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History 3660 lecture 2.docx

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University of Guelph
HIST 3660
Jennifer Bonnell

History 3660 Canadian Social history Lecture 2: family and the life course  the welfare was the sum of the contributions made by people within the famil y  childhood and families are shaped more by historical rather than biology…more social relations  a child will always grow to be an adult…but what they experience (schooling, lifestyle, well being) are based on social aspects  home and family are not separate from capitalistic and political relations  the normative idea focuses on reproductive role of women and power of the man…partirarchy and capitalism  families sustain a certain type of society individual and society…home and nation  defining family:  Aboriginal definition of family is more political and has a far more greater significance  Immigrant families were generational so more members of a kinship would cohabitat a place  60s and 70s historians began life course historians and looked at the alteration of the family home when a member is lost  or when is it right to release a child into the work force  early 60s historians started to realize that children had a history  looked at childhood in a modern sense as a absence of labour  so when did it become that it was not needed for the children to work  only extended to middle and upper class families until the beginning of the 20 century th  children began to become part of the wage economy in the mid 19 century  change in perceptions of the economic usage of children th  child hood in the late 19 century was reconceptualised  1905 with exception of Quebec where there was no compulsory school (1943) all proviences provided free schooling for under 12 year olds  Adolescences was slow to become a life phase…between child and adult hood  Teenager was not used until the 1940s  Emerges between world war 1 and 1950  Still dependent on a families status  Schooling assisted in this change, school reinforces age identification (highschool)  By the 1920s higher than ever before adolescence were going to school to about age 16 rather than 12  A fear in society that those traditional ways of socially guiding (school, church etc) were slowly breaking down  And idea that there was a youth problem was directed to immigrants  Two groups of adolescences were suspect of trouble  Group of urban young boys on the inner city who would sell products  Saw changes in the criminal code to raise consent for women to 14 and that mno loitering permitted of 12  Urban girl problem sense of urban morales lost  The girl runaway issue led to many arrests  Homes for dillenquent girls were formed to `save`them from their morale issues  Following world war 1 more mothers were going back to work, secondary bread winner  Young people new first priority highschool  Knowledge gap…new tech, new styles, new fashion  Class differential remains  Attendance increased for all people but graduation still dominated by middle class Elderly  The elderly became superfluous to assist with the work force  The care for those who was sick and aged, became another family duties that went from the home to the public sphere  Old age pension act 1927 but family remains the main support for the elderly Family strategies  The primary shift was domestic to factory production 
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