SOCIAL SCIENCE (087)
COURSE STRUCTURE CLASS - X (Session 2018-19)
Time: 3 Hrs. Marks: 80
Units Marks Pd
I India and the Contemporary World - II 20 60
II Contemporary India - II 20 55
III Democratic Politics II 20 50
IV Understanding Economic Development 20 50
Total 80 215
Unit 1: India and the Contemporary World-II
60 Periods
Themes Objectives
In Sub-unit 1.1 students are required to • The theme will discuss the forms in
choose any two themes. In that sub-unit, which nationalism developed along
theme 3 is compulsory and for second with the formation of nation states
theme students are required to choose in Europe in the post-1830 period.
any one from the first two themes. • Discuss the relationship/difference
In Sub-units 1.2 and 1.3 students are between European nationalism and
required to choose any one theme from anti-colonial nationalisms.
each. Thus all students are required to
study four themes in all. • Point to the way the idea of the
Formath required nation states
Sub-unit 1.1 : Events and processes: Any became generalized in Europe and
one from 1 and 2 of the following elsewhere.
themes
1. The Rise of Nationalism in Europe: • Discuss the difference between
French colonialism in Indo-China
(a) The growth of nationalism in Europe and British colonialism in India.
after the 1830s. (b) The ideas of Giuseppe
Mazzini, etc. (c) General characteristics • Outline the different stages of the
of the movements in Poland, Hungary, anti-imperialist struggle in Indo-
Italy, Germany and Greece. (Chapter 1) China.
2. The Nationalist Movement in Indo • Familiarize the students with the
- China: Factors Leading to Growth of differences between nationalist
Nationalism in Indo-China movements in Indo China and India.
(a)French colonialism in Indo-China. (b) • Discuss the characteristics of Indian
Phases of struggle against the French. nationalism through a case study of
(c) The ideas of Phan Chu Trinh, Phan Boi Civil Disobedience Movement.
Chau, HO Chi Minh (d) The Second World
• Analyze the nature of the diverse
War and the liberation struggle. (e)
social movements of the time.
America and the Vietnam war.
(Chapter 2)
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3. Nationalism in India: • Familiarize students with the
(a) Impact of First world war, Khilafat, Non- writings and ideals of different
Cooperation and Differing Strands within political groups and individuals,
the Movement. (b) Salt Satyagraha. (c) notably Mahatma Gandhi.
Movements of peasants, workers, tribals.
(d) Limits of Civil Disobedience. (e) The
Sense of Collective Belonging. (Chapter 3)
Sub-unit 1.2: Livelihoods, Economies and • Show that globalization has a long
Societies: history and point to the shifts within
Any one of the following themes: the process.
4. The making of a Global World: • Analyze the implication of
(a) The Pre-modern world (b) The globalization for local economies.
Nineteenth Century Global Economy • Discuss how globalization is
(Colonialism) (c) The Inter war Economy experienced differently by different
(Great Depression) (d) Rebuilding the social groups.
World Economy
• Familiarize students with the Pro-
5. The Age of Industrialization : to-Industrial phase and Early –
(a) Proto-industrialization and pace of factory system.
industrial change (b) Life of workers
• To make them understand, about the
(c) Industrialization in the colonies (d)
process of industrialization and its
Early Entrepreneurs & Workers (e) The
impact on labour class.
Peculiarities of Industrial Growth (f)
Market for Goods • To explain them about
6. Work, Life & Leisure : industrialization in the colonies in
reference to Textile industries.
(a) Development of modern cities due to
Industrialization in London & Bombay • Show the difference between
(b) Housing and Land Reclamation (c) urbanization in two different
Social Changes in the cities (d) Cities and contexts. A focus on Bombay and
the challenge of the Environment London will allow the discussions on
urbanization and industrialization to
complement each other.
Sub-unit 1.3 : Everyday Life, Culture and
Politics (Any one of the following • Discuss the link between print culture
themes): and the circulation of ideas.
7. Print Culture and the Modern World: • Familiarize students with pictures,
(a) The history of print in Europe. (b) The cartoons, extracts from propaganda
growth of press in nineteenth century literature and newspaper debates on
India. (c) Relationship between print important events and issues in the
culture, public debate and politics. past.
(Chapter 7)
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8. Novels, Society and History: • Show that forms of writing have a
(a) Emergence of the novel as a genre in specific history, and that they reflect
the west. (b) The relationship between the historical changes within society and
novel and changes in modern society. (c) shape the forces of change.
Early novels in nineteenth century India. • Familiarize students with some of the
(d) A study of two or three major writers. ideas of writers who have had a
(Chapter 8) powerful impact on society.
Unit 2: Contemporary India - II
55 Periods
Themes Objectives
1. Resources and Development: Types • Understand the value of resources
- natural and human; Need for resource and the need for their judicious
planning, natural resources, land as a utilisation and conservation.
resource, soil types and distribution;
changing land-use pattern; land
degradation and conservation measures.
(Chapter 1)
3. Water Resources: Sources, • Understand the importance of water
distribution, utilisation, multi-purpose as a resource as well as develop
projects, water scarcity, need for awareness towards its judicious use
conservation and management, rainwater and conservation.
harvesting. (One case study to be
introduced)
(Chapter 3) • Understand the importance of
4. Agriculture: Types of farming, major agriculture in national economy.
crops, cropping pattern, technological • Identify various types of farming and
and institutional reforms; their impact; discuss the various farming methods;
contribution of Agriculture to national describe the spatial distribution of
economy-employment and output. major crops as well as understand
Note: Content of pg no. 44-47 of NCERT the relationship between rainfall
Textbook is to be deleted. regimes and cropping pattern.
(Chapter 4) • Explain various government policies
for institutional as well as techno-
logical reforms since independence.
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5. Minerals and Energy Resources: Types • Discuss various types of minerals as
of minerals, distribution (Note: on map well as their uneven nature of
only) use and economic importance of distribution and explain the need for
minerals, conservation, types of power their judicious utilisation.
resources: conventional and non- • Discuss various types of conventional
conventional, distribution and utilization, and non- conventional resources and
and conservation. their utilization.
(Chapter 5)
6. Manufacturing Industries: • Discuss the importance of industries
Types, spatial distribution (Note: on map in the national economy as well as
only) contribution of industries to the understand the regional disparities
national economy, industrial pollution and which resulted due to concentration
degradation of environment, measures to of industries in some areas.
control degradation. Note : Content • Discuss the need for a planned
mentioned on page no. 74-75 of NCERT, industrial development and debate
Geography Text book i.e. Aluminium over the role of government
Smelting, Chemical Industries, Fertilizer towards sustainable development.
Industry, Cement Industry is not required to
be delivered in class room during
instruction. • To explain the importance of
7. Life Lines of National Economy : transport and communication in the
Importance of means of Communication ever shrinking world.
and transportation, Trade & Tourism
• To understand the role of trade in the
(Chapter 7)
economic development of a country.
Project / Activity:
• Learners may collect photographs of typical rural houses, and clothing of people
from different regions of India and examine whether they reflect any relationship
with climatic conditions and relief of the area.
• Learners may write a brief report on various irrigation practices in the village and
the change in cropping pattern in the last decade.
Posters:
• Pollution of water in the locality.
• Depletion of forests and the greenhouse effect.
Note: Any similar activity may be taken up.
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Unit 3: Democratic Politics - II
50 Periods
Themes Objectives
1 & 2.Power Sharing & Federalism: • Introduce students to the centrality of
Why and how is power shared in power sharing in a democracy.
democracies? How has federal division of • Understand the working of spatial and
power in India helped national unity? To social power sharing mechanisms.
what extent has decentralisation achieved • Analyse federal provisions and
this objective? How does democracy institutions.
accommodate different social groups? • Understand the new Panchayati Raj
(Chapter 1&2) institutions in rural and urban areas.
3&4.Democracy and Diversity & Gender, • Analyse the relationship between social
Religion and Caste: cleavages and political competition
Are divisions inherent to the working of with reference to Indian situation.
democracy? What has been the effect of • Understand and analyse the challenges
caste on politics and of politics on caste? posed by communalism to Indian
How has the gender division shaped democracy.
politics? How do communal divisions • Understand the enabling and disabling
affect democracy? effects of caste and ethnicity in politics.
(Chapter 3 & 4) • Develop a gender perspective on
politics.
5. Popular Struggles and Movements • Understand the vital role of struggle in
(Note : Ch-5 is to be done as project work the expansion of democracy.
only and will not be evaluated in theory)
6. Political Parties: What role do • Analyse party systems in democracies.
political parties play in competition and • Introduction to major political parties
contestation? Which are the major national in the country.
and regional parties in India? (Chapter 6)
7. Outcomes of Democracy: • Analyse the role of social movements
Can or should democracy be judged by its and non- party political formations.
outcomes? What outcomes can one • Introduction to the difficult question of
reasonably expect of democracies? Does evaluating the functioning of
democracy in India meet these democracies.
expectations? Has democracy led to • Develop the skills of evaluating Indian
development, security and dignity for the democracy on some key dimensions:
people? What sustains democracy in India? development, security and dignity for
(Chapter 7) the people.
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8. Challenges to Democracy: • Understand the causes for continuation
Is the idea of democracy shrinking? What of democracy in India.
are the major challenges to democracy in • Distinguish between sources of strength
India? How can democracy be reformed and weaknesses of Indian democracy.
and deepened? What role can an ordinary • Reflect on the different kinds of
citizen play in deepening democracy? measures possible to deepen
(Chapter 8) democracy.
• Promote an active and participatory
citizenship.
Unit 4: Understanding Economic Development
50 Periods
Themes Objectives
1. Development: The traditional notion • Familiarisation of some macroeconomic
of development; National Income and Per- concepts.
capita Income. Growth of National Income • Sensitizing the child about the rationale
- critical appraisal of existing development for overall human development in our
indicators (PCI, IMR, SR and other income country, which include the rise of
and health indicators) The need for health income, improvements in health and
and educational development; Human education rather than income.
Development Indicators (in simple and • It is necessary to raise question in minds
brief as a holistic measure of development. of the children whether the increase in
income alone is sufficient for a nation.
• How and why people should be healthy
and provided with education.
2. Sectors of the Indian Economy: *Sectors • To make aware of a major employment
of Economic Activities; Historical change generating sector.
in sectors; Rising importance of tertiary • Sensitise the learner of how and why
sector; Employment Generation; Division governments invest in such an important
of Sectors- Organised and Unorganised; sector.
Protective measures for unorganised
sector workers. (Chapter 2)
3. Money and Credit: Role of money in an • Familiarize the concept of money as an
economy: Formal and Informal financial economic concept.
institutions for Savings and Credit - General • Create awareness of the role of financial
Introduction; Select one formal institution institutions from the point of view of
such as a nationalized commercial bank day-to- day life.
and a few informal institutions; Local
money lenders, landlords, chit funds and
private finance companies. (Chapter 3)
(Note : Ch-3 will also be evaluated in
theory)
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4. Globalisation and the Indian Economy: • Provide children with some idea about
Production across countries, Foreign how a particular economic phenomenon
trade and Interaction of Markets, what is is influencing their surroundings and
Globalization? Factors, WTO, Impact, Fair day-to-day life.
Globalization (Chapter 4)
5. Consumer Rights: ***How consumer is • Making the child aware of her rights and
exploited (one or two simple case studies) duties as a consumer;
factors causing exploitation of consumers; • Familiarizing the legal measures
Rise of consumer awareness; how a available to protect from being
consumer should be in a market; role of exploited in markets.
government in consumer protection.
(Chapter 5)
Suggested Activities / Instructions:
Theme 2*: Visit to banks and money lenders / pawnbrokers and discuss various activities
that you have observed in banks in the classroom.
Participate in the meetings of Self Help Groups, which are engaged in micro credit
schemes in the locality of learners and observe issues discussed.
Theme 4**: Provide many examples of service sector activities. Use numerical examples,
charts and photographs.
Theme 5***: Collect logos of standards available for various goods and services. Visit
a consumer court nearby and discuss in the class the proceedings; Collect stories of
consumer exploitation and grievances from newspapers and consumer courts.
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Class - X
Project Work: 05 Periods (5 Marks)
Every student has to compulsorily undertake any one project on the following
units/topics:
1. Disaster Management (Pertaining to class X curriculum of Disaster Management
only).
OR
2. Popular Struggles and Movements
OR
3. Money and Credit
The project has to be carefully designed so as to –
a) Create awareness in learners
b) Enable them to understand and co-relate all aspects of selected topic
c) Relate theory with practice
d) Relation of different aspects with life
e) Provide hands on experience
The distribution of marks over different aspects relating to Project Work is as follows:
S.NO. ASPECTS MARKS
1. Content accuracy and originality 1
2. Presentation and creativity 1
3. Process of Project Completion : Initiative, cooperativeness, 1
participation and punctuality
4. Viva or written test for content assimilation 2
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:
o objectives realized through individual or group interactions;
o calendar of activities;
o innovative ideas generated in this process ;
o list of questions asked in viva voce
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. The Project Report should be handwritten by the students themselves and
comprise of not more than 15 foolscap pages. Records pertaining to projects (internal
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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
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QUESTION PAPER DESIGN – SOCIAL SCIENCE
CLASS - X SESSION 2018-19
S. Typology of Questions Very Short Long Total %
No. Short Answer Answer Marks Weightage
Answer (SA) (LA)
(VSA) 3 Marks 5 Marks
1 Mark
1 Remembering (Knowledge based -- 2 2 16 20%
simple recall questions, to know
specific facts, terms, concepts,
principles, or theories; identify,
define or recite information)
2 Understanding (Comprehension 3 1 2 16 20%
- to be familiar with meaning
and to understand conceptually,
interpret, compare, contrast,
explain, paraphrase, or interpret
information)
3 Application (Use abstract 2 3 2 21 26%
information in concrete situation,
to apply knowledge to new
situations, use given content to
interpret a situation, provide an
example, or solve a problem)
4 High Order Thinking Skills 2 3 1 16 20%
(Analysis & Synthesis - Classify,
compare, contrast, or
differentiate between different
pieces of information, Organize
and/or integrate unique pieces of
information from a variety of
sources)
5 Creating, Evaluation and Multi- -- 2 -- 6 08%
Disciplinary (Generating new
ideas, product or ways of viewing
things, appraise, judge, and/or
justify)
6 Map Skill -- -- 1 5* 06%
Total 1x7=7 3x11 = 5x8 = 80 100%
33 40 (26)
*01 Map question of 5 marks having 5 items carrying 01 mark each.
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CLASS –X 2018-2019
LIST OF MAP ITEMS FOR SOCIAL SCIENCE
A. History - Outline Political Map of India
Lesson-3 Nationalism in India – (1918 – 1930)
For locating and labelling / Identification
1. Indian National Congress Sessions:
Calcutta (Sep. 1920)
Nagpur (Dec. 1920)
Madras (1927)
Lahore (1929)
2. Important Centres of Indian National Movement
(Non-cooperation and Civil Disobedience Movement)
(i) Champaran (Bihar) - Movement of Indigo Planters
(ii) Kheda (Gujrat) - Peasant Satyagrah
(iii) Ahmedabad (Gujarat) - Cotton Mill Workers Satyagraha
(iv) Amritsar (Punjab) - Jallianwala Bagh Incident
(v) Chauri Chaura (U.P.) - Calling off the Non Cooperation Movement
(vi) Dandi (Gujarat) - Civil Disobedience Movement
B. GEOGRAPHY
Outline Political Map of India
Chapter 1: Resources and Development
Identification only: Major soil Types
Chapter 3: Water Resources
Locating and Labelling –
Dams:
(1) Salal
(2) Bhakra Nangal
(3) Tehri
(4) Rana Pratap Sagar
(5) Sardar Sarovar
(6) Hirakud
(7) Nagarjuna Sagar
(8) Tungabhadra (Along with rivers)
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
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Chapter: 5 Mineral and Energy Resources
Minerals: (Identification only)
(I) Iron ore mines:
Mayurbhanj
Durg
Bailadila
Bellary
Kudremukh
(II) Mica mines:
Ajmer
Beawar
Nellore
Gaya
Hazaribagh
(III) Coal mines:
Raniganj
Jharia
Bokaro
Talcher
Korba
Singrauli
Singareni
Neyvali
(IV) Oil Fields:
Digboi
Naharkatia
Mumbai High
Bassien
Kalol
Ankaleshwar
(V) Bauxite Deposits:
The Amarkantak plateau
Maikal hills
The plateau region of Bilaspur-Katni
Orissa Panchpatmali deposits in Koraput district
(VI) Mica deposits:
The Chota Nagpur plateau
Koderma Gaya-Hazaribagh belt of Jharkhand
Ajmer
Nellore mica belt
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Power Plants:
(Locating and Labelling only)
(a) Thermal :
Namrup
Talcher
Singrauli
Harduaganj
Korba
Uran
Ramagundam
Vijaywada
Tuticorin
(b) Nuclear:
Narora
Rawat Bhata
Kakrapara
Tarapur
Kaiga
Kalpakkam
Chapter 6: Manufacturing Industries
Locating and Labelling Only
(1) Cotton Textile Industries:
Mumbai
Indore
Ahmedabad
Surat
Kanpur
Coimbatore
Madurai
(2) Iron and Steel Plants:
Burnpur
Durgapur
Bokaro
Jamshedpur
Raurkela
Bhilai
Vijaynagar
Bhadravati
Vishakhapatnam
Salem
(3) Software Technology Parks:
Mohali
Noida
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Jaipur
Gandhinagar
Indore
Mumbai
Pune
Kolkata
Bhubaneshwar
Vishakhapatnam
Hyderabad
Bangalore
Mysore
Chennai
Thiruvananthapuram
Chapter 7 Lifelines of National Economy
Identification Only: Golden Quadrilateral, North-South Corridor, East-West Corridor.
National Highways:
NH-1
NH-2
NH-7
Locating and Labelling:
Major Ports:
Kandla
Mumbai
Jawahar Lal Nehru
Marmagao
New Mangalore
Kochi
Tuticorin
Chennai
Vishakhapatnam
Paradip
Haldia
Kolkata
International Airports:
Amritsar (Raja Sansi)
Delhi (Indira Gandhi International)
Mumbai (Chhatrapati Shivaji)
Thiruvananthapuram (Nedimbacherry)
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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