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Course StructureClass IX

Time : 3 Hrs. Marks : 90

UNIT TERM 1 TERM 2

1 India and the Contemporary World - I 23 23

2 India -Land and the People 23 23

3 Democratic Politics I 22 22

4 Understanding Economic Development-I 22 12+10 (OTBA)

5 Disaster Management (Through Project & Assignments) - -

TOTAL 90 90

The Formative Assessment will comprise of projects, assignments, activities and class tests/periodic tests for which Board hasalready issued guidelines to the schools. The Summative Assessment will comprise of Theory paper as per the prescribeddesign of the Question Paper.

Note: The text of OTBA for SA-II will be from Unit-IV; Understanding Economic Development - I (Chapter-3:Poverty as a challenge facing India) for 2014-2015.

Unit 1 : India and the Contemporary World - I 40 Periods

ThemesTerm I

Two themes from the first sub-unit and one each from thesecond and third sub-units could be studied.

Sub-unit 1.1 : Events and processes.

In this unit the focus is on three events and processes thathave in major ways shaped the identity of the modernworld. Each represents a different form of politics, and aspecific combination of forces. One event is linked to thegrowth of liberalism and democracy, one with socialism,and one with a negation of both democracy and socialism.

Objectives In each of the themes in this unit students would be

made familiar with extracts of speeches, politicaldeclarations, as well as the politics of caricatures,posters and engravings. Students would learn how tointerpret these kinds of historical evidences.

Familiarize students with the names of peopleinvolved, the different types of ideas that inspired therevolution, the wider forces that shaped it.

Show how written, oral and visual material can be usedto recover the history of revolutions.

Explore the history of socialism through a study of theRussian revolution.

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Themes Objectives

{(any one)

Two themes of the following:

1. French Revolution.

(a) The Ancient Regime and its crises. (b) The socialforces that led to the revolution. (c) The differentrevolutionary groups and ideas of the time. (d) Thelegacy.

Compulsory (Chapter 1)

2. Russian Revolution.

(a) The crises of Tzarism. (b) The nature of socialmovements between 1905 and 1917. (c) The FirstWorld War and foundation of Soviet state. (d) Thelegacy. (Chapter 2)

3. Rise of Nazism.

(a) The growth of social democracy (b) The crises inGermany. (b) The basis of Hitler's rise to power.(c) The ideology of Nazism. (d) The impact ofNazism. (Chapter 3)

4. Map Work - Theme one only (3 marks)

Term IISub-unit 1.2 : Economies and Livelihoods

The themes in this section will focus on howdifferent social groups grapple with the changesin the contemporary world and how these changesaffect their lives.

Any one theme of the following:4. Pastoralists in the modern world:

(a) Pastoralism as a way of life. (b) Different forms ofpastoralism. (c) What happens to pastoralism undercolonialism and modern states?Case studies : focus on two pastoral groups, onefrom Africa and one from India. (Chapter 5)

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 onein colonial India (Bastar) and one in Indonesia.

(Chapter 4)

6. Farmers and peasants :(a) Histories of the emergence of different forms of

farming and peasant societies. (b) Changes withinrural economies in the modern world.

Familiarize students with the names of peopleinvolved, the different types of ideas that inspired therevolution.

Discuss the critical significance of Nazism in shapingthe politics of modern world.

Familiarize students with the speeches and writings ofNazi leaders.

Consider what happens to pastoralists and pastoralismin the modern world, with the formation of modernstates, marking of boundaries, processes ofsedentarization, contraction of pastures, and expansionof markets.

Point to the varying patterns of developments withinpastoral societies in different places.

Look at the impact of colonialism on forest societies,and the implication of scientific forestry.

Discuss the social and cultural world of forestcommunities through the study of specific revolts.

Understand how oral traditions can be used to exploretribal revolts.

Show the different processes through which agrariantransformation may occur in the modern world.

Understand how agricultural systems in India aredifferent from that in other countries.

Familiarize students with the idea that large scalefarming, small scale production, shifting agricultureoperate on different principles and have differenthistories.

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Themes ObjectivesCase studies : focus on contrasting forms of ruralchange and different forms of rural societies(expansion of large-scale wheat and cotton farmingin USA, rural economy and the AgriculturalRevolution in England, and small peasantproduction in colonial India) (Chapter 6)

7. Map Work Based on theme 4/5/6. (Internal choicewill be provided) (3 marks)

Term IISub-unit 1.3 : Culture, Identity and SocietyThe themes in this unit will consider how issues of cultureare linked up to the making of contemporary world. Anyone of the following :7. Sports and politics :

The story of cricket (a) The emergence of cricket as anEnglish sport. (b) Cricket and colonialism. (c) Cricketnationalism and de-colonialization. (Chapter 7)

8. Clothes and cultures. (a) A short history of changes inclothing. (b) Debates over clothing in colonial India. (c)Swadeshi and the movement for Khadi. (Chapter 8)

Suggest how sports also have a history and that it islinked up with the politics of power and domination.

Introduce students to some of the stories in cricket thathave historical significance.

Show how clothing has a history, and how it is linkedto questions of cultural identity.

Discuss how clothing has been the focus of intense socialbattles.

Unit 2 : India - Land and the People

Term I

1. India : location, relief, structure, major physiographicunits. (Chapter 1&2)

2. Drainage : major rivers and tributaries, lakes and seas,role of rivers in the economy, pollution of rivers,measures to control river pollution. (Chapter 3)

Map Work (3 marks)

Term II

3. Climate : factors influencing the climate; monsoon- itscharacteristics, rainfall and temperature distribution;seasons; climate and human life. (Chapter 4)

4. Natural Vegetation : vegetation types, distribution aswell as altitudinal variation, need for conservation andvarious measures. (Chapter 5)

5. Wildlife : major species, their distribution, need forconservation and various measures. (Chapter 5)

To understand the major landform features and theunderlying geological structure; their association withvarious rocks and minerals as well as nature of soil types.

To identify the various factors influencing the climate andexplain the climatic variaton of our country and its impacton the life of the people.

To understand the river systems of the country and explainthe role of rivers in the evolution of human society.

Tor explain the importance and unifying role of monsoons.

To find out the nature of diverse flora and fauna as well astheir distribution.

To develop concern about the need to protect the bio-diversity of our country.

Themes Objectives

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Themes Objectives6. Population : size, distribution, age-sex composition,

population change-migration as a determinant ofpopulation change, literacy, health, occupational structureand national population policy : adolescents as under-served population group with special needs.

(Chapter 6)

7. Map Work (3 marks).

To analyse the uneven nature of population distributionand show concern about the large size of our population;

To understand the various occupations of people and explainvarious factors of population change;

To explain various dimension of national policy andunderstand the needs of adolescents as under served group.

Project/ActivityLearners may identify songs, dances, festivals and special food preparations associated with certain seasons in their particularregion, and whether they have some commonality with other regions of India.

Collection of material by learners on the flora and fauna of the region in which their school is situated. It should include a listof endangered species of the region and also information regarding efforts being made to save them.

PostersRiver pollution

Depletion of forests and ecological imbalance.

Unit - 3 : Democratic Politics I 40 PeriodsThemes Learning Objectives

Term I

1 . What is democracy? Why democracy?

What are the different ways of defining democracy? Whyhas democracy become the most prevalent form ofgovernment in our times? What are the alternatives todemocracy? Is democracy superior to its availablealternatives? Must every democracy have the sameinstitutions and values? (Chapter 1&2)

(Part 1.3 and 1.4 (pages 10-18 of prescribed NCERTTextbook) will be assessed through formativeassessment only)

2. Designing of Democracy in India

How and why did India become a democracy? Howwas the Indian constitution framed? What are the salientfeatures of the Constitution? How is democracy beingconstantly designed and redesigned in India?(Chapter3)

Term II

3. Electoral politics in democracy

Why and how do we elect representatives? Why do wehave a system of competition among political parties?How has the citizens participation in electoral politics

Develop conceptual skills of defining democracy Understand how different historical processes and

forces have promoted democracy.

Developing a sophisticated defence of democracyagainst common prejudices

Develop a historical sense of the choice and natureof democracy in India.

Introduction to the process of Constitution making

Develop respect for the Constitution andappreciation for Constitutional values

Recognise that constitution is a living document thatundergoes changes.

Introduce the idea of representative democracy viacompetitive party politics

Familiarise with our electoral system and reasonsfor choosing this

Develop an appreciation of citizens increasedparticipation in electoral politics

Recognise the significance of the ElectionCommission

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Familiarising the children with some basiceconomic concepts through an imaginary storyof a village.

Familiarisation of a few population related concepts andsensitization of child that people as asset can participateand contribute in nation building.

Understanding of poverty as a challenge and sensitizationof the learner;

Appreciation of the government initiative to alleviatepoverty;

Exposing the child to an economic issue which is basicnecessities of life;

Themes ObjectivesTerm I

1 . The economic story of Palampore: Economictransactions of Palampore and its interaction withthe rest of the world through which the concept ofproduction (including three factors of production(land, labour and capital) can be introduced.

(Chapter 1)

2. People as Resource : Introduction of how peoplebecome resource / asset; economic activities doneby men and women; unpaid work done by women;quality of human resource ; role of health andeducation; unemployment as a form of nonutilisationof human resource; socio-political implication insimple form. (Chapter 2)

Term II

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 butthrough a few simple examples) - why people arepoor ; unequal distribution of resources; comparisonbetween countries; steps taken by government forpoverty alleviation. (Chapter 3)

4. Food Security : Source of foodgrains- varietyacross the nation - famines in the past - the need for

Unit - 4 : Understanding Economic Development - I 40 Periods

Themes Learning Objectiveschanged? What are the ways to ensure free and fairelections? (Chapter 4)

4. Institutions of parliamentary democracy

How is the country governed? What does Parliament doin our democracy? What is the role of the President ofIndia, the Prime Minister and the Council of Ministers?How do these relate to one another? (Chapter 5)

5. Citizens rights in democracy

Why do we need rights in a constitution? What are theFundamental Rights enjoyed by the citizen under theIndian constitution? How does the judiciary protect theFundamental Rights of the citizen? How is theindependence of the judiciary ensured? (Chapter 6)

Provide an overview of central governmental structures

Sensitise to the key role of the Parliament and itsprocedures

Distinguish between nominal and real executiveauthorities and functions

Understand the parliamentary system of executivesaccountability to the legislature

Develop citizens awareness of their rights

Introduction to and appreciation of the FundamentalRights

Recognition of the ways in which these rights areexercised and denied in real life situations.

Introduction to judicial system and key institutions likethe Supreme Court, High Courts and National HumanRights Commission.

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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 of Prem Chand, MN Srinivas and RK Narayan. Theymay have to be referred.

Theme II : Discuss the impact of unemployment.Debate 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.

Theme IV : Visit a few farms in a village and collect the details of foodgrains cultivated.

Visit a nearby ration shop and collect the details of goods available.

Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go.

Unit - 5 : Disaster Management 25 PeriodsTerm I1. Introduction to Disaster Management (Chapter 1)2. Common Hazards - Prevention and Mitigation (Chapter 2)Term II3. Man made disasters - Nuclear, Biological and Chemical. (Chapter 3)4. Community Based Disaster Management (Chapter 4)

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, Political Science and Economics textbooks

of class IX/X.

(ii) Other problems faced by our country and the world from time to time.

PRESCRIBED BOOKS:1. India and the Contemporary World History - Published by NCERT

2. Contemporary India - Geography - Published by NCERT

3. Democratic Politics - Published by NCERT

4. Economics - Published by NCERT

5. Together, Towards a Safer India - Part II, a textbook on Disaster Management for Class IX - Published by CBSE

Themes Objectivesself sufficiency - role of government in food security -procurement of foodgrains - overflowing of granariesand people without food - public distribution system -role of cooperatives in food security (foodgrains, milkand vegetables ration shops, cooperative shops, two-threeexamples as case studies) (Chapter 4)

Appreciate and critically look at the role of government inensuring food supply.

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