| Overview and Background: Unit: The Herd |
| Matt Gallagher : Cheney USD 268 |
| Social Studies. : Psychology : Psychology |
| Cheney : Grades 11 - 11 : Aug. - Jun. |
| Title: | The Herd |
| Topics: | social influence, social norms |
| Start Date: | - |
| Other Designers: |
| Summary: Students will develop an understanding of how people perceive the social world and how we behave in relation to other people. |
| Print
Materials Needed: Bernstein, Douglas A. 2000. Psychology, 5th edition. Boston: Houghton Mifflin. ISBN #: 0-395-94503-8; current articles discussing research of social influence |
| Resources: videos/dramatizations discussing social influence ("Lord of the Flies" 1990, John Stossel documentaries), web access to graphic resources and current research |
| Resource Attachments: | http://www.cheney268.com/SS/gallagher/psychology/psychunits/social.htm |
| Internet
Resource Links: Link 1:http://www.workingpsychology.com/ |
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| Notes: |
| Stage 1: Identify Desired Results |
| State: | National Standard Social and Cultural Dimensions of Behavior |
| Title: | American Psychological Association: Educational Standards & Domains |
| Standard(s): | After
concluding this unit, students understand: 1. Social judgment and attitudes 2. Social and cultural categories 3. Group processes 4. Social influence |
| Understandings: | |
| user | Social
behavior is influenced through established norms. Individuals are influenced by their society on many levels. |
| Essential Questions: | |
| user | How
are norms established? In what ways is a person's behavior shaped by those around them? |
| Knowledge and Skills: |
| K: the
terminology and theory used to explain social influence, what motivates
individual and group behavior S: analyze behavior and make professional observations, identify motivations and characteristics of specific groups |
| Stage 2: Determine Acceptable Evidence |
| Assessment
Summary: Students will be required to apply their knowledge of social influence to an authentic analysis of surroundings familiar to them. To accomplish this, students will analyze the social makeup of their high school from a professional perspective, using proper terminology to identify the following: 1. the predominant groups that have formed in our student body 2. what characterizes each specific group 3. what holds these groups together 4. how each of these groups interact with those around them |
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| Other assessment evidence to be collected: | |
| Process check | |
| Formative
evaluations will consist of reading assignments and quizzes, constructed
responses to reading and video, discussion and debates, graphic
organizers of information, unit test. |
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| Stage 3: Plan Learning Experiences and Instruction |
| Learning Activities: |
| Where is
the unit going? Students will demonstrate understanding of social influence, including norms and how behavior is shaped in society. This process will begin by challenging students to identify their own biases and motivations in their own lives. Ultimately, students should be able to apply concepts of social influence to their own surroundings in hopes of helping them to better understanding themselves and others. Hook the student Working in their groups, ask students to develop a list of social taboos, and then as a class break down the reasons for these social norms. Equip the student, explore the subject Student will encounter terminology, research, and dramatizations of social influence, applying concepts to their own understanding of norms and influence. * In the course of class discussion, we identify the social norms by which we live and try to explain both why they are norms and how they influence our lives. * Students administer a survey to the student body analyzing social make-up and functions of Cheney High School, which will provide the data for their own analysis in the performance task (see link: http://www.cheney268.com/SS/gallagher/psychology/survey.htm). *Students in groups brainstorm experiences they want and experiences they do not want for their own children. *Killer Meteor Scenario: students break into groups and decide who/what kind of people they would save to propagate the species in the event of a global catastrophe. Rethink and revise opportunities Students will analyze examples of norms and influence. Students will interact with theories and ideas from one another in an attempt to develop a more complete understanding. In the process of trying to cooperatively explain social norms and their impact on behavior, students will have the opportunity to bounce ideas off one another. Evaluate performance and progress Students will be required to apply their knowledge of social influence to an authentic analysis of surroundings familiar to them. Performance Task: As the staff social psychologist for a news magazine, you have been given the assignment to analyze the social makeup of a high school from a professional perspective. Using proper terminology (listed below), you will find answers to questions below regarding Cheney High School. You will support your findings by providing examples and data. 1. What predominant groups formed in the student body? 2. What characterizes each specific group? 3. What holds each group together? 4. How do each of these groups interact with one another? PROOF OF LEARNING The following terms are fundamental in describing social influence- it is important that you use them: Aggression Altruism Communication Compliance Conformity Deindividuation Group Cohesion Group Leadership Groupthink herd mentality Interpersonal Conflict Obedience Social loafing Social norms FORMAT Your project can take the form of a paper, poster, brochure- anything that will clearly communicate on paper your understanding of social influence in Cheney High School. APA format will be followed. Pay attention to: Margins Font Page numbers Title page Abstract A reference page will be required for all outside sources you choose to use. |