CBSE Class 10 Social Science Syllabus 2026-27
CBSE (Central Board of Secondary Education) released the CBSE Class 10 Social Science Syllabus 2026-27 on April 2, 2026. This syllabus is the official curriculum for the academic session 2026–27. Students must follow this syllabus for the Class 10 Board Examination 2027.
The CBSE 10th Social Science syllabus explains the exam pattern, marking scheme, unit-wise weightage, and chapter list. It covers four subjects: History, Geography, Political Science, and Economics. CBSE uses this structure to design the question paper and evaluate answers.
Students can use this syllabus to plan their study schedule and focus on high-weightage topics. This helps students avoid confusion and prepare with clear direction for the board exam.
This page explains the CBSE Class 10 Social Science exam pattern 2026–27 in simple terms. It describes the question paper format, section-wise marks, and internal assessment structure. Students can clearly understand how the paper is set and how marks are awarded.
Download the official CBSE Class 10 Social Science Syllabus 2026–27 PDF from the link below.
- ▪ CBSE Class 10 Social Science Latest Syllabus 2026-27
- ▪ CBSE Class 10 History Syllabus 2026-27
- ▪ CBSE Class 10 Geography Syllabus 2026-27
- ▪ CBSE Class 10 Economics Syllabus 2026-27
- ▪ CBSE Class 10 Social Science Map Work Syllabus 2026-27
- ▪ CBSE Class 10 SST Syllabus 2026-27: Unit-wise Summary
- ▪ Weightage to Type of Questions
- ▪ Weightage to Competency Levels
- ▪ PRESCRIBED TEXTBOOKS
- ▪ Interdisciplinary Project:
- ▪ Rubrics for Interdisciplinary Project
- ▪ The Changes for Class 10 (2026-27) Year-end Board Examinations are as under:
- ▪ Objectives of Class 10 Social Science Syllabus 2026-27
- ▪ The CBSE Syllabus for Class 10 Social Science 2026-27 has been developed with the aim of the following:
CBSE Class 10 Social Science Latest Syllabus 2026-27
| History (India and the Contemporary World-II) | 20 Marks inclusive of map pointing Marks | ||
| Section | Chapter No. | Chapter name | Marks |
| I Events and processes | I | The Rise of Nationalism in Europe | 18 + 2 map pointing |
| II | Nationalism in India | ||
| II Livelihoods, Economies and Societies | III | 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 | |
| Interdisciplinary project as part of multiple assessments (Internally assessed for 5 marks) Subtopics 2 to 4.4 – The nineteenth century (1815–1914) to end of Bretton Woods & the beginning of “Globalisation” | |||
| IV | The Age of Industrialisation (To be assessed as part of Periodic Assessment only) | ||
| III Everyday Life, Culture and Politics | V | Print Culture and the Modern world | |
| Geography (Contemporary India-II) | Marks-20 inclusive map pointing Marks | |
| Chapter No. | Chapter name | Marks |
| 1 | Resources and Development | 17 + 3 map pointing |
| 2 | Forest and Wildlife Resources | |
| 3 | Water resources | |
| 4 | Agriculture | |
| 5 | Minerals and energy Resources | |
| 6 | Manufacturing Industries | |
| 7 | Lifelines of National Economy (Only map pointing to be evaluated in the Board Examination) Interdisciplinary project as part of multiple assessments (Internally assessed for 5 marks) | |
| Political Science (Democratic Politics-II) | 20 | ||
| Unit No. | Chapter No. | Chapter name | Marks |
| I | 1 | Power-sharing | 20 |
| 2 | Federalism | ||
| II | 3 | Gender, Religion and Caste | |
| III | 4 | Political Parties | |
| IV | 5 | Outcomes of Democracy | |
| Economics (Understanding Economic Development) | 20 | |
| Chapter No. | Chapter name | Marks |
| 1 | Development | 20 |
| 2 | Sectors of the Indian Economy | |
| 3 | Money and Credit | |
| 4 |
| |
| 5 | Consumer Rights (Project Work) | |
CBSE Class 10 History Syllabus 2026-27
Chapter I -The Rise of Nationalism in Europe
Learning outcome- The students will be able to
- Infer how French Revolution had an impact on the European countries in the making of a 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.
Chapter 2 Nationalism in India
Learning outcome- The students will be able to
- Illustrate 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
Chapter 3-. The Making of a Global World
Subtopic 1. The pre-modern 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: Globalisation and the Indian Economy
Refer Annexure III B
Learning outcome- The students will be able to
- Summarise the changes that transformed the world in different areas.
- Depict the global interconnectedness from the Pre-modern to the present day.
- Enumerate the destructive impact of colonialism on the livelihoods of colonised people.
Chapter 4-The Age of Industrialisation
Learning outcome- The students will be able to
- Enumerate economic, political, social features of Pre and Post Industrialization.
- Analyse and infer how the industrialization impacted colonies with specific focus on India
Chapter 5. Print culture and the Modern World
Learning Outcome- The students will be able to
- Enumerate the development of Print from its beginnings in East Asia to its expansion in Europe and India.
- Compare and contrast the old tradition of handwritten manuscripts versus print technology.
- Summarise the role of Print revolution and its impact
CBSE Class 10 Geography Syllabus 2026-27
Chapter 1- Resources and Development
Learning Outcome- The students will be able to
- Enumerates how the resources are interdependent, justify how planning is essential in judicious utilisation of resources and the need to develop them in India.
- Infer the rationale for development of resources.
- Analyse and evaluate data and information related to non-optimal land, utilization in India
- Suggest remedial measures for optimal utilization of underutilized resources
Chapter 2- Forest and Wildlife Resources
Learning Outcome- The students will be able to
- 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
- Summarise the reasons for conservation of biodiversity under sustainable development.
- Discuss how developmental works, grazing wood cutting have impacted the forests
- Use art integration to summarise and present the reasons for conservation of biodiversity in India under sustainable development.
Chapter 3-Water Resources
Learning Outcome- The students will be able to
- Examine the reasons for conservation of water resource in India.
- Analyse and infer how the multipurpose projects are supporting the requirement of water.
Chapter 4- Agriculture
Learning Outcome
- Examine the crucial role played by agriculture in our economy and society.
- Analyse the challenges faced by the farming community in India.
- Identifies various aspects of agriculture, including crop production, types of farming etc.
Chapter 5- Minerals and Energy Resources
Learning Outcome- The students will be able to
- Enumerate the impact of manufacturing industries on the environment and develop strategies for sustainable development of the manufacturing sector.
- Differentiate between various types of manufacturing industries based on their input materials, processes, and end products, and analyse their significance in the Indian economy.
- Analyse the relation between the availability of raw material and location of the industry
Chapter 7- Life Lines of National Economy
Interdisciplinary project with chapter 3 of History: The making of a Global world and chapter 4 of
Economics: Globalisation and the Indian Economy
Learning Outcome-Refer Annexure III-B
CBSE Class 10 Political Science Syllabus 2026-27
Chapter 1- Power – sharing
Learning Outcome- The students will be able to
- 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.
- Summarise the purpose of power sharing in preserving the unity and stability of a country
Chapter 2-Federalism
Learning Outcome- The students will be able to
- Infer how federalism is being practised in India.
- Analyse the policies and politics that has strengthened federalism in practice.
Chapter 3- Gender, Religion and Caste
Learning Outcome- The students will be able to
- Examine the role and differences of Gender, religion and Caste in practicing Democracy.
- Analyse that different expressions based on the differences, are healthy or otherwise in a
democracy
Chapter 4- Political Parties
Learning Outcome- The students will be able to
- Understand the process of parties getting elected.
- Know the significance of the right to vote and exercise the duties as citizens of a nation.
- Examine the role, purpose and no. of Political Parties in Democracy.
Chapter 5- Outcomes of Democracy
Learning Outcome- The students will be able to
- Enumerates how the success of democracy depends on quality of government, economic
well- being, inequality, social differences, conflict, freedom and dignity.
CBSE Class 10 Economics Syllabus 2026-27
Chapter- 1. Development
Learning Outcome- The students will be able to
- Enumerate and examine the different processes involved in setting developmental Goals.
- Analyse and infer how the per capita income depicts the economic condition of the nation.
- Evaluate the development goals with reference to their efficacy, implemental strategies, relevance to current requirements of the nation.
- Compare the per capita income of some countries and infer reasons for the variance.
- Analyse the multiple perspectives on the need of development.
Chapter 2- Sectors of the Indian Economy
Learning Outcome- The students will be able to
- Analyse 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.
- Summarise how the organised and unorganised sectors are providing employment
- Enumerate the role of the unorganised sector in impacting Per Capita Income currently and
propose suggestive steps to reduce the unorganised sector for more productive
contributions to GDP. - Enumerate and infer the essential role of the Public and Private sectors
Chapter 3- Money and Credit
Learning Outcome- The students will be able to
- Enumerate how money plays as a medium exchange in all transactions of goods and
services from ancient times to the present times. - Analyse and infer various sources of Credit.
- Summarise the significance and role of self-help groups in the betterment of the economic
condition of rural people/ women.
Chapter- 4. Globalisation and the Indian Economy
Subtopics: What is Globalisation?
Factors that have enabled Globalisation.
Interdisciplinary Project with chapter 3 of History: “The making of a Global World”. And chapter 7 of Geography: “Lifelines of National Economy”
Subtopics:
i. Production across the countries
ii. World Trade Organisation
iii. The Struggle for a Fair Globalisation
Refer Annexure III-B
Learning Outcome- The students will be able to
- Enumerate the concept of globalisation and its definition, evolution, and impact on the global economy.
- Evaluate the key role of the key major drivers of globalisation and their role in shaping the
global economic landscape in various countries. - Comprehend the significance of role of G20 and its significance in the light of India's role.
5. Project work - Consumer Rights OR Social Issues OR Sustainable Development
Learning Outcome- Refer Annexure III
CBSE Class 10 Social Science Map Work Syllabus 2026-27
| Subject | Name of the Chapter | List of Areas to be pointed on the Map |
|---|---|---|
| History | Nationalism in India | 1. Congress sessions:
2. 3 Satyagraha movements:
3. Jallianwala Bagh 4. Dandi march |
| Geography | Resources and Development | Identify: Major soil Types |
| Water Resources | Locating and Labelling:
| |
| Agriculture | Identify:
| |
| Minerals and Energy Resources | Identify: a. Iron Ore mines
b. Coal Mines
c. Oil Fields
Locate& label: Power Plants a. Thermal
b. Nuclear
| |
| Manufacturing Industries | I. Manufacturing Industries (Locating and Labelling Only)
| |
| Lifelines of National Economy | Locating and Labelling: a. Major sea ports
b. International Airports:
|
Note
- Items of Locating and Labelling may also be given for Identification.
- The Maps available in the website of Govt. of India may be used.
CBSE Class 10 SST Syllabus 2026-27: Unit-wise Summary
| Section | Syllabus | Marks (80) | Percentage |
|---|---|---|---|
| History |
| 18+2 | 25% |
| Political Science |
| 20 | 25% |
| Geography |
| 17+3 | 25% |
| Economics |
| 20 | 25% |
Weightage to Type of Questions
| Type of Questions | Marks (80) | Percentage |
| 1 Mark - MCQs (20×1) (Inclusive Of Assertion, Reason, Differentiation & Stem) | 20 | 25% |
| 2 Marks - Long Answer Questions (4×2) (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis & Create) | 8 | 10% |
| 3 Marks - Long Answer Questions (5×3) (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis & Create) | 15 | 18.75% |
| 4 Marks - Case Study Questions (3×4) (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis & Create) | 12 | 15% |
| 5 Mark - Long Answer Questions (4×5) (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis & Create) | 20 | 25% |
| Map Pointing | 5 | 6.25% |
Weightage to Competency Levels
| Sr. No. | Competencies | Marks (80) | Percentage |
| 1 | Remembering and Understanding: Exhibiting memory of previously learned material by recalling facts, terms, basic concepts, and answers. Demonstrating understanding of facts and ideas by organizing, translating, interpreting, giving descriptions and stating main ideas. | 24 | 30% |
| 2 | Applying: Solving problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way. | 11 | 13.25% |
| 3 | Analysing, Evaluating and Creating: Examining and breaking information into parts by identifying motives or causes; Making inferences and finding evidence to support generalizations; Presenting and defending opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria. Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. | 40 | 50% |
| 4 | Map Skill | 5 | 6.25% |
| Total | 80 | 100% | |
|---|---|---|---|
Internal Assessment: 20 Marks
| Type of Assessment | Description | Marks |
| Periodic Assessment | Pen Paper Test. | 5 |
| Multiple Assessment | Quiz, debate, role play, viva, group discussion, visual expression, interactive bulletin boards, gallery walks, exit cards, concept maps, peer assessment, Self-assessment etc. through Interdisciplinary project | 5 |
| Subject Enrichment Activity | Project Work on Consumer Rights OR Social Issues OR Sustainable Development (Interdisciplinary) | 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 |
PRESCRIBED TEXTBOOKS
| S.No. | Subject | Name of the Book | Publisher |
| 1 | History | India and the Contemporary World-II | NCERT |
| 2 | Political Science | Democratic Politics-II | NCERT |
| 3 | Geography | Contemporary India-II | NCERT |
| 4 | Economics | Understanding Economic Development | NCERT |
| 5 | Disaster Management | Together, towards a safer India- Part III | CBSE |
Interdisciplinary Project:
| Subject and Chapter No.Name of the Chapter | Name of the Chapter | Suggested Teaching Learning Process | Learning Outcomes with Specific Competencies | Time Schedule For Completion |
| History Chapter III Geography Chapter 7 | Making of a Global World Lifelines of National Economy | The teachers may use the following pedagogies in facilitating the students in completion of Interdisciplinary Project: 1) Constructivism 2) Inquiry based learning 3) Cooperative learning 4) Learning station 5) Collaborative learning 6) Videos/ Visuals/ documentaries/ movie clippings 7) Carousel technique 8) Art integrated learning Group Discussions Multiple Assessment: Ex. Surveys/ Interviews/ Research work/ Observation/ Story based | ➤ Analyse the implication of globalisation for local economies. ➤ Discuss how globalisation is experienced differently by different social groups. Enumerates how transportation works as a lifeline of the economy. ➤ Analyse and infer the impact of roadways and railways on the national economy. ➤ Analyses and infers the challenges faced by the roadways and railway sector in India | The schools do IDP between the months of April and September at the School under the guidance of a teacher. (Carrying over of project to home must be strictly avoided) |
| Economics Chapter 4 | Globalisation on and the Indian Economy | 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. | ➤ Integrate various dimensions of globalisation in terms of cultural / political/ social/ economic aspects) ➤ Appraise the evolution of Globalisation and the global trends ➤ Investigate the factors that facilitated the growth on MNC’s |
Rubrics for Interdisciplinary Project
| Rubrics | Marks allocated |
| Research Work | 1 |
| Collaboration & Communication | 1 |
| Presentation & Content relevance | 1 |
| Competencies - Creativity, Analytical skills, Evaluation, Synthesizing | 2 |
| Total | 5 |
|---|
The Changes for Class 10 (2026-27) Year-end Board Examinations are as under:
| (Class-10) | ||
| Periodic Assessment | Academic Session 2025-26 | Academic Session 2026-27 |
| Composition of question paper for year-end examination/ Board Examination (Theory) |
|
|
Objectives of Class 10 Social Science Syllabus 2026-27
The CBSE Syllabus for Class 10 Social Science 2026-27 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 2026-27
Ans: The total marks for CBSE Class 10 Science 2026-27 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 2024-25 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 2026-27, 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: Gurukul by Oswal CBSE Most Likely Question Bank, CBSE Last 10 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 2026-27. 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 2026-27 at the CBSE official website or check our CBSE Class 10 Syllabus.
