CBSE Class 10 Social Science Question Paper 2020

MAX. MARKS: 40

SI. No.

                  Units

    No. of Periods

    Marks

I

India and the Contemporary World -1

12

10

II

Contemporary India – I

16

10

III

Democratic Politics – I

14

10

IV

Economics

20

10

Total

62

40

MAX. MARKS: 40

SI. No.

                      Units

  No. of Periods

Marks

I

India and the Contemporary World -1

34

10

II

Contemporary India – I

19

10

III

Democratic Politics – I

14

10

IV

Economics

22

10

Total

89

40

                                                          TERM - I

                            Unit 1: India and the Contemporary World – I 

                    Themes 

            Learning Objectives 

Section 1: Events and Processes

1. The Rise of Nationalism in Europe 

• The French Revolution and the Idea of the Nation 

• The Making of Nationalism in Europe 

• The Age of Revolutions: 1830-1848 

• The Making of Germany and Italy 

• Visualizing the Nation 

• Nationalism and Imperialism   

• Enable the learners to identify and comprehend the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period. 

• Establish the relationship and bring out the difference between European nationalism and anti-colonial nationalisms. 

• Understand the way the idea of nationalism emerged and led to the formation of nation states in Europe and elsewhere.

                                          Unit 2: Contemporary India – I 

                    Themes 

            Learning Objectives 

1. Resources and Development 

• Types of Resources 

• Development of Resources 

• Resource Planning in India 

• Land Resources 

• Land Utilization 

• Land Use Pattern in India 

• Land Degradation and Conservation Measures 

• Soil as a Resource 

• Classification of Soils 

• Soil Erosion and Soil Conservation 

3. Water Resources 

• Water Scarcity and The Need for Water Conservation and Management 

• Multi-Purpose River Projects and Integrated Water Resources Management 

• Rainwater Harvesting 

Note: The theoretical aspect of chapter ‘Water Resources’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination. However, the map items of this chapter as listed will be evaluated in Board Examination. 

4. Agriculture 

• Types of farming • Cropping Pattern • Major Crops • Technological and Institutional Reforms • Impact of Globalization on Agriculture

• Understand the value of resources and the need for their judicious utilization and conservation. 

• Comprehend the importance of water as a resource as well as develop awareness towards its judicious use and conservation. • Identify different Dams in the country.

• Explain the importance of agriculture in the national economy. 

• Identify various types of farming and discuss the           various farming methods; describe the spatial distribution of major crops as well as understand the relationship between rainfall regimes and cropping pattern. 

• Explain various government policies for institutional as well as technological reforms since independence.

Unit 3: Democratic Politics – II

Themes 

Learning Objectives 

1. Power Sharing 

• Case Studies of Belgium and Sri Lanka 

• Why power sharing is desirable? 

• Forms of Power Sharing 

2. Federalism 

• What is Federalism? 

• What makes India a Federal Country? 

• How is Federalism practised? 

• Decentralisation in India

• Familiarise with the centrality of power sharing in a democracy. 

• Understand the working of spatial and social power sharing mechanisms. 

• Analyse federal provisions and institutions. 

• Explain decentralisation in rural and urban areas.

Unit 4: Economics 

Themes 

Learning Objectives 

1. Development 

• What Development Promises - Different people different goals 

• Income and other goals 

• National Development 

• How to compare different countries or states? 

• Income and other criteria 

• Public Facilities 

• Sustainability of development 

2. Sectors of the Indian Economy 

• Sectors of Economic Activities 

• Comparing the three sectors 

• Primary, Secondary and Tertiary Sectors in India 

• Division of sectors as organised and unorganised 

• Sectors in terms of ownership: Public and Private Sectors

• Familiarize with concepts of macroeconomics. 

• Understand the rationale for overall human development in our country, which includes the rise of income, improvements in health and education rather than income. 

• Understand the importance of quality of life and sustainable development. 

• Identify major employment generating sectors. 

• Reason out the government investment in different sectors of economy.

TERM – II

Unit 1: India and the Contemporary World – II

Themes 

Learning Objectives 

Section 1: Events and Processes 

2. Nationalism in India 

• The First World War, Khilafat and Non - Cooperation 

• Differing Strands within the Movement 

• Towards Civil Disobedience 

• The Sense of Collective Belonging 

Section 2: Livelihoods, Economies and Societies 

Note: Any one theme of the following. The theme selected should be assessed in the periodic test only and will not be evaluated in the board examination: 

3. The Making of a Global World 

• The Pre-modern world 

• The Nineteenth Century (1815-1914) 

• The Inter war Economy 

• Rebuilding a World Economy: The Post-War Era 

4. The Age of Industrialization

• Before the Industrial Revolution 

• Hand Labour and Steam Power 

• Industrialization in the colonies 

• Factories Come Up 

• The Peculiarities of Industrial Growth 

• Market for Goods

• Recognize the characteristics of Indian nationalism through a case study of Non-Cooperation and Civil Disobedience Movement. 

• Analyse the nature of the diverse social movements of the time. 

• Familiarise yourself with the writings and ideals of different political groups and individuals. 

• Appreciate the ideas promoting Pan Indian belongingness. 

• Show that globalisation has a long history and point to the shifts within the process. 

• Analyse the implication of globalisation for local economies. 

• Discuss how globalisation is experienced differently by different social groups. 

• Familiarise with the Pro- to-Industrial phase and Early – factory system. 

• Familiarise with the process of industrialization and its impact on labour class. 

• Enable them to understand industrialization in the colonies with reference to Textile industries.

Unit 2: Contemporary India – II

                          Themes

                  Learning Objectives

5. Minerals and Energy Resources 

• What is a mineral? 

• Mode of occurrence of Minerals 

• Ferrous and Non-Ferrous Minerals 

• Non-Metallic Minerals 

• Rock Minerals 

• Conservation of Minerals 

• Energy Resources 

• Conventional and Non Conventional 

• Conservation of Energy Resources 

Note: The theoretical aspect of chapter ‘Minerals and Energy Resources’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination. However, the map items of this chapter as given in the Map List will be evaluated in Board Examination 

6. Manufacturing Industries 

• Importance of manufacturing 

• Contribution of Industry to National Economy 

• Industrial Location 

• Classification of Industries 

• Spatial distribution 

• Industrial pollution and environmental degradation 

• Control of Environmental Degradation 

7. Life Lines of National Economy 

• Transport – Roadways, Railways, Pipelines, Waterways, Airways 

• Communication 

• International Trade 

• Tourism as a Trade

• Identify different types of minerals and energy resources and places of their availability 

• Feel the need for their judicious utilisation 

• Bring out the importance of industries in the national economy as well as understand the regional disparities which resulted due to concentration of industries in some areas. 

• Discuss the need for a planned industrial development and debate over the role of government towards sustainable development. 

• Explain the importance of transport and communication in the ever-shrinking world. 

• Understand the role of trade and tourism in the economic development of a country.

Unit 3: Democratic Politics – II

                          Themes  

                  Learning Objectives

6. Political Parties

Why do we need Political Parties? 

• How many Parties should we have? 

• National Political Parties 

• State Parties 

• Challenges to Political Parties 

• How can Parties be reformed? 

7. Outcomes of Democracy 

• How do we assess democracy’s outcomes? 

• Accountable, responsive and legitimate government 

• Economic growth and development 

• Reduction of inequality and poverty 

• Accommodation of social diversity 

• Dignity and freedom of the citizens

• Analyze party systems in democracies.

• Introduction to major political parties, challenges faced by them and reforms in the country. 

• Evaluate the functioning of democracies in comparison to alternative forms of governments. 

• Understand the causes for continuation of democracy in India. 

• Distinguish between sources of strengths and weaknesses of Indian democracy.

Unit 4: Economics 

                          Themes

              Learning Objectives

3. Money and Credit 

• Money as a medium of exchange 

• Modern forms of money 

• Loan activities of Banks 

• Two different credit situations 

• Terms of credit 

• Formal sector credit in India 

• Self Help Groups for the Poor 

4. Globalisation and the Indian Economy 

• Production across countries 

• Interlinking production across countries 

• Foreign Trade and integration of markets 

• What is globalisation? 

• Factors that have enabled Globalisation • World Trade Organisation 

• Impact of Globalisation on India 

• The Struggle for a fair Globalisation 

• Understand money as an economic concept. 

• Understand the role of financial institutions from the point of view of dayto- day life. 

• Explain the working of the Global Economic phenomenon.

  Marks

                              Description

Periodic Assessment

10 Marks

Pen Paper Test  (5 Marks)

Assessment using multiple strategies For example, Quiz, Debate, Role Play, Viva, Group Discussion, Visual Expression, Interactive Bulletin Boards, Gallery Walks, Exit Cards, Concept Maps, Peer Assessment, Self- Assessment, etc. 

Portfolio

5 Marks

• Classwork and Assignments 

• Any exemplary work done by the student 

• Reflections, Narrations, Journals, etc. 

• Achievements of the student in the subject throughout the year 

• Participation of the student in different activities like Heritage India Quiz 

Subject Enrichment Activity

5 Marks

• Project Work

Total

20 Marks

05 MARKS

1. Every student has to compulsorily undertake any one project on Disaster Management.

Consumer Awareness OR Social Issues OR Sustainable Development

2. Objective: 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 an 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 to collect data and use different primary and secondary resources to prepare the project. If possible, different forms of Art may be integrated in the project work.

Aspects   

• Content accuracy, originality and analysis (2 Marks)

• Presentation and creativity (2 Marks)

• Viva Voce (1 Marks)

3. The distribution of marks over different aspects relating to Project Work is as follows:

4. The projects carried out by the students in different topics should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc.

5. All documents pertaining to assessment under this activity should be meticulously maintained by concerned schools.

6. A Summary Report should be prepared highlighting: 

• objectives realised through individual work and group interactions; 

• calendar of activities;

• innovative ideas generated in the process (like comic strips, drawings, illustrations, script play etc.); 

• list of questions asked in viva voce.

7. 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.

8. The Project Report should be handwritten by the students themselves.

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 the Board. Sub Judice cases, if any or those involving RTI /Grievances may however be retained beyond three months.