Download CBSE Class IX Economics Syllabus (2018-19) in PDF

    CBSE Class IX Economics Syllabus, CBSE Class 9 Economics Syllabus
    CBSE Class 9 Economics Syllabus

    Hi, friends, today we are going to discuss you the latest CBSE Class IX Economics Syllabus. As you know very well that Central Board of Secondary Education (CBSE) has its own curriculum and they hold the supreme authority to change it further for the benefit of students. So it’s always a wise decision to keep an eye on what happening around with the subject you are going to learn. This year CBSE made little bit changes in Class 9 Economics Syllabus. Let us have a look at the updated NCERT CBSE Class 9 Economics Syllabus for the academic year 2018-19.

    NCERT CBSE Class 9  Economics Syllabus for the academic year 2018-19.

    The Social Science curriculum draws its content mainly from Geography, History, 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 inquiry help the learners to understand society from different angles and form a holistic view. Let us first have a brief idea about the Course Structure of the CBSE Class IX Economics for the academic year 2018-19.

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    Course Structure for Class IX Economics

    No. Units Marks Periods
    I India and the Contemporary World – I 20 60
    II Contemporary India – I 20 55
    III Democratic Politics – I 20 50
    IV Economics 20 50
    80 215

    Let us now quickly move on to the CBSE Class IX Economics Syllabus.

    CBSE Class IX Economics Syllabus.

    The major aim of CBSE Class IX Economics course book is to define the student’s concept of India and its contemporary world. Let us have a look at CBSE Class 9 Economics Syllabus.

    Unit 4: Economics

    Themes Objectives
    1. The Story of Village Palampur:Economic transactions of Palampore and its interaction with the rest of the world through which the concept of production (including three factors of production (land, labour and capital) can be introduced. (Chapter 1)

    2. People as Resource:

    Introduction of how people become resource/asset; economic activities are done by men and women; unpaid work was done by women; quality of human resource; the role of health and education; unemployment as a form of non-utilisation of human resource; sociopolitical implication in a simple form. (Chapter 2)

    3. Poverty as a Challenge:

    Who is poor (through two case studies: one rural, one urban); indicators; absolute poverty (not as a concept but through a few simple examples)-why people are poor; unequal distribution of resources; comparison between countries; steps taken by the government for poverty alleviation. (Chapter 3)

    4. Food Security in India:

    Source of Foodgrains, variety across the nation, famines in the past, the need for self sufficiency, role of government in food security, procurement of foodgrains, overflowing of granaries and people without food, public distribution system, role of cooperatives in food security (foodgrains, milk and vegetables ration shops, cooperative shops, two-three examples as case studies) (chapter 4)

    Note: Current status of PDS mentioned in NCERT class IX Economics to be deleted. (pg no. 49-51)

    • Familiarising the children with some basic economic concepts through an imaginary story of a village.
    • Familiarisation of a few population related concepts and sensitization of child that people as an asset can participate and contribute to nation building.
    • Understanding of poverty as a challenge and sensitization of the learner
    • Appreciation of the government initiative to alleviate poverty;
    • Exposing the child to an economic issue which is basic necessities of life;
    • Appreciate and critically look at the role of government in ensuring food supply.


    No. Typology of Questions Very Short Answer (1 Mark) Short Answer (3 Marks) Long Answer
    (5 Marks)
    Total Marks % Weightage
    1 Remembering (Knowledge-based simple recall questions, to now
    specific facts, terms, concepts, principles, or theories, Identify,
    define or recite, information)
    2 2 16 20%
    2 Understanding (Comprehension -to understand conceptually, interpret, compare, contrast, explain,
    paraphrase, or interpret information)
    3 1 2 16 20%
    3 Application (Use the abstract information in a concrete situation, to apply knowledge to new situations, use given content to interpret a situation, provide an example, or solve a problem) 2 3 2 21 26%
    4 High Order Thinking Skills (Analysis & Synthesis – Classify, compare,
    contrast, or differentiate between different pieces of information,
    Organize and/or integrate unique pieces of information from a variety of sources)
    2 3 1 16 20%
    5 Creating, Evaluation and Multi- Creating Evaluation and Multi-Disciplinary (Generating new ideas, product or ways of viewing things
    appraise, judge, and/or justify the value or worth of a decision or
    the outcome, or to predict outcomes based on values)
    2 5 06%
    6 Map 2 1 5 06%
    Total 1×9=9 3×12 = 36 5×7 = 35 80 100%
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