CHAPTER 4 Week 2

Homework for the Week Monday 10/7 *G Schedule Chpt ½ page Tuesday 10/8 Chpt Test corrections today during lunch and 7 th period We will have an open note writing activity on block day, make sure you are caught up on your notes. Block Day 10/9 & 10/10 Study for test *Optional: Work on chapter review questions Test corrections today during lunch and 7 th period *Optional Review Session today at lunch on Thursday Friday 10/11 *Homecoming Schedule Chpt

Agenda: Monday 10/7 Finish Friday’s Activity (2 nd & 4 th Period) Individualist and collectivist cultures Monday 10/7 *G Schedule Chpt ½ page Tuesday 10/8 Chpt Test corrections today during lunch and 7 th period We will have an open note writing activity on block day, make sure you are caught up on your notes. Block Day 10/9 & 10/10 Study for test *Optional: Work on chapter review questions Test corrections today during lunch and 7 th period *Optional Review Session today at lunch on Thursday Friday 10/11 *Homecoming Schedule Chpt

Hypothetical Situation: What would you do in this situation? A family has recently moved into an apartment (*see diagram). The family consists of: Mother Father Daughters: 2 & 15 Years Sons: 6 & 9 Years What would you do? What would someone from a non-American culture do? Why? Kitchen Living/Dining Room Bath- room Bedroom

Individualist and collectivist cultures Intro: What can this tell us about cultural differences? Activity: Please write 20 different statements in response to the simple question: “Who am I?” Respond as if you were giving the answers to yourself, not someone else. Write the responses in the order that they occur to you. Do not censor yourself. Analysis: Examine each item that you wrote down and next to anything that that implies a “social” response, put an S. Example: I am a son= family, I am a Catholic= religious group, etc. If you have S marks for 20% or more of your responses, you would be considered a collectivist.

Debrief How do you think individualists and collectivists differ in their value systems? How do you think differences in individualism/collectivism are likely to affect patterns of interaction and relationships within: Your family? Your work group? Your school or community? Your classroom? How do you think differences in individualism/collectivism are likely to influence judgments made of other groups and relationships within them? Which orientation is more likely to promote ethnocentrism? Altruism? What factors share our becoming individualist or collectivist? How do gender, religious convictions, and political attitudes influence individualism/collectivism? How do these two different orientations affect our personal and social well-being? Should present emphasis be changed? Are there ways of capturing the best of both individualism and collectivism?

Agenda: Homework Check Gender Activity Monday 10/7 *G Schedule Chpt ½ page Tuesday 10/8 Chpt Test corrections today during lunch and 7 th period We will have an open note writing activity on block day, make sure you are caught up on your notes. Block Day 10/9 & 10/10 Study for test *Optional: Work on chapter review questions Test corrections today during lunch and 7 th period *Optional Review Session today at lunch on Thursday Friday 10/11 *Homecoming Schedule Chpt

Homework Check In what ways do men and women differ in their feelings? In what ways do men and women differ biologically? How does the gender gap pertain to aggression? Gender and social power: How are men and women different in leadership style? Count your texts from yesterday: is the book correct in their assertion that women are more social? What does it mean when the book states that women: “tend and befriend”?

Gender Activity: Overview Every student needs a piece of printer paper. Divide the paper into six boxes. You may use markers and/or colored pencils if you so desire. This is a SILENT activity! Sharing the information on your paper at the end of the activity is optional. In each box, you will draw a symbolic or representational image based on the prompt.

Prompts for boxes- “Draw a…” 1. Quality you like most about yourself. 2. For your own gender, draw positive qualities about being a man or a woman. 3. Quality you would change about yourself. 4. A time when you were categorized or stereotyped because of your gender. 5. List names you have been called when you did not fit into gender roles. 6. What is a quality about you that crosses gender lines?

Debriefing Pair up with anyone in class and share 2 boxes of your choosing. Share with the class (optional) What did you learn through this exercise? How does this relate to Chapter 4 in Myers?

Agenda: Reflections on Nature and Nurture Writing Activity Monday 10/7 *G Schedule Chpt ½ page Tuesday 10/8 Chpt Test corrections today during lunch and 7 th period We will have an open note writing activity on block day, make sure you are caught up on your notes. Block Day 10/9 & 10/10 Study for test *Optional: Work on chapter review questions Test corrections today during lunch and 7 th period *Optional Review Session today at lunch on Thursday Friday 10/11 *Homecoming Schedule Chpt

Reflections on Nature and Nurture

Gender Schema Theory Gender-role development is influenced by the formation of schemas, or mental representations, of masculinity and femininity An example of how a child forms a schema associated with gender. A girl is offered a choice of 4 toys to play with. I am a girl Toy car Doll Orange Artichoke Approach object Who for? Is it relevant to me? Avoid/ Forget Assign to category and remember/ Approach Not for me For me Boys Girls

The Nature and Nurture of Gender  Two theories of gender typing

Gender Role Behavior Gender role behaviors reflect what society says are appropriate actions for males and females. Through identification with a parent of the same sex, people learn how to behave appropriately. Which jobs are appropriate for males? for females?

 Fathers who are very warm toward daughters tend to produce mild tomboyishness in girls.  Boys whose fathers were absent during preschool years tend to be less aggressive and not as active in sports.  People who are considered mentally healthy tend not to have excessive masculine or feminine qualities.  Children tend to identify with the dominant parent in the household, even across sex lines. Gender studies have shown

 Fathers are more determined that appropriate activities are given to young male children.  People handle babies differently depending on whether they are identified as male or female.  People will assign different characteristics to babies when they are identified as male or female.

Mixing Gender Roles Rigid extremes for gender roles for males and females restrict the full range of human behaviors and emotions. Androgynous people are high in male and female characteristics. Androgynous behavior can lead to more flexibility and willingness to share characteristics of members of the opposite sex.

Gender-Busting Communication Hints (for Males) 1. Do you frequently interrupt females while they are speaking? Try to break the habit. 2. Avoid answering questions with “Nope”and “Yep.” Try to explain more and give some details why you did something. 3. Try to open up on personal issues. 4. Ask for help if you need it. Can you tell me how to get to...? Can you tell me how to get to...?

1. Look people directly in the eye. 2. If men interrupt conversations, assertively direct the conversation back. 3. Do not over-apologize for your behaviors. 4. Talk more often about current events, less about people. Gender-Busting Communication Hints (for Females)

Writing Activity You will be given an essay prompt that you will respond to individually using your notes if you have them. Helpful hints: Find the directive words: Words like "identify," "describe," and "define" require straightforward definitions or examples that define the concepts. Words like "explain," "analyze," and "discuss" require extended application of the information to the situations or contexts within the question. Students should use different terms than those found in the question prompt to answer the question. Simply parroting the question's language is usually not a sufficient demonstration of a student's knowledge. Use a separate paragraph for each concept addressed in the question. That will help readers find answers more efficiently. Avoid lengthy introductions. It is not necessary to repeat the stem of the question. Outlines cannot be graded. Stress that students should write in complete sentences and in paragraph form. Your essay will be graded in class using a scoring rubric Write in pen

Writing Prompt Psychologists conduct research to investigate controversial issues. Consider the following: Explanations of hypnosis Children’s behavior (nature v nurture) The Evolutionary Explanation of human sexuality Describe the opposing points of view on each of the psychological issues listed above. Your description must provide one argument on each side of the controversy. For each issue, choose one point of view to support. Using evidence from psychological research, justify why you think this point of view is correct.

Scoring Rubric We will grade the essay as a class using the scoring rubric provided. Swap papers with a classmate Use a different colored pen to score the essay

Agenda: Chapter 4 Test Monday 10/7 *G Schedule Chpt ½ page Tuesday 10/8 Chpt Test corrections today during lunch and 7 th period We will have an open note writing activity on block day, make sure you are caught up on your notes. Block Day 10/9 & 10/10 Study for test *Optional: Work on chapter review questions Test corrections today during lunch and 7 th period *Optional Review Session today at lunch on Thursday Friday 10/11 *Homecoming Schedule Chpt