Unit 2 Learning Portfolio: Leaving Home

ACTIVITY 1: Laying the Foundations for Unit 2, Leaving Home (Knowledge/ Understanding)

This unit looks at the transition into adulthood for young Canadians. Becoming independent takes much longer than it did in the past. The process has also been complicated by a number of social factors. Understanding of this unit requires the knowledge of the following terms, concepts, and people and an understanding of their significance to the development of the study of young adults and their transition to adulthood.

Concept Events/People

youth Reginald Bibby

credentialism social historians

education inflation Jane Loevinger

mentor Carter and McGoldrick

rites of passage Daniel Levinson

ego Leonard Pearlin

autonomous self Gail Sheehy

individuation Statistics Canada

adult life structure Emile Durkheim

cohort effect

resocialization

anticipatory socialization

homeostasis

discrimination

pay equity

duty-based moral code

Expectation

· Describe the development of individuals at different stages of life, drawing on a variety of developmental theories (e.g., Erikson’s, Gilligan’s, Kohlberg’s, Levinson’s, Piaget’s, Sheehy’s)

Criteria

Level Four

(80–100%) / Level Three
(70–79%) / Level Two
(60–69%) / Level One
(50–59%)

Identification of terms, concepts, events, or people related to transition into adulthood

• All definitions clearly identify terms, concepts, or people

• Most definitions clearly identify terms, concepts, or people

• Most definitions identify terms, concepts, or people with some clarity

• Definitions identify terms, concepts, or people with limited clarity

Understanding of significance of key concepts relating to the transition into adulthood

/ • Definitions reflect a thorough understanding of the key concepts and their significance relating to the transition into adulthood / • Definitions reflect a considerable understanding of the key concepts and their significance relating to the transition into adulthood / • Definitions
reflect some understanding of the key concepts and their significance relating to the transition into adulthood / • Definitions reflect a limited understanding of the key concepts and their significance relating to the transition into adulthood

Activity 2: Case Study of a Young Adult (Application)

Write a one-page case study about a young adult, applying one of the developmental theories studied in this unit. When creating your case study, address the major concepts of the chosen theory. Your case study should give enough background information about your subject to allow you to show how he or she is achieving his or her independence and becoming an adult.

Expectation

Criteria

/ Level Four
(80–100%) / Level Three
(70–79%) / Level Two
(60–69%) / Level One
(50–59%)

Applies concepts and ideas of a developmental theory to case study

• Applies concepts and ideas with a high degree of effectiveness

• Applies concepts and ideas with a considerable degree of effectiveness

• Applies concepts and ideas with some effectiveness

/ • Applies concepts and ideas with a limited degree of effectiveness

Presence of component parts

/ • All of the component parts of the develop-mental theory are evident in the case study / • Most of the component parts of the develop-mental theory are evident in the case study / • Some of the component parts of the develop-mental theory are evident in the case study / • Few of the component parts of the develop-mental theory are evident in the case study

Activity 3: Position Paper on Education Costs and Funding (Communication)

After participating in The Six Thinking Hats activity, individually write a position paper on the issue of education costs and funding. The paper should demonstrate an understanding of the effect of education funding on individual development. The paper should be 300 to 500 words in length.

Expectations

· Explain the impact on individual development and decision making of social changes and challenges and life events

· Distinguish among, and produce examples of, the following: an essay arguing and defending a personal opinion, a reaction paper responding to another person’s argument, a research paper reporting on an original investigation

Criteria

Level Four

(80–100%) / Level Three
(70–79%) / Level Two
(60–69%) / Level One
(50–59%)

Communicates information and ideas in position paper in a clear and concise manner

• Communicates information and ideas with a high degree of clarity and confidence

• Communicates information and ideas with a considerable degree of clarity

• Communicates information and ideas with some clarity

• Communicates information and ideas with a limited degree of clarity

Follows correct format for position paper

/ • Demonstrates extensive command of the format for a position paper / • Demonstrates considerable command of the format for a position paper / • Demonstrates moderate command of the format for a position paper / • Demonstrates limited command of the format for a position paper

Activity 4: Popular Media: Information or Misinformation? (Thinking/Inquiry)

Complete Blackline Master 2-9, Popular Media: Information or Misinformation? by selecting an article from a popular magazine and analyzing it for bias, validity, and reliability.

Expectation

· Evaluate information to determine its validity and to detect bias, stereotyping, ethnocentricity, datedness, and unethical practices, and distinguish among perceptions, beliefs, opinions, and research evidence

Criteria

/ Level Four
(80–100%) / Level Three
(70–79%) / Level Two
(60–69%) / Level One
(50–59%)

Evidence of critical thinking skills

• A highly effective degree of critical thinking skills is evident in the analysis of the magazine article

• An effective degree of critical thinking skills is evident in the analysis of the magazine article

• Some degree of critical thinking skills is evident in the analysis of the magazine article

• A limited degree of critical thinking skills is evident in the analysis of the magazine article

Evaluation of the source for its value to the reader

/ • The source is evaluated with a high degree of accuracy and effectiveness / • The source is evaluated with considerable accuracy and effectiveness / • The source is evaluated with some accuracy and effectiveness / • The source is evaluated with a limited degree of accuracy and effectiveness

Popular Media: Information or Misinformation?

Complete the following after selecting an article about relationships from a popular magazine.

Name of source and title of article:
When was it published?
Where was it published?
Who are the readers of this publication?
Who is the author? What are the author’s qualifications and credentials?

What is the author’s purpose?

What is the author’s point of view or theoretical perspective?
Does the author express a bias in his or her writing? (e.g., special interest group, racial, ethnic, gender, economic bias)
Who sponsored the writing of this article?
What style of article is it? (informative, analytical, argumentative)

Is the article a primary source or a secondary source of information?

Is the information in the article clearly presented and well-written?
Is more than one side of the issue presented?
Is the research properly referenced? Is the research current and valid?

Based on the answers to the above questions, write a short report (approximately one page) that judges the validity of the source you examined. What is the value of this source to the general public? To student researchers? What cautions should be taken when reading or researching using the popular media?