DOCUMENT RESUME

ED 067 344 SO 004 436

TITLE Human Relations.INSTITUTION Dade County Public Schools, Miami, Fla.PUB DATE 71NOTE

EDRS PRICE MF-$0 . 65 HC-$ 6.58DESCRIPTORS Activity Units; Communication (Thought Transfer) ;

Conflict; Group Relations; Human Dignity; *HumanRelations; *Human Relations Units; *I nterac tion ;Personality Development; Resource Guides; SecondaryGrades; *Social Integration; Teaching Guides;Values

IDENTIFIERS * Dade County; Florida

91.

ABSTRACTHuman relations units are presented in this guide

designed for teachers of secondary grades. The aim is to educatestudents in the philosophy of humanism. Emphasis is upon socialinteraction in an attempt to help pupils not only realize their ownpotential, but moreover, to respond to the needs of others. Each ofthe four activity units deals with factors in human relations andoutlines the focus, broad goals, generalizations, instructionalobjectives, and learning activities. Unit one examines thedevelopment of personality in an attempt to help students gainselfunderstanding by studying the effects of heredity andenvironment. Focus in unit two is upon students understanding andperceiving themselves and others. Problems and conflicts amongindividuals and groups is the topic for unit three. Unit fourstresses effectiveness of communication. Books, articles, and filmsare included in a resource list. Appendices provide worksheets,charts, and cartoons. (Author/SJM)

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OR

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AC

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RS

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UM

AN

RE

LAT

ION

S: T

HE

DE

VE

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ME

NT

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RS

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TY

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II. F

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RS

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UM

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RE

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ND

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ND

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RS

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..

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33

III. F

AC

TO

RS

IN H

UM

AN

RE

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ION

S:

PR

OB

LEM

S A

ND

CO

NF

LIC

TS

AM

ON

G IN

DIV

IDU

ALS

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D G

RO

UP

S.

..

67

IV. F

AC

TO

RS

IN H

UM

AN

RE

LAT

ION

S:

EF

FE

CT

IVE

NE

SS

OF

CO

MM

UN

ICA

TIO

N89

OU

RC

ES

115

EN

DIX

A:

ST

UD

Y S

HE

ET

S W

OR

KS

HE

ET

S A

ND

CH

AR

TS

131

EN

DIX

B. C

AR

TO

ON

S17

1

iii

FO

RE

WO

RD

PR

EF

AC

E

TA

BLE

OF

CO

NT

EN

TS

SU

GG

ES

TIO

NS

FO

R U

SIN

G T

HIS

GU

IDE

UN

ITS

:

Pag

e vii ix

I. F

AC

TO

RS

IN H

UM

AN

RE

LAT

ION

S: T

HE

DE

VE

LOP

ME

NT

OF

PE

RS

ON

ALI

TY

1

II. F

AC

TO

RS

IN H

UM

AN

RE

LAT

ION

S: I

ND

IVID

UA

LP

ER

CE

PT

ION

OF

SE

LF A

ND

OT

HE

RS

..

..

.33

III. F

AC

TO

RS

IN H

UM

AN

RE

LAT

ION

S:

PR

OB

LEM

S A

ND

CO

NF

LIC

TS

AM

ON

G IN

DIV

IDU

ALS

AN

D G

RO

UP

S S

67

IV. F

AC

TO

RS

IN H

UM

AN

RE

LAT

ION

S:

EF

FE

CT

IVE

NE

SS

OF

CO

MM

UN

ICA

TIO

N89

RE

SO

UR

CE

S11

5

AP

PE

ND

IX A

: ST

UD

Y S

HE

ET

S W

OR

KS

HE

ET

SA

ND

CH

AR

TS

131

AP

PE

ND

IX B

. CA

RT

OO

NS

171

iii

FO

RE

WO

RD

The

con

cept

of d

emoc

racy

sho

uld

not b

e co

nsid

ered

as

a fo

rm o

f gov

ernm

ent a

lone

itis

als

o a

way

of l

ife. O

ne o

f its

hig

hly

valu

ed b

elie

fsis

the

wor

th a

nd d

igni

ty o

f the

indi

vidu

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uman

inte

rest

s an

d va

lues

hav

ebe

en h

isto

rical

ly im

port

ant i

n ou

r na

tion,

and

in o

ur ti

me

they

cont

inue

to b

e so

as

we

mov

e cl

oser

to o

ur g

oal o

f gre

ater

opp

ortu

nitie

s fo

rfu

lfillm

ent f

or a

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our

citi

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.

The

Hum

an R

elat

ions

cou

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in o

ur s

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igne

d to

edu

cate

stu

dent

sin

the

philo

soph

y of

hum

anis

m, c

ente

ring

as it

doe

s up

onhu

man

inte

rest

s an

d va

lues

. The

cou

rse

deal

s w

ith th

e ki

nds

ofso

cial

inte

ract

ion

that

ena

ble

the

indi

vidu

al to

rea

lize

mor

e fu

llyhi

s

pote

ntia

l. A

s ; r

esul

t of s

tudy

ing

hum

an r

elat

ions

, the

stu

dent

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uld

beco

me

mor

epo

sitiv

ely

resp

onsi

ve to

the

mot

ivat

ions

, nee

ds, a

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ns o

f oth

er p

eopl

e as

he

enga

ges

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soci

al in

tera

ctio

n,

Leon

ard

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ritto

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ssoc

iate

Sup

erin

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ent f

or In

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ctio

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guid

e w

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ve a

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ater

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nded

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embe

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Mat

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evel

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ffice

for

the

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arch

and

writ

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of th

is m

ater

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espe

cial

ly to

Mr.

Wilb

ert B

arre

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r th

e pr

elim

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ritin

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. Dia

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aker

and

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. Kar

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oran

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toM

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al d

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e m

ater

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cial

ack

now

ledg

men

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appr

ecia

tion

are

exte

nded

to th

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urric

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Com

mitt

ee o

f the

New

Jer

sey

Cou

ncil

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serv

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s a

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datio

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e de

velo

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the

unit

on p

robl

ems

and

conf

licts

am

ong

indi

vidu

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and

grou

ps.

Ric

hard

0. W

hite

, Dire

ctor

Dep

artm

ent o

f Pro

gram

Dev

elop

men

t

vii

A...

A.,.

SU

GG

ES

TIO

NS

FO

R U

SIN

G T

HIS

GU

IDE

1.P

revi

ew th

e ge

nera

lizat

ions

, obj

ectiv

es,

activ

ities

, and

ass

essm

ent i

tem

s ca

refu

llybe

fore

beg

inni

ng e

ach

unit

with

the

stud

ents

.T

hey

prov

ide

a ra

nge

of m

edia

and

sty

les

broa

den

ough

to in

volv

e st

uden

ts' v

aryi

ngap

titud

es a

nd in

tere

sts

in th

e id

eas

and

prob

lem

s of

the

cour

se. T

he fo

rmat

for

the

wor

kshe

ets

in th

e gu

ide

is a

s fo

llow

s:

FO

CU

S:

BR

OA

D A

IM:

BR

OA

D G

OA

L:

GE

NE

RA

LIZ

AT

ION

:

INS

TR

UC

TIO

NA

L O

BJE

CT

IVE

:

LEA

RN

ING

AC

TIV

ITIE

S:

AS

SE

SS

ME

NT

:

the

part

icul

ar c

once

pt o

f the

uni

t

a st

atem

ent o

f an

idea

l or

philo

soph

y w

hich

dire

cts

the

cour

se o

fins

truc

tion

an e

xplic

it st

atem

ent

deriv

ed fr

om th

e br

oad

aim

(T

he g

oal s

erve

sto

cla

rify

the

mea

ning

ofe

ach

broa

d ai

m b

y sp

ecify

ing

the

!ear

ning

sde

sign

ed to

brin

g ab

out a

chie

vem

ent o

f the

broa

d ai

m.)

a st

ruct

ural

sta

tem

entw

hich

may

be

chal

leng

ed a

nd w

hich

ser

ves

as a

form

at fo

r th

e de

velo

pmen

t

of p

robl

em-s

olvi

ng e

xper

ienc

es(E

ach

inst

ruct

iona

l uni

t con

tain

sge

nera

lizat

ions

whi

ch a

re

offe

red

for

mot

ivat

iona

l and

str

uctu

ral p

urpo

ses.

The

y m

ay a

lso

serv

e as

the

basi

sfo

r th

efo

rmul

atio

n of

an

hypo

thes

is a

nd th

esu

bseq

uent

dev

elop

men

t of p

robl

em-s

olvi

ngex

perie

nces

for

stud

ents

.)

a di

rect

iona

l obj

ectiv

ede

sign

ed to

pro

vide

a b

asis

for

the

prep

arat

ion

of s

peci

fic o

bjec

tives

in

beha

vior

al te

rms

sugg

este

d ac

tiviti

es d

esig

ned

tohe

lp th

e st

uden

t ach

ieve

the

unde

rsta

ndin

g st

ated

in th

e

inst

ruct

iona

l obj

ectiv

es; s

peci

fyin

g w

hat

the

stud

ent w

ill b

e do

ing,

the

peop

le w

ith w

hom

he

will

be w

orki

ng, t

he m

ater

ials

he

will

be

usin

g, a

nd th

e co

nditi

ons

unde

rw

hich

he

will

be

wor

king

sam

ple

item

s a

teac

her

may

use

toev

alua

te s

tude

nt p

rogr

ess

2.P

repa

re a

nd d

uplic

ate

the

stud

y sh

eets

,w

orks

heet

s, o

r ch

arts

that

may

be

nece

ssar

yfo

r co

mpl

etio

n of

the

activ

ities

.E

xam

ples

of

thes

e ai

ds a

re p

rese

nted

with

in th

eun

its a

s th

ey a

re r

ecom

men

ded;

addi

tiona

l cop

ies

whi

ch m

ay b

e re

mov

edfo

r du

plic

atio

n ar

e

prov

ided

in th

e A

ppen

dix.

3. W

ork

with

you

r sc

hool

libr

aria

nan

d au

dio-

visu

al r

epre

sent

ativ

e to

set

up

ava

ried

colle

ctio

n of

res

ourc

es r

elat

ed to

hum

an r

elat

ions

,

eith

er in

the

clas

sroo

m o

r in

the

scho

ol li

brar

y. T

hese

may

incl

ude

aco

llect

ion

of b

ooks

, pap

erba

cks,

mag

azin

es, p

ictu

res,

rea

lia,

new

spap

er a

rtic

les,

etc

., w

hich

coul

d be

use

d as

ref

eren

ces

for

supp

lem

enta

ry r

eadi

ngs

and

rese

arch

activ

ities

.

ix

4.P

lan

to v

ary

stud

ent w

ork

time

to a

llow

for

inde

pend

ent s

tudy

,sm

all-g

roup

dis

cuss

ions

, bra

inst

orm

ing,

pan

el d

iscu

ssio

ns, d

ebat

es,

surv

eys,

and

larg

e-gr

oup

disc

ussi

ons.

Stu

dent

s w

ho a

reex

perie

ncin

g di

fficu

lty w

ith th

e m

ater

ial m

ay b

e as

sist

ed b

y w

orki

ngw

ith

othe

r st

uden

ts in

sm

all g

roup

s pr

omot

ing

inte

ract

ion

and

exch

ange

of id

eas.

You

may

som

etim

es w

ish

to s

truc

ture

the

mak

eup

of th

e gr

oups

by

assi

gnm

ent o

f stu

dent

s an

d at

oth

er ti

mes

to e

ncou

rage

the

stud

ents

to fo

rm g

roup

s of

thei

r ow

n ch

oosi

ng. B

y ca

refu

lob

serv

atio

n of

sim

ilarit

ies

and

diffe

renc

es in

the

com

posi

tion,

wor

king

rela

tions

hips

, and

res

ults

bet

wee

n te

ache

r-st

ruct

ured

anl

stu

dent

-str

uctu

red

grou

ps, a

teac

her

may

bec

ome

mor

e aw

are

of fa

ctor

s

whi

ch a

ffect

inte

ract

ion

in th

e cl

assr

oom

.

5.F

amili

ariz

e yo

urse

lf w

ith th

e bo

oks,

per

iodi

cals

, and

med

ia s

ugge

sted

in th

eR

esou

rces

, whi

ch w

ill e

xten

d an

d en

rich

your

unde

rsta

ndin

g of

the

cont

ent a

nd p

roce

sses

for

deve

lopi

ng e

ffect

ive

hum

anre

latio

ns. T

his

list o

f res

ourc

es s

erve

s on

ly a

s an

intr

oduc

tion

to m

ater

ials

in th

e fie

ld; i

t may

nee

d to

be

expa

nded

by

the

teac

her

to m

eett

he n

eeds

of h

is s

tude

nts.

If th

ese

mat

eria

lsar

e no

t ava

ilabl

e in

you

r sc

hool

, per

haps

they

may

be

obta

ined

with

sch

ool f

unds

, thr

ough

the

Pro

fess

iona

l Lib

rary

, Dad

e C

ount

yLi

brar

y an

d its

bra

nche

s, th

e un

iver

sity

libr

arie

s, o

r th

e D

epar

tmen

t of S

taff

Dev

elop

men

t.

6. C

onsi

der

dupl

icat

ing

the

Res

ourc

e se

ctio

n in

its

entir

ety

or in

par

tsfo

r us

e by

the

stud

ents

as

a su

gges

ted

bibl

iogr

aphy

. AU

mat

eria

lsh

ould

firs

t be

revi

ewed

and

eva

luat

ed a

s to

the

appr

opria

tene

ss fo

r th

e st

uden

tsan

d th

e re

leva

nce

to th

e cu

rric

ulum

of t

he s

choo

l.

7.U

se th

e D

ade

Cou

nty

Inst

ruct

iona

l Mat

eria

ls C

atal

og (

Bul

letin

1N

) an

d its

supp

lem

ent t

o or

der

film

s, tr

ansp

aren

cies

, rec

ords

and

albu

ms,

slid

es, o

r ta

pe r

ecor

ding

s pe

rtin

ent t

o hu

man

rel

atio

ns. Y

ou m

ay fi

ndap

prop

riate

mat

eria

ls u

nder

the

follo

win

g su

bjec

the

adin

gs in

the

bulle

tin: C

omm

unic

atio

ns, C

omm

unity

Liv

ing,

Cur

rent

Affa

irs,

Fam

ily, G

uida

nce,

Inte

r-G

roup

Rel

atio

ns, a

nd S

ocia

lS

tudi

es.

8.C

all t

he H

uman

Rel

atio

ns R

esou

rce

Tea

m a

t the

Dep

artm

ent o

f Sta

ff D

evel

opm

ent i

f you

wis

h he

lp in

impl

emen

ting

hum

an r

elat

ions

tech

niqu

es in

the

clas

sroo

m. T

his

team

is a

vaila

ble

to d

emon

stra

te h

uman

rel

atio

nst

rate

gies

and

pro

cedu

res

in y

our

clas

s or

to a

ct a

sa

reso

urce

to y

ou in

pro

vidi

ng m

ater

ials

and

con

sulta

ntse

rvic

es.

9.U

se D

ade

Cou

nty'

s cu

rric

ulum

gui

de fo

r S

ocio

logy

as

a su

pple

men

t to

enric

h an

d ex

tend

the

cont

ent,

activ

ities

, and

res

ourc

es fo

rH

uman

Rel

atio

ns. T

he p

artic

ular

are

as in

the

Soc

iolo

gy g

uide

whi

ch c

ompl

emen

t thi

sdo

cum

ent i

nclu

de th

e m

ater

ial o

n m

an's

adap

tatio

n to

and

org

aniz

atio

n of

his

env

ironm

ent,

as in

divi

dual

s as

wel

l as

in g

roup

s.

10.

Con

vert

all

eval

uatio

n in

to g

enui

ne fe

edba

ck to

the

stud

ent t

o fa

cilit

ate

his

pow

ers

of s

elfd

iagn

osis

and

resp

onsi

bilit

y fo

r hi

s ow

nle

arni

ng. E

ffect

ive

eval

uatio

n m

ust i

nvol

ve th

e st

uden

t him

self;

it c

anno

t be

carr

ied

onfo

r hi

m b

y th

e te

ache

r, a

lthou

gh th

e te

ache

rm

ay h

elp

him

in im

port

ant w

ays.

TH

E

DE

VE

LOP

ME

NT

OF

PE

RS

ON

ALI

TY

FA

CT

OR

S IN

HU

MA

N R

ELA

TIO

NS

TH

E

DE

VE

LOP

ME

NT

..11

OF

-44

PE

RS

ON

ALI

TY

FA

CT

OR

S IN

HU

MA

N R

ELA

TIO

NS

TH

E D

EV

ELO

PM

EN

T O

F P

ER

SO

NA

LIT

Y

1

UN

IT I.

TH

E D

EV

ELO

PM

EN

T O

F P

ER

SO

NA

LIT

Y

OV

ER

VIE

W

FO

CU

S:

Fac

tors

in H

uman

Rel

atio

ns: T

he D

evel

opm

ent o

f Per

sona

lity

BR

OA

D A

IM:

The

lear

ner

dem

onst

rate

s un

ders

tand

ing

of h

imse

lf an

d hi

s ch

arac

teris

tic w

ay o

f per

ceiv

ing

and

reac

ting

to h

isen

viro

nmen

t.

BR

OA

D G

OA

L:T

he le

arne

r de

mon

stra

tes

unde

rsta

ndin

g of

the

varie

d fa

ctor

s w

hich

affe

ct th

e de

velo

pmen

t of h

is p

erso

nalit

y an

d th

eef

fect

they

hav

e on

his

cha

ract

eris

tic w

ay o

f per

ceiv

ing

and

reac

ting

to h

is e

nviro

nmen

t.

GE

NE

RA

LIZ

AT

ION

:I.

Ski

llin

pro

mot

ing

effe

ctiv

e hu

man

rel

atio

ns is

bas

ed o

n th

e re

cogn

ition

of e

ach

pers

on a

s a

uniq

uein

divi

dual

who

se p

erso

nalit

y ev

olve

s fr

om th

e in

tera

ctio

n of

her

edity

and

env

ironm

ent.

OB

JEC

TIV

ES

:A

.T

o de

fine

and

desc

ribe

the

proc

ess

of h

ered

ity a

s a

fact

or a

ffect

ing

pers

onal

ity d

evel

opm

ent

B.

To

defin

e an

d de

scrib

e th

e na

tura

l, cu

ltura

l, an

d so

cial

env

ironm

ents

whi

ch a

ffect

the

deve

lopm

ent

and

beha

vior

of a

n in

divi

dual

in o

ur c

ultu

re

C.

To

dete

rmin

e th

e co

mpl

emen

tary

effe

cts

of h

ered

ity a

nd e

nviro

nmen

t upo

n pe

rson

ality

dev

elop

men

t

D.

To

desc

ribe

the

soci

aliz

atio

n pr

oces

s as

a m

ajor

con

trib

utor

to p

erso

nalit

y de

velo

pmen

t

E.

To

desc

ribe

the

role

of t

he fa

mily

as

the

prin

cipa

l soc

ializ

ing

agen

t

Aw

aren

ess

of th

e fa

ctor

s w

hich

affe

ct th

e na

ture

, dev

elop

men

t, an

d ch

ange

of p

reju

dice

is a

n el

emen

tof

effe

ctiv

e hu

man

rel

atio

ns.

A.

To

iden

tify

the

natu

re o

f som

e pr

ejud

ices

(re

gard

ing

race

, soc

ial c

lass

, gen

der,

rel

igio

n, p

oliti

cai'l

lelie

fs,

and

age)

whi

ch a

ffect

hum

an r

elat

ions

B.

To

exam

ine

fact

ors

whi

ch a

ffect

the

deve

lopm

ent o

f pre

judi

ce

C.

To

anal

yze

fact

ors

whi

ch a

ffect

and

effe

ct c

hang

e in

a p

erso

n's

prej

udic

es

D.

To

deve

lop

a si

mpl

e te

st fo

r pr

ejud

ice

and

to u

se th

is in

stru

men

t for

iden

tifyi

ng a

ndan

alyz

ing

the

natu

re o

f a p

erso

n's

prej

udic

es

GE

NE

RA

LIZ

AT

ION

:II.

OB

JEC

TIV

ES

:

3

GE

NE

RA

LIZ

AT

ION

:Ill

.

OB

JEC

TIV

ES

:

GE

NE

RA

LIZ

AT

ION

:IV

.

OB

JEC

TIV

ES

:

An

unde

rsta

ndin

g of

soc

ial p

robl

ems

and

hum

an c

onfli

ct in

clud

es th

e st

udy

of s

ocia

l atti

tude

s an

d va

lues

.

A.

To

exam

ine

the

proc

ess

and

effe

cts

on in

divi

dual

s of

the

form

atio

n of

soc

ial a

ttitu

des

and

valu

es b

yfo

rces

out

side

of t

he fa

mily

B.

To

reco

gniz

e th

e po

ssib

ility

of a

nd r

easo

ns fo

r co

nflic

t in

soci

al a

ttitu

des

and

valu

es w

ithin

one

self

C.

To

exam

ine

alte

rnat

e m

etho

ds o

f see

king

soc

ial c

hang

e

Inte

rper

sona

l rel

atio

nshi

ps a

re in

fluen

ced

by b

ehav

ior

trai

ts a

nd b

y ro

le e

xpec

tatio

ns, b

oth

of w

hich

are

varia

ble.

A.

To

iden

tify

and

anal

yze

som

e ty

pes

of b

ehav

ior

and

how

they

affe

ct s

ocia

l rel

atio

nshi

ps

B.

To

cons

ider

situ

atio

nal f

acto

rs w

hich

may

affe

ct th

e pe

rcep

tions

mad

exp

ecta

tions

of t

he in

divi

dual

4

Ap.

...a.

....

....-

....-

--,

____

__-.

..---

---

.---

.,-

-....

_--

,---

----

.--

---

----

---

----

--

FA

CT

OR

S IN

HU

MA

N R

ELA

TIO

NS

: TH

E D

EV

ELO

PM

EN

T O

F P

ER

SO

NA

LIT

Y

AIM

:T

he le

arne

r de

mon

stra

tes

unde

rsta

ndin

g of

him

self

and

his

char

acte

ristic

way

of p

erce

ivin

g an

d re

actin

g to

his

env

ironm

ent.

The

lear

ner

dem

onst

rate

s un

ders

tand

ing

of th

e va

ried

fact

ors

whi

ch a

ffect

the

deve

lopm

ent o

f his

per

sona

lity

and

the

effe

ctth

ey h

ave

onhi

s ch

arac

teris

tic w

ay o

f per

ceiv

ing

and

reac

ting

to h

is e

nviro

nmen

t.

INS

TR

UC

TIO

NA

L O

BJE

CT

IVE

SLE

AR

NIN

G A

CT

IVIT

IES

IA

SS

ES

SM

EN

T IT

EM

S

A.

To

defin

e an

d de

scrib

e th

epr

oces

s of

here

dity

as a

fact

or a

ffect

ing

pers

onal

ityde

velo

pmen

t

1.A

rriv

e at

a w

orka

ble

defin

ition

of th

e bi

olog

ical

term

here

dity

.

2.Li

st o

n th

e ch

alkb

oard

inhe

rited

cha

ract

eris

tics

sugg

este

d by

the

stud

ents

.

3.D

iscu

ss w

ith th

e cl

ass

the

biol

ogic

al m

echa

nism

of h

ered

ityth

roug

h an

exp

lana

tion

of th

e fo

llow

ing

gene

tic te

rms:

a.ge

nes

(dom

inan

t and

rec

essi

ve)

b.ch

rom

osom

es

c.co

ngen

ital

d.tr

aits

e.pr

enat

al e

nviro

nmen

t

f.ge

netic

s

g.bi

ogen

ic fa

ctor

s

4.E

ncou

rage

cla

ss d

iscu

ssio

n re

gard

ing

the

reas

ons

for

phys

ical

liken

esse

s an

d di

ffere

nces

with

in a

fam

ily.

5.D

iscu

ss th

e co

ncep

t tha

t par

ents

are

the

carr

iers

of g

enet

ictr

aits

in th

eir

chro

mos

omes

whi

ch a

re ta

ken

from

a k

ind

of"in

herit

ance

poo

l."

1.H

ave

the

stud

ents

mat

ch e

ach

term

list

ed o

n th

ele

ft w

ith th

e ap

prop

riate

def

initi

on o

n th

e rig

htby

writ

ing

the

appr

opria

te d

efin

ition

nex

t to

each

wor

d on

thei

r pa

per.

chro

mos

omes

a.th

e ba

sic

phys

ical

uni

tsof

inhe

ritan

ce

cong

enita

lb.

the

scie

ntifi

cst

udy

ofhe

redi

ty

gene

tics

c.ac

quire

d be

fore

birt

h bu

tno

t thr

ough

her

edity

trai

tsd.

thre

adlik

est

ruct

ures

carr

ying

var

ious

num

bers

and

patte

rns

of g

enes

gene

se.

pers

onal

itych

arac

teris

tics

2.O

ffer

the

stat

emen

t "T

he S

tudy

of G

enet

ics

IsIm

port

ant,"

and

ask

the

stud

ents

to w

rite

apa

ragr

aph

expl

aini

ngth

eir

agre

emen

tor

disa

gree

men

t with

the

stat

emen

t.

FO

CU

S:

FA

CT

OR

S IN

HU

MA

N R

ELA

TIO

NS

: TH

E D

EV

ELO

PM

EN

T O

F P

ER

SO

NA

LIT

Y

SO

CIA

L S

TU

DIE

S B

RO

AD

AIM

:T

he le

arne

r de

mon

stra

tes

unde

rsta

ndin

g of

him

self

and

his

char

acte

ristic

way

ofp

erce

ivin

g an

d re

actin

g to

his

env

ironm

ent.

SO

CIA

L S

TU

DIE

S G

OA

L:T

he le

arne

r de

mon

stra

tes

unde

rsta

ndin

g of

the

varie

d fa

ctor

s w

hich

affe

ct th

ede

velo

pmen

t of h

is p

erso

nalit

y an

d th

e ef

fect

his

char

acte

ristic

way

of p

erte

ivin

g an

d re

actin

g to

his

env

ironm

ent.

GE

NE

RA

LIZ

AT

ION

SI I

NS

TR

UC

TIO

NA

L O

BJE

CT

IVE

SLE

AR

NIN

G A

CT

IVIT

IES

AS

SE

SS

ME

NT

'

Ski

llin

prom

otin

gef

fect

ive

hum

anre

latio

ns is

bas

ed o

nth

ere

cogn

ition

ofea

chpe

rson

asa

uniq

uein

divi

dual

who

sepe

rson

ality

.ev

olve

sfr

omth

ein

tera

ctio

nof

here

dity

and

envi

ronm

ent.

A.

To

defin

e an

d de

scrib

e th

epr

oces

sof

her

edity

as a

fact

or a

ffect

ing

pers

onal

ityde

velo

pmen

t

1.A

i,-iv

eat

a w

orka

ble

defin

ition

of th

e bi

olog

ical

term

here

dity

.

2.Li

st o

n th

e ch

alkb

oard

inhe

rited

cha

ract

eris

tics

sugg

este

d by

the

stud

ents

.

Dis

cuss

with

the

clas

s th

e bi

olog

ical

mec

hani

sm o

f her

edity

thro

ugh

an e

xpla

natio

n of

the

follo

win

g ge

netic

term

s:

a.ge

nes

(dom

inan

t and

rec

essi

ve)

b.ch

rom

osom

es

c.co

ngen

ital

d.tr

aits

e.pr

enat

al e

nviro

nmen

t

f.ge

netic

s

biog

enic

fact

ors

g.

4.E

ncou

rage

cla

ss d

iscu

ssio

n re

gard

ing

the

reas

ons

for

phys

ical

liken

esse

s an

d di

ffere

nces

with

in a

fam

ily.

5.D

iscu

ss th

e co

ncep

t tha

t par

ents

are

the

carr

iers

of g

enet

ictr

aits

in th

eir

chro

mos

omes

whi

ch a

re ta

ken

from

a k

ind

of"in

herit

ance

poo

l."1

1.H

ave

the

stud

ents

mat

ch e

:le

ft w

ith th

e ap

prop

riate

cby

writ

ing

the

appr

opria

lea

ch w

ord

on th

eir

pape

r.

chro

mos

omes

cong

enita

l

gene

tics

trai

ts

gene

s

a.th

eof

in

b.th

ehe

re

c.ac

quno

t t

d.th

rEca

man

d t

e.p

ech

ar

.O

ffer

the

stat

emen

t "T

heIm

port

ant,"

and

ask

the

r-7.

-114

:-:a

phex

plai

ning

zi

.:,-f

nent

with

the

stat

e

5

3TR

UC

TIO

NA

L O

BJE

CT

IVE

SLE

AR

NIN

G A

CT

IVIT

IES

3.T

o de

fine

and

desc

ribe

the

natu

ral,

cultu

ral,

and

soci

alen

viro

nmen

ts w

hich

affe

ctth

ede

velo

pmen

tan

dbe

havi

or o

f an

indi

vidu

al in

our

cultu

re

1.A

rriv

e at

a w

orka

ble

defin

ition

of t

he te

rm e

nv/r

ow-n

ear.

2.D

iffer

entia

tebe

twee

nna

tura

l,cu

ltura

l,an

dso

cial

envi

ronm

ents

. The

follo

win

g ou

tline

may

be

used

as

a po

int

of d

epar

ture

for

disc

ussi

on a

nd d

iffer

entia

tion.

a.N

atur

al

b. c.

(1)

Clim

ate

(2)

Res

ourc

es(3

)La

ws

of n

atur

e

Cul

tura

l

(1)

(2)

(3)

(4)

(5)

(6)

Orig

inra

cial

and

eth

nic

Rel

igio

nE

duca

tion

Eco

nom

ic le

vel

Phi

loso

phy

Com

mun

ity c

usto

ms

Soc

ial

(1)

Fam

ily(2

)P

eer

grou

ps(3

)N

eigh

borh

ood

(4)

Bus

ines

s as

soci

ates

(5)

Frie

nds

Ask

eac

h st

uden

t to

give

exa

mpl

es o

f how

thes

e el

emen

tsef

fect

his

ow

n be

havi

or a

nd to

rea

rran

ge th

e lis

t in

term

s of

grea

test

to le

ast s

igni

fican

t fac

tors

in h

is d

evel

opm

ent.

AS

SE

SS

ME

NT

ITE

MS

1.P

rese

nt th

e fo

llow

ing

list

of e

nviro

nmen

tal

elem

ents

, and

ask

the

stud

ents

to id

entif

y ea

chas

par

t of t

he (

1) n

atur

al, p

hysi

cal;

(2)

cultu

ral;

or(3

)so

cial

envi

ronm

ent.

Whe

n st

uden

tsco

mpl

ete

the

iden

tific

atio

n,as

kth

emto

com

pare

and

sup

port

thei

r an

swer

s.

a.su

btro

pica

l clim

ate

b.Lu

ther

an r

elig

ion

c.m

iddl

e cl

ass

scho

ol

d.Ita

lian

or Ir

ish

orig

in

e.m

embe

rshi

p in

the

Rep

ublic

an P

arty

f.S

outh

ern

hosp

italit

y

g.yo

ur b

roth

er J

oe

h.R

od-4

Mou

ntai

ns

i.m

embe

rshi

p in

a la

bor

unio

n

j.P

urita

n et

hic

.111

1111

1

6:.4

1a,le

GE

NE

RA

LIZ

AT

ION

SIN

ST

RU

CT

ION

AL

OB

JEC

TIV

ES

LEA

RN

ING

AC

TIV

ITIE

SA

SS

ES

SM

EN

T I

I.(c

ontin

ued)

B.

To

defin

e an

d de

scrib

e th

ena

tura

l, cu

ltura

l, an

d so

cial

envi

ronm

ents

whi

ch a

ffect

the

deve

lopm

ent

and

beha

vior

of a

n in

divi

dual

inou

r cu

lture

1.A

rriv

e at

a w

orka

ble

defin

ition

of t

he te

rm e

nviro

nmen

t.

2.D

iffer

entia

tebe

twee

nna

tura

l,cu

ltura

l,an

dso

cial

envi

ronm

ents

. The

follo

win

g ou

tline

may

be

used

as

a po

int

of d

epar

ture

for

disc

ussi

on a

nd d

iffer

entia

tion.

a.N

atur

al

b. c.

(1)

(2)

(3)

Clim

ate

Res

ourc

esLa

ws

of n

atur

e

Cul

tura

l

(1)

(2)

(3)

(4)

(5)

(6)

Orig

inra

cial

and

eth

nic

Rel

igio

nE

duca

tion

Eco

nom

ic le

vel

Phi

loso

phy

Com

mun

ity c

usto

ms

Soc

ial

(1)

(2)

(3)

(4)

(5)

Fam

ilyP

eer

grou

psN

eigh

borh

ood

Bus

ines

s as

soci

ates

Frie

nds

Ask

eac

h st

uden

t to

give

exa

mpl

es o

f how

thes

e el

emen

tsaf

fect

his

ow

n be

havi

or a

nd to

rea

rran

ge th

e lis

t in

term

s of

grea

test

to le

ast s

igni

fican

t fac

tors

in h

is d

evel

opm

ent.

1P

rese

nt th

efo

llow

ing

lisel

emen

ts, a

nd a

sk th

e st

uck

as p

art o

f the

(1)

nat

ural

, por

(3)

soci

alen

viro

nme

com

plet

eth

eid

entif

icat

i(co

mpa

re a

nd s

uppo

rt th

eir

a

subt

ropi

cal c

limat

e

Luth

eran

rel

igio

n

mid

dle

clas

s sc

hool

Italia

n or

Iris

h or

igin

mem

bers

hip

in th

e R

ep

Sou

ther

n ho

spita

lity

your

bro

ther

Joe

Roc

ky M

ount

ains

mem

bers

hip

in a

labo

r u

Pur

itan

ethi

c

MO

P01

.11

OM

BO

rmii

TR

UC

TIO

NA

L O

BJE

CT

IVE

SLE

AR

NIN

G A

CT

IVIT

IES

AS

SE

SS

ME

NT

ITE

MS

To

dete

rmin

eth

eco

mpl

emen

tary

effe

cts

ofhe

redi

ty a

nd e

nviro

nmen

tup

onpe

rson

ality

deve

lopm

ent

1.A

sk th

e cl

ass

to d

iscu

ss th

e va

lidity

of t

he c

once

pt th

atpe

rson

ality

cha

ract

eris

tics

of th

e pa

rent

are

pas

sed

on to

the

child

ren

thro

ugh

here

dity

. (e.

g., D

iscu

ss th

e st

atem

ent,

Like

fath

er, l

ike

son.

)

2.T

he c

lass

may

arr

ive

at th

e fo

llow

ing

acce

pted

list o

fin

herit

ed tr

aits

:

a.ph

ysic

al c

hara

cter

istic

s

(1)

hair

colo

r an

d te

xtur

e(2

)fa

cial

feat

ures

(3)

body

siz

e an

d st

ruct

ure

(4)

eye

colo

r

b.in

telli

genc

e an

d sp

ecia

l apt

itude

s (T

hese

tale

nts

are

influ

ence

d by

the

envi

ronm

ent a

nd b

y th

e ab

ility

tole

arn

and

solv

e pr

oble

ms.

)

c.po

tent

ial f

or te

mpe

ram

ent,

or b

asic

moo

d (T

he b

asic

tem

pera

men

t can

be

influ

ence

d by

the

envi

ronm

ent.)

3.D

iscu

ss w

ith th

e cl

ass

the

conc

ept t

hat h

ered

ity p

rovi

des

ape

rson

'sba

sic

foun

datio

n by

setti

ngce

rtai

nph

ysic

allim

itatio

ns, w

hile

the

tota

l env

ironm

ent p

rovi

des

all o

ther

fact

ors

that

sha

pe a

nd e

ffect

hum

an p

erso

nalit

y.

4.D

iscu

ss th

e po

ssib

le in

fluen

ce o

f the

follo

win

g in

herit

edph

ysic

al tr

aits

on

pers

onal

ity d

evel

opm

ent:

a. b.

c. d.

e.

wei

ght

heig

ht

phys

ica:

bea

uty

hair

type

and

col

or

skin

col

or

5.A

rriv

e at

a g

ener

al d

efin

ition

of p

erso

nalit

y.

1.A

sk th

e st

uden

ts to

mar

k ea

ch o

f the

des

crip

tive

wor

ds b

elow

eith

er H

for

here

dity

, E fo

ren

viro

nmen

t, or

B fo

r co

mbi

natio

n of

her

edity

and

envi

ronm

ent.

a.ar

tistic

b.pr

ejud

iced

c.pr

ofes

sion

al

d.bl

ue-e

yed

e.at

hlet

ic

f.bl

ond

h.ob

ese

i.al

lerg

ic

j.th

rifty

k.he

alth

y

Lead

a d

iscu

ssio

n of

the

list,

aski

ng s

tude

nts

togi

ve r

easo

ns fo

r th

eir

answ

ers.

2.A

sk th

e st

uden

ts to

writ

e a

para

grap

h de

finin

gth

ete

rmpe

rson

ality

and

illus

trat

ing

the

com

plem

enta

ry a

nd c

ontr

ibut

ory

effe

cts

ofhe

redi

tyan

den

viro

nmen

ton

pers

onal

ityde

velo

pmen

t.

3.A

sk e

ach

stud

ent

to c

onst

ruct

a r

ecta

ngul

arm

odel

repr

esen

ting

the

inte

rrel

atio

nshi

pof

here

dity

and

env

ironm

ent i

n th

e fo

rmat

ion

ofvi

s ow

n pa

rtic

ular

per

sona

lity.

Ask

the

stud

ents

toju

stify

and

supp

ort

thei

rch

oice

sof

pers

onal

ity m

odel

s.

GE

NE

RA

LIZ

AT

ION

S

144.

6.64

.44

INS

TR

UC

TIO

NA

L O

BJE

CT

IVE

S

6.6.

6.6.

64.6

4

LEA

RN

ING

AC

TIV

ITIE

S

(con

tinue

d)C

.T

o de

term

ine

the

com

plem

enta

ry e

ffect

s of

here

dity

and

envi

ronm

ent

upon

pers

onal

ityde

velo

pmen

t

1.A

sk th

e cl

ass

to d

iscu

ss th

e va

lidity

of t

he c

once

pt th

atpe

rson

ality

cha

ract

eris

tics

of th

e pa

rent

are

pas

sed

on to

the

child

ren

thro

ugh

here

dity

. (e.

g., D

iscu

ss th

e st

atem

ent,

Like

fath

er, l

ike

son.

)

2.T

he c

lass

may

arr

ive

at th

e fo

llow

ing

acce

pted

list

of

inhe

rited

trai

ts:

a.ph

ysic

al c

hara

cter

istic

s

(1)

(2)

(3)

(4)

hair

colo

r an

d te

xtur

efa

cial

feat

ures

body

siz

e an

d st

ruct

ure

eye

colo

r

b.in

telli

genc

e an

d sp

ecia

l apt

itude

s (T

hese

tale

nts

are

influ

ence

d by

the

envi

ronm

ent a

nd b

y th

e ab

ility

tole

arn

and

solv

e pr

oble

ms.

)

c.po

tent

ial f

or te

mpe

ram

ent,

or b

asic

moo

d (T

he b

asic

tem

pera

men

t can

be

influ

ence

d by

, the

env

ironm

ent.)

3.D

iscu

ss w

ith th

e cl

ass

the

conc

ept t

hat h

ered

ity p

rovi

des

ape

rson

'sba

sic

foun

datio

nby

setti

ngce

rtai

nph

ysic

allim

itatio

ns, w

hile

the

tota

l env

ironm

ent p

rovi

des

all o

ther

fact

ors

that

sha

pe a

nd e

ffect

hum

an p

erso

nalit

y.

4.D

iscu

ss th

e po

ssib

le in

fluen

ce o

f the

follo

win

g in

herit

edph

ysic

al tr

aits

on

pers

onal

ity d

evel

opm

ent:

c.

a. b. c. d.

e.

wei

ght

heig

ht

phys

ical

bea

uty

hair

type

and

col

or

skin

col

or

Arr

ive

at a

gen

eral

def

initi

on o

f per

sona

lity.

AS

SE

SS

ME

NT

I

1.A

sk th

e st

uden

ts to

mar

k e:

wor

ds b

elow

eith

er H

r

envi

ronm

ent,

or B

for

con

and

envi

ronm

ent.

a.ar

tistic

b.pr

ejud

iced

c.pr

ofes

sion

al

d.bl

ue-e

yed

e.at

hlet

ic

f.bl

ond

h.ob

ese

i,al

lerg

ic

thrif

ty

heal

thy

k.

Lead

a d

iscu

ssio

n of

the

lis.

give

rea

sons

for

thei

r an

swer

.

2.A

sk th

e st

uden

ts to

writ

eth

ete

rmpe

rson

ality

anco

mpl

emen

tary

and

con

trhe

redi

tyan

den

viro

nme

deve

lopm

ent.

3.A

sk e

ach

stud

ent,

to c

ons

mod

elre

pres

entin

gth

eI

here

dity

and

env

ironm

ent

his

own

part

icul

ar p

erso

nal+

toju

stify

and

supp

ort

pers

onal

ity m

odel

s.

LEA

RN

ING

AC

TIV

ITIE

SA

SS

ES

SM

EN

T IT

EM

S

6.A

sk th

e st

uden

ts to

list

cha

ract

eris

tics

whi

ch m

ay d

eter

min

ean

indi

vidu

al's

pers

onal

ity.

Thi

slis

t may

incl

ude

the

follo

win

g lie

ns:

a.at

titud

es a

nd v

alue

s

b.ha

bits

c.pa

ttern

s of

beh

avio

r

d.te

mpe

ram

ent

e.m

enta

l and

phy

sica

l cap

aciti

es

f.in

telli

genc

e

Per

sona

lity

shou

ld n

ow b

e de

fined

as

the

pers

on's

tota

l sel

f,in

clud

ing

his

phys

ical

,em

otio

nal,

men

tal,

and

soci

alch

arac

teris

tics.

7.Le

ad a

cla

ss d

iscu

ssio

n re

latin

g an

indi

vidu

al's

per

sona

lity

toef

fect

ive

hum

an r

elat

ions

. Use

the

follo

win

g qu

estio

ns a

s a

guid

e:

a.W

hich

bas

ic p

erso

nalit

y pr

oble

ms

do m

any

peop

leou

r so

ciet

y ha

ve w

hich

inte

rfer

e w

ith s

ucce

ssfu

lpo

sitiv

e pe

rson

al in

terr

elat

ions

hips

?

b.W

hich

add

ition

al e

xper

ienc

es s

houl

d pe

ople

hav

e in

orde

r to

be

bette

r pr

epar

ed to

live

in o

ur s

ocie

ty?

c.W

hich

pro

blem

s in

volv

ing

fam

ily li

fe a

re e

ncou

nter

ed in

pers

onal

ity d

evel

opm

ent?

d.W

hich

pro

blem

s in

per

sona

lity

deve

lopm

ent a

re d

irect

lyre

late

dto

prej

udic

e,di

scrim

inat

ion,

ethn

ocen

tris

m,

etc.

?

8.U

se r

ecta

ngul

ar m

odel

s to

rep

rese

nt in

divi

dual

per

sona

litie

s,ill

ustr

atin

gon

the

chal

kboa

rdth

ein

terr

elat

ions

hip

ofhe

redi

ty a

nd e

nviro

nmen

t in

the

form

atio

n of

the

part

icul

arpe

rson

ality

.

8

GE

NE

RA

LIZ

AT

ION

SIN

ST

RU

CT

ION

AL

OB

JEC

TIV

ES

LEA

RN

ING

AC

TIV

ITIE

SA

SS

ES

SM

EN

T

(con

tinue

d)C

.(c

ontin

ued)

6.A

sk th

e st

uden

ts to

list

cha

ract

eris

tics

whi

ch m

a de

term

ine

anin

divi

dual

'spe

rson

ality

.T

his

list m

ay in

clud

e th

efo

llow

ing

item

s:

a.at

titud

es a

nd v

alue

s

b.ha

bits

c.pa

ttern

s of

beh

avio

r

d.te

mpe

ram

ent

e.m

enta

l and

phy

sica

l cap

aciti

es

f.in

telli

genc

e,

Per

sona

lity

shou

ld n

ow b

e de

fined

as

the

pers

on's

tota

l sel

f,in

clud

ing

his

phys

ical

,em

otio

nal,

men

tal,

and

soci

alch

arac

teris

tics.

7.Le

ad a

cla

ss d

iscu

ssio

n re

latin

g an

indi

vidu

al's

per

sona

lity

toef

fect

ive

hum

an r

elat

ions

. Use

the

follo

win

g qu

estio

ns a

s a

guid

e:

a.W

hich

bas

ic p

erso

nalit

y pr

oble

ms

do m

any

peop

le in

our

soci

ety

have

whi

ch in

terf

ere

with

suc

cess

ful a

ndpo

sitiv

e pe

rson

al in

terr

elat

ions

hips

?

b.W

hich

add

ition

al e

xper

ienc

es s

houl

d pe

ople

hav

e in

-or

der

to b

e be

tter

prep

ared

to li

ve in

our

soc

iety

?

c.W

hich

pro

blem

s in

volv

ing

fam

ily li

fe a

re e

ncou

nter

ed in

pers

onal

ity d

evel

opm

ent?

d.W

hich

pro

blem

s in

per

sona

lity

deve

lopm

ent a

re d

irect

lyre

late

dto

prej

udic

e,di

scrim

inat

ion,

eth

noce

ntris

m,

etc.

?

.

8.U

se r

ecta

ngul

ar m

odel

s to

rep

rese

nt in

divi

dual

per

sona

litie

s,ill

ustr

atin

gon

the

chal

kboa

rd th

ein

terr

elat

ions

hip

ofhe

redi

ty a

nd e

nviro

nmen

t in

the

form

atio

n of

the

part

icul

arpe

rson

ality

.

JCT

ION

AL

OB

JEC

TIV

ES

'ont

inue

d)

LEA

RN

ING

AC

TIV

ITIE

SA

SS

ES

SM

EN

T IT

EM

S

8.(c

ontin

ued)

Exp

lana

tion

of m

odel

sthe

se m

odel

s gr

aphi

cally

rep

rese

ntth

e re

lativ

e ef

fect

of e

nviro

nmen

t and

her

edity

on

anin

divi

dual

.

Exp

lana

tion

of s

ymbo

ls

E e

nviro

nmen

tI i

ndiv

idua

lH

her

edity

Ask

the

clas

s to

inte

rpre

t the

rel

ativ

e in

fluen

ces

of h

ered

ity a

nden

viro

nmen

t on

hum

an p

erso

nalit

ies

byin

terp

retin

gth

ese

rect

angl

es p

rovi

ded

for

illus

trat

ive

purp

oses

:

N

Equ

al b

ut v

ery

little

effe

ctof

bot

h

E

N

Hig

hly

affe

cted

byen

viro

nmen

t,lit

tleby

here

dity

I

.".h

Hig

hly

affe

cted

by

here

dity

,A

ffect

ed n

early

equ

ally

by

little

by

envi

ronm

ent

both

04.1

.1.4

.11

arha

varv

arov

ary.

..

IG

EN

ER

ALI

Z"'.

TIO

NS

INS

TR

UC

TIO

NA

L O

BJE

CT

IVE

SLE

AR

NIN

G A

CT

IVIT

IES

I.(c

ontin

ued)

C.

(con

tinue

d)

AMMMUIMMNIMMMOMMEOPINWM

AS

SE

SS

ME

NT

IT1

8.(c

ontin

ued)

Exp

lana

tion

of m

odel

stf.e

se m

odel

s gr

aphi

cally

rep

rese

ntt.

c-el

ativ

e ef

fect

of e

nviro

nmen

t and

her

edity

on

an

Exp

lana

tion

of s

ymbo

ls

E e

nviro

nmen

tI i

ndiv

idua

lH

her

edity

Ask

the

clas

s to

inte

rpre

t the

rel

ativ

e in

fluen

ces

of h

ered

ity a

nden

viro

nmen

t on

hum

an p

erso

nalit

ies

byin

terp

retin

gth

ese

rect

ango

er.p

rovi

ded

for

illus

trat

ive

purp

oses

:

N

Equ

al b

ut v

ery

little

effe

ctof

bot

h

Hig

hly

affe

cted

by

here

dity

,lit

tle b

y en

v:ro

nmen

t

N

Hig

hly

affe

cted

byen

viro

nmen

t,lit

tleby

here

dity

1

Affe

cted

nea

rly e

qual

ly b

ybo

th

UC

TIO

NA

L O

BJE

CT

IVE

S

To

desc

ribe

the

soci

aliz

atio

npr

oces

sas

am

ajor

cont

ribut

orto

pers

onal

ity d

evel

opm

ent

LEA

RN

ING

AC

TIV

ITIE

S"I

gkel

!CF-

S7:1

514,

16.7

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ICM

ISSI

RA

LaI

RR

EX

.11L

2114

1CC

r.

1.G

uide

the

clas

s in

a d

iscu

ssio

n of

man

's s

ocia

l nee

d to

rel

ate

to o

ther

s.

2.D

iscu

ss th

e so

cial

izat

ion

proc

ess

whe

reby

the

hum

an in

fant

isco

nver

ted

into

a s

ocia

l per

son.

3.A

sk th

e st

uden

ts to

sta

te r

easo

ns w

hy it

is im

port

ant t

oso

ciet

y th

at e

very

per

son

be s

ocia

lized

.

4.T

he fo

llow

ing

conc

epts

may

be

illus

trat

ed in

cla

ss b

y as

king

stud

ents

to c

omm

ent o

n th

eir

pers

ona!

fam

ily e

xper

ienc

es:

a.T

he p

rinci

pal a

gent

of s

ocia

lizat

ion

is th

e fa

mily

, whi

chhe

lps

the

child

form

his

bas

ic a

ttitu

des

and

valu

es.

b.S

ocia

lizat

ion

isa

long

-ran

gele

arni

ng p

roce

ss w

ithso

ciet

y as

the

teac

her.

c.S

ocia

lizat

ion

refe

rs to

bot

h co

nsci

ous

and

unco

nsci

ous

lear

ning

in th

e ch

ild's

rel

atio

nshi

ps w

ith o

ther

s.

d.C

hild

ren,

by

inte

ract

ing

with

oth

ers,

lear

n to

ass

ume

man

y ro

les.

e.A

sa

pers

on b

ecom

es s

ocia

lized

,he

dev

elop

shi

spe

rson

ality

and

his

soc

ial s

elf.

He

is le

arni

ng to

exh

ibit

and

expe

ct c

erta

in ty

pes

of b

ehav

ior.

Thi

s is

the

proc

ess

of a

djus

ting

to p

eopl

e an

d si

tuat

ions

.

f.T

he e

arly

yea

rs o

f life

are

impo

rtan

t in

the

follo

win

gw

ays:

(1)

(2)

(3)

(4)

Pos

deve

lopm

ent o

f the

ner

vous

sys

tem

perio

d of

max

imum

lear

ning

and

gre

ates

t men

tal

grow

thde

velo

pmen

t of h

abits

and

trai

tsde

velo

pmen

t of c

omm

unic

atio

ns s

kills

AS

SE

SS

ME

NT

ITE

MS

Hav

eth

est

uden

tsid

entif

yth

efo

llow

ing

stat

emen

tsas

bein

gei

ther

true

,fa

lse,

orde

bata

ble,

ask

stu

dent

s to

sup

port

thei

r an

swer

sin

cla

ss d

iscu

ssio

n.

a.T

he fi

rst s

ocia

l rol

es le

arne

d by

chi

ldre

n ar

ede

velo

ped

thro

ugh

imita

tion

of th

e pa

rent

s.

b.T

he e

arly

yea

rs a

re th

e m

ost i

mpo

rtan

t in

soci

aliz

ing

a ch

ild.

c.S

ocia

lizat

ion

is a

sho

rt-t

erm

pro

cess

.

d.A

chi

ld's

lear

ning

is b

oth

cons

ciou

s an

dun

cons

ciou

s.

e.S

ocia

lizat

ion

ispa

rtof

pers

onal

ityde

velo

pmen

t.

f.It

is n

ot im

port

ant t

o so

ciet

y th

at a

ll of

its

mem

bers

be

soci

aliz

ed.

g.C

hild

ren

lear

nto

pla

y so

cial

role

s by

inte

ract

ing

with

oth

er c

hild

ren.

h.S

ocia

lizat

ion

invo

lves

adj

ustin

g to

peo

ple

but n

ot to

situ

atio

ns.

i.S

ocia

lizat

ion

is a

dev

elop

men

tal p

roce

ss.

The

prin

cipa

lso

cial

izin

gag

ent

isth

efa

mily

.

10

GE

NE

RA

LIZ

AT

ION

SIN

ST

RU

CT

ION

AL

OB

JEC

TIV

ES

(con

tinue

d)D

.T

ode

scrib

eth

eso

cial

izat

ion

proc

ess

as a

maj

orco

ntrib

utor

tope

rson

ality

dev

elop

men

t

LEA

RN

ING

AC

TIV

ITIE

SA

SS

ES

SM

EN

T

1.G

uide

the

clas

s in

a d

iscu

ssio

n of

man

's s

ocia

l nee

d to

rel

ate

to o

ther

s.

2.D

iscu

ss th

e so

cial

izat

ion

proc

ess

whe

reby

the

hum

an in

fant

isco

nver

ted

into

a s

ocia

l per

son.

3.A

sk th

e st

uden

ts to

sta

te r

easo

ns w

hy it

is im

port

ant t

oso

ciet

y th

at e

very

per

son

be s

ocia

lized

.

4.T

he fo

llow

ing

conc

epts

may

be

illus

trat

ed in

cla

ss b

y as

king

stud

ents

to c

omm

ent o

n th

eir

pers

onal

fam

ily e

xper

ienc

es:

a.T

he p

rinci

pal a

gent

of s

ocia

lizat

ion

is th

e fa

mily

, whi

chhe

lps

the

child

form

his

bas

ic a

ttitu

des

and

valu

es.

b.S

ocia

lizat

ion

isa

long

-ran

gele

arni

ng p

roce

ss w

ithso

ciet

y as

the

teac

her.

c.S

ocia

lizat

ion

refe

rs to

bot

h co

nsci

ous

and

unco

nsci

ous

lear

ning

in th

e ch

ild's

rel

atio

nshi

ps w

ith o

ther

s.

d.C

hild

ren,

by

inte

ract

ing

with

oth

ers,

lear

n to

ass

ume:

man

y ro

les.

e.A

s a

pers

on b

ecom

es s

ocia

lized

,he

dev

elop

s hi

spe

rson

ality

and

his

soc

ial s

elf.

He

is le

arni

ng to

exh

ibit

and

expe

ct c

erta

in ty

pes

of b

ehav

ior.

Thi

s is

the

proc

ess

of a

djus

ting

to p

eopl

e an

d si

tuat

ions

.

f.T

he e

arly

yea

rs o

f life

are

impo

rtan

t in

the

follo

win

gw

ays:

(1)

(2)

(3)

(4)

deve

lopm

ent o

f the

ner

vous

sys

tem

perio

d of

max

imum

lear

ning

and

gre

ates

t men

tal

grow

thde

velo

pmen

t of h

abits

and

trai

tsde

velo

pmen

t of c

omm

unic

atio

ns s

kills

Hav

eth

est

uden

tsid

east

atem

ents

asbe

ing

eitr

deba

tabl

e: a

sk s

tude

nts

to s

in c

lass

dis

cuss

ion.

a.T

he fi

rst s

ocia

l rol

es le

:de

velo

ped

thro

ugh

imit

b.T

he e

arly

yea

rs a

re ti

soci

aliz

ing

a ch

ild.

c.S

ocia

lizat

ion

is a

sho

rt-

d.A

chi

ld's

lear

ning

isun

cons

ciou

s.

e.S

ocia

lizat

ion

ispi

deve

lopm

ent.

f.It

is n

ot im

port

ant t

om

embe

rs b

e so

cial

ized

g.C

hild

ren

lear

nto

piin

tera

ctin

g w

ith o

ther

c

h.S

ocia

lizat

ion

invo

lves

but n

ot to

situ

atio

ns.

i.S

ocia

lizat

ion

is a

dev

eic

The

prin

cipa

lso

cial

,fa

mily

.

1116

.-

FIO

NA

L O

BJE

CT

IVE

SLE

AR

NIN

G A

CT

IVIT

IES

desc

ribe

the

role

of t

helil

yas

the

prin

cipa

lia

lizin

g ag

ent

1.D

iscu

ss in

cla

ss th

e ro

le o

f the

fam

ily in

the

soci

aliz

atio

n of

child

ren

thro

ugh

teac

hing

and

tran

smitt

ing

the

follo

win

g:

a.at

titud

es

cust

oms

c.pe

rcep

tions

of m

oral

ity

b. d.el

emen

ts o

f the

gro

up c

ultu

re in

whi

ch w

e liv

e

e.la

ngua

ge, t

he p

rinci

pal t

ool o

f the

soc

ializ

atio

n pr

oces

s

f.cu

stom

s w

ith r

efer

ence

s to

(1)

(2)

(3)

(4)

(5)

(6)

tast

e in

dre

ssta

ste

in a

rts

and

ente

rtai

nmen

tse

nse

of r

espo

nsib

ility

sens

e of

just

ice

sens

e of

one

's r

ole

in s

ocie

tyat

titud

es to

war

d ot

hers

2.A

sk th

e st

uden

ts to

dis

cuss

the

impl

icat

ions

that

the

follo

win

gite

ms

have

for

soci

aliz

atio

nan

d su

bseq

uent

pers

onal

ity d

evel

opm

ent:

a.ec

onom

ic s

tatu

s

b.re

latio

nshi

p of

par

ents

to o

ne a

noth

er

c.re

latio

nshi

p of

par

ents

to c

hild

ren

d.pa

rent

al g

uida

nce

and

disc

iplin

e

e.re

cogn

ition

by

pare

nts

of c

hild

's a

bilit

ies

and

tale

nts

11

AS

SE

SS

ME

NT

ITE

MS

1.G

iven

the

follo

win

g lis

t of f

acto

rs th

at r

elat

e to

the

role

of t

he fa

mily

in th

e so

cial

izat

ion

of th

ech

ild, s

tude

nts

shou

ld s

elec

t thr

ee a

nd g

ive

asp

ecifi

c ex

ampl

e fo

r ea

ch to

illu

stra

te h

ow th

efa

mily

exe

rts

a so

cial

izin

g fo

rce.

a.in

divi

dual

func

tions

or

role

s of

par

ents

and

sibl

ings

b.co

mpa

rison

offe

mal

ean

dm

ale

soci

aliz

atio

n (w

hat m

ight

be

sim

ilar

and

wha

t mig

ht b

e di

ffere

nt fo

r yo

ung

boys

and

youn

g gi

rls)

c.fa

mily

's r

ole

as th

e tr

ansm

itter

of c

usto

ms

and

trad

ition

s

d.fa

mily

's in

fluen

ce u

pon

the

deve

lopm

ent o

fa

mor

al c

ode

for

the

child

e.fa

mily

'sro

lein

the

deve

lopm

ent o

f aph

iloso

phy

of li

fe fo

r th

e ch

ild

2.G

iven

the

list

of c

ircum

stan

ces

belo

w, t

hest

uden

ts w

illse

lect

thre

e an

d w

rite

a sh

ort

para

grap

h fo

r ea

ch d

escr

ibin

g its

pos

sibl

e ef

fect

son

the

soci

aliz

atio

n of

a c

hild

.

a.po

vert

y in

the

hom

e

b.di

vorc

e in

the

hom

e

c.ab

senc

e of

love

in th

e ho

me

d.ex

cess

ive

disc

iplin

e in

the

hom

e

e.la

ck o

f enc

oura

gem

ent o

f the

chi

ldre

n's

abili

ties

and

inte

rest

s

jimi

low

ri}A

s:A

.41.

;44W

ro.o

1

GE

NE

RA

LIZ

AT

ION

SIN

ST

RU

CT

ION

AL

OB

JEC

TIV

ES

LEA

RN

ING

AC

TIV

ITIE

SA

SS

ES

SM

EN

T IT

I.(c

ontin

ued)

E.

To

desc

ribe

the

role

of t

hefa

mily

asth

epr

inci

pal

soci

aliz

ing

agen

t

1.D

iscu

ss in

cla

ss th

e ro

le o

f the

fam

ily in

the

soci

aliz

atio

n of

child

ren

thro

ugh

teac

hing

and