Honors Psychology (Period 2) Assignments
- Instructors
- Term
- Spring 2019
- Department
- Electives
- Description
-
Upcoming Assignments
No upcoming assignments.
Past Assignments
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Assignment
HOW DO YOU QUALIFY FOR MMLA?
- Rising sophomores with a B+ grade average (top 12% of class and a 3.5+ GPA)
- Committed to attending tutoring and mentoring sessions every Saturday (9am-2:30pm, September-May)
- Demonstrates strong academic potential, motivation, and maturity
- Total family income less than $25,000 for a family of 4 or $10,000 per dependent
You are invited!
OPEN HOUSE
See Minds Matter in Action
Saturday March 30th or April 6th
From 10 am until 12 pm
at Salesian High School
Sign up to attend one of the dates:
https://mmla3-30.eventbrite.com
https://mmla4-6.eventbrite.com
HOW DO YOU APPLY FOR MMLA?
Apply online on our website www.mindsmatterla.org
- Essay questions
- Two letters of recommendation
- Transcript
- Verify parents’ income
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Finalize and Review Unit 8 Packet Pgs. (1-13)
Follow directions on each page that you have yet to complete. Do research as needed and complete your work in your own words.
For Crash Course videos that you may have missed (pg. 2, 5, and 7-8), go to You Tube and search: Psychology Crash Course Episode #. Look for the number episode you need and watch it to complete your notes. Pause, rewind, and watch again as needed until your notes are done.
For Consciousness and Psychoactive Drugs (pg. 11-13), use the reading provided in the PDF here.
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Open the PDF for in-class activities on Tuesday, May 21st.
Follow the lesson and be your best self as you make progress on your project today.
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MAKE UP MISSING DO NOW LOGS
- This is an opportunity for you to make up your missing log entries and to earn points for doing the thinking and writing that is expected for each Do Now Log prompt.
- Follow the dates for each Do Now Log sheet you have a zero on. If you do not have your original Do Now Log sheet, do your work on binder paper. Be sure to write your entire heading and the date for each entry. Please write three entries on each side of your paper the way the Do Now Logs are set up.
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5 Things That Will Make You Happier, According to Neuroscience (pg. 18-21)
DIRECTIONS:
- Read attentively and annotate in the margins to show how you connect to the reading.
- For instance, how often do you already do each suggestion? How easily would it be for you to start incorporating each suggestion into your daily or weekly routines?
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Plasticity of Feral Children CEL Paragraph (Packet pg. 16-17)
- Answer the writing prompt in a Google Doc or other printable format. Follow all standard settings: size 12 professional font, double spaced paragraph, entire heading at the top.
- For writing support and guides, reference the rubric provided in class or click on it below. You can also adapt the sentence stems below for your use if you'd like.
Claim:
ANSWER THE PROMPT AND INTRO THE EVIDENCE
Brain development is largely affected by how a child is nurtured, which can be seen with the child ____(identify the child you're focusing on) whose _____(identify the brain components most likely affected) because he/she is (tell about what the child is able to do exceptionally well or is not able to do at all)
ANSWER THE PROMPT AND INTRO THE EVIDENCE
Brain development is largely affected by how a child is nurtured, which can be seen with the child ____(identify the child you're focusing on) whose _____(identify the brain components most likely affected) because he/she is (tell about what the child is able to do exceptionally well or is not able to do at all)
Evidence:
INTRODUCE THE EVIDENCE AND QUOTE IT
According to the on-line article (correctly type the title) which describes (state what the article is about), "Quote about the child's level of abilities."
According to the on-line article (correctly type the title) which describes (state what the article is about), "Quote about the child's level of abilities."
Link:
PARAPHRASE THE QUOTE AND STATE HOW THE ABILITY IS CONNECTED TO THE ENHANCED OR UNDERDEVELOPED BRAIN COMPONENTS LISTED IN THE CLAIM.
This makes it clear that (paraphrase/restate/clarify the quote) The ____ of the brain is responsible for ___, so it can be concluded that this region of the brain is most likely affected because....
Conclusion:
Write at least one sentence that shows an original thought. What has this activity shown you? What did this case study help you realize about humans or about the brain?
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Lobotomy Patients (packet pg. 14-15)
Read the information provided in each article and answer each prompt to the best of your ability.
Article 1: Lobotomy: Definition, Procedure, & History
https://www.livescience.com/42199-lobotomy-definition.html
Article 2: The Surprising History of the Lobotomy
https://psychcentral.com/blog/the-surprising-history-of-the-lobotomy/
https://psychcentral.com/blog/the-surprising-history-of-the-lobotomy/
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Design A Brain! (Packet Pg. 7)
- Follow directions as you create your key to outline the role of each assigned brain component.
- Make sure your brain is 3D!! DO NOT JUST DRAW A BRAIN ON PAPER.
- Build your brain and neuron as accurately as possible using the resources in your packet and by doing additional research as needed.
- See the image provided for an example with number stickers on the model that are used to outline the key which names each component and describes each component's job.
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Introduction to Biopsychology (Unit 7 Pg. 1-5)
Follow directions on page 1 and complete each step carefully.
Read each question carefully and respond with clear details.
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Prepare for the Unit Assessment (Refer to packet pg. 41)
- Following the list of concepts, revisit each topic in your packet. Highlight key phrases that capture the meaning of each term and examples that help to show how the concept looks in real life.
- As you re-read your packet assignments, quiz yourself! Focus on a concept and cover up the details about it. Mentally recall everything you can about the concept then re-read to check yourself. Repeat this technique for each term until you are really familiar with the concepts listed on the review page.
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Review: Group Behavior (pg. 33-34)
Open the reading provided and complete the review to the best of your ability. Do as much as you can on your own and then ask for help when you need it.
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JIGSAW: GROUP BEHAVIOR (Complete pg. 29-32 in class)
Open the "Group Behavior Jigsaw and Review" pdf provided. Navigate through the lesson and finish your work with the best quality possible.
To help keep track of time and to pace yourselves, one volunteer please set the timer on the white board to match the time stamps on each presentation slide.
Complete your work, help each other, and hold each other accountable.
Suggested websites for each topic:
- Social Facilitation Effect https://www.simplypsychology.org/Social-Facilitation.html
- Social Loafing https://www.verywellmind.com/what-is-social-loafing-2795883
- Groupthink https://www.verywellmind.com/what-is-groupthink-2795213
- Deindividuation https://www.baylor.edu/content/services/document.php?id=77099
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CNs: The Formation of Groups...The Formation of Prejudice (Page 20-22)
Follow each slide and fill in the notes precisely. Complete each step with review questions and a well-organized summary.
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Conformity (p. 26-28)
PAGE 26
Refer to the PDF provided to assist you in completing each table. Follow directions for step 1 and step 2 on page 26!
PAGE 27-28
Watch the videos provided below and complete additional research to help you fill in all the needed details for the experiments showing evidence of different types of conformity.
- Milgram Shock Experiment (Video)
- Zimbardo's Stanford Prison Experiment (Video)
- Sherif's Autokinetic Effect Experiment (Simulation Video)
- Asch's Line Experiment (Video)
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FINALIZE Cognitive Dissonance (Pg. 23-24) AND Cognitive Dissonance Alleviated (Pg. 25)
- Follow directions in the packet and respond to each prompt in your own words.
- For Page 23, use COGNITIVE DISSONANCE Article .pdf
- For Page 24, use COGNITIVE DISSONANCE_SimplyPsychology.com Article
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The In Group (p. 16-17)
Complete each Connection question with detailed responses.
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Fundamental Attribution Error (Pgs. 18-19)
Read closely and annotate completely by highlighting key details and summarizing the main ideas in the margin. Be sure to show you are thinking about terminology and about the content: Writing in synonyms or definitions for new terms and write clarifying and probing questions in the margins.
Continue on to page 19 and answer each question completely and as clearly as possible.
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Social Identity in Relationships (Page 15)
Read through Step 1, 2, and 3 and complete each step carefully.
TO HELP YOU COMPLETE EACH STEP CORRECTLY:
- Refer back to notes about Social Identity Theory. (Step 1)
- Annotate ideas based on the guiding question. (Step 2)
- Highlight the point being made in the introduction. (Step 3)
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Identity Project (Unit 6 Packet Pgs. 13-14)
- Refer to the identity charts on Unit 5 packet page 10 and Unit 6 packet page 11.
- Follow directions on Unit 6 packet page 13 and refer to page 14 for presentation and writing support.
- Use the images provided here to see examples of past projects.
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Key Figures Quiz Corrections
- If you earned below a 2.8 on your quiz, you must complete corrections.
- If you earned a 2.8 or above, quiz corrections are optional.
- Use assignments in your Unit 6 packet as resources for your corrections. Do additional research if needed.
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Complete The Impact of Attitude (Unit 6 Packet pg. 6-8)
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REVIEW: Social Psychology Key Figures (Packet pg. 5)
Complete the review on page five by referencing to the information presented in class and recorded in the table on page 3-4. Do additional research if needed to ensure your responses on page 5 are accurate. STUDY the concepts so that you are able to remember them and identify them by name.
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Finish selected Jigsaw topic for Key Figures
Key Figure and Topic for each Group:
Group 1: Allport – Social Facilitation
Group 2: Bandura – Social Learning Theory
Group 3: Festinger – Cognitive Dissonance
Group 4: Tajfel – Social Identity Theory
Group 5: Weiner – Attribution Theory
Group 6: Milgram – Conformity and Obedience
Group 7: Zimbardo — Conforming to Social Roles
On binder paper, record detailed notes that address the information needed for your selected role:
- Person A: Who is the psychologist? What is their theory?
Provide a SHORT bio to give some context about the life of the psychologist. Is he alive or dead? What era did he live in? Where did he live and study/work? Include at least one interesting fact or quote by the key figure! Then define and describe the theory that the psychologist is known for. - Person B: What is the experiment he is best known for? Why did he do the experiment? What did he find?
Tell about what the psychologist wanted to investigate and why he wanted to investigate it. Explain how the experiment was set up and carried out. Tell about the findings and conclusions that the psychologist came to. - Person C: What’s a real life example that shows the concept they’re known for?
Provide at least one research based, real to life example of the concept the psychologist is known for. What does this teach us about the human experience? Then create at least one realistic scenario/example and illustrate it to clearly demonstrate your assigned topic.
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Introduction to Social Psychology Unit 6 Packet pg. 1-2
- Read the introductory article closely.
- Annotate completely and write the definition or synonym for each underlined term.
- Complete the Word Bank activity to practice using context clues.
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- Type and print My Child's Development Use the checklist and rubric provided. Format the font to be size 12 and format the document to be double spaced.
- STUDY FOR THE UNIT TEST Complete the unit review (packet pages 44-46) and re-read articles, rehearse key vocabulary, and quiz yourself or a peer.
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My Child's Development (Packet pg. 38-39)
- Imagine your child that we made at the beginning of the unit. Write specific details about your child that shows how they align to the theories of Piaget, Erikson, and Kohlberg.
- Refer to the directions on page 38 and pick an age to focus on: 2, 6, 12, or 16 years old.
- Also reference the Rubric provided here, which has a checklist for your use. Printed copies will be provided on the due date to double check your work and to assess it.
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Finalize Kohlberg foldable. (Refer to the images if needed.)
Study for the Stage Theory Quiz.
- Have all foldables made with quality information in your own words.
- Quiz yourself with each foldable so that you know the details from Piaget's, Erikson's, and Kohlberg's stage theories.
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Erikson Foldable
- Complete your foldable according to directions from class, which are on the images provided below.
- Re-watch the video from class by clicking here.
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Erikson's Stages of Psychosocial Development (Page 29-33)
- Read the introductory article on page 29 and highlight details that tell about Erikson's philosophy and the psychosocial theory he developed. Then complete each step of annotation as usual!
- Continue reading the details about each stage outlined on page 30-32 and highlight according to the directions.
- On page 33, answer each prompt with specific details about the stages you reference in your response.
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Extra Credit Opportunity: Piaget Experiment
- Re-watch the Piaget experiment video on YouTube. Click HERE.
- Record a Piaget-like experiment with a child younger than 11 years old.
- E-mail the video to [email protected] with answers to the following questions:
- How old is the child?
- What attainment(s) are shown or not shown by the child in the video experiment?
- What stage of Piaget's Cognitive Theory does the child seem to be in?
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Piaget Foldable (Packet Pages 27-28)
Complete the foldable according to the images provided here. Use your Unit 5 packet as reference for the information to include. You can also re-watch the Extra Credit Video as a reference for the stage attainments.
Once the foldable is done, use it to study each stage! Quiz yourself and flip the stage tab over to confirm the information about that stage.
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Quiz Corrections: Prenatal, Child, and Gender Development
- If you earned below 2.8: Submit corrections that show an explanation of the information that was at first unknown/misunderstood.
- If you earned below a 2.0: Complete the corrections AND attend tutoring for the retake opportunity. REVIEW the Web Quest, Gender Development, and Gender Schema and Gender Differences in your packet.
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Piaget's Stages of Cognitive Development (Packet pages 25-28)
Read closely and annotate completely.
Answer the prompts on page 28 the best of your ability.
Answer the prompts on page 28 the best of your ability.
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Attachment Theory and Social Development (Packet page 21-24)
Read closely and annotate completely as you read. Respond to each prompt on page 24.
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Study for a Quiz
Rehearse terms and re-read to review main ideas.
Focus your attention on these assignments:
- Web Quest (packet page 12-13)
- Gender Development (packet page 15-17)
- Gender Schema and Gender Differences (18-19)
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Gender Development (Page 15-17)
Refer to the attached reading as you complete each step of the Gender Development activity.
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Read-Reasearch-Respond: Parenting Styles (Packet Page 20)
Follow directions and clearly organize notes into the table. Be sure to record your source and complete the prompts at the end of the document.
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Assessment Corrections and Tutoring on Monday
If you earned a 3.0 or higher on the Introduction and Debates in Developmental Psychology Quiz, you are excused from doing corrections and from attending tutoring.
If you earned below a 3.0, you are expected to complete the corrections on the form provided in class. Staple the complete corrections to your original quiz, and submit it at the beginning of tutoring in order to qualify yourself for the retake.
Study key concepts and terms and work to grasp main ideas so that your retake reflects new understanding. Focus on:
- Introduction to Developmental Psychology
- CNs: Debates in Developmental Psychology
- Nature vs. Nurture
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Finalize/Review the Web Quest: Prenatal and Child Development
As you ensure that your work is complete to the best of your ability, review key terms and concepts. If you realize that you are confused about any of the concepts, mark that concept with a star and be sure to ask for clarification when you return to class.
If you struggle with completing the research and finding what you need, you are welcome to explore each of the following sites according to each assigned Web Quest topic:
Prenatal Concepts
Resource: https://courses.lumenlearning.com/suny-hccc-ss-152-1/chapter/prenatal-development/
Infant Survival Mechanisms: Reflexes
Resource: http://www.parenting.com/gallery/newborn-reflexes?page=1
Physical and Motor Development
Resource: http://www.getreadytoread.org/early-learning-childhood-basics/early-childhood/understanding-physical-development-in-preschoolers
Social Development
Resource: https://www.simplypsychology.org/vygotsky.html
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Prepare for the upcoming quiz.
Re-read and review the following assignments to make sure you understand the main ideas presented as well as definitions/examples of key terms/concepts.
- Introduction to Developmental Psychology
- CNs: Debates in Developmental Psychology
- Nature vs. Nurture
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Nature vs. Nurture Research (Page 9)
Essential Question: Is each characteristic MORE based on NATURE or MORE based on NURTURE? Follow the directions on the unit packet, page 9. Refer to the image for support/guidance on how to fill in the Say, Mean, Matter and Citation information.
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Nature Versus Nurture (Page 7-8)
Read carefully and completely annotate the reading. Respond to each Think prompt by writing your ideas in the margin or on separate binder paper and complete the 5 sentence summary at the end of the reading.
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Introduction to Developmental Psychology (Page 1-2)
Completely read and annotate the article and then complete the Word Bank and Check Your Knowledge activities to the best of your ability.