CLASS IX

COURSE STRUCTURE

Suggestive no. 20 inclusive of

History (India and the Contemporary World - I)
of periods = 60 Map pointing

Section Chapter No Chapter Name No. of Periods Marks allocated

I I The French Revolution 15

Events and
Process II Socialism in Europe and the Russian
15 18+2 map pointing
Revolution

III Nazism and the Rise of Hitler 15

II IV Forest, Society and Colonialism

Interdisciplinary project as
Livelihoods, 5
part of multiple assessments
Economies
and (Internally assessed for 5 marks)
Societies
V Pastoralists in the Modern World
10
(To be assessed as part of
Periodic Assessment only)

Suggestive no. 20 inclusive of Map

Geography (Contemporary India - I)
of periods = 55 pointing

Chapter No Chapter Name No. of periods Marks allocated

1 India – Size and Location 17

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 2 Physical Features of India

3 Drainage 10

4 Climate 12
17+3 map pointing*
Natural Vegetation and Wildlife
(Only map pointing to be evaluated in the 3
annual examination.)
5
Interdisciplinary project as part of multiple
assessments 5
(Internally assessed for 5 marks)

6 Population 8 * Marks as
mentioned above
Suggestive no. of
Political Science (Democratic Politics - I) 20 Marks
periods = 50

Chapter No. Chapter name No. of Periods Marks allocated

What is Democracy?
1 10
Why Democracy?

2 Constitutional Design 10
20
3 Electoral Politics 8

4 Working of Institutions 12

5 Democratic Rights 10

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 Suggestive no.
Economics 20 Marks
of periods = 50

Chapter No. Name of the Chapter No. of Periods Marks allocated

1 The Story of Village Palampur

(To be assessed as part of Periodic Assessment 10
only)

2 People as Resource 10
20
3 Poverty as a Challenge 15

4 Food Security in India 15

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 CLASS IX
COURSE CONTENT

History: India and the Contemporary World - I

Chapter No. Specific Learning Objectives Suggestive Teaching Learning Learning Outcome With Specific
and Name Process Competencies
● Compare & contrast the  Class room discussions to compare  Compare and contrast the
conditions that prevailed in and contrast the conditions that conditions that prevailed in France
France with the situations prevailed in France that led to that led to revolution with the
prevailed in India pre 1857 revolution with the conditions that conditions that led to the first war of
war. led to the first war of Indian Indian Independence. (1857).
Independence. (1857).
● Critically examine the need of  Critically Examine the situations that
voting rights of Common  Graphic Organisers to critically made the raise in demand of voting
people in France which laid examine the situations that made rights by passive citizens as well as
I the foundation of future the raise in demand of voting rights women
Democracies. by passive citizens as well as
The French women  Propose solutions to address such
● Examine various solutions to imbalances and discriminations that
Revolution address imbalances that may  Debates to propose solutions to lead to revolutions
lead to revolutions. address such imbalances and
discriminations that lead to  Appraise the impact of the French
revolutions revolution on the world.

 Inquiry based learning to appraise

the impact of the French revolution
on the world. Conclude with group
Presentations
II  Analyse the situations that led  Interactive Textual interpretations  To compare and contrast the
to the rise of Russian and to compare and contrast the situations that led to the rise of
Socialism in French revolutions. situations that led to the rise of Russian& French Revolutions.
Europe and Russia & French Revolutions
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the Russian  Evaluate the reasons that led  Cite the impact of Collaboration and
Revolution to the rise of Lenin’s  Student led seminar to cite the communication rendered by the
communism and Marxist impact of Collaboration and philosophers and leaders in creating
Socialism communication rendered by the awareness amongst the common
philosophers and leaders in creating people
awareness amongst the common
people  Evaluate the situations that enabled
 World café’ strategy to evaluate Lenin’s Communism.
the situations that enabled Lenin’s
Communism.  Interpret the different ideas of
 Socratic Discussions to Interpret philosophers and leaders that
the different ideas of philosophers shaped the revolution.
and leaders that shaped the
revolution
III  Analyse the manipulated  Watch Video clipping from the last  Cite the events that helped Hitler’s
control of situations led by an days of Adolf Hitler and discuss the rise to power
Nazism and individual. reasons for rise and fall of Hitler
the Rise of  Analyse the role of the “Treaty  Evaluate various character traits of
Hitler of Versailles in that led to the  Dramatize the Nazi Propaganda/ Hitler
rise of Hitler. racial discrimination against Jews
● Examine the circumstances  Compare and contrast the
that led to the rise and fall of  Cartoon interpretation/ Image characteristics of Bismarck and
Hitler interpretation Hitler
● Discuss the critical
significance of Nazism in  Read passages from “Dairy of Anne  Analyse the role of “Treaty of
shaping the politics of the frank “and other related literature Versailles in the rise of Nazism and
modern world. and discuss the impact of Nazism Hitler
● Appraise the war
compensation compelled on  Jig saw strategy to critique the  Critique the genocidal war waged
Germany in the name of the genocidal war waged against Jews against Jews by the Nazis.
“treaty of Versailles led to the by the Nazis
rise of Hitler

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 ● Compare and contrast the  Discuss the critical significance of
Nazi ideology with fascism of Nazism in shaping the politics of
Mussolini modern world.

IV  Refer Annexure II  Refer Annexure II

Inter Disciplinary Project with
Forest, Chapter 5 of Geography “Natural
Society and Vegetation and Wild Life
Colonialism

V ● Analyse the situations that  T charts and similar graphic  Compare and contrast the lives of
have created Nomadic organizers to compare and contrast Pastoralists pre & post colonialism
Pastoralists society the lives of Pastoralists pre & post
in the Modern colonialism.  Analyse the situations that have
World ● Draw comparisons of African created Nomadic society
pastoralists and Indian  Art integration to depict the evolution
Pastoralists during colonial of nomadic society.  Compare and contrast the lives
rule. and the reasons for poverty of
 Research based presentations using pastoral nomads of India with
● Examine the how the colonial resources provided to compare and African Pastoral Nomadic tribes.
laws impacted livelihood in contrast the lives and the reasons for
pastoral communities poverty of pastoral nomads of India  Analyse and infer varying patterns
with African Pastoral Nomadic tribes. of developments within pastoral
● Appraise the contribution of societies in different places in
Pastoralists in the modern  Think- Pair- Share and summarize India.
economy. the reading of resources to analyse
and infer varying patterns of  Analyse the impact of colonialism
developments within pastoral on forest societies leading to
societies in different places in India. scientific forestry.
 Enumerate the different processes
through which transformation of
livelihood occur in the modern
world.
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 Political Science: Democratic Politics - I
Chapter No. Specific Learning Objectives Suggested Teaching Learning Learning Outcome With Specific
and Name Process Competencies
1  Examine the concept  World café and Café conversations  Compare and Contrast working of
/structural components of strategies for introduction of democracies of India and North
What is Democracy and its forms/ concepts of Democracy & features of Korea and infer on their differences
Democracy? features in different countries Democracy and significance in each country.
Why  Define Democracy and enumerate
Democracy? ● Examine and analyse the  4 corners strategy to discuss “What its features.
working structure of the & why of democracy?  Evaluate the authenticity of the
governments of India and voting rights of the Indian
North Korea  students create democratic population versus the population of
governance model in the class. Iran.
● Analyse and infer on the  Interpret the statement
different historical processes  Cartoon interpretation to summarize “Democracy provides a method to
and forces that have the benefits of democracy. deal with differences and conflicts”
contributed for the promotion with reference to India.
of democracy.  Summarize the features and
benefits of democracy
2  Comprehend the purpose of  Group Discussion to comprehend  Analyse the difference between
constitution. the purpose of constitution written or unwritten constitutions
Constitutional  Enumerate the essential with reference to India and USA.
Design features that need to be kept  Poster making/ wall magazine for  Describe the situation that led to
in mind while drafting any Comparing and contrasting between creation of Indian Constitution.
· constitution. Preamble of South African  Compare and contrast between
 Examine the guiding values constitution with the preamble of Preamble of South African
that created the Indian Indian constitution constitution with the preamble of
constitution.  Role play strategy for creation of Indian constitution.
 Comprehend the roles and Indian constitution  Enumerate the roles and
responsibilities as citizens of  Declamation strategy for roles and responsibilities as citizens of India
India. responsibilities of citizens

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 3 ● Comprehend the concept and  Role play/ have school council  Evaluate the role of political parties
system of elections. elections. to adhere to electoral promises.
Electoral
Politics ● Evaluate the conditions that  Design and present election  Create a solution for eradication of
make Elections in India manifesto malpractices in elections
· democratic.  Differentiate between
 Create multiple parties and create representative democracy and
● Analyse the implications of symbols for elections competitive party politics.
power of vote and power of  Summarize the essential features of
recall.  Use street play to create awareness the Indian Electoral system.
● Appraise the role of election about the right to vote.  Examine the rationale for adopting
commission for the conduct the present Indian Electoral
of free and fair elections. System.
4  Examine the roles,  Watch videos of Parliament and  Analyse and infer how the three
responsibilities and discuss the importance of question organs are interdependent and
Working of interdependency of all the 3 hour independent to execute their roles
Institutions organs of the Government.  Present Moot court to evaluate the  Summarize and evaluate the rule of
rule of Law law in India.
 Examine the rule of law in India  Examine the relevant case studies to  Represent the role of Parliament
and its relevance evaluate the rule of law and its procedures.
 Present Mock Parliament session to  Distinguish between political and
 Understand the power and convert a bill into law permanent executive authorities
working of Indian Judiciary  Conduct a mock interview with a and functions.
system and comprehend the parliamentarian  Understand the parliamentary
hierarchy system of the  Role play on features of the political system of executive’s accountability
judiciary in India. and permanent executive to the legislature.
 Understand the working of Indian
Judiciary.
5 ● Comprehend what it is to be a  Declamation on need to have rights  Analyse the need of having rights
responsible citizen while and the importance of performing and categorize the rights.
duties.

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Democratic performing their prescribed  Debate the need to have rights in the  Evaluate the statement “Democracy
Rights duties versus claiming rights light of study of Saudi Arabia. is meaningless without rights”
 Case study to analyse the role of
● Evaluate the role of rights in citizens when the rights are  Analyse their role as responsible
Democracy. exercised or otherwise. citizens.
 6 thinking hats to discuss the current
. issues.  Summarize the flipped coexistence
.  Organize a moot court to discuss the of rights versus duties
violation of individual rights.
 Graphic organizer to summarize the  Apply the process available to
coexistence of rights vs duties citizens for safeguarding rights.

Geography: Contemporary India - I

Chapter No. Specific Learning Objectives Suggested Teaching Learning Learning Outcome With Specific
and Name Process Competencies
1  Examine how the location of  Use GeoGebra, Google earth to  Justify the reasons for the
an area impacts its climate represent and justify the reasons for differences in climatic conditions,
India - Size and time with reference to the differences in climatic local and standard time.
and Location longitude and latitude. conditions, local and standard time.
 To Infer how the conditions and
 Explore and analyze the  Carousel brainstorming strategy for relationships of the people living in
trading and cultural inferring conditions and relationships states that are sharing border with
relationships of India with its of the people living in states that are the neighbouring countries impact
neighboring countries. sharing border with the neighbouring trade and culture.
countries impact trade and culture.
 Evaluate the situation & (Link for Carousel Brain storming  Justify the selection of 82.5E*
reasons that made 82.5E* Strategy longitude as Time meridian of
longitude as Time meridian of https://www.youtube.com/watch? India. (IST)
India. v=zZxaS7v1-jo)
 On map of India hypothetically  Critically analyse the role of
 Examine how location of India design two to four alternate opening of Suez Canal in
enables its position as a improvement of foreign trade.
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 strategic partner in the longitudes on either side of 82.5*E
subcontinent. and conclude on the selection  Propose alternative solution for the
.  Draw out the rationale/ reasons problems that arise due to the size
behind fixing (82.5E) as a time & location.
meridian for India
 PPT presentation to present
alternate solutions.
2 ● Justify why India is a sub-  Use Art integrated strategies like  Conclude why India is a
continent gallery walk/Model making to subcontinent based on study of
Physical demonstrate how physical features different physical features.
Features of ● Examine the geological make India a sub-continent.
India process that played a crucial  Analyse the conditions and
role in the formation of  Role play to depict the lives and relationships of the people living in
diverse physical features in relationships amongst physiographic different physiographic areas.
India areas.
 Enumerate the different
● Analyse the conditions and  Collaborative brainstorming and environmental issues in India and
relationships of the people presentation using different modes propose solutions for these issues.
living in different such as flipped books, Journals,
physiographic areas. Collage and other suitable
● Examine various presentations.
environmental issues.

3 ● Justify the statement that the  Choice Board strategy where each  Enlist the different rivers, the areas
rivers are lifeline of economy group to take up one river and focus they serve and their impact on the
Drainage with reference to India. on the areas they serve and the economy of That area.
• impact on Economy of that area.
● Examine the information  Enumerate the different lakes and
about different lakes and infer  Students will prepare a PPT on describe their contribution to the
on their contribution to Indian lakes. Indian ecology.
ecology
.  Street play strategy/ poster making/  Present creative solutions to
save River songs/ to present overcome the water pollution also
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 ● Distinguish between the rivers awareness on water pollution and to increase the contribution of water
of north and south India suggest solutions. bodies to Indian economy
 Identify the river systems of the
● Analyse the flow of different country and explain the role of
rivers of India to infer on their rivers in human society.
impact on livelihood.

4  Examine and analyse the  Collect and Read the Weather  Infer how the factors determine the
factors that determine the reports and have a class room climate of India.
Climate climate of India discussion to conclude about the
factors controlling climate  Analyse and infer the effect of
● Discuss the mechanisms of  Watch videos and summarize the monsoon winds on rainfall of the
monsoons in Indian findings Indian subcontinent.
subcontinent.
 Use Mind map/ graphic organizers  Analyse the temperatures between
● Analyse and infer the reasons to Enumerate and summarize the plateau region, Himalayan region,
behind the wide difference reasons for the wide difference desert region and coastal region.
between day and night between the day and night  Enumerate and summarize the
temperatures at different temperatures at different reasons for the wide difference
geographical locations of geographical locations of India between temperatures at different
India.  Read Newspapers, prepare and geographical locations of India
present mock drills on protocols as
● To interpret how monsoon preventive action for various  Propose protocols as preventive
acts as a Unifying bond disasters action for various disasters
5 Inter disciplinary project with Refer annexure II Refer annexure II
Natural chapter no IV of History “Forest,
Vegetation Society and Colonialism”
and Wild life
6 ● Examine the reasons behind  Research based learning/ art  Analyse and infer the reasons
the uneven distribution of integration strategy (4 grid analysis) behind the uneven distribution of
Population population in India with to analyse and infer the reasons population in India with specification
specification to UP & behind the uneven distribution of

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 Rajasthan and Mizoram and population in India with specification to UP & Rajasthan and Mizoram and
Karnataka. to UP & Rajasthan and Mizoram and Karnataka.
Karnataka  Enlist the factors that affect the
population density.
Economics
Chapter No. Specific Learning Objectives Suggested Teaching Learning Learning Outcome with Specific
and Name Process Competencies
1 ● Evaluate the prevailing  Visit a nearest village, interview a  Analyse and infer how the
farming conditions in different farmer/ visit local markets and prevailing farming conditions
The Story of states with reasons interview farmers and present it in impact economic development of
Village the class. (Experiential learning different states
Palampur ● Examine the factors of strategy)
production and  Poster making/ Concept map and  Enlist the requirements of
interdependence of the gallery walk to enlist the production and summarize the
requirements. requirements of production and interdependence of these
summarize the interdependence of requirements.
● Examine the contribution of these requirements.
non-farm activities to the  Present a business plan for non-farm  Enlist non-farm activities and
economic growth of the activities by using the four factors of depict the link with economic
village. production. growth.
2  Examine the various factors  Case study on quality of population.  Analyse and infer the reasons that
that constitute the quality of (Class room discussion) contribute to the quality of
People as population population
Resource  Collect sources from Newspaper/
 Analyse the role of Media and present the findings in the  Enumerate the different schemes of
government in improving the form of a collage or an album Government in some states and
quality of population. infer on the quality of people there
 Neighbourhood survey on by.
 Examine the factors that employment /employability in
contribute to unemployment. neighbourhood, analyse the quality  Propose solutions to resolve
of neighbourhood and present in unemployment problem
PPT format.
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 3 ● Comprehend that poverty is a  PPT presentation using case study  Analyse and infer the reasons of
multifaceted concept inherent given in NCERT text on the reasons poverty in the rural and urban
Poverty as a in the rural and urban of rural and urban poverty. areas.
Challenge conditions.  Evaluate the efficacy of government
 Declamation with data to Evaluate to eradicate poverty.
● Examine the measures taken the efficacy of government to  Compare how poverty estimates
by the government to eradicate poverty have transformed from 1993-94 to
eradicate poverty.  Debate whether education can 2011-12 Examine the link between
remove poverty education and poverty.

4  Examine the critical role of  Case study and group discussion to  Enumerate various aspects of food
food security for its masses. substantiate the link between a well- security that will ensure continuity
Food Security structured food security system and of supply to the masses.
in India  Justify the rationale for the continuity of supply to masses.
system of food security in  Examine, analyse and infer various
India.  Invite relevant Govt. officials to sources of data that point to the
 Appraise the contributory role speak on FSI & PDS. rationale of FSI
of Public Distribution system  Enumerate different features of
to address FSI Panel discussion/ seminar on the PDS that directly address FSI.
 Substantiate the role of green impact of the green revolution and  Analyse and infer the impact of
revolution in strengthening PDS. Green revolution in strengthening
the PDS. the PDS.

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 CLASS IX
LIST OF MAPS

S. No. Subject Name of the List of Areas to Be Map Pointed

Chapter

I History French Revolution Outline political map of France Locate/label/identify;

 Bordeaux, Nantes, Paris and Marseille

Socialism in Europe Outline political map of world locate/label/identify major countries of World War: central
powers - Germany, Austria-Hungary, Turkey (Ottoman Empire) Allied Powers-France,
England, Russia and USA

II Geography India: size & location ● India - States with Capitals

● Tropic of Cancer, Standard Meridian (Location and Labelling)
● Neighbouring countries

India physical ● Mountain Ranges: The Karakoram, The Zasker, The Shivalik, The Aravali, The Vindhya,
features The Satpura, Western & Eastern Ghats
● Mountain Peaks – K2, Kanchan Junga, Anai Mudi
● Plateau - Deccan Plateau, Chota Nagpur Plateau, Malwa Plateau
● Coastal Plains - Konkan, Malabar, Coromandel & Northern Circar (Location and
Labelling)

Drainage system Rivers: (Identification only)

● The Himalayan River Systems-The Indus, The Ganges, and The Sutlej
● The Peninsular Rivers-The Narmada, The Tapi, The Kaveri, The Krishna, The Godavari,
The Mahanadi
● Lakes: Wular, Pulicat, Sambhar, Chilika

Climate ● Annual rainfall in India, Monsoon wind directions

Population  Population density of all states

 The state having highest and lowest density of population
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 CLASS IX
INTERNAL ASSESSMENT: 20 MARKS

Type of Assessment Description Marks Allocated

Periodic Assessment Pen Paper Test. 5

Multiple Assessment Quiz, debate, role play, viva, group discussion, visual
expression, interactive bulletin boards, gallery walks, 5
exit cards, concept maps, peer assessment, Self-
assessment etc. through Inter disciplinary project

Subject Enrichment Project work on Disaster Management 5

Activity

Portfolio Classwork, work done (activities / assignments)

reflections, narrations, journals, etc. Achievements of
the student in the subject throughout the year 5
Participation of the student in different activities like
Heritage India quiz

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 CLASS IX
PRSECRIBED TEXT BOOKS

S.No Subject Name of the Book Publisher

1 History India and the Contemporary World - I NCERT
2 Political Science Democratic Politics - I NCERT
3 Geography Contemporary India - I NCERT
4 Economics Economics NCERT
5 Disaster Management Together, towards a safer India - part II CBSE

Links for NCERT rationalised 2023-24 textbooks:

 https://ncert.nic.in/textbook.php?iess1=ps-6
 https://ncert.nic.in/textbook.php?iess2=0-4
 https://ncert.nic.in/textbook.php?iess3=0-5
 https://ncert.nic.in/textbook.php?iess4=ps-5

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