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      Unit #1 - Human Development
      • The Brain at Different Ages of Life - Download the Powerpoint below. Read and follow the directions. Be sure to hand in the last slide when you are done.
      • Milestones Timeline: Use this website http://www.softschools.com/teacher_resources/timeline_maker/to write about 10 important events that have happened in your life to this point. Include details where you can. 
      • Use the following website with your T-chart to compare the teen and adult brain.


      Unit #2 -   The Brain

      Number 1

      • Once logged on to the internet, go to the NEUROSCIENCE FOR KIDS page at http://faculty.washington.edu/chudler/neurok.html.

      • Download and save a copy of the worksheet entitled "Brain Internet Packet" at the bottom of this page.

      • Use this worksheet to research and discover more about the brain and nervous system on the "Neuroscience for

      • Kids" web pages. You will work to locate information, and record it in the spaces on the worksheet.  YOU WILL


      • Save your worksheet on your H: drive, print it, and hand it in. 

      Number 2 - Structure and Function of the Brain

      Number 3

      Use the following links to help figure out which side of the brain you use most.

      Brain Games
      Click on the links below to enjoy some fun games using your brain!

      Unit #3 - Aggression
      •  Violence in Children's Video Games
        • After reading 3-5 articles at the research sites below, you will be taking a stand on the following
                              statement: "Should violent video games be banned for everyone under the age of 18?"
        • Be sure to support your answer with specific examples from articles and research.
        • Your essay should be approximately one typed, double-spaced page long.
        • Be sure to include the Title and date of the artcles that support your position (a full bibliography is not necessary).
        • Spelling, punctuation, and grammar count!
        • You will have three class periods to complete this assignment.

      Articles about Violence in Video Games:












      Unit #4 - Group Behavior / Conformity
      • Link to "Elevator Video" about conformity:  Click here.
      • Link to the "Asch Experiment" - Click here.
      • Link to "Milgram Experiment" - Click here.
      • Milgram Online Quiz - BE SURE TO SHOW YOUR RESULTS TO MRS. MORGANS WHEN YOU ARE DONE! Download the quiz here.
      • Link to "Power of the Situation" video: Click here.
       Unit #5  Stress
       Unit #6  First Impressions / Stereotypes
      Unit #7 - Intelligence  
      INTELLIGENCE: Definition: the capacity for learning, reasoning, understanding, and similar forms of mental activity; aptitude in grasping truths, relationships, facts, meanings, etc.

      There are many tests of intelligence, some of which are valid, some of which are not. 

      Click on the links below to see how you do.  NONE OF THESE TESTS ARE TO BE TAKEN TOO









      1.  Multiple Intelligence theory suggests that no one set of teaching strategies will workbest for all students at
      all times.  All children have different strengths in the seven intelligences, so any particular strategy is likely to
      be successful with several students,and yet, not for others.  Because of these individual differences among
      students,teachers are best advised to use a broad range of teaching strategies with their students.  As long as
      instructors shift their intelligence emphasis from presentation to presentation, there will always be a time
      during the period or day when a student has his or her own highly developed intelligence(s) actively involved
      in learning. 

      Key Points in M.I. Theory

      1.  Each person possesses all seven intelligences

      2.  Most people can develop each intelligence to an adequate level of competency -

        • Gardner suggests that virtually everyone has the capacity to develop all seven
        • intelligences to a reasonably high level of performance if given the appropriate
          encouragement, enrichment, and instruction.

      3.  Intelligences usually work together in complex ways - Gardner points out that no intelligence exists by itself in life (except perhaps in very rare instances in savants and brain-injured individuals.) Intelligences are always interacting with each other.

      4.  There are many ways to be intelligent within each category - there is no standard set of attributes that one must have to be considered intelligent in a specific area. 

        • Consequently, a person may not be able to read, yet be highly linguistic because he
        • can tell a terrific story or has a large, oral vocabulary.  Similarly, a person may be quite awkward on the playing field, yet possess superior bodily-kinesthetic intelligence when she weaves a carpet or creates an inlaid chess table.  M.I. theory emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences.  

      “All students can learn and succeed, but not all on the same day in the same way.”

      - William G. Spady

      •   Click here to listen to Howard Gardner speak about his Multiple Intelligences theory. 
      Answer the question on the attached page while listening.  Then, print the page and and hand it in.
      • What's your learning style?  Click on the links below to take a few tests to determine


       Unit #8 - Personality

       Myers-Briggs Personality Inventory - similar, with job match

      What's Your Personality Like?

      Many Personality Tests


      Directions & Links

      In the past, the subject of mental illness was surrounded by mystery and fear. Today, tremendous progress has been made in understanding and treating these illnesses.

      One person in seven living in the US will require professional help for a psychological disorder at some time in their life (Atkinson, Rita L. et al., 1993).  These disorders can take many forms and have a wide range of symptoms. Mental illnesses can affect persons of any age, race, religion, or income. Mental illnesses are not the result of personal weakness, lack of character or poor upbringing. Mental illnesses are treatable. Helping people understand what these illnesses are and why they occur may help to take away from some of their mystique and better prepare people for dealing with these situations if they occur.


      You will be assigned to research one of the topics below, and teach your classmates about the illness/disorder. 

      1)       Adjustment Disorder

      2)       Agoraphobia

      3)       Alzheimer's Disease

      4)       Anorexia Nervosa

      5)       Antisocial Personality Disorder

      6)       Attention-Deficit/Hyperactivity Disorder

      7)       Autism Spectrum Disorder

      8)       Binge eating disorder

      9)       Bipolar Disorder

      10)   Dementia

      11)   Dissociative disorders

      12)   Generalized Anxiety Disorder

      13)   Hypochondriasis

      14)   Kleptomania

      15)   Major Depressive Disorder

      16)   Munchausen Syndrome

      17)   Narcolepsy

      18)   Obsessive-Compulsive Disorder

      19)   Panic Disorder

      20)   Post-traumatic Stress Disorder

      21)   Psychogenic Amnesia

      22)   Pyromania

      23)   Schizophrenia

      24)   Seasonal Affective Disorder


      Your Task:


      Step #1

                Research your topic, starting with the sites listed below.  Use the Research Worksheet provided to take notes.  *Be sure to put the information in your own words – do not plagiarize!


      Step #2

                Create a Power Point presentation that will teach the class about the mental illness/disorder you researched.

                         -You should have 15-20 slides that provide information, not                                  including your sources.

                         -Your last slide should list the websites you actually used to                                 gather information (Google.com is NOT a research site!)

                         -Be sure to check spelling, capitalization, grammar, &                                            punctuation.

                         -Practice your presentation – if you don’t know what you are                                talking about, or can’t pronounce some words, you will                                come across as being very unprepared!

                         -Slide transitions should be simple!

                         -Be sure slides are easily readable and interesting to look at.

                         -Save your Power Point to a flash drive AND your H: drive.


      Step #3

                Present your Power Point to the class.  You will be called on in random order, beginning on Wednesday, March 6.



      Helpful websites:





























      See attachments below

      Subpages (1): Weekly Geography
      Mary Morgans,
      Aug 5, 2012, 8:09 PM
      Mary Morgans,
      Aug 5, 2012, 8:10 PM
      Signature Strengths Chart.dotx
      Mary Morgans,
      Feb 28, 2014, 9:04 AM
      Mary Morgans,
      Dec 4, 2013, 7:48 AM
      Mary Morgans,
      Aug 5, 2012, 8:10 PM