Social Science Sec 2024-25

CBSE
SOCIAL SCIENCE
SYLLABUS 2024-25
(Code No. 087)
CLASS - IX & X
Page 1 of 65 Social Science Syllabus IX-X 2024-25

TABLE OF CONTENT PAGE NO.
1. Rationale 3
2. Learning Objectives 4
CLASS IX PAGE NO. S. NO. CLASS X PAGE NO.

5
3. Course Structure 8. Course Structure 24
8
4. Course Content 9. Course Content 27
21
5. List of map items 10. List of map items 43
22
6. Guidelines for internal assessments 11. Question Paper Design 46
23
7. Prescribed Textbooks 12. Guidelines for internal assessments 49
13. Prescribed Textbooks 50
ANNEXURES
Annexure I (project work Class IX) 51 Annexure IV (Interdisciplinary project 58

Class X)
Annexure II (Inter disciplinary project Class IX) 53 Annexure V (Presentation template 64

for IDP)
Annexure III (Project work Class X) 54 Annexure VI Rubrics of IDP 65

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 up to 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 the Knowledge, Capacities, and Values and Dispositions that
underpin this 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 the environment in the quest to continuously improve as a society. In the study of this subject,
students learn methods of observing and interpreting the human world, which helps them lead their own lives and also contribute as
members of a society.
Social Science 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.
Social Science plays an important role in developing in an individual student a comprehensive sense of the human world and its
functioning. In an increasingly globalizing and interdependent world, this understanding is critical to help students see how things around
them are changing, what are the causes of these changes, and how the change impacts human societies.
It also helps them realize 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 in contributing to the nation as a responsible citizen of society.

AIMS & OBJECTIVE
The aims of Social Science in school education can be summarised as follows: as per NCF-2023
a. Develop the 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. 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 DNEP 2019 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.

CLASS IX
COURSE STRUCTURE
Suggestive no. of 20 inclusive of
History (India and the Contemporary World - I)
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 Revolution
15 18+2 map pointing
III Nazism and the Rise of Hitler 15

II IV Forest, Society and Colonialism
Interdisciplinary project as part of multiple
Livelihoods, assessments 5
Economies
and Societies (Internally assessed for 5 marks)
V Pastoralists in the Modern World
10
(To be assessed as part of Periodic Assessment
only)
Suggestive no. of 20 inclusive of Map
Geography (Contemporary India - I)
periods = 55 pointing
Chapter No Chapter Name No. of periods Marks allocated

1 India – Size and Location 17
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 annual examination.) 3
Interdisciplinary project as part of multiple assessments
5
(Internally assessed for 5 marks) 5
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
Suggestive no. of
Economics 20 Marks
periods = 50
Chapter No. Name of the Chapter No. of Periods Marks allocated

1 The Story of Village Palampur 10
(To be assessed as part of Periodic Assessment only)

2 People as Resource 10
3 Poverty as a Challenge 15 20
4 Food Security in India 15

CLASS IX
COURSE CONTENT
HISTORY: India and the Contemporary World - I
Content Curricular goals Competency Learning outcome Suggestive Pedagogical
process
CG-2 Analyses the C-2.1 Explains historical  The students will be  Conduct Classroom
Section I: Events important phases in world events and processes with able to Infer how the discussions to compare
and Processes history and draws insight different types of sources French Revolution the conditions that
to understand the with specific examples had an impact on the prevailed in France that
Chapter-1 The present-day world from India and world European countries led to revolution and the
French Revolution history. in the making of conditions that led to the
nation states in first war of Indian
C-2.4 Explains the growth Europe and Independence. (1857).
of new ideas and practices elsewhere.  Use Graphic Organisers
across the world and how  Will be able to (concept map/story map
they affected the course of Illustrate that, the etc) to examine the
world history. quest for imperialism situations.
triggered the First  Suggest solutions to
C-2.5 Recognises the World War. address such imbalances
various practices that  Will Examine various and discriminations that
arose, such as those in C- sources to address lead to revolutions.
2.4, and came to be imbalances that may  Appraise the impact of
condemned later on (such lead to revolutions. the French revolution on
as racism, slavery, colonial the world with a group
invasions, conquests, and presentation.
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.
Chapter 2- CG-2 Analyses important C-2.1 Explains historical  To compare the  Flipped learning through
Socialism in phases of world history events and processes with situations that led to making of concept
Europe and the and draws insight to different types of sources the rise of Russian maps/role plays etc
Russian understand the present- with specific examples and French reflecting the situations
Revolution day world from India and world Revolutions. which led to both
history.  Examine the revolutions.
situations that led to  Flow chart reflecting how
C-2.4 Explains the growth the establishment of Lenin’s communism
of new ideas in Europe and Lenin’s communism /Stalin’s collectivization was
Asia and how it affected and Stalin’s established.
the course of human collectivization.  Socratic method to
history  Analyse the role discuss the role played
played by the varied by the varied
philosophers and philosophers and leaders
leaders that shaped that shaped the
the revolution. revolution
Chapter 3-Nazism CG-2 Analyses important C-2.1 Explains historical  Analyse the role of  Audio-visual aids like a
and the Rise of phases of world history events and processes with “Treaty of Versailles” film or animations can be
Hitler. and draws insight to different types of sources in the rise of Hitler to shown followed by a
understand the present- with specific examples power. discussion on the reasons
day world from India and world  Analyse the for the rise and fall of
history. genocidal war waged Hitler.
C-2.4 Explains the growth against the  Jig saw strategy to
of new ideas in Europe and “undesirables” by critique the genocidal
Asia and how it affected Hitler. war waged against the
the course of human  Compare and “undesirable” by the
history. contrast the Nazis.
characteristics of
Hitler and Gandhi

C-2.5 Recognises the  Role play/Dramatize
various practices that the Characters-Hitler
arose, such as those in and Gandhi. Cartoon
C-2.4, and came to be interpretations on
condemned later on these leaders.
(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.
Section II: Livelihoods, Inter Disciplinary Refer Annexure II Refer Annexure II Refer Annexure II
Economies and Project with Chapter 5
Societies of Geography “Natural
Chapter 4 Forest Vegetation and
Society and Wildlife”
Colonialism
Chapter 5 CG-4 Develops an C-4.3 Draws inter-  Examine the situations  Locate the various
Pastoralists in the understanding of the linkages between that have created pastoral communities
Modern World inter-relationship various components of nomadic societies on an outline map of
between human beings the physical highlighting the key India and explain
and their physical environment, such as factor played by the cyclical movements of
environment and how climate and relief, climatic conditions and these according to
that influences the climate and vegetation, topography. climatic conditions.
livelihoods, cultural vegetation, and wildlife.  Analyse varying  Audio Visual aids like
diversity, and C-4.4 Analyses and patterns of documentaries on the
biodiversity of the evaluates the inter- developments within various pastoral
region relationship between pastoral societies in

the natural environment different places in communities can be
and human beings and India. shown.
their cultures across  Comprehend the  Presentations
regions and, in the case impact of colonialism comparing the lives of
of India, the special on Pastoralists in India pastoralists and the
environmental ethos and Africa. colonial impact on
that resulted in pastoralists in India and
practices of nature Africa.
conservation.  T charts and similar
C-4.5 Critically graphic organizers to
evaluates the impact of compare the lives of
human interventions on pastoralists in pre- and
the environment, post-colonial periods.
including climate  Think-pair and share
change, pollution, can be practised to
shortages of natural discuss various
resources (particularly methods of colonial
water), and loss of policies of exploitation
biodiversity; identifies and their impact on
practices that have led pastoralists of Africa
to these environmental and India.
crises and the
measures that must be
taken to reverse them
Political Science: Democratic Politics - I
process
CG-5 Understands the C-5.4 Analyses the  Examine the concept  Brainstorming on
1. What is Democracy? Indian Constitution and basic features of a structural introduction of concepts
Why Democracy? explores the essence democracy and components of of Democracy & features
of Indian democracy democratic government Democracy and its of Democracy
and the characteristics – and its history in India forms/ features.

of a democratic and across the world –  Compare and  4 corners strategy to
government and compares this form Contrast working of discuss “What & why of
of government with democracies of India democracy?
other forms of and North Korea and  students create
government infer on their democratic governance
differences and model in the class.
significance in each  Cartoon interpretation to
country. summarize the benefits
 Analyse and infer on of democracy
the different historical
processes and forces
that have contributed
for the promotion of
democracy
2. Constitutional Design CG-5 Understands the C-5.1 Understands that  Group discussion and  Group Discussion to
Indian Constitution and the Indian Constitution describe the situation comprehend the
explores the essence draws from the great that led to creation of purpose of constitution.
of Indian democracy cultural heritage and Indian Constitution  Poster making/ wall
and the characteristics common aspirations of  Enumerate the magazine for
of a democratic the Indian nation, and essential features that Comparing and
government recalls India’s early need to be kept in contrasting between
experiments with mind while drafting Preamble of South
democracy (assemblies any constitution. African constitution with
in Mahajanapadas, Examine the guiding the preamble of Indian
kingdoms and empires values that created constitution.
at several levels of the the Indian constitution  Declamation strategy
society, guilds sanghas  Comprehend the roles for discussing the roles
and ganas, village and responsibilities as and responsibilities of
councils and citizens of India. citizens.
committees,
Uthiramerur
inscriptions)

3. Electoral Politics CG-5 Understands the C-5.3 Explains that  Analyse the  Role play on performing
Indian Constitution and fundamental rights are implications of power fundamental duties.
explores the essence the most basic human of vote and power of  Perform school council
of Indian democracy rights, and they flourish recall. elections for practical
and the characteristics when people also  Summarize the learning of the system.
of a democratic perform their essential features of  Design and present
government fundamental duties the Indian Electoral election manifesto.
system.  Create multiple parties
 Examine the rationale and create symbols for
for adopting the elections.
present Indian  Use street play to
Electoral System. create awareness about
the right to vote and
fundamental duties.
4. Working of CG-5 Understands the C-5.5 Analyses the  Examine the roles,  Watch videos of
Institutions Indian Constitution and critical role of non-state responsibilities, and Parliament and discuss
explores the essence and non-market interdependency of all the importance of
of Indian democracy participants in the the 3 organs of the question hour.
and the characteristics functioning of a Government.  Present Moot court to
of a democratic democratic government  Appreciate the evaluate the rule of
government and society, such as the parliamentary system Law. Examine the
media, civil society, of executive’s relevant case studies to
socio-religious accountability to the evaluate the rule of law
institutions, and legislature. conduct Mock
community institutions  Summarize and Parliament session.
evaluate the rule of law  Collect information on
in India. the performance of the
functioning of a
democratic government
and society from social
media and other
institutions and present.

5. Democratic Rights CG-5 Understands the C-5.2 Appreciates  Analyse the role of  Debate the need to have
Indian Constitution and fundamental the responsible rights in the light of
explores the essence Constitutional values citizens. study of Saudi Arabia.
of Indian democracy and identifies their  Case study to analyse
and the characteristics significance for the  Summarize the the role of citizens when
of a democratic prosperity of the Indian importance of the rights are exercised
government nation. fundamental rights or otherwise.
and duties in the light  Organize a moot court to
of the nation’s glory. discuss the violation of
individual rights.
 Recognize the role of  Graphic organizer to
a responsible citizen summarize the
while performing their coexistence of rights vs
prescribed duties duties.
versus claiming
rights.
Geography: Contemporary India - I
process
1. India – Size and CG-4 Develops an C-4.1 Locates  Examine how the  On map of India Locate
Location understanding of the physiographic regions location of an area physiographic regions of
inter-relationship of India and the impacts its climate and India and the climatic
between human beings climatic zones of the time with reference to zones of the world on a
and their physical world on a globe/map. longitude and latitude. globe/map.
environment and how  Explore and analyses  Use GeoGebra, Google
that influences the the trading and cultural earth to represent and
livelihoods, culture, relationships of India justify the reasons for
and the biodiversity of with its neighbouring the differences in
the region. countries. climatic conditions, local
 Evaluate the situation & and standard time.
reasons that made  Brainstorming strategy
for inferring conditions

82.5E* longitude as and relationships of the
Time meridian of India. people living in states
 Examine how location that are sharing border
of India enables its with the neighbouring
position as a strategic countries impact trade
partner in the and culture.
subcontinent.  Make a PPT
 Justify the reasons for presentation on the
the differences in inter-relationship
climatic conditions, between human beings
local and standard time. and their physical
environment and how
that influences the
livelihoods, culture, and
the biodiversity of the
region.
2. Physical Features of CG-4 Develops an C-4.2 Explains  Justify how the Physical  Use Art integrated
India understanding of the important geographical Features of India strategies like gallery
inter-relationship concepts, influences the walk/Model making to
between human beings characteristics of key livelihoods, culture, and demonstrate how
and their physical landforms, their origin, the biodiversity of the physical features make
environment and how and other physical region. India a sub-continent.
that influences the factors of a region  Examine the geological  Group work to discuss
livelihoods, culture, process that played a the lives and
and the biodiversity of crucial role in the relationships amongst
the region. formation of diverse physiographic areas.
physical features in  Brainstorming and make
India. a comparison of India’s
 Analyse the conditions Physical features with
and relationships of the another country.
people living in different  presentation using
physiographic areas. different modes such as

 Examine various Journals, Collage and
environmental issues. other references.
3.Drainage CG-4 Develops an C-4.5 Critically  Examine the  Choice Board strategy
understanding of the evaluates the impact of information about where each group to
inter-relationship human interventions different lakes and infer take up one river and
between human beings on the environment, on their contribution to focus on the areas they
and their physical including climate Indian ecology. serve and the impact on
environment and how change, pollution,  Present creative Economy of that area.
that influences the shortages of natural solutions to overcome  Students will prepare a
livelihoods, culture, resources (particularly the water pollution also chart on lakes.
and the biodiversity of water), and loss of to increase the  Slogan writing, poster
the region biodiversity; identifies contribution of water making/ save River
practices that have led bodies to Indian songs/ to bring
to these environmental economy. awareness on water
crises and the  Identify the river pollution and suggest
measures that must be systems of the country solutions
taken to reverse them and explain the role of
rivers in human society
4. Climate CG-4 Develops an C-4.3 Draws inter-  Analyse and infer the  Use Mind map/ graphic
understanding of the linkages between effect of monsoon organizers to enumerate
inter-relationship various components of winds on rainfall of the and summarize the
between human beings the physical Indian subcontinent. reasons for the wide
and their physical environment, such as  Analyse the difference between the
environment and how climate and relief, temperatures between day and night
that influences the climate and vegetation plateau region, temperatures at different
livelihoods, culture, and wildlife Himalayan region, geographical locations
and the biodiversity of desert region and of India.
the region coastal region.  Collect Newspaper
 Enumerate and reports for knowing the
summarize the reasons weather status.
for the wide difference  Prepare and present
between temperatures mock drills on climate
at different change and protocols as

geographical locations preventive action for
of India various disasters
5. Natural Vegetation Inter disciplinary Inter disciplinary Refer annexure II Refer annexure II
and Wildlife. project project with chapter no
IV of History “Forest,
Society and
Colonialism
6. Population CG-4 Develops an C-4.6 Develops  Analyse and infer the  Use a Pie -diagram to
understanding of the sensitivity towards the reasons behind the depict the population
inter-relationship judicious use of natural uneven distribution of distribution in India.
between human beings resources (by population in India with  Group discussion and
and their physical individuals, societies, specific reference presentation on reasons
environment and how and nations) and  to UP & Rajasthan and behind the uneven
that influences the suggests measures for Mizoram and Karnataka distribution of Population
livelihoods, culture, their conservation  Enlist the factors that
and the biodiversity of affect the population
the region density
ECONOMICS
process
Chapter 1: The Story of CG-7 Develops an C-7.1 Defines key  Enlist the requirements  Visit to a nearby village
Village Palampur understanding of the features of the of production and or local markets and
economy of a nation- economy such as comprehend the interview different
state, with specific production, distribution, interdependence of classes of farmers to
reference to India. demand, supply, trade, these requirements. know about their
and commerce, and  Corelate farming and lifestyles and thereafter
factors that influence non-farming activities present in the class.
these aspects to economic growth.  Concept map/Poster
(including technology).  Comprehend how the making/ gallery walk to
significance of enlist the factors of
conditions of farming production and

C-7.2 Evaluates the and the factors of evaluate their
importance of the three production impact interdependence.
sectors of production economic  Discussion/PPT
(primary, secondary, development. presentation on how to
and tertiary) in any  Find solutions to foster eradicate poverty
country’s economy, an equitable society. among farmers and
especially India. trying to suggest
innovative strategies to
improve the farmers
lifestyles.
Chapter -2 CG-7 Develops an C-7.2 Evaluates the  Evaluate the reasons  Classroom
People as Resource understanding of the importance of the three that contribute to the discussions/debates on
economy of a nation, sectors of production quality of population. various factors that
with specific reference (primary, secondary,  Observe the different affect the quality of
to India. and tertiary) in any government schemes population. For e.g.
country’s economy, in some states and significance of
especially India. see its effect on the Education/Health in
quality of people there Human Resource
by. Development.
 Propose innovative  Make a newsletter
strategies to resolve collecting articles from
unemployment newspapers/magazines
problems. etc on illiteracy and
unemployment status in
India and government
initiative in solving the
issues.
 Audio-Visual aids
showing initiatives
undertaken by the
government in
promoting education

and employment in
various states of India.
Chapter 3 Poverty as a CG-8 Evaluates the C-8.1 Gathers,  Comprehend the  PPT presentation using
challenge economic development comprehends, and reasons of poverty in case study given in
of a country in terms of analyses data related the rural and urban NCERT text on the
its impact on the lives to poverty and areas. reasons of rural and
of its people and unemployment in one’s  Evaluate the efficacy urban poverty.
nature. locality and at the of government to  Declamation with data
national level. eradicate poverty. to evaluate the efficacy
C-8.2 Understands and  Compare how poverty of government to
analyses the concepts estimates have eradicate poverty and
and practice of the transformed from suggest measures/
range of economic 1993-94 to 2011-12. ways which can be
systems – from free  Corelate the link used to minimise the
market to entirely state between education same.
controlled markets. and poverty.  Debate on the topic-
C-8.4 Describes India’s ‘Can education remove
recent path towards poverty?’
again becoming one of
the three largest
economies of the
world, and how
individuals can
contribute to this
economic progress

Chapter 4 Food CG-8 Evaluates the C-8.2 Understands and  Comprehend various  Case study and group
Security in India economic development analyses the concepts aspects of food discussion to connect
of a country in terms of and practice of the security that will the link between a well-
its impact on the lives range of economic ensure continuity of structured food security
of its people and systems – from free supply to the masses. system and continuity
nature. market to entirely state  Enumerate the of supply to masses.
controlled markets. different features of  Guest Speaker
C-8.4 Describes India’s PDS that directly programmes where
recent path towards address FSI. govt. officials can be
again becoming one of  Analyse and infer the called to talk on FSI
the three largest impact of Green and PDS (Public
economies of the Revolution. Distribution System)
world, and how  Analyse the causes  Panel Discussion
and impact of /seminar on the impact
individuals can
famines/disasters in of the green revolution
contribute to this
food security during and PDS.
economic progress. pre and post  Concept maps
C-8.5 Appreciates the independent India. explaining the causes
connections between behind the famines in
economic development the colonial period and
and the environment, the causes and impact
and the broader of recurring disasters
indicators of societal on food security in post
wellbeing beyond GDP independent India
growth and income. through examples.

CLASS IX
LIST OF MAPS
S. No. Subject Name of the Chapter List of Areas to be located /labeled/identified on the map
I History French Revolution Outline political map of France. Locate/label/identify.
 Bordeaux, Nantes, Paris and Marseille
Outline political map of the World. Locate/label/identify Major countries
Socialism in Europe and the of First World War: Central Powers: Germany, Austria-Hungary, Turkey
Russian Revolution (Ottoman Empire).
Allied Powers – France, England, Russia and USA
Outline Political Map of World. Locate/label/identify Major countries of
Nazism and the Rise of Hitler Second World War Axis: Powers – Germany, Italy, Japan Allied Powers
– UK, France, Former USSR, USA
II Geography India : size and location  India – States and Capitals
 Tropic of Cancer, Standard Meridian (Location and Labeling)
 Neighbouring Countries
India physical features  Mountain Ranges : The Karakoram, The Zanskar, The Shivalik,
The Aravali, The Vindhya, The Satpura, Western and Eastern
Ghats
 Mountain Peaks – K2, Kanchan Junga, Anai Mudi
 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 – The Indus, The Ganges and The
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

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 5
bulletin boards, gallery walks, exit cards, concept maps, peer assessment, self-
assessment etc. through inter disciplinary project
Subject Enrichment Activity Project work on Disaster Management 5
Portfolio Classroom, work done (activities/assignments) reflections, narrations, journals etc. 5

Achievements of the student in the subject throughout the year
Participation of the student in different activities like Heritage India quiz etc.

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
Note: Please procure latest reprinted edition (2024-05) of prescribed NCERT textbooks.

CLASS
COURSE STRUCTURE
History (India and the Contemporary World-II) Suggestive no. of 20 inclusive map pointing
periods = 60
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 18+2 map pointing
II III The making of a Global World 6
Livelihoods, (To be evaluated in the Board Examination
Economies and Subtopics: 1 to 1.3 Pre Modern World to
Societies Conquest, Disease and trade)
Interdisciplinary project as part of multiple 4
assessments
(internally assessed for 5 marks)
Subtopics 2 to 4.4 -The nineteenth century
(1815-1914) to end of Bretton Woods & the
beginning of “Globalization”
IV The Age of Industrialization 6
(To be assessed as part of Periodic
Assessment only)
III V Print Culture and the Modern world 10
Everyday Life,
Culture and
politics
Geography (Contemporary India-II) Suggestive no. 20 inclusive map pointing
of periods = 55
Chapter No. Chapter name No. of periods Marks allocated
1 Resources and Development 7
2 Forest and Wildlife Resources 7

3 Water resources 7
17+3 map pointing
4 Agriculture 10
5 Minerals and energy Resources 10
6 Manufacturing Industries 10
7 Lifelines of National Economy 2

Only map pointing to be evaluated in the Board Examination
Interdisciplinary project as part of multiple assessments 2

(Internally assessed for 5 marks)
Political Science (Democratic Politics-II) Suggestive no. 20
of periods = 50
Unit No. Chapter No. Chapter name No. of periods Marks allocated
I 1 Power-sharing 15
2 Federalism 20
II 3 Gender, Religion and Caste 12
III 4 Political Parties 12
IV 5 Outcomes of Democracy 11
Economics (Understanding Economic Development) Suggestive no. 20
of periods = 50
Chapter No. Chapter name No. of periods Marks allocated

1 Development 12
2 Sectors of the Indian Economy 12 20
3 Money and Credit 12
4 Globalization and the Indian Economy 8

To be evaluated in the Board Examination
 What is Globalization?
 Factors that have enabled Globalization
Interdisciplinary project as part of multiple assessment 6
(Internally assessed for 5 marks)
 Production across the countries
 Chinese toys in India
 World Trade Organization
 The Struggle for a Fair Globalization
5 Consumer Rights (Project Work)

CLASS X
COURSE CONTENT
HISTORY: India and the Contemporary World - II
process
I The Rise of CG-2 Analyses important C-2.4 Explains the  Infer how the French  Presentation and discussion
Nationalism in phases in world history growth of new ideas in Revolution had an on the French Revolution
Europe and draws insight to Europe and Asia impact on the after watching
understand the present - (humanism, European countries animations/films/reading
day world. mercantilism, in the making of stories or novels related to
industrialisation, nation state. French revolution.
CG-3 Understands the colonialism, scientific  Comprehend the  Use of graphic organizers to
idea of a nation and the developments and nature of the diverse explain unification of states
emergence of the modern explorations, social movements of to form one nation.
Indian Nation imperialism, and the rise the time.  Map activity familiarising the
of new nation-states  Analyse and infer the location of various places
across the world) and evolution of the idea studying the map of Europe
how it affected the of nationalism which after the Congress of
course of human led to the formation of Vienna 1815 and locating
history. nation states in important places on the
C-2.5 Recognises the Europe and political outline map of
various practices that elsewhere. Europe.
arose, such as those in  Evaluate the reasons  World Café on changes
C-2.4, and came to be which led to the First after 1815 in Europe.
condemned later on World War.  Role play on the social
(such as racism, revolutions of Europe
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.
II Nationalism in CG-3 Understands the C-3.2 Identifies and  Illustrate various facets  Sequence chart/ story
India idea of a nation and the analyses important of Nationalistic Board/ Story telling
emergence of the modern phases of the Indian movements that pedagogy to Illustrate
Indian Nation. national freedom ushered in the sense various facets of
struggle against British of Collective Nationalistic movements
colonial rule, with Belonging. that ushered in the sense of
special reference to the  Evaluate the Collective Belonging
movement led by effectiveness of the  Students will examine
Mahatma Gandhi and strategies applied by textual content and other
other important figures Gandhiji and other references and Present
as well as those that led leaders in the through PPT.
to independence, and movements organised  Viewing the relevant
understands the specific by him. Snippets from the movies/
Indian concepts, values,  Summarise the effects video clippings depicting
and methods (such as of the First World War various events involving
Swaraj, Swadeshi, that triggered the two Gandhiji and other leaders
passive resistance, fight defining movements and present findings
for dharma self- (Khilafat &Non
sacrifice, ahimsa) that Cooperation
played a part in Movement) in India
achieving
Independence.
III. The Making CG-7 Develops an C-2.3 Traces aspects of  Summarize the  Initiate an Inquiry based
of a Global understanding of the continuity and change in changes that learning using world café’
World economy of a nation, with different phases of transformed the world strategy and present your
specific reference to world history (including in terms of economy, findings through café
Subtopic 1 India. cultural political, cultural and conversation strategy of each
The premodern trends, social and technological areas. area (transformed the world
world religious reforms, and in terms of economy, political,

economic and political  Depict the global cultural and technological
Subtopic 2 transformations) interconnectedness aspects.)
19th century from the Premodern to  Art integration and gallery
1815 -1914 C-7.4 Traces the the present day. walk to depict the
Subtopic 3 beginning and  Enumerate the interconnectedness.
The inter- war importance of large- destructive impact of  Students examine the
economy scale trade and colonialism on the photographic display/ new
Subtopic 4 commerce (including e- livelihoods of colonised paper cutting that depict the
Rebuilding of commerce) between people. destructive impact of
world economy: one country and another  Refer Annexure IV colonialism on the livelihoods
the post war era. – the key items of trade of colonised people and
in the beginning, and present their understandings
the changes from time in the form of Newsletter/
to time. cartoon strips/ Inter
Inter Disciplinary Project
disciplinary
Project with Refer Annexure IV
chapter 7 of
Geography:
Lifelines of
National
Economy and
chapter 4 of
Economics:
Globalization
and the Indian
Economy
IV CG-2 Analyses the C-2.4 Explains the  Watch relevant Videos/  Enumerate economic,
important phases in world growth of new ideas and Visuals/ political, social features of
The Age of history and draws insights practices across the documentaries/ the Pre and Post
Industrialisation to understand the world (including movie clippings on Industrialization.
present-day world humanism, features of Pre & Post  Analyse and infer how the
mercantilism, economic, political, industrialization impacted

industrialisation, social features of Pre colonies with specific focus
scientific developments and Post on India
and explorations, Industrialization
imperialism, colonialism,
the rise of
new nation-states
across the world, and
various technologies
including the most
current) and how they
affected the course of
world history
V CG-2 Analyses the C-2.4 Explains the  Enumerate the  Flow chart to depict the
important phases in world growth of new ideas and development of Print development of Print.
Print culture history and draws insights practices across the from its beginnings in  Declamation on the
and the Modern to understand the world (including East Asia to its profound transformation of
World present-day world. humanism, expansion in Europe people due to the print
mercantilism, and India. revolution.
CG-9 Understands and industrialisation,  Comment on the  Use of Venn diagram to
appreciates the scientific developments statement that the print compare the advantages of
contribution of India and explorations, revolution was not just handwritten books and the
through history and imperialism, colonialism, a way of producing printed books
present times, to the the rise of book but profound  Interpret and infer from
overall field of Social new nation-states transformation of pictures, cartoons, extracts
Science, and the across the world, and people. from propaganda literature
disciplines that constitute various technologies  Compare and contrast on important events and
it including the most the old tradition of issues with focus on print
current) and how they handwritten culture.
affected the course of manuscripts versus the
world history. print technology.
 Summarise the role of
Print revolution and its
impact

Political Science: Democratic Politics - II
process
1.Power - sharing CG-5 Understands the C-5.4 Analyses the basic  Enumerate the need  Read relevant Newspaper
Indian Constitution and features of a democracy for power sharing in articles/ clippings on Power
explores the essence of and democratic democracy. sharing and present the
Indian democracy and government – and its  Analyse the findings in the form of flow
the characteristics of a history in India and Challenges faced by chart.
democratic government across the world – and countries like Belgium  Discuss various forms of
compares this form of and Sri Lanka power-sharing.
government with other ensuring effective  Classroom discussion on
forms of power sharing. challenges faced by Belgium&
government  Compare and Sri Lanka in ensuring effective
contrast the power power sharing.
sharing of India with  Socratic discussion on Power
Sri Lanka and Sharing Techniques used by
Belgium. India, Sri Lanka and Belgium.
 Summarize the 
purpose of power
sharing in preserving
the unity and stability
of a country
2 Federalism CG-5 Understands the C-5.2 Appreciates  Infer and appreciate  Group discussion on the
Indian Constitution and fundamental how federalism is distribution of powers between
explores the essence of Constitutional values and being practised in Union and state Government
Indian democracy and identifies India. and present the outcomes
the characteristics of a their significance for the  Analyse and infer through presentations.
democratic government prosperity of the Indian how the policies and  Debate on policies and politics
nation politics that has that strengthens Federalism in

strengthens practice and present through
federalism in practice. mind map
3.Gender, C-6.2 Understands that,  Examines the role  Skit/ street play to enumerate
Religion and CG-6 Understands and despite C-6.1, forms of and differences of how the differences in gender,
Caste analyses social, inequality, injustice, and Gender, religion and religion and caste impact the
cultural, and political life discrimination have Caste in practicing practicing healthy or otherwise
in India over time – as occurred in different Democracy in India. in a Democracy.
well as the underlying sections of society at  Analyses the different  Graphic method to analyse and
historical Indian ethos different times (due to expressions based on infer how different expressions
and philosophy of unity internal as well as these. based on differences in
in diversity – and outside forces such as  differences are Gender, Religion and Caste
recognises challenges colonisation), leading to healthy or otherwise are healthy or unhealthy in a
faced in these areas in political, social, and in a democracy democracy
the past and present cultural efforts, struggles,
and the efforts (being) movements, and
made to address them mechanisms at various
levels towards equity,
inclusion, justice, and
harmony, with varying
outcomes and degrees
of success.
4.Political Parties CG-5 Understands the C-5.3 Explains that  Understand the  Mock election to learn the
Indian Constitution and fundamental rights are process of parties process.
explores the essence of the most basic human getting elected.  Role play and create
Indian democracy and rights, and they flourish  Know the awareness of fundamental
the characteristics of a when people also significance of right duties.
democratic government perform their to vote and exercise  Use flow chart to bring out the
fundamental duties the duties as citizen role, purpose and no. of
of nation. Political Parties.
 Examine the role,  Read newspapers, watches
purpose and no. of video clippings to justify the
Political Parties in contributions /non
Democracy. contributions made by

 Justifies the national and regional political
contributions /non parties in successful
contributions made functioning of Indian
by national and democracy.
regional political
parties in successful
functioning of Indian
democracy.
5.Outcomes of CG-5 Understands the C-5.5 Analyses the  Enumerates how a  Graphic organizer to
Democracy Indian Constitution and critical role of non-state success of enumerates how a success of
explores the essence of and non-market democracy depends democracy depends on quality
Indian democracy and participants in the on quality of of government, economic
the characteristics of a functioning of a government, wellbeing, in equality, social
democratic government democratic government economic wellbeing, differences, conflict, freedom
and society, such as the in equality, social and dignity.
media, civil society, differences, conflict,
socio-religious freedom and dignity.
institutions, and
community institutions.
Geography: Contemporary India - II
process
1.Resources CG-4 Develops an C-4.4 Analyses and  Enumerates how the  Brainstorming on how the
and understanding of the evaluates the inter- resources are resources are interdependent
Development inter-relationship relationship between the interdependent, in nature and the need to
between human beings natural environment and justify how planning develop them in India and
and their physical human beings and their is essential in present in the form of a Venn
environment and how cultures across regions judicious utilization diagram.
that influences the and, in the case of India, of resources and the  Use of maps, charts, and
livelihoods, culture, and the special need to develop other tools to identify patterns
the biodiversity of the environmental ethos them in India. and trends of land utilization.
region

that resulted in practices  Infers the rationale  Case study and debate on the
of nature conservation for development of topic “Is the development
resources. acting as an adversary for
 Analyse and conservation”.
evaluate data and  Present a report in the form of
information related PPT.
to non-optimal land,
utilization in India
Appraise and infer
the need to conserve
all resources
available in India.
 suggest remedial
measures for optimal
utilization of
underutilized
resources
2. Forest and CG-4 Develops an C-4.6 Develops  Examine the  Read newspaper articles/
Wildlife understanding of the sensitivity towards the importance of watch videos on deforestation
Resources inter-relationship judicious use of natural conserving forests and need for conservation and
between human beings resources (by and wildlife and their through world café strategy
and their physical individuals, societies, interdependency in present your findings.
environment and how and nations) and maintaining the  Discuss how developmental
that influences the suggests measures for ecology for the works, grazing wood cutting
livelihoods, culture, and their conservation sustainable have impacted on the survival
the biodiversity of the development of forests
region India.  Use art integration strategy to
 Analyse the role of summarize and present the
grazing and wood reasons for conservation of
cutting in the biodiversity in India under
development and sustainable development.
degradation

 Summarizes the
reasons for
conservation of
biodiversity in India
under sustainable
development.
3.Water CG-4 Develops an C-4.2 Explains important  Examine the  Brainstorming session to
Resources understanding of the geographical concepts, reasons for discuss the scarcity of water
inter-relationship characteristics of key conservation of and present through graphic
between human beings landforms, their origin, water resource in organizers.
and their physical and other physical India.  Prepare a PPT to Summarize
environment and how factors of a region.  Analyse and infer the roles of Multipurpose
that influences the how the projects in supporting the
livelihoods, culture, and Multipurpose water requirement of India
the biodiversity of the projects are
region. supporting the
requirement of water
in India.
4. Agriculture CG-4 Develops an C-4.3 Draws inter-  Examine the crucial  Group Discussion on the
understanding of the linkages between various role played by challenges faced by farmers,
inter-relationship components of the agriculture in our such as low productivity, lack
between human beings physical environment, economy and of modern technology,
and their physical such as climate and society. inadequate irrigation facilities,
environment and how relief, climate and  Analyses the and post-harvest losses and
that influences the vegetation, vegetation, challenges faced by present the findings through
livelihoods, culture, and and wildlife the farming PPT/chart.
the biodiversity of the community in India.  Collect Newspaper and have
region  Identifies and a panel discussion on the
summarizes various challenges faced by the
aspects of farming community in India
agriculture, including  Use of graphic organizers to
crop production, distinguish the traditional and
modern farming methods

types of farming,
modern
 agricultural
practices, and the
impact of agriculture
on the environment.
 Analyses the
challenges faced by
the farming
community in India
5. Minerals and CG-4 Develops an C-4.6 Develops  Differentiates  Use graphic organizers to
Energy understanding of the sensitivity towards the between the infer the resource distribution
Resources inter-relationship judicious use of natural conventional and to real-world situations and
between human beings resources (by nonconventional lists the strategies for
and their physical individuals, societies, sources of energy. sustainable use of natural
environment and how and nations) and  Analyses the resources.
that influences the suggests measures for importance of  Use of flow chart to
livelihoods, culture, and their conservation. minerals and natural Differentiate between the
the biodiversity of the resources for conventional and non-
region economic conventional sources of
development of the energy
country.
 Suggests strategies
for sustainable use
of natural resources
6.Manufactur-ing CG-4 Develops an C-4.5 Critically evaluates  Enumerates the  Use of flow chart to
Industries understanding of the the impact of human impact of differentiate between various
inter-relationship interventions on the manufacturing types of manufacturing
between human beings environment, including industries on the industries based on their input
and their physical climate change, environment and materials, processes, and end
environment and how pollution, shortages of develop strategies products.
that influences the natural resources for sustainable  Utilizes the textual information
(particularly water), and development of the (data given through various

livelihoods, culture, and loss of biodiversity; manufacturing maps/ graphs) to enumerate
the biodiversity of the identifies practices that sector. the impact of manufacturing
region have led to these  Differentiates industries on the environment
environmental crises and between various and develop strategies for
the measures that must types of sustainable development of
be taken to reverse them manufacturing the manufacturing sector.
industries based on  Uses case studies to Infer the
their input materials, relation between availability of
processes, and end raw material and location of
products, and the industry.
analyse their
significance in the
Indian economy.
 Analyses the relation
between the
availability of raw
material and location
of the industry
7.Life Lines of Inter disciplinary project Refer Annexure IV Refer Annexure IV
National with chapter 3 of History:
Economy The making of a Global
world and chapter 4 of
Economics:
Globalization and the
Indian Economy
Economics: Understanding Economic Development
Curricular goals Competency Learning outcome Suggestive Pedagogical process
Content
CG-8 Evaluates the C-8.1 Gathers,  Enumerate and  Hot seat strategy to
1
economic development comprehends, and examine the different enumerate different
Development of a country in terms of analyses data related to processes involved developmental Goals that
income, capital, poverty, in setting helps in nation building.

its impact on the lives of and employment in one’s developmental  Case study to analyse and
its people and nature. locality, region and at the Goals that helps in infer how the per capita
national level. nation building. income depicts the economic
C-8.4 Describes India’s  Analyse and infer condition of the nation.
recent path towards how the per capita  Graphic organizer to compare
again becoming one of income depicts the the t relation between HDI
the three largest economic condition (Human Development Index)
economies of the world, of the nation. and PCI (Per Capita National
and how individuals can  Evaluate the Income)
contribute to this development goals  Declamation to Analyse the
economic progress. that have been set multiple perspectives on the
C-8.5 Appreciates the for the nation by the need of development.
connections between Planning  Debate on ‘Health and
economic development commission of India Education are the true
and the environment, -with specific indicators of development.’
and the broader reference to their
indicators of societal efficacy, implemental
wellbeing beyond GDP strategies, relevance
growth and income. to current
requirements of the
nation.
 Compare and
contrast the per
capita income of
some countries and
infer reasons for the
variance.
 Analyses the
multiple perspectives
on the need of
development.
CG-7 Develops an C-7.1 Defines key  Analyses and infer  Data analysis of various
2
understanding of the features of the economy how the economic sectors and their contribution

economy of a nation, such as production, activities in different in GDP (Gross domestic
with specific reference distribution, demand, sectors contribute to Product) and NDP (Net
Sectors of the
to India. supply, trade, and the overall growth Domestic Product).
Indian
commerce, and factors and development of  Research based strategy to
Economy
that influence these the Indian economy. propose solutions to identified
aspects (including  Propose solutions to problems in different sectors
technology) C-7.2 identified problems based on their understanding.
Evaluates the in different sectors  Read Newspaper articles and
importance of the three based on their group discuss to Summarize
sectors of production understanding. how the organised and
(primary, secondary, and  Summarize how the unorganised sectors are
tertiary) in any country’s organised and providing employment and the
economy, especially unorganised sectors challenges faced by them.
India C-7.3 Distinguishes are providing  Role plays of case studies
between ‘unorganised’ employment and the explaining
and ‘organised’ sectors challenges faced by underemployment/disguised
of the economy and their them. unemployment.
role in production for the  Enumerates the role  Class conversation/group
local market in small, of unorganised discussion on how to create
medium, and large-scale sector in impacting more employment.
production centres PCI (Per Capita
(industries), and Income) currently
recognises the special and proposes
importance of the so- suggestive steps to
called ‘unorganised’ reduce the
sector in Indian economy unorganised sector
and its connections with for more productive
the self-organising contributions to
features of Indian GDP.
society.  Enumerates and
infer the essential
role of the Public
and Private sectors

the present trends of
PPP and efficacy of
the initiative.
3 CG-8 Evaluates the C-8.1 Gathers,  Enumerate how  Group discussion to
economic development comprehends, and money plays as a Enumerate how money plays
Money and Credit of a country in terms of analyses data related to medium exchange in as a medium exchange in all
its impact on the lives income, capital, poverty, all transactions of transactions of goods and
of its people and and employment in one’s goods and services services since ancient times
nature. locality, region and at the since ancient times to the present times.
national level. to the present times.  Case based study to Analyse
Markets.  Analyse and infer and infer various sources of
C-8.3 Understands these various sources of Credit.
features in the context of Credit.  Guest Speaker Programme
ancient India, with its  Summarizes the (bank manager/ a self-help
thriving trade, both significance and role group member) who will
internal and external, and of self-help groups in summarize the significance
its well-established trade the betterment of the and role of self-help groups in
practices and networks, economic condition the betterment of the
business conventions, of rural people/ economic condition of rural
and diverse industries, all women. people/ women.
of which made India one
of the world’s leading
economies up to the
colonial period
CG-7 Develops an society C-7.4 Traces the  Enumerate the  Watch videos on globalisation
4
understanding of the beginning and importance concept of followed by an interactive
Globalization economy of a nation, of large-scale trade and globalization and its group discussion to
and the Indian with specific reference commerce (including e- definition, evolution, enumerate the concept of
Economy to India. commerce) between one and impact on the globalization and its definition,
CG-8 Evaluates the country and another – the global economy. evolution, and impact on the
economic development key items of trade in the  Evaluate the key role global economy.
Subtopics: of a country in terms of beginning, and the of the key major  Read Textual and other
its impact on the lives drivers of resources to analyse and infer

What is of its people and changes from time to globalization and the key drivers of globalization
Globalization? nature time. their role in shaping and their role in shaping the
C-8.3 Understands these the global economic global economic landscape.
Factors that
features in the context of landscape in various  Discussions /Debates on the
have enabled
ancient India, with its countries. positive impact of
Globalisation.
thriving trade, both  Comprehends the Globalization on the lives of
internal and external, and significance of role people.
its well-established trade of G20 and its
practices and networks, significance in the
business conventions, light of India's
and diverse industries, all present role.
of which made India one
of the world’s leading
economies up to the
colonial period.
Inter
disciplinary
Project with Refer Annexure IV
chapter 3 of
History: “The
making of a
Global
World”.and
chapter 7 of
Geography:
“Lifelines of
National
Economy”
Subtopics:
Production across
the countries

Chinese toys in
India
World Trade
Organization
The Struggle for
A Fair
Globalisation
Project work
5 Refer Annexure III Refer Annexure III
Consumer
Rights
OR
Social Issues
OR
Sustainable
Development

CLASS X
LIST OF MAP ITEMS
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 Development Identify Major Soil Types
Water Resources Locating and Labeling:
 Salal
 Bhakra Nangal
 Tehri
 Rana Pratap Sagar
 Sardar Sarovar
 Hirakund
 Nagarjun Sagar
 Tuhgabhadra
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 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 and label: Power Plants
a. Thermal
 Namrup
 Singrauli
 Ramagundam
b. Nuclear
 Narora
 Kakrapara
 Tarapur
 Kalpakkam
Manufacturing Industries I. Manufacturing Industries
(Locating and labeling 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 Economy Locating and Labeling:
a. Major Sea Ports
 Kandla
 Mumbai
 Marmagao
 New Mangalore
 Kochi
 Tuticorin
 Chennai
 Visakhapatnam
 Paradip
 Haldia
b. International Airports
 Amritsar (Raja Sansi-Sri Guru Ram Dasjee)
 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.

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 Sub topics1 to 1.3 18+2 25%
 Print Culture and the Modern World
 Map pointing
Political Science  Power – sharing
 Federalism
 Gender, Religion and Caste 20 25%
 Political Parties
 Outcomes of Democracy
Geography  Resources and Development

 Forest and Wildlife Resources
 Water Resources
 Agriculture 17+3 25%
 Mineral& Energy resources
 Manufacturing industries.
 Lifelines of National Economy (map pointing)
 Map pointing
Economics  Development
 Sectors of the Indian Economy
 Money and Credit
 Globalization and The Indian Economy 20 25%
Sub topics:
 What is Globalization?
 Factors that have enabled Globalisation

Weightage to Type of Questions
Type of Questions Marks (80) Percentage
25%
1 Mark MCQs (20x1) 20
(Inclusive Of Assertion, Reason, Differentiation &Stem)
10%
2 Marks Narrative Questions (4x2) 8
(Knowledge,Understanding,Application,Analysis,Evaluation,S
ynthesis & Create)
18.75%
3 Marks Narrative Questions (5x3) 15
(Knowledge,Understanding,Application,Analysis,Evalu
ation,Synthesis & Create)
15%
4 MARKS Case Study Questions (3x4) 12
ynthesis & Create)
25%
5 Mark Narrative Questions (4x5) 20
ynthesis & Create)
6.25%
Map Map Pointing 5

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
24 30%
understanding of facts and ideas by organizing, translating, interpreting, giving
descriptions and stating main ideas.
2 Applying: Solving problems to new situations by applying acquired knowledge,

11 13.25%
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 judgments about information, validity of ideas, or 40 50%
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%

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, exit 5
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) 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

CLASS X
PRESCRIBED TEXT BOOKS
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
Note: Please procure latest reprinted edition (2024-05) of prescribed NCERT textbooks.

ANNEXURE I
Project Work: Class IX
Project work 10 periods
Every student must undertake one project on Disaster Management The students will develop the following competencies:
Objectives: The main objectives of giving project work on Disaster  Collaboration
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  Find creative solutions.
● To enable them to create awareness and preparedness among the  Strategies the order of solutions.
community.
 Use right communication skills.
● The project work helps in enhancing the Life Skills of the students.
● Various forms of art must be integrated in the project work.
Guidelines:
To realize the expected objectives, 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.

The distribution of marks over different rubrics relating to Project Work is as follows:
S.no Aspects Marks
a Content accuracy, originality and collaborative 2
skills
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.

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

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
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.

ANNEXURE III
Class X - Project Work 10 periods 5 marks

Every student must undertake one project on … The students will develop the following competencies:
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  Evaluate the situations during disasters.
Social Science disciplines from an interdisciplinary perspective.
 Synthesize the information.
 It should also help in enhancing the Life Skills of the students.  Find creative solutions.
 Students are expected to apply the Social Science concepts that  Strategies the order of solutions
they have learnt over the years in order to prepare the project report.  Use right communication skills
 If required, students may go out for collecting data and use different
primary and secondary resources to prepare the project.
 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, originality and collaborative skills 2
b Competencies exhibited and Presentation 2
c Viva 1

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.

ANNEXURE IV
Interdisciplinary Project: Class X
Subject and Name of the Suggested Teaching Learning Learning Outcomes with Specific Time Schedule For
Chapter No Chapter Process Competencies Completion
History Making of a The teachers may use the  Analyse the implication of
Chapter III Global World following pedagogies in facilitating globalization for local economies. The schools to do IDP
the students in completion of  Discuss how globalization is between the months of
Interdisciplinary Project. experienced differently by different April and September at
1) Constructivism social groups. Enumerates how the the School under the
2) Inquiry based learning transportation works as a lifeline of guidance of teacher.
3) Cooperative learning economy. (Carryover of project to
4) Learning station  Analyse and infer the impact of home must be strictly
5) Collaborative learning roadways and railways on the avoided)
6) Videos/ Visuals/ documentaries/ national economy.
movie clippings  Analyses and infers the challenges
Geography Lifelines of 7) Carousel technique faced by the roadways and railway
Chapter 7 National 8) Art integrated learning sector in India
Economy 9) Group Discussions
Multiple Assessment:
Ex. Surveys/ Interviews/ Research
work/ Observation/ Story based
Economics Globalization Presentation/ Art integration/ Quiz/  Integrate various dimensions of
Chapter 4 and the Debate/ role play/ viva, /group globalisation in terms of cultural /
Indian discussion, /visual expression/ political/ social /economical
Economy interactive bulletin boards/ gallery aspects)
walks/ exit cards/ concept maps/  Appraise the evolution of
peer assessment/ art integration Globalisation and the global trends
/Self-assessment/integration of  Investigate the factors that
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 Life lines 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 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
 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.

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.

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.

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:

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

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Page 1 of 65 Social Science Syllabus IX-X 2024-25

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

13. Prescribed Textbooks 50

Annexure I (project work Class IX) 51 Annexure IV (Interdisciplinary project 58

Annexure II (Inter disciplinary project Class IX) 53 Annexure V (Presentation template 64

Annexure III (Project work Class X) 54 Annexure VI Rubrics of IDP 65

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These could be specifically seen as:

c. Foster ethical, human, and Constitutional values:

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Section Chapter No Chapter Name No. of Periods Marks allocated

I I The French Revolution 15

III Nazism and the Rise of Hitler 15

Chapter No Chapter Name No. of periods Marks allocated

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Chapter No. Chapter name No. of Periods Marks allocated

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

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4 Food Security in India 15

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Periodic Assessment Pen Paper Test 5

Subject Enrichment Activity Project work on Disaster Management 5

Portfolio Classroom, work done (activities/assignments) reflections, narrations, journals etc. 5

Page 22 of 65 Social Science Syllabus IX-X 2024-25

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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1 Resources and Development 7

2 Forest and Wildlife Resources 7

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5 Minerals and energy Resources 10

7 Lifelines of National Economy 2

Interdisciplinary project as part of multiple assessments 2

II 3 Gender, Religion and Caste 12

III 4 Political Parties 12

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2 Sectors of the Indian Economy 12 20

3 Money and Credit 12

4 Globalization and the Indian Economy 8

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