1. Ch. 4 Development Practice FRQ

2. Mike is a 15-year-old high school student who is considering what classes to take in his next year of high school. Discuss how each of the following aspects of development would impact his decision about which classes to take:
Early physical maturation
Emergence of formal operational thought
Ego-identity status (skip)
Emergence of post-conventional morality
Adolescent egocentrism
Androgynous sex role
Secure attachment as an infant

3. Rubric:
 Students should discuss how early physical maturation (“early bloomer”) might impact Mike’s decision. Research indicates boys who mature earlier tend to be more confident, popular, and athletically inclined. Mike’s choice of classes may be influenced by these characteristics he would likely possess.
Example: Mike would be more likely to choose athletics as an elective since he has had more playing time in sports due to his early physical maturation.

4. Rubric: Emergence of formal operational thought
Students should discuss how students with formal operational thought are more likely to understand abstract and hypothetical concepts and situations. Mike would be more likely to choose cognitively challenging classes because he is beginning to understand more abstract concepts.
Example: Mike would be more likely to take a philosophy class since he is beginning to experience formal operational thought.

5. Rubric: Emergence of post-conventional morality
Students should discuss how people with post-conventional morality are more concerned with why laws/rules are created and ultimately follow self-chosen rules of behavior.
Example: Mike would choose classes in which the teachers have a reputation for fairness since he was beginning to develop a post-conventional morality.

6. Rubric: Adolescent egocentrism
Students should discuss how adolescents feel as though everyone is focused on what they are focused on.
Example: Mike would assume everyone else was as confused about class selection as he was since he experiences adolescent egocentrism.

7. Rubric: Androgynous sex role
Students should discuss how people with androgynous sex identities demonstrate a balance of male and female characteristics and tendencies.
Example: Mike may choose to take family and consumer science (home economics) or a Shakespeare class in addition to athletics to demonstrate his androgynous sex role.
NOTE: It is minimally sufficient for students to identify only traditionally “feminine” course choices to demonstrate this point. You are strongly encouraged to list both traditionally masculine and feminine course choices in order to demonstrate the full spectrum of androgyny.

8. Rubric: Secure attachment as an infant
Students should discuss how having a secure attachment as an infant would impact Mike’s current choices. Research demonstrates that securely attached infants are more likely to explore options and show confidence as adults.
Example: Since Mike had a secure attachment to his mother as an infant, he is more likely to make confident choices and explore many options in his choices.