CBSE Class 10 Social Science Syllabus 2024-25

CBSE has released the Latest Updated Syllabus for the New Academic Session 2024-25 on March 23rd, 2024, for class 10. 

CBSE Board has released the latest Class 10 Social Science syllabus which is to be strictly followed. Below please find our detailed analysis of Board Paper pattern, Unit-wise summary, Objectives, FAQs for the New Session 2024-25.

We have also updated Oswal Publishers Books as per the Latest Paper Pattern prescribed by Board for Socail Science Curriculum.

Students can directly access the CBSE Social Science Syllabus for Class 10 of the academic year 2024-25 by clicking on the link below.

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Table Of Contents−

CBSE Class 10 Social Science Latest Syllabus 2024-25

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History (India and Contemporary World-II)

60 Periods

23(+2 map pointing)

Section

Chapter No.

Chapter name

No. of periods

Marks allocated

I

Events and processes

1

The Rise of Nationalism in Europe

17

18 + 2 map pointing *

2

Nationalism In India

17

II
Livelihoods, economies and societies

3

The Making of a Global World

To be Evaluated in the Board Examination:

  • Subtopics:1 to 1.3

Pre modern world to Conquest, Disease and Trade

6

Interdisciplinary project as part of multiple assessments

(Internally assessed for 5 marks
Sub topics 2 to 4.4 The nineteenth century (1815-1914) to end of Bretton Woods & the beginning of “Globalisation.”

4

4

The Age of Industrialization

(To be assessed in the periodic assessment)

6

III
Everyday Life, Culture and Politics

5

Print Culture and the Modern World

10

* Marks as mentioned above

Geography (Contemporary India - II)

Suggestive no. of periods = 55

20 inclusive of map pointing

Chapter no

Chapter Name

No.of Periods

Marks Allocated

1

Resources and Development

7

17 + 3 map pointing

2

Forest and Wildlife Resources

7

3

Water resources

7

4

Agriculture

10

5

Minerals and Energy Resources

10

6

Manufacturing Industries

10

7

Lifelines of National Economy

Only map pointing to be evaluated in the Board Examination

2

Interdisciplinary project as part of multiple assessments

(Internally assessed for 5 marks)

2

Political Science( Democratic Politics-II)

Suggestive no. of periods = 50

20

Unit no

Chapter No

Chapter Name

No. of Periods

Marks Allocated

I

1

Power - sharing

15

20

2

Federalism

II

3

Gender, Religion and Caste

12

III

4

Political Parties

12

IV

5

Outcomes of Democracy

11

Economics (Understanding Economic Development)

Suggestive no. of periods = 50

20

Chapter No

Chapter name

No. of Periods

Marks allocated

1

Development

12

20

2

Sectors of the Indian Economy

12

3

Money and Credit

12

4

Globalisation And The Indian Economy
To be evaluated in the Board Examination:

    • What is Globalization?
    • Factors that have enabled Globalisation

8

Interdisciplinary project as part of multiple assessments (Internally assessed for 5 marks)

  • Production across the countries
  • Chinese toys in India
  • World trade organisation
  • The Struggle For a Fair Globalisation

6

5

Consumer Rights (Project Work)

Internal Assessment: 20 Marks

Type of Assessment

Description

Marks Allocated

Periodic assessment

Pen Paper Test.

5

Multiple Assessment

Inter disciplinary project
(Quiz, debate, role play, viva, group discussion, visual expression, interactive bulletin boards, gallery walks, exit cards, concept maps, peer assessment, art integration Self-assessment, etc.)

5

Subject Enrichment activity

Project

5

Portfolio

Classwork, Work done (activities / assignments) 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

5

CBSE Class 10 SST Syllabus 2024-25: Unit-wise Summary

Section

Syllabus

Marks (80)

Percentage

History
  • The Rise of Nationalism in Europe
  • Nationalism in India:
  • The Making of a Global World
    Sub topics1 to 1.3
  • Print Culture and the Modern World
  • Map pointing

18+2

25%

Political Science
  • Power - sharing
  • Federalism
  • Gender , Religion and Caste
  • Political Parties
  • Outcomes of Democracy

20

25%

Geography
  • Resources and Development
  • Forest and Wildlife Resources
  • Water Resources
  • Agriculture
  • Mineral& Energy resources
  • Manufacturing industries.
  • Lifelines of National Economy(map pointing)
  • Map pointing

17+3

25%

Economics
  • Development
  • Sectors of the Indian Economy
  • Money and Credit
  • Globalization and The Indian Economy
    Sub topics:
    • What is Globalization?
    • Factors that have enabled Globalisation

20

25%

CBSE Class 10 History Syllabus 2024-25

HISTORY: India and the Contemporary World - II
Content Curricular goals Competency Learning outcome Suggestive Pedagogical process
I The Rise of Nationalism in Europe CG-2 Analyses important phases in world history and draws insight to understand the present - day world.
CG-3 Understands the idea of a nation and the emergence of the modern Indian Nation 		C-2.4 Explains the growth of new ideas in Europe and Asia (humanism, mercantilism, industrialisation, colonialism, scientific developments and explorations, imperialism, and the rise of new nation-states across the world) and how it affected the course of human history.
C-2.5 Recognises the various practices that arose, such as those in
C-2.4, and came to be condemned later on (such as racism, slavery, colonial invasions, conquests, and plunder, genocides, exclusion of women from democratic and other institutions), all of which have also impacted the course of world history and have left unhealed wounds.
  • Infer how the French Revolution had an impact on the European countries in the making of nation state.
  • Comprehend the nature of the diverse social movements of the time.
  • Analyse and infer the evolution of the idea of nationalism which led to the formation of nation states in Europe and elsewhere.
  • Evaluate the reasons which led to the First World War.
  • Presentation and discussion on the French Revolution after watching animations/films/reading stories or novels related to French revolution.
  • Use of graphic organizers to explain unification of states to form one nation.
  • Map activity familiarising the location of various places studying the map of Europe after the Congress of Vienna 1815 and locating important places on the political outline map of Europe.
  • World Café on changes after 1815 in Europe.
  • Role play on the social revolutions of Europe.
II Nationalism in India CG-3 Understands the idea of a nation and the emergence of the modern Indian Nation. C-3.2 Identifies and analyses important phases of the Indian national freedom struggle against British colonial rule, with special reference to the movement led by Mahatma Gandhi and other important figures as well as those that led to independence, and understands the specific Indian concepts, values, and methods (such as Swaraj, Swadeshi, passive resistance, fight for dharma self- sacrifice, ahimsa) that played a part in achieving Independence.
  • llustrate various facets of Nationalistic movements that ushered in the sense of Collective Belonging.
  • Evaluate the effectiveness of the strategies applied by Gandhiji and other leaders in the movements organised by him.
  • Summarise the effects of the First World War that triggered the two defining movements (Khilafat & Non Cooperation Movement) in India
  • Sequence chart/ story Board/ Story telling pedagogy to Illustrate various facets of Nationalistic movements that ushered in the sense of Collective Belonging
  • Students will examine textual content and other references and Present through PPT.
  • Viewing the relevant Snippets from the movies/ video clippings depicting various events involving Gandhiji and other leaders and present findings
III. The Making of a Global World
Subtopic 1 The premodern world

Subtopic 2 19th century 1815 -1914

Subtopic 3 The inter- war economy

Subtopic 4 Rebuilding of world economy: the post war era.

Inter disciplinary Project with chapter 7 of Geography: Lifelines of National Economy and chapter 4 of Economics: Globalization and the Indian Economy 		CG-7 Develops an understanding of the economy of a nation, with specific reference to India. C-2.3 Traces aspects of continuity and change in different phases of world history (including cultural trends, social and religious reforms, and economic and political transformations)
C-7.4 Traces the beginning and importance of large- scale trade and commerce (including e- commerce) between one country and another – the key items of trade in the beginning, and the changes from time to time.
Refer Annexure IV
  • Summarize the changes that transformed the world in terms of economy, political, cultural and technological areas.
  • Depict the global interconnectedness from the Premodern to the present day.
  • Enumerate the destructive impact of colonialism on the livelihoods of colonised people.
  • Refer Annexure IV
  • Initiate an Inquiry based learning using world café’ strategy and present your findings through café conversation strategy of each area (transformed the world in terms of economy, political, cultural and technological aspects.)
  • Art integration and gallery walk to depict the interconnectedness.
  • Students examine the photographic display/ new paper cutting that depict the destructive impact of colonialism on the livelihoods of colonised people and present their understandings in the form of Newsletter/ cartoon strips/ Inter Disciplinary Project
IV The Age of Industrialisation CG-2 Analyses the important phases in world history and draws insights to understand the present-day world C-2.4 Explains the growth of new ideas and practices across the world (including humanism, mercantilism,industrialisation, scientific developments and explorations, imperialism, colonialism, the rise of new nation-states across the world, and various technologies including the most current) and how they affected the course of world history
  • Watch relevant Videos/ Visuals/ documentaries/ the movie clippings on features of Pre & Post economic, political, social features of Pre and Post Industrialization
  • Enumerate economic, political, social features of Pre and Post Industrialization.
  • Analyse and infer how the industrialization impacted colonies with specific focus on India.
V Print culture and the Modern World CG-2 Analyses the important phases in world history and draws insights to understand the present-day world.
CG-9 Understands and appreciates the contribution of India through history and present times, to the overall field of Social Science, and the disciplines that constitute it 		C-2.4 Explains the growth of new ideas and practices across the world (including humanism, mercantilism, industrialisation, scientific developments and explorations, imperialism, colonialism, the rise of new nation-states across the world, and various technologies including the most current) and how they affected the course of world history.
  • Enumerate the development of Print from its beginnings in East Asia to its expansion in Europe and India.
  • Comment on the statement that the print revolution was not just a way of producing book but profound transformation of people.
  • Compare and contrast the old tradition of handwritten manuscripts versus the print technology.
  • Summarise the role of Print revolution and its impact
  • Flow chart to depict the development of Print.
  • Declamation on the profound transformation of people due to the print revolution.
  • Use of Venn diagram to compare the advantages of handwritten books and the printed books
  • Interpret and infer from pictures, cartoons, extracts from propaganda literature on important events and issues with focus on print culture.

CBSE Class 10 Political Science Syllabus 2024-25

Political Science: Democratic Politics - II
Content Curricular goals Competency Learning outcome Suggestive Pedagogical process
1.Power - sharing CG-5 Understands the Indian Constitution and explores the essence of Indian democracy and the characteristics of a democratic government C-5.4 Analyses the basic features of a democracy and democratic government – and its history in India and across the world – and compares this form of government with other forms of government
  • Enumerate the need for power sharing in democracy.
  • Analyse the Challenges faced by countries like Belgium and Sri Lanka ensuring effective power sharing.
  • Compare and contrast the power sharing of India with Sri Lanka and Belgium.
  • Summarize the purpose of power sharing in preserving the unity and stability of a country
  • Read relevant Newspaper articles/ clippings on Power sharing and present the findings in the form of flow chart.
  • Discuss various forms of power-sharing.
  • Classroom discussion on challenges faced by Belgium& Sri Lanka in ensuring effective power sharing.
  • Socratic discussion on Power Sharing Techniques used by India, Sri Lanka and Belgium.
2 Federalism CG-5 Understands the Indian Constitution and explores the essence of Indian democracy and the characteristics of a democratic government C-5.2 Appreciates fundamental Constitutional values and identifies their significance for the prosperity of the Indian nation.
  • Infer and appreciate how federalism is being practised in India.
  • Analyse and infer how the policies and politics that has strengthens federalism in practice.
  • Group discussion on the distribution of powers between Union and state Government and present the outcomes through presentations.
  • Debate on policies and politics that strengthens Federalism in practice and present through mind map
3.Gender, Religion and Caste CG-7 Develops an understanding of the economy of a nation, with specific reference to India. C-6.2 Understands that, despite C-6.1, forms of inequality, injustice, and discrimination have occurred in different sections of society at different times (due to internal as well as outside forces such as colonisation), leading to political, social, and cultural efforts, struggles, movements, and mechanisms at various levels towards equity, inclusion, justice, and harmony, with varying outcomes and degrees of success.
  • Examines the role and differences of Gender, religion and Caste in practicing Democracy in India.
  • Analyses the different expressions based on these.
  • differences are healthy or otherwise in a democracy.
  • Skit/ street play to enumerate how the differences in gender, religion and caste impact the practicing healthy or otherwise in a Democracy.
  • Graphic method to analyse and infer how different expressions based on differences in Gender, Religion and Caste are healthy or unhealthy in a democracy
4.Political Parties CG-5 Understands the Indian Constitution and explores the essence of Indian democracy and the characteristics of a democratic government. C-5.3 Explains that fundamental rights are the most basic human rights, and they flourish when people also perform their fundamental duties.
  • Understand the process of parties getting elected.
  • Know the significance of right to vote and exercise the duties as citizen of nation.
  • Examine the role, purpose and no. of Political Parties in Democracy.
  • Justifies the contributions /non contributions made by national and regional political parties in successful functioning of Indian democracy.
  • Mock election to learn the process.
  • Role play and create awareness of fundamental duties.
  • Use flow chart to bring out the role, purpose and no. of Political Parties.
  • Read newspapers, watches video clippings to justify the contributions /non contributions made by national and regional political parties in successful functioning of Indian democracy.
5.Outcomes of Democracy CG-5 Understands the Indian Constitution and explores the essence of Indian democracy and the characteristics of a democratic government C-5.5 Analyses the critical role of non-state and non-market participants in the functioning of a democratic government and society, such as the media, civil society, socio-religious institutions, and community institutions.
  • Enumerates how a success of democracy depends on quality of government, economic wellbeing, in equality, social differences, conflict, freedom and dignity.
  • Graphic organizer to enumerates how a success of democracy depends on quality of government, economic wellbeing, in equality, social differences, conflict, freedom and dignity.

CBSE Class 10 Geography Syllabus 2024-25

Geography: Contemporary India - II
Content Curricular goals Competency Learning outcome Suggestive Pedagogical process
1.Resources and Development CG-4 Develops an understanding of the inter-relationship between human beings and their physical environment and how that influences the livelihoods, culture, and the biodiversity of the region C-4.4 Analyses and evaluates the inter- relationship between the natural environment and human beings and their cultures across regions and, in the case of India, the special environmental ethos that resulted in practices of nature conservation,
  • Enumerates how the resources are interdependent, justify how planning is essential in judicious utilization of resources and the need to develop them in India.
  • nfers the rationale for development of resources.
  • Analyse and evaluate data and information related to non-optimal land, utilization in India Appraise and infer the need to conserve all resources available in India.
  • suggest remedial measures for optimal utilization of underutilized resources
  • Brainstorming on how the resources are interdependent in nature and the need to develop them in India and present in the form of a Venn diagram.
  • Use of maps, charts, and other tools to identify patterns and trends of land utilization.
  • Case study and debate on the topic “Is the development acting as an adversary for conservation”.
  • Present a report in the form of PPT.
2. Forest and Wildlife Resources CG-4 Develops an understanding of the inter-relationship between human beings and their physical environment and how that influences the livelihoods, culture, and the biodiversity of the region C-4.6 Develops sensitivity towards the judicious use of natural resources (by individuals, societies, and nations) and suggests measures for their conservation
  • Examine the importance of conserving forests and wildlife and their interdependency in maintaining the ecology for the sustainable development of India.
  • Analyse the role of grazing and wood cutting in the development and degradation
  • Summarizes the reasons for conservation of biodiversity in India under sustainable development.
  • Read newspaper articles/ watch videos on deforestation and need for conservation and through world café strategy present your findings.
  • Discuss how developmental works, grazing wood cutting have impacted on the survival forests
  • Use art integration strategy to summarize and present the reasons for conservation of biodiversity in India under sustainable development.
3.Water Resources CG-4 Develops an understanding of the inter-relationship between human beings and their physical environment and how that influences the livelihoods, culture, and the biodiversity of the region. C-4.2 Explains important geographical concepts, characteristics of key landforms, their origin, and other physical factors of a region.
  • Examine the reasons for conservation of water resource in India.
  • Analyse and infer how the Multipurpose projects are supporting the requirement of water in India.
  • Brainstorming session to discuss the scarcity of water and present through graphic organizers.
  • Prepare a PPT to Summarize the roles of Multipurpose projects in supporting the water requirement of India
4. Agriculture CG-4 Develops an understanding of the inter-relationship between human beings and their physical environment and how that influences the livelihoods, culture, and the biodiversity of the region C-4.3 Draws inter- linkages between various components of the physical environment, such as climate and relief, climate and vegetation, vegetation, and wildlife
  • Examine the crucial role played by agriculture in our economy and society.
  • Analyses the challenges faced by the farming community in India.
  • Identifies and summarizes various aspects of agriculture, including crop production, types of farming, modern
  • agricultural practices, and the impact of agriculture on the environment.
  • Analyses the challenges faced by the farming community in India
  • Group Discussion on the challenges faced by farmers, such as low productivity, lack of modern technology, inadequate irrigation facilities, and post-harvest losses and present the findings through PPT/chart.
  • Collect Newspaper and have a panel discussion on the challenges faced by the farming community in India
  • Use of graphic organizers to distinguish the traditional and modern farming methods
5. Minerals and Energy Resources CG-4 Develops an understanding of the inter-relationship between human beings and their physical environment and how that influences the livelihoods, culture, and the biodiversity of the region C-4.6 Develops sensitivity towards the judicious use of natural resources (by individuals, societies, and nations) and suggests measures for their conservation.
  • Differentiates between the conventional and nonconventional sources of energy.
  • Analyses the importance of minerals and natural resources for economic development of the country.
  • Suggests strategies for sustainable use of natural resources
  • Use graphic organizers to infer the resource distribution to real-world situations and lists the strategies for sustainable use of natural resources.
  • Use of flow chart to Differentiate between the conventional and non- conventional sources of energy
6.Manufactur-ing Industries CG-4 Develops an understanding of the inter-relationship between human beings and their physical environment and how that influences the livelihoods, culture, and the biodiversity of the region C-4.5 Critically evaluates the impact of human interventions on the environment, including climate change, pollution, shortages of natural resources (particularly water), and oss of biodiversity; identifies practices that have led to these environmental crises and the measures that must be taken to reverse them
  • Enumerates the impact of manufacturing industries on the environment and develop strategies for sustainable development of the manufacturing sector.
  • Differentiates between various types of manufacturing industries based on their input materials, processes, and end products, and analyse their significance in the Indian economy.
  • Analyses the relation between the availability of raw material and location of the industry
  • Use of flow chart to differentiate between various types of manufacturing industries based on their input materials, processes, and end products.
  • Utilizes the textual information (data given through various maps/ graphs) to enumerate the impact of manufacturing industries on the environment and develop strategies for sustainable development of the manufacturing sector.
  • Uses case studies to Infer the relation between availability of raw material and location of the industry.
7.Life Lines of National Economy Inter disciplinary project with chapter 3 of History: The making of a Global world and chapter 4 of Economics: Globalization and the Indian Economy Refer Annexure IV Refer Annexure IV

CBSE Class 10 Economics Syllabus 2024-25

Economics: Understanding Economic Development
Content Curricular goals Competency Learning outcome Suggestive Pedagogical process
1 Development CG-8 Evaluates the economic development of a country in terms of its impact on the lives of its people and nature. C-8.1 Gathers, comprehends, and analyses data related to income, capital, poverty, and employment in one’s locality, region and at the national level. C-8.4 Describes India’s recent path towards again becoming one of the three largest economies of the world, and how individuals can contribute to this economic progress. C-8.5 Appreciates the connections between economic development and the environment, and the broader indicators of societal wellbeing beyond GDP growth and income.
  • Enumerate and examine the different processes involved in setting developmental Goals that helps in nation building.
  • Analyse and infer how the per capita income depicts the economic condition of the nation.
  • Evaluate the development goals that have been set for the nation by the Planning commission of India -with specific reference to their efficacy, implemental strategies, relevance to current requirements of the nation.
  • 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.
  • Hot seat strategy to enumerate different developmental Goals that helps in nation building.
  • Case study to analyse and infer how the per capita income depicts the economic condition of the nation.
  • Graphic organizer to compare the t relation between HDI (Human Development Index) and PCI (Per Capita National Income)
  • Declamation to Analyse the multiple perspectives on the need of development.
  • Debate on ‘Health and Education are the true indicators of development.’
2. Sectors of the Indian Economy CG-7 Develops an understanding of the economy of a nation, with specific reference to India. C-7.1 Defines key features of the economy such as production, distribution, demand, supply, trade, and commerce, and factors that influence these aspects (including technology) C-7.2 Evaluates the importance of the three sectors of production (primary, secondary, and tertiary) in any country’s economy, especially India C-7.3 Distinguishes between ‘unorganised’ and ‘organised’ sectors of the economy and their role in production for the local market in small, medium, and large-scale production centres (industries), and recognises the special importance of the so- called ‘unorganised’ sector in Indian economy and its connections with the self-organising features of Indian society.
  • Analyses and infer how the economic activities in different sectors contribute to the overall growth and development of the Indian economy.
  • Propose solutions to identified problems in different sectors based on their understanding.
  • Summarize how the organised and unorganised sectors are providing employment and the challenges faced by them.
  • Enumerates the role of unorganised sector in impacting PCI (Per Capita Income) currently and proposes suggestive steps to reduce the unorganised sector for more productive contributions to GDP.
  • Enumerates and infer the essential role of the Public and Private sectors the present trends of PPP and efficacy of the initiative.
  • Data analysis of various sectors and their contribution in GDP (Gross domestic Product) and NDP (Net Domestic Product).
  • Research based strategy to propose solutions to identified problems in different sectors based on their understanding.
  • Read Newspaper articles and group discuss to Summarize how the organised and unorganised sectors are providing employment and the challenges faced by them.
  • Role plays of case studies explaining underemployment/disguised unemployment.
  • Class conversation/group discussion on how to create more employment.
3 Money and Credit CG-8 Evaluates the economic development of a country in terms of its impact on the lives of its people and nature. C-8.1 Gathers, comprehends, and analyses data related to income, capital, poverty, and employment in one’s locality, region and at the national level. Markets. C-8.3 Understands these features in the context of ancient India, with its thriving trade, both internal and external, and its well-established trade practices and networks, business conventions, and diverse industries, all of which made India one of the world’s leading economies up to the colonial period
  • Enumerate how money plays as a medium exchange in all transactions of goods and services since ancient times to the present times.
  • Analyse and infer various sources of Credit.
  • Summarizes the significance and role of self-help groups in the betterment of the economic condition of rural people/ women.
  • Group discussion to Enumerate how money plays as a medium exchange in all transactions of goods and services since ancient times to the present times.
  • Case based study to Analyse and infer various sources of Credit.
  • Guest Speaker Programme (bank manager/ a self-help group member) who will summarize the significance and role of self-help groups in the betterment of the economic condition of rural people/ women.
4 Globalization and the Indian Economy

Subtopics:

What is Globalization?

Factors that have enabled Globalisation.

Inter disciplinary Project with chapter 3 of History: “The making of a Global World”.and chapter 7 of Geography: “Lifelines of National Economy”

Subtopics: Production across the countries Chinese toys in India

World Trade Organization

The Struggle for A Fair Globalisation 		CG-7 Develops an understanding of the economy of a nation, with specific reference to India.
CG-8 Evaluates the economic development of a country in terms of its impact on the lives of its people and nature 		society C-7.4 Traces the beginning and importance of large-scale trade and commerce (including e- commerce) between one country and another – the key items of trade in the beginning, and the changes from time to time.
C-8.3 Understands these features in the context of ancient India, with its thriving trade, both internal and external, and its well-established trade practices and networks, business conventions, and diverse industries, all of which made India one of the world’s leading economies up to the colonial period.

Refer Annexure IV
  • Enumerate the concept of globalization and its definition, evolution, and impact on the global economy.
  • Evaluate the key role of the key major drivers of globalization and their role in shaping the global economic landscape in various countries.
  • Comprehends the significance of role of G20 and its significance in the light of India's present role.
  • Watch videos on globalisation followed by an interactive group discussion to enumerate the concept of globalization and its definition, evolution, and impact on the global economy.
  • Read Textual and other resources to analyse and infer the key drivers of globalization and their role in shaping the global economic landscape.
  • Discussions /Debates on the positive impact of Globalization on the lives of people.
5 Consumer Rights OR Social Issues OR Sustainable Development Project work Refer Annexure III Refer Annexure III

CBSE Class 10 Social Science Syllabus 2024-25: Project work

Project Work 10 periods.

10 periods.

5 marks

Every student has to compulsorily undertake one project on

Consumer Awareness OR Social Issues OR Sustainable Development

Objectives: 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 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.

The students need to develop the following competencies:

Collaboration

Use analytical skills

Evaluate the situations during disasters.

Synthesize the information

Find creative solutions

Strategies the order of solutions

Use right communication skills

The distribution of marks over different rubrics relating to Project Work is as follows:

S. No. Rubrics Marks
a. Content accuracy, originality and analysis 2
b. Presentation and creativity 2
c. Viva Voce 1
  1. 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.
  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.

CBSE Class 10 Social Science Map Work Syllabus 2024-25

Subject

Name of the Chapter

List of Areas to be pointed on the Map

History

Nationalism in India

1. Congress sessions:

  • 1920 Calcutta
  • 1920 Nagpur.
  • 1927 Madras session,

2. 3 Satyagraha movements:

  • Kheda
  • Champaran.
  • Ahmedabad mill workers

3. Jallianwala Bagh

4. Dandi march

Geography

Resources and Development

Identify: Major soil Types

Water Resources

Locating and Labelling:

  • Salal
  • Bhakra Nangal
  • Tehri
  • Rana Pratap Sagar
  • Sardar Sarovar
  • Hirakud
  • Nagarjuna Sagar
  • Tungabhadra

Agriculture

Identify:

  • Major areas of Rice and Wheat
  • Largest/ Major producer states of Sugarcane, Tea, Coffee, Rubber, Cotton and Jute

Minerals and Energy Resources

Identify:

a. Iron Ore mines

  • Mayurbhanj
  • Durg
  • Bailadila
  • Bellary
  • Kudremukh

b. Coal Mines

  • Raniganj
  • Bokaro
  • Talcher
  • Neyveli

c. Oil Fields

  • Digboi
  • Naharkatia
  • Mumbai High
  • Bassien
  • Kalol
  • Ankaleshwar

Locate& label: Power Plants

a. Thermal

  • Namrup
  • Singrauli
  • Ramagundam

b. Nuclear

  • Narora
  • Kakrapara
  • Tarapur
  • Kalpakkam

Manufacturing Industries

I. Manufacturing Industries (Locating and Labelling Only)

  • Cotton Textile Industries: a. Mumbai b. Indore c. Surat d. Kanpur e. Coimbatore
  • Iron and Steel Plants: a. Durgapur b. Bokaro c. 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 Economy

Locating and Labelling:

a. Major sea ports

  • Kandla
  • Mumbai
  • Marmagao
  • New Mangalore
  • Kochi
  • Tuticorin
  • Chennai
  • Vishakhapatnam
  • Paradip
  • Haldia

b. International Airports:

  • Amritsar (Raja Sansi - Sri Guru Ram Dass jee)
  • Delhi (Indira Gandhi)
  • Mumbai (Chhatrapati Shivaji)
  • Chennai (Meenam Bakkam)
  • Kolkata (Netaji Subhash Chandra Bose)
  • Hyderabad (Rajiv Gandhi)

The Changes for Class 10 (2024-25) Year-end Board Examinations are as under:

(Class-10)
Periodic Assessment Academic Session 2023-24 Academic Session 2024-25
Composition of question paper for year-end examination/ Board Examination (Theory)
  • Competency Focused Questions in the form of MCQs/ Case Based Questions, Source-based Integrated Questions or any other type = 50%
  • Select response type questions (MCQ) = 20%
  • Constructed response questions (Short Answer/Long Answer Type Questions, as per existing pattern) = 30%
  • Competency Focused Questions in the form of MCQs/Case Based Questions, Source-based Integrated Questions or any other type = 50%
  • Select response type questions (MCQ) = 20%
  • Constructed response questions (Short Answer/Long Answer type Questions, as per existing pattern) = 30%

Objectives of Class 10 Social Science Syllabus 2024-25

The CBSE Syllabus for Class 10 Social Science 2024-25 has been developed with the aim of the following:

  1. To develop scientific temperament among students by encouraging their curiosity and following a rational approach in analysing and evaluating information, views, and interpretations.
  2. To develop an understanding of the processes of change and development through which human societies have evolved.
  3. To develop an appreciation of the richness and variety of India’s heritage – both natural and cultural and the need for its preservation.
  4. To promote an understanding of the issues and challenges of contemporary India – environmental, economic, and social, and develop academic and social skills such as critical thinking, communicating effectively, cooperating with others, and providing leadership in solving others’ problems.
  5. To help learners understand and cherish the values enshrined in the Indian Constitution and to prepare them for their roles and responsibilities as effective citizens of a democratic society.
  6. The marking scheme, typology of questions, and the details of individual chapters help the students to effectively plan their study schedules.

FAQs on CBSE Class 10 Social Science Syllabus 2024-25

Ans: The total marks for CBSE Class 10 Science 2023-24 is 100.

Out of 100 marks, 20 marks are allotted for the Internal Assessment, and 80 marks are for the Theory paper.

The Question Paper is divided into 6 sections.

i. Section A – This section contains 20 MCQs of 1 mark each.

ii. Section B – Contains Very Short Answer Type Questions, carrying 2 marks each. (Word limit: 40 words)

iii. Section C –Contains Short Answer Type Questions, carrying 3 marks each. (Word limit: 60 words)

iv. Section D – Contains Long Answer type questions, carrying 5 marks each. (Word limit: 120 words)

v. Section-E – Contains case based questions with three sub-questions and are of 4 marks each.

vi. Section F – This section contains map based, carrying 5 marks with two parts, History (2 marks) and Geography (3 marks).

Ans: Class 10 SST Syllabus 2022-23 deleted topics and chapters (including deleted portions from Map Items) are:

Unit 2: Contemporary India (Geography)

Chapter 2 – Forest and Wildlife

  • Biodiversity or Biological Diversity
  • Flora and Fauna in India
  • Vanishing Forests
  • Asiatic Cheetah: Where did they go?
  • The Himalayan Yew in trouble
  • Project Tiger

Chapter 4 – Agriculture

  • Impact of Globalisation on Agriculture

Chapter 6 – Manufacturing Industries

  • Industry Market Linkage
  • Contribution of Industry to National Economy
  • Classification of Industries
  • Cotton Textiles, Jute Textiles, Sugar Industry
  • Steel Industry, Cement Industry
  • Spatial distribution

UNIT 3: DEMOCRATIC POLITICS – II (POLITICAL SCIENCE)

Chapter 3 – Democracy and Diversity

Chapter 4 – Gender, Religion and Caste

  • Image on page 46, 48, 49 of NCERT Textbook – Democratic Politics –II – reprinted edition 2021

Chapter 5 – Popular Struggles and Movements

Chapter 8 – Challenges to Democracy

UNIT 4: UNDERSTANDING ECONOMIC DEVELOPMENT (ECONOMICS)

Chapter 5 – Consumer Rights (Only to be considered for Project Work)

Chapter 6 – Manufacturing Industries

Deleted portions from Map Items:

UNIT 2: CONTEMPORARY INDIA – II (GEOGRAPHY)

  • Cotton Textile Industries: Mumbai, Indore, Surat, Kanpur, Coimbatore
  • Iron and Steel Plants: Durgapur, Bokaro, Jamshedpur, Bhilai, Vijaynagar, Salem

Ans: According to the Syllabus of SST class 10 CBSE 2023-24, the total marks for the Internal Assessment is 20. These 20 marks are distributed as below:

Periodic assessment = 10 marks

Portfolio = 5 marks

Subject Enrichment Activity = 5 marks

Ans: i. Be clear about the syllabus, exam pattern, and question types.

ii. Be thorough with the NCERT chapters.

iii. Solve ample sample papers.

iv. Do a lot of revision work.

v. Solve previous years’ question papers.

vi. Do not mug up everything. Try to answer logically.

Ans: Oswal-Gurukul CBSE Most Likely Question Bank, 36 Sample Papers, CBSE Last 10 Years Solved Papers, CBSE Chapterwise Last Years Solved Papers, and All in 1 Guide Book for CBSE Class X are your one-stop solution for important questions pertaining to SST as per Class 10 CBSE Board Syllabus 2023-24. All the books have been prepared by Oswal’s eminent subject matter experts in a student-friendly language.

Students can also create their own tests online at oswal.io and gauge their progress in an interesting way through self-assessments.

Ans: Students can find the CBSE Class 10 SST Syllabus 2023-24 at the CBSE official website or check our CBSE Class 10 Syllabus.

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2023-24 Reduced Syllabus

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