\nNo.<\/strong><\/td>\nUnits<\/strong><\/td>\nNo. of Periods<\/strong><\/td>\nMarks<\/strong><\/td>\n<\/tr>\n\n| I<\/td>\n | India and the Contemporary World \u2013 I<\/td>\n | 60<\/td>\n | 20<\/td>\n<\/tr>\n | \n| II<\/td>\n | Contemporary India \u2013 I<\/td>\n | 55<\/td>\n | 20<\/td>\n<\/tr>\n | \n| III<\/td>\n | Democratic Politics – I<\/td>\n | 50<\/td>\n | 20<\/td>\n<\/tr>\n | \n| IV<\/td>\n | Economics<\/td>\n | 50<\/td>\n | 20<\/td>\n<\/tr>\n | \nTotal<\/strong><\/td>\n215<\/strong><\/td>\n| 80<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n Course\u00a0Content<\/strong><\/p>\nUnit 1: India and the Contemporary World \u2013 I (60 Periods )
\nSection 1: Events and Processes: (All the three themes are compulsory)<\/strong><\/p>\n\n- The French Revolution:<\/strong>\n
\n- French Society During the Late Eighteenth Century<\/li>\n
- The Outbreak of the Revolution<\/li>\n
- France Abolishes Monarchy and Becomes a Republic<\/li>\n
- Did Women have a Revolution?<\/li>\n
- The Abolition of Slavery<\/li>\n
- The Revolution and Everyday Life<\/li>\n<\/ul>\n<\/li>\n
- Socialism in Europe and the Russian Revolution:<\/strong>\n
\n- The Age of Social Change<\/li>\n
- The Russian Revolution<\/li>\n
- The February Revolution in Petrograd<\/li>\n
- What Changed after October?<\/li>\n
- The Global Influence of the Russian Revolution and the USSR<\/li>\n<\/ul>\n<\/li>\n
- Nazism and the Rise of Hitler:<\/strong>\n
\n- Birth of the Weimar Republic<\/li>\n
- Hitler\u2019s Rise to Power<\/li>\n
- The Nazi Worldview<\/li>\n
- Youth in Nazi Germany<\/li>\n
- Ordinary People and the Crimes Against Humanity<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n
Section 2: Livelihoods, Economies\u00a0<\/strong>and<\/strong>\u00a0Societies:<\/strong>
\nAnyone theme of the following:<\/p>\n\n- Forest Society and Colonialism:<\/strong>\n
\n- Why Deforestation?<\/li>\n
- The Rise of Commercial Forestry<\/li>\n
- Rebellion in the Forest<\/li>\n
- Forest Transformations in Java<\/li>\n<\/ul>\n<\/li>\n
- Pastoralists in the Modern World:<\/strong>\n
\n- Pastoral Nomads and their Movements<\/li>\n
- Colonial Rule and Pastoral Life<\/li>\n
- Pastoralism in Africa<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n
Unit 2: Contemporary India \u2013 I (55 Periods)<\/strong><\/p>\n\n- India<\/strong>\n
\n- Size and Location<\/li>\n
- India and the World<\/li>\n
- India\u2019s Neighbours<\/li>\n<\/ul>\n<\/li>\n
- Physical Features of India:<\/strong>\n
\n- Major Physiographic Divisions<\/li>\n<\/ul>\n<\/li>\n
- Drainage:<\/strong>\n
\n- Major rivers and tributaries<\/li>\n
- Lakes<\/li>\n
- Role of rivers in the economy<\/li>\n
- Pollution of rivers<\/li>\n<\/ul>\n<\/li>\n
- Climate:<\/strong>\n
\n- Concept<\/li>\n
- Climatic Controls<\/li>\n
- Factors influencing India\u2019s climate<\/li>\n
- The Indian Monsoon<\/li>\n
- Distribution of Rainfall<\/li>\n
- Monsoon as a unifying bond<\/li>\n<\/ul>\n<\/li>\n
- Natural Vegetation and Wild Life:<\/strong>\n
\n- Factors affecting Vegetation<\/li>\n
- Vegetation types<\/li>\n
- Wild Life<\/li>\n
- Conservation<\/li>\n<\/ul>\n<\/li>\n
- Population:<\/strong>\n
\n- Size<\/li>\n
- Distribution<\/li>\n
- Population Growth and Process of Population Change<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n
Unit 3: Democratic Politics \u2013 I (50 Periods)<\/strong><\/p>\n\n- What is Democracy? Why Democracy?:<\/strong>\n
\n- What is Democracy?<\/li>\n
- Features of Democracy<\/li>\n
- Why Democarcy?<\/li>\n
- Broader Meaning of Democracy<\/li>\n<\/ul>\n<\/li>\n
- Constitutional Design:<\/strong>\n
\n- Democratic Constitution in South Africa<\/li>\n
- Why do we need a Constitution?<\/li>\n
- Making of the Indian Constitution<\/li>\n
- Guiding Values of the Indian Constitution<\/li>\n<\/ul>\n<\/li>\n
- Electoral Politics:<\/strong>\n
\n- Why Elections?<\/li>\n
- What is our System of Elections?<\/li>\n
- What makes elections in India democratic?<\/li>\n<\/ul>\n<\/li>\n
- Working of Institutions:<\/strong>\n
\n- How is the major policy decision taken?<\/li>\n
- Parliament<\/li>\n
- Political Executive<\/li>\n
- Judiciary<\/li>\n<\/ul>\n<\/li>\n
- Democratic Rights:<\/strong>\n
\n- Life without rights<\/li>\n
- Rights in a Democracy<\/li>\n
- Rights in the Indian Constitution<\/li>\n
- Expanding the scope of rights<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n
Unit 4: Economics (50 Periods)<\/strong><\/p>\n\n- The Story of Village Palampur:<\/strong>\n
\n- Overview<\/li>\n
- Organization of production<\/li>\n
- Farming in Palampur<\/li>\n
- Non-farm activities of Palampur<\/li>\n<\/ul>\n<\/li>\n
- People as Resource:<\/strong>\n
\n- Overview<\/li>\n
- Economic activities by men and women<\/li>\n
- Quality of Population<\/li>\n
- Unemployment<\/li>\n<\/ul>\n<\/li>\n
- Poverty as a Challenge:<\/strong>\n
\n- Two typical cases of poverty<\/li>\n
- Poverty as seen by Social Scientists<\/li>\n
- Poverty Estimates<\/li>\n
- Vulnerable Groups<\/li>\n
- Interstate disparities<\/li>\n
- Global Poverty Scenario<\/li>\n
- Causes of Poverty<\/li>\n
- Anti-poverty measures<\/li>\n
- The Challenges Ahead<\/li>\n<\/ul>\n<\/li>\n
- Food Security in India:<\/strong>\n
\n- Overview<\/li>\n
- What is Food Security?<\/li>\n
- Why Food Security?<\/li>\n
- Who are food insecure?<\/li>\n
- Food Security in India<\/li>\n
- What is Buffer Stock?<\/li>\n
- What is the Public Distribution System?<\/li>\n
- Current Status of Public Distribution System<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n
Project Work<\/strong><\/p>\n05 Periods (05 Marks)<\/strong><\/p>\n\n- Every student has to compulsorily undertake one\u00a0project on Disaster Management<\/strong><\/li>\n
- Objectives:<\/strong>\u00a0The main objectives of giving project work on Disaster Management to the students are to:\n
\n- create awareness in them about different disasters, their consequences and management<\/li>\n
- prepare them in advance to face such situations<\/li>\n
- ensure their participation in disaster mitigation plans<\/li>\n
- enable them to create awareness and preparedness among the community.<\/li>\n<\/ol>\n<\/li>\n
- The project work should also help in enhancing the Life Skills of the students.<\/li>\n
- If possible, various forms of art may be integrated in the project work.<\/li>\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.<\/li>\n
- The\u00a0distribution of marks<\/strong>\u00a0over different aspects relating to Project Work is as follows:\n
\n \n\n\nS. No.<\/strong><\/td>\nAspects<\/strong><\/td>\nMarks<\/strong><\/td>\n<\/tr>\n\n| a<\/td>\n | Content accuracy, originality and analysis<\/td>\n | 2<\/td>\n<\/tr>\n | \n| b<\/td>\n | Presentation and creativity<\/td>\n | 2<\/td>\n<\/tr>\n | \n| c<\/td>\n | Viva Voce<\/td>\n | 1<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/li>\n- The project carried out by the students should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc.<\/li>\n
- All documents pertaining to assessment under this activity should be meticulously maintained by the schools.<\/li>\n
- A Summary Report should be prepared highlighting:\n
\n- objectives realized through individual work and group interactions;<\/li>\n
- calendar of activities;<\/li>\n
- innovative ideas generated in the process ;<\/li>\n
- list of questions asked in viva voce.<\/li>\n<\/ol>\n<\/li>\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.<\/li>\n
- The Project Report should be handwritten by the students themselves.<\/li>\n
- The record of the project work (internal assessment) should be kept for a period of three months for verification if any.<\/li>\n<\/ol>\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
Note:\u00a0<\/strong>Please procure latest reprinted edition (2019) of prescribed NCERT textbooks.<\/p>\nQuestion Paper Design<\/strong><\/p>\nVery Short Answer Objective type (VSA) (1 Mark)<\/strong>
\nRemembering -9
\nUnderstanding – 4
\nApplying – 3
\nAnalysing and Evaluating – 2
\nCreating – 2
\nTotal –\u00a01×20=20<\/strong><\/p>\nShort Answer-II (SA) (3 Marks)<\/strong>
\nRemembering -3
\nUnderstanding – 2
\nApplying – 1
\nAnalysing and Evaluating – 1
\nCreating – 1
\nMap Skill – 1
\nTotal –\u00a03×8 =24<\/strong><\/p>\nLong Answer-I (LA) (5 Marks)<\/strong>
\nRemembering -1
\nUnderstanding – 2
\nApplying – 2
\nAnalysing and Evaluating – 1
\nCreating –
\nTotal – 5×6=30<\/strong><\/p>\nMap Skill<\/strong>
\nRemembering -0
\nUnderstanding – 0
\nApplying – 0
\nAnalysing and Evaluating – 0
\nCreating – 0
\nTotal – 6<\/strong><\/p>\nTotal Marks<\/strong>
\nRemembering – 23
\nUnderstanding – 20
\nApplying – 16
\nAnalysing and Evaluating – 10
\nCreating – 5
\nMap Skill
\nTotal – 80<\/strong><\/p>\nWeightage (% age)<\/strong>
\nRemembering – 29%
\nUnderstanding – 25
\nApplying – 20%
\nAnalysing and Evaluating – 12%
\nCreating – 6.5%
\nMap Skill – 7.6%
\nTotal – 100%<\/strong><\/p>\nInternal Assessment: 20 Marks<\/strong><\/p>\nInternal Assessment<\/strong><\/p>\n\n- Periodic Assessment – 10 Marks<\/strong>
\nPen Paper Test – 5 Marks
\nAssessment using multiple strategies, For example, Quiz, Debate, Role Play, Viva, Group Discussion, Visual Expression, Interactive Bulletin Boards, Gallery Walks, Exit Cards, Concept Maps, Peer Assessment, SelfAssessment, etc.<\/li>\n- Portfolio (5 Marks)<\/strong>\n
\n- Classwork<\/li>\n
- Work done (Activities \/ Assignments)<\/li>\n
- Reflections, Narrations, Journals, etc.<\/li>\n
- Achievements of the student in the subject throughout the year<\/li>\n
- Participation of the student in different activities like Heritage India Quiz<\/li>\n<\/ul>\n<\/li>\n
- Subject Enrichment Activity – (5 Marks)<\/strong>\n
\n- Project Work<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n
List of Map Items<\/strong><\/p>\nSubject – History
\nChapter-1: The French Revolution<\/strong><\/p>\nOutline Political Map of France (For locating and labeling \/ Identification)<\/p>\n \n- Bordeaux<\/li>\n
- Nantes<\/li>\n
- Paris<\/li>\n
- Marseilles<\/li>\n<\/ul>\n
Chapter-2: Socialism in Europe and the Russian Revolution<\/strong><\/p>\nOutline Political Map of World (For locating and labeling \/ Identification)<\/p>\n \n- Major countries of First World War
\n(Central Powers and Allied Powers)
\nCentral Powers –<\/strong>\u00a0Germany, Austria-Hungary, Turkey (Ottoman Empire)
\nAllied Powers –<\/strong>\u00a0France, England, Russia, U.S.A.<\/li>\n<\/ul>\nChapter-3: Nazism and Rise of Hitler<\/strong>
\nOutline Political Map of World (For locating and labeling \/ Identification)<\/p>\n\n- Major countries of Second World War
\nAxis Powers \u2013<\/strong>\u00a0Germany, Italy, Japan
\nAllied Powers \u2013<\/strong>\u00a0UK, France, Former USSR, USA<\/li>\n- Territories under German expansion (Nazi Power) Austria, Poland, Czechoslovakia (only Slovakia shown in the map), Denmark, Lithuania, France, Belgium<\/li>\n<\/ul>\n
Subject \u2013 Geography<\/strong>\u00a0(Outline Political Map of India)<\/p>\nChapter -1: India-Size and Location<\/strong><\/p>\n\n- India-States with Capitals, Tropic of Cancer, Standard Meridian (Location and Labelling)<\/li>\n<\/ul>\n
Chapter -2: Physical Features of India<\/strong><\/p>\n\n- Mountain Ranges: The Karakoram, The Zasker, The Shivalik, The Aravali, The Vindhya, The Satpura, Western & Eastern Ghats<\/li>\n
- Mountain Peaks \u2013 K2, Kanchan Junga, Anai Mudi<\/li>\n
- Plateau – Deccan Plateau, Chotta Nagpur Plateau, Malwa Plateau<\/li>\n
- Coastal Plains – Konkan, Malabar, Coromandel & Northern Circar (Location and Labelling)<\/li>\n<\/ul>\n
Chapter -3: Drainage<\/strong><\/p>\n\n- Rivers: (Identification only)\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<\/li>\n
- Lakes: Wular, Pulicat, Sambhar, Chilika<\/li>\n<\/ul>\n
Chapter – 4: Climate<\/strong><\/p>\n | | | | | | | | | | |