SOCIAL SCIENCE

CLASS X (2021-22)
CODE NO. (087)
TERM WISE CURRICULUM

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 to understand
the environment in its totality and developing a broader perspective and an empirical,
reasonable and humane outlook. This is of crucial importance because it helps them grow
into well-informed and responsible citizens with necessary attributes and skills for being
able to participate and contribute effectively in the process of development and nation-
building.

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

Objectives

The main objectives of this syllabus are to:

• develop an understanding of the processes of change and development-both in

terms of time and space, through which human societies have evolved
• make learners realise that the process of change is continuous and any event or
phenomenon or issue cannot be viewed in isolation but in a wider context of time
and space
• develop an understanding of contemporary India with its historical perspective, of
the basic framework of the goals and policies of national development in
independent India, and of the process of change with appropriate connections to
world development
• deepen knowledge about and understanding of India’s freedom struggle and of the
values and ideals that it represented, and to develop an appreciation of the
contributions made by people of all sections and regions of the country
• help learners understand and cherish the values enshrined in the Indian
Constitution and to prepare them for their roles and responsibilities as effective
citizens of a democratic society
• deepen the knowledge and understanding of India’s environment in its totality, their
interactive processes and effects on the future quality of people’s lives
• facilitate the learners to understand and appreciate the diversity in the land and
people of the country with its underlying unity
• develop an appreciation of the richness and variety of India’s heritage-both natural
and cultural and the need for its preservation

• promote an understanding of the issues and challenges of contemporary India-
environmental, economic and social, as part of the development process
• help pupils acquire knowledge, skills and understanding to face the challenges of
contemporary society as individuals and groups and learn the art of living a
confident and stress-free life as well as participating effectively in the community
• develop scientific temperament by promoting the spirit of enquiry and following a
rational and objective approach in analysing and evaluating data and information
as well as views and interpretations
• develop academic and social skills such as critical thinking, communicating
effectively both in visual and verbal forms - cooperating with others, taking
initiatives and providing leadership in solving others’ problems
• develop qualities clustered around the personal, social, moral, national and
spiritual values that make a person humane and socially effective.
 COURSE STRUCTURE
CLASS X (2021-22)

TERM - I
M. MARKS: 40
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

TERM- II
M. MARKS: 40
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 - X
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 • Enable the learners to identify and

comprehend the forms in which
• The French Revolution and the Idea of
nationalism developed along with the
the Nation
formation of nation states in Europe in
• The Making of Nationalism in Europe
the post-1830 period.
• The Age of Revolutions: 1830-1848
• Establish the relationship and bring out
• The Making of Germany and Italy
the difference between European
• Visualizing the Nation
nationalism and anti-colonial
• Nationalism and Imperialism
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 • Understand the value of resources and
• Types of Resources the need for their judicious utilization
• Development of Resources and conservation.
• 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

3. Water Resources
• Water Scarcity and The Need for Water • Comprehend the importance of water
Conservation and Management as a resource as well as develop
• Multi-Purpose River Projects and awareness towards its judicious use
Integrated Water Resources and conservation.
Management • Identify different Dams in the country.
• 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 Board Examination.

4. Agriculture • Explain the importance of agriculture in

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

 Unit 3: Democratic Politics – II
Themes Learning Objectives
1. Power Sharing • Familiarize with the centrality of power
• Case Studies of Belgium and Sri Lanka sharing in a democracy.
• Why power sharing is desirable? • Understand the working of spatial and
• Forms of Power Sharing social power sharing mechanisms.

2. Federalism • Analyse federal provisions and

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

Unit 4: Economics
Themes Learning Objectives
1. Development
• What Development Promises - Different • Familiarize with concepts of
people different goals macroeconomics.
• Income and other goals • Understand the rationale for overall
• National Development human development in our country,
• How to compare different countries or which includes the rise of income,
states? improvements in health and education
• Income and other criteria rather than income.
• Public Facilities • Understand the importance of quality of
• Sustainability of development life and sustainable development.

2. Sectors of the Indian Economy • Identify major employment generating

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

 LIST OF MAP ITEMS
CLASS X (2021-22)
TERM – I
-------------------------------------------------------------------------------------------------------------------
A. GEOGRAPHY
Chapter 1: Resources and Development
a. Major soil Types

Chapter 3: Water Resources

Dams:
a. Salal
b. Bhakra Nangal
c. Tehri
d. Rana Pratap Sagar
e. Sardar Sarovar
f. Hirakud
g. Nagarjuna 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
a. Major areas of Rice and Wheat
b. Largest / Major producer States of Sugarcane, Tea, Coffee, Rubber, Cotton and
Jute

 COURSE CONTENT – X

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

2. Nationalism in India • Recognize the characteristics of Indian

• The First World War, Khilafat and Non - nationalism through a case study of
Cooperation Non-Cooperation and Civil
• Differing Strands within the Movement Disobedience Movement.
• Towards Civil Disobedience • Analyze the nature of the diverse social
• The Sense of Collective Belonging movements of the time.
• Familiarize 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:

• Show that globalization has a long

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

• Before the Industrial Revolution • Familiarize with the Pro- to-Industrial

• Hand Labour and Steam Power phase and Early – factory system.
• Industrialization in the colonies • Familiarize with the process of
• Factories Come Up
industrialization and its impact on labour
• The Peculiarities of Industrial Growth
• Market for Goods 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 • Identify different types of minerals and

• What is a mineral? energy resources and places of their
• Mode of occurrence of Minerals availability
• Ferrous and Non-Ferrous Minerals • Feel the need for their judicious
• Non-Metallic Minerals utilization
• Rock Minerals
• Conservation of Minerals
• Energy Resources
o Conventional and Non-
Conventional
• Conservation of Energy Resources
Note: The theoretical aspect of chapter ‘Minerals and Energy
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

6. Manufacturing Industries • Bring out the importance of industries in

• Importance of manufacturing the national economy as well as
• Contribution of Industry to National understand the regional disparities
Economy which resulted due to concentration of
• Industrial Location industries in some areas.
• Classification of Industries • Discuss the need for a planned
• Spatial distribution industrial development and debate over
• Industrial pollution and environmental the role of government towards
degradation sustainable development.
• Control of Environmental Degradation

7. Life Lines of National Economy

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

Unit 3: Democratic Politics – II

Themes Learning Objectives
6. Political Parties
• Analyze party systems in democracies.

 • Why do we need Political Parties? • Introduction to major political parties,
• How many Parties should we have? challenges faced by them and reforms in
• National Political Parties the country.
• State Parties
• Challenges to Political Parties
• How can Parties be reformed?
• Evaluate the functioning of democracies
7. Outcomes of Democracy in comparison to alternative forms of
• How do we assess democracy’s governments.
outcomes? • Understand the causes for continuation
• Accountable, responsive and of democracy in India.
legitimate government • Distinguish between sources of
• Economic growth and development strengths and weaknesses of Indian
• Reduction of inequality and poverty democracy.
• Accommodation of social diversity
• Dignity and freedom of the citizens
Unit 4: Economics
Themes Learning Objectives
3. Money and Credit
• Money as a medium of exchange • Understand money as an economic
• Modern forms of money concept.
• Loan activities of Banks • Understand the role of financial
• Two different credit situations institutions from the point of view of day-
• Terms of credit to- day life.
• Formal sector credit in India
• Self Help Groups for the Poor

4. Globalization and the Indian Economy • Explain the working of the Global
• Production across countries Economic phenomenon.
• 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

 LIST OF MAP ITEMS
CLASS X (2021-22)
TERM – II
---------------------------------------------------------------------------------------------------------------------
A. HISTORY (Outline Political Map of India)
Chapter - 2 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
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 5: Minerals and Energy Resources
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)
b. Delhi (Indira Gandhi International)
c. Mumbai (Chhatrapati Shivaji)
d. Chennai (Meenam Bakkam)
e. Kolkata (Netaji Subhash Chandra Bose)
f. Hyderabad (Rajiv Gandhi)

 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

TOTAL 20 MARKS

 PROJECT WORK
CLASS X (2021-22)
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.

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.

S. No. Aspects Marks

a. Content accuracy, originality and analysis 2
b. Presentation and creativity 2
c. Viva Voce 1
3. The distribution of marks over different aspects relating to Project Work is as follows:

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 (like comic strips, drawings,
illustrations, script play etc.);
• 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.