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![]() Students will understand the following:
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![]() For this lesson, you will need:
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![]() Have students talk about dreams they are willing to share and not conduct the experimental part of the project. |
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![]() You can evaluate students on their participation in the experiment by using the following three-point rubric: Three points: student provides evidence of having carried out the experiment on three nights (a relative's signature or detailed records can serve as evidence); student participates fully in the discussion by both reporting his or her findings and questioning other students' findings; student thoughtfully contributes to the discussion about the meaning of the results and the evaluation of the experiment Two points: student provides evidence of having carried out the experiment on three nights (a relative's signature or detailed records can serve as evidence); student participates moderately in the discussion by either reporting his or her findings or by questioning other students' findings; student contributes in a minor way to the discussion about the meaning of the results and the evaluation of the experiment One point: student provides no evidence of having carried out the experiment on three nights; student participates in a minor way in the discussion by questioning other students' findings; student contributes in a minor way to the discussion about the meaning of the results and the evaluation of the experiment |
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![]() Leadership: Just the Tip of the Iceberg? Freud saw the human mind as an iceberg in that it was mostly hidden. Ask your students to draw an iceberg in water on a blank sheet of paper and to label the part above the water the conscious and the part below the unconscious. Next, have your students each select one current or historical leader. Ask students to research biographical information on their chosen leaders, stressing that they should look for incidents or developments that may have influenced the leaders' behaviors, characters, successes, and leadership styles. As students find important pieces of information, have them write the data on their iceberg papers as follows:
The Story of Your Life Freud thought that making sense of our past—especially, the events of our childhood—would help us to resolve present conflicts and open up more possibilities for ourselves in the future. Have your students write a short story about themselves. The story should show them in the past, the present, and the future. That is, they should include
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![]() On Dreams Sigmund Freud. W.W. Norton Company, Inc., 1980. This book is Freud's own briefer, simpler version of his theory of the dream. References, an index, and biographical information are included in this concise, easier to follow companion for students of The Interpretation of Dreams . The Secret Language of Dreams David Fontana. Duncan Baird Publishers, 1994. Beginning with a discussion of Freud's contributions to the world of dream interpretation, this exquisitely illustrated handbook offers readers a "pictorial workshop" for understanding dreams. |
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![]() Freud: Conflict and Culture This exhibition from the Library of Congress examines Freud's life and his key ideas and their effect upon the twentieth century. Freud Museum of Vienna Chronology of Freud's Life, themes and films and audio clips available over the Internet from the Sigmund Freud Museum of Vienna. Freud Museum London Tour the Freud home in London and explore dream interpretation. The Interpretation of Dreams (3rd edition) by Sigmund Freud Electronic version of The Interpretation of Dreams. Freud: The Interpretation of Dreams--Table of Contents On this page, author Dr. Dewey presents Freud's "Interpretation of Dreams." The discussion of important sections can produce interesting debate in the classroom. Dr. Dewey's "Psych Web Home Page" is excellent. |
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![]() Click on any of the vocabulary words below to hear them pronounced and used in a sentence.
Context: By the end of the 19th century, consciousness began to be seen as a rational process.
Context: The ego is the rational self.
Context: This animal self contains the core of the psyche that Freud called the id.
Context: The real, hidden meaning of the dream is called the latent dream.
Context: In Freud's hands, psychoanalysis allowed his patients to attempt to make sense of their pasts.
Context: Our most vivid dreams come during REM, rapid-eye-movement sleep.
Context: The superego represents societal pressures and tells us what is right and wrong. |
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![]() This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and have been provided courtesy of theMid-continent Research for Education and Learningin Aurora, Colorado. Grade level: 9-12 Subject area: world history Standard: Understands the search for peace and stability throughout the world in the 1920s and 1930s. Benchmarks: Understands how the emergence of new art, literature, music, and scientific theories influenced society in the early 20th century (e.g., the impact of innovative movements in art, architecture, and literature, such as Cubism, Surrealism, Expressionism, Socialist Realism, and jazz; reflections of war in such movements as Dadaism and the literary works of Remarque, Spender, Brooke, and Hemingway; the major themes of writers of the "Lost Generation" in the post-World War I era; prominent musicians and composers of the first half of the century and the cultural impact of their music around the world; how Freud's psychoanalytic method and theories of the unconscious changed views of human motives and human nature). Grade level: 6-8 Subject area: life science Standard: Understands the genetic basis for the transfer of biological characteristics from one generation to the next. Benchmarks: Benchmark 6-8: Knows that the characteristics of an organism can be described in terms of a combination of traits; some traits are inherited and others result from interactions with the environment.
Benchmark 6-8:
Benchmark 9-12:
Benchmark 9-12:
Benchmark 9-12:
Benchmark 9-12: |
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![]() Lara Maupin, humanities teacher, Thomas Jefferson High School for Science and Technology, Alexandria, Virginia. |
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