a
person. The authori es cannot violate these rights since they are granted to the people by the cons tu on. The government is en rely
accountable to the court and must safeguard these rights.
2. The first fruit of the libera on struggle is that people have forgo en what freedom meant a er living under slavery for so long. They are no
longer dependent on the whims of the authori es. They were, in that feeling, the first results of the long ba le for independence, and they
provided a sense of contentment and fulfilment.
3. Freedom Abstract reasoning: Every Indian person is free to pursue their preferred religion, but this is not the case in the Gulf na ons.
Objec ves of Fundamental Rights:

1. To ensure the fullest physical, mental and moral development of every ci zen. They include those basic freedoms and condi ons which alone
can make life worth living.
2. To generate a feeling of security amongst the minori es in the country.
3. To establish the framework of ‘democra c legi macy’ for the rule of the majority.
4. To provide standards of conduct, ci zenship, jus ce, and fair play.
5. To serve as a check on the government.
Learning objec ves:
· Define the meaning and the need of fundamental rights.
· Understand the need for right to equality and right to freedom through examples and real life case studies.
· Understand the degree of restric ons which can be placed on one’s freedom of expression.
· Iden fy viola ons to the rights to equality and freedom in the society around them.
· Jus fy the need for reasonable restric ons on the rights provided/guaranteed.
· Use freedom of expression to advocate for ensuring rights are given to people around them.
Na onal integra on
Na onal integra on is the awareness of a common iden ty amongst the ci zens of a country. It means that though the individuals belong to
different communi es, castes, religions, cultures and regions and speak different languages, all of them recognize the fact that they are one.
Na onal integra on plays a dynamic role in making the country as one. This happens only by uni ng every sec on of society. It provides an equal
opportunity for each ci zen. It also offers an equal pla orm in terms of social, cultural and economic development. Na onal integra on also helps to
unite the minori es as well as gives them the freedom to live their life in their way without any interference. Thus, Na onal integra on is also
essen al for the country’s development. Because the country with na onal unity will always flourish and develop.

The following are the aims of na onal integra on:

Increase the feeling of brotherhood.
Reduce differences in religion, region, race, culture.
Ac ve and energe c propaga on of the principles, especially of tolerance and harmony for which this na on stands.
Mobilize construc ve forces of society in the cause of na onal unity and solidarity and give them leadership encouragement and ar cula on.
Reduce murders, massacres and riots etc.
Support in developing the na on. Increase unity among people.
Njeng’ere (2014) in his work highlighted some roles of curriculum in na onal integra on as:
· To foster na onalism, patrio sm and provide na onal unity.
· To develop aesthe c values and appreciates own and other people’s cultures.
· Ins l respect and love foe own country and need for harmonious co-existence.
· Promotes respect for and development of country’s rich and varied cultures.
· Promote love for and loyalty to the na on.
· Develop into a responsible and socially well-adjusted person among others.

Social Science is the study of the ac vi es of the physical and social environment. Basically, it is the study of human rela ons or the scien fic study of
human society. It deals with the humans-their rela onships, behaviour, development and resources they use and many kinds of organiza ons they
need to carry in their daily life like the workplace, school, family, government, etc. It is important because its study helps us to gain knowledge of the
society we live in. Generally, Social Science focus on the rela onships among individuals in society. It is the mixture of many subjects like History,
Geography, Poli cal Science, Economics, Sociology, Social Psychology and many more.