Active learning ideas
This topic moves from the individual to the group, exploring how the presence of others fundamentally changes our behaviour. Students investigate the concepts of status and power, and how these dynamics lead to conformity and obedience. Key studies, such as Zimbardo's prison experiment and Milgram's obedience study, are analysed for their findings and their significant ethical controversies.
Activity 01
In a small group task, one student is secretly asked to consistently disagree with a clear majority opinion. The class then discusses how the 'dissenter' felt and how the group reacted to the pressure.
Why do people conform to group pressures?
Activity 02
Students debate whether the knowledge gained from Milgram's or Zimbardo's studies justifies the psychological distress caused to participants. They must use the current Australian ethical guidelines to support their arguments.
What factors influence obedience to authority?
Activity 03
Students identify a time they conformed to a group norm (e.g., fashion, slang) and discuss whether it was 'normative' (to fit in) or 'informational' (to be right) social influence.
How do status and power operate within groups?
A few notes on teaching this unit
Watch Out for These Misconceptions
Only 'weak' people conform or obey harmful orders.
Students often think they would be the 'hero' who resists. Using the results of Milgram's study, where 65% of ordinary people obeyed, helps students understand that situational factors are often more powerful than personality traits.
Status and power are the same thing.
Students use these terms interchangeably. A role-play activity where someone has high status but low power (e.g., a guest speaker with no authority) helps clarify the distinction.
Methods used in this brief
Attitudes, Stereotypes, and Prejudice
An investigation into the formation of attitudes, the cognitive processes behind stereotyping, and the social implications of prejudice and discrimination.
8 methodologies
Prosocial and Antisocial Behaviour
An examination of the factors that encourage helping behaviour and those that lead to reluctance to help, including the bystander effect.
8 methodologies