{"id":13924,"date":"2018-04-17T14:30:48","date_gmt":"2018-04-17T09:00:48","guid":{"rendered":"http:\/\/mycbseguide.com\/blog\/?p=13924"},"modified":"2018-12-29T11:19:45","modified_gmt":"2018-12-29T05:49:45","slug":"uk-board-class-10-social-science-syllabus","status":"publish","type":"post","link":"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/","title":{"rendered":"UK Board class 10 Social Science Syllabus"},"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-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#UK_Board_Syllabus_Class_10\" >UK Board Syllabus Class 10<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#UK_Board_class_10_Social_Science_Syllabus\" >UK\u00a0Board class 10 Social Science Syllabus<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#%E0%A4%87%E0%A4%A4%E0%A4%BF%E0%A4%B9%E0%A4%BE%E0%A4%B8_%E0%A4%AD%E0%A4%BE%E0%A4%B0%E0%A4%A4_%E0%A4%94%E0%A4%B0_%E0%A4%B8%E0%A4%AE%E0%A4%95%E0%A4%BE%E0%A4%B2%E0%A5%80%E0%A4%A8_%E0%A4%B5%E0%A4%BF%E0%A4%B6%E0%A5%8D%E0%A4%B5_%E2%80%93_II\" >\u0907\u0924\u093f\u0939\u093e\u0938 (\u092d\u093e\u0930\u0924 \u0914\u0930 \u0938\u092e\u0915\u093e\u0932\u0940\u0928 \u0935\u093f\u0936\u094d\u0935 \u2013 II)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#%E0%A4%AD%E0%A5%82%E0%A4%97%E0%A5%8B%E0%A4%B2_%E0%A4%B8%E0%A4%AE%E0%A4%95%E0%A4%BE%E0%A4%B2%E0%A5%80%E0%A4%A8_%E0%A4%AD%E0%A4%BE%E0%A4%B0%E0%A4%A4_%E2%80%93_II\" >\u092d\u0942\u0917\u094b\u0932 (\u0938\u092e\u0915\u093e\u0932\u0940\u0928 \u092d\u093e\u0930\u0924 \u2013 II)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#%E0%A4%B0%E0%A4%BE%E0%A4%9C%E0%A4%A8%E0%A5%80%E0%A4%A4%E0%A4%BF_%E0%A4%B5%E0%A4%BF%E0%A4%9C%E0%A5%8D%E0%A4%9E%E0%A4%BE%E0%A4%A8_%E0%A4%B2%E0%A5%8B%E0%A4%95%E0%A4%A4%E0%A4%BE%E0%A4%82%E0%A4%A4%E0%A5%8D%E0%A4%B0%E0%A4%BF%E0%A4%95_%E0%A4%B0%E0%A4%BE%E0%A4%9C%E0%A4%A8%E0%A5%80%E0%A4%A4%E0%A4%BF_-II\" >\u0930\u093e\u091c\u0928\u0940\u0924\u093f \u0935\u093f\u091c\u094d\u091e\u093e\u0928 (\u0932\u094b\u0915\u0924\u093e\u0902\u0924\u094d\u0930\u093f\u0915 \u0930\u093e\u091c\u0928\u0940\u0924\u093f -II)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#%E0%A4%85%E0%A4%B0%E0%A5%8D%E0%A4%A5%E0%A4%B6%E0%A4%BE%E0%A4%B8%E0%A5%8D%E0%A4%A4%E0%A5%8D%E0%A4%B0_%E0%A4%86%E0%A4%B0%E0%A5%8D%E0%A4%A5%E0%A4%BF%E0%A4%95_%E0%A4%B5%E0%A4%BF%E0%A4%95%E0%A4%BE%E0%A4%B8_%E0%A4%95%E0%A5%80_%E0%A4%B8%E0%A4%AE%E0%A4%9D\" >\u0905\u0930\u094d\u0925\u0936\u093e\u0938\u094d\u0924\u094d\u0930 (\u0906\u0930\u094d\u0925\u093f\u0915 \u0935\u093f\u0915\u093e\u0938 \u0915\u0940 \u0938\u092e\u091d)<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#UK_Board_class_10_Social_Science_Chapter_list_in_English\" >UK Board\u00a0class 10 Social Science Chapter list in (English)<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#History_India_and_The_Contemporary_World_%E2%80%93_II\" >History (India and The Contemporary World \u2013 II)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Geography_Contemporary_India_%E2%80%93_II\" >Geography (Contemporary India \u2013 II)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Political_Science_Democratic_Politics_-II\" >Political Science (Democratic Politics -II)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Economics_Understanding_Economic_Development\" >Economics (Understanding Economic Development)<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Uttarakhand_Board_class_10_Social_Science_Syllabus\" >Uttarakhand Board class 10 Social Science Syllabus<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#_Themes_Objectives\" >\u00a0Themes Objectives<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#_The_Rise_of_Nationalism_in_Europe\" >\u00a0The Rise of Nationalism in Europe:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-15\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#_The_Nationalist_Movement_in_Indo\" >\u00a0The Nationalist Movement in Indo-<\/a><ul class='ez-toc-list-level-4' ><li class='ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-16\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Nationalism_in_India\" >Nationalism in India:<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-17\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#objective_UK_Board_class_10_Social_Science_Syllabus\" >objective\u00a0UK Board class 10 Social Science Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-18\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Unit_2_Contemporary_India_%E2%80%93_II_55_Periods_Themes\" >Unit 2: Contemporary India &#8211; II 55 Periods \nThemes<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-19\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Objectives_UK_Board_class_10_Social_Science_Syllabus\" >Objectives\u00a0UK Board class 10 Social Science Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-20\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Project_Activity_UK_Board_class_10_Social_Science_Syllabus\" >Project \/ Activity:\u00a0UK Board class 10 Social Science Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-21\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Posters_UK_Board_class_10_Social_Science_Syllabus\" >Posters:UK Board class 10 Social Science Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-22\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Unit_3_Democratic_Politics_%E2%80%93_II_50_Periods\" >Unit 3: Democratic Politics &#8211; II\u00a050 Periods<\/a><ul class='ez-toc-list-level-4' ><li class='ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-23\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Themes_1_2Power_Sharing_Federalism\" >Themes \n1 &amp; 2.Power Sharing &amp; Federalism:\u00a0<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-24\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#3_4Democracy_and_Diversity_GenderReligion_and_Caste\" >3&amp;4.Democracy and Diversity &amp; Gender,Religion and Caste<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-25\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#5_Popular_Struggles_and_Movements_Note\" >5. Popular Struggles and Movements (Note :<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-26\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#6_Political_Parties\" >6. Political Parties<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-27\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#7_Outcomes_of_Democracy\" >7. Outcomes of Democracy:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-28\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#8_Challenges_to_Democracy\" >8. Challenges to Democracy:<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-29\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Objectives_UK_Board_class_10_Social_Science_Syllabus-2\" >Objectives\u00a0UK Board class 10 Social Science Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-30\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Unit_4_Understanding_Economic_Development_50_Periods_Themes\" >Unit 4: Understanding Economic Development 50 Periods \nThemes<\/a><ul class='ez-toc-list-level-4' ><li class='ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-31\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Development\" >Development:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-32\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Sectors_of_the_Indian_Economic\" >Sectors of the Indian Economic:<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-33\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Objectives_UK_Board_class_10_Social_Science_Syllabus-3\" >Objectives\u00a0UK Board class 10 Social Science Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-34\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Suggested_Activities_Instructions\" >Suggested Activities \/ Instructions:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-35\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#UK_Board_class_10_Social_Science_Syllabus-2\" >UK Board class 10 Social Science Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-36\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#PRESCRIBED_BOOKS_UK_Board_class_10_Social_Science_Syllabus\" >PRESCRIBED BOOKS\u00a0UK Board class 10 Social Science Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-37\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#LIST_OF_MAP_ITEMS_FOR_SOCIAL_SCIENCE\" >LIST OF MAP ITEMS FOR SOCIAL SCIENCE<\/a><ul class='ez-toc-list-level-5' ><li class='ez-toc-heading-level-5'><ul class='ez-toc-list-level-5' ><li class='ez-toc-heading-level-5'><a class=\"ez-toc-link ez-toc-heading-38\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Indian_National_Congress_Sessions\" >Indian National Congress Sessions:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-5'><a class=\"ez-toc-link ez-toc-heading-39\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Important_Centres_of_Indian_National_Movement\" >Important Centres of Indian National Movement<\/a><\/li><\/ul><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-40\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#B_GEOGRAPHY_Outline_Political_Map_of_India\" >B. GEOGRAPHY \nOutline Political Map of India<\/a><ul class='ez-toc-list-level-4' ><li class='ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-41\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Chapter_1_Resources_and_Development_Identification_only_Major_soil_Types\" >Chapter 1: Resources and Development \nIdentification only: Major soil Types<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-42\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Chapter_4_Agriculture_Identification_only\" >Chapter 4: Agriculture \nIdentification only<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-43\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Chapter_5_Mineral_and_Energy_Resources_UK_Board_class_10_Social_Science_Syllabus_Minerals_Identification_only\" >Chapter: 5 Mineral and Energy Resources\u00a0UK Board class 10 Social Science Syllabus \nMinerals: (Identification only)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-44\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Power_Plants_Locating_and_Labelling_only\" >Power Plants: \n(Locating and Labelling only)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-45\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Chapter_6_Manufacturing_Industries_UK_Board_class_10_Social_Science_Syllabus_Locating_and_Labelling_Only\" >Chapter 6: Manufacturing Industries\u00a0UK Board class 10 Social Science Syllabus \nLocating and Labelling Only<\/a><ul class='ez-toc-list-level-5' ><li class='ez-toc-heading-level-5'><a class=\"ez-toc-link ez-toc-heading-46\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Cotton_Textile_Industries\" >Cotton Textile Industries:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-5'><a class=\"ez-toc-link ez-toc-heading-47\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Iron_and_Steel_Plants\" >Iron and Steel Plants:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-5'><a class=\"ez-toc-link ez-toc-heading-48\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Software_Technology_Parks\" >Software Technology Parks:<\/a><\/li><\/ul><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-49\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/#Locating_and_Labelling_Major_Ports\" >Locating and Labelling: \nMajor Ports:<\/a><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n<p>UK Board class 10 Social Science Syllabus in PDF format for free download. Social Science syllabus for class 10 UK Board is now available in the myCBSEguide app. The curriculum for Uttarakhand Board exams is designed by UBSE, Uttarakhand as per NCERT textbooks for the session.<\/p>\n<p style=\"text-align: center;\"><strong>UK Board Class 10 Social Science Syllabus <a class=\"button\" href=\"https:\/\/mycbseguide.com\/downloads\/uttarakhand-board-class-10-social-science-(%E0%A4%B8%E0%A4%BE%E0%A4%AE%E0%A4%BE%E0%A4%9C%E0%A4%BF%E0%A4%95-%E0%A4%B5%E0%A4%BF%E0%A4%9C%E0%A5%8D%E0%A4%9E%E0%A4%BE%E0%A4%A8)\/3776\/\">Download as PDF<\/a><\/strong><\/p>\n<p style=\"padding-left: 150px;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright\" src=\"https:\/\/media-mycbseguide.s3.ap-south-1.amazonaws.com\/images\/blog\/class%2010%20sst%20geo.jpg\" width=\"151\" height=\"201\" \/><\/p>\n<h2><span class=\"ez-toc-section\" id=\"UK_Board_Syllabus_Class_10\"><\/span>UK Board Syllabus Class 10<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ul>\n<li><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-hindi-syllabus\/\">Hindi Class 10 UK Board Syllabus<\/a><\/li>\n<li><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-mathematics-syllabus\/\">mathematics Class 10 UK Board Syllabus<\/a><\/li>\n<li><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-english-syllabus\/\">English Class 10 UK Board Syllabus<\/a><\/li>\n<li class=\"entry-title\"><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-science-syllabus\/\">Science Class 10 UK Board Syllabus<\/a><\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"UK_Board_class_10_Social_Science_Syllabus\"><\/span>UK\u00a0<strong>Board class 10 Social Science Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<h3><span class=\"ez-toc-section\" id=\"%E0%A4%87%E0%A4%A4%E0%A4%BF%E0%A4%B9%E0%A4%BE%E0%A4%B8_%E0%A4%AD%E0%A4%BE%E0%A4%B0%E0%A4%A4_%E0%A4%94%E0%A4%B0_%E0%A4%B8%E0%A4%AE%E0%A4%95%E0%A4%BE%E0%A4%B2%E0%A5%80%E0%A4%A8_%E0%A4%B5%E0%A4%BF%E0%A4%B6%E0%A5%8D%E0%A4%B5_%E2%80%93_II\"><\/span>\u0907\u0924\u093f\u0939\u093e\u0938 (\u092d\u093e\u0930\u0924 \u0914\u0930 \u0938\u092e\u0915\u093e\u0932\u0940\u0928 \u0935\u093f\u0936\u094d\u0935 \u2013 II)<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>\u092f\u0942\u0930\u094b\u092a \u092e\u0947\u0902 \u0930\u093e\u0937\u094d\u091f\u094d\u0930\u0935\u093e\u0926 \u0915\u093e \u0909\u0926\u092f<\/li>\n<li>\u0907\u0902\u0921\u094b-\u091a\u093e\u0907\u0928\u093e \u092e\u0947\u0902 \u0930\u093e\u0937\u094d\u091f\u094d\u0930\u0935\u093e\u0926\u0940 \u0906\u0902\u0926\u094b\u0932\u0928<\/li>\n<li>\u092d\u093e\u0930\u0924 \u092e\u0947\u0902 \u0930\u093e\u0937\u094d\u091f\u094d\u0930\u0935\u093e\u0926<\/li>\n<li>\u092d\u0942\u092e\u0902\u0921\u0932\u0940\u0915\u0943\u0924 \u0935\u093f\u0936\u094d\u0935 \u0915\u093e \u092c\u0928\u0928\u093e<\/li>\n<li>\u0914\u0926\u094d\u092f\u094b\u0917\u093f\u0915\u0940\u0915\u0930\u0923 \u0915\u0940 \u092f\u0941\u0917<\/li>\n<li>\u0915\u093e\u092e, \u0906\u0930\u093e\u092e \u0914\u0930 \u091c\u0940\u0935\u0928<\/li>\n<li>\u092e\u0941\u0926\u094d\u0930\u0923 \u0938\u0902\u0938\u094d\u0915\u0943\u0924\u093f \u0914\u0930 \u0906\u0927\u0941\u0928\u093f\u0915 \u0926\u0941\u0928\u093f\u092f\u093e<\/li>\n<li>\u0909\u092a\u0928\u094d\u092f\u093e\u0938, \u0938\u092e\u093e\u091c \u0914\u0930 \u0907\u0924\u093f\u0939\u093e\u0938<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"%E0%A4%AD%E0%A5%82%E0%A4%97%E0%A5%8B%E0%A4%B2_%E0%A4%B8%E0%A4%AE%E0%A4%95%E0%A4%BE%E0%A4%B2%E0%A5%80%E0%A4%A8_%E0%A4%AD%E0%A4%BE%E0%A4%B0%E0%A4%A4_%E2%80%93_II\"><\/span>\u092d\u0942\u0917\u094b\u0932 (\u0938\u092e\u0915\u093e\u0932\u0940\u0928 \u092d\u093e\u0930\u0924 \u2013 II)<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>\u0938\u0902\u0938\u093e\u0927\u0928 \u0914\u0930 \u0935\u093f\u0915\u093e\u0938<\/li>\n<li>\u0935\u0928 \u0914\u0930 \u0935\u0928\u094d\u092f\u091c\u0940\u0935 \u0938\u0902\u0938\u093e\u0927\u0928<\/li>\n<li>\u091c\u0932 \u0938\u0902\u0938\u093e\u0927\u0928<\/li>\n<li>\u0915\u0943\u0937\u093f<\/li>\n<li>\u0916\u0928\u093f\u091c \u0914\u0930 \u090a\u0930\u094d\u091c\u093e \u0938\u0902\u0938\u093e\u0927\u0928<\/li>\n<li>\u0935\u093f\u0928\u093f\u0930\u094d\u092e\u093e\u0923 \u0909\u0926\u094d\u092f\u094b\u0917<\/li>\n<li>\u0930\u093e\u0937\u094d\u091f\u094d\u0930\u0940\u092f \u0905\u0930\u094d\u0925\u0935\u094d\u092f\u0935\u0938\u094d\u0925\u093e \u0915\u0940 \u091c\u0940\u0935\u0928 \u0930\u0947\u0916\u093e\u090f\u0901<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"%E0%A4%B0%E0%A4%BE%E0%A4%9C%E0%A4%A8%E0%A5%80%E0%A4%A4%E0%A4%BF_%E0%A4%B5%E0%A4%BF%E0%A4%9C%E0%A5%8D%E0%A4%9E%E0%A4%BE%E0%A4%A8_%E0%A4%B2%E0%A5%8B%E0%A4%95%E0%A4%A4%E0%A4%BE%E0%A4%82%E0%A4%A4%E0%A5%8D%E0%A4%B0%E0%A4%BF%E0%A4%95_%E0%A4%B0%E0%A4%BE%E0%A4%9C%E0%A4%A8%E0%A5%80%E0%A4%A4%E0%A4%BF_-II\"><\/span>\u0930\u093e\u091c\u0928\u0940\u0924\u093f \u0935\u093f\u091c\u094d\u091e\u093e\u0928 (\u0932\u094b\u0915\u0924\u093e\u0902\u0924\u094d\u0930\u093f\u0915 \u0930\u093e\u091c\u0928\u0940\u0924\u093f -II)<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>\u0938\u0924\u094d\u0924\u093e \u0915\u0940 \u0938\u093e\u091d\u0947\u0926\u093e\u0930\u0940<\/li>\n<li>\u0938\u0902\u0918\u0935\u093e\u0926<\/li>\n<li>\u0932\u094b\u0915\u0924\u0902\u0924\u094d\u0930 \u0914\u0930 \u0935\u093f\u0935\u093f\u0927\u0924\u093e<\/li>\n<li>\u091c\u093e\u0924\u093f, \u0927\u0930\u094d\u092e \u0914\u0930 \u0932\u0948\u0902\u0917\u093f\u0915 \u092e\u0938\u0932\u0947<\/li>\n<li>\u091c\u0928-\u0938\u0902\u0918\u0930\u094d\u0937 \u0914\u0930 \u0906\u0902\u0926\u094b\u0932\u0928<\/li>\n<li>\u0930\u093e\u091c\u0928\u0940\u0924\u093f\u0915 \u0926\u0932<\/li>\n<li>\u0932\u094b\u0915\u0924\u0902\u0924\u094d\u0930 \u0915\u0947 \u092a\u0930\u093f\u0923\u093e\u092e<\/li>\n<li>\u0932\u094b\u0915\u0924\u0902\u0924\u094d\u0930 \u0915\u0940 \u091a\u0941\u0928\u094c\u0924\u093f\u092f\u093e\u0901<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"%E0%A4%85%E0%A4%B0%E0%A5%8D%E0%A4%A5%E0%A4%B6%E0%A4%BE%E0%A4%B8%E0%A5%8D%E0%A4%A4%E0%A5%8D%E0%A4%B0_%E0%A4%86%E0%A4%B0%E0%A5%8D%E0%A4%A5%E0%A4%BF%E0%A4%95_%E0%A4%B5%E0%A4%BF%E0%A4%95%E0%A4%BE%E0%A4%B8_%E0%A4%95%E0%A5%80_%E0%A4%B8%E0%A4%AE%E0%A4%9D\"><\/span>\u0905\u0930\u094d\u0925\u0936\u093e\u0938\u094d\u0924\u094d\u0930 (\u0906\u0930\u094d\u0925\u093f\u0915 \u0935\u093f\u0915\u093e\u0938 \u0915\u0940 \u0938\u092e\u091d)<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>\u0935\u093f\u0915\u093e\u0938<\/li>\n<li>\u092d\u093e\u0930\u0924\u0940\u092f \u0905\u0930\u094d\u0925\u0935\u094d\u092f\u0935\u0938\u094d\u0925\u093e \u0915\u0947 \u0915\u094d\u0937\u0947\u0924\u094d\u0930\u0915<\/li>\n<li>\u092e\u0941\u0926\u094d\u0930\u093e \u0914\u0930 \u0938\u093e\u0916<\/li>\n<li>\u0935\u0948\u0936\u094d\u0935\u0940\u0915\u0930\u0923 \u0914\u0930 \u092d\u093e\u0930\u0924\u0940\u092f \u0905\u0930\u094d\u0925\u0935\u094d\u092f\u0935\u0938\u094d\u0925\u093e<\/li>\n<li>\u0909\u092a\u092d\u094b\u0915\u094d\u0924\u093e \u0905\u0927\u093f\u0915\u093e\u0930<\/li>\n<\/ol>\n<h2><span class=\"ez-toc-section\" id=\"UK_Board_class_10_Social_Science_Chapter_list_in_English\"><\/span>UK Board\u00a0<strong>class 10 Social Science Chapter list in (English)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<h3><span class=\"ez-toc-section\" id=\"History_India_and_The_Contemporary_World_%E2%80%93_II\"><\/span>History (India and The Contemporary World \u2013 II)<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>The Rise of Nationalism in Europe<\/li>\n<li>The Nationalist Movement in Indo \u2013 China<\/li>\n<li>Nationalism in India<\/li>\n<li>The Making of a Global World<\/li>\n<li>The Age of Industrialisation<\/li>\n<li>Work, Life and Leisure<\/li>\n<li>Print Culture and The Modern World<\/li>\n<li>Novels, Society and History<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"Geography_Contemporary_India_%E2%80%93_II\"><\/span>Geography (Contemporary India \u2013 II)<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>Resources and Development<\/li>\n<li>Forest and Wildlife Resources<\/li>\n<li>Water Resources<\/li>\n<li>Agriculture<\/li>\n<li>Minerals and Energy Resources<\/li>\n<li>Manufacturing Industries<\/li>\n<li>Lifelines of National Economy<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"Political_Science_Democratic_Politics_-II\"><\/span>Political Science (Democratic Politics -II)<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>Power Sharing<\/li>\n<li>Federalism<\/li>\n<li>Democracy and Diversity<\/li>\n<li>Gender, Religion and Caste in Politics<\/li>\n<li>Popular Struggles and Movements<\/li>\n<li>Political Parties<\/li>\n<li>Outcomes of Democracy<\/li>\n<li>Challenges to Democracy<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"Economics_Understanding_Economic_Development\"><\/span>Economics (Understanding Economic Development)<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>Development<\/li>\n<li>Sectors of the Indian Economy<\/li>\n<li>Money and Credit<\/li>\n<li>Globalisation and the Indian Economy<\/li>\n<li>Consumer Rights<\/li>\n<\/ol>\n<h2><span class=\"ez-toc-section\" id=\"Uttarakhand_Board_class_10_Social_Science_Syllabus\"><\/span>Uttarakhand Board class 10 Social Science Syllabus<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><!--{cke_protected}{C}%3C!%2D%2D%20Ionic's%20root%20component%20and%20where%20the%20app%20will%20load%20%2D%2D%3E--><\/p>\n<div>\n<p><strong>Time: 3 Hrs. Marks: 80<\/strong><\/p>\n<table class=\"mobile\" border=\"1\" width=\"767\" cellspacing=\"0\" cellpadding=\"1\">\n<tbody>\n<tr>\n<td>Units<\/td>\n<td><\/td>\n<td>Marks<\/td>\n<td>Pd<\/td>\n<\/tr>\n<tr>\n<td>I<\/td>\n<td>India and the Contemporary World &#8211; II<\/td>\n<td>20<\/td>\n<td>60<\/td>\n<\/tr>\n<tr>\n<td>II<\/td>\n<td>Contemporary India-II<\/td>\n<td>20<\/td>\n<td>55<\/td>\n<\/tr>\n<tr>\n<td>III<\/td>\n<td>Democratic Politics II<\/td>\n<td>20<\/td>\n<td>50<\/td>\n<\/tr>\n<tr>\n<td>IV<\/td>\n<td>Understanding Economic Development<\/td>\n<td>20<\/td>\n<td>50<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Total<\/td>\n<td>80<\/td>\n<td>215<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Unit 1: India and the Contemporary World-II\u00a060 Periods<\/strong><\/p>\n<h3><span class=\"ez-toc-section\" id=\"_Themes_Objectives\"><\/span><strong>\u00a0Themes Objectives<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>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.<\/li>\n<li>Sub-units 1.2 and 1.3 students are required to choose any one theme from each. Thus all students are required to study four themes in all.<\/li>\n<li>Sub-unit 1.1 : Events and processes: Anyone from 1 and 2 of the following themes\n<ol>\n<li>\n<h3><span class=\"ez-toc-section\" id=\"_The_Rise_of_Nationalism_in_Europe\"><\/span><strong>\u00a0The Rise of Nationalism in Europe:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>(a) The growth of nationalism in Europe after the 1830s. (b) The ideas of Giuseppe Mazzini, etc.<br \/>\n(c) General characteristics of the movements in Poland, Hungary, Italy, Germany and Greece. (Chapter 1)<\/li>\n<li>\n<h3><span class=\"ez-toc-section\" id=\"_The_Nationalist_Movement_in_Indo\"><\/span><strong>\u00a0The Nationalist Movement in Indo- <\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>China: Factors Leading to Growth of Nationalism in Indo-China<br \/>\n(a)French colonialism in Indo-China.<br \/>\n(b) Phases of struggle against the French.<br \/>\n(c) The ideas of Phan Chu Trinh, Phan Boi Chau, HO Chi Minh<br \/>\n(d) The Second World War and the liberation struggle.<br \/>\n(e) America and the Vietnam war. (Chapter<\/li>\n<li>\n<h4><span class=\"ez-toc-section\" id=\"Nationalism_in_India\"><\/span><strong>Nationalism in India:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p>(a) Impact of First world war,Khilafat, NonCooperation and Differing Strands within the Movement.<br \/>\n(b) Salt Satyagraha.<br \/>\n(c) Movements of peasants, workers, tribals.<br \/>\n(d) Limits of Civil Disobedience.<br \/>\n(e) The Sense of Collective Belonging. (Chapter3)<br \/>\n\u2022 Sub-unit 1.2: Livelihoods, Economies and Societies:<br \/>\nAny one of the following themes:<\/li>\n<li><strong>The making of a Global World:<\/strong><br \/>\n(a) The Pre-modern world<br \/>\n(b) The Nineteenth Century Global Economy (Colonialism)<br \/>\n(c) The Inter war Economy (Great Depression)<br \/>\n(d) Rebuilding the World Economy<\/li>\n<li><strong>\u00a0The Age of Industrialization :<\/strong><br \/>\n(a) Proto-industrialization and pace of industrial change (b) Life of workers<br \/>\n(c) Industrialization in the colonies<br \/>\n(d) Early Entrepreneurs &amp; Workers<br \/>\n(e) The Peculiarities of Industrial Growth<br \/>\n(f) Market for Goods<\/li>\n<li><strong>Work, Life &amp; Leisure :<\/strong><br \/>\n(a) Development of modern cities due to Industrialization in London &amp; Bombay<br \/>\n(b) Housing and Land Reclamation<br \/>\n(c) Social Changes in the cities<br \/>\n(d) Cities and the challenge of the Environment<br \/>\nSub-unit 1.3 : Everyday Life, Culture and Politics (Any one of the following themes):<\/li>\n<li><strong>Print Culture and the Modern World:<\/strong><br \/>\n(a) The history of print in Europe.<br \/>\n(b) The growth of press in nineteenth century India.<br \/>\n(c) Relationship between print culture, public debate and politics.<br \/>\n(Chapter 7)<\/li>\n<li><strong>Novels, Society and History:<\/strong><br \/>\n(a) Emergence of the novel as a genre in the west.<br \/>\n(b) The relationship between the novel and changes in modern society.<br \/>\n(c)Early novels in nineteenth century India<br \/>\n(d) A study of two or three majorwriters.<br \/>\n(Chapter 8)<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"objective_UK_Board_class_10_Social_Science_Syllabus\"><\/span><strong>objective\u00a0UK Board class 10 Social Science Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>The theme will discuss the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period.<\/li>\n<li>Discuss the relationship\/difference between European nationalism and anti-colonial nationalisms.<\/li>\n<li>Point to the way the idea of the Formath required nation states became generalized in Europe and elsewhere.<\/li>\n<li>Discuss the difference between French colonialism in Indo-China and British colonialism in India.<\/li>\n<li>Outline the different stages of the anti-imperialist struggle in IndoChina.<\/li>\n<li>Familiarize the students with the differences between nationalist movements in Indo China and India.<\/li>\n<li>Discuss the characteristics of Indian nationalism through a case study of Civil Disobedience Movement.<\/li>\n<li>Analyze the nature of the diverse social movements of the time.16<\/li>\n<li>Familiarize students with the writings and ideals of different political groups and individuals, notably Mahatma Gandhi.<\/li>\n<li>Show that globalization has a long history and point to the shifts within the process.<\/li>\n<li>Analyze the implication of globalization for local economies.<\/li>\n<li>Discuss how globalization is experienced differently by different social groups.<\/li>\n<li>Familiarize students with the Proto-Industrial phase and Early \u2013 factory system.<\/li>\n<li>To make them understand, about the process of industrialization and its impact on labour class.<\/li>\n<li>To explain them about industrialization in the colonies in reference to Textile industries.<\/li>\n<li>Show the difference between urbanization in two different contexts. A focus on Bombay and London will allow the discussions on urbanization and industrialization to complement each other.<\/li>\n<li>Discuss the link between print culture and the circulation of ideas.<\/li>\n<li>Familiarize students with pictures, cartoons, extracts from propaganda literature and newspaper debateson important events and issues in the past.<\/li>\n<li>Show that forms of writing have a specific history, and that they reflect historical changes within society and shape the forces of change.<\/li>\n<li>Familiarize students with some of the ideas of writers who have had a powerful impact on society.<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Unit_2_Contemporary_India_%E2%80%93_II_55_Periods_Themes\"><\/span><strong>Unit 2: Contemporary India &#8211; II 55 Periods<\/strong><br \/>\n<strong>Themes<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li><strong>Resources and Development: <\/strong>Types- natural and human; Need for resource planning, natural resources, land as a resource, soil types and distribution; changing land-use pattern; land degradation and conservation measures. (Chapter 1)<\/li>\n<li><strong>\u00a0Water Resources:<\/strong> Sources, distribution, utilisation, multi-purpose projects, water scarcity, need for conservation and management, rainwater harvesting. (One case study to be introduced)<br \/>\n(Chapter 3)<\/li>\n<li><strong>Agriculture:<\/strong> Types of farming, major crops, cropping pattern, technological and institutional reforms; their impact; contribution of Agriculture to national economy employment and output.<br \/>\nNote: Content of pg no. 44-47 of NCERT Textbook is to be deleted.<br \/>\n(Chapter 4)<\/li>\n<li><strong>Minerals and Energy Resources: <\/strong>Types of minerals, distribution (Note: on map<br \/>\nonly) use and economic importance of minerals, conservation, types of power<br \/>\nresources: conventional and nonconventional, distribution and utilization, and conservation.<br \/>\n(Chapter 5)<\/li>\n<li><strong>\u00a0Manufacturing Industries:<\/strong> Types, spatial distribution (Note: on map<br \/>\nonly) contribution of industries to the national economy, industrial pollution and<br \/>\ndegradation of environment, measures to control degradation. Note : Content<br \/>\nmentioned on page no. 74-75 of NCERT, Geography Text book i.e. Aluminium<br \/>\nSmelting, Chemical Industries, Fertilizer Industry, Cement Industry is not required to be delivered in class room during instruction.<\/li>\n<li><strong>Life Lines of National Economy :<\/strong> Importance of means of Communication<br \/>\nand transportation, Trade &amp; Tourism<br \/>\n(Chapter 7)<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"Objectives_UK_Board_class_10_Social_Science_Syllabus\"><\/span><strong>Objectives\u00a0UK Board class 10 Social Science Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>\u00a0To Understand the value of resources and the need for their judicious utilisation and conservation.<\/li>\n<li>Understand the importance of water as a resource as well as develop awareness towards its judicious use and conservation.<\/li>\n<li>Understanding the importance of agriculture in national economy.<\/li>\n<li>Identify various types of farming and discuss the various farming methods; describe the spatial distribution of major crops as well as understand the relationship between rainfall regimes and cropping pattern.<\/li>\n<li>Explain various government policies for institutional as well as technological reforms since independence.<\/li>\n<li>To Discuss various types of minerals as well as their uneven nature of distribution and explain the need for their judicious utilisation.<\/li>\n<li>Discuss various types of conventional and non- conventional resources and their utilization.<\/li>\n<li>Discussion 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.<\/li>\n<li>Discuss the need for a planned industrial development and debate over the role of government towards sustainable development.<\/li>\n<li>To explain the importance of transport and communication in the ever shrinking world.<\/li>\n<li>To understand the role of trade in the economic development of a country.<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Project_Activity_UK_Board_class_10_Social_Science_Syllabus\"><\/span><strong>Project \/ Activity:\u00a0UK Board class 10 Social Science Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>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.<\/li>\n<li>Learners may write a brief report on various irrigation practices in the village and<br \/>\nthe change in cropping pattern in the last decade.<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Posters_UK_Board_class_10_Social_Science_Syllabus\"><\/span><strong>Posters:<\/strong><strong>UK Board class 10 Social Science Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>Pollution of water in the locality.<\/li>\n<li>Depletion of forests and the greenhouse effect.<br \/>\nNote: Any similar activity may be taken up.<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Unit_3_Democratic_Politics_%E2%80%93_II_50_Periods\"><\/span><strong>Unit 3: Democratic Politics &#8211; II<\/strong>\u00a050 Periods<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<h4><span class=\"ez-toc-section\" id=\"Themes_1_2Power_Sharing_Federalism\"><\/span><strong>Themes<br \/>\n1 &amp; 2.Power Sharing &amp; Federalism:\u00a0<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p>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?<br \/>\n(Chapter 1&amp;2)<\/p>\n<h4><span class=\"ez-toc-section\" id=\"3_4Democracy_and_Diversity_GenderReligion_and_Caste\"><\/span><strong>3&amp;4.Democracy and Diversity &amp; Gender,Religion and Caste<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><strong>: <\/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?<br \/>\n(Chapter 3 &amp; 4)<\/p>\n<h4><span class=\"ez-toc-section\" id=\"5_Popular_Struggles_and_Movements_Note\"><\/span><strong>5. Popular Struggles and Movements (Note :<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p>Ch-5 is to be done as project work only and will not be evaluated in theory)<\/p>\n<h4><span class=\"ez-toc-section\" id=\"6_Political_Parties\"><\/span><strong>6. Political Parties<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p>What role do political parties play in competition and contestation? Which are the major national and regional parties in India?<br \/>\n(Chapter 6)<\/p>\n<h4><span class=\"ez-toc-section\" id=\"7_Outcomes_of_Democracy\"><\/span><strong>7. Outcomes of Democracy:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p>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?<br \/>\n(Chapter 7)<\/p>\n<h4><span class=\"ez-toc-section\" id=\"8_Challenges_to_Democracy\"><\/span><strong>8. Challenges to Democracy:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p>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?<br \/>\n(Chapter 8)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Objectives_UK_Board_class_10_Social_Science_Syllabus-2\"><\/span><strong>Objectives\u00a0UK Board class 10 Social Science Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Introduce students to the centrality of power sharing in a democracy.<\/p>\n<ul>\n<li>Understand the working of spatial and social power sharing mechanisms.<\/li>\n<li>Analyse federal provisions and institutions.<\/li>\n<li>Understand the new Panchayati Raj institutions in rural and urban areas.<\/li>\n<li>Analyse the relationship between social cleavages and political competition<br \/>\nwith reference to Indian situation.<\/li>\n<li>Understand and analyse the challenges posed by communalism to Indian democracy.<\/li>\n<li>Understand the enabling and disabling effects of caste and ethnicity in politics.<\/li>\n<li>Develop a gender perspective on politics.<\/li>\n<li>Understand the vital role of struggle in the expansion of democracy.<\/li>\n<li>Analyse party systems in democracies.<\/li>\n<li>Introduction to major political parties in the country.<\/li>\n<li>Analyse the role of social movements and non- party political formations.<\/li>\n<li>Introduction to the difficult question of evaluating the functioning of democracies.<\/li>\n<li>Develop the skills of evaluating Indian democracy on some key dimensions: development, security and dignity for the people.20<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Unit_4_Understanding_Economic_Development_50_Periods_Themes\"><\/span><strong>Unit 4: Understanding Economic Development 50 Periods<br \/>\nThemes<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<h4><span class=\"ez-toc-section\" id=\"Development\"><\/span><strong>Development: <\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p>The traditional notion of development; National Income and Percapita Income. Growth of National Income &#8211; 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 briefasa holistic measure of development.<\/p>\n<h4><span class=\"ez-toc-section\" id=\"Sectors_of_the_Indian_Economic\"><\/span><strong>Sectors of the Indian Economic:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p>*Sectors of Economic Activities; Historical change in sectors; Rising importance of tertiary sector; Employment Generation; Division of Sectors- Organised and Unorganised; Protective measures for unorganised sector workers.<br \/>\n(Chapter 2)<\/p>\n<ol>\n<li><strong>Money and Credit: Role of money in an economy: <\/strong>Formal and Informal financial<br \/>\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.<br \/>\n(Chapter 3)<br \/>\n<strong>(Note : Ch-3 will also be evaluated in theory)<\/strong><\/li>\n<li><strong>Globalisation and the Indian Economy: <\/strong>Production across countries, Foreign<br \/>\ntrade and Interaction of Markets, what is Globalization? Factors, WTO, Impact, Fair Globalization<br \/>\n(Chapter 4)<\/li>\n<li><strong>Consumer Rights:<\/strong> *How consumer is exploited (one or two simple case studies)<br \/>\nfactors causing exploitation of consumers;p Rise of consumer awareness; how a consumer should be in a market; role of government in consumer protection.<br \/>\n(Chapter 5)<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"Objectives_UK_Board_class_10_Social_Science_Syllabus-3\"><\/span><strong>Objectives\u00a0UK Board class 10 Social Science Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>Familiarisation of some macroeconomic concepts.<\/li>\n<li>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.<\/li>\n<li>It is necessary to raise question in minds of the children whether the increase in income alone is sufficient for a nation.<\/li>\n<li>How and why people should be healthy and provided with education.<\/li>\n<li>To make aware of a majoremployment generating sector.<\/li>\n<li>Sensitise the learner of how and why governments invest in such an important sector.<\/li>\n<li>Familiarize the concept of money as an economic concept.<\/li>\n<li>Create awareness of the role of financial institutions from the point of view of day-to- day life.<\/li>\n<li>Provide children with some idea about how a particular economic phenomenon is influencing their surroundings and day-to-day life.<\/li>\n<li>Making the child aware of her rights and duties as a consumer;<\/li>\n<li>Familiarizing the legal measures available to protect from being exploited in markets.<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Suggested_Activities_Instructions\"><\/span><strong>Suggested Activities \/ Instructions:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Theme 2*: Visit to banks and money lenders \/ pawnbrokers and discuss various activities<br \/>\nthat you have observed in banks in the classroom.<br \/>\nParticipate in the meetings of Self Help Groups, which are engaged in micro credit schemes in the locality of learners and observe issues discussed.<br \/>\nTheme 4**: Provide many examples of service sector activities. Use numerical examples, charts and photographs.<br \/>\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<h3 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"UK_Board_class_10_Social_Science_Syllabus-2\"><\/span><strong>UK Board class 10 Social Science Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>Project Work:<\/strong><strong>05 Periods (5 Marks)<\/strong><br \/>\nEvery student has to compulsorily undertake any one project on the following<br \/>\nunits\/topics:<\/p>\n<ol>\n<li>Disaster Management (Pertaining to class X curriculum of Disaster Management only).<br \/>\nOR<\/li>\n<li>Popular Struggles and Movements<br \/>\nOR<\/li>\n<li>Money and Credit<br \/>\nThe project has to be carefully designed so as to \u2013<\/p>\n<ol start=\"1\">\n<li>Create awareness in learners<\/li>\n<li>Enable them to understand and co-relate all aspects of selected topic<\/li>\n<li>Relate theory with practice<\/li>\n<li>Relation of different aspects with life<\/li>\n<li>Provide hands on experience<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<p>The distribution of marks over different aspects relating to Project Work is as follows:<\/p>\n<table class=\"mobile\" border=\"1\" width=\"765\" cellspacing=\"0\" cellpadding=\"1\">\n<tbody>\n<tr>\n<td><strong>S.NO. <\/strong><\/td>\n<td><strong>ASPECTS<\/strong><\/td>\n<td><strong>MARKS<\/strong><\/td>\n<\/tr>\n<tr>\n<td>1.<\/td>\n<td>Content accuracy and originality<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>2.<\/td>\n<td>Presentation and creativity<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>3.<\/td>\n<td>Process of Project Completion : Initiative, cooperativeness,<br \/>\nparticipation and punctuality<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>4.<\/td>\n<td>Viva or written test for content assimilation<\/td>\n<td>2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The projects carried out by the students in different topics should subsequently be shared<br \/>\namong themselves through interactive sessions such as exhibitions, panel discussions,<br \/>\netc. All documents pertaining to assessment under this activity should be meticulously<br \/>\nmaintained by concerned schools. A Summary Report should be prepared highlighting:<\/p>\n<ul>\n<li>objectives realized through individual or group interactions;<\/li>\n<li>calendar of activities;<\/li>\n<li>innovative ideas generated in this process<\/li>\n<li>list of questions asked in viva voce<\/li>\n<\/ul>\n<p>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 should be handwritten by the students themselves and comprise of not more than 15 foolscap pages. Records pertaining to projects (internal23 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. Subjudiced cases, if any or those involving RTI \/ Grievances may however be retained beyond three months.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"PRESCRIBED_BOOKS_UK_Board_class_10_Social_Science_Syllabus\"><\/span><strong>PRESCRIBED BOOKS\u00a0UK Board class 10 Social Science Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>India and the Contemporary World-II (History) &#8211; Published by NCERT<\/li>\n<li>Contemporary India II (Geography) &#8211; Published by NCERT<\/li>\n<li>Democratic Politics II (Political Science) &#8211; Published by NCERT<\/li>\n<li>Understanding Economic Development &#8211; Published by NCERT<\/li>\n<li>Together Towards a Safer India &#8211; Part III, a textbook on Disaster Management &#8211; Published by CBSE<\/li>\n<\/ol>\n<h3 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"LIST_OF_MAP_ITEMS_FOR_SOCIAL_SCIENCE\"><\/span><strong>LIST OF MAP ITEMS FOR SOCIAL SCIENCE<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol start=\"1\">\n<li><strong>History &#8211; Outline Political Map of India<\/strong><br \/>\nLesson-3 Nationalism in India \u2013 (1918 \u2013 1930)<br \/>\nFor locating and labelling \/ Identification<\/li>\n<\/ol>\n<ol>\n<li>\n<h5><span class=\"ez-toc-section\" id=\"Indian_National_Congress_Sessions\"><\/span>Indian National Congress Sessions:<span class=\"ez-toc-section-end\"><\/span><\/h5>\n<p>Calcutta (Sep. 1920)<br \/>\nNagpur (Dec. 1920)<br \/>\nMadras (1927)<br \/>\nLahore (1929)<\/li>\n<li>\n<h5><span class=\"ez-toc-section\" id=\"Important_Centres_of_Indian_National_Movement\"><\/span>Important Centres of Indian National Movement<span class=\"ez-toc-section-end\"><\/span><\/h5>\n<p>(Non-cooperation and Civil Disobedience Movement)<\/p>\n<ol start=\"1\">\n<li>Champaran (Bihar) &#8211; Movement of Indigo Planters<\/li>\n<li>Kheda (Gujrat) &#8211; Peasant Satyagrah<\/li>\n<li>Ahmedabad (Gujarat) &#8211; Cotton Mill Workers Satyagraha<\/li>\n<li>Amritsar (Punjab) &#8211; Jallianwala Bagh Incident<\/li>\n<li>Chauri Chaura (U.P.) &#8211; Calling off the Non Cooperation Movement<\/li>\n<li>Dandi (Gujarat) &#8211; Civil Disobedience Movement<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<h3 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"B_GEOGRAPHY_Outline_Political_Map_of_India\"><\/span>B. <strong>GEOGRAPHY<\/strong><br \/>\nOutline Political Map of India<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<h4><span class=\"ez-toc-section\" id=\"Chapter_1_Resources_and_Development_Identification_only_Major_soil_Types\"><\/span><strong>Chapter 1: Resources and Development<\/strong><br \/>\nIdentification only: Major soil Types<span class=\"ez-toc-section-end\"><\/span><\/h4>\n<p><strong>Chapter 3: Water Resources<\/strong><br \/>\nLocating and Labelling \u2013<\/p>\n<p><strong>Dams:<\/strong><\/p>\n<ol>\n<li>Salal<\/li>\n<li>Bhakra Nangal<\/li>\n<li>Tehri<\/li>\n<li>Rana Pratap Sagar<\/li>\n<li>Sardar Sarovar<\/li>\n<li>Hirakud<\/li>\n<li>Nagarjuna Sagar<\/li>\n<li>Tungabhadra (Along with rivers)<\/li>\n<\/ol>\n<h4><span class=\"ez-toc-section\" id=\"Chapter_4_Agriculture_Identification_only\"><\/span><strong>Chapter 4: Agriculture<\/strong><br \/>\nIdentification only<span class=\"ez-toc-section-end\"><\/span><\/h4>\n<ol start=\"1\">\n<li>Major areas of Rice and Wheat<\/li>\n<li>Largest \/ Major producer states of Sugarcane; Tea; Coffee; Rubber; Cotton and Jute<\/li>\n<\/ol>\n<h4><span class=\"ez-toc-section\" id=\"Chapter_5_Mineral_and_Energy_Resources_UK_Board_class_10_Social_Science_Syllabus_Minerals_Identification_only\"><\/span><strong>Chapter: 5 Mineral and Energy Resources\u00a0<\/strong><strong>UK Board class 10 Social Science Syllabus<br \/>\nMinerals:<\/strong> (Identification only)<span class=\"ez-toc-section-end\"><\/span><\/h4>\n<ol start=\"1\">\n<li><strong>Iron ore mines:<\/strong><br \/>\nMayurbhanj<br \/>\nDurg<br \/>\nBailadila<br \/>\nBellary<br \/>\nKudremukh<\/li>\n<li><strong>Mica mines:<\/strong><br \/>\nAjmer<br \/>\nBeawar<br \/>\nNellore<br \/>\nGaya<br \/>\nHazaribagh<\/li>\n<li><strong>Coal mines:<\/strong><br \/>\nRaniganj<br \/>\nJharia<br \/>\nBokaro<br \/>\nTalcher<br \/>\nKorba<br \/>\nSingrauli<br \/>\nSingareni<br \/>\nNeyvali<\/li>\n<li><strong>Oil Fields:<\/strong><br \/>\nDigboi<br \/>\nNaharkatia<br \/>\nMumbai High<br \/>\nBassien<br \/>\nKalol<br \/>\nAnkaleshwar<\/li>\n<li><strong>Bauxite Deposits:<\/strong><br \/>\nThe Amarkantak plateau<br \/>\nMaikal hills<br \/>\nThe plateau region of Bilaspur-Katni<br \/>\nOrissa Panchpatmali deposits in Koraput district<\/li>\n<li><strong>Mica deposits:<\/strong><br \/>\nThe Chota Nagpur plateau<br \/>\nKoderma Gaya-Hazaribagh belt of Jharkhand<br \/>\nAjmer<br \/>\nNellore mica belt27<\/li>\n<\/ol>\n<h4><span class=\"ez-toc-section\" id=\"Power_Plants_Locating_and_Labelling_only\"><\/span><strong>Power Plants:<\/strong><br \/>\n(Locating and Labelling only)<span class=\"ez-toc-section-end\"><\/span><\/h4>\n<ol start=\"1\">\n<li>Thermal :<br \/>\nNamrup<br \/>\nTalcher<br \/>\nSingrauli<br \/>\nHarduaganj<br \/>\nKorba<br \/>\nUran<br \/>\nRamagundam<br \/>\nVijaywada<br \/>\nTuticorin<\/li>\n<li>Nuclear:<br \/>\nNarora<br \/>\nRawat Bhata<br \/>\nKakrapara<br \/>\nTarapur<br \/>\nKaiga<br \/>\nKalpakkam<\/li>\n<\/ol>\n<h4><span class=\"ez-toc-section\" id=\"Chapter_6_Manufacturing_Industries_UK_Board_class_10_Social_Science_Syllabus_Locating_and_Labelling_Only\"><\/span><strong>Chapter 6: Manufacturing Industries\u00a0UK Board class 10 Social Science Syllabus<\/strong><br \/>\nLocating and Labelling Only<span class=\"ez-toc-section-end\"><\/span><\/h4>\n<ol>\n<li>\n<h5><span class=\"ez-toc-section\" id=\"Cotton_Textile_Industries\"><\/span>Cotton Textile Industries:<span class=\"ez-toc-section-end\"><\/span><\/h5>\n<p>Mumbai<br \/>\nIndore<br \/>\nAhmedabad<br \/>\nSurat<br \/>\nKanpur<br \/>\nCoimbatore<br \/>\nMadurai<\/li>\n<li>\n<h5><span class=\"ez-toc-section\" id=\"Iron_and_Steel_Plants\"><\/span>Iron and Steel Plants:<span class=\"ez-toc-section-end\"><\/span><\/h5>\n<p>Burnpur<br \/>\nDurgapur<br \/>\nBokaro<br \/>\nJamshedpur<br \/>\nRaurkela<br \/>\nBhilai<br \/>\nVijaynagar<br \/>\nBhadravati<br \/>\nVishakhapatnam<br \/>\nSalem<\/li>\n<li>\n<h5><span class=\"ez-toc-section\" id=\"Software_Technology_Parks\"><\/span>Software Technology Parks:<span class=\"ez-toc-section-end\"><\/span><\/h5>\n<p>Mohali<br \/>\nNoida28<br \/>\nJaipur<br \/>\nGandhinagar<br \/>\nIndore<br \/>\nMumbai<br \/>\nPune<br \/>\nKolkata<br \/>\nBhubaneshwar<br \/>\nVishakhapatnam<br \/>\nHyderabad<br \/>\nBangalore<br \/>\nMysore<br \/>\nChennai<br \/>\nThiruvananthapuram<\/li>\n<\/ol>\n<p><strong>Chapter 7 Lifelines of National Economy<\/strong><br \/>\nIdentification Only: Golden Quadrilateral, North-South Corridor, East-West Corridor.<\/p>\n<p><strong>National Highways:<\/strong><br \/>\nNH-1<br \/>\nNH-2<br \/>\nNH-7<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Locating_and_Labelling_Major_Ports\"><\/span><strong>Locating and Labelling:<br \/>\nMajor Ports:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Kandla<br \/>\nMumbai<br \/>\nJawahar Lal Nehru<br \/>\nMarmagao<br \/>\nNew Mangalore<br \/>\nKochi<br \/>\nTuticorin<br \/>\nChennai<br \/>\nVishakhapatnam<br \/>\nParadip<br \/>\nHaldia<br \/>\nKolkata<\/p>\n<p>For study material on UK Board class 10 Social Science Syllabus download\u00a0<a href=\"https:\/\/play.google.com\/store\/apps\/details?id=in.techchefs.MyCBSEGuide&amp;referrer=utm_source%3Dmycbse_bottom%26utm_medium%3Dtext%26utm_campaign%3Dmycbseads\">myCBSEguide app.<\/a>UK Board class 10 Social Science Syllabus is also available in myCBSEguide website.\u00a0UK Board class 10 Social Science Syllabus for the session 2018-19 is available here in PDF format. For latest\u00a0UK Board class 10 Social Science Syllabus, please visit UBSE official website For\u00a0UK Board class 10 Social Science Syllabus<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>UK Board class 10 Social Science Syllabus in PDF format for free download. Social Science syllabus for class 10 UK Board is now available in the myCBSEguide app. The curriculum for Uttarakhand Board exams is designed by UBSE, Uttarakhand as per NCERT textbooks for the session. UK Board Class 10 Social Science Syllabus Download as &#8230; <a title=\"UK Board class 10 Social Science Syllabus\" class=\"read-more\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-10-social-science-syllabus\/\" aria-label=\"More on UK Board class 10 Social Science Syllabus\">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":[1361],"tags":[438,261,1389,1363,1364],"class_list":["post-13924","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-social-science-class-10","tag-class-10","tag-social-science","tag-ubse","tag-uk-board-syllabus","tag-uttarakhand-board"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>UK Board class 10 Social Science Syllabus | myCBSEguide<\/title>\n<meta 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