MYP Humanities
Unit 1: Psychology
Week 10
Monday, November 2, 2009
Objectives: Students will synthesize their knowledge of the
field of psychology by reviewing their work and
preparing for the final assessments.
Opener: Turn in your gender/identity mandala – if you were
confused you may come to coach class today and then
turn it in tomorrow. If you don’t come to coach class
today I will not accept it tomorrow.
Activities:
1) Do the opener, copy the homework.
2) Review the movie from Friday, take notes on stages of
racial identification
Homework: Create an outline for the essay due on
Thursday using the essay outline handout.
Racial Identity Formation
• Is there still racism? Who does it impact?
• Definitions:
– Prejudice: preconceived judgment or opinion
usually based on limited information.
– Internalized oppression: when the
oppressed support stereotypes/categories
placed on them by the oppressors
– Racism: system of advantage based on race
Racial Identity Formation
• Racial identity is most significant for the
oppressed in a society – the dominant
group rarely labels their racial identity as
most significant.
• Oppression can take many forms besides
race.
Racial Identity Formation
• What is your earliest memory about being
conscious of race?
• What emotions are attached to those
memories?
Racial Identity Formation
• “Why are all the black kids sitting together
in the cafeteria?”
Racial Identity Formation
• Cycle of minority identity formation
– Pre-encounter (absorbs dominant culture)
– Encounter (begin to experience/see/learn racism)
• Development of an oppositional identity can be one reaction
– Immersion/emersion (unlearning the stereotypes,
energized by new information)
– Internalization (empowered in their racial identity)
– Internalization/commitment (comfortable in their role)
Racial Identity Formation
• Cycles of dominant identity formation
– Contact (naïve, ignorant)
– Disintegration (aware of racial differences and
made uncomfortable by them)
– Reintegration (blame the victim)
– Pseudo-independent (commitment to unlearn
one’s own racism)
– Immersion/emersion (positive self-definition)
– Autonomy (newly formed idea of dominant
culture minus the racism)
Tuesday, November 3, 2009
Objectives: Students will analyze the field of
psychology by writing an essay and preparing
for the unit test.
Opener: Get out your notes from yesterday.
Activities:
1) Get out your homework.
2) Complete/review notes from yesterday.
3) Discuss essay writing.
4) Answer questions/ write essays/study.
Homework: Study for test tomorrow. Work on
essay (due Thursday).
Writing your 5 paragraph essay,
“Why are we who we are?”
Paragraph 1: Introduction
• Define psychology. Discuss why it is important. (at least 4 sentences)
• Your 5th sentence is your thesis statement.
Paragraph 2, 3, and 4:
• Your first sentence of each paragraph is “We are who we are because…” and you’ll
fill in whatever you wrote for “A” on your outline for paragraph 2, whatever you wrote
for “B” on your outline for paragraph 3 and what ever you wrote for “C” on your outline
for paragraph 4.
• Add in specific details using information and vocabulary from what we studied. Look
at the review sheet for specific topics and vocabulary. Look at your notes to put it all
together.
• Paragraphs should be 6-7 sentences, but you can do more. The more specific and
detailed you are the better your essay!
Paragraph 5: Conclusion
• Discuss which of the relative importance of each of the reasons – which is more
important and why, which is least important and why, which is in the middle and why.
USE EXAMPLES FROM WHAT WE HAVE STUDIED THROUGHOUT THE WHOLE
ESSAY – THIS IS NOT NECESSARILY ABOUT YOU, PERSONALLY, THE “WE”
REFERS TO THE HUMAN RACE NOT TO “YOU.”
Thursday, November 5, 2009
Activities:
1) Get out all work to turn in (2 classworks, 4 homeworks,
all openers). Staple together. Turn in to proper basket.
2) Turn in essay to proper basket.
3) Organize all OTHER work from this class into your
folder and turn into crate (all graded work and all
notes/handouts)
4) Organize your notebook so that you have a homework
section and a classwork section for this class (I will
check this tomorrow).
5) Draw and label a map of the world from the Atlas.
Homework: Draw and label a map of the world from
MEMORY (do as much as you can)
Work to turn in on Thursday
Gather together (your choice)
• 2 classworks (either the Twin Studies paper,
the psychological disorders paper or the notes
from the movie on Friday) and
• 4 homeworks (any from after October 2).
Staple them together into a packet and hold on
to them – you will turn them in on Thursday.
• ALL Openers
You will separately turn in ALL psychology work in
your folder on Thursday so have your folders
prepared.
Friday, November 6, 2009
Objectives: Students will practice basic map skills by analyzing and creating
world maps.
Opener: Make a map of your neighborhood and label it (houses, businesses,
etc.)– on a piece of white paper I will give you. Define your
“neighborhood” in any way that makes sense to you.
Activities:
1) Do the opener. Copy homework.
2) Complete your world map – page 52-53 of the atlas. Label oceans,
continents and countries.
3) Do the “Absolute location and Map basics” handout.
Homework: Use the graph paper to do a map of your block and each of the
blocks directly to the north, south, east, and west of your block. Be
accurate – put the correct number of houses, label them if you know the
ethnicity of who lives there, name all the businesses, even write in trees or
green spaces/parks. It is due on Tuesday so you have plenty of time. Do it
in pencil, color code with colored pencils if you want when you are done
drawing.