UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Advanced Subsidiary Level and GCE Advanced Level
MARK SCHEME for the May/June 2011 question paper for the guidance of teachers
9699/11 Paper 1 (Essay), maximum raw mark 50
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes must be read in conjunction with the question papers and the report on the examination.
• Cambridge will not enter into discussions or correspondence in connection with these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2011 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.
Mark Scheme: Teachers’ version GCE AS/A LEVEL – May/June 2011 Section A: The Sociological Perspective
“Socialisation is the most significant factor in shaping human behaviour.” Explain and assess this view.  (0–6) A few simple remarks about human behaviour, or about different ways of studying humans, might be worth two or three marks. Higher in the band, answers will contain a few basic observations about socialisation and may offer some assertions about the part it plays in shaping human behaviour. There will be little or no reference to appropriate sociological evidence and arguments at this level.
(7–12) Answers here are likely to be descriptive and confined to an account of the ways in which socialisation may influence human behaviour. At the lower end of the band, the answer may be limited to an account of the agencies of socialisation and/or the stages of socialisation. A more developed answer will begin to consider the evidence that socialisation plays a major part in shaping human behaviour, perhaps through an account of the cases of feral children. However, the range of evidence considered may be limited and any analysis will be superficial. Alternatively, to merit the top of the band the answer may outline the functionalist or interactionist theory of socialisation. (13–18) Answers that fit the lower part of the band may be confined to an account of different sociological perspectives (most likely functionalist and interactionist) on socialisation. To go higher in the band, there needs to be some focus on the evidence that socialisation plays a major part in shaping human behaviour. The evidence cited may include, for example: the cases of children exposed to little or no human socialisation; Durkheim’s study of suicide; cross-cultural differences in human behaviour; studies of gender divisions; and the sociological critique of biological accounts of human behaviour. Any assessment of the evidence and issues surrounding the role of socialisation in shaping human behaviour will be fairly basic at this level. (19–25) As for the previous band, except that the assessment will be more developed and better informed. The assessment may be in terms of questioning the oversocialised concept of humans implicit in many sociological perspectives. References to appropriate material from socio-biological accounts should also be credited. Alternatively, candidates may use a range of evidence to support the view that socialisation plays a major part in shaping human behaviour, and if this is linked to well-reasoned arguments and conclusions the answer is likely to reach the top of the band. Good use might also be made of the post-modernist perspective to question over-deterministic views of the factors influencing human behaviour.
© University of Cambridge International Examinations 2011
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