COURSE STRUCTURE

CLASS X (2021-22)

Theory Paper

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  Enable the learners to identify and
comprehend the forms in which
1. The Rise of Nationalism in Europe nationalism developed along with
 The French Revolution and the Idea of the formation of nation states in
the Nation Europe in the post-1830 period.
 The Making of Nationalism in Europe  Establish the relationship and
 The Age of Revolutions: 1830-1848 bring out the difference between
 The Making of Germany and Italy European nationalism and anti-
 Visualizing the Nation colonial nationalisms.
 Nationalism and Imperialism  Understand the way the idea of
nationalism emerged and led to the
formation of nation states in
Europe and elsewhere.

2. Nationalism in India  Recognize the characteristics of

 The First World War, Khilafat and Non - Indian nationalism through a case
Cooperation study of Non-Cooperation and Civil
 Differing Strands within the Movement Disobedience Movement.
 Towards Civil Disobedience  Analyze the nature of the diverse
 The Sense of Collective Belonging social movements of the time.
 Familiarize with the writings and
ideals of different political groups
and individuals.

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  Appreciate the ideas promoting
Pan Indian belongingness.
Section 2: Livelihoods, Economies and
Societies: Any one theme of the following:

3. The Making of a Global World  Show that globalization has a long

 The Pre-modern world history and point to the shifts within
 The Nineteenth Century (1815-1914) the process.
 The Inter war Economy  Analyze the implication of
 Rebuilding a World Economy: The globalization for local economies.
Post-War Era  Discuss how globalization is
experienced differently by different
social groups.

4. The Age of Industrialization  Familiarize with the Pro- to-

Industrial phase and Early –
 Before the Industrial Revolution factory system.
 Hand Labour and Steam Power  Familiarize with the process of
 Industrialization in the colonies industrialization and its impact on
 Factories Come Up labour class.
 The Peculiarities of Industrial Growth  Enable them to understand
 Market for Goods industrialization in the colonies
with reference to Textile industries.

Section 3: Everyday Life, Culture and  Identify the link between print
Politics culture and the circulation of ideas.
5. Print Culture and the Modern World  Familiarize with pictures, cartoons,
extracts from propaganda
 The First Printed Books literature and newspaper debates
 Print Comes to Europe on important events and issues in
 The Print Revolution and its Impact the past.
 The Reading Mania  Understand that forms of writing
 The Nineteenth Century have a specific history, and that
 India and the World of Print they reflect historical changes
 Religious Reform and Public Debates within society and shape the forces
 New Forms of Publication of change.
 Print and Censorship

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Unit 2: Contemporary India – II 55 Periods
Themes Learning Objectives
1. Resources and Development  Understand the value of
 Types of Resources resources and the need for their
 Development of Resources judicious utilization and
 Resource Planning in India conservation.
 Land Resources
 Land Utilization
 Land Use Pattern in India
 Land Degradation and Conservation
Measures
 Soil as a Resource
 Classification of Soils
 Soil Erosion and Soil Conservation

2. Forest and Wildlife  Understand the importance of

 Biodiversity or Biological Diversity biodiversity with regard to flora
 Flora and Fauna in India and fauna in India.
 Vanishing Forests  Analyse the importance of
 Asiatic Cheetah: Where did they go? conservation of forests and
 The Himalayan Yew in trouble wildlife.
 Conservation of forest and wildlife in
India
 Project Tiger
 Types and distribution of forests and
wildlife resources
 Community and Conservation
Note: The chapter ‘Forest and Wildlife’ to
be assessed in the Periodic Tests only and
will not be evaluated in Board Examination.

3. Water Resources
 Water Scarcity and The Need for Water  Comprehend the importance of
Conservation and Management water as a resource as well as
 Multi-Purpose River Projects and develop awareness towards its
Integrated Water Resources judicious use and conservation.
Management
 Rainwater Harvesting

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Note: The theoretical aspect of chapter
‘Water Resources’ to be assessed in the
Periodic Tests only and will not be
evaluated in Board Examination. However,
the map items of this chapter as given in
the Map List will be evaluated in Board
Examination.

4. Agriculture  Explain the importance of

 Types of farming agriculture in national economy.
 Cropping Pattern  Identify various types of farming
 Major Crops and discuss the various farming
 Technological and Institutional Reforms methods; describe the spatial
 Impact of Globalization on Agriculture 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.

5. Minerals and Energy Resources  Identify different types of minerals

 What is a mineral? and energy resources and places
 Mode of occurrence of Minerals of their availability
 Ferrons and Non-Ferrons Minerals  Feel the need for their judicious
 Non-Metallic Minerals utilization
 Rock Minerals
 Conservation of Minerals
 Energy Resources
o Conventional and Non-Conventional
o Conservation of Energy Resources

6. Manufacturing Industries  Bring out the importance of

 Importance of manufacturing industries in the national economy
 Contribution of Industry to National as well as understand the regional
Economy disparities which resulted due to
 Industrial Location concentration of industries in
 Classification of Industries some areas.

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  Spatial distribution  Discuss the need for a planned
 Industrial pollution and environmental industrial development and
degradation debate over the role of
 Control of Environmental Degradation government towards sustainable
development.

7. Life Lines of National Economy  Explain the importance of

 Transport – Roadways, Railways, transport and communication in
Pipelines, Waterways, Airways the ever-shrinking world.
 Communication  Understand the role of trade and
 International Trade tourism in the economic
 Tourism as a Trade development of a country.

Unit 3: Democratic Politics – II 50 Periods

Themes Learning Objectives
1. Power Sharing  Familiarize with the centrality of
 Case Studies of Belgium and Sri Lanka power sharing in a democracy.
 Why power sharing is desirable?  Understand the working of spatial
 Forms of Power Sharing and social power sharing
mechanisms.

2. Federalism  Analyse federal provisions and

 What is Federalism? institutions.
 What make India a Federal Country?  Explain decentralization in rural
 How is Federalism practiced? and urban areas.
 Decentralization in India

3. Democracy and Diversity  Analyse the relationship between

 Case Studies of Mexico social cleavages and political
 Differences, similarities and divisions competition with reference to
 Politics of social divisions Indian situation.

Note: The chapter ‘Democracy and

Diversity’ to be assessed in the Periodic
Tests only and will not be evaluated in
Board Examination.

4. Gender, Religion and Caste  Identify and analyse the

 Gender and Politics challenges posed by
 Religion, Communalism and Politics

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  Caste and Politics communalism to Indian
democracy.
 Recognise the enabling and
disabling effects of caste and
ethnicity in politics.
 Develop a gender perspective on
politics.

5. Popular Struggles and Movements  Understand the vital role of

 Popular Struggles in Nepal and Bolivia people’s struggle in the expansion
 Mobilization and Organization of democracy.
 Pressure 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.

6. Political Parties  Analyse party systems in

 Why do we need Political Parties? democracies.
 How many Parties should we have?  Introduction to major political
 National Political Parties parties, challenges faced by them
 State Parties and reforms in the country.
 Challenges to Political Parties
 How can Parties be reformed?

7. Outcomes of Democracy  Evaluate the functioning of

 How do we assess democracy’s democracies in comparison to
outcomes? alternative forms of governments.
 Accountable, responsive and  Understand the causes for
legitimate government continuation of democracy in India.
 Economic growth and development  Distinguish between sources of
 Reduction of inequality and poverty strengths and weaknesses of
 Accommodation of social diversity Indian democracy.
 Dignity and freedom of the citizens

8. Challenges to Democracy  Reflect on the different kinds of

 Thinking about challenges measures possible to deepen
 Thinking about Political Reforms democracy.

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  Redefining democracy  Promote an active and
participatory citizenship.
Note: The chapter ‘Challenges to
Democracy’ to be assessed in the Periodic
Tests only and will not be evaluated in
Board Examination.
Unit 4: Understanding Economic Development 50 Periods
Themes Objectives
1. Development  Familiarize with concepts of
 What Development Promises - Different macroeconomics.
people different goals  Understand the rationale for
 Income and other goals overall human development in our
 National Development country, which includes the rise of
 How to compare different countries or income, improvements in health
states? and education rather than income.
 Income and other criteria  Understand the importance of
 Public Facilities quality of life and sustainable
 Sustainability of development development.

2. Sectors of the Indian Economy  Identify major employment

 Sectors of Economic Activities generating sectors.
 Comparing the three sectors  Reason out the government
 Primary, Secondary and Tertiary investment in different sectors of
Sectors in India economy.
 Division of sectors as organized and
unorganized
 Sectors in terms of ownership: Public
and Private Sectors

3. Money and Credit  Understand money as an

 Money as a medium of exchange economic concept.
 Modern forms of money  Understand the role of financial
 Loan activities of Banks institutions from the point of view of
 Two different credit situations day-to- day life.
 Terms of credit
 Formal sector credit in India
 Self Help Groups for the Poor

4. Globalization and the Indian Economy

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  Production across countries  Explain the working of the Global
 Interlinking production across countries Economic phenomenon.
 Foreign Trade and integration of
markets
 What is globalization?
 Factors that have enabled
Globalisation
 World Trade Organisation
 Impact of Globalization on India
 The Struggle for a fair Globalisation

5. Consumer Rights
Note: Chapter 5 ‘Consumer Rights’ to be  Gets familiarized with the rights
done as Project Work. and duties as a consumer; and
legal measures available to protect
from being exploited in markets.

PROJECT WORK
CLASS X (2021-22)
05 Periods 05 Marks
1. Every student has to compulsorily undertake any one project on the following
topics:

Consumer Awareness
OR
Social Issues
OR
Sustainable Development

2. 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.

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

3. 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

4. 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.

5. All documents pertaining to assessment under this activity should be meticulously

maintained by concerned schools.

6. A Summary Report should be prepared highlighting:

 objectives realized through individual work and group interactions;
 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

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 5. Together Towards a Safer India - Part III, a textbook on Disaster Management -
Published by CBSE
6. Learning Outcomes at the Secondary Stage – Published by NCERT

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

SOCIAL SCIENCE (CODE NO. 087)

QUESTION PAPER DESIGN
CLASS X (2021-22)

Time: 3 Hours Maximum Marks : 80

Sr. Competencies Total Marks %
No. Weightage
1 Remembering and Understanding: Exhibiting 28 35%
memory of previously learned material by recalling
facts, terms, basic concepts, and answers;
Demonstrating understanding of facts and ideas by
organizing, comparing, translating, interpreting,
giving descriptions and stating main ideas
2 Applying: Solving problems to new situations by 14 17.5%
applying acquired knowledge, facts, techniques and
rules in a different way.
3 Formulating, Analysing, Evaluating and 32 40%
Creating: Examining and breaking information into
parts by identifying motives or causes; Making
inferences and finding evidence to support
generalizations; Presenting and defending opinions
by making judgments about information, validity of
ideas, or quality of work based on a set of criteria;
Compiling information together in a different way by
combining elements in a new pattern or proposing
alternative solutions.
4 Map Skill 6* 7.5%
80 100%

Note: Teachers may refer ‘Learning Outcomes’ published by NCERT for developing Lesson Plans,
Assessment Framework and Questions.
*02 Items from History Map List and 04 from Geography Map List

Internal Assessment: 20 Marks

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 INTERNAL ASSESSMENT

Marks Description
Periodic Assessment 10 Marks
Pen Paper Test 5 marks
Assessment using 5 marks
multiple strategies
For example, Quiz,
Debate, Role Play, Viva,
Group Discussion, Visual
Expression, Interactive
Bulletin Boards, Gallery
Walks, Exit Cards,
Concept Maps, Peer
Assessment, Self-
Assessment, etc.

Portfolio 5 Marks  Classwork and Assignments

 Any exemplary work done by the student
 Reflections, Narrations, Journals, etc.
 Achievements of the student in the
subject throughout the year
 Participation of the student in different
activities like Heritage India Quiz
Subject Enrichment 5 Marks  Project Work
Activity

LIST OF MAP ITEMS

CLASS X (2021-22)
A. HISTORY (Outline Political Map of India)
Chapter - 3 Nationalism in India – (1918 – 1930) for Locating and Labelling /
Identification
1. Indian National Congress Sessions:
a. Calcutta (Sep. 1920)
b. Nagpur (Dec. 1920)
c. Madras (1927)
2. Important Centres of Indian National Movement
a. Champaran (Bihar) - Movement of Indigo Planters
b. Kheda (Gujarat) - Peasant Satyagrah

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 c. Ahmedabad (Gujarat) - Cotton Mill Workers Satyagraha
d. Amritsar (Punjab) - Jallianwala Bagh Incident
e. Chauri Chaura (U.P.) - Calling off the Non-Cooperation Movement
f. Dandi (Gujarat) - Civil Disobedience Movement
B. 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:
a. Salal e. Sardar Sarovar
b. Bhakra Nangal f. Hirakud
c. Tehri g. Nagarjuna Sagar
d. Rana Pratap Sagar h. Tungabhadra
Note: The theoretical aspect of chapter ‘Water Resources’ to be assessed in the
Periodic Tests only and will not be evaluated in Board Examination. However, the
map items of this chapter as listed above will be evaluated in Board Examination.

Chapter 4: Agriculture (Identification only)

a. Major areas of Rice and Wheat
b. Largest / Major producer states of Sugarcane, Tea, Coffee, Rubber, Cotton and
Jute
Chapter 5: Minerals and Energy Resources
Minerals (Identification only)
a. Iron Ore mines
 Mayurbhanj  Bellary
 Durg  Kudremukh
 Bailadila
b. Coal Mines
 Raniganj  Talcher
 Bokaro  Neyveli
c. Oil Fields
 Digboi  Bassien
 Naharkatia  Kalol
 Mumbai High  Ankaleshwar

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Power Plants
(Locating and Labelling only)
a. Thermal
 Namrup  Ramagundam
 Singrauli
b. Nuclear
 Narora  Tarapur
 Kakrapara  Kalpakkam
Chapter 6: Manufacturing Industries (Locating and Labelling Only)
Cotton Textile Industries:
a. Mumbai d. Kanpur
b. Indore e. Coimbatore
c. Surat
Iron and Steel Plants:
a. Durgapur d. Bhilai
b. Bokaro e. Vijaynagar
c. Jamshedpur f. Salem
Software Technology Parks:
a. Noida e. Hyderabad
b. Gandhinagar f. Bengaluru
c. Mumbai g. Chennai
d. Pune h. Thiruvananthapuram
Chapter 7: Lifelines of National Economy
Major Ports: (Locating and Labelling)
a. Kandla f. Tuticorin
b. Mumbai g. Chennai
c. Marmagao h. Vishakhapatnam
d. New Mangalore i. Paradip
e. Kochi j. Haldia
International Airports:
a. Amritsar (Raja Sansi) e. Kolkata (Netaji Subhash Chandra
b. Delhi (Indira Gandhi International) Bose)
c. Mumbai (Chhatrapati Shivaji) f. Hyderabad (Rajiv Gandhi)
d. Chennai (Meenam Bakkam)
Note: Items of Locating and Labelling may also be given for Identification.

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 Learning Outcomes by NCERT

Introduction

The domain of Social Science forms an important part of general education. At the
secondary stage, social science includes diverse concerns of society and encompasses
a wide range of contents drawn from the disciplines of history, geography, economics,
and political science. The contents of the subject area include a broad understanding of
human interactions with natural and social environment across time, space, and
institutions. It is necessary to recognise that Social Science lead students to methods of
scientific enquiry, which are distinct from the natural and physical sciences. Social
Science curriculum promotes human values namely, freedom, trust and respect for
diversity. Social Science education provides opportunities for children to critically reflect
on social issues having a bearing on individual and social well-being. This subject also
inculcates other values such as, empathy, equality, liberty, justice, fraternity, dignity, and
harmony.

Every discipline in Social Science has its own method of investigation for arriving at
conclusions through understanding, analysing, evaluating, and applying a logical and
rational approach to understand the cause and effect relationship of events, processes,
and phenomena.

For an enabling curriculum in Social Science, certain themes which facilitate inter-
disciplinary thinking are included. Social Science provides ample scope of enquiry by
raising questions like what, where, when, how, etc., that help learners acquire an
integrated perspective within as well as across subjects, thereby strengthening the inter-
disciplinary approaches. To take an example, themes like agriculture, development,
disaster, etc., can be studied from the perspective of History, Geography, Economics,
and Political Science.

Social Science sensitizes learners to appreciate the rich and diverse cultural heritage of
the country. Learners take pride in valuing the contributions made by known and less
known individuals and events in India’s struggle for independence. Social Science helps
learners to recognise the importance of sustainable development with an emphasis on
preservation and conservation of our natural resources and to meet challenges related to
social problems and natural calamities. Social Science helps in understanding the
importance of resources, their equitable distribution and utilisation to achieve economic
growth. Social Science inculcates democratic principles, citizenship values, rights, and
duties from local, national, and global perspectives. Building conflict resolution skills and
strengthening peace building processes are other focus areas. These help to promote

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sensitivity and empathy towards gender, marginalised sections such as, SCs, STs, and
persons with special needs.

Curricular Expectations

At this stage learners are expected to:

 recognise the relevance of the domain of knowledge in establishing interlinkages with
natural and social environment;
 classify and compare the cause and effect relationship in the context of occurrence of
events, natural and social processes and their impact on different sections of the society;
 explain concepts like unity in diversity, democracy, development, diverse factors and forces
that enrich our cultural heritage;
 discuss the need to evolve plurality of approaches in understanding natural and social
phenomena;
 demonstrate a variety of approaches on integration and interrelation within and across
disciplines;
 identify spatial variability of events, processes, and phenomena in the contemporary world;
 identify democratic ethos, equity, mutual respect, equality, justice, and harmony;
 demonstrate skills of observation, enquiry, reflection, empathy, communication, and critical
thinking;
 create awareness and sensitivity towards environmental issues, sustainable development,
gender disparities, marginalised section of the society and persons with special needs; and
 illustrate concepts related to different subjects with the help of technology.
The Social Science learning outcomes for Classes IX and X each are broadly grouped into 12
broader areas. Each area (given in bold letters) deals with a similar set of competencies and
includes a few learning outcomes linking the contents on the basis of the nature of Social Science.
Some learning outcomes appear commonly in both Classes IX and X. Teachers can work with
these using different examples. These are developed keeping in view their importance and
contents in different social sciences. The concepts, historical events, places, names, and dates
are used to exemplify the learning outcomes. They can be changed by the states depending on
their Social Science syllabus.
 Class X

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with The learner—
opportunities individually or in groups
and encouraged to—
 collect different soil samples from the  recognises and retrieves facts, figures,
surroundings; recognise them with the and narrate, processes, for example,
help of their colour, texture, and o identifies different types of soil, minerals,
composition; relate them with the renewable and non-renewable energy
geographical areas of India shown on resources, etc.
the map; study the process of formation o locates areas or regions known for
of these soils. production of coal, iron ore, petroleum,
 locate them on different types of maps rice, wheat, tea, coffee, rubber, and
of India such as, political, physical and cotton textile on the map of India.
outline map, wall map, and atlas; list o defines important terms in Geography
and label places or areas where such as, resource, renewable and non-
different agricultural crops, minerals, renewable resources, subsistence
etc., are produced. agriculture, plantation, shifting
 use tactile maps for students with visual agriculture, environmental protection,
impairments. and environmental sustainability.
 find the meaning of resources, o defines basic Economic terms
subsistence agriculture, plantation, associated with economic development
etc., from any dictionary of Geography. such as, human capital, sustainable
 read different sources and discover the development, gross domestic product,
course of the Indian national movement gross value added, per capita income,
till India’s independence. human development index, multinational
 get familiarised with the concepts of company, foreign trade, liberalisation
nation and nationalism. and foreign investment.
 acquaint with the writings and ideals of o lists different forms of money and
different social, political groups and sources of credit, rights of consumers.
individuals. o recalls names, places, dates, and
 collect the details of social groups people associated with some important
which joined the Non-Cooperation historical events and developments
Movement of 1921. such as the French Revolution,
 draw a timeline on significant events of nationalism, industrialisation,
India’s national movement. globalisation, and urbanisation.
 collect the details of major languages of o defines terms and concepts such as,
India and the number of persons who nationalism, colonialism, orientalism,
speak those languages from the latest democracy, satyagraha, and liberty.
reports of Census of India and discuss. o defines important terms such as,
 read the Indian Constitution and federalism, diversity, religion, and
discuss various parts in it. political party
 collect a variety of resources, for
example, forests, water, minerals, etc.,  classifies and compares events, facts,
and use a variety of criteria to group data and figures, for example,
and display in the class. o classifies types of resources, minerals,
 relate different cropping patterns in farming, for example, subsistence and
India and their impact on economic commercial farming.
development and discuss in the class. o compares areas growing rice and
wheat on the map of India.
 use internet to study interactive
o compares visuals such as, the image of
thematic maps, for example,
Bharatmata with the image of
agriculture, minerals, energy, industry,
Germania.
etc., on School Bhuvan NCERT portal.
o compares European nationalism with
 discuss the relationship or difference
anti-colonial nationalism in countries
between European nationalism and
such as, India, South America, Kenya,
anti-colonial nationalisms.
Indo-China.
 discuss industrialisation in the imperial
o compares per capita income of some
country and in a colony.
important countries.
 study globalisation in different contexts.
o differentiates consumer rights.
 find out about the anti-colonial
o classifies occupations and economic
movement in any one country in South
activities into sectors using different
America and compare with India’s
criteria.
national movement based on certain
o compares the powers and functions of
parameters.
state and central government in India.
 collect the details of how globalisation o classifies national and regional political
is experienced differently by different parties in India.
social groups using goods and services o explains the terms used in political
used by people in their daily lives such discussions and their meaning, for
example, Gandhian, communist,

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 as, television, mobile phones, home secularist, feminist, casteist,
appliances, etc., and discuss. communalist, etc.
 study different types of governments in
the world—democratic, communist,
theocratic, military dictatorships, etc.
Within democracies, various forms of
governments, such as, federal and
unitary, republican and monarchy, etc.,
can also be studied.
 read the functioning of state
governments ruled by different parties
or coalitions; examine their specific
features such as, slogans, agenda,
symbols, and characteristics of their
leaders.
 study the distinctive features of different
political parties.
 collect the economic details of states
and countries. For example, based on
the human development index, they
can classify a few countries. They can
also group or categorise countries on
the basis of Gross Domestic Product
(states on the basis of state domestic
product), life expectancy, and infant
mortality rates, etc.
 collect the details of economic
activities, jobs, and occupations in their
neighbourhood and group them using a
few criteria, for example, organised and
unorganised, formal and informal,
primary-secondary-tertiary, etc.
 collect data on sources of credit from
their neighbourhood—from where
people borrow and group them into
formal and informal.
 overlay thematic layers of maps on  explains cause and effect relationship
School Bhuvan NCERT portal, for between phenomena, events, and their
example, distribution of rice in India and occurrence, for example,
overlay layers of soils, annual rainfall, o explains factors responsible for
relief features and swipe these layers to production of different crops in India.
establish cause and effect relationship. o explains industries and their impact on
 classify different types of industries environment.
based on raw materials, locate them on

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 the map and relate them with pollution o explains the cause and effect between
in nearby areas. different historical events and
 find out about the changes in print developments such as, the impact of
technology in the last 100 years. print culture on the growth of
Discuss the changes, why they have nationalism in India.
taken place and their consequences. o examines the impact of technology on
 read various provisions of the Indian food availability.
Constitution as causes, and the o assesses the impact of the global
resulting political scenario as its effects. transfer of disease in the pre-modern
For example, the independent status of world in different regions of the world,
the judiciary effected in smooth for example, in the colonisation of
functioning of federalism. America.
 discuss (a) why a large section of o analyses the impact of overuse of
India’s population depend on primary natural resources such as, ground
sector; (b) what contributed to rapid water and crude oil.
increase in service sector output. o analyses the change in sectoral
 conduct a survey among composition of gross domestic product.
neighbourhood, households and collect o analyses the consequences of
the reasons for their dependence on dependence on different sources of
formal or informal sources of credit. credit.
Teachers can then organise debate on o explains the policies and programmes
whether or not banks contribute to of different political parties in the states
needy borrowers living in rural areas in of India.
the class.
 collect stories of communities involved  analyses and evaluates information, for
in environmental conservation from example,
different parts of India and study them o assesses the impact of conservation of
from geographical perspective. natural resources on the life of people in
any area in view of sustainable
 collect and discuss the details of development.
people’s participation in environmental o analyses indigenous or modern methods
conservation movements and their of conservation of water, forests, wildlife,
impact on socio-cultural life of the and soil.
region for example, Chipko and Appiko o explains victories and defeats of political
Movements. parties in general elections.
o evaluates various suggestions to reform
 collect data from Economic Survey of
democracy in India.
India, newspaper, magazines related to o analyses texts and visuals such as, how
gross domestic product, per capita symbols of nationalism in countries
income, availability of credit for various outside Europe are different from
households, land use, cropping pattern European symbols.
and distribution of minerals in India, o assesses the impact of MNREGA, role of
banks as a source of credit.
production of cereals for different years
o assesses the impact of globalisation in
and convert them into pie or bar graphs their area, region, and local economy.
and study the pattern and display in the o analyses the contribution of different
class. sectors to output and employment.

42
 familiarise with pictures, photographs,
cartoons, extracts from a variety of
original sources—eye witness
accounts, travel literature, newspapers
or journals, statements of leaders,
official reports, terms of treaties,
declarations by parties, and in some
cases contemporary stories,
autobiographies, diaries, popular
literature, oral traditions, etc., to
understand and reconstruct histories of
important historical events and issues
of India and contemporary world.
 observe and read different types of
historical sources; think of what they
communicate, and why a thing is
represented in a particular way. Raise
questions on different aspects of
pictures and extracts to allow a critical
engagement with these, i.e., visuals of
cloth labels from Manchester and India;
carefully observe these and answer
questions like: What do they see in
these pictures? What information do
they get from these labels? Why are
images of gods and goddesses or
important figures shown in these
labels? Did British and Indian
industrialists use these figures for the
same purpose? What are the
similarities or differences between
these two labels?
 study and discuss different
perspectives on diversification of print
and printing techniques; visit to a
printing press to understand the
changes in printing technology.
 critically examine the implementation of
government schemes based on
learners or their family’s experiences
such as, Mid-day meal scheme, loan
waiver schemes for farmers;
scholarships through cash transfer to
students; schemes to provide liquid

43
 petroleum gas to low income families:
life insurance scheme for low income
families/scheme of financial support for
house construction, MUDRA, etc. They
may be guided to supplement with
data/news clippings as evidences.
 overlay maps showing distribution of  interprets, for example,
resources for example, minerals, and o maps
industries on the map of India and o texts
relate it with physical features of India o symbols
and climate by overlaying the layers on o cartoons
School Bhuvan NCERT portal and o photographs
analyse the maps. o posters
 elaborate relationship between o newspaper clippings
different thematic maps using atlas. o climatic regions
 locate places, people, regions (affected o changes in maps brought out by various
by various treaties such as, Treaty of treaties in Europe
Versailles, economic activities, etc). o sea and land links of the trade from India
 find and draw interconnections among to West Asia, South East Asia and other
various regions and the difference in parts of the world
nomenclatures of places used for o pie and bar diagrams related to gross
various regions and places during this domestic product, production in different
period and present day, i.e., learner can sectors and industries, employment and
be asked to find and draw the sea and population in India
land links of the textile trade from India
to Central Asia, West Asia and
Southeast Asia on a map of Asia.
 study the political maps of the world
and India to recognise a country’s
importance and role in world politics.
 examine political maps of states,
consider their size and location and
discuss their importance in national
politics.
 locate the places in which important
multinational corporations set up their
offices and factories on the map of India
and discuss the reasons behind the
choice of location and its implication on
people’s livelihood.
 read cartoons, messages conveyed in
sketches, photographs associated with
political events and participate in
discussions.

44
 read demographic data, data related to
political party preferences and social
diversity.
 collect news clippings/texts from
popular magazines and journals
pertaining to developmental issues,
globalisation and sustainable
development and synthesise the details
and present in the class.
 convert tables relating to GDP, and
employment, in primary, secondary and
tertiary sectors into pie, bar and line
diagrams.
 interpret charts using a few parameters
and describe the patterns and
differences. They can refer to books,
Economic Survey of India for the latest
year and newspapers.  draws interlinkages within Social
 locate production of raw materials on Science
the map of India and relate them with o analyses changes in cropping pattern,
economic activities and development of trade and culture
that area for example, coal, iron ore, o explains why only some regions of India
cotton, sugarcane, etc. are developed
 collect information about the o analyses the impact of trade on culture
development of different areas of India shows the linkages between economic
since Independence. development and democracy
 find out the linkages among various
subjects through examples and do
group projects on some topics; for
example, group project on
‘Globalisation’. Teachers may raise
questions like, is it a new phenomenon
or does it have a long history? When did
this process start and why? What are
the impacts of globalisation on primary,
secondary and tertiary activities? Does
it lead to inequality in the world? What
is the importance of global institutions?
Do these institutions play a major role
in globalisation? How do they influence
the developed countries? What do you
mean by global economy? Is economic
globalisation a new phenomenon? Are
environmental issues global problems

45
 or local problems? How can
globalisation potentially contribute to
better environment?
 study the rate and features of economic
growth in democracies and those under
dictatorship.
 examine time series data on GDP and
other economic aspects since 1950s.
 debate on (a) How India’s freedom
struggle was related to India’s
economy? (b) Why India did not go for
privatisation of manufacturing activities
after 1947? (c) Why have developed
nations started to depend on countries
such as, India for leather and textile
goods more now? (d) Why multinational
corporations from developed nations
set up their production and assembly
units in developing countries and not in
their own countries and what are its
impacts on employment in their own
countries?
 discuss on why manufacturing sector
multinational companies (Gurugram in
Haryana) and service sector
multinational companies (Bengaluru in
Karnataka) are located at specific
places—the relevance of geographic
factors.
 collect information regarding religion,  identifies assumptions, biases,
food habits, dress, colour complexion, prejudices or stereotypes about various
hair, language, pronunciation, etc., of aspects, for example,
people living in different geographical o region
regions of India. o rural and urban areas
 list biases/prejudices, stereotypes o food habits
against people living in different o gender
geographical regions and discuss o language
about these in the classroom. o idea of development
 raise questions on developments that o voting behaviour
are seen as symbolising modernity, i.e., o caste
globalisation, industrialisation and see o religion
the many sides of the history of these o democracy
developments, i.e., learner can be o political parties
asked: Give two examples where

46
 modern development associated with o marginalised and differently abled
progress, has led to problems. Think of groups
areas related to environmental issues, o globalisation and industrialisation
nuclear weapons or disease o the notion of progress and modernity
 read the statements of leaders or
political parties in newspapers and
television narratives to examine the
truth, bias and prejudices. Similarly,
various demands of political parties
from time to time may also be analysed.
 reflect on why popular prejudices/
stereotypes prevail about low income
families, illiterates and persons with low
literacy levels, disabled, persons
belonging to certain socio-religious and
biological categories. Teachers may
facilitate learners to discuss their origin
and review.
 discuss the probable assumptions
behind the (a) promotion of sustainable
development practices; (b) enactment
of few national level acts such as,
Consumer Protection Act 1986; Right to
Information Act 2005; Mahatma Gandhi
National Rural Employment Guarantee
Act 2005 and The Right of Children to
Free and Compulsory Education Act
2009. Students may need to get the
details of situation in the years when
these laws were enacted from elderly
persons, parents and teachers.
 show industrial regions on map and  demonstrates inquisitiveness, enquiry,
relate it with infrastructural for example, pose questions related to
development of that region. Why are the—
industries located nearby rivers, o Concentration of industries in certain
railways, highways, raw material areas.
producing areas, market, etc.? o Scarcity of potable water.
 show water scarcity in visuals such as, o role of women in the nationalist
snow covered areas of Kashmir, dry struggles of different countries.
regions of Gujarat and flood prone o various aspects of financial literacy.
areas of West Bengal; learners may be o working of democracy from local to
asked to investigate reasons of water national levels.
scarcity of each region located in

47
 different climatic areas and prepare a
report or chart.
 answer questions like ‘Why did various
classes and groups of Indians
participate in the Civil Disobedience
Movement?’ or ‘How did the Indian
National Congress respond to the
Partition of Bengal and why? and point
out to them the need to look for
supplementary literature on issues,
events, and personalities in which they
may express an interest to know more.
 participate in teacher-guided debates
on the advantages and drawbacks of
democracy.
 choose one example from economics
related with developmental issues and
collect economic information and come
out with solutions, for example, (a)
employment (is India generating
employment opportunities sufficiently?)
(b) GDP (why only service sector is
able to increase its share much more
than other sectors?), (c) financial
issues (how to improve credit access to
low income families?).
 challenge assumptions and be
motivated to come out with creative
solutions to specific social, economic or
political issues in their area, region or
state.
 examine maps of India—(physical and  constructs views, arguments and ideas
political), latitudinal and longitudinal on the basis of collected or given
extent of India, relief features, etc., and information, for example,
come out with ideas about the impact of o natural resources and their impact on
these on cultural diversity of the cultural diversity of any region
regions. o historical events and personalities
 display different themes of history o economic issues, such as, economic
through creatively designed activities development and globalisation
and role play on any event or o definitions commonly available in
personality of their liking. textbooks for various economic
 engage in debates on interpreting concepts
different events both from historical and
contemporary viewpoint.

48
 help them prepare digital, print as well o methodology used to estimate gross
as audio-visual materials which can be domestic product, poverty and size of
converted into Braille. the organised/unorganised sector
 participate in group discussions on
changes within rural economy in the
contemporary/modern times.
 find information from elders,  extrapolates and predicts events and
newspapers/TV reports about pollution phenomena, for example,
in water bodies such as, rivers/lakes/ o predicts the impact of pollution of water,
wells/ground water, etc., and foresee air, land and noise on human health.
health issues in their neighbourhood. o predicts natural disasters due to
For example, the effect of arsenic in the deforestation.
groundwater in West Bengal. o infers and extrapolates from situations,
 discuss the impact of deforestation on such as, how artists and writers nurture
soil erosion in hilly areas of North East nationalist sensibilities through art,
Region and relate them with floods and literature, songs and tales.
landslides. o come out with answers creatively on the
 imagine a conversation between two issue: (a) if India stops importing
persons participating in freedom petroleum crude oil; (b) if multinational
struggle in India. Learners answer companies are closed; (c) the nature of
questions, such as, what kind of employment in India in 2050; (d) what
images, fiction, folklore and songs, would happen if all schools and
popular prints and symbols would they hospitals in India are privatised?
want to highlight with which people can
identify the nation and what do all these
mean to them.
 gather information with the help of
teacher/parents/peers on exports and
imports, current employment situation,
details of schools and hospitals to see
the trend.
 collect problems related to agriculture  illustrates decision making/
in one’s own area and come out with problem solving skills, for
remedial measures. example,
 imagine a conversation between a comes out with solutions to issues in
British industrialist and an Indian one’s own area such as,: (a) problems
industrialist, who is being persuaded to related to agriculture and transport, (b)
set up a new industry. Learners in such generate employment opportunities,
a role play answer questions, such as, improve access to credit for low income
(a) what reasons would the British families and (c) assesses how certain
industrialist give to persuade the Indian developments in colonial India were
industrialist? and (b) what opportunities useful for both colonisers as well as
and benefits the Indian industrialist is
looking for?

49
 conduct extra-curricular activities, daily nationalists in different fields such as,
chores in the school, sports, cultural literature, transportation and industries.
programmes by students to help
decision making and develop problem
solving skills.
 describe their goals in life and how they
are going to achieve them.
 review sources of credit and their
impact. They can be encouraged to
discuss various solutions for easy
access to credit with low interest rates.
 come out with new ways of generating
employment or creating new jobs.
 submit group projects suggesting the
steps to be followed in their daily life
promoting sustainable development
practices.
 discuss the work done by peer or  shows sensitivity and appreciation
differently abled persons and the need skills, for example,
to cooperate with each other. o empathises with differently abled and
 provide illustrative, examples, of other marginalised sections of the
conflicts on several issues, such as, society, such as, forest dwellers,
river water/dam/land, industry/ refugees and unorganised sector
forestland and forest dwellers, etc., workers appreciates political diversity
through textbooks, newspapers, etc. o appreciates cultural diversity
They may be guided to debate these o appreciates religious diversity
issues in groups and come out with o recognises social diversity
creative solutions. o empathises with the people who were
 read stories of real life experiences of affected by displacement, extremism
individuals and communities of the and natural as well as human-made
period, i.e., learner can imagine oneself disasters; Indian indentured labourers
as an indentured Indian labourer working in different countries such as,
working in the Caribbean. Based on Caribbean and Fiji.
details collected from the library or
through internet, learners can be
encouraged to write a letter to family
describing their life and feelings.
 prepare posters with drawings and
pictures and make oral and written
presentation on the significance of the
non-violent struggle for swaraj.
 discuss the life around their place of
living and the school locality. Select

50
 available local examples apart from the
relevant lessons in the textbook, to
teach sensitivity and peaceful
resolution of contentious issues.
 participate in role play on (a) challenges
faced by low income families,
disabled/elderly persons, people
suffering from pollution; (b) different
ways through which consumers are
denied their rights and challenges
faced by them to get their grievances
addressed.
 discuss the impact of wars and conflicts
on daily lives of people including
schooling in different Indian states.
 collect details of countries in which
wars and conflicts took place recently
and organise discussion on the
impacts.

Suggested Pedagogical Processes in an Inclusive Setup

The curriculum in a classroom is same for everyone. This means all students can actively
participate in the classroom. There may be some students who have learning difficulties
including language, visual-spatial or mixed processing problems. They may require
additional teaching support and some adaptation in the curriculum. By considering the
specific requirements of children with special needs, few pedagogical processes for the
teachers are suggested below:

 Use detailed verbal descriptions of graphical representations and pictures like maps.
These can also be made tactile with proper contrasts.
 Use models and block paintings.
 Use examples from everyday life for explaining various facts/concepts.
 Use audio visual materials like films and videos to explain abstract concepts; for
example, discrimination, stereotyping, etc.
 Develop embossed timeline for memorising; for example, different historical periods.
 Organise group work involving debates, quizzes, map reading activities, etc.
 Organise excursions, trips and visits to historical places (educational tour).
 Involve students in exploring the environment using other senses like smell and touch.
 Give a brief overview at the beginning of each lesson.
 Provide photocopies of the relevant key information from the lesson.

51
 Highlight or underline the key points and words.
 Use visual or graphic organisers like timelines (especially for explaining chronology of
events), flow charts, posters, etc.
 Organise group work involving activities like cut and paste, and make use of pictorial
displays, models, pictures, posters, flash cards or any visual items to illustrate the
facts and concepts.
 Plan occasions with real life experiences.
 Use films or documentaries and videos.
 Use magazines, scrapbooks and newspapers, etc., to help learners understand the
textual material.
 Draw links with what has been taught earlier.
 Make use of multisensory inputs.
 All examples given with pictures in the textbook can be narrated (using flash cards, if
required).
 While teaching the chapters, use graphic organisers, timelines and tables as this will
make the task simpler.
 Maps should be enlarged and colour coded.
 The text, along with pictures, can be enlarged, made into picture cards and presented
sequentially as a story. Sequencing makes it easier to connect information.
 Asking relevant questions frequently to check how much the learner has learnt as it
helps in assimilating information.
 Teach and evaluate in different ways, for example, through dramatisation, field trips,
real life examples, project work, etc.
 Highlight all the important phrases and information.
 Pictures may be labelled and captioned.

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