SOCIAL SCIENCE
Subject Code-087
Classes - IX & X (2025-26)
RATIONALE
The purpose of the education system is to develop good human beings capable of rational
thought and action, possessing compassion and empathy, courage and resilience, scientific
temper, and creative imagination, with sound ethical moorings and values. It aims at producing
engaged, productive, and contributing citizens for building an equitable, inclusive, and plural
society as envisaged by our Constitution. [NEP 2020, pages 4-5]
Social Science is a compulsory subject in secondary stage of school education. It is an integral
component of general education. Social Science can play a unique role within the school
curriculum to enable Knowledge, Capacities, and Values and Dispositions that underpin the
purpose of education as committed to in NEP.
Social Science plays an important role in developing an integrated understanding of the human
world and its functioning, including its deep interrelationships with nature and environment in
the quest to continuously improve a society. In the study of this subject, students learn methods
of observing and interpreting the human world, which help them lead their own lives and also
contribute as members of society.
It also helps in developing some of the Values and Dispositions that are essential for
democratic participation- building and sustaining cooperation among communities that strive
for peace, harmony, equity, and justice for all. It encourages them to understand and appreciate
the feeling of Indianness ‘Bhartiyata’ by valuing the rich cultural heritage and tradition of the
country.
The role of the subject in developing a comprehensive sense of the human world and its
functioning in an individual student is significant. This understanding is critiical to help students
see how things around them are changing and are interdependent in the world today what are
the causes of the change, and how the change impacts human societies.
It also helps them realise the need for interdependence, collaboration, and an appreciation for
the diversity of human culture and societies. The subject also teaches students the method of
observing and interpreting the world wearing the hat of a social scientist. It does so by building
core skills such as observing what is going on around them, analysing causes of various
phenomena (historical, geographical, socio-political, or economic) using evidence, asking
questions, making connections, forming viewpoints based on conceptual understanding and
evidence, recognizing patterns and generalizations, and arriving at logical conclusions.
These skills prepare the students to contribute to the nation as responsible citizens of society.
1
,AIMS & OBJECTIVE
As per NCF- 2023, the aims of teaching Social Science in school education can be summarised
as follows:
a. Develop disciplinary knowledge and understanding of how society functions through an
interplay of historical, geographical, social, economic, and political factors.
This can be enabled through:
i. an understanding of continuity and change in human civilisation, its causation and
effect, and its impact on modern life,
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.
b. Develop an understanding and appreciation for the methods of enquiry relevant to Social
Science and deepen students’ skills to engage with the key questions and issues
confronting society.
These could be specifically seen as:
i. Skills in sourcing evidence, interpreting them, confirming through multiple sources
and 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 scientific temper and propose meaningful responses to contemporary concerns
of society.
c. Foster ethical, human, and Constitutional values:
As the NEP 2020 emphasises, to foster a “democratic outlook and commitment to liberty
and freedom; equality, justice, and fairness; embracing diversity, plurality, and inclusion;
humaneness and fraternal spirit; social responsibility and the spirit of service; ethics of
integrity 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
2
, 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
3
, 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.
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
C-4.5 Critically evaluate the impact of human interventions on the environment,
including climate change, pollution, shortages of natural resources (particularly water),
and loss of biodiversity; identifies practices that have led to these environmental crises
and the measures that must be taken to reverse them
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.
C-5.3 Explain that fundamental rights are the most basic human rights, and they flourish
when people also perform their fundamental duties
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 government.
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
C-6.2 Understand that despite C-6.1, forms of inequality, injustice, and discrimination
have occurred in different sections of society at different times (due to internal as well
as outside forces such as colonisation), leading to political, social, and cultural efforts,
struggles, movements, and mechanisms at various levels towards equity, inclusion,
justice, and harmony, with varying outcomes and degrees of success.
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)
4
Subject Code-087
Classes - IX & X (2025-26)
RATIONALE
The purpose of the education system is to develop good human beings capable of rational
thought and action, possessing compassion and empathy, courage and resilience, scientific
temper, and creative imagination, with sound ethical moorings and values. It aims at producing
engaged, productive, and contributing citizens for building an equitable, inclusive, and plural
society as envisaged by our Constitution. [NEP 2020, pages 4-5]
Social Science is a compulsory subject in secondary stage of school education. It is an integral
component of general education. Social Science can play a unique role within the school
curriculum to enable Knowledge, Capacities, and Values and Dispositions that underpin the
purpose of education as committed to in NEP.
Social Science plays an important role in developing an integrated understanding of the human
world and its functioning, including its deep interrelationships with nature and environment in
the quest to continuously improve a society. In the study of this subject, students learn methods
of observing and interpreting the human world, which help them lead their own lives and also
contribute as members of society.
It also helps in developing some of the Values and Dispositions that are essential for
democratic participation- building and sustaining cooperation among communities that strive
for peace, harmony, equity, and justice for all. It encourages them to understand and appreciate
the feeling of Indianness ‘Bhartiyata’ by valuing the rich cultural heritage and tradition of the
country.
The role of the subject in developing a comprehensive sense of the human world and its
functioning in an individual student is significant. This understanding is critiical to help students
see how things around them are changing and are interdependent in the world today what are
the causes of the change, and how the change impacts human societies.
It also helps them realise the need for interdependence, collaboration, and an appreciation for
the diversity of human culture and societies. The subject also teaches students the method of
observing and interpreting the world wearing the hat of a social scientist. It does so by building
core skills such as observing what is going on around them, analysing causes of various
phenomena (historical, geographical, socio-political, or economic) using evidence, asking
questions, making connections, forming viewpoints based on conceptual understanding and
evidence, recognizing patterns and generalizations, and arriving at logical conclusions.
These skills prepare the students to contribute to the nation as responsible citizens of society.
1
,AIMS & OBJECTIVE
As per NCF- 2023, the aims of teaching Social Science in school education can be summarised
as follows:
a. Develop disciplinary knowledge and understanding of how society functions through an
interplay of historical, geographical, social, economic, and political factors.
This can be enabled through:
i. an understanding of continuity and change in human civilisation, its causation and
effect, and its impact on modern life,
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.
b. Develop an understanding and appreciation for the methods of enquiry relevant to Social
Science and deepen students’ skills to engage with the key questions and issues
confronting society.
These could be specifically seen as:
i. Skills in sourcing evidence, interpreting them, confirming through multiple sources
and 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 scientific temper and propose meaningful responses to contemporary concerns
of society.
c. Foster ethical, human, and Constitutional values:
As the NEP 2020 emphasises, to foster a “democratic outlook and commitment to liberty
and freedom; equality, justice, and fairness; embracing diversity, plurality, and inclusion;
humaneness and fraternal spirit; social responsibility and the spirit of service; ethics of
integrity 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
2
, 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
3
, 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.
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
C-4.5 Critically evaluate the impact of human interventions on the environment,
including climate change, pollution, shortages of natural resources (particularly water),
and loss of biodiversity; identifies practices that have led to these environmental crises
and the measures that must be taken to reverse them
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.
C-5.3 Explain that fundamental rights are the most basic human rights, and they flourish
when people also perform their fundamental duties
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 government.
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
C-6.2 Understand that despite C-6.1, forms of inequality, injustice, and discrimination
have occurred in different sections of society at different times (due to internal as well
as outside forces such as colonisation), leading to political, social, and cultural efforts,
struggles, movements, and mechanisms at various levels towards equity, inclusion,
justice, and harmony, with varying outcomes and degrees of success.
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)
4
