Grade Level: 10th Grade

Age: 15-16 years old

Duration: 60 minutes

Lesson Objectives:

Understand the concept of obedience to authority and its psychological basis.

Learn about Stanley Milgram's obedience experiment and its findings.

Discuss the implications of obedience to authority in society and its influence on individual decision-making and ethical considerations.

Materials:

Whiteboard or blackboard

Chalk or markers

Projector or screen for videos

Handout with discussion questions

Introduction (10 minutes):

Begin by asking students if they know what obedience to authority is and if they can provide examples from their own lives or popular culture.

Define obedience as a form of social influence where individuals comply with the orders or demands of an authority figure.

Introduce the Milgram experiment as a famous study on obedience to authority.

Instruction (20 minutes):

Provide an overview of Stanley Milgram's obedience experiment, including the study's design, procedure, and participants.

Show this short video to explain the Milgram experiment in more detail:

https://www.youtube.com/watch?v=rdrKCilEhC0

Discuss the main findings of the Milgram experiment, emphasizing the extent to which individuals are willing to obey authority figures even when it means causing harm to others.

Practice Exercises (15 minutes):

Distribute the handout with discussion questions related to the Milgram experiment.

Have students work in pairs or small groups to discuss the questions, which can include:

a. Why do you think people obey authority figures even when they know their actions are causing harm to others?

b. Can you think of examples from history or current events where obedience to authority had negative consequences?

c. How can we balance obedience to authority with ethical considerations in our daily lives?

Assessment (5 minutes):

Conduct a short verbal assessment by asking students to share their thoughts on the Milgram experiment and its implications for society.

Encourage them to reflect on how obedience to authority may impact their own lives and decision-making, as well as the importance of ethical considerations.

Extensions beyond the class:

Encourage students to research other famous experiments on obedience and authority, such as the Stanford Prison

Experiment or the Zimbardo Prison Experiment.

Assign students to write an essay on the role of obedience to authority in society, using examples from history, current events, or personal experiences, and discussing the importance of balancing obedience with ethical decision-making.

Interactive Fun Activities (10 minutes):

Role-Play Activity: In small groups, have students create and perform short role-play scenarios that illustrate obedience to authority in everyday situations (e.g., following school rules, obeying parents, adhering to workplace policies).

After each performance, hold a brief discussion on the type of obedience portrayed, potential consequences, and ethical considerations.

Class Discussion:

Facilitate a class discussion about the Milgram experiment, focusing on its ethical concerns, its relevance in today's society, and how students can apply its lessons to their own lives.

Encourage students to reflect on the importance of critical thinking and ethical decision-making when faced with authority figures.

Homework Assignment:

Assign students to write a one-page reflection on their experiences and thoughts about obedience to authority, including instances when they have obeyed or questioned authority, and what factors influenced their decisions.

Class Debate (Optional Extension Activity, 20 minutes):

Organize a class debate on whether obedience to authority is more beneficial or harmful to society.

Divide the class into two groups, with one group arguing in favor of obedience's positive aspects (e.g., maintaining order, promoting cooperation) and the other supporting the negative aspects (e.g., unethical actions, loss of personal autonomy).

Allow each group 5 minutes to present their arguments, followed by 2 minutes for rebuttals.

Facilitate a class discussion to help students appreciate the nuanced nature of obedience to authority and its diverse effects on society and individuals.

Ethics Discussion (Optional Extension Activity, 15 minutes):

In small groups or as a class, discuss the ethical issues surrounding the Milgram experiment itself, such as deception, emotional distress, and informed consent.

Have students consider whether the knowledge gained from the Milgram experiment justifies the ethical concerns, and what lessons can be learned about research ethics and the importance of protecting participants in psychological studies.

Online Resources for Further Learning:

A TED Talk by Philip Zimbardo, the psychologist behind the Stanford Prison Experiment, on the psychology of evil and the power of authority: https://www.ted.com/talks/philip_zimbardo_the_psychology_of_evil

The Atlantic article on the Milgram experiment and its enduring influence on psychology: https://www.theatlantic.com/health/archive/2015/01/rethinking-one-of-psychologys-most-infamous-experiments/384913/

Simply Psychology article on the Milgram obedience experiment, including detailed explanations and criticisms of the study: https://www.simplypsychology.org/milgram.html

By incorporating these additional components, students will gain a deeper understanding of the complexities of obedience to authority, its psychological underpinnings, and its impact on society and individual decision-making.

Moreover, students will develop critical thinking skills and ethical awareness that can help them navigate obedience pressures in their own lives and understand the importance of protecting participants in psychological research.

Grade Level: 9th Grade

Age: 14-15 years old

Duration: 60 minutes

Lesson Objectives:

Understand the concept of conformity and its psychological basis.

Learn about Solomon Asch's conformity experiment and its findings.

Discuss the implications of conformity in society and its influence on individual decision-making.

Materials:

Whiteboard or blackboard

Chalk or markers

Projector or screen for videos

Handout with discussion questions

Introduction (10 minutes):

Begin by asking students if they know what conformity is and if they can provide examples from their own lives or popular culture.

Define conformity as a type of social influence where individuals change their attitudes or behaviors to match those of the majority or to adhere to social norms.

Introduce the Asch conformity experiment as a famous study on the power of conformity.

Instruction (20 minutes):

Provide an overview of Solomon Asch's conformity experiment, including the study's design, procedure, and participants.

Show this short video to explain the Asch conformity experiment in more detail: https://www.youtube.com/watch?v=NyDDyT1lDhA

Discuss the main findings of the Asch conformity experiment, emphasizing the extent to which individuals are willing to conform to the majority even when they know the majority is wrong.

Practice Exercises (15 minutes):

Distribute the handout with discussion questions related to the Asch conformity experiment.

Have students work in pairs or small groups to discuss the questions, which can include:

a. Why do you think people conform in situations like the Asch experiment?

b. Can you think of examples from history or current events where conformity had negative consequences?

c. How can we resist the pressure to conform in our daily lives?

Assessment (5 minutes):

Conduct a short verbal assessment by asking students to share their thoughts on the Asch conformity experiment and its implications for society.

Encourage them to reflect on how conformity may impact their own lives and decision-making.

Extensions beyond the class:

Encourage students to research other famous conformity experiments, such as the Stanford Prison Experiment or the Milgram Obedience Experiment.

Assign students to write an essay on the positive and negative aspects of conformity in society, using examples from history, current events, or personal experiences.

Interactive Fun Activities (10 minutes):

Play the "Line Length Game": Recreate a simplified version of the Asch conformity experiment by drawing three lines of different lengths on the board and asking students to determine which line is the longest.

Assign a few students as "confederates" to intentionally give incorrect answers, and observe how the rest of the class reacts.

Hold a class discussion on how the "Line Length Game" made students feel and how it relates to the Asch conformity experiment.

Encourage students to reflect on the importance of critical thinking and individual decision-making in resisting conformity pressures.

Homework Assignment:

Assign students to write a one-page reflection on their experiences and thoughts about conformity, including instances when they have conformed or resisted conformity, and what factors influenced their decisions.

Class Debate (Optional Extension Activity, 20 minutes):

Organize a class debate on whether conformity is more beneficial or harmful to society.

Divide the class into two groups, with one group arguing in favor of conformity's positive aspects (e.g., social cohesion, cooperation) and the other supporting the negative aspects (e.g., groupthink, loss of individuality).

Allow each group 5 minutes to present their arguments, followed by 2 minutes for rebuttals.

Facilitate a class discussion to help students appreciate the nuanced nature of conformity and its diverse effects on society and individuals.

Role-Play Activity (Optional Extension Activity, 15 minutes):

In small groups, have students create and perform short role-play scenarios that illustrate various forms of conformity in everyday situations (e.g., peer pressure, fashion trends, group decision-making).

After each performance, hold a brief discussion on the type of conformity portrayed and the potential consequences of conforming or not conforming in that situation.

Online Resources for Further Learning:

A TED Talk by Adam Grant on nonconformity and its potential benefits: https://www.ted.com/talks/adam_grant_the_surprising_habits_of_original_thinkers

Psychology Today article on the Asch conformity experiments and their implications: https://www.psychologytoday.com/us/blog/out-the-ooze/202006/the-eternal-challenge-conformity-pressure

Simply Psychology article on the Asch conformity experiment, including detailed explanations and criticisms of the study: https://simplypsychology.org/asch-conformity.html

By incorporating these additional components, students will gain a deeper understanding of the complexities of conformity, its psychological underpinnings, and its impact on society and individual decision-making. Moreover, students will develop critical thinking skills and self-awareness that can help them navigate conformity pressures in their own lives.

Grade Level: 6th Grade
Age: 11-12 years old
Duration: 60 minutes

Lesson Objectives:

Understand the concept of the tragedy of the commons.
Learn about examples of the tragedy of the commons in real life.
Develop critical thinking skills to identify potential solutions to the tragedy of the commons.

Materials:

Whiteboard or blackboard
Chalk or markers
Projector or screen for videos
Handout with practice exercises
Assessment quiz

Introduction (10 minutes):

Begin by asking students if they know what the tragedy of the commons is, and if they can provide examples.
Define the tragedy of the commons as a situation where individuals, acting independently and rationally 

according to their self-interest, behave contrary to the common good of all users by depleting or spoiling shared resources.

Show this short video to provide a clear understanding of the tragedy of the commons: 

https://youtu.be/CxC161GvMPc

Instruction (20 minutes):

Discuss real-life examples of the tragedy of the commons, such as overfishing, air pollution, and deforestation.
Explain how the tragedy of the commons arises from individual actions that have collective consequences.
Introduce the concept of sustainable resource management as a potential solution to the tragedy of the 

commons.

Practice Exercises (15 minutes):

Distribute the handout with practice exercises.
Have students work in pairs or small groups to complete the exercises, which will include:
a. Identifying instances of the tragedy of the commons in their own lives or communities.
b. Discussing potential solutions to the identified instances.
c. Exploring ways to promote sustainable resource management in their own lives or communities.
Assessment (10 minutes):

Provide a short quiz to assess students' understanding of the tragedy of the commons, its real-life examples, and potential solutions. Questions can include multiple-choice, true/false, and short-answer formats.

Extensions beyond the class:

Encourage students to research more about the tragedy of the commons and its impact on the environment 

and society.

Invite students to create posters or digital presentations to share with the school community about the 

tragedy of the commons and sustainable resource management.

Interactive Fun Activities (5 minutes):

Play the "Sustainable Choices Game": Divide the class into small groups, and assign each group a resource 

(e.g., water, forests, fish). Each group must discuss and decide on actions they can take to sustainably

manage their resource. Afterward, groups can share their strategies with the class.

Show a video that highlights a real-life example of people working together to overcome the tragedy of the commons, such as this one on community-based fishery management:

https://www.youtube.com/watch?v=tLnA0AO2lXA 

Discuss the importance of cooperation and collective action in addressing the tragedy of the commons.

Homework Assignment:

Assign students to write a one-page reflection on the tragedy of the commons, including their thoughts

on the importance of sustainable resource management and examples of how they can contribute to solving this issue in their daily lives.

Class Debate (Optional Extension Activity, 20 minutes):

Organize a class debate on the role of government and individual responsibility in addressing the tragedy of the commons. Divide the class into two groups, with one group arguing in favor of increased government intervention and the other supporting individual responsibility and voluntary action.

Allow each group 5 minutes to present their arguments, followed by 2 minutes for rebuttals.

Facilitate a class discussion to help students recognize the importance of both government and individual actions in tackling the tragedy of the commons.

Field Trip (Optional Extension Activity):

Organize a field trip to a local park, nature reserve, or other green spaces where students can observe 

firsthand the consequences of the tragedy of the commons and the importance of sustainable resource 

management.

Arrange for a park ranger or environmental expert to provide a guided tour, emphasizing the role of 

sustainable practices in maintaining the health and balance of ecosystems.

Have students participate in a hands-on activity, such as tree planting, beach cleanup, or

monitoring water quality, to reinforce the importance of individual and collective efforts in

addressing the tragedy of the commons.
Online Resources for Further Learning:

TED ED Study: 

https://ed.ted.com/lessons/what-is-the-tragedy-of-the-commons-nicholas-amendolare

TRAGEDY OF THE COMMONS: WHAT IT IS AND 5 EXAMPLES

Harvard Business School Online's Business :

https://online.hbs.edu/blog/post/tragedy-of-the-commons-impact-on-sustainability-issues

The Tragedy of the Commons Game, an online game that simulates the concepts discussed in the lesson: 

https://economics-games.com/tragedy-commons

By incorporating these additional components, students will have a more comprehensive understanding of the tragedy of the commons, its real-world implications, and the importance of sustainable resource management. Moreover, students will develop critical thinking skills and become more aware of their roles as responsible citizens and stewards of the environment.

1. EBS 경제시리즈 시즌3: 10부 공유지의 희극

https://youtu.be/HhVEk9MNr24

2. Limits To Growth, the 30-Year Update, 2004

https://www.amazon.com/Limits-Growth-Donella-H-Meadows/dp/193149858X

3. 윤재남 선생님 강의

https://youtu.be/QI5OxJ6bMRI

4. 경민쌤의 불휘논술

https://youtu.be/7WOKTJEyKfk

우연히 발견한 사이트 하나를 소개하고자 한다. 

https://www.thisisgame.com/webzine/series/nboard/212/?series=143&page=3

난 깜짝 놀랐다. 예전에 스타크래프트 게임과 영어학습을 연결해서 아이들에게 재미있게 다가가려는 시도를 본 적이 있지만 이렇게 롤(LOL) 게임의 등장 캐릭터 소개와 연결해서, 수능 영어 자료를 만들 수 있다는 것을 상상하기 힘들었기 때문이다.

이 분이 쓴 연재 글의 한 부분을 소개하면 이러하다. 

물론 영어 공부에서 어법이 중요하긴 하지만, 모든 지문을 이렇게 어법문제로 바꾼다면, 참 공부하기 싫은 아이들이 도망갈 구멍을 다 막는 셈은 아닐까 걱정스럽기도 했다. 하지만, 신선하다. 게임에 빠져 공부하기 싫어하는 몇몇 제자들이 한 두명 떠오른다. 

과연 어디까지 아이들에게 접근해야 할 것인가?

그것이 문제로다. 

나는 조금은 다르고 싶다. 

남들 하듯이 똑같이 하는 건 인생을 낭비하는 일 중에 하나 아닐까 생각한다. 

그래서 조금은 다르게 배우고 

조금은 다르게 가르치고 싶다. 

이 공간은 

그렇게 실험하고자 한다.