The document discusses the importance of utilizing community resources for effective social studies education. It defines community resources as tangible and intangible assets that meet the needs of a community. Some key points made in the document include: 1) Community resources can enrich social studies instruction by providing hands-on learning experiences for students through field trips, surveys, and school camping. 2) The community can be brought into the classroom by inviting community members like bankers and doctors to speak, collaborating with parent-teacher associations, and celebrating local festivals. 3) Teachers play an important role in enlisting parent cooperation and utilizing community resources by communicating respectfully with parents and making them feel like partners in their child's education.

1. To,
SAVITHA MISS
Submittedby,
Sangeetha.R

2. SUBJECT
UTILIZATION OF COMMUNITY RESOURCES FOR EFFECTIVE
SUSTAINABILITY OF SOCIAL STUDIES EDUCATION

3. Index
1 Introduction 1
2 Objectives 2
3 Needs and significance 2
4 Conceptual frame Work 2
5 Importance of community Resources
for Social studies Education
3
6 Methods of utilizing community resources 4
7 Taking the school to the community 4
8 Conclusion
The community can be brought to the school
in a number of ways
6
9 Role of the Teachers in Enlisting parent- Teacher
co-operation and utilizing community resources
7
10 Reference 8

4. Introduction
Community resources are a group of services and assisted Programme that
are provided to the member of a community for free or at an affordable price.
Each resources is made available to community members to help them become
self reliant and maintain their human rights and well being. A Community can be
many things; it is people who live in the same neighborhood or city, people with
the sameinterest or background, or even organizations or communities that have
something in common. Resources tangible and intangible, meet the need of the
community by providing assistance, ideas and solutions. Depending on the
community whether it is a geographic area or a group with common goals or
characteristics. Resources can cover a wide range of Services or provided limited
specialized assistance. The conceptual framework which includes community and
community resources forms the second aspect; importance of the community
forms the third part of the paper. The importance of community resources of to
social studies education. Occupies the fourth past of the paper.

5. Objectives
 To understand the community resource for effective sustainability of social
studies Education.
 To know about the Importance of community resources for social studies
Education.
 To know about methods of utilizing community resources.
 To know about the parent-Teacher to Co-operation.
Needs and significance
The community gives children an opportunity to observe and sometime to
participate in the basic human activities that characterize living in the social
group. Children can go almost everywhere under the careful guidance of the
school and of cooperating community groups asking questions, gathering data
and pooling information. They can investigate many phases of human activity in
the community visits to radio and television stations, telephone, newspaper and
telegraph offices calcify ideas about communication. Study trips to airports and
other transportation centre as well rides in a variety of vehicles. Thus, the soul
studies classroomis as big as the community if teachers and puils take advantages
of all that the world outside the school has to offer.
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6. Conceptual frame Work
Community
The world community is derived from the old French word “community”
which is derived from the Latin “communities” i.e a broad term for fellowship or
organized society. The term community has two distinct commutative meaning.
Community can refer to values. It can also be referring to the national community
or international community and secondly it is a group of interacting living
organism sharing a populated environment. According to oxford advanced
learners Dictionary community is defined as all the people who live in a particular
area country etc. hence and community are all about a group in a geographical
area.
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Community Resources
Community Resources development is all about quality of life and
engagement by building stronger communities through civil engagement and
using resources in the best manner for desirable organizations or individuals
knight. Community resources vary from community to community. The
opportunities which the teacher in an open rural area has are only slightly related
to those of teacher in an urban area. But community study opportunities are
available to every school and should be explored. As we contemplate the many
sources of Information thatare open to Investigation, wemustno longer overlook
those which lie within “Walking distance” the local factory, retail shop, business
office are real facts school children can see, hear, ask questions about them and
examine the minutely.
Importance ofcommunityResources
for Social studies Education
Community Experiences can enrich social Studies in instructions in ways
more than one. To achieve the purposes of social studies the child must, become

7. a real part of the community in which he time. Interact with it and contribute to
it. To become an effective citizen the child must become a responsible member of
community with civic attitudes and ideals compatible with the spirit of attitudes
and ideals compatible with the spirit of democracy. These are no more effective
way of becoming this kind of person that through practicing what such a person
will do. A variety of community experiences offer the child the laboratory in which
he may experiment with life in the community and begin to find his place in it.
If the teacher is resource full payment and the class is enthusiastic and
clever there will be no difficulty in preparing a cataloguing of the available
resources may be done under the following heads.
1. Resources of geographical interest such as hills and valleys lakes and
waterfalls, rivers, springs, Sea-port, dams and river valley projects, mines
rocks and fossils, tea gardens etc.
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2. Resources of historical interest such as forts, pillars and monuments,
gurdwaras, temples, Mosques and Churches old relies and Inscriptions
excavations and caves etc
3. Resources of cultural interest such as art theatres and galleries, museum,
Zooms, Cinema halls, radio stations, universities, firm studios, schools and
colleges bal bhawans, Doll museums, kala kendras, organization like boy
scouts, girl guides, emporium, news paper officers etc.
4. Resources of economic interest such as market places commercial centers,
brick kilns, dairies, banks, mills and factories railway junctions, post and
telegraph officers, telephone exchange, agricultural farms, water work,
printing presses etc.
5. Resources of suentific interest such as scientific laboratories thermal and
hydro power generating stations radio transmission stations, work shop,
factories, power transmissions, distributing stations, engineering colleges’
broad casting and television stations.
6. Government buildings such as municipalities, district bored hospital, law
courts, police stations, fire stations, and parliament house Rashtrapti
Bhawan, Assembly Hall, Secretariats, military installations etc.

8. 7. Forms of soual control such as traditions, customs, usages rituals, mores,
belief and attitudes of the local community kochhar
Methods ofutilizing communityresources
There are basically two ways in which the teacher may make use of
community resources. One method is to take the school to the community the
other method is to bring some portion of the community to the classroom.
Taking the school to the community
They say the emotions of children are mosteasily reached not by words but
by sights and sounds. It is actually when they see the things that they remember
them. This is possible through field trips surveys, camping, services projects etc.
1. Field Trips: Few social teaching programmer are complete without a field
trip. Field trips may be undertaking for securing information, charging
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2. attitudes, awaking interest, developing appreciation, promoting ideals,
enjoying new experiences, They can initiate a unit of study, they can be a
part of the core of it or they can give it the finishing touch. They are a very
good means of getting knowledge first hand of confirming and
supplementing second hand knowledge. They are a means for sharpening
observation, testing principles and doing everything which social studies
required.
3. Community Surveys: community surveys can provide excellent
educational experience particularly senior pupils. They are one of the
organized and systematic methods for an accurate determination of social
or physical data. Survey fosters comprehensive understanding of
community stricture and processes in their everyday operation interaction
and complexity. They are extremely useful in stimulating depth of insight in
to vital community problems which should be met. Also they suggest
possibilities for student participation in the affairs of the community. Any
aspect of the community which has meaning for young people may be
considered an appropriate field for school survey.

9. 4. SchoolCamping: The camp a classroomin the woods is a part of the larger
community. The outdoor environment in and around the camp, offers
tremendous possibilities for true Education. The opportunities to learn
work and play amidst the natural resources of the area stimulate interest
and concern for the protection and wise use of the natural resources of the
community. The drift to cities and the rapid tempo of modern living is
creating a need for people in cities to find more opportunities for roots in
the soil thus developing a closer relationship between human beings and
natural resources. School camping encourages directs learning experiences
and has potential life. Situations that are conducive to the most effective
teaching methods that is through learning by done seeing, hearing, testing,
smelling and feeling with a minimum of answers given by teachers and
resource leaders.
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The communitycanbe brought to the school
ina number ofways
1. Inviting Resources person: Every community no matter how small or
isolated, has within it, the score of people of rich and varied back
ground who can “open doors” to vivid learning experiences. The banker,
the doctor, the engineer, the editor all these and many more are
community’s human resources which can be utilized by the enterprising
teacher to enrich and vitalize the school programs. These distinguished
persons can explain to students their own important role in the
community and services rendered by them to community in the
different directions.
2. Parent-TeacherAssociation: They say people “cares when they share”.
The constructive Involvement of parent in the school policy and
programme planning, execution and evaluation is very useful parent.
Teacher association can co-operate in efforts to make the school a real

10. community center to locate and list resource visitors to the school
parents will know what is going on in the school and what is expected of
their wards parents have the opportunity to appreciate the work of
teachers in the school.
3. Social service Activities: School map can be made the centre of social
Education. Bulletin bourds may be set up, containing daily news and
other useful information about the local community in particular and
the country in general. The school furniture, the rooms, the towns, the
play grounds, the school hall, the school gymnasium and audio-visual
aids may be freely lent to the adult community for purposes of
Education and recreation.
4. Celebration of fairs festivals and national day’s social studies can be very
well taught with the help of fair, festivals and national days to be
celebrated in the community. Every child is interested to know the
significance of these social events. These opportunities provide
extremely dynamic, interesting real life opportunities for leaving.
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5. Arranging talks to on national and international problems adults are
interested in current problems of national and international interest.
When such takes are arranged by the school authorities members of the
communities may be cordially invited to listen and participate in the
discussion.
6. Financial aid by the community member well to do member of the
community can help the school enterprise financially too.
7. Local trades can provide apprenticeship experience to the students.
Role ofthe Teachers inEnlisting parent- Teacher
co-operationand utilizing communityresources
1. The teacher should show considerable patience and tact in dealing
with parents.

11. 2. He should not mind facing a rebuff or two at the hands of the
parents.
3. He should allow the parent to talk voluntarily.
4. He should make a thorough study of the child’s problems his
abilities, limitations and assets of the discus these with their
parents.
5. He should not let the parent has the idea that the teacher in
prejudiced against his child.
6. He should offer suggestion to the parent in a polite and convincing
manner.
7. He shaild make the parents realize that he is sincerely interested in
the welfare of the child.
8. He shaild impress upon the parents that he is also an active partner
in the Education of the child.
9. He should convince the parent that the school has the atmosphere
and the apparatus to give the child an all round instruction, make his
life at school a profitable period and make him fit for life after
school.
Conclusion
It is good to note that it is impossible to divorce the school
form the community. They are glued together the aspiration of the
community are the manifestations of the school system. The idea of
marking the community the best of school and the school the best of
the community represent a fruitful and essential extension of accept
educational thinking and practice in order to nourish and invigorate
democracy, community study and service through school education
must be made essential. This movement in most significant single
development of its kind in our generation, and it seem destined to grow
greatly with continuing sound experimentations at all school levels, in
all teaching field, with all types of students, and all community areas-
local, relational, national and international.
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12. Reference
 JC AGGAR WAL, “Teaching of social studies a practical approach, Vikas
Publishing house 1998”
 A.A Adeg boye, “Issues in utizenship Education” Barm Clem publishers,
Ikere –Ekiti,2010
 Borzilai cod, communities and Laco : Politics and culture of Legal
Entitles. University of Michigan Pius Arm , Arbor, 2003
 J. castek, Ethow cutten, “Secutun and charities, Priesise hall. New York ,
2012
 S.O Deck, “Issues and problem of national Development”. Clean
publishers Limited. Ikere Ekiti 2011
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