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The Class 10 students should be able to perform the following activities post reading NCERT book for Social Science in Class 10
- Collect different soil samples from surroundings; recognise them with the help of their colour, texture and composition; relate them with the geographical areas of India shown on the map; study the process of formation of these soils.
- On different types of maps of India such as political, physical and outline map, wall map, atlas, list and label places/ areas where different agricultural crops, minerals, etc. are produced.
- Tactile maps may be used for students with visual impairments.
- Find meaning of resources, subsistence agriculture, plantation, etc. from dictionary of geography.
- Read different sources and discover the course of the Indian national movement till India’s independence.
- Get familiarize with the concepts of nation and nationalism.
- Acquaint with the writings and ideals of different social, political groups and individuals
- Collect the details of social groups which joined the Non-Cooperation Movement of 1921
- Draw a timeline on significant events of India’s national movement .
- Collect the details of major languages of India and the number of persons speak those languages from latest reports of Census of India and discuss.
- Read the Indian Constitution and discuss various parts in it .
- Collect a variety of resources e.g. forests, water, minerals, etc. and use a variety of criteria to group and display in the class.You can refer to Worksheets for Class 10 Social Science to further practice your understanding relating to this capability.
- Relate different cropping patterns in India and their impact on economic development and discuss in the class.
- Use internet to study interactive thematic maps e.g. agriculture, minerals, energy, industry, etc. on School Bhuvan-NCERT portal.
- Discuss the relationship / difference between European nationalism and anti-colonial nationalisms;
- Discuss industrialization in the imperial country and in a colony,
- Study globalization in different contexts.
- Find out about the anti-colonial movement in any one country in South America and compare with India’s national movement based on certain parameters.
- Collect the details of how globalization is experienced differently by different social groups using goods and services used by people in their daily lives such as television, mobile phones, home appliances, and others and discuss.
- Study different types of governments in the world - democratic, communist, theocratic, military dictatorships, etc. Within democracies also various forms of governments, such as federal and unitary, republican and monarchy, etc., can also be studied.
- Read the functioning of state governments ruled by different parties or coalitions; examine their specific features such as their slogans, agenda, symbols, and characteristics of their leaders.
- Study the distinctive features of different political parties.
- Collect the details of economic details of states and countries. For example, based on the human development index, they can classify a few countries. They can also group or categorize countries on the basis of Gross Domestic Product (states on the basis of state domestic product), life expectancy and infant mortality rates etc.
- Collect the details of economic activities / jobs / occupations in their neighbourhood and group them using a few criteria. Example, organised and unorganised / formal and informal/ primary-secondary-tertiary.
- Collect data on sources of credit from their neighbourhood – from where people borrow and group them into formal and informal.
- Overlay thematic layers of maps on School Bhuvan NCERT portal e.g. distribution of rice in India and overlay layers of soils, annual rainfall, relief features and swipe these layers to establish cause and effect relationship and also solve NCERT Solutions for Class 10 Social Science.
- Classify different types of industries based on raw materials, locate them on the map and relate them with pollution in nearby areas.
- Find out about the changes in print technology in the last 100 years. Discuss the changes, why they have taken place and their consequences.
- Read various provisions of the Indian Constitution as causes, and the resulting political scenario as its effects. For example, the independent status of the judiciary effected in smooth functioning of federalism.
- Discuss (a) why a large section of India’s population depend on primary sector;
(b) what contributed to rapid increase in service sector output.
- Conduct a survey among neighbourhood, households and collect the reasons for their dependence on formal or informal sources of credit. Teachers can then organise debate on whether or not banks contribute to needy borrowers living in rural areas in the class.
- Collect stories of communities involved in environmental conservation from different parts of India and study them from geographical perspective .
- Collect and discuss the details of people’s participation in environmental conservation movements and their impact on socio-cultural life of the region e.g. Chipko and Appiko Movements.
- Collect data from Economic Survey of India, newspaper, magazines related to gross domestic product, per capital income, availability of credit for various households, land use, cropping pattern and distribution of minerals in India, production of cereals for different years and convert them into pie or bar graphs and study the pattern and display in the class.
- Familiarize with pictures, photographs, cartoons, extracts from a variety of original sources — eye witness accounts, travel literature, newspapers/journals, statements of leaders, official reports, terms of treaties, declarations by parties, and in some cases contemporary stories, autobiographies, diaries, popular literature, oral traditions to understand and reconstruct histories of important historical events and issues of India and contemporary world .
- Observe and read different types of sources; think of what these say, and why a thing is represented in a particular way. Raise questions on different aspects of pictures and extracts to allow a critical engagement with these i.e. visuals of cloth labels from Manchester and India; carefully observe these and answer questions like:What do they see in these pictures? What information do they get from these labels? Why images of gods and goddesses or important figures are shown in these labels? Did British and Indian industrialists use these figures for the same purpose? What are the similarities or differences between these two labels?
- Study and discuss different perspectives on diversification of print and printing techniques.
- Critically examine the implementation of government schemes based on learners or their family’s experiences such as Mid-day meal scheme, loan waiver schemes for farmers; scholarships through cash transfer to students; schemes to provide liquid petroleum gas to low income families: life insurance scheme for low income families / scheme of financial support for house construction, MUDRA etc. They may be guided to supplement with data / news clippings as evidences.
- Overlay maps showing distribution of resources e.g. minerals, industries on the map of India and relate it with physical features of India and climate by overlaying the layers on School Bhuvan NCERT portal and analyze the maps. The best way is to do Sample Papers for Class 10 Social Science
- Elaborate relationship between different thematic maps using atlas.
- Locate places, people, regions (affected by various treaties such as Treaty of Versailles, economic activities etc). Find and draw interconnections among various regions and the difference in nomenclatures of places used for various regions and places during this period and present day i.e. learner can be asked to find and draw the sea and land links of the textile trade from India to Central Asia, West Asia and Southeast Asia on a map of Asia.
- Study the political maps of the world and India to recognise a country’s importance and role in world politics.
- Examine political maps of states, consider their size and location and discuss their importance in national politics.
- Locate the places in which important ultinational corporations set up their offices and factories on the India map and discuss the reasons behind the choice of location and its implication on people’s livelihood.
- Read cartoons, messages conveyed in sketches, photographs associated with political events and participate in discussions.
- Read demographic data, data related to political party preferences and social diversity.
- Collect news clippings / texts from popular magazines and journals pertaining to developmental issues, globalisation and sustainable development and synthesize the details and present in the class.
- Convert tables relating to GDP, and employment, in primary, secondary and tertiary sectors into pie, bar and line diagrams.
- Interpret charts using a few parameters and describe the patterns and differences. They can refer to books, Economic Survey of India for the latest year and newspapers.
- Locate production of raw materials on the map of India and relate them with economic activities and development of that area e.g. coal, iron ore, cotton, sugarcane, etc.
- Collect information about the development of different areas of India since Independence .Find out the linkages among various subjects through examples and do group projects on some topics; e.g. group project on ‘Globalization’. Teachers may raise questions like,Is it a new phenomenon or does it have a long history? When does this process started and why? What are the impacts of globalization on primary, secondary and tertiary activities? Does it lead to inequality in the world? What is the importance of global institutions? Do these institutions play a major role in globalization? How do they influence the developed countries on the role of these institutions? What do you mean by global economy? Is economic globalization a new phenomenon? Are environmental problems global problems or local problems? How can globalization potentially contribute to better environment?
- Study the rate of and features of economic growth in democracies and under dictatorship.
- Examine time series data on GDP and other economic aspects since 1950s;
- Debate on
(a) How India’s freedom struggle was related to India’s economy?
(b)Why India did not go for privatisation of manufacturing activities after 1947?
(c) why developed nations depend on countries such as India for leather and textile goods more now and not earlier;
(d) why multinational corporations from developed nations set up their production and assembly units in developing countries and not in their countries and its impact on employment in their own countries
- Discuss on why manufacturing sector multinational companies (Gurugram in Haryana) and service sector multinational companies (Bengaluru in Karnataka) are located in specific places– the relevance of geographic factors.
- Collect information regarding religion, food habits, dress, colour complexion, hair, language, pronunciation, etc. of people living in different geographical regions of India.
- List biases/prejudices, stereotypes against people living in different geographical regions and discuss about these in the classroom.
- Raise questions on developments that are seen as symbolising modernity i.e. globalization, industrialization and see the many sides of the history of these developments i.e. learner can be asked: Give two examples where modern development that is associated with progress has led to problems. Think of areas related to environmental issues, nuclear weapons or disease.
- Read the statement of leaders or political parties in newspapers and television narratives to examine truth, bias and prejudices. Similarly, various demands of political parties from time to time may also be analysed.
- Reflect on why popular prejudices/ stereotypes prevail about low income families, illiterates and person with low literacy levels, disabled, person belonging to certain socio, religious and biological categories. Teachers may facilitate learners to discuss their origin and review.
- Discuss the probable assumptions behind the (a) promotion of sustainable development practices; (b) enactment of few national level Acts such as Consumer Protection Act 1986; Right to Information Act 2005; Mahatma Gandhi National Rural Employment Guarantee Act 2005 and The Right of Children to Free and Compulsory Education Act 2009. Students may need to get the details of situation in the years when these laws were enacted from elderly persons, parents and teachers.
- Show industrial regions on map and relate it with infrastructure development of that region. Why are industries located nearby rivers, railways, highways, raw material producing areas, market, etc.?
- Show water scarcity in visuals such as snow-covered areas of Kashmir, dry regions of Gujarat and flood prone areas of West Bengal; learners may be asked to investigate reasons of water scarcity of each region located in different climatic areas and prepare report or chart.
- Answer questions like ‘Why did various classes and groups of Indians participate in the Civil Disobedience Movement?’ or ‘How did the Indian National Congress respond to the Partition of Bengal and why? And point out to them the need to look for supplementary literature on issues, events, personalities in which they may express an interest to know more.
- Participate in teacher-guided debates on the advantages and drawbacks of democracy.
- Choose one example from economics related with developmental issues and collect economic information and come out with solutions e.g. (a) employment (is India generating employment opportunities sufficiently?) (b) GDP (why only service sector is able to increase its share much more than other sectors?), (c) financial issues (how to improve credit access to low income families?).
- Challenge assumptions and motivated to come out with creative solutions to specific social, economic or political issue in their area, region or state.
- Examine maps of India- (physical and political), latitudinal and longitudinal extent of India, relief features, etc. and come out with ideas about the impact of these on cultural diversities of the regions.
- Display different themes of history through creatively designed activities and role play on any event or personality of their liking.
- Engage in debates on interpreting different events both from historical and contemporary viewpoint.
- Help them prepare digital, print as well as audio –visual materials which can be converted in to Braille.and try doing some Online Mock Test for Class 10 Social Science
- Participate in group discussions on changes within rural economies in the contemporary/modern times.
- Find information from elders, newspapers /T.V. reports about pollution in water bodies such as rivers/lakes/wells / ground water, etc. and foresee health issues in their neighbourhood. For example, the effect of arsenic in the groundwater in West Bengal.
- Discuss impact of deforestation in soil erosion in hilly areas of North East Region and relate them with floods and landslides.
- Imagine a conversation between two persons participating in freedom struggle in India. Learners answer questions such as what kind of images, fiction, folklore and songs, popular prints and symbols would they want to highlight with which people can identify the nation and what do all these mean to them.
- Gather information with the help of teacher / parents / peers on exports and imports, current employment situation, details of schools and hospitals to see the trends.
- Collect problems related to agriculture in his/her own area and come out with remedial measures.
- Imagine a conversation between a British industrialist and an Indian industrialist, who is being persuaded to set up new industry. Learners in such a role play answer questions such as (a) what reasons would the British industrialist give to persuade the Indian industrialist and (b) what opportunities and benefits the Indian industrialist is looking for.
- Conduct extra-curricular activities, daily chores in the school, sports, cultural programmes by students to help decision making and problem-solving skills.
- Describe their goals in life and how they are going to achieve;
- Review sources of credit and their impact. They can be encouraged to discuss various solutions for easy access to credit with low interest rates;
- Come out with new ways of generating employment/ create new jobs;
- Submit group projects suggesting the steps to be followed in their daily life promoting sustainable development practices.
- Discuss the work done by peer/ differently abled persons and the need to cooperate with each other.
- Provide illustrative examples of conflicts on several issues such as river water/ dam/ land- industry/ forestland and forest dwellers, etc. through textbooks, newspapers, etc. They may be guided to debate these issues in groups and come out with creative solutions.
- Read stories of lived experiences of individuals and communities of the period i.e. learner can imagine him/ her as an indentured Indian labourer working in the Caribbean. Based on details collected from the library or through internet, learner can be encouraged to write a letter to family describing his/her life and feelings.
- Prepare posters with drawings and pictures and make oral and written presentation on the significance of the non-violent struggle for swaraj.
- Discuss the life around their place of living and the school locality. Select available local examples apart from the relevant lessons in the textbook, to teach sensitivity and peaceful resolution of contentious issues.
- Participate in role play on (a) challenges faced by low income families, disabled / elderly persons, people suffering from pollution; (b) different ways through which consumers are denied their rights and challenges consumers face to get their grievances addressed.
- Discuss the impact of wars and conflicts on daily lives of people including schooling in different Indian states.
- Collect details of countries in which wars and conflicts took place recently but were able to and grow economically and organize discussion.
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