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Subject: Psychology

Year: 11

Date: 02 September , 2024

Key Learning Area: Social Influence

 Social
influence
-conformity
Lesson objective

To explain and analyze ‘Conformity’.

Write down the LO

and date in your
notebook
 All:

Students will be able to Describe term ‘conformity’

Most:
Lesson
Outcomes Students will be able to apply the concept ‘conformity’ to real
life.

Few:

Students will be able to Analyse the situations in which

conformity is likely to occurred.
 Key terms
• Compliance: going along with the
majority even though we privately do
not agree.
• Normative social influence: compliance
because of the need to fit into a group.
• Internalisation: going along with the
majority because we do not know how
to behave in a situation – we adopt the
beliefs of the group.
• Informational social influence:
conformity because we do not know
how to behave; others provide this
information so we adopt their beliefs
and behaviours.
• Identification: temporarily adopting the
behaviours of a role model or group
Starter- "Agree or Disagree" exercise.

Display statements related to conformity-

move to the "Agree" or "Disagree" side of

the room.
1. People buy certain brands because others do.
2. We act differently with friends than alone
3. Social media influencers affect the fashion choices of teenagers.
4. Students are more likely to follow school rules when they see their peers
doing the same.
5. Joining a new club or team makes people change their behavior to fit in.
6. People tend to adopt the political views of their family.
7. When in a group, individuals often make riskier decisions than they
would alone.
8. Advertisements influence our buying choices because we want to keep
up with trends.
9. In a group setting, people will often agree with a decision even if they
privately think it's wrong.
[Link] are more likely to laugh at a joke if others are laughing too.
[Link] trends exist because people want to conform to what’s popular.
Conformity:
• Conformity involves following the majority's behavior to fit into a social group, such as dressing
like friends or buying popular items.
• Types of Conformity:
[Link]:
1. Outwardly conforming to group behavior while privately disagreeing.
2. Driven by normative social influence, seeking acceptance and avoiding rejection.
[Link]:
1. Adopting group behavior as one's own beliefs.
2. Explained by informational social influence, where uncertain individuals look to others for
guidance and internalize those behaviors.
[Link]:
1. Temporarily changing behavior and beliefs to align with a group.
2. This change lasts only while in the group’s presence, driven by the desire to fit in and be
part of the group.
Task 1

Work individually to create a mind map in

their notebooks, summarizing the key
points of each type of conformity, including
definitions, examples, and explanations of
social influences (normative and
informational).
 Differentiated Task

GROUP 1 GROUP 2 GROUP 3

Match definitions, Complete a Analyze a case study
examples, and types of worksheet with where conformity plays
conformity match the a role (e.g., Asch's
scenarios,
following activity. Then, conformity
write one sentence identifying the type experiments). Write a
explaining each type in of conformity short analysis
your own words. demonstrated and explaining which
explaining why. type(s) of conformity
are present and justify
your reasoning with
evidence from the
study.
• Group 1
Term Example Explanation

Compliance "You buy a popular brand of phone

because your friends have it, even
though you don't like it."

Internalisation "You wear a uniform and follow the

behavior norms of your college while
you are there, but you revert to your
usual style and behavior when you
are not on campus."
Identification "You start recycling at home because
everyone in your new group is
passionate about it, and you begin to
believe in recycling as important."
• Group 2 Worksheet
Instructions: Read each scenario below and answer the questions that follow. Identify the type of conformity
(Compliance, Internalisation, or Identification) shown in each situation and explain your reasoning.
• ________________________________________
• Scenario 1: Sarah doesn't like the new fashion trend at school, but all her friends are wearing the same style of
shoes. Sarah decides to buy the same shoes even though she doesn’t like them.
• 1. Type of Conformity: ___________________________
• 2. Explanation: ________________________________________________________
• Scenario 2: During a class discussion, Liam is unsure about the answer to a question. He notices that most of
his classmates are giving the same answer, so he decides to agree with them, believing they must be correct.
• 1. Type of Conformity: ___________________________
• 2. Explanation: ________________________________________________________
• Scenario 3: Emily joins a new sports team. The team has a specific way of cheering before games, and Emily
starts to cheer along with them. However, when she is not with the team, she doesn't do the cheer.
• 1. Type of Conformity: ___________________________
• 2. Explanation: ________________________________________________________
• Scenario 4: Jack starts attending a new school where most students are passionate about recycling and
protecting the environment. Jack begins to adopt these beliefs, even convincing his family to recycle more at
home.
• 1. Type of Conformity: ___________________________
• 2. Explanation: ________________________________________________________
• Scenario 5: Mia’s friends at college start attending a weekly study group. Mia doesn't find the group helpful,
but she continues to attend because she enjoys being with her friends.
• 1. Type of Conformity: ___________________________
• 2. Explanation: ________________________________________________________
• Scenario 6: During a company meeting, most employees support a new policy. Alex, who is new to the company, agrees with the
policy in the meeting because he wants to fit in, even though he disagrees with it privately.
1. Type of Conformity: ___________________________
2. Explanation: ________________________________________________________
• Reflection Question:
Think about a time when you conformed
to a group’s behavior or beliefs. Which
type of conformity did you exhibit, and
why did you choose to conform?
Your Answer:
__________________________________________
________________
Congratulations!

• Please refer to the resources before starting the learning menu task, in
case you have a doubt.
• Please find the reference resources on PPT
Social influence

-Bystander effect
 To understand and explain the
concept of the bystander effect and
Lesson the situational factors influencing
Objective bystander intervention.
• If someone
needed help
in this crowd,
do you think
everyone
would rush to
help, or would
they hesitate?
Why?

• Have you heard of

case of Kitty
Genovese?
 • [Link]
APlo7J8

Watch the
video
Psychologists Bibb Latané and John Darley
explained this bystander effect (sometimes called
bystander apathy) as people’s reluctance to
help because they believe others will help instead.
We also look to others to see how to behave, so if
no one else is helping, we will not help either.
Must task
Whether we
choose to
situation personal
help
someone in al .
need or not
Situational Diffusion of
Factors responsibility
- features of a
situation that Noticing the event
influence how
likely we are to Pluralistic ignorance
intervene in an
emergency.
Cost of helping
• Diffusion of Responsibility:
• In large crowds, people feel less responsible to help.
• Responsibility is spread out among many, leading to inaction.
• In smaller groups, individuals feel more accountable to intervene.
• This is known as diffusion of responsibility.
• Noticing the Event:
• In large crowds, people pay less attention to their surroundings.
• Emergencies are less likely to be noticed compared to when alone.
• Latané and Darley (1969) found people are slower to react in
groups.
• Pluralistic Ignorance:
• People look to others to interpret situations.
• If others don't help, the situation is seen as non-emergency.
• If others help, individuals are more likely to intervene.
• This social influence is called pluralistic ignorance.
• Cost of Helping:
• People evaluate the risk of helping in emergencies.
• High risk (e.g., danger or time constraints) reduces likelihood of
helping.
• People are more likely to help if the cost to the victim is high.
• Helping can sometimes be motivated by avoiding guilt.
 • Find out a real-life example for
bystander effect from your own life
Task 2 and explain the situational factors
from the example.
Plenary
Sept 9-13

DAY 1
SOCIAL INFLUENCE_ Personal factors affecting bystander
intervention
 • To understand and
explain the personal
Lesson factors influencing
objective bystander intervention.
Success • I can understand and
criteria explain the personal
factors influencing
bystander intervention.
Think-Pair-Share:

• "Why do some people intervene in

emergencies while others don't?"
 Personal
factors
affecting Real life
examples?
bystander
intervention

Competen Mood
ce
-People are more Similarity
-if we feel likely to intervene
and help another if
competent they are in a good -If we perceive
mood. When we are ourselves as
enough to in a bad mood or feel similar to a person
help, can sad, we tend to focus in need, we are
our attention
influence inwardly on more likely to help
bystander ourselves. When in a them.
happy mood,
effect
 TASK 1
Domai LA MA HA
n
Verbal 1. Match the following 1. Explain how competence can 1. Discuss the role of
words with their influence bystander similarity in bystander
meanings: intervention. intervention. How can
Bystander - a) someone who perceiving yourself as
sees something happen but is 2. Describe the relationship similar to a victim
not involved between mood and helping influence your decision to
Intervention - b) getting behavior. help?
involved to help
Competence - c) knowing 2. Why is it important to
how to do something consider situational factors
2. Fill in the blanks with when studying bystander
the missing words: intervention?
A person's __________,
__________, and __________ can
affect whether they will help
someone in need.

Spatial Draw a picture of a bystander Create a Venn diagram to Design a visual

witnessing a situation with compare and contrast the representation of the factors
dialogs in forms of personal effects of competence, mood, that influence bystander
 • Many people give to charity, and some
choose not to. The Salvation Army often
uses volunteers to raise funds. They usually
TASK 2 hold a collection box in a shop or on the high
- Answer in your notebook street.
and peer correct Explain, using your knowledge of bystander
intervention, why some people are willing to
give money to the Salvation Army while others
choose to walk on by.
Exam Tip:
You will need to apply Suggested answer:
your knowledge of the Some people may be more likely to give to charity
factors that influence because they are in a good mood. Being happy
bystander behavior in increases the likelihood of being helpful. If we have
many different contexts. been in need of charity at some point, we may
First, list all the factors perceive ourselves as similar to those needing help
that influence bystander from the Salvation Army. Similarity to the person in
behavior and then see if
need will increase our likelihood of donating.
any factors are relevant
to the exam question.
Plenary
Conformity
Starter
1. People always conform to
the majority opinion.

2. The size of the majority

has no effect on conformity.

3. Normative social influence

is driven by the desire to fit
in and avoid social rejection.
 Lesson
Objective
To analyze conformity and to explain
the situational factors affecting
conformity.
Guess the number of
beans
• Jenness (1932) conducted one of the earliest
experiments examining conformity.
• He used an ambiguous situation that involved a
glass bottle filled with 811 white beans.
• His sample consisted of 101 psychology
students, who individually estimated how many
beans the glass bottle contained.
• Participants were then divide into groups of
three and asked to provide a group estimate
through discussion.
• Following the discussion, the participants were
provided with another opportunity individually
estimate the number of beans, to see if they
changed their original answer.
• Jenness found that nearly all participants
changed their original answer, when they were
provided with another opportunity to estimate
the number of beans in the glass bottle.
• On average male participants changed their
answer by 256 beans and female participants
changed their answers by 382 beans.
• These results demonstrate the power of
conformity in an ambiguous situation and are
likely to be the result of informational social
influence. The participants in this experiment
changed their answers because they believed the
• [Link]
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• Original footage
• [Link]
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Must task

Discuss the following questions in pairs:

• Why did participants in Jenness'

experiment conform?
• How did the size of the majority affect
conformity in Asch's experiment?
• What are the situational factors
affecting conformity.
• Can you think of other examples
where the size of the majority might
influence behavior?
Factor Description
The number of people in the
majority group influences
Size of the Majority conformity. As the size increases,
so does conformity up to a
certain point.
If the majority is unanimous,
Unanimity of the
conformity is more likely. If there
Majority
is dissent, conformity decreases.
When tasks are difficult or
ambiguous, people are more
Task
likely to conform to others,
Difficulty/Ambiguity
seeking information and
guidance.
 Task 2
Group 1 Group 2 Group 3

Fill in with Complete a worksheet: create a mind

key terms Q1. You are a new student at a school where everyone wears the map or
and same uniform. You notice that all your classmates wear their flowchart
definitions backpacks on their left shoulder. You're used to wearing your summarizing
related to backpack on your right shoulder. the situational
conformity factors that
in the Why might you start wearing your backpack on your left affect
graphic shoulder? What type of social influence is at play here? conformity,
organizer. including
[Link]'re at a restaurant with friends. You're unsure which fork to examples from
use for the salad. You notice that everyone else is using the the
smaller fork. experiments.
What are you likely to do? Why?

Q3. You're in a group project, and everyone agrees on a plan that

you disagree with. You're the only one who has a different opinion.

How might the size of the majority influence your decision? What
factors might affect whether you conform or not?
 Extended Task
How does culture influence conformity?
 • A group of five students were given a
Plenary class test on the capital cities of the
world. A multiple-choice question asked
for the capital city of Australia. The
options were:
• Sydney • Canberra • Brisbane.
• The students discussed the answer and
four of them decided to select Sydney as
their answer. The fifth student was not
Suggested answer: The fifth sure, but decided that Sydney sounded
student may have been unsure of
about right. They all marked Sydney as
the answer and looked to the
other students for reference. As
their answer on the test. Using your
the first four students chose knowledge of situational factors affecting
Sydney as their answer, the first conformity, discuss the choice made by
student displayed informational the fifth student.
social influence. This was more
likely because of the number of
students who selected Sydney as
their answer.
Sept 9-13

DAY 3
Conformity_ Personality affecting conformity
 • To explain and analyze how
Lesson locus of control affects
Objective conformity
 Differentiate
between
internal and
Students can:
Success external
locus of
Criteria control

Discuss
Provide
factors that
examples of
may override
how locus of
locus of
control
control in
impacts
certain
conformity
situations
 Think of a recent success.
What factors contributed to
Starter it?
Activity:
Consider a recent setback.
Self- What do you believe
Reflection caused it?
Do you generally feel in
control of your life
outcomes? Why or why
not?
 What is Locus
of Control?

• Locus of control: A personality trait referring

to how much control we believe we have
over our own behavior and life events
• Introduced by psychologist Julian Rotter in
1954
• Exists on a spectrum from internal to
external
 Internal Locus
of Control

• Characteristics:
• Believe they have significant control over
life events
• Attribute successes and failures to
personal efforts
• Example: "I passed the test because I
studied hard"
• Generally associated with higher self-
efficacy and motivation
 External Locus of
Control

• Characteristics:
• Believe external factors control
life events
• Attribute outcomes to luck, fate,
or others' actions
• Example: "I passed the test
because the questions were
easy"
• May lead to feelings of
helplessness or lack of
motivation
 Internal locus: Less likely to
Locus of conform
Control and • More confident in personal judgments
• Less influenced by peer pressure
Conformity
External locus: More likely to
conform
• More susceptible to others' opinions
• May seek guidance from perceived
authorities
 Think: Recall a time you conformed to
others' expectations
Mini
Plenary:
Think-Pair-
Share Pair: Discuss with
Howa might
partner:
your locus
What influenced your
of control have played
decision to conform?
a role?

Share: Volunteer to share insights with

the class
 Locus of control isn't the only factor
affecting conformity:
Unfamiliar situations

Situation New social environments

al Factors
Status within a group

Strength of group pressure

Personal values and beliefs

 • Read the following scenario and
Must answer the questions:
• "Alex is starting at a new school.
Task: Despite usually being confident in
Scenario their choices, Alex finds
Analysis themselves dressing and acting
like their new classmates to fit
in."
[Link] does this relate to locus of
control?
[Link] other factors might be
influencing Alex's behavior?
Group 1 Group 2 Group 3
Fill in the Blank: Fill in the blank Multiple Choice Questions: Open Ended Questions:
with the correct words. 1. Which of the following is true about people with an 1. Explain how having an internal
Locus of control refers to how internal locus of control? locus of control might affect a
much __ we believe we have over a) They believe luck determines their success person's response to peer
our own behavior. b) They are more likely to conform to others' behaviors pressure.
People with an __ locus of control c) They attribute their achievements to personal effort 2. Describe a real-life situation
feel they have a lot of personal d) They feel they have little control over their lives where someone with an external
control over their behavior. 2. Someone with an external locus of control would likely locus of control might be more
Those with an __ locus of control explain passing a test by saying: likely to conform.
believe their behavior is caused a) "I studied hard and deserved to pass" [Link] your reasoning.
by external factors. b) "The questions were easy, and I got lucky" How might understanding locus
Individuals with an internal locus c) "My intelligence helped me succeed" of control help you in your
of control are __ likely to be d) "I have a natural talent for this subject" personal life or academic career?
influenced by others. 3. How does locus of control typically affect conformity?
Even with an internal locus of a) It has no impact on conformity
control, a person may still b) Internal locus of control increases conformity
conform in __ situations. c) External locus of control decreases conformity
Word bank: control, external, d) External locus of control increases conformity
internal, less, unfamiliar 4. In which situation might someone with an internal locus
of control be more likely to conform?
a) When they are confident in their abilities
b) When they are in a familiar environment
c) When they are starting at a new school
d) When they are the leader of a group
• Answer key(self correct)
Group 1
1. control
2. internal
3. external
4. less
5. unfamiliar
• Group 2
1. c
2. b
3. d
4. c
Group 3:
• A person with an internal locus of control might be more resistant to peer pressure because they believe
in their ability to make their own decisions. They are likely to trust their judgment and feel confident in
standing up for their beliefs, even if they differ from those of their peers.
1. A student with an external locus of control might be more likely to conform when joining a new sports
team. They might attribute the team's success to factors like luck or the coach's decisions rather than
individual effort. As a result, they may be more inclined to follow the team's established norms and
behaviors without questioning them, believing that their personal actions have little impact on
outcomes.
2. Understanding locus of control can help in personal life and academic career by promoting self-
awareness and responsibility. Recognizing one's tendency towards internal or external locus of control
can lead to more informed decision-making and goal-setting. In academics, it might encourage students
to take more responsibility for their learning and outcomes, potentially leading to improved study habits
Plenary
Obedience to an authority figure
-Ms. Sheby Babu
 Success Criteria:
• Define obedience and
Lesson Objective: blind obedience
Understand and • Explain at least three
analyze the factors situational factors
affecting obedience
influencing • Analyze the ethical
obedience to implications of obedience
authority figures in real-world scenarios
Obey the leader
• How did it feel to
follow orders without
questioning them?

• Did anyone hesitate

to follow the strange
commands? Why or
why not?

• What might have

influenced their
willingness to obey or
disobey?
 Milgrams
Shock
Experiment
[Link]
?v=jbKIkfk-wtc
How the activity relates to
real-life situations where
people obey authority figures
even when they may not
agree with the orders.
 obedience
• Following orders from an
• Milgram's variation: 40%
authority figure
obedience when victim was in
• Authority figures defined by:
the same room
Status and role & Ability to use
sanctions • Proximity of the authority
figure:
• Examples of authority figures:?
• 65% obedience when
• Parents, Police officers, authority figure was present

Let’s Teachers, Peer leaders

• Blind Obedience
• 20.5% obedience when orders
given by telephone

Discuss • Complying with orders without • Appearance and legitimacy of

authority:
questioning or reflection
• Potential dangers: ? • • Official attire (e.g., lab coat)
• Failure to assess the increases obedience
appropriateness of actions, • • Prestigious settings (e.g., Yale
Lack of personal responsibility University) enhance compliance
• Historical example: ?
• Personal responsibility:
• Nazi soldiers during the
• • Obedience increases when
Holocaust
responsibility is shared or
• Importance of critical thinking
diffused
and ethical decision-making
• • Over 90% obedience when
• Situational Factors Affecting
participants worked with a
Let’s test your
learning
 • In small groups, analyze one of
the following scenarios:
Must 1.A manager asks an employee to
Task: falsify financial records
2.A coach pressures an injured athlete
Analyzin to play in a crucial game
g Real- 3.A friend dares you to shoplift
World • For each scenario:
Scenarios • Identify the authority figure and the
nature of their authority
• Discuss factors that might influence
obedience
• Propose ethical ways to respond to the
situation
Differentiated Task:
Group 1 Group 2 Group 3

Students are required to write a basic Students must explain Students must analyze
explanation of Milgram's study and how it Milgram’s experiment and Milgram’s study in
shows that people tend to obey authority provide two reasons why detail, discuss the
figures. people tend to obey results, and evaluate
authority figures. how the study helps us
understand obedience to
authority in real-life
situations.
Next slide Explain two factors from Evaluate Milgram’s
Milgram's study that experiment by
caused participants to discussing the ethical
obey, such as proximity to issues involved and how
authority, legitimacy of these issues might affect
authority, or pressure from our understanding of the
the situation with real life results.
experience
 Group 1
Authority figure, Obedience, Milgram, Shock, Experiment, Participants,
Learner, Teacher, Orders, Result
1. In Milgram’s study, participants were asked to _______ (explain what the participants
were told to do in the experiment).
2. The experiment was about finding out _______ (explain the purpose of the study, e.g.,
why people obey authority figures).
3. The participants thought they were giving a _______ (use "shock" from the word bank)
to a learner every time they made a mistake.
4. The person in charge, called an _______ (use "authority figure" from the word bank),
told them to keep going.
5. Many participants obeyed because they thought the authority figure was _______ (use
"in charge," "important," or "responsible").
6. They were also afraid to disobey because _______ (explain that the participants might
have felt pressured or didn’t want to get in trouble).
7. Most participants followed the orders and kept giving shocks, even when they _______
(explain that they didn’t want to, but still obeyed).
8. This shows that people often obey authority figures because _______ (explain why they
Extended Task:
Application and
Evaluation of Obedience
to Authority

Write a short essay (200-300

words) that evaluates
Milgram’s study on
obedience to authority and
applies its findings to a real-
world situation, such as
historical events or modern-
day issues.
 Plenary: page no 110- write in your notebook

• Leonard conducted a study to investigate whether the presence of an authority figure affected
obedience levels. Participants were alone in a classroom and asked to complete a sheet of
maths calculations. When they finished, they were asked to rip up the sheet and place it in the
bin, then to continue with another sheet of calculations. The study lasted two hours, and the
number of people who continued were recorded. In one condition of the experiment, an
authority figure sat in the classroom with the participants. In a second condition, the authority
figure gave them instructions and then left the room. The results of the study are shown in
Figure 5.2. You are expected to make
judgements about research
studies and offer ways of
improving them. To find
improvements look at the
methods and ethical issues of
the studies. Use the popular
acronym GRAVE to help
identify a potential problem
with a study that can then be
used to suggest an
improvement:
Generalisability, Reliability,
Application of findings,
Validity, Ethical issues.
• Figure 5.2 A bar chart to show obedience levels
• a) Calculate the percentage of participants who continued to obey when the authority figure
was present. (1 mark)
• b) Explain one conclusion Leonard can make regarding the obedience of participants. (2 marks)
• c) Explain one way Leonard might improve his study. (2 marks)
Obedience
to
authority
figure
 Lesson
Objective
•To Understand and explain the influence of situational
and personality factors on obedience.
•Evaluate the role of these factors in Milgram's obedience
study.

Success Criteria
•Students can explain how situational factors like obligation and
momentum of compliance affect obedience.
•Students can explain the authoritarian personality using Adorno’s
F-Scale and relate it to Milgram’s findings.
•Students can provide examples from Milgram’s study to support
their evaluations.
Call out words or phrases they associate with the term.

Obedienc
. .
e

.
Other Factors:
• Sense of obligation (volunteering and payment).
• Ambiguity of the situation (new to psychological research).
• Momentum of compliance (small increases in shock voltage).

Personality Factors:
• Locus of Control: External vs. Internal.
• Authoritarian Personality: Characteristics (F-Scale, Adorno et al.,
1950).
• Connection to Milgram’s findings (higher F-scale scores among
obedient participants).

In pairs, students discuss which factor (situational

or personality) they believe played a larger role in
Milgram's experiment.
 • Suki is conducting an obedience study.
Participants are ordered to walk around
a room and criticise people for not
completing their jigsaw fast enough.
They are ordered by a stern-looking
teacher to continue to criticise and
harass the people. Using your
Test your knowledge of situational factors that
influence obedience, explain the likely

Learning findings of Suki’s experiment.[2]

Self assess the answer
• Proximity of the stern looking
teacher could explain why participants
continued to harass the people
completing the jigsaw. The authority
figure was stern looking which may
explain why the participants continued
with the task
 • Case Study:
Sarah works in a busy office as part of a team responsible for
managing important client accounts. One day, her manager,
Mr. Jenkins, asks her to adjust the figures on a report before
submitting it to the client. He tells her that the changes are
small and won't cause any harm but will make their team look
more efficient and successful. Sarah feels uncomfortable
about altering the report, as she knows it isn’t entirely
truthful.
However, Mr. Jenkins insists that this is how things are done in
the company and that everyone follows similar instructions. He
Must Task (10 also reminds Sarah that her job depends on being a "team
player." Sarah feels a growing sense of obligation to do what her

minutes): case boss says, especially because she’s new to the company and
doesn’t want to be seen as difficult or uncooperative. She goes
ahead and changes the figures, even though it goes against her
study analysis personal values.
• Questions for Analysis:
[Link] Factors: What situational factors might be
influencing Sarah’s obedience in this case? (Consider her
obligation to her manager, job security, and company norms.)
[Link] Factors: How might Sarah’s personality type
(e.g., locus of control) play a role in her decision to follow Mr.
Jenkins' orders?
[Link] of Compliance: Once Sarah makes the initial
changes, do you think it will be easier or harder for her to
continue following similar orders in the future? Why?
 • F-Scale (Simplified)
• Instructions: Rate how much you agree with each statement.
Use the following scale:
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree
Scoring: [Link] and respect for authority are the most
•Higher total scores (closer important virtues children should learn.
to 25) indicate a stronger 1/2/3/4/5
Authoritarian [Link] should not be questioned; they are there for a
Personality, suggesting reason.
greater respect for authority 1/2/3/4/5
and rigidity in beliefs. 3.A person who has bad manners, habits, or a bad
•Lower total scores (closer attitude deserves to be punished.
to 5) indicate a weaker 1/2/3/4/5
Authoritarian Personality [Link] is always one right way to do things, and people
with more openness to should follow it.
questioning authority. 1/2/3/4/5
[Link]’s more important to be loyal to your group than to
always do what you think is right.
1/2/3/4/5
 Task 2
[Link] on Your own results: Do
they think their locus of control Group 1 Group 2 Group 3
or personality type would affect Focus on Reflect on your Reflect on
their obedience to authority? whether you own locus of your own
believe you control or scores in
[Link] do you think people with
different personalities might would be authoritarian relation to
react differently in Milgram's more or less personality scores. Milgram’s
study? likely to obey findings
based on one and the
or two key concept of
traits. authority.

Extended Task: Evaluate

Milgram’s Study
Plenary (5 minutes)

Activity: Exit Ticket

"What was the most

important factor
influencing obedience that
you learned about today?"

Write it a sticky note

Understandin
g the
behavior of
crowds
 LO:
To understand and explain the
psychological processes behind
crowd behavior, and the role of
obedience in influencing crowd
actions.

Success criteria:
Students will be able to
•Explain what deindividuation is and how it
relates to crowd behavior.
•Identify the role of conformity in crowd behavior.
•Discuss how obedience to authority figures can
influence crowds.
•Apply their understanding to real-life examples
of prosocial and antisocial crowd behavior.
Starter: Make connections
How are these two images connected?
Link your understanding of social influence and explain the below
questions;

-How a person might change their behavior based on the

crowd they are in.

-What factors will affect their behavior in a crowd.

Deindividuation
Conformity
Obedience
•Deindividuation: Loss of self-identity in a crowd,
leading to a higher likelihood of conforming to group
behaviour.

•How deindividuation may have been happening in

the riot clip vs. the peaceful protest.
•Conformity in Crowds: Individuals are more likely
to conform to group norms, especially in large groups
where deindividuation occurs.

• "Why might someone follow along with crowd

behaviour even if they wouldn’t do so alone?"
•Obedience: Milgram’s study shows that an
authority figure can influence behaviour. Similarly, in
crowds, authority figures (e.g., protest leaders,
police) can sway the group towards peaceful or
aggressive behaviour.

•"Can you think of a situation where an authority

figure might control a crowd’s behaviour?"
Task 1: Answer the below question:

Bassie conducted an experiment to investigate crowd behavior.

She asked individuals and small and large groups of people to
decide how much hot sauce to give another person. the hot
sauce was painful to taste. The results of her investigation are
shown in below table. Using your knowledge of obedience and
conformity in understanding antisocial behavior of crowds,
explain Bessie’s results.
Type of grouping Amount of hot sauce
Individual 10 mls
Small group of 3 20 mls
Large group of 10 35 mls
•Self assess your answer

•Suggested answer: Bessie found that people were

more likely to give more hot sauce to a person when
they were in a larger group. This can be explained by
•deindividuation, where you lose your sense of personal
responsibility in large groups. This means that they
would have felt less responsible for inflicting pain.
 Mid-Plenary

Quick-fire questions:
•What is deindividuation?
•How does conformity operate in
crowds?
•How can an authority figure
influence a crowd?
•Task 2:
•Investigate the riots of 2011. Do an internet search
on research carried out by Clifford Stott and
Stephen Reicher on the UK riots.
•Research on how social influence research can
help us understand the riots that occurred in the UK
in 2011?

•Group 1: Identify and list down the factors

•Group 2: Explain the factors
•Group 3: Suggest how we can control these factors

Extension task: Consider other psychological factors

(e.g., social identity) that might have influenced the
crowd.
Plenary

•Students create a "Mind Map" on

the board. They write down key
concepts (deindividuation,
conformity, obedience) and link
them to examples and definitions
discussed in the lesson.
Understand
ways to prevent
blind obedience
to authority
figures
 Lesson Objective
•Understand and explain the psychological factors that
can help prevent blind obedience to authority figures

Success Criteria:

•Explain how social support reduces obedience.

•Discuss how familiarity with a situation reduces the likelihood of blind obedience.
•Describe how distance can impact obedience.
•Understand the role of education in preventing blind obedience.
•Apply these concepts to real-world examples.
•Imagine you're in your school's
common area during lunch, and
an older student who is well-
known for being influential asks
you to help them take some
sports equipment from the gym
without permission. They tell
you it's fine because everyone
does it, and the PE teacher is
away for the day. They insist
that you join them. Some of
your friends are watching and
seem to think it's a good idea.

•Would you follow this order?

Why or why not?
•What factors would influence
your decision to obey or resist?
•Social Support: The presence of others who resist obedience, which can encourage
individuals to follow suit.
•? “How can having a supportive colleague help in resisting an order?”

•Familiarity with the Situation: Familiarity with the situation means that
individuals are less likely to obey blindly if they have knowledge or experience with
the context in which they are asked to follow orders. When people are uncertain or in
unfamiliar situations, they are more likely to defer to authority because they do not
know how to behave.
•?“How might knowledge or experience in a situation make you less likely to blindly
obey?”

•Distance from Authority: the physical or emotional space between an individual

and the authority figure giving orders.

•? role-play how they might physically or emotionally “distance” themselves from an

authority figure giving an inappropriate order.

•Education: to informing people about the dangers of blind obedience and how to
recognize situations where they might be at risk of following harmful orders.
•Quick quiz:

• Name one way to reduce

blind obedience.
• What role does distance
play in obedience?
• How can social support
help in resisting
authority?
 •TASK 1:

•Although aeroplane accidents

are relatively uncommon, a
review of accidents over a 10-
year period found that the
first officer not being willing to
question a decision made by
the captain contributed to
more than 20 per cent of the
accidents.
• Using your knowledge of
ways of preventing blind
obedience, explain how these
accidents could be prevented
in the future
Self assess:
Suggested answer: To prevent these types of air accidents, first officers could be trained to
question their captain rather than blindly obey. They could be given strategies to distance
themselves from the captain to make questioning their decision making more likely. On a plane,
the first officer could be assigned social support from other crew members, so they feel
 GROUP 1 GROUP 2 GROUP 3
In pairs, students are given a Students complete a worksheet with Individually, students
simple scenario (e.g., a student case studies on obedience. They research a real-life case
being told by a teacher to break a must identify the factors (social where blind obedience
minor rule). They identify one support, familiarity, distance, led to negative
factor (e.g., social support or education) present in each case and outcomes (e.g., military
distance) and explain how it could explain how they could reduce blind orders, corporate
help them resist the order. [Link] Study: The My Lai whistleblowing). They
Massacre (1968) present how the
You’re in class, and your teacher has During the Vietnam War, a group
left the room for a few minutes. of U.S. soldiers, under the
concepts of social
While the teacher is gone, one of command of Lieutenant William support, familiarity,
your classmates, who is quite Calley, were ordered to attack a distance, and education
popular and influential, asks you to village known as My Lai. Believing could have prevented
help them copy the answers from a that the villagers were supporting blind obedience in that
test paper they found on the enemy forces, the soldiers
teacher’s desk. The classmate tells case.
followed orders to kill many
you that it's no big deal because no innocent civilians, including
one will know, and it would be easy women and children. Some
to do before the teacher returns. soldiers felt uncomfortable and
Some other students in the class are resisted or refused to obey the
watching and waiting for your orders, while others followed
response. through, claiming they were just
following commands from a
How could having a friend who also superior officer.
disagrees with copying the answers
Plenary (5
minutes) .

Create a "Preventing
Blind Obedience
Toolkit" on the board.
Ask students to
contribute one
strategy for preventing
blind obedience (e.g.,
Preventin
g Blind
social support, . .
educating others).
Obedienc
e Toolkit

.
 Piliavin et al.
(1969) Good
Samaritanism:
An Underground
Phenomenon?
 Learning
Objectives:
Success criteria: -To Outline the
I can explain and analyze the background to
background to the study. the study.
-To Discuss the
aims, procedure,
results and
conclusion.
 Starter
See the image and
discuss how bystander
effect is seen in
modern times.

What makes someone

help/ choose not to?

What reasons might

they have?
Watch the video
and outline the
aim of the study.
https://
[Link]
m/watch?
v=z4S1LLrSzVE

AIM
 Task 1: Features of the study.
With the help of your textbook and research fill in the mind map given below.
Mid plenary:
 Task 2:

Extension task
:
In the form of
mind map or
flow chart,
explain the
GROUP 1: State the conditions from Piliavin et al’s study. conclusion,
GROUP 2: Explain the conditions from Piliavin et al’s study. strengths and
GROUP3: Justify the most appropriate conditions from Piliavin et weakness of the
al’s study. study.
Self Assess

According to Pilliavin et al, Bystanders are more likely to stop

and help the victim if they are of the same race as the victim
who stumbled. They are more likely to help if the victim
appeared non-threatening or if the bystander was with a friend
who was also willing to help. If the bystander had experienced
a similar situation beforehand, they are also more likely to
intervene.
 Plenary:

What conclusion can you

draw from the study of
Piliavin.