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Year: 2010


xvi +358pp

ISBN: 9788175414976(HB)

Price: $56

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About the Book

The book highlights one of the most important objectives of education i.e. inculcation and promotion of qualities of good citizenship which is of great significance in the building of a great democratic nation.

For sometime now the subject of Civics which is an important instrument in inculcating values of an enlightened citizenship has been losing ground in utility and the interest, it once commanded. The book is an attempt at instilling interest again in the teaching and learning of the subject. A perusal of the educational literature indicates that there is a great paucity of standard books on the subject and the present volume may fulfill the gap.

The book offers important principals and practical measures of promoting citizenship education.

The publication which focuses on the ideals, values and forces shaping the society, is especially designed to equip the perspective teacher as well as teacher-in-service with maximum information, knowledge and the wisdom to guide the would be citizens.

On account of wide coverage of the subject matter the book should prove useful to all those who are interested in promoting qualities of citizenship.

About Author

J.C. Aggarwal, was a former Deputy Director of Education and Executive Director of the Delhi Bureau of Textbooks, Delhi Administration, Delhi. He worked at the grassroots level as a Post-graduate teacher, principal, plan evaluation officer and educational supervisor and administrator. He also taught in a Post-graduate Teacher Training College. He travelled widely and wrote extensively on education.



1. Meaning, Importance and Place of Civics in the School Curriculum
1.1 Meaning of Civics
1.2 Importance of Civics
1.3 Brief History of Civics
1.4 Place of Civics in School Curriculum
1.5 Values of Teaching Civics
1.6 Scope of Civics
1.7 A Brief History of the Place of Civics in the School Curriculum in India: An Attempt
1.8 Diminishing Place of Civics as a Separate Subject in Curriculum but more Importance to Its Contents

2. Objectives of Teaching Civics
2.1 Broad Categories of Objectives of Teaching Civics
2.2 General Objectives of Teaching Civics
2.3 Specific Objectives of Teaching Civics
2.4 Development of Understanding
2.5 Development of Skills and Abilities
2.6 Development of Attitudes
2.7 Objectives of Teaching Civics for Classes III to V
2.8 Objectives of Civics in Classes VI to VIII
2.9 Objectives of Civics in Classes IX and X
2.10 New Developments and Their Implications for Teaching of Civics in India
2.11 Instructional Objectives of Civics

3. Correlation of Civics with Other Social Sciences
3.1 Knowledge is One Whole
3.2 Meaning of Correlation
3.3 Different Types of Correlation
3.4 Political Science and Civics
3.5 Civics and History
3.6 Civics and Economics
3.7 Civics and Sociology
3.8 Civics and Ethics
3.9 Civics and Psychology
3.10 Social Studies as an Integrated Subject and Not History,
Geography and Civics

4. Curriculum and Principles of Curriculum Construction
4.1 Meaning of Curriculum
4.2 Definitions of Curriculum
4.3 Significance and Need for the Curriculum
4.4 National Growth and Curriculum
4.5 Issues and Questions Involved in Curriculum Construction and Implementation
4.6 Basic Principles of Curriculum Construction

5. Organisation of Curriculum in Civics
5.1 Approaches of Organisation of Curriculum
5.2 Unit Approach
5.3 Concentric Approach
5.4 Topical Approach

6. Curriculum of Civics at Different Levels
6.1 NCERT Curriculum (1976)
6.2 Curriculum Approach at the Primary Stages
6.3 Curriculum Approach at the Middle and High School Stage
6.4 Environmental Studies and Social Sciences
6.5 Objectives of Teaching Civics in Middle Classes
6.6 Curriculum Approach to Civics in Middle Classes
6.7 CBSC Syllabi and Courses in Civics for Classes IX and X

7. Civics Curriculum Suggested by Review Committee (1977)
7.1 Background of the Appointment to the Review Committee
7.2 Recommendations of the Committee Regarding Curriculum,Text-books and Methods of Teaching
7.3 Class VI-Our Civic Life
7.4 Class VII-Our Constitution
7.5 Class VIII-Independent: India: Achievements and Challenges
7.6 Classes IX and X
7.7 Critical Analysis of the Curriculum as Suggested by the Ishwarbhai Patel Committee (1977)

8. Curriculum of Civics at Different Levels
8.1 Curriculum of Civics at the Middle School Level
8.2 Main Objectives of Curriculum of Civics at the Middle School Level
8.3 Curriculum of Civics for Class VI
8.4 Curriculum of Civics for Class VII
8.4 Curriculum of Civics for Class VIII

9. Curriculum in Political Science in Classes IX and X as Suggested by NCERT and CBSE (2008)
9.1 NCERT Curriculum
9.2 Rationale of Introducing Social Studies
9.3 Objectives of Social Studies
9.4 Class IX Democratic Politics I
9.5 Class X: Democratic Politics II
9.6 Contents Relating to Civics in the Social Sciences as Outlines by CBSE (Class IX and X)
9.7 Evaluation of Curriculum

9. Methods of Teaching Civics
9.1 Significance of Dynamic and Progressive Methods of Teaching
9.2 Historical Development of Methodology
9.3 Chief Features of Good Methods of Teaching
9.4 Flexibility and Research in the Use of Methods
9.5 Classification of Methods of Teaching Civics
9.6 The Balance Sheet of the Methods
9.7 Learning by Doing (Activity Method)
9.8 Learning by Play
9.10 Learning by Experience
9.11 Learning by Self-education
9.12 Merits of Learning by Doing Activity Methods

10. Project Method and Source Method
10.1 Meaning, Origin and Significance of Project Method
10.2 Definition of the Project Method
10.3 Main Principles of the Project Method
10.4 Different types of projects
10.5 Various steps in a project
10.6 Essentials of good project
10.7 Merits of Project Method
10.8 Demerits, Limitations and Difficulties
10.9 Project Method and Normal Classroom Teaching: Role of the Teacher
10.10 Project Village Survey
10.11 Source Method
10.12 Meaning of Source Method of Teaching Social Studies
10.13 Uses of Source Method
10.14 Steps to be Followed in Source Method
10.15 Limitations of the Source Method
10.16 How to Make Source Method Effective?

11. Problem Solving-Deductive and Inductive Methods
11.1 Meaning and Significance of Problem Solving
11.2 Steps in Problem-Solving
11.3 Teacher's Role in Problem-Solving
11.4 Deductive and Inductive Methods
11.5 Deductive and Inductive Method Compared
11.6 A Few Illustrations of Problems

12. Socialised Recitation and Supervised Study
12.1 Meaning and Significance of Socialised Recitation
12.2 Why Socialised Recitation?
12.3 Objectives of Socialised Techniques
12.4 Various Forms of Socialised Techniques
12.5 Merits of Socialised Techniques
12.6 How to make socialised recitation effective?
12.7 What Socialised Classroom Technique Should Not Be?
12.8 Demerits of Socialised Recitation
12.9 Supervised Study
12.10 Meaning and Significance of Supervised Study
12.11 Limitations of Supervised Study
12.12 Supervised Study and Socialised Recitation
12.13 Participation of Students
12.14 Comparison Between Formal Teaching and Socialised Classroom Recitation

13. Lecture Method, Text-book Method and Heuristic Method
13.1 Lecture Method
13.2 Significance of Lecture Method
13.3 Merits of the Lecture Method
13.4 Limitations of the Lecture Method
13.5 Making Lecture Method Effective and Inspirational
13.6 Text-book Method
13.7 Heuristic Method
13.8 Meaning of Heuristic Method
13.9 Aim of the Heuristic Method
13.10 Principles or Psychological Basis of Heuristic Method
13.11 Procedure in the Heuristic Method
13.12 Place of the Teacher in the Heuristic Method
13.13 Use of Heuristic Method in Different Subjects
13.14 Merits of the Heuristic Method
13.15 Demerits, Difficulties and Limitations of Heuristic Method

14. Assignments, Home Work and Dictating Notes Methods
14.1 Assignments
14.2 Significance of an Assignment
14.3 Type of Assignment
14.4 Essentials of an Assignment
14.5 Difficulty in the Preparation of a Good Assignment
14.6 Suggested Assignment Procedure
14.7 Home Assignment or Home Work
14.8 Purposes of Home Task
14.9 Types of Home Work
14.10 Disadvantages and Objections
14.11 Principles of Assigning Home Work
14.12 Methods of Correction
14.3 Dictating Notes

15. Dalton Plan and Discussion Method
15.1 Dalton or Laboratory Method
15.2 Origin and Significance of Dalton Plan
15.3 Principles Underlying the Dalton Plan
15.4 How the Plan Works?
15.5 Duties of a Teacher
15.6 Merits of the Plan
15.7 Limitations and Difficulties
15.8 Discussion Method
15.9 Meaning and Significance of Discussion Method
15.10 Essential Elements or Constituents of Discussion
15.11 Merits of Discussion
15.12 Limitations of Discussion
15.13 Organisation of Discussion
15.14 Panel Discussion

16. Play-Way in Education
16.1 Origin, Definition, Meaning and Principles of Play-Way
16.2 Application of Play-Way Attitudes
16.3 Play-Way Spirit and Teaching of Various Subjects and Experiences
16.4 Play-Way and Soft Pedagogy

17. General Principles, Maxims and Techniques of Teaching
17.1 General Principles of Teaching
17.2 Maxims of Teaching
17.3 Techniques of Teaching
17.4 Description
17.5 Dramatisation
17.6 Explanation
17.7 Narration
17.8 Excursion and Field Work
17.9 Story Telling

18. Questioning and Answering
18.1 Significance of Questioning
18.2 Purposes of Questions
18.3 Classification of Questions
18.4 Levels of Classroom Questions
18.5 Skills In Questioning
18.6 Characteristics of Good Questioning
18.7 The Teacher's Attitude to Pupils' Questions
18.8 Skill in Answering
18.9 Skill of Probing Questions

19. Audio-Visual Aids in the Teaching of Civics
19.1 Meaning of Audio-Visual Aids
19.2 Brief History of the Use of Audio-visual Aids
19.3 Psychology or Using Teaching Aids/Audio-Visual Aids
19.4 Significance and Uses of Audio-Visual Aids
19.5 Characteristics of Good Teaching Technological Aids
19.6 Principles in the Use of Teaching Technological Aids
19.7 Problems in the Use of Teaching Technological Aids
19.8 Future of the use of Teaching Technological Aids
19.9 Classification of Teaching Aids

20. Description and Preparation of Audio-Visual Aids
20.1 Significance of Radio as an Educational Aids
20.2 Tape Recorder
20.3 Visual Aids: Overhead Projector, Slide Projector, Maps, Charts, Models, Flash Cards, Display Board Diagrams
20.4 Three Dimensional Aids
20.5 Flash Cards
20.6 Display Boards
20.7 Diagrams
20.8 Audio-Visual Aids: Television
20.9 Educational Films
20.10 Edgar Dale's Cone of Experience
20.11 Blackboard
20.12 Pictures
Scrap Books

21. Lesson Planning in Civics
21.1 Importance of Lesson Planning in Civics
21.2 Meaning and Definition of Lesson Planning
21.3 Functions of Lesson Planning
21.4 Lesson Planning-Old and New
21.5 Merits/Advantages of Lesson Planning
21.6 General Principles and Steps in Planning a Good Lesson Plan
21.7 Essentials of a Good Lesson Plan
21.8 Approaches to Lesson Planning
21.9 Herbartian Approach
21.10 Gloverian Approach
21.1 Morrison's Approach or Unit Approach
21.12 Limitations of Bloom's Evaluation Approach
21.13 RCEM Approach
21.14 Summary

22. Civics Text-book and Supplementary Material
22.1 Indispensability of Text-books
22.2 Text-book Not the End and Be-all of Education
22.3 Meaning of a Text-book
22.4 Main Functions of a Text-book
22.5 Demerits of Text-books
22.6 How to Use Text-books
22.7 Can We Do Away With Text-books
22.8 Main Characteristics of Civics Text-books
22.9 Recommendations of the Ishwarbhai Patel Committee (1977-78) on Text-books

22.10 Supplementary Material

23.11 Guidelines for the Use of Supplementary Materials

23. Civics Room and Museum
23.1 Need for Special Room or Laboratory
23.2 Equipment of the Room
23.3 Museum
23.4 Field Work or Survey

24. Civics Teacher and His Qualities
24.1 Important Role of the Teacher of Civics
24.2 Role of the Civics Teacher in the School
24.3 Eight C's of an Effective Civic Teacher
24.4 Essentials of a Civics Teacher
24.5 Nine Special Qualities of a Civics Teacher
24.5 Self-Appraisal by Civics Teacher

25. Utilising Community Resources and Current Affairs in Civics
25.1 Significance of Community Resources
25.2 Methods of Utilising Community Resources
25.3 Taking the School to the Community
25.4 Bringing the Community to the School
25.5 Role of a Teacher in Enlisting Parent-Teacher Cooperation and Utilising Community Resources
25.6 Significance of Current Affairs
25.7 Meaning of Current Affairs
25.8 Main Objectives of Teaching-Learning of Current Affairs
25.9 Scope of Current Affairs
25.10 Nature of Current Affairs
25.11 Illustrations of Current Affairs
25.12 Role of the Teacher
25.13 Controversial Topics and Civics Teachers
25.14 Some Suggestive Activities for the Teaching of Current Events

26. Role of Teaching of Civics in Emotional and National Integration
26.1 Meaning of National and Emotional Integration
26.2 Why National and Emotional Integration! Need for National and Emotional Integration
26.3 Consequences of Lack of National and Emotional Integration
26.4 Favourable Factors for National and Emotional Integration
26.5 Barriers to National and Emotional Integration
26.6 Role of Education in Developing National Integration
26.7 Emotional Integration Committee (1961) on the Role of Civics and Social Studies in Emotional Integration

27. Salient Features of Indian Constitution
27.1 The Constitution of India as a Guiding Force and Source of Inspiration
27.2 Constitution of India at a Glance
27.3 Chief Features of the Constitution of India
27.4 Summary of the Salient Features of the Constitution of India

28. Citizenship-Fundamental Rights and Duties
28.1 Meaning of a Citizen
28.2 Citizen and an Alien
28.3 Constitutional Provisions in India
28.4 Two Types of Citizenship
28.5 Indian Citizenship Act 1955
28.6 Fundamental Rights
28.7 Meaning of Rights
28.8 Characteristics or Essential Elements of Rights
28.9 Fundamental Rights
28.10 Need and Importance of Fundamental Rights
28.11 Situations under which Fundamental Freedoms are Curtailed
28.12 Main Features of the Fundamental Rights
28.13 Duties
28.14 Fundamental Duties of Citizens
28.15 Importance of Incorporating the Fundamental Duties
28.16 Interrelationship of Rights and Duties
28.17 Teaching of Civics for Citizenship

29. Human Rights
29.1 Meaning of Human Rights
29.2 Need for Human Rights
29.3 Immediate Circumstances Leading to the Universal Declaration of Human Rights (December 10, 1948)
29.4 Broad Classification of Human Rights
29.5 Brief History
29.6 A Holistic View of Human Rights
29.7 UN and Promotion and Protection of Human Rights
29.8 Human Rights in India
29.9 Fundamental Rights Similar to the UN Human Rights in the Constitution of India
29.10 National Human Rights Commission in India
29.11 Education for Human Rights
29.12 Educational Objectives of the Teaching of Human Rights
29.13 Aims and Objectives of Human Rights and Education
29.14 Methods of Teaching Human Rights
29.15 Role of the Teacher in Promoting Human Rights

30. Organisation of Youth Parliament in Schools
30.1 Objectives
30.2 Guidelines for the Organisation of Youth Parliament

31. Examination and Evaluation in Civics
31.1 Significance, Functions, Limitations and Suggestions Regarding Examinations
31.2 Objective Type or New Type Tests and Comparison with Essay-Type Examinations
31.3 Definitions and Meaning of Evaluation
31.4 Aims, Needs and Significance of Evaluation
31.5 Main Functions of Evaluation
31.6 Chief Characteristics of Evaluation
31.7 Comprehensive and Continuous Evaluation
31.8 Short-Answer Type Test or Questions
31.9 Definition and Meaning of Objective Tests/Questions
31.10 Merits of Objective Type Tests
31.11 Limitations
31.12 Principles of Construction of New Type of Tests
31.13 Characteristics and Comparison of the Old and New Type Tests
31.14 Grading and Recording Test Results
31.15 Principles of Preparing Essay-Type and Objective Type Test Paper
31.16 Concluding Observations
31.17 Illustration of Different Types of Questions

32. Bloom's Approach to Evaluation: Writing Instructional Objective Type Test Items
32.1 Meaning of Bloom's Taxonomy of Educational Objectives
32.2 Major Categories in the Cognitive Domain of the Taxonomy of Educational Objective (Bloom 1956):
32.2 Instructional Objectives of Civics
32.3 Instructional Objectives of Acquisition of Knowledge
32.4 Developing Understanding
32.5 Developing Skills
32.6 Developing Interests
32.7 Developing Attitudes of an Enlightened and Intelligent Citizen

33. Illustrative Lesson Plans

Lesson Plan No. 1
Lesson Plan No. 2
Lesson Plan No. 3
Lesson Plan No. 4
Lesson Plan No. 5
Lesson Plan No. 6
Lesson Plan No. 7
Lesson Plan No. 8
Lesson Plan No. 9
Lesson Plan No. 10

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