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Syllabus, Course Structure and Question Paper Design of Social Science Code No. 087 for Class 9 and 10 under NSQF

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Syllabus, Course Structure and Question Paper Design of Social Science Code No. 087 for Class 9 and 10 under NSQF

Social Science

Code No. 087

 

Social Science is a compulsory subject up to secondary stage of school education.  It is an integral component of general education because it helps the learners in understanding the environment in its totality and developing a broader perspective and an empirical, reasonable and humane outlook.  This is of crucial importance because it helps them grown into well-informed and responsible citizens with necessary attributes and skills for being able to participate and contribute effective in the process of development and nation-building.

The social science curriculum draws its content mainly from geography, history, political science and economics. Some elements of sociology and commerce are also included.  Together they provide a comprehensive view of society-over space and time, and in relation to each other. Each subject’s distinct methods of enquiry help the learners understand society from different angles and form a holistic view.

General Instructions:

  1. The units specified for each term shall be assessed through both Formative and Summative assessments.
  2. In each term, there will be two formative assessments each carrying 20% weightage.
  3. The summative assessment in each term will carry 30% weightage.
  4. One Formative assessment carrying 20% weightage in each term should include hands on practical.
  5. The formative assessment will comprise of projects, assignments, activities and Class Tests/periodic tests for which Board has already issued guidelines to the schools.
  6. The Summative assessment will comprise of theory paper as per the prescribed design of the Question Paper.

 

Course Structure: Social Science (Code No. 087)

Class IX: First Term

 

Note: The Text of OTBA for SA II will be from Unit-IV, Economics (Chapter 4: Food Security in India) for 2015-16

Unit 1: India and the Contemporary World – 1                15 periods

Themes

Two themes from the first sub-unit and one each from the second and third subunits could be studied.

Sub Unit 1.1:Events and Processes:

In this unit, the focus is on three events and processes that have in major ways shaped the identity of the modern world.  Each represents a d different form of politics, and a specific combination of forces.  One event is linked to the growth of liberalism and democracy, one with socialism, and one with a negation of both democracy and socialism.

Themes

Two themes of the following:

  1. The French Revolution:

(a) The Ancient Regime and its crisis

(b) The Social forces that led to the revolution

(c) The different revolutionary groups and ideas of the time

(d) The legacy                                                                                     (Compulsory Chapter)

  1. Socialism in Europe and the Russian Revolution

(a) The crises of Tzarism (b) The nature of social movements between 1905 and 1917   (c) The First World War and foundation of Soviet state, (d) The legacy.

  1. Nazism and the Rise of Hitler

(a) The growth of social democracy (b) The crises in Germany, (b) The basis of Hitler’s rise to power, c) The ideology of Nazism, (d) The impact of Nazism

  1. Map work- Theme one only

 

Unit 2: Contemporary India – I                                                                   10 periods

1&2. India: Size and Location & Physical Features: relief, structure, major physiographic units.                                                                                                                        (Chapter 1&2)

3.Drainage: major rivers and tributaries, lakes and seas, role of rivers in the economy, pollution of rivers, measures to control river pollution.                                    (Chapter 3)

Map Work

In Ch.3 Drainage- Sub Topic: Drainage pattern

Unit -3:Democratic Politics – I                                                                      15 periods

  1. What is democracy? Why democracy?

What are the different ways of defining democracy? Why as democracy become the most prevalent form of government in our times? What are the alternatives to democracy? Is democracy superior to its available alternatives? Must every democracy have the same institutions and values?                                                                      (Chapter 2)

2.Designing of Democracy in India

How and why did India become a democracy? How was the Indian constitution framed?  How is democracy being constantly designed and redesigned in India (Chapter 3)

In Ch.1): Democracy in the Contemporary World

 

 

Unit 4: Economics                                                                                         10 Periods

  1. The economic story of Palampore: Economic transaction of Palampore and its interaction with the rest of the world through which the concept of production including three factors of production can be introduced. Who will provide the labour.(Chapter 1)
  2. People as Resource: Introduction of how people become resource/asset; economic activities done by men and women; unpaid work done by women; quality of human resource: role of health and education: unemployment as a form of non-utilization of human resource; socio-political implication in simple form            (Chapter 2)

 

Unit – 5:

Disaster Management (Through Project & Assignment) FA  only    

        10 Periods

  1. Introduction to Disaster Management
  2. Common Hazards – Prevention and Mitigation

 

 

Course Structure: Social Science (Code No. 087)

Class IX: Second Term

Unit 1: India and the Contemporary World – 1                                        25 periods

Sub-unit 1.2: Livelihoods, Economies and Societies

The themes in this section will focus on how different social groups grapple with the changes in the contemporary world and how these changes affect their lives.

Any one theme of the following:

  1. Forest society and colonialism:

(a) Relationship between forests and livelihoods, (b) Changes in forest societies under colonialism

Case Studies: Focus on two forest movements one in colonial India (Bastar) and one in Indonesia. (Chapter 4)

  1. Pastoralists in the Modern World

(a) Pastoralism as a way of life, (b) Different forms of pastoralism (c) What happens to pastoralism under colonialism and modern states?

Case studies: focus on two pastoral groups, one from Africa and one from India (Chapter 5)

 

  1. Peasants and Farmers:

(a) Histories of the emergence of different forms of farming and peasant societies,

 (b) Changes within rural economies in the modern world.

Case Studies: Focus on contrasting forms of rural change and different forms of rural societies (expansion of large-scale wheat and cotton farming in USA, rural economy and the Agricultural Revolution in England, and small peasant production in colonial India)

 (Chapter 6)

Map work Based on theme 4/5/6, (Internal choice will be provided)

Sub-unit 1.3: Everyday life, Culture and Politics

The themes in this unit will consider how issues of culture are linked up to the making of contemporary world. 

Any one of the following:

  1. Sports and politics

The story of cricket (a) The emergence of cricket as and English sport, (b) Cricket and colonialism, (c) Cricket nationalism and de-colonalization.                             (Chapter 7)

  1. Clothing: A Social History(a) A short history of change in clothing, (b) Debats over clothing in colonial India (c) Swadeshi and the movement for Khadi.(Chapter 8)

 

Unit 2: Contemporary India – I                                                       20 periods

4.Climate: factors influencing the climate; monsoon-its characteristics, rainfall and temperature distribution; seasons; climate and human life.                               (Chapter 4)

5.Natural Vegetationand Wild Life: vegetation types, distribution as well as altitudinal variation, need for conservation and various measures.Wildlife: major species, their distribution, need for conservation and various measures.                    (Chapter 5)

6.Population: size, distribution, age-sex composition, population change-migration as a determinant of population change, literacy, health, occupational structure and national population policy: adolescents as under-served population group with special needs.(Chapter 6)    

Map work      (3 marks)

Project/ Activity

Learners may identify songs, dances, festivals and special food preparations associated with certain seasons in their particular region, and whether they have some commonality, with other regions of India.

Collection of material by learners on the flora and fauna of the region in which their school is situation.  It should include a list of endangered species of the region and also information regarding efforts being made to save them.

Posters

River pollution

Depletion of forests and ecological imbalance

 

Unit -3: Democratic Politics – I                     15 periods

 

3.Electoral Politics

Why and how do we elect representatives? Why do we have a system of competition among political parties? How has the citizens” participation in electoral politics changes? What are the ways to ensure free and fair elections?                                       (Chapter 4)

4.Working of Institutions

How is the country governed? What does Parliament do in our democracy? What is the role of the President of India, the Prime Minister and the Council of Ministers? How do these relate to one another?                                                                                 (Chapter 5)     

5.Democratic Rights

Why do we need rights in a constitution? What are the Fundamental Rights enjoyed by the citizen under the Indian constitution? How does the judiciary protect the Fundamental Rights of the citizen? How is the independence of the judiciary ensured?       (Chapter 6)

                           

 

Unit 4: Economics                                         10 Periods

  1. Poverty as a Challenge:Who is poor (through two case studies: one rural one urban): indicators, absolute poverty (not as a concept but through a few simple examples) – why people are poor; unequal distribution of resources; comparison between countries; steps taken by government for poverty alleviation (Chapter 3)
  2. Food Security in India:Source of food grains – variety across the nation – famines in the past – the need for self-sufficiency – role of government in food security-procurement of food grains – overflowing of granaries and people without food – public distribution system role of cooperatives in food security (food grains, milk and vegetables ration shops, cooperative shops, two three examples as case studies)                       (Chapter 4)

 

Suggested Activities/Instructions:

Theme 1: Give more examples of activities done by different workers and farmers: Numerical problems can also be included.

Some of the ways through which description of villages are available in the writings of Prem Chand, MN Srinivas and R. K Narayan.  They may have to be referred.

Theme II: Discuss the impact of unemployment

Debate on whether all the activities done by women should be included or not.

Is begging an economic activity? Discuss

Is it necessary to reduce population growth or family size? Discuss

 Theme IV: Visit a few farms in a village and collect the details of food grains cultivated;

Visit a nearby ration shop and collect the details of goods available

Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go

Unit – 5: Disaster Management (Through Project & Assignment)    FA only                                                                             10 Periods

  1. Man-made disasters – Nuclear, Biological and Chemical
  2. Community Based Disaster Management

Notes: Projects, activities and other exercise in Unit 5 should encourage students to place ‘disasters’ and ‘Disaster Management

(i) The wider context of Social Science knowledge as covered through the History, Geography, and Political Science and Economics textbooks of class IX/X

(ii) Other problems faced by our country & the world from time to time.

 

Course Structure: Social Science (Code No. 087)

Class X: First Term

social4

Unit 1: India and the Contemporary World-II     20 periods

 

Sub unit 1.2: Economies and livelihoods:

Any one of the following themes:

5.The Making of Global World(a) Contrast between the form of industrialization in Britain and India, (b) Relationship between handicrafts and industrial production, formal and informal sectors (c) Livelihood of workers.Case studies:Britain and India.                                                                                                                          (Chapter 4)

6.The Age of Industrialization: (a) Patterns of urbanization (b) Migration and the growth of towns (c) Social change and urban life, (d) Merchants, middle classes, workers and urban poor.                                                                                                              (Chapter 5)

Case studies: London and Bombay in the nineteenth and twentieth century.

7.Trade and Globalization (a) Expansion and integration of the world market in the nineteenth and early twentieth century (b) Trade and economy between the two wars (c) Shifts after the 1930s (d) Implications of globalization for livelihood patterns.

Case Study: The post war International Economic order, 1945 to 1960s     (Chapter 6)

Sub Unit 1.3: Culture, Identity and Society

Any one of the following themes:

  1. 8. Print Culture and the Modern World (a) The history of print in Europe, (b) The growth of press in nineteenth century. (c) Relationship between print culture, public debate and politics.
  2. Novels, Society and History: (a) Emergence of the novel as a genre in the west (b) The relationship between of the novel and changes in modern society (c) Early novels in nineteenth century India, (d) A study of two or three major writers. (Chapter 8)

 

 

Unit 2: Contemporary India – II                                  12 periods

1.Resources and Development: Types – natural and human: Need for resource planning, Natural Resources: land as a resource, soil types and distribution; changing land use pattern; land degradation and conservation measures.                                                                (Chapter 1)

2.Forest and Wild Life Resources:Types and distribution depletion of flora and fauna; conservation and protection of forest and wild life. (Chapter 2)

3.Water Resources: Sources, distribution, utilization, multi-purpose projects, water scarcity, need for conservation and management, rainwater harvesting, (One case study to be introduced)                                                                                                              (Chapter 3)

4.Agriculture: Types of fanning, major crops, cropping pattern, technological and institutional reforms; their impact; contribution of Agriculture to national economy – employment and output. (Chapter 4)

 

Unit 3: Democratic Politics II                                      15 Periods

Themes

  1. Power Sharing and Federalism: Why and how is power shared in democracies? How has federal division of power in India helped national unity? To what extent has decentralisation achieved this objective? How does democracy accommodate different social groups?                                (Chapter 1&2)
  2. Democracy and Diversity & Gender Religion and Caste -Are divisions inherent to the working of democracy? What has been the effect of caste on politics and of politics on caste? How has the gender division shaped politics? How do communal divisions affect democracy? (Chapter 3&4)

 

 

Unit 4: Understanding Economic Development   10 periods

Ch.1) Development– The traditional notion of development; National Income and Per-capita Income. Growth of NI –  critical appraisal of existing development indicators (PCI, IMR, SR and other income and health indicators), The need for health and educational development; Human Development Indicators (in simple and brief as a holistic measure of development.

The approach to this theme: Use case study of three states (Kerala, Punjab and Bihar) or take a few countries (India, China, Sri Lanka and one developed country)       

Ch.2) Sectors of the Indian Economy: Sectors of economics activities; Historical change in sectors; Rising importance of tertiary sector; Employment generation; Division of sectors; Organised and unorganised; Protective measures for unorganised sector workers.          (Chapter 2)

Unit 5: Disaster Management (Through Project & Assignment)   FA only10 Periods

Tsunami

Safer Construction Practices

Survival Skills

 Alternate Communication Systems during disasters

Sharing Responsibility           

 

Course Structure: Social Science (Code No. 087)

Class X: Second Term

social5

Unit 1: India and the Contemporary World-II    30 Periods

In Sub unit 1.1 students are required to choose any two themes.  In that sub-unit, theme 3 is compulsory and for second theme students are required to choose any one from the first two themes.

In Sub Units 1.2 and 1.3 student are required to choose anyone theme from each.

Thus all students are required to study four themes in all.

Sub-unit 1.1 Events and processes:

Any two of the following themes

  1. The Rise ofNationalism in Europe:

(a) The growth of nationalism in Europe after the 1830s (b) The ideas of Giuseppe Mazzini etc. c) General characteristics of the movements in Poland, Hungary, Italy, Germany and Greece.                                                                                             (Chapter 1)

  1. TheNationalist Movement in Indo China:

Factors leading to growth of rationalism in India

(a) French colonialism in Indochina, (b) Phases of struggle against the French   (c) The ideas of PhanDinhPhnng, PhanBoiChau, Nguyen Ac Quoc (d) The Second World War and the liberation struggle (e) America and the second Indochina war.            (Chapter 2)

 

3.Nationalism in India          

(a) First world war Khilafat and Non-Cooperation (b) salt Satyagraha  (c) Movements of peasants, worker, tribals (d)    Activities of different political groups.        (Chapter 3)

Map work based on theme 3 only                                                    (3 marks)    

 

                

Unit 2: Contemporary India – II                              15 periods

  1. Minerals and Energy Resources: Types of minerals, distribution, use and economic importance of minerals, conservation , Power Resources: types of power resources conventional and non-conventional, distribution and utilization, and conservation.

                                                                                                                        (Chapter 5&6)

  1. Manufacturing Industries: Types, spatial distribution, contribution of industries to the national economy, industrial pollution and degradation of environment, measures to control degradation. (One case study to be introduced) (Chapter 7)
  2. Life lines of National Economy (Chapter 8)
  3. Map work (3 marks)

Project/Activity

  • Learners may collect photographs of typical rural houses and clothing of people from different regions of India and examine whether they reflect any relationship with climatic conditions and relief of the area.
  • Learners may write a brief report on various irrigation practices in the village and the change in cropping pattern in the last decade.

Posters

Pollution of water in the locality

Depletion of forests and the greenhouse effect

Notes: Any similar activities may be taken up

 

Unit 3: Democratic Politics II                             20 periods

  1. Popular Struggles and Movements & Political Parties:Competition and contestations in democracy- How do struggles shape democracy in favour of ordinary people? What role do political parties play in competition and contestation? Which are the major national and regional parties in India? Why have social movements come to occupy large role in politics? How can parties be reformed? (Chapter 5&6)
  2. Outcomes of democracy

Can or should democracy be judged by its outcomes? What outcomes can one reasonably expect of democracies? Does democracy in India meet these expectations? Has democracy led to development, security and dignity for the people? What sustains democracy in India?                                                                                                   (Chapter 7)

  1. Challenges to democracy

Is the idea of democracy shrinking? What are the major challenges to democracy in India? How can democracy be reformed and deepened? What role can an ordinary citizen play in deepening democracy?                                                             (Chapter 8)

 

 

 

Unit 4: Understanding Economic Development    25 periods

  1. Money and Credit: Role of money in an economy Historical origin; Formal and Informal financial institutions for Savings and Credit – General Introduction; Select one formal institution such as a nationalized commercial bank and a few informal institutions. Local money lenders, landlords, self-help groups, chit funds and private finance companies (Chapter 3)
  2. Globalizationand the Indian Economy: What is Globalization (through some simple examples): How India is being globalized and why; Development Strategy prior to 1991. State Control of Industries: Textile goods as an example for elaboration; Economic Reforms 1991; Strategies adopted in Reform measures (easing of capital flows; migration, investment flows): Different perspectives on globalization and its impact on different sectors; Political Impact of globalization.                                                             (Chapter 4)                                                                                    
  3. Consumer Rights: How consumer is exploited (One or two simple case studies) factors causing exploitation of consumers; Rise of consumer awareness; how a consumer should be in a market; role of government in consumer protection. (Chapter 5)

Suggested Activities

Theme 2:

Visit to banks and money lenders/pawnbrokers and discuss various activities that you have observed in banks in the classroom.

Participate in the meetings of self-help groups, which are engaged in micro credit schemes in the locality of learners and observe issues discussed.

Theme 4:

Provide many examples of service sector activities.  Use numerical examples, charts and photographs.

Theme 5:

Collect logos of standards available for various goods and services.  Visit a consumer court nearby and discuss in the class the proceedings, Collect stories of consumer exploitation and grievances from newspapers and consumer courts.

            

 

 

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