ISC Class 11 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.

SOCIOLOGY (854)

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

CLASS XI
There will be two papers in the subject: • Max Weber - Interpretive Sociology
Paper I - Theory: 3 hours ……70 marks (bureaucracy, types of authority);
• Karl Marx - Conflict Theory (class and
Paper II- Practical Work ……30 marks
class struggle).
PAPER - I (THEORY) – 70 MARKS (iii) Sociology and other Social Sciences.
1. Origin and Development of Sociology and An understanding of the interrelationship
Anthropology between Sociology and other Social Sciences
(i) Emergence of Sociology and Anthropology Relationship between Sociology and other
as Disciplines. Social Sciences (similarities and differences)
- Political Science, Economics,
Discuss the definition, origin and growth of Anthropology, History, Psychology,
the two disciplines briefly. Philosophy.
Define the nature and scope of Sociology.
2. Research Methodology
(ii) Classical Thinkers and Theories.
Importance of research methodology in
Contribution of the Classical Thinkers on the Sociology and Anthropology.
basis of their theories.
Definition and importance of social research.
Discuss the contribution of the following on Methods of Sociology and Anthropology –
the basis of the given theories: Comparative method, statistical method, field
• Auguste Comte – Positivism; work and case study method, historical method
and scientific method (formulation of the
• Herbert Spencer – Theory of Evolution problem, observation, classification, hypothesis,
(use Social Darwinism, Organic verification, and prediction).
Analogy);
Tools of data collection:Primary- questionnaire,
• Emile Durkheim - Structural interview, observation, secondary-documentary
Functionalism (use the concepts sacred research.
and profane, division of labour, Definition, merits and demerits of the above.
solidarity)

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3. Basic Concepts definition only of the Reference group, In-
(i) Individual and Society. group, Out-group.
Understanding the role of an individual and (ii) Status and Role
his relation to society. Definition of status; types of status - ascribed
Definition of Society; characteristics of and achieved: definition, features and
Society – to be explained in detail. differences between the two; determinants of
status.
Discuss the definition, characteristics,
problems and differences between Rural and Definition of role, role conflict and role
Urban Society. stereotype.
(ii) Socialization – Man as a Social Animal. The above to be explained with the help of
examples with special reference to the
Human being as a rational and social partner Looking Glass Self Theory by C.H. Cooley
in environmental actions. (definition and brief explanation through one
Definition and characteristics of example).
socialization; primary and secondary (iii) Social processes.
agencies of socialization (family, school,
society, peer group, media, religion). Co-operation, competition and conflict –
their definitions, characteristics and
Definition of natural selection, social differences.
selection and heredity.
5. Social Problems
Nature vs. nurture – to be discussed briefly
(Explain man as a social being using any one Over population, Child Labour, Juvenile
of the following examples of the feral cases Delinquency, Problems of the Aged and
of Genie, Amla and Kamala and Anna. Problems of the Differently Abled (social and
Documentaries on Genie and Anna may be cultural attitude and built environment).
shown as resource material). All the above social problems to be discussed in
(iii) Culture detail highlighting their causes and remedial
Notion and attributes of culture. measures.
Definition and characteristics of culture; Additionally, problems of the aged and problems
brief explanation of the features of norms, of the differently abled to be discussed with
folkways, mores, customs, values. Definitions reference to social, cultural environment and the
only of material and non-material culture, infrastructure - attitudes, special requirements
culture lag and culture conflict. e.g. ramps, signage.
A brief look at some past traditions and 6. Indian Sociologists
customs which reflect a close understanding Contribution of the Indian Thinkers in the field of
of material and non-material culture e.g.
sacred groves, johads, eris (water tanks of Sociology: Radha Kamal Mukherjee, N.K. Bose,
South India), farmers crops and growing Irawati Karve, G.S. Ghurye, M.N. Srinivas. The
season in complete harmony with the local following contributions of each of the
environment and seasons, etc. thinkers are to be discussed:
4. Social Structure Radha Kamal Mukherjee - Social Ecology;
G.S. Ghurye – Theories of Origin of the Caste
(i) Social groups
system;
Definition and features of a group definition
N.K. Bose – The Hindu Method of Tribal
and features of Primary Groups and
Secondary Groups, differences between absorption;
Primary Groups and Secondary Groups; Irawati Karve – Kinship and the family;
definition and features of Organized and M.N. Srinivas – The Concept of Brahminization
Unorganized groups (public, mobs, crowd and Sankritization.
and crowd behaviour), differences between
Organized and Unorganized groups;

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PAPER II (PROJECT WORK)–30 MARKS The topics that have been outlined for Practical Work
are based on the syllabus.
To do justice to the basic structural principles and
theoretical orientation of the discipline, empirical and The project topics are diverse and at the same time
ethnographic substantiation is essential. In keeping there are common themes running through some of
with the significance of doing practical work and them. As this is so, it is possible to club some topics
gaining a hands-on understanding of various social in terms of the methodology that can be used to carry
issues, candidates are expected to undertake two out the research as has been done below.
studies. Topics for the studies should be chosen from The nature of the topics that have been chosen can
within the overall syllabus as there is ample scope for also be separated into two categories. Some topics
diversity. are theory based and so the methodology will largely
Candidates will be expected to have completed two be second hand information gathering from already
studies from any chapter covered in Theory. available material, while there are also ethnographic
Assessment for each study will be as detailed below: topics for which students can go and do first hand
field studies.
Mark allocation per study [15 marks] will be as
follows: Some topics combine theory (second hand data) with
the empirical (first hand data). It may be interesting
Statement of the purpose 1 mark if teachers guide students towards doing one study of
Overall format 1 mark each kind. This way a student will have some
Hypothesis 1 mark knowledge of both the theoretical as well as
ethnographic character of social facts.
Choice of technique 1 mark
Guidelines for completing some of the studies for
Detailed procedure 4 marks
Practical Work are listed below. This may be used as
Limitation 1 mark a reference for conducting studies on other listed
Conclusion 2 marks topics.
Viva-voce based on the study 4 marks 1. The problem of Child Labour in India (S. No.
TOTAL 15 Marks 1 - List of suggested assignments for Practical
Work)
List of suggested studies for Project Work: 2. Children and Beggary (S. No. 2 - List of
1. The problem of Child Labour in India. suggested assignments for Practical Work)
2. Children and beggary. The methodology and the analysis is the same for
3. Poverty and Crime. the above two topics.
4. The Population explosion and its impact on urban Aim: To study the social position of children in
society. India.
5. The changing nature of culture and tradition. Data: The data available here is both secondary
6. Cultural fusion and Gen-X. and empirical.
7. The Urban family, the role of Voluntary Methodology: Students should first identify the
Associations or The Urban Neighbourhood. sample they are going to study. To do this,
students must first seek out places where they can
8. Rural society in India or The Village in India (an
find children below the age of 15 years, engaged
example can be taken and elaborated upon), for
in doing work. These can be: their
e.g. Anna Hazare’s village Ralegan Siddhi).
neighbourhoods, on way to school or near school,
9. Biographical sketch of one of the thinkers – construction sites, roadside eateries, in homes,
Weber, Comte, Srinivas, Ghurye, etc. working in factories /repair shops, on street
10. Slums in the urban neighbourhood. corner shops, children begging in the streets (or
at religious places), at traffic lights, at railway
11. Problems of the aged in India.
stations, etc.
12. Problems of the differently abled in India

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Technique: Students need to identify whom they This information and the government
are going to study and then gather their data legislations are easily available on the
− by observing the daily routine of the Internet.
child/children and recording this; and This will help them understand and analyse the
− by creating a questionnaire to interview them problem they have chosen to study.
for preparing a case history. They should:
The student needs to ask questions about: (i) Examine why children are in these jobs/
 the age (remember many will lie about their positions;
age as they know it is illegal to work)
(ii) Examine failure of the family and so the need
 family background (members in the family for children to work;
/caste/class/ and religion)
(iii) Examine failure of the government to provide
 level of education and whether they would
like to go to school for such families;
 whether they are migrants and why they have (iv) Examine how these children fail to be
migrated educated and whether boys are more
 the economic position of the family and why
educated than girls;
they work/and who all in the family work (v) Examine the role of urban society in creating
 what they earn the need for such child labour (for example
 how they spend their free time
the employment of young girls to take care of
children in many urban households);
 what would they like to do if they did not
have to work (vi) Identify how there is gender discrimination
 how aware are they about the government
in terms of the kind of work boys and girls
law against child labour. do;
Students can classify the data gathered also in (vii) Examine if there is a pattern in the migration,
terms of the differences between girls and boys i.e., whether they come from the same
as this will give an idea of gender discrimination region, caste class and religion and how this
existing in the sample. can be related to the poor conditions of life
where they are originally from.
The data gathered can be supported with a photo
essay of the child /children studied and their Conclusion
living conditions/work place, etc. − Problems faced in data gathering and
Interpretation: An analysis of the data gathered analyses to be mentioned.
is important and does not have to be complicated. − In conclusion, compare the situation of these
Students should be asked to do a critical children to their own urban advantaged
examination of the data they gather by upbringing and do a critique of the local
contrasting what they find from their study with government as well as a critical self-analysis.
the government laws, which can be found on the
Internet. 3. The Population Explosion and its Impact on
Students should be asked to look for information Urban Society (S. No. 4 - List of suggested
on industries where child labour is used. assignments for Practical Work)
For example: Aim: To examine the relationship between urban
expansion and the collapse of the urban society.
− The firecracker industry in Sivakasi,
This collapse is reflected not only in a breakdown
− Aligarh lock industry, of law and order but also in the breakdown of
− Firozabad bangle workers, urban infrastructure; and it leads to the growth of
− Carpet makers in Benaras, slums.
− Mine workers in Manipur, Data: Students can study a particular aspect of
− Football makers in UP. the collapse of the infrastructure.

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For example: Data: Students must first choose a thinker they
− they can do a case study of the broken-down like.
state of the roads, Students will have to use secondary sources and
− collapse of the transport system, what they have learnt in class to gather
information. Other secondary source materials
− the non-availability of water in their available in the library should be used, such as
neighbourhoods, encyclopaedias. Information is also available on
− the power cuts, the internet.
− the rise of prices Interpretation: From the available material, the
− growth of the neighbourhood slum student should:
− Present a brief biographical history of the
Technique: Students will have to gather first thinker
hand material from around their neighbourhoods:
− Discuss major theoretical contributions of the
− by observing how things have collapsed or thinker
changed and record these − Take an example to discuss the empirical
− by interviewing residents in the area chosen application of anyone of the theoretical ideas
and ask them their opinion of the changes attributed to the thinker.
and what should be done to improve the For example, a student could do a sketch of
situation Durkheim and his study of religion and then take
− by talking to local administrators like a the example of tribal religion to explain the
councillor about why things have collapsed concept of totems and clans. Or Marx’s concept
Students can also take two neighbouring areas of the rise of communism can be discussed with
which seem different and compare the two areas. the help of examples.
Interpretation: The data gathered needs to be GUIDELINES FOR TEACHERS:
analysed by examining how: 1. It must be emphasized that the process of doing
(i) Civic agencies have failed to provide basic the project is as important as the final project.
amenities; 2. Once the project/projects are chosen, there
(ii) Examine how residents feel they can should be a process of brainstorming to
contribute to improving the conditions; encourage students to prepare a draft/structure for
the project before embarking on research.
(iii) They can also study the impact of migration 3. During the brainstorming/discussion, the teacher
on the urban areas leading to the rise of should discuss the assessment criteria with the
slums because the population explosion is students.
largely due to migration to the city;
4. The teacher should discuss the draft with the
(iv) Data will show why people migrate to the student with regard to the central question and
city; the type of sources to be used.
(v) An interesting connection between the rural 5. The students should be guided on doing the
and urban areas can be drawn by looking at research and looking at different types of
slums, and the nature of occupations found evidence.
there. 6. Books and suitable reference material could be
suggested by the teachers and made available to
4. Biographical Sketches of one of the Thinkers - students.
Weber, Comte, Srinivas, Ghurye, etc. (S. No. 9 7. Internet sites could be suggested, but care must
- List of suggested assignments for Practical be taken in selecting, using and citing these sites.
Work) 8. Students must be cautioned against plagiarism
Aim: To present a simple overview of the and be penalized for the same.
thinkers and their primary contribution and see 9. Marks must be awarded for content and
how students are able to apply practically what originality and not for decorative elements and
they have studied in class theoretically. embellishments.
10. Projects must be the original work of the student.

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