Unit 4 Jung and Gender Power Point

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Unit 4 Jung and Gender Power Point

  1. 1. Psychology Unit 3: Jung and Gender By Timothy Bradley
  2. 2. Unit Standards • P1.1 Evaluate psychodynamic theories • P2.1 Differentiate personality assessment techniques • P3.4 Discuss Self concept • CC.8.5.11-12.B. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
  3. 3. Lesson1: PersonalityTesting • Carl Jung • Myers-Briggs Inventory • Keirsey Temperament Sorter • Introvert • Extravert • Thinker • Feeler • Sensor • Intuitor • Neurosis EQ: How are personality inventories used in psychology? Vocabulary
  4. 4. Independent Practice: Online Personality Testing • Using the district website, go to Mr. Bradley’s Psychology webpage. http://libguides.donegal.k12.pa.us/psychology • Click on the “Jung and Gender” or “Resources” Tab • Using the links provided take the following online tests: • Keirsey Temperment Sorter (KTS-II) • Jung Typology Test - Humanmetrics • Record findings and personality descriptions on the worksheet provided. • Use the remaining time to take at least one other personality test of your choosing.
  5. 5. Extraverts vs. Introverts • Extraverts are action oriented, while introverts are thought oriented. • Extraverts seek breadth of knowledge and influence, while introverts seek depth of knowledge and influence. • Extraverts often prefer more frequent interaction, while introverts prefer more substantial interaction. • Extraverts recharge and get their energy from spending time with people, while introverts recharge and get their energy from spending time alone.
  6. 6. Lesson3: Archetypes(Individual) • Archetype • Motif • Hero • Wise Old Man • Anti-Hero • Trickster • Villain EQ: How do archetypes affect behavior and perceptions? Vocabulary
  7. 7. Activator: What was your favorite childhood story/fairy tale?
  8. 8. ??????????
  9. 9. ar·che·type[ahr-ki-tahyp] 1. the original pattern or model from which all things of the same kind are copied or on which they are based; a model or first form; prototype. 2. (in Jungian psychology) a collectively inherited unconscious idea, pattern of thought , image, etc., universally present in individual psyches. mo·tif[moh-teef]noun 1. a recurring subject, theme, idea, etc., especially in a literary, artistic, or musical work. 2. a distinctive and recurring form, shape, figure, etc., in a design, as in a painting or on wallpaper.
  10. 10. Unconscious Conscious Hero Archetype (Original Pattern) Motifs
  11. 11. Lesson4: Archetypes(Broad Themes) • Archetype • Motif • Monomyth-Hero’s Journey (Quest) • Night Sea Passage • Journey Toward the Rising Sun EQ: How do archetypes affect behavior and perceptions? Vocabulary
  12. 12. Activator Create a typical childhood fairy tale using the following characters: • knight in shining armor • wise old man • damsel in distress • sidekick • dragon *Be prepared to share out to the rest of the class
  13. 13. Religion and the Hero’s Journey
  14. 14. Assignment:Reading for Understanding • In you packet locate The Language of Archetypes p. 35, and read the text within the box. • Identify and summarize other common archetypal themes that symbolize a journey into the unconscious.
  15. 15. Archetypal Themes Night Sea Passage Journey Toward The Rising Sun
  16. 16. Lesson 5: Process of Individuation • Individuation • Persona • Ego • Shadow • Anima • Animus • Self EQ: According to Jung, how does individuation relate to psychological development? Vocabulary
  17. 17. Individuation “Simply put, individuation is about transformation. It means being willing to embrace a lifetime of full-fledged metamorphosis analogous to a caterpillar becoming a butterfly over and over again. It means letting go of the defining characteristics that make up our identity for the sake of becoming something further enhanced by the Self, with a capital ―S‖, the Divine spark within us. The pain in this process is the pain of breaking through our own limitations. The joy is our increased capacity for living and feeling at home within ourselves, and experiencing our wholeness.” Excerpt from Harris, Bud. “Individuation: The Promise in Jung's Legacy and Why Our Culture Has Trouble Accepting It”. 2011. Web. 12 Dec. 2012
  18. 18. The Path of Individuation • Persona • Ego • Shadow • Anima/Animus • Self
  19. 19. Archetype: Persona • AKA “The Mask” • What masks do you wear? • Does your personality change with the setting? • If so, why? • What purpose does it serve?
  20. 20. Archetype: Ego • Who are you? Should we say…Who do you think you are? • “The Gate Keeper” -conscious vs. unconscious mind -awareness… Individuation bringing out of unconsciousness
  21. 21. Archetype: Shadow • Mankind’s self denial • What “skeletons” are in your “closet”? • What do you never want to be…? Animal Man Technocracy
  22. 22. Archetype: Anima / Animus • Anima • Feminine characteristics within the male • Symbolized as Damsel in Distress Describe your perfect mate… That is your Anima / Animus!!! • Animus • Masculine characteristics within the female • Symbolized as Knight in Shining Armor
  23. 23. • Wholeness • Unity (of conscious and unconscious) • God Arc Archetype: Self For Jung, the Self is symbolized by the circle (especially when divided in four quadrants), the square, or the mandala.
  24. 24. Lesson 6: Process of Individuation and the Monomyth • Individuation • Persona • Ego • Shadow • Anima • Animus • Self • Monomyth EQ: According to Jung, how does individuation relate to psychological development and the monomyth? Vocabulary
  25. 25. Song Interpretation: Forty Six and Two • Listen to the song and interpret each set of verses through the lens of Jungian psychology • Write your responses in the space provided on the lyrics page within your Jung packet.
  26. 26. Scene Interpretation:Gandalf vs. the Balrog • Watch the scene and interpret the scene through the lens of the Monomyth (Hero’s Journey) and Jungian psychology (Individuation). • Compose a paragraph that explains your interpretation, and be sure to provide supporting details and sufficient explanation.
  27. 27. “I comb back to you now.” “You shall not pass.” “I am Gandalf the White” “I fought my enemy from the deepest dungeon to the highest mountain… I smote my enemy upon the ruin.” “I am Saruman or Saruman as he should have been.” “Darkness took me… I was sent back until my task is done”
  28. 28. Lesson 7: Jungian Complexes • Complex EQ: How does gender affect behavior? Vocabulary
  29. 29. Complex Formation: Malice • Using the film Malice, identify the life experiences that Dr. Hill shares that have contributed to the formation of his God complex.
  30. 30. Lesson 8: Gender • Gender • Androgen • Estrogen • Spatial Skills EQ: How does gender affect behavior? Vocabulary
  31. 31. Activator • Using “T-Chart” Brainstorm Gender Stereotypes • Compile list with your group on poster board. MEN WOMEN
  32. 32. Assignment: Role Play • Create a gender role play (3-5 min.) which displays the stereotypes from your groups compiled list. • Individuals should role play a person of the opposite gender. • Setting of the role play will be assigned
  33. 33. Gender Role Play Rubric Criteria Excellent (4) Good (3) Limited (2) Inadequate (1) Works Cooperatively with Group Always willing and focused during assigned tasks. Usually willing and focused during assigned tasks. Sometimes willing and focused during assigned tasks. Rarely willing and focused during assigned tasks. Presentation of Perspective Convincing communication of understanding of the assigned role and stereotypes Competent communication of understanding of the assigned role and stereotypes Limited communication of understanding of the assigned role and stereotypes Inadequate communication of understanding of the assigned role and stereotypes Use of Non- Verbal Cues (voice, gestures, eye contact, props, costumes) An impressive variety of non- verbal cues were used in an exemplary way. Good variety (3 or more) verbal cues were used in a competent way. A Limited variety of non-verbal cues were used in an adequate way. Inadequate variety of non- verbal cues were used in a developing way. Time > 1:15 minute 1. minute >45 seconds < 45 seconds Rubric
  34. 34. Lesson 9: Gender • Gender • Androgen • Estrogen • Spatial Skills EQ: How does gender affect behavior? Vocabulary
  35. 35. Opinion Scale Activity • Complete Examining Attitudes Toward Gender • In teacher assigned groups, determine the 3 statement you would most like to discuss and rank them. • Rules for discussion • Do not interrupt • Do not make statements that involve personal attacks • Respect everyone’s right to freely express themselves
  36. 36. Read with a Purpose • In pairs, read Former troops say time has come for women in combat units. • Purpose: locate arguments for and against women serving in combat roles
  37. 37. Lesson 10: Gender • Gender • Androgen • Estrogen • Spatial Skills EQ: How does gender affect behavior? Vocabulary
  38. 38. Video Assignment • View Boys and Girls are Different • During the Video keep a T- Chart of the arguments for and against women and men being treated universally the same. • Discuss arguments in small groups
  39. 39. Lesson 11: Gender • Gender • Androgen • Estrogen • Spatial Skills EQ: How does gender affect behavior? Vocabulary
  40. 40. Gender Differences Jigsaw • Using Psychology and You, complete your assigned section of the Gender Differences: Reteaching Worksheet. (Graphic Organizer) • Fact check with individuals assigned to the same topic • Cooperative Group Sharing
  41. 41. Learning Objectives EQ: How does gender affect behavior? Vocabulary • Gender • Androgen • Estrogen • Spatial Skills
  42. 42. Aggression/Activity Level • Males are more aggressive (may be hormonal) • In Crowds: Males- aggressive; Females-nervous • Males are more active • Differences in monkeys suggest its biological
  43. 43. Intelligence • Intelligence is the same • Develops in different areas
  44. 44. Spatial Skills • Definition: Ability to imagine how an object would look if moved about in space.
  45. 45. Spatial Skills • At about age 11 boys begin to score better • Best explained by differences in social roles, social class, ethnicity, and type of test given
  46. 46. Mathematical Ability • Study of 40, 000 7th graders showed boys scored better than girls on the math part of the SAT. • Study showed girls did better in math class and AP math class. • Possible gender bias to girls: girls show a drop in confidence before drop in grades (performance) • Conclusion: no basic difference
  47. 47. Self Confidence • Child: same • Adolescence: decline for girls • Worried about how boys will react • Greatest in Whites and Hispanics • Adulthood: Fairly equal
  48. 48. Drive for Success • Research shows females are just as oriented toward achievement • No difference • Society pushes toward male success • Girls told boys won’t like them • Female students believed they were less likely to succeed even when they had high grades. • Males thought they would succeed even when they had poor grades
  49. 49. Communication • Men: • stand side by side (face to face = confrontational) • Talk, touch & interrupt more • Offer solutions and minimize magnitude of the problem • Women: • Face to face communication • Disclose more • Tell of similar problems
  50. 50. Study for the Jung and Gender Exam
  51. 51. Lesson Activator Any questions prior to the Individual within Society Exam?

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