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right1428923Unit PlanCriminologyIB Psychology: A Student’s GuideChapter Two Unit Plan: CriminologyOverviewThis unit will introduce students to the study of psychology by investigating a range of factors that may explain criminal behaviour. While it’s closely connected to the biological approach, it also introduces other key factors in understanding behaviour, such as models of thinking, and socio-cultural influences. The unit also has recurring themes, including the functions of the PFC and the amygdala, which are important foundations for later studies of PTSD.Duration(suggested ) 30 Lessons (1 lesson = approx. 1 hour)(25 content + 5 review and assessment)All times, learning outcomes and content in this unit plan are for guidance and ideas only. Teachers are encouraged to adapt this plan to fit their own contexts.Summative Assessment/s(suggested)Take Home SARStudents will be given a choice of SAQs that they can work on over time and submit a 200 – 400 word response. Question: Explain how one hormone influences behaviour.In-Class SAROne question from the list of possible SAQs will be given to students. They will have 35 minutes to complete their answer to the question in 200 – 400 words.Question: Explain how neurotransmission can influence human behaviour.Take Home EssayStudents will write an essay (about 900 words) addressing this question:To what extent do genetics influence human behaviour? Themes The origins of criminal behaviour include the complex interactions of biological, cognitive social and cultural factors.It’s important to study the origins of antisocial behaviour so we can devise more effective strategies to reduce and prevent it.Brain function influences behaviour (e.g. the amygdala functions to perceive threat and generate emotion, and the prefrontal cortex functions to inhibit impulsive and facilitates decision making).Key QuestionsWhy are some people violent?How can we reduce violence in society? Recommended resources Student copies of the textbook, IB Psychology: A Student’s Guide (available here)Student copies of the workbookPowerpoint Blog resources (here)Topics in this UnitLessons for Each Topic2.1 The Brain and BehaviourThe Frontal Lobe The Prefrontal Cortex and Aggression 2.2 The Brain and Decision Making Judgement, Processing and Decision Making The Dual Process Model of Decision MakingPFC Damage and Decision MakingProcessing and Decision Making while Gambling 2.3 The Brain and Emotion Fear and the Amygdala SM: The Woman with No FearThe Amygdala and the Fear Response 2.4 Hormones and Behaviour Testosterone and Aggression Aggression: An Evolutionary AdaptationTestosterone and Social Threat Part ITestosterone and Social Threat Part II2.5 Culture and BiologyCultural Values: Culture of HonorCultural Values and Testosterone 2.6 Neurotransmission Neurotransmission Serotonin, Threat and the Prefrontal Cortex2.7 Neuroplasticity Environment and Brain DevelopmentChildhood and Brain Development Meditation and Mindfulness Mindfulness and Emotion 2.8 Genetics and BehaviourTwin and Adoption Studies The MAOA “Warrior” Gene 2.9 Social Cognitive TheoryBandura’s Social Cognitive TheoryVicarious Learning and the Bobo Doll + Lessons These are lessons that are not in the textbook but are equally important for consolidation and skill development.After 2.4: 1 x to write first short answer response (on hormones)After 2.7:1 x to review for in-class SAQ test (see workbook)End of Unit1 x to review content 2 x to work on essay writing End of 2.7I might use a + lesson here If students are engrossed I will add another lesson hereEnd of 2.8I might use a + lesson here if I find that students need more time to grasp this concept, or even just to explore the MAOA and relevant research. Trav’s TipI love this unit because most of the biological topics can be seen as practice if you’re also planning on doing Chapter 4, PTSD, because most of these topics are covered again in that unit.Notes for Next Year Use this space for notes on how to improve the implementation of these topics for next ics in this UnitLessons for Each Topic2.1 The Brain and Behaviour2.2 The Brain and Decision Making 2.3 The Brain and Emotion 2.4 Hormones and Behaviour2.5 Culture and Biology2.6 Neurotransmission 2.7 Neuroplasticity 2.8 Genetics and Behaviour2.9 Social Cognitive TheoryIB Psychology Exam Preparation Approach Topic (and concept)Content (Specific topic)Examples (from this unit)Biological Trav’s Tip:With the exception of pheromones, this unit covers the biological approach in less than 30 hours, but also has the benefit of covering other topics, too. If you’re not sure about the thematic /themantic approach, use this unit as a trial as there’s nothing to lose.The Brain and Behaviour Brain function can influence behaviour, and vice-versa.Technology in Research fMRI and MRILocalization of brain function Amygdala and emotionvmPFC and decision making NeuroplasticityMindfulness on the amygdala and PFCPoverty and neglect on the amygdala, hippocampus and PFC.Neurotransmission Serotonin and impulsive aggressionHormones and BehaviourHormones can influence behaviour.Hormones Testosterone and social dominance/aggression.PheromonesN/AGenetics and Behaviour Genetics can influence behaviour.We’ve evolved behaviours that help us to survive. Genetics Warrior gene and violenceGenetic Similarities Twin studies on antisocial behaviour EvolutionAggression Fear Cognitive Cognitive Processing A range of variables can influence our cognitive processing.Models of Memory N/ASchema Theory N/AThinking and decision makingDual processing modelReliability of Cognitive Processing Our cognitive processes might not be reliable. Reconstructive memory N/ACognitive BiasN/AEmotion and Cognition Emotion can influence cognition.The influence of emotion on other cognitive processes N/ASocioculturalThe Individual and the GroupSocial variables can influence behaviour.Social Identity Theory N/ASocial Cognitive Theory Bobo Doll studyStereotypesN/ACultural Origins of Behaviour Cultural factors can influence behaviour.Culture Culture of HonorCultural DimensionN/ACultural Influences on Behaviours Cultural factors can influence behaviour.Enculturation N/AAcculturationN/AEthics & Research Methods For all topics and areas of study in the three approaches you need to be aware of how and why research methodology (e.g. natural experiment, case study, etc.) and ethical considerations (e.g. informed consent, anonymity) are related to those particular areas of study. Topic 1: The Brain and Behaviourlessons)The Frontal Lobe The Prefrontal Cortex and AggressionCore conceptDamage to the brain can influence our behaviour. Learning outcomes Level One: Knowledge and comprehension Define key terms and describe key studies.Describe the function of the prefrontal cortex. Level Two: Understanding and applicationExplain how Grafman et al.’s study suggests that damage to the PFC may affect aggression.Level Three: Critical and creative thinkingExplain potential methodological issues in Grafman et al.’s study on Vietnam veterans. Explain how Grafman et al.’s study suggests one possible function of the PFC is to inhibit impulsive behaviour. Key termsFrontal lobe, impulsive behaviour, prefrontal cortex, aggression Key studies Phineas Gage (for interest purposes only – not exam prep’)Graftman et al. (1990) – Vietnam head injury study – VHIS) Guiding QuestionsLesson a: How does Phineas Gage’s case study suggest that damage to the frontal lobe affects impulsive behaviour?Lesson b: How does the Vietnam Head Injury Study show that damage to the prefrontal cortex may affect aggression?Assessment TasksFormativeConsolidation activityGuiding questions checkPractice SAQ (Localization)SummativeTake home SAQ (Hormones)In-class SAQ test (Neurotransmission)Take home essay (Genetics)Trav’s TipsThis first topic is designed purely to introduce students slowly into the idea of the frontal lobe, PFC and its role in aggression and impulsive behaviour (the latter two being very related concepts). It’s likely that students won’t use studies from this topic in exams, but it serves as good practice for their ability to comprehend and analyse studies. Lesson 2.1 (a) The Brain and BehaviorLearning outcomes (for the lesson) Outline one function of the frontal lobe (inhibits impulse).Explain how Phineas Gage’s case shows damage to the frontal lobe can affect behaviour.Hypothesize alternative explanations for the change in Gage’s behaviour. Lesson SummaryConsolidateBrain dump violent criminals and class continuum on the whiteboard HookWatching and reading about Charles Whitman – why did he do it?ActivityChalk and talk about the brain – use plastic 3D model if you have oneCheck-inGuiding question in workbooks ExtendCausation vs. Correlation – the case of GageReflectReminder – three levels of learningLesson PlanningConsolidateFirst lesson – nothing to consolidate Brain DumpingProvide students with a blank silhouette (both genders). These people are violent criminals. What kind of crimes could have they committed? Continuum Are criminals born or made? Draw a continuum line on the board and have students place their votes using post-it notes somewhere along the continuum. Discuss. HookWatch: “Deranged Killers: Charles Whitman” Watch this film from 0 to 6:05 minutes (students can watch the rest in their own time if interested).Read The introduction (page 57 – 58). Hypothesize: Why do you think Charles Whitman committed mass murder?Activity#1. Chalk-and-TalkFinish telling Whitman’s story and then use the PPT and visual props to explain the parts of the brain, including the frontal lobe. This video (2 mins)is also a good brief introduction. Tell the story of Phineas Gage (another good video)(2 mins).#2. Read Students read lesson 2.1(a)Check-inGuiding QuestionStudents answer this in their workbooks.Remedial: students should read this blog post about explaining studies if their answers aren’t clear enough.ExtendCausation vs. CorrelationCan students come up with alternative explanations for Gage’s change in behaviour? (One idea: it was pain and discomfort, or perhaps being treated differently that caused him to change, not the brain damage).ReflectReminder: Three Levels of LearningRemind students that the workbook outlines three levels of learning. If they want an IB 4, they need to get to green. A 5 or 6 = yellow, and a 7 = red. It will be up to them to monitor their progress.Lesson 2.1 (b): The Prefrontal Cortex and AggressionLearning outcomes (for the lesson) Outline one function of the PFC (inhibiting impulse) and describe Grafman et al.’s study.Explain how this study shows that damage to the PFC can affect aggression. Explain potential limitations in this study’s methodology. Suggest one or more ways in which this study supports the idea that the PFC inhibits impulsive behaviour.Lesson SummaryConsolidateThink-pair-share about Gage and hypothesizing about criminal brainsHookTwo videos on the brain (one for fun and one for seeing a real brain)ActivityChalk-and-talk about the PFC and Grafman et al.’s study, problem-solving and reading.Check-inGuiding questionExtendEvaluating Grafman’s methodology – abstraction extension.ReflectStudents think about how they can keep up with key studies and terms.Lesson PlanningConsolidatePair ShareWhat happened to Phineas Gage? What does his story tell us about the frontal lobe? Hypothesize (on PPT)How might the brains of violent criminals be different to other people?HookWatchJohn Cleese’s intro to the brain (2 mins)This is just a bit of fun and it shows what it’s like to first learn about the brain.Then this actual brain dissection video ( 10 mins, but can skip through)This is just so they can see a brain and realize that it’s a very complex machine with heaps of different section (they don’t need to keep up with the names!).Activity#1: Chalk-and-talkExplain about the PFC using the PPT.#2: Problem-solvingYou want to find out if damage to the prefrontal cortex will affect aggression. How would you study this? (5 mins). #3. Chalk-and-TalkUse the PPT to talk about the Vietnam war and explain Grafman et al.’s study. (This video is a good help for the general idea).Fast Finisher can read.#3. Read :Students read the lesson 2.1 (b)Check-inGuiding QuestionAnswer this in workbooksExtendEvaluating MethodologyRead the abstraction extension and see if they can answer the probing questions included in this section.ReflectKey Studies and Terminology Remind students of the importance of comprehending and revising key terms and studies. Topic 2.2: The Brain and Decision Making 4 LessonsJudgement, Processing and Decision Making The Dual Process Model of Decision MakingPFC Damage and Decision MakingProcessing and Decision Making while GamblingCore conceptDamage to the brain can affect our ability to make decisions. Learning outcomes Level One: Knowledge and comprehension Define key terms (see below).Describe the dual processing model of decision making. Outline the function of the vmPFC in cognition and behaviour.Describe Bechara et al.’s (2000) IGT study on vmPFC patietns.Level Two: Understanding and applicationExplain how Bechara et al.’s (2000) study provides biological support for the dual processing model of decision making?Level Three: Critical and creative thinkingEvaluate Bechara et al.’s study. Apply the study and concepts related to decision making to the study of criminology. Key termsProcessing, judgement, decision making, system one and system two processing, dual process model of thinking and decision making, ventromedial prefrontal cortex, Iowa Gambling TaskKey studies Dual processing model of thinking and decision makingBechara et al’s (2000) Iowa gambling task (IGT) study on vmPFC patients.Guiding QuestionsLesson a: How might processing be influencing the judgement and decision making of the children in the marshmallow study?Lesson b: How can the system used in processing influence judgment and decision making?Lesson c: How might damage to the PFC influence decision making?Lesson d: How does Bechara et al.’s study suggest that the vmPFC plays a role in system two processing?Assessment TasksFormativeConsolidation activityGuiding questions checkSummativeTake home SAQ (Localization)In-class SAQ test (Hormones)Take home essay (Genetics)Trav’s TipsThis is the core research for the cognitive topic “thinking and decision making.” Understanding the role of processing, decision making and the brain is essential in excellent explanations of origins of violence. Lesson 2.2 (a): Judgement, processing and decision makingLearning outcomes (for the lesson) Define (and differentiate) processing, judgement and decision makingExplain how processing might influence decision making in the marshmallow paradigm studies. Apply these cognitive processes to an example of gambling (or other task they are familiar with).Lesson SummaryConsolidateRelating – key concepts already covered HookWatching – the marshmallow experiment ActivityPaired work – figuring out cognition involved in the marshmallow experiment Check-inGuiding question ExtendAbstraction extensionWatching Ted Talk ReflectAssigning own homework Lesson PlanningConsolidateRelating Use the PPT and students relate these items (frontal lobe and PFC, PFC and vmPFC, impulsive behaviour and the PFC, PFC and aggression, aggression and impulsive behaviour). (Blog post)HookWatch: This short video (4 mins) on the marshmallow test. Optional: explain a bit about the background of the Stanford Marshmallow Experiments (read more here).ActivityPaired WorkStudents use the textbook explanations of processing, judgement and decision making and they have to explain possible examples of these cognitive processes performed by children during the marshmallow tests.They could use specific examples if they wanted to (comparing, for instance, the red-haired girl with the boy who got both at the end).Check-inGuiding QuestionThe above task is getting students to answer the guiding question, so have students show me when they’re finished. ExtendAbstraction Extension: applicationStudents can try to answer this task in the textbook. Watch: students could watch the video recommended in the “if you’re interested” section of this lesson in the textbook (Link).ReflectReflectStudents can assign 15 minutes of their own homework: watching the TED talk, reading ahead, catching up missed work, etc.Trav’s TipsThe aim of this lesson is just to get students to comprehend the three cognitive processes (even if they only grasp processing and decision making by the end of the topic, that’s OK).Lesson 2.2 (b): A Dual Process Model of Decision MakingLearning outcomes (for the lesson) Describe the dual processing model of decision making. Explain how processing could influence decision making. Hypothesize how processing and decision making might be related to criminology. Lesson SummaryConsolidatePair review – judgement, processing and decision making HookReplicating psychology tests Watching the excerpt from the BBC documentaryActivityRead – textbook Watch – Kahnemann summarizes the dual process model Chalk-and-talk – the dual process modelCheck-inAnswer guiding questionExtendHypothesizing – how this applies to criminology?Abstraction extension or further reading ReflectAsk questions – remind students of the importance and value of asking questions.Lesson PlanningConsolidatePair Review In pairs students begin by recapping how processing, judgement and decision-making are related in the marshmallow studies. Then see if they can come up with another scenario to apply these three ideas to (e.g. asking someone one a date; being tempted to break a rule).HookReplicating Psychology TestsConduct a basic system 1 – 2 test on students. You can use the powerpoint and they’re in this video (from 5:00mins).WatchWatch this video from 0 – 09:40 (before they get to the fighting experiment).ActivityRead: the textbook page 67-8.Watch: This brief interview (6 mins) with Kahnemann where he summarizes the model. Focus questions are in the workbook.Chalk-and-TalkUse PPT slides to briefly explain the dual processing model. Check-inGuiding Question Students answer the guiding question in their workbooks. ExtendHypothesizingStudents could begin hypothesizing how the dual processing model might be related to criminal and/or violent behaviour. Abstraction Extension or If you’re interested sections Students could try the abstraction challenge or read the articles listed in the green section (pg. 68). ReflectThe relationship between asking questions and gaining knowledge.Remind students of the importance of comprehending details (like the dual processing model) and the value of asking clarifying questions.Lesson 2.2(c): PFC Damage and Decision MakingLearning outcomes (for the lesson) Describe associations found between the vmPFC and behaviour. Explain how damage to the vmPFC might influence decision making. Hypothesize possible applications of understanding relationships between the PFC and decision making.Lesson SummaryConsolidateBrain Dump – dual processing model.HookProblem solving – how is decision making related to criminology ActivityWatch: TED talk on the teenage brainProblem solve: how to study if PFC influences decision making?Read – textbook Check-inGuiding question ExtendAbstraction extension ReflectSet own homework based on progress Lesson PlanningConsolidateBrain dump Students write what the can remember of the dual processing model.HookProblem Solving In groups of three students have to solve two problems:How are processing and decision making relevant to criminology? Can students think of specific examples?ActivityWatchThis TED Talk about the teenage brain by Sarah Jane-Blakemore (14 mins). Students think about the focus questions (in their workbooks). This is followed by a discussion of the answers. Problem Solving (use PPT)How could you see if damage to the PFC influences decision making? See what students come up with. Read: Lesson 2.2 (c) in the textbook. (You may want to explain the ventromedial prefrontal cortex before reading, or have students learn from the text).Check-inAnswer guiding questionThere’s space in the workbook to answer this question.ExtendAbstraction ExtensionStudents attempt to address these questions (page 70).ReflectSet own homework Students make note of where they’re at with the lesson’s key questions and set their own homework.(Note: Bring devices to next lesson to play the Iowa Gambling Game).Lesson 2.2 (d) : Processing and Decision Making while GamblingLearning outcomes (for the lesson) Describe Bechara et al.’s Iowa Card Game study. Explain how this study suggests that the vmPFC plays a role in system two processing. Suggest how damage to the PFC may influence other behaviours.Lesson SummaryConsolidateThree levels of questions HookIowa Gambling TaskActivityChalk-and-talkRead Check-inGuiding question ExtendAbstraction Extension ReflectKeeping up with study notesLesson PlanningConsolidateThree Levels of Questions (in pairs and project on PPT)What is the dual processing model?How might damage to the vmPFC affect decision making?Why might damage to the vmPFC influence violent behaviour?HookIowa Gambling Task (IGT)Students can play the Iowa Gambling Task or can watch this video that shows how it works (2 mins). You can watch Bechara explain it here.IGT Option One Link (download required – do so at own risk).IGT Option Two Link (no download required – thanks Sara Veerman for finding this link).ActivityChalk-and-TalkExplain the IGT and (if played) discuss the students results. Explain also the methods of Bechara et al.’s study and how this study provides biological evidence for the dual processing model.Read: Students should read the textbook page 2.2 (d). Check-inAnswer guiding question Remind students they don’t need to include methods in their GQ answers, just the explanation of the results.ExtendAbstraction ExtensionThis task challenges students to hypothesize possible applications of understanding the PFC and decision making in fields beyond criminology.Students could also read the topic summary table (pg. 73).ReflectKeeping up with study notes This is the first key study for this unit included in the notes. If students want to succeed they need to be making these extra notes in their own time.Trav’s TipAn SAQ on this topic will most likely be “how one study is related to” thinking and decision making. It’s important students can use this study to answer this question. ................
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