NCERT Indian Society Textbook for Class XII

Publisher: Ncert Books
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changes in the content and format of the textbook, and, of course, in the way that the classroom use of the textbook is to be structured. While each school, each teacher and each class will doubtless evolve their own ways of using this textbook, it is broadly true that the NCF will shift emphasis towards classroom discussion, activities and projects, and away from information-absorption and reproduction. In addition to these general features of the NCF which will affect all subjects, there are some features specific to the content of this textbook which may require special handling. The obvious candidates are the chapters on caste and other forms of inequality, and those on minorities and related issues Chs. 3, 5 and 6 . Depending on the composition of the class, teachers will have to devise their own methods of dealing with sensitive material without making any section of students feel embarrassed. However, at the same time students from dominant sections of the society should also be challenged to question their common sense and to rethink many taken-for-granted issues and opinions. It is partly in view of these considerations that Ch. 3 is very light on activities, leaving it to the teacher to devise suitable ones for the specific class and the situation in which she he is teaching. vi
Apart from this exception, however, the text tries to be activity based. Activities are inserted quite deliberately and are intended to be an integral part of the textbook. Teachers and students are welcome to modify them to suit local situations, but please do not skip them There are different kind of activities. One kind which is new is called an Exercise . It is based on a specific text or table given in the text, and requires students to answer very specific questions. These should be taken as mandatory. Information boxes that are meant to provide contextual material that is not part of the evaluative content i.e., students will not be examined on this material are coloured i.e., any colour other than shades of grey, which are the standard shades for boxes . In order not to overburden the text, we have not inserted too many references or citations. The references given at the end of each chapter are thus intended to be more of a bibliography rather than simply a list of citations. However, citations are given where specific information or quotations are involved. Teachers are of course welcome to use any additional readings or texts they find useful. There is a consolidated glossary at the end of the textbook, and students should be encouraged to refer to it. Terms explained in detail in the text are generally not included in the glossary. Many, but not all, of the words that are included in the glossary appear in bold when they are first used in the textbook. Remember, every word that appears in bold type will be found in the glossary, but the glossary includes many more words as well. A special word on projects and practical work. This feature is a new one, and involves a significant change in the evaluation procedure. Since at least twenty per cent of the total marks for sociology are to be devoted to this section, close attention should be paid to this. Chapter 7 provides some suggestions, along with a brief recap of the methods discussed in the Class XI textbook Ch. 5 of Introducing Sociology . In view of the scheduling of project work, Chapter 7 is perhaps best discussed relatively early in the course rather than at the end of all the other chapters , preferably after Chapter 2 and 3 have been discussed. The class can revisit Chapter 7 at the end of the textbook, but selection of projects and work on them should start much earlier. The project suggestions are merely indicative please feel free to devise your own, keeping in mind the constraints and methodological considerations mentioned in Chapter 7. This is NCERT s first attempt to take on board the concerns of the new NCF for