ISC Class 12 Syllabus 2027 Sociology

ISC YEAR 2027

INDIAN SCHOOL CERTIFICATE
EXAMINATION

SOCIOLOGY
(854)

February 2025
____________________________________________________________________________________________

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Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate
Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.
Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.

CLASS XII
There will be two papers in the subject: conjugal, matriarchal and patriarchal,
Paper I - Theory: 3 hours ……70 marks nuclear and joint.
Structural changes (disintegration of the
Paper II- Practical Work ……30 marks
joint family), functional changes in detail;
PAPER - I (THEORY) – 70 MARKS Factors responsible for the changes. Small
family norm meaning and features and merits
1. Social Institutions of this concept.
(i) Definition and features of Social Institutions.
2. Religion and Society
Self-explanatory.
(i) Definition and concepts of religion and
(ii) Types of Social Institutions: Kinship, science; beliefs, rituals, superstitions, taboo.
Marriage and Family
Differences and similarities between religion
Kinship: Meaning of kinship, Types of and science.
kinship: consanguineous and affinal kinship
– discuss features in detail. Degree of kinship Beliefs, rituals, superstitions, taboo-
(primary, secondary, tertiary)- discuss in Definition of each along with
detail; descent- features and types relevance/functions to be explained with the
(matrilineal, patrilineal and bi-lateral); types help of examples.
of residence (matrilocal, patrilocal and (ii) Theories of religion: animism, naturism,
avunculocal)- definitions only; Kinship totemism, functional theories.
usages- definitions and reasons for each
usage along with examples: avoidance, A brief discussion of animism (Tylor’s
joking relationship, teknonymy, avunculate, theory), naturism (Max Mueller’s theory),
amitate, couvade; descriptive and totemism; functional theories (Malinowski,
classificatory kinship terms - definitions, Radcliffe Brown and Durkhiem).
features and differences to be explained (iii) Functions and dysfunctions of religion.
along with examples.
A brief discussion on the positive functions
Marriage: definition and functions. impact or functions and dysfunctions of
Definition, features, merits, demerits, religion.
functions of the following:
(iv) Morality and social control.
• Rules of marriage: exogamy (clan, gotra,
pravara, village and sapinda) and Definition of morality and social control;
endogamy (caste, sub-caste, varna and relation between religion, morality and
tribe), cousin marriage-cross and social control, moral code, religious code.
parallel cousin, levirate, sororate,
hypergamy and hypogamy. 3. Political Organization
• Forms of marriage: polygamy Political Organization and its role in bringing
(polyandry and polygyny), monogamy. about change in society.
Family: definition and features (MacIver’s Definition of political organization; definition of
features); Functions of family to be discussed Panchayati Raj, features of the 73rd Constitution
explaining the reasons for its universal Amendment Act, Role of the Bal Panchayats;
existence. discuss the role of the Act in empowerment of
Types of family: definition and features of women in detail. Role of the Bal Panchayats in
each of the following- consanguineous and the empowerment of children.
conjugal family (family of origin and
procreation), matriarchal and patriarchal
family nuclear and joint families.
Comparison between consanguineal and

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4. Economic Organisation 5. Tribal India - Past, Present and Future
(i) Economic Organisation (i) Definition of tribe, features.
Definition of economic organization, Definition of tribe, features (unity and self-
economic and free goods. sufficiency, clan and family, common totemic
(ii) Economies of Indian tribes: food gathering, ancestor, territory, occupation, endogamy,
agriculture, shifting axe cultivation, dormitories, language, common culture,
handicrafts, pastoralism, industrial labour common name, common religion, political
and tribal industries. organization and territory).
Economies of Indian tribes (a description of (ii) Dormitories in Tribal India
each economy with examples): (i) Food Definition; origin of dormitories; features
gathering; (ii) agriculture: (iii) shifting axe and functions; culture contact and it’s impact
cultivation; features and terms used by on dormitories.
different tribes (jhum-Naga tribe, dahi and (iii) Present conditions, problems and solutions.
koman- Bhuiya tribe, penda-Maria tribe,
podu-Khond tribe and bewar-Baiga tribe), Economic, political (causes to be discussed
criticism of this type of cultivation resulting along with the following concepts-
in it being banned by the government; (iv) regionalism and separatism), social and
handicraft making; (v) pastoralism; (vi) cultural conditions and problems.
industrial labour and tribal industries- Discuss briefly the following policies of the
migration of large numbers of Santhal, Kond Government of India for upliftment of the
and Gond to tea gardens in the north east; Indian tribes: Tribal Panchsheel, important
large resources of coal, iron and steel in constitutional safeguards: important
Bengal, Bihar and Madhya Pradesh; Committees and Commissions: Kaka
examples of Santhal, Ho in pick-mining, Kalelkar and Mandal Commission,
coal-cutting, the mica and the iron & steel Backward Classes Commission; Special
industry. Central Assistance; Economic programmes
Promotion of tribal industries to promote and facilities: Integrated Rural Development
their handicrafts, material culture and assist Programme (IRDP); Large Sized Multi-
with sales of their agricultural products by Purpose Cooperative Societies (LAMPS); 20
organizations such as TRIFED and others. Point Programme; Programme for
encouragement in crafts, home industries
(iii) Agrarian Economy, Jajmani system and and agriculture; Educational policies.
MGNREGA Act-2005 (features of each one
in detail). 6. Social Stratification
Agrarian Economy: features of land relations (i) Social stratification: the elements.
between – Land owner, tenant, share
cropper. Definition of social stratification, inequality
Jajmani system: Relationship between the and difference; features of social
jajman and kamin in this system of caste- stratification.
based occupations and exchange of services - Class: The class system: its nature,
features, merits and demerits of the system. development, types of classes.
A brief understanding of MGNREGA Act- Discuss briefly the growth, nature of the
2005 as a programme of rural employment different classes (lower, middle, upper).
with focus on features and its implications.
(ii) Caste: The caste system: concept (Brahmin,
(iv) Traditional Markets Kshatriya, Vaishya and Shudra), caste origin,
To be discussed with respect to features and caste and class comparison, its features.
sociological importance of Weekly markets,
Definition; Theory of Divine Origin/ The
barter exchange- definition only.
Traditional Theory; characteristics of caste,
merits and demerits of caste.

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Comparison between caste and class. creating social change; The Right to
Information (RTI)- features and importance.
Social mobility - brahminisation,
sanskritisation and westernization - PAPER II (PROJECT WORK)–30 MARKS
definitions only.
To do justice to the basic structural principles and
(iii) Gender: Difference between sex and gender, theoretical orientation of the discipline, empirical and
patriarchal ideology and the status of women ethnographic substantiation is essential. In keeping
in independent India. with the significance of doing practical work and
Difference between sex and gender, gender gaining a hands-on understanding of various social
bias and its consequences for both men and issues, candidates are expected to undertake two
women and others – at the workplace, studies. Topics for the studies should be chosen from
property rights and family status. within the overall syllabus as there is ample scope for
Gender issues: female infanticide, female diversity.
foeticide, dowry, sati, child marriage, Candidates will be expected to have completed two
domestic violence, rape, widowhood, sexual studies from any chapter covered in Theory.
harassment and women as perpetrators of Assessment for each study will be as detailed below:
violence. The practical work will be assessed by the teacher
7. Social Change and Development and a Visiting Examiner appointed locally and
approved by the Council.
(i) Social change and Development
Mark allocation per study [15 marks] will be as
Definition of Social Change and development follows:
– features and sources of social change.
1 Evaluation by the teacher 5 Marks
(ii) Aspects of Development
2 Evaluation by the Visiting 10 Marks
Industrialization, urbanization, modernization, Examiner
globalization and sustainable development -
definitions only.
Evaluation by the Teacher:
The relationship between social change and
development (with respect to the above S. Assessment Criteria Marks
No. objective
aspects of development with special focus on
sustainable development, ecological and 1. Process Candidates should 1
environment issues for improving quality of be able to:
life for the present and future). Identify the topic.
Plan and detail a
(iii) Social Movements: Meaning, causes and research project.
their role in society.
Select and use
(iv) Role of Education in creating Social change. appropriate
Meaning and functions of education. research methods.
Emphasize the role of education in creating 2. Understanding, Candidates should 2
social change. Role of Right to Education application of be able to:
(RTE), its features and its implications to be knowledge and Explain issues and
discussed briefly. Analysis themes clearly and
in context.
(v) Role of Mass Media in creating Social
change Interpret, analyse
and evaluate
Role of Mass Media (Print, electronic, audio- critically a range
visual; positive and negative aspects of mass of evidence to
media). Understanding each of the above present reasoned,
forms of mass media and their role in substantiated
arguments/

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statements. 8. The status of women in traditional society.
3. Presentation Overall format, 2 9. The changing status of women in India.
referencing 10. Women Leaders.
(footnotes &/or
bibliography), 11. The role of Education in creating social change.
within word limit 12. Media and modernization.
of 2000 words, 13. The internet as a substitute for family and school.
title page,
header/footer, etc. 14. Globalisation and its impact on the individual
and society.
TOTAL 05
15. Social Movements (focus on the biography of a
Evaluation by Visiting Examiner: movement that is based on the efforts of a
caste/tribe/women/religious group / class or
S. Assessment Criteria Marks connect two aspects, for example, the Narmada
No. objective
Bachao Andolan is a tribal movement and has a
1. Choice of Candidates should be 4 woman as its leader in Medha Patkar).
Technique/ able to: 16. Role of society in development and environment
Detailed Overall format, – (public awareness, education programmes,
procedure & referencing (footnotes campaigns, public participation in decision-
Presentation &/or bibliography), making, etc. e.g. Chipko Movement, Appiko in
title page, Karnataka, Eco Clubs, etc.
header/footer, etc. 17. Study a few noteworthy examples of sustainable
2. Analysis and Candidates should be 3 development e.g.- Barefoot College in Tilonia,
evaluation able to: the work of NGOs like DDS in Andhra Pradesh
Interpret, analyze and in promoting self-sustenance in rural
evaluate critically a communities through developing seed banks,
range of evidence to cultivation of millets and through promoting
present reasoned, microfinance in the Grameen bank model.
substantiated 18. The policy of reservation in India or The
arguments/statement. Backward Class Movement.
3. Viva Range of questions 3 19. The significance of the Mandal Commission.
based on the project 20. The rising Middle Class in India.
only.
21. The nature of protest in rural India (example
TOTAL 10 Singur).
22. The Uttarakhand tragedy: natural or manmade
List of suggested studies for Project Work: disaster?
1. Different types of kinship systems 23. Superstitions and Taboos.
(patriarchal/matriarchal with examples as the The studies chosen are primarily theoretically
base of discussion). oriented and based on concepts learnt in the
2. Different marriage customs in India class. Because these studies are theoretical, the
(comparisons can also be done). methodology will be different and would be
3. Changing nature of the Indian family. based on secondary data collection and its
analysis and interpretation. Broad suggestions
4. Religion and Society (focus can be on the about how to approach similar studies are given
biography of a world religion). below:
5. The problem of Communalism in India.
6. Traditional economies and the barter system.
7. Consumerism and modernization.

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1. Changing nature of the Indian family (S. No. 3 - (iii) the education and working of the women of
List of suggested assignments for Practical the family has created changes
Work) (iv) failure of the generations to cope with each
Aim: To study the changing nature of the family other has led to changes
in an urban setting.
(v) constraint of space has caused the changes
Data: Students need to identify their sample and
then gather their data by interviewing members Conclusion: Students should also do a minor
from five families. Members of different statistical analysis of:
generations from each family should be − the types of families that they are able to
interviewed. identify into nuclear and joint
The student needs to collect data with the help of
a questionnaire and interviews. The questions can
− make an approximation about what type of
family is the trend in their sample.
be framed on the following:
− Description of the family structure − proceed to find out whether there are
(members, who does what in the family, the common factors in their sample that keep a
jobs outside, etc.) family nuclear or joint.
− How they see themselves – joint or nuclear in 2. Consumerism and Modernization (S. No. 7 -
terms of family relatives, who all live List of suggested assignments for Practical
together, or share a kitchen or pool resources, Work)
etc. 3. Media and Modernization (S. No. 12 - List of
− Seeking different family members opinion on suggested assignments for Practical Work)
whether they feel family life has changed. 4. Globalisation and its impact on the Individual
Nature of changes that have taken places and and the Society (S. No. 14 - List of suggested
what have caused the changes. assignments for Practical Work)
− Has the status of the women in the family has These three topics are interrelated and yet can be
changed in the recent past. looked at independently.
− Whether the women in the family work? (The same aim, methodology and interpretation
− Relationship between the different members will apply for the above studies).
of the family. Aim: To discuss how the processes of
Interpretation: Once students have gathered this modernization and globalisation have had an
information they can analyse whether the family impact on society, culture and the individual.
they have interviewed has changed over a period Data: Students need to interview members of a
of time. family from different generations (grandparents
Students should examine: /parents and grandchildren/children) by
− whether the respondents’ perception of the identifying a sample of families in their
nature of the family matches with what the neighbourhood who could belong to different
student has learnt in class. economic backgrounds. Data should also be
gathered from secondary sources such as the
− analyse what are the reasons for change in newspaper, internet and magazine articles.
the nature of the family, if any.
Students need to begin by first discussing the
For instance: concepts of modernization and globalisation as
(i) whether migration has caused the family to learnt in class. They should then proceed to
change gather information on consumerism, media and
(ii) occupational changes and shift in residence the changes in a society as a result of the process
has caused changes. of globalisation.

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Students need to ask these respondents: The analyses could be presented as a debate of
− Nature of their life style ideas, supported by interviews with family
members, parents, teachers and peers.
− Patterns of expenditure
6. Social Movements (S. No. 15 - List of suggested
− How they use their leisure time assignments for Practical Work)
− Students should then ask how this is different Aim: This topic requires students to discuss what
from the earlier times so that they get a sense social movements are and the ideology behind
of the change in the lifestyle them, supported by a case study of a social
− How their daily life has changed with movement.
modernization
Data: The data would have to be gathered from
− What is the nature of the change secondary sources such as the Internet,
− Ask respondents what role the media has magazines and newspaper archives.
played in bringing about change and Students should choose a particular movement
adaptation from what they are taught. For instance, they can
− Ask about the role of the market in look at the Dalit Movements, tribal movements,
influencing consumption environment movements, the Maoist insurgency,
anti-price rise agitations, Chipko/Narmada
− How their consumption patterns have
Bachao, etc. Having done so, they can choose to
changed
present a case study of a significant
− How their thinking has changed and what are contemporary social movement either in the rural
their political leanings or the urban context.
− Whether these are positive or negative Interpretation: Students need to present the:
changes
− History
Sociological interpretation: Students need to do
a simple analysis of the patterns of change and − Purpose &
the reasons for the change. − Achievements
They should also see if there is a common pattern They also need to present the community and
in the classes of this change. individual significance of the movement.
They should try and compare the changes Students should also be able to trace out the role
between classes and understand if factors such of a pivotal figure in the movement. For instance
as: the role of Ambedkar in the Dalit Movement or
− education the role of women in the Chipko movement,
Medha Patkar in the Narmada Movement
− income
7. Changing status of women in India (S. No. 9 -
− family background List of suggested assignments for Practical
− religion etc., play a role in the changing life Work)
following modernization and globalisation. 8. Women Leaders (S. No. 10 - List of suggested
5. Internet as a substitute for the Family and assignments for Practical Work)
School (S. No. 13 - List of suggested Aim: These two topics are meant to understand
assignments for Practical Work) whether the position of women has changed in
This topic is self-evident and requires a critical society
analysis of the positive and negative impact of Data: For both the topics, students would be
the internet. Given the amount of time the youth required to take up specific areas where women
spend on the internet, it would be interesting to participate. For instance, the role of women in the
let the students engage in an auto- biographical economy or women in education or women in the
critical analysis of the topic. public arena can be looked at.

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For topic 9 (Changing status of women in They need to create a questionnaire for this
India): Students can interview women in these where the kind of questions asked should be:
areas and ask questions such as:
− About family background (age /religion,
− how their lives have changed socially and etc.).
economically
− Their history in the city (how long they have
− how their status has changed lived there /where they have come from/why
− how education has changed their lives they came, etc.).
− what they see as symbols of this change − Their past and present occupation.
Students should also have a summary of the − Income levels.
Government’s legislations/bills on women, as − Patterns of expenditure.
this will help analyse how successful the
Government’s efforts have been at emancipating
− What are the gadgets they use
women. − The car they drive.
A comparison between the past and present can − How they use their leisure time.
also be done by the students. − Their opinion on careers for their children.
For topic 10 (Women Leaders): After following − Where they go for holidays.
the above aim and data, students should take up − What are their political leanings
the life of a woman leader from any time frame
Students should then ask how this is different
and present a biographical sketch supported by
from the earlier times so that they get a sense of
photographs.
the change in the lifestyle.
They can also take up the life of two women
Sociological interpretation: A major focus of
from two different time periods and compare the
the questions asked would have to be on the
changes that have taken place.
changing consumption patterns of the household.
Case studies of women in different arenas, across This would enable students to analyse not only
cultures/religions can be presented. changes in the consumerism of the class but also
9. The rising Middle Class in India (S. No. 20 - understand how mobility is closely related to
List of suggested assignments for Practical class.
Work) Students should be asked to read about the
Aim: To study the rise of the middle class and its changing role of the middle class through India’s
changing lifestyle, consumption habits and history in the political arena.
mindset.
Data: Students will have to gather data by
interviewing middle class family members in
their neighbourhood. Students need to interview
members of a family from different generations
(grandparents /parents and
grandchildren/children).

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GUIDELINES FOR TEACHERS:
6. Books and suitable reference material
1. It must be emphasized that the process of doing could be suggested by the teachers
the project is as important as the final project. and made available to the students.
2. Once the project/projects are chosen, there 7. Internet sites could be suggested, but care must
should be a process of brainstorming to be taken in selecting, using and citing these sites.
encourage students to make out a draft/structure
for the project before embarking on research. 8. Students must be cautioned against plagiarism
and be penalized for the same.
3. During the brainstorming/discussion, the teacher
should discuss the assessment criteria with the 9. Marks must be awarded for content and
students. originality and not for decorative elements and
embellishments.
4. The teacher should discuss the draft with the
student with regard to the central question and 10. Projects must be the original work of the student.
the type of sources to be used.
5. The students should be guided on doing the
research and looking at different types of
evidence.

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