POLI 112

INTRODUCTION TO POLITICAL
SCIENCE

Study guide compiled by: Mr. Sysman Motloung

2023 edition
It all stards here

 Ranked in the top 5% of universities globally by the QS –rankings

 Contribute the second largest number of graduates annually to the labour market

Dit begin alles hier

 As een van die to 5% universiteite wereldwyd deur die QS-ranhlys aangewys

 Lewer jaarliks die tweede-messte graaduandi aan die arbeidsmark

Gotlhe gosimolola fano

 Rebeilewe mo gare ga diyunibesiti tse 5% tse di kwa go dimo go ya ka peo ya maemo

ya QS

 Ngwaga le ngwaga go abelwa palo ya bobedi ka bogolo ya badiri mo maketeng ya

badiri
MODULE CONTENTS

Module information ............................................................................................................. vi

Contact Persons ................................................................................................................. vi

Word of welcome ............................................................................................................... vii

Module outcomes .............................................................................................................. vii

Introduction ........................................................................................................................ vii

How to study ...................................................................................................................... viii

The responsibility of the lecturer ........................................................................................ viii

The responsibility of the student ........................................................................................ viii

Assignment ......................................................................................................................... ix

Prescribed material for the module in research methodology ............................................. ix

Action words ........................................................................................................................ x

Warning against plagiarism ................................................................................................ xi

1 STUDY UNIT 1: POLITICS, GOVERNMENT, AND POLITICAL SCIENCE ................. 1

1.1 Introduction ..................................................................................................................... 1

1.2 Activities – in class .......................................................................................................... 1

1.3 Readings ......................................................................................................................... 1

1.4 Reflections – before class ............................................................................................... 1

2 STUDY UNIT 2: IDEOLOGIES, IMAGES OF POLITICAL LIFE .................................. 2

2.1 Introduction ..................................................................................................................... 2

2.2 Activities – in class .......................................................................................................... 2

2.3 Readings ......................................................................................................................... 2

2.4 Reflections - before class ................................................................................................ 2

 3 STUDY UNIT 3: POLITICAL BEHAVIOUR, CULTURE AND SOCIALISATION .......... 3

3.1 Introduction ..................................................................................................................... 3

3.2 Activities – in class .......................................................................................................... 3

3.3 Readings ......................................................................................................................... 3

3.4 Reflections - before class ................................................................................................ 3

4 STUDY UNIT 4: PUBLIC OPINION AND ELECTIONS ............................................... 4

4.1 Introduction ..................................................................................................................... 4

4.2 Activities – in class .......................................................................................................... 4

4.3 Readings ......................................................................................................................... 4

4.4 Reflections - before class ................................................................................................ 4

5 STUDY UNIT 5: POLITICAL PARTIES........................................................................ 5

5.1 Introduction ..................................................................................................................... 5

5.2 Activities – in class .......................................................................................................... 5

5.3 Readings ......................................................................................................................... 5

5.4 Reflections - before class ................................................................................................ 6

6 STUDY UNIT 6: INTEREST GROUPS ........................................................................ 6

6.1 Introduction ..................................................................................................................... 6

6.2 Activities – in class .......................................................................................................... 6

6.3 Readings ......................................................................................................................... 6

6.4 Reflections - before class ................................................................................................ 7

7 STUDY UNIT 7: LEGISLATIVE INSTITUTIONS ......................................................... 7

7.1 Introduction ..................................................................................................................... 7

7.2 Activities – in class .......................................................................................................... 7

7.3 Readings ......................................................................................................................... 7

7.4 Reflections - before class ................................................................................................ 8

8 STUDY UNIT 8: EXECUTIVE INSTITUTIONS AND POLITICAL LEADERSHIP ......... 8

8.1 Introduction ..................................................................................................................... 8

8.2 Activities – in class .......................................................................................................... 9

8.3 Readings ......................................................................................................................... 9

8.4 Reflections - before class ................................................................................................ 9

9 STUDY UNIT 9: JUDICIAL INSTITUTIONS ................................................................ 9

9.1 Introduction ..................................................................................................................... 9

9.2 Activities – in class ........................................................................................................ 10

9.3 Readings ....................................................................................................................... 10

9.4 Reflections - before class .............................................................................................. 10

10 STUDY UNIT 10: BUREACRACY ............................................................................. 11

10.1 Introduction ................................................................................................................ 11

10.2 Activities – in class..................................................................................................... 11

10.3 Readings ................................................................................................................... 11

10.4 Reflections - before class .......................................................................................... 11

11 Test your knowledge.................................................................................................. 12

Module information

The purpose of this module is to provide you with basic knowledge of Political Science theory
and practice of research methodology.

Module code POLI112

Module credits 12

Module name Introduction to Political Science

NQF level 5

Semester First

Duration 12 Weeks

Contact Persons

Lecturer(s) at the Vanderbijlpark campus:

Mr Sysman Motloung 016 910 3347 sysman.motloung@nwu.ac.za Building A16 - Office

G24 will communicate consulting hours in class

Lecturer(s) at the Potchefstroom campus:

Dr Jan Venter 018 299 1631 jan.venter@nwu.ac.za Building F13 - Office G46 will
communicate consulting hours in class.

Lecturer(s) at the Potchefstroom campus:

Details to be communicated at the respective campus along with the consulting hours in
class.
Word of welcome

Dear student, it is good to have you join the School of Government Studies and enrolled in
the Political Science and International Relations Department at North-West University. Take
this opportunity to acquire education that helps you become a better person. Use it to help
yourself to further study Political Science methods and research as a career or in the service
to others. The Political Science and International Relations department intends to develop
expert, principled innovative critical thinkers that are engaged in research and problem
solving, effective practitioners responding to 21st -century political community problems;
equipped with expertise for meaningful engagement using expertise in legal aspects,
governance principles, social development dynamics and working in diverse settings,
individually and as a group. At the successful completion of the module you should better
understand the institutional arrangements and workings of various political systems, the
forms of governments and political activism within them, and formulate informed political
opinions.

This document will guide you through the key learning outcomes, activities that will inform
assessments for the remainder of this module.

Module outcomes

At the completion of this module, you should

 have basic knowledge of introductory politics and related concepts

 critically discuss related political concepts and solve problems through basic
information collecting [research] skills, and
 communicate the solutions working alone or within a group, according to academic
standards.

Introduction

This introductory module to Political Science will expose students to fundamental political
concepts that are relevant in political discourse and public policy. The various research
approaches and theories in Political Science that the module presents are vital for those
who want to pursue post graduate studies, practice as activists, researchers, or programme
managers in the workplace. Without a deeper understanding of the political foundations that
this module presents, it would be difficult for one to specialise as a political scientist. By
exploring government, politics, political parties, interest groups, political ideologies, political
 behavior, political opinion and elections, including the LEJ branches, and bureaucracy; the
student acquires better understanding of power and its purpose in ideal societies.

How to study

In studying this module, you have to read through the study guide, analyse the contents of
each learning unit [pay close attention to learning outcomes; and do the activities to the best
of your ability. Ensure to submit activities on time as instructed by the lecturer, do not leave
things for the last minute. The teaching approach that is Self-Directed Learning, which
means that the lecturer will not simply present knowledge to students who receive it
passively. Students have to be proactive and identify what it is they are struggling with in
the module, explore solutions to these struggles, and mobilise different resources to improve
their academic success. The lecturer plays a support function to broaden students’
understanding of content and clarify arguments they are constructing.

The responsibility of the lecturer

The responsibility of the lecturer in this study approach is the following:

 To explain the meaning and aims of the study units via this study guide, sketch the
background and context against, and within which, specific phenomena or problems
must be understood;
 To stimulate and correct your perspectives; and provide guidance with regard to your
development, scientific capabilities and skills;
 To evaluate your assignment in order to help you correct any misconceptions
emanating from your work; and assess your knowledge through a written
examination.

The responsibility of the student

The responsibility of the lecturer in this study approach is the following:

 To prepare activities and study the readings as prescribed before going to class, and
reflect on the lecture sessions after class to refine the notes. Collaborate with other
students in study or working groups to better resolve difficulties in the learning
process
 Consult the lecturer about any aspect that would hinder the learning process or delay
the submission of activities [this in time and not near or after the deadline]. Regularly
 consult the lecture for clarity and interventions when engaging with readings [do not
stay away confused and frustrated when there are such resources available to
promote your academic success]
 Consult the NWU reading and writing, student development support to assist with
difficulties related to academic writing and coping with the work load. Comply with the
NWU academic rules related to academic integrity, and attend workshops on
referencing

Assignment

Pay attention to the technical requirement, deadlines, and other related instructions that the
lecturer will announce. Failure to comply may lead to the assignment being rejected or
allocated a low mark. Ensure to focus the content of the assignment to the topic given by
the lecturer and use Political Science resources as references.

The lecturer will assign the topic in class

Assignment requirements

 Formulate in your own words – do not copy from sources.

 Use well-constructed sentences, good grammar, spelling and punctuation.
 Typed 1.5 space with 2 cm white space on both sides of the pages.
 Consult at least 10-15 sources [Political Science books and journal articles mainly].
 Do not exceed the word limit or submit work that is unreasonably lower than the work
limit.
 Have a draft paper reviewed by a friend, the academic mentor or even the lecturer
well in time before the deadline. Do not submit work without review and editing.
 A sick note, and other such official evidence as the lecture will specify are mandatory
for missing the submission – no extension on due dates.

Prescribed material for the module in research methodology

Below are the books you will have to read in preparation for your sessions – these are readily
available online to download for free.

Grisgsby, E. 2009. Analyzing Politics: an introduction to Political Science 4th ed. California:
Wadsworth Cengage learning

Heywood, A. 2019. Politics 5th ed. London: Red globe press

Action words

In this study guide various action words are used. Please study them and make sure that you
understand the meaning of each.

 Analyse

Identify parts or elements of a concept and describe them one by one.

 Clarify

Make or become clearer to see in order to be easier to understand.

 Criticise

This means that you should indicate whether you agree or disagree with a certain
statement or view.

 Define

Give the precise meaning of something – very often definitions have to be learnt word
for word.

 Describe

Reconstruct or give back the particular details of a thing, argument, process etc.

 Discuss

Comment on something in your own words.

 Give an overview of…

You are required to, within the time constraints, give a broad picture of a process, entity
or thing as asked.

 Explain

Clarify or give reasons for something, usually in your own words.

 Identify

Give the essential characteristics or aspects of a phenomenon.

  Motivate

Furnish reasons why one argues this or that way

Warning against plagiarism

ASSIGNMENTS ARE INDIVIDUAL TASKS AND NOT GROUP ACTIVITIES. (UNLESS

EXPLICITLY INDICATED AS GROUP ACTIVITIES)

Copying of text from other learners or from other sources (for instance the study guide,
prescribed material or directly from the internet) is not allowed – only brief quotations are
allowed and should be indicated as such – see the NWU reference guide who to present
direct quotations.

You should reformulate existing text and use your own words to explain what you have
read. It is not acceptable to retype existing text and just acknowledge the source in a footnote
– you should be able to relate the idea or concept, without repeating the original author to
the letter.

The aim of the assignments is not the reproduction of existing material, but to ascertain
whether you have the ability to integrate existing texts, add your own interpretation and/or
critique of the texts and offer a creative solution to existing problems.

Be warned: students who submit copied text will obtain a mark of zero for the assignment
and disciplinary steps may be taken by the Faculty and/or University. It is also
unacceptable to do somebody else’s work, to lend your work to them or to make your work
available to them to copy – be careful and do not make your work available to anyone!

Please refer to the Policy on Plagiarism and other forms of Academic Dishonesty and Misconduct.
http://www.nwu.ac.za/sites/www.nwu.ac.za/files/files/i-governance-
management/policy/Policies%20-%202020%20Update/2P-2.4.3.2_Academic%20integrity_e.pdf
1 STUDY UNIT 1: POLITICS, GOVERNMENT, AND POLITICAL
SCIENCE
Learning outcomes.

One completion of this learning unit students should be able to:

 Define and distinguish the concepts, government and governance, Politics

& Political Science
 Understand approaches to Political Science

1.1 Introduction

The study of politics requires one to understand basic concepts that are a foundation to
interpreting and explaining political phenomenon. This section will help you explain the
nature of politics, what principles shape the design and arrangement of political institutions,
including the policy options by interested and affected parties. The foundational concepts
energise political behaviour and add colour to political expression across cultures.

1.2 Activities – in class

Reflect on dominant concepts of politics and how they shape political communities

Identify government models and name one country in the world for each model

1.3 Readings

Heywood, A. 2019. chapter 1 I Grisgsby, E. 2009 pp11-73

1.4 Reflections – before class

Prepare a comment to present in class about the scope and content of political science, the
domains of politics, and the two faces of politics. Say what you consider to be the function
of government in an ideal society – or if there is a need to have government at all.

1
2 STUDY UNIT 2: IDEOLOGIES, IMAGES OF POLITICAL LIFE
Learning outcomes.

One completion of this learning unit students should be able to:

 Define the concept, ideology.

 Compare ideological traditions and their political expression in the past and
present.

2.1 Introduction

With a solid grasp of fundamental concepts presented in the previous study unit, you should
be able to identify the relevance of political principles in real life. And to construct arguments
in response to real life situations. This study unit will help you understand why and how
people participate in political communities. The political ideologies shape political opinions
and help clarify how others use government for specific agendas.

2.2 Activities – in class

Compare basic features of Liberalism, Conservativism, Feminism, Environmentalism – and

how these are interpreted differently across the world

Explain how ideologies reflect on the people, the state, and political parties respectively.

2.3 Readings

Grisgsby, E. 2009. Pp98-163 I Heywood, A. 2019. Ch2

2.4 Reflections - before class

Explain how political values influence the allocation of resources – how do you overcome
the problem of ideal resource allocation in non-ideal conditions? Comment about what
solutions ideologies can bring to social problems

2
3 STUDY UNIT 3: POLITICAL BEHAVIOUR, CULTURE AND
SOCIALISATION
Learning outcomes.

One completion of this learning unit students should be able to:

 Define political culture and socialization

 Classify political culture, and illustrate the process of socialisation and its
agents
 Comment about the utility of political culture.

3.1 Introduction

Consider how you came to form some political views; how confident you are that you can
make a difference in political processes. This section will help you understand your personal
political identity and determine how the environment shapes political behaviour preferences.

3.2 Activities – in class

Identify the sources/determinants of political behavior (how and why people behave and
think politically) – identifying the types of political culture, levels of political activism

Respond to the view that the stability of any political regime depends on its political culture
being congruent with its political structure.

3.3 Readings

Heywood 2019 Ch9

3.4 Reflections - before class

Distinguish between political culture and public opinion.

Explain the importance of political culture and its effect on political opinion

3
4 STUDY UNIT 4: PUBLIC OPINION AND ELECTIONS
Learning outcomes.

One completion of this learning unit students should be able to:

 Analyse how public opinion shapes voter choice

 Discuss the determinants of voter turnout,
 Comment about the electoral process and campaign money
 Identify electoral systems

4.1 Introduction

Some people grow within an environment that exposes them to political activity and strong
political opinion. Some have no interest in politics and do not know much about political
figures and institutions. It is based on this exposure or lack of exposure that influences
participation in elections as well. Political opinion as one of the determinant of voter choice
include value judgment about what is right and wrong related, public policy and allocation of
resources [role of government, equality, the international role of the state etc].

4.2 Activities – in class

Discuss the determines political opinion and voter choice.

Explain why people do not vote – valid reasons that make people not to vote. Comment if it
is acceptable to compel people to vote, i.e. make not voting a crime?

Say what electoral system you think works best

4.3 Readings

Grisgsby, E. 2009. Pp217-230 I Heywood 2019 Ch10

4.4 Reflections - before class

Define the concept of political opinion.

4
 Then conduct a survey collecting views from 5 people (in person) about i) what it is they
believe politically, ii) why they have such political beliefs, iii) what it is they have done to
make true their belief where necessary, and iv) why they will [not] vote in the next elections.

Come prepared with evidence to show about insights from your survey

5 STUDY UNIT 5: POLITICAL PARTIES

Learning outcomes.

One completion of this learning unit students should be able to:

 Define the concept political party

 Explain the origins, and function of political parties
 Identify types of political parties there are

5.1 Introduction

Political parties and interest groups both compete for policy influence in political community.
This section will help you distinguish between political parties, interest groups, and
movements. It is important to understand why these political actors emerge, and what leads
to their demise. Both interest groups and political parties factor public opinion and dominant
political culture to develop their engagement strategies. You will realise that basic political
science concepts, political ideologies, political culture, and political opinion as discussed in
previous sections come to the purview in this and the next unit.

5.2 Activities – in class

Revisit your notes on ideologies, political culture, and opinion survey: what do these say
about the role/function of a political party?

Whose interest do political parties represent?

5.3 Readings

Grisgsby, E. 2009. Pp208-217 I Heywood 2019 Ch11

5
5.4 Reflections - before class

Look to Mynamar, UK, China, USA, Russia, India, Haiti, Israel, Ethiopia, and Swaziland –
what political party systems and types of parties can you identify there?

6 STUDY UNIT 6: INTEREST GROUPS

Learning outcomes.

One completion of this learning unit students should be able to:

 Define the concept interest group and civil movement

 Classify the categories of interest groups
 Explain the functions and origins of interest groups
 Comment about the agency of interest groups

6.1 Introduction

Sociological cleavages and other factors determine the type of interest groups that exist in
political community. This section will help you understand how interest groups ostensibly
brew controversies in championing policy issues that are culturally and politically
inconvenient at times. Understanding the role of the state and the relevance of political
parties would help you make sense of the need for active citizenry through interest group.

6.2 Activities – in class

Defend the idea that interest groups can do that which political parties fail to do – include
comment about the formation, development, and function of interest groups in your answer

What different types of interest groups can you identify, and their engagement strategies?

6.3 Readings

Grisgsby, E. 2009. Pp194-208 I Heywood 2019 Ch12

6
6.4 Reflections - before class

Whose interests do interest groups advance and how successful are they at it?

How interest groups influence policy and the political system – bring examples in to class

Whether you agree that without interest group activism, positive change would not be
possible in communities.

7 STUDY UNIT 7: LEGISLATIVE INSTITUTIONS

Learning outcomes.

One completion of this learning unit students should be able to:

 Understand the function, features, and structure of the legislatures

 Explain the modes of representation in the legislature
 Comment about party responsibility in the legislature

7.1 Introduction

Bear in mind that the function and nature of legislature is not limited to being multi-party
forums with law making powers. Try associate every legislative function with an appropriate
example of your own. Check news updates for applicable examples related to the work and
relationship between the arms of state.

7.2 Activities – in class

Critique the idea that representatives ought to promote the mandate of the political parties
in legislatures

Explain the function and structure of a legislature

7.3 Readings

Heywood 2019 Ch15 I Grisgsby, E. 2009. Pp232-247 I

7
7.4 Reflections - before class

Identify the modes of representation in the legislature

8 STUDY UNIT 8: EXECUTIVE INSTITUTIONS AND POLITICAL

LEADERSHIP
Learning outcomes.

One completion of this learning unit students should be able to:

 Explain the functions, features and kinds of executive systems

 Discuss the approaches to executive leadership.
 Compare the kinds of executive institutions there are

8.1 Introduction

Having reflected on the legislative institution, it is important to analyse the linkages between
parliament and the executive institution. You will appreciate the vast difference in operations
of the two institutions, especially where leadership approaches are concerned. However,
both institutions have an obligation to political parties – it is for you to determine the ideal
extent to which the two institutions ought to be accountable to the political parties.

Bear in mind to make connections – see how functions of the executive and legislature
overlap. Also think about how the political system determines the features of executive
institutions. Remember we spoke about kinds of government systems and political culture
at a political system level. It would be interesting to see how you link an executive institution
with a regime time, including a relevant political culture at a system level as the table below
suggests

Executive institution Regime type Political culture at political system level

Lemon juice Lemon tree Sour grapes

8
8.2 Activities – in class

Comment about the idea that executive leadership is a barrier to promoting/defending

human rights – take COVID-19 decision making for example

What are the limits on executive power?

8.3 Readings

Grisgsby, E. 2009. Pp232-247 I Heywood 2019 Ch14

8.4 Reflections - before class

Explain the kinds of executive systems you know – associate one president for each

If Presidents appoints and dismisses ministers at will, can a minister oppose the president's
decision to dismiss them - what are the conditions/constraints for firing a minister?
https://www.biznews.com/thought-leaders/2018/10/23/politics-ramaphosa-unfettered-
presidential-power

9 STUDY UNIT 9: JUDICIAL INSTITUTIONS

Learning outcomes.

One completion of this learning unit students should be able to:

 Explain the functions, and features of the judiciary

 Discuss perspectives on judicial policymaking
 Understand the judicial system and kinds of law

9.1 Introduction

You should have noted in the previous study units that the executive and legislature have a
close relationship and that modern political systems thrive where there is a clear separation
in the functions of the arms of state. Now, you will reflect on the judicialisation of politics and
the pivotal role that the judiciary fulfils in the political system and policy making process.

9
9.2 Activities – in class

What is the primary function of the judiciary?

What is the role of the judiciary in policy making?

Defend the view that the judiciary is an unnecessary limitation on executive decision making
{in that the courts frustrate political will}

9.3 Readings

Grisgsby, E. 2009. Pp247- I Heywood 2019 Ch13

9.4 Reflections - before class

Reflect on the ideal political system that ensures justice for all– explaining the theory of
justice

Consider how the Judiciary is often called in to settle disputes that involve the executive and
legislature – when does one say the judiciary meddles in political affairs?

If justice is about consistent application of law by the judiciary, does the explanation of taking
each case according to its merit imply different application of law? what is just where 3
people commit the same crime but receive different sentences – murder – one person gets
5yrs imprisonment, while another gets 25 yrs, and another a suspended sentence – how
does this bode for the judicary?

If the court is not voted for by the people, is it just (fair) that the court should speak on what
the legislature and executive do, even curtail their powers? See court refuses executive to
put a municipality under administration https://ewn.co.za/2020/04/29/court-overturns-
decision-to-place-city-of-tshwane-under-administration And court refuses government
dissolution of parliament https://www.bbc.com/news/uk-politics-49810261

10
10 STUDY UNIT 10: BUREACRACY
Learning outcomes.

One completion of this learning unit students should be able to:

 Define the bureaucracy, its functions and features

 Explain relations between the bureaucracy and political life
 Understand the role of the bureaucracy in policy making

10.1 Introduction

The bureaucracy is a unique organ in the political system and interacts with the other three
arms of state closely. You will see in this section that heated disagreements are a norm in
bureaucratic functions.

10.2 Activities – in class

Explain the political party responsibility implications in bureaucratic functions

How do you think the executive affect the work ethic and morale of the bureaucrats?

What examples are there that the bureaucracy is involved in sabotaging politicians?

10.3 Readings

Heywood 2019 Ch16

10.4 Reflections - before class

Comment about the political impact of the bureaucracy in political communities

11
11 Test your knowledge

1. Clarify the concept, politics and its consequences in society (1-2 pages)
2. Demonstrate the features of ideology in historical and current politics (1-2 pages)
3. What do you understand by concept, government and its functions (1 page)
4. Draw linkages between political ideology, political culture, public opinion, and government
functions (2 pages)
5. Name Two (2) categories of political behaviour, Three (3) classifications of political culture
at a personal level and the Three (3) at a political system level
6. Name the levels of political activism
7. How do people formulate political opinion and voting choices (½– 1 page)
8. Why is it important to show up for elections (½ - 1 page)
FYI: Political opinion
o Questioning the fundamental goals, plans of action (policies), and principles of
political community
o Stating gaps that exist between public policy and practice
o Interest articulation and aggregation
o To facilitate consensus and legitimise policy
9. Complete a comparative analysis of government institutions in terms of their functions,
features and other variables.

Features

Executive

Legislature

Judiciary

Bureaucracy

12
Functions

Executive

Legislature

Judiciary

Bureaucracy

Structure

Executive

Legislature

Judiciary

Bureaucracy

Representation (who is represented and how)

Executive

Legislature

Judiciary

Bureaucracy

13
 Political party responsibility

Executive

Legislature

Judiciary

Bureaucracy

Role in policy making

Executive

Legislature

Judiciary

Bureaucracy

Explain what you make of similarities and differences in the above tables – and how essential
these impact politics (try a one page explanation)

10. Reflections on politics in a changing world

Avoid bullet points, use own words and support theory with evidence.

Answer all questions

a. Demonstrate levels of activism in practice; refer to four different examples (1 in

South Africa, 1 in Africa, 1 in Asia, and 1 global). 5 points

14
Model answer:

There are x levels of activism, and these are X, O, X, O, X, O, X, and O. In South Africa X
activism is in xoxoxoxoxoxox xoxoxoxoxo xoxoxoxoxo xoxoxoxo xoxoxox xoxoxox xoxoxox
xoxoxox xoxoxo. In Africa one observes O activism in xoxoxoxox xoxoxoxoxo xoxoxoxo
xoxoxoxox xoxoxoxox xoxoxoxox xoxoxox xoxoxox xoxoxox xoxoxox xoxoxox. X activism
made great impact in Thailand where xoxo xoxo xox xoxo xoxo xoxo xoxo xoxo xoxo xoxo
xoxo xoxo xoxo. And finally O activism in…

b. List the classifications of political culture at a political system level and the influence
of each culture type in a given country 5 points

Model answer:

Political culture at a political system level is manifest in X culture, O culture, X vulture, O

culture, and X culture. O culture in Gambodia is prevalent where xoxo xoxo xoxo xoxo xoxo
xoxo xoxo. X culture in Mauritania affected civil society because xoxo xoxo xoxo xoxo xoxo

c. Evaluate how political culture at an individual level influences different types of

political behaviour 5 points

Model answer:

Political culture refers to……. And there are XOXO types of political culture at an individual
level, first is X culture where people are xoxoxoxoxoxox; secondly, people in O culture
xoxoxoxoxoxox; thirdly, is X culture with xoxoxoxoxoxox on political life; lastly, O culture
vitalise political ideas in xoxoxoxoxoxox. Whereas political behaviour refers to…….. Where
xoxoxo, xoxoxoxo, xoxoxoxo, xoxoxox, and xoxoxox types of political behaviour exist. The
political cultural influences on political behaviour are prevalent in Madagascar where X
political culture shapes people’s attitudes towards institutions like………. One could see how
people in Madagascar normalised xoxoxoxoxoxox. Schools in London have resolved to
xoxoxoxoxo due to political culture penchants that make it easier and acceptable to
xoxoxoxoxoxoxoxoxoxo.

d. Your friend who is a politician awakens from a 15-year long comma with partial
memory loss. How would you familiarise and equip such a one to the knowledge
and practice of politics domestically and internationally? 5 points

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Model answer:

I advise you to factor in the PESTLE framework to help you apply the breadth and depth of
knowledge

Since you were gone, fake news or misinformation is another word for propaganda. What
you may know about ideology is still relevant in that xoxoxoxox xoxoxoxoxo xoxoxox and
countries still cooperate and clash over xoxoxoxoxoxox. The state xoxoxoxoxoxoxox and
people are no longer protesting in the streets due to oxoxoxoxoxoxoxox. You should know
that politics is xoxoxoxoxoxoxoxo and without xoxoxoxoxoxox. Dominant actors in global
politics remain xoxoxoxoxoxox and they shape the balance of forces. Technological
advances have redefined the reality of society and economic activity where xoxoxoxoxox,
this also bears on military conflict where private military and security companies
xoxoxoxoxoxxxo. There is now an army base on the moon, and biological warfare
overwhelms concerns about nuclear proliferation. COVID-19 has xoxoxoxoxoxoxoxo while
the War between Ukraine and Russia xoxoxoxoxoxoxoxoxo. This include the US-Trade war
where xoxoxoxoxoxoxoxo. The increasing focus on climate change and just transition has
xoxoxoxoxoxoxoxoxoxo

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