School District: Bremen School District 228 Department: Social Studies
Course: Honors Psychology Unit #/Title: U5
Grade Level: Topic Area:
Time Frame: Date Created: 2006 Date Modified: 2010-11
Unit Designers: Eric Mollin, Jody Hauskin, 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 5 will cover the physical, cognitive, psychosocial, moral, and sexual stages of human development.
Enduring Understanding(s) / goal(s)
Students will understand:
Infancy and early childhood are critical times for physical, emotional and cognitive development.
How different psychologist describe the typical developmental tasks and life crises occurring at each of the stages of life / Essential Questions:
1. Explanation: How is Kohlberg’s moral development connected to decision making?
2. Understanding: What does Piaget reveal about cognitive development?
3. Application: How could Erickson’s psychosocial development help with the understanding of developmental crises?
4. Interpretation: What does research on sexuality and gender reveal about our culture?
5. Perspective: How is Freud’s view on development similar to Erickson’s?
6. Self-knowledge: How are my views about puberty shaped by the theories of Piaget, Kohlberg, and Erickson?
Key Words: Piaget, Erickson, Kohlberg, psychological sexual stages, heredity, maturation, male and female sexual anatomy, primary and secondary sexual characteristics, gender, developmental tasks, thanatologists, DABDA, genetic sex, gonadal sex, genital sex, gender role socialization
Student objectives (outcomes):
Students will be able to: Describe the effects of gender on behavior.
Analyze how sexuality plays a role in development.
Discuss changes in attitudes regarding sexual orientation and behaviors.
Identify characteristics and expected changes of the various stages of human development.
Students will know:
Stages of language development.
Erickson's stages of psychosocial development.
Kohlberg's moral development
Sexual development
Freud’s stages of psychosexual development
Stage 2 – Assessment Evidence: Establish evidence of student understanding through Performance Tasks and other assessments.
Performance Task (GRASP): Developmental Scrapbook. Students will incorporate personal information, as well as key terms from the unit, to design a scrapbook that highlights their cognitive, social-emotional, and physical development. / Other Evidence: Participation
Vocabulary quizzes
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 1 “Identifying Desired Results” provided for students.
UbD Stage 1 “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 asked to identify three major life events that have shaped their 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 relate the different stages of development with events in their lives. Students will use research on morality, sexuality, and psychosocial development in evaluating their lives.
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 create a baby book that connects current research with their development.
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 be exposed to all of the theories and research prior to making connections to their everyday life.