HP Board Class 10 Syllabus 2025

11.Art
I. INTRODUCTION:
Art education begins with creative aesthetic activities. As the child grows in capacity
and understanding, he should be taught in the course of his education to add
aesthetic taste and refinement to power and precision. He must be made to
appreciate and taught to love the beautiful, lofty, healthy and nobel things, whether
the nature or in human creation. A methodical and enlightened culture of the senses
can, little by little, remove from the child whatever has been vulgar, common place
and crude, in him; for one who has developed truly refined taste, because of this
very refinement, will feel incapable of acting in a crude, brutal or vulgar manner.
This refinement will also give his character nobility and generosity which will
spontaneously find expression in his behavior. The teaching of the different arts-
dance, music, painting etc. should be based on the same fundamental principal of
giving to the student an opportunity for perfecting his own capacities and for
helping and encouraging him in the process. Art Education is neglected area in the
school curriculum, whatever little art education is imparted, the emphasis is on the
learning of skills, and where as the goal of art education should be to develop the
aesthetic attitude which permeates all activities and not only the learning of the
skills of the Arts. The attitude to the arts in the educational system is full of
prejudices the arts are supposed to be intended for the dropouts or the slow
learners only. Such altitude needs to be changed. Anything which becomes a vehicle
for self-expression and for creativity should be taught to all students rather than to
the handful who may be extra-ordinary in either singing or painting.
II. OBJECTIVES
1. To help the child sharpen his perception and observation of his physical and social
environment.
2. To help the child use his own imagination and development of his own concepts and
expression through exploration and discoveries of his visual symbols, media and
techniques.
3. To develop in the child a sense of organization and design i.e. aesthetic
arrangements permeating all life.
4. To help the child achieve all round growth as an individual and as a social being in
tune with our culture.
5. To give the child deep and lasting enjoyment of art that may persist in his adult life.
6. Consolidation of the knowledge of previous artistic experiences.
7. Development of artistic sensibility at this transitional stage suited to his age group.
8. To make the work or art more functional in daily life.
9. Exploration of various media techniques.
10. Exploration of environment through observation.

ART (DRAWING, PAINTING AND APPLIED ARTS)
Scale and Geometrical Drawing

1. Scale Drawing : Almirahs, Stool, Dressing Tables, Drawing Desks, Towel Stand, News
Paper Stands, Pot Stands.
2. Geometrical Drawing : Polygons, Circles, Solid Geometry (Solid Geometry : There should
be solid of squares, Prisms and Pyramids)
PAPER-B
Time : 3Hours PRACTICAL
1. Composition or Applied Art (Poster Design or Illustrations)
2. Still Life : Making Drawing of the object placed at a distance to finish the drawing
with light, shade and shadows (Not more than three objects).

1. One angular shape.
2. Round shape.
3. Fruits and vegetable.

Media Dark Pencils, water colours, postal colours,tempera.

Compositions
Study of natural and made forms of human figures, animals etc. Out door sketching
on daily life subjects like postman, milkman, watchman, folk stories,scenes of
accidents,madari,snake charmers etc.

Applied Art:
Poster Design : based on the topics such as school activities, Drama, Annual function
fete and fair and current issues etc.
lllustrations ; Based on daily life incidents, stories, poems, accidents, social activites etc.
Media Poster colour, water colours, ink and sketch pens etc.
Note: There will be two questions to do for the students in paper- B, One
question on still life is compulsory.

IV. METHODOLOGY OF TEACHING.
The principal of "learning by doing" which forms the basis of the liberal methods of
teaching art implies also self discovery through self expression for the child. Art
therefore is training in seeing sensing, feeling and finally in doing. The instruction should
revolve round the relationship of the child with his environment , both within and
without. The teaching approach should be such as to provide to the child the maximum
enrichment materials for developing his liking and understanding about them. At the
middle school stage the art teacher, however, should avoid any direct instruction and

should induce and motivate the pupil enough to let him mobilize his own resources to
find cut appropriate means for self-expression, guidance in techniques should be
indirect and inductive, although the child should be exposed to evaluate and appreciate
works of art in his sphere of interest. More and more media should be introduced for his
exploration and use in self expression. The secondary stage is a transitional period
between the creative expression of childhood and the vocation-based training of the
later period. The adolescent should be induced to acquire them as far as possible
through exploration and discovery.

Teacher should encourage children's own initiatives, independent enquiry,
thoughts and ideas by respecting their humble expressions.

Children should be exposed to variety of situations , materials and media for
keener observation and close analysis.
Teacher being a guide and "adult child" is to help the children to plan their
activities.
Teacher must see that all children participate in art activities in one way or the
other and every child gets recognition of his deeds.

Over-emphasis on one or a few children's work and competition methods
would hamper their imagination and sincere involvement because in order to get
other's approval or appreciation the child would adopt show off tendency instead of
exploring imagining and participating in the creative process.

PRESCRIBED BOOK
dyk ladyu fg] iz] Ldwy f'k{kk cksMZ }kjk izdkf'kr

13.COMMERCE
Note : Any one of the following three areas can be offered :

I. Elements of Business OR
II. Elements of Book Keeping and Accountancy OR
III. Typewriting-English or Hindi

(I) ELEMENTS OF BUSINESS

Objective : The objective of this paper is to provide elementary knowledge of the different
aspects of business.

I. Office Routine: Different departments of Business: establishment, handling inward and
outward mail, Filing and indexing methods, copying and duplication methods.
II. Business Correspondence : Essential forms of a good business letter, writing of simple
business letters of enquiry, quotations, order, reference, advice and complaints
III. Banks: Functions of a Bank, Kinds of accounts and their operation; bank drafts, traveler’s
cheques, Post Office Saving Bank.
IV. Negotiable Instruments: Nature, kinds of cheques, endorsement, crossing, dishonoring of a
cheque.
V. Bills of Exchange: Kinds, parties, negotiation, endorsing dishonoring, Promissory notes and
Hundies.

OR

(II) Elements of Book-keeping and Accountancy

I. Final Accounts : Preparation of Trading and Profit and Loss Account and Balance Sheet of a
sole trader with simple adjustments.
II. Bank Reconciliation Statement : Utility and Preparation; preparation of Cash Book with
discount and Bank columns
III. Bills of Exchange : Nature and use of bills of exchange and promissory notes : Recording
transactions pertaining to drawing, discounting, retiring, dishonoring and renewing of bills
of exchange.
IV. Errors and their Rectification : Types of errors and entries for their rectification.
V. Depreciation : Objects and methods-Straight line and Diminishing Balance methods

OR

(III) Type Writing-(English or Hindi)

Due to speedy industrialization and rapid means of communication, the use of labour saving
devices is on the increase. Typewriting is one of the most commonly used labour saving devices
even in remote towns. Its relevance is more pronounced in developing countries where other
sophisticated labour saving devices are not available. HPBOSE has decided to include the
subject “Typewriting-English or Hindi” as an Elective at the Secondary level. This step has made
the Scheme of Studies job oriented and need based.

Objectives

To help the learner understand the mechanism of the typewriter.
To enable the learner understand methods of typewriting.
To help the learner know the symbols used in proof-correction.
To enable the learner acquire the skills of proper display of mater like margin setting, centering
and tabulation.
To help the learner acquire skills of typing and cutting stencils with speed and accuracy.

One Theory Paper

1. Functions of important parts of Typewriter.
2. Elementary knowledge about display of letters and tabulation margin setting, centering,
headings, subheadings.
3. Knowledge of cutting stencils and use of correcting fluid.
4. Simple proof correction symbols.
5. Standard abbreviations.
6. Speed development exercises.

Practical Paper

(A) Running Matter-A Speed and Accuracy Test
Time 10 Minutes
(A Passage of 300 words @ 30 w.p.m. in English and 250 words @ w.p.m. in Hindi. The
same passage to be repeated, if finished before time)
(B) Tabulation Test
Time 40 Minutes
(A Tabular statement having not more than 3-4 rows and columns horizontally and
vertically. The same is applicable for Hindi Typewriting also)

HP Board of School Education Dharamshala

Syllabus
Subject: Computer Science Class: 10 th

CS-201 Digital Literacy (Advanced):
Handling of Over head Projectors, Digital Screens (LED, LCD
and plasma), and Digital graphic plotters, Different type of
Printers, Fax Machines, and Speakers etc.

CS-202 Network and Internet Concepts:
Introduction to Network, Classification of Networking (LAN,
MAN, WAN, PAN), Differences of Networks.
Introduction to internet, History of Internet, Types of Web
Browsers-Internet explorer, Google chrome, Opera, Mozilla
Firefox and browsing internet through various search engines
such as Google, Yahoo, Bing etc. E-mail.

CS-203 Digital Documentation- Word Processing (Advanced) :
MS-Word: Introduction to Word Processor, Creating, Saving,
Opening and Print & Print Preview, Closing of Document.
Inserting word art , clip art and pictures , pages setting, Super
Script and Sub Script, Inserting Symbols Bullets and
Numbering , border and shading , format painter , Find and
Replace , inserting table, inserting , deleting , rows and column
, merging cells , splitting cells using auto format, mail merge.

CS-204 Digital Data Tabulation-Spreadsheet :
MS-Excel: Introduction and Concepts of Spread Sheet and
Workbook. Creating, Saving, Opening and Print & Print
Preview, Closing of Spreadsheet. Entering Numbers, Text, Date
and Time, Series using Auto fill, Editing and formatting of
Worksheet including changing color ,size, font, alignment of
text, inserting and deleting cells, Row and columns , entering
formula in call using operator (+,-,x,/) etc. Relative referencing
, absolute referencing and mixed referencing, using statistical
functions :
SUM(), AVG(), MAX(), MIN(), IF() with compound statements,
inserting tables in worksheet , embedding charts of various
types (Lines , pie , bar, column, area) in worksheet , using
macros in worksheet.

CS-205 Practical or Project Work (10% of 200Hrs.)

DISTRIBUTION OF TIME/PERIODS
Module Name of Unit Theory Practical Total
Code Hours Hours Hours
CS – 201 Digital Literacy (Advanced) 07 08 15
CS – 202 Network and Internet Concepts 08 12 20
CS – 203 Digital Documentation (Advanced) 10 16 26
CS – 204 Digital Data Tabulation- 15 24 39
Spreadsheet
CS – 205 Practical/Project Work 0 15 15
Total 40 75 115

16.ECOMONICS

INTRODUCTION:
Socio-economic changes take place rapidly in our developing society. An understanding
of the economic forces which influence our daily life is essential for a successful living.
Elementary knowledge of Economics has; therefore, been introduced in the new curriculum as
an elective subject in Class X.

The approach in the teaching of the subject at this stage is not to emphasize the
principles of economics so much as the current problems and issues that affect the everyday
life of the common man. Some of these current problems relate to the influence of natural
resources, agriculture and industry on our economic life, the role of the Government in
economic development, and the crucial issues of population, the unemployment and price
trends in the context of India economy. An introductory course of this type would provide
necessary preparation for a more systematic course at the higher secondary stage.

OBJECTIVES:

(A) General Objectives :

1. To provide an intelligent understanding of various economic problems of country and
the state of the students and help them to understand the efforts being made to solve
them.
2. To give an insight into the special problems of the development of hill areas of Himachal
Pradesh and to inculcate in them attitude towards conservation and proper use of the
scarce natural resources.

(B) Specific Objectives :

1. To acquaint students with the contemporary economic problems and to help them
appreciate the efforts being made to solve these problems at local and national levels.
2. To foster an urge among students for effective participation in the tasks of national
reconstruction.

iqLrd gekjh vFkZO;oLFkk ,d ifjp;
fg- iz- Ldwy f”k{kk cksMZ }kjk izdkf”kr
,d iz”u i=
Lk;e % 3 ?k.Vs
v/;k;&4 vkfFkZd fodkl dh vksj

de fodflr ns”kksa esa csjkstxkjh dh leL;k&Hkkjrh; vFkZO;oLFkk dh dk;Z”khy tula[;k&Hkkjrh;
vFkZO;oLFkk esa d`f’k dk LFkku&xzkeh.k {ks= esa vkthfodk dk L=ksr&jk’Vªh; vk; vkSj d`f’k dk
;ksxnku&ljdkjh jktLo esa d`f’k dk ;ksxnku&xzkeh.k {ks= esa jkstxkj&m|ksxksa dk ;ksxnku&[kk|
vko”;drkvksa dh iwfrZ&d`f’k vkSj Hkkjr dk fu;kZr O;kikj&d`f’k ,oa vkfFkZd fodkl d`’kd ifjokj&Hkwfe
lw/kkj e/;LFkksa dh lekfIr tksrksa dh pdcUnh&Hkw] tksr dh vf/kdre lhek&d`f’k Jfed&d`f’k fufof’V;ka
¼bUiqV~l½ d`f’k es ubZ rduksykWth&miyfC/k;ks&
a [kk| leL;k&d`f’k mRikndrk&Hkkjrh; d`f’k ds fy, Hkkoh
laHkkouk&vkS|ksfxd fodkl&d`f’k vkSj m|ksx dh iwjdrk&rhoz vkS|ksxhdj.k ,oa larqfyr vkS|ksfxd <kaps
dh vo”;drk&orZeku vkS|ksfxd <kapk&Hkkjr ds xkaoksa esa dqVhj m|ksx&y?kq iSekus ds m|ksxksa ds
izksRlkgu ds fy, mBk, x, dne&v|ksxksa esa izknsf”kd fo’kerk,¡&vkS|ksfxd mRikndrk ,oa
dk;Zdq”kyrk&m|ksxksa dh vdk;Zdq”kyrk ,oa fuEu mRikndrk ds dkj.k&vkS|ksfxd fodkl dh Hkkoh
laHkkouk,a&fons”kh O;kikj&Hkkjr dh vFkZO;oLFkk esa fons”kh O;kikj dk egRro&Hkkjr ds fu;kZrksa vkSj
vk;krksa dh fn”kkA

v/;k; % 5 jkT; ,oa vkfFkZd fodkl
vkfFkZd fodkl ds lao/kZu esa jkT; dh Hkwfedk&jkT; }kjk gLrk{ksi dh fof/k;ka&jktdks’kh; uhfr&ekSfnzd
uhfr&mRiknu ,oa forj.k ij lkoZtfud fu;a=.k&vkS|ksfxd ykblsfa lx lkoZtfud forj.k ,oa
jk”kfuax&vkfFkZd fu;kstu vko”;drk ,oa mÌs”;&fu;kstu dh j.kuhfr;k¡&fu;kstu ,oa yksx& ;kstukvksa
ds vUrZxr vkfFkZd fodkl&uOcs ds n”kd ds fy, fu;kstuA

fgekpy dh vFkZO;oLFkk
fgekpy izns”k dk vkfFkZd fodkl %
bdkbZ&11
v/;k;&14 d`f’k] ckxokuh
v/;k;&15 Ik”kq ikyu o Mk;jh fodkl] eNyh ikyu
v/;k;&16 Hkwfe dVko o Hkw&laj{k.k] Hkwfe lq/kkj
v/;k;&17 lgdkfjrk
v/;k;&18 vkS|ksfxd fodkl
v/;k;&19 izeq[k m|ksx
v/;k;&20 tula[;k csjt s xkjh
v/;k;&21 iapo’khZ; ;kstuk

ENGLISH LANGUAGE AND LITERATURE
Background

Traditionally, language-learning materials beyond the initial stages have been sourced
from literature: Prose, fiction and poetry. While there is a trend for inclusion of a wider range of
contemporary and authentic texts, accessible and culturally appropriate pieces of literature
should play a pivotal role at the secondary stage of education. The English class should not be
seen as a place merely to read poems and stories in, but an area of activities to develop the
learner’s imagination as a major aim of language study, and to equip the learner with
communicative skills to perform various language functions through speech and writing.

Objectives

The general objectives at this stage are:

 To build greater confidence and proficiency in oral and written communication
 To develop the ability and knowledge required in order to engage in independent
reflection and inquiry
 To use appropriate English to communicate in various social setting.
 Equip learners with essential language skills to question and to articulate their point of
view.
 To build competence in the different registers of English.
 To develop sensitivity to, and appreciation of other varieties of English, Indian English,
and the culture they reflect.
 To enable the learner to access knowledge and information through reference skills
(consulting a dictionary/thesaurus, library, internet etc.)
 To develop curiosity and creativity through extensive reading
 To facilitate self-learning to enable them to become independent learners
 To review, organize and edit their own work and work done by the peers
 At the end of this stage learners will be able to do the following:
Give brief oral description of events/incidents of topical interest
 Retell the contents of authentic audio texts (weather reports, public announcements,
simple advertisements, short interviews, etc.)
 Participate in conversations, discussion, etc. on topics of mutual interest in non-
classroom situations
 Narrate the story depicted pictorially or in any other non-verbal mode.
 Respond in writing to business letters, official communications.
 Read and identify the main points/significant details of texts like scripts of audio-video
interviews, discussions, debates etc.
 Write without prior preparation on a given topic and be able to defend or explain the
position taken view expressed.
 Write an assessment of different points of view expressed in a discussion/debate.
 Read poems effectively (With proper rhythm and information)
 To transcode information from a graph/chart to a description/report

Language Items

In addition to consolidating the grammatical items practiced earlier, the courses at
secondary level will seek to reinforce the following explicitly:

 Sequence of tenses.
 Reported speech in extended texts
 Modal auxiliaries (those not covered at upper primary)
 Non-finites (infinitives, gerunds, participles)
 Conditional clauses
 Complex and compound sentences
 Phrasal verbs and prepositional phrases
 Cohesive devices.
 Punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and
exclamation mark)

Methods and Techniques

The methodology will be based on a multi-skill, activity based, learner centered
approach. Care would be taken to fulfill the functional (communicative), literary (aesthetic) and
cultural (sociological) needs of the learner. In this situation the teacher is the facilitator of
learning, she/he presents language items, contrives situations which motivates the child to use
English for the purposes of communication and expression. Aural-oral teaching and testing is an
integral feature of the teaching-learning process. The electronic and print media could be used
extensively. The evaluation procedure should be continuous and comprehensive. A few
suggested activities are:

 Role playing
 Simulating real-to-life situations
 Dramatizing and miming.
 Problem solving and decision making.
 Interpreting information given in tabular form and schedule.
 Using newspaper clippings
 Borrowing situations from the world around the learners, from books and from other
disciplines
 Using language games, riddles, puzzles and jokes.
 Interpreting pictures/sketches/cartoons.
 Debating and discussing.
 Narrating and discussing stories, anecdotes, etc.
 Reciting poems
 Working in pairs and groups.
 Using media inputs-computer, television, video cassettes, tapes, software packages.

Courses of Contents

First Flight

1. A Letter to God (G.L.FUENTES)
Dust of Snow (ROBERT FROST)
Fire and Ice (ROBERT FROST)
2. Nelson Mandela: Long Walk to Freedom (NELSON ROLIHLAHLA MANDELA)
A Tiger in the Zoo (LESLIE NORRIS)
3. Two Stories about Flying
I. His First Flight (LIAM O’ FLAHERTY)
II. Black Aeroplane (FREDERICK FORSYTH)
How to Tell Wild Animals (CAROLYN WELLS)
The Ball Poem (JOHN BERRYMAN)
4. From the Diary of Anne Frank (ANNE FRANK)
Amanda! (ROBIN KLEIN)
5. Glimpses of India
I. A Baker from Goa (LUCIO RODRIGUES)
II. Coorg (LOKESH ABROL)
III. Tea from Assam (ARUP KUMAR DATTA)
The Trees (ADRIENNE RICH)
6. Mijbil the Otter (GAVIN MAXWELL)
Fog (CARL SANDBURG)
7. Madam Rides the Bus (VALLIKKANNAN)
The Tale of Custard the Dragon (OGDEN NASH)
8. The Sermon at Benares
For Anne Gregory (WILLIAM BUTLER YEATS)
9. The Proposal (ANTON CHEKOV)

Footprints Without Feet

1. A Triumph of Surgery (JAMES HERRIOT)
2. The Thief’s Story (RUSKIN BOND)
3. The Midnight Visitor (ROBERT ARTHUR)
4. A Question of Trust (VICTOR CANNING)
5. Footprints without Feet (H.G. WELLS)
6. The Making of a Scientist (ROBERT W. PETERSON)
7. The Necklace (GUY DE MAUPASSANT)
8. Bholi (K.A. ABBAS)
9. The Book That Saved the Earth (CLAIRE BOIKO)

PRESCRIBED BOOKS

1. First Flight Published by H.P Board of School Education
2. Footprints without Feet Published by H.P Board of School Education

2-fgUnh
nloha d{kk esa nkf[ky gksus okys fo|kFkhZ dh Hkk’kk “kSyh vkSj fopkj cks/k dk ,slk vk/kkj cu pqdk
gksrk gS fd mls mlds Hkkf’kd nk;js ds foLrkj vkSj oSpkfjd le`f) ds fy, t+:jh laLkk/ku eqgS;k djk,
tk,¡A ek/;fed Lrj rd vkrs&vkrs fo|kFkhZ fd”kksj gks x;k gksrk gS vkSj mlesa cksyus] i<+us] fy[kus ds
lkFk&lkFk vkykspukRed n`f’V fodflr gksus yxrh gSA Hkk’kk ds lkSUn;kZRed i{k] dFkkRedrk@
xhrkRedrk] v[kckjh le>] “kCn dh nwljh “kfDr;ksa ds chp varj jktuSfrd psruk] lkekftd psruk
dk fodkl] mlesa cPps dh viuh vfLerk dk lanHkZ vkSj vko”;drk ds vuqlkj mi;qDr Hkk’kk&iz;ksx]
“kCnksa ds lqfpafrr bLrseky] Hkk’kk dh fu;ec) izd`fr vkfn ls fo|kFkhZ ifjfpr gks tkrk gSA bruk gh
ugha og fofHkUu fo|kvksa vkSj vfHkO;fDr dh vusd “kSfy;ksa ls Hkh okfdQ gksrk gSA vc fo|kkFkhZ dh
i<+kbZ vkl iM+ksl jkT;&ns”k dh lhek dks yka?rs gq, oSf”od f{kfrt rd QSy tkrh gSA bu cPpksa dh
nqfu;k esa lekpkj] [ksy] fQYe rFkk vU; dykvksa ds lkFk&lkFk i=&if=dk,¡ vkSj vyx&vyx rjg
dh fdrkcsa Hkh izo”s k ik pqdh gksrh gSA
bl Lrj ij ekr`Hkk’kk fganh dk v/;;u lkfgfR;d] lkaLd`frd vkSj O;kogkfjd Hkk’kk ds :Ik esa dqN
bl rjg ls gks fd mPprj ek/;fed Lrj rd igqp a rs&igqaprs ;g fo|kfFkZ;ksa dh igpku] vkRefo”okl
vkSj foe”kZ dh Hkk’kk cu ldsA iz;kl ;g Hkh gksxk fd fo|kFkhZ Hkk’kk ds fyf[kr iz;ksx ds lkFk&lkFk
lgt vkSj LokHkkfod ekSf[kd vfHkO;fDr esa Hkh le{k gks ldsA
1- fo|kFkhZ vxys Lrjksa ij viuh :fp vkSj vko”;drk ds vuq:Ik fgUnh dh i<+kbZ dj ldsx a s rFkk
fgUnh esa cksyus vkSj fy[kus esa l{ke gks ldsx
a As
2- viuh Hkk’kk n{krk ds pyrs mPprj ek/;fed Lrj ij foKku] lekt foKku vkSj vU;
ikB~;Øeksa ds lkFk lgt lac)rk ¼varlZac/a k½ LFkkfir dj ldsx
a sAa
3- nSfud O;ogkj] vkonsu&i= fy[kus] vyx&vyx fdLe ds i= fy[kus] izkFkfedh ntZ djkus
bR;kfn esa l{ke gks ldsAa
4- mPprj ek/;fed Lrj ij igq¡pdj fofHkUu iz;qfDr;ksa dh Hkk’kk ds }kjk muesa orZeku varjlac/a k
dks le> ldsaxsA
5- fgUnh esa n{krk dks os vU; Hkk’kk&lajpukvksa dh le{k fodflr djus ds fy, bLrseky dj
ldasxas] LFkkukarfjr dj ldsaxAs
ekr`Hkk’kk ds :Ik esa fgUnh f”k{k.k ds mís”;
 d{kk vkB rd vftZr Hkkf’kd dkS”kyksa ¼lwuuk] cksyuk] i<+uk] fy[kuk vkSj fparu½ dk mRRkjksRrj
fodklA
 l`tukRed lkfgR; ds vkykspukRed vkLokn dh {kerk dk fodklA
Lora= vkSj ekSf[kd :Ik ls viuh fopkjksa dh vfHkO;fDr dk fodklA
 Kku ds fofHkUu vuq”kkluksa ds foe”kZ dh Hkk’kk ds :Ik esa fganh dh fof”k’V izd`fr ,oa {kerk dk
cks/k djkukA
 lkfgR; dh izHkkodkjh {kerk dk mi;ksx djrs gq, lHkh izdkj dh fofo/krkvksa ¼jk’Vªh;rkvks]a /keZ]
fyax Hkk’kk½ ds izfr ldkjkRed vkSj laons ku”khy joS;s dk fodklA
 tkfr] /keZ] fyax] jk’Vªh;rkvksa] {ks= vkfn ls lacfa /kr iqoZxzgksa ds pyrs cuh :f<+;ksa dh Hkkf’kd
vfHkO;fDr;ksa ds izfr ltxrkA
 fons”kh Hkk’kkvksa lesr xSj fganh Hkk’kkvksa dh laLd`fr dh fofo/krk ls ifjp;A

O;kogkfjd vkSj nSfud thou esa fofo/k fdLe dh vfHkO;fDr;ksa dh ekSf[kd o fyf[kr {kerk dk
fodklA
 lapkj ek/;eksa ¼fizaV vkSj bysDVªkWfud½ esa iz;qDr fganh dh izd`fr ls voxr djkuk vkSj u,&u,
rjhds ds iz;ksx djus dh {kerk ls ifjp;A
 l?ku fo”ys’k.k] Lora= vfHkO;fDr vkSj rØ {kerk dk fodklA
 vewrZu dh iwoZ vftZr {kerkvksa dk mÙkjksÙkj fodklA
 Hkk’kk esa ekStnw fgalk dh lajpukvksa dh le{k dk fosdklA
 erHksn] fojks/k vkSj Vdjko dh ifjfLFkfr;ksa esa Hkh Hkk’kk ds laosnu”khy vksj rØiw.kZ bLrseky ls
“kkafriw.kZ laokn dh {kerk dk fodklA
 Hkk’kk dh lekos”kh vkSj cgqHkkf’kd izd`fr ds izfr ,sfrgkfld utfj, dk fodklA
 “kkjhfjd vkSj vU; lHkh izdkj dh pqukSfr;ksa dk lkeuk dj jgs cPpksa esa Hkkf’kd {kerkvksa ds
fodkl dh mudh viuh fof”k’V xfr vkSj izfrHkk dh igpkuA
ikB~;&lkexzh
1. dkO; vkSj x| laxzg Hkkx&1 vkSj Hkkx&2
¼izeq[k jpukdkjksa }kjk fy[ks lkfgR; dh fofo/k fo|kvksa ls lacaf/kr dkO; vkSj x| ikB gksxa As ½
iz”u& vH;klksa ds }kjk ikBxr lanHkZ;qDr Hkkf’kd& iz;ksxksa dh vksj /;ku fnykrs gq, Hkk’kk dh
fu;ec) izd`fr ls ifjfpr djk;k tk,xkA bl iqLrd ds var esa ifjf”k’V ds :Ik esa fHkUu
Kkukuq”kkluksa esa iz;qDr “kCnkofy;ksa dh lwph gksxhA
2. iwjd ikB~;iqLrd & fo|kfFkZ;ksa esa iBu :fp iSnk djus ds fy, lkfgR; dh fofo/k fo|kvksa dh
jpukvksa dk ,d ladyu gksxkA
f”k{k.k ;qfDr;k¡
ek/;fed d{kkvksa esa v/;kid dh Hkwfedk mfpr okrkoj.k ds fuekZ.k esa lgk;d dhs gksuh pkfg,A Hkk’kk
vkSj lkfgR; dh i<+kbZ esa bl ckr ij /;ku nsus dh t:jr gksxh fd&
 fo|kFkhZ }kjk dh tk jgh xyfr;ksa dks Hkk’kk ds fodkl ds vfuok;Z pj.k ds :Ik esa Lohdkj fd;k
tkuk pkfg, ftlls fo|kFkhZ vck/k :Ik fcuk f>>d fyf[kr vkSj ekSf[kd vfHkO;fDr djus esa
mRlkg dk vuqHko djsAa fo|kfFkZ;ksa ij “kqf} dk ,slk ncko ugha gksuk pkfg, fd cs rukoxzLr
ekgkSy es iM+ tk,¡A mUgsa Hkk’kk ds lgt] dkjxj vkSj jpukRed :iksa ls bl rjg ifjorZu dh
vko”;drk gksxhA
 xyr ls lgh fn”kk dh vksj igq¡pus dk iz;kl gksA fo|kFkhZ Lora= vkSj vck/k :Ik ls fyf[kr
vkSj ekSf[kd vfHkO;fDr djsA vxj dgha Hkwy gksrh gS rks v/;kid dks viuh v/;kiu “kSyh esa
ifjorZu dh vko”;drk gksxhA
 ,sls f”k{k.k&fcanqvksa dh igpku dh tk, ftlls d{kk esa fo|kFkhZ fujarj lfØ; Hkkxhnkjh djs vkSj
v/;kid Hkh bl izfØ;k esa mudk lkFkh cusA
 gj Hkk’kk dk viuk ,d fu;e vkSj O;kdj.k gksrk gSA Hkk’kk dh bl izd`fr dh igpku djkus esa
ifjos”kxr vkSj ikBxr lanHkksZa dk gh iz;ksx djuk pkfg,A ;g iwjh izfØ;k ,slk gksuh pkfg, fd
fo|kFkhZ Lo;a dks “kks/k drkZ le>s rFkk v/;kid blesa dsoy funsZ”ku djsaA
 fganh esa {ks=h; iz;ksxksa] vU; Hkk’kkvksa ds iz;ksxksa ds mnkgj.k ls ;g ckr Li’V dh tk ldrh gS
fd Hkk’kk vyxko esa ugha curh vkSj mudk ifjos”k vfuok;Z :Ik ls cgqHkkf’kd gksrk gSA
 “kkjhfjd ck/kxzLr fo|kfFkZ;ksa ds fy, mi;qDr f”k{k.k&lkexzh vkSj bLrseky fd;k tk, rFkk
fdlh Hkh izdkj ls mUgsa vU; fo|kfFkZ;ksa ls derj ;k vyx u le{kk tk,A

 d{kk esa v/;kid dks gj izdkj dh fofHkUurkvksa ¼tsM a j] tkfr] oxZ] /keZ½ ds izfr ldkjkRed vkSj
laosnu”khy okrkoj.k fufeZr djuk pkfg,A
 ijaijk ls pys vk jgs eqgkojks]a dgkorksa ¼tSls] jkuh :Bsxa h rks viuk lqgkx ysaxh½ vkfn ds tfj,
fofHkUu izdkj ds iwokZxzgksa dh le> iSnk djuh pkfg, vkSj muds iz;ksx ds izfr vkykspyukRed
n`f’V fodflr djuh pkfg,A
 e/; dkyhu dkO; dh Hkk’kk ds eeZ ls fo|kFkhZ dk ifjp; djkus ds fy, t:jh gksxk fd
fdrkcksa esa vk, dkO;ka”kksa dh laxhrc) izLrqfr;ksa ds vkWfM;ks&ohfM;ksa dSlsV rS;kj fd, tk,¡A
vxj vklkuh ls dksbZ xk;d@ xkf;dk feys rks d{kk esa e/;dkyhu lkfgR; ds v/;kiu&f”k{k.k
esa mlls enn yh tkuh pkfg,A
 o`Ùkfp=ksa vkSj Qhpj fQYeksa dks f”k{k.k lkexzh ds rkSj ij bLrseky djus dh t:jr gSA buds
izn”kZu ds Øe esa bu ij yxkrkj ckrphr ds tfj, flusek dss ek/;e ls Hkk’kk ds iz;ksx dh
fof”k’Vrk dh igpku djkbZ tk ldrh gS vkSj fganh dh vyx&vyx NVk fn[kkbZ tk ldrh gSaA
 d{kk esa flQZ ,d ikB~;iqLrd dh HkkSfrd mifLFkfr ls csgrj ;g gS fd f”k{kd ds gkFk esa
rjg&rjg dh ikB~;lkexzh dks fo|kFkhZ ns[k ldsa vkSj f”k{kd mudk d{kk esa vyx&vyx ekSdkas
ij bLrseky dj ldsAa
 Hkk’kk yxkrkj xzg.k djus dh fØ;k esa curh gS] bls iznf”kZr djus dk ,d rjhdk ;g Hkh gS fd
f”k{kd [kqn ;g fl[kk ldsa fd os Hkh “kCndks”k] lkfgR;dks”k] lanHkZxFza k dh yxkrkj enn ys jgs
gSA blls fo|kfFkZ;ksa esa buds bLrseky djus dks ysdj rRijrk c<+sxhA vuqeku ds vk/kkj ij
fudVre vFkZ rd ig¡qpdj larq’V gksus dh txg os vf/kre vFkZ dh [kkst djus dk vFkZ le>
tk,axsA blls “kCnksa dh vyx&vyx jaxr dk irk pysxk] os “kCnksa ds ckjhd varj ds izfr vkSj
ltx gks ik,axAs
O;kdj.k fcanq
fo|kfFkZ;ksa dks ekr`Hkk’kk ds lanHkZ esa O;kdj.k ds fofHkUu i{kksa dk ifjp; d{kk 3 ls gh feyus
yxrk gSA fganh Hkk’kk esa bu i{kksa vkSj fganh dh viuh Hkk’kkxr fof”k’Vrrkvksa dh ppkZ ikB~;iqLrd
vkSj vU; f”k{k.k lkexzh ds le`) lanHkZ esa dh tkuh pkfg,A uhps d{kk 6 ls 10 ds fy, dqN
O;kdjf.kd fcanq fn, x, gS ftUgsa d{kk ;k fofHkUu pj.kksa ds Øe esa ugh j[kk x;k gSA
lajpuk vkSj vFkZ ds Lrj ij Hkk’kk dh fof”k’Vrkvksa dh ifjf/k bu O;kdkjf.kd fcanqvksa ls dgha
vf/kd foLr`r gSA os fcanq bu fof”k’Vrkvksa dk ladsr Hkj gSa ftudh ppkZ ikB ds lgt lanHkZ esa vkSj
cPpksa ds vklikl miyC/k Hkk’kk;h ifjos”k dks /;ku esa j[krs gq, dh thuh pkfg,A
d{kk 6 ls 10 rd ds fy, dqN O;kdj.k fcUnq
 laKk] loZuke] fo”ks’k.k] fØ;k] fØ;kfo”ys’k.k
 fyax] opu] dky
 inca/k esa fyax vkSj opu dk fo”ks’k.k ij izHkko
 okD; esa drkZ vkSj deZ ds fy, vkSj opu dk fØ;k ij izHkko
 ijlxZ] ^us* dk fØ;k ij izHkko
 vdeZd] ldeZd] f}deZd] izsj.kkFkZd
 ljy] la;qDr] feJ okD;
 dr`ZokP;] deZokP;
 leqP;cks/kd “kCn vkSj vU;&vfodkjh “kCn
 Ik;kZ;okph] foykse] lekl] vusddkFkhZ] JqfrlefHkUukFkZd “kCn] eqgkojs

f{kfrt Hkkx&2
fo"k;&Øe
dkO;&[kaM
1- lwjnkl
ÅèkkS] rqe gkS vfr cM+Hkkxh
eu dh eu gh ek¡> jgh
gekjSa gfj gkfjy dh ydjh
gfj gSa jktuhfr if<+ vk,
2- rqylhnkl
jke&y{e.k ij”kqjke laokn
3- t;”kadj izlkn
vkRedF;
4- lw;Zdkar f=ikBh fujkyk
mRlkg
vV ugha jgh gS
5- ukxktqZu
;g narqfjr eqldku
Qly
6- eaxys”k Mcjky
laxrdkj

x|&[kaM
Lo;a izdk”k usrkth dk p”ek
jkeo`{k csuhiqjh ckyxksfcu Hkxr
;”kiky y[kuoh vankt+
eUuw HkaMkjh ,d dgkuh ;g Hkh
;rhanz feJ ukScr[kkus esa bcknr
Hknar vkuan dkSlY;k;u laLd`fr

d`frdk Hkkx&2
fo"k;&lwph
1- ekrk dk v¡py f”koiwtu lgk;
2- lkuk&lkuk gkFk tksfM+ e/kq dkadfj;k
3- eSa D;ksa fy[krk gw¡\ vKs;

izLrkfor ikB~;iqLrd%&
1. f{kfrt Hkkx&2 % fg- iz- Ldwy f'k{kk cksMZ }kjk izdkf'kr
2. d`frdk Hkkx&2 % fg- iz- Ldwy f'k{kk cksMZ }kjk izdkf'kr

14.HOME SCIENCE
One Theory Paper

Introduction :

Home Science is an elective subject of study in Class X. The subject aims at providing a
preparation for the home and covers essential ground in the following areas:

(1) Food, Nutrition and Cookery.
(2) Textiles, and Needlework.
(3) Home Management and Decoration.
(4) Home Nursing and Child Development.

Objectives

(1) To provide training for a happy and healthy family and social life.
(2) To impart skills which would be helpful for the students to be responsible house hold
managers.
(3) To understand the importance of nutrition in relation to health of an individual.
(4) To develop a sensitivity in children regarding the correct selection of food in terms of
nutritive values and cost.
(5) To have an understanding of the limited food resources and how to get optimum
amount of nourishment from them.
(6) To impart the children elementary knowledge about home nursing, child development
and home management.

HOME SCIENCE

(A) THEORY ON PAPER

1. COOKERY:
(1) Balanced diet ; food groups; Principles of Meal planning ; catering.
(2) Causes of deterioration in food and methods of food preservation in home.
2. LOUNDRY AND NEEDLE WORK
(1) Care and storage of fabrics synthetic, cotton, silk and wool.
(2) The laundry room, laundry equipment and cleansing materials.
(3) Washing and finishing of cotton and woolen clothes.
3. HOME MANAGEMNET
(1) Principles of interior decoration.
(2) Selection of suitable furniture, fittings and simple articles of decoration; color
combinations, arrange of flowers and pictures.

4. HOME NURSING AND CHILD DEVELOPMENT
(1) Principles of Child Development, Physical and emotional needs of the growing
child.
(2) Formation of habits: Eating, sleeping, toilet training, exercise and play habits.

(B) PRACTICAL ONE PAPER
(1) Preparation of lunch and breakfast: Table setting.
(2) Preparation of Jam and Pickle.
(3) Preparation of a household chest of medicines.
(4) Washing and finishing of cotton and woolen clothes.
(5) Preparation of two articles of decoration (One Knitted).
(6) Changing the safety valve of the Pressure Cooker.
(7) Preparation of two charts.
(8) Keeping records of Practical work done in the class.

5. METHODS AND TECHNIQUES OF TEACHING
Each lesson should be well-planned by the teacher. Whatever is taught should be
related to appropriate demonstration, example, illustration or practical work. Students
should be helped to arrive at their own conclusion. Experimental approach is
recommended. The teacher is also advised to make available a variety of booklets and
other reading material on different aspect of the subject for study by the student.
Where necessary, a local expert may be brought to the classroom to demonstrate and
explain a particular process or activity. Recapitulation can be arranged in a variety of
ways. Outdoor activities should be preplanned. Internal assessment charts should be
maintained with care. The teacher should also ensure a well equipped laboratory in the
school.

Prescribed Books: Grih Vijyan by HPBOSE Dharamshala

(47)

3.MATHEMATICS
The Syllabus in the subject of Mathematics has undergone changes from time to time in
accordance with growth of the subject and emerging needs of the society. The present revised syllabus
has been designed in accordance with National Curriculum Framework 2005 and as per guidelines given
in Focus Group on Teaching of Mathematics which is to meet the emerging needs of all categories of
students for motivating the teacher to relate the topics from real life problems and other subject areas,
greater emphasis has been laid on applications of various concepts.

The curriculum at Secondary stage primarily aims at enhancing the capacity of students to
employ Mathematics in solving day-to-day life problems and studying the subject as a separate
discipline. It is expected that students should acquire the ability to solve problems using algebraic
methods and apply the knowledge of simple trigonometry to solve problems of heights and distances
Carrying out experiments with numbers and forms of geometry, framing hypothesis and verifying these
with further observations form inherent part of Mathematics learning at this stage. The proposed
curriculum includes the study of Arithmetical concepts, number system, algebra, geometry,
trigonometry, menstruations, statistics, graphs and coordinate geometry etc.

The teaching of Mathematics should be imparted through activities which may involve the use
of concrete materials, models, patterns, charts, pictures posters games, puzzles and experiments.

OBJECTIVES

The board’s objectives of teaching of Mathematics at secondary stage are to help the learners to :

1. Consolidate the Mathematical Knowledge and Skills acquired at the upper primary stage.
2. Acquire knowledge and understanding, particularly by way of motivation and visualization, of
basic concepts, terms, principles and symbols and underlying processes and skills.
3. Develop mastery of basic algebraic skills;
4. Develop drawing skills;
5. Feel the flow of reasons while proving a result or solving a problem.
6. Apply the Knowledge and skills acquired to solve problems and wherever possible, by more than
one method
7. To develop positive ability to think analyze and articulate logically.
8. To develop awareness of the need for national integration, protection of the environment,
observance of small family norms. Removal of social barriers, elimination of gender biases.
9. To develop necessary skills to work with modern technological devices fields for its beautiful
structures and patterns etc.
10. To develop interest in Mathematics as a problem-solving tool in various fields for its beautiful
structures and patterns, etc.
11. To develop reverence and respect towards great Mathematicians for their contributions to the
field of Mathematics.
12. To develop interest in the subject by participating in related competitions
13. To acquaint students with different aspects of mathematics used in daily life.
14. To develop an interest in students to study mathematics as discipline

Courses of Study
1. Real Numbers
2. Polynomials
3. Pair of Linear Equations in Two Variables
4. Quadratic Equations
5. Arithmetic Progressions
6. Triangles
7. Coordinate Geometry
8. Introduction to Trigonometry
9. Some Applications of Trigonometry
10. Circles
11. Areas Related to Circles
12. Surface Areas and Volumes
13. Statistics
14. Probability

Detailed Syllabus

1. Real Numbers
1.1 Introduction
1.2 The Fundamental Theorem of Arithmetic
1.3 Revisiting Irrational Numbers
1.4 Summary
2. Polynomials
2.1 Introduction
2.2 Geometrical Meaning of the Zeroes of a Polynomial
2.3 Relationship between Zeroes and Coefficients of a Polynomial
2.4 Summary
3. Pair of Linear Equations in Two Variables
3.1 Introduction
3.2 Graphical Method of Solution of a Pair of Linear Equations
3.3 Algebraic Methods of Solving a Pair of Linear Equations
3.3.1 Substitution Method
3.3.2 Elimination Method
3.4 Summary
4. Quadratic Equations
4.1 Introduction
4.2 Quadratic Equations
4.3 Solution of a Quadratic Equation by Factorisation
4.4 Nature of Roots
4.5 Summary
5. Arithmetic Progressions
5.1 Introduction
5.2 Arithmetic Progressions
5.3 nth Term of an AP
5.4 Sum of First n Terms of an AP
5.5 Summary
6. Triangles
6.1 Introduction
6.2 Similar Figures
6.3 Similarity of Triangles
6.4 Criteria for Similarity of Triangles
6.5 Summary

7. Coordinate Geometry
7.1 Introduction
7.2 Distance Formula
7.3 Section Formula
7.4 Summary
8. Introduction to Trigonometry
8.1 Introduction
8.2 Trigonometric Ratios
8.3 Trigonometric Ratios of Some Specific Angles
8.4 Trigonometric Identities
8.5 Summary
9. Some Applications of Trigonometry
9.1 Heights and Distances
9.2 Summary
10. Circles
10.1 Introduction
10.2 Tangent to a Circle
10.3 Number of Tangents from a Point on a Circle
10.4 Summary
11. Areas Related to Circles
11.1 Areas of Sector and Segment of a Circle
11.2 Summary
12. Surface Areas and Volumes
12.1 Introduction
12.2 Surface Area of a Combination of Solids
12.3 Volume of a Combination of Solids
12.4 Summary
13. Statistics
13.1 Introduction
13.2 Mean of Grouped Data
13.3 Mode of Grouped Data
13.4 Median of Grouped Data
13.5 Summary
14. Probability
14.1 Probability — A Theoretical Approach
14.2 Summary

Prescribed Book:-

Ganit : HP Board of School Education

Mathematics : HP Board of School Education

04.SCIENCE AND TECHNOLOGY
The subject of Science plays an important role in developing well-defined abilities in cognitive,
affective and psychomotor domains in children. It augments the spirit of enquiry, Creativity, objectivity
and esthetic sensibility.

Upper primary stage demands that number of opportunities should be provided to the students
to engage them with the processes of science like observing, recording observation, drawing, tabulation,
plotting graphs etc., where as the secondary stage also expects abstraction and quantitative reasoning
to occupy a more central place in the teaching and learning of science. Thus, the idea of atoms and
molecules being the building blocks of matter makes its appearance, as does Newton’s law of
Gravitation.

The present syllabus has been designed around seven broad themes via, Food, Materials, the
World of the Living, How things Work, Moving Things, People and Ideas, Natural Phenomenon and
Natural Resources. Special care has been taken to avoid temptation of adding too many concepts than
can be comfortably learnt in the given time frame. No attempt has been made to be comprehensive.

At this stage, while science is still a common subject, the disciplines of Physics, Chemistry and
Biology begin to emerge. The students should be exposed to experiences based on hands on activities as
well as modes of reasoning that are typical of the subject.

Courses of Study
Chapter 1 Chemical Reactions and Equations

Chapter 2 Acids, Bases and Salts

Chapter 3 Metals and Non-metals

Chapter 4 Carbon and its Compounds

Chapter 5 Life Processes

Chapter 6 Control and Coordination

Chapter 7 How do Organisms Reproduce?

Chapter 8 Heredity

Chapter 9 Light – Reflection and Refraction

Chapter 10 The Human Eye and the Colourful World

Chapter 11 Electricity

Chapter 12 Magnetic Effects of Electric Current

Chapter 13 Our Environment

05.Social Science
RATIONALE

Social Sciences is a compulsory subject up to secondary stage of school education. It is
an integral component of general education because it helps the learners in understanding the
environment in its totality and developing a broader perspective and an empirical reasonable
and humane outlook. This is of crucial importance because it helps them grow into well-
informed and responsible citizens with necessary attributes and skills for being able to
participate and contribute effectively in the process of development and nation-building.

The social sciences curriculum draws its content mainly from geography, history, civics
and economics. Some elements of sociology and commerce are also included. Together they
provide a comprehensive view of society-over space and time, and in relation to each other.
Each subject’s distinct methods of enquiry help the learners study society from different angles
and from a holistic view.

OBJECTIVES

The main objectives of this syllabus are:

 To develop an understanding of the processes of change and development-both in
terms of time and space, through which human societies have evolved.
 To make learners realize that the process of change is continuous and any event or
phenomenon or issue cannot be viewed in isolation but in a wider context of time and
space.
 To develop an understanding of contemporary India with its historical perspective of the
basic framework of the goals and policies of national development in independent India,
and of the press of change with appropriate connections to world development.
 To deepen knowledge about and understanding of India’s freedom struggle and of the
values and ideals that it represented and to develop an appreciation of the
contributions made by people of all sections and regions of the country.
 To help learners understand and cherish the values enshrined in the Indian Constitution
and to prepare them for their roles and responsibilities and effective citizens of
democratic society.
 To deepen the knowledge and understanding of Indian’s environment in its totality,
their interactive processes and effects on the future quality of people’s lives.
 To facilitate the learners to understand and appreciate the diversity in the land and
people of the country with its underlying unity.
 To develop an appreciation of the richness and variety of India’s heritage both natural
and cultural and the need for its preservation.
 To promote and understanding of the issues and challenges of contemporary India-
environment, economic and social, as part of the development process.

 To help pupils acquire knowledge, skills and understanding to face the challenges of
contemporary society as individuals and groups and learn the art of living a confident
and stress-free life as well as participating effectively in the community.
 To develop scientific temper by promoting the spirit of enquiry and following a rational
and objective approach in analyzing an evaluating data and information as well as views
and interpretations.
 To develop academic and social skills such as critical thinking, communication effectively
both in visual and verbal forms-cooperating with others, taking initiatives and providing
leadership in solving others problems.
 To develop qualities clustered around the personal, social, moral national and spiritual
values that make a person humane and socially effective

Courses of Study

India & the Contemporary world-II
Chapter 1 :-The Rise of Nationalism in Europe
Chapter2:- Nationalism in India
Chapter3:- The Making of a Global world
Chapter4:- The Age of Industrialization
Chapter5:- Print culture and the Modern World
Democratic Politics-II
Chapter 1 :- Power Sharing
Chapter2:- Federalism
Chapter3:- Gender, Religion and Caste
Chapter4:- Outcomes of Democracy
Understanding Economic Development
Chapter 1:- Development
Chapter2:- Sectors of the Indian Economy
Chapter3:- Money and credit
Chapter4:- Globalization And the India Economy
Chapter5:- Consumer Rights

Contemporary India II
Chapter 1:- Resources and Development
Chapter2:- Forest and Wildlife Resources
Chapter3:- Water Resources
Chapter4:- Agriculture
Chapter5:- Mineral and Energy Resources
Chapter6:- Manufacturing Industries and Lifelines of National Economy
Chapter7:- Transport, Communication, International Trade

Disaster Management
Chapter 1:- Introduction
Chapter2:- Tsunami-The killer waves
Chapter3:- Survival skills
Chapter4:- Alternative Communication Systems…….. during Disasters
Chapter5:- Safe Construction Practices
Chapter6:- Sharing Responsibility
Chapter7:- Planning ahead : by the people, for the people

Prescribed Books:-

India and the Contemporary World-1
Contemporary India-I
Democratic Politics HP Board of School Education
Economics
Together Towards A Safer India-I

laLd`rikB~;dze%
¼lEizs’k.k&mikxe&vk/kkfjr%½
uoen'keJs.khH;ke~ laLd`rHkk"kk;k% izHkkfof'k{k.kkFkZ dsfUnz;ek/;fedf'k{kkla?kVusu fodflr%
lEizs"k.k&mikxe&vk/kkfjr& f}o"khZ;% ,"k% ikB~;dze%A izk;% vuqoknek/;esu ,o laLd`rf'k{k.ka izorZrs ;su
Nk=s"kq Hkk"kkxrdkS'kykuka lE;d~ fodkl% u HkofrA vr% Nk=f'k{kde/;s d{kklq laLd`rHkk"kk;ke~ vUr%
fØ;k Hkosr~ ;su Nk=k%A
1- LkaLd`r Hkk"kk;ka Jo.kkolja yHksju~]
2- ljylaLd`rokD;kfu JqRok vFkZe~ voxPNs;q%]
3- d{kklq lkekU;O;ogkjs fuiq.kk% Hkos;q%]
4- laLd`rx|L; i|L; p ekSuokpus lLoj&'kq}&mPpkj.ks p l{kek% Hkos;q%]
5- fufnZ"V'kCnlwphlkgk;~us ljylaLd`rokD;s"kq vuqPNsnys[kus] dFkkys[kus] i=ys[kus ;ksX;rka /kkvkj;s;q%
bfr ,rkfu ikB~;dzeL; y{;kf.kA
lkajk'kr % laLd`rsu Jo.k&Hkk"k.k&okpu&ys[ku dkS'kykuka fodk'k% vis{;rsA Nk=k% dsoya
d.BLFkhdj.ka u dq;qZ% vfirq fpUruizsjdiz'ukuka ek/;esu rs"kka ekSfydltZukRed'kDrsjfi fodkl% Hkosr~
bfr vk'kkL;rsA
fof'k"Vksí's ;kfu
Jo.ka Hkk’k.ke~
Jo.ka&Hkk’k.ke~
Hkk"k.ke~
1- Nk=k% d{kklq f'k"Vkpkjikyus laLd`rL; iz;ksxa dq;Zq%]
2- ljyfunsZ'kku~ JqRok rnuqlkja dk;Z dq;qZ%]
3- d{kkO;ogkjs laLd`rsu vuqefra izkIuq;q%]
4- ljylaLd`rs iz'ufuekZ.ks leFkkZ% Hkos;q%]
5- ljylaLd`riz'ukuka ekSf[kd:i.ks ,dinsu iw.kZokD;su ok mrjkf.k oDrqa leFkkZ% Hkos;q%]
6- o.kkZuke~ mPpkj.ka JqRok mPpkj.kLFkkua tkuh;q%
7- ljylaLd`rokD;s"kq HkkoizdVulkeF;Z 'kq}okD;lajpukizkoh.;a ok x`g~.kh;q%A
okpue~
okpuL; vUrxZrs Nk=s"kq v/kksfyf[krk% n{krk% vis{;Urs&
1- iznrx|ka'kL; ia|k'kL; ukV~;ka'kL; p ekSuokpua] lLojokPkue~ vFk p Hkkoiw.kZokpue~
2- x|&i| ukV~;kfnikB~;oLrq ifBRok HkkokoCkks/kue~]
3- ljyokD;kfu ifBRok in&fo'ks"ke~ vk/k`R; izJfuekZ.ke~]
4- ikB~;ka'kef/kd`R; 'kh"kZdiznkue~]
5- i|kuke~ vUo;s"kqA leqfpr'kCnS% fjDrLFkkuiwfrZ%
6- i|kuke~ iznrHkkokFksZ"kq fjDrLFkkuiwfrZ%]
7- ØejfgrokD;kfu ifBRok ekSf[kd:is.k Øefu/kkZj.ke~]

ys[kue~
ys[kuef/kd`U; v/kksfy[rk% n{krk% visf{krk% &
1- nsoukxjhfyfiKkue~] la;qDrO;t~uys[kue~] LojO;t~ula;ksxus s 'kCn fuekZ.ke~ 'kCnkuka fo.kZfoU;kl%]
2- okD;s"kq izfrikfndkuka lfoHkfDriz;ksx%
3- drZ̀inS% lg fØ;k;k% vfUofr%]
4- fo'ks"k.k&fo'ks"; inkuke~ vfUofr%]
5- drZ̀&rf}rizR;;kuka lgk;r;k okD;fuekZ.ke~]
6- dFkkuek/k`R; iz'uys[s kue~]
7- vO;;kuka lkFkZd'kq}iz;ksx%]
8- fojkefpg~ukuka leqfpriz;ksx%
9- ØejfgrokD;kuka leqfpriz;ksx%
10- ?kVukØzekuqlkje~ vuqPNsnL; ys[kua] dFkkys[ku i=kfnys[kua p]
11- iznrlwphlkgk¸;su fp=o.kZue~
12- fp=ef/kd`R; iz'ufuekZ.ke~]
13- vfHkuUnu&fuea= + .k&o/kkZiui=k.kka fuekZ.ka] izkpk;Z izfr p izkFkZuki=ys[kue~]
14- iznrokrkZykis fjDrLFkkuiwj.ke~A
xfrfo/k;%
1- laLd`rL; lekukuUrj lwfDruka lqHkkf"krkuka laxzg.ke~ izn'kZup~A
2- fofo/kizfr;ksfxrkuke~ vk;kstua 'yksdksPpkj.ke~] dFkksidFkua] Hkk"k.ka ukV~;ka'kkuke~ vfHku;'pA
3- laLd`rHkk"kkokD;iz;ksxekfJR; fofo/kdzhMklq izfrHkkfxRoe~
4- 'kCndks'kL; iz;ksxs fuiq.k fodklk; Nk=k.kka Lodh;'kCndks'kfuekZ.ke~A
5- fofo/k&voljs"kq iz;ksxkFkZe~ vfHkuUnu&fuea=.k&o/kkZiui=k.kka fuekZ.ke~A
6- laLd`rHkk"kk;ka fHkfRkif=dklEiknue~A
7- fo|ky;L; if=dk;ka laLd`rfoHkkxL; ;ksxnkue~A
8- Nk=S% d`rL' dk;ZL; izn'kZuh&vk;kstue~A
9- laLd`rokpue~ vf/kd`R; /ofuifêdkuka fuekZ.ke~A

सं कृतम ्

fo"k;kuqØef.kdk

izFke% ikB% 'kqfpi;kZoj.ke~
f}rh;% ikB% cqf)cZyorh lnk
r`rh;% ikB% f'k'kqykyue~
prqFkZ% ikB% tuuh rqY;oRlyk

i×pe% ikB% lqHkkf"krkfu
"k"B% ikB% lkSgknZa izÑrs% 'kksHkk
lIre% ikB% fofp=k% lk{kh
v"Ve% ikB% lwDr;%
uoe% ikB% HkwdEifoHkhf"kdk
n'ke% ikB% vU;ksDr;%

d [k.M% ¼vifBr & vocks/kue~½
[k [k.M% ¼jpukReda dk;Ze~½
Xk [k.M% ¼vuqiz;qDr& O;kdj.ke~½
?k [k.M% ¼ifBr vocks/kue~½

^d* [k.M%¼vifBr & vocks/kue~½
¼ljy x?kka”ke~ vk/kkfjra dk;Ze~&x?kka”k};e~½

1- 40&50 “kCnifjfer% x|ka”k% ¼,d% ljyx|ka”k%½
 ,dinsu iw.kZokD;su p iz”uksRrjkf.k
 Hkkf’kddk;Ze~
2- 80&100 “kCnifjfer% x|ka”k% ¼,d% ljyx|ka”k%½
¼ljydFkk&?kVuko.kZue~ ok½
 ,dinsu iw.kZokD;su p iz'uksÙkjkf.k
 ,dinsu iw.kZokD;su p iz”uksRrjkf.k
 Lkeqfpr”kh’kZdiznkue~
 Hkkf’kddk;Ze~
1- okD;s fØ;kinp;ue~
2- dr`ZfØ;k& vfUofr%
3- fo”ks’k.kfo”ks’;&vfUofr%
4- laKkLFkkus loZukeiz;ksx% vFkok loZukeLFkkus laKkiz;ksx%
5- Ik;kZ;a foyksea ok ina nRok vuqPNsns nRra inp;ue~A

^[k* [k.M% ¼jpukReda dk;Ze~½

3- ladsrk/kkfjre~ vukSipkfjdi=e~
4- ladsrk/kkfjra% laoknys[kue~
5- vuqPNsnys[kue~ ¼fucU/kys[kue~½

^Xk* [k.M% ¼vuqiz;qDr&O;kdj.ke~½
6- lfU/kdk;Ze~
 LojlfU/k% & nh?kZ] xq.k] o`f)] ;.k] v;kfn%] iwoZ:iA
 O;atulfU/k% “pqRo] ‘VqRo] rqd~&vkxe%] eks·uqLokj% oxhZ;izFkek{kjk.kka
Rk`rh;.ksZ ifjorZue~ izFkeo.kZL; iapeo.ksZ ifjorZue~A
 folxZlfU/k% & folxZL; mRoa] jRoa] yksi% folxZLFkkus l~] “k~] ‘k~A
7- lEkkl% ¼okD;s’kq leLrinkuka foxzg% foxzginkuka p lekl%½
 rqRiq:’k% ¼foHkfDr%] u¥~] miin%½
 deZ/kkj;% ¼fo”ks’k.kke~&fo”ks’;e~ mieku&mies;e~½
 f}xq%

 }U}% ¼brjsrj%] lekgkj%] ,d”ks’k%½
 Ckgqczhfg% ¼lekukf/kdj.ke~½
 vO;;hHkko% ¼vuq] mi] lg] fuj] izfr] ;Fkk½
8- izR;;k% ¼izd`frizR;;;ksxus okD;la;kstue~½
 d`nUrk% rO;r~] vuh;j~] “kr`] “kkup~] Dr] Drorq] DRok] Y;i~] rqequ~A
 rf)rk% erqi~] bu~] Bd~] Ro] ry~A
 L=hizR;;S Vki~] Mhi~A
9- vO;; inkfu ¼dFkk;ke~ vuqPNsns laokns ok vO;;kuka iz;ksx%½
vfi] bfr] bo] mPpS%] ,o] dnk] dqr% uwue~] iqjk] ek] uhpS%] [kyq] lg] brLrr%] ;r~ v=&r=]
;=&dq=] ;nk&dnk] ;Fkk&rFkk&dnkfi] ;kor~&rkor~] fouk] lglk] “o%] g~;%] v/kquk] cfg% o`Fkk]
dnkfi] “kuS% fdeFkZe~A
10- okP;ifjorZue~ ¼dsoya yV~ydkjs½
11- ?kfVdkfp=lkgk¸;su vadkuk LFkkus “kCns’kq le;&ys[kue~
¼lkekU; & likn& lk/kZ& iknksu½
12- in ifjp; ¼'kCnkuka /kkrwuka p½
13- fyaxk/kkfjr la[;kokpdinkfu ¼,dr% n'ki;ZUre~½
14- okD;kfu la”kks/k;r~ ¼v'kq)okD;kuka la'kks/kue~½
¼opu&fyaxk&iq:"k&foHkfDr&ydkj&fo'ks"k.kfo'ks";k/;kfjre~½

^?k* [k.M% ¼ifBr&vocks/kue~½

15- ifBr&lkexzhe~ vk/k`R; vocks/kudk;Ze~
¼v½ ,d% ifBr x|ka”k%
¼vk½ ,d% i|ka”k% ¼ifBr%½
¼b½ ,d% ukVdk”ka% ¼ifBr%½
 Hkkf’kddk;Ze
1- okD;s fØ;kinp;ue~
2- drZ`fØ;k&vfUofr%
3- fo”ks’k.kfo”ks’;&vfUofr%
4- laKkLFkkus loZukeiz;ksx% vFkok loZukeLFkkus laKkiz;ksx%
5- Ik;kZ;a foyksea ok inp;ue~
6- dr`ZfØ;kp;ue~A
¼fo”ks’k.k&fo”ks’;p;ue~] drZ`fdz;kp;ue~] Ik;kZ;foyksep;ue~½
16- ikB~;lkexzhek/k`R; fgUnh Hkk"kk;keuqokn%A
¼v½ ,dL; xa|k'kL; fgUnhHkk"kk;keuqokn%A
¼vk½ ,dL; ia|k'kL; lkUo;% fgUnhHkk"kk;keuqokn%A
17- js[kkfMaxrinek/k`R; iz'ufuekZ.ke~A
18- 'kseq"khiqLrdL; vH;klef/kd`R; esyue~A
¼v½ i;kZ;inkuka ¼lekukFkZdinkuka½ esyue~A
¼vk½ foykse'kCnkuka ¼foijhrkFkZdinkuka½ esyue~

19- ^'kseq"kh* ikB~;iqLrdL; vH;kls"kq fofo/kk% iz'uk% lfUr r= i;kZ;&foykse'kCnkuka fogk; ;r~fdefi
esykukFkZ iz'uk% fo|Urs] rr% ijh{kki=L; fuekZrk iz'ua iz{;frA r|Fkk
 fo'ks"k.kfo'ks";esyue~A
 dks"Bkr~ fpRok inkuke~ vFkZ%A
 okD;kfu d% da izfr dFk;frA
 'kq)dFkukuka le{ke~ vke~ v'kq)dFkukuka le{ke Uk ys[kue~A
 'kq)a fodYia fofpR; fjDrLFkkukiwfrZ% ¼dks"Bdkr~ fofpR;½
 'kCnef/kd`R; okD;fuekZ.ka okA
,rs"kq fo"k;s"kq ijh{kki=fuekZrk fdefi ,da fo"k;ef/kd`R; iz'ua iz{;frA

7.URDU
Objectives:- At present Urdu is widely spoken language of the country with a glorious past. As
such it contains highly valued literature on multifarious aspects of country’s social and cultural
life. During the freedom struggle of the country it was the most inspiring language and its
poetry and slogans penetrated deep into the hearts of Indian masses with positive results.

Specific objectives:- It is an official language of neighboring state Jammu and Kashmir. It is
second language in Uttar Pradesh. It is widely spoken language in many states of the Indian
union. Many regional newspapers in some states of India are published in this language. Old
generation of H.P. also gets benefit from these Urdu newspapers. This language also happens to
be language linguistically interwoven and closely inter related with Hindi our national language
hence it is necessary to expose it to new generation.

I. Text Book

I. Prose-16 Lessons consisting of:-
a) Short stories
b) Lessons of General Interest reflecting social, cultural national and moral
values.
II. Poetry: 10 Poems of Poets for children literature keeping in view the understanding
level of children

III. Grammar and Composition:
a) (i) Knowledge of Nouns, Pronouns, adjectives and verbs.
(ii) Singular and Plural Numbers
(iii) Use of words and phrases in sentences.
(iv) Use opposite words.
(v) Mascuine Feminine genders

b) Composition
(i) Essays (very simple topics)
(ii) Simple letters
(iii) Simple applications

Note:- All the questions in grammar should be set on the basis of vocabulary in the Text book.