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Ilide - Info Exam Kit For Social Science Cbse Class 10 PR
Ilide - Info Exam Kit For Social Science Cbse Class 10 PR
SOCIAL SCIENCE
CLASS X
By
G.D. Singh
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Social Studies plays a signicant role in the development of the child. The society is interpreted
by the children in their own independent capacities. There is a need for development of
appreciation for history, geography, socio-political structures, laws, customs, traditions and
spiritual beliefs of different communities among the children. It is required that the method
of meeting the expectations of the society, as a citizen need to inculcated in them. Thus
National Curriculum Framework (NCF) has undertaken to train the youngsters as
tomorrow’s builders.
Exam-kit in Social Science for Class X is based on the NCERT guidelines and latest CBSE
Syllabus. It teaches all students to see themselves as a part of the society. Such aptitude
transforms the point of view of a child, teaching him/her to perceive, analyse and correlate
information with the help of various examples, thus developing mastery in the subject. Through
these textbooks, the subject is presented in a clear, concise and logical manner.
This book presents a clear and expressive text in a chronological order supported by illustrations,
diagrams and tables/owcharts while an array of learning tools serves to effectively embed
classroom learning.
—AUTHOR
(v)
Section II: Livelihoods,
II: Livelihoods, Economies and Societies
4. The Making of a Global World 69
5. The Age of Industrialisa
Industrialisation
tion 90
6. Work, Life and Leisure: Cities in the Contemporary World 108
Section III: Everyday
III: Everyday Life, Culture and Politics
7. Print Culture and the Modern World 134
8. Novels, Society and History 156
UNIT II—Geography
Contemporary India–II
1. Resources and Development 175
2. Water Resources 198
3. Agriculture* 219
4. Minerals and Energy Resources 240
Note: The earlier Chapter 2 on Forest and Wildlife Resources of NCERT Textbook has been deleted from
the course by CBSE w.e.f. 03-04-2017 for the academic year 2017-18.
(vii)
UNIT IV—Economics
Understanding Economic Development
1. Development 443
2. Sectors of the Indian Economy 461
3. Money and Credit 485
4. Globalisation
Globalisation and the Indian Economy 506
5. Consumer Rights 530
Appendix: Project Work
Work 551
* Chapter 5 will not be evaluated in theory, only project work will be done w.e.f. 03-04-2017 as per the
latest Syllabus issued by CBSE.
Units Marks Pd
1. India and the Contemporary World–II 20 60
2. Contemporary India–II 20 55
3. Democratic Politics–II 20 50
4. Understanding Economic Development 20 50
Total 80 215
60 Periods
Themes Objectives
In Sub-unit 1.1 students are required to choose any • The theme will discuss the forms in which
two themes. In that sub-unit, theme 3 is compulsory nationalism developed along with the
and for second theme students are required to formation of nation states in Europe in the
choose any one from the rst two themes. post-1830 period.
In Sub-units 1.2 and 1.3 students are required • Discuss the relationship/difference between
to choose any one theme from each. Thus all European nationalism and anti-colonial
students are required to study four themes in all. nationalisms.
Sub-unit 1.1 : Events and processes: Any two of • Point to the way the idea of the For-math
the following themes: required nation states became generalized in
1. The Rise of Nationalism in Europe: Europe and elsewhere.
(a) The growth of nationalism in Europe after • Discuss the difference between French
the 1830s. (b) The ideas of Giuseppe Mazzini, colonialism in Indo-China and British
etc. (c) General characteristics of the movements colonialism in India.
in Poland, Hungary, Italy, Germany and Greece. • Outline the different stages of the anti-
(Chapter 1) imperialist struggle in Indo-China.
2. The Nationalist Movement in Indo-China: • Familiarize the students with the differences
Factors Leading to Growth of Nationalism in between
betwee n natio
nationalist
nalist moveme
movements
nts in Indo China
Indo-China and India.
(a) French colonialism in Indo-China. (b) Phases • Discuss the characteristics of Indian
of struggle against the French. (c) The ideas of nationalism through a case study of Civil
Phan Chu Trinh, Phan Boi Chau, Ho Chi Minh Disobedience Movement.
(d) The Second World War and the liberation • Analyze the nature of the diverse social
struggle. (e) America and the Vietnam war. movements of the time.
(Chapter 2)
(ix)
55 Periods
Themes Objectives
1. Resources and Development: Types - natural • Understand the value of resources and
and human; Need for resource planning, natural the need for their judicious utilisation and
resources, land as a resource, soil types and conservation.
distribution; changing land-use pattern; land
degradation and conservation measures.
(Chapter 1)
3. Water Resources: Sources, distribution, • Understand the importance of water as
utilisation, multi-purpose projects, water a resource as well as develop awareness
scarcity, need for conservation and management, towards its judicious use and conservation.
rainwater harvesting. (One case study to be
introduced)
(Chapter 3)
4. Agriculture: Types of farming, major crops, • Understand the importance of agriculture in
cropping pattern, technological and institutional national economy.
reforms; their impact; contribution of Agriculture • Identify various
various types
types of farming
farming and discuss
to national economy-employment and output. the various farming methods; Describe the
Note : Content of pg no. 44-47 of NCERT spatial distribution of major crops as well as
Textbook is to be deleted. understand the relationship between rainfall
(Chapter 4) regimes and cropping pattern.
• Explain various government policies for
institutional as well as technological reforms
since independence.
5. Minerals and Energy Resources: Types of • Discuss various types of minerals as well
minerals, distribution (Note : on map only) as their uneven nature of distribution and
use and economic importance of minerals, explain the need for their judicious utilisation.
conservation, types of power resources: • Discuss various types of conventional
conventional and non- conventional, distribution and non-conventional resources and their
and utilization, and conservation. (Chapter 5) utilization.
6. Manufacturing Industries: Types, spatial • Discuss the importance of industries in the
distribution (Note : on map only) contribution national economy as well as understand the
of industries to the national economy, industrial regional disparities which resulted due to
pollution and degradation of environment, concentration of industries in some areas.
measures to control degradation. Note : Content
mentioned on page no. 74-75 of NCERT, • Discuss the need for a planned
planned industrial
Geography Text book i.e. Aluminium Smelting, development and debate over the role
Chemical Industries, Fertilizer Industry, Cement of government towards sustainable
Industry is not required to be deliver in class development.
room during instruction. • To explain the importance
importance of transport and
7. Life Lines of National Economy: Importance communication in the ever shrinking world.
of means of Communication and transportation, • To understand the role of trade in the
Trade & Tourism (Chapter 7) economic development of a country.
Project / Activity:
• Learners may collect photographs
photographs of typical rural houses, and clothing
clothing of people from different
regions of India and examine whether they reect any relationship with climatic conditions and
relief of the area.
• Learners may write a brief report on various irrigation practices
practices in the village and the change in
cropping pattern in the last decade.
Posters:
• Pollution of water in the locality.
locality.
• Depletion of forests and the greenhouse effect.
50 Periods
Themes Objectives
142 Power Sharing & Federalism: • Introduce students to the centrality of power
Why and how is power shared in democracies? sharing in a democracy.
How has federal division of power in India • Understand the working of spatial and and social
helped national unity? To what extent has power sharing mechanisms.
decentralisation achieved this objective? How • Analyse federal provisions and institutions.
does democracy accommodate different social
groups? (Chapter 1&2) • Understand the new Panchayati Raj
in-stitutions in rural and urban areas.
3&4.Democracy and Diversity & Gender, • Analyse the relationship between social
Religion and Caste: cleavages and political competition with
Are divisions inherent to the working of reference to Indian situation.
democracy? What has been the effect of caste • Understand and analyse the the challenges posed
on politics and of politics on caste? How has by communalism to Indian democracy.
the gender division shaped politics? How
do communal divisions affect democracy? • Understand the enabling and disabling effects
(Chapter 3&4) of caste and ethnicity in politics.
• Develop a gender perspective on politics.
5. Popular Struggles and Movements • Understand the vital role of struggle in the
(Note: Ch-5 is to be done as project work only expansion of democracy.
and will not be evaluated in theory)
6. Political Parties: What role do political parties • Analyse party
party systems
systems in democracies.
play in competition and contestation? Which are • Introduction to major political parties in the
the major national and regional parties in India? country.
(Chapter 6)
• Analyse the role of social movements and
7. Outcomes of Democracy:
non- party political formations.
Can or should democracy be judged by its
• Introduction to the difficult question of
outcomes? What outcomes can one reasonably
expect of democracies? Does democracy in evaluating the functioning of democracies.
India meet these expectations? Has democracy • Develop the skills of evaluating Indian
led to development, security and dignity democracy on some key dimensions :
for the people? What sustains democracy in development, security and dignity for the
India?(Chapter 7) people.
50 Periods
Themes Objectives
1. Development: The traditional notion of • Familiarisation of some macroeconomic
development; National Income and Per-capita concepts.
Income. Growth of National Income - critical • Sensitizing the child
child about the rationale
rationale for
appraisal of existing development indicators overall human development in our country,
(PCI, IMR, SR and other income and health which include the rise of income, improvements
indicators) The need for health and educational in health and education rather than income.
• It is necessary to raise question
question in minds of
development; Human Development Indicators the children whether the increase in income
(in simple and brief as a holistic measure of alone is sufcient for a nation.
development. • How and why people should be healthyhealthy and
provided with education.
2. Sectors of the Indian Economy: *Sectors • To make aware of a major employment
of Economic Activities; Historical change in generating sector.
sectors; Rising importance of tertiary sector; • Sensitise the learner of how and why
Employment Generation; Division of Sectors- governments invest in such an important
Organised and Unorganised; Protective sector.
measures for unorganised sector workers.
(Chapter 2)
3. Money and Credit: Role of money in an • Familiarize the concept of money as an
economy: Formal and Informal financial economic concept.
institutions for Savings and Credit - General Create awareness of the role of financial
Introduction; Select one formal institution such institutions from the point of view of day-to-
as a nationalized commercial bank and a few day life.
informal institutions; Local money lenders,
landlords, chit funds and private finance
companies. (Chapter 3)
(Note : Ch-3 will also be evaluated in theory)
4. Globalisation and the Indian Economy: • Provide children with some idea about
Production across countries, Foreign trade and how a particular economic phenomenon is
Interaction of Markets, what is Globalization? inuencing their surroundings and day-to-
Factors, WTO, Impact, Fair Globalization day life.
(Chapter 4)
5. Consumer Rights: ***How consumer is • Making the child aware of her rights and
exploited (one or two simple case studies) duties as a consumer;
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 are 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 con-
sumer court nearby and discuss in the class the proceedings; Collect stories of consumer ex-
ploitation and grievances from newspapers and consumer courts.
Class X
Project Work: 05 Periods (5 Marks)
Every student has to compulsorily undertake any one project on the following units / topics.
1. Disaster Management
Management (Pertaining
(Pertaining to class Xth curriculum
curriculum of Disaster Management
Management only).
only).
OR
2. Popular Struggles and Movements
OR
3. Money and Credit
The projects have been carefully designed so as to –
(a) Create awareness
awareness in learners
(b) Enable them to understand
understand and co-relate all
all aspects of selected topic
(c) Relate theory with practice
(d) Relation of
of different aspects
aspects with life
(e) Provide hands on experience
The distribution of marks over different aspects relating to Project Work is as follows:
The projects carried out by the students in different topics should subsequently be shared
among themselves through interactive sessions such as exhibition
exhibitions,
s, panel discussions, etc. All
documents pertaining to assessment under this activity should be meticulously maintained by
concerned schools. A Summary Report should be prepared highlighting:
• objectives realized through individual or group interactions;
• calendar of activities;
• innovative ideas generated in this 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 Proj-
ect Report should be handwritten by the students themselves and comprise of not more than
15 foolscap pages. 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 verication
at the discretion of Board. Subjudiced cases, if any or those involving RTI / Grievances may
however be retained beyond three months.
PRESCRIBED BOOKS:
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)
Science) - Published by NCERT
NCERT
4. Understanding
Understandi ng Economic Development - Published by NCERT
5. Together Towards
Towards a Safer India - Part III, a textbook
textbook on Disaster
Disaster Management
Management - Published
Published
by CBSE
40%
OFF
Publisher : Laxm
: Laxmii Publications
Publications ISBN : 9789352740215
: 9789352740215 Author : G
: G D Singh