Religion as a Force for Political and Social Change - Worksheets, Questions and Revision

10 original exam-style questions - 2 pages of questions with a full mark scheme - free printable PDF.

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This topic is chapter 7 of A Level Sociology: Beliefs in society, global development and more Practice Book.

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GSOC.AL21 Religion as a Force for Political and Social Change

AQA 7192 · about 60 minutes

Total Marks

Name: _______________________________ Date: ____ / ____ / ______

Answer ALL questions. For short answer questions write in full sentences where asked. The final evaluation requires full paragraphs. Spend about 70 minutes on the whole paper.

Explain Bruce's argument about why the New Christian Right in the United States became politically active on issues such as abortion and school curricula, giving two developed points.

(Total for Question 1 is 4 marks)

Explain one reason why religion can legitimise political power in a state, with a brief development and example.

(Total for Question 2 is 2 marks)

State one limit of using religion to promote social equality, with a brief explanation.

(Total for Question 3 is 2 marks)

Explain how charismatic leaders such as Martin Luther King can turn religious beliefs into effective political action, giving two developed points and reference to the Black Church example.

(Total for Question 4 is 4 marks)

Define what sociologists mean by 'religious nationalism' in the study of religion and political mobilisation, giving a brief development.

(Total for Question 5 is 2 marks)

Describe two differences between religion acting as a conservative force and religion acting as a force for social change, referring to politics and social values.

(Total for Question 6 is 4 marks)

Item A: Extract about the Black Church in a US city. "Local Black churches coordinated voter registration drives, organised mass meetings and provided leaders who could speak to both congregations and wider coalitions. These churches also offered meeting space and moral framing for the civil rights campaign." Using Item A and your own knowledge, explain two reasons why religious movements become politically active, referring to the extract and wider examples such as Martin Luther King and the Black Church.

(Total for Question 7 is 10 marks)

State one criticism that sociologists make of Bruce's account of the New Christian Right's political mobilisation in the United States.

(Total for Question 8 is 2 marks)

Identify and explain two ways the New Christian Right sought to influence education policy in the United States, using Bruce's account and general examples.

(Total for Question 9 is 4 marks)

Item B: Short extract on religious nationalism in India. "Political actors have used Hindu symbols, festivals and historical narratives to mobilise voters and justify policies privileging majority groups." Using Item B and your sociological knowledge, evaluate the view that religion is always a conservative force in society. Make sure you refer to Item B in your answer.

Evaluate the view that religion is always a conservative force in society, applying material from Item B and your knowledge.

(Total for Question 10 is 12 marks)

Mark scheme · GSOC.AL21 Religion as a Force for Political and Social Change

Question 1

B1 identifies a reason, e.g. cultural backlash against liberalising social norms and perceived moral decline
B1 develops this, e.g. conservative Christians reacted to changes in family structure, sexual morality and secularisation by organising politically
B1 identifies a second reason, e.g. the movement used institutional resources to influence politics, such as churches, media and pressure groups
B1 develops this, e.g. organised churches and conservative media allowed the New Christian Right to co-ordinate campaigns and influence elections
Answer: Bruce argues the New Christian Right was a cultural backlash against liberal social changes, reacting to perceived moral decline; it also used institutional resources such as churches and conservative media to co-ordinate campaigns and influence elections.

Question 2

B1 identifies reason, e.g. religious symbols and narratives can be used to claim divine sanction for leaders or policies
B1 development and example, e.g. invoking sacred history or ceremonies can persuade followers that policies are morally right, for example using national religious festivals to endorse state actions
Answer: Religious symbols and narratives can be used to claim divine sanction for leaders or policies; invoking sacred history or ceremonies can persuade followers that policies are morally right, for example using national religious festivals to endorse state actions.

Question 3

B1 identifies a limit, e.g. religious movements can reflect existing hierarchies and so reproduce inequalities
B1 brief explanation, e.g. dominant groups may control religious institutions and use them to maintain privilege rather than redistribute power
Answer: A limit is that religious movements can reflect existing hierarchies and reproduce inequalities because dominant groups may control religious institutions and use them to maintain privilege rather than redistribute power.

Question 4

B1 identifies one way, e.g. leaders provide persuasive framing that links religious beliefs to political goals
B1 develops this with reference, e.g. MLK used Christian language of justice and love to broaden appeal beyond local congregations
B1 identifies second way, e.g. leaders can mobilise followers through personal authority and reputation
B1 develops this with reference, e.g. as a trusted figure within the Black Church, King coordinated strategy, sustained morale and attracted national support
Answer: Leaders provide persuasive framing that links religious beliefs to political goals, for example MLK used Christian language of justice and love to broaden appeal. They also mobilise followers through personal authority and reputation, with King as a trusted figure coordinating strategy, sustaining morale and attracting national support from the Black Church and beyond.

Question 5

B1 identifies that religious nationalism links a particular religion with national identity and political aims (oe)
B1 development, e.g. it involves using religious symbols, doctrine or institutions to support state policies or to define who belongs to the nation
Answer: Religious nationalism links a particular religion with national identity and political aims; it involves using religious symbols, doctrine or institutions to support state policies or to define who belongs to the nation.

Question 6

B1 identifies one difference, e.g. conservative: religion reinforces social stability and existing norms
B1 develops this, e.g. through rituals and institutions that legitimise authority and social roles
B1 identifies second difference, e.g. change: religion can inspire collective action to alter laws or policies
B1 develops this, e.g. by mobilising supporters, framing injustice morally and lobbying political actors
Answer: A conservative role sees religion reinforcing social stability and existing norms, for example by rituals and institutions that legitimise authority and social roles. A change role sees religion inspiring collective action to alter laws or policies, for example by mobilising supporters, framing injustice morally and lobbying political actors.

Question 7

B1 identifies a first reason from Item A or knowledge, e.g. churches provide organisational resources such as meeting space and leadership
B1 explains how organisational resources lead to political activity, e.g. space and leaders enable coordination of voter drives and protests as in the civil rights movement
B1 identifies a second reason from Item A or knowledge, e.g. religious movements supply moral framing and legitimacy for demands
B1 explains how moral framing encourages political mobilisation, e.g. King's sermons and rhetoric linked civil rights to religious ideas of justice, persuading congregations and allies
B1 identifies a third supporting reason or development, e.g. religious identity builds solidarity and trust within communities
B1 explains how solidarity helps political activism, e.g. trusted networks improve communication, increase turnout and sustain campaigns under repression
B1 identifies a fourth relevant reason or limitation, e.g. leaders like King personalised movements and connected religious discourse to broader political coalitions
B1 explains the role of leaders in translating religious energy into political strategy, e.g. negotiating with politicians and gaining national attention
B1 identifies use of external opportunity structures or political context, e.g. political openings, state repression or media attention can push religious groups into activism
B1 explains how context interacts with religion, e.g. favourable legal changes or media coverage can amplify church-led campaigns into national movements
Answer: Possible points include: churches provide organisational resources such as meeting space and leadership which enable coordination of voter drives and protests; they supply moral framing and legitimacy, as King linked civil rights to religious ideas of justice to persuade congregations and allies; religious identity builds solidarity and trust within communities, aiding communication and turnout; charismatic leaders translate religious energy into political strategy, negotiating with politicians and attracting national attention; and political opportunity structures, such as media coverage or changing laws, interact with religious mobilisation to make activism effective.

Question 8

B1 identifies a recognised criticism, e.g. that Bruce may overemphasise cultural concerns and underplay economic or class factors that also drive mobilisation
B1 brief development, e.g. campaigners may also be reacting to social and economic insecurity rather than only to moral issues
Answer: A criticism is that Bruce may overemphasise cultural concerns and underplay economic or class factors; mobilisation by the New Christian Right may also reflect social and economic insecurity rather than only moral issues.

Question 9

B1 identifies one way, e.g. campaigning for school prayer or voluntary religious activities in schools
B1 explains how this influences education, e.g. it aims to shape school culture and values in line with conservative religious beliefs
B1 identifies a second way, e.g. pushing for changes to curricula such as promoting creationism or restricting sex education content
B1 explains the effect, e.g. altering what students learn about science or sexuality to reflect movement values
Answer: One way was campaigning for school prayer or voluntary religious activities to shape school culture and values; another was pushing for curriculum changes, such as promoting creationism or restricting sex education content, to alter what students learn about science or sexuality.

Question 10

Level 1 (1-3): Basic assertions about religion as conservative or as a source of change, with little application to Item B or limited sociological support.
Level 2 (4-6): Some relevant knowledge of religion and politics, with at least one developed point. Limited application to Item B or limited use of sociological perspectives.
Level 3 (7-9): Good knowledge of how religion can be conservative and how it can promote change, including relevant perspectives such as functionalism and examples. Clear application to Item B and argument development.
Level 4 (10-12): Detailed and balanced evaluation, drawing on several sociological perspectives and examples. Explicit, sustained application to Item B and a supported conclusion about whether religion is always conservative.
Indicative content:
- AO1 knowledge that functionalist views see religion as conservative, promoting social cohesion, consensus and the status quo.
- AO1 knowledge that religion can mobilise for change, for example the Black Church in the US civil rights movement and the New Christian Right in the US.
- Application to Item B: examples of Hindu nationalism show religion being used to justify policies that entrench majority power, which supports the conservative argument in a political sense.
- Counter-evidence: religious movements can challenge inequality and promote rights, for example Martin Luther King drawing on religious rhetoric to campaign for civil rights.
- Sociological perspectives: functionalism emphasises stability; Marxist conflict perspectives see religion as maintaining class or power relations; feminist perspectives note religion can both oppress and empower; interactionism highlights the role of leaders and framing.
- Evaluation could note that religion 'conservative' depends on context, actors and social structure: the same religion can be used conservatively or progressively, and outcomes vary by political opportunity structures.
- Supported conclusion weighing evidence, noting that religion is not always conservative but often used conservatively by dominant groups while also having potential to drive progressive change.

Religion as a Force for Political and Social Change - Worksheets, Questions and Revision

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GSOC.AL21 Religion as a Force for Political and Social Change

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