The NCF 2005 states that social science 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 Science Books 6-8 aim to do just this.
This series is aptly titled Success with GettingAhead in Social Science.The series provides students with the opportunity to learn social science 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 Science 6-8 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.
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.
Rich illustrations and maps
The learning experience is enhanced by the abundant use of colourful illustrations, pictures and detailed and accurate maps.
The use of timelines in history helps to give the students a sense of time and perspective.
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.
Sources of history
These boxes contain extracts from primary sources of historyâ€”extracts from autobiographies, books, letters, manuscripts, inscriptions, etc., from the pastâ€”which help the students get a better understanding of how history is studied.It also helps to make the past come alive for the students. The inclusion of these voices from the past is a specific requirement of the CBSE.
As per the directives of the CBSE, we have included extensive case studies within the chapters. These case studies help the students learn in greater detail about a few instances of the topic under study.
Embedded activities for Formative Assessment
Embedded within the text are the questions and activities for FA,which help examine the understanding of the child. These ensure that the process of evaluation of the students is continuous and comprehensive.
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.
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 scomprehensive student assessment strategy.
Activities for Formative Assessment
The formative assessment activities at the end of each chapter include a varying range of activities bound to appeal to students.Some of these are:
- Commentaries on primary sources - activities based on extracts from primary sources of history, like autobiographies, biographies and travellogues that encourage critical thinking and logical reasoning in students.
- Debate/Discussion/Speak out - activities that encourage critical thinking, logical reasoning and oral communication on the topic
- Writing activities (Diary entry, report writing, descriptive paragraph writing, etc.) that encourage students to write and express themselves
- Painting/Art work - activities that encourage 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 and develop skills and attitudes
- Model making/Chart making/Collage and Poster making - activities that encourage the student to express what they have learnt through different means
- Making Presentations/Websites - activities that encourage students to use IT to express what they have learnt.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.
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 fixed answers in some instances, since they encourage creative and out of the box thinking on the part of the student.
Value based questions are a requirement of the CBSE.These questions have been added in every chapter to inculcate moral values in children.
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.