CBSE Class 10 Social Science Syllabus for Board Exam 2026-27, Download PDF Here
Access the official CBSE Class 10 Social Science syllabus for the 2026-27 academic year. Check out the newly structured chapter weightages, specific unit subtopic deletions, the mandatory 10-day Interdisciplinary Project roadmap, and the revised competency-based question paper blueprint.
CBSE Class 10 Social Science Syllabus 2026-27: Major Changes
The Central Board of Secondary Education (CBSE) has shared the new syllabus for the Class 10 Social Science exam for the 2026-27 school year. The changes focus more on helping students understand concepts deeply instead of just memorizing facts. While the exam still counts for 80 marks and internal assignments for 20, the way topics are organized has been updated.
COURSE STRUCTURE
History (India and the Contemporary World-II)
20 Marks inclusive of map pointing
| Section | Chapter No. | Chapter name | Marks |
| I Events and processes | I | The Rise of Nationalism in Europe | |
| II | Nationalism in India | 18+2 map pointing | |
| II Livelihoods, Economies and Societies | III | The Making of a Global World (To be evaluated in the Board Examination Subtopics: 1 to 1.3 Pre Modern World to Conquest, disease and trade) | |
| Interdisciplinary project as part of multiple assessments (Internally assessed for 5 marks) Subtopics 2 to 4.4 –The nineteenth century (1815-1914) to end of Bretton Woods & the beginning of “Globalisation” | |||
| IV | The Age of Industrialisation (Tobe assessed as part of Periodic Assessment only) | ||
| III. Everyday Life, Culture and politics | V | Print Culture and the Modern world |
Geography (Contemporary India-II)
Marks-20 inclusive map pointing
| Chapter No. | Chapter Name | Marks |
| 1 | Resources and Development | |
| 2 | Forest and Wildlife Resources | |
| 3 | Water resources | |
| 4 | Agriculture | 17+3 map pointing |
| 5 | Minerals and energy Resources | |
| 6 | Manufacturing Industries | |
| 7 | Lifelines of National Economy (Only map pointing to be evaluated in the Board Examination) |
| Political Science (Democratic Politics-II) | 20 |
| Unit No. | Chapter No. | Chapter name | Marks |
| I | 1 | Power-sharing | |
| 2 | Federalism | ||
| II | 3 | Gender, Religion and Caste | 20 |
| III | 4 | Political Parties | |
| IV | 5 | Outcomes of Democracy |
| Economics (Understanding Economic Development) | 20 |
| Chapter No. | Chapter name | Marks |
| 1 | Development | |
| 2 | Sectors of the Indian Economy | |
| 3 | Money and Credit | 20 |
| 4 | * Globalisation and the Indian Economy to be evaluated in the Board Examination * What is Globalisation? * Factors that have enabled Globalisation | |
| * Interdisciplinary project as part of multiple assessment (Internally assessed for 5 marks) * Production across the countries * Chinese toys in India * World Trade Organisation * The Struggle for a Fair Globalisation | ||
| 5 | Consumer Rights (Project Work) |
CLASS X (2026-27)
COURSE CONTENT
HISTORY: India and the Contemporary World - II
Chapter I -The Rise of Nationalism in Europe
Learning outcome- The students will be able to
Ø Infer how French Revolution had an impact on the European countries in the making of a nation state.
Ø Comprehend the nature of the diverse social movements of the time.
Ø Analyse and infer the evolution of the idea of nationalism which led to the formation of nation states in Europe and elsewhere.
Ø Evaluate the reasons which led to the First World War.
Chapter 2 Nationalism in India
Learning outcome- The students will be able to
Ø Illustrate various facets of Nationalistic movements that ushered in the sense of Collective Belonging. Ø Evaluate the effectiveness of the strategies applied by Gandhiji and other leaders in the movements organised by him. Ø Summarise the effects of the First World War that triggered the two defining movements (Khilafat &Non- Cooperation Movement) in India
Chapter 3-. The Making of a Global World
Subtopic 1. The pre-modern world Subtopic 2. 19^th century 1815-1914 Subtopic 3. The inter- war economy Subtopic 4. Rebuilding of world economy: the post war era.
Inter disciplinary Project with chapter 7 of Geography: Lifelines of National Economy and chapter 4 of Economics: Globalisation and the Indian Economy
Refer Annexure III B
Learning outcome- The students will be able to
Ø Summarise the changes that transformed the world in different areas. Ø Depict the global interconnectedness from the Pre-modern to the present day. Ø Enumerate the destructive impact of colonialism on the livelihoods of colonised people.
Chapter 4-The Age of Industrialisation
Learning outcome- The students will be able to
Ø Enumerate economic, political, social features of Pre and Post Industrialization. Ø Analyse and infer how the industrialization impacted colonies with specific focus on India
Chapter 5. Print culture and the Modern World
Learning Outcome- The students will be able to
Ø Enumerate the development of Print from its beginnings in East Asia to its expansion in Europe and India. Ø Compare and contrast the old tradition of handwritten manuscripts versus print technology. Ø Summarise the role of Print revolution and its impact
Geography: Contemporary India – II
Chapter 1- Resources and Development
Learning Outcome- The students will be able to
Ø Enumerates how the resources are interdependent, justify how planning is essential in judicious utilisation of resources and the need to develop them in India. Ø Infer the rationale for development of resources. Ø Analyse and evaluate data and information related to non-optimal land, utilization in India Ø Suggest remedial measures for optimal utilization of underutilized resources
Chapter 2- Forest and Wildlife Resources
Learning Outcome- The students will be able to
Ø Examine the importance of conserving forests and wildlife and their interdependency in maintaining the ecology for the sustainable development of India. Ø Analyse the role of grazing and wood cutting in the development and degradation Ø Summarise the reasons for conservation of biodiversity under sustainable development. Ø Discuss how developmental works, grazing wood cutting have impacted the forests Ø Use art integration to summarise and present the reasons for conservation of biodiversity in India under sustainable development.
Chapter 3-Water Resources
Learning Outcome- The students will be able to
Ø Examine the reasons for conservation of water resource in India. Ø Analyse and infer how the multipurpose projects are supporting the requirement of water.
Chapter 4- Agriculture
Learning Outcome
Ø Examine the crucial role played by agriculture in our economy and society. Ø Analyse the challenges faced by the farming community in India. Ø Identifies various aspects of agriculture, including crop production, types of farming etc.
Chapter 5- Minerals and Energy Resources
Learning Outcome- The students will be able to
Ø Enumerate the impact of manufacturing industries on the environment and develop strategies for sustainable development of the manufacturing sector. Ø Differentiate between various types of manufacturing industries based on their input materials, processes, and end products, and analyse their significance in the Indian economy. Ø Analyse the relation between the availability of raw material and location of the industry
Chapter 6- Manufacturing Industries
Learning Outcome- The students will be able to
Ø Enumerates the impact of manufacturing industries on the environment and develop strategies for sustainable development of the sector. Ø Differentiates between various types of manufacturing industries based on their input materials, processes, and end products, and analyse their significance in the Indian economy.
Analyses the relation between the availability of raw material and location of the industry
Chapter 7- Life Lines of National Economy
Interdisciplinary project with chapter 3 of History: The making of a Global world and chapter 4 of Economics: Globalisation and the Indian Economy
Learning Outcome-Refer Annexure III-B
Political Science: Democratic Politics - II
Chapter 1- Power – sharing
Learning Outcome- The students will be able to
Ø Enumerate the need for power sharing in democracy. Ø Analyse the challenges faced by countries like Belgium and Sri Lanka ensuring effective power sharing. Ø Compare and contrast the power sharing of India with Sri Lanka and Belgium. Ø Summarise the purpose of power sharing in preserving the unity and stability of a country
Chapter 2-Federalism
Learning Outcome- The students will be able to
Ø Infer how federalism is being practised in India. Ø Analyse the policies and politics that has strengthened federalism in practice.
Chapter 3- Gender, Religion and Caste
Learning Outcome- The students will be able to
Ø Examine the role and differences of Gender, religion and Caste in practicing Democracy. Ø Analyse that different expressions based on the differences, are healthy or otherwise in a democracy
Chapter 4- Political Parties
Learning Outcome- The students will be able to
Ø Understand the process of parties getting elected. Ø Know the significance of the right to vote and exercise the duties as citizens of a nation. Ø Examine the role, purpose and no. of Political Parties in Democracy.
Chapter 5- Outcomes of Democracy
Learning Outcome- The students will be able to
Ø Enumerates how the success of democracy depends on quality of government, economic well- being, inequality, social differences, conflict, freedom and dignity.
Economics: Understanding Economic Development
Chapter- 1. Development
Learning Outcome- The students will be able to
Ø Enumerate and examine the different processes involved in setting developmental Goals. Ø Analyse and infer how the per capita income depicts the economic condition of the nation. Ø Evaluate the development goals with reference to their efficacy, implemental strategies, relevance to current requirements of the nation. Ø Compare the per capita income of some countries and infer reasons for the variance. Ø Analyse the multiple perspectives on the need of development.
Chapter 2- Sectors of the Indian Economy
Learning Outcome- The students will be able to
Ø Analyse and infer how the economic activities in different sectors contribute to the overall growth and development of the Indian economy. Ø Propose solutions to identified problems in different sectors based on their understanding. Ø Summarise how the organised and unorganised sectors are providing employment Ø Enumerate the role of the unorganised sector in impacting Per Capita Income currently and propose suggestive steps to reduce the unorganised sector for more productive contributions to GDP. Ø Enumerate and infer the essential role of the Public and Private sectors
Chapter 3- Money and Credit
Learning Outcome- The students will be able to
Ø Enumerate how money plays as a medium exchange in all transactions of goods and services from ancient times to the present times. Ø Analyse and infer various sources of Credit. Ø Summarise the significance and role of self-help groups in the betterment of the economic condition of rural people/ women.
Chapter- 4. Globalisation and the Indian Economy
Subtopics: What is Globalisation? Factors that have enabled Globalisation.
Interdisciplinary Project with chapter 3 of History: “The Making of a Global World” and chapter 7 of Geography: “Lifelines of National Economy”
Subtopics: i. Production across the countries ii. World Trade Organisation iii. The Struggle for a Fair Globalisation
Refer Annexure III-B
Learning Outcome- The students will be able to
Ø Enumerate the concept of globalisation and its definition, evolution, and impact on the global economy.
Ø Evaluate the key role of the key major drivers of globalisation and their role in shaping the global economic landscape in various countries.
Ø Comprehend the significance of role of G20 and its significance in the light of India's role.
5. Project work - Consumer Rights OR Social Issues OR Sustainable Development
Learning Outcome- Refer Annexure II
CLASS X (2025-26)
MAP WORK
| Subject | Name of the Chapter | List of areas to be located/ labeled/ identified on the map |
| History | Nationalism in India | I. Congress sessions: • 1920 Calcutta • 1920 Nagpur • 1927 Madras session II. 3 Satyagraha movements: • Kheda • Champaran • Ahmedabad mill workers III. Jallianwala Bagh IV. Dandi March |
| Geography | Resources and Development | Identify Major Soil Types |
| Water Resources | Locating and Labeling: • Salal • Bhakra Nangal • Tehri • Rana Pratap Sagar• Sardar Sarovar • Hirakund • Nagarjun Sagar • Tungabhadra | |
| Agriculture | Identify: • Major areas of Rice and Wheat • Largest/Major producer states of Sugarcane, Tea, Coffee, • Rubber, Cotton and Jute | |
| Minerals and Energy Resources | Identify: Iron Ore Mines Mayurbhanj Durg Bailadila Bellary KudremukhCoal Mines Raniganj Bokaro Talcher NeyveliOil Fields Digboi Naharkatia Mumbai High Bassein Kalol Ankaleshwar |
Note
1. Items of Locating and Labelling may also be given for Identification.
2. The Maps available in the website of Govt. of India may be used.
CLASS X
QUESTION PAPER DESIGN
Subject Wise Weightage
| Subject | Syllabus | Marks (80) | Percentage |
| History | • The Rise of Nationalism in Europe. • Nationalism in India: • The Making of a Global World Sub topics 1 to 1.3 • Print Culture and the Modern World • Map pointing | 18+2 | 25% |
| Political Science | • Power – sharing • Federalism • Gender, Religion and Caste • Political Parties • Outcomes of Democracy | 20 | 25% |
| Geography | • Resources and Development • Forest and Wildlife Resources • Water Resources • Agriculture • Minerals& Energy resources • Manufacturing industries. • Lifelines of National Economy (map pointing) • Map pointing | 17+3 | 25% |
| Economics | • Development • Sectors of the Indian Economy • Money and Credit • Globalisation and The Indian Economy Sub topics: Ø What is Globalisation? Ø Factors that have enabled Globalisation | 20 | 25% |
Weightage to Type of Questions
| Type of Questions | Marks (80) | Percentage |
| 1 Mark- MCQs (20x1) (Inclusive Of Assertion, Reason, Differentiation & Stem) | 20 | 25% |
| 2 Marks- Long Answer Questions (4x2) (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis & Create) | 8 | 10% |
| 3 Marks- Long Answer Questions (5x3) (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis & Create) | 15 | 18.75% |
| 4 Marks- Case Study Questions (3x4) (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis & Create) | 12 | 15% |
| 5 Marks- Long Answer Questions (4x5) (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis & Create) | 20 | 25% |
| Map Pointing | 5 | 6.25% |
Weightage to Competency Levels
| Sr. No. | Competencies | Marks (80) | Percentage |
| 1 | Remembering and Understanding: Exhibiting memory of previously learned material by recalling facts, terms, basic concepts, and answers; Demonstrating understanding of facts and ideas by organizing, translating, interpreting, giving descriptions and stating main ideas. | 24 | 30% |
| 2 | Applying: Solving problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way. | 11 | 13.25% |
| 3 | Analysing, Evaluating and Creating: Examining and breaking information into parts by identifying motives or causes; Making inferences and finding evidence to support generalizations; Presenting and defending opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria. Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. | 40 | 50% |
| 4 | Map Skill | 5 | 6.25% |
| Total | 80 | 100% |
GUIDELINES FOR INTERNAL ASSESSMENT: 20 MARKS
| Type of Assessment | Description | Marks |
| Periodic Assessment | Pen Paper Test. | 5 |
| Multiple Assessment | Quiz, debate, role play, viva, group discussion, visual expression, interactive bulletin boards, gallery walks, exit cards, concept maps, peer assessment, Self-assessment etc. through Interdisciplinary project | 5 |
| Subject Enrichment Activity | Project Work on Consumer Rights OR Social Issues OR Sustainable Development (Interdisciplinary) | 5 |
| Portfolio | Classwork, Work done (activities/ assignments) reflections, narrations, journals, etc. Achievements of the student in the subject throughout the year Participation of the student in different activities like heritage India quiz | 5 |
CLASS X
PRESCRIBED TEXTBOOKS
| S.No. | Subject | Name of the Book | Publisher |
| 1 | History | India and the Contemporary World-II | NCERT |
| 2 | Political Science | Democratic Politics-II | NCERT |
| 3 | Geography | Contemporary India-II | NCERT |
| 4 | Economics | Understanding Economic Development | NCERT |
| 5 | Disaster Management | Together, towards a safer India- Part III | CBSE |
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Methodology (A sample interdisciplinary project plan Link has been provided to get an insight about IDP.
Plan of the project:
A suggestive 10 days' plan given below which you may follow, or you can create on your own, based on the templates provided below
Process:
Initial collaboration among students to arrange their roles, areas of integration, area of investigation and analysis, roles of students
| Class X: 10-day Suggestive plan for Interdisciplinary Project |
| Day 1: Introduction to the Interdisciplinary Project and Setting the Context: Brief overview of the project and its objectives to be given by the teachers. History teacher to Introduce the historical context of World War II and its aftermath through inquiry methods. Make the students to Group discuss the impact of World War II on the global economy. Teacher to refer annexure III for rubrics) Day 2: The Great Depression: Discuss the causes and consequences of the Great Depression and the role of mass production and consumption in the Great Depression. Present a group PPT /report on consequences of the Great Depression on the global economy. Day 3: India and the Great Depression: Students to collect material related to India’s economic condition during the Great Depression and relate it to the present economic condition of India and US. Students may collect information through a visit to the library. As a group activity they need to present a collage of their findings. (Refer Annexure V for Rubrics) Day 4: Rebuilding the World Economy and Interlinking Production across countries • Teachers to use Jigsaw method to make the students to sit in groups and to give each group a part of the handout with information about process taken to rebuild economy and how the production across countries got interlinked. Make the groups to compile the information by moving from group to group. • Make them discuss the post-war recovery efforts and their impact on the global economy • Study the role of the Bretton Woods Institutions in rebuilding the world economy and present their learnings through Art Integrated Project. Refer Annexure V for rubrics. |
Day 5: The Early Post-War Years: The role of roadways, railways, waterways and airways in building the national economy
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The teacher distributes the Handout 1 given below to the groups and asks them to find answers to the questions posed at the end of Hand out and present it in groups using Café conversations mode. Refer Annexure III for rubrics.
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Study the challenges faced by the world in the early post-war years
Day 6: Post war settlement and Bretton Woods Institutions
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Make the students read the material available online/in library and debate the impact of Bretton Woods institutions in the post war economy. Refer Annexure V for Rubrics.
Day 7: Decolonization and Independence - The Role of World Trade Organization:
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The students will read the handout 2 given below and present a role play of the support rendered by the World Trade Organisation in building new nations. Refer Annexure V for rubrics
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Introduction to the World Trade Organization
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Study the role of the WTO in promoting fair trade practices
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Discuss the efforts made towards decolonization and independence of nations
Day 8: End of Bretton Woods and the Beginning of Globalisation:
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Organise an interview with a financial expert/economist/ lecturer/professor. Based on the information they gathered, the students can submit a report on the findings.
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Discuss the reasons for the end of the Bretton Woods system
Day 9: Impact of Globalization in India and role of waterways and airways
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Study the impact of globalisation on the Indian economy
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Discuss the challenges faced by India in the process of globalisation
Day 10. Final presentation
Conclude the interdisciplinary project and summarize the key takeaways.
Handout 1 for Day 4 of Inter Disciplinary Project of Class X
Title: The Role of Waterways and Airways in Post-World War II- World and India
Introduction: After the end of World War II, the world faced significant economic, social, and political changes. The role of waterways and airways in shaping the post-war world and India is crucial to understand. In this handout, we will discuss the impact of waterways and airways on the global economy and how it helped India in its development.
Waterways: In the post-World War II era, waterways played a crucial role in the movement of goods and people. The improvement of ports and waterways allowed for more efficient transportation of goods and helped to spur economic growth.
The increased demand for goods and services, combined with the development of shipping technologies, allowed for the expansion of international trade. This helped to boost the world economy and allowed for the growth of industries in many countries, including India.
In India, the development of waterways and ports helped to improve the country's economy. The country's long coastline and several rivers made it an ideal location for the transportation of goods. The growth of ports and waterways in India allowed for the movement of goods from one part of the country to another, helping to spur economic growth and development.
Airways: After World War II, the development of air transportation revolutionized the world's economy. The expansion of air travel allowed for faster and more efficient transportation of goods and people, which helped to boost the world economy.
In India, the growth of airways helped to connect different parts of the country and made it easier for people and goods to move from one place to another. This helped to spur economic growth and development in India.
The growth of air transportation in India also allowed for the expansion of international trade. Indian businesses could now easily access foreign markets, which helped to boost the country's economy.
Conclusion:
The role of waterways and airways in the post-World War II world and India was crucial in shaping the economic and social landscape of these countries. The development of these transportation modes helped to spur economic growth and allowed for the expansion of international trade. Understanding the impact of waterways and airways on the world and India is crucial in understanding the economic and social changes that took place after World War II.
The CBSE Class 10 Social Science syllabus for 2026-27 is designed to connect different subjects like history, geography, and economics through real-world projects. For example, topics like 19th-century trade and the World Trade Organization will now be taught through practical classroom assignments instead of just textbook reading.
Because the final board exam focuses heavily on critical thinking—with 25% of the paper made up of multiple-choice questions and 50% dedicated to analytical skills—simply memorizing facts will not be enough to get high marks. To do well, students should focus on understanding the main goals of each chapter, practicing map work, and keeping up with their regular school tests and assignments.
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