Course information

MACHAKOS UNIVERSITY

COURSE OUTLINE

ECT 718: SUBJECT METHOD HISTORY, SOCIAL STUDIES AND CITZENSHIP

a) CREDIT HOURS: 42 HOURS.

b) PREREQUISITE: Familiar with Content in History and Government.

c) PURPOSE OF THE COURSE:
To prepare Trainees to effectively teach History, Social Studies and Citizenship Educators Education.

EXPECTED LEARNING OUTCOMES;
By the end of the course, the trainees should be able to:
i. Explain meaning of History, Social studies and citizenship.
ii. Discuss the importance of teaching and learning History, Social studies and citizenship
iii. Discuss the place of History Social studies and Citizenship in the Society and school curriculum.
iv. Describe the necessary teaching strategies, methods and teaching and learning resources which stimulate and sustain leaners interest in learning.
v. Demonstrate ability to interpret curriculum design/syllabus, and skills of preparing adequate scheme of work, lesson plans, lesson notes and learners progress records.
vi. Show how to apply valid and reliable methods of assessing and evaluating learners’ progress.

COURSE DESCRIPTION
Subject methods History, Social Studies and Citizenship is a discipline in the field of education that deals with strategies and methods of presenting / delivering content to the learners, application of teaching and learning resources to facilitate delivery of the content as well as developing the skills of preparing adequate professional teaching documents and discussing appropriate assessment modes in History, Government, social studies and Citizenship.

COURSE CONTENT.
• Introduction to History, Social studies and Citizenship.
• Meaning of History, Social Studies and Citizenship.
• Importance of studying History, Social Studies and Citizenship.
• Place of History, Social Studies and Citizenship in society and in curriculum.
• Sources of information on History, Social Studies and Citizenship.
• Methods and strategies of Teaching History, Government, Social Studies and Citizenship specific methods, lecture, narrative method, question and answer, discussion, dramatization, role play, debate, assignments, filed trips and project.
• Contemporary Teaching and Learning strategies
• Ways of handling special needs learners and large classes.
• Teaching and learning resources, Categories of teaching and learning resources, ways of acquiring teaching resources, importance of teaching and learning resources, care of teaching and learning resource and Specific teaching and learning resources, print media, electronic media, audio media, audio visual media, regalia and mass media.
• The syllabus/Curriculum design interpretation, Definition of syllabus/ curriculum design, importance of syllabus/Curriculum design types of syllabi/curriculum designs qualities of a good syllabus/curriculum designs for History, Social Studies and Citizenship.
• Preparation for teaching: developing professional teaching documents, schemes of work, lesson plans, lesson notes, and records of work and learner’s progress record with VAP.
• Assessment in History and Government. Definition of assessment & evaluation why, when and how to asses.
• The purpose of formative and summative assessment, developing a good history, Social Studies and Citizenship test and qualities of a good History, Government Social Studies and Citizenship test.


MODE OF DELIVERY
The content will be delivered through use of lectures, discussion, demonstrations, independent studies, assignment and E learning and micro teaching.

INSTRUCTIONAL MATERIALS.
i. Library resource.
ii. Internet
iii. Guideline notes
iv. Sample schemes of work, lesson plans, lesson notes, record of work and learner’s progress
records.
v. Collateral material
vi. Charts & posters.
vii. Computers
viii. LCD Projector
ix. White board
x. Black board (which is common in public schools)

COURSE ASSESSMENT/ EVALUATION
Course evaluation shall involve continuous assessment i.e. sitting CAT, take away assignment/ online assignment and quiz consisting 40%. The final examination will account for 60%.
As part of learning process a lot of seriousness is attached to class attendance/ online participation and contribution to discussions and presentation.
CORE READING MATERIALS

Grever, M& Vander V (2017)” Why national narratives are perpetuated”: A literature review on new insights from History textbooks. Review of Education.

Percival (2020) Understanding and teaching primary History. Sage

Savva, M., & Nygaard, L. P. (2021). Navigating the past: distance, dislocation and the viva. In Becoming a Scholar Cross-cultural reflections on identity and agency in an education .UCL Press.


E- Books.
Buxarrais, R., Noguera, E., & Esteban, F. (2019). Education for Democratic Intercultural Citizenship. In Education for Democratic Intercultural Citizenship. https://doi.org/10.1163/9789004411944
Christian, F. (2020). Political Communication in the Public Sphere. University of WestminsterPresshttps://www.jstor.org/stable/j.ctv12fw7t5.12

Thompson, M. (2020). On (Myth) Making History. In Reconstructing public housing. Liverpool University Press. https://doi.org/10.2307/j.ctv153k6cx.20
E-Journals
Angbing H, Esi, A (2020) Challenges of implementing integrated social studies curriculum in basic schools: A study of Cape Coast Metropolis, Journal of innovative research and development vol 9(11),2020

Mwangangi.L, Mumo, R &Ondingi.S (2019) Revitalizing Assignment pedagogy to enhance teaching and learning of social sciences in selected secondary schools in Nzaui Sub County, Makueni county, Kenya, Journal of educational and social sciences Research vol7 issue4 pg133136
Mwangangi, L, Ondigi, S & Poutier (2024). Cross- curriculum Teaching and Learning in Secondary School: Geography, History, Religious Education and Mathematics in Kenya Competency Based Curriculum.Msingi Journal,8(1),1-4, https://doi.org/10.3886/mj.v81l.456

Recommended Reference for the Unit
Aggarwal J.C (1982). Teaching Social Studies; Vikas publishing House.
Agnes et al (2011) mastering PTE social studies oxford
CEMASTEA (2017) Lesson study; A practical guide for implementation. Jomo Kenyatta Foundation.
Kafu.P (2010) Planning instructions; the secrets of effective teaching. Jomo Kenyatta foundation.
KIE (2002). History and Government Teachers Hand book. KIE
KICD (2006) History and Government syllabus KICD.
Mutuma (2005) ICT in education; an integrated approach. Jomo Kenyatta Foundation.
Nasibi M. & Kiio M. (2005) History and Government, HANDBOOK FOR TEACHERS. Nehema Publishers.
Nicholas Twoli etal (2007) Planning for Instruction Nairobi Jomo Kenyatta.
Pius Kiongo (2013) Breaking down barriers to classroom teaching and learning. Aura publishers.
Republic of Kenya (2017) Basic Education Curriculum Framework, KICD
E- Books.

Gold, M. K., Klein, L. F., Gold, M. K., & Klein, L. F. (2019). Book Title: Debates in the digital humanities. University of Minnesota Press. https://www.jstor.org/stable/10.5749/j.ctvg251hk.30
MAIOCCHI, M. (2019). Writing in Early Mesopotamia: In Beyond the Meme (pp. 395–424). University of Minnesota Press. https://doi.org/10.5749/j.ctvnp0krm.13
Peetz, D. (2019). Management, culture and control. The Realities and Futures of Work, May 2022, 113–140. http://www.jstor.org/stable/j.ctvq4c16w.10
Sharples, M. (2019). Visions for the future of educational technology. In Educational visions: The lessons from 40 years of innovation. Ubiquity Press. https://doi.org/10.5334/bcg.j
Online resources
http://sadbhavnapublications.org/images/notes-pdffiles/PEDAGOGY-OF-HISTORY-0.pdf
Zulfiya Khojabayevna Kabulova. (2023). THE HISTORY OF PEDAGOGY AS A TEACHING SUBJECT. Web of Teachers: Inderscience Research, 1(7), 153–157. Retrieved from http://webofjournals.com/index.php/1/article/view/254






Facilities: Lecture rooms, seminar rooms, Library
Academic staff:
Lead staff:
Leonard Mwangangi
Contact: 0721287151.
Email: mwangangi.leionard@ku.ac.ke/isikaleonard@gmail.com