On December 7, 1941, Japan bombed Pearl Harbor. The next day, the United States and Britain declared war on Japan. Two months later, on February 19, 1942, the lives of thousands of Japanese Americans were dramatically changed when President Franklin D. Roosevelt signed Executive Order 9066. This order led to the assembly and evacuation and relocation of nearly 122,000 men, women, and children of Japanese ancestry on the west coast of the United States.

This is a collection of downloadable video clips on the theme of Movement of People and Goods, with guiding questions for students. Clips are drawn from the following PBS WIDE ANGLE documentaries: "To Have and Have Not" (2002), "Border Jumpers" (2005).

This course explores the social relevance of neuroscience, considering how emerging areas of brain research at once reflect and reshape social attitudes and agendas. Topics include brain imaging and popular media; neuroscience of empathy, trust, and moral reasoning; new fields of neuroeconomics and neuromarketing; ethical implications of neurotechnologies such as cognitive enhancement pharmaceuticals; neuroscience in the courtroom; and neuroscientific recasting of social problems such as addiction and violence. Guest lectures by neuroscientists, class discussion, and weekly readings in neuroscience, popular media, and science studies.

The movement of people and goods is an important part of the New York State Global History and Geography Curriculum. It is listed as one of the themes that are emphasized in the core curriculum. Students are expected to understand why people migrate and what the impact of migrations has been on people, nations, and regions. Recently, the PBS WIDE ANGLE documentary series created two programs that relate to the movement of people. 'Border Jumpers' (2005) documents migration between countries in Africa, and 'To Have and Have Not' (2002) deals with migration from rural to urban areas in China. By studying these two migrations, students can deepen their understanding of events and trends in Africa and China since World War II. A study of these two migrations can also provide students with a framework for reviewing other migrations included in the core curriculum and help students to prepare for possible thematic essays on the Regents exam. The purpose of this lesson is to show the reasons why people are migrating in Africa and China today and how these migrations are impacting those regions. In addition, students will be motivated to critically analyze national immigration policies and to consider the relevance of national borders in a world that is experiencing rapid globalization. As a culminating activity, students will outline a response for a sample Regents thematic essay question and will be assigned to write the essay for homework.

The Psychology Faculty is a new, free educational resource for secondary schools and especially those A-level students thinking about applying to University. We have a growing library of short, downloadable films of university lecturers speaking on topics from the A-level curriculum

This Guidance/Drama unit offers students the opportunity to identify prejudices and understand how certain character traits such as tolerance, respect, and kindness affect their choice of behavior. Since this lesson addresses sensitive issues, teachers should avoid situations that could be hurtful to individuals or groups. This unit can be adapted to almost any age group or ability level.

This course will introduce you to the concepts of social psychology, which focuses primarily on the individual's psychology as part of the group or society. Because humans are social creatures and almost invariably exist in a social context, social psychology deals with a huge range of aspects of human life, including love, attraction, aggression, helping behaviors (or altruism), and obedience. Upon successful completion of this course, students will be able to: Identify the specific areas of research interest within the field of social psychology; Read and understand articles pertaining to experiments and other empirical research in the field of social psychology; Outline the basic methodology, results, and impact of seminal research studies in social psychology (e.g., Milgram's study, Asch's study, Festinger's study, etc.); Explain how the notion of the 'self' contributes to cognitive processes in social interaction; Demonstrate an awareness of the main research findings in the area of social persuasion; Define the term 'attitude' and identify the mechanisms behind attitude change; Discuss the cognitive and affective theories/components linked to stereotypes, prejudice, and discrimination; Identify the basic properties of and factors involved in interpersonal attraction and the formation and maintenance of relationships; Demonstrate an awareness of the breadth and importance of social psychological research and its impact in the field of psychology. (Psychology 301)