American History- The Holocaust

Antisemitism began in Germany in 1933. 9 million Jews lived across European countries that would eventually be taken over by Germany. 6 million Jews died by 1945. That means 2 out of every 3 Jews perished from Nazi genocide.

Your task is to read about the Nazi rule, Jews in prewar Germany, the "Final Solution", Nazi concentration camps, and rescue from the camps. To do this, visit the official site of the United States Holocaust Memorial Museum. 

Answer all questions in complete sentences on a WORD DOCUMENT in MLA format. 
Due: Wed, May 22nd 
Value:  20 points (4 points per question)

1. Under the Nazi Rule section, read about why the Nazis also directed their hatred towards handicapped individuals, titled The Murder of the Handicapped. Summarize why the Nazis targeted the handicapped in the T-4/ Euthanasia program.

2. Read about the background to Auschwitz, the largest concentration camp established by the Germans. Explain the setting of the camp, daily life in the camp, impossible escapes, and longevity of prisoners.

3. The Soviet solders were the first to liberate Jews from the camps in 1944. Read and summarize the liberation experience faced by the Allied soldiers, what they saw, and the reactions of the survivors.

4. Look at all 3 pages of photographs on the site. Choose the photograph that stands out to you the most. Identify the photograph and be sure to state your reasons why it "caught your eye."

5. Lastly, browse away from the Holocaust website to find TWO other acts of genocide in history (look up this word if you don't know what it means). The term genocide didn't officially exist until the 1940's, so you may need to alter your search words to find examples pre-1940. Use any credible source to find your answer. You do not need to cite your source.

Child Psych- Ch. 9 and 12 assignment

Ch. 9 and 12- Physical Development in Early and Middle Childhood

Due:  Thurs, May 9^th

Value: 40 points

Using your text, answer the following questions below on a word document.  You may use bullet-points to organize your answers.  Be sure to answer the question thoroughly and correct to get full credit.

Chapter 9- Physical Development and Health in Early Childhood

Section I: Aspects of Physiological Development

1.       Define enuresis

2.       Summarize how boys and girls change in appearance, height, and weight between ages 3 and 6.

3.       Summarize dental development in early childhood and appropriate treatment for thumb-sucking.

4.    List at least 5 suggestions for helping children eat and sleep well.

5.     Describe normal sleep patterns and bedtime routines of preschoolers.

6.     Name and describe three kinds of sleep disturbances, and tell how they should be treated.

7.     Identify factors that may be involved in bed-wetting and effective ways of treating it.

Section II: Motor Development

8.     Define gross motor skills.

9.     Define fine motor skills.

10.  Define systems of action.

11.  Define handedness

12.   Explain the development of gross motor skills and appropriate ways to foster it.

13.  Give examples of advances in fine motor skills.

14.  Discuss possible causes of handedness.

15.  Identify the four stages in young children’s drawing and tell how Rhoda Kellog suggests adults can best encourage children’s artistic development.

Section III: Health and Safety

16.  Discuss nutritional needs and prevention of obesity in early childhood.

17.  Identify the effects of malnutrition on young children.

18.   What has research concluded about food allergies in children?

19.   Identify trends in accidental injuries and deaths of young children.

20.  How does socioeconomic status and race affect a child’s health?

Chapter 12- Physical Development in Middle Childhood

Section I: Aspects of Physical Development

1.     Summarize the growth patterns of children in middle childhood and their average changes in height and weight.

2.     What are options in treating children who do not grow normally?

3.     Summarize nutritional needs in middle childhood.

4.     Explain the current status of dental health care among school-age children.

Section II: Nutrition and Sleep

5.     How can children overcome overweight and cardiac problems?

6.     What are the sleep needs of middle school children?

Section III: Motor Development and Physical Play

7.     What is rough-and-tumble play?

8.     What role do organized sports play in middle school children?

Section IV: Health and Safety

9.     Why are today’s schoolchildren less fit than they should be?

10.   What is the prevalence of various acute and chronic medical conditions in middle childhood?

11.  Summarize causes and treatments for stuttering.

12.  Why are accidental injuries a great concern in middle childhood?

Child Psych- Presentation Reminders

A few reminders about your presentations...

- 12-15 min; display 5 examples of phys, cog, psychosocial

- Do not solely rely on question/answer format to display your child's abilities. You must have additional materials/props for each activity

- You may use any of the video examples shown in class

- Be sure to explain your activity either before or after it is exhibited, and state how it relates to your research/ ability of your child's age

- Your lesson plan/outline should be in the same order as your live/video presentation. Be detailed and specific.

Child Psych- Ch. 10 Objectives *Updated for the ch. 10 test

Ch. 10- Pages 256-265; 274-278

1. Define preoperational stage. Ages? Abilities?
2. Define symbolic function and pretend play.
3. Study the charts on pgs 256-257.
4. Understanding space (maps)
5. Define transduction. Give an example.
6. What is categorization/ classification? By what age can children classify according to shape or color?
7. Define animism, artificialism, verbal realism, moral realism,
8. Explain preoperational children's ability to understand number. Difference between ordinality and cardinality
9.  Define centration.
10. Define egocentrism. Explain Piaget's 3-mountain task
11. Define conservation. Review the chart on pg 261. Note how to question the child.
12. Define irreversibility. Give example
13. Define theory of mind. How does Piaget's research differ from more recent research?
14. Explain a preschooler's beliefs about thinking and dreams.
15. Provide an example of false beliefs and deception.  (candy/crayon example)
16. Provide an example of appearance vs reality test and ages for the results of the test.
17. Reading question? What are some influences on theory of mind development?
18. Reading question? Read the "Imaginary Companions" section on pg 264
19.  3 concepts for preschoolers to understand about death
20. Death in Disney study blog questions
21. Seriation, transitive inference, class inclusion, action space, map space,
22. Principles of counting, counting errors

Child Psych- 4th quarter project

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646- Child Psychology

4^th quarter project

Objective: Students will research and present the physical, cognitive, and psychosocial abilities of a child ranging from 2 to 7-years old.

Due Date: May 1^st through May 10^th.  All typed requirements are due on the day you present. Permission forms for children are due on the day BEFORE you present.

Total value: 90 points

Requirements

Part I: Research, Bibliography, Lesson Plan (all required to be typed) (45 points)

                         Research (20 points)

                  -     Include a title page (does not need to be in APA format)

-        Using your textbook and other secondary sources, you are required to find 25 abilities/skills for EACH domain.

-        Create 3 separate sections and list all the physical, cognitive, and psychosocial abilities of your chosen age. Note: you may also research the age above your child, especially if the child has an approaching birthday or is “advanced” for their age.

-        A minimum of 4 sources are required, including your text. Only credible websites will be accepted (.edu, .org, .gov)

-        Textbook as a source:

o   Ch. 6- physical dev in first 3 years; Ch. 7- cognitive dev in first 3 years; Ch. 8- psychosocial dev in first 3 years; Ch. 9- physical dev ages 3-6;

Ch. 10- cognitive dev ages 3-6; Ch. 11- psychosocial dev ages 3-6

For children older than 6 years, refer to chapters 12, 13, 14

Bibliography (5 points)

-        On a separate page, cite at least 4 sources in APA format. Refer to the APA link on the blog for examples.

Lesson Plan  (20 points)

-        This is the design/outline for your live presentation and must be theme-based and age-appropriate.

-        Your lesson plan should be based on your research compiled about your child’s abilities.

-        The flow and execution of your lesson is up to you, but it must include at least 5 physical, 5 cognitive, and 5 psychosocial observable skills performed by your child. Be creative! Note: one activity may include several examples of the domains.

-        Be specific in your description of each activity/ability.

o   Example: By the age of 8 children have the ability to hop within small squares and hop in rhythmic patterns. They have balance, coordination, and well-developed gross motor skills. To show this we are going to play hopscotch.

o   The above example is also how you should explain and describe the action of your child in your live presentation.

-        Include the use of additional materials and props for your activities.

Part II: Presentation- (45 points)

-       Your presentation is the execution of the above designed lesson plan and activities.

-       All presentations should include

o   Execution of 5 examples from each of the 3 domains (15 points)

o   Preparation for technology, permission slips (5 points)

o   Creativity (5 points)

o   Numerous additional materials and props (15 points)

o   Evidence of hard work and effort, organization (5 points)

-       3 options:

o   1. Bring a child to class.

§  With your direction, the child will showcase the abilities designed in your lesson plan

§  Guidelines for this option:

Ø  Children may not stay in school all day. Arrange for them to be picked up or dropped off. No more than three class periods.

Ø  You must have a permission slip from the parent of the child

Ø  You must have the signatures of the teachers who this child will be visiting.  The child may not stay in a class that is taking a test or watching a video inappropriate for a child.

Ø  All permission slips and teacher slips should be attached to your project.

Ø  Make sure you have items that will help occupy the child; coloring books, games, books, toys, etc.

Ø  Seriously consider if your child will handle a live presentation well. If not, you may want to do another option, or do a video back-up.  Rehearse the project with your child ahead of time. 

o   2. Video presentation

§  With your guidance and interaction, the child will showcase the abilities designed in your lesson plan

§  Make sure the video is smooth and use any necessary editing

o   3. Teach the class a lesson

§  Based on the age of your choice: pre-school, kindergarten, 1^st grade, 2^nd grade

§  Your classmates will conduct the activities as outlined in your lesson plan

§  All materials for the lesson must be prepared and provided for the class.

Note: Any requirements that are turned in late will result in a deduction of points.  You must check all technology materials with me at least the day before you present. Be prepared for your chosen date of the presentation. 

Child Psych- Ch. 8 Infant Morality

According to the infant cognition lab studies conducted by Paul Bloom at Yale University, babies have an inborn tendency to prefer "good" over "bad."  However, as some of you saw yesterday in class (those of you who braved the snowstorm), infants also have a inborn bias to prefer those who are similar to them. Thus, Bloom and his associates concluded that although babies are born with a primitive morality, the roots of "evil" (bias, bigotry, racism) may also be inborn.

In addition to the Yale study, other studies regarding infant morality have been conducted at the University of Texas, the University of Colorado, and Duke University. Read about these studies in the article See Baby Discriminate, published in Newsweek in 2009, to understand how infants as young as six months have the tendency to discriminate others based on skin color.

Answer the following questions in complete sentences on a word document.  Format with MLA heading.

You may work with ONE other student to complete this assignment collectively. (Only need to turn in one paper per two students)

Due: Wednesday, March 27th

Value: 15 points

Birgette Vittrup- University of Texas: Multicultural Videos
1. Identify the goal and set-up of Birgette Vittrup's study regarding the influence of multicultural videos on children. Include information about the 3 groups utilized in the study.

2. Why did 5 families drop out of Vittrup's study?

3. Why did the study initially seem like a "failure?"

4. Why were parents reluctant to talk to their children about race? In what manner did they discuss the topic with their children?

5. How does the race of the parents affect racial discussions in the home?

Rebecca Bigler- University of Texas: Preschool T-shirts 

6. Explain the set-up of the t-shirt activity in 3 preschool classrooms.

7. How did the children's behavior/attitudes change?

8 . Why does Bigler believe that children should be spoken to about race before the age of 3 years?

Phyllis Katz- University of Colorado: Photos of faces

9. Explain the set-up of Katz's study. How did 6-month-olds react to photos of their own race versus a different race?

10. What was the result of the experiment with 3-year-olds and their choosing of "friends?"

11. What was the result of 5 to 6-year-olds who were asked to sort cards?


12. When do most parents feel it is "safe" to start talking to children about race?

Child Psych- Language Unit Test

Language Unit:
- Ch. 7 pgs 189-199
- Ch. 10 pgs 270-274
- Ch. 13 pgs 349-352

Test format: Multiple choice, fill-ins, short answer/essay

The quiz objectives are re-posted below.
In addition, study the following resources:
- Genie article questions
- Secret Life of Brain- video questions
- Phonics vs. Whole Language questions
- Bilingualism article questions


Ch. 7 pgs 189-194

1.     Define language.

2.     Explain Charles Darwin’s contributions to the study of language development.

3.     Define prelinguistic speech.

4.     Explain the progression of prelinguistic speech: crying, cooing, babbling. Include ages.

5.     Define phoneme

6.     When can infants perceive sounds in all languages? In their native language?

7.     When do babies lose their sensitivity to sounds that are not part of their native language?

9.     Explain the sequence of gestures used by babies. Distinguish between conventional social, representational, and symbolic gestures.

10. How are gestures linked to vocabulary development and multi-word sentences?

11. Define linguistic speech. When does it begin?

12. Define holophrase.

13. What is the difference between passive and active (spoken) vocabulary?

14. What part of speech is an English-speaking child's first word?

15. Define telegraphic speech. When does it occur?

16. When does a naming explosion take place? What is it?

17. Define syntax. When are children more competent of sentence structure?

18.  Define underextension. Provide an example.

19. Define overextension. Provide an example.

20. Define overregularization. Provide an example.

 

Ch. 7 pgs 194-199

1.     Explain aspects of Noam Chomsky’s nativism approach to language development. Include the role of the LAD. Criticisms?

2.     Explain aspects of B.F Skinner’s social learning theory. Criticisms.

3.     Explain the role of the brain’s hemispheres regarding language development.

4.     (Skip “Social Interactions” and “Prelinguistic Period” sections on pg 196)

5.     (Skip “Vocab development” on pg 197)

6.     Define child-directed speech.  How is it both helpful and “hurtful”?

7.     Identify several benefits of reading aloud to children.

Ch. 10 pgs 270-274

8.     Identify the vocab development of a 3 and 6 year old.

9.     Define fast mapping

10. Explain the grammar and syntax of a 3 year old.

11. Explain the grammar and syntax of a 4-5 year old.

12. Explain the grammar and syntax of a 5-7 year old.

13. Define pragmatics.

14. Define social speech.

15. What is private speech?

16. Explain both Piaget’s and Vygotsky’s viewpoints about private speech. Read box 10-2 on pg 272.

17. What percent of preschool children show language delays? Which gender is more likely to show delays?

18. What is the prognosis/ outcome for children with delayed language development?

19. Define emergent literacy.

20. What are several contributing factors to literacy?