Social Science SYLLABUS 2023-24: (Code No. 087) Class - Ix & X

CBSE
SOCIAL SCIENCE
SYLLABUS 2023-24
(Code No. 087)
CLASS - IX & X
S. NO. TABLE OF CONTENT PAGE NO.
1. Rationale 2
2. Learning Objectives 3
CLASS IX PAGE NO. S. NO. CLASS X PAGE NO.
3. Course Structure 4 8. Course Structure 20
4. Course Content 7 9. Course Content 23
5. List of map items 17 10. List of map items 35
6. Guidelines for internal assessments 18 11. Question Paper Design 39
7. Prescribed Text Books 19 12. Guidelines for internal assessments 42
13. Prescribed Text Books 43
ANNEXURES
Annexure I (project work Class IX) 44 Annexure IV (Interdisciplinary project Class X) 52
Annexure II (Inter disciplinary project Class IX) 46 Annexure V (Presentation template for IDP) 58
Annexure III (Project work Class X) 50 Annexure VI Rubrics of IDP 59
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Social Science Syllabus Class IX & X 2023-24
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, contextualise its components, develop a broader perspective,
adapt an empirical, reasonable and humane outlook to help 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.
Social Science subject helps students strengthen their knowledge of the world around them, enhance their critical thinking skills, deepen
their cultural understanding, in still analytical and evaluation and synthesizing skills, improve research based learning skills, and enhance
their creative abilities.
It enables the students to understand the interdependence of individual and community.
Makes students examine human behaviour from many different perspectives and help students learn to analyse human interaction based
on social and cultural influences.
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. Developing knowledge in each of these subjects provides students with a broader and more comprehensive understanding of how
individuals and societies function.
Through the study of History, students learn the significance of analysing historical events and using the past to evaluate modern trends
and occurrences. Global History allows students to see the emergence of today's worldwide society, and enables the students to create
projections on possible future outcomes of actions and events.
The discipline of Social Sciences broadens an individual's political awareness and deepens the understanding of political systems.
Examining past and current political conflicts can let students understand human life on a different level.
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LEARNING OBJECTIVES
The main objectives of this syllabus are to:
● develop an understanding of the processes of change and development over a period of time, through which human societies have
evolved.
● make learners infer 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 in connection to world development
● deepen knowledge about and understanding of India’s freedom struggle and of the values and ideals that it represented, and
appreciate 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 on people's life.
● 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.
● develop competencies, analytical skills/ critical thinking skills, creative skills 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.
● enable students to correlate the Social Science subjects through an interdisciplinary approach.
● explore their creativity and innovation through experiential and art integrated learning.
● develop scientific temperament by promoting the spirit of enquiry and following a rational and objective approach in analysing and
evaluate 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’ problem .
● develop qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and socially
effective.
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CLASS IX
COURSE STRUCTURE
Suggestive no. 20 inclusive of

History (India and the Contemporary World - I)
of periods = 60 Map pointing
Section Chapter No Chapter Name No. of Periods Marks allocated
I I The French Revolution 15

Events and
Process II Socialism in Europe and the Russian
15 18+2 map pointing
Revolution
III Nazism and the Rise of Hitler 15
II IV Forest, Society and Colonialism

Interdisciplinary project as
Livelihoods, 5
part of multiple assessments
Economies
and (Internally assessed for 5 marks)
Societies
V Pastoralists in the Modern World
10
(To be assessed as part of
Periodic Assessment only)
Suggestive no. 20 inclusive of Map

Geography (Contemporary India - I)
of periods = 55 pointing
Chapter No Chapter Name No. of periods Marks allocated
1 India – Size and Location 17
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2 Physical Features of India
3 Drainage 10
4 Climate 12
17+3 map pointing*
Natural Vegetation and Wildlife
(Only map pointing to be evaluated in the 3
annual examination.)
5
Interdisciplinary project as part of multiple
assessments 5
(Internally assessed for 5 marks)
6 Population 8 * Marks as
mentioned above
Suggestive no. of
Political Science (Democratic Politics - I) 20 Marks
periods = 50
Chapter No. Chapter name No. of Periods Marks allocated
What is Democracy?
1 10
Why Democracy?
2 Constitutional Design 10
20
3 Electoral Politics 8
4 Working of Institutions 12
5 Democratic Rights 10
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Suggestive no.
Economics 20 Marks
of periods = 50
Chapter No. Name of the Chapter No. of Periods Marks allocated
1 The Story of Village Palampur

(To be assessed as part of Periodic Assessment 10
only)
2 People as Resource 10
20
3 Poverty as a Challenge 15
4 Food Security in India 15
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CLASS IX
COURSE CONTENT
History: India and the Contemporary World - I

Chapter No. Specific Learning Objectives Suggestive Teaching Learning Learning Outcome With Specific
and Name Process Competencies
● Compare & contrast the  Class room discussions to compare  Compare and contrast the
conditions that prevailed in and contrast the conditions that conditions that prevailed in France
France with the situations prevailed in France that led to that led to revolution with the
prevailed in India pre 1857 revolution with the conditions that conditions that led to the first war of
war. led to the first war of Indian Indian Independence. (1857).
Independence. (1857).
● Critically examine the need of  Critically Examine the situations that
voting rights of Common  Graphic Organisers to critically made the raise in demand of voting
people in France which laid examine the situations that made rights by passive citizens as well as
I the foundation of future the raise in demand of voting rights women
Democracies. by passive citizens as well as
The French women  Propose solutions to address such
● Examine various solutions to imbalances and discriminations that
Revolution address imbalances that may  Debates to propose solutions to lead to revolutions
lead to revolutions. address such imbalances and
discriminations that lead to  Appraise the impact of the French
revolutions revolution on the world.
 Inquiry based learning to appraise

the impact of the French revolution
on the world. Conclude with group
Presentations
II  Analyse the situations that led  Interactive Textual interpretations  To compare and contrast the
to the rise of Russian and to compare and contrast the situations that led to the rise of
Socialism in French revolutions. situations that led to the rise of Russian& French Revolutions.
Europe and Russia & French Revolutions
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the Russian  Evaluate the reasons that led  Cite the impact of Collaboration and
Revolution to the rise of Lenin’s  Student led seminar to cite the communication rendered by the
communism and Marxist impact of Collaboration and philosophers and leaders in creating
Socialism communication rendered by the awareness amongst the common
philosophers and leaders in creating people
awareness amongst the common
people  Evaluate the situations that enabled
 World café’ strategy to evaluate Lenin’s Communism.
the situations that enabled Lenin’s
Communism.  Interpret the different ideas of
 Socratic Discussions to Interpret philosophers and leaders that
the different ideas of philosophers shaped the revolution.
and leaders that shaped the
revolution
III  Analyse the manipulated  Watch Video clipping from the last  Cite the events that helped Hitler’s
control of situations led by an days of Adolf Hitler and discuss the rise to power
Nazism and individual. reasons for rise and fall of Hitler
the Rise of  Analyse the role of the “Treaty  Evaluate various character traits of
Hitler of Versailles in that led to the  Dramatize the Nazi Propaganda/ Hitler
rise of Hitler. racial discrimination against Jews
● Examine the circumstances  Compare and contrast the
that led to the rise and fall of  Cartoon interpretation/ Image characteristics of Bismarck and
Hitler interpretation Hitler
● Discuss the critical
significance of Nazism in  Read passages from “Dairy of Anne  Analyse the role of “Treaty of
shaping the politics of the frank “and other related literature Versailles in the rise of Nazism and
modern world. and discuss the impact of Nazism Hitler
● Appraise the war
compensation compelled on  Jig saw strategy to critique the  Critique the genocidal war waged
Germany in the name of the genocidal war waged against Jews against Jews by the Nazis.
“treaty of Versailles led to the by the Nazis
rise of Hitler
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● Compare and contrast the  Discuss the critical significance of
Nazi ideology with fascism of Nazism in shaping the politics of
Mussolini modern world.
IV  Refer Annexure II  Refer Annexure II

Inter Disciplinary Project with
Forest, Chapter 5 of Geography “Natural
Society and Vegetation and Wild Life
Colonialism
V ● Analyse the situations that  T charts and similar graphic  Compare and contrast the lives of
have created Nomadic organizers to compare and contrast Pastoralists pre & post colonialism
Pastoralists society the lives of Pastoralists pre & post
in the Modern colonialism.  Analyse the situations that have
World ● Draw comparisons of African created Nomadic society
pastoralists and Indian  Art integration to depict the evolution
Pastoralists during colonial of nomadic society.  Compare and contrast the lives
rule. and the reasons for poverty of
 Research based presentations using pastoral nomads of India with
● Examine the how the colonial resources provided to compare and African Pastoral Nomadic tribes.
laws impacted livelihood in contrast the lives and the reasons for
pastoral communities poverty of pastoral nomads of India  Analyse and infer varying patterns
with African Pastoral Nomadic tribes. of developments within pastoral
● Appraise the contribution of societies in different places in
Pastoralists in the modern  Think- Pair- Share and summarize India.
economy. the reading of resources to analyse
and infer varying patterns of  Analyse the impact of colonialism
developments within pastoral on forest societies leading to
societies in different places in India. scientific forestry.
 Enumerate the different processes
through which transformation of
livelihood occur in the modern
world.
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Political Science: Democratic Politics - I
Chapter No. Specific Learning Objectives Suggested Teaching Learning Learning Outcome With Specific
1  Examine the concept  World café and Café conversations  Compare and Contrast working of
/structural components of strategies for introduction of democracies of India and North
What is Democracy and its forms/ concepts of Democracy & features of Korea and infer on their differences
Democracy? features in different countries Democracy and significance in each country.
Why  Define Democracy and enumerate
Democracy? ● Examine and analyse the  4 corners strategy to discuss “What its features.
working structure of the & why of democracy?  Evaluate the authenticity of the
governments of India and voting rights of the Indian
North Korea  students create democratic population versus the population of
governance model in the class. Iran.
● Analyse and infer on the  Interpret the statement
different historical processes  Cartoon interpretation to summarize “Democracy provides a method to
and forces that have the benefits of democracy. deal with differences and conflicts”
contributed for the promotion with reference to India.
of democracy.  Summarize the features and
benefits of democracy
2  Comprehend the purpose of  Group Discussion to comprehend  Analyse the difference between
constitution. the purpose of constitution written or unwritten constitutions
Constitutional  Enumerate the essential with reference to India and USA.
Design features that need to be kept  Poster making/ wall magazine for  Describe the situation that led to
in mind while drafting any Comparing and contrasting between creation of Indian Constitution.
· constitution. Preamble of South African  Compare and contrast between
 Examine the guiding values constitution with the preamble of Preamble of South African
that created the Indian Indian constitution constitution with the preamble of
constitution.  Role play strategy for creation of Indian constitution.
 Comprehend the roles and Indian constitution  Enumerate the roles and
responsibilities as citizens of  Declamation strategy for roles and responsibilities as citizens of India
India. responsibilities of citizens
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3 ● Comprehend the concept and  Role play/ have school council  Evaluate the role of political parties
system of elections. elections. to adhere to electoral promises.
Electoral
Politics ● Evaluate the conditions that  Design and present election  Create a solution for eradication of
make Elections in India manifesto malpractices in elections
· democratic.  Differentiate between
 Create multiple parties and create representative democracy and
● Analyse the implications of symbols for elections competitive party politics.
power of vote and power of  Summarize the essential features of
recall.  Use street play to create awareness the Indian Electoral system.
● Appraise the role of election about the right to vote.  Examine the rationale for adopting
commission for the conduct the present Indian Electoral
of free and fair elections. System.
4  Examine the roles,  Watch videos of Parliament and  Analyse and infer how the three
responsibilities and discuss the importance of question organs are interdependent and
Working of interdependency of all the 3 hour independent to execute their roles
Institutions organs of the Government.  Present Moot court to evaluate the  Summarize and evaluate the rule of
rule of Law law in India.
 Examine the rule of law in India  Examine the relevant case studies to  Represent the role of Parliament
and its relevance evaluate the rule of law and its procedures.
 Present Mock Parliament session to  Distinguish between political and
 Understand the power and convert a bill into law permanent executive authorities
working of Indian Judiciary  Conduct a mock interview with a and functions.
system and comprehend the parliamentarian  Understand the parliamentary
hierarchy system of the  Role play on features of the political system of executive’s accountability
judiciary in India. and permanent executive to the legislature.
 Understand the working of Indian
Judiciary.
5 ● Comprehend what it is to be a  Declamation on need to have rights  Analyse the need of having rights
responsible citizen while and the importance of performing and categorize the rights.
duties.
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Democratic performing their prescribed  Debate the need to have rights in the  Evaluate the statement “Democracy
Rights duties versus claiming rights light of study of Saudi Arabia. is meaningless without rights”
 Case study to analyse the role of
● Evaluate the role of rights in citizens when the rights are  Analyse their role as responsible
Democracy. exercised or otherwise. citizens.
 6 thinking hats to discuss the current
. issues.  Summarize the flipped coexistence
.  Organize a moot court to discuss the of rights versus duties
violation of individual rights.
 Graphic organizer to summarize the  Apply the process available to
coexistence of rights vs duties citizens for safeguarding rights.
Geography: Contemporary India - I

Chapter No. Specific Learning Objectives Suggested Teaching Learning Learning Outcome With Specific
1  Examine how the location of  Use GeoGebra, Google earth to  Justify the reasons for the
an area impacts its climate represent and justify the reasons for differences in climatic conditions,
India - Size and time with reference to the differences in climatic local and standard time.
and Location longitude and latitude. conditions, local and standard time.
 To Infer how the conditions and
 Explore and analyze the  Carousel brainstorming strategy for relationships of the people living in
trading and cultural inferring conditions and relationships states that are sharing border with
relationships of India with its of the people living in states that are the neighbouring countries impact
neighboring countries. sharing border with the neighbouring trade and culture.
countries impact trade and culture.
 Evaluate the situation & (Link for Carousel Brain storming  Justify the selection of 82.5E*
reasons that made 82.5E* Strategy longitude as Time meridian of
longitude as Time meridian of https://www.youtube.com/watch? India. (IST)
India. v=zZxaS7v1-jo)
 On map of India hypothetically  Critically analyse the role of
 Examine how location of India design two to four alternate opening of Suez Canal in
enables its position as a improvement of foreign trade.
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strategic partner in the longitudes on either side of 82.5*E
subcontinent. and conclude on the selection  Propose alternative solution for the
.  Draw out the rationale/ reasons problems that arise due to the size
behind fixing (82.5E) as a time & location.
meridian for India
 PPT presentation to present
alternate solutions.
2 ● Justify why India is a sub-  Use Art integrated strategies like  Conclude why India is a
continent gallery walk/Model making to subcontinent based on study of
Physical demonstrate how physical features different physical features.
Features of ● Examine the geological make India a sub-continent.
India process that played a crucial  Analyse the conditions and
role in the formation of  Role play to depict the lives and relationships of the people living in
diverse physical features in relationships amongst physiographic different physiographic areas.
India areas.
 Enumerate the different
● Analyse the conditions and  Collaborative brainstorming and environmental issues in India and
relationships of the people presentation using different modes propose solutions for these issues.
living in different such as flipped books, Journals,
physiographic areas. Collage and other suitable
● Examine various presentations.
environmental issues.
3 ● Justify the statement that the  Choice Board strategy where each  Enlist the different rivers, the areas
rivers are lifeline of economy group to take up one river and focus they serve and their impact on the
Drainage with reference to India. on the areas they serve and the economy of That area.
• impact on Economy of that area.
● Examine the information  Enumerate the different lakes and
about different lakes and infer  Students will prepare a PPT on describe their contribution to the
on their contribution to Indian lakes. Indian ecology.
ecology
.  Street play strategy/ poster making/  Present creative solutions to
save River songs/ to present overcome the water pollution also
Page 13 of 60
● Distinguish between the rivers awareness on water pollution and to increase the contribution of water
of north and south India suggest solutions. bodies to Indian economy
 Identify the river systems of the
● Analyse the flow of different country and explain the role of
rivers of India to infer on their rivers in human society.
impact on livelihood.
4  Examine and analyse the  Collect and Read the Weather  Infer how the factors determine the
factors that determine the reports and have a class room climate of India.
Climate climate of India discussion to conclude about the
factors controlling climate  Analyse and infer the effect of
● Discuss the mechanisms of  Watch videos and summarize the monsoon winds on rainfall of the
monsoons in Indian findings Indian subcontinent.
subcontinent.
 Use Mind map/ graphic organizers  Analyse the temperatures between
● Analyse and infer the reasons to Enumerate and summarize the plateau region, Himalayan region,
behind the wide difference reasons for the wide difference desert region and coastal region.
between day and night between the day and night  Enumerate and summarize the
temperatures at different temperatures at different reasons for the wide difference
geographical locations of geographical locations of India between temperatures at different
India.  Read Newspapers, prepare and geographical locations of India
present mock drills on protocols as
● To interpret how monsoon preventive action for various  Propose protocols as preventive
acts as a Unifying bond disasters action for various disasters
5 Inter disciplinary project with Refer annexure II Refer annexure II
Natural chapter no IV of History “Forest,
Vegetation Society and Colonialism”
and Wild life
6 ● Examine the reasons behind  Research based learning/ art  Analyse and infer the reasons
the uneven distribution of integration strategy (4 grid analysis) behind the uneven distribution of
Population population in India with to analyse and infer the reasons population in India with specification
specification to UP & behind the uneven distribution of
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Rajasthan and Mizoram and population in India with specification to UP & Rajasthan and Mizoram and
Karnataka. to UP & Rajasthan and Mizoram and Karnataka.
Karnataka  Enlist the factors that affect the
population density.
Economics
Chapter No. Specific Learning Objectives Suggested Teaching Learning Learning Outcome with Specific
1 ● Evaluate the prevailing  Visit a nearest village, interview a  Analyse and infer how the
farming conditions in different farmer/ visit local markets and prevailing farming conditions
The Story of states with reasons interview farmers and present it in impact economic development of
Village the class. (Experiential learning different states
Palampur ● Examine the factors of strategy)
production and  Poster making/ Concept map and  Enlist the requirements of
interdependence of the gallery walk to enlist the production and summarize the
requirements. requirements of production and interdependence of these
summarize the interdependence of requirements.
● Examine the contribution of these requirements.
non-farm activities to the  Present a business plan for non-farm  Enlist non-farm activities and
economic growth of the activities by using the four factors of depict the link with economic
village. production. growth.
2  Examine the various factors  Case study on quality of population.  Analyse and infer the reasons that
that constitute the quality of (Class room discussion) contribute to the quality of
People as population population
Resource  Collect sources from Newspaper/
 Analyse the role of Media and present the findings in the  Enumerate the different schemes of
government in improving the form of a collage or an album Government in some states and
quality of population. infer on the quality of people there
 Neighbourhood survey on by.
 Examine the factors that employment /employability in
contribute to unemployment. neighbourhood, analyse the quality  Propose solutions to resolve
of neighbourhood and present in unemployment problem
PPT format.
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3 ● Comprehend that poverty is a  PPT presentation using case study  Analyse and infer the reasons of
multifaceted concept inherent given in NCERT text on the reasons poverty in the rural and urban
Poverty as a in the rural and urban of rural and urban poverty. areas.
Challenge conditions.  Evaluate the efficacy of government
 Declamation with data to Evaluate to eradicate poverty.
● Examine the measures taken the efficacy of government to  Compare how poverty estimates
by the government to eradicate poverty have transformed from 1993-94 to
eradicate poverty.  Debate whether education can 2011-12 Examine the link between
remove poverty education and poverty.
4  Examine the critical role of  Case study and group discussion to  Enumerate various aspects of food
food security for its masses. substantiate the link between a well- security that will ensure continuity
Food Security structured food security system and of supply to the masses.
in India  Justify the rationale for the continuity of supply to masses.
system of food security in  Examine, analyse and infer various
India.  Invite relevant Govt. officials to sources of data that point to the
 Appraise the contributory role speak on FSI & PDS. rationale of FSI
of Public Distribution system  Enumerate different features of
to address FSI Panel discussion/ seminar on the PDS that directly address FSI.
 Substantiate the role of green impact of the green revolution and  Analyse and infer the impact of
revolution in strengthening PDS. Green revolution in strengthening
the PDS. the PDS.
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CLASS IX
LIST OF MAPS
S. No. Subject Name of the List of Areas to Be Map Pointed

Chapter
I History French Revolution Outline political map of France Locate/label/identify;

 Bordeaux, Nantes, Paris and Marseille
Socialism in Europe Outline political map of world locate/label/identify major countries of World War: central
powers - Germany, Austria-Hungary, Turkey (Ottoman Empire) Allied Powers-France,
England, Russia and USA
II Geography India: size & location ● India - States with Capitals

● Tropic of Cancer, Standard Meridian (Location and Labelling)
● Neighbouring countries
India physical ● Mountain Ranges: The Karakoram, The Zasker, The Shivalik, The Aravali, The Vindhya,
features The Satpura, Western & Eastern Ghats
● Mountain Peaks – K2, Kanchan Junga, Anai Mudi
● Plateau - Deccan Plateau, Chota Nagpur Plateau, Malwa Plateau
● Coastal Plains - Konkan, Malabar, Coromandel & Northern Circar (Location and
Labelling)
Drainage system Rivers: (Identification only)

● The Himalayan River Systems-The Indus, The Ganges, and The Sutlej
● The Peninsular Rivers-The Narmada, The Tapi, The Kaveri, The Krishna, The Godavari,
The Mahanadi
● Lakes: Wular, Pulicat, Sambhar, Chilika
Climate ● Annual rainfall in India, Monsoon wind directions
Population  Population density of all states

 The state having highest and lowest density of population
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CLASS IX
INTERNAL ASSESSMENT: 20 MARKS
Type of Assessment Description Marks Allocated
Periodic Assessment Pen Paper Test. 5
Multiple Assessment Quiz, debate, role play, viva, group discussion, visual
expression, interactive bulletin boards, gallery walks, 5
exit cards, concept maps, peer assessment, Self-
assessment etc. through Inter disciplinary project
Subject Enrichment Project work on Disaster Management 5

Activity
Portfolio Classwork, work done (activities / assignments)

reflections, narrations, journals, etc. Achievements of
the student in the subject throughout the year 5
Participation of the student in different activities like
Heritage India quiz
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CLASS IX
PRSECRIBED TEXT BOOKS
S.No Subject Name of the Book Publisher

1 History India and the Contemporary World - I NCERT
2 Political Science Democratic Politics - I NCERT
3 Geography Contemporary India - I NCERT
4 Economics Economics NCERT
5 Disaster Management Together, towards a safer India - part II CBSE
Links for NCERT rationalised 2023-24 textbooks:
 https://ncert.nic.in/textbook.php?iess1=ps-6
 https://ncert.nic.in/textbook.php?iess2=0-4
 https://ncert.nic.in/textbook.php?iess3=0-5
 https://ncert.nic.in/textbook.php?iess4=ps-5
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CLASS X
COURSE STRUCTURE

History (India and the Contemporary World - II)
of periods = 60 map pointing
Section Chapter No. Chapter name No. of periods Marks

allocated
I I The Rise of Nationalism in Europe 17
Events and II Nationalism In India 17
processes
III The Making of a Global World 18 + 2 map
II
(To be evaluated in the Board Examination - 6 pointing *
Livelihoods, Subtopics:1 to 1.3 Pre Modern World to
Economies Conquest, Disease and Trade)
and Interdisciplinary project as part of
Societies multiple assessments 4
(Internally assessed for 5 marks
Sub topics 2 to 4.4 The nineteenth century
(1815-1914) to end of Bretton Woods & the
beginning of “Globalisation.”
IV The Age of Industrialization 6
(To be assessed as part of Periodic
Assessments only)
III V Print Culture and the Modern World 10 * Marks as
Everyday mentioned
Life, Culture above
and Politics
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Geography (Contemporary India - II)
of periods = 55 map pointing
Chapter No. Chapter Name No. of Periods Marks allocated
1 Resources and Development 7
2 Forest and Wildlife Resources 7
3 Water Resources 7
4 Agriculture 10 17 + 3 map
pointing
5 Minerals and Energy Resources 10
6 Manufacturing Industries 10
Lifelines of National Economy

Only map pointing to be evaluated in the Board 2
Examination
7
Interdisciplinary project as part of multiple
assessments 2
Suggestive no.
Political Science (Democratic Politics - II) 20
of periods = 50
Unit no Chapter No Chapter Name No. of Periods Marks allocated
1 Power - sharing
I 15
2 Federalism
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II 3 Gender, Religion and Caste 12
20
III 4 Political Parties 12
IV 5 Outcomes of Democracy 11
Suggestive no.
Economics (Understanding Economic Development) 20
of periods = 50
Chapter No. Chapter name No. of Periods Marks allocated
1 Development 12
2 Sectors of the Indian Economy 12
3 Money and Credit 12 20
Globalisation and The Indian Economy

To be evaluated in the Board Examination: 8
 What is Globalization?
 Factors that have enabled Globalisation
Interdisciplinary project as part of multiple assessments
4
 Production across the countries 6
 Chinese toys in India
 World Trade Organisation
 The Struggle for a Fair Globalisation
5 Consumer Rights (Project Work)
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CLASS X
COURSE CONTENT
History: India and the Contemporary World - II
Chapter No. Specific Learning Objectives Suggested Teaching Learning Process Learning Outcome with Specific
and Name Competencies
I  Examine the impact of the  Watch Videos/ read Textual materials/  Infer how the French Revolution
French Revolution on the read related novels on the French had an impact on the European
The Rise of European countries in the revolution followed by a Class room countries in the making of nation
Nationalism making of the Nation state. discussion and presentation. state.
in Europe
 Explore the nature of the  World café/ Panel discussion/ debate  Enumerate and evaluate the
diverse social movements of using Collaborative learning, to explore validity of the nature of the
the time. (1830-1848) the diverse social groups and present it diverse social movements of the
as a group. time
 Examine the ways by which
the idea of nationalism  Use of graphic organizers to explain  Analyse and infer how the idea
emerged and led to the the idea of unification of states to form of nationalism emerged and led
formation of nation states. one nation. (Italy/ Germany/ Greece) to the formation of nation states
in Europe and elsewhere.
 Comprehend how the World  Visual representation of the map of
War I was triggered by the Pre-First World War Europe followed  Illustrate that ,the quest for
scramble for colonies in the by the Class discussion and reflection imperialism triggered the First
Balkan states activity based on the map of Post First World War.
World War Europe
II  Explore various facets of  Sequence chart/ story Board/ Story  Illustrate various facets of
Nationalistic movements that telling pedagogy to Illustrate various Nationalistic movements that
ushered in the sense of facets of Nationalistic movements that ushered in the sense of
Collective Belonging ushered in the sense of Collective Collective Belonging
Belonging
Page 23 of 60
Nationalism  Discuss the impact of the  Students will examine textual content  Summarize the aspects of the
in India first world war on triggering and other references and Present First World War that triggered
two defining movements through PPT. two defining movements
(Khilafat & Non-cooperation (Khilafat & Non-cooperation
Movement) in India.  Viewing the relevant Snippets from the Movement) in India
movies/ video clippings depicting
 Assess/ appraise the role of various events involving Gandhiji and  Evaluate the effectiveness of the
Mahatma Gandhi and other other leaders and present findings strategies applied by Gandhiji
leaders in the two through a panel discussion or and other leaders in the Two
movements (NCM & CDM) seminars. movements.
III  Explore various aspects of  Initiate an Inquiry based learning using  Summarize the changes that
how the world changed world café’ strategy and present your transformed the world in terms of
profoundly in the 19th findings through café conversation economy, political, cultural and
The Making of century in terms of strategy of each area (transformed the
technological areas.
a Global Economic, Political, Social, world in terms of economy, political,
World Cultural and technological cultural and technological aspects.)
areas.  Art integration and gallery walk to  Depict the global
depict the interconnectedness. interconnectedness from the Pre
Sub topic 1  Analyse the destructive  Students examine the photographic modern to the present day.
impact of colonialism on the
The pre display/ new paper cutting that depict
economy and the livelihoods  Enumerate the destructive
modern world the destructive impact of colonialism
of colonised people.
on the livelihoods of colonised people impact of colonialism on the
and present their understandings in the livelihoods of colonised people
form of Newsletter/ cartoon strips/ Inter
Disciplinary Project
Sub topic 2 Inter disciplinary Project with Refer Annexure IV

19th century Refer Annexure IV
chapter 7 of Geography: Life
1815 -1914 lines of National Economy and
Sub topic 3 chapter 4 of Economics:
Page 24 of 60
The inter- war Globalization and the Indian
economy Economy
Sub topic 4
Rebuilding of
world economy:
the post war
era.
IV  Examine economic, political,  Watch relevant Videos/ Visuals/  Enumerate economic, political,
social features of Pre and documentaries/ the movie clippings on social features of Pre and Post
The Age of Post Industrialization. features of Pre & Post economic, Industrialization.
Industrialisa- political, social features of Pre and Post
tion  Analyse the impact of Industrialization  Analyse and infer how the
Industrialisation in the industrialization impacted
colonies with specific focus  Debate on the impact of colonies with specific focus on
on India. Industrialisation in the colonies with India.
specific focus on India.
V  Examine the development of  Flow chart to depict the development  Enumerate the development of
Print from its beginnings in of Print Print from its beginnings in East
East Asia to its expansion in  Declamation on the profound Asia to its expansion in Europe
Print culture Europe and India transformation of people due to the and India.
and the print revolution.  Comment on the statement that
Modern  Analyse the impact of the  Use of Venn diagram to compare the the print revolution was not just a
World. spread of technology and advantages of hand written books and way of producing book but
consider how social life and the printed books profound transformation of
culture changed with coming  Interpret and infer from pictures, people.
of print cartoons, extracts from propaganda  Compare and contrast the old
literature on important events and tradition of hand written
issues with focus on print culture. manuscripts versus the print
technology.
 Summarise the role of Print
revolution and its impact on
World & India ’s political, social
and economic condition.
Page 25 of 60
Political Science: Democratic Politics - II
Chapter No. Specific Learning Objectives Suggested Teaching Learning Process Learning Outcome With Specific
1  Examines and comprehends  Read relevant Newspaper articles/  Enumerate the need for power
how democracies handle clippings on Power sharing and present sharing in democracy.
Power - demands and need for the findings in the form of flow chart
sharing power sharing.  Discuss various forms of power-sharing  Analyse and infer the challenges
 Classroom discussion on challenges faced by Belgium and Sri Lanka
 Analyse the Challenges faced by Belgium& Sri Lanka in in ensuring Power sharing.
faced by countries like ensuring effective power sharing
Belgium and Sri Lanka  Socratic discussion on Power Sharing  Compare and contrast the power
ensuring effective power Techniques used by India, Sri Lanka sharing of India with Sri Lanka
sharing and Belgium and Belgium
 Read Textual resource and other  Summarize the purpose of
resources and present findings through power sharing in preserving the
graphic organizers unity and stability of a country.
2  Comprehend the theory and  Group discussion on the distribution of  Analyse and infer how
Practice of Federalism in powers between Union and state federalism is being practised in
Federalism India. Government and present the outcomes India.
through presentations.
 Analyse the policies and  Analyse and infer how the
politics that has  Debate on policies and politics that policies and politics that has
strengthened federalism in strengthens Federalism in practice and strengthens federalism in
practice. present through mind map practice.
3  Examines the role and  Skit/ street play to enumerate how the  Enumerates how the differences
differences of Gender, differences in gender, religion and in gender, religion and caste
Gender, religion and Caste in caste impact the practicing healthy or impact the practicing healthy or
Religion and practicing Democracy in otherwise in a Democracy. otherwise in a Democracy
Caste India.
 Analyses the different  Graphic method to Analyse and infer  Analyses and infers how
expressions based on these how different expressions based on different expressions based on
Page 26 of 60
differences are healthy or differences in Gender, Religion and the differences in Gender,
otherwise in a democracy Caste are healthy or unhealthy in a Religion and Caste are healthy
democracy. or unhealthy in a democracy
4  Examine the role, purpose  Role play the role, purpose and no. of  Enumerates the role, purpose,
and no. of Political Parties in Political Parties in Democracy and no. of Political Parties in
Political Democracy Democracy
Parties  Reads newspapers, watches video
 Evaluates the contributions clippings to justify the contributions /non  Justifies the contributions /non
made by national and contributions made by national and contributions made by national
regional political parties in regional political parties in successful and regional political parties in
making or otherwise of functioning of Indian democracy. successful functioning of Indian
Indian democracy. democracy.
5  Comprehends the expected  Graphic organizer to enumerates how a  Enumerates how a success of
and actual outcomes of success of democracy depends on democracy depends on quality of
Outcomes of democracy in view of quality quality of government, economic government, economic
Democracy of government, economic wellbeing, in equality, social wellbeing, in equality, social
wellbeing, in equality, social differences, conflict, freedom and differences, conflict, freedom
differences, conflict, freedom dignity and dignity.
and dignity.
 Case study to Analyses and infers why  Analyses and infers why
 Analyses the reasons behind sometimes the gap occurs between sometimes the gap occurs
gap that occurs in expected outcome and actual outcome between expected outcome and
conversion of expected effects the success of Democracy. actual outcome effects the
outcomes into actual success of Democracy.
outcomes of democracy in
various respects: quality of
government, economic well-
being, inequality, social
differences and conflict and
finally freedom and dignity
Page 27 of 60
Geography: Contemporary India - II
1  Examine the significance,  Brainstorming on how the resources  Enumerates how the resources
interdependence, utilization are interdependent in nature and the are interdependent, justify how
Resources development need of need to develop them in India and planning is essential judicious
and Planning of resources in present in the form of Venn diagram utilization of resources and the
Development India. need to develop them in India
 Summarise the rationale for  Use of maps, charts, and other tools to  Infers the rationale for
development of resources identify patterns and trends of land development of resources
 Comprehends the reasons utilization  Analyse and evaluate data and
for non-optimal utilization of information related to non-
land in India.  Case study and debate on the topic “Is optimal land, utilization in India
 Analyse the need to the development acting as an  Appraise and infer the need to
conserve all the resources adversary for conservation” and present conserve all resources available
 Examine the significant role a report in the form of PPT. in India suggest remedial
for resource planning in the measures for optimal utilization
light of the present of underutilized resources
requirements in India
2  Examine the importance of  Read newspaper articles/ watch videos  Enumerate how conservation of
conserving forests and wild on deforestation and need for forests and wildlife are
Forest and life and their interdependency conservation and through world café interdependent in nature and in
Wildlife in maintaining the ecology for strategy present your findings.
Resources maintain the ecology of India.
the sustainable development
of India.  Debate how developmental works,
 Analyse the role of grazing grazing wood cutting have impacted on  Analyse and infer how some of
and wood cutting in the the survival or otherwise of the forests. the developmental works,
development and grazing wood cutting have
degradation impacted on the survival or
 Use art integration strategy to
summarize and present the reasons for otherwise of the forests.
Page 28 of 60
 Comprehends the reasons conservation of biodiversity in India  Summarizes the reasons for
for conservation of under sustainable development. conservation of biodiversity in
biodiversity in India under India under sustainable
sustainable development. development.
3  Examine the reasons for  Brainstorming session to discuss the  Enumerate why the water
conservation of water scarcity of water and present through resource of India to be
Water resource in India. graphic organizers conserved.
Resources
 Summarize the roles of
 Analyse and infer how the  Prepare a PPT to Summarize the roles
Multipurpose projects are Multipurpose projects in
of Multipurpose projects in supporting
supporting the requirement supporting the water requirement
the water requirement of India.
of water in India. of India.
4  Examine the crucial role  Discusses the challenges faced by  Enumerate how agriculture plays
played by agriculture in our farmers, such as low productivity, lack a contributory role in Indian
economy and society. of modern technology, inadequate economy
Agriculture irrigation facilities, and post-harvest
 Analyses the challenges losses and presents the findings  Analyses and infers the
faced by the farming through PPT challenges faced by the farming
community in India. community in India
 Reads Newspapers and panel
 Comprehends the various discusses the challenges faced by the  Identifies and summarizes
aspects of agriculture, farming community in India various aspects of agriculture,
including crop production, including crop production, types
types of farming, modern  Use of graphic organizers to distinguish of farming, modern agricultural
agricultural practices, and the traditional and modern farming practices, and the impact of
the impact of agriculture on methods agriculture on the environment.
the environment.
5  Comprehends the formation  Usage of textual resource, mind maps,  Analyses and infers how
of different types of minerals, pie charts to Analyse and infer how different types of minerals are
location, their uses, different types of minerals are formed, formed, where they are found,
importance for human life where they are found, their uses, their uses, importance for human
and the economy. importance for human life and the life and the economy
economy
Page 29 of 60
Minerals and  Analyses the importance of  Use graphic organizers to Infer the  Infers the resource distribution to
Energy minerals and natural resource distribution to real-world real-world situations and
Resources resources for economic situations and proposes strategies for proposes strategies for
development of the country sustainable use of natural resources sustainable use of natural
their distribution, and  Use of flow chart to Differentiate resources
sustainable use. between  Differentiates between the
 Distinguishes between the the conventional and non-conventional conventional and
conventional and non- sources of energy nonconventional sources of
conventional sources of energy.
energy .
6  Distinguishes between  Use of flow chart to differentiate  Differentiates between various
various types of between various types of manufacturing types of manufacturing industries
manufacturing industries industries based on their input based on their input materials,
Manufactur- based on their input materials, processes, and end processes, and end products,
ing Industries materials, processes, and products. and analyse their significance in
end products, and analyse the Indian economy.
their significance in the  Utilizes the textual information (data  Enumerates the impact of
Indian economy. given through various maps/ graphs) to manufacturing industries on the
Enumerates the impact of environment, and develop
 Examines the impact of manufacturing industries on the strategies for sustainable
manufacturing industries on environment, and develop strategies for development of the
the environment, and sustainable development of the manufacturing sector.
develop strategies for manufacturing sector.  Infers the relation between
sustainable development of availability of raw material and
the manufacturing sector.  Uses Case Studies to Infers the relation location of the Industry
between availability of raw material and
 Analyses the relation location of the Industry
between the availability of
raw material and location of
the Industry
Page 30 of 60
7 Inter disciplinary project with Refer Annexure IV Refer Annexure IV
chapter 3 of History: The
Life Lines of making of a Global world and
National chapter 4 of Economics:
Economy Globalization and the Indian
Economy
Economics: Understanding Economic Development
1  Examine the significance of  Hot seat strategy to enumerate different  Enumerate different and examine
designing suitable developmental Goals that helps in the different processes involved in
Development developmental goals in nation building setting developmental Goals that
shaping the nation. helps in nation building
 Case study to analyse and infer how  Analyse and infer how the per
● Examine the importance of the per capita income depicts the capita income depicts the
per capita income and economic condition of the nation. economic condition of the nation.
compare the per capita  Evaluate the development goals
income of various countries  Graphic organizer to compare and that have been set for the nation
to infer about reasons for the contrast the t relation between HDI and by the Planning commission of
variance PCI India -with specific reference to
their efficacy, implemental
 Analyse the HDI in relation to  Declamation to Analyses the multiple strategies, relevance to current
PCI. perspectives on the need development requirements of the nation
 Compare and contrast how the
 Examine the need for per capita income of some
Sustainable development countries and infer reasons for
the variance
 Analyses the multiple
perspectives on the need
development.
Page 31 of 60
2  Analyse and evaluate the  Data analyse various sectors and their  Analyses and infer how the
economic activities in contribution in GDP and NDP. economic activities in different
different sectors and how sectors contribute to the overall
Sectors of the they contribute to the overall  Research based strategy to propose growth and development of the
Indian growth and development of solutions to identified problems in Indian economy.
Economy the Indian economy. different sectors based on their
 Identify problems in different understanding.  Propose solutions to identified
sectors and propose problems in different sectors
solutions based on their  Read Newspaper articles and group based on their understanding
understanding of the sectors. discuss to Summarize how the
 Analyse the major organised and unorganised sectors are  Summarize how the organised
employment generating providing employment and the and unorganised sectors are
sectors and observe the challenges faced by them providing employment and the
challenges faced in an effort challenges faced by them
to provide employment to all.
 Examines the role of  Enumerates the role of
Unorganised sector in unorganised sector in impacting
impacting PCI currently and PCI currently and proposes
proposes suggestive steps to suggestive steps to reduce the
reduce the unorganised unorganised sector for more
sector for more productive productive contributions to GDP
contributions to GDP
 Examine and infer the  Enumerates and infer the
essential role of the Public essential role of the Public and
and Private sectors the Private sectors the present
present trends of PPP and trends of PPP and efficacy of the
efficacy of the initiative initiative
3  Examine money as a  Group discussion to Enumerate how  Enumerate how money plays as
medium of exchange in all money plays as a medium exchange in a medium exchange in all
Money and transactions of goods and all transactions of goods and services transactions of goods and
Credit services since ancient times since ancient times to the present times services since ancient times to
to the present times. the present times
Page 32 of 60
 Case based study to Analyse and infer  Analyse and infer various
 Analyse the different sources various sources of Credit sources of Credit
of credit
 Guest Speaker Programme (bank  Summarizes the significance and
 Identify the significance manager/ a self-help group member) to role of self-help groups in the
and role of self-help groups Summarizes the significance and role betterment of the
in the betterment of the of self-help groups in the betterment of economic condition of rural
economic condition of rural the economic condition of rural people/ women.
people/women. people/ women.
4  Examine the concept of  Watch videos on globalisation followed  Enumerate the concept of
globalization and its by an interactive group discussion to globalization and its definition,
Globalization definition, evolution, and enumerate the concept of globalization evolution, and impact on the
and the impact on the global and its definition, evolution, and impact global economy.
Indian economy. on the global economy
Economy  Evaluate the key role of the key
 Explore the details of the key  Read Textual and other resources to major drivers of globalization and
drivers of globalization and analyse and infer the key drivers of their role in shaping the global
Sub topics: globalization and their role in shaping economic landscape in various
their role in shaping the
What is global economic landscape the global economic landscape. countries
Globalization? in various countries
Factors that
have enabled  Examines the significance of  Enumerates the significance of
Globalisation role of G20 and its role of G20 and its significance in
significance in the light of the light of India's present role
India's present role
Sub topics: Inter disciplinary Project with Refer Annexure IV Refer Annexure IV
Production chapter 3 of History: “The
across the making of a Global World”
countries and chapter 7 of Geography:
“Lifelines of National Economy”
Page 33 of 60
Chinese toys in
India
World Trade
Organisation
The Struggle
For A Fair
Globalisation
5 Project work Refer Annexure III Refer Annexure III
Consumer
Rights
OR
Social Issues
OR
Sustainable
Development
Page 34 of 60
CLASS X
LIST OF MAP ITEMS
Subject Name of the Chapter List of areas to be pointed on the Map

I. Congress sessions:
History Nationalism in India  1920 Calcutta
 1920 Nagpur.
 1927 Madras session,
II. 3 Satyagraha movements:

 Kheda
 Champaran.
 Ahmedabad mill workers
III. Jallianwala Bagh
IV. Dandi March
Geography Resources and Identify: Major Soil Types
Development
Water Resources Locating and Labelling:

 Salal
 Bhakra Nangal
 Tehri
 Rana Pratap Sagar
 Sardar Sarovar
 Hirakud
 Nagarjuna Sagar
 Tungabhadra
Agriculture Identify:
 Major areas of Rice and Wheat
Page 35 of 60
 Largest/ Major producer states of
Sugarcane, Tea, Coffee, Rubber,
Cotton and Jute
Minerals and Energy Identify:

Resources 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
Locate & label: Power Plants
a. Thermal
 Namrup
 Singrauli
 Ramagundam
Page 36 of 60
b. Nuclear
 Narora
 Kakrapara
 Tarapur
 Kalpakkam
Manufacturing I. Manufacturing Industries

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.
Vijayanagar f. Salem
● Software Technology Parks: a. Noida b.
Gandhinagar c. Mumbai d. Pune e.
Hyderabad, f. Bengaluru g. Chennai. h.
Thiruvananthapuram
Lifelines of National Locating and Labelling:

Economy a. Major sea ports
 Kandla
 Mumbai
 Marmagao
 New Mangalore
 Kochi
 Tuticorin
 Chennai
 Vishakhapatnam
 Paradip
 Haldia
Page 37 of 60
b. International Airports:
 Amritsar (Raja Sansi - Sri Guru Ram Dass
jee)
 Delhi (Indira Gandhi)
 Mumbai (Chhatrapati Shivaji)
 Chennai (Meenam Bakkam)
 Kolkata (Netaji Subhash Chandra Bose)
 Hyderabad (Rajiv Gandhi)
Note: Items of Locating and Labelling may also be given for Identification.
Page 38 of 60
CLASS X
QUESTION PAPER DESIGN
Subject Wise Weightage
Subject Syllabus Marks (80) Percentage

History  The Rise of Nationalism in Europe.
 Nationalism in India:
 The Making of a Global World
18+2 25%
Sub topics1 to 1.3
 Print Culture and the Modern World
 Map pointing
Political  Power - sharing
Science  Federalism
 Gender, Religion and Caste 20 25%
 Political Parties
 Outcomes of Democracy
Geography  Resources and Development
 Forest and Wildlife Resources
 Water Resources
 Agriculture
 Mineral& Energy resources 17+3 25%
 Manufacturing industries.
 Lifelines of National Economy(map
pointing)
 Map pointing
Economics  Development
20 25%
 Sectors of the Indian Economy
Page 39 of 60
 Money and Credit
 Globalization and The Indian Economy
Sub topics:
 What is Globalization?
 Factors that have enabled
Globalisation
Weightage to Type of Questions
Type of Questions Marks (80) Percentage
1 Mark MCQs (20x1) 20 25%

(Inclusive Of Assertion, Reason, Differentiation &Stem)
2 Marks Narrative Questions (4x2) 8 10%

(Knowledge,Understanding,Application,Analysis,Evaluation
,Synthesis & Create)
3 Marks Narrative Questions (5x3) 15 18.75%

(Knowledge,Understanding,Application,Analysis,Eva
luation,Synthesis & Create)
4 MARKS Case Study Questions (3x4) 12 15%

(Knowledge,Understanding,Application,Analysis,Evaluatio
n,Synthesis & Create)
5 Mark Narrative Questions (4x5) 20 25%

(Knowledge,Understanding,Application,Analysis,Evaluatio
n,Synthesis & Create)
Map Map Pointing 5 6.25%
Page 40 of 60
Weightage to Competency Levels
Sr. No. Competencies Marks (80) Percentage
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 24 30%
organizing, translating, interpreting, giving descriptions and stating
main ideas.
2 Applying: Solving problems to new situations by applying acquired
11 13.25%
knowledge, facts, techniques and rules in a different way.
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
40 50%
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.
4 Map Skill 5 6.25%
Total 80 100%
Page 41 of 60
CLASS X
GUIDELINES FOR INTERNAL ASSESSMENT: 20 MARKS
Type of Assessment Description Marks Allocated
Periodic Assessment Pen Paper Test. 5
Multiple Assessment Quiz, debate, role play, viva, group discussion, visual
expression, interactive bulletin boards, gallery walks, 5
exit cards, concept maps, peer assessment, Self-
assessment etc. through Inter disciplinary project
Subject Enrichment Project Work on Consumer Rights OR Social Issues 5

Activity OR Sustainable Development
Portfolio Classwork, Work done (activities/ assignments) 5

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
Page 42 of 60
CLASS X
PRESCRIBED TEXTBOOKS
Subject Name of the Book Publisher

History India and the Contemporary World - II NCERT
Political Science Democratic Politics NCERT
Geography Contemporary India NCERT
Economics Understanding Economic Development NCERT
Disaster Together Towards a Safer India -Part III (A text CBSE
Management book on Disaster Management)
learning_outcomes.pdf (ncert.nic.in)
Links for NCERT rationalised 2023-24 textbooks:
 https://ncert.nic.in/textbook.php?jess1=0-7
 https://ncert.nic.in/textbook.php?jess4=ps-5
Page 43 of 60
ANNEXURE I
Project Work: Class IX
Project work 10 periods

The students need to develop the following competencies:
Every student has to compulsorily undertake one project on
Disaster Management
Collaboration
Objectives: The main objectives of giving project work on Disaster
Management to the students are to: Use analytical skills
● create awareness in them about different disasters, their
Evaluate the situations during disasters.
consequences and management
● prepare them in advance to face such situations Synthesize the information
● ensure their participation in disaster mitigation plans
● enable them to create awareness and preparedness among the Find creative solutions
community.
● The project work should also help in enhancing the Life Skills of the Strategies the order of solutions
students.
● If possible, various forms of art may be integrated in the project Use right communication skills
work.
Guidelines:
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 Defence etc. in the area where the
schools are located.
 The project carried out by the students should subsequently be shared among themselves through interactive sessions such as
exhibitions, panel discussions, etc.
Page 44 of 60
The distribution of marks over different rubrics relating to Project Work is as follows:
S. No. Aspects Marks

a Content accuracy, originality and collaborative skills 2
b Competencies exhibited and Presentation 2

c Viva 1
 All documents pertaining to assessment under this activity should be meticulously maintained by the schools.
 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.
 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.
 The Project Report can be handwritten or digital.
 The Project Work needs to enhance cognitive, affective and psychomotor skills of the learners. It will include self-assessment and
peer assessment, and progress of the child in project-based and inquiry-based learning, art integrated activities, experiments,
models, quizzes, role plays, group work, portfolios, etc., along with teacher assessment. (NEP-2020)
 The Project work can culminate in the form of Power Point Presentation/Exhibition/Skit/albums/files/song and dance or culture
show /story telling/debate/panel discussion, paper presentation and whichever is suitable to Visually Impaired Candidates.)
 The record of the project work (internal assessment) should be kept for a period of three months for verification, if any.
Page 45 of 60
ANNEXURE II
Interdisciplinary Project: Class-IX

Subject and Name of Specific Learning Suggested Teaching Learning Outcomes with Time Schedule For
Chapter No the Chapter Objectives Learning Process Specific Competencies Completion
Forest  To categorize different Interdisciplinary project  Compare the forest  The Schools to do
Society and types of forest during  Teachers can make situations prevailed at IDP between the
History Colonialism the colonial regime. use of the pedagogies pre- colonial, colonial months of April and
 To bring out the plight in facilitating the and post- colonial era. September at the
of Forest dwellers under students in completion School under the
Chapter IV colonial rule. of Inter Disciplinary  Analyse and evaluate guidance of teacher.
 To examine the reason Project the growth &role of (Carryover of project
behind commercial commercial forestry in to home must be
forestry. Constructivism different types of strictly avoided)
 To devise ways to  Inquiry based Vegetation.
protect the forest learning
vegetation and wildlife  Cooperative learning  Critically analyse the
in India.  Research based reasons for rebellions
 To defend the role of learning. at forest areas of south
government and the  Experiential learning. East-Asia with
local communities in  Art integration specification to JAVA.
protecting the forest
cover. Multiple Assessment:
Natural  To discuss the social Ex. Surveys / Interviews
Geography
Vegetation and cultural world of / Research work/
and Wildlife forest communities Observation/ Story based
Chapter 5 through the study of Presentation/ Art
specific revolts. integration/ Quiz/ Debate/
 To analyse the different role play/ viva, /group
processes through discussion, /visual
which agrarian expression/ interactive
transformation may bulletin boards/ gallery
Page 46 of 60
occur in the modern walks/ exit cards/ concept
world. maps/ peer assessment/
 To understand how oral art integration /Self-
traditions can be used assessment/integration of
to explore tribal revolts technology etc.
Guidelines for Inter Disciplinary Project:

● It involves combining 2 or more disciplines into one activity-more coherent and integrated. The generally recognized disciplines are
economics, History, Geography, Political Science, A sample plan has been enclosed. Kindly access the link given below
https://docs.google.com/document/d/1668TKkRt80r4-kbjJ_Y7zg4mF3Vq1Y9k/edit
Instructions:
 Objectives and Outcomes need to be picked from Rationale and Specific Objectives considering the local context.
Plan of the project:
 A suggestive 10 days’ plan given below which you may follow or you can create on your own, based on the templates provided
below
Process:
 Initial collaboration among students to arrange their roles, areas of integration, area of investigation and analysis, roles of students
Team leader: Main collaborator
Team members:
Note: Teacher to allocate the roles as per the abilities of the students.
 Final submission based on course deliverables as given in the template below the 10-day plan.
 Assessment Plan: to be done by the teacher clearly mentioning the Rubrics
 Report, poster and video acknowledgements: reflections & expression of gratitude as given in the template given below
Page 47 of 60
Class IX Interdisciplinary project 10 days suggestive plan 10 periods
Day 1-2: "Colonialism and Forest Society"

Discuss the impact of colonialism on forest societies, and explore the concept of forest as a resource in colonialism.
Group project: Research and present a PPT on the colonial forest policy and its impact on forest societies.
Day 3-4: "Rebellion in the Forest"
Analyse the causes and effects of forest-based rebellions in history
Watch the following film Group discuss about forest tribes of your state and the exploitations they face. Refer Annexure VI for Rubrics.
https://www.youtube.com/watch?v=N6SR0REa_YA
Day 5-6: Forest Transformations in Java, Tropical Evergreen Forests
Examine the impact of human activity on forests in Java.
Explore how changes in land use, agriculture, and industry have impacted the forests. Students can research the history of forest
transformations in Java and their impact on the environment.
Study the transformation of forests in Java, from pre-colonial to post-colonial times
Compare and contrast the conversion of forest into agricultural land and the need.
Through group discussions find solutions. Present an art integrated project.
Discuss the characteristics of tropical evergreen forests, including their climate, soil, and flora/fauna. Students can research specific
examples of tropical evergreen forests and the challenges they face, such as deforestation and climate change.
Group project: watch the video through the link https://www.youtube.com/watch?v=Ml0xvHsBigI
Analyse and present the impact of forest transformations on society, economy and environment in Java. Compare and contrast it with
India.
Present a PPT of your learnings. Refer Annexure VI for rubrics
Day 7-8: Discuss how colonialism has affected the forest's biodiversity and the survival of indigenous communities living in and around
the forest.
Page 48 of 60
Group activity: Divide the group into smaller teams and assign them tasks related to identifying the impact of colonialism on different
types of forests. For example, one team can research the impact of colonialism on forest fires, while another team can research the
impact of colonialism on the survival of indigenous plants and animals. Make the students use cartoon strips to present their findings.
Day 9-10: Make the students to compile all the findings of 8 days’ work and present in PPT and through the template given in Annexure
V.
Page 49 of 60
ANNEXURE III
Class X - Project Work 10 periods. 5 marks
The students need to develop the following

competencies:
Every student has to compulsorily undertake one project on
Consumer Awareness OR Social Issues OR Sustainable Development Collaboration
Objectives: The overall objective of the project work is to help students gain an Use analytical skills
insight and pragmatic understanding of the theme and see all the Social Science
disciplines from an interdisciplinary perspective. Evaluate the situations during disasters.
It should also help in enhancing the Life Skills of the students.
Synthesize the information
Students are expected to apply the Social Science concepts that they have learnt
over the years in order to prepare the project report.
Find creative solutions
If required, students may go out for collecting data and use different primary and
secondary resources to prepare the project. Strategies the order of solutions
If possible, various forms of art may be integrated in the project work.
Use right communication skills
Guidelines:
The distribution of marks over different rubrics relating to Project Work is as follows:
S. No. Rubrics Marks

a Content accuracy, originality and collaborative skills 2
b Competencies exhibited and Presentation 2
c Viva 1
Page 50 of 60
1) The project carried out by the students should subsequently be shared among themselves through interactive sessions such as
exhibitions, panel discussions, etc.
2) All documents pertaining to assessment under this activity should be meticulously maintained by the schools.
3) 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.
4) 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.
5) The Project Report can be handwritten or digital.
6) The Project Work needs to enhance cognitive, affective and psychomotor skills of the learners. It will include self-assessment and
peer assessment, and progress of the child in project-based and inquiry-based learning, art integrated activities, experiments,
models, quizzes, role plays, group work, portfolios, etc., along with teacher assessment. (NEP-2020)
7) Must be done at school only as specific periods are allocated for project work.
8) The Project work can culminate in the form of Power Point Presentation/Exhibition/Skit/albums/files/song and dance or culture
show /story telling/debate/panel discussion, paper presentation and whichever is suitable to Visually Impaired Candidates.
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. Sub judice cases, if any or those involving RTI / Grievances may
however be retained beyond three months.
Page 51 of 60
ANNEXURE IV
Interdisciplinary Project: Class X
10 periods Max. Marks 5
Subject Name of the Specific Learning Suggested Teaching Learning Outcome with Time schedule for
Name and chapter objectives Learning Process specific competencies Completion
Chapter No.
Making of a Global  Trace the history of The teachers may use  Analyse the The Schools to do
History World globalization and the following implication of IDP between the
point out the shifts pedagogies in globalization for local months of April and
Chapter III within the process. facilitating the students economies. September at the
 Analyse the in completion of  Discuss how School under the
implication of Interdisciplinary Project. guidance of teacher.
globalization is
globalization on local 1) Constructivism
2) Inquiry based experienced (Carry over of
economies.
differently by different
 Examines the learning project to home
importance of 3) Cooperative learning social groups. must be strictly
transportation for the 4) Learning station  Enumerates how the avoided)
economic growth and 5) Collaborative transportation works
Lifelines of development in India. learning as a life line of
Geography National Economy  Analyse the impact 6) Videos/Visuals/docu economy.
of roadways and mentaries/movie
railways on the clippings  Analyse and infer the
Chapter 7 national economy impact of roadways
7) Carousel technique
 Evaluates the and railways on the
8) Art integrated
challenges faced by national economy
the roadways and learning
railway sector in the 9) Group Discussions
 Analyses and infers
country Multiple Assessment: the challenges faced
 Discuss how Ex. Surveys / Interviews
globalization is by the roadways and
/ Research work/
experienced railway sector in India.
Observation/ Story based
Page 52 of 60
Economics Globalization and differently by different Presentation/ Art  Integrate various
the Indian social groups. integration/ Quiz/ Debate/ dimensions of
Chapter 4 Economy  Connect the role of role play/ viva, /group globalisation in terms
means of transport discussion, /visual of cultural / political/
and communication expression/ interactive social /economical
in the process of bulletin boards/ gallery
aspects)
globalization. walks/ exit cards/
 Investigate the concept maps/ peer
assessment/ art  Appraise the evolution
factors that
facilitated the growth integration /Self- of Globalisation and
on MNC ‘s assessment/integration the global trends
of technology etc.
Guidelines:
● It involves combining 2 or more disciplines into one activity-more coherent and integrated. The generally recognized disciplines are
economics, History, Geography, Political Science, a sample plan has been enclosed) Kindly access the link given below
● Methodology (A sample interdisciplinary project plan Link has been provided to get an insight about IDP.
● Topic: The Making of a Global World, Globalisation and Life lines of Economy
https://docs.google.com/document/d/1dIwwFeaSrExJHMtkzcEuoq3ehh-7FtHM/edit
Instructions:
 Objectives and Outcomes need to be picked from Rationale and Specific Objectives considering the local context.
Plan of the project:

 A suggestive 10 days’ plan given below which you may follow or you can create on your own, based on the templates provided
below
Process:
 Initial collaboration among students to arrange their roles, areas of integration, area of investigation and analysis, roles of students
Page 53 of 60
Team leader: Main collaborator
Team members:
Note: Teacher to allocate the roles as per the abilities of the students.
 Final submission based on course deliverables as given in the template below.
 Assessment Plan: to be done by the teacher clearly mentioning the Rubrics
 Report, poster and video acknowledgements: Reflections & expression of gratitude as given in the template below
Class X: 10-day Suggestive plan for Interdisciplinary Project
Day 1: Introduction to the Interdisciplinary Project and Setting the Context:

Brief overview of the project and its objectives to be given by the teachers.
History teacher to Introduce the historical context of the World War II and its aftermath through inquiry method.
Make the students to Group discuss the impact of World War II on the global economy. Teacher to refer annexure III for rubrics)
Day 2: The Great Depression:
Students to watch a video from the link, https://www.youtube.com/watch?v=62DxELjuRec and
https://www.youtube.com/watch?v=gqx2E5qIV9s
and discuss the causes and consequences of the Great Depression and the role of mass production and consumption in the Great
Depression. Present a group PPT /report on consequences of the Great Depression on the global economy.
Day 3: India and the Great Depression:
Students to collect material related to India’s economic condition during the Great Depression and relate it to the present economic
condition of India and US. Students may collect information through a visit to the library.
As a group activity they need to present a collage of their findings.( Refer Annexure VI for Rubrics)
Day 4: Rebuilding the World Economy and Interlinking Production across countries
 Teachers to use Jigsaw method to make the students to sit in groups and to give each group a part of the handout with information
about process taken to rebuild economy and how the production across countries got interlinked. Make the groups to compile the
information by moving from group to group.
 Make them discuss the post-war recovery efforts and their impact on the global economy
Page 54 of 60
 Study the role of the Bretton Woods Institutions in rebuilding the world economy and present their learnings through Art Integrated
Project. Refer Annexure VI for rubrics.
Day 5: The Early Post-War Years: The role of roadways, railways, waterways and airways in building the national economy
 The teacher distributes the Handout 1 given below to the groups and asks them to find answers to the questions posed at the end
of Hand out and present it in groups using Café conversations mode. Refer Annexure III for rubrics.
 Study the challenges faced by the world in the early post-war years
 Discuss the efforts made towards decolonization and independence of nations
Day 6: Post war settlement and Bretton Woods institutions
 Make the students read the material given in https://en.wikipedia.org/wiki/Bretton_Woods_system and debate the impact of Bretton
Woods institutions in the post war economy. Refer Annexure VI for Rubrics.
 Day 7: Decolonization and Independence - The Role of World Trade Organization:
 The students will read the handout 2 given below and present a role play of the support rendered by the World Trade Organisation
in building new nations. Refer Annexure VI for rubrics
 Introduction to the World Trade Organization
 Study the role of the WTO in promoting fair trade practices
Day 8: End of Bretton Woods and the Beginning of Globalization:
 The students will read material given in the link
https://www.imf.org/external/about/histend.htm#:~:text=End%20of%20Bretton%20Woods%20system,-
The%20system%20dissolved&text=In%20August%201971%2C%20U.S.%20President,the%20breakdown%20of%20the%20syste
m.
 Organise an interview with a financial expert/economist/ lecturer/professor . Based on the information they gathered, the students
can submit a report on the findings.
 Discuss the reasons for the end of the Bretton Woods system
Day 9: Impact of Globalization in India and role of waterways and airways
https://www.jagranjosh.com/general-knowledge/new-economic-policy-of-1991-objectives-features-and-impacts-1448348633-1
● The students will read the material given in the above link, and design a report on what would have happened to India if this stand
wasn’t taken and present it as a radio talk show. They will link the role of waterways and airways in the achievement of India in
globalisation.
● Study the impact of globalization on the Indian economy
● Discuss the challenges faced by India in the process of globalization
Day 10.Final presentation
● Conclude the interdisciplinary project and summarize the key takeaways.
Page 55 of 60
Handout 1 for Day 4 of Inter Disciplinary Project of Class X
Handout Title: The Role of Waterways and Airways in Post-World War II- World and India
Introduction: After the end of World War II, the world faced significant economic, social, and political changes. The role of waterways and
airways in shaping the post-war world and India is crucial to understand. In this handout, we will discuss the impact of waterways and
airways on the global economy and how it helped India in its development.
Waterways: In the post-World War II era, waterways played a crucial role in the movement of goods and people. The improvement of
ports and waterways allowed for more efficient transportation of goods and helped to spur economic growth.
The increased demand for goods and services, combined with the development of shipping technologies, allowed for the expansion of
international trade. This helped to boost the world economy and allowed for the growth of industries in many countries, including India.
In India, the development of waterways and ports helped to improve the country's economy. The country's long coastline and several
rivers made it an ideal location for the transportation of goods. The growth of ports and waterways in India allowed for the movement of
goods from one part of the country to another, helping to spur economic growth and development.
Airways: After World War II, the development of air transportation revolutionized the world's economy. The expansion of air travel allowed
for faster and more efficient transportation of goods and people, which helped to boost the world economy.
In India, the growth of airways helped to connect different parts of the country and made it easier for people and goods to move from one
place to another. This helped to spur economic growth and development in India.
The growth of air transportation in India also allowed for the expansion of international trade. Indian businesses could now easily access
foreign markets, which helped to boost the country's economy.
Conclusion:
The role of waterways and airways in the post-World War II world and India was crucial in shaping the economic and social landscape of
these countries. The development of these transportation modes helped to spur economic growth and allowed for the expansion of
international trade. Understanding the impact of waterways and airways on the world and India is crucial in understanding the economic
and social changes that took place after World War II.
Questions:
1. Mention the role of major ports in imports and exports.
2. Emergence of Deccan airways changed the entire functionalities of domestic airways> Substantiate the statement
3. The waterways and airways contribute to the economic growth of India. Substantiate your answer.
Page 56 of 60
Handout 2 for day 7 of Inter Disciplinary Project of Class X
Handout Title: The Role of the World Trade Organization (WTO) in Building New Nations Post-Colonialization
Introduction: After the end of colonialism, many countries faced significant economic and political challenges as they worked to establish
themselves as independent nations. The World Trade Organization (WTO) played a crucial role in helping these countries to rebuild their
economies and participate in the global economy. In this handout, we will discuss the role of the WTO in building new nations post-
colonialization.
What is the WTO?
The WTO is an international organization that was established in 1995 to promote international trade and help countries participate in the
global economy.
The WTO provides a forum for countries to negotiate and enforce international trade agreements, and helps to ensure that trade is
conducted in a fair and predictable manner. The organization also provides technical assistance and advice to help countries improve
their trade policies and participate in the global economy.
How has the WTO helped new nations post-colonialization?
After colonial rule ended, many countries faced significant economic challenges as they worked to establish themselves as independent
nations. The WTO helped these countries to participate in the global economy by providing a forum for trade negotiations and by helping
to enforce international trade agreements.
The WTO also provided technical assistance and advice to help these countries improve their trade policies and participate in the global
economy. This helped to spur economic growth and development in these countries, and allowed them to become more integrated into
the global economy.
By participating in the global economy, new nations post-colonialization were able to expand their markets, attract foreign investment, and
improve their economic performance. The WTO played a crucial role in helping these countries to build their economies and establish
themselves as stable, independent nations.
Conclusion:
The WTO played a crucial role in building new nations post-colonialization by helping these countries to participate in the global economy.
The organization's trade negotiations, enforcement of international trade agreements, and technical assistance helped to spur economic
growth and development in these countries. Understanding the role of the WTO in building new nations post-colonialization is important
in understanding the economic and political changes that took place after the end of colonial rule.
Page 57 of 60
ANNEXURE V
Presentation Template by the students - Class IX & X

Name of the Student:
Members of Team:
Class : Section: Date of Submission:
Topics of IDP:
Title of the Project:
Objectives:
Multiple Assessment:
Ex. Surveys / Interviews / Research work/ Observation/ Story based Presentation/ Art integration/ Quiz/ Debate/ role play/
viva,/group discussion,/visual expression/ interactive bulletin boards/ gallery walks/ exit cards/ concept maps/ peer
assessment/ art integration /Self-assessment/integration of technology etc.
Evidences: Photos, Excerpts from Interviews, observations, Videos, Research References, etc.
Overall presentation: Link of PPT, shared documents, can be digital/handwritten, as per the convenience of the school.
Acknowledgement:
References (websites, books, newspaper etc)
Reflections:
Page 58 of 60
ANNEXURE VI
Rubrics for IDP
Rubrics Marks allocated
Research Work 1
Collaboration & Communication 1
Presentation & Content relevance 1
Competencies
● Creativity
● Analytical skills 2
● Evaluation
● Synthesizing
Total 5
Note: The Schools may give multiple sub rubrics and may bring it down to 5 marks for weightage.
Ex: Collaboration:- Teamwork/ Language fluency/ Contribution to the team/resilience etc
Research Work: - Investigation/ reading & comprehending/ compilation etc
Synthesizing: - Data collection/ Data collation etc.
Page 59 of 60

Social Science SYLLABUS 2023-24: (Code No. 087) Class - Ix & X

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CBSE

CLASS IX PAGE NO. S. NO. CLASS X PAGE NO.

3. Course Structure 4 8. Course Structure 20

4. Course Content 7 9. Course Content 23

5. List of map items 17 10. List of map items 35

6. Guidelines for internal assessments 18 11. Question Paper Design 39

7. Prescribed Text Books 19 12. Guidelines for internal assessments 42

13. Prescribed Text Books 43

Annexure I (project work Class IX) 44 Annexure IV (Interdisciplinary project Class X) 52

Annexure III (Project work Class X) 50 Annexure VI Rubrics of IDP 59

Suggestive no. 20 inclusive of

Section Chapter No Chapter Name No. of Periods Marks allocated

I I The French Revolution 15

III Nazism and the Rise of Hitler 15

II IV Forest, Society and Colonialism

Suggestive no. 20 inclusive of Map

Chapter No Chapter Name No. of periods Marks allocated

1 India – Size and Location 17

Chapter No. Chapter name No. of Periods Marks allocated

Chapter No. Name of the Chapter No. of Periods Marks allocated

1 The Story of Village Palampur

4 Food Security in India 15

History: India and the Contemporary World - I

 Inquiry based learning to appraise

IV  Refer Annexure II  Refer Annexure II

Geography: Contemporary India - I

S. No. Subject Name of the List of Areas to Be Map Pointed

I History French Revolution Outline political map of France Locate/label/identify;

II Geography India: size & location ● India - States with Capitals

Drainage system Rivers: (Identification only)

Climate ● Annual rainfall in India, Monsoon wind directions

Population  Population density of all states

Type of Assessment Description Marks Allocated

Periodic Assessment Pen Paper Test. 5

Subject Enrichment Project work on Disaster Management 5

Portfolio Classwork, work done (activities / assignments)

S.No Subject Name of the Book Publisher

Links for NCERT rationalised 2023-24 textbooks:

Suggestive no. 20 inclusive of

Section Chapter No. Chapter name No. of periods Marks

Chapter No. Chapter Name No. of Periods Marks allocated

1 Resources and Development 7

2 Forest and Wildlife Resources 7

Lifelines of National Economy

Unit no Chapter No Chapter Name No. of Periods Marks allocated

Chapter No. Chapter name No. of Periods Marks allocated

2 Sectors of the Indian Economy 12

3 Money and Credit 12 20

Globalisation and The Indian Economy

5 Consumer Rights (Project Work)

History: India and the Contemporary World - II

Sub topic 2 Inter disciplinary Project with Refer Annexure IV

Economics: Understanding Economic Development

Subject Name of the Chapter List of areas to be pointed on the Map

II. 3 Satyagraha movements:

Water Resources Locating and Labelling:

Minerals and Energy Identify:

Locate & label: Power Plants

Manufacturing I. Manufacturing Industries