Week 1 (Jan 12 - 15)
- Implicit Personality Theory
- Rite of Passage
- James Marcia (Foreclosure, Moratorium, Diffusion, Fidelity)
- Discussion on "What cliques exist at Titans High?"
- Class listed and described the cliques seen in school.
- Defined "affiliation"
- Discussed advantages and disadvantages of cliques
- Conducted a texting-poll about with clique controls the school atmosphere (nerds, jocks, preps, emo or band/music).
- Zit's cartoon was handed-out and discussed.
- The Implicit Personality Theory (don't judge a book by its cover) was discussed with Tiger Woods, Chris Brown and Susan Boyle (from Britain's Got Talent show). Tap to see video
- Rite of Passage was explained. Several examples were provided (turning 16, 18, first job, graduating, driver's license)
- James Marcia's research on four adolescence phases was discussed (moratorium, foreclosure, fidelity, diffusion).
- The Catcher in the Rye was assigned to read. Students must identify Marcia's phases in the story.
- Class reviewed James Marcia's terms for adolescence.
- The Catcher in the Rye was read together. Students identified key terms in the reading.
- The class received a Newsweek magazine article dealing with high school cliques and social media. Students will highlight three (3) items they agree with. This will be discussed on Tuesday.
Week 2 (Jan 19 - 22)
- Erik Erikson's Eight Stages of Development
- 4 Parenting styles (authoritative, authoritarian, permissive, uninvolved)
- Sigmund Freud (Id, Superego, Ego)
- Psychoanalytical, Psychodynamic
- Defense Mechanisms
- Students answered questions on Socrative related the Legacy of High School Cliques article.
- Using page 84 in the textbook, Erik Erikson's Eight Stages of Development were introduced. The chart on page 84 was modified into student notes. Students provided names of people that apply to each stage of development. Tap to see Erikson's Eight stages from the book.
- Four Parenting Styles were discussed (uninvolved, permissive, authoritarian, authoritative). Tap to see Google Slide of the parenting styles.
- The case of Ethan Couch was looked at. CNN video was used (tap to see video) . 16 year-old Couch got drunk and drove his pick-up truck into four people, killing all four. Couch was not held responsible because he was wealthy and never learned "right from wrong" Psychologists call this Affluenza
- Students used p.292 in the textbook to read about Sam Gamgee from Lord of the Rings. Sam was identified as having a stable consistent personality.
- To better understand personality, students drew a three-level triangle. The lowest level was labeled "Id", the middle level "Superego", and the top "Ego". Components of each level were discussed. Tap to see Google Slide of the iceberg.
- Sigmund Freud's Iceberg was worked with.
- Psychodynamic and Pyschoanalytical was intorduced. Both words mean working with the unconscious thoughts and drives. This was the goal of Freud.
- To protect our personality (ego), according to Freud we use a variety of Defense Mechanisms. Tap to see the complete list with examples.
- The defense mechanisms were reviewed.
- Students worked in teams of 2-4 people to create a brief, 45 second skit. The skit demonstrates how one of the defense mechanisms could be seen in real life.
- The performances are video recorded, then played-back to help identify the psychology involved.
Week 3 (Jan 25-29)
- Projective Tests (Rorschach Test and Thematic Apperception Tests)
- Neo-Freudians (Alfred Adler, Karen Horney, Carl Jung)
- inferiority complex, persona
- Psychodynamic, Humanistic, Traits, Socio-Cognitive
- Carl Rogers (humanist), Abraham Maslow (humanist)
- Reciprocal Determinism, Self-serving Bias, Spotlight Effect
- Distress vs. Eustress
- Transformational coping vs. Regressive coping
- Students reviewed Defense Mechanism videos attempting to identify the proper terminology.
- To help understand how the unconscious is looked at students viewed Rorschach Tests and TAT tests.
- The Neo-Freudians and their major contributions were briefly mentioned.
- The true story Queen Sized was watched.
- Students must identify specific psychology in the story.
- The Queen Sized handout will be collected. (Tap to see/print handout)
- Queen Sized was watched and finished. Students turned-in the handout.
- Movie clip from Grease was watched (Tap to see clip). The clip was used to emphasize Carl Jung's idea of persona.
- Four personality perspectives were introduced. Psychodynamic (Freudian), Humanistic, Traits, and Socio-Cognitve. Key features about each were discussed.
Week 4 (Feb 1- 6)
- Locus of Control (Internal vs External)
- Approach vs. Avoidance (4 conflicts)
- Students did a texting poll dealing their belief in fate and destiny.
- Students completed a Locus of Control survey to determined if they are in control of their life events or are things out of their control.
- The 4 Conflicts were introduced (approach-approach = "win-win"; approach-avoidance = "win-lose"...)
- Unit 1 Review
- Unit 1 Test
- Unit 2 Motivation and Emotion began.
- The movie trailer for 127 Hours with James Franco was viewed.
- The story of Aron Ralston was discussed.
- The five non-survival motivators were introduced. (curiosity, hand manipulation, stimulation, extrinsic, intrinsic)
- The story of the Romanian Orphans was seen and discussed.
- Harry Harlow's monkeys were looked at. (contact comfort = stimulation) (Tap link to see the image)
- The class discussed the extrinsic and intrinsic activities they do.
- A texting poll was conducted dealing with using money to motivate student academic performance.
- Abraham Maslow's Hierarchy of Needs was introduced. (Tap to see image).
- Compensation was introduced.
Week 5 (Feb 8-12)
- Maslow's Hierachy of Needs
- Opponent Process Theory
- Drive Reduction Theory
- Optimal Arousal Theory
- Sympathetic vs. Parasympathetic Nervous systems
- General Adaptation Syndrome
- James-Lange, Cannon-Bard, Schachter 2-Factor Theory
- Emotional Intelligence (EQ)
- Classical Conditioning
- Ivan Pavlov, John Watson
- Generalization, Extinction, Spontaneous Recovery
- The class reviewed the levels of Maslow's Hierarchy.
- The idea of compensation was introduced.
- The class watched an MTV episode of Sweet 16 (with Chanae from Cleveland). Following the show, students were asked to identify the psychology in it. For example, the levels of Maslow's Hierarchy, the non-survival motivators.
- The Opponent-Process theory was introduced.
- Students were introduced to the Drive Reduction Theory and idea of incentives.
- The Optimal-Arousal Theory was discussed.
- Students used page 255 to copy the chart. The chart shows the body's behavior with the sympathetic and parasympathetic nervous systems.
- The General Adaptation Syndrome (G.A.S.) was introduced.
- The class reviewed G.A.S.
- Students viewed a clip from the Denzel Washington movie "Flight".
- Three emotional sequences were introduced and discussed (James-Lange, Cannon-Bard, Schachter 2-factor).
- Emotional Intelligence was discussed and demonstrated with "EQ Man"
- Flow was discussed with examples from the class.
- Learning was defined as a change in behavior due to experience.
- Classical Conditioning was introduced. The key terminology and the formula was provided.
Friday (PM TAP)
- Classical Conditioning with Ivan Pavlov (dogs) and John Watson (Little Albert) was looked at. Students filled in the formula for classical conditioning for each.
- Classical Conditioning examples were discussed. (Tap to see slides).
- Generalization, Extinction, Spontaneous Recovery were introduced.
Week 6 (Feb 16-19)
- Operant Conditioning
- Law of Effect
- Schedules of Reinforcement
- Albert Bandura, "Bobo the doll"
- Observational Learning
- Memory Formula
- Operant conditioning was introduced (behavior for reward or punishment).
- Volunteers were the "Student Mouse" trying to perform a task in the room. The class clapped or stayed silent depending on the behavior of the mouse.
- Reinforcement vs. Punishment was discussed. (tap to see slides)
- Class reviewed reinforcement and punishment.
- Edward Thorndike's Law of Effect was provided.
- Class watched a video clip from the Big Bang Theory dealing with operant conditioning.
- The Schedules of Reinforcement were introduced. (Fixed-Ratio, Fixed-Interval, Variable-Ratio, Variable-Interval)
- Thorndike's Law of Effect was proven by having students provide examples.
- The class reviewed reinforcement and punishment with everyday examples.
- The class reviewed the Schedules of Reinforcement with everyday examples.
- Observational Learning and Albert Bandura (Bobo the Doll) were introduced.
- Memory activities were demonstrated.
- The Memory Formula was introduced (encoding - storage - retrieval).
Week 7 (Feb 22-26)
- LTM, STM,
- "Flashbulb Memory"
- Paired Association
- Sequence Recall
- Task Recognition
- Free Recall
- Mnemonic devices
- Schema (cognitive map)
- Students watched Abbott and Costello's "Who's on First" routine. Extra credit was offered to students if they can perform the routine from memory.
- Elaboration (form of creativity) was demonstrated with the courtroom words.
- The memory formula was continued.
- Encoding in advertising was discussed. Examples were provided dealing with brand name items that have become so encoded the brand name becomes the product (Kleenex, Band-Aid, Jell-O, Q-Tips).
- Chunking and Schema (cognitive maps) were discussed.
- Howard Gardner's Multiple Intelligences were introduced.
- It was emphasized that test scores and GPA are not the only indicator of intelligence.
- Robert Sternberg's Triarchic Model was introduced.
- Students attempted to explain what was happening in the "Drummer Guy" photo. (Tap to see photo)
Week 8 (Feb 29 - Mar 4)
- Functional Fixedness
- Mental Set
- Divergent Thinking
- Convergent Thinking
- Creativity was discussed with the "Drummer Guy" photo.
- Functional Fixedness and Mental Set were introduced.
- Creativity Challenge with everyday objects.
- The class reviewed the psychology in Rain Man
- Unit 2 Jenga Review
- Unit 2 Test
- Unit 2 Test (continued)
- Unit 3 (Sensation and Perception) began.
- Sensation and Perception were defined.
- The Active Brain activity started with students getting a list of behaviors performed by the brain.
Week 9 (March 7-11)
- Medulla, Reticular Formation, Cerebellum, Amygdala, Hypothalamus, Hippocampus, Parietal Lobe, Frontal Lobe, Temporal Lobe, Occipital Lobe, Motor Cortex, Sensory Cortex
- Students began matching the behavior list from Friday with the appropriate brain part.
- Daily activities were assigned to small groups (brush teeth, tie shoes, pour cereal). The small groups attempted to identify the proper brain parts to the activity.
- Students looked at brain surgery video clips.
- Students presented their Active Brain dialogue. The class attempted to identify the brain parts.
- Trans-orbital Lobotomy video was looked at.
- The Eye Movement demonstration was conducted. Students watched the eye movement of a volunteer being asked questions.
- Students looked at brain hemisphere demonstrations to help determine if they are "left" or "right" brained.
- Students ranked the five senses.
- The story of Ben Underwood was looked at. Ben uses echolocation because he has no eyeballs.
- National Geographic "Brain Games" was watched. The episode dealt with color and vision.
- The Annual Blindfold Olympics were conducted.
Week 10 (March 14-17)
- Conscious vs. Subconscious
- Attention, Selective Attention, Inattentional Blindness, Change Blindness
- Top-down Processing, Bottom-up Processing
- Monocular cues (linear perspective, relative size, height in plane, light and shadow, interposition)
- Gestalt Principles (closure, similarity, proximity)
- McGurk Effect
- Consciousness vs. Subconscious was discussed. Examples like "texting and driving" or "reading and forgetting what you just read".
- Students looked at the Gorilla Basketball Pass Study and the Door Study dealing with inattentional blindness and change blindness.
- Top-down processing and bottom-up processing were introduced.
- Students looked at images dealing monocular cues and the Gestalt principles.
- Students looked at optical illusions.
- The McGurk Effect and Rubber Hand Illusion was watched. (Tap link to see YouTube)
- Class watched National Geographic's Brain Games dealing with Attention
Week 11 (March 29-April 1)
- Back Masking
- Students did part two of the Synesthesia demonstration
- Subliminal and Priming were discussed.
- Music was played backwards to hear hidden messages.
- At First Sight (day 1)
- At First Sight (day 2)
- At First Sight (conclusion)
Week 12 (April 4-8)
- Phantom Limb Sensation
- NREM, REM
- Myoclonic Twitch
- Narcolespy, Insomnis, Night Terrors, Sleep Apnea
- Students watched a video clip discussing Proprioception (our brain's ability to know where our limbs are located).
- Phantom Limb Sensation was discussed along with Mirror Therapy.
- Sleep and the necessities were introduced.
- State Testing (no school)
- Students discussed four common Sleep disorders (Narcolepsy, Insomnia, Night Terrors, Sleep Apnea).
- Somnambulism was introduced. Sleep eating video was watched.
- Dreams were discussed along with two main phases of sleep (NREM, REM)
- Jenga Review!
- Unit 3 Test
Week 13 (April 11-15)
- Attribution Theory (antecedent-attribution-consequence)
- Students debated if a female should be president of the USA.
- Students shared the good and bad qualities of being a male or female.
- A review of male and female comments made from Monday.
- Deciding on a boy or a girl for a baby? CNN video.
- Spatial vs. Verbal Challenge (males vs. females)
- Brain Games episode (Battle of the Sexes)
- Brain Games episode
- Notecard dating discussion
- Attribution Theory was introduced
Week 14 (April 18-22)
- The Paradox of Choice
- Fundamental Attribution Error
- Cognitive Harmony, Cognitive Dissonance
- Bystander Effect
- Students selected a note card for "dating"
- Surviving a Nuclear Attack; students selected 5 of 12 people to survive in a nuclear bombshelter.
Tuesday (State Testing)
- Notecard dating results
- Brain Games "You decide" episode
- Surviving a Nuclear Attack results
- The Paradox of Choice
- Fundamental Attribution Error
- Cognitive Dissonance vs. Cognitive Harmony were introduced
Thursday (State Testing)
- Same as Tuesday
- Reviewed vocab from Wednesday.
- Kitty Genovese story (Bystander Effect)
- The steps to the Bystander Effect were introduced.
Week 15 (April 25-29)
- Empathy Altruism
- Arousal Cost Reward (Social Exchange)
- Deindividuation ("Risky Shift")
- Pluralistic Ignorance
- Diffusion of Responsibility
- Group Think
- Kohlberg's Morality (pre-conventional , conventional, post-conventional)
- The Heinz Dilemma
- Solomon Asch line experiment
- Stanley Milgram shock experiment
- Students watched ESPN video "Touch 'Em All" (softball story)
- Introduced Empathy-Altruism and Arousal-Cost Reward Theory.
- Students watch Kent State University "College Fest Riots"
- Introduced Deindividuation and Pluralistic Ignorance
- Diffusion of Responsibility was introduced
- ABC's What Would You Do episodes were watched. Students identified the related social psychology.
- Group Think was introduced
- Kohlberg's Morality was introduced with the Heinz Dilemma
- Reviewed morality.
- Three (3) historic social psychology experiments were introduced.
- (1) Solomon Asch line experiment
- (2) Stanley Milgram shock experiment
- Reviewed Milgram experiment
- Discussed Philip Zimbardo's Stanford Prison Experiment.
- Began Unit 4 Quiz
Week 16 (May 2-6)
- Senior cut day
- Students completed the Unit 4 Quiz
- Movie analysis of "John Q" (day 1)
- Movie analysis of "John Q" (day 2)
- Movie analysis of "John Q" (conclusion)
Week 17 (May 9-13)
- DSM (book), "labeling bias"
- Distress, Dysfunctional, Deviant
- Anxiety disorders (panic, generalized, phobic, obsessive-compulsive, post-traumatic)
- Dissociative, Somatoform, Mood Disorders
- Personality Disorders, Schizophrenia
- Students looked at examples of disorder from the textbbook (p.316)
- The 3D's were introduced (Distress, Dysfunctional, Deviant)
- The DSM-5 was introduced; "Labeling Bias" was defined.
- 6 major mental disorders categories were started; #1 Anxiety
- Students watched video clip on the top 10 phobias.
- Students began an episode from Obsessed dealing with OCD.
- Students continued watching Obsessed from A & E.
- Dissociative Disorders were introduced
- D.I.D. videos were looked at.
- Somatoform Disorders were introduced.
- Mood Disorders were introduced.
- Personality Disorders were discussed
- Schizophrenia was introduced
- Students listened to auditory hallucinations
Week 18 (May 16-19)
- Diathesis-Stress Model
- The Diathesis-Stress Model was covered
- Unit 4 Jenga
- Unit 4 Test
- Final Exam Review
- Final Exam
- Final Exam