Sociology · May / June 2016 · Paper 13 · Question 2

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A society’s culture includes its norms, values and the roles people are expected to play. The norms of one society can be very different to those of another. In some societies polygamy is an acceptable practice. In other societies it is unacceptable and illegal.

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2(a)[2]
What is meant by the term ‘norms’? [2]
Social rules which define correct behaviour in a society or groups. One mark for partial definition, e.g. following the rules/what is normal. Two marks for clear definition, e.g. rules for the correct and accepted way of behaving.
2(b)[4]
Describe two examples of values. [4]
Values-General beliefs about what is right or wrong, and the important standards that are worth maintaining and achieving in society. Note: There is potentially a huge range of answers to this question and the opportunity for candidates to use local examples as well as so called ‘universal’ values. However examples of norms should not be credited. Candidates will be expected to identify and describe two examples: possible responses include:
Life
Education
Freedom
Privacy
Protection of private property
Marriage and family life
Religious values
Personal values
Cultural values
Personal safety
Any other reasonable response. One mark for each value identified (up to maximum of two). One mark for each description (up to a maximum of two).
2(c)[6]
Explain how norms and values depend on time and place. [6]
Candidates should show an awareness that norms and values vary greatly between societies and across time. That what may be view as a norm or value in one place may be outrageous in another. There are opportunities here for candidates to use lots of local examples. Possible examples include:
Difference in values between modern society and the past, e.g. in modern industrial societies people value privacy many people have their own rooms whilst in the medieval world few had a separate living space even communal sleep was common
Differences in norms between modern society and the past, e.g. ownership of slaves in the Roman Empire was normal and acceptable slavery today is unacceptable in most societies
Differences in norms between cultures, e.g. some societies see sitting right next to an individual on an empty bus as normal other see societies would see this as an invasion of personal space and be offended
Differences in values between different cultures, e.g. North American Indians valued possessions to give away as lavish gifts whilst Europeans valued the acquisition of possessions as giving status.
Differences in norms between places, e.g. nudity in the street unacceptable nudity in the privacy of your own bathroom no problem
Differences between religious based norms and values
Different norms and values in sub-cultures
Differences in norms of dress by culture, religion or with the past
Any other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of the relative nature of norms and values. Responses may be short and un/under developed. At the top of the band, there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Alternatively, candidates may offer a wider range of weak points. Answers may be placed broadly within the concept of norms and/or values. Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how norms and values are relative to different social situations which is supported by relevant examples. Sociological terms should be expected. At the top of the band candidates will use sociological terms and concepts, referring to a range of factors. Candidates should be expected to show awareness that there are huge variations and may engage with the idea that universal values are very few.
2(d)[8]
Explain why role conflict occurs. [8]
Candidates will be expected to show an awareness of the fact that individuals play a variety of social roles and that these roles change. Social actors may perform a variety of roles even in the same social context which they may be required to move seamlessly between. Candidates might usefully explore how some roles are inappropriate in some situations and how this balancing act can cause role conflict. Possible answers include:
Friends may also be your colleague or boss within the work place
Parent can also be your employer in a family business
Adults may switch from mother/father to spouse and to child with in the extended family environment.
Parent could also be your teacher if you go to the school where your parent teachers
Working mother
Parent being friend to child and then disciplinarian
Any other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how role conflict occurs. There may be some discussion of what roles or roles conflict is but this may not be directed to the question. Responses may be short and undeveloped. Sociological terms and concepts are unlikely to be used. At the top of the band, candidates may offer more than one weak point, e.g. Role conflict is where a policeman has to arrest his son. Band 2 (4–6) Answers in this band will show basic sociological knowledge and understanding. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Responses may be underdeveloped and lacking in range. Answers may focus on defining roles and/ or role conflict this may include description of some specific roles without any attempt to explain why conflict occurs, e.g. roles are the part that everyone has to play in society like a person can be both a husband and a father. At the top of the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed. Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why role conflict occurs and will be well developed and explained. Sociological terms and concepts will be used accurately. Answers will be well focused on the question and there will be a range of reasons presented there may also be recognition that some individuals play multiple-roles role conflict is to some extent inevitable. At the top of the band explanations will be clear throughout.
2(e)[15]
To what extent can it be claimed that some values are universal? [15]
Arguments for:
values right to life
common moral values in major world religions
Some form of Marriage
Prevention of incest
Systems of inheritance
Clear gender roles
Motherhood
Functionalist view that society doesn’t function without shared values
Sanctions /redress for wrong doing
Fair justice
Personal safety
Freedom and democracy
Any other reasonable response. Arguments against:
Evidence of contradictions to arguments for, e.g. aggressive females, incest in ancient Egypt
Value consensus may be that imposed by a global elite
Existence of sub-cultures, e.g. anti-school sub-culture
Marxist view that the dominant values are those of the bourgeoisie, e.g. value of private property
Feminist views that the dominant values support patriarchy
All values are socially constructed and are relative to time and place
Globalisation and imposition of western value systems (cultural imperialism)
Any other reasonable response. Band 0 No creditworthy response. Band 1 (1–4) Answers in this band may be vague and largely based on common sense showing limited knowledge of the idea of universal values. Responses may be short, undeveloped and one-sided. e.g. everyone needs the same values to get on. At the bottom of the band, use of sociological terms or concepts is very unlikely. At the top of the band, candidates may understand what values mean means but are likely to be confused about universal values. Band 2 (5–8) In this band candidates will show some basic knowledge of universal values. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to address the issues raised by the question. There may be limited use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely. At the top of the band, candidates may describe examples of universal or non- universal values, e.g. the Sioux Indians valued generosity whilst western culture values acquisition of property. A one-sided answer cannot score higher than 8 marks. Band 3 (9–12) Answers in this band will show good sociological knowledge and understanding of the idea of universalistic values. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of points. At the top of the band, expect a wider range of points and clear focus on the question, e.g. whilst some values may be relative others, it has been argued, appear to be universal and common to the majority of cultures. Some form of marriage and family life is generally seen as a universal value. Band 4 (13–15) Answers in this band will show an excellent knowledge and understanding of the concept of universal values. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band, some attempt at a conclusion will be made. At the top of the band, there will be a clear attempt to offer an assessment of the ‘To what extent…?’ part of the question through a focused conclusion, e.g. to some extent it might appear that there are universal values and with Globalisation and the cultural imperialism that goes with it universal values may become more apparent. he m b na de def fou k fo s of nab xa es rid Ca ter bas atio fin fini nd or d f s ble mp crip dge amb S rm sed ons itio itio in deta oc e re ple ptio M e O brid Sec ‘c d o s in on, on, In ails cial esp ide on Mar O Le dge ctio cas on t n w e.g e.g dia s ta l st pon ent (u k S eve e In on ste’ the whic g. a g. a a. ake tra nse tifie p t Sch el – nter C ’? e H ch a c a c en atifi e. ed o a hem – M rnat : S ind on clos clos so ica (up a m me Ma tion Soc du nes sed sed lely atio p to max e y/J nal cia rel s st d s d s y fr on, o m xim Jun Ex l in igio tatu sys yst rom , ap max mum ne xam neq on us tem tem m t pa xim m o 20 mina qua tra is a m o m o he rt f mum of t 016 atio alit adi asc of s of s st fro m o two 6 ons ty tio crib stra stra imu om of t o). s 20 na bed atif atif ulu th two 016 lly d a fica fica us p e C o). 6 fou at b atio atio pic Cas und birth on. on b ctur ste d in h a bas re. e S S n In and sed Sys Syl ndi d ca d o ste llab 225 ian ann on t m. bu 51 n an not the s nd t be e H P oth e Hind Pa 1 her du pe

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