SESSION: 2024-25

ANNUAL COURSE STRUCTURE

CLASS X
Subject: SOCIAL SCIENCE (SUB Code: 087)

No. Book Marks

I India and the Contemporary World – II 20

II Contemporary India – II 20

III Democratic Politics – II 20

IV Understanding Economic Development 20

Total 80
Internal Assessment 20
Grand Total 100

TERM WISE SYLLABUS

Book Chapter No Curricular Competency Learning Suggestive
and Name Goals Outcome Pedagogical
Process
India 1. CG-2 C-2.4 Explains the  Infer how the  Presentation and
and the The Rise of Analyses growth of new French discussion on the
Contem Nationalism important ideas in Europe and Revolution had French
in phases in Asia (humanism, an impact on the Revolution after
porary
Europe world history mercantilism, European watching
World – and draws Industrialisation, countries in the animations/films/
II insight to colonialism, making of nation reading stories or
understand the scientific state. novels related to
present - day developments and  Comprehend the French
world. explorations, nature of the revolution.
imperialism, and diverse social  Use of graphic
CG-3 the rise of new movements of the organizers to
Understands nation-states across time. explain
the idea of a the world) and how  Analyse and infer unification of
nation and the it affected the the evolution of states to form one
emergence of course of human the idea of nation.
the modern history. nationalism  Map activity
Indian Nation C-2.5 Recognizes which led to the familiarizing the
the various formation of location of
practices that arose, nation states in various places
such as those in C- Europe and studying the map
2.4, and came to be elsewhere. of Europe after
condemned later on  Evaluate the the Congress of
(such as racism, reasons which led Vienna 1815 and
slavery, colonial to the First World locating
invasions, War. important places
conquests, and on the political
plunder, genocides, outline map of
exclusion of Europe.
women from  World Café on
 democratic and changes after
other institutions), 1815 in Europe.
all of which have  Role play on the
also impacted the social revolutions
course of world of Europe
history and have
left unhealed
wounds.
India 2. CG-3 C-3.2 Identifies  Illustrate various  Sequence chart/
and the Nationalism Understands and analyses facets of story Board/
Contem in India the idea of a important phases of Nationalistic Story telling
nation and the the Indian national movements that pedagogy to
porary
emergence of freedom struggle ushered in the Illustrate various
World – the modern against British sense of facets of
II Indian Nation. colonial rule, with Collective Nationalistic
special reference to Belonging. movements that
the movement led  Evaluate the ushered in the
by Mahatma effectiveness of sense of
Gandhi and other the strategies Collective
important figures applied by Belonging
as well as those that Gandhiji and  Students will
led to other leaders in examine textual
independence, and the movements content and other
understands the organised by him. references and
specific Indian  Summarize the Present through
concepts, values, effects of the PPT.
and methods (such First World War  Viewing the
as Swaraj, that triggered the relevant Snippets
Swadeshi, passive two defining from the movies/
resistance, fight for movements video clippings
dharma self- (Khilafat &Non depicting various
sacrifice, ahimsa) Cooperation events involving
that played a part in Movement) in Gandhiji and
achieving India other leaders and
Independence. present findings
India 4. CG-2 C-2.4 Explains the  Watch  Enumerate
and the Analyses the growth of new relevant Videos/ economic,
Contem The Age of important ideas and practices Visuals/ political, social
Industriali phases in across the world documentaries/ features of Pre
porary
sation world history (including the movie and Post
World – Note: The and draws humanism, clippings on Industrializatio
II chapter is insights to mercantilism, features of Pre n.
to be understand the Industrialisation, & Post  Analyse and
assessed in present-day scientific economic, infer how the
the world developments and political, social industrialization
periodic/ explorations, features of Pre impacted
Mid Term imperialism, and Post colonies with
assessment colonialism, the Industrialization specific focuson
only rise of . India
new nation-states
across the world,
and various
technologies
including the most
current) and how
they affected the
 course of
world history
Democr 1. CG-5 C-5.4 Analyses the  Enumerate the  Read relevant
atic Power - Understands basic features of a need for power Newspaper
Politics sharing the Indian democracy and sharing in articles/ clippings
Constitution democratic democracy. on Power sharing
– II
and explores government – and  Analyse the and present the
the essence of its history in India Challenges faced findings in the
Indian and across the by countries like form of flow
democracy and world – and Belgium and Sri chart.
the compares this form Lanka ensuring  Discuss various
characteristics of government with effective power forms of power-
of a other forms of sharing. sharing.
democratic government  Compare and  Classroom
government contrast the discussion on
power sharing of challenges faced
India with Sri by Belgium & Sri
Lanka and Lanka in
Belgium. ensuring
 Summarize the effective power
purpose of power sharing.
sharing in  Socratic
preserving the discussion on
unity and Power Sharing
stability of a Techniques used
country by India, Sri
Lanka and
Belgium.
Democr 2 CG-5 C-5.2 Appreciates  Infer and  Group discussion
atic Federalism Understands fundamental appreciate how on the
Politics the Indian Constitutional federalism is distribution of
Constitution values and being practiced in powers between
– II
and explores identifies India. Union and state
the essence of their significance  Analyse and infer Government and
Indian for the prosperity how the policies present the
democracy and of the Indian and politics that outcomes
the nation has strengthens through
characteristics federalism in presentations.
of a practice.  Debate on
democratic policies and
government politics that
strengthens
Federalism in
practice and
present through
mind map
Democr 3. CG-6 C-6.2 Understands  Examines the  Skit/ street play
atic Gender, Understands that, despite C-6.1, role and to enumerate how
Politics Religion and and analyses forms of inequality, differences of the differences in
Caste social, injustice, and Gender, religion gender, religion
– II
cultural, and discrimination and Caste in and caste impact
political life in have occurred in practicing the practicing
India over time different sections Democracy in healthy or
– as well as the of society at India. otherwise in a
underlying different times (due  Analyses the Democracy.
 historical to internal as well different  Graphic method
Indian ethos as outside forces expressions to analyse and
and such as based on these. infer how
philosophy of colonization),  differences are different
unity in leading to political, healthy or expressions
diversity – and social, and cultural otherwise in a based on
recognizes efforts, struggles, democracy differences in
challenges movements, and Gender, Religion
faced in these mechanisms at and Caste are
areas in the various levels healthy or
past and towards equity, unhealthy in a
present and the inclusion, justice, democracy
efforts (being) and harmony, with
made to varying outcomes
address them and degrees of
success.
Conte- 1. CG-4 C-4.4 Analyses and  Enumerates how  Brainstorming on
mpora- Resources Develops an evaluates the inter- the resources are how the
ry India and understanding relationship interdependent, resources are
- II Development of the inter- between the natural justify how interdependent in
relationship environment and planning is nature and the
between human beings and essential in need to develop
human beings their cultures judicious them in India and
and their across regions and, utilization of present in the
physical in the case of India resources and the form of a Venn
environment the special need to develop diagram.
and how that environmental them in India.  Use of maps,
influences the ethos that resulted  Infers the charts, and other
livelihoods, in practices of rationale for tools to identify
culture, and the nature conservation development of patterns and
biodiversity of resources. trends of land
the region  Analyse and utilization.
evaluate data and  Case study and
information debate on the
related to non- topic “Is the
optimal land, development
utilization in acting as an
India Appraise adversary for
and infer the need conservation”.
to conserve all  Present a report
resources in the form of
available in India. PPT.
 suggest remedial
measures for
optimal
utilization of
underutilized
resources
Contem 2. CG-4 C-4.6 Develops  Examine the  Read newspaper
porary Forest and Develops an sensitivity towards importance of articles/ watch
India - Wildlife understanding the judicious use of conserving videos on
Resources of the inter- natural resources forests and deforestation and
II
relationship (by individuals, wildlife and their need for
between societies, and interdependency conservation and
human beings nations) and in maintaining through world
and their suggests measures the ecology for café strategy
 physical for their the sustainable present your
environment conservation development of findings.
and how that India.  Discuss how
influences the  Analyse the role developmental
livelihoods, of grazing and works, grazing
culture, and wood cutting in wood cutting
the the development have impacted on
biodiversity of and degradation the survival
the region summarizes the forests
reasons for  Use art
conservation of integration
biodiversity in strategy to
India under summarize and
sustainable present the
development. reasons for
conservation of
biodiversity in
India under
sustainable
development.
Contem 3. CG-4 C-4.2 Explains  Examine the  Brainstorming
porary Water Develops an important reasons for session to discuss
India - Resources understanding geographical conservation of the scarcity of
of the inter- concepts, water resource in water and present
II
relationship characteristics of India. through graphic
between key landforms,  Analyse and infer organizers.
human beings their origin, and how the Multi-  Prepare a PPT to
and their other physical purpose projects Summarize the
physical factors of a region. are supporting roles of
environment the requirement Multipurpose
and how that of water in India. projects in
influences the supporting the
livelihoods, water
culture, and requirement of
the India
biodiversity of
the region.
Understa CG-8 C-8.1 Gathers,  Enumerate and  Hot seat strategy
1
nding Evaluates the comprehends, and examine the to enumerate
Economi Development economic analyses data different different
c development related to income, processes developmental
Develop of a country in capital, poverty, involved in Goals that helps
ment terms of its and employment in setting in nation building
impact on the one’s locality, developmental Case study to
lives of its region and at the Goals that helps analyse and infer
people and national level. in nation how the per
nature. C-8.4 Describes building. capita income
India’s recent path  Analyse and infer depicts the
towards again how the per economic
becoming one of capita income condition of the
the three largest depicts the nation.
economies of the economic  Graphic
world, and how condition of the organizer to
individuals can nation. compare the T
contribute to this  Evaluate the relation between
economic progress. development HDI (Human
 C-8.5 Appreciates goals that have Development
the connections been set for the Index) and PCI
between economic nation by the (Per Capita
development and Planning National Income)
the environment, commission of  Declamation to
and the broader India analyze the
indicators of  -with specific multiple
societal wellbeing reference to their perspectives on
beyond GDP efficacy, the need of
growth and implemental development.
income. strategies,  Debate on
relevance to ‘Health and
current Education are the
requirements of true indicators of
the nation. development.’
 Compare and
contrast the per
capita income of
some countries
and infer reasons
for the variance.
 Analyses the
multiple
perspectives on
the need of
development.
Underst CG-7 C-7.1 Defines key  Analyses and  Data analysis of
2
anding Develops an features of the infer how the various sectors
Sectors of understanding economy such as economic and their
Economi
theIndian of the production, activities in contribution
c Economy economy of a distribution, different sectors Product) and
Develop nation, with demand, supply, contribute to the NDP (Net
ment specific trade, and overall growth Domestic
reference to commerce, and and development Product).
India factors that of the Indian  Research based
influence these economy. strategy to
aspects (including  Propose solutions propose solutions
technology) C-7.2 to identified to identified
Evaluates the problems in problems in
importance of the different sectors different sectors
three sectors of based on their based on their
production understanding. understanding.
(primary,  Summarize how  Read Newspaper
secondary, and the organised and articles and group
tertiary) in any unorganised discuss to
country’s sectors are Summarize how
economy, providing the organised and
especially India C- employment and unorganised
7.3 Distinguishes the challenges sectors are
between faced by them. providing
‘unorganised’ and  Enumerates the employment and
‘organised’ sectors role of the challenges
of the economy and unorganised faced by them.
their role in sector in  Role plays of
production for the impacting PCI case studies
local market in (Per Capita explaining
 small, medium, and Income) underemploymen
large-scale currently and t/disguised
production centers proposes unemployment.
(industries), and suggestive steps  Class
recognizes the to reduce the conversation/
special importance unorganised group discussion
of the so- called sector for more on how to create
‘unorganised’ productive more
sector in Indian contributions to employment.
economy and its GDP.
connections with  Enumerates and
the self-organizing infer the essential
features of Indian role of the Public
society. and Private
sectors

 Note: Above mentioned Syllabus is to be completed by 13th September 2024.

 Revision of syllabus for Mid Term Examination.

Mid Term Examination 2024

Book Chapter No Curricular Competency Learning Suggestive

and Name Goals Outcome Pedagogical
Process
India 3. CG-7 Develops C-2.3 Traces  Summarize  Initiate an
and the The an understanding aspects of the changes Inquiry based
Contem Makingof a of the economy of continuity and that learning using
Global a nation, with change in different transformed world café’
porary
World specific reference phases of world the world in strategy and
World – to India. history (including terms of present your
II Subtopic 1 cultural economy, findings through
The pre trends, social and political, café conversation
modern religious reforms, cultural and strategy of each
world and economic and technological  area (transformed
Subtopic 2 political areas. the world in
19th century transformations)  Depict the terms of
1815 -1914 global economy,
Subtopic 3 C-7.4 Traces the interconnected political, cultural
The inter- beginning and ness from the and technological
war importance of Premodern to aspects.)
economy large- scale trade the present  Art integration
Subtopic 4 and commerce day. and gallery walk
Rebuilding (including e-  Enumerate the to depict the
of world commerce) destructive interconnectedne
economy: between one impact of ss.
the post war country and colonialism on  Students examine
era. another the livelihoods the photographic
–the key items of of colonized display/ new
Inter trade in the people. paper cutting that
disciplinary
beginning, and the depict the
Project
changes from time destructive
with chapter to time. impact of
colonialism on
 7 of the livelihoods of
Geography: Refer Annexure IV Refer Annexure colonized people
Lifelines of IV and present their
National understandings in
Economy the form of
andchapter 4
Newsletter/
of
Economics: cartoon strips/
Globalization Inter Disciplinary
and the Indian Project
Economy
India 5 CG-2 Analyses C-2.4 Explains the  Enumerate the  Flow chart to
and the the important growth of new development depict the
Contem Print phases in world ideas and practices of Print from development of
culture history and draws across the world its beginnings Print.
porary
and the insights to (including in East Asia to  Declamation on
World – Modern understand the humanism, its expansion the profound
II World Present-day mercantilism, in Europe and transformation of
world. Industrialisation, India. people due to the
scientific  Comment on print revolution.
CG-9 developments and the statement  Use of Venn
Understands and explorations, that the print diagram to
appreciates the imperialism, revolution was compare the
contribution of colonialism, the not just a way advantages of
India through rise of new nation- of producing handwritten
history and states across the book but books and the
present times, to world, and various profound printed books
the overall field of technologies transformation  Interpret and
Social Science, including the most of people. infer from
and the current) and how  Compare and pictures,
disciplines that they affected the contrast the cartoons, extracts
constitute it course of world old tradition of from propaganda
history. handwritten literature on
manuscripts important events
versus the and issues with
print focus on print
technology. culture.
 Summaries
the role of
Print
revolution and
its impact
Democ 4. CG-5 C-5.3 Explains that  Understand  Mock election to
ratic Political Understands the fundamental rights the process of learn the process.
Politics Parties Indian are the most basic parties getting  Role play and
– II Constitution and human rights, and elected. create awareness
explores the they flourish when  Know the of fundamental
essence of Indian people also significance of duties.
democracy and perform their right to vote  Use flow chart to
the characteristics fundamental duties and exercise bring out the role,
of a democratic the duties as purpose and no.
government citizen of of Political
nation. Parties.
 Examine the  Read
role, purpose newspapers,
and no. of watches video
Political clippings to
 Parties in justify the
Democracy. contributions
 Justifies the /non
contributions contributions
/non made by national
contributions and regional
made by political parties
national and in successful
regional functioning of
political Indian
parties in democracy.
successful
functioning of
Indian
democracy.
Democ 5. CG-5 C-5.5 Analyses the  Enumerates  Graphic
ratic Outcomes of Understands the critical role of non- how a success organizer to
Politics Democracy Indian state and non- of democracy enumerate how a
– II Constitution and market participants depends on success of
explores the in the functioning quality of democracy
essence of Indian of a democratic government, depends on
democracy and government and economic quality of
the characteristics society, such as the wellbeing, in government,
of a democratic media, civil equality, economic
government society, socio- social wellbeing, in
religious differences, equality, social
institutions, and conflict, differences,
community freedom and conflict, freedom
institutions. dignity. and dignity.
Conte 4. CG-4 Develops C-4.3 Draws inter-  Examine the  Group
mporar Agriculture an understanding linkages between crucial role Discussion on the
y India of the inter- various played by challenges faced
– II relationship components of the agriculture in by farmers, such
between human physical our economy as low
beings and their environment, such and society. productivity, lack
physical as climate and  Analyses the of modern
environment and relief, climate and challenges technology,
how that vegetation, faced by the inadequate
influences the vegetation, and farming irrigation
livelihoods, wildlife community in facilities, and
culture, and the India. post-harvest
biodiversity of the Identifies and losses and
region summarizes present the
various findings through
aspects of PPT/chart.
agriculture,  Collect
including crop Newspaper and
production, have a panel
types of discussion on the
farming, challenges faced
modern by the farming
 Agricultural community in
practices, and India
the impact of  Use of graphic
agriculture on organizers to
the distinguish the
 environment. traditional and
 Analyses the modern farming
challenges methods
faced by the
farming
community in
India
Conte 5. CG-4 Develops C-4.6 Develops  Differentiates  Use graphic
mporar Minerals an understanding sensitivity towards between the organizers to
y India and Energy of the inter- the judicious use of conventional infer the resource
– II Resources relationship natural resources and distribution to
between human (by individuals, nonconventio real-world
beings and their societies, and nal sources of situations and
physical nations) and energy. lists the strategies
environment and suggests measures  Analyses the for sustainable
how that for their importance of use of natural
influences the conservation. minerals and resources.
livelihoods, natural  Use of flow chart
culture, and the resources for to Differentiate
biodiversity of the economic between the
region development conventional and
of the country. non-
 Suggests conventional
strategies for sources of energy
sustainable
use of natural
resources
Contem 6. CG-4 Develops C-4.5 Critically  Enumerates  Use of flow chart
porary Manufacturing an understanding evaluates the the impact of to differentiate
India – Industries of the inter- impact of human manufacturing between various
II relationship interventions on the industries on types of
between human environment, the manufacturing
beings and their including climate environment industries based
physical change, pollution, and develop on their input
environment and shortages of natural strategies for materials,
how that resources sustainable processes, and
influences the (particularly  Development end products.
livelihoods, water), and loss of of the  Utilizes the
culture, and the biodiversity; manufacturing textual
biodiversity of the identifies practices sector. information (data
region that have led to  Differentiates given through
these between various maps/
environmental various types graphs) to
crises and the of enumerate the
measures that must
manufacturing impact of
be taken to reverse
them industries manufacturing
based on their industries on the
input environment and
materials, develop
processes, and strategies for
end products, sustainable
and analyse development of
their the
significance in manufacturing
the Indian sector.
economy.  Uses case studies
  Analyses the to infer the
relation relation between
between the availability of
availability of raw material and
raw material location of the
and location of industry.
the industry
Contem 7. Inter disciplinary  Refer  Refer Annexure
porary Life Lines project with Annexure IV IV
India – of chapter 3 of
II National History: The
Economy making of a
(Only the Global world and
map work chapter 4 of
will be Economics:
evaluated Globalization and
in Board the Indian
Exam) Economy
Underst 3 CG-8 Evaluates C-8.1 Gathers,  Enumerate  Group discussion
anding the economic comprehends, and how money to enumerate how
Money and development of a analyses data plays as a money plays as a
Economi Credit country in terms related to income, medium medium
c
of its impact on capital, poverty, exchange in exchange in all
Develop the lives of its and employment in all transactions of
ment people and one’s locality, transactions of goods and
nature. region and at the goods and services since
national level. services since ancient times to
Markets. ancient times the present times.
C-8.3 Understands to the present  Case based study
these features in the times. to Analyse and
context of ancient  Analyse and infer various
India, with its infer various sources of Credit.
thriving trade, both sources of  Guest Speaker
internal and Credit. Programme
external, and its  Summarizes (bank manager/ a
well-established the self-help group
trade practices and significance member) who
networks, business and role of will summarize
conventions, and self-help the significance
diverse industries, groups in the and role of self-
all of which made betterment of help groups in the
India one of the the economic betterment of the
world’s leading condition of economic
economies up to rural people/ condition of rural
the colonial period women. people/ women.
society.
Underst 4 CG-7 Develops C-7.4 Traces the  Enumerate the  Watch videos on
anding an beginning and concept of globalisation
Globalization Understanding of importance of globalization followed by an
Economi and the Indian the economy of a large-scale trade and its interactive group
c Economy nation, with and commerce definition, discussion to
Develop specific reference (including e- evolution, and enumerate the
ment to India. commerce) impact on the concept of
Subtopics:
What is CG-8 Evaluates between one global globalization and
Globalization? the economic country and economy. its definition,
development of a another – the key  Evaluate the evolution, and
 country in terms items of trade in the key role of the impact on the
Factors that of its impact on beginning, and the key major global economy.
have enabled the lives of its changes from time drivers of  Read Textual and
Globalisation. people and nature to time. globalization other resources to
Inter C-8.3 Understands and their role analyse and infer
disciplinary these features in the in shaping the the key drivers of
Project with context of ancient global globalization and
chapter 3 of India, with its economic their role in
History: “The thriving trade, both landscape in shaping the
making of a internal and various global economic
Global external, and its countries. landscape.
World”.and well-established  Comprehends  Discussions
chapter 7 of trade practices and the /Debates on the
Geography: networks, business significance of positive impact
“Lifelines of conventions, and role of G20 of Globalization
National diverse industries, and its on the lives of
Economy” all of which made significance in people.
Subtopics: India one of the the light of
world’s leading India's present
Production economies up to role.
across the the colonial period.
countries Refer Annexure IV

Note:
 Above mentioned Syllabus is to be completed by 13 December 2024.
 Revision of Syllabus for Annual Examination.
 Whole syllabus will be evaluated in Annual Examination.
Annual Examination 2025
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. Satyagraha movements:

 Kheda
 Champaran.
 Ahmedabad mill workers

III. Jallianwala Bagh

IV. Dandi march

Geography Resources and Identify: Major soil Types

Development

Water Resources Locating and Labelling:

 Salal
 Bhakra Nangal
 Tehri
 Rana Pratap Sagar
 Sardar Sarovar
 Hirakud
  Nagarjuna Sagar
 Tungabhadra
Agriculture Identify:
 Major areas of Rice and Wheat
 Largest/ Major producer states of Sugarcane, Tea, Coffee,
Rubber, Cotton and Jute

Minerals and Energy Identify:

Resources 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 I. Manufacturing Industries (Locating and Labelling Only)

Industries  Cotton Textile Industries:
a. Mumbai b. Indore c. Surat d. Kanpur e. Coimbatore
 Iron and Steel Plants:
 a. Durgapur b. Bokaro c. Jamshedpur d. Bhilai
e. Vijayanagar f. Salem
 Software Technology Parks: a. Noida b. Gandhinagar
c. Mumbai d. Pune e. Hyderabad f. Bengaluru g. Chennai.
h. Thiruvananthapuram

Lifelines of National Locating and Labelling:

Economy 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)
 Hyderabad (Rajiv Gandhi)

Note: Items of Locating and Labelling may also be given for Identification.
 Weightage to Type of Questions
Type of Marks (80) Percentage
Questions
1 Mark MCQs (20x1) 25%
(Inclusive Of Assertion, Reason, Differentiation &Stem) 20

2 Marks Narrative Questions (4x2) 8 10%

(Knowledge, Understanding, Application, Analysis,
Evaluation
,Synthesis & Create)
3 Marks Narrative Questions (5x3) 15 18.75%
(Knowledge, Understanding, Application, Analysis, Eva
luation, Synthesis & Create)

4 MARKS Case Study Questions (3x4) 12 15%

(Knowledge, Understanding, Application, Analysis,
Evaluationn, Synthesis & Create)
5 Mark Narrative Questions (4x5) 20 25%
(Knowledge, Understanding, Application, Analysis,
Evaluation, Synthesis & Create)
Map Pointing 5 6.25%

Weightage to Competency Levels

Sr. Competencies Marks Percentage
No. (80)
1 Remembering and Understanding: Exhibiting memory of previously 24 30%
learned material by recalling facts, terms, basic concepts, and
answers; Demonstrating understanding of facts and ideas by
organizing, translating, interpreting, giving descriptions and stating
main ideas.
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: 40 50%
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 information, validity of ideas, or quality
of work basedon 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
 Project work of class X
The students will develop the
Every student has to compulsorily undertake one project following competencies:
on  Collaboration
 Use analytical skills
Consumer Awareness  Evaluate the situations during
OR disasters.
Social Issues  Synthesize the information
OR  Find creative solutions
Sustainable Development  Strategies the order of solutions
Objectives:  Use right communication skills
 The overall objective of the project work is to help
students gain an insight and pragmatic understanding
of the theme and see all the Social Science disciplines
from the interdisciplinary perspective.
 It should also help in enhancing the Life Skills of the
students.
 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:
In order to realize the expected objectives completely, it would be required of the principals/ teachers
to muster support from various local authorities and organizations like the Disaster Management
Authorities, Relief, Rehabilitation and the Disaster Management Departments of the States, Office of
the District Magistrate/ Deputy Commissioners, Fire Service, Police, Civil Defence etc. in the area
where the schools are located.
The distribution of marks over different rubrics relating to Project Work is as follows:
S. No. Rubrics Marks
a Content accuracy, originality and 2
Collaborative skills
b Competencies exhibited and 2
Presentation
c Viva Voce 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.

Interdisciplinary Project of class X

Subject Name of the Suggested Teaching Learning outcome with Time Schedule for
Name chapter Learning Process specific competencies Completion
and
Chapter
No.
History Making of a Project  Analyse the The Schools to do IDP
Chapter Global world The teachers may use the implication of between the months of
III following pedagogies in globalization for local April and September at
facilitating the students in economies. the School under the
completion of Interdisciplinary  Discuss how guidance of teacher.
Project. globalization is (Carry-over of project
1) Constructivism experienced to home must be
2) Inquiry based learning differently by different strictly avoided)
3) Cooperative learning social groups.
4) Learning station  Integrate various
5) Collaborative learning dimensions of
6) globalisation in terms
Videos/Visuals/documentaries/ of cultural / political/
movie clippings social /economic
7) Carousel technique aspects)
8) Art integrated learning  Appraise the evolution
9) Group Discussions of Globalisation and
the global trends
Multiple Assessment: Ex.
7 Lifelines of
Surveys / Interviews
Geograp National
/ Research work/ Observation/
hy Economy
Story based
4 Globalization
Presentation/ Art integration/
Economi and the
cs Indian Quiz/ Debate/role play/ viva,
Economy /group discussion, /visual
expression/ interactive
bulletin boards/ gallery walks/
exit cards/ concept maps/
peer assessment/ art
integration /Self-
assessment/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://docs.google.com/document/d/1668TKkRt80r4kbjJ_Y7zg4mF3Vq1Y9k/edit?usp=sharing&ouid=118
125194144302880481&rtpof=true&sd=true
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 in the handbook.
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 below the 10-day plan.
 Assessment Plan: to be done by the teacher clearly mentioning the Rubrics
 Report, poster and video Acknowledgements: Reflections & Expression of Gratitude as given in the
template given below the 10-day plan

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://www.youtube.com/watch?v=62DxELjuRec

https://www.youtube.com/watch?v=gqx2E5qIV9s

and to discuss the causes and consequences of the Great Depression and the role of mass
production and consumption in the Great Depression and 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 Indian economic conditions during the Great depression and
relate it to the present economic condition of India and US through a visit to the library.
As a group activity they need to present a collage of their findings.( Refer Annexure III 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 III For rubrics.

Day 5: The Early Post-War Years: The role of Waterways and Airways
 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 Hand out 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://en.wikipedia.org/wiki/Bretton_Woods_system

 debate the impact of Bretton woods institutions in the post war economy. Refer Annexure III
for Rubrics.
Day 7: Decolonization and independence The Role

 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 III for
rubrics
 Introduction to the World Trade Organization
 Study the role of the WTO in promoting fair trade practices

Day 8: End of Bretton Woods and the Beginning of Globalization:

https://www.imf.org/external/about/histend.htm#:~:text=End%20of%20Bretton%20Woods%20system,-
The%20system%20dissolved&text=In%20August%201971%2C%20U.S.%20President,the%20breakdown%
20of%20the%20system.

 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. (Refer Annexure
III for rubrics).
 Discuss the reasons for the end of the Bretton Woods system

Day 9: Impact of Globalization in India and role of Waterways and Airways in Globalisation of
India.
https://www.jagranjosh.com/general-knowledge/new-economic-policy-of-1991-objectives-features-and-
impacts-1448348633-1
● 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 globalization on the Indian economy
● Discuss the challenges faced by India in the process of globalization

Day 10.Final presentation

● Conclude the interdisciplinary project and summarize the key takeaways.
 Handout 1 for day 4 of Inter Disciplinary Project of class X
Handout Title: The Role of Waterways and Airways in Post-World War II- World and India
Introduction: After the end of World War II, the world faced significant economic, social, and
political changes. The role of waterways and airways in shaping the post-war world and India is
crucial to understand. In this handout, we will discuss the impact of waterways and airways on the
global economy and how it helped India in its development.
Waterways: In the post-World War II era, waterways played a crucial role in the movement of
goods and people. The improvement of ports and waterways allowed for more efficient
transportation of goods and helped to spur economic growth.
The increased demand for goods and services, combined with the development of shipping
technologies, allowed for the expansion of international trade. This helped to boost the world
economy and allowed for the growth of industries in many countries, including India.
In India, the development of waterways and ports helped to improve the country's economy. The
country's long coastline and several rivers made it an ideal location for the transportation of goods.
The growth of ports and waterways in India allowed for the movement of goods from one part of
the country to another, helping to spur economic growth and development.
Airways: After World War II, the development of air transportation revolutionized the world's
economy. The expansion of air travel allowed for faster and more efficient transportation of goods
and people, which helped to boost the world economy.
In India, the growth of airways helped to connect different parts of the country and made it easier
for people and goods to move from one place to another. This helped to spur economic growth and
development in India.
The growth of air transportation in India also allowed for the expansion of international trade. Indian
businesses could now easily access foreign markets, which helped to boost the country's economy.
Conclusion:
The role of waterways and airways in the post-World War II world and India was crucial in shaping
the economic and social landscape of these countries. The development of these transportation
modes helped to spur economic growth and allowed for the expansion of international trade.
Understanding the impact of waterways and airways on the world and India is crucial in
understanding the economic and social changes that took place after World War II.
Questions:
1. Mention the role of major ports in imports and exports.
2. Emergence of Deccan airways changed the entire functionalities of domestic airways>
Substantiate the statement
3. The waterways and Airways contribute to the economic growth of India. Substantiate your
answer.
 Handout 2 for day 7 of Inter Disciplinary Project of class X
Handout Title: The Role of the World Trade Organization (WTO) in Building New Nations
Post-Colonialization
Introduction: After the end of colonialism, many countries faced significant economic and political
challenges as they worked to establish themselves as independent nations. The World Trade
Organization (WTO) played a crucial role in helping these countries to rebuild their economies and
participate in the global economy. In this handout, we will discuss the role of the WTO in building
new nations post-colonialization.
What is the WTO?
The WTO is an international organization that was established in 1995 to promote international
trade and help countries participate in the global economy.
The WTO provides a forum for countries to negotiate and enforce international trade agreements,
and helps to ensure that trade is conducted in a fair and predictable manner. The organization also
provides technical assistance and advice to help countries improve their trade policies and
participate in the global economy.
How has the WTO helped new nations post-colonialization?
After colonial rule ended, many countries faced significant economic challenges as they worked to
establish themselves as independent nations. The WTO helped these countries to participate in the
global economy by providing a forum for trade negotiations and by helping to enforce international
trade agreements.
The WTO also provided technical assistance and advice to help these countries improve their trade
policies and participate in the global economy. This helped to spur economic growth and
development in these countries, and allowed them to become more integrated into the global
economy.
By participating in the global economy, new nations post-colonialization were able to expand their
markets, attract foreign investment, and improve their economic performance. The WTO played a
crucial role in helping these countries to build their economies and establish themselves as stable,
independent nations.
Conclusion:
The WTO played a crucial role in building new nations post-colonialization by helping these
countries to participate in the global economy. The organization's trade negotiations, enforcement
of international trade agreements, and technical assistance helped to spur economic growth and
development in these countries. Understanding the role of the WTO in building new nations post-
colonialization is important in understanding the economic and political changes that took place
after the end of colonial rule
 ANNEXURE V
Presentation Template By the students Both class IX&X
Name of the Student:

Members of Team:

Class10: Section:

Topics of IDP:

Title of the Project:

Objectives:

Process adopted:
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.
Over all 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 2
● Creativity
● Analytical skills
● 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