Class ix & x New syllabus of sst 2021-2022

Class-ix& x(2021-2022) syllabus

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As per announcement of cbse board (2021-2022).New syllabus will be given in the month of July ,and he announced his syllabus .

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Class -ix ( syllabus ) of sst

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SOCIAL SCIENCE

CLASS IX-X (2021-22)

(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 to understand

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 realise 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

 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 (2021-22)

Theory Paper

Time: 3 Hrs. Max. Marks: 80

No. Units No. of Periods Marks

I India and the Contemporary World – I 60 20

II Contemporary India – I 55 20

III Democratic Politics - I 50 20

IV Economics 50 20

Total 215 80

COURSE CONTENT

Unit 1: India and the Contemporary World – I 60 Periods

Themes Learning Objectives

Section 1: Events and Processes: (All the

three themes are compulsory)

In each of the themes in this unit

students would get familiarized with

distinct ideologies, extracts of

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

Any one theme of the following

IV. Forest Society and Colonialism

 Why Deforestation?

 The Rise of Commercial Forestry

speeches, political declarations, as

well as the politics of caricatures,

posters and engravings. Students

would learn how to interpret these

kinds of historical evidences.

 Familiarize with the names of

people involved, the different types

of ideas that inspired the

revolution, the wider forces that

shaped it.

 Know the use of written, oral and

visual material to recover the

history of revolutions.

 Explore the history of socialism

through the study of Russian

Revolution.

 Familiarize with the different types

of ideas that inspired the

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

world of forest communities.

 Rebellion in the Forest

 Forest Transformations in Java

V. Pastoralists in the Modern World

 Pastoral Nomads and their Movements

 Colonial Rule and Pastoral Life

 Pastoralism in Africa

through the study of specific

revolts.

 Understand how oral traditions can

be used to explore tribal revolts.

 Highlight varying patterns of

developments within pastoral

societies in different places.

 Analyse the impact of colonialism

on forest societies, and the

implication of scientific forestry.

 Show the different processes

through which agrarian

transformation may occur in the

modern world.

 Analyse the impact of modern

states, marking of boundaries,

processes of sedentarization,

contraction of pastures, and

expansion of markets on

pastoralism in the modern world.

Unit 2: Contemporary India – I 55 Periods

Themes Learning Objectives

1. India

 Size and Location

 India and the World

 India’s Neighbours

2. Physical Features of India

 Major Physiographic Divisions

3. Drainage

 Major rivers and tributaries

 Lakes

 Role of rivers in the economy

 Identify the location of India in the

Indian subcontinent.

 Understand the major landform

features and the underlying

geological structure; their

association with various rocks and

minerals as well as nature of soil

types.

 Identify the river systems of the

country and explain the role of

rivers in the human society.

 Pollution of rivers

4. Climate

 Concept

 Climatic Controls

 Factors influencing India’s climate

 The Indian Monsoon

 Distribution of Rainfall

 Monsoon as a unifying bond

5. Natural Vegetation and Wild Life

 Factors affecting Vegetation

 Vegetation types

 Wild Life

 Conservation

6. Population

 Size

 Distribution

 Population Growth and Process of

Population Change

 Identify various factors influencing

the climate and explain the

climatic variation of our country

and its impact on the life of

people.

 Explain the importance and

unifying role of monsoons.

 Explain the nature of diverse flora

and fauna as well as their

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.

 Identify the different occupations

of people and explain various

factors of population change.

 Explain various dimensions of

National Population Policy and

understand the needs of

adolescents as underserved

group.

Unit 3: Democratic Politics – I 50 Periods

Themes Learning Objectives

1. What is Democracy? Why Democracy?

 What is Democracy?

 Features of Democracy

 Why Democracy?

 Broader Meaning of Democracy

 Develop conceptual skills of

defining democracy.

 Understand how different

historical processes and forces

have promoted democracy.

2. Constitutional Design

 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 elections in India

democratic?

4. Working of Institutions

 How is the major policy decision taken?

 Parliament

 Political Executive

 Judiciary

 Develop a sophisticated defense

of democracy against common

prejudices.

 Develop a historical sense of the

choice and nature of democracy

in India.

 Understand the process of

Constitution making.

 Develop respect for the

Constitution and appreciation for

Constitutional values.

 Recognize Constitution as a

dynamic and living document.

 Understand representative

democracy via competitive party

politics.

 Familiarize with Indian electoral

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.

 Get an overview of central

governmental structures.

 Identify the role of Parliament and

its procedures.

 Distinguish between political and

permanent executive authorities

and functions.

 Understand the parliamentary

system of executive’s

accountability to the legislature.

5. Democratic Rights

 Life without rights

 Rights in a Democracy

 Rights in the Indian Constitution

 Expanding the scope of rights



 Understand the working of Indian

Judiciary.

 Recognize the need for rights in

one’s life.

 Understand the availability

/access of rights in a democratic

system/government.

 Identify and be able to

comprehend the Fundamental

Rights given by the Indian

Constitution to its citizens.

 Create awareness regarding the

process of safeguarding rights.

Unit 4: Economics 50 Periods

Themes Objectives

1. The Story of Village Palampur

 Overview

 Organization of production

 Farming in Palampur

 Non-farm activities of Palampur

2. People as Resource

 Overview

 Economic activities by men and women

 Quality of Population

 Unemployment

3. Poverty as a Challenge

 Two typical cases of poverty

 Poverty as seen by Social Scientists

 Poverty Estimates

 Vulnerable Groups

 Interstate disparities

 Global Poverty Scenario

 Causes of Poverty

 Anti-poverty measures

 The Challenges Ahead

 Familiarize with basic economic

concepts through an imaginary

story of a village.

 Understand the demographic

concepts.

 Understand how population can

be an asset or a liability for a

nation.

 Understand poverty as a

challenge.

 Identify vulnerable group and

interstate disparities

 Appreciate the initiatives of the

government to alleviate poverty.

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

 Understand the concept of food

security.

 Appreciate and analyse the role of

government in ensuring food

supply.

PROJECT WORK

CLASS IX (2021-22)

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

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. Aspects Marks

a Content accuracy, originality and analysis 2

b Presentation and creativity 2

c Viva Voce 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. All documents pertaining to assessment under this activity should be meticulously

maintained by the schools.

9. A Summary Report should be prepared highlighting:

a. objectives realized through individual work and group interactions;

b. calendar of activities;

c. innovative ideas generated in the process ;

d. list of questions asked in viva voce.

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 should be handwritten by the students themselves.

12. The record of the project work (internal assessment) should be kept for a period of

three months for verification, if any.

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

6. Learning outcomes at Secondary stage Published by NCERT

Note: Please procure latest reprinted edition of prescribed NCERT textbooks.

SOCIAL SCIENCE (CODE NO. 087)

QUESTION PAPER DESIGN

CLASS IX (2021-22)

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, comparing, 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.

14 17.5%

3 Formulating, Analysing, 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 6* 7.5%

80 100%

Note: Teachers may refer ‘Learning Outcomes’ published by NCERT for developing Lesson Plans,

Assessment Framework and Questions.

* 02 Items from History Map List and 04 from Geography Map List

Internal Assessment: 20 Marks

INTERNAL ASSESSMENT

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  Classwork and Assignments

 Any exemplary work done by the student

 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 (2021-22)

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)

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)

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

 The state having highest and lowest sex ratio

 Largest and smallest state according to area

COURSE STRUCTURE

CLASS X (2021-22)

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

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: Any one theme of the following:

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.⁶

Unit 2: Contemporary India – II 55 Periods

Themes Learning Objectives

1. Resources and Development

 Types of Resources

 Development of Resources

 Resource Planning in India

 Land Resources

 Land Utilization

 Land Use Pattern in India

 Land Degradation and Conservation

Measures

 Soil as a Resource

 Classification of Soils

 Soil Erosion and Soil Conservation

2. Forest and Wildlife

 Biodiversity or Biological Diversity

 Flora and Fauna in India

 Vanishing Forests

 Asiatic Cheetah: Where did they go?

 The Himalayan Yew in trouble

 Conservation of forest and wildlife in

India

 Project Tiger

 Types and distribution of forests and

wildlife resources

 Community and Conservation

Note: The chapter ‘Forest and Wildlife’ to

be assessed in the Periodic Tests only and

will not be evaluated in Board Examination.

3. Water Resources

 Water Scarcity and The Need for Water

Conservation and Management

 Multi-Purpose River Projects and

Integrated Water Resources

Management

 Rainwater Harvesting

 Understand the value of

resources and the need for their

judicious utilization and

conservation.

 Understand the importance of

biodiversity with regard to flora

and fauna in India.

 Analyse the importance of

conservation of forests and

wildlife.

 Comprehend the importance of

water as a resource as well as

develop awareness towards its

judicious use and conservation.

Note: The theoretical aspect of chapter

‘Water Resources’ to be assessed in the

Periodic Tests only and will not be

evaluated in Board Examination. However,

the map items of this chapter as given in

the Map List will be evaluated in Board

Examination.

4. Agriculture

 Types of farming

 Cropping Pattern

 Major Crops

 Technological and Institutional Reforms

 Impact of Globalization on Agriculture

5. Minerals and Energy Resources

 What is a mineral?

 Mode of occurrence of Minerals

 Ferrons and Non-Ferrons Minerals

 Non-Metallic Minerals

 Rock Minerals

 Conservation of Minerals

 Energy Resources

o Conventional and Non-Conventional

o Conservation of Energy Resources

6. Manufacturing Industries

 Importance of manufacturing

 Contribution of Industry to National

Economy

 Industrial Location

 Classification of Industries

 Explain 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

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.

 Spatial distribution

 Industrial pollution and environmental

degradation

 Control of Environmental Degradation

7. Life Lines of National Economy

 Transport – Roadways, Railways,

Pipelines, Waterways, Airways

 Communication

 International Trade

 Tourism as a Trade

 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.

 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

 Case Studies of Belgium and Sri Lanka

 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

3. Democracy and Diversity

 Case Studies of Mexico

 Differences, similarities and divisions

 Politics of social divisions

Note: The chapter ‘Democracy and

Diversity’ to be assessed in the Periodic

Tests only and will not be evaluated in

Board Examination.

4. Gender, Religion and Caste

 Gender and Politics

 Religion, Communalism and Politics

 Familiarize with the centrality of

power sharing in a democracy.

 Understand the working of spatial

and social power sharing

mechanisms.

 Analyse federal provisions and

institutions.

 Explain decentralization in rural

and urban areas.

 Analyse the relationship between

social cleavages and political

competition with reference to

Indian situation.

 Identify and analyse the

challenges posed by

 Caste and Politics

5. Popular Struggles and Movements

 Popular Struggles in Nepal and Bolivia

 Mobilization and Organization

 Pressure Groups and Movements

Note: The chapter ‘Popular Struggles and

Movements’ to be assessed in the Periodic

Tests only and will not be evaluated in

Board Examination.

6. Political Parties

 Why do we need Political Parties?

 How many Parties should we have?

 National Political 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

8. Challenges to Democracy

 Thinking about challenges

 Thinking about Political Reforms

communalism to Indian

democracy.

 Recognise the enabling and

disabling effects of caste and

ethnicity in politics.

 Develop a gender perspective on

politics.

 Understand the vital role of

people’s struggle in the expansion

of democracy.

 Analyse party systems in

democracies.

 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.

 Reflect on the different kinds of

measures possible to deepen

democracy.

 Redefining democracy

Note: The chapter ‘Challenges to

Democracy’ to be assessed in the Periodic

Tests only and will not be evaluated in

Board Examination.

 Promote an active and

participatory citizenship.

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

 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

 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.

 Understand money as an

economic concept.

 Understand the role of financial

institutions from the point of view of

day-to- day life.

 Production across countries

 Interlinking production across countries

 Foreign Trade and integration of

markets

 What is globalization?

 Factors that have enabled

Globalisation

 World Trade Organisation

 Impact of Globalization on India

 The Struggle for a fair Globalisation

5. Consumer Rights

Note: Chapter 5 ‘Consumer Rights’ to be

done as Project Work.

 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 (2021-22)

05 Periods 05 Marks

1. Every student has to compulsorily undertake any one project on the following

topics:

Consumer Awareness

Social Issues

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, different 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:

4. The projects carried out by the students in different topics should subsequently be

shared among themselves through interactive sessions such as exhibitions, panel

discussions, etc.

5. All documents pertaining to assessment under this activity should be meticulously

maintained by concerned schools.

6. A Summary Report should be prepared highlighting:

 objectives realized through individual work and group interactions;

 calendar of activities;

 innovative ideas generated in the process ;

 list of questions asked in viva voce.

7. It is to be noted here by all the teachers and students that the projects and models

prepared should be made from eco-friendly products without incurring too much

expenditure.

8. The Project Report should be handwritten by the students themselves.

9. 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.

S. No. Aspects Marks

a. Content accuracy, originality and analysis 2

b. Presentation and creativity 2

c. Viva Voce 1

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

6. Learning Outcomes at the Secondary Stage – Published by NCERT

Note: Please procure latest reprinted edition of prescribed NCERT textbooks.

SOCIAL SCIENCE (CODE NO. 087)

QUESTION PAPER DESIGN

CLASS X (2021-22)

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, comparing, 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.

14 17.5%

3 Formulating, Analysing, 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 6* 7.5%

80 100%

Note: Teachers may refer ‘Learning Outcomes’ published by NCERT for developing Lesson Plans,

Assessment Framework and Questions.

*02 Items from History Map List and 04 from Geography Map List

Internal Assessment: 20 Marks

INTERNAL ASSESSMENT

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  Classwork and Assignments

 Any exemplary work done by the student

 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 (2021-22)

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

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

Note: The theoretical aspect of chapter ‘Water Resources’ to be assessed in the

Periodic Tests only and will not be evaluated in Board Examination. However, the

map items of this chapter as listed above will be evaluated in Board Examination.

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

 Bellary

 Kudremukh

b. Coal Mines

 Raniganj

 Bokaro

 Talcher

 Neyveli

c. Oil Fields

 Digboi

 Naharkatia

 Mumbai High

 Bassien

 Kalol

 Ankaleshwar

Power Plants

(Locating and Labelling only)

a. Thermal

 Namrup

 Singrauli

 Ramagundam

b. Nuclear

 Narora

 Kakrapara

 Tarapur

 Kalpakkam

Chapter 6: Manufacturing Industries (Locating and Labelling Only)

Cotton Textile Industries:

a. Mumbai

b. Indore

c. Surat

d. Kanpur

e. Coimbatore

Iron and Steel Plants:

a. Durgapur

b. Bokaro

c. Jamshedpur

d. Bhilai

e. Vijaynagar

f. Salem

Software Technology Parks:

a. Noida

b. Gandhinagar

c. Mumbai

d. Pune

e. Hyderabad

f. Bengaluru

g. Chennai

h. Thiruvananthapuram

Chapter 7: Lifelines of National Economy

Major Ports: (Locating and Labelling)

a. Kandla

b. Mumbai

c. Marmagao

d. New Mangalore

e. Kochi

f. Tuticorin

g. Chennai

h. Vishakhapatnam

i. Paradip

j. Haldia

International Airports:

a. Amritsar (Raja Sansi)

b. Delhi (Indira Gandhi International)

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.

Class X

Suggested Pedagogical Processes Learning Outcomes

The learners may be provided with

opportunities individually or in groups

and encouraged to—

 collect different soil samples from the

surroundings; recognise them with the

help of their colour, texture, and

composition; relate them with the

geographical areas of India shown on

the map; study the process of formation

of these soils.

 locate them on different types of maps

of India such as, political, physical and

outline map, wall map, and atlas; list

and label places or areas where

different agricultural crops, minerals,

etc., are produced.

 use tactile maps for students with visual

impairments.

 find the meaning of resources,

subsistence agriculture, plantation,

etc., from any dictionary of Geography.

 read different sources and discover the

course of the Indian national movement

till India’s independence.

The learner—

 recognises and retrieves facts, figures,

and narrate, processes, for example,

o identifies different types of soil, minerals,

renewable and non-renewable energy

resources, etc.

o locates areas or regions known for

production of coal, iron ore, petroleum,

rice, wheat, tea, coffee, rubber, and

cotton textile on the map of India.

o defines important terms in Geography

such as, resource, renewable and non-

renewable resources, subsistence

agriculture, plantation, shifting

agriculture, environmental protection,

and environmental sustainability.

o defines basic Economic terms

associated with economic development

such as, human capital, sustainable

development, gross domestic product,

gross value added, per capita income,

human development index, multinational

 get familiarised with the concepts of

nation and nationalism.

 acquaint with the writings and ideals of

different social, political groups and

individuals.

 collect the details of social groups

which joined the Non-Cooperation

Movement of 1921.

 draw a timeline on significant events of

India’s national movement.

 collect the details of major languages of

India and the number of persons who

speak those languages from the latest

reports of Census of India and discuss.

 read the Indian Constitution and

discuss various parts in it.

 collect a variety of resources, for

example, forests, water, minerals, etc.,

and use a variety of criteria to group

and display in the class.

 relate different cropping patterns in

India and their impact on economic

development and discuss in the class.

 use internet to study interactive

thematic maps, for example,

agriculture, minerals, energy, industry,

etc., on School Bhuvan NCERT portal.

 discuss the relationship or difference

between European nationalism and

anti-colonial nationalisms.

 discuss industrialisation in the imperial

country and in a colony.

 study globalisation in different contexts.

 find out about the anti-colonial

movement in any one country in South

America and compare with India’s

national movement based on certain

parameters.

 collect the details of how globalisation

is experienced differently by different

social groups using goods and services

used by people in their daily lives such

company, foreign trade, liberalisation

and foreign investment.

o lists different forms of money and

sources of credit, rights of consumers.

o recalls names, places, dates, and

people associated with some important

historical events and developments

such as the French Revolution,

nationalism, industrialisation,

globalisation, and urbanisation.

o defines terms and concepts such as,

nationalism, colonialism, orientalism,

democracy, satyagraha, and liberty.

o defines important terms such as,

federalism, diversity, religion, and

political party

 classifies and compares events, facts,

data and figures, for example,

o classifies types of resources, minerals,

farming, for example, subsistence and

commercial farming.

o compares areas growing rice and

wheat on the map of India.

o compares visuals such as, the image of

Bharatmata with the image of

Germania.

o compares European nationalism with

anti-colonial nationalism in countries

such as, India, South America, Kenya,

Indo-China.

o compares per capita income of some

important countries.

o differentiates consumer rights.

o classifies occupations and economic

activities into sectors using different

criteria.

o compares the powers and functions of

state and central government in India.

o classifies national and regional political

parties in India.

o explains the terms used in political

discussions and their meaning, for

example, Gandhian, communist,

as, television, mobile phones, home

appliances, etc., and discuss.

 study different types of governments in

the world—democratic, communist,

theocratic, military dictatorships, etc.

Within democracies, various forms of

governments, such as, federal and

unitary, republican and monarchy, etc.,

can also be studied.

 read the functioning of state

governments ruled by different parties

or coalitions; examine their specific

features such as, slogans, agenda,

symbols, and characteristics of their

leaders.

 study the distinctive features of different

political parties.

 collect the economic details of states

and countries. For example, based on

the human development index, they

can classify a few countries. They can

also group or categorise countries on

the basis of Gross Domestic Product

(states on the basis of state domestic

product), life expectancy, and infant

mortality rates, etc.

 collect the details of economic

activities, jobs, and occupations in their

neighbourhood and group them using a

few criteria, for example, organised and

unorganised, formal and informal,

primary-secondary-tertiary, etc.

 collect data on sources of credit from

their neighbourhood—from where

people borrow and group them into

formal and informal.

 overlay thematic layers of maps on

School Bhuvan NCERT portal, for

example, distribution of rice in India and

overlay layers of soils, annual rainfall,

relief features and swipe these layers to

establish cause and effect relationship.

 classify different types of industries

based on raw materials, locate them on

secularist, feminist, casteist,

communalist, etc.

 explains cause and effect relationship

between phenomena, events, and their

occurrence, for example,

o explains factors responsible for

production of different crops in India.

o explains industries and their impact on

environment.

the map and relate them with pollution

in nearby areas.

 find out about the changes in print

technology in the last 100 years.

Discuss the changes, why they have

taken place and their consequences.

 read various provisions of the Indian

Constitution as causes, and the

resulting political scenario as its effects.

For example, the independent status of

the judiciary effected in smooth

functioning of federalism.

 discuss (a) why a large section of

India’s population depend on primary

sector; (b) what contributed to rapid

increase in service sector output.

 conduct a survey among

neighbourhood, households and collect

the reasons for their dependence on

formal or informal sources of credit.

Teachers can then organise debate on

whether or not banks contribute to

needy borrowers living in rural areas in

the class.

 collect stories of communities involved

in environmental conservation from

different parts of India and study them

from geographical perspective.

 collect and discuss the details of

people’s participation in environmental

conservation movements and their

impact on socio-cultural life of the

region for example, Chipko and Appiko

Movements.

 collect data from Economic Survey of

India, newspaper, magazines related to

gross domestic product, per capita

income, availability of credit for various

households, land use, cropping pattern

and distribution of minerals in India,

production of cereals for different years

and convert them into pie or bar graphs

and study the pattern and display in the

class.

o explains the cause and effect between

different historical events and

developments such as, the impact of

print culture on the growth of

nationalism in India.

o examines the impact of technology on

food availability.

o assesses the impact of the global

transfer of disease in the pre-modern

world in different regions of the world,

for example, in the colonisation of

America.

o analyses the impact of overuse of

natural resources such as, ground

water and crude oil.

o analyses the change in sectoral

composition of gross domestic product.

o analyses the consequences of

dependence on different sources of

credit.

o explains the policies and programmes

of different political parties in the states

of India.

 analyses and evaluates information, for

example,

o assesses the impact of conservation of

natural resources on the life of people in

any area in view of sustainable

development.

o analyses indigenous or modern methods

of conservation of water, forests, wildlife,

and soil.

o explains victories and defeats of political

parties in general elections.

o evaluates various suggestions to reform

democracy in India.

o analyses texts and visuals such as, how

symbols of nationalism in countries

outside Europe are different from

European symbols.

o assesses the impact of MNREGA, role of

banks as a source of credit.

o assesses the impact of globalisation in

their area, region, and local economy.

o analyses the contribution of different

sectors to output and employment.

 familiarise with pictures, photographs,

cartoons, extracts from a variety of

original sources

—eye witness

accounts, travel literature, newspapers

or journals, statements of leaders,

official reports, terms of treaties,

declarations by parties, and in some

cases contemporary stories,

autobiographies, diaries, popular

literature, oral traditions, etc., to

understand and reconstruct histories of

important historical events and issues

of India and contemporary world.

 observe and read different types of

historical sources; think of what they

communicate, and why a thing is

represented in a particular way. Raise

questions on different aspects of

pictures and extracts to allow a critical

engagement with these, i.e., visuals of

cloth labels from Manchester and India;

carefully observe these and answer

questions like: What do they see in

these pictures? What information do

they get from these labels? Why are

images of gods and goddesses or

important figures shown in these

labels? Did British and Indian

industrialists use these figures for the

same purpose? What are the

similarities or differences between

these two labels?

 study and discuss different

perspectives on diversification of print

and printing techniques; visit to a

printing press to understand the

changes in printing technology.

 critically examine the implementation of

government schemes based on

learners or their family’s experiences

such as, Mid

-day meal scheme, loan

waiver schemes for farmers;

scholarships through cash transfer to

students; schemes to provide liquid

petroleum gas to low income families:

life insurance scheme for low income

families/scheme of financial support for

house construction, MUDRA, etc. They

may be guided to supplement with

data/news clippings as evidences.

 overlay maps showing distribution of

resources for example, minerals, and

industries on the map of India and

relate it with physical features of India

and climate by overlaying the layers on

School Bhuvan NCERT portal and

analyse the maps.

 elaborate relationship between

different thematic maps using atlas.

 locate places, people, regions (affected

by various treaties such as, Treaty of

Versailles, economic activities, etc).

 find and draw interconnections among

various regions and the difference in

nomenclatures of places used for

various regions and places during this

period and present day, i.e., learner can

be asked to find and draw the sea and

land links of the textile trade from India

to Central Asia, West Asia and

Southeast Asia on a map of Asia.

 study the political maps of the world

and India to recognise a country’s

importance and role in world politics.

 examine political maps of states,

consider their size and location and

discuss their importance in national

politics.

 locate the places in which important

multinational corporations set up their

offices and factories on the map of India

and discuss the reasons behind the

choice of location and its implication on

people’s livelihood.

 read cartoons, messages conveyed in

sketches, photographs associated with

political events and participate in

discussions.

 interprets, for example,

o maps

o texts

o symbols

o cartoons

o photographs

o posters

o newspaper clippings

o climatic regions

o changes in maps brought out by various

treaties in Europe

o sea and land links of the trade from India

to West Asia, South East Asia and other

parts of the world

o pie and bar diagrams related to gross

domestic product, production in different

sectors and industries, employment and

population in India

See more in pdf:-Open pdf here verify by cbse

NOTES, BOOKS AND SOLUTIONS OF NCERT

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Class ix & x New syllabus of sst 2021-2022

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