COURSE STRUCTURE

CLASS X (2022-23)
Excluded topics
are underlined
Theory Paper

Time: 3 Hrs. Max. Marks: 80

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

COURSE CONTENT
Unit 1: India and the Contemporary World – II 60 Periods
Themes Learning Objectives
Section 1: Events and Processes:  Enable the learners to identify and
comprehend the forms in which
1. The Rise of Nationalism in Europe: nationalism developed along with
 The French Revolution and the Idea of the formation of nation states in
the Nation Europe in the post-1830 period.
 The Making of Nationalism in Europe  Establish the relationship and
 The Age of Revolutions: 1830-1848 bring out the difference between
 The Making of Germany and Italy European nationalism and anti-
 Visualizing the Nation colonial nationalisms.
 Nationalism and Imperialism  Understand the way the idea of
nationalism emerged and led to the
formation of nation states in
Europe and elsewhere.

2. Nationalism in India:  Recognize the characteristics of

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

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  Appreciate the ideas promoting
Pan Indian belongingness.
Section 2: Livelihoods, Economies and
Societies:

3. The Making of a Global World:

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

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

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

Section 3: Everyday Life, Culture and

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

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Unit 2: Contemporary India – II 55 Periods
Themes Learning Objectives
1. Resources and Development:  Understand the value of
 Concept resources and the need for their
 Development of Resources judicious utilization and
 Resource Planning - Resource conservation.
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  Understand the importance of
India forests and wild life.
 Types and distribution of forests and  Understand the ability and
wildlife resources knowledge of how forest and
wildlife conservation and
 Community and Conservation
management relate to the
economy and environment, both
currently and in the future.

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

4. Agriculture:
 Types of Farming – Primitive  Explain the importance of
Subsistence, Intensive Subsistence, agriculture in national economy.
Commercial

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  Cropping Pattern – Major Crops, Food  Identify various types of farming
Crops other than Grains, Non Food and discuss the various farming
Crops, Technological and Institutional methods; describe the spatial
Reforms distribution of major crops as well
 Food Security (excluding impact of as understand the relationship
globalization on agriculture) between rainfall regimes and
cropping pattern.
 Explain various government
policies for institutional as well as
technological reforms since
independence.

5. Minerals and Energy Resources

 Identify different types of minerals
 What is a mineral?
and energy resources and places
 Mode of occurrence of Minerals - Where of their availability.
are these minerals found?, Ferrous
 Feel the need for their judicious
Minerals, Non-Ferrous Minerals, Non-
utilization.
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:
 Bring out the importance of
 Importance of Manufacturing - Industrial industries in the national economy
Location (excluding Industry Market as well as understand the regional
Linkage), Agro based Industry disparities which resulted due to
(excluding Cotton Textiles, Jute concentration of industries in
Textiles, Sugar Industry), Mineral based some areas.
Industries (excluding Iron Steel
 Discuss the need for a planned
Industry, Cement Industry), Industrial
industrial development and
Pollution and Environmental
debate over the role of
Degradation, Control of Environmental
government towards sustainable
Degradation
development.

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

 Roadways transport and communication in
 Railways the ever-shrinking world.

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  Pipelines  Understand the role of trade and
 Waterways tourism in the economic
 Major Seaports development of a country.
 Airways
 Communication
 International Trade
 Tourism as a Trade

Unit 3: Democratic Politics – II 50 Periods

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

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

4. Gender, Religion and Caste:

 Identify and analyze the
 Gender and Politics - Public/Private challenges posed by
division, Women’s political communalism to Indian
representation democracy.
 Religion, Communalism and Politics –  Recognize the enabling and
Communalism, Secular State disabling effects of caste and
(excluding image on page 46, 48, 49 of ethnicity in politics.
NCERT Textbook – Democratic Politics –II  Develop a gender perspective on
- reprinted edition 2021)
politics.
 Caste and Politics - Caste inequalities,
Caste in politics, Politics in caste

6. Political Parties:

 Why do we need Political Parties? –  Analyze party systems in

Meaning, Functions, Necessity democracies.

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

7. Outcomes of Democracy:

 How do we assess democracy’s  Evaluate the functioning of

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

Unit 4: Understanding Economic Development 50 Periods

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

2. Sectors of the Indian Economy:  Identify major employment

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

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  Sectors in terms of ownership: Public
and Private Sectors

3. Money and Credit:

 Money as a medium of exchange  Understand money as an
 Modern forms of Money economic concept.
 Loan activities of Banks  Understand the role of financial
 Two different Credit situations institutions from the point of view of
 Terms of Credit day-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 in India
 The Struggle for a fair Globalization

5. Consumer Rights:  Gets familiarized with the rights

To be used only for Project Work and duties as a consumer; and
legal measures available to protect
from being exploited in markets.

PROJECT WORK
CLASS X (2022-23)
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

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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, various forms of art may be
integrated in the project work.
3. The distribution of marks over different aspects relating to Project Work is as follows:
Marks
S. No. Aspects
Content accuracy, originality and analysis 2
a.
Presentation and creativity 2
b.
c. Viva Voce 1

4. The projects carried out by the students in different topics should subsequently be
shared among themselves through interactive sessions such as exhibitions, panel
discussions, etc.
5. All documents pertaining to assessment under this activity should be meticulously
maintained by concerned schools.
6. A Summary Report should be prepared highlighting:
 objectives realized through individual work and group interactions;
 calendar of activities;
 innovative ideas generated in the process ;
 list of questions asked in viva voce.
7. It is to be noted here by all the teachers and students that the projects and models
prepared should be made from eco-friendly products without incurring too much
expenditure.
8. The Project Report can be handwritten/digital.
9. 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, etc., along with teacher

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 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
telling/debate/panel discussion, paper presentation and whichever is suitable to
Visually Impaired Candidates.)

10. 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.

QUESTION PAPER DESIGN

CLASS X

Time: 3 Hours Maximum Marks : 80

Sr. Competencies Total %
No. Marks Weightage
1 Remembering and Understanding: Exhibiting memory of 28 35%
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.
2 Applying: Solving problems to new situations by applying 15 18.75%
acquired knowledge, facts, techniques and rules in a different
way.
3 Formulating, Analyzing, Evaluating and Creating: 32 40%
Examining and breaking information into parts by identifying
motives or causes; Making inferences and finding evidence to
support generalizations; Presenting and defending opinions by
making judgments about information, validity of ideas, or quality
of work based on a set of criteria;
Compiling information together in a different way by combining
elements in a new pattern or proposing alternative solutions.
4 Map Skill 5 6.25%
80 100%

Note: 1. Teachers may refer ‘Learning Outcomes’ published by NCERT for developing lesson plans,
assessment framework and questions.
2. 02 Items from History Map List and 03 Items from Geography Map List

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 INTERNAL ASSESSMENT: 20 MARKS

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
 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 5 Marks  Project Work
Activity

LIST OF MAP ITEMS

CLASS X (2022-23)
A. HISTORY (Outline Political Map of India)
Chapter - 3 Nationalism in India – (1918 – 1930) for locating and labelling / Identification
1. Indian National Congress Sessions:
a. Calcutta (Sep. 1920)
b. Nagpur (Dec. 1920)
c. Madras (1927)
2. Important Centres of Indian National Movement
a. Champaran (Bihar) - Movement of Indigo Planters
b. Kheda (Gujarat) - Peasant Satyagrah
c. Ahmedabad (Gujarat) - Cotton Mill Workers Satyagraha
d. Amritsar (Punjab) - Jallianwala Bagh Incident
e. Chauri Chaura (U.P.) - Calling off the Non-Cooperation Movement

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 f. Dandi (Gujarat) - Civil Disobedience Movement
B. GEOGRAPHY (Outline Political Map of India)
Chapter 1: Resources and Development (Identification only)
a. Major soil Types
Chapter 3: Water Resources (Locating and Labelling)
Dams:
a. Salal e. Sardar Sarovar
b. Bhakra Nangal f. Hirakud
c. Tehri g. Nagarjuna Sagar
d. Rana Pratap Sagar h. Tungabhadra
Chapter 4: Agriculture (Identification only)
a. Major areas of Rice and Wheat
b. Largest / Major producer states of Sugarcane, Tea, Coffee, Rubber, Cotton and
Jute
Chapter 5: Minerals and Energy Resources
Minerals (Identification only)
a. Iron Ore mines
 Mayurbhanj  Bellary
 Durg  Kudremukh
 Bailadila
b. Coal Mines
 Raniganj  Talcher
 Bokaro  Neyveli
c. Oil Fields
 Digboi  Bassien
 Naharkatia  Kalol
 Mumbai High  Ankaleshwar
Power Plants
(Locating and Labelling only)
a. Thermal
 Namrup  Ramagundam
 Singrauli
b. Nuclear

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  Narora  Tarapur
 Kakrapara  Kalpakkam
Chapter 6: Manufacturing Industries (Locating and Labelling Only)
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 - Sri Guru d. Chennai (Meenam Bakkam)
Ram Dass jee) e. Kolkata (Netaji Subhash Chandra
b. Delhi (Indira Gandhi) Bose)
c. Mumbai (Chhatrapati Shivaji) f. 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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