Chapter 2 How and Why People Develop and Learn 43
10. Cause and effect. Choose a news story
about a person such as someone who
robbed a store or someone who built a
new neighborhood playground. What
do you think infl uenced this person to
commit this act?
Common Core
College
and Career
Readiness
11. Writing. Using
Erikson’s theory,
write a two-page
paper refl ecting on
and giving examples
of your psychosocial
development.
12. Speaking. Demonstrate how classical
conditioning can be used to change
behavior.
13. Listening. Interview a young child and
ask about the events of his or her day.
How does the report relate to Piaget’s
theory?
14. Reading. Read a book that includes
a relationship between at least two
siblings. Describe how these fi ctional
characters are alike and how they are
different.
15. Math. Interview your family members
and friends. Ask them about the origin
of their most dominant physical and
personality traits. Keep a tally of
whether they most often refer to a
biological or environmental origin.
Tally the results. Which origin was
cited the most? How often was the
origin the same for both traits?
16. CTE Career Readiness Practice.
Every action has a reaction, whether
immediately seen or not. There are
positive and negative consequences
for different action and inaction. Make
a list of fi ve things you have done
for which there were either positive
or negative consequences. Put a plus
sign (+) beside the positive outcomes
and a minus (–) sign beside the
negative outcomes. What could you do
differently to change each outcome?
Research
17. Conduct an Internet search to learn
more about the difference between
scientifi c observations, experiments,
and longitudinal studies. How do
scientists use these ways of studying
humans to form theories and explain
and predict human development?
Share your fi ndings with the class.
18. Find an online video that effectively
demonstrates one of the theories
described in this chapter. Share your
video with the class and identify the
reasons you chose this video.
Event Prep
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PREP P P P P P P P P R R P P P P P P P
EVENT
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P P P P P P P P P P P P R R R R R R R R E E E E E E P P P P P P P P P P P P P P P P P P R R R R R R R P P P P P R P P P P P P P P P P P P P R R R R R R R R R R R E E E E E E E P P P P P P P P P P P P PREP P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P R R R R R R R R R R R R R R R R R R R R R R R R R R R R R E E E E E E E E E E E E E E E E E E P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P R R E E P P PREP PREP P P P P P P P P P P P P P P P R R R R R R R R R R R R R R R R E E E E E E E E E P P P P P P P P P P R R E E P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P P R R E E P P
19. As a class, brainstorm a list of ethical
education-related dilemmas. Working
in small groups, choose one of the
dilemmas on the list, debate the topic,
and solve the dilemma. Create a fi ve-
minute video presentation outlining
the group’s view on the dilemma. You
may wish to expand your project by
participating in a Future Educators
Association (FEA) Ethical Dilemma
Competition. See your FEA adviser for
further information.