1. Resources: See Social Influence folder in shared area for resources named in SOL.
Title of Unit – Social Influence
10 weeks of delivery (dependent on allocation)
Examination criteria:
AO1: Demonstrate knowledge and understandingof scientificideas,processes,techniques and
Procedures.
AO2: Apply knowledge and understandingof scientific ideas,processes,techniques and procedures:
- In a theoretical context
- In a practical context
- When handlingqualitativedata
- When handlingquantitativedata.
AO3: Analyse,interpret and evaluate scientific information,ideas and evidence,includingin relation
to issues,to:
- Make judgements and reach conclusions
- Develop and refine practical design and procedures.

2. Focus/ Name of topic-
Social Influence–
explanations of conformity
Lesson number
1
Learning Objective:
To be ableto:
Distinguish between types
of conformity
Outlinefactors affecting
conformity
Learning Outcomes:
Develop critical appreciation
of psychological research into
conformity, types of
conformity & explanations for
conformity
Key theorists/ terms
Internalisation
Identification
Compliance
Informational social
influence
Normative social
influence
Asch
SMSC
Spiritual - Givingpupilsthe
opportunity to explore values and
beliefs,and the way in which they
affect peoples’ lives
Differentiation
(highlight)
Gifted and Talented =
Blue
SEN = Green
Starter Introduction Development Plenary Homework
Guided discovery:Are there
different types of
conformity?
Students to compile a listof
examples of when they
have conformed – can they
think WHY they
conformed?
Students should discuss in
groups/pairs why they
conformed. Teacher
introduces idea of
compliance,identification
and internalisation.Students
then support their example
usingone of the types of
conformity.
Teacher explains the difference between the types of
conformity & the explanations for conformity using
resourcebooklet (availablefor HoD and on shared drive).
Students complete Samira exerciseon pg. 3 of booklet.
Feedback answers to whole group (AfL).
Students complete exercise on Emma, Sam and Grace
illustratingthatthey understand and can apply the
explanations and types of conformity to novel scenarios.
Teacher circulates to check understanding.
Based on what we have learnt
today, what do you think we
should study next? Why?
Students/Teacher discusswhat
evidence there is for these
explanations of conformity.
Flipped classroom–
students view Asch
experiment onlineatthe
followingweb link ready
for next lesson on
research into conformity.
https://www.youtube.co
m/watch?v=TrNIuFrso8I

3. Focus/ Name of topic-
Social Influence–research
into conformity
Lesson number
2
Learning Objective:
To be ableto:
Evaluate the research
supportfor the explanations
of conformity
Outlinethe aims,
procedures, findings and
conclusion of Asch’s
conformity experiment.
Learning Outcomes:
Describeand evaluate:
- research studies into
conformity
-explanations of conformity
Key theorists/ terms
Asch(51,55)
Lucas et al (06)
nAffiliators
Perrin and Spencer (80)
Group size
Unanimity
Task difficulty
SMSC Differentiation (highlight)
G & T
SEN
Starter Introduction Development Plenary Homework
Students should design a
logo to summarisethe
findings of Asch’s
experiment (as watched
video for homework).
Use key cards to aid recall
Teacher explains the ways
that Asch varied his original
conformity experiment –
explain the processes of
group size, unanimity and
task difficulty.
Students complete the Imogen activity on Rotting Flesh
and Scar Tissue– students must apply knowledge of
Asch’s variationsto ‘the big night out; activity on pg. 18 of
Flanagan,Berry et al textbook. Students must also
complete maths activity on group size, Q1,2, 3, and 5 on
pg. 19 of textbook.
Use plenary
review grid,
students then
have personalised
plenary
opportunity
Students must find at least3 criticisms
of the Asch conformity experiment –
they can use onlineor offlinetools to
answer the followingquestion:Should
we trust the findings and conclusionsof
Asch’s conformity experiment?
Students must complete evaluation of
Asch in their booklet. Students can use
the ‘evaluatingstudies in psychology’
video availablehere:
https://www.youtube.com/watch?v=Na
aA9UaRKCQ&feature=youtu.be&safe=a
ctive

4. Focus/ Name of topic-
Social influence–
conformity to social roles
(Zimbardo’s research)
Lesson number
3
Learning Objective:
To be ableto:
- Identify and describethe
aims,procedures and findings
of Zimbardo’s research into
social roles.
-Balancethe ethical and
methodological criticisms of
Zimbardo’s research with the
application to real world
behaviour.
Learning Outcomes:
Describeand evaluate
research into conformity to
social roles
Discuss ethical,
methodological and real
world implicationsof this
research (specifically linked
to Zimbardo and Asch).
Key theorists/ terms
Zimbardo (73)
Social roles
Reicher and Haslam(06)
Social identity theory
Tajfel (81)
SMSC Differentiation (highlight)
G & T
SEN
Starter Introduction Development Plenary Homework
Students watch the
Stanford prison experiment
https://www.youtube.com/
watch?v=sZwfNs1pqG0
Students must note the
main issues they see with
the experiment before we
cover ethical issues in more
detail.
Usinglaptop/tablet
devices/smartphones –
students access the
http://www.prisonexp.org/ps
ychology/1 - to see the
experiment in detail.
http://prisonexp.org/discussion.htm- students should
then answer the 16 questions for discussion thatare
related to the experiment. Questions will be
differentiated according to ability.
https://www.youtube.com/watch?v=ZaXXqrUzKHw –
Haslamand Reicher’s replication of Stanford prison
experiment. Students should write about how this
refutes Zimbardo’s original research (asthe prisoners
formed a cohesive group & harassed the guards).
Students should construct3 evaluativeparagraphs on
the Stanford Prison experiment (SPE) in their booklet –
this can then be transposed to a 12 mark answer for
homework.
Abu Ghraib –
students must
answer the
following
question:
HOW and WHY did
this happen in
2003-2004?
‘Outlineand evaluateresearch into
conformity to social roles’(12 marks
(AS/ 16 marks for A).

5. Focus/ Name of topic-
Obedience: Milgram’s
research
Lesson number
4
Learning Objective:
To be ableto:
Describethe procedure and
findings of Milgram’s
obedience research
Apply ethical considerations
to Milgram’s obedience
research
Learning Outcomes:
Describeand evaluate
research studies into
obedience
Discuss ethical,
methodological and real life
implications of obedience
research.
Key theorists/ terms
Milgram
Obedience
Confederate
Deception
Right to withdraw
Informed consent
Internal validity
External validity
SMSC Differentiation (highlight)
G & T
SEN
Starter Introduction Development Plenary Homework
Students watch a brief
video that demonstrates
the main procedure and
findings of Milgram’s
original obedience
research.
Availableon:
https://www.youtube.com/
watch?v=W147ybOdgpE
and
http://www.simplypsycholo
gy.org/milgram.html#exp
.
Students must complete an
Ethical guidanceactivity on
pg. 22 of Flanagan textbook.
How did Milgramaddress the
ethical issues identified in his
research?
.
Are Milgram’s findings valid? Are they true? Are they
supported by other researchers? Should Milgrambe put
‘on trial’?
Students are allocated 1 of 6 roles within a mock trial.
The roles are:
- Milgram
- Judge
- Defence team
- Prosecution team
- Participantsof the study (to be used as witnesses
for the defence/prosecution)
- Jury
Students should usethe research evidence to construct
their argument. Teacher circulates to check
understanding.They must address the ethical and
methodological criticisms of Milgram’s study.
Justify why
Milgram’s
research should
have taken place,
regardless of your
personal viewof
the experiment.
Students to work together (possibly via
an onlinetool such as Blend Space or
Group chat) to ensure they have their
trial ready for the next week’s lesson.

6. Focus/ Name of topic-
Social Influence:Situational
variablesthataffect
obedience
Lesson number
5
Learning Objective:
To be ableto:
Explain howthe variations
of Milgram’s obedience
research demonstrate
situational factors affecting
obedience.
Learning Outcomes:
Describesituational factors
that affect obedience in the
context of Milgram’s
obedience research.
Key theorists/ terms
Situational variables
Proximity
Location
Uniform
Variations of Milgram
Bad barrel
SMSC Differentiation (highlight)
G & T
SEN
Starter Introduction Development Plenary Homework
https://www.youtube.com/
watch?v=UGxGDdQnC1Y –
Recap Milgram’s original
experiment usingthe ‘crash
course’ video on social
influenceresearch
Teacher explains the
different variationsof
Milgramusingresource
booklet/pg. 24 of Flanagan
textbook. Students must
complete table and activity
in booklet explainingthe
psychological effects that
the variationswould have
had on the participants.
Students complete role play of the ‘Obedience in the
supermarket’ activity.Student must be ableto vocalise
and explain why obedience behaviours would changein
the different environments.
How could Milgram’s variationsbeevaluated? Are they
supported by others? (i.e. Bickman) Was the study
believable? (Orne and Holland) Has the study been
replicated? (Miranda et al) Do others agree? (Smith &
Bond) Is the situational explanation offensiveto survivors
of atrocities? (Mandel)
Controversial issue
‘Is itmorally
corruptto justify
the behaviour of
Nazi war criminals
by using
situational
explanations of
obedience?
‘Milgramprovided situational
explanations for obedience. Describe
and evaluate 2 situational variablesthat
have been shown by Milgramto affect
obedience to authority’. (12 marks
AS/16 marks A)

7. Focus/ Name of topic-
Social Influence:
Dispositional explanations
Lesson number
6
Learning Objective:
To be ableto:
Explain howAdorno’s
research usingthe F scale
demonstrates dispositional
factors affectingobedience.
Learning Outcomes:
Describedispositional
factors that affect obedience
in the context of Adorno’s F
scaleand authoritarian
personality.
Key theorists/ terms
Dispositional
explanation
Authoritarian
personality
Anti-Semitism
Theodor Adorno
Bad apple
SMSC Differentiation (highlight)
G & T
SEN
Starter Introduction Development Plenary Homework
Explain F scale
questionnairewhich
measures authoritarian
personality by having
students complete the F
scaleatthe followingweb
link:
http://www.anesi.com/fsca
le.htm
Teacher explains the basis of
the authoritarian personality
proposed by Adorno (this is
the opposite view to Milgram)
and suggests that people obey
because of their disposition.
https://www.youtube.com/w
atch?v=FBO6lw607mc Use
video on above web link to
elaborateon the parental
aspects of the personality
type.
Students complete ‘Caleb’s granddad’activity on pg. 28
of Flanagan textbook.
Students should delve further into the F scaleby
explaininghow5 scenarios explicitly relateto the
features of authoritarian personality i.e.‘The
businessman and the manufacturer aremuch more
important to society than the artistand the professor’.
‘Science has its place,but there are many important
things that can never be understood by the human
mind’. ‘Every person should have complete faith in some
supernatural power whose decisions heobeys without
question’. ‘Nobody ever learned anythingreally
important except through suffering’. ‘Homosexuals are
hardly better than criminals and oughtto be severely
punished’.
5-5-1
Students must
summariselesson
to 5 sentences,
then 5 words, than
1 word.
Explain the term dispositional
explanation in relation to explanations
of obedience ( 2 marks)
In the context of explanations of
obedience, explain whatis meant by the
authoritarian personality (2 marks)
Outlinethe authoritarian personality
explanation of obedience (6 marks)

8. Focus/ Name of topic-
Social Influence:Agentic
state and Legitimacy of
authority
Lesson number
7
Learning Objective:
To be ableto:
Explain howMilgram’s
research demonstrates the
ideas of agentic state/shift
Describehow legitimacy of
authority affects obedience.
G&T – link this to My Lai
massacre in Vietnam war.
Learning Outcomes:
Describesocial-psychological
factors that affect obedience
in the context of Milgram’s
obedience research
Key theorists/ terms
Milgram
Agentic state
Autonomous state
Legitimacy of authority
Agentic shift
Bindingfactors
SMSC Differentiation (highlight)
G & T
SEN
Starter Introduction Development Plenary Homework
Watch My Lai massacre
video on the followingweb
link:
https://www.youtube.com/
watch?v=QDiyqvcIpuc
Teacher explains the agentic
state/agentic shiftusing
Milgram3 minute video
(“who’s goingto take
responsibility for that
gentleman in there?”).
Teacher explains legitimacy
of authority (laminated
badge of power).
Students must complete application activity on the
MassacreatMy Lai – students must explain the
behaviour of the soldiers in terms of agentic state and
legitimacy of authority.
Is legitimacy of authority recognised as an explanation
for obedience? Explain Blass & Schmitt(01) evidence
support. Is agentic state culturally relative? Explain
Kilhamand Mann (74) evidence (refuting Aussies -16%)
and Mantell (71) evidence (v. obedient Germans – 85%)
https://www.yout
ube.com/watch?v
=Klx4TB33BRU –
Video of My Lai
veterans – the
soldiers werenot
ordered to harm
civilians,does this
go againstthe
agentic state
explanation of
obedience?
In the context of obedience, explain
what is meant by agentic state and
legitimacy of authority (2 + 2 marks)
Give one criticismof the agentic state
explanation for obedience. Refer to
Milgram’s research in your answer
(4 marks)

9. Focus/ Name of topic-
Social Influence:Resistance
to social influence
Lesson number
8
Learning Objective:
Explain howRotter’s
research demonstrates the
ideas of locus of control and
how this impacts on resisting
social influence
Describehow Asch’s and
Milgram’s variations
illustratethe importance of
social supportin resisting
social influence
Learning Outcomes:
Describehow social support
and locus of control can
affect an individual’s ability
to resistsocial influence.
Key theorists/ terms
Resistanceto social
influence
Social support
Locus of control (LOC)
SMSC Differentiation (highlight)
G & T
SEN
Starter Introduction Development Plenary Homework
Students complete the LOC
activity in the corridor
(demonstrates the level of
internal/external in the
class group).
Students can then use
laptops/devices to
complete the LOC
questionnaireon:
http://www.mindtools.com
/pages/article/newCDV_90.
htm
Teacher explains the locus of
control research and how
people with an internal locus
of control are less likely to
conform/obey (they can
resistsocial influence).
Teacher explains the idea of
the ‘dissenter’ in the Asch
research and the
‘disobedientconfederate’ in
Milgram’s variations.
Students complete the ‘locus of control in action’activity
– Asgarth and Hyacinth areboth applyingfor the student
council.Students must identify their LOC and then justify
which student will be the one who is most likely to resist
social influencefromothers.
Does research supportthe idea that dissent,
disobedienceand LOC lead to resistanceof social
influence? Students must summarisethe research by
Allen & Levine (71), Gamson (82), Holland (67) and
Twenge (04) questions answered
Which of the
explanations for
resistingsocial
influenceis the
‘odd one out’?
LOC is notfully
supported by
research – what
does this mean for
explaining
independent
behaviour?
Describeand evaluate two explanations
of resistanceto social influence.Refer
to evidence in your answer (12 marks
AS/16 marks A)

10. Focus/ Name of topic-
Social Influence:Minority
Influence
Lesson number
9
Learning Objective:
To be ableto:
Explain howMoscovici’s
research demonstrates the
principlesof minority
influence
Describethe difference
between synchronic
consistency and diachronic
consistency and describethe
augmentation principleand
snowball effect.
Learning Outcomes:
Describehow Moscovici’s
research illustrates thekey
concepts of consistency,
commitment and flexibility in
minority influence.
Key theorists/ terms
Moscovici
Minority influence
Consistency
Commitment
Flexibility
SMSC Differentiation (highlight)
G & T
SEN
Starter Introduction Development Plenary Homework
https://www.youtube.com/
watch?v=g5_IyqCeobI –
Students watch the
overview of how minority
influenceoccurs usingthe
video on the above web
link.
Teacher explains the
importance of consistency in
minority influence(analogy
to school rules).Explain the
difference between
synchronic consistency (all
teachers say the same thing)
and diachronic consistency
(teachers have been saying
the same thing for a long
time now). Explain the idea
of commitment in minority
influence(use suffragette
example).
https://www.youtube.com/
watch?v=YIWXv2hZtbY –
Students can watch the
above consolidation of
Moscovici’s research aspart
of their homework
Students must complete an application activity using
recyclingas an example‘there was a time in this country
when very few people recycled cans,bottles,
newspapers and the like.In fact, people who did were
often viewed by the majority with suspicion,as anyone
who carried outsuch ‘green’ activities was often
considered ‘a bitstrange’. How did the minority activity
of recyclingbecome so widely accepted by the majority?
Students must use all of the features of minority
influencein their answer.
Students must then investigate whether the aspects of
minority influenceare supported by other researchers.
Wood (94) supports the idea of consistency.Martin et al
(03) supports the idea of depth of thought (minority
message had been deeply processed and was more
resistantto change). Issues with research method –
external validity.Minorities in real lifeoften have a
different status to the majority (who are more likely to
be powerful and in positions of status).
Graph it –
students to sketch
their
understandingof
the main concepts
of minority
influence– use
labels of
Moscovici,
consistency,
commitment,
flexibility,
snowball effect.
Display these
graphs on back of
door /wonder
wall.
Psychologists believethat minority
influenceinvolves consistency.
Commitment and flexibility.Explain
what is meant by each of these factors
in relation to obedience (3 marks)

11. Focus/ Name of topic-
Social Influence:Social
change
Lesson number
10
Learning Objective:
To be ableto:
Describethe 6 stage process
of minority influencethat
can lead to social change.
Apply Asch’s conformity
research and Milgram’s
obedience research to how
dissenters and disobedience
can lead to social change.
Explain Zimbardo’s concept
of a ‘driftto goodness’.
Learning Outcomes:
Describehow Asch’s,
Milgram’s and Zimbardo’s
research illustrates thekey
processes involved in positive
social change.
Key theorists/ terms
Social influence
Social change
SMSC Differentiation (highlight)
G & T
SEN
Starter Introduction Development Plenary Homework
https://www.youtube.com/
watch?v=BzRR3Mo4noU –
Students watch Zimbardo
TED talk on the ‘heroic
imagination’.Turningthe
obedient behaviours
around so that people will
be more likely to display
heroic behaviour and drift
to good.
Teacher explains the 6 stage
process of minority influence
usingthe Civil rights
movement in 1950/60s
America.
Teacher explains the
dissenter in Asch’s research
who demonstrates the ability
to break the power of the
majority and how Zimbardo
argues that gradual
commitment can be used to
‘drift to goodness’ (link to
heroic imagination project).
:
Students must investigate the research supportfor the
processes involved in social change.Nolan (08) supports
the idea that normative influenceis importantin
changingbehaviour relatingto energy consumption.
Nemeth (86) argues that minority influence is painfully
slowand indirect.Mackie(87) refutes Moscovici’sidea
that the minority encourages deeper processing.Bashir
(13) argues that minorities often seen as negative and
social changeonly occurs when not behavingin
stereotypical ways. Controlled Assessment questions
answered
Camera. Action –
students must
make a 30 second
news bulletin
(usingtheir
mobiledevices)
summarisingwhat
they have learnt
duringthe lesson.
For many years,drinkingalcohol and
then drivingwas something that many
more people did. But over time this
behaviour has come to be seen as less
and less acceptableand is now much
less common than it used to be. Using
your knowledge of social influence,
explain how this social changecame
about.