Library/PT 114/Sec 3/Reading Comp
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Reading Comprehension

Passage Breakdown

Philip Abrams says historical sociology should look at how people shape society and how society shapes people at the same time—a back-and-forth he calls "structuring." He argues that history happens when people act inside social and personal circumstances he calls "contingencies" (things like family money, the ideas available, or chance events), which limit and guide what people can do. To study this, sociologists should focus on key events where action meets contingency and explain: (1) what happened, (2) the social background that made it possible, (3) the life of the person involved, and (4) what the event changed for both history and that person.

Logic Breakdown

Approach: Identify Abrams's definition and examples of 'contingencies' (social phenomena that shape the prior formation of individuals' identities and capacities), then pick the choice that does not illustrate such a formative contingency. Supporting passage sentences: "prior formation of our own identities and capacities, which are shaped by what Abrams calls \"contingencies\"—social phenomena over which we have varying degrees of control." and "Contingencies include such things as the social conditions under which we come of age, the condition of our household's economy, the ideologies available to help us make sense of our situation, and accidental circumstances."

Passage Stimulus

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20.

Based on the passage, which one of the following is the LEAST illustrative example of the effect of a contingency upon an individual?

Correct Answer
C
Option C is least illustrative because Abrams describes contingencies as longer-term social phenomena that shape the prior formation of identity and capacities and thus the range of actions a person can perform (examples: social conditions of coming of age, household economy, available ideologies, accidental circumstances). Choice C describes a straightforward, situational behavior (living in a community influencing a decision to visit friends elsewhere) rather than a formative contingency that shapes identity or capacities.
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