(April To September 2015)
CBSEContinuous and Comprehensive Evaluation (CCE)SAMPLEQUESTIONPAPERS(April to September 2015)Social ScienceCLASS9FOR TERM 1*Solutions for SQP 6-10 can be downloadedfrom www.oswaalbooks.comSEP 2015EXAMINATIONPublished by :OSWAAL BOOKS“Oswaal House” 1/11, Sahitya Kunj, M.G. Road, AGRA-282002Ph.: 0562-2857671, 2527781, Fax : 0562-2854582, 2527784email : contact@oswaalbooks.com, website : www.oswaalbooks.com
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CONTENTSqqqqSyllabus5 - 8On Tips Notes9 - 24Sample Question Papers (Solved)Sample Question Paper – 125 - 27Sample Question Paper – 228 - 30Sample Question Paper – 331 - 33Sample Question Paper – 434 - 36Sample Question Paper – 537 - 39Sample Question Papers (Self Assessment)Sample Question Paper – 640 - 42Sample Question Paper – 743 - 45Sample Question Paper – 846 - 48Sample Question Paper – 949 - 50Sample Question Paper – 1051 - 52SolutionsSample Question Paper – 153 - 58Sample Question Paper – 259 - 63Sample Question Paper – 364 - 69Sample Question Paper – 470 - 75Sample Question Paper – 576 - 80Solutions for Sample Question Paper 6 to 10Can be downloaded from www.Oswaalbooks.com
PREFACEThe Albert Einstein said “Education is not the learning of facts, but the training of mindto think ”. So to train the mind and strengthen the roots of students, the CBSE startedContinuous & Comprehensive Evaluation (CCE). The term ‘Continuous’ in the CCE refers to theperiodicity and regularity in assessment and the term ‘Comprehensive’ refers to overall assessmentof the learner, in both curricular & co curricular scheme of things.The CBSE initiated the change and to support it, Oswaal Publication started anexclusive series of books which comprises of Sample Question Papers along with other titles. Thethought was to give students enough questions to solve rather than feeding them with answers toremember.The Sample Question Papers strictly follow the CBSE guidelines, syllabus and marking scheme.This book has total 10 sample question papers. Out of which 5 question papers are solved, and theanswers follow the word limit specified by the CBSE. The answers have been written in steps andeach step specifies marks as per the CBSE marking scheme. In this way students can learn what towrite, how much to write and time management which will reduce their stress during examination.However as mentioned Oswaal Publication believes that students should do selfpractice with enough number of questions, hence this book has 5 more sample papers which areunsolved and meant for self-assessment. After solving the unsolved sample question papers, studentscan download solutions from our website and can check their work. In this waystudents can take proactive measures for examinations by learning from their mistakes.Each Sample Question Paper includes value based and HOTS questions (Higher OrderThinking Skills). Each and every single question covers all typologies specified by CBSE.Wherever required, well labelled and high quality figures/diagrams are given for easy and fastlearning. One of the major attractions is “On Tips Notes” which will help students in revision of thewhole syllabus very fast and effectively. Oswaal Publication believes in continuousimprovement, hence this book is updated, reviewed every year with new questions and all theanswers are checked twice.At last we would like to thank our authors, editors, reviewers and specially students whoregularly send us suggestions which helps in continuous improvement of this book and makes thisbook stand in the category of “One of the Best”. Wish you all Happy Learning.—Publisher
SYLLABUSSOCIAL SCIENCE Class–IX (Code No. 087)Term 1 (April-September) (2015-16)SectionTotal Weightage 90AIndia and the Contemporary World-I23BContemporary India - 123CDemocratic Politics - 122DEconomics22EDisaster Management (Through Project & Assignments)—Total90Formative Assessment will comprise of projects, assignments, activities and class tests/periodictests for which Board has already issued guidelines to the schools, The Summative assessment willcomprise of Theory paper as per the prescribed design of the Question Paper.UNIT 1 : INDIA AND THE CONTEMPORARY WORLD - I40 PeriodsObjectivesTwo themes from the first sub-unit and one eachfrom the second and third sub-units could bestudied.Sub-unit 1.1 : Events and processes.In this unit the focus is on three events andprocesses that have in major ways shaped theidentity of the modern world. Each representsa different form of politics, and a specificcombination of forces. One event is linked tothe growth of liberalism and democracy, onewith socialism, and one with a negation of bothdemocracy and socialism.Two themes of the following1. French Revolution :(a) The Ancient Regime and its crises. (b) Thesocial forces that led to the revolution. (c) Thedifferent revolutionary groups and ideas of thetime. (d) The legacy. Compulsory (Chapter-1)2. Russian Revolution :(a) The crises of Tzarism. (b) The nature ofsocial movements between 1905 and 1917. (c)The First World War and foundation of Sovietstate. (d) The legacy.(Chapter-2)3. Rise of Nazism :(a) The growth of social democracy (b) Thecrises in Germany. (b) The basis of Hitler's riseto power. (c) The ideology of Nazism. (d) Theimpact of Nazism.(Chapter-3)4. MAP Work - Theme one only(3 marks) In each of the themes in this unit students wouldbe made familiar with extracts of speeches,political declarations, as well as the politics ofcaricatures, posters and engravings. Studentswould learn how to interpret these kinds ofhistorical evidences.Any oneThemes{ Familiarise students with the names of peopleinvolved, the different types of ideas thatinspired the revolution, the wider forces thatshaped it. Show how written, oral and visual material canbe used to recover the history of revolutions. Explore the history of socialism through a studyof the Russian Revolution. Familiarise students with the names of peopleinvolved, the different types of ideas thatinspired the revolution. Discuss the critical significance of Nazism inshaping the politics of modern world. Familiarise students with the speeches andwritings of Nazi leaders.
6 OSWAAL CBSE (CCE), Term-1, Social Science, Class – 9UNIT 2 : CONTEMPORARY INDIA - 145 PeriodsThemesObjectives1&2. India - Size and Location & PhysicalFeatures of India : relief, structure, majorphysiographic units.(Chapter 1 & 2) To understand the major landform featuresand the underlying geological structure; theirassociation with various rocks and minerals aswell as nature of soil types3. Drainage : Major rivers and tributaries,lakes and seas, role of rivers in the economy,pollution of rivers, measures to control riverpollution.(Chapter 3) To identify the various factors influencing theclimate and explain the climatic varition of ourcountry and its impact on the life of the people.Map Work (3 marks) To understand the river systems of the countryand explain the role of rivers in the evolution ofhuman society.Project / ActivityLearners may identify songs, dances, festivals and special food preparations associated with certainseasons in their particular region, and whether they have some commonality with other regions ofIndia.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 effortsbeing made to save them.Posters :River pollutionUNIT 3 : DEMOCRATIC POLITICS - 140 PeriodsThemesObjectives1&2. Democracy in the Contemporary World &What is Democracy ? Why Democracy ?What are the different ways of definingdemocracy ? Why has democracy becomethe most prevalent form of governmentin our times ? What are the alternativesto democracy ? Is democracy superiorto its available alternatives ? Must everydemocracy have the same institutions andvalues ?(Chapter 1 & 2) Develop conceptual skills of defining democracy.3. Constitutional Design : How and why didIndia become a democracy ? How was theIndian constitution framed ? What are thesalient features of the Constitution ? How isdemocracy being constantly designed andredesigned in India ?(Chapter 3) Develop respect for the Constitution andappreciation for Constitutional values.Map Work (3 marks) Understand how different historical processesand forces have promoted democracy. Developing a sophisticated defencedemocracy against common prejudices.of Develop a historical sense of the choice andnature of democracy in India. Introduction to the process of Constitutionmaking. Recognise that constitution is a living documentthat undergoes changes. Introduce the idea of representative democracyvia competitive party politics. Familiarise with our electoral system andreasons for choosing this.
Syllabus 7UNIT 4 : ECONOMICS40 PeriodsThemesObjectives1. The economic story of Palampore :Economic transactions of Palampore and itsinteraction with the rest of the world throughwhich the concept of production (includingthree factors of production (land, labour andcapital) can be introduced.(Chapter 1) Familiarising the children with some basiceconomic concepts through an imaginary storyof a village.2. People as Resource : Introduction of howpeople become resource / asset; economicactivities done by men and women; unpaidwork done by women; quality of humanresource; role of health and education;unemployment as a form of non-utilisation ofhuman resource; socio-political implicationin simple form.(Chapter 2) Familiarisation of a few population relatedconcepts and sensitization of child that peopleas asset can participate and contribute in nationbuilding.Suggested Activities / Instructions :Theme 1 : 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 ofPrem Chand, MN Srinivas and RK Narayan. They may have to be referred.Theme II : Discuss the impact of unemploymentDebate on whether all the activities done by women should be included or not.Is begging an economic activity? Discuss.Is it necessary to reduce population growth or family size? Discuss.UNIT 5 : DISASTER MANAGEMENT25 Periods1.Introduction to Disaster Management(Chapter 1)2.Common Hazards – Prevention and Mitigation(Chapter 2)Note : Projects, activities and other exercises in Unit 5 should encourage students to place ‘disasters’ and‘disaster management’ in :(i) The wider context of Social Science knowledge as covered through History, Geography, PoliticalScience and Economics textbooks of class IX/X.(ii) Other problems faced by our country and the world from time to time.PRESCRIBED TEXTBOOKS :1. India and the Contemporary World History - Published by NCERT2. Contemporary India - Geography - Published by NCERT3. Democratic Politics - Published by NCERT4. Economics - Published by NCERT5. Together, Towards a Safer India - Part II, a textbook on Disaster Management for Class IX - Publishedby CBSE
8 OSWAAL CBSE (CCE), Term-1, Social Science, Class – 9Social Science 2015-16 (CODE NO. 087)Class-IX (SA-I)Time : 3 HoursS.No.Max. Marks : 90Typology of QuestionsVeryShortAnswer(VSA)1 MarkShortAnswer(SA)3 MarksLongAnswer(LA)5 MarksTotalMarks%Weightage1.Remembering (Knowledge based simplerecall questions, to know specific facts,terms, concepts, principles, or theories,identify, define or recite, information)2221820%2.Understanding (Comperehension - to befamiliar with meaning and to understandconceptually,interpret,compare,contrast, explain, paraphrase, or interpretinformation)2121517%3.Application (Use abstract information inconcrete situation, to apply knowledgeto new situations, use given content tointerpret a situation, provide an example,or solve a problem)2422426%4.High Order Thinking Skills (Analysis &Synthesis - Classify, compare, contrast, ordifferentiate between different places ofinformation, Organize and/or integrateunique pieces of information from avariety of sources)2221820%5.Creating, Evaluation and Multi-CreatingEvaluation and Multi-Disciplinary(Generating new ideas, product or waysof viewing things Appraise, judge, and/or justify the value or worth of a decisionor ourcome, or to predict outcomes basedon values)—3*—910%6.Map—2—67%8 1 814 3 428 5 4090100%TotalNote : The question paper will include a section on Open Text based assessment (questions of 10 marks.)The case studies will be supplied to students in advance. These case studies are designed to test theanalytical and higher order thinking skills of students.*One questoin of 3 marks will be included to assess the values inherent in the texts.
ON TIPS NOTESNote making is a skill that we use in many walks of life: at school, university and in the worldof work. However, accurate note making requires a thorough understanding of concepts. We, atOswaal, have tried to encapsulate all the chapters from the given syllabus into the following ONTIPS NOTES. These notes will not only facilitate better understanding of concepts, but will alsoensure that the each and every concept is taken up and every chapter is covered in totality. So goahead and use these to your advantage go get the OSWAAL ADVANTAGE!!UNIT 1 : INDIA AND THE CONTEMPORARY WORLD – ICHAPTER 1 : The French RevolutionQuick Prompts The French Society during the Late 18th CenturyThe French Society Comprised :1st Estate : Clergy2nd Estate : Nobility3rd Estate : Big businessmen, merchants, court officials, peasants, artisans, landless labourers, servants,etc. Some within the Third Estate were rich and some were poor. The burden of financing activities of the state through taxes was borne by the Third Estate alone.The Struggle for Survival : Population of France grew and so did the demand for grain. The gapbetween the rich and poor widened. This led to subsistence crises.The Growing Middle Class : This estate was educated and believed that no group in society should beprivileged by birth. These ideas were put forward by philosophers such as Locke English philosopherand Rousseau French philosopher. The American constitution and its guarantee of individual rightswas an important example of political theories of France. These ideas were discussed intensively insalons and coffee houses and spread among people through books and newspapers. These were evenread aloud.THE OUTBREAK OF THE REVOLUTIONThe French Revolution went through various stages. When Louis XVI became king of France in 1774,he inherited a treasury which was empty. There was growing discontent within the society of the OldRegime.1789Convocation of Estates General. The Third Estate forms National Assembly, the Bastille is stormed,peasant revolts in the countryside.1791A constitution is framed to limit the powers of the king and to guarantee basic right to all humanbeings.1792-93France becomes a republic.Jacobin Republic overthrown, a Directory rules France.1795A new Convention appointed a five-man Directorate to run the state from 26th October, 1795.1799The Revolution ends with the rise of Napoleon Bonaparte.
Oswaal CBSE CCE Sample QuestionPapers For Class 9 Term I Apr to Sept2015 Social Science51%OFFPublisher : Oswaal BooksISBN : 97893512754 28Author : Panel of ExpertsType the URL : http://www.kopykitab.com/product/4 4 59Get this eBook
OSWAAL BOOKS “Oswaal House” 1/11, Sahitya Kunj, M.G. Road, AGRA-282002 . The Albert Einstein said “Education is not the learning of facts, but the training of mind to think”. So to train the mind and strengthen the roots of students, the CBSE started
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3. "Floral Design Workshops" 4. 2006 Master Gardener Trainee Class Roundup 5. "Back to Your Roots," the Southeastern Regional Master Gardener Conference Happy September 1 September 14 September 15 September 17 September 19 September 20 September 24 September 26 September
April 3rd Raise the Flag for Autism SOM Assemblies April 6th and 20th Sundaes for Kids April 10th Carousel Players (1-4) April 13th Spirit Day – Patterns! April 14th Good Friday April 17th – Easter Monday April 18th HepB/HPV shots – Gr. 8 April 25-28th Scholastic Book Fair April 25th Gr. 3-6 to Wizard o
Calendar of Torah and Haftarah Readings 5776-5778 - 2 - DATES OF FESTIVALS 5776 2015-16 5777 2016-17 5778 2017-18 Erev 1st Day Rosh Hashanah 1 Tishri 13 September 2 October 20 September 1st Day Rosh Hashanah 1 Tishri 14 September 3 October 21 September 2nd Day Rosh Hashanah 2 Tishri 15 September 4 October 22 September Kol Nidre 10 Tishri 22 September 11 October 29 September
September 2014—September 2015 Fall Semester 2014 Monday, September 1 Labor Day. College is closed Tuesday, September 2 Community Day - Full-time faculty returns to campus Wednesday, September 3 New student orientation Sunday, September 7 Last day to WITHDRAW with no financial penalty Monday, September 8 Fall semester begins, ESL Class Start
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