Instructor Manual - Adulthood: A Cultural Approach Fifth Edition by...

Instructor Manual for Arnett Adolescence and Emerging

Adulthood:

A Cultural Approach Fifth Edition by Dorothy F. Marsil 1 / 4

Copyright © 2013 by Pearson Education, Inc. All rights reserved.

Chapter 1 – Introduction

Table of Contents 1) Chapter Overview 2

• Learning Objectives 2
• Chapter Outline 2
• Thinking Critically 3
• Applying Your Knowledge 3

2) Lecture Suggestions 3

• Think-Jot-Share 4
• Exit Slips 4
• Class Activities / Demonstrations/ Lecture Launchers 5
• Technology-enabled Learning Activities 15
• Watch and Learn 16

3) Practical Resources 17

• Internet Resources 17
• Films and Videos 19
• Popular Reading Room 20
• Annotated Readings 21
• Additional References 22

4) Handouts 23

5) Video Guide Questions and Answers 43

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Copyright © 2013 by Pearson Education, Inc. All rights reserved.

• Chapter Overview

• Learning Objectives

1.1 Describe how views of adolescence changed in the West from ancient Greece through medieval times.

1.2 Explain what life-cycle service involves and specify when it was most common.

1.3 Identify the three features that made the years 1890–1920 the Age of Adolescence.

1.4 Summarize the five features of emerging adulthood.

1.5 Explain the historical changes that led to the development of emerging adulthood.

1.6 Identify the three markers of adulthood that are the most common across cultures.

1.7 Give examples of how criteria for adulthood vary across cultures.

1.8 Describe the five steps of the scientific method.

1.9 Describe the research methods used in research on adolescents and emerging adults.

1.10 Explain the difference between a cross-sectional and a longitudinal research design.

1.11 Compare and contrast the challenges facing adolescents in the six major regions of the world.

1.12 Identify the main themes of the book.

• Chapter Outline

I. Adolescence in Western Cultures: A Brief History

• Adolescence in Ancient Times
• Adolescence From Early Christian Times Through the Middle Ages
• Adolescence from 1500 to 1890
• The Age of Adolescence, 1890–1920

II. Adolescence and Emerging Adulthood III. The Transition to Adulthood

A. The Transition to Adulthood: Cross-Cultural Themes

B. The Transition to Adulthood: Cultural Variations

IV. The Scientific Study of Adolescence and Emerging Adulthood

• Ethics in Human Development
• Methods and Designs in Research
• Research Methods
• Research Designs

V. Adolescence Around the World: A Brief Regional Overview

• Sub-Saharan Africa
• North Africa and the Middle East
• Asia
• India
• Latin America
• The West 3 / 4

Copyright © 2013 by Pearson Education, Inc. All rights reserved.

• Implications of Cultural Context

VI. Other Themes of the Book

• Historical Contrasts
• Interdisciplinary Approach
• Gender Issues
• Globalization
• Framework of the Book

• Thinking Critically
• Plato and Aristotle argued that young people are not capable of reason until about age 14.

Give an example of how the question of when young people are capable of reason is still an issue in our time. (Page 5)

• Do you agree or disagree with the view that adolescence is inevitably a time of storm and

stress? Specify what you mean by storm and stress, and explain the basis for your view.(Page 13)

• Is 25 a good upper age boundary for the end of emerging adulthood? Where would you

put the upper age boundary, and why? (Page 14)

• How is the Moroccan conception of adolescence similar to and different from the view of

Plato and Aristotle described earlier in this chapter? (Page 25)

• Have you traveled to another country in recent years? If so, can you think of examples

you have witnessed that reflect the globalization of adolescence? If not, can you think of examples you have read about or heard about? What positive and negative consequences do you anticipate from the globalization of adolescence? (Page 30)

• Applying Your Knowledge
• In your view, what marks the attainment of adulthood for yourself? For others, generally?

(Page 14)

• Think of a research question on adolescence or emerging adulthood that interests you and

a hypothesis based on the question. How would you find a representative sample for your study? (Page 17)

• Find an article pertaining to adolescence or emerging adulthood, in a newspaper or

magazine or on the Internet, and evaluate whether it meets the standards of scientific research. (Page 17)

• Of the three hypothetical studies described in this section, which do you think would be

likely to receive IRB approval and which not? (Page 19)

• From your daily life, think of an example of how you or people you know may have

mistaken correlation for causation. Then, think of how you would design a study to show whether or not causation is truly involved. (Page 23)

• Lecture Suggestions
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