ISC

Analysis of Pupil
Performance

SOCIOLOGY

Research Development and Consultancy Division

Council for the Indian School Certificate Examinations
New Delhi
Year 2019
__________________________________________________________________________________

Published by:
Research Development and Consultancy Division (RDCD)
Council for the Indian School Certificate Examinations
Pragati House, 3rd Floor
47-48, Nehru Place
New Delhi-110019

Tel: (011) 26413820/26411706

E-mail: council@cisce.org

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the Indian School Certificate Examinations. This publication and no part thereof may be reproduced,
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Council for the Indian School Certificate Examinations.
 FOREWORD

This document of the Analysis of Pupils’ Performance at the ISC Year 12 and ICSE Year 10
Examination is one of its kind. It has grown and evolved over the years to provide feedback to
schools in terms of the strengths and weaknesses of the candidates in handling the examinations.

We commend the work of Mrs. Shilpi Gupta (Deputy Head) of the Research Development and
Consultancy Division (RDCD) of the Council and her team, who have painstakingly prepared this
analysis. We are grateful to the examiners who have contributed through their comments on the
performance of the candidates under examination as well as for their suggestions to teachers and
students for the effective transaction of the syllabus.

We hope the schools will find this document useful. We invite comments from schools on its
utility and quality.

Gerry Arathoon
October 2019 Chief Executive & Secretary

i
 PREFACE

The Council has been involved in the preparation of the ICSE and ISC Analysis of Pupil Performance
documents since the year 1994. Over these years, these documents have facilitated the teaching-learning
process by providing subject/ paper wise feedback to teachers regarding performance of students at the
ICSE and ISC Examinations. With the aim of ensuring wider accessibility to all stakeholders, from the year
2014, the ICSE and the ISC documents have been made available on the Council’s website www.cisce.org.

The documents include a detailed qualitative analysis of the performance of students in different subjects
which comprises of examiners’ comments on common errors made by candidates, topics found difficult or
confusing, marking scheme for each question and suggestions for teachers/ candidates.

In addition to a detailed qualitative analysis, the Analysis of Pupil Performance documents for the Examination
Year 2019 also have a component of a detailed quantitative analysis. For each subject dealt with in the
document, both at the ICSE and the ISC levels, a detailed statistical analysis has been done, which has been
presented in a simple user-friendly manner.

It is hoped that this document will not only enable teachers to understand how their students have performed
with respect to other students who appeared for the ICSE/ISC Year 2019 Examinations, but also provide
information on how they have performed within the Region or State, their performance as compared to other
Regions or States, etc. It will also help develop a better understanding of the assessment/ evaluation process.
This will help teachers in guiding their students more effectively and comprehensively so that students prepare
for the ICSE/ ISC Examinations, with a better understanding of what is required from them.

The Analysis of Pupil Performance document for ICSE for the Examination Year 2019 covers the following
subjects: English (English Language, Literature in English), Hindi, History, Civics and Geography (History
and Civics, Geography), Mathematics, Science (Physics, Chemistry, Biology), Commercial Studies,
Economics, Computer Applications, Economic Applications, Commercial Applications.
Subjects covered in the ISC Analysis of Pupil Performance document for the Year 2019 include English
(English Language and Literature in English), Hindi, Elective English, Physics (Theory), Chemistry (Theory),
Biology (Theory), Mathematics, Computer Science, History, Political Science, Geography, Sociology,
Psychology, Economics, Commerce, Accounts and Business Studies.

I would like to acknowledge the contribution of all the ICSE and the ISC examiners who have been an integral
part of this exercise, whose valuable inputs have helped put this document together.

I would also like to thank the RDCD team of Dr. M.K. Gandhi, Dr. Manika Sharma, Mrs. Roshni George and
Mrs. Mansi Guleria who have done a commendable job in preparing this document.

Shilpi Gupta
October 2019 Deputy Head - RDCD

ii
CONTENTS

Page No.

FOREWORD i

PREFACE ii

INTRODUCTION 1

QUANTITATIVE ANALYSIS 3

QUALITATIVE ANALYSIS 10
 INTRODUCTION

This document aims to provide a comprehensive picture of the performance of candidates in the
subject. It comprises of two sections, which provide Quantitative and Qualitative analysis results in
terms of performance of candidates in the subject for the ISC Year 2019 Examination. The details of
the Quantitative and the Qualitative analysis are given below.

Quantitative Analysis
This section provides a detailed statistical analysis of the following:

 Overall Performance of candidates in the subject (Statistics at a Glance)

 State wise Performance of Candidates
 Gender wise comparison of Overall Performance
 Region wise comparison of Performance
 Comparison of Region wise performance on the basis of Gender
 Comparison of performance in different Mark Ranges and comparison on the basis of Gender for
the top and bottom ranges
 Comparison of performance in different Grade categories and comparison on the basis of Gender
for the top and bottom grades

The data has been presented in the form of means, frequencies and bar graphs.

Understanding the tables

Each of the comparison tables shows N (Number of candidates), Mean Marks obtained, Standard
Errors and t-values with the level of significance. For t-test, mean values compared with their
standard errors indicate whether an observed difference is likely to be a true difference or whether it
has occurred by chance. The t-test has been applied using a confidence level of 95%, which means
that if a difference is marked as ‘statistically significant’ (with * mark, refer to t-value column of the
table), the probability of the difference occurring by chance is less than 5%. In other words, we are
95% confident that the difference between the two values is true.

t-test has been used to observe significant differences in the performance of boys and girls, gender
wise differences within regions (North, East, South and West), gender wise differences within marks
ranges (Top and bottom ranges) and gender wise differences within grades awarded (Grade 1 and
Grade 9) at the ISC Year 2019 Examination.

The analysed data has been depicted in a simple and user-friendly manner.

1
Given below is an example showing the comparison tables used in this section and the manner in
which they should be interpreted.

The table shows comparison

between the performances of boys
and girls in a particular subject.
Comparison on the basis of Gender
The t-value of 11.91 is significant at
Gender N Mean SE t-value 0.05 level (mentioned below the
Girls 2,538 66.1 0.29 table) with a mean of girls as 66.1
11.91*
Boys 1,051 60.1 0.42 and that of boys as 60.1. It means
*Significant at 0.05 level
that there is significant difference
between the performance of boys
and girls in the subject. The
probability of this difference
occurring by chance is less than 5%.
The mean value of girls is higher
than that of boys. It can be
interpreted that girls are performing
significantly better than boys.

The results have also been depicted

pictographically. In this case, the girls
performed significantly better than the
boys. This is depicted by the girl with a
medal.

Qualitative Analysis
The purpose of the qualitative analysis is to provide insights into how candidates have performed in
individual questions set in the question paper. This section is based on inputs provided by examiners
from examination centres across the country. It comprises of question wise feedback on the
performance of candidates in the form of Comments of Examiners on the common errors made by
candidates along with Suggestions for Teachers to rectify/ reduce these errors. The Marking Scheme
for each question has also been provided to help teachers understand the criteria used for marking.
Topics in the question paper that were generally found to be difficult or confusing by candidates,
have also been listed down, along with general suggestions for candidates on how to prepare for the
examination/ perform better in the examination.

2
STATISTICS AT A GLANCE

Total Number of
Candidates: 3,808

Mean Marks: Highest Marks: 100

84.8 Lowest Marks: 19

3
 PERFORMANCE (STATE-WISE & FOREIGN)
West Bengal 83.0
Uttarakhand 93.7
Uttar Pradesh 80.5
Tripura 74.4
Tamil Nadu 90.9
Sikkim 81.6
Rajasthan 94.7
Punjab 90.9
New Delhi 83.3
Meghalaya 86.9
Maharashtra 94.3
Madhya Pradesh 93.4
Kerala 93.1
Karnataka 88.7
Himachal Pradesh 92.7
Haryana 92.5
Gujarat 91.1
Goa 93.9
Chandigarh 86.4
Bihar 86.1
Assam 94.5
Andhra Pradesh 90.6
Foreign 90.5

The States of Rajasthan, Assam and Maharashtra secured highest

mean marks. Mean marks secured by candidates studying in
schools abroad were 90.5.

4
 GENDER-WISE COMPARISON

GIRLS BOYS

Mean Marks: 87.1 Mean Marks: 79.4

Number of Number of
Candidates: 2,660 Candidates: 1,148

Comparison on the basis of Gender

Gender N Mean SE t-value
Girls 2,660 87.1 0.23
16.63*
Boys 1,148 79.4 0.40
*Significant at 0.05 level

5
 REGION-WISE COMPARISON

East North
Mean Marks: 82.7 Mean Marks: 87.9

Number of Number of
Candidates: 2,811 Candidates: 402

Highest Marks: 100 Highest Marks: 100

Lowest Marks: 19 Lowest Marks: 44

REGION
Mean Marks: 90.0 Mean Marks: 93.9

Number of Number of
Candidates: 171 Candidates: 372

Highest Marks: 100 Mean Marks: 90.5 Highest Marks: 100

Lowest Marks: 57 Lowest Marks: 60
Number of
Candidates: 52
South West
Highest Marks: 100
Lowest Marks: 70

Foreign

6
 Mean Marks obtained by Boys and Girls-Region wise

92.0 94.2 92.3 93.3

88.7 85.8 85.3 85.7 85.2
77.3

North East South West Foreign

Comparison on the basis of Gender within Region

Region Gender N Mean SE t-value
Girls 289 88.7 0.63
North (N) 2.15*
Boys 113 85.8 1.18
Girls 1,907 85.3 0.27
East (E) Boys 904 77.3 0.44
15.28*
Girls 118 92.0 0.88
South (S) Boys 53 85.7 1.61
3.43*
Girls 312 94.2 0.40
West (W) 1.87
Boys 60 92.3 0.97
Girls 34 93.3 1.36
Foreign (F) Boys 18 85.2 2.47
2.88*
*Significant at 0.05 level

The performance of girls was

significantly better than that of
boys in all the regions except
western region, wherein no
significant difference was
observed between the
performance of boys and girls.

7
 MARK RANGES :
COMPARISON GENDER-WISE

Comparison on the basis of gender in top and bottom mark ranges

Marks Range Gender N Mean SE t-value
Girls 1,983 92.7 0.13
Top Range (81-100) Boys 561 90.9 0.25
6.71*
Girls 0 0 0
Bottom Range (0-20) Boys 1 19.0 0
-
*Significant at 0.05 level

Boys Girls All Candidates

Marks Range (81-100) 90.9

81 - 100 92.7
92.3

71.8
61 - 80 72.9
72.4

55.3
Marks Range (81-100)
41 - 60 55.5
55.4

30.0
21 - 40 33.9
32.1

19.0
0 - 20
19.0

8
 GRADES AWARDED :
COMPARISON GENDER-WISE

Comparison on the basis of gender in Grade 1 and Grade 9

Grades Gender N Mean SE t-value

Girls 1,401 95.9 0.09
Grade 1 Boys 321 95.1 0.19
3.41*
Girls 2 25.5 0.50
Grade 9 Boys 6 27.3 2.14
-0.83
*Significant at 0.05 level

Boys Girls All Candidates

Grade 1 1
95.1
95.9
95.7
84.5
2 84.8
84.7
74.6
3 75.1
74.9
65.0
Grade 1 4 65.4
65.2
57.1
5 57.2
57.1
52.8
6 52.3
52.6
Grade 9 47.0
7 46.3
46.6
41.6
8 37.2
39.4
27.3
9 25.5
26.9

9
 PART I (20 Marks)
Answer all questions.
Question 1
Answer briefly each of the following questions: [10 × 2]

(i) Distinguish between Exogamy and Endogamy.

(ii) What is meant by Avunculocal form of residence?

(iii) Explain the theory of Animism.

(iv) Differentiate between Levirate and Sororate.

(v) Define urbanisation.

(vi) What is meant by Mass Media?

(vii) Define the term Ethnocentrism.

(viii) What is meant by domestic violence?

(ix) Explain the term Brahmanisation.

(x) Define Kinship.

10
Comments of Examiners
(i) Majority of the students wrote the answer quite
well. However, some candidates wrote the
meaning and definition of endogamy for exogamy
and vice-versa.
(ii) Majority of the candidates simply mentioned
uncle’s residence without specifying that
Avunculocal form of residence refers to maternal
uncle’s residence.
(iii) Most candidates wrote the correct answer.
However, some candidates explained animism as
worship of animals. Some confused it with
naturalism and fetishism. A few candidates even
confused it with animatism which is not within the
purview of the syllabus.
(iv) Many candidates wrote the definition of Levirate
for Sororate and vice-versa. The important term
potential mate was found missing in many answer
scripts.
(v) Majority of the candidates were able to define the
term urbanization well with appropriate
examples.
(vi) Majority of the candidates, instead of explaining
the concept of dissemination of information to a
large mass, wrote a general definition focusing on
the types and examples of mass media.
(vii) Majority of the candidates were unable to clearly
define the term ethnocentrism. A few candidates
wrote about ethnicity instead of ethnocentrism.
(viii) Most of the candidates wrote about the various
types of crimes against women. Candidates could
not specifically identify domestic crime.
(ix) Several candidates wrote a general answer on
Sanskritization. Many candidates wrote about the
position of Brahmins in society.
(x) Majority of the candidates wrote the correct
answer. However, a few candidates did not
mention the terms blood ties and marital ties.
11
Suggestions for teachers
- Ensure that students understand that
endo means inside while exo means
outside. This explanation, along with
relevant examples, will deter the
students from interchanging the
meaning and definition of endogamy
and exogamy.
- Clearly explain the meaning of
Avunculocal along with the concept
that local means residence.
- Explaining concepts by focusing on
the meaning of key terms, such as
telling the students that Levir means
brother while Soror means sister.
- Teach the term urban by relating it
with the life in a city.Discuss the
features of urban life so that the
concept becomes clear to the
students.
- Teach the concept of judgement of
the culture of others by using the term
exalted opinion or superior feeling.
- Cite examples of different kinds of
domestic violence for better clarity.
- Clearly distinguish between
Brahminization and Sanskritization.
Lay stress on the concept of imitation
by the low caste – the practices of the
Brahmins.
- Explain the concept of social
recognition by means of a
diagrammatic presentation, laying
stress on both, blood and marriage
ties.
- Explain in detail, every concept
which is within the purview of the
syllabus.
 MARKING SCHEME
Question 1
(i) Exogamy and Endogamy: Exogamy is the rule of marriage in which an individual has to
marry outside his own group. It prohibits marrying within the group.
While endogamy is opposite to exogamy in which a person has to marry within the group,
may be caste, tribe, race, religion, etc.
(ii) Avunculocal form of residence: In certain matrilineal societies the maternal uncle is of prime
importance and he is like a pater to his sister’s children and in such a setting when his nieces
and nephews live with him in his residence, it is known as Avunculocal form of residence.
E.g. The Nairs of Kerala.
(iii) Animism:
• Animism is a theory given by E B Taylor in his book ‘Primitive Culture’.
• Belief in the spirit or the invisible soul [anima]
• It is a belief in the existence of some supernatural being within the body of every living
being.
• This supernatural being survives even after the physical body, in which it is contained
dies.
(iv) Levirate and Sororate: A marriage that takes place between one woman and several brothers
is known as levirate. This is also known as fraternal polyandry. Eg – munda. Sometimes the
woman is a potential mate to her husband’s deceased younger brother known as junior levirate
and if it is the older brother then it is known as senior levirate. On the other hand, the practice
of being actual or potential mate to one’s wife’s sister is called Sororate. E.g.- Ho.
(v) Urbanisation denotes a diffusion of the influence of urban centres to a rural area. It refers to
urbanisation as being the process of becoming urban, moving to cities, changing from
agriculture to other pursuits common to cities, and corresponding change of behaviour
pattern.
(vi) Mass Media is a diversified collection of media technologies that reach to a large audience
via mass communication. It includes newspaper, films, magazines, radio and all other forms
of media that can reach a large number of people at the same time.
(vii) Ethnocentrism: The practice of judging other cultures on the standards of one’s own culture
is known as Ethnocentrism. Therefore, discriminating against people from other ethnic origin
or cultures is called ethnocentrism.
The exalted opinion that people have of themselves whereby they feel superior to other groups
of people.
(viii) Domestic Violence: Domestic Violence is any act of gender-based violence that results in or
can result in physical, sexual or psychological harm to a woman. It can be a threat, coercion
or arbitrary deprivation of liberty.

(ix) Brahmanisation represents the process of the imitation of life ways (like vegetarianism or
teetotalism) and ritual practices of the Brahmins specifically and any other twice born caste.

12
 (x) Kinship: Kinship is a social recognition and expression of genealogical relationships. It is not
only actual but may be based on supposed ties of blood also. The central fabric of kinship is
biology. Social recognition overrides the biological factor.
The bond of blood or marriage which binds people together in group is called kinship. The
social relationships deriving from blood ties and marriage are collectively known as kinship.

PART II (50 Marks)

Answer any five questions.
Question 2
(a) Discuss the differences between polygyny and polyandry as forms of marriage. [5]
(b) Define religion. Discuss religious beliefs and religious rituals. [5]

Comments of Examiners
(a) Many candidates were unable to draw a clear
distinction between the key terms polygyny and
polyandry, on the basis of their features, causes and
types. Some candidates wrote about hypergamy and
hypogamy.
(b) Majority of the candidates wrote a general answer.
Many candidates were unable to explain beliefs and
rituals as two components of religion.
Suggestions for teachers
- Teach the meaning of the terms
polygyny and polyandry by breaking
the terms and explaining the meaning
of each part separately. For example-
tell the students that poly means
many, gyny means female and andry
means male.
- Explain in detail, the features, causes
and types of polygyny and polyandry.
- Clearly explain, with examples, key
words like sacred attitude, awe
towards the supernatural power and
the cognitive aspect as beliefs, with
the practical aspect being a ritual.

MARKING SCHEME
Question 2
(a) Differences between polygyny and polyandry as forms of marriage:
• The main forms of marriage are polygyny and polyandry. Polygyny is a form of marriage
in which one man marries more than one woman at a given point of time. Polygyny may
be of two types - Sororal polygyny in which the wives are invariably the sisters and
Nonsororal polygyny where the wives are not related as sisters.

13
 • Polyandry is the marriage of one woman with several men. In India, tribes like Toda and
Khasa practice polyandry.
• In case of polygyny, the ratio of men may be more than women while in polyandry, it
may be more women than men in the society.
• In polygynous societies, more wives contribute to husband’s economic gains while in
polyandry, heavy bride price and poverty may lead to have a common wife.
• In polygynous society, man marry more women as badges of distinction, while in
Polyandrous societies; there may be desire to keep the property intact.
• Barrenness of woman may also lead to polygynous marriage while sterility of man may
lead to polyandrous marriage.
While Polyandry is a form of marriage of one woman with several men. It is of two types-
Fraternal polyandry where the husbands are brothers, also known as adelphic polyandry.
And non-fraternal polyandry where the husbands need not have any relationship prior to
marriage.
No universal generalizations can be made with regards to the cause of polyandry. It may
be practiced due to poverty and heavy price.
(Differences can be in terms of causes, merits, demerits) (any five)
(b) Religion.
It is a power superior to man which are believed to direct and control the course of nature and
of human life. It is a unified system of beliefs and practices relative to sacred things that is
things set apart and forbidden.
Religion is an attitude towards a supernatural power.
Religion is a mode of action as well as a system of belief and a Sociological phenomenon as
well as a personal experience. (Malinowski).
Religious Beliefs: They are the charter for the rituals. They are the cognitive aspect of religion.
It tries to explain the nature and origin of sacred things. It is the belief based on faith rather
than evidence. They give us information about supernatural world and link of sacred objects
with it. Beliefs ensure that the rituals are observed.
Religious Rituals:
They are the practical side of religion. They refer to symbolic actions concerning the sacred.
They are the behaviour with reference to super empirical entities and sacred objects. It
expresses internal attitude symbolic of the unseen powers. It may include any kind of
behaviour, special clothing, recitation of hymns immersion in certain rivers, etc. It is
observance in a prescribed manner of certain actions designed to establish liason between the
performing individual and the supernatural power.

14
Question 3
(a) Discuss any five government policies for the upliftment of tribals. [5]
(b) Briefly discuss any five types of families. [5]

Comments of Examiners
(a) Most of the candidates answered this question quite Suggestions for teachers
well. Some candidates, however, wrote a general Teach the policies according to the scope
answer without mentioning the specific policies of of the syllabus.
upliftment taken up by the government.
(b) Most of the candidates answered this question well.
A few candidates wrote about Morgan’s Successive Forms of Family, which is not in the scope of
the syllabus.

MARKING SCHEME
Question 3
(a) Government Policies for the upliftment of tribals:
The government through its department of tribal welfare and through its five-year plans has
been trying to elevate the state of the tribals. Some of the tribal welfare measures of the
government are as follows:
1. Constitutional safeguards:
(i) Tribals can own property and enjoy it in any part of the country (Article 19 [5]),
(ii) Reservation and employment for tribals is made under Article 16(4), 320(4) and 335.
(iii) Seats have been reserved for them in the legislatures under Articles 330, 332 and 334.
(iv) Article 338 empowers the President of India to appoint a Commissioner to look after
the tribal welfare activities.
(v) Article 46 consists of provisions that protect the economic and educational interests of
the tribals.
2. Five Year Plans:
(i) The Government concentrated on tribal welfare activities during the 1st, 2nd, 3rd, 4th
and 5th Five Year Plans.
(ii) Integrated Tribal Development Projects (ITDPs) evolved for the tribal development
during the 5th Five Year Plan (1974-79) cover today 19 states/union territories and 374
lakh tribal population.
3. Establishment of “LAMPS”: Large-sized Multi-Purpose Co-Operative Societies- these
co-operative societies are established in tribal areas giving productive and unproductive
loans for sale of surplus produce and purchase of necessities of life to the tribal people.
4. 20 Point Programme focused its attention on the development of the scheduled tribes
including assisting the tribal families economically to enable them to cross the poverty line.

15
 5. Encouragement is given to the existing crafts and home industries among the tribals, new
endeavours are also encouraged. E.g. Dilli Haat and Dastakar. (any five)
(b) Types of family:
1 Nuclear and Joint Family: On the basis of size
The basic grouping of the males and their children is called the nuclear or the primary
family. The families consist of those individuals who are bound together by a protective
image and grouped with their children into a protective-cum-productive association. Two
adults living together in a household with their own or adopted children.
If this nucleus is extended by the addition of other closely related kin, then it is called an
extended family. Extended family can grow around the nucleus or can be extended still
further, like the Hindu joint family. It consists of several nuclear families joined by
kinship relations.
2 Consanguineous and Conjugal family: On the basis of blood relationships
If a nucleus of blood relatives is surrounded by a fringe of spouses, it is called
consanguineous family. It consists of members related by birth, individual choice is not
operative. It is more stable. Break-up of the marriage bond does not destroy the
consanguineous family.
The family where there is a nucleus of spouses and their offspring surrounded by a fringe
of relatives is called a conjugal family. It is based on conjugal bond and hence this family
is not stable and can be dissolved.
3 Family of Origin and Family of Procreation: On the basis of experience.
The family in which one is born is called the family of origin / orientation and the family
which is set up after one’s marriage is called the procreation.
4 Matriarchal and Patriarchal Family: On the basis of authority.
Where the authority of the family lies with the eldest female member it is called
matriarchal family. When the authority lies with the eldest male member, it is called
patriarchal family.
5 Polygynous and Polyandrous family: On the basis of number of spouses.
Where a man marries more than one woman, it is called polygynous family. Polyandrous
families are those where husbands are more than one. Monogamous family is formed
when one man marries one woman.
On the basis of in-group and out-group- Families can be endogamous - when people
marry within the larger group and exogamous when people marry outside the kin group.

(any other relevant points)

16
Question 4
(a) Explain the concept of fundamentalism. Examine the role of state in dealing with this [5]
problem.
(b) Examine Telangana Movement as one of the urban-ethnic movements. [5]

Comments of Examiners
(a) Very few candidates attempted this question. Amongst
those candidates who attempted this question, many
mistook fundamentalism for fundamental rights.
Candidates did not mention the role of the state in
dealing with the problem of fundamentalism.
(b) Many candidates, instead of explaining the Telangana
Movement as an urban-ethnic movement, explained it
from other varied perspectives.
Suggestions for teachers
- Teach the issues related to the problem
of fundamentalism along with the role
of the state in dealing with this
problem.
- Specify the causes and results of the
Telangana Movement. Explain how
the Telangana Movement became an
urban-ethnic movement.

MARKING SCHEME
Question 4
(a) Fundamentalism: Religious fundamentalism refers to the belief of an individual or a group of
individuals in the absolute authority of a sacred religious text or religious leader. For the
fundamentalists, religion dictates every sphere of their daily lives. The state with the help of
the constitutions tries to promote secularism, promotes national festivals or symbols, electoral
reforms, fundamental rights.
The tendency of harping on a specific faith, denying everything else is known as
fundamentalism. It is a rational response to social, political and economic changes that
downgrade and constrain the role of religion in the public world.
(Relevant points are to be explained)
(b) Telangana Movement: refers to the ethnic movement to create Telangana from the existing
Andhra Pradesh in South India.

Causes:
• Money and resources diverted from here to Andhra region.
• Development of A.P. at the cost of Telangana.
• The backward tribal areas did not get their rightful share, e.g. 45% of the state income
comes from Telangana, but it only got 25% for its development.
• Nagarjuna Sagar dam is in Telangana but the water is supplied to other areas and this area
is a drought hit area.
• Building dam on lime stone mines (several hectares) – which is a source of income for
Telangana.

17
 Consequences:
• Formation of new state
• Posts reserved for Telangana employees
• Resources put to the development of this area
• Water problem solved.

Question 5
(a) ‘Jajmani system is a caste based system.’ Examine this statement with reference to [5]
rural India.
(b) Make a comparative study of Joking relationships and Avoidance relationships in [5]
Kinship usages.

Comments of Examiners
(a) Many candidates wrote about the Jajmani system as
Suggestions for teachers
a caste-based occupation in the form of exploitation - Clearly explain the features of Jajmani
of superiors. Several candidates wrote about system.
agrarian land relations and the occupations taken up - Explain each of the kinship usages in
by various castes. terms of the reasons specified by
different sociologists.
(b) Majority of the candidates answered this question
quite well.

MARKING SCHEME
Question 5
(a) Jajmani system:
• It is a caste-based system of patronage where the lower castes or the Kamins provide
services generation after generation to the upper caste who are the patrons or jajmans.
• It is a system of traditional occupational obligations.
• It has become part and parcel of social and economic system of rural India.
• It is a system of distribution whereby high castes families are provided services and
products of various lower castes like, Barber, carpenters, potters, blacksmith, etc.
• In this system at the centre is the family of agriculturist and zamindars.
• Interdependence of caste adding to social solidarity.
• It refers to multiple bond, in which two families did share a long series of rights and
obligations.
• It is durable and inheritable.
(any other relevant points)
(b) Joking relationships and Avoidance Relationships:
• A joking relationship involves a particular contribution of friendliness and antagonism
between individuals and a group. Individual is allowed to mock or ridicule without being
taken seriously. E.g. bride’s sister, husband’s brother, etc.

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 • Avoidance usage prescribe that in certain relationships men and women must maintain
certain amount of modesty in dress, speech, behaviour, etc. e.g. husbands, father, mother,
elder brother.
• Joking relationship is between potential partners while in avoidance relationship, there is
no such chance.
• Avoidance relationship controls and disciplines the relations and sexual intimacy while in
joking relationship it is to stimulate the rate of interaction and intimacy.
• Avoidance relationships are maintained to avoid conflict in certain relations while in joking
relationship conflict is a part of creating intimacy in certain relations.
(any other relevant point)

Question 6
(a) What is a Political organisation? What role does it play in bringing about change in [5]
society?
(b) Define gender bias. Examine its consequences for both, men and women. [5]

Comments of Examiners
(a) Many candidates wrote about the features of
Panchayati Raj and the functions of Bal Panchayat.
(b) Majority of the candidates answered this question
quite well. However, in some answer scripts, the
gender biases was discussed only in the context of
ill-treatment of women.
Suggestions for teachers
- Discuss the functions of a political
organization in our society.
- Discuss, with examples, the rationale
for a political organization in our
society along with the changes that it
has brought about in the society.
- Explain, with examples, the
consequences of gender bias, both
for men and women, at work and at
home.

MARKING SCHEME
Question 6
(a) Political organisation:
An organisation that involves itself in political process including political parties, non-
governmental organisations, advocacy group, etc.
Political organisation and Social Change:
• Political awareness leads to the awareness about civil rights
• Reservation of women, SCs, STs, OBCs, has brought about changes in the status of the
above-mentioned.
• Introduction of Bal Panchayats in India have made children more aware about their rights.
• The electorates become more connected with the government.

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 • Political organizations make the citizen of the state connected and responsible towards
the government and the state, leading to political and social changes.
(any other relevant points may also be accepted)
(b) Gender bias is a preference or prejudice towards one gender over the other.
It can be conscious or unconscious.
It can be at home, workplace, family, society.
Consequences for men:
• Harassment by women using weaker sex card
• Creative areas like fashion, etc. are female dominated and men face inhibition and
criticism.
• Violence by women (mental, physical, psychological)
• Women use sex as weapon.
• Laws which are in favour of women are at times misused by women to put innocent men
in serious trouble.

Consequences for women:

• Female infanticide
• Women are under-represented at workplace
• Boys are favoured and pampered at home not girls
• Domestic violence by men (mental, physical, psychological)
• Lack of education.
• Women are exploited both at home and at workplace.
• They are not given proper respect and dignity
(definition, two consequences each for men and women)

Question 7
(a) Make a comparative analysis between caste and class. [5]
(b) What is meant by prejudice? Elaborate on any four causes of prejudice. [5]

Comments of Examiners
(a) Majority of the candidates answered this question Suggestions for teachers
quite well. - Explain, in a tabular form, the
(b) Many candidates were unable to write the precise differences between caste and class,
meaning of the term prejudice. Several candidates under specific heads.
did not clearly discuss its causes. - Explain the meaning and the causes of
prejudice while teaching the concept of
Race and Ethnicity.

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 MARKING SCHEME
Question 7
(a) Caste and Class represent two main forms of social stratification. They can be distinguished
on the following grounds.
Caste
Particular: The system with all its
peculiarities is unique to India.
Ascribed Status: Birth is the criterion of
status and not achievement. Status can
neither be changed nor be improved.
Closed system: It restricts social mobility;
i.e., the movement of people from one social
status to that of the other
Divine Origin: The caste system is believed
to have had a divine origin. It is closely
associated with Hindu tradition.
Purity and Impurity: Some castes are
called ‘pure' while others are regarded as
'impure' or 'untouchables'.
Regulation of relations: The caste system
controls the activities and regulates the
relations of its members to a great extent.
Greater Social Distance: There is
comparatively a greater distance being kept
between different castes.
Conservative: The caste ridden system
tends to become conservative, orthodox and
reactionary. Castes become water-tight
compartments.
Endogamous: Every caste member has to
marry within the group selecting the life
partner form his or her own caste.
Complexity: There are more than 2800
castes and sub-castes are found in India.
Hence highly complex system.
Caste-consciousness:
Caste consciousness is dangerous to
democracy. Democracy and caste cannot go
together, because caste is based in
inequality.
Casteism has been a hindrance to the
national integration in India.
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Class
Universal: It is found in almost all the
modem complex societies.
Achieved Status: Status is achieved by the
individuals and status can be changed or
improved.
Open system. It provides for social
mobility and individuals can move from the
lower class to the upper class.
Secular: The class system is secular. It has
nothing to do with religion.
Feeling of Disparity: There is a feeling of
disparity on the part of wealth and it has
nothing to do with purity and impurity.
Limits Relations: The class system limits
the range of contacts and communications
of its members. Individuals are more free in
a class.
Less Social Distance: There is less distance
between different classes. Members are
more tolerant than others.
Progressive: Classes give more freedom to
the members. It permits greater social
mobility.
Not endogamous: The members are free to
select his or her life partner from any of the
classes.
Simplicity: There are just three classes -
upper, middle, and lower. Hence the
network of relations is also simple.
Class-consciousness:
Class consciousness is not harmful to
democracy. Class on the other hand, does
not restrict the amount of community
feeling.
(any five points to be explained)
(b) Prejudice means a prejudgment which reflects an earlier conditioning.
Like all other attitudes, it is acquired through social experience.
The causes of race prejudices are as follows.
Ethnocentrism:
The term was coined by WG Summers.
He used the term in connection with his distinction between in-groups and out-groups, and
associated with it both patriotism and chauvinism.
- Thus, ethnocentrism means the opinion of superiority of self-group compared to other
groups.
- It arises out of intense ‘we feeling’, which unites the members of an in-group.
- This feeling is not inherently bad, but it becomes so when the feelings start becoming
hatred toward the other and attempts to impose our will upon others due to our belief of
superiority.
- In this way, ethnocentrism gives rise to prejudice.
Economic Interest:
Race prejudice also arises when a dominant group may have economic gains.
For example, in the United States, millions of black people provided the expanding
economy a force of cheap manual labour.
The dominant white group had taken full advantage of the situation by practicing
discrimination against them in various aspect
This was justified by the stereotyped view that regards the black people as naturally '
inferior and therefore naturally less deserving.
Political Interest:
The dominant group also gains political advantages by fostering race prejudice.
For example, the Nazis in Germany tried to fulfil their political aspiration by attributing
Germany's past failures to the presence non-German especially the Jews.
In South Africa, the whites in order to strengthen their political supremacy pursued an
apartheid policy.
Scapegoating:
Prejudice is created and persists when the dominant group blames a minority group for
social and economic disturbances.
For example, in USA, the black people and other racial groups are blamed for the
degradation of the American way of life, the rise of radicalism, the decline of certain
religious values, the corruption of art and literature, and economic depressions.
Ignorance:
Stereotyping a community or group also results in race prejudice.
It is not based on any reasoning or scientific facts.
For example, the Jews are dishonest traders and moneylenders.
Pseudo-science:
The pseudo-scientific theory that in the course of evolution, mankind has been divided
into superior and inferior races is also one of the causes of racial prejudice.
(any four relevant points)

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Question 8
(a) What is RTE? Discuss any four of its implications. [5]

(b) Define social movements. Explain any four reasons that lead to social movements. [5]

Comments of Examiners
(a) Majority of the candidates answered this question
well. However, some candidates confused RTE with
RTI.
(b) Majority of the candidates answered this question
fairly well. A few candidates wrote about the causes
of a particular movement instead of the causes in
general of social movements.
Suggestions for teachers
- Explain the concept of RTE and its
implications in details. Explain the
differences between RTE and RTI by
means of a visual presentation.
- Explain the causes of all the
movements mentioned in the scope of
syllabus and from them, for the
benefit of the students, extract the
general causes of the social
movements.

MARKING SCHEME
Question 8
(a) The Right of Children to free and compulsory Education (RTE) Act, implemented in 2009, is
a historic moment in the history of Indian education.
Implications of RTE:
Right of children to free and compulsory education till completion of elementary education in
a neighbourhood school
• Compulsory education means obligation of the appropriate Government to provide free
elementary education to every child in the 6-14 age group.
• 'Free' means that no child shall pay any kind of fee or charges or expenses which may
prevent him or her from completing elementary education.
• It makes provisions for a non-admitted child to be admitted to an age appropriate class.
• It specifies the duties and responsibilities of all concerned parties (like government,
parents, local authorities) in providing free and compulsory education, and sharing of
financial and other responsibilities between the central and state Governments.
• It lays down the norms and standards relating to pupil-teacher ratios, buildings and
infrastructure, school-working days, teacher-working hours
• It provides for rational deployment of teachers by ensuing that the specified pupil-teacher
ratio is maintained for each school and this ensures no urban-rural imbalance in teacher
postings.
• It does not allow to use teachers for non-educational work, other than decennial census,
elections to local authority, state legislatures and parliament and disaster relief.

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 • It provides for appointment of appropriately trained teachers with the requisite entry and
academic qualification
• It prohibits physical punishment and mental harassment, screening procedure for
admission of children, any charges, private tuition by teachers and running of schools
without recognition.
• It provides for development of curriculum in line with values enshrined in the constitution
• This is to ensure all-round development of the child and making the child free of fear,
trauma arid anxiety through a system of child friendly approach.
(any four implications)
(b) Social movements: A social movement is a collective effort to promote or resist change.
Reasons for Social Movement:
• To reform society, e.g. Arya Samaj, Brahma Samaj
• To revolt against existing social and political order, etc. change it completely.
• To protect great traditional values and ideologies, revivalist social movements happen.
• Many social and cultural changes, which disturb the values of society resistance movement
is started.
• To design perfect society – Utopian movements are organized.
• When some masses feel deprived.
(any four reasons with explanation)

Question 9
(a) Examine the two types of Kinship. [5]

(b) Briefly discuss the role of traditional markets in rural India. [5]

Comments of Examiners
(a) Majority of the candidates did not explain, with
examples, the two types of kinship but wrote only Suggestions for teachers
their definitions. Some candidates got confused with - Explain clearly the terms, the degrees
the degrees of kinship or kinship terms. and the types of kinship.
(b) Most of the candidates wrote about the barter system - Discuss the sociological aspect of the
instead of the features of weekly market. Many features of traditional market.
candidates also confused it with tribal economy and
agrarian economy.

MARKING SCHEME
Question 9
(a) Types of Kinship:
Consanguineous Kinship: - related to blood ties, e.g. mother, father, brother, sister, etc. and
relatives are called consanguine kins.
Affinal Kinship: arises out of socially and legally defined marital relationship and the relatives
are called affinal kins – e.g. husband, wife. (to be explained)

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 (b) Traditional Markets in rural India:
• In most agrarian societies the weekly or periodic market is a common feature, they are
called traditional markets.
• Market as a Social Institution: are constructed in culturally specific ways.
• Structure of the Market: Villagers from many villages congregate at a weekly haat in one
village. The day is fixed every week.
• Shops –These shops are not permanent in nature. They sell whatever the people of that
area need for daily use in a culturally specific context.
Articles like utensils, clothes, grain, spices, jewellery, and fodder.
• The buyer and seller interdependence – Barter was a common feature of tribal and rural
haats as people were interdependent on one another for various goods in these
undeveloped economies. In tribal areas the weekly haat was a very old and an important
institution. There is a shift to the money economy now as non-tribals (money lenders and
contractors) moved to these areas and started exploiting their resources. Tribals at haats
sell forest produce and in exchange procure articles that they need for use and which are
sold in the haat or can be exchanged. Few buyers buy on credit. E.g.-Hundi – the credit
note. This market also provides employment to many unemployed individuals who assist
as loaders and do other kinds of jobs for sellers. Some of them also work as middlemen.
• Sociological aspect- Sociologists view markets as social institutions that are constructed
in specific cultural ways. For example, the markets are organized and controlled by a
specific group of individuals. They are also in control of the social processes and structures
here. Every economy is socially embedded. Villagers, traders, sellers, astrologers,
moneylenders and entertainers congregate in the weekly market.
• They are a source of Entertainment: Often people do not come with the intention of buying
but visit just to socialize. Their buying decisions are often influenced by those of others.
The arrangement of sellers in the weekly haat follows a caste and class structure indicating
the hierarchical inter-group relations of a region. Upper caste sellers sit in the centre and
lower caste sellers sit in the periphery or the outskirts.
• Platform for Cultural Intermingling: Social interaction between tribal and non-tribal
traders are very different from Hindus of the same community. They show hierarchy and
social distance rather than social equality.
• Specialized Traditional Markets: In rural India some traditional markets are specialized in
nature, for e.g. – cattle markets, spice markets etc.
• Place for Arranging Marriages: acts as a platform on exchanging information on
prospective mates, to be able to arrange for marriage unions.
• Link between local, regional and national economy; they attract visitors, tourists and
traders from across the country. Traditional markets can be weekly, bi-monthly, monthly
or even annually.
(any five points to be explained)

Note: For questions having more than one correct answer/solution, alternate correct answers/solutions,
apart from those given in the marking scheme, have also been accepted.

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 GENERAL COMMENTS

• Question 1(vii): Ethnocentrism.

Topics • Question 4 (a): Fundamentalism.
found • Question 5(a): Jajmani System.
difficult by • Question 6 (a): Role of Political Organization in changing society.
candidates • Question 7 (b): Prejudice.
• Question 8 (b): Reasons for Social Movement.
• Question 9 (b): Traditional Market.

• Levirate and Sororate.

Concepts in • Exogamy and Endogamy.
which • Polygyny and Polyandry.
candidates • Religious beliefs and rituals.
got • RTI and RTE.
confused • Animism.
• Brahmanisation and Sanskritisation.

• Strictly follow the scope of syllabus.

• Revise the chapter from time to time for a sound understanding of the finer
Suggestions nuances of topics covered in class.
for • Be conversant with current affairs to improve the general awareness which
can help in framing detailed answers with examples from current events.
candidates • Prepare mind maps that can guide you during the course of study and
revision.
• Be thorough with all the definitions and identify the key terms.
• Avoid selective study.
• Use the reading time judiciously to read and analyse the requirements of the
questions and frame answers in mind.
• Essay type answers must be written in paragraphs with an introduction and a
conclusion.
• Underline all key terms and give proper sub-headings.

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