Contents

INTRODUCTION ................................................................................................................................... i RATIONALE........................................................................................................................................... 1 AIMS..................................................................................................................................................... 1 SKILLS AND ABILITIES TO BE ASSESSED ............................................................................................... 2 PRE-REQUISITES OF THE SYLLABUS .................................................................................................... 3 STRUCTURE OF THE SYLLABUS ............................................................................................................ 3 UNIT 1: THE SOCIOLOGICAL PERSPECTIVE MODULE 1: SOCIOLOGICAL CONCEPTS, PERSPECTIVES AND METHODS .......................... 4 MODULE 2: SOCIAL INSTITUTIONS: FAMILY, RELIGION, EDUCATION .............................. 7 MODULE 3: SOCIAL STRATIFICATION ............................................................................... 11 UNIT 2: DEVELOPMENT AND SOCIAL CHANGE MODULE 1: POPULATION AND DEVELOPMENT ............................................................... 14 MODULE 2: CRIME AND DEVIANCE ................................................................................. 18 MODULE 3: CARIBBEAN SOCIAL ISSUES: POVERTY, HEALTH AND ENVIRONMENT ......... 21 OUTLINE OF ASSESSMENT ................................................................................................................... 26 REGULATIONS FOR PRIVATE CANDIDATES .......................................................................................... 37 REGULATIONS FOR RESIT CANDIDATES ............................................................................................... 38 ASSESSMENT GRID ............................................................................................................................... 38 GLOSSARY OF BEHAVIOURAL VERBS USED IN THE SOCIOLOGY EXAMINATION ................................. 39 CXC A27/U2/13 i

Introduction

T
he Caribbean Advanced Proficiency Examination (CAPE) is designed to provide certification of the academic, vocational and technical achievement of students in the Caribbean who, having completed a minimum of five years of secondary education, wish to further their studies. The examinations address the skills and knowledge acquired by students under a flexible and articulated system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three Modules. Subjects examined under CAPE, may be studied concurrently or singly. The Caribbean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE Diploma, awarded to candidates who have satisfactorily completed at least six Units including Caribbean Studies. The third is the CXC Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including Caribbean Studies and Communication Studies. For the CAPE Diploma and the CXC Associate Degree, candidates must complete the cluster of required Units within a maximum period of five years. Recognised educational institutions presenting candidates for the CXC Associate Degree in one of the nine categories must, on registering these candidates at the start of the qualifying year, have them confirm, in the required form, the Associate Degree they wish to be awarded. Candidates will not be awarded any possible alternatives for which they did not apply. CXC A27/U2/13 1

Sociology Syllabus
RATIONALE

S
ociology is a scientific study of social interactions, social institutions, social patterns and social change of human society guided by sociological theories and methods. Caribbean society has been shaped by historical forces which have led to the emergence of several small diverse and divided societies, each unique in many respects but sharing a common history of colonialism, slavery and indentureship. Despite evidence of socio-economic transformation and the influence of globalisation, the region still maintains a distinct identity. In this regard, sociology can equip students with the necessary knowledge, orientation and skills for understanding society in general and Caribbean Society in particular. The syllabus introduces students to theories and research methods of sociology, the sociological perspective and the processes of social structural change with specific emphasis on the development and modernisation of societies. Students will acquire a set of sociological competencies that will enable them to use the practical and problem-solving approaches to the analysis of society. Based on the attributes of the Ideal Caribbean Person as articulated by CARICOM, this course of study in CAPE Sociology can contribute to the development of a Caribbean person who is emotionally secure with a high level of self-confidence and self-esteem; see ethnic, religious and other diversity as a source of potential strength and richness; has an informed respect for our cultural heritage; values and displays the creative imagination in its various manifestations and nurtures its development in economic and entrepreneurial spheres in all other areas of life . Based on UNESCO Pillars of Learning, this course of study will also contribute to a person who will learn to know, learn to do, learn to live together, learn to be and learn to transform oneself and society.

AIMS
The syllabus aims to: 1. equip students with the sociological concepts, theories/perspectives and methods to better understand human society; 2. develop an awareness of the cultural heritage and identity of Caribbean people; 3. develop an appreciation of family and kinship values, community cohesion, moral and social responsibility and commitment to the Caribbean; 4. develop an understanding of Caribbean social issues; CXC A27/U2/13 2

5. develop an appreciation of the dynamics of Caribbean society, focusing on socio-cultural continuity and change, diversity and similarity, consensus and conflict.

SKILLS AND ABILITIES TO BE ASSESSED

The skills and abilities that students are expected to develop on completion of this syllabus have been grouped under three headings: 1. Knowledge and Understanding; 2. Interpretation and Application; 3. Analysis and Evaluation. Knowledge and Understanding The examinations will test candidates skills and ability to: 1. define the terms and concepts that are relevant to sociology; 2. explain sociological principles and perspectives; 3. discuss the social issues that impact on development in the Caribbean; 4. describe various methods of sociological research; 5. discuss the findings from relevant sociological studies and research data. Interpretation and Application The examinations will test candidates skills and ability to: 1. interpret and make inferences from qualitative and quantitative data; 2. distinguish between facts, opinions and value judgements; 3. use various methods of investigation; 4. use concepts, theories or perspectives; 5. select and apply sociological perspectives to a Caribbean context. Analysis and Evaluation The examinations will test candidates skills and ability to: 1. analyse different forms of data; 2. analyse sociological and non-sociological evidence and arguments; 3. recognise limitations and bias in evidence; CXC A27/U2/13 3

4. evaluate the strengths and limitations of sociological perspectives; 5. assess the relevance of various sociological perspectives for understanding issues in the Caribbean region; 6. draw reasoned conclusions based on sociological evidence or data findings.

PRE-REQUISITES OF THE SYLLABUS

Any person with a good grasp of the Caribbean Secondary Education Certificate (CSEC) Social Studies, History or Geography syllabuses or the equivalent, should be able to pursue the course of study defined by this syllabus. However, success in the course of study will also depend on possession of good verbal and written communication skills.

STRUCTURE OF THE SYLLABUS

The syllabus consists of two Units of 150 hours each, comprising three Modules of 50 hours each. Each Module is compulsory. Together the two Units provide a comprehensive introduction to the field of Caribbean and mainstream Sociology. UNIT 1: THE SOCIOLOGICAL PERSPECTIVE Module 1 - Sociological Concepts, Perspectives and Methods Module 2 - Social Institutions: Family, Religion, Education Module 3 - Social Stratification UNIT 2: DEVELOPMENT AND SOCIAL CHANGE Module 1 - Population and Development Module 2 - Crime and Deviance Module 3 - Caribbean Social Issues: Poverty, Health and Environment CXC A27/U2/13 4

UNIT 1: THE SOCIOLOGICAL PERSPECTIVE

MODULE 1: SOCIOLOGICAL CONCEPTS, PERSPECTIVES AND METHODS GENERAL OBJECTIVES On completion of this Module, students should: 1. understand the development of Sociology as a discipline;
2. understand the fundamental concepts in Sociology; 3. understand the main theoretical perspectives in Sociology; 4. understand the manifestations of culture in Caribbean society; 5. understand the key principles and practices of scientific research; 6. demonstrate an awareness of ethical issues in research.

SPECIFIC OBJECTIVES Students should be able to: 1. trace the development of Sociology from the classical to the contemporary period in mainstream and Caribbean Sociology;
2. discuss the fundamental concepts of Sociology; 3. evaluate the theoretical perspectives of Sociology; 4. discuss issues related to cultural diversity and popular culture; 5. explain the principles and practices of scientific research; 6. distinguish among the various research methods; 7. apply the research methods to a sociological issue; 8. apply the ethical principles in research.

CONTENT 1. Sociology as a Discipline

(a) Development of Sociology as a discipline. (b) The development of Sociology in the Caribbean. CXC A27/U2/13 5

UNIT 1 MODULE 1: SOCIOLOGICAL CONCEPTS, PERSPECTIVES AND METHODS (contd) 2. Fundamental Concepts
Social order (structure, function, power); social change; status and roles; values, norms and sanctions; social group (primary and secondary, in-group and out-group); socialisation (types and agents - school, family, peer group, mass media, religion); culture (elements and characteristics); 3. Theoretical Perspectives in Sociology (a) Consensus/Functionalist. (b) Conflict/Marxist. (c) Interactionist. (d) Feminist. 4. Culture and the Social Order (a) Caribbean socio-cultural diversity: continuity and change, conflict and assimilation, creole and plural societies; (b) Caribbean popular culture, for example, music, dance, art, theatre or folklore (historical background and social context). 5. Principles of Scientific Research (a) Sociology as a science. (b) Ethical issues in research. 6. Research Methods (a) Positivism and interpretivism. (b) Quantitative, qualitative and triangulation. (c) Surveys and sampling methods. (d) Document studies. (e) Observation (participant and non-participant). (f) Cross-sectional and longitudinal studies: CXC A27/U2/13 6

UNIT 1 MODULE 1: SOCIOLOGICAL CONCEPTS, PERSPECTIVES AND METHODS (contd) Suggested Teaching and Learning Activities To facilitate students attainment of the objectives in this Module, teachers are advised to engage students in the following teaching and learning activities. 1. Discussion on the origins and development of Sociology.
2. Discussion on topics related to socialisation (for example, school, family, media). 3. Organise debates to explore arguments for and against Sociology as a science. 4. Participation in cultural events, for example, festivals and performing arts, to expose students to the character, development and transformations of particular aspects of culture. 5. Encourage students to view and listen to selected television and radio programmes, for example, CARIBSCOPE, Discovery, History, and National Geographic channels, to broaden students knowledge of and perspectives on aspects of Caribbean culture. 6. Invite resource persons to make interactive presentations on the research process. Reference to actual research studies can be used. 7. Oral presentation by students of proposed projects for the School-Based Assessment. 8. Use of Social Networking Websites to create profiles for group interaction (for example, Profile page for Marx with biographical information) as well as notes on Capitalism.

RESOURCES Barrow, C. and Reddock, R.

Bell, J. Craig, S.

Denscombe, M.

Forbes, M. Giddens, A. Haralambos, M. and Holborn, M. Mustapha, N. Tischler, H.

Caribbean Sociology: Introductory Readings, Jamaica: Ian Randle Publishers, 2001. Doing the Research Project, Birmingham: Open University Press, 1993. Sociological Theorising in the English-Speaking Caribbean. Contemporary Caribbean, Volume II, Trinidad and Tobago: College Press, St. Joseph, 1982. The Good Research Guide For Small-Scale Social Research Projects, Berkshire: Open University Press/McGraw-Hill, 2007. Music, Media and Adolescent Sexuality in Jamaica, Jamaica: Arawak Publications, 2010. Sociology, London: Polity Press, 2009 Sociology: Themes and Perspectives, London: Collins Educational, 2008. Sociology for Caribbean Students, Jamaica: Ian Randle Publishers, 2009. An Introduction to Sociology, Belmont, California: Wadsworth/Cengage, 2011.

UNIT 1 MODULE 2: SOCIAL INSTITUTIONS: FAMILY, RELIGION AND EDUCATION GENERAL OBJECTIVES On completion of this Module, students should: 1. understand selected core social institutions from mainstream and Caribbean perspectives;
2. appreciate the development and dynamics of selected Caribbean social institutions.

SPECIFIC OBJECTIVES Students should be able to: 1. explain the characteristics, functions and transformations of the family in the Caribbean;
2. evaluate the main theoretical perspectives commonly used for the analysis of the family; 3. discuss the issues associated with the Caribbean family; 4. explain the characteristics, functions and transformation of selected religions in the Caribbean; 5. evaluate the main theoretical perspectives commonly used for the analysis of religion; 6. discuss the issues associated with religion in the Caribbean; 7. explain the characteristics, functions and transformations of educational systems in the Caribbean; 8. evaluate the main theoretical perspectives commonly used for the analysis of education; 9. discuss the issues associated with education in the Caribbean.

CONTENT 1. Family
(a) Family types in the Caribbean: nuclear, single parent, extended, joint, matrifocal, reconstituted, other. (b) Theoretical perspectives: consensus, interactionist, conflict and feminist. CXC A27/U2/13 8

UNIT 1 MODULE 2: SOCIAL INSTITUTIONS: FAMILY, RELIGION, AND EDUCATION (contd) (c) Changing Caribbean kinship patterns (rates of marriage and divorce, men and fatherhood, femaleheaded households, single-parent households), the impact of slavery, indentureship, industrialisation, migration and contemporary factors.
(d) Issues facing Caribbean family: (i) domestic violence, poverty, the changing role of women and men in the family; (ii) child abuse, conjugal separation, divorce, teenage pregnancy, sexual orientation and social pathology. 2. Religion (a) Types of belief systems, for example, animism, naturism, polytheism, monotheism. (b) Organisation of religions groups: church, cult, denomination, sect. (c) Theoretical perspectives: Consensus, Conflict, Interactionist and Feminist. (d) The emergence, character and dynamics of: (i) One World Religion; (ii) Two Afro Caribbean Religions; (e) Issues associated with religion in the Caribbean: for example, prejudice, discrimination, intolerance, secularisation. 3. Education (a) Theoretical Perspectives: consensus, conflict, interactionist and feminist. (b) Development of education in the Caribbean. (c) Establishment and expansion (post-emancipation, post-independence, decolonisation and regionalism). (d) Education in the twenty-first century, for example, distance learning, use of modern technology. (e) Issues in Caribbean education, for example, inequality, underachievement, delinquency, dropouts and globalisation.

UNIT 1 MODULE 2: SOCIAL INSTITUTIONS: FAMILY, RELIGION, AND EDUCATION (contd) Suggested Teaching and Learning Activities To facilitate students attainment of the objectives in this Module, teachers are advised to engage students in the following teaching and learning activities. 1. Discussion on current issues facing social institutions (domestic violence, delinquency).
2. Simulation activities and role play can also be used to explore gender roles, family life. 3. Use of film to demonstrate some issues discussed (religion and society, family life). 4. Organise panel discussion focusing on Caribbean family life, highlighting differences in structure, role and functions. 5. Field trips to religious festivals, places of worship, educational institutions. 6. Guest lectures by scholars and practitioners. 7. Organise group presentations on aspects of Caribbean education, family and religion. This activity can be used in preparation for the School-Based Assessment project. 8. Provide students with opportunities to share perspectives and experiences on family life in their respective communities. 9. Use of creative art forms, for example, music, poetry and short stories to stimulate interest in Caribbean kinship patterns and the problems associated with social institutions. 10. Use of Social Networking Websites to create groups for interaction. 11. Use of digital devices to create presentations.

UNIT 1 MODULE 2: SOCIAL INSTITUTIONS: FAMILY, RELIGION, AND EDUCATION (contd) Working with Families of Afro-Caribbean Origins: RESOURCES Arnold, Elaine Issues surrounding Migration and Attachment, Philadelphia: Jessica Kingsley Publishers, 2012. Barrow, C. Family in the Caribbean, Kingston: Ian Randle Publishers, 1996. Barrow, C. and Reddock, R. Caribbean Sociology: Introductory Readings, Jamaica: Ian Randle Publishers, 2001. Bastick, T. Education Theory and Practice: Caribbean Perspectives, Mona, Jamaica: Department and Educational Studies, 2003. Beckford, J. New Religious Movements and Rapid Social Change, London: Sage Limited, 1991. Bisnauth, D. History of Religion in the Caribbean, Jamaica: Kingston Publishers, 1989. Edmonds, E. B. Caribbean Religious History: An Introduction to Creole Religions in the Caribbean, New York: New York University Press, 2010. Figueroa, P. and Persaud, G. Sociology of Education: A Caribbean Reader, London: Oxford University Press, 1977. Haralambos, M. and Sociology: Themes and Perspectives, London: Holborn, M. Collins Educational, 2008. Howe, G. Higher Education in the Caribbean: Past, Present and Future Directions, Mona: UWI Press, May 2000. Miller, E. Education for All in the Caribbean in the 1990s: Retrospect and Prospect, Jamaica: UNESCO Office, 1996. Mustapha, N. Sociology for Caribbean Students, Jamaica: Ian Randle Publishers, 2009. Olmos, M. F. Creole Religions in the Caribbean: An Introduction from Vodou and Santeria to Obeah and Espiritismo (Religion, Race and Ethnicity), New York: New York University Press, 2011. Smith, R.T. The Matrifocal Family: Power, Pluralism, and Politics, New York: Routledge, 1996.

UNIT 1 MODULE 3: SOCIAL STRATIFICATION GENERAL OBJECTIVES On completion of this Module, students should: 1. understand social stratification;
2. understand the theoretical perspectives on social stratification; 3. appreciate the development and impact of social stratification in the Caribbean.

SPECIFIC OBJECTIVES Students should be able to: 1. explain the concepts associated with stratification;
2. identify types of stratification systems; 3. assess theoretical perspectives on stratification in the Caribbean; 4. discuss the evolution of Caribbean social stratification from slavery to present day; 5. analyse the impact of stratification systems on Caribbean societies.

CONTENT 1. Concepts of Stratification in a Comparative Perspective

(a) Class. (b) Colour. (c) Race. (d) Ethnicity. (e) Caste. (f) Gender. (g) Status (ascribed and achieved). (h) Mobility (horizontal, vertical, intergenerational, intragenerational). CXC A27/U2/13 12

UNIT 1 MODULE 3: SOCIAL STRATIFICATION (contd) 2. Types of Stratification Systems

(a) Open. (b) Closed. 3. Theoretical Perspectives (a) Consensus/Functionalism. (b) Conflict/Marxist. (c) Interactionist. (d) Feminist. (e) Caribbean theorists: M.G. Smith, George Beckford, Edward Brathwaite. 4. Evolution of Caribbean Stratification (a) Plantation Society (ascribed status, closed system). (b) Post-Emancipation (very limited mobility). (c) Post-World War II (beginning of achieved status). (d) Post-Independence (achieved status, open system). 5. Impact of Stratification system on Caribbean Societies (a) Social (marginalisation of the lower class; crime; gender). (b) Economic (ethnicity; class; gender). (c) Political (ethnicity; class). Suggested Teaching and Learning Activities To facilitate students attainment of the objectives in this Module, teachers are advised to engage students in the following teaching and learning activities. 1. View film, for example, Titanic that highlights the difference in income groups, from the boarding of the passengers, accommodation and activities of the passengers. 2. Organise guest lectures to share information, for example, on caste system and the changing patterns of Caribbean stratification.
CXC A27/U2/13

1UNIT 1 MODULE 3: SOCIAL STRATIFICATION (contd) 3. Organise debates and panel discussions on issues surrounding social equality. 4. Use case studies, for example, families that experienced status change in successive generations, to illustrate social mobility. 5. Use students familial experiences to demonstrate intra-generational mobility. 6. Use statistical information, for example, census reports, to derive information on education, occupation, income and gender, to help students understand trends in social stratification.

RESOURCES Alleyne, M.
Barriteau E. Beckford, G. Green, K.E. (ed.) Haralambos, M. And Holborn, M. Mustapha, N. Smith, M.G.

Yelvington, K.

Construction and Representation of Race and Ethnicity in the Caribbean and the World, Mona, Jamaica, UWI Press, 2002. Confronting Power; Theorising Gender, Mona, Jamaica: UWI Press, 2003. Persistent Poverty, New York: Oxford University Press, 1972. Race, Class and Gender in the Future of the Caribbean, Mona, Jamaica: ISER, 1993. Sociology: Themes and Perspectives, London: Collins Educational, 2008. Sociology for Caribbean Students, Jamaica: Ian Randle Publishers, 2009. Culture, Race and Clan in the Commonwealth Caribbean, Mona, Jamaica: Department of Extra Mural Studies, 1984. Trinidad Ethnicity, Tennessee: University of Tennessee Press, 1993.