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Outline and Assess Marxist Explanations for the Emergence of Global Social Movement

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Section B (one essay question form a choice of two) (25 marks) (40 minutes)

Q. 1 or 2 (refer to specific sociologists, perspectives, theories, concepts, examples & evidence; primary studies/secondary data)

2 or 3. Explain and assess the view….. (compare and contrast at least two competing perspectives)(5 minutes) (2 marks) | * Your explanation of the view (debate / issue implicit in the question) is implied / clear / explicitly clear. Key terms / concepts have / have not been defined. (K&U: 2) Can you identify, describe and explain the debate / issue implicit in the question e.g. sociologists disagree about the extent to which individuals are able to shape social reality; interactionists support the view, whereas structuralists disagree (see Topic 1 - 1. Sociology as a reasoned & rigorous study of social life; structuralism vs interactionism) | (positively assess the view)(15 minutes) (10 marks) | * Your knowledge & understanding (identification and description) of material that supports the view is partial / detailed / very detailed (K&U: 2). Your interpretation (explanation) of how / why this material supports the view (application to the question) is implied / clear / explicitly clear. You have / have not included relevant examples (I&A: 4) Can you identify, describe and explain the interactionist perspective and how / why it supports the view (e.g. see Topic 1 - 7 b. The nature of social order, social control and social change; interactionist perspective – social interaction, meanings, context, self-concept, social roles, and negotiation) * Your evaluation (assessment) of this material (in terms of strengths / support / uses and weaknesses / criticisms / problems / limitations) is partial / detailed / very detailed. You have / have not drawn relevant conclusions based on your evaluation of this perspective (e.g. Therefore… Thus…) (A&E: 4)Can you support and / or criticise the interactionist view that individuals do shape social reality? (e.g. see Topic 2 – a. Structuralist & Interactionist views of the relationship between the individual and society) (see next Monday’s lesson) | (negatively assess the view)(15 minutes) (10 marks) | * Your knowledge & understanding (identification and description) of material that refutes the view is partial / detailed / very detailed (K&U: 2). Your interpretation (explanation) of how / why the material refutes the view (application to the question) is implied / clear / explicitly clear. You have / have not included relevant examples (I&A: 4)Can you identify, describe and explain the structuralist perspective that refutes the idea that individuals are able to shape their social reality i.e. the Marxist (structural conflict) view and the functionalist (structural consensus) view (see. Topic 1 - 7. The nature of social order, social control and social change; Marxist & Functionalist)? * Your evaluation (assessment) of this material (in terms of strengths / support / uses and weaknesses / criticisms / problems / limitations) is partial / detailed / very detailed. You have / have not drawn relevant conclusions based on your evaluation of this perspective (e.g. Therefore… Thus…) (A&E: 4)Can you support and / or criticise the structuralist view (Marxist & Functionalist) (See Topic 1 – 7. The nature of social order, social control and social change; the Marxist & Functionalist perspectives)? | (reach a conclusion)(5 minutes) (3 marks) | * Your overall (qualified) conclusion is indirectly / directly related to the view in the question (and is based / is not based on your assessment of the competing perspectives). Your awareness of the wider context within which the view / claim is a debate / issue is implied / clear / explicitly clear (A&E: 3)Can you refer back to the question and make a qualified judgement about the extent to which individuals are able to shape social reality. Can you definitively state that individuals are or are not able to shape social reality? Is it a matter of emphasis? Might there be a third perspective (see next Monday’s lesson) |

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