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UT Dallas Syllabus For cldp4347.001.09s Taught by Sarah Ann Wells (Saw053000)
UT Dallas Syllabus For cldp4347.001.09s Taught by Sarah Ann Wells (Saw053000)
UT Dallas Syllabus For cldp4347.001.09s Taught by Sarah Ann Wells (Saw053000)
Course Description: Contemporary family life styles are presented from a sociopsychological viewpoint with stress on personal
awareness, growth, and satisfaction in interpersonal relations. Research topics include dating, mate selection, communication,
sexual adjustment, parenting, cohesion and adaptability, and divorce.
Attendance Policy/Class Participation: Attendance and punctuality is very important, especially since the class meets only once
a week. Students will be responsible for all classes missed due to either an excused or unexcused absence. In order to receive credit
for assignments, the student must be present during the class meeting time. Excessive tardiness or disruptive behavior may result
in the student being asked to leave the classroom, and, if necessary, steps may be made to refer the student for disciplinary actions.
If you stop attending, but do not officially withdraw from the course by the withdrawal date, you will receive an “F”.
Method of Presentation: Discussion, lecture, projects, small group exercises, and multiple forms of technology will be used
throughout the semester. It is important that every student reads each chapter before coming to class so the material will be
familiar for class discussions.
Method of Evaluation:
Assignment Percentage / Points
Paper 30% / 30 points
10% / 10 points: per question
- 3% / 3 points: 3 novel references
- 3% / 3 points: 3 textbook references
- 3% / 3 points: 3 research references
- 1% / 1 point: grammar & punctuation
Project 40% / 40 points:
30% / 30 points: instructor grade
10% / 10 points: peer review
- 5% / 5 points: from peers
- 5% / 5 points: for peers
Exam 30% / 30 points
Coursework: Daily reading assignments from the textbook will be given and are to be completed prior to the following class
period. Additional readings outside of the textbook and novel may be incorporated into the homework at the discretion of the
instructor. Students will be asked to discuss readings in class and will lose credit on the overall grade if attendance and
participation does not occur.
Paper: After reading the novel, students should choose 3 out of the 11 discussion questions found on pp. 309-311. For each
question, students will type 1-2 full page (double-spaced) answers using information learned from the novel, textbook, research,
and class discussion (see Method of Evaluation section for breakdown of grading criteria). Make sure to clearly indicate each of
the 9 reference points (number, underline, highlight etc.) per paper for a total of 27 references for all 3 papers. Papers must be
referenced academically-appropriate. Each paper will be worth 10 points each for a total of 30 points (30%) of the final grade.
Papers must be turned in on time during class for credit; no late or early work will be accepted.
Project: A final project will be chosen by each student to be completed by the end of the semester. A list of project choices will be
given at the first of the semester. Projects will be completed by groups of students and should be worked on throughout the entire
semester. Project proposals must be turned in no later than the date assigned on the course schedule and need to be approved by
the instructor. Presentations of the projects will be given during assigned timeslots towards the end of the semester (see schedule
for exact dates). The presentations must be between 15 and 20 minutes and must include visual aids and summary handouts for
the instructor and each of the fellow classmates. Projects account for 40 points (40%) of the final grade, and peer reviews will be
completed by each student regarding every presenter (students will also receive points for completing reviews on peers).
Exam: One examination worth 30 points (30%) will be given during the semester; therefore, missing class the day of the final will
result in class failure. The exam may have numerous testing formats, including multiple choice, true/false, short answer, listing,
and discussion questions. A review will be given at the end of each chapter presentation with two questions per class lecture.
Questions regarding the test may be asked to help the student prepare, but the instructor maintains full discretion to include
additional information in the test. A blank blue book will be required for the test and will not be provided by the instructor;
students may purchase blue books from the campus bookstore.
1) Discuss Ruth McBride's refusal to reveal her past and how that influenced her children's sense
of themselves and their place in the world. How has your knowledge, or lack thereof, about your
family background shaped your own self image?
2) The McBride children's struggle with their identities led each to his or her own revolution. Is it
also possible that that same struggle led them to define themselves through professional
achievement?
3) Several of the McBride children became involved in the civil rights movement. Do you think that
this was a result of the times in which they lived, their need to belong to a group that lent them a
solid identity, or a combination of these factors?
4) Our house was a combination three-ring circus and zoo, complete with ongoing action, daring
feats, music, and animals. Does Helen leave to escape her chaotic home life or to escape the
mother whose very appearance confuses her about who she is?
5) It was in her sense of education, more than any other, that Mommy conveyed her Jewishness to
us. Do you agree with this statement? Is it possible that Ruth's unshakable devotion to her faith,
even though she converted to Christianity from Judaism, stems from her Orthodox Jewish
upbringing?
6) Mommy's contradictions crashed and slammed against one another like bumper cars at Coney
Island. White folks, she felt, were implicitly evil toward blacks, yet she forced us to go to white
schools to get the best education. Blacks could be trusted more, but anything involving blacks was
probably substandard... She was against welfare and never applied for it despite our need, but
championed those who availed themselves of it. Do you think these contradictions served to
confuse Ruth's children further, or did they somehow contribute to the balanced view of humanity
that James possesses?
7) While reading the descriptions of the children's hunger, did you wonder why Ruth did not seek
out some kind of assistance?
8) Do you think it was naive of Ruth to think that her love for her family and her faith in God would
overcome all potential obstacles, or did you find her faith in God's love and guidance inspiring?
9) How do you feel about Ruth's use of a belt to discipline her children?
10) While reading the book, were you curious about how Ruth's remarkable faith had translated
into the adult lives f her children? Do you think that faith is something that can be passed on from
one generation to the next, or do you think that faith that is instilled too strongly in children
eventually causes them to turn away from it?
11) Do you think it would be possible to achieve what Ruth has achieved in today's society?