MODULE TWO Social Studies Teaching Methods (PDE 115)

SOCIAL STUDIES TEACHING METHODS

OVERVIEW

Module 1 provided an understanding of Social Studies as a distinct area of

knowledge and of what the knowledge embodies. Module 2 goes on to set out
how meaningful teaching and learning can be facilitated in the Social Studies
classroom. This, the module does by detailing out those instructional objectives
that must be carefully and systematically sorted out and the strategies,
techniques and skills that must be employed to be a result-oriented learner and
teacher. There is, in addition, package on the type of instructional material that
would aid the learner/teacher to be a success.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

UNIT ONE: INSTRUCTIONAL OBJECTIVES IN THE

TEACHING AND LEARNING OF SOCIAL
STUDIES

INTRODUCTION
This unit presents the actual selection of Social Studies contents and the formulation of
instructional objectives in Social Studies. In fact, once the Social Studies structure is
properly comprehended and the problems of defining the scope and determining the sequence
of the contents of the subject are resolved, selection of the actual contents for the teaching
and learning of the social studies cones in. This is closely followed by the formulation of the
instructional objectives all these are explained comprehensively in this unit.

OBJECTIVES
At the end of this unit, you should be able to:
(i) describe the actual selection of the Social Studies contents;
(ii) Explain the formulation of instructional objectives in Social Studies.

HOW TO STUDY THIS UNIT

1. Read through the unit. Take note of the salient points as you read.
2. From the beginning, read the unit thoroughly and systematically as arranged. Attempt
all the activities stated. DO NOT look at the answers provided before attempting the
exercise.
3. Strictly adhere to the rules.

CHECK THE ANSWERS TO THE ACTIVITIES AND ASSIGNMENTS GIVEN AT

THE END OF THIS BOOK.

WORD STUDY

Behavioural Objectives - Behaviour to be observed in the child within a

particular lesson.

Child-centredness - learning centred mostly on the child.

Instructional Objectives - These are the objectives that express what the
students should achieve within a period of lesson.
Paramouncy - has more importance than anything else.

Specific Objectives - achievable objectives within a specific time.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

PLANNING FOR THE TEACHING AND LEARNING OF SOCIAL STUDIES

The selection of Social Studies contents is the principal aspect of the planning for the
teaching and learning of the subject. Therefore the selection of Social Studies contents at any
level of education can be made from any or all of the following:
(a) the learner’s experiences;
(b) the people’s experiences within the school immediate community;
(c) the people’s experiences in the other communities distant to the school environment;
(d) the relevant academic disciplines of the social sciences, arts, sciences and so on.
A close look at the Nigerian Social Studies Programme (NSSP) shows that both the contents
and the course outline of the subject are drawn largely from the concepts, generalizations,
objectives and methods of the academic disciplines of the social sciences. This practice has
badly affected the image of the subject. Many people believe that Social Studies cannot stand
on its own, that it has no identity of its own.
In an attempt to tackle this problem, a school of thought has suggested the paramouncy of the
relevance of the Social Studies education being given to the experiences of the people in the
immediate community of the school. Following this suggestion, teachers are advised to
select the Social Studies contents of their respective schools from within the experiences of
the people in the immediate community. Another school has advocated that the selection of
the contents be drawn from the experiences of the learners in conformity with the current
world educational philosophy of child-centredness or learner-centredness. But a more
formidable and articulate move tends to support the use of problems approach in selecting the
Social Studies contents. The argument for the choice is that Social Studies is essentially a
problems-solving approach discipline and that if the contents are drawn from the problems
experienced by the learners and people in the immediate community, the Social Studies
education given will be real and comprehensive.
However, which-ever approach is used the final determination of the Social Studies contents
should meet the following criteria:
(a) They should make clear contribution to the achievement of the educational goal of the
nation.
(b) They should be able to meet all the cognitive, affective and psychomotor objectives of
Social Studies.
(c) They should be able to provide a variety of experiences capable of contributing to the
total and balanced development of the learners.
(d) The contents selected should be appropriate to the general level of development of the
learners.
(e) They should be relevant to the real life of the learners.
(f) They should be interrelated.
(g) Learners should be involved in the planning.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

At this stage, the formulation of specific and instructional objectives in consonance with
general objectives and the contents selected for the subject should take place.

ACTIVITY I
1. Students should organize a debate: Should learners be allowed to have a say in
selecting the contents of their learning in Social Studies?

SPECIFIC OBJECTIVES
Out of the general objectives of Social Studies, many relatively specific objectives are
generated. It will be tremendous assistance for a practising teacher of Social Studies to get
himself familiar with a good number of these objectives. They are very fundamental to the
effective teaching and learning of Social Studies at all levels – primary, secondary and
tertiary institutions.
Some of the specific objectives listed in the Nigerian Primary School Social Studies are as
follow: Social Studies will develop:

(i) children’s self confidence and initiative, based on an understanding of one’s own
accomplishments, potentialities and one’s own worth;
(ii) their power of imagination and resourcefulness.
(iii) their desire for knowledge and continued learning,
(iv) their appreciation of the dignity of man and of labour.
(v) their sense of compassion for the less fortunate;
(vi) their sense of respect for and a tolerance of the opinions of others even in
disagreement;
(vii) their willingness to accept necessary changes within a system of law and order
deriving from the will of the people;
(viii) such attitude that are favourable to social, physical, cultural and economic
development which will enable the children to participate in the life of the
community, and when they leave school, to be able to function as innovators and
doers of ‘good’ in society;
(ix) social attitudes and values such as co-operation, contribution, participation,
interdependence on others, open-mindedness, honesty, integrity, trustworthiness,
hard-work and obedience.
(x) A spirit of national consciousness and patriotism through interest and involvement in
our local, national and world heritage, and
(xi) The creation of their social awareness, critical judgement, as well as constructive and
effective thinking.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

Social Studies teachers should cultivate the habit of developing their own specific objectives
relevant to their own teaching-learning situations as a future guide and reminder of their
intention to enable students accomplish certain learning tasks within a relatively Short and
specific time like one week, two weeks, one school term or even one year. Such specific
objectives should, however, always be made known to the students in order to motivate and
sum up in them a state of preparedness and learning readiness in the school. This habit would
undoubtedly contribute positively to the teaching effectiveness of teachers.

ACTIVITY II
1. Which of the listed objectives (i-xi) do you admire most as a student? Why?
2. Which of the listed objectives (i-xi) do you least appreciate as a student? Why?

INSTRUCTIONAL OBJECTIVES
They are objectives in which the teacher expresses his/her intention in respect of what he/she
expects the students to achieve in a lesson period of thirty, forty or sixty minutes.
Instructional objectives are also sometimes referred to as behavioural objectives. So
instructional objectives should be designed in such a way that they are achievable and within
the period of a lesson for which they are stated. They should also be objectives that are
measurable or possible to assess the extent to which a teacher succeeds or fails in realising.
In addition, the instructional objectives should be clearly explained to the students before the
commencement of each lesson. Instructional objectives are not independent of the Social
Studies general and specific objectives. As a rule, instructional objectives should be derived
from the specific objectives. Where there are no specific objectives, they are generated from
the general objectives. But it is better for the teacher of subject like Social Studies that is, not
strictly sequential in nature to derive his lesson objectives from the specific objectives in
order to avoid confusion and to be more systematic and more effective as a teacher.
Furthermore, it is important to stress that the formulation of instructional objectives is
somehow technical and requires deep reflection on the part of the teacher. But with constant
practice however, a Social Studies teacher soon acquires the competence. Meanwhile, a
number of principles such as those discussed below have been developed to guide teachers in
the construction of these objectives because of their technical nature. Therefore, an
instructional objective should be:
(i) Clearly expressed. For example, “At the end of the lesson, students should be able to
demonstrate attitude of good citizenship” is a vague objective. What is citizenship?
What is good citizenship and which of the relevant thousands of attitudes we expect
the students to demonstrate? How do we expect the student to show such an attitude
of good citizenship? These are some of the fundamental problems that make the
above objective vague.
(ii) Stated in simple language clearly understood by the students also so that effective
learning may occur in the process of teaching.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

(iii) expressed in unambiguous terms. For instance, “students should be able to know
the duties of the government to its people” is an instructional objective that is capable
of several interpretations. For example, to be able to consider a student as haven
known the duties of the government, does he have to demonstrate his knowledge in
synthesizing analyzing, adapting, and understanding these duties?
(iv) Achievable within the specified period of the lesson.
It is bad teaching and a reflection of poor preparation if a teacher could not finish the
amount of task allotted to a teaching period and therefore unable to realise his
objective. Such a lesson gives the students a floating knowledge which the teacher
was not able to help them fix up to logical conclusion. That is a dangerous
knowledge.
(v) contain only one item of measurement or “action verb” in order to avoid certain
problems that may arise later in the process of working towards the achievement of
the objective and in the process of evaluating it.
For instance, let us look at the following objectives:
At the end of the lesson, students should be able to describe and name the features in
their immediate physical environment. In teaching toward this end, a teacher is most
likely to mix up both the description and naming of the physical features simply
because he has lumped them together in his objective, so they might not be taught
well and students may also be confused and unclear about it all. Again, in the
evaluation of this objective, it is possible for some students to do well in the naming
aspect of the lesson and perform poorly in the description or vice versa. Some others
may not do well in both aspects. In both cases, it means the teacher has to teach the
two aspects again since he has put them together in his objectives.
The proper thing however, is to break the above instructional objective into two thus:
(a) Students should be able to name the features in their immediate physical
environment.
(b) Students should be able to describe the features in their immediate physical
environment.
When this is done, the objectives could be taught better one at a time and the students
achievement in each of the two objectives should be more accurately assessed while
their problems in respect of each of the two objectives could also be more properly
diagnosed.
(vi) An instructional objective should be measurable, that is. It should be possible to
evaluate the objective at the end of the lesson. For example:
(a) Students should be able to compare the different forms of government in
Africa.
(b) Students should be able to plan by themselves similar visits to a television
house.
(c) Students should be able to organise drama in illustrating the evil of civil war.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

The above underlined words are the commands instructing the teacher on the kind of action
to take in the process of teaching and evaluating these objectives as well as focusing the
attention of the students on the major substance of the teaching contents to be learned. In
addition, all the three objectives are measurable. Moreover, some others comment words that
could be used by the Social Studies teacher to construct instructional objectives measurable
either in oral or written form or both are listed below. Learners should be able to:
Mention, explain, organise, observe, arrange, illustrate, compare, differentiate, compete,
mention, match, create, correct, show debate demonstrate, cite, locate, identify, discuss,
recognise, gather, collect, assess, evaluate, make use, adapt, adopt, settle, provide, great,
rationalise, justify, examine, analyse, discover, compile, express, change, recall, solve, read,
display, construct, design, paint, practise, practicalise, contribute, argue, criticize, list,
contrast, trace, draw find out, investigate, memorise, recite prepare, relate rreport, describe,
question, present, write, combine, mix, judge, prove, shift, prevent, record, play, plead, act,
highlight, execute, define, defend, increase, decrease, reduce, measure, interpret, state,
enumerate, discuss, and so on.
Generally, many of the objectives of Social Studies and all the other subjects of the Social
science have been severally criticized for being imprecise, ambiguous, vague and therefore
very difficult to evaluate. Such common used words and concepts especially in Social
Studies’ general objectives which help to justify and sustain these criticisms include:
Citizenship; loyalty; patriotism; faithfulness, prosperity; peace; development; progress;
stability; harmony; cooperation; interrelationship; honesty; wealth; rich; civilization;
interaction; democracy; capitalism; rights, privilege; role; poor; government; racism; politics;
liberty; freedom; human; dignity; power; authority; egalitarianism, corruption’ unity; bribery;
tribalism; communism; justice; leadership; others include: to realise; to promote; to visit; to
foster; to appreciate; to inculcate; to learn; to know; to combat; to expose; to develop; to
improve; to encourage; to respect; to tolerate; to educate; to preserve; to conserve among
others.
By and large, once the methods of formulating the Social Studies objectives are
comprehended, the rate of progress in the preparation of the remaining stages of the planning
process becomes faster. These stages involve the preparation of scheme of work and lesson
which will be details in unit 6.

ACTIVITY III
1. Distinguish between specific and instructional objectives.
2. What factors would you consider in formulating instructional objectives in Social
Studies?

SUMMARY
• In this unit, the planning for the teaching and learning of Social Studies is discussed in
terms of content selection and the approaches to be adopted. Furthermore, the

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MODULE TWO Social Studies Teaching Methods (PDE 115)

formulation of instructional objectives from specific or general objectives with the

peculiarities of the good instructional objectives is also explained.

ASSIGNMENTS
1. Highlight what you should prepare for in planning for the teaching and learning of
Social Studies.
2. Write out five instructional objectives with measurable and observable verbs.
3. As a student teacher, what additional three suggestions can you offer towards the
selection of suitable contents that would enhance or facilitate learning.

REFERENCES

Beyer B. K. and Penna, A.M (1971) Concept in the Social Studies. National Council for
the Social Studies Washington D.C.

Biming A. and Biming D. (1992) Teaching the Social Studies in Secondary Schools
Mcbraw Hill Book Co.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

UNIT TWO TEACHING OF SKILLS IN SOCIAL STUDIES

INTRODUCTION
This unit presents the importance of skills in Social Studies. Skills that can be acquired in the
teaching of Social Studies include experimentation, observation, questioning, speaking,
writing, listening among others. Impacting these elements in the Social Studies classroom is
one of its most important and distinctive areas as a discipline. It distinguishes it from the
Social Science with focus mainly on the acquisition academic (cognitive) knowledge.

OBJECTIVES
At the end of the unit, you should be able to:
(i) define skills;
(iii) state at least five skills that can be acquired in the teaching of Social Studies.

HOW TO STUDY THIS UNIT

1. Read through the unit. Take note of the salient points as you read.
2. From the beginning, read the unit thoroughly and systematic as arranged. Attempt all
the activities stated. DO NOT look at the answers provided before attempting the
exercises.
3. Strictly stick to the rules.

CHECK THE ANSWERS TO THE ACTIVITIES AND ASSIGNMENTS GIVEN AT THE

END OF THIS BOOK

WORD STUDY
Associative thinking - making connection in your mind.
Critical thinking - careful judgment
Deductive reasoning - be able to deduce true or false from a particular.
statement.
Inductive reasoning - using particular facts and examples to form general
rules and principles.
Perceptual thinking - understanding things quickly.
Skill - the ability to do something well.

TEACHING SKILLS IN SOCIAL STUDIES

To be able to live effectively in the society as well pass or transmit and receive information
effectively from other persons or objects like paintings, maps, motion pictures, sound tapes,

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MODULE TWO Social Studies Teaching Methods (PDE 115)

photographs, television, recordings, globes, video-tapes, film strips, charts, books and other
printed matters, a learner needs to be adequately trained in the use of the whole range of
study, leadership, social communication and intellectual skills. Such skills include those of:

1. Speaking 18. Leadership/cooperative: This includes planning,

organizing, controlling, delegating and
motivating.
2. Listening 19. Conduct
3. Reading 20. Model Building/formation
4. Writing 21. Associative thinking
5. Observing 22. Perceptual thinking
6. Questioning 23. Interviewing
7. Imagination 24. Investigation
8. Experimenting 25. Deductive reasoning
9. Hypothesis formulation 26. Problem solving
10. Variable manipulation 27. Critical thinking
11. Prediction 28. Classification
12. Locating information 29. Inductive reasoning
13. Evaluating information
14. Organising information
15. Interpreting information
16. Synthesizing information
17. Mechanical manipulation

In teaching these skills, teachers are advised to give adequate consideration to the following
points:
(i) The major relevant skills to be developed in each lesson should be identified and may
form part of the instructional objectives of the teacher and explained to the pupils at
the beginning of the lesson.
(ii) Skills should not be taught in isolation. It becomes much more meaningful when they
are emphatically taught during a whole lesson.
(iii) The teaching of skills should be systematic since skills develop only gradually.
(iv) Pupils should be given sufficient opportunities regularly in a variety of situations for
practising the skills they are taught in the school so that they could retain and perfect
the use of these skills with time.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

ACTIVITY I
1. Define skills in Social Studies
2. Mention five (5) skills in the teaching of Social Studies.

SUMMARY
• In this unit, skills that can be acquired in the teaching of Social Studies have been
discussed It is vital importance that learners pay considerable attention to the
modalities of ensuring that skills are adequately and effectively imparted.

ASSIGNMENTS

1. Enumerate the various skills that must be given adequate consideration by the teacher
in the teaching of Social Studies.

REFERENCES

Ogunsanya (1984): Introduction to Methodologies of Social Studies Evans Brothers Ltd.,

Ibadan

Raths, L. (1996): Values and Teaching Social Studies. Ohio. Merrill Publishers U.S.A.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

UNIT THREE: TECHNIQUES AND STRATEGIES FOR

TEACHING SOCIAL STUDIES

INTRODUCTION
For the purpose of teaching and learning Social Studies, there are different types of methods,
techniques and strategies that can be employed. Some of this are discussed in this unit.
Again, you are to take careful note of these hints to be a successful teacher in the classroom.

OBJECTIVES
At the end of this unit, you should be able to:
(i) mention different types of methods, techniques and strategies for teaching Social
Studies;
(ii) describe the characteristics of each of the methods, techniques and strategies for
teaching Social Studies.

HOW TO STUDY THIS UNIT

1. Reading through this unit. Take note of the salient points as you read.
2. From the beginning, read the unit thoroughly as systematically arranged.
Attempt all the activities stated. DO NOT look at the answers provided before
attempting the exercise.
3. Strictly adhere to the rules.

CHECK THE ANSWERS TO THE ACTIVITIES AND ASSIGNMENTS GIVEN AT THE

END OF THIS BOOK.

WORD STUDY
Dramatization - making something exciting than it really is.
Method - particular way of doing something
Simulation - is the creation of particular condition that exists in real life.
Strategy - an intended plan for achieving a purpose.
Technique - a skilful way of doing something.

INQUIRY METHOD
It is simply a method to find out. It involves experimenting, probing, investigating,
questioning, searching thinking, analysing, evaluating and so on, with a view to acquiring,
updating or validating knowledge in Social Studies.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

One major advantage of this method is that it teaches the students how to think for
themselves. Therefore, the use of inquiry method in Social Studies a arises out of the
curiosity or inquisitiveness of the user. This method is the most effectively used with the
children in elementary schools.
Procedure for the use of inquiry method:
(i) Identification of problems.
(ii) Collection of information on data or the problem
(iii) Data Analysis based on the information collected.
(iv) Solution to the problem of the analysis
(v) Make generalization from the solution.

DRAMATIZATION
It simply means imitation, though it is more than this because it involves practising,
initiation, conforming, playing, singing, dancing, controlling, participating, and so on in the
Social Studies teaching and learning process. In fact, it is extremely useful and effective
method in Social Studies lessons especially, when the dramatic presentation centres on the
familiar experiences in the learners’ environment. Therefore, in most cases emphasis should
always be on dramatizing Social studies materials rather than dramatizing stories.
However, the following are limitations of the method.
- It is time consuming.
- It may require a lot of costumes
- It is expensive
- It may turn to a mere play, thus the lesson becomes noisy and ineffective.

Meanwhile, the following are the benefits that can be derived from this method:
- It trains the learners in the skills of listening patiently, carefully and courteously.
- It helps to develop in the learners the sense of respect for the opinion of others.
- It gives the individual member of the group the chance to learn the planning
strategies, the logical and sequential procedure of the dramatization.
- It develops in them the attitude of cooperation and desirable special skills.

DISCUSSION METHOD
This is the act of talking over subjects from various points of view and the teacher acts as a
moderator. The teacher should not dictate or influence students’ view points, but should
motivate them using questions, which can make them reason rather than recall.
These are the merits of this method:

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MODULE TWO Social Studies Teaching Methods (PDE 115)

- It develops positive interpersonal relationship because it enables students to interact

with their teachers and mates to gain from each other.
- It can be used to introduce a lesson, to motivate students’ activities and explain
accompanying procedure.
- It enhances learners’ confidence and boldness.
- It promotes clarity of information.
Demerits of this method include:
- It can lead to boredom or lack of interest in the students.
- It can lead to inattention if not properly coordinated.
- It may be different to cover the syllabus if used frequently.
- It wastes time if not properly organized.
By and large, in the teaching and learning of Social Studies, discussions can be between and
among small or large groups of students during which they contribute, share, examine,
expand, simplify, formulate, classify, propose, suggest, prove, argue, question, accept, or
reject opinions and ideas. However, the teacher’s role is that of a facilitator, a helper, a
moderator, a contributor and a guide.

ASSIGNMENT I
Which of these strategies would you like to adopt in the classroom: Inquiry, Dramatization,
Discussion. Give reasons for your choice.

SIMULATION METHOD
This is the creation of a model of the real world in which participants assume different roles
and make decisions about issues raised as well as the difficulties encountered. It is usually
designed to reflect the existing or inherited problems of man in the society. It also involves
opportunities for exploration, experimentation, commitment, and decision-making aimed at
resolving important issues and problems affecting man in his environment. It can be used to
introduce, consolidate and summarise a lesson.

The benefits the learners can derive from this method include:
- They become more actively involved in the teaching-learning process.
- They develop insight into the issues and problems of the society.
- They give free expression to their creative abilities without any inhibitions.
- They appreciate and develop their qualities of leadership or followership.
- They experience and the stimulated consequences of decision and performance on
these and among others.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

Demerits
- It is time consuming
- It may lead to loss of interest by the learners if not properly organised.
- It may be expensive if the commercial type is adopted.
- It may require a lot of brainstorm in the part of the teacher and even the learners.

ROLE PLAYING
It is a spontaneous dramatization of the contextual life or “total personality” of the persons or
posts whose roles are being played. Therefore, it involves initiating, acting, managing and
emotional display.
It is used to resolve conflicts and solve problems.

It is used to teach feelings of emotion which might be difficult for the teacher to express or
demonstrate by himself.

It gives students the opportunity to express their thoughts and feelings freely.
It helps to develop in the learners’ cooperative attitude and the desirable social behaviour as
well as the consequences of doing otherwise. However, it should be followed immediately
by an analytical discussion of the roles played, issues raised and resolved.
Finally, role playing needs some preparation on the part of the teacher and the learners
because poor preparations may ridicule the whole situation as a result of poor quality of
output.

ASSIGNMENT II
1. What are the differences between simulation and role playing?

PROBLEM SOLVING
It involves the use of scientific approach to teaching-learning process. It enables the learner
to become aware of the fact that there is an orderly procedure or stages in thinking and doing
things.
Problems solving should be child-centred. That is, those problems that are for the learners
and not teacher’s problems. Therefore, the following are the features of a good problem in
Social Studies:
- It should be relevant to the experiences of the students’ generality
- The learners should state it in a language that is clearly understandable
- It should be challenging and stated in such an attractive manner that could catch the
attention of the learners.
- It should be capable of several interpretations or solutions.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

- The solution to the problem should not be too obvious.

Procedure for problem solving:
1. Identify a problem.
2. State the problem clearly in simple language.
3. Suggest possible solutions to the problems.
4. Discuss the suggested possible solutions
5. Accept reasonable suggestion
6. Determine the solution to the problem through reasonable suggestions.
7. Restate the original problem and solution.

Possible Learners’ Centred Problem Areas that can be considered by the Teacher:
(a) Family problems
(b) Academic problems (learning difficulties)
(c) Sex problems
(d) Socio-cultural problem.
(e) Religious problem.
(f) Feeding problems.
(g) Clothing problems.
(h) Transportation problems etc.

LECTURE METHOD
The active teacher who does all the talking throughout the lesson and the passive learners
who merely listen or take down notes of the important points in the lesson characterizes it. It
is also known as chalk-and-talk method because the teacher does the talking alone throughout
the lecture period. Sometimes, he/she may decide to write on the board if he/she wishes. It is
mostly teacher-centred, hence little or no interaction with the learners. The communication is
one way for most of the time in the teaching learning process.

Merits of lecture method include:

- it is good for a large class size.
- It can be used in the absence of instructional materials.
- It can be used in the case of shortage of manpower.
- It is less expensive to use.
- It is used to cover a large scope of the syllabus within a short period of time.

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However, this method can be used effectively with other methods of teaching, such as
questioning, discussion among others in the classroom situation.

QUESTIONING METHOD
It is the most commonly used techniques in teaching, though it is often used in discouraging
manner. It involves the teaching of the learners asking questions throughout the lesson, that
is, from the beginning to the end.
Meanwhile, this method can be used for introduction, presentation and evaluation. However,
there are number of factors to be considered by the teacher while employing the method such
as:
(a) the question should be stated in a clear term, that is, not vague:
(b) the questions should be of interest to the learners;
(c) the level of difficulty should be within the learners’ ability;
(d) the questions should be logically and sequentially structured, that is, from simple to
complex;
(e) the questions should be within the important areas of study.

However, it develops in the students the habit of critical thinking, enhances learners’
performances and fosters teacher’s presentation in the lesson and in fact, it makes lesson
interesting, lively and emotional. Though, it is time-consuming, noisy and cumbersome if
not properly organized.

ASSIGNMENT III
1. Which method would you prefer to use in your classroom – the lecture or question
method? Give reasons for your choice.

CONCEPT MAPPING
It is an act of constructing maps, or diagrams indicating inter-relationships among concepts to
represent meanings or ideas on a domain of knowledge (Novak, 1991). The concepts are
arranged hierarchically from the genera to specific.
Procedure for concept mapping
1. Selection of item for mapping a text, passage, lesson note etc.
2. Underline keywords or phrases, objects and events.
3. Arrangement of rank and list of concepts from abstract to specific or concrete.
4. Drawing circles around the concepts.
5. Connection of the concept using lines or arrows for easy reading and interpretation.
6. Provision of examples at each branch terminus.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

7. Cross-link the branches where appropriate.

Merits:
- It encourages deductive reasoning in learners.
- It simplifies the topics.
- It enhances critical thinking in the learners.
- It broadens the horizon of the learners in terms of the scope covered in the topic.

Demerits
- It may become boring if not well organized.
- It is time-consuming
- It may be complex or abstract for the learners to comprehend easily.

FIELD TRIPS
These are out-door lessons being organized for the students. They are for relevant
observations and for obtaining specific information. Students become actively engaged in
observing, collecting, classifying, studying relationship and manipulating objects or exploring
their environment.
It is enjoyable and interest if well planned.

Procedure For Field Trips:

(a) Organizer’s first trip to the area of interest.
(b) Write officially to the area of interest.
(c) Inform the students and their parents what to prepare for (money, materials, etc.)
(d) Inform the school authority for permission and other necessary education
stakeholders, most especially if it is a long trip.
(e) Inform students what to look for during the trip.
(f) Make good arrangement for transportation, feeding and accommodation.
(g) Mandate students to give detail report of the observations during the trip.
(h) The organizers should send letters of appreciation to the areas visited immediately
after the trip.

Merits:
- It makes lessons more practical and lively.
- It enhance cooperative habit in the learners.
- It broadens the learners’ horizon in terms of their immediate environment.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

- It encourages sense of appreciation of natural environment in learners.

- It is highly educative, entertaining and informative.

Demerits:
- It is time consuming.
- It may be expensive
- It is cumbersome.

ASSIGNMENT III
1. “Field trips are a mere waste of time. They are not to be recommended for serious
learning” Discuss.

DEBATE METHOD
It is an argumentative formal discussion organized between two or more groups among the
learners on a particular topic of interest. This method is purely learner-centred because
learners are involved mostly in the discussion, the teacher is just a moderator or an observer
or a facilitator.

PROCEDURE FOR DEBATE METHOD

1. Select an interesting topic in Social studies (e.g a teacher is better than a farmer in the
society).
2. Select two groups among the learners. One group in support of the motion the other
group should be against.
3. Choose a moderator (a teacher or student).
4. Choose a timekeeper (student).
5. Choose panel of judges (teachers).
6. Judges should give their report to know the winner.

Merit:
- It makes lesson interesting, motivating and realistic.
- It makes learners to be active throughout the lesson.
- It enhance critical thinking in the learners.
- It builds in learners confidence and act of public speaking.
- It encourages spirit of cooperation, and leadership and followership.

Demerits
- It may turn the lesson to a rowdy situation, that is, noisy.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

- It may be boring if not properly organized.

- It wastes time.

ASSIGNMENT IV
1. “Debate method is too narrow to cater for the interest of a large number of students in
a classroom situation”. Argue for and against.

SUMMARY
• There are varieties of teaching methods that can be used in the teaching of Social
Studies, some are just discussed in this unit. However, it is advisable for teachers of
Social Studies to employ more than one teaching method in a particular lesson so that
the lesson will be more effective and interesting to the learners. How appropriative
the method is a function of the subject being discussed.

ASSIGNMENTS
Explain briefly how you will employ the following method of teaching in the teaching of
Social Studies:
1. Concept mapping
2. Project method.
3. Debate method.

REFERENCES:

Ayodele S.O (Ed.) (2002) Teaching Strategies for Nigerian Secondary Schools: Power
House Press, Ibadan.

Ogunsanya M. (ed.) (1996) Basic Process in Education, Andrian Publication Series, Oyo

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MODULE TWO Social Studies Teaching Methods (PDE 115)

UNIT FOUR: MICRO-TEACHING TECHNIQUES IN SOCIAL

STUDIES

INTRODUCTION
Micro teaching techniques constitute an area whereby teachers in training learning to acquire
the rudiments of teaching in the classroom. It is a preparation as to what they must master
when they go to the field to do teaching practice under the supervision of professionals. It is
indeed a preparation for the challenges that await the teacher in his or her future carrier as an
educator.

OBJECTIVES
At the end of this unit, you should be able to:
(i) describe the use of micro-teaching technique in Social Studies.

HOW TO STUDY THIS UNIT

1. Read through this unit, Take note of the salient points as you read.
2. From the beginning, read the unit thoroughly as systematically arranged. Attempt all
the activities stated. DO NOT look at the answers provided before attempting the
exercises.
3. Strictly adhere to the rules.

CHECK THE ANSWERS TO THE ACTIVITIES AND ASSIGNMENTS GIVEN AT THE

END OF THIS BOOK.

WORD STUDY
Micro-teaching - teaching organized for a small group of students
Strategy - an intended plan to achieve a purpose.
Technique - skilful way of doing something.

MICRO-TEACHING TECHNIQUE
This is a laboratory training procedure geared towards simplification of the complexities of
regular teaching-learning process. It is also a miniature teaching scaled down in terms of
class size, time, task or content and the skill (Cliff 1973). However, in practice, micro-
teaching follows a teach-critique-reteach procedure which involves the following:
1. The supervisor demonstrates the skill to be practised. This may be live demonstration
of the skill or a video presentation of the skill which has been prerecorded for the
purpose.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

2. The group members select a topic(s) from a list and prepare the lesson of five to ten
minutes, in which they will practise the particular skill that was demonstrated.
3. The teacher trainee then has the opportunity to practise and evaluate his use of the
skills. Practice takes the form of a ten-minute micro-teaching session in which five to
ten pupils are involved. When real students are used, the other trainee teachers act as
observers and evaluators. When the trainee teachers are used a pupils they play the
role of the pupils at the same time observe and evaluate the lesson objectively
together with the supervisor.
4. The progress of the session and the performance of the “teacher” are evaluated. There
are many possible ways of doing this. These include observations and comments by
the other trainee teachers, support by note made on pre-prepared evaluation checklists
or a video recording of the performance which can be analyzed by all, including the
performer being evaluated.
5. If the trainee’s performance is not up to the expected standard, he redefines his use of
the skills through additional practise, pre-plans the lesson, emphasising those skills in
which his self-evaluation revealed his performance to be most inadequate. Then he
re-teaches the lesson with another group of pupils and evaluates his second recorded
performance.
6. Finally, when the supervisor judges that the separate basic skills considered important
are sufficiently well mastered and integrated; the trainees continue their practice in
supervised real-life classroom situations (Romizowski 1988).

A closer analysis of the sic procedural steps in a micro-teaching session provides three
essential phases in sequential order thus:
Phase I Modelling
Phase II Practice
Phase III Feedback

MODELLING
Modelling has been described by Borg et.al. 91970) as a three-step process. First, the learner
observes a model teaching episode where particular skills are demonstrated, second, the
learner attempts to shape his own behaviours after those of the model; and third, the learner
receives feedback on his performance. In the above procedure, modeling is taken to mean
watching of a live, written audiotaped, videotaped or filmed teaching episode which provides
a short but clear example of a specific teaching skill to be acquired.
Generally speaking, there are several types of models. However, three of them gain more
attention of practitioners and researches in education. They are:
(i) Perceptual models (filmed or videotape teaching segments).
(ii) Symbolic models (written transcripts of a teaching episode or written descriptions of a
skill’s application).

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MODULE TWO Social Studies Teaching Methods (PDE 115)

(iii) Audio models (audio taped teaching sequences). (Turney 1973).

The use of any of these models in micro-teaching will depend on a number of factors. It may
be necessary to consider such factors like the skill to be developed, cost of production or
procurement, and motivational value among others. Indeed, studies of a number of
researchers lend considerable support to the use of perceptual models in mich-teaching. For
example, Turney et al. (1973) found the use of videotaped or perceptual models much more
effective than symbolic models. The approach one is recommending to modern teacher
trainers is the use of combination of perceptual and symbolic models to ensure optimum
learning and rewarding micro-teaching experience.

MODEL PRESENTATION
The manner in which models are presented is considered important if they are to produce
desire effects. The following are listed as acceptable manner of model presentation.
1. Inform students about the skill to be watched and acquired.
2. Make students aware of the instances of the skill or its components during the model’s
presentation.
3. Show/present the model in a number of times perhaps several days to enhance its
lasting effect.
4. Allow the student teachers to practise the skill in a similar teaching context to that of
the model.
5. Encourage the use of the combination of teacher models and student models for more
desirable effect.

PRACTICE
This is the act of demonstrating in practical sense the skill being demonstrated in the video or
the film medium. The trainee should be given the opportunity to practice what he has seen;
learning by doing has been the basic principle on which the teaching learning laboratory is
based. After all, we often hear the saying “Practice makes for perfection”.

FEEDDBACK
Feedback is micro-teaching is information a student received concerning his attempts to
imitate certain patterns of teaching. The built-in feedback mechanism in micro-teaching
acquaints the trainee with the success or otherwise of his performance and enables him to
evaluate and to improve his teaching behaviour. Electronic media gadgets that can be used to
facilitate effective feedback in micro-teaching include videotape, audio-tape and a check-list.
It should be emphasized that feedback is a vital aspect of the micro-teaching. The feedback
through whichever medium should be geared towards assisting the trainees to analyse and
improve his teaching.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

ACTIVITY
1. Define micro-teaching
2. Explain briefly the essential features of micro-teaching

SUMMARY
• In this unit, the steps to be taken in undertaking in micro-teaching has been discussed.
Also explained are the steps to follow to ensure a result oriented micro-teaching
section.

ASSIGNMENT

1. Select a topic from the Junior Secondary School Social Studies programme’ prepare a
micro-teaching section following the guideline set out in this unit.

REFERENCES

Aina M.f. (1982) Social Studies: A Book on Methodology Evans Brothers Ltd., Ibadan.

Odanye O. (1977) The Basic Concept of Social studies for JSS 1-3 Holad Publishers,
Ibadan

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MODULE TWO Social Studies Teaching Methods (PDE 115)

UNIT FIVE SOURCE, TUPES AND VALUES OF

INSTRUCTIONAL MATERIALS IN TEACHING
OF SOCIAL STUDIES

INTRODUCTION
The resources employed to facilitate effective teaching-learning process are referred to as
instructional materials. They are information carriers designed specifically to fulfil
objectives in a teaching-learning situation (Akan, 1988). Therefore, in the teaching and
learning of Social Studies, many of these learning materials are utilized in making teaching
more effective and enhancing permanence in learning. These materials are given different
taxonomies viz., visual, a audio, audio-visual, hardware, software and a host of other
nomenclatures. For a start, you are being introduced to three aspect of instructional
materials: sources, types and values

OBJECTIVES
At the end of this unit, you should be able to:
(i) define instructional materials;
(ii) mention four sources some of the instructional materials being used in Social Studies
teaching;
(iii) describe the characteristics of each of the instructional materials being used in Social
Studies teaching.

HOW TO STUDY THIS UNIT

1. Glance through the unit. Note the salient points as you read. Take note of the
unfamiliar words and check for their meanings in your dictionary.
2. Now from the beginning, read and digest the unit thoroughly and systematically as
arranged. Make sure you attempt all the activities stated. Before attempting the
exercises, avoid looking at the answers provided.
3. Make sure the rules stated are strictly adhered to.

AT THE END OF THIS BOOK, CHECK THE ANSWERS TO THE ACTIVITIES AND
ASSIGNMENTS GIVEN.

WORD STUDY
Nomenclature - naming system.
Taxonomy - system of classification.
Visual material - learning devices that appeal to sense of seeing.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

Audio material - those learning devices that appeal to sense of hearing.

Audio-visual - those materials that appeal to both sense of seeing and
hearing.
Hardware - equipment for extracting information from the software.
Software - materials that carry the message or information or content
for hardware

SOURCES OF INSTRUCTION MATERIALS

A discourse on place and ways by which instructional materials can be acquired is considered
relevant in the reality of economic hardship being experienced by the nation. In this regard,
the focus of our discussion shall be on instructional materials by design and those by
utilization.
Instructional materials by design are those that are provided genuinely for the purpose of
instructional usage – overhead projectors, chard, textbooks, slides, etc. Instructional
materials by utilization, however, refer to those devices which are not provided for
instructional purpose but which a teacher makes use of in the process of instruction especially
if they are found to be good for the purpose of information dissemination. Examples of such
media are: posters, calendars, locations, resources persons, and so on.
They are several sources from which to obtain instructional materials. Four main sources are
identified here:
1. Director Purchase.
2. Improvisation
3. Loan
4. Donation

Direct Purchase: The locations of materials to be acquired through this source are the
industries where the materials are manufactured or their agents. All that is required is for the
user to approach the industry/agent for necessary transactions that can facilitate direct
purchase. If the company is based abroad, necessary ordering procedures must be followed
to get the material(s) procured. Information as to which company produces what could be
obtained through reading of relevant literature, acquaintance with similar product in a sister
institution, getting contact with manuals/brochures, newspaper/television advertisements etc.
Should the choice of materials acquisition be through this source, such factors like topic,
objectives, scope, methodology of use, complexity of the material(s) etc. of the manufacturer
must be seen to be similar to those of the target audience for which the material(s) is to be
purchased? Materials from this source include: charts, overhead projectors, opaque
projectors, video player, T.V. sets filmstrips, etc.
Improvisation: Through the efforts of both the teacher and the learners, different kinds of
instructional materials can be produced using local materials. Local artisans can be contacted
to get instructional materials produced. Materials from this source include charts, maps,

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MODULE TWO Social Studies Teaching Methods (PDE 115)

pictures, slides, chalkboards, flannel-graphs, bulletin boards, magnetic boards, instructional

games, models and mock-ups.
Loan: This refers to a situation whereby a workable agreement is reached between two or
more schools or learning resources centres to exchange instructional materials for specified
time or period. This is known as inter instructional materials loan, which could also be
worked out between two departments, schools units or sections in a school system. Under
these arrangements, conditions to be followed to facilitate the workability of the system
should be spelt out. A register should be kept to indicate such items like: name of the
borrower, institution, date, condition of the materials to be borrowed, date of return, condition
of the materials on return, condition of the materials on return, signature of borrower and
name and signature of the officer who authorised the release of the materials.
Donations: Instructional materials can be donated to school or Learning resources Centre
(LRC) by organizations (Local/Foreign) individuals and or manufacturers. Some of these
materials can be solicited for by contacting the donors while free or sample models can be
sent out for trial testing. Schools could increase the volume of materials acquisition through
this means.
Every Social Studies is expected to be resourceful, in a world of rapid acceleration change
brought about by the application of science and technology. The immediate and distant
communities of the school are sources from which instructional materials can be tapped to
improve the quality of classroom instruction.
Museum, zoological and botanical gardens, media houses, media centres, factories/industries
are ready-made sources of information which teachers can effectively utilize in the teaching
and learning of Social Studies.

TYPES OF INSTRUCTIONAL MATERIALS

These are different types of instructional resources that can be utilized in the teaching and
learning of Social Studies. These resources are classified thus: visual, audio, audio-visual,
projected, non-projected, hardware and software.

VISUAL MATERIALS
These are teaching and learning devices that appeal mostly to the visual sense. In this
category, we have such devices like simple visual devices like pictures such as slides,
filmstrips and transparencies. Like audio-media, they are inexpensive, often simple to use,
and, above all, clear and impressive in their presentation.

AUDIO MATERIALS
These are teaching devices that mostly appeal to auditory sense. They consist of radio
programmes, audio recordings such as cassettes and disc record.
Other examples of audio media are devices like the telephone and walkie-talkie. Since audio
aids appeal mostly to the auditory sense, for them to be effective, pupils must not be auditory

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MODULE TWO Social Studies Teaching Methods (PDE 115)

impaired. Radios, record-players and tape-recorders that are becoming common household
items could be judiciously and effectively utilized in the classroom.

AUDIO-VISUAL MATERIALS
These are instructional devices that have the capacity to provide the features of audio and
visual media simultaneously. Typical of media in this category are the television, video-
taped programmes/recordings, sound films, film-strips and slides with synchronized sound.

PROJECTED MATERIAL
They consist of materials containing information which can only be meaningful and
effectively only when projected on the screen using projection equipment that require electric
power supply. These projection equipment are usually referred to as “projector”. Projectors
are of various types. The follows are typical examples: film projectors (8mm, 16mm,
35mm). Film strip projector, opaque projectors and overhead projector (ohp). The Overhead
Projector is commonly found in the classroom. It is designed to perform the traditional roles
of the chalkboard, thus it is regarded as an instructional medium by design rather than
instructional medium by utilization.

NON-PROJECTED MATERIALS
These are instructional materials that can be used without having to resort to any projection
process unlike the projected media. They can be regarded as non-projectuals. Examples of
media under this taxonomy are: charts, posters, regalia or real objects and models. Usually,
three-dimensional models are beautifully made and are large enough to allow for easy
visibility on the part of the learners. It should however be mentioned that information on
non-projected media like charts and posters should not be over loaded with information.

HARDWARE
Hardware is a term that is used to describe equipment for extracting information from the
software. They are usually bigger and in most cases costlier than the objects that actually
carry information to be extracted. Hardware include such gadgets like the television set,
monitors, projectors of all kinds radio sets, cassettes players. Video player/recorder, turn-
table or disc player, camera and computers. Many of these hardware are found in homes
while only few are available in our schools.

SOFTWARE
This term is used to describe all those materials that carry message/information/content.
These include videotapes, cartridges, audio-tapes. Reel to reel tapes, films, transparencies,
slides, filmstrips and diskettes etc.

COMMUNITY RESOURCE PLACES

These are places within the students’ community that they are of educational importance e.g
museum, palace, market places, factory/industry, quarry, fish pond, among others.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

CASE STUDY METHOD

This is a detailed account of the development of a person, a group of people or a situation
over period of time. Therefore in Social Studies, this method can be employed in teaching
and learning. Certain concepts e.g traditional marriage in Yoruba/Igboland/Hausa, egungun
festival in Ibadan, Argungu fishing festival in Kebbi State Northern Nigeria, etc.

RESOURCE PERSONS
An expert from outside the school community to enlighten and share his/her experience with
the students on a chosen topic in Social studies can be invited by the Social Studies teacher.
That person is referred to as a resource person, such an expert can excite students, remove
boredom and tension, e.g. a lawyer, geographer etc.

VALUE OF INSTRUCTIONAL MATERIALS IN SOCIAL STUDIES TEACHING

Instructional materials are of paramount importance in the teaching and learning of Social
Studies because of the following functions they perform:

1. They increase the rate of learning and at the same time allow the teacher to use more
time on other gainful activities.
2. They effect a reality of experience that stimulates self-activity on the part of the
learners.
3. They provide learning experience which are not within the immediate classroom
environment.
4. They discourage rote learning by emphasizing realistic learning.
5. They make abstract term, concepts and generalizations more practical and realistic.
6. They help the learners to focus their attention during teaching-learning process.
7. They provide the teacher with the means of guiding and controlling the desirable
responses of the learners in relation to stimulus materials of the learning situations.
8. They develop in the learners, awareness of problem, open up possibilities for
exploration, present meaningful interactions which naturally lead to provision of
solutions.
9. They help to stimulate purposeful and utilized self-activity and this is much more
preferable educationally than a more or less passive and often bored listening.
10. They improve the classroom communication process between the teacher and the
learners, with this, the expected improvement in learning output will be accomplished.

ATTRIBUTES OF INSTRUCTIONAL MEDIA

Generally speaking, instructional resources have five properties; these are the abilities to
help:
1. Promote perception

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MODULE TWO Social Studies Teaching Methods (PDE 115)

2. Promote understanding
3. Promote transfer of learning
4. Provide reinforcement or knowledge of result
5. Help retention. Davies (1979).

ACTIVITY
1. What are instructional materials?
2. Mention five instructional materials that can be utilized in the teaching of Social
Studies.
3. Describe the peculiarities of the following learning materials:
(a) Visual media (b) Hardware (c) Regalia

SUMMARY
• Various types of instructional resources have been discussed in this unit and their
overall value in enhancing and facilitating effective learning in Social Studies. Each
of these resources, it must be pointed out, has its own unique usefulness, for specific
learning experiences. Then criteria for their selection and effective use will be taken
up in unit 2.

ASSIGNMENTS
1. Name five (5) visual learning materials that can be used in the teaching of Social
Studies.

REFERENCES

Ayodele, S.O (2002) (ed.) Teaching Strategies for Nigerian Secondary Schools. Power
House Press and Publishers.

Agun I. And Imogie I. (eds.) (1988) Fundamentals of Educational Technology Y-Books,

Ibadan

Ladipo, S.O and Ogunsanya M. (eds.) (2000) Application and Practice in Education
Andrain Publications Series. Oyo.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

UNIT SIX: CRITERIA FOR SELECTION AND USE OF

INSTRUCTION MATERIALS TEACHING OF
SOCIAL STUDIES

INTRODUCTION
In the teaching and learning of Social Studies, instructional materials are “sine qua non”
resources to be utilized so as to facilitate teacher’s presentation and in fact, to enhance
students’ learning performance. Therefore, for the teacher to select appropriate learning
materials, certain criteria should be considered. The guidelines for the selection and
utilization of the resources are to be put into consideration. All these and more are presented
in this unit.

OBJECTIVES
At the end of this unit, you should be able to:
(i) state the selection criteria of instructional materials in Social Studies teaching;
(ii) enumerate the guidelines on the Use of instructional materials in Social Studies
teaching.

HOW TO STUDY THIS UNIT

1. Glance through the unit. Note the salient points as you read. Take note of the
unfamiliar words and check for their meanings in your dictionary.
2. Now from the beginning, read and digest the unit thoroughly and systematically as
arranged. Make sure you attempt in all activities stated. Before attempting the
exercises avoid looking at the answers provided.
3. Make sure the rules stated are strictly adhered to:

AT THE END OF THIS BOOK, CHECK THE ANSWERS TO THE ACTIVITIES AND
ASSIGNMENTS GIVEN.

WORD STUDY
Affective domain - deals with person’s feelings e.g values, attitude, and
perception.
Cognitive domain - deals with level of understanding
Criteria - variables under consideration.
Improvisation - making use of the available local resources in-lieu
of non-availability of the ready-made ones (commercially
produced).

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MODULE TWO Social Studies Teaching Methods (PDE 115)

Psychomotor domain - manipulative ability or skills.

CRITERIA FOR SELECTION OF INSTRUCTIONAL MATERIALS IN

SOCIAL STUDIES
The utilization of instructional material is essential in any instructional interaction meant to
produce effective learning. There should be no excuse or reason whatsoever for anot making
use of instructional media by teachers. However, it is important at this point to distinguish
between two broad categories of instructional materials, both of which require different types
of decision from the teacher or instructor. These broad categories are:
1. Optional or enrichment Materials
These can be selected by a teacher as a matter of personal conviction – provided there
is a sufficient time and finance.
2. Necessary or Obligatory Materials
These are the instructional media that should be used by teachers so as to help them
accomplish the stated instructional objectives of the task. Time and finance and other
factors ought to be made available for them.
However, the following criteria should be considered when selecting necessary or
obligatory instructional material for the Social Studies teaching.
(1) Task Factor: The objectives to be accomplished at the end of the lesson must be put
into consideration.
Different objectives will require different instructional materials. The following
generations can be made according to (Davies) (1977):
(i) Cognitive Objectives can be realised by all instructional materials.
(ii) Affective Objectives are best realised by audio aids: pictures, films and
television: simulators and language laboratories.
(iii) Psychomotor objectives are best realised by audio aids, large model of reality,
simulators, language laboratories, field excursions and visits.

(2) Topic/Subject Matter: It is also mandatory to consider the topic/subject

matter to be taught. It will be wrong to assume that just any medium can be used to
teach all topics. The nature of the topic will determine the choice of instructional
material(s) to be selected. Such factors like familiarity to the topics, concreteness or
abstractiveness, and scope are to serve as guide to instructional media selection.

(3) Learner’s Factor:

(a) Group Size and Location: these are certain media that are best suited for large
audience while there are those for small audience or even individuals. The
teacher is expected to consider such factors that will improve visibility, clarity,
noise, classroom environment from the part of the learners when making a
choice of instructional media for classroom use.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

(b) Intellectual abilities: Instructional materials to be selected should be borne out

of consideration for the seemingly different academic ability of the learners in
the class. A choice of complex instructional media that would benefit only the
high academic ability learners in the class is to be considered a wrong choice.
Other related factors such as learners’ interests and preferences in learning
styles need to be put into consideration when selecting instructional materials.

(4) Economic Factor: Sometime, the cost of instructional media considered to be

appropriate may serve as a hindrance to the teacher. In other words, if the school
management cannot afford to procure the media, it is of no use for the teacher to
dissipate his energy pursuing what he cannot afford. In this circumstance, the best the
teacher can do is to resort to local improvisation of such a medium/media. It is
important to stress that materials to be selected would not be too expensive, time
consuming to make and not too difficult to use.

(5) Technical Factor: Here, selecting criteria would include such variables like, quality
or production, ease of use, compatibility that is whether it is handy. Flexibility of use
– can it be used in various ways? And for durability, can it be used for long?

(6) Availability: Any instructional material that is to be used should be within the reach
of the teacher. It is of no use selecting materials that are not available. However,
efforts should be made to search for such materials most especially if they are locally
manufactured. Improvisation of such material(s) could also be embarked upon. If
materials are purchased, the accompanied manuals which explain their use should be
readable and understandable.

EFFECTIVE UTILIZATION OF INSTRUCTIONAL MATERIALS

Selection of appropriate materials does not necessarily mean effective utilization of the
materials so selected. For proper integration of media into teaching-learning process, the
following factors should be considered:
1. Prepare and make available all needed instructional materials for presentation or
giving lesson.
2. Create a readiness for learning by introducing the lesson content; its
purpose/objectives, what the learners should expect and what their reactions and
participation would be.
3. Match each step of the lesson presentation with appropriate instructional material(s).
This should be explicitly integrated in the prepared lesson note for the lesson and
strictly followed during delivery.
4. Organise the classroom to suit the usage of the materials in a manner that would not
waste time and create unnecessary diversion of pupils attention.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

5. Present the materials in the best form to achieve the purpose for which they are
prepared, selected and used. Decision must be taken as to whether the material(s)
has/have to be distributed to individual learner group usage/or centralized usage.
6. Make inquiries into what the learners have made out of the usage of the material(s) by
asking probing and prompting questions, and by moving about the room to see that
learners are using the resources properly.
7. Determine to make the best use of the material by making use of it at the introduction,
presentation and evaluation stages of the lesson.
8. Make a follow-up after the lesson by encouraging the learners to interact with the
material use during the teaching-learning process. They could be asked to draw,
label, explain, infer, and form their own notes making use of the materials.

CRITERIA FOR SELECTING THE USE OF INSTRUCTIONAL MATERIALS IN

SOCIAL STUDIES
1. It should be directly relevant to the Social Studies content being taught or leant.
2. It should be presented in a way that captives or arouses the interest of the learners.
3. The instructional materials should be appropriate to the age and ability of the learners
and boldly and legibly written.
4. The teacher should avoid unnecessary duplication in the use of instructional materials
and mindful of the time of presentation.
5. It should be so simple that learners too can manipulate easily after a brief induction.
6. The learning materials should be such that will not in the manner of production and
utilization distract the attention of the learners from learning during the lesson.
7. Where a teacher has to select among alternatives, the cheapest, most readily available
and more relevant materials for utilization of the Social Studies teaching should be
selected.
8. When audio aid is used, it should be clearly audible to the learners.
9. All the pupils should be given equal chance to see hear, feel, taste or smell the aid.
10. The use of the instructional materials should not be allowed to waste the time of the
learners especially the materials that have to go round the class.

ACTIVITY
1. Highlight the criteria for selection of instructional material in Social Studies
2. The solution and utilisation of instructional materials in Social Studies teaching are
guided. Explain.

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MODULE TWO Social Studies Teaching Methods (PDE 115)

SUMMARY
• There are parameters for the instructional materials selection in Social Studies such as
task factors, subject matter, learner’s factor, economic factor, technical factor,
availability and appropriateness of the resources were discussed in this unit. The
guidelines for the utilization of these materials are also explained in the unit.

ASSIGNMENT
1. Produce a worthwhile instructional material for the teaching of a topic of your choice
in Social Studies. Use locally available materials.

REFERENCES
Agun I. Imogie I. (eds.) (1988) Fundamentals of Educational Technology Y-Books,
Ibadan.
Adewumi, J.B. (1988), Introduction of Education Research Techniques, Ilorin: Gbenle
Press Ltd.
Koleoso, A. (1999), Research Methods and Statistics. Ibadan: Ben Quality Prints.
Ogunsanya M. (ed.) (1999) Basic Processes in Education Andrian Publication Series,
Oyo.

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