UNDERSTANDING SOCIETY TEXTBOOK FOR CLASS XI

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UNDERSTANDING SOCIETY
TEXTBOOK FOR CLASS XI
2020-21
Page 1
2020-21
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UNDERSTANDING SOCIETY
TEXTBOOK FOR CLASS XI
2020-21
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First EditionFirst Edition
First EditionFirst Edition
First Edition
August 2006 Ashvin 1927
ReprintedReprinted
ReprintedReprinted
Reprinted
November 2006 Kartika 1928
December 2007 Agrahayana 1929
June 2009 Asadha 1931
January 2010 Magha 1931
January 2011 Magha 1932
August 2012 Shravana 1934
November 2013 Kartika 1935
January 2015 Magha 1936
December 2015 Pausa 1937
December 2016 Pausa 1938
January 2018 Pausa 1939
November 2018 Kartika 1940
January 2019 Pausa 1940
August 2019 Shravana 1941
PD 70T BS
© National Council of Educational© National Council of Educational
© National Council of Educational© National Council of Educational
© National Council of Educational
Research and Training, 2006Research and Training, 2006
Research and Training, 2006Research and Training, 2006
Research and Training, 2006
` 50.00
ISBN 81-7450-111-6
ALL RIGHTS RESERVED
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that in which it is published.
q The correct price of this publication is the price printed on this page,
Any revised price indicated by a rubber stamp or by a sticker or by any
other means is incorrect and should be unacceptable.
Publication Team
Head, Publication : M. Siraj Anwar
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2020-21
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FOREWORD
The National Curriculum Framework (NCF) 2005, recommends that
children’s life at school must be linked to their life outside the school. This
principle marks a departure from the legacy of bookish learning which
continues to shape our system and causes a gap between the school, home
and community. The syllabi and textbooks developed on the basis of NCF
signify an attempt to implement this basic idea. They also attempt to
discourage rote learning and the maintenance of sharp boundaries between
different subject areas. We hope these measures will take us significantly
further in the direction of a child-centred system of education outlined in
the National Policy on Education (1986).
The success of this effort depends on the steps that school principals
and teachers will take to encourage children to reflect on their own learning
and to pursue imaginative activities and questions. We must recognise that,
given space, time and freedom, children generate new knowledge by
engaging with the information passed on to them by adults. Treating the
prescribed textbook as the sole basis of examination is one of the key
reasons why other resources and sites of learning are ignored. Inculcating
creativity and initiative is possible if we perceive and treat children as
participants in learning. Not as receivers of a fixed body of knowledge.
These aims imply considerable change in school routines and mode
of functioning. Flexibility in the daily time-table is as necessary as rigour
in implementing the annual calendar so that the required number of
teaching days are actually devoted to teaching. The methods used for
teaching and evaluation will also determine how effective this textbook
proves for making children’s life at school a happy experience, rather than
a source of stress or boredom. Syllabus designers have tried to address
the problem of curricular burden by restructuring and reorienting
knowledge at different stages with greater considertation for child
psychology and the time available for teaching. The textbook attempts to
enhance this endeavour by giving higher priority and space to
opportunities for contemplation and wondering, discussion in small
groups, and activities requiring hands-on experience.
The National Council of Educational Research and Training (NCERT)
appreciates the hard work done by the textbook development committee
responsible for this book. We wish to thank the Chairperson of the advisory
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group in Social Science, Professor Hari Vasudevan and the Chief Advisor
for this book, Professor Yogendra Singh for guiding the work of this
committee. Several teachers contributed to the development of this
textbook; we are grateful to their principals for making this possible. We
are indebted to the institutions and organisations which have generously
permitted us to draw upon their resources, material and personnel. We are
especially grateful to the members of the National Monitoring Committee,
appointed by the Department of Secondary and Higher Education,
Ministry of Human Resource Development under the Chairpersonship of
Professor Mrinal Miri and Professor G.P. Deshpande, for their valuable time
and contribution. As an organisation committed to systemic reform and
continuous improvement in the quality of its products, NCERT welcomes
comments and suggestions which will enable us to undertake further
revision and refinement.
Director
New Delhi National Council of Educational
20 December 2005 Research and Training
vi
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TEXTBOOK DEVELOPMENT COMMITTEE
CHAIRPERSON, ADVISORY COMMITTEE FOR SOCIAL SCIENCE TEXTBOOKS AT THE
HIGHER SECONDARY LEVEL
Hari Vasudevan, Professor, Department of History, University of Kolkata,
Kolkata
CHIEF ADVISOR
Yogendra Singh, Emeritus Professor, Centre for the Study of Social System,
Jawaharlal Nehru University, New Delhi
MEMBERS
Abha Awasthi, Professor (Retd.), Department of Sociology, Lucknow
University, Lucknow
Amita Baviskar, Professor, Institute of Economic Growth, University of Delhi
Anjan Ghosh, Fellow, Centre for Studies in Social Sciences, Kolkata
Balka Dey, Programme Associate, United Nations Development
Programme, New Delhi
Disha Nawani, Professor, Gargi College, New Delhi
D.K. Sharma, Professor (Retd.), Department of Education in Social Sciences,
NCERT, New Delhi
Jitendra Prasad, Professor (Retd.), Department of Sociology, M.D.
University, Rohtak
Madhu Nagla, Professor, Department of Sociology, M.D. University, Rohtak
Madhu Sharan, Project Director, Hand-in-Hand, Chennai
Maitrayee Choudhari, Professor, Centre for the Study of Social Systems,
Jawaharlal Nehru University, New Delhi
Rajiv Gupta, Professor (Retd.), Department of Sociology, University of
Rajasthan, Jaipur
Sarika Chandrawanshi Saju, Assistant Professor, RIE, Bhopal, NCERT,
New Delhi.
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Satish Deshpande, Professor, Department of Sociology, Delhi School of
Economics, University of Delhi, Delhi
Vishwa Raksha, Professor, Department of Sociology, University of Jammu,
Jammu
MEMBER-COORDINATOR
Manju Bhatt, Pr
ofessor, Department of Education in Social Sciences,
NCERT, New Delhi
viii
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ACKNOWLEDGEMENTS
The National Council of Educational Research and Training acknowledges
Karuna Chanana, Professor (Retd.), Zakir Husain Centre for Education
Studies, Jawaharlal Nehru University, New Delhi; Arvind Chouhan,
Professor, Department of Sociology, Barkatullah University, Bhopal;
Debal Singh Roy, Professor, Department of Sociology, Indira Gandhi
National Open University, New Delhi; Rajesh Mishra, Professor, Department
of Sociology, Lucknow University, Lucknow; S.M. Patnayak, Professor,
Department of Anthropology, University of Delhi, Delhi; Sudershan Gupta,
Principal, Government Higher Secondary School, Paloura, Jammu;
Mandeep Choudhary, PGT (Retd.), Sociology, Guru Hari Kishan Public
School, New Delhi; Seema Banarjee, PGT, Sociology, Laxman Public School,
New Delhi; Rita Kanna, PGT (Retd.), Sociology, Delhi Public School, New
Delhi for providing their feedback and inputs.
Acknowledgements are due to Savita Sinha, Professor and Head (Retd.),
Department of Education in Social Sciences for her help and support.
The Council expresses its gratitude to Press Information Bureau,
Ministry of Information and Broadcasting, Government of India; V. Suresh,
PGT, Zoology, Sri Vidhya Matriculation Higher Secondary School, Uttangari,
Tamil Nadu; and L. Chakravarthy, Photographer, Uttangari, Tamil Nadu,
for using their photographs in the textbook. Different photographs were
also provided by R.C. Das, Photographer, CIET, NCERT. Council also
acknowledges his contribution. Some photographs were taken from the
different issues of Business and Economy, Business World and Business
Today magazines. The Council thanks the copyright holders and publishers
of these magazines.
The Council also gratefully acknowledges the contributions of
Mathew John, Proof Reader and Uttam Kumar, DTP operator and other
staff members of the Publication Department, NCERT for their support
in bringing out this textbook.
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UNDERSTANDING SOCIETY TEXTBOOK FOR CLASS XI

UNDERSTANDING SOCIETY TEXTBOOK FOR CLASS XI

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