Vanessa Atkins Tweens & Teens
Fall 2013 EDUC 0819 SEC 016
Tweens and Teens (Education 0819.016)
Gen Ed: Human Behavior
Fall 2013
SYLLABUS
Class Meeting Times & Location: M/W/F 10:00AM – 10:50AM Ritter Hall 207
August 26 – December 18, 2013
INSTRUCTOR
Vanessa Atkins, M.S.
Office: 1700 N. Broad Street, Rm 206F
Office Hours: Tuesdays 12PM – 2PM or by appointment
Ph: 215-204-7653
[email protected]
Course Overview
BRIEF COURSE DESCRIPTION
Exuberance, excitement, social expansion, risk-taking,
experimentation, breaking away, testing limits.
Anxiety, peer pressure, competition, parental pressure, work and
school, drugs and alcohol, test scores.
These are some of the challenges that make adolescence one of the
most intriguing and disturbing stages of life. But adolescence is only
one stage on a continuum of human development that begins in
infancy and extends into old age. At each stage, we have hurdles to
climb over, tasks to complete, experiences to absorb, lessons to learn.
Yet in contemporary society the extended period between childhood
and adulthood seems to capture all the attention. Why?
This class on human development takes a close look at one of the most
confusing, exciting, and critical phases of development, the pre-teen
and teen years. Using literature, TV and film, as well as articles and
books from the field of human development, the course will explore how children grow into teenagers, how
they survive the challenges of adolescence, and how they become productive adults.
OVERVIEW OF THE CONTENT
This interdisciplinary course is designed to help students gain a deep understanding of adolescence as a life
stage. Adolescence is defined in part as a transitional stage, bridging childhood and adulthood; but
adolescence also functions as a distinctive time of life during which young people face a series of
developmental tasks and challenges that do not automatically disappear when, for example, a person turns
25. Depending on individual circumstances, young people may confront some of the challenges commonly
associated with adolescence much earlier or later than some developmental theorists predict. For example,
Revised 8/21/13
Page 1
Vanessa Atkins Tweens & Teens
Fall 2013 EDUC 0819 SEC 016
some adolescents face adult tasks like parenting at a very young age, while others postpone closure on their
ethnic or gender identity until later in life.
For the purposes of this course, the period of adolescence (roughly ages 10-25) will incorporate the time
during which many young people separate from their families and become autonomous, participate in
independent relationships, develop their own set of values and beliefs, come to sexual maturity, and develop
a sense of self related to their gender, ethnicity, race and class. The course will look closely at the steps young
people take as they form their identities and become increasingly independent and autonomous individuals.
APPROACH TO TEACHING AND LEARNING ABOUT ADOLESCENCE
There will be little delivery of material through lectures in this course. The instructor’s role will be to
guide students’ interactions with the material and help them assimilate the material into their experience of
adolescence in a way that enlightens both. Thus, the class will engage in discussions and debates, group
activities, presentations, and on-line discussions. Additionally, the instructor will use rubrics, checklists,
examples from the readings, and case studies to help facilitate students’ active involvement with the course
materials.
Although the course will use a perspective developed from the field of human development in psychology,
which assumes that all people go through a series of identifiable and similar stages across a lifespan, students
will also learn to think about adolescents from other perspectives, as, for example, a target audience for mass
marketing. In addition to learning how developmental psychologists think and approach problems, students
will also learn critical thinking and writing and information literacy in a broader context by looking through
the lens of popular culture, for example. Students will read and respond to social science texts, but they will
also read personal narratives and journalistic accounts of adolescence, identify and analyze web sites, and
view movies and TV shows. They will learn to analyze all of these texts using a common rubric that questions
the intention of the author and the methods the author uses to communicate with the audience as a means of
evaluating the reliability of all sources of information. The development of the capacity to step back and take
a critical stance toward all texts is a central learning goal for the course.
In analyzing representations of adolescence in and outside of the human development literature, students
will be asked to go beyond their own experience and use new disciplinary frames of reference to inform their
interpretations and meaning making. In order to assist this process, students will read case studies and
narratives and write narratives about their own development and share them with each other. Students will
work in groups to help each other gain perspective on the experiences they describe in their narratives and
relate their own experiences to categories and descriptions in the literature and case studies they will read.
In presenting their own experience, they will be expected to analyze the influences that informed that
experience and to draw conclusions about effects and the relative importance of different influences, such as
family, peers and the media, on their development and, by extension, on adolescent development in general.
GOALS OF THE COURSE
Content goals
Students will develop:





Familiarity with the field of human development;
The ability to apply several theoretical perspectives to the study of adolescence;
The ability to describe the tasks and activities that constitute adolescence;
An appreciation for how capitalism and consumerism impact adolescent development;
An understanding of how various media construct adolescence and the influence of those
representations on adolescents and society.
Revised 8/21/13
Page 2
Vanessa Atkins Tweens & Teens
Fall 2013 EDUC 0819 SEC 016
There will be two types of readings, one designed to illustrate and provide a context for discussing adolescent
behavior (in both fictional and non-fictional contexts), and another designed to put adolescent behavior into a
more academic and disciplinary framework. Students will learn to read and respond critically to literary and
visual texts, including films and TV shows, and also to begin to think like a social scientist, evaluating sources,
marshaling evidence, and making arguments.
Anticipated learning outcomes
Students will gain:
• Increased skill at communicating ideas in an appropriate academic context;
• Increased skill at reading critically and identifying the author’s or director’s intention;
• Increased ability to make reasoned judgments about the accuracy and credibility of information and
representations, including media representations;
• Increased ability to make a claim and defend a position;
• Ability to read and analyze social science texts;
• Ability to use data and think like a social scientist;
• Increased media literacy.
UNIVERSITY POLICIES
Disability Statement: This course is open to all students who meet the academic requirements for
participation. Any student who has a need for accommodation based on the impact of a disability should
contact the instructor privately to discuss the specific situation as soon as possible. Contact Disability
Resources and Services at 215-204-1280 in 100 Ritter Annex to coordinate reasonable accommodations for
students with documented disabilities.
Statement on Academic Freedom: Freedom to teach and freedom to learn are inseparable facets of
academic freedom. The University has adopted a policy on Student and Faculty Academic Rights and
Responsibilities (Policy # 03.70.02) which can be accessed through the following link:
http://policies.temple.edu/getdoc.asp?policy_no=03.70.02.
Plagiarism: Temple University has guidelines for plagiarism. Please go to the university
website:www.temple.edu/bulletin/Responsibilities_rights/responsibilities/responsibilities.shtm
that discusses plagiarism. The following is an example of providing appropriate American Psychological
Association (APA) citation when copying or borrowing significant amounts of someone else’s work.
Plagiarism is the unacknowledged use of another person's labor, another person's ideas, another person's
words, another person's assistance. Normally, all work done for courses -- papers,
examinations, homework exercises, laboratory reports, oral presentations -- is expected to be the individual
effort of the student presenting the work. Any assistance must be reported to the instructor. If the work has
entailed consulting other resources -- journals, books, or other media --, these resources must be cited in a
manner appropriate to the course. It is the instructor's responsibility to indicate the appropriate manner of
citation.
Everything used from other sources -- suggestions for organization of ideas, ideas themselves, or actual
language -- must be cited. Failure to cite borrowed material constitutes plagiarism. Undocumented use of
materials from the World Wide Web is plagiarism. (Temple website, 2005).
To avoid any possible problems with plagiarism, all mini-assignments and the paper will be submitted to the
electronic “SafeAssign”. This program generates a report indicating how much, if any, of the paper was taken
verbatim from other sources. PLEASE DO NOT PLAGIARIZE.
Revised 8/21/13
Page 3
CLASS POLICIES
Vanessa Atkins Tweens & Teens
Fall 2013 EDUC 0819 SEC 016
Attendance
Attendance is mandatory and students are expected to attend every class. Because emergencies do occur,
students are permitted two excused absences. Students missing more than two classes will lose up to 10
points for poor attendance. Students who miss more than 10 classes (25% of the course) are at risk of failing
the course and are advised to drop. Perfect attendance merits 5 points of extra credit.
Lateness
Students are expected to arrive on time to class and stay until class is dismissed. Students who frequently
arrive late to class or leave early will lose attendance points for the day.
Late assignments
Late assignments will be read and graded at my discretion and only if you have notified me in advance. A
student who cannot complete an assignment on time, may request an extension via email. The email must
explain why additional time is needed and state how much additional time is being requested.
Cell phone/lap top policy
Cell phones should be put away when upon entering the classroom. Students texting during class will be
asked to leave the room. Failure to follow this policy will result in a deduction of up to 5 points from the total
grade. Your full attention during class needs to be focused on the instructor and classmates not a laptop or
cell phone screen. **When peers are giving presentation all lap tops should be closed. **
STANDARDS FOR THIS COURSE
What do I expect?
I see teaching and learning as a two-way street, and I expect active engagement from my students in
order for that to take place. Thus, your engagement in class and with the material will not only demonstrate
your understanding of the material, but will also contribute to others’ understanding of the material.
Information and ideas flow not just from professor to students but from students to the professor and among
students. I will take your ideas seriously and respond to them seriously and expect you to treat each other the
same way.
I have high standards and encourage students to work hard to meet them. It is standard in college courses
to expect to spend 2-3 hours preparing for each hour of class. I expect no less. You should be able to
complete all assignments within that time frame, so you have no excuse for not completing an assignment.
I expect you to come to every class prepared to participate, which requires you to do the reading and
viewing in an intelligent and inquisitive way. You should print written material from Blackboard or from
the library web site (under course reserves) so that you can underline and make marginal notes. I expect you
to bring articles we are discussing to class so that you can refer to them. You also need to view movies and TV
shows in a purposeful way, making notes as you watch and making sure that you notice the aspects of
the video that are relevant to the course.
Do not expect me, or a few conscientious students, to carry the class for you. I want to hear every student’s
voice on a regular basis. Unless you are pathologically shy, or have a phobia about speaking in class and warn
me of that ahead of time, you can expect me to call on you in class, so everyone needs to come to class
prepared.
What can you expect of me?
Revised 8/21/13
Page 4
Vanessa Atkins Tweens & Teens
Fall 2013 EDUC 0819 SEC 016
I strive to make every assignment clear and to make sure that you understand exactly what I am asking you to
do. If at any time you are unclear about an assignment, you may receive an automatic 24-hour
extension if you e-mail me with your questions.
I make every effort to grade and provide feedback on assignments quickly. I am easily accessible by e-mail
(during the day, I usually respond within a few hours) and will make time to see you in person if you have any
concerns or would just like to talk. Please e-mail me to make an appointment.
GRADING AND EVALUATION
The class will be graded on a point system. The total number of possible points equals 100 (not counting
extra credit). In order to receive credit for satisfying the Human Behavior General Education
requirement, you must receive at least a C-.
A=94-100
B+=87-89
C+=77-79
D+=67-69
Assignments:
A-=90-93
B=83-86
C=73-76
D=63-66
B-=80-82
C-=70-72
D-=60-62
There will be descriptions of all of your assignments (presentations and papers) posted on Blackboard. Please
make sure to reference the assignment descriptions as well as any sample assignments before beginning and
completing these assignments. Assignments will be graded based upon how well I believe you have fulfilled
the requirements described in the posted directions so read them carefully and compare your work to them
before submitting each assignment.
Each assignment has been assigned for a reason. It is expected that you complete each assignment on time or
your grade will be lowered. An exception may be granted if you request and extension in writing. I will
decide whether or not to grant extensions on a case-by-case basis. When hard copies are required, they must
be turned in at the beginning of class or they will be marked as late.
Homework-
You will have homework assignments throughout the semester. Sometimes you will have more than one
assignment per week. Please make sure that you bring these assignments with you to class since they will
often serve as a basis for our class discussions. Your homework assignments must be typed. The more you
can support your ideas with specific and clear examples from the readings, the better.
There will be a space on blackboard to post your homework. You must post your homework within 1
hour of the end of class. Please do not turn in homework late.
Class Participation
Definition of class participation: reading and/or watching assigned material and coming to class prepared to
discuss it. Your voice must be heard in order to receive credit for class participation. Students who
remain silent all semester will receive a zero for class participation. Alternatively, you can make your voice
heard through the blog. Thoughtful, regular blog postings, beyond the 10 that are required, can make
up for lack of participation in class.
Revised 8/21/13
Page 5
Vanessa Atkins Tweens & Teens
Fall 2013 EDUC 0819 SEC 016
Blog Posting
In addition to in class participation, you will also participate in on-line discussions. Each student must post a
total of 10 posts throughout the semester: 5 original posts about topics related to class discussions/readings
and 5 responses to other students’ postings. The course blog will be on blackboard.
Evaluation of assignments
I expect all assignments to be well organized and well presented, proofread and free of errors. Specific
criteria for evaluating each graded assignment will be posted on blackboard. Review the criteria before you
complete the assignment. It will help you understand my expectations. If you have any questions, ask!
General criteria for evaluating assignments
Each assignment carries a certain number of points. Points are allocated based on:
1.
2.
3.
4.
quality of the work (does it seem as if the student understood the task, took it seriously, and
produced a credible product?)
presentation (has the student taken the time to write well, correct mistakes, and show
consideration for the reader/listener?)
attention to detail (has the student answered all questions or completed all elements of the task
thoughtfully and thoroughly?)
demonstrated understanding (does the student show that s/he has understood the ideas
surrounding the assignment, the purpose of it, and the course material relating to it?)
The number of points given to each assignment indicates how much impact it has on your final grade.
Obviously, 20-point assignments have more impact than 5-point assignments, but each assignment
contributes to your total. Class participation points, along with points for perfect attendance, will be added to
your total at the end of the semester and can raise your grade significantly (up to one grade level, i.e., B+ to A).
COURSE ASSIGNMENTS
1. Response papers: Students will be asked to write short response papers throughout the semester for
homework. There will be a total of 9 response papers that will be based on the various topics discussed in
this course. These papers will help students relate theories to their own identity development. They will
also help facilitate group discussions and contribute to the classroom community. Papers must 1) include
references to the readings/videos which are properly cited using APA in-text citations 2) discuss student
thoughts on ideas presented in the course materials –supported by examples from personal experience
3) be submitted via Blackboard.
2. Teen TV analysis presentation: Students will work in groups to critically explore a popular movie or
television show starring teenage characters in an in-class presentation. Groups will present their analysis
to the class in a 10-minute presentation. Video clips may be used to highlight points of the analysis,
however no more than 3 minutes of the presentation may be used showing movie clips. Additional
guidelines and a grading rubric will be posted on Blackboard.
3. Inquiry Project: Students will conduct guided practice identifying credible sources by doing a search on
a specific topic and documenting the process and results.
4. Presentation of reading: Each student will be responsible for informally presenting on the assigned
reading or video to the rest of the class with a partner. Students will sign up for topics during the first
week of class. Students will have 10-15 minutes to review the major concepts of the reading or video, and
facilitate discussion by asking interesting discussion questions that will engage their peers. This will
contribute to class participation.
Revised 8/21/13
Page 6
Vanessa Atkins Tweens & Teens
Fall 2013 EDUC 0819 SEC 016
5. Mini research paper: Students will be given a prompt related to the course and will gain practice
collecting data and reporting findings in the manner used by social scientists.
6. Midterm – The Vignette: For the mid-semester paper, students will write a personal narrative about
how one or more aspects of their identity influenced their development and evaluate the legitimacy of
theories/ideas discussed in class based on the experiences of those in class who applied them in their
narratives.
7. Group presentations: Students will work in groups of 3-5 peers studying the same topic for the Final
research paper. Each student will present their findings on a different aspect of the topic in a cohesive
presentation. Each group will have up to 15 -25 minutes to present their findings and facilitate a brief
discussion. Students may opt to make a shorter individual presentation 5-10 minutes) instead, if their
topic is unique (no peers are studying the topic or one similar to it).
8. Final research paper: Students will be asked to complete an original research project that focuses on a
specific teen trend. Students will review the existing literature related to the topic as well as collect their
own data answering the research question. Students will submit stages of the research paper before
completing the final draft and will receive feedback at each stage. Students will also revise their papers
based on peer suggestions during the writer’s workshop sessions. More information regarding the final
research assignment will be posted to Blackboard. Final papers are expected to be greater than 5 pages
but no longer than 10 pages (not including bibliography), typed, double-spaced, in 12-point font. Late
papers will lose one point for each day after they are due. Students will present on their topics during the
last two week of classes.
Revised 8/21/13
Page 7
Tweens and Teens
Course Schedule
Vanessa Atkins Tweens & Teens
Fall 2013 EDUC 0819 SEC 016
http://www.americanteenthemovie.com/ (View the trailer)
There are readings or viewings as well as homework responses due each week. They are listed on the date
they are due. Responses should be
1) typewritten
2) 500 words
3) posted on Blackboard by 12PM (noon) on the date they are due
4) brought to class
Be sure to reference the assigned reading(s)/video to show me that you have read or watched it carefully.
Responses are graded out of 2 points each and will account for 20% of your overall grade (along with the
Inquiry Project).
All readings are posted on Blackboard or links will be provided. Most of the viewings are available for free on
the Internet, but all of them are on reserve in the media room in Paley Library (Main Campus).
You should print the articles on Blackboard, mark them up with your notes and underlining’s, and bring them
to class so you can refer to them directly. Since there is no textbook for this class, you can create your own by
printing the articles and compiling them in a binder. In that way, you will have them all when you need to
read them over to refer to them in your midterm assignment and in your final paper. Each reading has a
theme or theory that you may want to reference on assignments throughout the semester.
Key course questions to be introduced in class
The following three questions will guide the inquiry process throughout the semester. They will come up
again and again. In their presentations and research projects, students will need to address these questions
and come to some conclusions about how to answer them.
Revised 8/21/13
Page 8
Vanessa Atkins Tweens & Teens
Fall 2013 EDUC 0819 SEC 016
1.
Does adolescence inevitably precipitate an identity crisis through which all young people in all cultures
must successfully pass in order to lead productive adult lives? What is the nature of that crisis and how
does it get resolved?
2.
Do an individual’s gender, sexual orientation, ethnicity, race, class, religion, and region affect the character
of their adolescent experience, or do all people have to accomplish the same developmental tasks in the
same way no matter who they are?
3.
What influences people to become who they are? Are people pre-programmed in their genetic make-up
(nature), does who nurtures them and how they are nurtured determine their identities, do peers influence
them, or do they develop identities by choosing to be who they want to be? If they choose, what influences
their choices?
Percentage points will be assigned as follows:
In-class presentation of Teen TV Show (5%)
Mini-research assignment (5%)
Midterm assignment (10%)
Proposals (5%)
Fact Checks (5%)
Discoveries (5%)
Final paper (20%)
Group presentations (10%)
Response Papers & Inquiry Project (20%)
Attendance and class participation (15%)
Revised 8/21/13
Page 9
Vanessa Atkins Tweens & Teens
Fall 2013 EDUC 0819 SEC 016
COURSE SCHEDULE
Cl#
Date
Topic
Due
WEEK1
1
8/26
2
8/28
3
8/30
First Class: Introductions to each other and the
course; review the syllabus
Nothing!
History of teenagers and American high schools
Read for today: Robert Epstein "Let's Abolish
High School"
What and how much do we need to know?
What do you want to learn about adolescence?
The Teenage Years: Why do they matter?
WEEK 2
4
5
9/2
Read for today: Thomas Hine, “The Teenage
Mystique” from The Rise and Fall of the
American Teenager (posted under Readings)
Response 1 due
LABOR DAY HOLIDAY – No Class
9/4
Is there a typical American Teenager? and the
“Tween Scene”
9/6
Representations of teens on TV (in the 90’s): The
social construction of “tweens” and “teens”; how the
media shape our identity and our understanding
Watch for today: American Teen (on Reserve in
library)
Look up tween sites
Response 2 due
Read for today: Selection from
“Teensomething: American Youth Programming
in the 1990’s” by Simon Philo
Watch for today: the pilot episode for Dawson’s
Creek
http://www.youtube.com/watch?v=uR3vhTeUT4w
AND episodes of My So-Called Life:
http://www.videosurf.com/videos/my+socalled+life
WEEK 3
6
9/9
Representations of teens on TV
Work on TV analysis presentations
Revised 8/21/13
Look up teen TV shows
Last Day to Drop a Course
Page 10
7&8
9/11
&
9/13
Representations of teens on TV today: How does TV
shape teen identity and influence self-image?
In class TV analysis presentations
WEEK 4
9
9/16
Teens, TV and Advertising: What are the findings on
representation of teens?
10
9/18
Nature/Nurture: What makes us who we are:
Biology, psychology or what we see on TV?
9/20
One argument for nature (it’s not just in our genes;
it’s in our heads)
12
9/23
Is there truth to the theory that much teenage
behavior is controlled by an immature brain?
14
9/27
11
13
9/25
WEEK 5
How much of who we are can we actually control? Is
it all in your mind?
Nature vs. Nurture and the power of peers: Discuss
results from mini-research projects
WEEK 6
15
9/30
Erikson’s stages and Marcia’s statuses of adolescence.
Identity and the life cycle: Is it just a stage?
16
10/2
Racial identity formation
17
10/4
Discussion of vignettes: meet in groups
18
10/7
In Class: Review case studies
Vanessa Atkins Tweens & Teens
Fall 2013 EDUC 0819 SEC 016
Teen TV: Group Presentations
Read for today: “Aliens in the living room: How
TV shapes our understanding of “teens”
(Auburn & Grady, 2000).
Watch for today: Merchants of Cool (a PBS
Frontline documentary available online)
Read for today: Nature, Nurture or None of the
Above” from The Nurture Assumption by Judith
Rich Harris.
Response 3 due
Read for today: Thinking, Risk and Rock ‘n Roll:
Why Teenage Brains are Different” from
Teenagers: A Natural History by David
Bainbridge
Watch for today: PBS Frontline special “Inside
the Teenage Brain”: (online)
Read for today: “The Myth of the Teen Brain”
by Robert Epstein
MINI RESEARCH ASSIGNMENT DUE IN CLASS
Read for today: Chapter 2 of Michael Nakkula
and Eric Toshalis’s Understanding Youth,
“Identity in Context,” pp. 17-39.
AND Case Studies
Response 4 due
Read for today: Tatum, “Identity Development
in Adolescence: Why are all the Black kids
sitting together in the cafeteria?”
AND “The Development of White Identity”
MIDTERM ASSIGNMENT Part 1 due
WEEK 7
Bi-racial and other types of identities
How many identities can one person maintain? What
happens when one aspect of a person’s identity
conflicts with another?
In Class: Watch
http://www.ted.com/talks/lang/eng/joel_burns_t
ells_gay_teens_it_gets_better.html-
Revised 8/21/13
Read for today: “Beyond Categories: The
Complex Identities of Adolescents” (Raible and
Nieto)
Watch for today: Films by and about teenagers:
www.reelworks.org
“Self Internal, “ a film by Rachel Adkins.
“Different Branches, Same Tree” by Nadia
Burgess,
and “Rules of Engagement” by Noeman Samdani
(and any other films you care to watch)
Response 5 due
Page 11
19
10/9
20
10/11
Vanessa Atkins Tweens & Teens
Fall 2013 EDUC 0819 SEC 016
Individual and group identities
Digital kids and their identities: Focus on Sexting
trends and the law
WEEK 8
Read for today: “The Power of Peers” from
Steinberg, Beyond the Classroom
Midterm Assignment Part 2 due
Read for today: “The Constant Contact
Generation” from Girl Wide Web
AND
“Sexting:Fun or Felony?” by Kelly Taylor
21
10/14
Does growing up in the digital age facilitate group
cohesion and friendship? – OR – Does the digital age
influence the power of peers over parents (if so,
how)?
22
10/16
Research topics and search skills: what is inquiry?
Read for today: document about sources for
credible information (on Bb)
23
10/18
Might siblings matter more than parents?
Read for today: “The New Science of Siblings”
by Jeffrey Kluger:
Meet in computer lab to practice search skills
WEEK 9
Watch for today: Growing Up Online, a PBS
Frontline program available on the Internet (56
minutes):
http://video.pbs.org/video/1082076027/
Inquiry Project due by 11:59PM
http://www.time.com/time/magazine/ar
ticle/0,9171,1209949,00.html
AND
“What We Learn from our Sisters and Brothers:
For better and for worse” by Laurie Kramer and
Catherine Conger
24
10/21
DISCUSS TOPICS FOR RESEARCH PROJECT
Read for today: Instruction for Research
Process
25
10/23
Is the adolescent identity crisis inevitable?
Watch for today: “The Outsiders” – Amish
Rumspringa – in multiple parts on youtube.
26
10/25
27
10/28
28
10/30
29
11/1
Presentations on research projects
Gender roles: The rules for guys
Revised 8/21/13
Proposals for research projects due in class
WEEK 10
Circles of influence: peers and their power
Girlfriends, good and bad friends
Post topic idea for research project on
Discussion Board by midnight
Read for today: “In the Jungle: the Power of the
Group in Children’s Lives” from Thompson,
Grace and Cohen, Best Friends, Worst Enemies:
Understanding the Social Lives of Children
Watch for today: Mean Girls (on reserve in the
library)
Read for today: “Dancing Through the
Minefield” from Girlfighting by Lyn Mikel Brown
Watch for today: Straightlaced: How Gender’s
Got Us All Tied Up (in the library reserves or
stream from New Day Digital for $4.99)
Response 8 due
Page 12
WEEK 11
30
11/4
Why do teens rebel?
31
11/6
Guy codes: masculinity and keeping it in
32
11/8
Why does the article say some teens rebel against
their parents and others not? Why do teens lie to
their parents?
Could sex possibly be any more important?
What does the hookup culture tell us about our
current society and adolescent development in
general? Are teens more sexual today than ever
before? Come to class prepared to debate your side
with at least one piece of evidence.
Vanessa Atkins Tweens & Teens
Fall 2013 EDUC 0819 SEC 016
Read for today: “The Science of Teen Rebellion”
by Bronson and Merryman
FACT CHECKS and ANNOTATED
BIBLIOGRAPHY DUE
Read for today: Kimmel, “Bros Before Hos: The
Guy Code” from Guyland
Response 9 due
Read for today: Kathleen Bogle, “The Campus
as Sexual Arena”
WEEK 12
33
11/11
34
11/13
35
11/15
36
37
38
39
40
11/18
11/20
11/22
11/25
11/27
11/2
9
Common adolescent mental health issues
In class: Watch segments from Road to Nowhere.
Discuss some of the most common adolescent mental
health disorders.
What makes a trend trendy?
Watch for today: Road to Nowhere (online)
http://www.youtube.com/watch?v=O4PZqO
ONiRo
How do trends impact teen development?
Work on Discoveries
Tips for Final Presentations & Final Analysis
Bring Rough Draft of Final Paper to class
What do trends tell us about teens?
WEEK 13
PRESENTATION PREP & WRITER’S WORKSHOP
(instructor meetings with groups and peer review of
rough drafts)
PRESENTATION PREP & WRITER’S WORKSHOP
Bring Rough Draft of Final Paper to class
DISCOVIERIES DUE
Catch Up and work on Final Presentations
WEEK 14
FINAL PRESENTATIONS
You may turn in a rough draft of your final
paper today if you would like feedback.
FINAL PRESENTATIONS
THANKSGIVING HOLIDAY – No Class
WEEK 15
41
42
12/2
12/4
FINAL PRESENTATIONS
Finish PRESENTATIONS & debrief
12/6
Revised 8/21/13
FINAL PAPERS DUE!
Page 13