Class 9.Syllabus.S.St.NCERT

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Session.2021- 22.

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Unit 1.IX.History.India and the Contemporary World -1. 
Social Science (Code No. 087)
NCERT. IX. Class History Book. 
Contents /Topics.  

Section I : Events and Processes. Page.(1-74 )

I. The French Revolution. Page. ( 3 - 24 )

II. Socialism in Europe and the Russian Revolution. Page.( 25 - 48 )

III. Nazism and the Rise of Hitler. Page.( 49 - 70 )

Section II : Livelihoods, Economies and Societies. Page 75-138 

IV. Forest Society and Colonialism. Page.(75- 96)

V.  Pastoralists in the Modern World. Page.(97 - 116)

VI. Peasants and Farmers. Page. (117 - 137 ) 

These are not  included in the text reading for Session 21 - 22.

Section III : Everyday Life, Culture and Politics.Page.139-178.

VII. History and Sport: The Story of Cricket. Page.(141 - 157)

VIII. Clothing: A Social History. Page.(159 - 178)

Note. Section III has been already deleted in earlier revision. It has not been no longer in use

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Session. 2020 - 21.

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Unit 1.IX.History.India and the Contemporary World -1. 
Social Science (Code No. 087)
NCERT. IX. Class History Book. 
Contents /Topics.  

Section I : Events and Processes.Page.1-74 

I.The French Revolution. Page.(3 - 24)

II.Socialism in Europe and the Russian Revolution.Page.(25 - 48)

III.Nazism and the Rise of Hitler.Page.(49 - 70)

Section II : Livelihoods, Economies and Societies.Page 75-138 

IV.Forest Society and Colonialism.Page.(75- 96)

V.Pastoralists in the Modern World.Page.(97 - 116)

VI.Peasants and Farmers.Page.117 - 137 

Section III : Everyday Life, Culture and Politics.Page.139-178.

VII. History and Sport: The Story of Cricket.Page.(141 - 157)

VIII.Clothing: A Social History.Page.(159 - 178)

Note. Section III has been already deleted in earlier revision. It has not been no longer in use.

Syllabus. History. Session 2020-21.

India and the Contemporary World 1. 

NCERT.IX. Class. History Book 

Contents/Topics 

History and a Changing World  

Section I : Events and Processes.Page.1-74 

I. The French Revolution. Page.(3 - 24)

II. Socialism in Europe and the Russian Revolution. Page.(25 - 48)

III. Nazism and the Rise of Hitler. Page.(49 - 70)

Section II : Livelihoods, Economies and Societies. Page 75-138 

IV. Forest Society and Colonialism. Page.(75- 96)

V. Pastoralists in the Modern World. Page.(97 -116)
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*Changes brought in Session 2020 - 2021.

UNIT 1 : India and the Contemporary World - 1.History.

Section 2 : Livelihoods,Economies and Societies. 

Note - Any one out of these two Chapters, (CH - 4 / CH - 5) 

IV : Forest Society and Colonialism. 

V. Pastoralists in the Modern World.

Note : Complete Section ( Both the Chapters are deleted)
Conclusion Only we have to study these three Chapters are given below. 

Chapter I.The French Revolution.Page.(3 - 24)

Chapter II.Socialism in Europe and the Russian Revolution.Page.(25 - 48)

Chapter III.Nazism and the Rise of Hitler.Page.(49 - 70)

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Syllabus. History. Session 2019-20.
India and the Contemporary World 1. 

NCERT.IX. Class. History Book 

Contents/Topics 

History and a Changing World  

Section 1 : Events and Processes.Page.1-74 

I.The French Revolution. Page.(3 - 24)

II.Socialism in Europe and the Russian Revolution. Page.(25 - 48)

III.Nazism and the Rise of Hitler.Page.(49 - 70)

Section 2 : Livelihoods, Economies and Societies. Page 75-138.
Note - Any one out of these two Chapters, (CH - 4 / CH - 5)  

IV. Forest Society and Colonialism.Page.(75- 96)

V. Pastoralists in the Modern World.Page.(97 -116)

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Unit 2.IX.Geography.Contemporary India-1. 

Social Science (Code No. 087)
NCERT. IX.Class Geography Book. 
Contents/Topics.
Chapter 1. India - Size and Location.Page 1. 
Chapter 2. Physical Features of India.Page 7. 

Chapter 3. Drainage.Page 17. 

Chapter 4. Climate.Page 26. 

Chapter 5. Natural Vegetation and Wild Life. Page 42. 

Chapter 6. Population. Page 53.  

Glossary   Page 61.

Unit 2.IX.Geography.Contemporary India-1. 

Social Science (Code No. 087).Syllabus 2020-2021

NCERT. IX.Class Geography Book. 
Contents/Topics.
Chapter 1. India - Size and Location.Page 1. 
Chapter 2. Physical Features of India.Page 7. 

Chapter 3. Drainage.Page 17. 

Note : Complete Chapter is deleted.except for Map Items which will be assessed in the Examination of 2021. 

Chapter 4. Climate.Page 26. 

Chapter 5. Natural Vegetation and Wild Life. Page 42. 

Chapter 6. Population. Page 53.

Note :  Complete Chapter 6 is deleted.  

Glossary   Page 61.

Unit 2.IX.Geography.Contemporary India-1. 

Social Science (Code No. 087).Syllabus 2019-2020.

NCERT. IX.Class Geography Book. 
Contents/Topics.
Chapter 1. India - Size and Location.Page 1. 
Chapter 2. Physical Features of India.Page 7. 

Chapter 3. Drainage.Page 17.. 

Chapter 4. Climate.Page 26. 

Chapter 5. Natural Vegetation and Wild Life. Page 42. 

Chapter 6. Population. Page 53. 

Glossary   Page 61.

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Unit 3.IX.Civics.Democratic Politics.
Social Science (Code No. 087).
NCERT. IX.Class.Civics Book. 

Contents/Topics.
Chapter 1. Democracy in the Contemporary World.Page 2.
Chapter 2.What is Democracy? Why Democracy?Page 22.
Chapter 3.Constitutional Design.Page 40.
Chapter 4.Electoral Politics.Page 56.
Chapter 5.Working of Institution.Page 78.
Chapter 6.Democratic Rights.Page 96.

Social Science (Code No. 087).Syllabus 2020-2021.
NCERT. IX.Class Civics.Democratic Politics. 

Contents/Topics.
Chapter 1. Democracy in the Contemporary World.Page 2.
Chapter 2.What is Democracy? Why Democracy? Page 22.
Chapter 3.Constitutional Design.Page 40.
Note : Democratic Constitution in South Africa.(Only)
Chapter 4.Electoral Politics.Page 56.
Chapter 5.Working of Institution.Page 78.

Social Science (Code No. 087).Syllabus 2019-2020.
NCERT. IX.Class Civics.Democratic Politics. 
Contents/Topics.

Chapter 1. Democracy in the Contemporary World.Page 2.
Chapter 2.What is Democracy? Why Democracy? Page 22.
Chapter 3.Constitutional Design.Page 40.
Chapter 4.Electoral Politics.Page 56.
Chapter 5.Working of Institution.Page 78.
Chapter 6.Democratic Rights.Page 96.

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Unit 4.IX.Economics.
Social Science (Code No. 087).
NCERT. IX.Class.Economics.
Contents/Topics.
Chapter 1.The Story of Village Palampur. Page 1.
Chapter 2.People as Resource.Page 16.
Chapter 3.Poverty as a Challenge.Page 29.
Chapter 4.Food Security in India.Page 42.

Unit 4.IX.Economics.Syllabus 2020 -2021.
Social Science (Code No. 087).
NCERT. IX.Class.Economics.
Contents/Topics.
Chapter 1.The Story of Village Palampur. Page 1.
Chapter 2.People as Resource.Page 16.
Chapter 3.Poverty as a Challenge.Page 29.

Unit 4.IX.Economics.Syllabus 2019 -2020.
Social Science (Code No. 087).
NCERT. IX.Class.Economics.
Contents/Topics.
Chapter 1.The Story of Village Palampur. Page 1.
Chapter 2.People as Resource.Page 16.
Chapter 3.Poverty as a Challenge.Page 29.
Chapter 4.Food Security in India.Page 42.


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SOCIAL SCIENCE CLASS IX

Syllabus. CBSE. (2019-20) (CODE NO. 087)
Rationale Social Science is a compulsory subject up to secondary stage of school education. It is an integral component of general education because it helps the learners in understanding the environment in its totality and developing a broader perspective and an empirical, reasonable and humane outlook. This is of crucial importance because it helps them grow into well-informed and responsible citizens with necessary attributes and skills for being able to participate and contribute effectively in the process of development and nation-building.

The Social Science curriculum draws its content mainly from History, Geography, Political Science and Economics. Some elements of Sociology and Commerce are also included. Together they provide a comprehensive view of society over space and time, and in relation to each other. Each subject’s distinct methods of enquiry help the learners to understand society from different angles and form a holistic view.

Objectives
The main objectives of this syllabus are to:  develop an understanding of the processes of change and development-both in terms of time and space, through which human societies have evolved  make learners realise that the process of change is continuous and any event or phenomenon or issue cannot be viewed in isolation but in a wider context of time and space  develop an understanding of contemporary India with its historical perspective, of  the  basic  framework  of  the  goals  and  policies  of  national  development  in independent India, and of the process of change with appropriate connections to world development  deepen knowledge about and understanding of India’s freedom struggle and of the values and ideals that it represented, and to develop an appreciation of the contributions made by people of all sections and regions of the country  help  learners  understand  and  cherish  the  values  enshrined  in  the  Indian Constitution and to prepare them for their roles and responsibilities as effective citizens of a democratic society  deepen the knowledge and understanding of India’s environment in its totality, their interactive processes and effects on the future quality of people’s lives
facilitate the learners to understand and appreciate the diversity in the land and people of the country with its underlying unity  develop an appreciation of the richness and variety of India’s heritage-both natural and cultural and the need for its preservation  promote an understanding of the issues and challenges of contemporary India- environmental, economic and social, as part of the development process  help pupils acquire knowledge, skills and understanding to face the challenges of contemporary society as individuals and groups and learn the art of living a confident and stress-free life as well as participating effectively in the community  develop scientific temperament by promoting the spirit of enquiry and following a rational and objective approach in analysing and evaluating data and information as well as views and interpretations  develop academic and social skills such as critical thinking, communicating effectively  both  in  visual  and  verbal  forms -  cooperating  with  others,  taking initiatives and providing leadership in solving others’ problems  develop qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and socially effective.

COURSE STRUCTURE CLASS IX (2019-20)

Theory Paper 

Time: 3 Hrs.     Max. Marks: 80 No.
Units No. of Periods                  Marks
I  India and the Contemporary World                 60                                        20
II Contemporary India                                          55                                        20
III Democratic Politics                                          50                                       20
IV Economics                                                        50                                       20

                                                                            Total 215                           Marks 80
COURSE CONTENT
Unit 1: India and the Contemporary World – I                                          60 Periods  Themes Learning Objectives Section 1: Events  and  Processes: (All the three themes are compulsory)  In each of the themes in this unit students would get familiarized with distinct ideologies, extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings.  Students would learn how to interpret these
Section 1 : Events and Processes
I. The French Revolution:  French Society During the Late Eighteenth Century.The Outbreak of the Revolution France Abolishes Monarchy and Becomes a Republic. Did Women have a Revolution? The Abolition of Slavery.The Revolution and Everyday Life.
II. Socialism in Europe and the Russian Revolution: The Age of Social Change. The Russian Revolution.  The February Revolution in Petrograd. What Changed after October? The Global Influence of the Russian Revolution and the USSR.
III. Nazism and the Rise of Hitler:  Birth of the Weimar Republic. Hitler’s Rise to Power. The Nazi World view. Youth in Nazi Germany.  Ordinary People and the Crimes against Humanity.
Section 2: Livelihoods, Economies and Societies: Any one theme of the following:
IV. Forest Society and Colonialism:  Why Deforestation? The Rise of Commercial Forestry Rebellion in the Forest. Forest Transformations in Java.
V. Pastoralist in the World.
VI. Peasants and Farmers
Section 3 :  Everyday Life, Culture and Politics ( Now this section 3 has been removed)
VII. History and Sport : The Story of Cricket
VII. Clothing :  A Social History

PROJECT WORK CLASS IX (2019-20)
05 Periods                                                                                                       05 Marks
1.Every student has to compulsorily undertake one project on Disaster Management 
2. Objectives: The main objectives of giving project work on Disaster Management to the students are to:  a. create awareness in them about different disasters, their consequences and management b. prepare them in advance to face such situations c. ensure their participation in disaster mitigation plans d. enable them to create awareness and preparedness among the community.
3. The project work should also help in enhancing the Life Skills of the students.
4. If possible, various forms of art may be integrated in the project work.
5. 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.
6. The distribution of marks over different aspects relating to Project Work is as follows: S. No. Aspects Marks a Content accuracy, originality and analysis 2       b Presentation and creativity 2 c Viva Voce 1
7. The project carried out by the students should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc.
8. All documents pertaining to assessment under this activity should be meticulously maintained by the schools.
9. A Summary Report should be prepared highlighting:

a. objectives realized through individual work and group interactions; b. calendar of activities; c. innovative ideas generated in the process ; d. list of questions asked in viva voce.

LIST OF MAP ITEMS CLASS IX (2019-20)
SUBJECT - HISTORY
Chapter-1: The French Revolution Outline Political Map of France (For locating and labeling / Identification) Bordeaux ,Nantes ,Paris ,Marseilles
Chapter-2: Socialism in Europe and the Russian Revolution Outline Political Map of World (For locating and labeling / 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, U.S.A.
Chapter-3: Nazism and Rise of Hitler Outline Political Map of World (For locating and labeling / 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

Unit 2: Contemporary India – I  55 Periods  Themes Learning Objectives 1. India   Size and Location  India and the World  India’s Neighbours
2. Physical Features of India:    Major Physiographic Divisions
3. Drainage:   Major rivers and tributaries  Lakes   Role of rivers in the economy   Pollution of rivers
 Identify the location of India in the Indian subcontinent.
 Understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types.
 Identify the river systems of the country and explain the role of rivers in the human society.5
4. Climate:      Concept  Climatic Controls  Factors   influencing   India’s climate  The Indian Monsoon  Distribution of Rainfall  Monsoon as a unifying bond
5. Natural Vegetation and Wild Life:  Factors affecting Vegetation  Vegetation types  Wild Life  Conservation
6. Population:    Size  Distribution  Population Growth and Process of Population Change 
 Identify various factors influencing the climate and explain the climatic variation of our country and its impact on the life of the people.  Explain the importance and unifying role of monsoons.
 Explain the nature of diverse flora and fauna as well as their distribution.  Develop concern about the need to protect the biodiversity of our country.
 Analyse the uneven nature of population distribution and show concern about the large size of our population.  Identify the different occupations of people and explain various factors of population change.  Explain various dimensions of National Population Policy and understand the needs of adolescents as underserved group.

Unit 3: Democratic Politics – I                                                                  50 Periods  Themes Learning Objectives 1. What is Democracy? Why Democracy?:

 What is Democracy?  Features of Democracy  Why Democarcy?  Broader Meaning of Democracy
 Develop conceptual skills of defining democracy.  Understand how different historical processes and forces have promoted democracy.  Develop a sophisticated defense of democracy against common prejudices.  Develop a historical sense of the6
2. Constitutional Design:

 Democratic Constitution in South Africa  Why do we need a Constitution?  Making of the Indian Constitution  Guiding Values of the Indian Constitution
3. Electoral Politics:

 Why Elections?  What is our System of Elections?  What makes elections in India democratic?
4. Working of Institutions:

 How is the major policy decision taken?  Parliament  Political Executive   Judiciary
choice and nature of democracy in India.
 Understand the process of Constitution making.  Develop respect for the Constitution and appreciation for Constitutional values.  Recognize Constitution as a dynamic and living document.
 Understand representative democracy via competitive party politics.  Familiarize with Indian electoral system.  Reason out for the adoption of present Indian Electoral System.   Develop an appreciation of citizen’s increased participation in electoral politics.  Recognize the significance of the Election Commission.
 Get an overview of central governmental structures.  Identify the role of Parliament and its procedures.  Distinguish between political and permanent executive authorities and functions.  Understand the parliamentary system of executive’s accountability to the legislature.  Understand the working of Indian Judiciary.7
5. Democratic Rights:

 Life without rights  Rights in a Democracy  Rights in the Indian Constitution  Expanding the scope of rights 

 Recognize the need for rights in one’s life.  Understand the availability /access of rights in a democratic system/government.  Identify and be able to comprehend the Fundamental Rights given by the Indian Constitution to its citizens.  Create awareness regarding the process of safeguarding rights.

Unit 4: Economics   50 Periods  Themes Objectives 1. The   Story   of   Village   Palampur:  Overview  Organization of production  Farming in Palampur  Non-farm activities of Palampur
2. People as Resource:    Overview  Economic activities by men and women  Quality of Population  Unemployment
3. Poverty as a Challenge:    Two typical cases of poverty  Poverty as seen by Social Scientists  Poverty Estimates  Vulnerable Groups  Interstate disparities  Global Poverty Scenario  Causes of Poverty   Anti-poverty measures  The Challenges Ahead
4. Food Security in India:   Overview  What is Food Security?

 Familiarize with basic economic concepts through an imaginary story of a village. Understand the demographic concepts  Understand how population can be as asset or a liability for the nation. Understand poverty as a challenge.  Identify vulnerable group and interstate disparities  Appreciate the initiatives of the government to alleviate poverty. Understand the concept of food security 8
 Why Food Security?  Who are food insecure?  Food Security in India  What is Buffer Stock?  What is the Public Distribution System?  Current Status of Public Distribution System Appreciate and analyse the role of government in ensuring food supply.
PROJECT WORK CLASS IX (2019-20)
05 Periods                                         05 Marks
1.Every student has to compulsorily undertake one project on Disaster Management 
2. Objectives: The main objectives of giving project work on Disaster Management to the students are to:  a. create awareness in them about different disasters, their consequences and management b. prepare them in advance to face such situations c. ensure their participation in disaster mitigation plans d. enable them to create awareness and preparedness among the community.
3. The project work should also help in enhancing the Life Skills of the students.
4. If possible, various forms of art may be integrated in the project work.
5. 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.
6. The distribution of marks over different aspects relating to Project Work is as follows: S. No. Aspects Marks a Content accuracy, originality and analysis 2 b Presentation and creativity 2 c Viva Voce 1
7. The project carried out by the students should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc.
8. All documents pertaining to assessment under this activity should be meticulously maintained by the schools.
9. A Summary Report should be prepared highlighting:

a. objectives realized through individual work and group interactions; b. calendar of activities; c. innovative ideas generated in the process ; d. list of questions asked in viva voce.

10. 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. 

11. The Project Report should be handwritten by the students themselves. 

12. 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

Note: Please procure latest reprinted edition (2019) of prescribed NCERT textbooks.

10
SOCIAL SCIENCE (CODE NO. 087)

QUESTION PAPER DESIGN CLASS IX (2019-20)
Time: 3 Hours                        Max. Marks: 80

Sr. No.

Typology of Questions Objecti ve Type  (1 mark)

SA  (3 marks)

LA  (5 marks) 

Map Skill 

Total Marks
Weight age %

1 Remembering: Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers.

9 3 1 - 23 29%

2 Understanding: Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas

4 2 2 - 20 25%

3 Applying: Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.

3 1 2 - 16 20%

4 Analysing and Evaluating:  Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations 

 Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.

2 1 1 - 10 12%

5 Creating: Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

2 1 - - 5 6.5%

6 Map Skill    3+3 6 7.6%  Total  1x20=20 3x8 =24 5x6=30 6 80 100%

o Internal Assessment: 20 Marks 11
INTERNAL ASSESSMENT  Marks  Description  Periodic Assessment  10 Marks   Pen Paper Test 5 marks Assessment using multiple strategies  For example, Quiz, Debate, Role Play, Viva, Group Discussion, Visual Expression, Interactive Bulletin Boards, Gallery Walks, Exit Cards, Concept Maps, Peer Assessment, SelfAssessment, etc. 5 marks    Portfolio 5 Marks   Classwork   Work done (Activities / Assignments)   Reflections, Narrations, Journals, etc.  Achievements of the student in the subject throughout the year  Participation of the student in different activities like Heritage India Quiz Subject Enrichment Activity   5 Marks   Project Work 
SUBJECT – GEOGRAPHY (Outline Political Map of India)

Chapter -1: India-Size and Location

 India-States   with   Capitals,   Tropic of Cancer, Standard   Meridian (Location   and Labelling)

Chapter -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, Coromandal & Northern Circar (Location and Labelling)

Chapter -3: Drainage

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

Chapter - 4: Climate

 Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)13
Chapter - 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)

Chapter - 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