CBSE Class 9 Syllabus 2027 Social Science

FOR CBSE CLASS 9 SYLLABUS EXAM PREPARATION

CBSE Class 9 Syllabus
2027
Question Paper · Social
Science
EXAM YEAR TYPE SUBJECT

CBSE Class 9 Syllabus 2027 Question Paper Social Science

Notes · Sample Papers · Previous Year Papers · Mock Tests

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Subject Code-087 ag
Class - IX (2026-27)

RATIONALE
The purpose of the education system is to develop good human beings capable of rational
thought and action, possessing compassion and empathy, courage and resilience, scientific

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temper and creative imagination, with sound ethical moorings and values. It aims at producing

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engaged, productive and contributing citizens for building an equitable, inclusive and plural

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society as envisaged by our Constitution. [NEP 2020, pages 4-5]
Social Science isem s e
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a compulsory subject at Secondary Stage Phase-I of school education.
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Social Sciencea can play a unique role within the school curriculum to enable Knowledge,
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Capacities, gand Values and Dispositions that underpin the purpose of education as
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committed to in NEP 2020.

The teaching and learning of Social Science at the secondary stage is aligned with the
transformational vision of the National Curriculum Framework for School Education (NCF-SE)
2023 and the National Education Policy (NEP) 2020. The NCF-SE 2023 emphasises
learning, i.e., competency-based, inquiry-oriented, and rooted in Indian Knowledge Systems
(IKS) and lived realities. The deliberate reduction of content load with a focus on core
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concepts rather than memorisation, creates space for discussion, exploration, and deep
understanding. The framework’s call for interdisciplinarity encourages students to draw

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meaningful connections across disciplines and relate classroom learning to real-life contexts
and experiences.
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a rootedness in India, in which learning is grounded
Furthermore, the NCF-SE 2023 envisions
in India’s diverse heritage and intellectual traditions, while also being combined with a global
outlook. Within this perspective, Social Science education engages students with India’s
historical experiences, democratic values, and patterns of economic and social development,
geographical understanding alongside global processes and contemporary challenges. By
integrating the aims of the NEP 2020, Social Science education seeks to transform learning
into a process that builds knowledge, capacities, and values essential for personal growth,
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social harmony and national progress.
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emevolution, structures, and dynamics through the disciplines of History,
Social Science at the secondary stage is an integrated study of human
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forces. The subject goes beyond the factual understanding to include inquiry, interpretation,
and analysis.

Students learn to source and validate information, interpret data and evidence, and construct
logical explanations, thus fostering critical and reflective thinking. It also cultivates empathy,
respect for diversity, and a sense of justice and responsibility — values that reflect India’s

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intellectual traditions of reasoning, dialogue, and debate as pathways to truth and

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understanding.
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AIMS & OBJECTIVE
As per NCF- 2023, the aims of teaching Social Science in school education can be summarised as
follows:
a. Develop disciplinary knowledge and understanding of how society functions through an
interplay of historical, geographical, social, economic, and political factors.
This can be enabled through:
i. an understanding of continuity and change in human civilisation, its causation and
effect and its impact on modern life.
ii. an understanding of the interaction between nature and human beings, the spatial
patterns arising out of this interaction and its effect on human life.
iii. an awareness and understanding of the diversity of people and their practices in
different societies, regions and cultures within societies.
iv. an awareness of various social, political and economic institutions, their origin,
functioning and transformations over time.
b. Develop an understanding and appreciation for the methods of enquiry relevant to Social
Science and deepen students’ skills to engage with the key questions and issues
confronting society.
These could be specifically seen as:
i. Skills in sourcing evidence, interpreting them, checking through multiple sources
and evidences and constructing a coherent narrative.
ii. Skills in recognizing spatial patterns, map-reading, interpretation and analysis of
various interconnected concepts and processes.
iii. Skills of creative and analytical thinking to form informed opinions, demonstrate
logical decision-making and incline towards a problem- solving attitude.
iv. Skills to collect, organize, analyse, represent, and present data and information on
various historical, geographical, and socio-political issues.
v. Skills to question unsubstantiated ideas, biases, stereotypes, and assumptions to
foster scientific temper and propose meaningful responses to contemporary concerns
of society.
c. Foster ethical, human, and Constitutional values:
As the NEP 2020 emphasises to foster a “democratic outlook and commitment to liberty
and freedom; equality, justice, and fairness; embracing diversity, plurality, and inclusion;
humaneness and fraternal spirit; social responsibility and the spirit of service; ethics of
integrity and honesty; scientific temper and commitment to rational and public dialogue;
peace; social action through Constitutional means; unity and integrity of the nation, and
a true rootedness and pride in India with a forward-looking spirit to continuously improve
as a nation.

NOTE-Refer to NCF-2023-Page no-320-323

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In alignment with the NEP 2020, Social Science education seeks to develop responsible human
beings capable of rational thought and action, possessing compassion, empathy, courage,
resilience, scientific temper, and creative imagination — qualities that prepare them to
contribute meaningfully to the nation and humanity.

Studying Social Science is essential for developing informed, empathetic, and active citizens. It
enables learners to situate themselves within broader social, cultural and environmental
contexts, and to recognise their role in shaping them. Through this subject, students
understand the origins of democratic values, Constitutional principles, and India’s civilisational
ethos of unity in diversity. They also develop awareness of pressing issues such as inequality,
conflict, environmental degradation and economic challenges, and learn to respond to them
with evidence-based reasoning and ethical reflection. Social Science thus, bridges knowledge
and action, encouraging learners to think critically about society and participate responsibly and
effectively in it.

CURRICULAR GOALS-CG

As per NCF 2023 - At the Secondary Stage, students will go into details to understand
India’s past and appreciate its complexity, diversity, and unity brought about by cultural
integration and the sharing of knowledge traditions across geographical and linguistic
boundaries. NCF 2023 Page no -154

 CG-1 Understands and analyses the important phases in Indian history and draws insights
to understand present-day India
 CG -2 Analyses the important phases in world history and draw insight to understand the
present-day world
 CG-3 Understands the idea of a nation and the emergence of the modern Indian Nation
 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
 CG -5 Understand the Indian Constitution and explores the essence of Indian democracy
and the characteristics of a democratic government.
 CG -6 Understand and analyse social, cultural, and political life in India over time – as
well as the underlying historical Indian ethos and philosophy of unity in diversity – and
recognises challenges faced in these areas in the past and present and the efforts (being)
made to address them
 CG -7 Develop 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
 CG -8 Evaluate the economic development of a country in terms of its impact on the lives of
its people and nature
 CG-9 Understand and appreciate the contribution of India through history and present
times, to the overall field of Social Science, and the disciplines that constitute it

COMPETENCIES

Competencies are specific learning achievements that are observable and can be assessed
systematically. In NCF, Competencies are directly derived from a Curricular Goal and are
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c. oexpected to be attained by the end of a Stage. The following competencies
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CG-1.1 Explains the historical events and processes using different types of sources with
specific examples from Indian history
 CG-1.2 Explains and analyses the chronology of human life on the Indian subcontinent,
from prehistory to its civilisational beginnings and beyond, and its relations with other
civilisations over time, such as those in Mesopotamia, Greece, Central Asia, China,
Southeast Asia, Arabia, and Eastern Africa
 CG-1.3 Traces aspects of continuity and change in different phases of history across the
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Indian subcontinent (including cultural trends, social and religious trends and reforms, and
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economic and political transformations)
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CG-1.4 Explains the growth of new indigenous ideas across India in Mathematics,
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Philosophy, Science and Technology, Medicine, Architecture, Agriculture, Literature and Art,

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and Social Science (such as zero and the Indian number system, ahimsa, the six systems
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of Indian philosophy, Ayurveda, yoga, the 22 shrutis of Indian music, horticulture, use of
herbs and spices, etymology, meters, and grammar) and how they affected the course of
the Indian history
 C-2.1 Explains historical events and processes with different types of sources with specific
examples from India and world history.
 C-2.3 Traces aspects of continuity and change in different phases of world history (including
cultural trends, social and religious reforms, and economic and political transformations)
 C-2.4 Explains the growth of new ideas and practices across the world (including
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humanism, mercantilism, industrialisation, scientific developments and explorations,
imperialism, colonialism, the rise of the new nation states across the world, and various
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technologies including the most current) and how they affected the course of world history.
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C-2.5 Recognises the various practices that arose, such as those in C- 2.4, and came to be
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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 have left unhealed wounds.
 C 3.1 Analyses the meaning of nation and how the concept evolved over time across the
world and in the specific context of India, including its roots in the rich civilisational history of
the Indian subcontinent
 C3.2 Identifies and analyses important phases of the Indian national freedom struggle
against British colonial rule, with special reference to the movement led by Mahatma
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Gandhi and other important figures as well as those that led to independence, and
c. understands the specific Indian concepts, values, and methods (suchm
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ag  C-4.1 Locates physiographic regions of India and the climatic zones of the world on a
globe/map.
 C-4.2 Explains important geographical concepts, characteristics of key landforms, their
origin, and other physical factors of a region
 C-4.3 Draws inter- linkages 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 inter- relationship between the natural environment and

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human beings and their cultures across regions and, in the case of India, the special
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environmental ethos that resulted in practices of nature conservation
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 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.
 C-4.6 Develops sensitivity towards the judicious use of natural resources (by individuals,
societies, and nations) and suggests measures for their conservation
 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)
 C-5.2 Appreciates fundamental Constitutional values and identify their significance for the
prosperity of the Indian nation.
 C-5.3 Explains that fundamental rights are the most basic human rights, and they flourish
when people also perform their fundamental duties
 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.
 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
 C-6.1 Understands how the Indian ethos and the cultural integration across India did not
attempt uniformity, but respected and promoted a rich diversity in Indian society, and how
this harmonisation and unity in diversity, with a historical respect for all cultures, women
have counted among India’s great strengths by promoting peaceful coexistence
 C-6.2 Understands that despite C-6.1, forms of inequality, injustice, and discrimination have
occurred in different sections of society at different times (due to internal as well as outside
forces such as colonisation), leading to political, social, and cultural efforts, struggles,
movements, and mechanisms at various levels towards equity, inclusion, justice, and
harmony, with varying outcomes and degrees of success.
 C 6.3 Analyses aspects of differential treatment or discrimination that may exist in the
Indian society, based on, socio-cultural background, region, language spoken, and what
individuals and societies can do to eradicate such differential treatment
 C 6.4 Understands that a progressive society and nation, such as India is one that
recognises not only its civilisational strengths but also its socio-economic, cultural and
political challenges, and continuously makes efforts to address those challenges to become
ever more prosperous, inclusive, just, and harmonious
 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
 C-7.3 Distinguishes between ‘unorganised’ and ‘organised’ sectors of the economy and their
role in production for the local market in small, medium, and large-scale production centres
(industries), and recognises the special importance of the so-called ‘unorganised’ sector in
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Indian economy and its connections with the self-organising features of Indian society
 C-7.4 Traces the beginning and importance of large- scale trade and commerce (including
e- commerce) between one country and another - the key items of trade in the beginning,
and the changes from time to time.
 C-8.1 Gathers, comprehends and analyses data related to income, capital, poverty, and
employment in one’s locality, region and at the national level. Markets.
 C- 8.2 Understands and analyses the concepts and practices of the range of economic
systems — from free market to entirely state-controlled markets.
 C-8.3 Understands these features in the context of ancient India, with its thriving trade, both
internal and external, and its well- established trade practices and networks, business
conventions, and diverse industries, all of which made India one of the world’s leading
economies up to the colonial period
 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.
 C – 9.1 Knows and explains the significant contributions of India to all matters (concepts,
explanations, methods) studied within the curriculum, in an integrated manner

Pedagogy for teaching geography should integrate experiential, visual, and analytical
approaches to make learning more meaningful and connected to the real world. Effective
geography teaching goes beyond textbooks- it involves helping students observe, analyse, and
interpret the Earth’s surface and human-environment relationships. The use of three-
dimensional models enables students to visualise complex geographical processes, such as
mountain formation, river systems, and soil profiles, thus making abstract concepts tangible.
Field observation is an essential pedagogical tool that promotes experiential learning; by directly
engaging with local landscapes, students develop geographical inquiry skills, observation
techniques, and data collection abilities. Incorporating Bhuvan images, India’s indigenous
satellite imagery and mapping platform allow learners to explore their own regions using real-
time geospatial data and satellite views, linking classroom knowledge to local realities. Map
reading is another fundamental component, as it cultivates spatial awareness, orientation, and
the ability to interpret symbols, scales, and coordinates. Likewise, photo interpretation —
analysing aerial and satellite photographs — helps students understand the land-use patterns,
vegetation cover, urbanisation, and environmental changes. When combined, these methods
foster critical thinking, spatial reasoning, and a deeper appreciation of the dynamic Earth
systems that geography seeks to explain.

For understanding the past and India’s rich heritage, teachers are expected to engage students
in the following ways. Firstly, they are expected to analyse inscriptions or edicts (for example,
Ashoka’s edicts, and Gupta records) to understand how rulers communicated policies,
messages, and ethical guidelines to their subjects. Secondly, they are to encourage students to
read excerpts or chapters from Indian literary sources that throw light on the social, cultural, and
political life of people. Thirdly, they are expected to conduct research and present examples of
forts, temples, mosques, and palaces to illustrate cultural, architectural, and political
developments in the Indian history. Finally, the teachers should explore and discuss the works of
artists and philosophers of the Renaissance period, highlighting their contributions and influence.
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c. oStudents should be made to locate the extent of various important
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se They are also expected to investigate and explain the key Indianl empires on a world map.

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of Western philosophers, scientists, and artists. Finally, students should be encouraged to use a
world map to trace India’s trade and cultural exchanges with other civilisations, and analyse their
patterns and impact.

Transaction of political concepts requires connecting students with evidence, inquiry, and real-
world reasoning. Document-based inquiry helps learners explore authentic sources, such as
Vedic texts, constitutional excerpts, and letters from national leaders to interpret historical
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contexts and moral reasoning. Case-based pedagogy, using landmark judgments, maps, and
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data analysis, builds decision-making and analytical skills, encouraging students to apply theory

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to practice. Evidence-based learning engages learners with real datasets from Census, NITI
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Aayog, or UNDP reports to develop data literacy and link concepts like equality and
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representation with measurable realities. Further, multimedia and experiential approaches use
podcasts, documentaries, and archival materials to connect abstract political ideas with real
experiences, sharpening students’ interpretive and critical listening skills. Visual and graphic
organiser-based pedagogy-through charts, tables, and concept maps — supports
comprehension, memory, and summarisation by converting complex ideas into structured
visuals. Together, these pedagogies transform classrooms into laboratories of civic thinking,
empathy, and inquiry. They nurture students as reflective citizens who can interpret evidence,
question assumptions, and engage meaningfully with India’s democratic processes.
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The pedagogy for teaching Economics needs to be interactive, experiential, and inquiry-driven,
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enabling students to relate economic concepts to real-life situations. Teachers can use role-play

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activities — such as running a lemonade stall or simulating the circular flow of income with
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students acting as households, firms, banks, and the government to make ideas like production,
income, and expenditure tangible. Class discussions on familiar issues, such as rising vegetable
prices during monsoons, help students link classroom learning with everyday experiences and
develop critical thinking. Engaging classroom activities and games, like preparing a classroom
budget, allow students to understand scarcity, choice, and opportunity cost in a fun and
participatory way. The use of visual tools — including maps, pie charts, and graphs — can help
students analyse data on GDP, trade, and sectoral trends. The case studies on topics like
pollution as an externality, public goods like street lights, or successful entrepreneurs encourage
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application and deeper reflection. Surveys and field visits to local shopkeepers or MSMEs
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further bridge theory and practice by exposing students to real market dynamics. Incorporating
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current resources, such as newspaper articles or the Union Budget fosters analytical skills and

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learners will move beyond memorisation to active understanding, making Economics relevant,
engaging, and empowering

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COURSE OUTLINE

Class IX-2026-27
Part 1
S. Theme (time Outline/Concepts Learning Outcomes and
No. allocation in Competencies
instructional Students will be able to:
hours)
1. Understandin • Meaning, scope and • Explain the relevance of studying Social
g Social relevance of Social Science to understand society,
Science (4 Science environment, economy, and governance in
Hours) • Understanding Social our lives.
Science from an • Explain the meaning and scope of
Indian perspective Geography, History, Political Science, and
Economics as disciplines and recognise their
interconnections.
• Appreciate diversity, inclusivity,
sustainability, and equity as guiding values
when studying society and making
decisions.
2. Shaping of • Theory of plate C4.2
the Earth’s tectonics • Describe the concept of plate tectonics
Surface (8 • Interior of the Earth and analyse its relevance in understanding
Hours) • Role of weathering Earth’s dynamics.
and erosion; agents • Locate major tectonic plates on a world
of gradation — river, map.
waves and currents, • Explain processes of weathering and
wind, glaciers, and erosion with suitable examples.
underground water
• Identify the prominent agents of gradation
• Landforms and
operating in a given region.
disasters:
• Describe major landforms and explain the
earthquakes,
landslides, processes involved in their formation.
avalanches, Glacial • Explain the causes of natural disasters and
Lake Outburst Flood propose strategies for their mitigation.
(GLOF) and
duststroms
3. Atmosphere • Structure and C4.3, C4.4, C4.5
and Climate composition; elements • Explain the different atmospheric layers
(7 Hours) of weather and climate and represent them using sketches and
• Seasons of India and diagrams.
monsoons • Observe and analyse local winds and their
• Climate change impact.
• Floods • Understand the impact of the Indian monsoon
Carbon footprint on life, agriculture, and livelihoods across
different regions.

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• Explain the causes and effects of climate
change.
• Represent climatic data (temperature,
rainfall, etc.) through appropriate graphs,
charts, or diagrams.
• Analyse how climate change influences
the frequency and intensity of natural
disasters.
4. Early • Cultural development C1.2, C2.1, C2.2, C2.3
Humans and from 2 million years • Describe how prehistoric time divisions are
Beginning of ago organised.
Civilisation (9 • Early human history, • Explain how humans lived before the
Hours) periodisation: invention of writing
Archaeological ages
• Understand the beginning of the settled life
• Who are human with development of agriculture, and
ancestors? domestication of plants and animals.
• Palaeolithic • Explore the factors of urban development
hunter-gatherers and and
use of stone tools transformation through time.
• Mesolithic transition to • Appreciate the diversity of crafts and trade,
food production: and their role the
Mesolithic sites and establishment of prosperous economy.
tools
• Understand the diversity of food habits.
• Neolithic and the
• Describe the social, political, and religious
beginning of farming:
structures of the civilisations of Egypt and
Neolithic revolution
Mesopotamia.
domestication of
plants and animals
• Harappan and
contemporary cultures
• Mesopotamian,
egyptian, and chinese
civilisation

5. State and • Vedic Age — C1.3, C2.3, C3.1, C1.4
Society geography; texts; • Explain various facets of Vedic society and
(upto 1000 CE) rituals; political polity.
(9 Hours) institutions, and
social order • Appreciate the achievements of Indian
empires and their cultural legacy.
• Administrative
structure of early • Understand the knowledge traditions and
empires practices of India.
• Quest for knowledge • Understand the foundations of the Indian
— educational social and political institutions and their
heritage, institutions, continuity.
knowledge traditions,
and
cultural practices

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se • Traders and trade
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routes, guilds and
merchants, crafts and
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industries
6. Democracy • Meaning features C5.1, C5.2
(9 Hours) and types of • Understand the features of democracy.
democracy
• Appreciate early democratic traditions in
• Roots of democracy in
India and how they influenced modern
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India democracy.
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• Challenges to
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• Differentiate between parliamentary and
democracy in India presidential systems.
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• Identify examples of both systems across

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the world countries, such as India, USA, France,

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7. Elections • Factors of importance C5.2, C5.3, C5.4, C5.5, C6.2, C6.3, C6.4, C9.1
(9 Hours) of elections • Identify
factors highlighting importance of
• Electoral systems elections in a democracy.
• Delimitation • Categorise three types of electoral systems
Commission and list examples.
• Election Commission • Identify the major laws that govern the

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of India and its role conduct of elections in India.
• Constituency, electoral • Describe
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the main provisions of the

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rolls, enumerators Representation of the People Acts.
• Party system in India
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• Define the concept of delimitation and its

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• Identify the role and functions Election
Commission of India (ECI) in the electoral
process.
• Explain constituency, electoral roll,
enumerator.
• Understand the party system in India.
• Explain the meaning and features of a
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coalition government in the Indian
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political system. Explain key provisions of
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the Anti-Defection Law with reference to

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political instability and the need for anti-
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defection measures.

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Blocks in resources, • Explain the meaning of scarcity, choice, and
Economics opportunity cost and opportunity cost in everyday life, and
(7 Hours) the need for making economic decision-making.
choice. What do
• Describe what economists do and how they
economists do?
study production, distribution, and
consumption of goods and services.

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• What to produce, • Recognise how economic analysis helps in
how to produce, and policy-making and solving real-world issues.
for whom to • Describe the three central problems of an
produce? economy — what to produce, how to
• Difference between produce, and for whom to produce.
market, centrally • Identify and differentiate the characteristics
planned, and mixed of planned, free market, and mixed
economic systems economic systems.
• Welfare economy • Explain the concept of a welfare economy
and the importance
of social safety nets.
9. The Price • Laws of demand and C7.1
Puzzle: What supply • Explain the Law of Demand and Law of
Drives the • Real-world deviations Supply with the help of real life examples.
Market from textbook theory, • Interpret how changes in price affect the
(8 Hours) such as in case of quantity demanded and quantity supplied
necessities, luxury of goods and services.
goods, perishable
• Identify the equilibrium price and quantity
items, and
where demand and supply intersect.
expectations
• Analyse how changes in market conditions
• Some related
(e.g., increase in demand or supply) lead to
concepts — price
surplus or shortage and affect equilibrium.
ceilings and market
failures (externalities, • Explain the concept of price ceilings and
information how they can lead
asymmetry, public to shortages or black markets.
goods) • Understand market failures and identify
their main types.
• Understand public goods (non- excludable
and non-rival goods like parks or street
lighting).
Part 2
S. Theme (time Outline/Concepts Learning Outcomes (pertinent) CGs, Cs
No. allocation Students will be able to:
instructional
hours)
1. Oceans and • Introduction to ocean C4.1, C4.2
Life (7 relief, movement of • Explain the movement of ocean waters,
Hours) ocean water- waves, including waves, tides, and currents.
tides and currents • Analyse the connections between ocean
• Marine resources currents, and global and regional climate
and their patterns.
significance; open • Understand the importance of marine
seas, navigation resources for human livelihoods and
fishing, and livelihood ecosystems.
concerns and • Examine the relationship between oceans,
challenges climate, livelihoods, and natural disasters.
• Cyclones and • Highlight key rules, conventions, and
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Tsunamis — early international agreements governing
warning systems ocean navigation. and the use of marine
• International resources.
maritime rules and • Explain the need for international
regulations cooperation and agreements in the
sustainable use of ocean resources.
• Construct models or sketches representing
ocean relief.
2. Life on • Biomes: Distribution C4.3, C4.4, C4.5, C4.6
Earth (7 and characteristics; • Identify the major biomes of the world and
Hours) biosphere reserves in describe
India their key climatic conditions, characteristic
• Forest and flora, and fauna.
ecotourism; forest • Locate biosphere reserves on the map of
dwellers, their India.
livelihoods, and • Appreciate local traditional practices
challenges related to biodiversity conservation and
• Forest and wildlife analyse their effects.
conservation • Explain the concept and importance of
• Government efforts biosphere reserves in conserving
to support forest ecosystems and biodiversity.
dwellers • Analyse the concept of ecotourism and
discuss its role in promoting sustainable
forest ecosystem and conservation.
• Investigate the causes of forest fires in the
local area, and prepare a plan for
mitigation and prevention.
3. Resistance • Safeguarding C1.3, C1.4, C3.1
and sovereignty: • Explain the cultural, political, and military
Resilience resistance, alliances contributions of regional kingdoms in India.
(1000 CE – 1700 and confederacies • Appreciate how diverse communities and
CE) • Development of art regions shaped India’s history from 1000 CE
(9 Hours) and architecture, to 1700 CE.
languages and • Explore how regional kingdoms adapted to
literature changing political, economic, and cultural
• The Bhakti tradition contexts over time.
• Forts and fortifications • Analyse the continuity of the civilisational
• Expansion of Indian history of India as a nation upto 18th
economy and state century CE.

4. India and • Trade and commerce C1.2, C1.4, C6.1, C2.3, C9.1
the — trade with • Explore India’s relations with early
World-I Mesopotamia, Greece, civilisations of the world.
(1900 Roman Empire, China • Identify the major articles of trade and the
BCE- and Southeast Asia major trading ports.
1200 CE) • Cultural Connections • Appreciate the significant contributions of
(8 Hours) — Interactions with India
Greece and Rome, in diverse spheres in an integrated manner.
Central Asia, • Appreciate the influence of Indian religion
China, and Influence and culture, particularly in Southeast Asia.
on South East Asia

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m
m .co

m .co s e m
se
• Indian Knowledge
Systems — Medicine, g l a
Mathematics and a
Astronomy, Medicine,
Religion
5. Authorit • The Roots of Authority: C5.1, C5.2, C 5.3
y (10 in Kautilya and • Explain the roots of authority in Indian
Hours) shukraniti- danda and political thought.
relationship with nyaya • Interpret the relationship between Danda
m
.co
and bala; the types of (discipline/ force) and Nyaya (justice) as the
m
nyaya and bala twin foundations of authority, development,

m .co
• Constitutional status and security.
s e m
s e
of justice and security • Trace the evolution of authority structures
l a
a ag
since ancient times in India.
l
ag
• Links the role of • Understand the post- independence
citizens with the concept of justice and security.
elections and the • Illustrate types of authority.
democratic institutions • Develop an understanding of citizen
• Types of authority — discipline, justice, and strength.
functional, sensitive, • Illustrate the role of citizens in authority.
and welfare-oriented

6. From Ideas • What is C7.3
entrepreneurship and • Define entrepreneurship and explain its
m
to Startups

.co
(8 Hours) explain the resources importance in innovation, job creation, and

m
required to start a economic growth.
business
s e
• Understand the key resources for business.
• Case studies of
g la
• Explain how resources are managed to
successful
entrepreneurs a produce goods and services.
• Analyse real-world examples of successful
• Creative destruction entrepreneurs.
with examples • Describe the features of India’s start-up
• Start-up ecosystem in ecosystem and initiatives like Make in India,
India. Startup India, and Digital India.
• Make in India • Recognise the role of Micro, Small, and
initiative, role of Medium Enterprises (MSMEs) and the
MSMEs and the unorganised sector in promoting employment,
m
.co
unorganised sector in innovation,
m
.co
India’s economic and inclusive growth.
e m
s
growth. • Identify and explain the stages of starting a

e m • Stages of starting and business from developing an idea to
l a
l as executing a business
ag
creating and executing a business plan.

ag idea through a
business plan
• Understand simple profit and loss.
Identify the key components of a balance.
• Some basic accounting
concepts

m .
.co s e m
em a
13
s l
l a ag
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7. Smart Ways • Relevance of CG8
to Manage personal financial • Explain what personal financial
Your management in daily management means and why
Finances life it is essential in everyday life.
(6 Hours) • Inflation and its impact • Recognise how managing income, spending,
on purchasing power saving, and investment helps achieve
• Simple vs. compound financial stability and long-term goals.
interest rate • Explain the difference between simple
• Budgeting interest and compound interest.
• Various savings and • Prepare a simple personal or family budget
investment options like showing income, expenditure, and savings.
fixed deposit, stocks, • Identify various savings and investment
bonds, mutual funds, instruments.
etc. • Understand the relationship between risk and
• Risk and insurance return in different investment types.
• Personal income tax • Understand the concept of income tax and
why citizens are required to pay it.

Note-Course Structure will be provided shortly

CLASS IX (2025-26)
INTERNAL ASSESSMENT: 20 MARKS

Type of Description Marks
Assessment
Periodic Assessment Pen Paper Test 5

Multiple Assessment Quiz, debate, role play, viva-voce, group discussion, visual 5
expression, interactive bulletin boards, gallery walks, exit
cards, concept maps, peer assessment, self- assessment
etc. through interdisciplinary project , Report Writing on
field visits, Commentaries/visual interpretations, site-map
making
Subject Enrichment Project work (Interdisciplinary) 5
Activity
Portfolio Classroom, work done (activities/assignments) reflections, 5
narrations, journals etc. Achievements of the student in the
subject throughout the year. Participation of the student in
different activities like Heritage India quiz etc.

CLASS IX
PRESCRIBED TEXT BOOKS
S. No. Name of the Book Publisher

1 Social Science-Part 1 NCERT
2 Social Science-Part 2 NCERT

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