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Scheme of work
Scheme of work – Cambridge International AS & A Level Sociology (9699)
Contents
Overview ................................................................................................................................................................................................................................................... 3
Unit 1: The family ..................................................................................................................................................................................................................................... 6
Unit 2: Theory and methods ................................................................................................................................................................................................................. 12
Unit 3: Education.................................................................................................................................................................................................................................... 20
Unit 4: Global development .................................................................................................................................................................................................................. 24
Unit 5: Media........................................................................................................................................................................................................................................... 29
Unit 6: Religion....................................................................................................................................................................................................................................... 34
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Scheme of work – Cambridge International AS & A Level Sociology (9699)
Overview
This scheme of work provides ideas about how to construct and deliver a course. The 2014 syllabus has been broken down into six teaching units with suggested
teaching activities and learning resources to use in the classroom.
Recommended prior knowledge
No prior knowledge is required for this course. However, a basic knowledge of nineteenth century social history and the process of industrialisation would be useful.
Outline
The units within this scheme of work are:
Unit 1: The family
Unit 2: Theory and methods
Unit 3: Education
Unit 4: Global development
Unit 5: Media
Unit 6: Religion
Teacher support
The up-to-date resource list for this syllabus can be found at www.cie.org.uk For access to secure online support go to Teacher Support at http://teachers.cie.org.uk for
specimen and past question papers, mark schemes and other support materials. We offer online and face-to-face training; details of forthcoming training opportunities
are posted on the website.
An editable version of this scheme of work is available on Teacher Support. Go to http://teachers.cie.org.uk. The scheme of work is in Word doc format and will open
in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at
www.openoffice.org
Resources
Textbooks:
Barnard, A, Burgess, T and Kirby, M. Sociology: AS Level and A Level Cambridge University Press, 2004 ISBN: 9780521532143
This book is endorsed by Cambridge International Examinations and is available to buy from the Cambridge International Examinations Publications Catalogue at
www.cie.org.uk/profiles/teachers/orderpub
Cho G. Trade, Aid and Global interdependence, Routledge 1995 ISBN: 9780415091596
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Chrispin J and Jegede F. Landmark Geography - Population,Resources and Development, Collins 2000 ISBN: 9780003266511
Cole J. Development and underdevelopment, Routledge 2010 ISBN: 9780416920703
Desai V, and Potter R. The Companion to Development Studies, Hodder Arnold, 2008 ISBN: 9780340889145
Haralambos, M and Holborn, M. Sociology, Themes and Perspectives (Seventh Edition) Collins 2008 ISBN: 9780007245956
Haynes, J. Development Studies Polity Press, 2008 ISBN: 9780745638485
Websites:
www.sociologyexchange.co.uk
www.ngfl-cymru.org.uk
www.tes.co.uk/sociology-secondary-teaching-resources/
http://anthro.palomar.edu/marriage/default.htm
www.sociology.org.uk
http://sixthsense.osfc.ac.uk/sociology/research/approaches.asp
www.youtube.com
www.theory.org.uk
www.sociology.org.uk
www.socioweb.com
www.socialresearchmethods.net/kb/
www.sociologyresources.co.uk
www.le.ac.uk/education
www.standards.dfes.gov.uk/ethnicminorities
www.intute.ac.uk/sociology/
www.guardian.co.uk/global-development/series/student-resources
www.gd-impact.org/resources.html
www.uk.oneworld.net/
http://globalcommunitywebnet.com/globalcommunity/definitionsustainabledevelopment.htm
www.rrojasdatabank.info/agfrank.htm
www.redcross.org.uk/What-we-do/Teaching-resources/Lesson-plans/Migration
https://sites.google.com/site/globalmigrationresources/home
www.polity.co.uk/browne/students/summaries/A2chapter2/
www.multinationalmonitor.org
www.corporatewatch.org
www.guardian.co.uk/media
www.aber.ac.uk/media
www.mediaknowall.com
www.socresonline.org.uk/
www.theory.org.uk
www.mrthirkill.com
www.hartsem.edu
www.questia.com
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www.has.vcu.edu/wrs/
http://fasnafan.tripod.com/religion.pdf
The Classic Collection video series - Classroom Video — Education With Vision www.classroomvideo.co.uk
© Cambridge International Examinations 2012
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Scheme of work – Cambridge International AS & A Level Sociology (9699)
Unit 1: The family
Recommended prior knowledge
No prior knowledge is required for this unit. However, a basic knowledge of nineteenth century social history and the process of industrialisation would be
useful.
Context
This unit links with Unit 3 by providing illustrations of the contribution that social class, ethnicity and gender make to the constitution of modern industrial
societies. It may also be used to introduce the main sociological theories that will be covered in more detail in Unit 2.
Outline
The unit examines the family and how it has been affected by the processes of social change. It focuses on the diverse forms of family life and the role of
individuals within the family. The relationship between the family and wider society is also reviewed.
Syllabus ref
Learning objectives
1.1
The family and social change
Distinguish between households
and families, and between
different types of family unit.
v1
Suggested teaching activities
Learning resources
Begin the unit by distinguishing between households and families.
Emphasise the diversity in family forms and pay particular attention to
the differences between the nuclear family and the extended family.
Barnard, A et al, pages 121–126,
distinguishes between households and
families and provides examples of
different forms of family unit.
Invite the learners to devise a diagram showing the different types of
family/household units. Discuss the circumstances under which a person
might live within different family types/household units during the course
of their life.
Barnard, A et al, pages 132–136
examines the relationship between
industrialisation and the changing
structure of the family.
Cambridge International AS & A Level Sociology (9699)
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Discuss changes and continuities
in family and household structure.
Discuss the relationship between family/household diversity and the
processes of industrialisation and urbanisation. Use historical studies,
such as the work of Laslett and Anderson, to consider the impact of
industrialisation/urbanisation on family life. Also consider post-modernist
views of family diversity and changes in family relationships.
For a range of downloadable resources
on the sociology of the family, see:
www.sociologyexchange.co.uk/
www.ngfl-cymru.org.uk/
Consider diversity in family forms.
Recognise the debate about the
universality of the nuclear family.
Use photographs/video or extracts from novels or some other literary
source, to illustrate the differences between rural and urban life. Ask the
learners to suggest reasons why family forms and relationships may
change with the transition from rural to urban life.
www.tes.co.uk/sociology-secondaryteaching-resources/
Present information about the impact of social class and ethnicity in
producing diversity in family forms. Consider examples of family life from
different cultures and religions.
For a review of anthropological studies
of marriage and family life, see:
http://anthro.palomar.edu/marriage/
Ask the learners to design a booklet which covers their learning to date.
Encourage them to recall theoretical concepts on the family, and to
divide the booklet into the following sections: household structures,
different family units, changes in families, diverse families and request
that links are made to theory.
www.sociology.org.uk – excellent
resources/handouts on the family.
Invite the class to use the internet and other sources to research the
diversity of family forms globally. Use their findings to compile case
studies that illustrate the different types of family unit and the cultural
contrasts in family life within and between different societies.
For more information on Parson's and
his theory of the family:
www.youtube.com/watch?v=L3uZrIYfoL
0
Summarise the debate about the postulated universality of the nuclear
family, using this as a basis for introducing the learners to functionalist
theory through the ideas of Murdoch and Parsons.
Assess the relationship between
the family and the economy.
v1
Divide the class into three groups. One group researches and presents
the case for the universality of the nuclear family, as if they are barristers
in a court of law. The other group research and present the case against
the universality of the nuclear family. The third group acts as the
Cambridge International AS & A Level Sociology (9699)
Log onto the Times Educational
Supplement pages for useful lesson
plans, resources and activities on any
aspect of the family.
7
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
'judges'; they must discuss which case they find most convincing and
then give their verdict, justifying to the class their decision.
http://info.tes.co.uk/
Provide examples to illustrate the importance of the family for the wider
economy. Consider different theories of the relationship between the
family and the economy, including Marxist, feminist and functionalist
views.
Different feminist views of the family are
considered on:
www.youtube.com/watch?v=kI_4ScWIx
mc
Compose a diagram with the class that summarises the main ways in
which the family can be linked to the economic life of a country.
Consider areas such as the supply of labour, production of goods,
demand for consumer items, advertising, education and training;
reproduction of the workforce.
1.2
Family roles, marriage and
changing relationships
Consider changes in family
functions.
Outline the main functions of the family and how they are affected by the
change from traditional to industrial society. Summarise the arguments
for and against the 'loss of functions' thesis. Consider the relationship
between the family and the state, using examples of family social
policies from your own society or other countries.
A useful introduction to the sociology of
the family:
www.youtube.com/watch?v=oyPuSgT9
vT4
Invite the learners to think about their own society. Distinguish between
functions that are carried out by the family and those functions which
other institutions carry out for the family. Ask the learners to reflect on
similarities and differences in this area to other societies.
Distinguish between different
family roles and relationships.
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Quick fire recall. Ask the learners to recall ten facts based on their
knowledge of the family. Furthermore, encourage the learners to recall
ten sociologists who write about the family. This can be used as a
competition, with rewards for the most accurate ten. Adds fun to the
lesson.
Cambridge International AS & A Level Sociology (9699)
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Syllabus ref
Learning objectives
Discuss conjugal roles and the
division of labour within the
family.
Suggested teaching activities
Learning resources
Summarise the different family roles and relationships. Use video
sources to illustrate aspects of family life and the roles that different
members of the family perform. Consider examples of role conflict and
role stain within the family.
The concept of patriarchy and the
nature of conjugal roles in the modern
family is discussed in Barnard, A et al,
pages 136–139.
Invite the learners to discuss the roles of parents, children and
grandparents. Draw mind maps to summarise these roles and the
relationships between each family member
Discuss the nature and extent of changes within the family, with
reference to gender roles, domestic labour and power relationships. Use
the work of Oakley and more recent studies to consider how far gender
inequality exists within the home.
Ask the learners to devise a plan for a research project designed to find
out the extent to which gender equality exists in conjugal roles in their
society. Discuss the possible strengths and limitations of each plan.
Summarise the difficulties in studying gender equality within the home.
Describe changing patterns of
marriage and divorce and discuss
the causes and consequences of
these changes.
Assess the impact of family life on
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Encourage the learners to recap, rethink, recall and reproduce as many
factors as possible that they believe they understand about the family.
Ask them to exchange these with another learner, discuss these and
provide a comprehensive list of what they recall.
Barnard, A et al, pages 141–143
summarises the main changes in
marriage and divorce and assesses
whether the institution of marriage is
breaking down.
Use statistical sources to illustrate the changing patterns of marriage
and evidence of the increase in divorce and marital breakdown.
Consider the causes and consequences of the rising divorce rate in
modern industrial societies.
Sociological perspectives on
functionalism, new right are all included
in this site and offer a comprehensive
guide:
http://sixthsense.osfc.ac.uk/sociology/re
search/approaches.asp
Divide the class into two groups. Ask one group to prepare a case based
Cambridge International AS & A Level Sociology (9699)
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Syllabus ref
Learning objectives
Suggested teaching activities
individual members.
on sociological evidence for the claim that marriage is in decline in
modern industrial societies. Invite the group to present a case for the
opposing view i.e. that marriage remains important and respected in
contemporary society.
Learning resources
Invite the learners to prepare a guidance leaflet, for social work
professionals, on the impact of family life on individual members.
Provide examples of positive/negative features of family. Include
references to evidence and theories about the psychological damage
that family life may cause for some family members.
Ask the learners to contribute ideas about the possible positive and
negative consequences of being part of a family. Encourage them to
reflect on whether some members of a family are more likely to have a
negative experience of family life than other members. Ask them to look
for examples from the media (newspapers, television, etc.) to illustrate
some of the issues that sociologists study when they examine the
negative/positive aspects of family life.
1.3
The social construction of age
Consider the social significance
of divisions based on age groups.
Provide examples of divisions based on age groups; include references
to some tribal societies. Consider different attitudes to age divisions with
reference to particular cultures and ethnic groups.
Haralambos, M and Holborn, M pages
746–782, provides a good review of the
sociological literature on the social
construction of age.
Encourage the learners to reflect on age divisions within their own family
and community groups. Ask them to research and draw
comparisons/contrasts with age divisions in other societies.
Discuss the social construction of
childhood.
Examine changes in the status of children historically and use this to
illustrate the socially constructed nature of childhood (reference to the
work of Philip Aries would be particularly relevant in this context).
Barnard, A et al, pages 36–41,
investigates the sociology of childhood.
Stimulate thinking by producing blank cards, postcard size and ask the
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
learners to prepare a journey on how childhood is constructed, which
they can develop as a game for professionals. References to theory
must support all ideas.
Recognise the factors that affect
the experience of childhood.
Ask the learners to reflect on ways in which they feel their lives are
influenced by social forces. Encourage them to reflect on the extent to
which their experience of childhood has been one of protection and
separation from the realities of adult life in their society?
Childhood construction:
www.youtube.com/watch?v=maeXjey_
FGA&feature
Use video sources and other materials to illustrate the diversity in the
experiences of childhood globally. Specify the main social factors that
affect the experience of childhood.
Assess the social position of the
elderly in different societies.
Ask the learners to complete interviews with each other about
perceptions of childhood and what their experiences of childhood have
been.
Haralambos, M and Holborn, M pages
754–756, is a useful source for this part
of the course.
Invite the learners to research and present findings about how class,
ethnicity and gender may impact the experience of childhood. Use
relevant examples from the sociological literature to challenge or
reinforce the learners' findings.
Ask the learners to use information from organisations that work with the
elderly (or supply it yourself) and get them to make a collage of the
social position of the elderly in society.
Conclude the unit by considering the way the status of the elderly varies
between different societies. Examine the extent to which differences in
the treatment of the elderly reflect contrasts in family forms and
relationship more widely.
Invite the learners to research and present findings about the position of
elderly people in one particular country, other than their own. Compare
and contrast with the position of elderly people in their own society.
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Scheme of work – Cambridge International AS & A Level Sociology (9699)
Unit 2: Theory and methods
Recommended prior knowledge
This unit provides a general introduction to the study of Sociology and so no specific prior knowledge is required. However, familiarity with scientific
methodology and awareness of the possible differences between science and subjects within the humanities would be helpful. Appreciation of cultural
diversity and the many different forms of society, both past and present, would also enhance the learning experience.
Context
The unit provides an introduction to many of the key concepts and theories on which contemporary sociological investigation is based. The content of the
unit is therefore closely linked to other parts of the syllabus. For example, the main sociological perspectives, which are discussed in Unit 2, appear again
as a major underlying theme in Units 3, 4, 5 and 6.
Outline
The unit examines the origins of Sociology as an academic subject and the different views about the value of studying society in a rigorous and systematic
way. The relationship between Sociology and scientific forms of investigation is reviewed and consideration is given to the differences between sociological
problems and social problems. The relationship between the individual and society is investigated from different sociological perspectives and the key
concepts of socialisation and social identity are introduced.
Syllabus ref
Learning objectives
2.1
The sociological perspective
Discuss the development of
Sociology as a reasoned and
systematic study.
Suggested teaching activities
Learning resources
Outline the development of Sociology as an academic subject in the
nineteenth century. Emphasise the links to industrialisation and
urbanisation and discuss the aims of the major thinkers: Comte,
Durkheim, Marx, Weber.
Barnard, A et al, pages 1–13 for overall
coverage of this part of the unit. The
contribution of Durkheim, Marx and
Weber to the development of Sociology
is included as part of the discussion of
sociological perspectives, pages 13–29.
Divide the class into small groups. Ask each group to research and write
a one-page summary of the main ideas of one of the classical thinkers in
sociology i.e. Comte, Marx, Durkheim, Weber, Parsons.
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Understand the issues in the
debate about the scientific status
of Sociology.
Consider different views about the scientific status of sociological
investigation. Introduce the positivist, interpretivist and post–modernist
perspectives. Invite the class to reflect on the nature of science: its aims
and methods of investigation, and the ethical and social responsibilities
that scientists face.
Haralambos, M and Holborn, M pages
14–17, provides a clear introduction to
the debates about the scientific status
of sociology.
Through discussion with the class, compile a checklist of the differences
and similarities between the scientific study of nature and the study of
society in the form of sociological investigation. Encourage the class to
reflect on the differences between physical nature (inanimate objects in
particular) and human behaviour.
Assess the role of values in
Sociology.
Provide examples of the ways in which sociological knowledge has been
used and consider links with different areas of social policy. Discuss
different views of the role of values in sociology.
For articles on a range of sociological
theories, see:
www.theory.org.uk
Invite the learners to compile a list of values that a sociologist might or
should have. Consider how these values might help or hinder the
sociologist in their work.
www.sociologyexchange.co.uk
www.ngfl-cymru.org.uk
Ask learners to make explorative posters on their understanding of
values in society. Draw links with the way that sociologists define and
study values.
Analyse the relationship between
Sociology and social policy.
Give examples to illustrate the differences between sociological
problems and social problems. Discuss the nature of social policy and
the possible role of sociology in this field.
For a concise range of information on
social policy and sociology visit:
www.sociology.org.uk
Ask the learners to write a short proposal outlining how sociological
research might be used to help resolve a particular social problem, such
as unemployment, homelessness, delinquency, poverty, domestic
violence. Discuss the arguments for and against using sociological
knowledge to help bring about changes and improvements in society.
Discuss the diversity of human
v1
Use videos and other sources to illustrate the diversity of human
Cambridge International AS & A Level Sociology (9699)
Cultural variations and human
13
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
behaviour and cultural variation
behaviour within and between cultures. Discuss the social factors that
may help shape diversity in human behaviour, paying particular attention
to social class, ethnicity, gender, age and religion.
behaviour are well sourced at:
www.sociology.org.uk
Provide the class with examples of contrasting behaviour patterns in
different cultural groups. Invite discussion of the possible reasons for
such cultural diversity and consider similar examples from your own
society. Consider the importance of sociological analysis in
understanding the diversity of human behaviour.
Learners often enjoy a role play which exemplifies aspects of human
behaviour and which incorporates certain cultural characteristics.
Consider the nature of social
order, social control and social
change.
Summarise the differences between the functionalist view of value
consensus and conflict theory in terms of understanding the nature of
social control and social order. Discuss different sociological
explanations of social change, including the functionalist, Marxist and
Weberian perspectives.
Times educational supplement online
offers excellent resources on social
control.
http://info.tes.co.uk/
'People follow the rules of society because they are afraid to do
otherwise'. Divide the learners into small groups and ask each group to
compile a list of arguments against this proposition. Ask each group to
summarise why they think people follow the rules of society. Relate the
answers back to established sociological theories of social order.
2.2
Socialisation and the creation
of social identity
Describe structuralist and
interactionist views of the
relationship between the
individual and society.
Use basic examples to distinguish between structuralist and
interactionist views of the relationship between the individual and
society. Point out the emphasis on social constraint and the determining
power of social forces in the structuralist perspective. Note the
emphasis on meaning and the creative role of the individual in the
interactionist view of social construction.
Work with the learners to devise spider diagrams that illustrate the main
claims of the structuralist and interactionist perspectives respectively.
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Cambridge International AS & A Level Sociology (9699)
Barnard, A et al, pages 13–14 provides
a summary of the structuralist and
interactionist perspectives.
The Classic Collection video, Making
Sense of Sociological Theory, provides
an accessible introduction to the
different sociological perspectives.
http://onlineclassroom.tv/
14
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Discuss the processes through
which the individual becomes a
competent social actor.
Use the work of G.H. Mead to illustrate how the processes of learning
and socialisation are crucial in the development of a social self among
young children. Also review the arguments and evidence used by
sociologists to support the claim that human behaviour is determined
largely by social factors. Consider counter-arguments, including the
contribution of biological and psychological studies of human behaviour.
Barnard, A et all, page 23 and pages
32–37 discusses the process of
socialisation in general and also
includes material on childhood and the
ideas of G.H. Mead.
Invite the learners to imagine that it is their first day at a new school or
college. Ask them to makes notes about how they would expect to make
sense of the new environment; how would they understand the rules to
follow, the expectations of the other pupils and teachers, and the
unspoken codes that are followed by different groups within the school.
Relate their findings to sociological ideas about how people learn to
become competent social actors.
Describe the agencies of
socialisation.
Distinguish between primary and secondary socialisation. Consider
examples of the role of different agencies of socialisation, including
reference to the family, education, peer group, the media and religion.
Barnard, A et al, pages 36–37
summarises the evidence for the
importance of socialisation. This theme
is developed between pages
37–42.
For various materials on sociological
theory and socialisation:
www.socioweb.com
Ask the learners to make a list of rewards and sanctions that may be
used to encourage social conformity among young people in their
society. Discuss how these rewards and sanctions are linked to different
agencies of socialisation.
Understand the nature of culture,
ideology and power.
v1
Define what is meant by culture and use sources such as videos,
newspaper articles and photographs to illustrate different forms of
cultural activity. Also discuss the role of ideology and power in the social
construction of reality. Provide examples, such as propaganda, to show
how ideology may operate in practice.
Haralambos, M and Holborn, M pages
2–4 and 771–782, provides a readable
account of different theories of culture,
sub-culture and youth culture.
Invite the class to identify examples of cultural forms in their own society.
Consider how cultures are influenced by factors such as social class,
ethnicity and age. Use the discussion to help the learners distinguish
between norms, values and beliefs.
For helpful revision guides and
summary notes on sociological theory
and the socialisation process. Search
the website www.sociology.org.uk
using these and other relevant concepts
from the unit. See, in particular, the
Cambridge International AS & A Level Sociology (9699)
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
material on Culture and Identity in the
Pathways section of the website.
Discuss the construction of social
identities.
Consider how the identities of different groups in society are socially
constructed. Use the examples of childhood, adolescence and older–
age groups in particular. The study of childhood by Philippe Ariès is
particularly useful for discussing the construction of social identities.
Barnard, A. et al, pages 36–42
examines the construction of social
identities, with reference to gender,
children and other social groups.
Invite the class to prepare a presentation on gender differences in their
society. Different members of the class might focus on the roles that
society assigns to males and females at different points in the life cycle
i.e. infancy, adolescence, young adults, older–age groups, etc.
Compare the class findings with evidence about gender differences in
other societies. Use the activity to reinforce the learners' understanding
of the concept of the social construction of reality.
Distinguish between modernist
and post-modernist theories of
culture and identity.
Discuss differences between popular culture and high culture. Consider
the contribution of post-modernist thinkers to sociological debates about
culture and identity in contemporary societies. Contrast this with earlier
sociological theories of culture and identity.
Invite the learners to gather images from the internet that illustrate the
importance of consumerism in the life of many people in modern
industrial societies today. Discuss the impact of consumerism on the
construction of social identities and relate this to key themes in the
writings of the post–modernists. Ask the learners to compile arguments
for and against the post–modernist view of the factors influencing social
identity today.
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Cambridge International AS & A Level Sociology (9699)
Barnard, A. et al, pages 25–30 provides
an account of the post–modernist
analysis of culture and identity.
For a helpful introduction to post–
modernist theory reference the Classic
Collection video, From Modernity to
Post-Modernity.
http://onlineclassroom.tv/sociology/
16
Syllabus ref
Learning objectives
2.3
Methods of research
Distinguish between primary and
secondary data and between
quantitative and qualitative data.
Suggested teaching activities
Learning resources
Begin the work for this part of the unit by using examples to distinguish
between primary and secondary data and between quantitative and
qualitative data. Consider the strengths and limitations of each type of
data. Ensure the learners are aware of the different types of secondary
data, providing them with examples of each type and its uses in
sociological research.
Barnard, A et al, pages 54–61
distinguishes between primary and
secondary data and describes the main
sociological research methods.
Provide the class with examples of qualitative secondary data from
different sources i.e. novels, historical records, newspapers, diaries. Ask
them to assess the strengths and weaknesses of each source in terms
of usefulness in sociological research.
Haralambos, M and Holborn, M pages
787–853, provides a comprehensive
summary of the main research methods
and approaches.
Encourage the class to design a piece of research, with half of the class
focusing on qualitative methods, whilst the other half focus on
quantitative methods. Discuss any issues arising in relation to the design
process and consider the strengths and limitations of each research
proposal.
Recognise the main features of
different research methods.
Provide a summary of the main research methods used in sociological
research. Ensure that the learners understand the strengths and
limitations of each method. Distinguish between practical and theoretical
strengths and limitations. Consider also ethical issues associated with
the use of each type of method.
A good reference resource on research
methods is provided at;
www.socialresearchmethods.net/kb/
Divide the class into small groups. Give each group a short description
of a research study, including details of the research method(s) used.
Ask the group to compile a list of reasons why the chosen research
method was appropriate for that particular study. Consider also any
potential drawbacks of that method in relation to the study.
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Describe the stages of research
design.
Basing the lesson on a classic sociological study, identify the stages of
research design, as outlined in the syllabus document.
Barnard, A et al, pages 61–62
summarises the stages in research
design.
Provide a list of research topics. Working alone or in small groups, ask
members of the class to choose a topic and prepare a research strategy
covering all stages of research design. Discuss the research strategies
with the class and reach conclusions about the strengths and limitations
of each design.
2.4
The relationship between
theory and methods
Assess positivist and antipositivist perspectives.
An understanding of positivism and its antithesis is central to the study of
Sociology. Take time to explain carefully the positivist and anti-positivist
perspectives. Test learner understanding on this key part of the syllabus
and use opportunities later in the course to reinforce knowledge about
each perspective.
Barnard, A et al, pages 62–64 reflects
on the links between theory and
methods.
Work with the learners to compile flow charts illustrating the differences
between the positivist and anti-positivist perspectives on the relationship
between theory and choice of research methods.
Discuss the factors affecting
choice of research topic and
research method.
Describe the factors that influence choice of research design, paying
particular attention to the relationship between theory and methods.
Cover both the positivist and anti-positivist approaches.
Invite the learners to consider a range of sociological studies and to
analyse the factors that influenced the choice of topic and research
methods in each case. Consider the learners’ findings in a class
discussion.
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Cambridge International AS & A Level Sociology (9699)
Search 'research methods' at:
www.sociology.org.uk for a range of
helpful learner resources
The Classic Collection video, Theory
and Methods, provides an excellent
introduction to the topic.
http://onlineclassroom.tv/sociology/
18
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Assess the value of different
research methods.
Explain the concepts of validity, reliability, objectivity, representativeness
and show how these concepts are used in assessing the value of
particular research studies.
Barnard, A et al, pages 64–65
examines the concepts of validity,
reliability, objectivity and
representativeness.
Invite the learners to use the concepts of validity, reliability, objectivity
and representativeness in evaluating the strengths and limitations of
different sources of data and research methods.
Discuss triangulation and
methodological pluralism.
Conclude the unit by discussing situations in which triangulation and
methodological pluralism might be useful in sociological research.
Barnard, A et al, pages 65–66 provides
a useful summary of triangulation and
methodological pluralism.
Ask the learners to research and produce a one-page summary of a
sociological study that demonstrates the use of triangulation.
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Scheme of work – Cambridge International AS & A Level Sociology (9699)
Unit 3: Education
Recommended prior knowledge
This unit draws heavily on the concepts of socialisation, social control and ideology, which were introduced in Unit 2. Understanding of the main sociological
theories, from Unit 2, also forms important prior knowledge for Unit 3.
Context
The unit includes material on labelling and sub-cultures that will be further developed in Unit 5. The discussion of the links between education and
intelligence has relevance for the nature/nurture debate that is considered in Unit 2. The themes of social class, gender and ethnicity in this unit extend the
discussion of these topics in other parts of the syllabus.
Outline
The unit investigates the main determinants of educational achievement. It also considers the functions of education and the links with social mobility and
the economy. The social construction of knowledge and learning is examined and particular emphasis is given to the role of teacher/pupil relationships in
affecting educational outcomes.
Syllabus ref
Learning objectives
3.1
Education in social context
Assess different theories of the
links between education and the
economy.
Suggested teaching activities
Learning resources
Discuss the functions of education and the links with the economy.
Contrast the functionalist, Marxist and feminist perspectives on these
issues. Use this part of the course to reinforce learning about the
general strengths and limitations of each theory.
Barnard, A et al, pages 144–151
provides a useful introduction to the
functionalist and Marxist perspectives
on education, and the links between
education and the economy.
Ask the learners to compile a list of the requirements of a typical modern
economy in relation to education. Discuss with the learners how far the
education system (in general or in a particular society) helps to fulfil
these economic requirements for a trained, skilled, diligent and
adaptable workforce. Relate the discussion back to particular
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Functionalist and Marxist perspectives
on the functions of education are
explored further at:
www.sociologyresources.co.uk
20
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
sociological studies and theories of education.
Examine the relationship between
educational achievement and
intelligence.
Discuss the links between
education and social mobility.
Discuss with the class how far differences in educational achievement
can be explained in terms of differences in intelligence.
Explain to the class how IQ tests are carried out and the purposes they
are designed to serve.
Barnard, A et al, pages 151–169
discusses differential educational
achievement in relation to social class,
gender and ethnicity.
Invite the group to make criticisms of the effectiveness of IQ tests in
measuring intelligence. Consider in particular the social factors that may
influence the outcome of IQ tests and widen the debate to reflect on how
educational achievement can be measured and whether conventional
forms of assessment, such as public examinations, generate outcomes
that are a fair reflection of the individual ability of each learner.
Sources of statistical information about
gender and education are:
www.earlhamsociologypages.co.uk/gen
ddata.htm
Identify ways in which education can contribute to social mobility.
Discuss the obstacles to achieving social mobility through education.
Consider the extent to which education systems offer free and equal
opportunity for all learners.
Education at Leicester:
www.le.ac.uk/education
Ask the learners to mind map how social mobility links to education and
how education impacts upon the lives of those learners.
Provide statistical evidence for the class illustrating the relationship
between educational achievement and social mobility. Invite the learners
to interpret the data and draw appropriate conclusions.
Recognise differences in
educational achievement
according to social class, gender,
ethnicity, and region.
Consider various sociological explanations of educational achievement,
including the functionalist, Marxist and feminist approaches. Focus on
the links between social class, gender, ethnicity and region as factors
that may influence educational achievement. Consider the possible
interrelationships between these factors.
Information about ethnicity and
educational achievement can be found
at:
www.education.gov.uk/schools/pupilsup
port/inclusionandlearnersupport/mea/a0
013246/ethnic-minority-achievement
Haralambos, M and Holborn, M pages
625–638 and 643–641 provides good
coverage of the influence of social
class, gender and ethnicity on
educational achievement.
Split the class into four groups and get them to brainstorm their
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
understanding of the respective areas for discussion, ensuring that each
group discusses a different topic. Ask them to present this as a group to
all of the learners.
3.2
Invite the learners to write a short proposal for how obstacles to
educational achievement linked to social class or gender may be
overcome, or ameliorated. Discuss the proposals with the class and link
to appropriate sociological studies and theories of educational
achievement.
Suggested assessment activities for the
sociology of education are available
from:
www.tes.co.uk/taxonomySearchResults
.aspx?keywords=%22sociology+of+edu
cation%22
Provide examples to illustrate the social construction of knowledge and
learning. Draw on the work of writers such as Illich, Bourdieu, and
Althusser to show how social factors influence the content of the
curriculum and what is defined as knowledge in the context of education.
Barnard, A et al, pages 158–164
focuses on the contribution of the
interactionist perspective to the study of
educational achievement.
Invite the learners to prepare a lesson on some aspect of the sociology
of education and ask them to evaluate the learning and knowledge that
emanates from this lesson.
The social construction of knowledge
and learning is clearly illustrated by
following this link:
www.intute.ac.uk/sociology
Structures and processes
within schools
Discuss the social construction of
knowledge and learning.
Invite the learners to compile a list of ways in which knowledge and
learning may be influenced by those who exercise power in society.
Consider the means through which access to knowledge may be
controlled in a society. Discuss the part that access to knowledge may
play in the liberation/subordination of different groups in society.
Recognise the links between
language, deprivation and
learning.
Introduce Bernstein's ideas about language codes and draw links with
the impact of social deprivation on learning.
Invite the learners to consider the part that language use plays in the
learning process in their society. Are Bernstein's ideas relevant to their
society?
The Classic Collection video, Paul Willis
on Learning to Labour, is an excellent
resource for illustrating some major
themes in this part of the syllabus.
http://onlineclassroom.tv/sociology/
Ask the learners to role play a situation where limited language is used
and where the language 'of the street' is shared and evaluated.
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Assess the contribution of
teacher/pupil relationships to
educational achievement.
Discuss the interactionist perspective as a further contribution to the
debate about what factors influence educational achievement. Focus on
teacher/pupil relationships and explain the concepts of streaming,
labelling and the hidden curriculum. Conclude by reviewing work on
pupil sub–cultures and attitudes to education.
Haralambos, M and Holborn, M pages
638–641, considers some interactionist
studies of teacher/pupil relationships.
Invite different members of the class to research and give a presentation
on the extent to which key concepts in the sociology of education (e.g.
streaming, labelling, language codes, cultural capital, the hidden
curriculum, and educational underachievement) are helpful in
understanding the education system in their country. Ask the learners to
reflect on the usefulness of one concept each.
Describe studies of pupil sub–
cultures.
Teachings on different themes from the
sociology of education are available at:
www.sociologyexchange.co.uk
Consider different studies of pupil sub-cultures and draw links to other
influences on educational performance, including social class, ethnicity,
gender and pupil/teacher relationships.
Divide the class into small groups. Ask each group to research and
deliver a short presentation that summarises the findings from a
particular sociological study of pupil sub-cultures. Discuss the strengths
and limitations of each study with the class.
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Scheme of work – Cambridge International AS & A Level Sociology (9699)
Unit 4: Global development
Recommended prior knowledge
This unit builds on the understanding of the functionalist perspective and conflict theory from Unit 2. Basic knowledge of the history of colonisation and the
struggle for independence in Africa, Asia and the Caribbean would be useful background information.
Context
This unit links with other units in the syllabus by providing further illustrations of the importance of concepts such as power, ideology, social class, race and
ethnicity in understanding the dynamics of modern societies.
Outline
The unit examines the processes of global development and considers the nature of social inequality on an international scale. Different theories of
development are considered and this is linked to an analysis of the effects of globalisation. Coverage also includes the causes and consequences of poverty.
Syllabus ref
Learning objectives
4.1
Development and inequality
Understand different concepts of
development.
Suggested teaching activities
Learning resources
Introduce different concepts of development and invite the learners to
consider the strengths and limitations of each concept. Consider
examples of development in different countries and discuss the
difficulties in assessing the benefits and drawbacks of these changes.
Recommended reading for teachers for
this unit includes the following (see
Overview for details):
Divide the class into groups and ask each group to formulate its own
definition of development. Discuss the different definitions with the class
and identify any common elements. Link the findings to sociological
contributions to understanding the nature of development.
Learners should be encouraged to work on blank world maps in small
groups. This exercise allows for learners to list the countries of the world
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Cho G. Trade, Aid and Global
interdependence
Cole J. Development and
underdevelopment
Desai V, and Potter R. A The
Companion to Development Studies
24
Syllabus ref
Learning objectives
Suggested teaching activities
where they can identify development, under development and how
inequality is represented in these countries. They should also use this as
a group presentation, which offers a mutual exchange of ideas.
Learning resources
Chrispin J and Jegede F Landmark
Geography - Population, resources and
development
Haynes J. Development Studies
Analyse the links between
population growth and
development.
Discuss the nature of population growth and the factors that influence
growth rates. Consider different views of the relationship between
population growth and development. Use a range of visual and written
sources to reflect on the causes and consequences of population
growth.
Present the class with statistical data illustrating the trends in population
growth. Invite the learners to interpret the data and draw appropriate
conclusions about the different trends.
Useful general resources for this topic
can be found at:
www.guardian.co.uk/global–
development/series/student–resources
The following website includes a range
of downloadable resources on the
sociology of development:
www.tes.co.uk/teaching–
resources/sociology
Useful website for data and specific
information on growth and
development:
www.gd–impact.org/resources.html
Consider debates about aid and
development.
Summarise the main forms of aid and the agencies involved in providing
and distributing aid. Assess the impact of aid on development by
referring to different theoretical perspectives and explanations.
Invite the learners to research a particular aid programme and to assess
its possible impact on the individuals receiving the aid and the societies
within which the aid is distributed.
Be prepared and equipped. Bring in resources from Christian Aid,
Oxfam, Water Aid and use similar resources as methods to promote
discussion. The class could make a collage of ideas for aid and
development that can be displayed on the wall. The class should be split
into small groups and all learners should be asked to consider the ideas
in each collage in relation to different theories and explanations of
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25
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
development.
Assess different theories of
development.
Use visual aids, such as mind maps
(http://en.wikipedia.org/wiki/Mind_map) and flow charts
(http://en.wikipedia.org/wiki/Flowchart ), to communicate the main
features of each theory of development: modernisation theory,
underdevelopment theory, world systems theory. Work with the learners
to develop an assessment of each theory.
Invite the learners to design a wall chart for the classroom that
summarises the main claims of the different theories of development.
Include a summary of the strengths and limitations of each theory.
Ask the learners to make revision note type postcards, which outline the
differing theories of development, and to share and exchange these with
other learners. These cards should be used as the basis of a larger
group presentation.
For information about sustainable
development and human rights, see:
www.uk.oneworld.net/
For information on differing theories of
development see:
http://globalcommunitywebnet.com/glob
alcommunity/definitionsustainabledevel
opment.htm
A range of study materials on theories
of development can be downloaded
from:
www.sociologyexchange.co.uk
Also:
www.rrojasdatabank.info/agfrank/
4.2
Global issues
Discuss the relationships
between migration, international
employment patterns and
demographic change.
Use newspaper articles and other media sources to illustrate some of
the issues relating to migration and demographic change. Discuss the
causes and social consequences of current migration patterns in
different societies.
Present the class with statistical data to illustrate trends in migration,
international employment patterns and demographic change. Invite the
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Cambridge International AS & A Level Sociology (9699)
Useful resources for teaching this
subject can be downloaded from:
www.redcross.org.uk/What-wedo/Teaching-resources/Lessonplans/Migration
26
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
learners to interpret the data and draw appropriate conclusions about
the different trends.
https://sites.google.com/site/globalmigr
ationresources/home
Split the class into four groups and give them each a topic to research.
Can be an extended piece of work. The small groups should be
encouraged to present their data and information in a user friendly way.
They should be encouraged to offer a presentation on this and all four
presentations can form the basis of research, which links into their
research unit.
Examine the causes and
consequences of poverty.
Consider different concepts of poverty and review evidence about the
extent of social deprivation in a range of developed and developing
societies today. Assess different explanations of poverty, distinguishing
between structural and cultural approaches.
Barnard, A et al, pages 113–120,
examines the causes and
consequences of poverty in modern
industrial societies.
Invite the learners to research the consequences of poverty for
individuals and society in a particular locality. Ask them to present their
findings to the class using a range of written and visual materials.
Compose a class list of the main consequences of poverty for individuals
and society.
Consider sociological theories of
globalisation and its effects.
Define what is meant by globalisation and provide a range of visual
examples of globalisation in practice. Invite the learners to discuss how
globalisation is affecting their part of the world and the impact it is having
on their lives. Consider different explanations of globalisation and its
effects.
For a comprehensive theory on
globalisation and its effects visit:
http://globalcommunitywebnet.com/glob
alcommunity/definitionsustainabledevel
opment.htm
Invite the learners to research and present examples of how
globalisation is affecting their part of the world and the impact it is having
on their lives. Discuss how the impact of globalisation in the learners'
own society might differ from its impact in other societies and parts of
the world. Also consider any similarities.
Ask the learners to individually produce a newsletter on globalisation
and its sociological effects on society. Encourage them to be innovative
and creative in how they develop this newsletter. This can be linked into
the unit on the media.
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Syllabus ref
v1
Learning objectives
Suggested teaching activities
Learning resources
Assess the role of transnational
organisations in national
economic and cultural systems.
Use examples of particular transnational organisations to illustrate the
impact of this type of enterprise on national economic and cultural
systems. Link the analysis to a consideration of the different theories of
development. Discuss the impact of transnational organisations in the
learners' own society.
Ken Browne offers useful arguments in
this essay on the role of transnational
organisations:
www.polity.co.uk/browne/students/sum
maries/A2chapter2/
Invite the learners to assess who benefits from the activities of
transnational organisations. Also consider any groups and interests that
are adversely affected by these organisations. Produce spider diagrams
(http://en.wikipedia.org/wiki/Spider_diagram) to summarise the findings
of the discussion.
Information about the activities of
transnational organisations can be
found at:
www.multinationalmonitor.org
and
www.corporatewatch.org
Cambridge International AS & A Level Sociology (9699)
28
Scheme of work – Cambridge International AS & A Level Sociology (9699)
Unit 5: Media
Recommended prior knowledge
Background knowledge of the main global media organisations and structures would be helpful. Awareness of the different types of newspaper and the
contrasts between commercial and state ownership of the media also has particular relevance for this unit.
Context
Many of the themes in this unit amplify the discussion of socialisation and identity in Unit 2. This unit also builds on knowledge of the influences of social
class, gender and ethnicity examined in other units throughout the syllabus.
Outline
The unit examines the sources of power within the organisation and processes of the media. It considers how the media represent different issues and social
groups, and what affect these representations have on individuals and societies. The social impact of the growth of the 'new media' is a key theme in the unit.
Syllabus ref
Learning objectives
5.1
Ownership and control of the
media
Identify trends in the organisation
and control of the media.
Suggested teaching activities
Learning resources
Begin by distinguishing between different types of media and outline the
main trends in the organisation and control of newspapers and
television/radio in the modern industrial societies. Link the discussion to
globalisation and the emergence of global media corporations.
Barnard, A et al, pages 273–275,
examines the ownership and control of
the mass media. For a discussion of
different perspectives on the
relationship between the ownership and
control of the mass media, see pages
269–273. The role of the mass media in
the political process is examined on
pages 276–279.
Invite the learners to compile a list of the sources of power exercised by
global media corporations. Consider what means exist to control or
restrict that power and how effective they are in practice.
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Assess different perspectives on
the relationship between the
ownership and control of the
media.
Make a list of the different individuals and groups who may exercise
control over the media. Discuss with the class how each social agent is
able to influence the media and what is, or might be, the source of their
power. Invite the class to draw charts to summarise the findings of the
discussion.
A good website for the latest news
about developments in the media world
is:
www.media.guardian.co.uk
Encourage learners to prepare a set of posters, in small groups, on the
owners of the media and how they control the media. Guidance of what,
why, where, how and when can be used as pointers for learners.
Ask members of the class to research and give a presentation on the
pattern of ownership and control of the media in their country.
Emphasise the importance of looking at the theme of globalisation and
the extent to which it is influencing the organisation and content of the
media in different parts of the world. Compare findings about the
ownership and control of the media in your country with evidence on the
same topic from other countries.
Discuss pluralist and Marxist
theories of the media.
Design a parliamentary type event where learners are asked to split into
two groups, representing the pluralism and Marxist perspectives and
their purpose is to debate their respective theories of the media.
Consider, in particular, whether the media represent the interests of all
groups in society or just those of the ruling elite.
Useful resources on the sociology of
the media:
www.aber.ac.uk/media
www.mediaknowall.com
www.sociologyonline.co.uk
www.sociologyexchange.co.uk
An introduction to the sociology of the
media is provided on:
www.youtube.com/watch?v=O0wyF5K3
Mxk
Assess where power lies within the media and develop this through a
review of the pluralist and Marxist theories. Consider the role of the
mass media within the political process (both in relation to democracies
and authoritarian regimes).
Invite the learners to research and give a presentation on how the media
may influence the outcome of elections. Help the class identify links with
the pluralist and Marxist models of media power.
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Recognise the factors that
influence the selection and
presentation of media content.
Consider examples of media content, such as news reports and
magazines, and analyse how that content is selected and presented by
journalists and editors. Also consider the influence of owners,
advertisers, and governments on media content.
Haralambos, M and Holborn, M pages
712–721, provides a summary of the
factors influencing the selection and
presentation of media content.
Invite the class to plan the media coverage of an important national
event. Encourage them to discuss the factors that might influence the
selection and presentation of news reports during the event.
Analyse the relationship between
the media and the State.
Discuss state censorship and also the extent to which the media are
able to influence the process of regime change in modern societies.
Conclude by assessing the usefulness of the concept of ideology in
understanding the influence of the media.
A lecture on the impact of the new
media on political life is provided on:
www.youtube.com/watch?v=y6l5QGuH
qOY
Invite the class to discuss the reasons why the State may exercise
censorship over the media. Help the learners to link their ideas to
different sociological perspectives. Consider the effectiveness of
censorship as a means of controlling the media today.
Consider the impact of the 'new
media' on society.
Outline the various forms of the new media and provide examples of the
impact of the new media on the lives of different groups in society.
Consider ways in which the new media might be replacing (or perhaps
enhancing) the power of the traditional media.
A useful video on the media and
politics:
www.youtube.com/watch?v=4BFEU_0T
iIw
Invite the learners to discuss how their lives have been affected by the
new media. Ask them what they like about the new media and do they
have any concerns about its impact on their lives and on society
generally. Relate their contributions to ideas and evidence from the
sociological study of the new media.
5.2
Media representation and
effects
Discuss the representation of
different social groups within the
media.
v1
Use examples from newspapers, magazines and videos to discuss the
representation of different social groups within the media. Emphasise
the role of the media in the construction of gender identities and link to
post-modernist contributions to the analysis of the mass media.
Cambridge International AS & A Level Sociology (9699)
Barnard, A et al, pages 280–283,
considers the representation of different
social groups within the media.
31
Syllabus ref
Learning objectives
Suggested teaching activities
Invite the learners to research and produce a montage of pictures from
media sources that represent images of young people in their society
and in other societies. Ask them to de-construct the images in order to
provide a sociological analysis of how young people are being
represented and what this reflects about the position of young people
within the wider society.
Analyse social patterns in
listening, viewing and reading.
Use evidence from relevant surveys to identify social patterns in
listening, viewing and reading. Consider changes in patterns of media
use, particularly in relation to the growth of the new media.
Ask the learners to produce their own Newsletters that depict their
understanding of how the media affects their daily lives.
Discuss different theories of the
effects and uses of the media.
Invite the class to consider how and in what ways people may be
influenced by exposure to the media. Discuss whether the influence of
the media has a positive or a negative impact on people's lives. Help the
learners link their ideas to appropriate sociological evidence and theory
about the influence of the media.
Learning resources
The Classic Collection video, Stanley
Cohen on Folk Devils and Moral
Panics, is a helpful source for examine
the factors that influence the selection
and presentation of media content.
www.classroomvideo.co.uk/
Barnard, A et al, pages 267–69,
identifies social patterns in listening,
viewing and reading. Different theories
of the effects and uses of the media are
discussed on pages 283–287. There is
also a useful discussion of the links
between the media and violence on
pages 287–290. This is followed by a
section on the problems of researching
the effects of the media on audiences,
pages 290–291.
The links between popular culture and
the media are explored at:
www.theory.org.uk
www.mrthirkill.com
Recount the different theories of the effects and uses of the media.
Include references to the hypodermic syringe model, the uses and
gratification theory and the cultural effects theory. Use visual
representations to help summarise the main features of each theory.
Divide the learners into groups and ask each group to produce a
diagram to summarise the main features of one theory/explanation of
how the media affects audiences. Invite the groups to comment on the
effectiveness of each other's diagrams and to suggest improvements.
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Assess the impact of the media
on different aspects of human
behaviour.
Use research evidence to assess the claim that the media may influence
violent behaviour. Consider other forms of behaviour that may be
influenced by the media, including consumer behaviour, aspects of
youth culture, and voting behaviour.
Haralambos, M and Holborn, M pages
722–728 provides a summary of the
influence of the media on audiences
and their responses.
Ask the learners to compile a list of reasons why it might be difficult to
prove that incidents of violent behaviour have been influenced by the
media. Also invite the learners to examine newspaper reports of violent
crime. Consider common features in the way violent crime is reported
and discuss whether these reports might influence more people to
behave in a violent way.
In small groups ask the learners to create a collage of how the media
affects audiences. (Old newspapers should be used for this exercise.)
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Scheme of work – Cambridge International AS & A Level Sociology (9699)
Unit 6: Religion
Recommended prior knowledge
Basic knowledge of the major world religions would be helpful in studying this unit. Knowledge of the main sociological perspectives, derived from Unit 2, is a
prerequisite for studying the unit.
Context
The unit amplifies the debates about ideology and social change that were introduced in Units 1 and 2. It also draws on the themes of modernity and postmodernity that have relevance for all of the units in the syllabus. The discussion of secularisation provides an opportunity to illustrate some of the strengths
and limitations of quantitative forms of data, as reviewed in Unit 2.
Outline
The unit examines the nature of religious movements and their role in society. It also examines the relationship between religion and social change and asks
whether religious influence is declining in modern industrial societies.
Syllabus ref
Learning objectives
6.1
Religion and social change
Discuss different theories of
religion and ideology.
Suggested teaching activities
Begin by considering the role of religion in tribal societies, using
references to appropriate anthropological studies such as those by
Radcliffe Brown, Malinowski, and Durkheim. Help the learners draw
conclusions about the social roles of religious beliefs and practices. Link
this to an outline of the functionalist theory of religion and contrast with
the Weberian and Marxist perspectives. Introduce the concept of
ideology and discuss the uses of this concept in sociological studies and
theories of religion.
Write short sentences summarising a key theme or idea from particular
theories of religion. Cut the sentences up and paste onto the back of
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Cambridge International AS & A Level Sociology (9699)
Learning resources
Barnard, A et al, pages 174–176,
summarises the main theoretical
perspectives on religion. There is a
discussion of the concept of ideology on
pages 47–48 and elsewhere in the
textbook – see index for specific
references.
Some useful notes on the sociology of
religion can be downloaded from:
www.hartsem.edu
For information about Weber's
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Syllabus ref
Learning objectives
Assess the relationship between
religion and social change.
Suggested teaching activities
Learning resources
plain card. Make into a set of cards. Divide the class into groups and
distribute the cards between each group. Ask the learners in the groups
to identify the theory to which each card relates.
Sociology of Religion, see:
Encourage the group to design a religious newsletter about a religious
sect. This can be developed into a small group activity that leads to a
group presentation. This activity can address the issues of ideology,
social change, and religious effectiveness within society. It can be an
extended activity, or used over a number of lessons.
Barnard, A et al, pages 186–187
discusses religious fundamentalism and
its links with post-modernity.
http://hirr.hartsem.edu/ency/Weber.htm
Summarise the different views about the role of religion in relation to
social change. Use examples, such as liberation theology and theocratic
conservativism, to illustrate the debates. Explain the concept of ideology
and its use by conflict theorists to provide a critique of religious
influences.
Ask different members of the class to research and provide a
presentation on the part played by religion in a major historical event,
such as the rise of capitalism, the struggle for independence from
colonial rule, and the ending of communist rule in the former Eastern
Bloc countries. Invite them to consider whether religion acted as a
conservative force or a dynamic for change in the example under review.
Link the presentations to a summary of the main sociological
perspectives on religion and its relationship to social change.
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
Discuss the relationships
between religious
fundamentalism, modernity and
post-modernity.
Use examples to illustrate the meaning of religious fundamentalism and
consider the reasons for the apparent resurgence in this form of religious
practice in both Christianity and Islam. Link to the discussion about the
transition from modernity to post–modernity and the processes of
globalisation in particular. Analyse which theories of religion are of most
use in understanding the rise of fundamentalist religious groups.
Haralambos, M and Holborn, M pages
451–457, provides an excellent
summary of recent contributions to the
sociology of religion from a post–
modernist perspective.
Ask the learners to compile a list of what distinguishes fundamentalism
from other forms of religious belief and practice. Consider whether there
are particular types of community/society where fundamentalism
flourishes. Use media reports of fundamentalist groups to analyse how
these groups become established in communities and from what
sources they draw power.
6.2
Religious movements
Distinguish between cults, sects,
denominations and churches.
Assess the secularisation thesis.
Begin by defining the different forms of religious organisation, including
churches, denominations, sects and cults. Discuss the reasons for the
growth of sects and new religious movements.
Barnard, A et al, pages 177–180,
distinguishes between church,
denomination and sect. The arguments
for and against the secularisation thesis
are examined on pages 181–186
Ask the learners to research and give short presentations on different
cults or sects. Encourage them to use media sources to illustrate their
findings. Discuss with the class any similarities and differences between
the cults and sects that the learners have researched.
An excellent source for information
about different religious movements is:
http://etext.lib.virginia.edu/nrms/
Review the evidence for and against the idea that religious influence is
declining in modern industrial societies. Point out the difficulty of defining
religion and the problems involved in measuring religious belief and
commitment. Consider examples of religious revivalism, such as new
wave Christianity in the USA and western Europe.
The Classic Collection video, Eileen
Barker on The Making of a Moonie,
provides an excellent case study for
discussing cults and their relationship to
established religious organisations.
www.classroomvideo.co.uk/
Invite the class to design a simple survey that could be used for
assessing the extent of religiosity in their society. Discuss the potential
problems in designing the survey and formulating appropriate questions.
Link the discussion to an assessment of the strengths and limitations of
the empirical data used by sociologists on both sides of the
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For extra resources on fundamentalism
check: www.questia.com
Cambridge International AS & A Level Sociology (9699)
Barnard, A et al, pages 180–181,
examines the relationship between
religion and different social groups.
36
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
secularisation debate.
Allocate religious roles to random members of the class, give them a
scripted account of their religious sect and ask them to argue and
persuade other class members, that their sect is much superior to any
other sect. Ask the other members of the class to evaluate the
sociological effectiveness of their argument.
Describe the relationships
between religious belief,
organisations and social groups.
Consider the relationship between religious belief, organisations and
social groups, based on class, gender and ethnicity. In particular,
discuss the role of women in religious organisations and link to the
feminist analysis of religion. Draw appropriate links with the main
sociological theories of religion.
Set each learner the homework task of identifying three examples of
how religious beliefs may help to justify or support social inequality. Ask
the learners to present their findings to the class. Consider whether
these are good examples of how religious beliefs may justify or support
social inequality. Help the learners to link their findings to the main
sociological theories of religion.
Haralambos, M and Holborn, M pages
401–405 offers a more detailed account
of the relationship between gender and
religion.
For a very comprehensive article on
organisations and social groups view
this link:
fasnafan.tripod.com/religion.pdf
Youtube provides learners with a
chance to listen and watch the
sociology of religion and it explains
Weber, Marx and Durkheim’s ideas:
www.youtube.com/watch?v=t2rnGiTFRU
Ask learners to design a poster on the relationships between religious
belief, organisation and social groups, which can be used as a teaching
tool. Discuss the strengths and limitations of each poster as a teaching
resource.
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