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CBSE Class 9 Social Science Syllabus

Social science is one of the compulsory core subjects for the academic years 6 to 10. It is a subject made of r different subsidiary subjects that encompass all the spheres of knowledge that a student needs to have in order to be comprehensive of the world and how it works. The subjects taught under the umbrella term social science are - History, Political Science, Economics, and Geography. Each is extremely unique and delves into the why's of the present and past alike. Students need to pay keen attention to all 4 subjects in order to gain a full understanding of the pounts taught by the syllabus.

Syllabus

The curriculum for the academic year 2022-2023 as per the NCERT guidelines is divided into 2 terms, 3 units each. Each Unit has a certain amount of chapters according to the relatability of the topics.

NCERT books (as per CBSE ) :

  1. History: India and the Contemporary World I
  2. Political Science: Democratic Politics I
  3. Economics: Economics
  4. Geography: Contemporary India I
M. MARKS: 40
Units No. of Periods
India and the Contemporary World -1 17
Contemporary India – I 14
Democratic Politics – I 20
Economics 20
Total 71
TERM- I
Unit 1: India and the Contemporary World – I
Themes Learning Objectives
Section 1: Events and Processes: (Theme one) I. The French Revolution
  • French Society during the late eighteenth century
  • The Outbreak of the Revolution
  • France abolishes Monarchy and Becomes a Republic
  • Did Women have a Revolution?
  • The Abolition of Slavery
  • The Revolution and Everyday Life
Learning Objectives In this theme students would get familiarized with distinct ideologies, 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 with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it.
  • Know the use of written, oral and visual material to recover the history of revolutions.
Unit 2: Contemporary India – I
Themes Learning Objectives
  1. India
    • Size and Location
    • India and the World
    • India’s Neighbours
  2. Physical Features of India
    • Major Physiographic Divisions
  • Identify the location of India in the Indian subcontinent.
  • Understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types.
Unit 3: Democratic Politics – I
Themes Learning Objectives
  1. What is Democracy? Why Democracy?
    • What is Democracy?
    • Features of Democracy
    • Why Democracy? Broader Meaning of Democracy
  2. Constitutional Design
    • Why do we need a Constitution?
    • Making of the Indian Constitution
    • Guiding Values of the Indian Constitution
    • Develop conceptual skills of democracy.
    • Understand how different processes and forces have democracy.
    • Develop a sophisticated defence of democracy against common prejudices.
    • Develop a historical sense of the choice and nature of democracy in India.
    • Understand the process of Constitution making.
    • Develop respect for the Constitution and appreciation for Constitutional values.
    • Recognize Constitution as a dynamic and living document.
Unit 4: Economic
Themes Learning Objectives
  1. The Story of Village Palampur
    • Overview
    • Organization of production
    • Farming in Palampur
    • Non-farm activities of Palampur
  2. People as Resource
    • Overview
    • Economic activities by men and women
    • Quality of Population
    • Unemployment
  • Familiarize with basic economic concepts through an imaginary story of a village.
  • Understand the demographic concepts.
  • Understand how population can be an asset or a liability for a nation.

Term II

M. MARKS: 40
Units No. of Periods
India and the Contemporary World -1 34
Contemporary India – I 24
Democratic Politics – I 18
Economics 10
Total 86

Term II

Unit 1: India and the Contemporary World – I
Themes Learning Objectives
Section 1: Events and Processes: (Theme two and three) II.Socialism in Europe and the Russian Revolution
  • The Age of Social Change
  • The Russian Revolution
  • The February Revolution in Petrograd
  • What Changed after October?
  • The Global Influence of the Russian Revolution and the USSR
III. Nazism and the Rise of Hitler
  • Birth of the Weimar Republic
  • Hitler’s Rise to Power
  • The Nazi Worldview
  • Youth in Nazi Germany
  • Ordinary People and the Crimes Against Humanity
In each of these two themes in this unit students would get familiarized with distinct ideologies, 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.
  • Explore the history of socialism through the study of Russian Revolution.
  • Familiarize with the different types of ideas that inspired the revolution.
Discuss the critical significance of Nazism in shaping the politics of modern world. · Get familiarized with the speeches and writings of Nazi Leaders.
Unit 2: Contemporary India – I
Themes Learning Objectives
3. Drainage
  • Major rivers and tributaries
  • Lakes
  • Role of rivers in the economy
  • Pollution of rivers
Note: Only Map Items as given in the Map List from this chapter to be evaluated in Examination. 4. Climate
  • Concept
  • Climatic Controls
  • Factors influencing India’s climate
  • The Indian Monsoon
  • Distribution of Rainfall
  • Monsoon as a unifying bond
5. Natural Vegetation and Wild Life
  • Factors affecting Vegetation
  • Vegetation types
  • Wild Life Conservation
Identify the river systems of the country and explain the role of rivers in the human society.
  • Identify various factors influencing the climate and explain the climatic variation of our country and its impact on the life of people.
  • Explain the importance and unifying role of monsoons.
  • Explain the nature of diverse flora and fauna as well as their distribution.
  • Develop concern about the need to protect the biodiversity of our country.
Unit 3: Democratic Politics – I
Themes Learning Objectives
3. Electoral Politics
  • Why Elections?
  • What is our System of Elections?
  • What makes elections in India democratic?
4. Working of Institutions
  • How is the major policy decision taken?
  • Parliament
  • Political Executive
  • Judiciary
Understand representative democracy via competitive party politics.
  • Familiarize with Indian electoral system.
  • Reason out for the adoption of present Indian Electoral System.
  • Develop an appreciation of citizen’s increased participation in electoral politics.
  • Recognize the significance of the Election Commission.
  • Get an overview of central governmental structures.
  • Identify the role of Parliament and its procedures.
  • Distinguish between political and permanent executive authorities and functions.
  • Understand the parliamentary system of executive’s accountability to the legislature.
  • Understand the working of Indian Judiciary.
Unit 4: Economics
Themes Learning Objectives
3. Poverty as a Challenge
  • Two typical cases of poverty
  • Poverty as seen by Social Scientists
  • Poverty Estimates
  • Vulnerable Groups
  • Interstate disparities
  • Global Poverty Scenario
  • Causes of Poverty
  • Anti-poverty measures
  • The Challenges Ahead
Understand poverty as a challenge.
  • Identify vulnerable group and interstate disparities.
  • Appreciate the initiatives of the government to alleviate poverty.
 
Marks Description
Periodic Assessment 10 1. Pen Paper Test 2. Assessment 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, Self-Assessment, etc.aper Test 5 Marks each
Portfolio 5
  • Classwork and Assignments
  • Any exemplary work done by the student
  • Reflections, Narrations, Journals, etc.
  • Achievements of the student in the subject throughout the year
  • Participation of the student in different activities like Heritage India Quiz
5 marks
Subject Enrichment 5 Project Work
Activity
TOTAL 20
 

Project Work

1. Every student has to compulsorily undertake one project on Disaster Management. 2. Objectives: The main objectives of giving project work on Disaster Management to the students are to:
  • a.create awareness in them about different disasters, their consequences and management
  • b.prepare them in advance to face such situations
  • c.ensure their participation in disaster mitigation plans
  • d.enable them to create awareness and preparedness among the community.
3. The project work should also help in enhancing the Life Skills of the students. 4. If possible, different forms of art may be integrated in the project work. 5. 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. 7. The project carried out by the students should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc. 8. All documents pertaining to assessment under this activity should be meticulously maintained by the schools. 9. A Summary Report should be prepared highlighting:
    • a. objectives realized through individual work and group interactions
    • b. calendar of activities
    • c. innovative ideas generated in the process (like comic strips, drawings, illustrations, script play etc.);
    • d. list of questions asked in viva voce.
      • 10. 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.
      • 11. The Project Report should be handwritten by the students themselves.
    • The record of the project work (internal assessment) should be kept for a period of three months for verification, if any.
5 marks
 

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
  • 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
  • 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
  • develop scientific temperament 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
  • 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
  • develop qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and socially effective.