Syllabus CBSE Class 10th
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.
|1. India and the Contemporary World - II
|2. India - Resources and their Development
|3. Democratic Politics II
|4. Understanding Economic Development - II
|5. Disaster Management-only through project work and assignment
|Formative Assessment 1and 2, 3 and 4
Unit 1 : India and the Contemporary world - II (45 Periods)
In Sub-unit 1.1 students are required to choose any
two themes. In that sub-unit, theme 3 is compulsory
and for second theme students are required to choose
any one from the first two themes.
In Sub Units 1.2 and 1.3 student are required to
choose any one theme from each.
Thus all students are required to study four themes in
Sub-unit 1.1 : Events and processes :
Any two of the following themes:
1. Nationalism in Europe :
(a) The growth of nationalism in Europe after
(b) The ideas of Giuseppe
(c) General characteristics of
the movements in Poland, Hungary, Italy,
Germany and Greece. (Chapter 1)
2. Nationalist Movement in Indo China :
Factors leading to growth of rationalism in
(a) French colonialism in Indochina.
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.
and the second Indochina war.(Chapter 2)
3. Nationalism in India : Civil Disobedience
(a) First world war, Khilafat and
(b) Salt Satyagraha.
Movements of peasants, workers, tribals.
Activities of different political groups.
4. Mapwork based on theme 3 only. (2 marks)
Sub-unit 1.2 : Economies and livelihoods :
Any one of the following themes :
4. Industrialization 1850s - 1950s :
between the form of industrialization in Britain
(b) Relationship between handicrafts
and industrial production, formal and informal
(c) Livelihood of workers. Case studies
: Britain and India. (Chapter 4)
5. Urbanization and urban lives :
(b) Migration and the growth of
(c) Social change and urban life.
Merchants, middle classes, workers and urban
poor. (Chapter 5)
Case studies : London and Bombay in the
nineteenth and twentieth century.
6. Trade and Globalization :
(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
(d) Implications of globalization for
Case study : The post War International
Economic order, 1945 to 1960s. (Chapter 6)
Sub-unit 1.3 : Culture, Identity and Society
Any one of the following themes :
7. Print culture and nationalism.
(a) The history
of print in Europe.
(b) The growth of press in
nineteenth century India.
between print culture, public debate and politics.
8. History of the novel:
(a) Emergence of the
novel as a genre in the west.
(b) The relationship
between the novel and changes in modern
(c) Early novels in nineteenth century
(d) A study of two or three major writers.
- The theme will discuss the forms in which
nationalism developed along with the formation
of nation states in Europe in the post-1830
- Discuss the relationship/difference between
European nationalism and anti-colonial
- Point to the way the idea of the nation states
became generalized in Europe and elsewhere.
- Discuss the difference between French
colonialism in Indochina and British colonialism
- Outline the different stages of the anti-imperialist
struggle in Indochina.
Familiarize the students with the differences
between nationalist movements in Indo China
- Discuss the characteristics of Indian nationalism
through a case study of Civil Disobedience
- Analyze the nature of the diverse social
movements of the time.
- Familiarize students with the writings and ideals
of different political groups and individuals,
notably Mahatama Gandhi.
- Discuss two different patterns of
one in the imperial country and another within a
- Show the relationship between different sectors
- Show the difference between urbanization in two
different contexts. A focus on Bombay and
London will allow the discussions on urbanization
and industrialization to complement each other.
- Show that globalizaton has a long history and
point to the shifts within the process.
- Analyze the implication of globalization for local
- Discuss how globalization is experienced
differently by different social groups.
- Discuss the link between print culture and the
circulation of ideas.
- Familiarize students with pictures, cartoons,
extracts from propaganda literature and
newspaper debates on important events and
issues in the past.
- Show that forms of writing have a specific history,
and that they reflect historical changes within
society and shape the forces of change.
- Familiarize students with some of the ideas of
writers who have had a powerful impact on
Unit 2 : India - Resources and their Development (45 Periods)
1. Resources : Types - natural and human; Need for resource planning. (Chapter
2. Natural Resources : land as a resource, soil types and distribution; changing
land-use pattern; land degradation and conservation measures.(Chapter 1)
3. Forest and Wild life resources : types and distribution ,depletion of flora
and fauna; conservation and protection of forest and wild life. (Chapter 2)
4. 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)
5. 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)
6. Mineral Resources : types of minerals, distribution, use and economic
importance of minerals, conservation. (Chapter 5)
7. Power Resources : types of power resources : conventional and
non-conventional, distribution and utilization, and conservation. (Chapter 6)
8. 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)
9. Transport, communication and trade (Chapter 8)
10. Map Work (3 marks)
- Understand the value of resources and the need for their judicious
utilisation and conservation;
- Identify various types of farming and discuss thevarious farming
- 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;
- Understand the importance of forest and wild life in our environment as
well as develop concept towards depletion of resources.
- Understand the importance of agriculture in national economy;
- Understand the importance of water as a resource as well as develop
awareness towards its judicious use and conservation;
- Discuss various types of minerals as well as their uneven nature of
distribution and explain the need for their judicious utilisation;
- Discuss various types of conventional and nonconventional resources and
- Discuss the importance of industries in the national economy as well as
understand the regional disparities which resulted due to concentration of
industries in some areas;
- Discuss the need for a planned industrial development and debate over
the role of government towards sustainable development;
- To explain the importance of transport and communication in the ever
- To understand the role of trade in the economic development of a
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.
- 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 (45 Periods)
1. Power sharing mechanisms in democracy
Why and how is power shared in democracies? How has federal division of
power in India helped national unity? To what extent has decentralisation
achieved this objective? How does democracy accommodate different social groups?
2. Working of Democracy
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)
3. Competition and contestations in democracy
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)
4. 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)
5. 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)
- Analyse the relationship between social cleavages and political
competition with reference to Indian situation.
- Understand and analyse the challenges posed by communalism to Indian
- Understand the enabling and disabling effects of caste and
ethnicity in politics.
- Develop a gender perspective on politics.
- Introduce students to the centrality of power sharing in a democracy.
- Understand the working of spatial and social power sharing mechanisms.
- Analyse federal provisions and institutions.
- Understand the new Panchayati Raj institutions in rural and urban areas.
- Understand the vital role of struggle in the expansion of democracy.
- Analyse party systems in democracies.
- Introduction to major political parties in the country.
- Analyse the role of social movements and nonparty political formations
- Introduction to the difficult question of evaluating the functioning of
- Develop the skills of evaluating Indian democracy on some key dimensions
: development, security and dignity for the people.
- Understand the causes for continuation of democracy in India.
- Distinguish between sources of strength and weaknesses of Indian
- Reflect on the different kinds of measures possible to deepen democracy
- Promote an active and participatory citizenship.
Unit 4 : Understanding Economic Development-II (45 Periods)
1. The Story of Development : The traditional notion of development; National
Income and Percapita 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
unorganised sector workers. (Chapter 2)
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 : 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 Awareness : 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
- Familiarisation of some macroeconomic concepts.
- Sensitizing the child about the rationale for overall human development
in our country, which include the rise of income, improvements in health and
education rather than income.
- It is necessary to raise question in minds of the children whether the
increase in income alone is sufficient for a nation.
- How and why people should be healthy and provided with education.
- Familiarize the concept of money as an economic concept;
- Create awareness of the role of financial institutions from the point of
view of day-to-day life.
- To make aware of a major employment generating sector.
- Sensitise the learner of how and why governments invest in such an
- Provide children with some idea about how a particular economic
phenomenon is influencing their surroundings and day-to-day life.
- Making the child aware of his or her rights and duties as a consumer;
- Familiarizing the legal measures available to protect from being
exploited in markets.
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 news
papers and consumer courts.
Unit 5 : Disaster Management (Through Formative Assessment only) - 10
- Safer Construction Practices.
- Survival Skills.
- Alternate Communication systems during disasters.
- Sharing Responsibility
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 II - Published by NCERT
5. Together Towards a Safer India - Part III, a textbook an Disaster Management
- Published by CBSE.