ISC Class 12 Sociology Board Exam Question Paper 2020 with Solutions

ISC Class 12 Sociology Board Exam Question Paper with Solutions

PART I (20 Marks)

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

(i) Distinguish between family of origin and family of procreation. [2 Marks]

Answer:
1. Family of origin is the family in which a person is born and reared, consisting of parents and siblings.
2. Family of procreation is the family established by a person through marriage, consisting of a spouse and children.

Teacher's Note:
a) The family of origin provides primary socialisation, whereas the family of procreation fulfills reproductive and continuing societal functions.
b) Students should clearly differentiate based on birth versus marriage to secure full marks.

(ii) Define taboo. [2 Marks]

Answer:
A taboo is a strong social prohibition or religious restriction against certain actions, behaviors, persons, or objects, violation of which is believed to bring supernatural punishment or severe social sanction.

Teacher's Note:
a) Taboos maintain social order and sacred boundaries within communities.
b) Mentioning both the prohibitory nature and the consequence of violation is essential.

(iii) What is meant by sustainable development? [2 Marks]

Answer:
Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs, balancing economic growth with environmental protection.

Teacher's Note:
a) This concept bridges ecological preservation and human developmental needs.
b) Use the standard Brundtland Commission definition or equivalent sociological phrasing.

(iv) Distinguish between sex and gender. [2 Marks]

Answer:
1. Sex refers to the biological and physiological differences between males and females.
2. Gender refers to the socially constructed roles, behaviors, expressions, and identities that a given society considers appropriate for men and women.

Teacher's Note:
a) Sex is universal and biologically determined, whereas gender is culturally variable and socially learned.
b) Ensure the distinction between biological attributes and social roles is explicitly stated.

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

Answer:
Matripotestal refers to a family or social structure in which authority, power, and control are vested in the mother or maternal female figures.

Teacher's Note:
a) Matripotestal focuses specifically on power and authority, distinguishing it from matrifocal (centered on the mother) or matrilineal (descent through the mother).
b) Clear definition of authority is key here.

(vi) Give the meaning of the term social change. [2 Marks]

Answer:
Social change refers to significant alterations over time in behavior patterns, cultural values, social structures, and norms within a society.

Teacher's Note:
a) Social change involves structural and institutional transformations rather than mere individual fluctuations.
b) Keywords like structural alterations and cultural values are important.

(vii) Define modernisation. [2 Marks]

Answer:
Modernisation is the process of social, cultural, and economic transition from a traditional or pre-industrial society to a modern, secular, scientific, and industrial society.

Teacher's Note:
a) It encompasses technological advancement, rationalisation, and changing values.
b) Emphasise the shift from traditional to rational-scientific frameworks.

(viii) What is totemism? [2 Marks]

Answer:
Totemism is a system of belief in which a mystical, spiritual, or kinship relationship is believed to exist between a human group (clan or lineage) and a natural object, plant, or animal (the totem).

Teacher's Note:
a) Commonly found in tribal societies, the totem serves as a symbol of group identity and solidarity.
b) Mentioning the sacred bond between the clan and the natural object is mandatory.

(ix) What is meant by couvade? [2 Marks]

Answer:
Couvade is a custom in which the husband of a pregnant woman adopts certain ritual practices, restrictions, and simulated birth pains during or after the pregnancy of his wife.

Teacher's Note:
a) It reflects cultural recognition of the father's ritual link to the newborn.
b) Focus on the husband's sympathetic participation in pregnancy rituals.

(x) What is meant by xenophobia? [2 Marks]

Answer:
Xenophobia is the fear, intense dislike, or prejudice against people from other countries, cultures, or outsiders perceived as foreign.

Teacher's Note:
a) It manifests in social exclusion, discrimination, and hostility toward immigrant or minority groups.
b) Distinguish it from racism by focusing on the fear or hatred of strangers/foreigners.

PART II (50 Marks)

Question 2

(a) What is the meaning of kinship terms? Explain in detail with examples. [5 Marks]

Answer:
1. Kinship terms are linguistic labels or designations used to identify specific relatives within a kinship system (e.g., father, mother, uncle, niece).
2. They reflect the structural principles and social organisation of a society, indicating rights, obligations, and social distance.
3. Classificatory kinship terms group multiple relatives under a single term; for example, the term 'uncle' may refer to both father's brother and mother's brother.
4. Descriptive kinship terms isolate and specify a distinct relationship; for example, 'father' refers strictly to one's biological or social male parent.
5. Kinship terminology systems help maintain social order and regulate behavior by clarifying relative status and roles.

Teacher's Note:
a) Definitions must distinguish between classificatory and descriptive terms with clear examples.
b) Examiners look for sociological understanding of how language reflects kinship structures.

(b) Discuss hypergamy as a form of marriage. What is its impact on Hindu society? [5 Marks]

Answer:
1. Hypergamy (Anuloma) is a form of marriage in which a woman marries a man of a higher social, economic, or caste status.
2. It is traditionally practiced in hierarchical societies where stratification dictates marital alliances.
3. Impact on Hindu society: It reinforces caste stratification by maintaining upper-caste purity and status.
4. It places economic and social pressure on the bride's family, often leading to heavy dowry demands to secure a higher status groom.
5. It leads to a shortage of eligible grooms for women of lower strata, while women of the highest strata face restricted marital choices (hypogamy being traditionally discouraged).

Teacher's Note:
a) Define hypergamy clearly and connect it to the traditional Hindu caste system (Anuloma marriage).
b) Discuss both social integration aspects and negative consequences like dowry pressures.

Question 3

(a) Write a short note on Irom Sharmila and her struggle in Manipur. [5 Marks]

Answer:
1. Irom Chanu Sharmila, known as the 'Iron Lady of Manipur', is a civil rights activist and poet who undertook a historic hunger strike lasting for 16 years.
2. Her protest began in November 2000 following the Malom Massacre, in which ten civilians were killed by Assam Rifles personnel in Manipur.
3. Her primary demand was the repeal of the Armed Forces Special Powers Act (AFSPA), which grants sweeping immunity to security forces in disturbed areas.
4. She was arrested repeatedly by state authorities under Section 309 of the Indian Penal Code for attempted suicide and was force-fed through a nasal tube during her detention.
5. Though she ended her fast in August 2016 to transition into electoral politics, her struggle remains a landmark symbol of peaceful resistance against state impunity and human rights violations in Northeast India.

Teacher's Note:
a) Ensure factual accuracy regarding dates, location, and the core demand (repeal of AFSPA).
b) Highlight the sociological significance of her movement against state power.

(b) Define Panchayati Raj. Discuss the three tiers of Panchayati Raj. [5 Marks]

Answer:
1. Panchayati Raj is a system of local self-government in rural India, institutionalised nationwide by the 73rd Constitutional Amendment Act of 1992.
2. It aims to decentralise democratic governance, empower rural communities, and promote grassroots participation in local development.
3. First tier (Village Level): Gram Panchayat, operating at the village level, consisting of elected ward members and a Sarpanch, responsible for local civic amenities and welfare schemes.
4. Second tier (Block Level): Panchayat Samiti (or Block Panchayat), operating at the intermediate block level, coordinating development activities between gram panchayats and the district administration.
5. Third tier (District Level): Zilla Parishad, operating at the apex district level, supervising development programs, allocating funds, and advising the state government on rural development.

Teacher's Note:
a) Mention the 73rd Constitutional Amendment as the foundational legal basis.
b) Clearly explain all three tiers with their respective functions to secure full marks.

Question 4

(a) Discuss women as perpetrators of violence. [5 Marks]

Answer:
1. Sociological studies show that while men commit the majority of violent crimes, women also act as perpetrators of interpersonal, familial, and structural violence.
2. Domestic sphere: Women often participate in or instigate domestic violence, such as harassment of daughters-in-law over dowry disputes.
3. Child abuse: Mothers or female caregivers can be perpetrators of physical neglect, emotional abuse, or corporal punishment against children.
4. State and political violence: Women participate as combatants, terrorists, or state actors in political conflicts, insurgencies, and genocides.
5. Institutional roles: Female prison guards, employers, or authority figures can inflict institutional violence, demonstrating that violence is not exclusively male.

Teacher's Note:
a) Address this sensitive topic objectively through a sociological lens, moving beyond stereotypes.
b) Cover both domestic/interpersonal contexts and broader societal or political forms of violence.

(b) Explain any five features of communalism. [5 Marks]

Answer:
1. Belief in distinct identity: Communalism is based on the ideology that people belonging to a particular religion share identical socio-economic and political interests.
2. Antagonistic stance: It posits that the interests of different religious groups are fundamentally opposed and incompatible with one another.
3. Political mobilisation: Religious identity is exploited by political actors to mobilise masses and gain power.
4. Fostering prejudice: It promotes stereotypes, suspicion, and hatred toward other religious communities.
5. Threat to national integration: Communalism often culminates in communal riots, violence, and disintegration of social harmony, posing a direct challenge to secularism and unity.

Teacher's Note:
a) Define communalism as a divisive ideology rooted in religious fanaticism.
b) Ensure all five features are distinct, covering ideological, political, and social dimensions.

Question 5

(a) Define caste. Explain any four characteristics of caste. [5 Marks]

Answer:
1. Caste is a hereditary, endogamous social group in which a person's rank and associated rights and obligations are ascribed by birth, traditionally prominent in Hindu society.
2. Segmental division of society: Society is divided into distinct status groups (castes) whose membership is determined by birth rather than achievement.
3. Hierarchy: Castes are arranged in a hierarchical order from high to low based on notions of ritual purity and pollution.
4. Endogamy: Members of a caste are strictly required to marry within their own caste group, preserving boundaries.
5. Hereditary occupation: Traditionally, each caste was associated with a specific hereditary occupation, passing skills and trades down generations.

Teacher's Note:
a) Use standard sociological definitions (such as those by C. Bougle or G.S. Ghurye).
b) Clearly enumerate four distinct characteristics with brief explanations.

(b) What is meant by race? Discuss any four traits of race. [5 Marks]

Answer:
1. Race is a social and biological category used to group humans based on shared physical or genetic traits, though modern sociology views race primarily as a social construct.
2. Skin pigmentation: Variations in melanin production resulting in different skin tones ranging from light to dark.
3. Hair texture and color: Morphological differences in hair form (straight, wavy, curly, woolly) and pigmentation.
4. Facial morphology: Variations in facial features such as nasal index (broad versus narrow noses) and lip form.
5. Stature and body build: Average height, body proportions, and skeletal structures associated with specific geographic populations.

Teacher's Note:
a) Clarify both the biological basis of visible traits and the sociological understanding of race as a social construct.
b) List physical phenotypic traits accurately.

Question 6

(a) Explain any five dysfunctions of religion. [5 Marks]

Answer:
1. Promotion of fanaticism: Religion can foster religious fundamentalism, intolerance, and dogmatic thinking, rejecting scientific inquiry or pluralism.
2. Source of conflict: Religious differences have historically been catalysts for violent inter-group conflicts, crusades, terrorism, and communal riots.
3. Maintenance of inequality: Religion has often been used to justify social inequalities, such as the caste system, slavery, or the subordination of women.
4. Obstacle to social change: Dogmatic religious beliefs can resist progressive social reforms, scientific advancement, and modernization.
5. Exploitation of masses: Religious institutions and leaders can manipulate followers economically and psychologically for personal or political gain.

Teacher's Note:
a) Contrast functionalist views of religion with its conflict-oriented dysfunctions.
b) Provide five clear negative impacts of religion on society.

(b) Define the term tribe. Discuss any four features of a tribe. [5 Marks]

Answer:
1. A tribe is a social group existing outside state structures, comprising a collection of families or communities sharing a common territory, dialect, culture, and name.
2. Common territory: Tribes typically inhabit a specific, defined geographic region or ecological niche, often in forests or hills.
3. Common language/dialect: Members communicate using a distinct tribal language or dialect unique to their community.
4. Common culture and traditions: Tribes share distinct customs, myths, folklore, rituals, and a strong sense of collective identity.
5. Simple economy: Traditional tribes rely on subsistence-level economies such as hunting, gathering, fishing, or shifting cultivation, with limited division of labor.

Teacher's Note:
a) Provide a standard sociological definition of a tribe.
b) List four distinct sociological features clearly.

Question 7

(a) Family is the most important primary group in society. Discuss briefly. [5 Marks]

Answer:
1. The family is classified as a primary group by sociologists like Charles Horton Cooley because it involves intimate, face-to-face association and cooperation.
2. Primary socialisation: It is the primary agency where a child learns basic language, cultural norms, values, and behavioral patterns.
3. Emotional support: The family provides unconditional emotional security, affection, and psychological stability to its members.
4. Regulation of behavior: It sets standards of morality and social conduct, guiding individual behavior in line with societal expectations.
5. Identity and status: Membership in a family ascribes initial social status, caste, religion, and class identity to an individual in society.

Teacher's Note:
a) Connect the concept of 'primary group' (Cooley) directly to the family.
b) Highlight socialisation, emotional security, and status as key functions.

(b) Distinguish between avunculate and amitate forms of kinship usage. [5 Marks]

Answer:
1. Avunculate: A kinship usage involving a special, privileged, and institutionalised relationship between a man and his mother's brother (maternal uncle). In matrilineal societies, the maternal uncle holds authority and property rights over his sister's children.
2. Amitate: A kinship usage involving a special, prominent relationship between a person and their father's sister (paternal aunt). The paternal aunt often holds a position of special honor, indulgence, and ceremonial importance in rituals.
3. Avunculate highlights the importance of the maternal line in certain social structures, whereas amitate emphasizes paternal kin relations.
4. Both usages define specific behavioral norms, roles, and obligations that regulate intra-family interactions.
5. They serve to strengthen extended kinship ties beyond the nuclear family unit.

Teacher's Note:
a) Clearly define avunculate (maternal uncle) and amitate (paternal aunt).
b) Explain their functional importance in kinship systems.

Question 8

(a) Discuss the causes of origin of dormitories in tribal societies. [5 Marks]

Answer:
1. Socialisation and training: Tribal dormitories (youth houses) originated as institutions for educating young boys and girls in tribal traditions, folklore, and vocational skills.
2. Moral and sexual education: They provide a controlled environment to impart community values, discipline, and norms regarding sex and marriage.
3. Community defense: Dormitories served to train young warriors in defense, warfare, and protecting the village from external threats or wild animals.
4. Fostering solidarity: Living together in youth dormitories builds lifelong bonds of cooperation, leadership, and unity among youth.
5. Economic cooperation: They trained young members in cooperative labor, hunting, and agricultural tasks essential for tribal survival.

Teacher's Note:
a) Define tribal dormitories (e.g., Ghotul among the Muria Gond) in the context of their social function.
b) Detail multiple causes of their origin, such as education, defense, and socialisation.

(b) Examine shifting axe cultivation critically. [5 Marks]

Answer:
1. Shifting cultivation (also known as slash-and-burn or Jhum cultivation) involves clearing forest patches by cutting and burning vegetation to grow crops for a few seasons before moving to a new plot.
2. Positive aspects: It is well-adapted to fragile forest ecosystems, allows natural forest regeneration during the fallow period, and requires minimal capital inputs.
3. Cultural significance: For many tribal communities, it is not merely an economic activity but an integral part of their culture, rituals, and seasonal festivals.
4. Negative impacts: Ecological critics argue that it leads to severe deforestation, soil erosion, loss of biodiversity, and disruption of watersheds.
5. Modern perspective: Due to rising population pressures and shrinking forest lands, traditional fallow cycles have shortened, reducing soil fertility and prompting governments to encourage settled agriculture.

Teacher's Note:
a) Maintain a critical balance by discussing both traditional/cultural benefits and environmental drawbacks.
b) Mention environmental degradation alongside tribal dependence.

Question 9

(a) Discuss any three positive and any two negative impacts of mass media on the society. [5 Marks]

Answer:
1. Positive impact 1 (Information and Awareness): Mass media disseminates news, educational programs, and public service announcements rapidly, keeping citizens informed about global events.
2. Positive impact 2 (Democratic Participation): It acts as the fourth estate, holding governments accountable, exposing corruption, and providing a platform for public debate.
3. Positive impact 3 (Cultural Integration): Media bridges cultural divides, promotes social cohesion, and provides mass entertainment.
4. Negative impact 1 (Spread of misinformation): The proliferation of fake news, sensationalism, and propaganda can manipulate public opinion and incite social tensions.
5. Negative impact 2 (Cultural homogenisation and commercialisation): Media can promote hyper-consumerism, unrealistic body standards, and erosion of indigenous local cultures.

Teacher's Note:
a) Ensure the exact count of three positive and two negative impacts is strictly followed.
b) Use contemporary sociological examples like social media algorithms or fake news.

(b) Examine the relation between religion and science. [5 Marks]

Answer:
1. The relationship between religion and science is complex, historically ranging from intense conflict to peaceful coexistence.
2. Conflict perspective: Historically, scientific discoveries (such as Galileo's heliocentric model or Darwin's theory of evolution) clashed with religious dogmas, leading to accusations of heresy and censorship.
3. Independence/Compartmentalization: Many modern thinkers argue that science and religion operate in separate domains. Science addresses empirical 'how' questions, while religion addresses moral and existential 'why' questions.
4. Complementary perspective: Some scholars view them as complementary; science explains the physical mechanics of the universe, while religion provides ethical meaning and purpose.
5. Sociological view: Sociology examines how both institutions shape human values, worldviews, and social authority in changing modern societies.

Teacher's Note:
a) Analyze the dynamic relationship objectively across historical and modern contexts.
b) Cover both conflict and accommodation models between religion and science.