Clarence Roberts Jr.
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(Week 2)
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Day 1, obj: student will be able to explain and give examples of the extended family.
Statement: the extended family unit was widespread during the agrarian period. It was a system that encouraged ties to the land and stability.
Material: article (“World Revolution and Family Patterns,” William Goode, first six paragraphs)
Read, aloud, the selected paragraphs and discuss with teacher and class. Discussion should bring out the following points:
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a. what is meant by the terms extended family and agrarian.
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b. why the work of everyone, on the farm, was con considered equal in it’s importance.
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c. why the children were educated at home.
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d. why families were larger then.
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Day 3, obj: student will be able to discuss the modified extended family.
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Statement: This is the family of today’s industrial world. It is the nuclear family that is able to maintain kinship links via the advancements in technology (communication and travel).
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Material: Article (“Geographic Mobility and Extended Family Cohesion,” Eugene Litwak, the Family in Change). Definition on chalkboard.
Have student read and discuss definition of extended modified family (listed on board). Have students discuss the many ways that people can be mobile (for industry’s sake) and yet be in close contact with relatives (encourage students to think of personal examples, i.e. contact—telephone, mail, or trips—with relatives in the South or elsewhere). Discuss these in detail. Secondly, have students read article and discuss.
For homework have student think of as many relatives as they can that they are very close to but live far away.
