History Past Paper PDF (Classes IX-X)

HISTORY HISTORY (CLASSES IX-X) Overall Theme for Class IX & X: India and the Contemporary World Rationale In the history component of the Social Science Syllabus of the earlier classes (VI-VIII) students were introduced to the history of India from ancient to modern tim...

HISTORY HISTORY (CLASSES IX-X) Overall Theme for Class IX & X: India and the Contemporary World Rationale In the history component of the Social Science Syllabus of the earlier classes (VI-VIII) students were introduced to the history of India from ancient to modern times. In Classes IX and X the attempt will be to study some of the diverse forces and developments that have shaped the history of the contemporary world. Developments in India will be located within this larger history. In both these classes the syllabus will consist of three separate units, each focusing on a different set of themes, all of them important to our understanding of the contemporary world. Each year one set of themes will deal with political events, processes and ideologies, one with livelihood patterns, and one with questions of culture, rights and identity. Objectives In discussing the political events and processes, the effort will be to see how developments in the west as well as in the colonies are significant in the making of the modern world. The ideas 77 of liberty, democracy and freedom come up not only in the west but also in the colonies. Anti Syllabus for democratic ideas — fascist, racist or communal — similarly develop in different forms in Secondary different countries. and In the unit on ‘Livelihoods and Economies’ the effort will be to understand how different social Higher groups confront as well as shape the economic changes in the modern world. Each theme within Secondary Levels the unit will be studied through a focus on one region, and in many cases through two appropriate case studies, one Indian and one from another country. The effort will be to give students some idea of the variety within seemingly similar processes and phenomenon. The general discussion of the issue will revolve around and will be drawn out from the case studies. In focusing on issues of culture and identity, the attempt will be to make students aware of the fact that everything — clothing or food, sports or leisure, print or books — has a history. These histories reflect cultural and political changes and are often linked to issues of identity and power. In discussing each theme the textual narrative will be supplemented by extensive use of pictures, photographs, cartoons, extracts from a variety of original sources — eye witness accounts, travel literature, newspapers/journals, statements of leaders, official reports, terms of treaties, declarations by parties, and in some cases contemporary stories, autobiographies, diaries, popular literature, oral traditions. The effort will be again to make students read the sources, think of what they say, and why a thing is represented in a particular way. In many cases questions will be appended to pictures and extracts to allow a critical engagement with these. Each theme will be located in time and space through maps and timelines. Even in using maps the effort will be not simply to pass on a set of information but to persuade students to make inter connections, to read maps critically.  CLASS IX: INDIA Themes AND THE IX CONTEMPORARY WORLD – I Objectives In all, five of the eight following themes are to be studied: two each from Units I and II, and one from Unit III. Unit I: Events and Processes In each of the themes in this unit students would In this unit the focus is on three events and processes be made familiar with extracts of speeches, political that have in major ways shaped the identity of the declarations, as well as the politics of caricatures, modern world. Each represents a different form of posters and engravings. Students would learn how politics, and a specific combination of forces. One to interpret these kinds of historical evidence. event is linked to the growth of liberalism and democracy, one with socialism, and one with a negation of both democracy and socialism. 1. French Revolution Familiarise students with the names of people (a) The Ancient Regime and its crises. involved, the different types of ideas that inspired Syllabus (b) The social forces that led to the revolution. the revolution, the wider forces that shaped it. for (c) The different revolutionary groups and ideas Show how written, oral and visual material can be Secondary of the time. used to recover the history of revolutions. and Higher (d) The legacy. Secondary 2. Russian Revolution Explore the history of socialism through a study Levels (a) The crises of Tzarism. of the Russian revolution. 78 (b) The nature of social movements between 1905 Familiarize students with the names of people and 1917. involved, the different types of ideas that inspired (c) The First World War and foundation of Soviet the revolution. state. (d) The legacy. 3. Rise of Nazism Discuss the critical significance of Nazism in shaping (a) The growth of social democracy. the politics of modern world. (b) The crises in Germany. Familiarize students with the speeches and writings (c) The basis of Hitler’s rise to power. of Nazi leaders. (d) The ideology of Nazism. (e) The impact of Nazism. Unit II: Economies and Livelihoods The themes in this section will focus on how different social groups grapple with the changes in the contemporary world and how these changes affect their lives.  Themes Objectives 4. Pastoralists in the Modern World Consider what happens to pastoralists and (a) Pastoralism as a way of life. pastoralism in the modern world, with the (b) Different forms of pastoralism. formation of modern states, marking of (c) What happens to pastoralsim under boundaries, processes of sedentarization, colonialism and modern states? Case studies: contraction of pastures, and expansion of markets. focus on two pastoral groups, one from Africa Point to the varying patterns of developments and one from India. within pastoral societies in different places. 5. Forest Society and Colonialism Look at the impact of colonialism on forest societies, (a) Relationship between forests and livelihoods. and the implication of scientific forestry. (b) Changes in forest societies under colonialism. Discuss the social and cultural world of forest Case studies: Focus on two forest movements communities through the study of specific revolts. one in colonial India (Bastar) and one in Understand how oral traditions can be used to Indonesia. explore tribal revolts. 79 6. Farmers and Peasants Show the different processes through which agrarian Syllabus (a) Histories of the emergence of different forms transformation may occur in the modern world. for Secondary of farming and peasant societies. Understand how agricultural systems in India are and (b) Changes within rural economies in the modern different from that in other countries. Higher world. Familiarize students with the idea that large scale Secondary Case studies: Focus on contrasting forms of rural farming, small scale production, shifting agriculture Levels change and different forms of rural societies operate on different principles and have different (expansion of large-scale wheat and cotton histories. farming in USA, rural economy and the Agricultural Revolution in England, and opium production in colonial India) Unit III: Culture, Identity and Society The themes in this unit will consider how issues of culture are linked up to the making of contemporary world. 7. Sports and Politics. The Story of Cricket Suggest how sports also have a history and that it is (a) The emergence of cricket as an English sport. linked up with the politics of power and domination. (b) Cricket and colonialism. Introduce students to some of the stories in cricket (c) Cricket nationalism and de-colonization. that have historical significance. 8. Clothes and Cultures Show how clothing has a history, and how it is linked (a) A short history of changes in clothing. to questions of cultural identity. (b) Debates over clothing in colonial India. Discuss how clothing has been the focus of intense (c) Swadeshi and the movement for Khadi. social battles.  CLASS X: INDIA AND Themes THE X CONTEMPORARY WORLD – II Objectives Any two themes from the first two units and one from the third could be studied. Unit I: Events and Processes The theme will discuss the forms in which 1. Nationalism in Europe nationalism developed along with the formation (a) The growth of nationalism in Europe after of nation states in Europe in the post-1830 period. the 1830s. Discuss the relationship/difference between (b) The ideas of Giuseppe Mazzini etc. European nationalism and anti-colonial nationalisms. (c) General characteristics of the movements in Point to the way the idea of the nation states became Poland, Hungary, Italy and Germany, Greece. generalized in Europe and elsewhere. 2. Nationalist Movement in Indo-China (a) French colonialism in Indo-China. Discuss the difference between French colonialism (b) Phases of struggle against the French. in Indochina and British colonialism in India. (c) The ideas of Phan Dinh Phung, Phan Boi Chau, Outline the different stages of the anti-imperialist Syllabus Nguyen Ai Quoc (Ho Chi Minh). struggle in Indochina. for Secondary (d) The second world war and the liberation struggle. Familiarize the students with the differences between and (e) America and the second Indo-China war. nationalist movements in Indochina and India. Higher 3. Nationalism in India: Civil Disobedience Secondary Movement Levels 80 (a) First world war, Khilafat and Non-Cooperation. Discuss the characteristics of Indian nationalism through (b) Salt Satyagraha. a case study of Civil Disobedience Movement. (c) Movements of peasants, workers, tribals. Analyze the nature of the diverse social movements (d) Activities of different political groups. of the time. Familiarize students with the writings and ideals of different political groups and individuals. Unit II: Economies and Livelihoods 4. Industrialisation 1850s–1950s (a) Contrast between the form of industrialization Discuss two different patterns of industrialisation, in Britain and India. one in the imperial country and another within a (b) Relationship between handicrafts and industrial colony. production, formal and informal sectors. Show the relationship between different sectors of (c) Livelihood of workers. production. Case studies: Britain and India 5. Urbanisation and Urban Lives (a) Patterns of urbanisation Show the difference between urbanization in two (b) Migration and the growth of towns. different contexts. A focus on Bombay and London  Themes Objectives (c) Social change and urban life. will allow the discussions on urbanization and (d) Merchants, middle classes, workers and urban poor. industrialization to complement each other. Case studies: London and Bombay in the nineteenth and twentieth century. 6. Trade and Globalization (a) Expansion and integration of the world market Show that globalization has a long history and point in the nineteenth and early twentieth century. to the shifts within the process. (b) Trade and economy between the two Wars. Analyze the implication of globalization for local (c) Shifts after the 1950s. economies. (d) Implications of globalization for livelihood Discuss how globalization is experienced differently patterns. by different social groups. Case studies: The post War International Economic order, 1945 to the 1960s. 81 Unit III: Culture, Identity and Society Syllabus 6. Print Culture and Nationalism for (a) The history of print in Europe. The link between print culture and the circulation Secondary (b) The growth of press in nineteenth century India. of ideas will be discussed. and Higher (c) Relationship between print culture, public Familiarize students with pictures, cartoons, extracts Secondary debate and politics. from propaganda literature and newspaper debates Levels on important events and issues in the past. 7. History of the Novel (a) Emergence of the novel as a genre in the west. Show that forms of writing have a specific history, (b) The relationship between the novel and changes and that they reflect historical changes within society in modern society. and shape the forces of change. (c) Early novels in nineteenth century India. Familiarize students with some of the ideas of (d) A study of two or three major writers. writers who have had a powerful impact on society. GEOGRAPHY GEOGRAPHY (CLASSES IX-X) Rationale At this stage, Geography like other components of Social Sciences has a distinct entity. Yet adequate space has been given to develop multiple perspectives on a few selected themes, so that one also develops a comprehensive view. Geography draws its content both from natural sciences as well as Social Sciences, therefore, unlike other Social Sciences, it does not study only human behaviour which is governed by ‘reasons’, it also studies physical phenomena, which are governed by ‘cause effect’.  Following the National Curriculum Framework – 2005, Contemporary India has been taken as the major area of study for a two-year course. While ‘Land and the People’ is the theme for Class IX, ‘Resources and their Development’ will be taken up in Class X. The learners, at this stage are prepared to take up a more intensive study for developing a deeper understanding of the socio- economic challenges before the nation. Local/regional context makes the learning relevant and enjoyable. Issues of gender, class and caste may be woven with the given content in an appropriate manner. Objectives The major objectives of the course are to: 1. understand and appreciate the diversities in land and people of India with relation to their own place in the larger canvas. 2. understand the process of economic and social change and development in their own surrounding and relate it with contemporary India. 3. understand the process of change and development in India in relation to the world economy and polity. 4. understand the need for judicious utilisation of resources as well as the need for the conservation of the natural environment. Syllabus 5. inculcate a critical appreciation for conservation and environmental concerns. for 6. appreciate the rights of local communities in relation to their environment. IX Secondary and Higher CLASS IX: THEME: INDIA – LAND AND THE PEOPLE Secondary Levels Total 50 Periods 82 Topics Objectives India: Location, relief, structure, major physiographic To understand the major landform features and the units. underlying geological structure; their association with various rocks and minerals as well as nature of soil types. Periods 12 Climate: Factors influencing the climate; monsoon – its To identify the various factors influencing the climate characteristics, rainfall and temperature distribution; and explain the climatic variation of our country and seasons; climate and human life. (One case study to be its impact on the life of the people; introduced related with natural disasters) To explain the importance and unifying role of monsoons; Periods 10 Drainage: Major rivers and tributaries, lakes and seas, To understand the river systems of the country and role of rivers in the economy, pollution of rivers, explain the role of rivers in the evolution of human measures to control river pollution. society. Periods 10  Topics Objectives Natural Vegetation: Vegetation types, distribution as well To find out the nature of diverse flora and fauna as as altitudinal variation, need for conservation and well as their distribution; various measures. To develop concern about the need to protect the bio- Wildlife: Major species, their distribution, need for diversity of our country. conservation and various measures. Periods 8 Population: Size, distribution, age-sex composition, To analyse the uneven nature of population distribution population change-migration as a determinant of and show concern about the large size of our population; population change, literacy, health, occupational To understand the various occupations of people and structure and national population policy: adolescents explain various factors of population change; as under-served population group with special needs. To explain various dimensions of national policy and understand the needs of adolescents as underserved group. Periods 10 83 Project/Activity Syllabus Learners may identify songs, dances, festivals and special food preparations associated with for certain seasons in their particular region, and whether they have some commonality with Secondary other regions of India. and Collection of material by learners on the flora and fauna of the region in which their school Higher Secondary is situated. It should include a list of endangered species of the region and also information Levels regarding efforts being made to save them. Posters River pollution Depletion of forests and ecological imbalance. Note: Other similar activities may be taken up. X CLASS X: THEME: INDIA — RESOURCES AND THEIR DEVELOPMENT Total 50 Periods Topics Objectives Resources: Types — natural and human; Need for To understand the value of resources and the need resource planning. for their judicious utilisation and conservation. Natural Resources: Land as a resource, soil Periods 8 formation, types and distribution; changing land-use pattern; land degradation and conservation measures.  Topics Objectives Forest and wildlife resources: Types and distribution, To understand the importance of forests and wildlife depletion of flora and fauna; conservation and in our environment as well as develop concern towards protection of forests and wildlife. depletion of resources. Periods 6 Agriculture: Types of farming, major crops, cropping To identify various types of farming and discuss the pattern, technological and institutional reforms; their various farming methods; impact; contribution of Agriculture to national To describe the spatial distribution of major crops as economy — employment and output, food security, well as understand the relationship between rainfall impact of globalisation. regimes and cropping pattern; To explain various government policies for institutional as well as technological reforms since independence; To understand the importance of agriculture in national economy. Periods 10 Syllabus for Water resources: Sources, distribution, utilisation, multi- To understand the importance of water as a resource Secondary purpose projects, water scarcity, need for conservation as well as develop awareness towards its judicious use and and management, rainwater harvesting. (One case study and conservation. Periods 6 Higher to be introduced) Secondary Levels 84 Mineral Resources: Types of minerals, distribution, use To discuss various types of minerals as well as their and economic importance of minerals, conservation. uneven nature of distribution and explain the need for their judicious utilisation. Periods 5 Power Resources: Types of power resources – To discuss various types of conventional and non- conventional and non-conventional, distribution and conventional resources and their utilization. utilization, and conservation. Periods 5 Manufacturing Industries: Types, spatial distribution, To discuss the importance of industries in the national contribution to industries to the national economy, economy as well as understand the regional disparities industrial pollution and degradation of environment, which resulted due to concentration of industries in measures to control degradation. (One case study to some areas; be introduced) To discuss the need for a planned industrial development and debate over the role of government towards sustainable development. Periods 5  Topics Objectives Transport, communication and trade. To explain the importance of transport and communication in the ever shrinking world; To understand the role of trade in the economic development of a country and analyse the changing. Periods 5 Project/Activity 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 the climatic conditions and relief of the area. Learners may write a brief report on various irrigation practices in the village and the change in cropping pattern in the last decade. Posters Pollution of water in the locality. 85 Depletion of forests and the greenhouse effect. Syllabus Note: Other similar activities may be taken up. for Secondary POLITICAL SCIENCE and Higher Secondary POLITICAL SCIENCE (CLASSES IX-X) Levels Rationale Secondary stage provides the last opportunity to all the students to engage with Social Sciences. Following an elementary introduction to the Social and Political life and functioning of Indian democracy in Classes VI to VIII, the process of understanding, critical reflection and analysis of the political life will be taken to a higher level at the secondary stage. Political Science at this stage will introduce the young citizens to the political phenomenon by taking up the central theme of democratic politics. This course shall draw upon from the various sub-disciplines of political science — political theory, contemporary world, Indian constitution and Indian government and politics — but from the vantage point of democracy. The course seeks to introduce the students to the Constitution of India, without getting into technicalities of the constitutional provisions. The course has been structured to give students a basic orientation and opportunities to reflect and debate on their own experiences and values in relation to the Indian Constitution and democratic politics. It would further develop their capacities and skills to weave interconnections between the personal and the political. Objectives The specific objectives of the course, where it is not clear from the rationale of the approach, are indicated beside the themes to be taught in the course.  Themes IX CLASS IX: DEMOCRATIC POLITICS I Lear ning Objecti Objectivv es 1. Democracy in contemporary world Develop a comparative historical sense of the How has democracy expanded in the world in recent spread of democracy. times? In which ways has this expansion changed the Analyse the functioning of global institutions such world? Is this expansion changing democracy itself ? as UN. Are we moving towards global democracy? Skills of comparison and evaluation. 2. What is democracy? Why democracy? What are the different ways of defining democracy? Develop conceptual skills of defining democracy. Why has democracy become the most prevalent form Understand how different historical processes and of government in our times? What are the alternatives forces have promoted democracy. to democracy? Is democracy superior to its available Developing a sophisticated defence of democracy alternatives? Must every democracy have the same against common prejudices. Syllabus institutions and values? for Secondary 3. Designing of democracy in India and Higher How and why did India become a democracy? How Develop a historical sense of the choice and nature Secondary was the Indian constitution framed? What are the salient of democracy in India. Levels features of the Constitution? How is democracy being Introduction to the process of Constitution making. 86 constantly designed and redesigned in India? Develop respect for the Constitution and appreciation for Constitutional values. Recognise that constitution is a living document that undergoes changes. 4. Electoral politics in democracy Introduce the idea of representative democracy via Why and how do we elect representatives? Why do competitive party politics. we have a system of competition among political Familiarise with our electoral system and reasons parties? How has the citizens’ participation in electoral for choosing this. politics changed? What are the ways to ensure free and Develop an appreciation of citizen’s increased fair elections? participation in electoral politics. Recognise the significance of the Election Commission. 5. Institutions of parliamentary democracy How is the country governed? What does Parliament Provide an overview of central governmental do in our democracy? What is the role of the President structures.  Themes Lear ning Objecti Objectivv es of India, the Prime Minister and the Council of Sensitise to the key role of the Parliament and its Ministers? How do these relate to one another? procedures. Distinguish between nominal and real executive authorities and functions. Understand the parliamentary system of executive’s accountability to the legislature. 6. Citizens’ rights in democracy Why do we need rights in a Constitution? What are the Develop a citizens’ awareness of their rights. Fundamental Rights enjoyed by the citizen under the Introduction to and appreciation of the Indian Constitution? How does the judiciary protect Fundamental Rights. the Fundamental Rights of the citizen? How is the Recognition of the ways in which these rights are independence of the judiciary ensured? exercised and denied in real life situations. Introduction to judicial system and key institutions 87 like the Supreme Court, High Courts and National Syllabus Human Rights Commission. for Secondary X and Higher CLASS X: DEMOCRATIC POLITICS II Secondary Levels (Total 50 Periods) Themes Lear ning Objecti Objectivv es 1. Working of democracy Analyse the relationship between social cleavages Are divisions inherent to the working of democracy? and political competition with reference to Indian What has been the effect of caste on politics and of situation. politics on caste? How has the gender division shaped Understand and analyse the challenges posed by politics? How do communal divisions affect communalism to Indian democracy. democracy? Understand the enabling and disabling effects of caste and ethnicity in politics. Develop a gender perspective on politics. 2. Power sharing mechanisms in democracy Why and how is power shared in democracies? How Introduce students to the centrality of power sharing has federal division of power in India helped national in democracies. unity? To what extent has decentralisation achieved this Understand the working of spatial and social power sharing mechanisms.  Themes Lear ning Objecti Objectivv es objective? How does democracy accommodate Analyse federal provisions and institutions. different social groups? Understand the new Panchayati Raj institutions in rural and urban areas. 3. Competition and contestations in democracy How do struggles shape democracy in favour of Understand the vital role of struggles in the ordinary people? What role do political parties play in expansion of democracy. competition and contestation? Which are the major Analyse party systems in democracies. national and regional parties in India? Why have social Introduction to major political parties in the country. movements come to occupy larger role in politics? Analyse the role of social movements and non-party political formations. 4. Outcomes of democracy Can or should democracy be judged by its outcomes? Introduction to the difficult question of evaluating What outcomes can one reasonably expect of the functioning of democracies. Syllabus democracies? Does democracy in India meet these Develop the skills of evaluating Indian democracy for expectations? Has democracy led to development, on some key dimensions: development, security and Secondary and security and dignity for the people? What sustains dignity for the people. Higher democracy in India? Understand the causes for continuation of Secondary democracy in India. Levels 88 5. Challenges to democracy Is the idea of democracy shrinking? What are the major Distinguish between sources of strength and challenges to democracy in India? How can democracy weaknesses of Indian democracy. be reformed and deepened? What role can an ordinary Reflect on the different kinds of measures possible citizen play in deepening democracy? to deepen democracy. Promote an active and participatory citizenship. ECONOMICS ECONOMICS (CLASSES IX-X) Rationale Human beings engage in a variety of activities to make a living. These activities constitute foundation of economic life. The learning opportunities in schools will have to enable the children to trace the chain of these activities that finally result in their families coming to have the items that needed for their day-to-day living such as food, clothing, books etc.  Keeping this in view, when the children reach upper primary stage, they are introduced to the idea of plurality of economic institutions. Though there are a variety of economic institutions they come into contact in their day-to-day life, only a few of them (family, market and state) would be introduced in a simple way. At secondary stage, they need to be facilitated to see that the institutional framework of the economy frequently undergoes changes. The changing patterns of what has been happening in the economy may be illustrated through a few economic themes and institutions. Some of them are poverty, food security, globalisation, money and banking system and the role of service sector. This would take the learner and the teacher to discuss issues relating to the nature of ownership and utilization of resources, inequalities etc., emphasizing the normative nature of economics and the role of economic policies. Children should also know that economic problems can be and should be viewed from different perspectives. The perspectives of households and business units, for instance, may not be the same. If so, the national perspective on economic problems cannot be the same as that of households, business concerns or other organisations. By providing different points of view analytically, the discussion of themes identified for this stage equip the learners in acquiring analytical 89 skills and at the same time develop perspectives. By exposing the children to study how men and Syllabus women are placed in all these themes and institutions, the economics education at this stage is also for expected to sensitise the child from gender perspective. Secondary and Objectives Higher Secondary At this stage, economics is introduced as a separate unit and discipline but forms part of the Levels composite Social Science course, which include topics from other disciplines such as history, geography and political science. The National Curriculum Framework — 2005 has suggested studying economics from the perspective of the masses. Majority of themes for this stage have been chosen accordingly. In Class IX, four themes were identified whereas in Class X, five themes are identified. The specific objectives of the syllabus are mentioned along with the course contents. IX ECONOMICS CLASS IX (Total Periods: 50) Themes Objectives Theme I The Economic Story of Palampore: Economic transactions Familiarising the children with some basic economic of Palampore and its interaction with the rest of the concepts through an imaginary story of a village world through which the concept of production Periods: 14  Themes Objectives including three factors of production (land, labour and capital) can be introduced. Theme II People as Resource: Introduction of how people become Familiarisation of a few population related concepts resource/asset; economic activities done by men and and sensitization of child that people as asset and can women; unpaid work done by women; quality of participate and contribute in nation building. human resource – role of health and education; Periods: 12 unemployment as a form of nonutilisation of human resource – socio-political implication in simple form. Theme III Poverty as a Challenge Facing India: Who is poor (through Understanding of poverty as a challenge and two case studies – rural and urban); indicators; absolute sensitization of the learner; Syllabus poverty (not as a concept but through a few simple Appreciation of the government initiative to alleviate for examples) – why people are poor – unequal poverty. Secondary distribution of resources; comparison between Periods: 12 and countries; steps taken by government for poverty Higher Secondary alleviation. Levels 90 Theme IV Food Security: Source of foodgrains – variety – across Exposing the child to an economic issue which is the nation – famines in the past – the need for self basic necessities of life; sufficiency – role of government in food security – Appreciate and critically look at the role of procurement of foodgrains – overflowing of government in ensuring food supply granaries and people without food – public distribution Periods : 12 system – role of cooperatives in food security (foodgrains, milk and vegetables – ration shops, cooperative shops, two-three examples as case studies) Suggested Activities/Instructions Theme I: Give more examples of activities done by different workers and farmers. Numerical problems can also be included. Some of the ways through which description of villages are available in the writings of Prem Chand, MN Srinivas and RK Narayan. They may have to be referred. Theme II: Discuss the impact of unemployment. Debate on whether all the activities done by women should be included or not. Why? Is begging an economic activity? Discuss. Is it necessary to reduce population growth or family size? Discuss. Theme III: Visit a few farms in a village and collect the details of foodgrains cultivated; Visit a nearby ration shop and collect the details of goods available; Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go. X ECONOMICS CLASS X (Total Periods: 50) Themes Objectives Theme I 91 Syllabus The Story of Development: The traditional notion of Familiarisation of some macroeconomic concepts. for development – National Income and Per-capita Sensitizing the child about the rationale for overall Secondary Income – Growth of NI – critical appraisal of human development in our country, which include and existing development indicators (PCI, IMR, SR and the rise of income, improvements in health and Higher Secondary other income and health indicators) – The need for education rather than income. Levels health and educational development – Human It is necessary to raise question in minds of the Development Indicators (in simple and brief) as a children whether the increase in income alone is holistic measure of development. not sufficient for a nation? How and why people should be healthy and The approach to this theme: Use case study of three states provided with education. (Kerala, Punjab and Bihar) or take a few countries (India, Periods: 10 China, Sri Lanka and one developed country). Theme II Familiarize the concept of money as an economic Money and Financial System: Role of money in an concept; economy – Historical Origin; Formal and Informal Create awareness of the role of financial institutions financial institutions for Savings and Credit – General from the point of view day-to-day life. Introduction; Select one formal institution such as a Periods: 10 nationalized commercial bank and a few informal institutions – Local money lenders, landlords, self help groups, chit funds and private finance companies.  Themes Objectives Theme III The Role of Service Sector in Indian Economy: What is service To make aware of a major employment generating sector (through examples); Importance of Service Sector sector. in generating Employment and Income to the nation Sensitise the learner of how and why governments (with the help of a few case studies); Growth of Service invest in such an important sector. Sector in India; India as a major service provider to the Periods: 10 world; The need for public investment – The role of important infrastructure – education and health. Theme IV Globalisation: What is Globalisation (through some Provide children some idea about how a particular simple examples); How India is being globalised and economic phenomenon is influencing their why – Development Strategy prior to 1991 – State surroundings and day-to-day life. Control of Industries: Textile goods as an example Periods: 10 for elaboration; Economic Reforms 1991; Strategies Syllabus adopted in Reform measures (easing of capital flows; for Secondary migration, investment flows); Different perspectives and on globalisation and its impacts on different sectors; Higher Political Impacts of globalisation. Secondary Levels Theme V 92 Consumer Awareness: How consumer is exploited (one Making the child aware of his or her rights and or two simple case studies) – factors causing duties as a consumer; exploitation of consumers – Rise of consumer Familiarizing the legal measures available to protect awareness – how a consumer should be in a market – from being exploited in markets. role of government in consumer protection. Periods: 10 Suggested Activities/Instructions Theme II: Visit to banks and money lenders/pawnbrokers and discuss various activities that you have observed in banks in the classroom; Participate in the meetings of self help groups, which engaged in micro credit schemes in the locality of learners and observe issues discussed. Theme IV: Provide many examples of service sector activities; Use numerical examples, charts and photographs. Theme V: 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 news papers and consumer courts.