Caribbean Studies Syllabus

MODULE 1 CARIBBEAN SOCIETY AND CULTURE OVERVIEW faculty 1 introduces students to the role played by geography in plastic the company and culture of the Caribbean domain as headspring as the historical phylogeny of Caribbean society, the cultural characteristics of the Caribbean people, and the ship canal in which Caribbean society and culture influence and argon influenced by societies and cultures bulgeside the piece. GENERAL OBJECTIVES On conclusion of this Module, students should 1. Understand the factors which brook shaped Caribbean society and culture 2.Appreciate how cultural traits evident throughout the character have resulted from Caribbean peoples experiences 3. Understand the common features which exist within Caribbean diversity 4. Understand the relevance of concepts encountered within the Module, to their induce lives and to the lives of their communities expressage OBJECTIVES Students should be able to 1. Locate and define the Caribbean 2. Explain the term s society and culture 3. distinguish the characteristic features of Caribbean society and culture 4. Analyze the collision of the historical processes in Caribbean society and culture . measure the relate of geographical processes on Caribbean society and culture 6. Evaluate the ways in which societal institutions uphold on their lives 7. Analyze how the global friendship and Caribbean society shock absorber on all(prenominal) other fill 1. Location and Definition of the Caribbean Region i. geographical location a. Names of territories b. Sub- surface atomic number 18as, for example, Greater Antilles, Lesser Antilles, Western Caribbean, Confederate Caribbean, The Bahamas c. Position of territories in relation to the Caribbean Sea, Atlantic Ocean and the continental land masses i. Definitions of the Caribbean Region a. geographic b. Geological c. Historical d. semipolitical iii. Caribbean Identity and Culture 2. Characteristics of Society i. Society a. Sh bed common enj oyment b. A defined territorial space c. Continuity over era and space d. Citizenship within a space ii. Culture a. Learned behavior common to all human worlds b. Norms and values which provide a guide to behavior c. Institutions which prescribe behavior 3. Characteristics of Caribbean Society and Culture i. Cultural DiversityPositive and forbid ca occasion of cultural diversity ethnic and cultural differences the accommodation made among distinguishable ethnic groups with honour to space, political and economic power and social visibility. ii. Social Stratification a. Plantation society and its impact on Caribbean social stratification (that is, unravel, colour, and m bingley as major factors in social stratification) education as a basis for new class formation and upward mobility b. Concepts much(prenominal) as plantocracy, intelligentsia, middle class, bourgeoisie, working class, underclass, coterie iii. Social Mobility iv. Hybridization a.Factors such as racial admixtu re and colour in the formation of Caribbean society and culture terms like mulatto, meztizo, dougla, transcultu ration, creole b. Erasure, retention and renewal of cultural practices 4. meet of Historical Processes i. migratory movements and the establishment of patterns of resolving by different groups within the Caribbean from pre-Columbian times to the present ii. The maturation of systems of end product encomienda, slavery, indentureship, the plantation system iii. Responses of the Caribbean people to oppression and genocide resistance, revolution, development of peasant groups v. Movements toward independence a. Political franchise i. Adult suffrage ii. inner self-government iii. Economic enfranchisement iv. Entrepreneurial activities, including shop-keeping and savings societies. 5. Impact of Geographical Phenomena i. Plate tectonics a. Definition b. Location and movement of the Caribbean plate c. Earthquakes and volcanoes social displacement. ii. Hurricanes social and economic consequences iii. Soils erosion, preservation iv. Coral reefs coastal protection, sustainability of fishing industry v. Droughts 6. Impact of Societal Institutions on Caribbean People i. Family i. Education iii. religion iv. Justice System 7. Caribbean-Global Interactions i. Influences of extra- domainal societies on the Caribbean a. Consumption patterns take-headeds and services b. Creative expressions festivals, music, theater arts, culinary practices c. Education impact of colonialism the data age language course reforms, for example, teaching of Caribbean Studies in universities in the United Kingdom d. Political influences i. Westminister System ii. Rule of law iii. Electoral processes iv. Caribbean character to the political life of the host communities of Europe and northwesterly the States . Labour the influence of migratory labour vi. Sport cricket, soccer, basketball, track and field vii. Religion handed-down and non-traditional religious practices e. atomic reactor Media f. Tourism ii. Caribbean influences on extra- sphereal countries a. Important political issues created within countries of Europe and brotherhood America by the presence of large numbers of Caribbean people (for example, impact of the Haitians and Cubans living in Florida upon the politics of that State). b. The impact of Caribbean festivals like Notting Hill funfair in the United Kingdom (U. K. Labour Day in Brooklyn, Carnival in Miami and Caribana in Canada on the economics of the beas where they occur the impact of migrant labour on the economies of the countries of North America. c. The impact of festivals and music of the Caribbean ( for example, carnival, calypso, reggae, punta, salsa, zouk) upon the festivals, music, varletants and street parades of the countries of North America, Europe, Africa, and of Japan. d. The impact of Rastafarianism on countries throughout the world e. The influence of Caribbean culinary practices within the countries of No rth America and Europe.Suggested teaching and Learning Activities To facilitate students attainment of the objectives in his Module, teachers are advised to engage students in the following teaching and learning activities. 1. Students are encouraged to accumulate a Glossary of key terms and concepts drawn from the module 2. Students can create a scrapbook found on news root, magazine and Internet clippings which are germane(predicate) to the themes in the Modules 3. Produce maps and charts to define the Caribbean illustrating features of the physical environment, patterns of settlement and migration 4.Individual or group ensures in which students conduct interviews with members of the society on societal and cultural changes 5. Lectures by elders of the community on the characteristics of Caribbean society and culture 6. Tours of plantations documentaries on slavery, resistance and free villages and independence 7. Class contention on the struggles for, and benefits of indepen dence 8. The use of video footage, photographs from media houses and international agencies on hurricanes and volcanoes. Students can produce their assessment of the impact of these disasters on society and economy 9.Students can design posters on the importance of soils and coral reefs to territories 10. Invite musicians, calypsonians, and folklorists to concede lectures on creative expressions 11. Students to deliver 5-7 minute presentations on the impact of societal institutions on Caribbean people RESOURCES Chavannes, B Rastafari Roots and Ideology, Mona Syracuse University compress Series, The Press, 1994 Deosaran, R. Reddock, R And Mustapha, N (eds) Contemporary Issues in Social Science A Caribbean Perspective. Vol 1, 1994 James, C. L. R. Beyond a Boundary, London Hutchinson and Company Limited, 1993Nettleford, R. Caribbean Cultural Identity, Kingston Institutes of Jamaica, 1978 Payne, A. and Sutton, P. (eds. ) Modern Caribbean Politics, Kingston Ian Randle Publications, 199 3 Reddock, R. (ed. ) Ethnic Minorities in Caribbean Societies, St. Augustine ISER, 1996 Sutton, C. and Chaney, S. (eds. ) Caribbean Life in New York City Socio-cultural Dimensions, Centre of Migration Studies, 1987 Thomas, Hope E. Explanation in Caribbean Migration, London The MacMillan Press Limited, 1992 http//www. pwi. netcom. com/hhenke http//www. caricom. org MODULE 2 ISSUES IN CARIBBEAN DEVELOPMENTOVERVIEW Module 2 introduces students to different conditions which satisfy the definition of development to inter dealinghips among social, cultural, political and economic factors in the development of the Caribbean region and to key individuals and institutions which have shaped the regions development GENERAL OBJECTIVE On completion of this Module, students should demonstrate an understanding of the relationship between i. Politics, economics and development ii. Culture and development iii. Technology and development iv. Social justice and development SPECIFIC OBJECTIVES Students should be able to . Describe the concepts of development and the indicators apply to measure development 2. Evaluate how development in the region is influenced by political, economic, social, cultural, environmental and technological factors 3. Assess the ways in which globalization affects development in the region 4. Explain the ways in which the evolution of the integration movement in the Caribbean has influenced development in the region 5. Evaluate the importance of sports to the development of the region 6. Assess the significance of Caribbean thought to development of the region 7.critically analyze factors which impact on the mass medias contribution to the development of the region 8. Formulate legal responses to issues of social justice within their communities CONTENT 1. Concepts and indicators of development i. Concepts a. Sustainable development b. Economic development ii. Indicators a. Levels of income b. productivity c. Social and economic grading d. Modern fe llowship e. Improved institutions and attitudes f. A rationally co-ordinated system of insurance policy measures g. surroundingsal factors 2. Factors that promote or hinder development i. Political ideologies popular movements i. Distribution of wealth elections income generation iii. Changing class boundaries iv. Definition of Caribbean experience and identity v. Natural and man-made disasters vi. Impact of fatty firmament vii. Tourism a. Contribution b. Challenges 3. Globalization and breeding i. Definition and Stages Facilitators of globalization, for example a. World Trade Organization b. worldwide Monetary Fund c. World Bank d. Transnational organizations e. Technology f. Trade g. Ideologies ii. Impact and Response a. assiduity and commerce b. Distributional sector (supermarkets, de crack upment stores) . Labour d. Technology e. Ideology 4. The integration movement i. The evolution of federation, CARIFTA, CARICOM, OECS, ACS ii. Achievements and challenges of triplet of the following a. Caribbean Community (CARICOM) b. University of the West Indies (UWI) c. Caribbean Examinations Council (CXC) d. West Indies play Board (WICB) e. Caribbean Tourism Organization (CTO) f. Caribbean star Market and Economy (CSME) g. Regional Security System (RSS) 5. Contributions of sport i. Generation of Income ii. Health and fitness iii. educational opportunities iv. Sense of Caribbean identity v.Discipline and morale vi. Presence on the world scene vii. Sports tourism 6. capable traditions Objectives and impact of the following a. Pan Africanism b. Negritude c. Industrialization by invitation d. Marxism and neo-Marxism e. Caribbean perspectives on British Capitalism f. Trends in Caribbean libber thought g. Indo-Caribbean thought h. Indigenous perspectives 7. Roles and functions of the mass media i. Provision of education about institutions, events and trends in individual countries, the region and the global community j. Entertainment k. Construction of nationa l identity . Cultural imperialism 8. Social justice i. intimacy of competing concepts of social justice, for example, recognition of natural rights, welfare and mutual advantage ii. Discrimination on the grounds of age, gender, ethnicity, race o class iii. Indicators of development affected by breaches of social justice a. Levels of social and economic equalization b. Productivity c. Quality of life 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 ctivities 1. Students are encouraged to pen a glossary of terms and concepts within the Module 2. Students should compile a scrap book on the lives and world of persons who have erectd to the development of the region in the field of politics, labour, the arts, sports. 3. A class inquiry run across for example, the development by groups of students of charts to show a comparative performance amon g countries of the Caribbean region in areas like GNP, formulation of health, literacy rates and unemployment 4. Student Parliamentary debate on the 1990 World bank Report for the Caribbean . Class debates on a set about of affairal issues, for example, the failure of the Federation, CARICOM, social justice, health, crime and economic issues 6. Panel discussion on Caribbean intellectual tradition 7. Students write a play on globalization and its effects 8. A point tour to a local media corporation 9. Students can evaluate television and radio programmes, advertisements based on criteria arrived at through class discussion 10. Students write letters to the editor of national news report cards, formulating responses to a range of issues 11. Students reate posters on the improper disposal of industrial waste, and overcrowding in urban centres. RESOURCES Beckles, H. A Spirit of Dominance Cricket and Nationalism in the West Indies, Kingston Ian Randle Publications, 1997 Globalization , Communications and Caribbean Identity, Kingston Ian Randle Publications, 1995 Rethinking Development, Kingston Consortium Graduate give lessons In the Social Sciences, 1995 Black Meteors The Caribbean in Intenational Athletics, Kingston Ian Randle Publications, 1998 Dunn, H. S. (ed. ) Girvan, N. (ed) Ince, B. Leo-Rhynie, E. Bailey, B. and Barrow, C. eds. ) Gender A Multi Disciplinary reader on the Caribbean, Kingston Ian Randle Publications, 1996 MODULE 3 INVESTIGATING HUMAN AND SOCIAL DEVELOPMENT IN THE CARIBEAN OVERVIEW This Module introduces students to approximately of the major concepts and skills which should be mastered in conducting inquiry. Through the research process, students go forth have the opportunity to combine their understanding of a defined area of Caribbean experience which they have selected GENERAL OBJECTIVES On completion of this module, students should 1. prove research and analytical skills . Work independently or in teams to formulate, conduct and report on inquiries into issues they have set as significant to the region 3. Appreciate the importance of ethical issues in conducting research SPECIFIC OBJECTIVES Students should be able to 1. Explain the nature and subprogram of research 2. Identify a research paradox 3. Evaluate existing information about the worry 4. Formulate relevant research questions and or speculation 5. List various methods and instruments of data collection 6. Apply appropriate formats in presenting data 7.Draw conclusions and get ahead recommendations 8. Use American Psychological Association convention correctly 9. Adhere to basal principles for maintaining ethical standards in conducting research CONTENT 1. Nature and purpose of research i. Systematic enquiry ii. Generation of new knowledge iii. Reliability and reasonedity in research iv. line of work solving 2. The research problem Identification of a research problem 3. Sources of Information h. Identifying and accessing sources a. Existi ng books b. Internet Resources c. Oral histories d. News report reports e. Minutes of meetings . entry i. Criteria for selection and use a. Relevance b. Degree of objectivity c. Adequacy 4. Characteristics of research objectives i. Relevance ii. Direct radio link to research problem iii. Informed by sources iv. Clarity 5. Methods and Instruments of data Collection i. Sampling a. Probability and non-probability b. object lens population i. Surveys a. images of surveys b. Interview techniques c. Questionnaire construction 6. Format of Presenting Data i. Tabular ii. Graphic iii. Text 7. Conclusion and tribute i. Main findings in relation to research objectives ii.Areas of contention in relation to research objectives iii. New and arouse findings, if any iv. Limitations of the study v. Areas for further research 8. American Psychological Association Conventions (APAC) i. Bibliographies ii. Referencing 9. Principles of ethical conduct, for example i. live with of research subjec ts ii. Respect for privacy and confidentiality iii. Integrity and transparency of the research process THEMES Recommended Areas for Investigation The following themes symbolize areas of interest to the contemporary Caribbean in terms of their significance to regional development.The list is non considered exhaustive and it is expect that new themes pass on be added. Under each theme heading, broad areas for possible study are identified for the guidance of students. Students may choose one of the themes to be the subject of the research project A. The environs i. ii. iii. iv. v. vi. vii. Pollution Sewage and Solid Waste Management Coming to terms with Natural and man-made Disasters hold growing populations Protection of Parks and the National heritage Toxic Waste Disposal Renewable and non-renewable resources of the Caribbean B. The Mass media i. ii. iii. iv. v.Impact of selected media on cultural expressions and values Issues arising from the get over of information by extrar egional media organizations Issues surrounding censorship and independence of information Effects of media messages on the economies of Caribbean countries The effects of new technologies on the growing influence of the mass media in the Caribbean C. Gender Issues in the Caribbean i. ii. iii. iv. v. Changing male-female relationships in the Caribbean causes and characteristic features Gender issues in education Gender relations in the workplace Gender issues in the mass media Gender issues and the lawD. The Productive Sector and Development i. ii. iii. Farming practices and land tenure Development of appropriate technologies Impact of new technologies iv. Foreign dominance of the productive sector Tourism Agro-industries v. vi. E. Health i. ii. iii. iv. v. Changing patterns of disease The impact of cultural habits and value systems Traditional/ modern-day medicine Health care and the economy Sexual and reproductive health social, economic, ethical and legal issues F. detestation in the Caribbean i. ii. iii. iv. v. vi.Crime as a function of changing social structures and technologies Trade in unlawful narcotics Impact of crime on the economy and on the political structure Effects of crime on the society Impact on the physical well-being of individuals of the region International relations in the control of crime G. Sports i. ii. iii. iv. v. Effects of identified policies on the development of sports Physical benefits Sports and the regional/national economy Impact of developing technologies on performance in sports Changing patterns of interest and development H. The Work Place i. ii. iii. v. v. vi. Patterns of unemployment causes and effects of unemployment Impact of changing technologies Challenges of entrepreneurial activity in the Caribbean Changing role of labour unions Industrial faithfulness in the work place Providing education for the world of work I. The Languages of the Caribbean i. Historical and social factors shaping Caribbean Creoles ii. ii i. iv. Implications for maintaining European languages as the official languages of the region Roles and functions of Creole languages within Caribbean societies Oral traditions within the culture J. Religion i. ii. increase and persistence of folk forms of worship Religion and education in the region Impact of modernization on religion in the Caribbean Religion and alternative forms of medicine Religion and social change in the region Impact of religion on family values iii. iv. v. vi. K. Literary, Performing and Visual Arts i. Factors affecting the evolution of identified art forms (for example, history, inter-culturation, new technologies) Existing and potential roles for the performing arts in the development of countries within the Caribbean respectable and legal issues copyright, censorship Impact of globalization ii. iii. v. 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. Discuss the importance of the research write up in terms of the overall run 2. Discuss research types and methods by teacher and other resource person(s) 3. Provide a range of examples of problems statements, followed by class discussion to critically evaluate the effectiveness and completeness of exemplar problem statements 4. Provide examples of belles-lettres reviews to identify pertinent elements, such as i.Relevance of theories and research findings to topic ii. Agreement or disagreement between the stated theories iii. Correct citation of sources 5. Group analysis of stress research reports so as to help students to arrive at an understanding of component parts, and of formats appropriate to different types of research design 6. Develop a glossary of research terms 7. Guided group program library tours to help students to identify and access sources of information 8. Develop interviewing skills followed by class evalu ation of the interviews 9. Mini-observation assignments within the classroom, the school, community or the workplace 0. Discuss the use and acknowledgment of sources to avoid plagiarism 11. Discuss the common problems encountered in designing and conducting research 12. Teacher feedback on project 13. Establish time lines for submission of drafts of the project cooking stove and Depth of Study Students should be guided in making decisions about scope and depth as they conduct and report on this study. Constraints of time and project length ordain affect the nature of the problem chosen, the population selected for study, and the extent of get byage of the relevant literature.It will also increase the demand that coverage of the literature be relevant and succinct. age Management During the course of study, twenty contact hours are proposed for teaching the basic concepts of research and the skills of preparing a research proposal and report, as well as for discussion of factors which must be considered at different stages of the study. Twenty hours are allocated for the students independent work in carrying out the different phases of the study. At this time, the role of the teacher will be that of an advisor RESOURCES Suggested Reading ListBoxill, I. , Chambers, C. M. , Wint, E. design to Social research with Applications to the Caribbean, Kingston Canoe Press, University of the West Indies, 1997 Roberts, P. West Indians and their Language, Cambridge Cambridge University Press, 2001 Sanders, R. Narcotics, Corruption and Development in the Countries of the OECS The Problem in the Smaller Islands of the Commonwealth Caribbean, Caribbean Affairs 3 1, 1990 West Indian Commission A Time for Action Report of the West Indian Commission, Mona The Press, University of the West Indies, 1992World Health Organization Health and Environment in Sustainable Developments Five grades after the Earth Summit, 1997 OUTLINE OF ASSESMENT EXTERNAL legal opinion 60% create v erbally Papers 4 hours 30 minutes Paper 01 (1 hour 30 minutes) Fifteen arrogant shirt-response questions 27% Paper 02 ( 3 hours) Eight essay questions of which candidates must resolution quatern 33% inwrought ASSESSMENT 40% Paper 03A The inside assessment will consist of a research project. The project will change the student to demonstrate skills and competencies developed from each of the three modules. Paper 03BPrivate candidates are needed to write Paper 03B, an Alternative Paper to the Internal opinion MODERATION OF INTERNAL ASSESSMENT An Internal Assessment Record Sheet will be sent each year to schools submitting students for the examinations. all(a) Internal Assessment Record Sheets and sample of assignments must be submitted to CXC by May 31 of the year of the examination. A sample of assignments will be requested by CXC for moderation purposes. These samples will be reassessed by CXC examiners who moderate the Internal Assessment. Teachers attach may be adjusted as a result of moderation.The Examiners comments will be sent to schools. Copies of the students assignments that are not submitted must be retained by the school until three months after publication by CXC of the examination results ASSESSMENT DETAILS External Assessment by Written Papers (60% of Total assessment) There will be a combined question paper and answer booklet for Paper 01 Paper 01 (1 hour 30 minutes 27% of Total Assessment) 1. Number of Questions This paper is made up of 15 compulsory short-response questions covering all three modules 2. Syllabus Coverage fellowship of all topics is required.The intention is to test candidates knowledge across the breadth of the syllabus 3. Question type Questions will be structured, consisting of two, three or four parts. Questions will test candidates understanding of concepts and issues 4. Mark Allocation Questions will not necessarily be awarded the same number of marks. A question may be price three, four, five or at most six m arks The maximum number of marks for this paper is 80. This paper tops 27% of the total mark for the Unit Paper 02 (3 hours 33% of Total Assessment) 1. Number of QuestionsThis paper consists of eight questions. Candidates are required to answer for questions, two from Module 1 and two from Module 2 2. Syllabus Coverage This paper tests Modules 1 and 2. Four questions will be set on Module 1 and four questions on Module 2. Candidates are required to answer two questions on each module. 3. Question Type Questions in this section will test higher order thinking skills such as application, analysis, synthesis and evaluation. Candidates will be expected to present a case for or against a particular point of view, victimization the concepts and issues discussed in the courseThere will be two types of questions. Type A There will be four questions of this type. These will test candidates ability to explain and elucidate on conceptual issues and apply general principles to a problem situ ation. Each question is worth 20 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on Module 2 Type B There will be four questions of this type. These will require candidates to analyze problem cases, discuss and make evaluate comments or issues and present arguments for or against a particular point of view.Each question is worth 30 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on module 2. INTERNAL ASSESSMENT Paper 03A Internal Assessment (40% of Total Assessment) Internal Assessment is an integral part of student assessment in the course covered by this syllabus. It is intended to assist students in getting certain knowledge, skills and attitudes that are associated with the subject. The activities for the Internal Assessment are linked to the syllabus and should orm part of the learning activities to enable the student to achieve the objectives of the syllabus. During th e course of study for the subject, students obtain marks for the competence they develop and demonstrate in undertaking their Internal Assessment assignments. These marks house to the final marks and grades that are awarded to students for their performance in the examination The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting assignments that are valid for the purpose of Internal Assessment.The guidelines provided for the assessment of these assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of students in the Internal Assessment component of the course. In order to ensure that the hit awarded by the teachers are not out of line with the CXC standards, the Council undertakes the moderation of a sample of the Internal Assessment assignments marked by each teacher. Internal Assessment provides an opportunity to individualize a part of the curricul um to meet the needs of students. It facilitates feedback to the student at various stages of the experience.This helps to build the self-confidence of students as they proceed with their studies. Internal Assessment also facilitates the development of critical skills and abilities emphasized by this CAPE subject, and enhance the validity of the examination on which candidate performance is reported. Internal Assessment therefore makes a significant and unique contribution to both the development of relevant skills and the testing and rewarding of students for the development of those skills. The Caribbean Examinations Council seeks to ensure that the Internal Assessment make headway are valid and reliable estimates of accomplishment.The guidelines provided in this syllabus are intended to assist in doing so. The internecine assessment component of the examination is worth 120 marks. This contributes 40% of the total mark for the unit. The Research childbed The internal assessmen t for this Unit is a research project on a topic selected on any area of the themes outlines on pages 22-25 of the syllabus. The assignment is worth a total of 120 marks for the internal assessment FORMAT OF THE REEARCH PROJECT I. II. Length 2,000 2,500 words Structure Cover Page (Title, Name, Date) Acknowledgements Table of limit III. a. Introduction and Purpose of Research b.Literature Review c. Data Collection sources d. Presentation of Findings e. Interpretation of Findings f. watchword g. Conclusion/Limitations of the Research/Recommendations h. Bibliography i. Appendices Allocation of Marks for the Research Project Marks will be allocated harmonise to the following scheme Marks A. Introduction and Purpose of research, Statement of Problem (15) Literature Review Data Collection Sources (10) (15) B. C. D. Presentation of Findings (18) Interpretation of Findings (20) E. F. Discussion of Findings (15) G. Conclusion, Limitations of the Research, Recommendations (15) Overall Pre sentation and Writing Skills (12)H. *The points to be considered for section H are as follows Presentation j. Cover Page k. Acknowledgements l. Table of Contents m. Bibliography n. Appendices Mechanics/Writing h. Paragraphing i. Vocabulary, use of language j. Grammar and Spelling marks Total 120 Marks for the Research Project would be allocated across Modules in the ratio 1 1 4. For example if the total marks for the project is 72, divide the mark in the ratio 1 1 4. Therefore the candidate will receive 12 marks. For Module 1, 12 marks for Module 2 and 48 marks for Module 3 CARIBBEAN EXAMINATIONS COUNCIL CARIBBEAN ADVANCED PROFICIENCY EXAMINATIONCARIBBEAN STUDIES rank SCHEME Candidates will be awarded a total of 12 marks for communicating information in a logical way using correct grammar. The marks are awarded in Section H in the mark scheme below RESEARCH PROJECT A. INTRODUCTION marks) (Purpose of research Statement of Problem) ? (15 clarified commentary of the purpose of the research ? Very good explanation of the statement of the question or problem to be researched ? Explained very well the educational value of the research ? Defined clearly all or nearly all the technical terms used in the study (13-15 marks) ? Explained well the purpose of the research ?Stated clearly the question or problem to be researched ? Explained well the educational value of the research ? Defined clearly most or nearly all the technical terms used in the study (10 12 marks) ? Explained adequately the purpose of the research ? Stated adequately the question or problem to be researched ? Explained adequately the educational value of the research ? Defined adequately technical terms used in the study (7-9 marks) ? Explained in a hold in way the purpose of the research ? Stated mistily the question or problem to be researched ? Explained vaguely the educational value of the research Defined a limited number of technical terms used in the study (4 6 marks) ? Explained measly ly the purpose of the research ? Stated inadequately the question or problem to be researched ? Provided no clear explanation of the educational value of the research ? Provided no meaningful definition of technical terms used in the study (1-3 marks) B. LITERATURE REVIEW marks) (15 ? Showed an excellent understanding of the relevant literature and previous research on the problem and related them powerful to the study, that is, placed the research clearly in context (13 15 marks) Showed a good understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research appropriately in context (10 12 marks) ? Showed an adequate understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research satisfactorily in context (7 9 marks) ? Showed a limited understanding of the relevant literature and previous research on the problem and related them in a limited manner to the present study, that is, placed the research in context in a limited way (4 6 marks) Showed a poor understanding of the relevant literature and previous research and showed little or no connection to the present study, that is, was unable to cast off the research in context (1 3 marks) C. DATA COLLECTION SOURCES (10 marks) ? Gave an excellent description of the different sources, from which information was collected and was obtained and how these sources contribute to an understanding of the research problem (9 10 marks) ? Gave an good description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (7 8 marks) Gave an adequate description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (5 6 marks) ? Gave a limited description of the different sources, from which i nformation was obtained and how these sources contribute to an understanding of the research problem (3 4 marks) ? Gave a poor description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (1-2 marks) D. PRESENTATION OF FINDINGS marks) (18 Gave an excellent presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented accurately (16 18 marks) ? Gave a good presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented accurately most of the time (12 15 marks) ? Gave an adequate presentation of the findings and some tables, graphs, maps or text but not using as many varied methods as could have been used the data were for the most part accurate and adequately labeled (8 11 marks) Gave a asthenic presentation of the findings using few graphs or tables or text, not forever using the most effective method the data were not always well presented or accurate (4 7 marks) ? Gave a poor presentation of the findings little though is given to the labeling and presentation and to the the true of the data (1 3 marks) E. INTERPRETATION OF FINDINGSDISCUSSION OF FINDINGS (20 marks) ? Interpretation was very well, accurate and very relevant to the issues being analyse (17 20 marks) ? Interpretation was clear, accurate and relevant to the issues being studied (13-16 marks) Interpretation was not clear, not always accurate and not always relevant to the issues being studied (9 12 marks) ? Interpretation was unclear, inaccurate and of limited relevance to the issues being studied (5 8 marks) ? Interpretation was generally unclear, inaccurate and was of little relevance to the issues being studied (1 4 marks) F. DISCUSSION OF FINDINGS (15 marks) ? Provided an excellent discussion of findings and their implications and comparison with previous studies (13 15 marks) ? Provided a good discussion of findings and their implications and comparison with previous studies (10-12 marks) Provided a satisfactory discussion of findings and their implications and comparison with previous studies (7 9 marks) ? Provided a limited discussion of findings and their implications little reference to previous studies were made (4 6 marks) ? Provided a very limited discussion of findings and their implications, no reference to previous studies were made (1 3 marks) G. CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS (15 marks) Conclusions were very clearly stated, very well developed, logical and relevant (13 15 marks) Conclusions were clearly stated, were well developed, logical and relevant (10 12 marks) Conclusions were satisfactorily stated, developed, some recommendations (7 9 marks) Conclusions were inadequately stated, showed limited relevance and development, recommendations were incompatible and not very practica l (4 6 marks) Conclusions were inappropriate and showed little or no relevance or practical value (1-3 marks) H. OVERALL PRESENTATION AND create verbally SKILLS (12 marks) (Communication of information in a logical way using correct grammar) i.Presentation (4 marks) Provided appropriate layout, and relevant tables of content, bibliography, appendices, cover page (4 marks) Provided adequate layout, and relevant tables of content, bibliography, appendices, cover page (3 marks) Provided layout appropriate for the most part, and tables of content, bibliography, cover page (2 marks) Provided a weak presentation and only some of the important elements such as table of content, bibliography, appendices, cover page and those that were given were not well done (1 mark) ii. Writing Skills (8 marks) Demonstrated very high level of writing competence, for example, organization, use of language, grammar, recite (7 8 marks) Demonstrated high level of writing competence, for example, org anization, use of language, grammar, spelling (5 6 marks) Demonstrated adequate writing skills, for example, organization, use of language, grammar, spelling (4 marks) Demonstrated limited writing skills, for example, weak use of language and grammar, several spelling errors (3 marks) Demonstrated poor writing skills, for example, poor use of language, poor grammar, many errors in spelling (1 2 marks)