Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1698137128257.pdf (India)
SOCIAL SCIENCE CLASS IX-X (2022-23) (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 1  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 IX (2022-23) Theory Paper Time: 3 Hrs.

Max.

Marks: 80 No.

I II III IV Units India and the Contemporary World – I Contemporary India – I Democratic Politics - I Economics Total No.
of Periods 60 55 50 50 215 Marks 20 20 20 20 80 COURSE CONTENT Unit 1: India and the Contemporary World – I 60 Periods Themes Section 1: Events and Processes: (All the three themes are compulsory) Learning Objectives 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 2 I.
Students 2 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 the revolution, the wider forces that shaped it.

inspired ideas that  Know the use of written, oral and the to recover visual material history of revolutions.

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

 Familiarize with the different types the that inspired ideas of 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 communities forest the study of specific world of through revolts.

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

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

 Analyze the impact of colonialism the forest societies, and on implication of scientific forestry.
 Show the different processes through agrarian which transformation may occur in the modern world.

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

of markets of V. Pastoralists in the Modern World:  Pastoral Nomads and their Movements  Colonial Rule and Pastoral Life  Pastoralism in Africa Unit 2: Contemporary India – I 55 Periods 1.
India Themes  Location  Size   India and the World India’s Neighbours Learning Objectives  Identify the location of India in the Indian subcontinent.

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

structure;  Identify the river systems of the country and explain the role of rivers in the human society.
4  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 importance and the unifying role of monsoons.
 Explain the nature of diverse flora their fauna as well as and 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.

5 Unit 3: Democratic Politics – I 50 Periods 1.

What is Democracy?

Why Democracy?

Themes Learning Objectives  Develop conceptual skills of  What is Democracy?

 Features of Democracy  Why Democracy?


 Broader Meanings of Democracy defining democracy.

how  Understand 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.

2.

Constitutional Design:  Understand the process of  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 in democratic?

elections  Develop Constitution making.

the respect Constitution and appreciation for Constitutional values.

for  Recognize Constitution as a dynamic and living document.

K  Understand representative democracy via competitive party politics.

 Familiarize with Indian electoral India 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.

4.

Working of Institutions:  Get an overview of central governmental structures.

 How is the major policy decision taken?

6  Parliament  Political Executive  The Judiciary  Identify the role of Parliament and its procedures.
 Distinguish between political and permanent executive authorities and functions.

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

 Understand the working of Indian Judiciary.

5.

Democratic Rights:  Recognize the need for rights in  Life without Rights  Rights in a Democracy  Rights in the Indian Constitution  Expanding scope of rights  one’s life.

 Understand  availability the /access of rights in a democratic system/government.
Identify be comprehend Rights given by Constitution to its citizens.

to the Fundamental Indian the able and  Create awareness regarding the process of safeguarding rights.

Unit 4: Economics 50 Periods Themes 1.

The Story of Village Palampur:  Overview  Organization of Production  Farming in Palampur  Non-farm activities in Palampur Objectives  Familiarize with basic economic concepts through an imaginary story of a village.

2.
2.

People as Resource:  Overview  Economic Activities by Men and Women  Quality of Population  Unemployment  Understand concepts.

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

3.

Poverty as a Challenge:  Overview  Two typical cases of Poverty 7  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 poverty  Understand challenge.

Identify vulnerable group and interstate disparities.

as a   Appreciate the initiatives of the government to alleviate poverty.

 Understand the concept of food security.


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

PROJECT WORK CLASS IX (2022-23) 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.
4.

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

8 5.

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 located.

6.

The distribution of marks over different aspects relating to Project Work is as follows: S. No.

a Aspects Content accuracy, originality and analysis b Presentation and creativity c Viva Voce Marks 2 2 1 7.

The project carried out by the students should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc.

8.
8.

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

9.

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.

10.
10.

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.

11.

The Project Report can be handwritten or digital.

12.

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 of Power Point Presentation/Exhibition/Skit/albums/files/song and dance or culture show /story culminate form can the in 9 telling/debate/panel discussion, paper presentation and whichever is suitable to Visually Impaired Candidates.)

13.

The record of the project work (internal assessment) should be kept for a period of three months for verification, if any.

QUESTION PAPER DESIGN CLASS IX (2022-23) Time: 3 Hours Maximum Marks: 80 Sr. No.
1 2 3 4 Competencies 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 Applying: Solving problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way Formulating, Analyzing, Evaluating and Creating: Examining and breaking information into parts by identifying motives or causes; Making inferences and 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.
Map Skill finding evidence Total Marks % Weightage 28 35% 15 32 18.75% 40% 5* 80 6.25% 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 10 INTERNAL ASSESSMENT: 20 MARKS Periodic Assessment Marks 10 Marks Portfolio 5 Marks 5 marks 5 marks Description using Pen Paper Test Assessment multiple strategies example, Quiz, For Debate, Role Play, Viva, Group Discussion, Visual Interactive Expression, Bulletin Boards, Gallery Walks, Cards, Exit Concept Maps, Peer Assessment, Self- Assessment, etc.
 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 (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 11 (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) o The Himalayan River Systems-The Indus, The Ganges, and The Satluj o 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) 12 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.

13 COURSE STRUCTURE CLASS X (2022-23) Theory Paper Time: 3 Hrs.

Max.

Marks: 80 No.
Max.

Marks: 80 No.

I II III IV Units India and the Contemporary World – II Contemporary India – II Democratic Politics - II Understanding Economic Development No.

of Periods 60 55 50 50 215 Marks 20 20 20 20 80 Total Unit 1: India and the Contemporary World – II 60 Periods COURSE CONTENT Section 1: Events and Processes: Themes 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 Learning Objectives  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.

14 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   Religious Reform and Public Debates  New Forms of Publication  Print and Censorship India and the World of Print  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 to- Industrial phase and Early – factory system.

the Pro-  Familiarize with the process of industrialization and its impact on labour class.

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

 the Identify link between print culture and the circulation of ideas.
 Familiarize with pictures, cartoons, extracts propaganda from 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.

15 Unit 2: Contemporary India – II 55 Periods Themes Learning Objectives 1.
Resources and Development:  Concept  Development of Resources  Resource Planning - Resource in India, Conservation of Planning Resources  Land Resources  Land Utilization  Land Use Pattern in India  Land Degradation and Conservation Measures  Soil as a Resource - Classification of and Soil Box India’s Soils, Soil Erosion (excluding Conservation Information on State of 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 Resources Water Integrated Management  Rainwater Harvesting 4.
Agriculture:  Types Subsistence, Commercial of Farming – Primitive Intensive Subsistence,  Understand value of the resources and the need for their judicious and conservation.

utilization  Understand the importance of forests and wild life.

 Understand the ability and knowledge of how forest and and wildlife the management economy and environment, both currently and in the future.
conservation relate to  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.
16  Cropping Pattern – Major Crops, Food Crops other than Grains, Non Food Crops, Technological and Institutional Reforms  Food Security (excluding impact of  globalization on agriculture) 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 regimes and rainfall cropping pattern.

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 Industry Market Location (excluding Industry based Agro Linkage), (excluding Cotton Textiles, Jute Textiles, Sugar Industry), Mineral based Iron Steel Industries Industry, Cement Industry), Industrial Pollution Environmental Degradation, Control of Environmental Degradation (excluding and 7.
Life Lines of National Economy:  Roadways  Railways  Explain various government policies for institutional as well as since technological independence.

reforms  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 in some areas.
industries  Discuss the need for a planned and industrial debate of government towards sustainable development.

development the over role  Explain the importance of transport and communication in the ever-shrinking world.

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

the Unit 3: Democratic Politics – II 50 Periods 1.


Power Sharing: Themes  Belgium and Sri Lanka  Majoritarianism in Sri Lanka  Accommodation in Belgium  Why power sharing is desirable?

 Forms of Power Sharing 2.

Federalism: Learning Objectives  Familiarize with the centrality of power sharing in a democracy.

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

 What is Federalism?

 What make India a Federal Country?

 How is Federalism practiced?


 Decentralization in India  Analyze federal provisions and institutions.

 Explain decentralization in rural and urban areas.

4.
4.

Gender, Religion and Caste:  Gender and Politics - Public/Private political Women’s division, representation  Religion, Communalism and Politics – Communalism, State (excluding image on page 46, 48, 49 of NCERT Textbook – Democratic Politics –II - reprinted edition 2021) Secular  Caste and Politics - Caste inequalities, Caste in politics, Politics in caste 6.

Political Parties: and  Identify challenges communalism democracy.
 Recognize analyze posed to the by Indian the enabling and disabling effects of caste and ethnicity in politics.

 Develop a gender perspective on politics.

 Why do we need Political Parties?

– Meaning, Functions, Necessity  Analyze party systems in democracies.

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

the  Evaluate  Understand functioning in comparison of to democracies alternative forms of governments.

for the continuation of democracy in India.


 Distinguish between sources of strengths and weaknesses of Indian democracy.

causes 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 concepts of  Familiarize with macroeconomics.

the  Understand rationale for overall human development in our country, which includes the rise of income, improvements in health and education rather than income.

importance of life and sustainable the  Understand quality of development.
 Identify generating sectors.

major employment  Reason out the government investment in different sectors of economy.

19  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   Foreign Trade and Interlinking production across countries 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 economic concept.
as an  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 20 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 a. b. c. Content accuracy, originality and analysis Presentation and creativity Viva Voce Marks 2 2 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.
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 21 assessment.
(NEP-2020) can (The Project work 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.)

culminate form the in 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.

1 2 3 4 Competencies translating, Remembering and Understanding: Exhibiting memory of previously learned material by recalling facts, terms, basic concepts, and answers; Demonstrating understanding of facts interpreting, giving ideas by organizing, and descriptions and stating main ideas.
Applying: Solving problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.
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.
Map Skill Total Marks 28 % Weightage 35% 15 32 18.75% 40% 5 80 6.25% 100% Note: 1.

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

2.
2.

02 Items from History Map List and 03 Items from Geography Map List 22 INTERNAL ASSESSMENT: 20 MARKS Periodic Assessment Marks 10 Marks Portfolio 5 Marks 5 marks 5 marks Description using Pen Paper Test Assessment multiple strategies example, Quiz, For Debate, Role Play, Viva, Group Discussion, Visual Interactive Expression, Bulletin Boards, Gallery Walks, Cards, Exit Concept Maps, Peer Assessment, Self- Assessment, etc.
 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 (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 23 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 b. Bhakra Nangal c. Tehri d. Rana Pratap Sagar e. Sardar Sarovar f. Hirakud g. Nagarjuna 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  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 24  Narora  Kakrapara  Tarapur  Kalpakkam Chapter 6: Manufacturing Industries (Locating and Labelling Only) Software Technology Parks: a. Noida b. Gandhinagar c. Mumbai d. Pune Chapter 7: Lifelines of National Economy Major Ports: (Locating and Labelling) a. Kandla b. Mumbai c. Marmagao d. New Mangalore e. Kochi International Airports: e. Hyderabad f. Bengaluru g. Chennai h. Thiruvananthapuram f. Tuticorin g. Chennai h. Vishakhapatnam i. Paradip j. Haldia a. Amritsar (Raja Sansi - Sri Guru Ram Dass jee) b. Delhi (Indira Gandhi) c. Mumbai (Chhatrapati Shivaji) d. Chennai (Meenam Bakkam) e. Kolkata (Netaji Subhash Chandra Bose) 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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