winter 2020 sds 220r online university of waterloo · child labour in british columbia," in...

Course ScheduleIMPORTANT: ALL TIMES EASTERN - Please see the University Policies section of your Syllabus fordetails.

Week Readings and OtherAssigned Material

Activities andAssignments

Dates Weight(%)

Week 1:Introduction toCourseThemes andStructure

Introduce Yourself Friday, January10, 2020 at11:55 PM

Ungraded

Complete the IndependentActivity for Week 1: Tutorialon researching and writingan essay

Ungraded

Groups for Group SeminarPresentation created byTechnical Support

Check afterMonday,January 13,2020 at 4:30PM

Week 2: TheWelfare ofChildren andYouth inCanada's Pastand Today

Secondary Sources:

Mona Gleason, TamaraMyers, Leslie Paris, andVeronica Strong-Boag,"Introduction", in LostKids, pp. 1-12.

Ruth W. Sandwell,"Reading Beyond Bias:Using HistoricalDocuments inSecondary Classrooms"(Course Reserves)

Complete IndependentActivity for Week 2: TheDionne Quintuplets primarysource analysis

Ungraded

Week 3:Children andYouth inFamilies

Primary Source:

Dionne QuintsDigitization Project

Secondary Sources:

Leslie Paris, "'TheStrange Way We Lived':Divorce and AmericanChildhood in the 1970s"in Lost Kids pp. 175-191.

Cindy L. Baldassi, SusanB. Boyd, and FionaKelly, "Losing the Child

Complete IndependentActivity for Week 3: Watchthe films Growing upCanadian: Family andGrowing up Canadian:Health.

Ungraded

Winter 2020 SDS 220R Online University of Waterloo

Generated by Centre for Extended Learning Created 11/02/2020

in Child-Centered LegalProcesses," in Lost Kidspp. 192-212.

Week 4:Children andYouth inSchools andInstitutions

Primary Sources:

A Lost Heritage:Canada's ResidentialSchools | The CBCDigital Archives

The Duplessis Orphans |The CBC DigitalArchives

Secondary Sources:

Veronica Strong-Boag,"'Forgotten People of Allthe Forgotten': Childrenwith Disabilities inEnglish Canada from theNineteenth Century tothe New Millennium," inLost Kids, pp. 33-50.

Jean Barman, "Schooledfor Inequality: TheEducation of BritishColumbia AboriginalChildren," in JeanBarman, NeilSutherland, and J.Donald Wilson, eds.,Children, Teachers, andSchools in the History ofBritish Columbia(Calgary: DetseligEnterprises Ltd., 1995),pp. 57-80. (CourseReserves)

Group 1 IndigenousEducation SeminarPresentation: post your finalpresentation, includingdiscussion questions, to thediscussion forum.Remember to submit yourGroup Presentation Self andPeer Evaluation.

Tuesday,January 28,2020 at 11:55PM

25% (pergroup)

Week 5:Migration andAdoption ofChildren andYouth

Primary Source:

Sarjeet Singh Jagpal,Becoming Canadians:Pioneer Sikhs in TheirOwn Words (MadeiraPark: Harbour, 1994).

Secondary Sources:

Karen Dubinsky, AHaven for Racism?:Canadians ImagineInterracial Adoption," inLost Kids, pp. 15-32.

Marjory Harper,"Cossar's Colonists:Juvenile Migration to

Complete the IndependentActivity for Week 5: Watchthe film Orphan Trains

Ungraded

Group 2 TransnationalAdoption SeminarPresentation: post your finalpresentation, includingdiscussion questions, to thediscussion forum.Remember to submit yourGroup Presentation Self andPeer Evaluation.

Tuesday,February 4,2020 at 11:55PM

Group 3 Child RefugeesSeminar Presentation: postyour final presentation,including discussionquestions, to the discussionforum. Remember to submit




New Brunswick in the1920s, " Acadiensis 28,1 (1998): pp. 47-65.(Course Reserves)

your Group Presentation Selfand Peer Evaluation.

Week 6:WorkingChildren andYouth

Primary Source:

Greg Kealey (editor),Canada InvestigatesIndustrialism: TheRoyal Commission onthe Relations of Laborand Capital, 1989(Toronto: University ofToronto Press, 1973),pp. 222-235. (CourseReserves)

Secondary Sources:

John Bullen, "HiddenWorkers: Child Labourand the Family Economyin Late NineteenthCentury Urban Ontario,"Labour/Le Travail 18(1986): 163-188.(Course Reserves)

Stephen McBride andJohn Irwin, "DeregulatingChild Labour in BritishColumbia," in Lost Kids,pp. 230-243.

Group 4 Child PovertySeminar Presentation: postyour final presentation,including discussionquestions, to the discussionforum. Remember to submityour Group Presentation Selfand Peer Evaluation.


Group 5 YouthHomelessness SeminarPresentation: post your finalpresentation, includingdiscussion questions, to thediscussion forum.Remember to submit yourGroup Presentation Self andPeer Evaluation.


Reading Week (Saturday, February 15, 2020 to Sunday, February 23, 2020)

Week 7: TheHealth of theChild andNation

Primary Source:

Excerpts from Patrick A.Dunae, ed., TheHomeroom: BritishColumbia's History ofEducation Web Site

Secondary Sources:

Mona Gleason, "'LostVoices, Lost Bodies'?:Doctors and theEmbodiment of Childrenand Youth in EnglishCanada from 1900 to the1940s," in Lost Kids, pp.136-153.

Wendy Frisby, TedAlexander, and JannaTaylor, "Play Is Not aFrill: Poor Youth Facingthe Past, Present, and

Group 6 Childhood ObesitySeminar Presentation: postyour final presentation,including discussionquestions, to the discussionforum. Remember to submityour Group Presentation Selfand Peer Evaluation.


Group 7 Youth MentalHealth SeminarPresentation: post your finalpresentation, includingdiscussion questions, to thediscussion forum.Remember to submit yourGroup Presentation Self andPeer Evaluation.




Future of PublicRecreation in Canada,"in Lost Kids, pp. 215-229.

Week 8:Children'sRights andSocial Policy

Primary Sources:

The Geneva Declarationof the Rights of theChild, League ofNations, 1924

The Declaration of theRights of the Child,United Nations, 1959

The Convention on theRights of the Child,United Nations, 1989

Minoru: Memory of Exile(NFB, 1992)

Secondary Sources:

Dominique Marshall,"Reconstruction Politics,The Canadian WelfareState and the Formationof Children's Rights,1940-1950," in LoriChambers and Edgar-Andre Montigny, eds.,Family Matters: Papersin Post-ConfederationCanadian FamilyHistory (Toronto:Canadian Scholars'Press, 1998), pp. 135-153. (Course Reserves)

Molly Ladd-Taylor,"What Child LeftBehind?: U.S. SocialPolicy and the HopelessChild, " in Lost Kids, pp.157-174.

Group 8 Youth Political(Dis)Engagement SeminarPresentation: post your finalpresentation includingdiscussion questions to thediscussion forum.Remember to submit yourGroup Presentation Self andPeer Evaluation.

Tuesday,March 3, 2018at 11:55 PM

Post one primary source tothe Museum of ChildhoodAnalysis discussion topic

Saturday,March 7, 2020at 11:55 PM

Submit Museum ofChildhood Analysis Essay

Saturday,March 7, 2020at 11:55 PM

25%

Week 9: 'BadKids' inConflict withthe State

Primary Source:

Juvenile DelinquentsAct, R.S.C. 1927, c. 108.(PDF)

Secondary Sources:

Cynthia Comacchio,"Lost in Modernity:"Maladjustment" and the"Modern YouthProblem", English

Group 9 Bullying SeminarPresentation: post your finalpresentation includingdiscussion questions to thediscussion forum.Remember to submit yourGroup Presentation Self andPeer Evaluation.




Canada, 1920-50," inLost Kids, pp. 53-71.

William Bush, "JamesDean and Jim Crow:Boys in the TexasJuvenile JusticeSystem," in Lost Kids,pp. 72-94.

Week 10:Youth,Sexuality, and'Normality'

Primary Sources:

Habit Patterns, (1954)

Molly Grows Up, (1953)

Secondary Sources:

Mona Gleason, "GrowingUp to be 'Normal':Psychology ConstructsProper Gender Roles inPost-World War IICanada," in LoriChambers and Edgar-Andre Montigny, eds.,Family Matters: Papersin Post-ConfederationCanadian FamilyHistory (Toronto:Canadian Scholars'Press, 1998), pp. 39-56.(Course Reserves)

Mary Louise Adams,"Constructing NormalCitizens: Sex Advice forPostwar Teens," inRobert Adamoski,Dorothy E. Chunn, andRobert Menzies, eds.,Contesting CanadianCitizenship: HistoricalReadings(Peterborough:Broadview Press, 2002),pp. 273-292. (CourseReserves)

Group 10 Social MediaSeminar Presentation: postyour final presentationincluding discussionquestions to the discussionforum. Remember to submityour Group Presentation Selfand Peer Evaluation.


WEEK 11: RESEARCH WEEK (This week is designed to provide you with space and time tocomplete your Changing Concepts of Childhood Essay. No other activities are scheduled for thisweek.)

Week 12:ConcludingThoughts

Primary Source:

Neil Sutherland,"Postscript", in Lost Kids,pp. 244-246.

Submit Changing Conceptsof Childhood Essay

Friday, April 3,2020 at 11:55PM

40%

Self and Peer Evaluation forParticipation

Friday, April 3,2020 at 11:55PM

10%



Final Examination Arrangements and ScheduleThere is no final examination for this course.

Official Grades and Course AccessOfficial Grades and Academic Standings are available through Quest.

Your access to this course will continue for the duration of the current term. You will not have access tothis course once the next term begins.



Contact Information

AnnouncementsYour instructor uses the Announcements widget on the Course Home page during the term tocommunicate new or changing information regarding due dates, instructor absence, etc., as needed. Youare expected to read the announcements on a regular basis.

To ensure you are viewing the complete list of announcements, you may need to click Show AllAnnouncements.

DiscussionsA General Discussion topic* has also been made available to allow students to communicate with peers inthe course. Your instructor may drop in at this discussion topic.

Contact Us

Who and Why Contact Details

Instructor

Course-related questions(e.g., course content,deadlines, assignments,etc.)

Questions of a personalnature

Post your course-related questions to the Ask theInstructor discussion topic*. This allows other students to benefit fromyour question as well.

Questions of a personal nature can be directed to your instructor.

Instructor: Laura [email protected]

Your instructor checks email and the Ask the Instructor discussiontopic* frequently and will make every effort to reply to your questionswithin 24–48 hours, Monday to Friday.

Technical Support,Centre for Extended Learning

Technical problems withWaterloo LEARN

[email protected]

Include your full name, WatIAM user ID, student number, and coursename and number.

Technical support is available during regular business hours, Mondayto Friday, 8:30 AM to 4:30 PM (Eastern Time).

LEARN Help Student Documentation

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Student Resources

[email protected]



General inquiries

WatCards (Student IDCards)

Examination information

+1 519-888-4002

Include your full name, WatIAM user ID, student number, and coursename and number.

*Discussion topics can be accessed by clicking Connect and then Discussions on the course navigationbar above.



Course Description and Outcomes

DescriptionChildhood has changed as a social and cultural concept. This course will trace these changes examiningsociological, psychological, cross-cultural, historical, and political factors.

Childhood is sometimes viewed as 'natural' and unchanging. An understanding of childhood through thestudy of history and the social sciences teaches us that it is constructed daily and differently. Class, race,gender, sexuality, religion, and (dis)ability all shape how children and young people experience life. Thiscourse examines past childhoods in North America, primarily Canada, from the late nineteenth century tothe present as a way of gaining insight into the issues confronted by today's children and young people. Toknow for example that work, both paid and unpaid, has always been part of young people's experience orthat anxiety around 'proper' families has been commonplace means that we can better understand andplan for what we confront today. Our readings, lectures, small group activities, and assignments aim tofoster a deeper understanding of childhood as a socially constructed idea. Our examination ofrepresentations of children and young people emphasizes the critical reading of news, film, artifacts, policy,and first person accounts to ask how parents, doctors, teachers, and experts, amongst others, determinedwho and what was 'normal' and 'abnormal' regarding childhood. We will juxtapose what adults said aboutchildren and youth and how children and youth experienced their own worlds.

Please note that this course was developed in 2012. Some information and terminology used in thelectures may be dated.

OutcomesAt the end of this course students will be able to

recognize that childhood is socially constructed by institutions, popular culture, adult 'experts',policies, and the state,

identify how the concepts and lives of children have changed or remained constant over time,

compare and contrast past childhoods with present conceptions of childhood,

define how historical knowledge of childhood changes our understanding of contemporary childwelfare issues and initiatives,

describe how childhood has been and continues to be shaped by gender, class, race, sexuality,religion, and disability,

interpret and critique the meaning(s) of childhood represented in primary and secondary sources,and

name the elements of a strong research paper and demonstrate this knowledge by writing a paperon changing concepts of childhood.



This online course was developed by Dr. Kristina Llewellyn, with instructional design and multimedia

development support provided by the Centre for Extended Learning.



About the Course Author

Course Author — Dr. Kristina LlewellynI teach on campus at Renison University College, University of Waterloo,along with courses in social policy and education.

My approach to teaching is from a socio-historical perspective. I wantstudents to recognize systemic power inequalities, the need to questionunjust ‘truths,’ and the possibility to make changes with collective action. Inall my courses, I strive to create an educational setting that validatesstudents’ diverse knowledge base and makes connections betweenindividual experience and political reality. The establishment of acommunity of learners is paramount to the success of any course.Students are called upon to be active participants in their own learning andin the learning community. One of my primary teaching goals is to fosterpositive relationships among class participants that become long-standing resources for professionaldevelopment.

I became an Assistant Professor of Social Development Studies in 2009. Prior to this position, I completeda SSHRC Post-Doctoral Fellowship (2006-2008) with the Faculty of Education at the University of Ottawa.My Ph.D. was conferred in 2006 from the Department of Educational Studies at the University of BritishColumbia. I attained a Master of Arts in Education from the Ontario Institute for Studies in Education of theUniversity of Toronto in 2002. Queen’s University concurrently awarded my Bachelor of Arts (Honours) andBachelor of Education degrees in 2000.

My primary research lies in the areas of sociology of education, history of education, citizenship education,youth studies, and gender equity. I have publications in such journals as Historical Studies in Education;Citizenship Studies; Oral History Forum; Review of Education, Pedagogy, and Cultural Studies; Journal

of Curriculum Studies; and Citizenship Teaching and Learning. My first book, Democracy’s Angels: The

Work of Women Teachers, was published with McGill-Queen’s University Press. My current project,funded by the Social Sciences Research Council of Canada, is entitled Citizens of the World: Youth,

Global Citizenship, and the Model United Nations.



Materials and Resources

TextbookRequired

1. Mona Gleason, Tamara Myers, Leslie Paris, and Veronica Strong-Boag (editors). (2010). Lost Kids:Vulnerable Children and Youth in Twentieth-Century Canada and the United States. Vancouver:UBC Press.

For textbook ordering information, please contact the W Store | Course Materials + Supplies.

For your convenience, you can compile a list of required and optional course materialsthrough BookLook using your Quest userID and password. If you are having difficulties ordering onlineand wish to call the Waterloo Bookstore, their phone number is +1 519-888-4673 or toll-free at +1 866-330-7933. Please be aware that textbook orders CANNOT be taken over the phone.

Course ReservesCourse Reserves can be accessed using the Library Resources widget on the Course Home page.

ResourcesLibrary services for Co-op students on work term and Extended Learning students



Grade BreakdownThe following table represents the grade breakdown of this course:

Activities and Assignments Weight (%)

Introduce Yourself Ungraded

Museum of Childhood Analysis 25%

Changing Concepts of Childhood Essay 40%

Group Seminar Presentation 25%

Participation 10%



Course Policies

Assignment DeadlinesDue dates are firm. You are responsible for informing the instructor in advance if you are unable tocomplete an assignment by the scheduled date. Missed due dates are only acceptable in the case ofmedical problems (with a medical note) and for serious compassionate reasons. Late submissions, withoutadvance permission, will be given a 10% reduction in the total possible grade for each 24 hours after thedue date. No assignments will be accepted if submitted more than one week after the deadline. In somecases, it may be necessary to complete alternate assignments for deadlines that are missed.

Difficulty with assignments is not a sufficient reason for an extension. Any student who finds himself/herselfstruggling with an assignment during the term is encouraged to contact your instructor as soon as possibleto discuss strategies for success. It is important to begin assignments well in advance of the due date incase of problems.



University Policies

Submission TimesPlease be aware that the University of Waterloo is located in the Eastern Time Zone (GMT or UTC-5during standard time and UTC-4 during daylight saving time) and, as such, the time that your activitiesand/or assignments are due is based on this zone. If you are outside the Eastern Time Zone and requireassistance with converting your time, please try the Ontario, Canada Time Converter.

Accommodation Due to IllnessIf your instructor has provided specific procedures for you to follow if you miss assignment duedates, term tests, or a final examination, adhere to those instructions. Otherwise:

MISSED ASSIGNMENTS/TESTS/QUIZZESContact the instructor as soon as you realize there will be a problem, and preferably within 48 hours, butno more than 72 hours, have a medical practitioner complete a Verification of Illness Form.

Email a scanned copy of the Verification of Illness Form to your instructor. In your email to the instructor,provide your name, student ID number, and exactly what course activity you missed.

Further information regarding Management of Requests for Accommodation Due to Illness can be foundon the Accommodation due to illness page.

MISSED FINAL EXAMINATIONSIf this course has a final exam and if you are unable to write a final examination due to illness, seekmedical treatment and have a medical practitioner complete a Verification of Illness Form. Email a scannedcopy to the Centre for Extended Learning (CEL) at [email protected] within 48 hours of yourmissed exam. Make sure you include your name, student ID number, and the exam(s) missed. You will beREQUIRED to hand in the original completed form before you write the make-up examination.

After your completed Verification of Illness Form has been received and processed, you will be emailedyour alternate exam date and time. This can take up to 2 business days. If you are within 150 km ofWaterloo you should be prepared to write in Waterloo on the additional CEL exam dates. If you live outsidethe 150 km radius, CEL will work with you to make suitable arrangements.

Further information about Examination Accommodation Due to Illness regulations is available in theUndergraduate Calendar.



Academic IntegrityIn order to maintain a culture of academic integrity, members of the University of Waterloo community areexpected to promote honesty, trust, fairness, respect, and responsibility. If you have not alreadycompleted the online tutorial regarding academic integrity you should do so as soon as possible.Undergraduate students should see the Academic Integrity Tutorial and graduate students should seethe Graduate Students and Academic Integrity website.

Proper citations are part of academic integrity. Citations in CEL course materials usually follow CEL style,which is based on APA style. Your course may follow a different style. If you are uncertain which style touse for an assignment, please confirm with your instructor or TA.

For further information on academic integrity, please visit the Office of Academic Integrity.

TurnitinTurnitin.com: Text matching software (Turnitin®) may be used to screen assignments in this course.Turnitin® is used to verify that all materials and sources in assignments are documented. Students’submissions are stored on a U.S. server, therefore students must be given an alternative (e.g., scaffoldedassignment or annotated bibliography), if they are concerned about their privacy and/or security. Studentswill be given due notice, in the first week of the term and/or at the time assignment details are provided,about arrangements and alternatives for the use of Turnitin® in this course.

It is the responsibility of the student to notify the instructor if they, in the first week of term or at the timeassignment details are provided, wish to submit the alternate assignment.

Turnitin® at Waterloo

DisciplineA student is expected to know what constitutes academic integrity to avoid committing an academicoffence, and to take responsibility for his/her actions. A student who is unsure whether an actionconstitutes an offence, or who needs help in learning how to avoid offences (e.g., plagiarism, cheating) orabout “rules” for group work/collaboration, should seek guidance from the course instructor, academicadvisor, or the undergraduate Associate Dean. For information on categories of offences and types ofpenalties, students should refer to Policy 71 - Student Discipline. For typical penalties, check Guidelines forthe Assessment of Penalties.

AppealsA decision made or penalty imposed under Policy 70 - Student Petitions and Grievances, (other than apetition) or Policy 71 - Student Discipline, may be appealed if there is a ground. A student who believeshe/she has a ground for an appeal should refer to Policy 72 - Student Appeals.



GrievanceA student who believes that a decision affecting some aspect of his/her university life has been unfair orunreasonable may have grounds for initiating a grievance. Read Policy 70 - Student Petitions andGrievances, Section 4. When in doubt please be certain to contact the department’s administrativeassistant who will provide further assistance.

Final GradesIn accordance with Policy 46 - Information Management, Appendix A - Access to and Release of StudentInformation, the Centre for Extended Learning does not release final examination grades or final coursegrades to students. Students must go to Quest to see all final grades. Any grades posted in WaterlooLEARN are unofficial.

AccessAbility ServicesAccessAbility Services, located in Needles Hall, collaborates with all academic departments to arrangeappropriate accommodations for students with disabilities without compromising the academic integrity ofthe curriculum. If you require academic accommodation to lessen the impact of your disability, pleaseregister with AccessAbility Services at the beginning of each academic term and for each course.

Accessibility StatementThe Centre for Extended Learning strives to meet the needs of all our online learners. Our ongoing effortsto become aligned with the Accessibility for Ontarians with Disabilities Act (AODA) are guided by Universityof Waterloo accessibility Legislation and policy and the World Wide Web Consortium's (W3C) WebContent Accessibility Guidelines (WCAG) 2.0. The majority of our online courses are currently delivered viathe Desire2Learn Learning Environment. Learn more about Desire2Learn’s Accessibility StandardsCompliance.

Use of Computing and Network ResourcesPlease see the Guidelines on Use of Waterloo Computing and Network Resources.

Copyright InformationUWaterloo’s Web Pages

All rights, including copyright, images, slides, audio, and video components, of the content of this courseare owned by the course author and the University of Waterloo, unless otherwise stated. By accessing thiscourse, you agree that you may only download the content for your own personal, non-commercial use.



You are not permitted to copy, broadcast, download, store (in any medium), transmit, show or play inpublic, adapt, or change in any way the content of these web pages for any other purpose whatsoeverwithout the prior written permission of the course author and the University of Waterloo, Centre forExtended Learning.

Other Sources

Respect the copyright of others and abide by all copyright notices and regulations when using thecomputing facilities provided for your course of study by the University of Waterloo. No material on theInternet or World Wide Web may be reproduced or distributed in any material form or in any medium,without permission from copyright holders or their assignees. To support your course of study, theUniversity of Waterloo has provided hypertext links to relevant websites, resources, and services on theweb. These resources must be used in accordance with any registration requirements or conditions whichmay be specified. You must be aware that in providing such hypertext links, the University of Waterloo hasnot authorized any acts (including reproduction or distribution) which, if undertaken without permission ofcopyright owners or their assignees, may be infringement of copyright. Permission for such acts can onlybe granted by copyright owners or their assignees.

If there are any questions about this notice, please contact the University of Waterloo, Centre for ExtendedLearning, Waterloo, Ontario, Canada, N2L 3G1 or [email protected].

