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Perception The process of organizing and interpreting sensory information to give meaning to our environment. Bottom-up processing An approach where perception starts with sensory input and works up to the brain's integration of this information. Top-down processing Information processing guided by higher-level mental processes, drawing on experience and expectations to construct perceptions. Schema A concept or framework that organizes and interprets information. Perceptual set A mental predisposition to perceive one thing and not another. Gestalt psychology Emphasizes that we often perceive the whole rather than the sum of the parts. Closure The perceptual tendency to mentally fill in gaps in a visual image to perceive objects as wholes. Figure and ground The organization of the visual field into objects (figures) that stand out from their surroundings (ground). Proximity The perceptual tendency to group together visual and auditory events that are near each other. Similarity The perceptual tendency to group together elements that seem alike. Attention The focusing of mental resources on select information. Selective attention The focusing of conscious awareness on a particular stimulus. Cocktail party effect The ability to focus auditory attention on a particular stimulus while filtering out other stimuli. Inattentional blindness Failing to see visible objects when attention is directed elsewhere. Change Blindness Failing to notice changes in the environment. Binocular depth cues Depth cues, such as retinal disparity, that depend on the use of two eyes. Retinal disparity A binocular cue for perceiving depth by comparing images from the retinas in the two eyes. Convergence A binocular cue for perceiving depth by the extent to which the eyes converge inward when looking at an object. Monocular depth cues Depth cues, such as interposition and linear perspective, available to either eye alone. Relative clarity A monocular cue for perceiving depth; hazy objects are seen as farther away than sharp, clear objects. Relative size A cue that allows determining the closeness of objects to an object of known size. Texture gradient A gradual change from coarse to fine texture signaling increasing distance. Linear perspective Parallel lines appear to converge with distance. Aptitude tests Tests designed to predict a person's future performance; aptitude is the capacity to learn. Fixed mindset The idea that we have a set amount of an ability that cannot change. Growth mindset The belief that one's skills and qualities can change and improve through effort and dedication. Explicit memory Memory of facts and experiences that one can consciously know and 'declare.' Episodic memory The collection of past personal experiences that occurred at a particular time and place. Semantic memory Memory for factual information. Implicit memory Retention independent of conscious recollection. Procedural memory A type of long-term memory of how to perform different actions and skills. Prospective memory Remembering to perform a planned action or recall a planned intention at some future point in time. Long-term potentiation An increase in a cell's firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory. Working memory model A model that suggests that memory involves a series of active, temporary memory stores that manipulate information. Working memory A newer understanding of short-term memory that involves conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory. Central executive The part of working memory that directs attention and processing. Phonological loop The part of working memory that holds and processes verbal and auditory information. Visuospatial sketchpad The part of working memory that holds visual and spatial information. Multi-store model A model of memory that suggests information passes through three stages: sensory memory, short-term memory, and long-term memory. Sensory memory The immediate, very brief recording of sensory information in the memory system. Iconic memory A momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second. Echoic memory A momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds. Short-Term Memory Activated memory that holds a few items briefly before the information is stored or forgotten. Long-Term Memory The relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences. Automatic processing Unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information. Effortful processing Encoding that requires attention and conscious effort. Encoding The processing of information into the memory system—for example, by extracting meaning. Storage The retention of encoded information over time. Retrieval The process of getting information out of memory storage. Levels of processing model The theory that deeper levels of processing result in longer-lasting memory codes. Shallow encoding Processing information based on its surface characteristics. Deep encoding Processing information based on its meaning and the significance of the information. Mnemonic devices Memory aids, especially those techniques that use vivid imagery and organizational devices. Method of loci A mnemonic device that involves imagining placing items around a room or along a route. Chunking-Grouping Organizing items into familiar, manageable units; often occurs automatically. Categories-Grouping Grouping information into categories that share common attributes. Hierarchies-Grouping Organizing items into a hierarchy, starting with general categories and working down to specific examples. Spacing effect The tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice. Massed practice Cramming information all at once. It is less effective than spaced practice. Distributed practice Spacing the study of material to be remembered by including breaks between study periods. Serial position effect Our tendency to recall best the last and first items in a list. Primacy effect The tendency to remember information at the beginning of a body of information better than the information that follows. Recency effect The tendency to remember information that is presented last. Maintenance rehearsal Repeating information over and over to keep it active in short-term memory. Elaborative rehearsal A method of transferring information from short-term to long-term memory by making that information meaningful in some way. Memory retention The ability to retain information over time through the storage and retrieval of information. Autobiographical memory The memory for events and facts related to one's personal life story. Retrograde amnesia An inability to retrieve information from one's past. Anterograde amnesia An inability to form new memories. Alzheimer's disease A progressive and irreversible brain disorder characterized by gradual deterioration of memory, reasoning, language, and, finally, physical functioning. Infantile amnesia The inability to retrieve memories from much before age 3. Recall A measure of memory in which the person must retrieve information learned earlier, as on a fill-in-the-blank test. Recognition A measure of memory in which the person need only identify items previously learned, as on a multiple-choice test. Retrieval cues Stimuli that aid the recall or recognition of information stored in memory. Context-dependent memory The theory that information learned in a particular situation or place is better remembered when in that same situation or place. Mood-congruent memory The tendency to recall experiences that are consistent with one's current good or bad mood. State-dependent memory The theory that information learned in a particular state of mind (e.g., drunk, sober) is more easily recalled when in that same state of mind. The forgetting curve A graph showing retention and forgetting over time. Encoding failure The failure to process information into memory. Proactive interference The disruptive effect of prior learning on the recall of new information. Retroactive interference The disruptive effect of new learning on the recall of old information. Tip-of-the-tongue phenomenon The temporary inability to remember something you know, accompanied by a feeling that it's just out of reach. Repression The basic defense mechanism that banishes from consciousness anxiety-arousing thoughts, feelings, and memories. Misinformation effect Incorporating misleading information into one's memory of an event. Source amnesia Attributing to the wrong source an event we have experienced, heard about, read about, or imagined. Constructive memory The process by which memories are influenced by the meaning we give to events. Memory consolidation The neural storage of a long-term memory. Imagination inflation The increased confidence in a false memory of an event following repeated imagination of the event. Health Psychology A branch of psychology that focuses on how physical activities, psychological traits, and social relationships affect overall health and illness. Stress The process by which we perceive and respond to certain events, called stressors, that we appraise as threatening or challenging. Hypertension High blood pressure, often associated with stress, which can increase the risk of heart and kidney diseases and stroke. Immune Suppression Reduction in the effectiveness of the immune system, which can be caused by various forms of stress. Stressors Events or conditions in your surroundings that may trigger stress. Daily Hassles Everyday minor events that cause stress, such as traffic jams or overwhelming chores. Significant Life Changes Major life transitions like moving, leaving a job, or divorcing, which can be stressful. Catastrophes Unpredictable, large-scale events that cause significant stress and alter the lives of many people. Eustress (motivating) Positive stress which results from striving toward a challenging goal. Distress (debilitating) Negative stress that can make a person sick or keep a person from reaching a goal. Adverse Childhood Experiences (ACEs) Potentially traumatic events that occur in childhood and can have negative, lasting effects on health and well-being. General Adaptation Syndrome (GAS) The three-stage process (alarm, resistance, exhaustion) that describes the physiological changes the body goes through when under stress. Alarm Reaction Phase The initial reaction to a stressor, activating the body's defense systems. Resistance Phase The body's response after the initial shock of a stressful event, where the body attempts to return to normal functioning. Flight-Fight-Freeze Response A physiological reaction that occurs in response to a perceived harmful event, attack, or threat to survival. Exhaustion Phase The third stage of the GAS, during which the body depletes its resources in responding to a prolonged stressor. Tend-and-Befriend Theory A theory that suggests people seek social support and tend to others in times of stress. Problem-focused Coping Strategies aimed at tackling the cause of stress in practical ways which directly tackle the problem causing the stress. Emotion-focused Coping Strategies aimed at relieving or managing the emotional distress associated with stress. Positive Psychology The scientific study of human strengths and virtues that enable individuals and communities to thrive. Subjective Well-being An individual's own assessment of their happiness and satisfaction with life. Resilience The ability to mentally or emotionally cope with a crisis or to return to pre-crisis status quickly. Posttraumatic Growth Positive psychological change experienced as a result of adversity and other challenges in order to rise to a higher level of functioning. Positive Emotions Feelings that engage us, elevate us, and promote growth and well-being. Gratitude A feeling of thankfulness and appreciation, especially in response to someone doing something kind or helpful. Signature Strengths & Virtues Character strengths and virtues that are personally fulfilling, intrinsic to one's identity, and contribute to the collective well-being. Categories of Virtues Broad categories that encompass character strengths, such as wisdom, courage, humanity, justice, temperance, and transcendence. Abnormal Psychology The study of psychological disorders, including their symptoms, etiology (i.e., their causes), and treatment. Clinical Psychology A branch of psychology that studies, assesses, and treats people with psychological disorders. Psychology Student Syndrome A phenomenon where psychology students begin to believe they have the disorders they are studying. Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR) The updated manual that describes and categorizes mental disorders in order to improve diagnoses, treatment, and research. International Classification of Mental Disorders (ICD) A standard diagnostic tool for epidemiology, health management, and clinical purposes. It is maintained by the World Health Organization (WHO) and covers a broad range of health conditions, including psychological conditions. Deviation In psychology, typically refers to departing from the norm, which can either be statistical, social, or functional in nature. Distress Negative stress that can lead to anxiety, depression, and potentially to physical problems. Dysfunction Abnormal functioning, as opposed to normal functioning, often used to refer to individual behaviors or the functioning of social systems. Eclectic Approach An approach to clinical practice that involves selecting the best treatment techniques from various disciplines based on the client's unique problems, strengths, and preferences. Behavioral Perspective Focuses on how we learn observable responses and how the environment impacts those responses. Psychodynamic Perspective Emphasizes the influence of the unconscious mind on behavior and the importance of childhood experiences. Humanistic Perspective Focuses on the importance of being your true self in order to lead the most fulfilling life. Cognitive Perspective Focuses on how we encode, process, store, and retrieve information. Evolutionary Perspective How the natural selection of traits promotes the perpetuation of one's genes. Sociocultural Perspective Examines how the social environments and cultural upbringing influence an individual's behavior and thoughts. Biological Perspective Explores the links between brain and mind, and how the body and brain enable emotions, memories, and sensory experiences. Biopsychosocial Model An integrated approach that incorporates biological, psychological, and social-cultural levels of analysis to better understand health and illness. Diathesis-Stress Model Suggests that a person may be predisposed for a psychological disorder that remains unexpressed until triggered by stress. Stigma Disapproval or discrimination against a person based on perceivable social characteristics that serve to distinguish them from other members of society. Anxiety Disorders Mental health disorders characterized by significant feelings of anxiety and fear. Specific Phobia An anxiety disorder characterized by irrational and persistent fear of a specific object, situation, or activity. Acrophobia Fear of heights. Arachnophobia Fear of spiders. Agoraphobia Fear of open or crowded spaces. Panic Disorder An anxiety disorder that consists of sudden, overwhelming attacks of terror. Ataque de nervios A cultural syndrome primarily seen in Latin Americans, involving symptoms of intense emotional upset, acute anxiety, fear, or anger. Social Anxiety Disorder A chronic mental health condition in which social interactions cause irrational anxiety. Taijin Kyofusho A Japanese culture-specific syndrome characterized by an intense fear that one's body, body parts, or bodily functions give others a negative impression. Generalized Anxiety Disorder An anxiety disorder in which a person is continually tense, apprehensive, and in a state of autonomic nervous system arousal. Obsessive-Compulsive Disorders Disorders involving intrusive obsessions and compulsions which impede daily life. Obsessions Persistent ideas, thoughts, or impulses that are unwanted and inappropriate and cause marked distress. Compulsions Repetitive behaviors or mental acts that an individual feels driven to perform in response to an obsession. Hoarding Disorder A disorder characterized by the persistent difficulty discarding or parting with possessions, regardless of their actual value. Trauma and Stressor-Related Disorders Disorders related to the exposure to a traumatic or stressful event. Posttraumatic Stress Disorder A disorder characterized by failure to recover after experiencing or witnessing a terrifying event. Depressive Disorders Disorders that involve the presence of sad, empty, or irritable mood, accompanied by physical and cognitive changes that significantly affect the individual's capacity to function. Major Depressive Disorder A mood disorder causing a persistent feeling of sadness and loss of interest. Persistent Depressive Disorder A form of depression that is less severe than major depressive disorder but more chronic. Bipolar Disorder A disorder associated with episodes of mood swings ranging from depressive lows to manic highs. Bipolar Cycling The process of cycling through episodes of mania and depression in bipolar disorder. Bipolar I Disorder A type of bipolar spectrum disorder characterized by the occurrence of at least one manic episode. Bipolar II Disorder A type of bipolar disorder marked by milder episodes of hypomania that alternate with periods of severe depression. Neurodevelopmental Disorders A group of conditions with onset in the developmental period, often before school age, that are characterized by developmental deficits that produce impairments of personal, social, academic, or occupational functioning. Attention-Deficit/Hyperactivity Disorder (ADHD) A chronic condition including attention difficulty, hyperactivity, and impulsiveness. Autism Spectrum Disorder (ASD) A disorder that affects communication and behavior. Feeding and Eating Disorders Disorders characterized by abnormal or disturbed eating habits, which negatively affect a person's health. Anorexia Nervosa An eating disorder characterized by an abnormally low body weight, intense fear of gaining weight, and a distorted perception of body weight. Bulimia Nervosa An eating disorder characterized by binge eating followed by purging. Schizophrenic Spectrum Disorders A range of disorders that involve psychosis, including schizophrenia. Delusions False beliefs, often of persecution or grandeur, that may accompany psychotic disorders. Delusions of Persecution The belief that others are out to get one. Delusions of Grandeur A false belief that one is more important or influential than they really are. Hallucinations False sensory experiences, such as seeing something in the absence of an external visual stimulus. Disorganized Thinking A symptom of psychosis, manifested as illogical or incoherent thought and speech. Disorganized Speech A style of talking involving incoherence and a lack of typical logical patterns. Word Salad A confused or unintelligible mixture of seemingly random words and phrases. Disorganized Motor Behavior Includes a variety of unusual behaviors including problems with goal-directed behavior leading to difficulties performing activities of daily living. Catatonia A state of unresponsiveness to one's outside environment, usually including muscle rigidity, staring, and inability to communicate. Flat Affect A lack of emotional responsiveness. Dopamine Hypothesis The theory that schizophrenia results from an excess of dopamine activity. Positive Symptoms Symptoms of schizophrenia that are excesses of behavior or occur in addition to normal behavior; hallucinations, delusions, and disorganized speech. Negative Symptoms Symptoms of schizophrenia that are marked by deficits in functioning, such as apathy, lack of emotion, and slowed speech and movement. Dissociative Disorders Disorders in which conscious awareness becomes separated (dissociated) from previous memories, thoughts, and feelings. Dissociative Amnesia A disorder characterized by the sudden and extensive inability to recall important personal information, usually of a traumatic or stressful nature. Dissociative Fugue A rare dissociative disorder in which a person loses awareness of their identity or other important autobiographical information and also engages in some form of unexpected travel. Dissociative Identity Disorder A disorder characterized by the presence of two or more distinct personality states. Personality Disorders Psychological disorders characterized by inflexible and enduring behavior patterns that impair social functioning. Cluster A Personality Disorders Odd, eccentric thinking or behavior (including paranoid, schizoid, and schizotypal personality disorders). Paranoid Personality Disorder Type of personality disorder characterized by extreme distrust and suspicion of others. Schizoid Personality Disorder A personality disorder characterized by persistent avoidance of social relationships and little expression of emotion. Schizotypal Personality Disorder A personality disorder characterized by severe social anxiety, thought disorder, paranoid ideation, derealization, transient psychosis, and often unconventional beliefs. Cluster B Personality Disorders Dramatic, overly emotional or unpredictable thinking or behavior (including antisocial, borderline, histrionic, and narcissistic personality disorders). Antisocial Personality Disorder A personality disorder characterized by a lack of conscience for wrongdoing, even toward friends and family. Histrionic Personality Disorder A personality disorder characterized by excessive emotionality and attention seeking. Narcissistic Personality Disorder A disorder in which a person has an inflated sense of self-importance. Borderline Personality Disorder A personality disorder characterized by severe instability in emotions and self-image, along with impulsive and reckless behavior. Cluster C Personality Disorders Anxious, fearful thinking or behavior, including avoidant, dependent, and obsessive-compulsive personality disorders. Avoidant Personality Disorder A personality disorder characterized by social inhibition, feelings of inadequacy, and hypersensitivity to negative evaluation. Dependent Personality Disorder A personality disorder characterized by psychological dependence on other people. Obsessive-Compulsive Personality Disorder A personality disorder characterized by preoccupation with orderliness, perfection, and control. Deinstitutionalization The release of institutionalized individuals from institutional care to community-based care. Evidence-Based Interventions Treatments based on scientific evidence. Cultural Humility An approach to engagement across cultures emphasizing openness and self-awareness of one's own cultural identities. Therapeutic Alliance The relationship between a healthcare professional and a client. Conformity Adjusting one's behavior or thinking to coincide with a group standard. Normative Social Influence Influence resulting from a person's desire to gain approval or avoid disapproval. Social Norms Expected standards of conduct, which influence behavior. Social Comparison Evaluating one's abilities and opinions by comparing oneself to others. Relative Deprivation The perception that one is worse off relative to those with whom one compares oneself. Upward Social Comparison Comparing oneself with others who are better off. Downward Social Comparison Comparing oneself with others who are worse off. Informational Social Influence Influence resulting from one's willingness to accept others' opinions about reality. Obedience Following the directives of authority. Social Facilitation Improved performance on simple or well-learned tasks in the presence of others. Group Polarization The enhancement of a group's prevailing inclinations through discussion within the group. Groupthink The mode of thinking that occurs when the desire for harmony in a decision-making group overrides a realistic appraisal of alternatives. Bystander Effect The tendency for any given bystander to be less likely to give aid if other bystanders are present. Diffusion of Responsibility Diminished sense of responsibility among group members to act because others are seen as equally responsible. Social Loafing The tendency for people in a group to exert less effort when pooling their efforts toward attaining a common goal than when individually accountable. Deindividuation The loss of self-awareness and self-restraint occurring in group situations that foster arousal and anonymity. Attribution Theory The theory that we explain someone's behavior by crediting either the situation or the person's disposition. Dispositional Attributions Attributing behavior to the person's disposition and traits. Situational Attributions Attributing behavior to the environment. Explanatory Style A person's habitual way of explaining events, typically assessed along three dimensions: internal/external, stable/unstable, and global/specific. Optimistic Explanatory Style Explaining bad events as results of temporary, external causes. Pessimistic Explanatory Style Explaining bad events as results of stable, internal causes. Fundamental Attribution Error The tendency for observers, when analyzing others' behavior, to underestimate the impact of the situation and to overestimate the impact of personal disposition. Actor-Observer Bias The tendency to attribute one's own actions to external causes while attributing other people's behaviors to internal causes. Self-Serving Bias A readiness to perceive oneself favorably. Internal Locus of Control The perception that one controls one's own fate. External Locus of Control The perception that chance or outside forces beyond one's personal control determine one's fate. Altruism Unselfish regard for the welfare of others. Social Responsibility Norm An expectation that people will help those needing their help. Stereotype A generalized belief about a group of people. Confirmation Bias The tendency to interpret new evidence as confirmation of one's existing beliefs or theories. Belief Perseverance Clinging to one's initial conceptions after the basis on which they were formed has been discredited. Self-Fulfilling Prophecy A belief that leads to its own fulfillment. Prejudice An unjustifiable and usually negative attitude toward a group and its members. Discrimination Unjustifiable negative behavior toward a group and its members. Implicit Attitudes Attitudes that influence a person's feelings and behavior at an unconscious level. Just-World Phenomenon The tendency for people to believe the world is just and that people therefore get what they deserve. Out-Group Homogeneity Bias Perception of out-group members as more similar to one another than are in-group members. In-Group Bias The tendency to favor one's own group. Mere Exposure Effect The phenomenon that repeated exposure to novel stimuli increases liking of them. Ethnocentrism Evaluating other cultures according to the standards and customs of one's own culture. Collectivism Giving priority to the goals of one's group and defining one's identity accordingly. Multiculturalism The practice of valuing and respecting differences in culture. Superordinate Goals Shared goals that override differences among people and require their cooperation. Social Traps A situation in which conflicting parties, by each rationally pursuing their self-interest, become caught in mutually destructive behavior. Persuasion The process of creating, reinforcing, or changing people's beliefs or actions. Elaboration Likelihood Model A theory of how persuasive messages lead to attitude changes. Central Route of Persuasion Attitude change path in which interested people focus on the arguments and respond with favorable thoughts. Peripheral Route of Persuasion Attitude change path in which people are influenced by incidental cues, such as a speaker's attractiveness. Halo Effect The tendency to draw a general impression about an individual on the basis of a single characteristic. Foot-in-the-Door Technique The tendency for people who have first agreed to a small request to comply later with a larger request. Door-in-the-Face Technique The strategy of getting someone to agree to a modest request by first asking them to agree to a much larger request that they will likely turn down. False Consensus Effect The tendency to overestimate the extent to which others share our beliefs and behaviors. Cognitive Dissonance The theory that we act to reduce the discomfort we feel when two of our thoughts are inconsistent. Industrial-Organizational (I/O) Psychologists Psychologists who apply psychology's principles to the workplace. Instincts A complex behavior that is rigidly patterned throughout a species and is unlearned. Drive-Reduction Theory The idea that a physiological need creates an aroused tension state (a drive) that motivates an organism to satisfy the need. Homeostasis The tendency to maintain a balanced or constant internal state; the regulation of any aspect of body chemistry, such as blood glucose, around a particular level. Ghrelin Hormone secreted by an empty stomach; sends 'I'm hungry' signals to the brain. Leptin Hormone secreted by fat cells; when abundant, causes brain to increase metabolism and decrease hunger. Hypothalamus A neural structure lying below the thalamus; directs several maintenance activities (eating, drinking, body temperature), helps govern the endocrine system via the pituitary gland, and is linked to emotion and reward. Pituitary Gland The endocrine system's most influential gland. Under the influence of the hypothalamus, the pituitary regulates growth and controls other endocrine glands. Belongingness The human emotional need to be an accepted member of a group. Arousal Theory The theory that people are motivated to maintain an optimal level of alertness and physical and mental activation. Yerkes-Dodson Law The principle that performance increases with arousal only up to a point, beyond which performance decreases. Sensation-Seeking Theory The search for experiences and feelings that are varied, novel, complex, and intense. Thrill Seeking Pursuing activities that provide a rush of adrenaline. Adventure Seeking Engaging in unusual and exciting activities. Disinhibition Acting impulsively, without considering the consequences. Boredom Susceptibility Tendency to experience boredom and frustration when not engaged in stimulating activities. Incentive Theory A theory that states that behavior is motivated by a desire for reinforcement or incentives. Extrinsic Motivation A desire to perform a behavior to receive promised rewards or avoid threatened punishment. Self-Determination Theory A theory of motivation that is concerned with the beneficial effects of intrinsic motivation and the harmful effects of extrinsic motivation. Intrinsic Motivation A desire to perform a behavior effectively for its own sake. Lewin's Motivational Conflicts Theory A theory that describes situations in which conflicting motivations produce indecision and difficulty. Approach-Approach Conflicts Conflict that results from having to choose between two attractive alternatives. Avoidance-Avoidance Conflicts Conflict that results from having to choose between two distasteful alternatives. Approach-Avoidance Conflicts Conflict that results when a single action or event has both attractive and unattractive features. Emotion A response of the whole organism, involving (1) physiological arousal, (2) expressive behaviors, and (3) conscious experience. Affect A broad range of feelings that people experience. Facial-Feedback Hypothesis The idea that facial expressions can influence emotions as well as reflect them. Display Rules Culturally determined rules about which nonverbal behaviors are appropriate to display. Elicitors Stimuli that trigger emotional responses. Broaden-and-Build Theory of Emotion Theory proposing that happiness predisposes us to think more openly. Universal Emotions Basic emotions that are expressed by all cultures around the world such as happiness, sadness, fear, disgust, anger, and surprise. Psychodynamic Theory A view that explains personality in terms of conscious and unconscious forces, such as unconscious desires and beliefs. Preconscious Mind The level of consciousness that is not currently in focal awareness. Unconscious Mind A reservoir of mostly unacceptable thoughts, wishes, feelings, and memories. Denial Psychoanalytic defense mechanism by which people refuse to believe or even to perceive painful realities. Displacement Defense mechanism that shifts sexual or aggressive impulses toward a more acceptable or less threatening object or person. Projection Defense mechanism by which people disguise their own threatening impulses by attributing them to others. Rationalization Defense mechanism that offers self-justifying explanations in place of the real, more threatening, unconscious reasons for one's actions. Reaction Formation Defense mechanism by which the ego unconsciously switches unacceptable impulses into their opposites. Regression Defense mechanism in which an individual faced with anxiety retreats to a more infantile psychosexual stage. Repression Defense mechanism by which anxiety-provoking thoughts and feelings are forced to the unconscious. Sublimation Defense mechanism by which people re-channel their unacceptable impulses into socially approved activities. Humanistic Psychology A historically significant perspective that emphasized the growth potential of healthy people. Unconditional Regard An attitude of total acceptance toward another person. Self-Actualizing Tendency The human motive toward realizing our inner potential. Social-Cognitive Theory Views behavior as influenced by the interaction between people's traits (including their thinking) and their social context. Reciprocal Determinism The interacting influences of behavior, internal cognition, and environment. Self-Concept All our thoughts and feelings about ourselves, in answer to the question, 'Who am I?' Self-Efficacy One's sense of competence and effectiveness. Self-Esteem One's feelings of high or low self-worth. Trait Theories Theories that endeavor to describe the characteristics that make up human personality in an effort to predict future behavior. Big Five Theory The theory that there are five basic personality traits: openness, conscientiousness, extraversion, agreeableness, and neuroticism (emotional stability). Personality Inventories A questionnaire (often with true-false or agree-disagree items) on which people respond to items designed to gauge a wide range of feelings and behaviors; used to assess selected personality traits. Factor Analysis A statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie one's total score. Openness to Experience One of the five factors; willingness to try new things and be open to new experiences. Conscientiousness One of the five factors; a tendency to show self-discipline, act dutifully, and aim for achievement. Extraversion One of the five factors; energy, positive emotions, and the tendency to seek stimulation and the company of others. Agreeableness One of the five factors; a tendency to be compassionate and cooperative rather than suspicious and antagonistic towards others. Behavioral Perspective Emphasizes learning and behavior in explaining thoughts, feelings, and actions. Associative Learning Making connections between events to learn. Habituation Becoming less responsive to a repeated stimulus. Classical Conditioning Pairing two stimuli to elicit a response. Unconditioned Stimulus (UCS) Naturally triggers a response without learning. Conditioned Stimulus (CS) Initially neutral, triggers a conditioned response. Acquisition Initial learning stage where a response is established. Extinction Diminishing of a conditioned response. Spontaneous Recovery Reappearance of an extinguished response after a pause. Stimulus Discrimination Ability to differentiate between stimuli. Stimulus Generalization Conditioned stimulus evokes similar responses. Higher-Order Conditioning Pairing a conditioned stimulus with a new one. Counterconditioning Uses conditioning to change responses to triggers. Taste Aversion Avoidance of food associated with discomfort. One-Trial Conditioning Learning with only one pairing of stimulus and response. Biological Preparedness Inclination to form associations between stimuli and responses. Operant Conditioning Learning through rewards and punishments. The Law of Effect Behaviors with favorable consequences are repeated. Reinforcement Strengthens behavior it follows. Primary Reinforcers Innately reinforcing stimuli satisfying biological needs. Secondary Reinforcers Gains reinforcing power through association. Punishment Event decreasing behavior it follows. Shaping Positive reinforcement of behavior patterns. Instinctive Drift Tendency to revert to instinctive behaviors. Fine Motor Coordination The ability to make small, precise movements, typically involving the coordination of the hands and fingers with the eyes. Gross Motor Coordination The ability to make large, general movements, such as crawling and walking. Maturation Biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience. Reflexes Automatic responses to sensory stimuli, like grasping a finger tightly with the hands. Rooting Reflex A baby's tendency, when touched on the cheek, to turn toward the touch, open the mouth, and search for the nipple. Visual Cliff A laboratory device for testing depth perception in infants and young animals. Critical Periods Specific time periods during which an organism must experience stimuli in order to develop normally. Sensitive Periods Times in development when a person is particularly open to certain kinds of experiences. Imprinting The process by which certain animals form strong attachments during early life. Growth Spurt A rapid increase in growth during puberty. Puberty The period of sexual maturation, during which a person becomes capable of reproducing. Primary Sex Characteristics The body structures (ovaries, testes, and external genitalia) that make sexual reproduction possible. Secondary Sex Characteristics Nonreproductive sexual traits, such as female breasts and hips, male voice quality, and body hair. Menarche The first menstrual period. Spermarche The first ejaculation. Menopause The time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines. Sex The biologically influenced characteristics by which people define males and females. Gender The socially influenced characteristics by which people define men and women. Socialization The process by which people learn the norms, rules, and information of a culture or society. Jean Piaget A psychologist known for his study of cognitive development in children. Sensorimotor Stage The first stage in Piaget's theory of cognitive development, from birth to about 2 years of age, during which infants know the world mostly in terms of their sensory impressions and motor activities. Object Permanence The awareness that things continue to exist even when not perceived. Preoperational Stage The second stage in Piaget's theory, from about 2 to 7 years of age, during which a child learns to use language but does not yet comprehend the mental operations of concrete logic. Mental Symbols Internal depictions of information that the mind can manipulate. Chronosystem In Bronfenbrenner's theory, this system encompasses changes over time in child development. Authoritarian Parenting A parenting style characterized by high demands and low responsiveness. Parents with this style have very high expectations of their children, yet provide very little in the way of feedback and nurturance. Authoritative Parenting A parenting style characterized by high demands and high responsiveness. Parents with this style set limits and enforce rules but also listen to their children. Permissive Parenting A parenting style characterized by low demands with high responsiveness. These parents tend to be very loving, yet provide few guidelines and rules. Attachment Styles Patterns of attachment, defined by different ways of interacting and behaving in relationships. Secure Attachment An attachment style characterized by trust, a lack of concern with being abandoned, and the view that one is worthy and well liked. Insecure Attachment Attachment styles characterized by fear of abandonment and the feeling that one's needs might not be met. Avoidant Attachment An attachment style characterized by difficulty in learning to trust others. Anxious Attachment An attachment style where individuals are often anxious about the stability of their relationships. Disorganized Attachment An attachment style characterized by a lack of clear attachment behavior. Temperament A person's characteristic emotional reactivity and intensity. Separation Anxiety Emotional distress seen in many infants when they are separated from people with whom they have formed an attachment. Contact Comfort The physical and emotional comfort that an infant receives from being in physical contact with its mother. Parallel Play Activity in which children play side by side without interacting. Pretend Play Play involving imaginary people and situations; also called fantasy play, dramatic play, or imaginative play. Egocentrism The inability to differentiate between self and other. More specifically, it is the inability to understand that others have different feelings, desires, and perspectives from one's own. Imaginary Audience A concept in adolescent psychology where an individual believes that his or her behavior is the main focus of others' attention and concern. Personal Fable An adolescent's belief that they are unique and protected from harm. Social Clock The culturally preferred timing of social events such as marriage, parenthood, and retirement. Emerging Adulthood A phase of the life span between adolescence and full-fledged adulthood which encompasses late adolescence and early adulthood, generally ages 18 to 25. Stage Theory of Psychosocial Development (Erikson) Erik Erikson's theory that identifies eight stages through which a healthily developing human should pass from infancy to late adulthood. Trust vs. Mistrust The first stage of Erik Erikson's theory of psychosocial development. This stage occurs between birth and approximately 18 months of age. During this stage, the infant learns if they can trust the world to fulfill their needs. Autonomy vs. Shame and Doubt The second stage of Erik Erikson's stages of psychosocial development. This stage occurs between the ages of 18 months to approximately 3 years. The child learns to be independent and confident or experiences shame and doubt about their abilities. Initiative vs. Guilt The third stage of Erik Erikson's stages of psychosocial development. This stage occurs during the preschool years, between the ages of 3 to 5 years. Children begin to assert control and power over their environment. Industry vs. Inferiority The fourth stage of Erik Erikson's stages of psychosocial development. This stage occurs between the ages of 5 and 12 years. Children learn to cope with new social and academic demands, success leads to a sense of competence, while failure results in feelings of inferiority. Identity vs. Role Confusion The fifth stage of Erik Erikson's stages of psychosocial development. This stage occurs during adolescence, from about 12-18 years. During this stage, adolescents explore their independence and develop a sense of self. Intimacy vs. Isolation The sixth stage of Erik Erikson's theory of psychosocial development. This stage occurs during young adulthood between the ages of approximately 19 and 40 years. Young adults need to form intimate, loving relationships with other people. Generativity vs. Stagnation The seventh stage of Erik Erikson's theory of psychosocial development. This stage takes place during middle adulthood between the ages of approximately 40 and 65. Individuals establish careers, settle down within relationships, begin families, and develop a sense of being a part of the bigger picture. Integrity vs. Despair The eighth and final stage of Erik Erikson's stages of psychosocial development. This stage occurs during old age and is focused on reflecting back on life. Adverse Childhood Experiences (ACEs) Potentially traumatic events that occur in childhood (0-17 years), such as experiencing violence, abuse, or neglect, witnessing violence in the home or community, and having a family member attempt or die by suicide. Achievement (adolescent development) In the context of identity development, this term refers to the successful integration of various aspects of self-concept, based on explorations of roles, values, and beliefs. Diffusion (adolescent development) A status of identity development where an individual has not yet experienced a crisis or made any commitments. They are undecided and uninterested in occupational and ideological choices. Foreclosure (adolescent development) A status of identity development where an individual has made a commitment without experiencing a crisis. This occurs when people commit to roles or values without exploring alternatives. Moratorium (adolescent development) A status of identity development where an individual is in the midst of a crisis but whose commitments are either absent or are only vaguely defined. Racial/Ethnic Identity An individual's awareness and experience of being a member of a racial or ethnic group, including the degree to which one's cultural, historical, and social aspects of identity are embraced. Sexual Orientation An inherent or immutable enduring emotional, romantic, or sexual attraction to other people. Religious Identity An individual's sense of belonging to a religious group, along with the importance of this group membership as it pertains to one's sense of self. Occupational Identity How a person identifies themselves based on their job or career choices and how they feel those roles impact their personal identity. Familial Identity The part of an individual's identity that is formed by the relationships they have with their family members. Possible Selves The aspect of oneself that includes all the ideas of what one might become, what one hopes to become, and what one is afraid of becoming. Evolutionary Perspective A way of looking at human behavior that emphasizes the role of natural selection and survival of the fittest in shaping our actions. Natural Selection A process where organisms better adapted to their environment tend to survive and produce more offspring. Nature Refers to the genetic or hereditary influences on behavior and traits. Nurture Refers to the environmental influences that shape behavior and traits after conception. Twin Studies Research that compares the similarities between identical and fraternal twins to understand the influence of genetics versus environment. Adoption Studies Studies that compare adopted children to their adoptive and biological parents to understand genetic and environmental influences. Family Studies Research that examines behavioral patterns or genetic markers across generations within families. Heredity The passing on of physical or mental traits genetically from one generation to another. Genetic Predisposition The increased likelihood of developing a particular disease or behavior based on a person's genetic makeup. Eugenics A controversial historical movement aimed at improving the genetic composition of the human race. Cerebral Cortex The outermost layer of the brain involved in high-level functions such as thought, language, and memory. Association Areas Parts of the brain that integrate different types of information from the senses and link it with stored memories. Lobes of the Brain Regions of the brain differentiated by their functions, including frontal, parietal, occipital, and temporal lobes. Frontal Lobes Areas of the brain involved in complex processes like reasoning, planning, and emotion. Prefrontal Cortex The part of the frontal lobes directly behind the forehead, involved in decision-making and self-control. Executive Functioning Higher-level cognitive processes including thinking, planning, and problem-solving. Motor Cortex The part of the brain that controls voluntary movements. Parietal Lobes Areas of the brain that process sensory information such as touch, temperature, and pain. Somatosensory Cortex A part of the parietal lobes that processes sensory input from various body areas. Occipital Lobes The part of the brain that processes visual information. Temporal Lobes Areas of the brain involved in processing auditory information and encoding memory. Corpus Callosum A large band of neural fibers that connects the left and right cerebral hemispheres and allows communication between them. Brainstem The central trunk of the brain continuing downward to form the spinal cord. Medulla The base of the brainstem that controls vital life-sustaining functions like heartbeat and breathing. Reticular Activating System A network of neurons in the brainstem that plays a role in waking and sleep. Cerebellum A part of the brain at the back of the skull that coordinates and regulates muscular activity. Limbic System A complex system of nerves and networks in the brain, controlling basic emotions and drives. Reward Center Brain regions that regulate the experience of pleasure, particularly related to survival and reward. Thalamus A structure deep within the brain that relays sensory signals to the cerebral cortex. Hypothalamus A small region at the base of the brain that directs several functions, including temperature regulation and energy maintenance. Pituitary Gland A gland at the base of the brain that controls growth and development. Hippocampus A part of the limbic system involved in learning and memory. Amygdala A structure in the limbic system involved in emotion, particularly fear and aggression. Nervous System The network of nerve cells and fibers that transmits nerve impulses between parts of the body. Central Nervous System The part of the nervous system consisting of the brain and spinal cord. Peripheral Nervous System All the nerves that lie outside the brain and spinal cord. Autonomic Nervous System The part of the nervous system responsible for control of the bodily functions not consciously directed, like breathing and the heartbeat. Sympathetic Nervous System The part of the autonomic nervous system that prepares the body for rapid action in emergencies. Parasympathetic Nervous System The part of the autonomic nervous system that calms the body and conserves energy. Somatic Nervous System The part of the peripheral nervous system associated with voluntary control of body movements via skeletal muscles. Neurons The basic working units of the brain, specialized cells that transmit information to other nerve cells, muscle, or gland cells. Glial Cells Cells in the nervous system that support, nourish, and protect neurons. Motor Neurons Neurons that carry outgoing information from the brain and spinal cord to the muscles and glands. Sensory Neurons Neurons that carry incoming information from the sensory receptors to the brain and spinal cord. Interneurons Neurons within the brain and spinal cord that communicate internally and intervene between the sensory inputs and motor outputs. Reflex Arc A neural pathway that controls a reflex action. Neural Transmission The process by which neurons communicate with each other by sending electrical or chemical signals. Threshold The level of stimulation required to trigger a neural impulse. Action Potential A neural impulse; a brief electrical charge that travels down an axon. All-or-Nothing Principle The rule that neurons are either on or off. Depolarization A change in a cell's membrane potential, making it more positive. Refractory Period A period immediately following stimulation during which a nerve or muscle is unresponsive to further stimulation. Resting Potential The state of the neuron when not firing a neural impulse. Reuptake A neurotransmitter's reabsorption by the sending neuron. Multiple Sclerosis (MS) A disease in which the immune system eats away at the protective covering of nerves. Myasthenia Gravis A chronic autoimmune disease that affects the neuromuscular junction and produces serious weakness of voluntary muscles. Neurotransmitters Chemicals transmitting information across synapses to dendrites of receiving neurons. Excitatory Neurotransmitters Chemical messengers increasing the likelihood of neuron firing an action potential. Glutamate An excitatory neurotransmitter strengthening synaptic connections between neurons. Inhibitory Neurotransmitters Chemical messengers decreasing the likelihood of neuron firing an action potential. GABA A major inhibitory neurotransmitter in the brain. Dopamine A neurotransmitter influencing movement, learning, attention, and emotion. Serotonin A neurotransmitter affecting mood, hunger, sleep, and arousal. Endorphins Neurotransmitters influencing the perception of pain or pleasure. Substance P A neurotransmitter involved in transmitting pain messages to the brain. Acetylcholine A neurotransmitter enabling learning, memory, and triggering muscle contraction. Hormones Chemicals produced by glands regulating activities of different body cells. Ghrelin A hormone stimulating appetite, increasing food intake, and promoting fat storage. Leptin A hormone helping regulate energy balance by inhibiting hunger. Melatonin A hormone regulating sleep-wake cycles. Oxytocin A hormone acting as a neurotransmitter, influencing social behavior and emotion. Adrenaline A hormone released in response to physical or mental stress. Norepinephrine A hormone and neurotransmitter involved in arousal and fight-or-flight response. Plasticity The brain's ability to change and adapt due to experience. Split Brain Research Studies on patients with severed corpus callosum to understand brain hemisphere functions. Contralateral Hemispheric Organization Arrangement where the brain's right hemisphere controls the left side of the body and vice versa. Hemispheric Specialization Control of distinct functions by the brain's right and left hemispheres. Linguistic Processing Brain functions involved in understanding and producing language. Broca's Area Frontal lobe area directing muscle movements involved in speech. Broca's Aphasia Condition from damage to Broca's area causing impaired speaking and writing. Opioids A class of drugs including heroin and prescription pain relievers. Heroin An opioid drug made from morphine, derived from opium poppy plants. Tolerance Diminishing drug effect with regular use, necessitating larger doses. Addiction Compulsive craving for drugs or behaviors despite adverse consequences. Withdrawal Symptoms post cessation of drug intake in addicted individuals. Sensation Reception and representation of stimulus energies by sensory receptors. Transduction Conversion of stimulus energies into neural impulses in sensation. Perception Organization and interpretation of sensory information for object recognition. Absolute Threshold Minimum stimulus energy to detect a stimulus 50% of the time. Just-noticeable Difference Smallest difference in stimulus intensity detectable by a sense. Sensory Adaptation Decrease in sensitivity to constant stimulation levels. Weber's Law Principle that stimuli must differ by a constant proportion for detection. Synesthesia Condition where one sense is perceived as if by additional senses. Retina Light-sensitive eye surface with rods, cones, and neural processing layers. Blind Spot Point where optic nerve exits the eye, lacking receptor cells. Visual Nerve Nerve transmitting neural impulses from the eye to the brain. Lens Transparent eye structure behind the pupil, aiding image focus. Accommodation Process of lens shape change for focusing on near or far objects. Nearsightedness Clear vision for close objects but blurry for distant ones. Farsightedness Clear vision for distant objects but blurry for close ones. Photoreceptors Rods and cones in the retina converting light into neural signals. Rods Photoreceptors detecting black, white, and gray for peripheral vision. Cones Photoreceptors concentrated for daylight vision, color, and detail. Trichromatic Theory Theory of three color receptors in the retina for color perception. Opponent-process Theory Theory of opposing processes in color vision enabling perception. Psychology the scientific study of mental processes and behavior. Mental Processes Thoughts, feelings, and motives that each of us experiences privately but that cannot be directly observed. Behavior Any action that people can observe or measure Confirmation Bias The tendency to favor information that confirms your existing beliefs. Hindsight Bias The feeling after something happens that you knew it was going to happen. Overconfidence Being more confident than correct; overestimating the accuracy of your beliefs. Empirical Evidence Information from experiments or observations rather than theories. Scientific Method A step-by-step method for conducting research. Hypothesis A prediction that you can test through study and experimentation. Falsifiable Something that can be proven wrong through tests. Peer Review The process of having other experts examine your work to check its validity. Replication Repeating a study to see if the same results are obtained. Reliability The consistency of a research study or measuring test. Validity The accuracy of a test or research to measure what it claims to measure. The American Psychological Association (APA) A major organization for psychologists in the United States. Research Design The plan for a research study, determining how to collect and analyze data. Methodology The specific procedures or techniques used to identify, select, process, and analyze information about a topic. Quantitative Data Data that can be counted or measured and given a numerical value. Qualitative Data Data that describes qualities or characteristics. Likert Scales A scale used to represent people's attitudes or feelings; respondents specify their level of agreement to a statement. Structured Interviews Interviews where everyone is asked the same questions in the same way. Survey Technique A method of gathering information by asking questions to people. Wording Effect How the way a question is phrased can influence the answers given. Social Desirability Bias: The tendency of respondents to answer questions in a manner that will be viewed favorably by others. Naturalistic Observation Watching behaviors occur naturally without interfering. Case Study A detailed examination of a single subject or group. Correlational Research A study that investigates the relationship between two variables to determine if they vary together. Third Variable Problem A situation where an unseen variable affects the results of a study. Scatterplot A graph in which the values of two variables are plotted along two axes, the pattern of the resulting points revealing any correlation present. Correlation Coefficient A number between -1 and 1 that describes the strength and direction of a relationship between variables. Positive Correlation A relationship where if one variable increases, the other does too. Negative Correlation A relationship where if one variable increases, the other decreases. Experimental Method: A method where the researcher manipulates one variable to see if it affects another. Independent Variable The variable that is changed or controlled in a scientific experiment. Dependent Variable The variable that is tested and measured in a scientific experiment. Confounding Variable An extra variable that wasn't accounted for that could affect the results of an experiment. Operational Definitions Clearly defining how you will measure your variables in research. Experimental Group The group in an experiment that receives the variable being tested. Control Group The group in an experiment that does not receive the test variable. Random Assignment Assigning participants to experimental and control groups by chance, which helps ensure that any differences observed after the treatment are due to the treatment and not a preexisting difference. Placebo Effect A change in a participant's illness or behavior that results from a belief that the treatment will have an effect, rather than the actual treatment. Experimenter Bias When a researcher's expectations influence the outcome of a study. Single-Blind Study When the participants do not know whether they are receiving the treatment or not. Double-Blind Study When neither the participants nor the researchers know who is receiving a particular treatment. Placebo Condition A condition in which participants receive a placebo instead of the actual treatment. Sample A group of subjects selected from a larger population for study. Representative Sample: A randomly chosen sample of subjects from a larger population that accurately reflects the characteristics of the larger population. Random Sample A sample that fairly represents a population because each member has an equal chance of being included. Sample Bias A sample that does not accurately represent the population from which it was drawn. Generalizability The extent to which research findings can be applied to larger populations. Statistics The science of collecting, analyzing, presenting, and interpreting data. Descriptive Statistics Statistics that summarize data, such as mean or standard deviation Inferential Statistics: Statistics used to infer the properties of a population, based on a sample of data. Measure of Central Tendency: A statistical measure that describes the center of a data set; includes mean, median, and mode. Mean The average of a set of numbers. Median The middle number in a set of numbers arranged in order. Mode The number that appears most frequently in a data set. Range The difference between the highest and lowest values in a data set. Normal Curve A bell-shaped curve that shows data distribution; most scores fall near the middle. Regression to the Mean The phenomenon that extreme values in data tend to be closer to the average on subsequent measurements. Positive Skew When more scores fall on the low side of the scale and tail on the high side. Negative Skew When more scores fall on the high side of the scale and tail on the low side. Standard Deviation A measure of how spread out numbers are around the mean. Percentile Rank The percentage of scores in a distribution that a specific score is greater than. Bimodal Distribution A distribution of data with two modes or peaks. Statistical Significance The likelihood that a result from data collected by an experiment is not due to chance. Effect Sizes A measure of the strength of the relationship between two variables. Meta Analysis A method of combining data from many different research studies. Institutional Review Boards (IRB) Groups of people responsible for reviewing proposed research to ensure that it is ethical. Informed Consent Permission granted in the knowledge of the possible consequences, typically that which is given by a patient to a doctor for treatment with full knowledge of the possible risks and benefits. Informed Assent Agreement by a minor or other not able to give legal consent to participate in the activity. Confidentiality Keeping information given by participants in a research study private. Deception Misleading participants about the true purpose of a study or the events that will transpire. Confederates Actors who take part in a study pretending to be real participants. Debriefing Explaining to participants at the end of a study the true purpose of the study and exactly what transpired.
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UNIT ONE: CANADA AND THE WORLD Focus Questions: •What is the approx. population of Canada? 41 million (41 288 599 • Map of Canada o Name the 3 oceans that touch Canada – be able to locate them on a map Pacific ocean Arctic ocean Atlantic Ocean o Name the 10 provinces and their capital cities British Columbia (Victoria) Alberta (Edmonton) Saskatchewan (Regina) Manitoba (Winnipeg) Ontario (Toronto) Quebec (Quebec City) Newfoundland and Labrador (St.John’s) Prince Edward Island (Charlottetown) New Brunswick (Fredericton) Nova Scotia (Halifax) o Name the 3 territories and their capital cities Yukon Territory (White Horse) Northwest Territories (Yellowknife) Nunavut (Iqaluit) o Locate the provinces and territories but not the capital cities (just know them for each province and territory) •What are the 6 factors of the HDI? Life expectancy (how long you can live) Population Growth (how fast the population grows) Education (access the opportunity to learning) Health Care (access to availability to health) Wealth (measures the wealth of the nation) Food supply (measures the availability of nutrition) •What is a Developed Country? Describe it and list 3 developed countries A developed country is in higher demand in living conditions. I.e. higher social and economic levels, average incomes, many luxuries. -20% of the world's population live in these countries Canada USA Japan Spain France •What is a Developing Country? Describe it and list 3 developing countries A developing country is in lower demand for living conditions. I.e. lower social and economic level, high levels of poverty. Primary industry is agriculture→in order to feed themselves and to trade for money Ethiopia Nigeria Rwanda Bangladesh Pakistan •What are cash crops? Which countries grow these? Cash crops are crops that are grown to be sold for money (exports) Crops that are grown: -Bananas/tropical fruit -Mango -Cocoa beans -Coconuts -Coffee beans -Dragon fruit -Cotton -Sugar •Which country gives the most in foreign aid money? Foreign Aid: Money, food or other resources given by one country to another to promote development and welfare United states gives the most in foreign aid money ($66.04 billion) UNIT TWO: INTERACTIONS IN THE PHYSICAL ENVIRONMENT Focus Questions: •What is Pangaea and who came up with this idea and what did he call the theory? 200 million years ago the continents formed a single giant land mass supercontinent called Pangaea and started to split up -Alfred Wegner came up with this theory and named it continental drift •What evidence did Wegener have to prove his theory? There were 4 PUZZLE PIECES- Shorelines of the continents seem to fit together like a puzzle piece (east coast of South America fit with the west coast of Africa) SIMILAR FOSSILS AND ROCK TYPES Similar rock types were found in these two locations despite the fact that they were thousands of km apart (East coast of south america and west coast of africa) LOCATION OF MOUNTAINS Wegener found mountains formed 300 million years ago that are similar in age and structure on both sides of the Atlantic ocean EVIDENCE OF ICE SHEETS Ice sheets covered southern Africa, India and Australia about 250 million years ago •What are the 4 layers of the earth and which is liquid? Crust Mantel Outer core (Liquid layer) Inner core •What is the Ring of Fire and where is it located? An area where large amounts of earthquakes and volcanic eruptions occur The Ring of Fire is a direct result of plate tectonics and the movement and collisions of plates. Located in: Basin of the Pacific Ocean •Landform Regions of Canada o Review the map o Which landform region do you live in? Toronto is in this landform region. I live in the Great Lakes-St Lawrence Lowland region. o Which landform region has the Rocky Mountains? Western Cordillera o Which landform region is near the Pacific Ocean? Western Cordillera o Which landform region is the furthest north? Innuitian Mountains o Which landform region is the smallest? Great Lakes-St. Lawrence Lowlands o Which landform region is the largest? Canadian Shield •Which landform region is known as the Breadbasket with large wheat farms? Interior Plains • Define climate and weather – what is the difference? Weather The day to day conditions of the atmosphere -Short periods of time -Small areas -Temperature and precipitation Climate Weather conditions of a large area for a long period of time DIFFERENCE TIME PERIOD- Weather describes atmospheric conditions over a few days while climate describes many years (around 20) LAND AREA- Weather=localized (ex. Rainy in brampton and sunny in vaughan) Climate=regionalized (ex. All of southern Ontario has the same climate) •What are the factors that affect climate? List them (LOWERN) Latitude Ocean Currents Wind currents Elevation Relief Nearness to water o Which one might affect the coast of BC the most Nearness to water affects BC the most. o Which one might affect the Arctic the most Latitude •What are the 3 ocean currents that affect Canada? Where are they? Pacific- West coast Arctic- Northern Atlantic- Eastern • Maritime vs continental MARITIME: -Mainly found along the eastern and western coasts (typcial climate fo areas near the coast -Mild winters and summers -Frequent precipitation (close to or usually over 1000mm a year, lowest around 900) Examples- Vancouver, British Columbia or St. john’s NFL or Halifax, Nova Scotia CONTINENTAL: -Typical climate of areas more inland in the interior of Canada (Prairie provinces such as Alberta, Saskatchewan and Manitoba) -Variations of temperature because of the lack of bodies of water (Hot summers and very cold winters) -Increased temp fluctuations (high summer temps and low winter temps) -Less precipitation (usually 200-1000 of rain a year) Examples- Regina, Saskatchewan, Calgary, Alberta, Winnipeg, Manitoba, and Ottawa, Ontario • Climate Graphs and how to do the calculations: Climate graphs show TOTAL MONTHLY PRECIPITATION and AVERAGE MONTHLY TEMPERATURES typically in a particular location o What is the formula for calculating the average temperature? Add up all the temperatures and divide by 12 (℃) o What is the formula for calculating the total precipitation? Add up all the monthly precipitation totals (mm) o What is the formula for calculating the temperature range? The highest temperature minus the lowest temperature (℃) o Can you figure out how to find the month with the highest temperature and the Lowest temperature On a graph you look at the highest points and the lowest • Name the climate region by the Pacific Ocean Pacific Maritime • Name the climate region by the Atlantic Ocean Atlantic Maritime • Name the climate region in Canada’s far north Arctic • Name the climate region you live in. Boreal •Which climate region is a frozen desert? Arctic •What is global warming? The rising of the average temperature on Earth o Why does it happen? Global warming happens because of the greenhouse gases that are emitted into the Earth’s atmosphere. o What activities cause it? Are they mainly human made reasons? NATURAL CAUSES (cannot be caused by humans) MAN MADE CAUSES (Human actions) Temperature fluctuations of the planet Volcanic eruptions Increased solar activity Transportation Manufacturing Oil drilling Farming Deforestation MAN MADE CAUSED OVERPOWER NATURAL CAUSES o Which gases are most responsible for global warming? Where do they come from? Four main gases that absorb radiation are H20- water vapor CO2- Carbon Dioxide (burning fossil fuels and Deforestation) CH4- Methane (agriculture) N2O- Nitrous Oxide (Agriculture) o Which is the worst greenhouse gas? Carbon Dioxide o How does it happen - Explain the process of global warming Sun emits energy in the form of SHORTWAVE RADIATION which can go through anything clear Reaches earth and absorbs but some escapes back into space Long Wave cannot go through anything (not even greenhouse gases) Longwave returns back to Earth making it hotter than it should be o What is the difference between longwave vs shortwave radiation? Short wave- Can go through anything clear Long wave- Cannot go through anything o What might be some global warming problems in Canada Changes rain and snow patterns Migration and life cycles Less snow and ice Higher temperatures and more heat waves UNIT THREE: CHANGING POPULATIONS AND L IVABLE COMMUNITIES Focus Questions: •What is a census? A census is used to count the population and learn important data •Where does the majority of Canada’s population live? Ontario • Name the 4 main classes of immigrants to Canada? Economic Class Family class Refugees Humanitarian and other •Which class of immigrants goes through the point system and how many points do they need to earn? ECONOMIC CLASS- 67/100 points •What factors can you earn points for? Hasn't committed a serious Doesn’t pose a risk to Canada’s security Hasn’t violated human or internationa rights Is in good health (determined by a medical exam) Has a valid passport or travel document Anyone applying to live permanently in Canada must provide A police certificate or criminal record check Their photo and fingerprints if over 14 or under 79 years of age •From which class does Canada accept the most immigrants? Economic Class •Which people can immigrate to Canada in the Family Class Immigrants? FAMILY CLASS: -Parents -Spouses -Children joining family members that are already living in Canada •What is a refugee? Two Main types of resettled refugees: GOVERNMENT ASSISTED PRIVATELY SPONSORED Referred by the UN refugee agency based on their location and vulnerability and are getting government assistance during this transition Brought to Canada by government approved citizens and organizations that assume legal and financial responsibility for them Refugees cannot apply directly to be resettled in Canada All refugees undergo screening by Canadian officials and generally have permanent resident status when they arrive. • Define and list examples of push factors for immigrants PUSH FACTORS (Reasons for leaving your home country to go live in another one, what pushes people out?) War and conflict Natural disasters Unfair political reasons Poverty Limited rights and freedoms Lack of employment Racial persecution Religious persecution Lack of services- lack of access to education and healthcare Dislike the climate No family • Define and list examples of pull factors for immigrants PULL FACTORS (Reasons to choose a country to go live in (what pulls people to come?) Religious freedom Marriage Opportunities for better employment Family Improve standard of living Favourable climate Democratic government More rights and freedoms •Population pyramids It is a diagram that gives information about a country’s population breakdown by age and gender for any year % of males and females in each group The proportion of young people (0-14 years old) The proportion of Working people (15-64 years old) The proportion of Elderly people (65 and older) o How do you calculate the total % of children in a population? Add the percentages from 0-14 o How do you calculate the total % of working population Add the percentages from 15-64 years old o How do you calculate the total % of seniors in a population? Add the percentages from 65 and above o What is dependency load and how do you calculate it? The % of the population that does not work and so it depends on the working population (Add the % of children and the % of seniors to get a total %) o pyramid with a wide base means what? POPULATION GROWTH o A pyramid with a narrow base means what? POPULATION DECLINE •What is a baby boomer? In 1950, after WW2, many families began to have children which meant the birth rate was very high. (1950-1965) -As the baby boomers grow older Canada’s population will continue to age as there is so many of them to still age •What is a centenarian? A person who is 100 years old and above •What does the greying of Canada’s population mean? Population is getting older so it is aging as a whole and not made up of mainly young people o Why is this happening? There are 2 main reasons – can you explain them? INCREASE IN LIFE EXPECTANCY - Life expectancy in Canada is currently 83 years old for men and 84 for women - More Canadians than ever before are living to 85 and beyond DECREASE IN BIRTH RATES - People are not having large families anymore as woman no longer stay home and choose to work, children are expensive and not everyone gets married today o what are some of the problems we can encounter as a country in the future if this continues? More Candians are receiving old age pension and are seeking more health care and services = expensive to have many seniors Proportionally fewer people are working and paying income tax = less money available Housing and transportation needs are changing, as is consumption, which is shifting towards goods and services for seniors The # of families made up of couples whose children have left home is also on the rise •Where does the majority of Canada’s population live? ONTARIO UNIT FOUR: CANADIAN INDUSTRIES AND RESOURCE Focus Questions: •What is an Ecological Footprint? THE AMOUNT OF THE ENVIRONMENT NECESSARY TO PRODUCE THE GOODS AND SERVICES NECESSARY TO SUPPORT OUR LIFESTYLES -It is a way of looking at how much of the Earth we each use to live the life that we are in this country -An area of land and water that would be required to provide for a countries populations resources and absorb its waste o How is it measured? Calculated in hectares of land, and is used to calculate the amount of Earth’s bio-productive space needed to keep a population at its current level of resource consumption -Use the amount of land area / person o Which countries have large footprints? CHINA USA INDIA o Which countries have small footprints ETHIOPIA MALI o How does a footprint get larger? o What can be done to reduce a footprint? Switch of the lights Take the stairs AC on? Shut the windows Take shorter showers Power down laptops Unplug electronics when not in use Keep room temp moderate Do full laundry loads Use fewer or share appliances Switch to LED lightbulbs •What is sustainable development? Meeting present needs without compromising the chances of future generations to meet their needs •What is an export? The selling of goods and services to another country •What is an import? The buying of goods and services from another country • Name and explain the 3 main types of industries found in Canada and what they do PRIMARY SECTOR (Resource based industries) SECONDARY SECTOR (Manufacturing) TERTIARY SECTOR (service industries) Harvesting or extracting raw materials from nature JOBS: -Mining -Famers -Fishers -Foresters -oil workers Converting raw materials into fishing products JOBS: -Factory workers -Food processors -Construction workers Providing services to businesses and consumers JOBS: -Retail workers -Teachers -Nurses -Dentists -Restaurant staff -Lawyers -Electrician o Which sector employs the most people SERVICE INDUSTRIES (76% OF CANADA’S POPULATION) •List the conventional sources of energy FOSSIL FUELS NUCLEAR ENERGY NATURAL GASES •List the alternative sources of energy SOLAR ENERGY WIND ENERGY HYDROELECTRICITY GEOTHERMAL BIOMASS O what are some of the advantages of alternative energy forms? -Never runs out -Abundant (more power than needed) -Sustainable (energy were getting now is gonna be the same later) -Clean •Which sources of energy are renewable and which are non renewable? ALTERNATIVE= RENEWABLE CONVENTIONAL= NON RENEWABLE •Which source of energy does Canada produce the most? ALTERNATIVE SOURCES (hydroelectricity) •Which sector of the economy uses the most energy? PRIMARY SECTOR (RESOURCE BASED INDUSTRIES) •Which sources are Canadians dependent on? ALTERNATIVE SOURCES •Which province has a lot of production of fossil fuels? ALBERTA WHEN YOU ARE DONE THIS REVIEW, COMPLETE THE PRACTICE SHEET
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To Kill a Mockingbird Ch 1 Make a note of how this chapter starts (with what story and about whom). With the story of how Jem broke his arm. Describe the town of Maycomb and Southern Towns in general (what kinds of customs are normal in the south)? What time period is this if there are “Hoover carts” (Lee 6)? The time of this story is set during the Great Depression of the 1930´s. Maycomb is old, run down, and slow. Women were supposed to act dainty and men were dressed up as well. A hoover cart was the horse and buggies used to get around town during the Great Depression. Explain how Atticus became a lawyer (is he any good), your first impressions of the relationship he has with his children, and the Finch family history. (How does Atticus stand out, and what is important about families in the south?) The Finch family was all farmers and slave owners which makes Atticus Finch stand out by becoming a lawyer to defend a black man. Atticus seems like a brave leader who is kind to defend justice for everyone. Describe Boo Radley, his house, and a little of his past and family. Are Jem’s descriptions of Boo accurate (Lee 16)? Why do Scout, Jem, and Dill want to make him “come out” (Lee 10)? He describes the house as old and sick just like Mr. Radley. The house seemed very still and didn’t move like no one lived there. They want him to come outside so they can see who he is and what he is like from the multiple rumors they’ve heard. Based on who Atticus hires to work in his house, infer what Atticus’s feelings are about African Americans. What is important about this perspective when considering the time period? During the time, the town seemed segregated between African Americans and white people. Hiring an African American in his home shows how Atticus sees Calpurnia as equal and doesn’t care about the way she looks based on society's assumptions. Ch 2 Explain the differences in opinion and understanding that Scout and Miss Caroline have. Give at least two examples and explain why those differences exist. Scout is more traditional and understands the people of Maycomb while Miss Caroline is stricter and follows newer ideas. For example, Miss Fisher teaches through her experiences of college from a different city while Scout follows her fathers reading techniques. In addition, Scout offers money to Walter for lunch while Miss Fisher disapproves of her donation because of Walter's reputation. This shows how Scout has a more empathetic personality while Miss Fisher wants to stick to rules and societal expectations. Explain the upbringing that Walter Cunningham comes from. Who is he? What does his family do? Why does Cunningham pay Atticus with an entailment and not money? The Cunninghams are hardworking farmers that are also very poor. When Scout gives him money, he denies it because the Cunninghams have a reputation for paying for what they need and not taking donations or pity. Atticus allows Mr. Cunningham to pay in nuts and other crops because he is too poor to pay in money. What is Miss Caroline’s tone at the end of Ch 2? Explain. Miss Caroline’s tone at the end of chapter 2 is frustrated and angry with Scout because of their opposing viewpoints in learning. She doesn’t approve of Scout’s smart reading habits with Atticus compared to her new and conventional ways of teaching. Ch 3 Explain the foil between Jem and Scout’s personalities at the beginning of Ch 3 (Lee 30-31). At the beginning of Chapter 3, it’s clear to tell that Jem is more mature than Scout. Scout is immature to take her frustration out on Walter while Jem is mature enough to invite him to dinner and feel him welcomed. Explain the different kinds of education Atticus possesses as evidenced by his profession and his conversation with Walter at lunch (Lee 32). Which do you think is more valuable? Explain Atticus talks to Walter about the crops and makes him feel at home. The author writes that Walter didn’t feel like Cunningham, which assumes that Atticus doesn’t go to judge people based on their reputations or societal expectations. This is valuable to Atticus’ profession because he is able to defend people based on their true actions and self without having any bias or assumptions based on their appearance or background. What lesson does Calpurnia attempt to teach Scout at lunch time? What does this tell you about Calpurnia’s role in the house? Calpurnia teaches the importance of manners and respecting company. She wants Scout to treat Walter with kindness and respect besides him being a cunningham. This shows Calpurnia is like a mother to Scout and Jem while trying to teach them valuable life lessons in order for them to have a positive attitude. Describe Burris Ewell and the kind of kid he is based on his interaction with Miss Caroline. The Ewells and Cunninghams are both very poor families; based on Burris and Walter’s differences, though, what can you assume about each family’s integrity? Burris Ewell is a mean and rotten kid that treats Miss Caroline with no respect. The Ewells are poor and rude but the Cunninghams are poor, hard working and kept to themselves. Why do the Ewells have a different set of rules than Scout? Explain what the differences are (Lee 40-41). Scout prioritizes school while the Ewells do not. Burris quit after the first day of school and never came back. On the other hand, while Scout was still upset, she still came back to school. This quote from Atticus is perhaps the most important in the entire book: ‘If you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his points of view--until you climb into his skin and walk around in it’ (Lee 39). Explain this quote and to whom Atticus hopes Scout will apply the lesson. Atticus wants her to not judge people based on what they look like or are expected of. This may apply to Scout’s perception of Boo Radley. Ch 4 Now that you’ve know Jem and Scout for a few days, describe their relationship as brother and sister. Think of the different ways they talk to each other and interact. Give at least two details to prove your opinion about them. Jem is very protective of Scout and he tries to teach her lessons to be mature as well. Jem shares his knowledge with Scout of the Radleys and Jem lets Scout stay back when they go to the Radley’s house. Who do you think is hiding gum and pennies in the tree. Why do you think he/she would be doing so? I think Boo Radley is hiding things in the tree because he wants to connect and give gifts to the kids in order to gain their trust and correct his false accusations. What game do the children play in Ch 4, and what are the two reasons Scout wants to quit playing it? They play the game Boo Radley. They pretend to be the Radley’s and act out the different rumors they’ve heard. Scout wants to stop playing because she thinks Atticus will get upset with her and she thinks the Radley’s will find out. Name: _______________________ Ch 5 Scout is starting to feel out of place with Dill and her brother, Jem in both Ch 4 and 5. Provide a quote that proves this idea. What does this tell you about her character, especially considering the time period of the novel? "Dill and Jem were simply going to peep in the window with the loose shutter to see if they could get a look at Boo Radley, and if I didn't want to go with them I could go straight home and keep my fat flopping mouth shut, that was all" this quote shows how Scout wants to stay out of trouble like other Southern woman at the time. Miss Maudie is a major character in the book; what is the APS for not introducing Miss Maudie until Ch 5? As Scout grows older, she begins to learn more. Miss Maudie is shown only later because she teaches Scout that the rumors aren’t all true about the Radley’s and learning this, Scout gradually learns more as the story progresses. Miss Maudie and Scout discuss the Radley family at length. What new information does Miss Maudie share that would encourage the reader to feel sorry for Boo? Which of Atticus’s lessons is Miss Maudie reiterating? Miss Maudie informs Scout that Mr. Radley was a foot washing baptist and that his strong religious beliefs may cause Arthur to stay inside to obey his father’s rules. Explain how the conversation and behavior on page 62 and 63 demonstrate Jem, Dill, and Scout’s innocence as children. Jem, Scoot and Dill’s conversation about Boo Radley shows their innocence and immaturity considering they’re scared of a man that they don’t even know and that they’ll listen to every rumor that they’ve heard. Ch 6 How does Jem lose his pants, and how does he get them back? Jem loses his pants while trespassing through the Radley’s house. He gets them back in the middle of the night by himself and he sees that they are sewn back together by somebody. (That somebody is Arthur Radley but he doesn’t really know that). What does the connotation of the word “fatal” tell us about Southern culture during this time (Lee 73)? The connotation of fatal represents the seriousness and grim reality of southern culture. There are many harsh social and racial division in the town. Why is Jem willing to risk being shot on page 75? Use a quote from 75 to prove your point. Jem is willing the risk of being shot because of his strong sense of pride and doesn’t want to let down Atticus so he goes to retrieve his pants. The quote, “Atticus ain’t ever whipped me since I can remember. I wanta keep it that way.” This shows how he doesn’t want to lose his respect from Atticus and dares to keep his strong reputation. Ch 7 What evidence is there that Scout is applying the moral lessons Atticus is teaching her? Atticus teaches them to see things from other people’s point of view. This is applied when Scout receives the gifts from Boo and she starts to realize that he is more kind and thoughtful compared to the rumors. Why does the author choose to put the conversation about Jem’s pants being sewn and folding on the same page with the conversation about the items being left in the tree? What does this relationship suggest (APS)? These two kind acts of Boo Radley goes to show just how much he is a Jesus Christ Figure by being kind to the kids and he is very protective and loyal. This character development shows the kids new understanding of Boo and that the rumors may not all be true. Immediately after the gray twine, what do Jem and Scout find in the tree, and what does this tell the reader about whom the items are being left for? Jem and Scout find two cravings of soap that represent two children. This gift shows how Boo has an affection and kindness to the kids and their friendship begins to grow. Describe the quality of the items left in the tree and what this suggests about the secret admirer’s purpose in leaving them. The gifts include gum, ball of twines, 2 special pennies, spelling bee medal, a pocket watch and two soap carvings. These all represent the general thoughtfulness and generosity of Boo and the trust that he gives to the kids. After the children talk to both Mr. Radley and Atticus, what can the reader infer about the hole being plugged up? The plugged up tree represents Mr. radley’s continued mistreatment of Boo and also his loneliness and isolation for the real world. He is unable to make further connections with the kids. What does Jem understand at the end of Ch 7--which leads to him crying--that Scout does not understand? Jem makes connections and alludes to the idea that Boo Radley was the one putting gifts in the tree and fixing the pants. Jem has empathy for Boo and his loneliness and isolation that he suffers. Is he a good father ? YES NO Atticus Teaches his kids many lessons He is honest and respects Teaches Scout many different lessons and helps her reading. - - Dad from “Distillation” He may subject his kids to hatred from the town. Neglects social norms for kids to “fit in” - - Atticus - - - Dad from “Distillation” - - - Ch 8 It hasn’t snowed since 1885. What is the APS for having snow in Ch 8? Foreshadows change to come in Maycomb. Sybolizes new opportunity for Jem and Scout since they never experienced snow. Explain the foil of the children and Miss Maudie’s reactions to the snow. The Children are more excited for the snow to come while Miss Maudie is concerned and worried about its danger to her flowers and garden. How does Harper Lee attempt to lighten the mood for her readers in contrast with what is happening to Miss Maudie in this chapter (APS)? Give two examples. Despite the sadness of Miss Maudie losing her home, her witty remarks like saying she always wanted a smaller house and already planning for her future brings light to the dark situation. The behavior and words Atticus and Jem use in this chapter provide some detailed characterization. Provide two indirect characterizations about Atticus and two about Jem. Atticus is wise and protective. He is also thoughtful and an effective parent. He shows concern for Boo. Jem is maturing and developing more empathy when offering Miss Maudie help and he is protective of others feelings. He has concerns for Boo’s privacy and any of his potential consequences. What risk does Boo take during the fire, and why does he take that risk? Boo takes the risk of leaving his own house, drawing attention to himself and getting in trouble with Mr. Radley when he goes to put a blanket over Scout because he cares about the kids and wants to protect them. Give indirect characterization for Miss Maudie at the end of Ch 8. Miss Maudie is resilient and focuses on positive things even when her house has just burned down. Miss Maudie is humorous when she makes witty comments. Ch 9 Why does Scout get in a fight with Cecil Jacobs? Scout fights Cecil because he insults Atticus. Cecil Jacob makes fun of Atticus because Atticus is defending a black man. What evidence is there that Scout is good at arguing? Use a quote from page 99-100 or 113-114. The quote “Then why-” on pages 99-100 shows how Scout wants to challenge Atticus on his decisions. This shows how Scout is good at arguing with her curious mind and interest in complex issues. Why does Atticus agree to defend Tom, and how does this add to the reader’s understanding of moral education? Atticus agrees to defend Tom because of his own personal values. He wants to keep equality and justice for all, regardless of race. Defending him will prove this to the town. What is Scout’s tone toward Aunt Alexandra and that branch of the family tree? Provide a quote to support your answer. “Somewhere, I had received the impression that Fine Folks were people who did the best they could with the sense they had, but Aunt Alexandra was of the opinion, obliquely expressed, that the longer a family had been squatting on one patch of land the finer it was." This quote shows how Scout thinks Aunt Alexandra has a very traditional mindset and wants to maintain her reputation and family name like everyone else at the time. Explain how Aunt Alexandra and Uncle Jack differ from Atticus. Provide a quote for each character. Aunt Alexandra and Uncle jack are more focused on their social status and class while Atticus focuses on moral principles rather than his social status. There is a lot in this chapter about Atticus as a father. Provide two examples of indirect characterization for Atticus as a father using quotes. "When a child asks you something, answer him, for goodness' sake. But don't make a production of it. Children are children, but they can spot an evasion quicker than adults, and evasion simply muddles 'em." This shows how Atticus respects the kids and shows his general respect for all people. "But I never figured out how Atticus knew I was listening, and it was not until many years later that I realized he wanted me to hear every word he said." This quote shows how Atticus has a deep care for the kids and wants to hear out for what they have to say. What occurs between Jack and Scout? Is it appropriate? Why or why not? Jack punishes Scout for fighting with Francis without hearing her side of the story. This is inappropriate because it goes against her own father’s morals and doesn’t allow for Scout to be heard. What is ‘“in store for her these next few months’”? Increased racial tensions, potential harassment, and exposure to racist language and opinions. Explain the court case between Tom Robinson and the Ewells. How did it come to Atticus that he is Tom’s lawyer? Tom is accused of raping Mayella. Atticus was appointed by the court to defend him and Atticus willingly takes it. What is ‘“Maycomb’s usual disease’”? Racism and prejudice. Ch 10 On page 119, Atticus tells Scout ‘Shoot all the bluejays you want, if you can hit'em, but remember it’s a sin to kill a mockingbird’ (Lee 119). What is Miss Maudie’s explanation about Atticus's comment. Miss Maudie emphasizes the innocence and harmlessness of the birds. Explain the incident with Tim Johnson, the rabid dog. Make sure to include Atticus’s role with the rabid dog and how Jem is impacted by this event. A rabid dog raises danger in Maycomb. Heck Tate is too scared to shoot the dog so Atticus shoots it for him. This makes Jem learn how Atticus is a brave hero and he gains more respect for him. Ch 11 The kids have been insulted by others before; why is the comment Mrs. Dubose makes the one that Jem loses control over? Mrs. Dubose says, "Your father's no better than the [black people] and trash he works for!" Do you agree or disagree with Jem’s punishment? Explain why. I agree with Jem’s punishment because in the end it eventually helps Mrs. Dubose heals from her morphine addiction. This punishment teaches Jem to care for people who may think differently than him. What lesson is Atticus trying to teach Scout on page 139-140? What might this foreshadow? Atticus teaches Scout the importance of empathy and understanding. He teaches her to look at others from their point of view and take thought of their backgrounds and situations. Give 2 examples of connotation from page 142 and explain them. “Old hell-devil” carries a negative connotation to Mrs. Dubose’s personality. This shows how Scout and Jem don’t like Mrs. Dubose. “Bravest person” is used as a positive connotation to describe Atticus’s point of view on Mrs. Maudie and he has empathy for her struggles and appreciates her willingness to battle and get away from her troubles. What is the description of Mrs. Dubose? What is your mood when reading it? Mrs. Dubose is seen as sick, mean and racist. The descriptions of her drools and gross sickness makes me cringe alongside her racist comments and hate towards the kids. This makes me have little to no empathy for Mrs. Dubose even when Atticus does. What is Scout’s tone throughout chapter 11? Throughout chapter 11, Scout is constantly anxious and fearful with Mrs. Dubose’s unpredictable behavior. She is also frustrated that she has to care for his racist remarks as punishment. At the end of the chapter, the reader understands why the kids read to her. Explain why, what happened to Mrs. Dubose at the end, and Jem’s reaction to it. At the end, Mrs. Dubose dies after a long morphine addiction. Jem is frustrated because he didn’t like her but the flower Mrs. Dubose gives symbolizes the respect she had for Jem. PART TWO Ch 12 Describe the changes Jem is experiencing in chapter 12. What can account for these changes? He is growing and becoming more mature by taking some control over protecting Scout. He spends less time with Scout and even tells her to act more like a lady which may come from Aunt Alexandra’s beliefs rubbing off onto him. Why is Calpurnia fussing over the kids before church, and what is Calpurnia worried about? Calpurnia is protective over the kids and concerned for them. She is aware of the racial tensions in Maycomb and bringing the children to a black church would bring negative reactions. She wants Jem and Scout to act appropriately to not cause any problems. Discuss Calpurnia’s dialect change (how she talks), and how does she explain it? Calpurnia’s two different dialects show how she is in 2 different universes and she must live with them in separation. Discuss how First Purchase is different from Scout and Jem’s church. Give at least 3 ways it is different. The first purchase church is different in the ideas that it is less furnished, different worship style and strong community connections. What is the Tom Robinson case about that Atticus is trying to win? Atticus wants to prove that Tom Robinson is innocent. He wants justice and equality for Tom. List at least three things the children learn about Calpurnia that day. The kids learn that Calpurnia seems to have two different identities, she has a deep connection with the community at church and that Calpurnia taught her son Zeebo to read. Ch 13 Who has come to live with Finch family, whose idea was it, and why is she there? Aunt Alexandra thought it was a good idea for her to come live with the Finch’s while Atticus is on trail. She wants to teach the kids lessons and promote feminine influence on scout. What is the tone concerning this visitor? Explain your answer using a quote. "Put my bag in the front bedroom, Calpurnia," was the first thing Aunt Alexandra said. "Jean Louise, stop scratching your head," was the second thing she said. These quotes show how she is very strict, racist and bossy to the people that welcome her into their house. Explain the double meaning behind this phrase by Atticus, “‘I can’t stay here all day with you, and the summer’s going to be a hot one.’” This quote describes the rising tension in Maycomb as well as Jem and Scouts growing maturity as they grow older and need to become more independent. How is Aunt Alexandra received by the town? Give a quote to support your answer. "Aunt Alexandra gets a warm welcome into Maycomb from everyone in the neighborhood; people make her cakes, she goes on coffee excursions with them, and has already established herself as a fixture of the town's social society". Aunt Alexandra is already accepted into their society and gets along well with all the southern women that gossip. Characterize Aunt Alexandra. Aunt Alexandra is racist, feminine, likes to gossip, has strong family reputations and is very bossy. Atticus, Jem, and Scout oppose Aunt Alexandra’s idea of heredity. Explain how all three of them think differently than she does. Remember how important ancestry is in the South (and even how important it was at the beginning of the book when we were introduced to Maycomb). While Atticus, Jem and Scout believe they can live in a different universe than everyone else and sees people for who they are, Aunt Alexandra believes in strong family reputations and believe their background goes with how they are expected to act and be received in society. What does Aunt Alexandra think of how Atticus is raising Jem and Scout? Aunt Alexandra is bossier than Atticus. Atticus lets the kids explore and think freely while Aunt Alexandra wants them to conform to society's expectations and grow up to be what she wants them to be. What is Atticus trying to get across to Jem and Scout at the end of the chapter, and what evidence is there that he doesn’t believe the point he is trying to make? Atticus tries to teach the kids of determination and courage. Though Atticus takes a case on a black an, he is determined in winning and defending him even when the whole town may be against him. If Aunt Alexandra fits in with Maycomb better than Atticus, could her positive connection influence the case? Explain your opinion. Aunt Alexandra's social standings in Maycomb’s society may be helpful for her to influence or sway opinions for them to side with Tom Robinson. Ch 14 Does Scout know what rape is? In your opinion, does Atticus tell her? Explain your answer. "carnal knowledge of a female by force and without consent" is what Atticus tells scout when she doesn’t know what rape is. Although Scout is curious, Atticus know that he wants her to protect her innocence and keep the information appropriate. In the beginning of chapter 14, Atticus and Aunt Alexandra have a disagreement. Explain the two things they disagreed about, and how it ended. What do you learn from this discussion regarding the difference in beliefs between Atticus and Aunt Alexandra? They argue about Cal’s role in the family and whether she should leave or not. They also argue about the children's exposure to racial issues, whether Atticus is sharing too much or not. They differ from beliefs or racial equality and social norms of different universes. Has the relationship between Jem and Scout changed or not since the beginning of the story? Explain your answer. While Jem is still very protective of Scout, Jem and Scout start to distance themselves from each other because Jem is growing more mature than her. Jem going through puberty, he becomes more moody and responsible for his actions. He doesn’t want to play childish games with Scout anymore. Explain the reason Dill gives for running away, and then explain why he really left. How is the relationship Jem and Scout have with Atticus and Calpurnia different than Dill’s experience? Dill claims his stepfather locked him in a basement but he later confesses that he felt neglected and unloved by his mother and stepfather. Jem and Scout seem to have more care from Atticus and Cal than does Dill with his parents. What seems to separate Jem from Dill and Scout? (Jem “broke the remaining code of our childhood” (Lee 187-188). Jem seemed to grow more mature and responsible. Jem tells Atticus about Dill running away because he feels it his responsibility to. His morals start to grow as he decides to do what is right. Explain Atticus’s reaction when he finds out Dill is in his house. Is it good parenting? Explain your answer. Atticus allows Dill to stay and makes him feel comfortable. This shows Atticus’ empathy for Dill and need to protect people, making them feel safe. Ch 15 Who shows up at their house Saturday night, and what is the point of their visit (what are they worried about)? A group of the police and Sheriff Heck Tate show up to let know Atticus that they are bringing Tom into the jail in town and that there will grow more tension in town including the mob that comes to the jail. The men are concerned and want to help Atticus with protecting Tom. What evidence is there that Atticus’s opinion is different than even these “good” guys? Atticus is committed to defending Tom and defending the truth. His opinions also show is empathy for tom. What does Scout notice in town that indicates tension is building? There are a few examples; give one. Scout notices the mob around the building like a gala occasion. She notices how there is growing tension in the town and their prejudiced attitudes. Why is Atticus sitting in front of the jail? To protect Tom Robinson from the mobs of society. Describe the events with the mob the night before the trial. What are the mob’s goals? Who stopped them from happening? Make a connection and write a quote on your theme sheet. Mr. Cunningham, the Ewells, old sarum (white trash neighborhood) all meet by the jail in the motives to either kill Tom or Atticus. Scout talks to Mr. Cunningham about what he is interested in and talks about Walter. She says, “We brought him home for dinner one time.” Which shows the communion and trust that she brings to people that she may not get along with. She wants to gain the mobs trust as well instead of fighting. What evidence is there that Scout is maturing? While talking to Mr. Cunningham uses Atticus’ lesson of talking to people about what they were interested in, not about what you were interested in. Ch 16 In the morning, the Finch family has different reactions to last night’s events. Explain the tone of at least three characters. Scout was very upset about the night before and started crying. Aunt Alexandra was disappointed with the kids for sneaking out at night. Atticus is concerned for the kids and worried that the mob could’ve caused danger to them last night. Provide one sentence that has negative connotation and one sentence that has positive connotation both cited correctly in the space below. Underline the connotative words. “...the night’s events hit me and I began crying.” Shows a negative connotation and impacts of the town’s racism on an innocent and free mind. “Jem was awfully nice about it…” Shows that Jem is always by her side and wants to help protect her. How does Atticus explain Mr. Cunningham and the others’ behavior to Scout, so she can understand it? How does Atticus feel toward these men? Explain your answer. Atticus explains to the children that they are still human and it doesn't change the fact if they're in a mob or not. Atticus puts himself in others' shoes in order to understand how they feel. He shows empathy for others who don’t agree with him. Why does the night’s events provide Atticus with some hope about the trial? After the mobs, Atticus sees that people like Mr. Cunningham is a good person with blind spots and gives him hope to change others' minds in order for them to see reason and fairness for Tom. Why does Harper Lee have Jem describe all the neighbors to Dill as they pass by the house? (What is her APS for doing this)? Jem describes all the neighbors to Dill in order to show around the setting of Maycomb and reveal social dynamics in the town of different social status families. Who is Dolphus Raymond and what is his story? Provide at least two details. Wealthy white man in Maycomb from an old and respected family. He pretends to drink alcohol from a brown paper bag but it’s just coca-cola. His fiancee committed suicide after discovering he was having an affair with a black woman. He chooses to live with the black people and has biracial children. Page 213 is lighthearted with jokes toward the “foot washers” and Miss Stephanie. What would be the APS for these jokes at this point in the story? The joke at the end of the store provides tension relief despite the serious mobs. It shows Miss Stephanie’s humor as well. Explain how citizens of Maycomb think of “mixed children” according to Jem. Since this is a case between a black man and a white man, what is important to remember about race during this time period before the case starts? The citizens of Maycomb think of mixed children as social outcasts which shows the society's racist beliefs and bias. We are reminded again--for the third time--that Atticus was assigned to defend Tom Robinson. We knew this, but Scout didn’t. Why didn’t Atticus tell Scout and Jem this important fact? By taking this case, Atticus is showing the importance of standing up for what is right. He hopes to share these lessons to his kids in hopes they will learn good morals. Who do Jem and Scout sit with in the courtroom, and what is significant about this? Jem and Scout sit with Reverend Sykes on the colored balcony. This shows how the kids have learned some good morals from Atticus. The kids are showing not much racial prejudice the way Atticus wants it to be. Describe Judge Taylor and make a guess as to what kind of judge he will be for this case. Judge Taylor is older, sleepy, attentive, focuses on the facts, smokes cigars. He believes in equality much like Atticus. He appoints Atticus and delays the trail in order to give Tom a fair chance. There’s not much the judge can do about the jury’s opposing opinions. Ch 17 Mr. Heck Tate tells the court about Mayella Ewell’s injuries. What other point does Atticus try to make? What is his goal in pointing out this fact? Heck Tate points out that the injuries are on her right side of her face which suggests the attacker was left handed. Tom Robinson is disabled in his left hand. The Ewell family is what we would call “white trash” today. Describe how the Ewells live and eat as described on page 228. The Ewells live behind the garbage dump in a cabin. The family eats from the town dump daily. They hunt and trap out of season to supplement their little food supply. Draw the foil below between the Ewell house and the African American neighborhoods described on pages 228 and 229. Ewell house African American houses Behind a garbage dump Roof made from tin cans Yard is like the playhouse of an insane child Past the dump yard Neat and snug cabins Delicious smells of cooking Reflects pride beside poverty Review your answers for numbers 95 and 96. Why are the Ewells “better”? The Ewells are depicted as better to society because of the universe that they are in. They are white and they are racist just like the majority of Maycomb which makes them gain the support of others in town. Atticus tries to bring up the fact that nobody called a doctor. What is Atticus trying to say about Mr. Ewell if he didn’t call a doctor and Mayella was beaten up? That Mr. Ewell doesn’t care for Mayella. He’s not concerned for her. The injuries may not be as severe as she claims. What point is Atticus trying to make if Bob Ewell is left-handed, and Mayella was beaten on the right side of her face? Atticus is trying to prove that Bob Ewell beat up Mayella . Ch 18 Characterize Mayella. Give at least three details. Mayella is 19, the oldest of 7 siblings. She is lonely and isolated. She is a victim of poverty and ignorance. Summarize Mayella’s account of the rape. Mayella claims Tom came to chop up the wood and Mayella was going to pay him. She says Tom choked her and she ended up on the floor. Why does Atticus ask Mayella several questions she already went over and pretend to have forgotten her answers? (What is the play he is trying to make?) Atticus is trying to expose Mayella’s inconsistent answers and make her uncomfortable enough to confess the truth. What are readers (and the courtroom) able to determine about Mayella’s homelife? Give at least three details. She is very poor and lives in a run down house, she is very lonely and doesn’t have many people to talk to. She seems to take on a caretaking role in her family, being the oldest in the house with 7 kids and her mother dead, she has to take care of all her siblings. Why does Atticus make such a big deal about Tom beating, choking, and raping Mayella before having him stand up? What point is he trying to make? Atticus makes this point to emphasize Tom’s physical incapability that makes it hard for him to actually beat up Mayella. His damaged arm from the cotton gin leaves him with a left hand that is not able to function properly. What are the flaws in Mayella (and Mr. Ewell’s) testimony if Tom really was the man to beat, choke, and rape Mayella? In other words, why don’t their facts fit with Tom being the one to do it? Give at least two reasons. Mayella gives an inconsistent testimony saying she doesn’t remember if Tom hit her then changes her mind to say that he did. Mayella claims she screamed but none of her siblings heard her. Tom’s testimony claims that Mayella invited him in and tried to seduce him. Additionally during the trail, Mr. Ewell looks at Mayella repeatedly for signs of approval. Which questions does Mayella not have answers for on the bottom on page 250? Why? What point is Atticus trying to make? Mayella doesn’t have answers to why the other children didn’t hear her screams, where the other children were and if they were at the dump. Ch 19 Why does Atticus let Tom admit he has been in trouble with the law before? Admitting Tom has been in trouble with the law before proves Tom’s honesty and willingness to tell the truth. This lets Tom become an open book for the judges and jury to help deepen their understanding of Tom. In what important ways does Tom’s testimony of what he was doing, when he was doing it, and how often he was doing it stand in direct opposition--exact opposite--to Mayella’s? Give three examples. Mayella says that Tom has only visited once while Tom says he has visited numerous times. Mayella says that Tom chopped the chiffarobe on the same day as the assault but Tom says he had chopped up the chiffarobe the previous spring. Lastly, Mayella says she promised Tom a nickel while Tom says she offered him half a nickel that he refused. Describe Scout’s tone toward Mayella on page 256-257, and explain the comparison she makes? Scout realizes Mayella must be very lonely and sad. She thinks that Tom must have been the only person that has ever shown her kindness. Scout is empathetic towards Mayella and this emotion and shows her growing maturity and the ability for her to step inside others shoes. Describe Scout’s tone regarding Tom’s testimony. Scout is empathetic towards Tom and realizes that he is an innocent man. She is realizing the injustice that Maycomb has. When Tom Robinson takes the stand, what is his defense for being on the Ewell’s property to begin with? Explain both his and Mayella’s behavior while he is present on the property. Tom says that he passes the Ewells house on the way to and from work. Mayella asks him for help around the house. On the day of the alleged incident, Mayella had asked him to come inside to fix a door even though there was no door to be fixed. What is the “predicament” that Scout mentions on 261? (We would call this a “double edged sword” or “damned if you do; damned if you don’t.”) Scout mentions Tom’s impossible situation with Mayella. She realizes if Tom physically hurt mayella to defend himself or escape her advances, he would have been killed for the assault of a white woman. If he would have run away instead, he would have appeared guilty and accused of rape. No matter what he does, the outcome would have been negative due to racial prejudices. After listening to both sides of the Tom Robinson’s case, write down the strengths of each lawyer’s arguments (do at least three each): Atticus’s Arguments Mr. Gilmore’s Arguments -He exposes the inconsistencies -Highlights physical evidence and Tom’s impossible actions -He presents an alternative explanation that Bob Ewell would have hurt Mayella -emphasizes toms physical strengths and ability to perform manual labor -Brings up past convictions of Tom’s record. -Use of racial prejudices that agree with the jurys belief as well as the rest of Maycomb. Why do Scout and Dill have to leave the courtroom? What does Dill understand that Scout does not? Scout and Dill have to leave because Dill begins to cry loudly during Mr. Gilmer’s cross-examination of Tom. Dill is upset from Mr. Gilmer’s hate, he notices the disrespect that Mr. Gilmer gives Tom by calling him “boy”. Dill knows Mr. Gilmer will sway the jury. Ch 20 What does Mr. Dolphus Raymond reveal about himself to Scout and Dill? Explain the reasoning behind his revelation. Mr. Dolphus reveals to him that he is not actually alcoholic and he just drinks coca-cola. Why does Mr. Dolphus Raymond think Dill is crying but that in a few years he won’t cry any more? What does Scout have to say on the topic? Mr. Dolphus suggests his instincts have caught up as he gets older. He’ll become desensitized to the racial discrimination. When Scout and Dill return to the courtroom what information does Jem greet them with? Jem lets them know that Atticus has begun his closing remarks. That Atticus has gone over the evidence and that he believes Atticus will win the case. During his closing argument, there are several “firsts” that Atticus does which shock Jem and Scout. List at least 2 and explain why he does them. Atticus removes his coat and unbuttons his collar and vest. He does this to demonstrate the immense pressure he is under. Additionally, Atticus begins to sweat which he usually doesn’t do. This shows the emotional toll the trial takes on Atticus. Quote the part of Atticus’s closing statement that affected you the most and explain why. "In our courts, all men are created equal. I'm no idealist to believe firmly in the integrity of our courts and of our jury system. That's no ideal to me. That is a living, working reality!" This quote emphasizes Atticus’s strong beliefs in justice and equality. Ch 21 How does Atticus find out the children are present at the trial? What does he demand they do when he finds out? Atticus sees the kids sitting in the colored balcony when he turns to leave after his closing statement. He tells them they might as well stay since they already have heard all of the court case so far. What is Jem’s opinion on what he thinks the verdict will be and why? Jem believes that Tom is innocent. Jem is immature to realize that the jury will make Tom innocent as well. Jem trusts Atticus in defending Tom as well. There is a flashback to the shooting of the dog in this chapter. Explain the APS for Harper Lee inserting it while they’re waiting for the verdict (what’s the comparison she’s trying to make for us). The scene of Atticus shooting the dog and now defending Tom Robinson parallels the idea that Atticus is a hero to the town and is able to defend the innocent people of Maycomb. What was the verdict? Who was caught off guard by it? Why? The verdict states that Tom is guilty from an all white jury. Jem was caught off guard because he knew Tom was innocent. Why is the balcony standing when Atticus leaves? The balcony, which is full of African Americans, were required to sit but with the guilty verdict they stood up for Atticus’s commitment to justice for Tom which was rare for a white man. It symbolizes their appreciation for him. Ch 22 It can be argued that one of the children loses his/her innocence at this point in the story. Describe whose loss of Innocence occurs at the end of Ch. 21 and beginning of Ch. 22. Jem loses his innocence at the end of the chapter from the loss of faith in people and determining what is justice. He realizes how people can have racist prejudice. Atticus says, “‘Tell them I’m very grateful,’ he said. ‘Tell them -tell them they must never do this again.’” Explain the context of the quote/why is he saying it? Atticus says this in the response to the gifts of food left by the African Americans. This shows their appreciation for him and the fact that they trust him.He is also concerned for their welfare as well saying he knows times are hard. Describe Miss Maudie’s interactions with the Finch children. Why is she talking with them and caring for them? Summarize what points she is trying to make and what progress she thinks is being made. She invites the kids over to have cake with her. She provides comfort and support for them after the trials. She recognizes Jem’s maturity and helps the children understand the world from a mature perspective. Miss Maudie states that Judge Taylor was one of the people in the town that helped Tom Robinson. Explain why she thinks this. Judge Taylor selected Atticus, knowing he would be the best defender. When judge taylor is usually informal, he was very strict in this case trying to give Tom a fair trial. What is the danger at the end of chapter 22? The danger comes from Bob’s threat against Atticus and his family. Bob spits at Atticus at the post office and says he’ll get him if it takes the rest of his life. Ch 23 129. Describe what happened between Mr. Ewell and Atticus and how Atticus uses it as another opportunity to impress upon the kids his lesson of standing in someone else’s shoes? Bob curses and spits on Atticus. Atticus remains calm because he looks at Bob’s point of view knowing he exposed his lies in court and accused him of beating his daughter. 130. Should Atticus, Aunt Alexandra ,and the children be afraid? Why or why not? Atticus says they shouldn’t be afraid because Bob got it all out of his system but Aunt Alexandra says the children should be protected. 131. What is the status of Tom Robinson’s case in chapter 23, and what is Atticus’s plan moving forward? Tom has been transferred to another prison in another county. An appeal process in underway for Tom’s case. Atticus plans to appeal through the court system. 132. Describe the jury as Atticus sees it (both its pros and cons/the way it works). Why did this jury find Tom guilty, and what are some important details regarding at least one important member of the jury including this quote from Atticus: ‘This may be the shadow of a beginning’ (Lee 297). The jury took a long time to reach a conclusion which may be the beginning of something new in the court but they still are affected by the racial prejudices in society. 133. Write the quote describing Atticus’s lesson regarding cheating a black man. "As you grow older, you'll see white men cheat black men every day of your life, but let me tell you something and don't you forget it - whenever a white man does that to a black man, no matter who he is, how rich he is, or how fine a family he comes from, that white man is trash." 134. What is the difference between Aunt Alexandra’s and Atticus’s viewpoint on family that is undesirable? Aunt Alexandra emphasizes family heritage and social status as defining characteristics while Atticus values individual character and actions. 135. Why does Scout think there are different kinds of people in the world; explain her reasoning. Also explain Jem’s explanation for why Boo Radley never comes out of his house? Scout is maturing and realizing there are different types of people in this world. Jem thinks that Boo may simply prefer the safety of his own home instead of the outside world. Ch 24 136. The ladies are having a church-like meeting with Aunt Alexandra. One of the items up for discussion is the Mrunas, an “unfortunate” tribe of people in another country living in ‘poverty….darkness...sin and squalor’ who need the help of the church and Mr. Everett to help them. Scout thinks Mrs. Merriweather is the most devout/holy person in Maycomb. Prove Scout wrong; show the irony of Mrs. Merriweather and most of the ladies at this Bible study. (Pages 308-310) Mrs. Merriweather’s apparent devotion is ironic because of her hypocrisy. She has selected compassion and shows little empathy for African Americans in her community. She has racist ideals and fails to practice the kindness of christ. 137. Give an example of the ugliness of the time period and beliefs of these Southern “ladies” in regards to the Black families that live nearby and even work for them in their kitchens. The ladies during the time have poor treatment towards black families and though they are supposed to be seen as dainty and kind, they are hypocrites to their ideas for not liking everyone. 138. Who is the ‘misguided people in this town’ that Mrs. Merriweather is alluding to (Lee 312)? What are your thoughts on this especially considering where the meeting is taking place? Who stands up to defend these ‘misguided people’? She refers to people who support racial equality as misguided, like Atticus and his family. It’s rude for her to say this is the house of someone related to Atticus. Miss Maudie stands up to defend these people and expresses her belief in equality. 139. What message does Atticus interrupt the women’s meeting to bring to Aunt Alexandra and Calpurnia, and how did it happen? Atticus interrupts the meeting by saying that Tom had been shot and killed while trying to escape from prison. 140. The chapter ends with “After all, If Aunty could be a lady at a time like this, so could I” (Lee 318). What does this show about Scout? Scout is maturing and feels the need to conform to the society that the people around her are in. She is accepting the social expectations of her time. 141. What is the APS behind Harper Lee putting this chapter in the book? OR What is the APS for the ending of the chapter where Scout’s narration is very hard to follow? The author is highlighting the hypocrisy of the town and women specifically. She also wants to point out Scouts perspective of the situation. She is realizing the harsh realities of her society and what she needs to do in order to fit in with the expectations. 142. Is Scout maturing or not? Explain your answer, and record two quotes in your yellow packet. "Aunt Alexandra looked across the room at me and smiled. She looked at a tray of cookies on the table and nodded at them. I carefully picked up the tray and watched myself walk to Mrs. Merriweather. With my very best company manners, I asked her if she would have some." and "After all, if Aunty could be a lady at a time like this, so could I." Shows that Scout is maturing and through the acceptance of her Aunt, she follows with modeling after her. She wants to be like her aunt and the other women she hangs out with. Her changing identity shows her changing maturity and social intelligence. Ch 25 143. What connection is Lee trying to draw between the Mockingbird lesson and the scenario with the bug in chapter 25? How do Scout and Jem respond differently? Which theme sheet page could this scenario be added to? Add it! Scout is about to step on the roly poly but Jem stops her. This symbolizes them both learning to protect innocent beings and both of their individual moral growths. They learn this lesson from Atticus to protect innocent people. 144. Explain how different characters react to the news and details of how it happened. Provide at least three different characters or groups’ reactions. Atticus shows deep sadness and frustration. He wanted Tom to hang on a little longer but he didn’t have as much hope as Atticus. The town of Maycomb only cared about the news for 2 days then moved on showing from their unjust beliefs that they don’t care. Lastly, Mr. Underwood, the newspaper editor reacts with anger and outrage. He writes about the senseless slaughter of songbirds to symbolize that Tom was innocent. Ch 26 145. What evidence is there that Scout is growing up? Provide a quote to support your answer. “I tried to climb into Jem’s skin and walk around in it.” This quote shows how Scout is maturing to look at the perspectives of different people and growing empathy for them. 146. What does Atticus reveal to Scout at the start of ch. 26? (Page 325) Do you agree or disagree with this parenting? Explain. Atticus reveals that he has been re-elected to the state legislature and he was aware of Jem’s invasion of the Radley yard. I like Atticus’s parenting style because he is very open with his kids and encourages their independence to figure out what is right for their own moral well being. He builds trust with his kids. 147. How does the town treat Atticus and the children now that the trial is over? Make a connection to Scout’s comments on the treatment Atticus receives. Many people like Bob disapprove of Atticus’s defense of a black man while the African American community supports and trusts Atticus for acting as a town hero for Tom. Scout is confused why people are so negative towards Atticus. 148. Why is Scout so confused about the explanation Miss Gates gives about the persecution of Jews by Hitler? What are we to understand about Miss Gates, Mrs. Merriweather, other ladies, and the majority of the town in general? Scout is confused why Miss Gates is shaming Hitler for inequality to Jews when she is also showing the same inequality to African Americans. This goes to show Miss Gates and the other women are hypocrites and show selective prejudice. They lack self awareness and the ability to recognize their prejudices. Ch 27 149. List the three strange things that happened in Maycomb that fall. Bob Ewell gets a job but then loses it, Judge Taylor experiences a break in at his home, and Bob harasses Helen Robinson on her way to work. 150. What does Mr. Link Deas do for Helen Robinson? Why? Mr. Link, Helen’s employer, threatens to have Mr. Ewell arrested if he doesn’t leave her alone. 151. What is Atticus’s explanation as to why Mr. Ewell would have a problem with Judge Taylor? Atticus explains that Bob didn’t like Judge Taylor because the Judge saw right through his lies during trial. Judge Taylor additionally pointed out that Bob was left handed which went against his claim. 152. What are the two changes in Maycomb that Halloween and why do they occur. They organize a pageant, fair and they introduce a school play by Mrs. Merriweather. This helps keep the kids occupied and out of trouble as well as to showcase local heritage. 153. Draw a picture of Scout’s costume, and list the discomforts of her costume? Her costume is a ham. There are two peepholes for her eyes but she isn’t able to see much. The costume is hot, tight and restricts her from moving. It is difficult for her to itch. Ch 28 154. Use a quote to give at least one example of foreshadowing that happens at the end of Ch 27 or the beginning of Chapter 28. "High above us in the darkness a solitary mocker poured out his repertoire in blissful unawareness of whose tree he sat in, plunging from the shrill kee, kee of the sunflower bird to the irascible qua-ack of a bluejay, to the sad lament of Poor Will, Poor Will, Poor Will." This shows a foreshadow of the attack there is to come. The blue jay symbolizes Bob. 155. Explain the tone of the pageant and how Scout embarrasses herself. The tone of the pageant is at first festive but then shifts to discomforting. Scout embarrasses herself by falling asleep backstage and missing her cue. She keeps her ham costume on to hide from any shame. 156. Use a quote to show how Harper Lee creates suspense as Jem and Scout are walking home from the school auditorium. (pages 348-349) The quote “solitary mocker” brings a dark mood and suspense as someone is watching the kids as they are walking home. 157. Describe the events that happen between the schoolhouse and Finch home, how the fight went, who did what etc. And why don’t we have clear details as to who did what? (APS) Provide at least 5 details of the play-by-play. Scout and Jem are attacked by Bob while walking home. They hear strange noises, Bob grabs Scout, Jem’s arm breaks, Boo appears to save the children. We don’t have a clear story as to what happened because we are in Scout’s perspective where she isn’t able to see much out of her costume. 158. What comic relief is provided for us between Auntie and Scout on page 354 while they wait for the doctor? Aunt Alexandra helps Scout out of her ham costume. Relieves tension built from the attack, highlights scouts still innocence and shows a soft side of Aunt. Ch 29 159. Find the quote that supports what would have happened to Scout had she not been wearing the pork costume. "As Scout tells everyone what she heard and saw, Heck Tate shows her costume with a mark on it where a knife slashed and was stopped by the wire." Scout would’ve been attacked by a knife and seriously hurt. 160. What is Heck Tate’s opinion of Mr. Ewell? Heck Tate doesn’t like Bob. He thinks he is a coward and crazy to harm children. 161. Describe the man who rescued the children. Who did it turn out to be? The man that saved the kids was Boo Radley. Scout describes him as having pale, colorless eyes and feathery hair. Ch 30 162. Who does Atticus think killed the person who attacked Jem and Scout? Support this idea with a quote. Atticus first thinks that Jem killed Bob. "Atticus was prepared for his son to go to trial. Then Mr. Tate informed him that it was Boo Radley who killed Bob Ewell." Boo was the one that actually killed him. 163. Explain the argument between Atticus and Sheriff Tate and how it ends including the quote, ‘Let the dead bury the dead this time, Mr. Finch. Let the dead bury the dead’ (Lee 369). They try to figure out how they should handle Bob’s death. They want to protect Boo from unwanted attention and allow a form of justice because Mr. Ewell’s bad reputation. The quote suggests that they should let the matter rest and the acts balance eachother out. 164. Who really killed the attacker? Why is Mr. Tate willing to cover this up? Provide two reasons. Boo had killed Bob. They want to protect Boo from any attention and provide justice considering there would be balance from Bob’s past actions. He basically got what he deserved. 165. At the end of chapter 29, Scout is able to apply a lesson Atticus taught her. What is the lesson, and how does she apply it? "You never really understand a person until you consider things from his point of view... Until you climb inside of his skin and walk around in it." This quote Atticus taught her to be mindful of others. She applies this when she goes up to Boo friendly. She sees him as a real person and not just a rumor. Ch 31 166. Describe Boo’s personality, the only words he speaks, and what we learn/confirm about him in this chapter. How does Scout respond to him? The only words Boo says is Will you take me home and this shows how he is still shy and wants to stay in the comforts in his own place. He prefers solitude but still has a kind heart. Scout offers to take and walk him back home. 167. At the very end of the book, what makes Scout realize “Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them” (Lee 374). Scout is standing on Boo’s porch and sees everything from his point of view. This shifts her perspectives and sees how Boo may view Maycomb as. 168. In chapter 10, Miss Maudie explains that Mockingbirds ‘don’t do one thing but sing their hearts out for us’ (Lee 119). Make a connection between this quote, the title, and the characters in the story who were innocent. This quote is an example of destroying innocence. Tom, Boo, Jem and Scout are seen as innocent like mockingbirds. Society’s prejudices and cruelty threaten or destroy their innocence. 169. Return to the first page of the novel. Revisit why you believe Lee would choose to start the story this way. Also take a look at the dedication page and comment on it here: The mention of Jem’s injury shows as a foreshadow of the physical and emotional challenges he will face. ok
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