Oswaal Social Science Question Bank Class 10 CBSE 2024-2025 PDF

 BEST SELLER For 2025 Exam CBSE CBSE QUESTION QUESTION BANK Chapterwise & Topicwise...

 BEST SELLER For 2025 Exam CBSE CBSE QUESTION QUESTION BANK Chapterwise & Topicwise SAMPLE SOLVED PAPERS BANK CLASS 10 QUESTION PAPERS SOCIAL SCIENCE India and the Contemporary World- II CLASS 10 Contemporary India Democratic Politics Economics Strictly as per the Latest CBSE Syllabus & Circular released on 22nd Mar & 3rd Apr 2024 (CBSE Cir. No. Acad-29/2024; Acad 30/2024) Get the #OswaalEdge 1 100% Updated with Latest Syllabus, Additional Practice SOCIAL SCIENCE Papers & Fully Solved Board Papers 2024 2 Timed Revision with Crisp Revision Notes & Smart Mind Maps 3 Extensive Practice with Practice Papers, 2000 Questions (approx) & Board Marking Scheme Answers (2015-2024) 4 Concept Clarity with 500 Concepts & 50 Concept Videos (approx) 5 100% as per NEP 2020 with Artificial Intelligence & Competency based Questions  21st EDITION YEAR 2024-25 ISBN “9789359581231” CENTRAL BOARD OF SYLLABUS SECONDARY EDUCATION COVERED DELHI PUBLISHED BY OSWAAL BOOKS & LEARNING PVT. LTD. C OPYRIG HT RESERVED 1/11, Sahitya Kunj, M.G. Road, Agra - 282002, (UP) India BY THE PUBLISHERS All rights reserved. No part of this book may be reproduced, 1010, Cambourne Business Centre stored in a retrieval system, Cambridge, Cambridgeshire or transmitted, in any form or CB 236DP, United kingdom by any means, without written permission from the publishers. The author and publisher will 0562-2857671 gladly receive information enabling them to rectify any error or omission in subsequent editions. [email protected] www.OswaalBooks.com D I SCL A IM ER This book is published by Oswaal Books and Learning Pvt Ltd (“Publisher”) and is intended solely for educational use, to enable students to practice for examinations/tests and reference. The contents of this book primarily comprise a collection of questions that have been sourced from previous examination papers. Any practice questions and/or notes included by the Publisher are formulated by placing reliance on previous question papers and are in keeping with the format/pattern/ guidelines applicable to such papers. The Publisher expressly disclaims any liability for the use of, or references to, any terms or terminology in the book, which may not be considered appropriate or may be considered offensive, in light of societal changes. Further, the contents of this book, including references to any persons, corporations, brands, political parties, incidents, historical events and/or terminology within the book, if any, are not intended to be offensive, and/or to hurt, insult or defame any person (whether living or dead), entity, gender, caste, religion, race, etc. and any interpretation to this effect is unintended and purely incidental. While we try to keep our publications as updated and accurate as possible, human error may creep in. We expressly disclaim liability for errors and/or omissions in the content, if any, and further disclaim any liability for any loss or damages in connection with the use of the book and reference to its contents”. The Maps shown in this book are for reference only. They are Artistic Maps. Kindle Edition  Contents l Latest CBSE Circular & Syllabus released on 22nd March & 3rd April 2024 for Academic Year 2024-25 (CBSE Cir. No. Acad 29/2024; 30/2024) 7 - 23 l CBSE Solved Board Paper 2024 (Delhi & Outside Delhi Sets) 25 - 56 In each chapter, for better comprehension, questions have been categorized according to the typology issued by CBSE as follows : R - Remembering, U - Understanding, Ap - Applying, AE - Analyzing & Evaluating, C - Creating. {Abbreviations used - [AI] Academic Intelligence [OEB] Oswaal Editorial Board} Unit I : India And The Contemporary Unit III : Democratic Politics II World-II 1 Power Sharing 180 - 191 Section-I : Events And Processes 2. Federalism 192 - 203 3. Gender, Religion and Caste 204 - 220 1. The Rise of Nationalism in Europe 1 - 25 4. Political Parties 221 - 235 u Artificial Intelligence u Artificial Intelligence 2. Nationalism in India 26 - 47 5. Outcomes of Democracy 236 - 249 u Artificial Intelligence u Self Assessment Paper-3 250 - 251 3. The Making of a Global World 48 - 58 (To be evaluated in the Board Examination - Sub topics 1 to 1.3 Pre- Unit IV : Understanding Economic modern World to Conquest, Disease Development and Trade) 4. Print Culture and the Modern world 59 - 75 1. Development 252 - 264 u Map Work 76 - 78 2. Sectors of The Indian Economy 265 - 278 u Self Assessment Paper-1 79 - 80 u Artificial Intelligence Unit II : Contemporary India-II 3. Money And Credits u Artificial Intelligence 279 - 289 1. Resources and Development 81 - 94 4. Globalisation and the Indian Economy 290 - 299 2. Forest and Wildlife Resources 95 - 105 To be evaluated in the Board Examination 3. Water Resources 106 - 117 l What is Globalisation? u Artificial Intelligence l Factors that have enabled Globalisation 4. Agriculture 118 - 134 l Significance of role of G20 u Artificial Intelligence u Self Assessment Paper-4 300 - 301 5. Minerals And Energy Resources 135 - 153 l Practice Paper 6. Manufacturing Industries 154 - 170 u Practice Question Paper-1 302 - 306 u Map Work 171 - 177 u Practice Question Paper-2 307 - 311 u Self Assessment Paper-2 178 - 179 qq (3)  How to use this Book How to use this Book Chapter Navigation Tools Syllabus Topicwise & Revision Conceptwise Notes Segregation Prescribed by For Focused Chapter Summary CBSE & Systematic Developed by Study Oswaal Experts QR Codes Keywords Mind Maps For Concept For quick recall For better Videos of concepts retention of concepts Latest Previous Academically Additional Typologies of Years’ Board Important Practice Questions Papers Questions Questions Objective SA/LA/ To decode To Look out for For Better Case-based the paper pattern Highly Expected Practice Questions Questions for the upcoming exams Self Reflections Topper’s Commonly Assessment Answers Made Errors & Practice & Answering Papers Tips For Chapterwise To Ask To Learn to To write perfect Assessment youself about write your way Answers your learnings to success (4) (4)  Preface Elevate Your Performance, Surpassing the Past Get ready for another epic journey through the academic wonders of the 2024-2025 school year with your trusty companion—Oswaal Books! Remember last year’s triumphs? Well, buckle up because we’re about to make this year even more awesome! As the legendary dancer Martha Graham once said, “Practice means to perform, repeatedly in the face of all obstacles, some act of vision, of faith, of desire.” We’ve taken this wisdom to heart and packed it into our brand-new Question Banks for 2024-2025. It’s a magical mix of CBSE Board Updates, cool questions from the past, and specially crafted ones tailored to the Latest Typologies. Oh, and did we mention the fantastic Learning Resources that come with it? What makes these Question Banks truly exceptional? 100% Updated Syllabus & Fully Solved Board Papers: We’ve got you covered with the latest and 100% updated curriculum. Timed Revision with Topic-wise Revision Notes & Smart Mind Maps: Study smart, not hard! Extensive Practice with 2000 Questions (approx) & Board Marking Scheme Answers 2015-2024: Yep, you read that right—2000+ chances to become a champ! Concept Clarity with 500 Concepts & 50 Concept Videos (approx): Learn the cool way—with videos and mind-blowing concepts. NEP 2020 Compliance with Artificial Intelligence & Competency-Based Questions : Because we’re on the cutting edge of the coolest educational trends. If you’re looking to conquer every study challenge, these Question Banks are your secret weapon. It’s like having a superhero ally for your exams! So, let’s kick off this exciting journey, fill those learning gaps, and rock the year with ease and confidence. Big shoutout to our superhero team—the Oswaal Editorial Board! They’re the brains behind this incredible resource, working day and night just for you. And a massive thank you to you, our fellow students, Parents & Teachers for your awesome inputs that make this book one-of-a-kind. Wishing you all the best, superheroes-in-the-making! Strive for greatness! Team Oswaal Books (5)  What a Wonderful World Istanbul dolphins In the 1630s tulips were worth more than gold and is the only city in the world can swim and sleep were sometimes used as located on two continents. at the same time. currency in Holland. Earth has travelled more than On Jupiter and Saturn it rains 5000 miles Hippopotamus milk is Diamonds in the past 5 minutes. Pink In Hawaii The turritopsis Nutricula is a type of jellyfish that a waterfall sometimes goes up instead of down. lives forever (6)  CBSE Circular 2024-25 dsUæh; ek/;fed f'k{kk cksMZ (f'k{kk ea=ky; Hkkjr ljdkj ds v/khu ,d Lok;Ùk laxBu) CENTRAL BOARD OF SECONDARY EDUCATION (An Autonomous Organisation Under the Ministry of Education, Govt. of India) CBSE/ACADEMIC/JS(SG)/2024/ 3rd April, 2024 Circular No. Acad-30/2024 All the Heads of Schools affiliated to CBSE Subject : Assessment and Evaluation Practices of the Board for the Session 2024-25. The Board in accordance with National Education Policy, 2020 has taken multiple steps towards implementation of Competency Based Education in schools, ranging from aligning assessment to competencies, development of exemplar resources for teachers and students as well as continuous capacity building of the teachers etc. The main emphasis of the Board was to create an educational ecosystem that would move away from rote memorization and towards learning that is focused on developing the creative, critical and systems thinking capacities of students to meet the challenges of the 21st century. The Board has released guidelines vide Circular No. Acad- 05/2019 dated 18.01.2019; Circular No. Acad-11/2019 dated 06.03.2019; Circular No. Acad-18/2020 dated 16.03.2020; and Circular No. Acad- 57/2022 dated 20.05.2022 to progressively align assessment to the vision of the NEP by including more competency-based questions in the Classes X and XII Board examinations. Appropriately, the Board is continuing with aligning of the assessments and evaluation practices with NEP- 2020 for the academic session 2024-2025. Consequently, in the forthcoming session, the percentage of Competency Based Questions that assess application of concepts in real-life situations included in the question papers of the Board is given as under:  (Dr. Joseph Emmanuel) Director (Academics) ^f'k{kk lnu*] 17 jkÅt+ ,osU;w] baLVhVw'kuy ,fj;k] ubZ fnYyh&110002 ‘Shiksha Sadan’, 17, Rouse Avenue, Institutional Area, New Delhi – 110002 Qksu@Telephone: 011-23212603 osclkbV@Website:http://cbseacademic.nic.in esy@e-mail: [email protected]. (7)  CBSE Circular 2024-25 dsUæh; ek/;fed f'k{kk cksMZ (f'k{kk ea=ky; Hkkjr ljdkj ds v/khu ,d Lok;Ùk laxBu) CENTRAL BOARD OF SECONDARY EDUCATION (An Autonomous Organisation Under the Ministry of Education, Govt. of India) The changes for classes IX-XII year-end Board Examinations (2024-25) (Classes IX-X) Particulars Academic Session 2023-24 Academic Session 2024-25 (No change from previous academic session) Composition of Competency Focused Questions Competency Focused Questions question paper in the form of MCQs/ Case Based in the form of MCQs/Case Based for year-end Questions, Source-based Integrated Questions, Source-based Integrated examination/ Questions or any other type = 50% Questions or any other type = 50% Board Select response type questions (MCQ) Select response type questions (MCQ) Examination = 20% = 20% (Theory) Constructed response questions Constructed response questions (Short Answer/Long Answer Type (Short Answer/Long Answer Type Questions, as per existing pattern) = Questions, as per existing pattern) = 30% 30% (Classes IX-XII) Particulars Academic Session 2023-24 Academic Session 2024-25 Composition of Competency Focused Questions Competency Focused Questions question paper in the form of MCQs/ Case Based in the form of MCQs/ Case Based for year-end Questions, Source-based Integrated Questions, Source-based Integrated examination/ Questions or any other type = 40% Questions or any other type = 50% Board Select response type questions (MCQ) Select response type questions (MCQ) Examination = 20% = 20% (Theory) Constructed response questions Constructed response questions (Short Answer Questions/Long (Short Answer Questions/Long Answer type Questions, as per Answer type Questions, as per existing pattern) = 40% existing pattern) = 30% Curriculum document released by the Board for the Academic Session 2024-25 and the Sample Question Papers may also be referred to for details of the QP design of individual subjects. Learning frameworks for various subjects for classes IX-XII are available at the link https://cbseacademic.nic.in for reference.  (Dr. Joseph Emmanuel) Director (Academics) ^f'k{kk lnu*] 17 jkÅt+ ,osU;w] baLVhVw'kuy ,fj;k] ubZ fnYyh&110002 ‘Shiksha Sadan’, 17, Rouse Avenue, Institutional Area, New Delhi – 110002 Qksu@Telephone: 011-23212603 osclkbV@Website:http://cbseacademic.nic.in esy@e-mail: [email protected]. (8)  CBSE Circular 2024-25 dsUæh; ek/;fed f'k{kk cksMZ (f'k{kk ea=ky; Hkkjr ljdkj ds v/khu ,d Lok;Ùk laxBu) CENTRAL BOARD OF SECONDARY EDUCATION (An Autonomous Organisation Under the Ministry of Education, Govt. of India) F.1001/CBSE-Acad/Curriculum/2024 March 22, 2024 Cir No: Acad-29/2024 All Heads of Institutions affiliated to CBSE Subject : Secondary and Senior School Curriculum for the session 2024-25 and new textbooks to be published by NCERT for classes III and VI. 1. CBSE provides the annual curriculum for classes IX to XII containing academic content, syllabus for examinations with learning outcomes, pedagogical practices, and assessment guidelines. 2. It is imperative for schools to ensure adherence to the curriculum directives outlined in the initial pages of the curriculum document. Subjects should be taught in accordance with the prescribed curriculum, incorporating methodologies such as Multilingualism, Art-Integrated Education, Experiential Learning, and Pedagogical Plans, wherever feasible. 3. With the adoption of the National Curriculum Framework for School Education - 2023 by CBSE, schools are advised to align their practices with the recommendations delineated in NCF-SE-2023. This includes adherence to guidelines concerning content, pedagogical strategies, assessment methodologies, and other pertinent areas as communicated by the Board from time to time. 4. The National Council of Educational Research and Training (NCERT) has informed CBSE through a letter dated 18.03.2024 that new syllabi and textbooks for Grades 3 and 6 are currently under development and will soon be released. Consequently, Schools are advised to follow these new syllabi and textbooks for classes 3 and 6 in place of textbooks published by NCERT till the year 2023. Additionally, a bridge course for class 6, and concise guidelines for class 3 are being developed by NCERT for facilitating a seamless transition for students to new pedagogical practices and areas of study aligned with NCF-SE 2023. These resources will be disseminated to all the schools online once they are received from NCERT. The Board will also organize capacity building programs for School Heads and Teachers to orient them with the new teaching learning perspectives as envisioned in NEP-2020. 5. There will be no change in the Curriculum and textbooks for other classes for the academic year 2024-25 commencing from 1st April 2024. 6. Schools are requested to share the Curriculum 2024-25 available on Boards website www. cbseacademic.nic.in with all students and teachers. CBSE Curriculum for classes IX-XII 2024-25 can be accessed at the link-Secondary & Senior Secondary School Curriculum https://cbseacademic.nic.in/curriculum_2025.html.  (Dr. Joseph Emmanuel) Director (Academics) ^f'k{kk lnu*] 17 jkÅt+ ,osU;w] baLVhVw'kuy ,fj;k] ubZ fnYyh&110002 ‘Shiksha Sadan’, 17, Rouse Avenue, Institutional Area, New Delhi – 110002 Qksu@Telephone: 011-23212603 osclkbV@Website:http://cbseacademic.nic.in esy@e-mail: [email protected]. (9)  Syllabus 2024-25 Latest Syllabus (Issued by CBSE) SOCIAL SCIENCE Class - X (Code No. 087) Theory Paper Time: 3 Hrs. Max. Marks: 80 COURSE STRUCTURE Suggestive no. of 20 inclusive of History (India and the Contemporary World - II) periods = 60 map pointing Section Chapter No. Chapter name No. of periods Marks allocated I I The Rise of Nationalism in Europe 17 Events and II Nationalism In India 17 processes III The Making of a Global World 18 + 2 map II pointing * (To be evaluated in the Board Examination 6 Livelihoods, - Subtopics:1 to 1.3 Pre Modern World to Economies Conquest, Disease and Trade) and Societies Interdisciplinary project as part of multiple assessments (Internally assessed for 5 marks 4 Sub topics 2 to 4.4 The nineteenth century (1815-1914) to end of Bretton Woods & the beginning of “Globalisation.” IV The Age of Industrialization (To be assessed as part of Periodic Assess- 6 ments only) III V Print Culture and the Modern World * Marks as men- Everyday tioned above 10 Life, Culture and Politics Suggestive no. of 20 inclusive of Geography (Contemporary India - II) periods = 55 map pointing Chapter No. Chapter Name No. of Periods Marks allocated 1 Resources and Development 7 2 Forest and Wildlife Resources 7 3 Water Resources 7 4 Agriculture 10 5 Minerals and Energy Resources 10 17 + 3 map 6 Manufacturing Industries 10 pointing Lifelines of National Economy Only map pointing to be evaluated in the Board Examination 2 7 Interdisciplinary project as part of multiple assessments 2 (Internally assessed for 5 marks) ( 10 )  Syllabus 2024-25 Suggestive no. of Political Science (Democratic Politics - II) periods = 50 20 Unit no Chapter No Chapter Name No. of Periods Marks allocated 1 Power - sharing I 15 2 Federalism II 3 Gender, Religion and Caste 12 20 III 4 Political Parties 12 IV 5 Outcomes of Democracy 11 Suggestive no. of Economics (Understanding Economic Development) 20 periods = 50 Chapter No. Chapter name No. of Periods Marks allocated 1 Development 12 2 Sectors of the Indian Economy 12 3 Money and Credit 12 20 Globalisation and The Indian Economy To be evaluated in the Board Examination: What is Globalisation? 8 Factors that have enabled Globalisation Interdisciplinary project as part of multiple assessment 4 (Internally assessed for 5 marks) Production across the countries Chinese toys in India 6 World Trade Organisation The Struggle for a Fair Globalisation 5 Consumer Rights (Project Work) ( 11 )  Syllabus 2024-25 CLASS X COURSE CONTENT History: India and the Contemporary World - II Content Curricular goals Competency Learning outcome Suggestive Pedagogical process I The Rise of CG-2 Analyses C-2.4 Explains the  Infer how the  Presentation and discus- Nationalism in important phases growth of new ideas French Revolu- sion on the French Revo- Europe in world history in Europe and Asia tion had an impact lution after watching an- and draws insight (humanism, mercan- on the European imations/films/reading to understand the tilism, industrialisa- countries in the stories or novels related tion, colonialism, sci- present-day world. making of nation to French revolution. entific developments CG-3 Understands state.  Use of graphic organiz- and explorations, the idea of a nation imperialism, and the  Comprehend the ers to explain unification and the emergence rise of new nation- nature of the di- of states to form one na- of the modern states across the verse social move- tion. Indian Nation world) and how it ments of the time.  Map activity familiaris- affected the course of  Analyse and infer ing the location of vari- human history. the evolution of the ous places studying the C-2.5 Recognises the idea of nationalism map of Europe after the various practices that which led to the Congress of Vienna 1815 arose, such as those formation of nation and locating important in C-2.4, and came to states in Europe places on the political be condemned later on (such as racism, and elsewhere. outline map of Europe. slavery, colonial inva-  Evaluate the  World Café on changes sions, conquests, reasons which led after 1815 in Europe. and plunder, geno- to the First World  Role play on the social cides, exclusion of War. revolutions of Europe women from demo- cratic and other insti- tutions), all of which have also impacted the course of world history and have left unhealed wounds. II Nationalism CG-3 Understands C-3.2 Identifies and  Illustrate various  Sequence chart/story in India the idea of a nation analyses important facets of Nation- Board/Story telling and the emergence phases of the Indian alistic movements pedagogy to illustrate of the modern national freedom that ushered in the various facets of Nation- struggle against Brit- sense of Collective alistic movements that Indian Nation. ish colonial rule, with Belonging. ushered in the sense of special reference to the movement led by  Evaluate the ef- Collective Belonging Mahatma Gandhi fectiveness of the  Students will examine and other impor- strategies applied textual content and tant figures as well by Gandhiji and other references and as those that led to other leaders in the Present through PPT. independence, and movements organ-  Viewing the relevant understands the spe- ised by him. snippets from the cific Indian concepts,  Summarise the movies/video clippings values, and methods effects of the First depicting various events (such as Swaraj, World War that involving Gandhiji and Swadeshi, passive resistance, fight triggered the two other leaders and pre- for dharma selfsacri- defining move- sent findings fice, ahimsa) that ments (Khilafat played a part in &Non Coopera- achieving Independ- tion Movement) in ence. India ( 12 )  Syllabus 2024-25 III The Making CG-7 Develops an C-2.3 Traces aspects  Summarize the  Initiate an Inquiry of a Global understanding of of continuity and changes that based learning using World the economy of a change in differ- transformed the world cafe' strategy and Subtopic 1 The nation, with specific ent phases of world world in terms of present your finding history (including economy, political, through cafe conversa- premodern reference to India. cultural trends, social world cultural and tech- tion strategy of each and religious reforms, Subtopic 2 and economic and nological areas. area (transformed 19th century political transforma-  Depict the global the world in terms of 1815 -1914 tions) interconnectedness economy, political, cul- Subtopic 3 C-7.4 Traces the from the Premod- tural and technological The inter- war beginning and ern to the present aspects.) importance of day. Art integration and gal- economy large-scale trade and  Enumerate the lery walk to depict the Subtopic 4 commerce (includ- destructive impact interconnectedness. Rebuilding of ing e-commerce) of colonialism on  Students examine the world econo- between one country the livelihoods of photographic display/ my: and another - the key items of trade in the colonised people. new paper cutting that the post war  Refer Annexure IV depict the destructive era. beginning, and the changes from time to impact of colonialism Inter time. on the livelihoods of disciplinary Refer Annexure IV colonised people and Project with present their under- chapter 7 of standings in the form Geography: of Newsletter/ cartoon Lifelines of strips/ Inter Disciplinary National Project Economy and chapter 4 of Economics: Globalization and the Indian Economy IV CG-2 Analyses the C-2.4 Explains the  Watch relevant  Enumerate economic, The Age of important phases in growth of new ideas Videos/ Visuals/ political, social features Industrialisa- world and documentaries/ the of Pre and Post Industri- tion history and draws practices across the movie clippings alization. insights world (including on features of Pre  Analyse and infer how to understand the humanism, mer- & Post economic, the industrialization present-day world cantilism, industri- political, social impacted colonies with alisation, scientific features of Pre and specific focus on India developments and Post Industrialisa- explorations, impe- tion rialism, colonialism, the rise of new na- tion-states across the world, and various technologies includ- ing the most cur- rent) and how they affected the course of world history ( 13 )  Syllabus 2024-25 V CG-2 Analyses the C-2.4 Explains the  Enumerate the de-  Flow chart to depict the Print culture important phases growth of new ideas velopment of Print development of Print. and the Mod- in world history and practices across from its beginnings  Declamation on the pro- ern and draws insights the world (including in East Asia to its found transformation of World to understand the humanism, mer- expansion in Eu- people due to the print present-day world. cantilism, industri- rope and India. revolution. CG-9 Understands alisation, scientific  Comment on the  Use of Venn diagram to and appreciates the developments and statement that compare the advantages contribution of In- explorations, impe- the print revolu- of handwritten books dia through history rialism, colonialism, tion was not just a and the printed books and present times, the rise of new na- way of producing  Interpret and infer from book but profound pictures, cartoons, ex- to the overall field tion-states across the transformation of tracts from propaganda of Social Science, world, and various people. literature on important and the disciplines technologies includ-  Compare and events and issues with that constitute it ing the most cur- contrast the old tra- focus on print culture. rent) and how they dition of handwrit- affected the course of ten manuscripts world history. versus the print technology.  Summarise the role of Print revolution and its impact Political Science: Democratic Politics - II Content Curricular goals Competency Learning outcome Suggestive Pedagogical process 1.Power - shar- CG-5 Understands C-5.4 Analyses the  Enumerate the  Read relevant Newspa- ing the Indian Consti- basic features of need for power per articles/ clippings on tution and explores a democracy and sharing in democ- Power sharing and pre- the essence of democratic govern- racy. sent the findings in the Indian democracy ment – and its history  Analyse the Chal- form of flow chart. in India and across and the characteris- lenges faced by  Discuss various forms of the world – and tics of a democratic countries like Bel- power-sharing. compares this form government of government with gium and Sri Lanka  Classroom discussion other forms of gov- ensuring effective on challenges faced by ernment power sharing. Belgium& Sri Lanka in  Compare and ensuring effective power contrast the power sharing. sharing of India  Socratic discussion on with Sri Lanka and Power Sharing Tech- Belgium. niques used by India, Sri  Summarize the Lanka and Belgium. purpose of power sharing in pre- serving the unity and stability of a country ( 14 )  Syllabus 2024-25 2 Federalism CG-5 Understands C-5.2 Appreciates  Infer and appreci-  Group discussion on the Indian Consti- fundamental ate how federalism the distribution of pow- tution and explores Constitutional values is being practised ers between Union and the essence of and identifies in India. state Government and Indian democracy their significance for  Analyse and infer present the outcomes the prosperity of the and the characteris- how the policies through presentations. Indian nation tics of a democratic and politics that  Debate on policies and government has strengthens politics that strengthens federalism in prac- Federalism in practice tice. and present through mind map 3.Gender, CG-6 Understands C-6.2 Understands  Examines the role  Skit/ street play to enu- Religion and and analyses social, that, despite C-6.1, and differences of merate how the differ- Caste cultural, and politi- forms of inequal- Gender, religion ences in gender, religion cal life in India over ity, injustice, and and Caste in prac- and caste impact the time – as well as the discrimination have ticing Democracy practicing healthy or occurred in different underlying histori- in India. otherwise in a Democ- sections of society at cal Indian ethos and  Analyses the dif- racy. different times (due philosophy of unity to internal as well as ferent expressions  Graphic method to ana- in diversity – and outside forces such as based on these. lyse and infer how dif- recognises challeng- colonisation), leading  differences are ferent expressions based es faced in these to political, social, and healthy or other- on differences in Gender, areas in the past cultural efforts, strug- wise in a democ- Religion and Caste are and present and the gles, movements, and racy healthy or unhealthy in efforts (being) mechanisms at vari- a democracy made to address ous levels towards them equity, inclusion, justice, and harmony, with varying out- comes and degrees of success. 4.Political Par- CG-5 Understands C-5.3 Explains that  Understand the  Mock election to learn ties the Indian Consti- fundamental rights process of parties the process. tution and explores are the most basic hu- getting elected.  Role play and create the essence of man rights, and they  Know the sig- awareness of fundamen- Indian democracy flourish when people nificance of right to tal duties. also perform their and the characteris- vote and exercise  Use flow chart to bring fundamental duties tics of a democratic the duties as citizen out the role, purpose and government of nation. no. of Political Parties.  Examine the role,  Read newspapers, purpose and no. of watches video clippings Political Parties in to justify the contribu- Democracy. tions /non contributions  Justifies the con- made by national and tributions /non regional political parties contributions made in successful functioning by national and of Indian democracy. regional political parties in success- ful functioning of Indian democracy. ( 15 )  Syllabus 2024-25 5.Outcomes of CG-5 Understands C-5.5 Analyses the  Enumerates how a  Graphic organizer to Democracy the Indian Consti- critical role of non- success of democ- enumerates how a tution and explores state and non-market racy depends on success of democracy the essence of participants in the quality of govern- depends on quality of functioning of a Indian democracy democratic govern- ment, economic government, economic and the characteris- ment and society, wellbeing, in wellbeing, in equal- tics of a democratic such as the media, equality, social dif- ity, social differences, government civil society, socio- ferences, conflict, conflict, freedom and religious institutions, freedom and dignity. and community dignity. institutions. Geography: Contemporary India - II Content Curricular goals Competency Learning outcome Suggestive Pedagogical process 1.Resources CG-4 Develops C-4.4 Analyses  Enumerates how  Brainstorming on how and an understanding and evaluates the the resources are the resources are inter- Development of the inter-rela- interrelationship interdependent, dependent in nature tionship between between the natural justify how plan- and the need to develop environment and ning is essential in human beings and judicious utiliza- them in India and pre- human beings and their physical envi- tion of resources sent in the form of a their cultures across ronment and how and the need to Venn diagram. regions and, in the that influences the develop them in  Use of maps, charts, and case of India, the India. livelihoods, culture, special environmen- other tools to identify and the biodiversity  Infers the rationale patterns and trends of tal ethos that resulted for development of of the region in practices of nature resources. land utilization. conservation  Analyse and evalu-  Case study and debate ate data and infor- on the topic “Is the de- mation related to velopment acting as an non-optimal land, adversary for conserva- utilization in India tion”. Appraise and infer the need to con-  Present a report in the serve all resources form of PPT. available in India.  suggest reme- dial measures for optimal utilization of underutilized resources 2. Forest and CG-4 Develops C-4.6 Develops  Examine the  Read newspaper arti- Wildlife an understanding sensitivity towards importance of con- cles/ watch videos on Resources of the inter-rela- the judicious use of serving forests and deforestation and need tionship between natural resources (by wildlife and their for conservation and individuals, socie- interdependency through world café strat- human beings and in maintaining the egy present your find- ties, and nations) and their physical envi- ecology for the sus- ings. suggests measures for ronment and how tainable develop-  Discuss how develop- their conservation that influences the ment of India. mental works, grazing livelihoods, culture,  Analyse the role wood cutting have im- and the biodiversity of grazing and pacted on the survival of the region wood cutting in the forests development and  Use art integration strat- degradation. egy to summarize and  Summarizes the present the reasons for reasons for conser- conservation of biodiver- vation of biodi- sity in India under sus- versity in India tainable development. under sustainable development. ( 16 )  Syllabus 2024-25 3.Water CG-4 Develops C-4.2 Explains im-  Examine the rea-  Brainstorming session Resources an understanding portant geographical sons for conser- to discuss the scarcity of the inter-rela- concepts, characteris- vation of water of water and present tionship between tics of key landforms, resource in India. through graphic organ- human beings and their origin, and  Analyse and infer izers. other physical factors their physical envi- how the Multipur-  Prepare a PPT to Sum- of a region. ronment and how pose projects are marize the roles of Mul- that influences the supporting the re- tipurpose projects in livelihoods, culture, quirement of water supporting the water re- and the biodiversity in India. quirement of India of the region. 4. Agriculture CG-4 Develops C-4.3 Draws inter-  Examine the crucial  Group Discussion on an understanding linkages between role played by the challenges faced by of the inter-rela- various components agriculture in our farmers, such as low pro- tionship between of the physical economy and soci- ductivity, lack of modern human beings and environment, such ety. technology, inadequate as climate and relief, their physical envi-  Analyses the chal- irrigation facilities, and climate and vegeta- ronment and how lenges faced by the post-harvest losses and tion, vegetation, and that influences the wildlife farming commu- present the findings livelihoods, culture, nity in India. through PPT/chart. and the biodiversity  Identifies and sum-  Collect Newspaper and of the region marizes various have a panel discussion aspects of agricul- on the challenges faced ture, including crop by the farming commu- production, types nity in India of farming, modern  Use of graphic organ-  agricultural practic- izers to distinguish the es, and the impact traditional and modern of agriculture on farming methods the environment.  Analyses the chal- lenges faced by the farming commu- nity in India 5. Minerals CG-4 Develops C-4.6 Develops  Differentiates be-  Use graphic organizers and an understanding sensitivity towards tween the conven- to infer the resource dis- Energy of the inter-rela- the judicious use of tional and noncon- tribution to real-world Resources tionship between natural resources (by ventional sources situations and lists the human beings and individuals, socie- of energy. strategies for sustainable ties, and nations) and their physical envi-  Analyses the use of natural resources. suggests measures for ronment and how importance of  Use of flow chart to Dif- their conservation. that influences the minerals and ferentiate between the livelihoods, culture, natural resources conventional and non- and the biodiversity for economic conventional sources of of the region development of the energy country.  Suggests strategies for sustainable use of natural resources ( 17 )  Syllabus 2024-25 6.Manufactur- CG-4 Develops an C-4.5 Critically evalu-  Enumerates the im-  Use of flow chart to dif- ing understanding of ates the impact of pact of manufactur- ferentiate between vari- Industries the human interventions ing industries on ous types of manufac- inter-relationship on the environment, the environment turing industries based between human including climate and develop strate- on their input materials, change, pollution, beings and their gies for sustainable processes, and end prod- shortages of natural physical environ- development of ucts. resources (particu- ment and how that larly water), and the manufacturing Utilizes the textual infor- influences the liveli- loss of biodiversity; sector. mation hoods, culture, and identifies practices  Differentiates (data given through vari- the biodiversity of that have led to these between various ous maps/ graphs) to the region environmental crises types of manufac- enumerate the impact and the measures turing industries of manufacturing indus- that must be taken to based on their tries on the environment reverse them input materials, and develop strategies processes, and end for sustainable develop- products, and ana- ment of the manufactur- lyse their signifi- ing sector. cance in the Indian  Uses case studies to In- economy. fer the relation between  Analyses the rela- availability of raw mate- tion between the rial and location of the availability of raw industry. material and loca- tion of the industry 7.Life Lines of Inter disciplinary pro- Refer Annexure IV Refer Annexure IV National ject with chapter 3 of Economy History: The making of a Global world and chapter 4 of Econom- ics: Globalization and the Indian Economy Economics: Understanding Economic Development Content Curricular goals Competency Learning outcome Suggestive Pedagogical process 1 Develop- CG-8 Evaluates the C-8.1 Gathers,  Enumerate and  Hot seat strategy to ment economic develop- comprehends, and examine the different enumerate different de- ment of a country analyses data related processes involved velopmental Goals that in terms of its to income, capital, in setting develop- helps in nation building. impact on the lives poverty, and employ- mental Goals that  Case study to analyse ment in one’s locality, of its people and helps in nation and infer how the per region and at the nature. building. capita income depicts national level. C-8.4 Describes  Analyse and infer the economic condition India’s recent path how the per capita of the nation. towards again becom- income depicts the  Graphic organizer to ing one of the three economic condition compare the t relation largest economies of the nation. between HDI (Human of the world, and Development Index) and how individuals can PCI (Per Capita National contribute to this Income) economic progress. ( 18 )  Syllabus 2024-25 C-8.5 Appreciates  Evaluate the devel-  Declamation to Analyse the connections opment goals that the multiple perspec- between economic have been set for tives on the need of de- development and the the nation by the velopment. environment, and the Planning commis- sion of India -with  Debate on ‘Health and broader specific reference Education are the true indicators of societal wellbeing beyond to their efficacy, indicators of develop- GDP growth and implemental strate- ment.’ income. gies, relevance to current require- ments of the na- tion.  Compare and contrast the per capita income of some countries and infer reasons for the variance.  Analyses the multiple perspec- tives on the need of development 2 CG-7 Develops an C-7.1 Defines key  Analyses and  Data analysis of various Sectors of the understanding of features of the infer how the sectors and their contri- Indian the economy of a economy such as pro- economic activities bution in GDP (Gross Economy nation, duction, distribution, in different sectors domestic Product) and demand, contribute to the NDP (Net Domestic with specific refer- overall growth and supply, trade, and Product). ence evelopment of the commerce, and fac-  Research based strategy to India. Indian economy. tors that influence to propose solutions to these aspects (includ-  Propose solutions identified problems in ing technology) C-7.2 to identified prob- different sectors based Evaluates the lems in different on their understanding. sectors based on importance of the  Read Newspaper articles their understand- three sectors of pro- ing. and group discuss to duction (primary, sec-  Summarize how Summarize how the ondary, and tertiary) the organised organised and unorgan- in any country’s and unorganised ised sectors are provid- economy, especially sectors are provid- ing employment and India C-7.3 Distin- ing employment the challenges faced by guishes between and the challenges them. ‘unorganised’ and faced by them.  Role plays of case stud- ‘organised’ sectors  Enumerates the ies explaining under- of the economy and role of unorganised employment/disguised their sector in impact- unemployment. role in production for ing PCI (Per Capita  Class conversation/ the local market in Income) currently group discussion on small, medium, and and proposes how to create more large-scale produc- suggestive steps to employment. tion centres reduce the unor- (industries), and ganised sector for recognises the special more productive importance of the contributions to socalled ‘unorgan- GDP.  Enumerates and ised’ sector in Indian infer the essential economy role of the Public and its connec ions and Private sectors with the self-organis- the present trends ing features of Indian of PPP and efficacy society. of the initiative. ( 19 )  Syllabus 2024-25 3 CG-8 Evaluates the C-8.1 Gathers,  Enumerate how  Group discussion to Money and economic develop- comprehends, and money plays as a Enumerate how money Credit ment of a country analyses data related medium exchange plays as a medium ex- in terms of its to income, capital, in all transactions change in all transac- impact on the lives poverty, and employ- of goods and ser- tions of goods and ser- ment in one’s locality, of its people and vices since ancient vices since ancient times region and at the nature. times to the present to the present times. national level. Markets. times.  Case based study to Ana- C-8.3 Understands  Analyse and infer lyse and infer various these features in the various sources of sources of Credit. context of ancient In- Credit.  Guest Speaker Pro- dia, with its thriving  Summarizes the gramme (bank manager/ trade, both internal significance and role a self-help group mem- and external, and of self-help groups ber) who will summarize its well-established in the betterment the significance and role trade practices and of the economic of self-help groups in the networks, business condition of rural betterment of the eco- conventions, and diverse industries, all people/ women. nomic condition of rural of which made India people/ women. one of the world’s leading economies up to the colonial period 4 CG-7 Develops an society C-7.4 Traces  Enumerate the  Watch videos on globali- Globalization understanding of the beginning and concept of globali- sation followed by an and the Indian the economy of a importance of zation and its defi- interactive group discus- Economy nation, with specific large-scale trade and nition, evolution, sion to enumerate the reference to India. commerce (including and impact on the concept of globalization Subtopics: ecommerce) between CG-8 Evaluates the global economy. and its definition, evolu- What is one country and Globalization? economic develop- another – the key  Evaluate the key tion, and impact on the Factors that ment of a country items of trade in the role of the key global economy. have enabled in terms of its im- beginning, and the major drivers of  Read Textual and other Globalisation. pact on the lives changes from time to globalization and resources to analyse and Inter discipli- of its people and time. their role in shap- infer the key drivers of nary Project nature C-8.3 Understands ing the global eco- globalization and their with chapter these features in the nomic landscape in role in shaping the glob- 3 of History: context of ancient In- various countries. al economic landscape. “The making dia, with its thriving  Comprehends the  Discussions /Debates of a Global trade, both internal significance of role of on the positive impact World”.and and external, and G20 and its signifi- of Globalization on the chapter 7 of its well-established Geography: trade practices and cance in the light of lives of people. “Lifelines of networks, business India's present role. National conventions, and Economy” diverse industries, all Subtopics: of which made India Production one of the world’s across the leading economies up countries to the colonial period. Chinese toys in India World Trade Organization Refer Annexure IV The Struggle for A Fair Globalisation ( 20 )  Syllabus 2024-25 5 Project work Refer Annexure III Refer Annexure Consumer III Rights OR Social Issues OR Sustainable Development CLASS X LIST OF MAP ITEMS Subject Name of the Chapter List of areas to be pointed on the Map History Nationalism in India I. Congress sessions: 1920 Calcutta, 1920 Nagpur, 1927 Madras session. II. 3 Satyagraha movements: Kheda, Champaran, Ahmedabad mill workers. III. Jallianwala Bagh IV. Dandi March Geography Resources and Development Identify: Major Soil Types Water Resources Locating and Labelling: Salal, Bhakra Nangal, Tehri, Rana Pratap Sagar, Sardar Sarovar, Hirakud, Nagarjuna Sagar, Tungab- hadra Agriculture Identify: Major areas of Rice and Wheat, Largest/ Major producer states of Sugarcane, Tea, Coffee, Rubber, Cotton and Jute. Minerals and Energy Resources Identify: a. Iron Ore mines Mayurbhanj, Durg, Bailadila, Bellary, Kudremukh. b. Coal Mines Raniganj, Bokaro, Talcher, Neyveli. c. Oil Fields Digboi, Naharkatia, Mumbai High, Bassien, Kalol, Ankaleshwar Locate & label: Power Plants a. Thermal Namrup, Singrauli, Ramagundam. b. Nuclear Narora, Kakrapara, Tarapur, Kalpakkam. Manufacturing Industries I. Manufacturing Industries (Locating and Labelling only) Cotton Textile Industries: a. Mumbai b. Indore c. Surat d. Kanpur e. Coimbatore Iron and Steel Plants: a. Durgapur b. Bokaro c. Jam- shedpur d. Bhilai e. Vijayanagar f. Salem Software Technology Parks: a. Noida b. Gandhinagar c. Mumbai d. Pune e. Hyderabad, f. Bengaluru g. Chen- nai. h. Thiruvananthapuram ( 21 )  Syllabus 2024-25 Lifelines of National Economy Locating and Labelling: a. Major sea ports Kandla, Mumbai, Marmagao, New Mangalore, Kochi, Tuticorin, Chennai, Vishakhapatnam, Paradip, Haldia. b. International Airports: Amritsar (Raja Sansi - Sri Guru Ram Dass jee), Delhi (Indira Gandhi), Mumbai (Chhatrapati Shivaji), Chennai (Meenam Bakkam), Kolkata (Netaji Subhash Chandra Bose), Hyder- abad (Rajiv Gandhi). Note: Items of Locating and Labelling may also be given for Identification. QUESTION PAPER DESIGN Subject Wise Weightage Subject Syllabus Marks (80) Percentage History The Rise of Nationalism in Europe. Nationalism in India: The Making of a Global World Sub topics 1 to 1.3 18+2 25% Print Culture and the Modern World Map pointing Political Science Power - sharing Federalism Gender, Religion and Caste 20 25% Political Parties Outcomes of Democracy Geography Resources and Development Forest and Wildlife Resources Water Resources Agriculture 17+3 25% Mineral& Energy resources Manufacturing industries. Lifelines of National Economy(map pointing) Map pointing Economics Development Sectors of the Indian Economy Money and Credit 20 25% Globalization and The Indian Economy Sub topics: What is Globalization? Factors that have enabled Globalisation Weightage to Type of Questions Type of Questions Marks (80) Percentage 1 Mark MCQs (20x1) 20 25% (Inclusive Of Assertion, Reason, Differentiation &Stem) 2 Marks Narrative Questions (4x2) 8 10% (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis & Create) 3 Marks Narrative Questions (5x3) (Knowledge, Understanding, Application, Analysis, Eva luation, Synthesis & Cre- 15 18.75% ate) 4 MARKS Case Study Questions (3x4) (Knowledge, Understanding, Application, 12 15% Analysis, Evaluatio n, Synthesis & Create) ( 22 )  Syllabus 2024-25 5 Mark Narrative Questions (4x5) 20 25% (Knowledge, Understanding, Application, Analysis, Evaluatio n, Synthesis & Create) Map Pointing 5 6.25% Weightage to Competency Levels Sr. No. Competencies Marks (80) Percentage 1 Remembering and Understanding: Exhibiting memory of previously learned material by recalling facts, terms, basic concepts, and answers; Demonstrating understanding of facts and ideas by organizing, translat- 24 30% ing, interpreting, giving descriptions and stating main ideas. 2 Applying: Solving problems to new situations by applying acquired 11 13.25% knowledge, facts, techniques and rules in a different way. 3 Formulating, Analysing, Evaluating and Creating: Examining 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 informa- 40 50% tion, validity of ideas, or quality of work based on a set of criteria; Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. 4 Map Skill 5 6.25% Total 80 100% How to Use Scratch Code? 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