The Social Science syllabus of TBSE Class 10 (Tripura) consists of four parts which are History, Geography, Economics, and Political science or Democratic Politics. Here, you will get questions and answers, notes, summaries, extras, MCQs, and solutions of each chapter.
TBSE Class 10 Social Science (History) questions and answers
| Book Name: India and the Contemporary World – II |
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| Chapter 1: The Rise of Nationalism in Europe |
| Chapter 2: Nationalism in India |
| Chapter 3: The Making of a Global World |
| Chapter 4: The Age of Industrialization |
| Chapter 5: Print Culture and the Modern World |
TBSE Class 10 (Social Science) Geography questions and answers
| Textbook pdf: Contemporary India – II | English | Bengali |
|---|
| Chapter 1: Resource & Development |
| Chapter 2: Forest & Wildlife Resources |
| Chapter 3: Water Resources |
| Chapter 4: Agriculture |
| Chapter 5: Minerals and Energy Resources |
| Chapter 6: Manufacturing Industries |
| Chapter 7: Life-lines of National Economy |
TBSE Class 10 Social Science (Political Science) questions and answers
| Book Name: Democratic Politics |
|---|
| Chapter 1: Power sharing |
| Chapter 2: Federalism |
| Chapter 3: Political Parties |
| Chapter 4: Outcomes of Democracy |
TBSE Class 10 Social Science (Economics) questions and answers
| Book Name: Understanding Economic Development |
|---|
| Chapter 1: Development |
| Chapter 2: Sectors of the Indian Economy |
| Chapter 3: Globalization and the Indian Economy |
Introduction to TBSE Class 10 History: Only over time did people develop a sense of belonging to a nation. The chapters in the TBSE Class 10 Social Science (History) syllabus will show you how the concept of nationalism emerged in Europe, how territories were unified, and national governments were formed. It was a long process that included many wars and revolutions, as well as ideological battles and political conflicts. From a discussion of Europe, the focus shifts to the rise of nationalism in Indo-China and India. Nationalism was shaped in both of these regions by colonialism and the anti-imperialist movement. However, the national movements in these countries took on very different forms. Though great leaders such as Giuseppe Mazzini, Ho Chi Minh, and Mahatma Gandhi will be discussed, however, we cannot understand nationalism solely through the words and actions of important leaders, as well as the large and dramatic events in which they led and participated. We must also consider ordinary people’s aspirations and activities, as well as how nationalism manifests itself in small everyday events and is shaped by a variety of seemingly disparate and unrelated social movements. To understand how nationalism spreads, we must understand not only what leaders said, but also how their words were understood and interpreted by the public.
Introduction to TBSE Class 10 Political Science: The book explains how democracy works in practice and what to expect from it. As a result of this shift, we would read about politics much more directly in this book. Politics is the study of how thinking humans determine and change how they live together. This entails concepts and ideals, as well as cooperation and coordination. This includes conflict and competition, as well as self and collective interest. As a result, much of democratic politics is concerned with power distribution. This is the topic of the first six chapters of this book. In these chapters, we will look at various forms of power-sharing and shaping in a democracy. Chapters One and Two introduces and elaborate on the concept of power-sharing in the context of power-sharing between different levels of government. The second unit, which consists of chapters three and four, is about power-sharing and social group accommodation. The third unit is made up of the next two chapters. It explains the significance of various political organisations and movements in democratic politics. The seventh and eighth chapters return to the larger issues that prompted our tour last year. Thus, the seventh chapter on outcomes discusses what democracies have accomplished and what remains to be accomplished. This brings us to the final chapter, where we will discuss the challenges that democracy faces in our time.
Introduction to TBSE Class 10 Geography: The TBSE Class 10 Geography syllabus covers a wide range of topics that are extremely important to us, such as resources, water, flora, fauna, minerals, industries, and the economy. Everything in our environment that can be used to meet our needs, as long as it is technologically accessible, economically feasible, and culturally acceptable, is referred to as a resource.’ The first chapter is about resources. We learn in the following chapters that we share this planet with millions of other living beings, ranging from microorganisms and bacteria to lichens, banyan trees, elephants, and blue whales. This entire habitat in which we live is teeming with biodiversity. We humans, along with all living organisms, form a complex web of ecological systems, of which we are only a small part and rely heavily on for survival. We also learn that water covers three-fourths of the earth’s surface, but only a small portion of it is freshwater that can be used. This freshwater is primarily obtained from surface runoff and ground water, which are constantly renewed and recharged by the hydrological cycle. The hydrological cycle moves all water, ensuring that water is a renewable resource.
Introduction to TBSE Class 10 Economics: In economics, we typically try to view development as a process of change in people’s economic lives as producers or consumers of goods and services. Development is sometimes studied primarily as a phenomenon that became significant only with the rise of modern industrial civilisation. The first stages of development are depicted in this book as the emergence of agriculture, manufacturing, and services as distinct economic sectors. We have also attempted to view economic development not in isolation but as part of a broader concept of human development that includes the advancement of health and education, as well as other indicators that, along with income, broadly define a people’s quality of life. The first chapter will look at how people perceive development and how it can be measured. Development as a process most likely began very early in history. Perhaps the process began in most human settlements when people began to live in relative peace and in more or less fixed habitations, without which agriculture would not have been possible on a large scale. After agriculture began and developed, it is likely that the extraction of other natural products, such as mineral ores, began. This latter method of recovering stones and other minerals is known as ‘quarrying.’ Humans discovered how to use non-food products such as wood from trees and minerals obtained from quarrying as raw materials to make tools, weapons, utensils, fishing nets, and so on. These were the first man-made products known as ‘artefacts.’ Economists referred to the process of creating the artefacts as manufacture’ as opposed to ‘agriculture (including quarrying),’ which covered the gathering, cultivation, or extraction of purely natural products such as fruit, rice, or minerals.
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১. ফরাসি বিপ্লবের পিছনে মুদ্রন সংস্কৃতির ভূমিকা আলোচনা করো ।
২. ঊনবিংশ শতাব্দীতে প্রকাশনার দ্রুত বৃদ্ধির পিছনে শিশু শিক্ষা ও মহিলাদের ভূমিকা কী ছিল?