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1. Cambridge Heath Sixth Form Psychology Department AS Psychology 2009 Unit 1 Social Psychology – Obedience and Prejudice Suggested 1 ½ hours Topic: What is…
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  • 1. Cambridge Heath Sixth Form Psychology Department AS Psychology 2009 Unit 1 Social Psychology – Obedience and Prejudice Suggested 1 ½ hours Topic: What is Psychology? teaching time Topic Outline Suggested teaching and homework Suggested resources Points to note activities 1) Definition of the Connect • Power point presentation • Homework – Read pages 8-11 approach • General introduction – What is ‘ What is Psychology’? in Edexcel AS Psychology Psychology? How can it help • Student Guide – AS Student Book. you in the future? (use power Psychology Be ready to talk about point – What is Psychology?) • Student book – Edexcel the key words (in blue) Activate AS Psychology next lesson. • Read page 6 in Edexcel AS • Power point – Social Psychology 1. Social approach. Approach – ‘Definition of Pupils answer questions from the Approach.’ power point regarding the • Clip of football violence. social approach. • Sugar paper and pens • Watch the clip of football violence. What did you notice? Why do people behave this way? Demonstrate • In groups of 3, record on sugar paper ideas about obedience and prejudice in group situations. • Feedback to the class. Consolidate • Define the terms obedience and prejudice. Why is it that we behave the way we do in groups? • Homework – read pp8-11.
  • 2. Suggested 1 ½ hours Topic: Methodology teaching time Topic Outline Suggested teaching and homework Suggested resources Points to note activities 2) Methodology Connect • Power point presentation • Homework – read pages 12-15 • Check that pupils have done ‘Methodology’ and complete ‘Summary of a the reading by having the list of • Student book – Edexcel study in detail’ sheet. ‘methodology’ key words on the AS Psychology board. • Poster paper Activate • Pens, pencils etc • In groups pupils should attempt • ‘Summary of a study in to define the key words (there detail’ sheet. are 6 boxes) Demonstrate • Feedback to the class on the meanings of the key words. • In the same groups as before pupils should produce a poster which explains one aspect of psychology methodology. Consolidate • One member from each group should explain their poster to the rest of the class. • Consider the strengths and weaknesses of open-ended questions, closed-ended questions, qualitative data, quantitative data, questionnaires and surveys. • Homework – read pages 12-15 and complete ‘Summary of a study in detail’ sheet.
  • 3. Suggested 1 ½ hours Topic: Obedience teaching time Topic Outline Suggested teaching and homework Suggested resources Points to note activities 3a) Content – Connect Milgram & • What is obedience? When are • Power point presentation • Homework – Exam question – Obedience people likely to be obedient? ‘ What is obedience? outline three ethical guidelines • Check homework – pupils • Clip, ‘Milgram’s 1963 and assess two of them. (6 + 6 should have filled out the Obedience study. marks) (ICT opportunity) ‘summary of a study in detail’ • Student book – Edexcel sheet outlining Milgram’s 1963 AS Psychology • Stretch & Challenge – Discuss Obedience study. why ethical guidelines for Activate research are necessary. • Watch clip of Stanley Milgram’s (12 marks) Obedience study. Demonstrate • Answer the questions about Milgram’s study from the power point presentation. • Discuss the various ethical issues involved, particularly the five ethical guidelines (informed consent, no deception, right to withdraw, debriefing and competence of researcher) Consolidate • As a class, discuss the ethics of Milgram’s experiment. Did any good come of it? Did he do more harm? • Homework – exam question.
  • 4. Suggested 1 ½ hours Topic: Obedience teaching time Topic Outline Suggested teaching and homework Suggested resources Points to note activities 3b) Content – Connect • Power point presentation • Homework exam question – Meeus & • Collect homework questions on ‘ Meeus and Compare Milligram’s main Raaijmaker – the ethics of Milgram’s Raaijmaker’s 1986 study study and one of his variations Administrative obedience experiment. of Administrative with Meeus and Raaijmaker’s Obedience • Go through pages 16-18 in Obedience. study, including considering Edexcel AS Psychology • Edexcel AS Psychology whether differences in culture Student Book regarding Meeus Student Book affected differences in findings. and Raaijmaker’s 1985 • Work sheet ‘summary of (12 marks) experiment on Administrative a study in detail’ Obedience. • Handout sheet • Alternatively read on line at Comparing Milgram’s http://www.ycc.ac.uk/yc/new/ work with Meeus and HUMSOC/psycho/unit3/MeeRaaj.htm Raaijmakers. Activate • Complete sheet ‘summary of a study in detail’. • Discuss TAPRCAD. Demonstrate • In pairs, complete ‘Grid for comparing Milgram (1963), two variations and Meeus and Raaijmakers. Consolidate • Go over table (handout) as preparation for completing homework question on considering cross-cultural differences.
  • 5. Suggested 1 ½ hours Topic: Social Identity Theory teaching time Topic Outline Suggested teaching and homework Suggested resources Points to note activities 3c) Content – Connect • Power point presentation • Homework – read about Tajfel – Social • Collect homework exam ‘Tajfel Social Identity Hofling et al’s study - identity Theory question on considering cross- Theory’ http://en.wikipedia.org/wiki/ cultural differences in • Edexcel AS Psychology Charles_K._Hofling obedience studies. Student Book Activate • Work sheet, ‘Summary • Stretch and Challenge – • Key words: stereotyping, of a study in detail’. http://www.furthereducationles prejudice and discrimination, • Pens, pencils etc sontrader social identification, social • Sugar paper etc .co.uk/obedience.htm - Read categorisation, social identity • Web addresses as at the article and answer the and social comparison. right. questions throughout. • Read pages 22-23. Demonstrate • In pairs, complete sheet, ‘Summary of a study in detail’. • Comment on the experiments validity, reliability, population validity and ethical considerations. Consolidate • Present findings to the class and draw a mind map. Flow chart or utilise some other revision tool to help you remember the study.
  • 6. Suggested 1 ½ hours Topic: Nurse Physician teaching time Relationships Topic Outline Suggested teaching and homework Suggested resources Points to note activities 4a) Studies in Connect • Power point presentation • Homework – all three exam Detail - • Briefly go over Hofling et al’s ‘ Hofling et al (1966) question answers should be Hofling et al – study. Nurse Physician typed up and emailed into Nurse Physician Activate Relationships’ school (or bought in on a Relationships • Answer the questions regarding • Edexcel AS Psychology memory stick) so that a bank the experiment from the power Student book pages of good exam answers can be point. 20-21. developed. Demonstrate • In pairs or in groups of three, choose 3 Obedience exam questions and come up with answers for them. Consolidate • Pupils look at each others’ answers. What makes a good exam answer? • Homework – complete and type up the exam answers. Suggested 1 ½ hours Topic: The BBC Prison Study teaching time Topic Outline Suggested teaching and homework Suggested resources Points to note activities 4b) Studies in Connect • Web site Web site - Detail – • Go over exam questions briefly. http://www.bbcprisonstud http://www.bbcprisonstudy.org/ Reicher & Haslam What do pupils need to include y.org/ – The BBC Prison to gain maximum marks? • Question sheet – BBC Homework – exam question – see Study Activate Prison Experiment power point presentation. • Go to the web site and read about the BBC Prison study. Demonstrate • Complete question sheet. Consolidate • Discuss findings.
  • 7. Suggested 1 ½ hours Topic: Abu Ghraib teaching time Topic Outline Suggested teaching and homework Suggested resources Points to note activities 5) Key Issue – Connect Homework - • Power point presentation ‘There had always been unrest in the Abu Ghraib • Review the BBC Prison Study. – ‘Key issue - Abu country but now the two factions had What did it show about in- Ghraib’ turned from legal protesting to actual groups and out-groups? fighting, so something had to be done. It Activate Watch the clip - had got worse since the rebel had taken • Consider the question: Why do http://images.google.co.uk/im over as leader — they followed her no good people do bad things? gres? matter what she ordered them to do. The • Watch the clip of Philip imgurl=http://news.bbc.co.uk/ other side was just as bad — as soon as Zimbardo discussing the Lucifer olmedia/1985000/images/_198 the violence against them had escalated, effect (23 mins). Pay particular 6889_prison300.jpg&imgrefur they fought back even harder. You would attention to the information he l=http://www.psychblog.co.uk have thought that after so long living presents about the Abu Ghraib /where-to-start/social-reicher- together in the same country they would situation. haslam-2006&usg=__dviCiEo have learned to share it — but the one Demonstrate iN1sjWREo4MYNpT8ZowM=& group of course claimed ownership of the • Discuss the issues raised in the h=180&w=300&sz=13&hl=en& land, and the other group saw themselves as having an equal right to clip. What makes good people start=2&tbnid=YLcRwNHojY be there too.’ do bad things? MsHM:&tbnh=70&tbnw=116& Using concepts and ideas from the social • Complete work sheet – prev=/images%3Fq%3Dbbc approach explain how the situation ‘Summary of a key issue.’ %2Bprison%2Bstudy%26gbv outlined in the stimulus material above %3D2%26hl%3Den%26sa might have come about.(9 marks) • Research the My Lai %3DG massacre and focus on the Extension work – role of Lieutenant Calley. • Work sheet – ‘Summary The social approach offers concepts and of a key issue.’ ideas that can help to explain both • Describe the My Lai massacre football hooliganism and fear of cult — what is the issue? Prepare behaviour. Compare these two issues for a list of concepts from the society, considering how the social social approach to explain approach can help to explain why such each of the issues. behaviours, which seem to threaten Consolidate social stability, come about. • Be able to summarise the issue (12 marks) of blind obedience to authority in a prison setting.
  • 8. Suggested 1 ½ hours Topic: Short Survey teaching time Topic Outline Suggested teaching and homework Suggested resources Points to note activities 6) Evidence of Connect • Edexcel AS Psychology • Homework – pupils should Practice – • Collect homework. Revisit why Student Book pp 30-35. design a survey or Short survey on in/ groups influence an individuals’ • Power point presentation questionnaire to investigate out group attitudes behaviour. ‘ Evidence of Practice’ obedience and agency theory or obedience Activate • Example sheet – or in-group/out-group attitudes. • Read pages 30-31 and think Evidence of practice – about what practical you wish semi-structured to carry out. It must be a interview survey – either a questionnaire or an interview which must gather both quantitative and qualitative data. • Watch power point, ‘Evidence of Practice’ to illustrate what needs to be included. Demonstrate • Complete questions throughout the power point. • Pupils should plan and complete their own survey or questionnaire. They will need to ask at least 20 people to gain enough data to analyse. Consolidate • Discuss what the practical will need to contain. How will the data be gathered? How will the data be analysed? What conclusions can be drawn from this practical?
  • 9. Suggested 1 ½ hours Topic: Key Terminology teaching time Topic Outline Suggested teaching and homework Suggested resources Points to note activities 7) Methods – Connect • Power point presentation key terminology • Check on progress of practical ‘ Methods – Key – how are pupils coping? terminology’ Activate • Exam question sheet – • Key terminology -unstructured ‘Methods’ – structured – semi-structured interviews – alternative hypotheses – qualitative data – quantitative data – sampling (random, self-selected, volunteer, stratified and semi- structured) – unstructured – structured – ethical guidelines of consent – deception – right to withdraw – debriefing – competence – ways of analysing qualitative and quantitative data e.g. use of themes Demonstrate • In groups, pupils should attempt exam questions to demonstrate their knowledge and understanding of the key terms. Consolidate • Pupils should share answers and think about how many marks each answer would gain. What can be done or what else needs to be included to improve answers?
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