{"id":13853,"date":"2018-04-13T18:29:01","date_gmt":"2018-04-13T12:59:01","guid":{"rendered":"http:\/\/mycbseguide.com\/blog\/?p=13853"},"modified":"2018-12-31T12:27:49","modified_gmt":"2018-12-31T06:57:49","slug":"uk-board-class-9-social-science-syllabus","status":"publish","type":"post","link":"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/","title":{"rendered":"UK Board class 9 Social Science Syllabus"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_76 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 eztoc-toggle-hide-by-default' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#UK_Board_Syllabus_Class_9\" >UK Board Syllabus Class 9<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#UK_Board_class_9_Social_Science_Syllabus\" >UK Board class 9 Social Science Syllabus<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#%E0%A4%AD%E0%A4%BE%E0%A4%B0%E0%A4%A4_%E0%A4%94%E0%A4%B0_%E0%A4%B8%E0%A4%AE%E0%A4%95%E0%A4%BE%E0%A4%B2%E0%A5%80%E0%A4%A8_%E0%A4%B5%E0%A4%BF%E0%A4%B6%E0%A5%8D%E0%A4%B5_%E2%80%93_1_%E0%A4%87%E0%A4%A4%E0%A4%BF%E0%A4%B9%E0%A4%BE%E0%A4%B8\" >\u092d\u093e\u0930\u0924 \u0914\u0930 \u0938\u092e\u0915\u093e\u0932\u0940\u0928 \u0935\u093f\u0936\u094d\u0935 \u2013 1 (\u0907\u0924\u093f\u0939\u093e\u0938)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#%E0%A4%B8%E0%A4%AE%E0%A4%95%E0%A4%BE%E0%A4%B2%E0%A5%80%E0%A4%A8_%E0%A4%AD%E0%A4%BE%E0%A4%B0%E0%A4%A4_%E2%80%93_1_%E0%A4%AD%E0%A5%82%E0%A4%97%E0%A5%8B%E0%A4%B2\" >\u0938\u092e\u0915\u093e\u0932\u0940\u0928 \u092d\u093e\u0930\u0924 \u2013 1 (\u092d\u0942\u0917\u094b\u0932)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#%E0%A4%B2%E0%A5%8B%E0%A4%95%E0%A4%A4%E0%A4%BE%E0%A4%82%E0%A4%A4%E0%A5%8D%E0%A4%B0%E0%A4%BF%E0%A4%95_%E0%A4%B0%E0%A4%BE%E0%A4%9C%E0%A4%A8%E0%A5%80%E0%A4%A4%E0%A4%BF_%E0%A4%B0%E0%A4%BE%E0%A4%9C%E0%A4%A8%E0%A5%80%E0%A4%A4%E0%A4%BF_%E0%A4%B5%E0%A4%BF%E0%A4%9C%E0%A5%8D%E0%A4%9E%E0%A4%BE%E0%A4%A8\" >\u0932\u094b\u0915\u0924\u093e\u0902\u0924\u094d\u0930\u093f\u0915 \u0930\u093e\u091c\u0928\u0940\u0924\u093f (\u0930\u093e\u091c\u0928\u0940\u0924\u093f \u0935\u093f\u091c\u094d\u091e\u093e\u0928)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#%E0%A4%85%E0%A4%B0%E0%A5%8D%E0%A4%A5%E0%A4%B6%E0%A4%BE%E0%A4%B8%E0%A5%8D%E0%A4%A4%E0%A5%8D%E0%A4%B0\" >\u0905\u0930\u094d\u0925\u0936\u093e\u0938\u094d\u0924\u094d\u0930<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#UK_Board_class_9_Social_Science_Chapter_list_in_English\" >UK Board class 9 Social Science Chapter list in (English)<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#India_and_the_Contemporary_World_%E2%80%93_1_History\" >India and the Contemporary World \u2013 1 (History)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Contemporary_India_%E2%80%93_1_Geography\" >Contemporary India \u2013 1 (Geography)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Democratic_Politics_%E2%80%93_I_Political_Science\" >Democratic Politics \u2013 I (Political Science)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Economics\" >Economics<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Uttarakhand_Board_class_9_Social_Science_Syllabus\" >Uttarakhand Board class 9 Social Science Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Objectives_UK_Board_class_9_Social_Science_Syllabus\" >Objectives\u00a0UK Board class 9 Social Science Syllabus<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#COURSE_STRUCTURE\" >COURSE STRUCTURE<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-15\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Unit_1_India_and_the_Contemporary_World_%E2%80%93_I_60_Periods\" >Unit 1: India and the Contemporary World &#8211; I (60 Periods)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-16\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Sub-unit_11_Events_and_processes\" >Sub-unit 1.1: Events and processes:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-17\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#I_The_French_Revolution\" >I. The French Revolution:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-18\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#II_Socialism_in_Europe_and_the_Russian_Revolution\" >II. Socialism in Europe and the Russian Revolution:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-19\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#III_Nazism_and_the_Rise_of_Hitler\" >III. Nazism and the Rise of Hitler:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-20\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Sub-unit_12_Livelihoods_Economies_and_Societies\" >Sub-unit 1.2: Livelihoods, Economies and Societies:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-21\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#IV_Forest_Society_and_Colonialism\" >IV. Forest Society and Colonialism:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-22\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#V_Pastoralists_in_the_Modern_World\" >V. Pastoralists in the Modern World:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-23\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#VI_Peasants_and_Farmers\" >VI. Peasants and Farmers:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-24\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#ProjectActivity_UK_Board_class_9_Social_Science_Syllabus\" >Project\/Activity UK Board class 9 Social Science Syllabus :<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-25\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Unit_3_Democratic_Politics_%E2%80%93_I_50_Periods\" >Unit 3: Democratic Politics &#8211; I (50 Periods)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-26\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Unit_4_Economics_50_Periods\" >Unit 4: Economics (50 Periods)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-27\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#1_The_Story_of_Village_Palampur\" >1. The Story of Village Palampur:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-28\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#2_People_as_Resource\" >2. People as Resource:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-29\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#3_Poverty_as_a_Challenge\" >3. Poverty as a Challenge:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-30\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#4_Food_Security_in_India\" >4. Food Security in India:<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-31\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Suggested_Activities_Instructions_UK_Board_class_9_Social_Science_Syllabus\" >Suggested Activities \/ Instructions UK Board class 9 Social Science Syllabus:<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-32\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Theme_I\" >Theme I:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-33\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Theme_II\" >Theme II:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-34\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Theme_IV\" >Theme IV:<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-35\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Project_Work_UK_Board_class_9_Social_Science_Syllabus_05_Periods_5_Marks\" >Project Work UK Board class 9 Social Science Syllabus: (05 Periods) (5 Marks)<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-36\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#PRESCRIBED_BOOKS_for_UK_Board_class_9_Social_Science_Syllabus\" >PRESCRIBED BOOKS for UK Board class 9 Social Science Syllabus:<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-37\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Subject_%E2%80%93_History\" >Subject &#8211; History<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-38\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Chapter-1\" >Chapter-1:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-39\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Chapter-2\" >Chapter-2:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-40\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#Chapter-3\" >Chapter-3:<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-41\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#CH-1_INDIA-SIZE_AND_LOCATION\" >CH-1: INDIA-SIZE AND LOCATION<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-42\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#CH-2_PHYSICAL_FEATURES_OF_INDIA\" >CH-2: PHYSICAL FEATURES OF INDIA<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-43\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#CH-3_DRAINAGE\" >CH-3: DRAINAGE<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-44\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#CH-4_CLIMATE\" >CH-4: CLIMATE<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-45\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#CH-5_NATURAL_VEGETATION_AND_WILDLIFE\" >CH-5: NATURAL VEGETATION AND WILDLIFE<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-46\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/#CH-6_POPULATION_location_and_labeling\" >CH-6: POPULATION (location and labeling)<\/a><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n<p style=\"text-align: left;\">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.<\/p>\n<p style=\"text-align: center;\"><strong>UK Board Class 09 Social Science Syllabus\u00a0<a class=\"button\" href=\"https:\/\/mycbseguide.com\/downloads\/uttarakhand-board-class-9-social-science-(%E0%A4%B8%E0%A4%BE%E0%A4%AE%E0%A4%BE%E0%A4%9C%E0%A4%BF%E0%A4%95-%E0%A4%B5%E0%A4%BF%E0%A4%9C%E0%A5%8D%E0%A4%9E%E0%A4%BE%E0%A4%A8)\/3757\/\">Download as PDF<\/a><\/strong><\/p>\n<h2><span class=\"ez-toc-section\" id=\"UK_Board_Syllabus_Class_9\"><\/span>UK Board Syllabus Class 9<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ul>\n<li><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-hindi-syllabus\/\">Hindi Class 9 UK Board Syllabus<\/a><\/strong><\/li>\n<li><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/\">mathematics Class 9 UK Board Syllabus<\/a><\/strong><\/li>\n<li><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-home-science-syllabus\/\">Home science Class 9 UK Board Syllabus<\/a><\/strong><\/li>\n<li><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-english-syllabus\/\">English Class 9 UK Board Syllabus<\/a><\/strong><\/li>\n<li class=\"entry-title\"><strong><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-science-syllabus\/\">Science Class 9 UK Board Syllabus<\/a><\/strong><\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"UK_Board_class_9_Social_Science_Syllabus\"><\/span><strong>UK Board class 9 Social Science Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<h3><span class=\"ez-toc-section\" id=\"%E0%A4%AD%E0%A4%BE%E0%A4%B0%E0%A4%A4_%E0%A4%94%E0%A4%B0_%E0%A4%B8%E0%A4%AE%E0%A4%95%E0%A4%BE%E0%A4%B2%E0%A5%80%E0%A4%A8_%E0%A4%B5%E0%A4%BF%E0%A4%B6%E0%A5%8D%E0%A4%B5_%E2%80%93_1_%E0%A4%87%E0%A4%A4%E0%A4%BF%E0%A4%B9%E0%A4%BE%E0%A4%B8\"><\/span><strong>\u092d\u093e\u0930\u0924 \u0914\u0930 \u0938\u092e\u0915\u093e\u0932\u0940\u0928 \u0935\u093f\u0936\u094d\u0935 \u2013 <\/strong><strong>1 (<\/strong><strong>\u0907\u0924\u093f\u0939\u093e\u0938<\/strong><strong>)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>\u0916\u0923\u094d\u0921 I: \u0918\u091f\u0928\u093e\u090f\u0901 \u0914\u0930 \u092a\u094d\u0930\u0915\u094d\u0930\u093f\u092f\u093e\u090f\u0901\n<ol>\n<li>\u095e\u094d\u0930\u093e\u0902\u0938\u093f\u0938\u0940 \u0915\u094d\u0930\u093e\u0902\u0924\u093f\u092f\u0942\u0930\u094b\u092a \u092e\u0947\u0902 \u0938\u092e\u093e\u091c\u0935\u093e\u0926 \u090f\u0935\u0902 \u0930\u0942\u0938\u0940 \u0915\u094d\u0930\u093e\u0902\u0924\u093f<\/li>\n<li>\u0928\u093e\u0924\u094d\u0938\u0940\u0935\u093e\u0926 \u0914\u0930 \u0939\u093f\u091f\u0932\u0930 \u0915\u093e \u0909\u0926\u092f<\/li>\n<\/ol>\n<\/li>\n<li>\u0916\u0923\u094d\u0921 II: \u091c\u0940\u0935\u093f\u0915\u093e, \u0905\u0930\u094d\u0925\u0935\u094d\u092f\u0935\u0938\u094d\u0925\u093e \u090f\u0935\u0902 \u0938\u092e\u093e\u091c\n<ol>\n<li>\u0935\u0928\u094d\u092f \u0938\u092e\u093e\u091c \u090f\u0935\u0902 \u0909\u092a\u0928\u093f\u0935\u0947\u0936\u0935\u093e\u0926<\/li>\n<li>\u0906\u0927\u0941\u0928\u093f\u0915 \u0935\u093f\u0936\u094d\u0935 \u092e\u0947\u0902 \u091a\u0930\u0935\u093e\u0939\u0947<\/li>\n<li>\u0915\u093f\u0938\u093e\u0928 \u0914\u0930 \u0915\u093e\u0936\u094d\u0924\u0915\u093e\u0930<\/li>\n<\/ol>\n<\/li>\n<li>\u0916\u0923\u094d\u0921 III: \u0930\u094b\u091c\u093e\u0928\u093e \u0915\u0940 \u095b\u093f\u0902\u0926\u0917\u0940, \u0938\u0902\u0938\u094d\u0915\u0943\u0924\u093f \u0914\u0930 \u0930\u093e\u091c\u0928\u0940\u0924\u093f\n<ol>\n<li>\u0907\u0924\u093f\u0939\u093e\u0938 \u0914\u0930 \u0916\u0947\u0932: \u0915\u094d\u0930\u093f\u0915\u0947\u091f \u0915\u0940 \u0915\u0939\u0928\u0940<\/li>\n<li>\u092a\u0939\u0928\u093e\u0935\u0947 \u0915\u093e \u0938\u093e\u092e\u093e\u091c\u093f\u0915 \u0907\u0924\u093f\u0939\u093e\u0938<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"%E0%A4%B8%E0%A4%AE%E0%A4%95%E0%A4%BE%E0%A4%B2%E0%A5%80%E0%A4%A8_%E0%A4%AD%E0%A4%BE%E0%A4%B0%E0%A4%A4_%E2%80%93_1_%E0%A4%AD%E0%A5%82%E0%A4%97%E0%A5%8B%E0%A4%B2\"><\/span><strong>\u0938\u092e\u0915\u093e\u0932\u0940\u0928 \u092d\u093e\u0930\u0924 \u2013 <\/strong><strong>1 (<\/strong><strong>\u092d\u0942\u0917\u094b\u0932<\/strong><strong>)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>\u092d\u093e\u0930\u0924 \u2013 \u0906\u0915\u093e\u0930 \u0914\u0930 \u0938\u094d\u0925\u093f\u0924\u093f<\/li>\n<li>\u092d\u093e\u0930\u0924 \u0915\u093e \u092d\u094c\u0924\u093f\u0915 \u0938\u094d\u0935\u0930\u0941\u092a<\/li>\n<li>\u0905\u092a\u0935\u093e\u0939<\/li>\n<li>\u091c\u0932\u0935\u093e\u092f\u0941<\/li>\n<li>\u092a\u094d\u0930\u093e\u0915\u0943\u0924\u093f\u0915 \u0935\u0928\u0938\u094d\u092a\u0924\u093f \u0924\u0925\u093e \u0935\u0928\u094d\u092f \u092a\u094d\u0930\u093e\u0923\u0940<\/li>\n<li>\u091c\u0928\u0938\u0902\u0916\u094d\u092f\u093e<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"%E0%A4%B2%E0%A5%8B%E0%A4%95%E0%A4%A4%E0%A4%BE%E0%A4%82%E0%A4%A4%E0%A5%8D%E0%A4%B0%E0%A4%BF%E0%A4%95_%E0%A4%B0%E0%A4%BE%E0%A4%9C%E0%A4%A8%E0%A5%80%E0%A4%A4%E0%A4%BF_%E0%A4%B0%E0%A4%BE%E0%A4%9C%E0%A4%A8%E0%A5%80%E0%A4%A4%E0%A4%BF_%E0%A4%B5%E0%A4%BF%E0%A4%9C%E0%A5%8D%E0%A4%9E%E0%A4%BE%E0%A4%A8\"><\/span><strong>\u0932\u094b\u0915\u0924\u093e\u0902\u0924\u094d\u0930\u093f\u0915 \u0930\u093e\u091c\u0928\u0940\u0924\u093f <\/strong><strong>(<\/strong><strong>\u0930\u093e\u091c\u0928\u0940\u0924\u093f \u0935\u093f\u091c\u094d\u091e\u093e\u0928<\/strong><strong>)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>\u0938\u092e\u0915\u093e\u0932\u093f\u0915 \u0935\u093f\u0936\u094d\u0935 \u092e\u0947\u0902 \u0932\u094b\u0915\u0924\u0902\u0924\u094d\u0930<\/li>\n<li>\u0932\u094b\u0915\u0924\u0902\u0924\u094d\u0930 \u0915\u094d\u092f\u093e? \u0932\u094b\u0915\u0924\u0902\u0924\u094d\u0930 \u0915\u094d\u092f\u094b\u0902?<\/li>\n<li>\u0938\u0902\u0935\u093f\u0927\u093e\u0928 \u0928\u093f\u0930\u094d\u092e\u093e\u0923<\/li>\n<li>\u091a\u0941\u0928\u093e\u0935\u0940 \u0930\u093e\u091c\u0928\u0940\u0924\u093f<\/li>\n<li>\u0938\u0902\u0938\u094d\u0925\u093e\u0913\u0902 \u0915\u093e \u0915\u093e\u092e\u0915\u093e\u091c<\/li>\n<li>\u0932\u094b\u0915\u0924\u093e\u0902\u0924\u094d\u0930\u093f\u0915 \u0905\u0927\u093f\u0915\u093e\u0930<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"%E0%A4%85%E0%A4%B0%E0%A5%8D%E0%A4%A5%E0%A4%B6%E0%A4%BE%E0%A4%B8%E0%A5%8D%E0%A4%A4%E0%A5%8D%E0%A4%B0\"><\/span><strong>\u0905\u0930\u094d\u0925\u0936\u093e\u0938\u094d\u0924\u094d\u0930<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>\u092a\u093e\u0932\u092e\u092a\u0941\u0930 \u0917\u093e\u0901\u0935 \u0915\u0940 \u0915\u0939\u093e\u0928\u0940<\/li>\n<li>\u0938\u0902\u0938\u093e\u0927\u0928 \u0915\u0947 \u0930\u0942\u092a \u092e\u0947\u0902 \u0932\u094b\u0917<\/li>\n<li>\u0928\u093f\u0930\u094d\u0927\u0928\u0924\u093e: \u090f\u0915 \u091a\u0941\u0928\u094c\u0924\u0940<\/li>\n<li>\u092d\u093e\u0930\u0924 \u092e\u0947\u0902 \u0916\u093e\u0926\u094d\u092f \u0938\u0941\u0930\u0915\u094d<\/li>\n<\/ol>\n<h2><span class=\"ez-toc-section\" id=\"UK_Board_class_9_Social_Science_Chapter_list_in_English\"><\/span><strong>UK Board class 9 Social Science Chapter list in (English)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<h3><span class=\"ez-toc-section\" id=\"India_and_the_Contemporary_World_%E2%80%93_1_History\"><\/span>India and the Contemporary World \u2013 1 (History)<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>Section I: Events and Processes\n<ol>\n<li>The French Revolution<\/li>\n<li>Socialism in Europe and the Russian Revolution<\/li>\n<li>Nazism and the Rise of Hitler<\/li>\n<\/ol>\n<\/li>\n<li>Section II: Livelihoods, Economics, and Societies\n<ol>\n<li>Forest Society and Colonialism<\/li>\n<li>Pastoralists in the Modern World<\/li>\n<li>Peasants and Farmers<\/li>\n<\/ol>\n<\/li>\n<li>Section III: Everyday Life, Culture and Politics\n<ol>\n<li>History and Sport: The Story of Cricket<\/li>\n<li>Clothing: A Social History<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Contemporary_India_%E2%80%93_1_Geography\"><\/span>Contemporary India \u2013 1 (Geography)<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>India \u2013 Size, and Location<\/li>\n<li>Physical Features of India<\/li>\n<li>Drainage<\/li>\n<li>Climate<\/li>\n<li>Natural Vegetation and Wild Life<\/li>\n<li>Population<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"Democratic_Politics_%E2%80%93_I_Political_Science\"><\/span>Democratic Politics \u2013 I (Political Science)<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>Democracy in the Contemporary World<\/li>\n<li>What is Democracy? Why Democracy?<\/li>\n<li>Constitutional Design<\/li>\n<li>Electoral Politics<\/li>\n<li>Working of Institutions<\/li>\n<li>Democratic Rights<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"Economics\"><\/span>Economics<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>The Story of Village Palampur<\/li>\n<li>People as Resource<\/li>\n<li>Poverty as a Challenge<\/li>\n<li>Food Security in India<\/li>\n<\/ol>\n<h2><span class=\"ez-toc-section\" id=\"Uttarakhand_Board_class_9_Social_Science_Syllabus\"><\/span>Uttarakhand Board class 9 Social Science Syllabus<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p><!-- Ionic's root component and where the app will load --><\/p>\n<div style=\"text-align: center;\"><strong>Syllabus (2018-19)<\/strong><\/div>\n<div>\n<p><strong>Rationale<\/strong><\/p>\n<p>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.<br \/>\nThe Social Science curriculum draws its content mainly from Geography, History, Political Science and Economics. Some elements of Sociology and Commerce are also included.<br \/>\nTogether they provide a comprehensive view of society-over space and time, and in relation to each other. Each subject\u2019s distinct methods of enquiry help the learners to understand society from different angles and form a holistic view.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Objectives_UK_Board_class_9_Social_Science_Syllabus\"><\/span><strong>Objectives\u00a0UK Board class 9 Social Science Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>The main objectives of this syllabus are to:<\/p>\n<ul>\n<li>Develop an understanding of the processes of change and development-both in terms of time and space, through which human societies have evolved.<\/li>\n<li>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.<\/li>\n<li>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.<\/li>\n<li>Deepen knowledge about and understanding of India\u2019s 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.<\/li>\n<li>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.<\/li>\n<li>Deepen the knowledge and understanding of India\u2019s environment in its totality, their interactive processes and effects on the future quality of people\u2019s lives.<\/li>\n<li>Facilitate the learners to understand and appreciate the diversity in the land and people of the country with its underlying unity.<\/li>\n<li>Develop an appreciation of the richness and variety of India\u2019s heritage-both natural and cultural and the need for its preservation.<\/li>\n<li>Promote an understanding of the issues and challenges of contemporary India-environmental, economic and social, as part of the development process.<\/li>\n<\/ul>\n<h3 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"COURSE_STRUCTURE\"><\/span><strong>COURSE STRUCTURE<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p><strong>Time: 3 Hrs. (Max. Marks: 80)<\/strong><\/p>\n<table class=\"mobile\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td style=\"text-align: center;\"><strong>No. <\/strong><\/td>\n<td style=\"text-align: center;\"><strong>Units\u00a0UK Board class 9 Social Science Syllabus<\/strong><\/td>\n<td style=\"text-align: center;\"><strong>Marks <\/strong><\/td>\n<td style=\"text-align: center;\"><strong>Periods<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\">I<\/td>\n<td>India and the Contemporary World &#8211; I<\/td>\n<td style=\"text-align: center;\">20<\/td>\n<td style=\"text-align: center;\">60<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\">II<\/td>\n<td>Contemporary India &#8211; I<\/td>\n<td style=\"text-align: center;\">20<\/td>\n<td style=\"text-align: center;\">55<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\">III<\/td>\n<td>Democratic Politics &#8211; I<\/td>\n<td style=\"text-align: center;\">20<\/td>\n<td style=\"text-align: center;\">50<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\">IV<\/td>\n<td>Economics<\/td>\n<td style=\"text-align: center;\">20<\/td>\n<td style=\"text-align: center;\">50<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td style=\"text-align: center;\">Total<\/td>\n<td style=\"text-align: center;\">80<\/td>\n<td style=\"text-align: center;\">215<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"Unit_1_India_and_the_Contemporary_World_%E2%80%93_I_60_Periods\"><\/span><strong>Unit 1: India and the Contemporary World &#8211; I (60 Periods)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<table class=\"mobile\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td style=\"text-align: center;\"><strong>Themes\u00a0UK Board class 9 Social Science Syllabus<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Three themes from the first sub-unit and one each from the second and third sub-units could be studied.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Sub-unit_11_Events_and_processes\"><\/span><strong>Sub-unit 1.1: Events and processes:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>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.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"I_The_French_Revolution\"><\/span><strong>I. The French Revolution:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>(a) The Ancient Regime and its crises.<br \/>\n(b) The social forces that led to the revolution.<br \/>\n(c) The different revolutionary groups and ideas of the time.<br \/>\n(d) The legacy. (Compulsory Chapter-1)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"II_Socialism_in_Europe_and_the_Russian_Revolution\"><\/span><strong>II. Socialism in Europe and the Russian Revolution:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>(a) The crises of Tzarism.<br \/>\n(b) The nature of social movements between 1905 and 1917.<br \/>\n(c) The First World War and foundation of Soviet state.<br \/>\n(d) The legacy. (Chapter 2)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"III_Nazism_and_the_Rise_of_Hitler\"><\/span><strong>III. Nazism and the Rise of Hitler:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>(a)The growth of social democracy<br \/>\n(b) The crises in Germany.<br \/>\n(b) The basis of Hitler&#8217;s rise to power.<br \/>\n(c) The ideology of Nazism.<br \/>\n(d) The impact of Nazism. (Chapter 3)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Sub-unit_12_Livelihoods_Economies_and_Societies\"><\/span><strong>Sub-unit 1.2: Livelihoods, Economies and Societies:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>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.<\/p>\n<p><strong>Anyone theme of the following:<\/strong><\/p>\n<h3><span class=\"ez-toc-section\" id=\"IV_Forest_Society_and_Colonialism\"><\/span><strong>IV. Forest Society and Colonialism:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>(a) Relationship between forests and livelihoods.<br \/>\n(b) Changes in forest societies under colonialism.<\/p>\n<p><strong>Case studies:<\/strong> Focus on two forest movements one in colonial India (Bastar) and one in Indonesia. (Chapter 4)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"V_Pastoralists_in_the_Modern_World\"><\/span><strong>V. Pastoralists in the Modern World:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>(a) Pastoralism as a way of life.<br \/>\n(b) Different forms of pastoralism.<br \/>\n(c) What happens to pastoralism under colonialism and modern states?<\/p>\n<p><strong>Case studies:<\/strong> Focus on two pastoral groups, one from Africa and one from India. (Chapter 5)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"VI_Peasants_and_Farmers\"><\/span><strong>VI. Peasants and Farmers:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>(a) Histories of the emergence of different forms of farming and peasant societies.<br \/>\n(b) Changes within rural economies in the modern world.<\/p>\n<p><strong>Case 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<\/tr>\n<\/tbody>\n<\/table>\n<p style=\"text-align: center;\"><strong>Unit 2: Contemporary India \u2013 I (55 Periods)<\/strong><\/p>\n<table class=\"mobile\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td style=\"text-align: center;\"><strong>Themes\u00a0UK Board class 9 Social Science Syllabus<\/strong><\/td>\n<\/tr>\n<tr>\n<td>1. India &#8211; Size and Location<br \/>\n2. Physical Features of India: Relief, structure, major physiographic unit.<br \/>\n3. Drainage: Major rivers and tributaries, lakes and seas, the role of rivers in the<br \/>\neconomy, pollution of rivers, measures to control river pollution. (Chapter 3)<br \/>\n4. Climate: Factors influencing the climate; monsoon- its characteristics, rainfall, and temperature distribution; seasons; climate and human life. (Chapter 4)<br \/>\n5. 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.<br \/>\n6. 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)<br \/>\nNote: Data of pg 53, 54 is to be updated by the teacher in the Text Book NCERT, Class IX Geography.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><span class=\"ez-toc-section\" id=\"ProjectActivity_UK_Board_class_9_Social_Science_Syllabus\"><\/span><strong>Project\/Activity UK Board class 9 Social Science Syllabus :<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>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.<br \/>\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.<br \/>\n<strong>Posters:<\/strong><\/p>\n<ul>\n<li>River pollution<\/li>\n<li>Depletion of forests and ecological imbalance.<\/li>\n<\/ul>\n<h3 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"Unit_3_Democratic_Politics_%E2%80%93_I_50_Periods\"><\/span><strong>Unit 3: Democratic Politics &#8211; I (50 Periods)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<table class=\"mobile\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td>Themes\u00a0UK Board class 9 Social Science Syllabus<\/td>\n<td>1. What is Democracy? Why Democracy?:<br \/>\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)<br \/>\n2.Constitutional Design:<br \/>\nHow and why did India become a democracy?<br \/>\nHow was the Indian Constitution framed?<br \/>\nWhat are the salient features of the Constitution? How is democracy being constantly designed and redesigned in India? (Chapter 3)<br \/>\n3. Electoral Politics:<br \/>\nWhy and how do we elect representatives?<br \/>\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)<br \/>\n5. Working of Institutions:<br \/>\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)<br \/>\n6. Democratic Rights :<br \/>\nWhy do we need rights in a constitution?<br \/>\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<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"Unit_4_Economics_50_Periods\"><\/span><strong>Unit 4: Economics (50 Periods)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<table class=\"mobile\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td style=\"text-align: center;\"><strong>Themes\u00a0UK Board class 9 Social Science Syllabus<\/strong><\/td>\n<td style=\"text-align: center;\"><strong>Objectives<\/strong><\/td>\n<\/tr>\n<tr>\n<td>\n<h3><span class=\"ez-toc-section\" id=\"1_The_Story_of_Village_Palampur\"><\/span>1. <strong>The Story of Village Palampur:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>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)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"2_People_as_Resource\"><\/span>2. <strong>People as Resource:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>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)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"3_Poverty_as_a_Challenge\"><\/span>3. <strong>Poverty as a Challenge:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>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)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"4_Food_Security_in_India\"><\/span>4. <strong>Food Security in India:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>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)<br \/>\n<strong>Note:<\/strong> Current status of PDS mentioned in NCERT Class IX Economics to be deleted. (pg no. 49-51)<\/td>\n<td>\u2022 Familiarising the children with some basic economic concepts through an imaginary story of a village.<\/p>\n<p>\u2022 Familiarisation of a few population related concepts and sensitization of child that people as an asset can participate and contribute to nation building.<\/p>\n<p>\u2022 Understanding of poverty as a challenge and sensitization of the learner.<\/p>\n<p>\u2022 Appreciation of the government initiative to alleviate poverty.<\/p>\n<p>\u2022 Exposing the child to an economic issue which is basic necessities of life.<\/p>\n<p>\u2022 Appreciate and critically look at the role of government in ensuring food supply.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2><span class=\"ez-toc-section\" id=\"Suggested_Activities_Instructions_UK_Board_class_9_Social_Science_Syllabus\"><\/span><strong>Suggested Activities \/ Instructions UK Board class 9 Social Science Syllabus:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<h3><span class=\"ez-toc-section\" id=\"Theme_I\"><\/span><strong> Theme I:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>Give more examples of activities done by different workers and farmers. Numerical problems can also be included.<\/li>\n<li>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.<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Theme_II\"><\/span><strong>Theme II:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>Discuss the impact of unemployment.<\/li>\n<li>Debate on whether all the activities done by women should be included or not.<\/li>\n<li>Is it necessary to reduce population growth or family size? Discuss.<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Theme_IV\"><\/span><strong>Theme IV:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>To visit a few farms in a village and collect the details of foodgrains cultivated.<\/li>\n<li>Visiting a nearby ration shop and collect the details of goods available.<\/li>\n<li>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<h2><span class=\"ez-toc-section\" id=\"Project_Work_UK_Board_class_9_Social_Science_Syllabus_05_Periods_5_Marks\"><\/span><strong>Project Work UK Board class 9 Social Science Syllabus: (05 Periods) (5 Marks)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>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-<\/p>\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>Create awareness in learners<\/li>\n<li>Enable them to understand and co-relate all aspects of Disaster Management.<\/li>\n<li>Relate theory with practice<\/li>\n<li>Relation of different aspects with life<\/li>\n<li>Provide hands-on experience.<\/li>\n<\/ol>\n<p>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.<br \/>\nThe distribution of marks over different aspects relating to\u00a0 Project Work is as follows:<\/p>\n<table class=\"mobile\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td style=\"text-align: center;\"><strong>S.NO.<\/strong><\/td>\n<td style=\"text-align: center;\"><strong>ASPECTS\u00a0UK Board class 9 Social Science Syllabus<\/strong><\/td>\n<td style=\"text-align: center;\"><strong>MARKS<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\">1.<\/td>\n<td>Content accuracy and originality<\/td>\n<td style=\"text-align: center;\">1<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\">2.<\/td>\n<td>Presentation and creativity<\/td>\n<td style=\"text-align: center;\">1<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\">3.<\/td>\n<td>Process of Project Completion: Initiative, cooperativeness, participation and punctuality<\/td>\n<td style=\"text-align: center;\">1<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\">4.<\/td>\n<td>Viva or written test for content assimilation<\/td>\n<td style=\"text-align: center;\">2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>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<ul>\n<li>Objectives realized through individual or group interactions;<\/li>\n<li>Calendar of activities;<\/li>\n<li>Innovative ideas generated in this process ;<\/li>\n<li>List of questions asked in viva voce<\/li>\n<\/ul>\n<p>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<h3><span class=\"ez-toc-section\" id=\"PRESCRIBED_BOOKS_for_UK_Board_class_9_Social_Science_Syllabus\"><\/span><strong>PRESCRIBED BOOKS for UK Board class 9 Social Science Syllabus:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>India and the Contemporary World &#8211; I History &#8211; Published by NCERT<\/li>\n<li>Contemporary India &#8211; I Geography &#8211; Published by NCERT<\/li>\n<li>Democratic Politics &#8211; I Published by NCERT<\/li>\n<li>Economics &#8211; Published by NCERT<\/li>\n<li>Together, Towards a Safer India &#8211; Part II, a textbook on Disaster Management for Class IX &#8211; Published by CBSE<\/li>\n<\/ol>\n<p>*01 Map question of 5 marks having 5 items carrying 01 marks each.<\/p>\n<p style=\"text-align: center;\"><strong>LIST OF MAP ITEMS FOR SOCIAL SCIENCE<\/strong><\/p>\n<p style=\"text-align: center;\"><strong>UK Board class 9 Social Science Syllabus<\/strong><\/p>\n<h2><span class=\"ez-toc-section\" id=\"Subject_%E2%80%93_History\"><\/span><strong>Subject &#8211; History<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<h3><span class=\"ez-toc-section\" id=\"Chapter-1\"><\/span><strong>Chapter-1: <\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>The French Revolution<br \/>\nOutline map of France (For locating and labeling\/Identification)<\/p>\n<ol>\n<li>Bordeaux<\/li>\n<li>Nantes<\/li>\n<li>Paris<\/li>\n<li>Marseilles<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"Chapter-2\"><\/span><strong>Chapter-2:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Socialism in Europe and the Russian Revolution Outline map of World (For locating and labeling\/Identification)<\/p>\n<ul>\n<li>Major countries of First World War<br \/>\n(Central Powers and Allied Powers)<br \/>\nCentral Powers &#8211;\u00a0 Germany, Austria-Hungary, Turkey (Ottoman Empire) Allied Powers &#8211; France, England, (Russia), America<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Chapter-3\"><\/span><strong>Chapter-3:<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Nazism and the Rise of Hitler<br \/>\nOutline map of the World (For locating and labeling\/Identification)<\/p>\n<ul>\n<li>Major countries of Second World War<br \/>\nAxis Powers \u2013 Germany, Italy, Japan<br \/>\nAllied Powers \u2013 UK, France, Former USSR, USA<\/li>\n<li>Territories under German expansion (Nazi power)<br \/>\nAustria, Poland, Czechoslovakia(only\u00a0 Slovakia shown in the map), Denmark, Lithuania, France, Belgium<\/li>\n<\/ul>\n<p style=\"text-align: center;\"><strong>SUBJECT-GEOGRAPHY<\/strong><\/p>\n<\/div>\n<div>\n<h3><span class=\"ez-toc-section\" id=\"CH-1_INDIA-SIZE_AND_LOCATION\"><\/span><strong>CH-1: INDIA-SIZE AND LOCATION<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>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)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"CH-2_PHYSICAL_FEATURES_OF_INDIA\"><\/span><strong>CH-2: PHYSICAL FEATURES OF INDIA<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Mountain Ranges: The Karakoram, The Zasker, The Shivalik, The Aravali, The Vindhya, The Satpura, Western &amp; Eastern Ghats<br \/>\nMountain Peaks \u2013 K2, Kanchan Junga, Anai Mudi,<br \/>\nPlateau -Deccan Plateau, Chotta Nagpur Plateau, Malwa plateau<br \/>\nCoastal Plains- Konkan, Malabar, Coromandal &amp; Northern Circar (Location and Labelling)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"CH-3_DRAINAGE\"><\/span><strong>CH-3: DRAINAGE<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Rivers : (Identification only)<\/p>\n<ol style=\"list-style-type: lower-alpha;\" start=\"1\">\n<li>The Himalayan River Systems-The Indus, The Ganges, and The Satluj<\/li>\n<li>The Peninsular rivers-The Narmada, The Tapi, The Kaveri, The Krishna, The Godavari, The Mahanadi<\/li>\n<\/ol>\n<p>Lakes: Wular, Pulicat, Sambhar, Chilika, Vembanad, Kolleru<\/p>\n<h3><span class=\"ez-toc-section\" id=\"CH-4_CLIMATE\"><\/span><strong>CH-4: CLIMATE<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol start=\"1\">\n<li>Cities to locate : Tiruvananthpuram, Chennai, Jodhpur, Bangalore, Mumbai,<br \/>\nKolkata, Leh, Shillong, Delhi, Nagpur. (Location and Labelling)<\/li>\n<li>Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"CH-5_NATURAL_VEGETATION_AND_WILDLIFE\"><\/span><strong>CH-5: NATURAL VEGETATION AND WILDLIFE<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Vegetation Type: Tropical Evergreen Forest, Tropical Deciduous Forest, Thorn Forest, Montane Forests and MangroveFor identification only<br \/>\nNational Parks: Corbett, Kaziranga, Ranthambor, Shivpuri, Kanha, Simlipal &amp; Manas<br \/>\nBird Sanctuaries: Bharatpur and Ranganthitto<br \/>\nWildlife Sanctuaries: Sariska, Mudumalai, Rajaji, Dachigam (Location and Labelling)<\/p>\n<h3><span class=\"ez-toc-section\" id=\"CH-6_POPULATION_location_and_labeling\"><\/span><strong>CH-6: POPULATION (location and labeling)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>The state has the highest and lowest density of population<br \/>\nThe state has the highest and lowest sex ratio<br \/>\nLargest and smallest state according to area<\/p>\n<p><strong>For study material on UK Board class 9 Social Science Syllabus download<\/strong> <a href=\"https:\/\/play.google.com\/store\/apps\/details?id=in.techchefs.MyCBSEGuide&amp;referrer=utm_source%3Dmycbse_bottom%26utm_medium%3Dtext%26utm_campaign%3Dmycbseads\">myCBSEguide app.<\/a>UK Board class 9 Social Science Syllabus is also available on the myCBSEguide website.\u00a0UK Board class 9 Social Science Syllabus for the session 2018-19 is available here in PDF format. For the latest\u00a0UK Board class 9 Social Science Syllabus, please visit UBSE official website.<\/p>\n<\/div>\n<p><!-- The polyfills js is generated during the build process --><!-- The vendor js is generated during the build process It contains all of the dependencies in node_modules --><!-- The main bundle js is generated during the build process --><\/p>\n","protected":false},"excerpt":{"rendered":"<p>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\u00a0Download as PDF &#8230; <a title=\"UK Board class 9 Social Science Syllabus\" class=\"read-more\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/\" aria-label=\"More on UK Board class 9 Social Science Syllabus\">Read more<\/a><\/p>\n","protected":false},"author":2,"featured_media":-1,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1354],"tags":[1344,14,1389,1363,1364],"class_list":["post-13853","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-social-science","tag-class-9","tag-syllabus","tag-ubse","tag-uk-board-syllabus","tag-uttarakhand-board"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>UK Board class 9 Social Science Syllabus | myCBSEguide<\/title>\n<meta name=\"description\" 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