Number of Pages: 21
Total Marks: 188 marks (U Level); 168 marks (C Level)
Study: “pop quiz”, notes, handouts, journals, text
Duty-based Moral Code
Free-Choice Mate Selection
Martin King Whyte
G. Stanley Hall
Multiple Choices (C – /60; U – /70)
- Questions are in chronological order … ranging from Introduction to Chapter 7 (all of chapter 7)
- There are roughly 10 questions from each chapter…anything goes from the chapters (some areas to consider …)
- Functions of the Family
- Types of family (H/G, Agri., Pre-Indust. etc.) and characteristics
- Theoretical Perspectives (Conflict, Ecological Systems Theory, Exhange Theory, etc) What do these perspectives say about the different topics covered? What makes up these perspectives? What do they mean?
- Developmental Task
- Normative Events
- Know the components of the system theory
- Age of Majority
- Abolition of child labour
- Rite of Passage
- Ego development
- Family-Life Cycle Framework
- Life Structure
- The Dream
- Know who contributed what to the theoretical perspectives (i.e. Loevinger, Arnett, Riegel, etc)
- Challenges faced by Canadian Youth
- Origin of Marriage
- Reason for Marriage
- Forms of Marriage (Monogamy, Polyandry, etc.)
- Reason for Divorce
- Mate Selection
- Market Experience Perspective
- Non-Normative Crisis
- Marital System
- Principle of Least Interest
Short Answer (C - answer any 5 of the 7 … /50 marks; U – answer any 4 of the 7 … /40 marks)
- There is one short answer question from each of the chapters
Part A: Knowledge and Understanding
- Using the following list, select the best match for each term by placing the letter on the line. You may use each response only once. (25 marks- U) (20-C)
Adulthood Content Analysis Limerence
- the interdependence of individuals
- in a research study, determining whether the author has qualified expertise in the subject or has any biases that could affect the information
- when social historians use various papers and documents from archives and libraries as primary sources to uncover details about individuals and families for their research
- Using the following list, select the best match for each theorist by placing the letter on the line. You may use each response only once. (25 marks- U) (20 marks- C)
Anne-Marie Ambert Helen Fisher Martin King Whyte
_____ Jordan Peterson _____ Malcolm Gladwell
- attempted to rationalize how development can be unique to each individual yet appear to occur in a common pattern. Described a life course of continuous change required by distress
- said that society should provide two things to enable young adults to take on appropriate roles as adults: consistent beliefs about the behaviour of adults and opportunities for young people to take on adult roles
- summarized the important role families play in linking individuals to their societies
Multiple Choice: Circle the letter next to the correct response. Transfer your answer to the answer sheet located at the end of the exam. (55 marks -U) (45 marks- C)
- Some of the universal functions of family include
- care of children
- father working to support the family
- mother caring for the children
producing and consuming goods
- What is a characteristic of the urban industrial family?
- family members no longer worked on family farms, but in factories instead
- family unit maintained both the consumer and producer roles
- children were still considered important to the survival of the family
- family members were divided between working at home and working in the factories
- What is a characteristic of the industrial nuclear family?
- fatherhood was a new “discovery”
- adolescence was not invented yet
- families travelled around to get food
motherhood was thought to be sacred
- How is a kin group different from a family?
- it includes brothers and male members only
- it includes all known and unknown family relatives
- it includes members of the extended family only
- it includes only up to three generations of family members
- What is a dual-income family?
- part of the transitional family
- both spouses work full time
- childless couples
- part of the pre-industrial family
- Which of the following is not a function of the family?
- addition of new members
- physical maintenance
- sanctioning marriages to new members
- social control of members
- Which theoretical perspective includes the concept of normative events?
- systems theory
- symbolic interactionism
- exchange theory
- life-course approach
Section 1: Long Answer Questions (Be prepared to talk about the role of old age in Canada, and how does it reflect the lives of individuals and families in the 21st century; adulthood, middle age, changing trends in regards to the perceptions of middle and later life, “the cohort effect”? etc)
Section 2: Essay questions. Pick 2 of the following. 4-5 paragraphs each. (Be prepared to talk about parental neglect divorce, family violence and what you define as the point of no return, relationships gone wrong. What do you define as a toxic relationship; substance abuse in the family (etc)).
Section 3: U LEVEL ONLY
Your task is to survey or interview young adults about their transition to adulthood and how societal institutions have influences the decisions and behaviors they have made.
Begin by asking yourself, based on what you have learned in this unit, what do you want to know about the transition to adulthood? Develop your research question based on this.
Create your survey/interview questions (approximately 8 to 10) questions that will allow you to answer your research question. Test your interview questions with a classmate. Have you questions approved by me before you conduct your surveys/interviews.
Conduct your surveys/interviews. You will submit your surveys or written answers or interview tape with your final assignment.
After the surveys/interviews, you will need to summarize and prepare an analysis of the interview relating your subjects’ responses to current research and theories. You may present this information in a format of your choosing:
- Written report
- Powerpoint/Prezi presentation (Oral presentation to the class)
Here is the format you should consider when developing your survey or questionnaire.
Parts of a Questionnaire
- Should be bold and attractive
- It reveals to the respondent the topic being investigated
- May appear at the top of the first page or as a covering letter
- Information to be included:
- Introduce yourself
- The purpose of your study
- Request for co-operation
- Instructions for completing and returning the form
- Assurance of confidentiality
- Deadline for return
- Name of contact person
- Expression of appreciation for the respondent’s participation
- Background Information
- This is needed for you to be able to describe your sample group and will benefit you later when you analyze your data. If it is not relevant to your study, don’t include it.
- Information to be asked:
- Gender, Educational attainment, Age (range), marital status, Occupation (give categories, ie. Clerk, sales, customer service, etc.)
- Ask questions that relate to your study. Ensure that each question serves a clear purpose.
- Your questions can be phrased as statements. Ex., “What word would you use to best describe your body type: Athletic, ‘Big-boned’, Skinny, Average”
- Use simple language when creating questions. Make sure the question is clear and appropriate for the level of your respondents.
- Avoid complex questions. Ex. “Do you like to ski? If so, identify your favorite place to ski.” Break a question like this into two separate questions.
- Avoid bias. Be careful that your wording doesn’t reveal your own views.
- Avoid hidden assumptions. Don’t assume that your respondent has a certain belief or behavior.
- Be specific about whether you require an opinion or a factual answer. Ex. “Is it OK for teens to drink underage?”
- Include instructions on how to respond. If appropriate explain the scale (ie. On a scale of 1 to 10, 1 being the lowest and 10 being the highest)
- In closed questions, try to include all possible response options. Always leave room for a respondent to choose, “Other” but leave a line for them to list. Also, always allow room for a respondent to not respond; ie. “Don’t Know, Undecided, Unsure”
- Thank the respondent for participating and indicate if and when there will be any follow up. Remember that all respondents are entitled to see the results of your research.
The Social Science Research Process
Use your textbook as a source for making notes on the social science process. Provide the meaning and significance of the words and/or phrases in boldface type.
The Social Science Research Phases Personal Notes
- Research Questions and Hypothesis
- Choose a topic
- Develop a research question
- Develop a hypothesis
- Consider your variables
- Find appropriate, valid resources
- Develop an outline
- Provide summaries of information from
- Cite all sources according to APA
3.Primary Research · Determine the sample group · Decide on the best research method from various quantitative methods · Develop questions · Follow ethical research guidelines · Obtain approval of primary research by me
- Conduct the research
- Keep proof of the research
5.Compile a research summary (introduction, purpose, Sample group, Procedure, Results/ Findings/Evidence/Statistics. Discussion, summary of results, Suggestions for future research, References, and in-text citations in APA style
Test Thursday /56
sociology; adaptive behaviours; adolescence; AIDS; affective nurturance; age condensed; anecdotal evidence; “jaded”; anthropology; Prof. Jordan Peterson; arranged marriage; companion marriage; baby boom; social worker; three basic types of parenting; “African Violet Lady”; thoughts equation; % of students go to university; Name 3 TV shows that are based around the premise of family life; What is the song “Cats in the Cradle” about?; What is the song “Long Time Running” about?; What is meant by “Siblings Pecking Order”?; List 4 reasons why marriages fail; Describe the gist of “How Do We Handle Crucial Conversations” and one other journal; What can you tell about graduation pictures?; What is your interpretation of the quote: “We think in categories.”
Test: March 18th
Test: April 3
Test: May 2
BIO essay: May 27
ISU for U level (essay for C level): May 30
Culminating Task: June 11th
Families in Canada: Forever the Girl
CLU3M: Finding Nemo
-Why do people do what they do? How do they make deciions? How do they know what is right or wrong? How do they learn?
-Why do groups do what they do? Societies? Governments? (Why did NASA go to the Moon?)
-If you like to worry about things, you are living at a great time. So, what of optimistic ways of outlooks? How do we deal with problems (death, divorce, relationship drama, work-place issues, health issues, climate change, disease, poverty, war, money...)?
-What is money?
-What is the key to societal improvement theories...
Predict what a family in 2100 will look like.
Journals and text work due each Friday starting: Feb.8th
Assignment 1------------ Feb.12th
Choice of ISU topic-------Feb.12th
ISU Phase 1--------------Feb.28th
Family in a Box Group Project-April 30th
Wedding Planner Budget-May 15th
ISU Phase 2 --------------May 30th
Film Project---------------June 10th
Culminating Task---------June 11
Coco questions t.b.d
In unit one, students will learn about what family is. General APA guidelines and formatting will be outlined in this unit so that students are able to properly cite and reference outside material as they complete coursework. Students will learn about the history of the family before moving into what a family looks like today. Students will be introduced to different types of families and explore their own family in detail. We will discuss world views and their effect on family life in Canada.
About the course: This course enables students to draw on sociological, psychological, and anthropological theories and research to analyse the development of individuals, intimate relationships, and family and parent-child relationships. Students will focus on issues and challenges facing individuals and families in Canada. They will develop analytical tools that enable them to assess various factors affecting families and to consider policies and practices intended to support families in Canada. They will develop the investigative skills required to conduct and communicate the results of research on individuals, intimate relationships, and parent-child relationships.
Degrees and Certifications: