Specifications that use this resource:
Lesson plan: The Sapir-Whorf hypothesis: Paper 2 Section B Language, thought and communication
This is a sample lesson plan to help teachers to structure a one hour lesson on the Sapir-Whorf hypothesis in the 'Language, thought and communication' topic on Paper 2 of our GCSE Psychology specification (8182). It's a guide only and can be amended to suit teachers and their students’ needs.
Learning objectives
- All students should be able to understand and evaluate the Sapir-Whorf hypothesis.
- Some students will be able to give a more detailed evaluation of the Sapir-Whorf hypothesis.
- All students should be aware of some psychological evidence suggesting that there are variations in recall of events and recognition of colours.
- All students should be able to draw on knowledge and understanding of the entire course of study to show a deeper understanding of the theories about language and thought.
Prior knowledge needed
Students don't need prior knowledge but will benefit from having studied Piaget's theory that language depends on thought (also in the 'Language, thought and communication topic' of this specification).
Resources and preparation
- Differentiated study sheets that provide method, results etc for relevant studies
- Relevant textbook pages for the topic
- YouTube: The Sapir-Whorf hypothesis
- YouTube: The Sapir-Whorf hypothesis
- What is the Sapir-Whorf hypothesis?
- Whodunnit? Cross-linguistic differences in eye-witness memory
Activity
| Duration | Activity | Group size | Assessment objective |
|---|---|---|---|
| Up to 5 minutes | Students discuss the idea that how we think depends on the language we speak. Do they agree? Why/why not? | Students to work in pairs | Understand Sapir-Whorf hypothesis |
| 5–10 minutes |
Introduce and explain the Sapir-Whorf hypothesis. Show a short video clip (this clip also gives information that students can use to evaluate the hypothesis – they do not need to know all the studies). |
Whole class | Understand Sapir-Whorf hypothesis |
| 5 minutes | Students make notes on the Sapir-Whorf hypothesis. | Students work on their own | Understand Sapir-Whorf hypothesis |
| 10 minutes |
Introduce and explain evidence for the hypothesis that comes from research showing there are variations in recall of events and recognition of colours. For example:
|
Whole class | Be aware of some psychological evidence suggesting that there are variations in recall of events and recognition of colours. |
| 10 minutes | Students make notes on the evidence for the hypothesis that comes from research showing there are variations in recall of events and recognition of colours. This could involve drawing a story board. | Students work on their own | As above |
| 5–10 minutes | Students create a mind map or list of points for the Sapir-Whorf hypothesis, including the evidence from research. |
Students work on their own |
Understand and evaluate the Sapir-Whorf hypothesis |
| 5–10 minutes |
Class discussion of how the theory of reconstructive memory might explain the variation in recall of events seen in speakers of different languages.
|
Whole class |
Draw on knowledge and understanding of the entire course to show a deeper understanding |
| Up to 5 minutes | Plenary: Students to take turns stating evaluative points for the Sapir-Whorf hypothesis – who can state the most? | Pair work | As above |
Further work and reading
Homework
Students to write an answer to a 9 mark exam question in the 'Memory' section of SAMS for 81821.
Preparation for next lesson
Complete homework.