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Abstract
The book illustrated the appropriateness of integrated Social Science Curriculum at Secondary
Level of the Education System in Bangladesh in the context of meeting present needs of the
students of twenty first century. National Curriculum and Textbook Board (NCTB) developed
renewed and modified secondary curriculum in 1995. From 1995 to 2009 a long period has
been passed but being a continuous process secondary level Social Science curriculum being
unchanged yet. The book was an effort to explore the secondary school Social Science
curriculum of Bangladesh with regard to the needs of twenty first century. Focuses was given
on: the status of the present secondary level integrated Social Science curriculum of Bangla-
desh; twenty first century needs of the curriculum on the basis of personal, social, national
and global perspectives; appropriateness of exiting curriculum considering present needs and
so on. The study was descriptive in nature on both quantitative and qualitative strategies.
Information and evidence for the study was collected both from Secondary and primary
sources. Secondary sources include international declarations related to the Social Science
curriculum content and methods, curriculum framework for Social Science of different
countries, books and journals. Primary sources were key informants from Social Science
Teachers, Curriculum Specialists and Teacher Educators from related organizations. To
maintaining the validity of data, 2 types of data generating instruments were used. All of the
tools were developed concerning some aspects like, objectives, content, teaching methods,
evaluation methods of curriculum.
Various present needs are reflected in the general objectives of secondary level Social Science
Curriculum but only cognitive domain got emphasis in general objectives. Affective and
psychomotor domain should be included for meeting the demands, abilities and interests of
every student. Life oriented, national and international social and natural issue based and
consciousness about modern technology use should be included in the objectives and content
area of integrated Social Science Curriculum at secondary level. Present needs those are
reflected in objectives and content area of present Social Science Curriculum but got less
importance should be reconsidered and incorporated regarding the changing world. Different
issue related with self employment, content related with modern demand and world economy
with applied methods and case study should be placed in integrated Social Science Curricu-
lum. So that students' will be able to cope with rapid changes brought about by scientific
progress and new forms of economic activities. As the subject matter of different parts of
Social Science Curriculum are not included as per necessity, importance of different part of
integrated Social Science Curriculum should be re-determined to develop the curriculum for
the future generation. Some present needs which are not incorporated in Social Science
Curriculum but recognized in different international declaration should be included in
integrated curriculum. In the curriculum for teaching Social Science proper methods and
instructional technology should be mentioned properly through which teachers will be able to
give need based instruction for the future generation. To develop teaches' instructional skill
proper in-service training and curriculum dissemination process should be followed in this
regard. To make students able to face the challenges of present world and prepare for future
proper assessment methods including assessment out of school should be included in curricu-
lum to assess these skills. In that way students will be interested to contribute in social
development and community service. From overall consideration it can be said that present
integrated Social Science curriculum at Secondary Level is not cent percent appropriate for
meeting present needs of future generation. Considering the findings and discussion of this
study new curriculum development would be the beginning of considering the demand of
time.
Acronyms
B.A
Bachelor
of
Arts
B.Ed
Bachelor of Education
B.Sc
Bachelor
of
Science
B.S.S
Bachelor of Social Science
CEDAW
Convention on the Elimination of all Forms of Discrimination Against Women
C-in-Ed
Certificate in Education
EFA
Education For All
HIV/AIDS Human Immune Deficiency Virus/ Acquired Immune Deficiency Syndrome
ICT
Information and Communication Technology
LDC
Least Developed Country
M.A
Master of Arts
M.Ed
Master of Education
M.Sc
Master of Science
M.S.S
Master of Social Science
MDGs
Millennium Development Goals
MOE
Ministry of Education
MS
Micro
Soft
NCDC
National Curriculum Development Centre
NCSS
National Council for the Social Studies
NCTB
National Curriculum and Textbook Board
SAARC
South Asian Association for Regional Co-operation
SPSS
Statistical Package for Social Science
SST
Social Skills Training
TQI
Teaching
Quality
Improvement
TTC
Teachers' Training College
UDHR
Universal Declaration of Human Rights
UN
United
Nations
USA
United States of America
Table of Contents
Acknowledgement ... 7
Abstract ... 9
Acronyms ... 11
List of Tables ... 15
List of Figures ... 16
Chapter One
INTRODUCTION ... 17
Perspective of the study ... 17
Objectives of the study ... 21
Importance of the study ... 21
Definition of terms used in the study ... 22
Chapter Two
REVIEW OF RELATED LITERATURE ... 25
2.1
Review of Present Need ... 25
2.2
Review of Curriculum Framework ... 35
2.3
Review of Research Work ... 37
Chapter Three
METHODOLOGY ... 43
3.1 Study
Nature
... 43
3.2 Study
Area
... 43
3.3 Selection
of
Sample
...
44
3.4
Description of The Tools ... 45
3.5 Data
Gathering
Procedure
...
46
3.6 Data
Analysis
Techniques
...
46
3.7
Limitations of the Study ... 46
Chapter Four
CURRICULUM ANALYSIS ... 48
Chapter Five
ANALYSIS AND INTERPRETATION OF DATA ... 58
Chapter Six
FINDINGS AND DISCUSSION ... 76
6.1
Findings from Curriculum Analysis ... 76
6.2
Findings from Data Analysis ... 79
6.3 Discussion
... 84
REFERENCE ... 87
ANNEXURE ... 91
15
List of Tables
Table 3.1: Sampling design at a glance ... 44
Table 3.2: Sample and tools of data collection ... 45
Table 4.1: Specific objectives and content area of Sociology Component ... 50
Table 4.2: Specific objectives and content area of History Component ... 52
Table 4.3: Specific objectives and content area of Geography Component ... 53
Table 4.4: Specific objectives and content area of Civics Component ... 54
Table 4.5: Specific objectives and content area of Economics Component ... 55
Table 4.6: Specific objectives and content area of Population Studies Component ... 56
Table 5.1: `Concept', `feelings' and `factors for feelings' about Social Science
Curriculum and teaching ... 59
Table 5.2: Types of change needed in subject matter of Sociology component ... 62
Table 5.3: Types of change needed in subject matter of history component ... 64
Table 5.4: Types of change needed in subject matter of Civics component ... 66
Table 5.5: Types of change needed in subject matter of economics component ... 68
Table 5.6: Types of change needed in subject matter of geography component ... 70
Table 5.7: Types of change needed in subject matter of Population Studies component ... 71
Table 5.8: Reason for following mentioned teaching method ... 74
16
List of Figures
Figure: 2.1: The four areas of curriculum framework ... 36
Figure 5.1:
Reflection of present needs in learning objectives of existing Social
Science Curriculum ... 60
Figure 5.2:
Present needs of content area and level of reflection in existing Social
Science Curriculum ... 60
Figure 5.3:
Importance and Types of subject matter of Sociology Component ... 61
Figure 5.4:
Need for change in subject matter of Sociology Component ... 62
Figure 5.5:
Importance and Types of subject matter of History Componen ... 63
Figure 5.6:
Need for change in subject matter of History Component ... 63
Figure 5.7:
Importance and Types of subject matter of Civics Component ... 65
Figure 5.8:
Need for change in subject matter of Civics Component ... 66
Figure 5.9:
Importance and Types of subject matter of Economics Component ... 66
Figure 5.10: Need for change in subject matter of Economics Component ... 67
Figure 5.11: Importance and Types of subject matter of Geography Component ... 68
Figure 5.12: Need for change in subject matter of Geography ... 69
Figure 5.13: Importance and Types of Subject Matter of Population Studies
Component ... 71
Figure 5.14: Need for change in subject matter of Population Studies Component ... 71
Figure 5.15: Relation with teaching experience and demand for change ... 72
Figure 5.16: Quantity of content area of different part in integrated Social Science
Curriculum ... 73
Figure 5.17: Teaching Methods followed by teachers and best method for meeting
present needs ... 73
Figure 5.18: Evaluation Methods followed by teachers and best method for meeting
present needs ... 75
17
Chapter One
INTRODUCTION
Perspective of the study
Worldwide Social Science is most frequently standard as the name of a course or set of
courses taught in primary and secondary schools, but may also refer to the study of particular
aspects of human society at certain post-secondary and tertiary institutes. Social Science
promotes knowledge of and involvement in civic affairs. And because civic issues - such as
health care, crime, and foreign policy - are multidisciplinary in nature, understanding these
issues and developing resolutions to them require multidisciplinary education (Schneider,
1994). At the primary education level, Social Science generally focuses first on the environ-
ment, family and local community. At junior secondary and secondary education, the Social
Science curriculum becomes more discipline-based and content-specific. It includes various
fields which involve past and current human behavior and interactions, such as Sociology,
History, Economics, Civics, Geography, Population Studies and environment related aspects.
The evolution of Social Science instruction in the context of the international modern school
curriculum is examined through the analysis of cross-national policies on curricula that have
been institutionalized and reorganized since the turn of this century. Drawing on universally
shared ideas about the value of national progress and the legitimating power of education to
reinforce the image of the state, countries have frequently adapted exemplary Social Science
curricula independent of local conditions. The result is an overwhelming homogeneity of
curricula over time and national boundaries that incorporate a significant transformation in the
instruction of individual Social Science subjects: a dramatic shift after World War II from
traditional subjects, such as History and Geography, to a new integrated subject category,
"Social Science" (Schneider, 1994).
The present secondary education system in Bangladesh encompasses grade levels 6 to 12.
Most secondary schools are private. Secondary education is divided into three stages: Junior
Secondary (classes VI to VIII); Secondary (classes IX and X); and Higher Secondary (classes
XI and XII). Higher Secondary level can be at intermediate colleges or degree colleges.
In 1982, the National Curriculum Development Centre (NCDC) merged with the Textbook
Board to form the National Curriculum and Textbook Board (NCTB). The NCTB currently
serves as the National Curriculum Agency for the country as a whole and has been entrusted
18
with curriculum and instructional materials development activities from pre-primary to pre-
university level. During the Third Five-Year Plan (198590), the NCTB undertook compre-
hensive curriculum renewal and modification activities in the area of primary education. The
main thrust of this activity was to restructure and reform the primary curriculum to meet the
demands of universal compulsory primary education, with particular focus on qualitative
improvement. The outcome was a competency-based primary school curriculum comprised of
fifty three terminal competencies to be achieved by all primary school pupils who successful-
ly complete the five-year primary education cycle. In this context, the following were devel-
oped: detailed syllabi for eleven subject areas of grades I and II; a trial edition of textbooks;
teacher source books; and a continuous pupil assessment scheme, along with a register for
keeping assessment records. Improvement of curricula was undertaken with the help of
foreign and domestic experts. Steps were taken to train teachers to be able to use new materi-
als with understanding and skill, with a view to preparing them to introduce the competency-
based curriculum. The curriculum emphasizes mastery learning supported by diagnosis of
pupils learning difficulties, followed by remedial instruction, appropriate teaching-learning
strategies, revised instructional materials, and tools and techniques for continuous assessment
of pupil performance. The new curriculum was implemented during the Fourth Five-Year
Plan (199095), with new approaches towards the evaluation of pupils' achievements. The
primary level curriculum was formulated on the basis of Bangladesh's socio-economic
situation, as well as the children's physical and mental make-up and their cultural awareness.
Included subjects in Primary curriculum were Bangla (the mother tongue), Mathematics and
Environmental Study (Science and Society), Arts and Crafts, Physical Education, Music.
English Language and Religious Studies (with emphasis on the ways of life and moral
education) were introduced in class III. Classes VI to VIII were gradually incorporated under
primary education. At these levels, the subjects to be studied were Bangla, Mathematics,
General Science, Social Science, Religion, (Islam, Hinduism, Buddhism and Christianity),
multi-disciplinary learning (Home Economics, Agriculture, etc.), Fine Arts, Health and
Physical Education (Hossain and Jahan, 1998). Renewal and modification of secondary
curriculum get importance on the sequence of primary curriculum renewal and modification.
On the other hand, the economic, political, social and cultural changes demand for indispensi-
ble change of curriculum. In this circumstance in 1993 first step of renewal and modification
was taken. In 1994 a task force for curriculum preparation and implementation were formed
led by the education secretary. In 1995 National Curriculum and Textbook Board (NCTB)
19
completed secondary curriculum renewal and modification by the supervision of education
ministry and the support of Secondary Education Development Project and Higher Secondary
Education Program. New textbook were introduced for class VI and IX following this
curriculum in 1996. For class VII and VIII textbook has been introduced in 1997. At present
this curriculum is followed at secondary level (Maleque, 2000). The present curriculum at the
primary as well as junior secondary and secondary stages contains elements of population
education, including information on the socio-economic impact of the population explosion.
The content was incorporated into the textbooks of classes III to X (Hossain and Jahan, 1998).
In this renewed and modified curriculum Social Science education is given emphasis in every
level of education. Social Science is compulsory for all students in junior secondary level. In
secondary level (class IX- X) Social Science is included as a compulsory subject for science
group. For humanities students' History, Geography, Economics and Civics are included as
elective subject. In this way Social Science got a great priority at secondary level in Bangla-
desh (Maleque, 2000).
The International Commission on Education for the Twenty-first Century was formally
established at the beginning of 1993, financed by UNESCO. Jacques Delor (France)
Chairman of the Commission; former President of the European Commission (198595);
former French Minister of Economy and Finance submitted their report in 1996 named
"Learning: The Treasure Within". In this report they identify six problems of the twenty-
first century, setting principles for education: mention four pillars of education which are
very much related with Social Science and gave the direction for secondary education.
In September 2000 world leaders from 189 nations agreed and signed the UN Millennium
Declaration, binding them to a global project to decisively reduce extreme poverty in all
its key dimensions. The Millennium Development Goals (MDGs) that derive from this
Declaration provide an agenda for global action. This agenda and the outcomes of the
World Social Summit, the World Summit on Sustainable Development, the Doha Devel-
opment Agenda and the Monterrey Consensus are mutually supportive processes and
essential building blocks of a worldwide partnership for sustainable development. During
the 1990's the policies and practices of EC development cooperation gradually integrated
into a new global development framework aimed at poverty eradication, promotion of
gender equality, access to primary education, improving health and provision of other
basic services, as well as sustainable development, and the establishment of global
20
partnerships. Focusing the framework in UN Millennium Declaration set 8 goals and 18
targets. All of these goals and targets are Social Science allied (Maleque et al., 2007).
Like Delor Commission and UN Millennium Declaration in the Election Manifesto of
Bangladesh Awami League, wining party of 9th parliamentary elections-2008, took place
some social issues which reflect the present needs of the citizen of Bangladesh as well as
global citizen.
Swiftly changing global realities are affecting curriculum all over the world, and increased
efforts are needed to help students make sense of the global age. Today's young people are
exposed to images from around the world through media and the entertainment industry as
never before. Global linkages are increasingly visible to the general public through environ-
mental issues, telecommunications networks, and international trade. These developments
contribute to intercultural understanding, and misunderstanding, within nations and across the
globe, and point toward the need to help students navigate this sea of information. Many
educators have written that in order to be fully prepared for the complexities of the 21st
century, young people should be imbued with a global perspective. Attaining this world view
may involve several approaches in Social Science curriculum, including the study of cultures,
international issues, responsible citizenship in an interdependent world, and global connec-
tions within local communities (Paul, 1994).
It is necessary to remember that curriculum is a continuous process, so change over time is
expected phenomenon for it. Comparing with other subjects like Mathematics, Bangla,
Religion etc. Social Science demands for faster change because of modern and radical
changing society and world. From 1995 to 2009 a long period has been passed but being a
continuous process secondary school Social Science curriculum being unchanged yet.
There have been plenty of researches regarding Social Science curriculum world wide.
Studies are almost absent in the area of secondary school Social Science curriculum of
Bangladesh. Though some small scale researches are carried out, more research findings are
required to understand the present secondary school Social Science curriculum with regard to
meeting present needs. The study targets to do so by identifying different aspects of secondary
school Social Science curriculum of Bangladesh and its appropriateness for meeting present
needs.
21
Objectives of the study
The specific objectives of this study were as follows:
· To develop understanding about the present needs of secondary school Social Science
curriculum;
· To explore the reflection of present needs in existing Social Science curriculum;
· To examine the extent to which the present Social Science curriculum can meet pre-
sent needs.
Importance of the study
Dewey (1916) stated that ". . . to shape the experiences of the young so that instead of
reproducing current habits, better habits shall be formed, and thus the future adult society be
an improvement on their own". To understand the future of our country the policymakers,
educators, parents, and citizens of all kinds want to know what students should be taught, how
they will be taught, and how student achievement will be evaluated about social knowledge
and skills. Always Social Science curriculum is designed to answer those questions. Thomas
Jefferson, among others, emphasized that the vitality of a democracy depends upon the
education and participation of its citizens. While such active civic participation includes
becoming informed about issues and voting in elections, its History, its people, and its
neighbors around the world (Waldorf, 1994). Social Science curriculum is that part of school
curriculum which includes subjects matter and activities that enable the child to acquire an
understanding of human relationships, knowledge of the environment, dedication to the basic
principles and values of the society and a commitment to participate in the process through
which the society is maintained and improved (Aggarwal, 1993). Bangladesh and its demo-
cratic system of government are constantly evolving. No one can predict with certainty what
may be needed from its citizens to preserve and protect it from now. For Social Science to
perform its mission of promoting civic competence, students must learn not only a body of
knowledge but how to think and how to be flexible in using many resources to resolve civic
issues. It is not overstating the case to say that Bangladesh's future depends on it.
The study on Social Science curriculum tried to find out the appropriateness of existing
curriculum to educate future citizens to meet that challenge. From this findings the policy-
22
makers, NCTB, teachers and civil society will get the opportunity to think for reconstruction
of Social Science curriculum if it demands so. It also tried to find out the issues of content,
methods and techniques of teaching and assessing what should be changed and remain
unchanged. If it is urgent to change or reconstruction the existing Social Science curriculum
this will be a great field for researchers to conduct research to develop a modern, demand
based and time worthy curriculum.
The study was an effort to explore the secondary school Social Science curriculum of Bangla-
desh with regard to the present needs. Focuses was given on: the present secondary school
Social Science curriculum of Bangladesh; present needs of the curriculum on the basis of
personal, social, national and global perspectives; appropriateness of exiting curriculum
considering present needs and so on. It also made a way to conduct new research as curricu-
lum demands for change.
Definition of terms used in the study
Secondary School
In the education structure, secondary school considered as the school in which students are
enrolled after completing primary level and continue before graduation level. The place of
secondary school or secondary level in the education system of every country is very im-
portant. Secondary education stage is called the backbone of education system because of its
position in the middle of primary education and tertiary education. Generally, 11 to 17/18
years age level students study in secondary schools. In psychology this age level is called the
adolescent period. In this period students face fast physical and mental changes and develop-
ment. So that, all types of educational reforms carry-out based on this stage to ensure the
student build-up the basement of their future life (Mia and Ohab, 2000).
Khuda (1974) told that, at present the education system of Bangladesh established on three
major stages i.e. primary education, secondary education and tertiary education. Secondary
education is divided into three sub-stages i.e. lower secondary (class vi-viii), secondary (class
ix and x) and higher secondary (class xi and xii). Secondary education stage is positioned
between primary and higher secondary stage. At present education structure of Bangladesh
secondary school providing education opportunity to the students for five academic years.
23
Social Science
National Council for the Social Studies (NCSS), United States of America, has adopted this
formal definition of Social Science:
"Social Science is the integrated study of the social studies and humanities to promote civic
competence. Within the school program, social studies provides coordinated, systematic study
drawing upon such disciplines as anthropology, archaeology, Economics, Geography,
History, law, philosophy, political science, psychology, religion, and Sociology, as well as
appropriate content from the humanities, mathematics, and natural sciences. The primary
purpose of social studies is to help young people develop the ability to make informed and
reasoned decisions for the public good as citizens of a culturally diverse, democratic society
in an interdependent world".
Aggarwal (1993) is of opinion that Social Science includes the study of relationship and
interrelationships- historical, geographical and social so as to provide to the young person
with that basis of public knowledge and orientation of study, his personality denied the means
of integration, his interests left unstirred and his energies untapped. It includes matter revels
to the child where he is in time, space and society.
Social Science Curriculum
Ross (1997) stated that "Social Science had a relatively brief and turbulent History as one of
the core subjects in the school curriculum. The fundamental content of the Social Science
curriculum- the study of human enterprise across space and time- has always been at the core
of educational endeavors. It also gives emphasis on the development of citizenship values in
students."
In the words of Aggarwal (1993) "Social Science curriculum may be considered as a tool in
the hands of the artist (Social Science teacher) to mould his material (the pupil) in accordance
with the nature of the Society and the Child in his studio (the school)".
Present needs of Social Science Curriculum
In the words of Ross (1997), "Throughout the twentieth century the Social Science curriculum
has been an ideological battleground in which such diverse curricular programs as the "life
adjustment movement", progressive education, social reconstructionism, and nationalistic
History have held sway at various times. The debate over the nature, purpose, and content of
24
the Social Science curriculum continues today, with competing groups variously arguing for a
"social problems approach", or the "disciplinary study of History and Geography" as the most
appropriate framework for the Social Science curriculum. All participants in this debate agree,
however, that Social Science curriculum and instruction plays a crucial role in the conceptions
and understandings of our social, political, and economic roles as public citizens and the
actions we take based on those conceptions".
Curriculum Framework
In the view of Burke (2001) the Curriculum Framework describes the components which are
fundamental to teaching and learning in schools. It states the underlying principles which will
guide all curriculum development and give direction to teaching and learning. It specifies the
content of the National Curriculum in the terms of essential learning areas and describes in
broad terms the main learning objectives of each area. It outlines the essential skills that
should be developed by all students and indicates the desirable attitudes and values to be
promoted through the curriculum. The framework also outlines the policy for assessment at
school and national level.
25
Chapter Two
REVIEW OF RELATED LITERATURE
2.1
Review of Present Need
The term `Curriculum' has several meanings, depending on the context in which it is used.
Generally it means the set of aims and specific objectives to be achieved by the learners; the
knowledge, understanding, skills and attitudes learners must develop; possible strategies and
activities for successful teaching and learning, and evaluation process for assessing students'
performance. These various components are guided by certain principles which recognize the
importance of providing a balance between the needs and interests of individuals and the
requirements of present society and the economy (Burke, 2001). As we enter the atomic age
or the age of satellites and globalization, it is time we adjust our curriculum to meet the
demands of this era. If our education is to prepare the child for his place in society, we must
provide opportunities to enable him to find his place. We can do this by establishing need
based and time oriented curriculum for every boy and girl. In keeping with our democratic
way of life, we can build a program so flexible that it will meet the demands, the abilities and
the interests of each pupil regardless of where he lives because we are all citizens of the world
today, not any one individual community (Fisher, 1958). Sociological studies on the emer-
gence of school subjects can be categorized in terms of their conceptual underpinnings and
level of analysis. School subjects are conceptualized as a product either of functional adjust-
ments within the social system or of social conflict (Morris et al., 1997). Dawe (1970)
describes the origins of these approaches as tied to two sociologies, one concerned primarily
with social order and the other with the attempts of individuals to control their destinies. With
regard to the levels of analysis, the focus is on micro-level processes or macro-socioeconomic
relationships. At the micro-level, detailed historical analyses have focused on shifting
amalgamations around subgroups struggling for influence on the curriculum through the
acquisition of territory, status and resources. As a consequence of the search for higher status,
school subjects become increasingly linked to public examinations and tertiary studies. The
conflict resulting from attempts by various sectors in society to determine the nature of school
subjects has been interpreted from a Marxist perspective (as conflict between social classes)
or a Weberian one (as competition between status groups). Success is linked to a group's
ability to control of influence variables such as public examinations, teacher associations and
26
the content of textbooks. An alternative macro-level view is that the introductions of new
school curriculum and changes to existing ones are consequence of functional shifts caused by
changing socioeconomic needs and influences of technology (Morris, 1997).
A vision of the future embedded in healthy doses of fact and function can provide a
window into the future. Having a vision of the world in the future can inform us as to what
kind of world the citizens of the future may be facing. As difficult as it may seem to imagine,
we can hardly deal with the world and seek to change it if we are not attentive to the possibili-
ties and problems of the future. Considering the future can serve as the basis for acquiring a
set of tools important to the development of educated foresight and thus, to the competence of
curriculum workers in the twenty-first century. Now, more than ever, we need to consider the
future in our social science curriculum planning. At the start of the twenty-first century, it is
not enough to simply prepare ourselves to function effectively with new discoveries, remark-
able inventions and utopian visions. Rather, we need to reflect on how the future will impact
the quality of our lives, the kind of citizens we would like to have in the future and how we
live and work in our future. As we consider the social science curriculum, a serious delibera-
tion of the future that our students are entering should be part of the process of developing
curriculum relevant to meet the needs and demands of our present and future. Developing a
time-bound and future-oriented curriculum is no simple task. It will mean that we must strive
to overcome our cultural mindsets that have dominated our social science curriculum for
almost two hundred years. A social science curriculum must address a society that is constant-
ly changing and expanding into a future that is, in part, unknowable. A present need perspec-
tive assumes that the curriculum we develop is not static, but flexible, able to adapt to the
changing world in which our students live (Marker, 1997).
Contemporary social science issues are inspired by several world declarations on various
themes and issue at different time. These themes and issue can be considered as resource (i.e.
content, teaching-learning method, teaching aid, teacher student relationship and learning
assessment) for social science curriculum at secondary level in every country and in Bangla-
desh also.
The conclusion of World War II marked a turning point in the development of international
human rights law. The conduct of Nazi Germany and administrations in other countries
collaborating with the German war effort regarding their Jewish nationals as well as Gypsies
and homosexuals, culminating in policies of extermination, was considered a violation of any
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