CBSE Social Science Syllabus 2024-25 (Class IX & X) PDF

CBSE SOCIAL SCIENCE SYLLABUS 2024-25 (Code No. 087) CLASS - IX & X Page 1 of 65 Social Science Syllabus IX-X 2024-25  TABLE OF CONTENT...

CBSE SOCIAL SCIENCE SYLLABUS 2024-25 (Code No. 087) CLASS - IX & X Page 1 of 65 Social Science Syllabus IX-X 2024-25  TABLE OF CONTENT PAGE NO. 1. Rationale 3 2. Learning Objectives 4 CLASS IX PAGE NO. S. NO. CLASS X PAGE NO. 5 3. Course Structure 8. Course Structure 24 8 4. Course Content 9. Course Content 27 21 5. List of map items 10. List of map items 43 22 6. Guidelines for internal assessments 11. Question Paper Design 46 23 7. Prescribed Textbooks 12. Guidelines for internal assessments 49 13. Prescribed Textbooks 50 ANNEXURES Annexure I (project work Class IX) 51 Annexure IV (Interdisciplinary project 58 Class X) Annexure II (Inter disciplinary project Class IX) 53 Annexure V (Presentation template 64 for IDP) Annexure III (Project work Class X) 54 Annexure VI Rubrics of IDP 65 Page 2 of 65 Social Science Syllabus IX-X 2024-25  RATIONALE The purpose of the education system is to develop good human beings capable of rational thought and action, possessing compassion and empathy, courage and resilience, scientific temper, and creative imagination, with sound ethical moorings and values. It aims at producing engaged, productive, and contributing citizens for building an equitable, inclusive, and plural society as envisaged by our Constitution. [NEP 2020, pages 4-5] Social Science is a compulsory subject up to secondary stage of school education. It is an integral component of general education. Social Science can play a unique role within the school curriculum to enable the Knowledge, Capacities, and Values and Dispositions that underpin this purpose of education as committed to in NEP. Social Science plays an important role in developing an integrated understanding of the human world and its functioning, including its deep interrelationships with nature and the environment in the quest to continuously improve as a society. In the study of this subject, students learn methods of observing and interpreting the human world, which helps them lead their own lives and also contribute as members of a society. Social Science also helps in developing some of the Values and Dispositions that are essential for democratic participation — building and sustaining cooperation among communities that strive for peace, harmony, equity, and justice for all. It encourages them to understand and appreciate the feeling of Indianness ‘Bhartiyata’ by valuing the rich cultural heritage and tradition of the country. Social Science plays an important role in developing in an individual student a comprehensive sense of the human world and its functioning. In an increasingly globalizing and interdependent world, this understanding is critical to help students see how things around them are changing, what are the causes of these changes, and how the change impacts human societies. It also helps them realize the need for interdependence, collaboration, and an appreciation for the diversity of human culture and societies. The subject also teaches students the method of observing and interpreting the world wearing the hat of a social scientist. It does so by building core skills such as observing what is going on around them, analysing causes of various phenomena (historical, geographical, socio-political, or economic) using evidence, asking questions, making connections, forming viewpoints based on conceptual understanding and evidence, recognizing patterns and generalizations, and arriving at logical conclusions. These skills prepare the students in contributing to the nation as a responsible citizen of society. Page 3 of 65 Social Science Syllabus IX-X 2024-25  AIMS & OBJECTIVE The aims of Social Science in school education can be summarised as follows: as per NCF-2023 a. Develop the disciplinary knowledge and understanding of how society functions through an interplay of historical, geographical, social, economic, and political factors. This can be enabled through: i. an understanding of continuity and change in human civilisation, its causation and effect, and its impact on modern life, ii. an understanding of the interaction between nature and human beings, the spatial patterns arising out of this interaction, and its effect on human life, iii. awareness and understanding of the diversity of people and their practices in different societies, regions, and cultures within societies, iv.an awareness of various social, political, and economic institutions, their origin, functioning and transformations over time. b. Develop an understanding and appreciation for the methods of enquiry relevant to Social Science and deepen students’ skills to engage with the key questions and issues confronting society. These could be specifically seen as: i. Skills in sourcing evidence, interpreting them, confirming through multiple sources and evidence, and constructing a coherent narrative, ii. Skills in recognizing spatial patterns, map-reading, interpretation and analysis of various interconnected concepts and processes, iii. Skills of creative and analytical thinking to form informed opinions, demonstrate logical decision-making, and incline towards a problem- solving attitude, iv. Skills to collect, organize, analyse, represent, and present data and information on various historical, geographical, and socio-political issues, v. Skills to question unsubstantiated ideas, biases, stereotypes, and assumptions to foster scientific temper and propose meaningful responses to contemporary concerns of society. c. Foster ethical, human, and Constitutional values: As the DNEP 2019 emphasises, to foster a “democratic outlook and commitment to liberty and freedom; equality, justice, and fairness; embracing diversity, plurality, and inclusion; humaneness and fraternal spirit; social responsibility and the spirit of service; ethics of integrity and honesty; scientific temper and commitment to rational and public dialogue; peace; social action through Constitutional means; unity and integrity of the nation, and a true rootedness and pride in India with a forward-looking spirit to continuously improve as a nation. Page 4 of 65 Social Science Syllabus IX-X 2024-25  CLASS IX COURSE STRUCTURE Suggestive no. of 20 inclusive of History (India and the Contemporary World - I) 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 Revolution 15 18+2 map pointing III Nazism and the Rise of Hitler 15 II IV Forest, Society and Colonialism Interdisciplinary project as part of multiple Livelihoods, assessments 5 Economies and Societies (Internally assessed for 5 marks) V Pastoralists in the Modern World 10 (To be assessed as part of Periodic Assessment only) Suggestive no. of 20 inclusive of Map Geography (Contemporary India - I) periods = 55 pointing Chapter No Chapter Name No. of periods Marks allocated 1 India – Size and Location 17 2 Physical Features of India 3 Drainage 10 Page 5 of 65 Social Science Syllabus IX-X 2024-25  4 Climate 12 17+3 map pointing* Natural Vegetation and Wildlife (Only map pointing to be evaluated in the annual examination.) 3 Interdisciplinary project as part of multiple assessments 5 (Internally assessed for 5 marks) 5 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 Suggestive no. of Economics 20 Marks periods = 50 Chapter No. Name of the Chapter No. of Periods Marks allocated 1 The Story of Village Palampur 10 (To be assessed as part of Periodic Assessment only) Page 6 of 65 Social Science Syllabus IX-X 2024-25  2 People as Resource 10 3 Poverty as a Challenge 15 20 4 Food Security in India 15 Page 7 of 65 Social Science Syllabus IX-X 2024-25  CLASS IX COURSE CONTENT HISTORY: India and the Contemporary World - I Content Curricular goals Competency Learning outcome Suggestive Pedagogical process CG-2 Analyses the C-2.1 Explains historical  The students will be  Conduct Classroom Section I: Events important phases in world events and processes with able to Infer how the discussions to compare and Processes history and draws insight different types of sources French Revolution the conditions that to understand the with specific examples had an impact on the prevailed in France that Chapter-1 The present-day world from India and world European countries led to revolution and the French Revolution history. in the making of conditions that led to the nation states in first war of Indian C-2.4 Explains the growth Europe and Independence. (1857). of new ideas and practices elsewhere.  Use Graphic Organisers across the world and how  Will be able to (concept map/story map they affected the course of Illustrate that, the etc) to examine the world history. quest for imperialism situations. triggered the First  Suggest solutions to C-2.5 Recognises the World War. address such imbalances various practices that  Will Examine various and discriminations that arose, such as those in C- sources to address lead to revolutions. 2.4, and came to be imbalances that may  Appraise the impact of condemned later on (such lead to revolutions. the French revolution on as racism, slavery, colonial the world with a group invasions, conquests, and presentation. plunder, genocides, exclusion of women from democratic and other institutions), all of which have also impacted the course of world history and Page 8 of 65 Social Science Syllabus IX-X 2024-25  have left unhealed wounds. Chapter 2- CG-2 Analyses important C-2.1 Explains historical  To compare the  Flipped learning through Socialism in phases of world history events and processes with situations that led to making of concept Europe and the and draws insight to different types of sources the rise of Russian maps/role plays etc Russian understand the present- with specific examples and French reflecting the situations Revolution day world from India and world Revolutions. which led to both history.  Examine the revolutions. situations that led to  Flow chart reflecting how C-2.4 Explains the growth the establishment of Lenin’s communism of new ideas in Europe and Lenin’s communism /Stalin’s collectivization was Asia and how it affected and Stalin’s established. the course of human collectivization.  Socratic method to history  Analyse the role discuss the role played played by the varied by the varied philosophers and philosophers and leaders leaders that shaped that shaped the the revolution. revolution Chapter 3-Nazism CG-2 Analyses important C-2.1 Explains historical  Analyse the role of  Audio-visual aids like a and the Rise of phases of world history events and processes with “Treaty of Versailles” film or animations can be Hitler. and draws insight to different types of sources in the rise of Hitler to shown followed by a understand the present- with specific examples power. discussion on the reasons day world from India and world  Analyse the for the rise and fall of history. genocidal war waged Hitler. C-2.4 Explains the growth against the  Jig saw strategy to of new ideas in Europe and “undesirables” by critique the genocidal Asia and how it affected Hitler. war waged against the the course of human  Compare and “undesirable” by the history. contrast the Nazis. characteristics of Hitler and Gandhi Page 9 of 65 Social Science Syllabus IX-X 2024-25  C-2.5 Recognises the  Role play/Dramatize various practices that the Characters-Hitler arose, such as those in and Gandhi. Cartoon C-2.4, and came to be interpretations on condemned later on these leaders. (such as racism, slavery, colonial invasions, conquests, and plunder, genocides, exclusion of women from democratic and other institutions), all of which have also impacted the course of world history and have left unhealed wounds. Section II: Livelihoods, Inter Disciplinary Refer Annexure II Refer Annexure II Refer Annexure II Economies and Project with Chapter 5 Societies of Geography “Natural Chapter 4 Forest Vegetation and Society and Wildlife” Colonialism Chapter 5 CG-4 Develops an C-4.3 Draws inter-  Examine the situations  Locate the various Pastoralists in the understanding of the linkages between that have created pastoral communities Modern World inter-relationship various components of nomadic societies on an outline map of between human beings the physical highlighting the key India and explain and their physical environment, such as factor played by the cyclical movements of environment and how climate and relief, climatic conditions and these according to that influences the climate and vegetation, topography. climatic conditions. livelihoods, cultural vegetation, and wildlife.  Analyse varying  Audio Visual aids like diversity, and C-4.4 Analyses and patterns of documentaries on the biodiversity of the evaluates the inter- developments within various pastoral region relationship between pastoral societies in Page 10 of 65 Social Science Syllabus IX-X 2024-25  the natural environment different places in communities can be and human beings and India. shown. their cultures across  Comprehend the  Presentations regions and, in the case impact of colonialism comparing the lives of of India, the special on Pastoralists in India pastoralists and the environmental ethos and Africa. colonial impact on that resulted in pastoralists in India and practices of nature Africa. conservation.  T charts and similar C-4.5 Critically graphic organizers to evaluates the impact of compare the lives of human interventions on pastoralists in pre- and the environment, post-colonial periods. including climate  Think-pair and share change, pollution, can be practised to shortages of natural discuss various resources (particularly methods of colonial water), and loss of policies of exploitation biodiversity; identifies and their impact on practices that have led pastoralists of Africa to these environmental and India. crises and the measures that must be taken to reverse them Political Science: Democratic Politics - I Content Curricular goals Competency Learning outcome Suggestive Pedagogical process CG-5 Understands the C-5.4 Analyses the  Examine the concept  Brainstorming on 1. What is Democracy? Indian Constitution and basic features of a structural introduction of concepts Why Democracy? explores the essence democracy and components of of Democracy & features of Indian democracy democratic government Democracy and its of Democracy and the characteristics – and its history in India forms/ features. Page 11 of 65 Social Science Syllabus IX-X 2024-25  of a democratic and across the world –  Compare and  4 corners strategy to government and compares this form Contrast working of discuss “What & why of of government with democracies of India democracy? other forms of and North Korea and  students create government infer on their democratic governance differences and model in the class. significance in each  Cartoon interpretation to country. summarize the benefits  Analyse and infer on of democracy the different historical processes and forces that have contributed for the promotion of democracy 2. Constitutional Design CG-5 Understands the C-5.1 Understands that  Group discussion and  Group Discussion to Indian Constitution and the Indian Constitution describe the situation comprehend the explores the essence draws from the great that led to creation of purpose of constitution. of Indian democracy cultural heritage and Indian Constitution  Poster making/ wall and the characteristics common aspirations of  Enumerate the magazine for of a democratic the Indian nation, and essential features that Comparing and government recalls India’s early need to be kept in contrasting between experiments with mind while drafting Preamble of South democracy (assemblies any constitution. African constitution with in Mahajanapadas, Examine the guiding the preamble of Indian kingdoms and empires values that created constitution. at several levels of the the Indian constitution  Declamation strategy society, guilds sanghas  Comprehend the roles for discussing the roles and ganas, village and responsibilities as and responsibilities of councils and citizens of India. citizens. committees, Uthiramerur inscriptions) Page 12 of 65 Social Science Syllabus IX-X 2024-25 3. Electoral Politics CG-5 Understands the C-5.3 Explains that  Analyse the  Role play on performing Indian Constitution and fundamental rights are implications of power fundamental duties. explores the essence the most basic human of vote and power of  Perform school council of Indian democracy rights, and they flourish recall. elections for practical and the characteristics when people also  Summarize the learning of the system. of a democratic perform their essential features of  Design and present government fundamental duties the Indian Electoral election manifesto. system.  Create multiple parties  Examine the rationale and create symbols for for adopting the elections. present Indian  Use street play to Electoral System. create awareness about the right to vote and fundamental duties. 4. Working of CG-5 Understands the C-5.5 Analyses the  Examine the roles,  Watch videos of Institutions Indian Constitution and critical role of non-state responsibilities, and Parliament and discuss explores the essence and non-market interdependency of all the importance of of Indian democracy participants in the the 3 organs of the question hour. and the characteristics functioning of a Government.  Present Moot court to of a democratic democratic government  Appreciate the evaluate the rule of government and society, such as the parliamentary system Law. Examine the media, civil society, of executive’s relevant case studies to socio-religious accountability to the evaluate the rule of law institutions, and legislature. conduct Mock community institutions  Summarize and Parliament session. evaluate the rule of law  Collect information on in India. the performance of the functioning of a democratic government and society from social media and other institutions and present. Page 13 of 65 Social Science Syllabus IX-X 2024-25 5. Democratic Rights CG-5 Understands the C-5.2 Appreciates  Analyse the role of  Debate the need to have Indian Constitution and fundamental the responsible rights in the light of explores the essence Constitutional values citizens. study of Saudi Arabia. of Indian democracy and identifies their  Case study to analyse and the characteristics significance for the  Summarize the the role of citizens when of a democratic prosperity of the Indian importance of the rights are exercised government nation. fundamental rights or otherwise. and duties in the light  Organize a moot court to of the nation’s glory. discuss the violation of individual rights.  Recognize the role of  Graphic organizer to a responsible citizen summarize the while performing their coexistence of rights vs prescribed duties duties. versus claiming rights. Geography: Contemporary India - I Content Curricular goals Competency Learning outcome Suggestive Pedagogical process 1. India – Size and CG-4 Develops an C-4.1 Locates  Examine how the  On map of India Locate Location understanding of the physiographic regions location of an area physiographic regions of inter-relationship of India and the impacts its climate and India and the climatic between human beings climatic zones of the time with reference to zones of the world on a and their physical world on a globe/map. longitude and latitude. globe/map. environment and how  Explore and analyses  Use GeoGebra, Google that influences the the trading and cultural earth to represent and livelihoods, culture, relationships of India justify the reasons for and the biodiversity of with its neighbouring the differences in the region. countries. climatic conditions, local  Evaluate the situation & and standard time. reasons that made  Brainstorming strategy for inferring conditions Page 14 of 65 Social Science Syllabus IX-X 2024-25  82.5E* longitude as and relationships of the Time meridian of India. people living in states  Examine how location that are sharing border of India enables its with the neighbouring position as a strategic countries impact trade partner in the and culture. subcontinent.  Make a PPT  Justify the reasons for presentation on the the differences in inter-relationship climatic conditions, between human beings local and standard time. and their physical environment and how that influences the livelihoods, culture, and the biodiversity of the region. 2. Physical Features of CG-4 Develops an C-4.2 Explains  Justify how the Physical  Use Art integrated India understanding of the important geographical Features of India strategies like gallery inter-relationship concepts, influences the walk/Model making to between human beings characteristics of key livelihoods, culture, and demonstrate how and their physical landforms, their origin, the biodiversity of the physical features make environment and how and other physical region. India a sub-continent. that influences the factors of a region  Examine the geological  Group work to discuss livelihoods, culture, process that played a the lives and and the biodiversity of crucial role in the relationships amongst the region. formation of diverse physiographic areas. physical features in  Brainstorming and make India. a comparison of India’s  Analyse the conditions Physical features with and relationships of the another country. people living in different  presentation using physiographic areas. different modes such as Page 15 of 65 Social Science Syllabus IX-X 2024-25   Examine various Journals, Collage and environmental issues. other references. 3.Drainage CG-4 Develops an C-4.5 Critically  Examine the  Choice Board strategy understanding of the evaluates the impact of information about where each group to inter-relationship human interventions different lakes and infer take up one river and between human beings on the environment, on their contribution to focus on the areas they and their physical including climate Indian ecology. serve and the impact on environment and how change, pollution,  Present creative Economy of that area. that influences the shortages of natural solutions to overcome  Students will prepare a livelihoods, culture, resources (particularly the water pollution also chart on lakes. and the biodiversity of water), and loss of to increase the  Slogan writing, poster the region biodiversity; identifies contribution of water making/ save River practices that have led bodies to Indian songs/ to bring to these environmental economy. awareness on water crises and the  Identify the river pollution and suggest measures that must be systems of the country solutions taken to reverse them and explain the role of rivers in human society 4. Climate CG-4 Develops an C-4.3 Draws inter-  Analyse and infer the  Use Mind map/ graphic understanding of the linkages between effect of monsoon organizers to enumerate inter-relationship various components of winds on rainfall of the and summarize the between human beings the physical Indian subcontinent. reasons for the wide and their physical environment, such as  Analyse the difference between the environment and how climate and relief, temperatures between day and night that influences the climate and vegetation plateau region, temperatures at different livelihoods, culture, and wildlife Himalayan region, geographical locations and the biodiversity of desert region and of India. the region coastal region.  Collect Newspaper  Enumerate and reports for knowing the summarize the reasons weather status. for the wide difference  Prepare and present between temperatures mock drills on climate at different change and protocols as Page 16 of 65 Social Science Syllabus IX-X 2024-25  geographical locations preventive action for of India various disasters 5. Natural Vegetation Inter disciplinary Inter disciplinary Refer annexure II Refer annexure II and Wildlife. project project with chapter no IV of History “Forest, Society and Colonialism 6. Population CG-4 Develops an C-4.6 Develops  Analyse and infer the  Use a Pie -diagram to understanding of the sensitivity towards the reasons behind the depict the population inter-relationship judicious use of natural uneven distribution of distribution in India. between human beings resources (by population in India with  Group discussion and and their physical individuals, societies, specific reference presentation on reasons environment and how and nations) and  to UP & Rajasthan and behind the uneven that influences the suggests measures for Mizoram and Karnataka distribution of Population livelihoods, culture, their conservation  Enlist the factors that and the biodiversity of affect the population the region density ECONOMICS Content Curricular goals Competency Learning outcome Suggestive Pedagogical process Chapter 1: The Story of CG-7 Develops an C-7.1 Defines key  Enlist the requirements  Visit to a nearby village Village Palampur understanding of the features of the of production and or local markets and economy of a nation- economy such as comprehend the interview different state, with specific production, distribution, interdependence of classes of farmers to reference to India. demand, supply, trade, these requirements. know about their and commerce, and  Corelate farming and lifestyles and thereafter factors that influence non-farming activities present in the class. these aspects to economic growth.  Concept map/Poster (including technology).  Comprehend how the making/ gallery walk to significance of enlist the factors of conditions of farming production and Page 17 of 65 Social Science Syllabus IX-X 2024-25  C-7.2 Evaluates the and the factors of evaluate their importance of the three production impact interdependence. sectors of production economic  Discussion/PPT (primary, secondary, development. presentation on how to and tertiary) in any  Find solutions to foster eradicate poverty country’s economy, an equitable society. among farmers and especially India. trying to suggest innovative strategies to improve the farmers lifestyles. Chapter -2 CG-7 Develops an C-7.2 Evaluates the  Evaluate the reasons  Classroom People as Resource understanding of the importance of the three that contribute to the discussions/debates on economy of a nation, sectors of production quality of population. various factors that with specific reference (primary, secondary,  Observe the different affect the quality of to India. and tertiary) in any government schemes population. For e.g. country’s economy, in some states and significance of especially India. see its effect on the Education/Health in quality of people there Human Resource by. Development.  Propose innovative  Make a newsletter strategies to resolve collecting articles from unemployment newspapers/magazines problems. etc on illiteracy and unemployment status in India and government initiative in solving the issues.  Audio-Visual aids showing initiatives undertaken by the government in promoting education Page 18 of 65 Social Science Syllabus IX-X 2024-25  and employment in various states of India. Chapter 3 Poverty as a CG-8 Evaluates the C-8.1 Gathers,  Comprehend the  PPT presentation using challenge economic development comprehends, and reasons of poverty in case study given in of a country in terms of analyses data related the rural and urban NCERT text on the its impact on the lives to poverty and areas. reasons of rural and of its people and unemployment in one’s  Evaluate the efficacy urban poverty. nature. locality and at the of government to  Declamation with data national level. eradicate poverty. to evaluate the efficacy C-8.2 Understands and  Compare how poverty of government to analyses the concepts estimates have eradicate poverty and and practice of the transformed from suggest measures/ range of economic 1993-94 to 2011-12. ways which can be systems – from free  Corelate the link used to minimise the market to entirely state between education same. controlled markets. and poverty.  Debate on the topic- C-8.4 Describes India’s ‘Can education remove recent path towards poverty?’ again becoming one of the three largest economies of the world, and how individuals can contribute to this economic progress Page 19 of 65 Social Science Syllabus IX-X 2024-25 Chapter 4 Food CG-8 Evaluates the C-8.2 Understands and  Comprehend various  Case study and group Security in India economic development analyses the concepts aspects of food discussion to connect of a country in terms of and practice of the security that will the link between a well- its impact on the lives range of economic ensure continuity of structured food security of its people and systems – from free supply to the masses. system and continuity nature. market to entirely state  Enumerate the of supply to masses. controlled markets. different features of  Guest Speaker C-8.4 Describes India’s PDS that directly programmes where recent path towards address FSI. govt. officials can be again becoming one of  Analyse and infer the called to talk on FSI the three largest impact of Green and PDS (Public economies of the Revolution. Distribution System) world, and how  Analyse the causes  Panel Discussion and impact of /seminar on the impact individuals can famines/disasters in of the green revolution contribute to this food security during and PDS. economic progress. pre and post  Concept maps C-8.5 Appreciates the independent India. explaining the causes connections between behind the famines in economic development the colonial period and and the environment, the causes and impact and the broader of recurring disasters indicators of societal on food security in post wellbeing beyond GDP independent India growth and income. through examples. Page 20 of 65 Social Science Syllabus IX-X 2024-25  CLASS IX LIST OF MAPS S. No. Subject Name of the Chapter List of Areas to be located /labeled/identified on the map I History French Revolution Outline political map of France. Locate/label/identify.  Bordeaux, Nantes, Paris and Marseille Outline political map of the World. Locate/label/identify Major countries Socialism in Europe and the of First World War: Central Powers: Germany, Austria-Hungary, Turkey Russian Revolution (Ottoman Empire). Allied Powers – France, England, Russia and USA Outline Political Map of World. Locate/label/identify Major countries of Nazism and the Rise of Hitler Second World War Axis: Powers – Germany, Italy, Japan Allied Powers – UK, France, Former USSR, USA II Geography India : size and location  India – States and Capitals  Tropic of Cancer, Standard Meridian (Location and Labeling)  Neighbouring Countries India physical features  Mountain Ranges : The Karakoram, The Zanskar, The Shivalik, The Aravali, The Vindhya, The Satpura, Western and Eastern Ghats  Mountain Peaks – K2, Kanchan Junga, Anai Mudi  Plateau – Deccan Plateau, Chota Nagpur Plateau, Malwa Plateau  Coastal Plains – Konkan, Malabar, Coromandel & Northen 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 Tapti, The Kaveri, The Krishna, The Godavari, The Mahanadi  Lakes – Wular, Pulicat, Sambar, Chilika Climate  Annual rainfall in India, Monsoon wind direction Population  Population density of all states  The state having highest and lowest density of population Page 21 of 65 Social Science Syllabus IX-X 2024-25  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 5 bulletin boards, gallery walks, exit cards, concept maps, peer assessment, self- assessment etc. through inter disciplinary project Subject Enrichment Activity Project work on Disaster Management 5 Portfolio Classroom, work done (activities/assignments) reflections, narrations, journals etc. 5 Achievements of the student in the subject throughout the year Participation of the student in different activities like Heritage India quiz etc. Page 22 of 65 Social Science Syllabus IX-X 2024-25  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 Note: Please procure latest reprinted edition (2024-25) of prescribed NCERT textbooks. Page 23 of 65 Social Science Syllabus IX-X 2024-25  CLASS COURSE STRUCTURE History (India and the Contemporary World-II) Suggestive no. of 20 inclusive map pointing periods = 60 Section Chapter No. Chapter name No. of periods Marks allocated I I The Rise of Nationalism in Europe 17 Events and II Nationalism in India 17 processes 18+2 map pointing II III The making of a Global World 6 Livelihoods, (To be evaluated in the Board Examination Economies and Subtopics: 1 to 1.3 Pre Modern World to Societies Conquest, Disease and trade) Interdisciplinary project as part of multiple 4 assessments (internally assessed for 5 marks) Subtopics 2 to 4.4 -The nineteenth century (1815-1914) to end of Bretton Woods & the beginning of “Globalization” IV The Age of Industrialization 6 (To be assessed as part of Periodic Assessment only) III V Print Culture and the Modern world 10 Everyday Life, Culture and politics Geography (Contemporary India-II) Suggestive no. 20 inclusive map pointing of periods = 55 Chapter No. Chapter name No. of periods Marks allocated 1 Resources and Development 7 2 Forest and Wildlife Resources 7 Page 24 of 65 Social Science Syllabus IX-X 2024-25  3 Water resources 7 17+3 map pointing 4 Agriculture 10 5 Minerals and energy Resources 10 6 Manufacturing Industries 10 7 Lifelines of National Economy 2 Only map pointing to be evaluated in the Board Examination Interdisciplinary project as part of multiple assessments 2 (Internally assessed for 5 marks) Political Science (Democratic Politics-II) Suggestive no. 20 of periods = 50 Unit No. Chapter No. Chapter name No. of periods Marks allocated I 1 Power-sharing 15 2 Federalism 20 II 3 Gender, Religion and Caste 12 III 4 Political Parties 12 IV 5 Outcomes of Democracy 11 Economics (Understanding Economic Development) Suggestive no. 20 of periods = 50 Chapter No. Chapter name No. of periods Marks allocated Page 25 of 65 Social Science Syllabus IX-X 2024-25  1 Development 12 2 Sectors of the Indian Economy 12 20 3 Money and Credit 12 4 Globalization and the Indian Economy 8 To be evaluated in the Board Examination  What is Globalization?  Factors that have enabled Globalization Interdisciplinary project as part of multiple assessment 6 (Internally assessed for 5 marks)  Production across the countries  Chinese toys in India  World Trade Organization  The Struggle for a Fair Globalization 5 Consumer Rights (Project Work) Page 26 of 65 Social Science Syllabus IX-X 2024-25  CLASS X COURSE CONTENT HISTORY: India and the Contemporary World - II Content Curricular goals Competency Learning outcome Suggestive Pedagogical process I The Rise of CG-2 Analyses important C-2.4 Explains the  Infer how the French  Presentation and discussion Nationalism in phases in world history growth of new ideas in Revolution had an on the French Revolution Europe and draws insight to Europe and Asia impact on the after watching understand the present - (humanism, European countries animations/films/reading day world. mercantilism, in the making of stories or novels related to industrialisation, nation state. French revolution. CG-3 Understands the colonialism, scientific  Comprehend the  Use of graphic organizers to idea of a nation and the developments and nature of the diverse explain unification of states emergence of the modern explorations, social movements of to form one nation. Indian Nation imperialism, and the rise the time.  Map activity familiarising the of new nation-states  Analyse and infer the location of various places across the world) and evolution of the idea studying the map of Europe how it affected the of nationalism which after the Congress of course of human led to the formation of Vienna 1815 and locating history. nation states in important places on the C-2.5 Recognises the Europe and political outline map of various practices that elsewhere. Europe. arose, such as those in  Evaluate the reasons  World Café on changes C-2.4, and came to be which led to the First after 1815 in Europe. condemned later on World War.  Role play on the social (such as racism, revolutions of Europe slavery, colonial invasions, conquests, and plunder, genocides, exclusion of women from democratic and other institutions), all of Page 27 of 65 Social Science Syllabus IX-X 2024-25  which have also impacted the course of world history and have left unhealed wounds. II Nationalism in CG-3 Understands the C-3.2 Identifies and  Illustrate various facets  Sequence chart/ story India idea of a nation and the analyses important of Nationalistic Board/ Story telling emergence of the modern phases of the Indian movements that pedagogy to Illustrate Indian Nation. national freedom ushered in the sense various facets of struggle against British of Collective Nationalistic movements colonial rule, with Belonging. that ushered in the sense of special reference to the  Evaluate the Collective Belonging movement led by effectiveness of the  Students will examine Mahatma Gandhi and strategies applied by textual content and other other important figures Gandhiji and other references and Present as well as those that led leaders in the through PPT. to independence, and movements organised  Viewing the relevant understands the specific by him. Snippets from the movies/ Indian concepts, values,  Summarise the effects video clippings depicting and methods (such as of the First World War various events involving Swaraj, Swadeshi, that triggered the two Gandhiji and other leaders passive resistance, fight defining movements and present findings for dharma self- (Khilafat &Non sacrifice, ahimsa) that Cooperation played a part in Movement) in India achieving Independence. III. The Making CG-7 Develops an C-2.3 Traces aspects of  Summarize the  Initiate an Inquiry based of a Global understanding of the continuity and change in changes that learning using world café’ World economy of a nation, with different phases of transformed the world strategy and present your specific reference to world history (including in terms of economy, findings through café Subtopic 1 India. cultural political, cultural and conversation strategy of each The premodern trends, social and technological areas. area (transformed the world world religious reforms, and in terms of economy, political, Page 28 of 65 Social Science Syllabus IX-X 2024-25  economic and political  Depict the global cultural and technological Subtopic 2 transformations) interconnectedness aspects.) 19th century from the Premodern to  Art integration and gallery 1815 -1914 C-7.4 Traces the the present day. walk to depict the Subtopic 3 beginning and  Enumerate the interconnectedness. The inter- war importance of large- destructive impact of  Students examine the economy scale trade and colonialism on the photographic display/ new Subtopic 4 commerce (including e- livelihoods of colonised paper cutting that depict the Rebuilding of commerce) between people. destructive impact of world economy: one country and another  Refer Annexure IV colonialism on the livelihoods the post war era. – the key items of trade of colonised people and in the beginning, and present their understandings the changes from time in the form of Newsletter/ to time. cartoon strips/ Inter Inter Disciplinary Project disciplinary Project with Refer Annexure IV chapter 7 of Geography: Lifelines of National Economy and chapter 4 of Economics: Globalization and the Indian Economy IV CG-2 Analyses the C-2.4 Explains the  Watch relevant Videos/  Enumerate economic, important phases in world growth of new ideas and Visuals/ political, social features of The Age of history and draws insights practices across the documentaries/ the Pre and Post Industrialisation to understand the world (including movie clippings on Industrialization. present-day world humanism, features of Pre & Post  Analyse and infer how the mercantilism, economic, political, industrialization impacted Page 29 of 65 Social Science Syllabus IX-X 2024-25  industrialisation, social features of Pre colonies with specific focus scientific developments and Post on India and explorations, Industrialization imperialism, colonialism, the rise of new nation-states across the world, and various technologies including the most current) and how they affected the course of world history V CG-2 Analyses the C-2.4 Explains the  Enumerate the  Flow chart to depict the important phases in world growth of new ideas and development of Print development of Print. Print culture history and draws insights practices across the from its beginnings in  Declamation on the and the Modern to understand the world (including East Asia to its profound transformation of World present-day world. humanism, expansion in Europe people due to the print mercantilism, and India. revolution. CG-9 Understands and industrialisation,  Comment on the  Use of Venn diagram to appreciates the scientific developments statement that the print compare the advantages of contribution of India and explorations, revolution was not just handwritten books and the through history and imperialism, colonialism, a way of producing printed books present times, to the the rise of book but profound  Interpret and infer from overall field of Social new nation-states transformation of pictures, cartoons, extracts Science, and the across the world, and people. from propaganda literature disciplines that constitute various technologies  Compare and contrast on important events and it including the most the old tradition of issues with focus on print current) and how they handwritten culture. affected the course of manuscripts versus the world history. print technology.  Summarise the role of Print revolution and its impact Page 30 of 65 Social Science Syllabus IX-X 2024-25  Political Science: Democratic Politics - II Content Curricular goals Competency Learning outcome Suggestive Pedagogical process 1.Power - sharing CG-5 Understands the C-5.4 Analyses the basic  Enumerate the need  Read relevant Newspaper Indian Constitution and features of a democracy for power sharing in articles/ clippings on Power explores the essence of and democratic democracy. sharing and present the Indian democracy and government – and its  Analyse the findings in the form of flow the characteristics of a history in India and Challenges faced by chart. democratic government across the world – and countries like Belgium  Discuss various forms of compares this form of and Sri Lanka power-sharing. government with other ensuring effective  Classroom discussion on forms of power sharing. challenges faced by Belgium& government  Compare and Sri Lanka in ensuring effective contrast the power power sharing. sharing of India with  Socratic discussion on Power Sri Lanka and Sharing Techniques used by Belgium. India, Sri Lanka and Belgium.  Summarize the  purpose of power sharing in preserving the unity and stability of a country 2 Federalism CG-5 Understands the C-5.2 Appreciates  Infer and appreciate  Group discussion on the Indian Constitution and fundamental how federalism is distribution of powers between explores the essence of Constitutional values and being practised in Union and state Government Indian democracy and identifies India. and present the outcomes the characteristics of a their significance for the  Analyse and infer through presentations. democratic government prosperity of the Indian how the policies and  Debate on policies and politics nation politics that has that strengthens Federalism in Page 31 of 65 Social Science Syllabus IX-X 2024-25  strengthens practice and present through federalism in practice. mind map 3.Gender, C-6.2 Understands that,  Examines the role  Skit/ street play to enumerate Religion and CG-6 Understands and despite C-6.1, forms of and differences of how the differences in gender, Caste analyses social, inequality, injustice, and Gender, religion and religion and caste impact the cultural, and political life discrimination have Caste in practicing practicing healthy or otherwise in India over time – as occurred in different Democracy in India. in a Democracy. well as the underlying sections of society at  Analyses the different  Graphic method to analyse and historical Indian ethos different times (due to expressions based on infer how different expressions and philosophy of unity internal as well as these. based on differences in in diversity – and outside forces such as  differences are Gender, Religion and Caste recognises challenges colonisation), leading to healthy or otherwise are healthy or unhealthy in a faced in these areas in political, social, and in a democracy democracy the past and present cultural efforts, struggles, and the efforts (being) movements, and made to address them mechanisms at various levels towards equity, inclusion, justice, and harmony, with varying outcomes and degrees of success. 4.Political Parties CG-5 Understands the C-5.3 Explains that  Understand the  Mock election to learn the Indian Constitution and fundamental rights are process of parties process. explores the essence of the most basic human getting elected.  Role play and create Indian democracy and rights, and they flourish  Know the awareness of fundamental the characteristics of a when people also significance of right duties. democratic government perform their to vote and exercise  Use flow chart to bring out the fundamental duties the duties as citizen role, purpose and no. of of nation. Political Parties.  Examine the role,  Read newspapers, watches purpose and no. of video clippings to justify the Political Parties in contributions /non Democracy. contributions made by Page 32 of 65 Social Science Syllabus IX-X 2024-25   Justifies the national and regional political contributions /non parties in successful contributions made functioning of Indian by national and democracy. regional political parties in successful functioning of Indian democracy. 5.Outcomes of CG-5 Understands the C-5.5 Analyses the  Enumerates how a  Graphic organizer to Democracy Indian Constitution and critical role of non-state success of enumerates how a success of explores the essence of and non-market democracy depends democracy depends on quality Indian democracy and participants in the on quality of of government, economic the characteristics of a functioning of a government, wellbeing, in equality, social democratic government democratic government economic wellbeing, differences, conflict, freedom and society, such as the in equality, social and dignity. media, civil society, differences, conflict, socio-religious freedom and dignity. institutions, and community institutions. Geography: Contemporary India - II Content Curricular goals Competency Learning outcome Suggestive Pedagogical process 1.Resources CG-4 Develops an C-4.4 Analyses and  Enumerates how the  Brainstorming on how the and understanding of the evaluates the inter- resources are resources are interdependent Development inter-relationship relationship between the interdependent, in nature and the need to between human beings natural environment and justify how planning develop them in India and and their physical human beings and their is essential in present in the form of a Venn environment and how cultures across regions judicious utilization diagram. that influences the and, in the case of India, of resources and the  Use of maps, charts, and livelihoods, culture, and the special need to develop other tools to identify patterns the biodiversity of the environmental ethos them in India. and trends of land utilization. region Page 33 of 65 Social Science Syllabus IX-X 2024-25  that resulted in practices  Infers the rationale  Case study and debate on the of nature conservation for development of topic “Is the development resources. acting as an adversary for