Jammu, Kashmir and Ladakh

w. e. f.
Academic Session
March-April 2023-24

SYLLABI &
COURSES
OF STUDY FOR
Class IX

Published By
THE JAMMU & KASHMIR BOARD OF SCHOOL EDUCATION
 S.No. Description Page No
1 Scheme of Studies 3
2 Structure of Scheme of Assessment 4-5
3 General English 6-15
4 Hindi 16-19
5 Urdu (From Right to Left) 20-21
6 Mathematics 22-26
7 Social Science (History, Political Science, Geography, 27-39
Economics, Disaster Management and Road Safety Education)
8 Science (Physics, Chemistry, Biology) 40-47
9 Computer Science 48-52
10 Dogri 53
11 Sanskrit 54-55
12 Bhoti 56-58
13 Punjabi 59-60
14 Persian (From Right to Left) 61-62
15 Arabic 63-66
16 Kashmiri (From Right to Left) 67-68
17 Work Experience 69-70
18 Health and Physical Education 71-76
19 Art Education 77-78
20 Painting 79-81
21 Music 82-83
22 Home Science 84-87
23 Art and Drawing. 88-90
24 Vocational Subjects Available
on website

1
 SCHEME OF STUDIES
Every candidate shall be required to take up all the compulsory five subjects to pass/ qualify Class IX
from the course listed below.
(A) Compulsory Subjects:
➢ General English
➢ Urdu or Hindi
➢ Mathematics
➢ Social Science (History, Political Science, Geography, Economics, Disaster Management and
Road Safety Education)
➢ Science (Physics, Chemistry, Biology)
In addition, Student can also opt one Additional/ Optional language subject from the following:
(B) Additional / Optional language Subjects:
1. Urdu 2. Kashmiri
3. Arabic 4. Persian
5. Hindi 6. Dogri
7. Sanskrit 8. Bhoti
9. Punjabi
Note: No repetition of compulsory language/ subject is allowed while opting for Additional/ Optional language/
subject.
Student can opt one Additional/ Optional subject from the following:
(C) Additional/ Optional Subjects
➢ Vocational Subjects
➢ Computer Science (Non- Vocational)
(D) Activity Related Areas:
➢ Work Experience
➢ Health and Physical Education
➢ Art Education
(E) Choice of Subjects for Children with Special Needs (CWSN):
Apart from General English as Compulsory Subject, CWSN can opt for Alternative Courses from the list given below
➢ Painting
➢ Music
➢ Art and Drawing
➢ Home Science
➢ Computer Science
Note: The CWSN candidate can opt either for Painting or Art and Drawing subject.

3
 Assessment Structure for Internal Assessment of 20 marks
Learner assessment is a continuous process and an integral part of teaching learning. The purpose of
internal assessment is to improve the learning levels of the children and decrease the examination fear that haunts
a good number of children, if not completely defeated. The Assessment should be competency-based, which
promotes learning and produce holistic development of students, and tests higher-order skills, such as inference
and interpretation analysis, critical thinking, and conceptual clarity.
Teachers must assess learners at each stage of the learning process which will help them to focus on
individual needs of learners for better performance. In order to empower schools and the teachers by providing
some kind of autonomy in the assessment process, The Jammu & Kashmir Board of School Education has decided
to give internal weightage of 20 Marks for all the main compulsory subjects offered at Secondary Level. The locus
is school and focus shall be teaching, learning. The school-based assessment will play the dual role of providing a
complete and informing the teachers of students progress and therefore supporting classroom learning. It shall also
inform the learners about their progress over a period of time enabling them to develop strategies to improve
learning.
The teachers should use different assessment strategies that connect teaching, learning and assessment to
real life situation, To assess and provide feedback on activities, surveys, demonstrations, role plays, project works,
assignments, presentations, innovations etc. in such a way, the learner should not feel that his/ her performance is
being evaluated.
In order to carry the said assessment in effective and desired manner, the following scheme for the same shall be
followed:-

Internal assessment shall carry 20 marks comprising the following parts:

1. Periodic Assessment
2. Portfolio
3. Practical/ Laboratory work
1) Periodic Assessment
The periodic assessment shall carry 10 marks. These 10 marks shall further be divided into two parts
(I) Pen and Paper Assessment
(II) Multiple Assessment

(I) Pen and Paper Assessment (5 Marks)

This involves the pen & paper class evaluation. The exam shall be taken by the concerned subject teacher of the
concerned subject during class room transaction. The questions should be mainly short answer type.
The student shall maintain separate test notebooks, which shall be kept as a record in the school after they are
shown to the students and parents for transparency.
The teachers should mark the test copies and declare the result not later than 4 days from the test. It will be the
Head’s/ teachers duty to supervise and keep the records. The result should be communicated to the students and
parents through a report card (School Based Evaluation Card). The schools shall be closely monitored with regard
to school based assessment. The tests may cover the topics covered in each subject during the period in question as
per the unit-wise division of syllabus.
[Note: Average of the tests would be taken and reduced to the weightage of only 5 marks for final
submission of marks).

(II) Multiple Assessments (5 Marks)

Multiple assessments approach relevant to particular learning results are advised throughout the curriculum
transaction. The teacher can make use of Quizzes, Oral Tests, Class discussions, Field-work, Visual
Representation, Concept Maps, Exit Cards, and Visual Expression, etc.
 2. PORTFOLIO (5 Marks)
The portfolio is proposed to broaden the scope of learning of learners and achieve learning outcomes by
examining a range of children’s performances and abilities. Its use is being recommended as a support to the new
instructional approaches that emphasize student’s role in constructing knowledge and understanding.
A portfolio is generally a collection of purposely chosen student’s work showing a range of performances that are
collected over time and that represents the learner’s efforts, progress, growth and accomplishment in key areas
learning outcomes.
Suggested elements to judge student’s portfolio
Organisation - Neatness and Visual Appeal
Completion of guided work focussed on specific curricular objectives
Evidence of student’s growth
Inclusion of all relevant work (Completeness)
Suggestive format for Portfolio
Tools
S.No. April May June July Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar.

A*/B*/C* A/B/C A/B/C A/B/C

1 Work
sheets
2 Essays

3 Projects

4 Models

6 Observat
-ion
7 Pictures

8 Experien
-ces
9 Anecdotal
records

*A, *B, *C depicts grades

Note: Portfolios should be developed in an easy way. They should be meaningful, however, simple and easily
accessible and should not be a burden on students- both in terms of cost and time.

2. Practical/laboratory work 05 Marks

The practicals given in the syllabus should be done continuously throughout the year. The teachers should
maintain records of the same and students should prepare and maintain the practical note books.

Note: The practical files / assessment records of all the candidates shall be maintained individually by the
concerned subject teacher and shall keep these records up to three months after the declaration of result of
examination for record purposes. The concerned head of the Institution/ subject teacher shall ensure to maintain
the complete record of the internal parameter-wise components of all the students individually for any future
clarifications.
 GENERAL ENGLISH
Objectives of Teaching English at the Secondary Level
Students at secondary level are expected to:

listen to English with proper attention and understanding

listen to announcements, instructions, read-aloud texts, audio, videos for information, gist
anddetails and respond to questions accordingly
speak simple English correctly
speak on contemporary issues like social justice, environment, gender, etc.
read English texts and comprehend them
read stories and literary texts, both fiction and non-fiction, with understanding for pleasure
and enjoyment and discuss them
understand and respond appropriately to what they hear, read and experience
use subject, or contexts, and content related vocabulary to express their understanding
of the texts and tasks
interpret different texts including poems, prose, short stories, newspapers, news reports,
essays,etc.
develop an awareness of the nature of language and language-learning skills along with a
moregeneral application (e.g., interfacing, analyzing, synthesizing material)
enjoy and appreciate variety of language
appreciate different shades of literary nuances and devices such as onomatopoeic
sounds, symbols, similes, metaphors, alliteration, imagery, personification, allusions
and the writer spoint of view
write simple and short paragraphs, narratives, etc. by planning revising, editing, rewriting
andfinalizing
write reports of functions related to school, family and community
write personal, official and business letters, articles, debates, paragraphs based on
visual orverbal clues, textual inputs, etc.
evaluate and analyze content in print form such as texts, newspapers, magazines, blogs,
etc. promote core values such as tolerance, appreciation of diversity and civic
responsibility through debate, discussion, etc.
refer to dictionary, thesaurus, periodicals, and books for understanding and writing
purposes and use them in speech writing
form a sound base for the skills required to communicate in English
develop ability to use English effectively for practical communication in a variety of
second language situations

6
 Skills
• Listening
• Speaking
• Reading
• Writing

LISTENING/ SPEAKING
Listening

While listening students should be able to:

▪ comprehend discourse such as lectures, conversations, interviews, and
discussions
▪ make notes and use them in answering questions about the passage
▪ distinguish relevant from irrelevant information
▪ identify the topic and the main idea in it
▪ comprehend relationships between ideas
▪ make inferences about spoken discourse.

Speaking
Speaking should enable students to:

▪ produce appropriate vocabulary

▪ produce accurate grammatical forms
▪ give an oral presentation in class using effective delivery strategies.
▪ present facts, ideas or opinions in an orderly sequence.
▪ make relevant comments on what is heard, seen or read
▪ describe experience in simple and express intelligibly what is thought or imagined
▪ respond appropriately in a particular situation.
▪ speak audibly with appropriate tone, intonation and pace
▪ develop adequate speaking skills to communicate effectively to get engaged in
meaningful conversations

READING / WRITING
The skills of reading and writing shall be tested in an integrated manner to reflect the way in
which language is actually used. This is to allow writing tasks to be stimulated by authentic
reading texts rather than seeing the two activities as diverse elements. However, a few tasks
may be set to test the reading skill exclusively.

7
 Reading
Reading should enable students to:
• scan for and extract specific information from different texts (at least from the
prescribedtextbooks)
• organize the relevant information and present it in a logical manner/ given
format
• identify the main idea(s) in the text
• identify specific details
• discern main idea(s) from given information
• distinguish fact from opinion
• draw inferences based on information in the text
• decode meanings of words in context
• understand meanings of unfamiliar words
• identify author s purpose and tone

Writing

The skill of writing should enable students to:

• write in a simple way
• learn to use words economically
• write sentences with simplicity and clarity
• organize ideas and write short and coherent paragraphs
• write texts, such as writing an essay, short letters, outline of short stories, paragraphs,
reports,articles, speech, etc.
• paraphrase and summarize in an appropriate form in response to a written-
stimulususe words in their proper contexts
• use appropriate vocabulary
• use a variety of accurate sentence structures
• use accurate grammatical structures

8
 Internal Assessment in Listening and Speaking Skills
Assessment
Learner assessment is a continuous process and an integral part of teaching learning. The purpose of
internal assessment is that the learning levels of the children improves and the examination scare that
haunts a good number of children is decreased if not completely defeated. The Assessment should be
competency-based, promotes learning and development for students, and tests higher-order skills, such as
analysis, critical thinking, and conceptual clarity
The teachers should use different assessment strategies that connect teaching, learning and assessment to
real life settings and to assess and provide feedback on activities, surveys, demonstrations, role plays,
project works, assignments, presentations, innovations etc. in such a way that the learner doesn’t feel that
his/ her performance is being evaluated. Please refer to the structure of assessment given in the preliminary
pages. Points related to English language learning be also assessed.
Guidelines:
Apart from the prescribed textbook, the subject teachers can plan their own activities and create theirown
material for assessing the listening and speaking skills.

• Language learning projects / activities should not be confined to classroom teaching only but
should enable the students to deal with real life situations. The format and the variety of activities
should be extensive.
• The internal assessment based on different activities should be evaluated by the teacher throughout
the academic session. It may be preserved for three months after the declaration ofresults or for
check by the Board.

Suggested Activities
The suggested activities aim to improve the communication skills and personality of the students.
These should be followed by individual, peer and group talk.
• Screening of relevant and age appropriate audio-videos of stories/documentaries/ discussions/
films
• Listening to phone calls
• Model Reading by teacher
• Storytelling
• Narrating incidents
• Interviews
• Group Discussions and Talk Shows
• Role plays
• Debates / Presentations
• Convening meetings/talks in informal situations such as going to the shopkeeper, describing
real time events like festivals and matches, picnics, vacations and travelogue
Parameters for Assessment
• Interactive competence (Initiation, turn taking, relevance to the topic)
• Use and delivery of words and expressions (coherence and speed of delivery)Vocabulary
and Grammar (clarity, simplicity and precision)
• Pronunciation (accent, fluency)

9
 SYLLABUS FOR CLASS IX Session 2023-24
Prescribed Book: TULIP SERIES BOOK- 9

TERM I

Unit – I
Packing
Gulliver in Lilliput – I
Gulliver in Lilliput – II

Unit – II
No Men are
Foreign To
Blossoms
Beauty

Unit – III
Sheikh Noor- Ud- Din Wali (RA)
Saint of Gutters

Unit – IV
The Adventures of Toto
Moti Guj the Mutineer

Unit – V
I Cannot Remember My Mother
The Road not Taken

Unit – VI
A Basketful of Sea Trouts

GRAMMAR
Punctuation Marks
Tenses
Narration
Using Words as parts of speech

Writing Skills
Dialogue Writing
Email or message
Formal and Informal Letter writing
Paragraph Writing

10
 TERM II
Unit – I
The Tempest – I
The Tempest – II

Unit – II
On Killing a Tree
Cart Driver
To the Cuckoo

Unit – III
The Last Leaf
The Happy Prince

Unit – IV
Palanquin Bearers
The Child’s Prayer

Unit – V
Old Man at the Bridge
The Fun They Had
How a Client was Saved

Unit – VI
If I Were You.

GRAMMAR
Phrases, Subject-verb agreement
Editing a passage based on Tenses
Passives
Use of articles, adjectives and adverbs.

Writing Skills
Notice Writing
Letter writing (formal/ informal)
Speech and article writing
Slogan Writing

11
 Design of Assessment for Class IX (T1)

External Assessment= 40 Marks

Internal Assessment= 10 Marks
Tulip Series Book IX, A Textbook of English for Class IX

Section A

Reading Comprehension 10 Marks

1. One seen stanza from the poems to be attempted followed by MCQs based on comprehension, literary
devices, inference, etc. from the prescribed text. 1 x 3 = 3 Marks
2. One unseen passage of about 300 to 400 words to be attempted followed by MCQs, comprehension
questions, providing suitable title to the passage, one word substitution, vocabulary, synonyms,
antonyms, inference, analysis, etc. 1x 4= 4 Marks
3. One case study supplemented with pictures, statistical data, bar graphs, pie charts, histograms to be
attempted followed by MCQs and SAQ/VSAQ based on inference, analysis, evaluation, etc.
1x3=3 Marks
Section B

Grammar 5 Marks

Punctuation Marks
Tenses
Reported Speech (Direct to Indirect)
Using words as parts of speech.

Note: Contextualized passage/ passages to be edited testing the use of tenses, punctuation,
narration and different parts of speech etc.

12
 Section C

Writing Skills 10 Marks

One question to be attempted on short email or message writing (50 words). 1 Mark
One question to be attempted on formal or informal letter writing 3 Marks
Paragraph writing or diary entry (one to be attempted) 3 Marks
Creating or Writing dialogue on a given situation or Story Writing on a given title or situation.
(One to be attempted with the help of hint words) 3 Marks

Section D

Literature 15 Marks

Two out of four short answer type questions based on literary devices to be attempted from the poems
excluding the one given in reading comprehension. 2 x 2= 4 Marks
Three out of five short answer type questions to be attempted from the prose lessons of the prescribed
textbook. 3 x 2 = 6 Marks
One out of two long answer type questions to be attempted based on character/ scene/ theme/ plot,
situation, event, irony etc. from the short stories or play 1 x 5= 5 Marks
Note: -
• The question paper will contain questions based on critical and creative thinking
(*HOTS) to discourage rote memory.
*HOTS - Higher Order Thinking Skills

• The students must read the textbook thoroughly for comprehensive and better understanding of
the topics.
• The examiner will not ask very short questions from a poem in Literature Section if the poem
or the extract has been asked in the Reading Comprehension.
• The examiner will not ask short type questions in Literature Section from a chapter if the seen
passage from the prescribed textbook has been asked in Reading Comprehension.

13
 Design of Assessment for Class IX (T2)

External Assessment = 40 Marks

Internal Assessment= 10 Marks
Tulip Series Book IX, A Textbook of English for Class IX

Section A

Reading Comprehension 10 Marks

1. One seen stanza from the poems to be attempted followed by MCQs based on comprehension, literary
devices, inference, etc. from the prescribed text. 1 x 3 = 3 Marks
2. One unseen passage of about 300 to 400 words to be attempted followed by MCQs, comprehension
questions based on inference, analysis,, providing suitable title to the passage, one word substitution,
vocabulary, synonyms, antonyms, inference, analysis, etc. 1x 4= 4 Marks
3. One case study supplemented with pictures, statistical data, bar graphs, pie charts, histograms to be
attempted followed by MCQs based on inference, analysis, evaluation, etc.
1x3= 3 Marks
Section B

Grammar 5 Marks
Phrases, Subject-verb agreement
Tenses
Change of voice: Active to Passive
Use of articles, adjectives and adverbs
Note: Contextualized passage/ passages to be edited testing the use of tenses, passives, verb- subject
agreement, articles and the different parts of speech etc.

Section C

Writing Skills 10 Marks

One question to be attempted on notice writing about 50 words. 2 Marks
one question to be attempted on formal/ informal letter writing 3 Marks
Speech/ article writing/slogans (one to be attempted out of two) 2 Marks
Poster writing / story writing (one to be attempted out of two with the help of hint words) 3 Marks

14
 Section D
Literature 15 Marks
Two out of four short answer type questions based on literary devices to be attempted from the poems
excluding the one given in reading comprehension. 2x2= 4 Marks
Three out of five short answer type questions to be attempted from the prose lessons of the prescribed
textbook. 3x 2 = 6 Marks
One out of two long answer type questions to be attempted based on character/ scene/ theme/ plot, situation,
event, irony etc. from the short stories or play 1x5= 5 Marks
.
Note: -
• The question paper will contain questions based on critical and creative thinking (*HOTS) to
discourage rote memory.
*HOTS - Higher Order Thinking Skills
• The students must read the textbook thoroughly for comprehensive and better understanding of
the topics.
• The examiner will not ask very short questions from a poem in Literature Section if the poem
or the extract has been asked in the Reading Comprehension.
• The examiner will not ask short type questions in Literature Section from a chapter if the seen
passage from the prescribed textbook has been asked in Reading Comprehension.

Internal Assessment 20 Marks

Assessment of LSRW Skills will be for 20 marks. Practice and assessment are to be based on the activities
included in the prescribed textbooks and by taking recourse to various resources and techniques available in
the school. The guidelines to evaluate the listening and speaking skills have been given in the objectives of
teaching English at secondary level.

Schedule

• The practice of listening and speaking skills should be done throughout the academic year.
• The final assessment of the skills is to be done as per the convenience and schedule of the school.
Suggested Reading in Grammar
For grammar, teachers and students can refer to any standard grammar textbook for further reading and
clarification of concepts. Some of the books include:
• A Practical English Grammar by Thomson and Martinet (Oxford University Press)
• High School English Grammar by Wren and Martin (S Chand Publishing)
• English Grammar in Use by Raymond Murphy (Cambridge University Press)

15
 02

15
1617
02
 MATHEMATICS

CLASS –IX

UNIT I: NUMBER SYSTEMS

1. REAL NUMBERS (18) Periods

1. Review of representation of natural numbers, integers, and rational numbers on the number line.
Rational numbers as recurring/ terminating decimals. Operations on real numbers.

2. Examples of non-recurring/non-terminating decimals. Existence of non-rational numbers (irrational

numbers) such as , and their representation on the number line. Explaining that every real
number is represented by a unique point on the number line and conversely, viz. every point on the
number line represents a unique real number.
3. Definition of nth root of a real number.
4. Rationalization (with precise meaning) of real numbers of the type
and (and their combinations) where x and y are natural number and a and b are integers.

5. Recall of laws of exponents with integral powers. Rational exponents with positive real bases (to be
done by particular cases, allowing learner to arrive at the general laws.) Logarithm concepts

UNIT II: ALGEBRA

1. POLYNOMIALS (26) Periods

Definition of a polynomial in one variable, with examples and counter examples. Coefficients of a
polynomial, terms of a polynomial and zero polynomial. Degree of a polynomial. Constant, linear,
quadratic and cubic polynomials. Monomials, binomials, trinomials. Factors and multiples. Zeros of a
polynomial. Statement and proof of the Factor Theorem. Factorization of ax2 + bx + c, a ≠ 0 where a,
b andc are real numbers, and of cubic polynomials using the Factor Theorem.
Recall of algebraic expressions and identities. Verification of identities:
+

and their use in factorization of polynomials.

22
 2. LINEAR EQUATIONS IN TWO VARIABLES (16) Periods

Recall of linear equations in one variable. Introduction to the equation in two variables. Focus on
linear equations of the type ax + by + c=0.Explain that a linear equation in twovariables has
infinitely many solutions and justify their being written as ordered pairs of realnumbers, plotting
them and showing that they lie on a line.

UNIT III: COORDINATE GEOMETRY

1. COORDINATE GEOMETRY (7) Periods

The Cartesian plane, coordinates of a point, names and terms associated with thecoordinate plane,
notations.
UNIT IV: GEOMETRY
1. INTRODUCTION TO EUCLID'S GEOMETRY (7) Periods

History - Geometry in India and Euclid's geometry. Euclid's method of formalizing observed
phenomenon into rigorous Mathematics with definitions, common/obvious notions,
axioms/postulates and theorems. The five postulates of Euclid. Showing the relationship between
axiom and theorem, for example:
(Axiom) 1. Given two distinct points, there exists one and only one line through them. (Theorem)
2. (Prove) Two distinct lines cannot have more than one point in common.

2. LINES AND ANGLES (15) Periods

1. (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is 180Oand
the converse.
2. (Prove) If two lines intersect, vertically opposite angles are equal.

3. (Motivate) Lines which are parallel to a given line are parallel.

3. TRIANGLES (22) Periods

1. (Motivate) Two triangles are congruent if any two sides and the included angle of one triangleis
equal to any two sides and the included angle of the other triangle (SAS Congruence).
2. (Prove) Two triangles are congruent if any two angles and the included side of one triangle is
equal to any two angles and the included side of the other triangle (ASA Congruence).

23
 3. (Motivate) Two triangles are congruent if the three sides of one triangle are equal to threesides of
the other triangle (SSS Congruence).
4. (Motivate) Two right triangles are congruent if the hypotenuse and a side of one triangle areequal
(respectively) to the hypotenuse and a side of the other triangle. (RHS Congruence)
5. (Prove) The angles opposite to equal sides of a triangle are equal.
6. (Motivate) The sides opposite to equal angles of a triangle are equal.

4. QUADRILATERALS (13) Periods

1. (Prove) The diagonal divides a parallelogram into two congruent triangles.

2. (Motivate) In a parallelogram opposite sides are equal, and conversely.
3. (Motivate) In a parallelogram opposite angles are equal, and conversely.
4. (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and equal.
5. (Motivate) In a parallelogram, the diagonals bisect each other and conversely.
6. (Motivate) In a triangle, the line segment joining the mid points of any two sides is parallel to
the third side and in half of it and (motivate) its converse.
5. CIRCLES (17) Periods

1. (Prove) Equal chords of a circle subtend equal angles at the center and (motivate) its converse.
2. (Motivate) The perpendicular from the center of a circle to a chord bisects the chord and conversely,
the line drawn through the center of a circle to bisect a chord is perpendicular tothe chord.
3. (Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the center (or
their respective centers) and conversely.
4. (Prove) The angle subtended by an arc at the center is double the angle subtended by it at any point
on the remaining part of the circle.
5. (Motivate) Angles in the same segment of a circle are equal.
6. (Motivate) If a line segment joining two points subtends equal angle at two other points lying on the
same side of the line containing the segment, the four points lie on a circle.
7. (Motivate) The sum of either of the pair of the opposite angles of a cyclic quadrilateral is 180° and its
converse.
UNIT V: MENSURATION
1. AREAS (5) Periods

Area of a triangle using Heron's formula (without proof)

2. SURFACE AREAS AND VOLUMES (17) Periods

Surface areas and volumes of spheres (including hemispheres) and right circular cones.

24
UNIT VI: STATISTICS

1. STATISTICS (15) Periods

Bar graphs, histograms (with varying base lengths), and frequency polygons.

Term -1
S. No. Name of the Chapter Marks
1 Number system (Unit I) 08
2 Polynomials (Unit II) 10
3 Lines and Angles (Unit IV)
4 Introduction to Euclid’s Geometry 05
(Unit IV)
5 Triangles (Unit IV) 10
6 Quadrilaterals (Unit IV) 07
Total 40

Term-2
S. No. Name of the Chapter Marks
6 Linear Equation in Two Variables 05
(Unit II)
7 Coordinate Geometry (Unit III) 05
8 Circles (Unit IV) 10
9 Areas (Heron’s Formula) (Unit V) 05
10 Surface Area and Volumes (Unit V) 10
11 Statistics (Unit VI) 05
Total 40

25
 MATHEMATICS QUESTION PAPER DESIGN
CLASS – IX (2023-24)

Time: 2 Hrs. Max. Marks: 80

%
S. Total
Typology of Questions Weightage
No. Marks
(approx.)

Remembering: Exhibit memory of previously learned material by

recalling facts, terms, basic concepts, and answers.
43 54
1 Understanding: Demonstrate understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving descriptions, and
stating main ideas

Applying: Solve problems to new situations by applying acquired 19 24

2
knowledge, facts, techniques and rules in a different way.

Analysing :
Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to supportgeneralizations

Evaluating:
Present and defend opinions by making judgments about information,
3 validity of ideas, or quality of work based on a set of criteria. 18 22

Creating:
Compile information together in a different way by combining elements
in a new pattern or proposing alternative solutions

Total 80 100

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 05 Marks
Lab Practical (Lab activities to be done from the prescribed books) 05 Marks

26
 SOCIAL SCIENCE
Rationale

Social Science is a compulsory subject up to secondary stage of school education. It is an integral component of
general education because it helps the learners in understanding the environment in its totality and developing a
broader perspective and an empirical, reasonable and humane outlook. This is of crucial importance because it helps
them grow into well-informed and responsible citizens with necessary attributes and skills for being able to participate
and contribute effectively in the process of development and nation-building.

The Social Science curriculum draws its content mainly from History, Geography, Political Science and Economics.
Some elements of Sociology and Commerce are also included. Together they provide a comprehensive view of
society over space and time, and in relation to each other. Each subject’s distinct methods of enquiry help the learners
to understand society from different angles and form a holistic view.

Objectives

The main objectives of this syllabus are to:

• develop an understanding of the processes of change and development-both in terms of time and
space, through which human societies have evolved
• make learners realise that the process of change is continuous and any event or phenomenon or issue
cannot be viewed in isolation but in a wider context of time and space
• develop an understanding of contemporary India with its historical perspective, of the basic
framework of the goals and policies of national development in independent India, and of the process
of change with appropriate connections to world development
• deepen knowledge about and understanding of India’s freedom struggle and of the values and ideals
that it represented, and to develop an appreciation of the contributions made by people of all sections
and regions of the country.
• help learners understand and cherish the values enshrined in the Indian Constitution and to prepare
them for their roles and responsibilities as effective citizens of a democratic society
• deepen the knowledge and understanding of India’s environment in its totality, their interactive
processes and effects on the future quality of people’s lives
• facilitate the learners to understand and appreciate the diversity in the land and people of the country
with its underlying unity

27
 • develop an appreciation of the richness and variety of India’s heritage-both natural and cultural
and the need for its preservation
• promote an understanding of the issues and challenges of contemporary India- environmental,
economic and social, as part of the development process
• help pupils acquire knowledge, skills and understanding to face the challenges of contemporary
society as individuals and groups and learn the art of living a confident and stress-free life as well
as participating effectively in the community
• develop scientific temperament by promoting the spirit of enquiry and following a rational
and objective approach in analyzing and evaluating data and information as well as views and
interpretations
• develop academic and social skills such as critical thinking, communicating effectively both in
visual and verbal forms - cooperating with others, taking initiatives and providing leadership in
solving others’ problems
• develop qualities clustered around the personal, social, moral, national and spiritual values that
make a person humane and socially effective.

COURSE STRUCTURE
SOCIAL SCIENCE
Time: 2 Hrs./Term

Max. Marks: 100

Theory :80 Internal Assessment :20
S.No. Titles Periods Marks
Theory Internal
Assessment

I India and the Contemporary World – I 65 25

(History)
II Contemporary India – I 55 20
(Geography)
III Democratic Politics – I 40 20
(Political Science) 20
IV Economics 40 15
Disaster Management & Road SafetyEducation

200 80

28
 Title 1: India and the Contemporary World – I (HISTORY)
TERM I
Themes (Units) Learning Objectives Periods Marks
Section 1: Events and Processes: In each of the themes in this unit students
would get familiarized with distinct ideologies,
extracts of speeches, political declarations, as
1. The French Revolution: well as the politics of caricatures, posters and
engravings. Students would learn how to
• French Society During the Late Interpret these kinds of historical evidences.
Eighteenth Century

• The Outbreak of the Revolution ❖ Would learn how to interpret these.

12 06
Familiarize with the names of people
• France Abolishes Monarchy and involved, the different types of ideas
Becomes a Republic that inspired the revolution, the wider
forces that shaped it.
• Did Women have a Revolution?
❖ Know the use of written, oral
• The Abolition of Slavery’ and visual material to recover the
• The Revolution and Everyday history of revolutions.
Life

2. Socialism in Europe and

the Russian Revolution:
• The Age of Social change
❖ Explore the history of socialism 12 05
• The Russian Revolution through the study of Russian Revo-
lution.
• The February Revolution in
Petrograd ❖ Familiarize with the different
types of ideas that inspired the revo-
• What Changed after October?
lution.
• The Global Influence of the Rus-
-sia Revolution and the USSR
Section 2 Case Study ❖ Understanding of Invasion of Pakistan
on Kashmir Valley.
3. The Integration of Princely ❖ Knowing the reason for Signing the
States: A Case Study of Jammu and Instrument of Accession.
Kashmir ❖ Knowledge of events leading to
• Pakistan Invasion Accession of erstwhile State of J&K 09 02
• Instrument of Accession signed by with the Union of India
Maharaja Hari Singh
• Pakistani Invaders Pushed Back.
• The Formation of Jammu &
Kashmir Constituent Assembly

29
 TERM II
4. Nazism and the Rise of ❖ Discuss the critical significance
Hitler: of Nazism in shaping the poli-
tics of modern world.
• Birth of the Weimar Republic ❖ Get familiarized with the
speeches and writings of Nazi
• Hitler’s Rise to Power 05
Leaders. 12
• The Nazi Worldview

• Youth in Nazi Germany

• Ordinary People and the Crimes

Against Humanity
Section 3: Livelihoods, Economies ❖ Discuss the social and cultural
and Societies: world of forest communities
through the study of specific
revolts.
5. Forest Society and Colonialism:
• Why Deforestation? ❖ Understand how oral traditions 10
• The Rise of Commercial For- can be used to explore tribal re- 04
-estry volts.
• Rebellion in the Forest
• Forest Transformations in Java

6. Pastoralists in the Modern ❖ Highlight varying patterns of

World: developments within pastoral
• Pastoral Nomads and their societies in different places.
Movements ❖ Analyse the impact of colonial- 08 03
• Rule and Pastoral Life ism on forest societies, and the
Pastoralism in Africa implication of scientific forest-
ry.
❖ Show the different processes
through which agrarian trans-
formation may occur in the
modern world.
❖ Analyze the impact of modern
states, marking of boundaries,
processes of sedentarization,
contraction of pastures, and
expansion of markets on
pastoral- ism in the modern
world.
TOTAL 65 25

30
 Contemporary India – I (GEOGRAPHY)
TERM I
Themes (Units) Learning Objectives Periods Marks
1. India ❖ Identify the location of India in the 08 03
Indian subcontinent.
• Size and Location

• India and the World

• India’s Neighbours

2. Physical Features of India:

❖ Understand the major landform
• Major Physiographic Divisions features and the underlying geolog-
ical structure; their association with
various rocks and minerals as well as
nature of soil types. 08 04

3. Drainage:

• Major rivers & tributaries ❖ Identify the river systems of

• Lakes the country and explain the
• Role of rivers in the economy role of rivers in the human
• Pollution of rivers society.
08 04

TERM II

4. Climate: ❖ Identify various factors influencing

• Concept
• Climatic Controls the climate and explain the climatic 08 04
• Factors Influencing India’s variation of our country and its impact
Climate on the life of the people.
• Distribution of Rainfall
❖ Explain the importance and unifying
• Monsoon as a unifying bond
(Excluded Topics: Jet streams, role of Monsoons.
Western Cyclonic Disturbances, The
Indian Monsoon, the Onset of the
Monsoon and Withdrawal)
5. Natural Vegetation and Wild ❖ Explain the nature of diverse flora
Life: and fauna as well as their
• Factors Affecting Vegetation distribution. 08 02
• Vegetation Types ❖ Develop concern about the need to
• Wild Life protect the biodiversity of our
• Conservation country.
(Excluded Topics: Factors affecting
the Diversity of Flora and Fauna)

31
6. Population: ❖ Analyze the uneven nature of
• Size population distribution and show 08 03
• Distribution concern about the large size of our
• Population Growth and Process of population.
Population Change
❖ Identify the different occupations of
(Excluded Topics: Pointers people and explain various factors of
regarding three major questions population change.
about population, age composition,
sex ratio, literacy rates, ❖ Explain various dimensions of
occupational structure, health, NPP National Population Policy and
2000 and adolescents) understand the needs of adolescents
as underserved group.

7. Geography of Jammu &

Kashmir and Ladakh ❖ Understanding different
Physiographical, Climatical 08 ** To be
• Physiographic aspects and landforms of J&K assessed as
and Ladakh. internal
• Drainage, Climate, Soil
assessment.
• Natural Vegetation and Wildlife

TOTAL 55 20
Democratic Politics – I (POLITICAL SCIENCE)
TERM I
Themes(Chapters) Learning Objectives Periods Marks
1. What is Democracy? Why ❖ Develop conceptual skills
Democracy? of defining democracy.
❖ Understand how different historical
• What is Democracy? processes and forces have promoted 07 03
democracy.
• Features of Democracy
❖ Develop a sophisticated defense of
• Why Democracy? democracy against common preju-
dices.
• Broader Meaning of Democ-
racy ❖ Develop a historical sense of the
choice and nature of democracy in
India.

32
 2. Constitutional Design: ❖ Understand the process of Constitution
making.
• Democratic Constitution in South 07 04
Africa ❖ Develop respect for the Constitution
and appreciation for Constitutional
• Why do we need a Constitution? values.

• Making of the Indian Constitution ❖ Recognize the Constitution as a

dynamic and living document.
• Guiding Values of the Indian
Constitution

3. Electoral Politics: ❖ Understand representative democracy via

competitive party politics.

❖ Familiarize with Indian electoral

• Why Elections? system. 07 03

• What is our System of Elections? ❖ Reason out for the adoption of present
Indian Electoral System.
• What makes elections in India
democratic? ❖ Develop an appreciation of citizen’s
increased participation in electoral
politics.

❖ Recognize the significance of the

Election Commission.

TERM II
4. Working of Institutions: ❖ Get an overview of central govern-
mental structures.

❖ Identify the role of Parliament and its

07 04
• How is the major policy procedures.
decision taken? ❖ Distinguish between political and
permanent executive authorities and
• Parliament functions.

• Political Executive ❖ Understand the parliamentary system of

executive’s accountability to the
• Judiciary legislature.

❖ Understand the working of Indian

Judiciary.

33
 5. Democratic Rights: ❖ Recognize the need for rights in one’s
life.
07 04
• Life without rights ❖ Understand the availability/access of
rights in a democratic system/govern-
• Rights in a Democracy ment.

❖ Identify and be able to comprehend

• Rights in the Indian Constitu-
the Fundamental Rights given by the
tion
Indian Constitution to its citizens.
• Expanding the scope of rights ❖ Create awareness regarding the pro-
cess of safeguarding rights.
6. Electoral Politics in Erstwhile ❖ Concept of electoral process and its
State of Jammu and Kashmir nature in Erstwhile State of Jammu &
Kashmir 03 02
Electoral process and its concepts
❖ Knowledge about the Electoral trends
Electoral trends in Jammu and and behaviour.
Kashmir
6. Co-operative Movements-4 ❖ Explain the importance of Co-
• Overview operative Movement
• Growth of Co-operative ❖ Recognize the characteristics of ** To be
movement in India a case study of Co-operative 05 assessed as
• Growth of Co-operative Movement Internal
movement in Jammu & Kashmir Assessment
• Role of Government in nurturing
Co-operative movement
• Case Study
TOTAL 40 20
Economics, Disaster Management & Road Safety Education
Themes(Chapters) Learning Objectives Periods Marks

Section-I (Economics) ❖ Money as a means of exchange Modern

forms of money
1. Money and Banking 12 05
❖ Concept of a bank and types of bank
• Money as medium of exchange, deposits

• Modern forms of money, Banking ❖ How to open and operate a Savings Bank
& common Man. Account

❖ Credit and loan facilities of a bank

❖ Role of post office in savings.

34
 2. Understanding the Indian ❖ People as a resource
Economy
❖ Unemployment and its types
• Salient features of Indian
Economy ❖ Concept of poverty

• What is GDP? ❖ Some anti-poverty measures taken 10 05

by the GoI.
• Indicators of Development.
❖ Food security and PDS in India.
• Anti-poverty measures.
Section-II (Disaster Management)

3. Natural Disasters ❖ Knowledge of the Natural Disasters.

• Disaster; Classification effects and ❖ Knowledge about the preparedness

mitigation measures and mitigation measures about the
natural Disasters.
4. Man Made Disasters

• Fire:

• Its effects and Mitigation measures

09 05
❖ Disasters due to human-activities
• Environmental degradation:its
causes and mitigation measures. and their controlling measures.

• Transport accidents, types, effects ❖ How to prevent accidents.

and mitigation measures. ❖ Industries as a source of disasters.
• Chemical and Industrial Disaster
(To be assessed as Internal Assessment )

Section-III (Road Safety Education) ❖ Concept, need and importance of road

safety.
5. Road Safety Education (Part-I) 09
❖ Understanding of road safety rules
• Good and Safe Habits and signages.
• Traffic Lights & Road Signs (Note: * P.W means Project work)
(To be assessed as Internal Assessment in the form
of Project Work).

TOTAL 40 15
GRAND TOTAL 200 80(External)+

20 (Internal
Assessment)

35
 PROJECT WORK
05 Marks
1. Every student has to compulsorily undertake project work on the theme “Road Safety
Education”.
2. The overall objective of the project work is to help students gain knowledge and pragmatic
understanding of the theme. It should also help in enhancing the life skills of the students.
3. Students may go out for collecting data and use different primary and secondary resources to
prepare the project. If possible, various forms of art may be integrated in the project work.
4. The distribution of marks over different aspects relating to the project work is as follows:

S. No. Aspects Marks

a Content accuracy, originality and analysis
2
b Presentation and creativity 2
c Viva voce 1

5. The projects carried out by the students should subsequently be shared among
themselves through interactive sessions such as exhibitions, panel discussions, etc.
6. All documents pertaining to assessment under this activity should be meticulously
maintained by concerned schools.
7. A summary report should be prepared highlighting:
• Objective realized through individual work and group interactions;
• Calendar of activities;
• Innovative ideas generated in the process;
• List of questions asked in viva voce.
8. The projects and models prepared should be made from eco-friendly products without
incurring too much expenditure.
9. The project report should be handwritten by the students themselves.

36
 INTERNAL ASSESSMENT
Marks Description
Periodic 1. Pen paper Test 06 marks
Assessment 2. Assessment using multiple strategieslike quiz, 06 marks
15 debate, role-play, viva, group discussion, etc.

3. Portfolio(Class work) 03 Marks

Subject 05
Project work
Enrichment Activity
(Road safety Education)

LIST OF MAP ITEMS CLASS IX

SUBJECT – HISTORY
Chapter-1: The French Revolution: Outline Political Map of France (For locating and labeling / Identification) •
Bordeaux • Nantes • Paris • Marseilles
Chapter-2: Socialism in Europe and the Russian Revolution: Outline Political Map of World (For locating and
labeling / Identification) • Major countries of First World War 12 (Central Powers and Allied Powers) Central
Powers - Germany, Austria-Hungary, Turkey (Ottoman Empire) Allied Powers - France, England, Russia, U.S.A.
Chapter-3: Nazism and Rise of Hitler: Outline Political Map of World (For locating and labeling / Identification)
• Major countries of Second World War Axis Powers – Germany, Italy, Japan Allied Powers – UK, France,
Former USSR, USA • Territories under German expansion (Nazi Power) Austria, Poland, Czechoslovakia (only
Slovakia shown in the map), Denmark, Lithuania, France, Belgium
SUBJECT – GEOGRAPHY (Outline Political Map of India)
Chapter -1: India-Size and Location • India-States with Capitals, Tropic of Cancer, Standard Meridian (Location
and Labelling)
Chapter -2: Physical Features of India • Mountain Ranges: The Karakoram, The Zasker, The Shivalik, The
Aravali, The Vindhya, The Satpura, Western & Eastern Ghats • Mountain Peaks – K2, Kanchan Junga, Anai Mudi
• Plateau - Deccan Plateau, Chotta Nagpur Plateau, Malwa Plateau • Coastal Plains - Konkan, Malabar,
Coromandal & Northern Circar (Location and Labelling)
Chapter -3: Drainage • Rivers: (Identification only) o The Himalayan River Systems-The Indus, The Ganges, and
The Satluj o The Peninsular Rivers-The Narmada, The Tapi, The Kaveri, The Krishna, The Godavari, The
Mahanadi • Lakes: Wular, Pulicat, Sambhar, Chilika

37
 Chapter - 4: Climate • Areas receiving rainfall less than 20 cm and over 400 cm (Identification only)
Chapter - 5: Natural Vegetation and Wild Life • Vegetation Type: Tropical Evergreen Forest, Tropical
Deciduous Forest, Thorn Forest, Montane Forests and Mangrove- For identification only • National Parks:
Corbett, Kaziranga, Ranthambor, Shivpuri, Kanha, Simlipal & Manas • Bird Sanctuaries: Bharatpur and
Ranganthitto • Wild Life Sanctuaries: Sariska, Mudumalai, Rajaji, Dachigam (Location and Labelling)
Chapter - 6: Population (location and labeling)
• The state having highest and lowest density of population

QUESTION PAPER DESIGN CLASS IX

Time: 2 Hours/ Term Maximum Marks: 80

S.No. Competencies Total marks % Weightage

1 Remembering and Understanding: Exhibiting
memory of previously learned material by recalling
facts, terms, basic concepts, and answers; 35%
Demonstrating understanding of facts and ideas by 15
organizing, comparing, translating, interpreting, giving
descriptions and stating main ideas

2 Applying: Solving problems arising from new

situations by applying acquired knowledge, facts,
techniques and rules in a different way 05 20%

3. Formulating, Analyzing, Evaluating and Creating:

Examining and breaking information into parts by
identifying motives or causes; making inferences and
finding evidence to support generalizations; presenting 15 40%
and defending opinions by making judgments about
information, validity of ideas, or quality of work based
on a set of criteria; compiling information together in a
different way by combining elements in a new pattern
or proposing alternative solutions.

4. Map Skills 05 5%
100%

38
 Prescribed Books:

1. A Textbook of History for Class 9th (India and the Contemporary World-I)
2. A Textbook of Geography for Class 9th (Contemporary India-I)
3. A Textbook of Political Science for Class 9th (Democratic Politics-I)
4. A Textbook of Economics, Disaster Management, and Road Safety Education for Class 9th
Published by Jammu & Kashmir Board of School Education.

39
 SCIENCE
Science plays an important role in developing in children, well defined abilities in cognitive,
affective and psychomotor domains; it augments the spirit of enquiry, objectivity, and aesthetic
sensibility.
Whereas the upper primary stage demands that plentiful opportunities should be provided to the
students that engage them with the processes of science like observing, recording observations, drawing
tabulation, plotting graphs, etc., the secondary stage expects abstraction and quantitative reasoning to
occupy a more central place in the teaching and learning of science.
In the present syllabus, no attempt has been made to be comprehensive, Unnecessary enumeration has
been avoided. Special care has been taken to avoid temptation of adding too many concepts.
At the secondary stage while Science is still a common subject, the disciplines of physics,
chemistry and life science are taught separately and the learner should be exposed to experience as well
as modes of reasoning that are typical of these subjects. The stage also sees a certain consolidation of
knowledge within themes.
AIMS
The aims are to:
1. Provide, through well-designed studies of the experimental and practical science, a worthwhile
education experience for all students, whether or not they intend to go on to study science beyond
the secondary stage and in particular to enable them to acquire sufficient understanding and
knowledge to:
1.1 Become confident citizens in a technological world and to take or develop an informed
interest in matters of scientific importance.
1.2 Recognize the usefulness and limitations of the scientific method and to appreciate its applicability
in other disciplines and in everyday life.
1.3 Be suitably prepared for studies beyond the secondary stage in pure sciences, in applied
sciences or in science-dependent courses.
2. Develop abilities and skills that:
2.1 are relevant to the study and practice of science
2.2 are useful in everyday life
2.3 encourage efficient and safe practice
2.4 encourage effective communication
3. Develop attitudes relevant to the sciences such as:
3.1 Concern for accuracy and precision
3.2 Objectivity
3.3 Integrity
3.4 Enquiry
3.5 Initiative
3.6 Inventiveness

40
 4. Stimulate interest in and care for the environment
5. Promote awareness that:
5.1 Scientific theories and methods have developed, and continue to do so, as a result of cooperative
activities of groups and individuals.
5.2 The study and practice of science is subject to social, economic, technological, ethical and
cultural influences and limitations.
5.3 The applications of science may be both beneficial and detrimental to the individual, the
community and the environment.
5.4 Science transcends national boundaries and the language of science, correctly and
rigorously applied, is universal.

DOMAINS:
The three domains in Science (Physics, Chemistry and Biology) are:
A. Knowledge with understanding
B. Handling information and solving problems
C. Experimental skills and investigation.

Description of each domain is given below:

A. Knowledge with understanding
Students should be able to demonstrate knowledge and understanding in relation to:
1. Scientific phenomena, facts, laws, definitions, concepts, theories
2. Scientific vocabulary, terminology, conventions including symbols, quantities and units.
3. Scientific instruments and apparatus, including techniques of operations and aspects of safety.
4. Scientific quantities and their determination
5. Scientific and technological application with their social, economic and environmental implications.
B. Handling information and solving problems
Students should be able in words or using other written forms of presentation (i.e. symbolic, graphical
and numerical) to:
1. Locate, select, organize and present information from a variety of sources.
2. Translate information from one to the other.
3. Manipulate numerical and other data.
4. Use information to identify patterns, report trends and draw inferences.
5. Present reasoned explanations for phenomena, patterns and relationship.
6. Make predictions and hypotheses.
7. Solve problems
C. Experimental skill and investigations
Students should be able to:
1. Use techniques, apparatus and materials (including the following of a sequence of instructions
where appropriate).
2. Make and record observations, measurements and estimates.
3. Interpret and evaluate experimental observations and data.
4. Plan investigations and /or evaluate methods and suggest possible improvements including the
selection of techniques, apparatus and materials.

41
 COURSE STRUCTURE
Theory: 80 Marks Internal Assessment: 20 Marks
1. Physics: Theory 26 Marks
2. Chemistry Theory 26 Marks
3. Biology Theory 28 Marks
TERM – I
(PHYSICS)
Theory: - 13 Marks
Unit – I: Motion 05 marks
Distance and displacement, velocity; uniform and non-uniform motion along a straight line; acceleration,
distance-time and velocity-time graphs for uniform motion and uniformly accelerated motion, elementary idea
of uniform circular motion.
Unit – II: Force and Laws of Motion 04 marks
Force and Motion, Newton’s Laws of Motion, Action and Reaction forces, Inertia of a body, Inertia and mass,
Momentum, Force and Acceleration.

Unit – III: Floatation 03 Marks

Thrust and Pressure, Buoyancy, condition of flotation, Archimedes Principle and its applications,
Elementary idea of relative density and specific gravity.

(CHEMISTRY)
Theory: 13 Marks
Unit – I: Matter in our Surrounding 06 marks
Physical nature of matter. Characteristics of particles of nature. States of Matter (Solid, Liquid and Gaseous).
Can we bring about a change in the state of matter? Melting, freezing, Evaporation;

Unit–II: Is Matter around us Pure? 07 Marks

Elements, compounds and mixtures. Heterogeneous and homogenous mixtures, colloids and suspensions.
Physical and chemical changes (excluding separating the components of a mixture).

42
 (BIOLOGY)
Theory: 14 Marks
Unit – I: The Fundamental Unit of Life 07 Marks
What are Living organisms made up of? Structural organization of a cell. Plasma membrane, its
relationship with Isotonic, Hypotonic solution, Osmosis: Cell wall plasmolysis and deplasmolysis.
Nucleus – Prokaryotic and Eukaryotic cells; cytoplasm. Cell organelles- Endoplasmic reticulum, Golgi
apparatus, Lysosomes, Mitochondria, Plastids and Vocuoles.

Unit – II: Tissues 06 Marks

Types of plants and animals tissues. Meristematic, Permanent tissue and their types, (Parenchyma,
Collenchyma, Sclerenchyma, Xylem and Phloem with their elements).
Animal tissues, Epithelial tissue, connective tissue, muscular tissue, and nervous tissue

PROJECT WORKS/ ASSIGNMENT WORK

1. To plot a distance – time graph from a given data and calculate speed from it.
2. To plot a velocity – time graph from a given data and calculate acceleration from it.
3. To measure the temperature of hot water as it cools and plot a temperature – time graph.
4. To demonstrate
(i) Equal and opposite forces
(ii) Work done in lifting a weight
(iii) Work done by a moving body
(iv) Work done by a compressed spring on raised body.
5. To study the motion of a body along an inclined plane.
6. To calculate the work done by a force using a simple toy cart.
7. To study the solubility of three different available substances in water at different temperature and determine.
(i) Effect of temperature on solubility
(ii) Magnitude of solubility at different temperature and
(iii) Orders of solubility
8. To separate the contents of a mixture
(i) By sublimation
(ii) By crystallization
(iii) With the help of a separating funnel
9. To carry out the following processes, record observation and classify them into physical andchemical changes
(i) Melting of ice
(ii) Adding pieces of iron to copper sulphate solution in a beaker
(iii) Burning Magnesium in air
(iv) Dissolving common salt in water
(v) Adding zinc pieces to dilute Sulphuric acid

43
10. To Prepare
(i) A true solution of sugar and alum
(ii) A suspension of chalk powder and fine sand in water
(iii) A colloidal solution of starch in water and distinguish between these on the basis of
(a) Filtration criterion and
(b) Stability
11. To study the various parts of a Compound Microscope.
12. To Prepare and study Plant cell from Onion peel and Animal Cell from cheek cells.
13. To study different types of Cell from permanent slides/charts/ models of Bacterial cell, Plant cell and Animal Cell.
14. To study different types of Plant Tissues from permanent slides/charts/models of Parenchyma, Arenchyma,
15. Collenchymas, Sclerenchyma, Xylem and Phloem.
16. To study different types of Animals Tissues from permanent slides/charts/models of Squamous, Cubiodal,
and Columnar, (Ciliated), Stratified (Squamous) Epithelial tissues, Adipose tissue, Adiposetissue, Tendon,
Hyaline cartilage, Erythrocytes, Leucocytes, Striated muscle, Smooth muscle, Cardiac muscle and Neuron.
17. Collect and preserve the specimen of Lichens, Marchantia, Ferns, Cacti and other plants in your locality.
18. Visit to a botanical garden/locality and study the local flora.
19. Visit to lake/pond and study various aquatic plants.
20. Prepare culture of Algae, Amoeba, Paramecium, Euglena.
21. Preservation of local fish varieties (Schizothorax and Cyprinus caprio).

TERM II
(PHYSICS)
Theory: 13 Marks
Unit – IV: Gravitation 05 Marks
Gravity and Gravitation, universal law of gravitation and its importance, Acceleration due to gravity,
relation between acceleration due to gravity (g) and gravitational constant (G), Difference between mass
and weight, Motion of gravity (use of in equations of motion)

Unit – V: Work, Energy and Power 04 marks

Scientific concept of work, work done by constant force, concept of positive and negative work,
energy and its various forms, potential and kinetic energy, Law of conservation of energy. Definition of
Power and its units.

Unit – VI: Sound 04 Marks

Nature of sound and its propagation in various media, Necessity of material medium for
propagation of sound, speed of sound, reflection of sound, Echo, range of hearing in humans, infrasonic
and ultrasonic sounds;

44
 (CHEMISTRY)
Theory: 13 Marks
Unit – VII: Atoms and Molecules 07 Marks
Laws of Chemical combination: - Law of conservation of Mass, Law of constant Proportion,
Numerical problems on laws of chemical combination. Atom, Atomic Mass. Molecules (Molecules of
elements and molecules of compounds).
Ions (simple and Polyatomic). Chemical Formulae, writing chemical formulae of simple compounds.
Molecular mass

Unit- VIII: Structure and Molecules 06 Marks

Charged particles of matter (Electrons and Protons). Thomson Model of atom and its drawbacks.
Rutherford’s Model of Atom and drawbacks. Bohr’s Model of atom (A Brief description). Neutral
Particle of Matter (Neutron). Distribution of Electrons in various orbits (shells). Electronic concept of
valency. Atomic number and Mass Number. Isotopes and Isobars.

(BIOLOGY)
Theory: 14 marks
Unit – IX: Improvement in Food Resources 07 Marks
Improvement in Crop yield- variety improvement, crop production management. Nutrient
Management (Macro and Micro nutrient). Manures, fertilizers, Irrigation; cropping pattern; crop
protection management, Storage of grains. Animal husbandry – Cattle farming Poultry farming, Egg and
Broiler Production.
Fish production, Bee keeping.

Unit –X: Prevention of Drug Abuse and Sexually Transmitted Diseases 07 Marks
i. Adolescents and Substance Abuse – Their Effects and Therapeutic Effects:
Introduction, Withdrawal Symptoms and Reasons of Drug Abuse, Signs & Symptoms of Drug
Addiction, Human Brain and Drug Addiction, Different Types of Drugs: Alcohol, Tobacco Opioids,
Cannabinoids, Coca Alkeloid or Cocaine, Therapeutic Measures against Addiction.

ii. Sexually Transmitted Diseases with Special Reference to AIDS:

Introduction, Modes of Transmission and prevention, AIDS: Causes, Affect on person. Spread and
Symptoms of AIDS, Diagnoses of HIV infection, Prevention of Spread of Disease, Social Stigma
Associated with AIDS.

45
 PRACTICALS
PROJECT WORKS/ ASSIGNMENT WORK
1. To determine the density of a solid (denser than water) by using a spring balance and measuring
cylinder.
2. To verify Archimedes Principle.
3. To verify the laws of reflection of sound.
4. To study the oscillations of a
(i) Simple pendulum
(ii) Tuning fork
(iii) Stretched string
(iv) Slinky.
5. To experimentally prove the law of conservation of mass.
6. To demonstrate the phenomenon of weightlessness.
7. To study the change in frequency of a Simple pendulum due to change in length of the pendulum.
8. To develop a low cost model for writing Chemical Formulae.
9. Obtain silk moth eggs from Sericulture Department and observe growth of Larvae, Caterpillar up to
Cocoon formation.
10. Surveying neighborhood to collect information on disease occurrence and pattern.
11. Visit a weed infested filed in the month of July or August and makes a list of the weeds and insect
pests in the fields.
12. Make a herbarium of Cereals, Pulses and oil seeds and indentify the seasons of their sowing.
13. Collect and preserve insect like Grasshopper, Dragon files and butterflies.
14. To prepare a chart depicting the distribution of electrons in various orbits (shells) around the
nucleus for elements with atomic no’s 1 to 20 according to Bohr’s Model of Atom.
15. To study permanent slides/charts/models of Amoeba, Paramecium, Spirogyra and Rhizopus.
16. Identification of Specimens- Ascaris, Earthworm, Leech, Butterfly, Octopus, Starfish Torpedo, Labeo
rohita, Frog, Lizard, Crow and Rat.
17. To demonstrate the Osmosis, Plasmolysis and deplasmolysis using Potato.
18. Prepare a slide of blood film showing R.B.C’s and blood platelets.
19. Prepare a slide of striated muscle taken from frog, cockroach things

46
 Structure of Scheme of Assessment
The Assessment scheme for all the compulsory/main subjects carrying 100 Marks shall have and 80 marks
component for term/semester Examination as per the assessment scheme mentioned and a 20 marks component
for Internal Assessment.
Theory:
In theory the subject shall have 40 marks in Term/Semester I and Term/Semester II spread over one single
question paper containing three sections, viz, Section – I based on the syllabus of Physics and Section – II based on
the syllabus of Chemistry and Section – III based on the syllabus of Biology 2 hours 30 minutes duration.
Section I (Physics) : 13 marks
Section II (Chemistry): 13 marks
Section III (Biology) : 14 marks
Types of questions in each section:
1. Long Answer Questions with internal and parallel choice (05 Mark) 3 questions x 5 = 15 Marks
2. Short Answer Questions (03 Mark each) 3 questions x 3 = 0 9 Marks
3. Very Short Answer Questions (02 Mark each) 3 questions x 2 = 0 6 Marks
4. Multiple Choice Questions (01 Mark each) 10 questions x 1 = 1 0 Marks
Total = 40 Marks
QUESTION PAPER DESIGN CLASS IX
Time: 2 Hours/ Term Maximum Marks: 80

S. No. Competencies Total marks % Weightage

1 Knowledge with Understanding: Exhibiting memory of
previously learned material by recalling facts, terms, basic 36%
concepts, and answers; Demonstrating understanding of facts 30
and ideas by organizing, comparing, translating, interpreting,
giving descriptions and stating main ideas

2 Applying: Solving problems to new situations by applying

acquired knowledge, facts, techniques and rules in a different 20 20%
way
3. Formulating, Analyzing, Evaluating and Creating:
Examining and breaking information into parts by identifying
motives or causes; Making inferences and finding evidence to 30 44%
support generalizations; Presenting and defending opinions by
making judgments about information, validity of ideas, or
quality of work based on a set of criteria; Compiling
information together in a different way by combining elements
in a new pattern or proposing alternative solutions.
80 100%

47
48
 10 Marks

59
40
41
52
 02

42
55
57
58
60
61
62
64
66
67
68
 WORK EXPERIENCE
Marks: 100
(The teacher will evaluate the students throughout the academic session)

The nature of essential activities at the Secondary stage (Classes IX – X) will remain the same as
Proposed for Classes VI to VIII. However, their complexity will increase by adding more dimensions
with a definite prevocational focus and on the job work.
1. Use of bus and railway timetables.
2. Milking of dairy animals.
3. Reception work in school.
4. Preparation & distribution of mid-day meal/snacks in composite schools.
5. Preparation of teaching aids and equipment for self and lower classes.
6. Helping school authorities in organizing exhibitions, picnics, tour and excursions, etc.
7. First aid activities like counting of pulse, taking of temperature and bandaging of wounds after
their cleaning.
8. Helping traffic police in regulation of traffic.
9. Plantation of shady/fuel, ornamental/ avenue trees.
10. Preparation of family budget and maintenance of daily household accounts.
11. Acquaintance with common fertilizers and practices and their application with appropriate
equipment.
12. Acquaintance with common pests and plant diseases and use of simple chemical and plant
protection equipments.
13. Handling farm animals for feeding, washing or general examination.
14. Preparation of soak-pit for collecting liquid from the cattle shed.
15. Studying the nutrition and health status of people in a village/city, slum/tribal area.
16. Helping in community programmes and enhancing the nutrition. Health and environmental status
of the community through door to door contact programmes.
17. Digging trench latrines during festivals and maintaining them hygienically.
18. Participation on adult literacy programmes.
19. Help-in child-care.
20. Volunteer work in hospital and fairs, floods, famines and in accident, etc.

Note: Work practice at this stage may also take the form of project with sequential activities relating to
vocations in production or services sector. Each student should be required to take two projects in and
outside the school, depending upon the availability of resources and time. Students should be required to
take two projects in and outside the school depending upon the availability of resources and time and
select project in such a way that at least two needy areas are covered. The projects should provide
vocational orientation.

69
 A list of Projects is given below:
1. Raising of flowers, vegetables, plants and their seedlings in nurseries.
2. Repair and maintenance of equipment for plant protection.
3. Prefabrication of irrigation channels.
4. Developing plants by vegetative propagation- budding, grafting, cutting layering, etc.
5. Raising poultry birds (1) for eggs, (2) for table purposes.
6. Making bakery and confectionery products.
7. Food preservation- making of jam, jelly, tomato ketchup – pickles.
8. Project relating to non- conventional sources of energy – sun, wind, bio- gas, etc.
9. Cookery skills.
10. Bee-keeping, bottling and marketing of honey.
11. Silk worm rearing for sale or yarn making.
12. Mushroom cultivation for consumption, preservation and sale.
13. Fish rearing in small ponds.
14. Post-harvest technology and safe storage of food grains.
15. Use of bacterial fertilizers.
16. Preparation of milk products.
17. Plant protection against pests and diseases.
18. Soil testing reclamation measures.
19. Preparation of stationery items such as files, files- boards, registers, writing pads, stamping ink,
etc.
20. Tying and dyeing and screen- printing as commercial ventures.
21. Garment making.
22. Repair and maintenance of domestic electrical gadgets.
23. Preparing electric extension boards for use in home/school or for sale.
24. Motor-winging as trade.
25. Photography- commercial.
26. Preparation of decoration pieces of more sophisticated nature our of plaster of Paris.
27. Mat and carpet weaving.
28. Doll- making.
29. Hand embroidery.
30. Typewriting with adequate proficiency.
31. Stenography.
32. Preparation of nutrition snacks.
33. Preparation of a variety of teaching aids for use in school.
34. Plumbing.
35. Running a student’s bank.
36. Running a cooperative store.
37. Running a book bank.

70
 HEALTH AND PHYSICAL EDUCATION
SPECIFIC OBJECTIVES
Health Education
1. To develop favourable attitude towards good health.
2. To prepare the individual for contribution towards the solution of common health problems.
3. To prepare the individual to contribute to environmental hygiene.
4. To prepare the individual to be active in good posture, exercise, rest, sleep & food.
5. To develop favourable attitude for participating in immunization programmes.
6. To develop favourable attitude to observe safety rules in & out of home.
7. To develop favourable attitudes towards healthy living through observance of health habits and
such practices that contributes to good health.
8. To acquaint the individual with harmful effects of smoking, drinking and abuse of drugs.
9. To develop favourable attitude to cooperative with health, police and other organization in the
interest of efficient service to community.
10. To enable the individual to make right decision relating to principles and practices of consumer
health.
11. To enable the individual to practice acceptable health habits and shun from practices and habits,
like; smoking, drinking etc.

Physical Education
1. To promote physical fitness and organic efficiency.
2. To develop awareness regarding importance of physical fitness and organic efficiency in individual
and social life.
3. To develop awareness regarding transfer of fundamental processes to physical activities of one’s
choice.
4. To develop interest in exercise, sports and games for self- satisfaction in present & later life.
5. To enable an individual to give evidence of talent and such traits as self- mastery, discipline,
courage, confidence and efficiency.
6. To enable an individual to display sense of responsibility, patience, self- sacrifice and service to
community in a better way.
7. To develop awareness to good posture so that one may strive to maintain good posture.
8. To enable an individual to lead an enthusiastic and active life.
9. To enable an individual to practice socially acceptable bahaviour pattern in an impressive manner.

71
 DETAILED SYLLABUS
Marks: 100
(The teacher will evaluate the students throughout the academic session)
Health Education
1. Personal health
Concept and nature of personal health; dimensions of personal health; factors influencing personal health;
desirable and undesirable habits of personal health; abuse of smoking and drugs, periodical medical check-
up and its importance.
2. Environment Health
Need to improve health conditions and environment in the village/town, improved practice of wastedisposal,
cooperation in keeping drinking water clean and unpolluted: participation in activities of maintaining
healthy environment condition in the school.
3. Food and Nutrition
Effect of mal-nutrition: Recognition and selection of body – building energy given and protective
foods for daily diet from locally available food.
4. Control Education
Knowledge of common disease occurring in different seasons; participation in control of various local
diseases, knowledge of diseases and precaution against their spreading practice of health, habits which
promote long and healthy life.
5. Consumer Education
Meaning concept and need of consumer education; cooperation in the enforcement of consumer laws in
the community; Regulating one’s own behavior, Hazards of drugs addiction.
6. First- aid, Home Nursing and safety Measures
Practicing safety rules: Providing first- aid in real situations, Observance and cooperation in enforcement
of traffic laws and safety rules, Participating in safety measures against fire, sir- raids and other
emergencies.
Physical Education

1. Athletics
1. Event 100, 200, 400, 800, 1500, 3000, 100m flat running.
2. 200m, 400m, Sprints
Starting from the Curves Fixing the block
Curve running
Body Position; start and finish.
3. Distance Running – 800m, and 150m and 80m for boys, 800m for girls.
• Leg action
• Foot placement
• Stride length
• Arm and Shoulder action.
• Body angle
4. Training with various methods
• Jumps
• Triple Jump:
• Approach run, take off and landing.

72
 2. Landing
Throws, Discuss throw hold, spinning initial stand and preliminary swing turn, de-livery stance,
delivery and reverse.

II. Major games (any two)

1. Badminton
(a) Repetition of Skills
(b) Skill – serving, spin underhand, Receiving- back hand, fore hand, spin service, flat service smash
push/chapping, tossing returning- smash, pushing/chapping, float.
Practice of the game

2. Basket Ball
(a) Repetition of Skills
(b) Skills Passing- one hand pass, hook pass, base ball pass. Shooting two-handed shot, set shot, lay
shot, jumps shot. Dribbling, Pivoting Rebound taking. Screening.
(c) Training: Various type of drills to develop the techniques.
(d) Regulation game.

3. Cracker
(a) Repetition of skills
(b) Skill Batting- Square, cut/drives Bowing- off spin, leg spin, fast, Yorker, Wicket keeping, field
placement.
(c) Training Development – endurance, power, strength and speed Techniques.

4. Football
(a) Repetition of skill.
(b) Kicking and trapping individual and practice. Kicking and trapping, individual an practice
Heading- downwards, side words, for ward back war tricking side tackle direct tackle, ball, ground,
deflecting, Punching, Goal keeping high ball, ground deflecting Positioning – dividing and slip.
(c) Training:
To develop power, strength, ability, endurance and skills.

5. Hand- ball
(a) Repetition of skills.
(b) Skills, Passing, Shooting, Blocking, Carrying, Catch and turn, Taking penalty.
(c) Positional play: Different plays of different offence and moves.

6. Hockey
(a) Repetition of skills.
(b) Skills Passing: For Development of speed, direction, timing- pass, back pass and cross pass, Goal
keeping: Kicking, padding, positioning, pushing and palming Positional play.

73
 7. Kabaddi
(a) Repetition of skills.
(b) Skills, Cant, Fast raiding, Back kick, Squat leg trust, Toe touching, Jumping Movement of arm and
shoulder, Catching, Trapping, Chair Formative, Game practice.

8. Kho- Kho
(a) Repetition of skills.
(b) Skills: Pole dive, Playing around the Pole, Single chain, mix, plauovalring, Covering, Trapping.
(c) Regulation game.

9. Volley Ball
(a) Repetition of skills.
(b) Skills: Passing – under hand pass, both hands, jumps and pass, Pass for smashing, back pass
jumppass, Smashing- round arm smashing and twist smashing, Placing Service underhand, round
arm,Defence- blocking.
(c) Positional play.
(d) Regulation game.

Conditioning Exercises
Like Tuck jumps, abdominal exercise flexibility exercise, yoga, wrestling and other jumping exercise
with emphasis on more number of repetitions.

GIRLS
Gymnastics
Repetitions of skills learn in the previous class.
A. Skill Part
Floor Exercises
(i) One hand Cartwheel.
(ii) Round off Cartwheel.
(iii) Pyramids
Balancing Beam
(i) Dancing movements
(ii) Turning movements
(iii) Front roll & back roll
(iv) Different balances

Vaulting Horse
Straddle vault on Board horse

74
 BOYS
Gymnastics
Repetition of previously learnt skills.
A. Skills part
Floor Exercise
(i) Head spring
(ii) Round off (Cartwheel cut).
(iii) Pyramids.
Vaulting Horse
(i) Straddle vault on broad hours.
(ii) Hand spring on broad horse.
(iii) Take –off and sitting on the long horse.
(iv) Straddle from the standing position on long horse.
Parallel Bars
1. Different kind of mounts and dismounts.
2. One bar roll.
3. Shoulder stand.
4. ‘L’ position hold.
Horizontal Bar
1. Different type of grips.
2. Back turn over.
3. One leg circle forward.

Simple swing
Yogic Exercises
1. Dhanurasan
2. Kuk- kuktasan
3. Mayurasan
4. Supt- baja- asan
5. Uttan- pad – asan
6. Gaumukhasan
7. Sankatasan
8. Supt-paean Multasan
9. Urdu –Hostolanasan
10. Surya Namaskar
JUDO
1. History and Development
2. Rules of the Game.
3. Warming up and its importance.
4. Knowledge of Grading.

75
 Skill
i. Obstraceukemi.
ii. Rarai Gosh (Hip Sweep)
iii. Deashi Harai (Forward Foot Sweep)
iv. Seol Nage (Shoulder Throw)
v. Osotogari (Major Outer Heap)
vi. Sasaet Surikomishi (Life- Full Throw with Supporting Foot)
vii. Cart Wheel (Both side)
viii. Ushiro Kesa Gatame (Madified Scarf Throw)
Combatives
Wrestling
1. Repetition of skill- learnt in previous class.
2. Simple hold: take down: Single leg dive.
3. Double- leg- dive counter for the above.
4. Head push and sit counter for the above.
5. Pinning holds.
(a)1. Three quarters nelson.
2. Double arm role
3. Chicken wing nelson.
4. Hip throw.
(b) Break downs and counter for the above.

Exercises for developing quickness, strength, power and endurance.

(a) Dagger Right (Jambia)
(b) Repetition of the strokes and defense skills.
(c) Side stroke, Cheat stroke defense ship throw arm role, holding wrist and pull.
(d) Actual fight practice.

Swimming (Optional): Repeat the skill learnt earlier:

1. Treading water.
2. Horizontal and vertical floating
3. Under water swimming Board diving.

76
 ART EDUCATION
Marks: 100
(The teacher will evaluate the students throughout the academic session)
1. Two Dimensional or Pictorial Activities
Study of visual resources and their expression.
(i) Study of line, strokes, marks, tones, textures, etc., while organizing two dimensional spaces with
2 dimensional and 3 dimensional shapes and forms.
(ii) Creative use of perspective in special relationship.
(iii) Creative use of colour to show space, atmosphere, etc.
(iv) Use of contrast as an expressive element of art.
Study and use of various media and techniques to the extent or their availability.
(i) Crayon, charcoal pencil colours and gouache, acryline colour and other unconventional source of
colours and tools on various surface such as papers, canvases, hardboard, simple marking cloth
pasted on paper etc.
(ii) College and mosaic work with coloured papers and coloured reproductions from magazines and
newspapers.
(iii) Print Making: Mono- printing, printing with wood-cut, lino- cut and metal foil, serigraphy,
calligraphy (printing with collage) etc.

2. Three Dimensional or Sculptural Activities.

Study of basic form in clay:
Study of various materials, tools & techniques for dimensional form such as clay, plaster of paris,
wood (blocks, twigs and branch, roots, etc). metal scraps, plastic, sheet, wire thread, straw pipes,
papers, card board, throw- away objects and other materials, like vegetables soft stone clay bricks
or such other available materials.
(i) Study of natural man-made forms, human figures, birds, animals, vegetation & other objects as
desired by the students;
(ii) Objects of day-to-day use in group and indifferent setting and arrangements;
(iii) Architectural forms and other forms discovered by the students.
3. Assignments
Assignments in two and three dimensional subjective forms utilization and functional art and
craft forms.
Painting murals, graphics, clay model constructions. Collage mobiles, appliqués, pottery and
ceramics, marks and puppets, textile designing (including tie and dye and batik), poster designing,
layout and illustration.
4. Correlating Art Activities with other School Activities.
Vegetable sculpturing and construction of puppet costumes for theatre correlating with Home
Science and Drama.
Developing school environmental landscape and display, planting trees, and other plants and
vegetables, etc. Correlating with Agricultural activities.
Constructing stage properties and other workshop activities, and designing of utility (craft) items
correlating with work experience activities.
Designing the school magazine and bulletin board, making posters for school functions and
greetings, stage setting etc. correlating with applied art activities.

77
 Note: These activities and other group activities may emerge in project form as also at individual levels.
5. Group Activities
Organising display and exhibitions of student’s periodical and sessional work.
Organizing inter-school art exhibitions (not with a view to competition and prize distribution but
with a view to widen interaction.
Planning and arranging cultural evenings, musical concerts, film shows and other performances
(including other regional and folk community art forms).
Participating in study trips to museums, botanical gardens, zoological gardens, and art galleries
and art institutions etc. for greater awareness of the environment & cultural varieties.
6. Theoretical understanding of Art and Culture.
6.1. Short notes with suitable reproductions on important aspects of Indian Art and Culture.

i. Pre historic (India) a. Indus Valley Civilization b. Gupta Art c. Mauryan Art.
Note: - A student is supposed to collect at least five visual from various sources, (Photostat copy) giving
brief detail about the visual along with its source.

6.2 Important contemporary Artists and Art movements.

i. Contemporary Art (Bengal School of Art).
a. Rabindernath Tagore b. Amrita Shergil
iii. M.F. Hussain
iv. G.R. Santosh
v. G.M. Seikh
vi. Gayoor Hassan
vii. Masood Hussain.

Note: - Very brief introduction about the Artists (not exceeding 50 words).
Suggested Reading: Art Education, Devraa Books, New Delhi – 6.

78
79
81
81
82
83
 84
84
 86

85
86
 87
87
88
89
90
Rehari Colony, Jammu-Tawi/ New Campus, Bemina, Srinagar