Himachal Pradesh Board Social Science Syllabus for Class 10


Himachal Pradesh Board Syllabus for Class 10 Social Science

Social Science
Time: 3 hours
Maximum Marks: 85


Unit I : India And The Contemporary World-II


 

Themes

Objectives

Theme 3 is compulsory. Students to choose any one form the first two themes.

Sub-unit 1.1 : Events and processes:

 

1. Nationalism 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.

  • The theme will discuss the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period.

  • Discuss the relationship/ difference between European nationalism and anti-colonial nationalism.

  • Point to the way the idea of the nation states became generalized in Europe and elsewhere.

2. Nationalist 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 Phan Dinh Phung. Phan Boi Chau, Nguyen Ac Quouc

(d) The second world war and the liberation struggle.

(e) America and the second Indochina war.

  • Discuss the difference between French colonialism in Indochina and British Colonialism in India.

  • Outline the different stages of the anti-imperialist struggle in Indochina.

  • Familiarize the students with the differences between nationalist movements in Indo-China and India.

3. Nationalism in India. Civil Disobedience Movement

(a) First World War, Khilafat and Non-

Cooperation.

(b) Salt Satyagraha.

(c) Movements of peasants, workers, tribals

(d) Activities of different political groups.

Sub-Unit 1.2 : Economies and

livelihoods :

  • Discuss the characteristics of Indian nationalism through a case study of Civil Disobedience movement.

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

  • Familiarize students with the writings and ideals of different political groups and individuals.

4. Industrialization 1850s- 1950s :

(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.

  • Discuss two different patterns of industrialization, one in the imperial country and another within a colony. Show the relationship between different sectors of production.

5. Urbanization and urban lives :

(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.

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

  • Show the difference between urbanization in two different contexts. A focus on Bombay and London will allow the discussions on urbanization and industrialization to complement each other.

6. 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 1950s

(d) Implications of globalization for livelihood patterns.

Case study : The post War International Economic order, 1945 to 1960s.

Sub-unit 1.3 : Culture, Identity and Society

  • 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.

7. Print culture and nationalism.

(a) The history of print in Europe.

(b) The growth of press in nineteenth century India.

(c) Relationship between print culture, public debate and politics.

  • Discuss the link between print culture and the circulation of ideas.

  • Familiarize students with pictures, cartoons, extracts from propaganda literature and newspaper debates on important events and issues in the past.

8. History of the Novel :

(a) Emergence of the novel as a genre in the west.

(b) The relationship between the novel and changes in modern society.

(c) Early novels in nineteenth century India.

(d) A study of two or three major writers.

Sub units 1.4 : Map Work (2 Marks)

  • Show that forms of writing have a specific history, and that they reflect historical changes within society and shape the forces of change.

  • Familiarize students with some of the ideas of writers who have had a powerful impact on society.

 


Unit-2 : India-Resources and Their Development


 

Themes

Objectives

1. Resources : Types-natural and

human; Need for resource

planning.

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

2. Natural Resources : Land as a resource, soil types and distribution; changing land-use

pattern; land degradation and conservation measures.

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

3. Agriculture : types of farming, major crops, cropping pattern, technological and institutional

reforms : their impact-contribution of Agriculture to national economy - employment and output.

  • Explain various government policies for institutional as well as technological reforms since independence; Understand the importance of agriculture in national economy.

 

4. Water resources : Sources, distribution, utilization, multipurpose projects, water scarcity,

need for conservation and management,

rainwater harvesting, (One case study to be introduced).

  • Understand the importance of water as a resources as well as develop awareness towards its judicious use and conservation.

 

5. Mineral Resources : Types of minerals, distribution, use and economic importance of minerals, conservation.

  • Discuss various types of minerals as well as their uneven nature of distribution and explain the need for their judicious utilization.

 

6. Power Resources : Types of power resources conventional and non-conventional, distribution and utilization and conservation.

  • Discuss various types of conventional and non-conventional resources and their utilization

7. 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)

  • Discuss 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.

 

8. Transport, Communication and Trade

  • To explain the importance of transport and communication in the ever shrinking world.

  • To understand the role of trade in the economic development of a country and analyze the changing.

9. Map Work ( 3 marks)

 

 


Unit- 3 Democratic Politics-II – (40 periods)
 

 

Themes

Objectives

1. Working of Democracy: 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?

  • Analyse the relationship between social cleavages and political competition with reference to Indian situation.

  • Understand and analyse the challenges posed by communalism to Indian democracy.

  • Understand the enabling and disabling effects of caste and ethnicity in politics.

2. Power sharing mechanisms in

democracy : 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 ?

  • Develop a gender perspective on politics

  • Introduce students to the centrality of power sharing in a democracies.

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

  • Analyse federal provisions and institutions

3. 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?

  • Understand the new Panchayati Raj institutions in rural and urban areas.

  • Understand the vital role of struggle in the expansion of democracy.

  • Analyse party systems in democracies.

  • Introduction to major political parties in the country

4. 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 led to development, security and dignity for the people ? What sustains democracy in India ?

  • Analyse the role of social movements and non party political formations.

  • Introduction to the difficult question of evaluating the functioning of democracies.

  • Develop the skills of evaluating Indian democracy on some key dimensions: Development, security and dignity for the people.

5. 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 ?

  • Understand the causes for continuation of democracy in India.

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

  • Reflect on the different kinds of measures possible to deepen democracy.

  • Promote an active and participatory citizenship

 


Unit 4 : Understanding Economics-II


 

Themes

Objectives

1. The story of 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)

  • Familiarisation of some macroeconomic concepts.

  • Sensitizing the child about the rationale for overall human development in our country, which include the rise of income, improvements in health and education rather than income.

  • It is necessary to raise question in minds of the children whether the increase in income alone is sufficient for a nation.

  • How and why people should be healthy and provided with education.

2. Money and financial System:

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.

  • Familiarize the concept of money as an economic concept;

  • Create awareness of the role of financial institutional from the point of view day-to-day life.

3. The role of Service Sector in

Indian Economy : What is service sector (through examples): Importance of Service Sector in generating employment and income to the nation (with the help of a few case studies); Growth of

Service Sector in India; India as a major service provider to the world; The need for public

investment; The role of important infrastructure, education and health.

  • To make aware of a major employment generating sector.

  • Sensitise the learner of how and why governments invest in such an important sector.

4. Globalisation : What is Globalisation (through some simple examples); How India is

being globalised 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 globalisation and its impact on different sectors; Political Impact of Globalisation.

  • Provide children with some idea about how a particular economic phenomenon is influencing their surroundings and day-to-day life.

5. Consumer Awareness : 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.

  • Making the child aware of his or her rights and duties as a consumer

  • Familiarizing the legal measures available to protect from being exploited in markets.



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

Theme 3 :
Provide many examples of service sector activities. Use numerical examples, charts and photographs

Theme 4:
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 news papers and consumer courts.

Unit 5 : Disaster Management (25 Periods)

  • Tsunami
  • Safer Construction Practices.
  • Survival Skills.
  • Alternate Communication Systems during disasters.
  • Sharing Responsibility.


Prescribed Books:

  1. India and the contemporary World-II

  2. Contemporary India-II

  3. Understanding Economic Development

  4. Democratic Polities-II

  5. Disaster Management


-Published by Himachal Pradesh Board of School Education.

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