SYLLABUS

FOR ACADEMIC SESSION 2022-23

CLASS IX
 ENGLISH LANGUAGE AND LITERATURE
Code No. 184
(2022-23)
1. Background

At the secondary stage of English language learning the textual materials and other resources should
represent a wide range of learning experience. Literature has always played a significant role in learning
language. However it is felt that pupils should be apprised with contemporary issues, read authentic
literature and experiences of people to reflect and build their personality traits.

While there is a trend for inclusion of a wider range of contemporary and authentic texts, accessible and
culturally appropriate pieces of literature should play a pivotal role at the secondary stage of education.
The English class is meant for reading literature from different perspectives and to engage in activities
for developing communicative competence, creativity and enrichment of language skills It should not be
seen as a place merely to read poems and stories in, but an area of activities to develop the learner’s
imagination as a major aim of language study, and to equip the learner with communicative skills to
perform various language functions through speech and writing.
2. Objectives:
Objectives of the course are to enable learners to:
• build greater confidence and proficiency in oral and written communication
• develop the ability and knowledge required in order to engage in independent reflection and
inquiry
• make appropriate usage of English language
• to communicate in various social settings
• equip learners with essential language skills to question and to articulate their point of view
• build competence in the different aspects of the Language
• develop sensitivity to, and appreciation of world literature representing varieties of English
and cultures embedded in lt.
• enable the learner to access knowledge and information through reference skills
(consulting a dictionary / thesaurus, library, internet, etc.)
• develop curiosity and creativity through extensive reading
• facilitate self-learning to enable them to become independent learners
• review, organise and edit their own work and work done by peers
• integrate listening and speaking skills in the curriculum.
• give a brief oral description of events / incidents of topical interest
• retell the contents of authentic audio texts (weather reports, public announcements, simple
advertisements, short interviews, etc.)
• participate in conversations, discussions, etc., on topics of mutual interest in non-classroom

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 situations
• narrate a story which has been depicted pictorially or in any other non-verbal mode
• respond, in writing, to business letters, official communications email etc.
• read and identify the main points / significant details of texts like scripts of audio-video
interviews, discussions, debates, etc.
• write without prior preparation on a given topic and be able to defend or explain the stand
taken / views expressed in the form of article, speech, or a debate
• write a summary of short lectures on familiar topics by making / taking notes
• write an assessment of different points of views expressed in a discussion / debate
• read poems effectively (with proper rhythm and intonation)
• transcode information from a graph / chart to a description / report and write a dialogue,
short story or report
• Develop appreciation for Indian languages(multilingualism), translations and Indian Literature.

3. Language Items
In addition to consolidating the grammatical items practised earlier, the courses at thesecondary level
seek to reinforce the following explicitly:
• sequence of tenses
• reported speech in extended texts
• modal auxiliaries (those not covered at upper primary)
• non-finites (infinitives, gerunds, participles)
• conditional clauses
• complex and compound sentences
• phrasal verbs and prepositional phrases
• cohesive devices
• punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and
exclamation mark)

4. Methods and Techniques

The methodology is based on a multi-skill, activity-based, learner-centered approach. Care istaken to
fulfill the functional (communicative), literary (aesthetic) and cultural (sociological) needs of the
learner. In this situation, the teacher is the facilitator of learning, She/hepresents language items,
create situations which motivates the child to use English for the purposes of communication and
expression. Aural-oral teaching and testing is an integral feature of the teaching-learning process. The
electronic and print media could be used extensively. A few suggested activities are:
• Role play
• Simulating real life situations
• Dramatising and miming

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 • Problem solving and decision making
• Interpreting information given in tabular form and schedule
• Using newspaper clippings as a resource for comprehending and analysing issues.
• Borrowing situations and registers from the world around the learners, from books and
from otherdisciplines
• Using language games, riddles, puzzles and jokes
• Interpreting pictures / sketches / cartoons
• Debating and discussing
• Narrating and discussing stories, anecdotes, etc.
• Reciting poems
• Working in pairs and groups
• Using media inputs - computer, television, video cassettes, tapes, software packages

ENGLISH LANGUAGE AND LITERATURE (Code No. 184)

SYLLABUS CLASS – IX (2022-23)
Sections
A Reading Skills (40periods)
B Writing Skills with Grammar (40 periods)
Literature Textbooks and SupplementaryReading
C Text (50 periods)

Section A

Reading Skills

Reading Comprehension through Unseen Passage 20 Marks

I. Discursive passage of 400-450 words. (10 marks)

II. Case-based passage (with visual input- statistical data, chart etc.) of 200-250 words.

(10 marks)

(Total length of two passages to be 600-700 words)

Multiple Choice Questions / Objective Type Questions will be asked to assess inference, analysis, interpretation,
evaluation and vocabulary.

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 Section B
III Grammar 10 Marks

 Tenses
 Modals
 Subject – verb concord
 Reported speech
o Commands and requests
o Statements
o Questions
o Determiners

The courses at the secondary level seek to cement high professional grasp of grammatical items and
levels of accuracy. Accurate use of spelling, punctuation and grammar will be assessed through Gap
Filling/ Editing/Transformation exercises. Ten out of 12 questions will be attempted.

IV Creative Writing Skills 10 marks

This section will have short as well as long writing tasks including compositions.

I. Writing a Descriptive Paragraph (word limit 100-120 words) on a person/event/situation based

on visual or verbal cue/s. One out of two questions is to be answered. 5 marks

II. Writing a Diary Entry/ Story on a given title in 100-120 words. One out of two questions is to
be answered. 5 marks
Section C
V. Reference to the Context 40 Marks

I. One extract out of two from Drama / Prose.

II. One extract out of two from poetry. (5+5 = 10 Marks)

Multiple Choice Questions / Objective Type Questions will be asked to assess inference, analysis,
interpretation, evaluation and vocabulary.

VI. Short & Long Answer Questions

I. Four out of Five Short Answer Type Questions to be answered in 40-50 words from the book
BEEHIVE. 4x3=12 marks

II. Two out of Three Short Answer Type Questions to be answered in 40-50 words from the book
MOMENTS. 3x2=6 marks
III. One out of two Long Answer Type Questions from BEEHIVE to be answered in about 100-120 words
to assess creativity, imagination and extrapolation beyond the text and across the texts. This can also be a
passage-based question taken from a situation/plot from the texts. 6 marks

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IV. One out of two Long Answer Type Questions from MOMENTS on theme or plot involving
interpretation, extrapolation beyond the text and inference or character sketch to be answered in
about 100-120 words. 6 marks

Prescribed Books: Published by NCERT, New Delhi

Beehive

Prose

1. The Fun They Had

2. The Sound of Music
3. The Little Girl
4. A Truly Beautiful Mind
5. The Snake and the Mirror
6. My Childhood
7. Reach For The Top
8. Kathmandu
9. If I were You

Poems-

1. The Road Not taken

2. Wind
3. Rain on The Roof
4. The Lake Isle of Innisfree
5. A Legend of The Northland
6. No Men Are Foreign
7. On killing a tree
8. A Slumber Did My Spirit Seal

Moments

1. The Lost Child

2. The adventures of Toto
3. Iswaran the Storyteller
4. In the kingdom of fools
5. The Happy Prince
6. The Last Leaf
7. A House is not a Home
8. The Beggar

3. WORDS AND EXPRESSIONS – II (WORKBOOK FOR CLASS X) – Units 1 to 6 and Units 8, 10 & 11

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  NOTE: Teachers are advised to:

(i) encourage classroom interaction among peers, students and teachers through activitiessuch as
role play, group work etc.
(ii) reduce teacher-talk time and keep it to the minimum,

(iii) take up questions for discussion to encourage pupils to participate and to marshal theirideas
and express and defend their views.

Besides measuring learning outcome, texts serve the dual purpose of diagnosing mistakesand areas of
non-learning. To make evaluation a true index of learners’ knowledge, each language skill is to be
assessed through a judicious mixture of different types of questions.

INTERNAL ASSESSMENT
30 Periods
Listening and Speaking Competencies

Assessment of Listening and Speaking Skills will be for 05 marks.

It is recommended that listening and speaking skills should be regularly practiced.

Art-integrated projects based on activities like Role Play, Skit, Dramatization etc. must be used.
Please refer to the Circular no. Acad-33/2020 dated 14th May 2020 at the
http://cbseacademic.nic.in/web_material/Circulars/2020/33_Circular_2020.pdf for details.

Guidelines for the Assessment of Listening and Speaking Skills are given at Annexure I.

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 ENGLISH LANGUAGE AND LITERATURE (Code No. 184)

CLASS – IX (2022 – 23) Marks-80

Sections Competencies Total marks

Reading Conceptual understanding, decoding, analyzing,

Comprehension
inferring, interpreting and vocabulary 20

Writing Skill and Creative expression of an opinion, reasoning,

Grammar
justifying, illustrating, appropriacy of style and
tone, using appropriate format and fluency. 20
Applying conventions, using integrated structures
with accuracy and fluency
Language Recalling, reasoning, appreciating, applying literary
Through conventions illustrating and justifying etc. Extract
Literature relevant information, identifying the central theme
40
and sub-theme, understanding the writers’
message and writing fluently.

Total 80

For the details of Internal Assessment of 20 marks, please refer to the circular no.

Acad-11/2019, dated March 06, 2019.

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 Annexure I

Guidelines for Assessment of Listening and Speaking Skills (ALS)

ALS is a component of the Subject Enrichment Activity under Internal Assessment. ALS must be seen as an
integrated component of all four language skills rather than a compartment of two. Suggested activities, therefore,
take into consideration an integration of the four language skills but during assessment, emphasis will be given to
speaking and listening, since reading and writing are already being assessed in the written exam.
Assessment of Listening and Speaking Skills: (5 Marks)
i. Activities:
● Subject teachers must refer to books prescribed in the syllabus.
● In addition to the above, teachers may plan their own activities and create their own material for
assessing the listening and speaking skills.
ii. Parameters for Assessment: The listening and speaking skills are to be assessed on the following
parameters:
a. Interactive competence (Initiation & turn taking, relevance to the topic)
b. Fluency (cohesion, coherence and speed of delivery)
c. Pronunciation
d. Language (grammar and vocabulary)

A suggestive rubric is given below:

1. 2. 3. 4. 5.
Interaction
 Contributions are  Contributions  Develops  Interaction is  Can initiate &
mainly unrelated are often interaction adequately logically develop
to those of other unrelated to adequately, initiated simple
speakers those of the makes and develop conversation on
 Shows hardly any other speaker however  Can take turn familiar topics
initiative in the  Generally minimal effort but needs  Can take turns
development of passive in the to initiate little appropriately
conversation development of conversation prompting
 Very limited conversation  Needs
interaction constant
prompting to
take turns
 Insufficient  Frequently  Largely correct  Mostly correct  Can pronounce
Pronunciation accuracy in unintelligible pronunciation & pronunciation correctly &
pronunciation; articulation clear & clear articulate clearly
many  Frequent articulation articulation  Is always
grammatical phonological except  Can be clearly comprehensible
errors errors occasional understood ; uses
 Communication  Major errors most of the appropriate
is severely communication  Some time; very few intonation
affected problems expressions phonological
cause stress errors
without
compromising
with
understanding
of spoken
discourse.

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 1. 2. 3. 4. 5.
Fluency &
Coherence  Noticeably/ long  Usually fluent;  Is willing to  Speaks without  Speaks fluently
pauses; rate of produces simple speak at noticeable almost with no
Speech is slow speech fluently, length, effort, with a repetition &
 Frequent but loses however little repetition minimal
repetition and/or coherence in repetition is  Demonstrates hesitation
self- correction complex noticeable hesitation to  Develops topic
 Links only basic communication  Hesitates find words or fully &
sentences;  Often hesitates and/or self use correct coherently
breakdown of and/or resorts to corrects; grammatical
coherence slow speech occasionally structures
evident  Topics partly loses and/or self-
developed; not coherence correction
always  Topics mainly  Topics not fully
concluded developed, but developed to
logically usually not merit
logically
concluded
Vocabulary &  Demonstrates  Communicates  Communicate  Can express  Can express
almost no with limited s with limited with some with some
Grammar flexibility, and flexibility and flexibility flexibility and flexibility and
mostly struggles appropriacy on and appropriacy on appropriacy on a
for appropriate some of the appropriacy most of the variety of topics
words topics on most of the topics such as family,
 Uses very basic  Complex forms topics  Demonstrates hobbies, work,
vocabulary to and sentence  Sometimes ability to use travel and current
express view- structures are uses complex complex forms events
points. rare; exhibits forms and and sentence  Frequently uses
limited sentence structures most complex forms
vocabulary to structures; has of the time; and sentence
express new limited expresses with structures; has
ideas vocabulary to adequate enough
describe/ vocabulary vocabulary to
express new express himself/
points herself
iii. Schedule:
 The practice of listening and speaking skills should be done throughout the academic year.
 The final assessment of the skills is to be done as per the convenience and schedule of the school.

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 ODIA(013)
CLASS-IX, 2022 – 2023
(Revised Curriculum After loss of 63 teaching days from April-August)

Time: 3 Hrs Total Periods :129 Max Marks: 80

Part -A MCQS 40 Marks

Part- B Descriptive Type Questions 40 Marks

S.L No Typology of Questions % Weightage

1. Remembering Easy 15%
2. Understanding 50%
Average
3. Application 20%
4. Higher Order Thinking 15%
Difficult
Skills(analyzing/evaluating/Creating)
Prescribed Books:
Sahitya Dhara (Class-IX)- Revised Edition -2019. Published by – Board of Secondary Education,
Odisha.
Madhyamika Byakarana (Class IX) – 2012 (1st Edition) Published by – Board of Secondary
Education, Odisha.
Design of Question Paper

• Paper will be of two parts-Part-A and Part- B. Part A will be of fifty percent weightage i.e. 40 marks
• Part A will have all MCQs and will have internal choice of 33 percent in equal difficulty questions
• Part-A therefore will have 53 - 1 mark MCQs
• Part B will be of Descriptive type and have a weightage of fifty percent i.e. 40 marks
• Part B will have Short Answer ,Long Answer and Essay type questions with a choice of 33 percent(again 13-
14 marks)

Part A
Section Description Type of Total Marks
Questions
Two unseen paragraphs of around 200 words out of
which only one needs to be attempted.
Unseen MCQs based on understanding,reasoning,analysis and
1X5=5 5
Comprehension Higher order thinking skills on each paragraphs will be
asked. Five MCQs out of seven will be attempted from
any one paragraph..
25 MCQs of equal difficulty level will be asked and 20
needs to be attempted.
Grammar 1X20=20 20
Questions based on application and evaluation of
grammatical elements will be asked.
Two Seen stanzas of around 100 words each from the 1X5
5
Poems out of which one to be attempted.
MCQs on each to test understanding of style, central
idea, tone, theme etc. Students may be asked to identify
Main Course Book various literary and poetic elements. Five MCQs out of
seven will be attempted from any one stanza.
MCQ s based on above skills from various chapters of
Prose and Poetry. Five MCQs to be attempted out of 1 x 10
10
seven in both prose and poetry. =10
Sub Total 40

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 Part B(Descriptive Type)
Section Description Type of Questions Marks Total Marks
Questions from Short Answer 2x5 =10 10
chapters of prose
and Poetry.( Five out
of seven)
Main Course Book One explanation Long Answer 5 x 2=10 10
from prose and one
from poetry will be
attempted out of
two each.
Non-detailed Questions as usual Long Answer 5 x 1 =5 5
(one out of three)

Creative Writing Essay (one out of Long Answer 8 x 1 =8

three)
Official Letter ( one 15
out of two) 7x1=7

SubTotal
40
Total 80

Activities/Guidelines for Internal Assessment

Marks : 20

Periodic Tests(5 Marks)- 3 Periodic Tests:- Average of best 2 would be taken for final submission
of marks.

Portfolio (5 Marks) :

• Organization – Neatness and visual appeal

• Completion of guided work focused on specific curricular objectives
• Evidences of student’s growth
• Inclusion of all relevant works(completeness)
Subject Enrichment Activities (5 Marks)

• Listening and Speaking skills

• Book Review
Multiple Assessments-(5 Marks)

• Oral Tests
• Individual or Group work
• Class discussion, Field work
• Visual Representation

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 Syllabus:2022-23
1. Reading Comprehension Unseen Prose Passage (around 200
MCQ Part-A words ) and seen poetry stanzas (around
100 words) from the 10Marks
Main Course Book

2. Writing Part -B Essay (Contemporary Issues)

Official Letter 15 Marks

3. Grammar (i)Sandhi (Swara, Byanjana, Bisarga)

MCQ Part-A (ii) Samasa (Tatpurusa, Dwandwa,
Dwigu, Karmadharaya ,Bahubrihi ,
Abyaibhaba)
(iii) Krudanta,Taddhita 20 Marks
(iv) Upasarga

4. Literature
Part A and Part B 35 Marks

Prose Poetry Short Story:

1. Jatiya Jibana 1. Kaha Mukha Anain 1.Budha
2. Bhasha O’ Jatiyata Banchibi Sankhari
3. Bamanara Hata O’ 2. Padma 2.Pataka
Akashara Chandra 3. Manisha Bhai Uttolana
4. Prakruta Bandhu 4. Gopa Prayana 3.Laxmira
5. Samuha Drusti 5. Matira Manisha Abhisara

One-Act-Play:
1. Dala Behera

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 MATHEMATICS (IX)
(CODE NO. 041)
Session 2022-23
The Syllabus in the subject of Mathematics has undergone changes from time to time in accordance
with growth of the subject and emerging needs of the society. The present revised syllabus has been
designed in accordance with National Curriculum Framework 2005 and as per guidelines given in the
Focus Group on Teaching of Mathematics which is to meet the emerging needs of all categories of
students. For motivating the teacher to relate the topics to real life problems and other subject
areas, greater emphasis has been laid on applications of various concepts.

The curriculum at Secondary stage primarily aims at enhancing the capacity of students to employ
Mathematics in solving day-to-day life problems and studying the subject as a separate discipline. It
is expected that students should acquire the ability to solve problems using algebraic methods and
apply the knowledge of simple trigonometry to solve problems of height and distances. Carrying out
experiments with numbers and forms of geometry, framing hypothesis and verifying these with
further observations form inherent part of Mathematics learning at this stage. The proposed
curriculum includes the study of number system, algebra, geometry, trigonometry, mensuration,
statistics, graphs and coordinate geometry, etc.

The teaching of Mathematics should be imparted through activities which may involve the use of
concrete materials, models, patterns, charts, pictures, posters, games, puzzles and experiments.

Objectives
The broad objectives of teaching of Mathematics at secondary stage are to help the learners to:
 consolidate the Mathematical knowledge and skills acquired at the upper primary stage;
 acquire knowledge and understanding, particularly by way of motivation and visualization, of
basic concepts, terms, principles and symbols and underlying processes and skills;
 develop mastery of basic algebraic skills;
 develop drawing skills;
 feel the flow of reason while proving a result or solving a problem;
 apply the knowledge and skills acquired to solve problems and wherever possible, by more
than one method;
 to develop ability to think, analyze and articulate logically;
 to develop awareness of the need for national integration, protection of environment,
observance of small family norms, removal of social barriers, elimination of gender biases;
 to develop necessary skills to work with modern technological devices and mathematical
software's.
 to develop interest in mathematics as a problem-solving tool in various fields for its beautiful
structures and patterns, etc.
 to develop reverence and respect towards great Mathematicians for their contributions to the
field of Mathematics;
 to develop interest in the subject by participating in related competitions;
 to acquaint students with different aspects of Mathematics used in daily life;
 to develop an interest in students to study Mathematics as a discipline.

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 COURSE STRUCTURE CLASS –IX
Units Unit Name Marks

I NUMBER SYSTEMS 10
II ALGEBRA 20
III COORDINATE GEOMETRY 04
IV GEOMETRY 27
V MENSURATION 13
VI STATISTICS & PROBABILITY 06
Total 80

UNIT I: NUMBER SYSTEMS

1. REAL NUMBERS (18) Periods

1. Review of representation of natural numbers, integers, and rational numbers on the number
line. Rational numbers as recurring/ terminating decimals. Operations on real numbers.

2. Examples of non-recurring/non-terminating decimals. Existence of non-rational numbers

(irrational numbers) such as , and their representation on the number line. Explaining
that every real number is represented by a unique point on the number line and conversely,
viz. every point on the number line represents a unique real number.
3. Definition of nth root of a real number.

4. Rationalization (with precise meaning) of real numbers of the type

and (and their combinations) where x and y are natural number and a and b are
integers.
5. Recall of laws of exponents with integral powers. Rational exponents with positive real bases
(to be done by particular cases, allowing learner to arrive at the general laws.)

UNIT II: ALGEBRA

1. POLYNOMIALS (26) Periods

Definition of a polynomial in one variable, with examples and counter examples. Coefficients
of a polynomial, terms of a polynomial and zero polynomial. Degree of a polynomial. Constant,
linear, quadratic and cubic polynomials. Monomials, binomials, trinomials. Factors and
multiples. Zeros of a polynomial. Motivate and State the Remainder Theorem with examples.
Statement and proof of the Factor Theorem. Factorization of ax2 + bx + c, a ≠ 0 where a, b and
c are real numbers, and of cubic polynomials using the Factor Theorem.
Recall of algebraic expressions and identities. Verification of identities:
+

and their use in factorization of polynomials.

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 2. LINEAR EQUATIONS IN TWO VARIABLES (16) Periods
Recall of linear equations in one variable. Introduction to the equation in two variables.
Focus on linear equations of the type ax + by + c=0.Explain that a linear equation in two
variables has infinitely many solutions and justify their being written as ordered pairs of real
numbers, plotting them and showing that they lie on a line.

UNIT III: COORDINATE GEOMETRY

COORDINATE GEOMETRY (7) Periods

The Cartesian plane, coordinates of a point, names and terms associated with the
coordinate plane, notations.

UNIT IV: GEOMETRY

1. INTRODUCTION TO EUCLID'S GEOMETRY (7) Periods

History - Geometry in India and Euclid's geometry. Euclid's method of formalizing observed
phenomenon into rigorous Mathematics with definitions, common/obvious notions,
axioms/postulates and theorems. The five postulates of Euclid. Showing the relationship
between axiom and theorem, for example:
(Axiom) 1. Given two distinct points, there exists one and only one line through them.
(Theorem) 2. (Prove) Two distinct lines cannot have more than one point in common.

2. LINES AND ANGLES (15) Periods

1. (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is 180O
and the converse.
2. (Prove) If two lines intersect, vertically opposite angles are equal.

3. (Motivate) Lines which are parallel to a given line are parallel.

3. TRIANGLES (22) Periods

1. (Motivate) Two triangles are congruent if any two sides and the included angle of one triangle
is equal to any two sides and the included angle of the other triangle (SAS Congruence).
2. (Prove) Two triangles are congruent if any two angles and the included side of one triangle is
equal to any two angles and the included side of the other triangle (ASA Congruence).

15
 3. (Motivate) Two triangles are congruent if the three sides of one triangle are equal to three
sides of the other triangle (SSS Congruence).
4. (Motivate) Two right triangles are congruent if the hypotenuse and a side of one triangle are
equal (respectively) to the hypotenuse and a side of the other triangle. (RHS Congruence)
5. (Prove) The angles opposite to equal sides of a triangle are equal.
6. (Motivate) The sides opposite to equal angles of a triangle are equal.

4. QUADRILATERALS (13) Periods

1. (Prove) The diagonal divides a parallelogram into two congruent triangles.

2. (Motivate) In a parallelogram opposite sides are equal, and conversely.
3. (Motivate) In a parallelogram opposite angles are equal, and conversely.
4. (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and equal.
5. (Motivate) In a parallelogram, the diagonals bisect each other and conversely.
6. (Motivate) In a triangle, the line segment joining the mid points of any two sides is parallel to
the third side and in half of it and (motivate) its converse.

5. CIRCLES (17) Periods

1.(Prove) Equal chords of a circle subtend equal angles at the center and (motivate) its
converse.
2.(Motivate) The perpendicular from the center of a circle to a chord bisects the chord and
conversely, the line drawn through the center of a circle to bisect a chord is perpendicular to
the chord.
3. (Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the center
(or their respective centers) and conversely.
4.(Prove) The angle subtended by an arc at the center is double the angle subtended by it at any
point on the remaining part of the circle.
5.(Motivate) Angles in the same segment of a circle are equal.
6.(Motivate) If a line segment joining two points subtends equal angle at two other points lying
on the same side of the line containing the segment, the four points lie on a circle.
7.(Motivate) The sum of either of the pair of the opposite angles of a cyclic quadrilateral is 180°
and its converse.

UNIT V: MENSURATION

1. AREAS (5) Periods

Area of a triangle using Heron's formula (without proof)

2. SURFACE AREAS AND VOLUMES (17) Periods

Surface areas and volumes of spheres (including hemispheres) and right circular cones.

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UNIT VI: STATISTICS & PROBABILITY

STATISTICS (15) Periods

Bar graphs, histograms (with varying base lengths), and frequency polygons.

MATHEMATICS
QUESTION PAPER DESIGN
CLASS – IX (2022-23)

Time: 3 Hrs. Max. Marks: 80

%
S. Total
Typology of Questions Weightage
No. Marks
(approx.)

Remembering: Exhibit memory of previously learned material by

recalling facts, terms, basic concepts, and answers.
Understanding: Demonstrate understanding of facts and ideas by 43 54
1
organizing, comparing, translating, interpreting, giving descriptions,
and stating main ideas

Applying: Solve problems to new situations by applying acquired 19 24

2
knowledge, facts, techniques and rules in a different way.

Analysing :
Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support
generalizations

Evaluating:
18 22
3 Present and defend opinions by making judgments about
information, validity of ideas, or quality of work based on a set of
criteria.

Creating:
Compile information together in a different way by combining
elements in a new pattern or proposing alternative solutions
Total 80 100

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 05 Marks
Lab Practical (Lab activities to be done from the prescribed books) 05 Marks

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 SCIENCE
(Code No. 086)
Class: IX (2022-23)

The subject of Science plays an important role in developing well-defined abilities in cognitive,
affective and psychomotor domains in children. It augments the spirit of enquiry, creativity,
objectivity and aesthetic sensibility.
Upper primary stage demands that a number of opportunities should be provided to the students to
engage them with the processes of Science like observing, recording observations, drawing,
tabulation, plotting graphs, etc., whereas the secondary stage also expects abstraction and
quantitative reasoning to occupy a more central place in the teaching and learning of Science. Thus,
the idea of atoms and molecules being the building blocks of matter makes its appearance, as does
Newton’s law of gravitation.
The present syllabus has been designed around seven broad themes viz. Food; Materials; The
World of The Living; How Things Work; Moving Things, People and Ideas; Natural Phenomenon
and Natural Resources. Special care has been taken to avoid temptation of adding too many
concepts than can be comfortably learnt in the given time frame. No attempt has been made to be
comprehensive.
At this stage, while Science is still a common subject, the disciplines of Physics, Chemistry and
Biology begin to emerge. The students should be exposed to experiences based on hands on
activities as well as modes of reasoning that are typical of the subject.
General Instructions:
1. There will be an Annual Examination based on the entire syllabus.
2. The Annual Examination will be of 80 marks and 20 marks weightage shall be for Internal
Assessment.
3. For Internal Assessment:
a. There will be Periodic Assessment that would include:
 For 5 marks- Three periodic tests conducted by the school. Average of the best two tests
to be taken that will have a weightage of 05 marks towards the final result.
 For 5 marks- Diverse methods of assessment as per the need of the class dynamics and
curriculum transaction. These may include - short tests, oral test, quiz, concept maps,
projects, posters, presentations and enquiry based scientific investigations etc. and use
rubrics for arguing them objectively. This will also have a weightage of 05 marks towards
the final result.
b. Practical / Laboratory work should be done throughout the year and the student should
maintain record of the same. Practical Assessment should be continuous. There will be
weightage of 5 marks towards the final result. All practicals listed in the syllabus must be
completed.
c. Portfolio to be prepared by the student- This would include classwork and other sample of
student work and will carry a weightage of 5 marks towards the final results.
18
 COURSE STRUCTURE
CLASS IX
(Annual Examination) Marks: 80

Unit No. Unit Marks

I Matter - Its Nature and Behaviour 25
II Organization in the Living World 22
III Motion, Force and Work 27
IV Food; Food Production 06
Total 80
Internal assessment 20
Grand Total 100

Theme: Materials
Unit I: Matter-Nature and Behaviour
Definition of matter; solid, liquid and gas; characteristics - shape, volume, density; change of state-
melting (absorption of heat), freezing, evaporation (cooling by evaporation), condensation,
sublimation.
Nature of matter: Elements, compounds and mixtures. Heterogeneous and homogenous mixtures,
colloids and suspensions. Physical and chemical changes (excluding separating the components of
a mixture).
Particle nature and their basic units: Atoms and molecules, Law of Chemical Combination,
Chemical formula of common compounds, Atomic and molecular masses.
Structure of atoms: Electrons, protons and neutrons, Valency, Atomic Number and Mass Number,
Isotopes and Isobars.

Theme: The World of the Living

Unit II: Organization in the Living World
Cell - Basic Unit of life : Cell as a basic unit of life; prokaryotic and eukaryotic cells, multicellular
organisms; cell membrane and cell wall, cell organelles and cell inclusions; chloroplast,
mitochondria, vacuoles, endoplasmic reticulum, Golgi apparatus; nucleus, chromosomes - basic
structure, number.
Tissues, Organs, Organ System, Organism:

Structure and functions of animal and plant tissues (only four types of tissues in animals;
Meristematic and Permanent tissues in plants).

19
Theme: Moving Things, People and Ideas
Unit III: Motion, Force and Work
Motion: Distance and displacement, velocity; uniform and non-uniform motion along a straight line;
acceleration, distance-time and velocity-time graphs for uniform motion and uniformly accelerated
motion, elementary idea of uniform circular motion.
Force and Newton’s laws : Force and Motion, Newton’s Laws of Motion, Action and Reaction
forces, Inertia of a body, Inertia and mass, Momentum, Force and Acceleration.
Gravitation: Gravitation; Universal Law of Gravitation, Force of Gravitation of the earth (gravity),
Acceleration due to Gravity; Mass and Weight; Free fall.
Floatation: Thrust and Pressure. Archimedes’ Principle; Buoyancy.
Work, Energy and Power: Work done by a Force, Energy, power; Kinetic and Potential energy;
Law of conservation of energy (excluding commercial unit of Energy).

Sound: Nature of sound and its propagation in various media, speed of sound, range of hearing in
humans; ultrasound; reflection of sound; echo.

Theme: Food
Unit IV: Food Production
Plant and animal breeding and selection for quality improvement and management; Use of
fertilizers and manures; Protection from pests and diseases; Organic farming.

Note for the Teachers:

1. The chapter Natural Resources (NCERT Chapter 14) will not be assessed in the year-end
examination. However, learners may be assigned to read this chapter and encouraged to
prepare a brief write up on any concept of this chapter in their Portfolio. This may be for
Internal Assessment and credit may be given for Periodic Assessment/Portfolio.

2. The NCERT text books present information in boxes across the book. These help
students to get conceptual clarity. However, the information in these boxes would not be
assessed in the year-end examination.

PRACTICALS
Practicals should be conducted alongside the concepts taught in theory classes.
(LIST OF EXPERIMENTS)
1. Preparation of: Unit-I

a) a true solution of common salt, sugar and alum

b) a suspension of soil, chalk powder and fine sand in water

c) a colloidal solution of starch in water and egg albumin/milk in water and distinguish between
these on the basis of

20
  transparency
 filtration criterion
 stability
2. Preparation of Unit-I
a) A mixture
b) A compound
using iron filings and sulphur powder and distinguishing between these on the basis of:
(i) appearance, i.e., homogeneity and heterogeneity
(ii) behaviour towards a magnet
(iii) behaviour towards carbon disulphide as a solvent
(iv) effect of heat
3. Perform the following reactions and classify them as physical or chemical changes: Unit-I
a) Iron with copper sulphate solution in water
b) Burning of magnesium ribbon in air
c) Zinc with dilute sulphuric acid
d) Heating of copper sulphate crystals
e) Sodium sulphate with barium chloride in the form of their solutions in water

4. Preparation of stained temporary mounts of (a) onion peel, (b) human cheek cells & to record
observations and draw their labeled diagrams. Unit-II

5. Identification of Parenchyma, Collenchyma and Sclerenchyma tissues in plants, striped,

smooth and cardiac muscle fibers and nerve cells in animals, from prepared slides. Draw
their labeled diagrams. Unit-II
6. Determination of the melting point of ice and the boiling point of water. Unit-I

7. Verification of the Laws of reflection of sound. Unit-III

8. Determination of the density of solid (denser than water) by using a spring balance and a
measuring cylinder. Unit-III
9. Establishing the relation between the loss in weight of a solid when fully immersed in Unit-III

a) Tap water

b) Strongly salty water with the weight of water displaced by it by taking at least two different
solids.
10. Determination of the speed of a pulse propagated through a stretched string/slinky (helical
spring). Unit-III

11. Verification of the law of conservation of mass in a chemical reaction. Unit-III

21
 SOCIAL SCIENCE
CLASS IX (2022-23)
(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
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 realize 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
 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

22
  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 analysing 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.

COURSE STRUCTURE
CLASS IX (2022-23)

Theory Paper

Time: 3 Hrs. Max. Marks: 80

No. Units No. of Periods Marks
I India and the Contemporary World – I 60 20
II Contemporary India – I 55 20
III Democratic Politics - I 50 20
IV Economics 50 20
Total 215 80

COURSE CONTENT

Unit 1: India and the Contemporary World – I 60 Periods

Themes Learning Objectives
Section 1: Events and Processes: (All the In each of the themes in this unit
three themes are compulsory) students would get familiarized with
distinct ideologies, extracts of
speeches, political declarations, as
well as the politics of caricatures,
posters and engravings. Students

23
 would learn how to interpret these
kinds of historical evidences.

I. The French Revolution:  Familiarize with the names of

 French Society During the Late people involved, the different types
Eighteenth Century of ideas that inspired the
 The Outbreak of the Revolution revolution, the wider forces that
 France Abolishes Monarchy and shaped it.
Becomes a Republic  Know the use of written, oral and
 Did Women have a Revolution? visual material to recover the
 The Abolition of Slavery history of revolutions.
 The Revolution and Everyday Life

II. Socialism in Europe and the Russian

Revolution:  Explore the history of socialism
 The Age of Social Change through the study of Russian
Revolution.
 The Russian Revolution
 Familiarize with the different types
 The February Revolution in Petrograd
of ideas that inspired the
 What Changed after October?
revolution.
 The Global Influence of the Russian
Revolution and the USSR

III. Nazism and the Rise of Hitler:  Discuss the critical significance of
 Birth of the Weimar Republic Nazism in shaping the politics of
 Hitler’s Rise to Power modern world.
 The Nazi Worldview  Get familiarized with the speeches
 Youth in Nazi Germany and writings of Nazi Leaders.
 Ordinary People and the Crimes
Against Humanity

Section 2: Livelihoods, Economies and

Societies:
 Discuss the social and cultural
IV. Forest Society and Colonialism: world of forest communities
 Why Deforestation? through the study of specific
 The Rise of Commercial Forestry revolts.
 Rebellion in the Forest  Understand how oral traditions can
 Forest Transformations in Java be used to explore tribal revolts.

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  Highlight varying patterns of
developments within pastoral
societies in different places.
 Analyze the impact of colonialism
on forest societies, and the
implication of scientific forestry.
 Show the different processes
through which agrarian
transformation may occur in the
modern world.

V. Pastoralists in the Modern World:  Analyze the impact of modern

 Pastoral Nomads and their Movements states, marking of boundaries,
 Colonial Rule and Pastoral Life processes of sedentarization,
 Pastoralism in Africa contraction of pastures, and
expansion of markets on
pastoralism in the modern world.

Unit 2: Contemporary India – I 55 Periods

Themes Learning Objectives
1. India  Identify the location of India in the
 Location Indian subcontinent.
 Size
 India and the World
 India’s Neighbours

2. Physical Features of India:  Understand the major landform

 Major Physiographic Divisions – features and the underlying
Himalayan Mountains, Northern Plains, geological structure; their
Peninsular Plateau, Indian Desert, association with various rocks and
Coastal Plains, Islands minerals as well as nature of soil
types.

3. Drainage:  Identify the river systems of the

 Concept country and explain the role of
 Drainage Systems in India rivers in the human society.
 The Himalayan Rivers - Ganga and
Brahmaputra River System

25
  The Peninsular Rivers- Narmada Basin,
Tapti Basin, Godavari Basin, Mahanadi
Basin, Krishna Basin, Kaveri Basin
 Lakes
 Role of Rivers in the Economy
 River Pollution

4. Climate:
 Concept  Identify various factors influencing
 Climatic Controls the climate and explain the
 Factors influencing India’s climate – climatic variation of our country
Latitude, Altitude, Pressure and Winds and its impact on the life of the
(excluding Jet Streams and Western people.
Cyclonic Disturbances and related  Explain the importance and
figures) unifying role of monsoons.
 The Seasons – Cold Weather Season,
Hot Weather Season, Advancing
Monsoon, Retreating/Post Monsoons
 Distribution of Rainfall
 Monsoon as a unifying bond

5. Natural Vegetation and Wild Life:  Explain the nature of diverse flora
 Types of Vegetation – Tropical and fauna as well as their
Evergreen Forests, Tropical Deciduous distribution.
Forests, Thorn Forests and Shrubs,  Develop concern about the need
Montane Forests, Mangrove Forests to protect the biodiversity of our
 Wild Life country.

6. Population:
 Population Size and Distribution –  Analyse the uneven nature of
India’s Population Size and Distribution population distribution and show
by Numbers, India’s Population concern about the large size of
Distribution by Density our population.
 Population Growth and Processes of
Population Change – Population
Growth, Processes of Population
Change/Growth

26
Unit 3: Democratic Politics – I 50 Periods
Themes Learning Objectives
1. What is Democracy? Why Democracy?  Develop conceptual skills of
defining democracy.
 What is Democracy?  Understand how different
 Features of Democracy historical processes and forces
 Why Democracy? have promoted democracy.
 Broader Meanings of Democracy  Develop a sophisticated defense
of democracy against common
prejudices.
 Develop a historical sense of the
choice and nature of democracy
in India.

2. Constitutional Design:  Understand the process of

Constitution making.
 Democratic Constitution in South Africa  Develop respect for the
 Why do we need a Constitution? Constitution and appreciation for
 Making of the Indian Constitution Constitutional values.
 Guiding Values of the Indian Constitution  Recognize Constitution as a
dynamic and living document.
K

3. Electoral Politics:  Understand representative

democracy via competitive party
 Why Elections? politics.
 What is our System of Elections?  Familiarize with Indian electoral
 What makes elections in India system.
democratic?  Reason out for the adoption of
present Indian Electoral System.
 Develop an appreciation of
citizen’s increased participation in
electoral politics.
 Recognize the significance of the
Election Commission.

 Get an overview of central

4. Working of Institutions:
governmental structures.
 How is the major policy decision taken?

27
  Parliament  Identify the role of Parliament and
 Political Executive its procedures.
 The Judiciary  Distinguish between political and
permanent executive authorities
and functions.
 Understand the parliamentary
system of executive’s
accountability to the legislature.
 Understand the working of Indian
Judiciary.

5. Democratic Rights:  Recognize the need for rights in

one’s life.
 Life without Rights  Understand the availability
 Rights in a Democracy /access of rights in a democratic
 Rights in the Indian Constitution system/government.
 Expanding scope of rights  Identify and be able to
comprehend the Fundamental
Rights given by the Indian
 Constitution to its citizens.
 Create awareness regarding the
process of safeguarding rights.

Unit 4: Economics 50 Periods

Themes Objectives
1. The Story of Village Palampur:  Familiarize with basic economic
 Overview concepts through an imaginary
story of a village.
 Organization of Production
 Farming in Palampur
 Non-farm activities in Palampur

2. People as Resource:  Understand the demographic

 Overview concepts.
 Economic Activities by Men and Women  Understand how population can
 Quality of Population be an asset or a liability for the
 Unemployment nation.

3. Poverty as a Challenge:
 Overview
 Two typical cases of Poverty

28
  Poverty as seen by Social Scientists  Understand poverty as a
 Poverty Estimates challenge.
 Vulnerable Groups  Identify vulnerable group and
 Interstate Disparities interstate disparities.
 Global Poverty Scenario  Appreciate the initiatives of the
 Causes of Poverty government to alleviate poverty.
 Anti-Poverty measures
 The Challenges Ahead
4. Food Security in India:
 Overview  Understand the concept of food
 What is Food Security? security.
 Why Food Security?  Appreciate and analyse the role of
 Who are food insecure? government in ensuring food
 Food Security in India supply.
 What is Buffer Stock?
 What is the Public Distribution System?
 Current Status of Public Distribution
System
 Role of Cooperatives in food security

PROJECT WORK
CLASS IX (2022-23)

05 Periods 05 Marks
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, various forms of art may be integrated in the project work.

29
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:
Marks
S. No. Aspects
Content accuracy, originality and analysis
a 2

b Presentation and creativity 2

Viva Voce
c 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:
 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 models
prepared should be made from eco-friendly products without incurring too much
expenditure.
11. The Project Report can be handwritten or digital.
12. The Project Work needs to enhance cognitive, affective and psychomotor skills
of the learners. It will include self-assessment and peer assessment, and progress of
the child in project-based and inquiry-based learning, art integrated activities,
experiments, models, quizzes, role plays, group work, portfolios, etc., along with
teacher assessment. (NEP-2020)
(The Project work can culminate in the form of Power Point
Presentation/Exhibition/Skit/albums/files/song and dance or culture show /story

30
 telling/debate/panel discussion, paper presentation and whichever is suitable to
Visually Impaired Candidates.)
13. The record of the project work (internal assessment) should be kept for a period of
three months for verification, if any.

QUESTION PAPER DESIGN

CLASS IX (2022-23)

Time: 3 Hours Maximum Marks: 80

Sr. Competencies Total %
No. Marks Weightage
1 Remembering and Understanding: Exhibiting 28 35%
memory of previously learned material by recalling
facts, terms, basic concepts, and answers;
Demonstrating understanding of facts and ideas by
organizing, comparing, translating, interpreting,
giving descriptions and stating main ideas
2 Applying: Solving problems to new situations by 15 18.75%
applying acquired knowledge, facts, techniques
and rules in a different way
3 Formulating, Analyzing, Evaluating and 32 40%
Creating: Examining and breaking information into
parts by identifying motives or causes; Making
inferences and finding evidence to support
generalizations; Presenting and defending opinions
by making judgments about information, validity of
ideas, or quality of work based on a set of criteria;
Compiling information together in a different way by
combining elements in a new pattern or proposing
alternative solutions.
4 Map Skill 5* 6.25%
80 100%

Note: Teachers may refer ‘Learning Outcomes’ published by NCERT for developing Lesson Plans,
Assessment Framework and Questions.
* 02 Items from History Map List and 03 from Geography Map List

31
 INTERNAL ASSESSMENT: 20 MARKS

Marks Description
Periodic Assessment 10 Marks
Pen Paper Test 5 marks
Assessment using 5 marks
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.

Portfolio 5 Marks  Classwork

 Work done (Activities / Assignments)
 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 5 Marks  Project Work
Activity

LIST OF MAP ITEMS

CLASS IX (2022-23)

SUBJECT - HISTORY
Chapter-1: The French Revolution
Outline Political Map of France (For locating and labeling / Identification)
 Bordeaux
 Nantes
 Paris
 Marseilles
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

32
 (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 -1: India-Size and Location

 India-States with Capitals, Tropic of Cancer, Standard Meridian (Location

and Labelling)

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, Coromandal & Northern Circar (Location and
Labelling)

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
 Lakes: Wular, Pulicat, Sambhar, Chilika

Chapter - 4: Climate

 Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)

33
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)

Chapter - 6: Population (location and labelling)

 The state having highest and lowest density of population

PRESCRIBED BOOKS:

1. India and the Contemporary World - I (History) - Published by NCERT

2. Contemporary India - I (Geography) - Published by NCERT
3. Democratic Politics - I 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

Note: Please procure latest reprinted edition (2021) of prescribed NCERT

textbooks.

34