Corr,+Peter

Type in the content of your new page here. Peter Corr Edc 920 Teaching unit AP Psychology unit on Social Psychology

The unit I am covering is Social Psychology. My Teaching Unit is going to encompass a section that I never feel as though I have enough time to really focus on during the school year. My hope is that by integrating some of my newly acquired skills at using technology I will be able to condense the incredible amount of stuff that I have to cover down into a unit that will only take a few weeks, yet still give students the knowledge they need to do well on the AP test. At Coventry we also offer a one semester course of Social Psychology, but most of the students in the AP Psychology class do not have the chance to take this, so I have to really pack in what could be a half year class down to a few lessons. I’ll attempt to keep that same schedule for this Unit, I’ll will be enhancing a few lessons that I’ve done before as well as creating a few new ones to fit content I feel I’ve missed or covered insufficiently in the past. I will also be incorporating the “writing requirement” for a few of the lessons in a bit of a different way since I try to keep the students writing in the AP Free Response style format. My final assessment will include a writing component as well, also in the FR style, but again since I’m preparing them for the AP test the majority of the grade for that assessment (2/3rd) will be multiple choice questions. Standard Area: Social and Cultural Dimensions of Behavior CONTENT STANDARD 1: Social judgment and attitudes 1.1 Demonstrate an understanding of person perception. 1.2 Describe how attributions affect our explanations of behavior. 1.3 Identify sources of attitude formation. 1.4 Assess some methods used to change attitudes. CONTENT STANDARD 2: Social and cultural categories 2.1 Identify basic social and cultural categories. 2.2 Discuss how social and cultural categories affect behavior. CONTENT STANDARD 3: Group processes 3.1 Describe effects of the presence of others on individual behavior. 3.2 Describe how social structure can affect intergroup relations. 3.3 Explore the nature of bias and discrimination. CONTENT STANDARD 4: Social influence 4.1 Describe circumstances under which conformity and obedience are likely to occur. 4.2 Discuss the nature of altruism in society. 4.3 Discuss the significance of aggression. **Reading** **,Writing & Oral Communication GSE’s** R–12–3 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by… R–12–3.1 Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, analogies, idioms, or word origins, including words from dialects or other languages that have been adopted into standard English R–12–4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text R–12–5.3 Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text(s) R–12–16 Generates a personal response to what is read through a variety of means… R–12–16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books R–12–16.2 Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) R–12–8.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) R–12–8.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or explaining how purpose may affect the interpretation of the text; or using supporting evidence to form or evaluate opinions/judgments and assertions about central ideas that are relevant R–12–14.2 Reading from a wide range of genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g ., literary, informational, and practical/ functional texts ) R–12–15.1 Identifying and evaluating potential sources of information R–12–15.2 Evaluating and selecting the information presented, in terms of completeness, relevance, and validity R–12–15.3 Organizing, analyzing, and interpreting the information R–12–15.4 Drawing conclusions/judgments and supporting them with evidence W–12–11 Demonstrates the habit of writing extensively by… W–12–11 .1 Writing with frequency, including in-school, out-of-school, and during the summer W–12–11 .2 Sharing thoughts, observations, or impressions W–12–11 .3 Generating topics for writing = W–12–2 In response to literary or informational text, students show understanding of  = = plot/ideas/concepts __within or across texts__ by…  = W–12–2.1 Selecting and summarizing key ideas to set context, appropriate to audience W–12–2.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas, themes, __motifs, or archetypes__ W–12–3 In response to literary or informational text, students make and support analytical judgments about text by… W–12–3.1 Establishing an interpretive claim/assertion in the form of a thesis (purpose) W–12–14 In reflective writing, students explore and share thoughts, observations, and impressions by… W–12–14.1 Engaging the reader by establishing context (purpose) W–12–14.2 Analyzing a condition or situation of significance or developing a commonplace, concrete occasion as the basis for the reflection W–12–14.6 Making connections between personal ideas and experiences and more abstract aspects of life, leading to new perspectives or insights W – 12 – 7.2 Stating and maintaining a focus/controlling idea/thesis = W– 12– 8 In informational writing, students demonstrate use of a range of elaboration strategies by  = W–12–8.1 Including facts and details relevant to focus/controlling idea or thesis, and excluding extraneous information W–12–8.2 Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, contrasting, or using visual images to support intended purpose OC–12–1.4 Participating in large and small group discussions showing respect for individual ideas OC–12–2 In oral communication, students make oral presentations by… OC–12–2.1 Exhibiting logical organization and language use, appropriate to audience, context, and purpose OC–12–2.5 Using a variety of strategies of address (e.g., eye contact, speaking rate, volume, articulation, enunciation, pronunciation, inflection, voice modulation, intonation, rhythm, and gesture) to communicate ideas effectively OC–12–2.6 Using tools of technology to enhance message **Student Goals** After concluding this unit, students will demonstrate an understanding of.. 1. Social judgment and attitudes 2. Social and cultural categories 3. Group processes & Social influence Intro; The sequence of my class usually dictates that the unit of Social Psychology falls towards the end of the year right after we have been doing a very in depth section on Abnormal Psychology and Treatment. The students present specific disorders and are graded on that as well as getting a pretty large test that encompasses both chapters of Abnormal and Treatment. This means that they need a few class days of time to both take a step back from the pressures of the test and presentation as well as to change gears in their heads from the very specific criteria we have just been coving and open up to the more broadly focused subject of Social Psychology. To create this transition atmosphere I have the students do a few discussion activities such as the “bomb shelter” problem, group co-operation / dynamics assignments and a few other co-operative / competitive activities that will get the students thinking about how people work and behave within a group versus how they work and behave when they are alone. These few days culminate in a quick discussion about where they think about formation of attitudes and in particular where prejudice comes from. I then introduce and have the students watch the “Class Divided” video, the classic classroom experiment done by Jane Elliot in which she separates the class into students with blue eyes and brown eyes and uses this to create an atmosphere of inequality, anger and segregation in her classroom to demonstrate how discrimination occurs and its detrimental effects to the individual and the group. I have the students look for examples of specific vocab terms that are on our “master AP vocab list” and write down the specific instances of them from the film. This worksheet is set up to promote the type of understanding and explanation of the term in the proper context that is needed when writing the Free Response portion of the AP exam. Usually the video finishes up with just about 15 minutes left in class and we have a quick discussion of the terms from the sheet as well as a round table discussion about what we just saw and the students’ reactions to it. In the past that has been all the time I’d been able to really give it but this year I’m going to have the students Post a personal response to the video on the AP blog page and encourage them to read the other students posts and reply to those as well. I am going to keep my prompt short to begin with because no matter where the students choose to go with their discussion it will inevitably be useful to use as a starting point to delve into the specific topics of Social Psychology. I will have them begin by responding to the following questions; 1. How is this video and appropriate topic of study for a psychology class? 2. What were you impressions, thoughts and feelings about the video? 3. Why do you think we learn to hate? How could you prove your hypothesis? Pre-Activities; These will include the aforementioned Bomb Shelter activity, Group Co-operation activity, & Discussion about the origins of discrimination and prejudice. Writing Activities; Students will produce a written response to the video vocab application sheet and post their personal responses to the Blog prompt questions above. Assessment; The students by this point in the year would be familiar with my grading system, Homework / Class work sheets are graded with a check, check plus or minus, incomplete or a zero so that would be the grade for the video sheet. For the blog post I will employ a 4 point standard scale of 4.Exceeds, 3.Meets, 2.Nearly Meets or 1.Does not achieve standard. Based on the following rubric. 4. Student answers all questions thoroughly, completely and clearly as well as applies their own original thoughts to the online discussion. 3. Student answers all the questions posed in the reflection prompt. 2. Student fails to answer one of the questions, or their answer is illogical or   cannot be understood. 1. Students response to the prompt does not answer at least two of the questions posed. Intro; I always feel a bit guilty when I include in my lesson plans “Lecture / Notes.” I know that they have negative connotation and that people will usually picture the classic “chalk and talk” or out of focus overhead projector or in today’s technologically advanced world, a teacher just reading off PowerPoint slides for class period after class period. I’d like to say that I never fall into any of those categories but I’m sure that at some time or to some students, my notes do take on that tone. In my defense I offer a few major points of why I still use notes at least once in every unit. First off, on my own behalf of the notes I give, they are not a boring one sided transmission of strictly factual information. They involve discussion, demonstration, antidotal evidence and a healthy dose of humor. In defense of notes themselves, as I have mentioned the AP class moves quickly and there are two options I have in trying to cover all the info I need to in a school year, either I use notes to make sure that all the students have been exposed to all the topic in at least a cursory manner or I trust them to do a few of the chapters on their own and get to go more in depth on the topics I do cover. As this is an introductory course, I feel that I should expose them to everything I possibly can and so notes are the only way I have found this is possible. I have also tried the other method of self study and both the students and I were not terribly happy with the results. The other reason why I insist on doing notes is because the students I have need the practice. Most of my students are seniors who will be heading to college the following year. At the start of the year I begin my notes in near slow motion using fill in note sheets that I give them in advance. Then throughout the year the amount of content I cover only in the lecture, the amount of time they have to prepare for the lecture and the amount already included information on the fill in sheets all decreases very quickly. Eventually by the end of the year they are able to take pretty good notes on the fly as I go through my presentations as well as take their own notes from the book as well. So, although “effective note-taking” isn’t listed as one off my goals for the students to master for this unit it is something I stress throughout the year. The Presentation / Lecture notes I give for this unit are essentially a complete overview of most of the major names, studies, concepts, themes, trends and typical types of AP questions that might show up on both the multiple choice and free response sections of the test. Pre-Activities; These “guided notes” are something that I do throughout the entire year and the students know that they are best understood and utilized if they have already read the corresponding chapter in their book before the notes are given. So the Pre activities that go with guided notes are to look up the vocab terms that will be used in the lecture and to read through the chapter prior to the day of the notes so that they can ask and clarification questions as I am going through the notes with them. Writing Activities; The students do not have any of this work collected of graded directly. Rather they are responsible for taking notes on the topics we discuss and can use those notes on a short quiz that will be given sometime during the unit. Assessment; There is no direct assessment of the notes taken in this section. The students are responsible for keeping the notes in a binder for use as a study guide for the unit test, AP test and as mentioned above for the section quiz which is a short 10 question multiple choice quiz usually given about half way through the unit. Intro; In this lesson students themselves take the reigns to teach the class about a few of the most important studies that have been done in the past about Social Psychology. I quickly touch upon these in the Presentation notes but mostly the students will be doing the research, and presentation about these topics to show how they are all relevant to the current topic, what additions they gave to the topic, how they are applicable to today’s world, and what sort of future implications there may be for more research in this field. The lesson starts with each small group of students receiving a particular case study, experiment or event that is or particular interest to the study of Social Psychology. I have limited it to five for this lesson and they are; The Zimbardo Prison experiment, The Stanly Milgram Obedience to Authority Experiment, The Salomon Asche Conformity Experiment, The Kitty Genovese / Bystander Effect phenomenon / Darley, & Latané, and finally The Robbers Cave experiment / M. Sherif. Each group will create a presentation to give to the class that will include the following elements. Primary questions 1. Who conducted this experiment? Give some background of the researchers. 2. When did this study take place? 3. What happened in the study or event? 4. Where did these events take place? 5. Why was this study notable? 6. How is this applicable to the topics we are currently studying? Secondary questions 1. Describe the procedure, event, or study in detail and identify the variables. 2. Explain the intent of the researcher in conduction this experiment or doing this study. 3. What has been the impact of this study? Tertiary Questions 1. How does the information from this study help us to better understand human behavior? 2. What kinds of further questions does this lead us to? 3. How do the results of this study impact your thinking about your own behavior in the future? Essentially each of the groups will research and study one of the 5 topics through their text books, some of the resource books I have in the classroom as well as on the internet. This should give me a chance to brush up on some of their internet research tactics. I was also thinking about creating a bookmarked section of del.icio.us to make the students lives easier but I am going to wait on this until I can gauge their initial abilities and determine how much help they either need or don’t need. The students will have two class periods to do the research and put together a presentation which will be graded on the CHS presentation rubric, specifically looking for the completion of all the primary, secondary and tertiary questions from above. Depending on the availability of the laptop carts and the LCD projector I may add an extra day to the prep time and require that the presentation be done in the form of a PowerPoint, but that will be determined both by availability of the equipment as well as the amount of time I have left in the year before I need to start Test Review. Pre-Activities; To begin this lesson I have a few activities that will highlight some of the real life properties of these experiments and studies in action, specifically having to do with conformity and obedience to authority. (or perceived authority) Writing Activities; Within the presentation the students must answer the Tertiary questions as a group but after the presentation they also must answer those questions as individuals those responses will be turned in and graded as a reflection using the appropriate rubric below. Assessment; ** Article / Assignment Reflection Rubric  ** ** Below Standard ** || ** 2 ** ** Nearly Meets Standard ** || ** 3 ** ** Meets Standard ** || ** 4 ** ** Exceeds Standard ** || Analysis conveys little or no evidence of a personal response to the issues/concepts raised in the text || Analysis conveys some evidence of a personal response to the issues/concepts raised in the text || Analysis conveys evidence of a personal response to the issues raised in the text. Student demonstrates that he/she is beginning to develop new ways of reflecting on their world || Analysis conveys extensive evidence of a personal response to the issues raised in the text. Student demonstrates personal growth and awareness || Uses incorrect grammar and syntax consistently || Demonstrates few errors in spelling, grammar and punctuation etc. || Has a good command of Standard English || Has a very good command of Standard English and writes with some flair and originality || Is not comprehending or reflecting on what is read or viewed || Comprehends the surface level meaning of texts and begins to relate issues to general knowledge and experience of other texts || Is able to make inferences and comprehends deeper meaning on most occasions. Relates texts and issues raised to other texts consistently || Is able to make inferences well and comprehends deeper meaning consistently, demonstrating insight and their relevance to the world and society || Student is not able to express opinions and explain reasoning due to severe problems with writing || Student is learning to develop and express arguments, opinions and logical reasoning in his or her writing || Student is consistently expressing arguments, opinions and logical reasoning in his or her writing || Student is clearly expressing arguments, opinions and logical reasoning in his or her writing  || Very little effort was made to attempt all tasks set || Work demonstrates that some effort was made to attempt all tasks set || Work demonstrates that much effort was made to attempt all tasks set || Work demonstrates that much effort was made to attempt all tasks set, with some originality and extra initiative ||  **Presentation Rubric For Social Studies** ** Content: ** organization, intent/purpose, analysis/ understanding, conclusion ||  Disorganized, confusing, incomplete; intent and purpose are vague; low level of understanding of topic and no analysis; presentation stops without a summary. || Presentation is somewhat planned, yet a bit disjointed; intent and purpose are generalized; presentation is narrative and lacks analysis; conclusion does not reflect all aspects of the presentation. || There is evidence of planning, preparation and a format being followed; purpose and position are clear; evidence of understanding but the analysis is not fully developed; confusion refocuses ideas, yet offers nothing new. || The ideas are interconnected and the presentation flows smoothly from one idea to another; captivates audience and focuses topic; critical analysis throughout which raises new perspective; student's understanding goes above and beyond topic; conclusion ties ideas together clearly and raises new questions. || ** Language Use: ** appropriate, interesting, clear ||  Language is ineffective, vague, or inappropriate; does not convey the intent of the presentation; inaudible, unclear and confusing. || Language used conveys main message of presentation, though somewhat generalized and non-specific; inconsistencies are evident in clarity and audibility. || Language used was effective; conveys the intent of the presentation; audible, specific and appropriate. || Language used is meaningful and thought-provoking; use of language is memorable and rich; audible, clear and concise. || ** Delivery Style: ** confidence, enthusiasm, audience, visual aids ||  Presenter lacked confidence and did not understand the material; presenter was stiff, uninterested, or appeared bored; audience was inattentive and uninterested in presentation; visual aids were not used. || Presentation is affected by nervousness or bravado of presenter; demonstrates a general understanding of main points of material; audience is mostly willing to listen/view; use of visual aid(s) is attempted. || Open and clear presentation with generally effective body language conveys solid understanding of material; presentation is interesting and there is a sense of audience appreciation and cooperation; visual aid(s) are effectively used. || Eye contact, effective body language; complete understanding of material; shows personal interest in material; presentation was animated and enthusiastic; aware of audience and ensured participation and interest of all; used a variety of appropriate, high quality aids. ||
 * Introduction **
 * APA Content standards **
 * R–12–15 Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgment, or to support a thesis by… ||
 * Lesson #1 –A Class Divided (blue eye brown eye) Video, Discussion and Blog Posting **
 * Lesson #2 Power Point presentation of Social Psychology Overview **
 * Lesson #3 In class research and Presentation of the most important Studies in Social Psychology **
 * || ** 1 **
 * Personal Response ** ||
 * Personal Response ** ||
 * Conventions ** ||
 * Conventions ** ||
 * Text comprehension ** ||
 * Text comprehension ** ||
 * Opinion & Reasoning ** ||
 * Opinion & Reasoning ** ||
 * Accomplish tasks or Questions ** ||
 * Accomplish tasks or Questions ** ||
 * ===== ** Criteria ** ===== || ** 1 **  || **  2  ** || **  3  ** || **  4  ** ||

Lesson #4 Advertising, On TV, on Radio, and on the Internet ** Intro; In this lesson students will learn about and apply some of the techniques that are used by companies, individuals and special interest group to get us to buy stuff or think in certain ways. We look at the psychology behind it from the Personal, Social and Motivational aspects of what drives us to do things. I have done a version of this lesson for the last 3 years and it has worked very well thus far so now I am adding on another component with the internet advertizing section since this seems to be an exploding area and it will allow us to spend some time looking at the way search engines, pop up adds, banners and links get us to click on things that we might not otherwise buy or even consider looking at.. The activity begins with my ad pitch to the students using all 4 of the major advertising approaches, The foot in the Door, The Door in the face, The That’s not all, and the Norms of reciprocity Techniques. They then have to read about the background and explanations of and find real life examples of each of these techniques. The students work in groups of two or alone and then decide on a product that they want to “sell” to the class. After they have constructed their Ad campaign they pick the best advertizing technique or combine techniques for their product and pitch it to the class. The class gives the thumbs up or down on whether they would buy the product and as a class we establish what method they used, all the part of the technique, whether it was effective and why or why not based on the elements that a good kind of that ad from that approach should make use of. This year I’m going to add in a homework component that has to do with finding “sneaky” ads on the internet. The students by this point will have an awareness of the major types of techniques that are used to get people to buy product and so them must find example of each of the four techniques on the internet. =  Foot In The Door (FITD)    = Ask for something small. When they give it to you, then ask for something bigger. And maybe then something bigger again.

Example
A person in the street asks me directions, which I give. They then ask me to walk a little way with them to make sure they don't get lost. In the end, I take them all the way to their destination. // Dad, can I go out for an hour to see Sam? // [answer yes] ...//I just called Sam and he's going to the cinema - can I go with him? ...I haven't got money -- could you lend me enough to get in? ...Could you give us a lift there? ...Could you pick us up after?//

Discussion
FITD works by first getting a small yes and then getting an even better yes. The principle involved is that a small agreement creates a bond between the requester and the requestee. The other person has to justify their agreement to themself. They cannot use the first request as something significant, so they have to convince themself that it is because they are nice and like the requester or that they actually are interested in the item being requested. In a future request, they then feel obliged to act consistently with their internal explanation they have built. Freedman and Fraser (1966) asked people to either sign a petition or place a small card in a window in their home or car about keeping California beautiful or supporting safe driving. About two weeks later, the same people were asked by a second person to put a large sign advocating safe driving in their front yard. Many people who agreed to the first request now complied with the second, far more intrusive request. The Freedman and Fraser study showed significant effect. later studies showed that the actual effect was more often far less. The most powerful effect occurs when the person's self-image is aligned with the request. Requests thus need to be kept close to issues that the person is likely to support, such as helping other people. It is also affected by individual need for consistency. Pro-social requests also increase likelihood of success with this method. It is also more likely to succeed when the second request is an extension of the first request (as opposed to being something completely different). The Foot-in-the-door technique is a 'sequential request'. =  Reciprocity Norm    = This is a very common social norm which says that if I give something to you or help you in any way, then you are obliged to return the favor. This norm is so powerful, it allows the initial giver to:  ·   Ask for something in return, rather than having to wait for a voluntary reciprocal act.  ·   Ask for more than was given. You can even exchange a smile for money. Reciprocity also works at the level of liking. We like people who like us, and dislike those who dislike us. This can create a self-fulfilling prophecy. A researcher sent Christmas cards to a number of people he did not know. Most sent a card back (and he got onto the permanent Christmas list of some). Give people things, whether it is your time or money. It helps if you give them something they truly appreciate. Do not give them too much, lest they feel oppressed by their obligation. Ask for something in return.

Example
Hari Krishna people have used this by giving passers-by a small plastic flower and then asking for a donation in return.

Defending
If people give you something, say thank you (which is giving them something back in return!). When they ask for something in return, say no. Be polite (giving them something else). Or turn the tables, giving them something you don’t want, then ask them for something. Always be aware of trickery when people you hardly know offer you something, especially if they ask for something from you in return. =  Door In The Face (DITF)    = First make a request of the other person that is excessive and to which they will most naturally refuse. Look disappointed but then make a request that is more reasonable. The other person will then be more likely to accept.

Example
 // Will you donate $100 to our cause? // response no //Oh. Well could you donate $10?// // Can you help me do all this work? Well can you help me with this bit? // // Can I stay out until 4am? OK. How about midnight? // 

Discussion
DITF works by first getting a no and then getting a yes. When the other person refuses the first request, they may feel guilty about having refused another person and fear rejection as a result. The second request gives them the opportunity to assuage that guilt and mitigate any threat of social rejection. In effect, the person making the request is making an exchange of concession for belonging. The lower request uses the contrast principle, making it seem very small in comparison with the larger initial request and hence relatively trivial and easy to agree with. This method works best when the requests being made have a socially valid element, for example where you are seeking to learn something, teach people or help others. This is so that the other person does not reject the whole request out of hand (it is just that the initial request is 'too much'). The second request should be made soon after the first request, before the effects of guilt and other motivators wears off. Cialdini, Cacioppo, Bassett, and Miller asked students to volunteer to council juvenile delinquents for two hours a week for two years. After their refusal, they were asked to chaperone juvenile delinquents on a one-day trip to the zoo. 50% agreed to chaperone the trip to the zoo as compared to 17% of participants who //only// received the zoo request. =  That's not all (TNA)    = When offering or conceding something to somebody, rather than give it to them as a final item, give it in incremental pieces. Do not allow them to respond to each piece you give them -- keep on offering more. Thus, for example, you can:   ·   Offer a discount in several stages.  ·   Add extra 'gifts' to a product offering.  ·   Start with a high price and reduce it.  ·   Tell them all the things you are going to do, one at a time.  The increments can be in different amounts, but each should surprise and delight the person. It can also help if the final increment is particularly desirable.

Example
// I'm not going to give you this cookie cutter. No. That's not all I'm going to give you. For the same price, I'm going to throw in a fine steel spatula. A bargain I hear you say? But I'm going to make it even better, with this splendid temperature probe, absolutely free. Now, who wants this wonderful offer now? // // Mr Jones, you've been treated badly and I'm going to make sure you're ok today. First, I'm going to call the service team. Then I'm going to talk to the manager and then I'll get him to call you today. Is this ok for you? //

Discussion
This technique is reminiscent of the highball tactic in that it starts with high and comes down. The only difference is that the 'that's not all' method does not do this in negotiated concessions. It can, however, //seem// like a negotiation. Burger (1986) found that this technique works partly because a customer sees the salesperson as entering into a type of negotiation by offering an additional product. With each increment, the customer feels an increasing obligation to purchase the product in return for the salesperson's 'concessions'. In Burger's experiment, he sold a cupcake with two cookies together for 75 cents (this was the control) or stated the price of cupcake was 75 cents and then added two cookies 'for free' (TNA). Successful sales in the control were 40%, whilst in the TNA case they were 73%. In a second experiment, Burger showed it going the other way, either selling the cupcakes straight for 75 cents (the control) or starting at one dollar and then immediately discounting to 75 cents (the TNA case). Successful sales in the control were 44% whilst in the TNA case were again 73%. The method depends largely on an automatic social response and hence works better when the customer does not have time to think hard about what is going on. ___________________________________________________________________________________________________________________ Pre-Activities; To start the lesson I basically give a sales pitch for the lesson that utilizes all four of the main advertizing techniques. I then ask the students for some feedback about each pitch, what works, what doesn’t and why and so begin to delve into the components and psychology of how advertisers use the basic techniques of psychology to get us to be more likely to buy their product. I then further pitch the assignment by explaining to them that this lesson could potentially save them a great deal of money, since they will know what to look out for, as well as potentially make them some money if they utilize the techniques for themselves. Writing Activities; The students fill out a worksheet in class that I’ve created to touch upon all the relevant aspects of this exercise and I can email that to you if you want to see it. They then use the answers they provided to create their sales pitches which are delivered to the class. This year a written component will be added to the worksheet at the end which will have the students write a reflective essay about the use of advertizing on the internet. They will have to identify an ad, promotion or opinion piece that uses each of the four and explain why it works for that particular product.

Assessment; The assessment will again be through the use of the presentation rubric as well as the reflection rubric. _________________________________________________________________________________________________________________________ Psychology / Social Psychology Name _______________________________ Persuasion Main idea: Persuasion is a direct attempt to influence attitudes. We evaluate when where and how a message is presented, as well as the message itself, when determining the credibility of the message. Objectives: Describe the factors involved in the communication process. Explain the different types of persuasion processes. Procedure: 1. Research the following Concepts a. “Foot in the door” b. “Door in the Face” c. “That’s not all” d. “Not So Free” AKA “norms of reciprocity” 2. Create a “Product” or idea to be sold to the public. Explain what your product is, what it does and why you will have to convince people to want it. 3. Fill out the chart explaining how you would get people to buy or use it taking advantage of the concepts above. 4. Fill in the remainder of the chart addressing how your advertising pitch could be affected by the topics in the boxes, be sure to give examples about how it could be enhanced (made more effective) or diminished (made less effective) by each of those topics. 5. Evaluate whether you have tried to use Central or Peripheral processing in each product pitch and justify your answer. **__Step one;__** Your “Product” ______________________________________________ Explain the Product. What will be the challenge to get people to want it? To sell it using the “**__Foot in the Door Technique__**” I will…. || To sell it using the “**__Door in the Face Technique__**” I will ………. || To sell it using the **__“That’s not all Technique__**” I will… || To sell it using the “**__Not so Free Technique”__** I will…. || My campaign could be //__enhanced__// by **message source** if……………. || But it could be //__diminished__// by **message source** if………………. || My campaign could be //__enhanced__// by the **characteristics of the message** if ……………….. || But it could be //__diminished__// by the **characteristics of the message** if……………….. || My campaign could be //__enhanced__// by the **characteristics of the target** if………………. || But it could be //__diminished__// by the **characteristics of the target** if………………. || In the “Foot in the Door” Pitch I used __Central__ __Peripheral__ Processing || because I…………… || In the “Door in the Face” Pitch I used __Central__ __Peripheral__ Processing || because I…………… || In the “That’s not all” Pitch I used __Central__ __Peripheral__ Processing || because I…………… || In the “Not so Free Pitch” I used __Central__ __Peripheral__ Processing || because I…………… ||
 * __ Step two; __**
 * __ Step three; __**
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Intro; Throughout the semester I will be doing many articles that I have specifically chosen over the last few years that specifically correspond with the topics we are currently covering or will introduce the next topic we are about to delve into. I’ve found that these real life connections to the topics we are studying are invaluable in getting students to go from the abstract to the concrete in understanding the concepts we are dealing with in the unit. For Social Psychology this is a bit different because most of the topics we cover are pretty concrete to begin with and the students usually have some personal experience with all the topics (to some degree) before we even begin. For this reason I will be having the students find current event articles that are related to a topic from this unit that are having trouble understanding and I’ll use this assignment as a review activity. The students will already have set up their new service accounts by this point and I will give them this review assignment a good week before we are due to take the unit test and it will be due in class two days before the test. The students have to find an article, summarize it so that it can easily be presented to the class and be able to clearly explain how the content of the article is related to the topic or concept from the unit that they were having trouble with. The class will start by going around the room to find out which “trouble concepts” were the most common and then starting the presentations with one or two of those articles. The student presenting the article will read his or her summary, explain how it is related and hopefully then explain how it is related to the concept and how that example helps to clear up the confusion. I know this sounds pretty optimistic to hope that the students will be able to not only recognize their own shortcomings but also actively work to fix them but keep in mind this is a senior level AP course and they will also have access to asking me questions about the topics all week through the blog and in class. I’m going to set the bar pretty high on this one and work pretty hard from the start of the year to get to this point! Ideally this would be a full class long period activity or be paired with a unit review session depending on when the class schedule fell for that period, being a 45 min or 90 min class. Any discussion that became an offshoot from the current events could be continued in the class blog for which I will set up a separate posting for Unit review topics. Pre-Activities: One of the first things I will have to set up at the beginning of the year its going to be a news service for each of the students so that they will have immediate access to appropriate topics and articles for assignments like these. I’ve already been experimenting with key words to use and have been pretty successful in finding a steady stream of appropriate information for all of the Units. The assignment will be officially given a full week before it is due the students will have plenty of time to look for articles either from their pre-established news service or from other sources such as online journals, magazines, print media etc. The focus will not be specifically on using the online technology for this assignment so I’ll encourage them to find the concrete examples from anywhere, for this assignment and this unit even real life experiences would work very well, they would just have to fit it into the same current events article format as if it were an article. Writing Activities; All current events articles will follow the same written format and will be followed up with a written post to the blog about the class discussion. Students will have to hand in a article summary, an explanation of how the article is related to at least one specific concept from the unit, and how this example(s) of the concept(s) helped the student to better understand the idea in a more concrete way. Each of these questions counts toward one of the four points given for the assignment with the reflection posting on the blog counting as the fourth. Students also must have a copy of the article with them or provide an appropriate reference link to the article. Assessment: See above. Intro; In following the established format of the class, assessment for this Unit will be done using a multiple choice and free response test just like the AP one that they will take at the end of the year. The test format is quite rigid and doesn’t allow for too much creativity but it is effective and fortunately does have a writing component which counts for a third of the grade. This Free Response section is what I’ll mostly be focusing on in describing here since that fits the unit plan better than discussion of the multiple choice questions. Pre-Activities; Students will have had a test prep day doing the current events / discussion review on the day (or two depending on the schedule) before the test. The entire class will have also periodically received reminders to study the master vocab list for this and the previous units. Students will also have been given reminders and possibly class time to take the practice unit test for this section from their Test review books. Social Psychology Vocab list ** Aggression Altruism Attitude Attraction Attribution Theory -dispositional -situational Bystander Effect Catharsis hypothesis Cognitive Dissonance Theory Companionate Love Conflict Conformity Chameleon effect Crowding Culture Deindividuation Discrimination Dispositional Attribution Equity Foot-in-the-door Fritz Heider Frustration-Aggression Principle Fundamental Attribution Error Gender Roles Group Polarization Group Think In-group Bias Just-world Phenomenon Mere exposure effect Minority influence Mirror image perception Nonconformity Norm Obedience Passionate Love Personal Space Personal Control Prejudice Role Reward Theory of Attraction Reciprocity Norm Scapegoat Theory Self-disclosure Social Control Social Exchange Theory Social Facilitation Social Influence *Normative *Informational Social Loafing Social Psychology Social responsibility norms Social Scripts Social Trap Solomon Asch and his Experiment Suggestibility Super-ordinate goals Stanley Milgram and Milgram Experiment Stereotype Superordinate Goals Zimbardo's Prison Experiment
 * Lesson # 5 Current Events Article from a News Service **
 * Lesson #6 Final Assessment / Test **

Writing Activities; For the second part of the test, the Free response portion, students will receive a copy of the second question of the released 2006 AP test. Available for viewing here http://apcentral.collegeboard.com/apc/public/repository/ap03_frq_psych_23114.pdf The students will be quite familiar with this format of writing and testing and this question serves not just as a tool for evaluation of this unit, but also as review for the other topics covered during the year as well as a preparation for the actual test. Assessment; On the AP test the multiple choice counts for 2/3rds, and the written Free Response counts for 1/3rd so that is how I’ll be grading these tests as well. Free response grading in AP style is done on a points awarded scale based on a pre-established rubric specific to the individual question, this one has a possible 8 points, so each point will carry a multiplier of 4.1625 to count for 33% of the test. The grade rubric and scoring guidelines are available at the following website. [|http://apcentral.collegeboard.com/apc/public/repository/_ap06_psych_sg.pdf