|
COURSE STRUCTURE
CLASS IX
Time : 3 Hrs. Marks : 80 + 20
Marks Periods
Unit 1 : India and the Contemporary World - I 18 40
Unit 2 : India -Land and the People 20 45
Unit 3 : Democratic Politics I 18 40
Unit 4 : Understanding Economics 16 40
Unit 5 : Disaster Management 8 25
Internal Assessment
1. Tests (Formative and Summative) 10
2. Assignments (School & Home) 05
3. Project Work 05
Class IX
Unit 1 : India and the Contemporary World - I 40 Period | Themes | Objectives | Any two themes from each of the first two sub-units
and one from the third could be studied.
Sub-unit 1.1 : Events and processes.
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.
1. French revolution :
(a) The Ancient Regime and its crises.
(b) Thesocial forces that led to the revolution.
(c) The different revolutionary groups and ideas of the time.
(d) The legacy.
2. Russian Revolution.
(a) The crises of Tzarism.
(b) The nature ofsocial movements between 1905 and1917.
(c) The First World War andfoundation of Soviet state.
(d) The legacy.
3. Rise of Nazism.
(a) The growth of social democracy
(b) Thecrises in Germany.
(b) The basis of Hitler'srise to power.
(c) The ideology of Nazism.
(d) The impact of Nazism.
Sub-unit 1.2 : Economies and Livelihoods
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.
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 andmodern states?Case studies : focus on two pastoral groups, one from Africa and one from
India.
5. Forest society and colonialism :
(a) Relationship between forests and livelihoods. (b) Changes in forest societies under colonialism.Case studies : focus on two forestmovements one in colonial India (Bastar)and one in Indonesia.
6. Farmers and peasants :
(a) Histories of the emergence of differentforms 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)
Sub-unit 1.3 : Culture, Identity and Society
The themes in this unit will consider how issues of culture are linked up to the making of contemporary world.
7. Sports and politics :
The story of cricket (a) The emergence of cricket
as an English sport. (b) Cricket and colonialism.
(c) Cricket nationalism and de-colonialization.
8. Clothes and cultures.
(a) A short history of changes in clothing. (b) Debates over clothing in colonial India. (c) Swadeshi and the movement for Khadi.
Sub-unit 1.4 : Map Work. (2 Marks).
|
- In each of the themes in this unit students would
be made familiar with extracts of speeches,
political declarations, as well as the politics of
caricatures, posters and engravings. Students
would learn how to interpret these kinds of
historical evidences.
- Familiarize students with the names of people
involved, the different types of ideas that inspired
the revolution, the wider forces that shaped it.
- Show how written, oral and visual material can
be used to recover the history of revolutions.
- Explore the history of socialism through a study
of the Russian revolution.
- Familiarize students with the names of people
involved, the different types of ideas that inspired
the revolution.
- Discuss the critical significance of Nazism in
shaping the politics of modern world.
- Familiarize students with the speeches and
writings of Nazi leaders.
- Consider what happens to pastoralists and
pastoralism in the modern world, with the
formation of modern states, marking of
boundaries, processes of sedentarization,
contraction of pastures, and expansion of
markets.
- Point to the varying patterns of developments
within pastoral societies in different places.
- Look at the impact of colonialism on forest
societies, and the implication of scientific forestry.
- 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 revolts.
- Show the different processes through which
agrarian transformation may occur in the modern
world.
- Understand how agricultural systems in India are
different from that in other countries.
- Familiarize students with the idea that large scale
farming, small scale production, shifting
agriculture operate on different principles and
have different histories.
- Suggest how sports also have a history and that
it is linked up with the politics of power and
domination.
- Introduce students to some of the stories in
cricket that have historical significance.
- Show how clothing has a history, and how it is
linked to questions of cultural identity.
- Discuss how clothing has been the focus of
intense social battles
|
Unit 2 : India - Land and the Peopl
| Themes | Objectives | 1. India : location, relief, structure, major
physiographic units
.
2. Climate : factors influencing the climate;
monsoon- its characteristics, rainfall and
temperature distribution; seasons; climate and
human life.
3. Drainage : major rivers and tributaries, lakes and seas, role of rivers in the economy, pollutionof rivers, measures to control river pollution.
4. Natural Vegetation : vegetation types,distribution as well as altitudinal variation, needfor conservation and various measures.
5. Wildlife : major species, their distribution, needfor conservation and various measures.
6. Population : size, distribution, age-sx 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.
7. Map Work (4 marks). | To understand the major landform features and the
underlying geological structure; their association with
various rocks and minerals as well as nature of soil
types
To identify the various factors influencing the climate
and explain the climatic variaton of our country and
its impact on the life of the people.
Tor explain the importance and unifying role of
monsoons;
To understand the river systems of the country and
explain the role of rivers in the evolution of human
society.
To find out the nature of diverse flora and fauna as
well as their distribution;
To develop concern about the need to protect the
bio-diversity of our country;
To analyse the uneven nature of population
distribution and show concern about the large size of
our population;
To understand the various occupations of people and
explain various factors of population change;
To explain various dimension of national policy and
understand the needs of adolescents as underserved
group. |
Project/Activity
Learners may identify songs, dances, festivals and special food preparations associated with certain seasons
in their particular region, and whether they have some commonality with other regions of India.
Collection of material by learners on the flora and fauna of the region in which their school is situated. It
should include a list of endangered species of the region and also information regarding efforts being made to save
them.
Posters
River pollution
Depletion of forests and ecological imbalance.
Unit - 3 : Democratic Politics I
40 Periods
| Themes | Learning Objectives | 1. 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?
2. Designing of Democracy in India
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?
3. Electoral politics in democracy
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?
4. Institutions of parliamentary democracy
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?
5. Citizens' rights in democracy
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? |
- Develop conceptual skills of defining
democracy
- Understand how different historical processes
and forces have promoted democracy.
- Developing a sophisticated defence of
democracy against common prejudices
- Develop a historical sense of the choice and
nature of democracy in India.
- Introduction to the process of Constitution
making
- Develop respect for the Constitution and
appreciation for Constitutional values
- Recognise that constitution is a living document
that undergoes changes.
- Introduce the idea of representative democracy
via competitive party politics
- Familiarise with our electoral system and reasons
for choosing this
- Develop an appreciation of citizen's increased
participation in electoral politics
- Recognise the significance of the Election
Commission
- Provide an overview of central governmental
structures
- Sensitise to the key role of the Parliament and
its procedures
- Distinguish between nominal and real executive
authorities and functions
- Understand the parliamentary system of
executive's accountability to the legislature
- Develop a citizens' awareness of their rights
- Introduction to and appreciation of the
Fundamental Rights
- Recognition of the ways in which these rights
are exercised and denied in real life situations.
- Introduction to judicial system and key
institutions like the Supreme Court, High Courts
and National Human Rights Commission.
|
Unit - 4 : Understanding Economics - I
| Themes | Objectives | 1. The economic story of Palampore: 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, labour and capital) can be
introduced.
2. People as Resource : Introduction of how
people become resource / asset; economic
activities done by men and women; unpaid work
done by women; quality of human resource ;
role of health and education; unemployment as
a form of nonutilisation of human resource; sociopolitical
implication in simple form
3. Poverty as a challenge facing India : 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
4. Food Security : Source of foodgrains- variety
across the nation - famines in the past - the need
for self sufficiency - role of government in food
security - procurement of foodgrains -
overflowing of granaries and people without food
- public distribution system - role of cooperatives
in food security (foodgrains, milk and vegetables
ration shops, cooperative shops, two-three
examples as case studies)
| Familiarising the children with some basic
economic concepts through an imaginary story
of a village
Familiarisation of a few population related concepts
and sensitization of child that people as asset can
participate and contribute in nation building
Understanding of poverty as a challenge and
sensitization of the learner;
Appreciation of the government initiative to alleviate
poverty
Exposing the child to an economic issue which is basic
necessities of life;
Appreciate and critically look at the role of
government in ensuring food supply
|
Suggested Activities / Instructions :
Theme 1
: Give more examples of activities done by different workers and farmers.
Numerical problems can also be included.
Some of the ways through which description of villages are available in the writings of Prem Chand, MN Srinivas
and RK Narayan. They may have to be referred.
Theme II :
Discuss the impact of unemployment
Debate on whether all the activities done by women should be included or not. Why?
Is begging an economic activity? Discuss.
Is it necessary to reduce population growth or family size? Discuss.
Theme IV :
Visit a few farms in a village and collect the details of foodgrains cultivated;
Visit a nearby ration shop and collect the details of goods available;
Visit a regulated market yard and observe how goods are transacted and get the details of the places where the
goods come and go.
Unit - 5 : Disaster Management
25 Periods
1. Man made disasters - Nuclear, Biological and Chemical.
2. Common Hazards - Prevention and Mitigation
3. Community Based Disaster Management.
PRESCRIBED TEXTBOOKS :
1. India and the Contemporary World History - Published by NCERT
2. Contemparary India - Geography - Published by NCERT
3. Democratic Politics - 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
|
