CBSE Senior Secondary Syllabus 2027 Political Science

FOR CBSE SENIOR SECONDARY SYLLABUS EXAM PREPARATION

CBSE Senior Secondary
Syllabus 2027
Question Paper ·
Political Science
EXAM YEAR TYPE SUBJECT

CBSE Senior Secondary Syllabus 2027 Question Paper Political Science

Notes · Sample Papers · Previous Year Papers · Mock Tests

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s em POLITICAL SCIENCE g l a
a Subject Code-028
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Classes-XI & XII (2026-2027)
RATIONALE
A discipline of Social Science, Political Science deals with understanding the social structures and
methods used to manage a government or State. It also encompasses the historical, philosophical,
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constitutional, and legal foundation of the political system. It further provides scope to identify the
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political values and ideas,ogoverning .
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institutions and their policy making process. The subject
enhances the ability m
eand state levels. It ensures that students acquire citizenship skills and
to address the functions and processes of government and politics
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international, national, a g engage
ag by appreciating human diversity. This subject is interdisciplinary by nature and
as active citizens
draws upon other social disciplines or branches of knowledge and there by influenced by them in
many ways. At Senior Secondary level, curriculum of Political Science is organised in a systematic
manner to facilitate students to have an understanding of political ideas, ideologies, institutions,
policies, processes, and behaviour, as well as groups, classes, government, law, peace and war
which are the bedrock of human society and polity. The contents develop knowledge about current
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and past political events across the world and also enrich student’s writing, communication, data
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s that prepare students for higher education, learning,
analysis skills. An earnest effort is directed towards laying the foundation for a serious engagement
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with the discipline and developing competencies
and acquiring knowledge.

AIMS AND OBJECTIVES
1. Indian Constitution at Work:
 Understand the historical circumstances and the processes in which the Constitution was
drafted.
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 Be familiar with the diverse perspectives that guided the makers of the Indian Constitution.
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Analyse the working of the three pillars of democracy: Legislature, Executive, and Judiciary
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2. Political Theory:

 Recognise the ideas, concepts, and values inherent in the political life of a citizen.
 Systematic reflection and critical analysis of the political phenomenon.
 Provide clarity on what is ‘political’ in relation to ‘social’, ‘economic’, ‘moral’, and the like.
 Augment the ability of students to build a good state in a good society, and create
processes, procedures, institutions, and structures which could be rationally achievable.
3. Contemporary World Politics

 Enable an understanding of the nature of political interactions amongst the sovereign states
in the World.
 Trace the key political events and processes in the post-cold war era.
 Analyse the all-encompassing impact of various global institutions, processes, and events.
 Promote international understanding and respect for humanity.
4. Politics in India since Independence

 Understand and analyse constitutional institutions and their working in the post-independence
era.
 Appreciate the contribution of political leaders in Nation Building.
 Develop the capacity to link Government structure, processes, and their policies with
contemporary political realities.
 Acquaint the students to the changing trends and developments in India.

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CLASS XI
COURSE STRUCTURE

Chapter Chapter Name Marks
No.
PART A
INDIAN CONSTITUTION AT WORK
1 Constitution: Why and How?
2 Rights in the Indian Constitution 8

3 Election and Representation 6
4 Executive
5 Legislature 12
6 Judiciary
7 Federalism 6
8 Local Governments 4
9 Constitution as a Living Document
4
10 The Philosophy of the Constitution
Marks allotted to Indian Constitution at Work 40
PART B
POLITICAL THEORY
1 Political Theory: An Introduction 4
2 Freedom
12
3 Equality
4 Social Justice 6
5 Rights 4
6 Citizenship
8
7 Nationalism
8 Secularism 6
Marks allotted for Political Theory 40
Total 80

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COURSE CONTENT

Chapter No. and Name Learning Outcomes with Specific
Competencies
1- Constitution: Why and How? Students will be able to:

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a) Why do we need a Constitution? Appreciate the need fora Constitution.

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 Constitution allows coordination and  Understand the historical processes and the
assurance
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 Specification of decision-making powers
circumstances in which the Indian
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 Limitations on the powers of government 
Constitution was drafted.
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Critically evaluate how constitutions, govern
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 Aspirations and goals of a society the distribution of power in society.
 Fundamental identity of a people  Analyse the ways in which the provisions of
b) The authority of a Constitution the Constitution have worked in real political
 Mode of promulgation life.
 The substantive provisions of constitution
 Balanced institutional design
c) How was the Indian Constitution made?
 Composition of the Constituent Assembly
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 Procedures
 Inheritance of the nationalist movement
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 Institutional arrangements
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d) Provisions adapted from Constitutions of
different countries
2- Rights in the Indian Constitution Students will be able to:

a) The importance of rights  Analyse the working of the Constitution in
 Bill of Rights real life
b) Fundamental rights in the Indian Constitution  Learn to respect others, think critically, and
 Right to Equality make informed decisions
 Right to Freedom 
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Identify violations of the rights to equality
 Right against Exploitation
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and freedom in the society around them

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 Right to Freedom of Religion 
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Justify the need for reasonable restrictions
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 Cultural and Educational Rights
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 Right to Constitutional Remedies
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Use freedom of expression to advocate for
a c) Directive principles of state policy
 What do the directive principles contain?
ensuring rights is given to people around
them.
d) Relationship between fundamental rights
and directive principles

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3. Election and Representation Students will be able to:

a) Elections and democracy  Identify different types and methods of
b) Election system in India election
 First Past the Post System  Develop critical thinking about the role of
various stakeholders in ensuring free and
 Proportional Representation
fair elections.
c) Why did India adopt the FPTP system?
 Demonstrate the innate role played by
d) Reservation of constituencies
Election Commission
e) Free and fair elections
 Compare election systems of different
 Universal franchise and right to contest countries of the world.
 Independent Election Commission
f) Electoral Reforms

4. Executive Student will be able to:
a) What is an executive?
b) What are the different types of  Recognise the meaning of Executive.
executives?  Compare and contrast the Parliamentary
c) Parliamentary executive in India and Presidential Executive.
 Power and position of President  Analyse the composition and functioning of
the executive.
 Discretionary Powers of the President
 Know the significance of the administrative
d) Prime Minister and Council of ministers machinery.
e) Permanent Executive: Bureaucracy

5. Legislature Students will be able to:
a) Why do we need a parliament?  Describe the law- making process in India.
b) Why do we need two houses of parliament?  Differentiate between the powers and
 Rajya Sabha functions of Lok Sabha and Rajya Sabha.
 Lok Sabha  Examine the parliamentary control over the
c) What does the parliament do? Executive.
 Powers of Rajya Sabha  Analyse the role of Parliamentary
 Special Powers of Rajya Sabha committees for the success of Indian
democracy.
d) How does the parliament make laws?
e) How does the parliament control
the executive?
f) What do the committees of parliament do?
g) How does the parliament regulate itself?

6. Judiciary Students will be able to:
a) Why do we need an independent judiciary?  Identify the different aspects which makes
 Independence of Judiciary the Judiciary independent
 Appointment of Judges  Compare and contrast the
 Removal of Judges different jurisdictions
b) Structure of the Judiciary

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c) Jurisdiction of supreme Court  Analyse the reasons why Judiciary
 Original Jurisdiction has become proactive.
 Writ Jurisdiction  Examine the reasons for the conflicts
 Appellate Jurisdiction between the judiciary and parliament with
 Advisory Jurisdiction respect to Constitutional Amendments.
 Judicial Activism
d) Judiciary and Rights
 Judiciary and Parliament
7. Federalism Students will be able to:
a) What is Federalism?  Explain the basic features of a federation.
b) Federalism in the Indian Constitution  Identify the different levels of the
 Division of Powers government &subjects on which the union
c) Federalism with a strong central and state governments can make laws.
government  Discuss the various constitutional
d) Conflicts in India’s federal system provisions that led to a strong Centre in
 Centre-State Relations India.
 Demands for Autonomy
 Role of Governors and President’s Rule
 Demands for New States
 Interstate Conflicts
e) Special provisions
 Jammu and Kashmir
8. Local Governments Students will be able to:
a) Why local governments?
b) Growth of Local Government in India  Understand the Panchayati Raj system of
local government in India, its emergence
 Local Governments in Independent India
and significance
c) 73rd and 74thamendments  Identify the objectives, functions and
d) 73rd Amendment sources of income of rural and urban local
 Three Tier Structure government bodies
 Elections  Justify the significance of 73rd and 74th
 Reservations constitutional amendments
 Transfer of Subjects  Acknowledge and examine the significance
 State Election Commissioners of decentralization
 State Finance Commission  Introspect and realise the need to empower
local government bodies
e) 74th Amendment
 Implementation of 73rdand 74th Amendments
Constitution as a Living Document Students will be able to:
a) Are constitutions static?  Analyse the working of the Constitution.
b) How to amend the constitution?  Appreciate why the Constitution is called a
c) Why have there been so many Living Document
amendments?

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s em 9. Contents of amendments made so far l a
a  Differing Interpretations agvarious
Students will
• Know the
be able to:
amendments that have
 Amendments through Political Consensus taken place and the controversies raised.
•
 Controversial Amendments
e) Basic structure and evolution of
the constitution
f) Constitution as a Living Document
 Contribution of the Judiciary
 Maturity of the Political Leadership
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10. The Philosophy of theoConstitution . c
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a) What is meant by philosophy of the  Appreciate the philosophical vision of
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constitution? s g
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Constitution.

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the core features of the
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 Constitution
Transformation
Constitution.
b) Why do we need to go back to the  Evaluate the strengths and limitations of the
Constituent Assembly? Constitution.
c) What is the political philosophy of
our constitution?
 Individual freedom
 Social Justice
 Respect for diversity and minority
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 Secularism
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 Universal franchise
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 Federalism
 National identity
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d) Procedural Achievements
e) Criticisms
 Limitations
PART B
POLITICAL THEORY
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1. Political Theory: An Introduction Students will be able to:
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Define the term politics and identify various
eb) What do we study in political theory? la
a) political principles.
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theories.
Appreciate the contribution of Political
Thinkers

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2. Freedom Students will be able to:

a) The Ideal of freedom  Appreciate the ideal of freedom.
b) The sources of Constraints-Why do we  Critically evaluate the dimensions of negative
need constraints? and positive liberty.
 Demonstrate spirit of enquiry
c) The Harm Principle
 Explain the ideas introduced by J.S. Mill in
d) Negative and Positive liberty Harm Principle.
 Assess the possible limitations on freedom
resulting from the social and economic structures
of society.
3. Equality Students will be able to:

a) Why does equality matter?  Understand the moral and political ideals of
• Equality of opportunities equality.
• Natural and Social Inequalities  Assess how equality is perceived through
b) Three dimensions of equality different ideologies
c) Feminism, Socialism  Recognise the means and methods to promote
equality.
d) How can we promote equality?
 Evaluate the possible solutions to minimise
inequality.
4. Social Justice Students will be able to:

a) What is Justice?  Classify the different dimensions of justice.
 Equal Treatment for Equals  Appreciate the measures taken by the
 Proportionate Justice government of India to secure social justice.
 Recognition of Special Needs  Enlist the basic minimum requirements of
b) Just distribution people for living a healthy and productive life.
 State John Rawls’ theory of veil of ignorance.
c) John Rawls Theory of Justice
d) Pursuing Social Justice
e) Free Markets versus State Intervention

5. Rights Students will be able to:

a) What are Rights?  Define rights
b) Where do rights come from?  Identify the need for rights and its importance
c) Legal rights and the state to mankind.
d) Kinds of rights  why rights need to be sanctioned by law.
e) Rights and responsibilities  Describe the features of different kinds of rights.
6. Citizenship Students will be able to:

a) Introduction  Explain the meaning of citizenship.
b) Full and equal membership  Contribute to meaningful discussion on ways of
c) Equal Rights granting citizenship.
d) Citizen and Nation  Discuss the probable solutions or alternatives to
e) Universal Citizenship solve citizenship issue
f) Global Citizenship  Analyse the problems to be surmounted to
strengthen links between the people and
governments

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7. Nationalism Students will be able to:

a) Introducing Nationalism  Understand the concepts of nation and
b) Nations and Nationalism nationalism
 Shared Beliefs and History  Assess the strengths and limitations of
 Shared National Identity nationalism.
c) National self-determination  Identify and build an understanding on the
factors related to creation of collective identities
d) Nationalism and Pluralism  Examine the concept of national self-
determination
 Acknowledge the need to make nations more
democratic and inclusive

8. Secularism Student will be able to:

a) What is Secularism?  Define Secularism.
b) Inter-religious Domination  Differentiate between Inter-religious and
c) Intra-religious Domination Intra-Religious Domination.
d) Secular State  Recognise the concept of a Secular State.
 The western model of secularism  Compare Western and Indian Model of
 The Indian model of secularism Secularism.
e) Criticisms of Indian secularism  Make an appraisal of Indian Secularism.
 Western Import and Minoritism
 Interventionist
 Vote Bank Politics

Prescribed Textbooks:

1. Indian Constitution at Work, Class XI, Published by NCERT
2. Political Theory, Class XI, Published by NCERT
3. Added Reference Material available with the document in the Annexure

Note: The above textbooks are also available in Hindi and Urdu versions.

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COURSE STRUCTURE

Chapter Chapter Name Marks
No. Allotted

PART A-CONTEMPORARY WORLD POLITICS
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The End of Bipolarity 6
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2 Contemporaryc. oCentres of Power 6
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3
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Contemporary
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aSecurity in the Contemporary World
4 International Organizations
5 6
6 Environment and Natural Resources 6
7 Globalisation 4

PART A - Total 40

PART B-POLITICS IN INDIA SINCE INDEPENDENCE
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1 Challenges of Nation-Building 6
2 Era of One-Party Dominance
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Politics of Planned Development
India’s External Relations a
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5 Challenges to and Restoration of the Congress System 4
6 The Crisis of Democratic Order 4
7 Regional Aspirations 6
8 Recent Developments in Indian Politics 8

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PART B - Total 40
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TOTAL 80

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CLASS XII
COURSE CONTENT

Chapter No. and Name Learning Outcomes with Specific
Competencies
1. The End of Bipolarity
Students will be able to:
 Identify the basic features of the Soviet
Topics to be focused: System.
a) The Soviet System  Discuss the background and outcome of
b) Gorbachev and the disintegration disintegration of the Soviet Union.
c) Causes and Consequences of disintegration of  Examine the consequences of unipolar
Soviet Union world
d) Shock Therapy and its Consequences  Assess the features of Shock Therapy
e) New entities in world politics  Probe into the recent happenings in the
 Russia Post-Communist Countries.
 Balkan States  Trace the developments between India &
 Central Asian States Russia
f) India's relations with Russia and other post-
communist countries
2. Contemporary Centres of Power Students will be able to:
Topics to be focused:  Compare and contrast the importance of
European Union and ASEAN.
a) European Union
 Evaluate the extent of rise of Chinese
b) Association of Southeast Asian Nations
economy and its impact on world politics.
c) Rise of China as an economic power
 Summarise India’s relations with China.
d) Japan and South Korea as emerging powers

3. Contemporary South Asia Students will be able to:
Topics to be focused: 
Identify & locate the seven countries of the
South Asian region.
a) Military and Democracy in Pakistan and
 Appreciate the mixed record of democracy
Bangladesh
in the South Asian region.
b) Monarchy and Democracy in Nepal
 Examine the role of Political leaders
c) Ethnic Conflict and Democracy in Sri Lanka
 Reflect upon the causes of various conflicts
d) India-Pakistan Conflicts
and movements in this region.
e) India and its Neighbours  Justify the creation of SAARC
f) Peace and Cooperation
 Understand the involvement of US and
China in South Asia.
4. International Organizations Students will be able to:
Topics to be focused:  Define International Organisation
a) Meaning and importance of International  Appreciate the role of United Nations and
Organisations its agencies
b) Evolution of the UN  Reflect on the events taking place in the
c) Structures and functions of International post-cold war era
Organisations  Understand the need for reforms in the
d) Principal Organs of UN United Nations

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e) Reform of the UN after Cold War
f) Reform of Structures, Processes and
Jurisdiction of the UN
h) India and the UN Reforms
i) Key Agencies: IMF, World Bank, WTO, ILO,
IAEA.
j) NGO: Amnesty International, Human Rights
Watch.
g) Implications and Future of International
Organisations

5. Security in the Contemporary World Students will be able to:
Topics to be focused:  Recognise the causes of security threats
a) Meaning and Type of Security.  Enhance analytical skills to provide
b) Traditional concept of Security solutions to security concerns.
c) Non-tradition notions of Security.  Develop critical thinking about the role
d) New Sources of Threats of various stakeholders in ensuring
e) Cooperative Security security today.
f) India’s Security strategy
6. Environment and Natural Resources Students will be able to:
Topics to be focused:  Enlist and explain the facts related to
global environmental issues
a) Environmental Concerns
 Recognise and understand the need to
b) Global Commons
conserve critical resources
c) Common but differentiated responsibilities Demonstrate knowledge and appreciation
d) India’s Stand on Environment Issues towards India’s responsibility in protecting
f) Environmental Movements environment
g) Resource Geopolitics
 Realise the need to conserve resources
e) Rights of Indigenous peoples
and exhibit responsibility towards
prudential use to facilitate sustainable
development
 Know about the nature of concerns of
indigenous communities and understand
how the governments of different
countries respond to their plea

7. Globalisation Students will be able to:
 Appreciate the significance of
Topics to be focused: Globalisation
a) Concept of globalisation  Elucidate the political, economic, and
b) Causes and Consequences of globalisation cultural dimensions of Globalisation.
c) India and globalization  Critically evaluate the impact of
d) Resistance to globalisation globalisation on India.
e) India and resistance to globalisation  Draw attention to resistance movements
to Globalisation and envisage its future
trends.

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PART B-POLITICS IN INDIA SINCE INDEPENDENCE

1. Challenges of Nation Building Students will be able to:
 Analyse the challenges which
Topics to be focused: Independent India faced.
a) Challenges for the new Nation.  Describe the factors that led to the
 Three Challenges. partition of India.
 Explain the circumstances under which
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b) Partition: Displacement and Rehabilitation.

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 Consequences of Partition. different princely states signed the

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c) Integration of Princely States.
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Instrument of Accession.
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 The problem
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Assess how language became the basis
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 Government’s approach
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Evaluate the role played by leaders ing
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d) Reorganisation of States.

2. Era of One-Party Dominance Students will be able to:

Topics to be focused:  Appreciate the sustenance of democratic
a) Challenge of building democracy. politics in the country.
b) Congress dominance in the first three general  Evaluate the electoral politics post-
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Assess the dominance of the Indian
 Nature of Congress dominance
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Congress as social and ideological coalition.
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 Tolerance and management of Factions
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c) Emergence of opposition parties.
3. Politics of Planned Development Students will be able to:

Topics to be focused:  Identify the varied option considered by
a) Political contestation. the government to balance growth and
 Ideas of Development. socio-economic justice.
 Planning  Know the difference between Left and
 Planning Commission Right Ideology
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b) The Early Initiatives
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 Understand the need for the formation of

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 Appreciate the need for strategic long-
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term development programme and policies
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a Topics to be focused:
Students will be able to:
 Recognise the significance of NAM
a) International Context  Interpret, compare and contrast multi-
lateral aspects of Indo-China relationship
b) The Policy of Non-Alignment.  Demonstrate knowledge on Indo-Pak wars

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Nehru’s role  Appreciate the steps taken by Indian
government to develop military capacity
Distance from two camps.
 Reflect and introspect on the choices
Afro Asian Unity that the country must consider for the
c) Peace and conflict with China cause of development and peace
 The Chinese Invasion1962 building
 War and Peace with Pakistan
 Bangladesh War 1971
d) India’s Nuclear Policy.
5. Challenges to and Restoration of the Students will be able to:
Congress System
 Understand the challenges of political
Topics to be focused: succession after Nehru.
a) Challenge of Political Succession Evaluate the opposition unity and the
 From Nehru to Shastri Congress split as a challenge to Congress
 From Shastri to Indira Gandhi dominance.
b) Fourth General Election1967  Compare and contrast the new Congress
 Context of the Election. and the old Congress.
 Summarise the initiatives taken by Indira
 Non Congressism
Gandhi to overcome the challenges faced
 Electoral Verdict
by her
 Coalitions
 Analyse the process of restoration of the
 Defections Congress system
c) Split in the Congress
 Indira vs the Syndicate
 Presidential Election 1969
d) The 1971 Election and Restoration of Congress
 The outcome and after Restoration
6. The Crisis of Democratic Order Students will be able to:
Topics to be focused:
a) Background to Emergency.  Understand the causes and consequences
 Economic Context. of Emergency
 Gujarat and Bihar Movements  Examine the lessons of Emergency
 Conflict with Judiciary  Evaluate the rule of Janata Government
c) Declaration of Emergency
 Crisis and response
 Consequences
c) Lessons of the Emergency.
d) Politics after Emergency.
 Lok Sabha Elections 1977
 Janata Government
d) Legacy

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7. Regional Aspirations Students will be able to:

Topics to be focused:  Discuss the implications of regional
a) Region and the Nation demands.
 Indian Approach  Analyse the importance of integrity in India.
 Areas of Tension  Appreciate the initiatives taken by the
 Jammu and Kashmir government in dealing with regional
 Roots of the Problem aspirations
 External and Internal disputes
 Politics since 1948
 Insurgency and After
 2022 and Beyond
b) Punjab
 Political Context
 Cycle of Violence
 Road to Peace
c) The Northeast
 Demand for autonomy
 Secessionist Movements
 Movements against outsiders
 Assam and National Integration
8. Recent Developments in Indian Students will be able to:

Politics Topics to be focused  Understand momentous changes taking
a) Context of 1990s place in the nation since 1989
b) Era of Coalition  Trace the rise and growth of BJP.
 Alliance Politics  Identify the areas of growing consensus
c) Political rise of the Backward Classes
 Mandal Implemented
 Political Fallouts
d) Communalism, Secularism and Democracy.
 Ayodhya Issue
 From Legal proceedings to amicable
acceptance
e) Emergence of New Consensus
f) Lok Sabha Elections (2004- 2019)
g) Growing Consensus

Prescribed Books:
1. Contemporary World Politics, Class XII, Published by NCERT
2. Politics in India since Independence, Class XII, Published by NCERT
3. Added Reference Material available with the document in the Annexure

Note: The above textbooks are also available in Hindi and Urdu Languages.

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a CLASS XI-XII
a
QUESTION PAPER DESIGN

S. No. Competencies Marks Percentage

Knowledge and Remembering: Exhibit memory of
1 previously learned material by recalling facts, terms, 22 27.5%
m
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basic concepts.
Understanding: m .
. c o Understanding of facts and ideas by
e m
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2
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organizing, comparing, explaining, describing, and stating
s
main ideas.
24 30%
g l a
g la Solve problems by applying acquired a
3 a
Applying:
knowledge, facts to interpret a situation/ cartoon/ 22 27.5%
clippings/ sources/ Map
Analysis and Evaluation: Classify, compare, contrast,
4 or differentiate between pieces of information; organise 12 15%
and/ or integrate from a variety of sources; Examine,
synthesize information into parts and identify motives or
causes. Make inferences and find evidence to support
m
generalizations.
m .co
s e 80 100%

g lathe examinations to be conducted in the
Note: Competency based questions for
a
academic year 2026-27 will be 50% in class XII.

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QUESTION PAPER DESIGN

Book Objective SA SA Passage/Map/ LA Total
Type Type I Type II Cartoon based Type Weightage
1(M) 2(M) (4M) Questions(4M) (6M)
Contemporary 6 3 3 1 2 40
World Politics
Politics in India
6 3 2 2 2 40
since
Independence
Project/Practical 20
Total No. of 12 6 5 3 4 80+20
Marks and
Questions

NOTE-
1. Question paper will be in five parts (A, B, C, D & E). There will be an internal choice in Part C
and Part-E.
2. In order to assess different mental abilities of learners, question paper is likely to include
questions based on passages, visuals such as maps, cartoons.
3. Map question can be given from any lesson of Book 2 (Politics in India since Independence);
but weightage of lessons should remain unaltered. The Maps available in the official websites of
Govt of India may be used.
4. Cartoon and passage-based questions can be asked from either textbook, but weightage of
lessons should be maintained

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CLASS XI &XII
GUIDELINES FOR PROJECT WORK

Project Work: 20 Marks

Rationale

Political Science as a field of study in senior secondary classes enable students to get an exposure
to political activities and processes that they are exposed to in everyday life. The study of political
science has emerged as a multifaceted discipline, involving a contemporary interdisciplinary
approaches and empirical framework, emphasizing more on field work rather than theoretical
perceptions. The connect between government and citizen ensures the emergence of an active and
reflective citizens and vibrant democracy. CBSE has therefore incorporated project work in Political
Science to enable students to extend their interest beyond textbooks and provide them with a
platform to gather information, value the decisions made to shape the community and visualise
future course of action to be taken to ensure healthy democracy.

Objectives of project work
To enable learners to:
 probe deeper, initiate action and reflect on knowledge and skills acquired during the course of
class XI and XII
 analyse and evaluate real world scenarios using social constructivism, a theory based on
observation and scientific study
 become independent and empowered to choose their topic and gather data from a variety of
source, investigate varied viewpoints acquired and arrive at logical deductions.
 enquire into, and reflect on, issues independently /in collaboration with others and identify the
limitations
 develop 21st century skills of communication, cooperation, coordination, critical thinking, creativity
and collaboration to produce an extended and independent work.

Role of the teacher

A teacher should:

 help each learner select the topic based on recently published extracts from the news media,
government policies, RBI bulletin, NITI Aayog reports, IMF/World Bank reports etc., after detailed
discussions and deliberations of the topic.
 play the role of a facilitator to support and monitor the project work of the learner through periodic
discussions.
 guide the research work in terms of sources for the relevant data.
 ensure that students understand the relevance and usage of primary evidence and other sources
in their projects

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e l a
as  during
ensure that students are able to derive a conclusion from the gcontent; cite the limitations faced
a
the research and give appropriate references used in doing the research work
 educate learner about plagiarism and the importance of quoting the source of the information to
ensure authenticity of research work

Project overview:
The Project work will be implemented for 20 Marks.

m
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 Out of 20 marks, 10 marks are to be allotted to viva voce and 10 marks for project work.

. c om
For class XII, the evaluation for 20 marks project work should be done jointly by the internal and
e m .
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external examiners and for class XI the evaluation can be done by the internal examiner.
l as

s
The project can be individual/pair/group of 4-5 each. The Project can be made on any of the
l a ag
 ag
topics given in the syllabus of a particular class or any contemporary issues.
The project work can be culminated in the form of films, albums, songs, storytelling, debate,
Role Play, Skit, Presentation, Model, Field Survey, Mock Drills/Mock Event etc.
 The teacher should give enough time for preparation of the Project Work. The topics for Project
Work taken up by the student must be discussed by the teacher in classroom.
 Students can use primary sources available in city archives, Primary sources can also include
newspaper cuttings, photographs, film footage and recorded written/speeches. Secondary
sources may also be used after proper authentication.
 m
.co
Viva-Voce
 At the end of the stipulated term, each learner will present the research work in the Project File
e m

to the External and Internal examiner.
l as
The questions should be asked from the Research Work/ Project File of the learner.
 ag
The Internal Examiner should ensure that the study submitted by the learner is his/her original
work.
 In case of any doubt, authenticity should be checked and verified

The marks will be allocated under the following heads:

S.No. Components Marks Allotted
1. Introduction/Overview 2
m
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2. Variety Of Contents 3
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3. Presentation 3
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las 4. Conclusion
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1

ag 5.
6.
Bibliography
Viva-Voce
1
10
TOTAL 20

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Class XII: Assessment will be done by external examiner in coordination with internal examiner and
the date of Project Assessment will be fixed by CBSE. The project reports are to be preserved by
the school till the final results are declared, for scrutiny by the Board.
Class XI: Assessment will be done by internal examiner.

SUGGESTED TOPICS
CLASS XI
1. Making of the Constitution.
2. Elections in India.
3. Working of the Indian Judiciary System.
4. Social Justice: Are ethics followed in Indian Politics
5. Human Rights Act and its gratification in India.
6. Political impact on Indian Legislation.

CLASSXII
1. NAM- 1961 to present times.
2. Division of Germany with special focus on the construction and dismantling of the Berlin Wall.
3. CIS-Central Asian Republics
4. Disintegration of USSR with special focus on Gorbachev.
5. Arab Spring
6. Cover the negative as well as positive aspects of relationship between India and the following
countries.
Focus on any one of the following (current updates should be highlighted):
a) Relationship between India and Russia
b) Relationship between India and China
c) Relationship between India and Pakistan
d) Relationship between India and Bangladesh

7. ASEAN
8. European Union and India
9. BRICS
10. SAARC
11. India’s Nuclear Policy
12. United Nations with focus on India’s candidature in Security Council.
13. UN Agencies – UNICEF, UNESCO, WHO
14. Pandemics: Covid 19- Its global impact (focus on worldwide cooperation and preparedness
along with controversies (please collect newspaper clippings for the same)
15. Partition of India-Theory behind it and its legacy
16. Comparison between NITI AAYOG and Planning Commission and their contribution in India’s
Development.
17. Election Commission of India and Electoral Roll and its revision
18. Elections 2019- Rise of BJP and Downfall of Congress (1989-2019).
19. Imposition of Emergency in India
20. NDA III and NDA IV – Social and Economic welfare programmes.

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ANNEXURE

NOTE: The additional reference material is for classroom transaction and will not be assessed in
the Board examination.

ADDITIONAL REFERENCE MATERIAL- CLASS XI

Part A - Indian Constitution at Work
Chapter -3: Election and Representation
Sub-Topic: ‘Electoral Reforms in Indian Politics’
Electoral Reforms in the 21st Century include use of EVM [Electronic Voting Machine], VVPAT
[Voter Verifiable Paper Audit Trail] and NOTA [None of the Above]. Restriction on exit polls, ceiling
on election expenditure has been raised from 70 lakhs to 95 lakh rupees in bigger states like
Maharashtra, Madhya Pradesh, Uttar Pradesh, West Bengal and Karnataka. And 54 lakhs to 75
lakhs in Smaller States which include Goa, Sikkim, Arunachal Pradesh and UTS for the Lok Sabha
elections. For Assembly elections, expenditure limits have been enhanced from 28 lakh rupees to
40 lakhs in bigger states and from 20 lakhs to 28 lakhs in smaller states and the use electoral bonds
in election funding are some of the major reforms initiated by the Election Commission of India that
have sought to bring about revolutionary changes in the electoral process and the voter behaviour in
contemporary India.

Revision of Electoral Roll

One of the important responsibilities of the Election Commission of India is to ensure that the
Electoral roll (voter lists) is kept updated. To ensure the same, the electoral roll is updated and
verified from time to time. The objective is to ensure that the voter list is accurate, inclusive, and free
from errors. During this process, new eligible voters are added, names of deceased or shifted
persons are removed, and any corrections in existing entries are made. This process ensures that
only eligible voters are registered and able to participate in the democratic process of the country.

Chapter 7: Federalism
Sub-Topics: ‘Quasi Federalism’. ‘Competitive Federalism’
Quasi Federalism: In the context of special features and provisions of Indian federalism we use the
phrase, ‘Quasi Federalism’, a concept given by K. C. Wheare. Quasi federalism represents a strong

centre with comparatively less strong units. Wheare describes the Indian case in its formative phase
as a ‘quasi federation – A unitary state with subsidiary federal features rather than a federal state
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with subsidiary unitary features’.
Cooperative Federalism: Cooperative federalism is the concept which reflects the relationship
between the Union and the States where both come together and resolve the common problems
with each other’s cooperation in amicable manner thus contributing towards the growth of a strong
federation. It shows the horizontal relationship between the Union and the States where none is
o m
m
placed over and above on the other. To ensure this strong relationship between the two, the Indian
. c
.
constitution has evolved andco incorporated certain instruments and agencies like the Inter-State
s e m
s emthe 7th Schedule, etc.
Councils, Zonal Councils,
g l a
g la Competitive federalism places all states vis a vis the Union onaequal and
a
Competitive Federalism:
competing footing where the best performing states can take the maximum benefits of the
resources, services and taxes. It ensures a healthy competition among states leading towards better
performance and delivery which constitute important part of governance. The post- liberalization era
reflects the trend of competitive federalism where states are more autonomous, accountable, and
efficient in their functioning.

o m
Chapter 9: Constitution as a Living Document Sub-Topics: Constitution Amendments
c
. of the Constitution of India. Source:
As of 2024, there have been total 106 amendments
e m
https://legislative.gov.in/constitution-of-india/.
l as
a g
Part B- Political Theory
Chapter 2: Freedom
Sub-Topics: ‘Liberty vs Freedom’
We hear a lot around us that people appear to use the word liberty and freedom as synonyms of
each other. But there are some fundamental differences between these two concepts that must be

m
understood. Liberty comes from the Latin word “libertatem” which means “condition of a freeman”.
o
o m come from the English word “freedom” which means “state m
While freedom c
of .free will”. Liberty is
c
power.to act and express oneself according to one’s will while freedom is the
s e power to decide one’s
m a with an individual’s
e Freedom is more concrete concept than liberty which is more associated
l
las
action.
ag
ag connection with the state rather than with other individuals and circumstances. State guarantees
freedom through the liberty it grants to its citizens.

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The difference between these two concepts can briefly be outlined as follows:
Liberty Freedom
• Condition of a freeman State of freewill
• Power to act Power to decide
• Free to do something Free from something

The common feature between these two concepts is that both remain unconstrained, which means
that their realization is free from any constrain. Further, both follow rightful or ethical conformity in
terms of their realization.
Chapter 4: Social Justice
Sub-Topics: ‘Different Dimensions of justice’
Till now we have tried to understand what the term justice means. After considering this, we need to
know different dimensions of justice which may help us in establishing a just society. Legal, social,
political and economic justice are the key dimensions of justice. Here, we will try to understand
these dimensions in some details.
Legal Justice: It is a narrow concept of justice which is associated with the legal system and legal
procedure existing in a society. The court of law interprets the law and applies it after hearing the
partners involved in a dispute. Here, justice is what administered by the court of law and the
interpretation of the judge is considered to be an embodiment of justice.
Political Justice: In any democratic society political justice means providing equal political rights.
Political justice stands for a free and fair participation of people in the political sphere. Universal
adult franchise is the expression of political jus tice. Equality of opportunity in getting elected and in
holding public offices, freedom of expression and association are important pillars of political justice.
Social Justice: It means to end all types of social inequalities and to provide proper opportunity to
every citizen in every sphere of life, to develop her/his personality to ensure equality of law,
prohibition of discrimination, social security, provision of equal political rights, etc. The concept of
social justice is based on the belief that all human beings are equal and no discrimination should be
made on the ground of race, religion, caste, gender and place of birth.
Economic Justice: It means to provide equal opportunities to everyone to earn her/his livelihood. It
also means to help such people who are not able to work and earn their livelihood. The basic need
of every person such as food, cloth, shelter and education should be fulfilled. It stands for by
assuring adequate means of livelihood to all, by making provisions for equal pay for equal work, fair

distribution of resources, equal economic opportunity to all, etc.
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While the concept of political justice is closely linked with the ideal of “liberty”, economic and legal
justice with “equality” and social justice with “fraternity”, a just combination of all these four
dimensions will help in achieving justice in life.

Chapter 5: Rights
Sub-Topics: ‘Human Rights’
Human rights are those rights which all human beings are entitled by virtue of being human. It is
based on the principle of respect for the individual. The fundamental assumption behind the concept
of human rights is that every person is amoral and rational being who deserves to be treated with
dignity. Human rights are both universal and fundamental; these are universal in the sense that they
belong to all human beings irrespective of race, nationality, community, religion, gender, etc.; these
are also fundamental because once given, these cannot be taken back.
Although the presence of human rights can be traced to the ancient Indian philosophy and culture,
the concept formally originated at the international level in 1948 with the UN Declaration of Human
Rights listing 30 rights for all people across the globe.
Chapter 7: Nationalism Sub-Topics: ‘Multiculturalism’
Multiculturalism in the general sense is the coexistence of people of different religions, cultural
groups and communities in all countries of the globe. Originated in the 1970s with a counter-
culturalism and human rights movement in opposition to the homogenization of other cultures in
favor of the white culture of America and Europe, multiculturalism broadly comprises the principles
of both ‘acceptance’ and ‘reverence’. It expects all countries of the globe to give equal acceptance
and reverence to the cultural groups. In the India context, the concept of multiculturalism is identified
with the notion of "Salad Bowl", advocated by social scientist, Ashish Nandy. It shows that different
cultural groups within a nation maintain their identity with their respective distinct forms.

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CLASS XII
Part A: Contemporary World Politics

Chapter-1: The End of Bipolarity
Sub-Topic: ‘Arab Spring’
m
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he 21st century witnessed emergence of new developments for democracies and democratization
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e Arab Spring took its roots where the struggle against corruption,
Located in Tunisia, sthe l as
in West Asian countries, one such event is characterised as Arab Spring that began in 2009.
m
a g
l poverty was started by the public which turned into a political amovement
ag
unemployment and
because the people considered the existing problems as outcome of autocratic dictatorship. The
demand for democracy that started in Tunisia spread throughout the Muslim-dominated Arab
countries in West Asia. Hosni Mubarak, who had been in power in Egypt since 1979, also collapsed
as a result of the massive democratic protests. In addition, the influence of Arab Spring could also
be seen in Yemen, Bahrain, Libya and Syria where similar protests by the people led to democratic
m
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awakening throughout the region.
Chapter-2: Contemporary Centre’s of Power
e m
Sub-Topic: ‘BRICS’
l as
ag China, and South Africa respectively. BRIC was founded
The term BRICS refers to Brazil, Russia, India,
in 2006 in Russia. BRIC turned into BRICS after the inclusion of South Africa in its first meeting in the
year 2009. The key objectives of BRICS are primarily to cooperate and distribute mutual economic
benefits among its members besides non-interference in the internal policies of each nation and mutual
equality. The 11th conference of the BRICS concluded in Brazil in 2019, chaired by Brazilian President
Jair Bolsonaro.

o m
Egypt, c o c
Expansion (BRICS+): In 2024, the bloc expanded beyond the original five members.
m Iran, and the UAE became full members. Indonesia officiallymjoined
. in early 2025.
m . scheduled to assume the BRICS Chairmanship and host the 18th BRICS
Ethiopia,
s e Summit in 2026.
s e
India is
g l a
g laSub-Topic: ‘Russia’ a
a Russia has been the largest part of the former Soviet Union even before its disintegration. After the
dissolution of the Soviet Union in late 1980s and early 1990s, Russia emerged as the strong
successor of USSR [Union of Soviet Socialist Republics].
Russia's GDP is currently 11th in the world. Russia has reserves of minerals, natural resources and
gases that make it a powerful country in the global world. In addition, Russia is a nuclear state with

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a huge stock of sophisticated weapons. Russia is also a permanent member of the UN Security
Council, called P-5.
Sub-Topic: ‘India’
The 21st century India is being seen as an important emerging global power. The world is
experiencing the power and rise of India in a multidimensional way. The economic, cultural,
strategic position of the country with a population of more than135 crores is very strong. From an
economic perspective, targeting the goal of a $5 trillion economy, a competitive huge market, an
ancient inclusive culture with 200 million people of Indian Diaspora spreading across the globe
impart distinct meaning and salience to India as a new Centre of power in the 21st century.
From a strategic perspective, the military of India is self-sufficient with indigenous nuclear
technology making it another nuclear power. ‘Make in India’ scheme in technology and science is
another milestone of Indian economy. All these changes are making India an important Centre of
power in the present world.
Sub-Topic: ‘European Union’

Founded in 1993, the European Union (EU) has emerged as one of the most effective regional blocs
in the 21st century, promoting peace, prosperity and stability among its member nations. With its
27 members, EU stands among the pioneers of the conception of a globalized world, presenting a
supranational structure that promotes global peace and cooperation through active collaboration
across political, economic, social, and cultural fronts. Its common market, which enables free
movement of people and commodities alike, and euro as a common currency, along with border-free
travel across the Schengen Area, strengthen socio-economic integration, facilitate trade and promote
cultural exchange. The European Union also guarantees fundamental rights, social security, and
equal opportunities for its citizens, transcending national boundaries and fostering a shared
foundation for human rights. As a giant trade bloc, the EU is also a leading provider of development
aid and humanitarian assistance and has taken up initiatives to meet contemporary global issues
such as climate change, sustainable energy, and technological advancement.
Chapter-4: International
Organisations Sub-Topic: ‘UNESCO’
The United Nations Educational, Scientific and Cultural Organization (UNESCO) was established on
4 November 1946. With its headquarter in Paris, France, UNESCO is a special body of the United
Nations whose main objective is to promote education, natural science, society and anthropology,

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culture and communication. During past several years, the special work done by UNESCO has
been to promote literacy, technical and educational training and independent media etc. all across
its member nations.
Sub-Topic: ‘UNICEF’
The United Nations International Children's Emergency Fund (UNICEF) was established in 1946 by
the United Nations General Assembly as a body whose main task was to collect emergency funds
for children and to help in their development work all across the world. Apart from this, UNICEF
helps and encourages the works that promote children's health and better life in all parts of the
world. With its’ headquarter in New York, United States, UNICEF has been working successfully in
almost all 193 countries of the world.
Sub-Topic: ‘ILO’
The International Labour Organization (ILO), founded in October 1919 with its headquarter in
Geneva, Switzerland, is a body of the United Nations which aims to promote efficient conditions of
social justice and work for workers through international labour standards at the global level. In
addition, there is an incentive for women and male workers to engage in productive work and to
create safety, parity and self-respectful conditions for them at the workplace.

Chapter-5: Security in the Contemporary World
Sub-Topic: ‘Terrorism’
Terrorism refers to systematic use of brutal violence that creates an atmosphere of fear in society. It
is used for many purposes, very prominently the politico-religious purposes.
There could be three broad meanings of terrorism:
 A systematic use of terror, often violent, especially as a means of coercion.
 Violent acts which are intended to create fear (terror); are perpetrated for a religious, political
or, ideological goal; and deliberately target or disregard the safety of non-combatants
(civilians).
 Acts of unlawful violence and war.
There is not a single nation in the world that does not suffer from terrorism. Although some countries
have tried to divide terrorism into good and bad terrorism, India has always denied this distinction.
India's current Prime Minister Narendra Modi has also clarified that terrorism cannot be divided into
good or bad; it is a global problem and should be combated collectively.

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Part B
Politics in India since Independence

Chapter-1: Challenges of Nation Building
Sub-Topic: ‘Patel and National Integration’
The first deputy Prime Minister and Home Minister of India, Sardar Vallabhbhai Patel, emerged as a
o m
m . c
major leader of the freedom
. co movement after the Kheda Satyagraha (1918) and the Bardoli
s e m
Satyagraha (1928).
s em g l a
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At the time of independence, a for the
the problem of integration of princely states was a big challenge
a integrity of India. Under such difficult times, Sardar Patel undertook the daunting
national unity and
tasks of uniting all 565 princely states of India. Known as an ‘Iron Man’ of India, Patel's approach to
the question of the merger of princely states into independent India was very clear. He was not in
favour of any compromise with the territorial integrity of India. By his political experience, diplomatic
prowess and foresightedness, out of India's 565 princely states many had already given their
consent to merge with India even before achieving the independence.
m
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Sardar Patel faced key challenges of integration from three states, viz., Hyderabad, Junagarh and
m
e
s intentions from Jinnah’s divisive ‘Two Nation
Kashmir. It was under his leadership that Indian forces compelled Hyderabad and Junagarh to

g l a
merge with India. Keeping well- versed with Pakistan’s
a
Theory’, Sardar Patel's opinion on Kashmir was different from other leaders. Like Hyderabad, he
also wanted Kashmir’s integration with India through military operations. But due to various reasons,
Sardar Patel could not succeed in integrating Kashmir fully with India. However, Patel will always
remain as an astounding leader who combined in himself the features of a true ‘Nationalist’,
‘Catalyst’ and ‘Realist’ – popularly characterised as NCR in Indian political history.

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Chapter-3: Politics of Planned Development

.co
Sub-Topic: ‘NITI Aayog’
s e m
s emindependence, a Planning Commission based on socialist modelglwas
After a formed for the planned
g ladevelopment of India. But in the era of globalization, especially in thea 21st century, it was becoming
a ineffective and irrelevant, particularly in terms of coping with the pressing challenges of
development. Hence, during his Independence Day speech on 15 August 2014, Prime Minister
Narendra Modi talked about the abolition of the Planning Commission. NITI Aayog was constituted
in place of Planning Commission on 1 January 2015 with the objective of providing the necessary
and technical advice to the Union Government regarding policy making at the Central and State

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levels.
The Prime Minister of India is the ex-officio Chairman of NITI Aayog and he appoints the Vice
Chairperson of NITI Aayog. The first Vice Chairperson of NITI Aayog was Arvind Panagariya. Shri
Suman Bery is the current Vice Chairperson of NITI Aayog.
To harmonise the interests of national security and economic policy and to prepare strategic and
long-term framework of policy and program, NITI Aayog acts as a think tank of the Union
Government. By adopting a ‘Bottom-Up Approach’, the NITI Aayog acts in the spirit of cooperative
federalism as it ensures equal participation of all states in the country.
Sub-Topic: National Development Council (NDC)
The National Development Council (NDC) or Rashtriya Vikas Parishad is the apex body for decision
creating and deliberations on development matters in India, presided over by the Prime Minister. It
was set up on 6 August 1952 under the chairmanship of India’s first Prime Minister Pandit
Jawaharlal Nehru to strengthen and mobilise the effort and resources of the nation in support of the
Five Year Plans made by Planning Commission. The Council comprises the Prime Minister, the
Union Cabinet Ministers and Chief Ministers of all States or their substitutes, representatives of the
Union Territories and the members of the NITI Aayog (erstwhile Planning Commission).

Objectives of the Council:
 To secure cooperation of the states in the execution of the plan
 To strengthen and mobilise the effort and resources of the nation in support of the Plan
 To promote common economic policies in all vital spheres and
 To ensure the balanced and rapid development of all parts of the country.

Functions of the Council:
 To prescribe guidelines for the formulation of the National Plan, including the assessment of
resources for the Plan;
 To consider the National Plan as formulated by the NITI Aayog.
 To make an assessment of the resources required for implementing the Plan and to suggest
measures for augmenting them.
 To consider important questions of social and economic policy affecting national
development; and
 To review the working of the Plan from time to time and to recommend such measures as are
necessary for achieving the aims and targets set out in the National Plan.
 To recommend measures for achievement of the aims and targets set out in the national
Plan.

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Chapter-4: India’s External Relations
Sub-Topic: ‘India and European Union relations’
India and the EU have emerged as global collaborators united in their commitment to upholding
shared values like democracy, rule of law, and multilateralism, in areas such as trade, security,
climate action, technology, and cultural dialogues. Conventionally, the India-EU trade has been
focused on mainly machinery and appliances, chemicals, base metals, mineral products, textiles and
transport equipment. Over the years, the EU has emerged among India’s largest trading partners
with focus on fair market access and predictable investment conditions. Collaboration in
space research, clean energy, connectivity projects, skilled workers’ mobility, digital innovation etc.
has consistently increased. Recent initiatives like the Trade and Technology Council and progress in
Free Trade Agreement negotiations have shown signs of a more outward-looking and future-
oriented partnership. The EU and India have also advanced a new Security and Defence
partnership, strengthening cooperation in key areas including maritime security, cybersecurity, cyber
defence, and counterterrorism
Sub-Topic: ‘India’s Nuclear Program’ (Updates)
India's nuclear policy has always been peace-oriented, whose clear impression is reflected in the
policy of No First Use. But in view of contemporary regional security challenges, the present
government has made it clear that the policy of no first use can be reviewed and changed in
consonance with India's regional and national security. In addition, India is committed to ensuring its
membership in the Nuclear Suppliers Group (NSG) and opposing partisan and unjust nuclear
treaties like CTBT and NPT.

Chapter-6 The Crisis of Democratic Order
Sub-Topic: Jaya Prakash Narayan
Jaya Prakash Narayan is known for three key contributions: Fight against Corruption, Principle of
Communitarian Socialism and Championing of ‘Total Revolution’.
Jaya Prakash Narayan was the first leader in post-independence India who undertook a tirade
against corruption through the participation of youth, particularly in Gujarat and Bihar. He the office
of Lokpal against corruption. His principle of Communitarian Socialism views India as a society of
communities encompassing three key layers, viz., community, region and rashtra – all combining
together as an example of true federation.
Based on the above principles, Jaya Prakash Narayan advocated transformation of individual,
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society and state through his call for ‘Total Revolution’. His call for total revolution sought to
encompass moral, cultural, economic, political, educational and ecological transformations. His
political transformation included the right to recall, the importance of village/ mohalla samities in
democratic politics, and his call for Upper Ke Log to join political struggle for a clean politics in the
country.
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The essence for transformation according to Jaya Prakash Narayan revolves around ‘Man’ who
o in India. . c
could be the real catalyst of.cchange e m
em Lohia and Socialism’ l as
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Sub-Topic: ‘Ram Manohar
g
lahas been one of the main proponents of socialism in India. He championed
a the
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Ram Manohar Lohiag
idea of ‘Democratic Socialism’ while associating his socialism with democracy. Lohia considered
both capitalism and communism equally irrelevant for Indian society. His principle of Democratic
Socialism has two objectives - the economic objective in form of food and housing. And the non-
economic objective in form of democracy and freedom.
Lohia advocated Chouburja Rajneeti in which he opines four pillars of politics as well as socialism:

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Centre, Region, District and Village – all are linked with each other. Giving consideration to
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affirmative action, Lohia argued that the policy of affirmative action should not only be for the

l a s
downtrodden but also for the women and the non-religious minorities.

ag and Chouburja Rajneeti, Lohia supported a ‘Party
Based on the premise of Democratic Socialism
ofSocialism’ as an attempt of merging all political parties. The Party of Socialism according to Lohia
should have three symbols, viz., Spade [prepared to make efforts], Vote [power of voting], and
Prison [Willingness to make sacrifices].
Sub-Topic: ‘Deendayal Upadhyaya and integral Humanism’
Pandit Deendayal Upadhyaya was a philosopher, sociologist, economist and politician. The

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philosophy presented by him is called 'Integral Humanism' which was intended to present an
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Theemaim of Integral Humanism is to ensure dignified life for every human
l abeing while balancing the

g ag of natural resources so that
laneeds of the individual and society. It supports sustainable consumption
a those resources can be replenished. Integral Humanism enhances not only political but also
economic and social democracy and freedom. As it seeks to promote diversity, it is best suited for a
country as diverse as India.

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The philosophy of Integral Humanism is based on the following three principles:
 Primacy of whole, not part
 Supremacy of Dharma
 Autonomy of Society
Pandit Deendayal Upadhyaya opposed both Western 'capitalist individualism' and 'Marxist
socialism'. According to Deendayal Upadhyaya, capitalist and socialist ideologies only consider the
needs of the human body and mind, so they are based on materialistic purpose whereas spiritual
development is equally considered important for the complete development of human being which is
missing in both capitalism and socialism. Basing his philosophy on the internal conscience, pure
human soul to be called Chhitti, Deendayal Upadhyaya envisaged a classless, casteless and
conflict-free social system.
DeenDayal Upadhyaya advocated Indianization of Democracy, particularly with a focus on
Economic Democracy. For him, decentralization & Swadeshi are the foundation of Economic
Democracy. His philosophy broadly revolved around the principle of Arthayaam which states that
both the absence and prominence of artha lead to the destruction and denigration of Dharma which
is so central to Integral Humanism.
Sub-Topic: ‘Democratic Upsurges’
Increasing participation of the people in the democratic politics of the country is broadly
characterised as democratic upsurge. Based on this principle, social scientists have characterised
three democratic upsurges in post- independence history of India.

The ‘First Democratic Upsurge’ could be attributed from the 1950s till 1970s which was based on
the participation of Indian adult voters to the democratic politics both at the Centre and in states.
Falsifying the western myth that the success of democracy requires modernization, urbanization,
education and access to media, the successful holding of elections to both Lok Sabha and
legislative assemblies all across states on the principle of parliamentary democracy were the
testimony of India’s first democratic upsurge.
During the 1980’s, the increasing political participation of the lower classes of the society such as
SCs, STs and OBCs has been interpreted as ‘Second Democratic Upsurge’. This participation has
made Indian politics more accommodative and accessible for these classes. Although this upsurge
has not made any major change in the standard of living of these classes, especially Dalits, the
participation of these classes into the organizational and political platforms gave them the opportuni

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ty to strengthen their self-respect and ensure empowerment in the democratic politics of the country.
The era of Liberalization, Privatization and Globalization from the early 1990s is attributed to the
emergence of a competitive market society encompassing all important sectors of economy, society
and polity thus paving way for the ‘Third Democratic Upsurge’. The Third Democratic Upsurge
represents a competitive electoral market which is based not on the principle of survival of the fittest
but rather the survival of the ablest. It underlines three shifts in India’s electoral market: from State
to Market, from Government to Governance, from State as Controller to State as Facilitator.
Moreover, the Third Democratic Upsurge seeks to promote the participation of the youth who
constitute a significant chunk of Indian society and have emerged as the real game changers in
view of their increasing electoral preference for both development and governance in India’s
contemporary democratic politics.
Chapter-7: Regional Aspiration
Sub-Topic: ‘The Kashmir Issue’
Since its integration with the Union of India, Kashmir has remained one of the burning issues in
post-independence India. The problem became more complicated when it was accorded a special
status in the Constitution through Article 370 and Article 35A – the former giving it special powers
like having its separate Constitution/Constituent Assembly/Flag, new nomenclature for Chief
Minister as Prime Minister and Governor as Sadr-e-Riyasat, and the non-enforcement of most of the
Union laws in the state while the later imparting it special citizenship rights prohibiting the non-
Kashmiris from buying property in the state.

It was against the special status of the state of Jammu and Kashmir that there was a clarion call for
abrogation of Articles 370 and 35A. Others equated Article 370 and 35A as ‘constitutionally
recognised separatism’.
It was against this backdrop that NDA Government presented the Jammu and Kashmir
Reorganization Bill in Rajya Sabha on 5 August 2019 for the abolition of Section 370 and 35-A form
Kashmir, which was passed by a majority. The bill was passed by the Lok Sabha on 6 August 2019.
After the President's assent on 9 August 2019, Sections 370and 35A were repealed and Jammu
and Kashmir got divided into two Union Territories of Ladakh and Jammu and Kashmir.
Chapter-8: Recent Development in Indian Politics
Sub-Topic: ‘NDA III, IV & V’
The Bharatiya Janata Party led by Prime Minister Narendra Modi got an absolute majority in the Lok
Sabha elections held in May 2014 and after nearly 30 years in Indian politics, a government with an
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absolute majority was established at the Centre. Though called NDA III, the BJP-led coalition of
2014 was largely different from its predecessor coalition governments. Where the previous
coalitions were led by one of the national parties, the NDA III coalition was not only steered by a
national party, i.e., BJP it was also dominated by BJP with an absolute majority of its own in Lok
Sabha. It was also called a ‘surplus majority coalition’. In that sense a major transformation could be
m
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seen in the nature of coalition politics which could be seen from one party led coalition to one party
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dominated coalition.
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The 2019 Lok Sabha eelections, the 17th since independence, once again brought back BJP as
l led
as g
l centre of power by winning more than 350 seats out of 543. The aBJP on its
NDA [NDA IV] togthe
a
own won 303 seats in Lok Sabha, the biggest number any single party has won in the lower house
since 1984 when Congress swept the elections in the aftermath of Mrs Indira Gandhi’s
assassination. Based on the tumultuous success of the BJP in 2019, Social Scientists have started
equating the contemporary party system with the ‘BJP System’ where an era of one-party
dominance, like the ‘Congress System’ has once again started appearing on the democratic politics

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of India.

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In the 2024 elections for 18th Lok Sabha with 240 of the 543 seats, the BJP again emerged as the
e
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strongest party. NDA (V) Govt. was formed after the election with the BJP taking support from its
l
ag the government. The oppositional Indian National
partners to achieve 294 seats and form
Developmental Inclusive Alliance was able to achieve 232 seats.

Sub-Topic: ‘Issues of Development and Governance’
In addition to schemes already existing, several socio-economic welfare schemes have been
initiated to make development and governance accessible to the masses such as –
Pradhan Mantri Ujjwala Yojana, Swachh Bharat Abhiyan, Jan-Dhan Yojana, Deendayal Upadhyaya
m
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Gram Jyoti Yojana, Kisan Fasal Bima Yojna, Beti Bachao Beti Padhao, Ayushman Bharat Yojana,
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etc. All these schemes are intended to take administration to the doorstep of the common man by

s em the rural households, particularly the women, real beneficiariesglaof the Central Government
making

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