CBSE Class 9 Social Science Syllabus 2023-24

CBSE has released the Latest Updated Syllabus of the New Academic Session 2023-24 on March 31st, 2023, for class 9.

CBSE Board has issued the latest updated syllabus for Class 9th which is to be strictly followed. Board has restored SINGLE BOARD EXAM PATTERN once again like last year 2022-23.

We have also updated Oswal Gurukul Books as per the Latest Paper Pattern prescribed by Board for each Subject Curriculum.

Students can directly access the CBSE Social Science Syllabus for Class 9 of the academic year 2023-24 by clicking on the link below.

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Table Of Contents−

CBSE Social Science Class 9 Latest Syllabus 2023-24

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History (India and 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

1

The French Revolution

15

18+2 map pointing

2

Socialism in Europe and the Russian Revolution

15

3

Nazism and the Rise of Hitler

15

II
Livelihoods, Economies and Societies

4

Forest, Society and Colonialism

Interdisciplinary project as part of multiple assessments

(Internally assessed for 5 marks)

5

5

Pastoralists in the Modern World

(To be assessed in the Periodic Assessment only)

10

Geography (Contemporary India-I)

Suggestive no. of periods = 55

20 inclusive of Map pointing

Chapter No.

Chapter Name

No. of periods

Marks allocated

1

India – Size and Location

17

17+3 map pointing*

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

Interdisciplinary project as part of multiple assessments

(Internally assessed for 5 marks)

5

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

No. of marks allocated

1

What is Democracy?

10

20

Why Democracy?

2

Constitutional Design

10

3

Electoral Politics

8

4

Working of Institutions

12

5

Democratic Rights

10

Economics

Suggestive no. of periods = 50

20 Marks

Chapter No.

Name of the Chapter

No. of periods

No. of marks allocated

1

The Story of Village Palampur
(To be assessed in periodic assessment only)

10

2

People as Resource

10

20

3

Poverty as a Challenge

15

4

Food Security in India

15

Internal Assessment: 20 Marks

Type of Assessment

Description

Marks Allocated

Periodic assessment

Pen Paper Test.

5

Multiple Assessment

Inter disciplinary project
(Quiz, debate, role play, viva, group discussion, visual expression, interactive bulletin boards, gallery walks, exit cards, concept maps, peer assessment, art integration Self-assessment, etc.)

5

Subject Enrichment activity

Project

5

Portfolio

Classwork, Work done (activities / assignments) reflections, narrations, journals, etc. Achievements of the student in the subject throughout the year
Participation of the student in different activities like heritage India quiz

5

CBSE Class 9 SST Syllabus 2023-24: Unit-wise Summary 

CBSE Class 9 History Syllabus 2023-24

History: India and Contemporary World-I

Chapter No. and Name

Specific Learning Objectives

Suggestive Teaching Learning Process

Learning Outcome With Specific Competencies

1
The French Revolution:
  • Compare & contrast the conditions prevailed in France with the situations prevailed in India pre 1857 war.
  • Critically examine the need of voting rights of Common people at France which laid the foundation of future Democracies.
  • Examine various solutions to address imbalances that may lead to revolutions.
  • Class room discussions to compare and contrast the conditions prevailed in France that led to revolution with the conditions that led to the first war of Indian Independence. (1857).
  • Graphic Organisers to critically examine the situations that made the raise in demand of Voting Rights by passive citizens as well as women
  • Debates to propose solutions to address such imbalances and discriminations that lead to revolutions
  • Inquiry based learning to appraise the impact of the French revolution on the world. Conclude with group Presentations
  • Compare and contrast the conditions prevailed in France that led to revolution with the conditions that led to the first war of Indian Independence. (1857).
  • Critically Examine the situations that made the raise in demand of Voting Rights by passive citizens as well as women
  • Propose solutions to address such imbalances and discriminations that lead to revolutions
  • Appraise the impact of the French revolution on the world.

2
Socialism in Europe and the Russian Revolution
  • Analyse the situations that led to the rise of Russian and French revolutions.
  • Evaluate the reasons that led to the rise of Lenin’s communism and Marxist Socialism
  • Interactive Textual interpretations to compare and contrast the situations that led to the rise of Russian& French Revolutions
  • Student led seminar to cite the impact of Collaboration and communication rendered by the philosophers and leaders in creating awareness amongst the common people
  • World café’ strategy to evaluate the situations that enabled Lenin’s Communism.
  • Socratic Discussions to Interpret the different ideas of philosophers and leaders that shaped the revolution
  • To compare and contrast the situations that led to the rise of Russian& French Revolutions.
  • Cite the impact of Collaboration and communication rendered by the philosophers and leaders in creating awareness amongst the common people
  • Evaluate the situations that enabled Lenin’s Communism.
  • Interpret the different ideas of philosophers and leaders that shaped the revolution.

3
Nazism and the Rise of Hitler
  • Analyse the manipulated control of situations led by an individual.
  • Analyse the role of the “Treaty of Versailles in that led to the rise of Hitler.
  • Examine the circumstances that led to the rise and fall of Hitler
  • Discuss the critical significance of Nazism in shaping the politics of the modern world.
  • Appraise the war compensation compelled on Germany in the name of the “treaty of Versailles led to the rise of Hitler
  • Compare and contrast the Nazi ideology with fascism of Mussolini
  • Watch Video clipping from the last days of Adolf Hitler and discuss the reasons for rise and fall of Hitler
  • Dramatize the Nazi Propaganda /racial discrimination against Jews
  • Cartoon interpretation/ Image interpretation
  • Read passages from “Dairy of Anne frank “and other related literature and discuss the impact of Nazism
  • Jig saw strategy to critique the genocidal war waged against Jews by the Nazis
  • Citing the events that helped Hitler’s rise to power
  • Evaluate various character traits of Hitler
  • Compare and contrast the characteristics of Bismarck and Hitler
  • Analyse the role of “Treaty of Versailles in the rise of Nazism and Hitler
  • Critique the genocidal war waged against Jews by the Nazis.
  • Discuss the critical significance of Nazism in shaping the politics of modern world.

4
Forest Society and Colonialism

Inter Disciplinary Project with Chapter 5 of Geography “Natural Vegetation and Wild Life
  • Refer Annexure II
  • Refer Annexure II

5
Pastoralists in the Modern World
  • Analyse the situations that have created Nomadic society
  • Draw comparisons of African pastoralists and Indian Pastoralists during colonial rule.
  • Examine the how the colonial laws impacted livelihood in pastoral communities
  • Appraise the contribution of Pastoralists in the modern economy.
  • T charts and similar graphic organizers to compare and contrast the lives of Pastoralists pre & post colonialism.
  • Art integration to depict the evolution of nomadic society.
  • Research based presentations using resources provided to compare and contrast the lives and the reasons for poverty of pastoral nomads of India with African Pastoral Nomadic tribes.
  • Think- Pair- Share and summarize the reading of resources to analyse and infer varying patterns of developments within pastoral societies in different places in India.
  • Compare and contrast the lives of Pastoralists pre & post colonialism
  • Analyse the situations that have created Nomadic society
  • Compare and contrast the lives and the reasons for poverty of pastoral nomads of India with African Pastoral Nomadic tribes.
  • Analyse and infer varying patterns of developments within pastoral societies in different places in India.
  • Analyse the impact of colonialism on forest societies leading to scientific forestry.
  • Enumerate the different processes through which transformation of livelihood occur in the modern world.

CBSE Class 9 Political Science Syllabus 2023-24

Political Science: Democratic politics - I

Chapter No. and Name

Specific Learning Objectives

Suggestive Teaching Learning Process

Learning Outcome With Specific Competencies

1
What is Democracy? Why Democracy?
  • Examine the concept /structural components of Democracy and its forms/ features in different countries
  • Examine and analyse the working structure of the governments of India and North Korea
  • Analyse and infer on the different historical processes and forces that have contributed for the promotion of democracy.
  • World café and Café conversations strategies for 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.
  • Compare and Contrast working of democracies of India and North Korea and infer on their differences and significance in each country.
  • Define Democracy and enumerate its features.
  • Evaluate the authenticity of the voting rights of the Indian population versus the population of Iran.
  • Interpret the statement “Democracy provides a method to deal with differences and conflicts” with reference to India.
  • Summarize the features and benefits of democracy

2
Constitutional Design
  • Comprehend the purpose of 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
  • Role play strategy for creation of Indian constitution
  • Declamation strategy for roles and responsibilities of citizens
  • Analyse the difference between written or unwritten constitutions with reference to India and USA.
  • Describe the situation that led to creation of Indian Constitution.
  • Compare and contrast between Preamble of South African constitution with the preamble of Indian constitution.
  • Enumerate the roles and responsibilities as citizens of India

3
Electoral Politics
  • Comprehend the concept and system of elections.
  • Evaluate the conditions that make Elections in India democratic.
  • Analyse the implications of power of vote and power of recall.
  • Appraise the role of election commission for the conduct of free and fair elections.
  • Role play /have school council elections.
  • Design and present election manifesto
  • Create multiple parties and create symbols for elections
  • Use street play to create awareness about the right to vote.
  • Evaluate the role of political parties to adhere to electoral promises.
  • Create a solution for eradication of malpractices in elections
  • Differentiate between representative democracy and competitive party politics.
  • Summarize the essential features of the Indian Electoral system.
  • Examine the rationale for adopting the present Indian Electoral System.

4
Working of Institutions
  • Examine the Roles , responsibilities and interdependency of all the 3 organs of the Government.
  • Examine the rule of law in India and its relevance
  • Understand the power and working of Indian Judiciary system and comprehend the hierarchy system of the judiciary 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
  • Present Mock Parliament session to convert a bill into law
  • Conduct a mock interview with a parliamentarian
  • Role play on features of the political and permanent executive
  • Analyse and infer how the three organs are interdependent and independent to execute their roles
  • Summarize and evaluate the rule of law in India.
  • Represent 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
  • Comprehend what it is to be a responsible citizen while performing their prescribed duties versus claiming rights
  • Evaluate the role of rights in Democracy.
  • Declamation on need to have rights and the importance of performing duties.
  • 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.
  • 6 thinking hats to discuss the current issues.
  • Organize a moot court to discuss the violation of individual rights.
  • Graphic organizer to summarize the coexistence of rights vs duties
  • Analyse the need of having rights and categorize the rights.
  • Evaluate the statement “Democracy is meaningless without rights”
  • Analyse their role as responsible citizens.
  • Summarize the flipped coexistence of rights versus duties
  • Apply the process available to citizens for safeguarding rights.

CBSE Class 9 Geography Syllabus 2023-24

Geography: Contemporary India - I

Chapter No. and Name

Specific Learning Objectives

Suggestive Teaching Learning Process

Learning Outcome With Specific Competencies

1
India - Size and Location
  • Examine how the location of an area impacts its climate and time with reference to longitude and latitude.
  • Explore and analyze the trading and cultural relationships of India with its neighboring 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.
  • Use GeoGebra, Google earth to represent and justify the reasons for the differences in climatic conditions, local and standard time.
  • Carousel 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. (Link for Carousel Brain storming Strategy
    https://www.youtube.com/watch?v=zZxaS7v1-jo)
  • On map of India hypothetically design two to four alternate longitudes on either side of 82.5*E and conclude on the selection
  • Draw out the rationale/ reasons behind fixing (82.5E) as a time meridian for India
  • PPT presentation to present alternate solutions.
  • Justify the reasons for the differences in climatic conditions, local and standard time.
  • To Infer how the conditions and relationships of the people living in states that are sharing border with the neighbouring countries impact trade and culture.
  • Justify the selection of 82.5E* longitude as Time meridian of India. (IST)
  • Critically analyse the role of opening of Suez Canal in improvement of foreign trade.
  • Propose alternative solution for the problems that arise due to the size & location.

2
Physical Features of India
  • Justify why India is a sub-continent
  • 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.
  • Examine various environmental issues.
  • Use Art integrated strategies like gallery walk/Model making to demonstrate how physical features make India a sub-continent.
  • Role play to depict the lives and relationships amongst physiographic areas.
  • Collaborative brainstorming and presentation using different modes such as flipped books, Journals, Collage and other suitable presentations.
  • Conclude why India is a subcontinent based on study of different physical features.
  • Analyse the conditions and relationships of the people living in different physiographic areas.
  • Enumerate the different environmental issues in India and propose solutions for these issues.

3
Drainage
  • Justify the statement that the rivers are lifeline of economy with reference to India.
  • Examine the information about different lakes and infer on their contribution to Indian ecology
  • Distinguish between the rivers of north and south India
    • Analyse the flow of different rivers of India to infer on their impact on livelihood.
  • 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 PPT on lakes.
  • Street play strategy/poster making/save River songs/ to present awareness on water pollution and suggest solutions.
  • Enlist the different rivers, the areas they serve and their impact on the economy of That area.
  • Enumerate the different lakes and describe their contribution to the 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.

4
Climate
  • Examine and analyse the factors that determine the climate of India
  • Discuss the mechanisms of monsoons in Indian subcontinent.
  • Analyse and infer the reasons behind the wide difference between day and night temperatures at different geographical locations of India.
  • To interpret how monsoon acts as a Unifying bond
  • Collect and Read the Weather reports and have a class room discussion to conclude about the factors controlling climate
  • Watch videos and summarize the findings
  • 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
  • Read Newspapers, prepare and present mock drills on protocols as preventive action for various disasters
  • Infer how the factors determine the climate of India.
  • 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
  • Propose protocols as preventive action for various disasters

5
Natural Vegetation and Wild life

Refer annexure II

Inter disciplinary project with History chapter no IV “Forest Society and Colonialism “

Refer annexure II

6
Population
  • Examine the reasons behind the uneven distribution of population in India with specification to UP & Rajasthan and Mizoram and Karnataka.
  • Research based learning/ art integration strategy (4 grid analysis) to analyse and infer the reasons behind the uneven distribution of population in India with specification to UP & Rajasthan and Mizoram and Karnataka
  • Analyse and infer the reasons behind the uneven distribution of population in India with specification to UP & Rajasthan and Mizoram and Karnataka.
  • Enlist the factors that affect the population density.

CBSE Class 9 Economics Syllabus 2023-24

Economics

Chapter No. and Name

Specific Learning Objectives

Suggestive Teaching Learning Process

Learning Outcome With Specific Competencies

1
The Story of Village Palampur
  • Evaluate the prevailing farming conditions in different states with reasons
  • Examine the factors of production and interdependence of the requirements.
  • Examine the contribution of non-farm activities to the economic growth of the village.
  • Visit a nearest village, interview a farmer/ visit local markets and interview farmers and present it in the class. (Experiential learning strategy)
  • Poster making/ Concept map and gallery walk to Enlist the requirements of production and summarize the interdependence of these requirements.
  • Present a business plan for non-farm activities by using the four factors of production.
  • Analyse and infer how the prevailing farming conditions impact economic development of different states
  • Enlist the requirements of production and summarize the interdependence of these requirements.
    • Enlist non-farm activities and depict the link with economic growth.

2
People as Resource
  • Examine the various factors that constitute the quality of population
  • Analyse the role of government in improving the quality of population.
  • Examine the factors that contribute to unemployment.
  • Case study on quality of population. (Class room discussion)
  • Collect sources from Newspaper/ Media and present the findings in the form of a collage or an album
  • Neighbourhood survey on employment /employability in neighbourhood, analyse the quality of neighbourhood and present in PPT format.
  • Analyse and infer the reasons that contribute to the quality of population
  • Enumerate the different schemes of Government in some states and infer on the quality of people there by.
  • Propose solutions to resolve unemployment problem

3
Poverty as a Challenge
  • Comprehend that poverty is a multifaceted concept inherent in the rural and urban conditions.
  • Examine the measures taken by the government to eradicate 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
  • Debate whether education can remove poverty
  • Analyse and infer 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 Examine the link between education and poverty.

4
Food Security in India
  • Examine the critical role of food security for its masses.
  • Justify the rationale for the system of food security in India.
  • Appraise the contributory role of Public Distribution system to address FSI Substantiate the role of green revolution in strengthening the PDS.
  • Case study and group discussion to substantiate the link between a well-structured food security system and continuity of supply to masses.
  • Invite relevant Govt. officials to speak on FSI &PDS.

Panel discussion/seminar on the impact of the green revolution and PDS.
  • Enumerate various aspects of food security that will ensure continuity of supply to the masses.
  • Examine, analyse and infer various sources of data that point to the rationale of FSI.
  • Enumerate different features of PDS that directly address FSI.
  • Analyse and infer the impact of Green revolution in strengthening the PDS.

CBSE Class 9 Social Science Syllabus 2023-24: Project work

Project work

10 periods
  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:
    • create awareness in them about different disasters, their consequences and management
    • prepare them in advance to face such situations
    • ensure their participation in disaster mitigation plans
    • 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 in the project work.

Competencies to develop;
The students need;

Collaboration

Use analytical skills

Evaluate the situations during disasters.

Synthesize the information

Find creative solutions

Strategies the order of solutions

Use right communication skills
  1. The distribution of marks over different rubrics relating to Project Work is as follows:

S. No.

Aspects

Marks

a

Content accuracy, originality and Collaborative skills

2

b

Competencies exhibited and Presentation

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:
    • 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)
  • Must be done at school only as specific periods are allocated for project work.

CBSE Class 9 Social Science Map Work Syllabus 2023-24

S. No.

Subject

Name of the Chapter

List of Areas to Be Map Pointed

1

History

French Revolution

Outline political map of France Locate/label/identify;

  • Bordeaux, Nantes, Paris, Marseille

Socialism in Europe

Outline political map of world locate/label/identify major countries of World War (central powers- Germany, Austria-Hungary, Turkey (Ottoman Empire) Allied Powers-France, England, Russia, USA)

2

Geography

India: size &location
  • India-States with Capitals,
  • Tropic of Cancer, Standard Meridian (Location and Labelling)
  • Neighbouring countries

India physical features
  • 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)

Drainage system

Rivers: (Identification only)

  • The Himalayan River Systems-The Indus, The Ganges, and The Sutlej
  • The Peninsular Rivers-The Narmada, The Tapi, The Kaveri, The Krishna, The Godavari, The Mahanadi
  • Lakes: Wular, Pulicat, Sambhar, Chilika

Climate
  • Percentage of rainfall in India, Monsoon wind directions

Population
  • Population density of all states
  • The state having highest and lowest density of population

The Changes for Class 9 (2023-24) Year-end Board Examinations are as under:

(Class-9)
Periodic Assessment Academic Session 2022-23 Academic Session 2023-24
Composition of question paper year-end examination/ Board Examination (Theory)
  • Competency Based Questions are 40% in the form of Multiple-Choice Questions, Case Based Questions, Source Based Integrated Questions or any other type.
  • Objective Questions are 20%
  • Remaining 40% Questions are Short Answer/ Long Answer Questions
  • Competency Focused Questions in the form of MCQs/Case Based Questions, Source-based Integrated Questions or any other type = 50%
  • Select response type questions(MCQ) = 20%
  • Constructed response questions (Short Answer/Long Answer type Questions, as per existing pattern) = 30%

2022-23 Reduced Syllabus

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