Download Unit 6: Social Psychology - Bremen High School District 228

School District: Bremen School District 228
Department: Social Studies
Course: Honors Psychology
Unit #/Title: #6: Social Psychology
Grade Level: 11th and 12th
Topic Area: Social Psychology
Time Frame: 2 weeks
Date Created: 2006
Date Modified: 2010-11
Unit Designers: Eric Mollin, Jodie Hausken, Jim Curtin, Robert Reiser, Steve Kushner
Stage 1 – Desired Results: Begin with the end in mind by identifying what students should
know and be able to do.
Content Standard(s):
18.B Understand the roles and interactions of individuals and groups in society
18.C Understand how social systems develop over time
Summary of the Unit:
Unit 6 will cover society and its psychological development of human behavior.
Enduring Understanding(s) / goal(s)
Students will understand:
We are born into a culture that provides a broad
social context for behavior
Social psychology studies how we behave,
think and feel in social situations
A major factor of social life is that our behavior
is influenced in numerous ways by the actions
of other people
Essential Questions:
1. Explanation: How are attitudes
connected to personal experiences?
2. Application: How might conformity
help us to understand social norms?
3. Interpretation: What do social roles
reveal about group structure?
4. Perspective: What are the strengths
and weaknesses of cognitive
dissonance?
5. Empathy: What would it be like to
walk in a cult member’s shoes?
6. Self-knowledge: What are my blind
spots about persuasion in the media?
Key Words: achieved status, ascribed status, conformity, culture, group think, norms,
social structure, cohesion, brainwashing, cognitive dissonance, obedience, attitude change,
personal space
Student objectives (outcomes):
Students will be able to:
Understand the conditions necessary for brainwashing.
Understand that norms influence social behavior.
Understand that attitudes are a byproduct of society and culture
Understand that society is influenced by power.
Students will know:
That social pressures influence persuasion
Cultural behaviors and how they influence individual behavior
Society and culture influence both groups and individuals
Stage 2 – Assessment Evidence: Establish evidence of student understanding through
Performance Tasks and other assessments.
Performance Task (GRASP):
Other Evidence:
Create a marketing campaign to influence the
public using techniques such as fear, humor,
logic, and other persuasion techniques.
Compliance scenarios and solutions
Stage 3 – Learning Plan: Create learning experiences and instruction that promote student
understanding through the WHERETO process.
Learning Activities:
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understandings?
W = How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Lesson plan objectives provided.
Rubrics will be used as an assessment tool.
UbD Stage 1 “Identifying Desired Results” provided for students.
UbD Stage 1 “Identifying Desired Results” will be assessed as short answer, essay, unit test, etc
H = How will you hook students at the beginning of the unit? (Unit Specific)
Students will have to identify how the media has influenced the way the dress and the music that
they listen to.
E = What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with the needed skills and knowledge? (Unit Specific)
Students will explore social norms and understand how attitude formation is influenced by
society and also through designing a marketing campaign.
R = How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Students will participate in discussion pertaining to the brain, biology, consciousness, and
behavior
Students will voluntarily interpret the meanings and reasoning behind dreams
Students will rehearse the classifications of drugs and the affect each has on behavior.
E = How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit? (Unit Specific)
Students will evaluate their own attitudes and how they were influenced by power, and social
structure.
T = How will you tailor and otherwise personalize the learning plan to optimize the engagement
and effectiveness of ALL students, without compromising the goals of the unit?
Multiple intelligence research will be utilized in creating assessments.
EPAS reading scores will assist teachers in tailoring instruction and assessment.
Students will be given a variety of assessment choices.
O = How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students? (Unit Specific)
Students will first understand how norms are developed and then apply those concepts to attitude
formation and group structure.