Human Relations
Unit 1:The Cycle of Life
Topic 1:
Infancy and Childhood
(est. 3 weeks)
Topic 2:
Middle Childhood and Adolescence
(est. 3 weeks)
Topic 3:
Adult Living
(est. 5 weeks)
Unit Contents:
Unit Goals & Objectives
Unit Terms
Unit Resources & Materials
Unit Lesson Plans
Estimated coverage time: 11 weeks
(more as required)
UNIT GOALS AND OBJECTIVES
Unit Goal:
Students will gain a basic understanding of human development and the role
psychology plays in studying that development.
Unit Objectives:
Given the proper materials and information, the student will...
Topic 1
1. Be able to define and recognize terms.
2. Describe the basis of cognitive and developmental psychology.
3. Be able to explain the significance of Harlow’s monkey.
4. Describe and identify the stages of play.
5. Describe and identify the Piagetian stages of development.
6. Identify the arguments in the heredity / environment debate.
7. Describe the factors involved in personality.
8. Describe the social learning theory.
9. Identify the ways to study human development.
10. Explain why psychologists study babies.
11. Define the types of daycare currently available.
Topic 2
1. Be able to recognize and define terms.
2. Define middle childhood and its tasks.
3. Describe the importance of peers to adolescence.
4. Explain how sex roles have changed in recent years.
5. Describe and explain Kohlburg’s stages of moral development.
6. Describe physical changes during adolescence.
7. Describe family influences on adolescents.
8. Identify the styles of adolescence.
9. Identify the psychosocial stages of development.
10. Identify adolescent issues.
Topic 3
1. Be able to recognize and define terms.
2. Explain the concept of an identity crisis.
3. Identify social influences on young adults.
4. Describe the physical changes of adulthood.
5. Describe the psychological changes of adulthood.
6. Describe the developmental changes of adulthood.
7. Contrast integrity and despair.
8. Describe the development of older adults.
9. Identify the stages of dying.
10. Describe the stages of coping with death.
11. Identify the sources of stress in people.
12. Identify the warning signs of suicide.
UNIT TERMS
Topic 1:
cognitive psychology developmental psychology
play behavior Piagetian stages of development
heredity environment
traits personality
culture social learning theory
development comparative method
longitudinal study daycare
Topic 2:
middle childhood sex roles
peers moral development
adolescence puberty
psychosocial stages crisis
identity intimacy
alienation
Topic 3:
young adult intimacy crisis
social clock generatively
gerontology integrity
despair longevity index
stress social death
thanatology disengagement
DEFINITIONS
cognitive psychology:psychological theory that study a person’s thought
processes. Cognitive psychologists believe that a person’s experience
affects the way new information is processed.
developmental psychology:the study of behavior as it changes through
stages of growth.
play behavior:way that very young children use to first explore their
world in the form of ‘games’
Piagetian stages of development:series of 4 stages of development that a
person goes through according to age. (sensorimotor, preoperational,
concrete, formal)
heredity:the inheritence of certain genetic factors from one’s parents
environment:the surroundings that a person lives in and interacts with
traits:individual differences (i.e. eye color, hair color) that change from
person to person and are affected primarily by chromosomes and genes.
personality:the sum total of what characterized a person as an individual
culture:the way of life of a group of people, influenced by tradition and
individuals
social learning theory:learning theory that states people not only learn
by doing, but by watching as well- stresses cognitive (thinking) skills
development:change over a period of time
comparative method:a research method where the development of a
cross-section of subjects is studied to better understand the data
longitudinal study:study that follows a subject (person) from one age
(i.e. birth) to another (i.e. 25 yrs old) and documents such things as
environment, actions, etc...
daycare:temporary care during daytime hours to take care of a child while
the parent(s) or guardian(s) are working, etc.. also, a place for primary
development in the early years of life
middle childhood:developmental period between early childhood and
adolescence which has important tasks that deal with physical, cognitive
and social development
sex roles:the part a peson plays in live, based on being either a male or
female
peers:a person of the same age, rank or ability that has influcene on a
person’s development
moral development:period of development when a person’s abstract sense of
right and wrong are formed and opinions are formed
adolescence:period of development between childhood and adulthood
puberty:period of development marked by the beginning of sexual maturity
psychosocial stages:a series of stages a person goes through a the
personality emerges
crisis:a normal developmental task that can either give a positive
personality aspect (if handeled correctly) or a negitive personality aspect
(if handeled incorrectly)
identity:the concept of who a person is and / or the combination of a
person’s actions, thoughts and motivation that a person develops and
carries throught the course of one’s life
intimacy:positive result of development crisis in young adulthood when a
person learns to care for and share themselves with another
alienation:being cut off from society and accepting society’s norms or
standars of behavior
young adult:a period of growth expansion starting around 20yrs. and going
to 35-45yrs. old
intimacy crisis:a period in which a person shares themself by developing
a supportive relationship with another person.
social clock:norms society imposes for a particular time-span by which
life stages are measured
generatively:positive outcome of developmental crisis during middle age
in which a person sees their role as guiding the ‘next generation’ and
making the world a better place
gerontology:the study of ‘old age’ and the issues (medical and
psychological) surrounding it
integrity:the level of trust and believability that a person portrays
despair:a continued feeling of being able to change the course of one’s
own life or to help another person or one’s self
longevity index:a study to predict how long person has left to live once
they reach ‘old age’
stress:a reaction to the pressures of life, sometimes positive, but often
negative
social death:the point where a person withdraws from and ceases to
interact with society, the culture and other individuals
thanatology:the study of death
disengagement:the process of shifting from an active to a passive role in
life
OBJECTIVES
Topic 1
1. Be able to define and recognize terms.
2. Describe the basis of cognitive and developmental psychology.
3. Be able to explain the significance of Harlow’s monkey.
4. Describe and identify the stages of play.
5. Describe and identify the Piagetian stages of development.
6. Identify the arguments in the heredity / environment debate.
7. Describe the factors involved in personality.
8. Describe the social learning theory.
9. Identify the ways to study human development.
10. Explain why psychologists study babies.
11. Define the types of daycare currently available.
Topic 2
1. Be able to recognize and define terms.
2. Define middle childhood and its tasks.
3. Describe the importance of peers to adolescence.
4. Explain how sex roles have changed in recent years.
5. Describe and explain Kohlburg’s stages of moral development.
6. Describe physical changes during adolescence.
7. Describe family influences on adolescents.
8. Identify the styles of adolescence.
9. Identify the psychosocial stages of development.
10. Identify adolescent issues.
Topic 3
1. Be able to recognize and define terms.
2. Explain the concept of an identity crisis.
3. Identify social influences on young adults.
4. Describe the physical changes of adulthood.
5. Describe the psychological changes of adulthood.
6. Describe the developmental changes of adulthood.
7. Contrast integrity and despair.
8. Describe the development of older adults.
9. Identify the stages of dying.
10. Describe the stages of coping with death.
11. Identify the sources of stress in people.
12. Identify the warning signs of suicide.
Lesson plan for / /
Periods: 1, 2, 3, 4, 7 Subject: Human Relations
sequence 1 of 11
Topic 1 (# 1)
OBJECTIVES:
1. List day’s activities in agenda book.
2. Cover topic objectives #2, 3, 4
3. Understanding of Harlow’s monkey in development.
4. Interact with students through computer presentation with Macintosh.
PROCEDURE:
1. Take attendance
2. Pass out list of objectives and terms for the unit.
3. Pass out student worksheet for topic to fill out during
presentations.
4. Explain the basis of cognitive and developmental psychology.
5. Using model and pictures, explain the significance of Harlow’s
monkey and the results of the experiment.
6. Go over the stages and uses of play in child development.
7. Leave 5 minutes for students to return to seats and clean-up
materials
MATERIALS:
Macintosh with presentation adapter
1 Harlow’s monkey model
student worksheets
EVALUATION:
completion of worksheets
amount of class participation
identified the use of Harlow’s monkey in development process
agenda book entered
Lesson plan for / /
Periods: 1, 2, 3, 4, 7 Subject: Human Relations
sequence 2 of 11
Topic 1 (# 2)
OBJECTIVES:
1. List day’s activities in agenda book.
2. Cover topic objectives #5, 6, 7
3. Understanding of Piaget’s stages of development
4. Increase student interaction through small group work
5. Interact with students through computer presentation with Macintosh.
PROCEDURE:
1. Take attendance
2. Complete worksheets from day 1
3. Explain Piaget’s stages of development (use beakers and water to
demonstrate conservation theory)
4. Begin a student driven debate on nature vs. nurture
5. In small groups, have students describe some factors that influence
personality in humans
6. Leave 5 minutes for students to return to seats and clean-up
materials
MATERIALS:
Macintosh with presentation adapter
beakers and glasses for conservation theory
EVALUATION:
completion of worksheets (carried over from day 1)
class participation in debate
Understanding of Piaget’s stages of development
clarity of students’ arguments
student cooperation and teamwork
agenda book entered
Lesson plan for / /
Periods: 1, 2, 3, 4, 7 Subject: Human Relations
sequence 3 of 11
Topic 1 (# 3)
OBJECTIVES:
1. List day’s activities in agenda book.
2. Cover topic objectives # 8, 9, 10, 11
3. Increase student cooperation through small groups
4. Interact with students through computer presentation with Macintosh.
PROCEDURE:
1. Take attendance
2. Complete worksheets from day 1
3. Describe the foundation of social learning theory
4. In small groups have the students list ways to study human
development and then contrast that to what the book suggests
5. In small groups have students come up with 5 reasons psychologists
study babies, then contrast with the answers in the book
6. Briefly go over the types of daycare currently available
7. Leave 5 minutes for students to return to seats and clean-up
materials
MATERIALS:
Macintosh with presentation adapter
student worksheets
EVALUATION:
completion of worksheets
class participation
student cooperation
agenda book entered
Topic 1: Student Worksheet
Please fill out this worksheet during presentations and group activities.
It will help you keep up and study for the test. This goes on the left side
of your notebook.
1. List 3 - 5 items that describe cognitive and developmental
psychology.
2. In a few sentences, describe why Harlow’s monkey is so important to
developmental psychology.
3. List the stages of play and how they influence child development.
4. List Piaget’s stages of development along with the age for each
period. In one or two sentences, describe each period of
development.
Stage: Age:
Stage: Age:
Stage: Age:
Stage: Age:
5. List 3-5 ways heredity influences human development and 3-5 ways
that the environment influences human development.
heredity environment
6. List 5 items that affect personality in human beings.
7. In three to five sentences, describe what the social learning
theory is.
8. List some ways that human development can be studied.
9. List 3-4 reasons why psychologists study babies.
10. List the current types of daycare currently available.
Lesson plan for / /
Periods: 1, 2, 3, 4, 7 Subject: Human Relations
sequence 4 of 11
Topic 2 (# 1)
OBJECTIVES:
1. List day’s activities in agenda book.
2. Cover topic objectives # 2, 3, 4
3. Increase student cooperation through small groups
4. Interact with students through computer presentation with Macintosh.
PROCEDURE:
1. Take attendance
2. Pass out student worksheet for topic to fill out during
presentations.
3. Talk about middle childhood, and the developmental tasks in that
period.
4. Discuss the importance of peers in adolescent development.
5. Hand out ‘sex differences’ survey.
6. Have students fill out survey on left side of notebook.
7. Have students discuss sex roles and differences.
8. Leave 5 minutes for students to return to seats and clean-up
materials
MATERIALS:
Macintosh with presentation adapter
sex differences worksheet
student worksheets
EVALUATION:
completion of worksheets
class participation
student cooperation
agenda book entered
Lesson plan for / /
Periods: 1, 2, 3, 4, 7 Subject: Human Relations
sequence 5 of 11
Topic 2 (# 2)
OBJECTIVES:
1. List day’s activities in agenda book.
2. Cover topic objectives # 5, 6, 7
3. Increase student cooperation through small groups
4. Interact with students through computer presentation with Macintosh.
PROCEDURE:
1. Take attendance
2. Introduce Kohlberg’s stages of moral development.
3. Briefly explain the physical changes that occur during adolescence.
4. Discuss in small groups what effects families have on adolescence.
5. Leave 5 minutes for students to return to seats and clean-up
materials
MATERIALS:
Macintosh with presentation adapter
student worksheets
EVALUATION:
completion of worksheets
class participation
student cooperation
agenda book entered
Lesson plan for / /
Periods: 1, 2, 3, 4, 7 Subject: Human Relations
sequence 6 of 11
Topic 2 (# 3)
OBJECTIVES:
1. List day’s activities in agenda book.
2. Cover topic objectives # 8, 9, 10
3. Increase student cooperation through small groups
4. Interact with students through computer presentation with Macintosh.
PROCEDURE:
1. Take attendance
2. Discuss adolescent styles with student input.
3. Explain the psychosocial stages of development.
4. In small groups (3-4) have students identify and write down
adolescent issues that affect their lives.
5. Leave 5 minutes for students to return to seats and clean-up
materials
MATERIALS:
Macintosh with presentation adapter
student worksheets
EVALUATION:
completion of worksheets
class participation
student cooperation
agenda book entered
Topic 2: Student Worksheet
Please fill out this worksheet during presentations and group activities.
It will help you keep up and study for the test. This goes on the left side
of your notebook.
1. List the 9 tasks of middle childhood.
2. Briefly explain how peers influence adolescent development.
3. Briefly explain how sex roles have changed in recent years
(i.e. 50’s - 60’s - 70’s - 80’s - 90’s).
4. Make a chart of Kolhberg’s stages of moral development.
5. Name 3 physical changes during adolescence.
6. List 2 ways families influence adolescence.
7. List the 4 styles of adolescence.
8. List the 8 stages of psychosocial development.
9. Name 4 issues facing adolescence today.
Lesson plan for / /
Periods: 1, 2, 3, 4, 7 Subject: Human Relations
sequence 7 of 11
Topic 3 (# 1)
OBJECTIVES:
1. List day’s activities in agenda book.
2. Cover topic objectives # 2, 3, 4
3. Increase student cooperation through small groups
4. Interact with students through computer presentation with Macintosh.
PROCEDURE:
1. Take attendance
2. Pass out student worksheet for topic to fill out during
presentations.
3. Have students discuss in groups what an identity crisis means, then
explain more in detail.
4. In small groups have students list what social factors they believe
influence their development.
5. Describe the physical changes that occur during adulthood.
6. Leave 5 minutes for students to return to seats and clean-up
materials
MATERIALS:
Macintosh with presentation adapter
student worksheets
EVALUATION:
completion of worksheets
class participation
student cooperation
agenda book entered
Lesson plan for / /
Periods: 1, 2, 3, 4, 7 Subject: Human Relations
sequence 8 of 11
Topic 3 (# 2)
OBJECTIVES:
1. List day’s activities in agenda book.
2. Cover topic objectives # 5, 6
3. Increase student cooperation through small groups
4. Interact with students through computer presentation with Macintosh.
PROCEDURE:
1. Take attendance
2. Discuss in small groups the psychological changes of adulthood.
3. Explain the developmental changes of adulthood.
4. Leave 5 minutes for students to return to seats and clean-up
materials
MATERIALS:
Macintosh with presentation adapter
student worksheets
EVALUATION:
completion of worksheets
class participation
student cooperation
agenda book entered
Lesson plan for / /
Periods: 1, 2, 3, 4, 7 Subject: Human Relations
sequence 9 of 11
Topic 3 (# 3)
OBJECTIVES:
1. List day’s activities in agenda book.
2. Cover topic objectives # 7, 8
3. Increase student cooperation through small groups
4. Interact with students through computer presentation with Macintosh.
PROCEDURE:
1. Take attendance.
2. Have students define what integrity and despair are.
3. Have students explain the difference between integrity and despair.
4. Discuss the development of older adults.
5. Leave 5 minutes for students to return to seats and clean-up
materials
MATERIALS:
Macintosh with presentation adapter
student worksheets
EVALUATION:
completion of worksheets
class participation
student cooperation
agenda book entered
Lesson plan for / /
Periods: 1, 2, 3, 4, 7 Subject: Human Relations
sequence 10 of 11
Topic 3 (# 4)
OBJECTIVES:
1. List day’s activities in agenda book.
2. Cover topic objectives # 9, 10
3. Increase student cooperation through small groups
4. Interact with students through computer presentation with Macintosh.
PROCEDURE:
1. Take attendance
2. Discuss dying and its stages with students.
3. Discuss the coping with death and its stages, giving the students
ample room for input.
4. Leave 5 minutes for students to return to seats and clean-up
materials
MATERIALS:
Macintosh with presentation adapter
student worksheets
EVALUATION:
completion of worksheets
class participation
student cooperation
agenda book entered
Lesson plan for / /
Periods: 1, 2, 3, 4, 7 Subject: Human Relations
sequence 11 of 11
Topic 3 (# 5)
OBJECTIVES:
1. List day’s activities in agenda book.
2. Cover topic objectives # 11, 12
3. Increase student cooperation through small groups
4. Interact with students through computer presentation with Macintosh.
PROCEDURE:
1. Take attendance
2. Pass out life experience worksheet and explain.
3. Have students discuss the sources of their stress and explain
general knowledge of stress.
4. Handout suicide warning handout.
5. Discuss suicide with students in small groups, then discuss in
large groups with input from groups.
6. Leave 5 minutes for students to return to seats and clean-up
materials
MATERIALS:
Macintosh with presentation adapter
suicide warning sheet
life experiences worksheet
student worksheets
EVALUATION:
completion of worksheets
class participation
student cooperation
agenda book entered
Topic 3: Student Worksheet
Please fill out this worksheet during presentations and group activities.
It will help you keep up and study for the test. This goes on the left side
of your notebook.
1. Briefly explain what an identity crisis is.
2. What are some social influences on young adults?
3. List 2 physical changes that occur during adulthood.
4. What are the most important psychological changes of adulthood?
5. What is the difference between integrity and despair?
6. List the stages of dying.
7. List the stages of coping with death.
8. What are some sources of stress among adolescents today?
9. What are the ten warning signs of suicide?
SEX DIFFERENCES
Fact and Myth
Below are 12 statements about sex roles and sex differences. Some of the
statements are true (so they are facts) and some are false (and they are
myths). How much do you really know sex roles and differences?
--hint: stereotypes will get you nowhere here!
1. Girls are more social than boys.
Fact | Myth
2. Boys excell in mathematical ability.
Fact | Myth
3. Girls are more affected by heredity, boys by environment.
Fact | Myth
4. Boys excell in visual-spatial ability.
Fact | Myth
5. Girls have greater verbal ability than boys.
Fact | Myth
6. Girls are auditory, boys visual.
Fact | Myth
7. Girls are better at rote learning and simple tasks. Boys are
better at high-level tasks.
Fact | Myth
8. Males are more aggressive than females.
Fact | Myth
9. Boys are more analytic than girls.
Fact | Myth
10. Girls are more suggestible than boys.
Fact | Myth
11. Girls have lower self esteem than boys.
Fact | Myth
12. Girls lack motivation to achieve.
Fact | Myth
ANSWER KEY
1. Myth 2. Fact 3. Myth 4. Fact 5. Fact
6. Myth 7. Myth 8. Fact 9.Myth 10. Myth
11. Myth 12. Myth
TEN WARNING SIGNS
of suicide
Suicide can strike at any age. In the last forty years, the suicide rate
among youg people has increased dramatically. Among people ages 15 to 24,
suicide rates have trippled. Suicide is also a great problem among older
persons. Currently, the highest suicide rate is among the elderly (those
people 75 - 84 years old). Below are ten warning signs that may indicate
a person is contemplating suicide.
1. Dwelling on thoughts about pain, death or suicide.
2. Veiled warnings of suicidal thoughts or plans.
3. Withdrawing from other people.
4. Neglecting personal appearance.
5. Losing interest in schoolwork or favorite activities.
6. Giving away personal posessions.
7. Erratic sleeping patterns and loss of appetite.
8. Drug or alcohol abuse.
9. Frequent irritability or unexplained crying.
10. Impulsive and reckless behavior.
LIFE EVENTS SCALE FOR ADOLESCENCE
Below are events that may occur in a person’s life. Rank them by weight
by how they would personally affect you. The highest weight is 100 and
the lowest is 1. This is not an ordered list. Any item may hold any
weight.
EVENT WEIGHT
Death of a parent
Death of a brother or sister
Divorce of your parents
Marital separation of your parents
Death of a guardian
Death of a grandparent
Hospitalization of a parent
Remarriage of a parent to a step-parent
Birth of a brother or sister
Hospitalization of a brother or sister
Loss of a job by a parent
Major increase in parents’ income
Major decrease in parents’ income
Start of a new problem between your parents
End of a new problem between your parents
Being told you are very attractive by a friend
Going on the first date of your life
Finding a new dating partner
Breaking up with a boy / girl friend
Being told to break up with a boy / girl friend
Start of a new problem between you and your parents
End of a problem between you and your parents
Beginning the first year of high school
Beginning of a new problem between you and a teacher
End of a new problem between you and a teacher
Moving to a new school
Failing a grade in school
Suspension from school
Graduating from high school
Being accepted into the college of your choice
Recognition for excelling in a sport or other activity
Getting your first driver’s licence
Being responsible for an automobile accident
Appearance in a juvenile court
Failing to achieve something you really wanted
Getting a summer job
Getting your first permanent job
Deciding to leave home
Being hospitalized for illness or injury
Death of a close friend
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