Presentation+topics

Your very own Ted Talk. You will be the expert on your topic! You are responsible for presenting the topic accurately, chock full of relevant vocabulary and useful information, and in an engaging manner. You will provide visual aides, generate interactions with the class, and dazzle us with your ability to answer and lead discussion questions. Your objective is to bring the awesome. Repeat, bring.the.awesome.

This is not like any presentation you have ever done before. These talks will be done throughout the year. You will be entirely responsible for the content of your talk. If you don't teach it, your class won't learn it. The pressure is on and the opportunity is yours. The goal is for you to develop your public speaking skills, increase your content knowledge and share it with your class.

You will schedule your presentation via email before the chapter test immediately before your the unit that contains your TED. Some topics come at the beginning of units, some at the end, they aren't listed in any particular order on this list. You need to email to schedule, provide a few date options (you know your schedule best), be aware that the last few days before the chapter test are never available. Please e-mail with any questions at any time! You must send me the link to anything **36hrs prior to your presentation** (digitally or or take and share a pic of your drawings or plans, whatever.) You may use your iPad, share a link with me, pictures, anything, everything (as long as it can legally be in school.) If you read to us from a ppt (or other application), you will be thanked and your presentation will swiftly end. If you use slides or something similar, keep the text minimal, **no more than 12 words per slide.** You will not be able to present with more. Check out TED talks (your summer assignment) and note that they NEVER have anything but really choice visuals. [|hint: practice and prepare!]

You will BE AWESOME!

Note that you are being entrusted with a tasty chunk of content selected by last year's class. This is a sacred trust that I'm placing in you. They won't learn what you don't teach them. This is your only 100pt project for the entire year. Chapter tests are no more than 50pts.

You will be assessed on your research and choice of relevant and **useful content/vocab** within the topic (40pts) Note that an average presentation generally includes +/- 15 vocabulary terms. Presentations with fewer terms than that quickly descend into less than AP level. The clarity of your presentation, should include relevant vocabulary terms and be **fully researched**. (25pts) Your engagement, **enthusiasm**, and **interactivity** with the class is worth (20pts) Interactions must be well beyond the Q+A at the end. Your classmates will ask questions that even science can't answer. I'll intervene then, but you need to have your content down cold... There is no minimum length, but the max, as determined by TED, is 18 mins. You will be cut off at that point. Please email your bibliography 36 hours in advance. It is a requirement, without a bibliography, it is plagiarism.
 * Creativity** in presenting it (15pts). Make yours inspiring, bold, and insightful.

Some of you will have many months to prepare, others much less. Expectations are adjusted accordingly. There are many more topics than students. Each student only claims one topic. Each topic is only presented on once.

Unit 1: **Chs 1 and 2** History and Research- No TED talks (you wouldn't have the time to fully prepare) combined chapter test will be on 9/29 there will be several quizzes. 14 days (2 chapters plus housekeeping) Test on September 27th, there will be two quizzes this chapter other than the summer reading quiz.
 * Topics by unit:**

Unit 2: **Ch 9.** Development: presenting before test on Oct 12th 9 days
 * What is autism? Research, theories, prevalence, diagnostic criteria.
 * Piaget vs Erikson: These are two formative theorists, how do their ideas compare, contrast, overlap?
 * Gender identity, gender roles, sexual orientation, and the social learning theory
 * Attachment theories and 3 parenting styles, what works, what doesn't and why?

Unit 3: **Ch 6.** Learning: present before test on Oct 29th 10 class periods
 * Little Albert: the myth, the legend, the historical controversy and ethical research
 * How and why to pick between classical and operant conditioning and the results when manipulating friends, family, the voting public.
 * Is punishment (spanking, death penalty, etc.) an effective means of shaping behavior? What is the research on punishment and what are the long term effects on children? How do the effects of reinforcement and punishment differ?
 * Cognitive influences on behavior: learning and personal control

Unit 4: **Ch 7 A + B and part of 5** Cognition plus Sleep: test on 11/16 10 class periods
 * Stages of sleep and sleep theories and disorders/treatments
 * How learning a second language changes how you think about the world and how you think at all.
 * Types of memory and how we store information for long-term use
 * Creativity + problem solving methods, and associated biases

Unit 5: **Ch 10** Personality: presenting before 11/23 first 2, 11/29 last group, test 12/3 8ish class periods
 * Freud's defense mechanisms, how we protect ourselves from the world.
 * How businesses use personality testing and why they shouldn't, ethics, reliability, and validity. Mostly, why personality tests are neither scientifically valid or reliable.
 * Cultural influences on personality, self-serving bias, individualism/collectivism
 * Psychopaths and sociopaths, what do these terms actually mean and what is a personality disorder?

Unit 6: **Ch 12+13.** Psychological Disorders and Treatments: first half before the 11th, second before the 18th, 12/20 test 13 class periods for two chapters
 * Stigma and mental illness in the USA and around the world today.
 * The history of the treatment of mental illness in America: why are there so many abandoned asylums and homeless people?
 * How do SSRIs work to treat depression? Discuss efficacy and the most popular SSRIs.
 * The most popular form of therapy in the USA today: Cognitive Behavioral Therapy. What is it, how is it useful, to whom, and what does a typical session look like?
 * Depression, anxiety, suicide, self-harm: the signs, myths the research and the reality

Unit 8: **Ch. 14**. Social Psychology: present before Jan 11th, test 16th, 10 class periods then MIDYEAR EXAM!!! .
 * Impact of culture on self-concept and relationships with others.
 * How a growth mindset (or lack thereof) can lead to a self-fulfilling prophecy of success (or failure)
 * Racism: Why do people become neo-Nazis? How do people typically form concepts of race? What works when it comes to anti-racism endeavors?
 * The psychology behind advertisements: why and how they are effective?
 * The just-world phenomenon- how ideas about (for example) poverty are perpetuated.
 * Social psychology in high school- how we all conform, facilitate, and loaf, etc.

Unit 9: **Ch. 3.** Neuroscience: Present before tests on Feb 7th and 14th, brain dissection the week of the 11th unless there is a blizzard. 15 days
 * Medical imaging, how can we see the brain, and what each type is most useful for. Think structure and function.
 * Twin and adoption studies- how genes and environment interact (connect it to the brain)
 * Drugs and the brain. Get specific and make the neurochemical reactions come alive without taking or distributing illicit drugs. Sugar is of course always welcome.
 * Brain development: your cerebral cortex and what it can do when.

Unit 10: **Ch. 4.** Sensation: before test on March 12th 11 days
 * How do optical illusions work? (and how do eyes perceive them?)
 * Selective attention and thresholds- how we notice changes in our environment
 * Synesthesia: what causes the perceptual phenomena and what can be the outcomes
 * Life without pain: what can fuel the phenomenon
 * Vision- the eye and the theories of color vision

Unit 11: : ** Ch. 8 A+B. ** Motivation and Emotions: before March 25st 8 class periods (mostly FRQs so get pumped!)
 * The effects of culture on motivation and emotion.
 * Theories of emotion. How do physiological arousal and cognitive appraisal interact?
 * Eating disorders: prevalence, treatment, myths, and reality.
 * Tackling the world as a Type A or a Type B: the research, the reality.
 * James-Lange vs Cannon-Bard vs Schachter-Singer

Unit 12: **CH 11** Testing and Intelligence presenting before April 5th 9 class periods.
 * Emotional intelligence, it's importance, how and why to nurture it. Howard Gardner.
 * Dynamic intelligence: Crystallized + fluid intelligence and the Flynn effect
 * Reliability and validity in IQ tests. What were and are they are used for and how they are different from the MCAS and SAT, include stereotype threat.
 * Are American students really falling horribly behind? NAEP scores and the Flynn effect in current statistics.

Unit 13: **Ch. 5.** States of Consciousness (minus sleep): test on 12th (day before vacay) 5 class periods.
 * What are the theories of addiction, tolerance, and withdrawal.
 * Freud, dreams, and psychoanalysis.

Week (9 days) of Review May 9 Test date Rubric (This rubric, like the topics, was student generated and edited)

(50 pts) || Inclusion: You missed several key topics and vocabulary
 * || Lacking || Adequate || Effective || Excellent || Mind-blowingly Awesome ||
 * Content

Usefulness: At times related to the chapter and minimally helped the class

Accuracy: You had several facts incorrectly stated. You were unable to answer simple questions.

Vocab: You included little to no terms || You exceed criteria for “Lacking” but do not meet all criteria for “Effective” || Inclusion: You have covered most important points and a lot of relevant vocabulary

Usefulness: Your topic has related to the chapter though is limited in its helpfulness to the class, fairly basic

Accuracy: You had all the facts down. You had problems with answering questions.

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Vocab: Abundant amount of terms but may have lacked examples or did not provide enough terms || <span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">You exceed criteria for “Effective” but do not meet all criteria for “Mind-blowingly Awesome” || <span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Inclusion: You have covered all relating, important topics and an incredible amount of vocabulary included

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Usefulness: Your topic has clearly pertained and connected to the chapter and has helped the class profoundly

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Accuracy: You had all the facts down. You answered questions with understanding

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Vocab: You included an abundant amount of terms with examples || <span style="font-family: &#39;Times New Roman&#39;; font-size: 10pt; vertical-align: baseline;">(25 pts) || <span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Connections: You provided no examples or hard to understand oes
 * <span style="font-family: &#39;Times New Roman&#39;; font-size: 10pt; vertical-align: baseline;">Clarity

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Flow: The presentation was randomly put together

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Visuals: Little to no visuals or highly irrelevant ones. USED GENERIC CLIPART || <span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">You exceed criteria for “Lacking” but do not meet all criteria for “Effective” || <span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Connections: You provided several examples and explanations of the ideas

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Flow: The presentation was organized in an understandable and pretty cohesive way. Might have been a little choppy.

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Visuals: Provided solid enrichment with relevant images, props, etc. || <span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">You exceed criteria for “Effective” but do not meet all criteria for “Mind-blowingly Awesome” || <span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Connections: You provided insightful examples and explanations of the ideas

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Flow: The presentation was organized in a way that made it transition seamlessly from one topic to the next

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Visuals: In some way, you provided enrichment throughout your talk with relevant images, props, etc. || <span style="font-family: &#39;Times New Roman&#39;; font-size: 10pt; vertical-align: baseline;">and creativity <span style="font-family: &#39;Times New Roman&#39;; font-size: 10pt; vertical-align: baseline;">(25 pts) || <span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Audience Participation: You did not ask the audience any questions
 * <span style="font-family: &#39;Times New Roman&#39;; font-size: 10pt; vertical-align: baseline;">Engagement

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Enthusiasm: The class was really bored

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Presentation: You mumbled, were quiet, and looked at the floor

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Creativity: You did not put too much thought or effort into the project || <span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">You exceed criteria for “Lacking” but do not meet all criteria for “Effective” || <span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Audience Participation: Multiple ways to get the class involved!

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Enthusiasm: Fun to listen to, kept it interesting, at times may have been boring

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Presentation: Clear voice

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Creativity: You found a few clever, unique ways to approach your topic || <span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">You exceed criteria for “Effective” but do not meet all criteria for “Mind-blowingly Awesome” || <span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Audience Participation: You found multiple ways to get the class involved! (asking questions, etc)

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Enthusiasm: You were really fun to listen to and kept things interesting

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Presentation: Your voice was loud and clear and you made eye contact

<span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">Creativity: You found clever, unique, and memorable ways to approach your explanations, presentation, visuals, or examples || <span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">You adhered to the rules of TED (under 18 minutes, <12 words per slide, etc) || This is not the rubric, but I thought it was kind of funny and informative in a snarky way.
 * <span style="font-family: &#39;Times New Roman&#39;; font-size: 10pt; vertical-align: baseline;">Required. ||  ||   ||   ||   || <span style="background-color: transparent; font-family: &#39;Times New Roman&#39;; font-size: 9pt; vertical-align: baseline;">You have a bibliography in APA format emailed prior
 * || **Weak, bring your best game this is your TED talk, dress up, stand up straight, don't chew gum. 0-** || **Maybe adequate for** **high school but not AP.** || **Solid effort, you can take pride in your life's journey.** || **Excellent** || **Mind-blowingly** **awesome. we stood and cheered, wiping tears of pride and joy from our eyes.** ||
 * Content knowledge 40pts || Lacking content that should have been included. Unable to clearly answer questions. Unprepared. ||  || All important, relevant content present || Really thorough preparation. Perhaps one term had to be clarified. || Relevant, applied information. Relevant terms not only present but clearly explained. More than 15 terms clearly tied to project. ||
 * Clarity of presentation Research 25pts || Lacking clarity and organization. Not loud enough or mumbled. Lacks research or bib. Lack of rehearsal apparent. || Maybe only rehearsed 5 times. || Rambled at times. Knowledge not deep enough to provide quality examples. || Example and research game ON POINT. || Great examples, connections, good insight w/ relevant memorable facts and incredible examples. ||
 * Engagement or enthusiasm 20pts || Lacking enthusiasm perfunctory. Read to us. Limited movement. Class awake, but that is all. || Tolerable, but too bored to formulate questions. || Some enthusiasm. || No one even left to pee (text). || All of us at the edge of our seats, totally into what you were saying. You were epic. People will remember this at our reunion. ||
 * Creativity in presentation 15pts || Lacking creativity. You just stood there. Used ppt, nothing else. No humor, no great visuals, just you, doing you in a monotone. || Yawn. || Some good attempts made at creative connections with class. || Great visuals, lovely choices made to enrich your spoken words. || Our lives will forever be enriched by your presentation. We got up and interacted. You handed us something. Very cool! ||