Unit - 5 : Disaster Management 25 Periods
Term I
1. Introduction to Disaster Management (Chapter 1)
2. Common Hazards - Prevention and Mitigation (Chapter 2)
Term II
3. Man made disasters - Nuclear, Biological and Chemical. (Chapter 3)
4. Community Based Disaster Management. (Chapter 4)
PRESCRIBED TEXTBOOKS :
1. India and the Contemporary World History - Published by NCERT
2. Contemparary India - Geography - Published by NCERT
3. Democratic Politics - Published by NCERT
4. Economics - Published by NCERT
5. Together, Towards a Safer India - Part II, a textbook on Disaster Management for Class IX - Published by
CBSE
Class X
Time : 3 Hours Marks : 90
UNIT TERM 1 TERM 2
1 India and the Contemporary World - II 23 23
2 India - Resources and their Development 23 23
3 Democratic Politics II 22 22
4 Understanding Economic Development - II 22 22
5 Disaster Management-only through project work and assignment - -
TOTAL 90 90
The prescribed syllabus will be assessed using formative and summative assessments with the following weightages
during an Academic session :
Term-I Term-II Total
Formative Assessment 1and 2, 3 and 4 20% 20% 40%
Summative Assessment 30% 30% 60%
TOTAL 50% 50% 100%
The formative assessment will comprise of Projects, assignments, activities and Class Tests/periodic tests for which Board has already issued guidelines to the schools. The Summative assessment will comprise of Theory paper as per the prescribed design of the
Question Paper.
Unit 1 : India and the Contemporary world – II
45 Periods
| Themes | Objectives |
| In Sub Units 1.2 and 1.3 student are required to choose any one theme from each. Thus all students are required to study four themes in all. Term II 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 any one theme from each. Thus all students are required to study four themes in all. Term II Sub-unit 1.1 : Events and processes : Any two of the following themes : 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. (Chapter 1) 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 Quoc (d) The second world war and the liberation struggle. (e) America and the second Indochina war.(Chapter 2) 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. (Chapter 3) 4. Mapwork based on theme 3 only. (2 marks) | 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 nationalisms. Point to the way the idea of the nation states became generalized in Europe and elsewhere. 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. 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, notably Mahatama Gandhi. |
| Themes Objectives | Learning Objectives |
| Term I Sub-unit 1.2 : Economies and livelihoods : Any one of the following themes : 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. (Chapter 4) 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. (Chapter 5) Case studies : London and Bombay in the nineteenth and twentieth century. 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. (Chapter 6) Sub-unit 1.3 : Culture, Identity and Society Any one of the following themes : 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. (Chapter 7) 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. (Chapter 8) | discuss two different patterns of industrialization, one in the imperial country and another within a colony. Show the relationship between different sectors of production. 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. Show that globalizaton 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. 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. 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
45 Periods
| Themes | Objectives |
| Term I 1. Resources : Types - natural and human; Need for resource planning. (Chapter 1) 2. Natural Resources : land as a resource, soil types and distribution; changing land-use pattern; land degradation and conservation measures.(Chapter 1) 3. Forest and Wild life resources : types and distribution ,depletion of flora and fauna; conservation and protection of forest and wild life. (Chapter 2) 4. Water resources : sources, distribution, utilisation, multi-purpose projects, water scarcity, need for conservation and management, rainwater harvesting. (One case study to be introduced) (Chapter 3) 5. Agriculture : types of farming, major crops, cropping pattern, technological and institutional reforms; their impact; contribution of Agriculture to national economy - employment and output. (Chapter 4) Term II 6. Mineral Resources : types of minerals, distribution, use and economic importance of minerals, conservation. (Chapter 5) 7. Power Resources : types of power resources : conventional and non-conventional, distribution and utilization, and conservation. (Chapter 6) 8. 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) 9. Transport, communication and trade (Chapter 8) 10. Map Work (3 marks) | Understand the value of resources and the need for their judicious utilisation and conservation; 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; Understand the importance of forest and wild life in our environment as well as develop concept towards depletion of resources. Understand the importance of agriculture in national economy; Understand the importance of water as a resource as well as develop awareness towards its judicious use and conservation; Discuss various types of minerals as well as their uneven nature of distribution and explain the need for their judicious utilisation; Discuss various types of conventional and nonconventional resources and their utilization 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; 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, |
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.
Note : Any similar activities may be taken up.
Unit 3 : Democratic Politics II
| Themes | Objectives |
| 1. 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? (Chapter 1&2) 2. 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? (Chapter 3&4) Term II 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? (Chapter 5&6) 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 people? What sustains democracy in India? (Chapter 7) 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? (Chapter 8) | 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. Develop a gender perspective on politics. Introduce students to the centrality of power sharing in a democracy. Understand the working of spatial and social power sharing mechanisms. Analyse federal provisions and institutions. 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. 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. 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 Economic Development-II
45 Periods
| Themes | Learning Objectives |
| Term I 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) (Chapter 1) 2. Sectors of the Indian Economy : Sectors of Economic 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) Term II 3. 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) 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. (Chapter 4) 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 (Chapter 5) | 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. Familiarize the concept of money as an economic concept; Create awareness of the role of financial institutions from the point of view of day-to-day life. To make aware of a major employment generating sector. Sensitise the learner of how and why governments invest in such an important sector. Provide children with some idea about how a particular economic phenomenon is influencing their surroundings and day-to-day life. 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 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 news papers and consumer courts.
Unit 5 : Disaster Management (Through Formative Assessment only) 10 Periods
Tsunami
Safer Construction Practices.
Survival Skills.
Alternate Communication systems during disasters.
Sharing Responsibility
Prescribed Textbooks :
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 II - Published by NCERT
5. Together Towards a Safer India - Part III, a textbook an Disaster Management - Published by CBSE.
