'Caribbean Studies Syllabus\r'

' faculty 1: CARIBBEAN SOCIETY AND CULTURE OVERVIEW faculty 1 introduces disciples to the role played by geography in shaping the fraternity and goal of the Caribbean neighbourhood as tumefy as the historical evolution of Caribbean fiat, the heathenish distinctives of the Caribbean pile, and the ways in which Caribbean society and elaboration influence and argon influenced by societies and horti gardenings orthogonal the region. ecumenical OBJECTIVES On percentage point of this faculty, schoolchilds should: 1. look the factors which film shaped Caribbean society and goal; 2.\r\nAppreciate how ethnical traits evident end-to-end the region have resulted from Caribbean mints’ experiences; 3. consider the communal features which exist deep down Caribbean diversity; 4. Understand the relevance of concepts encountered in spite of appearance the module, to their own lives and to the lives of their communities p contrivanceicular(prenominal) OBJECTIVES Stu dents should be fitted to: 1. Locate and describe the Caribbean; 2. exempt the ground ‘society’ and ‘culture’; 3. Describe the characteristic features of Caribbean society and culture 4. Analyze the come to of the historical processes in Caribbean society and culture; . Assess the impact of geographical processes on Caribbean society and culture 6. Evaluate the ways in which societal institutions impact on their lives; 7. Analyze how the worldwide community and Caribbean society impact on some(prenominal)ly otherwise CONTENT 1. fixing and interpretation of the Caribbean Region i. Geographical mend: a. Names of territories b. Sub-regions, for example, Greater Antilles, Lesser Antilles, westward Caribbean, Southern Caribbean, The Bahamas; c. Position of territories in semblance to the Caribbean Sea, Atlantic Ocean and the continental grease masses i. Definitions of the Caribbean Region a. Geographical; b. geo tenacious; c. diachronic; d. Poli tical; iii. Caribbean Identity and gardening 2. Characteristics of Society i. Society a. Sh atomic number 18d frequent conception; b. A be territorial set; c. Continuity over m and space; d. Citizenship inside a space; ii. Culture a. Learned behavior prevalent to all human universes; b. Norms and values which grant a guide to behavior; c. Institutions which visit behavior; 3. Characteristics of Caribbean Society and Culture i. pagan Diversity\r\nPositive and negative set up of ethnical diversity; ethnic and cultural differences; the accommodation make among contrary ethnic collections with respect to space, political and economic big businessman and companionable visibility. ii. fond Stratification a. woodlet society and its impact on Caribbean loving stratification (that is, race, colour, and m whizzy as major(ip)(ip) factors in hearty stratification); education as a basis for spic-and-span phratry brass and upward mobility; b. Concepts much(prenominal) a s plantocracy, intelligentsia, middle phase, bourgeoisie, working affiliate, under sieve, caste; iii. kindly Mobility iv. Hybridization a.\r\nFactors such as racial admixture and colour in the formation of Caribbean society and culture; terms equal mulatto, meztizo, dougla, transculturation, creole; b. Erasure, retention and re sunrise(prenominal)al of cultural practices 4. uphold of Historical Processes i. Migratory movements and the fundamental sound philosophy of patterns of settlement by contrasting groups at heart the Caribbean from pre-Columbian measures to the designate ii. The ripening of dodgings of production: encomienda, sla really, indentureship, the plantation system iii. results of the Caribbean pile to oppression and genocide: resistance, revolution, victimization of child groups v. Movements toward independence a. Political enfranchisement: i. boastful suffrage; ii. home(a) self-government; iii. economic enfranchisement; iv. Entrepreneurial activit ies, including shop-keeping and savings societies. 5. meet of Geographical Phenomena i. Plate tectonics a. Definition; b. Location and movement of the Caribbean plate; c. Earthquakes and vol ro social functionoes: cordial dis sidement. ii. Hurricanes †social and economic consequences iii. Soils †erosion, conservation iv. coral reefs †coastal protection, sustainability of fishing industry v. Droughts 6. clashing of Societal Institutions on Caribbean People i. Family i. direction method acting iii. theology iv. Justice System 7. Caribbean-Global Interactions i. Influences of extra-regional societies on the Caribbean a. Consumption patterns: trustynesss and services; b. Creative expressions: festivals, music, planetary house arts, culinary practices; c. Education: impact of colonialism; the reading age; language; curriculum reforms, for example, didactics of Caribbean Studies in universities in the unit of measuremented body politic d. Political influences: i. western nearlyminister System; ii. Rule of law; iii. Electoral processes; iv. Caribbean contri exactlyion to the political smell of the host communities of Europe and North the States; . prod: the influence of migratory crunch; vi. Sport †cricket, soccer, basketball, track and field; vii. theology †traditional and non-traditional religious practices e. Mass Media f. hug drugistry ii. Caribbean influences on extra-regional countries a. Important political issues created in spite of appearance countries of Europe and North America by the presence of large numbers of Caribbean people (for example, impact of the Haitians and Cubans living in Florida upon the regime of that State). b. The impact of Caribbean festivals kindred Notting Hill genus Circus 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 sink ; 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, scalawagants and pathway 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 North America and Europe.\r\nSuggested teaching and instruction Activities To still learner’s improvement of the objectives in his module, teachers be sensible to manoeuvre students in the next(a) teaching and conditioning activities. 1. Students be encouraged to compile a Glossary of key terms and concepts bony from the module 2. Students can create a scrap make base on news topic, magazine and ne twainrk clippings which are germane(predicate) to the themes in the staffs 3. cause maps and charts to define the Caribbean illustrating features of the physical environment, p atterns of settlement and migration 4.\r\n single(a) or group projects in which students channelise 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 sla rattling, resistance and unleash villages and independence 7. Class debate on the struggles for, and benefits of independence 8. The use of video footage, photographs from media houses and internationa careen agencies on hurricanes and volcanoes. Students can produce their sound judgement of the impact of these disasters on society and parsimoniousness 9.\r\nStudents can design posters on the splendor of soils and coral reefs to territories 10. Invite musicians, calypsonians, and folklorists to give lectures on creative expressions 11. Students to deliver 5-7 minute exhibits on the impact of societal institutions on Caribbean people RESOURCES Chavannes, B Rastafari: Ro ots and ideology, Mona: Syracuse University invite 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 Comp both Limited, 1993\r\nNettleford, R. Caribbean ethnic Identity, capital of Jamaica: Institutes of Jamaica, 1978 Payne, A. and Sutton, P. (eds. ) Modern Caribbean Politics, capital of Jamaica: Ian Randle Publications, 1993 Reddock, R. (ed. ) heathen Minorities in Caribbean Societies, St. Augustine: ISER, 1996 Sutton, C. and Chaney, S. (eds. ) Caribbean Life in peeled York City: Socio-cultural Dimensions, Centre of Migration Studies, 1987 Thomas, Hope E. chronicle in Caribbean Migration, London: The MacMillan Press Limited, 1992 http://www. pwi. netcom. com/hhenke http://www. caricom. org mental faculty 2: ISSUES IN CARIBBEAN growth\r\nOVERVIEW mental faculty 2 introduces students to different conditions which satisfy the translation of ontogenesis; to interrelationships among social, cultural, political and economic factors in the emergence of the Caribbean region; and to key several(prenominal)s and institutions which have shaped the region’s suppuration GENERAL OBJECTIVE On completion of this mental faculty, students should argue an savvy of the relationship amid: i. Politics, economics and exploitation; ii. Culture and outgrowth; iii. Technology and ontogenesis; iv. Social arbitrator and training SPECIFIC OBJECTIVES Students should be able to: . Describe the concepts of suppuration and the indicators utilise to rely bill development; 2. Evaluate how development in the region is influenced by political, economic, social, cultural, environmental and skillful factors; 3. Assess the ways in which globalization affects development in the region; 4. Explain the ways in which the evolution of the desegregation 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 model to development of the region; 7.\r\nCritically poll factors which impact on the mass media’s contribution to the development of the region; 8. work reasoned responses to issues of social referee 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 equalization d. Modern experience e. Improved institutions and attitudes f. A rationally co-ordinated system of policy measures g. Environmental factors 2. Factors that promote or hinder development i. Political ideologies; public movements i. Distribution of wealth; resources; income generation iii. ever-changing class boundaries iv. Definition of Caribbean experience and identity element v. Natural and artificial disasters vi. feign of oil-bearing orbit vii. Tourism a. Contribution b. Challenges 3. globalisation and Development i. Definition and Stages Facilitators of globalization, for example: a. instauration Trade system; b. world(prenominal) pecuniary Fund; c. World Bank; d. transnational organizations; e. Technology; f. Trade; g. Ideologies ii. impaction and Response a. Industry and commerce; b. Distributional sector (supermarkets, de divergement stores); . Labour; d. Technology; e. Ideology 4. The integration movement i. The evolution of: federation, CARIFTA, CARICOM, OECS, ACS ii. Achievements and challenges of triple of the following: a. Caribbean Community (CARICOM); b. University of the atomic number 74 Indies (UWI); c. Caribbean Examinations Council (CXC); d. air jacket Indies Cricket Board (WICB); e. Caribbean Tourism Organization (CTO); f. Caribbean Single Market and Economy (CSME); g. regional Security System (RSS) 5. Contributions of sport i. generation of Income ii. s swell uphead(p) upness and fitn ess iii. Educational opportunities iv. backbone of Caribbean identity v.\r\nDiscipline and morale vi. front on the world scene vii. Sports tourism 6. Intellectual traditions Objectives and impact of the following: a. cooking pan Africanism; b. Negritude; c. industrialization by invitation; d. Marxism and neo-Marxism; e. Caribbean perspectives on British Capitalism; f. Trends in Caribbean feminist concept; g. Indo-Caribbean thought; h. Indigenous perspectives 7. Roles and functions of the mass media i. homework of tuition about institutions, events and trends in individual countries, the region and the global community j. fun k. Construction of national identity . ethnical imperialism 8. Social justice i. Knowledge of competing concepts of social justice, for example, recognition of natural rights, welfare and unwashed advantage ii. Discrimination on the rationality 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 tuition Activities To facilitate student’s achievement of the objectives in this module, teachers are advised to hold students in the following teaching and culture ctivities 1. Students are encouraged to compile a glossiness of terms and concepts within the mental faculty 2. Students should compile a scrap book on the lives and world of persons who have contributed to the development of the region in the field of politics, labour, the arts, sports. 3. A class investigate project: for example, the development by groups of students of charts to show a comparative degree executing among countries of the Caribbean region in areas like GNP, provision of health, literacy rates and unemployment 4. Student parliamentary debate on the 1990 World bank Report for the Caribbean . Class debates on a range of topical issues, for example, the failure of the Federation, CARICOM, social justice, health, abuse and economic issues 6. Panel news on Caribbean intellectual tradition 7. Students pen a ‘play’ on globalization and its effects 8. A guided tour to a local media corporation 9. Students can evaluate television and radio programmes, advertisements based on criteria arrived at through class converseion 10. Students write letters to the editor of national news constitutions, 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 federal agency: Cricket and Nationalism in the West Indies, capital of Jamaica: Ian Randle Publications, 1997 Globalization, Communications and Caribbean Identity, Kingston: Ian Randle Publications, 1995 Rethinking Development, Kingston: Consortium Graduate School In the Social Sciences, 1995 Black Meteors: The Caribbean in Intenational Athletics, Kingston: Ian Randle Publications, 199 8 Dunn, H. S. (ed. ) Girvan, N. (ed) Ince, B. Leo-Rhynie, E. Bailey, B. and Barrow, C. eds. ) sex activity: A Multi Disciplinary referee on the Caribbean, Kingston: Ian Randle Publications, 1996 MODULE 3: INVESTIGATING HUMAN AND SOCIAL DEVELOPMENT IN THE CARIBEAN OVERVIEW This Module introduces students to some of the major concepts and skills which should be mastered in conducting interrogation. by dint of the explore process, students entrust have the luck to deepen their soul of a defined area of Caribbean experience which they have selected GENERAL OBJECTIVES On completion of this module, students should: 1. Demonstrate look and analytical skills; . Work self-sufficiently or in teams to formulate, conduct and report on inquiries into issues they have identified as epoch-making to the region 3. Appreciate the importance of estimable issues in conducting query SPECIFIC OBJECTIVES Students should be able to: 1. Explain the nature and occasion of enquiry; 2. Identify a disbelief trouble; 3. Evaluate existing cultivation about the business; 4. Formulate relevant query head words and or hypothesis; 5. itemisation various methods and instruments of entropy collection; 6. try for beguile formats in presenting data; 7.\r\n sink conclusions and make recommendations; 8. Use American psychological sleeper convention emendly; 9. tie up to basic principles for maintaining ethical standards in conducting investigate CONTENT 1. Nature and point of look for i. Systematic enquiry ii. Generation of new knowledge iii. Reliability and severeness in investigate iv. Problem solving 2. The seek task Identification of a seek problem 3. Sources of Information h. Identifying and access codeing sources: a. Existing literary productions; b. Internet Resources; c. Oral histories; d. cleanspaper reports; e. minutes of meetings; . Archive i. Criteria for selection and use: a. relevance; b. Degree of objectivity; c. Adequacy 4. Characteristics of interrogation objectives i. Relevance ii. Direct link to query problem iii. Informed by sources iv. lucidity 5. Methods and Instruments of Data Collection i. Sampling a. opportunity and non-probability; b. Target cosmos i. Surveys a. Types of surveys; b. Interview techniques; c. Questionnaire social system 6. Format of Presenting Data i. Tabular ii. pictorial iii. Text 7. Conclusion and Recommendation i. master(prenominal) findings in relation to look objectives ii.\r\nAreas of lean in relation to look into objectives iii. New and interesting findings, if any iv. Limitations of the train v. Areas for get ahead research 8. American Psychological Association Conventions (APAC) i. Bibliographies ii. Referencing 9. Principles of ethical conduct, for example: i. Consent of research ideas; ii. Respect for privacy and confidentiality; iii. Integrity and foil of the research process THEMES Recommended Areas for Investigation The following themes represent areas of interest to the contemporary Caribbean in terms of their significance to regional development.\r\nThe list is non considered exhaustive and it is expect that new themes depart be added. Under each theme heading, broad areas for possible account are identified for the guidance of students. Students may choose one of the themes to be the subject of the research project A. The Environment i. ii. iii. iv. v. vi. vii. contaminant Sewage and Solid shoot a line instruction Coming to terms with Natural and man-made Disasters Ho utilise increment populations Protection of pose and the National heritage Toxic Waste Disposal Renewable and non-renewable resources of the Caribbean B. The Mass media i. ii. iii. iv. v.\r\n meeting of selected media on cultural expressions and values Issues arising from the mark off of information by extraregional media organizations Issues surrounding censorship and freedom 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. sexual urge Issues in the Caribbean i. ii. iii. iv. v. Changing male-female relationships in the Caribbean †causes and characteristic features grammatical gender issues in education Gender relations in the workplace Gender issues in the mass media Gender issues and the law\r\nD. The Productive Sector and Development i. ii. iii. res publica practices and land tenure Development of appropriate technologies Impact of new technologies iv. Foreign sureness 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 practice of medicine Health care and the deli very(prenominal) intimate and reproductive health †social, economic, ethical and legal issues F. Crime in the Caribbean i. ii. iii. iv. v. vi.\r\nCrime as a function of changing social structures and technologies Trade in illicit narcotics Impact of hatred on the economy and on the political structure Effects of crime on the society Impact on the physical well- macrocosm 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 movement 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 Law 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. iii. iv. Implications for maintaining European languages as the official languages of the region Roles and functio ns of Creole languages within Caribbean societies Oral traditions within the culture J. Religion i. ii.\r\nEmergence and persistence of folk forms of worship Religion and education in the region Impact of modernization on devotion 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 humanistic discipline i. Factors affecting the evolution of identified art forms (for example, history, inter-culturation, new technologies) Existing and potential roles for the do arts in the development of countries within the Caribbean Ethical 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 rese arch paper in terms of the general testing 2. Discuss research types and methods by teacher and other resource person(s) 3. leave alone a range of examples of problems statements, followed by class handling to critically evaluate the enduringness and completeness of sample problem statements 4. Provide examples of publications reviews to identify pertinent elements, such as: i.\r\nRelevance of theories and research findings to topic; ii. harmony or disagreement between the say theories; iii. Correct citation of sources 5. Group analysis of sample research reports so as to help students to arrive at an mind of component parts, and of formats appropriate to different types of research design 6. Develop a glossary of research terms 7. Guided group library tours to help students to identify and access sources of information 8. Develop interviewing skills followed by class evaluation of the interviews 9. Mini-observation assignments within the classroom, the school, community or the workplace 0. Discuss the use and book of facts of sources to avoid plagiarism 11. Discuss the everyday problems encountered in designing and conducting research 12. instructor feedback on project 13. Establish time lines for submission of drafts of the project Scope and judiciousness of Study Students should be guided in making decisions about scope and judiciousness as they conduct and report on this subscribe to. Constraints of time and project length leave alone affect the nature of the problem chosen, the population selected for study, and the extent of reporting of the relevant books.\r\nIt go forth also increase the demand that penetrateage of the literature be relevant and succinct. while Management During the course of study, twenty concern arcminutes 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 moldiness be considered at different stages of the study. twenty hours are allocated for the student’s independent work in carrying out the different phases of the study. At this time, the role of the teacher go out be that of an advisor RESOURCES Suggested Reading slant\r\nBoxill, I. , Chambers, C. M. , Wint, E. cosmos 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, subversion 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, 1992\r\nWorld Health Organization Health and Environment in Sustainable Developments Five grades later the Earth Summit, 1997 OUTLINE OF ASSESMENT EXTERNAL appraisal 60% Written pennings †4 hours 30 minutes constitution 01 (1 hour 30 minutes) Fifteen compulsory shirt-response brains 27% newspaper publisher 02 ( 3 hours) Eight turn up questions of which candidates moldiness settlement quadruplet 33% INTERNAL ASSESSMENT 40% write up 03A The internal discernment go out brood of a research project. The project provide enable the student to demonstrate skills and competencies positive from each of the three modules. Paper 03B\r\n backstage candidates are required to write Paper 03B, an Alternative Paper to the knowledgeable judgement MODERATION OF INTERNAL ASSESSMENT An inner discernment record book Sheet will be sent each year to schools submitting students for the examinations. All Internal judgement 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 request by CXC for moderation purposes. These samples will be reassessed by CXC examiners who moderate the Internal sagaciou sness. Teachers’ label may be adjusted as a result of moderation.\r\nThe 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 impertinent judging by Written written document (60% of Total sagacity) in that respect will be a combined question paper and answer booklet for Paper 01 Paper 01 (1 hour 30 minutes †27% of Total judgement) 1. Number of Questions This paper is made up of 15 compulsory short-response questions applications programme all three modules 2. Syllabus reportage Knowledge of all topics is required.\r\nThe intention is to quiz candidates’ knowledge across the breadth of the political platform 3. Question type Questions will be structured, consisting of two, three or four parts. Questions will test candidates’ understanding of concepts and issues 4. M ark parcelling Questions will not necessarily be awarded the same number of mark. A question may be charge three, four, flipper or at most half dozen label The maximum number of tag for this paper is 80. This paper contributes 27% of the list mark for the Unit Paper 02 (3 hours †33% of Total Assessment) 1. Number of Questions\r\nThis paper consists of octad questions. Candidates are required to answer for questions, two from Module 1 and two from Module 2 2. Syllabus grizzleage 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 high gearer(prenominal) 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, using the concepts and issues discussed in the course\r\nThere will be two types of q uestions. Type A There will be four questions of this type. These will test candidates’ ability to rationalise and elaborate on conceptual issues and confine general principles to a problem situation. all(prenominal) question is worth 20 attach 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.\r\nEach question is worth 30 label 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 pass through by this syllabus. It is think to assist students in acquiring certain knowledge, skills and attitu des 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 the course of study for the subject, students obtain label for the competence they develop and demonstrate in undertaking their Internal Assessment assignments. These marks contribute 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.\r\nThe guidelines provided for the assessment of these assignments are intended to assist teachers in awarding marks that are true(p) estimates of the achievement of students in the Internal Assessment component of the course. In order to get a line that the scores 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 pronounced by each teacher. Internal Assessment provides an opportunity to individualize a part of the curriculum to meet the needs of students. It facilitates feedback to the student at various stages of the experience.\r\nThis helps to build the federal agency of students as they proceed with their studies. Internal Assessment also facilitates the development of critical skills and abilities emphasised 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 reward of students for the development of those skills. The Caribbean Examinations Council seeks to ensure that the Internal Assessment scores are valid and current estimates of accomplishment.\r\ nThe guidelines provided in this syllabus are intended to assist in doing so. The internal assessment component of the examination is worth great hundred marks. This contributes 40% of the total mark for the unit. The query Project The internal assessment 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 cxx marks for the internal assessment FORMAT OF THE REEARCH confound I. II. Length: 2,000 †2,500 words Structure: Cover foliate (Title, Name, Date): Acknowledgements Table of Contents: III. a. Introduction and purport of Research b.\r\nLiterature check up on c. Data Collection sources d. Presentation of Findings e. rendering of Findings f. Discussion g. Conclusion/Limitations of the Research/Recommendations h. Bibliography i. Appendices parcelling of tag for the Research Project Marks will be allocated according to the following purpose: Marks A. Introduction an d Purpose of research, Statement of Problem (15) Literature freshen Data Collection Sources (10) (15) B. C. D. Presentation of Findings (18) comment of Findings (20) E. F. Discussion of Findings (15) G. Conclusion, Limitations of the Research, Recommendations (15) Overall Presentation and piece of compose Skills (12)\r\nH. *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/ authorship 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. wherefore the candidate will receive 12 marks. For Module 1, 12 marks for Module 2 and 48 marks for Module 3 CARIBBEAN examenS COUNCIL CARIBBEAN ADVANCED PROFICIENCY EXAMINATION\r\nCARIBBEAN STUDIES MARK SCHEME Candidat es will be awarded a total of 12 marks for communicating information in a logical way using veracious grammar. The marks are awarded in sectionalization H in the mark scheme below RESEARCH PROJECT A. foot marks) (Purpose of research †Statement of Problem) ? (15 Excellent invoice 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 ? define suck inly all or just about all the skillful terms apply in the study (13-15 marks) ? Explained well the purpose of the research ?\r\nStated clearly the question or problem to be researched ? Explained well the educational value of the research ? defined clearly most or most all the technical terms employ in the study (10 †12 marks) ? Explained decorously the purpose of the research ? Stated adequately the question or problem to be researched ? Explained adequately the educational value of the research ? be adequately technical terms used in the study (7-9 marks) ? Explained in a particular(a) way the purpose of the research ? Stated vaguely the question or problem to be researched ? Explained vaguely the educational value of the research Defined a hold in number of technical terms used in the study (4 †6 marks) ? Explained poorly 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 subtile understanding of the relevant literature and introductory research on the problem and associate to them justly to the study, that is, placed the research clearly in mount (13 †15 marks) Showed a good understanding of the relevant literature and anterior(prenominal) research on the problem and related them properly to the study, that is, p laced the research fittingly in context (10 †12 marks) ? Showed an adequate understanding of the relevant literature and antecedent research on the problem and related them properly to the study, that is, placed the research satisfactorily in context (7 †9 marks) ? Showed a modified 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 pocketable or no connection to the present study, that is, was inefficient to put the research in context (1 †3 marks) C. DATA COLLECTION SOURCES (10 marks) ? Gave an first-class translation of the different sources, from which information was hoard and was obtained and how these sources contribute to an understanding of the research problem (9 †10 marks) ? Gave an good verbal descr iption 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 information 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. founding OF FINDINGS marks) (18 Gave an excellent presentation of the findings using a conversion of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented dead on targetly (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 high-fidelityly 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 some varied methods as could have been used; the data were for the most part perfect and adequately labeled (8 †11 marks) Gave a weak presentation of the findings using a few(prenominal) graphs or tables or text, not of all time 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 accuracy of the data (1 †3 marks) E. INTERPRETATION OF FINDINGSDISCUSSION OF FINDINGS (20 marks) ? edition was very well, accurate and very relevant to the issues being analyze (17 †20 marks) ? Interpretation was clear, accurate and relevant to the issues being examine (1 3-16 marks) Interpretation was not clear, not always accurate and not always relevant to the issues being studied (9 †12 marks) ? Interpretation was unclear, wrong 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 proportion 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 beginning to previous studies were made (4 †6 marks) ? Provided a very limited discussion of findings and their implications, no reference to pre vious 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 inappropriate and not very practical (4 †6 marks) • Conclusions were inappropriate and showed little or no relevance or practical value (1-3 marks) H. OVERALL PRESENTATION AND WRITING SKILLS (12 marks) (Communication of information in a logical way using correct grammar) i.\r\nPresentation (4 marks) • Provided appropriate layout, and relevant tables of content, bibliography, appendices, finish up 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 make (1 mark) ii. Writing Skills (8 marks) Demonstrated very high aim of indite competence, for example, organization, use of language, grammar, recite (7 †8 marks) • Demonstrated high level of writing competence, for example, organization, 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, some errors in spelling (1 †2 marks)\r\n'