ISC Class 12 Sociology Board Exam Question Paper 2015 with Solutions

ISC Class 12 Sociology Board Exam Question Paper with Solutions 2015

Part-I (20 Marks)

Answer all questions.

Question 1. Answer briefly each of the following questions : [10 × 2]

(i) What is marriage by trial ? [2 Marks]

Answer:
Marriage by trial is a form of acquiring a mate in which the prospective groom is tested for his physical strength, courage, bravery, and endurance before he is permitted to marry a woman. Successful completion of the trial proves his ability to protect and support a family.

Teacher's Note:
a) This form of marriage highlights the primitive value placed on physical prowess and survival skills.
b) Students should note that this is distinct from purchase or capture, as it involves a competitive test of skill or strength.

(ii) What is gotra ? [2 Marks]

Answer:
Gotra refers to a line of descent usually traced through the male line amongst the Hindus. People who are believed to have descended from the same Rishi are considered to belong to the same gotra and are required to practice Gotra exogamy as a rule of marriage when it comes to the question of choosing spouses.

Teacher's Note:
a) Gotra establishes a common mythical ancestral lineage among members.
b) Remember that marriages within the same gotra are generally prohibited under the rule of gotra exogamy.

(iii) What are the terms 'amitate', 'avoidance' and 'couvade' known as ? [2 Marks]

Answer:
Amitate: When there is a special role for the father's sister then it is known as amitate. Father's sister is given more respect than the mother.
Avoidance: It is a kinship term in which some kins are required to maintain distance from each other, with the view of prohibiting the creation of any form of incestuous relationship or creation of conflict due to clash of roles, e.g., brothers and sisters or parents-in-law and the daughter-in-law.
Couvade: It is a queer kinship usage found among the primitive tribes such as the Toda and the Khasi. Under this, the husband has to lead a life of an invalid along with his wife and has to take diets meant for the sick, when his wife is pregnant. He has to observe the same taboos as are observed by his wife.

Teacher's Note:
a) These terms represent specific customary kinship usages and behavioural patterns found in various societies.
b) Clearly define each term with a brief description to secure full marks in such questions.

(iv) Explain the term 'multiple possessory rights'. [2 Marks]

Answer:
Multiple possessory rights refer to a system of land tenure or property ownership where several individuals or groups hold concurrent, overlapping, or customary rights over the same piece of land or property, rather than absolute individual ownership.

Teacher's Note:
a) This concept is frequently observed in tribal and agrarian societies where land is communally shared or used for different purposes by different families.
b) Emphasize that it contrasts sharply with modern individual and absolute property rights.

(v) What is meant by sororate ? [2 Marks]

Answer:
Sororate is a form of marriage in which a man can marry the younger sister of his deceased wife. This type of marriage is mostly found to prevail amongst those tribes where there is an incidence of high bride price.

Teacher's Note:
a) Sororate ensures the continuity of familial bonds and care for children after a wife's death.
b) Distinguish it from levirate, where a woman marries her deceased husband's brother.

(vi) How are capital goods and consumer goods different from each other ? [2 Marks]

Answer:
Capital goods are durable goods used in the production of other goods and services, such as machinery, tools, and factories. Consumer goods, on the other hand, are final goods used directly by consumers to satisfy their immediate wants and needs, such as food, clothing, and electronics.

Teacher's Note:
a) Capital goods aid in further production, whereas consumer goods are meant for final consumption.
b) Use economic distinction based on utility and purpose of use.

(vii) Mention two negative effects of mass media. [2 Marks]

Answer:
1. Easy availability of non-traditional literature and graphic content, which in turn can harm the personality development process of the younger generation.
2. False news can often be created and circulated that can help to spread rumors and promote vandalism.

Teacher's Note:
a) Highlight both moral degradation and social disruption caused by unverified or explicit media content.
b) Keep the points distinct and concise.

(viii) What is meant by shifting axe cultivation ? [2 Marks]

Answer:
Shifting cultivation refers to the form of cultivation where a large area of land is cultivated for a few years and then abandoned for some time until the fertility of the land is restored naturally. This type of cultivation is practiced in tropical regions and consists of felling of trees on a hillside a little before the sowing season and setting them on fire.

Teacher's Note:
a) Also known as slash-and-burn agriculture, it is common among indigenous tribal communities.
b) Mention the rotation aspect and natural recovery of soil fertility for completeness.

(ix) Mention any two social reforms that led to the change in the status of women in Pre-British and British India. [2 Marks]

Answer:
1. The abolition of Sati in 1829 under Lord William Bentinck, which prohibited the gruesome practice of widows burning on their husband's funeral pyre.
2. The passing of the Hindu Widows' Remarriage Act of 1856, which legalized the remarriage of Hindu widows and improved their social standing.

Teacher's Note:
a) Focus on major legislative and social reform milestones from the British period.
b) Mentioning the specific acts or years adds precision to the answer.

(x) According to Frazer, what are the different types of magic ? [2 Marks]

Answer:
According to Sir James Frazer, magic is classified into two main types: sympathetic (or imitative) magic, which is based on the law of similarity (like produces like), and contagious magic, which is based on the law of contact (things that have once been in contact continue to act on each other at a distance).

Teacher's Note:
a) Distinguish clearly between imitative principles and contagious contact principles as outlined in Frazer's 'The Golden Bough'.
b) Keywords like 'law of similarity' and 'law of contact' are essential.

SECTION B

Part-II (50 Marks)

Answer any five questions.

Question 2.
(a) Discuss Consanguine kinship and Affinal kinship. [5 Marks]
(b) Define degrees of kinship. Explain the three degrees of kinship giving one example of each. [5 Marks]

Answer:
(a) Consanguineous kinship: The kinship arising from birth or out of the blood relation ties is called consanguineous kinship. The relatives out of this kinship are known as consanguineous kin. Hence, the relationship between the parents and children and between the siblings is known as consanguineous kinship. Thus, son, daughter, father, mother, brother, sister, uncle, cousin are consanguineous kin. Besides the biological consideration, social recognition is also important, for instance, among the tribes of Melanesia, wife's husband is the father of the child. Today perform the bow and arrow ceremony to give legitimacy to the child born out of several brothers since the community practices levirate marriages.
Affinal kinship: The kinship arising out of the bond of marriage through socially sanctioned and legally defined marital relationships is called affinal kinship. When a person marries, his or her spouse's relatives also get related to him or her. Hence, on getting married a woman becomes not only a wife but also a daughter-in-law, a sister-in-law, aunt, and so on (bhabhi, devrani, jethani, mami, etc.). Similarly, the man on getting married becomes a husband, a son-in-law, a brother-in-law, uncle, etc. (sala, nandoi, mausa, fufa, jija, sadhu, etc.).
(b) Dividing or classifying the relatives on the basis of nearness or distance of relationship with them is called degree of kinship. There are three degrees of kinship based on the relationship with them:
1. Primary kin: Those relatives with whom the relationship is very close, direct, and near are called primary kin. They can be classified more minutely into primary consanguineous kin or primary affinal kin. For example: father-son, husband-wife, and brother-sister.
2. Secondary kin: They are primary kin of primary kin. In other words, they are related through primary kin. They are not our primary kin but are the primary kin of our primary kin, hence our secondary kin. For example, father's brother (chacha), sister's husband (bahnoi) are secondary kin. The father is my primary kin and his brother is the primary kin of father. Therefore, father's brother is my secondary kin.
3. Tertiary kin: They are the secondary kin of our primary kin or primary kin of our secondary kin. Thus, the wife of brother-in-law (sala) called sarhaj in Hindi is tertiary kin because brother-in-law is my secondary kin and his wife is the primary kin of brother-in-law.

Teacher's Note:
a) Clearly differentiate between blood ties (consanguineous) and marriage ties (affinal).
b) Use clear genealogical examples to illustrate primary, secondary, and tertiary degrees of kinship.

Question 3.
(a) Describe any five ways of acquiring mates in primitive societies [5 Marks]
(b) Examine polygamy as one of the forms of marriage. [5 Marks]

Answer:
(a) Five ways of acquiring mates in primitive societies are as follows:
1. Marriage by capture: A traditional method where a man captures a woman from another tribe by force or stealth, often signifying bravery and social status.
2. Marriage by purchase: Acquiring a bride by paying a price in cash or kind (bride price) to the bride's parents or clan.
3. Marriage by trial: A method where the groom undergoes a test of physical strength, skill, or courage to prove his worthiness.
4. Marriage by service: The prospective groom renders physical service at the bride's father's house for a specified period instead of paying a bride price.
5. Marriage by mutual consent (Elopement): A form where the couple falls in love and elopes, later receiving social recognition from the community.
(b) Polygamy is the practice of marriage to more than one person at the same time. In tribal India, polygamy is widespread and differentiated into two forms:
Polygyny: It is the marriage of one man to several women. If all the wives are related to each other as sisters then it is termed as sororal polygyny. In many societies amongst the tribals, having more than one wife was seen as a symbol of power and prestige. Whereas amongst some, the barrenness of the first wife led to a second marriage of the husband. This is a more common form of polygamous marriage.
Polyandry: It is the marriage of one woman to several men. Polyandry is found among Naga tribes, Gond and Baiga, the Toda, and the Lushei clans. Polyandry can be termed as fraternal or adelphic polyandry if all the men in the marriage are related to each other as brothers and share a common wife. If the several husbands of the woman are not brothers of each other, then it is known as non-fraternal polyandry. Polyandry was practiced amongst some tribes in order to prevent the division of property and maintain economic stability.

Teacher's Note:
a) Ensure all five primitive methods of acquiring mates are clearly listed and explained.
b) Subdivide polygamy into polygyny and polyandry with their respective sub-forms for a complete answer.

Question 4.
(a) Functions of a family have undergone several changes in modern times. Discuss any five such changes. [5 Marks]
(b) Make a comparative study between religion and science. [5 Marks]

Answer:
(a) Following are the changes which have taken place in the functions of the family in modern times:
1. Shift in economic unit: The significant function of a family from a production and consumption unit has changed. It has mainly become a consumption unit which uses goods and services produced outside.
2. Loss of educational function: The educational function of a family has been taken over by specialized agencies such as schools, colleges, and training institutes.
3. Shift in health and care functions: Health-related functions such as the care of aged and sick people were once done at home; even child delivery was done at home. Now these functions have been taken over by specialized agencies such as hospitals and old age homes.
4. Changes in recreation: The recreational function of a family through the celebration of festivals and family gatherings has changed. Recreation has mainly become individualistic through movies, clubs, parks, etc.
5. Transfer of religious functions: The family once performed religious functions of acquainting the child with family customs and religious rituals. Today, more specialized agencies and institutions are involved in religious functions.
(b) Comparison between Religion and Science:
Religion is based on faith, belief in supernatural or divine power, and dogmatic traditions. It helps humans cope with suffering, provides emotional solace, and fosters social cohesion. Science, on the other hand, is based on empirical evidence, observation, experimentation, and natural causation. Science solves practical problems through inventions and rational inquiry.
While dogmatic religion has sometimes opposed science and free inquiry, both serve different human needs. Science deals with empirical facts and material realities, whereas religion provides meaning, hope, and ethical values where science falls short. Thus, there is a reconcilable difference and functional coexistence between science and religion in modern society.

Teacher's Note:
a) Highlight the structural shift from traditional multi-functional family to modern specialized agencies.
b) Contrast faith-based belief systems (religion) with evidence-based empirical systems (science) objectively.

Question 5.
(a) 'Religion is a pacifying agent, but can also act as a divisive force' Justify this statement with three functions and two dysfunctions of religion. [5 Marks]
(b) Define the word 'Education'. State any five main functions of education. [5 Marks]

Answer:
(a) Religion is indeed a pacifying agent as it helps to resolve inner conflicts and fills life with hope. However, it also acts as a diversifying and divisive force.
Three functions of religion:
1. Explains human sufferings: Religion acts as a pacifying agent in times of suffering as it soothes emotions during disappointments and helps in the integration of personality.
2. Enhances self-importance: It helps a person believe in higher moral capabilities and encourages them to play a significant role in society.
3. Source of social cohesion: Religion is the foundation upon which social values rest, controlling individual actions and binding society together through common values.
Two dysfunctions of religion:
1. A detrimental and catastrophic force: Religion has often been used to justify wars and stands in the way of national integration, such as communal tensions.
2. Promotes fanaticism: People following a particular religion often adopt a fanatic approach, promoting a sense of superiority that leads to communal violence and social discord.
(b) Definition of Education: Education is derived from the Latin word 'educare' which means to bring up. Thus, education can be defined as the process through which a person is brought up in order to develop in him/her those habits and abilities which help him/her to face the future in a worthwhile manner.
Five main functions of education:
1. To complete the process of socialization: Through education, a person learns to differentiate between right and wrong and imbibes basic human values.
2. Transmission of cultural heritage: Culture is transmitted from one generation to another in the form of art, literature, texts, religion, and philosophy.
3. Reformation of attitudes: Education helps in reforming already framed attitudes so that children develop positive beliefs.
4. Preparing for occupational roles: Education has a utilitarian end enabling individuals to earn a livelihood through productive tasks.
5. Instilling a sense of competition: Education inculcates a healthy spirit of competition, encouraging students to work hard and perform well.

Teacher's Note:
a) Clearly separate the integrative functions from the dysfunctional aspects of religion.
b) Provide the etymological root of education along with its primary societal functions.

Question 6.
(a) Discuss the nature of primitive economies. [5 Marks]
(b) Define status. How has Low described the determinants of status ? [5 Marks]

Answer:
(a) Primitive economic systems have characteristics that make them structurally different from modern economic systems:
1. Inadequate and simple use of nature: Due to the absence of advanced technology, there is limited exploitation of nature, and agricultural surplus is generally not created.
2. Absence of money and credit: Money as a store of value and medium of exchange is not widely used; economic relations are largely based on barter.
3. Absence of profit motive: Economic dealings lack profit motives; mutual obligation, sharing, and solidarity are paramount.
4. Cooperative and collective effort: Primitive economies are communal economies where collective labour and cooperation form the core.
5. Low rate of innovation and lack of formal markets: Techniques remain uniform and stable over generations, and formal institutional markets like stock exchanges are absent.
(b) Definition of Status: Status refers to the socially defined position or rank occupied by an individual in a group or society, along with its associated rights, duties, and expectations.
Determinants of status according to Low: According to Robert Lowie (Low), status is determined by various cultural and social factors including age, sex, personal abilities, kinship ties, economic wealth, and sometimes inherited privileges. Different societies place varying emphasis on these determinants to assign social standing.

Teacher's Note:
a) Emphasize the absence of money, markets, and profit motive in primitive economic structures.
b) Ensure Lowie's anthropological perspective on social status determinants is clearly articulated.

Question 7.
(a) Discuss the difference between primitive law and modern law. [5 Marks]
(b) Write a short note on the history of the Narmada Bachao Andolan. [5 Marks]

Answer:
(a) Differences between primitive law and modern law:
1. Nature of codification: Primitive laws are largely unwritten, customary, and transmitted orally across generations, whereas modern laws are formally codified, written, and enacted by the state.
2. Enforcement agency: In primitive societies, laws are enforced through social pressure, customs, ostracism, and collective tribal authority. In modern societies, laws are enforced by specialized state agencies such as police, courts, and penal institutions.
3. Focus of justice: Primitive law often focuses on restorative justice, collective responsibility, and appeasing the community or supernatural forces. Modern law focuses on individual rights, contractual obligations, and retributive or rehabilitative justice.
4. Scope and complexity: Primitive law is relatively simple and localized, regulating kinship and customary behaviour. Modern law is complex, universal, and covers diverse socio-economic domains.
(b) Short note on the Narmada Bachao Andolan (NBA):
The Narmada Bachao Andolan is a prominent social movement spearheaded by native tribal people, environmentalists, human rights activists, and farmers against the construction of a massive series of dams across the Narmada River, primarily the Sardar Sarovar Dam in Gujarat. Initiated in the 1980s, the movement questioned the large-scale displacement of indigenous communities, submergence of vast forest and agricultural lands, and inadequate rehabilitation policies. Led by figures like Medha Patkar and Baba Amte, the NBA successfully raised national and international awareness regarding sustainable development, environmental justice, and the rights of project-affected people.

Teacher's Note:
a) Compare customary unwritten laws with formal state-enacted legal systems.
b) Highlight the core environmental and human rights aspects of the Narmada Bachao Andolan.

Question 8.
(a) Contact with wider society has led to tribal transformation. Analyze the given statement. [5 Marks]
(b) Describe the cultural classification of tribes. [5 Marks]

Answer:
(a) 'Contact with the wider society has led to tribal transformation' is a statement true only to a limited extent. While modern education, science, and technology have reached tribal regions, many tribals continue to face backwardness, exploitation, and poverty. On one hand, developmental policies have led to marginalization, land alienation, and forced displacement for industrial projects (such as demands for separate statehoods due to discontent). On the other hand, caste-based inequalities persist, and many tribes remain suspicious of mainstream development fearing the loss of their distinct cultural identity and linguistic heritage. Thus, tribal transformation through wider contact has been uneven, often resulting in deprivation rather than genuine progress.
(b) Cultural classification of tribes in India: Tribals were classified on the basis of their cultural distance from rural and urban groups. This comparative approach is considered important in planning rehabilitation because it focuses on problems arising from haphazard contact or isolation:
1. Assimilative: Tribes that have completely lost their distinct identity and merged into the mainstream rural or urban society.
2. Adaptive: Further classified into:
- Commensalic: Those with common economic pursuits with their neighbors, where distinct growth is arrested.
- Symbiotic: Their relationship with neighbors is based on mutual economic interdependence, though acculturation remains haphazard.
- Acculturative: Characterized by a one-way flow of cultural traits from surrounding rural and urban groups, leading to culture crisis and sudden disruptive changes.
Anthropologist D.N. Majumdar noted that these adaptive groups experience culture crises. The limitation of this classification is that it often overlooks remote cultures completely distant from rural-urban influences.

Teacher's Note:
a) Critically evaluate tribal transformation by balancing developmental claims with realities of displacement and exploitation.
b) Outline the cultural distance classification (Assimilative, Commensalic, Symbiotic, Acculturative) accurately as per anthropological literature.