Professional Documents
Culture Documents
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%
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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
HISTORY MODULES
Module: 01 & 02
Chapter: The French Revolution
Contents :
(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 14th of July 1789 and led to the
outbreak of the Revolution.
(iv) Examine Frances transition to a Constitutional Monarchy.
(v) France becomes a Constitutional Monarchy.
Key Terms
Revolution, Estates, Clergy, Tithes and Estate General
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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 Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
Key Terms
Republic, Liberty, Equality, Fraternity, Convention, Slavery, Censorship.
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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 1930s in the US; on the already crisis ridden economy of
Germany.
Key Terms
Genocidal war, Weimar Republic, Political Radicalism, Reparation, Great
Economic Depression
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Module: 07
Chapter: Nazism And The Rise Of Hitler (Contd.)
Contents :
(i) Hitlers 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 Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
(i) Recall Hitlers 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 Hitlers 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 Hitlers intentions behind territorial expansion in Europe.
Key Terms
Nazi Propaganda, Mass Mobilization, Concentration camps, Blitzkrieg.
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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 Hitlers 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
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Module: 9 & 10 Revision for SA I
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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
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
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
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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 Assignment Booklet
Indirapuram, Ghaziabad (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.
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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
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Module: 15
Chapter: Clothing A Social History (Contd.)
Contents :
(i) New Times.
(ii) New Materials.
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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
Key Terms
Chintz, Dress code, National dress, Chapkan, Shoe respect
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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 Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
HISTORY ASSIGNMENTS
3. How did the following symbols convey the content of the Declaration of Rights?
1. The Broken chain 5. The Bundle of Rods or Fasces
2. The Eye within a triangle radiating light
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 womens 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 Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
4. Describe the legacy of the French Revolution for the people of the world
during the 19th and 20th 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. Hitlers propaganda minister who along with his family committed suicide in
Hitlers 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 3rd 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 Assignment Booklet
Indirapuram, Ghaziabad (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 Hitlers invasion of the Soviet Union.
7. Examine Hitlers 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
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)
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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 17th 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 womens clothing.
4. When the western style of clothing came to India in the 19th century, how
did the Indians react to it?
5. Briefly explain Mahatma Gandhis experiment with clothing and its impact.
6. Why did Gandhijis emphasis on khadi was adopted by only a few people?
Give reasons.
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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
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(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 Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
CIVICS MODULES
Module : (1, 2 & 3)
Chapter : 1. Democracy in the Contemporary World
Contents :
(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
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
20th century.
(v) the role of world organization in the practice of democracy.
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Module : (4, 5 & 6)
Chapter : 2. What is democracy? Why democracy?
Contents :
(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 Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
Module : (7, 8)
Chapter : 3. Constitutional Design
Contents :
(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) Revision for the SA I
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Module : (11 & 12)
Chapter :4. Electoral Politics
Contents :
(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, voters 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 Assignment Booklet
Indirapuram, Ghaziabad (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 citizens 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
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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 executives 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 Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (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 IInd 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 1980s.
3. How democracies have evolved in the 20th century?
4. What major changes had taken place in Indias 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 Baath 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 Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
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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 Voters 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 conduct that 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 Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (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 Citizens 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 Fundamental Duties been incorporated in the Indian
Constitution?
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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
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.
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.
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
Indias diverse population. Give any 3 values which can be reflected from this
tournament?
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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. Which values do the national parks of any country promote?
Answer: National parks must promote the following values:
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.
Q9. "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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ECONOMICS MODULES
Module : 1, 2, 3 & 4
Chapter : The Story of Village Palampur.
Contents :
(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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Key Terms
(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
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : 8
Chapter : People as Resource.
Contents :
(i) Unemployment.
(ii) Seasonal and disguised unemployment.
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Module : 13 and 14
Chapter : Poverty as a Challenge
Contents :
(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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ECONOMICS ASSIGNMENTS
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 Savitas
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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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 B
These people work to earn money land
Scarce factor of production use of HYV seeds & fertilizers
Modern farming labour
Man made factor of production non farm activities
These production activities require little land 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 _____________when an investment is made in the form
of education
2. Total productivity adds to the growth of ____________.
3. Investment in human capital yields a return just like investment in
__________.
4. The economic activities are classified into _____, _______ and ______
sectors.
5. _______ and _______ are the major determinants of the earnings of any
individual in the market.
Q.2. Answer the following questions:
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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10. Name the two poorest states of India? Give factors responsible for reduction
of poverty in each of the following states:
(i) Punjab (iii) Kerala
(ii) West Bengal (iv) Andhra Pradesh
11. State the programmes introduced by government to alleviate poverty.
12. State five countries having the highest percentage of people below poverty.
Q.3. State true or false:
1. India has the largest single concentration of the poors in the world.
2. A common method used to measure poverty is based on the income or
consumption level.
3. The calorie requirement in urban areas is considered to be higher than the
rural areas.
4. For making comparison between developing countries, many national
organizations like Reserve Bank use a uniform standard for the poverty line.
5. The women and children and old people are the poorest of the poor.
6. With the spread of irrigation and Green Revolution many job opportunities
were created in the agricultural sector.
7. Poverty Estimates
Q.4. Write notes on -
1. National Rural Employment Guarantee Act
2. National Food for Work Programme.
3 Prime Minister Rojgar Yojna.
4. Rural Employment Generation Programme.
5. Swarnajayanti Gram Swarojgaar Yojna.
6. Indicators of Poverty
7. Vicious circle of Poverty.
8. Poverty
Give Poverty Estimates.
=============================================
Lession 4 Food Security in India. [A]
Q.1. Answer these questions briefly:
1. What is meant by food security?
2. Which people are most vulnerable to food insecurity?
3. What are the factors on which the food security depends upon?
4. When is the food security ensured in the country?
5. How is food security affected during a calamity?
6. Which kind of people are mostly affected by the famines?
7. What is meant by chronic hunger?
8. Why agriculture is called a seasonal activity?
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GEOGRAPHY MODULES
Module : (1)
Chapter 1 : India Size and Location
Contents :
(i) Geographical location of India on the globe in relation to other continents.
(ii) Indias location in terms of trade, commerce and defense.
(iii) Indian Subcontinent.
Learning Objectives
(i) The hemispheres in which India is located.
(ii) Degrees of latitudes and longitudes within which it is located.
(iii) The frontiers and its length, its coastal waters and coastline.
(iv) The strategic location in terms of trade and defense, Indias neighbouring
countries.
Activity :
Study the world map given in the atlas and make a list of STRAITS, CAPES, BAYS
and GULFS from various parts of the world in the folders titled with the names of
the continents or plot them on continent maps.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : (2)
Chapter 1 : India Location and Size
Contents :
(i) The formation of Indian Sub-continent.
(ii) Political units of India.
(iii) Vast extent of the country.
Learning Objectives
(i) Understanding the Significance of 300 differences in latitude on amount of
insolation received, affecting climate and duration of daylight with the
change of season in the southern and the northern most part of India.
(ii) Understanding the significance of 300 difference in longitude resulting in 2
hours difference in the local time of the eastern most and the western most
places in India.
(iii) Importance of having a standard time for the whole country, know the
political units within the sub-continent, neighbouring countries, states with
their capital and union territory.
Activity :
On a political map of India, show the following neatly:
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Activity :
Locate and label the following items neatly on a political map of India.
1. Mountain Peaks K2, Kanchenjunga, Nanda Devi, Anai Mudi
2. Mountain Passes Shipkita, Nathula, Bomdila
3. Hills Garo, Khasi, Jaintia, Naga, Mizo
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : (6)
Chapter 2 : Physical features
Contents :
(i) The Indian desert
(ii) Eastern and Western coastal plains.
(iii) Island groups of India.
Learning Objectives
(i) Location and importance of Indian desert.
(ii) Understand the western coast is narrower than eastern coast and reason as
to why.
(iii) Location, origin of the Lakshadweep and Andaman and Nicobar group of
islands is very different should appreciate this fact.
Activity :
Identify the following physical features on the political map of India.
1. Mountain Ranges Karakoram, Zaskar, Shivalik, Aravali, Vindhya, Satpura
2. Plateaus Deccan Malwa, Chota Nagpur
3. Coastal Strips Coromandel, Northern Circars, Malabar, Konkan
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : (7)
Chapter 3: Drainage
Contents :
(i) Major rivers, lakes and Seas
(ii) Role of rivers in the economy
(iii) Pollution of the rivers.
(iv) Measures to control water pollution.
Learning Objectives
(i) Origin of the various rivers.
(ii) Drainage patterns.
(iii) Rivers and the birth of civilizations.
(iv) Pollution of rivers, its causes and measures to control it.
(v) Emphasis on the Ganga Action Plan.
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(vi) Origin, Catchment areas and tributaries of the Indus, Ganga and
Brahmaputra.
(vii) Origin and catchment areas of Southern rivers like Krishna, Kaveri,
Godavari, Mahanadi, Narmada etc.
(viii) Difference between the Himalayan and the Peninsular rivers.
Activity :
(i) Identify the major rivers on the political map of India.
Indus, Ganga, Brahmaputra, Sathij, Narmada, Tapi, Mahanandi, Godavari,
Krishna and Kaveri.
(ii) Locate and Label the major lakes on a political map of India.
Chilika, Pulicat, Kolleru, Vembanad, Sambhar.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : (8)
Chapter 4 : Climate
Contents :
Factors that govern the climate of India.
Contrasts, variations and similarities in temperature and rainfall in the country.
Learning Objectives
Factors that govern the climate -
(i) Location (ii) Relief features
(iii) Surface winds (iv) Upper air circulation
Activity :
Locate and Label the important cities on a political map of India.
Thiruvananthapuram, Chennai, Jodhpur, Jaipur, Bangalore, Mumbai, Kolkata,
Leh, Shillong, Delhi, Nagpur.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : (9 & 10) Revision for Summative Assessment I
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : (11)
Chapter 4 : Climate
Contents :
Mechanism of Monsoon Role of Southern oscillation and jet streams.
Four seasons in the country.
Learning Objectives
Regularity of monsoon is related to the conditions over the S. E. Pacific
region, Indian ocean and the weather conditions over the Sub-Continent.
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Activity :
Locate and Label the following areas on an outline map of India.
Areas receiving rainfall over 400 cms
Areas receiving rainfall less than 20 cms
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : (12)
Chapter 4 : Climate
Contents :
Detailed study of all the 4 seasons in India. Cold weather season, Hot weather
season, Advancing monsoons and Retreating monsoons.
Distribution of annual and seasonal rainfall.
Climatic unity.
Learning Objectives
Describe the chief characteristics of each season.
Understand the distribution of rainfall.
Reason :- Why N.W. India receives winter rainfall; why TamilNadu remains
comparatively dry in the monsoon season; why cyclones strike the coromandal
coast; how Himalayas act as (a) climatic divide and (b) bring monsoonal unity.
Activity :
Construct a climate diagram for any one station on a graph paper with the help of
climatic data provided in the climate chapter in the text book on page 41 and draw
your own inferences.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : (13)
Chapter 5 : Natural Vegetation & Wild Life
Contents :
Major Vegetation belts.
Reasons for varied flora in India.
Distribution of vegetation belts in India.
Learning Objectives
Understand the significance of flora to a country.
Wide variety found due to variations in relief, climate, soil etc.
Naming the vegetation belts and giving example of tree types found in each.
Activity :
Identify the major forest zones on an outline map of India.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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Module : (17)
Chapter 6 : Population
Contents :
Structure of Indian Population
(i) Occupational structure
(ii) Sex Ratio
(iii) Age Composition
(iv) Literacy
(v) Health
(vi) Migration
(vii) Adolescent population and the role of N.P.P.
Learning Objectives
(i) Census takes into account not only count of people every decade but also
their social economic status.
(ii) Distribution of people in primary, secondary and tertiary sectors.
(iii) Sex ratio of the country as compared to the world.
(iv) Distribution of population in the productive and the dependent groups.
(v) Reasons for population growth.
(vi) Literacy level and its link to the growth rate.
(vii) Health of people in general and the adolescent group in particular.
(viii) Migration and the growth of population.
(ix) Role of the National Population Policy.
Activity :
Locate and Label the following states on the political map of India.
(i) The state having the highest density of population.
(ii) The state having the lowest density of population.
(iii) The state having the highest sex ratio.
(iv) The state having the lowest sex ratio.
(v) The most popular state of India.
(vi) The least popular state of India.
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GEOGRAPHY ASSIGNMENTS
Chapter 1 India Location and Size
Q.1. Answer the following questions.
1. What is a subcontinent? Name the countries of the Indian sub-continent.
2. State the latitudinal and the longitudinal extent of India.
3. Which places see the noon sun exactly overhead twice a year and why?
4. Why has 820 30 E been selected as the standard meridian of India? What is
the time lag between I.S.T. and Greenwich Mean Time (G.M.T.)?
5. Latitudinal and longitudinal extent of India is almost 300. Why is North-
South and East-West extent in km not the same?
Q.2. Answer the following in brief.
1. Two states on the Bay of Bengal coast.
2. Two states on the Arabian Sea coast.
3. Water channel between India and Sri Lanka.
4. Name the two Island groups that are a part of Indian Union.
5. Indian State surrounded by different countries on three sides.
6. Which Indian State is the first to receive the morning rays of the sun?
Q.3. Give one word for each of the following
(i) A large part of land surrounded by the water on three sides.
(ii) A small stretch of water dividing two land masses.
(iii) Angular distance of a point on the earth surface marked in the north and
south of the equator.
(iv) Angular distance of a point on the earth surface in the east and west of
Greenwich meridian.
(v) The local time of the standard meridian followed all over the country.
=============================================
Chapter 2 Physical Features
Q.1. Describe three parallel ranges of the Himalayas
Q.2. Explain how the Himalayas act as a boon for India.
Q.3. Describe the two divisions of the peninsular plateau of India.
Q.4. Give reasons for the following:
1. Himalayas are young fold mountains.
2. Himalayan rivers are perennial.
Q.5. Distinguish between
1. Gorge and Rift valley.
2. Eastern and Western Coastal Strips
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Q.6. Explain how the physiographic divisions of India are complementary to each other.
Q.7. Name the following:
Super continent of the past.
Ancient sea between Laurasia and Gondwanaland.
Name the hills of Purvanchals.
Highest peak of the Himalayas.
Highest peak of the Himalayas in India.
Name the states in which the following peaks and passes are located
K2, Nanda devi, Shipkila, Nathula, Bomdila
Q.8. Give a term for each of the following statement
The process by which bending of the rocks of the earths crust takes place owing
to compressional forces.
The process by which fractures in the earths crust takes place along which
displacements occur due to tension and compression caused by tectonic
movements.
Slow moving rivers of ice.
A narrow low lying enlongated shallow sea which has huge amount of
sediments.
A natural gap in a mountain range.
The longitudinal valley lying between the lesser Himalaya and the Shivalik.
An alluvium deposited land in between two rivers.
A wet, swampy and marshy region along the hills.
Triangular shaped depositional feature formed at the mouth of a river.
A circular or horse shoe shaped island made by coral deposits.
=============================================
Chapter 3 Drainage
Q.1. Name the following:
1. Silt islands formed in the course of river.
2. Name five tributaries of River Indus.
3. Names by which River Brahmaputra is locally known as in its long journey.
4. One lagoon on the east coast.
5. Name one lagoon on the west coast.
6. Name two rivers that flow through rift valleys.
7. River systems which make the northern plains.
8. Two broad categories into which the Indian rivers are divided.
9. Four rivers which join Indus in the Ladakh region of India.
10. River which rises from Gangotri.
11. The place where river Ganga leaves the mountains to enter the plains.
12. Three left bank and three right bank tributaries of the river Ganga.
13. Spectacular feature formed by river Brahmaputra when it enters in India.
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Chapter 4 Climate
Q.1. Give a term for the following:
(i) Difference between the maximum and minimum temperature of a day.
(ii) Apparent force of the earths rotation that causes winds to deflect.
(iii) Narrow belt of high speed winds in the upper troposphere.
(iv) Broad low pressure trough, formed 50 N and S of equator where the trade
winds of the two hemispheres converge.
(v) Sudden approach of dark clouds that cause heavy rainfall which continues
for several days.
(vi) Interspersed rainless intervals during the monsoons.
(vii) Low pressure conditions that occur over the Andaman sea during the period
of Retreating monsoons.
(viii) Permanent winds blowing between 300 N and 300 S of the equator.
Q.2. Define the following :
a. Climate e. Loo
b. Weather f. Kaal Baisakhi
c. Monsoon g. Mango showers
d. Mahawat h. October heat
Q.3. Study the data given below carefully and answer the questions.
Mean Monthly Temp.
Avg. Annual Rainfall
Station Latitude Max. Min.
(in cm)
I. Delhi 290 N 33.30 (May-June) 14.4 (January) 67
II. Trivandrum 8029`N 28.7 (April) 26.2 (July-Aug.) 81.2
III. Leh 340 N 17.2 (July) - 8.5 (Jan.) 8.5
(i) Name the coldest station. What is its minimum winter temp. can you
comment on the form of precipitation here?
(ii) Name the station located to the south of Tropic of Cancer.
(iii) Name the station that gets hottest in summer. Which are the summer months
here?
(iv) Name the station with least annual range of temperature. What is the reason
for the same?
Q.4. Why do the S. E. Trade winds take the S. W. direction after crossing the equator?
Further why do they split into two branches?
Q.5. Distinguish between:
1. SW Monsoons and NE Monsoons
2. Advancing and Retreating monsoons
3. Equable and Extreme climate
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Chapter 6 Population
Q.1 Give a term for the following :
(i) An official enumeration of population of a country, done periodically.
(ii) That section of the population which is economically unproductive and need
to be provided for.
(iii) That section of the population which is economically productive and
biologically reproductive.
(iv) Number of females per 1000 males in the population.
(v) A person who can read and write with understanding any of the languages.
(vi) Activities which deal with extraction and production directly from nature.
(vii) Activities that deals with processing and manufacturing of raw material.
(viii) Activities that deals with distribution and provision of services.
Q.2 Define the following:
(i) Population Density (vi) Adolescents
(ii) Annual Growth Rate (vii) Infant mortality rate.
(iii) Birth Rate (viii) Life expectancy
(iv) Death Rate (ix) Million plus cities.
(v) Migration (x) Age structure
Q.3 Why are people termed as human resource?
Q.4 What factors affect distribution of population? Illustrate with examples.
Q.5 Categorize states of India under three population density regions. Give reasons for
the same.
Q.6 What are three main causes of population growth in the country?
Q.7 How can be the growth rate controlled?
Q.8 Give two reasons for unfavourable sex ratio.
Q.9 How is dependency linked to development?
Q.10 Give three reasons for steady migration of people from rural to urban areas.
Q.11 Which Indian State has the highest sex ratio i.e. more no. of females as against
1000 males? Why?
Q.12 What is the percentage of population in the adolescent group in India? What is its
significance?
Q.13 Distinguish between
(i) In Migration and Out Migration.
(ii) Internal and International migration
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6. CLIMATE
Important Cities
Identification only
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=============================================
Chapter 2 Specific Hazards and Mitigation
Q.1 What is the significance of mitigation?
Q.2 Give the value of mitigation to society.
Q.3 What are floods? How much area of India is prone to floods?
Q.4 Name the organizations responsible for flood detecting & warning.
Q.5 Mention the various means of dissemination of flood warning information.
Q.6 Explain the mitigation strategies of floods.
Q.7 What are cyclones?
Q.8 Give the mitigation strategies of cyclones
Q.9 What are earthquakes?
Q.10 Give the mitigation strategies of earthquakes.
Q.11 What are landslides?
Q.12 How do landslides occur?
Q.13 How can we determine the area of high risk of occurrence of landslides?
Q.14 Give the mitigation strategies of landslides.
Q.15 What are droughts?
Q.16 When is the country said to be drought affected by the Indian Meteorological
Department?
Q.17 Give the mitigation strategies of droughts.
Q.18 Which two food crops are covered by Crop Insurance Scheme?
=============================================
Chapter 3 Preventing Common Human Induced Diasaters
Q.1. What is meant by Weapons of Mass Destruction?
Q.2. Explain the controversy about the use of the term WMA since 1937 until 2003.
Q.3. What is a nuclear weapon?
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=============================================
Chapter 4 Community Planning for Disaster Management
Q.1. What is the main objective of the Disaster Risk Management Programme?
Q.2. What does the Government of India advocate to effectively mitigate hazards?
Q.3. Why should the community be at the heart of any disaster management initiative?
Q.4. What is discussed in the meeting at the office of the Block Development Officer?
Q.5. Explain the role of Village Disaster Management Committee.
Q.6. Mention the names of the various disaster management teams.
=============================================
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
General Instructions :
(i) The question paper has 31 questions in all. All questions are compulsory.
(ii) Marks are indicated against each question.
(iii) Questions from serial number 1 to 10 are Multiple Choice Questions. Each
question carries one mark.
(iv) Questions from serial number 11 to 22 are 3 mark questions. Answer of
these questions should not exceed 80 words each.
(v) Questions from serial number 23 to 30 are 5 mark questions. Answer of
these questions should not exceed 120 words each.
(vi) Question number 31 is a map question of 4 marks from Geography only.
After completion, attach the map inside your answer book.
=============================================
1. Which one of the following refers to a direct tax in France under the system of
estates? [1]
(a) Tithe (c) Livres
(b) Taille (d) Mir
2. Who wrote the book Two Treatise of Government? [1]
(a) John Locke (c) Louis XIV
(b) Jean Jacques Rousseau (d) Montesquieu
3. Which one of the following states shares an international boundary? [1]
(a) Haryana (c) Uttara khand
(b) Jharkhand (d) Madhya Pradesh
4. An area drained by a single river system is called: [1]
(a) drainage basin (c) drainage
(b) water divide (d) doab
5. Which of the following incidents accelerated the process of democracy in the world
after 1990? [1]
(a) Democracy in Nepal
(b) Democracy in Pakistan
(c) Disintegration of Soviet Union
(d) Polands freedom from Soviet control
6. Which was the first country to grant Universal Adult franchise to its citizens? [1]
(a) New Zealand (c) France
(b) Japan (d) India
7. In the context of our Constitution, what does Republic mean? [1]
(a) Head of the state is an elected person
(b) Government will not favour any religion
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23. Who was Robespierre? Why is his reign referred as The Reign of Terror? Give
four reasons. [5]
24. What was the financial position of France at the time of Louis XVI? In which three
estates was French society divided during this period? Write one main feature of
each. [5]
25. What were the methods used by the Nazi State to establish total control over its
people? [5]
OR
Describe the condition of society before the Russian Revolution.
26. How are the physiographic divisions of India complementary to each other?
Explain. [5]
27. What is a military coup? Why cant Pakistan under General Musharraf be called a
true democracy? [5]
28. What was Apartheid? How were the Blacks of South Africa segregated under the
system of apartheid? [5]
29. What is meant by physical capital? What are the two types of physical capital?
Write the main feature of each with example. [1+1+3=5]
30. Explain two types of unemployment in rural areas. Illustrate your answer by giving
examples. [2+2=5]
31. Two features A and B are marked on the political outline map of India. Identify
these features with the help of following information and write their correct names
on the lines marked in the map. [2+2=4]
(A) The upper Western Coastal strip
(B) A river
AND
Locate and label the following on the same political map of India.
(A) The standard Meridian of India
(B) Naga Hills
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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
General Instructions :
(i) The question paper has 31 questions in all. All questions are compulsory.
(ii) Marks are indicated against each question.
(iii) Questions from serial number 1 to 10 are Multiple Choice Questions. Each
question carries one mark.
(iv) Questions from serial number 11 to 22 are 3 marks questions. Answer of
these questions should not exceed 80 words each.
(v) Questions from serial number 23 to 30 are 5 marks questions. Answer of
these questions should not exceed 120 words each.
(vi) Question number 31 is a map question of 4 marks for Geography. After
completion, attach the map inside your answer book.
=============================================
1. Who among the following enjoyed certain privileges by birth in France during the
late 18th century? [1]
(a) Big businessmen and merchants
(b) Peasants and artisans
(c) Clergy and nobles
(d) Court officials and lawyers
2. In which book did John Locke refute the doctrine of the divine and absolute right
of the monarch? [1]
(a) The Social Contract
(b) The Spirit of Laws
(c) Two Treatises of Government
(d) Das Capital
3. Which of the following Indian state does not share its boundary with Nepal? [1]
(a) Himachal Pradesh
(b) Uttar Pradesh
(c) Assam
(d) Bihar
4. Which type of drainage pattern develops where the river channel flows down the
slope of the terrain? [1]
(a) Trellis
(b) Rectangular
(c) Dendritic
(d) Radial
5. Which term is used for the sudden overthrow of a government illegally? [1]
(a) Military Dictatorship
(b) Coup
(c) Illegal government
(d) Agitation
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6. Who was the founder leader of the Socialist Party of Chile? [1]
(a) Salvador Allende
(b) Augusto Pinochet
(c) Michelle Baschelet
(d) Alberto Baschelet
7. Who amongst the following was the president of the Constituent Assembly? [1]
(a) Dr. B.R. Ambedkar
(b) Dr. Rajendra Prasad
(c) Jawaharlal Nehru
(d) Sarojini Naidu
8. Which of the following is a fixed capital? [1]
(a) Tools
(b) Raw materials
(c) Money
(d) Labour
9. Sarva Shiksha Abhiyan is a step towards providing [1]
(a) Higher education
(b) Secondary education
(c) Elementary education
(d) All the above
10. Infant Mortality Rate refers to the death of a child under the age of; [1]
(a) 1 year
(b) 2 years
(c) 4 years
(d) 5 years
11. Explain any three factors which led to the incident known as Bloody Sunday?[3]
OR
Explain the inherent defects of the Weimer Constitution that made the republic
unstable and vulnerable to dictatorship? [3]
12. Explain any three ideas of Karl Marx. [3]
OR
Explain any three steps taken by Adolf Hitler to establish racial state.
13. India has an important position on the globe. Justify by giving three arguments.
[3]
14. Name the two island groups of India. Explain two main features of each. [3]
15. Explain the three types of movement of tectonic plates with the main characteristics
of each one of them. [3]
16. Describe any three features of the Himalayan Rivers. [3]
17. Mention any three policy decisions taken by Allende to help the poor and the
workers. [3]
18. Explain any three main features of democracy. [3]
19. Why do we need a Constitution in a democracy? Explain any three reasons. [3]
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20. How do the medium and large farmers arrange for their working and fixed capital?
Explain. [3]
21. What is meant by People as Resource? Explain how human resource is different
from other resources like land and physical capital. [3]
22. Explain in three points the role of health in human capital formation. [3]
23. Explain the role of philosophers in the French Revolution of 1789. [5]
24. Highlight any five features of the Constitution of 1791 in France. [5]
25. Explain any five effects of the Russian Revolution of 1917 over Russia. [5]
OR
What happened in schools under Nazism? Explain in five points.
26. Which is the oldest land mass of India? Name its two broad divisions and explain
any three features of each. [5]
27. Write any five arguments against democracy. [5]
28. Explain the significance of the Preamble of the Constitution and any three guiding
values embedded in it. [5]
29. Explain the four requirements for production of goods and services. Name the
most important factor of production. [4+1=5]
30. Unemployment leads to wastage of man power resource. Justify the statement
with suitable examples. [5]
31. (i) Two features (A) and (B) are shown on the political outline map of India.
Identify these features with the help of the following information and write
their correct names on the lines marked on the map.
(A) The Mountain Range
(B) The River
(ii) On the same political outline map of India, locate and label the following
items with appropriate symbols: [1 4=4]
(C) Southernmost point of the mainland of India.
(D) The highest peak of the Himalayas in India.
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Set - A
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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SOLUTIONS FOR SA I
HISTORY
A.1. (c) Clergy and nobles [1]
A.2. (c) Two treaters of government [1]
A.11. (a) The Weimar constitution had. Some inherent defects, which made it
unstable and vulnerable to dictatorship one was proportional representation
this made achieving majority by one party impossible task.
(b) Another defect as Article 48, which gave the president, the powers to impose
emergency suspend civil rights and rule by ****
(c) Within its short time, Weimar Republic saw twenty different cabenets lasting
on average 239 days and a liberal use of Article
(d) Any other relevant point. [3]
A.12. (a) Nazis wanted only a society of pure and healthy Nordic Aryans they alone
were considered durable.
(b) Jews were not only the community ***** as undesirables. Many **** and
blacks living in Nazi Germany were considered inferior who threatened the
biological purity of the superior Aryan race.
(c) Hitlers halted of Jews was bared on pseudoscrentific theories of race which
held that conversion was no solution to Jewish problem. It could be solved
through their total elevation.
(d) Any other relevant point. [3+1]
A.23. (a) In his two treatise of government locke sought to refute the dowine of the
divine and absolute right of the monarch.
(b) Rourreau carried the idea forward proposing a form of govt bared on social
contract between people a their representatives
(c) In the spirit of the Laurs, Montesquiu proposed adivision of power within the
government between the legerlative, executive and judiciary.
(d) Mirabeau was born in a noble family but was convined of the need to do
awaywith a society of Feudal privilege
(e) Abbe Seayes originally a preast wrote an influential pamphlet called what is
the third Estate?
(f) Any other relevant point. [5]
A.24. (a) The constitution of 1791 verted the power to make laws in the national
assembly. Which was indirectly elected.
(b) Citizens voted for groups of electors, who in turns chose the assembly.
(c) Only men above 25 yrs of age who paid taxes equal to at least 3dyas of a
labourers wage were given the statues of active citizens.
(d) To qualify as an alector and then as a member of the assembly a man had to
belong to the height bracket of tax payer.
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(e) The constitution began with a declaration of the rights of man and citizen
rights such right to life, freedom of speech, freedom of openion, equality
before law was established.
(f) Any other relevant point.
A.25. (a) All schools were learned and purified. This meant that teachers who were
Jew & or seen as politically unreliable were *****
(b) School tectbook were rewrillen racial screen was introduced to justofy Nazi
ideas of race.
(c) Strereotypes about Jews were popularred through math class.
(d) Children were taught to be loyal and subressive, hate Jews and worship
Hitlar.
(e) Even the functiona of sport was to nurture spirit of violence and aggrreon
among children.
(f) Any other relevant point. [5]
ECONOMICS
Q.8. Ans: (a) Tools [1]
Q.9. Ans: (c) Elementary education [1]
Q.10. Ans: (a) 1 year [1]
Q.20. Large and Medium Farmers
(i) They retain part of their crop yield for family consumption and sells the
surplus produces in the market and these earn good money / earning.
(ii) Part of this earning is saved in the bank account and later on used to small
and landless farmers on high rate of interest.
(iii) Further some earning is kept for buying working and fixed capital like raw
material and tractor, tools etc.
Q.21. (i) People as a resources is a way of refreshing to a boundarys working
population in terms of their existing skill and abilities.
(ii) Human resource is different from resources like land and capital as it is
superior to both land and capital. Land and capital cannot become useful on
its own. It is the human capital who is responsible for bringing land and
capital together and organizing them in the production activity. [3]
Only final goods are considered and not intermediate goods. [1]
Q.22. Role of health in human capital formation. [1+2=3]
ROLE OF HEALTH IN HUMAN RESOURCE DEVELOPMENT
1. It is an important indicator of quality of human resources in a country.
2. Good health implies good consumption level and therefore good standard of
living and higher level of energy.
3. Health contributes to development by way of higher efficiency. As people
enjoying good health are more efficient and productive because of greater
stamina than those struggling with ill health.
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CIVICS
5. (b) coup
6. (a) Salvador Allende
7. (b) Dr. Rajendra Prasad
17. (i) After being elected the President of Chile, Allende took several policy
decisions to help the poor and the workers. These included reform of the
land to the landless farmers.
(ii) He opposed the foreign companies for taking away the natural resources,
like copper, of the country.
(iii) The landlords, the rich, and the church opposed his policies.
18. (i) Rulers elected by the people take all the major decisions.
(ii) Elections offer a choice and fair opportunity to the people to change the
current rulers, if they wish to.
(iii) This choice and opportunity is available to all the people on an equal basis,
and
(iv) The exercise of this choice leads to a government limited by basic rules of
the constitution and citizens rights.
[any other relevant points]
19. (i) First, it generates a degree of trust and coordination that is necessary for
different kind of people to live together.
(ii) Second, it specifies how the government will be contributed, and who will
have the power to take which decisions.
(iii) Third, it lays down limits on the power of the government and tells us what
the rights of the citizens are, and
(iv) Fourth, it expresses the aspirations of the people about creating a good
society.
27. (i) Leaders keep changing in democracy. This leads to instability.
(ii) Democracy is all about political competition and power play. There is no
scope for morality.
(iii) So many people have to be consulted in a democracy which leads to delays.
(iv) Elected leaders do not know the best interest of the people. It leads to bad
decisions.
(v) Democracy leads to corruption for it is based on electoral competition.
(vi) Ordinary people don't know what is good for them, they should not decide
anything.
28. Significance of the Preamble of the constitution
(i) Values that inspired and guided the freedom struggle, and were in turn
nurtured by it, formed the foundation of India's democracy. These values are
embedded in the Preamble of the Indian Constitution.
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(ii) They guide all the articles of the Indian Constitution. The constitution begins
with a short statement of its basic values. This s called the Preamble to the
Indian Constitution.
(iii) It contains the philosophy on which the entire constitution has been build. It
provides a standard to examine and evaluate any law or action of the
government, to find out whether it is good or bad.
Guiding Values
(i) It declares India to be Sovereign, Socialist, Secular, Democratic, and
Republic.
(ii) It envisages justice, social, economic and political for all the citizen of the
Republic.
(iii) It would ensure all types of liberty necessary for an individual, i.e., liberty of
thought, expression, belief, faith, and worship.
(iv) It would strive for equality of status and opportunity to all individual.
[any other relevant points]
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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
General Instructions :
(i) The question paper has 31 questions in all. All questions are compulsory.
(ii) Marks are indicated against each question.
(iii) Questions from serial number 1 to 10 are Multiple Choice Questions. Each
question carries one mark.
(iv) Questions from serial number 11 to 22 are 3 mark questions. Answer of
these questions should not exceed 80 words each.
(v) Questions from serial number 23 to 30 are 5 mark questions. Answer of
these questions should not exceed 120 words each.
(vi) Question number 31 is a map question of 4 marks from Geography only.
After completion, attach the map inside your answer book.
=============================================
1.A When did the West Indies win its first Test Series against England ? [1]
(a) 1950 (b) 1955 (c) 1945 (d) 1965
OR
1.B Which dress did Mahatma Gandhi wear when he went to England for the Round
Table conference in 1931.
(a) Short dhoti without a shirt.
(b) Western dress including tie.
(c) South African dress.
(d) Typical western three piece suit.
2. Which of the following events of cricket was introduced by Mr. Kerry Packer ? [1]
(a) Ranji Trophy Matches
(b) World Series Cricket
(c) Twenty-Twenty Matches
(d) Five days Test Cricket
OR
Which of the following was worn by women to give shape and support to their
figure ?
(a) Corset
(b) Culottes
(c) Cockade
(d) Breeches
3. Which one of the following trees is found in tropical deciduous forests ? [1]
(a) Teak
(b) Rosewood
(c) Cacti
(d) Sundari
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11.B Why did Raikas combine cultivation with pastoralism ? Give any three reasons.
[3]
OR
11.C Explain any three causes for dramatic expansion of wheat production in the USA
from the late nineteenth century. [3]
12.A What were the changes brought in the game of cricket by the MCCs revision of
the laws during the second half of the 18th century ? Mention any three charges.
[3]
OR
12.B What was the main objective of sumptuary laws ? Mention any two restrictions
imposed under these laws. [1+2=3]
13. What is the meaning of burst of the monsoon ? Mention any two features of it.
[1+2=3]
14. Explain any three factors controlling climate of any place. [3]
15. Describe the major vegetation zones of the Himalayan region. [3]
16. Describe any three significant features of Adolescent Population in India. [3]
17. Name the movement led by Choudhary Devi Lal of Haryana in 1987. What
promise did he make to lure the voters before election ? Which political party did
he form ? [1+1+1=3]
18. Mention any three challenges to the free and fair elections in India. [3]
19. What was Mandal Commission ? Why was it appointed ? State its major
recommendations. [1+1+1=3]
20. Explain any three causes of poverty in India. [3]
21. The proportion of poor people is not the same in every state. Justify the
statement. [3]
22. Briefly explain the two important components of food security system designed by
the government of India? [3]
23.A Explain any five main causes of the rebellion by the people of Bastar against the
colonial Rule. [5]
OR
23.B Describe in five points the life of the maasai community during colonial and post-
colonial period. [5]
OR
23.C Mention any five uses of commons for the villagers of England. [5]
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DELHI PUBLIC SCHOOL Assignment Booklet
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24. Write any three main features of shifting cultivation. Why was this system
considered harmful for the forests, by the European? [3+2=5]
OR
Explain any five factors responsible for the continuous loss of grazing land in
Maasai land. [5]
OR
How can the history of opium production in India be linked up with the story of
British trade with China ? Explain. [5]
25. Critically examine the landmarks in the game of cricket in the later half of 20th
century. [5]
OR
What were the different reactions of Indians to western style of clothing? [5]
26. What does the Occupational structure of India reflect? [5]
27. What is meant by the term executive ? Why should the ministers have the final
say on all important policy matters ? Explain. [2+3=5]
28. Explain the problems faced by the minority Albanian population in Yugoslavia.
[5]
29. Describe in brief any two targeted anti-poverty programmes initiated by
Government of India. [5]
30. Explain with examples the role of Co-operatives in food security in India. [5]
31. Two features (A) and (B) are shown in the political outline map of India. Identify
these features with the help of following information and write their correct names
on the line marked in the map. [2]
(A) A type of Forest
(B) The state having the lowest density of population.
AND
On the same political outline map of India, locate and label the following items with
appropriate symbols. [2]
(A) Jaipur : A meteorological station.
(B) Simlipal : A National Park.
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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
General Instructions :
General Instructions :
(i) The question paper has 30 questions in all. All questions are compulsory.
(ii) Marks are indicated against each question.
(iii) Questions from serial number 1 to 9 are Multiple Choice Questions. Each
question carries one mark.
(iv) Questions from serial number 10 to 20 are 3 marks questions. Answer of
these questions should not exceed 80 words each.
(v) Questions from serial number 21 to 29 are 5 marks questions. Answer of
these questions should not exceed 120 words each.
(vi) Question number 30 is a map question of 3 marks for Geography. After
completion, attach the map inside your answer book.
=============================================
1.1 Who among the following was the captain of the West Indies Test team in 1960?
[1]
(a) Frank Worrell
(b) Eric William
(c) Palwankar Vithal
(d) Clive Lyod
OR
1.2 Which Governor General decided to partition Bengal in 1905 - [1]
(a) Lord Cornwallis
(b) Lord Curzon
(c) Lord Hastings
(d) Lord Lytton
2.1 When were the leg pads introduced in the game of cricket? [1]
(a) 1846
(b) 1847
(c) 1848
(d) 1849
OR
2.2 The parsi style of wearing sari was called: [1]
(a) Parsi sari
(b) Brahmo sari
(c) Brahmika sari
(d) Non-Brahmo sari
3. Which is the natural habitat of the Indian Lion? [1]
(a) Corbett park
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(b) Sunderban
(c) Gir Forests
(d) Rann of Kutchch
4. Which one of the following is not a Fundamental Right? [1]
(a) Right to sacrifice animals
(b) Right to Equality
(c) Right to Constitutional Remedies
(d) Right against Exploitation
5. Which one of the following is an example of practising untouchability? [1]
(a) Dalits were not allowed to use common hand pump or the hand pump was
washed to purify it.
(b) Tea stalls use the same cups for all.
(c) Reservation of seats in the buses for ladies.
(d) Separate sections of boys and girls in a school.
6. 'Reserved Constituency' means - [1]
(a) Reserved for Senior Citizens.
(b) Reserved for the ruling party.
(c) Reserved for S.C, S.T, O.B.Cs and women.
(d) Reserved for oposition political parties.
7. Which of the following is not considered as a social indicator of poverty? [1]
(a) Less number of means of transport.
(b) Illiteracy level.
(c) Lack of access to health care.
(d) Lack of job opportunities.
8. Which of the following is not the dimension of food security in India? [1]
(a) Availability of food.
(b) Accessibility of food.
(c) Affordability of food.
(d) Dependency on food.
9. In which state poverty is not a serious problem? [1]
(a) Orissa
(b) Bihar
(c) Assam
(d) Kerala
10.1 Explain any three reasons for the rapid expansion of cultivation under the colonial
rule. [3]
OR
10.2 Who are Gujjar Bakarwals? How did they earn their livelihood? [3]
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OR
10.3 Why did the British Parliament support Enclosure Movement of 18 th century? [3]
11.1 The Battle of Waterloo was won on the playing fields of Eaton. Justify the
statement by giving any three reasons. [3]
OR
11.2 Who introduced the Brahmika Style of sari? How was the sari worn under this
style? [3]
12. What are the three characteristic features of Hot Weather Season? [3]
13. What are jet streams? How do they affect the climate of India? [3]
14. The Monsoon is considered a unifying bond in India. What moral values can you
inculcate from this statement? Explain with three examples. [3]
15. How has the interest of the voters in the election related activities increased in the
recent years in India? [3]
16. What is meant by Independence of Judiciary? Explain. [3]
17. Describe the procedure of nomination of candidate to contest in a particular
election. [3]
18. Explain any three features of Prime Minister Rozgar Yojana (PMRY). [3]
19. Explain any three causes for the widespread poverty in India. [3]
20. Which people are more prone to food insecurity? Explain. [3]
21.1 Who was the First Director General of Forests in India? When did he set up the
Indian Forest Service? Explain any three main features of Scientific forestry. [5]
OR
21.2 What was meant by Reserved Forests? How did the Forest Acts change the lives of
the pastoralists? Explain. [5]
OR
21.3 Describe the history of opium production in India. [5]
22.1 Explain some of the common customs and beliefs of the Bastar people. [5]
OR
22.2 Pastoralists are not relics of the past but they are still perfectly suited to many hilly
areas. Explain the statement with any five suitable facts. [5]
OR
22.3 Describe any five advantages of the use of machines to the big farmers of the Great
Plains of the USA. [5]
23.1 Describe the main five changes that occurred in the game of cricket in the 19 th
century. [5]
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OR
23.2 How did the women react to the ideals of womanhood in Victorian England? To
what extent were they successful in bringing some reforms by the end of the 19 th
century? [5]
24. What do you understand by the occupational structure of population? How is the
occupational structure of the developed countries different from that of the
developing countries? Explain. [2+3=5]
25. What is meant by migration? Explain the factors that affect migration. How is
migration a determinant factor of population change? Explain. [1+2+2=5]
26. Why is it said that the Prime Minister is the strongest person in the Council of
Ministers? Give three arguments in support of your answer. [5]
27. What is the relationship between the citizens and the government of Saudi Arabia
as far as human rights are concerned ? State in five points. [5]
28. The PDS of India has proved to be the most effective instrument taken by the
Government of India towards ensuring food security." Explain the statement by
highlighting any 5 advantages of PDS. [5]
29. What is the need of food security? How is food security affected during a natural
calamity? [3+2=5]
30. (i) Two items A and B are shown on the given political outline map of India.
Identify these items with the help of the following information and write their
correct names on the lines marked on the map. [2]
(A) Type of Forests
(B) Meteorological station
(ii) On the same political outline map of India, locate and label the following
with an appropriate symbol [1]
(C) Shivpuri National Park
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Set - B
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SOLUTION
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1.1 (a)
OR
1.2 (b)
2.1 (c) 1848
OR
2.2 (c)
3 (c)
4 (a)
5 (a)
6 (c)
7 (a)
8 (d)
9 (d)
10.1 (i) The British directly encouraged the production of commercial crops like
Jute, sugar, wheat and cotton.
(ii) The demand for crops increased in 19th Century.
(iii) The raw materials were required to feed the growing urban population.
(iv) For raw material for industrial production
(v) Need for deforestation being unproductive.
(vi) To obtain agricultural products and revenue.
(vii) To enhance income of the state.
(any three)
OR
10.2 Gujjars the herders of goats and sheep living in the region of Jammu and Kashmir.
Their herds moved out this area between summer and winter and travelled in
groups in Kafilas. They earned their livelihood by selling milk, Ghee, and other
produce of their herds. The women went to the markets and sold home made
products like pots filled with buttermilk, honey, etc. while the men took the cattle to
graze.
OR
10.3 The enclosure movement of 18th century was different from earlier enclosures. In
the end of. 18th century land was enclosed mainly for grain production. This was
to solve the problem of increasing population and increasing demand of food
grain.
(i) By the 18th century the war between England and France disrupted trade
and the import of food grains from Europe.
(ii) Prices of food grains in England-sky rocketed encouraging the landowners to
enclose lands and enlarge the area under grain cultivation. Profits flowed
and landowners pressurised the parliament to pass the enclosure act.
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File affidavit regarding the details of property and asset and liabilities
Besides, candidate has to produce the criminal records if any.
This is followed by the scrutinizing of the nomination of paper.
18 (i) PMRY was started in 1993.
(ii) The aim of the programme is to create self - employment opportunities for
educated unemployed youth in rural areas and small towns.
(iii) They are helped in setting up small business and industries.
19 Causes of poverty
(1) Low level of economic development under colonial rule
(2) Less job opportunity
(3) Low growth rate of incomes
(4) High growth rate of population
(5) Low per capita income
(Any other relevant point)
(Any three to be explained) page 38
20 (i) Landless people.
(ii) Traditional artisans
(iii) Petty self-employed workers
(iv) Destitutes including beggars
(v) People employed in ill paid occupations
(vi) SC and ST, & some sections of the OBCs
(viii) People affected by natural disasters. (Any three)
21.1 Dietrich Brandish was appointed as the first Director General of Forests in India
He set up the Indian Forest Service in 1864.
(i) In Scientific Forestry natural forests which had lots of different types of trees
were cut down. In their place, one type of tree we planted in straight rows
(ii) Forest officials surveyed the forests, estimated the area under different types
of trees and made working plans for forest management
(iii) They planned how much of the plantation area is to be cut every year. The
area cut was then to be replanted so that it was ready to be cut again in
some years.
OR
21.2 Forest which produced commercially valuable timber like deodar or sal were
declared 'Reserved Forests' No pastoralist were allowed access to these forests.
Forests Acts changed the lives of pastoralists in the following manner:
(i) They were prevented from entering many forests that had earlier provided
valuable forage for their cattle.
(ii) In 1871, the colonial government in India passed the Criminal Tribes Act. By
this act many communities of craftsmen, traders and pastoralists work
classified in the criminal tribes. They were not allowed to move out without a
permit. The village police kept a continuous watch on them.
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(iii) By the 1880 the government began collecting taxes directly from the
pastoralists. Each of them was given a pass.
OR
21.3 (i) The history of opium production in India was linked up with the story of
British trade with china.
(ii) In the late 18th century, the English East India Company was buying tea and
silk from china for sale in England but produced nothing that could be easily
sold in china.
(iii) This meant an out flow of treasure from England.
(iv) They searched for a commodity they could sell in China: opium was such
commodity.
(v) As the market for opium expanded in China, larger volumes of opium
flowed out of Bengal ports.
22.1 Common customs and beliefs of the Bastar people
(i) Believed that land is given by mother earth.
(ii) Respect shown to the spirits of river, forest and mountain.
(iii) All natural resources to be looked after.
(iv) Anyone seen cutting forests has to pay a fee.
Or any other relevant custom
OR
22.2 (i) It is said that they are not the people who have no place in the modern
world. They are still perfectly suited to hilly areas and dry regions.
(ii) They change the paths of their annual movements and can adjust and
adopt.
(iii) They reduce their cattle numbers.
(iv) They press for rights to enter new areas.
(v) They exert political pressure in the government for relief, subsidy and other
forms of support.
(vi) They demand a right in the management of forests and water resources.
(Any five points)
OR
22.3 (i) The new machines allowed big farmers to rapidly clear large tracks.
(ii) The machines helped in breaking up the soil, removing the grass and
preparing the ground for cultivation.
(iii) The work could be done quickly and with a minimal number of hands.
(iv) With power-driven machinery, four men could plough, seed and harvest
2000 to 4000 acres of wheat in a season.
(v) With one mechanical repair 500 acres of wheat could be harvested in two
weeks.
Or any other relevant point
23.1 Important changes occurred in 19th century were:
(a) The rule about wide balls was applied.
(b) The exact circumference of the ball was specified.
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