Social Studies Toolbox

Psychology students: After viewing "Assault on Gay America" spend some time visiting the sites below. Take the quiz or complete the self-assessment. If time permits, post any comments you may have about the quiz, Dr. Kimmel's assertion that there may be a link between homophobia and sexism or the research expanding on Freud's theory regarding homophobia. Frontline : Assault on Gay America http://www.pbs.org/wgbh/pages/frontline/shows/assault/ Viewers Guide: http://www.pbs.org/wgbh/pages/frontline/teach/diversity/assault/ Read the introduction and take the quiz: http://www.pbs.org/wgbh/pages/frontline/shows/assault/etc/quiz.html Self-Assessment (Copy and complete): http://www.bsu.edu/learningfromhate/pdfs/gay_handout.pdf More on Sexual Prejudice (the section on correlations is very interesting) http://psychology.ucdavis.edu/rainbow/html/sexual_prejudice.html Scientific research on homophobia: http://www.pbs.org/wgbh/pages/frontline/shows/assault/roots/ov...

Resources: If you are looking at this post at school, and the YouTube video above does not appear, the link below will take you to the video (from HBO documentary): http://www.youtube.com/watch?v=JuWIrF0LVC0&feature=related Video Clip with Minnie Jean Brown Trickey : http://www.iop.harvard.edu/Multimedia-Center/All-Videos/Little-Rock-Central-50-Years-Later2 Jonathon Kozol Article from Harper's: http://www.mindfully.org/Reform/2005/American-Apartheid-Education1sep05.htm The Wealth Factor: http://www.nea.org/neatoday/0009/scoop.html Mini Jean Brown speaks to Central students today: http://www.youtube.com/watch?v=d8Or8OBrMzg&feature=related

Post-viewing Questions: 1. What did you learn about the media from this film? 2. What factors influence publication of a story? 3. How "democratic" is the media today? 4. What factors influenced censorship and eventual publication of the Jeffery Wigand /Brown and Williamson story? 5. How did this story affect the credibility of CBS News, in particular "60 Minutes"? Extra Credit: Briefly discuss one of (many) reasons this film has been surrounded in controversy since its release . Additional information about the film (including information on the controversy surrounding the film): http://en.wikipedia.org/wiki/The_Insider_(film ) A great interactive resource on the growing consolidation of the media - what effect this has on consumers - what this means with regard to information, etc. (useful in answering #3): http://www.pbs.org/wgbh/pages/frontline/shows/cool/giants/ Another useful resource - especially useful when answering #3 (scroll to page 8 and ...

Episode I: Awakenings 1. Briefly discuss some of the barriers Blacks faced in achieving racial integration in Southern schools following the Brown decision. Site specific examples from "Awakenings." 2. Briefly discuss Southern backlash against the Brown decision. Site specific examples from "Awakenings." What was the intent of such backlash? 3. Briefly discuss the reasons the Montgomery Bus Boycott eventually proved successful. (What elements were in place that enhanced the probability of success?) 4. Of the three main stories dealt with in the first episode, which story affected you most profoundly? Why? 5. Why are these three stories relevant today? Extra Credit: In the image above, what is happening? How would you describe the learning environment? This picture was taken before the Brown decision was handed down. Do you think white-only elementary schools would look similar to the one pictured above? What does this imply with regard to the doctrine of ...

Visit the link below (from the Teaching Tolerance website). http://www.tolerance.org/images_action/index.jsp Examine the hidden history behind each image. Answer the following questions in the comments section: 1. Of the images included, which three did you find most offensive? Why? 2. Of the images included, which images did you initially regard as harmless? 3. After examining the hidden history behind the images you initially found harmless, did you change your mind? Why or why not?

Segregation - our nation's caste system (keeping the races separate - denying access to African Americans) The Brown decision would test the validity of the law - law that existed for decades ( Plessy v. Ferguson, 1896 ) It was essential the Supreme Court decide the case unanimously, anything less would appear weak - considering the controversial nature of the issue, unanimity was key - the Court could not give the appearance of division The reasoning: Segregation in public education was a violation of the 14 th Amendment's Equal Protection Clause Many people viewed schools as the ticket to advancement - segregated schools would have a detrimental effect on Black children - sense of inferiority has an effect on a child's ability to learn "... to separate them from others of similar age and qualifications because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way very unlikely ...

Movie Trailer on YouTube on the topic of White Privilege: http://www.youtube.com/watch?v=6GgjgFbp8-M

Visit the post below for additional information on institutional racism and in particular, institutional racism in the criminal justice system. This post also contains links to additional information about Rubin "Hurricane" Carter and controversy over the film. http://hansengeorge.blogspot.com/2007/10/institutional-racism.html Assignment: Respond to the film, "The Hurricane." Despite the controversy over the accuracy of the events portrayed in the film, what did you learn about the issue of institutional racism in the criminal justice system? Do you think the portrayal of institutional racism in the criminal justice system in the movie is "dated"? (In other words, do you think the examples from the film are remnants of the past or do you think similar examples can be found today?) Post your comment here. The Hurricane Lyrics: http://hansengeorge.blogspot.com/2007/11/hurricane-lyrics.html Once you are finished with this assignment, visit this link for...

Civics, Psychology and Civil Rights Mini-Course students: Need to make up a missing assignment ? Visit one of the links below. Comment on one of the change agents profiled in the CNN or Facing History and Ourselves sites. Which change agent did you select? What issue or cause are they fighting for? What can you do to help? Will you do it? Be the Change on CNN: http://edition.cnn.com/CNNI/Programs/bethechange/ Facing History and Ourselves: http://www2.facinghistory.org/campus/BeTheChange.nsf/home?openform Need extra credit? Visit the site below and learn more about the "Fill the Cup" campaign: http://www.wfp.org/food_aid/school_feeding/index.asp?section=12&sub_section=3 Or, visit one of the sites below to learn how you can make a difference! http://www.feedingminds.org/yw/index_en.htm http://www.readtofeed.org/ http://www.cbsnews.com/stories/2007/10/15/eveningnews/main3369975.shtml http://www.wfp.org/english/?n=681 In the comments section, briefly explain the purpose...

Thank you Brittany! You are the best Guardian Angel ever! Who would have thought you could find world peace in a pint of Ben and Jerry's?!?

ABC News story: http://abcnews.go.com/GMA/story?id=3805567&page=1 Web M.D. information: http://www.webmd.com/mental-health/mental-health-adjustment-disorder

Nobody can do everything, but everyone can do something. ~Author Unknown Each time a man stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, he sends forth a tiny ripple of hope... and crossing each other from a million different centers of energy and daring those ripples build a current that can sweep down the mightiest walls of oppression and resistance. ~Robert F. Kennedy Two roads diverged in a wood, and I took the one less traveled by, and that has made all the difference. - Robert Frost You gain strength, courage, and confidence by every experience in which you really stop to look fear in the face. You must do the thing which you think you cannot do. - Eleanor Roosevelt Only a life lived for others is a life worthwhile. - Albert Einstein The opposite of love is not hate, it's indifference. The opposite of art is not ugliness, it's indifference. The opposite of faith is not heresy, it's indifference. And the opposit...

Clinical Diagnosis Final Paper Choose a movie from the list provided in class. Pretend you are a clinical psychologist. Identify a character in the movie you selected who exhibits symptoms of one of the psychological disorders we discussed in class. Identify the diagnosis. How did you reach this diagnosis? What symptoms does this person exhibit? Does this person exhibit all of the symptoms of the disorder? If not, what symptoms are absent? What do you think caused this disorder? Is there any evidence that leads you to this conclusion? What treatment would you offer this client? What do you think is the long-term prognosis of this person? What prognosis do you see in the movie? Does the patient commit suicide? Does the patient recover fully? Note: See handout for more detailed instruction. Final Paper - 100 points

1. How does Russell describe the "new" racism? 2. What is implied in the statement, "I think of you as white." 3. What experience with racism did Russell have as a child? 4. What is tokenism? 5. What concerns the author about tokenism? We will discuss this reading on Tuesday, May 13th.

Final for 2 nd Semester Civics (Final given on the day of Senior Finals - Either May 20 th or 22 nd ): 1. Choose a case from the list of Supreme Court cases I handed out in class at the beginning of the unit. 2. Find a story in the media relating to the issue dealt with in the case you selected. 3. Review the Constitutional issue, facts and competing arguments relevant to the case you selected. Complete a note card containing all of this information and bring it to class on the day of the final. 4. Read and highlight the news story you selected. Bring a copy of your highlighted story to class on the day of the final. 5. On the day of the final, in class you will write an essay explaining the case you selected and it's historic significance to the First Amendment's provision on Freedom of Speech. In your essay, you will briefly discuss how the news story you selected, related to the case you chose as the focus of your final essay. (How does the case and the story ...

1. Click on the link below and view the multimedia presentation. There is music if the sound on your computer works. If not, you can still view the presentation. http://www.miniature-earth.com/ 2. Read the instructions in the post linked below. (You need to complete as many online quizzes, activities and personal inventories as time allows.) Comment under this post, not in the post linked below. In your comment, focus on what you learned about yourself after participating in some of the online quizzes, personal inventories, activities, etc. Comments are worth 10 points - based on quality of response. Go here (includes quizzes/activities from Teaching Tolerance ): http://hansengeorge.blogspot.com/2007/10/online-quizzes-inequality.html Click here to find the Scientific American article on hidden bias: http://hansengeorge.blogspot.com/2008/08/hidden-bias.html Teaching Tolerance - Images in Action - go here: http://hansengeorge.blogspot.com/2008/05/images-in-action.html ...

"Exploring Ways to Help Ourselves and Others" How to you cope when things seem difficult or impossible? Do you turn to music ? Poetry ? Art ? Exercise ? Other people ? What inspires you? What motivates you to pick yourself up, dust yourself off and move on? Step I. Reflect on a time you faced adversity. How did you get through it? Step II. Brainstorm a list of phrases, slogans, images, poems, books, songs, activities, etc. that get you through difficult times. Step III. Choose items from your list to include in a motivational poster for the Social Studies Hall. Step IV . Create your poster. (All words must be typed and NO rubber cement !) This assignment is worth 30 points. Looking for extra credit ? Share your favorite quotes, slogans, songs, movies, books, etc. in the comments section. (Share the favorites you turn to when you are feeling blue.) Due: May 9

Multimedia Resources: "We're under a lot of pressure you know." http://www.washingtonpost.com/wp-dyn/content/video/2007/05/24/VI2007052401646.html?hpid=topnews "When is somebody gonna go on the record in this story? http://www.washingtonpost.com/wp-dyn/content/video/2007/05/24/VI2007052401591.html?hpid=topnews "Follow the money." http://www.washingtonpost.com/wp-dyn/content/video/2007/05/24/VI2007052401497.html?hpid=topnews Ben Bradlee discusses "Deep Throat" http://www.washingtonpost.com/wp-dyn/content/video/2007/05/24/VI2007052401252.html?hpid=topnews Bob Woodward discusses "Deep Throat" http://www.washingtonpost.com/wp-dyn/content/video/2007/05/24/VI2007052401263.html?hpid=topnews Analysis of the journalistic legacy of the Watergate story: http://www.pbs.org/newshour/bb/media/jan-june02/watergate_6-17.html The Washington Post's coverage of "All the President's Men" http://www.washingtonpost.com/wp-s...

On Monday, we will wrap up our Abnormal Psychology Unit with a review activity . This activity will better prepare you for your "Clinical Diagnosis" final paper. On the whiteboards , I will start concept maps pertaining to many of the disorders we've covered in class the past few weeks. You will be required to explore each disorder by adding to the concept maps. Each student will be expected to contribute at least one detail to each map , initial his/her contribution, then move on to the next map. Your contributions could include details pertaining to cause(s), prevalence, symptoms, treatment(s). This review activity will be worth 30 participation points . Note: You may use your notes or handouts I've given you pertaining to each of the disorders. If you are missing notes, search the blog for additional material. Disorders covered in the activity: Depression, Bipolar Disorder, S.A.D., O.C.D., Simple Phobias, Panic Disorder, Borderline Personality Disorder, An...

Resources - Dissociative Identity Disorder: http://psychologytoday.com/conditions/did.html http://www.nami.org/Content/ContentGroups/Helpline1/Dissociative_Identity_Disorder_(formerly_Multiple_Personality_Disorder).htm Overcoming Childhood Trauma: http://www.apa.org/topics/memories.html

Remember the victims of the Holocaust. Remember what can happen in the face of indifference. First they came for the Jews and I did not speak out because I was not a Jew. Then they came for the Communists and I did not speak out because I was not a Communist. Then they came for the trade unionists and I did not speak out because I was not a trade unionist. Then they came for me and there was no one left to speak out for me. - Martin Niemöller Resources: United States Holocaust Memorial Museum: http://www.ushmm.org/ Museum of Tolerance: http://www.museumoftolerance.com/site/c.juLVJ8MRKtH/b.1580483/k.BE32/Home.htm Anti-Defamation League http://www.adl.org/ Simon Wiesenthal Multi-Media Education Center: http://motlc.wiesenthal.com/site/pp.asp?c=gvKVLcMVIuG&b=358201