Lesson 1: Psychology – A Look into the Past

Lesson Objectives

            The student will learn about...

• The Nature of Psychology
• Basic Goals of Psychology
• Wundt’s First Psychological Laboratory
• Freud, the Most Famous Psychologist
• Freud’s Theory of Personality
• Carl Jung: Extravert/Introvert
• The Behaviourists’ Theories
• The Humanists’ Ideas – Maslow and Rogers
• An Eclectic View
• Sleep and Dreams

Introduction

This lesson was created using material from General Psychology 20, Student Module Booklet, Alberta Distance Learning Centre.

What is Psychology?

One hundred years ago, psychology was a strange new word to the average person. Today people use it frequently to describe events in their everyday lives. Books on psychology line the shelves of many bookstores. Drugstores display magazines with many articles on psychology-related subjects. Even comics deal with psychoanalysis, IQs, and hypnosis.

The reason psychology has gained such popularity is fairly simple. The study of psychology is the study of ourselves. From earliest times, people have been curious about their own nature. For example, they wondered what actually happened in their dreams when they would be visiting faraway places or doing impossible things such as flying through the air. When they awoke, they were in the same place where they had lain to sleep. How could that be explained? Was there an invisible person inside who took these journeys while the body remained behind? What left the body when people died and ceased to breathe, to talk, to laugh, and to touch?

Gradually, from these questions the idea of a soul developed. Later, the Greeks named it the psyche, which is the mind or the soul. The Greek word logia means a study of something. Therefore, psychology is the study of the mind or soul. Today psychologists no longer use the word soul when speaking of the study of this science. Watch for a modern definition of psychology in the following paragraph.

Psychology became the study of the mind and its various faculties. The mind was thought to exist separately from the body. As the study of psychology developed, psychologists limited their investigations to the study of consciousness. The consciousness is what a person feels, thinks, or is aware of in some way such as colours, shape, smell, pain, or other sensations. But even the definition of psychology as the study of consciousness soon proved to be inadequate. A good deal of behaviour and even a certain amount of thinking was discovered to occur beneath the conscious level in the realm we now call the unconscious. Therefore, today the meaning of psychology has been broadened to include the study of all behaviour, whether conscious or unconscious. We may now define psychology as the science of human behaviour.

1 - The Goals of Psychology

As a science, psychology has some important goals to achieve. First, psychology must observe and record facts to understand what is happening. The goal of psychology is to find an accurate description of human behaviour.

Sometimes to achieve an objective description of behaviour is very difficult for many different reasons. Human behaviour is very complex and may be interpreted in a number of ways. A psychologist may not maintain an unbiased attitude when describing the behaviour that has been observed.

In an actual observation the psychologist would say, “The person smiled, laughed, and danced around the room.”

In an inferred observation the psychologist would say, “The person was overwhelmed with happiness.”

A second goal of psychology is to explain the data that has been collected. That task may seem straight forward, but it is complicated by a number of factors. One of these factors is the psychologist’s basic theory about the nature of human beings. Are people born “bad” or “born in sin”? Do parents have to discipline and mold the actions of the young firmly to curb this “bad” streak they have? Are people born “good”?  You may be relieved to know that opinions on these questions swing from one extreme to the other among knowledgeable psychologists throughout the world.

A third important goal for psychology is to seek to know the future regarding human behaviour. That is sometimes an impossible task because it means predicting and preparing for events before they happen. There are also many instances when predictions will prove to be wrong. Why? Human behaviour is very complex, and not even the most talented and conscientious psychologist has it completely figured out!

2 - How Did Psychology Gain Recognition?

For centuries, psychological thought has held the attention of great philosophical thinkers as well as average citizens. Some of the brilliant Greek philosophers such as Socrates, Plato and Aristotle had some fascinating ideas about the nature of human behaviour. However, their theories were speculative and unproven. As long as psychological ideas were untested theories, psychology was not given recognition and status as a worthy subject.

Wundt declared that the main task of psychology was to study the mind. He was interested in examining the relationship between sensations that a person experiences (such as warmness in temperature, brightness of lighting) and the effect these factors have on judgments the person makes. 

Wundt’s psychological laboratory was busy investigating such factors as sensations, feelings, attention (awareness of an event), perception (the data one absorbs), reaction time (responses to an event), and association (similar factors that are grouped together). Wundt’s laboratory tests, although simple and sometimes incomplete attained the objective of giving psychology an acceptance it lacked earlier.

There are Five Major Approaches in Psychology which include Biological, Psychodynamic, Behavioural, Cognitive and Humanistic.

3 - Sigmund Freud: World Renown Psychologist

Sigmund Freud was a brilliant scientist, physician, psychologist, and psychoanalyst who lived in Vienna, Austria, from 1856 until the onset of World War II. He has been credited with contributing more to psychological thought than any other person in the 20th century.

A few of his basic theories are commonly known to the lay person as well.

Sigmund Freud, Psychologist

Freud wanted to be a scientist, but because he needed a substantial salary to support his large family, he took up the practice of medicine. As a medical man, he was concerned with the treatment and cure of mental disorders. Freud developed the theory of psychoanalysis to treat the nervous disorders of his patients. Psychoanalysis is based on the theory of personality that states that unconscious thoughts and desires determine a person’s attitudes and behaviours. Psychoanalysis used a variety of valuable techniques to obtain information from the unconscious mind. This data could then be examined and any conflicts with the ideas could be resolved, restoring the person’s mental health. This was not easy because many of the conflicts result from early childhood experiences.

From Freud’s view, our conscious mind is fully aware of the circumstances of our everyday lives and makes important decisions about appropriate behaviour we should follow. The unconscious mind contains information, memories, and emotions that we are not aware of, but they have a direct affect on our lives just the same. Sometimes the effect of data from the unconscious mind can be very disturbing. Freud believed that the unconscious mind was much larger in scope than the conscious mind. To compare the conscious and unconscious mind, he used the iceberg analogy. Only the tip of the iceberg shows above the surface of the water; underneath and out of sight is a huge expanse of ice. That makes an iceberg so dangerous; its great bulk is not visible. Likewise, the conscious mind represents only a small part of the person as well.

Do not confuse Freud’s ideas of the unconscious mind with the serious medical condition of being unconscious or in a coma. Freud believed the mind of every individual has an unconscious component.

Between the conscious and the unconscious mind was a transition zone known as the preconscious. Generally people are not fully aware of information in the preconscious, but with some effort and concentration, they may be able to become aware of it. For example, what did you do last Thursday? You may not remember immediately. But if you are able to work backward day by day, and are given a few clues to help you, you might be able to recall much of the information. This data is stored in the preconscious.  All kinds of data are stored in the preconscious mind and can be moved into the conscious mind with a little effort.

Now we are faced with a tough question: How can the unconscious mind be investigated and treated for mental disorders if we do not understand what is in the unconscious mind? One of the first methods Freud used was hypnosis, which is like an artificially induced state of sleep in which the person’s eyes are closed and he or she is deeply relaxed. In the drowsy state of hypnosis, many forgotten memories come back to the person.

Eventually Freud decided to explore other methods for getting to the unconscious mind. One technique he encouraged his patients to use was free association. This is also known as “talking out” because the patient relaxed and discussed personal problems while Freud listened and tried to find a pattern in what was said. Word association is used by psychologists to get the patient through obstacles blocking the memory. The psychologist says a series of words and watches for unusual responses that indicates problem areas. For example, bedtime —punishment would be considered an abnormal grouping of ideas. Sometimes with free association, Freud was able to go back to some of the patient’s earliest memories that led him to clues pointing to the person’s maladjustments later in life. Free association proved to be a useful instrument for psychoanalysis or treating disorders of the unconscious mind. Freud believed that practically all neurotic disturbances had their origin in some sexual experience that often occurred very early in life, sometimes even in infancy.

Freud eventually turned to a third method of gaining information from the unconscious mind — dream interpretation.

Freud argued that there is a reasonable cause and a valid explanation for all dreams; they are not just night-time fantasies. People experience a variety of sensations during their everyday lives such as pain, noise, cold, and/or hunger. The dream has its origins in the person’s mind, particularly in the emotions. When the person is in the relaxed state of sleep, all of the ideas and emotions experienced during the day’s activities are expressed in dreams. According to Freud, every dream results from an unfulfilled wish of some kind. We do not always dream what we wish for in a literal or actual sense; rather, our dreams are usually disguised in some form or another. Dreams are often altered in some way if we believe our real wishes are either too evil or too naughty to be acceptable.

For example, you might get into an argument with a parent or a friend. You feel guilty about the situation. Because this confrontation is full of emotional turmoil, you may dream about it. Instead of being angry with the person (in your dreams), you see them caught up in an embarrassing but harmless situation to repay for arguing with you.

4 - Sigmund Freud’s Theories of Personality

Besides the study of dreams, Freud made a valuable contribution to the study of human behaviour by outlining his theory of personality. According to Freud, the total personality has three main areas: the id, the ego, and the superego.

The id is the primary source of psychic energy that gives drive to achieve goals, to meet basic needs, and to survive. The id is more closely in touch with the body and its needs than it is with the outside world. The energy within the id that is the life instincts or the forces which drive a person to fill positive stimulation is the libido. The libido focuses on the pleasure principle to reduce tension in our lives and give us satisfaction through basic body requirements such as eating, eliminating body wastes, and sexual gratification.

The id is both powerful and impulsive. For example, you may observe the behaviour of a young child who wants a candy or a cookie. The infant will reach for it and cry if the treat is not given immediately. The id is strongly asserting its demands. As the individual matures and the personality develops, some of the energy originating in the id is diverted into the two other systems of the personality–the ego and superego.

The ego controls and governs the id and the superego. It is the mediator or the gobetween whose goal is the smooth functioning of all parts of the personality. Using thought and reason, the ego develops a plan of action with the best interests of the total personality in mind. The ego not only attempts to balance the demands of the id and superego, but it also takes into account the realities of the external world. For example, you are hungry and pass through the candy section of your grocery store. The id says, “Buy a chocolate bar and eat it now; they taste delicious.” The superego or your conscience says, “Remember you’re on a diet, and you promised yourself you wouldn’t break it.”  The ego sorts through all this data and produces a solution: buy some sweet grapes that will satisfy your hunger cravings without doing a lot of damage. Maybe from that simple example you can appreciate the work of the ego.

The superego is much the same as our conscience, telling us what is right and wrong. The superego strives for perfection or the ideal type of behaviour. During Freud’s time, many people believed the conscience was implanted by God. Freud argued that the superego forms around the ideas that one’s parents consider to be morally good and bad. Two very strong forces are at work urging the person to behave in a certain way. One is fear of punishment for “bad” behaviour, and the other is desire to gain approval for “good” behaviour. For example, the young child remembers that Mommy gets upset when she pulls up flowers from the garden. Although the flowers are very pretty and she is tempted to pick them, her superego reminds her not to do this. The superego’s purpose is to regulate and control impulses that could be dangerous to society.

When a person is young, all parts of the personality—the id, ego, and superego—are struggling for control. As a person becomes older, the three parts of the personality work together more smoothly as a team and become more integrated. Each part of the personality is important and has a critical task to make the individual a well-adjusted member of society.

In summary, Freud wrote extensively on dreams, the personality, stages of human development, and defense mechanisms, which will be one of the topics later in this course. Freud’s theories, we have chosen clearly indicate of the magnitude of Freud’s contribution in the field of psychology.

Freud - Psychoanalysis explained

5 - Are You an Extravert or Introvert?

A Swiss psychiatrist, Carl Jung, was an associate of Sigmund Freud. They parted company because of certain disagreements over key theories. He popularized the terms extravert and introvert.

Many people say, “I’m a little bit of both.” This is usually true. On some occasions a person wants to be with others and have fun; at other times the person does not mind having some quiet time. However, Carl Jung maintained that when one of the choices becomes dominant and habitual for the person, he or she is either an extravert or an introvert. Nine times out of ten, would you rather read a book or be the life of the party? Which choices tend to be more dominant? Those people who are truly a balance of both choices are ambiverts.

Like Freud, Jung spent a great deal of time studying the unconscious mind. However these great psychologists had differing views on the factors that determine human behaviour. Freud narrowed the influences to early childhood experiences. Jung emphasized that goals play an important role in directing human behaviour.

Jung believed the unconscious mind could be divided into the personal unconscious and the collective unconscious. The personal unconscious comes from our own past experiences that we were once aware of but have now been forgotten. For example, any basic habit you learned in early childhood has now become automatic for you, and you do not have to remember it consciously step by step every time you do it. One example is brushing your hair.

The collective unconscious is the second category. This is a powerful region of the mind and contains all the memories from our earliest ancestors. The collective unconscious is the same for everyone throughout the world; it is universal. The collective unconscious refers to human understandings common to all mankind because of our similar experiences. For example, people from all corners of the world are afraid of a loud thundering noise and a sudden flash of intense light because that usually means personal danger.

6 - Behaviourism

Freud and Jung were two important European psychologists. In America, many scientists were dissatisfied with the general aims and methods of psychology. They had little faith in the methods used by psychoanalytic psychologists involving the gathering of data through hypnosis and dream interpretation, and asking patients to reflect on their early childhood experiences. They believed the importance of the unconscious mind had been greatly exaggerated.

The Behaviourist believes that a person’s inner feelings and attitudes can only be known to the individual in a personal way. They believe the only elements about the individual that can be known by the scientists conducting studies is the person’s outward behaviour that can be accurately measured and observed. Therefore the Behaviourist wants to focus on behaviour and not one’s inner feelings and memories. They believe that is the precise, scientific way of studying psychology.

Investigating an example will distinguish the approaches used by a psychoanalytic or Freudian psychologist and a Behaviourist. The psychologist wants to study the emotion of fear. For example, the Freudian attempts to discover the original childhood experience initiating the fear and how it is associated with present-day experiences. The Behaviourist is concerned with measuring body reactions when the emotion of fear is present, such as increased pulse rate, muscle tension, and extent the person perspires. The Behaviourist does not give a subjective report on how an individual actually feels when afraid. In other words, the Behaviourist studies behaviour in a clinical, scientific way. The Behaviourist avoids the use of the word mind as much as possible.

According to the Behaviourist, a great deal of a youngster’s actions are shaped by the behaviour of those around him. The child often imitates the actions of others. The youngster decides whether these responses will become a permanent part of his or her approach to life depending on whether such behaviour is rewarded or punished. Therefore, a person is programmed by environmental forces. If a reward is offered repeatedly for a behaviour, the individual retains that response. If punishment is used, the person quickly abandons the behaviour that leads to punishment. For example, we often see these Behaviourist principles in use when someone is training an animal by offering a reward or intervening with punishment depending on the behaviour.

Rewards and punishments people give to each other are not always something obvious such as money and gifts or a slap or scolding. A subtle yet powerful reward is a smile or a nod; a frown or complete silence are subtle forms of punishment.

Some critics believed that the methods of the Behaviourist leaned so strongly on physiology that their approach could hardly be classified as psychological. But the Behaviourist has made significant contributions to child psychology and the study of learning.

John Watson was an early leader in Behaviourist movement in psychology. He was an extreme environmentalist, which means he believed that human character, ability, and intelligence are an outcome of our circumstances in life. Human character is not inborn or innate. This notion is linked to the tabula rasa theory that the human being is a blank or clean slate at birth until recording life experiences. Another comparison is that we are like an unused videotape when we are first born until we begin noticing and recording what is happening to us.

Watson stated that human beings have no instincts and no inherited temperaments or talents. Only three innate or inborn emotional responses exist— fear, rage, and love. Other emotions are conditioned responses; that is, these emotions have been learned by programming the individual. Our habits are learned through conditioning, and so is our speech that is the basis of our thinking. The combination all the individual’s habits leads to personality.

One of Watson’s key concepts was that behaviour was formed by the S-R or stimulus response connection. An individual is exposed to a certain stimulus and responds with certain muscular contractions or glandular discharges. For example, when driving a car, you come to an intersection with a red light (stimulus). Your automatic reaction is to take your foot off the gas and put it on the brake (response).

In 1920 John B. Watson conducted an interesting experiment with a little boy named Albert, a white rat, and a loud noise. Albert was a little boy who had no fear of most things in his environment. Watson wanted to determine if fears were learnable instead of being instinctive as was traditionally thought. Albert was allowed to play with a variety of objects and animals (the white rat, a dog, wool, etc), and he had no fear or adverse reactions to any of them. Watson then hit a steel bar whenever Albert would reach out to pet the rat. This startled Albert who began to cry (loud noises are often associated with danger). From then on, the loud noise was paired with the white rat and Albert always had a strong negative response. Eventually, the white rat was able to elicit a negative response from Albert even without the loud noise. Watson then introduced other objects. Albert did not cry when blocks or rubber balls were placed in front of him but Albert did cry when he saw a white rabbit. In fact, Albert generalized his fear to many white furry objects including white fur coats, cotton wool, and even a Santa Claus beard.

7 - Humanistic Theories

The psychologists in this group believed that under the right circumstances people become happy, creative individuals who seek growth experiences. People are not evil by nature, the Humanists stated. Our inner nature is good and pulls us toward positive experiences that help us meet our needs and improve our own lives and those of others.

One very popular psychologist in the Humanistic field was Abraham Maslow. According to Maslow, each person follows an identical blueprint or pattern to satisfy physical and psychological needs. He arranged human needs in a pyramid shape because the lowest sections of the pyramid contain needs required by every human being in order to survive. Each category of needs becomes more difficult to attain, but at the same time it is more satisfying from the standpoint of personal growth. The needs at the bottom of the pyramid (food, water, air, warmth) are physiological needs that focus on the comfort and survival of the body. The lower needs must be satisfied first to some degree before the person can focus attention on the satisfaction of the next needs on the list.

Every human being has the same built-in pattern that is followed to satisfy needs. There are two important principles to remember when studying the pyramid. First, each need does not have to be satisfied completely before a person becomes challenged by the next level of needs. For example, a person requires food for survival before thinking of safety and security. The individual can still be a little hungry but be on the lookout for ways to meet security or even belonging needs. A second principle is that each person has a different threshold or capacity before deciding the particular need has been satisfied. For example, one individual might need a great deal of love and reassurances from family and friends before the need for social approval is satisfactorily fulfilled. The next person may be very independent requiring very little approval from others to satisfy social needs.

Maslow’s pyramid is sometimes referred to as the hierarchy of needs because people progress from one level of needs to the next in a predictable, orderly fashion. A person cannot decide to select a level at random and concentrate on those needs before looking after the needs at the lower levels; more basic needs must be satisfied first, at least to some degree. Most of the categories in Maslow’s pyramid are fairly self-explanatory except for self-actualization. The term means total fulfillment as a human being, being aware of one’s potential and goals and reaching out to satisfy them. Self-actualization means using your talents and feeling good about yourself.

Maslow spoke of self-actualization in glowing terms using some of these descriptors: honesty, truth, beauty, uniqueness, humour, justice, fairness, gaiety, benevolence, individuality, exuberance, spontaneity, and self determination. Unfortunately, not every person will experience the joy of self-actualization. Other people will reach self-actualization only for a certain short period of their lives. What well-known people are thought to have been self-actualizing? A few examples are Mother Theresa, Terry Fox, and Mahatma Gandhi, but a self-actualizing person can also be your father, your aunt, or one of your close friends who has high principles and the strong will to make life better for themselves and for others.

Another Humanistic psychologist who deserves mention is Carl Rogers. He believed people have the power to form their own identity and not be shaped by the outside influences and expectations of others. One of the key ideas in Carl Rogers’ theory was the self-concept. The self-concept involves the attitudes and opinions people form about themselves. Personal feelings and emotions are also part of the self-concept. The self-concept has so much influence that a person tends to behave in ways that agree with the self-concept. What happens when one’s self-concept is out of tune with reality? One solution is to look for an excuse to explain the difference. Another is to alter your self-concept so it is more in tune with the facts. Will the self-concept change? Hopefully it will as the person matures, has new experiences, undergoes physical changes with age, and develops new knowledge. The ideal situation is to have a self-concept that is both positive and at the same time realistic.

8 - The Eclectic View

Which school of thought in psychology have you decided makes the most sense to you? That might be a difficult choice. Some people feel more comfortable with an eclectic approach. The eclectic approach to forming a theory involves selecting what is perceived to be the best ideas and doctrines from a variety of sources. But the eclectic process is not haphazard wherein incompatible ideas are aimlessly picked from here and there and thrown together. One of the main values of eclecticism is that it promotes a flexible and open-minded approach to new ideas. The eclectic view allows a person to review and modify the principles and facts of the chosen theory in light of new evidence.

Summary:  Modern Psychology and its Psychological Perspectives

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9 - Sleep and Dreams

Several hours of our lives are spent sleeping. It is much more than just a passive activity we engage in once a day. Sleep might be boring, but the dreams we have while sleeping certainly are not! Freud found them amazing, and that interest continues.

Sleep

Do people really need eight hours of sleep a night? Some do need that length of time; others can get by on five or six hours while some people require as much as nine or ten hours.

Why is sleep necessary? One research compared the brain to a computer that stores our memory banks. Computers must be shut down or taken “off line” occasionally and so does the brain to sort through the events of the day and recharge the memory banks. Studies of the brain indicate that, while a person is awake, many nerve impulses pass continuously through the nervous system. When the person is asleep, far fewer impulses are recorded. Sleep helps the body build resistance to stress and strengthens the immune system. Lack of sleep can lead to a number of consequences including anxiety, depression, problems with concentration and memory, poor performance at tasks, accidents, increased illness, and even personality disturbances.

Sleep may seem like an uneventful process where nothing happens; however, people do not sleep uninterruptedly throughout the night. Psychologists speak of five stages of sleep. Sleep occurs in cycles, but the pattern of these cycles varies not only for the same individual from one night to the next but also from one individual to another. These stages are characterized as follows:

• Stage one: Also characterized as light sleep, this is the stage where a person drifts in and out of sleep and can be awakened quite easily. Eye movement slows and muscles start to relax. Some people awakened during this stage can recall seeing some images. Many also experience sudden muscle contractions accompanied by the feeling that they are falling. Their bodies start or make a jump, waking the person.
• Stage two: During this stage, eye movements stop and brain waves show a pattern much slower than when the person is awake. Occasionally a rapid, fast burst of brainwave activity occurs for a brief period of time.
• Stage three: During this stage that is also referred to as deep sleep, our brain waves become even slower and a pattern of delta waves occur with the occasional burst of smaller, faster waves. During this stage people are very difficult to awaken. They show no eye movement or muscle activity. When they are awakened, they feel disorientated and groggy. This is the stage when people experience night terrors, bed-wetting and sleep walking.
• Stage four: During this stage of deep sleep, the brain produces delta waves almost exclusively. All the effects that occur during stage three occur during this stage as well; the only difference is the absence of the fast bursts of waves.
• REM sleep: During this stage body functions accelerate. Breathing becomes more rapid, irregular, and shallow, and eyes move around rapidly in all directions. Arm and leg muscles become paralyzed, heart rate increases, and blood pressure rises. This is the stage where dreaming occurs. The amount of time a person spends in REM sleep depends on the person’s age. A baby spends 50% of its sleep in REM sleep a young adult spends 20% of sleep time in REM sleep, and a elderly person spends 15% of sleep time in REM sleep.

Sweet Dreams

How do you know when a sleeping person is having dreams? If you closely observe a person in the deeper sleep cycles, you may notice the eyes are fluttering and moving from side to side. This phenomenon is known as rapid eye movements or REMs. The average dream is about 25 minutes in length. Dreams can be as short as a few minutes or last for over an hour. Some people say they do not dream at all, which means they don’t remember their dreams. People are sometimes disturbed or even embarrassed by their dreams. Most people will admit that, although dreams vary greatly from one episode to the next, they have a dream that repeats itself from time to time.

Sigmund Freud called dreams the royal road to the unconscious mind. Carl Jung believed that dreams speak to us through the symbols they portray. Some people attempt to advise what each dream event or dream symbol means. However, it is best to remember that dreams are one’s unconscious mind speaking. Therefore, if you want to gain a clear understanding of what your dreams mean, you must learn to interpret your own dream symbols that relate to your own personal life situation.

Complete the Sleep Quiz

Assignment  - U1L1 Quiz Part A and B.

For each assignment, there is a part A and part B. 

• Part A - read the first lesson on "Psychology, a Look into the Past".  Answer the questions in the following document  Unit 1 Lesson 1 Part A.  
  
• Click here for Unit 1 Lesson 1 Part A in PDF format.
  
•  Maintain your answers for completing the final review (do NOT submit). 
• Part B  - complete part B (open book) by clicking on the following link - Unit 1 Lesson 1 Quiz:  Part B

Assignment Two - U1 Research Poster Project

Watch the following short exemplar tutorial, then click on the following link
to view your Unit 1 Research Project. 

Click here for Unit 1 Research Project in PDF format.

• View the following outline EXEMPLAR to ensure that you complete the poster portion of this assignment correctly. 
• For more help with this, click on the following link - Creating Effective Poster Presentations.
• Submit poster as a PDF so it does not lose formatting (up to half of your marks are related to the "look" and design of your infographic!) 
• An .rtf file does not contain any graphics, so make sure you save it as a PDF.
• If you are creating your assignment in the google drive, save it as a PDF by following these instructions:  Converting a google doc to a PDF. 

 - Label your assignment U1_research_surname and submit it to the correct assignment folder - U1 Research

Evaluation - Click on the following link to view the complete Evaluation RUBRIC

Content to include on chosen topic: one page poster with relevant images and captions, 3 to 4 paragraph speech.
Organization – 20
Creativity/presentation – 20
Knowledge/speech – 20
Communication/bibliography (3+ sources) – 20
Overall Effectiveness – 20

Total - 100

Lesson Review

Lesson 1 draws to a close. Were you overwhelmed by the amount of material and the number of different ideas presented? Do not dismay! You will likely find future lessons less hectic. If you have managed to understand the main ideas in the lesson notes and are ready to tackle some assignments, congratulations on your endurance!