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OFFICIAL SYLLABUS
Social Science(Theory)
Unit 1 : India and the Contemporary world - II
Theme | Objective |
Students are required to choose any two themes each from the first two sub units and one from the third sub-unit. In sub-unit 1.1, theme 3 is compulsory. For second theme in that subunit, students are required to choose any one from the first two themes. Thus all students are required to study five themes in all. Sub-unit 1.1 : Events and processes : 1. 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. 2. Nationalist Movement in Indo China : Factors leading to growth of rationalism in India (a) French colonialism in Indochina. (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 Indochina war. 3. Nationalism in India : Civil Disobedience Movement (a) First world war, Khilafat and Non-Cooperation. (b) Salt Satyagraha. (c) Movements of peasants, workers, tribals. (d) Activities of different political groups. Sub-unit 1.2 : Economies and livelihoods : 4. Industrialization 1850s - 1950s : (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. 5. Urbanization and urban lives : (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.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 the 1950s. (d) Implications of globalization for livelihood patterns. Case study : The post War International Economic order, 1945 to 1960s. Sub-unit 1.3 : Culture, Identity and Society 7. Print culture and nationalism. (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. 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 society. (c) Early novels in nineteenth century India. (d) A study of two or three major writers. Sub-unit 1.4 : Map Work | The theme will discuss the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period. Discuss the relationship/difference etween European nationalism and anti-colonial nationalisms. 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 in India. Outline the different stages of the antiimperialist struggle in Indochina. Familiarize the students with the differences between nationalist movements in Indo China and India. Discuss the characteristics of Indian nationalism through a case study of CivilDisobedience Movement. 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 industrialization, one in the imperial country and another within a colony. Show the relationship between different sectors of production. 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 economies. 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 society. |
Unit 2 : India - Resources and their Development
OFFICIAL SYLLABUS
Social Science(Theory)
Unit 1 : India and the Contemporary world - II
Theme | Objective |
Students are required to choose any two themes each from the first two sub units and one from the third sub-unit. In sub-unit 1.1, theme 3 is compulsory. For second theme in that subunit, students are required to choose any one from the first two themes. Thus all students are required to study five themes in all. Sub-unit 1.1 : Events and processes : 1. 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. 2. Nationalist Movement in Indo China : Factors leading to growth of rationalism in India (a) French colonialism in Indochina. (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 Indochina war. 3. Nationalism in India : Civil Disobedience Movement (a) First world war, Khilafat and Non-Cooperation. (b) Salt Satyagraha. (c) Movements of peasants, workers, tribals. (d) Activities of different political groups. Sub-unit 1.2 : Economies and livelihoods : 4. Industrialization 1850s - 1950s : (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. 5. Urbanization and urban lives : (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.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 the 1950s. (d) Implications of globalization for livelihood patterns. Case study : The post War International Economic order, 1945 to 1960s. Sub-unit 1.3 : Culture, Identity and Society 7. Print culture and nationalism. (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. 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 society. (c) Early novels in nineteenth century India. (d) A study of two or three major writers. Sub-unit 1.4 : Map Work | The theme will discuss the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period. Discuss the relationship/difference etween European nationalism and anti-colonial nationalisms. 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 in India. Outline the different stages of the antiimperialist struggle in Indochina. Familiarize the students with the differences between nationalist movements in Indo China and India. Discuss the characteristics of Indian nationalism through a case study of CivilDisobedience Movement. 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 industrialization, one in the imperial country and another within a colony. Show the relationship between different sectors of production. 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 economies. 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 society. |
Unit 2 : India - Resources and their Development
Theme | Objective |
1. Resources : Types - natural and human; Need for resource planning. 2. Natural Resources : land as a resource, soil types and distribution; changing land-use pattern; land degradation and conservation measures. 3. Forest and Wild life resources : types and distribution ,depletion of flora and fauna; conservation and protection of forest and wild life. 4. Agriculture : types of farming, major crops, cropping pattern, technological and institutional reforms; their impact; contribution of Agriculture to national economy - employment and output. 5. Water resources : sources, distribution, utilisation, multi-purpose projects, water scarcity, need for conservation and management, rainwater harvesting. (One case study to be introduced) 6. Mineral Resources : types of minerals, distribution, use and economic importance of minerals, conservation. 7. Power Resources : types of power resources : conventional and non-conventional, distribution and utilization, and conservation. 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 10. Map Work | Understand the value of resources and the need for their judicious utilisation and conservation; Identify various types of farming and discuss the various farming methods; To 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 their utilization Discuss the importance of industries in the national economy as well as understand the regional disparities which resulted due to concentration of industries in some areas; Discuss the need for a planned industrial development and debate over the role of government towards sustainable development; To explain the importance of transport and communication in the ever shrinking world; To understand the role of trade in the economic development of a country, |
Project / Activity
Learners may collect photographs of typical rural houses, and clothing of people from different regions of India and examine whether they reflect any relationship with climatic conditions and relief of the area.
Learners may write a brief report on various irrigation practices in the village and the change in cropping pattern in the last decade.
Posters
Pollution of water in the locality.
Depletion of forests and the greenhouse effect.
Note : Any similar activities may be taken up.
Unit 3 : Democratic Politics II
Theme | Objective |
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? | Analyse the relationship between social cleavages and political competition with reference to Indian situation. Understand and analyse the challenges posed by communalism to Indian democracy. Understand the enabling and disabling |
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? | 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. |
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? | 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 |
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? | Introduction to the difficult question of evaluating the functioning of democracies Develop the skills of evaluating Indian democracy on some key dimensions : development, security and dignity for the people. Understand the causes for continuation of democracy in India. |
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? | Distinguish between sources of strength and weaknesses of Indian democracy Reflect on the different kinds of measures possible to deepen democracy Promote an active and participatory citizenship. |
Unit 4 : Understanding Economics II
Theme | Learning Objective |
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) | 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 |
2. The Role of Service Sector in Indian Economy : What is service sector (through examples) : Importance of Service Sector in generating employment and income to the nation (with the help of a few case studies); Growth of Service Sector in India; India as a major service provider to the world; The need for public investment ; The role of important infrastructure, education and health | 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; |
3. Money and Financial System : 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. | 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 important sector. |
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 adoped in Reform measures (easing of capital flows; migration, investment flows); Different perspectives on globalisation and its impact on different sectors; Political Impact of globalisation. 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 | Provide children with some idea about how a particular economic phenomenon is influencing their surroundings and day-today 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 market |
Suggested Activities
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 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 | |
1. | Tsunami |
2. | Safer Construction Practices. |
3. | Survival Skills. |
4. | Alternate Communication systems during disasters |
5. | Sharing Responsibility |
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Paper Format
Paper Type - Theory + Internal Assessment
Paper Marks - Theory (80 Marks) + Internal Assessment (20 Marks)
Maximum Total marks - 80 + 20 = 100 Marks
Time duration - 3 hours (Only For Theory Exam)
Unit and their Weightage
S.No | Unit | Marks |
1. | India and the Contemporary World - II | 20 Marks |
2. | India - Resources and their Development | 18 Marks |
3. | Democratic Politics - II | 18 Marks |
4. | Understanding Economics - II | 16 Marks |
5. | Disaster Management | 08 Marks |
Total Marks | 80 Marks |
Internal Assessment - 20 Marks
S.No | Unit | Marks |
1. | Tests (Formative and Summative) | 10 Marks |
2. | Assignments (School & Home) | 05 Marks |
3. | Project Work | 05 Marks |
Total Marks | 20 Marks |
For More Information:- Click Here
Conditions of eligibility for admission to class X.
1. Candidates who have been studying in a School recognised by or affiliated to this Board or any other recognised Board of Secondary Education in India.
2. Candidates can not take admission directly in class X.
3. Candidates had completed a regular course of study for class IX and passed class IX examination from a school affilicated to this Board.
4. The candidates percentage for attendance should be 75% so that the Board to make him/her eligible for the Examinations.
5. Candidate can be admitted to a school only on the transfer of the parents(s) or shifting of their families from one place to another, after procuring from the student the marksheet and the Transfer Certificate duly counter signed by the Educational Authorities of the Board concerned.
6. There is no age limit for candidates taking the Examination.
7. Candidate should have doucments in support of his having passed the qualifying or equivalent qualifying examination.
TIME TABLE 2023
Date & Day | Date & Day | Time Duration |
Saturday 1 April 2023 | Social Science | 10:00 AM to 01:00 PM (3 Hrs.) |
Date & Day | Subject | Time Duration |
Friday 17 March 2023 | Hindi | 10:00 AM to 01:00 PM (3 Hrs.) |
Saturday 18 March 2023 | Urdu, Punjabi, Bengali | 10:00 AM to 01:00 PM (3 Hrs.) |
Tuesday 21 March 2023 | Science | 10:00 AM to 01:00 PM (3 Hrs.) |
Friday 24 March 2023 | English | 10:00 AM to 01:00 PM (3 Hrs.) |
Saturday 25 March 2023 | Indian Music (Vocal) Indian Music (Instrumental) | 10:00 AM to 12:00 PM (2 Hrs.) |
Ranjan Kala | 10:00 AM to 01:00 PM (3 Hrs.) | |
Tuesday 28 March 2023 | Mathematics | 10:00 AM to 01:00 PM (3 Hrs.) |
Wednesday 29 March 2023 | Home Science | 10:00 AM to 01:00 PM (3 Hrs.) |
Saturday 1 April 2023 | Social Science | 10:00 AM to 01:00 PM (3 Hrs.) |
Monday 3 April 2023 | ITES, Automatic Retail, Tourism & Hospitality, Beauty & Wellness, Agriculture, Electronic & Hardware, Multiskilling, Plumber | 10:00 AM to 12:00 PM (2 Hrs.) |
Business Element, Accountancy, Agriculture | 10:00 AM to 01:00 PM (3 Hrs.) | |
Wednesday 5 April 2023 | Sanskrit | 10:00 AM to 01:00 PM (3 Hrs.) |
Thursday 6 April 2023 | Typing English or Hindi, Indian Music (Melodic Instrumental) | 10:00 AM to 12:00 PM (2 Hrs.) |
Information Technology | 10:00 AM to 01:00 PM (3 Hrs.) |
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Paper Analysis 2020
1. Total 29 questions is in this paper.
2. Question no. 1 to 10 are Objective type & compulsory. Each question carries 1 marks.
3. Questions no. 11 to 18 are short answer type questions. Word limit 80 words. Each question carries 3 marks.
4. Questions no. 19 to 28 are long answer type questions. Word limit 100 words. Each question carries 4 marks.
5. Question no. 29 is related on the outline map of India.
And
There is no overall choice, However, internal choices have been provided in two questions of one mark each, two questions of two marks, one question of three marks and three questions of five marks weightage. You have to attempt only one of the choices in such questions.
Comment
1. The difficulty level of the Social Science paper 2020: Easy to Moderate.
2. Few of the questions of 3 marks were tricky.
3. The pattern of the Social Science paper was similar to the latest Social Science Sample Paper 2020.
4. All the questions in the paper were asked from the latest syllabus and based on NCERT textbooks.
5. The average range of expected marks was 60 to 70+ (out of 80).
1. Total 29 questions is in this paper.
2. Question no. 1 to 10 are Objective type & compulsory. Each question carries 1 marks.
3. Questions no. 11 to 18 are short answer type questions. Word limit 80 words. Each question carries 3 marks.
4. Questions no. 19 to 28 are long answer type questions. Word limit 100 words. Each question carries 4 marks.
5. Question no. 29 is related on the outline map of India.
UBSE announces Class 10 & 12 results 2025. Check pass percentages, toppers, and download your marksheet at ubse.uk.gov.in or uaresults.nic.in...
Posted On: 19 Apr, 2025 | |
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