{"id":12139,"date":"2018-03-20T15:01:46","date_gmt":"2018-03-20T09:31:46","guid":{"rendered":"http:\/\/mycbseguide.com\/blog\/?p=12139"},"modified":"2018-05-04T10:14:21","modified_gmt":"2018-05-04T04:44:21","slug":"cbse-class-12-economics-new-syllabus-2018-19","status":"publish","type":"post","link":"https:\/\/mycbseguide.com\/blog\/cbse-class-12-economics-new-syllabus-2018-19\/","title":{"rendered":"CBSE class 12 Economics New Syllabus 2018-19"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_76 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 eztoc-toggle-hide-by-default' ><li class='ez-toc-page-1 ez-toc-heading-level-1'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-12-economics-new-syllabus-2018-19\/#Download_CBSE_class_12_Economics_New_Syllabus_2018-19\" >Download CBSE class 12 Economics New Syllabus 2018-19<\/a><ul class='ez-toc-list-level-2' ><li class='ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-12-economics-new-syllabus-2018-19\/#_ECONOMICS_2018-19\" >\u00a0ECONOMICS \n(2018-19)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-12-economics-new-syllabus-2018-19\/#CBSE_class_12_Economics_New_Syllabus_2018-19\" >CBSE class 12 Economics New Syllabus 2018-19<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-12-economics-new-syllabus-2018-19\/#Download_CBSE_Syllabus_of_Class_12th\" >Download CBSE\u00a0Syllabus of Class 12th<\/a><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n<p>CBSE class 12 Economics New Syllabus 2018-19 in PDF format for free download. Economics syllabus for 2018 2019 class 12 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<h1 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"Download_CBSE_class_12_Economics_New_Syllabus_2018-19\"><\/span><a href=\"https:\/\/mycbseguide.com\/downloads\/cbse-class-12-economics\/1327\/cbse-syllabus\/1\/\"><strong>Download <\/strong>CBSE class 12 Economics New Syllabus 2018-19<\/a><span class=\"ez-toc-section-end\"><\/span><\/h1>\n<h2 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"_ECONOMICS_2018-19\"><\/span>\u00a0<strong>ECONOMICS<br \/>\n(2018-19)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<h2 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"CBSE_class_12_Economics_New_Syllabus_2018-19\"><\/span><strong>CBSE class 12 Economics New Syllabus 2018-19<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><strong>Rationale<\/strong><br \/>\nEconomics is one of the social sciences, which has great influence on every human being. As economic life and the economy go through changes, the need to ground education in children\u2019s own experience becomes essential. While doing so, it is imperative to provide them opportunities to acquire analytical skills to observe and understand the economic realities.<\/p>\n<p>At senior secondary stage, the learners are in a position to understand abstract ideas, exercise the power of thinking and to develop their own perception. It is at this stage, the learners are exposed to the rigour of the discipline of economics in a systematic way.<br \/>\nThe economics courses are introduced in such a way that in the initial stage, the learners are introduced to the economic realities that the nation is facing today along with some basic statistical tools to understand these broader economic realities. In the later stage, the learners are introduced to economics as a theory of abstraction.<\/p>\n<p>The economics courses also contain many projects and activities. These will provide opportunities for the learners to explore various economic issues both from their day-to-day life and also from issues, which are broader and invisible in nature. The academic skills that they learn in these courses would help to develop the projects and activities. The syllabus is also expected to provide opportunities to use information and communication technologies to facilitate their learning process.<\/p>\n<p><strong>Objectives:<\/strong><\/p>\n<ul>\n<li>Understanding of some basic economic concepts and development of economic reasoning which the learners can apply in their day-to-day life as citizens, workers and consumers.<\/li>\n<li>Realisation of learners\u2019 role in nation building and sensitivity to the economic issues that the nation is facing today.<\/li>\n<li>Equipment with basic tools of economics and statistics to analyse economic issues. This is pertinent for even those who may not pursue this course beyond senior secondary stage.<\/li>\n<li>Development of understanding that there can be more than one view on any economic issue and necessary skills to argue logically with reasoning.<\/li>\n<\/ul>\n<p><strong>ECONOMICS (030)<\/strong><\/p>\n<p><u><strong>Session 2018-19<\/strong><\/u><br \/>\n<strong>Class XII <\/strong>Part A: Introductory Microeconomics<br \/>\nPart B: Introductory Macroeconomics<\/p>\n<p style=\"text-align: center;\"><strong>ECONOMICS<br \/>\nCLASS &#8211; XII (2018-19)<\/strong><\/p>\n<p style=\"text-align: center;\"><strong>CBSE class 12 Economics New Syllabus 2018-19<\/strong><\/p>\n<p><strong>Theory: 80 Marks Project: 20 Marks 3 Hours<\/strong><\/p>\n<table style=\"width: 100%;\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<thead>\n<tr>\n<th scope=\"col\"><strong>Units<\/strong><\/th>\n<th scope=\"col\"><\/th>\n<th scope=\"col\"><strong>Marks<\/strong><\/th>\n<th scope=\"col\"><strong>Periods<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Part A<\/strong><\/td>\n<td><strong>Introductory Microeconomics<\/strong><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Introduction<\/td>\n<td>4<\/td>\n<td>8<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Consumer&#8217;s Equilibrium and Demand<\/td>\n<td>13<\/td>\n<td>32<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Producer Behaviour and Supply<\/td>\n<td>13<\/td>\n<td>32<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Forms of Market and Price Determination under perfect<br \/>\ncompetition with simple applications<\/td>\n<td>10<\/td>\n<td>28<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><\/td>\n<td><strong>40<\/strong><\/td>\n<td><strong>100<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Part B<\/strong><\/td>\n<td><strong>Introductory Macroeconomics<\/strong><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>National Income and Related Aggregates<\/td>\n<td>10<\/td>\n<td>28<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Money and Banking<\/td>\n<td>6<\/td>\n<td>15<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Determination of Income and Employment<\/td>\n<td>12<\/td>\n<td>27<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Government Budget and the Economy<\/td>\n<td>6<\/td>\n<td>15<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Balance of Payments<\/td>\n<td>6<\/td>\n<td>15<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><\/td>\n<td>40<\/td>\n<td>100<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td><strong>Part C<\/strong><\/td>\n<td><strong>Project Work<\/strong><\/td>\n<td><strong>20<\/strong><\/td>\n<td><strong>20<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Part A: Introductory Microeconomics<br \/>\nUnit 1: Introduction: 8 Periods<\/strong><br \/>\nMeaning of microeconomics and macroeconomics; positive and normative economics<br \/>\nWhat is an economy? Central problems of an economy: what, how and for whom to produce;<br \/>\nconcepts of production possibility frontier and opportunity cost.<\/p>\n<p><strong>Unit 2: Consumer&#8217;s Equilibrium and Demand: 32 Periods<\/strong><br \/>\nConsumer&#8217;s equilibrium &#8211; meaning of utility, marginal utility, law of diminishing marginal<br \/>\nutility, conditions of consumer&#8217;s equilibrium using marginal utility analysis.<br \/>\nIndifference curve analysis of consumer&#8217;s equilibrium-the consumer&#8217;s budget (budget set and<br \/>\nbudget line), preferences of the consumer (indifference curve, indifference map) and conditions of consumer&#8217;s equilibrium.<br \/>\nDemand, market demand, determinants of demand, demand schedule, demand curve and its<br \/>\nslope, movement along and shifts in the demand curve; price elasticity of demand &#8211; factors<br \/>\naffecting price elasticity of demand; measurement of price elasticity of demand \u2013<br \/>\npercentage-change method.<\/p>\n<p><strong>Unit 3: Producer Behaviour and Supply: 32 Periods<\/strong><br \/>\nMeaning of Production Function \u2013 Short-Run and Long-Run<br \/>\nTotal Product, Average Product and Marginal Product.<br \/>\nReturns to a Factor<\/p>\n<p>Cost: Short run costs &#8211; total cost, total fixed cost, total variable cost; Average cost; Average<br \/>\nfixed cost, average variable cost and marginal cost-meaning and their relationships.<br \/>\nRevenue &#8211; total, average and marginal revenue &#8211; meaning and their relationship.<br \/>\nProducer&#8217;s equilibrium-meaning and its conditions in terms of marginal revenue-marginal cost. Supply, market supply, determinants of supply, supply schedule, supply curve and its slope, movements along and shifts in supply curve, price elasticity of supply; measurement of price elasticity of supply &#8211; percentage-change method.<\/p>\n<p><strong>Unit 4: Forms of Market and Price Determination under Perfect Competition with simple<br \/>\napplications. 28 Periods<\/strong><br \/>\nPerfect competition &#8211; Features; Determination of market equilibrium and effects of shifts in<br \/>\ndemand and supply.<br \/>\nOther Market Forms &#8211; monopoly, monopolistic competition, oligopoly &#8211; their meaning and<br \/>\nfeatures.<br \/>\nSimple Applications of Demand and Supply: Price ceiling, price floor.<\/p>\n<p><strong>Part B: Introductory Macroeconomics<br \/>\nUnit 5: National Income and Related Aggregates: 28 Periods<\/strong><br \/>\nSome basic concepts: consumption goods, capital goods, final goods, intermediate goods; stocks and flows; gross investment and depreciation.<br \/>\nCircular flow of income (two sector model); Methods of calculating National Income &#8211; Value Added or Product method, Expenditure method, Income method.<br \/>\nAggregates related to National Income:<br \/>\nGross National Product (GNP), Net National Product (NNP), Gross and Net Domestic Product<br \/>\n(GDP and NDP) &#8211; at market price, at factor cost; Real and Nominal GDP.<br \/>\nGDP and Welfare<br \/>\n<strong>Unit 6: Money and Banking: 15 Periods<\/strong><br \/>\nMoney &#8211; meaning and supply of money &#8211; Currency held by the public and net demand deposits held by commercial banks.<br \/>\nMoney creation by the commercial banking system.<br \/>\nCentral bank and its functions (example of the Reserve Bank of India): Bank of issue, Govt.<br \/>\nBank, Banker&#8217;s Bank, Control of Credit through Bank Rate, CRR, SLR, Repo Rate and Reverse Repo Rate, Open Market Operations, Margin requirement.<\/p>\n<p><strong>Unit 7: Determination of Income and Employment: 27 Periods<\/strong><br \/>\nAggregate demand and its components.<br \/>\nPropensity to consume and propensity to save (average and marginal).<br \/>\nShort-run equilibrium output; investment multiplier and its mechanism.<br \/>\nMeaning of full employment and involuntary unemployment.8<br \/>\nProblems of excess demand and deficient demand; measures to correct them &#8211; changes in<br \/>\ngovernment spending, taxes and money supply.<\/p>\n<p><strong>Unit 8: Government Budget and the Economy: 15 Periods<\/strong><br \/>\nGovernment budget &#8211; meaning, objectives and components.<br \/>\nClassification of receipts &#8211; revenue receipts and capital receipts; classification of expenditure\u2013revenue expenditure and capital expenditure.<br \/>\nMeasures of government deficit &#8211; revenue deficit, fiscal deficit, primary deficit their meaning.<\/p>\n<p><strong>Unit 9: Balance of Payments 15 Periods<\/strong><br \/>\nBalance of payments account &#8211; meaning and components; balance of payments deficit-meaning.<br \/>\nForeign exchange rate &#8211; meaning of fixed and flexible rates and managed floating.<br \/>\nDetermination of exchange rate in a free market.<\/p>\n<p><strong>Part C: Developing Project in Economics: 20 Periods<br \/>\nPrescribed Books:<\/strong><\/p>\n<ol>\n<li>Statistics for Economics, Class XI, NCERT<\/li>\n<li>Indian Economic Development, Class XI, NCERT<\/li>\n<li>Introductory Microeconomics, Class XII, NCERT<\/li>\n<li>Macroeconomics, Class XII, NCERT<\/li>\n<li>Supplementary Reading Material in Economics, Class XII, CBSE<\/li>\n<\/ol>\n<p style=\"text-align: center;\"><strong>Suggested Question Paper Design<br \/>\nEconomics (Code No. 030)<br \/>\nClass XII (2018-19)<br \/>\nMarch 2019 Examination<\/strong><\/p>\n<p style=\"text-align: center;\"><strong>CBSE class 12 Economics New Syllabus 2018-19<\/strong><\/p>\n<p><strong>Marks: 80 Duration: 3 hrs.<\/strong><\/p>\n<table style=\"width: 100%;\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<thead>\n<tr>\n<th scope=\"col\"><strong>S.N.<\/strong><\/th>\n<th scope=\"col\"><strong>Typology of Questions<\/strong><\/th>\n<th scope=\"col\"><strong>Very<br \/>\nShort<br \/>\nAnswer\/<br \/>\nMCQ<br \/>\n1 Mark<\/strong><\/th>\n<th scope=\"col\"><strong>Short<br \/>\nAnswer<br \/>\nII<br \/>\n3 Marks<\/strong><\/th>\n<th scope=\"col\"><strong>Short<br \/>\nAnswer I<br \/>\n4 Marks<\/strong><\/th>\n<th scope=\"col\"><strong>Long<br \/>\nAnswer<br \/>\n6 Marks<\/strong><\/th>\n<th scope=\"col\"><strong>Marks<\/strong><\/th>\n<th scope=\"col\"><strong>%<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>1<\/strong><\/td>\n<td>Remembering- (Knowledge based Simple recall questions, to know specific facts, terms, concepts,<br \/>\nprinciples, or theories; identify, define, or recite, information)<\/td>\n<td>2<\/td>\n<td>&#8211;<\/td>\n<td>2<\/td>\n<td>2<\/td>\n<td>22<\/td>\n<td>27%<\/td>\n<\/tr>\n<tr>\n<td><strong>2<\/strong><\/td>\n<td>Understanding- (Comprehension \u2013to<br \/>\nbe familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information)<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>19<\/td>\n<td>24%<\/td>\n<\/tr>\n<tr>\n<td><strong>3<\/strong><\/td>\n<td>Application (Use abstract information<br \/>\nin concrete situation, to apply knowledge to new situations; Use<br \/>\ngiven content to interpret a situation,<br \/>\nprovide an example, or solve a problem)<\/td>\n<td>2<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>15<\/td>\n<td>19%<\/td>\n<\/tr>\n<tr>\n<td><strong>4<\/strong><\/td>\n<td>High Order Thinking Skills (Analysis &amp; Synthesis- Classify, compare, contrast, or differentiate between<br \/>\ndifferent pieces of information,<br \/>\nOrganize and\/or integrate unique<br \/>\npieces of information from a variety of sources)<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>14<\/td>\n<td>17%<\/td>\n<\/tr>\n<tr>\n<td><strong>5<\/strong><\/td>\n<td>Evaluation and Multi-Disciplinary- (Appraise, judge, and\/or justify the<br \/>\nvalue or worth of a decision or outcome, or to predict outcomes<br \/>\nbased on values)<\/td>\n<td>1<\/td>\n<td>1<\/td>\n<td>&#8211;<\/td>\n<td>1<\/td>\n<td>10<\/td>\n<td>13%<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><strong>Total<\/strong><\/td>\n<td><strong>8&#215;1=8<\/strong><\/td>\n<td><strong>4&#215;3=12<\/strong><\/td>\n<td><strong>6&#215;4=24<\/strong><\/td>\n<td><strong>6&#215;6=36<\/strong><\/td>\n<td><strong>80(24)<\/strong><\/td>\n<td><strong>100%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Note: There will be Internal Choice in questions of 3 marks, 4 marks and 6 marks in both sections (A and B). (Total 3 internal choices in section A and total 3 internal choices in section B).10<\/strong><\/p>\n<p><strong>Guidelines for Project Work in Economics (Class XII)<\/strong><\/p>\n<ul>\n<li>Students are supposed to pick any ONE of the two suggested projects.<\/li>\n<li>The project should be of 30-40 pages (approx), preferably hand-written.<\/li>\n<li>Teachers should help the students to select the topic after detailed discussions and deliberations. Teacher should play the role of a facilitator and should supervise and monitor the project work of the student. The teacher must periodically discuss and review the progress of the project.<\/li>\n<li>The teacher must play a vital role of a guide in the research work for the relevant data, material and information regarding the project work. Also, the students must be guided to quote the source (in the Bibliography\/References section) of the information to ensure authenticity.<\/li>\n<li>The teacher must ensure that the students actually learn the concepts related to the project as he\/she would be required to face questions related to the project in viva-voce stage of the final presentation of the project. Empirical study based \/ investing project work may be appreciated.<\/li>\n<li>The teacher may arrange a presentation in the classroom of each and every student so that students may learn from each others\u2019 project work.<\/li>\n<li>The teacher must ensure that the students learn various aspects of the concept related to the topic of the project work.<\/li>\n<\/ul>\n<ol start=\"1\">\n<li><strong>Project (Option One) : What\u2019s Going Around Us<\/strong><br \/>\nThe purpose of this project is to \u2013<\/p>\n<ul>\n<li>Enable the student to understand the scope and repercussions of various Economic events and happenings taking place around the country and the world. (eg. The Dynamics of the Goods &amp; Services Tax and likely impacts on the Indian Economy or the Economics behind the Demonetisation of 500 and 1000 Rupee Notes and the Short Run and Long Run impact on the Indian Economy or The impact of BREXIT from the European Union etc.)<\/li>\n<li>Provide an opportunity to the learner to develop economic reasoning and acquire analytical skills to observe and understand the economic events.<\/li>\n<li>Make students aware about the different economic developments taking place in the country and across the world.<\/li>\n<li>Develop the understanding that there can be more than one view on any economic issue and to develop the skill to argue logically with reasoning.<\/li>\n<li>Compare the efficacy of economic policies and their respective implementations in real world situations and analyse the impact of Economic Policies on the lives of common people.<\/li>\n<li>Provide an opportunity to the learner to explore various economic issues both from his\/her day to day life and also issues which are of broader perspective.<br \/>\n<strong>Scope of the project: Student may work upon the following lines:<\/strong><\/li>\n<li>Introduction<\/li>\n<li>Details of the topic<\/li>\n<li>Pros and Cons of the economic event\/happening<\/li>\n<li>Major criticism related to the topic (if any)<\/li>\n<li>Students\u2019 own views\/perception\/ opinion and learning from the work<\/li>\n<li>Any other valid idea as per the perceived notion of the student who is actually working and presenting the Project-Work.<br \/>\n<strong>Mode of presentation and submission of the Project: <\/strong>At the end of the stipulated term, each student will present the work in the Project File (with viva voce) to the external examiner.<br \/>\n<strong>Marking Scheme:<\/strong> Marks are suggested to be given as \u2013<\/p>\n<table style=\"width: 100%;\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<thead>\n<tr>\n<th scope=\"col\"><strong>S.No.<\/strong><\/th>\n<th scope=\"col\"><strong>Heading<\/strong><\/th>\n<th scope=\"col\"><strong>Marks Allotted<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>1<\/td>\n<td>Relevance of the topic<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>2<\/td>\n<td>Knowledge Content\/Research Work<\/td>\n<td>6<\/td>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>Presentation Techniqu<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>Viva<\/td>\n<td>8<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><strong>Total<\/strong><\/td>\n<td><strong>20 Marks<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The external examiner should value the efforts of the students on the criteria suggested.11<br \/>\n<strong>Suggestive List<\/strong><\/li>\n<\/ul>\n<ol>\n<li>Micro and small scale industries<\/li>\n<li>Food supply channel in India<\/li>\n<li>Contemporary employment situation in India<\/li>\n<li>Disinvestment policy<\/li>\n<li>Health expenditure (of any state)<\/li>\n<li>Goods and Services Tax Act<\/li>\n<li>Inclusive growth strategy<\/li>\n<li>Human Development Index<\/li>\n<li>Self help groups<\/li>\n<li>Any other topic<\/li>\n<\/ol>\n<\/li>\n<li><strong>Project (Option Two): Analyse any concept from the syllabus<\/strong><br \/>\nThe purpose of this project is to \u2013<\/p>\n<ul>\n<li>Develop interest of the students in the concepts of Economic theory and application of the concept to the real life situations.<\/li>\n<li>Provide opportunity to the learners to develop economic reasoning vis-a-vis to the given concept from the syllabus.<\/li>\n<li>Enable the students to understand abstract ideas, exercise the power of thinking and to develop his\/her own perception<\/li>\n<li>To develop the understanding that there can be more than one view on any economic issue and to develop the skill to argue logically with reasoning<\/li>\n<li>Compare the efficacy of economic policies in real world situations<\/li>\n<li>To expose the student to the rigour of the discipline of economics in a systematic way<\/li>\n<li>Impact of Economic Theory\/ Principles and concepts on the lives of common people<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<p><strong>Scope of the project:<\/strong><br \/>\nFollowing essentials are required to be fulfilled in the project.<br \/>\nExplanation of the concept:<br \/>\n&#8211; Meaning and Definition<br \/>\n&#8211; Application of the concept<br \/>\n&#8211; Diagrammatic Explanation (if any)<br \/>\n&#8211; Numerical Explanation related to the concept etc. (if any)<br \/>\n&#8211; Students\u2019 own views\/perception\/ opinion and learning from the topic..<\/p>\n<p><strong>Mode of presentation and submission of the Project:<\/strong><br \/>\nAt the end of the stipulated term, each student(s) will present their work in the Project File (with viva voce) to the external examiner.<\/p>\n<p><strong>Marking Scheme:<\/strong><br \/>\nMarks are suggested to be given as \u2013<\/p>\n<table style=\"width: 100%;\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<thead>\n<tr>\n<th scope=\"col\"><strong>S.No.<\/strong><\/th>\n<th scope=\"col\"><strong>Heading<\/strong><\/th>\n<th scope=\"col\"><strong>Marks Allotted<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>1<\/td>\n<td>Relevance of the topic<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>2<\/td>\n<td>Knowledge Content\/Research Work<\/td>\n<td>6<\/td>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>Presentation Technique<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>Viva<\/td>\n<td>8<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><strong>Total<\/strong><\/td>\n<td><strong>20 Marks<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The external examiner should value the efforts of the students on the criteria suggested.12<br \/>\nSuggested List:<\/p>\n<ul>\n<li>Price Determination<\/li>\n<li>Price Discrimination<\/li>\n<li>Opportunity Cost<\/li>\n<li>Production Possibility Curve<\/li>\n<li>Demand and its determinants<\/li>\n<li>Supply and its determinants<\/li>\n<li>Production \u2013 Returns to a Factor<\/li>\n<li>Cost function and Cost Curves<\/li>\n<li>Monopoly<\/li>\n<li>Oligopoly<\/li>\n<li>Monopolistic Competition<\/li>\n<li>Credit Creation<\/li>\n<li>Money Multiplier<\/li>\n<li>Central Bank and its functions<\/li>\n<li>Government Budget &amp; its Components<\/li>\n<li>Budget deficit<\/li>\n<li>Exchange Rate Systems<\/li>\n<li>Foreign Exchange Markets<\/li>\n<li>Balance of payments<\/li>\n<li>Any other topi<\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"Download_CBSE_Syllabus_of_Class_12th\"><\/span>Download CBSE\u00a0Syllabus of Class 12th<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ul>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-12-physics\/1251\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus class 12th Physics<\/strong><\/a><\/li>\n<li><strong><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-12-chemistry\/1267\/cbse-syllabus\/1\/\">CBSE Syllabus class 12th Chemistry<\/a><\/strong><\/li>\n<li><strong><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-12-biology\/1298\/cbse-syllabus\/1\/\">CBSE Syllabus class 12th biology<\/a><\/strong><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-12-mathematics\/1284\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus class 12th Mathematics<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-12-accountancy\/1315\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus for class 12th Accountancy<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-12-economics\/1327\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus class 12th Economics<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-12-business-studies\/1727\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus class 12th Business studies<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-12-english-core\/1855\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus class 12th English core<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-12-hindi-core\/1865\/cbse-syllabus\/22\/\"><strong>CBSE Syllabus class 12th Hindi core<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-12-history\/1869\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus class 12th History<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-12-political-science\/1879\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus class 12th Political science<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-12-geography\/1863\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus class 12th Geography<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-12-sociology\/1881\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus class 12th Sociology<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-12-home-science\/1871\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus class 12th Home science<\/strong><\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>CBSE class 12 Economics New Syllabus 2018-19 in PDF format for free download. Economics syllabus for 2018 2019 class 12 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. Download CBSE class 12 Economics New Syllabus &#8230; <a title=\"CBSE class 12 Economics New Syllabus 2018-19\" class=\"read-more\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-12-economics-new-syllabus-2018-19\/\" aria-label=\"More on CBSE class 12 Economics New Syllabus 2018-19\">Read more<\/a><\/p>\n","protected":false},"author":2,"featured_media":-1,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13,1437],"tags":[266,1123,1125,1139],"class_list":["post-12139","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-cbse-syllabus","category-economics-cbse-class-12","tag-cbse-syllabus","tag-cbse-syllabus-2018-19","tag-cbse-syllabus-class-12","tag-class-12-economics-new-syllabus"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>CBSE class 12 Economics New Syllabus 2018-19 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