UK Board class 9 Social Science Syllabus

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UK Board class 9 Social Science Syllabus in PDF format for free download. Social Science syllabus for class 9 UK Board is now available in the myCBSEguide app. The curriculum for Uttarakhand Board exams is designed by UBSE, Uttarakhand as per NCERT textbooks for the session.

UK Board Class 09 Social Science Syllabus Download as PDF

UK Board Syllabus Class 9

UK Board class 9 Social Science Syllabus

भारत और समकालीन विश्व – 1 (इतिहास)

  • खण्ड I: घटनाएँ और प्रक्रियाएँ
    1. फ़्रांसिसी क्रांतियूरोप में समाजवाद एवं रूसी क्रांति
    2. नात्सीवाद और हिटलर का उदय
  • खण्ड II: जीविका, अर्थव्यवस्था एवं समाज
    1. वन्य समाज एवं उपनिवेशवाद
    2. आधुनिक विश्व में चरवाहे
    3. किसान और काश्तकार
  • खण्ड III: रोजाना की ज़िंदगी, संस्कृति और राजनीति
    1. इतिहास और खेल: क्रिकेट की कहनी
    2. पहनावे का सामाजिक इतिहास

समकालीन भारत – 1 (भूगोल)

  1. भारत – आकार और स्थिति
  2. भारत का भौतिक स्वरुप
  3. अपवाह
  4. जलवायु
  5. प्राकृतिक वनस्पति तथा वन्य प्राणी
  6. जनसंख्या

लोकतांत्रिक राजनीति (राजनीति विज्ञान)

  1. समकालिक विश्व में लोकतंत्र
  2. लोकतंत्र क्या? लोकतंत्र क्यों?
  3. संविधान निर्माण
  4. चुनावी राजनीति
  5. संस्थाओं का कामकाज
  6. लोकतांत्रिक अधिकार


  1. पालमपुर गाँव की कहानी
  2. संसाधन के रूप में लोग
  3. निर्धनता: एक चुनौती
  4. भारत में खाद्य सुरक्

UK Board class 9 Social Science Chapter list in (English)

India and the Contemporary World – 1 (History)

  • Section I: Events and Processes
    1. The French Revolution
    2. Socialism in Europe and the Russian Revolution
    3. Nazism and the Rise of Hitler
  • Section II: Livelihoods, Economics, and Societies
    1. Forest Society and Colonialism
    2. Pastoralists in the Modern World
    3. Peasants and Farmers
  • Section III: Everyday Life, Culture and Politics
    1. History and Sport: The Story of Cricket
    2. Clothing: A Social History

Contemporary India – 1 (Geography)

  1. India – Size, and Location
  2. Physical Features of India
  3. Drainage
  4. Climate
  5. Natural Vegetation and Wild Life
  6. Population

Democratic Politics – I (Political Science)

  1. Democracy in the Contemporary World
  2. What is Democracy? Why Democracy?
  3. Constitutional Design
  4. Electoral Politics
  5. Working of Institutions
  6. Democratic Rights


  1. The Story of Village Palampur
  2. People as Resource
  3. Poverty as a Challenge
  4. Food Security in India

Uttarakhand Board class 9 Social Science Syllabus

Syllabus (2018-19)


Social Science is a compulsory subject upto the 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 Geography, History, 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 UK Board class 9 Social Science Syllabus

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.


Time: 3 Hrs. (Max. Marks: 80)

No. Units UK Board class 9 Social Science SyllabusMarks Periods
IIndia and the Contemporary World – I2060
IIContemporary India – I2055
IIIDemocratic Politics – I2050

Unit 1: India and the Contemporary World – I (60 Periods)

Themes UK Board class 9 Social Science Syllabus
Three themes from the first sub-unit and one each from the second and third sub-units could be studied.

Sub-unit 1.1: Events and processes:

In this unit, the focus is on three events and processes that have in major ways shaped the identity of the modern world. Each represents a different form of politics, and a specific combination of forces. One event is linked to the growth of liberalism and democracy, one with socialism, and one with a negation of both democracy and socialism.

I. The French Revolution:

(a) The Ancient Regime and its crises.
(b) The social forces that led to the revolution.
(c) The different revolutionary groups and ideas of the time.
(d) The legacy. (Compulsory Chapter-1)

II. Socialism in Europe and the Russian Revolution:

(a) The crises of Tzarism.
(b) The nature of social movements between 1905 and 1917.
(c) The First World War and foundation of Soviet state.
(d) The legacy. (Chapter 2)

III. Nazism and the Rise of Hitler:

(a)The growth of social democracy
(b) The crises in Germany.
(b) The basis of Hitler’s rise to power.
(c) The ideology of Nazism.
(d) The impact of Nazism. (Chapter 3)

Sub-unit 1.2: Livelihoods, Economies and Societies:

The themes in this section will focus on how different social groups grapple with the changes in the contemporary world and how these changes affect their lives.

Anyone theme of the following:

IV. Forest Society and Colonialism:

(a) Relationship between forests and livelihoods.
(b) Changes in forest societies under colonialism.

Case studies: Focus on two forest movements one in colonial India (Bastar) and one in Indonesia. (Chapter 4)

V. Pastoralists in the Modern World:

(a) Pastoralism as a way of life.
(b) Different forms of pastoralism.
(c) What happens to pastoralism under colonialism and modern states?

Case studies: Focus on two pastoral groups, one from Africa and one from India. (Chapter 5)

VI. Peasants and Farmers:

(a) Histories of the emergence of different forms of farming and peasant societies.
(b) Changes within rural economies in the modern world.

Case studies: focus on contrasting forms of rural change and different forms of rural societies (expansion of large-scale wheat and cotton farming in USA, rural economy and the Agricultural Revolution in England, and small peasant production in colonial India) (Chapter 6)

Unit 2: Contemporary India – I (55 Periods)

Themes UK Board class 9 Social Science Syllabus
1. India – Size and Location
2. Physical Features of India: Relief, structure, major physiographic unit.
3. Drainage: Major rivers and tributaries, lakes and seas, the role of rivers in the
economy, pollution of rivers, measures to control river pollution. (Chapter 3)
4. Climate: Factors influencing the climate; monsoon- its characteristics, rainfall, and temperature distribution; seasons; climate and human life. (Chapter 4)
5. Natural Vegetation and Wild Life: Vegetation types, distribution as well as altitudinal variation, need for conservation and various measures. Major species, their distribution, need for conservation and various measures.
6. Population: Size, distribution, age-sex composition, population change migration as a determinant of population change, literacy, health, occupational structure and national population policy: adolescents as under-served population group with special needs. (Chapter 6)
Note: Data of pg 53, 54 is to be updated by the teacher in the Text Book NCERT, Class IX Geography.

Project/Activity UK Board class 9 Social Science Syllabus :

Learners may identify songs, dances, festivals and special food preparations associated with certain seasons in their particular region, and whether they have some commonality with other regions of India.
Collection of material by learners on the flora and fauna of the region in which their school is situated. It should include a list of endangered species of the region and also information regarding efforts being made to save them.

  • River pollution
  • Depletion of forests and ecological imbalance.

Unit 3: Democratic Politics – I (50 Periods)

Themes UK Board class 9 Social Science Syllabus1. What is Democracy? Why Democracy?:
What are the different ways of defining democracy? Why has democracy become the most prevalent form of government in our times? What are the alternatives to democracy? Is democracy superior to its available alternatives? Must every democracy have the same institutions and values? (Chapter 2)
2.Constitutional Design:
How and why did India become a democracy?
How was the Indian Constitution framed?
What are the salient features of the Constitution? How is democracy being constantly designed and redesigned in India? (Chapter 3)
3. Electoral Politics:
Why and how do we elect representatives?
Why do we have a system of competition among political parties? How has the citizens’ participation in electoral politics changed? What are the ways to ensure free and fair elections? (Chapter 4)
5. Working of Institutions:
How is the country governed? What does Parliament do in our democracy? What is the role of the President of India, the Prime Minister and the Council of Ministers? How do these relate to one another? (Chapter 5)
6. Democratic Rights :
Why do we need rights in a constitution?
What are the Fundamental Rights enjoyed by the citizen under the Indian constitution? How does the judiciary protect the Fundamental Rights of the citizen? How is the independence of he judiciary ensured? (Chapter 6)

Unit 4: Economics (50 Periods)

Themes UK Board class 9 Social Science SyllabusObjectives

1. The Story of Village Palampur:

Economic transactions of Palampore and its interaction with the rest of the world through which the concept of production (including three factors of production (land, labour and capital) can be introduced. (Chapter 1)

2. People as Resource:

Introduction of how people become resource/asset; economic activities done by men and women; unpaid work done by women; quality of human resource; the role of health and education; unemployment as a form of non-utilisation of human resource; sociopolitical implication in the simple form. (Chapter 2)

3. Poverty as a Challenge:

Who is poor (through two case studies: one rural, one urban); indicators; absolute poverty (not as a concept but through a few simple examples)-why people are poor; unequal distribution of resources; comparison between countries; steps taken by the government for poverty alleviation. (Chapter 3)

4. Food Security in India:

Source of foodgrains, variety across the nation, famines in the past, the need for self sufficiency, role of government in food security, procurement of foodgrains, overflowing of granaries and people without food, public distribution system, role of cooperatives in food security (foodgrains, milk and vegetables ration shops, cooperative shops, two-three examples as case studies) (Chapter 4)
Note: Current status of PDS mentioned in NCERT Class IX Economics to be deleted. (pg no. 49-51)

• Familiarising the children with some basic economic concepts through an imaginary story of a village.

• Familiarisation of a few population related concepts and sensitization of child that people as an asset can participate and contribute to nation building.

• Understanding of poverty as a challenge and sensitization of the learner.

• Appreciation of the government initiative to alleviate poverty.

• Exposing the child to an economic issue which is basic necessities of life.

• Appreciate and critically look at the role of government in ensuring food supply.

Suggested Activities / Instructions UK Board class 9 Social Science Syllabus:

Theme I:

  • Give more examples of activities done by different workers and farmers. Numerical problems can also be included.
  • Some of the ways through which description of villages are available in the writings of Prem Chand, M N Srinivas and RK Narayan. They may have to be referred.

Theme II:

  • Discuss the impact of unemployment.
  • Debate on whether all the activities done by women should be included or not.
  • Is it necessary to reduce population growth or family size? Discuss.

Theme IV:

  • To visit a few farms in a village and collect the details of foodgrains cultivated.
  • Visiting a nearby ration shop and collect the details of goods available.
  • Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go.

Project Work UK Board class 9 Social Science Syllabus: (05 Periods) (5 Marks)

Every student has to compulsorily undertake one project on Disaster Management (Pertaining to class 9 curriculum of Disaster Management only). The project have been carefully designed so as to-

  1. Create awareness in learners
  2. Enable them to understand and co-relate all aspects of Disaster Management.
  3. Relate theory with practice
  4. Relation of different aspects with life
  5. Provide hands-on experience.

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 teachers must ensure judicious selection by students of projects.
The distribution of marks over different aspects relating to  Project Work is as follows:

S.NO.ASPECTS UK Board class 9 Social Science SyllabusMARKS
1.Content accuracy and originality1
2.Presentation and creativity1
3.Process of Project Completion: Initiative, cooperativeness, participation and punctuality1
4.Viva or written test for content assimilation2

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 concerned schools. A Summary Report should be prepared highlighting:

  • Objectives realized through individual or group interactions;
  • Calendar of activities;
  • Innovative ideas generated in this 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 should be handwritten by the students themselves and comprise of not more than 15 foolscap pages. The record of the project work (internal assessment) should be kept for a period of three months for verification, if any.

PRESCRIBED BOOKS for UK Board class 9 Social Science Syllabus:

  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

*01 Map question of 5 marks having 5 items carrying 01 marks each.


UK Board class 9 Social Science Syllabus

Subject – History


The French Revolution
Outline map of France (For locating and labeling/Identification)

  1. Bordeaux
  2. Nantes
  3. Paris
  4. Marseilles


Socialism in Europe and the Russian Revolution Outline 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), America


Nazism and the Rise of Hitler
Outline map of the 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



1-India-States with Capitals, Tropic of Cancer, Standard Meridian, Southern most, northern most, eastern most and western most point of India (Location and Labelling)


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)


Rivers : (Identification only)

  1. The Himalayan River Systems-The Indus, The Ganges, and The Satluj
  2. The Peninsular rivers-The Narmada, The Tapi, The Kaveri, The Krishna, The Godavari, The Mahanadi

Lakes: Wular, Pulicat, Sambhar, Chilika, Vembanad, Kolleru


  1. Cities to locate : Tiruvananthpuram, Chennai, Jodhpur, Bangalore, Mumbai,
    Kolkata, Leh, Shillong, Delhi, Nagpur. (Location and Labelling)
  2. Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)


Vegetation Type: Tropical Evergreen Forest, Tropical Deciduous Forest, Thorn Forest, Montane Forests and MangroveFor identification only
National Parks: Corbett, Kaziranga, Ranthambor, Shivpuri, Kanha, Simlipal & Manas
Bird Sanctuaries: Bharatpur and Ranganthitto
Wildlife Sanctuaries: Sariska, Mudumalai, Rajaji, Dachigam (Location and Labelling)

CH-6: POPULATION (location and labeling)

The state has the highest and lowest density of population
The state has the highest and lowest sex ratio
Largest and smallest state according to area

For study material on UK Board class 9 Social Science Syllabus download myCBSEguide app.UK Board class 9 Social Science Syllabus is also available on the myCBSEguide website. UK Board class 9 Social Science Syllabus for the session 2018-19 is available here in PDF format. For the latest UK Board class 9 Social Science Syllabus, please visit UBSE official website.

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