CBSE Class 10 Social Science Syllabus 2023-24

CBSE Syllabus for Class 10 Social Science Term (1 & 2) 2023-24 Board Exam

 The Social Studies Syllabus Class 10 CBSE has not gone through any major changes which means that the chapters and the topics will remain the same for this session as well. The students of Class 10 who are appearing for the board examination should study with dedication in order to score good grades. And the preparation starts with having a good understanding of the whole CBSE Syllabus.

Social Science is one of the most interesting subjects that helps students to know and understand more about Indian society as well as all the global culture. The subject covers a variety of topics from different subjects such as history, geography, political science, economics, and many others which help to develop a complete understanding of the society as a whole.

CBSE Class 10 Social Science Syllabus Term (1 & 2) 2023-24

The students can download the CBSE Class 10 Social Science Syllabus from our website in PDF format very easily with just a click. The syllabus offers a preview of the chapters and the topics of which the students need to have a thorough understanding. It is the beginning of the journey of strategic preparation for the subject. 

CBSE Class 10 Syllabus

  • CBSE Class 10 Social Science Syllabus

CBSE Class 10 Social Science Syllabus (Term 1 and 2) 2023-24

 The Social Science Syllabus of Class 10 for CBSE comprises a total of four units. 

SR. No Units No. of Periods Marks
1 India and the Contemporary World – II  46 20
2 Contemporary India – II 35 20
3 Democratic Politics – II 28 20
4 Understanding Economic Development  42 20
Total 215 80

CBSE Class 10 Social Science Syllabus

As mentioned before, the syllabus for social studies is an accumulation of many subjects and various topics. That is why, the preparation for this subject also requires the students to have a good hold over history, geography, economics and other subjects that will help to build a socio-political perspective among each student. It helps the young minds to understand the situation of the society, the country as well as the whole world. 

In the Class 10th History Book, there are Five Chapters to Study

  • Chapter I: The Rise of Nationalism in Europe
  • Chapter 2: Nationalism in India
  • Chapter 3: The Making of a Global World
  • Chapter 4: The Age of Industrialization

The Seven Chapters of Geography are:

  • Chapter-1: Resources and Development
  • Chapter-2:  Forest and Wildlife Resources
  • Chapter-3:  Water Resources
  • Chapter-4:  Agriculture
  • Chapter-5:  Minerals and Energy Resources
  • Chapter-6:  Manufacturing Industries
  • Chapter-7:  Lifelines of the National Economy

 The Civics Book is Comprised of Eight Chapters

  • Chapter 1 – Power Sharing
  • Chapter 2 – Federalism
  • Chapter 3 – Democracy and Diversity
  • Chapter 4 – Gender, Religion, and Caste
  • Chapter 5 – Popular Struggles and Movements
  • Chapter 6 – Political Parties
  • Chapter 7 – Outcomes of Democracy
  • Chapter 8 – Challenges of Democracy

Class 10th’s Economics Consists of 5 Chapters

  • Chapter 1: Development
  • Chapter 2: Sectors of the Indian Economy
  • Chapter 3: Money and Credit
  • Chapter 4: Globalization and the Indian Economy
  • Chapter 5: Consumer Rights

SST Syllabus Class 10 Term 1

The chapters that are included in the Class 10 Social Science Syllabus are parts of both terms. However, the students do not have to study the whole unit for the examination. Each unit consists of various topics and in each term, the students have to study a few topics. The CBSE Syllabus is balanced in a way that can help the students study well and score more marks.

Unit 1: India and the Contemporary World – II
 

1. The Rise of Nationalism in Europe

Unit 2: Contemporary India – II
  1. Resources and Development

3.  Water Resources

4.   Agriculture

Unit 3: Democratic Politics – II
  1. Power Sharing
  2. Federalism
Unit 4: Economics
  1. Development
  2. Sectors of the Indian Economy

SST Term 2 Syllabus Class 10

The Term 2 examination takes place with the rest of the chapters in the syllabus. 

Unit 1: India and the Contemporary World – II
Section 1: Events and Processes  

1.    Nationalism in India

3.               The Making of a Global World

4.               The Age of Industrialization

Unit 2: Contemporary India – II
5.               Minerals and Energy Resources

6.               Manufacturing Industries

7.               Life Lines of National Economy

Unit 3: Democratic Politics – II
6.               Political Parties

7.               Outcomes of Democracy

Unit 4: Economics
3.               Money and Credit

4.               Globalization and the Indian Economy

Course Content for CBSE Class 10 Social Science Term 1

The course structure and course content from Social Science Term 1 is given below.

Course Structure 

No. Units No. of Periods Marks
I India and the Contemporary World -1 12 10
II Contemporary India – I 16 10
III Democratic Politics – I 14 10
IV Economics 20 10
  Total 62 40

 Course Content 

TERM- I
Unit 1: India and the Contemporary World – II
Themes Learning Objectives
Section 1: Events and Processes

1. The Rise of Nationalism in Europe

• The French Revolution and the Idea of the Nation

• The Making of Nationalism in Europe

• The Age of Revolutions: 1830-1848

• The Making of Germany and Italy

• Visualizing the Nation

• Nationalism and Imperialism

• 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.

Unit 2: Contemporary India – II
Themes Learning Objectives
1. Resources and Development

• Types of Resources

• Development of Resources

• Resource Planning in India

• 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

• Understand the value of resources and the need for their judicious utilization and conservation.
3. Water Resources

• Water Scarcity and The Need for Water Conservation and Management

• Multi-Purpose River Projects and Integrated Water Resources Management

• Rainwater Harvesting

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 will be evaluated in the Board Examination.

• Comprehend the importance of water as a resource as well as develop awareness towards its judicious use and conservation.

• Identify different Dams in the country.

4. Agriculture

• Types of farming

• Cropping Pattern

• Major Crops

• Technological and Institutional Reforms

• Impact of Globalization on Agriculture

• Explain the importance of agriculture in the 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 patterns.

• Explain various government policies for institutional as well as technological reforms since independence.

Unit 3: Democratic Politics – II
Themes Learning Objectives
1. Power Sharing

• Case Studies of Belgium and Sri Lanka

• Why power sharing is desirable?

• Forms of Power Sharing

• Familiarize with the centrality of power sharing in a democracy.

• Understand the working of spatial and social power sharing mechanisms

2. Federalism

• What is Federalism?

• What makes India a Federal Country?

• How is Federalism practiced?

• Decentralization in India

• Analyse federal provisions and institutions.

• Explain decentralization in rural and urban areas.

Unit 4: Economics
Themes Learning Objectives
1. Development

• What Development Promises – Different people different goals

• Income and other goals

• National Development

• How to compare different countries or states?

• Income and other criteria

• Public Facilities

• Sustainability of development

• Familiarize yourself 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.

2. Sectors of the Indian Economy

• Sectors of Economic Activities

• Comparing the three sectors

• Primary, Secondary and Tertiary Sectors in India

• Division of sectors as organized and unorganized

• Sectors in terms of ownership: Public and Private Sectors

• Identify major employment generating sectors.

• Reason out the government investment in different sectors of the economy.

Course Content for CBSE Class 10 SST Term 2 Syllabus

The students who have appeared for the Term 1 examination will have a better idea of CBSE Important Questions and the question pattern as well. It helps them prepare even better for the Term 2 examination. 

Course Structure 

No. Units No. of Periods Marks
I India and the Contemporary World -1 34 10
II Contemporary India – I 19 10
III Democratic Politics – I 14 10
IV Economics 22 10
  Total 89 40

 Course Content 

TERM- II
Unit 1: India and the Contemporary World – II
Themes Learning Objectives
Section 1: Events and Processes

2. Nationalism in India

• The First World War, Khilafat and Non – Cooperation

• Differing Strands within the Movement

• Towards Civil Disobedience

• The Sense of Collective Belonging

• 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 yourself with the writings and ideals of different political groups and individuals.

• Appreciate the ideas promoting Pan Indian

belongingness.

Section 2: Livelihoods, Economies and Societies

Note: Any one theme of the following. The theme selected should be assessed in the periodic test only and will not be evaluated in the board examination:

3. The Making of a Global World

• The Pre-modern world

• The Nineteenth Century (1815-1914)

• The Inter war Economy

• Rebuilding a World Economy: The Post-War Era

• 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.

4. The Age of Industrialization

• Before the Industrial Revolution

• Hand Labour and Steam Power

• Industrialization in the colonies

• Factories Come Up

• The Peculiarities of Industrial Growth

• Market for Goods

• Familiarize with the Pro- to-Industrial phase and Early – factory system.

• Familiarize with the process of industrialization and its impact on the labour class.

• Enable them to understand industrialization in the colonies with reference to Textile industries.

Unit 2: Contemporary India – II
Themes Learning Objectives
5. Minerals and Energy Resources

• What is a mineral?

• Mode of occurrence of Minerals

• Ferrous and Non-Ferrous Minerals

• Non-Metallic Minerals

• Rock Minerals

• Conservation of Minerals

• Energy Resources  – Conventional and Non-Conventional

• Conservation of Energy Resources

Note: The theoretical aspect of the chapter ‘Minerals and Energy Resources’ is 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

• Identify different types of minerals and energy resources and places of their availability

• Feel the need for their judicious utilization

6. Manufacturing Industries

• Importance of Manufacturing

• Contribution of Industry to the National Economy

• Industrial Location

• Classification of Industries

• Spatial distribution

• Industrial pollution and environmental degradation

• Control of Environmental Degradation

• Bring out the importance of industries in the national economy as well as understand the regional disparities which resulted due to the concentration of industries in some areas.

• Discuss the need for planned industrial development and debate over the role of government towards sustainable development.

7. Life Lines of the National Economy

• Transport – Roadways, Railways, Pipelines, Waterways, Airways

• Communication

• International Trade

• Tourism as a Trade

• 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
Themes Learning Objectives
6. Political Parties

• Why do we need Political Parties?

• How many Parties should we have?

• National Political Parties

• State Parties

• Challenges to Political Parties

• How can Parties be reformed?

• Analyze party systems in democracies.

• Introduction to major political parties, challenges faced by them and reforms in the country.

7. Outcomes of Democracy

• How do we assess democracy’s outcomes?

• Accountable, responsive and legitimate government

• Economic growth and development

• Reduction of inequality and poverty

• Accommodation of social diversity

• Dignity and freedom of the citizens

• 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.

Unit 4: Economics
Themes Learning Objectives
3. Money and Credit

• Money as a medium of exchange

• Modern forms of money

• Loan activities of Banks

• Two different credit situations

• Terms of credit

• Formal sector credit in India

• Self Help Groups for the Poor

• Understand money as an economic concept.

• Understand the role of financial institutions from the point of view of day-to- day life.

4. Globalization and the Indian Economy

• Production across countries

• Interlinking production across countries

• Foreign Trade and integration of markets

• What is globalization?

• Factors that have enabled Globalization

• World Trade Organization

• Impact of Globalization on India

• The Struggle for a fair Globalization

• Explain the working of the Global Economic phenomenon.

Internal Assessment for CBSE Class 10 Social Science

Not only CBSE Sample Papers and NCERT Books, but the internal assessment is also an important element of preparation. It is mainly conducted with total marks of 20 only. However, the assessments offer a preview of the main examination which will make the students familiar with the pattern and the difficulty level of the questions. The students can also get CBSE Extra Questions through the assessment. 

Topic Marks Description
Periodic Assessment 10 Pen and Paper Test  5 Marks
Assessments by utilizing multiple strategies such as Viva, Debate , Quiz, Group discussion, Interactive Bulletin Boards, Visual expression, Gallery Walks, Exit Cards, Peer Assessment , Self Assessment and Concept Map 5 Marks
Portfolio 5
  • Assignment and Class work
  • Exemplary works by the students
  • Journals. Narrations, and Reflections
  • Accumulation of achievements by the students throughout the year
  • Participation in different quiz and competitive activities of the student
Subject Enrichment Activity  5 Project Work
TOTAL 20

Project Work for CBSE Class 10 Social Science

  1. Every student has to take one mandatory project based on the following topics 
  • Consumer Awareness, Or
  • Social Issues, Or
  • Sustainable Development
  1. The objective of the project – The main objective behind this project work is to help students get a better understanding of the theme along with valuable insights. Pragmatic understanding allows for building an interdisciplinary perspective to analyse the Social Science disciplines. It is not just a project to gain marks but to improve life skills for every student. Students are allowed to collect data from different resources while integrating different forms of art to make the project more engaging. The Social Science concept that has developed through all these years of a student’s life will also reflect through the project. 
  1. The distribution of marks based on the project 
SR. No Aspect of the Project Marks
I Content accuracy, originality and analysis 2
II Presentation and creativity 2
III Viva Voce 1

 

  1. The projects done by each student or a group of students should be shared and discussed in detail among them since they are based on various topics. The discussion can take place via exhibitions and panels.
  1. All documents included in the assessment should be clarified by the concerned schools and educational organizations.  
  1.  A summary report must be included highlighting the following elements:
  •  Objectives gained through realization while working and interacting in a group
  • Chronology of activities
  • Innovative outputs that have been generated through the process (it can be a drawing, a doodle, or an illustration that conveys the idea)
  • A list of questions asked in viva voce
  1. Everything used in the project should be based on eco-friendly products and on less budget. This concern is not only shared by the students but the teachers as well. 
  1. Each student or group will be given a period of three months to complete the assessment. Records pertaining to the projects will be maintained during the phase after the date of verification of results is declared.

Social Science Syllabus

For every student, Class 10 is a crucial year as they will be appearing for the CBSE board examination for the first time. Since every student wants to score well in the examination, they need to work hard and prepare for every subject; and Social Science is no exception.

While there are no strict formulas for gaining good marks, CBSE Revision Notes and solving CBSE Past Years’ Question Papers along with a good understanding of the CBSE Class 10 Social Science Syllabus can help a lot. 

Extramarks – A Perfect Guide

The students who are looking forward to a handy source of educational information, Extramarks is the best option for them. Being one of the leading online education Ed-tech in India, we thrive to empower every student with proper and up-to-date information regarding every subject. Curated by professional and experienced teachers in each field, Extramarks provides effective study material for the benefit of the students. They can embark on a successful academic journey with their dedication and efforts as well as our support.

SOCIAL SCIENCE

CLASS IX-X (2023-24)

(CODE NO. 087)

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 realize 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

COURSE STRUCTURE CLASS IX (2023-24)

Theory Paper

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

COURSE CONTENT

Unit 1: India and the Contemporary World – I 60 Periods
Themes Learning Objectives
Section 1: Events and Processes: (All the three themes are compulsory) In each of the themes in this unit students would get familiarized with distinct ideologies, extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings. Students
 

 

I. The French Revolution:

· French Society During the Late Eighteenth Century

· The Outbreak of the Revolution

· France Abolishes Monarchy and Becomes a Republic

· Did Women have a Revolution?

· The Abolition of Slavery

· The Revolution and Everyday Life

 

 

II. Socialism in Europe and the Russian Revolution:

· The Age of Social Change

· The Russian Revolution

· The February Revolution in Petrograd

· What Changed after October?

· The Global Influence of the Russian Revolution and the USSR

 

III. Nazism and the Rise of Hitler:

· Birth of the Weimar Republic

· Hitler’s Rise to Power

· The Nazi Worldview

· Youth in Nazi Germany

· Ordinary People and the Crimes Against Humanity

 

Section 2: Livelihoods, Economies and Societies:

IV. Forest Society and Colonialism:

· Why Deforestation?

· The Rise of Commercial Forestry

· Rebellion in the Forest

· Forest Transformations in Java

would learn how to interpret these kinds of historical evidences.

 

· Familiarize with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it.

· Know the use of written, oral and visual material to recover the history of revolutions.

 

 

 

· Explore the history of socialism through the study of Russian Revolution.

· Familiarize with the different types of ideas that inspired the revolution.

 

 

 

· Discuss the critical significance of Nazism in shaping the politics of modern world.

· Get familiarized with the speeches and writings of Nazi Leaders.

 

 

 

 

· Discuss the social and cultural world of forest communities through the study of specific revolts.

· Understand how oral traditions can be used to explore tribal revolts.

 

 

 

 

 

 

 

 

 

 

 

 

V. Pastoralists in the Modern World:

· Pastoral Nomads and their Movements

· Colonial Rule and Pastoral Life

· Pastoralism in Africa

· Highlight varying patterns of developments within pastoral societies in different places.

· Analyze the impact of colonialism on forest societies, and the implication of scientific forestry.

· Show the different processes through which agrarian transformation may occur in the modern world.

 

· Analyze the impact of modern states, marking of boundaries, processes of sedentarization, contraction of pastures, and expansion of markets on pastoralism in the modern world.

Unit 2: Contemporary India – I 55 Periods
Themes Learning Objectives
1. India

· Location

· Size

· India and the World

· India’s Neighbours

 

2. Physical Features of India:

· Major Physiographic Divisions – Himalayan Mountains, Northern Plains, Peninsular Plateau, Indian Desert, Coastal Plains, Islands

 

 

3. Drainage:

· Concept

· Drainage Systems in India

· The Himalayan Rivers – Ganga and Brahmaputra River System

· Identify the location of India in the Indian subcontinent.

 

 

 

 

· Understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types.

 

· Identify the river systems of the country and explain the role of rivers in the human society.

· The Peninsular Rivers- Narmada Basin, Tapti Basin, Godavari Basin, Mahanadi Basin, Krishna Basin, Kaveri Basin

· Lakes

· Role of Rivers in the Economy

· River Pollution

 

4. Climate:

· Concept

· Climatic Controls

· Factors influencing India’s climate – Latitude, Altitude, Pressure and Winds (excluding Jet Streams and Western Cyclonic Disturbances and related figures)

· The Seasons – Cold Weather Season, Hot Weather Season, Advancing Monsoon, Retreating/Post Monsoons

· Distribution of Rainfall

· Monsoon as a unifying bond

 

5. Natural Vegetation and Wild Life:

· Types of Vegetation – Tropical Evergreen Forests, Tropical Deciduous Forests, Thorn Forests and Shrubs, Montane Forests, Mangrove Forests

· Wild Life

 

 

6. Population:

· Population Size and Distribution – India’s Population Size and Distribution by Numbers, India’s Population Distribution by Density

· Population Growth and Processes of Population Change – Population Growth, Processes of Population

Change/Growth

 

 

 

 

 

 

 

 

 

· Identify various factors influencing the climate and explain the climatic variation of our country and its impact on the life of the people.

· Explain the importance and unifying role of monsoons.

 

 

 

 

 

 

 

· Explain the nature of diverse flora and fauna as well as their distribution.

· Develop concern about the need to protect the biodiversity of our country.

 

 

 

· Analyse the uneven nature of population distribution and show concern about the large size of our population.

Unit 3: Democratic Politics – I 50 Periods
Themes Learning Objectives
1. What is Democracy? Why Democracy?

 

· What is Democracy?

· Features of Democracy

· Why Democracy?

· Broader Meanings of Democracy

 

 

 

 

 

 

2. Constitutional Design:

 

· Democratic Constitution in South Africa

· Why do we need a Constitution?

· Making of the Indian Constitution

· Guiding Values of the Indian Constitution

 

 

3. Electoral Politics:

 

· Why Elections?

· What is our System of Elections?

· What makes elections in India democratic?

 

 

 

 

 

 

 

 

4. Working of Institutions:

 

· How is the major policy decision taken?

· Develop conceptual skills of defining democracy.

· Understand how different historical processes and forces have promoted democracy.

· Develop a sophisticated defense of democracy against common prejudices.

· Develop a historical sense of the choice and nature of democracy in India.

 

 

· Understand the process of Constitution making.

· Develop respect for the Constitution and appreciation for Constitutional values.

· Recognize Constitution as a dynamic and living document.

K

 

 

 

 

 

 

 

 

 

 

 

 

 

 

· Understand representative democracy via competitive party politics.

· Familiarize with Indian electoral system.

· Reason out for the adoption of present Indian Electoral System.

· Develop an appreciation of citizen’s increased participation in electoral politics.

· Recognize the significance of the Election Commission.

 

· Get an overview of central governmental structures.

· Parliament

· Political Executive

· The Judiciary

 

 

 

 

 

 

 

 

5. Democratic Rights:

 

· Life without Rights

· Rights in a Democracy

· Rights in the Indian Constitution

· Expanding scope of rights

 

 

 

·

· Identify the role of Parliament and its procedures.

· Distinguish between political and permanent executive authorities and functions.

· Understand the parliamentary system of executive’s accountability to the legislature.

· Understand the working of Indian Judiciary.

 

· Recognize the need for rights in one’s life.

· Understand the availability

/access of rights in a democratic system/government.

· Identify and be able to comprehend the Fundamental Rights given by the Indian Constitution to its citizens.

· Create awareness regarding the process of safeguarding rights.

Unit 4: Economics 50 Periods
Themes Objectives
1. The Story of Village Palampur:

· Overview

· Organization of Production

· Farming in Palampur

· Non-farm activities in Palampur

2. People as Resource:

· Overview

· Economic Activities by Men and Women

· Quality of Population

· Unemployment

 

3. Poverty as a Challenge:

· Overview

· Two typical cases of Poverty

· Familiarize with basic economic concepts through an imaginary story of a village.

 

 

 

· Understand the demographic concepts.

· Understand how population can be an asset or a liability for the nation.

· Poverty as seen by Social Scientists

· Poverty Estimates

· Vulnerable Groups

· Interstate Disparities

· Global Poverty Scenario

· Causes of Poverty

· Anti-Poverty measures

· The Challenges Ahead

4. Food Security in India:

· Overview

· What is Food Security?

· Why Food Security?

· Who are food insecure?

· Food Security in India

· What is Buffer Stock?

· What is the Public Distribution System?

· Current Status of Public Distribution System

· Role of Cooperatives in food security

· Understand poverty as a challenge.

· Identify vulnerable group and interstate disparities.

· Appreciate the initiatives of the government to alleviate poverty.

 

 

 

 

· Understand the concept of food security.

· Appreciate and analyse the role of government in ensuring food supply.

PROJECT WORK CLASS IX (2023-24)

05 Periods 05 Marks
1. Every student has to compulsorily undertake one project on Disaster Management

2. Objectives: The main objectives of giving project work on Disaster Management to the students are to:

a. create awareness in them about different disasters, their consequences and management

b. prepare them in advance to face such situations

c. ensure their participation in disaster mitigation plans

d. enable them to create awareness and preparedness among the community.

3. The project work should also help in enhancing the Life Skills of the students.

4. If possible, various forms of art may be integrated in the project work.

  1. In order to realize the expected objectives completely, it would be required of the Principals / teachers to muster support from various local authorities and organizations like the Disaster Management Authorities, Relief, Rehabilitation and the Disaster Management Departments of the States, Office of the District Magistrate/ Deputy Commissioners, Fire Service, Police, Civil Defense etc. in the area where the schools are
  2. 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
  1. The project carried out by the students should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions,
  2. All documents pertaining to assessment under this activity should be meticulously maintained by the schools.
  3. 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
  4. 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
  5. The Project Report can be handwritten or
  6. The Project Work needs to enhance cognitive, affective and psychomotor skills of the learners. It will include self-assessment and peer assessment, and progress of the child in project-based and inquiry-based learning, art integrated activities, experiments, models, quizzes, role plays, group work, portfolios, , along with teacher assessment. (NEP-2020)

(The Project work can culminate in the form of Power Point Presentation/Exhibition/Skit/albums/files/song and dance or culture show /story

QUESTION PAPER DESIGN CLASS IX (2023-24)

Time: 3 Hours Maximum Marks: 80
Sr.

No.

Competencies Total Marks %

Weightage

1 Remembering and Understanding: Exhibiting 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 28 35%
2 Applying: Solving problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way 15 18.75%
3 Formulating, Analyzing, Evaluating and 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.

32 40%
4 Map Skill 5* 6.25%
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 03 from Geography Map List
Pen Paper Test 5 marks
Assessment using 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.

5 marks

 

INTERNAL ASSESSMENT: 20 MARKS

Marks Description
Periodic Assessment 10 Marks
Portfolio 5 Marks · Classwork

· Work done (Activities / Assignments)

· 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

Activity

5 Marks · Project Work

LIST OF MAP ITEMS CLASS IX (2023-24)

SUBJECT – HISTORY

Chapter-1: The French Revolution

Outline Political Map of France (For locating and labeling / Identification)

  • Bordeaux
  • Nantes
  • Paris
  • Marseilles

Chapter-2: Socialism in Europe and the Russian Revolution

Outline Political Map of World (For locating and labeling / Identification)

  • Major countries of First World War

(Central Powers and Allied Powers)

Central Powers – Germany, Austria-Hungary, Turkey (Ottoman Empire)

Allied Powers – France, England, Russia, U.S.A.

Chapter-3: Nazism and Rise of Hitler

Outline Political Map of World (For locating and labeling / Identification)

  • Major countries of Second World War

Axis Powers – Germany, Italy, Japan

Allied Powers – UK, France, Former USSR, USA

  • Territories under German expansion (Nazi Power)

Austria, Poland, Czechoslovakia (only Slovakia shown in the map), Denmark, Lithuania, France, Belgium

SUBJECT – GEOGRAPHY (Outline Political Map of India)

Chapter -1: India-Size and Location

  • India-States with Capitals, Tropic of Cancer, Standard Meridian (Location and Labelling)

Chapter -2: Physical Features of India

  • Mountain Ranges: The Karakoram, The Zasker, The Shivalik, The Aravali, The Vindhya, The Satpura, Western & Eastern Ghats
  • Mountain Peaks – K2, Kanchan Junga, Anai Mudi
  • Plateau – Deccan Plateau, Chotta Nagpur Plateau, Malwa Plateau
  • Coastal Plains – Konkan, Malabar, Coromandal & Northern Circar (Location and Labelling)

Chapter -3: Drainage

  • Rivers: (Identification only)
    • The Himalayan River Systems-The Indus, The Ganges, and The Satluj
    • The Peninsular Rivers-The Narmada, The Tapi, The Kaveri, The Krishna, The Godavari, The Mahanadi
  • Lakes: Wular, Pulicat, Sambhar, Chilika

Chapter – 4: Climate

  • Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)

Chapter – 5: Natural Vegetation and Wild Life

  • Vegetation Type: Tropical Evergreen Forest, Tropical Deciduous Forest, Thorn Forest, Montane Forests and Mangrove- For identification only
  • National Parks: Corbett, Kaziranga, Ranthambor, Shivpuri, Kanha, Simlipal & Manas
  • Bird Sanctuaries: Bharatpur and Ranganthitto
  • Wild Life Sanctuaries: Sariska, Mudumalai, Rajaji, Dachigam (Location and Labelling)

Chapter – 6: Population (location and labelling)

  • The state having highest and lowest density of population

PRESCRIBED BOOKS:

  1. India and the Contemporary World – I (History) – Published by NCERT
  2. Contemporary India – I (Geography) – Published by NCERT
  3. Democratic Politics – I Published by NCERT
  4. Economics – Published by NCERT
  5. Together, Towards a Safer India – Part II, a textbook on Disaster Management for Class IX – Published by CBSE

Note: Please procure latest reprinted edition (2021) of prescribed NCERT textbooks.

COURSE STRUCTURE CLASS X (2023-24)

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:

 

1. The Rise of Nationalism in Europe:

· The French Revolution and the Idea of the Nation

· The Making of Nationalism in Europe

· The Age of Revolutions: 1830-1848

· The Making of Germany and Italy

· Visualizing the Nation

· Nationalism and Imperialism

 

 

 

 

2. Nationalism in India:

· The First World War, Khilafat and Non – Cooperation

· Differing Strands within the Movement

· Towards Civil Disobedience

· The 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.

 

 

Section 2: Livelihoods, Economies and Societies:

 

3. The Making of a Global World:

· The Pre-modern world

· The Nineteenth Century (1815-1914)

· The Inter war Economy

· Rebuilding a World Economy: The Post-War Era

 

 

 

4. The Age of Industrialization:

· Before the Industrial Revolution

· Hand Labour and Steam Power

· Industrialization in the Colonies

· Factories Come Up

· The Peculiarities of Industrial Growth

· Market for Goods

 

 

Section 3: Everyday Life, Culture and Politics:

5. Print Culture and the Modern World:

· The First Printed Books

· Print Comes to Europe

· The Print Revolution and its Impact

· The Reading Mania

· The Nineteenth Century

· India and the World of Print

· Religious Reform and Public Debates

· New Forms of Publication

· Print and Censorship

· Appreciate the ideas promoting 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
1. Resources and Development:

· Concept

· Development of Resources

· Resource Planning – Resource Planning in India, Conservation of Resources

· 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 (excluding Box Information on State of India’s Environment)

 

2. Forest and Wildlife

· Conservation of forest and wildlife in India

· Types and distribution of forests and wildlife resources

· Community and Conservation

 

 

 

3. Water Resources:

· Water Scarcity and The Need for Water Conservation and Management

· Multi-Purpose River Projects and Integrated Water Resources Management

· Rainwater Harvesting

 

4. Agriculture:

· Types of Farming – Primitive

Subsistence, Intensive Subsistence, Commercial

· Understand the value of resources and the need for their judicious utilization and conservation.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

· Understand the importance of forests and wild life.

· Understand the ability and knowledge of how forest and wildlife conservation and management relate to the economy and environment, both currently and in the future.

 

· Comprehend the importance of water as a resource as well as develop awareness towards its judicious use and conservation.

 

 

 

 

· Explain the importance of agriculture in national economy.

· Cropping Pattern – Major Crops, Food Crops other than Grains, Non Food Crops, Technological and Institutional Reforms

· Food Security (excluding impact of globalization on agriculture)

 

 

 

 

 

 

 

5. Minerals and Energy Resources

· What is a mineral?

· Mode of occurrence of Minerals – Where are these minerals found?, Ferrous Minerals, Non-Ferrous Minerals, Non- Metallic Minerals, Rock Minerals

· Conservation of Minerals

· Energy Resources – Conventional Sources of Energy, Non-Conventional Sources of Energy

· Conservation of Energy Resources

 

6. Manufacturing Industries:

· Importance of Manufacturing – Industrial Location (excluding Industry Market Linkage), Agro based Industry (excluding Cotton Textiles, Jute Textiles, Sugar Industry), Mineral based Industries (excluding Iron Steel Industry, Cement Industry), Industrial Pollution and Environmental Degradation, Control of Environmental Degradation

 

7. Life Lines of National Economy:

· Roadways

· Railways

· 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 availability.

· Feel 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 government towards sustainable development.

 

· Explain the importance of transport and communication in the ever-shrinking world.

· Pipelines

· Waterways

· Major Seaports

· Airways

· Communication

· International Trade

· Tourism as a Trade

· Understand the role of trade and tourism in the economic development of a country.
Unit 3: Democratic Politics – II 50 Periods
Themes Learning Objectives
1. Power Sharing:

· Belgium and Sri Lanka

· Majoritarianism in Sri Lanka

· Accommodation in Belgium

· Why power sharing is desirable?

· Forms of Power Sharing

 

2. Federalism:

· What is Federalism?

· What make India a Federal Country?

· How is Federalism practiced?

· Decentralization in India

 

4. Gender, Religion and Caste:

 

· Gender and Politics – Public/Private division, Women’s political representation

· Religion, Communalism and Politics – Communalism, Secular State (excluding image on page 46, 48, 49 of NCERT Textbook – Democratic Politics –II

– reprinted edition 2021)

· Caste and Politics – Caste inequalities, Caste in politics, Politics in caste

 

6. Political Parties:

 

· Why do we need Political Parties? – Meaning, Functions, Necessity

· Familiarize with the centrality of power sharing in a democracy.

· Understand the working of spatial and social power sharing mechanisms.

 

 

 

· Analyze federal provisions and institutions.

· Explain decentralization in rural and urban areas.

 

 

· Identify and analyze the challenges posed by communalism to Indian democracy.

· Recognize the enabling and disabling effects of caste and ethnicity in politics.

· Develop a gender perspective on politics.

 

 

 

 

· Analyze party systems in democracies.

· How many parties should we have?

· National Parties

· State Parties

· Challenges to Political Parties

· How can Parties be reformed?

 

7. Outcomes of Democracy:

 

· How do we assess democracy’s outcomes?

· Accountable, responsive and legitimate government

· Economic growth and development

· Reduction of inequality and poverty

· Accommodation of social diversity

· Dignity and freedom of the citizens

· 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.

Unit 4: Understanding Economic Development 50 Periods
Themes Objectives
1. Development:

· What Development Promises – Different People, Different Goals

· Income and Other Goals

· National Development

· How to compare different countries or states?

· Income and other criteria

· Public Facilities

· Sustainability of Development

 

 

2. Sectors of the Indian Economy:

· Sectors of Economic Activities

· Comparing the three sectors

· Primary, Secondary and Tertiary Sectors in India

· Division of sectors as organized and unorganized

· 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.

· Sectors in terms of ownership: Public and Private Sectors

 

3. Money and Credit:

· Money as a medium of exchange

· Modern forms of Money

· Loan activities of Banks

· Two different Credit situations

· Terms of Credit

· Formal Sector Credit in India

· Self Help Groups for the Poor

 

4. Globalization and the Indian Economy:

· Production across countries

· Interlinking production across countries

· Foreign Trade and integration of markets

· What is Globalization?

· Factors that have enabled Globalization

· World Trade Organization

· Impact of Globalization in India

· The Struggle for a fair Globalization

 

5. Consumer Rights:

To be used only for Project Work

 

 

 

 

· 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.

 

 

 

 

 

 

 

 

 

 

· 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 (2023-24)

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

  1. 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 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.

  1. 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
  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,
  2. All documents pertaining to assessment under this activity should be meticulously maintained by concerned schools.
  3. 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
  4. 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
  5. The Project Report can be handwritten/digital.
  6. The Project Work needs to enhance cognitive, affective, and psychomotor skills of the It will include self-assessment and peer assessment, and progress of the child in project-based and inquiry-based learning, art integrated activities, experiments, models, quizzes, role plays, group work, portfolios, etc., along with teacher

QUESTION PAPER DESIGN CLASS X

Time: 3 Hours Maximum Marks : 80
Sr.

No.

Competencies Total Marks %

Weightage

1 Remembering and Understanding: Exhibiting memory of previously learned material by recalling facts, terms, basic concepts, and answers; Demonstrating understanding of facts and ideas by organizing, translating, interpreting, giving

descriptions and stating main ideas.

28 35%
2 Applying: Solving problems to new situations by applying

acquired knowledge, facts, techniques and rules in a different way.

15 18.75%
3 Formulating, Analyzing, Evaluating and 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.

32 40%
4 Map Skill 5 6.25%
80 100%

Note: 1. Teachers may refer ‘Learning Outcomes’ published by NCERT for developing lesson plans, assessment framework and questions.

  1. 02 Items from History Map List and 03 Items from Geography Map List

INTERNAL ASSESSMENT: 20 MARKS

Marks Description
Periodic Assessment 10 Marks
Pen Paper Test 5 marks
Assessment using 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.

5 marks
Portfolio 5 Marks · Classwork

· Work done (Activities / Assignments)

· 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

Activity

5 Marks · Project Work

LIST OF MAP ITEMS CLASS X (2023-24)

  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)
  2. Nagpur (Dec. 1920)
  3. Madras (1927)

2. Important Centres of Indian National Movement

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

Chapter 1: Resources and Development (Identification only)

  1. Major soil Types

Chapter 3: Water Resources (Locating and Labelling)

Dams:

  1. Salal
  2. Bhakra Nangal
  3. Tehri
  4. Rana Pratap Sagar

Chapter 4: Agriculture (Identification only)

  1. Major areas of Rice and Wheat
  1. Sardar Sarovar
  2. Hirakud
  3. Nagarjuna Sagar
  4. Tungabhadra
  1. 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)

a. Thermal

  • Namrup
  • Singrauli

b. Nuclear

  • Bellary
  • Kudremukh
  • Talcher
  • Neyveli
  • Bassien
  • Kalol
  • Ankaleshwar
  • Ramagundam
  • Narora
  • Kakrapara
  • Tarapur
  • Kalpakkam

Chapter 6: Manufacturing Industries (Locating and Labelling Only)

Software Technology Parks:

  1. Noida
  2. Gandhinagar
  3. Mumbai
  4. Pune

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

  1. Kandla
  2. Mumbai
  3. Marmagao
  4. New Mangalore
  5. Kochi

International Airports:

  1. Amritsar (Raja Sansi – Sri Guru Ram Dass jee)
  2. Delhi (Indira Gandhi)
  3. Mumbai (Chhatrapati Shivaji)
  1. Hyderabad
  2. Bengaluru
  3. Chennai
  4. Thiruvananthapuram
  5. Tuticorin
  6. Chennai
  7. Vishakhapatnam
  8. Paradip
  9. Haldia
  10. Chennai (Meenam Bakkam)
  11. Kolkata (Netaji Subhash Chandra Bose)
  12. Hyderabad (Rajiv Gandhi)

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

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 (2021) of prescribed NCERT textbooks.

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FAQs (Frequently Asked Questions)

1. Why is Social Science considered an important subject for CBSE Class 10?

Social Science is considered an important subject since it will introduce the students to society and the world around us. Topics like nationalism and the political aspects of India help them to understand how India and the world have developed over the years. Other topics of economics and geography shed light on the fundamental elements of development and the geotropically changing world. There is no doubt that CBSE Class 10 Social Science is a very important subject for the overall growth of a student. 

2. Is there any reduction in the syllabus for Class 10 (2023-2024)?

No, there has been no reduction in the syllabus and all the four units have remained the same. These are the four units –

  • India and the Contemporary World-II 
  • Contemporary India – II
  • Democratic Politics – II
  • Understanding Economic Development

You can download the Syllabus for CBSE Class 10 Social Science from this website. We also provide the study material and relevant question papers based on the current syllabus.

3. Is it necessary to go through all the chapters from the syllabus for Social Science?

Yes, it is important to go through all the chapters and have a good understanding of the topics in order to score good marks in the board examination. Having a complete understanding of all the chapters is crucial since they are interlinked. Nationalism, elements of history, geography, economics, and the other aspects of our society cannot be understood without going through all the topics together. Check out the study material to initiate your preparation. 

4. Is social science a promising subject to pursue in the future?

Yes, it is definitely a promising subject. If a student is looking forward to studying Social Science and gaining a Bachelor’s or Master’s degree, they can get into careers like Teaching, Geologist, Curator, Oceanographic Manager, Interpreter, and many others. Since it is a versatile subject, the field and industries of jobs are wide as well. There is ample scope of specialization in higher studies as well. 

5. Can you trust Extramarks for the study material?

Yes of course. Extramarks is one of the leading names in Indian online education that offers up-to-date information and the best quality study material curated by experienced teachers in the field. Along with the syllabus, question paper, overview, and analysis based on weightage; we thrive to provide the students with complete guidance to score well in the board examinations.