\n| Three themes from the first sub-unit and one each from the second and third sub-units could be studied.<\/p>\n Sub-unit 1.1 : Events and processes:<\/strong><\/p>\nIn 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.<\/p>\n I. The French Revolution:<\/strong>
\n(a) The Ancient Regime and its crises.
\n(b) The social forces that led to the revolution.
\n(c) The different revolutionary groups and ideas of the time.
\n(d) The legacy. (Compulsory Chapter-1)<\/p>\nII. Socialism in Europe and the Russian Revolution:<\/strong>
\n(a) The crises of Tzarism.
\n(b) The nature of social movements between 1905 and 1917.
\n(c) The First World War and foundation of Soviet state.
\n(d) The legacy. (Chapter 2)<\/p>\nIII. Nazism and the Rise of Hitler:<\/strong>
\n(a)The growth of social democracy
\n(b) The crises in Germany.
\n(b) The basis of Hitler’s rise to power.
\n(c) The ideology of Nazism.
\n(d) The impact of Nazism. (Chapter 3)<\/p>\nSub-unit 1.2: Livelihoods, Economies and Societies:<\/strong>
\nThe 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.<\/p>\nAny one theme of the following:<\/strong><\/p>\nIV. Forest Society and Colonialism:<\/strong>
\n(a) Relationship between forests and livelihoods.
\n(b) Changes in forest societies under colonialism.<\/p>\nCase studies:<\/strong> Focus on two forest movements one in colonial India (Bastar) and one in Indonesia.(Chapter 4)<\/p>\nV. Pastoralists in the Modern World:<\/strong>
\n(a) Pastoralism as a way of life.
\n(b) Different forms of pastoralism.
\n(c) What happens to pastoralism under colonialism and modern states?<\/p>\nCase studies:<\/strong> Focus on two pastoral groups,one from Africa and one from India. (Chapter 5)<\/p>\nVI. Peasants and Farmers:<\/strong>
\n(a) Histories of the emergence of different forms of farming and peasant societies.
\n(b) Changes within rural economies in the modern world.<\/p>\nCase studies: <\/strong>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)<\/td>\n| \u2022 <\/span>In each of the themes in this unit students would be made familiar with 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.<\/p>\n \u2022 <\/span>Familiarize students with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it.
\n\u2022 <\/span>Show how written, oral and visual material can be used to recover the history of revolutions.
\n\u2022 <\/span>Explore the history of socialism through a study of the Russian revolution.
\n\u2022 <\/span>Familiarize students with the names of people involved, the different types of ideas that inspired the revolution.
\n\u2022 <\/span>Discuss the critical significance of Nazism in shaping the politics of modern world.
\n\u2022 <\/span>Familiarize students with the speeches and writings of Nazi leaders.<\/p>\n\u2022 <\/span>Discuss the social and cultural world of forest communities through the study of specific revolts.
\n\u2022 <\/span>Understand how oral traditions can be used to explore tribal revolts.
\n\u2022 <\/span>Point to the varying patterns of developments within pastoral
\nsocieties in different places.
\n\u2022 <\/span>Look at the impact of colonialism on forest societies, and the implication of scientific forestry.
\n\u2022 <\/span>Show the different processes through which agrarian transformation may occur in the modern world.
\n\u2022 <\/span>Consider what happens to pastoralists and pastoralism in the modern world, with the formation of modern states, marking of boundaries, processes of sedentarization, contraction of pastures, and expansion of markets.<\/p>\n\u2022 <\/span>Understand how agricultural systems in India are different from that in other countries.
\n\u2022 <\/span>Familiarize students with the idea that large scale farming, small scale production, shifting agriculture operate on different principles and have different histories.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nUnit 2: Contemporary India \u2013 I (55 Periods)<\/strong><\/p>\n\n\n\nThemes <\/span><\/strong><\/td>\nObjectives<\/span><\/strong><\/td>\n<\/tr>\n\n1. India <\/span>– Size and Location<\/span>
\n2. Physical Features of India: <\/span>Relief, structure, major physiographic unit.<\/span>
\n3. Drainage: <\/span>Major rivers and tributaries, lakes and seas, role of rivers in the
\neconomy, pollution of rivers, measures to control river pollution. (Chapter 3)<\/span>
\n4. Climate: <\/span>Factors influencing the climate; monsoon- its characteristics, rainfall and temperature distribution; seasons; climate and human life. (Chapter 4)<\/span>
\n5. Natural Vegetation and Wild Life: <\/span>Vegetation types, distribution as well as altitudinal variation, need for conservation and various measures. Major species, their distribution, need for conservation and various measures.<\/span>
\n6. Population: <\/span>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)
\nNote: Data of pg 53, 54 is to be updated by the teacher in the Text Book NCERT, Class IX Geography.<\/span><\/td>\n | \u2022 To understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types.
\n\u2022 To understand the river systems of the country and explain the role of rivers in the evolution of human society.<\/span>\u2022 To identify the various factors influencing the climate and explain the climatic variation of our country and its impact on the life of the people.
\n\u2022 To explain the importance and unifying role of monsoons.
\n\u2022 To find out the nature of diverse flora and fauna as well as their distribution.
\n\u2022 To develop concern about the need to protect the biodiversity of our country.
\n\u2022 To analyse the uneven nature of population distribution and show concern about the large size of our population.
\n\u2022 To understand the various occupations of people and explain variousfactors of population change.
\n\u2022 To explain various dimensions of national policy and understand the needs of adolescents as under served group.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nProject\/Activity: <\/strong>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.
\nCollection 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.
\nPosters:<\/strong><\/p>\n\n- River pollution<\/li>\n
- Depletion of forests and ecological imbalance.<\/li>\n<\/ul>\n
Unit 3: Democratic Politics – I (50 Periods)<\/strong><\/p>\n\n\n\n| Themes <\/span><\/td>\n | Objectives<\/span><\/td>\n<\/tr>\n\n1. What is Democracy? Why Democracy?:<\/span>
\nWhat 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)<\/span>
\n2.<\/span>Constitutional Design:<\/span>
\nHow and why did India become a democracy?
\nHow was the Indian Constitution framed?
\nWhat are the salient features of the Constitution? How is democracy being constantly designed and redesigned in India? (Chapter 3)<\/span>
\n3. Electoral Politics:<\/span>
\nWhy and how do we elect representatives?
\nWhy do we have a system of competition among political parties? How has the citizens\u2019 participation in electoral politics changed? What are the ways to ensure free and fair elections? (Chapter 4)<\/span>
\n5. Working of Institutions:
\nHow 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)
\n6. Democratic Rights :
\nWhy do we need rights in a constitution?
\nWhat 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)<\/td>\n | \u2022 Develop conceptual skills of defining democracy
\n\u2022 Understand how different historical processes and forces have promoted democracy
\n\u2022 Developing a sophisticated defence of democracy against common prejudices
\n\u2022 Develop a historical sense of the choice and nature of democracy in India<\/span>\u2022 Introduction to the process of Constitution making
\n\u2022 Develop respect for the Constitution and appreciation for Constitutional values
\n\u2022 Recognise that Constitution is a living document that undergoes changes<\/span>\u2022 Introduce the idea of representative democracy via competitive party politics
\n\u2022 Familiarise with our electoral system and reasons for choosing this
\n\u2022 Develop an appreciation of citizen\u2019s increased participation in electoral politics
\n\u2022 Recognise the significance of the Election Commission<\/span>\u2022 Provide an overview of central governmental structures
\n\u2022 Sensitise to the key role of the Parliament and its procedures\u2022 Distinguish between nominal and real executive authorities and functions
\n\u2022 Understand the parliamentary system of executive\u2019s accountability to the legislature<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nUnit 4: Economics (50 Periods)<\/strong><\/p>\n\n\n\nThemes <\/span><\/strong><\/td>\nObjectives<\/span><\/strong><\/td>\n<\/tr>\n\n1. The Story of Village Palampur:<\/strong>
\nEconomic 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)
\n2. People as Resource:<\/strong> Introduction of how people become resource \/ asset; economic activities done by men and women; unpaid work done by women; quality of human resource; role of health and education; unemployment as a form of non utilisation of human resource; sociopolitical implication in simple form. (Chapter 2)
\n3. Poverty as a Challenge:<\/strong> 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 government for poverty alleviation.(Chapter 3)
\n4. Food Security in India:<\/strong> 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)
\nNote:<\/strong> Current status of PDS mentioned in NCERT Class IX Economics to be deleted.(pg no. 49-51)<\/td>\n\u2022 Familiarising the children with some basic economic concepts through an imaginary story of a village.<\/span><\/p>\n \u2022 Familiarisation of a few population related concepts and sensitization of child that people as asset can participate and contribute in nation building.<\/span><\/p>\n\u2022 Understanding of poverty as a challenge and sensitization of the learner.<\/span><\/p>\n\u2022 Appreciation of the government initiative to alleviate poverty.<\/span><\/p>\n\u2022 Exposing the child to an economic issue which is basic necessities of life.<\/span><\/p>\n\u2022 Appreciate and critically look at the role of government in ensuring food supply.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nSuggested Activities \/ Instructions:
\nTheme I:<\/strong><\/p>\n\n- Give more examples of activities done by different workers and farmers. Numerical problems can also be included.<\/li>\n
- Some of the ways through which description of villages are available in the writings of Prem Chand, MNSrinivas and RK Narayan. They may have to be referred.<\/li>\n<\/ul>\n
Theme II:<\/strong><\/p>\n\n- Discuss the impact of unemployment.<\/li>\n
- Debate on whether all the activities done by women should be included or not.<\/li>\n
- Is it necessary to reduce population growth or family size? Discuss.<\/li>\n<\/ul>\n
Theme IV:<\/strong><\/p>\n\n- Visit a few farms in a village and collect the details of foodgrains cultivated.<\/li>\n
- Visit a nearby ration shop and collect the details of goods available.<\/li>\n
- Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go.<\/li>\n<\/ul>\n
Project Work : (05 Periods) (5 Marks)<\/strong>
\nEvery 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-<\/p>\n\n- Create awareness in learners<\/li>\n
- Enable them to understand and co-relate all aspects of Disaster Management.<\/li>\n
- Relate theory with practice<\/li>\n
- Relation of different aspects with life<\/li>\n
- Provide hands on experience.<\/li>\n<\/ol>\n
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.
\nThe distribution of marks over different aspects relating to\u00a0 Project Work is as follows:<\/p>\n \n\n\nS.NO.<\/strong><\/td>\nASPECTS<\/strong><\/td>\nMARKS<\/strong><\/td>\n<\/tr>\n\n| 1.<\/td>\n | Content accuracy and originality<\/td>\n | 1<\/td>\n<\/tr>\n | \n| 2.<\/td>\n | Presentation and creativity<\/td>\n | 1<\/td>\n<\/tr>\n | \n| 3.<\/td>\n | Process of Project Completion : Initiative, cooperativeness, participation and punctuality<\/td>\n | 1<\/td>\n<\/tr>\n | \n| 4.<\/td>\n | Viva or written test for content assimilation<\/td>\n | 2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n 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:<\/p>\n \n- Objectives realized through individual or group interactions;<\/li>\n
- Calendar of activities;<\/li>\n
- Innovative ideas generated in this process ;<\/li>\n
- List of questions asked in viva voce<\/li>\n<\/ul>\n
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.<\/p>\n PRESCRIBED BOOKS:<\/strong><\/p>\n\n- India and the Contemporary World – I History – Published by NCERT<\/li>\n
- Contemporary India – I Geography – Published by NCERT<\/li>\n
- Democratic Politics – I Published by NCERT<\/li>\n
- Economics – Published by NCERT<\/li>\n
- Together, Towards a Safer India – Part II, a textbook on Disaster Management for Class IX – Published by CBSE<\/li>\n<\/ol>\n
QUESTION PAPER DESIGN FOR SOCIAL SCIENCE
\nCBSE class 9 Social Science New Syllabus 2018-19
\n<\/strong><\/p>\n\n\n\nS.
\nNo.<\/span><\/strong><\/td>\nTypology of Questions <\/span><\/strong><\/td>\nVSA (1 Mark)<\/span><\/strong><\/td>\nSA
\n(3 Marks)<\/span><\/strong><\/td>\nLA
\n(5 Marks)<\/span><\/strong><\/td>\nTotal
\nMarks<\/span><\/strong><\/td>\n%
\nWeightage<\/span><\/strong><\/td>\n<\/tr>\n\n| 1 <\/span><\/td>\n | Remembering (Knowledge based simple recall questions, to know specific facts, terms, concepts, principles, or theories; identify, define or recite information)<\/span><\/td>\n | — <\/span><\/td>\n | 2 <\/span><\/td>\n | 2 <\/span><\/td>\n | 16 <\/span><\/td>\n | 20%<\/span><\/td>\n<\/tr>\n\n| 2 <\/span><\/td>\n | Understanding (Comprehension – to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information)<\/span><\/td>\n | 3 <\/span><\/td>\n | 1 <\/span><\/td>\n | 2 <\/span><\/td>\n | 16 <\/span><\/td>\n | 20%<\/span><\/td>\n<\/tr>\n\n| 3 <\/span><\/td>\n | Application (Use abstract information in concrete situation, to apply knowledge to new situations, use given content to interpret a situation, provide an example, or solve a problem)<\/td>\n | 2 <\/span><\/td>\n | 3 <\/span><\/td>\n | 2 <\/span><\/td>\n | 21 <\/span><\/td>\n | 26%<\/span><\/td>\n<\/tr>\n\n| 4 <\/span><\/td>\n | High Order Thinking Skills (Analysis & Synthesis – Classify,
\ncompare, contrast, or differentiate between different pieces of information, Organize and\/or integrate unique pieces of information from a variety of sources)<\/td>\n | 2 <\/span><\/td>\n | 3 <\/span><\/td>\n | 1 <\/span><\/td>\n | 16 <\/span><\/td>\n | 20%<\/span><\/td>\n<\/tr>\n\n| 5 <\/span><\/td>\n | Creating, Evaluation and Multi Disciplinary (Generating new ideas, product or ways of viewing things, appraise, judge, and\/or justify)<\/td>\n | — <\/span><\/td>\n | 2 <\/span><\/td>\n | — <\/span><\/td>\n | 6 <\/span><\/td>\n | 08%<\/span><\/td>\n<\/tr>\n\n| 6 <\/span><\/td>\n | Map Skill <\/span><\/td>\n | – <\/span><\/td>\n | – <\/span><\/td>\n | 1 <\/span><\/td>\n | 5* <\/span><\/td>\n | 06%<\/span><\/td>\n<\/tr>\n\n| <\/td>\n | Total <\/span><\/td>\n | 1×7=7 <\/span><\/td>\n | 3×11=33<\/span><\/td>\n | 5×8=40<\/span><\/td>\n | 80(26)<\/span><\/td>\n | 100%<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n *01 Map question of 5 marks having 5 items carrying 01 mark each.<\/p>\n LIST OF MAP ITEMS FOR SOCIAL SCIENCE<\/strong><\/p>\nSubject – History<\/strong>
\nChapter-1: <\/strong>The French Revolution
\nOutline map of France (For locating and labelling\/Identification)<\/p>\n\n- Bordeaux<\/li>\n
- Nantes<\/li>\n
- Paris<\/li>\n
- Marseilles<\/li>\n<\/ul>\n
Chapter-2:<\/strong> Socialism in Europe and the Russian Revolution Outline map of World (For locating and labelling\/Identification)<\/p>\n\n- Major countries of First World War
\n(Central Powers and Allied Powers)
\nCentral Powers –\u00a0 Germany, Austria-Hungary, Turkey (Ottoman Empire) Allied Powers – France, England, (Russia), America<\/li>\n<\/ul>\nChapter-3:<\/strong> Nazism and the Rise of Hitler
\nOutline map of World (For locating and labelling\/Identification)<\/p>\n\n- Major countries of Second World War
\nAxis Powers \u2013 Germany, Italy, Japan
\nAllied Powers \u2013 UK, France, Former USSR, USA<\/li>\n - Territories under German expansion (Nazi power)
\nAustria, Poland, Czechoslovakia(only\u00a0 Slovakia shown in the map), Denmark, Lithuania, France, Belgium<\/li>\n<\/ul>\nSUBJECT-GEOGRAPHY<\/strong><\/p>\nCH-1 : INDIA-SIZE AND LOCATION<\/strong>
\n1-India-States with Capitals, Tropic of Cancer, Standard Meridian, Southern most, northern most, eastern most and western most point of India (Location and Labelling)
\nCH-2 : PHYSICAL FEATURES OF INDIA<\/strong>
\nMountain Ranges: The Karakoram, The Zasker,The Shivalik, The Aravali, The Vindhya, The Satpura, Western & Eastern Ghats
\nMountain Peaks \u2013 K2, Kanchan Junga, Anai Mudi,
\nPlateau -Deccan Plateau, Chotta Nagpur Plateau, Malwa plateau
\nCoastal Plains- Konkan, Malabar, Coromandal & Northern Circar (Location and Labelling)
\nCH-3 : DRAINAGE<\/strong>
\nRivers : (Identification only)<\/p>\n\n- The Himalayan River Systems-The Indus, The Ganges, and The Satluj<\/li>\n
- The Peninsular rivers-The Narmada, The Tapi, The Kaveri, The Krishna, The Godavari,The Mahanadi<\/li>\n<\/ol>\n
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