SOCI1624 (SOCIAL INSTITUTIONS)

EDITOR
Mthunzi Mbhele

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 TABLE OF CONTENTS

1. A WORD OF WELCOME! …………………………………………..……. 3

2. What can you expect from your facilitator/lecturer? ...................................... 3

3. What can your lecturer/facilitator expect from you? ....................................... 3

4. Study material for SOCI1624 module ………………………………..……... 3

5. Tutorials and Themes covered in this AFS handbook …………………….… 3

Theme 1 – Politics, Power &Authority……………………………….….....5

Theme 2 – Sociology of Development………………………………...………8

Theme 3 – Family…………………………………………………….……12

Theme 4 – Religion…………………………………………………………..16

Theme 5 – Formal organisation………………………………………………20

Theme 6 – Globalisation and social change…………………………………23

Essay check list………………………………………………………………26

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 A WORD OF WELCOME!

The staff of the Department of Sociology, would like to welcome you, the student, to this
module. We would like to assure you that we have your best interests at heart and trust that you
will find this course an academically enriching and enjoyable experience. Please take some
time to read through this hand-out and prepare in advance. If something is not clear, do not
hesitate to contact your lecturer or facilitator.

We hope that this hand-out will help you to navigate your textbook and therefore enable you
to not only READ but also COMPREHEND what you are reading. We have attempted to
infuse this hand-out with a variety of study skills which we feel are extremely important for
you as a student. It is extremely important that you always finish each and every online tutorial
to prepare for the face-to-face tutorial session.

Remember, COME PREPARED TO EVERY TUTORIAL SO THAT YOU ARE ABLE

TO MAXIMISE ON THE SESSION.

1. What can you expect from your facilitator/lecturer?

We will do our best to facilitate effective learning. This means that after you have completed
this course, you should have knowledge that you did not have before, and that you should have
acquired new skills to use in the rest of your university career and one day in your family and
workplace.

Your lecturers/facilitators assigned to this course are specialists in their particular fields of
study and therefore you must expect:

 To gain an in-depth understanding of the particular course that you are taking.
 Your lecturer/facilitator to be well prepared for class sessions and punctual.
 Your lecturer/facilitator will also be available on arranged times as decided by him/
her during which you are welcome to come and discuss issues with regard to the work
that is unclear to you individually.
 You can expect that what you have to learn is clearly defined and that information
about the course and assessments is clearly spelled out and communicated to you.

2. What can your lecturer/facilitator expect from you?

 For your own benefit we want to start by stressing that we expect 100% class/tutorial
attendance
 Time table clashes will not be accepted as a valid reason for absence as it is your
responsibility to ensure that no time table clashes will occur during registration.

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  Student participation is encouraged during classes and tutorial sessions; and you
will be expected to contribute in a form of group work, oral presentations and directed
self-study.
 You may also be required to access the internet and participate in discussion boards
and online tutorials
 You are also expected to read your ufs4life e-mails and check the notice boards;
and blackboard announcements on a regular basis for additional information on test
venues, marks, changes to class schedules.

3. Study material for SOCI1624 module

Your study material for this course comprises the following resources:

SOCI1624 Study Guide

Academic Facilitation Session Handbook
Ferrante, J. (ed). 2016. Sociology: A South African Perspective. UK: CENGAGE
Learning.
In addition to the textbook we will also be making use of other learning materials:

1. Online tutorials, weekly multiple choice questions, videos, cartoons, songs and other
resources which will be uploaded on blackboard.

4. Tutorials and Themes covered in this AFS handbook:

Theme 1– Politics, Power &Authority Tut 1
Theme 2 – Sociology of Development Tut 2
Theme 3 – Family Tut 3
Theme 4 – Religion Tut 4
Theme 5 – Formal organisation Tut 5
Theme 6 – Globalisation and social change Tut 6

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SOCI 1624

Theme 1: POLITICS, POWER AND AUTHORITY

Activity one: Individual activity

Instructions

 Complete the table below

 When you done share answers in class
 K= what do you know w= What is on the textbook L = what have
you learned

Core Concept K W L
Power

Authority

Democracy

Totalitarian

Authoritarian

Theocracy

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Activity two: Group discussion

Instructions

 Firstly, a facilitator will divide students into groups of five or six

 Secondly, choose a country where a group strongly believe it practices :
 Totalitarian
 Authoritarianism
 Democracy
 Theocracy
 When answering the question above you should focus on these following questions
:
 Who holds power?
 Do citizens participate in government?
 Is there common national vision, such as constitution?
 Are rights given to all citizens, equally?
 Is there a functional parliament separation of powers?
 Do citizens vote for their leaders?
 When you done discussing, all groups have to present.

Activity Three: PEER ASSESSMENT ACTIVITY

Instructions

 Firstly, individually read power elite and pluralist model.

 Secondly, paraphrase each model on the table given below
 After paraphrasing exchange the work with fellow classmates, mark and Rate
each other over 10
Differentiate between the Power Elite model and Pluralist Model

Power Elite model Pluralist model

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Online activity

1. Instructions
 A student have to watch the video and answer questions based on the video
What is democracy? : 05:54 minutes

https://www.youtube.com/watch?v=dwFLefMpooc

 What type of democracy is practised in South Africa?

 What is expected of the elected representatives?
 Are the representatives fulfilling their responsibilities?
 Between power elite and pluralist model where can you place South Africa?
Justify.

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Theme 2 Sociology of development
Activity 1
TYPES OF SOCIETIES
In general, six broad types of human societies defined by the technologies each employs
to produce food and exploit resources can be distinguished. Each of these has been
identified in column A of table 2.1.
Instructions
 Facilitator should divide the class into two groups.
 Each group should then work collaboratively to complete table 2.1
 Specifically, each group will be expected to use the type of society identified (i.e.
Column A) to complete the columns B to E.
 Upon completion of the filling-up of table 2.1 the two groups will be expected to
exchange their work with one another so as to allow the other to mark and note
mistakes if existent.
 Each group will then present their table to the rest of the class. Upon the
completion of each presentation the mistakes noted during the marking session for
each group will be addressed by the entire class.
A B C D E
SOCIETY DOES WHAT IS THE ARE TASKS IS THE
SOCIETY USE MAIN PERFORMED SOCIETY
TECHNOLOGY PRODUCTION THE SAME ABLE TO
(Y/N)? ACTIVITY? OR STORE ITS
DIFFERENT? SURPLUS
FOOD?
Hunter-
gatherer
Pastoral
Horticultural
Agrarian
Industrial
Post-
Industrial
Table 2. 1

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Activity 2
MAJOR ECONOMIC SYSTEMS
“The worlds’ economic systems fall along a continuum whose endpoints are capitalism
and socialism in most pure forms (Ferrante and Moyo, 2016: 313)”.
Instructions
 Facilitator divides the class into three distinct groups with each group
representing one of the three major economic systems (capitalism, socialism, or a
welfare state).
 Using the prescribed textbook (pg.313-315) members from each of the specified
groups should then work collaboratively to write a short essay on their allotted
system.
 The facilitator will then gather all the essays and read them out loud to the rest of
the class.
 After the reading of each essay, time will be allocated for the rest of the class to
ask questions if need be.

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Activity 3

EXPLAINING COUNTRY INEQUALITIES

Sociologists draw upon a range of theories to explain poverty and inequality among
respective nations. The most prominent of which are: 1) Modernisation theory; 2)
Dependency theory; and 3) World Systems Theory.

Instructions
 Facilitator should divide the class into three groups
 Each group should then be assigned a particular theory of explaining inequality
among nations as their specific area of focus.
 Afterwards, groups should be afforded time to discuss their theory and prepare
information on the theory which they can use for presentation purposes.
 Each group should provide a speaker who will present on its behalf. The speaker
will proceed with the presentation.
 A brief question and answer session will be held amongst the class to gather clarity
on each presentation.

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Online tutorial Theme 2
Sociology of Development
Instruction
 Access the following video and answer the questions below:

https://www.youtube.com/watch?v=FCNuT_jIZYs

Questions
1. How do developed nations create inequality in countries of the Global South
according to the theory of modernisation?
[3]

2. According to the dependency theory how is inequality amongst nations

created?[3]

3. In your opinion, which of the two theories mentioned above best defines the
causes of South Africa’s underdevelopment? Justify your answer.
[4]

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THEME 3: FAMILY
Learning outcomes
 Define and explain the concept of ‘Family’
 Explain the functionalist and conflict theoretical explanations of the family life.
 Discuss the family types in South Africa
ACTIVITY 1:
Time: (40 minutes)
(INDIVIDUALLY)
These answers must be presented to the class.
Answer the following questions:

Draw a family tree and identify which people live together. Account for nuclear and
extended family.
1. Why do certain individuals have more or less nuclear family?

2. In your own opinion, do you think that this can be clarified by cultural
background or economics status?

3. In your family tree, distinguish the diverse functions attached to every person from
generation to generation. Access how these functions have changed after some time?

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4. Looking at your family tree, is there a competition within your family? Who has
power? Explain.

5. Are there any person not related to you by blood or marriage in your family tree?

ACTIVITY 2
TIME: (40 minutes)
Individual exercise
Instructions:
1. Using your prescribe book read on page 125-127, define and explain the concept
of ‘family’.
2. Fill in following table
3. The answer must be presented to the class.

Differentiate between the three dimensions of family.

kinship

membership

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 Legal recognition

ACTIVITY 3:
TIME: (40 minutes)
The facilitator assigns students into 2 groups.
Instruction:
1. Answer the following questions.
2. Fill in the blank spaces in the table.

According to the conflict perspective, family passes on social privilege and social
disadvantage to its members, thereby perpetuating the system of social inequality.
Whereas the functionalist perspective argues that family performs a function which
serves a society.

Types of family Functionalist perspective Conflict perspective

Child headed households

Skip-generation
households

State advantages and disadvantages of the functionalist and conflict perspectives.

Theories Advantages Disadvantages

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 FUCTIONALIST
PERSPECTIVE

CONFLICT
PERSPECTIVE

Discuss the functionalist perspective on the family. In your view, is the family still
playing a vital role in today’s society?

Online tutorial 3
Watch this video to answer the following questions.
Video - https://www.youtube.com/watch?v=Lm0dlkwqPGo

Questions:
1. There are many different types of family, in your own view what your best type
of family?

2. From the video, identify the family benefits?

3. What is it influences of the family?

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Theme 4: Religion
Activity 1

Instructions:
 Individual assessment
 Complete the following table using definitions and practical examples
 Time: 20 minutes

Core concepts Definition Practical Example

Ecclesiae

Denominations

Sects

Cults

Established sects

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Activity 2
 Group Assessment
 Facilitator will divide students into groups of five to six
 Time allocation will be 1 hour

Instructions:
1. The facilitator will allocate one type of religion to each group, using any strategy
that he or she feels comfortable using.

2. Then each group will be expected to formulate the understanding of that religion
using the following aspects:
 A brief description of the particular religion
 Their rituals
 Their Belief systems

3. There after each group will be required to present their work to the rest of the
class.

4. Than lastly each group will be required to perform a song, dance piece or any
ritual representing the chosen type of religion

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Activity 3: Application
 Individual assessment
 Time allocation: 30 minutes

Case study
South Africa is called the rainbow nation because of its variety of people, cultures and
religions. The people follow many spiritual traditions and religious faiths. In South Africa
the constitution protects freedom of religion. Everyone is free to follow whatever faith they
want to, or not to follow one at all. The major faiths practiced in South Africa are
Christianity, Islam, Hinduism, traditional African religions and Judaism. Ancestor
worship and belief is an extension of a belief in and respect for elders. Followers of
traditional African religion believe that ancestors maintain a spiritual connection with
their living relatives. Most ancestral spirits are generally good and kind. The only negative
actions taken by ancestral spirits is to cause minor illnesses to warn people that they have
gotten onto the wrong path. To please these unhappy ancestors, usually offerings of beer
and meat are made (Origins of major world religions reflected in SA 2011: Online)

Instructions:
3.1. Identify the three types of religious categories mentioned by Alston (1972) on page
140.

3.2. According to your understanding of the three categories of religion, to which does
Traditional African religion fall under?

3.3. Provide reasons for your answer in 3.2

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Online activity

Watch the video bellow and answer the following question:

https://www.youtube.com/watch?v=Vv6-AwbglOI
Questions:
1. Define religion.
2. Identify the four types of rituals that you observed in the video.
3. Based on the video provide three types of belief systems that you observed
4. Name five main important religions in South African mentioned on the video.
5. All religions do celebrate festivals, use the video to provide five Festivals or Events
performed by the types of religious groups.

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THEME 5: FORMAL ORGANISATIONS
Exercise: Recap on previous theme (10 min)

Introduction
Modern societies are filled with formal organizations, or large secondary groups that follow
explicit rules and procedures to achieve specific goals and tasks. Max Weber (1864–1920),
recognized long ago that as societies become more complex, their procedures for
accomplishing tasks rely less on traditional customs and beliefs and more on rational (which
is to say rule-guided and impersonal) methods of decision making.

Activity 1:
Time: (30 min)
The facilitator assigns students into 4-5 members
Instructions:
 In your prescribed textbook read page 244 on Structures of Formal Organizations.
 Fill in the table below.
 Choose one structure and explain to the class why you think it’s efficient.
Structure Definition Example
Bureaucratic

Functional

Matrix

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Activity 2: Time: (30 min)
Instructions
1. Read the following scenario.
2. Answer the following question.
3. Present to the class.
You have a friend, Mark, who owns an informal organization with no defined organizational
structure. He employs twenty people amongst which are his unqualified nephews. He tells you
that in most cases he finds it difficult to get things done and when he ask his employees about
this, no one wants to take responsibility. Mark is interested in finding a solution, but doubts it
is possible because he does not have the education or skill to do this. As a student who have
been studying the evolution of formal organizations in your sociology class how could you
help his situation?
Question
1. What is the importance of expert power?
2. Is there a division of labour in Mark’s organisation? Justify.
3. Using Weber’s Rationalisation and the iron cage of bureaucracy, what would you
advise Mark to do?
4. What are the dangers facing Mark’s business if it does not transform?
5. Are there any positive or negative effects of transforming to formal organisation to
employees? Justify.

Activity 3: Time: (55 min)

Instructions:
 In your prescribed textbook read pages 248 and 251-252.

 Answer the questions below.

 Present answers to the class.

China mall is one of the biggest MNC in South Africa, distributing and selling alternative
brand products at very low prices. Identify if it has a positive/ negative effect to society?
Justify

In S.A we have a number of Trade Unions, namely: NUM, NEHAWU and SATAWU which
can shut down the country. Identify any other Union and explain why it is important for
workers to have Trade Unions in the work place?

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 Online Tutorial Activity
Instructions:
 Click on the link: https://youtu.be/_8g7kkOsriM
 and watch the video
 Answer the following questions.
Questions.
1. What type of organization is KFC? List the other types
(3)

2. How has KFC effected change in people’s daily life?

(2)

3. Apply the Concept “Mcdonaldisation of society” to justify your answer (5)

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Theme 6: GLOBALISATION AND SOCIAL CHANGE

ACTIVITY 1: Understanding concepts (35 minutes)

INSTRUCTION

1. Explain the concept Globalisation.

2. Provide pros and cons of Globalisation.

3. After reading the section on page 368 to 369 concerning the debate of the hyper-globalist,
the sceptics and transformationalists. From your own view, which one do you think best
describe the nature and meaning of globalisation?

Activity 2: Discussion on social movements (50 minutes)

According to page 374 of the prescribed textbook “Social movements form when a substantial
number of people organise to make change, resist change or undo change in some area of
society”. The social phenomenon of climate change has led to global social movements that
seek to address environmental issues.

INSTRUCTIONS

Discuss the concept of social movement and how it applies to a global issue of climate
change.

 The facilitator assigns students into groups of 5-7 members

 Using your prescribed textbook read on page 374-376 focusing on social movements

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  In your discussion provide the link between globalisation and social movements.
 Discuss how changes in the environment has emerged as a result of global significance
by paying special attention to:
 Regression or reactionary movements
 Reformist movement.
 Revolutionary movement
 Counter-revolutionary.

Activity 3: Application (30 minutes)

GROUP ACTIVITY

Case study: Apply different stages of social movements as identified by Dahrendorfs’s

In 2016 Minister of Higher education announced that there would be a fee increase capped at 8% for 2017
but he made it clear that each university will be given a chance to decide by how much their tuition would
increase. Following his announcement, student protest action took place in most South African Universities
including Wits University, University of Cape Town, University of Pretoria, University of Kwa-Zulu Natal
and University of the Free State. Student leaders at Wits called on for campus shutdown and that has led
other campuses to call for shutdown too. The university of the Free State SRC has ordered for a long week
with “an immediate shutdown of the campus and the main gate to the institution was blocked”. Student
bodies said they have agreed with the stand that their colleagues have taken at Wits, UCT and other
campuses. Shutdown also took place at NMMU after management have concluded to increase fees with 6%.

From:http://www.enca.com/south-africa/ufs-protests-begin-gain-momonyum

INSTRUCTIONS:

 Apply different stages of social movements to the above case study.

 In your application refer back to page 375-376 of the text book to have an insight
 Each group will be given an opportunity to present their work to the rest of the class
Different stages of social movements Application

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 Organisation

Conflict

Action

THEME 6: ONLINE ACTIVITY

Watch this VIDEO to answer the following questions.

VIDEO___ https://www.youtube.com/watch?v=xQy201wvLPs

Questions

1. What is globalisation according to this video?

2. Identify and explain five (5) effects of globalisation from this video.
3. Provide five (5) examples of globalised corporations.
4. According to the video, explain the way in which globalisation is possible.

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 Module Code: SOCI1624

Consultant: ___________________ Date: _______________ Time:

_______
ESSAY CHECKLIST
STILL TO
Score ITEMS DONE
COMPLETE
COVER PAGE (name; student number, title of assignment)
DEPARTMENT OF SOCIOLOGY
TABLE OF CONTENT
Headings and subheadings
Heading are numbered
Page Numbers
ESSAY
Introduction (½ a page approximately)
 Background
 Intention
 Thesis Statement
Headings and subheadings are numbered
Paragraphs have topic sentences (main ideas)
Each paragraph has at least 1 reference
In-text referencing is done correctly
In-text referencing also appears in the reference list
Accurate application to SA context
CONCLUSION (no longer than ½ a page)
Summary of main ideas (topic sentences)
Thesis Statement (rephrased and repeated)
REFERENCE LIST
In alphabetical order according to the surname of the author
Referencing style according to department's requirements
Correct number of references used as prescribed
Any Plagiarism?
OTHER
Essay Typed
No typing errors
Correct font, size and spacing were used
Sentences are aligned
Correct number of pages
All pages are numbered
LANGUAGE
Gramma is correct
Punctuation
Good sentence construction
Good vocabulary

Consultant
Comments

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Student No: ____________________ Consultation Duration: _____ h
/m
Student Comment(s): Student Signature:
____________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________
Consultant Signature: _______________________________

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