CBSE Class 9th Social Science Syllabus 2019-20


Social Science is a compulsory subject up to secondary stage of school education. It is an integral component of general education because it helps the learners in understanding the environment in its totality and developing a broader perspective and an empirical, reasonable and humane outlook. This is of crucial importance because it helps them grow into well-informed and responsible citizens with necessary attributes and skills for being able to participate and contribute effectively in the process of development and nation-building.

The Social Science curriculum draws its content mainly from History, Geography, Political Science and Economics. Some elements of Sociology and Commerce are also included. Together they provide a comprehensive view of society over space and time, and in relation to each other. Each subject’s distinct methods of enquiry help the learners to understand society from different angles and form a holistic view.


The main objectives of this syllabus are to:

  • develop an understanding of the processes of change and development-both in terms of time and space, through which human societies have evolved
  • make learners realise that the process of change is continuous and any event or phenomenon or issue cannot be viewed in isolation but in a wider context of time and space
  • develop an understanding of contemporary India with its historical perspective, of the basic framework of the goals and policies of national development in independent India, and of the process of change with appropriate connections to world development
  • deepen knowledge about and understanding of India’s freedom struggle and of the values and ideals that it represented, and to develop an appreciation of the contributions made by people of all sections and regions of the country
  • help learners understand and cherish the values enshrined in the Indian Constitution and to prepare them for their roles and responsibilities as effective citizens of a democratic society
  • deepen the knowledge and understanding of India’s environment in its totality, their interactive processes and effects on the future quality of people’s lives
  • facilitate the learners to understand and appreciate the diversity in the land and people of the country with its underlying unity
  • develop an appreciation of the richness and variety of India’s heritage-both natural and cultural and the need for its preservation
  • promote an understanding of the issues and challenges of contemporary India- environmental, economic and social, as part of the development process
  • help pupils acquire knowledge, skills and understanding to face the challenges of contemporary society as individuals and groups and learn the art of living a confident and stress-free life as well as participating effectively in the community
  • develop scientific temperament by promoting the spirit of enquiry and following a rational and objective approach in analysing and evaluating data and information as well as views and interpretations
  • develop academic and social skills such as critical thinking, communicating effectively both in visual and verbal forms – cooperating with others, taking initiatives and providing leadership in solving others’ problems
  • develop qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and socially effective.

Theory Paper

Time: 3 Hrs.                                                                                                    Max. Marks: 80
No. Units No. of Periods Marks
I India and the Contemporary World – I 60 20
II Contemporary India – I 55 20
III Democratic Politics – I 50 20
IV Economics 50 20
Total 215 80
Unit 1: India and the Contemporary World – I                                                60 Periods
Themes Learning Objectives
Section 1: Events and Processes: (All the three themes are compulsory) In each of the themes in this unit students would get familiarized with distinct ideologies, extracts of speeches, political declarations, as well as the politics of caricatures, posters  and  engravings.   Students would  learn  how  to  interpret these
    The French Revolution:French    Society     During    the     Late Eighteenth CenturyThe Outbreak of the RevolutionFrance     Abolishes     Monarchy                  and Becomes a RepublicDid Women have a Revolution?The Abolition of SlaveryThe Revolution and Everyday Life     Socialism in Europe and the Russian Revolution:The Age of Social ChangeThe Russian RevolutionThe February Revolution in PetrogradWhat Changed after October?The Global Influence of the Russian Revolution and the USSR   Nazism and the Rise of Hitler:Birth of the Weimar RepublicHitler’s Rise to PowerThe Nazi WorldviewYouth in Nazi GermanyOrdinary    People    and    the                    Crimes Against Humanity   Section 2: Livelihoods, Economies and Societies: Any one theme of the following: Forest Society and Colonialism:Why Deforestation?The Rise of Commercial ForestryRebellion in the ForestForest Transformations in Java kinds of historical evidences.   Familiarize with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it.Know the use of written, oral and visual material to recover the history of revolutions.       Explore the history of socialism through the study of Russian Revolution.Familiarize with the different types of ideas that inspired the revolution.       Discuss the critical significance of Nazism in shaping the politics of modern world.Get familiarized with the speeches and writings of Nazi Leaders.             Discuss the social and cultural world of forest communities through the study of specific revolts.Understand how oral traditions can be used to explore tribal
    Pastoralists in the Modern World:Pastoral        Nomads        and                       their MovementsColonial Rule and Pastoral LifePastoralism in Africa revolts.
Highlight varying patterns of developments within pastoral societies in different places.Analyse the impact of colonialism on forest societies, and the implication of scientific forestry.Show the different processes through which agrarian transformation may occur in the modern world.Analyse the impact of modern states, marking of boundaries, processes of sedentarization, contraction of pastures, and expansion of markets on pastoralism in the modern world.
Unit 2: Contemporary India – I 55 Periods
Themes Learning Objectives
IndiaSize and LocationIndia and the WorldIndia’s Neighbours Identify the location of India in the Indian subcontinent.
Physical Features of India:Major Physiographic Divisions Understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types.
Drainage:Major rivers and tributariesLakesRole of rivers in the economyPollution of rivers Identify the river systems of the country and explain the role of rivers in the human society.
Climate:ConceptClimatic ControlsFactors    influencing India’s climateThe Indian MonsoonDistribution of RainfallMonsoon as a unifying bond   Identify various factors influencing the climate and explain the climatic variation of our country and its impact on the life of the people.Explain the importance and unifying role of monsoons.
Natural Vegetation and Wild Life:Factors affecting VegetationVegetation typesWild LifeConservation   Explain the nature of diverse flora and fauna as well as their distribution.Develop concern about the need to protect the biodiversity of our country.
  Population:SizeDistributionPopulation   Growth    and    Process Population Change         of   Analyse the uneven nature of population distribution and show concern about the large size of our population.Identify the different occupations of people and explain various factors of population change.Explain various dimensions of National Population Policy and understand the needs of adolescents as underserved group.
Unit 3: Democratic Politics – I   50 Periods
Themes Learning Objectives
What is Democracy? Why Democracy?:   What is Democracy?Features of DemocracyWhy Democarcy?Broader Meaning of Democracy Develop conceptual skills of defining democracy.Understand how different historical processes and forces have promoted democracy.Develop a sophisticated defense of democracy against common prejudices.Develop a historical sense of the
      Constitutional Design:   Democratic Constitution in South AfricaWhy do we need a Constitution?Making of the Indian ConstitutionGuiding      Values      of      the                    Indian Constitution     Electoral Politics:   Why Elections?What is our System of Elections?What      makes      elections     in               India democratic?                 Working of Institutions:   How is the major policy decision taken?ParliamentPolitical ExecutiveJudiciary choice and nature of democracy in India.   Understand the process of Constitution making.Develop respect for the Constitution and appreciation for Constitutional values.Recognize Constitution as a dynamic and living document.     Understand                                  representative democracy via competitive party politics.Familiarize with Indian electoral system.Reason out for the adoption of present Indian Electoral System.Develop an appreciation of citizen’s increased participation in electoral politics.Recognize the significance of the Election Commission.   Get an overview of central governmental structures.Identify the role of Parliament and its procedures.Distinguish between political and permanent executive authorities and functions.Understand the parliamentary system            of                         executive’s accountability to the legislature.Understand the working of Indian Judiciary.
5. Democratic Rights: Recognize the need for rights in one’s life.Understand the availability /access of rights in a democratic system/government. Identify and be able to comprehend the Fundamental Rights given by the Indian Constitution to its citizens.Create awareness regarding the process of safeguarding rights.
Life without rightsRights in a DemocracyRights in the Indian ConstitutionExpanding the scope of rights
Unit 4: Economics 50 Periods
Themes Objectives
The   Story  of    Village    Palampur:OverviewOrganization of productionFarming in PalampurNon-farm activities of Palampur Familiarize with basic economic concepts through an imaginary story of a village.
People as Resource:OverviewEconomic activities by men and womenQuality of PopulationUnemployment Understand the demographic conceptsUnderstand how population can be as asset or a liability for the nation.
Poverty as a Challenge:Two typical cases of povertyPoverty as seen by Social ScientistsPoverty EstimatesVulnerable GroupsInterstate disparitiesGlobal Poverty ScenarioCauses of PovertyAnti-poverty measuresThe Challenges Ahead Understand      poverty       as      a challenge.Identify    vulnerable   group                 and interstate disparitiesAppreciate the initiatives of the government to alleviate poverty.
Food Security in India:OverviewWhat is Food Security? Understand the concept of food security
Why Food Security?Who are food insecure?Food Security in IndiaWhat is Buffer Stock?What is the Public Distribution System?Current Status of Public Distribution System Appreciate and analyse the role of government in ensuring food supply.


05 Periods                                                                                                                   05 Marks
Every    student   has   to    compulsorily   undertake   one   project    on    Disaster ManagementObjectives: The main objectives of giving project work on Disaster Management to the students are to:create awareness in them about different disasters, their consequences and managementprepare them in advance to face such situationsensure their participation in disaster mitigation plansenable them to create awareness and preparedness among the community.The project work should also help in enhancing the Life Skills of the students.   If possible, various forms of art may be integrated in the project work.   In order 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.   The distribution of marks over different aspects relating to Project Work is as follows:
  S. No. Aspects Marks  
a Content accuracy, originality and analysis 2
b Presentation and creativity 2
c Viva Voce 1
  • The project carried out by the students should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc.
  • All documents pertaining to assessment under this activity should be meticulously maintained by the schools.
  • A Summary Report should be prepared highlighting:
  1. objectives realized through individual work and group interactions;
    1. calendar of activities;
    1. innovative ideas generated in the process ;
    1. list of questions asked in viva voce.
  1. 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.
  1. The Project Report should be handwritten by the students themselves.
  1. The record of the project work (internal assessment) should be kept for a period of three months for verification, if any.


  1. India and the Contemporary World – I (History) – Published by NCERT
  2. Contemporary India – I (Geography) – Published by NCERT
  3. Democratic Politics – I Published by NCERT
  4. Economics – Published by NCERT
  5. Together, Towards a Safer India – Part II, a textbook on Disaster Management for Class IX – Published by CBSE

Note: Please procure latest reprinted edition (2019) of prescribed NCERT textbooks.

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