(Latest) Pedagogy of History Syllabus

Pedagogy of History Syllabus

Pedagogy of History Syllabus For B.Ed First Year, Second Year, And Semester 1st, 2nd, 3rd, 4th, 5th, 6th, 7th And 8th Free Download PDF For The Session 2020 - 2021 - 2022

Pedagogy of History

• Max. Marks:100
• Time: 3 Hours
• (Theory: 80,Internal: 20)

NOTE FOR PAPER SETTER

• Paper setter will set nine questions in all, out of which students will be required to attempt five questions.
• No 1 will be compulsory and will carry 16 marks. There will be four short-answer-type questions of 4 marks each to be selected from the entire syllabus.
• Two long answer type question will be set from each of the four units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Course Outcomes (COs)

After the transaction of the course, student teachers will be able to:

• Explain the concept, nature, and scope of teaching history.
• Understand the aims and objectives of History and establish the correlation of History with other school subjects and life situations.
• Perform Pedagogical analysis of various topics in History at the Secondary level.
• Get acquainted with the procedures of the lesson plan.
• Critically evaluate existing curriculum, syllabus, and textbooks.
• Prepare, select and utilize different instructional materials.
• Apply appropriate methods and techniques of teaching at different levels.
• Acquire competencies in preparing tools of evaluation for the teaching History.

COURSE CONTENT / SYLLABUS

UNIT – I

NATURE, SCOPE, AIMS, AND OBJECTIVES OF HISTORY

• Meaning, Nature, Scope of history. 
• Importance of time & space in history
• Place of history in the secondary and senior secondary level school curriculum
• Aims, objectives, and values of teaching history
• Bloom’s taxonomy to formulate objectives in behavioral terms
• Co-relation of history with other school subjects. Relation of history with the present.
• Classification of history according to geographical boundaries, period, and circumstances.

UNIT – II

PEDAGOGICAL ANALYSIS OF CONTENT AND LESSON PLANNING

• Meaning and importance of pedagogical analysis
• Points followed for pedagogical analysis: (i) Identification of concept (ii) Listing behavioral outcomes (iii) Listing activities & Experiments (iv) Listing evaluation techniques.
• Some content for pedagogical analysis:

1. 1. Indus valley civilization
   2. Ashoka The Great
   3. Mughal dynasty
   4. First war of independence (1857 A.D.),
   5. Freedom movement and modern India

• Lesson planning: Need and importance, steps involved in lesson planning, features of a good lesson planning.

UNIT – III

TEACHING-LEARNING RESOURCES AND HELPING MATERIALS

• Curriculum and instructional material: Need for development and designing curriculum in history.
• Principles of curriculum construction, organization of content in history curriculum according to stages of education.
• Development of history textbook, characteristics of a good textbook, need of textbook for teaching history.
• Identifying controversial points of history, analytical teaching of such points.
• Meaning, importance, and use of helping material, types of helping material
• Selection of helping material: Maps, timelines, flow charts, battle plans, pictures, film-strips, models, computer & internet, radio, T.V., etc.

UNIT – IV

APPROACHES AND EVALUATION

• Approaches, methods, and techniques of teaching history – need and importance, selection of the method to teach specific content.
• Various methods of teaching history: source method, discussion method, lecture-cum-story telling method, dramatization, project method, teaching through field trips and excursions.
• Meaning, objectives, and importance of evaluation
• Evaluation techniques and devices, characteristics of a good test in history.
• Preparing, reporting, and evaluating the results.

Practicum/ Sessionals

Any one of the following:

• Preparation of timeline, flow chart, battle plan, map showing boundaries of any specific dynasty or king or specific period (Individual activity)
• Organize trips to historical places/monuments.
• Prepare skit/drama from history-events / life history of Mahatma Gandhi (Group-activity)

Suggested Readings / Reference Books:

• Chaudhary, K.P. (1975). The effective teaching of History in India. New Delhi: NCERT.
• Dhamija, N. (1993). Multimedia Approaches in the teaching of Social studies. New Delhi: Harman Publishing House.
• Khan, S.U. (1998). History teaching problems, prospectives & prospect. New Delhi: Heera.
• Gunnin, D. (1978). The teaching of History. London: Goom Helm Ltd.

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Note: This Is The General Pattern Of The Syllabus For Pedagogy of History Subject For B.Ed. The Topics, Units, Course Content, Question Paper Pattern And Recommended Author Books May Vary From Your B.Ed College Or University.

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