CBSE Class 10 Syllabus 2022-23 SST (Social Science) PDF Download

CBSE Class 10 Syllabus 2022-23 SST (Social Science) PDF Download

COURSE STRUCTURE Syllabus CLASS 10th (2022-23)


Theory Paper


Time: 3 Hrs.    Max. Marks: 80
No. Units No. of Periods Marks
I India and the Contemporary World – II 60 20
II Contemporary India – II 55 20
III Democratic Politics – II 50 20
IV Understanding Economic Development 50 20
Total 215 80




Unit 1: India and the Contemporary World – II    60 Periods
Themes Learning Objectives
Section 1: Events and Processes:

  • 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
  • Nationalism in India:
    • The First World War, Khilafat and Non – Cooperation
    • Differing Strands within the Movement
    • Towards Civil Disobedience
    • The Sense of Collective Belonging
  • 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.
  • Recognize the characteristics of Indian nationalism through a case study of Non-Cooperation and Civil Disobedience Movement.
  • Analyze the nature of the diverse social movements of the time.
  • Familiarize with the writings and

ideals of different political groups and individuals.


Section 2: Livelihoods, Economies and Societies:

  • 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
  • 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

Section 3:    Everyday    Life,    Culture and Politics:

  • Print Culture and the Modern World:
    • The First Printed Books
    • Print Comes to Europe
    • The Print Revolution and its Impact
    • The Reading Mania
    • The Nineteenth Century
    • India and the World of Print
    • Religious Reform and Public Debates
    • New Forms of Publication
    • Print and Censorship
  • Appreciate the ideas promoting Pan Indian belongingness.
  • Show that globalization has a long history and point to the shifts within the process.
  • Analyze the implication of globalization for local economies.
  • Discuss how globalization is experienced differently by different social groups.
  • Familiarize with the Pro- to- Industrial phase and Early – factory system.
  • Familiarize with the process of industrialization and its impact on labour class.
  • Enable them to understand industrialization in the colonies with reference to Textile industries.
  • Identify the link between print culture and the circulation of ideas.
  • Familiarize with pictures, cartoons, extracts from propaganda literature and newspaper debates on important events and issues in the past.
  • Understand that forms of writing have a specific history, and that they reflect historical changes within society and shape the forces of change.


Unit 2: Contemporary India – II    55 Periods
Themes Learning Objectives
  • Resources and Development:
    • Concept
    • Development of Resources
    • Resource Planning – Resource Planning in India, Conservation of Resources
    • 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 (excluding Box Information on State of India’s Environment)
  • Forest and Wildlife
    • Conservation of forest and wildlife in India
    • Types and distribution of forests and wildlife resources
    • Community and Conservation
  1. Water Resources:
    • Water Scarcity and The Need for Water Conservation and Management
    • Multi-Purpose River Projects and Integrated Water Resources Management
    • Rainwater Harvesting
  • Agriculture:
    • Types    of    Farming    –    Primitive

Subsistence,    Intensive    Subsistence, Commercial

  • Understand the value of resources and the need for their judicious utilization and conservation.
  • Understand the importance of forests and wild life.
  • Understand the ability and knowledge of how forest and wildlife conservation and management relate to the economy and environment, both currently and in the future.
  • Comprehend the importance of water as a resource as well as develop awareness towards its judicious use and conservation.
  • Explain the importance of agriculture in national economy.


  • Cropping Pattern – Major Crops, Food Crops other than Grains, Non Food Crops, Technological and Institutional Reforms
  • Food Security (excluding impact of globalization on agriculture)
  • Minerals and Energy Resources
    • What is a mineral?
    • Mode of occurrence of Minerals – Where are these minerals found?, Ferrous Minerals, Non-Ferrous Minerals, Non- Metallic Minerals, Rock Minerals
    • Conservation of Minerals
    • Energy Resources – Conventional Sources of Energy, Non-Conventional Sources of Energy
    • Conservation of Energy Resources
  • Manufacturing Industries:
    • Importance of Manufacturing – Industrial Location (excluding Industry Market Linkage), Agro based Industry (excluding Cotton Textiles, Jute Textiles, Sugar Industry), Mineral based Industries (excluding Iron Steel Industry, Cement Industry), Industrial Pollution and Environmental Degradation, Control of Environmental Degradation
  • Life Lines of National Economy:
    • Roadways
    • Railways
  • 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.
  • Identify different types of minerals and energy resources and places of their availability.
  • Feel the need for their judicious utilization.
  • 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.


  • Pipelines
  • Waterways
  • Major Seaports
  • Airways
  • Communication
  • International Trade
  • Tourism as a Trade
  • Understand the role of trade and tourism in the economic development of a country.
Unit 3: Democratic Politics – II    50 Periods
Themes Learning Objectives
  • Power Sharing:
    • Belgium and Sri Lanka
    • Majoritarianism in Sri Lanka
    • Accommodation in Belgium
    • Why power sharing is desirable?
    • Forms of Power Sharing
  • Federalism:
    • What is Federalism?
    • What make India a Federal Country?
    • How is Federalism practiced?
    • Decentralization in India
  • Gender, Religion and Caste:
  • Gender and Politics – Public/Private division,    Women’s    political representation
  • Religion, Communalism and Politics – Communalism, Secular State (excluding image on page 46, 48, 49 of NCERT Textbook – Democratic Politics –II

– reprinted edition 2021)

  • Caste and Politics – Caste inequalities, Caste in politics, Politics in caste
  • Political Parties:
  • Why do we need Political Parties? – Meaning, Functions, Necessity
  • Familiarize with the centrality of power sharing in a democracy.
  • Understand the working of spatial and social power sharing mechanisms.
  • Analyze federal provisions and institutions.
  • Explain decentralization in rural and urban areas.
  • Identify and analyze the challenges    posed    by communalism to Indian democracy.
  • Recognize the enabling and disabling effects of caste and ethnicity in politics.
  • Develop a gender perspective on politics.
  • Analyze party systems in democracies.


  • How many parties should we have?
  • National Parties
  • State Parties
  • Challenges to Political Parties
  • How can Parties be reformed?
  • 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
  • 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: Understanding Economic Development    50 Periods
Themes Objectives
  • 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
  1. Sectors of the Indian Economy:
    • Sectors of Economic Activities
    • Comparing the three sectors
    • Primary,    Secondary    and    Tertiary Sectors in India
    • Division of sectors as organized and unorganized
  • 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.


  • Sectors in terms of ownership: Public and Private Sectors
  • 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
  • Globalization and the Indian Economy:
    • Production across countries
    • Interlinking production across countries
    • Foreign    Trade    and    integration    of markets
    • What is Globalization?
    • Factors that have enabled Globalization
    • World Trade Organization
    • Impact of Globalization in India
    • The Struggle for a fair Globalization
  • Consumer Rights:

To be used only for Project Work

  • Understand money as an economic concept.
  • Understand the role of financial institutions from the point of view of day-to- day life.
  • Explain the working of the Global Economic phenomenon.
  • Gets familiarized with the rights and duties as a consumer; and legal measures available to protect

from being exploited in markets.



05 Periods    05 Marks
1. Every student has to compulsorily undertake any one project on the following topics:

Consumer Awareness


Social Issues


Sustainable Development


  1. 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 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.

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


S. No. Aspects 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 concerned 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/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




Time: 3 Hours    Maximum Marks : 80


Competencies Total Marks %


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.

28 35%
2 Applying: Solving problems to new situations by applying

acquired knowledge, facts, techniques and rules in a different way.

15 18.75%
3 Formulating, Analyzing, 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.

32 40%
4 Map Skill 5 6.25%
80 100%


Note: 1. Teachers may refer ‘Learning Outcomes’ published by NCERT for developing lesson plans, assessment framework and questions.

  1. 02 Items from History Map List and 03 Items from Geography Map List



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.

5 marks
Portfolio 5 Marks
  • 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

Subject Enrichment


5 Marks
  • Project Work



  1. HISTORY (Outline Political Map of India)

Chapter – 3 Nationalism in India – (1918 – 1930) for locating and labelling / Identification

  • Indian National Congress Sessions:

      1. Calcutta (Sep. 1920)
      2. Nagpur (Dec. 1920)
      3. Madras (1927)
  • Important Centres of Indian National Movement

    1. Champaran (Bihar) – Movement of Indigo Planters
    2. Kheda (Gujarat) – Peasant Satyagrah
    3. Ahmedabad (Gujarat) – Cotton Mill Workers Satyagraha
    4. Amritsar (Punjab) – Jallianwala Bagh Incident
    5. Chauri Chaura (U.P.) – Calling off the Non-Cooperation Movement
    6. Dandi (Gujarat) – Civil Disobedience Movement
  1. GEOGRAPHY (Outline Political Map of India)

Chapter 1: Resources and Development (Identification only)

  1. Major soil Types

Chapter 3: Water Resources (Locating and Labelling)


  1. Salal
  2. Bhakra Nangal
  3. Tehri
  4. Rana Pratap Sagar

Chapter 4: Agriculture (Identification only)

  1. Major areas of Rice and Wheat
  1. Sardar Sarovar
  2. Hirakud
  3. Nagarjuna Sagar
  4. Tungabhadra
  1. Largest / Major producer states of Sugarcane, Tea, Coffee, Rubber, Cotton and Jute

Chapter 5: Minerals and Energy Resources Minerals (Identification only)

  • Iron Ore mines
      • Mayurbhanj
      • Durg
      • Bailadila
  • Coal Mines

      • Raniganj
      • Bokaro
  • Oil Fields

    • Digboi
    • Naharkatia
    • Mumbai High

Power Plants

(Locating and Labelling only)

  • Thermal

      • Namrup
      • Singrauli
  • Nuclear

  • Bellary
  • Kudremukh


  • Talcher
  • Neyveli


  • Bassien
  • Kalol
  • Ankaleshwar


  • Ramagundam
    • Narora
    • Kakrapara
    • Tarapur
    • Kalpakkam

Chapter 6: Manufacturing Industries (Locating and Labelling Only)

Software Technology Parks:

  1. Noida
  2. Gandhinagar
  3. Mumbai
  4. Pune

Chapter 7: Lifelines of National Economy Major Ports: (Locating and Labelling)

  1. Kandla
  2. Mumbai
  3. Marmagao
  4. New Mangalore
  5. Kochi

International Airports:

  1. Amritsar (Raja Sansi – Sri Guru Ram Dass jee)
  2. Delhi (Indira Gandhi)
  3. Mumbai (Chhatrapati Shivaji)
  1. Hyderabad
  2. Bengaluru
  3. Chennai
  4. Thiruvananthapuram


  1. Tuticorin
  2. Chennai
  3. Vishakhapatnam
  4. Paradip
  5. Haldia


  1. Chennai (Meenam Bakkam)
  2. Kolkata (Netaji Subhash Chandra Bose)
  3. Hyderabad (Rajiv Gandhi)

Note: Items of Locating and Labelling may also be given for Identification.




  1. India and the Contemporary World-II (History) – Published by NCERT
  2. Contemporary India II (Geography) – Published by NCERT
  3. Democratic Politics II (Political Science) – Published by NCERT
  4. Understanding Economic Development – Published by NCERT
  5. Together Towards a Safer India – Part III, a textbook on Disaster Management – Published by CBSE


Note: Please procure latest reprinted edition (2021) of prescribed NCERT textbooks.

Leave a Comment

Your email address will not be published. Required fields are marked *