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SOCIAL SCIENCE
CLASS IX-X (2020-21)
(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 to understand 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 realise 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
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 (2020-21)
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 three themes are compulsory)
In each of the themes in this unit students would get familiarized with distinct ideologies, extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings. Students
V. Pastoralists in the Modern World Pastoral Nomads and their Movements Colonial Rule and Pastoral Life Pastoralism in Africa
Highlight varying patterns of developments within pastoral societies in different places. Analyse 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. Analyse the impact of modern states, marking of boundaries, processes of sedentarization, 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 Size and Location India and the World India’s Neighbours 2. Physical Features of India Major Physiographic Divisions 3. Drainage Major rivers and tributaries Lakes Role of rivers in the economy Pollution of rivers 4. Climate
Concept Climatic Controls
Identify the location of India in the Indian subcontinent.
Understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types.
Identify the river systems of the country and explain the role of rivers in the human society.
Identify various factors influencing the climate and explain the climatic variation of our country
Factors influencing India’s climate The Indian Monsoon Distribution of Rainfall Monsoon as a unifying bond
5. Natural Vegetation and Wild Life
Factors affecting Vegetation Vegetation types Wild Life Conservation
6. Population
Size Distribution Population Growth and Process of Population Change
and its impact on the life of people. Explain the importance and unifying role of monsoons.
Explain the nature of diverse flora and fauna as well as their distribution. Develop concern about the need to protect the biodiversity of our country.
Analyse the uneven nature of population distribution and show concern about the large size of our population. Identify the different occupations of people and explain various factors of population change. Explain various dimensions of National Population Policy and understand the needs of adolescents as underserved group.
**Unit 3: Democratic Politics – I 50 Periods Themes Learning Objectives
- What is Democracy? Why Democracy?**
What is Democracy? Features of Democracy Why Democracy? Broader Meaning of Democracy
Develop conceptual skills of defining democracy. Understand how different historical processes and forces have promoted democracy. Develop a sophisticated defense of democracy against common prejudices. Develop a historical sense of the choice and nature of democracy in India.
Rights in the Indian Constitution Expanding the scope of rights
Understand the availability /access of rights in a democratic system/government. 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 5 0 Periods Themes Objectives
1. The Story of Village Palampur
Overview Organization of production Farming in Palampur Non-farm activities of Palampur
2. People as Resource Overview Economic activities by men and women Quality of Population Unemployment 3. Poverty as a Challenge
Two typical cases of poverty Poverty as seen by Social Scientists Poverty Estimates Vulnerable Groups Interstate disparities Global Poverty Scenario Causes of Poverty Anti-poverty measures The Challenges Ahead
4. Food Security in India
Overview What is Food Security? Why Food Security? Who are food insecure?
Familiarize with basic economic concepts through an imaginary story of a village.
Understand the demographic concepts. Understand how population can be an asset or a liability for a nation.
Understand poverty as a challenge. Identify vulnerable group and interstate disparities Appreciate the initiatives of the government to alleviate poverty.
Understand the concept of food security.
Food Security in India What is Buffer Stock? What is the Public Distribution System? Current Status of Public Distribution System
Appreciate and analyse the role of government in ensuring food supply.
PROJECT WORK
CLASS IX (2020-21)
05 Periods 05 Marks
- Every student has to compulsorily undertake one project on Disaster Management.
- 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.
- The project work should also help in enhancing the Life Skills of the students.
- If possible, different forms of art may be integrated in the project work.
- 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.
- The distribution of marks over different aspects relating to Project Work is as follows:
S. No. Aspects Marks a Content accuracy, originality and analysis 2 b Presentation and creativity 2 c Viva Voce 1
SOCIAL SCIENCE (CODE NO. 087)
QUESTION PAPER DESIGN
CLASS IX (2020-21)
Time: 3 Hours Maximum Marks: 80
Sr. No.
Competencies Total Marks % Weightage
1 Remembering and Understanding: Exhibiting 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 applying acquired knowledge, facts, techniques and rules in a different way.
3 Formulating, Analysing, Evaluating and 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 6 7.5% 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 04 from Geography Map List
Internal Assessment: 20 Marks
INTERNAL ASSESSMENT
Marks Description Periodic Assessment 10 Marks Pen Paper Test 5 marks Assessment using 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.
5 marks
Portfolio 5 Marks (^) Classwork and Assignments Any exemplary work done by the student 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 Activity
5 Marks (^) Project Work
LIST OF MAP ITEMS
CLASS IX (2020-21)
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)
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 The state having highest and lowest sex ratio Largest and smallest state according to area
COURSE STRUCTURE
CLASS X (2020-21)
Theory Paper
Time: 3 Hrs. Max. Marks: 80 No. Units No. of Periods Marks I India and the Contemporary World – II 60 20 II Contemporary India – II 55 20 III Democratic Politics - II 50 20 IV Understanding Economic Development 50 20 Total 215 80
COURSE CONTENT
Unit 1: India and the Contemporary World – II 60 Periods Themes Learning Objectives Section 1 : Events and Processes
1. The Rise of Nationalism in Europe The French Revolution and the Idea of the Nation The Making of Nationalism in Europe The Age of Revolutions: 1830- 1848 The Making of Germany and Italy Visualizing the Nation Nationalism and Imperialism 2. Nationalism in India The First World War, Khilafat and Non - Cooperation Differing Strands within the Movement Towards Civil Disobedience The Sense of Collective Belonging
Enable the learners to identify and comprehend the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period. Establish the relationship and bring out the difference between European nationalism and anti- colonial nationalisms. Understand the way the idea of nationalism emerged and led to the formation of nation states in Europe and elsewhere.
Recognize the characteristics of Indian nationalism through a case study of Non-Cooperation and Civil Disobedience Movement. Analyze the nature of the diverse social movements of the time. Familiarize with the writings and ideals of different political groups and individuals.
Unit 2: Contemporary India – II 55 Periods Themes Learning Objectives
- Resources and Development
Types of Resources Development of Resources Resource Planning in India Land Resources Land Utilization Land Use Pattern in India Land Degradation and Conservation Measures Soil as a Resource Classification of Soils Soil Erosion and Soil Conservation
2. Forest and Wildlife Biodiversity or Biological Diversity Flora and Fauna in India Vanishing Forests Asiatic Cheetah: Where did they go? The Himalayan Yew in trouble Conservation of forest and wildlife in India Project Tiger Types and distribution of forests and wildlife resources Community and Conservation Note: The chapter ‘Forest and Wildlife’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination. 3. Water Resources Water Scarcity and The Need for Water Conservation and Management Multi-Purpose River Projects and Integrated Water Resources Management Rainwater Harvesting
Understand the value of resources and the need for their judicious utilization and conservation.
Understand the importance of biodiversity with regard to flora and fauna in India. Analyse the importance of conservation of forests and wildlife.
Comprehend the importance of water as a resource as well as develop awareness towards its judicious use and conservation.
Note: The theoretical aspect of chapter ‘Water Resources’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination. However, the map items of this chapter as given in the Map List will be evaluated in Board Examination.
4. Agriculture Types of farming Cropping Pattern Major Crops Technological and Institutional Reforms Impact of Globalization on Agriculture 5. Minerals and Energy Resources What is a mineral? Mode of occurrence of Minerals Ferrons and Non-Ferrons Minerals Non-Metallic Minerals Rock Minerals Conservation of Minerals Energy Resources o Conventional and Non-Conventional o Conservation of Energy Resources 6. Manufacturing Industries
Importance of manufacturing Contribution of Industry to National Economy Industrial Location Classification of Industries
Explain the importance of agriculture in national economy. Identify various types of farming and discuss the various farming methods; describe the spatial distribution of major crops as well as understand the relationship between rainfall regimes and cropping pattern. Explain various government policies for institutional as well as technological reforms since independence.
Identify different types of minerals and energy resources and places of their availability Feel the need for their judicious utilization
Bring out the importance of industries in the national economy as well as understand the regional disparities which resulted due to concentration of industries in some areas.
- Popular Struggles and Movements Popular Struggles in Nepal and Bolivia Mobilization and Organization Pressure Groups and Movements
Note: The chapter ‘Popular Struggles and Movements’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination.
- Political Parties
Why do we need Political Parties? How many Parties should we have? National Political Parties State Parties Challenges to Political Parties How can Parties be reformed?
7. Outcomes of Democracy
How do we assess democracy’s outcomes? Accountable, responsive and legitimate government Economic growth and development Reduction of inequality and poverty Accommodation of social diversity Dignity and freedom of the citizens
8. Challenges to Democracy Thinking about challenges Thinking about Political Reforms Redefining democracy
Recognise the enabling and disabling effects of caste and ethnicity in politics. Develop a gender perspective on politics.
Understand the vital role of people’s struggle in the expansion of democracy.
Analyse party systems in democracies. Introduction to major political parties, challenges faced by them and reforms in the country.
Evaluate the functioning of democracies in comparison to alternative forms of governments. Understand the causes for continuation of democracy in India. Distinguish between sources of strengths and weaknesses of Indian democracy.
Reflect on the different kinds of measures possible to deepen democracy. Promote an active and participatory citizenship.
Note: The chapter ‘Challenges to Democracy’ to be assessed in the Periodic Tests only and will not be evaluated in Board Examination. Unit 4: Understanding Economic Development 5 0 Periods Themes Objectives
- Development
What Development Promises - Different people different goals Income and other goals National Development How to compare different countries or states? Income and other criteria Public Facilities Sustainability of development
- Sectors of the Indian Economy Sectors of Economic Activities Comparing the three sectors Primary, Secondary and Tertiary Sectors in India Division of sectors as organized and unorganized Sectors in terms of ownership: Public and Private Sectors
- Money and Credit
Money as a medium of exchange Modern forms of money Loan activities of Banks Two different credit situations Terms of credit Formal sector credit in India Self Help Groups for the Poor
- Globalization and the Indian Economy
Production across countries Interlinking production across countries
Familiarize with concepts of macroeconomics. Understand the rationale for overall human development in our country, which includes the rise of income, improvements in health and education rather than income. Understand the importance of quality of life and sustainable development.
Identify major employment generating sectors. Reason out the government investment in different sectors of economy.
Understand money as an economic concept. Understand the role of financial institutions from the point of view of day-to- day life.
Explain the working of the Global Economic phenomenon.
