CBSE Class 10th Social Science Syllabus 2019-20

Rationale

Social Science is a compulsory subject up to secondary stage of school education. It is an integral component of general education because it helps the learners in understanding the environment in its totality and developing a broader perspective and an empirical, reasonable and humane outlook. This is of crucial importance because it helps them grow into well-informed and responsible citizens with necessary attributes and skills for being able to participate and contribute effectively in the process of development and nation-building.

The Social Science curriculum draws its content mainly from History, Geography, Political Science and Economics. Some elements of Sociology and Commerce are also included. Together they provide a comprehensive view of society over space and time, and in relation to each other. Each subject’s distinct methods of enquiry help the learners to understand society from different angles and form a holistic view.

Objectives

The main objectives of this syllabus are to:

  • develop an understanding of the processes of change and development-both in terms of time and space, through which human societies have evolved
  • make learners realise that the process of change is continuous and any event or phenomenon or issue cannot be viewed in isolation but in a wider context of time and space
  • develop an understanding of contemporary India with its historical perspective, of the basic framework of the goals and policies of national development in independent India, and of the process of change with appropriate connections to world development
  • deepen knowledge about and understanding of India’s freedom struggle and of the values and ideals that it represented, and to develop an appreciation of the contributions made by people of all sections and regions of the country
  • help learners understand and cherish the values enshrined in the Indian Constitution and to prepare them for their roles and responsibilities as effective citizens of a democratic society
  • deepen the knowledge and understanding of India’s environment in its totality, their interactive processes and effects on the future quality of people’s lives
  • facilitate the learners to understand and appreciate the diversity in the land and people of the country with its underlying unity
  • develop an appreciation of the richness and variety of India’s heritage-both natural and cultural and the need for its preservation
  • promote an understanding of the issues and challenges of contemporary India- environmental, economic and social, as part of the development process
  • help pupils acquire knowledge, skills and understanding to face the challenges of contemporary society as individuals and groups and learn the art of living a confident and stress-free life as well as participating effectively in the community
  • develop scientific temperament by promoting the spirit of enquiry and following a rational and objective approach in analysing and evaluating data and information as well as views and interpretations
  • develop academic and social skills such as critical thinking, communicating effectively both in visual and verbal forms – cooperating with others, taking initiatives and providing leadership in solving others’ problems
  • develop qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and socially effective.

COURSE STRUCTURE CLASS X (2019-20)

Theory Paper

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Time: 3 Hrs.                                                                                                 Max. Marks: 80
No. Units No. of Periods Marks
I India and the Contemporary World – II 60 20
II Contemporary India – II 55 20
III Democratic Politics – II 50 20
IV Understanding Economic Development 50 20
Total 215 80

COURSE CONTENT

Unit 1: India and the Contemporary World – II                                               60 Periods
Themes Learning Objectives
Section 1: Events and Processes:   The Rise of Nationalism in Europe:The French Revolution and the Idea of the NationThe Making of Nationalism in EuropeThe Age of Revolutions: 1830-1848The Making of Germany and ItalyVisualizing the NationNationalism and Imperialism         Nationalism in India:The First World War, Khilafat and Non – CooperationDiffering Strands within the MovementTowards Civil DisobedienceThe Sense of Collective Belonging Enable the learners to identify and comprehend the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period.Establish the relationship and bring out the difference between European nationalism and anti- colonial nationalisms.Understand the way the idea of nationalism emerged and led to the formation of nation states in Europe and elsewhere.   Recognize the characteristics of Indian nationalism through a case study of Non-Cooperation and Civil Disobedience Movement.Analyze the nature of the diverse social movements of the time.Familiarize with the writings and ideals of different political groups and individuals.Appreciate the ideas promoting
    Section 2: Livelihoods, Economies and Societies: Any one theme of the following:   The Making of a Global World:The Pre-modern worldThe Nineteenth Century (1815-1914)The Inter war EconomyRebuilding a World Economy: The Post-War Era       The Age of Industrialization:Before the Industrial RevolutionHand Labour and Steam PowerIndustrialization in the coloniesFactories Come UpThe Peculiarities of Industrial GrowthMarket for Goods         Section  3:  Everyday    Life,    Culture and Politics: Print Culture and the Modern World:The First Printed BooksPrint Comes to EuropeThe Print Revolution and its ImpactThe Reading ManiaThe Nineteenth CenturyIndia and the World of PrintReligious Reform and Public DebatesNew Forms of PublicationPrint and Censorship Pan Indian belongingness.         Show that globalization has a long history and point to the shifts within the process.Analyze the implication of globalization for local economies.Discuss how globalization is experienced differently by different social groups.   Familiarize with the Pro- to- Industrial phase and Early – factory system.Familiarize with the process of industrialization and its impact on labour class.Enable them to understand industrialization in the colonies with reference to Textile industries.   Identify the link between print culture and the circulation of ideas.Familiarize with pictures,  cartoons, extracts from propaganda literature and newspaper debates on important events and issues in the past.Understand that forms of writing have a specific history, and that they reflect historical changes within society and shape the forces of change.
Unit 2: Contemporary India – II                                                                        55 Periods
Themes Learning Objectives
Resources and Development:Types of ResourcesDevelopment of ResourcesResource Planning in IndiaLand ResourcesLand UtilizationLand Use Pattern in IndiaLand Degradation and Conservation MeasuresSoil as a ResourceClassification of SoilsSoil Erosion and Soil Conservation   Forest and WildlifeBiodiversity or Biological DiversityFlora and Fauna in IndiaVanishing ForestsAsiatic Cheetah: Where did they go?The Himalayan Yew in troubleConservation of forest and wildlife in IndiaProject TigerTypes and distribution of forests and wildlife resourcesCommunity and Conservation Note: The chapter ‘Forest and Wildlife’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination.   Water Resources:Water Scarcity and The Need for Water Conservation and ManagementMulti-Purpose River Projects and Integrated Water Resources ManagementRainwater Harvesting Understand the value of resources and the need for their judicious utilization and conservation.                   Understand the importance of forests and wild life in one environment as well as develop concept towards depletion of resources.                           Comprehend the importance of water as a resource as well as develop awareness towards its judicious use and conservation.
Note: The chapter ‘Water Resources’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination.   Agriculture:Types of farmingCropping PatternMajor CropsTechnological and Institutional ReformsImpact of Globalization on Agriculture                 Minerals and Energy ResourcesWhat is a mineral?Mode of occurrence of MineralsFerrons and Non-Ferrons MineralsNon-Metallic MineralsRock MineralsConservation of MineralsEnergy ResourcesConventional            and            Non- Conventional Conservation of Energy Resources   Manufacturing Industries:Importance of manufacturingContribution of Industry to National EconomyIndustrial LocationClassification of IndustriesSpatial distributionIndustrial pollution and environmental           Explain the importance of agriculture in national economy.Identify various types of farming and discuss the various farming methods; describe the spatial distribution of major crops as well as understand the relationship between rainfall regimes and cropping pattern.Explain various government policies for institutional as well as technological reforms since independence.   Identify different types of minerals and energy resources and places of their availabilityFeel the need for their judicious utilization               Bring out the importance of industries in the national economy as well as understand the regional disparities which resulted due to concentration of industries in some areas.Discuss the need for a planned industrial development and debate over the role of
degradation Control of Environmental Degradation     Life Lines of National Economy:Transport      –      Roadways,                       Railways, Pipelines, Waterways, AirwaysCommunicationInternational TradeTourism as a Trade government towards sustainable development.     Explain the importance of transport and communication in the ever-shrinking world.Understand the role of trade and tourism in the economic development of a country.
Unit 3: Democratic Politics – II                                                                        50 Periods
Themes Learning Objectives
Power Sharing:Case Studies of Belgium and Sri LankaWhy power sharing is desirable?Forms of Power Sharing     Federalism:What is Federalism?What make India a Federal Country?How is Federalism practiced?Decentralization in India   Democracy and Diversity:Case Studies of MexicoDifferences, similarities and divisionsPolitics of social divisions   Note: The chapter ‘Democracy and Diversity’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination.   Gender, Religion and Caste:Gender and PoliticsReligion, Communalism and PoliticsCaste and Politics Familiarize with the centrality of power sharing in a democracy.Understand the working of spatial and social power sharing mechanisms.   Analyse federal provisions and institutions.Explain decentralization in rural and urban areas.     Analyse the relationship between social cleavages and political competition with reference to Indian situation.             Identify and analyse the challenges             posed              by communalism to Indian democracy.Recognise the enabling and
          Popular Struggles and Movements:Popular Struggles in Nepal and BoliviaMobilization and OrganizationPressure Groups and Movements   Note: The chapter ‘Popular Struggles and Movements’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination.   Political Parties:Why do we need Political Parties?How many Parties should we have?National Political PartiesState PartiesChallenges to Political PartiesHow can Parties be reformed?   Outcomes of Democracy:How    do    we    assess    democracy’s outcomes?Accountable,         responsive                                 and legitimate governmentEconomic growth and developmentReduction of inequality and povertyAccommodation of social diversityDignity and freedom of the citizens   Challenges to Democracy:Thinking about challengesThinking about Political ReformsRedefining democracy   Note: The chapter ‘Challenges to Democracy’ to be assessed in the Periodic disabling   effects   of   caste                   and ethnicity in politics. Develop a gender perspective on politics. Understand the vital role of people’s struggle in the expansion of democracy.                 Analyse party systems in democracies.Introduction to major political parties, challenges faced by them and reforms in the country.       Evaluate the functioning of democracies in comparison to alternative forms of governments.Understand the causes for continuation of democracy in India.Distinguish between sources of strengths and weaknesses of Indian democracy.   Reflect on the different kinds of measures possible to deepen democracy.Promote an active and participatory citizenship.
Tests only and will not be evaluated in Board Examination.  
Unit 4: Understanding Economic Development                                          50 Periods
Themes Objectives
Development:What      Development      Promises       – Different people different goalsIncome and other goalsNational DevelopmentHow to compare different countries or states?Income and other criteriaPublic FacilitiesSustainability of development   Sectors of the Indian Economy:Sectors of Economic ActivitiesComparing the three sectorsPrimary,     Secondary     and     Tertiary Sectors in IndiaDivision of sectors as organized and unorganizedSectors in terms of ownership: Public and Private Sectors   Money and Credit:Money as a medium of exchangeModern forms of moneyLoan activities of BanksTwo different credit situationsTerms of creditFormal sector credit in IndiaSelf Help Groups for the Poor   Globalization and the Indian Economy:Production across countriesInterlinking         production         across countriesForeign    Trade    and    integration    of Familiarize with concepts of macroeconomics.Understand the rationale for overall human development in our country, which includes the rise of income, improvements in health and education rather than income.Understand the importance of quality of life and sustainable development.     Identify major employment generating sectors.Reason out the government investment in different sectors of economy.           Understand money as an economic concept.Understand the role of financial institutions from the point of view of day-to- day life.         Explain the working of the Global Economic phenomenon.
markets What is globalization?Factors         that         have                      enabled GlobalisationWorld Trade OrganisationImpact of Globalization on IndiaThe Struggle for a fair Globalisation   5. Consumer Rights: Note: Chapter 5 ‘Consumer Rights’ to be done as Project Work.                 Gets familiarized with the rights and duties as a consumer; and legal measures available to protect from being exploited in markets.

PROJECT WORK CLASS X (2019-20)

05 Periods                                                                                                              05 Marks

  1. Every student has to compulsorily undertake any one project on the following topics:

Consumer Awareness

OR

Social Issues

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OR

Sustainable Development

  • Objective: The overall objective of the project work is to help students gain an insight and pragmatic understanding of the theme and see all the Social Science disciplines from interdisciplinary perspective. It should also help in enhancing the Life Skills of the students.

Students are expected to apply the Social Science concepts that they have learnt over the years in order to prepare the project report.

If required, students may go out for collecting data and use different primary and secondary resources to prepare the project. If possible, various forms of art may be integrated in the project work.

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  • The distribution of marks over different aspects relating to Project Work is as follows:
S. No. Aspects Marks
a. Content accuracy, originality and analysis 2
b. Presentation and creativity 2
c. Viva Voce 1
  • The projects carried out by the students in different topics should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc.
  • All documents pertaining to assessment under this activity should be meticulously maintained by concerned schools.
  • A Summary Report should be prepared highlighting:
    • objectives realized through individual work and group interactions;
Text Box: •	calendar of activities;
•	innovative ideas generated in the process ;
•	list of questions asked in viva voce.

7.	It is to be noted here by all the teachers and students that the projects and models prepared should be made from eco-friendly products without incurring too much expenditure.

8.	The Project Report should be handwritten by the students themselves.

9.	Records pertaining to projects (internal assessment) of the students will be maintained for a period of three months from the date of declaration of result for verification at the discretion of Board. Subjudiced cases, if any or those involving RTI
/ Grievances may however be retained beyond three months.

PRESCRIBED BOOKS:

  1. India and the Contemporary World-II (History) – Published by NCERT
  2. Contemporary India II (Geography) – Published by NCERT
  3. Democratic Politics II (Political Science) – Published by NCERT
  4. Understanding Economic Development – Published by NCERT
  5. Together Towards a Safer India – Part III, a textbook on Disaster Management – Published by CBSE

Note: Please procure latest reprinted edition (2019) of prescribed NCERT textbooks.

LIST OF MAP ITEMS CLASS X (2019-20)

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  1. HISTORY (Outline Political Map of India)

Chapter – 3 Nationalism in India – (1918 – 1930) for locating and labelling / Identification

1.      Indian National Congress Sessions:

  1. Calcutta (Sep. 1920)
    1. Nagpur (Dec. 1920)
    1. Madras (1927)

2.      Important Centres of Indian National Movement

  1. Champaran (Bihar) – Movement of Indigo Planters
    1. Kheda (Gujrat) – Peasant Satyagrah
  • Ahmedabad (Gujarat) – Cotton Mill Workers Satyagraha
    • Amritsar (Punjab) – Jallianwala Bagh Incident
    • Chauri Chaura (U.P.) – Calling off the Non-Cooperation Movement
    • Dandi (Gujarat) – Civil Disobedience Movement
  • GEOGRAPHY (Outline Political Map of India)

Chapter 1: Resources and Development (Identification only)

a. Major soil Types

Chapter 3: Water Resources (Locating and Labelling)

Dams:

  1. Salal
  2. Bhakra Nangal
  3. Tehri
  4. Rana Pratap Sagar
  • Sardar Sarovar
  • Hirakud
  • Nagarjuna Sagar
  • Tungabhadra

Note: The chapter ‘Water Resources’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination.

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Chapter 4: Agriculture (Identification only)

  1. Major areas of Rice and Wheat
  2. Largest / Major producer states of Sugarcane, Tea, Coffee, Rubber, Cotton and Jute

Chapter 5: Minerals and Energy Resources Minerals (Identification only)

  1. Iron Ore mines
  • Mayurbhanj
    • Durg
    • Bailadila

b.   Coal Mines

  • Raniganj
    • Bokaro

c.   Oil Fields

  • Digboi
    • Naharkatia
    • Mumbai High

Power Plants

(Locating and Labelling only)

  • Bellary
  • Kudremukh
  • Talcher
  • Neyveli
  • Bassien
  • Kalol
  • Ankaleshwar

a.   Thermal

  • Namrup
    • Singrauli

b.   Nuclear

  • Narora
    • Kakrapara
  • Ramagundam
  • Tarapur
  • Kalpakkam

Chapter 6: Manufacturing Industries (Locating and Labelling Only)

Cotton Textile Industries:

  1. Mumbai
  2. Indore
  3. Surat

Iron and Steel Plants:

  1. Durgapur
  2. Bokaro
  3. Jamshedpur

Software Technology Parks:

  1. Noida
  2. Gandhinagar
  3. Mumbai
  4. Pune
  • Kanpur
  • Coimbatore
  • Bhilai
  • Vijaynagar
  • Salem
  • Hyderabad
  • Bengaluru
  • Chennai
  • Thiruvananthapuram

Chapter 7: Lifelines of National Economy Major Ports: (Locating and Labelling)

  1. Kandla
    1. Mumbai
    1. Marmagao
    1. New Mangalore
    1. Kochi

International Airports:

  1. Amritsar (Raja Sansi)
  2. Delhi             (Indira             Gandhi International)
  3. Mumbai (Chhatrapati Shivaji)
  • Tuticorin
    • Chennai
    • Vishakhapatnam
    • Paradip
    • Haldia
  • Chennai (Meenam Bakkam)
  • Kolkata (Netaji Subhash Chandra Bose)
  • Hyderabad (Rajiv Gandhi)

Note: Items of Locating and Labelling may also be given for Identification.

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