(Syllabus) CBSE Class 9th & 10th : Social Science (Code No. : 087)
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CBSE Board Syllabus (2011)
Class : 9th & 10th
Social Science (Code No. : 087)
RATIONALE :
Social Science is a compulsory subject upto secondary stage of school education. It is an integral component of general education because it helps the learners in understanding the environment in its totality and developing a broader perspective and an empirical, reasonable and humane outlook. This is of crucial importance because it helps them grow into well-informed and responsible citizens with necessary attributes and skills for being able to participate and contribute effectively in the process of development and nation-building.
The social science curriculum draws its content mainly from geography, history, political science and economics. Some elements of sociology and commerce are also included. Together they provide a comprehensive view of society-over space and time, and in relation to each other. Each subject’s distinct methods of enquiry help the learners understand society from different angles and form a holistic view.
OBJECTIVES
The main objectives of this syllabus are :
to develop an understanding of the processes of change and development-both in
terms of time and space, through which human societies have evolved.
to make learners realise that the process of change is continuous and any event
or phenomenon or issue cannot be viewed in isolation but in a wider context of
time and space.
to develop an understanding of contemporary India with its historical
perspective, of the basic framework of the goals and policies of national
development in independent India, and of the process of change with appropriate
connections to world development.
to deepen knowledge about and understanding of India’s freedom struggle and of
the values and ideals that it represented, and to develop an appreciation of the
contributions made by people of all sections and regions of the country.
to help learners understand and cherish the values enshrined in the Indian
Constitution and to prepare them for their roles and responsibilities as
effective citizens of a democratic society.
to deepen the knowledge and understanding of India’s environment in its
totality, their interactive processes and effects on the future quality of
people’s lives
to facilitate the learners to understand and appreciate the diversity in the
land and people of the country with its underlying unity.
to develop an appreciation of the richness and variety of India’s heritage-both
natural and cultural and the need for its preservation.
to promote an understanding of the issues and challenges of contemporary
India-environmental, economic and social, as part of the development process.
to help pupils acquire knowledge, skills and understanding to face the
challenges of contemporary society as individuals and groups and learn the art
of living a confident and stress-free life as well as participating effectively
in the community
to develop scientific temper by promoting the spirit of enquiry and following a
rational and objective approach in analysing and evaluating data and information
as well as views and interpretations
to develop academic and social skills such as critical thinking, communicating
effectively both in visual and verbal forms- cooperating with others, taking
initiatives and providing leadership in solving others’ problems
to develop qualities clustered around the personal, social, moral, national and
spiritual values that make a person humane and socially effective.
Class IX
Unit 1 : India and the Contemporary World – I 40 Periods
Themes | Objectives |
Any two themes from each of the first two sub-units and
one from the third could be studied. Sub-unit 1.1 :
Events and processes. 1. French revolution : 2. Russian Revolution. 3. Rise of Nazism. 4. Pastoralists in the modern world. 5. Forest society and colonialism : 6. Farmers and peasants : Case studies : focus on contrasting forms of rural change and different forms of rural societies (expansion of large-scale wheat and cotton farming in USA, rural economy and the Agricultural Revolution in England, and small peasant production in colonial India) Sub-unit 1.3 : Culture, Identity and Society 7. Sports and politics : Sub-unit 1.4 : Map Work. (2 Marks). |
In each of the themes in this unit students would be made familiar with extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings. Students would learn how to interpret these kinds of historical evidences.
Familiarize students with the names of people Show how written, oral and visual material can Explore the history of socialism through a study Familiarize students with the names of people Discuss the critical significance of Nazism in Familiarize students with the speeches and Consider what happens to pastoralists and pastoralism in the modern world, with the formation of modern states, marking of boundaries, processes of sedentarization, contraction of pastures, and expansion of markets. Point to the varying patterns of developments Look at the impact of colonialism on forest Discuss the social and cultural world of forest Understand how oral traditions can be used to Show the different processes through which Understand how agricultural systems in India are Familiarize students with the idea that large scale Suggest how sports also have a history and that Introduce students to some of the stories in Show how clothing has a history, and how it is Discuss how clothing has been the focus of |
Unit 2 : India – Land and the People (45 Periods)
Themes | Objectives |
1. India : location, relief,
structure, major physiographic units. 2. Climate : factors influencing
the climate; 3. Drainage : major rivers and tributaries, lakes
4. Natural Vegetation : vegetation types, 5. Wildlife : major species, their distribution, need for conservation and various measures. 6. Population : size, distribution, age-sex 7. Map Work (4 marks). |
To understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types To identify the various
factors influencing the climate and explain the climatic variaton of our
country and its impact on the life of the people. To understand the river systems of the country and To find out the nature of diverse flora and fauna as To develop concern about the need to protect the To analyse the uneven nature of population To understand the various occupations of people and To explain various dimension of national policy and |
Project/Activity
Learners may identify songs, dances, festivals and special food preparations
associated with certain seasons in their particular region, and whether they
have some commonality with other regions of India. Collection of material by
learners on the flora and fauna of the region in which their school is situated.
It should include a list of endangered species of the region and also
information regarding efforts being made to save them.
Posters
River pollution
Depletion of forests and ecological imbalance.
Unit – 3 : Democratic Politics I (40 Periods)
Themes | Learning Objectives |
1. What is democracy? Why democracy? What are the different ways of defining democracy? Why has democracy become the most prevalent form of government in our times? What are the alternatives to democracy? Is democracy superior to its available alternatives? Must every democracy have the same institutions and values?
2. Designing of Democracy in India 3. Electoral politics in democracy 4. Institutions of parliamentary democracy 5. Citizens’ rights in democracy |
Develop conceptual skills of defining democracy Understand how different historical processes Developing a sophisticated defence of Develop a historical sense of the choice and |
Unit – 4 : Understanding Economic Development – I (40 Periods)
Themes | Objectives |
1. The economic story of Palampore:
Economic transactions of Palampore and its interaction with the rest of the world through which the concept of production (including three factors of production (land, labour and capital) can be introduced. 2. People as Resource : Introduction of
how 3. Poverty as a challenge facing India : Who is 4. Food Security : Source of foodgrains- variety |
Familiarising the children with some basic economic concepts through an imaginary story of a village Familiarisation of a few population related concepts Understanding of poverty as a challenge and Appreciation of the government initiative to alleviate Exposing the child to an economic issue which is basic Appreciate and critically look at the role of |
Suggested Activities / Instructions :
Theme 1 : Give more examples of activities done by different
workers and farmers.
Numerical problems can also be included.
Some of the ways through which description of villages are available in the
writings of Prem Chand, MN Srinivas and RK Narayan. They may have to be
referred.
Theme II : Discuss the impact of unemployment
Debate on whether all the activities done by women should be included or not. Is
begging an economic activity? Discuss. Is it necessary to reduce population
growth or family size? Discuss.
Theme IV : Visit a few farms in a village and collect the details of foodgrains cultivated; Visit a nearby ration shop and collect the details of goods available; Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go.
Unit – 5 : Disaster Management 25 Periods
1. Man made disasters – Nuclear, Biological and Chemical.
2. Common Hazards – Prevention and Mitigation
3. Community Based Disaster Management.
PRESCRIBED TEXTBOOKS :
1. India and the Contemporary World History – Published by NCERT
2. Contemparary India – Geography – Published by NCERT
3. Democratic Politics – Published by NCERT
4. Economics – Published by NCERT
5. Together, Towards a Safer India – Part II, a textbook on Disaster Management
for class IX – Published by CBSE
Class X
Unit 1 : India and the Contemporary world – II (45 Periods)
Themes | Objectives |
Any two themes from each of the first two
sub-units and one from the third could be studied. Sub-unit 1.1 : Events and processes. In this unit the focus is on three events and processes that have in major ways shaped the identity of the modern world. Each represents a different form of politics, and a specific combination of forces. One event is linked to the growth of liberalism and democracy, one with socialism, and one with a negation of both democracy and socialism. 1. French revolution : 2. Russian Revolution. 3. Rise of Nazism. 4. Pastoralists in the modern world. 5. Forest society and colonialism : 6. Farmers and peasants : Sub-unit 1.3 : Culture, Identity and Society 7. Sports and politics : 8. Clothes and cultures. (a) A short history of |
In each of the themes in this unit students would be
made familiar with extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings. Students would learn how to interpret these kinds of historical evidences. Familiarize students with the names of people
Show how written, oral and visual material can Explore the history of socialism through a study Familiarize students with the names of people Discuss the critical significance of Nazism in Familiarize students with the speeches and Consider what happens to pastoralists and Point to the varying patterns of developments Look at the impact of colonialism on forest Discuss the social and cultural world of forest Understand how oral traditions can be used to Show the different processes through which Understand how agricultural systems in India are Familiarize students with the idea that large scale farming, small
scale production, shifting Suggest how sports also have a history and that Introduce students to some of the stories in Show how clothing has a history, and how it is Discuss how clothing has been the focus of |
Unit 2 : India – Land and the People 45 Periods
Themes | Objectives |
1. India : location, relief,
structure, major physiographic units. 2. Climate : factors influencing
the climate; 3. Drainage : major rivers and tributaries, lakes
4. Natural Vegetation : vegetation types, 5. Wildlife : major species, their distribution, need for conservation and various measures. 6. Population : size, distribution, age-sex 7. Map Work (4 marks). |
To understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types To identify the various factors influencing the climate and explain the climatic variaton of our country and its impact on the life of the people. Tor explain the importance and unifying role of To understand the river systems of the country and To find out the nature of diverse flora and fauna as To develop concern about the need to protect the To analyse the uneven nature of population To understand the various occupations of people and explain various factors of population change; To explain various dimension of national policy and |
Project/Activity
Learners may identify songs, dances, festivals and special food preparations
associated with certain seasons in their particular region, and whether they
have some commonality with other regions of India.
Collection of material by learners on the flora and fauna of the region in which
their school is situated. It should include a list of endangered species of the
region and also information regarding efforts being made to save them.
Posters
River pollution
Depletion of forests and ecological imbalance.
Unit – 3 : Democratic Politics I 40 Periods
Themes | Learning Objectives |
1. What is democracy? Why democracy?
What are the different ways of defining democracy? Why has democracy become the most prevalent form of government in our times? What are the alternatives to democracy? Is democracy superior to its available alternatives? Must every democracy have the same institutions and values? 2.
Designing of Democracy in India 3. Electoral politics in democracy 4. Institutions of parliamentary democracy 5. Citizens’ rights in democracy |
Develop conceptual skills of defining democracy Understand how different historical processes Developing a sophisticated defence of Develop a historical sense of the choice and |
Unit – 4 : Understanding Economic Development – I 40 Periods
Themes | Objectives |
1. The economic story of Palampore:
Economic transactions of Palampore and its interaction with the rest of the world through which the concept of production (including three factors of production (land, labour and capital) can be introduced. 2. People as Resource : Introduction of
how 3. Poverty as a challenge facing India : Who is 4. Food Security : Source of foodgrains- variety |
Familiarising the children with some basic economic concepts through an imaginary story of a village Familiarisation of a few population related concepts and sensitization of child that people as asset can participate and contribute in nation building Understanding of poverty as a challenge and Appreciation of the government initiative to alleviate poverty Exposing the child to an economic issue which is basic necessities of life; Appreciate and critically look at the role of |
Suggested Activities / Instructions :
Theme 1 : Give more examples of activities done by different
workers and farmers.
Numerical problems can also be included.
Some of the ways through which description of villages are available in the
writings of Prem Chand, MN Srinivas and RK Narayan. They may have to be
referred.
Theme II : Discuss the impact of unemployment
Debate on whether all the activities done by women should be included or not.
Is begging an economic activity? Discuss.
Is it necessary to reduce population growth or family size? Discuss.
Theme IV : Visit a few farms in a village and collect the
details of foodgrains cultivated;
Visit a nearby ration shop and collect the details of goods available;
Visit a regulated market yard and observe how goods are transacted and get the
details of the places where the goods come and go.
Unit – 5 : Disaster Management 25 Periods
1. Man made disasters – Nuclear, Biological and Chemical.
2. Common Hazards – Prevention and Mitigation
3. Community Based Disaster Management.
PRESCRIBED TEXTBOOKS :
1. India and the Contemporary World History – Published by NCERT
2. Contemparary India – Geography – Published by NCERT
3. Democratic Politics – Published by NCERT
4. Economics – Published by NCERT
5. Together, Towards a Safer India – Part II, a textbook on Disaster Management
for class IX – Published by CBSE
Class X
Theory Paper 1
Unit 1 : India and the Contemporary world – II 45 Periods
Themes | Objectives |
In Sub-unit 1.1 students are required
to choose any two themes. In that sub-unit, theme 3 is compulsory and
for second theme students are required to choose any one from the first
two themes. In Sub Units 1.2 and 1.3 student are
required to choose any one theme from each. Thus all students are
required to study four themes in Sub-unit 1.1 : Events and processes : 2. Nationalist Movement in Indo China : 3. Nationalism in India : Civil Disobedience Sub-unit 1.2 : Economies and livelihoods : 5. Urbanization and urban lives : (a) Patterns 6. Trade and Globalization : (a) Expansion and Sub-unit 1.3 : Culture, Identity and Society 7. Print culture and nationalism. (a) The history
8. History of the novel: (a) Emergence of the Sub-unit 1.4 : Map Work (2 Marks) |
The theme will discuss the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period. Discuss the relationship/difference between Point to the way the idea of the nation states Discuss the difference between French Outline the different stages of the anti-imperialist struggle in Indochina. Familiarize the students with the differences Discuss the characteristics of Indian nationalism Analyze the nature of the diverse social Familiarize students with the writings and ideals discuss two different patterns of industrialization, one in the imperial country and another within a colony. Show the relationship between different sectors of production. Show the difference between urbanization in two different contexts. A
focus on Bombay and Show that globalizaton has a long history and Analyze the implication of globalization for local Discuss how globalization is experienced Discuss the link between print culture and the Familiarize students with pictures, cartoons, Show that forms of writing have a specific history, and that they reflect historical changes within society and shape the forces of change. Familiarize students with some of the ideas of |
Unit 2 : India – Resources and their Development (45 Periods)
Themes | Objectives |
1. Resources : Types –
natural and human; Need for resource planning. 2. Natural Resources :
land as a resource, 3. Forest and Wild life resources : types and 4. Agriculture : types of farming, major crops, 5. Water resources : sources, distribution, 6. Mineral Resources : types of minerals, 7. Power Resources : types of power 8. Manufacturing Industries : Types, spatial 9. Transport, communication and trade 10. Map Work (4 marks) |
Understand the value of resources and the
need for their judicious utilisation and conservation; Identify
various types of farming and discuss the Explain various government policies for institutional as well as technological reforms since independence; Understand the importance of forest and wild life in our environment as well as develop concept towards depletion of resources. Understand the importance of agriculture in national economy; Understand the importance of water as a resource Discuss various types of minerals as well as their Discuss various types of conventional and nonconventional resources and their utilization Discuss the importance of industries in the national economy as well as understand the regional disparities which resulted due to concentration of industries in some areas; Discuss the need for a planned industrial development and debate over the role of government towards sustainable development; To explain the importance of transport and |
Project / Activity
Learners may collect photographs of typical rural houses, and clothing of people
from different regions of India and examine whether they reflect any
relationship with climatic conditions and relief of the area.
Learners may write a brief report on various irrigation practices in the village
and the change in cropping pattern in the last decade.
Posters
Pollution of water in the locality.
Depletion of forests and the greenhouse effect.
Note : Any similar activities may be taken up.
Unit 3 : Democratic Politics II 45 Periods
Themes | Objectives |
1. Power sharing mechanisms in democracy
Why and how is power shared in democracies? How has federal division of power in India helped national unity? To what extent has decentralisation achieved this objective? How does democracy accommodate different social groups? 2. Working of Democracy 3. Competition and contestations in 4. Outcomes of democracy 5. Challenges to democracy |
Analyse the relationship between social cleavages and
political competition with reference to Indian situation. Understand and analyse the challenges posed by communalism to Indian democracy. Understand the enabling and disabling effects of caste and ethnicity in politics. Develop a gender perspective on politics. Understand the working of spatial and social Understand the vital role of struggle in the Analyse party systems in democracies. Analyse the role of social movements and nonparty political
formations |
Unit 4 : Understanding Economic Development-II 45 Periods
Themes | Objectives |
1. The Story of Development : The traditional notion of development; National Income and Per-capita Income. Growth of NI – critical appraisal of existing development indicators (PCI, IMR, SR and other income and health indicators) The need for health and educational development; Human Development
Indicators (in simple and brief as a holistic measure of development.
2. The Role of Service Sector in Indian 3. Money and Financial System : Role of 4. Globalisation : What is Globalisation 5. Consumer Awareness : How consumer is |
Familiarisation of some macroeconomic concepts. Sensitizing the child about the rationale for overall human development in our country, which include the rise of income, improvements in health and education rather than income. It is necessary to raise question in minds of the How and why people should be healthy and Familiarize the concept of money as an economic concept; Create awareness of the role of financial To make aware of a major employment Sensitise the learner of how and why governments invest in such an important sector. Provide children with some idea about how a Making the child aware of his or her rights and Familiarizing the legal measures available to |
Suggested Activities
Theme 2 : Visit to banks and money lenders / pawnbrokers and
discuss various activities that you have observed in banks in the classroom;
Participate in the meetings of self help groups, which engaged in micro credit
schemes in the locality of learners and observe issues discussed.
Theme 4 : Provide many examples of service sector activities.
Use numerical examples, charts and photographs.
Theme 5 : Collect logos of standards available for various
goods and services. Visit a consumer court nearby and discuss in the class the
proceedings; Collect stories of consumer exploitation and grievances from news
papers and consumer courts.
Unit 5 : Disaster Management 10 Periods
Tsunami
Safer Construction Practices.
Survival Skills.
Alternate Communication systems during disasters.
Sharing Responsibility
Prescribed Textbooks :
1. India and the Contemporary World-II (History) – Published by NCERT
2. Contemporary India II (Geography) – Published by NCERT
3. Democratic Politics II (Political Science) – Published by NCERT
4. Understanding Economic Development II – Published by NCERT
5. Together Towards a Safer India – Part III, a textbook an Disaster Management
– Published by CBSE.