{"id":29096,"date":"2022-04-29T15:40:42","date_gmt":"2022-04-29T10:10:42","guid":{"rendered":"https:\/\/mycbseguide.com\/blog\/?p=29096"},"modified":"2023-11-09T17:04:51","modified_gmt":"2023-11-09T11:34:51","slug":"cbse-class-10-social-science-syllabus-2022-23","status":"publish","type":"post","link":"https:\/\/mycbseguide.com\/blog\/cbse-class-10-social-science-syllabus-2022-23\/","title":{"rendered":"CBSE Class 10 Social Science Syllabus 2022-23"},"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\/cbse-class-10-social-science-syllabus-2022-23\/#COURSE_CONTENT\" >COURSE CONTENT<\/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\/cbse-class-10-social-science-syllabus-2022-23\/#Unit_1_India_and_the_Contemporary_World_%E2%80%93_II\" >Unit 1: India and the Contemporary World \u2013 II<\/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-10-social-science-syllabus-2022-23\/#Unit_2_Contemporary_India_%E2%80%93_II\" >Unit 2: Contemporary India \u2013 II<\/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-10-social-science-syllabus-2022-23\/#Unit_3_Democratic_Politics_%E2%80%93_II\" >Unit 3: Democratic Politics \u2013 II<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-10-social-science-syllabus-2022-23\/#Unit_4_Understanding_Economic_Development_50_Periods\" >Unit 4: Understanding Economic Development (50 Periods)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-10-social-science-syllabus-2022-23\/#PROJECT_WORK_CLASS_X_2022-23\" >PROJECT WORK \nCLASS X (2022-23)<\/a><\/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\/cbse-class-10-social-science-syllabus-2022-23\/#QUESTION_PAPER_DESIGN_CLASS_X\" >QUESTION PAPER DESIGN \nCLASS X<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-10-social-science-syllabus-2022-23\/#INTERNAL_ASSESSMENT_20_MARKS\" >INTERNAL ASSESSMENT: 20 MARKS<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-10-social-science-syllabus-2022-23\/#LIST_OF_MAP_ITEMS_CLASS_X_2022-23\" >LIST OF MAP ITEMS \nCLASS X (2022-23)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-10-social-science-syllabus-2022-23\/#International_Airports\" >International Airports:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-10-social-science-syllabus-2022-23\/#PRESCRIBED_BOOKS\" >PRESCRIBED BOOKS:<\/a><\/li><\/ul><\/nav><\/div>\n<p>CBSE Class 10 Social Science Syllabus 2022-23 includes India and the Contemporary World \u2013 II, Contemporary India \u2013 II, Democratic Politics &#8211; II etc for the session 2022 &#8211; 2023. Here is the detailed syllabus. To download class 10 Social Science CBSE latest sample question papers for the 2023 exams, please install the myCBSEguide App which is the best mobile app for CBSE students. The myCBSEguide app not only provides you the CBSE class 10 Social Science model question papers but it also provides class 10 Social Science chapter-wise test papers, class 10 Social Science best revision notes and other study material for class 10 Social Science students.<\/p>\n<p style=\"text-align: center;\"><a class=\"mks_button mks_button_medium rounded\" href=\"https:\/\/play.google.com\/store\/apps\/details?id=in.techchefs.MyCBSEGuide\" target=\"_self\" style=\"color: #FFFFFF; background-color: #da5e1f;\" >Class 10 Social Science Mobile App<\/a>\n<p style=\"text-align: center;\"><strong>CBSE Class &#8211; 10<br \/>\nSocial Science (Code No. 087)<br \/>\nSyllabus (2022-23)<\/strong><\/p>\n<hr \/>\n<p><strong>Time: 3 Hrs.<br \/>\nMax. Marks: 80<\/strong><\/p>\n<table style=\"width: 100%;\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td>S.No.<\/td>\n<td>Units<\/td>\n<td>No. of Periods<\/td>\n<td>Marks<\/td>\n<\/tr>\n<tr>\n<td>I<\/td>\n<td>India and the Contemporary World \u2013 II<\/td>\n<td>60<\/td>\n<td>20<\/td>\n<\/tr>\n<tr>\n<td>II<\/td>\n<td>Contemporary India \u2013 II<\/td>\n<td>55<\/td>\n<td>20<\/td>\n<\/tr>\n<tr>\n<td>III<\/td>\n<td>Democratic Politics &#8211; II<\/td>\n<td>50<\/td>\n<td>20<\/td>\n<\/tr>\n<tr>\n<td>IV<\/td>\n<td>Understanding Economic Development<\/td>\n<td>50<\/td>\n<td>20<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>Total<\/td>\n<td>215<\/td>\n<td>80<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"COURSE_CONTENT\"><\/span><strong>COURSE CONTENT<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<h2><span class=\"ez-toc-section\" id=\"Unit_1_India_and_the_Contemporary_World_%E2%80%93_II\"><\/span><strong>Unit 1: India and the Contemporary World \u2013 II<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><strong>Themes<\/strong><br \/>\n<strong>Section 1: Events and Processes:<\/strong><\/p>\n<p><strong>1. The Rise of Nationalism in Europe:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>The French Revolution and the Idea of the Nation<\/li>\n<li>The Making of Nationalism in Europe<\/li>\n<li>The Age of Revolutions: 1830-1848<\/li>\n<li>The Making of Germany and Italy<\/li>\n<li>Visualizing the Nation<\/li>\n<li>Nationalism and Imperialism<\/li>\n<\/ul>\n<p><strong>2. Nationalism in India:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>The First World War, Khilafat and Non &#8211; Cooperation<\/li>\n<li>Differing Strands within the Movement<\/li>\n<li>Towards Civil Disobedience<\/li>\n<li>The Sense of Collective Belonging<\/li>\n<\/ul>\n<p><strong>Section 2: Livelihoods, Economies and Societies:<\/strong><\/p>\n<p><strong>3. The Making of a Global World:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>The Pre-modern world<\/li>\n<li>The Nineteenth Century (1815-1914)<\/li>\n<li>The Inter war Economy<\/li>\n<li>Rebuilding a World Economy: The Post-War Era<\/li>\n<\/ul>\n<p><strong>4. The Age of Industrialization:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>Before the Industrial Revolution<\/li>\n<li>Hand Labour and Steam Power<\/li>\n<li>Industrialization in the Colonies<\/li>\n<li>Factories Come Up<\/li>\n<li>The Peculiarities of Industrial Growth<\/li>\n<li>Market for Goods<\/li>\n<\/ul>\n<p><strong>Section 3: Everyday Life, Culture and Politics:<\/strong><\/p>\n<p><strong>5. Print Culture and the Modern World:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>The First Printed Books<\/li>\n<li>Print Comes to Europe<\/li>\n<li>The Print Revolution and its Impact<\/li>\n<li>The Reading Mania<\/li>\n<li>The Nineteenth Century<\/li>\n<li>India and the World of Print<\/li>\n<li>Religious Reform and Public Debates<\/li>\n<li>New Forms of Publication<\/li>\n<li>Print and Censorship<\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"Unit_2_Contemporary_India_%E2%80%93_II\"><\/span><strong>Unit 2: Contemporary India \u2013 II<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><strong>1. Resources and Development:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>Concept<\/li>\n<li>Development of Resources<\/li>\n<li>Resource Planning &#8211; Resource Planning in India, Conservation of Resources<\/li>\n<li>Land Resources<\/li>\n<li>Land Utilization<\/li>\n<li>Land Use Pattern in India<\/li>\n<li>Land Degradation and Conservation Measures<\/li>\n<li>Soil as a Resource &#8211; Classification of Soils, Soil Erosion and Soil Conservation (excluding Box Information on State of India\u2019s Environment)<\/li>\n<\/ul>\n<p><strong>2. Forest and Wildlife<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>Conservation of forest and wildlife in India<\/li>\n<li>Types and distribution of forests and wildlife resources<\/li>\n<li>Community and Conservation<\/li>\n<\/ul>\n<p><strong>3. Water Resources:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>Water Scarcity and The Need for Water Conservation and Management<\/li>\n<li>Multi-Purpose River Projects and Integrated Water Resources Management<\/li>\n<li>Rainwater Harvesting<\/li>\n<\/ul>\n<p><strong>4. Agriculture:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>Types of Farming \u2013 Primitive Subsistence, Intensive Subsistence, Commercial<\/li>\n<li>Cropping Pattern \u2013 Major Crops, Food Crops other than Grains, Non Food Crops, Technological and Institutional Reforms<\/li>\n<li>Food Security (excluding impact of globalization on agriculture)<\/li>\n<\/ul>\n<p><strong>5. Minerals and Energy Resources<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>What is a mineral?<\/li>\n<li>Mode of occurrence of Minerals &#8211; Where are these minerals found?, Ferrous Minerals, Non-Ferrous Minerals, NonMetallic Minerals, Rock Minerals<\/li>\n<li>Conservation of Minerals<\/li>\n<li>Energy Resources &#8211; Conventional Sources of Energy, Non-Conventional Sources of Energy<\/li>\n<li>Conservation of Energy Resources<\/li>\n<\/ul>\n<p><strong>6. Manufacturing Industries:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>Importance of Manufacturing &#8211; Industrial Location (excluding Industry Market Linkage), Agro based Industry (excluding Cotton Textiles, Jute Textiles, Sugar Industry), Mineral based Industries (excluding Iron Steel Industry, Cement Industry), Industrial Pollution and Environmental Degradation, Control of Environmental Degradation<\/li>\n<\/ul>\n<p><strong>7. Life Lines of National Economy:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>Roadways<\/li>\n<li>Railways<\/li>\n<li>Pipelines<\/li>\n<li>Waterways<\/li>\n<li>Major Seaports<\/li>\n<li>Airways<\/li>\n<li>Communication<\/li>\n<li>International Trade<\/li>\n<li>Tourism as a Trade<\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"Unit_3_Democratic_Politics_%E2%80%93_II\"><\/span><strong>Unit 3: Democratic Politics \u2013 II<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><strong>1. Power Sharing:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>Belgium and Sri Lanka<\/li>\n<li>Majoritarianism in Sri Lanka<\/li>\n<li>Accommodation in Belgium<\/li>\n<li>Why power sharing is desirable?<\/li>\n<li>Forms of Power Sharing<\/li>\n<\/ul>\n<p><strong>2. Federalism:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>What is Federalism?<\/li>\n<li>What make India a Federal Country?<\/li>\n<li>How is Federalism practiced?<\/li>\n<li>Decentralization in India<\/li>\n<\/ul>\n<p><strong>4. Gender, Religion and Caste:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>Gender and Politics &#8211; Public\/Private division, Women\u2019s political representation<\/li>\n<li>Religion, Communalism and Politics \u2013 Communalism, Secular State (excluding image on page 46, 48, 49 of NCERT Textbook \u2013 Democratic Politics \u2013II &#8211; reprinted edition 2021)<\/li>\n<li>Caste and Politics &#8211; Caste inequalities, Caste in politics, Politics in caste<\/li>\n<\/ul>\n<p><strong>6. Political Parties:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>Why do we need Political Parties? \u2013 Meaning, Functions, Necessity<\/li>\n<li>How many parties should we have?<\/li>\n<li>National Parties<\/li>\n<li>State Parties<\/li>\n<li>Challenges to Political Parties<\/li>\n<li>How can Parties be reformed?<\/li>\n<\/ul>\n<p><strong>7. Outcomes of Democracy:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>How do we assess democracy\u2019s outcomes?<\/li>\n<li>Accountable, responsive and legitimate government<\/li>\n<li>Economic growth and development<\/li>\n<li>Reduction of inequality and poverty<\/li>\n<li>Accommodation of social diversity<\/li>\n<li>Dignity and freedom of the citizens<\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"Unit_4_Understanding_Economic_Development_50_Periods\"><\/span><strong>Unit 4: Understanding Economic Development (50 Periods)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><strong>1. Development:\u00a0<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>What Development Promises &#8211; Different People, Different Goals<\/li>\n<li>Income and Other Goals<\/li>\n<li>National Development<\/li>\n<li>How to compare different countries or states?<\/li>\n<li>Income and other criteria<\/li>\n<li>Public Facilities<\/li>\n<li>Sustainability of Development<\/li>\n<\/ul>\n<p><strong>2. Sectors of the Indian Economy:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>Sectors of Economic Activities<\/li>\n<li>Comparing the three sectors<\/li>\n<li>Primary, Secondary and Tertiary Sectors in India<\/li>\n<li>Division of sectors as organized and unorganized<\/li>\n<li>Sectors in terms of ownership: Public and Private Sectors<\/li>\n<\/ul>\n<p><strong>3. Money and Credit:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>Money as a medium of exchange<\/li>\n<li>Modern forms of Money<\/li>\n<li>Loan activities of Banks<\/li>\n<li>Two different Credit situations<\/li>\n<li>Terms of Credit<\/li>\n<li>Formal Sector Credit in India<\/li>\n<li>Self Help Groups for the Poor<\/li>\n<\/ul>\n<p><strong>4. Globalization and the Indian Economy:<\/strong><\/p>\n<ul style=\"list-style-type: disc;\">\n<li>Production across countries<\/li>\n<li>Interlinking production across countries<\/li>\n<li>Foreign Trade and integration of markets<\/li>\n<li>What is Globalization?<\/li>\n<li>Factors that have enabled Globalization<\/li>\n<li>World Trade Organization<\/li>\n<li>Impact of Globalization in India<\/li>\n<li>The Struggle for a fair Globalization<\/li>\n<\/ul>\n<p><strong>5. Consumer Rights:<br \/>\nTo be used only for Project Work<\/strong><\/p>\n<h2 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"PROJECT_WORK_CLASS_X_2022-23\"><\/span><strong>PROJECT WORK<br \/>\nCLASS X (2022-23)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>05 Periods<br \/>\n05 Marsks<\/p>\n<ol>\n<li><strong>Every student<\/strong> has to compulsorily undertake <strong>any one project<\/strong> on the following topics:\n<p style=\"text-align: center;\">Consumer Awareness<br \/>\n<strong>OR<\/strong><br \/>\nSocial Issues<br \/>\n<strong>OR<\/strong><br \/>\nSustainable Development<\/p>\n<\/li>\n<li><strong>Objective:<\/strong> The overall objective of the project work is to help students gain an insight and pragmatic understanding of the theme and see all the Social Science disciplines from interdisciplinary perspective. It should also help in enhancing the Life Skills of the students.<br \/>\nStudents are expected to apply the Social Science concepts that they have learnt over the years in order to prepare the project report.<br \/>\nIf required, students may go out for collecting data and use different primary and secondary resources to prepare the project. If possible, various forms of art may be integrated in the project work.<\/li>\n<li>The distribution of marks over different aspects relating to Project Work is as follows:<br \/>\n<table style=\"width: 100%;\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td>S. No.<\/td>\n<td>Aspects<\/td>\n<td>Marks<\/td>\n<\/tr>\n<tr>\n<td>a.<\/td>\n<td>Content accuracy, originality and analysis<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>b.<\/td>\n<td>Presentation and creativity<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>c.<\/td>\n<td>Viva Voce<\/td>\n<td>1<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/li>\n<li>The projects carried out by the students in different topics should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc.<\/li>\n<li>All documents pertaining to assessment under this activity should be meticulously maintained by concerned schools.<\/li>\n<li>A Summary Report should be prepared highlighting:\n<ul style=\"list-style-type: disc;\">\n<li>objectives realized through individual work and group interactions;<\/li>\n<li>calendar of activities;<\/li>\n<li>innovative ideas generated in the process;<\/li>\n<li>list of questions asked in viva voce.<\/li>\n<\/ul>\n<\/li>\n<li>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.<\/li>\n<li>The Project Report can be handwritten\/digital.<\/li>\n<li>The Project Work needs to enhance cognitive, affective, and psychomotor skills of the learners. It will include self-assessment and peer assessment, and progress of the child in project-based and inquiry-based learning, art integrated activities, experiments, models, quizzes, role plays, group work, portfolios, etc., along with teacher\u00a0assessment. (NEP-2020)<br \/>\n(The Project work can culminate in the form of Power Point Presentation\/Exhibition\/Skit\/albums\/files\/song and dance or culture show \/story telling\/debate\/panel discussion, paper presentation and whichever is suitable to Visually Impaired Candidates.)<\/li>\n<li>Records pertaining to projects (internal assessment) of the students will be maintained for a period of three months from the date of declaration of result for verification at the discretion of Board. Subjudiced cases, if any or those involving RTI \/ Grievances may however be retained beyond three months.<\/li>\n<\/ol>\n<h2 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"QUESTION_PAPER_DESIGN_CLASS_X\"><\/span><strong>QUESTION PAPER DESIGN<br \/>\nCLASS X<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><strong>Time: 3 Hours<br \/>\nMaximum Marks : 80<\/strong><\/p>\n<table style=\"width: 100%;\" border=\"1\" cellspacing=\"0\" cellpadding=\"4\">\n<tbody>\n<tr>\n<td style=\"text-align: center;\"><strong>S. No.<\/strong><\/td>\n<td style=\"text-align: center;\"><strong>Competencies<\/strong><\/td>\n<td style=\"text-align: center;\"><strong>Total Marks<\/strong><\/td>\n<td style=\"text-align: center;\"><strong>% Weightage<\/strong><\/td>\n<\/tr>\n<tr>\n<td>1<\/td>\n<td><strong>Remembering and Understanding:<\/strong><br \/>\nExhibiting memory of previously learned material by recalling facts, terms, basic concepts, and answers; Demonstrating understanding of facts and ideas by organizing, translating, interpreting, giving descriptions and stating main ideas.<\/td>\n<td>28<\/td>\n<td>35%<\/td>\n<\/tr>\n<tr>\n<td>2<\/td>\n<td><strong>Applying:<\/strong><br \/>\nSolving problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.<\/td>\n<td>15<\/td>\n<td>18.75%<\/td>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td><strong>Formulating, Analyzing, Evaluating and Creating:<\/strong><br \/>\nExamining and breaking information into parts by identifying motives or causes; Making inferences and finding evidence to support generalizations; Presenting and defending opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria;<br \/>\nCompiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.<\/td>\n<td>32<\/td>\n<td>40%<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td><strong>Map Skill<\/strong><\/td>\n<td>5<\/td>\n<td>6.25%<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><\/td>\n<td>80<\/td>\n<td>100%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Note: <\/strong>1. Teachers may refer \u2018Learning Outcomes\u2019 published by NCERT for developing lesson plans, assessment framework and questions.<br \/>\n2. 02 Items from History Map List and 03 Items from Geography Map List<\/p>\n<h2><span class=\"ez-toc-section\" id=\"INTERNAL_ASSESSMENT_20_MARKS\"><\/span><strong>INTERNAL ASSESSMENT: 20 MARKS<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<table style=\"width: 100%;\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td><\/td>\n<td style=\"text-align: center;\"><strong>Marks<\/strong><\/td>\n<td style=\"text-align: center;\"><strong>Description<\/strong><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"2\">Periodic Assessment<\/td>\n<td colspan=\"1\" rowspan=\"2\">10 Marks<\/td>\n<td>Pen Paper Test<\/td>\n<td>5 marks<\/td>\n<\/tr>\n<tr>\n<td>Assessment using multiple strategies For example, Quiz, Debate, Role Play, Viva, Group Discussion, Visual Expression, Interactive Bulletin Boards, Gallery Walks, Exit Cards, Concept Maps, Peer Assessment, SelfAssessment, etc.<\/td>\n<td>5 marks<\/td>\n<\/tr>\n<tr>\n<td>Portfolio<\/td>\n<td>5 Marks<\/td>\n<td>\n<ul style=\"list-style-type: disc;\">\n<li>Classwork<\/li>\n<li>Work done (Activities \/ Assignments)<\/li>\n<li>Reflections, Narrations, Journals, etc.<\/li>\n<li>Achievements of the student in the subject throughout the year<\/li>\n<li>Participation of the student in different activities like Heritage India Quiz<\/li>\n<\/ul>\n<\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>Subject Enrichment Activity<\/td>\n<td>5 Marks<\/td>\n<td>\n<ul style=\"list-style-type: disc;\">\n<li>Project Work<\/li>\n<\/ul>\n<\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"LIST_OF_MAP_ITEMS_CLASS_X_2022-23\"><\/span><strong>LIST OF MAP ITEMS<br \/>\nCLASS X (2022-23)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><strong>A. HISTORY (Outline Political Map of India)<br \/>\nChapter &#8211; 3 Nationalism in India \u2013 (1918 \u2013 1930) for locating and labelling \/ Identification<\/strong><\/p>\n<ol style=\"list-style-type: decimal;\" start=\"1\">\n<li>Indian National Congress Sessions:\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>Calcutta (Sep. 1920)<\/li>\n<li>Nagpur (Dec. 1920)<\/li>\n<li>Madras (1927)<\/li>\n<\/ol>\n<\/li>\n<li>Important Centres of Indian National Movement\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>Champaran (Bihar) &#8211; Movement of Indigo Planters<\/li>\n<li>Kheda (Gujarat) &#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<p><strong>B. GEOGRAPHY (Outline Political Map of India)<br \/>\nChapter 1: Resources and Development (Identification only)<\/strong><\/p>\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>Major soil Types<\/li>\n<\/ol>\n<p><strong>Chapter 3: Water Resources (Locating and Labelling)<br \/>\nDams:<\/strong><\/p>\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\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<\/li>\n<\/ol>\n<p><strong>Chapter 4: Agriculture (Identification only)<\/strong><\/p>\n<ol style=\"list-style-type: lower-alpha;\" 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<p><strong>Chapter 5: Minerals and Energy Resources<br \/>\nMinerals (Identification only)<\/strong><\/p>\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>Iron Ore mines\n<ul style=\"list-style-type: disc;\">\n<li>Mayurbhanj<\/li>\n<li>Durg<\/li>\n<li>Bailadila<\/li>\n<li>Bellary<\/li>\n<li>Kudremukh<\/li>\n<\/ul>\n<\/li>\n<li>Coal Mines\n<ul style=\"list-style-type: disc;\">\n<li>Raniganj<\/li>\n<li>Bokaro<\/li>\n<li>Talcher<\/li>\n<li>Neyveli<\/li>\n<\/ul>\n<\/li>\n<li>Oil Fields\n<ul style=\"list-style-type: disc;\">\n<li>Digboi<\/li>\n<li>Naharkatia<\/li>\n<li>Mumbai High<\/li>\n<li>Bassien<\/li>\n<li>Kalol<\/li>\n<li>Ankaleshwar<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<p><strong>Power Plants<br \/>\n(Locating and Labelling only)<\/strong><\/p>\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>Thermal\n<ul style=\"list-style-type: disc;\">\n<li>Namrup<\/li>\n<li>Singrauli<\/li>\n<li>Ramagundam<\/li>\n<\/ul>\n<\/li>\n<li>Nuclear\n<ul style=\"list-style-type: disc;\">\n<li>Narora<\/li>\n<li>Kakrapara<\/li>\n<li>Tarapur<\/li>\n<li>Kalpakkam<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<p><strong>Chapter 6: Manufacturing Industries (Locating and Labelling Only)<br \/>\nSoftware Technology Parks:<\/strong><\/p>\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>Noida<\/li>\n<li>Gandhinagar<\/li>\n<li>Mumbai<\/li>\n<li>Pune<\/li>\n<li>e. Hyderabad<\/li>\n<li>Bengaluru<\/li>\n<li>Chennai<\/li>\n<li>Thiruvananthapuram<\/li>\n<\/ol>\n<p><strong>Chapter 7: Lifelines of National Economy<br \/>\nMajor Ports: (Locating and Labelling)<\/strong><\/p>\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>Kandla<\/li>\n<li>Mumbai<\/li>\n<li>Marmagao<\/li>\n<li>New Mangalore<\/li>\n<li>Kochi<\/li>\n<li>Tuticorin<\/li>\n<li>Chennai<\/li>\n<li>Vishakhapatnam<\/li>\n<li>Paradip<\/li>\n<li>Haldia<\/li>\n<\/ol>\n<h2><span class=\"ez-toc-section\" id=\"International_Airports\"><\/span><strong>International Airports:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>Amritsar (Raja Sansi &#8211; Sri Guru Ram Dass jee)<\/li>\n<li>Delhi (Indira Gandhi)<\/li>\n<li>Mumbai (Chhatrapati Shivaji)<\/li>\n<li>Chennai (Meenam Bakkam)<\/li>\n<li>Kolkata (Netaji Subhash Chandra Bose)<\/li>\n<li>Hyderabad (Rajiv Gandhi)<\/li>\n<\/ol>\n<p><strong>Note:<\/strong> Items of Locating and Labelling may also be given for Identification.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"PRESCRIBED_BOOKS\"><\/span><strong>PRESCRIBED BOOKS:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ol style=\"list-style-type: decimal;\" start=\"1\">\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","protected":false},"excerpt":{"rendered":"<p>CBSE Class 10 Social Science Syllabus 2022-23 includes India and the Contemporary World \u2013 II, Contemporary India \u2013 II, Democratic Politics &#8211; II etc for the session 2022 &#8211; 2023. Here is the detailed syllabus. To download class 10 Social Science CBSE latest sample question papers for the 2023 exams, please install the myCBSEguide App &#8230; <a title=\"CBSE Class 10 Social Science Syllabus 2022-23\" class=\"read-more\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-10-social-science-syllabus-2022-23\/\" aria-label=\"More on CBSE Class 10 Social Science Syllabus 2022-23\">Read more<\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1368],"tags":[448,1044,266,1929,1961],"class_list":["post-29096","post","type-post","status-publish","format-standard","hentry","category-social-science-cbse-class-10","tag-cbse-class-10","tag-cbse-class-10-social-science","tag-cbse-syllabus","tag-cbse-syllabus-2023","tag-cbse-syllabus-2024"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>CBSE Class 10 Social Science Syllabus 2022-23 | myCBSEguide<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-10-social-science-syllabus-2022-23\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"CBSE Class 10 Social Science Syllabus 2022-23 | myCBSEguide\" \/>\n<meta property=\"og:description\" content=\"CBSE Class 10 Social Science Syllabus 2022-23 includes India and the Contemporary World \u2013 II, Contemporary India \u2013 II, Democratic Politics &#8211; II etc for the session 2022 &#8211; 2023. 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