Final Exam — Cumulative (Weeks 1–15) · Objectives 1–8

Course: Introduction to Sociology (SOC 1) · Silver Oak University (fictional sample) · Prof. Adeyemi
Scope: Cumulative — all eight objectives, Weeks 1–15 (the sociological imagination & the three perspectives · research methods & reading social data · culture · socialization · interaction, groups & organizations · deviance & social control · stratification, class & global inequality · race, gender & the axes of inequality · the major institutions · social change & social movements).
Format: 25 items, 100 points (4 each) · concept- and scenario-based (no arithmetic — that's the statistics course's job) · mixed auto-gradable item types (multiple-choice, matching, multiple-answer, true/false).
Points: 100 · Assignment group: Final (25% of the course grade) · Window: opens at the start of the Week 16 (finals) module; due 4 days later. The final replaces Week 16's quiz, assignment, and workshop, and Week 16 has no discussion.

This is the human-readable exam with its vetted answer key and one-line feedback. The import-ready Classic QTI 1.2 is in L-final-week-16-qti.xml (generated by a validated Python script — parses with 25 items, every single-answer item exactly one correct). The item-bank / coverage note and the Canvas placement block are at the bottom of this file.

This is the live exam. Its paired ungraded rehearsal — O-practice-final-week-16.md — mirrors this blueprint with fresh variants and shares none of these items.

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Blueprint (items → objective → source week)

Coverage is proportional to teaching time: Obj 1 = 3 · Obj 2 = 3 · Obj 3 = 3 · Obj 4 = 3 · Obj 5 = 4 · Obj 6 = 4 · Obj 7 = 3 · Obj 8 = 2. No trick questions; every single-answer item has exactly one correct option; the matching items pair one-to-one; the multiple-answer items list every correct option. Two items explicitly test correlation vs. causation; one matches each perspective → core idea and one matches each theorist → concept.

#	Type	Concept	Objective	Week
1	Matching	The three perspectives → core idea	1	1
2	Multiple choice	The sociological imagination (troubles vs. issues)	1	1
3	Multiple choice	Sociology vs. psychology (level of analysis)	1	1
4	Multiple choice	Correlation ≠ causation / third (confounding) variable	2	2
5	Multiple choice	Experiment vs. correlational design (what earns "cause")	2	2
6	True / False	Sampling — representativeness vs. sheer size	2	2
7	Multiple choice	Norms — folkways vs. mores	3	3
8	Multiple choice	Ethnocentrism vs. cultural relativism	3	3
9	Multiple choice	Cooley's looking-glass self	3	4
10	Multiple choice	Ascribed vs. achieved status / master status	4	5
11	Multiple choice	Goffman — dramaturgy / impression management	4	5
12	Multiple choice	Deviance — labeling theory (Becker)	4	6
13	Matching	Theorist → concept (Durkheim, Marx, Weber, Du Bois)	5	7
14	Multiple choice	Income vs. wealth	5	7
15	Multiple choice	Davis-Moore vs. conflict view of stratification	5	7
16	Multiple choice	Modernization vs. dependency/world-systems	5	9
17	Multiple choice	Race as a social construction (not biological)	6	10
18	Multiple choice	Prejudice vs. discrimination	6	10
19	Multiple choice	Sex vs. gender / "doing gender" (West & Zimmerman)	6	11
20	Multiple answer	The gender pay gap — what the data show (and competing explanations)	6	11
21	Multiple choice	Perspectives on the family (functionalist vs. conflict)	7	12
22	Multiple choice	Education — the hidden curriculum / cultural capital (Bourdieu)	7	13
23	Multiple choice	Weber's three types of authority	7	14
24	Multiple choice	Social movement types / theories (resource mobilization)	8	15
25	Multiple choice	The demographic transition	8	15

Objective totals: Obj 1 = 3 items (12 pts) · Obj 2 = 3 (12) · Obj 3 = 3 (12) · Obj 4 = 3 (12) · Obj 5 = 4 (16) · Obj 6 = 4 (16) · Obj 7 = 3 (12) · Obj 8 = 2 (8) → 25 items, 100 points.

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Questions, key, and feedback

Objective 1 — The Sociological Imagination & the Three Perspectives (Week 1)

Q1 (Matching). Match each major sociological perspective to its core idea.
| Perspective | Correct core idea |
|---|---|
| Structural-functionalism | Society is a system of interconnected parts that each serve a function to keep the whole stable |
| Conflict theory | Society is an arena of inequality and competition in which structures tend to benefit the powerful |
| Symbolic interactionism | Society is built from everyday interaction and the shared meanings people attach to symbols |
| The sociological imagination | The capacity to connect personal troubles to larger public issues |
Feedback: The three perspectives are lenses at different levels — function (glue, macro), conflict (power, macro), interaction (meaning, micro). The sociological imagination is a skill (linking troubles to issues), not a fourth theory — a classic mix-up.

Q2 (MC). A career counselor notices that when one client can't find work, it usually reflects that person's résumé or interview skills — but when the regional unemployment rate jumps after a large employer shuts down, no résumé tip explains why so many people are suddenly out of work at once. Seeing that the society-wide rate is a public issue rooted in social structure, not thousands of separate personal failings, best illustrates —
- A. ethnocentrism
- B. the sociological imagination ✅
- C. common sense
- D. the looking-glass self
Feedback: C. Wright Mills called this the sociological imagination — connecting personal troubles (one person's job search) to public issues (a structural unemployment rate). A society-wide rate is built into the structure, not just millions of independent choices.

Q3 (MC). A psychologist and a sociologist both study why people vote. The sociologist is more likely to ask —
- A. how an individual's personality traits and private beliefs shape their vote
- B. how social class, education, region, and group membership shape voting patterns across a population ✅
- C. how a person's childhood experiences explain their personal political anger
- D. how one voter can overcome their own indecision at the booth
Feedback: The level of analysis is the key: sociology zooms out to groups, structures, and society-wide patterns (B); psychology zooms in to the individual mind and person (A, C, D).

Objective 2 — Research Methods & Reading Social Data (Week 2)

Q4 (MC). A news report notes that, across a country's neighborhoods, those with more coffee shops also tend to have higher rents, and concludes that opening coffee shops drives up rent. What is the most defensible conclusion?
- A. Opening coffee shops causes rents to rise.
- B. High rents cause coffee shops to open.
- C. The two are associated, but a third variable such as a neighborhood's overall affluence likely drives both. ✅
- D. The two variables have no real relationship at all.
Feedback: This is observational data, so it shows an association, not a cause. A third (confounding) variable — the neighborhood's overall affluence — plausibly raises both the number of coffee shops and the rents. Correlation does not establish causation.

Q5 (MC). A researcher wants to know whether a new tutoring program actually causes higher test scores, not just whether the two go together. Which research design gives the strongest basis for a causal claim?
- A. A survey asking students whether they liked the program
- B. A case study of one successful tutoring center
- C. An experiment that randomly assigns students to receive the tutoring or not, then compares scores ✅
- D. A naturalistic observation of students studying in a library
Feedback: Only an experiment — with a manipulated condition and random assignment to balance other factors — can support a cause-and-effect claim. Surveys, case studies, and observation can describe and find associations, but they cannot by themselves establish causation.

Q6 (True / False). A survey of 50,000 people who chose to answer an online poll is automatically more trustworthy than a carefully drawn random sample of 1,500 people, simply because the first sample is much larger.
- True
- False ✅
Feedback: False. Representativeness beats sheer size. A huge self-selected sample (people who opted in) can be badly biased, while a smaller random/probability sample is designed to represent the population. Bigger is not automatically better.

Objective 3 — Culture & Socialization (Weeks 3–4)

Q7 (MC). Facing the wrong way in a crowded elevator or chewing with your mouth open breaks an everyday rule of etiquette, but it is not treated as deeply immoral. In contrast, stealing from a friend violates a norm carrying strong moral weight. These two kinds of norms are, respectively —
- A. mores and folkways
- B. folkways and mores ✅
- C. taboos and values
- D. sanctions and symbols
Feedback: Folkways are everyday customs and etiquette (minor when broken); mores are norms with strong moral significance (serious when broken). (Taboos are the most strongly prohibited norms; values are broad standards of what is good; sanctions are the rewards/punishments that enforce norms.)

Q8 (MC). A traveler insists that a foreign culture's unfamiliar foods and customs are "wrong" or "backward" simply because they differ from her own. Judging another culture by the standards of one's own culture is —
- A. cultural relativism
- B. ethnocentrism ✅
- C. culture shock
- D. cultural lag
Feedback: Ethnocentrism is judging another culture by the yardstick of your own. Its counterweight is cultural relativism — trying to understand a culture on its own terms. (Culture shock is the disorientation of an unfamiliar setting; cultural lag is when nonmaterial culture trails material/technological change.)

Q9 (MC). A teenager begins to imagine how her classmates see her, interprets their reactions as approval or disapproval, and gradually builds a sense of self from those imagined judgments. This account of how the self develops through our perception of others' views is Charles Cooley's —
- A. looking-glass self ✅
- B. generalized other
- C. master status
- D. dramaturgy
Feedback: Cooley's looking-glass self says we form a self-image from how we imagine others see and judge us. (The "generalized other" is Mead's term for society's overall expectations; master status and dramaturgy come later, in interaction and groups.)

Objective 4 — Social Structure, Groups, Deviance & Social Control (Weeks 5–6)

Q10 (MC). Maria did not choose to be born into a particular family or to be the youngest of four children, but she did earn her position as a licensed nurse through years of training. Her birth-order position and her occupation illustrate, respectively, an —
- A. achieved status and an ascribed status
- B. ascribed status and an achieved status ✅
- C. master status and a role conflict
- D. role and a role strain
Feedback: An ascribed status is assigned at birth or involuntarily (her family/birth order); an achieved status is earned through effort or choice (her nursing career). (A master status overrides others in shaping identity; role conflict and role strain are about competing or straining role demands.)

Q11 (MC). A server greets customers with a bright, friendly smile on the restaurant floor, then drops the performance and complains about a rude table the moment she steps into the kitchen. Analyzing this "front stage" versus "back stage" management of how we present ourselves to others is Erving Goffman's approach known as —
- A. labeling theory
- B. dramaturgy (impression management) ✅
- C. the McDonaldization of society
- D. bureaucratic rationalization
Feedback: Goffman's dramaturgy treats social life like theater: we manage impressions on a front stage and relax the performance back stage. (Labeling theory is about deviance; McDonaldization and rationalization concern organizations.)

Q12 (MC). Two teenagers commit the same minor offense. One is quietly warned and forgotten; the other is publicly caught, labeled a "delinquent," treated as one by teachers and police, and begins to act the part. The argument that deviance arises less from the act itself than from the social reaction and the label applied is —
- A. Merton's strain theory
- B. differential association
- C. labeling theory ✅
- D. control theory
Feedback: Labeling theory (Becker) holds that deviance is created by the reaction to behavior — the label can become a self-fulfilling identity (primary vs. secondary deviance). (Strain theory locates deviance in a goals–means gap; differential association says deviance is learned in groups; control theory stresses weak social bonds.)

Objective 5 — Stratification, Class & Global Inequality (Weeks 7, 9)

Q13 (Matching). Match each founder of sociology to the concept most associated with them.
| Theorist | Correct concept |
|---|---|
| Émile Durkheim | Social facts — social forces outside the individual that shape behavior (shown in Suicide, 1897) |
| Karl Marx | Class conflict between those who own the means of production and those who sell their labor |
| Max Weber | A multidimensional view of stratification — class, status, and party |
| W. E. B. Du Bois | The "color line" and "double consciousness" |
Feedback: Keep the founders straight: Durkheim (social facts, solidarity), Marx (class conflict, the owners vs. the workers), Weber (stratification has three dimensions — class, status, party), and Du Bois (the color line and double consciousness). All named factually; no invented quotations.

Q14 (MC). Two households each earn about the same salary this year. But one family also owns a paid-off home, retirement accounts, and investments built over decades, while the other rents and has almost no savings. The accumulated stock of assets that separates these families — as opposed to the yearly flow of earnings — is best described as the difference between —
- A. status and party
- B. income (a flow) and wealth (a stock) ✅
- C. caste and class
- D. absolute and relative poverty
Feedback: Income is the flow of money earned in a period; wealth is the stock of accumulated assets (minus debts). The two can diverge sharply, and wealth is far more unequally distributed than income. (Status/party are Weber's other dimensions; caste/class are stratification systems; absolute/relative poverty are ways of defining poverty.)

Q15 (MC). One sociologist argues that stratification is functional — that attaching greater rewards to demanding, socially important positions motivates the most talented people to fill them. Which view does this describe, and what is a central critique of it?
- A. The Davis-Moore thesis; critics counter that it overstates "meritocracy" and ignores how inherited advantage and barriers keep talent from rising ✅
- B. Conflict theory; critics counter that it ignores the role of individual hard work
- C. Symbolic interactionism; critics counter that it is too macro-level
- D. Dependency theory; critics counter that it ignores colonial history
Feedback: The Davis-Moore thesis is the functionalist claim that unequal rewards motivate talent into important roles. The standard conflict critique: it overstates meritocracy and underplays how inherited wealth, unequal schooling, and discrimination keep able people down. (B/C/D misname the thesis.)

Q16 (MC). Two theories explain why some nations are rich and others poor. One says poor nations develop by adopting modern technology, institutions, and values; the other says poor nations were made and kept poor by their dependent, exploited position in a global economy shaped by colonialism. These are, respectively —
- A. dependency theory and modernization theory
- B. modernization theory and dependency (world-systems) theory ✅
- C. the Davis-Moore thesis and strain theory
- D. functionalism and symbolic interactionism
Feedback: Modernization theory locates the cause of poverty inside poor nations (lacking modern technology/values); dependency and world-systems theory (Wallerstein's core / semi-periphery / periphery) locate it in the global structure and colonial legacy that enrich some nations at others' expense. Present both fairly and weigh the evidence.

Objective 6 — Race, Gender & the Axes of Inequality (Weeks 10–11)

Q17 (MC). Modern genetics finds that there is more genetic variation within the groups people call "races" than between them, and that racial categories have shifted across time and place. Sociologically, the best-supported conclusion is that race is —
- A. a fixed biological category determined by genes
- B. a social construction — real in its consequences, but not a natural biological division of humanity ✅
- C. an illusion with no real effects on people's lives
- D. the same thing as ethnicity
Feedback: Race is a social construction: the categories are made by societies, not written in biology — yet they are real in their consequences (they shape opportunities, treatment, and outcomes). (It is not biologically fixed [A]; it is not therefore unreal or harmless [C]; and race [perceived physical categories] is distinct from ethnicity [shared culture/ancestry] [D].)

Q18 (MC). A landlord believes negative stereotypes about a certain group (an attitude) but, fearing a lawsuit, rents to them anyway; a different landlord holds no such beliefs yet routinely refuses to rent to that group (an action). Sociologists capture this distinction with the terms —
- A. prejudice (an attitude) and discrimination (an action) ✅
- B. discrimination (an attitude) and prejudice (an action)
- C. stereotype and assimilation
- D. pluralism and segregation
Feedback: Prejudice is a prejudged attitude; discrimination is unequal treatment/action. They can occur separately (Merton showed all four combinations are possible). (Stereotypes are oversimplified beliefs; assimilation, pluralism, and segregation are patterns of intergroup relations.)

Q19 (MC). A sociology student argues that being male or female is biological, but that the expectations, behaviors, and "scripts" people perform as men or women are produced and reinforced in everyday interaction — what West and Zimmerman called "doing gender." The student is distinguishing —
- A. sex and sexuality
- B. sex (biological) from gender (socially constructed) ✅
- C. gender from gender roles, treating them as identical
- D. patriarchy from matriarchy
Feedback: Sex refers to biological characteristics; gender is the social meaning a society attaches to them, accomplished in interaction ("doing gender," West & Zimmerman, 1987). (Sexuality is a separate category; gender and gender roles are related but not identical; patriarchy/matriarchy name systems of gendered power.)

Q20 (Multiple answer — select all that apply). A class examines data on women's and men's earnings. Based on the course material on the gender pay gap, select all statements that are accurate.
- A. A measured ("uncontrolled") gap — women's median earnings being lower than men's — is documented in the data ✅
- B. Part of the gap reflects occupational segregation, hours worked, and time out of the labor force, and part is attributed to discrimination ✅
- C. The size of the gap looks different depending on whether you compare the raw figures or statistically control for occupation, hours, and experience ✅
- D. The entire gap is fully explained by women freely choosing lower-paying work, leaving no role for discrimination
- E. The gap proves, by itself, that every individual employer pays women less for the identical job
Feedback: A documented measured gap exists (A); it has multiple, debated causes — occupational segregation, hours, time out of the workforce, and discrimination (B); and its apparent size depends on whether figures are raw or controlled (C). D wrongly erases discrimination; E confuses an aggregate pattern with a claim about every individual employer. Present the competing explanations fairly without "both-sidesing" the gap's documented existence.

Objective 7 — The Major Social Institutions (Weeks 12–14)

Q21 (MC). Two sociologists analyze the family. One emphasizes the vital functions families perform for society — socializing children, regulating reproduction, providing emotional and economic support. The other emphasizes how families can reproduce inequality across generations and historically concentrated power along lines of gender. These are, respectively, the —
- A. functionalist and conflict perspectives ✅
- B. conflict and functionalist perspectives
- C. interactionist and functionalist perspectives
- D. dramaturgical and labeling perspectives
Feedback: The functionalist view stresses the family's stabilizing functions; the conflict view stresses how the family can reproduce inequality and power. (The interactionist view would zoom into meaning and roles within family life; dramaturgy and labeling are interaction/deviance concepts.)

Q22 (MC). A sociologist argues that beyond the formal lessons in textbooks, schools quietly teach punctuality, obedience to authority, competition, and "waiting your turn," and that children arriving with the language, manners, and cultural know-how valued by schools (what Bourdieu called cultural capital) tend to be rewarded. The quiet, informal lessons schools transmit are known as the —
- A. manifest curriculum
- B. hidden curriculum ✅
- C. credential society
- D. correspondence principle
Feedback: The hidden curriculum is the set of implicit lessons (punctuality, discipline, competition) schooling transmits alongside formal content; Bourdieu's cultural capital helps explain why advantaged students are more often rewarded. (The manifest/formal curriculum is the official content; "credential society" and the "correspondence principle" are related but distinct ideas.)

Q23 (MC). A monarch rules because the throne has passed down for centuries; an elected official governs through the powers granted by law and office; a movement leader commands devotion through extraordinary personal charisma. According to Max Weber, these are, in order, the three types of legitimate authority —
- A. traditional, rational-legal, and charismatic ✅
- B. charismatic, traditional, and rational-legal
- C. rational-legal, charismatic, and traditional
- D. coercive, utilitarian, and normative
Feedback: Weber's three types of authority: traditional (legitimated by custom/heredity), rational-legal (legitimated by laws and offices), and charismatic (legitimated by an individual's exceptional personal appeal). (D lists Etzioni's types of organizational power, not Weber's authority types.)

Objective 8 — Social Change & Social Movements (Week 15)

Q24 (MC). A new advocacy campaign succeeds not just because people feel aggrieved — plenty of grievances never become movements — but because organizers secured money, members, media access, skilled volunteers, and organizational know-how. The theory that emphasizes a movement's access to such resources as the key to its emergence and success is —
- A. relative deprivation theory
- B. resource mobilization theory ✅
- C. the demographic transition
- D. McDonaldization
Feedback: Resource mobilization theory argues that movements rise and succeed when they can mobilize resources (money, people, organization, media), since grievances alone are common. (Relative deprivation emphasizes felt grievance; the demographic transition is a population model; McDonaldization is an organizational concept.)

Q25 (MC). A standard model in demography describes how societies move from high birth rates and high death rates, through a stage where death rates fall but birth rates stay high (rapid population growth), to a stage of low birth rates and low death rates. This model of population change accompanying economic development is the —
- A. dependency model
- B. demographic transition ✅
- C. Malthusian catastrophe
- D. concentric-zone model
Feedback: The demographic transition describes the shift from high-fertility/high-mortality to low-fertility/low-mortality as societies develop, with a rapid-growth stage in between. (Malthus warned that population would outrun food; the concentric-zone model is from urban sociology; dependency theory explains global inequality.)

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Answer key (quick reference)

Q	Answer	Q	Answer
1	Functionalism→system of parts/function / Conflict→inequality & power / Interactionism→interaction & meaning / Sociological imagination→troubles ↔ issues	14	B (income = flow; wealth = stock)
2	B (the sociological imagination)	15	A (Davis-Moore; meritocracy critique)
3	B (society-wide patterns)	16	B (modernization vs. dependency)
4	C (third variable — affluence)	17	B (race is socially constructed)
5	C (randomized experiment)	18	A (prejudice = attitude; discrimination = action)
6	False (representativeness > size)	19	B (sex vs. gender; "doing gender")
7	B (folkways, then mores)	20	A, B, C
8	B (ethnocentrism)	21	A (functionalist, then conflict)
9	A (looking-glass self)	22	B (hidden curriculum)
10	B (ascribed, then achieved)	23	A (traditional, rational-legal, charismatic)
11	B (dramaturgy)	24	B (resource mobilization)
12	C (labeling theory)	25	B (demographic transition)
13	Durkheim→social facts / Marx→class conflict / Weber→class, status & party / Du Bois→color line & double consciousness

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Quality gate (H5 — self-checked)

• Structure: 25 items, 4 points each, 100 points total; coverage Obj 1 = 3 · Obj 2 = 3 · Obj 3 = 3 · Obj 4 = 3 · Obj 5 = 4 · Obj 6 = 4 · Obj 7 = 3 · Obj 8 = 2 matches the shared FINAL_BLUEPRINT exactly.
• Single-answer integrity: every multiple-choice and true/false item (Q2–Q12, Q14–Q19, Q21–Q25) has exactly one correct option; the matching items (Q1, Q13) pair all four rows one-to-one; the multiple-answer item keys Q20 → A, B, C (D and E left unselected).
• Required item types present: a perspective → core-idea match (Q1), a theorist → concept match (Q13), and two correlation-vs-causation items (Q4 third-variable; Q5 only-an-experiment-earns-cause), per the discipline-fit note.
• No arithmetic: sociology is conceptual here; all items test concepts, theories, theorists, and data-reading (no computation to mis-key), consistent with the course's discipline-fit note.
• Fact-and-data accuracy (load-bearing): real founders/theorists named factually — Durkheim (Suicide, 1897), Marx, Weber (class/status/party; three authority types), Du Bois (the color line, double consciousness, The Philadelphia Negro 1899), Cooley (looking-glass self), Mead (generalized other), Goffman (dramaturgy), Becker (labeling), Davis & Moore, Wallerstein (core/semi-periphery/periphery), Bourdieu (cultural capital), and West & Zimmerman ("doing gender," Gender & Society, 1987 — verified live). No specific live statistic is asserted in any item — the unemployment, coffee-shop/rent, and earnings items are clearly-labeled illustrative scenarios that test the data-reading skill, not claimed real figures; the gender-pay-gap item (Q20) reports only the documented existence of a measured gap and its competing explanations, with no fabricated number. No correlation is presented as causation (Q4 and Q5 explicitly enforce the distinction).
• Sensitivity & evenhandedness: race, gender, class, and global-inequality items present the documented facts plainly (race is socially, not biologically, constructed; a measured pay gap exists) while presenting competing interpretations evenhandedly (Davis-Moore vs. conflict; modernization vs. dependency; the debated causes of the pay gap) — not "both-sidesing" the documented evidence.
• QTI parse confirmation: L-final-week-16-qti.xml parses as imsqti_xmlv1p2 with 25 items; every single-answer respcondition sets SCORE = 100 on exactly one option; each matching item's four partial-credit blocks add to 100; the multiple-answer item awards 100 only for the exact correct-set selection. Each item carries points = 4.0.
• Integrity vs. the practice final: 0 items are shared with O-practice-final-week-16.md (verified by full stem-plus-options comparison; the maximum overlap is a same-concept slot filled by a different scenario).

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Item-bank & coverage note

All 25 items are fresh variants assembled from the Week 1–15 item banks per Prompt L (changed scenarios and contexts to reduce answer-sharing with the weekly quizzes and the midterm), tagged course=SOC1 · exam=final · weeks=1–15 · objectives=1–8 and deposited back into the banks for future per-term ($39) regenerations:

Objective	Drawn from banks	Items
1	Week 1 (The Sociological Imagination & the Perspectives)	Q1–Q3
2	Week 2 (Research Methods & Reading Social Data)	Q4–Q6
3	Weeks 3–4 (Culture; Socialization & the Self)	Q7–Q9
4	Weeks 5–6 (Interaction, Groups & Organizations; Deviance)	Q10–Q12
5	Weeks 7 & 9 (Stratification & Class; Global Inequality)	Q13–Q16
6	Weeks 10–11 (Race & Ethnicity; Sex, Gender & Sexuality)	Q17–Q20
7	Weeks 12–14 (Family; Education & Religion; Economy, Work & Politics)	Q21–Q23
8	Week 15 (Population, Urbanization & Social Change/Movements)	Q24–Q25

Each term's update regenerates fresh final variants from these same banks; the paired practice final is regenerated alongside and continues to share none of the live items.

Canvas placement block

canvas_object             = Quizzes::Quiz
title                     = "Final Exam — Cumulative (Weeks 1–15)"
assignment_group          = "Final"
points_possible           = 100
grading_type              = points
available_from_offset_days = 0        # opens at the start of the Week 16 (finals) module
due_offset_days           = 4        # 4 days after module start
published                 = true
allowed_attempts          = 1
shuffle_answers           = true
provenance                = "~ Prof. Adeyemi's edition · Fall 2026 · built with thecoursemaker.com"