SOCIAL SCIENCE

CONTEMPORARY INDIA-I
TEXTBOOK IN GEOGRAPHY FOR CLASS IX

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0968 – CONTEMPORARY INDIA-I
ISBN 81-7450-520-2
Textbook in Geography for Class IX

First Edition ALL RIGHTS RESERVED

March 2006 Phalguna 1927
q 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,
Reprinted recording or otherwise without the prior permission of the publisher.
November 2006, December 2007, q This book is sold subject to the condition that it shall not, by way of trade, be lent,
February 2009, January 2010, 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.
November 2010, January 2012,
q The correct price of this publication is the price printed on this page, Any revised
November 2012, November 2013, price indicated by a rubber stamp or by a sticker or by any other means is incorrect
December 2014, February 2016, and should be unacceptable.

December 2016, December 2017,

January 2019, January 2020, OFFICES OF THE PUBLICATION
August 2021, November 2021 DIVISION, NCERT

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 FOREWORD

The National Curriculum Framework, (NCF) 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 recognise 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. Including 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 endeavour by giving higher priority
and space to opportunities for contemplation and wondering, discussion in
small groups, and activities requiring hands-on experience.
The National Council of Educational Research and Training (NCER T)
appreciates the hard work done by the textbook development committee
responsible for this book. We wish to thank the Chairperson of the advisory
group in Social Sciences, Professor Hari Vasudevan and the Chief Advisor for
this book, Professor M. H. Qureshi for guiding the work of this committee.
Several teachers contributed to the development of this textbook; we are grateful
to their principals for making this possible. We are indebted to the institutions
and organisations which have generously permitted us to draw upon their
resources, material and personnel. We are especially grateful to the members

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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. As an
organisation committed to systemic reform and continuous improvement in
the quality of its products, NCERT welcomes comments and suggestions which
will enable us to undertake further revision and refinement.

Director
New Delhi National Council of Educational
20 December 2005 Research and Training

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 RATIONALISATION OF CONTENT IN THE TEXTBOOKS

In view of the COVID-19 pandemic, it is imperative to reduce content load on students.

The National Education Policy 2020, also emphasises reducing the content load and
providing opportunities for experiential learning with creative mindset. In this
background, the NCERT has undertaken the exercise to rationalise the textbooks
across all classes. Learning Outcomes already developed by the NCERT across classes
have been taken into consideration in this exercise.

Contents of the textbooks have been rationalised in view of the following:

• Overlapping with similar content included in other subject areas in the same
class
• Similar content included in the lower or higher class in the same subject
• Difficulty level
• Content, which is easily accessible to students without much interventions
from teachers and can be learned by children through self-learning or peer-
learning
• Content, which is irrelevant in the present context

This present edition, is a reformatted version after carrying out the changes given
above.

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2024-25
 TEXTBOOK DEVELOPMENT COMMITTEE

CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS IN SOCIAL SCIENCE AT THE

SECONDARY LEVEL
Hari Vasudevan, Professor, Department of History, University of Calcutta,
Kolkata

CHIEF ADVISOR
M. H. Qureshi, Professor, CSRD, Jawaharlal Nehru University, New Delhi

MEMBERS
K. Jaya, PGT, Convent of Jesus and Mary, Bangla Sahib Road, New Delhi
Punam Behari, Reader, Miranda House, Chhatra Marg, University of Delhi, Delhi
Saroj Sharma, TGT (Retd.), Mother’s International School, Sri Aurobindo Marg,
New Delhi
Sudeshna Bhattacharya, Reader, Miranda House, Chhatra Marg, University
of Delhi, Delhi

MEMBER-COORDINATOR
Tannu Malik, Lecturer, DESSH, NCERT, New Delhi

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 ACKNOWLEDGEMENTS

The National Council of Educational Research and Training acknowledges the

contributions of B.S. Butola, Professor, CSRD, JNU; Jebachh Singh, PGT Geography,
Sir G. D. Patliputra Inter School, Patna, and Krishna Kumar Upadhyaya, PGT Geography,
K.V.A.F.S., Bareily, in the development of this textbook.
Acknowledgements are also due to Savita Sinha, Professor and Head, Department
of Education in Social Science and Humanities, NCERT, for her valuable support at
every stage of preparation of this textbook.
The Council is also grateful to the individuals and organisations as listed below for
providing various photographs and illustrations used in this textbook:
M.H. Qureshi, Professor, CSRD, JNU, for Figure 2.5; ITDC/Ministry of Tourism,
Government of India for Figures 2.4, 2.6, 2.7, 3.5 and pictures of river, migratory birds
and a picture of montane forests on pages 23, 48 and 51 respectively, picture of desert
on Cover I, picture of clouds on Cover IV; cross-section interactive for a picture of lions
on page 48; Tourism of Andaman and Nicobar, Government of India for
Figure 2.9; Ministry of Environment and Forests, Government of India for Figures
2.3, 3.6, picture of corals on page 15 and picture of forest on Cover I; Photo Division,
Ministry of Information and Broadcasting, Government of India for Figure 2.8; Business
Line for Figure 3.2; and Hindustan Times, New Delhi, for news in two collages given on
pages 38 and 50.
The Council also gratefully acknowledges the contributions of Anil Sharma and
Arvind Sharma, DTP Operators; Sameer Khatana and Amar Kumar Prusty, Copy Editors;
Shreshtha and Deepti Sharma, Proof Readers; and Dinesh Kumar, In-charge,
Computer Station, who have helped in giving a final shape to this textbook. The efforts
of the Publication Division, NCERT, are also duly acknowledged.

The following are applicable to all the maps of India used in this book
© Government of India, Copyright 2006
1. The responsibility for the correctness of internal details rests with the publisher.
2. The territorial waters of India extend into the sea to a distance of twelve nautical miles measured from
the appropriate base line.
3. The administrative headquarters of Chandigarh, Haryana and Punjab are at Chandigarh.
4. The interstate boundaries amongst Arunachal Pradesh, Assam and Meghalaya shown on this map are
as interpreted from the ‘North-Eastern Areas (Reorganisation) Act,1971,’ but have yet to be verified.
5. The external boundaries and coastlines of India agree with the Record/Master Copy certified by
Survey of India.
6. The state boundaries between Uttaranchal and Uttar Pradesh, Bihar and Jharkhand, and Chhattisgarh
and Madhya Pradesh have not been verified by the Governments concerned.
7. The spellings of names in this map have been taken from various sources.

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 C ONTENTS

FOREWORD iii
RATIONALISATION OF CONTENT IN THE TEXTBOOKS v
C HAPTER 1
India – Size and Location 1

CHAPTER 2
Physical Features of India 7

CHAPTER 3
Drainage 17

CHAPTER 4
Climate 26

CHAPTER 5
Natural Vegetation and Wildlife 39

C HAPTER 6
Population 48

G LOSSARY 55

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 CONSTITUTION OF INDIA
Part III (Articles 12 – 35)
(Subject to certain conditions, some exceptions
and reasonable restrictions)
guarantees these
Fundamental Rights
Right to Equality
• before law and equal protection of laws;
• irrespective of religion, race, caste, sex or place of birth;
• of opportunity in public employment;
• by abolition of untouchability and titles.
Right to Freedom
• of expression, assembly, association, movement, residence and profession;
• of certain protections in respect of conviction for offences;
• of protection of life and personal liberty;
• of free and compulsory education for children between the age of six and fourteen years;
• of protection against arrest and detention in certain cases.
Right against Exploitation
• for prohibition of traffic in human beings and forced labour;
• for prohibition of employment of children in hazardous jobs.
Right to Freedom of Religion
• freedom of conscience and free profession, practice and propagation of religion;
• freedom to manage religious affairs;
• freedom as to payment of taxes for promotion of any particular religion;
• freedom as to attendance at religious instruction or religious worship in educational
institutions wholly maintained by the State.
Cultural and Educational Rights
• for protection of interests of minorities to conserve their language, script and culture;
• for minorities to establish and administer educational institutions of their choice.
Right to Constitutional Remedies
• by issuance of directions or orders or writs by the Supreme Court and High
Courts for enforcement of these Fundamental Rights.

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