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CBSE Class 10 Social Science Syllabus 2016 – 2017

May 20, 2016 09:30 IST

    CBSE has released syllabus of Class 10 for the academic session 2016‒2017.

    The key contents of the syllabus issued by CBSE for Class 10 Social Science are:

    • Syllabus for CBSE Class 10 Social Science First Term  (2016-2017)
    • List of Map Items for CBSE Class 10 Social Science SA‒ I (2016-2017)
    • Syllabus for CBSE Class 10 Social Science Second Term (2016-2017)
    • List of Map Items for CBSE Class 10 Social Science SA‒ II (2016-2017)
    • Question Paper Design for CBSE Class 10 Social Science Class 10 (2016-17)

    Syllabus for CBSE Class 10th First Term Social Science is as follows:

    Time: 3 Hrs.                                                                                                   Marks: 90

    Unit No.

    Unit Name

    Term I

    I

    India and the Contemporary World - II

    23

    II

    Contemporary India - II

    23

    III

    Democratic Politics II

    22

    IV

    Understanding Economic Development

    22

    V

    Disaster Management-only through project work and assignments.

    -

     

    Total

    90

    The formative assessment will comprise of Projects, assignments, activities and Class Tests/periodic tests for which Board has already issued guidelines to the schools. The Summative assessment will comprise of Theory paper as per the prescribed design of the Question Paper.

    Unit 1: India and the Contemporary World-II

    Sub-unit 1.2: Livelihoods, Economies and Societies:

    Any one of the following themes:

    4. The making of Global World:

    (a) Contrast between the form of industrialization in Britain and India.

    (b) Relationship between handicrafts and industrial production, formal and informal sectors.

    (c) Livelihood of workers. Case studies: Britain and India. (Chapter 4)

    5. The Age of Indutrialisation:

    (a) Patterns of urbanization

    (b) Migration and the growth of towns.

    (c) Social change and urban life.

    (d) Merchants, middle classes, workers and urban poor. (Chapter 5)

    Case Studies: London and Bombay in the nineteenth and twentieth century.

    6. Work, Life and Leisure:

    (a) Expansion and integration of the world market in the nineteenth and early twentieth century.

    (b) Trade and economy between the two Wars.

    (c) Shifts after the 1950s.

    (d) Implications of globalization for livelihood patterns.

    Case study: The post War International Economic order, 1945 to 1960s. (Chapter 6)

    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)

    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)

    Unit 2: Contemporary India - II

    1. Resources and Development: Types - natural and human; Need for resource planning, natural resources, land as a resource, soil types and distribution; changing l and-use pattern; land degradation and conservation measures. (Chapter 1)

    2. Forest and Wild Life Resources: Types and distribution, depletion of flora and fauna; conservation and protection of forest and wild life. (Chapter 2)

    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. (Chapter 4)

    Map work (3 marks)

    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 activities may be taken up.

    Unit 3: Democratic Politics – II

    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 decentralization 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)

    Unit 4: Understanding Economic Development

    1. Development: The traditional notion of development; National Income and Per-capita Income. Growth of NI - 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. The approach to this theme: Use case study of three states (Kerala, Punjab and Bihar) or take a few countries (India, China, Sri Lanka and one developed country) (Chapter 1).

    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 unorganized sector workers. (Chapter 2)

    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.

    Unit 5: Disaster Management (Through Formative Assessment only)

    • Tsunami
    • Safer Construction Practices
    • Survival Skills
    • Alternate Communication systems during disasters
    • Sharing Responsibility

    Note: Project, activities and other exercises in Unit 5 should encourage students to place ‘disasters’ and ‘disaster management in:

    (i) The wider context of Social Science knowledge as covered through History, Geography, Political Science and Economics textbooks of class IX/X.

    (ii) Other problems faced by our country and the world from time to time.

    Map Work for CBSE Class X Social Science: SA ‒ I

    GEOGRAPHY

    Chapter 1: Resources and Development

    Identification only: Major soil Types.

    Chapter 3: Water Resources-Locating and Labelling - Dams:

    • Salal

    • Bhakra Nangal

    • Tehri

    • Rana Pratap Sagar

    • Sardar Sarovar

    • Hirakud

    • Nagarjuna Sagar

    • 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.

    (Location and labelling)

    History

    No Map

    Syllabus for CBSE Class 10th Second Term is as follows:

    Unit No.

    Unit Name

    Term II

    I

    India and the Contemporary World - II

    23

    II

    Contemporary India - II

    23

    III

    Democratic Politics - II

    22

    IV

    Understanding Economic Development

    22

    V

    Disaster Management (Through Project & Assignments)

    -

     

    Total

    90

    The formative assessment will comprise of Projects, assignments, activities and Class Tests/periodic tests for which Board has already issued guidelines to the schools. The Summative assessment will comprise of Theory paper as per the prescribed design of the Question Paper.

    Unit 1: India and the Contemporary World-II

    In Sub-unit 1.1 students are required to choose any two themes. In that subunit, 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 two 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 India - 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 Dinh Phung, Phan Boi Chau, Nguyen Ac Quoc

    (d) The second world war and the liberation struggle.

    (e) America and the second Indo-China war. (Chapter 2)

    3. Nationalism in India:

    (a) First world war, Khilafat, Non - Cooperation and Civil Disobedience Movement.

    (b) Salt Satyagraha.

    (c) Movements of peasants, workers, tribals.

    (d) Activities of different political groups. (Chapter 3)

    Map work based on theme 3 only (3 marks).

    Unit 2: Contemporary India – II

    5. Minerals and Energy Resources: Types of minerals, distribution, use and economic importance of minerals, conservation, types of power resources: conventional and non- conventional, distribution and utilization, and conservation. (Chapter 5)

    6. Manufacturing Industries:

    Types, spatial distribution, contribution of industries to the national economy, industrial pollution and degradation of environment, measures to control degradation. (One case study to be introduced) (Chapter 6)

    7. Life Lines of National Economy

    (Chapter 7)

    Map work (3 marks)

    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 activities may be taken up.

    Unit 3: Democratic Politics – II

    5 & 6. Popular Struggles and Movements & Political Parties: How do struggles shape democracy in favour of ordinary people? What role do political parties play in competition and contestation? Which are the major national and regional parties in India? Why have social movements come to occupy large role in politics? (Chapter 5&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)

    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)

    Unit 4: Understanding Economic Development

    3. Money and Credit: Role of money in an economy: Historical origin; 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, self help groups, chit funds and private finance companies. (Chapter 3)

    4. Globalisation and the Indian

    Economy: **What is Globalisation (through some simple examples); How India is being globalised and why; Development Strategy prior to 1991. State Control of Industries: Textile goods as an example for elaboration; Economic Reforms 1991; Strategies adopted in Reform measures (easing of capital flows; migration, investment flows); Different perspectives on globalisation and its impact on different sectors; Political Impact of globalisation. (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)

    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.

    Unit 5: Disaster Management (Through Formative Assessment only)

    • Tsunami
    • Safer Construction Practices
    • Survival Skills
    • Alternate Communication systems during disasters
    • Sharing Responsibility

    Note: Project, activities and other exercises in Unit 5 should encourage students to place ‘disasters’ and ‘disaster management in:

    (i) The wider context of Social Science knowledge as covered through History, Geography, Political Science and Economics textbooks of class IX/X.

    (ii) Other problems faced by our country and the world from time to time.

    Map Work for CBSE Class X Social Science: SA ‒ 2

    HISTORY

    Outline Political Map of India

    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)

    • Champaran (Bihar) Movement of Indigo Planters

    • Kheda (Gujrat) Peasant Satyagrah

    • Ahmedabad (Gujarat) Cotton Mill Workers Satyagraha

    • Amritsar (Punjab) Jallianwala Bagh Incident.

    • Chauri Chaura (U.P.) calling off the NCM.

    • Bardoli (Gujarat) no tax campaign

    • Dandi (Gujarat) Civil Disobedience Movement

    GEOGRAPHY

    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 : Raniganj, Jhajria, Bokaro, Talcher, Korba, Singrauli, Neyvali

    (iv) Oil Fields : Digboi, Naharkatia, Mumbai High, Bassien, Kalol, Ankaleshwar

    Power Plants:- (Locating and Labelling only)

    (a) Thermal: Namrup,Talcher, Singrauli, Harduaganj, Korba, Ramagundam,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) Woollen Industry: Srinagar, Amritsar, Ludhiana, Panipat, Mirzapur, Jamnagar

    (3) Silk Industry: Anatnag, Srinagar, Murshidabad, Mysore

    (4) Iron and Steel Plants: Burnpur, Durgapur, Bokaro, Jamshedpur, Raurkela, Bhilai, Vijaynagar, Bhadravati, Vishakhapatnam, Salem

    (5) Software Technology Parks: Mohali, Noida, Gandhinagar, Indore, Mumbai, Pune, Kolkata, Bhubaneshwar, Hyderabad, Bangalore, Chennai, Thiruvanantapuram

    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, Marmagao, Kochi, Tuticorin, Chennai, Paradip, Haldia

    International Airports: Amritsar (Raja Sansi), Delhi (Indira Gandhi International), Mumbai (Chhatrapati Shivaji), Thiruvanantapuram (Nedimbacherry), Chennai (Meenam Bakkam) Kolkata (Netaji Subhash Chandra Bose), 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.

    Click Here, To get the Complete Syllabus of CBSE Class 10th Social Science in PDF format

    DISCLAIMER: JPL and its affiliates shall have no liability for any views, thoughts and comments expressed on this article.

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