1. Class continued examining Freud's theory of psychol sexual development (resources-article-Freud Psycho-sexual development) Students were put in groups and each group was assigned to a stage of development. Groups then filled in the chart for their stage. Each group will present their info to the class. 

1. Class examined damage to the frontal lobes and how it could affect them. Class went over what a concussion is, the physical results and how it affects behavior. Once completed, class watched the trailer to the documentary League of Denial (pbs.org) Class then went over article on CTE (pbs.org) and discussed if they would let their children play football. 

1. Class was introduced to Freud's Theory of Psycho-Sexual Development. DN: What is a mamma's boy/daddy's girl? Class discussed and why these terms are gender specific. Class was then given article on psycho-sexual development. Students read first three paragraph silently and annotated. Class then answered questions 1-3. Class went over questions (resources-article-Freud's theory on Psycho-Sexual Development. 

1. Class continued ppt (resources-Lateralization of the the brain) analyzing the role of the speciality areas of the brain and how damage to these areas would affect behavior. Class watched video on Phieas Gage (resources-links section-Phineas Gage) and discussed damage to the frontal lobes. 

1. Groups began presenting skits portraying defense mechanisms. After each presentation students guessed and explained the defense mechanism and how it was portrayed. 

1. Via power point (resources-Brain Lateralization) class went over the specialty areas of the brain (Broca's and Wenicke's Area) and how they affect behavior if the corpus collosom were damaged and then if each individual area were damaged

1. Due to testing classes did the following: On a separate sheet of paper write a defense mechanisms your group created skits for, write a summary of the skit(s), and explain how each portrays the defense mechanism. Collected at the end of the period for a group grade. 

1. Via power point and notes, class went over the Specialty Areas of the Brain (resources- Lateralization and Specialty Areas) Class then discussed and hypothesized what would happen to language if the Corpus Collosum were severed. Class then watched a video (resources-links- Split Brain Patient) about a man with a severed corpus collosum and the effects it has on his behavior. 

1. Class finished going over the defense mechanisms (power point-Personality) and went over the directions for the group work. Time remaining was given to start group work- Defense Mechanisms Skits (resources)

1. Via power point class went over lateralization of the brain (power point-Lateralization and Specialty Areas) Students went thru the power point and were able to explain the function of each hemisphere and then took part in activities demonstrating how each hemisphere works. Class then explained how each activity was left or right hemispheric. Class was then given the Wagner Preference Inventory (resources) to determine hemispheric dominance. 

1. Via power point, students took notes and created examples for defense mechanisms. (resources-power point-Personality)

1. Checked HW- nervous system flow chart worksheet (resources). Once completed, class went over the sympathetic and parasympathetic nervous system. Class was then given HW to begin in class- brain structure and brain scanning technology worksheet.(resources)

1. Class was given time to do notes.

1. Class took a reading quiz on notes/vocab pages 42-45 on Statistics. Class then went over the reading quiz.

1. Class discussed ethics and animal experimentation. Class will put into groups and groups were given different experimental scenarios and had to determine if they were ethical or unethical. Class discussed each scenario and the rationale behind their decisions.

1. Checked HW (notes/vocab 40-41) Once completed, class watched a video of the Milgram Experiment (resources-video-Milgram Experiment) Once completed, class discussed if the experiment was ethical or unethical and their evidence. 

1. Class defined ethics (text/technology) and how they are applied to experiments. Class then watched a video of the Milgram Experiment (resources-video-Milgram Experiment) Once completed, class discussed if the experiment was ethical or unethical and their evidence. 

1. Groups finished the experiment analysis worksheet. Students started HW with remaining class time.

HW: Read/notes/vocab 40-41 on Ethical Issues 

1. Class did an experiment to test the effects of exercise on memory. Once completed, groups were give questions to analyze the reliability of the experiment. Class did 1-5 together. Groups will finish questions when we come back from break.(resources-In class experiment questions)

1. Class analyzed the problems with correlations and surveys. Class analyzed data about female emotionality (see Mr. Cohen) and created a correlation based on data. Once completed, class did a statistical analysis of the data to show that the original correlation was an illusion (notes-see Mr. Cohen) and that correlations can be misleading. Once completed, class took a survey and again analyzed it for problems concluding that surveys can also be misleading. 

HW: Bring your notes 37-40 (already done previously) to class. 

1. Class analyzed the problems with correlations and surveys. Class analyzed data about female emotionality (see Mr. Cohen) and created a correlation based on data. Once completed, class did a statistical analysis of the data to show that the original correlation was an illusion (notes-see Mr. Cohen) and that correlations can be misleading. Once completed, class took a survey and again analyzed it for problems concluding that surveys can also be misleading. 

1. Class went over the format and agenda regarding reading quizzes (see Mr. Cohen if you were absent) Class then took the reading quiz on pages 37-40. Once completed, class went over specific questions to discuss the role of research in psychology

1. Groups presented research group assignment. Three groups presented their info- case study, naturalistic observation and cross-section/longitudinal. Class took notes (resources-group research assignment) Tomorrow correlation and survey groups will present their info to the class as well as take part in class-activities. 

1. Class received chromebooks and checked to make sure they were working and checked school email. Once completed, class began HW

1. Class received chromebooks and checked to make sure they were working and check school email. Once completed, groups began the group research assignment (resources-research group assignment) Groups should finish research assignment and be ready to present to the class tomorrow. 

1. Three groups presented their perspectives today. Evolution, Biology and socio-cultural (notes-resources-Perspective notes). Remaining two groups will present tomorrow. 

1. Class took a reading quiz on pages 19-25. Once completed, class went over the quiz and took part in two in-class activities demonstrating the problems that occur as we think. class discussed ways to overcome these obstacles and the scientific attitude. 

1. Groups presented research on their perspectives. Each group put their info on the board and explained to the class, notes were taken (resources-Perspective notes) Two groups went- Behavorial and Psychoanalytic

1. Remaining groups presented- cognitive and humanist (resources-perspective notes) class was then given remaining time to begin HW

1. Class went over the instructions to the Perspectives Group Assignment (resources). Groups began to work on assignment. Groups will be given 5-10 min tomorrow to complete. Once completed, groups will present info to the class and take notes. 

1. Groups finished presenting perspectives of psychology. Class was then given the rest of class time to began HW.

HW: Read/Notes/Vocab pages 19-25 and be ready for a reading quiz. 

1. Jobs list was checked and students were assigned a job for the jobs in psych project. See Mr. Cohen if you did not get a job. Once completed, students began looking at the different perspectives used to understand behavior. Class took notes on the foundation perspectives of structuralism and functionalism (resources-Perspective Notes)

1. Groups continued to present. Class took notes on the biological perspective, evolutionary perspective, and socio-cognitive perspective. Remaining groups will finish tomorrow. 

1. Class discussed the difference between a psychologist and a psychiatrist. Once completed, students were given the format of the jobs in psych project (resources)

and discussed. 

1. Two groups presented, behavorialism and psychoanalytic, class took down definitions and discussed how we can used these perspectives to understand behavior. 

1. Class played the lying game. Students stated something personal about themselves and the rest of class determined if they were lying or telling the truth. Class then estimated their confidence level of how accurate their answer is. Once completed students, compared and contrasted the number they got right and their confidence level. Most students were overconfident- more confident then correct. Class took down vocab (resources-Intuition-notes) and discussed how they can avoid the pitfalls of thinking and concluded that one must use the scientific attitude. 

1. Class discuss the difference between perspective and perspectives and which one is better. Class concluded that perspectives are better b/c we see many different sides to a story. Class was then given instructions for the perspectives in psychology group assignment (resources-Perspectives Group Assignment) and given the rest of class time to begin. 

1. Classed discussed various ways we forget. Class watched Clive Wearing video segment (resources-links) and explained how amnesia works. Once completed, class examined why we (as regular people forget) by doing an in-class activity on memory. Class connected the activity to deja vue and how we can not remember if we do not pay attention. 

1. Class took notes on the theories of emotions (notes-resources) for each theory class analyzed the process of how emotions are registered. Once completed, a tally was done as to which theory is liked the best and the least. Tomorrow the class will examine which theory was like least and put it to the test. 

1. Class went over the obstacles to thinking by doing activities in class that demonstrate each obstacle. Once completed, class discussed how we can avoid these obstacles. 

Periods 3 and 4- See yesterday for CP 

1. Class began new unit on Thinking. Class defined thinking (notes-resources-Thinking) Once completed, class compared and contrasted three different types of thinking (notes-resources-thinking) for each type of thinking class participated in in-class activities to demonstrate concepts. Once completed, class will apply the different types of thinking and create puzzles to be solved in class. 

Periods 3 and 4 took the quiz on consciousness that was supposed to be given on Friday.

Period 9- Class began new unit on Thinking. Class defined thinking (notes-resources-Thinking) Once completed, class compared and contrasted three different types of thinking (notes-resources-thinking) for each type of thinking class participated in in-class activities to demonstrate concepts. Once completed, class will apply the different types of thinking and create puzzles to be solved in class. 

1. Class continued examining ways to increase memory. First, students evaluated their study habits. Class then watched video segment (links section in resources) and took notes on study tips. Class reevaluated study habits and discussed how they could improve upon their study techniques. 

Due to evacuation periods 3 and 4 will take the quiz on Monday. Period 9 took the quiz on Consciousness

1. Class continued examining why we forget. Class watched video on Clive Wearing (full video is on Youtube-type in his name, class watched first 13 minutes) Class then went over the process of forgetting using an in class activity were students had to draw a penny from memory. Class also went over how to improve one's memory.