SED2601 Assignment 3 (ANSWERS) 2025 - DISTINCTION GUARANTEED

Well-structured SED2601 Assignment 3 (ANSWERS) 2025 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!)..... Question 1 1.1 In your own words, distinguish between the following concepts: i). Citizenship, equal citizenship, and citizenship education (6) ii). Minimalist and maximalist view of citizenship (4) 1.2 Explain the cosmopolitan view of citizenship. (3) rdf2601 1.3 Compare and contrast ancient and modern citizenship. Discuss how, if at all, either or both have influenced the concept of citizenship in South Africa today. (6) 1.4 Explain how you would encourage learners in your classroom to ‘think globally and act locally’. Provide practical examples. (4) 1.5 Briefly explain how ‘citizenship’ has evolved in South Africa. (5) 1.6 Does South Africa follow the maximal or maximal conception of citizenship? Support your position with bet2601 practical examples. (4) [32] Question 2 2.1 Describe the limitations of citizenship for black people during apartheid. Refer to specific Acts. (4) 2.2 Explain how the South African Citizenship Act (1949) and the Bantu Homelands Citizenship Act (1970) were inconsistent with the democratic project in the maximalist sense. (6) 2.3 Analyse the essential skills necessary for effectively implementing active citizenship education in the classroom (5) [15] Question 3 cic2601 3.1 ‘We need to take time to teach ourselves our constitution, so we can appreciate our rights,’ President Jacob Zuma. Describe how you would design lessons to help learners comprehend the Constitution and apply their rights while upholding their responsibilities. Provide practical examples. (4) vap2601 3.2 Discuss how the Athenian concept of active and participatory citizenship was echoed in the South Africa Freedom Chart. (4) 3.3 Explain how you would integrate the ‘social and moral responsibility’, a key part of UK citizenship education, in your lessons to foster the ethical use of emerging technologies like AI ethically in their schoolwork. Provide practical examples. (4) [12] Question 4 4.1 Provide examples from your personal experience or observations in your community that illustrate the following concepts: i). Culture as a symbol system (2) ii). Culture as a motive and emotion (2) iii). Culture as distributed along the lines of power in society (2) iv). Culture as information bits (2) 4.2 Examine how social stratification is perpetuated within schools and suggest strategies to dismantle the culture of categorization that often exists in educational environments. (5) 4.3 Explain how you would ensure that learners in your classroom appreciate and embrace the diversity in gender, class, culture, and race. (8) [21] Question 5 5.1 Distinguish between the biological and the sociological perspective on race. (4) 5.2 Discuss how access to education is disproportionately influenced by factors such as race, and class, and analyze the resulting implications. (6) 5.3 Identify yourself as a teacher. Discuss the guidelines for gender-fair teaching in schools and explain – with examples – why there might be problems in schools with the implementation of some of the guidelines. (8) 5.4 Explain the difference between the functionalist and conflict theorist views on access to education. (2)