UK Board class 9 Social Science Syllabus

Rationale

Social Science is a compulsory subject upto the secondary stage of school education. It is an integral component of general education because it helps the learners in understanding the environment in its totality and developing a broader perspective and an empirical, reasonable and humane outlook. This is of crucial importance because it helps them grow into well-informed and responsible citizens with necessary attributes and skills for being able to participate and contribute effectively in the process of development and nation- building.
The Social Science curriculum draws its content mainly from Geography, History, Political Science and Economics. Some elements of Sociology and Commerce are also included.
Together they provide a comprehensive view of society-over space and time, and in relation to each other. Each subject’s distinct methods of enquiry help the learners to understand society from different angles and form a holistic view.

Objectives UK Board class 9 Social Science Syllabus

The main objectives of this syllabus are to:

• Develop an understanding of the processes of change and development-both in terms of time and space, through which human societies have evolved.
• Make learners realise that the process of change is continuous and any event or phenomenon or issue cannot be viewed in isolation but in a wider context of time and space.
• Develop an understanding of contemporary India with its historical perspective, of the basic framework of the goals and policies of national development in independent India, and of the process of change with appropriate connections to world development.
• Deepen knowledge about and understanding of India’s freedom struggle and of the values and ideals that it represented, and to develop an appreciation of the contributions made by people of all sections and regions of the country.
• Help learners understand and cherish the values enshrined in the Indian Constitution and to prepare them for their roles and responsibilities as effective citizens of a democratic society.
• Deepen the knowledge and understanding of India’s environment in its totality, their interactive processes and effects on the future quality of people’s lives.
• Facilitate the learners to understand and appreciate the diversity in the land and people of the country with its underlying unity.
• Develop an appreciation of the richness and variety of India’s heritage-both natural and cultural and the need for its preservation.
• Promote an understanding of the issues and challenges of contemporary India-environmental, economic and social, as part of the development process.

COURSE STRUCTURE

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

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

Unit 2: Contemporary India – I (55 Periods)

Project/Activity UK Board class 9 Social Science Syllabus :

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

• River pollution
• Depletion of forests and ecological imbalance.

Unit 3: Democratic Politics – I (50 Periods)

Unit 4: Economics (50 Periods)

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

Theme I:

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

Theme II:

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

Theme IV:

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

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

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

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

In order to realize the expected objectives completely, it would be required of the Principals / teachers to muster support from various local authorities and organizations like the Disaster Management Authorities, Relief, Rehabilitation and the Disaster Management Departments of the States, Office of the District Magistrate/ Deputy Commissioners, Fire Service, Police, Civil Defense etc. in the area where the schools are located. The teachers must ensure judicious selection by students of projects.
The distribution of marks over different aspects relating to  Project Work is as follows:

The project carried out by the students should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc. All documents pertaining to assessment under this activity should be meticulously maintained by the concerned schools. A Summary Report should be prepared highlighting:

• Objectives realized through individual or group interactions;
• Calendar of activities;
• Innovative ideas generated in this process ;
• List of questions asked in viva voce

It is to be noted here by all the teachers and students that the projects and models prepared should be made from eco-friendly products without incurring too much expenditure. The Project Report should be handwritten by the students themselves and comprise of not more than 15 foolscap pages. The record of the project work (internal assessment) should be kept for a period of three months for verification, if any.

PRESCRIBED BOOKS for UK Board class 9 Social Science Syllabus:

1. India and the Contemporary World – I History – Published by NCERT
2. Contemporary India – I Geography – Published by NCERT
3. Democratic Politics – I Published by NCERT
4. Economics – Published by NCERT
5. Together, Towards a Safer India – Part II, a textbook on Disaster Management for Class IX – Published by CBSE

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

LIST OF MAP ITEMS FOR SOCIAL SCIENCE

UK Board class 9 Social Science Syllabus

Subject – History

Chapter-1:

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

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

Chapter-2:

Socialism in Europe and the Russian Revolution Outline map of World (For locating and labeling/Identification)

• Major countries of First World War
  (Central Powers and Allied Powers)
  Central Powers –  Germany, Austria-Hungary, Turkey (Ottoman Empire) Allied Powers – France, England, (Russia), America

Chapter-3:

Nazism and the Rise of Hitler
Outline map of the World (For locating and labeling/Identification)

• Major countries of Second World War
  Axis Powers – Germany, Italy, Japan
  Allied Powers – UK, France, Former USSR, USA
• Territories under German expansion (Nazi power)
  Austria, Poland, Czechoslovakia(only  Slovakia shown in the map), Denmark, Lithuania, France, Belgium

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)

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

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

CH-4: CLIMATE

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

CH-5: NATURAL VEGETATION AND WILDLIFE

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

CH-6: POPULATION (location and labeling)

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

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