Syllabus : CBSE Syllabus of Social Science for Class 9th For March
Social Science | CLASS IX
Time : 3 Hrs. Marks : 80
(Theory) + 20 (Internal Assessment)
1. Tests (Formative and Summative)
2. Assignments (School & Home)
3. Project Work
Unit 1 : India and the Contemporary World - I (40 Periods)
Any two themes from the first two sub-units and one from the third could be
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.
1. French revolution :
(a) The Ancient Regime and its crises. (b) The social forces that led to the
revolution. (c) The different revolutionary groups and ideas of the time. (d)
2. Russian Revolution.
(a) The crises of Tzarism. (b) The nature of social movements between 1905 and
1917. (c) The First World War and foundation of Soviet state. (d) The legacy.
3. Rise of Nazism.
(a) The growth of social democracy (b) The crises in Germany. (b) The basis of
Hitler's rise to power. (c) The ideology of Nazism. (d) The impact of Nazism.
Sub-unit 1.2 : Economies and Livelihoods
The themes in this section will focus on how different social groups grapple
with the changes in the contemporary world and how these changes affect their
4. Pastoralists in the modern world.
(a) Pastoralism as a way of life. (b) Different forms of pastoralism. (c) What
happens to pastoralism under colonialism and modern states?
Case studies : focus on two pastoral groups, one from Africa and one from India.
5. Forest society and colonialism :
(a) Relationship between forests and livelihoods. (b) Changes in forest
societies under colonialism.
Case studies : focus on two forest movements one in colonial India (Bastar) and
one in Indonesia.
6. Farmers and peasants :
(a) Histories of the emergence of different forms of farming and peasant
societies. (b) Changes within rural economies in the modern world.
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)
Sub-unit 1.3 : Culture, Identity and Society
The themes in this unit will consider how issues of culture are linked up to the
making of contemporary world.
7. Sports and politics :
The story of cricket (a) The emergence of cricket as an English sport. (b)
Cricket and colonialism. (c) Cricket nationalism and de-colonialization.
8. Clothes and cultures.
(a) A short history of changes in clothing. (b) Debates over clothing in
colonial India. (c) Swadeshi and the movement for Khadi.
Sub-unit 1.4 : Map Work. (2 Marks).
Unit 2 : India - Land and the People (45 Periods)
1. India : location, relief, structure, major physiographic units.
2. Climate : factors influencing the climate; monsoon- its
characteristics, rainfall and temperature distribution; seasons; climate and
3. Drainage : major rivers and tributaries, lakes and seas, role of
rivers in the economy, pollution of rivers, measures to control river pollution.
4. Natural Vegetation : vegetation types, distribution as well as
altitudinal variation, need for conservation and various measures.
5. Wildlife : 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.
7. Map Work (4 marks).
Unit - 3 : Democratic Politics I (40 Periods)
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?
2. Designing of Democracy in India 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
3. Electoral politics in democracy 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?
4. Institutions of parliamentary democracy 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
5. Citizens’ rights in democracy 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 the judiciary ensured?
Unit - 4 : Understanding Economics - I (40 Periods)
1. The economic story of Palampore: 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
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 nonutilisation of human resource; sociopolitical implication in simple form
3. Poverty as a challenge facing India : 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
4. Food Security : 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)
Unit - 5 : Disaster Management (25 Periods)
1. Man made disasters - Nuclear, Biological and Chemical.
2. Common Hazards - Prevention and Mitigation
3. Community Based Disaster Management.
(Class 9th) Other Syllabus :-