CBSE Class 11 Sociology Syllabus for academic session 2026-27
This page contains the CBSE Class 11 Sociology syllabus for the academic session 2026-27, as prescribed by CBSE curriculum.
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.
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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.
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Significantly the intellectual legacy of Sociology equips the discipline with a plural perspective that overtly engages with the need for defamiliarisation, 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.
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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.
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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.
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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.
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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
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To enable learners to relate classroom teaching to their outside environment.
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To introduce them to the basic concepts of Sociology that would enable them to observe and interpret social life.
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To be aware of the complexity of social processes.
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To appreciate diversity in Indian Society and the world at large.
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To build the capacity of students to understand and analyze the changes in contemporary Indian society.
Marking Scheme
Time: 3 Hours
Max. Marks: 80
Units
Marks
A
Introducing Sociology
1. Sociology, Society and its relationship with other Social Science disciplines
10
2. Terms, concepts and their use in Sociology
10
3. Understanding Social Institutions
12
4. Culture and Socialization
12
Total
44
B
Understanding Society
7. Social Change and Social order in Rural and Urban Society
12
9. Introducing Western Sociologists
12
10. Indian Sociologists
12
Total
36
Grand Total
80
Project Work
20
Syllabus – Course Content – A. INTRODUCING SOCIOLOGY
44 Marks
Unit 1: Sociology, Society and its Relationship with other Social Sciences
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Introducing Society: Individuals and collectivities. Pluralities and Inequalities among societies.
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Introducing Sociology: Emergence. Nature and Scope.
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Relationship with other Social Science disciplines
Unit 2: Terms, Concepts and their use in Sociology
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Social Groups and Society
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Social Stratification
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Status and Role
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Society & Social Control
Unit 3: Understanding Social Institutions
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Family, Marriage and Kinship
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Work & Economic Life
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Political Institutions
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Religion as a Social Institution
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Education as a Social Institution
Unit 4: Culture and Socialization
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Defining Culture
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Dimensions of Culture
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Socialization
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Agencies of Socialisation &Sociology
Syllabus – Course Content – B. UNDERSTANDING SOCIETY
36 Marks
Unit 7: Social Change and Social Order in Rural and Urban Society
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Social Change: Types, Causes and Consequences
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Social Order: Domination, Authority and Law; Contestation, Crime and Violence
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Concepts: Village, Town and City
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Social Order and Social Change in Rural and Urban Areas
Unit 9: Introducing Western Sociologists
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The Context of Sociology
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Karl Marx on Class Conflict
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Emile Durkheim: Division of Labour in society
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Max Weber: Interpretive Sociology, Ideal Type & Bureaucracy
Unit 10: Indian Sociologists
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G.S. Ghurye on Caste and Race
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D.P. Mukherjee on Tradition and Change
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A.R. Desai on the State
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M.N. Srinivas on the Village
PROJECT WORK
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
QUESTION PAPER DESIGN
S. No.
Competencies
Total
Marks
Marks
Weightage
(%)
(%)
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%
Note: Kindly refer to the guidelines on project work for class XI and XII given below: –
Prescribed Books:
1.
Introducing Sociology, Class XI, Published by NCERT
2.
Understanding Society, Class XI, Published by NCERT
3.
Indian Society, Class XII, Published by NCERT
4.
Social Change and Development in India, Class XII, published by NCERT
Guidelines for Sociology Project Work: 20 Marks
One Project to be done throughout the session, as per the existing scheme.
1. Steps involved in the conduct of the project: Students may work upon the following lines as a suggested flow chart:
Choose a Title/Topic
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Need of the Study, Objective of the Study
↓
Hypothesis
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Content -Timeline, Mind maps, Pictures, etc.
↓
Organization of Material/Data
↓
Present Material/Data
↓
Analyzing the Material/Data for Conclusion
↓
Draw the Relevant Conclusion
↓
Bibliography
2. Expected Checklist for the Project Work:
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Introduction of topic/title
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Identifying the causes, events, consequences and/or remedies
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Various stakeholders and effect on each of them
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Advantages and disadvantages of situations or issues identified
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Short-term and long-term implications of strategies suggested during research
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Validity, reliability, appropriateness, and relevance of data used for research work and for presentation in the project file
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Presentation and writing that is succinct and coherent in project file
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Citation of the materials referred to, in the file in footnotes, resources section, bibliography etc.
3. Assessment of Project Work:
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Project Work has broadly the following phases: Synopsis/ Initiation, Data Collection, Data Analysis and Interpretation, Conclusion.
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The aspects of the project work to be covered by students can be assessed during the academic year.
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20 marks assigned for Project Work can be divided in the following manner:
4. Viva-Voce
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At the end, each learner will present the research work in the Project File to the External and Internal examiner.
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The questions should be asked from the Research Work/ Project File of the learner.
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The Internal Examiner should ensure that the study submitted by the learner is his/her own original work.
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In case of any doubt, authenticity should be checked and verified. *****
PROJECT WORK: 20 MARKS
The teacher will assess the progress of the project work in the following manner:
Month
Periodic Work
Assessment Rubrics
Marks
April -July
Instructions about Project Guidelines. Background reading Discussions on Theme and Selection of the Final Topic, Initiation/Synopsis
Introduction, Statement of Purpose/Need and objectives of the study, Hypothesis/Research Question, review of Literature, Presentation of Evidence, Methodology, Questionnaire, Data Collection.
5
August-October
Planning and organization: forming an action plan, feasibility, or baseline study, Updating/ modifying the action plan, Data Collection
Significance and relevance of the topic; challenges encountered while conducting the research.
6
November – January
Content/data analysis and interpretation.
Conclusion, Limitaitons, Suggestions, bibliography, Annexures and overall presentation of hte project.
Content analysis and its relevance in the current scenario.
Conclusion, Limitations, Bibliography, Annexures and Overall Presentation.
5
January- February
Final Assessment and VIVA by both Internal and External Examiners
External/ Internal Viva based on the project
4
TOTAL
20