CBSE Class 10 Social Science Syllabus 2022-23

CBSE Social Science Syllabus for Class 10 2022-23 sessions (Subject code 087)

Revised Syllabus for Academic Session 2022-23

CBSE Class 10 Social Science Syllabus – Social Science is a compulsory subject up to secondary stage of school education. The Social Science curriculum draws its content mainly from History, Geography, Political Science and Economics.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.

As per the new Assessment policy, the CBSE has divided the syllabus into two parts – namely, term 1 and term 2 with equal weightage for term 1 and term 2 exams. The syllabus has been reduced for the convenience of the students.

General Instructions:

The total Theory Examinations (Term I+II) will be of 80 marks and 20 marks weightage shall be for Internal Assessment (Term I+II).
Internal Assessment – Maximum Marks 10 for each Term:

The marks allocation and evaluation details of the written paper and internal assessment for the Social Science paper of class 10 is as follows-

COURSE STRUCTURE

CLASS X (2022-23)

Term I

Max. Marks: 40
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

Term I

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.

· 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 (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

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

S. No.	Aspects	Marks
a.	Content accuracy, originality and analysis	2
b.	Presentation and creativity	2
c.	Viva Voce	1

4. The projects carried out by the students in different topics should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc.

5. All documents pertaining to assessment under this activity should be meticulously maintained by concerned schools.

6. A Summary Report should be prepared highlighting:

· objectives realized through individual work and group interactions;

· calendar of activities;

· innovative ideas generated in the process ;

· list of questions asked in viva voce.

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 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. 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.

2. 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	Class work 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 (2022-23)

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 (2022-23)

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:

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

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