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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

SYLLABUS

(April 2013 March 2014)

The unit wise distribution of marks over the two terms for Summative Assessment will be as follows.

 

TERM 1

TERM 2

UNIT

Marks

Marks

India and the Contemporary World I

23

23

India-Land and the People

23

23

Democratic Politics I

22

22

Understanding Economic Development I

22

22

TOTAL

90

90

The prescribed syllabus will be assessed using formative and summative assessments in the following manner:

 

I Term

II Term

 

Formative Assessment 1, 2, 3 and 4

20%

20%

40%

Summative Assessment 1 and 2

30%

30%

60%

TOTAL

50%

50%

100%

UNIT 1 (HISTORY): India and the Contemporary World I

Term I

Sub Unit 1.1: Events and Processes

(ANY TWO OF THE FOLLOWING)

The French Revolution

(Chapter 1)

Russian Revolution

(Chapter 2)

Rise of Nazism

(Chapter 3)

Term II

Sub Unit 1.2: Economics and Livelihoods

(ANY ONE OF THE FOLLOWING)

Pastoralists in the Modern World

(Chapter 4)

Forest Society and Colonialism

(Chapter 5)

Farmers and Peasants

(Chapter 6)

Term III Sub Unit 1.3: Culture Identity and Society

(ANY ONE OF THE FOLLOWING)

Sports and politics

(Chapter 7)

Clothes and Culture

(Chapter 8)

DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

UNIT 2 (GEOGRAPHY): India Land and People

Term I

(i)

India

(Chapter 1 and 2)

(ii)

Drainage

(Chapter 3)

Term II

(iii)

Climate

(Chapter 4)

(iv)

Natural vegetation

(Chapter 5)

(v)

Wild life

(Chapter 5)

(vi)

Population

(Chapter 6)

UNIT 3 (POLITICAL SCIENCE): Democratic Politics

Term I

1. Democracy in the contemporary world

(Chapter 1)

2. What is Democracy? Why Democracy?

(Chapter 2)

3. Constitutional Design

(Chapter 3)

Term II

4. Electoral Politics

(Chapter 4)

5. Working of Institutions

(Chapter 5)

6. Democratic Rights

(Chapter 6)

UNIT 4 (ECONOMICS): Understanding Economic Development

Term I

1. The economic story of Palampore

(Chapter 1)

2. People as Resource

(Chapter 2)

Term II

3. Poverty as a challenge facing India

(Chapter 3)

4. Food Security

(Chapter 3)

UNIT 5 (DISASTER MANAGEMENT):

Term I

1. Introduction of Disaster Management

(Chapter 1)

2. Common Hazards

(Chapter 2)

Term I

3. Manmade Disasters

(Chapter 3)

4. Community based Disaster Management

(Chapter 4)

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

HISTORY MODULES

Module: 01 & 02 Chapter: The French Revolution Contents :

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

(i)

Introduction.

(ii)

French society during the late eighteenth century.

(iii)

Role of the middle class.

(iv)

The outbreak of the Revolution.

(v)

France becomes a Constitutional Monarchy.

Learning Objectives

After studying the contents the students will be able to: -

(i)

Understand the concept of Revolution.

(ii)

Assess the role played by the middle class in providing the philosophical edifice to the Revolution.

(iii)

Trace the events that occurred on the 14 th of July 1789 and led to the outbreak of the Revolution.

(iv)

Examine France‟s transition to a Constitutional Monarchy.

(v)

France becomes a Constitutional Monarchy.

Key Terms

Revolution, Estates, Clergy, Tithes and Estate General

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module: 03 & 04 Chapter: The French Revolution (Contd.) Contents :

(i)

France abolishes Monarchy and becomes a Republic.

(ii)

The Reign of Terror

(iii)

Did women have a Revolution?

(iv)

The Abolition of Slavery.

(v)

The Revolution and everyday life.

Learning Objectives

After studying the contents, the students will be able to understand: -

(i)

The role played by the Jacobins in the establishment of the French Republic.

(ii)

Understand the „reign of terror‟ unleashed by the Jacobins and the role played by Robespierre in the same.

(iii)

Examine the role-played by the women in the French Revolution.

(iv)

Trace the need of and the process of the abolition of slavery in France.

(v)

Appreciate the declaration of the „Rights of Man and citizens‟, and also the notions of Liberty, Equality and Fraternity that guided the Revolution.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Key Terms

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

Republic, Liberty, Equality, Fraternity, Convention, Slavery, Censorship.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module: 05 & 06 Chapter: Nazism And The Rise Of Hitler Contents :

(i)

Introduction.

(ii)

Birth of the Weimar Republic.

(iii)

The Effects of the First World War.

(iv)

Political Radicalism and Economic Crisis.

(v)

The Years of Depression.

Learning Objectives

After studying the contents, the students will be able to:

(i)

Understand how Germans had waged a genocidal war under the garb of the Second World War.

(ii)

Trace the process of the establishment of the Weimar Republic following the defeat of the Imperial Germany in the First World War.

(iii)

Examine the consequences of the disastrous Treaty of Versailles on the social, financial and the psychological fabric of Germany.

(iv)

Draw inferences of the impact of the Great Economic Depression that originated in the 1930‟s in the US; on the already crisis ridden economy of Germany.

Key Terms

war, Economic Depression

Genocidal

Weimar

Republic,

Political

Radicalism,

Reparation,

Great

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module: 07 Chapter: Nazism And The Rise Of Hitler (Contd.) Contents :

(i)

Hitler‟s Rise to power.

(ii)

The Destruction of Democracy.

(iii)

Economic Reconstruction of Germany.

(iv)

The Nazi worldview: An introduction.

Learning Objectives

After studying the contents, the students will be able to:

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

(i)

Recall Hitler‟s initial attempts to assume power in Germany and his consequent arrest.

(ii)

Examine how Nazism gained popularity and became a mass movement during the Great Economic Depression.

(iii)

Gain an indepth understanding of Hitler‟s personality, his political philosophy as explained in the Mein Kamph and the new style of Politics evolved by him.

(iv)

Understand how Hitler skillfully eliminated all competition and assumed dictatorial powers.

(iv)

Examine Hitler‟s intentions behind territorial expansion in Europe.

Key Terms

Nazi Propaganda, Mass Mobilization, Concentration camps, Blitzkrieg.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module: 08 Chapter: Nazism And The Rise of Hitler (Contd.) Contents :

(i)

Establishment of the Racial state.

(ii)

The Racial Utopia.

(iii)

Youth in Nazi Germany.

(iv)

The Art of Propaganda.

(iv)

Ordinary People and the crime against humanity.

Learning Objectives

After studying the contents, the students will be able to:

(i)

Understand Hitler‟s dream of creating an exclusive racial community of pure Germans (Nordic German Aryans) by physically eliminating all those who were seen as undesirable viz. the Jews, The Gypsies, the Blacks etc.

(ii)

Examine the measures taken by the Nazis to realize the racial utopia.

(iii)

Examine how language and media were used as an effective weapon of disseminating the Nazi ideology.

(iv)

Empathise with those that suffered on account of the holocaust unleashed by the Nazis.

Key Terms

Nordic German Aryans, Usurers, Racial Utopia, Jungvolk, Holocaust

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module: 9 & 10

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Revision for SA I

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Module: 11 Chapter: Forest Society And Colonialism Contents :

(i)

Introduction

(ii)

Why Deforestation?

(iii)

The Rise of Commercial Forestry.

(iv)

How were the Lives of People Affected?

Learning Objectives

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

After studying the contents, the students will be able to understand and :

(i)

Appreciate the importance of forests in our day to day existence.

(ii)

Assess the role played by industrialization in the disappearance of the precious biodiversity.

(iii)

Understand the cause of deforestation in India during the colonial rule, viz, cultivation, population growth, plantation agriculture.

(iv)

Examine the expansion of railways as a cause of deforestation in India.

(v)

Recall the introduction of „scientific forestry‟ as well as a number of Forest Acts by the colonial rulers.

(vi)

Analyse how the lives of the villagers were affected as a result of these Forest Acts.

Key Terms

Deforestation, Commercial Crops, Plantations, Scientific Forestry, Forest Act

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module: 12 Chapter: Forest Society And Colonialism (Contd.) Contents :

(i)

How did the Forest Rules affect the cultivation?

(ii)

Who could hunt?

Q.1.

New trades new employments and new services.

Q.2.

Rebellion in the forests.

Learning Objectives

After studying the contents, the students will be able to: -

(i)

Asses the impacts of Forest Rules on the Swidden / Shifting agriculture and its consequences.

(ii)

Recall how the customary right of hunting was prohibited and came to be equated with coaching

(iii)

Examine the Rebellian that took place in the kingdom of Bastar in 1919.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

Module: 13 Chapter: Forest Society and Colonialism (Contd……) Content :

(i)

Forest transformation of Java

(ii)

War and Deforestation

(iii)

New Developments in Forestry

Learning Objectives

After studying the contents, the students will be able to: -

(i)

Evaluate the uprising of the woodcutters of Java against the Dutch Colonies.

(ii)

Understand the line between war and deforestation.

(iii)

Appreciate the endeavors made by the government to conserve the forests.

Key Terms

Swidden, Agriculture, Customary Rights, Adivasis Conservation.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module: 14 Chapter: Clothing A Social History Contents :

(i)

Sumptuary laws and social Hierarchy and introduction.

(ii)

Clothing and Notions of Beauty.

(iii)

How did women react to these norms?

Learning Objectives

After studying the contents, the students will be able to:

(i)

Assess the history of the clothes we wear.

(ii)

Analyse the „Sumptuary Laws‟ followed after the French Revolution.

(iii)

Analyse the different dresses for the various sections of the society.

(iv)

Understand the reaction of the reformers and women against the dress designs.

Key Terms

Stays, Sumptuary laws, Corset, Sufferage

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module: 15 Chapter: Clothing A Social History (Contd.) Contents :

(i)

New Times.

(ii)

New Materials.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

(iii) The War.

Learning Objectives

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

After studying the contents, the students will be able to :

(i)

Understand the values which created the pressure for change.

(ii)

Analyse the different style of dresses of women and the impact of the two world wars on the design of dresses.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module: 16 Chapter: Clothing A Social History (Contd.) Contents :

(i)

Transformations in colonial India.

(ii)

Caste conflicts and Dress change.

(iii)

British Rule and Dress code.

Learning Objectives

After studying the contents, the students will be able to:

(i)

Analyse how people reacted in India during the colonial period.

(iii)

Assess the reaction of British to Indian ways of dressing and vise versa.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module: 17 Chapter: Clothing A Social History (Contd.) Contents :

(i)

Designing the National Dress.

(ii)

The Swadeshi Movement.

(iii)

Mahatma Gandhi‟s Experiments with clothing.

(iii)

Not all could wear Khadi.

Learning Objectives

After studying the contents, the students will be able to:

(i)

Understand how the experiments with swadeshi gave Mahatma Gandhi important ideas about using cloth as a symbolic weapon against the British Rule.

(ii)

Understand Mahatma‟s experiments with clothing.

(iii)

Trace the process of the evolution of the Indian National Dress and Mahatma Gandhi‟s contribution to the same.

(iv)

Analyse the reaction of the people for khadi.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Key Terms

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

Chintz, Dress code, National dress, Chapkan, Shoe respect

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module: 18

Revision Module for SA II

(i)

Adequate revision from Module 11 to 17 will be done.

(ii)

Assignments will be discussed.

(iii)

Adequate map practice will be done.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

HISTORY ASSIGNMENTS

The French Revolution

1. Define the following terms:

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

1. Estates

5.

Clergy

2. Subsistence Crisis

6.

Slavery

3. Estates General

7.

Tithes

4. Bastille

2. Examine the role of each of the following during the course of the French Revolution.

1. Jean Jacques Rousseau

2. Robespierre

3.

Mirabeau

3. How did the following symbols convey the content of the Declaration of Rights?

1. The Broken chain

2. The Eye within a triangle radiating light

5.

The Bundle of Rods or Fasces

3. Red Phrygian Cap

6.

Snake biting its tail to form a ring

4. The Law Tablet.

7.

Blue winged woman

4. Answer the following questions briefly :-

1. Why did Louis XVI inherit an empty treasury?

2. With the help of examples show the social disparity that existed in France.

3. What do you mean by the term „The Estate General‟?

4. What was Directory?

5. Explain the term „Third Estate‟

6. What were the main ideas behind the French Revolution?

7. Explain the significance of the storming of the Bastille.

8. Mention any four features of the constitution of 1791.

9. Name any one women‟s club of France. What was the main motive of the club?

10. Mention any four factors responsible for the French Revolution.

11. Write a short note on the „Abolition of slavery in France‟

5. Long questions

1. Discuss the position of the French women during and after the days of the Revolution.

2. Describe the circumstances leading to the outbreak of revolutionary protest in France.

3. Which group of the French society was benefited from the Revolution? Which groups were forced to relinquish power? Which sections of society would have been disappointed with the outcome of the Revolution?

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

4. Describe the legacy of the French Revolution for the people of the world during the 19 th and 20 th centuries.

5. Briefly explain the „Reign of Terror‟ unleashed by the Jacobins.

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Nazism And The Rise Of Hitler

1. Define the following terms:

(i)

Allies

(iv)

Genocide

(ii)

November criminals

(v)

Propaganda

(iii)

Concentration camp

(vi)

Blitskrieg

(iii)

Racial Utopia

(vii)

Holocaust

2. Name the following: -

1. Hitler‟s propaganda minister who along with his family committed suicide in Hitler‟s bunker in April 1945.

2. A Nazi center where people were killed in gas chambers.

3. The allies of Germany during the First World War.

4. The member states of Triple Entente.

5. The humiliating peace treaty concluded with the Germans following the end of the First World War I.

6. The crash of this famous stock Exchange signaled the beginning of the Great Economic Depression.

7. The German Parliament.

8. The Party formed by Hitler.

9. The famous Act passed on 3 rd March 1933 that led to the establishment of dictatorship in Germany.

10. The secret state police set up by the Nazis.

11. The powers known as the Axis Powers.

12. The Japanese raided this American base during the Second World War.

13. The communities classified as „undesirable‟ by the Nazis.

14. The Nazis considered themselves members of this race.

15. The most infamous propaganda film produced to create hatred for the Jews.

3. Give reasons for the following: -

1. Germany faced an economic crisis in 1923.

2. On one single day, 24 October, 13 million shares were sold.

3. A National Assembly met at Weimar and established a Democratic Constitution with a Federal structure.

4. Jews remained the worst sufferers in Nazi Germany.

5. Hitler devised a new style of politics.

4. Answer the following questions:-

1. Discuss the provisions of the Treaty of Versailles.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

2. What impact did World War I have on the society and polity of Europe?

3. Briefly explain the origin and course of the Great Economic depression. What were its effects on Germany?

4. Why was the Weimar Republic considered politically fragile?

5. Describe the new style of politics devised by Hitler. How far was it successful?

6. Write a note on Hitler‟s invasion of the Soviet Union.

7. Examine Hitler‟s foreign and domestic policy.

8. Why did USA join the Second World War?

9. What happened to schools under Nazism?

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Forest Society And Colonialism

1.

Define the following terms:

1. Bio - diversity

6.

Industrialisation

2. Deforestation.

7.

Scientific Forestry

3. Forest Act

8.

Swidden Agriculture

4. Customary Rights

9.

Adivasis

5. Plantation

10.

Conservation

2.

Name the following: -

1. The oil in chocolates, comes from this tree.

2. The 1878 Forest Act divided the forests into these three categories.

3. Large areas of natural plantations were cleared to make way for the plantations of these commodities.

4. The tribal communities from Assam, Jharkhand and Chattisgarh who were recruited to work on the tea plantation.

5. The various local terms used in India to imply swidden agriculture.

6. The forests fulfilled the following needs of the villagers.

7. Shifting agriculture as it was known in south East Asia, Central America, Africa and Srilanka.

4.

Answer the following questions: -

1. Explain the reasons on account of which cultivation expanded rapidly during the colonial period.

2. How did the expansion of railways in India result in deforestation?

3. Write a short note on „Scientific forestry‟

4. Briefly explain the rebellion that took place in the kingdom of Bastar in

1910.

5. Explain the main provisions of the Forest Laws enacted by the Dutch in Java.

6. What was the impact of the two World Wars on the forests in India and Java?

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

7. Mention any four steps which were taken by the British government or Dietrich Brandis to conserve forests in India.

8. What is shifting cultivation?

9. Explain the relationship between the natural resources and the people of Bastar before the arrival of the Britishers.

5. Long Answer type questions given in the exercise. (To be done in the note book)

=============================================

Clothing: A Social History

1.

 

1. Sumptuary Laws

5. Stays

2. Cockade

6. Sans culottes

3. Chintz

7. Suffrage

4. Chapkan

8. Phenta

2.

Answer the following questions briefly.

1. Between which years were the Sumptuary Laws strictly enforced in France?

2. How did the members of the Jacobin clubs distinguish themselves from the aristocracy?

3. Name two American women who campaigned for dress reform.

4. Before the 17 th century, the most ordinary women in Britain possessed clothes made of which materials?

5. In India, what did the western clothes come to signify?

6. Following the establishment of British rule in India how did the Parsis start dressing up?

7. Who was Manockjee Cowasjee Entee?

8. Which British Governor General introduced the concept of „Shoe Respect in India‟?

9. Who was Jnanadanandini Devi? What is she remembered for?

10. Name the important textile weaving centers of India.

11. For which historic event was the use of Khadi made a patriotic symbol?

3.

Answer the following questions:-

1. What were the implications of the Sumptuary Laws for the people of France?

2. What was expected of women in Victorian England? How were these notions reflected in the norms of clothing?

3. Explain the impact of the World War II on women‟s clothing.

4. When the western style of clothing came to India in the 19 th century, how did the Indians react to it?

5. Briefly explain Mahatma Gandhi‟s experiment with clothing and its impact.

6. Why did Gandhiji‟s emphasis on khadi was adopted by only a few people? Give reasons.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

=============================================

Value Based Questions

Chapter: The French Revolution

Q.1 The task of representing the people has been given to the rich… The lot of the poor and the oppressed will never be improved by peaceful means alone. Here, we have absolute proof of how wealth influences the law. Yet laws will last only as long as the people agree to obey them. And when they have managed to cast off the yoke of the aristocrats, they will do the same to the other owners of wealth.

(i)

Who has been given the task of representing the people? What was the reaction the people towards them?

(ii)

What values would have prevented the aristocrats of France to usurp all the power?

Chapter : Clothing

Q.2 The most familiar image of Mahatma Gandhi is of him seated, bare-chested and in a short dhoti, at the spinning wheel. He made spinning on the charkha and the daily use of khadi or coarse clothe made from home spun yarn, very powerful symbols. These were not only symbols of self reliance, but also of resistance to the use of British mill made clothe.

(i)

According to Gandhiji, what were the powerful nationalist symbols?

(ii)

What values do you infer from the given extract?

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

CIVICS MODULES

Module : (1, 2 & 3)

Chapter : 1. Contents :

Democracy in the Contemporary World

(i)

Two tales of democracy.

(ii)

Democracy in Poland.

(iii)

Two features of democracy.

(iv)

The changing map of democracy.

(v)

Phases in the expansion of democracy.

(vi)

End of colonialism.

(vii)

Democracy at the global level.

Learning Objectives

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

After studying the chapter the students will

(i)

develop an understanding of democracy.

(ii)

be able to compare democracy with other forms of government.

(iii)

be able to differentiate between capitalism, socialism, colonialism and mixed economy (Importance of both public and private sectors)

(iv)

how democracy has evolved throughout the world since the beginning of the 20 th century.

(v)

the role of world organization in the practice of democracy.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Module : (4, 5 & 6)

Chapter : 2. Contents :

What is democracy? Why democracy?

(i)

What are the different ways of defining democracy? How has the word been derived? What is dictatorship? Features of democracy.

(ii)

Why has democracy become the most prevalent form of govt. in our times? What are the arguments for and against democracy? What is an ideal democracy? Is it feasible?

Learning Objectives

After studying the above chapter the students will

(i)

To develop conceptual skills of defining democracy.

(ii)

To understand how different historical processes and forces have promoted democracy.

(iii)

Develop a sophisticated defense of democracy against common prejudices.

(iv)

Know about the constitutional and legal aspects of democracy.

Key Terms Democracy, Dictatorship, Universal Adult Franchise, Citizen

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Module : (7, 8) Chapter : 3. Constitutional Design Contents :

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

(i)

How and why did India become a democracy?

(ii)

How was the Indian Constitution framed?

(iii)

Why do we need a Constitution? Struggle against apartheid. Democratic constitution in South Africa.

(iv)

What are the salient features of the Indian Constitution? Guiding values of the Indian Constitution.

(v)

How is democracy being constantly designed and redesigned in India? Philosophy of the constitution, Institutional design

Learning Objectives

After studying the lesson, the students will be able to :

(i)

Develop a historical sense of the choice and nature of democracy in India.

(ii)

Introduction to the process of constitution making

(iii)

Children will know about the life and struggle of Nelson Mandela who fought against apartheid.

(iv)

Develop respect for the Constitution and appreciation for constitutional values.

(v)

Recognise that Constitution is a living document that undergoes changes.

(vi)

Introduce the idea of representative democracy via competitive party

politics.

Key Terms

Apartheid, Constitution, Sovereign, Socialist, Democratic, Secular, Republic.

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Module : (9 & 10)

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Module : (11 & 12) Chapter :4. Electoral Politics Contents :

Revision for the SA I

(i)

Why do we need elections? How do we elect representatives? What makes an election democratic? Is it good to have political competition?

(ii)

What is our system of election? Electoral constituencies, reserved constituencies, voter‟s list, nomination of candidates, election campaign, polling and counting of votes.

(iii)

What makes elections in India democratic? Participation, acceptance of election outcome, challenges to free and fair elections.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

Learning Objectives

After studying the lesson, the students will be able to :

(i)

Introduce the idea of representative democracy via competitive party

politics.

(ii)

Familiarize students with the idea of elections.

(iii)

Familiarize students with our electoral system and reasons for choosing this.

(iv)

Develop an appreciation of citizen‟s increased participation in electoral politics.

(v)

Recognise the significance of the Election Commission.

(vi)

Familiarize the students with the entire process of election.

Key Terms

Election, Constituency, Booth Capturing, By Election, Mid Term Elections, Turn Out ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module : (13 & 14)

Chapter :5. Working of Institutions Contents :

(i)

How is the country governed? Who are the decision makers? Need for political institutions. Parliament, why do we need a parliament?

(ii)

Two houses of Parliament, Political and Permanent Executive. Prime Minister and his powers and functions.

(iii)

The Cabinet ministers, Ministers of State and Deputy ministers; Powers and functions of the President.

(iv)

The Judiciary: Appointment, removal, functions of the judges of the Supreme, High and subordinate courts.

Learning Objectives

After studying the lesson, the students will be able to :

(i)

Provide an overview of central governmental structures.

(ii)

Sensitise to the key role of the Parliament and its procedures

(iii)

Acquaint the students with the Lok Sabha and Rajya Sabha.

(iv)

Distinguish between nominal and real executive authorities and their functions.

(v)

Understand the parliamentary system of executive‟s accountability to the legislature.

(vi)

Develop an understanding of the role of the Indian President.

(vii)

Understand the role played by the judiciary

(viii)

Realise the importance of independence of the judiciary.

Key Terms Coalition govt., Executive, Judiciary, Legislature, Office memorandum, State, Ordinance etc. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Module : (15, 16 & 17) Chapter :6. Democratic Rights Contents :

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

(i)

Life without rights, examples from Saudi Arabia and Kosovo. Rights in a democracy.

(ii)

What are rights? Why do we need rights in a democracy? Fundamental Rights: Right to Equality, Right to Freedom

(iii)

Right Against Exploitation, Right to Freedom of Religion, Cultural and Educational Rights.

(iv)

How can we secure the Fundamental Rights? National Human Rights Commission.

(v)

Expanding scope of rights. International covenant in economic, social and cultural rights.

Learning Objectives After studying the lesson, the students will be able to:

(i)

Develop citizens‟ awareness of their rights.

(ii)

Understand the need for rights.

(iii)

Introduction to and appreciation of the Fundamental Rights.

(iv)

Recognition of the ways in which these rights are exercised and denied in real life situations.

(v)

Understand the methods to prevent exploitations of the weaker sections of the society.

(vi)

Understand the essence of a secular state.

(vii)

Introduction to the National Human Rights Commission

(viii)

Understand the significance of the right to Constitutional Remedies.

Key Terms

Writs, Traffic, Summon, Ethnic group, Dalit, Covenant, Amnesty International

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module : (18)

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Revision for the SA - II

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

CIVICS ASSIGNMENT

Chapter-1 Democracy in the Contemporary World

Q.I.

Short Answer Questions:

1. Who led the military coup in Chile? What happened during his reign?

2. How democracy had been restored in Chile?

3. Write a short note on Michelle Bachelet.

4. How the democratic governments under Allende, Walesa and Bachelet were different from one another and also similar in their approach?

5. Define democracy.

6. Who was Kwame Nkrumah? How did he deviate from the path of democracy?

7. After the II nd World War, when and why did the next big push towards democracy come?

8. What is the role of

 

(i)

United Nation General Assembly

(ii)

U.N. Security Council

(iii)

I.M.F.

(iv)

World Bank

9. Who are the permanent members of U.N. Security Council? What is veto

 

power?

Q.II.

Long Answer Questions:

1. Who was Salvador Allende? What policy decisions were taken by him?

2. Write in brief about the political condition of Poland during the 1980‟s.

3. How democracies have evolved in the 20th century?

4. What major changes had taken place in India‟s neighborhood since 1990?

5. Describe the military rule in Myanmar, highlighting the role of Aung San Suu Kyi.

6. Discuss whether international organization like U.N., I.M.F., etc. function in a democratic manner.

7. Though the global institutions are not democratic, is there any urge among the people to move towards global democracy.

8. Write a short note on Arab Socialist Ba‟ath Party highlighting the role of Saddam Hussein.

9. Do you think is it good to elect someone president for life? Or is it better to have regular elections after every few years?

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

Chapter-2 What is Democracy? Why Democracy?

Q.I.

Short Answer Questions:

1. Define the term democracy.

2. How has the word democracy been derived?

3. What is the difference between direct and indirect democracy?

4. What do you understand by the term „one person, one vote‟?

5. What is cold war?

6. Differentiate between dictatorship and democracy.

7. In modern democracy, how people are being ruled? And why is it necessary to rule like this.

8. How decisions are taken in

a. Gram Sabha.

b. Democratic and Non-Democratic form of government.

Q.II.

Long Answer Questions:

1. Explain the major features of democracy. (any six)

2. „Democratic government is a responsible government‟. Justify by giving

examples.

3. „There is little or no chance of revolution against a democratic government‟. Why?

4. What are the arguments for and against democracy?

5. Is perfect democracy possible in any country? Why?

6. Why is it important for us to understand „an ideal democracy‟?

7. Why Pakistan under General Musharraf should not be called a democracy?

8. Do you think, in China the elections offered the people any serious choice?

9. Write in brief about the contemporary political situation of Zimbabwe.

=============================================

Chapter-3 Constitutional Design

Q.I.

Define the following terms:

Preamble, Constitution, Secular, Sovereign, Socialist Federation, Welfare state, Union List, State List, Concurrent List

Q.II.

Give reasons for the following:

1. The Preamble is not a legal part of the Constitution, still it is very important.

2. The Constitution of India is the most detailed in the world. Comment.

3. Why Indian Constitution is called a „living document‟?

4. India is a sovereign country. Explain.

5. Discuss briefly the salient features (any 6) of the Constitution of India.

Q.III. Short Answer Questions:

1. What do you understand by Secular State?

2. When can our Fundamental Rights be suspended?

3. What is meant by Universal Adult Franchise?

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

4. What is meant by Parliamentary Democracy?

5. When was the Constitution adopted by the Constitutent Assembly?

6. How many princely states existed in India before independence?

7. Who was the Chairperson of the drafting committee?

8. What do you understand by a Republic?

9. What was the most challenging task to the government of India immediately after independence?

10. Why was 26 th January chosen to enforce the Indian Constitution?

11. What do you understand by the term Constitution?

12. Name some of the important members of the Constituent Assembly?

13. Name the Anglo Indian and Parsi representatives in the Constituent Assembly.

14. How many days were required to complete the Constitution and when was it enforced?

Q.IV. Long Answer Questions:

Q.V.

1. Why does the Preamble declare India to be a Democratic Republic?

2. What are the objectives spelt out in our Preamble?

3. How does the Constitution of a country signify its independence?

4. Why do you think the importance of a Constitution is more in a democracy?

5. How was the Indian Constitution framed?

6. Find out from reference books one example each of the British, Irish, French and American Constitutions incorporated in the Indian Constitution.

7. Write a note on „the policy of Apartheid‟.

8. How did the people of South Africa struggle against Apartheid?

9. How did Apartheid come to an end in South Africa?

10. How the black majority treated the white minority after the emergence of the new democratic South Africa.

11. How did the white minority and the black majority agree to make a common constitution for South Africa?

12. What factors have contributed to the making of our constitution?

13. Why is the Indian constitution acceptable to the India people even today?

14. Identify the values embedded in the preamble.

Research work:

1. Find out from the reference books which countries in the world have written Constitution. (Give 5 names at least) and the name of a country with an unwritten Constitution.

2. Find out why it is said that the „Indian Constitution is partly rigid and partly flexible‟?

3. Which article of the Indian Constitution describes the procedure of its amendment?

4. Find out two situations where the Indian Parliament can legislate on the subjects provided in the State list.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

=============================================

Chapter-4 Electoral Politics

Q.I.

Define the following terms:

Election Petition, Manifesto, General Election, By-Election, Constituencies, Interest

Group, Secret Ballot, Electoral Roll or Voter‟s List, Election Photo Identity Card,

Garibi Hatao, Safe Democracy, Land to the tiller, Protect the self respect of the

Telugus, Election Day, E.V.M., Repoll

Q.II.

Short Answer Questions:

1. What do you understand by the term Universal Adult Franchise?

2. Explain the term one person one vote.

3. What do you understand by the term Public Opinion?

4. Why are elections an important part of democracy?

5. What is a coalition government?

6. Why do candidates need symbols while contesting elections?

7. Name the various channels through which campaigning is done before elections.

8. Write in brief about the change of government in Haryana in 1987?

9. Why do we need elections?

10. What different choices do the voters make in an election?

11. What demerits do an electoral competition has?

12. Why our constitution makers opted for free competition in election as the way to select our future leaders?

13. Which declarations have been made compulsory by the Supreme Court for a candidate contesting an election?

14. Write the four different provisions of our election law.

15. What are the model code of conductthat are applicable during the election campaign?

16. Which different electoral malpractices have been reported by the media?

Q.III. Give reasons for the following Statement.

1. “Effective functioning of a democratic government depends on the quality of its citizens.”

Q.IV. Distinguish between

1. By elections and Mid-term elections.

2. National parties (with examples) and Regional Parties (with examples).

3. Print Media and Electronic Media.

4. Party candidate and Independent candidate.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

Q.V.

Long Answers Questions:

1. Why do we say that the Indian Democracy is the largest democracy in the world?

2. What is the role of citizens in the effective functioning of the democracy?

3. Why Public Opinion is an important factor in the effective functioning of the democracy?

4. Explain the role of Electronic Media and Print Media in the formulation of Public Opinion.

5. Describe the Election Procedure in India.

6. What is the role of the Election Commission in holding free and fair elections?

7. Explain the significance of political parties in a democracy.

8. Highlight the role of the opposition parties in a democracy.

9. Is there a democratic way of selecting representatives without elections?

10. What are the minimum conditions of a democratic elections?

11. Is it good to have political competition?

12. Why our constitution makers opted for a system of reserved constituencies for the weaker sections of the society?

13. Why is it important to have election campaign and how does it happen in India?

14. What are the different indicators to check the popular participation of the people in the entire election process?

15. Do you think, the outcome of India‟s election is free and fair? Explain giving examples.

16. Discuss the limitations and challenges of Indian Elections.

Q.VI. Research Work

1. Find out the names of some of the Interest Groups of India.

2. Find out the name of the current Election Commissioner of India.

3. Collect the symbols of 5 national and 5 regional political parties. Collect 5 election symbols.

=============================================

Chapter-5 Working of Institutions

Q.I.

Define the following terms:

Judicial Review, Zero hour, Question hour, Budget, Bicameral legislature, No confidence Motion.

Q.II.

Short Answer Questions.

1. Who constitute the „Electoral College‟?

2. Give one difference between the Head of the State of India and the Head of the state of Britain.

3. Mention the qualifications for the office of the President of India.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

4. Discuss the powers of the Council of Ministers.

5. What are the three types of emergencies envisaged by the Constitution?

6. How are judges of the Supreme Court appointed?

7. State the qualifications and tenure of the Supreme Court judges.

8. Give any 2 functions of the judiciary in general.

9. What do you understand by Independence of Judiciary?

10. How are the judges of the High Court appointed?

11. What are the qualifications required for a High Court judge?

12. Give examples of 2 cases where states share one High Court.

13. What type of cases come to the District courts?

14. Discuss the major decision makers of our country?

15. Write a note on Mandal Commission.

16. Who resolve the dispute regarding the implementation of Mandal Commission report?

17. Define institutions.

18. Which institutions were at work for the 27% job reservation for SEBC?

19. How the Prime Minister is appointed?

20. What is the presidential form of government?

21. Write a short note on independence of Judiciary?

22. What do you understand by the term „The Judicial Review‟?

Q.III. Write short notes on the following.

1. Impeachment of the President of India.

2. The vice President of India.

3. Three categories of Union Ministers.

Q.IV. Long Questions

1. Discuss the powers and functions of the Indian President.

2. Examine the powers and functions of the Indian Prime Minister. What makes him more powerful than the President of India?

3. Under what conditions can emergencies be declared in India? What is role of the President during emergency?

4. Discuss the powers and functions of the Indian Parliament.

5. How does a bill become a law?

6. How does the Parliament exercise control over the executive?

7. Explain the utility of the Rajya Sabha. Why is it called a permanent house?

8. How is the Central Budget passed?

9. Discuss the powers and functions of the Supreme Court.

10. In what ways can independence of judiciary be ensured so that the judges can discharge their duties fearlessly?

11. What is the significance of the Lok Adalats and Public Interest Litigation?

12. How Mandal Commission Report was implemented in India?

13. What arguments were given in support and against of the implementation of Mandal Commission Reprt?

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

Q.V.

14. Define Parliament. What are the functions of Parliament?

15. Discuss how Lok Sabha is more powerful than Rajya Sabha?

16. What are the power of the Prime Minister and President of India?

Distinguish between:

1. Composition of the Lok Sabha and Rajya Sabha.

2. Money Bill and Ordinary Bill.

3. Political Executive and Permanent Executive.

4. District Judge and Sessions Judge.

5. Civil case and Criminal case.

6. Appellate Jurisdiction and Administrative Jurisdiction.

Q.VI. Write a short note on each of the followings:

1. The speaker of the Lok Sabha.

2. Qualifications of the members of the Lok Sabha and Rajya Sabha.

3. Union Public Service Commission.

4. Lok Adalats.

5. Public Interest Litigation.

6. Composition of the High Court.

Q.VII. Give reasons for the following:

1. The Supreme Court is called the Guardian of the Constitution.

2. The Supreme Court plays a very vital role in a federal state.

Q.VIII. Research work.

1. Find out the achievements of the current President.

2. Give the names of the earlier Presidents along with their tenure.

3. Find out the name of the current Chief Justice of the Supreme Court, his monthly salary and other benefits.

4. Where is the high Court of your state located?

5. Find out the name of the Chief Justice of the High Court of your state and 2 other judges.

=============================================

Chapter-6 Democratic Rights

Q.I.

Define the following terms briefly.

 

Begar,

Traffic,

Bonded

Labour,

Child

Labour,

National

Human

Rights

Commission, Preventive Detention, Writs.

 

Q.II.

Short Answer Questions:

 

1. Why are the rights guaranteed by the Indian Constitution known as Fundamental Rights?

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

2. Mention the 6 Fundamental Rights which presently exist. Which right has been abolished and when?

3. How does the Right to Freedom of Religion establish a secular polity in India?

4. Give the restrictions that have been imposed on the Right to Freedom and Right to Equality.

5. Mention any two exceptions to the Right to Equality.

6. When can the Fundamental Rights be suspended?

7. Distinguish between the Fundamental Rights and Directive Principles of State Policy.

8. Give examples of one Gandhian and one Socialist Directive Principles of State Policy.

9. Define the term Directive Principles of State Policy.

10. Do you think, the reservations given by the government are against the right to equality?

11. What procedures does a police officer have to follow after arresting or detaining a person?

Q.III. Long Answer Questions:

1. Explain the six freedoms guaranteed under Article 19 of the Constitution of India.

2. Explain the scope of the Right to Equality as given in the Constitution of India.

3. Explain the Right to Constitutional Remedies. OR Explain the nature of various writs which the courts can issue for protection of Fundamental Rights.

4. Explain the Right to freedom of Religion.

5. Write a note on Cultural and Educational Rights.

6. Explain Right against Exploitation.

7. Why Fundamental Rights are important?

8. Rights imply duties Explain the statement with illustrations.

9. How do the Directive Principles of State Policy direct the state to adopt

policies which would help to establish a welfare society in our country?

10. Why the prison in Guantanamo Bay was in use all over the world?

11. What restrictions have been imposed on the Citizen‟s Right in Saudi Arabia?

12. What are the main causes of conflict in Kosovo?

13. Explain giving examples whether the rights for the Indian citizens have been expanding or not.

14. What new rights have been guaranteed by the constitution of South Africa to its citizen?

Q.IV. Give reasons for the following:

1. Why

have

Constitution?

Fundamental

Duties

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been

incorporated

in

the

Indian

DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

2. Democracy is not merely a political term. Explain.

=============================================

Value Based Questions

Q1.

While analysisng the given table, which values you think are disturbing the balance of the country?

(a) Gender Ratio (Female - Male) 46% : 54%

(b) Occupation (Secondary - Primary) 55% : 35%

Answer:

(a) Gender Ratio: Female-Male ratio as 46%:54% is a matter of grave concern for the

country.

1. It indicates how the girl child is neglected.

2. Female foeticide, poor medical care and poor nutrition to girl child are the possible causes for low female ratio.

3. Society's gender bias towards girl has led to this difference and it will lead to

dire consequences.

(b)

Occupation Ratio: To ensure our country be economical sound, it is important that all job sectors must progress. The drastic difference between Secondary and Primary sector occupation indicates that primary sector i.e. agriculture, dairy farming, poultry etc. is not performing well. As compared to manufacturing and industry (secondary), the job opportunities in the primary sector are less. On the

other hand, increased occupation in secondary sector raises concerns about the environmental issues and exploitation of out natural resources. We must ensure that there should be sustainable development.

Q2.

Ecosystem is very important for the living beings. How can you contribute to conserve it? Express your views.

OR How can we conserve ecosystem? Explain with three examples.

Answer:

Ecosystem can be conserved by adopting the following measures:

1.

Create awareness among people about environmental issues and conservation of wild life and trees.

2.

Adopt sustainable development measures which creates a balance among environmental, social and economical needs.

3.

Check rapid growth and check population explosion by adopting family planning methods.

4.

Encourage people about 3Rs principle i.e. Recycle, Reduce and Reuse of products and our natural resources. e.g. use empty PET bottle to store sugar, salt and pulses at home.

5.

Adopt efficient and Eco-friendly technology.

6.

Adopt indigenous agricultural practices, soil and water conservation methods (e.g. rain water harvesting)

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

7. Minimize use of pollution causing substances. Waste material should be

treated before dumping into ground or releasing to river or oceans. e.g. use CNG instead of coal. Q3. Brandis set up the Indian Forest Service in 1864 and helped formulate the Indian Forest Act of 1865. The Imperial Forest Research Institute was set up at Dehradun in 1906. The system they taught here was called „scientific forestry‟. Many people now, including ecologists, feel that this system is not scientific at all.

In scientific forestry, natural forests which had lots of different types of trees were cut down. In their place, one type of tree was planted in straight rows. This is called a plantation. Forest officials surveyed the forests, estimated the area under different types of trees, and made working plans for forest management. They planned how much of the plantation area to cut every year. The area cut was then to be replanted so that it was ready to be cut again in some years.

(a) In the above paragraph from "Forest Society and Colonialism", why "scientific forestry" is considered as a pseudo-science theory?

(b) What do you think such type of plantation can be considered as good forest management?

Answer:

(a) Many ecologists truly believe this kind of theory adopted by Colonists has no scientific basis. It was meant for commercial purpose so that plants of one type be grown in the forests. It had adverse effect on the ecosystem and threat to biodiversity. e.g. medicinal plants were cut and replaced by commercial plants like timber. It also led to economic loss of nearby villagers who were solely dependent on these forests. No doubt it was a pseudo- scientific theory.

(b) Planting one kind of plants cannot be considered a good forest management. It cannot be considered as sustainable development because it created an imbalance among environment, social and economical factors.

Q4. The Pentangular tournament was played by five teams in India during colonial rule. They were i) The European, ii) The Parsis, iii) The Hindus, iv) The Muslims, v) The rest which comprised all the communities left such as the Indian Christians. Mahatma Gandhi condemned the Pentangular as a communally dividing competition that was out of place in a time when nationalists were trying to unite India‟s diverse population. Give any 3 values which can be reflected from this tournament?

Answer: Values which can be reflected from this tournament:

1. This tournament introduced an idea of national integration and team work.

2. It reflected a feeling of patriotism because teams are playing against the colonisers.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

3. It gave a secular platform where teams of different communities played together.

Q5. Hockey, like many other modern games, was introduced into India by the British army in colonial times. The first hockey club in India was started in Calcutta in 1885-1886. India was represented in the hockey competition of the Olympic Games for the first time in 1928. India reached the finals defeating Austria, Belgium, Denmark and Switzerland. In the finals, India defeated Holland by three goals to nil.

In the era of colonialism, India won gold in Olympic Games in 1928. What values do you see?

Answer:

1. It gave a sense of patriotism and nationalism among Indians.

Q6.

2. It gave an International platform to Indians to show their team work and sports skills and brilliance.

Which values should contestants keep in mind during the election campaign of a country (Any three)

Answer:

Contestant should have the following values:

1.

He or She should be honest.

2.

He should be approachable, patriotic and should not favour people any particular community or religion.

3.

He should have understanding about sustainable development and should promote it once elected.

4.

He should adopt non-violent measures and promote harmony among citizens.

Suppose you have attained the age of 18 years and you have been registered as a voter in the voters list. There are four candidate who are contesting elections from your constituency. They approach you personally one by one

I) One of them is a professor in the University who is contesting as an independent candidate.

II) One is muscleman of the area and people are scared of him.

III) There is an educated lady who is already helping the residents in various ways.

After meeting all the three candidates, whom will you vote for and why?

Answer: Although the first candidate is well educated person, but there is no information available whether he would promote welfare projects once elected. Whether he is approachable or not to citizens. Voting to him is doubtful.

Q7.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

The answer is NO for the second candidate. We should exercise vote as our moral and social duty. We should not vote out of fear and must not elect anti-social elements.

Third candidate is educated and has been a social worker. She seems to be a selfless person and looks a promising candidate. We should vote in her favour.

Q8.

Answer: National parks must promote the following values:

Which values do the national parks of any country promote?

Q9.

1. Ensures there is no threat to biodiversity. Ensures safety of forests and wildlife.

2. Encourage ways to revive ecology and encourage afforestation.

3. Respect neighbourhood tribals relation with forests.

4. Encourage sustainable development ways for the welfare of tribals.

"Mandal Commission recommended 27% reservation for SEBC in government jobs which became a hotly debated issue. It led to a widespread protest and violence in the country.

(a)

How was this dispute resolved and by whom?

(b)

Mention three values which kept in mind while resolving this issue.

Answer: (a) Once Mandal Commission recommended 27% reservation for SEBC in government jobs, widespread protests were staged. Writ petitions were filed in High Courts and the Supreme Court questioning this measure. The Supreme Court examine the issue and permitted the Union government to reserve 27% of jobs for the OBCs subject to the exclusion of 'creamy layer' among OBCs.

(b) While resolving the issues, following values were kept in mind:

Social justice to backward community.

To ensure equal representation and opportunities of all citizens of India irrespective of caste or creed.

Socio-economic welfare

Q10. There are various schemes by the Indian Government to eradicate poverty directly or indirectly.

(a)

Mention any three anti-poverty programmes launched by the government to eradicate poverty.

(b)

What values can be added to improve the result of these anti-poverty programmes?

Answer: (a) Various schemes run by the Indian Government to eradicate poverty directly or indirectly are:

Prime Minister Rojgar Yojna 1993

Rural Employment Generation Programme

Swarna Jayanti Gram Swarojgar Yojana

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

National Rural Employment Guarantee Act

(b)

Values that can be added to improve the result of these anti-poverty programmes:

Population Control

Create new employment opportunities

Education

Proper implementation and right targeting

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

ECONOMICS MODULES

Module : 1, 2, 3 & 4 Chapter : The Story of Village Palampur. Contents :

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

(i)

Introduction

(ii)

Organisation of Production.

(iii)

Farming in Palampur: land is fixed, how to grow more from the same land, will the land sustain.

Learning Objectives

(i)

The students will become aware of the basic facilities available in the village Palampur.

(ii)

The students will understand the concepts related to production.

(iii)

The students will know about the factors of production.

(iv)

The students will know about the various aspects of farming.

Key Terms

(i)

Production

(ii)

Capital

(iii)

Land

(iv)

Fixed Capital

(v)

Working Capital

(vi)

Labour

(vii)

Human Capital

(viii)

Yield

(ix)

Hectare

(x)

Multiple Cropping (xi)

Green Revolution

(xi)

HYV Seeds

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module : 5 and 6 Chapter : The Story of Village Palampur. Contents :

(i)

How is land distributed between the farmers of Palampur?

(ii)

Who will provide the labour?

(iii)

The capital needed in farming

(iv)

Sale of Surplus Farm Products

(v)

Non-Farm activities in Palampur Dairy, Small scale manufacturing, Shopkeeping and Transport.

Learning Objectives

(i)

The students will know how is land distributed among the farmers of Palampur.

(ii)

The students will understand the concept of capital and also what type of capital is needed for the farming.

(iii)

The students will understand the various Non-Farm Activities that are carried out in Palampur like transport, dairy, shopkeeping and small scale manufacturing.

(iv)

The students will understand how do farmers obtain capital for farming.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Key Terms

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

(i)

Surplus

(ii)

Wages in cash and kind

(iii)

Farm labourers

(iv)

Small Scale manufacturing

(v)

Minimum wages

(vi)

Non Farm activities

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module : 7 Chapter : People as Resource. Contents :

(i)

Introduction People as Resource

(ii)

Economic and Non-Economic Activities

(iii)

Market and Non-Market Activities

(iv)

Primary, Secondary and Tertiary Activities.

(v)

Quality of Population

(vi)

Need for Education and Health

Learning Objectives

(i)

The students will be introduced to the concepts of Primary, Secondary and Tertiary activities.

(ii)

The students will come to know about the importance of education and health for the development of human resource.

(iii)

Students will be able to differentiate between Economic and Non-Economic activities.

(iv)

They will become aware about the progress of education and health sector in India since independence.

Key Terms

(i)

Economic and Non-economic activities.

(ii)

Human Resource. (iii) Primary, Secondary and Tertiary activities.

(iv)

Investment (v) Productivity

(vi)

Human Capital Formation (vii) GNP

(viii)

Self-consumption (ix) Own-account production

(x)

Literacy rate (xi) Birth and Death rate

(xii)

Life expentancy (xiii) Infant Mortality Rate

(xiv)

Sarva Shiksha Abhiyan (xv) Market and non-market activities

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Module : 8 Chapter : People as Resource. Contents :

(i)

Unemployment.

(ii)

Seasonal and disguised unemployment.

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Assignment Booklet (Class - IX : SOCIAL SCIENCE)

(iii)

Educated unemployment

(iv)

Self-Employment.

(v)

Causes and consequences of unemployment.

Learning Objectives

(i)

The students will understand the concept of unemployment.

(ii)

The students will understand the concepts of seasonal, disguised and educated unemployment.

(iii)

They will become aware of the causes of unemployment.

(iv)

They will analyse the adverse effects of unemployment on the economy.

Key Terms

(i)

Unemployment

(ii)

Seasonal unemployment

(iii)

Employment structure

(iv)

Disguised unemployment.

(v)

Educated unemployment (vi)

Self-employment.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Revision for S. A. - I

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module : 11 and 12 Chapter : Poverty as a Challenge Contents :

Module : 9 & 10

(i)

Meaning of Poverty

(ii)

Typical cases of Poverty Rural and Urban

(iii)

Poverty line.

(iv)

Poverty Estimates.

(v)

Vulnerable Groups.

Learning Objectives

(i)

The students will understand the meaning of poverty.

 

(ii)

The students will come to know about the typical cases of poverty.

(iii)

They will know what is poverty line.

 

(iv)

The students will understand the concept of vulnerable groups.

Key Terms

(i)

Poverty

(ii)

Poverty line.

(iii)

Vulnerable groups.

(iv)

Social exclusion

(v)

Absolute and Relative poverty

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Module : 13 and 14 Chapter : Poverty as a Challenge Contents :

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

(i)

Inter-State Disparities.

(iv)

Anti-Poverty Measures.

(ii)

Global Poverty Scenario.

(v)

The Challenges Ahead.

(iii)

Causes of Poverty

Learning Objectives

(i)

The students will study about the disparities of poverty among the states of one country.

(ii)

The students will be shown the global scenario of poverty.

(iii)

They will be made to understand the causes of poverty.

(iv)

The students will become aware of the anti-poverty measures of the government.

Key Terms

(i)

Disparity

(ii)

National Rural Employment Guarantee Act

(iii)

Anti-Poverty measures.

(iv)

Poverty Alleviation Programmes

(v)

National food for Work Programme.

(vi)

Prime Minister Rojgar Yojna

 

(vii)

Rural Employment Generation Programme.

(viii)

Swamajayanti Gram Swarojgar Yojna.

(ix)

Pradhan Mantri Gramodaya Yojna.

(x)

Antyodaya Anna Yojna.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module : 15 Chapter : Food security in India. Contents :

(i)

What is food security?

(iv)

Buffer Stock

(ii)

Why food security?

(v)

The Public Distribution

(iii)

Food Security in India

System.

Learning Objectives

(i)

The students will understand the concept of food security.

(ii)

They will come to know about who are food insecure.

(iii)

They will become aware of the food security system in India.

(iv)

The children will understand the steps taken by the government to eradicate poverty and provide food security through PDS.

Key Terms

(i)

Food security

(ii)

Public distribution system

(iii)

Buffer Stock

(iv)

Minimum Support Price

(v)

Issue Price

(vi)

Rationing

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

(vii)

Fair Price shops

(viii)

Self Sufficiency

(ix)

Famine

(x)

Malnutrition

(xi)

Subsidy

(xii)

FCI

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Module : 16 and 17 Chapter : Food Security in India. Contents :

(i)

Current status of Public distribution system.

(ii)

Role of cooperatives in food security.

Learning Objectives

(i)

The students will learn about the current status of Public distribution system.

(iii)

The students will understand the role of cooperatives in food security.

Key Terms

(i)

Antyodaya Anna Yojna

(ii)

Co-operatives.

(iii)

PDS

(iv)

Targeted PDS

(v)

Revamped PDS

(vi)

Annapurna Scheme

(vii)

APL

(viii)

BPL

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Module : 18

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

=============================================

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Revision for S. A. II

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

ECONOMICS ASSIGNMENTS

Lesson 1 The Story of Village Palampur. [A]

Q.1.

Fill in the blanks:

1.

The active factors of production is

2.

is the free gift of nature.

3.

is the creation of utilities.

4.

is the main activity in village Palampur.

5.

One way to increase production from the same land is

6.

in the late 1960s introduced the Indian farmer to the cultivation of wheat using high yielding variety of seeds.

Q.2.

Answer the following questions:

1. Name some of the basic facilities available in the village Palampur.

2. Define production.

3. Name the main production activity of the village.

4. Explain the four factors of Production.

5. Define land.

6. What do you understand by the term „labour‟ in Economics?

7. Why are the farmers of Palampur able to grow 3 crops in a year?

8. What do you mean by multiple cropping?

9. How is the yield of land measured?

10. Distinguish between fixed and working capital.

11. How has the spread of electricity helped the farmers in Palampur?

12. What are miracle seeds? What do they require to produce best result?

13. What is “Green Revolution”?

14. Difference between modern seeds & traditional seeds.

15. Name the states which first tried out the moder farming methods.

16. Distinguish between Kharif crops & Rabi crops.

17. Why do so many families of farmers cultivate such small pieces of land?

Q.3.

Correct the sentences:

1. With the use of HYV seeds the yield of the crops reduced to 3200 kg per hectare.

2. Modern farming means growing more than one crop on the same piece of land during the year.

3. The standard unit of measuring labour is hectare.

4. Tools, machinery and buildings which are used in the production over many years is called working capital.

5. Palampur is an under developed village with no schools and health center.

Q.4.

Give reasons :-

1. Land is fixed.

2. Every production is organized by combining land, labour and capital.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

3. Modern farming increases the production from the same land.

4. Green revolution is associated with the loss of soil fertility.

5. Many farmers cultivate small or very small plots of land.

6. Human capitalization is an essential input for production of goods & services.

7. Modern farming methods have over used the natural resource base. (Value Based Question)

=============================================

Lesson 1 The Story of Village Palampur. [B]

Q.1.

Give one word for the following statements:

1. All wealth which is used for the further production of goods and services.

2. Growing more than one crop on the same piece of land during a year.

3. It provides minerals which dissolve in water and are immediately available to plants.

4. Exchange of goods.

5. Unlike farmers they do not have a right over the crops grown on the land.

Q.2.

Answer the following questions:

1.

Differentiate between multiple cropping and modern farming.

2.

What do you mean by working capital?

3.

Why was Mishrilal not able to increase his profit?

4.

What are the non farm activities in the village?

6.

Is it important to increase the area under irrigation? Why?

7.

How do farmers obtain capital for farming in the village Palampur?

8.

How are farm labourers different from farmers?

9.

How is the land distributed between the farmers of Palampur? Do you find the same inequality in the distribution of agricultural land in Indian Villages?

10.

Define sustainability of land.

11.

What should be done to promote non farm activities in Palampur?

12.

Why are wages for farm labourers less than the minimum wages?

13.

Modern farming methods require more inputs which are manufactured in industry. Do you agree?

14.

What are the different ways of increasing production on the same piece of land? Use examples to explain.

15.

On what terms did Savita get a loan from Tejpal Singh? Would Savita‟s condition be different if she could get a loan from bank at a low rate of interest? (Value Based Question)

Q.3.

Correct the sentences:

1. It is always the poor and small farmers who supply wheat to the market.

2. The rich farmers always borrow money.

3. Capital is the most abundant factor of production.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

4. People in non-farm activities like the shop keepers, transporters and small manufactures have very little access to modern technology due to lack of money.

Q.4.

Match the following

A These people work to earn money Scarce factor of production Modern farming Man made factor of production These production activities require little land

B land use of HYV seeds & fertilizers labour non farm activities capital

Q.5.

Give reasons :-

1. Unlike the manufacturing that takes place in the big factories in the towns and cities, manufacturing in Palampur involves very simple production methods.

2. Non farm sector in the village is not very large.

3. Spread of electricity helped the farmers in Palampur.

4. It is important to increase the area under irrigation.

5. Modern farming methods require the farmers to start with more cash than before.

=============================================

Lesson 2 People as Resource [A]

Q.1.

Fill in the blanks:

1. Population becomes

of education

when

an investment is made in the form

2. Total productivity adds to the growth of

3. Investment in human capital yields a return just like investment in

Q.2.

4. The economic activities are classified into sectors.

5. and individual in the market.

Answer the following questions:

, and

are the major determinants of the earnings of any

1. What do you mean by economic activities and non economic activities?

2. Name some activities that come under Primary sector?

3. What is the difference between production and consumption?

4. Define National Income.

5. What are the major determinants of the quality of population?

6. What does the quality of population indicate?

7. What do you understand by „People as a Resource‟?

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

8. What is the role of education in human capital formation?

9. What do you mean by birth rate, death rate and infant mortality rate?

10. Why activities included in tertiary sector are called the linking activities?

11. Explain the different sectors in an economy?

12. Start the role of health in human resource development.

13. Differentiate between market activities & non-market activities.

14. Discuss the vicious circle of human capital formation?

15. Discuss the efforts done by Government in the field of education? OR Discuss the development in the field of education.

16. How does self employment in rural sector lead to urban employment?

17. Write a note on „Sarva Shiksha Abhiyan‟?

Q.3.

Give one word for :

1. Any activity undertaken with the aim of earning money.

2. Manufacturing of goods and services.

3. Using goods and services to satisfy one‟s wants.

4. The death of a child less than one year of age.

5. It adds to the productive capacity of the economy by developing human resource.

Q.4.

State true or false.

1. Physical capital formation adds to the production capacity by providing the population with food, education and health facilities.

2. Market activities are the production for self consumption.

3. Education and skill are the 2 main determinants of the earnings of any individual in the market.

4. The quality of population depends upon the literacy rate, health of a person and skill formation.

5. Literate and healthy people are a liability for the economy.

Q.5.

Give reasons :

1. Population can become productive asset by investing in human capital.

2. Better health of a person helps him to realize his potential.

=============================================

Lesson 2 People as Resource. [B]

Q.1.

Fill in the blanks:

1.

is said to exist when people who are willing to work at the going wages cannot find jobs.

2.

The employment structure is characterized by sector

in the primary

3.

is the most labour absorbing sector of the economy.

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DELHI PUBLIC SCHOOL Indirapuram, Ghaziabad

Assignment Booklet (Class - IX : SOCIAL SCIENCE)

4.

Unemployment leads to the wastage of

resources.

5.

has detrimental impact on the overall growth of an economy.

Q.2.

Answer the following questions:

1. What do you mean by seasonal and disguised unemployment?

2. How can the problem of unemployment be solved? State some measures.

3. Explain the statement “Human capital is the best capital”

4. What is Gross Domestic Product?

5. Why is educated unemployment a peculiar problem in India?

6. How does unemployment lead to economic overload?

7. “Unemployed people are a liability for the economy” Explain the statement. (Value Based Question)

8. Explain the importance of Human Resources development.

9. What are the causes of unemployment?

10. Explain different types of unemployment.

11. Why are women employed in low paid work?

12. How are we people as a resource? (Value Based Question)

13. Discuss the variation in education across different sections and different regions in India.

14. Discuss India‟s National Policy for Health.

15. How is human resource different from other resources like land and physical capital? (Value Based Question)