REVISED SYLLABUS 2021 2022(w.e.f JULY 24th CLASS: IX ...
Transcript of REVISED SYLLABUS 2021 2022(w.e.f JULY 24th CLASS: IX ...
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REVISED SYLLABUS 2021—2022(w.e.f JULY 24th 2021) CLASS: IX
SUBJECT: SOCIAL SCIENCE (CODE: 087)
Social Science is a compulsory subject up to secondary stage of school education. It is an
integral component of general education because it helps the learners to understand 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 History, Geography, 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
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
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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 analyzing 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.
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COURSE STRUCTURE
CLASS IX (2021-22)
TERM- I
M. MARKS: 40
No. Units No. of Periods Marks
I India and the Contemporary World -1 (History) 17 10
II Contemporary India – I (Geography) 14 10
III Democratic Politics – I (Political Science) 20 10
IV Economics 20 10
Total 71 40
TERM- II
M. MARKS: 40
No. Units No. of Periods Marks
I India and the Contemporary World -1(History) 34 10
II Contemporary India – I (Geography) 24 10
III Democratic Politics – I (Political Science) 18 10
IV Economics 10 10
Total 86 40
TERM-I
Book Unit 1 Chapter No.
Geography India - Size and location 1
KEYWOEDS-Latitudes, Longitudes, Tropic of Cancer, Coastline, Standard Meridian,
Indian Standard Time(IST)
Economics The Story of village Palampur 1
KEYWORDS-Resources, Irrigation, Kharif, Rabi, Yield, Green Revolution, Chemical
Fertilizers, Surplus
Activity--- (i)-Map Work
(ii) : FROG RACE
INDIA – SIZE AND LOCATION
Integrating Geography with Games and Mathematics
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Purpose: To make the students understand the last point of India and last point of the
mainland of India.
Two frogs A and B start a race from the equator. In their first jump they reach up to 1° 4′ N Latitude, Second jump 2° 4′ N Latitude, Third jump 3° 4′ N Latitude and so on. Finally in their tenth jump they reach up to 10° 4′ N Latitude. Now, answer the following questions.
i) Out of all the ten jumps, which jump was the longest?
ii) Which frog will touch the southernmost part of the mainland of India and in how many jumps?
iii) Will both the frogs be in water after their sixth jump? Where will they be?
IV) Which frog will reach Indira Point and in how many jumps?
V) If the finishing point is at 8° 4′ N Latitude. Which frog will reach there first.
Book Unit 2 Chapter No.
Democratic Politics What is Democracy ? Why Democracy? 1
KEYWOEDS-Referendum, Cabinet, Morality,
History The French Revolution 1
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KEYWORDS-Livres, Feudal, Old Regime, Taille, Subsistence crisis, Estates General,
Manor, Chateau, Tithes, Convent, Treason, Guillotine, Negroes
Activity---(i)-Map Work
(ii )LET US READ NEWSPAPERS
Most newspapers have an editorial page. On that page the newspaper publishes its own
opinions about current affairs. The paper also publishes the views of other writers and
intellectuals and letters written by the readers. Follow any one newspaper for one month
and collect editorials, articles and letters on that page that have anything to do with
democracy. Classify these into the following categories:
Constitutional and legal aspects of democracy
Citizens’ rights
Electoral and party politics
Criticism of democracy
Book Unit 3 Chapter No.
Economics People as a resource 2
KEYWORDS-Gross National Product, Virtuous cycle, Literacy rate, Vocational education,
Sarva Shiksha Abhiyan, Life Expectancy, Infant Mortality Rate(IMR), Birth Rate, Death
Rate, Economic overload.
Activity- Study the graph and answer the following questions:
Trends in Literacy Rates In Post-Independent India
1. Has the literacy rates of the population increased since 1951?
2. In which year India has the highest literacy rates?
3. Why literacy rate is high among the males of India?
4. Why are women less educated than men?
5. How would you calculate literacy rate in India?
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6. What is your projection about India’s literacy rate in 2025?
Book Unit 4 Chapter No.
Geography Physical Features of India 2
KEYWORDS- Igneous rocks, Fold mountains, Gorge, Riverine Islands, Inhabited,
Deposition, Doabs, Gondwana Land, Crescent, Longitudinal dunes, Corals, Submarine
mountains
Activity: (i)Map Work
(ii) Locate the peaks, passes, ranges, plateaus, hills, and duns hidden in the
puzzle. Try to find where these features are located. You may start your search
horizontally, vertically or diagonally.
Book Unit 5 Chapter No. Democratic Politics Constitutional Design (Following topics to be done only) 2
(a) Why do we need a Constitution?
(b) Making of the Indian Constitution (c) Guiding Values of the Indian Constitution
KEYWORDS-Constitution, Apartheid, Republic, Preamble, Democracy, Consensus, Pivotal, Provincial Legislature, Draft, Clause, Constitutional Amendment, Tryst,
Philosophy Activity-Prepare a project to show a comparison between Nelson Mandela and Mahatma Gandhi based on the following points:
Method of struggle
Lifestyle of both the leaders
Outcome of the struggle
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LIST OF MAP ITEMS
CLASS IX (2021-22)
TERM – I
SUBJECT - HISTORY
Chapter-1: The French Revolution
Outline Political Map of France
• Bordeaux
• Nantes
• Paris
• Marseilles
SUBJECT – GEOGRAPHY
Chapter -1: India-Size and Location
India-States with Capitals, Tropic of Cancer, Standard Meridian
Chapter -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, Coromandel & Northern Circar
TERM-II Book Unit 6 Chapter No.
History Socialism in Europe and Russian revolution 2
KEYWORDS-Suffragette movements, Tsar, Bolsheviks, Mensheviks, Autocracy,
Jadidists, Real Wages, Cossacks, Duma, Political Autonomy, Nomadism, Kulaks,
Deported, Exiled
Geography Drainage 3
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(Note: Only Map Items as given in the Map List from this chapter to be evaluated in Examination.)
Activity – (i) Map work
(ii) Poster Making : Topic River pollution (iii) Slogan Writing : Topic- February Revolution 1917/ Bloody Sunday
Book Unit 7 Chapter No. History Nazism and the Rise of Hitler 3 KEYWORDS-Genocidal War, Allies, Imperial, Trench, Propaganda, Reparations, German Mark, Wall Street Exchange, Placards, jungvolk ,Usurers, Ghettos Economics Poverty as a challenge 3 KEYWORDS-Calorie Requirement, Head Count Ratio, Public Distribution System, World Bank, Economic Growth, Millennium Development Goals, Gender Discrimination Activity: (i) Map Work
(ii) . Imagine that you are Helmuth. You have had many Jewish friends in school and do not believe that Jews are bad. Write a paragraph on what you would say to your father.
Book Unit 8 Chapter No. Geography Climate 4 KEYWORDS- Precipitation, Latitude, Curvature, Altitude, Continentality, Leeward Side, Equatorial Trough, Trade winds, Hail, Windward Side Democratic Politics Electoral Politics 3 KEYWORDS-Factionalism, Booth Capturing, Constituency, By- election, Electoral Roll, Universal Adult Franchise, Electorate, Code of Conduct, Polling Booth, Voter Turnout, Rigged Election, Incumbent Activity: (i) Map Work
(ii) See the map and answer the following questions
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1. What is the number of Lok Sabha constituencies in your state and the neighbouring two states? 2. Which states have more than 30 Lok Sabha constituencies?
3. Why do some states have such a large number of constituencies?
4. Why are some constituencies small in area while others are very big?
5. Are the constituencies reserved for the SCs and STs evenly spread all over the entire country or
are there more in some areas?
Book Unit 9 Chapter No. Geography Natural vegetation and Wildlife 5 KEYWORDS-Marusthali, Evaporation, Biosphere Reserves, National Park, Flora, Fauna Activity: (i)Map Work
(ii) Poster Making : Making a poster on a regional study of the relationship between forests, wildlife and climate.
Book Unit 10 Chapter No. Democratic Politics Working of the Institutions 4 KEYWORDS-Government, Office Memorandum, Reservation, Political Institution, Legislature, Money Bill, Executive, Electoral College, President’s Rule, Ordinance, Subordinate Courts, Unified Judiciary, Impeachment Activity: When the Parliament is in session, there is a special programme everyday on Doordarshan about the proceedings in Lok Sabha and Rajya Sabha. Watch the proceedings or read about it in the newspapers and note the following: 1 Powers of the two Houses of Parliament. 2 Role of the Speaker. 3 Role of the Opposition.
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LIST OF MAP ITEMS
CLASS IX (2021-22)
TERM- II
SUBJECT - HISTORY
Chapter-2: Socialism in Europe and the Russian Revolution
Outline Political 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, U.S.A.
Chapter-3: Nazism and Rise of Hitler
Outline Political Map of 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 (Outline Political Map of India)
Chapter -3: Drainage
Rivers: (Identification only)
o The Himalayan River Systems-The Indus, The Ganges, and The
Satluj
o The Peninsular rivers-The Narmada, The Tapi, The Kaveri, The
Krishna, The Godavari, The Mahanadi
o Lakes: Wular, Pulicat, Sambhar, Chilika
Chapter - 4: Climate
Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)
Chapter - 5: Natural Vegetation and Wild Life
Vegetation Type: Tropical Evergreen Forest, Tropical Deciduous
Forest, Thorn Forest, Montane Forests and Mangrove- For
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)
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INTERNAL ASSESSMENT
Marks Description
Periodic Assessment 10
Marks
Portfolio 5 Marks 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
Subject Enrichment
Activity
5 Marks Project Work
TOTAL 20 MARKS (10M for Term I & 10 M for Term II)
Pen Paper Test 5
marks
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.
5
marks
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PROJECT WORK
CLASS IX (2021-22)
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.
6. The distribution of marks over different aspects relating to Project Work is as follows:
S. No. Aspects Marks a. Content accuracy, originality and
analysis 2
b. Presentation and creativity 2
c. Viva Voce 1
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.
12. The record of the project work (internal assessment) should be kept for a
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.
05 Marks
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period of three months for verification, if any.