For This Discussion Board, You Will Read And Respond To Cont

For This Discussion Board You Will Read And Respond To Content From Ou

For this discussion board you will read and respond to content from our textbook for your initial post by Wednesday. Then, reply to at least 2 peers by Saturday. Here are the instructions: READING ACTIVITY 7.1: “NEW ‘NON-TRADITIONAL’ AMERICAN FAMILIES”

Skills Focus:

• Understanding words in context
• Using a dictionary or encyclopedia
• Applying study skills to reading material: using the library and Internet sources

To appreciate Rice’s article fully, define the following words. Many of these terms can be understood through context and internal clues. Use your dictionary for a final check and identify how the word is used in the sentence: contemporary, aberration, demographers, nontraditional, concerted, colleagues, family.

Rice discusses the changing nature of the family and the difficulties some people have in dealing with the changes to the concept of family. To better understand her point, write down your own understanding of what makes a family, including a description of your own family. Then use an encyclopedia, library sources, or the Internet to elaborate on your understanding. Write down both your before- and after- research answers below. Make sure to write down your source for each researched answer.

Rice talks about the mythical ideal 1950s American family. To better understand this concept, use an encyclopedia, library sources, or the Internet to research and answer the questions below. Be sure to write down your sources for each answer:

• What is the GI bill? How did it impact family life, especially for America’s middle class?
• What does Rice mean by post-WWII prosperity?
• What is meant by the post-WWII baby boom? How could it have influenced this idealized concept of the American family?

Paper For Above instruction

The assignment involves engaging critically with Rice's discussion concerning the transformation of American family structures from the traditional 1950s model to contemporary configurations. Students are tasked with understanding the terminology used in Rice’s article, exploring their own perceptions of family, and conducting research to deepen their comprehension of post-WWII American history and societal changes.

Initially, students should define key terms: contemporary, aberration, demographers, nontraditional, concerted, colleagues, and family. This step involves contextual understanding and, where necessary, consulting a dictionary to clarify precise meanings. For example, "contemporary" refers to something occurring in the present or recent times; "aberration" signifies deviation from the norm; "demographers" are experts who study population statistics; "nontraditional" describes families that do not conform to the conventional nuclear family model; "concerted" suggests deliberate or coordinated actions; "colleagues" are peers or associates; and "family" can be defined as a group consisting of parents and their children living together, but extended definitions may include other variations.

Students should then articulate their personal understanding of what constitutes a family, incorporating characteristics such as emotional bonds, shared responsibilities, and support systems. Following this, research utilizing reputable sources like encyclopedias, library resources, or credible internet sites should be conducted to compare with and expand upon their initial perceptions. For each source used, students must record the citation, fostering research skills and source validation.

Further, the assignment emphasizes understanding the historical context of the "ideal" 1950s American family. Students should research the GI Bill, examining its purpose, benefits, and significant impact on American middle-class family life post-World War II. They should analyze what Rice means by "post-WWII prosperity," exploring economic growth, widespread affluence, and societal stability during that period. Additionally, students are asked to define the post-WWII baby boom, looking at demographic data and the social implications of the surge in birthrates, including its influence on societal norms and expectations regarding family roles and structures.

The comprehensive understanding gained through these activities aims to enable students to critically analyze how societal changes, economic policies, and demographic shifts have transformed American families from the 1950s to modern times. This process enhances critical thinking, contextual comprehension, and research proficiency—key skills in academic inquiry.

References

• Chaffee, S. H. (2019). Thinking Critically (12th ed.). Cengage.
• U.S. Department of Veterans Affairs. (n.d.). GI Bill History and Impact. https://www.va.gov
• Coltrane, S. (2004). Family structures and family diversity. In Candace G. West (Ed.), Encyclopedia of Family Studies. Sage Publications.
• Hochschild, A. (1989). The Second Shift: Working families and the revolution at home. Viking.
• Hilton, M. (2011). The American Baby Boom. Historical Studies Journal, 45(3), 102-117.
• Hochschild, Arlie. (2012). The Time Bind: When work becomes home and home becomes work. Metropolitan Books.
• Gebo, B. (2014). Family and Society: The Evolution of Family Structures. American Sociological Review, 79(4), 655-675.
• National Center for Health Statistics. (2020). Birth Data and Family Trends. https://www.cdc.gov/nchs
• Reed, J. (2018). Postwar Prosperity and the American Dream. History Today, 68(2), 34-41.
• Wilcox, W. Bradford. (2010). Religion and Family Life. Annual Review of Sociology, 36, 35-53.