SAMPLE QUESTION PAPERS CLASS 9 TERM 2 MARCH 2017 EXAMINATION SOCIAL SCIENCE. *SolutionsforSQP6-10canbedownloaded fromwww.oswaalbooks.
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2 OSWAAL CBSE Strictly Based on Latest Syllabus Issued by CBSE for 017 Examination SAMPLE QUESTION PAPERS CLASS 9 TERM MARCH 017 EXAMINATION SOCIAL SCIENCE *SolutionsforSQP6-10canbedownloaded fromwww.oswaalbooks.com Published by : OSWAAL BOOKS 1/11, Sahitya Kunj, M.G. Road, Agra -800 (UP) India , , contact@oswaalbooks.com
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4 CONTENTS Syllabus 5-8 ON TIPS NOTES Sample Question Paper (Solved) q Sample Question Paper q Sample Question Paper q Sample Question Paper q Sample Question Paper q Sample Question Paper Sample Question Paper (Self Assessment) q Sample Question Paper q Sample Question Paper q Sample Question Paper q Sample Question Paper q Sample Question Paper SOLUTIONS q Sample Question Paper q Sample Question Paper 8-89 q Sample Question Paper q Sample Question Paper q Sample Question Paper q SOLUTIONS for Sample Question Paper 6 to 10 can be downloaded from
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7 ... contd. Syllabus viii. Clothing : A Social History : Unit : Contemporary India I 5. Natural Vegetation and Wild Life : To explain the importance and unifying role of Monsoons. M S P 5. Working of Institutions : (6)
8 ... contd. Syllabus 6. Democratic Rights : Unit 4 : Economics, 4. Food Security in India : Source Suggested Activities / Instructions: Theme I : Give more examples of activities done by different workers and farmers. Numerical problems can also be included. Some of the ways through which description of villages are available in the writings of Prem Chand, MN Srinivas and RK Narayan. They may have to be referred. Theme II : Discuss the impact of unemployment. Debate on whether all the activities done by women should be included or not. Is begging an economic activity? Discuss. Is it necessary to reduce population growth or family size? Discuss. Theme IV : Visit a few farms in a village and collect the details of foodgrains cultivated. Visit a nearby ration shop and collect the details of goods available. Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go. Unit 5: Disaster Management 5 Periods 3. Man made disasters - Nuclear, Biological and Chemical. (Chapter 3) 4. Community Based Disaster Management (Chapter 4) Note : Projects, activities and other exercises in Unit 5 should encourage students to place 'disasters' and disaster management in: ( i ) The wider context of Social Science knowledge as covered through History, Geography, Political Science and Economics textbooks of class IX/X. ( ii ) Other problems faced by our country and the world from time to time. PRESCRIBED BOOKS: 1. India and the Contemporary World - I History - Published by NCERT. Contemporary India - I Geography - Published by NCERT 3. Democratic Politics - I Published by NCERT 4. Economics - Published by NCERT 5. Together, Towards a Safer India - Part II, a textbook on Disaster Management for Class IX - Published by CBSE ( 7 )
9 Question Paper Design For Social Science (CODE NO. 087) CLASS IX (016-17) S. No. Typologoy of Questions 01. Remembering - (Knowledge based Simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identify, define, or recite, information) Very Short Ans. (VSA) 1 Mark Short Ans. (SA) 3 Marks Long Ans. (LA) 5 Marks Total Marks 18 (%) Weightage 0% 0. Understanding - (Comprehension - to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information) % 03. Application (Use abstract information in concrete situation, to apply knowledge to new situations; Use given content to interpret a situation, provided an example, or solve a problem 04. High Order Thinking Skills - (Analysis & Synthesis - Classify, compare, contrast or differentiate between different pieces of information; Organise and/or integrate unique pieces of information from a variety of sources) 05. Creating, Evaluation & Multi-Creating,Evaluation and Multi-Disciplinary (Generating new ideas, product or ways of viewing things Appraise, judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values) 4 3* % 0% 10% 06. MAP 6 7% TOTAL 8X1=8 14X3=4 8X5= % Note : The question paper will include a section on Open Text-Based Assessment (Questions of 10 marks). The case studies will be supplied to students in advance. These case studies are designed to test the analytical and higher order thinking skills of students. *One question of 3 marks will be included to assess the values inherent in the texts. ( 8 )
10 ON TIPS NOTES Note making is a skill that we use in many walks of life : at school, university and in the world of work. However, accurate note making requires a thorough understanding of concepts. We, at Oswaal, have tried to encapsulate all the chapters from the given syllabus into the following ON TIPS NOTES. These notes will not only facilitate better understanding of concepts, but will also ensure that each and every concept is taken up and every chapter is covered in totality. So go ahead and use these to your advantage... go get the OSWAAL ADVANTAGE!! UNIT 1 : INDIA AND THE CONTEMPORARY WORLD - I CHAPTER 4 : Forest Society and Colonialism Quick Prompts RELATIONSHIP BETWEEN FOREST AND LIVELIHOODS Forests give us a mixture of things to satisfy our different needs fuel, fodder, leaves, trees suitable for building ships or railways, trees that can provide hard wood. Forest products like roots, fruits, tubers, herbs are used for medicinal purposes, wood for agricultural implements like yokes, ploughs, etc. Forests provide shelter to animals and birds. They also add moisture to atmosphere. Rainfall is trapped in forest lands. Foresters and villagers had very different ideas of what a good forest should look like. The forest department wanted trees which were suitable for building ships or railways. They needed trees that could provide hard wood and were tall and straight. So particular species, like teak and sal, were promoted and others were cut. The new forest laws meant severe hardship for villagers across the country. After the Act (Forest Act), all their everyday practices, cutting wood for their houses, grazing their cattle, collecting fruits and roots, hunting and fishing became illegal. People were now forced to steal wood from the forests, and if they were caught they were at the mercy of the forest guards who would take bribes from them. Women who collected fuel wood were especially worried. It was also common for police constables and forest guards to harass people by demanding free food from them. Deforestation : Deforestation is cutting down of trees indiscriminately in a forest area. Under the colonial rule it became very systematic and extensive. WHY DEFORESTATION? As population increased over the centuries and the demand for food went up, peasants extended the boundaries of cultivation by clearing forests. The British encouraged the production of commercial crops like jute, sugar, wheat and cotton for their industries as raw material. The British thought that forests were unproductive land as they yielded no revenue nor agricultural produce. Cultivation was viewed as a sign of progress. Oak forests in England were disappearing. There was no timber supply for the shipbuilding industry. Forest resources of India were used to make ships for the Royal Navy. Spread of railways required two things : land to be cleared to lay railway tracks, wood as fuel for locomotives and for railway line sleepers. Large areas of natural forests were cleared for tea, coffee and rubber plantations. Thus, land was given to planters at cheap rates. CHANGES IN FOREST SOCIETIES UNDER COLONIALISM Shifting cultivators : Forest management had a great impact on shifting cultivators. In shifting cultivation parts of the forest are cut and burnt in rotation. European foresters regarded this practice as harmful for the forests. They felt that such land could not be used for growing trees for railway timber and was dangerous while being burnt as it could start a forest fire. This type of cultivation also made difficult for the government to calculate taxes. Nomadic and pastoralist communities : Nomadic and pastoralist communities were also affected by changes in forest management. Their traditional customary grazing rights were taken away and
11 Oswaal CBSE CCE Sample Question Papers For Class 9 Term II Social Science For March 017 Examination 51% OFF Publisher : Oswaal Books ISBN : Author : Panel Of Experts Type the URL : Get this ebook
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A forest is a large area of land where a number of trees grown on their own.
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