\n| \n Units<\/strong><\/p>\n<\/td>\n| \n \u00a0<\/p>\n<\/td>\n | \n Marks<\/strong><\/p>\n<\/td>\n| \n Periods<\/strong><\/p>\n<\/td>\n<\/tr>\n\n| \n Part A<\/strong><\/p>\n<\/td>\n| \n Introductory Macroeconomics<\/strong><\/p>\n<\/td>\n| \n \u00a0<\/p>\n<\/td>\n | \n \u00a0<\/p>\n<\/td>\n<\/tr>\n | \n| \n Unit 1<\/p>\n<\/td>\n | \n National Income and Related Aggregates<\/p>\n<\/td>\n | \n 12<\/p>\n<\/td>\n | \n 30<\/p>\n<\/td>\n<\/tr>\n | \n| \n Unit 2<\/p>\n<\/td>\n | \n Money and Banking<\/p>\n<\/td>\n | \n 6<\/p>\n<\/td>\n | \n 15<\/p>\n<\/td>\n<\/tr>\n | \n| \n Unit 3<\/p>\n<\/td>\n | \n Determination of Income and Employment<\/p>\n<\/td>\n | \n 10<\/p>\n<\/td>\n | \n 25<\/p>\n<\/td>\n<\/tr>\n | \n| \n Unit 4<\/p>\n<\/td>\n | \n Government Budget and the Economy<\/p>\n<\/td>\n | \n 6<\/p>\n<\/td>\n | \n 15<\/p>\n<\/td>\n<\/tr>\n | \n| \n Unit 5<\/p>\n<\/td>\n | \n Balance of Payments<\/p>\n<\/td>\n | \n 6<\/p>\n<\/td>\n | \n 15<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u00a0<\/p>\n<\/td>\n | \n Total Theory Paper (Term 1)<\/strong><\/p>\n<\/td>\n| \n 40<\/strong><\/p>\n<\/td>\n| \n 100<\/strong><\/p>\n<\/td>\n<\/tr>\n\n| \n \u00a0<\/p>\n<\/td>\n | \n Project<\/p>\n<\/td>\n | \n 10<\/p>\n<\/td>\n | \n \u00a0<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u00a0<\/p>\n<\/td>\n | \n Total<\/strong><\/p>\n<\/td>\n| \n 50<\/strong><\/p>\n<\/td>\n| \n \u00a0<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/span>Detailed Term-1 Class 12 CBSE Economics Syllabus 2023-24<\/strong><\/span><\/span><\/h4>\nIntroductory Macroeconomics for Class 12<\/strong><\/span><\/h5>\nSyllabus of Economics Class 12 CBSE 2023 Unit 1: National Income and Related Aggregates<\/strong><\/p>\n\n- What is Macroeconomics?<\/li>\n
- Basic concepts in macroeconomics: consumption goods, capital goods, final goods, intermediate goods; stocks and flows; gross investment, and depreciation.<\/li>\n
- Circular flow of income (two-sector model); Methods of calculating National Income – Value Added or Product method, Expenditure method, Income method.<\/li>\n
- Aggregates related to National Income:<\/li>\n
- Gross National Product (GNP), Net National Product (NNP), Gross Domestic Product (GDP), and Net Domestic Product (NDP) – at market price, at factor cost; Real and Nominal GDP.<\/li>\n
- GDP and Welfare<\/li>\n<\/ul>\n
Syllabus of Economics Class 12 CBSE 2023 <\/strong>Unit 2: Money and Banking<\/strong><\/p>\n\n- Money – meaning and supply of money – Currency held by the public and net demand deposits held by commercial banks.<\/li>\n
- Money creation by the commercial banking system.<\/li>\n
- The central bank and its functions (example of the Reserve Bank of India): Bank of Issue, Govt. Bank, Banker’s Bank, Control of Credit, through Bank Rate, CRR, SLR, Repo Rate and Reverse Repo Rate, Open Market Operations, Margin requirement.<\/li>\n<\/ul>\n
Syllabus of Economics Class 12 CBSE 2023 <\/strong>Unit 3: Determination of Income and Employment<\/strong><\/p>\n\n- Aggregate demand and its components.<\/li>\n
- The propensity to consume and propensity to save (average and marginal). Short-run equilibrium output; investment multiplier and its mechanism. Meaning of full employment and involuntary unemployment.<\/li>\n
- Problems of excess and deficient demand; measures to correct them – changes in government spending, taxes, and money supply.<\/li>\n<\/ul>\n
Syllabus of Economics Class 12 CBSE 2023 <\/strong>Unit 4: Government Budget and the Economy<\/strong><\/p>\n\n- Government budget – meaning, objectives, and components.<\/li>\n
- Classification of receipts – revenue receipts and capital receipts; classification of expenditure \u2013 revenue expenditure and capital expenditure.<\/li>\n
- Measures of government deficit – revenue deficit, fiscal deficit, primary deficit their meaning.<\/li>\n<\/ul>\n
Syllabus of Economics Class 12 CBSE 2023 <\/strong>Unit 5: Balance of Payments<\/strong><\/p>\n\n- Balance of payments account – meaning and components;<\/li>\n
- Foreign exchange rate – meaning of fixed and flexible rates and managed floating, Determination of exchange rate in a free market.<\/li>\n<\/ul>\n
<\/span>Term 2 CBSE Class 12 Economics Syllabus, Course Structure 2023-24 With Marking Scheme<\/strong><\/span><\/h3>\n\n\n\n| \n Units<\/strong><\/p>\n<\/td>\n| \u00a0<\/td>\n | \n Marks<\/strong><\/p>\n<\/td>\n| \n Periods<\/strong><\/p>\n<\/td>\n<\/tr>\n\n| \n Part B<\/strong><\/p>\n<\/td>\n| \n Indian Economic Development<\/strong><\/p>\n<\/td>\n| \n \u00a0<\/p>\n<\/td>\n | \n \u00a0<\/p>\n<\/td>\n<\/tr>\n | \n| \n Unit 6<\/p>\n<\/td>\n | \n Development Experience (1947-90)<\/p>\n and Economic Reforms since 1991<\/p>\n<\/td>\n | \n 12<\/p>\n<\/td>\n | \n 28<\/p>\n<\/td>\n<\/tr>\n | \n| \n Unit 7<\/p>\n<\/td>\n | \n Current Challenges Facing the Indian Economy<\/p>\n<\/td>\n | \n 22<\/p>\n<\/td>\n | \n 60<\/p>\n<\/td>\n<\/tr>\n | \n| \n Unit 8<\/p>\n<\/td>\n | \n Development Experience of India \u2013 A Comparison with<\/p>\n Neighbors<\/p>\n<\/td>\n | \n 06<\/p>\n<\/td>\n | \n 12<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u00a0<\/p>\n<\/td>\n | \n Total Theory Paper (Term 2)<\/strong><\/p>\n<\/td>\n| \n 40<\/strong><\/p>\n<\/td>\n| \n 100<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u00a0<\/p>\n<\/td>\n | \n Project<\/p>\n<\/td>\n | \n 10<\/p>\n<\/td>\n | \n \u00a0<\/p>\n<\/td>\n<\/tr>\n | \n| \n \u00a0<\/p>\n<\/td>\n | \n Total<\/strong><\/p>\n<\/td>\n| \n 50<\/strong><\/p>\n<\/td>\n| \n \u00a0<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/span>Detailed Term-2 Class 12 CBSE Economics Syllabus 2023-24<\/strong><\/span><\/span><\/h4>\nIndian Economic Development for Class 12<\/strong><\/span><\/h5>\nEconomics Syllabus for Class 12 <\/strong>Unit 6: Development Experience (1947-90) and Economic Reforms since 1991:<\/strong><\/p>\n\n- A brief introduction of the state of the Indian economy on the eve of independence. Indian economic system and common goals of Five Year Plans.<\/li>\n
- Main features, problems, and policies of agriculture (institutional aspects and new agricultural strategy), industry (IPR 1956; SSI \u2013 role & importance), and foreign trade.<\/li>\n
- Economic Reforms since 1991:<\/strong>\n
\n- Features and appraisals of liberalization, globalization, and privatization (LPG policy); Concepts of demonetization and GST<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
Economics Syllabus for Class 12 <\/strong>Unit 7: Current challenges facing the Indian Economy<\/strong><\/p>\n\n- Poverty<\/strong>– absolute and relative; Main programs for poverty alleviation: A critical assessment;<\/li>\n
- Human Capital Formation<\/strong>: How people become resource; Role of human capital in economic development;<\/li>\n
- Rural development<\/strong>: Key issues – credit and marketing – the role of cooperatives; agricultural diversification;<\/li>\n
- Employment<\/strong>: Growth and changes in the workforce participation rate in formal and informal sectors; problems and policies<\/li>\n
- Infrastructure<\/strong>: Meaning and Types: Case Studies: Health: Problems and Policies- A critical assessment;<\/li>\n
- Sustainable Economic Development<\/strong>: Meaning, Effects of Economic Development on Resources and Environment, including global warming<\/li>\n<\/ul>\n
Economics Syllabus for Class 12 Unit 8: Development Experience of India:<\/strong><\/p>\n\n- A comparison with neighbors India and Pakistan<\/li>\n
- India and China<\/li>\n
- Issues: economic growth, population, sectoral development, and other Human Development Indicators<\/li>\n<\/ul>\n
<\/span>CBSE Class 12 Economics Syllabus Part C: Project 2023 For Term 1 & Term 2<\/strong><\/span><\/h3>\nClass 12 Economics Project 2023- Guidelines for Project Work in Economics (XII)<\/strong><\/p>\n\n The objectives<\/strong><\/span> of the project work are to enable learners to:<\/p>\n\n- Probe deeper into theoretical concepts learned in classes XI and XII<\/li>\n
- Analyze and evaluate real-world economic scenarios using theoretical constructs and arguments<\/li>\n
- Demonstrate the learning of economic theory<\/li>\n
- Follow-up aspects of economics in which learners have an interest<\/li>\n
- Develop the communication skills to argue logically<\/li>\n<\/ul>\n
The expectations<\/strong><\/span> of the project work are that:<\/p>\n\n- learners will complete only ONE<\/strong> project in each academic session<\/li>\n
- the project should be 3,500-4,000 words (excluding diagrams & graphs), preferably hand-written<\/li>\n
- it will be an independent, self-directed piece of study<\/li>\n<\/ul>\n
Role of the teacher:<\/strong><\/span>
The teacher plays a critical role in developing the thinking skills of the learners. A teacher should:<\/p>\n\n- help each learner select the topic based on recently published extracts from the news media, government policies, RBI bulletin, NITI Aayog reports, IMF\/World Bank reports, etc., after detailed discussions and deliberations of the topic<\/li>\n
- play the role of a facilitator and supervisor to monitor the project work of the learner through periodic discussions<\/li>\n
- guide the research work in terms of sources for the relevant data<\/li>\n
- educate learners about plagiarism and the importance of quoting the source of the information to ensure the authenticity of research work<\/li>\n
- prepare the learner for the presentation of the project work<\/li>\n
- arrange a presentation of the project file<\/li>\n<\/ul>\n
Scope of the project<\/strong><\/span>
Learners may work on the following lines as a suggested flow chart:<\/p>\nChoose a title\/topic
Collection of the research material\/data
Organization of material\/data
Present material\/data
Analyzing the material\/data for the conclusion
Draw the relevant conclusion
Presentation of the Project Work<\/p>\n Expected Checklist:<\/strong><\/span><\/p>\n\n- Introduction of topic\/title<\/li>\n
- Identifying the causes, consequences, and\/or remedies<\/li>\n
- Various stakeholders and the effect on each of them<\/li>\n
- Advantages and disadvantages of situations or issues identified<\/li>\n
- Short-term and long-term implications of economic strategies suggested in the course of research<\/li>\n
- Validity, reliability, appropriateness, and relevance of data used for research work and for presentation in the project file<\/li>\n
- Presentation and writing that is succinct and coherent in the project file<\/li>\n
- Citation of the materials referred to, in the file in footnotes, resources section, bibliography, etc.<\/li>\n<\/ul>\n
Mode of presentation\/submission of the Project:<\/strong><\/span><\/p>\nAt the end of the stipulated term, each learner will present the research work in the Project File to the External and Internal examiner. The questions should be asked from the Research Work\/ Project File of the learner. The Internal Examiner should ensure that the study submitted by the learner is his\/her own original work. In case of any doubt, authenticity should be checked and verified.<\/p>\n Marking Scheme :<\/strong><\/span>
Marks are suggested to be given as \u2013<\/p>\n\n\n\nS. No.\u00a0<\/strong><\/td>\nHeading<\/strong><\/td>\nMarks Allotted\u00a0<\/strong><\/td>\n<\/tr>\n\n | | | | | | | | | | | | | | | | | | | | | | | |
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