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SOCIAL SCIENCESOCIAL SCIENCE

CLASS–IX

TERM-II

( )Solved

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Themes

Sub-unit 1.2 : Livelihoods, Economies and Societies:

The themes in this section will focus onhow different social groups grapple withthe changes in the contemporary worldand how these changes affect their lives.

Any one of the following :IV. Forest Society and Colonialism :

(a) Relationship between forests andlivelihoods. (b) Changes in forestsocieties under colonialism.Case studies : Focus on two forestmovements one in colonial India(Bastar) and one in Indonesia.

(Chapter 4)V. Pastoralists in the Modern World :

(a) Pastoralism as a way of life.(b) Different forms of pastoralism.(c) What happens to pastoralism under

colonialism and modern states?Case studies : Focus on two pastoralgroups, one from Africa and onefrom India. (Chapter 5)

VI. Peasants and Farmers :(a) Histories of the emergence of

different forms of farming and

Objectives

❑ Discuss the social and cultural worldof forest communities through thestudy of specific revolts.

❑ Understand how oral traditions canbe used to explore tribal revolts.

❑ Point to the varying patterns ofdevelopments within pastoral societiesin different places.

❑ Look at the impact of colonialism onforest societies, and the implication ofscientific forestry.

❑ Show the different processes throughwhich agrarian transformation mayoccur in the modern world.

❑ Consider what happens topastoralists and pastoralism in themodern world, with the formation ofmodern states, marking ofboundaries, processes ofsedentarization, contraction ofpastures, and expansion of markets.

❑ Understand how agricultural systemsin India are different from that inother countries.

SYLLABUS

SOCIAL SCIENCE-IX

TERM–II

Time: 3 Hrs Marks : 90

UNITS TERM-2

1. India and the Contemporary World-I 232. Contemporary India 13+10 (OTBA)3. Democratic Politics-I 224. Economics 225. Disaster Management (Through Project & Assignments) –

Total 90

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

The Formative Assessment will comprise of projects, assignments, activities and class tests/periodic tests for which Board has already issued guidelines to the Schools. The SummativeAssessment will comprise of Theory Paper as per the prescribed design of the Question Paper.

Note: The text of OTBA for SA-II will be from Unit-2, Chapter-4: Climate for Session 2016-17

Syllabus.pmd 8/19/2016, 11:23 AM1

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Themes

4. Climate : Factors influencing the climate;monsoon–its characteristics, rainfall andtemperature distribution; seasons; climateand human life. (Chapter 4)

5. Natural Vegetation and Wildlife:Vegetation types, distribution as well asaltitudinal variation, need forconservation and various measures. Majorspecies, their distribution, need forconservation and various measures.

(Chapter 5)

Objectives

❑ To explain the importance andunifying role of monsoons.

❑ To find out the nature of diverseflora and fauna as well as theirdistribution.

❑ To develop concern about the needto protect the bio-diversity of ourcountry.

Unit 2 : Contemporary India-I

peasant societies. (b) Changes withinrural economies in the modern world.Case studies : Focus on contrastingforms of rural change and differentforms of rural societies (expansion oflarge-scale wheat and cotton farmingin USA, rural economy and theAgricultural Revolution in England,and small peasant production incolonial India). (Chapter 6)

Map Work Based on theme 4/5/6. (Internalchoice will be provided) 3 MarksSub-unit 1.3 : Everyday Life, Culture and

Politices:The themes in this unit will consider howissues of culture are linked up to themaking of contemporary world.

Any one of the following :VII. History and Sports: The Story of

Cricket:(a) The emergence of cricket as anEnglish sport. (b) Cricket and colonia-lism. (c) Cricket nationalism anddecolonialization. (Chapter 7)

VIII. Clothing: A Social History:(a) A short history of changes inclothing. (b) Debates over clothing incolonial India. (c) Swadeshi and themovement for Khadi. (Chapter 8)

Themes Objectives

❑ Familiarize students with the ideathat large scale farming, small scaleproduction, shifting agricultureoperate on different principles andhave different histories.

❑ Suggest how sports also have ahistory and that it is linked up withthe politics of power and domination.

❑ Introduce students to some of thestories in cricket that have historicalsignificance.

❑ Show how clothing has a history, andhow it is linked to questions ofcultural identity.

❑ Discuss how clothing has been thefocus of intense social battles.

Syllabus.pmd 8/7/2015, 7:00 PM2

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Unit 3 : Democratic Politics–I 40 Periods

Themes

4. Electoral Politics:

Why and how do we electrepresentatives? Why do we have asystem of competition among politicalparties? How has the citizens’participation in electoral politicschanged? What are the ways to ensurefree and fair elections? (Chapter 4)

5. Working of Institutions:How is the country governed? Whatdoes Parliament do in our democracy?What is the role of the President ofIndia, the Prime Minister and theCouncil of Ministers? How do theserelate to one another?

(Chapter 5)5. Democratic Rights:

Why do we need rights in aConstitution? What are theFundamental Rights enjoyed by thecitizen under the Indian Constitution?How does the judiciary protect theFundamental Rights of the citizen?How is the independence of thejudiciary ensured? (Chapter 6)

Objectives

❑ Familiarise with our electoral Systemand reasons for choosing this.

❑ Develop an appreciation of citizen’sincreased participation in electoralpolitics.

❑ Recognise the significance of theElection Commission.

❑ Provide an overview of centralgovernmental structures.

❑ Sensitise to the key role of theParliament and its procedures.

❑ Distinguish between nominal and realexecutive authorities and functions.

❑ Understand the parliamentary system ofexecutive’s accountability to thelegislature.

❑ Develop citizens awareness of theirrights.

❑ Introduction to and appreciation of theFundamental Rights.

❑ Recognition of the ways in which theserights are exercised and denied in reallife situations.

❑ Introduction to judicial system and keyinstitutions like the Supreme Court,High Courts and National HumanRights Commission.

Project/Activity:Learners may identify songs, dances, festivals and special food preparations associated

with certain seasons in their particular region, and whether they have some commonalitywith other regions of India.

Collection of material by learners on the flora and fauna of the region in which theirschool is situated. It should include a list of endangered species of the region and alsoinformation regarding efforts being made to save them.Posters : River pollution

Depletion of forests and ecological imbalance.

❑ To analyse the uneven nature of pop-ulation distribution and show concernabout the large size of our population.

❑ To understand the various occupationsof people and explain various factors ofpopulation change.

❑ To explain various dimension of nationalpolicy and understand the needs ofadolescents as under served group.

Themes Objectives6. Population : Size, distribution, age-sex

composition, population change-migration as a determinant ofpopulation change, literacy, health,occupational structure and nationalpopulation policy : adolescents asunder-served population group withspecial needs. (Chapter 6)

Map Work (3 marks)

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Syllabus.pmd 8/7/2015, 7:00 PM3

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Suggested Activities/Instructions :

Theme I : Give more examples of activities done by different workers and farmers.Numerical problems can also be included.Some of the ways through which description of villages are available in the writings ofPrem Chand, MN Srinivas and RK Narayan. They may have to be referred.Theme II : Discuss the impact of unemployment.Debate on whether all the activities done by women should be included or not.Is begging an economic activity? Discuss.Is it necessary to reduce population growth or family size? Discuss.Theme III : Visit a few farms in a village and collect the details of foodgrains cultivated.Visit a nearby ration shop and collect the details of goods available.Visit a regulated market yard and observe how goods are transacted and get the detailsof the places where the goods come and go.

3. Man-made disasters: Nuclear, Biological and Chemical. (Chapter 3)4. Community Based Disaster Management. (Chapter 4)

Unit 5 : Disaster Management 25 Periods

Unit 4 : Economics 40 Periods

Themes

3. Poverty as a Challenge: Who is poor(through two case studies : one ruralone urban); indicators; absolutepoverty (not as a concept butthrough a few simple examples)–why people are poor; unequaldistribution of resources;comparison between countries; stepstaken by government for povertyalleviation. (Chapter 3)

4. Food Security in India: Source ofFoodgrains, variety across the nation,famines in the past, the need for self -sufficiency, role of government in foodsecurity, procurement of foodgrains,overflowing of granaries and peoplewithout food, public distributionsystem, role of cooperatives in foodsecurity (foodgrains, milk andvegetables, ration shops, cooperativeshops, two-three examples as casestudies). (Chapter 4)

Objectives

❑ Understanding of poverty as a challengeand sensitization of the learner.

❑ Appreciation of the governmentinitiative to alleviate poverty.

❑ Exposing the child to an economic issuewhich is basic necessities of life.

❑ Appreciate and critically look at the roleof government in ensuring food supply.

Syllabus.pmd 8/7/2015, 7:00 PM4

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CONTENTS

Sample Question Paper-I (Solved) S-1–S-14

Sample Question Paper-II (Solved) S-15–S-26

(Based on the latest guidelines issued by CBSE)

CHAPTER-WISE IMPORTANT QUESTIONS (SOLVED)

HISTORY

SECTION-II

(Livelihoods, Economics and Societies)

1. Forest Society and Colonialism H-1– H-13

2. Pastoralists in the Modern World H-14–H-23

3. Peasants and Farmers H-24– H-35

SECTION-III

(Everyday Life, Culture and Politics)

4. History and Sports : The Story of Cricket H-36–H-42

5. Clothing : A Social History H-43– H-49

GEOGRAPHY

(India–Land and the People)

1. Climate G-1–G-16

2. Natural Vegetation and Wildlife G-17–G-30

3. Population G-31– G-42

DEMOCRATIC POLITICS

1. Electoral Politics P-1–P-12

2. Working of Institutions P-13–P-28

3. Democratic Rights P-29–P-38

Contents-New-Term-II.p65 8/7/2015, 7:04 PM1

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ECONOMICS

1. Poverty as a Challenge E-1– E-9

2. Food Security in India E-10– E-17

Model Question Papers for Practice

Model Question Paper–1 M-1– M-5

Model Question Paper–2 M-6– M-9

Model Question Paper–3 M-10– M-13

Model Question Paper–4 M-14–M-18

Model Question Paper–5 M-19– M-23

Model Question Paper–6 M-24– M-28

Model Question Paper–7 M-29– M-33

Model Question Paper–8 M-34– M-38

Model Question Paper–9 M-39– M-43

Model Question Paper–10 M-44– M-48

Contents-New-Term-II.pmd 9/24/2015, 6:08 PM2

MBD Sure Shot CBSE Sample PapersSolved Class 9 Social Science (Term-II)

2017

Publisher : MBD GroupPublishers

ISBN : 9789384026158 Author : Panel Of Experts

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