SuCCEss with GettingAhead in Social Studies (Books 1-5)

The NCF 2005 states that social studies teaching should help the learner to acquire knowledge and skills in an interactive environment. It should promote creativity, aesthetics and critical perspectives, and enable children to draw relationships between past and present and to understand changes taking place in society. SuCCEss With GettingAhead in Social Studies Books 1-5 aim to do just this.
This series is aptly titled SuCCEss With GettingAhead in Social Studies. The series provides students with the opportunity to learn social studies through text and activities presented simply and attractively, and to develop knowledge, skills and values that help students to know and appreciate the past, to understand the present and to influence the future.
About the Book
SuCCEss With GettingAhead in Social Studies 1-5 has been published keeping in mind Continuous and Comprehensive Evaluation (CCE), the educational reform initiative by the CBSE. The teacher using these books will find them completely aligned and compliant with CCE guidelines.
Care has been taken to include the wide range of activities for formative assessment suggested by the CBSE, as well as exercises for summative assessment. Additionally, there are activities that help to develop desired skills and attitudes that are included by the CBSE in the co-curricular domain.
The comprehensive list of activities for formative assessment included in the book can be found on page 8 of the Teacher's Edition. There is also a detailed note on CCE in the Teacher's Manual. The features in the books are listed below.
Looking Ahead
The topics dealt with in the chapter are listed at the start of every lesson to enable students to know what they will be learning. This helps to prepare students to engage with the text.
Mind Opener
This is an activity at the beginning of the lesson that captures the students' attention and draws them into the lesson. These can be a varied range of activities e.g. a recall exercise where students are required to recall prior knowledge, a game, an interesting question, quiz or discussion. It prepares the student for new learning.
The Text
The text is carefully graded for difficulty and takes students from the known to the unknown. Concepts are built with appropriate scaffolding to enable clear understanding. The spacious and attractive layout of text and images appeals to students who engage with it and enjoy learning.
At the end of the text are the questions for FA. Did You Know?
This feature is represented by boxes embedded within the texts that contain interesting information on the topic. They can act as points of discussion to take the class forward into exploration of the topic in greater depth, thereby enhancing learning.
Rhyme Time
These include simple and catchy rhymes connected to the lesson. Children will enjoy reciting them with appropriate actions. Reciting the rhymes aloud will also train the students in the art of elocution.
To the Teacher
These are guidelines for the teacher inserted where they are considered appropriate, to help her/him to maximise the effectiveness of the teaching-learning process.
Exercises for Summative Assessment
A wide range of new questions have been added as exercises for summative assessment. These include both short and long answer questions.
MCQs
Multiple choice questions are effective in assessing student performance. They facilitate timely feedback and contribute to self-learning. When used in combination with other assessment strategies, they contribute to a comprehensive student assessment strategy.
Activities for Formative Assessment
The formative assessment activities in the book include a varying range of activities bound to appeal to students. Some of these are:
  • Puzzle time - a word puzzle activity
  • Speak out - an activity that encourages oral communication on the topic
  • Write right - an activity that encourages students to write and express themselves
  • Art time - related activities that encourages students to be creative
  • Map work - enhances students'geographical knowledge and builds their reasoning and problem solving skills
  • Project work - engages students in group activities that build knowledge, skills and attitudes
These activities are designed keeping in mind the varying intelligences of students (Howard Gardner's Theory of Multiple Intelligences) so that every student has an opportunity to draw upon his/her strengths and blossom.
HOTS Questions
These questions help a student's cognitive development. They enhance their understanding, analytical skills and interpretation. They also test their ability to think critically and help them become problem solvers. However, it should be noted that these questions may not have a fixed answer in some instances, since they encourage creative and out of the box thinking on the part of the student.
Hands On!
In this section are included activities that the student can engage in independently, in pairs or as a group. These include project work, model-making or setting up experiments, all carried out by the students themselves, thus providing them with valuable learning opportunities in the Scholastic as well as Co-scholastic domains.
Life Skills
Life Skills are a key component of co-scholastic skills assessed under CCE. Life skill education helps students develop psychosocial competencies and interpersonal skills. These equip the students with skills (making informed decisions, problem solving, critical thinking, effective communication and self management) that help them build healthy relationships and manage their lives in a healthy and productive manner.
Web Links
Appropriate Internet links included at the end of chapters provide students with access to interesting additional information on the topic under study. These also help in project work and presentations.