Teaching Social Studies - Marginalization

Teaching Social Studies - Marginalization

Social is an inquiry based discipline and should not be relegated to the background simply because the constitution is making the subject redundant. However, institutionalizing the original inquiry based method can corroborate student's intellectual capacity and as well as give them the opportunity to identify their expression with their knowledge, authority, and ethics.

Marginalization of teaching social studies has brought about the relegation of customs to non-essential parts of the syllabus and has culminated in the backdrop of education. This separation has increased the high dropout rate of students because they cannot apply the knowledge garnered in various multi-disciplines and also because they have not been exposed or taught the importance of teaching social studies discipline using the cross curricula instruction method. If expression in various classes is dropped due to the marginalization of teaching social, we should also expect that there will be no way of observing how effectively the students learn, where they learn the less formal education they know, if what they are learning from the various segments of the society they find themselves is good or bad.

Students need to be helped to find their expressions or express themselves positively with the corroboration of the social discipline and not otherwise by marginalizing teaching social studies. How can they express themselves properly if their art or hear their music in school, if they their heroes and leaders are not often talked about or covered in the lesson plans. Teaching social studies is a discipline that helps integrate the students effectively into the school, its curriculum, subject matter as well as the society. So relegating this discipline will only limit the way students develop their intellects and would confine them to a routine that they will never deem important.

Rudimentary social has used the same choice system for a very long time, in spite of the substantial changes in the society. Struggles to restructure lesson plans and unit plans are undesirably wedged by indolence, customs, educational and customary wars, customary state sovereignty in setting syllabus, issuers, and rivalry between subjects for space inside the overall unit plans. By merging social divisions, creating respected theoretical structures of separate social studies divisions, and depending on the existing criteria of social studies in today's society, teachers could write lesson plans that cover the well being of every stakeholder to propose a significant social studies education to all students.

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