Correlation to the Texas Essential Knowledge and Skills (TEKS) Psychology. Psychology: Principles in Practice Texas

Transcription

1 Correlation to the Texas Essential Knowledge and Skills (TEKS) : Principles in Practice 2010 Texas

2 Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material Subject Subchapter Course Publisher Program Title Program ISBN Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter C. High School (One-Half Credit), Beginning with School Year Houghton Mifflin Harcourt Holt McDougal : Principles in Practice Print Program Bundle (a) General requirements. Students shall be awarded one-half unit of credit for successful completion of this course. (b) Introduction. (1) In, an elective course, students study the science of behavior and mental processes. Students examine the full scope of the science of psychology such as the historical framework, methodologies, human development, motivation, emotion, sensation, perception, personality development, cognition, learning, intelligence, biological foundations, mental health, and social psychology. (2) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. (3) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution. (4) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the Texas Education Code, , or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." (5) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents. (C) Knowledge and skills. Page 1 of 43 Houghton Mifflin Harcourt: Student Material

3 (1) History. The student understands the development of the field of psychology. The (A) identify characteristics that differentiate the field of psychology from other related social sciences (i) identify characteristics that differentiate the field of psychology from other related social sciences Instruction Chapter 1, Section 1, Why Study?, as a Science Review Instruction Chapter 1, Section 1, Why Study?, Section 1 Assessment, Item 4 Chapter 1, Section 1, Why Study?, as a Science, Reading Check Question Review Chapter 1, Section 1, Neuroimaging and Cognitive Research, Thinking Critically (1) History. The student understands the development of the field of psychology. The (B) trace the historical development of the contemporary perspectives in psychology, including biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic (i) trace the historical development of the contemporary perspectives in psychology, including biological Instruction Chapter 1, Section 4, Contemporary Perspectives, The Role of Biology Review Chapter 1, Section 4 Assessment Instruction Chapter 1, Section 4, Call-out Box, "Contemporary Psychological Perspectives" Review Chapter 1 Review, Comprehension and (1) History. The student understands the development of the field of psychology. The (B) trace the historical development of the contemporary perspectives in psychology, including biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic (ii) trace the historical development of the contemporary perspectives in psychology, including behavioral Instruction Chapter 1, Section 3, A History of, Modern Developments in, John B. Watson and Behaviorism Review Chapter 1 Review, Writing for AP Page 2 of 43 Houghton Mifflin Harcourt: Student Material

4 (1) History. The student understands the development of the field of psychology. The (B) trace the historical development of the contemporary perspectives in psychology, including biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic (iii) trace the historical development of the contemporary perspectives in psychology, including cognitive Instruction Chapter 1, Section 4, Contemporary Perspectives, The Cognitive Perspective Review Chapter 1, Section 4 Assessment Instruction Chapter 1, Section 4, Call-out Box, "Contemporary Psychological Perspectives" Review Chapter 1 Review, Comprehension and (1) History. The student understands the development of the field of psychology. The (B) trace the historical development of the contemporary perspectives in psychology, including biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic (iv) trace the historical development of the contemporary perspectives in psychology, including sociocultural Instruction Chapter 1, Section 4, Contemporary Perspectives, The Sociocultural Perspective Review Chapter 1, Section 4 Assessment Instruction Chapter 1, Section 4, Call-out Box, "Contemporary Psychological Perspectives" Review Chapter 1 Review, Comprehension and (1) History. The student understands the development of the field of psychology. The (B) trace the historical development of the contemporary perspectives in psychology, including biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic (v) trace the historical development of the contemporary perspectives in psychology, including humanistic Instruction Chapter 1, Section 4, Contemporary Perspectives, The Humanistic Approach Review Chapter 1, Section 4 Assessment Instruction Chapter 1, Section 4, Call-out Box, "Contemporary Psychological Perspectives" Page 3 of 43 Houghton Mifflin Harcourt: Student Material

5 Review Chapter 1 Review, Comprehension and (1) History. The student understands the development of the field of psychology. The (B) trace the historical development of the contemporary perspectives in psychology, including biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic (vi) trace the historical development of the contemporary perspectives in psychology, including psychodynamic Instruction Chapter 1, Section 3, A History of, Sigmund Freud and Psychoanalysis Review Instruction Review Chapter 1 Review, Comprehension and Chapter 1, Section 4, Call-out Box, "Contemporary Psychological Perspectives" Chapter 1 Review, Comprehension and (1) History. The student understands the development of the field of psychology. The (C) explore subfields and career opportunities available in the science of psychology (i) explore subfields in the science of psychology Instruction Chapter 1, Section 2, What Psychologists Do, Major Fields in Review Chapter 1, Section 2, What Psychologists Do, Section 2 Assessment Instruction Chapter 1, Section 2, What Psychologists Do, Applied Fields in Review Chapter 1 Review, Comprehension and (1) History. The student understands the development of the field of psychology. The (C) explore subfields and career opportunities available in the science of psychology (ii) explore career opportunities available in the science of psychology Instruction Chapter 1, Section 2, What Psychologists Do, Careers in Call-out Box Review Chapter 1 Review, Internet Activity Page 4 of 43 Houghton Mifflin Harcourt: Student Material

6 (2) Science of psychology. The student differentiates the processes of theory development and validation. The (A) define and differentiate the concepts of theory and principle (i) define the concepts of theory Instruction Chapter 1, Section 1, Why Study?, Psychological Theories Review Chapter 1, Section 1 Assessment (2) Science of psychology. The student differentiates the processes of theory development and validation. The (A) define and differentiate the concepts of theory and principle (ii) define the concepts of principle Instruction Chapter 1, Section 1, Why Study?, Psychological Theories Review Chapter 1, Section 1 Assessment (2) Science of psychology. The student differentiates the processes of theory development and validation. The (A) define and differentiate the concepts of theory and principle (iii) differentiate the concepts of theory and principle Instruction Chapter 1, Section 1, Why Study?, Psychological Theories Review Chapter 1, Section 1 Assessment (2) Science of psychology. The student differentiates the processes of theory development and validation. The (B) identify and describe the basic methods of social scientific reasoning (i) identify the basic methods of social scientific reasoning Instruction (Drop-down menu) (2) Science of psychology. The student differentiates the processes of theory development and validation. The (B) identify and describe the basic methods of social scientific reasoning (ii) describe the basic methods of social scientific reasoning Instruction (Drop-down menu) Page 5 of 43 Houghton Mifflin Harcourt: Student Material

7 (2) Science of psychology. The student differentiates the processes of theory development and validation. The (C) apply the standards of the American Psychological Association (APA) for ethical decision making regarding the collection, storage, and use of psychological data (i) apply the standards of the American Psychological Association (APA) for ethical decision making regarding the collection of psychological data Instruction Chapter 2, Section 4, Experimental and Ethical Issues, Ethics in Using Data Review Chapter 2, Section 3 Assessment Instruction Chapter 2 Review, Skills Activity: Analyzing Primary Sources Review Chapter 2 Review, Skills Activity: Analyzing Primary Sources, Item 2 (2) Science of psychology. The student differentiates the processes of theory development and validation. The (C) apply the standards of the American Psychological Association (APA) for ethical decision making regarding the collection, storage, and use of psychological data (ii) apply the standards of the American Psychological Association (APA) for ethical decision making regarding the storage of psychological data Instruction Chapter 2, Section 4, Experimental and Ethical Issues, Ethics in Using Data Review Chapter 2, Section 3 Assessment Instruction Chapter 2 Review, Skills Activity: Analyzing Primary Sources Review Chapter 2 Review, Skills Activity: Analyzing Primary Sources, Item 2 (2) Science of psychology. The student differentiates the processes of theory development and validation. The (C) apply the standards of the American Psychological Association (APA) for ethical decision making regarding the collection, storage, and use of psychological data (iii) apply the standards of the American Psychological Association (APA) for ethical decision making regarding the use of psychological data Instruction Chapter 2, Section 4, Experimental and Ethical Issues, Ethics in Using Data Review Chapter 2, Section 3 Assessment Instruction Chapter 2 Review, Skills Activity: Analyzing Primary Sources Review Chapter 2 Review, Skills Activity: Analyzing Primary Sources, Item 2 Page 6 of 43 Houghton Mifflin Harcourt: Student Material

8 (2) Science of psychology. The student differentiates the processes of theory development and validation. The (D) define and interpret measures of central tendency (mean, median, and mode) and dispersion (range and standard deviation) (i) define measures of central tendency (mean, median, and mode) Instruction Chapter 2, Section 4, Experimental and Ethical Issues, Central Tendency and Dispersion Review Instruction S19 Review Chapter 2 Review, Writing for AP Skills Handbook, Using Statistics, Mode, Mean, and Median: Measures of Central Tendency Chapter 2, Section 4, Experimental and Ethical Issues, Central Tendency and Dispersion, Reading Check (2) Science of psychology. The student differentiates the processes of theory development and validation. The (D) define and interpret measures of central tendency (mean, median, and mode) and dispersion (range and standard deviation) (ii) define measures of dispersion (range and standard deviation) Instruction Chapter 2, Section 4, Experimental and Ethical Issues, Central Tendency and Dispersion Review Chapter 2 Review, Reviewing Vocabulary Instruction S20 Review Skills Handbook, Using Statistics, Variability Chapter 2 Review, Writing for AP (2) Science of psychology. The student differentiates the processes of theory development and validation. The (D) define and interpret measures of central tendency (mean, median, and mode) and dispersion (range and standard deviation) (iii) interpret measures of central tendency (mean, median, and mode) Instruction Chapter 2, Section 4, Experimental and Ethical Issues, Standard Deviation Bell Curve Graph Review Chapter 2, Section 4, Experimental and Ethical Issues, Standard Deviation Bell Curve Graph, Skills Focus Question Page 7 of 43 Houghton Mifflin Harcourt: Student Material

9 (2) Science of psychology. The student differentiates the processes of theory development and validation. The (D) define and interpret measures of central tendency (mean, median, and mode) and dispersion (range and standard deviation) (iv) interpret measures of dispersion (range and standard deviation) Instruction Chapter 2, Section 4, Experimental and Ethical Issues, Standard Deviation Bell Curve Graph Review Chapter 2, Section 4, Experimental and Ethical Issues, Standard Deviation Bell Curve Graph, Skills Focus Question (3) Science of psychology. The student understands the relationship between biology and behavior. The (A) describe the anatomy of the central and peripheral nervous systems and the endocrine system (i) describe the anatomy of the central nervous system Instruction Chapter 3, Section 1, The Nervous System, Quick Facts: Divisions of the Nervous System Review Instruction Review Chapter 3, Section 1, The Nervous System, Assessment, Item 6 Chapter 3, Section 1, The Nervous System, The Central Nervous System Chapter 3 Review, Comprehension and (3) Science of psychology. The student understands the relationship between biology and behavior. The (A) describe the anatomy of the central and peripheral nervous systems and the endocrine system (ii) describe the anatomy of the peripheral nervous system Instruction Chapter 3, Section 1, The Nervous System, Quick Facts: Divisions of the Nervous System Review Chapter 3, Section 1, The Nervous System, Assessment, Item 2 Instruction Chapter 3, Section 1, The Nervous System, The Peripheral Nervous System Review Chapter 3 Review, Reviewing Vocabulary Page 8 of 43 Houghton Mifflin Harcourt: Student Material

10 (3) Science of psychology. The student understands the relationship between biology and behavior. The (A) describe the anatomy of the central and peripheral nervous systems and the endocrine system (iii) describe the anatomy of the endocrine system Instruction Chapter 3, Section 3: The Endocrine System, entire section Review Chapter 3, Section 3 Assessment, Item 7 Instruction Chapter 3, Section 3: The Endocrine System, Diagram (The Endocrine System) Review Chapter 3 Review, Reviewing Vocabulary (3) Science of psychology. The student understands the relationship between biology and behavior. The (B) explain the effects of the endocrine and nervous systems on development and behavior (i) explain the effects of the endocrine system on development Instruction Chapter 3, Section 3: The Endocrine System, The Pituitary Gland Review Chapter 3, Section 3 Assessment, Item 5 Instruction Review Chapter 3, Section 3: The Endocrine System, Ovaries and Testes Chapter 3 Review, Comprehension and (3) Science of psychology. The student understands the relationship between biology and behavior. The (B) explain the effects of the endocrine and nervous systems on development and behavior (ii) explain the effects of the endocrine system on behavior Instruction Chapter 3, Section 3: The Endocrine System, The Adrenal Glands Review Chapter 3, Section 3 Assessment, Item 6 Instruction Review Chapter 3, Section 3: The Endocrine System, Ovaries and Testes Chapter 3 Review, Comprehension and (3) Science of psychology. The student understands the relationship between biology and behavior. The (B) explain the effects of the endocrine and nervous systems on development and behavior (iii) explain the effects of the nervous system on development Instruction Chapter 3, Section 2, The Brain: Our Control Center, The Cerebral Cortex Page 9 of 43 Houghton Mifflin Harcourt: Student Material

11 Review Chapter 3, Section 2 Assessment, Thinking Critically (3) Science of psychology. The student understands the relationship between biology and behavior. The (B) explain the effects of the endocrine and nervous systems on development and behavior (iv) explain the effects of the nervous system on behavior Instruction Chapter 3, Section 2, The Brain: Our Control Center, Parts of the Brain Review Chapter 3 Review, Comprehension and (4) Science of psychology. The student understands how sensations and perceptions influence cognition and behavior. The student is expected to: (A) explain the capabilities and limitations of sensory systems and individual perceptions (i) explain the capabilities of sensory systems Instruction Chapter 4, Section 1, Understanding Sensation and Perception, Stimulation of the Senses Review Chapter 4, Section 1 Assessment Instruction Chapter 4 Lab: Sensory Thresholds and Perceptual Organization Review Chapter 4 Review, Comprehension and (4) Science of psychology. The student understands how sensations and perceptions influence cognition and behavior. The student is expected to: (A) explain the capabilities and limitations of sensory systems and individual perceptions (ii) explain the capabilities of individual perceptions Instruction Chapter 4, Section 5, Perception, Rules of Perceptual Organization Review Chapter 4, Section 5 Assessment Instruction Chapter 4 Lab: Sensory Thresholds and Perceptual Organization Review Chapter 4 Review, Comprehension and (4) Science of psychology. The student understands how sensations and perceptions influence cognition and behavior. The student is expected to: (A) explain the capabilities and limitations of sensory systems and individual perceptions (iii) explain the limitations of sensory systems Instruction Chapter 4, Section 1, Understanding Sensation and Perception, Stimulation of the Senses Review Chapter 4, Section 1 Assessment Page 10 of 43 Houghton Mifflin Harcourt: Student Material

12 Instruction Review Chapter 4 Lab: Sensory Thresholds and Perceptual Organization Chapter 4 Review, Comprehension and (4) Science of psychology. The student understands how sensations and perceptions influence cognition and behavior. The student is expected to: (A) explain the capabilities and limitations of sensory systems and individual perceptions (iv) explain the limitations of individual perceptions Instruction Chapter 4, Section 5, Perception, Rules of Perceptual Organization Review Chapter 4, Section 5 Assessment Instruction Chapter 4 Lab: Sensory Thresholds and Perceptual Organization Review Chapter 4 Review, Comprehension and (4) Science of psychology. The student understands how sensations and perceptions influence cognition and behavior. The student is expected to: (B) understand the interaction of the individual and the environment in determining sensation and perception (i) understand the interaction of the individual and the environment in determining sensation Instruction Chapter 4, Section 4, Other Senses, The Skin Senses Review Chapter 4, Section 4 Assessment (4) Science of psychology. The student understands how sensations and perceptions influence cognition and behavior. The student is expected to: (B) understand the interaction of the individual and the environment in determining sensation and perception (ii) understand the interaction of the individual and the environment in determining perception Instruction Chapter 4, Section 5, Perception, Rules of Perceptual Organization Review Chapter 4, Section 5 Assessment Instruction Chapter 4, Section 5, Perception, Movement, Depth Perception, Perceptual Constancies, Visual Illusions Review Chapter 4 Review, Comprehension and (5) Individual development. The student understands that development is a life-long process. The (A) critique the various perspectives presented in the nature versus nurture debate (i) critique the various perspectives presented in the nature versus nurture debate Instruction Chapter 3, Section 4, Heredity: Our Genetic Background, Nature and Nurture Page 11 of 43 Houghton Mifflin Harcourt: Student Material

13 Review Instruction Review Chapter 3, Section 4 Assessment, Reviewing Main Ideas and Vocabulary Chapter 3, Section 4, Heredity: Our Genetic Background, Call-out box "Parenting-Nature or Nurture?" Chapter 3 Review, Skills Activity: Interpreting Graphs (5) Individual development. The student understands that development is a life-long process. The (B) trace the influence of physical development on the individual (i) trace the influence of physical development on the individual Instruction Chapter 11, Section 1, Physical Development, From Child to Adult, The Adolescent Growth Spurt Review Chapter 11, Section 1 Assessment Instruction Chapter 10 Lab: Prenatal and Postnatal Development Review Chapter 10 Lab: Discussion Questions (5) Individual development. The student understands that development is a life-long process. The (C) discuss the role of the caregiver on individual development (i) discuss the role of the caregiver on individual development Instruction Chapter 3, Section 4, Heredity: Our Genetic Background, Nature and Nurture Review Instruction Review Chapter 3, Section 4 Assessment, Reviewing Main Ideas and Vocabulary Chapter 3, Section 4, Heredity: Our Genetic Background, Kinship Studies Chapter 3 Review, Comprehension and (5) Individual development. The student understands that development is a life-long process. The (D) explain factors involved in cognitive development according to Jean Piaget (i) explain factors involved in cognitive development according to Jean Piaget Instruction Chapter 10, Section 1, Developmental, Stages vs. Continuity Review Instruction Review Chapter 10 Review, Writing for AP Chapter 10, Section 4, Cognitive Development, Piaget's Theory of Cognitive Development Chapter 10, Section 4 Assessment, Item 6 Page 12 of 43 Houghton Mifflin Harcourt: Student Material

14 (5) Individual development. The student understands that development is a life-long process. The (E) describe Erik Erikson's stages of psychosocial development (i) describe Erik Erikson's stages of psychosocial development Instruction Chapter 10, Section 1, Developmental, Stages vs. Continuity Review Instruction Review Chapter 10, Section 1 Assessment, Item 3 Chapter 14, Section 2, The Psychoanalytic Approach, Call-out box "Erik Erikson's Stages of Psychosocial Development" Chapter 14 Review, Comprehension and (5) Individual development. The student understands that development is a life-long process. The (F) evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality (i) evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality Instruction Chapter 10, Section 4, Cognitive Development, Kohlberg's Theory of Moral Development Review Chapter 10 Review, in Your Life (5) Individual development. The student understands that development is a life-long process. The (G) evaluate the presented theories of human development and specify the strengths and weaknesses of each (i) evaluate the presented theories of human development Instruction Chapter 10, Section 1, Developmental, Heredity and Environment Review Instruction Review Chapter 10, Section 1 Assessment, Item 7 Chapter 10, Section 1, Developmental, Stages vs. Continuity, Callout boxes "Development in Stages" and "Continuous Development" Chapter 10 Review, Writing for AP Page 13 of 43 Houghton Mifflin Harcourt: Student Material

15 (5) Individual development. The student understands that development is a life-long process. The (G) evaluate the presented theories of human development and specify the strengths and weaknesses of each (ii) specify the strengths of each Instruction Chapter 10, Section 1, Developmental, Heredity and Environment Review Review Chapter 10, Section 1 Assessment, Item 7 Chapter 10 Review, Comprehension and, Section 1 (5) Individual development. The student understands that development is a life-long process. The (G) evaluate the presented theories of human development and specify the strengths and weaknesses of each (iii) specify the weaknesses of each Instruction Chapter 10, Section 1, Developmental, Heredity and Environment Review Review Chapter 10, Section 1 Assessment, Item 7 Chapter 10 Review, Comprehension and, Section 1 (6) Individual development. The student understands behavioral and social learning theories. The (A) demonstrate an understanding of the principles of operant and classical conditioning and of social learning (i) demonstrate an understanding of the principles of operant conditioning Instruction Chapter 6, Section 2, Operant Conditioning, Operant Conditioning and Reinforcement Review Instruction Review Chapter 6, Section 2 Assessment, Thinking Critically Chapter 6, Section 2, Operant Conditioning, Operant Conditioning and Reinforcement, Call-out Box "Key Concepts of Operant Conditioning" Chapter 6 Review, Comprehension and Page 14 of 43 Houghton Mifflin Harcourt: Student Material

16 (6) Individual development. The student understands behavioral and social learning theories. The (A) demonstrate an understanding of the principles of operant and classical conditioning and of social learning (ii) demonstrate an understanding of the principles of classical conditioning Instruction Chapter 6, Section 1, Classical Conditioning, Principles of Classic Conditioning Review Chapter 6, Section 1 Assessment Instruction Chapter 6, Section 1, Classical Conditioning, Applications of Classical Conditioning Review Chapter 6 Review, Comprehension and (6) Individual development. The student understands behavioral and social learning theories. The (A) demonstrate an understanding of the principles of operant and classical conditioning and of social learning (iii) demonstrate an understanding of the principles of social learning Instruction Chapter 6, Section 3, Cognitive Factors in Learning, Latent Learning, Observational Learning Review Chapter 6, Section 3 Assessment Instruction Chapter 6, Section 3, Cognitive Factors in Learning, Behavior Modification Review Chapter 6 Review, Comprehension and (6) Individual development. The student understands behavioral and social learning theories. The (B) describe the processes of learning using typical classroom situations (i) describe the processes of learning using typical classroom situations Instruction Chapter 6, Section 4, The PQ4R Method: Learning to Learn, Preview and Question Review Instruction Review Chapter 6, Section 4 Assessment, Thinking Critically Chapter 6, Section 4, The PQ4R Method: Learning to Learn, Read, Reflect, Recited, and Review Chapter 6 Review, Comprehension and (7) Individual identity. The student understands the principles of motivation and emotion. The (A) compare predominant theories of motivation and emotion (i) compare predominant theories of motivation Instruction Chapter 13, Section 1, The of Motivation, Theories of Motivation Review Chapter 13, Section 1 Assessment, Item 6 Page 15 of 43 Houghton Mifflin Harcourt: Student Material

17 Instruction Review Chapter 13, Section 3, Psychological Needs, Making Things Fit Chapter 13 Review, Comprehension and (7) Individual identity. The student understands the principles of motivation and emotion. The (A) compare predominant theories of motivation and emotion (ii) compare predominant theories of emotion Instruction Chapter 13, Section 4, Emotions, Theories of Emotion Review Instruction Review Chapter 13, Section 4 Assessment, Thinking Critically Chapter 13 Simulation: Identifying Motivations and Emotions Chapter 13 Review, Comprehension and (7) Individual identity. The student understands the principles of motivation and emotion. The (B) explore the interaction of biological and cultural factors in emotion and motivation (i) explore the interaction of biological and cultural factors in emotion Instruction Chapter 13, Section 4, Emotions, The Nature of Emotions Review Chapter 13, Section 4 Assessment Instruction Chapter 13, Section 4, Emotions, Theories of Emotion Review Chapter 13 Review, Comprehension and (7) Individual identity. The student understands the principles of motivation and emotion. The (B) explore the interaction of biological and cultural factors in emotion and motivation (ii) explore the interaction of biological and cultural factors in motivation Instruction Chapter 13, Section 2, Biological Needs: Focus on Hunger, Entire Section Review Chapter 13, Section 2 Assessment Instruction Chapter 13, Section 3, Psychological Needs, Entire Section Review Chapter 13, Section 3 Assessment (8) Individual identity. The student understands the nature of intelligence. The student is expected to differentiate the various types of intelligence. (A) differentiate the various types of intelligence (i) differentiate the various types of intelligence Instruction Chapter 9 Case Study: What Makes a Creative Genius? Review Chapter 9 Case Study, What Do You Think? Page 16 of 43 Houghton Mifflin Harcourt: Student Material

18 Instruction Review Chapter 9, Section 1, What Is Intelligence?, Theories of Intelligence Chapter 9, Section 1 Assessment, Reviewing Main Ideas and Vocabulary (9) Individual identity. The student understands the basic principles of tests and measurements. The (A) describe statistical concepts used in testing (i) describe statistical concepts used in testing Instruction S18-S21 Skills Handbook, Using Statistics Review Instruction Review Chapter 9, Section 2 Assessment, Thinking Critically Chapter 9, Section 2, Measurement of Intelligence, Two Intelligence Tests, Reliability and Validity Chapter 9 Review, Comprehension and (9) Individual identity. The student understands the basic principles of tests and measurements. The (B) differentiate among aptitude, achievement, and Intelligence Quotient (IQ) tests (i) differentiate among aptitude, achievement, and Intelligence Quotient (IQ) tests Instruction Chapter 9, Section 2, Measurement of Intelligence, Two Intelligence Tests Review Chapter 9, Section 2 Assessment, Item 7 Review Chapter 9 Review, Comprehension and (10) Individual identity. The student understands the development and assessment of personality. The (A) define personality (i) define personality Instruction Chapter 14, Section 1, The Trait Approach, Trait Theorists Review Instruction Review Chapter 14, Section 1 Assessment, Item 1 Chapter 14, Section 1, The Trait Approach, Call-out box "The Five-Factor Model" Chapter 14 Review, Reviewing Vocabulary Page 17 of 43 Houghton Mifflin Harcourt: Student Material

19 (10) Individual identity. The student understands the development and assessment of personality. The (B) compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and sociocultural (i) compare various theories of personality, including psychodynamic Instruction Chapter 14, Section 2, The Psychoanalytic Approach Review Chapter 14, Section 2 Assessment Instruction Chapter 14 Lab, Your Self: Applying Theories of Personality Review Chapter 14 Review, Writing for AP (10) Individual identity. The student understands the development and assessment of personality. The (B) compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and sociocultural (ii) compare various theories of personality, including trait Instruction Chapter 14, Section 1, The Trait Approach, Trait Theorists Review Chapter 14, Section 1 Assessment Instruction Chapter 14 Lab, Your Self: Applying Theories of Personality Review Chapter 14 Review, Comprehension and (10) Individual identity. The student understands the development and assessment of personality. The (B) compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and sociocultural (iii) compare various theories of personality, including humanistic Instruction Chapter 14, Section 4, The Humanistic and Sociocultural Approaches, Humanistic Review Chapter 14, Section 4 Assessment Instruction Chapter 14 Lab, Your Self: Applying Theories of Personality Review Chapter 14 Review, Writing for AP Page 18 of 43 Houghton Mifflin Harcourt: Student Material

20 (10) Individual identity. The student understands the development and assessment of personality. The (B) compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and sociocultural (iv) compare various theories of personality, including sociocultural Instruction Chapter 14, Section 4, The Humanistic and Sociocultural Approaches, Sociocultural Review Chapter 14, Section 4 Assessment Instruction Chapter 14 Lab, Your Self: Applying Theories of Personality Review Chapter 14 Review, Comprehension and (10) Individual identity. The student understands the development and assessment of personality. The (B) compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and sociocultural (v) evaluate various theories of personality, including psychodynamic Instruction Chapter 14, Section 2, The Psychoanalytic Approach, Evaluation of the Psychoanalytic Approach Review Instruction Review Chapter 14, Section 2 Assessment, Thinking Critically Chapter 14 Lab, Your Self: Applying Theories of Personality Chapter 14 Review, Writing for AP (10) Individual identity. The student understands the development and assessment of personality. The (B) compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and sociocultural (vi) evaluate various theories of personality, including trait Instruction Chapter 14, Section 1, The Trait Approach, Evaluation of the Trait Approach Review Instruction Review Chapter 14, Section 1 Assessment, Thinking Critically Chapter 14 Lab, Your Self: Applying Theories of Personality Chapter 14 Review, Writing for AP Page 19 of 43 Houghton Mifflin Harcourt: Student Material

21 (10) Individual identity. The student understands the development and assessment of personality. The (B) compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and sociocultural (vii) evaluate various theories of personality, including humanistic Instruction Chapter 14, Section 4, The Humanistic and Sociocultural Approaches, Evaluation of the Humanistic Approach Review Chapter 14, Section 4 Assessment Instruction Chapter 14 Lab, Your Self: Applying Theories of Personality Review Chapter 14 Review, Writing for AP (10) Individual identity. The student understands the development and assessment of personality. The (B) compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and sociocultural (viii) evaluate various theories of personality, including sociocultural Instruction Chapter 14, Section 4, The Humanistic and Sociocultural Approaches, Evaluation of the Sociocultural Approach Review Chapter 14, Section 4 Assessment Instruction Chapter 14 Lab, Your Self: Applying Theories of Personality Review Chapter 14 Review, in Your Life (10) Individual identity. The student understands the development and assessment of personality. The (C) describe personality assessment tools (i) describe personality assessment tools Instruction Chapter 15, Section 3, Personality Tests, Entire Section Review Chapter 15, Section 3 Assessment (11) Individual experience. The student understands basic elements of cognition. The (A) define and identify the basic elements of thought (i) define the basic elements of thought Instruction Chapter 8, Section 1, Understanding Thinking, Basic Elements of Thinking Review Chapter 8, Section 1 Assessment, Item Review Chapter 8 Review, Reviewing Vocabulary Page 20 of 43 Houghton Mifflin Harcourt: Student Material

22 (11) Individual experience. The student understands basic elements of cognition. The (A) define and identify the basic elements of thought (ii) identify the basic elements of thought Instruction Chapter 8, Section 1, Understanding Thinking, Basic Elements of Thinking Review Chapter 8, Section 1 Assessment, Item 2 Review Chapter 8 Review, Comprehension and (11) Individual experience. The student understands basic elements of cognition. The (B) identify strategies and obstacles associated with problem solving and decision making (i) identify strategies associated with problem solving Instruction Chapter 8, Section 2, Problem Solving, Approaches to Problem Solving Review Instruction Review Chapter 8, Section 2 Assessment, Reviewing Main Ideas and Vocabulary Chapter 8, Section 2, Problem Solving, Problem-Solving Methods Chapter 8 Review, in Your Life (11) Individual experience. The student understands basic elements of cognition. The (B) identify strategies and obstacles associated with problem solving and decision making (ii) identify obstacles associated with problem solving Instruction Chapter 8, Section 2, Problem Solving, Obstacles to Problem Solving Review Chapter 8, Section 2 Assessment, Reviewing Main Ideas and Vocabulary (11) Individual experience. The student understands basic elements of cognition. The (B) identify strategies and obstacles associated with problem solving and decision making (iii) identify strategies associated with decision making Instruction Chapter 8, Section 3, Reasoning and Decision Making, Weighing Costs and Benefits Review Instruction Review Chapter 8, Section 3 Assessment, Reviewing Main Ideas and Vocabulary Chapter 8, Section 3, Reasoning and Decision Making, Shortcuts in Decision Making Chapter 8 Review, Comprehension and Page 21 of 43 Houghton Mifflin Harcourt: Student Material

23 (11) Individual experience. The student understands basic elements of cognition. The (B) identify strategies and obstacles associated with problem solving and decision making (iv) identify obstacles associated with decision making Instruction Chapter 8, Section 3, Reasoning and Decision Making, Shortcuts in Decision Making Review Chapter 8, Section 3 Assessment, Thinking Critically (11) Individual experience. The student understands basic elements of cognition. The (C) explore the structural features of language (i) explore the structural features of language Instruction Chapter 8, Section 4, Language, The Basic Elements of Language Review Chapter 8, Section 4 Assessment, Item 7 (11) Individual experience. The student understands basic elements of cognition. The (D) discuss theories of language acquisition and development (i) discuss theories of language acquisition Instruction Chapter 8, Section 4, Language, Basic Concepts of Language Review Review Chapter 8, Section 4 Assessment, Reviewing Main Ideas and Vocabulary Chapter 8 Review, Writing for AP (11) Individual experience. The student understands basic elements of cognition. The (D) discuss theories of language acquisition and development (ii) discuss theories of language development Instruction Chapter 8, Section 4, Language, The Stages of Language Development Review Chapter 8 Lab: Children, Thinking, and Language Page 22 of 43 Houghton Mifflin Harcourt: Student Material

24 (11) Individual experience. The student understands basic elements of cognition. The (E) evaluate the limitations and capabilities of the information processing model (i) evaluate the limitations of the information processing model Instruction Chapter 1, Section 4, Contemporary Perspectives, The Role of the Mind, The Cognitive Perspective Review Chatper 1 Review, Comprehension and, Item 4c (11) Individual experience. The student understands basic elements of cognition. The (E) evaluate the limitations and capabilities of the information processing model (ii) evaluate the capabilities of the information processing model Instruction Chapter 1, Section 4, Contemporary Perspectives, The Role of the Mind, The Cognitive Perspective Review Chatper 1 Review, Comprehension and, Item 4c (11) Individual experience. The student understands basic elements of cognition. The (F) understand the states and levels of consciousness (i) understand the states of consciousness Instruction Chapter 5, Section 1, The Study of Consciousness, Consciousness as a Construct, Meanings of Consciousness Review Instruction Review Chapter 5, Section 1 Assessment, Thinking Critically Chapter 5, Section 3, Altered States of Consciousness, Meditation and Biofeedback Chapter 5 Review, Comprehension and (11) Individual experience. The student understands basic elements of cognition. The (F) understand the states and levels of consciousness (ii) understand the levels of consciousness Instruction Chapter 5, Section 1, The Study of Consciousness, Different Levels of Consciousness Review Chapter 5, Section 1 Assessment, Item 6 Page 23 of 43 Houghton Mifflin Harcourt: Student Material

25 (12) Individual experience. The student understands the multifaceted aspects of mental health. The (A) explain stress and the individual's physiological, behavioral, and psychological responses to stressors (i) explain stress Instruction Chapter 17, Section 1, Understanding Stress, Different Kinds of Stress Review Instruction Review Chapter 17, Section 1 Assessment, Reviewing Main Ideas and Vocabulary Chapter 17, Section 1, Understanding Stress, Sources of Stress Chapter 17 Review, Comprehension and (12) Individual experience. The student understands the multifaceted aspects of mental health. The (A) explain stress and the individual's physiological, behavioral, and psychological responses to stressors (ii) explain the individual's physiological responses to stressors Instruction Chapter 17, Section 2, Stress: Responses and Effects, Effects of Stress on the Immune System Review Chapter 17, Section 2 Assessment, Thinking Critically Instruction Chapter 17, Section 3, Psychological Factors and Health, Entire section Review Chapter 17, Section 3 Assessment (12) Individual experience. The student understands the multifaceted aspects of mental health. The (A) explain stress and the individual's physiological, behavioral, and psychological responses to stressors (iii) explain the individual's behavioral responses to stressors Instruction Chapter 17, Section 2, Stress: Responses and Effects, Responses to Stress Review Chapter 17, Section 2 Assessment Instruction Chapter 17, Section 2, Stress: Responses and Effects, The General Adaptation Syndrome Review Chapter 17 Review, Comprehension and (12) Individual experience. The student understands the multifaceted aspects of mental health. The (A) explain stress and the individual's physiological, behavioral, and psychological responses to stressors (iv) explain the individual's psychological responses to stressors Instruction Chapter 17, Section 2, Stress: Responses and Effects, Responses to Stress Page 24 of 43 Houghton Mifflin Harcourt: Student Material

26 Review Chapter 17, Section 2 Assessment Instruction Chapter 17, Section 2, Stress: Responses and Effects, The General Adaptation Syndrome Review Chapter 17 Review, Comprehension and (12) Individual experience. The student understands the multifaceted aspects of mental health. The (B) evaluate cognitive and behavioral strategies for dealing with stress (i) evaluate cognitive strategies for dealing with stress Instruction Chapter 17, Section 4, Ways of Coping with Stress, Entire section Review Chapter 17, Section 4 Assessment Instruction Chapter 17 Simulation: Stress and Active Coping Methods Review Chapter 17 Simulation, Discussion Questions (12) Individual experience. The student understands the multifaceted aspects of mental health. The (B) evaluate cognitive and behavioral strategies for dealing with stress (ii) evaluate behavioral strategies for dealing with stress Instruction Chapter 17, Section 4, Ways of Coping with Stress, Entire section Review Chapter 17, Section 4 Assessment Instruction Chapter 17 Simulation: Stress and Active Coping Methods Review Chapter 17 Simulation, Discussion Questions (12) Individual experience. The student understands the multifaceted aspects of mental health. The (C) analyze the challenges inherent in defining abnormal behavior and acknowledge the sociocultural stigma of labeling behavior as abnormal (i) analyze the challenges inherent in defining abnormal behavior Instruction Chapter 18, Section 1, Understanding Psychological Disorders, Identifying Psychological Disorders Review Chapter 18 Review, Comprehension and Instruction Chapter 18 Lab: Diagnosing Psychological Disorders Review Chapter 18 Lab Discussion Questions Page 25 of 43 Houghton Mifflin Harcourt: Student Material