Our society has been a slow moving society. As a subject, Social Studies helps pupils to understand their society better helps them to investigate how their society functions and hence assists them to develop that critical and at the same time developmental kind of mind that transforms societies. Essential elements of the knowledge and principles from these disciplines are integrated into a subject that stands on its own. The subject is multi-disciplinary and takes its sources from geography, history, sociology, psychology, economics and civic education. The subject prepares the individual to fit into society by equipping him/her with knowledge about the culture and ways of life of their society, its problems, its values and its hopes for the future. TEACHING SYLLABUS FOR SOCIAL STUDIES (JUNIOR HIGH SCHOOL) RATIONALE FOR TEACHING SOCIAL STUDIES Social Studies is a study of the problems of society. Government should ensure the adequate employment of dedicated and qualified Social Studies teachers to teach the subject in all secondary schools in the study area and in the state. Among others, it was recommended that the Social Studies teachers should endeavour to use and try to improvise instructional materials for effective teaching of Social Studies in the secondary schools. It was agreed that Educational Standard or level of the Country is the major environmental factor influencing Social Studies Instructional material. More so, it was observed that Teachers mostly prefer chart and chalkboard as Instructional Material to teach Social Studies. Based on the findings of this work, it was observed that Textbooks, Newspaper, Teachers guide etc are the only Social Studies Instructional Materials Adequately Available. The main instrument used for the study was questionnaire and the data collected were analyzed using frequency counts, mean and percentage. A survey research design was adopted for the study while a simple random technique was used to select fifty (50) respondents which include the Social Studies teachers only that constituted the sample size for the study. This research aims at investigating Factors influencing the use of Instructional Materials in the Teaching of Social Studies in Junior Secondary Schools in Gwagwalada Area Council, Abuja. Findings revealed that lecture, demonstration and discussion methods were the top three most frequently used methods, while simulation, project and construction methods were the bottom three methods less frequently used.
Data were analyzed using frequencies, percentages and ranks. The teaching method they used during each lesson was appropriately ticked on a Social Studies Method Observation Checklist, which had 15 items. All the 46 Social Studies teachers in Gombe Local Government of Nigeria were observed in two lessons each week, for five weeks. It is in this vein that this study explored social studies teachers used of methods at the basic/primary education level. Social Studies have been identified as one of the school subjects that can bring about the desired change in character, especially where this subject is taught by effective teachers, who have good mastery of their subject and methods of teaching. The teacher has the important task of not only enriching the citizen with requisite knowledge and skills but also to equip him with good attitudes, morals and character. The burden of preparing the 21st century citizen depends to a larger extent on teachers.
Hence, for provide a good framework I act according to teaching plan, designed by starting new lesson (with motivation, relate new lesson with previse), present and discussing the big ideas and assess the new lesson (Nilsson & Loughran, 2010). Essential part of my teaching is to provide opportunity for discussion and exchange of different ideas in the class and interpreted the classroom life. Furthermore, I selected two big ideas related to social and scientific skills, generally about press in Afghanistan and described them in real teaching also, I relate them to the CoRe. In addition, different elements like pedagogical content knowledge constitute teacher knowledge, which described in the below to develop teacher education, because teacher need knowledge about the specific subject, pedagogy and how students learn properly (Nilsson & Driel, 2010). In this paper, we can see the complexity of become a teacher and teaching process in the real action. This subject, on one hand, prepare students to connect knowledge with their belief and action, on the other hand teaching skills lead them to rational behavior in society (Levstik & Tyson, 2010).
I work as a teacher in Ghazni teacher training college in Afghanistan, and I teach subject of history in social science department.
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