Objectives
The unit is based on Enduring Understandings that demonstrate the “big picture” of the unit. Students will recognize not only psychological disorders information but also take into account the cinematic features of film. Students will learn that: (1) Films tell stories through their images, camera work, and editing procedures2 (2) Cinematic elements are crucial to the portrayal of psychopathology in movies and (3) Depression and schizophrenia are psychological disorders with distinct classifications, symptoms, causes, stigmas, and challenges. Two content standards set by the American Psychological Association’s National Standards for High School Psychology Curricula help to shape this unit: Perspectives on Abnormal Behavior and Categories of Abnormal Behavior. Through the use of multiple texts (written and film) to better understand these two illnesses, students will define them (including their classification), list the symptoms and causes, and explain the impact on the individual, family, and society including how they are stigmatized.
The unit also addresses two History/Social Studies Common Core Standards for Integration of Knowledge and Ideas: Integration and Ideas/CSSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem and Integration and Ideas/CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Students will take notes on academic readings as well as on personal accounts of those afflicted by these diseases. They will discuss these in a Socratic Seminar format, collaborating to better construct meaning of the texts including film. Through synthesizing the multiple texts including visual, students will describe in detail both depression and schizophrenia in individual patient reports and then work with others to create group Public Service Announcements (PSA).
The curriculum unit will be divided into three parts: (1) depression (2) schizophrenia; and, (3) the use of cinematic features as they pertain to telling the story of the psychological disorders (depression and schizophrenia). A variety of texts will include the Diagnostic and Statistical Manual of Mental Disorders DSM V (manual used to classify disorders) and primary sources (excerpts from various books) for students to read through that demonstrate information to include personal accounts so that students see the human component of these concepts. Lastly, the cinematic features of the films we view will be interwoven into our discussion of the psychological disorders to help students understand the way in which the stories are presented.
Essential Questions are built upon the Enduring Understandings and help to shape individual lessons throughout the unit. These include: How is psychologically abnormal behavior defined? Describe the symptoms and causes of depression. What are the challenges associated with this diagnosis? Describe the symptoms and causes of schizophrenia. What are the challenges associated with this diagnosis? What cinematic elements help with the portrayal of psychopathology in movies (e.g., musical score, lighting, etc.)? Consider the film characters from The Hours and Clean, Shaven. How have they had an impact on your understanding of a psychological disorder? How did the cinematic elements of the film accentuate or contribute to your understanding?
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