नौकर – CBSE Notes for Class 6 Hindi

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वन के मार्ग में – CBSE Notes for Class 6 Hindi

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साँस – साँस में बाँस – CBSE Notes for Class 6 Hindi

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What, Where, How and When? – CBSE Notes for Class 6 Social

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Facts that Matter:

• People have lived on the banks of the Narmada for several thousand years. The earliest of them were skilled gatherers—people who gathered their food.
• Near Sulaiman and Kirthar hills in the present-day Pakistan, crops like wheat and barley were first grown 8000 years ago. People also began rearing animals like sheep, goat, and cattle. They lived in villages. Rice was first grown in the north of the Vindhyas.
• Agriculture developed near the Garo hills and near the Vindhyas.
• Some of the earliest cities flourished about 4700 years ago on the banks of the Indus and its tributaries. Cities also developed on the banks of the Ganga.
• People travelled from one place to another and interacted with each other, thus sharing ideas. This has enriched our culture.
• Old books, called manuscripts, were usually written on palm leaf or the bark of the birch trep. They are helpful in revealing our past.
• Archaeologists have also found inscriptions, which are an engraved form of writing on hard surfaces, such as stone or metal. They were used for various purposes.
• The people who study objects made and used in the past are called archaeologists. They explore and excavate to find old objects. They also look for bones of living beings to find what people ate.
• The people who study the past are the historians. They look for information found from manuscripts and inscriptions, which they call source.

Words that Matter:

Archaeologists: People who study the objects made and used in the past are called archaeologists.
Excavation: The process of digging under the surface of the earth in order to find old objects is called excavation.
Historians: Scholars who study the past are called historians.
Inscriptions: These are writings on very hard surfaces like stone or metal. Manuscripts. Books that were written long ago by hand on palm leaf or barks of trees are called manuscripts.
Skilled Gatherers: The people who gathered their food. They have lived on the banks of the Narmada for several hundred thousand years.
Tributaries: Smaller rivers that flow into a larger river are said to be its tributaries.

Dateline:

• 8000 years ago — beginning of agriculture
• 4700 years ago — the first cities
• 2500 years ago — the Magadha Kingdom

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On The Trial of the Earliest People – CBSE Notes for Class 6 Social

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Facts that Matter:

• People who lived in the subcontinent about 2 million years ago were Hunter-gatherers. They hunted wild animals and gathered plant produce to get their food. They moved from place to place, in search of more food, water and resources.
• Hunter-gatherers made and used various types of tools—tools of stone, wood and bone.

Habitation refers to the place where people lived.
• Stone tools were made using different techniques like stone on stone (using a stone to give required shape to another stone) and pressure flaking.
• Fire was used by the early people. They used fire as a source of light, to cook meat and to scare away animals.
• Grasslands developed in many areas due to change in climate around 12000 years ago. Herding, and rearing animals and fishing became common.
• Several grain bearing grasses, like wheat, barley, rice grew naturally in different parts of the subcontinent. The people also began growing plants on their own.
• Many old caves have paintings on their walls. They show wild animals and are drawn with great accuracy and skill. A painting from a rock shelter.
• In Hunsgi, a number of early Palaeolithic sites have been found. A large number of tools were also found, most of which were made of limestone.

Words that Matter:

• Factory-Sites: Places where stone was found and where people made tools are called Factory-sites.
• Grasslands: Areas of land with high fertility and thus good for growing crops are called Grasslands.
• Habitation-Cum-Factory Sites: Factory-sites where people lived for some time have been called Habitation-cum-factory sites.
• Hunter-Gatherers: People who lived in the subcontinent about two million years ago and who hunted wild animals, caught fish and birds, gathered food to eat, were the Hunter-gatherers.
• Palaeolithic: The part of history extending from 2 million years ago to about 12,000 years ago is called the Palaeolithic period.
• Mesolithic: The part of history extending from about 12,000 years ago to about 10,000 years ago is called the Mesolithic period.
• Microliths: Stone tools of the mesolithic period are called Microliths.

Dateline:

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From Gathering to Growing Food – CBSE Notes for Class 6 Social

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Facts that Matter:

• Different plants grow in different conditions. Different animals also prefer different environments.
• Farming developed as a result of the climate change of the world. People observed plants and how they grow. Gradually they also started growing crops.
• People also got interested in taming animals. The dog was the first animal to be tamed. Animals like sheep, goat, cattle were also tamed and so people became herders.
• Grains were used as seeds, as food, and as gifts. They were stored by humans.
• Animals were also ‘stored’ since they can serve as a source of milk and also ready meat. So animals were used as a ‘store’ of food.
• Some sites have given evidence of farmers and herders. Plant remains and animal bones have been found and studied.
• Archaeologists have found traces of huts or houses at some sites. Pit-houses were built by digging into the ground.
• The period of history after about 10,000 years ago is called the Neolithic Age. Mortars and pestles and other tools of the Neolithic age have been found.
• People also grew cotton by this time and so weaving of clothes had begun.
• Many farmers and herders lived in groups, which were called Tribes. Certain customs and practices were followed by them.
• Mehrgarh was located in a fertile plain, near the Bolan Pass. Here, people learnt to grow barley and wheat. It is one of the earliest villages.
• On excavation, levels are found which indicate chronology (order of events).
• In Mehrgarh, remains of houses have been found. They had four or more compartments.
Several burial sites have been found in Mehrgarh. .
• Stone tools, a stone called jadeite, etc. have been found in Daojali Hading near the Brahmaputra Valley.

Words that Matter:

• Domestication: The taming of animals for various purposes is referred to as Domestication.
• Fossil Wood: Ancient wood that has hardened into stone is called Fossil Wood.
• Levels: Layers of a mound formed by various waste material over hundreds of years, are called Levels.
• Neolithic Age: The part of history after about 10,000 years ago is referred to as the Neolithic Age.
• Tribes: Many farmers and herders lived in groups, which are called Tribes.

Dateline:

• About 12,000 years ago : beginning of Domestication.
• About 10,000 years ago : beginning of Neolithic Age.
• About 8,000 years ago : beginning of settlement at Mehrgarh.

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In the Earliest Cities – CBSE Notes for Class 6 Social

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Facts that Matter:

• About eighty years ago, remains of the site of a very old city called Harappa were found in present-day Pakistan. The city is supposed to be about 4700 years old. More such cities were also discovered.
• These cities were usually divided into two or more parts. The part to the west was smaller but higher and the part to the east was larger but lower. The first part has been called citadel and the second part, the lower town.
• The bricks used were so well made that they have survived thousands of years. The pattern of their use made walls strong.
• A special tank, called the great bath, has been found in the city of Mohenjodaro. Some cities had fire altars and store houses.

                                                                         The Grate Bath
Houses were 1- or 2-stories high. Wells supplied water. Cities had covered drains.
Houses, drains and streets were planned and built at the same time.
• A Harappan city was a very busy place Rulers oianned the construction of special buildings. Scribes helped prepare seals.

                                                                        The Harappan seal
• Crafts-persons made all kinds of Things Archaeologists have found things made of stone, shell and metal in addition to beads, weights and blades. Seals and pots with wonderful designs were also made. Cloth has also been found.
• The Harapparts got row materials locally or from other places like Rajasthan, Oman, Iran etc.
• They grew wheat, barley, pulses, peas, nee, sesame, linseed and mustard. A tool called plough was used to dig the earth Irrigation was also employed. Animals were reared by the Harappans.
• In Dholavira in present-day Gujarat, a large open area for ceremonies, and stones with engravements in Harappan script, have beet, discovered.
• A storehouse has been found in the city of Lothai.
• However, there was a major cnange 3R00 voars ago and much of the Harappan cities perished. It may have been because o- cvms drying up, or deforestation, or several other reasons (see Flow-Learning 4).

Words that Matter:

• Bronze: The alloy of tin and copper is called bronze.
• Citadel: The part to the west of most cities was small but high in comparison to the eastern part. This part is called the citadel.
• Crafts-Persons: Men and women who made all kinds of things-either in their own homes or in special workshops were the crafts-persons.
• Lower Town: The eastern part of the cities is referred to as the lower town.
• Plough: A new tool in the Harappan cities which was used to dig the earth for turning soil and planting seeds was the plough.
• Raw materials: Substances that are either found naturally or produced by farmers/ herders are called raw materials: Raw materials are used to manufacture other materials.
• Rulers: People who planned the construction of special buildings in the city were the rulers.
• Scribes: People who knew how to write were the scribes.

Dateline:

• Around 2700 BC, i.e. 4700 years ago: Beginning of cities.
• Around 1900 BC, i.e. 3900 years ago: Beginning of the end of these cities.
• Around 500 BC, i.e. around 2500 years ago: Beginning of newer cities.

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What Books and Burials Tell Us – CBSE Notes for Class 6 Social

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Facts that Matter:

• There are four Vedas:
(i) Rigveda (ii) Samaveda
(iii) Yajurveda (iv) Atharvaveda.
The oldest one is the Rigveda (3500 years ago). It contains over a thousand hymns (“Suktas”). The Vedas are religious texts of Hinduism. The hymns were composed by rishis and students memorised them. The Rigveda has been written in old (Vedic) Sanskrit.
• The Vedas were written down much later. Students learnt the hymns and passed it on to other generations by memorising and not writing.

                                                                      The Manuscript of rigveda
• Rigveda contains prayers for cattle, children and horsesf Wealth was distributed among the leaders, priests and other people, according to the Rigveda. ‘Yajnas’ were performed. Most men took part in wars.
• The Rigveda divides people in two groups on the basis of their work : the ‘brahmins’ and the ‘rajas’. People or the community as a whole have been referred to as ‘jana’ or ‘vish’. The composers of hymns called themselves ‘Aryas’, and their opponents ‘Dasas’/ ‘Dasyus’.
• Stone boulders as the one in figure are called Megaliths.

                                                                                     Megalith
They were used to mark burial sites. This practice was used in the Deccan and Kashmir. Some megaliths are on the surface and some are underground.
• The dead were buried with distinctive pots, which are called Black and Red Ware.
• People were buried along with several objects. The objects chosen probably depended upon the status of the person dead.
• Families were usually buried together.
• In Inamgaon, people were buried with their head towards north. Vessels containing food and water were placed with them.

Words that Matter:

• Aryas: The people who composed the hymns used the word ‘Aryas’ for themselves.
• Black and Red-Ware: The two distinctive pots, with which the dead were buried, have been called the Black and the Red Ware.
• Brahmins: The priests were referred to as the ‘Brahmins’. They performed various rituals.
• Dasyus/Dasas: The opponents of the ‘Aryas’ were referred to as ‘Dasas’/’Dasyus’ by them. This world later meant ‘slave’.
• Megalith: A stone boulder, used to mark burial site, is referred to as a megalith.
• Sukta: The hymns of the Vedas were called ‘Suktas’, which translates into ‘well-said’.

Dateline:

• About 3600 years ago—beginning of settlement of Inamgaon.
• About 3500 years ago (i.e. circa 1500 B.C.)—beginning of composition of the oldest of the Vedas, the Rigveda.
• About 3000 years ago (i.e. circa 1,000 B.C.)—beginning of the building of megaliths.
• Around 2700 years ago (i.e. circa 700 B.C.)—end of settlement at Inamgaon.
• Around 2000 years ago—Charaka wrote ‘Charaka Samhita’.
• Less than 200 years ago (in the 19th century A.D.)—printing of the Rigveda for the first time.

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Kingdoms, Kings and an Early Republic – CBSE Notes for Class 6 Social

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Facts that Matter:

• Around 3000 years ago, there were some new ways of choosing ‘rajas’. Some men became ‘rajas’ by performing big sacrifices. One of such rituals was ‘ASHVAMEDHA’ (horse sacrifice). The ‘raja’ was an important figure.
• Kingdoms were usually called the ‘Janapadas’, which were ruled by the ‘rajas’. People lived in huts and kept animals. They grew a variety of crops.
• Some ‘janapadas’ later became more important than others, and they were called ‘Mahajanapadas’. The capital cities were fortified.
• The new ‘rajas’ began maintaining armies. Payments were made using punchmarked coins.

        Coins
• The ‘rajas’ needed resources to build forts and to maintain armies. Officials were supposed to collect taxes from people. Taxes were in the form of crops, labour, animals and their produce, etc.
• There were changes in agriculture too. The use of Iron Ploughshares increased, thus enhancing grain production. People started transplanting paddy. This also increased production.
• Magadha became the most important ‘mahajanapada’ in about 200 years. Transport, water supplies, fertility, forests, elephants, mines, etc. made Magadha important.
• The two powerful rulers of Magadha, Bimbisara and Ajatasattu used all possible means to conquer other ‘janapadas’. Rajagriha was the capital of Magadha. Later it was Pataliputra (now Patna).
• Vajji was another kingdom with its capital at Vaishali (Bihar). It had a different form of government called ‘gana’/‘sangha’, which had not one, but many rulers. These rulers performed rituals together and met in assemblies. Buddhist books depict life in the ‘sanghas’.
• ‘Rajas’ of powerful kingdoms tried to conquer the ‘sanghas’.

Words that Matter:

• ‘Ashvamedha’: (horse sacrifice) This was ritual in which a horse was let loose to wander freely and it was guarded by the ‘rajas’ men. If the horse entered other kingdoms, there would be a duel between the two kings.
• ‘Bhaga’: Taxes on crops (1/6 of the produce) was called ‘bhaga’.
• ‘Gana’/‘Sangha’: A form of government followed in the kingdom of Vajji.
• ‘Janapadas’: Kingdoms were referred to as ‘janapadas’. (‘jana’ – land, ‘pada’ – foot).
• ‘Mahajanapada’: The most important of the ‘janapadas’.
• ‘Varnas’: Each of the four categories of society, based on occupation and decided by birth, was referred to as ‘Varnas’.

Dateline:

• About 3000 years ago (around 1000 B.C.)—new kinds of ‘rajas’.
• About 2500 years ago (around 500 B.C.)—formation of ‘mahaj’anapadas’.
• About 2300 years ago (around 300 B.C.)—invasion of Alexander the Great.

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CBSE Social Science Class 9 Syllabus

Course Structure for Social Science Class IX (2017-18)

Unit 1: India and the Contemporary World – I

Unit 2: Contemporary India – I

Project/Activity: Learners may identify songs, dances, festivals and special food preparations associated with certain seasons in their particular region, and whether they have some commonality with other regions of India.
Collection of material by (earners on the flora and fauna of the region in which their school is situated. It should include a list of endangered species of the region and also information regarding efforts being made to save them.
Posters:

1. River pollution
2. Depletion of forests and ecological imbalance.

Unit 3: Democratic Politics – I

Unit 4: Economics

Suggested Activities / Instructions:
Theme I: Give more examples of activities done by different workers and farmers. Numerical problems can also be included.
Some of the ways through which description of villages are available in the writings of Prem Chand, MN Srinivas and RK Narayan. They may have to be referred.
Theme II: Discuss the impact of unemployment.
Debate on whether all the activities done by women should be included or not.
Is it necessary to reduce population growth or family size? Discuss.
Theme IV: Visit a few farms in a village and collect the details of food grains cultivated. Visit a nearby ration shop and collect the details of goods available.
Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go.

Project Work: [5 Marks]

Every student has to compulsorily undertake one project on Disaster Management (Pertaining to class IX th curriculum of Disaster Management only). The project have been carefully designed so as to –
(a) Create awareness in learners
(b) Enable them to understand and co-relate all aspects of Disaster Management.
(C) Relate theory with practice
(d) Relation of different aspects with life
(e) Provide hands on experience.
In order to realize the expected objectives completely, it would be required of the Principals / teachers to muster support from various local authorities and organizations like the Disaster Management Authorities, Relief, Rehabilitation and the Disaster Management Departments of the States, Office of the District Magistrate, Deputy Commissioners, Fire Service, Police, Civil Defense etc. in the area where the schools are located. The teachers must ensure judicious selection by students of projects. The distribution of marks over different aspects relating to Project Work is as follows:

The project carried out by the students should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc. All, documents pertaining to assessment under this activity should be meticulously maintained by the concerned schools. A Summary Report should be prepared highlighting:

1. Objectives realized through individual or group interactions;
2. Calendar of activities;
3. Innovative ideas generated in this process;
4. list of questions asked in viva voce

It is to be noted here by all the teachers and students that the projects and models prepared should be made from eco-friendly products without incurring too much expenditure. The Project Report should be handwritten by the students themselves and comprise of not more than 15 foolscap pages. The record of the project work (internal assessment) should be kept for a period of three months for verification, if any.

Prescribed Books:

1. India and the Contemporary World – I History- Published by NCERT
2. Contemporary India – I Geography – Published by NCERT
3. Democratic Politics- I Published by NCERT
4. Economics – Published by NCERT
5. Together, Towards a Safer India – Part II, a textbook on Disaster Management for Class IX – Published by CBSE.

List of Map Items for Social Science

Subject – History

Chapter-1: The French Revolution
Outline map of France (For locating and labelling/Identification)

1. Bordeaux
2. Nantes
3. Pans
4. Marseilles

Chapter-2: Socialism in Europe and the Russian Revolution
Outline map of World (For locating and labelling/Identification)

• Major countries of First World War
  (Central Powers and Allied Powers)
  Central Powers – Germany, Austria-Hungary, Turkey (Ottoman Empire)
  Allied Powers – France, England, (Russia), America

Chapter-3: Nazism and the Rise of Hitler
Outline map of World (For locating and labelling/Identification)

• Major countries of Second World War
  Axis Powers – Germany, Italy, Japan
  Allied Powers – UK, France, Former USSR, USA
• Territories under German expansion (Nazi power)
  Austria, Poland, Czechoslovakia(only Slovakia shown in the map), Denmark, lithuania, France, Belgium

Subject-Geography

Ch-1 : India-Size and location
India-States with Capitals, Tropic of Cancer, Standard Meridian, Southern most, Northern most, eastern most and western most point of India (Location and Labelling)
Ch-2: Physical Features of India

• Mountain Ranges: The Karakoram, The Zasker,The Shivalik, The Aravali, The Vindhya, The Satpura, Western & Eastern Ghats
• Mountain Peaks – K2, Kanchan Junga, Anai Mudi,
• Plateau -Deccan Plateau, Chotta Nagpur Plateau, Malwa plateau
• Coastal Plains- Konkan, Malabar, Coromandat & Northern Circar (location and labelling)

Ch-3: Drainage

• Rivers : (Identification only )
  (a) The Himalayan River Systems-The Indus, The Ganges, and The Satluj
  (b) The Peninsular rivers-The Narmada, The Tapi, The Kaveri, The Krishna, The Godavari,The Mahanadi
• Lakes: Wular, Pulicat, Sambhar, Chilika, Vembanad, Kolleru

Ch-4: Climate

1. Cities to locate : Tiruvananthpuram, Chennai, Jodhpur, Bangalore, Mumbai, Kolkata, Leh, Shillong, Delhi, Nagpur. (Location and Labelling)
2. Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)

Ch-5: Natural Vegetation and Wild Life

• Vegetation Type : Tropical Evergreen Forest, Tropical Deciduous Forest, Thorn Forest, Montane Forests and Mangrove- For identification only
• National Parks : Corbett, Kaziranga, Ranthambor, Shivpuri, Kanha, Simlipal & Manas
• Bird Sanctuaries : Bharatpur and Ranganthitto
• Wild life Sanctuaries : Sariska, Mudumalai, Rajaji, Dachigam (location and labelling)

Ch-6: Population (Location and Labelling)

• The state having highest and lowest density of population
• The state having highest and lowest sex ratio
• Largest and smallest state according to area

NCERT Solutions

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CBSE English Language Literature Class 10 Syllabus

Course Structure for English Language Literature Class X (2017-18)

Note:
The Board examination will be of 80 marks, with a duration of three hours.

Section A: Reading  [20 Marks]

This section will have two unseen passages of a total length of 700-750. The arrangement within the reading section is as follows:
Q1: A Factual passage of 300-350 words with eight Very Short Answer type Questions. [8 marks]
Q2: A Discursive passage of 350-400 words with four Short Answer type Questions to test inference, evaluation and analysis and four MCQs to test vocabulary. [12 marks]

Section B: Writing and Grammar [30 Marks]

Q3: Formal Letter complaint/Inquiry/placing order/Letter to the editor/article in about 100-120 words. The questions will be thematically based on the prescribed books. [8 marks]
Q4: Writing a short story based on a given outline or cue/s in about 150-200 words. [10 marks]

The Grammar syllabus will include the following areas in class X.

1. Tenses
2. Modals
3. Use of passive voice
4. Subject – verb concord
5. Reporting
   (i) Commands and requests
   (ii) Statements
   (iii) Questions
6. Clauses:
   (i) Noun clauses
   (ii) Adverb clauses
   (iii) Relative clauses
7. Determiners
8. Prepositions

The above items may be tested through test types as given below:
Q5: Gap filling with one or two words to test Prepositions, Articles, Conjunctions and Tenses. [4 marks]
Q6: Editing or omission. [4 marks]
Q7: Sentences Reordering or Sentence Transformation in context. [4 marks]

Section C: Literature Textbooks & Extended Reading Text [30 Marks]

Q8: One out of two extracts from prose/poetry/drama for reference to context. Four very Short Answer Questions: Two questions of one mark each on global comprehension and two questions of 1 mark each on interpretation. [4 marks]
Q9: Four Short Answer type Questions from FIRST FLIGHT and FOOTPRINTS WITHOUT FEET (two from each to test Local and global comprehension of theme and ideas (30-40 words each) [4 × 2 = 08 Marks]
Q10: One out of two Long Answer type Questions to assess how the values inherent in the texts have been brought out (FIRST FLIGHT and FOOTPRINTS WITHOUT FEET) creativity, imagination and extrapolation beyond the text and across the texts, will be assessed. (100-120 words) [8 marks]
Q11: One out of two Very Long Answer Questions on theme, plot or character involving interpretation and inference in about 200-250 words based on prescribed extended reading text. [10 marks]

Prescribed Books

Published by NCERT, New Delhi

• First flight – Text for Class X
• Footprints without feet – Supplementary Reader for Class X

Extended Reading Texts (either one)

• Diary of a Young Girl – 1947 by Anne Frank (unabridged edition), Published by CBSE
• The Story of My Life – 1903 by Helen Keller (unabridged edition)

NCERT Solutions

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CBSE Social Science Class 10 Syllabus

Course Structure for Social Science Class X (2017-18)

Unit 1: India and the Contemporary World-II

Unit 2: Contemporary India – II

Project/Activity:

• Learners may collect photographs of typical rural houses, and clothing of people from different regions of India and examine whether they reflect any relationship with climatic conditions and relief of the area.
• Learners may write a brief report on various irrigation practices in the village and the change in cropping pattern in the last decade.

Posters:

• Pollution of water in the locality.
• Depletion of forests and the greenhouse effect.
  Note: Any similar activity may be taken up.

Unit 3: Democratic Politics

Unit 4: Understanding Economic Development

Suggested Activities / Instructions:
Theme 2*: Visit to banks and money Lenders / pawnbrokers and discuss various activities that you have observed in banks in the classroom. Participate in the meetings of Self Help Groups, which are engaged in micro credit schemes in the locality of Learners and observe issues discussed.
Theme 4**: Provide many examples of service sector activities. Use numerical examples, charts and photographs.
Theme 5***: Collect logos of standards available for various goods and services. Visit a consumer court nearby and discuss in the class the proceedings; Collect stories of consumer exploitation and grievances from newspapers and consumer courts.

Project Work: [5 Marks]

Every student has to compulsorily undertake any one project on the following units/topics.
1. Disaster Management (Pertaining to class Xth curriculum of Disaster Management only).
OR
2. Popular Struggles and Movements
OR
3. Money and Credit
The project have been carefully designed so as to –
(a) Create awareness in Learners
(b) Enable them to understand and co-relate all aspects of selected topic
(c) Relate theory with practice
(d) Relation of different aspects with life
(e) Provide hands on experience
The distribution of marks over different aspects relating to Project Work is as follows:

The projects carried out by the students in different topics should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc. All documents pertaining to assessment under this activity should be meticulously maintained by concerned schools. A Summary Report should be prepared highlighting:

• objectives realized through individual or group interactions;
• calendar of activities;
• innovative ideas generated in this process;
• list of questions asked in viva voce

It is to be noted here by all the teachers and students that the projects and models prepared should be made from eco-friendly products without incurring too much expenditure. The Project Report should be handwritten by the students themselves and comprise of not more than 15 foolscap pages. Records pertaining to projects (internal assessment) of the students will be maintained for a period of three months from the date of declaration of result for verification at the discretion of Board. Subjudiced cases, if any or those involving RTI / Grievances may however be retained beyond three months.

Prescribed Books:

1. India and the Contemporary World-II (History) – Published by NCERT
2. Contemporary India II (Geography) – Published by NCERT
3. Democratic Politics II (Political Science) – Published by NCERT
4. Understanding Economic Development – Published by NCERT
5. Together Towards a Safer India – Part III, a textbook on Disaster Management – Published by CBSE

List of Map Items for Social Science

A. History – Outline Political Map of India
Lesson-3 Nationalism in India – (1918 – 1930).
For Locating and Labelling / Identification.
1. Indian National Congress Sessions:

• Calcutta (Sep. 1920)
• Nagpur (Dec. 1920)
• Madras (1927)
• Lahore (1929)

2. Important Centres of Indian National Movement
(Non -cooperation and Civil Disobedience Movement)
(i) Champaran (Bihar) – Movement of Indigo Planters
(ii) Kheda (Gujrat) – Peasant Satyagrah
(iii) Ahmedabad (Gujarat) – Cotton Mill Workers Satyagraha
(iv) Amritsar (Punjab) – Jallianwala Bagh Incident
(V) Chauri Chaura (U.R) – calling off the Non Cooperation Movement
(vi) Dandi (Gujarat) – Civil Disobedience Movement

B. Geography
Outline Political Map of India
Chapter 1: Resources and Development
Identification only: Major soil Types.
Chapter 3: Water Resources
Locating and Labelling –
Dams:
(1) Salal
(2) Bhakra Nangal
(3) Tehri
(4) Rana Pratap Sagar
(5) SardarSarovar
(6) Hirakud
(7) Nagarjuna Sagar
(8) Tungabhadra. (Along with rivers)
Chapter 4: Agriculture
Identification only
(a) Major areas of Rice and Wheat.
(b) Largest / Major producer states of Sugarcane; Tea; Coffee; Rubber; Cotton and Jute.
Chapter 5:  Mineral and Energy Resources.
Minerals: (Identification only)
1. Iron ore mines:

• Mayurbhanj
• Durg
• Bailadila
• Bellary
• Kudremukh

2. Mica mines:

• Ajmer
• Beawar
• Nellore
• Gaya
• Hazaribagh

3. Coal mines:

• Raniganj
• Jharia
• Bokaro
• Tatcher
• Korba
• Singrauli
• Singareni
• Neyvali

4. Oil Fields:

• Digboi
• Naharkatia
• Mumbal High
• Bassien
• Kalol
• Ankaleshwar

5. Bauxite Deposits:

• The Amarkantak plateau
• Maikal hills
• The plateau region of Bilaspur- Katni.
• Orissa Panchpatmali deposits in Koraput district

6. Mica deposits:

• The Chota Nagpur plateau.
• Koderma Gaya – Hazaribagh belt of Jharkhand
• Ajmer
• Nellore mica belt

Power Plants: (Locating and Labelling only)
(a) Thermal:

• Namrup
• Talcher
• Singrauli
• Harduaganj
• Korba
• Uran
• Ramagundam
• Vijaywada
• Tuticorin

(b) Nuclear:

• Narora
• Rawat Bhata
• Kakrapara
• Tarapur
• Kaiga
• Kalpakkam

Chapter 6: Manufacturing Industries
Locating and Labelling Only
(1) Cotton Textile Industries:

• Mumbai
• Indore
• Ahmedabad
• Surat
• Kanpur
• Coi m batore
• Madurai

(2) Iron and Steel Plants:

• Burnpur
• Durgapur
• Bokaro
• Jamshedpur
• Raurkela
• Bhilai
• Vijaynagar
• Bhad ravati
• Vishakhapatnam
• Salem

(3) Software Technology Parks:

• Mohali
• Noida
• Jaipur
• Gandhinagar
• Indore
• Mumbai
• Pune
• Kolkata
• Bhubaneshwar
• Vishakhapatnam
• Hyderabad
• Bangalore
• Mysore
• Chennai
• Thiruvanantapuram

Chapter 7: Lifelines of National Economy
Identification Only: Golden Quadrilateral, North-South Corridor, East-West Corridor.
National Highways:

• NH-1
• NH-2
• NH-7

Locating and Labelling:
Major Ports:

• Kandla
• Mumbai
• Jawahar lal Nehru
• Marmagao
• New Mangalore
• Kochi
• Tuticorin
• Chennai
• Vishakhapatnam
• Paradip
• Haldia
• Kolkata

International Airports:

• Amritsar (Raja Sansi)
• Delhi (Indira Gandhi International)
• Mumbai (Chhatrapati Shivaji)
• Thiruvanantapuram (Nedimbacherry)
• Chennai (Meenam Bakkam)
• Kolkata (Netaji Subhash Chandra Bose)
• Hyderabad (Rajiv Gandhi)

Note: Items of Locating and LabelLing may also be given for Identification.

NCERT Solutions

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CBSE Hindi B Class 10 Syllabus

Course Structure for Hindi B Class X (2017-18)

NCERT Solutions

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CBSE English Communicative Class 10 Syllabus

Course Structure for English Communicative Class X (2017-18)

Note:
The Board examination will be of 80 marks, with a duration of three hours.

Section A: Reading  [20 Marks]

This section will, have two unseen passages of a total of 700-750 words as per the details
below:
Q1: A Factual passage 300-350 words with eight Very Short Answer Type (VSA) Questions. [8 marks]
Q2: A Discursive passage of 350-400 words with four Short Answer Type Questions of eight marks to test inference, evaluation and analysis and four VSA to test vocabulary and comprehension (two VSA for vocabulary and two for comprehension). [12 marks]

Section B: Writing and Grammar [30 Marks]

Q3: Formal Letter complaint/Inquiry/placing order/Letter to the editor/article in about 100-120 words. The questions will be thematically based on the prescribed books. [8 marks]
Q4: Writing a short story based on a given outline or cue/s in about 150-200 words. [10 marks]

The Grammar syllabus will include the following areas in class X.

1. Tenses
2. Modals
3. Use of passive voice
4. Subject – verb concord
5. Reporting
   (i) Commands and requests
   (ii) Statements
   (iii) Questions
6. Clauses:
   (i) Noun clauses
   (ii) Adverb clauses
   (iii) Relative clauses
7. Determiners
8. Prepositions

The above items may be tested through test types as given below:
Q5: Gap filling with one or two words to test Prepositions, Articles, Conjunctions and Tenses. [4 marks]
Q6: Editing or omission. [4 marks]
Q7: Sentences Reordering or Sentence Transformation in context. [4 marks]

Section C: Literature Textbooks & Extended Reading Text [30 Marks]

Q8. One out of two extracts from prose / poetry / play for reference to context. Four Very Short Answer Questions: Two questions of one mark each for global comprehension and two questions of one mark each on interpretation. [4 marks]
Q9. Four Short Answer type Questions from the Literature Reader to test local and global comprehension of theme and ideas (30-40 words each) [2×4 = 8 Marks]
Q10. One out of two long answer type questions to assess how the values inherent in the text have been brought out. Creativity, imagination and extrapolation beyond the text and across the texts will be assessed. (100-120 words). [8 marks]
Q11. One out of two Very Long Answer Question on theme or plot involving interpretation, inference and character, in about 200-250 words based on prescribed novel text for extended reading. [10 Marks]

Prescribed Books: Published by NCERT, New Delhi

Interact in English Series

1. Main Course Book (Revised Edition)
2. Workbook (Revised Edition)
3. Literature Reader (Revised Edition)

Extended Reading Texts (either one)

• Diary of a Young GirL – 1947 by Anne Frank (unabridged edition), Published by CBSE
• The Story of My Life – 1903 by HeLen Keller(unabridged edition)

NCERT Solutions

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CBSE Hindi A Class 10 Syllabus

Course Structure for Hindi A Class X (2017-18)

NCERT Solutions

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CBSE Syllabus for Class 10 Maths

Course Structure for Maths Class X (2017-18)

Unit I: Number Systems

1. Real Numbers
Euclid’s division lemma, Fundamental Theorem of Arithmetic – statements after reviewing work done earlier and after illustrating and motivating through examples, Proofs of results – irrationality of √2, √3, √5, decimal expansions of rational numbers in terms of terminating/non-terminating recurring decimals.

Unit II: Algebra

1. Polynomials
Zeros of a polynomial. Relationship between zeros and coefficients of quadratic polynomials. Statement and simple problems on division algorithm for polynomials with real coefficients.

2. Pair of Linear Equations in Two Variables
Pair of linear equations in two variables and their graphical solution. Geometric representation of different possibilities of solutions/inconsistency.

Algebraic conditions for number of solutions. Solution of a pair of linear equations in two variables algebraically – by substitution, by elimination and by cross multiplication method. Simple situational problems must be included. Simple problems on equations reducible to linear equations.

3. Quadratic Equations
Standard form of a quadratic equation ax²+bx+c=0, (a ≠ 0). Solution of the quadratic equations (only real roots) by factorization, by completing the square and by using quadratic formula. Relationship between discriminant and nature of roots.

Situational problems based on quadratic equations related to day to day activities to be incorporated.

4. Arithmetic Progressions
Motivation for studying Arithmetic Progression Derivation of the n^th term and sum of the first n terms of A.P. and their application in solving daily life problems.

Unit III: Coordinate Geometry

1. Lines (In two-dimensions)
Concepts of coordinate geometry, graphs of linear equations. Distance formula. Section formula (internal division). Area of a triangle.

Unit IV: Geometry

1. Triangles
Definitions, examples, counter examples of similar triangles.

1. (Prove) If a line is drawn parallel to one side of a triangle to intersect the other two sides in distinct points, the other two sides are divided in the same ratio.
2. (Motivate) If a line divides two sides of a triangle in the same ratio, the line is parallel to the third side.
3. (Motivate) If in two triangles, the corresponding angles are equal, their corresponding sides are proportional and the triangles are similar.
4. (Motivate) If the corresponding sides of two triangles are proportional, their corresponding angles are equal and the two triangles are similar.
5. (Motivate) If one angle of a triangle is equal to one angle of another triangle and the sides including these angles are proportional, the two triangles are similar.
6. (Motivate) If a perpendicular is drawn from the vertex of the right angle of a right triangle to the hypotenuse, the triangles on each side of the perpendicular are similar to the whole triangle and to each other.
7. (Prove) The ratio of the areas of two similar triangles is equal to the ratio of the squares on their corresponding sides.
8. (Prove) In a right triangle, the square on the hypotenuse is equal to the sum of the squares on the other two sides.
9. (Prove) In a triangle, if the square on one side is equal to sum of the squares on the other two sides, the angles opposite to the first side is a right triangle.

2. Circles
Tangents to a circle motivated by chords drawn from points coming closer and closer to the point.

1. (Prove) The tangent at any point of a circle is perpendicular to the radius through the point of contact.
2. (Prove) The lengths of tangents drawn from an external point to circle are equal.

3. Constructions

1. Division of a line segment in a given ratio (internally).
2. Tangent to a circle from a point outside it.
3. Construction of a triangle similar to a given triangle.

Unit V: Trigonometry

1. Introduction to Trigonometry
Trigonometric ratios of an acute angle of a right-angled triangle. Proof of their existence (well defined); motivate the ratios, whichever are defined at 0° and 90°. Values (with proofs) of the trigonometric ratios of 30°, 45° and 60°. Relationships between the ratios.

2. Trigonometric Identities
Proof and applications of the identity sin²A + cos²A = 1. Only simple identities to be given. Trigonometric ratios of complementary angles.

3. Heights and Distances
Simple and believable problems on heights and distances. Problems should not involve more than two right triangles. Angles of elevation / depression should be only 30°, 45°, 60°.

Unit VI: Mensuration

1. Areas Related to Circles
Motivate the area of a circle; area of sectors and segments of a circle. Problems based on areas and perimeter / circumference of the above said plane figures. (In calculating area of segment of a circle, problems should be restricted to central angle of 60°, 90° and 120° only. Plane figures involving triangles, simple quadrilaterals and circle should be taken.)

2. Surface Areas and Volumes

1. Problems on finding surface areas and volumes of combinations of any two of the following: cubes, cuboids, spheres, hemispheres and right circular cylinders/cones. Frustum of a cone.
2. Problems involving converting one type of metallic solid into another and other mixed problems. (Problems with combination of not more than two different solids be taken.)

Unit VII: Statistics and Probability

1. Statistics
Mean, median and mode of grouped data (bimodal situation to be avoided). Cumulative frequency graph.

2. Probability
Classical definition of probability. Simple problems on single events (not using set notation).

Internal Assessment [20 Marks]

1. Periodical Test [10 Marks]
2. Note Book Submission [05 Marks]
3. Lab Practical (lab activities to be done from the prescribed books) [05 Marks]

Prescribed Books

1. Mathematics – Textbook for class X – NCERT Publication
2. Guidelines for Mathematics laboratory in Schools, class X – CBSE Publication
3. Laboratory Manual – Mathematics, secondary stage – NCERT Publication
4. Mathematics exemplar problems for class X, NCERT publication.

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New Questions and Ideas – CBSE Notes for Class 6 Social

CBSE NotesCBSE Notes Class 6 SocialNCERT Solutions Social

Facts that Matter:

• Siddhartha (Gautama), who founded Buddhism, was born about, 2500 years ago. He belonged to a ‘gana’ called the Sakya ‘gana’.
• He left his home in search of knowledge. He meditated and got enlightened in Bodh Gaya in Bihar. He preached for the first time in Sarnath. He preached of sufferings and unhappiness in life. He taught in the language of the ordinary people, Prakrit.
• Other thinkers also wanted to know about life after death and about sacrifices. Their ideas were recorded in the Upanishads, part of the later vedic texts.
• Gargi was a woman thinker. Satyakama Jabala was a slave thinker.
• The founder of Jainism was Vardhamana Mahavira. He was in the Vajji ‘sangha’. He also led a life similar to that of Buddha. He said that those who wish to know the truth must leave their homes. He spoke of ‘ahimsa’. He taught in Prakrit
• Jainas had to lead very simple lives, begging for food, being honest and men had to shed their clothes. The Jainism teachings were written for the first time about 1500 years ago.
• The rules for the Buddhist ‘Sangha’ were written down in a book called the Vinaya Pitaka.
• Monks of Buddhism and Jainism started living in monasteries known at ‘Viharas’. The earliest ‘Viharas’ were made of wood and then brick.

Words that Matter :

• ‘Ahimsa’: The Jain rule of ‘ahimsa’ means not hurting or killing living beings. According to Mahavira, each living being “longs to live”.
• ‘Atman: The individual soul which remains permanent in the universe even after we die was called ‘atman’ by the thinkers.
• Buddhism: The religion founded by the Buddha (Gautama/Siddhartha) was the Buddhism.
• Jainism: The religion founded by Vardhamana Mahavira is called Jainism.
• ‘Karma’: Our actions have been referred to by Buddha as ‘Karma’. Buddha said our ‘Karma’ – good or bad – affect us both in this life and the next life.
• ‘Tanha’: The desire for more things has been described by the Buddha as thirst or ‘tanha’.
• Upanishads: The Upanishads were part of the later Vedic texts. The word literally means ‘approaching and sitting near’.
• ‘Viharas’: The monasteries where monks lives were called ‘Viharas’.

Dateline :

• Around 2500 years ago (about 500 BC)—upanishadic thinkers preached.
• Around 2500 years ago (about 500 BC)—mahavira and the Buddha preached.
• Around 1500 years ago (about 500 AD)—the Jaina texts were written down.

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Ashoka, The Emperor Who Gave Up War – CBSE Notes for Class 6 Social

CBSE NotesCBSE Notes Class 6 SocialNCERT Solutions Social

Facts that Matter:

• Chandragupta Maurya founded an empire more than 2300 years ago. His grandson Ashoka ruled the empire later. Chandragupta was supported by a wise man called Chanakya or Kautilya who wrote a book Arthashastra.
• The Mauryan empire had several important cities like the capital Pataliputra, Taxila, Ujjain, etc.
• The area adjacent to the capital was under the direct control of the emperor. Officials were used to collect taxes. There were other areas or provinces which had their own provincial capitals. According to Arthashastra, the northwest was important for blankets, and south India for gold and precious stones.
• The most famous of the Mauryan emperors was Ashoka. He sent his message to the general public through inscriptions written in Prakrit (in Brahmi script).
• Ashoka fought a war in the quest to conquer Kalinga (present-day Orissa). But the violence and bloodshed in the war touched him and he became the only king who gave up conquest forever after winning a war.
• Ashoka believed he had a responsibility to instruct his subjects, which he did through his ‘DHAMMA’. He was a Buddhist. He appointed officials called as ‘DHAMMA MAHAMATTA’ who went to places teaching people about ‘DHAMMA’. He got his messages inscribed on rocks and pillars as well.
• Ashoka built roads, dug wells, and built rest-houses. He arranged for the treatment of unwell humans and animals.

                                                                         The Lion Capital

                                                                      The Rampurwa Bull

Words that Matter:

• Brahmi: It was a script used to write inscription in Ashoka’s time.
• ‘Dhamma’: Ashoka’s ideas which he wanted to use to instruct his subjects were called
the ‘dhamma’.
• ‘Dhamma Mahamatta’: The officials Ashoka sent from place to place to teach the people his ‘dhamma’ were called ‘dhamma mahamatta’.
• The Arthashastra: Chanakya’s book ‘Arthashastra’ contains his ideas. The word means ‘economics’.

Dateline:

• Around 2300 years ago (about 300 B.C.) – Chandragupta Maurya founded the Maurya empire.
• 273 B.C. – Ashoka’s region began.
• 232 B.C. – Ashoka’s death.
• 185 B.C. – the end of the Mauryan empire.

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Vital Villages, Thriving Towns – CBSE Notes for Class 6 Social

CBSE NotesCBSE Notes Class 6 SocialNCERT Solutions Social

Facts that Matter :

• In the Indian subcontinent, use of iron began about 3000 years ago. It developed more and more 2500 years ago. Axes and the iron ploughshare became popular.
• New tools and the system of transplantation increased production, and irrigation also came into use.
• In the Tamil region, there existed three kinds of people—the large landowners, the ordinary ploughmen and the landless labourers (including slaves).
• In northern India, the village headman, independent farmers, workers, etc. lived in villages.
• The Jatakas were stories that were composed presumably by ordinary people and written down and preserved by Buddhist monks.
• These tales give light on the life of people in these times.
• Ring wells (rows of pots, or ceramic rings arranged one on top of the other) have been found in several cities. They were probably used as toilets or drains and garbage dumps.
• Accounts of sailors and travellers depict life in early cities. The account of an unknown Greek sailor tells about Bharuch.
• Archaeologists have found several coins belonging to this period. Designs were punched onto the metal to prepare them.
• Mathura, an important settlement for more than 2500 years. It was located at the crossroads of two important travel and trade routes. It became the capital of the Kushanas about 2000 years ago. It was also a religious centre.
• Archaeologists have also found evidence for crafts, like the extremely fine pottery called Northern Black Polished Ware. There were famous cloth centres at Varanasi and Madurai. Crafts persons and merchants formed associations called ‘shrenis’, that helped them in their work.
• Between 2200 and 1900 years ago, Arikamedu was a coastal settlement.

Words that Matter :

• Ring Wells: Rows of pots, or ceramic rings arranged one over the other are known as ring wells.
• ‘Sangam’ Literature: Ancient Tamil texts that were composed in assemblies called ‘Sangams’ have been referred to as the ‘Sangam’ literature.
• ‘Shreni’: An association of crafts persons and merchants was called ‘shreni’. ‘Shrenis’ provided training, raw material, etc. They also served as banks.
• The Jatakas: These were stories probably composed by ordinary people and then written down and preserved by Buddhist monks.

Dateline :

• About 3000 years ago. (around 1000 B.C.)—beginning of the use of iron in the Indian subcontinent.
• 2500 years ago (around 500 B.C.)—increase in the use of iron, development of cities and the punchmarked coins.
• 2300 years ago (around 300 B.C.)—the ‘Sangam’ literature.
• Between 2200 and 1900 years ago between C.100 B.C. and C.100 A.D.)— settlement in Arikamedu (in Puducherry).

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Traders, Kings and Pilgrims – CBSE Notes for Class 6 Social

CBSE NotesCBSE Notes Class 6 SocialNCERT Solutions Social

Facts that Matter :

• The Northern Black Polished ware was fine pottery which included bowls and plates. They were carried by the traders from the places where they were made and were sold at other places.
• South India was famous for gold, spices, especially pepper and precious stones. Pepper was in great demand in the Roman empire. It was valued as black gold there. Traders carried these goods to Rome in ships and in caravans.
• Traders discovered several sea routes. They took advantage of the monsoon winds to make their journeys quick, easy and comfortable.
• New Kingdoms developed along the coasts of the southern half of the sub-continent.
• The Choias, Choras and Pandyas became powerful in south India around 2300 years ago.
• Puhar or Kaveripattinam, the port or the Choias and Madurai, the capital of the Pandyas were two important cities.
• The chiefs of the three ruling families demanded and received gifts from the people. They also collected tribute from neighbouring areas. They kept some of the wealth and distributed the rest amongs their supports.
• Around 200 years later the Satavahanas gained power in western India. Gautamiputra Shri Satakarni was the most important ruler of the Satavahanas.
• China invented the technology of making site around 7000 years ago. While the methods were kept a secret for many years, some people from China who went to distant lands carried silk with them. The paths they followed came to be known as the Silk Route.
• The knowledge of silk spread far and wide. Rulers and rich people in Rome began to
wear silk.
• The Kushanas rulers controlled the Silk Route. They ruled over central Asia and north¬west India around 2000 years ago. Their two major centres of power were Peshawar and Mathura. They also ruled Taxila.
• The credit of the spread of Buddhism goes to Kanishka, a Kushan ruler. He organized a Buddhist council where scholars met to discuss various matters.
• A new form of Buddhism, i.e. Mahayana Buddhism developed. Now Statues of the Buddha were made.
• Bodhisaltvas were supposed to be people who had attained enlightenment.
• Buddhism spread throughout Central Asia, China and later to Korea and Japan. It spread to western and southern India too. It also spread to Sri Lanka, Myanmar, Jhailand, etc.
• Along with travellers pilgrims also travelled. The Chinese Buddhist pilgrims such as Fa Xran, Xuan Zang and l-Qing became very popular.
• The worship to Shiva, Vishnu and goddesses like Durga became popular with Hinduism. These deities were worshipped through Bhakti, which means a person’s devotion to his or her chosen deity. No one was barred from following the path of Bhakti.

Words that Matter:

• Muvendar: It is a Tamil word meaning three chiefs, used for the heads of three ruling families, the Cholas, Choras and Pandyas.
• Dakshina path: Literally it means the route leading to the south.
• Silk Route: The paths through which the traders carried silk are known as silk routes.
• Bodhisattvas: These were supposed to be persons who had attained enlightenment.
• Bhakti: It means a person’s devotion to his/her chosen deity.
• Pilgrim: Man and woman who undertake journeys to some sacred places to offer prayers.

Dateline:

• Around 2300 years ago—the Cholas, Choras and Pandyas became powerful in south India.
• Around 2500 years ago—the Satavahanas became powerful in western India.
• Around 7000 years ago—techniques of making silk were first invented in China.
• About 2000 years ago—wearing silk became a fashion among rulers and wealthy people in Rome.
• Around 1900 years ago—Kanishka, the most famous Kershana ruler ruled.
• About 1600 years ago—Fa Xran, a Chinese Buddhist pilgrim came to the subcontinent.
• Around 1400 years ago—Xuan Zang, another Chinese Buddhist pilgrim came.

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