SESSION: 2025-26

ANNUAL COURSE STRUCTURE

CLASS: IX
Subject: SOCIAL SCIENCE (SUB Code: 087)

No. Book Marks

I India and the Contemporary World – I 18+ 2(Map Pointing) =20

II Contemporary India – I 17 + 3(Map Pointing) =20

III Democratic Politics – I 20

IV Economics 20

Total 80
Internal Assessment 20
Grand Total 100

Book Chapter No and Name Learning Outcome

India and the Chapter-1: The French The students will be able to
Contemporary Revolution  Infer how the French Revolution had an
World – I impact on the European countries in the
making of nation states in Europe and
elsewhere.
 Illustrate that, the quest for imperialism
triggered the First World War.
 Examine various sources to address
imbalances that may lead to revolutions.
India and the Chapter-5: Pastoralists in The students will be able to
Contemporary the Modern world  Examine the situations that have created
World – I (To be assessed in Periodic nomadic societies highlighting the key factors
played by the climatic conditions and
Assessment/ Mid Term
topography.
Exam only)  Analyse varying patterns of developments
within pastoral societies in different places in
India.
 Comprehend the impact of colonialism on
Pastoralists in India and Africa.
Democratic Chapter-1: The students will be able to
Politics – I What is Democracy? Why  Examine the concept structural components
Democracy? of democracy and its forms/ features.
 Compare and Contrast working of
democracies of India and North Korea and
infer on their differences and significance in
each country.
 Analyse and infer on the different historical
processes and forces that have contributed
for the promotion of democracy
Democratic Chapter-2: The students will be able to
Politics – I Constitutional Design  Discuss and describe the situation that led to
creation of Indian Constitution
 Enumerate the essential features that need to
be kept in mind while drafting a constitution.
  Examine the guiding values that created the
Indian constitution
 Comprehend the roles and responsibilities as
citizens of India.
Contemporary Chapter-1: India - Size and The students will be able to
India – I Location  Examine how the location of an area impacts
its climate and time with reference to
longitude and latitude.
 Explore and analyses the trading and cultural
relationships of India with its neighbouring
countries.
 Evaluate the situation & reasons that made
82.50 E longitude as Time meridian of India.
 Examine how location of India enables its
position as a strategic partner in the
subcontinent.
 Justify the reasons for the differences in
climatic conditions, local and standard time.
Contemporary Chapter-2: Physical The students will be able to
India – I Features of India  Justify how the Physical Features of India
influences the livelihoods, culture, and the
biodiversity of the region.
 Examine the geological process that played a
crucial role in the formation of diverse
physical features in India.
 Analyse the conditions and relationships of
the people living in different physiographic
areas.
Contemporary Chapter-3: Drainage The students will be able to
India – I  Examine the information about different
lakes and infer on their contribution to Indian
ecology.
 Present creative solutions to overcome the
water pollution and also to increase the
contribution of water bodies to the Indian
economy.
 Identify the river systems of the country and
explain the role of rivers in human society.
Economics Chapter-1: The Story of The students will be able to
Village Palampur  Enlist the requirements of production and
comprehend the interdependence of these
(To be assessed in Periodic requirements.
Assessment/ Mid Term  Correlate farming and non-farming activities
Exam only) to economic growth.
 Comprehend how the significance of
conditions of farming and the factors of
production impact economic development.
 Find solutions to foster an equitable society.
Economics Chapter-2: People as The students will be able to
Resource  Evaluate the reasons that contribute to the
quality of population.
 Observe different government schemes and
see their effect on the people there.

 Note: Above mentioned Syllabus is to be completed by 06 September 2025.

 Revision of syllabus for Mid Term Examination.

Mid Term Examination 2025

Book Chapter No and Name Learning Outcome
India and the Chapter-2: Socialism in The students will be able to
Contemporary Europe and the Russian  Compare the situations that led to the rise of
World – I Revolution Russian and French Revolutions.
 Examine the situations that led to the
establishment of Lenin’s communism and
Stalin’s collectivization.
 Analyse the role played by the varied
philosophers and leaders that shaped the
revolution.
India and the Chapter-3: Nazism and The students will be able to
Contemporary the Rise of Hitler  Analyse the role of “Treaty of Versailles” in the
World – I rise of Hitler to power.
 Analyse the genocidal war waged against the
“undesirables” by Hitler.
 Compare and contrast the characteristics of
Hitler and Gandhi.
India and the Chapter-4: Forest Society  Refer Annexure II
Contemporary and Colonialism
(Interdisciplinary project with chapter-5 of
World – I
Geography, “Natural Vegetation and Wildlife”
as part of multiple assessment)
Democratic Chapter-3: The students will be able to
Politics – I Electoral Politics  Analyse the implications of power of vote and
power of recall.
 Summarize the essential features of the Indian
Electoral system.
 Examine the rationale for adopting the present
Indian Electoral System.
Democratic Chapter-4: Working of The students will be able to
Politics – I Institutions  Examine the roles, responsibilities, and
interdependency of all the three organs of the
Government.
 Appreciate the parliamentary system of
executive’s accountability to the legislature.
 Summarize and evaluate the rule of law in
India.
Democratic Chapter-5: Democratic The students will be able to
Politics – I Rights  Summarize the importance of fundamental
rights and duties in the light of the nation’s
glory.
 Analyse and recognise the role of a responsible
citizens while performing their prescribed
duties versus claiming rights.
Contemporary Chapter-4: Climate The students will be able to
India – I  Analyse and infer the effect of monsoon winds
on rainfall of the Indian subcontinent.
 Analyse the temperatures between plateau
region, Himalayan region, desert region and
coastal region.
 Enumerate and summarize the reasons for the
wide difference between temperatures at
different geographical locations of India.
Contemporary Chapter-5: Natural  Refer annexure II
India – I Vegetation and Wild life
(Interdisciplinary project with history
(Only Map Pointing to be Chapter-4: “Forest Society and Colonialism”
evaluated in the Annual as part of multiple assessment)
Examination.)
Contemporary Chapter-6: Population The students will be able to
India – I  Analyse and infer the reasons behind the
uneven distribution of population in India with
specific reference to UP & Rajasthan and
Mizoram and Karnataka
 Enlist the factors that affect the population
density.
Economics Chapter-3: Poverty as a The students will be able to
Challenge  Comprehend the reasons of poverty in the
rural and urban areas.
 Evaluate the efficacy of government to
eradicate poverty.
 Co-relate the link between education and
poverty.
Economics Chapter-4: Food Security The students will be able to
in India  Comprehend various aspects of food security
that will ensure continuity of supply to the
masses.
 Enumerate the different features of PDS that
directly address FSI.
 Analyse and infer the impact of Green
Revolution.
 Analyse the causes and impact of
famines/disasters in food security during pre
and post independent India.

Note:
 Above mentioned Syllabus is to be completed by 31 January 2026.
 Revision of Syllabus for Annual Examination.
 Whole syllabus will be evaluated in Annual Examination.
Annual Examination 2026

(Above mentioned syllabus is based upon the CBSE syllabus dated 28-03-2025.)

Content Web Link

https://cbseacademic.nic.in/curriculu
Curriculum
m_2026.html

NCERT Textbook https://ncert.nic.in/textbook.php

 CLASS: IX (2025-26)
LIST OF MAP ITEMS
SUBJECT – HISTORY (2 Marks)
Chapter-1: The French Revolution
Outline Map of France locate/ label/ identify;
 Bordeaux
 Nantes
 Paris
 Marseilles
Chapter-2: Socialism in Europe and the Russian Revolution
Outline Political Map of World locate/ label/ identify;
Major countries of First World War
 Central Powers - Germany, Austria-Hungary, Turkey (Ottoman Empire)
 Allied Powers – France, England, Russia, and U.S.A.

Chapter-3: Nazism and the rise of Hitler

Outline Political Map of World locate/ label/ identify;
Major countries of Second World War
 Axis Powers - Germany, Italy, Japan
 Allied Powers - United Kingdom (U.K.), France, Former USSR, U.S.A.

SUBJECT – GEOGRAPHY (3 Marks)

Chapter -1: India-Size and Location
 India-States and Capitals,
 Tropic of Cancer, Standard Meridian (Location and Labelling)
 Neighbouring Countries

Chapter -2: Physical Features of India

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

Chapter -3: Drainage

Rivers: (Identification only)
 The Himalayan River Systems-The Indus, The Ganges, and The Satluj
 The Peninsular rivers-The Narmada, The Tapi, The Kaveri, The Krishna, The Godavari,
The Mahanadi
 Lakes: Wular, Pulicat, Sambhar, Chilika

Chapter - 4: Climate
 Annual rainfall in India, Monsoon wind directions

Chapter - 6: Population

 Population density of all states.

 The state having highest and lowest density of population.
 CLASS: IX (2025-2026)
Weightage to Type of Questions
Sr. Marks
Types of Questions Percentage
No. (80)
1 Mark MCQs (20x1)
1 (Inclusive Of Assertion, Reason, Differentiation 20 25%
& Stem)
2 Marks Narrative Questions (4x2)
2 (Knowledge,Understanding,Application,Analysi 8 10%
s,Evaluation,Synthesis & Create)
3 Marks Narrative Questions (5x3)
3 (Knowledge,Understanding,Application,Analysis, 15 18.75%
Evaluation,Synthesis & Create)
4 MARKS Case Study Questions (3x4)
4 (Knowledge,Understanding,Application,Analysis, 12 15%
Evaluation,Synthesis & Create)
5. Mark Narrative Questions (4x5)
5 (Knowledge,Understanding,Application,Analysis, 20 25%
Evaluation,Synthesis & Create)
6 Map Pointing 5 6.25%
Total 80 100

Weightage to Competency Levels

Sr. Competencies Marks Percentage

No. (80)
1 Remembering and Understanding: Exhibiting memory of 24 30%
previously learned material by recalling facts, terms, basic
concepts, and answers; Demonstrating understanding of facts
and ideas by organizing, translating, interpreting, giving
descriptions and stating main ideas.
2 Applying: Solving problems to new situations by applying 11 13.25%
acquiredknowledge, facts, techniques and rules in a different
way.
3 Analysing, Evaluating and Creating: 40 50%
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 basedon a set of criteria;
Compiling information together in a different way by combining
elements in a new pattern or proposing alternative solutions.
4 Map Skill 5 6.25%
Total 80 100
 ANNEXURE-I
PROJECT WORK CLASS IX (2025-26)
Project Work Competencies
Every student must undertake one project on Disaster The students will develop the
Management following competencies:
Objectives: The main objectives of giving project work on  Collaboration
Disaster Management are to:  Use analytical skills
 Create awareness in them about different disasters,  Evaluate the situations
their consequences and management. during disasters.
 Prepare them in advance to face such situations  Synthesize the information
 Ensure their participation in disaster mitigation plans.  Find creative solutions
 Enable them to create awareness and preparedness  Strategies the order of
among the community. solutions
 Enhance the Life Skills of the students.  Use right communication
 Various forms of art may be integrated in the project skills
work.

Guidelines:
To realize the expected objectives, 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 Defence etc. in the
area where the schools are located.
The project carried out by the students should subsequently be shared among themselves through
interactive sessions such as exhibitions, panel discussion etc.
 The distribution of marks over different rubrics relating to Project Work is as follows:

S. No. Rubrics Marks

a Content accuracy, originality and 2
Collaborative skills
b Competencies exhibited and 2
Presentation
c Viva Voce 1

 All documents pertaining to assessment under this activity should be meticulously maintained
by the schools.
 A Summary Report should be prepared highlighting:
 Objectives realized through individual work and group interactions;
 Calendar of activities;
 Innovative ideas generated in the process,
 List of questions asked in viva voce.
 It is to be noted here by all the teachers and students that the projects and models prepared
should be made from eco-friendly products without incurring too much expenditure.
 The Project Report can be handwritten or digital.
 The Project Work needs to enhance cognitive, affective and psychomotor skills of the learners.
It will include self-assessment and peer assessment, and progress of the child in project-based
and inquiry-based learning, art integrated activities, experiments, models, quizzes, role plays,
group work, portfolios, etc., along with teacher assessment. (NEP-2020).
 The Project work can culminate in the form of Power Point Presentation/ Exhibition/ Skit/
albums/ files/ song and dance or culture show/story telling/ debate/ panel discussion/ paper
presentation and whichever is suitable to Visually Impaired Candidates.
 The record of the project work (internal assessment) should be kept for a period of three months
for verification, if any.
 ANNEXURE II
INTERDISCIPLINARY PROJECT CLASS IX
Subject Name of Suggested Teaching Learning Learning outcome with Time
Name the chapter Process specific competencies Schedul
and e for
Chapter Comple
No. tion
History Forest Interdisciplinary project  Compare the forest The
Chapter- Society and Teachers can make use of the situations prevailed at Schools
4 Colonialism pedagogies in facilitating the pre- colonial, colonial to do
students in completion of Inter and post- colonial era. IDP
disciplinary Project.  Evaluate the growth & between
role of commercial the
 Constructivism. forestry in different months
 Inquiry based learning types of Vegetation. of April
 Cooperative learning  Analyse the reasons for and
 Research based learning. rebellions at forest Septem
 Experiential learning. areas of south East- ber at
 Art integration Asia with specification the
to ‘Java’. School
Multiple Assessment:  To defend the role of under
Ex. Surveys / Interviews / government and the the
Research work/ Observation/ local communities in guidanc
Story based Presentation/ Art protecting the forest e of
integration/ Quiz/ Debate/ role cover. teacher.
play/ viva, /group discussion,  To devise ways to (Carryov
/visual expression/ interactive protect the forest er of
Geograp Natural bulletin boards/ gallery walks/ vegetation and wildlife project
hy Vegetation exit cards/ concept maps/ peer in India. to home
Chapter and Wildlife assessment/ art integration must be
-5 /Self-assessment/integration of strictly
technology etc. avoided)

Guidelines for Inter-Disciplinary Project:

 It involves combining 2 or more disciplines into one activity-more coherent and integrated.
The generally recognized disciplines are economics, History, Geography, Political Science,
A sample plan has been enclosed. Kindly access the link given below:

https://docs.google.com/document/d/1668TKkRt80r4-kbjJ_Y7zg4mF3Vq1Y9k/edit

Plan of the project:

 A suggestive 10 days’ plan given below which you may follow or you can create on your
own, based on the templates provided below

Process:
 Initial collaboration among students to arrange their roles, areas of integration, area of
investigation and analysis, roles of students:
Team leader: Main collaborator
Team members:
Note: Teacher to allocate the roles as per the abilities of the students.
 Final submission based on course deliverables as given in the template below the 10-day
plan.
 Assessment Plan: to be done by the teacher clearly mentioning the Rubrics.
 Report, poster and video acknowledgements: reflections & expression of gratitude as given
in the template given below.
Class IX Interdisciplinary project 10 days suggestive plan 10 periods
Day 1-2: "Colonialism and Forest Society"
 Discuss the impact of colonialism on forest societies, and explore the concept of forest
as a resource in colonialism.
 Group project: Research and present a PPT on the colonial forest policy and its impact
on forest societies.

Day 3-4: "Rebellion in the Forest"

 Analyse the causes and effects of forest-based rebellions in history.
 Watch the following film Group discuss about forest tribes of your state and the
exploitations they face. Refer Annexure VI for Rubrics.
https://www.youtube.com/watch?v=N6SR0REa_YA

Day 5-6: Forest Transformations in Java, Tropical Evergreen Forests

 Examine the impact of human activity on forests in Java.
 Explore how changes in land use, agriculture, and industry have impacted the forests.
Students can research the history of forest transformations in Java and their impact on
the environment.
 Study the transformation of forests in Java, from pre-colonial to post-colonial times
 Compare and contrast the conversion of forest into agricultural land and the need.
 Through group discussions find solutions. Present an art integrated project.
 Discuss the characteristics of tropical evergreen forests, including their climate, soil,
and flora/fauna. Students can research specific examples of tropical evergreen forests
and the challenges they face, such as deforestation and climate change.
 Group project: watch the video through the link:
https://www.youtube.com/watch?v=Ml0xvHsBigI

 Analyse and present the impact of forest transformations on society, economy and
environment in Java. Compare and contrast it with India.
 Present a PPT of your learnings. Refer Annexure VI for rubrics

Day 7-8:
 Discuss how colonialism has affected the forest's biodiversity and the survival of
indigenous communities living in and around the forest.

Group activity:
Divide the group into smaller teams and assign them tasks related to identifying the impact of
colonialism on different types of forests. For example, one team can research the impact of
colonialism on forest fires, while another team can research the impact of colonialism on the
survival of indigenous plants and animals. Make the students use cartoon strips to present
their findings.

Day 9-10:
 Make the students to compile all the findings of 8 days’ work and present in PPT and
through the template given in Annexure V.
 ANNEXURE V
Presentation Template by the students - Class IX
Name of the Student:
Member of Team:
Class and Section: Date of Submission:
Topics of IDP:
Title of the Project:
Objective:
Multiple Assessment:
Ex. Surveys / Interviews / Research work/ Observation/ Story based Presentation/ Art
integration/ Quiz/ Debate/ role play/ viva,/group discussion,/visual expression/
interactive bulletin boards/ gallery walks/ exit cards/ concept maps/ peer assessment/
Self-assessment/integration of technology etc.

Evidences: Photos, Excerpts from Interviews, observations, Videos, Research References,

etc.

Overall presentation: Link of PPT, shared documents, can be digital/handwritten, as per

the convenience of the school
Acknowledgement:

References (websites, books, newspaper etc):

Reflections:

ANNEXURE VI (Rubrics of IDP)

Rubrics Marks allocated

Research Work 1

Collaboration & Communication 1

Presentation & Content relevance 1

Competencies- 2
● Creativity
● Analytical skills
● Evaluation
● Synthesizing

Total 5