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Install NowCBSE class 9 Social Science New Syllabus 2018-19 in PDF format for free download. Social Science syllabus for 2018 2019 class 9 CBSE is now available in myCBSEguide app. The curriculum for March 2019 exams is designed by CBSE, New Delhi as per NCERT text books for the session 2018-19.
Download CBSE class 9 Social Science New Syllabus 2018-19
CBSE class 9 Social Science New Syllabus 2018-19
Rationale
Social Science is a compulsory subject upto 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
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.
- to 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.
- to 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.
- to 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.
- to 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.
- to 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.
- to facilitate the learners to understand and appreciate the diversity in the land and people of the country with its underlying unity.
- to develop an appreciation of the richness and variety of India’s heritage-both natural and cultural and the need for its preservation.
- to promote an understanding of the issues and challenges of contemporary India-environmental, economic and social, as part of the development process.
- to help pupils acquire knowledge, skills and understanding to face the challenges of contemporary society as individuals and groups and learn the art of living a confident and stress-free life as well as participating effectively in the community.
- to develop scientific temper by promoting the spirit of enquiry and following a rational and objective approach in analysing and evaluating data and information as well as views and interpretations.
- to develop academic and social skills such as critical thinking, communicating effectively both in visual and verbal forms- cooperating with others, taking initiatives and providing leadership in solving others’ problems.
- to develop qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and socially effective.
COURSE STRUCTURE
CBSE class 9 Social Science New Syllabus 2018-19
Time: 3 Hrs. (Max. Marks: 80)
| No. | Units | Marks | Periods |
| I | India and the Contemporary World – I | 20 | 60 |
| II | Contemporary India – I | 20 | 55 |
| III | Democratic Politics – I | 20 | 50 |
| IV | Economics | 20 | 50 |
| Total | 80 | 215 |
Unit 1: India and the Contemporary World – I (60 Periods)
| Themes | Objectives |
| 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: II. Socialism in Europe and the Russian Revolution: III. Nazism and the Rise of Hitler: Sub-unit 1.2: Livelihoods, Economies and Societies: Any one theme of the following: IV. Forest Society and 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: Case studies: Focus on two pastoral groups,one from Africa and one from India. (Chapter 5) VI. Peasants and Farmers: 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) | • 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. • Familiarize students with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it. • Discuss the social and cultural world of forest communities through the study of specific revolts. • Understand how agricultural systems in India are different from that in other countries. |
Unit 2: Contemporary India – I (55 Periods)
| Themes | Objectives |
| 1. India – Size and Location 2. Physical Features of India: Relief, structure, major physiographic unit. 3. Drainage: Major rivers and tributaries, lakes and seas, 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. | • 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. • To understand the river systems of the country and explain the role of rivers in the evolution of human society.• 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. • To explain the importance and unifying role of monsoons. • To find out the nature of diverse flora and fauna as well as their distribution. • To develop concern about the need to protect the biodiversity of our country. • To analyse the uneven nature of population distribution and show concern about the large size of our population. • To understand the various occupations of people and explain variousfactors of population change. • To explain various dimensions of national policy and understand the needs of adolescents as under served group. |
Project/Activity: 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.
Posters:
- River pollution
- Depletion of forests and ecological imbalance.
Unit 3: Democratic Politics – I (50 Periods)
| Themes | Objectives |
| 1. 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) | • Develop conceptual skills of defining democracy • Understand how different historical processes and forces have promoted democracy • Developing a sophisticated defence of democracy against common prejudices • Develop a historical sense of the choice and nature of democracy in India• Introduction to the process of Constitution making • Develop respect for the Constitution and appreciation for Constitutional values • Recognise that Constitution is a living document that undergoes changes• Introduce the idea of representative democracy via competitive party politics • Familiarise with our electoral system and reasons for choosing this • Develop an appreciation of citizen’s increased participation in electoral politics • Recognise the significance of the Election Commission• Provide an overview of central governmental structures • Sensitise to the key role of the Parliament and its procedures• Distinguish between nominal and real executive authorities and functions • Understand the parliamentary system of executive’s accountability to the legislature |
Unit 4: Economics (50 Periods)
| Themes | Objectives |
| 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; role of health and education; unemployment as a form of non utilisation of human resource; sociopolitical implication in 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 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 asset can participate and contribute in 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:
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, MNSrinivas 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:
- Visit a few farms in a village and collect the details of foodgrains cultivated.
- Visit 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 : (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-
- Create awareness in learners
- Enable them to understand and co-relate all aspects of Disaster Management.
- Relate theory with practice
- Relation of different aspects with life
- 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 | MARKS |
| 1. | Content accuracy and originality | 1 |
| 2. | Presentation and creativity | 1 |
| 3. | Process of Project Completion : Initiative, cooperativeness, participation and punctuality | 1 |
| 4. | Viva or written test for content assimilation | 2 |
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:
- India and the Contemporary World – I History – Published by NCERT
- Contemporary India – I Geography – Published by NCERT
- Democratic Politics – I Published by NCERT
- Economics – Published by NCERT
- Together, Towards a Safer India – Part II, a textbook on Disaster Management for Class IX – Published by CBSE
QUESTION PAPER DESIGN FOR SOCIAL SCIENCE
CBSE class 9 Social Science New Syllabus 2018-19
| S. No. | Typology of Questions | VSA (1 Mark) | SA (3 Marks) | LA (5 Marks) | Total Marks | % Weightage |
| 1 | Remembering (Knowledge based simple recall questions, to know specific facts, terms, concepts, principles, or theories; identify, define or recite information) | — | 2 | 2 | 16 | 20% |
| 2 | Understanding (Comprehension – to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information) | 3 | 1 | 2 | 16 | 20% |
| 3 | 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) | 2 | 3 | 2 | 21 | 26% |
| 4 | High Order Thinking Skills (Analysis & Synthesis – Classify, compare, contrast, or differentiate between different pieces of information, Organize and/or integrate unique pieces of information from a variety of sources) | 2 | 3 | 1 | 16 | 20% |
| 5 | Creating, Evaluation and Multi Disciplinary (Generating new ideas, product or ways of viewing things, appraise, judge, and/or justify) | — | 2 | — | 6 | 08% |
| 6 | Map Skill | – | – | 1 | 5* | 06% |
| Total | 1×7=7 | 3×11=33 | 5×8=40 | 80(26) | 100% |
*01 Map question of 5 marks having 5 items carrying 01 mark each.
LIST OF MAP ITEMS FOR SOCIAL SCIENCE
Subject – History
Chapter-1: The French Revolution
Outline map of France (For locating and labelling/Identification)
- Bordeaux
- Nantes
- Paris
- Marseilles
Chapter-2: Socialism in Europe and the Russian Revolution Outline map of World (For locating and labelling/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
Chapter-3: Nazism and the Rise of Hitler
Outline map of World (For locating and labelling/Identification)
- Major countries of Second World War
Axis Powers – Germany, Italy, Japan
Allied Powers – UK, France, Former USSR, USA - Territories under German expansion (Nazi power)
Austria, Poland, Czechoslovakia(only Slovakia shown in the map), Denmark, Lithuania, France, Belgium
SUBJECT-GEOGRAPHY
CH-1 : INDIA-SIZE AND LOCATION
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)
CH-2 : PHYSICAL FEATURES OF INDIA
Mountain Ranges: The Karakoram, The Zasker,The Shivalik, The Aravali, The Vindhya, The Satpura, Western & Eastern Ghats
Mountain Peaks – K2, Kanchan Junga, Anai Mudi,
Plateau -Deccan Plateau, Chotta Nagpur Plateau, Malwa plateau
Coastal Plains- Konkan, Malabar, Coromandal & Northern Circar (Location and Labelling)
CH-3 : DRAINAGE
Rivers : (Identification only)
- The Himalayan River Systems-The Indus, The Ganges, and The Satluj
- The Peninsular rivers-The Narmada, The Tapi, The Kaveri, The Krishna, The Godavari,The Mahanadi
Lakes: Wular, Pulicat, Sambhar, Chilika, Vembanad, Kolleru
CH-4 : CLIMATE
- Cities to locate : Tiruvananthpuram, Chennai, Jodhpur, Bangalore, Mumbai,
Kolkata, Leh, Shillong, Delhi, Nagpur. (Location and Labelling) - Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)
CH-5 : NATURAL VEGETATION AND WILD LIFE
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
Wild life Sanctuaries : Sariska, Mudumalai, Rajaji, Dachigam (Location and Labelling)
CH-6 : POPULATION (location and labelling)
The state having highest and lowest density of population
The state having highest and lowest sex ratio
Largest and smallest state according to area
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