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shivdas class 10 books das Since 1948 2024-25 s t i o ns 2500+ solv e d q u e S C I E N C E SOCIAL 70% MCQs INSIDE STUDY TIME 2024 Board NCERT Exercises Subjective + Objective Competency Qs Included (Fully Solved) Qs (ChapterWise) Based Qs EXAM TIME Assessment Tests 5 CBSE Past Years SQPs Answers Board Answer (ChapterWise) SQPs Through QR Code Book Strictly Based on the Latest Pattern & Syllabus issued on 22nd March 2024, Circular No. Acad-29/2024.   No part of this book may be reproduced or copied in any form or by any means without the written permission of the publishers. All Rights  The publishers have taken all possible precautions in publishing this book, yet if any mistake has crept in, the publishers shall not Reserved be responsible for the same.  All disputes shall be subject to the jurisdiction of court at Delhi only. Published by: SHIVDAS & SONS C-8, Sector 6, Noida, Uttar Pradesh-201 301 +91-9910055604, 0120-4197490, 0120-4305480 [email protected], www.shivdas.in 7840040400, [email protected]  Publishers Printed at: Yash Printographics A-12, Ground Floor Sector- 8, Noida-201301 CONTENTS Latest Syllabus (2025 EXAMINATION)... (vi) Latest CBSE Question Paper Design (Issued by CBSE for 2025)... (xxii) INCLUDES 2024 BOARD EXAM QUESTIONS STUDY TIME UNIT 1: INDIA AND THE CONTEMPORARY WORLD-II 1. THE RISE OF NATIONALISM IN EUROPE... H-1 2. NATIONALISM IN INDIA... H-28 3. THE MAKING OF A GLOBAL WORLD... H-64 4. THE AGE OF INDUSTRIALISATION... H-85 5. PRINT CULTURE AND THE MODERN WORLD... H-106 UNIT 2: CONTEMPORARY INDIA-II 1. RESOURCES AND DEVELOPMENT... G-1 2. FOREST AND WILDLIFE RESOURCES... G-24 3. WATER RESOURCES... G-36 4. AGRICULTURE... G-55 5. MINERALS AND ENERGY RESOURCES... G-76 6. MANUFACTURING INDUSTRIES... G-97 7. LIFELINES OF NATIONAL ECONOMY... G-119 UNIT 3: DEMOCRATIC POLITICS-II 1. POWER SHARING... P-1 2. FEDERALISM... P-20 3. GENDER, RELIGION AND CASTE... P-38 4. POLITICAL PARTIES... P-55 5. OUTCOMES OF DEMOCRACY... P-74 UNIT 4: UNDERSTANDING ECONOMIC DEVELOPMENT 1. DEVELOPMENT... E-1 2. SECTORS OF THE INDIAN ECONOMY... E-18 (iii)  3. MONEY AND CREDIT... E-40 4. GLOBALISATION AND THE INDIAN ECONOMY... E-59 Scan for PDF 5. CONSUMER RIGHTS (ONLY FOR PROJECT WORK) (Questions and Answers are available on PDF.) u LIST OF MAP ITEMS... M1-M16 EXAM TIME 1. CBSE SAMPLE QUESTION PAPER-01... 1-8 2. CBSE SAMPLE QUESTION PAPER-02... 9-17 3. CBSE SAMPLE QUESTION PAPER-03... 18-24 4. CBSE SAMPLE QUESTION PAPER-04... 25-31 5. CBSE SAMPLE QUESTION PAPER-05... 32-40 u BOARD ANSWER BOOK (FOR STUDENTS’ PRACTICE ONLY)  (iv)  TM S T “WE HAVE DESIGNED THIS BOOK ON A COOL AND UNIQUE TRADEMARKED CONCEPT TO EASILY SCORE MAXIMUM MARKS IN YOUR BOARD EXAMS.” STUDY TIME EXAM TIME “Reading the first part of this book “The second part contains CBSE (Study Time) will help you cover the Sample Question Papers which will entire syllabus in detail by solving give you necessary practice and Textbook exercises and other confidence to be fully prepared to important exam-oriented questions perform well in your Board exams.” from all the chapters.” NCERT Exercises Assessment Tests (ChapterWise) Subjective + Objective 5 CBSE Past Years Questions Sample Question Papers Competency Board Answer Book Based Questions (v) LATEST SYLLABUS SOCIAL SCIENCE (087) Course Structure (2024-25)—Class X SECTION-WISE WEIGHTAGE Suggestive 20 inclusive of no. map pointing HISTORY (INDIA AND THE CONTEMPORARY WORLD - II) of periods = 60 Chapter No. of Marks Section Chapter Name No. periods allocated I 1 The Rise of Nationalism in Europe 17 Events and 2 Nationalism In India 17 processes II 3 The Making of a Global World 18 + 2 map (To be evaluated in the Board Examination— pointing 6 Subtopics: 1 to 1.3 Pre-Modern World to Conquest, Disease and Trade) Liveli- Interdisciplinary project as part of multiple hoods, assessments Economies (Internally assessed for 5 marks 4 and Subtopics: 2 to 4.4 The Nineteenth Century Societies (1815-1914) to end of Bretton Woods & the Beginning of “Globalisation.”) 4 The Age of Industrialization (To be assessed as part of Periodic Assessments 6 only) III 5 Print Culture and the Modern World Everyday Life, 10 Culture and Politics Suggestive 20 inclusive of GEOGRAPHY (CONTEMPORARY INDIA - II) no. of map pointing periods = 55 Chapter No. of Marks Chapter Name No. periods allocated 1 Resource and Development 7 2 Forest and Wildlife Resources 7 (vi)  3 Water Resources 7 4 Agriculture 10 5 Minerals and Energy Resources 10 17 + 3 map 6 Manufacturing Industries 10 pointing Lifeline of National Economy Only map pointing to be evaluated in the Board 2 Examination 7 Interdisciplinary project as part of multiple as- sessments (Internally assessed for 5 marks) 2 Suggestive no. POLITICAL SCIENCE (DEMOCRATIC POLITICS - II) 20 of periods = 50 Chapter No. of Marks Unit No. Chapter Name No. periods allocated I 1 Power Sharing 15 2 Federalism II 3 Gender, Religion and Caste 12 20 III 4 Political Parties 12 IV 5 Outcomes of Democracy 11 Suggestive no. ECONOMICS (UNDERSTANDING ECONOMIC DEVELOPMENT) 20 of periods = 50 Chapter No. of Marks Chapter Name No. periods 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: 8 What is Globalisation? Factors the have enabled Globalisation 4 Interdisciplinary project as part of multiple assessments (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) (vii)  COURSE CONTENT HISTORY: INDIA AND THE CONTEMPORARY WORLD - II Content Curricular Goals Competency Learning Outcome Suggestive Pedagogical Process 1. CG-2—Analyses im- C-2.4—Explains the Infer how the French Presentation and The Rise of portant phases in growth of new ideas in Revolution had discussion on the Nationalism in world history and Europe and Asia (hu- an impact on the French Revolution Europe draws insight to un- manism, mercantilism, European countries after watching derstand the present industrialisation, colo- in the making of animations/films/ -day world. nialism, scientific de- nation state. reading stories or CG-3—Understands velopments and Comprehend the novels related to the idea of a nation explorations, nature of the diverse French revolution. and the emergence imperialism, and the social movements of Use of graphic of the modern Indian rise of new nation- the time. organizers to explain Nation states across the world) Analyse and infer unification of states and how it affected the evolution of the to form one nation. the course of human idea of nationalism Map activity history. which led to the familiarising the C-2.5—Recognises the formation of nation location of various various practices that states in Europe and places studying arose, such as those in elsewhere. the map of Europe C-2.4, and came to be Evaluate the reasons after the Congress condemned later on which led to the First of Vienna 1815 and (such as racism, slavery, World War. locating important colonial invasions, places on the conquests, and plunder, political outline map genocides, exclusion of of Europe. women from democratic World Café on and other institutions), changes after 1815 in all of which have also Europe. impacted the course of Role play on the world history and have social revolutions of left unhealed wounds. Europe. 2. CG-3—Understands C-3.2—Identifies and Illustrate various Illustrate various Nationalism in the idea of a nation analyses important facets of Nationalistic facets of Nationalistic India and the emergence phases of the Indian movements that movements that of the modern Indian national freedom ushered in the ushered in the sense of Nation. struggle against British sense of Collective Collective Belonging. colonial rule, with Belonging. Evaluate the effec- special reference to Evaluate the tiveness of the the movement led by effectiveness of the strategies applied Mahatma Gandhi and strategies applied by Gandhiji and other important figures by Gandhiji and other leaders in as well as those that other leaders in the movements led to independence, the movements organised by him. and understands organised by him. Summarise the the specific Indian Summarise the effects effects of the First concepts, values, of the First World World War that and methods (such War that triggered triggered the two as Swaraj, Swadeshi, the two defining defining movements passive resistance, fight movements (Khilafat (Khilafat & Non for dharma selfsacrifice, & Non Cooperation Cooperation Move- ahimsa) that played Movement) in India. ment) in India. a part in achieving Independence. Cont.... (viii)  3. CG-7—Develops an C-2.3—Traces aspects Summarize the Initiate an Inquiry The Making understanding of the of continuity and changes that trans- based learning using of a Global economy of a nation, change in different formed the world in world café’ strategy World with specific reference phases of world history terms of economy, and present your to India. (including cultural political, cultural and findings through Subtopic 1 trends, social and technological areas. café conversation The Pre modern religious reforms, and Depict the global strategy of each world economic and political interconnectedness area (transformed Subtopic 2 transformations) from the Pre-modern the world in 19th century C-7.4—Traces the to the present day. terms of economy, 1815 -1914 beginning and Enumerate the political, cultural Subtopic 3 importance of large destructive impact and technological The inter- war scale trade and of colonialism on aspects.) economy commerce (including the livelihoods of Art integration Subtopic 4 e-commerce) between colonised people. and gallery walk Rebuilding of one country and to depict the world economy: another–the key interconnectedness. the post war items of trade in the Students examine era. beginning, and the the photographic changes from time display/ new paper Inter to time. cutting that depict disciplinary Refer Annexure IV the destructive im- Project with Refer Annexure IV pact of colonialism Chapter 7 of on the livelihoods Geography: of colonised people Lifelines of and present their un- National derstandings in the Economy and form of Newsletter/ Chapter 4 of cartoon strips/ Inter Economics: Disciplinary Project. Globalization and the Indian Economy 4. CG-2—Analyses the C-2.4—Explains the Watch relevant Enumerate econo- The Age of important phases growth of new ideas Videos/Visuals/ mic, political, Industrialisa- in world history and practices across documentaries/ the social features tion and draws insights the world (including movie clippings on of Pre and Post to understand the humanism, mercan- features of Pre & Post Industrialization. present-day world. tilism, indus- economic, political, Analyse and trialisation, scientific social features infer how the developments and of Pre and Post industrialization explorations, Industrialization impacted colonies imperialism, colonia- with specific focus lism, the rise of new on India. nation-states across the world, and various technologies including the most current) and how they affected the course of world history. Contd.... (ix)  5. CG-2—Analyses the C-2.4—Explains the Enumerate the devel- Flow chart to depict Print culture important phases growth of new ideas opment of Print from the development of and the in world history and practices across its beginnings in East Print. Modern and draws insights the world (including Asia to its expansion Declamation on the World to understand the humanism, mercanti- in Europe and India. profound transfor- present-day world. lism, Comment on the mation of people CG-9—Understands industrialisation, sci- statement that the due to the print rev- and appreciates the entific developments print revolution was olution. contribution of India and explorations, not just a way of pro- Use of Venn diagram through history and imperialism, colonia- ducing book but pro- to compare the ad- present times, to the lism, the rise of new found transformation vantages of hand- overall field of Social nation-states across of people. written books and Science, and the the world, and various Compare and contrast the printed books disciplines that technologies including the old tradition Interpret and infer from constitute it. the most current) and of handwritten pictures, cartoons, ex- how they affected manuscripts versus tracts from propaganda the course of world the print technology. literature on important history. Summarise the role of events and issues with Print revolution and focus on print culture. its impact POLITICAL SCIENCE: DEMOCRATIC POLITICS - II Content Curricular Goals Competency Learning Outcome Suggestive Pedagogical Process 1. CG-5—Understands C-5.4—Analyses the Enumerate the need Read relevant Power-sharing the Indian Constitu- basic features of for power sharing in Newspaper articles/ tion and explores the a democracy and democracy. clippings on Power essence of Indian de- democratic govern- Analyse the sharing and present mocracy and the char- ment – and its history Challenges faced the findings in the acteristics of a demo- in India and across by countries like form of flow chart. cratic government. the world – and Belgium and Sri Discuss various compares this form of Lanka ensuring forms of power- government with other effective power sharing. forms of government. sharing. Classroom discus- Compare and contrast sion on challenges the power sharing of faced by Belgium India with Sri Lanka & Sri Lanka in and Belgium. ensuring effective Summarize the power sharing. purpose of power Socratic discussion sharing in preserving on Power Sharing the unity and stability Techniques used by of a country. India, Sri Lanka and Belgium. 2. CG-5—Understands C - 5. 2 — A p p r e c i a t e s Infer and appreciate Group discussion Federalism the Indian Constitu- fundamental how federalism is on the distribution tion and explores Constitutional values being practised in of powers between the essence of Indian and identifies their India. Union and State democracy and significance for the Analyse and infer Government and the characteristics prosperity of the how the policies present the out- of a democratic Indian nation. and politics that comes through pre- government has strengthens sentations. federalism in practice. Contd.... (x)  Debate on policies and politics that strengthens Fed- eralism in practice and present through mind map. 3. CG-6—Understands IC-6.2—Understands Examines the role Skit/ street play Gender, and analyses social, that, despite C-6.1, and differences of to enumerate how Religion and cultural, and political forms of inequality, Gender, religion and the differences in Caste life in India over injustice, and Caste in practicing a gender, religion time – as well as the discrimination have Democracy in India. and caste impact the underlying historical occurred in different Analyses the diffe- practicing healthy Indian ethos and sections of society at rent expressions or otherwise in a philosophy of unity different times (due based on these. Democracy. in diversity—and to internal as well as Differences are Graphic method recognises challenges outside forces such as healthy or otherwise to analyse and faced in these areas in colonisation), leading in a democracy. infer how different the past and present to political, social, expressions based and the efforts (being) and cultural efforts, on differences in made to address them struggles, movements, Gender, Religion and mechanisms at and Caste are various levels towards healthy or unhealthy equity, inclusion, in a democracy. justice and harmony, with varying outcomes and degrees of success. 4. CG-5—Understands C-5.3—Explains that Understand the Mock election to Political the Indian fundamental rights process of parties learn the process. Parties Constitution and are the most basic getting elected. Role play and explores the essence human rights, and they Know the significance create awareness of of Indian democracy flourish when people of right to vote and fundamental duties. and the characteristics also perform their exercise the duties as Use flow chart to of a democratic fundamental duties. citizen of nation. bring out the role, government. Examine the role, purpose and no. of purpose and no. of Political Parties. Political Parties in Read newspapers, Democracy. watches video clip- Justifies the contribu- pings to justify the tions /non contribu- contributions/non tions made by national contributions made by and regional political national and regional parties in successful political parties in suc- functioning of Indian cessful functioning of democracy. Indian democracy. 5. CG-5—Understands C-5.5—Analyses the Enumerates how a Graphic organizer to Outcomes of the Indian critical role of non-state success of democracy enumerates how a Democracy Constitution and and non-market partici- depends on quality success of democracy explores the essence pants in the functioning of government, depends on quality of Indian democracy of a democratic gov- economic well-being, of government, and the characteristics ernment and society, in equality, social economic well- of a democratic such as the media, civil differences, conflict, being, in equality, government society, socio-religious freedom and dignity. social differences, institutions, and com- conflict, freedom munity institutions. and dignity. Contd.... (xi)  GEOGRAPHY: CONTEMPORARY INDIA - II Content Curricular Goals Competency Learning Outcome Suggestive Pedagogical Process 1. CG-4—Develops an C-4.4—Analyses and Enumerates how Brainstorming on Resources understanding of the evaluates the the resources are how the resources and inter-relationship interrelationship interdependent, are interdependent Development between human between the natural justify how planning in nature and the beings and their environment and is essential in need to develop physical environment human beings and judicious utilization them in India and and how that their cultures across of resources and the present in the form influences the regions and, in the need to develop them of a Venn diagram. livelihoods, culture, case of India, the in India. Use of maps, charts, and the biodiversity special environmental Infers the rationale and other tools to of the region. ethos that resulted for development of identify patterns in practices of nature resources. and trends of land conservation Analyse and utilization. evaluate data and Case study and information related debate on the to non-optimal land, topic “Is the utilization in India development acting Appraise and infer as an adversary for the need to conserve conservation”. all resources available Present a report in in India. the form of PPT. Suggest remedial measures for optimal utilization of underutilized resources. 2. CG-4—Develops an C-4.6—Develops Examine the Read newspaper Forest and understanding of the sensitivity towards importance of articles/watch Wildlife inter-relationship the judicious use of conserving forests videos on Resources between human natural resources (by and wildlife and their deforestation and beings and their individuals, societies, i n t e r d e p e n d e n c y need for conservation physical environment and nations) and in maintaining and through world and how that suggests measures for the ecology for café strategy present influences the their conservation. the sustainable your findings. livelihoods, culture, development of Discuss how and the biodiversity India. developmental of the region. Analyse the role works, grazing of grazing and wood cutting have wood cutting in the impacted on the development and survival forests. degradation. Use art integration Summarizes the strategy to reasons for summarize and conservation of present the reasons biodiversity in India for conservation of under sustainable biodiversity in India development. under sustainable development. Contd.... (xii)  3. CG-4—Develops an C-4.2—Explains Examine the reasons Brainstorming Water understanding of the important geo- for conservation of session to discuss Resources inter-relationship graphical concepts, water resource in the scarcity of water between human characteristics of key India. and present through beings and their landforms, their origin, Analyse and infer how graphic organizers. physical environment and other physical the Multipurpose Prepare a PPT to and how that factors of a region. projects are Summarize the roles influences the supporting the of Multipurpose livelihoods, culture, requirement of water projects in and the biodiversity in India supporting the water of the region. requirement of India. 4. CG-4—Develops an C-4.3—Draws Examine the crucial Group Discussion on Agriculture understanding of the interlinkages between role played by the challenges faced inter-relationship various components agriculture in our by farmers, such as between human of the physical economy and society. low productivity, beings and their environment, such Analyses the lack of modern physical environment as climate and relief, challenges faced by technology, inade- and how that climate and vegetation, the farming quate irrigation influences the vegetation, and community in India. facilities, and post- livelihoods, culture, wildlife. Identifies and harvest losses and and the biodiversity summarizes various present the findings of the region. aspects of agriculture, through PPT/chart. including crop Collect Newspaper production, types of and have a panel farming, modern, discussion on the Agricultural challenges faced practices, and the by the farming impact of agriculture community in India on the environment. Use of graphic orga- Analyses the nizers to distinguish challenges faced the traditional and by the farming modern farming community in India. methods. 5. CG-4—Develops an C-4.6—Develops Differentiates Use graphic Minerals understanding of the sensitivity towards between the organizers to and Energy inter-relationship the judicious use of conventional and infer the resource Resources between human natural resources (by non-conventional distribution to real- beings and their individuals, societies, sources of energy. world situations and physical environment and nations) and Analyses the impor- lists the strategies for and how that suggests measures for tance of minerals and sustainable use of influences the their conservation. natural resources for natural resources. livelihoods, culture, economic develop- Use of flow chart and the biodiversity ment of the country. to Differentiate be- of the region. Suggests strategies tween the conven- for sustainable use of tional and non-con- natural resources. ventional sources of energy. 6. CG-4—Develops an C-4.5—Critically Enumerates the im- Use of flow chart Manufacturing understanding of the evaluates the impact of pact of manufactur- to differentiate be- Industries inter-relationship be- human interventions ing industries on the tween various types tween human beings on the environment, environment and de- of manufacturing and their physical en- including climate velop strategies for industries based on vironment and how change, pollution, sustainable develop- their input materials, that influences the shortages of natural ment of the manufac- processes, and end livelihoods, culture, resources (particularly turing sector. products. Contd.... (xiii)  and the biodiversity water), and loss of Differentiates be- Utilizes the textual of the region. biodiversity; identifies tween various types information (data practices that have led of manufacturing given through to these environmental industries based on various maps/ crises and the measures their input materials, graphs) to enumerate that must be taken to processes, and end the impact of manu- reverse them. products, and anal- facturing industries yse their significance on the environment in the Indian econo- and develop strate- my. gies for sustainable Analyses the development of the relation between the manufacturing sec- availability of raw tor. material and location Uses case studies to of the industry. Infer the relation be- tween availability of raw material and loca- tion of the industry. 7. Inter disciplinary Life Lines project with Chapter of National 3 of History: The making Economy of a Global world and Refer Annexure IV Refer Annexure IV Chapter 4 of Economics: Globalization and the Indian Economy. ECONOMICS: UNDERSTANDING ECONOMIC DEVELOPMENT Content Curricular Goals Competency Learning Outcome Suggestive Pedagogical Process 1. CG-8—Evaluates the C-8.1—Gathers, Enumerate and ex- Hot seat strategy to Development economic develop- comprehends, and amine the different enumerate differ- ment of a country in analyses data related to processes involved in ent developmental terms of its impact on income, capital, poverty, setting developmen- Goals that helps in the lives of its people and employment in tal Goals that helps in nation building. and nature. one’s locality, region nation building. Case study to and at the national level. Analyse and infer analyse and infer C-8.4—Describes how the per capita how the per capita India’s recent path income depicts the income depicts the towards again economic condition economic condition becoming one of of the nation. of the nation. the three largest Evaluate the Graphic organizer economies of the development goals to compare the world, and how that have been set relation between individuals can for the nation by the HDI (Human contribute to this Planning commission Development Index) economic progress. of India-with specific and PCI (Per Capita C-8.5—Appreciates the reference to their National Income) connections between efficacy, implemental Declamation to economic development strategies, relevance Analyse the multiple and the environment, to current require- perspectives on the and the broader ments of the nation. need of develop- indicators of societal ment. wellbeing beyond GDP growth and income. Contd.... (xiv)  Compare and contrast Debate on ‘Health the per capita income and Education are of some countries the true indicators of and infer reasons for development.’ the variance. Analyses the multiple perspectives on the need of development. 2. CG-7—Develops an C-7.1—Defines key Analyses and infer Data analysis of Sectors of understanding of the features of the economy how the economic various sectors and the Indian economy of a nation, such as production, activities in different their contribution Economy with specific reference distribution, sectors contribute to in GDP (Gross to India. demand, supply, the overall growth domestic Product) trade, and commerce, and development of and NDP (Net and factors that the Indian economy. Domestic Product). influence these aspects Propose solutions to Research based (including technology) identified problems strategy to propose C-7.2—Evaluates the in different sectors solutions to importance of the three based on their identified problems sectors of production understanding. in different sectors (primary, secondary, Summarize how based on their and tertiary) in any the organised and understanding. country’s economy, unorganised sectors are Read Newspaper especially India providing employment articles and C-7.3—Distinguishes and the challenges group discuss to between ‘unorga- faced by them. Summarize how nised’ and ‘organised’ Enumerates the role the organised and sectors of the economy of unorganised sector unorganised sectors and their role in in impacting PCI are providing production for the (Per Capita Income) employment and the local market in small, currently and challenges faced by medium, and large- proposes suggestive them. scale production steps to reduce the Role plays of case centres (industries), unorganised sector studies explaining and recognises the for more productive underemployment/ special importance contributions to GDP. disguised unem- of the so called Enumerates and infer ployment. ‘unorganised’ sector in the essential role Class conversation/ Indian economy and of the Public and group discussion on its connections with Private sectors the how to create more the self-organising present trends of PPP employment. features of Indian and efficacy of the society. initiative. 3. CG-8—Evaluates the C-8.1—Gathers, com- Enumerate how Group discussion Money and economic develop- prehends, and analyses money plays as a to Enumerate how Credit ment of a country in data related to income, medium exchange money plays as a terms of its impact on capital, poverty, and in all transactions of medium exchange the lives of its people employment in one’s goods and services in all transactions of and nature. locality, region and at since ancient times to goods and services the national level Mar- the present times. since ancient times kets. Analyse and infer to the present times. various sources of Case based study to Credit. Analyse and infer various sources of Credit. Contd.... (xv)  C-8.3—Understands Summarizes the Guest Speaker Pro- these features in the significance and role gramme (bank man- context of ancient of self-help groups in ager/ a self-help India, with its thriving the betterment of the group member) who trade, both internal economic condition will summarize the and external, and its of rural people/ significance and role well-established trade women. of self-help groups practices and networks, in the betterment of business conventions, the economic condi- and diverse industries, tion of rural people/ all of which made India women. one of the world’s leading economies up to the colonial period. 4. CG-7—Develops an C-7.4—Traces the Enumerate the con- Watch videos Globalisation understanding of the beginning and cept of globalisation on globalisation and the Indian economy of a nation, importance of large- and its definition, followed by Economy with specific reference scale trade and evolution, and im- an interactive to India. commerce (including pact on the global group discussion Subtopics: CG-8—Evaluates the e-commerce) between economy. to enumerate What is Glo- economic develop- one country and Evaluate the key the concept of balisation? ment of a country in another—the key role of the key globalisation and its Factors that terms of its impact on items of trade in the major drivers of definition, evolution, have enabled the lives of its people beginning, and the globalisation and and impact on the Globalisa- and nature. changes from time to their role in shaping global economy. tion. time. the global economic Read Textual and Inter C-8.3—Understands landscape in various other resources to disciplinary these features in the countries. analyse and infer Project with context of ancient Comprehends the the key drivers of Chapter 3 of India, with its thriving significance of globalisation and History: “The trade, both internal role of G20 and their role in shaping making of a and external, and its significance in the global economic Global World”. its well-established the light of India’s landscape. and Chapter 7 trade practices and present role. Discussions/Debates of Geography: networks, business on the positive im- “Lifelines of conventions, and pact of Globalisation National Eco- diverse industries, all on the lives of peo- nomy” of which made India ple. Subtopics: one of the world’s Production leading economies up across the to the colonial period. countries Chinese toys in India World Trade Organisation. Refer Annexure IV The Struggle For A Fair Globalisation 5. Consumer Rights Or Social Issues Project work Refer Annexure III Refer Annexure III Or Sustainable Development  (xvi)  Annexure III Class X - Project Work 10 Periods 5 marks Every student has to compulsorily undertake one The students need to develop the following project on Consumer Awareness OR Social Issues OR competencies: Sustainable Development. Collaboration Objectives: The overall objective of the project work Use analytical skills is to help students gain an insight and pragmatic Evaluate the situations during disasters understanding of the theme and see all the Social Science Synthesize the information disciplines from an interdisciplinary perspective. Find creative solutions It should also help in enhancing the Life Skills of the Strategies the order of solutions students. Use right communication skills Students are expected to apply the Social Science concepts that they have learnt over the years in order to prepare the project report. If 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. Guidelines: The distribution of marks over different rubrics relating to Project Work is as follows: S.No. Rubrics Marks (a) Content accuracy, originality and collaborative skills 2 (b) Competencies exhibited and Presentation 2 (c) Viva 1 1. The project carried out by the students should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc. 2. All documents pertaining to assessment under this activity should be meticulously maintained by the schools. 3. A Summary Report should be prepared highlighting: objectives realized through individual work and group interactions; calendar of activities; innovative ideas generated in the process list of questions asked in viva-voce. 4. 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. 5. The Project Report can be handwritten or digital. 6. 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 assessment. (NEP-2020) 7. Must be done at school only as specific periods are allocated for project work. 8. 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. 9. 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. Sub judice cases, if any or those involving RTI/Grievances may however be retained beyond three months. (xvii)   Annexure IV Interdisciplinary Project : Class X 10 Periods Max. Marks 5 Subject Name Name of Specific Learning Suggested Teaching Learning Learning Outcome with Time schedule for & the objectives Process specific competencies Completion Chapter No. chapter History Making of Trace the history of The teachers may use the Analyse the implication The Schools to do Chapter III a Global globalisation and point following pedagogies in fa- of globalization for local IDP between the World out the shifts within the cilitating the students in com- economies. months of April and process. pletion of Interdisciplinary Discuss how globalization September at the Analyse the implication Project. is experienced differently School under the of globalisation on local 1. Constructivism by different social groups. guidance of teacher. economies. 2. Inquiry based learning Enumerates how the (Carry over of project Examines the importance 3. Cooperative learning transportation works as a to home must be of transportation for the 4. Learning station life line of economy. strictly avoided) economic growth and 5. Collaborative learning Analyse and infer the (xviii) development in India. 6. Videos/Visuals/ impact of roadways and Analyse the impact of documentaries/movie railways on the national Geography Lifelines roadways and railways on clippings economy. Chapter 7 of Nation- the national economy. 7. Carousel technique Analyses and infers the al Evaluates the challenges 8. Art integrated learning challenges faced by the Economy faced by the roadways 9. Group Discussions roadways and railway and railway sector in the Multiple Assessment: sector in India. country. Ex. Surveys/Interviews/Re- Integrate various Discuss how globalisation search work/Observation/ dimensions of globali- is experienced differently Story based Presentation/Art sation in terms of by different social groups. integration/Quiz/Debate/ cultural/political/social/ Connect the role of role play/viva/group discus- economical aspects) means of transport and sion/visual expression/inter- Appraise the evolution Economics Globali- communication in the active bulletin boards/gallery of Globalisation and the Chapter 4 sation and process of globalisation. walks/exit cards/concept global trends the Investigate the factors that maps/peer assessment/art Indian facilitated the growth on integration/Self-assessment/ Economy MNC’s. integration of technology etc. Guidelines: It involves combining 2 or more disciplines into one activity—more coherent and integrated. The generally recognized disciplines are—Economics, History, Geography, Political Science, a sample plan has been enclosed. Kindly access the link given below. Methodology. A sample interdisciplinary project plan Link has been provided to get an insight about IDP. Topic: The Making of a Global World, Globalisation and Life-lines of Economy. https://rb.gy/5kvshn Instructions: Objectives and Outcomes need to be picked from Rationale and Specific Objectives considering the local context. Plan of the project: A suggestive 10 days’ plan given below which you may follow or you can create on your own, based on the templates provided. (See Annexure V) Process: Initial collaboration among students to arrange their roles, areas of integration, area of investigation and analysis, roles of students. Team leader: Main collaborator Team members: Note: Teacher to allocate the roles as per the abilities of the students. Final submission based on course deliverables as given in the template. (See Annexure V) Assessment Plan to be done by the teacher clearly mentioning the Rubrics. Report, poster and video acknowledgments: Reflections & expression of gratitude as given in the template. (See Annexure V) CLASS X: 10-DAY SUGGESTIVE PLAN FOR INTERDISCIPLINARY PROJECT Day 1: Introduction to the Interdisciplinary Project and Setting the Context. Brief overview of the project and its objectives to be given by the teachers. History teacher to Introduce the historical context of the World War II and its aftermath through inquiry method. Make the students to Group discuss the impact of World War II on the global economy. Teacher to refer Annexure III for rubrics. Day 2: The Great Depression. Students to watch a video from the link, https://rb.gy/8frm8b and https://rb.gy/mkn63o and discuss the causes and consequences of the Great Depression and the role of mass production and consumption in the Great Depression. Present a group PPT /report on consequences of the Great Depression on the global economy. Day 3: India and the Great Depression. Students to collect material related to India’s economic condition during the Great Depression and relate it to the present economic condition of India and US. Students may collect information through a visit to the library. As a group activity they need to present a collage of their findings. (Refer Annexure VI for Rubrics) Day 4: Rebuilding the World Economy and Interlinking Production across countries Teachers to use Jigsaw method to make the students to sit in groups and to give each group a part of the handout with information about process taken to rebuild economy and how the production across countries got interlinked. Make the groups to compile the information by moving from group to group. Make them discuss the post-war recovery efforts and their impact on the global economy. Study the role of the Bretton Woods Institutions in rebuilding the world economy and present their learnings through Art Integrated Project. (Refer Annexure VI for Rubrics) Contd.... (xix) Day 5: The Early Post-War Years: The role of Roadways, Railways, Waterways and Airways in building the national economy. The teacher distributes the Handout 1 given below to the groups and asks them to find answers to the questions posed at the end of Handout and present it in groups using Café conversations mode. (Refer Annexure III for rubrics) Study the challenges faced by the world in the early post-war years. Discuss the efforts made towards decolonization and independence of nations. Day 6: Post war settlement and Bretton Woods institutions Make the students read the material given in https://rb.gy/cv4yit and debate the impact of Bretton Woods institutions in the post war economy. (Refer Annexure VI for Rubrics) Day 7: Decolonization and Independence—The Role of World Trade Organisation. The students will read the Handout 2 given below and present a role play of the support rendered by the World Trade Organisation in building new nations. (Refer Annexure VI for rubrics) Introduction to the World Trade Organisation. Study the role of the WTO in promoting fair trade practices. Day 8: End of Bretton Woods and the Beginning of Globalisation: The students will read material given in the link https://rb.gy/y3d809. Organise an interview with a financial expert/economist/ lecturer/professor. Based on the information they gathered, the students can submit a report on the findings. Discuss the reasons for the end of the Bretton Woods system. Day 9: Impact of Globalisation in India and Role of Waterways and Airways. https://rb.gy/yehldf The students will read the material given in the above link and design a report on what would have happened to India if this stand wasn’t taken and present it as a radio talk show. They will link the role of waterways and airways in the achievement of India in globalisation. Study the impact of globalisation on the Indian economy. Discuss the challenges faced by India in the process of globalisation. Day 10: Final Presentation. Conclude the interdisciplinary project and summarize the key takeaways.  (xx)  Annexure V Presentation Template by the students—Class X Name of the Student: Members of Team: Class: Section: Date of Submission: Topics of IDP: Title of the Project: Objectives: Multiple Assessment: Ex. Surveys/Interviews/Research work/Observation/Story based Presentation/Art integration/Quiz/ Debate/role play/viva,/group discussion,/visual expression/ interactive bulletin boards/gallery walks/ exit cards/concept maps/peer assessment/art integration/Self-assessment/integration of technology etc. Evidences: Photos, Excerpts from Interviews, observations, Videos, Research References, etc. Overall presentation: Link of PPT, shared documents, can be digital/handwritten, as per the convenience of the school. Acknowledgement: References (websites, books, newspaper etc.) Reflections: Annexure VI Rubrics for IDP Rubrics Marks allocated Research Work 1 Collaboration & Communication 1 Presentation & Content relevance 1 Competencies Creativity Analytical Skills 2 Evaluation Synthesizing Total 5 Note: The Schools may give multiple sub rubrics and may bring it down to 5 marks for weightage. Ex: Collaboration: Teamwork/Language fluency/Contribution to the team/resilience etc. Research Work: Investigation/reading & comprehending/compilation etc. Synthesizing: Data collection/Data collation etc.  (xxi)  L atest CBSE Question Paper Design SOCIAL SCIENCE CLASS X — (2025 Examination) Subjectwise Weightage Subject Syllabus Marks (80) Percentage History The Rise of Nationalism in Europe. Nationalism in India: The Making of a Global World 18 + 2 25% Sub topics 1 to 1.3 Print Culture and the Modern World Map pointing Political Power Sharing Science 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 Economics Development Sectors of the Indian Economy Money and Credit Globalization and The Indian Economy 20 25% Subtopics: What is Globalisation? Factors that have enabled Globalisation  (xxii)  Weightage to Type of Questions Type of Questions Marks (80) Percentage 1 Mark MCQs (20×1) 20 25% (Inclusive of Assertion, Reason, Differentiation & Stem) 2 Marks Narrative Questions (4×2) (Knowledge, Understanding, Application, Analysis, Evaluation, 8 10% Synthesis & Create) 3 Marks Narrative Questions (5×3) (Knowledge, Understanding, Application, Analysis, Evaluation, 15 18.75% Synthesis & Create) 4 Marks Case Study Questions (3×4) (Knowledge, Understanding, Application, Analysis, Evaluation, 12 15% Synthesis & Create) 5 Mark Narrative Questions (4×5) (Knowledge, Understanding, Application, Analysis, Evaluation, 20 25% Synthesis & Create) Map Pointing 5 6.25% Weightage to Competency Levels S.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 24 30% and ideas by organizing, translating, interpreting, giving descriptions and stating main ideas. 2 Applying: Solving problems to new situations by applying acquired knowledge, facts, techniques and rules in a different 11 13.25% 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 40 50% by making judgments about information, 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%  (xxiii)  CLASS X GUIDELINES FOR INTERNAL ASSESSMENT 20 MARKS Types of Assessment Description Marks Allocated Periodic Assessment Pen Paper Test 5 Multiple Assessment Quiz, debate, role play, viva, group discussion, visual expression, interactive bulletin boards, gallery walks, 5 exit cards, concept maps, peer assessment, Self- assessment etc. through Inter disciplinary project Subject Enrichment Project Work on Consumer Rights Activity Or Social Issues 5 Or Sustainable Development Portfolio Classwork, Work done (activities/ assignments) reflections, narrations, journals, etc. Achievements of the student in the subject throughout the year. 5 Participation of the student in different activities like heritage India quiz. PRESCRIBED TEXTBOOKS Subject Name of the Book Publisher History India and the Contemporary World - II NCERT Political Science Democratic Politics NCERT Geography Contemporary India NCERT Economics Understanding Economic Development NCERT Disaster Management Together Towards a Safer India Part III CBSE (A text book on Disaster Management) Learning outcomes.pdf (ncert.nic.in)  (xxiv) History Chapter: 1 The Rise of Nationalism in Europe  Facts at Your Fingertips  NCERT Exercise  Subjective Topicwise Question Bank  Competency Based Questions Facts at Your Fingertips  Nation (State): A large number of people of (v) From the heavens above, Christ, saints mainly common descent, language, history, and angels gaze at the scene. The artist inhabiting a territory bounded by defined limits symbolises fraternity among the nations and forming a society under one government is of the world. called a nation.  The French Revolution and the idea of Nation: Frédéric Sorrieu and his visualisation: In 1848,  (i) Growth of nationalism in France. Frédéric Sorrieu, a French artist, prepared a series (ii) Introduction of various measures and of four prints, visualising his dream of a world practices created sense of collective made up of ‘democratic and social republics’, as identity among the people of France. he called them. (iii) Change of monarchy and establishment of (i) The first print shows the people of Europe republic, creation of new assembly. and America marching in a long train, and (iv) Rise of Napoleon and his reforms. offering homage to the Statue of Liberty Revolutionaries helped other people of as they pass by it. A female figure carries a Europe to become nations. torch of enlightenment in one hand and  The Making of Nationalism in Europe: the Charter of the Rights of Man, in the Germany, Italy and Switzerland were other hand. divided into kingdoms, duchies and (ii) On the earth lies the shattered remains of cantons. These divisions had their auto- the symbols of absolutist institutions. nomous rulers. (iii) In Sorrieu’s utopian vision, the people of Uses of different languages. the world are grouped as distinct nations, Rise of middle class. identified through their flags and national Industrialization in England, emergence of costumes. a working class and liberalism. (iv) Leading the procession are USA and New conservation after 1815 and Switzerland, followed by France and preservation of traditional institution. Germany. Following Germany are Austria, After the defeat of Napoleon, the Euro- Kingdom of the two Sicilies, Lombardy, pean government follows the spirit of Poland, England, Ireland, Hungary and conservatism. Conservative regimes were Russia. autocratic. Revolutionaries at that time || H-1 ||  H-2 || Shivdas Board Exams Question Bank (Social Science X) fought for liberty and freedom. Example, was victorious in all these wars and the HISTORY Mazzini’s young Italy and Young Europe. process of unification was completed as a Unification of Italy: Guiseppe Mazzini had played result of Prussia’s victory over France.  an important role in the unification of Italy. He (v) Consequently, on 18th January 1871, an formed a secret society called ‘Young Italy’ in assembly comprising of princes of German Marseilles, to spread his goals. He believed Italy States, representatives of the army, could not continue to be a patchwork of small important Prussian ministers and Bismarck states and had to be forged into a single unified gathered in the Palace of Versailles and republic. During 1830s, Mazzini sought to put proclaimed the Prussian King, Kaiser together a coherent programme for a unitary William, the new German Emperor. Italian Republic. As uprisings in 1831 and 1848 Visualising the Nation: Marianne and Germania  had failed, the mantle now fell on Sardinia- were both female allegories used by artists in the Piedmont under its ruler Emmanuel II to unify 19th century to represent the nation. Italy. Under Chief Minister Cavour, Sardinia- (i) In France she was named Marianne, a Piedmont succeeded in destroying the Austrian popular Christian name, which under- forces in 1859. Even Garibaldi joined the fray. lined the idea of a people’s nation. Her In 1860, they marched into South Italy and the characteristics were drawn from those kingdom of the two Sicilies and with the help of of liberty and republic—the red cap, the local peasants, drove out the Spanish rulers. the tricolour, the cockade. Statues of In 1861, Victor Emmanuel II was proclaimed as Marianne were erected in public squares King of United Italy. as a national symbol of unity. Marianne Unification of Germany: In the 18th century, images were marked on coins and stamps.  Germany was divided into a number of states. (ii) Instead of just having the idea of father Some of these states ceased to exist during the land, they wanted to implant a suitable Napoleonic wars. At the end of the war, there image in the minds of the people. They were still 39 independent states in Germany. invariably chose the mother figure Prussia was most powerful, dominated by big symbolising nations—Britannia, Germania landlords known as Junkers. and Marianne reminding us of our concept (i) Nationalist feelings were widespread of Matribhumi. among middle class Germans who had (iii) Germania became the allegory of the tried to unite the different regions of the German nation. Germania wears a crown German federation into a nation-state of oak leaves as German oak stands for governed by an elected Parliament. heroism. It was hung from the ceiling of St. (ii) In May 1848, a large number of political Paul’s Church, where Frankfurt Parliament associations came together to vote for was convened, to symbolise the liberal an all-German National Assembly. Their revolution. representatives met at Frankfurt and  Napoleonic Code: the Frankfurt Assembly proposed the (i) The first major change was doing away with unification of Germany as a constitutional all privileges based on birth, establishing monarchy under the King of Prussia as equality before law and securing the right emperor. to property. (iii) The King of Prussia rejected the offer and (ii) Administrative divisions were simplified. the liberal initiative of nation building was (iii) Feudal system was abolished and peasants repressed by the combined forces of the were freed from serfdom and manorial monarchy, the military and the ‘Junkers’. dues (abuse of manorial lords). (iv) Then on, Prussia under its Chief Minister (iv) In towns, guild restrictions were removed. Otto Von Bismarck led the movement for (v) Transport and communication systems unification of Germany. Bismarck carried were improved. out this process with the help of the (vi) Peasants, artisans, workers and new busi- Prussian army and the bureaucracy. He nessmen enjoyed a new found freedom. fought three wars over seven years with (vii) Businessmen and small-scale producers Denmark, Austria and France. Prussia of goods in particular began to realise  The Rise of Nationalism in Europe || H-3 that uniform laws, standardised weights  Nationalism and Imperialism: Last quarter of the HISTORY and measures and a common national 19th century nationalism became a narrow creed currency would facilitate the movement with limited ends, Intolerance Balkan became and exchange of goods and capital from the sense of big power rivalry Nationalism, one region to another. aligned with imperialism cause of World War I. Idea of a Nationalism was now same everywhere.