CBSE Class 9 Social Science Syllabus 2022 For Term 1 & Term 2 | Download PDF

CBSE Syllabus For Class 9 Social Science 2022 For Term 1 & Term 2 PDF: The most updated CBSE syllabus for the Social Science subject in Class 9 can be downloaded here. This syllabus has been released by the board for the next academic year 2022 For Term 1 & Term 2. As you begin your studies in the new academic session, look over the entire syllabus to familiarise yourself with the course material. Learning will be easier and more organised if you mark the topics in each chapter as they exist in the syllabus. As a result, use the CBSE Class 9 Social Science Syllabus 2022 For Term 1 & Term 2 to properly study the topic and do well in your exams.

CBSE Class 9 Social Science Syllabus 2022 For Term 1 & Term 2

From the link below, students can get the most updated CBSE Class 9 Social Science Syllabus for the academic year 2022 For Term 1 & Term 2. Along with the CBSE Syllabus, students can also access the board’s learning outcome pdf.

Download CBSE 9th Class SST Syllabus 2022 For Term 1 & Term 2 PDF

CBSE Class 9 Social Science Course Structure 2022 For Term 1 

Max. Marks: 40
No.	Units	No. of Periods	Marks
I	India and the Contemporary World – II	17	10
II	Contemporary India – I	14	10
III	Democratic Politics – I	20	10
IV	Economics	20	10
Total		71	40

Term 2 CBSE Class 9 Social Science Course Structure 2022 For Term 2

Max. Marks: 40
No.	Units	No. of Periods	Marks
I	India and the Contemporary World – II	34	10
II	Contemporary India – I	24	10
III	Democratic Politics – I	18	10
IV	Economics	10	10
Total		86	40

Detailed CBSE Syllabus for Class 9 Social Science 2022 For Term 1 & Term 2

Unit 1: India and the Contemporary World – I

Three themes in the first sub-unit and one each from the second subunit could be studied.

Sub-unit 1.1: Events and processes: (All the three themes are compulsory)

In this unit, the focus is on three events and processes that have, in major ways, shaped the identity of the modern world. Each represents a different form of politics and a specific combination of forces. One event is linked to the growth of liberalism and democracy, one with socialism, and one with a negation of both democracy and socialism.

The French Revolution:

• (a) The Ancient Regime and its crises.
• (b) The social forces that led to the revolution.
• (c) The different revolutionary groups and ideas of the time.
• (d) The legacy. (Compulsory Chapter-1)

Socialism in Europe and the Russian Revolution:

• (a) The crises of Tzarism.
• (b) The nature of social movements between 1905 and 1917.
• (c) The First World War and the foundation of the Soviet state.
• (d) The legacy. (Chapter 2)

III. Nazism and the Rise of Hitler:

• (a)The growth of social democracy
• (b) The crises in Germany.
• (b) The basis of Hitler’s rise to power.
• (c) The ideology of Nazism.
• (d) The impact of Nazism. (Chapter 3)

Sub-unit 1.2: Livelihoods, Economies, and Societies:

The themes in this section will focus on how different social groups grapple with the changes in the contemporary world and how these changes affect their lives.

Anyone theme of the following:

Forest Society and Colonialism:

• (a) Relationship between forests and livelihoods.
• (b) Changes in forest societies under colonialism.
• Case studies: Focus on two forest movements, one in colonial India (Bastar) and one in Indonesia. (Chapter 4)

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 pastoral groups, one from Africa and one from India. (Chapter 5)

Peasants and Farmers:

• (a) Histories of the emergence of different forms of farming and peasant societies.
• (b) Changes within rural economies in the modern world.
• Case studies: focus on contrasting forms of rural change and different forms of rural societies (expansion of large-scale wheat and cotton farming in USA, rural economy and the Agricultural Revolution in England, and small peasant production in colonial India) (Chapter 6)

Map Work Based on theme 4/5/6. (Internal choice will be provided)

Unit 2: Contemporary India – I

1. India– Size, and Location
2. Physical Features of India: relief, structure, major physiographic unit.
3. Drainage: Major rivers and tributaries, lakes and seas, the role of rivers in the economy, pollution of rivers, measures to control river pollution. (Chapter 3)
4. Climate: Factors influencing the climate; monsoon- its characteristics, rainfall, and temperature distribution; seasons; climate and human life. (Chapter 4)
5. Natural Vegetation and Wild Life: Vegetation types, distribution as well as altitudinal variation, need for conservation, and various measures. Major species, their distribution, need for conservation, and various measures.
6. Population: Size, distribution, age-sex composition, population change migration as a determinant of population change, literacy, health, occupational structure, and national population policy: adolescents as under-served population group with special needs. (Chapter 6)

Unit 3: Democratic Politics – I

What is Democracy? Why Democracy?:

What are the different ways of defining democracy? Why has democracy become the most prevalent form of government in our times? What are the alternatives to democracy? Is democracy superior to its available alternatives? Must every democracy have the same institutions and values? (Chapter 2)

Constitutional Design:

How and why did India become a democracy? How was the Indian constitution framed? What are the salient features of the Constitution? How is democracy being constantly designed and redesigned in India? (Chapter 3)

Electoral Politics:

Why and how do we elect representatives? Why do we have a system of competition among political parties? How has the citizens’ participation in electoral politics changed? What are the ways to ensure free and fair elections? (Chapter 4)

Working of Institutions:

How is the country governed? What does Parliament do in our democracy? What is the role of the President of India, the Prime Minister and the Council of Ministers? How do these relate to one another? (Chapter 5)

Democratic Rights:

Why do we need rights in a constitution? What are the Fundamental Rights enjoyed by the citizen under the Indian constitution? How does the judiciary protect the Fundamental Rights of the citizen? How is the independence of the judiciary ensured? (Chapter 6)

Unit 4: Economics

1. The Story of Village Palampur:

Economic transactions of Palampore and its interaction with the rest of the world through which the concept of production (including three factors of production (land, labor, and capital) can be introduced. (Chapter 1)

2. People as Resource:

Introduction of how people become resource/asset; economic activities are done by men and women; unpaid work done by women; quality of human resources; the role of health and education; unemployment as a form of non-utilization of human resources; sociopolitical implication in the simple form. (Chapter 2)

3. Poverty as a Challenge:

Who is poor (through two case studies: one rural, one urban); indicators; absolute poverty (not as a concept but through a few simple examples)-why people are poor; unequal distribution of resources; comparison between countries; steps taken by government for poverty alleviation. (Chapter 3)

4. Food Security in India:

Source of Foodgrains, variety across the nation, famines in the past, the need for self-sufficiency, the role of government in food security, procurement of food grains, overflowing of granaries and people without food, public distribution system, the role of cooperatives in food security (foodgrains, milk, and vegetable ration shops, cooperative shops, two-three examples as case studies) (Chapter 4)

CBSE Syllabus For Class 9 Social Science Project Work 2022 For Term 1 & Term 2

CBSE Syllabus For Class 9 Social Science Project Work 2022 For Term 1 & Term 2- (5 Marks)

1. Every student has to compulsorily undertake one project on Disaster Management

2. 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.

3. The project work should also help in enhancing the life skills of the students.

4. If possible, various forms of art may be integrated into the project work.

5. 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.

6. The distribution of marks over different aspects relating to Project Work is as follows:

7. The project carried out by the students should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc.

8. All documents about assessment under this activity should be meticulously maintained by the schools.

9. A Summary Report should be prepared to highlight:

a. objectives realized through individual work and group interactions

b. calendar of activities

c. innovative ideas generated in the process

d. list of questions asked in viva voce

10. 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.

11. The Project Report should be handwritten by the students themselves.

12. The record of the project work (internal assessment) should be kept for three months for verification if any.

List of Map Items

NCERT CBSE Class 9 History

Chapter-1: The French Revolution

Outline map of France (For locating and labeling/Identification)

• Bordeaux
• Nantes
• Paris
• Marseilles

Chapter-2: Socialism in Europe and the Russian Revolution

Outline map of World (For locating and labeling/Identification)

• Major countries of First World War: (Central Powers and Allied Powers); Central Powers – Germany, Austria-Hungary, Turkey (Ottoman Empire); Allied Powers – France, England, (Russia), America

Chapter-3: Nazism and the Rise of Hitler

Outline map of World (For locating and labeling/Identification)

• Major countries of Second World War: Axis Powers – Germany, Italy, Japan; Allied Powers – UK, France, Former USSR, USA
• Territories under German expansion (Nazi power): Austria, Poland, Czechoslovakia (only Slovakia showed in the map), Denmark, Lithuania, France, Belgium

NCERT CBSE Class 9 Geography

Chapter 1: India Size and Location

India – States with Capitals, Tropic of Cancer, Standard Meridian, Southernmost, northernmost, easternmost and westernmost point of India (Location and Labelling)

Chapter 2: Physical Feature 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, Chotta Nagpur Plateau, Malwa plateau
• Coastal Plains: Konkan, Malabar, Coromandal & Northern Circar (Location and Labelling)

Chapter 3: Drainage

Rivers: (Identification only)

• a) The Himalayan River Systems-The Indus, The Ganges, and The Satluj
• b) The Peninsular rivers-The Narmada, The Tapi, The Kaveri, The Krishna, The Godavari, The Mahanadi

Lakes: Wular, Pulicat, Sambhar, Chilika, Vembanad, Kolleru

Chapter 4: Climate

• 1. Cities to locate: Thiruvananthapuram, Chennai, Jodhpur, Bangalore, Mumbai, Kolkata, Leh, Shillong, Delhi, Nagpur. (Location and Labelling)
• 2. Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)

Chapter 5: Natural Vegetation and Wild Life

• Vegetation Type: Tropical Evergreen Forest, Tropical Deciduous Forest, Thorn Forest, Montane Forests, and MangroveFor identification only
• National Parks: Corbett, Kaziranga, Ranthambore, Shivpuri, Kanha, Simlipal & Manas
• Bird Sanctuaries: Bharatpur and Ranganthitto
• Wildlife Sanctuaries: Sariska, Mudumalai, Rajaji, Dachigam (Location and Labelling)

Chapter 6: Population (location and labeling)

• The state has the highest and lowest density of population
• The state has the highest and lowest sex ratio
• Largest and smallest state according to area

Chapter Wise Book For CBSE Class 9 Social Science

Here you can easily read the Chapter-wise CBSE Class 9 Social Science Book and download the PDF.

CBSE Books For Class 9 Social Science For English Medium

• Democratic Politics
• Contemporary India
• Economics
• India and the Contemporary World-1

CBSE Books For Class 9 Social Science For Hindi Medium

• Loktantrik Rajniti
• Sakhalin Bharat
• Arthashastra
• Bharat Aur Samkalin Vishwa-1

CBSE Books For Class 9 Social Science For Urdu Medium

• Geographia(Urdu)
• Jamhuri Syasat(Urdu)
• Hindustan Aur Asri Dunia-1(Urdu)
• Aasri Hindustan
• Mashiyat 

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