CBSE Class 10 Social Science Syllabus 2020-2021

Check the latest CBSE Syllabus of Class 10 Social Science subject for new academic session 2020-2021. Students must check this new syllabus to know the list of topics to be learned throughout the year. Also, check examination details and components of internal assessment for CBSE Class 10 Social Science Exam 2021.

Contents of CBSE Class 10 Social Science syllabus 2020-21:

  • Unit-wise weightage
  • Topics and sub topics prescribed by board from each unit
  • Project Work
  • Prescribed books
  • Question paper design for the annual board examination
  • Components of Internal Assessment
  • List of map items

CBSE Class 10 Social Science Question Paper of Board Exam 2020

Find below the complete syllabus for CBSE Class 10 Social Science:

CBSE Class 10 Social Science Unit-Wise Weightage


Unit Name



India and the Contemporary World - II



Contemporary India - II



Democratic Politics - II



Understanding Economic Development





Class 10 Social Science NCERT Book

CBSE Class 10 Social Science Course Structure:

Unit 1: India and the Contemporary World - II (60 Periods)


Learning Objectives

Section 1: Events and Processes:
1. 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


2. Nationalism in India:

  • The First World War, Khilafat and Non - Cooperation
  • Differing Strands within the Movement
  • Towards Civil Disobedience
  • The Sense of Collective Belonging


Section 2: Livelihoods, Economies and Societies: Any one theme of the following:

3. The Making of a Global World:

  • The Pre-modern world
  • The Nineteenth Century global economy, colonialism)
  • The Inter war Economy (Great Depression)
  • Rebuilding the World Economy

4. 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:

5. 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
  • 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.
  • 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)


Learning Objectives

1. Resources and Development:

  • Types of Resources
  • Development of Resources
  • Resource Planning in India
  • 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

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
  • Conservation of forest and wildlife in India
  • Project Tiger
  • Types and distribution of forests and wildlife resources
  • Community and Conservation

Note: The chapter ‘Forest and Wildlife’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination.

3. Water Resources:

  • Water Scarcity and The Need for Water Conservation and Management
  • Multi-Purpose River Projects and Integrated Water Resources Management
  • Rainwater Harvesting

Note: The chapter ‘Water Resources’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination.

4. Agriculture:

  • Types of farming
  • Cropping Pattern
  • Major Crops
  • Technological and Institutional Reforms
  • Impact of Globalization on Agriculture



5. Minerals and Energy Resources:

  • What is a mineral?
  • Mode of occurrence of Minerals
  • Ferrons and Non-Ferrons Minerals
  • Non-Metallic Minerals
  • Rock Minerals
  • Conservation of Minerals
  • Energy Resources
              o Conventional and Non-Conventional
              o Conservation of Energy Resources

6. Manufacturing Industries:

  • Importance of manufacturing
  • Contribution of Industry to National Economy
  • Industrial Location
  • Classification of Industries
  • Spatial distribution
  • Industrial pollution and environmental degradation
  • Control of Environmental Degradation

7. Life Lines of National Economy:

  • Transport – Roadways, Railways, Pipelines, Waterways, Airways
  • Communication
  • International Trade
  • Tourism as a Trade







  • Understand the importance of forests and wild life in one environment as well as develop concept towards depletion of resources.









  • 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.
  • 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.
  • Understand the role of trade and tourism in the economic development of a country.

Unit 3: Democratic Politics – II (50 Periods)


Learning Objectives

1. Power Sharing:

  • Case Studies of Belgium and Sri Lanka
  • Why power sharing is desirable?
  • Forms of Power Sharing

2. Federalism

  • What is Federalism?
  • What make India a Federal Country?
  • How is Federalism practiced?
  • Decentralization in India

Democracy and Diversity:

  • Case Studies of Mexico
  • Differences, similarities and divisions
  • Politics of social divisions

Note: The chapter ‘Democracy and Diversity’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination.

Gender, Religion and Caste:

  • Gender and Politics
  • Religion, Communalism and Politics
  • Caste and Politics


5. Popular Struggles and Movements:

  • Popular Struggles in Nepal and Bolivia
  • Mobilization and Organization
  • Pressure Groups and Movements

Note: The chapter ‘Popular Struggles and Movements’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination.

6. Political Parties:

  • Why do we need Political Parties?
  • How many Parties should we have?
  • National Political Parties
  • State Parties
  • Challenges to Political Parties
  • How can Parties be reformed?

7. 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

8. Challenges to Democracy:

  • Thinking about challenges
  • Thinking about Political Reforms
  • Redefining democracy
Note: The chapter ‘Challenges to Democracy’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination.
  • Familiarize with the centrality of power sharing in a democracy.
  • Understand the working of spatial and social power sharing mechanisms.


  • Analyse federal provisions and institutions.
  • Explain decentralization in rural and urban areas.



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




  • Identify and analyse the challenges posed by communalism to Indian democracy.
  • Recognise the enabling anddisabling effects of caste and ethnicity in politics.
  • Develop a gender perspective on politics.


  • Understand the vital role of people’s struggle in the expansion of democracy.




  • Analyse party systems in democracies.
  • 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.
  • Reflect on the different kinds of measures possible to deepen democracy.
  • Promote an active and participatory citizenship.

Unit 4: Understanding Economic Development (50 Periods)


Learning Objectives

1. 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

2. 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
  • Sectors in terms of ownership: Public and Private Sectors

3. 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

4. Globalisation and the Indian Economy:

  • Production across countries
  • Interlinking production across countries
  • Foreign Trade and integration of markets
  • What is globalization?
  • Factors that have enabled Globalisation
  • World Trade Organisation
  • Impact of Globalization on India
  • The Struggle for a fair Globalisation

5. Consumer Rights:

Note: Chapter 5 ‘Consumer Rights’ to be done as Project Work.

  • 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.




  • 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.


Check NCERT Solutions for Class 10 Social Science:

NCERT Solutions for Class 10 History

NCERT Solutions for Class 10 Geography

NCERT Solutions for Class 10 Economics


CLASS X (2020-21)

05 Periods         05 Marks

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

Consumer Awareness


Social Issues


Sustainable Development

2. 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.

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





Content accuracy, originality and analysis



Presentation and creativity  



Viva Voce


CBSE Class 10 Social Science Previous Years Question Papers

4. 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.

5. All documents pertaining to assessment under this activity should be meticulously maintained by concerned schools.

6. A Summary Report should be prepared highlighting:

7. 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.

8. The Project Report should be handwritten by the students themselves.

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. Subjudiced cases, if any or those involving RTI / Grievances may however be retained beyond three months


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 (2020) of prescribed NCERT textbooks.



CLASS X (2020-21)

Time: 3 Hours                                                                              Max. Marks: 80



CLASS-X (2019-2020)


A. Subject – History: Outline Political Map of India

Chapter-3: Nationalism in India - (1918 – 1930).

For locating and labelling / Identification.

1. Indian National Congress Sessions:

a. Calcutta (Sep. 1920)

b. Nagpur (Dec. 1920)

c. Madras (1927)

2. Important Centres of Indian National Movement

(Non-cooperation and Civil Disobedience Movement)

a. Champaran (Bihar) - Movement of Indigo Planters

b. Kheda (Gujrat) - Peasant Satyagrah

c. Ahmedabad (Gujarat) - Cotton Mill Workers Satyagraha

d. Amritsar (Punjab) - Jallianwala Bagh Incident

e. Chauri Chaura (U.P.) - calling off the Non Cooperation Movement

f. Dandi (Gujarat) - Civil Disobedience Movement

B. Subject-Geography: Outline Political Map of India

Chapter 1: Resources and Development (Identification only)

a. Major soil Types.

Chapter 3: Water Resources (Locating and Labelling)


a. Salal

b. Bhakra Nangal

c. Tehri

d. Rana Pratap Sagar

e. Sardar Sarovar

f. Hirakud

g. Nagarjuna Sagar

h. Tungabhadra.

Note: The theoretical aspect of chapter ‘Water Resources’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination. However, the map items of this chapter as listed above will be evaluated in Board Examination.

Chapter 4: Agriculture

Identification only

(a)  Major areas of Rice and Wheat.

(b) Largest / Major producer states of Sugarcane; Tea; Coffee; Rubber; Cotton and


Chapter: 5 Mineral and Energy Resources.

Minerals: (Identification only)

(I)  Iron ore mines:






(II) Mica mines:






(III) Coal mines :









(IV) Oil Fields :



 Mumbai High




(V) Bauxite Deposits:

 The Amarkantak plateau

 Maikal hills

 The plateau region of Bilaspur- Katni.

 Orissa Panchpatmali deposits in Koraput district

(VI) Mica deposits:

 The Chota Nagpur plateau.

 Koderma Gaya – Hazaribagh belt of Jharkhand


 Nellore mica belt

Power Plants:

(Locating and Labelling only)

(a)  Thermal :










(b) Nuclear:


 Rawat Bhata





Chapter 6: Manufacturing Industries

Locating and Labelling Only

(1) Cotton Textile Industries:








(2) Iron and Steel Plants:








(3) Software Technology Parks:



















Chapter 7 Lifelines of National Economy.

Identification Only: Golden Quadrilateral, North-South Corridor, East-West Corridor.

National Highways:




Locating and Labelling:

Major Ports:



 Jawahar Lal Nehru


 New Mangalore








International Airports:

Amritsar (Raja Sansi)

Delhi (Indira Gandhi International)

Mumbai (Chhatrapati Shivaji)

Thiruvanantapuram (Nedimbacherry)

Chennai (Meenam Bakkam)

Kolkata (Netaji Subhash Chandra Bose)

Hyderabad (Rajiv Gandhi)

Chennai (Meenam Bakkam)

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

Download CBSE Class 10 Social Science Syllabus 2020-21 in PDF

Observe changes made in format of CBSE Class 10 Social Science Question Paper 2020

CBSE had made some changes in the question paper format for Class 10 Social Science Exam 2020. The question paper had total 35 questions out of which first 20 questions were of objective type which were asked in different formats like match the column type questions, very short answer type questions, multiple choice type questions, fill in the blank type questions and picture based questions. CBSE may follow the same format in the next year examinations as well. To understand the typology of questions, you may also refer the question paper design provided in this latest CBSE syllabus.

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