SOCIOLOGY (854)

Aims:

1. To familiarise candidates with the basic concepts 4. To provide candidates with the means whereby
of Sociology and Anthropology. they can come to a better understanding of other
cultures as well as of their own.
2. To develop in candidates an understanding of
various forces that constitute social life and social 5. To form in candidates the habit of scrutinising
problems. social assumptions and beliefs in the light of
scientific evidence.
3. To create an awareness of the process of change
and development in general and with reference to 6. To introduce a deeper study of the subject for the
the Indian society in particular. tertiary level.

CLASS XI

There will be two papers in the subject. (iv) Research methodology.

Paper I - Theory: 3 hours ……70 marks Methods of Sociology – Comparative method,
statistical method, case study method,
Paper II- Practical Work ……30 marks historical method and scientific method.
Scientific Method: Formulation of the
PAPER - I (THEORY) – 70 Marks
problem, Observation, Classification,
Part 1 (20 marks) will consist of compulsory short Hypothesis, Verification, and Prediction. A
answer questions testing knowledge, application and brief idea of research tools used –
skills relating to elementary / fundamental aspects of questionnaire, interview schedule and
the entire syllabus. case-study.
Part II (50 marks) will consist of seven questions out (v) Nature and Scope of Anthropology.
of which the candidate will be required to answer five Definition: Root words, general definition;
questions, each carrying 10 marks. growth of the discipline - travellers,
explorers, administrators and missionaries;
1. Origin and Development of Sociology and Branches of Anthropology: Physical
Anthropology Anthropology; Socio-cultural Anthropology -
Ethnology, Archaeology, Linguistics; Applied
(i) Emergence of Sociology as a discipline. Anthropology.
Discuss briefly the origins and growth of the
discipline. 2. The Nature of Society - Concepts and
Characteristics
(ii) Classical thinkers and theories. (i) (a) Society and the individual: man as a
Discuss in brief the contribution of social being.
Auguste Comte, Herbert Spencer, Explain man as a social being, using the
Emile Durkheim, Max Weber. examples of the feral cases of Hauser,
Amla and Kamala and Anna.
(iii) Nature and Scope of Sociology; Meaning and
Definition of Society. (b) Human being as a rational and social
partner in environmental actions.
General/broad definition of society.
While human beings are responsible for
Relation of Sociology with other Social the present state of the environment, they
Sciences - Political Science, Economics are also capable of acting intelligently
Anthropology, History, Psychology, and finding solutions. For a man to
Philosophy. sustain himself, a balance between his
51
 social life/existence and his environment – basic process and terms; genetic changes
is necessary. The two cannot be isolated. and acquired characteristics.
(A general understanding of the above to (ii) Social selection and Environment.
be provided).
Definition of social selection and
(ii) Types of Society (Rural and Urban Society). environment; types of environment (natural
Discuss the nature of Rural and Urban and social); struggle for existence.
Society.
(iii) Interplay of heredity and environment.
(iii) Social Groups.
Self explanatory.
Community and Association, Primary Groups
(in-group), Secondary Groups (out-group) 5. Social Stratification
and Reference Groups. (i) Social stratification: the elements.
(iv) Social Processes. Definition of stratification, inequality,
Co-operation and conflict, folkways and difference.
mores, crowd and crowd behaviour. (ii) The class system: its nature, development,
3. Race, Ethnicity and Culture types of classes.
(i) Concept of race. Discuss briefly the growth and nature of the
Definition, traits and racial types. different classes (lower, middle, upper).
(ii) Notion and attributes of culture. Indian (iii) The caste system: concept, caste origin, caste
traditions, customs and culture – past and and class comparison, its features; caste in
present. modern India.
Definition; material and non material culture; Definition. Vertical and horizontal division of
characteristics of culture. society. Characteristics - social, ancient,
A brief look at some past traditions and universal, diverse forms; caste in modern
customs which reflect a close understanding India – reservation, caste and politics; social
of material and non material culture e.g. mobility - brahminisation, sanskritisation and
sacred groves, johads, eris [water tanks of westernization - definitions only.
South India], farmers crops and growing 6. Population and other Social Problems
season in complete harmony with the local
environment and seasons, etc. (i) Over population, crime, juvenile delinquency,
beggary, poverty, unemployment, illiteracy,
(iii) Notion of Ethnicity.
child labour.
Definition and features of ethnicity.
Inter relationships between the social
(iv) Relationship between race and culture. problems.
Causes of prejudice: misinformation, (ii) Impact of urbanisation on the environment:
ethnocentrism, economic advantages, political
advantages, compensation for frustration. Stress on civic amenities; supply of water and
Remedies. electricity, waste disposal, transport, health
services, pollution, problems of housing,
(v) Examples of ethnic separatism.
migrating and floating population, natural
Examples of ethnic separatism, e.g. resources and their depletion.
Jharkhand, Chattisgarh, or any other similar
movement. A close look at each of the above, with
specific examples from the Indian context.
4. Natural and Social Selection – Heredity and
Environment (iii) Alleviating the problems.
(i) Natural selection and heredity. Discuss briefly the causes, consequences and
Definition of natural selection and heredity; solutions for the above social problems.
survival of the fittest, mechanisms of heredity

52
 PAPER II (PRACTICAL WORK) – 30 MARKS 13. The Urban family, the role of Voluntary
Associations or The Urban Neighbourhood.
To do justice to the basic structural principles and
theoretical orientation of the discipline, empirical and 14. Rural society in India or The village in India (an
ethnographic substantiation is essential. In keeping example can be taken and elaborated upon), for
with the significance of doing practical work and e.g. Anna Hazare’s village Ralegan Siddhi).
gaining a hands-on understanding of various social 15. Biographical sketch of one of the thinkers - Weber
issues, candidates are expected to undertake two or Comte, etc.
studies. Topics for the studies should be chosen from
within the overall syllabus, as there is ample scope for 16. Slums in the urban neighbourhood.
diversity.
Candidates will be expected to have completed two The topics that have been outlined for Practical Work
studies from any chapter covered in Theory. are based on the syllabus.
Assessment for each study will be as detailed below: The project topics are diverse and at the same time
Mark allocation per study [15 marks]: there are common themes running through some of
them. As this is so, it is possible to club some topics in
Statement of the purpose 1 mark terms of the methodology that can be used to carry out
Overall format 1 mark the research as has been done below.
Hypothesis 1 mark The nature of the topics that have been chosen can
also be separated into two categories. Some topics are
Choice of technique 1 mark
theory based and so the methodology will largely be
Detailed procedure 4 marks second hand information gathering from already
Limitation 1 mark available material, while there are also ethnographic
topics for which students can go and do first hand
Conclusion 2 marks field studies.
Viva-voce based on the study 4 marks
Some topics combine theory (second hand data) with
the empirical (first hand data). It may be interesting if
List of suggested studies for Practical Work: teachers guide students towards doing one study of
each kind. This way a student will have some
1. The problem of Child Labour in India.
knowledge of both the theoretical as well as
2. Children and beggary. ethnographic character of social facts.
3. Poverty and Crime. Guidelines for completing some of the studies for
4. The Population explosion and its impact on urban Practical Work are listed below. This may be used as
society. a reference for conducting studies on other listed
5. The policy of reservation in India or The topics.
backward class movement. 1. The problem of Child Labour in India
6. The significance of the Mandal Commission. (S. No. 1 - List of suggested assignments for
Practical Work)
7. The rising Middle Class in India.
8. The nature of protest in rural India (example 2. Children and Beggary (S. No. 2 - List of
Singur). suggested assignments for Practical Work)
9. Race and examples of Racism (Apartheid/ The methodology and the analysis is the same for the
American Racism). above two topics.
10. The birth of new states in India based on ethnic
Aim: To study the social position of children in
separatism.
India.
11. The changing nature of culture and tradition.
Data: The data available here is both secondary and
12. Cultural fusion and Gen-X. empirical.
53
Methodology: Students should first identify the Students should be asked to do a critical examination
sample they are going to study. To do this, students of the data they gather by contrasting what they find
must first seek out places where they can find children from their study with the government laws, which can
below the age of 15 years, engaged in doing work. be found on the Internet.
These can be: their neighbourhoods, on way to school
Students should be asked to look for information on
or near school, construction sites, roadside eateries, in
industries where child labour is used.
homes, working in factories /repair shops, on street
corner shops, children begging in the streets (or at For example:
religious places), at traffic lights, at railway stations,  The firecracker industry in Sivakasi,
etc.
 Aligarh lock industry,
Technique: Students need to identify whom they are  Firozabad bangle workers,
going to study and then gather their data
 Carpet makers in Benaras,
 by observing the daily routine of the
 Mine workers in Manipur,
child/children and recording this; and
 Football makers in UP.
 by creating a questionnaire to interview them for
preparing a case history. This information and the government legislations
are easily available on the Internet.
The student needs to ask questions about:
This will help them understand and analyse the
 the age (remember many will lie about their problem they have chosen to study.
age as they know it is illegal to work)
They should:
 family background (members in the family (i) Examine why children are in these jobs/
/caste/class/ and religion) positions;
 level of education and whether they would (ii) Examine failure of the family and so the need for
like to go to school children to work;
 whether they are migrants and why they have (iii) Examine failure of the government to provide for
migrated such families;
(iv) Examine how these children fail to be educated
 the economic position of the family and why and whether boys are more educated than girls;
they work/and who all in the family work (v) Examine the role of urban society in creating the
 what they earn need for such child labour (for example the
employment of young girls to take care of
 how they spend their free time
children in many urban households);
 what would they like to do if they did not (vi) Identify how there is gender discrimination in
have to work terms of the kind of work boys and girls do;
 how aware are they about the government law (vii) Examine if there is a pattern in the migration,
against child labour i.e., whether they come from the same region,
caste class and religion and how this can be
 students can classify the data gathered also in related to the poor conditions of life where they
terms of the differences between girls and are originally from.
boys as this will give an idea of gender
discrimination existing in the sample. Conclusion
The data gathered can be supported with a photo  Problems faced in data gathering and analyses to
essay of the child /children studied and their be mentioned.
living conditions/work place, etc.  In conclusion, compare the situation of these
Interpretation: An analysis of the data gathered is children to their own urban advantaged
important and does not have to be complicated. upbringing and do a critique of the local
government as well as a critical self-analysis.

54
3. The Population Explosion and its Impact on 4. The rising Middle Class in India (S. No. 7 - List
Urban Society (S. No. 4 - List of suggested of suggested assignments for Practical Work)
assignments for Practical Work)
Aim: To study the rise of the middle class and its
Aim: To examine the relationship between urban changing lifestyle, consumption habits and mindset.
expansion and the collapse of the urban society.
Data: Students will have to gather data by
This collapse is reflected not only in a breakdown of interviewing middle class family members in their
law and order but also in the breakdown of urban neighbourhood. Students need to interview members
infrastructure; and it leads to the growth of slums. of a family from different generations (grandparents
/parents and grandchildren/children).
Data: Students can study a particular aspect of the
collapse of the infrastructure. They need to create a questionnaire for this where the
For example: kind of questions asked should be:
 they can do a case study of the broken down state  About family background (age /religion, etc.).
of the roads,  Their history in the city (how long they have lived
 collapse of the transport system, there /where they have come from/why they came,
 the non availability of water in their etc.).
neighbourhoods,  Their past and present occupation.
 the power cuts,  Income levels.
 the rise of prices  Patterns of expenditure.
 growth of the neighbourhood slum  What are the gadgets they use
Technique: Students will have to gather first hand
 The car they drive.
material from around their neighbourhoods:  How they use their leisure time.
 by observing how things have collapsed or  Their opinion on careers for their children.
changed and record these  Where they go for holidays.
 by interviewing residents in the area chosen and  What are their political leanings
ask them their opinion of the changes and what
should be done to improve the situation Students should then ask how this is different from the
earlier times so that they get a sense of the change in
 by talking to local administrators like a councillor the lifestyle.
about why things have collapsed
Sociological interpretation: A major focus of the
Students can also take two neighbouring areas which questions asked would have to be on the changing
seem different and compare the two areas. consumption patterns of the household. This would
Interpretation: The data gathered needs to be enable students to analyse not only changes in the
analysed by examining how: consumerism of the class but also understand how
(i) Civic agencies have failed to provide basic mobility is closely related to class.
amenities; Students should be asked to read about the changing
(ii) Examine how residents feel they can contribute to role of the middle class through India’s history in the
improving the conditions; political arena.
(iii) They can also study the impact of migration on
5. The birth of New States in India based on
the urban areas leading to the rise of slums
Ethnic Separatism (S. No. 10 - List of suggested
because the population explosion is largely due to
assignments for Practical Work)
migration to the city;
(iv) Data will show why people migrate to the city; Aim: To study the relationship between nation,
ethnicity and separatism with the help of examples
(v) An interesting connection between the rural and
and to discuss the importance of ethnicity in the
urban areas can be drawn by looking at slums, and
formation of identity using the examples.
the nature of occupations found there.
55
Data: Secondary sources of information such as news 6. Biographical Sketches of one of the Thinkers -
magazines and the internet can be used after a state Weber, Comte, etc. (S. No. 15 - List of
has been identified for study. suggested assignments for Practical Work)
Sociological Interpretation: Aim: To present a simple overview of the thinkers
and their primary contribution and see how students
(i) It is important here to try and make students
are able to apply practically what they have studied in
aware of the contemporary relevance of these
class theoretically.
issues
(ii) Students should take the example of a recently Data: Students must first choose a thinker they like.
formed state in India, such as: Jharkhand, Students will have to use secondary sources and what
Chattisgarh or the demand for Telangana. they have learnt in class to gather information. Other
(iii) They should discuss how the state was formed. secondary source materials available in the library
(iv) They should also analyze the importance of should be used, such as encyclopaedias. Information is
ethnic identity in the demands for separate also available on the internet.
statehood. Interpretation: From the available material the
(v) They should examine how this demand for a student should:
separate state can threaten the unity of India. For  Present a brief biographical history of the thinker
instance as is being seen in Assam, Kashmir and
even Mumbai .  Discuss major theoretical contributions of the
thinker
(vi) They can also examine the history of such
separatism by looking at how and why states like  Take an example to discuss the empirical
Tamil Nadu or Andhra Pradesh were formed. application of anyone of the theoretical ideas
attributed to the thinker.
Finally based on the example they chose, students For example, a student could do a sketch of Durkheim
should attempt to say something about how ethnicity and his study of religion and then take the example of
can threaten the idea of a nation because it can be the tribal religion to explain the concept of totems and
basis of sub nationalism on one hand and separatism clans. Or Marx’s concept of the rise of communism
on the other. can be discussed with the help of examples.

56
 CLASS XII

There will be two papers in the subject. 3. Marriage and Inheritance

Paper I - Theory: 3 hours ……70 marks (i) Definitions and functions of marriage.
Paper II- Practical Work ……30 marks Definition of marriage; nature of marriage
and its functions.
PAPER - I (THEORY) – 70 Marks
(ii) History of human marriage. Ways of
Part 1 (20 marks) will consist of compulsory short acquiring mates: probationary, by capture, by
answer questions testing knowledge, application and trial, by purchase, by service, by exchange, by
skills relating to elementary / fundamental aspects of mutual consent and elopement, by intrusion,
the entire syllabus. by inheritance of widows.

Part II (50 marks) will consist of seven questions out History of human marriage: a discussion on
of which the candidate will be required to answer five how the society has evolved from promiscuous
state of marriage to monogamian state of
questions, each carrying 10 marks.
marriage in modern times; examples of
promiscuity, polyandry, polygyny and
1. Social Institutions monogamy among certain tribes;
Definition of Social Institutions. Types of social Views of Morgan on the above to be discussed.
institutions: Kinship, Marriage, Family, Religion,
Economic organizations, Law and Justice Discuss the various ways of acquiring mates:
systems. probationary, by capture, by trial, by
purchase, by service, by exchange, by mutual
2. Kinship and Clan consent and elopement, by intrusion, by
inheritance of widows.
(i) Types of kinship: consanguineous and affinal
kinship. (ii) Degree of kinship, range of kinship (iii) Forms of marriage: exogamy, endogamy,
cross cousin, levirate, sororate, polygamy
descent. (iii) Kinship usages - avoidance, joking (polyandry and polygyny), monogamy and
relationship, teknonymy, avunculate, amitate, hypergamy and hypogamy.
couvades.(iv) Kinship terms - descriptive and
Self explanatory.
classificatory. (v) Residence and descent.
(vi) Clan: basic features, phratry, views about 4. The Family
formation of phratry, moiety and dual (i) Origin of family.
organization, Morgan's claim, Tylor's analogy;
Morgan's evolutionary scheme.
clan organisation in Indian tribes.
(ii) Definition and features.
Meaning of kinship; types of kinship; degree of Definition and features by MacIver.
kinship (primary, secondary, tertiary), broad (iii) Functions of family.
range and narrow range; discuss Kinship usages:
Functions of family to be discussed explaining
avoidance, joking relationship, teknonymy,
the reasons for its universal existence.
avunculate, amitate, couvade; Also discuss
(iv) Family as an association.
descriptive and classificatory kinship terms,
residence (matrilocal, patrilocal and avunculocal) An understanding of family as an association.
and descent: Unilateral (matrilineal and (v) Types of Family
patrilineal), bilateral: lineage, sib, gotra. Types of family: primary and extended
family, consanguineous and conjugal
Clan: basic features, phratry, views about family, family of origin and procreation,
formation of phratry, Moiety and dual polygyny, polyandry, unilateral and
organisation; Morgan's claim, Tylor's analogy; bilateral, matripotestal, patripotestal and
clan organisation in Indian tribes.
57
 avuncupotestal, matrilineal and patrilineal, 6. Economic Organisation
matrilocal, patrilocal and avunculocal, (i) Economic activity and its types: preliminary
matriarchal and patriarchal societies in concepts, collective economy, simple
India, nuclear and joint families. transformative economy, early industrialism,
(vi) Changing nature of the family. modern industrialism.
Structural changes, functional changes; Preliminary concepts - utility, wealth,
Factors responsible for the changes. economic and free goods, capital and
consumer goods, price, costs, profit. The
Small family norm.
collecting economy.
5. Religion, Magic and Morality The simple transformative economies: types,
(i) Definition and concepts of magic, religion and examples in India, exchange of economic
science; beliefs, rituals, superstitions, taboo. goods.
Definition of the above and a basic Early Industrialism: characteristics, feudal,
understanding of each of the above. guild and domestic systems. Modern
industrialism: characteristics, effects.
(ii) Functions and dysfunctions of religion.
(ii) Industry and social change: impact of industry
A brief discussion on the positive and negative on society, class as an effect of
functions of religion. industrialisation, the new class, industry and
(iii) Theories of religions: animism, animatism, position of women, urbanisation and
manaism, bongaism, naturism, totemism, modernisation.
fetishism, functional theories. Impact of industry on society (socio-economic
A brief discussion of animism, animatism, impact); impact on women; Class as an effect
manaism, bongaism, naturism, totemism, of industrialization - characteristics of class:
fetishism; individualism, economic and professional
Functional theories (Malinowski, Radcliff values, rationalism, disregard for taboos and
Brown and Durkhiem). prohibitions, the new class;
(iv) World religions - Hinduism, Christianity, Urbanization and Modernization - definition
Islam, Buddhism, Judaism, Confucianism, only.
Jainism, Sikhism, Zoroastrianism. (iii) Economic organisation in tribal India:
A brief discussion of the basic principles of definition and classification; nature of
each religion. primitive economies; property in primitive
economies.
(v) Religion, magic and science: Frazer's types of
magic, differences and similarities between Definition of economic organization. Growth
religion and magic, sorcery and witchcraft, of types of economic organizations through
religion and science. prehistoric times. Thurnwald's classification.
Classification given by Adam Smith, List,
Discussion on Frazer's Laws on ‘Magic’ and Hildebrand, Grosse, Darryl Forde, Gordon
its types (contagious and homeopathic); white Childe, Herskovitz and Ehrenfels.
and black magic, sorcery and witchcraft.
Differences and similarities between religion Nature of primitive economies: dependence
and magic, religion and science, magic and on nature. Prevalence of barter and
science. exchange, money not widely used ; absence of
profit motive, collective endeavour, low
(vi) Morality: notion of morality, relation between innovation, absence of regular market,
religion and morality. manufacture for consumption, absence of
Definition of morality; moral code, religious specialization, division of labour based on
code; relationship between religion and sex.
morality.

58
 Property in primitive economies: concept of (iv) Changing status of Women.
property; individual and collective ownership Changing status of women in -
of property - multiple possessory rights; rules
Pre British and British India (social reforms –
of inheritance.
abolition of Sati and child marriage, widow
(iv) Economies of Indian tribes: food gathering, remarriage).
agriculture, shifting axe cultivation, Modern India: A brief discussion on
handicrafts, pastoralism, industrial labour. legislation on Abolition of dowry, anti-rape
Economies of Indian tribes: (i) Food laws, inheritance bill.
gathering; (ii) agriculture: shifting axe
(Discuss empowerment of Women to explain
cultivation (jhum, dahi, koman, penda, podu
the legislations – not for testing).
and bewar), criticism of this type of
cultivation, examples of tribes having this (v) Status of Women - gap between theory and
practice; (iii) handicraft making; practice.
(iv) pastoralism;(v) industrial labour - Examples of incompatibility between
migration of large numbers of Santhal, Kond theoretical and actual status.
and Gond to tea gardens in the north east;
8. Law and Justice
large resources of coal, iron and steel in
Bengal, Bihar and Madhya Pradesh; Nature of primitive law: origins of law,
examples of Santhal, Ho in pick-mining, differences between primitive and modern law,
coal-cutting, the mica and the iron & steel intention, responsibility, evidence, punishment,
industry. wergild.
Important factors responsible for changes in The above can be explained by using examples
tribal economy: education, religious factors, such as Kamar, Kharia, Rengma Naga and the
economic factors, technological inventions, Ho. (Examples are only for the purpose of
standard of health, mode of production, discussion and not for testing).
modern culture, role of Media. Definition of law - Transformation of custom into
law- origins of primitive law; nature of primitive
7. Women in Society law - difference between primitive and modern
(i) Status - theoretical Background - determinants law: territory, public opinion, collective
of status. cognizance, ethical norms intention, collective
Definition of the term ‘Status’; the responsibility, evidence punishment,
determinants of status (Malinowski and improvement, murder for murder, gradation of
Lowie). punishment, wergild.
(ii) Matrilineal Societies. Why law is obeyed: public opinion and equation of
The Khasi and the Garo law with ethical norms;
(A brief reference can be made to the Nairs – 9. Social Change and Development
not for testing). (i) Defining social change, globalization and
Inheritance and residence in matrilineal development: role of individual and
societies (only for the purpose of discussion community.
and not for testing). Definition of Social Change and
(iii) Status of Women in Patrilineal Societies. globalisation; the relationship between
Residence and Inheritance in patrilineal globalization, development and social change,
societies: Kulinism; examples from the Ho, (special focus on sustainable development for
the Gond, the Tharu, the Khasa, the Nagas improving quality of life for the present and
and some central Indian tribes. future).

59
 (ii) Role of Education. Meaning and functions, PAPER II (PRACTICAL WORK) – 30 MARKS
role of the teacher in the educational system.
Meaning and functions of education; role of To do justice to the basic structural principles and
teacher in the educational system. theoretical orientation of the discipline, empirical and
Emphasize the role of education in creating ethnographic substantiation is essential. In keeping
social change. with the significance of doing practical work and
(iii) Role of Mass Media (Print, electronic, audio- gaining a hands-on understanding of various social
visual; positive and negative aspects of mass
issues, candidates are expected to undertake two
media).
Understanding each of the above forms of studies. Topics for the studies should be chosen from
mass media and their role in creating social within the overall syllabus as there is ample scope for
change; positive and negative aspects of mass diversity.
media. Candidates will be expected to have completed two
(iv) Social Movements: Meaning, causes and their studies from any chapter covered in Theory.
role in society. Assessment for each study will be as detailed below:
Meaning, causes and role of Social
Movements in society. The practical work will be assessed by the teacher
A brief history of a tribal movement and its and a Visiting Examiner appointed locally and
consequences – the Narmada Bachao approved by the Council.
Andolan. Mark allocation per study [15 marks]:
A brief history of a caste movement and its
consequences - the Dalit Movement. Statement of the purpose 1 mark
10. Tribal India - Past, Present and Future Overall format 1 mark
(i) Definition of tribe, features and classification Hypothesis 1 mark
(geographical, linguistic (speech families), Choice of technique 1 mark
racial, cultural and economic).
Self explanatory. Detailed procedure 4 marks
(ii) Dormitories: dormitories in India - features Limitation 1 mark
and activities; origin of dormitories, culture, Conclusion 2 marks
contacts, educative function.
Viva-voce based on the study 4 marks
Discuss the nature of the dormitory system
and its functions in the context of tribal
society. List of suggested studies for Practical Work:
(iii) Contact with the wider society (assimilation, 1. Different types of kinship systems
acculturation and isolation, tribal (patriarchal/matriarchal with examples as the base
transformation). of discussion).
Definition of assimilation, isolation, 2. A History of Marriage in society.
acculturation; an understanding of how these
process have helped in tribal transformation. 3. Different marriage customs in India (comparisons
can also be done).
(iv) Present conditions and problems.
Economic, political (regionalism and 4. Changing nature of the Indian family.
separatism), social and cultural conditions 5. Religion and Society (focus can be on the
and problems. biography of a world religion).
(v) Action by the Government.
6. The problem of Communalism in India.
Policies of the Government of India (post
independence) for upliftment of the Indian 7. Traditional economies and the barter system.
tribes. 8. Tribal Economies.

60
9. Consumerism and modernization. The student needs to collect data with the help of a
questionnaire and interviews. The questions can be
10. The status of women in traditional society.
framed on the following:
11. The changing status of women in India.
 Description of the family structure (members,
12. Women Leaders. who does what in the family, the jobs outside,
13. The role of Education in creating social change. etc.)
14. Media and modernization.  How they see themselves – joint or nuclear in
15. The internet as a substitute for family and terms of family relatives, who all live together, or
school. share a kitchen or pool resources, etc.
16. Globalisation and its impact on the individual and  Seeking different family members opinion on
society. whether they feel family life has changed. Nature
17. Social Movements (focus on the biography of a of changes that have taken places and what have
movement that is based on the efforts of a caused the changes.
caste/tribe/women/religious group / class or  Has the status of the women in the family has
connect two aspects - for example, the Narmada changed in the recent past.
Bachao Andolan is a tribal movement and has a  Whether the women in the family work?
woman as its leader in Medha Patkar).
18. Role of society in development and environment –  Relationship between the different members of the
(public awareness education programme, family.
campaigns, public participation in decision- Interpretation: Once students have gathered this
making, e.g.: Chipko Movement, Appiko in information they can analyse whether the family they
Karnataka, Eco-clubs, etc.) have interviewed has changed over a period of time.
19. Study a few noteworthy examples of sustainable Students should examine:
development e.g.- Barefoot College in Tilonia, the
work of NGOs like DDS in Andhra Pradesh in  whether the respondents’ perception of the nature
promoting self-sustenance in rural communities of the family matches with what the student has
through developing seed banks, cultivation of learnt in class.
millets and through promoting microfinance in the  analyse what are the reasons for change in the
Grameen bank model. nature of the family, if any.
For instance:
The studies chosen are primarily theoretically
oriented and based on concepts learnt in the class. (i) whether migration has caused the family to
Because these studies are theoretical, the change
methodology will be different and would be based on (ii) occupational changes and shift in residence
secondary data collection and its analysis and has caused changes
interpretation. Broad suggestions about how to (iii) the education and working of the women of
approach similar studies are given below: the family has created changes
(iv) failure of the generations to cope with each
1. Changing nature of the Indian family (S. No. 4 - other has led to changes
List of suggested assignments for Practical Work) (v) constraint of space has caused the changes
Aim: To study the changing nature of the family in Conclusion: Students should also do a minor
an urban setting. statistical analysis of:
Data: Students need to identify their sample and then  the types of families that they are able to identify
gather their data by interviewing members from five into nuclear and joint
families. Members of different generations from each  make an approximation about what type of family
family should be interviewed. is the trend in their sample .

61
 proceed to find out whether there are common  Ask about the role of the market in influencing
factors in their sample that keep a family nuclear consumption
or joint.  How their consumption patterns have changed
2. Consumerism and Modernization (S. No. 9 -  How their thinking has changed and what are their
List of suggested assignments for Practical Work) political leanings
 Whether these are positive or negative changes
3. Media and Modernization (S. No. 14 - List of
Sociological interpretation: Students need to do a
suggested assignments for Practical Work)
simple analysis of the patterns of change and the
reasons for the change.
4. Globalisation and its impact on the Individual
and the Society (S. No. 16 - List of suggested They should also see if there is a common pattern in
assignments for Practical Work) the classes of this change.
They should try and compare the changes between
These three topics are interrelated and yet can be classes and understand if factors such as:
looked at independently.
 education
(The same aim, methodology and interpretation will  income
apply for the above studies).
 family background
Aim: To discuss how the processes of modernization  religion etc , play a role in the changing life
and globalisation have had an impact on society, following modernization and globalisation.
culture and the individual.
5. Internet as a substitute for the Family and
Data: Students need to interview members of a family School (S. No. 15 - List of suggested assignments
from different generations (grandparents /parents and for Practical Work)
grandchildren/children) by identifying a sample of
This topic is self-evident and requires a critical
families in their neighbourhood who could belong to analysis of the positive and negative impact of the
different economic backgrounds. Data should also be internet. Given the amount of time the youth spend on
gathered from secondary sources such as the the internet, it would be interesting to let the students
newspaper, internet and magazine articles. engage in an auto- biographical critical analysis of
the topic.
Students need to begin by first discussing the concepts
of modernization and globalisation as learnt in class. The analyses could be presented as a debate of ideas,
They should then proceed to gather information on supported by interviews with family members, parents,
consumerism, media and the changes in a society as a teachers and peers.
result of the process of globalisation. 6. Social Movements (S. No. 17 - List of suggested
Students need to ask these respondents: assignments for Practical Work)
 Nature of their life style Aim: This topic requires students to discuss what
 Patterns of expenditure social movements are and the ideology behind them,
 How they use their leisure time supported by a case study of a social movement.
 Students should then ask how this is different Data: The data would have to be gathered from
from the earlier times so that they get a sense of secondary sources such as the Internet, magazines and
the change in the lifestyle newspaper archives.
 How their daily life has changed with
Students should choose a particular movement from
modernization
what they are taught. For instance, they can look at the
 What is the nature of the change Dalit Movements, tribal movements, environment
 Ask respondents what role the media has played movements, the Maoist insurgency, anti-price rise
in bringing about change and adaptation agitations, Chipko/Narmada Bachao, etc. Having done
62
so, they can choose to present a case study of a For topic 11 (Changing status of women in India):
significant contemporary social movement either in Students can interview women in these areas and ask
the rural or the urban context. questions such as:
Interpretation: Students need to present the:  how their lives have changed socially and
economically
 History
 how their status has changed
 Purpose &  how education has changed their lives
 Achievements  what they see as symbols of this change
They also need to present the community and Students should also have a summary of the
individual significance of the movement. Government’s legislations/bills on women, as this will
help analyse how successful the Government’s efforts
Students should also be able to trace out the role of a have been at emancipating women.
pivotal figure in the movement. For instance the role A comparison between the past and present can also
of Ambedkar in the Dalit Movement or the role of be done by the students.
women in the Chipko movement, Medha Patkar in the
Narmada Movement For topic 12 (Women Leaders): After following the
above aim and data, students should take up the life of
7. Changing status of women in India (S. No. 11 - a woman leader from any time frame and present a
List of suggested assignments for Practical Work) biographical sketch supported by photographs.
8. Women Leaders (S. No. 12 - List of suggested They can also take up the life of two women from two
assignments for Practical Work) different time periods and compare the changes that
Aim: These two topics are meant to understand have taken place.
whether the position of women has changed in society Case studies of women in different arenas, across
Data: For both the topics, students would be required cultures/religions can be presented.
to take up specific areas where women participate. For
instance, the role of women in the economy or women NOTE: No question paper for Practical work will be
in education or women in the public arena can be set by the Council.
looked at.

63