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Social Science
SOCIAL SCIENCE (087)COURSE STRUCTURE CLASS - X
(Session 2018-19)
Units Marks Pd
I India and the Contemporary World - II 20 60
I Contemporary India - II 20 55
III Democratic Politics II 20 50
IV Understanding Economic Development 20 50
Total 80 215

Unit 1: India and the Contemporary World-II

Themes Objectives
In Sub-unit 1.1 students are required to choose any two themes. In that sub-unit, theme 3 is compulsory and for second theme students are required to choose
any one from the first two themes.

In Sub-units 1.2 and 1.3 students are required to choose any one theme from each. Thus all students are required to study four themes in all.

Sub-unit 1.1 : Events and processes: Any one from 1 and 2 of the following themes

1. The Rise of Nationalism in Europe:

(a) The growth of nationalism in Europe after the 1830s. (b) The ideas of Giuseppe Mazzini, etc. (c) General characteristics of the movements in Poland, Hungary, Italy, Germany and Greece. (Chapter 1)

2. The Nationalist Movement in Indo
- China: Factors Leading to Growth of Nationalism in Indo-China (a) French colonialism in Indo-China. (b) Phases of struggle against the French. (c) The ideas of Phan Chu Trinh, Phan Boi Chau, HO Chi Minh (d) The Second World War and the liberation struggle. (e) America and the Vietnam war.
• The theme will discuss the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period.


• Discuss the relationship/difference between European nationalism and anti-colonial nationalisms.

• Point to the way the idea of the Formath required nation states became generalized in Europe and elsewhere.

• Discuss the difference between French colonialism in Indo-China and British colonialism in India.

• Outline the different stages of the anti-imperialist struggle in Indo- China.

• Familiarize the students with the differences between nationalist movements in Indo China and India.

• Discuss the characteristics of Indian nationalism through a case study of Civil Disobedience Movement.

• Analyze the nature of the diverse social movements of the time.
(Chapter 2)
3. Nationalism in India:
(a) Impact of First world war, Khilafat, Non Cooperation and Differing Strands within the Movement. (b) Salt Satyagraha. (c) Movements of peasants, workers, tribals. (d) Limits of Civil Disobedience. (e) The Sense of Collective Belonging. (Chapter 3)
• Familiarize students with the writings and ideals of different  political groups and individuals, notably Mahatma Gandhi.
Sub-unit 1.2: Livelihoods, Economies and
Societies:
Any one of the following themes:
4. The making of a Global World: 
(a) The Pre-modern world (b) The Nineteenth Century Global Economy (Colonialism) (c) The Inter war Economy (Great Depression) (d) Rebuilding the World Economy

5. The Age of Industrialization :
(a) Proto-industrialization and pace of industrial change (b) Life of workers (c) Industrialization in the colonies (d) Early Entrepreneurs & Workers (e) The Peculiarities of Industrial Growth (f) Market for Goods

6. Work, Life & Leisure :
(a) Development of modern cities due to Industrialization in London & Bombay (b) Housing and Land Reclamation (c) Social Changes in the cities (d) Cities and the challenge of the Environment Sub-unit 1.3 : Everyday Life, Culture and Politics (Any one of the following themes):

7. Print Culture and the Modern World:
(a) The history of print in Europe. (b) The growth of press in nineteenth century India. (c) Relationship between print
culture, public debate and politics. (Chapter 7)
• 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 students with the Pro to-Industrial phase and Early – factory system.

• To make them understand, about the process of industrialization and its impact on labour class.

• To explain them about industrialization in the colonies in
reference to Textile industries.  

• Show the difference between urbanization in two different contexts. A focus on Bombay and London will allow the discussions on urbanization and industrialization to complement each other.

• Discuss the link between print culture and the circulation of ideas.

• Familiarize students with pictures, cartoons, extracts from propaganda literature and newspaper debates on
important events and issues in the past.
8. Novels, Society and History:
(a) Emergence of the novel as a genre in the west. (b) The relationship between the novel and changes in modern society. (c) Early novels in nineteenth century India. (d) A study of two or three major writers. (Chapter 8)

• Show that forms of writing have a specific history, and that they reflect historical changes within society and shape the forces of change.
• Familiarize students with some of the ideas of writers who have had a powerful impact on society.

Unit 2: Contemporary India - II (55 Periods)
Themes Objectives
1. Resources and Development: Types - natural and human; Need for resource planning, natural resources, land as a resource, soil types and distribution; changing land-use pattern; land degradation and conservation measures.
(Chapter 1)

3. Water Resources: Sources distribution, utilisation, multi-purpose projects, water scarcity, need for conservation and management, rainwater harvesting. (One case study to be introduced)
(Chapter 3)

4. Agriculture: Types of farming, major crops, cropping pattern, technological and institutional reforms; their impact; contribution of Agriculture to national economy-employment and output. Note: Content of pg no. 44-47 of NCERT Textbook is to be deleted.
(Chapter 4)
• Understand the value of resources and the need for their judicious
utilisation and conservation.

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

• Understand the importance of agriculture in 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 pattern.

• Explain various government policies for institutional as well as techno-logical reforms since independence.
5. Minerals and Energy Resources: Types  of minerals, distribution (Note: on map only) use and economic importance of minerals, conservation, types of power resources: conventional and conventional, distribution and utilization, and conservation.

(Chapter 5)

6. Manufacturing Industries: Types, spatial distribution (Note: on map only) contribution of industries to the national economy, industrial pollution and degradation of environment, measures to control degradation. Note : Content mentioned on page no. 74-75 of NCERT, Geography Text book i.e. Aluminium
Smelting, Chemical Industries, Fertilizer Industry, Cement Industry is not required to be delivered in class room during instruction.

7. Life Lines of National Economy : Importance of means of Communication and transportation, Trade & Tourism
(Chapter 7)
• Discuss various types of minerals as well as their uneven nature of distribution and explain the need for their judicious utilisation.
• Discuss various types of conventional and non- conventional resources and their utilization.
• Discuss 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.
• To explain the importance of transport and communication in the
ever shrinking world.

• To understand the role of trade in the economic development of a country.

Project / Activity:
• Learners may collect photographs of typical rural houses, and clothing of people from different regions of India and examine whether they reflect any relationship with climatic conditions and relief of the area.
• Learners may write a brief report on various irrigation practices in the village and the change in cropping pattern in the last decade.
Posters:
• Pollution of water in the locality.
• Depletion of forests and the greenhouse effect. Note: Any similar activity may be taken up.

Unit 3: Democratic Politics - II (50 Periods)
Themes Objectives

1 & 2.Power Sharing & Federalism: 
Why and how is power shared in democracies? How has federal division of power in India helped national unity? To what extent has decentralisation achieved  this objective? How does democracy accommodate different social groups?

(Chapter 1&2) 3&4.Democracy and Diversity & Gender,
Religion and Caste:
Are divisions inherent to the working of democracy? What has been the effect of
caste on politics and of politics on caste?
How has the gender division shaped politics? How do communal divisions
affect democracy?
(Chapter 3 & 4)

5. Popular Struggles and Movements (Note : Ch-5 is to be done as project work only and will not be evaluated in theory)

6. Political Parties: What role do political parties play in competition and
contestation? Which are the major national and regional parties in India? (Chapter 6)

7. Outcomes of Democracy:
Can or should democracy be judged by its outcomes? What outcomes can one reasonably expect of democracies? Does democracy in India meet these expectations? Has democracy led to development, security and dignity for the people? What sustains democracy in India?
(Chapter 7)
• Introduce students to the centrality of power sharing in a democracy.
• Understand the working of spatial and social power sharing mechanisms.
• Analyse federal provisions and institute
• Understand the new Panchayati Raj institutions in rural and urban areas.
• Analyse the relationship between social cleavages and political competition with reference to Indian situation.
Understand and analyse the challenges posed by communalism to Indian democracy.

• Understand the enabling and disabling effects of caste and ethnicity in politics. Develop a gender perspective on
politics.


Understand the vital role of struggle in the expansion of democracy.

• Analyse party systems in democracies.
• Introduction to major political parties in the country.


• Analyse the role of social movements and non- party political formations.
Introduction to the difficult question of evaluating the functioning of democracies.

• Develop the skills of evaluating Indian democracy on some key dimensions: development, security and dignity for the people.
8. Challenges to Democracy:

Is the idea of democracy shrinking? What are the major challenges to democracy in India? How can democracy be reformed and deepened? What role can an ordinary citizen play in deepening democracy?

(Chapter 8)

• Understand the causes for continuation of democracy in India.

• Distinguish between sources of strength and weaknesses of Indian democracy.
• Reflect on the different kinds of measures possible to deepen democracy.

• Promote an active and participatory citizenship.

Unit 4: Understanding Economic Development
1. Development: The traditional notion
of development; National Income and Per capita Income. Growth of National Income
- critical appraisal of existing development indicators (PCI, IMR, SR and other income and health indicators) The need for health and educational development; Human
Development Indicators (in simple and brief as a holistic measure of development.

2. Sectors of the Indian Economy: *Sectors of Economic Activities; Historical change in sectors; Rising importance of tertiary sector; Employment Generation; Division of Sectors- Organised and Unorganised; Protective measures for unorganised sector workers. (Chapter 2)

3. Money and Credit: Role of money in an economy: Formal and Informal financial institutions for Savings and Credit -

General Introduction; Select one formal institution such as a nationalized commercial bank and a few informal institutions; Local money lenders, landlords, chit funds and
private finance companies. (Chapter 3)
(Note : Ch-3 will also be evaluated in
• Familiarisation of some macroeconomic concepts.
Sensitizing the child about the rationale for overall human development in our country, which include the rise of income, improvements in health and education rather than income.

• It is necessary to raise question in minds of the children whether the increase in income alone is sufficient for a nation. How and why people should be healthy and provided with education.

• To make aware of a major employment generating sector.

• Sensitise the learner of how and why governments invest in such an important sector.

• Familiarize the concept of money as an economic concept.

• Create awareness of the role of financial institutions from the point of view of day-to- day life.
4. Globalisation and the Indian
Economy: Production across countries, Foreign trade and Interaction of Markets, what is Globalization? Factors, WTO, Impact, Fair Globalization (Chapter 4)

5. Consumer Rights: ***How consumer is exploited (one or two simple case studies) factors causing exploitation of consumers; Rise of consumer awareness; how a consumer should be in a market; role of government in consumer protection.
(Chapter 5)
• Provide children with some idea about how a particular economic phenomenon is influencing their surroundings and day-to-day life.

• Making the child aware of her rights and duties as a consumer;
• Familiarizing the legal measures available to protect from being
exploited in markets.

Suggested Activities / Instructions:

Theme 2*: Visit to banks and money lenders / pawnbrokers and discuss various activities that you have observed in banks in the classroom.
Participate in the meetings of Self Help Groups, which are engaged in micro credit schemes in the locality of learners and observe issues discussed.
Theme 4**: Provide many examples of service sector activities. Use numerical examples, charts and photographs.
Theme 5***: Collect logos of standards available for various goods and services. Visit a consumer court nearby and discuss in the class the proceedings; Collect stories of consumer exploitation and grievances from newspapers and consumer courts.
Class - X
Project Work: 05 Periods (5 Marks)
Every student has to compulsorily undertake any one project on the following units/topics:
1. Disaster Management (Pertaining to class X curriculum of Disaster Management only).
Or
2. Popular Struggles and Movements
Or
3. Money and Credit
a) Create awareness in learners
b) Enable them to understand and co-relate all aspects of selected topic
c) Relate theory with practice
d) Relation of different aspects with life
e) Provide hands on experience

The distribution of marks over different aspects relating to Project Work is as follows:
S. No. Aspects Marks
1 Content accuracy and originality 1
2 Presentation and creativity 1
3 Process of Project Completion : Initiative, cooperativeness, 
participation and punctuality
1
4 Viva or written test for content assimilation 2
The projects carried out by the students in different topics should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc. All documents pertaining to assessment under this activity should be meticulously maintained by concerned schools. A Summary Report should be prepared highlighting:
o objectives realized through individual or group interactions; ocalendar of activities;
oinnovative ideas generated in this process ;
olist of questions asked in viva voce
It is to be noted here by all the teachers and students that the projects and models prepared should be made from eco-friendly products without incurring too much expenditure. The Project Report should be handwritten by the students themselves and comprise of not more than 15 foolscap pages. Records pertaining to projects (internal assessment) of the students will be maintained for a period of three months from the date of declaration of result for verification at the discretion of Board. Subjudiced cases, if any or those involving RTI / Grievances may however be retained beyond three months.

PRESCRIBED BOOKS:
1 India and the Contemporary World-II (History) - Published by NCERT
2 Contemporary India II (Geography) - Published by NCERT
3 Democratic Politics II (Political Science) - Published by NCERT
4 Understanding Economic Development - Published by NCERT
5 Together Towards a Safer India - Part III, a textbook on Disaster Management - Published by CBSE

*01 Map question of 5 marks having 5 items carrying 01 mark each.

CLASS –X 2018-2019

LIST OF MAP ITEMS FOR SOCIAL SCIENCE
A. History - Outline Political Map of India
Lesson-3 Nationalism in India – (1918 – 1930)
For locating and labelling / Identification
1. Indian National Congress Sessions:
Calcutta (Sep. 1920)
Nagpur (Dec. 1920)
Madras (1927)
Lahore (1929)
2. Important Centres of Indian National Movement
Non-cooperation and Civil Disobedience Movement)
  1. Champaran (Bihar) - Movement of Indigo Planters
  2. Kheda (Gujrat) - 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

B.
GEOGRAPHY
Outline Political Map of India
Chapter 1: Resources and Development
Identification only: Major soil Types
Chapter 3: Water Resources
Locating and Labelling –

Dams:
(1) Salal
(2) Bhakra Nangal
(3) Tehri
(4) Rana Pratap Sagar
(5) Sardar Sarovar
(6) Hirakud
(7) Nagarjuna Sagar
(8) Tungabhadra (Along with rivers)

Chapter 4: Agriculture Identification only
(a) Major areas of Rice and Wheat
(b) Largest / Major producer states of Sugarcane; Tea; Coffee; Rubber; Cotton and Jute

Chapter: 5 Mineral and Energy Resources
Minerals: (Identification only)
(i) Iron ore
mines:
Mayurbhanj
Durg Bailadila
Bellary
Kudremukh
(ii) Mica mines:
Ajmer
Beawar
Nellore
Gaya
Hazaribagh
(iii) Coal mines:
Coal mines:
Jharia
Bokaro
Talcher
Korba
Singrauli
Singareni
Neyvali
(iv) Oil Fields:
Digboi
Naharkatia
Mumbai High
Bassien
Kalol
Ankaleshwar
(v) Bauxite Deposits:
The Amarkantak
plateau Maikal hills
The plateau region of Bilaspur-Katni
Orissa Panchpatmali deposits in Koraput district
(vi) Mica deposits:
The Chota Nagpur plateau
Koderma Gaya-Hazaribagh belt of Jharkhand
Ajmer
Nellore mica belt

Power Plants:
(Locating and Labelling only)
(a) Thermal :
Namrup
Talcher
Singrauli
Harduaganj
Korba Uran
Ramagundam
Vijaywada
Tuticorin
(b) Nuclear:
Narora
Rawat Bhata
Kakrapara
Tarapur
Kaiga
Kalpakkam

Chapter 6: Manufacturing Industries
Locating and Labelling Only
(1) Cotton Textile
Industries: Mumbai
Indore
Ahmedabad
Surat
Kanpur
Coimbatore
Madurai
(2) Iron and Steel
Plants: Burnpur
Durgapur
Bokaro
Jamshedpur
Raurkela Bhilai
Vijaynagar
Bhadravati
Vishakhapatnam
Salem
(3) Software Technology
Parks: Mohali
Noida
Jaipur
Gandhinagar
Indore
Mumbai
Pune
Kolkata
Bhubaneshwar
Vishakhapatnam
Hyderabad
Bangalore
Mysore
Chennai
Thiruvananthapuram

Chapter 7 Lifelines of National Economy
Identification Only: Golden Quadrilateral, North-South Corridor, East-West Corridor.
National Highways:
NH-1
NH-2
NH-7
Locating and Labelling:
Major Ports:
Kandla
Mumbai
Jawahar Lal Nehru
Marmagao
New Mangalore
Kochi
Tuticorin
Chennai
Vishakhapatnam
Paradip
Haldia
Kolkata

International Airports:
Amritsar (Raja Sansi)
Delhi (Indira Gandhi International)
Mumbai (Chhatrapati Shivaji)
Thiruvananthapuram (Nedimbacherry)
Chennai (Meenam Bakkam)
Kolkata (Netaji Subhash Chandra Bose)
Hyderabad (Rajiv Gandhi)

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