IN SOCIAL SCIENCE CLASS X
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IN SOCIAL SCIENCE The ult ultima imate te eXam preparation kit for Class X
Strictly according to the latest syllabus prescribed by the Central Board of Secondary Education (CBSE) and State Boards of Bihar, Chhattisgarh, Haryana, Jharkhand, Kerala, Mizoram, Meghalaya, Punjab, Uttarakhand and other States following NCERT Curriculum
By G.D. Singh
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Preface
Social Studies plays a signicant role in the development of the child. The society is interpreted by the children in their own independent capacities. There is a need for development of appreciation for history, geography, socio-political structures, laws, customs, traditions and spiritual beliefs of different communities among the children. It is required that the method of meeting the expectations of the society, as a citizen need to inculcated in them. Thus National Curriculum Framework (NCF) has undertaken to train the youngsters as tomorrow’s builders. Exam-kit in Social Science for Class X is based on the NCERT guidelines and latest CBSE Syllabus. It teaches all students to see themselves as a part of the society. Such aptitude transforms the point of view of a child, teaching him/her to perceive, analyse and correlate information with the help of various examples, thus developing mastery in the subject. Through these textbooks, the subject is presented in a clear, concise and logical manner.
This book presents a clear and expressive text in a chronological order supported by illustrations, diagrams and tables/owcharts while an array of learning tools serves to effectively embed classroom learning.
—AUTHOR
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Contents Preface
v
Syllabus
ix
UNIT I—History India and the Contemporary Contemporary World–II World–II Section I: Events I: Events and Processes
1.
The Rise of Nationalism in Europe
1
2.
The Nationalist Movement in Indo-China
23
3.
Nationalism in India
47
Section II: Livelihoods, II: Livelihoods, Economies and Societies
4.
The Making of a Global World
69
5.
The Age of Industrialisa Industrialisation tion
90
6.
Work, Life and Leisure: Cities in the Contemporary World
108
Section III: Everyday III: Everyday Life, Culture and Politics
7.
Print Culture and the Modern World
134
8.
Novels, Society and History
156
UNIT II—Geography Contemporary India–II
1.
Resources and Development
175
2.
Water Resources
198
3.
Agriculture*
219
4.
Minerals and Energy Resources
240
Note:
Chapter 2 on Forest and Wildlife Resources of NCERT Textbook has been deleted from the course by CBSE w.e.f. 03-04-2017 for the academic year 2017-18. The earlier
* CBSE has deleted content of Page Nos. 44-47 of NCERT Textbook. (vii)
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5.
Manufacturing Industries
268
6.
Lifelines of National Economy
298
UNIT III—Political Science Democratic Politics–II Politics–II
1.
Power Sharing
319
2.
Federalism
337
3.
Democracy and Diversity
355
4.
Gender, Religion and Caste
370
5.
Popular Struggles and Movements*
385
6.
Political Parties
402
7.
Outcomes of Democracy
417
8.
Challenges to Democracy
432 UNIT IV—Economics
Understanding Economic Development
1.
Development
443
2.
Sectors of the Indian Economy
461
3.
Money and Credit
485
4.
Globalisation Globalisat ion and the Indian Economy
506
5.
Consumer Rights
530
Appendix: Project Work Work
551
CBSE Examination Paper 2017
556
Mock Paper 1—2018
559
Mock Paper 2—2018
561
* Chapter 5 will not be evaluated in theory, only project work will be done w.e.f. 03-04-2017 as per the latest Syllabus issued by CBSE.
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Syllabus Time: 3 hours
Marks : 80
Units
Marks
Pd
1.
India and the Contemporary World–II
20
60
2.
Contemporary India–II
20
55
3.
Democratic Politics–II
20
50
4.
Understanding Economic Development
20
50
80
215
Total
Unit 1: India and the Contemporary World–II 60 Periods Themes
Objectives
In Sub-unit 1.1 students are required to choose any • The theme will discuss the forms in which two themes. In that sub-unit, theme 3 is compulsory nationalism developed along with the and for second theme students are required to formation of nation states in Europe in the choose any one from the rst two themes. post-1830 period. In Sub-units 1.2 and 1.3 students are required • Discuss the relationship/difference between to choose any one theme from each. Thus all European nationalism and anti-colonial students are required to study four themes in all. nationalisms. Sub-unit 1.1 : Events and processes: Any two of • Point to the way the idea of the For-math the following themes: required nation states became generalized in Europe and elsewhere. 1. The Rise of Nationalism in Europe: (a) The growth of nationalism in Europe after • Discuss the difference between French colonialism in Indo-China and British the 1830s. (b) The ideas of Giuseppe Mazzini, colonialism in India. etc. (c) General characteristics of the movements in Poland, Hungary, Italy, Germany and Greece. • Outline the different stages of the anti(Chapter 1) imperialist struggle in Indo-China. 2. The Nationalist Movement in Indo-China: • Familiarize the students with the differences Factors Leading to Growth of Nationalism in between betwee n natio nationalist nalist moveme movements nts in Indo China Indo-China and India. (a) French colonialism in Indo-China. (b) Phases • Discuss the characteristics of Indian of struggle against the French. (c) The ideas of nationalism through a case study of Civil Phan Chu Trinh, Phan Boi Chau, Ho Chi Minh Disobedience Movement. (d) The Second World War and the liberation • Analyze the nature of the diverse social struggle. (e) America and the Vietnam war. movements of the time. (Chapter 2)
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• Familiarize students with the writings and 3. Nationalism in India: ideals of different political groups and (a) Impact of First world war, Khilafat, Nonindividuals, notably Mahatama Gandhi. Cooperation and Differing Strands within the Movement. (b) Salt Satyagraha. (c) Movements of peasants, workers, tribals. (d) Limits of Civil Disobedience. (e) The Sense of Collective Belonging. (Chapter 3) Sub-unit 1.2: Livelihoods, Economies and Societies: Any one of the following themes: 4. The Making of a Global World: (a) The Pre-modern world (b) The Nineteenth Century global economy, colonialism) (c) The Inter war Economy (Great Depression) (d) Rebuilding the World Economy 5. The Age of Industrialization : (a) Proto-industrialization and pace of industrial change (b) Life of workers (c) Industrialization in the colonies (d) Early Entrepreneurs & workers (e) The Peculiarities of Industrial Growth (f) Market for Goods 6. Work, Life & Leisure: (a) Development of modern cities due to Industrialization in London & Bombay (b) Housing and Land Reclamation (c) Social Changes in the cities (d) Cities and the challenge of the Environment Sub-unit 1.3 : Everyday Life, Culture and Politics Any one of the following themes: 7. Print Culture and the Modern World: (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. Novels, Society and History: (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)
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• Show that globalizaton has a long history and point to the shifts within the process. • Analyze the implication implication of globalization globalization for local economies. • Discuss how globalization is experienced differently by different social groups. • Familiarize students with the Proto-Industrial phase and Early–factory system. • To make make them understand, about the process of industrialization and its impact on labour class. • To explain them about industrialization in the colonies in reference to Textile industries. • 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. • Discuss the link between print print culture and the circulation of ideas. • Familiarize students with pictures, cartoons, cartoons, extracts from propaganda literature and newspaper debates on important events and issues in the past.
• Show that forms of writing have a specic 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.
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Unit 2: Contemporary India–II 55 Periods Themes
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) 3. 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) 4. Agriculture: Types of farming, major crops, cropping pattern, technological and institutional reforms; their impact; contribution of Agriculture to national economy-employment and output. Note : Content of pg no. 44-47 of NCERT Textbook is to be deleted. (Chapter 4)
5. Minerals and Energy Resources: Types of minerals, distribution (Note : on map only) use and economic importance of minerals, conservation, types of power resources: conventional and non- conventional, distribution and utilization, and conservation. (Chapter 5) 6. Manufacturing Industries: Types, spatial distribution (Note : on map only) contribution of industries to the national economy, industrial pollution and degradation of environment, measures to control degradation. Note : Content mentioned on page no. 74-75 of NCERT, Geography Text book i.e. Aluminium Smelting, Chemical Industries, Fertilizer Industry, Cement Industry is not required to be deliver in class room during instruction. 7. Life Lines of National Economy: Importance of means of Communication and transportation, Trade & Tourism (Chapter 7)
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Objectives
• Understand the value of resources and the need for their judicious utilisation and conservation.
• Understand the importance of water as a resource as well as develop awareness towards its judicious use and conservation.
• Understand the importance of agriculture in national economy. • Identify various various types types of farming 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. • 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 non-conventional 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 planned industrial development and debate over the role of government towards sustainable development. • To explain the importance importance of transport and communication in the ever shrinking world. • To understand the role of trade in the economic development of a country.
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Project / Activity:
• Learners may collect photographs photographs of typical rural houses, and clothing clothing of people from different regions of India and examine whether they reect any relationship with climatic conditions and relief of the area. • Learners may write a brief report on various irrigation practices practices in the village and the change in cropping pattern in the last decade. Posters:
• Pollution of water in the locality. locality. • Depletion of forests and the greenhouse effect. Note: Any similar activity may be taken up. Unit 3: Democratic Politics – II 50 Periods Themes
142 Power Sharing & 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) 3&4.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) 5. Popular Struggles and Movements (Note: Ch-5 is to be done as project work only and will not be evaluated in theory) 6. Political Parties: What role do political parties play in competition and contestation? Which are the major national and regional parties in India? (Chapter 6) 7. 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)
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Objectives
• Introduce students to the centrality of power sharing in a democracy. • Understand the working of spatial and and social power sharing mechanisms. • Analyse federal provisions and institutions. • Understand the new Panchayati Raj in-stitutions in rural and urban areas. • Analyse the relationship between social cleavages and political competition with reference to Indian situation. • Understand and analyse the 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. • Understand the vital role of struggle in the expansion of democracy. • Analyse party party systems 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.
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8. 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)
• Understand the causes causes for continuation of democracy in India. • Distinguish between between sources of strength and weaknesses of Indian democracy. • Reect on the different kinds kinds of measures possible to deepen democracy. • Promote an active and participatory citizenship.
Unit 4: Understanding Economic Development 50 Periods Themes
1. Development: The traditional notion of development; National Income and Per-capita Income. Growth of National Income - 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.
Objectives
• Familiarisation of some macroeconomic concepts. • Sensitizing the child child about the rationale 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 question in minds of the children whether the increase in income alone is sufcient for a nation. • How and why people should be healthy healthy and provided with education. • To make aware of a major employment generating sector. • Sensitise the learner of how and why governments invest in such an important sector.
2. Sectors of the Indian Economy: *Sectors of Economic Activities; Historical change in sectors; Rising importance of tertiary sector; Employment Generation; Division of SectorsOrganised and Unorganised; Protective measures for unorganised sector workers. (Chapter 2) 3. Money and Credit: Role of money in an • Familiarize the concept of money as an economic concept. economy: Formal and Informal financial institutions for Savings and Credit - General Create awareness of the role of financial Introduction; Select one formal institution such institutions from the point of view of day-today life. as a nationalized commercial bank and a few informal institutions; Local money lenders, landlords, chit funds and private finance companies. (Chapter 3) (Note : Ch-3 will also be evaluated in theory) 4. Globalisation and the Indian Economy: • Provide children with some idea about Production across countries, Foreign trade and how a particular economic phenomenon is Interaction of Markets, what is Globalization? inuencing their surroundings and day-toFactors, WTO, Impact, Fair Globalization day life. (Chapter 4)
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5. Consumer Rights: ***How consumer is • Making the child aware of her rights and exploited (one or two simple case studies) duties as a consumer;
factors causing exploitation of consumers; Rise • Familiarizing the the legal measures available to of consumer awareness; how a consumer should protect from being exploited in markets. be in a market; role of of government in consumer protection. (Chapter 5) Suggested Activities / Instructions:
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. Class X Project Work:
05 Periods (5 Marks)
Every student has to compulsorily undertake any one project on the following units / topics. 1. Disaster Management Management (Pertaining (Pertaining to class Xth curriculum curriculum of Disaster Management Management only). only). OR 2. Popular Struggles and Movements OR 3. Money and Credit The projects have been carefully designed so as to – (a) (b) (c) (d) (e)
Create awareness awareness in learners Enable them to understand understand and co-relate all all aspects of selected topic Relate theory with practice Relation of of different aspects aspects with life Provide hands on experience
The distribution of marks over different aspects relating to Project Work is as follows:
S.NO. 1. 2.
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Aspects Content accuracy and originality Presentation and creativity
Marks 1 1
3.
Proces Proc esss of of Pro Proje ject ct Co Comp mple leti tion on : Ini Initi tiat ativ ive, e, co coop oper erat ativ iven enes ess, s, participation and punctuality
1
4.
Viva or written test for content assimilation
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The projects carried out by the students in different topics should subsequently be shared among themselves through interactive sessions such as exhibition exhibitions, s, panel discussions, etc. All documents pertaining to assessment under this activity should be meticulously maintained by concerned schools. A Summary Report should be prepared highlighting: • objectives realized through individual or group interactions; • calendar of activities; • innovative ideas generated in this process; • list of questions asked in viva voce 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. The Project Report should be handwritten by the students themselves and comprise of not more than 15 foolscap pages. 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 verication at the discretion of Board. Subjudiced cases, if any or those involving RTI / Grievances may however be retained beyond three months.
PRESCRIBED BOOKS: 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) Science) - Published by NCERT NCERT 4.
Understanding Understandi ng Economic Development - Published by NCERT
5. Together Towards Towards a Safer India - Part III, a textbook textbook on Disaster Disaster Management Management - Published Published by CBSE
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