School District: Bremen School District 228
Department: Social Studies
Course: Honors Psychology
Unit #/Title:#7 Personality and Deviance
Grade Level: 11th and 12th
Time Frame: 3-4 weeks
Topic Area: Personality
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
Summary of the Unit:
Unit 7 will cover personality and deviance.
Enduring Understanding(s) / goal(s)
Students will understand:
That each of us displays consistent behavior
patterns that define our personalities.
Personality can be understood by identifying
traits, noting the effects of prior learning in
social situations, and by knowing how people
perceive themselves.
How psychologists use interviews, direct
observations, questionnaires, and projective
tests to measure and assess personality.
Different psychological theorists have
developed a variety of approaches to look at
personality.
Essential Questions:
1. Explanation:
What are specific examples of personality can
be tested?
2. Interpretation:
How can different personality theories explain
human behavior in society?
3. Application:
How might an employer use the results of a
personality test to assess one’s potential for
success?
4. Empathy:
What would it be like to walk in the shoes of
someone labeled a Type A personality?
5. Perspective:
What are the limits of Freud’s Psychodynamic
Theory of personality?
6. Self-knowledge:
How is my self-esteem correlated with my
self-concept
Key Words: personality, defense mechanism, id, ego, superego, theories of personality,
Student objectives (outcomes):
Students will be able to:
Define personality.
Explain how defense mechanisms are used for protection.
Discuss the humanistic perspective on personality.
Explain how tests are used to assess personality and determine traits.
Students will know:
Freud's psychodynamic theory of personality
The difference between objective and projective tests
The contributions of neo-Freudians
Stage 2 – Assessment Evidence: Establish evidence of student understanding through
Performance Tasks and other assessments.
Performance Task (GRASP): Neo-Freudian
Theories
Students will use neo-Freudian theories to explain
common aspects of American society, including
divorce rates and obesity
Other Evidence:
Students will take personality tests online (ex:
Type A vs. Type B or introvert vs. extrovert)
ID, EGO, & SUPEREGO in pop culture
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 7 “Identifying Desired Results” provided for students.
UbD Stage 7 “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 be given personality tests to show the difference between theories on
personality.
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 take a series of personality tests in order to explore their self-concept
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 journal entries.
Students will be exposed to quizzes and self correct assessments with provided rubrics
E = How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit? (Unit Specific)
 Students will have to create and analyze their own case studies based on knowledge gained from
the chapter
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 the basic explanations of personality and the multiple types
of tests historically and currently used to measure personality.