THE CONSTITUTION OF INDIA

Social Change and Development in India

Social Change and Development in India

12109 - SOCIAL CHANGE AND DEVELOPMENT IN INDIA

First Edition

Reprinted

Revised Edition

Reprinted

PD 15T HK

© National Council of Educational Research and Training, 2007, 2022

ALL RIGHTS RESERVED

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DIVISION, NCERT

₹ 100.00

Published at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110016 and printed at Jaina Offset Printers, A33/2, Sahibabad Industrial Area, Site-IV (U.P.)

Publication Team

Cover and Layout

Illustrations

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 in 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 consideration 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 textbook. We wish to thank the Chairperson of the advisory group in Social Sciences, Professor Hari Vasudevan, and the Chief Advisor for this textbook, 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.

In view of the COVID-19 pandemic, it is imperative to reduce content load on students. The National Education Policy 2020, also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset. In this background, the NCERT has undertaken the exercise to rationalise the textbooks across all classes. Learning Outcomes already developed by the NCERT across classes have been taken into consideration in this exercise.

Contents of the textbooks have been rationalised in view of the following:

This present edition, is a reformatted version after carrying out the changes given above.

TEXTBOOK DEVELOPMENT COMMITTEE

CHAIRPERSON, ADVISORY COMMITTEE FOR SOCIAL SCIENCES TEXTBOOK AT THE HIGHER SECONDARY LEVEL

Hari Vasudevan, Professor, Department of History, University of Calcutta, Kolkata

CHIEF ADVISOR

Yogendra Singh, Emeritus Professor, Centre for the Study of Social Systems, Jawaharlal Nehru University, New Delhi

ADVISORS

Maitrayee Chaudhuri, Professor, Centre for the Study of Social Systems, Jawaharlal Nehru University, New Delhi

Satish Deshpande, Professor, Department of Sociology, Delhi School of Economics, University of Delhi, Delhi

MEMBERS

Amita Baviskar, Professor, Institute of Economic Growth, University of Delhi, Delhi

Anjan Ghosh, Fellow, Centre for Studies in Social Sciences, Kolkata

Carol Upadhya, Visiting Associate Fellow, National Institute of Advanced Studies, Bengaluru

Khamyambam Indira, Assistant Professor, North-east Regional Institution of Education, Shillong

Kushal Deb, Associate Professor, Department of Sociology, Indian Institute of Technology, Mumbai

Latha Govindan Nair, Ex-teacher of Sociology, Sardar Patel Vidyalaya, New Delhi Nandini Sunder, Professor, Department of Sociology, Delhi School of Economics, University of Delhi, Delhi

Sarika Chandrawanshi Saju, Assistant Professor, Regional Institution of Education, Bhopal

Tasong Newmei, Assistant Professor, North-east Regional Institution of Education, Shillong

MEMBER-COORDINATOR

Manju Bhatt, Professor, Department of Education in Social Sciences, NCERT, New Delhi

ACKNOWLEDGEMENTS

The many debts incurred in meeting the challenge of producing this textbook under a very tight schedule are gratefully acknowledged. First of all, thanks to all the colleagues of the editorial team and members who took out time from their other commitments to devote their energies to this task.

Yogendra Singh, Professor Emeritus, Jawaharlal Nehru University, New Delhi, and our Chief Advisor, was, as always, a pillar of support who gave us the confidence to proceed. He and Krishna Kumar, Professor and Director, NCERT, provided the abhay hastha that enabled and guided our collective efforts. Savita Sinha, Professor and Head, Department of Education in Social Sciences and Humanities, lent unstinting support. Shveta Uppal, Chief Editor, NCERT, not only facilitated our work but encouraged us to aim higher.

We are thankful to Seema Banerjee, PGT, Sociology, Laxman Public School, New Delhi; Dev N. Pathak, Bluebell International School, New Delhi; Nirmla Choudhary, PGT, Sociology, Nehru Adarsh Senior Secondary School, Delhi; and Kiran Sharma, PGT, Sociology, Government Boys Senior Secondary School, President Estate, New Delhi, for providing their feedback and inputs.

Special thanks are due to Shweta Rao, who took on the challenge of designing the book and made it possible to realise our efforts. Her contributions are visible on every page. The Council also acknowledges the support and contribution of Jesna Jayachandran, Research Scholar at the Centre for the Study of Social Systems, Jawaharlal Nehru University, New Delhi.

Our special thanks to Satish Saberwal, Professor, and N. Jayaram, Professor, and members of the Monitoring Committee from whose meticulous comments and suggestions we benefited enormously.

Finally, we are grateful to all the institutions and individuals who allowed us to use materials from their publications, each of which is acknowledged in the text. The NCERT is specially grateful to R.K. Laxman for allowing us to use his cartoons; Malavika Karlekar for the use of photographs from her book, Visualising Indian Women 1875–1947, published by Oxford University Press, New Delhi; Radha Kumar for letting us use visuals from her book, The History of Doing: An Illustrated Account of Movements for Women's Rights and Feminism in India 1800–1990; and Ravi Agarwal for his collection of photographs. We have also used some material and photographs from India Today, Outlook and Frontline, The Times of India, The Hindu and Hindustan Times. The Council thanks the authors, copyright holders and publishers of these materials. The NCERT gratefully acknowledges the library of the Rail Museum, Chanakya Puri, New Delhi; Y.K. Gupta and R.C. Das of the Central Institute of Educational Technology, NCERT, New Delhi.

The Council acknowledges the contribution of Nazia Khan, DTP Operator, Dinesh Kumar, In-charge, Computer Station, and Rishi Pal Singh, Senior Proofreader, NCERT, in shaping this textbook. We are grateful to the Publication Department, NCERT, for all its support.

The Council acknowledges the valuable inputs for analysying syllabi, textbooks and the content, proposed to be rationalised for this edition by Manju Bhatt, Dehradun, Uttarakhand; Achla Pritam Tandon, Associate Professor, Sociology, Hindu College, University of Delhi, New Delhi; Seema Banerjee, PGT Sociology, Laxman Public School Hauz Khas Enclave, New Delhi, and Abha Seth, PGT Sociology, Kishangarh, Vasant Kunj, New Delhi.

SUGGESTIONS FOR USE

You have already gone through the earlier book. You are therefore familiar with the spirit of the National Curriculum Framework that the textbooks seek to communicate. The idea is to move away from learning by rote. The effort in the textbook is to give “higher priority and space to opportunities for contemplation and wondering, discussion in small groups, and activities requiring hands-on experience”. Every effort has been made to connect the subject matter to the contemporary social environment and to the everyday life of the child. Towards making this possible, we have boxes that draw from reports in newspapers, magazines, brief extracts from fiction, government reports, apart from the many examples to the everyday life of children. The exercises and activities in the textbook are, therefore, an essential part of the book. An effort has also been made to draw from sociological writings to give a flavour of sociological research.

This has been a challenging, sometimes difficult task for us and we are aware that your suggestions will go a long way to improve upon it. Please do write to us at the following address – The Head, Department of Education in Social Sciences, NCERT, Sri Aurobindo Marg, New Delhi 110 016. Or you can send e-mail to: [email protected]. We look forward to your responses, and specially your critical comments, including suggestions for improvements in the layout and format. We promise to acknowledge all useful suggestions in the next edition of the textbook.

CONTENTS

PREAMBLE

WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a $^{1}$ [SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC] and to secure to all its citizens :

EQUALITY of status and of opportunity; and to promote among them all

FRATERNITY assuring the dignity of the individual and the $^{2}$ [unity and integrity of the Nation];

IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949 do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.