CBSE Class 11 Syllabus 2022-23 Sociology

SOCIOLOGY
CLASS XI-XII (2022-23)
(Code No. 039)

Rationale

Sociology is introduced as an elective subject at the senior 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 behavior 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.

 Sociology studies society. The child’s familiarity with the society in which she /he
lives in 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 of, even if
differentially. For 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.
 Significantly the intellectual legacy of Sociology equips the discipline with a plural
perspective that overtly engages with the need for defamiliarization, 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.
 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 pay 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.
 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.
 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.
 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.
 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 givens but a product of societal actions humanly
constructed and therefore open to questioning.

Objectives

 To enable learners to relate classroom teaching to their outside environment.
 To introduce them to the basic concepts of Sociology that would enable them to
observe and interpret social life.
 To be aware of the complexity of social processes.
 To appreciate diversity in Indian Society and the world at large.
 To build the capacity of students to understand and analyze the changes in
contemporary Indian society.

COURSE STRUCTURE
CLASS XI (2022-23)

One Theory Paper Time: 3 Hours
Max. Marks: 80
Units No. of Marks
periods
A Introducing Sociology
1. Sociology, Society and its relationship 18 10
with other Social Science disciplines
2. Terms, concepts and their use in 16 10
Sociology
3. Understanding Social Institutions 20 12
4. Culture and Socialization 16 12

Total 70 44
B Understanding Society
7. Social Change and Social order in Rural 20 12
and Urban Society
9. Introducing Western Sociologists 20 12
10. Indian Sociologists 20 12
Total 60 36
Total 130 80
Project Work 40 20

COURSE CONTENT

A. INTRODUCING SOCIOLOGY 44 Marks
Unit 1 Sociology, Society and its Relationship with other Social 18 Periods
Sciences
 Introducing Society: Individuals and collectivities.
Pluralities and Inequalities among societies.
 Introducing Sociology: Emergence. Nature and Scope.
 Relationship with other Social Science disciplines
Unit 2 Terms, Concepts and their use in Sociology 16 Periods
 Social Groups and Society
 Social Stratification
 Status and Role
 Society & Social Control
Unit 3 Understanding Social Institutions 20 Periods
 Family, Marriage and Kinship
 Work & Economic Life
 Political Institutions
 Religion as a Social Institution
 Education as a Social Institution
Unit 4 Culture and Socialization 16 Periods
 Defining Culture
 Dimensions of Culture
 Socialization
 Agencies of Socialisation

&Sociology
B. UNDERSTANDING SOCIETY 36 Marks
Unit 7 Social Change and Social Order in Rural and Urban 20 Periods
Society
 Social Change: Types, Causes and Consequences
 Social Order: Domination, Authority and Law;
Contestation, Crime and Violence
 Concepts: Village, Town and City
 Social Order and Social Change in Rural and Urban
Areas
Unit 9 Introducing Western Sociologists 20 Periods
 The Context of Sociology
 Karl Marx on Class Conflict
 Emile Durkheim : Division of Labour in society
 Max Weber:Interpretive Sociology, Ideal Type &
Bureaucracy
Unit 10 Indian Sociologists 20 Periods
 G.S. Ghurye on Caste and Race
 D.P. Mukherjee on Tradition and Change
 A.R. Desai on the State
 M.N. Srinivas on the Village

PROJECT WORK
Periods: 40
Max. Marks: 20
A. Project undertaken during the academic year at school level 15 Marks
1. Introduction -2 Marks
2. Statement of Purpose – 2 Marks
3. Research Question – 2 Marks
4. Methodology – 3 Marks
5. Data Analysis – 4 Marks
6. Conclusion – 2 Marks
B. Viva – based on the project work 05 Marks

SOCIOLOGY (Code No. 039)
QUESTION PAPER DESIGN
CLASS XI (2022-23)
S. Competencies Total Marks %
No. Weight
age

1 Knowledge & understanding
Exhibit memory of previously learned material by recalling
facts, terms, basic concepts, and answers.
30 37.5%
Demonstrate understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving
descriptions, and stating main ideas
2 Application of Knowledge and Concepts
Solve problems to new situations by applying acquired
knowledge, facts, techniques and rules in a different way.
Examine and break information into parts by identifying motives or 32 40%
causes. Make inferences and find evidence to support generalizations

Present and defend opinions by making judgments about information,
validity of ideas, or quality of work based on a set of criteria.
3 Formulate, Analyse , Evaluate & Create
Compile information together in a different way by
18 22.5%
combining elements in a new pattern or proposing
alternative solutions.
Total 80 100%

Note: Kindly refer to the guidelines on project work for class XI and XII
given below: -
Guidelines for Sociology Project Work: 20 Marks
One Project to be done throughout the session, as per the existing scheme.

1. Steps involved in the conduct of the project:
Students may work upon the following lines as a suggested flow chart:
Choose a Title/Topic

Need of the Study, Objective of the Study

Hypothesis

Content -Timeline, Mind maps, Pictures, etc.

(Organization of Material/Data

Present Material/Data)

Analyzing the Material/Data for Conclusion

Draw the Relevant Conclusion

Bibliography

2. Expected Checklist for the Project Work:
 Introduction of topic/title
 Identifying the causes, events, consequences and/or remedies
 Various stakeholders and effect on each of them
 Advantages and disadvantages of situations or issues identified
 Short-term and long-term implications of strategies suggested during research
 Validity, reliability, appropriateness, and relevance of data used for research work and for
presentation in the project file
 Presentation and writing that is succinct and coherent in project file
 Citation of the materials referred to, in the file in footnotes, resources section, bibliography
etc.

3. Assessment of Project Work:
 Project Work has broadly the following phases: Synopsis/ Initiation, Data Collection, Data
Analysis and Interpretation, Conclusion.
 The aspects of the project work to be covered by students can be assessed during the
academic year.
 20 marks assigned for Project Work can be divided in the following manner:

PROJECT WORK: 20 Marks

The teacher will assess the progress of the project work in the following manner:
Month Periodic Work Assessment Rubrics Marks
Instructions about Project Introduction, Statement of 5
Guidelines, Background Purpose/Need and objectives of the
April -July reading Discussions on study, Hypothesis/Research
Theme and Selection of the Question, Review of Literature,
Final Topic, Initiation/ Presentation of Evidence,
Synopsis Methodology, Questionnaire, Data
Collection.
Planning and organization: Significance and relevance of the 6
forming an action plan, topic; challenges encountered while
August - feasibility, or baseline study, conducting the research.
October Updating/modifying the action
plan, Data Collection
Content/data analysis and Content analysis and its relevance in
interpretation. the current scenario.
November - 5
January Conclusion, Limitations, Conclusion, Limitations,
Suggestions, Bibliography, Bibliography, Annexures and Overall
Annexures and overall Presentation.
presentation of the project.
Final Assessment and VIVA External/ Internal Viva based on the
January/ by both Internal and project
February External Examiners 4

TOTAL 20

4. Viva-Voce
 At the end, each learner will present the research work in the Project File to the External and
Internal examiner.
 The questions should be asked from the Research Work/ Project File of the learner.
 The Internal Examiner should ensure that the study submitted by the learner is his/her own
original work.
 In case of any doubt, authenticity should be checked and verified. *****