Yip,+Frank

Deliverable #2 Frank Yip Lincoln High School Psychology Sigmund Freud is the most controversial figure in 20th century Psychology. People either loved him (or his theory) or hated him (or his theory). There was little middle ground. After learning about his theory on personality and reading opposing viewpoints, let us assess the place of Freud’s ideas in the modern world. After all, the class has spent significant time learning about him. Was that time well-spent? Was he a "fraud" and I have misused the limited time we have in Psychology or do you think Freudian theory is still relevant today and should continue to be an important part of any Psychology curriculum. We will discuss this issue in a two day Socratic seminar.
 * Introduction **

** Goals ** The students will be able to understand and explain the principle elements of Freud’s personality theory. The students will be able to take position on the relevance of his theory in the modern world and defend it in both a written response on the blogs and in a Socratic seminar. Class lectures Text readings Reading three articles on Freudian theory and therapy: **An Unhappy Birthday to Sigmund the Fraud (**http://find.galegroup.com/ovrc/infomark.do?&contentSet=IAC-Documents&type=retrieve&tabID=T003&prodId=OVRC&docId=A147575293&source=gale&srcprod=OVRC&userGroupName=linc02865&version=1.0) **What Freud Got Right (** http://find.galegroup.com/ovrc/infomark.do?&contentSet=IAC-Documents&type=retrieve&tabID=T003&prodId=OVRC&docId=A94080874&source=gale&srcprod=OVRC&userGroupName=linc02865&version=1.0) ** Psychoanalytic Therapy Wins Backing ( **http://www.nytimes.com/2008/10/01/health/01psych.html?partner=rssnyt&emc=rss) Blogs (p1psych.blogspot.com & p5psych.blogspot.com) defending or refuting certain aspects of his theory as they read and learn about his theory Blogs relating ego defense mechanisms to their lives ** Sample prompts: Now that you have been introduced to some of Sigmund Freud's theory, tell me what part of his structure of the personality makes sense to you. Also if something sounds ridiculous, comment on it, too. Explain why it makes sense or why it does not. Give us an example of one instance in which you or someone you know (make up a name to protect the innocent or guilty) used an ego defense mechanism. Be sure to identify the defense mechanism used. Then tell us if you believe ego defense mechanisms are real and a natural way to deal with difficult psychological conditions. Be sure to explain why or why not. **Extension and Adaptation** Students who have difficulty expressing their viewpoints during the fast pace of the Socratic seminar will be able to express their opinions and defense on the class blog. Their responses on the blog can be used as their assessment in lieu of speaking in class. Text-based Discussion Rubric ** 4  ** || **  Meets standard  ** ** 3  ** || **  Nearly meets standard  ** ** 2  ** || **  Below standard  ** ** 1  ** ||  Shows initiative by asking for clarification and bringing others into the conversation. Speaks to all participants to deepen understanding of the topic. || Shows respect and patience for a range of individual ideas by participating in group discussions. //OC–10–1.4// Makes insightful comments and brings others into the conversation by utilizing logical organization and language, appropriate to audience, context, and purpose. //OC–10–2.1// Addresses most comments to other participants to encourage further discussion. || Shows little respect and patience for individual ideas when participating in group discussions. Makes relevant comments and attempts to bring others into the conversation but is too forceful or too shy and does not contribute to the progress of the conversation. Most comments are directed toward the teacher; most comments do not encourage further dialogue. || Shows no respect and patience for ideas when participating in group discussions. Uses inappropriate language. Does not contribute to and/or limits dialogue (e.g. argumentative). || Insightful analysis considers multiple alternative viewpoints (anticipates and addresses potential problems, mistakes, or misunderstandings that might arise for the audience). || Supports thesis with well-chosen details and provides a coherent conclusion by making some connections between ideas and/or resolving contradictory concepts. //OC–10–2.3// Analysis is logical and considers some alternative viewpoints (anticipates and addresses potential problems, mistakes, or misunderstandings that might arise for the audience). //W–10–8.3// ||  Attempts to support thesis with some details and provide a coherent conclusion but makes few connections between ideas and fails to resolve contradictory concepts. Uses limited logical analysis and/or fails to consider alternative viewpoints. || Does not support thesis and makes no connection between ideas and fails to resolve contradictory concepts. No analysis evident and fails to consider alternative viewpoints. || Points out faulty logic and ignores all distractions. Reaches a consensus with the group to solve a problem, make a decision, or achieve a goal. || Consistently demonstrates active listening by accurately summarizing, paraphrasing, questioning, or contributing to information presented. //OC–10–1.2// Maintains consistent focus by identifying and evaluating the essential elements of the discussion and pointing out some faulty logic and ignoring most distractions. // OC–10–1.3, OC-10-2.2  // Reaches a consensus with the group to solve a problem, make a decision, or achieve a goal. //OC-10.1.5// ||  Demonstrates some active listening, but may contain inaccuracies or contribute to misunderstandings. Attempts to maintain a consistent focus by identifying and evaluating the essential elements of the discussion, but fails to point out some faulty logic and appears distracted. Attempts to reach a consensus, but is unable to agree with all aspects of the solution of the group. || Limited responses demonstrates little listening. Unaware of faulty logic and is inattentive and distracted. Does not reach consensus with the group. || Demonstrates exceptional comprehension strategies by making multiple, accurate references to specific parts of the text to answer questions, to state the main/central ideas, and/or to provide supporting details. || Demonstrates familiarity with the text by drawing inferences, including one about author’s purpose. //R-10-8.3// Demonstrates comprehension strategies by making accurate references to the text to answer questions, to state the main/central ideas, and/or to provide supporting details. //R–10–12, R-10-13// ||  Demonstrates limited familiarity with the text with limited inferences concerning author’s purpose. Demonstrates limited comprehension strategies by making few references to the text. || Demonstrates no familiarity with the text. Demonstrates no comprehension strategy with no references to the text. ||
 * Pre- Activities **
 * Writing Assignments
 * Assessment **
 * ** Expectations  ** || **  Exceeds standard  **
 * ** Conduct  ** ||  Demonstrates respect for the learning process by showing patience with different and complex ideas.
 * ** Speaking & Reasoning  ** ||  Supports thesis with many well-chosen details and provides an insightful conclusion by making many connections between ideas and resolves contradictory concepts.
 * ** Listening  ** ||  Consistently demonstrates active listening by effectively summarizing, paraphrasing, questioning, or contributing to information presented.
 * ** Reading **  ||  Demonstrates thorough familiarity with the text by drawing insightful inferences, including ones about author’s purpose.