Yip,+Frank-Final+Project

Frank Yip Lincoln High School Social Studies Freud or Fraud Psychology Students will assess the value of Freudian theory of personality in the modern world. They will do this by first researching and discussing the elements of his theory and then creating a class editorial for keeping Freud in a Psychology curriculum and for taking Freud out of a Psychology curriculum. The discussion will portion will culminate in a Socratic seminar. Prompt: After reading the three articles on the scientific merit of Freud’s theory, take a position on Sigmund Freud in our modern society. Explain why Freud’s theory should or should not be an important part of an introductory psychology curriculum? In addition to class lectures and reading the assigned text and articles, you must research the internet or other sources to find other sources praising or condemning Sigmund Freud to ultimately contribute to a class editorial on the relative merits of Sigmund Freud to modern Psychology. Objectives Students will: - learn Freudian theory on personality. - read and analyze current sources discussing the validity of Freudian theory. - assess whether Freudian theory belongs in a modern Psychology curriculum - connect analysis to prior knowledge - use the internet and technology to research, evaluate, and present findings through blogs and wikis - assess the reliability and validity of internet sources - critically evaluate their own work by reviewing the work of others Standards __ APA National Standards for High School Psychology Curricula __  IIIB-2.1 Explain the characteristics of the psychodynamic, cognitive-behavioral, humanistic, and trait approaches.  IIIB-2.2 Identify important contributions to the understanding of personality. GSEs __ Written and Oral Communications Grade Level and Grade Span Expectations __ W–10–1.1 Using varied sentence length and structure to enhance meaning W–10–1.2 Using paragraph structures appropriately W–10–1.3 Recognizing organizational structures within paragraphs or within texts W–10–1.4 Applying a format and text structure appropriate to purpose, audience, and context W–10–2.1 Selecting and summarizing key ideas to set context, appropriate to audience W–10–3.1a Establishing an interpretive claim/assertion in the form of a thesis (purpose), when responding to a given prompt W–10–3.3 Using specific details and references to text or relevant citations to support thesis, interpretations, or conclusions W–10–3.4 Organizing ideas, using transitional words/phrases and drawing a conclusion by synthesizing information W–10–4.6 Providing a sense of closure W–10–5 Students demonstrate use of narrative strategies to engage the reader W–10–14.3 Using an organizational structure that allows for a progression of ideas to develop W – 10 – 7.2 Stating and maintaining a focus/controlling idea/thesis W – 10 – 7.3 Writing with a sense of audience, when appropriate W-10-7.5 Using precise and descriptive language that clarifies and supports intent W–10–8.1 Including facts and details relevant to focus/controlling idea or thesis, and excluding extraneous information W–10– 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 W–10–8.3 Addressing readers’ concerns W–10–8.4 Commenting on the significance of the information W-10--9.1-5 Demonstrates control of usage, grammar, punctuation, sentence construction, and spelling. OC–10–1.2 Summarizing, paraphrasing, questioning, or contributing to information presented OC–10–1.3 Identifying the thesis of a presentation, determining the essential elements of elaboration, and interpreting or evaluating the message OC–10–1.4 Participating in large and small group discussions showing respect for a range of individual ideas OC–10–1.5 Reaching consensus to solve a problem, make a decision, or achieve a goal OC–10–2.1 Exhibiting logical organization and language use, appropriate to audience, context, and purpose OC–10–2.2 Maintaining a consistent focus OC–10–2.3 Including smooth transitions, supporting thesis with well-chosen details, and providing a coherent conclusion OC–10–2.6 Using tools of technology to enhance message __ Reading Grade Level and Grade Span Expectations __ R–10–4.1 Identifying, describing, or making logical predictions about character (such as protagonist or antagonist), setting, problem/solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character, relationships, or setting over time; or identifying rising action, climax, or falling action R–10–4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text R–10–4.3 Generating questions before, during, and after reading to enhance/expand understanding and/or gain new information R–10–5.1 Explaining and supporting logical predictions or logical outcomes R–10–7.1 Obtaining information from text features [e.g., table of contents, glossary, index, transition words/phrases, transitional devices (including use of white space), bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations] R–10–8.1 Explaining connections about information within a text, across texts, or to related ideas R–10–8.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) R–10–8.3 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–10–12 Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes R–10–13 Uses Comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text. Lesson 1 – Reading Comprehension using weblogs Time – 7 days concurrent with other lessons i. section 1 – assessment on structure of personality (id, ego, superego) ii. section 2 – assessment of Ego Defense Mechanisms iii. section 3 – assessment of Psychosexual Stages of Development & Oedipus Complex iv. section 4 – reading and analysis of “An Unhappy Birthday to Sigmund the Fraud,” “What Freud Got Right,” and “Psychoanalytic Therapy Wins Backing.” (All articles can be accessed by http://teacherweb.com/RI/LincolnHighSchool/FrankYip/photo2.stm ) Students will analyze documents using the following worksheet: ** Social Studies Department ** ** Document Analysis Worksheet (revised 2007) ** After reading a **primary source document**, answer the questions below. Points are assigned after an interview about the reading and your answers; simply doing the worksheet will not earn you points __** Title of the document: **___ **Author:** __ **Date of Document (if known**): ___ **What type of document is this?** (speech, excerpt from a book, personal letter, etc)_ 1. What (if anything) do you know about the author’s expertise? _ 2. Who would have read, heard, or been aware of this document? How do you know? _ 3. Why did the author write this document? (e.g., to inform, explain, entertain, persuade, etc.) How do you know? 4. What is the main idea of this document? 5. **Choose** one excerpt from the document, quote it below, and **explain** how the excerpt supports the main idea of the document. 6. What is the author’s point of view on this topic? 7. **Choose** one excerpt from the document, quote it below, and **explain** how the excerpt supports the author’s point of view. 8. **How** does this document relate to your prior knowledge of Freud’s theory on personality? 9. **Write** a brief reaction to this document. Do you agree with the general thesis of the document? Does this document help to answer the unit’s **essential question** (Should Freud’s theory be an important part of an introductory psychology curriculum?)? Explain. i. 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. ii. 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. iii. Now that you have completed the text for all of Freud's theory, tell what part makes the most and the least sense to you. Be sure to reference the text to give your reasons. iv. Time to take a position! I have taken a lot of time explaining Freudian theory in much detail. Was that time well-spent? Based on the readings, tell us if you think Freud was a "fraud" and I have misused the limited time we have in Psychology. Or do you think Freudian theory is relevant still today and should continue to be an important part of any Psychology curriculum. Meets Standard __ Initial Understanding of Informational Text __ Generates questions to gain understanding //R-10-4.// || Accurately identifies and uses text features //R–10–7.1// __ Analysis and Interpretation of Informational Text __ Consistently explains connections within and across text //R–10–8.1// || Consistently synthesizes and evaluates information within and across texts // R–10– 8.2// __ Use of Reading Comprehension Strategies __ With some prompting, consistently uses and improves own use of strategies before, during, and after reading //R-10-13// Lesson 2 – Research and Source Evaluation Time – 3-4 days ** SOCIAL STUDIES INTERNET SITE EVALUATION ** – Please complete for every website source you use. Suggestion! You may want to print out a copy of the home page for the site you are at. This will guarantee that you have the correct information for your Works Cited. Site Title: __ Author (s): __ Posting date: __ Date of access: __ Page domain: (circle one) .com .gov .org .net .edu = Accuracy = Does the information contradict something you found somewhere else? YES / NO Explain _ Is the information free of grammatical, spelling, and typographical errors? YES / NO If no, to what extent are there errors? _ = Authority = Did the writer sign the page? YES / NO Is the writer’s e-mail address included? YES / NO Are the writer’s credentials included? YES / NO __ Who is the sponsoring organization/company? __ Is the sponsor of the page reputable? YES / NO If yes, how did you determine this? _ = = = Objectivity = Does the information appear biased? YES / NO __ Is the purpose of the site to explain or to persuade? ___ Is the information fact or opinion? If there is any advertising on the page, is it clearly differentiated from the informational content? YES / NO = Currency = __ When was the document created? __ __ What is the date of the last update? __ = = = Coverage = Is the content clear and understandable? YES / NO Is the topic/s covered in-depth? YES / NO Is a bibliography of sources included? YES / NO Are there links provided? YES / NO Explain how you intend to use this site for your research. c. The teacher will model how to complete this form by going to Alcohol: Problems and Solutions website (http://www2.potsdam.edu/hansondj/YouthIssues/1046347764.html) to evaluate as a source. Lesson 3 – Socratic Seminar Time – 2 days Students will be divided into two groups. On the first day, the inner group will participate in the seminar and discuss the positive aspects of Freudian theory. The outer group will observe the students and record the comments of the seminar participants. The next day the students will change places where the previous day’s participants will record comments and the previous day’s recorders will participate in a seminar discussing the negative aspects of Freudian theory. Before the end of the seminar, all students will allowed to reach a class consensus on whether Freudian theory should continue to be a part of a Psychology curriculum. Before Socratic seminar, discuss with students their conduct during the seminar using the guideline sheet below. In addition, discuss the prompt with the class so they will be familiar with the format and the discussion. Guidelines for Participants in a Socratic Seminar*: 1. Refer to your **annotated** text when needed during the discussion. A seminar is not a test of memory. You are not “learning a subject”; your goal is to understand the ideas, issues, and values reflected in the text. 2. It’s OK to “pass” when asked to contribute. 3. Do not participate if you are not prepared. 4. Do not stay confused; ask for clarification. 5. Stick to the point currently under discussion; make notes about ideas you want to come back to. 6. Don’t raise hands; take turns speaking. 7. Listen carefully. 8. Speak up so that all can hear you.
 * 1) establish a reading comprehension blog at blogger.com (p5psych.blogspot.com)
 * 2) assign reading on specific content in Psychology text and outside sources
 * Name:_ **
 * Audience: **
 * Purpose: **
 * Main Idea: **
 * Author’s Point of View: **
 * Importance/relevance: **
 * 1) have students respond on the blog to the following questions after each specific section:
 * 1) require students to make one comment on another student’s posting by the third posting
 * 2) assess using the following rubric criteria:
 * Paraphrases key ideas  //R–10–4.2//
 * Consistently makes and supports logical predictions and inferences based on the text //R–10–5.1, R–10–8.3//
 * 1) Students will spend 2 days in the Media Center researching other sources concerning Sigmund Freud using the school’s subscriber databases - [|EBSCO Databases] (http://search.ebscohost.com/) and [|Opposing Viewpoints Online] ( http://infotrac.galegroup.com/ ).
 * 2) All internet sites need the Internet Site Evaluation Form:
 * If yes, toward what opinion?
 * Was the purpose clearly stated? YES / NO

9. Talk to each other, not just to the leader or teacher.

10. Discuss ideas rather than each other’s opinions.

11. You are responsible for the seminar - even more so than the teacher. * Adapted from: http://www.studyguide.org/socratic_seminar.htm#Guidelines The following observation form is used for the Socratic seminar: __ Observed: __ Observer: 1. **Freud Fraud** 2. Evidence given to support position: 2a. References from text: 3. Most convincing point: 3a. Least convincing point: 4. Give detailed explanations of the main point: Students will be assessed for their participation either in class or on line with a text-based discussion rubric: Meet Standards Conduct 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. Speaking & Reasoning 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// Listening 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// Reading 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// Lesson 4 – Writing the Wiki Time – 1 week Students will go to http://freudorfraud.wikispaces.com where they will find one concluding paragraph from “An Unhappy Birthday to Sigmund the Fraud” and one concluding paragraph from “Psychoanalytic Therapy Wins Backing.” They will select either “The Case for Sigmund Freud” or “The Case against Sigmund Freud” based on their research and Socratic seminar. Then they will write 2 paragraphs either defending or refuting Freud based on evidence uncovered. They will add their paragraphs to the wiki in the appropriate places. Students will be given one week to complete their wiki. One class will be given to the students to confer with each other to decide for which aspects of the theory they would like to take responsibility. The students will be assessed using a report rubric: Meets Standard Establishes a Context __ Selects and summarizes key ideas to establish context appropriate to audience by using tools such as precise language, descriptive language, authoritative voice and/or persona. // W-10-2.1; 7.3, 7.4, 7.5. // Establishes an interpretive claim/assertion in the form of a thesis when responding to a  given prompt. //W-10-3.1a.// __ Demonstrates Critical Thinking __ Provides accurate information relevant to the topic. //W-10-3.3, 8.1// Supports logical arguments with detailed evidence, identifying sources of information when appropriate. //W-10-8.2// Clearly and logically analyzes evidence in relation to the thesis. //W-10-8.4// Uses strategies to inform (e.g., anecdotes,  statistics, details, descriptions, examples, etc). // W-10-8.2 // Maintains focus. //W-10-5, 7.2// __ Creates an organizing structure __ Uses an organizational structure that allows for a progression of ideas to develop. // W-10-1.1, 1.2, 1.3, 1.4, 3.4, 4.6, 14.3, 14.5 // The response includes an opening, body, and closure. __ Demonstrates command of written language conventions  __ Demonstrates control of usage, grammar, punctuation, sentence construction, and spelling. //W-10-9.1, 9.2, 9.4, 9.5// Occasional errors do not interfere with meaning.
 * Should Freud’s theory be an important part of an introductory psychology curriculum? **
 * Shows respect and patience for a range of individual ideas by participating in group discussions. //OC–10–1.4//
 * 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// ||
 * Consistently demonstrates active listening by accurately summarizing, paraphrasing, questioning, or contributing to information presented. //OC– 10–1.2//
 * Demonstrates familiarity with the text by drawing inferences, including one about author’s purpose. //R-10-8.3// ||
 * Note: All rubrics may be found at http://teacherweb.com/RI/LincolnHighSchool/FrankYip/photo3.stm . **