Syllabus: Sociology for Class 11 | Sociology Class 11 - Humanities/Arts PDF Download

 Page 1


SOCIOLOGY 
CLASS XI-XII (2023-24) 
(Code No. 039) 
 
 
Rationale 
 
Sociology is introduced as an elective subject at the senior secondary stage. The syllabus 
is designed to help learners to reflect on what they hear and see in the course of everyday 
life and develop a constructive attitude towards society in change; to equip a learner with 
concepts and theoretical skills for the purpose. The curriculum of Sociology at this stage 
should enable the learner to understand dynamics of human behavior in all its 
complexities and manifestations. The learners of today need answers and explanations 
to satisfy the questions that arise in their minds while trying to understand social world. 
Therefore, there is a need to develop an analytical approach towards the social structure 
so that they can meaningfully participate in the process of social change. There is scope 
in the syllabus not only for interactive learning, based on exercises and project work but 
also for teachers and students to jointly innovate new ways of learning. 
 
? Sociology studies society. The child’s familiarity with the society in which she /he 
lives in makes the study of Sociology a double edged experience. At one level 
Sociology studies institutions such as family and kinship, class, caste and tribe 
religion and region- contexts with which children are familiar of, even if 
differentially. For India is a society which is varied both horizontally and vertically. 
The effort in the books will be to grapple overtly with this both as a source of 
strength and as a site for interrogation. 
? Significantly the intellectual legacy of Sociology equips the discipline with a plural 
perspective that overtly engages with the need for defamiliarization, to unlearn and 
question the given. This interrogative and critical character of Sociology also 
makes it possible to understand both other cultures as well as relearn about one’s 
own culture. 
? This plural perspective makes for an inbuilt richness and openness that not too 
many other disciplines in practice share. From its very inception, Sociology has 
had mutually enriching and contesting traditions of an interpretative method that 
openly takes into account ‘subjectivity’ and causal explanations that pay due 
importance to establishing causal correspondences with considerable 
sophistication. Not surprisingly its field work tradition also entails large scale survey 
methods as well as a rich ethnographic tradition. Indeed Indian Sociology, in 
particular has bridged this distinction between what has often been seen as distinct 
approaches of Sociology and Social Anthropology. The syllabus provides 
Page 2


SOCIOLOGY 
CLASS XI-XII (2023-24) 
(Code No. 039) 
 
 
Rationale 
 
Sociology is introduced as an elective subject at the senior secondary stage. The syllabus 
is designed to help learners to reflect on what they hear and see in the course of everyday 
life and develop a constructive attitude towards society in change; to equip a learner with 
concepts and theoretical skills for the purpose. The curriculum of Sociology at this stage 
should enable the learner to understand dynamics of human behavior in all its 
complexities and manifestations. The learners of today need answers and explanations 
to satisfy the questions that arise in their minds while trying to understand social world. 
Therefore, there is a need to develop an analytical approach towards the social structure 
so that they can meaningfully participate in the process of social change. There is scope 
in the syllabus not only for interactive learning, based on exercises and project work but 
also for teachers and students to jointly innovate new ways of learning. 
 
? Sociology studies society. The child’s familiarity with the society in which she /he 
lives in makes the study of Sociology a double edged experience. At one level 
Sociology studies institutions such as family and kinship, class, caste and tribe 
religion and region- contexts with which children are familiar of, even if 
differentially. For India is a society which is varied both horizontally and vertically. 
The effort in the books will be to grapple overtly with this both as a source of 
strength and as a site for interrogation. 
? Significantly the intellectual legacy of Sociology equips the discipline with a plural 
perspective that overtly engages with the need for defamiliarization, to unlearn and 
question the given. This interrogative and critical character of Sociology also 
makes it possible to understand both other cultures as well as relearn about one’s 
own culture. 
? This plural perspective makes for an inbuilt richness and openness that not too 
many other disciplines in practice share. From its very inception, Sociology has 
had mutually enriching and contesting traditions of an interpretative method that 
openly takes into account ‘subjectivity’ and causal explanations that pay due 
importance to establishing causal correspondences with considerable 
sophistication. Not surprisingly its field work tradition also entails large scale survey 
methods as well as a rich ethnographic tradition. Indeed Indian Sociology, in 
particular has bridged this distinction between what has often been seen as distinct 
approaches of Sociology and Social Anthropology. The syllabus provides 
ample opportunity to make the child familiar with the excitement of field work as 
well as its theoretical significance for the very discipline of Sociology. 
? The plural legacy of Sociology also enables a bird’s eye view and a worm’s eye 
view of the society the child lives in. This is particularly true today when the local 
is inextricably defined and shaped by macro global processes. 
? The syllabus proceeds with the assumption that gender as an organizing principle 
of society cannot be treated as an add on topic but is fundamental to the manner 
that all chapters shall be dealt with. 
? The chapters shall seek for a child centric approach that makes it possible to 
connect the lived reality of children with social structures and social processes that 
Sociology studies. 
? A conscious effort will be made to build into the chapters a scope for exploration 
of society that makes learning a process of discovery. A way towards this is to deal 
with sociological concepts not as givens but a product of societal actions humanly 
constructed and therefore open to questioning. 
 
Objectives 
 
? To enable learners to relate classroom teaching to their outside environment. 
? To introduce them to the basic concepts of Sociology that would enable them to 
observe and interpret social life. 
? To be aware of the complexity of social processes. 
? To appreciate diversity in Indian Society and the world at large. 
? To build the capacity of students to understand and analyze the changes in 
contemporary Indian society. 
 
 
COURSE STRUCTURE 
CLASS XI (2023-24) 
 
One Theory Paper Time: 3 Hours 
Max. Marks: 80 
Units  No. of periods Marks 
A Introducing Sociology   
 1. Sociology, Society and its relationship 
with other Social Science disciplines 
18 10 
 2. Terms, concepts and their use in 
Sociology 
16 10 
 3. Understanding Social Institutions 20 12 
 4. Culture and Socialization 16 12 
Page 3


SOCIOLOGY 
CLASS XI-XII (2023-24) 
(Code No. 039) 
 
 
Rationale 
 
Sociology is introduced as an elective subject at the senior secondary stage. The syllabus 
is designed to help learners to reflect on what they hear and see in the course of everyday 
life and develop a constructive attitude towards society in change; to equip a learner with 
concepts and theoretical skills for the purpose. The curriculum of Sociology at this stage 
should enable the learner to understand dynamics of human behavior in all its 
complexities and manifestations. The learners of today need answers and explanations 
to satisfy the questions that arise in their minds while trying to understand social world. 
Therefore, there is a need to develop an analytical approach towards the social structure 
so that they can meaningfully participate in the process of social change. There is scope 
in the syllabus not only for interactive learning, based on exercises and project work but 
also for teachers and students to jointly innovate new ways of learning. 
 
? Sociology studies society. The child’s familiarity with the society in which she /he 
lives in makes the study of Sociology a double edged experience. At one level 
Sociology studies institutions such as family and kinship, class, caste and tribe 
religion and region- contexts with which children are familiar of, even if 
differentially. For India is a society which is varied both horizontally and vertically. 
The effort in the books will be to grapple overtly with this both as a source of 
strength and as a site for interrogation. 
? Significantly the intellectual legacy of Sociology equips the discipline with a plural 
perspective that overtly engages with the need for defamiliarization, to unlearn and 
question the given. This interrogative and critical character of Sociology also 
makes it possible to understand both other cultures as well as relearn about one’s 
own culture. 
? This plural perspective makes for an inbuilt richness and openness that not too 
many other disciplines in practice share. From its very inception, Sociology has 
had mutually enriching and contesting traditions of an interpretative method that 
openly takes into account ‘subjectivity’ and causal explanations that pay due 
importance to establishing causal correspondences with considerable 
sophistication. Not surprisingly its field work tradition also entails large scale survey 
methods as well as a rich ethnographic tradition. Indeed Indian Sociology, in 
particular has bridged this distinction between what has often been seen as distinct 
approaches of Sociology and Social Anthropology. The syllabus provides 
ample opportunity to make the child familiar with the excitement of field work as 
well as its theoretical significance for the very discipline of Sociology. 
? The plural legacy of Sociology also enables a bird’s eye view and a worm’s eye 
view of the society the child lives in. This is particularly true today when the local 
is inextricably defined and shaped by macro global processes. 
? The syllabus proceeds with the assumption that gender as an organizing principle 
of society cannot be treated as an add on topic but is fundamental to the manner 
that all chapters shall be dealt with. 
? The chapters shall seek for a child centric approach that makes it possible to 
connect the lived reality of children with social structures and social processes that 
Sociology studies. 
? A conscious effort will be made to build into the chapters a scope for exploration 
of society that makes learning a process of discovery. A way towards this is to deal 
with sociological concepts not as givens but a product of societal actions humanly 
constructed and therefore open to questioning. 
 
Objectives 
 
? To enable learners to relate classroom teaching to their outside environment. 
? To introduce them to the basic concepts of Sociology that would enable them to 
observe and interpret social life. 
? To be aware of the complexity of social processes. 
? To appreciate diversity in Indian Society and the world at large. 
? To build the capacity of students to understand and analyze the changes in 
contemporary Indian society. 
 
 
COURSE STRUCTURE 
CLASS XI (2023-24) 
 
One Theory Paper Time: 3 Hours 
Max. Marks: 80 
Units  No. of periods Marks 
A Introducing Sociology   
 1. Sociology, Society and its relationship 
with other Social Science disciplines 
18 10 
 2. Terms, concepts and their use in 
Sociology 
16 10 
 3. Understanding Social Institutions 20 12 
 4. Culture and Socialization 16 12 
 Total 70 44 
B Understanding Society   
 7. Social Change and Social order in Rural 
and Urban Society 
20 12 
 9. Introducing Western Sociologists 20 12 
 10. Indian Sociologists 20 12 
 Total 60 36 
Total 130 80 
Project Work 40 20 
 
COURSE CONTENT 
 
A. INTRODUCING SOCIOLOGY 44 Marks 
Unit 1 Sociology, Society and its Relationship with other Social 
Sciences 
? Introducing Society: Individuals and collectivities. 
Pluralities and Inequalities among societies. 
? Introducing Sociology: Emergence. Nature and Scope. 
? Relationship with other Social Science disciplines 
18 Periods 
Unit 2 Terms, Concepts and their use in Sociology 
? Social Groups and Society 
? Social Stratification 
? Status and Role 
? Society & Social Control 
16 Periods 
Unit 3 Understanding Social Institutions 
? Family, Marriage and Kinship 
? Work & Economic Life 
? Political Institutions 
? Religion as a Social Institution 
? Education as a Social Institution 
20 Periods 
Unit 4 Culture and Socialization 
? Defining Culture 
? Dimensions of Culture 
? Socialization 
? Agencies of Socialisation &Sociology 
16 Periods 
Page 4


SOCIOLOGY 
CLASS XI-XII (2023-24) 
(Code No. 039) 
 
 
Rationale 
 
Sociology is introduced as an elective subject at the senior secondary stage. The syllabus 
is designed to help learners to reflect on what they hear and see in the course of everyday 
life and develop a constructive attitude towards society in change; to equip a learner with 
concepts and theoretical skills for the purpose. The curriculum of Sociology at this stage 
should enable the learner to understand dynamics of human behavior in all its 
complexities and manifestations. The learners of today need answers and explanations 
to satisfy the questions that arise in their minds while trying to understand social world. 
Therefore, there is a need to develop an analytical approach towards the social structure 
so that they can meaningfully participate in the process of social change. There is scope 
in the syllabus not only for interactive learning, based on exercises and project work but 
also for teachers and students to jointly innovate new ways of learning. 
 
? Sociology studies society. The child’s familiarity with the society in which she /he 
lives in makes the study of Sociology a double edged experience. At one level 
Sociology studies institutions such as family and kinship, class, caste and tribe 
religion and region- contexts with which children are familiar of, even if 
differentially. For India is a society which is varied both horizontally and vertically. 
The effort in the books will be to grapple overtly with this both as a source of 
strength and as a site for interrogation. 
? Significantly the intellectual legacy of Sociology equips the discipline with a plural 
perspective that overtly engages with the need for defamiliarization, to unlearn and 
question the given. This interrogative and critical character of Sociology also 
makes it possible to understand both other cultures as well as relearn about one’s 
own culture. 
? This plural perspective makes for an inbuilt richness and openness that not too 
many other disciplines in practice share. From its very inception, Sociology has 
had mutually enriching and contesting traditions of an interpretative method that 
openly takes into account ‘subjectivity’ and causal explanations that pay due 
importance to establishing causal correspondences with considerable 
sophistication. Not surprisingly its field work tradition also entails large scale survey 
methods as well as a rich ethnographic tradition. Indeed Indian Sociology, in 
particular has bridged this distinction between what has often been seen as distinct 
approaches of Sociology and Social Anthropology. The syllabus provides 
ample opportunity to make the child familiar with the excitement of field work as 
well as its theoretical significance for the very discipline of Sociology. 
? The plural legacy of Sociology also enables a bird’s eye view and a worm’s eye 
view of the society the child lives in. This is particularly true today when the local 
is inextricably defined and shaped by macro global processes. 
? The syllabus proceeds with the assumption that gender as an organizing principle 
of society cannot be treated as an add on topic but is fundamental to the manner 
that all chapters shall be dealt with. 
? The chapters shall seek for a child centric approach that makes it possible to 
connect the lived reality of children with social structures and social processes that 
Sociology studies. 
? A conscious effort will be made to build into the chapters a scope for exploration 
of society that makes learning a process of discovery. A way towards this is to deal 
with sociological concepts not as givens but a product of societal actions humanly 
constructed and therefore open to questioning. 
 
Objectives 
 
? To enable learners to relate classroom teaching to their outside environment. 
? To introduce them to the basic concepts of Sociology that would enable them to 
observe and interpret social life. 
? To be aware of the complexity of social processes. 
? To appreciate diversity in Indian Society and the world at large. 
? To build the capacity of students to understand and analyze the changes in 
contemporary Indian society. 
 
 
COURSE STRUCTURE 
CLASS XI (2023-24) 
 
One Theory Paper Time: 3 Hours 
Max. Marks: 80 
Units  No. of periods Marks 
A Introducing Sociology   
 1. Sociology, Society and its relationship 
with other Social Science disciplines 
18 10 
 2. Terms, concepts and their use in 
Sociology 
16 10 
 3. Understanding Social Institutions 20 12 
 4. Culture and Socialization 16 12 
 Total 70 44 
B Understanding Society   
 7. Social Change and Social order in Rural 
and Urban Society 
20 12 
 9. Introducing Western Sociologists 20 12 
 10. Indian Sociologists 20 12 
 Total 60 36 
Total 130 80 
Project Work 40 20 
 
COURSE CONTENT 
 
A. INTRODUCING SOCIOLOGY 44 Marks 
Unit 1 Sociology, Society and its Relationship with other Social 
Sciences 
? Introducing Society: Individuals and collectivities. 
Pluralities and Inequalities among societies. 
? Introducing Sociology: Emergence. Nature and Scope. 
? Relationship with other Social Science disciplines 
18 Periods 
Unit 2 Terms, Concepts and their use in Sociology 
? Social Groups and Society 
? Social Stratification 
? Status and Role 
? Society & Social Control 
16 Periods 
Unit 3 Understanding Social Institutions 
? Family, Marriage and Kinship 
? Work & Economic Life 
? Political Institutions 
? Religion as a Social Institution 
? Education as a Social Institution 
20 Periods 
Unit 4 Culture and Socialization 
? Defining Culture 
? Dimensions of Culture 
? Socialization 
? Agencies of Socialisation &Sociology 
16 Periods 
B. UNDERSTANDING SOCIETY 36 Marks 
Unit 7 Social Change and Social Order in Rural and Urban 
Society 
? Social Change: Types, Causes and Consequences 
? Social Order: Domination, Authority and Law; 
Contestation, Crime and Violence 
? Concepts: Village, Town and City 
? Social Order and Social Change in Rural and Urban 
Areas 
20 Periods 
Unit 9 Introducing Western Sociologists 
? The Context of Sociology 
? Karl Marx on Class Conflict 
? Emile Durkheim : Division of Labour in society 
? Max Weber: Interpretive Sociology, Ideal Type & 
Bureaucracy 
20 Periods 
Unit 10 Indian Sociologists 
? G.S. Ghurye on Caste and Race 
? D.P. Mukherjee on Tradition and Change 
? A.R. Desai on the State 
? M.N. Srinivas on the Village 
20 Periods 
 
 
 
PROJECT WORK 
Periods: 40 
Max. Marks: 20 
A. Project undertaken during the academic year at school level 
1. Introduction -2 Marks 
2. Statement of Purpose – 2 Marks 
3. Research Question – 2 Marks 
4. Methodology – 3 Marks 
5. Data Analysis – 4 Marks 
6. Conclusion – 2 Marks 
15 Marks 
B. Viva – based on the project work 05 Marks 
Page 5


SOCIOLOGY 
CLASS XI-XII (2023-24) 
(Code No. 039) 
 
 
Rationale 
 
Sociology is introduced as an elective subject at the senior secondary stage. The syllabus 
is designed to help learners to reflect on what they hear and see in the course of everyday 
life and develop a constructive attitude towards society in change; to equip a learner with 
concepts and theoretical skills for the purpose. The curriculum of Sociology at this stage 
should enable the learner to understand dynamics of human behavior in all its 
complexities and manifestations. The learners of today need answers and explanations 
to satisfy the questions that arise in their minds while trying to understand social world. 
Therefore, there is a need to develop an analytical approach towards the social structure 
so that they can meaningfully participate in the process of social change. There is scope 
in the syllabus not only for interactive learning, based on exercises and project work but 
also for teachers and students to jointly innovate new ways of learning. 
 
? Sociology studies society. The child’s familiarity with the society in which she /he 
lives in makes the study of Sociology a double edged experience. At one level 
Sociology studies institutions such as family and kinship, class, caste and tribe 
religion and region- contexts with which children are familiar of, even if 
differentially. For India is a society which is varied both horizontally and vertically. 
The effort in the books will be to grapple overtly with this both as a source of 
strength and as a site for interrogation. 
? Significantly the intellectual legacy of Sociology equips the discipline with a plural 
perspective that overtly engages with the need for defamiliarization, to unlearn and 
question the given. This interrogative and critical character of Sociology also 
makes it possible to understand both other cultures as well as relearn about one’s 
own culture. 
? This plural perspective makes for an inbuilt richness and openness that not too 
many other disciplines in practice share. From its very inception, Sociology has 
had mutually enriching and contesting traditions of an interpretative method that 
openly takes into account ‘subjectivity’ and causal explanations that pay due 
importance to establishing causal correspondences with considerable 
sophistication. Not surprisingly its field work tradition also entails large scale survey 
methods as well as a rich ethnographic tradition. Indeed Indian Sociology, in 
particular has bridged this distinction between what has often been seen as distinct 
approaches of Sociology and Social Anthropology. The syllabus provides 
ample opportunity to make the child familiar with the excitement of field work as 
well as its theoretical significance for the very discipline of Sociology. 
? The plural legacy of Sociology also enables a bird’s eye view and a worm’s eye 
view of the society the child lives in. This is particularly true today when the local 
is inextricably defined and shaped by macro global processes. 
? The syllabus proceeds with the assumption that gender as an organizing principle 
of society cannot be treated as an add on topic but is fundamental to the manner 
that all chapters shall be dealt with. 
? The chapters shall seek for a child centric approach that makes it possible to 
connect the lived reality of children with social structures and social processes that 
Sociology studies. 
? A conscious effort will be made to build into the chapters a scope for exploration 
of society that makes learning a process of discovery. A way towards this is to deal 
with sociological concepts not as givens but a product of societal actions humanly 
constructed and therefore open to questioning. 
 
Objectives 
 
? To enable learners to relate classroom teaching to their outside environment. 
? To introduce them to the basic concepts of Sociology that would enable them to 
observe and interpret social life. 
? To be aware of the complexity of social processes. 
? To appreciate diversity in Indian Society and the world at large. 
? To build the capacity of students to understand and analyze the changes in 
contemporary Indian society. 
 
 
COURSE STRUCTURE 
CLASS XI (2023-24) 
 
One Theory Paper Time: 3 Hours 
Max. Marks: 80 
Units  No. of periods Marks 
A Introducing Sociology   
 1. Sociology, Society and its relationship 
with other Social Science disciplines 
18 10 
 2. Terms, concepts and their use in 
Sociology 
16 10 
 3. Understanding Social Institutions 20 12 
 4. Culture and Socialization 16 12 
 Total 70 44 
B Understanding Society   
 7. Social Change and Social order in Rural 
and Urban Society 
20 12 
 9. Introducing Western Sociologists 20 12 
 10. Indian Sociologists 20 12 
 Total 60 36 
Total 130 80 
Project Work 40 20 
 
COURSE CONTENT 
 
A. INTRODUCING SOCIOLOGY 44 Marks 
Unit 1 Sociology, Society and its Relationship with other Social 
Sciences 
? Introducing Society: Individuals and collectivities. 
Pluralities and Inequalities among societies. 
? Introducing Sociology: Emergence. Nature and Scope. 
? Relationship with other Social Science disciplines 
18 Periods 
Unit 2 Terms, Concepts and their use in Sociology 
? Social Groups and Society 
? Social Stratification 
? Status and Role 
? Society & Social Control 
16 Periods 
Unit 3 Understanding Social Institutions 
? Family, Marriage and Kinship 
? Work & Economic Life 
? Political Institutions 
? Religion as a Social Institution 
? Education as a Social Institution 
20 Periods 
Unit 4 Culture and Socialization 
? Defining Culture 
? Dimensions of Culture 
? Socialization 
? Agencies of Socialisation &Sociology 
16 Periods 
B. UNDERSTANDING SOCIETY 36 Marks 
Unit 7 Social Change and Social Order in Rural and Urban 
Society 
? Social Change: Types, Causes and Consequences 
? Social Order: Domination, Authority and Law; 
Contestation, Crime and Violence 
? Concepts: Village, Town and City 
? Social Order and Social Change in Rural and Urban 
Areas 
20 Periods 
Unit 9 Introducing Western Sociologists 
? The Context of Sociology 
? Karl Marx on Class Conflict 
? Emile Durkheim : Division of Labour in society 
? Max Weber: Interpretive Sociology, Ideal Type & 
Bureaucracy 
20 Periods 
Unit 10 Indian Sociologists 
? G.S. Ghurye on Caste and Race 
? D.P. Mukherjee on Tradition and Change 
? A.R. Desai on the State 
? M.N. Srinivas on the Village 
20 Periods 
 
 
 
PROJECT WORK 
Periods: 40 
Max. Marks: 20 
A. Project undertaken during the academic year at school level 
1. Introduction -2 Marks 
2. Statement of Purpose – 2 Marks 
3. Research Question – 2 Marks 
4. Methodology – 3 Marks 
5. Data Analysis – 4 Marks 
6. Conclusion – 2 Marks 
15 Marks 
B. Viva – based on the project work 05 Marks 
SOCIOLOGY (Code No. 039) 
QUESTION PAPER DESIGN 
CLASS XI (2023-24) 
 
S.No.                              Competencies Total Marks Weight age 
      (%) 
1 Knowledge & understanding 
Exhibit memory of previously learned material by 
recalling facts, terms, basic concepts, and answers. 
Demonstrate understanding of facts and ideas by 
organizing, comparing, translating, interpreting, 
giving descriptions, and stating main ideas 
 
 
30 
 
 
37.5% 
2 Application of Knowledge and Concepts 
Solve problems to new situations by applying 
acquired knowledge, facts, techniques and rules in a 
different way. Examine and break information into 
parts by identifying motives or causes. Make 
inferences and find evidence to support 
generalizations 
 
Present and defend opinions by making judgments 
about information, validity of ideas, or quality of work 
based on a set of criteria. 
 
 
32 
 
 
40% 
3 Formulate, Analyse , Evaluate & Create 
Compile information together in a different way by 
combining elements in a new pattern or proposing 
alternative solutions. 
 
18 
 
22.5% 
 
Total 80 100%