General objective of the module:

This Module – Graphicacy: The Language of Geography is designed to equip and familiarise the student teachers with the techniques of the various geographical skills essential to the subject. Graphicacy is defined as the tool or language through which geographers effectively communicate on various themes, ideas, concepts, theories, principles and models. It is the most distinctive geographical form of communication giving the subject its essential character/culture. Graphicacy helps in describing the communication of spatial relationship as the layout of a farm, map of a village, the route through town, sketch of a landform or the photograph of a landscape. Therefore, by focussing on this need, it can promote learning in geography more readily than most other forms of information.

Specific objectives or learning outcomes:
On completion of this module, the trainee teacher will be able to:

• Explain what is Graphicacy and its importance in Geography;
• Develop a greater understanding of Geographical Skills;
• Identify the different sources of geographical data;
• Reproduce forms of graphical presentations with some degree of accuracy and dexterity;
• Apply the different techniques of Graphicacy appropriately to suit the context of the data;
• Demonstrate more advanced levels of Mapping Skills using toposheet and other maps;
• Utilize the skill of geographical observation and related skills to other areas in the study of geography.

Subject matter of the module

1. Graphicacy
• Origin and Definition of the term Graphicacy;
• Spatial Concept Development of Graphicacy;
• Piagets’s Intellectual Development Theory;
• Concept of Space and types of space – Topological, Projective and Euclidean.

General objective of the module:
This Module has been designed keeping two important aspects in mind i.e. the non-renewable planet as a fragile ecosystem and the planet Earth as the member of the Solar System and its uniqueness. In doing so, this Module has two distinct areas of concern that are intrinsically interrelated. The first section of the Module attempts to focus on life on a small non-renewable planet, where issues and problems of environmental degradation and disturbances are looked into at some depth. The remaining sections are focussed on the study of the Solar System and Planet Earth in particular.

Specific objectives or learning outcomes:
On completion of this module, the trainee teacher will be able to:

i. Familiar with the metaphor Spaceship
ii. Examine the impact and implications of major environmental issues affecting the world today
iii. Develop a more caring attitude towards the earth
iv. Develop a deeper understanding of the origin of the Universe and the Solar System
v. Examine the various theories on the origin of the Universe and Solar System
vi. Become acquainted with the information of the nine planets
vii. Develop a better understanding on why the earth is considered as a unique planet
viii. Analyse information on the shape and size of the earth; concepts of Rotation and Revolution of the Earth; latitudes and longitudes and time calculation.
ix. Analyse the causes and effects of them on our lives and the earth in general.
x. Evaluate the usefulness and importance of each in our lives.
xi. Learn to interpret and use the Bhutanese Calendar.
xii. Use the knowledge and skills in other similar situations.
xiii. Apply the knowledge gained to teach them effectively in the schools.

Subject matter of the module

1. Caring for Our Earth
• Fragile Ecosystem
• Global Environmental Issues – Natural and Human
• Case Studies of the Issues – Global, National and Local.

2. The Earth in the Universe
• Galaxy
• Theories on the Origin of the Universe
• Theories on the Origin of the Solar System and the Earth in particular
• Members of the Solar System.

3. The Earth Our Home
• Shape of the Earth
• Study of the Proofs of the Shape of the Earth
• Size of the Earth and proofs supporting its dimensions.
• The Unique Earth

4. Movements and Motions of the Earth
• Types of Movements and Motions
• Motion of the Earth – Study of the Earth’s Rotation – Concept, Causes and its Effects
• Movement of the Earth – Revolution of the Earth – Concepts, Causes and Effects

5. Importance of Latitudes and Longitudes
• The Earth’s Grid
• Relative and Absolute Location
• Temperature and Time
• Latitudes – Definition, Uses of them, Construction of Latitudes
• Longitudes – Definition, Uses of Longitude, Time Calculations, International Date Line, Daylight Saving Time.

6. The Making of a Calendar
• Types of Calendars
• Understanding the Bhutanese Calendars
• Using Bhutanese Calendars based on lunar months
Mode of Assessment:
i. Examination: 50
ii. Course Work: 50
• Project Work/Field Work/Case Study: 20
• Unit Test/ Minor assignments: 20
• School Curriculum: 10

General objective of the module:
i. This module aims to provide wider focus on the issues that would lead to effective teaching of history at the same time create a situation to explore and appreciate the historical context from which history developed as an independent subject.
ii. It is also designed to promote an understanding in applying the different strategies of teaching history at different levels in the school effectively.

Specific objectives or learning outcomes:
On completion of this module, the trainee teacher will be able to:

i. Explore and examine the literature on historical perspective, nature of modern history and its scope in modern society.
ii. Analyse and discuss the different methods of teaching history.
iii. Explore and analyse the use of resources of teaching and learning history.
iv. Evaluate the role of history and its contribution in national integration and international understanding.
v. Examine and analyse the methods of evaluation in history.
vi. Integrate different methods of teaching history in the school curriculum.
vii. Apply the principles and the procedures of history education to teach history curriculum effectively.
viii. Refine different methods of teaching history through critical review.
ix. Designs sample lesson with methods of teaching history from the school curriculum.
x. Critically assess the information on the international understanding.

Subject matter of the module

a) Historical perspective of history, nature and scope of history and its relation with other subjects.
• Historical perspective of history
• Origin
• Definition
• Nature of history
• Scope of history
• Its relation with other subjects

b) Analysis of the different methods in teaching of history and learning process of history.
• Lecture method
• Assignment method
• Discussion method
• Cooperative learning method
• Project method
• Resource method
• Inquiry method

c) Use of resources for learning activities in history.
d) Teaching controversial issues in history.
e) Teaching history for national integration.
f) Teaching history for international understanding.
g) Evaluation of the role and contributions of history to the school curriculum.
h) Use of textbooks in the school and an analysis of different aspects of textbooks as widely used resources in the classroom.
Mode of Assessment:
Nature of Assignments Course work (50%)
Examination (50%) Remarks
Minor assignments 2 1000 to 1500 words
Major assignments 1 3000 – 5000 words
Group presentations 1-3
Any other area Examination

General objective of the module:
i. To develop in student teachers an awareness of historical continuity in the development of Bhutan into a modern state.
ii. To develop in student teachers a spirit of understanding and pride in our national heritage.
iii. To enable student teachers to understand the roots of the basic values cherished in our country.

Specific objectives or learning outcomes:
On completion of this module, the trainee teacher will be able to:

i. Compare and contrast the earliest religious practices in Bhutan.
ii. Analyse and comment on the emergence of Buddhism in Bhutan
iii. Trace the development of the Drukpa Kagyupa as the state religion in Bhutan
iv. Analyse the circumstances of the unification of Bhutan in the 17th century with special reference to the contributions made by Zhabdrung Ngawang Namgyal and the impact of successive events.
v. Examine critically the political, cultural, economic and social conditions of the country during the period of 17th century.
vi. Trace and assess the development of the Indo Bhutanese relation since the Anglo-Bhutanese relation in the 18th and the19th centuries.
vii. Compare and contrast the political institution established prior to 1907 and after 1907, and assess their implications to Bhutan.
viii. Assess the importance of the establishment of hereditary monarchy in Bhutan and its implications for Bhutan’s sovereign independence status.
ix. Analyse the role of the hereditary monarchs in the development of the country since the establishment of the hereditary monarchy.
x. Examine the development of the country after the establishment of the hereditary monarchy.
xi. Discuss future prospects of Bhutan in the light of the development of the country since the establishment of the hereditary monarchy.
xii. Teach effectively the history of Bhutan at the relevant levels in the schools.
xiii. Help the student teachers to explore and to develop an understanding of the relations between Bhutan and other countries.
xiv. Enable the student teachers to understand the background for the establishment of the monarchy and its achievement as a ruling institution.
xv. Enable student teachers to develop the attitude and skills of an effective history teacher.
xvi. Value the historical continuity of culture and society of Bhutan.

Subject matter of the module

a) Pre Buddhist Bhutan
• Bonism
• Archaeology
• The first advent and the second advent of Buddhism.
• Ruling families (9th to 17th centuries).

b) Unifications of Bhutan and the establishment of political system (17th to 18th century.)
• Role of Zhabdrung Ngawang Namgyal
• Political, cultural, economic and the social development of the country
• His legacy to Bhutan.

c) Anglo-Bhutanese relations.
• The Cooch Bihar wars
• The British missions
• The Duar wars
• Treaty of Sinchula
• Impact and significance for the Indo-Bhutanese Relation.

d) Culture and Society
• Evolution of culture and tradition with special reference to Bhutan.
• Concept of culture
• The significance of culture of Bhutan
• Historical continuity of culture of Bhutan.
• Impact and importance of culture to the Bhutanese society.

e) Development of Modern State of Bhutan (1907 to present)
• Establishment of the hereditary monarchy.
• Hereditary kings and their achievements in the development of the country.
• Bhutan’s foreign policy.

Mode of Assessment:

Nature of Assignments Course work (50%)
Examination (50%) Remarks
Minor assignments 2 1000 to 1500 words
Major assignments 1 3000 – 5000 words
Group presentations 1-3
Any other area Examination