SOCIAL SCIENCE

Subject Code-087
Classes - IX & X (2025-26)

RATIONALE
The purpose of the education system is to develop good human beings capable of rational
thought and action, possessing compassion and empathy, courage and resilience, scientific
temper, and creative imagination, with sound ethical moorings and values. It aims at producing
engaged, productive, and contributing citizens for building an equitable, inclusive, and plural
society as envisaged by our Constitution. [NEP 2020, pages 4-5]
Social Science is a compulsory subject in secondary stage of school education. It is an integral
component of general education. Social Science can play a unique role within the school
curriculum to enable Knowledge, Capacities, and Values and Dispositions that underpin the
purpose of education as committed to in NEP.
Social Science plays an important role in developing an integrated understanding of the human
world and its functioning, including its deep interrelationships with nature and environment in
the quest to continuously improve a society. In the study of this subject, students learn methods
of observing and interpreting the human world, which help them lead their own lives and also
contribute as members of society.
It also helps in developing some of the Values and Dispositions that are essential for
democratic participation- building and sustaining cooperation among communities that strive
for peace, harmony, equity, and justice for all. It encourages them to understand and appreciate
the feeling of Indianness ‘Bhartiyata’ by valuing the rich cultural heritage and tradition of the
country.
The role of the subject in developing a comprehensive sense of the human world and its
functioning in an individual student is significant. This understanding is critiical to help students
see how things around them are changing and are interdependent in the world today what are
the causes of the change, and how the change impacts human societies.
It also helps them realise the need for interdependence, collaboration, and an appreciation for
the diversity of human culture and societies. The subject also teaches students the method of
observing and interpreting the world wearing the hat of a social scientist. It does so by building
core skills such as observing what is going on around them, analysing causes of various
phenomena (historical, geographical, socio-political, or economic) using evidence, asking
questions, making connections, forming viewpoints based on conceptual understanding and
evidence, recognizing patterns and generalizations, and arriving at logical conclusions.
These skills prepare the students to contribute to the nation as responsible citizens of society.

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AIMS & OBJECTIVE
As per NCF- 2023, the aims of teaching Social Science in school education can be summarised
as follows:
a. Develop disciplinary knowledge and understanding of how society functions through an
interplay of historical, geographical, social, economic, and political factors.
This can be enabled through:
i. an understanding of continuity and change in human civilisation, its causation and
effect, and its impact on modern life,
ii. an understanding of the interaction between nature and human beings, the spatial
patterns arising out of this interaction, and its effect on human life,
iii. an awareness and understanding of the diversity of people and their practices in
different societies, regions, and cultures within societies,
iv. an awareness of various social, political, and economic institutions, their origin,
functioning and transformations over time.
b. Develop an understanding and appreciation for the methods of enquiry relevant to Social
Science and deepen students’ skills to engage with the key questions and issues
confronting society.
These could be specifically seen as:
i. Skills in sourcing evidence, interpreting them, confirming through multiple sources
and evidence, and constructing a coherent narrative,
ii. Skills in recognizing spatial patterns, map-reading, interpretation and analysis of
various interconnected concepts and processes,
iii. Skills of creative and analytical thinking to form informed opinions, demonstrate
logical decision-making, and incline towards a problem- solving attitude,
iv. Skills to collect, organize, analyse, represent, and present data and information on
various historical, geographical, and socio-political issues,
v. Skills to question unsubstantiated ideas, biases, stereotypes, and assumptions to
foster scientific temper and propose meaningful responses to contemporary concerns
of society.
c. Foster ethical, human, and Constitutional values:
As the NEP 2020 emphasises, to foster a “democratic outlook and commitment to liberty
and freedom; equality, justice, and fairness; embracing diversity, plurality, and inclusion;
humaneness and fraternal spirit; social responsibility and the spirit of service; ethics of
integrity and honesty; scientific temper and commitment to rational and public dialogue;
peace; social action through Constitutional means; unity and integrity of the nation, and
a true rootedness and pride in India with a forward-looking spirit to continuously improve
as a nation.

NOTE-Refer to NCF-2023-Page no-320-323

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 CURRICULAR GOALS-CG

As per NCF 2023 - At the Secondary Stage, students will go into details to understand
India’s past and appreciate its complexity, diversity, and unity brought about by cultural
integration and the sharing of knowledge traditions across geographical and linguistic
boundaries. P-154

 CG -2 Analyse the important phases in world history and draw insight to understand the
present-day world
 CG-3 Understand the idea of a nation and the emergence of the modern Indian Nation
 CG -4 Develops an understanding of the inter-relationship between human beings and
their physical environment and how that influences the livelihoods, cultural diversity, and
biodiversity of the region
 CG -5 Understand the Indian Constitution and explores the essence of Indian democracy
and the characteristics of a democratic government.
 CG -6 Understand and analyse social, cultural, and political life in India over time – as
well as the underlying historical Indian ethos and philosophy of unity in diversity – and
recognises challenges faced in these areas in the past and present and the efforts (being)
made to address them
 CG -7 Develop an understanding of the inter-relationship between human beings and
their physical environment and how that influences the livelihoods, cultural diversity, and
biodiversity of the region
 CG -8 Evaluate the economic development of a country in terms of its impact on the lives
of its people and nature
 CG-9 Understand and appreciate the contribution of India through history and present
times, to the overall field of Social Science, and the disciplines that constitute it

COMPETENCIES

Competencies are specific learning achievements that are observable and can be
assessed systematically. In NCF, Competencies are directly derived from a Curricular
Goal and are expected to be attained by the end of a Stage. The following competencies
need to be developed in students to achieve the curricular goals at secondary stage.

 C-2.1 Explain historical events and processes with different types of sources with
specific examples from India and world history.
 C-2.3 Trace aspects of continuity and change in different phases of world history
(including cultural trends, social and religious reforms, and economic and political
transformations)
 C-2.4 Explain the growth of new ideas and practices across the world and how they
affected the course of world history.
 C-2.5 Recognise the various practices that arose, such as those in C- 2.4, and came to
be condemned later on (such as racism, slavery, colonial invasions, conquests, and
plunder, genocides, exclusion of women from democratic and other institutions), all of
which have also impacted the course of world history and have left unhealed wounds.
 C3.2 Identify and analyse important phases of the Indian national freedom struggle
against British colonial rule, with special reference to the movement led by Mahatma
Gandhi and other important figures as well as those that led to independence, and
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 understands the specific Indian concepts, values, and methods (such as Swaraj,
Swadeshi, passive resistance, fight for dharma self- sacrifice, ahimsa) that played a part
in achieving Independence.
 C-4.1 Locate physiographic regions of India and the climatic zones of the world on a
globe/map.
 C-4.2 Explain important geographical concepts, characteristics of key landforms, their
origin, and other physical factors of a region
 C-4.3 Draw inter- linkages between various components of the physical environment,
such as climate and relief, climate and vegetation, vegetation, and wildlife.
 C-4.4 Analyse and evaluate the inter- relationship between the natural environment and
human beings and their cultures across regions and, in the case of India, the special
environmental ethos that resulted in practices of nature conservation
 C-4.5 Critically evaluate the impact of human interventions on the environment,
including climate change, pollution, shortages of natural resources (particularly water),
and loss of biodiversity; identifies practices that have led to these environmental crises
and the measures that must be taken to reverse them
 C-4.6 Develop sensitivity towards the judicious use of natural resources (by individuals,
societies, and nations) and suggests measures for their conservation
 C-5.1 Understand that the Indian Constitution draws from the great cultural heritage and
common aspirations of the Indian nation, and recalls India’s early experiments with
democracy (assemblies in Mahajanapadas, kingdoms and empires at several levels of
the society, guilds sanghas and ganas, village councils and committees, Uthiramerur
inscriptions)
 C-5.2 Appreciate fundamental Constitutional values and identify their significance for
the prosperity of the Indian nation.
 C-5.3 Explain that fundamental rights are the most basic human rights, and they flourish
when people also perform their fundamental duties
 C-5.4 Analyse the basic features of a democracy and democratic government – and its
history in India and across the world – and compares this form of government with other
forms of government.
 C-5.5- Analyse the critical role of non-state and non-market participants in the
functioning of a democratic government and society, such as the media, civil society,
socio-religious institutions, and community institutions
 C-6.1 Understands how the Indian ethos and the cultural integration across India did not
attempt uniformity, but respected and promoted a rich diversity in Indian society, and
how this harmonisation and unity in diversity, with a historical respect for all cultures,
women have counted among India’s great strengths by promoting peaceful coexistence
 C-6.2 Understand that despite C-6.1, forms of inequality, injustice, and discrimination
have occurred in different sections of society at different times (due to internal as well
as outside forces such as colonisation), leading to political, social, and cultural efforts,
struggles, movements, and mechanisms at various levels towards equity, inclusion,
justice, and harmony, with varying outcomes and degrees of success.
 C-7.1 Defines key features of the economy, such as, production, distribution, demand,
supply, trade, and commerce, and factors that influence these aspects (including
technology)
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  C-7.2 Evaluates the importance of the three sectors of production (primary, secondary,
and tertiary) in any country’s economy, especially India
 C-7.3 Distinguishes between ‘unorganised’ and ‘organised’ sectors of the economy and
their role in production for the local market in small, medium, and large-scale production
centres (industries), and recognises the special importance of the so-called
‘unorganised’ sector in Indian economy and its connections with the self-organising
features of Indian society
 C-7.4 Trace the beginning and importance of large- scale trade and commerce
(including e- commerce) between one country and another - the key items of trade in
the beginning, and the changes from time to time.
 C-8.1 Gather, comprehend, and analyse data related to income, capital, poverty, and
employment in one’s locality, region and at the national level. Markets.
 C-8.3 Understand these features in the context of ancient India, with its thriving trade,
both internal and external, and its well- established trade practices and networks,
business conventions, and diverse industries, all of which made India one of the world’s
leading economies up to the colonial period
 C-8.4 Describes India’s recent path towards again becoming one of the three largest
economies of the world, and how individuals can contribute to this economic progress.
 C-8.5 Appreciates the connections between economic development and the
environment, and the broader indicators of societal wellbeing beyond GDP growth and
income.

In Grades 9 and 10 of the Secondary Stage, the study of Social Science is organised within
the disciplines of History, Geography, Political Science, and Economics. The concepts and
content are chosen to develop an in-depth understanding in each discipline.

CLASS IX (2025-26)
COURSE STRUCTURE

Marks-20
History-India and the Contemporary World - I inclusive of
Map
pointing
Section Chapter No Chapter Name Marks
I I The French Revolution
Events and II Socialism in Europe and the Russian
Process Revolution 18+2 map
III Nazism and the Rise of Hitler pointing

II IV Forest, Society and Colonialism

Livelihood, Interdisciplinary project as part of multiple
Economies assessments
and (Internally assessed for 5 marks)
Societies V Pastoralists in the Modern World
(assessed as part of Periodic
Assessment only)

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 Marks-20
Geography-Contemporary India - I inclusive of Map
pointing

Chapter No. Chapter Name Marks

1 India – Size and Location
2 Physical Features of India
3 Drainage 17+3 map
4 Climate pointing*
Natural Vegetation and Wildlife
(Only map pointing to be evaluated in the annual
examination.
5 Population * Marks as
mentioned
6 Interdisciplinary project as part of multiple assessments
(Internally assessed for 5 marks)

Political Science- Democratic Politics - I 20 Marks

Chapter No. Chapter name Marks

1 What is Democracy?
Why Democracy?
2 Constitutional Design 20
3 Electoral Politics
4 Working of Institutions
5 Democratic Rights
Economics 20 Marks
Chapter No. Chapter name Marks
1 The Story of Village Palampur
(To be assessed as part of Periodic Assessment
only) 20
2 People as Resource
3 Poverty as a Challenge
4 Food Security in India

CLASS IX
History-India and the Contemporary World - I

Section I: Events and Processes

Chapter-1 The French Revolution

Learning Outcomes-The students will be able to

 Infer how the French Revolution had an impact on the European countries in the making
of nation states in Europe and elsewhere.

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⮚ Illustrate that, the quest for imperialism triggered the First World War.
⮚ Examine various sources to address imbalances that may lead to revolutions

Chapter 2- Socialism in Europe and the Russian Revolution

Learning Outcomes- The students will be able to

⮚ Compare the situations that led to the rise of Russian and French Revolutions.
⮚ Examine the situations that led to the establishment of Lenin’s communism and Stalin’s
collectivization.
⮚ Analyse the role played by the varied philosophers and leaders that shaped the revolution.

Chapter 3-Nazism and the Rise of Hitler.

Learning Outcomes- The students will be able to

⮚ Analyse the role of “Treaty of Versailles” in the rise of Hitler to power.

⮚ Analyse the genocidal war waged against the “undesirables” by Hitler.
⮚ Compare and contrast the characteristics of Hitler and Gandhi

Section II: Livelihoods, Economies and Societies

Chapter 4- Forest Society and Colonialism

Interdisciplinary Project with Chapter 5 of Geography “Natural Vegetation and Wildlife”

Learning Outcomes- Refer Annexure II

Chapter 5- Pastoralists in the Modern World

Learning Outcomes- The students will be able to

⮚ Examine the situations that have created nomadic societies highlighting the key factors
played by the climatic conditions and topography.
⮚ Analyse varying patterns of developments within pastoral societies in different places in
India.
⮚ Comprehend the impact of colonialism on Pastoralists in India and Africa.

Geography- Contemporary India - I

Chapter 1- India – Size and Location

Learning Outcomes- The students will be able to

⮚ Examine how the location of an area impacts its climate and time with reference to longitude
and latitude.
⮚ Explore and analyses the trading and cultural relationships of India with its neighbouring
countries.
⮚ Evaluate the situation & reasons that made 82.5E* longitude as Time meridian of India.
⮚ Examine how location of India enables its position as a strategic partner in the subcontinent.
⮚ Justify the reasons for the differences in climatic conditions, local and standard time.
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Chapter 2- Physical Features of India

Learning Outcomes- The students will be able to

⮚ Justify how the Physical Features of India influences the livelihoods, culture, and the
biodiversity of the region.
⮚ Examine the geological process that played a crucial role in the formation of diverse
physical features in India.
⮚ Analyse the conditions and relationships of the people living in different physiographic
areas.

Chapter 3- Drainage

Learning Outcomes- The students will be able to

⮚ Examine the information about different lakes and infer on their contribution to Indian
ecology.
⮚ Present creative solutions to overcome the water pollution and also to increase the
contribution of water bodies to the Indian economy.
⮚ Identify the river systems of the country and explain the role of rivers in human society

Chapter 4- Climate

Learning Outcomes- The students will be able to

⮚ Analyse and infer the effect of monsoon winds on rainfall of the Indian subcontinent.
⮚ Analyse the temperatures between plateau region, Himalayan region, desert region and
coastal region.
⮚ Enumerate and summarise the reasons for the wide difference between temperatures at
different geographical locations of India

Chapter 5- Natural Vegetation and Wildlife

Interdisciplinary project with chapter no IV of History “Forest, Society and Colonialism

Learning Outcomes- -Refer annexure II

Chapter-6. Population

Learning Outcomes- The students will be able to

⮚ Analyse and infer the reasons behind the uneven distribution of population in India with
specific reference to UP & Rajasthan and Mizoram and Karnataka
⮚ Enlist the factors that affect the population density

Political Science-Democratic Politics - I

Chapter 1- What is Democracy? Why Democracy?

Learning Outcomes- The students will be able to

⮚ Examine the concept of structural components of Democracy and its forms/ features.
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⮚ Compare and Contrast working of democracies of India and North Korea and infer on their
differences and significance in each country.
⮚ Analyse and infer on the different historical processes and forces that have contributed for
the promotion of democracy

Chapter 2- Constitutional Design

Learning Outcomes- The students will be able to

 Discuss and describe the situation that led to creation of Indian Constitution
 Enumerate the essential features that need to be kept in mind while drafting a constitution.
 Examine the guiding values that created the Indian constitution
 Comprehend the roles and responsibilities as citizens of India.

Chapter 3- Electoral Politics

Learning Outcomes- The students will be able to

 Analyse the implications of power of vote and power of recall.

 Summarise the essential features of the Indian Electoral system.
 Examine the rationale for adopting the present Indian Electoral System.

Chapter 4- Working of Institutions

Learning Outcomes- The students will be able to

⮚ Examine the roles, responsibilities, and interdependency of all the 3 organs of the
Government.
⮚ Appreciate the parliamentary system of executive’s accountability to the legislature.
⮚ Summarise and evaluate the rule of law in India.

Chapter 5- Democratic Rights

Learning Outcomes- The students will be able to

 Summarise the importance of fundamental rights and duties in the light of the nation’s
glory.
 Analyse and recognise the role of a responsible citizen while performing their prescribed
duties versus claiming rights.
ECONOMICS

Chapter 1- The Story of Village Palampur

Learning Outcomes- The students will be able to

 Enlist the requirements of production and comprehend the interdependence of these

requirements.
 Correlate farming and non-farming activities to economic growth.
 Comprehend how the significance of conditions of farming and the factors of production
impact economic development.
 Find solutions to foster an equitable society.

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 Chapter 2- People as Resource

Learning Outcomes- The students will be able to

⮚ Evaluate the reasons that contribute to the quality of population.

⮚ Observe different government schemes and see their effect on the people there.
Chapter 3- Poverty as a Challenge

Learning Outcomes- The students will be able to

⮚ Comprehend the reasons for poverty in the rural and urban areas.
⮚ Evaluate the efficacy of the government to eradicate poverty.
⮚ Correlate the link between education and poverty.
Chapter 4- Food Security in India

Learning Outcomes- The students will be able to

⮚ Comprehend various aspects of food security that will ensure continuity of supply
⮚ Enumerate the different features of PDS that directly address FSI.
⮚ Analyse and infer the impact of the Green Revolution.
⮚ Analyse causes and effect of famines in food security during pre and post independent
India.

CLASS IX (2025-26)
MAP WORK

Subject Chapter List of Areas to be located /labeled/identified on the map

History French Outline political map of France. Locate/label/ identify.

Revolution ● Bordeaux, Nantes, Paris and Marseille
Socialism in Outline political map of the World. Locate/label/identify Major
Europe and the countries of First World War: Central Powers: Germany,
Russian Austria-Hungary, Turkey (Ottoman Empire). Allied Powers –
Revolution France, England, Russia and USA
Nazism and the Outline Political Map of World. Locate/label/ identify Major
Rise of Hitler countries of Second World War Axis: Powers – Germany,
Italy, Japan Allied Powers – UK, France, Former USSR, USA

Geography India : size and ● India – States and Capitals

location ● Tropic of Cancer, Standard Meridian (Location and
Labeling)
● Neighbouring Countries
India physical ● Mountain Ranges: The Karakoram, The Zanskar, The
features Shivalik, The Aravali, The Vindhya, The Satpura, Western
and Eastern Ghats
● Mountain Peaks-K2, Kanchan Junga, Anai Mudi

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 ● Plateau – Deccan Plateau, Chota Nagpur Plateau, Malwa
Plateau
● Coastal Plains – Konkan, Malabar, Coromandel & Northen
Circar (Location and Labelling)
Drainage system Rivers (Identification only)
● The Himalayan River Systems – Indus, Ganges & Sutlej
● The Peninsular Rivers – The Narmada, The Tapti, The
Kaveri, The Krishna, The Godavari, The Mahanadi
● Lakes – Wular, Pulicat, Sambar, Chilika
Climate ● Annual rainfall in India, Monsoon wind direction
Population ● Population density of all states
● The state having highest and lowest density of population

Note- The Maps available in the website of Govt. of India may be used.

CLASS IX (2025-26)
INTERNAL ASSESSMENT: 20 MARKS

Type of Description Marks

Assessment
Periodic Assessment Pen Paper Test 5

Multiple Assessment Quiz, debate, role play, viva-voce, group discussion, visual 5
expression, interactive bulletin boards, gallery walks, exit
cards, concept maps, peer assessment, self- assessment
etc. through interdisciplinary project
Subject Enrichment Project work (Interdisciplinary)-Disaster Management 5
Activity
Portfolio Classroom, work done (activities/assignments) reflections, 5
narrations, journals etc. Achievements of the student in the
subject throughout the year. Participation of the student in
different activities like Heritage India quiz etc.

CLASS IX
PRESCRIBED 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

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 CLASS X -2025-26
COURSE STRUCTURE

20 Marks
History (India and the Contemporary World-II) inclusive of
map pointing
Section Chapter Chapter name Marks
No.
I I The Rise of Nationalism in Europe
Events and
processes II Nationalism in India 18+2 map
pointing
II III The Making of a Global World
Livelihoods, (To be evaluated in the Board Examination
Economies Subtopics: 1 to 1.3 Pre Modern World to
and Societies Conquest, disease and trade)

Interdisciplinary project as part of multiple

assessments
(Internally assessed for 5 marks) Subtopics 2 to
4.4 –The nineteenth century (1815-1914) to end
of Bretton Woods & the beginning of
“Globalisation”

IV The Age of Industrialisation

(To be assessed as part of Periodic
Assessment only)

III. V Print Culture and the Modern world

Everyday Life,
Culture and
politics
Marks-20
Geography (Contemporary India-II) inclusive
map pointing
Chapter No. Chapter Name Marks

1 Resources and Development

2 Forest and Wildlife Resources

3 Water resources
17+3 map
4 Agriculture pointing

5 Minerals and energy Resources

6 Manufacturing Industries
7 Lifelines of National Economy
(Only map pointing to be evaluated in the Board Examination)

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 Interdisciplinary project as part of multiple assessments
(Internally assessed for 5 marks)
Political Science (Democratic Politics-II) 20
Unit No. Chapter No. Chapter name Marks

I 1 Power-sharing
2 Federalism
II 3 Gender, Religion and Caste 20

III 4 Political Parties

IV 5 Outcomes of Democracy
Economics (Understanding Economic Development) 20

Chapter No. Chapter name Marks

1 Development
2 Sectors of the Indian Economy
3 Money and Credit 20
4  Globalisation and the Indian Economy to be evaluated in
the Board Examination
 What is Globalisation?
 Factors that have enabled Globalisation
 Interdisciplinary project as part of multiple assessment
(Internally assessed for 5 marks)
 Production across the countries
 Chinese toys in India
 World Trade Organisation
 The Struggle for a Fair Globalisation
5 Consumer Rights (Project Work)

CLASS X (2025-26)
COURSE CONTENT

HISTORY: India and the Contemporary World - II

Chapter I -The Rise of Nationalism in Europe

Learning outcome- The students will be able to

⮚ Infer how French Revolution had an impact on the European countries in the making of a
nation state.
⮚ Comprehend the nature of the diverse social movements of the time.
⮚ Analyse and infer the evolution of the idea of nationalism which led to the formation of nation
states in Europe and elsewhere.
⮚ Evaluate the reasons which led to the First World War.

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Chapter 2 Nationalism in India

Learning outcome- The students will be able to

⮚ Illustrate various facets of Nationalistic movements that ushered in the sense of Collective
Belonging.
⮚ Evaluate the effectiveness of the strategies applied by Gandhiji and other leaders in the
movements organised by him.
⮚ Summarise the effects of the First World War that triggered the two defining movements
(Khilafat &Non- Cooperation Movement) in India

Chapter 3-. The Making of a Global World

Subtopic 1. The pre-modern world

Subtopic 2. 19th century 1815 -1914
Subtopic 3. The inter- war economy
Subtopic 4. Rebuilding of world economy: the post war era.

Inter disciplinary Project with chapter 7 of Geography: Lifelines of National Economy and
chapter 4 of Economics: Globalisation and the Indian Economy

Refer Annexure III B

Learning outcome- The students will be able to

⮚ Summarise the changes that transformed the world in different areas.
⮚ Depict the global interconnectedness from the Pre-modern to the present day.
⮚ Enumerate the destructive impact of colonialism on the livelihoods of colonised people.

Chapter 4-The Age of Industrialisation

Learning outcome- The students will be able to

 Enumerate economic, political, social features of Pre and Post Industrialization.

 Analyse and infer how the industrialization impacted colonies with specific focus on India

Chapter 5. Print culture and the Modern World

Learning Outcome- The students will be able to

⮚ Enumerate the development of Print from its beginnings in East Asia to its expansion in
Europe and India.
⮚ Compare and contrast the old tradition of handwritten manuscripts versus print technology.
⮚ Summarise the role of Print revolution and its impact

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 Geography: Contemporary India – II

Chapter 1- Resources and Development

Learning Outcome- The students will be able to

 Enumerates how the resources are interdependent, justify how planning is essential in
judicious utilisation of resources and the need to develop them in India.
⮚ Infer the rationale for development of resources.
⮚ Analyse and evaluate data and information related to non-optimal land, utilization in India
⮚ Suggest remedial measures for optimal utilization of underutilized resources

Chapter 2- Forest and Wildlife Resources

Learning Outcome- The students will be able to
⮚ Examine the importance of conserving forests and wildlife and their interdependency in
maintaining the ecology for the sustainable development of India.
⮚ Analyse the role of grazing and wood cutting in the development and degradation
⮚ Summarise the reasons for conservation of biodiversity under sustainable development.
⮚ Discuss how developmental works, grazing wood cutting have impacted the forests
⮚ Use art integration to summarise and present the reasons for conservation of biodiversity in
India under sustainable development.

Chapter 3-Water Resources

Learning Outcome- The students will be able to

⮚ Examine the reasons for conservation of water resource in India.
⮚ Analyse and infer how the multipurpose projects are supporting the requirement of water.

Chapter 4- Agriculture
Learning Outcome

⮚ Examine the crucial role played by agriculture in our economy and society.
⮚ Analyse the challenges faced by the farming community in India.
⮚ Identifies various aspects of agriculture, including crop production, types of farming etc.
Chapter 5- Minerals and Energy Resources
Learning Outcome- The students will be able to

⮚ Enumerate the impact of manufacturing industries on the environment and develop strategies
for sustainable development of the manufacturing sector.
⮚ Differentiate between various types of manufacturing industries based on their input materials,
processes, and end products, and analyse their significance in the Indian economy.
⮚ Analyse the relation between the availability of raw material and location of the industry

Chapter 7- Life Lines of National Economy

Interdisciplinary project with chapter 3 of History: The making of a Global world and chapter 4 of
Economics: Globalisation and the Indian Economy

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Learning Outcome-Refer Annexure III-B

Political Science: Democratic Politics - II

Chapter 1- Power – sharing

Learning Outcome- The students will be able to

⮚ Enumerate the need for power sharing in democracy.

⮚ Analyse the challenges faced by countries like Belgium and Sri Lanka ensuring effective
power sharing.
⮚ Compare and contrast the power sharing of India with Sri Lanka and Belgium.
⮚ Summarise the purpose of power sharing in preserving the unity and stability of a country

Chapter 2-Federalism

Learning Outcome- The students will be able to

⮚ Infer how federalism is being practised in India.

⮚ Analyse the policies and politics that has strengthened federalism in practice.

Chapter 3- Gender, Religion and Caste

Learning Outcome- The students will be able to

⮚ Examine the role and differences of Gender, religion and Caste in practicing Democracy.
⮚ Analyse that different expressions based on the differences, are healthy or otherwise in a
democracy

Chapter 4- Political Parties

Learning Outcome- The students will be able to

⮚ Understand the process of parties getting elected.

⮚ Know the significance of the right to vote and exercise the duties as citizens of a nation.
⮚ Examine the role, purpose and no. of Political Parties in Democracy.

Chapter 5- Outcomes of Democracy

Learning Outcome- The students will be able to

⮚ Enumerates how the success of democracy depends on quality of government, economic

well- being, inequality, social differences, conflict, freedom and dignity.

Economics: Understanding Economic Development

Chapter- 1. Development

Learning Outcome- The students will be able to

⮚ Enumerate and examine the different processes involved in setting developmental Goals.
⮚ Analyse and infer how the per capita income depicts the economic condition of the nation.

16
 ⮚ Evaluate the development goals with reference to their efficacy, implemental strategies,
relevance to current requirements of the nation.
⮚ Compare the per capita income of some countries and infer reasons for the variance.
⮚ Analyse the multiple perspectives on the need of development.

Chapter 2- Sectors of the Indian Economy

Learning Outcome- The students will be able to

⮚ Analyse and infer how the economic activities in different sectors contribute to the overall
growth and development of the Indian economy.
⮚ Propose solutions to identified problems in different sectors based on their understanding.
⮚ Summarise how the organised and unorganised sectors are providing employment
⮚ Enumerate the role of the unorganised sector in impacting Per Capita Income currently and
propose suggestive steps to reduce the unorganised sector for more productive
contributions to GDP.
⮚ Enumerate and infer the essential role of the Public and Private sectors

Chapter 3- Money and Credit

Learning Outcome- The students will be able to

⮚ Enumerate how money plays as a medium exchange in all transactions of goods and
services from ancient times to the present times.
⮚ Analyse and infer various sources of Credit.
⮚ Summarise the significance and role of self-help groups in the betterment of the economic
condition of rural people/ women.

Chapter- 4. Globalisation and the Indian Economy

Subtopics: What is Globalisation?
Factors that have enabled Globalisation.
Interdisciplinary Project with chapter 3 of History: “The making of a Global World”. And chapter
7 of Geography: “Lifelines of National Economy”
Subtopics:
i. Production across the countries
ii. World Trade Organisation
iii. The Struggle for a Fair Globalisation
Refer Annexure III-B

Learning Outcome- The students will be able to

⮚ Enumerate the concept of globalisation and its definition, evolution, and impact on the global
economy.
⮚ Evaluate the key role of the key major drivers of globalisation and their role in shaping the
global economic landscape in various countries.
⮚ Comprehend the significance of role of G20 and its significance in the light of India's role.

5. Project work - Consumer Rights OR Social Issues OR Sustainable Development

Learning Outcome- Refer Annexure III

17
 CLASS X (2025-26)
MAP WORK

Subject Name of the Chapter List of areas to be located/ labeled/ identified on

the map
History Nationalism in India I. Congress sessions:
 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 Labeling:

 Salal  Sardar Sarovar

 Bhakra Nangal  Hirakund
 Tehri  Nagarjun Sagar
 Rana Pratap Sagar  Tungabhadra

Agriculture Identify:
 Major areas of Rice and Wheat
 Largest/Major producer states of Sugarcane, Tea,
Coffee,
 Rubber, Cotton and Jute
Minerals and Energy Identify:
Resources Iron Ore Mines Coal Mines Oil Fields
 Mayurbhanj  Raniganj  Digboi
 Durg  Bokaro  Naharkatia
 Bailadila  Talcher
  Mumbai High
 Bellary Neyveli
 Bassien
 Kudremukh
 Kalol
Ankaleshwar
Locate and label: Power Plants

Thermal Nuclear
 Namrup  Narora
 Singrauli  Kakrapara
 Ramagundam  Tarapur
 Kalpakkam

18
 Manufacturing  Manufacturing Industries (Locating and labeling
Industries 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. Gandhi-
nagar, c. Mumbai, d. Pune, e. Hyderabad,
f. Bengaluru, g. Chennai,h. Thiruvananthapuram
Lifelines of National Locating and Labeling
Economy
a. Major Sea Ports

• Kandla • Tuticorin
• Mumbai • Chennai
• Marmagao • Visakhapatnam
• New Mangalore • Paradip
• Kochi • Haldia
b. International Airports
 Amritsar (Raja Sansi-Sri Guru Ram Das ji)
 Delhi (Indira Gandhi)
 Mumbai (Chhatrapati Shivaji)
 Chennai (Meenambakkam)
 Kolkata (Netaji Subhash Chandra Bose)
 Hyderabad (Rajiv Gandhi)

Note
1. Items of Locating and Labelling may also be given for Identification.
2. The Maps available in the website of Govt. of India may be used.

19
 CLASS X
QUESTION PAPER DESIGN
Subject Wise Weightage

Subject Syllabus Marks Percentage

(80)
History  The Rise of Nationalism in Europe.
 Nationalism in India:
18+2 25%
 The Making of a Global World Sub topics 1 to 1.3
 Print Culture and the Modern World
 Map pointing

Political  Power – sharing

Science
 Federalism 20 25%
 Gender, Religion and Caste
 Political Parties
 Outcomes of Democracy
Geography  Resources and Development
 Forest and Wildlife Resources
 Water Resources
17+3 25%
 Agriculture
 Mineral& Energy resources
 Manufacturing industries.
 Lifelines of National Economy (map pointing)
 Map pointing
Economics  Development
 Sectors of the Indian Economy
 Money and Credit 20 25%
 Globalisation and The Indian Economy
Sub topics:
 What is Globalisation?
 Factors that have enabled Globalisation

20
 Weightage to Type of Questions

Type of Questions Marks Percent

(80) age
1 Mark- MCQs (20x1) 20 25%
(Inclusive Of Assertion, Reason, Differentiation & Stem)
2 Marks- Long Answer Questions (4x2) 10%
(Knowledge, Understanding, Application, Analysis, 8
Evaluation, Synthesis & Create)
3 Marks- Long Answer Questions (5x3) 15 18.75%
(Knowledge, Understanding, Application, Analysis,
Evaluation, Synthesis & Create)
4 Marks- Case Study Questions (3x4) (Knowledge, 15%
Understanding, Application, Analysis, Evaluation, Synthesis 12
& Create)
5 Mark- Long Answer Questions (4x5) 20 25%
(Knowledge, Understanding, Application, Analysis,
Evaluation, Synthesis & Create)
Map Pointing 5 6.25%

Weightage to Competency Levels

Sr. No. Competencies Marks Percent-

(80) age
1 Remembering and Understanding: Exhibiting memory of
previously learned material by recalling facts, terms, basic 24 30%
concepts, and answers; Demonstrating understanding of
facts and ideas by organizing, translating, interpreting,
giving descriptions and stating main ideas.
2 Applying: Solving problems to new situations by applying
11 13.25%
acquired knowledge, facts, techniques
and rules in a different way.
3 Analysing, Evaluating and Creating:
Examining and breaking information into parts by
identifying motives or causes; Making inferences and
finding evidence to support generalizations; Presenting 40 50%
and defending opinions by making judgments about
information, validity of ideas, or quality of work based on a
set of criteria.
Compiling information together in a different way by
combining elements in a new pattern or
proposing alternative solutions.
4 Map Skill 5 6.25%

Total 80 100%

21
 CLASS X (2025-26)
GUIDELINES FOR INTERNAL ASSESSMENT: 20 MARKS

Type of Assessment Description Marks

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 Interdisciplinary project
Subject Enrichment Project Work on Consumer Rights OR Social Issues OR 5
Activity Sustainable Development (Interdisciplinary)
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

CLASS X
PRESCRIBED TEXTBOOKS

S.No. Subject Name of the Book Publisher

1 History India and the Contemporary World-II NCERT

2 Political Science Democratic Politics-II NCERT

3 Geography Contemporary India-II NCERT

4 Economics Understanding Economic Development NCERT

5 Disaster Management Together, towards a safer India- Part III CBSE

22
 ANNEXURE I
Project Work: Class IX

Project work Competencies

Every student must undertake one project on Disaster The students will develop the
Management following competencies:
Objectives: The main objectives of giving project work on  Collaboration
Disaster Management to the students are to:
 Use analytical skills.
 To create awareness in them about different disasters, their
consequences and management  Evaluate the situations
during disasters.
 To prepare them in advance to face such situations
 Synthesize the information.
 To ensure their participation in disaster risk reduction plans
 To enable them to create awareness and preparedness  Find creative solutions.
among the community.  Strategies the order of
 The project work helps in enhancing the Life Skills of the solutions.
students.  Use the right
 Various forms of art must be integrated in the project work. communication skills.

Guidelines:
To realise the expected objectives, it would be required of the principals / teachers to muster
support from various local authorities and organisations 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.
The distribution of marks over different rubrics relating to Project Work is as follows:

S.no Aspects Mar

ks
a Content accuracy and originality 2
b Competencies exhibited and Presentation 2
c Viva-Voce 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.

23
⮚ 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 PowerPoint
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.

24
 ANNEXURE II
Class-IX
Interdisciplinary Project
Subject and Name of the Suggested Teaching Learning Time
Chapter No Chapter Learning Process Outcomes Schedule For
with Specific Completion
Competencies
History Forest Society Interdisciplinary project Compare the forest The schools
Chapter and Teachers can make use of situations prevailed to do IDP
IV Colonialism the pedagogies in in the pre- colonial, between the
facilitating the students in colonial and post- months of
completion of colonial era. April and
Interdisciplinary Project September
Constructivism Inquiry Evaluate the growth at the
based learning Cooperative &role of commercial School
Learning Research based forestry in different under the
learning. Experiential types of Vegetation. guidance of
learning. a teacher.
Art integration Analyse the reasons (Carryover
for rebellions in of project to
Multiple Assessment: Ex. home must
forest areas of south
Surveys / Interviews / be strictly
East-Asia with
Research work/ avoided)
specification to
Observation/ Story based
JAVA.
Presentation/ Art
integration/ Quiz/ Debate/
role play/ viva, /group To defend the role of
discussion, /visual government and the
expression/ interactive local communities in
bulletin boards/ gallery protecting the forest
walks/ exit cards/ concept cover.
maps/ peer assessment/ art
integration /Self-
assessment/ integration of
technology etc.
Geography Natural To devise ways to
Chapter 5 Vegetation protect the forest
and Wildlife vegetation and
wildlife in India.
Guidelines for Interdisciplinary 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
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.
25
 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

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 V 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 V 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
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 compile all the
findings of 8 days’ work and present them in PPT and through the template given in Annexure
IV.

26
 Annexure III-A
Class X - Project
10 periods 5 marks
Every student must undertake one project on … The students will develop
the following
Consumer Awareness OR Social Issues OR Sustainable competencies:
Development
Objectives:  Collaboration
 The objective of the project work is to help students gain an  Use analytical skills.
insight and pragmatic understanding of the theme and see all
 Evaluate the situations
the Social Science disciplines from an interdisciplinary
during disasters.
perspective.
 Synthesize the
 It should also help in enhancing the Life Skills of the students. information.
 Students are expected to apply the Social Science concepts that  Find creative solutions.
they have learnt over the years to prepare the project report  Strategies the order of
 If required, students may go out for collecting data and use solutions
different primary and secondary resources to prepare the  Use right
project. communication skills
 If possible, various forms of art may be integrated in the project
work.
Guidelines:
The distribution of marks over different rubrics relating to Project Work is as follows:

S.no Rubrics Marks

a Content accuracy and originality 2
b Competencies exhibited and Presentation 2
c Viva-Voce 1

The project carried out by the students should subsequently be shared among themselves
through interactive sessions such as exhibitions, panel discussions, etc.

1. All documents pertaining to assessment under this activity should be meticulously maintained
by the schools.
2. 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.
3. 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.
4. The Project Report can be handwritten or digital.
5. 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)

27
6. Must be done at school only as specific periods are allocated for project work.

7. 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.

8. 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 the Board. Subjudice cases, if any or those involving RTI / Grievances may however be
retained beyond three months.
B
Interdisciplinary Project: Class X

Subject and Name of Suggested Teaching Learning Outcomes Time Schedule

Chapter No. the Learning Process with Specific For
Chapter Competencies Completion
History Making of a The teachers may use ⮚ Analyse the The schools
Chapter III Global World the following implication of do IDP
pedagogies in globalisation for local between the
facilitating the economies. months of
students in completion ⮚ Discuss how April and
of Interdisciplinary globalisation is September at
Project. experienced the School
1) Constructivism differently by under the
Geography Lifelines of 2) Inquiry based different social guidance of a
Chapter 7 National learning groups. Enumerates teacher.
Economy 3) Cooperative how transportation (Carryover of
learning works as a lifeline of project to
4) Learning station the economy. home must
5) Collaborative ⮚ Analyse and infer be strictly
learning the impact of avoided)
6) Videos/ Visuals/ roadways and
documentaries/ railways on the
movie clippings national economy.
7) Carousel technique
⮚ Analyses and infers
8) Art integrated
the challenges faced
learning Group
by the roadways and
Discussions
railway sector in
Multiple
India
Assessment:Ex.
Surveys/
Interviews/
Research work/
Observation/ Story
based
Economics Globalisation Presentation/ Art ⮚ Integrate various
Chapter 4 on and the integration/ Quiz/ dimensions of
Indian Debate/ role play/ globalisation in
Economy viva, /group terms of cultural /
discussion, /visual political/ social
expression/ /economical
interactive bulletin aspects)

28
 boards/ gallery walks/ ⮚ Appraise the
exit cards/ concept evolution of
maps/ peer Globalisation and
assessment/ art the global trends
integration /Self - ⮚ Investigate the
assessment/integrati factors that
on of technology etc. facilitated the
growth on MNC ‘s
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 Lifelines of Economy

https://docs.google.com/document/d/1dIwwFeaSrExJHMtkzcEuoq3ehh-7FtHM/edit
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

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 World War II and its aftermath through
inquiry methods.
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 V for

29
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
 Study the role of the Bretton Woods Institutions in rebuilding the world economy and present
their learnings through Art Integrated Project. Refer Annexure V 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
Day 6: Post war settlement and Bretton Woods institutions
● Make the students read the material available online/in library and debate the impact of
Bretton Woods institutions in the post war economy. Refer Annexure V 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 V for
rubrics
 Introduction to the World Trade Organization
 Study the role of the WTO in promoting fair trade practices
 Discuss the efforts made towards decolonization and independence of nations
Day 8: End of Bretton Woods and the Beginning of Globalisation:
● 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%20 dissolved&text=In% 20August% 201971 %2C%20U.S.
%20Pr esident,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 globalisation on the Indian economy
● Discuss the challenges faced by India in the process of globalisation

Day 10. Final presentation

Conclude the interdisciplinary project and summarize the key takeaways.

30
 Handout 1 for Day 4 of Inter Disciplinary Project of Class X

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.

31
 Handout 2 for day 7 of Inter Disciplinary Project of Class X

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-colonialisation was 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.

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 ANNEXURE IV

Suggested Template for Presentation by the Students - Class IX & X

Name of the Students (Team):
Class : Section:
Topics of Interdisciplinary
Project:
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:

ANNEXURE V

Rubrics for Interdisciplinary Project

Rubrics Marks allocated

Research Work 1

Collaboration & Communication 1

Presentation & Content relevance 1

Competencies- Creativity, Analytical skills, 2

Evaluation, Synthesizing,
Total 5

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