Revised CBSE Syllabus 2021 for Class 9 Social Science
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 to understand 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. 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.
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 realize 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
COURSE STRUCTURE CLASS IX (2020-21)
|Time: 3 Hrs. Max. Marks: 80|
|No.||Units||No. of Periods||Marks|
|I||India and the Contemporary World – I||46||20|
|II||Contemporary India – I||37||20|
|III||Democratic Politics – I||37||20|
|Unit 1: India and the Contemporary World – I 46 Periods|
|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 kinds of historical evidences.|
|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
|· Familiarize with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it.
· Know the use of written, oral and visual material to recover the history of revolutions.
|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
|· Explore the history of socialism through the study of Russian Revolution.
· Familiarize with the different types of ideas that inspired the revolution.
|III. Nazism and the Rise of Hitler
· Birth of the Weimar Republic
· Hitler’s Rise to Power
· The Nazi Worldview
· Youth in Nazi Germany
· Ordinary People and the Crimes Against Humanity
|· Discuss the critical significance of Nazism in shaping the politics of modern world.
· Get familiarized with the speeches and writings of Nazi Leaders.
|Unit 2: Contemporary India – I||37 Periods|
· Size and Location
· India and the World
· India’s Neighbours
|· Identify the location of India in the Indian subcontinent.|
|2. Physical Features of India
· Major Physiographic Divisions
|· Understand the major landform features and the underlying geological structure; their|
Note: Only Map Items as given in the Map List from this chapter to be evaluated in Examination.
· 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
|association with various rocks and minerals as well as nature of soil types.
· Identify the river systems of the country.
· Identify various factors influencing the climate and explain the climatic variation of our country and its impact on the life of 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.
|Unit 3: Democratic Politics – I 37 Periods|
|1. What is Democracy? Why Democracy?
· What is Democracy?
· Features of Democracy
· Why Democracy?
· 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 the choice and nature of democracy in India.
|2. Constitutional Design
· 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?
· Political Executive
|· 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.
|Unit 4: Economics 37 Periods|
|1. The Story of Village Palampur
· Organization of production
· Farming in Palampur
· Non-farm activities of Palampur
2. People as Resource
· Economic activities by men and women
· Quality of Population
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
|· Familiarize with basic economic concepts through an imaginary story of a village.
· Understand the demographic concepts.
· Understand how population can be an asset or a liability for a nation.
· Understand poverty as a challenge.
· Identify vulnerable group and interstate disparities
· Appreciate the initiatives of the government to alleviate poverty.
PROJECT WORK CLASS IX (2020-21)
|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.
- If possible, different forms of art may be integrated in the project
- 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
- The distribution of marks over different aspects relating to Project Work is as follows:
|a||Content accuracy, originality and analysis||2|
|b||Presentation and creativity||2|
- The project carried out by the students should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions,
- All documents pertaining to assessment under this activity should be meticulously maintained by the
- A Summary Report should be prepared highlighting:
- objectives realized through individual work and group interactions;
- calendar of activities;
- innovative ideas generated in the process ;
- list of questions asked in viva
- 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
- The record of the project work (internal assessment) should be kept for a period of three months for verification, if
- India and the Contemporary World – I (History) – Published by NCERT
- Contemporary India – I (Geography) – Published by NCERT
- Democratic Politics – I Published by NCERT
- Economics – Published by NCERT
- Together, Towards a Safer India – Part II, a textbook on Disaster Management for Class IX – Published by CBSE
- Learning outcomes at Secondary stage Published by NCERT
Note: Please procure latest reprinted edition (2020) of prescribed NCERT textbooks.
SOCIAL SCIENCE (CODE NO. 087) QUESTION PAPER DESIGN CLASS IX (2020-21)
|Time: 3 Hours Maximum Marks: 80|
|1||Remembering and Understanding: Exhibiting memory of previously learned material by recalling facts, terms, basic concepts, and answers; Demonstrating understanding of facts and ideas by
organizing, translating, interpreting, giving descriptions and stating main ideas
|2||Applying: Solving problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.||15||18.75%|
|3||Formulating, Analysing, Evaluating and Creating: Examining and breaking information into parts by identifying motives or causes; Making inferences and finding evidence to support generalizations; Presenting and defending opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria;
Compiling information together in a different way by combining elements in a new pattern or proposing
- Teachers may refer ‘Learning Outcomes’ published by NCERT for developing lesson plans, assessment framework and
- 02 Items from History Map List and 03 Items from Geography Map List
Internal Assessment: 20 Marks
|Periodic Assessment||10 Marks|
|Portfolio||5 Marks||· Classwork and Assignments
· Any exemplary work done by the student
· 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
|5 Marks||· Project Work|
LIST OF MAP ITEMS CLASS IX (2020-21)
SUBJECT – HISTORY
Chapter-1: The French Revolution
Outline Political Map of France (For locating and labeling / Identification)
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
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
Note: Only map items of this chapter as listed below to be evaluated in Examination.
Rivers: (Identification only)
- The Himalayan River Systems-The Indus, The Ganges, and The Satluj
- 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)
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)