TEAM MEMBERS
MR. SUBRAMANIAN CO- ORDINATOR, VICE PRINCIPAL KV No. 1 CALICUT
MR. MADHUSOODANAN M TGT SST , KV KELTRONAGAR
MR.SATHEESAN P K TGT SST, KV No. 1 CALICUT
Mrs. LEENA MUKUNDAN TGT SST KV No.2 KANJIKODE
Mrs. REJIMOL SEBASTIAN TGT SST KV No.2 COCHIN
Mrs. LATHIKA DAS TGT SST KV PATTOM (Shift I)
MESSAGE
HON’BLE COMMISSIONER
F.31/Acad/DC/KVS(EKM) Dated: 02.08.2016
FOREWORD
“Excellence is a continuous process and not an accident”
…..Dr. APJ Abdul Kalam
Academic excellence leads to expanding one’s knowledge base. It tantamounts to understanding concepts in subject studies with clarity and depth and the required skills to apply these to situations and problems with the objective of understanding the Universe better.
In its pursuit of excellence KVS has made available enormous resources in the form of support materials to students and teachers to equip and empower them so that it could facilitate tangible output. In this endeavor, study materials have been prepared to meet the requirement of the students of classes IX to XII for facilitating their understanding the subject better and to help themscore good marks. The support study materials are prepared to suit the needs of diverse nature of learners.
The Kendriya Vidyalaya Sangathan, Ernakulam Region is pleased to present the Support Study Material for Social Studies of Class-IX for the academic session 2016-17.
Concept mapping, model questions, sample answers and maps are included to guide the children on the path to success. These Study Material are intended tobe used constructively to enhance the teaching learning process and to help students improve the scores.
I appreciate the sincere efforts put forth by the teaching faculty in bringing out the study material in time and I am sure the students shall find them immensely useful. Suggestions, if any, are welcome which will help us to further fine tune the material.
(Dr. Uma Sivaraman)
HOW TO USE THIS STUDY MATERIAL?
Dear children,
This study material contains gist of the topics /units along with the assignments for self-assessment . Here are some tips to use this study material while revision during pre-boards and finally in board examinations.
*Go through the syllabus given in the beginning .Identify the units carrying more weightage .
*Suggestive blueprint and design of question paper is a guideline for you to have clear picture about the form of the question paper.
*Revise each of the topics /units and attempt the questions given for self-assessment.
*After revision of all the units, solve the sample paper,and do self-assessment with the value points.
*Must study the marking scheme or solution for CBSE previous years paper which will enable you to know the coverage the content under different questions.
*Underline or highlight key ideas to have bird’s eye view of all the units at the time of examination.
*Write down your own notes and make summaries with the help of this study material.
*Turn the theoretical information into outline mind maps.
*Make a separate revision notebook for diagrams and numerical as well.
*Discuss your ‘DOUBTS’ with your teacher or other students.
Social Science Class 9 Syllabus
Course Structure
Unit / Topic / Term I / Term III / India and the Contemporary World - I / 23 / 23
II / Contemporary India - I / 23 / 13 + 10 (OTBA)
III / Democratic Politics - I / 22 / 22
IV / Economics / 22 / 22
V / Disaster Management / - / -
Total / 90 / 90
SUMMATIVE ASSESSMENT - 1 SYLLUBUS
SOCIAL SCIENCE
CLASS IX
SL NO / NAME OF THE CHAPTER / TOTAL MARKS
1 / FRENCH REVOLUTION / 23
2 / RUSSIAN REVOLUTION OR NAZISM AND RISE OF HITLER
3 / INDIA SIZE AND LOCATION / 23
4 / PHYSICAL FEATURES OF INDIA
5 / DRAINAGE
6 / DEMOCRACY IN THE CONTEMPORAY WORLD / 22
7 / WHAT IS DEMOCRACY WHY DEMOCRACY
8 / CONSTITUTIONAL DESIGN
9 / STORY OF VILLAGE PALAMPUR / 22
10 / PEOPLE AS A RESOURCE
TOTAL / 90
SUMMATIVE ASSESSMENT –II Syllabus
Unit / Chapters / TOTALHISTORY / 1. Forest, Society & Colonialism
2. Pastoralists in the Modern World.
3. Peasants and farmers / 23
History &Sport: The Story of Cricket
Clothing: A Social History
GEOGRAPHY / 1. Climate
2. Natural vegetation& wild life
3. Population / 23
POLITICAL SCIENCE / 1. Electoral Politics
2. Working Institutions
3. Democratic Rights / 22
ECONOMICS / 1. Poverty as a challenge
2. Food Security in India / 22
TOTAL / TN of Que. 30(MM:90)
TERM 1
HISTORY(FRENCH REVOLUTION)
CONCEPTS:
In 1774, Louis XVI of the Bourbon family of kings ascended the throne of France.
To meet its regular expenses, such as the cost of maintaining an army, the court, running government offices or universities, the state was forced to increase taxes.
The French Society during the Late 18th Century was divided into three estates:
1st Estate: Clergy, 2nd Estate: Nobility,
3rd Estate: Big businessmen, merchants, court officials, peasants, artisans, landless labourers, servants, etc. Some within the Third Estate were rich and some were poor, and only members of the third estate paid taxes.
The Struggle to Survive: The population of France rose from about 23 million in 1715 to 28 million in 1789. This led to a rapid increase in the demand for food grains and the price rose rapidly. The gap between the poor and rich widened. This led to subsistence crisis.
Subsistence crisis–An extreme situation where the basic means of livelihood are endangered.
The Growing Middle Class: Growing middle class consists of the prosperous merchants, traders (who earned their wealth through an expanding overseas trade and from the manufacturing of goods.) and those who got education and new ideas and the professionals like lawyers and administrative officials who formed a part of the third Estate. They believed that no group in society should be privileged by birth but on merit.
Despotic Rule of Louiz XVI
He had drained the financial resources of France in wars. For the cost of his regular extravagant expenses, he increased taxes which were paid by the third Estate.
The Role of Philosophers:
Philosophers like John Lock, Jean Jacques Rousseau and Montesquieu propagated the ideas of having a society where people would enjoy freedom, equal laws and equal opportunities. Their ideas inspired the common people of France to realise their dream.
Philosophers: John Lock – Sought to refute the doctrine of the divine and absolute right of the monarch. (Two Treatises of Government)
Jean Jacques Rousseau - Proposing a form of government based on a social contract between people and their representatives. (The Social Contract)
Montesquieu - A division of power within the government between the legislative, the executive and the judiciary (The Spirit of the Laws).
Incidents leading to the outbreak of the revolutions are:
Meeting of the Estates General (The Estates General was a political body to which the three estates sent their representatives.
On 5th may 1789 Louis XVI called for a meeting to propose new taxes. Representatives of three Estates reached there. Peasants, artisans and women were denied entry to the assembly. Voting in the Estates General in the past:Each estate had one vote. Demand for Universal Adult Franchise.
Members of the third Estate demanded the power for each member to vote.
King rejected the demand. They walked out of the assembly in protest.
Meeting of newly formed National Assembly
On 20th June 1789 the members of the Third Estate assembled in the hall of an indoor tennis court of Versailles and declared themselves as the National Assembly and swore not disperse till they have drafted a constitution for France that would limit the powers of monarch. They were led by Mirabeau and Abbé Sieyès.
Fall of Bastille Prison
On 14th July 1789 the agitated crowd stormed and destroyed the state prison Bastille and released all the prisoners.
Active Citizens : Only men above 25 years of age who paid taxes equal to at least 3 days of a labourer’s wage were given the status of active citizens(entitled to vote).
Passive Citizens: The remaining men and all women were classed as passive citizens.
Declaration of Rights: The Constitution began with a Declaration of the Rights of Man and Citizen. Right to life, freedom of speech, freedom of opinion, equality before law, were established as ‘natural and inalienable’ rights, that is, they belonged to each human being by birth and could not be taken away. It was the duty of the state to protect each citizen’s natural rights.
France becomes a Constitutional Monarchy: The National Assembly completed the draft of the constitution in 1791. Main objects - To limit the powers of the monarch and assigned to different institutions - the legislature, executive and judiciary. This made France a constitutional monarchy.
France Abolishes Monarchy and Becomes a Republic: Although Louis XVI had signed the Constitution, he entered into secret negotiations with the King of Prussia. The National Assembly declared war against Prussia and Austria in 1792. Thousands of volunteers joined the army. They saw this as a war of the people against kings and aristocracies all over Europe. They sang the patriotic songs ‘Marseilles’, composed by the poet Roget de L’Isle. The Marseillaise is now the National Anthem of France.
Members of Jacobin Club: Belonged to less prosperous sections of society. Leader - Maximilian Robespierre. These Jacabins came to be known as the sans-culottes, literally meaning ‘those without knee breeches’. Sans-culottes men wore in addition the red cap that symbolised liberty.
The newly elected assembly was called the Convention. On 21 September 1792 it abolished the monarchy and declared France a republic. Louis XVI was sentenced to death by a court on the charge of treason.( Executed On 21 January 1793 at the Place de la Concorde.) Treason – Betrayal of one’s country or governmentThe Reign of Terror: (The period from 1793 to 1794) – Robespierre’s policy - severe control and punishment. Enemies of the republic - ex-nobles and clergy, members of other political parties, even members of his own party who did not agree with his methods – were arrested, imprisoned. If the court found them ‘guilty’ they were guillotined. Robespierre’s government issued laws placing a maximum ceilingon wages and prices. Meat and bread were rationed. Peasants were forced to transport their grain to the cities and sell it at prices fixed by the government. Churches were shut down and their buildings converted into barracks or offices.
A Directory rules in France.
The fall of the Jacobin government allowed the wealthier middle classes to seize power. A new constitution was introduced. It provided for two elected legislative councils. These then appointed a Directory,an executive made up of five members. This was meant as a safeguard against the concentration of power in a one-man executive. However, the Directors often clashed with the legislative councils.The political instability of the Directory paved the way for the rise of a military dictator, Napoleon Bonaparte.
WOMEN’S REVOLUTION
Most women of the third estate had to work for a living.Their wages were lower than those of men. To discuss and voice their interests - started their own political clubs and newspapers. Main demand- women must enjoy the same political rights as men.
An important woman revolutionary in France - Olympe de Gouges.Protested against the Constitution and the Declaration of Rights of Man and Citizen as they excluded women from basic rights.In 1791, she wrote a Declaration of the Rights of Woman and Citizen. In 1793, she criticised the Jacobin government and she was executed.
It was finally in 1946 that women in France won the right to vote. The laws introduced by the revolutionary Govt. for women: Schooling was made compulsory for all girls. Their fathers could no longer force them into marriage against their will. Marriage was made into a contract entered into freely and registered under civil law. Divorce was made legal.
THE ABOLITION OF SLAVERY
One of the most revolutionary social reforms of the Jacobin Regime was the abolition of slavery in the French colonies(The Caribbean – Martinique, Guadeloupe and San Domingo). There was a triangular slave trade between Europe, Africa and Americas. In the 18th century, there was little criticism of slavery in France. No laws were passed against it. It was in 1794 that the convention freed all slaves. But 10 years later slavery was reintroduced by Napoleon. It was finally in 1848 that slavery was abolished in the French colonies.
NAPOLEON BONAPARTE
In 1804, Napoleon crowned himself emperor of France. He set out to conquer neighbouring European countries, dispossessing dynasties and creating kingdoms where he placed members of his family. He saw his role as a moderniser of Europe. He was finally defeated at Waterloo in 1815.He introduced many laws such as the protection of private property and a uniform system of weights and measures provided by the decimal system.
LEGACY OF FRENCH REVOLUTION
Most important of French Revolution was the ideas of Liberty, Equality and Fraternity. These ideas spread from France to the rest of Europe during the 19th century where feudal systems were abolished. Declaration of Rights of Man and Citizens.Freedom of Press and abolition of censorship.Abolition of slavery.It inspired the colonized people in their freedom movement to create a sovereign new state.
Important terms: The term Old Regime is usually used to describe the society and institutions of France before 1789. Livres– Unit of currency in France, discontinued in 1794 Clergy – Group of persons invested with special functions in the church Tithes – A tax levied by the church, comprising one-tenth of the agricultural produce Taille– Tax to be paid directly to the state Abbé Sieyès, originally a priest, wrote an influential pamphlet called ‘What is the Third Estate’? Chateau– Castle or stately residence belonging to a king or a noblemanManor– An estate consisting of the lord’s lands and his mansionReading political symbols :The broken chain: Chains were used to fetter slaves. A broken chain stands for the act of becoming free.The bundle of rods or fasces: One rod can be easily broken, but not an entire bundle. Strength lies in unity.Blue-white-red: The national colours of France.The Law Tablet: The law is the same for all, and all are equal before it.Emancipation – The act of freeing