History

• Reprinted

  February 2007
• First Edition

  March 2006
• Reprinted


  October 2012
• Reprinted


  January 2010
• Reprinted


  January 2012
• Reprinted


  December 2007
• Reprinted


  January 2009
• Reprinted


  November 2013
• Published at the Publication Division by the Secretary, National Council of Educational Research and Training Sri Aurobindo Marg, New Delhi 110 016 and printed at Amit Printing Press, D-12 & 13, Industrial Area, Site-A, Mathura (UP)
• Printed on 80 GSM paper with NCERT watermark
• ALL RIGHTS RESERVED
• The correct price of this publication is the price printed on this page, Any revised price indicated by a rubber stamp or by a sticker or by any other means is incorrect and should be unacceptable
• ISBN 81-7450-536-9
• No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher
• This book is sold subject to the condition that it shall not, by way of trade, be lent, re-sold, hired out or otherwise disposed of without the publisher’s consent, in any form of binding or cover other than that in which it is published
• OFFICES OF THE PUBLICATION DIVISION, NCERT: NCERT Campus Sri Aurobindo Marg New Delhi 110 016 Phone: [phone], 100 Feet Road Hosdakere Halli Extension Banashankari III Stage Bangalore 560 085 Phone: [phone] Navjivan Trust Building P.O.Navjivan Ahmedabad 380 014 Phone: [phone] CWC Campus Opp. Dhankal Bus Stop Panihati Kolkata 700 114 Phone: [phone] CWC Complex Maligaon Guwahati 781 021 Phone: [phone]
• Publication Team: Head, Publication Division: Ashok Srivastava Chief Production Officer: Shiv Kumar Chief Business Manager: Gautam Ganguly Chief Editor: Naresh Yadav (Contractual Service) Editorial Assistant: Mathew John Production Assistant: Subodh Srivastava Cover and Layout: Parthiv Shah assisted by Shraboni Roy and Sashi Prabha Jha Cartography: K Varghese
• Foreword: 'The National Curriculum Framework, 2005, recommends that children’s life at school must be linked to their life outside the school. This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy on Education (1986). The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. We must recognize that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge. These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. The methods used for teaching and evaluation will also determine how effective this textbook proves for making children’s life at school a happy experience, rather than a source of stress or boredom. Syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and the time available for teaching. The textbook attempts to enhance this endeavor by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups, and activities requiring hands-on experience. NCERT appreciates the hard work done by the textbook development committee responsible for this book. We wish to thank the Chairperson of the Advisory Group on Social Science, Professor Hari Vasudevan and the Chief Advisor for this book, Pr'
• Several teachers contributed to the development of this textbook; NCERT is grateful to their principals for making this possible
• NCERT is indebted to the institutions and organisations that have generously permitted them to draw upon their resources, material, and personnel
• NCERT wishes to thank the Chairperson of the Advisory Group on Social Science, Professor Hari Vasudevan and the Chief Advisor for this book, Professor Neeladri Bhattacharya for guiding the work of this committee
• NCERT appreciates the hard work done by the textbook development committee responsible for this book
• The focus of the history books of Classes IX and X is on the emergence of the contemporary world
• NCERT is especially grateful to the members of the National Monitoring Committee, appointed by the Department of Secondary and Higher Education, Ministry of Human Resource Development under the Chairpersonship of Professor Mrinal Miri and Professor G. P. Deshpande, for their valuable time and contribution
• NCERT, as an organisation committed to systemic reform and continuous improvement in the quality of its products, welcomes comments and suggestions which will enable them to undertake further revision and refinement
• There is no reason to think of national territorial boundaries as the only valid unit of study
• History cannot always be contained within defined territorial boundaries
• It is not possible to talk of the nation without the world
• History is about tracking changes, understanding how and why they are taking place, and how the present world has evolved
• The textbooks in the next two years will combine different levels of focus, moving between particular communities and regions to the history of the nation, and between histories as they unfold in different regions
• The history of the contemporary world is not only about the growth of industries and trade, technology and science, railways and roads, but also about the forest dwellers and pastoralists, shifting cu
• All these social groups in diverse ways have played their part in making the contemporary world what it is
• The textbooks of Classes IX and X have eight chapters each, divided into three sections
• Section II focuses on the economic activities and livelihood patterns of people
• Section III introduces students to histories of everyday life
• This year students will read about the French Revolution, the Russian Revolution, and Nazism in Section I
• Students are required to read only five chapters: two each from Sections I and II, and one from Section III
• Neeladri Bhattacharya: 'Chief Advisor - History'
• This varied world is what students will learn about this year
• Students will read about the history of sport and clothing in Class IX and about printing and reading, novels, and newspapers in Class X in Section III