SOCIAL SCIENCE - CBSE

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SOCIAL SCIENCECLASS IX-X (2019-20)(CODE NO. 087)RationaleSocial Science is a compulsory subject up to secondary stage of school education. It isan integral component of general education because it helps the learners inunderstanding the environment in its totality and developing a broader perspective andan empirical, reasonable and humane outlook. This is of crucial importance because ithelps them grow into well-informed and responsible citizens with necessary attributesand skills for being able to participate and contribute effectively in the process ofdevelopment 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 alsoincluded. 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 thelearners to understand society from different angles and form a holistic view.ObjectivesThe main objectives of this syllabus are to: develop an understanding of the processes of change and development-both interms of time and space, through which human societies have evolvedmake learners realise that the process of change is continuous and any event orphenomenon or issue cannot be viewed in isolation but in a wider context of timeand spacedevelop an understanding of contemporary India with its historical perspective, ofthe basic framework of the goals and policies of national development inindependent India, and of the process of change with appropriate connections toworld developmentdeepen knowledge about and understanding of India’s freedom struggle and ofthe values and ideals that it represented, and to develop an appreciation of thecontributions made by people of all sections and regions of the countryhelp learners understand and cherish the values enshrined in the IndianConstitution and to prepare them for their roles and responsibilities as effectivecitizens of a democratic societydeepen the knowledge and understanding of India’s environment in its totality,their interactive processes and effects on the future quality of people’s lives1

facilitate the learners to understand and appreciate the diversity in the land andpeople of the country with its underlying unitydevelop an appreciation of the richness and variety of India’s heritage-bothnatural and cultural and the need for its preservationpromote an understanding of the issues and challenges of contemporary Indiaenvironmental, economic and social, as part of the development processhelp pupils acquire knowledge, skills and understanding to face the challenges ofcontemporary society as individuals and groups and learn the art of living aconfident and stress-free life as well as participating effectively in the communitydevelop scientific temperament by promoting the spirit of enquiry and following arational and objective approach in analysing and evaluating data and informationas well as views and interpretationsdevelop academic and social skills such as critical thinking, communicatingeffectively both in visual and verbal forms - cooperating with others, takinginitiatives and providing leadership in solving others’ problemsdevelop qualities clustered around the personal, social, moral, national andspiritual values that make a person humane and socially effective.COURSE STRUCTURECLASS IX (2019-20)Theory PaperTime: 3 Hrs.No.UnitsIIndia and the Contemporary World – IIIContemporary India – IIIIDemocratic Politics - IIVEconomicsTotalNo. of Periods60555050215Max. Marks: 80Marks2020202080COURSE CONTENTUnit 1: India and the Contemporary World – I60 PeriodsThemesLearning ObjectivesSection 1: Events and Processes: (All the In each of the themes in this unitthree themes are compulsory)students would get familiarized withdistinct ideologies, extracts ofspeeches, political declarations, aswell as the politics of caricatures,posters and engravings. Studentswould learn how to interpret these2

kinds of historical evidences.I.The French Revolution: Familiarize with the names of French Society During the Latepeople involved, the differentEighteenth Centurytypes of ideas that inspired therevolution, the wider forces that The Outbreak of the Revolutionshaped it. France Abolishes Monarchy and Know the use of written, oral andBecomes a Republicvisual material to recover the Did Women have a Revolution?history of revolutions. The Abolition of Slavery The Revolution and Everyday LifeII. Socialism in Europe and the Russian Explore the history of socialismRevolution:through the study of Russian The Age of Social ChangeRevolution. The Russian Revolution Familiarize with the different types The February Revolution in Petrogradof ideas that inspired the What Changed after October?revolution. The Global Influence of the RussianRevolution and the USSRIII. 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 theAgainst Humanity Discuss the critical significance ofNazism in shaping the politics ofmodern world. Get familiarized with the speechesand writings of Nazi Leaders.CrimesSection 2: Livelihoods, Economies andSocieties:Any one theme of the following:IV. Forest Society and Colonialism:Why Deforestation?The Rise of Commercial ForestryRebellion in the ForestForest Transformations in Java Discuss the social and culturalworld of forest communitiesthrough the study of specificrevolts. Understand how oral traditionscan be used to explore tribal3

revolts.V. Highlight varying patterns ofPastoralists in the Modern World:developments within pastoral PastoralNomadsandtheirsocieties in different places.Movements Analyse the impact of colonialism Colonial Rule and Pastoral Lifeon forest societies, and the Pastoralism in Africaimplication of scientific forestry. Show the different processesthroughwhichagrariantransformation may occur in themodern world. Analyse the impact of modernstates, marking of boundaries,processes of sedentarization,contraction of pastures, andexpansionofmarketsonpastoralism in the modern world.Unit 2: Contemporary India – IThemes1. India Size and Location India and the World India’s Neighbours2. Physical Features of India: Major Physiographic Divisions3. Drainage: Major rivers and tributaries Lakes Role of rivers in the economy Pollution of rivers 55 PeriodsLearning ObjectivesIdentify the location of India in theIndian subcontinent. Understand the major landformfeatures and the underlyinggeologicalstructure;theirassociation with various rocksand minerals as well as nature ofsoil types. Identify the river systems of thecountry and explain the role ofrivers in the human society.4

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 6. Population: Size Distribution Population Growth and Process of Population Change Unit 3: Democratic Politics – IThemes1. What is Democracy? Why Democracy?: What is Democracy?Features of DemocracyWhy Democarcy?Broader Meaning of Democracy Identifyvariousfactorsinfluencing the climate andexplain the climatic variation ofour country and its impact on thelife of the people.Explain the importance andunifying role of monsoons.Explain the nature of diverse floraand fauna as well as theirdistribution.Develop concern about the needto protect the biodiversity of ourcountry.Analyse the uneven nature ofpopulation distribution and showconcern about the large size ofour population.Identify the different occupationsof people and explain variousfactors of population change.Explain various dimensions ofNational Population Policy andunderstandtheneedsofadolescents as underservedgroup.50 PeriodsLearning ObjectivesDevelop conceptual skills ofdefining democracy.Understandhowdifferenthistorical processes and forceshave promoted democracy.Develop a sophisticated defenseof democracy against commonprejudices.Develop a historical sense of the5

choice and nature of democracyin India.2. Constitutional Design: Democratic Constitution in South Africa Why do we need a Constitution?Making of the Indian ConstitutionGuidingValuesoftheIndian Constitution3. 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?ParliamentPolitical ExecutiveJudiciary Understand the process ofConstitution making.DeveloprespectfortheConstitution and appreciation forConstitutional values.Recognize Constitution as adynamic and living document.Understandrepresentativedemocracy via competitive partypolitics.Familiarize with Indian electoralsystem.Reason out for the adoption ofpresent Indian Electoral System.Develop an appreciation ofcitizen’s increased participation inelectoral politics.Recognize the significance of theElection Commission.Get an overview of centralgovernmental structures.Identify the role of Parliamentand its procedures.Distinguish between political andpermanent executive authoritiesand functions.Understand the parliamentarysystemofexecutive’saccountability to the legislature.Understand the working of IndianJudiciary.6

5. Democratic Rights: Life without rightsRights in a DemocracyRights in the Indian ConstitutionExpanding the scope of rights Unit 4: Economics50 PeriodsThemes1. The Story of Village Palampur: Overview Organization of production Farming in Palampur Non-farm activities of PalampurRecognize the need for rights inone’s life.Understandtheavailability/access of rights in a prehend the FundamentalRights given by the IndianConstitution to its citizens.Create awareness regarding theprocess of safeguarding rights. 2. People as Resource: Overview Economic activities by men and women Quality of Population Unemployment 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 4. Food Security in India: Overview What is Food Security? ObjectivesFamiliarize with basic economicconcepts through an imaginarystory of a village.Understand the demographicconceptsUnderstand how population canbe as asset or a liability for thenation.Understandpovertyasachallenge.Identify vulnerable group andinterstate disparitiesAppreciate the initiatives of thegovernment to alleviate poverty.Understand the concept of foodsecurity7

Why Food Security? Appreciate and analyse the roleof government in ensuring foodWho are food insecure?supply.Food Security in IndiaWhat is Buffer Stock?What is the Public Distribution System?Current Status of Public DistributionSystemPROJECT WORKCLASS IX (2019-20)05 Periods05 Marks1. Every student has to compulsorily undertake one project on DisasterManagement2. Objectives: The main objectives of giving project work on Disaster Managementto the students are to:a. create awareness in them about different disasters, their consequencesand managementb. prepare them in advance to face such situationsc. ensure their participation in disaster mitigation plansd. enable them to create awareness and preparedness among thecommunity.3. The project work should also help in enhancing the Life Skills of the students.4. If possible, various forms of art may be integrated in the project work.5. In order to realize the expected objectives completely, it would be required of thePrincipals / teachers to muster support from various local authorities andorganizations like the Disaster Management Authorities, Relief, Rehabilitation andthe Disaster Management Departments of the States, Office of the DistrictMagistrate/ Deputy Commissioners, Fire Service, Police, Civil Defense etc. in thearea where the schools are located.6. The distribution of marks over different aspects relating to Project Work is asfollows:S. No.abcAspectsContent accuracy, originality and analysisPresentation and creativityViva VoceMarks2218

7. The project carried out by the students should subsequently be shared amongthemselves through interactive sessions such as exhibitions, panel discussions, etc.8. All documents pertaining to assessment under this activity should be meticulouslymaintained by the schools.9. A Summary Report should be prepared highlighting:a.b.c.d.objectives realized through individual work and group interactions;calendar of activities;innovative ideas generated in the process ;list of questions asked in viva voce.10. It is to be noted here by all the teachers and students that the projects and modelsprepared should be made from eco-friendly products without incurring too muchexpenditure.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 period ofthree months for verification, if any.PRESCRIBED BOOKS:1.2.3.4.5.India and the Contemporary World - I (History) - Published by NCERTContemporary India - I (Geography) - Published by NCERTDemocratic Politics - I Published by NCERTEconomics - Published by NCERTTogether, Towards a Safer India - Part II, a textbook on Disaster Management forClass IX - Published by CBSENote: Please procure latest reprinted edition (2019) of prescribed NCERTtextbooks.9

SOCIAL SCIENCE (CODE NO. 087)QUESTION PAPER DESIGNCLASS IX (2019-20)Time: 3 HoursSr.No.Typology of Questions1Remembering: Exhibitmemory of previouslylearned material by recallingfacts, terms, basic concepts,and answers.Understanding:Demonstrate understandingof facts and ideas byorganizing, comparing,translating, interpreting,giving descriptions, andstating main ideasApplying: Solve problemsto new situations byapplying acquiredknowledge, facts,techniques and rules in adifferent way.Analysing and Evaluating:Examine and breakinformation into parts byidentifying motives orcauses. Make inferencesand find evidence tosupport generalizations23456Present and defendopinions by makingjudgments aboutinformation, validity of ideas,or quality of work based ona set of criteria.Creating:Compileinformation together in adifferent way by combiningelements in a new pattern orproposingalternativesolutions.Map SkillTotalMax. Marks: 80Objective eightage %931-2329%422-2025%312-1620%211-1012%21--56.5%1x20 203x8 245x6 303 366807.6%100%o Internal Assessment: 20 Marks10

Periodic AssessmentINTERNAL ASSESSMENTMarksDescription10 MarksPen Paper Test5 marksAssessmentusing 5 marksmultiple strategiesForexample,Quiz,Debate, Role Play, ulletinBoards, Gallery Walks,Exit Cards, ConceptMaps,PeerAssessment,SelfAssessment, etc.Portfolio5 MarksSubject Enrichment Activity5 Marks ClassworkWork done (Activities / Assignments)Reflections, Narrations, Journals, etc.Achievements of the student in thesubject throughout the year Participation of the student in differentactivities like Heritage India Quiz Project WorkLIST OF MAP ITEMSCLASS IX (2019-20)SUBJECT - HISTORYChapter-1: The French RevolutionOutline Political Map of France (For locating and labeling / Identification) Bordeaux Nantes Paris MarseillesChapter-2: Socialism in Europe and the Russian RevolutionOutline Political Map of World (For locating and labeling / Identification)11

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 HitlerOutline Political Map of World (For locating and labeling / Identification) Major countries of Second World WarAxis Powers – Germany, Italy, JapanAllied Powers – UK, France, Former USSR, USA Territories under German expansion (Nazi Power)Austria, Poland, Czechoslovakia (only Slovakia shown in the map), Denmark,Lithuania, France, BelgiumSUBJECT – GEOGRAPHY (Outline Political Map of India)Chapter -1: India-Size and Location India-States withand Labelling)Capitals,Tropic of Cancer, StandardMeridian (LocationChapter -2: Physical Features of India Mountain Ranges: The Karakoram, The Zasker, The Shivalik, The Aravali, TheVindhya, The Satpura, Western & Eastern GhatsMountain Peaks – K2, Kanchan Junga, Anai MudiPlateau - Deccan Plateau, Chotta Nagpur Plateau, Malwa PlateauCoastal Plains - Konkan, Malabar, Coromandal & Northern Circar (Location andLabelling)Chapter -3: Drainage Rivers: (Identification only)o The Himalayan River Systems-The Indus, The Ganges, and The Satlujo The Peninsular rivers-The Narmada, The Tapi, The Kaveri, The Krishna,The Godavari, The MahanadiLakes: Wular, Pulicat, Sambhar, ChilikaChapter - 4: Climate Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)12

Chapter - 5: Natural Vegetation and Wild Life Vegetation Type: Tropical Evergreen Forest, Tropical Deciduous Forest, ThornForest, Montane Forests and Mangrove- For identification onlyNational Parks: Corbett, Kaziranga, Ranthambor, Shivpuri, Kanha, Simlipal &ManasBird Sanctuaries: Bharatpur and RanganthittoWild Life Sanctuaries: Sariska, Mudumalai, Rajaji, Dachigam (Location andLabelling)Chapter - 6: Population (location and labelling) The state having highest and lowest density of populationThe state having highest and lowest sex ratioLargest and smallest state according to area13

COURSE STRUCTURECLASS X (2019-20)Theory PaperTime: 3 Hrs.No.UnitsIIndia and the Contemporary World – IIIIContemporary India – IIIIIDemocratic Politics - IIIVUnderstanding Economic DevelopmentTotalMax. Marks: 80No. of PeriodsMarks602055205020502021580COURSE CONTENTUnit 1: India and the Contemporary World – IIThemesSection 1: Events and Processes: 1. The Rise of Nationalism in Europe: The French Revolution and the Idea ofthe Nation The Making of Nationalism in Europe The Age of Revolutions: 1830-1848 The Making of Germany and Italy Visualizing the Nation Nationalism and Imperialism 2. Nationalism in India: The First World War, Khilafat and Non Cooperation Differing Strands within the Movement Towards Civil Disobedience The Sense of Collective Belonging 60 PeriodsLearning ObjectivesEnable the learners to identify andcomprehend the forms in whichnationalism developed along withthe formation of nation states inEurope in the post-1830 period.Establish the relationship andbring out the difference betweenEuropean nationalism and anticolonial nationalisms.Understand the way the idea ofnationalism emerged and led tothe formation of nation states inEurope and elsewhere.Recognize the characteristics ofIndian nationalism through a casestudy of Non-Cooperation andCivil Disobedience Movement.Analyze the nature of the diversesocial movements of the time.Familiarize with the writings andideals of different political groupsand individuals.Appreciate the ideas promoting14

Pan Indian belongingness.Section 2: Livelihoods, Economies andSocieties: Any one theme of the following:3. The Making of a Global World: The Pre-modern worldThe Nineteenth Century (1815-1914) The Inter war EconomyRebuilding a World Economy: The Post-War Era4. The Age of Industrialization: Before the Industrial RevolutionHand Labour and Steam PowerIndustrialization in the coloniesFactories Come UpThe Peculiarities of Industrial GrowthMarket for Goods Section 3: Everyday Life, Culture and Politics:5. Print Culture and the Modern World: The First Printed BooksPrint Comes to EuropeThe Print Revolution and its ImpactThe Reading ManiaThe Nineteenth CenturyIndia and the World of PrintReligious Reform and Public DebatesNew Forms of PublicationPrint and Cens

SOCIAL SCIENCE CLASS IX-X (2019-20) (CODE NO. 087) Rationale 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 in understanding the environment in its totality and developing a broader perspective and

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1. The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh Marg, New Delhi-16 . Centre of Excellence, CBSE 17. Incharge IT Unit with the request to put this circular on the CBSE Academic Website 18. In-Charge, Library 19. The Head (Media & Public Relations), CBSE 20. DS to Chairman, CBSE 21. SPS to Secretary .

1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, New Delhi-16 . Centre of Excellence, CBSE 16. In charge IT Unit with the request to put this circular on the CBSE Academic website 17. In-Charge, Library 18. The Head (Media & Public Relations), CBSE 19. DS to Chairman, CBSE 20. SPS to Secretary .