Term 2 (October to March 2015)

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*Solutions for SQP 6-10 can be downloaded from www.oswaalbooks.com

CBSEContinuous and Comprehensive Evaluation (CCE)

Class 9

Social Science

SAMPLEQUESTION

PAPERS

Our Distributors

© Publisher

Typeset by : Sanjeev DTP

Printed by : Ravi Offset & Printers

09

09

CONTENTS

Syllabus v - viii

1. Sample Question Paper (Solved)

Sample Question Paper 1 9 - 13

Sample Question Paper 2 14 - 17

Sample Question Paper 3 18 - 22

Sample Question Paper 4 23 - 27

Sample Question Paper 5 28 - 31

2. Sample Question Paper (Self Assessment)

Sample Question Paper 6 32 - 36

Sample Question Paper 7 37 - 40

Sample Question Paper 8 41 - 45

Sample Question Paper 9 46 - 50

Sample Question Paper 10 51 - 55

3. SOLUTIONS

Sample Question Paper 1 56 - 62

Sample Question Paper 2 63 - 68

Sample Question Paper 3 69 - 74

Sample Question Paper 4 75 - 80

Sample Question Paper 5 81 - 87

Open Text Based Assessment

1. Theme—Poverty in Urban Areas 91 - 93

Questions Based on Theme 1 93 - 94

2. Theme—Poverty in Rural Areas 95 - 97

Questions Based on Theme 2 97 - 99

3. Theme—Purchasing Power Disparity 100 - 102

Questions Based on Theme 3 102 - 103

SOLUTIONS for Sample Question Paper 6 to 10

can be downloaded from www.OswaalBooks.com

PREFACE

The Albert Einstein said “Education is not the learning of facts, but the training of mind

to think”. So to train the mind and strengthen the roots of students, the CBSE started

Continuous & Comprehensive Evaluation (CCE). The term ‘Continuous’ in the CCE refers to the

periodicity and regularity in assessment and the term ‘Comprehensive’ refers to overall assessment

of the learner, in both curricular & co curricular scheme of things.

The CBSE initiated the change and to support it, Oswaal Publication started an

exclusive series of books which comprises of Sample Question Papers along with other titles. The

thought was to give students enough questions to solve rather than feeding them with answers to

remember.

The Sample Question Papers strictly follow the CBSE guidelines, syllabus and marking scheme.

This book has total 10 sample question papers. Out of which 5 question papers are solved, and the

answers follow the word limit specified by the CBSE. The answers have been written in steps and

each step specifies marks as per the CBSE marking scheme. In this way students can learn what to

write, how much to write and time management which will reduce their stress during examination.

However as mentioned Oswaal Publication believes that students should do self-

practice with enough number of questions, hence this book has 5 more sample papers which are

unsolved and meant for self-assessment. After solving the unsolved sample question papers, students

can download solutions from our website and can check their work. In this way

students can take proactive measures for examinations by learning from their mistakes.

Each Sample Question Paper includes value based and HOTS questions (Higher Order

Thinking Skills). Each and every single question covers all typologies specified by CBSE.

Wherever required, well labelled and high quality figures/diagrams are given for easy and fast

learning. One of the major attractions is “On Tips Notes” which will help students in revision of the

whole syllabus very fast and effectively. Oswaal Publication believes in continuous

improvement, hence this book is updated, reviewed every year with new questions and all the

answers are checked twice.

At last we would like to thank our authors, editors, reviewers and specially students who

regularly send us suggestions which helps in continuous improvement of this book and makes this

book stand in the category of “One of the Best”. Wish you all Happy Learning.

—Publisher

SYLLABUS 2014-15

Time : 3 Hrs.

UNIT Term 2

1 India and the Contemporary World-I 232 India - Land and the People 233 Democratic Politics I 224 Understanding Economic Development- I 12 + 10 (OTBA)5 Disaster Management (Through Project & Assessments) –

Total 90

The Formative Assessment will comprise of projects, assignments, activities and class tests/periodic tests for whichBoard has already issued guidelines to the schools. The Summative Assessment will comprise of Theory paper as perthe prescribed design of the Question Paper.

Unit 1 : India and the Contemporary World - I 40 Periods

Themes

Sub-unit 1.2 : Economies and LivelihoodsThe themes in this section will focus on how differentsocial groups grapple with the changes in the contem-porary world and how these changes affect their lives.Any one theme of the following :4. Pastoralists in the modern world :

(a) Pastoralism as a way of life. (b) Different forms ofpastoralism. (c) What happens to pastoralism undercolonialism and modern states ?Case studies : focus on two pastoral groups, onefrom Africa and one from India. (Chapter 5)

5. Forest society and colonialism :(a) Relationship between forests and livelihoods.(b) Changes in forest societies under colonialism.Case studies : focus on two forest movements one incolonial India (Bastar) and one in Indonesia.

(Chapter 4)6. Farmers and peasants :

(a) Histories of the emergence of different forms offarming and peasant societies. (b) Changes withinrural economies in the modern world.Case studies : focus on contrasting forms of ruralchange and different forms of rural societies (expan-sion of large-scale wheat and cotton farming in USA,rural economy and the Agricultural Revolution inEngland, and small peasant production in colonialIndia) (Chapter 6)

7. Map Work based on Theme 4, 5, 6. (Internal choicewill be provided) (3 Marks)

Sub-unit 1.3 : Culture, Identity and SocietyThe themes in this unit will consider how issues of cul-ture are linked up to the making of contemporary world.7. Sports and politics :

The story of cricket (a) The emergence of cricket asan English sport. (b) Cricket and colonialism.(c) Cricket nationalism and de-colonialization.

(Chapter 7)

Objectives

Consider what happens to pastoralists and pasto-ralism in the modern world, with the formation ofmodern states, marking of boundaries, processes ofsedentarization contraction of pastures, and expan-sion of markets.

Point to the varying patterns of development withinpastoral societies in different places.

Look at the impact of colonialism on forest socie-ties, and the implication of scientific forest.

Discuss the social and cultural world of forest com-munities through the study of specific revolts.

Understand how oral traditions can be used to ex-plore tribal revolts.

Show the different processes through which agrar-ian transformation may occur in the modern world.

Understand how agricultural systems in India isdifferent from that in other countries.

Familiarize students with the idea that large scalefarming, small scale production, shifting agricul-ture operate on different principles and have differ-ent histories.

Suggest how sports also have a history and that it islinked up with the politics of power and domina-tion.

Introduce students to some of the stories in cricketthat have historical significance.

Show how clothing has a history, and how it islinked to questions of cultural identity.

Discuss how clothing has been the focus of intensesocial battles.

8. Clothes and cultures :(a) A short history of changes in clothing. (b) De-bates over clothing in colonial India. (c) Swadeshiand the movement for Khadi. (Chapter 8)

Unit 2 : India - Land and the People 45 Periods

Themes

3. Climate : factors influencing the climate; monsoon-its characteristics, rainfall and temperature distribu-tion; seasons; climate and human life. (Chapter 4)

4. Natural Vegetation : vegetation types, distributionas well as altitudinal variation, need for conserva-tion and various measures. (Chapter 5)

5. Wildlife : major species, their distribution, need forconservation and various measures. (Chapter 5)

6. Population : size, distribution, age-sex composi-tion, population change-migration as a determinantof population change, literacy, health, occupationalstructure and national population policy : adoles-cents as under-served population group with spe-cial needs. (Chapter 6)

7. Map Work (3 marks).

Objectives

To understand the river systems of the country andexplain the role of rivers in the evolution of humansociety.To Find out the nature of diverse flora and fauna aswell as their distribution.To develop concern about the need to protect thebio-diversity of our country.To analyse the uneven nature of population distri-bution and show concern about the large size of ourpopulation.To understand the various occupations of peopleand explain various factors of population change.To explain various dimension of national policyand understand the needs of adolescents as

underserved group.

Project / ActivityLearners may identify songs, dances, festivals and special food preparations associated with certain seasons in

their particular region, and whether they have some commonality with other regions of India.

Collection of material by learners on the flora and fauna of the region in which their school is situated. It should

include a list of endangered species of the region and also information regarding efforts being made to save them.

PostersRiver pollution

Depletion of forests and ecological imbalance.

Unit - 3 : Democratic Politics I 40 Periods

Themes

3. Electoral politics in democracy

Why and how do we elect representatives ? Why

do we have a system of competition among politi-

cal parties ? How has the citizens’ participation in

electoral politics changed ? What are the ways to

ensure free and fair elections ? (Chapter 4)

4. Institutions of parliamentary democracy

How is the country governed ? What does Parlia-

ment do in our democracy ? What is the role of the

President of India, the Prime Minister and the

Council of Ministers ? How do these relate to one

another ? (Chapter 5)

Learning Objectives

Develop an appreciation of citizen’s increased par-

ticipation in electoral politics

Recognise the significance of the Election Com-

mission

Provide an overview of central governmental struc-

tures

Sensitise to the key role of the parliament and its

procedures

Distinguish between nominal and real executive

authorities and functions

Understand the parliamentary system of executive’s

accountability to the legislature

Develop a citizens’ awareness of their rights

Introduction to and appreciation of the Fundamen-

tal Rights

5. Citizens’ rights in democracy

Why do we need rights in a constitution ? What are

the Fundamental Rights enjoyed by the citizen un-

der the Indian constitution ? How does the judiciary

protect the Fundamental Rights of the citizen ? How

is the independence of the judiciary ensured ?

(Chapter 6)

Objectives

Understanding of poverty as a challenge andsensitization of the learner,Appreciation of the government initiative to allevi-ate poverty

Exposing the child to an economic issue which isbasic necessities of life;Appreciate and critically look at the role of govern-ment in ensuring food supply

Recognition of the ways in which these rights are

exercised and denied in real life situations.

Introduction to judicial system and key institutions

like the Supreme Court. High Courts and National

Human Rights Commission.

Unit - 4 : Understanding Economic Development - I 40 Periods

Themes

3. Poverty as a challenge facing India : Who is poor(through two case studies one rural one urban);indicators; absolute poverty (not as a concept butthrough a few simple examples) - why people arepoor ; unequal distribution of resources; compari-son between countries; steps taken by governmentfor poverty alleviation (Chapter 3)

4. Food Security : Source of foodgrains – varietyacross the nation - famines in the past - the need forself sufficiency - role of government in food secu-rity - procurement of foodgrains - overflowing ofgranaries and people without food - public distri-bution system - role of cooperatives in food secu-rity (foodgrains, milk and vegetables ration shops,cooperative shops, two-three examples as case stud-ies) (Chapter 4)

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 Srinivasand RK Narayan. They may have to be referred.Theme II : Discuss the impact of unemploymentDebate on whether all the activities done by women should be included or not. Why ?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 thegoods come and go.

Unit - 5 : Disaster Management 25 Periods

3. Man made disasters - Nuclear, Biological and Chemical. (Chapter 3)4. Community Based Disaster Management. (Chapter 4)

PRESCRIBED TEXTBOOKS :

1. India and the Contemporary World History - Published by NCERT2. Contemparary India - Geography - Published by NCERT3. Democratic Politics - Published by NCERT4. Economics - Published by NCERT5. Together, Towards a Safer India - Part II, a textbook on Disaster Management for Class IX - Published by

CBSE.

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SAMPLE QUESTION PAPER - 1Solved___________________________________________

Time : 3 Hours Maximum Marks : 90

General Instructions 1. The question paper has 29 questions in all. All questions are compulsory.

2. Questions from serial number 1 to 8 are Very Short Questions. Each question carries 1 mark.

3. Questions from serial number 9 to 20 are 3 marks questions. Answer of these questions should not exceed 80 words each.

4. Questions from serial number 21 to 26 are 5 marks questions. Answer of these questions should not exceed 120 words each.

5. Question numbers 27 to 28 are map questions. After completion, attach the map inside your answer book.

6. Qustion Number 29 is of OTBA

1. Why did all grazing land appear unproductive to colonial officers ? Give any one reason.

Or

People of which community were prohibited from using umbrellas or using shoes or golden ornaments ?

Or

In the game of Cricket, who is always given the benefit of doubt ?

2. Which type of forests have no definite time for trees to shed their leaves ? (1 mark)

3. Who sanctions the rights ? (1 mark)

4. Who appoints the Chief Election Commissioner of India ? (1 mark)

5. What is the tenure of Lok Sabha ? (1 mark)

6. What has bought about white revolution in the country ? (1 mark)

7. What does food security mean ? (1 mark)

8. What do we call the pre-announced price for which farmers are paid for their crops by FCI ? (1 mark)

9. What is shifting cultivation?

Or

Examine the various restrictions imposed on the pastoral groups in Africa. (3 marks)

10. What were the advantages of new machines for big farmers in USA ? (3 marks)

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