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CBSE Class 9 Social Science Syllabus 2022-23 includes India and the Contemporary World – I, Contemporary India – I, Democratic Politics – I, Economics etc for the session 2022 – 2023. Here is the detailed syllabus. To download class 9 Social Science CBSE latest sample question papers for the 2023 exams, please install the myCBSEguide App which is the best mobile app for CBSE students. The myCBSEguide app not only provides you the CBSE class 9 Social Science model question papers but it also provides class 9 Social Science chapter-wise test papers, class 9 Social Science best revision notes and other study material for class 9 Social Science students.
CBSE Class – 9
Social Science (Code No. 087)
Time: 3 Hrs.
Max. Marks: 80
|No.||Units||No. of Periods||Marks|
|I.||India and the Contemporary World – I||60||20|
|II.||Contemporary India – I||55||20|
|III.||Democratic Politics – I||50||20|
Unit 1: India and the Contemporary World – I (60 Periods)
Section 1: Events and Processes: (All the three themes are compulsory)
- 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
- 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
- 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
Section 2: Livelihoods, Economies and Societies:
- Forest Society and Colonialism:
- Why Deforestation?
- The Rise of Commercial Forestry
- Rebellion in the Forest
- Forest Transformations in Java
- Pastoralists in the Modern World:
- Pastoral Nomads and their Movements
- Colonial Rule and Pastoral Life
- Pastoralism in Africa
Unit 2: Contemporary India – I (55 Periods)
- India and the World
- India’s Neighbours
- Physical Features of India:
- Major Physiographic Divisions-Himalayan Mountains, Northern Plains, Peninsular Plateau, Indian Desert, Coastal Plains, Islands
- Drainage Systems in India
- The Himalayan Rivers-Ganga and Brahmaputra River System
- The Peninsular Rivers-Narmada Basin, Tapti Basin, Godavari Basin, Mahanadi Basin, Krishna Basin, Kaveri Basin
- Role of Rivers in the Economy
- River Pollution
- Climatic Controls
- Factors influencing India’s climate-Latitude, Altitude, Pressure and Winds (excluding Jet Streams and Western Cyclonic Disturbances and related figures)
- The Seasons-Cold Weather Season, Hot Weather Season, Advancing Monsoon, Retreating/Post Monsoons
- Distribution of Rainfall
- Monsoon as a unifying bond
- Natural Vegetation and Wild Life:
- Types of Vegetation-Tropical Evergreen Forests, Tropical Deciduous Forests, Thorn Forests and Shrubs, Montane Forests, Mangrove Forests
- Wild Life
- Population Size and Distribution-India’s Population Size and Distribution by Numbers, India’s Population Distribution by Density
- Population Growth and Processes of Population Change-Population Growth, Processes of Population Change/Growth
Unit 3: Democratic Politics – I (50 Periods)
- What is Democracy? Why Democracy?:
- What is Democracy?
- Features of Democracy
- Why Democracy?
- Broader Meaning of Democracy
- Constitutional Design:
- Democratic Constitution in South Africa
- Why do we need a Constitution?
- Making of the Indian Constitution
- Guiding Values of the Indian Constitution
- Electoral Politics:
- Why Elections?
- What is our System of Elections?
- What makes elections in India democratic?
- Working of Institutions:
- How is the major policy decision taken?
- Political Executive
- The Judiciary
- Democratic Rights:
- Life without rights
- Rights in a Democracy
- Rights in the Indian Constitution
- Expanding the scope of rights
Unit 4: Economics (50 Periods)
- The Story of Village Palampur:
- Organization of production
- Farming in Palampur
- Non-farm activities of Palampur
- People as Resource:
- Economic activities by men and women
- Quality of Population
- 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
- Food Security in India:
- What is Food Security?
- 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
- Role of Cooperatives in food security
05 Periods (05 Marks)
- Every student has to compulsorily undertake one project on Disaster Management.
- Objectives: The main objectives of giving project work on Disaster Management to the students are to:
- create awareness in them about different disasters, their consequences and management
- prepare them in advance to face such situations
- ensure their participation in disaster mitigation plans
- enable them to create awareness and preparedness among the community.
- The project work should also help in enhancing the Life Skills of the students.
- If possible, various forms of art may be integrated in the project work.
- 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 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
- 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 schools.
- 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 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 can be handwritten or digital.
- The Project Work needs to enhance cognitive, affective and psychomotor skills of the learners. It will include self-assessment and peer assessment, and progress of the child in project-based and inquiry-based learning, art integrated activities, experiments, models, quizzes, role plays, group work, portfolios, etc., along with teacher assessment. (NEP-2020)
(The Project work can culminate in the form of Power Point Presentation/Exhibition/Skit/albums/files/song and dance or culture show/story telling/debate/panel discussion, paper presentation and whichever is suitable to Visually Impaired Candidates.)
- The record of the project work (internal assessment) should be kept for a period of three months for verification, if any.
QUESTION PAPER DESIGN
|Time: 3 Hours||Maximum Marks: 80|
|Sr. No.||Competencies||Total Marks||%|
|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, comparing, translating, interpreting, giving descriptions and stating main ideas||28||35%|
|2||Applying: Solving problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.||15||18.75%|
|3||Formulating, Analyzing, 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 alternative solutions.||32||40%|
Note: Teachers may refer ‘Learning Outcomes’ published by NCERT for developing Lesson Plans, Assessment Framework and Questions.
*02 Items from History Map List and 03 from Geography Map List
Internal Assessment: 20 Marks
- 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, Self-Assessment, etc. (5 Marks)
- Portfolio (5 Marks)
- 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
List of Map Items
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, Coromandel & Northern Circar (Location and Labelling)
Chapter -3: Drainage
- 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)
Chapter – 6: Population (Location and Labelling)
- The state having highest and lowest density of population
- 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