CBSE class 10 Social Science New Syllabus 2018-19 in PDF format for free download. Social Science syllabus for 2018 2019 class 10 CBSE is now available in myCBSEguide app. The curriculum for March 2019 exams is designed by CBSE, New Delhi as per NCERT text books for the session 2018-19.<\/p>\n
CBSE class 10 Social Science Syllabus Download as PDF<\/a><\/strong><\/p>\n Time: 3 Hrs. Marks: 80<\/strong><\/p>\n Unit 1: India and the Contemporary World-II\u00a060 Periods<\/strong><\/p>\n Unit 2: Contemporary India – II 55 Periods<\/strong> Objectives<\/strong><\/p>\n Project \/ Activity:<\/strong><\/p>\n Posters:<\/strong><\/p>\n Unit 3: Democratic Politics – II<\/strong>\u00a050 Periods<\/p>\n Themes Objectives<\/strong><\/p>\n Unit 4: Understanding Economic Development 50 Periods Objectives<\/strong><\/p>\n Suggested Activities \/ Instructions:<\/strong><\/p>\n Theme 2*: Visit to banks and money lenders \/ pawnbrokers and discuss various activities Class – X The distribution of marks over different aspects relating to Project Work is as follows:<\/p>\nSOCIAL SCIENCE
\nCOURSE STRUCTURE CLASS – X (Session 2018-19)<\/strong>
\nCBSE class 10 Social Science New Syllabus 2018-19<\/h2>\n\n\n
\n \nUnits<\/th>\n <\/th>\n Marks<\/th>\n Pd<\/th>\n<\/tr>\n<\/thead>\n \n I<\/td>\n India and the Contemporary World – II<\/td>\n 20<\/td>\n 60<\/td>\n<\/tr>\n \n II<\/td>\n Contemporary India-II<\/td>\n 20<\/td>\n 55<\/td>\n<\/tr>\n \n III<\/td>\n Democratic Politics II<\/td>\n 20<\/td>\n 50<\/td>\n<\/tr>\n \n IV<\/td>\n Understanding Economic Development<\/td>\n 20<\/td>\n 50<\/td>\n<\/tr>\n \n <\/td>\n Total<\/td>\n 80<\/td>\n 215<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n
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\n(a) The growth of nationalism in Europe after the 1830s. (b) The ideas of Giuseppe Mazzini, etc.
\n(c) General characteristics of the movements in Poland, Hungary, Italy, Germany and Greece. (Chapter 1)<\/li>\n
\n(a)French colonialism in Indo-China.
\n(b) Phases of struggle against the French.
\n(c) The ideas of Phan Chu Trinh, Phan Boi Chau, HO Chi Minh
\n(d) The Second World War and the liberation struggle.
\n(e) America and the Vietnam war. (Chapter<\/li>\n
\n(a) Impact of First world war,Khilafat, NonCooperation and Differing Strands within the Movement.
\n(b) Salt Satyagraha.
\n(c) Movements of peasants, workers, tribals.
\n(d) Limits of Civil Disobedience.
\n(e) The Sense of Collective Belonging. (Chapter3)
\n\u2022 Sub-unit 1.2: Livelihoods, Economies and Societies:
\nAny one of the following themes:<\/li>\n
\n(a) The Pre-modern world
\n(b) The Nineteenth Century Global Economy (Colonialism)
\n(c) The Inter war Economy (Great Depression)
\n(d) Rebuilding the World Economy<\/li>\n
\n(a) Proto-industrialization and pace of industrial change (b) Life of workers
\n(c) Industrialization in the colonies
\n(d) Early Entrepreneurs & Workers
\n(e) The Peculiarities of Industrial Growth
\n(f) Market for Goods<\/li>\n
\n(a) Development of modern cities due to Industrialization in London & Bombay
\n(b) Housing and Land Reclamation
\n(c) Social Changes in the cities
\n(d) Cities and the challenge of the Environment
\nSub-unit 1.3 : Everyday Life, Culture and Politics (Any one of the following themes):<\/li>\n
\n(a) The history of print in Europe.
\n(b) The growth of press in nineteenth century India.
\n(c) Relationship between print culture, public debate and politics.
\n(Chapter 7)<\/li>\n
\n(a) Emergence of the novel as a genre in the west.
\n(b) The relationship between the novel and changes in modern society.
\n(c)Early novels in nineteenth century India
\n(d) A study of two or three majorwriters.
\n(Chapter 8)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n\n
\nThemes<\/strong><\/p>\n\n
\n(Chapter 3)<\/li>\n
\nNote: Content of pg no. 44-47 of NCERT Textbook is to be deleted.
\n(Chapter 4)<\/li>\n
\nonly) use and economic importance of minerals, conservation, types of power
\nresources: conventional and nonconventional, distribution and utilization, and conservation.
\n(Chapter 5)<\/li>\n
\nonly) contribution of industries to the national economy, industrial pollution and
\ndegradation of environment, measures to control degradation. Note : Content
\nmentioned on page no. 74-75 of NCERT, Geography Text book i.e. Aluminium
\nSmelting, Chemical Industries, Fertilizer Industry, Cement Industry is not required to be delivered in class room during instruction.<\/li>\n
\nand transportation, Trade & Tourism
\n(Chapter 7)<\/li>\n<\/ol>\n\n
\n
\nthe change in cropping pattern in the last decade.<\/li>\n<\/ul>\n\n
\nNote: Any similar activity may be taken up.<\/li>\n<\/ul>\n
\n1 & 2.Power Sharing & Federalism:\u00a0<\/strong>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?
\n(Chapter 1&2)
\n3&4.Democracy and Diversity & Gender,Religion and Caste: <\/strong>Are divisions inherent to the working of democracy? What has been the effect of caste on politics and of politics on caste? How has the gender division shaped politics? How do communal divisions affect democracy?
\n(Chapter 3 & 4)
\n5. Popular Struggles and Movements (Note : <\/strong>Ch-5 is to be done as project work only and will not be evaluated in theory)
\n6. Political Parties:<\/strong> What role do political parties play in competition and contestation? Which are the major national and regional parties in India?
\n(Chapter 6)
\n7. Outcomes of Democracy:<\/strong> Can or should democracy be judged by its outcomes? What outcomes can one reasonably expect of democracies? Does democracy in India meet these expectations? Has democracy led to development, security and dignity for the people? What sustains democracy in India?
\n(Chapter 7)
\n8. Challenges to Democracy: <\/strong>Is the idea of democracy shrinking? What are the major challenges to democracy in India? How can democracy be reformed and deepened? What role can an ordinary citizen play in deepening democracy?
\n(Chapter 8)<\/p>\n\n
\nwith reference to Indian situation.<\/li>\n
\nThemes <\/strong><\/p>\n\n
\n(Chapter 2)<\/li>\n
\ninstitutionsforSavingsandCredit-General Introduction; Select one formal institution such as a nationalized commercial bank and a few informal institutions; Local money lenders, landlords, chit funds and private finance companies.
\n(Chapter 3)
\n(Note : Ch-3 will also be evaluated in theory)<\/strong><\/li>\n
\ntrade and Interaction of Markets, what is Globalization? Factors, WTO, Impact, Fair Globalization
\n(Chapter 4)<\/li>\n
\nfactors causing exploitation of consumers;p Rise of consumer awareness; how a consumer should be in a market; role of government in consumer protection.
\n(Chapter 5)<\/li>\n<\/ol>\n\n
\nthat you have observed in banks in the classroom.
\nParticipate in the meetings of Self Help Groups, which are engaged in micro credit schemes in the locality of learners and observe issues discussed.
\nTheme 4**: Provide many examples of service sector activities. Use numerical examples, charts and photographs.
\nTheme 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 newspapers and consumer courts.<\/p>\n
\nProject Work:<\/strong> 05 Periods (5 Marks)<\/strong>
\nEvery student has to compulsorily undertake any one project on the following
\nunits\/topics:<\/p>\n\n
\nOR<\/li>\n
\nOR<\/li>\n
\nThe project has to be carefully designed so as to \u2013<\/p>\n\n