SOCIOLOGY (ARTS Stream)
Academic Year (2022 - 23)
SYLLABUS FOR HIGHER SECONDARY FINAL YEAR COURSE
One Paper - Time - Three Hours - Marks 100
Rationale:
Sociology is introduced as an elective subject at
the higher secondary stage. The syllabus is designed to help learners to
reflect on what they hear and see in the course of everyday life and develop a
constructive attitude towards society in change; to equip a learner with concepts
and theoretical skills for the purpose. The curriculum of Sociology at this
stage should enable the learner to understand dynamics of human behaviour in
All its complexities and manifestations. The
learners of today need answers and explanations to satisfy the questions that
arise in their minds while trying to understand social world. Therefore, there
is a need to develop an analytical approach towards the social structure so
that they can meaningfully participate in the process of social change. There
is scope in the syllabus not only for interactive learning, based on exercises and
project work but also for teachers and students to jointly innovate new ways of
learning.
v Sociology
studies society: The child’s familiarity with the society in which
she/ he lives makes the study of Sociology a double edged experience. At one
level Sociology studies institutions such as family and kinship, class, caste
and tribe, religion and region– contexts with which children are familiar, even
if differentially. For example, India is a society which is varied both
horizontally and vertically. The effort in the books will be to grapple overtly
with this both as a source of strength and as a site for interrogation.
v Significantly
the intellectual legacy of sociology equips the discipline with a
plural perspective that overtly engages with the need for defamiliarisation, to
unlearn and question the given. This interrogative and critical character of
sociology also makes it possible to understand both other cultures as well as relearn
about one’s own culture.
v This
plural perspective makes for an inbuilt richness and openness that not too many
other disciplines in practice share. From its very inception sociology has had
mutually enriching and contesting traditions of an interpretative method that
openly takes into account ‘subjectivity’ and causal explanations that pays due
importance to establishing causal correspondences with considerable
sophistication. Not surprisingly its field work tradition also entails large
scale survey methods as well as a rich ethnographic tradition. Indeed Indian
sociology in particular has bridged this distinction between what has often
been seen as distinct approaches of sociology and social anthropology. The
syllabus provides ample opportunity to make the child familiar with the
excitement of field work as well as its theoretical significance for the very
discipline of sociology.
v The
plural legacy of sociology also enables a bird’s eye view and a worm’s eye view
of the society the child lives in. This is particularly true today when the
local is inextricably defined and shaped by macro global processes.
v The
syllabus proceeds with the assumption that gender as an organizing principle of
society cannot be treated as an add on topic but is fundamental to the manner
that all chapters shall be dealt with.
v The
chapters shall seek for a child centric approach that makes it possible to
connect the lived reality of children with social structures and social
processes that Sociology studies.
v A
conscious effort will be made to build into the chapters a scope for
exploration of society that makes learning a process of discovery. A way
towards this is to deal with sociological concepts not as given but a product
of societal actions, humanly constructed and therefore open to questioning.
Objectives:
v To
enable learners to relate classroom teaching to their outside environment.
v To
introduce them to the basic concepts of sociology that would enable them to
observe and interpret social life.
v To be
aware of the complexity of social processes.
v To
appreciate diversity in society in India and the world at large.
v To
build the capacity of students to understand and analyse the changes in
contemporary Indian society.
SOCIOLOGY
SYLLABUS
FOR HIGHER SECONDARY FINAL YEAR COURSE
One Paper
Times: Three Hours
Marks 100
Unit wise Distribution of Marks and Periods:
|
Unit No. |
Title |
Marks |
Periods |
|
|
INDIAN SOCIETY |
|
|
|
Unit-I: Unit-II: Unit-III: Unit-IV: |
Structure
of Indian Society. Social
Institutions: Continuity & Change. Social
Inequality & Exclusion. The
Challenges of Unity in Diversity. |
12 15 10 15 |
22 26 22 26 |
|
|
CHANGES AND DEVELOPMENT IN INDIA |
|
|
|
Unit-V: Unit-VI: Unit-VII: Unit-VIII: Unit-IX: |
Process
of Social Change in India. Social
Change and the Polity. Social
Change and the Economy. New
Areas of Social Change. Social
Movements. |
10 8 10 10 10 |
20 22 22 20 20 |
|
|
Total |
100 |
200 |
INDIAN SOCIETY
Unit-I: Structure of Indian Society.
v Introducing
Indian Society: Colonialism, Nationalism, Class and Community.
v Demographic
Structure.
v Rural-Urban
Linkages and Divisions.
Unit-II: Social Institutions: Continuity and Change.
v Family
and Kinship.
v The
Caste System.
v Tribal
Society.
v The
Market as a Social Institutions.
Unit-III: Social Inequality and Exclusion.
v Caste
Prejudice, Scheduled Castes and Other Backward Classes...
v Marginalization
of Tribal Communities.
v The
Struggle for Women’s Equality.
v The
Protection of Religious Minorities.
Unit-IV: The Challenges of Unity in Diversity.
v Problems
of Communalism, Regionalism, Casteism and Patriarchy.
v Role of
the State in a Plural and Unequal Society.
v What We
Share.
CHANGES AND DEVELOPMENT IN INDIA.
Unit-V: Process of Social Change in India.
v Process
of Structural Change: Colonialisation, Industrialisation, Urbanisation.
v Process
of Cultural Change: Modernization, Westernisation, Sanskritisation,
Secularisation.
v Social
Reform Movements and Laws.
Unit-VI: Social Change and the Polity.
v The
Constitution as an instrument of Social Change.
v Parties,
Pressure Groups and Democratic Politics.
v Panchayati
Raj and the Challenges of Social Transformation.
Unit-VII: Social Change and the Economy.
v Land
Reforms, the Green Revolution and Agrarian Society.
v From
Planned Industrialisation to Liberalisation.
v Changes
in the Class Structure.
Unit-VIII: New Areas of Social Change.
v Media
and Social Change.
v Globalisation
and Social Change.
Unit-IX: Social Movements.
v Class-Based
Movements: Workers, Peasants.
v Caste-Based
Movements: Dalit Movement, Backward Castes, Trends in Upper Caste Responses.
v Women’s
Movements in Independent India.
v Tribal
Movements.
v Environmental Movements.
***
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