HHS4U Unit 1 Test

Justification:
The following test is a representation of how the initial information presented in the first
unit of study can made into a summative assessment. It is not the latest in
assessment/evaluation technology nor is it meant to be groundbreaking in terms of selfexpression through the use of assessment tools. The following is simple, expedient and
created to observe which key concepts the individual students have synthesized during
the first unit. This is a summative assessment and would be added to a short list of
reading assignments, a short oral presentation on a Theory and continuous informal
assessment of learning. This kind of unit test would generally be weighted with 10% out
of the 70% course work mark.
Unit One Test
Rationale
This unit is engaged in the primary concepts and theories used to make critical and
thoughtful observations/inquiries into the course materials and future assignments. The
assessment is engaged in how well the language of the course is understood and
synthesized by the individual student. The grading is based on what the student knows
about the subject/course material only. The grade is not
subject to penalties for spelling/grammar.
Total number of Marks: 58
Overall Weight in Coursework Mark: 10/70
Part A (16 Marks)
This section is a Multiple Choice portion of the test that is meant to assess the individual
students understanding of a simple meaning of a key concept to be synthesized in the
first unit. The use of scantron card is meant to be expedient for marking. This is done so
that the teacher can quickly give individual feedback to student. The students are
instructed how to use these cards ahead of time to lessen the anxiety levels.

Part B (15 Marks)

This section of the test has the students identify the theory/concept provided by the
teacher and fill in the blank to complete a statement about the theory/concept. It is the fill
in the blank/matching section of the assessment. This is designed to let the student use
information within the context of what they have learned in the course. This is not merely
a memory exercise, as the student must make sense of the theories using the recognizable
and class related statements pertaining to the theories/concepts.

Part C (17 Marks)

This is the short answer part of the test asking the individual student to firstly give each
of the five functions of the family and an example for each. As this is the backbone of the
entire course, students have had the opportunity to discuss in class, synthesize the
functions in their own lived experiences. Although there is space on the paper for a
written answer, students with exceptionalities will be given the opportunity to use
assistive technology, or a scribe to finish this task.
Part D (10 Marks)
This is a long answer question requiring the individual student to construct a paragraph(s)
that will define a theoretical perspective (theory) and apply the perspective to a scenario
that the students would be familiar with from class work. The students are to define the
theory and its three points (5 Marks) and apply the theory to a scenario (5 Marks)
Marking the test:
The teacher uses this summative assessment tool in part with other assignments to engage
assessment as and for learning. The material is directly related to concepts outlined in the
Ontario Ministry of Education document. The simplicity of this assessment tool enforces
the validity of its form and questions, provides a template for easy reproduction for other
HHS4U courses, and the impact on the student and teacher is that early feedback is
accessible through this simplistic form. The turnaround for this type of simple assessment
tool is two days, this means that if marking is done during the weekend, or during prep
time, the teacher can have opportunity to go over the results with students having
difficulties sooner than later. The teacher creates a marking template with examples of
right answers (answer key) and references it when conferencing with students afterwards.
This kind of tallying of available marks allows for assessment of course knowledge that
allows students to show what they know about the information that is a straight forward
representation of course materials.
Part A: Multiple Choice. Complete on scantron card. (16 marks)
1. Symbolic ethnicity can be defined as:
a. group identity is an essential part of individual identity
b. marrying outside your cultural or religious group
c. Marrying inside your cultural or ethnic group
d. Many original ethnic values and attitudes are lost, but there is still a tie to
identity.
2. Grandpa does not live with mom and dad and their children. Which type of family is
he?
a. extended
b. nuclear
c. supra
d. ego-extension

a.
b.
c.
d.

3. Marrying inside your cultural/religious group is described as:

Exogamy
Endogamy
Monogamy
Symbolic Ethnicity

a.
b.
c.
d.

4. Marrying outside your cultural/religious group is described as:

Exogamy
Endogamy
Monogamy
Symbolic Ethnicity

a.
b.
c.
d.

5. John Porter says that social class is determined by:

experience, education, occupation
income, education, occupation
family wealth, luck, income
education, area of residence, demographic
6. Toulas parents are of Greek descent and she married Jordan, an African-Canadian.
This is an example of what?
a. symbolic ethnicity
b. marginality
c. endogamy
d. exogamy
7. Judys Aunt Mary, Uncle Todd, Cousin Maggie, and Grandpa James all live with Judy
and her mom and dad. This is an example of which type of family?
a. extended
b. nuclear
c. supra
d. ego-extension
8. Traditionally, a family that has a mom, dad, and one or more children is defined as:
a. supra family
b. extended family
c. nuclear family
d. endogamous family
e.
9. A brother and sister who live together are considered a conjugal family.
a. True
b. b. False
c.
10. I am French-Canadian, but dont speak the language or identify with most of the
traditional cultural values. This is an example of ego-extension.
a. True
b. b. False

c.
11. One of the problems of ethnicity can be marginality, where you feel excluded from
the main group.
a. True
b. False
c.
12. Social mobility occurs more easily when educational opportunities are available.
a. True
b. False
c.
d. 13. When an individual develops behavior to meet their own needs, they belong
to which of the following:
e.
a. Microsystem
f.
b. Mesosystem
g.
c. Macro system
h.
d. Exosystem
i.
14. Extended family, school, and employment are influenced by the socio-economic
environment that sets expectations and influences available resources. This is:
j.
a. microsystem
k.
b. mesosystem
l.
c. macro system
m.
d. exosystem
n.
o. 15. This system deals with small groups. For example, the family socializes
individually based on how society has influenced them. This is:
p.
a. microsystem
q.
b. mesosystem
r.
c. macro system
s.
d. exosystem
t.
16. The socio-cultural environment affects the society in which the person lives; includes
ideology and policies that limit behavior.
u.
a. microsystem
v.
b. mesosystem
w.
c. macro system
x.
d. exosystem
y.
z. Part B: Name That Theory! (15 Marks) Complete in the space below.
aa. For each statement, indicate which of the following theories it relates to (only 1
theory per statement). Theories will be used more than once.

A. Structural Functionalism
B. Symbolic Interactionism
C. Systems Theory
D. Family Life Cycle (Developmental Theory)
E. Social Exchange Theory
F. Liberal Feminist Theory
G. Socialist Feminist Theory
H. Radical Feminist Theory
I. The Ecological Perspective
ab.

ac. 1.______ A relationships net rewards must outweigh the costs.

ad. 2.______ A change in one part of the system causes a change in the other parts.
ae. 3.______ As the family moves from one stage to the next, it passes through
transition points.
af. 4.______ Non normative events like adultery, or losing a child each present
unique challenges.
ag. 5._______ Problems in communication result from people having different
personal symbols.
ah. 6._______ Students are expected to attend class and complete assignments
because it is their role in society
ai. 7._______ The status of a woman is one of social inequality rooted in the sexual
division of paid and unpaid labour.
aj. 8._______A daughters eating disorder can affect all members of her family
ak. 9._______ Im not who I think I am, Im not who you think I am, I am who I
think you think I am.
al. 10._______ The costs of dating Eugene far outweigh the benefits; I think I
should dump him!
am.11._______Marriage, the birth of a child, a child leaving home, and retirement
are considered normative events
an. 12._______ Any relationship between a male and female is inherently
exploitative due to the differences in power between men and women; therefore,
a separate female culture is needed
ao. 13._______Society influences individuals and families based on four levels,
microsystem, mesosystem, exosystem and macro systems.
ap. 14._______Social policy must be changed through political means because
discriminatory policies force women into an inferior social class.
aq.
ar. Part C: Short Answer (17 marks)
as.
at. 1a) List the five functions of the family in any order (1 mark each), define
what each function is (2 marks each).
au.
av. 1. ______________________________________________
aw. Brief Description:
ax.
ay.
az.

ba.
bb.
bc.
bd.
be.
bf.
bg.
bh.
bi.
bj.
bk. 2._______________________________________________
bl. Brief Description:
bm.
bn.
bo.
bp.
bq.
br.
bs.
bt.
bu.
bv.
bw.
bx.
by.
bz. 3. _____________________________________________
ca. Brief Description:
cb.
cc.
cd.
ce.
cf.
cg.
ch.
ci.
cj.
ck.
cl. 4. ______________________________________________
cm.Brief Description:
cn.
co.
cp.
cq.
cr.
cs.
ct.

cu.
cv.
cw.
cx.
cy.
cz.
da. 5. ______________________________________________
db. Brief Description:
dc.
dd.
de.
df.
dg.
dh.
di.
dj.
dk.
dl.
dm.
dn.
do.
dp. 1b) Which function do you feel is the most important to the family unit?
Explain your response. (2 marks)
dq.
dr.
ds.
dt.
du.
dv.
dw.
dx.
dy.
dz.
ea.
eb.
ec.
ed.
ee. Part D 10 marks
ef. Using the theoretical perspective Symbolic Interactionism, discuss how this
theory would explain the following scenario:
eg. a. Define the theory and its three major points. 5 marks
eh. b. Apply the theory to the scenario, using specific references from the theory to
explain the scenario. 5 marks
ei.

ej. A man and a woman are on a road trip together. It is the man who is
driving. The woman sees a rest stop up ahead. She asks the man, Are you
thirsty?
ek. The man is not thirsty so he replies, No.
el. They continue driving without stopping.
em. The rest of the trip the woman is silently angry.
en.