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

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 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

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 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

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 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.

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 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)

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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.

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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

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 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

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  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

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 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

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 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

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 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

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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.

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 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

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 CLASS IX
INTERNAL ASSESSMENT: 20 MARKS
Type of Assessment Description Marks Allocated

Periodic Assessment Pen Paper Test 5

Multiple Assessment Quiz, debate, role play, viva, group discussion, visual expression, interactive 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.

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