SPSS is a statistical software program that allows you to enter these variables into a spreadsheet format and record the measurements from a sample. Additionally, SPSS allows you to perform statistical analysis. Before launching into your analyses, though, it is important to understand how the variables are measured. That understanding will help you interpret the SPSS output. In this week’s Discussion, you considered topics with social change implications. For this Assignment, you will examine data to analyze independent and dependent variables, determine how they are measured, and decipher whether a social change question can be answered and the implications for such change. To prepare for this Assignment: Review the Learning Resources as well as the SPSS resources found in this week’s Learning Resources. Review, download, and install the SPSS software on your computer using the IBM SPSS Installation and Registration document for PC or for MAC in this week’s Learning Resources. Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset (whichever you choose) found in this week’s Learning Resources and then choose two variables that interest you. For this Assignment: Early in your Assignment, when you relate which dataset you analyzed, please include the mean of the following variables. If you are using the Afrobarometer Dataset, report the mean of Q1 (Age). If you are using the HS Long Survey Dataset, report the mean of X1SES. A description of what the each of the variables measure. A description of the unit of analysis. A description and explanation of the levels of measurement for each variable (i.e., nominal, ordinal, interval, ratio). Explain how you might conceive these variables to be used to answer a social change question. What might be the implications for social change?

UNTESTThis is an open note/material/resource assignment. You may discuss all you want about the Unit through Piazza, but this assignment is to be your own original work. All unit Untests will utilize the following format.PART I. MULTIPLE CHOICE QUESTIONS – 20 points total In this section, you must create FOUR quality multiple choice questions over the basic facts of the unit. Create questions over key pieces of historical fact that are the most important for the overall understanding of unit materials. Questions can be over concepts, ideas, people, places, events, etc. The question should be meaningful and not a “gotcha” or trick question to see how close someone read. Your correct and incorrect answers should be clearly identified (you should have a minimum of 4 answers per question) and a test taker should have to stop and consider the answers carefully.Once you have crafted your four question and provided four answers to choose from (identify your correct answer), you must then explain the question. Why did you think this question was important enough to be on your imaginary exam? Why is the correct answer correct and the incorrect answers wrong? Why did you choose the answers that you did? Do this for each of the four questions.II. KEY ID – 20 pointsIn this section, you must create ONE ID for a test. IDs are keypeople, places, events, or concepts (so “George Washington” or “trickle-down economics” for example). For each ID you will provide a sample answer (explaining the who/what, where, when, and why it is important). After providing your ID and sample answer, you will then need to explain why you chose this ID for the list, what makes it so key that it should appear on your imaginary test? III. CONNECTIONS – 20 points A connection is just that, an explanation of how two or more historical facts fit together. Here is a non-history example that will give you an idea of what is expected:Fact 1: Men’s College football teams at the NCAA I FBS level can award a maximum of 85 scholarships to playersFact 2: The US Women’s National Team has just won the World Cup for the 4th time and has played in 5 of the 8 Women’s World Cup finals and US National Women’s Teams dominate Olympic competitions (Soccer, Softball, Ice Hockey, Volleyball, Rowing, Water Polo).Connection: Title IX (of the Educational Amendments of 1972) legislation requires gender equity in both the classroom and school related activities at both the K-12 and collegiate level. At the time Title IX became law, women’s sports in schools and colleges was often underfunded or non-existent while men’s college football (and high school football in states like Texas) had money thrown at them. The law requires that men and women have proportional access to athletic scholarships at the collegiate level. Since most NCAA I level universities field large men’s football teams, they needed to field teams in women’s sports to remain in proportional compliance (you have to offset those 85 male players somehow). Therefore, high schools and colleges began fielding teams in quite a few different sports to be in compliance with Title IX and more American women began playing team sports. Today, the national averages are 1 in every 2.5 women play a sport in high school. The best of these female athletes now go on to play college sports, and national teams are pulled from the best of college athletes. Women have come to dominate Olympic Team Sports because American women have gender equity in team sports in high schools and colleges thanks to Title IX; few other countries have gender equity in sporting opportunities, particularly at the team level, for girls through schools and fewer girls play team sports in other parts of the world.For this part of the Untest, I want you to make ONE connections from the time period covered in the unit. The facts should be different facts (not two sides of an issue, battle, debate, etc.) that may not seemingly be connected, but are. List the two historical facts and then explain the connection. IV. Geographic Connections – 20 pointsA geographic connection is similar to the connections above, except that at least one of the facts is related to geography, climate, or environment. (Remember the discussion of how geography and history are related). You need to make 1geographic connectionsV. Overall Takeaway – 20 pointsThis is an “un-essay.” Instead of giving you a prompt and having you write a full-length essay, I want you to sit back and think about the unit as a whole. What are your key takeaways (these are the most important overall themes of the units)? How would you explain these most important “big picture” concepts of American history? How would you explain this in a paragraph (think of this as a two-minute elevator speech on US History to someone who knows nothing about the subject).Note that your paragraph (which should be 100-200 words) should follow rule of three formatting and contain a thesis statement and supporting evidence.