CBSE Class 9 Social Science Syllabus 2024-25: Updated Curriculum

History (India and the Contemporary World - I)

Suggestive no. of periods = 60

20 inclusive of Map pointing

Section

Chapter No

Chapter Name

No. of Periods

Marks allocated

I - Events and

Process

I

The French Revolution

15

18+2 map pointing

II

Socialism in Europe and the Russian Revolution

15

III

Nazism and the Rise of Hitler

15

IV

Forest, Society and Colonialism

II - Livelihoods,

Economies and Societies

Interdisciplinary project as part of multiple assessments

(Internally assessed for 5 marks)

5

V

Pastoralists in the Modern World

(To be assessed as part of Periodic Assessment only)

10

Geography (Contemporary India - I)

Suggestiveno. of periods = 55

20 inclusive of Map pointing

Chapter No

Chapter Name

No. of periods

Marks allocated

1

India – Size and Location

17

2

Physical Features of India

3

Drainage

10

4

Climate

12

5

Natural Vegetation and Wildlife

(Only map pointing to be evaluated in the annual examination.)

3

17+3 map pointing*

Interdisciplinary project as part of multiple assessments (Internally assessed for 5 marks)

6

Population

8

* Marks as mentioned above

Political Science (Democratic Politics - I)

Suggestive no. of periods = 50

20 Marks

Chapter No

Chapter Name

No. of Periods

Marks Allocated

1

What is Democracy?

10

20

Why Democracy?

2

Constitutional Design

10

3

Electoral Politics

8

4

Working of Institutions

12

Economics

Suggestive no. of periods = 50

20 Marks

Chapter No

Name of the Chapter

No. of Periods

Marks allocated

1

The Story of Village Palampur

(To be assessed as part of Periodic Assessment only)

10

2

People as a Resource

10

20

3

Poverty as a Challenge

15

4

Food Security in India

15

HISTORY: India and the Contemporary World - I

Content

Curricular goals

Competency

Learning outcome 

Suggestive Pedagogical process 

Section I: Events and Processes Chapter-1 The French Revolution

CG-2 Analyses the important phases in world history and draws insight to understand the present-day world

C-2.1 Explains historical events and processes with different types of sources with specific examples from India and world history. 

C-2.4 Explains the growth of new ideas and practices across the world and how they affected the course of world history. 

C-2.5 Recognises the various practices that arose, such as those in C2.4, and came to be condemned later on (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 left unhealed wounds

The students will be able to Infer how the French Revolution impacted European countries and the formation of nation states in Europe and elsewhere.

Will be able to   Illustrate that, the quest for imperialism triggered the First World War

Will Examine various sources to address imbalances that may lead to revolutions. 

Conduct Classroom discussions to compare the conditions that prevailed in France that led to revolution and the conditions that led to the first war of Indian Independence (1857)

Use Graphic Organisers (concept map/story map etc) to examine the situations

Suggest solutions to address such imbalances and discriminations that lead to revolutions.

Chapter 2- Socialism in Europe and the Russian Revolution

CG-2 Analyses important phases of world history and draws insight to understand the present day world

C-2.1 Explains historical events and processes with different types of sources with specific examples from India and world history

C-2.4 Explains the growth of new ideas in Europe and Asia and how it affected the course of human history 

To compare the situations that led to the rise of 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.

Flipped learning through making of concept maps/role plays etc reflecting the situations which led to both revolutions.

Flow chart reflecting how Lenin’s communism /Stalin’s collectivization was established.

Socratic method to discuss the role played by the varied philosophers and leaders that shaped the revolution

Chapter 3-Nazism and the Rise of Hitler

CG-2 Analyses important phases of world history and draws insight to understand the presentday world 

C-2.1 Explains historical events and processes with different types of sources with specific examples from India and world history.

C-2.4 Explains the growth of new ideas in Europe and Asia and how it affected the course of human history. 

Analyse the role of “Treaty of Versailles” in the rise of Hitler to power

Analyse the genocidal war waged against the “undesirables” by Hitler

Compare and contrast the characteristics of Hitler and Gandhi 

Audio-visual aids like a film or animations can be shown followed by a discussion on the reasons for the rise and fall of Hitler.

 Jig saw strategy to critique the genocidal war waged against the “undesirable” by the Nazis.

Section II: Livelihoods, Economies and Societies Chapter 4 Forest Society and Colonialism 

Inter Disciplinary Project with Chapter 5 of Geography “Natural Vegetation and Wildlife”

Project Work

Project Work

Project Work

Chapter 5 Pastoralists in the Modern World

CG-4 Develops an

understanding of the

inter-relationship

between human beings

and their physical

environment and how

that influences the

livelihoods, cultural

diversity, and

biodiversity of the

region

C-4.3 Draws interlinkages between various components of the physical environment, such as climate and relief, climate and vegetation, vegetation, and wildlife. 

C-4.4 Analyses and evaluates the interrelationship between the natural environment and human beings and their cultures across regions and, in the case of India, the special environmental ethos that resulted in practices of nature conservation. C-4.5 Critically evaluates the impact of human interventions on the environment, including climate change, pollution, shortages of natural resources (particularly water), and loss of biodiversity; identifies practices that have led to these environmental crises and the measures that must be taken to reverse them

Examine the situations that have created nomadic societies highlighting the key factor played by the climatic conditions and topography.  

Analyse varying patterns of developments within pastoral societies in different places in India.  

Comprehend the impact of colonialism on Pastoralists in India and Africa.

Locate the various pastoral communities on an outline map of India and explain cyclical movements of these according to climatic conditions.

Audio Visual aids like documentaries on the various pastoral communities can be shown.

Presentations comparing the lives of pastoralists and the colonial impact on pastoralists in India and Africa.

T charts and similar graphic organizers to compare the lives of pastoralists in pre- and post-colonial periods. 

Think-pair and share can be practised to discuss various methods of colonial policies of exploitation and their impact on pastoralists of Africa and India. 

Political Science: Democratic Politics - I

Content

Curricular goals

Competency

Learning outcome 

Suggestive Pedagogical process 

1. What is Democracy? Why Democracy? 

CG-5 Understands the Indian Constitution and explores the essence of Indian democracy and the characteristics of a democratic government. 

C-5.4 Analyses the basic features of a democracy and democratic government – and its history in India and across the world – and compares this form of government with other forms of government 

Examine the concept structural components 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.

Brainstorming on introduction of concepts of Democracy & features of Democracy.

4 corners strategy to discuss “What & why of democracy? 

Students create democratic governance model in the class.

Cartoon interpretation to summarize the benefits of democracy 

2. Constitutional Design 

CG-5 Understands the Indian Constitution and explores the essence of Indian democracy and the characteristics of a democratic government 

C-5.1 Understands that the Indian Constitution draws from the great cultural heritage and common aspirations of the Indian nation, and recalls India’s early experiments with democracy (assemblies in Mahajanapadas, kingdoms and empires at several levels of the society, guilds sanghas and ganas, village councils and committees, Uthiramerur inscriptions) 

Group discussion and describe the situation that led to creation of Indian Constitution.

Enumerate the essential features that need to be kept in mind while drafting any constitution.

Examine the guiding values that created the Indian constitution

Comprehend the roles and responsibilities as citizens of India.  

Group Discussion to comprehend the purpose of constitution.

Poster making/ wall magazine for Comparing and contrasting between Preamble of South African constitution with the preamble of Indian constitution.

Declamation strategy for discussing the roles and responsibilities of citizens.

3. Electoral Politics

CG-5 Understands the Indian Constitution and explores the essence of Indian democracy and the characteristics of a democratic government 

C-5.3 Explains that fundamental rights are the most basic human rights, and they flourish when people also perform their fundamental duties 

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. 

Role play on performing fundamental duties. 

Perform school council elections for practical learning of the system.  

Design and present election manifesto.  

Create multiple parties and create symbols for elections.  

Use street play to create awareness about the right to vote and fundamental duties

4. Working of Institutions

CG-5 Understands the Indian Constitution and explores the essence of Indian democracy and the characteristics of a democratic government 

C-5.5 Analyses the critical role of non-state and non-market participants in the functioning of a democratic government and society, such as the media, civil society, socio-religious institutions, and community institutions

Examine the roles, responsibilities, and interdependency of all the 3 organs of the Government.  

Appreciate the parliamentary system of executive’s accountability to the legislature.  

Summarize and evaluate the rule of law in India. 

Watch videos of Parliament and discuss the importance of question hour.  

Present Moot court to evaluate the rule of Law. Examine the relevant case studies to evaluate the rule of law conduct Mock Parliament session. 

 Collect information on the performance of the functioning of a democratic government and society from social media and other institutions and present.

5. Democratic Rights

CG-5 Understands the Indian Constitution and explores the essence of Indian democracy and the characteristics of a democratic government 

C-5.2 Appreciates fundamental Constitutional values and identifies their significance for the prosperity of the Indian nation.

Analyse the role of the responsible citizens.  

Summarize the importance of fundamental rights and duties in the light of the nation’s glory.  

Recognize the role of a responsible citizen while performing their prescribed duties versus claiming rights.

Debate the need to have rights in the light of study of Saudi Arabia.  

Case study to analyse the role of citizens when the rights are exercised or otherwise.  

Organize a moot court to discuss the violation of individual rights.  

Graphic organizer to summarize the coexistence of rights vs duties. 

Geography: Contemporary India - I

Content

Curricular goals

Competency

Learning outcome 

Suggestive Pedagogical process 

1. India – Size and Location 

CG-4 Develops an understanding of the inter-relationship between human beings and their physical environment and how that influences the livelihoods, culture, and the biodiversity of the region.

C-4.1 Locates physiographic regions of India and the climatic zones of the world on a globe/map.

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 82.5E* 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

On map of India Locate physiographic regions of India and the climatic zones of the world on a globe/map.  

Use GeoGebra, Google earth to represent and justify the reasons for the differences in climatic conditions, local and standard time.

Brainstorming strategy for inferring conditions and relationships of the people living in states that are sharing border with the neighbouring countries impact trade and culture.  

Make a PPT presentation on the inter-relationship between human beings and their physical environment and how that influences the livelihoods, culture, and the biodiversity of the region.

2. Physical Features of India 

CG-4 Develops an understanding of the inter-relationship between human beings and their physical environment and how that influences the livelihoods, culture, and the biodiversity of the region.

C-4.2 Explains important geographical concepts, characteristics of key landforms, their origin, and other physical factors of a region 

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. 

Use Art integrated strategies like gallery walk/Model making to demonstrate how physical features make India a sub-continent.  

Group work to discuss the lives and relationships amongst physiographic areas.  

Brainstorming and make a comparison of India’s Physical features with another country.

3.Drainage

CG-4 Develops an understanding of the inter-relationship between human beings and their physical environment and how that influences the livelihoods, culture, and the biodiversity of the region

C-4.5 Critically evaluates the impact of human interventions on the environment, including climate change, pollution, shortages of natural resources (particularly water), and loss of biodiversity; identifies practices that have led to these environmental crises and the measures that must be taken to reverse them 

Examine the information about different lakes and infer on their contribution to Indian ecology.  

Present creative solutions to overcome the water pollution also to increase the contribution of water bodies to Indian economy.  

Identify the river systems of the country and explain the role of rivers in human society

Choice Board strategy where each group to take up one river and focus on the areas they serve and the impact on Economy of that area.  

Students will prepare a chart on lakes.  

Slogan writing, poster making/ save River songs/ to bring awareness on water pollution and suggest solutions 

4. Climate

CG-4 Develops an understanding of the inter-relationship between human beings and their physical environment and how that influences the livelihoods, culture, and the biodiversity of the region 

C-4.3 Draws interlinkages between various components of the physical environment, such as climate and relief, climate and vegetation and wildlife

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

Use Mind map/ graphic organizers to enumerate and summarize the reasons for the wide difference between the day and night temperatures at different geographical locations of India. 

Collect Newspaper reports for knowing the weather status.

Prepare and present mock drills on climate change and protocols as preventive action for various disasters

5. Natural Vegetation and Wildlife

Inter disciplinary project

Inter disciplinary

project with chapter no

IV of History “Forest,

Society and

Colonialism

Project Work

Project Work

6. Population

CG-4 Develops an understanding of the inter-relationship between human beings and their physical environment and how that influences the livelihoods, culture, and the biodiversity of the region

C-4.6 Develops sensitivity towards the judicious use of natural resources (by individuals, societies, and nations) and suggests measures for their conservation

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

Use a Pie -diagram to depict the population distribution in India.  

Group discussion and presentation on reasons behind the uneven distribution of Population

Economics

Content

Curricular goals

Competency

Learning outcome 

Suggestive Pedagogical process 

Chapter 1: The Story of Village Palampur

CG-7 Develops an understanding of the economy of a nationstate, with specific reference to India. 

C-7.1 Defines key features of the economy such as production, distribution, demand, supply, trade, and commerce, and factors that influence these aspects (including technology).

C-7.2 Evaluates the importance of the three sectors of production (primary, secondary, and tertiary) in any country’s economy, especially India. 

Enlist the requirements of production and comprehend the interdependence of these requirements.  

Correlate farming and non-farming activities 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. 

Visit to a nearby village or local markets and interview different classes of farmers to know about their lifestyles and thereafter present in the class.

Concept map/Poster making/ gallery walk to enlist the factors of production and evaluate their interdependence

Discussion/PPT presentation on how to eradicate poverty among farmers and trying to suggest innovative strategies to improve the farmers lifestyles.

Chapter -2 People as Resource

CG-7 Develops an understanding of the economy of a nation, with specific reference to India.

C-7.2 Evaluates the importance of the three sectors of production (primary, secondary, and tertiary) in any country’s economy, especially India

Evaluate the reasons that contribute to the quality of population.  

Observe the different government schemes in some states and see its effect on the quality of people there by.  

Propose innovative strategies to resolve unemployment problems.

Classroom discussions/debates on various factors that affect the quality of population. For e.g. significance of Education/Health in Human Resource Development.  

Make a newsletter collecting articles from newspapers/magazines 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 

Chapter 3 Poverty as a challenge

CG-8 Evaluates the economic development of a country in terms of its impact on the lives of its people and nature. 

C-8.1 Gathers, comprehends, and analyses data related to poverty and unemployment in one’s locality and at the national level. 

C-8.2 Understands and analyses the concepts and practice of the range of economic systems – from free market to entirely state controlled markets. 

C-8.4 Describes India’s recent path towards again becoming one of the three largest economies of the world, and how individuals can contribute to this economic progress

Comprehend the reasons of poverty in the rural and urban areas.  

Evaluate the efficacy of government to eradicate poverty.  

Compare how poverty estimates have transformed from 1993-94 to 2011-12. 

Corelate the link between education and poverty.

PPT presentation using case study given in NCERT text on the reasons of rural and urban poverty.  

Declamation with data to evaluate the efficacy of government to eradicate poverty and suggest measures/ ways which can be used to minimise the same.  

Debate on the topic- ‘Can education remove poverty?’

Chapter 4 Food Security in India

CG-8 Evaluates the economic development of a country in terms of its impact on the lives of its people and nature.

C-8.2 Understands and analyses the concepts and practice of the range of economic systems – from free market to entirely state controlled markets. 

C-8.4 Describes India’s recent path towards again becoming one of the three largest economies of the world, and how individuals can contribute to this economic progress. 

C-8.5 Appreciates the connections between economic development and the environment, and the broader indicators of societal wellbeing beyond GDP growth and income.

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

Case study and group discussion to connect the link between a wellstructured food security system and continuity of supply to masses.  

Guest Speaker programmes where govt. officials can be called to talk on FSI and PDS (Public Distribution System)  

Panel Discussion /seminar on the impact of the green revolution and PDS.  

Concept maps explaining the causes behind the famines in the colonial period and the causes and impact of recurring disasters on food security in post independent India through examples. 

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 

Socialism in Europe and the

Russian Revolution

Outline political map of the World. Locate/label/identify Major countries of First World War: Central Powers: Germany, Austria-Hungary, Turkey (Ottoman Empire).

Allied Powers – France, England, Russia and USA

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 – 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 Sutle

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

S. No

Subject

Name of the Book

Publisher

1

History 

India and the Contemporary World-I

NCERT

2

Political Science

Democratic Politics-I

NCERT

3

Geography

Contemporary India-I

NCERT

4

Economics

Economics

NCERT

5

Disaster Management

Together, towards a safer India- Part II

CBSE

Related Topic Pages for CBSE Class 9 Social Science

Class 9 Social Science - French Revolution

Class 9 Social Science - Poverty as a Challenge

Class 9 Social Science - Rivers and its Origin, Formation, Uses

Class 9 Social Science - Nasizim and the Rise of Hitler

Study Material Links for Social Science Class 9

Class 9 Social Science NCERT Solutions

Class 9 Social Science Revision Notes

Class 9 Social Science Important Questions

Class 9 Social Science Sample Paper