Uttarakhand Board Class 10 Syllabus 2027 Social Science

FOR UTTARAKHAND CLASS 10 PREPARATION

Uttarakhand Board
Class 10 Syllabus 2027
Social Science
EXAM YEAR TYPE SUBJECT

Uttarakhand Class 10 2027 Syllabus Social Science

Notes · Sample Papers · Previous Year Papers · Mock Tests

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2026-27
SOCIAL SCIENCE (034)
Class- IX & X
AIMS AND OBJECTIVE
As per NCF- 2023, the aims of teaching Social Science in school education can be summarised as
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a- Develop disciplinary knowledge and understanding of how society functions through an interplay
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of historical, geographical, social, economic, and political factors.
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This can be enabled through-
i. an understanding of continuity and change in human civilisation, its causation and effect, ag
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ii. an understanding of the interaction between nature and human beings, the spatial patterns
arising out of this interaction, and its effect on human life,
iii. an awareness and understanding of the diversity of people and their practices in different
societies, regions, and cultures within societies,
iv. an awareness of various social, political, and economic institutions, their origin, functioning
and transformations over time.

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b. Develop an understanding and appreciation for the methods of enquiry relevant to Social Science

These could be specifically seen as:
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and deepen students’ skills to engage with the key questions and issues confronting society.

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i. Skills in sourcing evidence, interpreting them, confirming through multiple sources and
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evidence, and constructing a coherent narrative,
ii. Skills in recognizing spatial patterns, map-reading, interpretation and analysis of various
interconnected concepts and processes,
iii. Skills of creative and analytical thinking to form informed opinions, demonstrate logical
decision-making, and incline towards a problem- solving attitude,
iv. Skills to collect, organize, analyse, represent, and present data and information on various
historical, geographical, and socio-political issues,
v. Skills to question unsubstantiated ideas, biases, stereotypes, and assumptions to foster
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scientific temper and propose meaningful responses to contemporary concerns of society.
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c- Foster ethical, human, and Constitutional values:
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As the NEP 2020 emphasises, to foster a “democratic outlook and commitment to liberty and

las freedom; equality, justice, and fairness; embracing diversity, plurality, and inclusion;
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humaneness and fraternal spirit; social responsibility and the spirit of service; ethics of integrity
ag and honesty; scientific temper and commitment to rational and public dialogue; peace; social
action through Constitutional means; unity and integrity of the nation, and a true rootedness
and pride in India with a forward-looking spirit to continuously improve as a nation.

NOTE- Refer to NCF-2023-Page no-320-323

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CURRICULAR GOALS- CG
As per NCF 2023– At the Secondary Stage, students will go into details to understand India’s past
and appreciate its complexity, diversity, and unity brought about by cultural integration and the
sharing of knowledge traditions across geographical and linguistic boundaries. P-154
 CG -2 Analyse the important phases in world history and draw insight to understand the present-
day world.
 CG-3 Understand the idea of a nation and the emergence of the modern Indian Nation.
 CG -4 Develops an understanding of the inter-relationship between human beings and their
physical environment and how that influences the livelihoods, cultural diversity, and biodiversity
of the region.
 CG -5 Understand the Indian Constitution and explores the essence of Indian democracy and the
characteristics of a democratic government.
 CG -6 Understand and analyse social, cultural, and political life in India over time – as well as the
underlying historical Indian ethos and philosophy of unity in diversity – and recognises
challenges faced in these areas in the past and present and the efforts (being) made to address
them.
 CG -7 Develop an understanding of the inter-relationship between human beings and their
physical environment and how that influences the livelihoods, cultural diversity, and biodiversity
of the region.
 CG -8 Evaluate the economic development of a country in terms of its impact on the lives of its
people and nature.
 CG-9 Understand and appreciate the contribution of India through history and present times, to
the overall field of Social Science, and the disciplines that constitute it.

COMPETENCIES
Competencies are specific learning achievements that are observable and can be assessed
systematically. In NCF, Competencies are directly derived from a Curricular Goal and are expected
to be attained by the end of a Stage. The following competencies need to be developed in students
to achieve the curricular goals at secondary stage.
 C-2.1 Explain historical events and processes with different types of sources with specific
examples from India and world history.
 C-2.3 Trace aspects of continuity and change in different phases of world history (including
cultural trends, social and religious reforms, and economic and political transformations).
 C-2.4 Explain the growth of new ideas and practices across the world and how they affected the
course of world history.
 C-2.5 Recognise the various practices that arose, such as those in C-2.4, and came to be
condemned later on (such as racism, slavery, colonial invasions, conquests, and plunder,
genocides, exclusion of women from democratic and other institutions), all of which have also
impacted the course of world history and have left unhealed wounds.
 C3.2 Identify and analyse important phases of the Indian national freedom struggle against
British colonial rule, with special reference to the movement led by Mahatma Gandhi and other
important figures as well as those that led to independence, and understands the specific Indian
concepts, values, and methods (such as Swaraj, Swadeshi, passive resistance, fight for dharma
self- sacrifice, ahimsa) that played a part in achieving Independence.
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 C-4.1 Locate physiographic regions of India and the climatic zones of the world on a globe/map.
 C-4.2 Explain important geographical concepts, characteristics of key landforms, their origin, and
other physical factors of a region
 C-4.3 Draw inter- linkages between various components of the physical environment, such as
climate and relief, climate and vegetation, vegetation, and wildlife.
 C-4.4 Analyse and evaluate the inter- relationship between the natural environment and human
beings and their cultures across regions and, in the case of India, the special environmental
ethos that resulted in practices of nature conservation
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 C-4.5 Critically evaluate the impact of human interventions on the environment, including
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climate change, pollution, shortages of natural resources (particularly water), and loss of
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biodiversity; identifies practices that have led to these environmental crises and the measures
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that must be taken to reverse them
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 C-4.6 Develop sensitivity towards the judicious use of natural resources (by individuals, societies,
and nations) and suggests measures for their conservation.
 C-5.1 Understand that the Indian Constitution draws from the great cultural heritage and
common aspirations of the Indian nation, and recalls India’s early experiments with democracy
(assemblies in Mahajanapadas, kingdoms and empires at several levels of the society, guilds
sanghas and ganas, village councils and committees, Uthiramerur inscriptions)
 C-5.2 Appreciate fundamental Constitutional values and identify their significance for the
prosperity of the Indian nation.
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 C-5.3 Explain that fundamental rights are the most basic human rights, and they flourish when
people also perform their fundamental duties
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 C-5.4 Analyse the basic features of a democracy and democratic government – and its history in
India and across the world – and compares this form of government with other forms of
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 C-5.5- Analyse the critical role of non-state and non-market participants in the functioning of a
democratic government and society, such as the media, civil society, socio-religious institutions,
and community institutions
 C-6.1 Understands how the Indian ethos and the cultural integration across India did not attempt
uniformity, but respected and promoted a rich diversity in Indian society, and how this
harmonisation and unity in diversity, with a historical respect for all cultures, women have
counted among India’s great strengths by promoting peaceful coexistence
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occurred in different sections of society at different times (due to internal as well as outside
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forces such as colonisation), leading to political, social, and cultural efforts, struggles,

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movements, and mechanisms at various levels towards equity, inclusion, justice, and harmony,

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 C-7.1 Defines key features of the economy, such as, production, distribution, demand, supply,
trade, and commerce, and factors that influence these aspects (including technology).
 C-7.2 Evaluates the importance of the three sectors of production (primary, secondary, and
tertiary) in any country’s economy, especially India.
 C-7.3 Distinguishes between ‘unorganised’ and ‘organised’ sectors of the economy and their role
in production for the local market in small, medium, and large-scale production centres

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(industries), and recognises the special importance of the so-called ‘unorganised’ sector in Indian
economy and its connections with the self-organising features of Indian society.
 C-7.4 Trace the beginning and importance of large- scale trade and commerce (including e-
commerce) between one country and another - the key items of trade in the beginning, and the
changes from time to time.
 C-8.1 Gather, comprehend, and analyse data related to income, capital, poverty, and
employment in one’s locality, region and at the national level. Markets.
 C-8.3 Understand these features in the context of ancient India, with its thriving trade, both
internal and external, and its well- established trade practices and networks, business
conventions, and diverse industries, all of which made India one of the world’s leading
economies up to the colonial period.
 C-8.4 Describes India’s recent path towards again becoming one of the three largest economies
of the world, and how individuals can contribute to this economic progress.
 C-8.5 Appreciates the connections between economic development and the environment, and
the broader indicators of societal wellbeing beyond GDP growth and income.

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a 2026-27
CLASS- X
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TOTAL MARKS- 100 ¿ 80 (Theory) + 20 (Internal Assessment)À
THEORY: 80 Marks Time: 3:00 Hrs.
Unit No. Unit Marks
I HISTORY- INDIA AND THE CONTEMPORARY WORLD-II 20
II GEOGRAPHY- CONTEMPORARY INDIA-II 18
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POLITICAL SCIENCE- DEMOCRATIC POLITICS-II 18
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ECONOMICS- 16
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Unit I: HISTORY- INDIA AND THE CONTEMPORARY WORLD-II
Section 1: Events and Processes:  The Inter war Economy
1- The Rise of Nationalism in Europe:  Rebuilding a World Economy: ThePost-
 The French Revolution and the Idea of War Era
the Nation 4- The Age of Industrialization:
 The Making of Nationalism in Europe  Before the Industrial Revolution
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 Hand Labour and Steam Power
 The Making of Germany and Italy  Industrialization in the Colonies
 Visualizing the Nation
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 Nationalism and Imperialism
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2- Nationalism in India:  Market for Goods
 The First World War, Khilafat and Non - Section 3: Everyday Life, Culture and Politics:
Cooperation 5- Print Culture and the Modern World:
 Differing Strands within the Movement  The First Printed Books
 Towards Civil Disobedience  Print Comes to Europe
 The Sense of Collective Belonging  The Print Revolution and its Impact
 The Reading Mania
Section 2: Livelihoods, Economies and Societies:
 The Nineteenth Century
3- The Making of a Global World:
 India and the World of Print
Note- This section will not be assessed in theory
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 Religious Reform and Public Debates
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 New Forms of Publication
assessment) will be given from these topics.
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Section 1: Events and Processes:
1- The Rise of Nationalism in Europe : The students will be able to-
 Infer how French Revolution had an impact on the European countries in the making of a
nation state.
 Comprehend the nature of the diverse social movements of the time.
 Analyse and infer the evolution of the idea of nationalism which led to the formation of nation
states in Europe and elsewhere.
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 Evaluate the reasons which led to the First World War.
2- Nationalism in India : The students will be able to-
 Illustrate various facets of Nationalistic movements that ushered in the sense of Collective
Belonging.
 Evaluate the effectiveness of the strategies applied by Gandhiji and other leaders in the
movements organised by him.
 Summarise the effects of the First World War that triggered the two defining movements
(Khilafat &Non- Cooperation Movement) in India.

Section 2: Livelihoods, Economies and Societies:
3. The Making of a Global World: (for internal assessment only)
The students will be able to-
 Summarise the changes that transformed the world in different areas.
 Depict the global interconnectedness from the Pre-modern to the present day.
 Enumerate the destructive impact of colonialism on the livelihoods of colonised people.

4. The Age of Industrialisation : The students will be able to-
 Enumerate economic, political, social features of Pre and Post Industrialization.
 Analyse and infer how the industrialization impacted colonies with specific focus on India

5. Print culture and the Modern World: The students will be able to-
 Enumerate the development of Print from its beginnings in East Asia to its expansion in
Europe and India.
 Compare and contrast the old tradition of handwritten manuscripts versus print technology.
 Summarise the role of Print revolution and its impact.

Unit II: GEOGRAPHY- CONTEMPORARY INDIA-II
1- Resources and Development: 2- Forest and Wildlife Resources
 Concept  Conservation of forest and wildlife in
 Development of Resources India
 Resource Planning - Resource Planning in  Types and distribution of forests and
India, Conservation ofResources wildlife resources
 Land Resources and Land Utilization  Community and Conservation
 Land Use Pattern in India 3- Water Resources:
 Land Degradation and Conservation  Water Scarcity and The Need for Water
Measures Conservation and Management
 Soil as a Resource - Classification of Soils,  Multi-Purpose River Projects and
Soil Erosion and Soil Conservation Integrated Water ResourcesManagement
(excluding Box Information on State of  Rainwater Harvesting
India’s Environment).

Learning Outcomes-
1. Resources and Development : The students will be able to-
 Enumerates how the resources are interdependent, justify how planning is essential in
judicious utilisation of resources and the need to develop them in India.
 Infer the rationale for development of resources.
 Analyse and evaluate data and information related to non-optimal land, utilization in India
 Suggest remedial measures for optimal utilization of underutilized resources.

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2- Forest and Wildlife Resources : The students will be able to-
 Examine the importance of conserving forests and wildlife and their interdependency in
maintaining the ecology for the sustainable development of India.
 Analyse the role of grazing and wood cutting in the development and degradation
 Summarise the reasons for conservation of biodiversity under sustainable development.
 Discuss how developmental works, grazing wood cutting have impacted the forests
 Use art integration to summarise and present the reasons for conservation of biodiversity in
India under sustainable development.
3- Water Resources : The students will be able to-
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 Examine the reasons for conservation of water resource in India.
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 Analyse and infer how the multipurpose projects are supporting the requirement of water.
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4- Agriculture: Linkage), Agro based Industry (excluding
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 Types of Farming– Primitive Subsistence,
Intensive Subsistence,Commercial
Cotton Textiles, Jute Textiles, Sugar Industry),
Mineral based Industries (excluding Iron
 Cropping Pattern – Major Crops, Food Steel Industry, Cement Industry), Industrial
Crops other than Grains, Non Food Crops, Pollution and Environmental Degradation,
Technological and InstitutionalReforms Control of Environmental Degradation.
 Food Security (excluding impact of
globalization on agriculture) 7- Life Lines of National Economy:
5- Minerals and Energy Resources Note- This section will not be assessed in theory
 What is a mineral? examinations but assignment (in internal
 Mode of occurrence of Minerals - Where m
assessment) will be given from these topics.
are these minerals found?, Ferrous
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 Railways
Minerals, Non-Ferrous Minerals, Non-
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Metallic Minerals, Rock Minerals
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 Conservation of Minerals  Waterways
 Energy Resources - Conventional Sources  Major Seaports
of Energy, Non-Conventional Sources of  Airways
Energy  Communication
 Conservation of Energy Resource  International Trade
6- Manufacturing Industries:  Tourism as a Trade
 Importance of Manufacturing - Industrial
Location (excluding Industry Market Map Work- 04 Marks

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Learning Outcomes-
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4- Agriculture : The students will be able to-
 Examine the crucial role played by agriculture in our economy and society. e m
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 Identifies various aspects of agriculture, including crop production, types of farming etc.

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 Differentiates between the conventional and nonconventional sources of energy.
 Analyses the importance of minerals and natural resources for economic development of the
country. Suggests strategies for sustainable use of natural resources.
6- Manufacturing Industries : The students will be able to-
 Enumerate the impact of manufacturing industries on the environment and develop strategies
for sustainable development of the manufacturing sector.

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 Differentiate between various types of manufacturing industries based on their input
materials, processes, and end products, and analyse their significance in the Indian economy.
 Analyse the relation between the availability of raw material and location of the industry

7- Life Lines of National Economy. (for internal assessment only)

Unit III: POLITICAL SCIENCE- DEMOCRATIC POLITICS-II
1- Power-sharing: 4- Political Parties:
 Belgium and Sri Lanka  Why do we need Political Parties?–
 Majoritarianism in Sri Lanka Meaning, Functions, Necessity
 Accommodation in Belgium  How many parties should we have?
 Why power sharing is desirable?  National Parties
 Forms of Power Sharing  State Parties
2- Federalism:  Challenges to Political Parties
 What is Federalism?  How can Parties be reformed?
 What make India a Federal Country?
 How is Federalism practiced? 5- Outcomes of Democracy:
 Decentralization in India  How do we assess democracy’s outcomes?
3- Gender, Religion and Caste:  Accountable, responsive and legitimate
 Gender and Politics- Public/Private government
division, Women’s political  Economic growth and development
representation  Reduction of inequality and poverty
 Religion, Communalism and Politics–  Accommodation of social diversity
Communalism, Secular State  Dignity and freedom of the citizens
 Caste and Politics- Caste inequalities,
Caste in politics, Politics in caste

Learning Outcomes-
1- Power-sharing : The students will be able to-
 Enumerate the need for power sharing in democracy.
 Analyse the challenges faced by countries like Belgium and Sri Lanka ensuring effective power
sharing.
 Compare and contrast the power sharing of India with Sri Lanka and Belgium.
 Summarise the purpose of power sharing in preserving the unity and stability of a countr.
2- Federalism : The students will be able to-
 Infer how federalism is being practised in India.
 Analyse the policies and politics that has strengthened federalism in practice.
3- Gender, Religion and Caste : The students will be able to-
 Examine the role and differences of Gender, religion and Caste in practicing Democracy.
 Analyse that different expressions based on the differences, are healthy or not in a democracy
4- Political Parties : The students will be able to-
 Understand the process of parties getting elected.
 Know the significance of the right to vote and exercise the duties as citizens of a nation.
 Examine the role, purpose and no. of Political Parties in Democracy.
5- Outcomes of Democracy : The students will be able to-
 Enumerates how the success of democracy depends on quality of government, economic well-
being, inequality, social differences, conflict, freedom and dignity.
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Unit- IV: ECONOMICS- UNDERSTANDING ECONOMIC DEVELOPMENT
1- Development:  Two different Credit situations
 What Development Promises - Different  Terms of Credit
People, Different Goals  Formal Sector Credit in India
 Income and Other Goals  Self Help Groups for the Poor
 National Development
 How to compare different countries or Note- This following sections will not be
states? assessed in theory examinations but
 Income and other criteria assignment (in internal assessment) will be
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 Sustainability of Development
4- Globalization and the Indian Economy:
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2- Sectors of the Indian Economy:
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 Sectors of Economic Activities
 Comparing the three sectors
 Interlinking production across countries
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 Primary, Secondary and Tertiary Sectors in
 Foreign Trade and integration of markets
 What is Globalization?
India
 Factors that have enabled Globalization
 Division of sectors as organized and
 World Trade Organization
unorganized
 Impact of Globalization in India
 Sectors in terms of ownership: Public and
 The Struggle for a fair Globalization
Private Sectors
5- Consumer Rights:
3- Money and Credit:
 The consumer in the marketplace
 Money as a medium of exchange
 Consumer Movement
 Modern forms of Money
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 Consumer Rights
 Loan activities of Banks
 Taking the consumer movement forward
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Learning Outcomes-
1. Development : The students will begable
a processes involved in setting developmental Goals.
 Enumerate and examine the different
 Analyse and infer how the per capita income depicts the economic condition of the nation.
 Evaluate the development goals with reference to their efficacy, implemental strategies,
relevance to current requirements of the nation.
 Compare the per capita income of some countries and infer reasons for the variance.
 Analyse the multiple perspectives on the need of development.
1- Sectors of the Indian Economy : The students will be able to-
 Analyse and infer how the economic activities in different sectors contribute to the overall
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growth and development of the Indian economy.
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 Propose solutions to identified problems in different sectors based on their understanding.
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 Summarise how the organised and unorganised sectors are providing employment.
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 Enumerate and infer the essential role of the Public and Private sectors.
2- Money and Credit : The students will be able to-
 Enumerate how money plays as a medium exchange in all transactions of goods and services
from ancient times to the present times.
 Analyse and infer various sources of Credit.
 Summarise the significance and role of self-help groups in the betterment of the economic
condition of rural people/ women.

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4. Globalisation and the Indian Economy (for internal assessment only)
The students will be able to-
 Enumerate the concept of globalisation and its definition, evolution, and impact on the global
economy.
 Evaluate the key role of the key major drivers of globalisation and their role in shaping the
global economic landscape in various countries.
 Comprehend the significance of role of G20 and its significance in the light of India's role.
5- Consumer Rights: (for internal assessment only)

Unit V: DISASTER MANAGEMENT
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INTERNAL ASSESSMENT: 20 Marks
1- Assignments- 05 (02 marks for each) - 10 Marks
2- Project Work (01 Project)- 05 Marks
3- Continuous Assessment (Unit Test)- 05 Marks
(There will be total 3 Unit Tests (two Unit Tests before half yearly examination and one after half yearly
examination) and a pre-board examination. At the time of half yearly result preparation best of two Unit
Tests (I & II) marks will be taken and converted to the weightage of 05 marks. In annual board
examination, marks of the best out of 3 Unit Tests will be taken and converted to the weightage of 05
marks for the board result preparation.)

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PRESCRIBED TEXT BOOKS:

Class- 9

 Hkkjr vkSj ledkyhu fo”o&1(India and the Contemporary World- I) for class IX- NCERT Publication

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 ledkyhu Hkkjr&1 (Contemporary India-I) for class IX- NCERT Publication

o m(Democratic Politics- I) for class IX- NCERT Publication m .
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 yksdrkaf=d jktuhfr&1
. for class IX- NCERT Publication s e
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 vFkZ”kkL= (Economics)
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 vkink iza
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l (Disaster Management) for class IX.
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Class- 10

 Hkkjr vkSj ledkyhu fo”o&2(India and the Contemporary World-II) for class X- NCERT Publication
 ledkyhu Hkkjr&2 (Contemporary India-II) for class X- NCERT Publication
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 yksdrkaf=d jktuhfr&2 (Democratic Politics- II) Democratic Politics for class X- NCERT Publication
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 vkfFkZd fodkl dh le> (Understanding Economic Development) for class X- NCERT Publication
sclass X.
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 vkink izcU/ku (Disaster Management)lfor
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