The document discusses the features and purposes of textbooks, workbooks, and handbooks used in social science education. It states that textbooks are the core instructional material and provide structured and systematic knowledge on the curriculum. Workbooks are smaller supplemental materials that allow students to directly complete practice problems. Handbooks are reference guides that help teachers plan lessons and understand curriculum objectives. The document also outlines criteria for good social science textbooks and cautions in their use, as well as the roles and advantages of workbooks and handbooks in supporting teaching and learning.

2. TOPIC
FEATURES OF GOOD SOCIAL SCIENCE TEXT BOOK,
DIFFERENCE BETWEEN TEXT BOOK
AND
HAND BOOK AND NEED AND SIGNIFICANCE OF WORK BOOK
Submitted by PREDEEP T. S.
Option SOCIAL SCIENCE
Roll No 16914361007

3. INDEX
SL.NO CONTENT PAGE.NO
1 INTRODUCTION
2 TEXT BOOK
3 PURPOSE OF TEXT BOOK
4 CRITERIA FOR A GOOD SOCIAL SCIENCE
TEXT BOOK
5 CAUTIONS IN THE USE OF TEXT BOOKS
6 FUNCTIONS OF SOCIAL SCIENCE TEXT BOOK
7 ADVANTAGES OF TEXT BOOK
8 DISADVANTAGES OF TEXT BOOK
9 CONCLUSION
10 REFERENCE

4. INTRODUCTION
Instructional materials mean the tools of teaching and
learning in and out of the class room. Any discussion on
instructional materials will generally start with the text books,
but hand book and work book are the helping factors in the instruction in the class
room. A text book is a specially written book which contains selective and
systematic knowledge regarding the curriculum material prescribed. Choosing a
work book can be extremely difficult. We cannot get a good picture of the suitability
of a book until we have been working through it for some time. By work book,
teacher’s responsibility involves not only student assessment, but also the evaluation
of the teaching and learning process itself. This means that the materials must be
evaluated as well. Every care is taken to maintain coherence and sequence in the
presentation of information and learning activities. It is made simple to the degree
that suits the intended learner. It would indicate various teaching learning devices
and a rich dose of pedagogy with all its implications that is why a text book is said
to be “the teacher in print”. The text book, hand book and work book are differs from
an ordinary book mainly on the basis that it is basically student friendly and also
reflects the anticipated instructional goals, teaching learning techniques etc. The text
book, work book and hand book play an important role in schools. They are the
important components in the teaching – learning process. “as is the text book, so is
the teaching – learning. A good variety of books for supplementary reading,
periodicals and weekly newspapers are exclusively devoted to science. They prove
to be suppliers of facts and also develop the appreciation and understanding of
concepts and principles their utility in daily life.

5. TEXT BOOK
The text book constitutes an inseparable part of any system of education. In a
developing country like ours where even the minimum essential requirements of
class room are hardly provided, the necessity of quality text book is evident. As far
as social science is concerned, the text book is an aid which
is considered in dispensable in all methods adopted for its
Institution for the study of the subject the role played by
textbook is second only to that of the teacher. It acts as the
learners’ chief aid and support. Generally speaking,
textbook play a more important role in high school
instruction than in the elementary grades. Printed materials
they being an essential part of science curricular play a vital role in teaching and
learning. Text books are the most widely used of all instructional materials.
Nowadays text book has become a course of study; a set of unit plans and a learning
guide as well. A text book is an economical device for teachers and students as it
gives direction and saves time and energy. A text books should really designed for
the pupils rather than the teacher they can help pupils learn how to clean. Therefore,
it is important that text books do not prove to mere supplies of information. The text
books should stimulate reflective thinking and cultivate in students, the scientific
attitude.
PURPOSE OF TEXT BOOKS
The following are the major purposes served by text books:
1) To help the teachers:- It provides useful guidelines for day to day teaching,
suggestions for and serve as a reference book for the teachers time companion

6. 2) To help the pupil:-For pupil, textbooks are must accessible guide, reference
books and all time companion.
3) To give minimum essential knowledge at one place: A textbook can be
constant standby of social studies teacher, as it gives the minimum knowledge
at one place.
4) To help in self teaching: The efficacy of the textbook
lies in making self teaching a possible proposition
through printed materials.
5) To provide logical and comprehensive materials: A
good text book provides material in a logical
systematic and comprehensive form.
6) To provide both confirmation and sustenance: Text books can confirm
knowledge obtained elsewhere.
7) To ensure intellectual rapprochement of learners: It can co-ordinate the
activities and bring about the intellectual rapprochement of pupils.
CRITERIA FOR A GOOD SOCIAL SCIENCE TEXTBOOK
To be an effective aid, it must contain all the qualities of an instructional
material. A good social science text book must satisfy the following criteria:
1) Textbook should help in achieving the purpose of learning social science
2) It should be child-centered.
3) It should contain fluent narration.
4) Textbook should have a clear and self explanatory arrangement.
5) It should open up various avenues of thought and study.
6) The language of the text book should be suitable for the “reading age” of the
pupils.
7) It should be well-illustrated.

7. 8) It should be simple, interesting and attractive
enough to take the form of a self study material.
9) It should be free from indoctrination.
10) It should provide proper and adequate exercises
and suggestions for activities at the end of each chapter.
11) It must be up-to- date
12) It should help in developing international understanding
13) It should contain references for further study and references for collateral
reading.
14) It should also cater to the needs of backward people It should promote group
effort.
15) It should contain a subject index at the end.
CAUTIONS IN THE USE OF TEXT BOOKS
Some cautions are to be taken while using the text books.
1) Text books to be subsidiary and supplementary, not primary and fundamental.
2) Reading a unit of the text book in the class is not desirable
3) The teacher should not be a mere uncritical mouth piece for what is contained
in the text-book.
4) Do not expect pupils to know how to get the most out of
texts with-out help.
5) Do not use text book as a means of avoiding hard work.
FUNCTIONS OF SOCIAL SCIENCE TEXT BOOK
The social science text book serves the following functions:

8. 1) In the primary classes, it can be relied up on the essential information, so
organized as to show order and continuity and so presented as to be lucid,
interesting and attractive.
2) In the secondary classes, it should contain well-arranged comprehensive
knowledge required to enable them prepare for their successful adult life. The
text book should expand its scope and size to meet the changing conception
of what is considered educationally sound and desirable.
ADVANTAGES OF TEXT BOOK
1) Text book can be grate planning of courses, units and lessons.
2) They provide an organization or structure for the course.
3) They provide selection of content that can be used as a basis for selecting
course content and determining emphasis.
4) They provide a certain number of activities and suggestions for training
strategies and tactics.
DISADVANTAGES
1) They are usually dull.
2) They tend to discourage real reading and studying.
3) They are liable to be superficial, because authors try to include something
about everything and so say too little about too much.
4) They do not provide for differences in pupil ability or interest.

9. WORK BOOK
This is a miniature type of textbook. The examples and perspective in this may
represent a worldwide view of the subject. Workbooks in the American education
system are paperback textbooks issued to students. Workbooks are usually filled
with practice problems, where the answers can be written directly in the book.
ADVANTAGES
1) Workbooks are often used in schools for younger
students, either in middle school or elementary
school.
2) They are favored because students can work
directly in their books, eliminating the need for loose
leaf and copying questions from a textbook.
3) In industry, they may be customized interactive manuals which are used to help
provide structure to an otherwise complex problem.
4) They are usually smaller and lighter than textbooks, which equates to less trouble
when the student brings the book home to complete their homework.
5)The term workbook is also used to describe other compilations of questions that
require the reader to complete scratch-work when dealing with higher-level
mathematics. It can also be used as a training tool for certain job positions.
6)More recently, electronic workbooks have permitted interactive and customized
learning. Such workbooks may be used on computers, laptops, PDAs, and may be
web-based.
According to its pedagogical conception, and depending upon the learning
objectives, the handbook can comply with:

10. - a more "interventionist" instruction for the transmission of knowledge; this
highlights the constraining influence of the workbook on teaching and learning;
- a more open instruction, facilitating the pupil's development of aptitudes for
observation, reflection and a certain autonomy in his learning activities. For this type
of instruction the teacher will need good professional training.
The Objectives in using workbooks
1) To facilitate the understanding of human
behavior
2) To find explanation to unexplained social
3) To examine functional relationship existing in a
social phenomena.
4) To find out the natural laws that regulate or
direct social phenomena
5) To differentiate the society concept, e.g. culture, generation gap, social
distance etc
6) To formulate solution for social problems.
7) To maintain social organization, remove social tension, misconception
8) Helps clarify doubts and correct misconceptions about facts of life.
A workbook can be conceived as a working tool for the pupil. Decisions as to
choice in this respect will determine the nature of the workbook as a tool for
communication: language used, quantity and level of information, text, illustrations
and links between the latter two elements. Generally speaking, the least developed
countries give priority to workbooks for pupils. For teachers, the choice is that of a
teacher's guide which differs from school workbooks in its nature.

11. Moreover, the possibility of collective use, for example in a class, of certain elements
in the workbook, such as illustrations, maps, diagrams, can also be considered; this
reduces production costs.
Those elaborating the workbook
Workbooks are a very important element in instruction but their production is
often expensive, particularly for primary and secondary levels. Their elaboration
must, therefore, respond optimally to the needs of instruction. Authors of workbooks
play a decisive role in the success of operations following submission of the
manuscript, especially in the publishing phase, and for the quality of the final work.
Authors should possess a number of skills and abilities:
- Skill in drafting, with a clear and precise style;
- knowledge of the subject for which the workbook will be used;
- knowledge of pedagogy and teaching experience;
- Ability to evaluate the level and complexity of the workbook in accordance with
the needs of teachers, their qualifications and the socio-cultural characteristics of the
pupils;
- Stamina and perseverance, insofar as writing a
school workbook takes a long time;
- Willingness to accept criticism and discuss it
objectively;

12. HANDBOOK
ELABORATION OF HAND BOOKS
The main features of handbooks
- Instruction is structured, organized in chapters and in units;
- Hand books are helping teachers to arrange the class
materials, teaching aids, extra activities, mode of teaching, learning outcomes etc..
- Hands books are helping teachers to understand the curricular objectives and
curricular statements to provide a good knowledge to both teachers and students.
- The content of learning (information, explanations, comments, practical exercises,
summaries, evaluation) is presented in an order;
- There is systematic progression of learning towards the acquisition of new
knowledge and learning new concepts, based on known items of knowledge.
These handbooks are real guide of working tools for the teacher. Whilst
teacher's guides do enter into this category, they are intended only for the teacher
and their structure, organization and content differs from textbooks for pupils.
Hand books are for Reference or Consultation. These are texts containing a body of
information in a certain field for the purposes of reference and consultation as and
when needed. Neither their organization, nor structure is specifically applicable to
the learning process.
The roles of handbooks
From the instructional standpoint, the handbook has three main roles:

13. An information role, implying:
- Presentation of a selection of items of knowledge about a specific subject and on a
specific theme, taking into account that the acquisition of knowledge should be
progressive and sequenced.
according to succeeding years of scholar and bearing in mind that curricula must not
be overloaded;
- Filtering of items of information in order to synthesize them, sometimes simplify
them and render them accessible and clear for pupils at the level concerned.
- The handbook offers information and knowledge, but often
within a certain ideological perspective: the relative
importance of science and technology; a conception of
history; established linguistic norms. The way it is conceived
can determine what information is contained in a textbook
and make it seem unsuitable in certain historical situations or
for certain socio-economic or cultural objectives defined by
development policy.
A role of structuring and organizing learning
The handbook suggests a progression in the learning process organized in
successive blocks of teaching units. It offers several possibilities for the organization
of learning:
- From practical experience to theory;
- From theory to practical exercises with assessment of what has been learned;
- From practical exercises to theoretical elaboration;
- From statements to examples and illustration;
- From examples and illustrations to observation and analysis.

14. A role of guiding learning
To guide the pupil in his perception and
comprehension of the outside world, in putting together
knowledge acquired from sources other than the
curriculum, in mastering what he has learned. There are
two alternatives, either of which can be used to guide the
learning process:
- Repetition, memorization, copying models;
- More open and creative activities where the pupil can make use of his own
experiences and observations.
According to the subject, progress can be:
- more constraining for subjects like mathematics, science, reading, foreign
languages:
- less constraining for literary texts, geography, history (chronological order).
CONCLUSION
A properly evaluated, a wisely selected and correctly prescribed text book is
an asset- both for the students and teachers. Text book serve as the core of instruction
in many social studies programme and they are used in several different ways. Some
teachers use the adoptesd text books as the basis of instruction, employee teaching
procedures similar to those used in the reading programme. Other teachers use a
basic text book as a general guide but supplement various chapters of the text with
other reading materials and Audio visual aids. This approach, a step beyond the sole
reliance on a single text book gives children opportunities to use materials on
different readability levels and to gather data from various sources. All instructional

15. media including text books are resources of information that must be geared to the
capability of the students and the nature of topics under study.
REFERENCE
1. “Social studies in the class room – Trends and Methods”-P.K Sudheesh kumar
and P.P Noushad, Scorpio Publishers and distributors, Kerala,Inidia.
2. “The teaching of Social Studies”- H.S. Sidhu, Tandon Publications, Ludhiana