ch10

Psychology in Action

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Writing Project # 10.1 SECTION II – PERSONALITY Learning Objectives #’s 4 - 6 Lecture Lead-Ins #3 Discussion Questions # 2 Brain-Based Learning #'s 10.2, 10.3 Critical Thinking Exercise # 10.3 Writing Project # 10.1 SECTION III - MEETING THE CHALLENGES OF ADULTHOOD Learning Objectives #’s 7-11 Lecture Lead-Ins #’s 4, 5 Lecture Extenders # 10.1 Discussion Questions #’s 2 - 5 Active Learning Activities #’s 10.1 - 10.6 Brain-Based Learning #'s 10.1, 10.3 Critical Thinking Exercise # 10.3 Gender and Cultural Diversity Activity #10.1 Writing Project # 10.1 SECTION IV – GRIEF AND DEATH Learning Objectives #’s 12-14 Lecture lead in #’s 4 - 5 Discussion Questions #’s 2, 6, 7 Active Learning Activities #’s 10.5, 10.6 Critical Thinking Exercise #'s 10.1 - 10.3 Instructor's Resource Guide                               Chapter 10                                          Page  50        
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   L ecture L ead - I ns 1. Ask students to describe a well-known, public figure with high morals. Put their descriptions on the left side of the board. Then ask them to think of one or two figures with "low morals," and put these words on the right-hand side of the board. Using the two lists, lead-in to your discussion of Kohlberg's three levels of morality. 2. Ask the question, "If you had your life to live over, would you come back as the other sex?" It works well to have the students all stand up and ask those who "strongly agree" (that they would indeed come back as the other sex) to move to one corner of the room. Then ask those who "agree" to move to a second corner, the "strongly disagree" to move to the third corner, and the "disagree" to move to the fourth corner. Once they have arranged themselves around the room, ask them to explain their positions. They will mention several gender-role stereotypes that you can later use to introduce the topic of gender role development. This works as a great lead-in to the topic. It gets everyone involved and their responses provide nice examples of the various theories. 3. Lead a discussion and ask the students to give examples of their own or their parents' eight stages of life (according to Erikson's model). How have the students dealt with these crises? Use this discussion as a lead-in for lectures on personality development. 4. Ask students why Americans generally have such a negative and fearful approach to aging. Is this a part of our larger fear of death and dying? How might the emotional needs of dying people be better served in your local community? 5. For a dramatic and unusual lead-in, you may want to replicate a classroom demonstration of ageism first introduced by Phillip Zimbardo (1976). In this simulation, symptoms of senility were produced in young men (eighteen to twenty two years old) within fifteen to thirty minutes. Students were first divided into groups of three, and two members of the group were told to treat the third as if he were old. The third member, unaware of this deception, reacted by rambling, presenting irrelevant discussion material, and becoming generally inattentive.
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