EWS2601/201/1/2023

Tutorial Letter 201/1/2023

Engaging with Society: Meeting the
Challenges of a Changing World

EWS2601

Semester 1
Department of Sociology
Department of Anthropology and Archaeology
Department of History
Department of Political Sciences

Comments on Assignments 1 and 2

The Exam

BARCODE
 CONTENTS

1 INTRODUCTION .......................................................................................................................... 3
2 ASSIGNMENT 1 ........................................................................................................................... 3
3 ASSIGNMENT 2 ........................................................................................................................... 7
4 EXAMS ......................................................................................................................................... 7
5 IN CONCLUSION ......................................................................................................................... 8

2
 EWS2601/201

1 INTRODUCTION
Dear Student

In this tutorial letter we provide feedback on assignment 1 and 2 of semester one, as well as
some information regarding the exam. Please take note that the multiple-choice questions are
randomised so you need to concentrate on the actual question and not the numbering.

2 ASSIGNMENT 1

QUESTION 1

The correct answer is option 4. As is discussed in the study guide in study unit 1, we all have
many facets of identity, some we are born with, others we acquire along the way. Depending on
the combinations of facets that we acquire or inherit during our lifetimes we develop a complex
identity that is interactive, not additive. None of the other options are correct. Our phenotype
(option 1) is the variety of physical characteristics that human manifest despite being genetically
very similar. With regards to gender (option 2) it is generally recognised that there are at least
two biological sexes but many social and cultural genders. All social groups do not define race,
class, gender, and age in the same way (option 3) and humans choose to foreground different
aspects of their identity depending on the context all the time.

QUESTION 2

The correct answer is option 2. Of the options listed only b, d and e are sub-national, in this
case, ethnic identities. Statement a is a religious, transnational identity (Islam); c is merely
decoration as Ta Moko (Maori tattooing) is from New Zealand, not Australia; and e refers to a
national identity.

QUESTION 3

The correct answer is option 4. As noted on p.16 of the study guide, tangible markers of
identity are those that can be seen and remain behind when people are gone. Because
banknotes are physical items they are tangible markers of identity (thus neither option 1 nor 3 is
correct). Because bank notes are used by everyone in society they are also national, not sub-
national symbols of identity. While they are symbols of economic identity, the presence of the
image of Mandela is used to underscore his role in South Africa’s history as the first
democratically elected president, not his role in the economy. The bank notes, like the national
flag, are the tangible symbols of a national South African identity

QUESTION 4

The correct answer is option 3. This is an example of retraditionalisation as it fulfils many of

the features noted on p.26 of the study guide. The group described in the article above are
laying claim to land on the basis that they are the descendants of a distinct cultural group and
they are framing their claim in the language of culture by, for example, building a “traditional”

3
structure as a way of honouring their “customs” and “traditional roots”. The group is hoping that
by situating their claim in this way, they can strengthen their argument for their right to the land.

QUESTION 5

The correct answer is option 1. Although there are many people of foreign origin in South Africa,
only African foreigners were targeted during the “xenophobic” attacks of 2008 and after. This
indicates that it was not foreignness per se that marked individuals for attack. The increased
numbers of Africans from other countries since 2000 has made them more visible and thus
there is more resentment against them. While the speaking of another African language did play
some part in setting foreign Africans apart from South Africans, it was often the inability to
speak a South African language (other than English) that was used to target people for attack.

QUESTION 6

The correct answer is option 5.

All the statements (i.e. a, b, c and d) about the difficulties of relying on income only as a
measure of a person’s class status are correct. Discussion of ‘‘income’’ as a dimension of class
appears on pp.49-50, and discussion of “status” as a dimension of class appears on p.45.

QUESTION 7

The correct answer is option 4. Social class is a structural phenomenon. This means that it
refers to the positions in the economic hierarchy that are available to be filled. In common
parlance, this means the types of work that exist (e.g., well-paid professional jobs, or badly paid
farm labour jobs). These positions are determined by history and the economic framework of a
country, and not by individual characteristics, as we mention on p.46. Intelligence and hard work
can make a difference for some people in the sense that they move to more favourable
positions, but this does not make a difference to the framework of positions that exist.
Consequently, option 4 is correct, and option 5 wrong. Social class depends on economic and
not cultural divisions (option 1 is thus wrong). Social class leads to social conflict rather than
social cohesion, so option 2 is also wrong. Although there are people who claim that class has
become less important since the 1980s, the recent experience of the worldwide economic
recession since 2008 made it clear that social class is still very important. Option 3 is thus
wrong.

QUESTION 8

The correct answer is option 3. The first paragraph below the reading box on p.63 lists the
reasons why per capita incomes increased: the population grew more slowly than the rise in
national income (statement a), and national income grew rapidly (statement b). Sample surveys
and the national accounts gave different readings of changes in household income, not per
capita incomes, therefore statement c is incorrect. Inequality in the distribution of national
income did increase, at least between 1995 and 2000 (statement d), but this is not an
explanation for why per capita incomes increased. Per capita income is simply a measurement
of the income per person taken as an average, and it is not influenced by inequalities in the
distribution of income.

4
 EWS2601/201

QUESTION 9

The correct answer is option 2. Status distinctions in society are based upon people’s lifestyle
- statement c, and reflect relations of consumption, rather than relations of production (therefore
a is incorrect). Because status is a measurement of the amount of respect people are deemed
to be worthy of, it clearly affects how well people are treated, b thus being wrong. It can be
passed on from generation to generation, and does not need to be accumulated anew in every
generation - statement d.

QUESTION 10

The correct answer is option 2. Option a, b, e and f are all correct in terms of the index that
was set up by Bhorat et al (2007). Option c is not correct since it refers to the racial and
interracial components of inequality that can be demonstrated by the Gini coefficient. Option d
is also incorrect since it merely refers to where one is located, but geographical location is
significant since some areas continue to demonstrate higher levels of poverty than others.
Option c and d are relevant but don’t for part of the index as set out by Bhorat et al (2007).

QUESTION 11

The correct option is 4. Study pp.112-119.

QUESTION 12

The correct answer is option 5. Study pp.93-94 and 125-131.

QUESTION 13

The correct answer is option 5. Statements (a) (b) and (c) are all correct and relevant to the
changing nature of punishment. Statements (d) and (e) are both incorrect. Diversion
programmes are attempts to keep the youth out of prison and various international
organisations such as the UN are opposed to the death penalty. See pp.107-109.

QUESTION 14

The correct answer is option 5. The description of the response refers to the introduction of
community justice. See pp. 134-135. But also note descriptions of other forms of responses on
pp. 131-136.

QUESTION 15

The correct answer is option 2. See pp. 135-136.

5
QUESTION 16

The correct answer is option 5. The discussion on p.142 of the study guide emphasises that
long-term shifts in climate and weather patterns are what most concern scientists, and therefore
this is the best answer. Options 1 and 3 argue that short periods of time or minor shifts in
climate constitute climate change, so both these options are wrong. Options 2 and 4 also make
false claims about scientific consensus, natural phenomena and greenhouse gases.

QUESTION 17

The correct answer is option 4. According to the discussion of the 12 major environmental
challenges that face modern society outlined on pp 146 and 147 of the Study Guide, Jared
Diamond shows that on average, every person in the developed world put out 32 times more
wastage than people in the developing world (and they also consume 32 times more of the
earth’s resources). Option 4 is therefore clearly wrong.

QUESTION 18

The correct answer is option 4. According to the discussion of the 12 major environmental
challenges that face modern society outlined on pp 146 and 147 of the Study Guide, Jared
Diamond shows that on average, every person in the developed world put out 32 times more
wastage than people in the developing world (and they also consume 32 times more of the
earth’s resources). Option 4 is therefore clearly wrong.

QUESTION 19

The correct answer is option 4. See the discussion in the study guide on pp.154-158, and
particularly p.158, where the current vulnerability of Africa is summarised. All four of these
options are discussed on these pages. As far as statement e is concerned, it is certainly true
that weak governance is a factor on the African continent in some contexts, but weak
governance does not immediately equate to unregulated societies that cause climate change.
Tightly regulated societies can just as well cause climate change, indeed, they are probably
more likely to do so.

QUESTION 20

The correct answer is option 3. If you read Paragraphs 11, 12, 14 and 15 of the
Johannesburg Declaration, on p 174 of the study guide, you will note the real emphasis on the
‘deep fault line’ between rich and poor and the developed and developing world. Option 1 is
incorrect because the United States effectively boycotted the whole event (p 172 of the study
guide). Although Paragraph 13 stressed concern about the depletion of the world’s natural
environment (p 174 of the study guide), this set of issues did not otherwise appear in the
Declaration, and there were no clear targets set out to be achieved. Option 4 is incorrect,
because Paragraph 20 (p 175 of the study guide) highlighted the importance of this matter.
Option 5 is incorrect, because Paragraph 32 (p 175 of the study guide) explicitly acknowledged
the leadership role of the United Nations, and Paragraphs 31, 32 and 33 all stressed
multilateralism as the best way forward.

6
 EWS2601/201
3 ASSIGNMENT 2
This assignment is based on Theme 4, ‘Living Sustainably’, of your study guide as well as
Theme 5, ‘Actively engaging with our world’. To orient yourself it is essential that you start by
reading through the relevant parts of these units.

Instructions
• Note the assessment grid at the end of this question. It will be used to mark your portfolio.
• Each of the four answers should be approximately one page (or approximately 30 lines or
300 words) in length (with total length being 300x4=1200 words). The assessor who will
mark your work will only mark the first 300 words of each answer, so ensure that you restrict
yourself to the word limit in each of your answers.
• Your assignment should be referenced according to the instructions in the SOCAL36 tutorial
letter. If you used Google to search for references, you should provide the URL of the
websites that you used.
• Please note that ‘Google’ is not an adequate reference.

For this assignment, you are required compile a portfolio, which will consist of answers to the
questions that appear below. Start by working carefully through Section 13.2 of the study guide
(pp 176 – 182), as well as pp. 187-189, pp. 197-210, and pp. 224-233. This provides important
background to the questions. To answer the questions properly, you however need to conduct
some research and find additional information from the Internet or other sources.

The assignment focuses on threats to World Heritage Sites, and what can be done to protect
them. You therefore need to select a World Heritage Site, either in South Africa or anywhere
else that is currently under threat. For example, in South Africa the Mapungubwe world heritage
site has been under threat from coal mining for some time. Likewise, the Cape Floral Kingdom
is under threat from climate change and fire.

We hope that you found this assignment to be an interesting and valuable exercise.

4 EXAMS
The examination consists of 60 multiple choice questions that you must answer in two hours.
The questions will be similar to the questions that you have to answer for the multiple-choice
assignment, but not exactly the same. You will be tested over the content of the first four
themes, and the questions will be divided equally between the four themes. Consequently, there
will be ten questions about each of the four themes. The fifth theme will not form part of the
exam because it is tested in the second assignment, and the mark for it counts towards your
final mark.

7
5 IN CONCLUSION
We trust that you found this module insightful, and we wish you the best in your examinations
and studies.

Yours sincerely

EWS2601 TEAM

T Maake
B Smith
J Adigun
N Southey
P Pharumele
L Moagi