The purpose of this unit is to understand how individual personality develops and influences one's thoughts and behaviors. Students will participate in a variety of research-based personality tests and quizzes in order to deepen their understanding of their own personality traits. Furthermore, students will investigate how psychologists study personality to help identify and treat personality disorders.

12-15 days

College, Career, and Civic Life (C3) Framework for Social Studies State Standards

D2.Psy.5.9-12. 

Explain how the validity and reliability of observations and measurements relate to data analysis.

American Psychological Association National Standards for High School Psychology Curricula (APA)

APA Standard Area: Personality; Content Standard 1 

Empirical approaches to studying and understanding personality.

APA Standard Area: Personality; Content Standard 2 

Assessment of personality.

Aligned to District Vision of a Graduate

An Effective Communicator 

• clearly and concisely conveys information for shared understanding

  • D2.Psy.5.9-12.

• command of the language; written and verbal

  • D2.Psy.5.9-12.

Skilled Socially 

• uses effective verbal and non-verbal communication skills

  • D2.Psy.5.9-12.

A Critical Thinker 

• applies unbiased analysis and evaluation

  • D2.Psy.5.9-12.

• evaluates sources of information for reliability

  • D2.Psy.5.9-12.

  • APA Content Standard 1

• willing to adapt new information and question things

  • D2.Psy.5.9-12.

  • APA Content Standard 1

  • APA Content Standard 2

1. How do validity and reliability impact the quality of psychological research and data analysis?

2. How do psychologists study and measure personality?

3. What makes a personality assessment trustworthy or flawed?

4. To what extent can personality be accurately measured?

5. How do different psychological perspectives explain personality?

6. Why might different personality tests produce different results?

7. How do bias and subjectivity influence psychological measurement?

8. How can we use data responsibly to make conclusions about personality?

1. Psychological conclusions are only as strong as the quality of the data, which depends on validity and reliability.

2. Psychologists use empirical methods and evidence to study and explain personality.

3. Personality is complex and multifaceted, shaped by biological, psychological, and environmental factors.

4. Different approaches (trait, psychodynamic, humanistic, social-cognitive) offer distinct explanations of personality.

5. Personality assessments can provide insight into behavior, but they have limitations, biases, and ethical considerations.

6. Data analysis requires careful interpretation to ensure conclusions are accurate, consistent, and meaningful.

D2.Psy.5.9-12 

• Validity

• Reliability

• Observations

• Measurements

• Data

• Data analysis

• Accuracy

• Consistency

• Bias

• Error

• Research methods

• Variables

• Correlation

• Causation

• Evidence

APA Standard Area: Content Standard 1

• Personality

• Personality traits

• Trait theory

• Psychodynamic theory

• Humanistic theory

• Social-cognitive theory

• Biological influences

• Environmental influences

• Empirical evidence

• Research methods (surveys, case studies, observations)

• Data and evidence

• Behavior patterns

• Individual differences

APA Standard Area: Content Standard 2

• Personality assessment

• Objective tests (e.g., self-report inventories)

• Projective tests

• Trait measures

• Behavioral assessment

• Validity

• Reliability

• Standardization

• Norms

• Bias (cultural, response bias)

• Self-report data

• Observer ratings

• Psychological measurement

• Ethical consideration

D2.Psy.5.9-12

• Explain the relationship between validity, reliability, and data analysis

• Distinguish between valid and reliable data

• Analyze the accuracy and consistency of observations and measurements

• Evaluate the quality of data used in psychological research

• Identify sources of bias and error in data collection

• Interpret data to determine whether conclusions are supported

• Apply concepts of validity and reliability to real-world examples

• Compare strong vs. weak data and research findings

• Use evidence to justify conclusions about data quality

• Construct explanations based on analyzed data

APA Standard Area: Content Standard 1

• Describe major empirical approaches to studying personality

• Compare different personality theories and perspectives

• Explain how personality is studied using evidence and data

• Analyze how biological and environmental factors influence personality

• Apply personality theories to real-world examples

• Interpret research findings related to personality

• Use evidence to support explanations of personality traits and behaviors

• Examine patterns of behavior to understand personality

• Construct explanations of personality using multiple perspectives

APA Standard Area: Content Standard 2

• Describe different methods of assessing personality

• Compare objective and projective personality tests

• Explain how personality assessments are developed and used

• Analyze the validity and reliability of personality measures

• Evaluate strengths and limitations of different assessment tools

• Identify sources of bias in personality assessment

• Interpret results from personality assessments

• Apply personality assessment concepts to real-world scenarios

• Use evidence to support conclusions about personality

• Construct explanations about personality based on assessment data

Assessments:

Formative Assessments: 

REQUIRED:

• Unit 6 - Personality CFAs TBD on Performance Matters

Suggested:

• Do Nows/ Bell Ringers/ Exit Tickets

• Student Academic Notebooks

• Source Analysis: Annotations, Close Reading Strategies, DBQs

• Class discussions (Suggested: The TQE Method, Talk Moves, Snowball Discussions, Cover-Stations)

• Observations of Students/ Check Work in Progress

• 1:1 or small group conferring

Unit 6 - Personality

• Draw the Pig Personality Test (Icebreaker)

• Freud's Theory of Personality (suggested to work on first part individually and the scenarios with a partner); 

• Reading 14: Thrill-Seeking Personalities; 

• Personality Disorder Research Assignment

Summative Assessments: 

REQUIRED:

• Unit 6 - Personality CFAs TBD on Performance Matters

Suggested:

• Quizzes and Exams

• Projects (individual and group)

• Presentations

• Case Study Analyses

• Evidence-Based Arguments

• Research Papers

Unit 6 - Personality 

• Personality Tests Reflection (suggested to have students take one, or multiple personality tests - see personality tests under resources, and write a reflection of their results using key terms, information from Chapter 13, and their own data collection.)

• Fictional Character Analysis (suggested to have students pick a fictional character they are familiar with and analyze their personality using key terms, information from Chapter 14, and their own research.)

Textbook Worksheets & Assessments:

Guided Reading Activity, Lesson 1; Guided Reading Activity, Lesson 2; Guided Reading, Lesson 5; Case Study 14

Academic Vocabulary: 

• Personality

• Temperament 

• Traits

• Character

• Validity

• Reliability

Content Vocabulary

• Introvert

• Extrovert

• Sanguine

• Choleric

• Melancholic

• Phlegmatic

• Archetype

• Hierarchy

Disciplinary Vocabulary:

• Id

• Ego

• Superego

• Defense Mechanism

• Self-actualization

• Objective Test

• Projective Test

Resources:

Technology:

• YouTube (Rorschach and Freudians: Crash Course Psychology #21; Measuring Personality: Crash Course Psychology #22, Personality Disorders: Crash Course Psychology #34)

• TedEd Psychology Videos

• Edpuzzles

Websites/ Online Articles:

• 16 Personalities Test

• Big Five Personality Test

• Open Resource: Big five Personality Test

• Slideshare: Personality

• Rorschach Test Overview

Suggested Texts:  

• “Understanding Psychology” McGraw Hill; Chapter 14 “Theories of Personality"

• “Understanding Psychology” McGraw Hill; Chapter 13 “Psychological Testing”

• Personality Type Handbook

Cross Cycle Tasks:

Suggestions: 

• Have students begin reading a brief connected text at the end of the academic and finish during the trade cycle.

• Use Google Forms for a questionnaire or survey about upcoming topic.

• Brief writing task related to end of cycle lesson or as a discussion piece for upcoming lesson.

• Student question development about upcoming topic. Provide question starters: Classroom Question Stems by Cormier; Hess; DOK; Bloom's Taxonomy.

• Quizlet Study Sets activity.

Last day of the Cycle:

• Students meet in small groups to read and discuss text they will create posts for:

  • Week 1:  post 2 reflections and respond to 2 reflections

  • Week 2:  post 2 questions or wonderings

First day of the New Cycle:

• Students meet in small groups to discuss reflection, response, and question posts (approx. 15 minutes)

Connecticut Core Standards for Literacy in History/Social Studies, Science Technical Subjects

    https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf

Connecticut Secondary Social Studies Standards: Social Studies Inquiry Arc

Mathematical Practice Standards

Next Generation Science Standards 

    Standards for students that are aligned to priority standards

    https://www.nextgenscience.org/search-standards

• Students can use the scientific method and other psychology methodologies to form hypotheses, complete tasks, analyze data, and draw conclusions.

International Society for Technology in Education (ISTE) 

    Standards for students that are aligned to priority standards

    https://iste.org/standards/students

CTE Competency Standards

• Utilizing tasks, projects and assignments that connect to trade technologies:

  • Aerospace Manufacturing

  • Architecture

  • Automotive Technology

  • Automotive Collision Repair and Refinishing

  • Bioscience and Environmental Technology

  • Biotechnology

  • Building and Civil Construction

  • Culinary Arts

  • Criminal Justice and Protective Services

  • Digital Media

  • Diesel and Heavy - Duty Equipment Repair

  • Electrical

  • Graphic Design

  • Heating

  • Ventilation and Air Conditioning

  • Health Technology

  • Hairdressing and Cosmetology

  • Information Technology

  • Landscape Design

  • Installation and Equipment

  • Masonry

  • Mechanical Design and Engineering Technology

  • Precision Machining Technology

  • Plumbing and Heating

  • Plumbing, Heating and Cooling

  • Robotics and Automation

  • Tourism

  • Hospitality and Guest Services Management

  • Veterinary Science

  • Welding and Metal Fabrication

Components of Social, Emotional, and Intellectual Habits 

• Develop logic and reasoning/Critical and analytic thinking

• Use evidence and critical thinking to support claims, make arguments and critique the reasoning of others; explain own thinking and responds to others’ thinking 

• Develop logic and reasoning/Applying known information to new experiences

• Compare, contrast and evaluate experiences, tasks and events building on prior knowledge 

• Develop logic and reasoning/Reasoning and problem solving

• Analyze attributes to classify, compare and contrast objects, events and experiences (similarities, differences and associations) 

• Develop a positive attitude toward learning/Cooperation during learning experiences

• Listen, discuss, and negotiate ideas in order to discover new learning with peers

Psychology is applicable to every individual behavior. Learning different theories provides students with the opportunity to reflect upon their own daily behaviors.

Students will self-reflect on prompt led journal questions throughout the unit.

Students will choose an individual disorder to research and can make it applicable to themselves or someone in their life. Students will educate each other on these disorders. 

Use these reflective questions to enhance critical consciousness for diversity and equity for both educators and students.

• Why is it important for me and my students to be critically conscious for diversity and equity?

• How do I define diversity? How do my students define diversity? What do I need to learn? What do my students need to learn?

• How do I define equity? How do my students define equity? What do I need to learn? What do my students need to learn?

• How does my identity and my students’ identities impact my teaching and classroom practices? How does it impact my students’ learning and engagement?

• What do I know about various aspects of identity? What do I need to learn?

• What do my students know about various aspects of identity? What do they need to learn?

In developing our social studies curriculum, we place a strong emphasis on cultural relevance to captivate and empower our students. It’s important to create inclusive spaces for meaningful dialogues where students not only engage with previous lessons but also share their unique life narratives, contributing to a collective awareness of diverse perspectives. The aim is to thoughtfully integrate the rich cultural tapestry of students' homes into the social studies classroom, mindful of the multifaceted diversity within our communities. 

Cultivate authentic connections with families through reciprocal conversations that honor their cultures as invaluable assets for promoting both equity and learning. This approach prioritizes experiences that place students at the forefront, ensuring activities not only mirror their lives but also provide windows to a broader understanding of an equitable world. 

One crucial context, language serves as a powerful conduit to students' diverse cultural backgrounds. Embrace a translanguaging approach, recognizing and appreciating the varied linguistic repertoires our students bring to the social studies classroom. This approach acknowledges that individuals draw upon diverse languages and language varieties, such as English and Spanish, to construct a meaningful understanding of equity and diversity in their educational journey. 

For information on how to support English Learners in this unit, refer to the Connecticut English Language Proficiency (CELP) Standards with Correspondences to the K-12 Practices and Connecticut Core Standards. 

Use the EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers) for specific questioning techniques and teaching strategies to support students’ learning.