Kenilworth Public Schools. Curriculum Guide

Transcription

1 Kenilworth Public Schools Curriculum Guide Content Area Psychology Grade 9-12 Submitted by Vincent McGowan Written Spring 2015 BOE Approved May 2015

2 Psychology- High School- Scope and Sequence Unit 1- What is Psychology? Unit 2- The Science of Psychology Unit 3- Neuroscience: Brain & Behavior Unit 4- Developmental Psychology Unit 5- Learning & Conditioning Unit 6- Memory Unit 7- Personality Unit 8- Psychological Disorders & Treatment Weeks 1-3 (2-3 Weeks) Weeks 3-5 (2-3 Weeks) Weeks 6-8 (2-3 Weeks) Weeks 8-10 (2-3 Weeks) Weeks (2-3 Weeks) Weeks (2 Weeks) Weeks (2 Weeks) Weeks (2-3 Weeks) Unit Description: Unit Description: Unit Description: Unit Description: Unit Description: Unit Description: Unit Description: Unit Description: Psychology is the science of behavior and mental processes. It became a field of study in the late 1800s. It has undergone many changes in focus over its short but important history. Popular images of what psychology is are still not always very accurate. Psychology is based on empiricism and on theory development. Like research in other areas, psychology research is committed to objectivity, systematic observation and replicability. Psychologists use the scientific method to conduct their research. The nervous system is what allows for communication between the brain and the rest of the body. Neurotransmitt ers and hormones are chemicals that live inside of humans and carry messages for behavior. Behavior is also affected by genes and genetic mutations. Science has Developmental psychology is the study of the lifelong, often age-related processes of change in the physical, emotional, moral, and social domains of functioning. Learning is a relatively permanent and stable change in an organism that occurs as a result of experiences in the environment. Learning can take several forms including classical conditioning and operant conditioning as well as through observation. Memory is not a passive "photographic" picture of the past, but an active, constructive process. The information - processing approach to memory assumes that there are distinct stages of the memory process; encoding, storage and retrieval. Memory can be affected by Personality is a set of relatively enduring traits, dispositions, or characteristics that give consistency to a person's behavior. There have been many perspectives in trying to study personality including the psychodynamic theories, trait theories, humanistic theories and social-cognitive theories. There People exhibit abnormal behavior when their psychological processes break down and they can no longer function on a daily basis. The psychological community has created a Diagnostic and Statistical Manual- (DSM-V) in order to help improve the diagnosing of mental Kenilworth Public Schools

3 discovered that the brain has some brain functions that are specialized. Brains are capable of change, a capability called plasticity. This can allow people to recover from brain injury. many things including the level at which we process information, individual differences in genetic makeup, the type of memory, damage to the brain, drugs, time and practice. have been many tests put forth to measure personality as well. disorders. It is not without its critics. Treatment can range in form and in success rates. Kenilworth Public Schools

4 Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Discuss the common misperceptions about psychology, understand the limitations of these perceptions, and come to an understanding of how psychology is currently defined. Define the early schools of thought and traditions in psychology, including structuralism, functionalism, Gestalt psychology, psychoanalysis, behaviorism, humanistic psychology, and cognitive psychology. Who are the psychologists associated with these traditions and what do these traditions believe and study? Name the women and ethnic minorities who have been contributors in psychology and discuss their contributions to Explain how psychologists discover the underpinnings of human behavior and mental processes through the conduct of empirical research and theory development. Summarize the three principles that underlie the scientific endeavor. Identify and describe the five basic steps of the scientific method. Define the key elements of the experimental method and be able to identify these components in a research study. Identify and describe the various types of descriptive research methods and state the strengths and limitations of each. Compare and contrast the strengths and limitations of Review the functioning of the nervous system by specifying the four types of neurons, the parts of a neuron and their functions, and the electrochemical process associated with neuronal communication. Describe the action of a neurotransmitters on the receiving neuron and be able to list the different types of neurotransmitters and what function(s) they are believed to be associated with Explain the field of psychopharmacolog y and discuss the goals of professionals within this field. Describe the peripheral nervous system, its subsystems, and the role of these systems in human behavior. Identify and describe the structures and functions of the central nervous system. Define the structures and Explain the five key issues in developmental psychology and understand how they operate to frame the questions developmental psychologists ask. Compare and contrast crosssectional and longitudinal research designs and outline the strengths and weaknesses of each. Describe prenatal development as it proceeds through the zygote, embryonic, and fetal stages. Identify some of the environmental factors that might negatively impact prenatal development and the role of critical periods in determining the type of potential impact. Discuss the infant s ability to perceive and interact with the world, paying particular attention to the research that informs our knowledge about Define learning and discuss the four important concepts in the definition. Describe classical conditioning and define the key terms and procedures associated with classical conditioning. Explain how classical conditioning is used to elicit behavioral and emotional responses in humans. Discuss higher order conditioning and list two factors that determine the extent of conditioning. Explain the importance of strength, timing, frequency, and predictability in classical conditioning. Describe how classically conditioned responses undergo extinction, spontaneous recovery, generalization and discrimination. Discuss how the Detail how encoding, storage, and retrieval are involved in memory processes, and explain how attention and encoding are interrelated. Describe the levels of processing approach and the neuroscience approach to memory and encoding. Explain the process of encoding that take place in sensory memory, and discuss the capacity and limits of sensory memory. Compare and contrast short-term and sensory memory, state how short term storage can be enhanced through different types of rehearsal, and discuss the duration and capacity limitations in short term memory. State how shortterm and working memory are different and characterize the functions of working memory. Describe the encoding and storage Define the term personality, and discuss the importance of viewing personality from within a cultural context. Describe the three levels of thought described by Freud, list and define the three structures of the mind, and explain the relationship between the three primary structures of the mind and the different levels of thought as discussed in Freudian theory. Summarize Freud s psychosexual stage theory of personality development and identify the conflicts experienced at each stage and the adult characteristics associated with each and identify the major defense mechanisms. Describe the 6 concepts of importance to Adler s personality theory and explain how his approach is different from Freud s List and describe five distinguishing characteristics of abnormal behavior. Distinguish between the medical-biological, psychodynamic, humanistic, behavioral, cognitive, sociocultural, and evolutionary models of abnormal behavior. State what the DSM-V is. In addition, discuss some of the criticisms of the DSM system. Define the term anxiety and list and define the various anxiety disorders that are discussed. Define phobic disorder and explain the differences between agoraphobia, social phobia, and specific phobia. Differentiate between an obsession and a compulsion as each relates to the diagnosis of obsessivecompulsive disorder. Describe the Kenilworth Public Schools

5 the field. Define behaviorism, humanistic psychology, cognitive psychology, and the biological perspective. Include the similarities and differences between them. Name and describe the major perspectives within psychology, including the psychoanalytic, behaviorist, humanistic, cognitive, biopsychology, and social and cultural. For each of these perspectives, you should be able to discuss the main idea associated with each and the emphasis or technique used within that perspective. Name and describe the current trends in psychology, including positive, industrial/organiza tional, and evolutionary experimental and descriptive methods of research. Define and differentiate between descriptive and inferential statistics. Provide examples of some of the commonly used descriptive statistics. Compare and contrast the idea of statistical significance and meaningfulness. Identify factors that contribute to human diversity and that potentially may be related to bias in psychological research. Summarize each and explain why universal statements about human behavior are not always true. Describe how human participants in research experiments are safeguarded by ethics. Discuss the use of functions of the brain including the substructures of the hindbrain, midbrain, and forebrain. Describe how studying brain damage might allow us to better understand how the brain normally functions. Specify how modern techniques such as CT, PET, and MRI and fmri scans are making the examination of brain processes more precise. Understand brain specialization and discuss some of the research that has been conducted within this area. Examine the concept of plasticity, discuss factors that may influence the plasticity of the brain, and explain how plasticity may provide hope in altering the effects of neuronal disease. Describe the functioning of the endocrine system, list the endocrine glands within this system, and state how the hormones produced by these this interaction. Describe the central concepts of Piaget s theory of cognitive development, list each of the key stages in this theory, and summarize the changes that are evident at each stage. Summarize some of the criticisms of Piaget s cognitive development theory. Describe Vygotsky s sociocultural theory and differentiate it from Piaget s theory. Explain the theory of mind. Define attachment, discuss some of the classic work on attachment theory, and explain modern theories of attachment style and its impact on childcare. Define temperament, list the different categories of temperament, and discuss the impact of temperament on the child s developmental environment. Explain Kohlberg s process of classical conditioning has been applied to daily human life. Define operant conditioning and discuss two American psychologists who contributed greatly to our understanding of this type of learning. Define reinforcement, compare and contrast positive and negative reinforcement, and differentiate between primary and secondary reinforcers. Explain the importance of shaping to operant conditioning and discuss how a Skinner box can be used to shape behavior. Define and differentiate between positive and negative punishment and explain the effect of punishment on behavior. Discuss how to use processes characteristic of long-term memory and distinguish between the different types of long-term memories. Describe the role of practice on memory. Explain how the consolidation process may explain both memory and learning, and state what is known about the location of memories. Define and differentiate between retrieval, recall, recognition, and relearning. Outline the factors that are related to retrieval success and failure, and specifically discuss the role of state-dependent learning. Explain the primacy and recency effects and how imagery can be used as an important perceptual memory aid. Define flashbulb memories and summarize the research examining the validity of this type of memory. psychodynamic theory. Describe the similarities and differences between Jung and Freud and the four key archetypes discussed in Jung s theory. Describe the behavioral approach to personality development, state how it differs from other personality theories, and discuss the role of reinforcement and punishment in personality development. Name the three categories of traits defined by Allport, and compare this theory to Cattell s trait theory. List and describe the three bipolar dimensions of Eysenck s type theory. Describe the five supertraits in the Five-Factor Model. Explain Maslow s hierarchical model of personality development and discuss the characteristics of people who have achieved selfactualization. symptoms of major depressive disorder and describe its typical, onset, duration, and prevalence. Summarize the causes of depression according to the biological, cognitive, and biopsychosocial theories. Identify the two phases of bipolar disorder and discuss its prevalence and typical course. Define dissociative disorder and identify and differentiate between dissociative amnesia and dissociative identity disorder. Describe the common symptoms of schizophrenia and identify the characteristics associated with the different types of schizophrenia. List and describe the three broad classes of personality disorders and then define the six personality disorders that are discussed in your text. Explain the relationship having a Kenilworth Public Schools

6 psychology. Define and differentiate between the major types of mental health practitioners and describe what psychologists do. Describe and differentiate between the subfields of applied research, human services, and experimental psychology and discuss the focus and activities in each subfield. Identify and summarize the four recurring themes in psychology that can be used to help you understand how the many content areas of psychology relate to one another. deception in psychological research and the conditions that must be met when deception is used. glands influence behavior. Understand the difference between nature and nurture and how each affects the expression of human traits. Understand the basic components of genetics including gene(s), chromosomes, genotype and phenotype and heritability. Discuss the role that genetics has on human behavior and traits. What is the evolutionary approach to psychology and how our evolutionary history is believed to influence current human behavior(s). Outline some of the controversies associated with evolutionary approaches and explain how evolutionary psychologists answer these criticisms. levels and stages of moral development. Summarize Gilligan s criticisms of Kohlberg s theory of moral development. Describe some of the influences on early social development. Understand gender roles and the influence of these roles on development and socialization. List and describe Erikson s first 4 stages of psychosocial development. punishment effectively, and list the limitations of punishment. Explain how strength, timing, and frequency of consequences affect operant conditioning and state how schedules of reinforcement can be used in practical ways. Describe how operantly conditioned responses undergo extinction, spontaneous recovery, generalization and discrimination. Discuss the application of operant conditioning to real life by discussing the concepts of superstition, intrinsic and extrinsic motivation, and behavioral selfregulation. Define social learning theory and discuss the impact of modeling on human behavior. Explain the key Discuss the impact of culture and gender on memory. Describe how memory is lost through decay and interference, and differentiate between proactive interference, retroactive interference, and interference in attention. Examine the contradictory research findings concerning the accuracy of eyewitness testimony. Examine the debate between clinical psychologists and memory researchers on the issue of motivated forgetting. Define and differentiate between anterograde and retrograde amnesia. Identify Rogers basic assumptions about personality and the factors associated with its development, and explain the relationship between the self and personality. Summarize the importance of positive psychology and explain how it is different from other humanistic theories of personality. Define and differentiate between an internal and external locus of control and state how this differentiation is important in understanding behavior. Using Bandura s model, explain the importance of having a strong sense of self-efficacy, how this aspect of personality develops, and how gender norms can influence it. Define what is meant by a personality assessment, identify some of the most popular instruments used in personality psychological disorder and violent behavior. Describe how being a victim of a violent act might increase one s risk for experiencing psychological problems, and identify what types of problems have been associated with certain types of violent acts. Describe the major types of therapy used to treat mental disorders Kenilworth Public Schools

7 processes involved in observational learning. Explain the process of consolidation. Distinguish between insight, latent learning, and cognitive maps and describe how these concepts are related to learning. Describe evolutionary theories and how they conceptualize learning. assessment, and explain the difference(s) between objective and projective personality tests. State which parts and processes of the brain have been associated with learning, and discuss what changes occur as the result of learning. Kenilworth Public Schools

8 Psychology- H.S. -Unit 01-What is Psychology? Unit title: Unit 01- What is Psychology? Unit summary: Psychology is the science of behavior and mental processes. It became a field of study in the late 1800s. It has undergone many changes in focus over its short but important history. Popular images of what psychology is are still not always very accurate. Primary interdisciplinary connections: social studies, history, science, art, English, math 21 st Century Themes: Global Awareness, Life and Career Skills, Information Literacy Learning Targets Standards: National Standards for HS Psychology Curricula by the American Psychological Association: DOMAIN: Scientific Inquiry- STANDARD AREA: Perspectives in Psychological Science: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3 Content Statements: 1 Definition of psychology 2 Critical thinking in psychology 3 History of psychology 4 Modern schools of thought 5 What do psychologists do? Big Idea: The definition of psychology has broadened over time. Unit Essential Questions What is psychology and how is it similar and different from other sciences? How does the scientific method apply to the field of psychology? Why is it important to develop strong critical thinking skills? How is the history of psychology important to today s developments? Unit Enduring Understandings Popular images of psychology are still not always very accurate. Psychology is a social science and follows all of the same rigor as those in the natural sciences. Psychology has undergone many changes over its short but important history. The definition of psychology has broadened over time.

9 Unit Learning Targets Students will Discuss the common misperceptions about psychology, understand the limitations of these perceptions, and come to an understanding of how psychology is currently defined. Define the early schools of thought and traditions in psychology, including structuralism, functionalism, Gestalt psychology, psychoanalysis, behaviorism, humanistic psychology, and cognitive psychology. Who are the psychologists associated with these traditions and what do these traditions believe and study? Name the women and ethnic minorities who have been contributors in psychology and discuss their contributions to the field. Define behaviorism, humanistic psychology, cognitive psychology, and the biological perspective. Include the similarities and differences between them. Name and describe the major perspectives within psychology, including the psychoanalytic, behaviorist, humanistic, cognitive, biopsychology, and social and cultural. For each of these perspectives, you should be able to discuss the main idea associated with each and the emphasis or technique used within that perspective. Name and describe the current trends in psychology, including positive, industrial/organizational, and evolutionary psychology. Define and differentiate between the major types of mental health practitioners and describe what psychologists do. Describe and differentiate between the subfields of applied research, human services, and experimental psychology and discuss the focus and activities in each subfield. Identify and summarize the four recurring themes in psychology that can be used to help you understand how the many content areas of psychology relate to one another. Evidence of Learning Summative Assessment: Teacher Developed tests / quizzes / Formative Assessments: Teacher developed questions student written notebooks based on lectures and readings (Portfolio style)

10 Activities Lesson Plans (Use Font: Times, Size:12, Bulleted, Not Bold) Teacher Resources Psychology by Lester A. Lefton Annual Editions: Psychology by R. Eric Landrum Discovering Psychology video series by Philip Zimbardo (volume 1- Past, Present, Promise) Timeframe (Use Font: Times, Size:12, Centered, Not Bold) Teacher Note (Use Font: Times, Size:12, Centered, Not Bold)

11 Psychology- H.S. -Unit 02- The Science of Psychology Unit title: Unit 02- The Science of Psychology Unit summary: Psychology is based on empiricism and on theory development. Like research in other areas, psychology research is committed to objectivity, systematic observation and replicability. Psychologists use the scientific method to conduct their research. Primary interdisciplinary connections: social studies, history, science, art, English, math 21 st Century Themes: Global Awareness, Life and Career Skills, Information Literacy Learning Targets Standards: National Standards for HS Psychology Curricula by the American Psychological Association: DOMAIN: Scientific Inquiry- STANDARD AREA: Research Methods, Measurement, and Statistics: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 3.1, 3.6 Content Statements: 1 Descriptive studies / Correlational studies / Experiments 2 Descriptive / inferential statistics 3 Statistical methods 4 Ethics in research 5 Treatment of humans in research 6 Use of animals in research 7 Use of deception in research 8 Big Idea: Research methods completed in accordance with the scientific principles of good research form the backbone of psychology. Unit Essential Questions How are descriptive statistics different from inferential statistics? How are correlational studies different from conducting experiments? What role and value does research play in the field of psychology Unit Enduring Understandings Psychology is based on empiricism and on theory development. Like research in other areas, psychology research is committed to objectivity, systematic observation and replicability. Psychologists use the scientific method to conduct their research.

12 Unit Learning Targets Students will Explain how psychologists discover the underpinnings of human behavior and mental processes through the conduct of empirical research and theory development. Summarize the three principles that underlie the scientific endeavor. Identify and describe the five basic steps of the scientific method. Define the key elements of the experimental method and be able to identify these components in a research study. Identify and describe the various types of descriptive research methods and state the strengths and limitations of each. Compare and contrast the strengths and limitations of experimental and descriptive methods of research. Define and differentiate between descriptive and inferential statistics. Provide examples of some of the commonly used descriptive statistics. Compare and contrast the idea of statistical significance and meaningfulness. Identify factors that contribute to human diversity and that potentially may be related to bias in psychological research. Summarize each and explain why universal statements about human behavior are not always true. Describe how human participants in research experiments are safeguarded by ethics. Discuss the use of deception in psychological research and the conditions that must be met when deception is used. Evidence of Learning Summative Assessment: Teacher Developed tests / quizzes / Formative Assessments: Teacher developed questions student written notebooks based on lectures and readings (Portfolio style)

13 Activities Lesson Plans (Use Font: Times, Size:12, Bulleted, Not Bold) Teacher Resources Psychology by Lester A. Lefton Annual Editions: Psychology by R. Eric Landrum Discovering Psychology video series by Philip Zimbardo (volume 2- Understanding Research) Timeframe (Use Font: Times, Size:12, Centered, Not Bold) Teacher Note (Use Font: Times, Size:12, Centered, Not Bold)

14 Psychology- H.S. -Unit 03- Neuroscience Unit title: Unit 03- The Neuroscience- Brain and Behavior Unit summary: The nervous system is what allows for communication between the brain and the rest of the body. Neurotransmitters and hormones are chemicals that live inside of humans and carry messages for behavior. Behavior is also affected by genes and genetic mutations. Science has discovered that the brain has some brain functions that are specialized. Brains are capable of change, a capability called plasticity. This can allow people to recover from brain injury. Primary interdisciplinary connections: social studies, history, science, art, English, math 21 st Century Themes: Global Awareness, Life and Career Skills, Information Literacy Learning Targets Standards: National Standards for HS Psychology Curricula by the American Psychological Association: DOMAIN: Biopsychology- STANDARD AREA: Biological Basis of Behavior: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, , 4.1, 4.2, 4.3 Content Statements: 1 Genetics of similarity 2 Genetics of difference 3 Genes & intelligence 4 The nervous system 5 Communication in the nervous system 6 Mapping the brain 7 Brain lateralization 8 Methods in studying the brain Big Idea: Behavior is affected by the brain and biology BUT biology and the brain are also affected by behavior. Unit Essential Questions How does biology play a role in the behavior of human beings and animals? What role do genes and heredity play in psychological characteristics? How important are critical periods of development in terms of learning? How are nature and nurture accounted for Unit Enduring Understandings There is a reciprocal relationship between the brain, the body and behavior. The nervous system is what allows for communication between the brain and the rest of the body. Neurotransmitters and hormones are chemicals that live inside of humans and carry messages

15 in the development of human beings and animals? for behavior. Behavior is also affected by genes and genetic mutations. Science has discovered that the brain has some brain functions that are specialized. Brains are capable of change, a capability called plasticity. This can allow people to recover from brain injury. Unit Learning Targets Students will Review the functioning of the nervous system by specifying the four types of neurons, the parts of a neuron and their functions, and the electrochemical process associated with neuronal communication. Describe the action of a neurotransmitters on the receiving neuron and be able to list the different types of neurotransmitters and what function(s) they are believed to be associated with Explain the field of psychopharmacology and discuss the goals of professionals within this field. Describe the peripheral nervous system, its subsystems, and the role of these systems in human behavior. Identify and describe the structures and functions of the central nervous system. Define the structures and functions of the brain including the substructures of the hindbrain, midbrain, and forebrain. Describe how studying brain damage might allow us to better understand how the brain normally functions. Specify how modern techniques such as CT, PET, and MRI and fmri scans are making the examination of brain processes more precise. Understand brain specialization and discuss some of the research that has been conducted within this area. Examine the concept of plasticity, discuss factors that may influence the plasticity of the brain, and explain how plasticity may provide hope in altering the effects of neuronal disease. Describe the functioning of the endocrine system, list the endocrine glands within this system, and state how the hormones produced by these glands influence behavior. Understand the difference between nature and nurture and how each affects the expression of human traits. Understand the basic components of genetics including gene(s), chromosomes, genotype and phenotype and heritability. Discuss the role that genetics has on human behavior and traits. What is the evolutionary approach to psychology and how our evolutionary history is believed to influence current human behavior(s). Outline some of the controversies associated with evolutionary approaches and explain how evolutionary psychologists answer these criticisms.

16 Evidence of Learning Summative Assessment: Teacher Developed tests / quizzes / Formative Assessments: Teacher developed questions student written notebooks based on lectures and readings (Portfolio style)

17 Activities Lesson Plans (Use Font: Times, Size:12, Bulleted, Not Bold) Teacher Resources Psychology by Lester A. Lefton Annual Editions: Psychology by R. Eric Landrum Discovering Psychology video series by Philip Zimbardo (volume 3- The Behaving Brain) Timeframe (Use Font: Times, Size:12, Centered, Not Bold) Teacher Note (Use Font: Times, Size:12, Centered, Not Bold)

18 Psychology- H.S. -Unit 04- Developmental Unit title: Unit 04- Developmental Psychology Unit summary: Developmental psychology is the study of the lifelong, often age-related processes of change in the physical, emotional, moral, and social domains of functioning. Primary interdisciplinary connections: social studies, history, science, art, English, math 21 st Century Themes: Global Awareness, Life and Career Skills, Information Literacy Learning Targets Standards: National Standards for HS Psychology Curricula by the American Psychological Association: DOMAIN: Development and Learning- STANDARD AREA: Life Span Development: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, , 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4 Content Statements: 1 Conception through birth 2 1st year 3 Cognitive development 4 Moral development 5 Gender development 6 Adolescence 7 Adulthood 8 Big Idea: Developmental psychology is the study of the lifelong, often age-related processes of change in the physical, emotional, moral, and social domains of functioning. Unit Essential Questions How do people grow and develop physically throughout the lifespan? How do people grow and develop intellectually throughout the lifespan? How do people grow and develop socially throughout the lifespan? How do people grow and develop morally throughout the lifespan? How do people grow and develop personality throughout the lifespan? Unit Enduring Understandings Developmental psychology is the study of the lifelong, often age-related processes of change in the physical, emotional, moral, and social domains of functioning. Critical periods of development, where an organism is especially sensitive to environmental influences, can be very important to areas such as language in humans. Piaget has had the dominant voice in cognitive development.

19 Erikson 8 stages of psychosocial development has been very influential. Kohlberg's theory of moral development has been widely accepted but has also faced criticism. Unit Learning Targets Students will Explain the five key issues in developmental psychology and understand how they operate to frame the questions developmental psychologists ask. Compare and contrast cross-sectional and longitudinal research designs and outline the strengths and weaknesses of each. Describe prenatal development as it proceeds through the zygote, embryonic, and fetal stages. Identify some of the environmental factors that might negatively impact prenatal development and the role of critical periods in determining the type of potential impact. Discuss the infant s ability to perceive and interact with the world, paying particular attention to the research that informs our knowledge about this interaction. Describe the central concepts of Piaget s theory of cognitive development, list each of the key stages in this theory, and summarize the changes that are evident at each stage. Summarize some of the criticisms of Piaget s cognitive development theory. Describe Vygotsky s sociocultural theory and differentiate it from Piaget s theory. Explain the theory of mind. Define attachment, discuss some of the classic work on attachment theory, and explain modern theories of attachment style and its impact on childcare. Define temperament, list the different categories of temperament, and discuss the impact of temperament on the child s developmental environment. Explain Kohlberg s levels and stages of moral development. Summarize Gilligan s criticisms of Kohlberg s theory of moral development. Describe some of the influences on early social development. Understand gender roles and the influence of these roles on development and socialization. List and describe Erikson s first 4 stages of psychosocial development. Evidence of Learning Summative Assessment: Teacher Developed tests / quizzes / Formative Assessments: Teacher developed questions student written notebooks based on lectures and readings (Portfolio style)

20 Activities Lesson Plans (Use Font: Times, Size:12, Bulleted, Not Bold) Teacher Resources Psychology by Lester A. Lefton Annual Editions: Psychology by R. Eric Landrum Discovering Psychology video series by Philip Zimbardo (volume 5- The Developing Child) Timeframe (Use Font: Times, Size:12, Centered, Not Bold) Teacher Note (Use Font: Times, Size:12, Centered, Not Bold)

21 Psychology- H.S. -Unit 05 Learning Unit title: Unit 05- Learning & Conditioning Unit summary: Learning is a relatively permanent and stable change in an organism that occurs as a result of experiences in the environment. Learning can take several forms including classical conditioning and operant conditioning as well as through observation. Primary interdisciplinary connections: social studies, history, science, art, English, math 21 st Century Themes: Global Awareness, Life and Career Skills, Information Literacy Learning Targets Standards: National Standards for HS Psychology Curricula by the American Psychological Association: DOMAIN: Development and Learning- STANDARD AREA: Learning: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2 Content Statements: 1 Classical Conditioning 2 Operant Conditioning 3 Latent learning 4 Social-cognitive learning theories Big Idea: Learning is a relatively permanent and stable change in an organism that occurs as a result of experiences in the environment. Unit Essential Questions What is learning, and how does it occur? How can learning be measured? What methods do psychologists use to compare individuals abilities and characteristics? Unit Enduring Understandings Learning is a relatively permanent and stable change in an organism that occurs as a result of experiences in the environment. Learning can take several forms including classical conditioning and operant conditioning as well as through observation.

22 Unit Learning Targets Students will Define learning and discuss the four important concepts in the definition. Describe classical conditioning and define the key terms and procedures associated with classical conditioning. Explain how classical conditioning is used to elicit behavioral and emotional responses in humans. Discuss higher order conditioning and list two factors that determine the extent of conditioning. Explain the importance of strength, timing, frequency, and predictability in classical conditioning. Describe how classically conditioned responses undergo extinction, spontaneous recovery, generalization and discrimination. Discuss how the process of classical conditioning has been applied to daily human life. Define operant conditioning and discuss two American psychologists who contributed greatly to our understanding of this type of learning. Define reinforcement, compare and contrast positive and negative reinforcement, and differentiate between primary and secondary reinforcers. Explain the importance of shaping to operant conditioning and discuss how a Skinner box can be used to shape behavior. Define and differentiate between positive and negative punishment and explain the effect of punishment on behavior. Discuss how to use punishment effectively, and list the limitations of punishment. Explain how strength, timing, and frequency of consequences affect operant conditioning and state how schedules of reinforcement can be used in practical ways. Describe how operantly conditioned responses undergo extinction, spontaneous recovery, generalization and discrimination. Discuss the application of operant conditioning to real life by discussing the concepts of superstition, intrinsic and extrinsic motivation, and behavioral self-regulation. Define social learning theory and discuss the impact of modeling on human behavior. Explain the key processes involved in observational learning. Explain the process of consolidation. Distinguish between insight, latent learning, and cognitive maps and describe how these concepts are related to learning. Describe evolutionary theories and how they conceptualize learning. State which parts and processes of the brain have been associated with learning, and discuss what changes occur as the result of learning. Evidence of Learning Summative Assessment: Teacher Developed tests / quizzes / Formative Assessments:

23 Teacher developed questions student written notebooks based on lectures and readings (Portfolio style)

24 Activities Lesson Plans (Use Font: Times, Size:12, Bulleted, Not Bold) Teacher Resources Psychology by Lester A. Lefton Annual Editions: Psychology by R. Eric Landrum Discovering Psychology video series by Philip Zimbardo (volume 8- Learning) Timeframe (Use Font: Times, Size:12, Centered, Not Bold) Teacher Note (Use Font: Times, Size:12, Centered, Not Bold)

25 Psychology- H.S. -Unit 06- Memory Unit title: Unit 06- Memory Unit summary: Memory is not a passive "photographic" picture of the past, but an active, constructive process. The information - processing approach to memory assumes that there are distinct stages of the memory process; encoding, storage and retrieval. Memory can be affected by many things including the level at which we process information, individual differences in genetic makeup, the type of memory, damage to the brain, drugs, time and practice. Primary interdisciplinary connections: social studies, history, science, art, English, math 21 st Century Themes: Global Awareness, Life and Career Skills, Information Literacy Learning Targets Standards: National Standards for HS Psychology Curricula by the American Psychological Association: DOMAIN: Cognition- STANDARD AREA: Memory: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5 Content Statements: 1 Reconstructing the past 2 Power of suggestion 3 Models of memory 4 Measuring memory 5 Biology of memory 6 How we remember 7 Why we forget 8 Big Idea: Memory is not a passive "photographic" picture of the past, but an active, constructive process. Unit Essential Questions How do humans encode, store, and retrieve information from memory? How can humans enhance memory encoding, storage, and retrieval? Unit Enduring Understandings Memory is not a passive "photographic" picture of the past, but an active, constructive process. The information - processing approach to memory assumes that there are distinct stages of the memory process; encoding, storage and retrieval. Memory can be affected by many things

26 including the level at which we process information, individual differences in genetic makeup, the type of memory, damage to the brain, drugs, time and practice. Unit Learning Targets Students will Detail how encoding, storage, and retrieval are involved in memory processes, and explain how attention and encoding are interrelated. Describe the levels of processing approach and the neuroscience approach to memory and encoding. Explain the process of encoding that take place in sensory memory, and discuss the capacity and limits of sensory memory. Compare and contrast short-term and sensory memory, state how short term storage can be enhanced through different types of rehearsal, and discuss the duration and capacity limitations in short term memory. State how short-term and working memory are different and characterize the functions of working memory. Describe the encoding and storage processes characteristic of long-term memory and distinguish between the different types of long-term memories. Describe the role of practice on memory. Explain how the consolidation process may explain both memory and learning, and state what is known about the location of memories. Define and differentiate between retrieval, recall, recognition, and relearning. Outline the factors that are related to retrieval success and failure, and specifically discuss the role of state-dependent learning. Explain the primacy and recency effects and how imagery can be used as an important perceptual memory aid. Define flashbulb memories and summarize the research examining the validity of this type of memory. Discuss the impact of culture and gender on memory. Describe how memory is lost through decay and interference, and differentiate between proactive interference, retroactive interference, and interference in attention. Examine the contradictory research findings concerning the accuracy of eyewitness testimony. Examine the debate between clinical psychologists and memory researchers on the issue of motivated forgetting. Define and differentiate between anterograde and retrograde amnesia. Evidence of Learning Summative Assessment: Teacher Developed tests / quizzes / Formative Assessments:

27 Teacher developed questions student written notebooks based on lectures and readings (Portfolio style)

28 Activities Lesson Plans (Use Font: Times, Size:12, Bulleted, Not Bold) Teacher Resources Psychology by Lester A. Lefton Annual Editions: Psychology by R. Eric Landrum Discovering Psychology video series by Philip Zimbardo (volume 9- Remembering and Forgetting) Timeframe (Use Font: Times, Size:12, Centered, Not Bold) Teacher Note (Use Font: Times, Size:12, Centered, Not Bold)

29 Psychology- H.S. -Unit 07- Personality Unit title: Unit 07- Personality Unit summary: Personality is a set of relatively enduring traits, dispositions, or characteristics that give consistency to a person's behavior. There have been many perspectives in trying to study personality including the psychodynamic theories, trait theories, humanistic theories and social-cognitive theories. There have been many tests put forth to measure personality as well. Primary interdisciplinary connections: social studies, history, science, art, English, math 21 st Century Themes: Global Awareness, Life and Career Skills, Information Literacy Learning Targets Standards: National Standards for HS Psychology Curricula by the American Psychological Association: DOMAIN: Individual Variations- STANDARD AREA: Personality: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2 Content Statements: 1 Measuring personality 2 Influences on personality 3 Genetics 4 Environmental 5 Cultural 6 Psychodynamic 7 Humanistic approach 8 Trait theory Big Idea: There have been many perspectives in trying to study personality including the psychodynamic theories, trait theories, humanistic theories and social-cognitive theories. Unit Essential Questions How do psychologists define and study personality? What advantages and limitations exist for each theory s description of personality? How do psychologists reliably measure personality and interpret personality s role in behavior? Unit Enduring Understandings Personality is a set of relatively enduring traits, dispositions, or characteristics that give consistency to a person's behavior. There have been many perspectives in trying to study personality including the psychodynamic theories, trait theories, humanistic theories and social-cognitive theories. There have been many tests put forth to

30 measure personality as well. Unit Learning Targets Students will Define the term personality, and discuss the importance of viewing personality from within a cultural context. Describe the three levels of thought described by Freud, list and define the three structures of the mind, and explain the relationship between the three primary structures of the mind and the different levels of thought as discussed in Freudian theory. Summarize Freud s psychosexual stage theory of personality development and identify the conflicts experienced at each stage and the adult characteristics associated with each and identify the major defense mechanisms. Describe the 6 concepts of importance to Adler s personality theory and explain how his approach is different from Freud s psychodynamic theory. Describe the similarities and differences between Jung and Freud and the four key archetypes discussed in Jung s theory. Describe the behavioral approach to personality development, state how it differs from other personality theories, and discuss the role of reinforcement and punishment in personality development. Name the three categories of traits defined by Allport, and compare this theory to Cattell s trait theory. List and describe the three bipolar dimensions of Eysenck s type theory. Describe the five supertraits in the Five-Factor Model. Explain Maslow s hierarchical model of personality development and discuss the characteristics of people who have achieved self-actualization. Identify Rogers basic assumptions about personality and the factors associated with its development, and explain the relationship between the self and personality. Summarize the importance of positive psychology and explain how it is different from other humanistic theories of personality. Define and differentiate between an internal and external locus of control and state how this differentiation is important in understanding behavior. Using Bandura s model, explain the importance of having a strong sense of self-efficacy, how this aspect of personality develops, and how gender norms can influence it. Define what is meant by a personality assessment, identify some of the most popular instruments used in personality assessment, and explain the difference(s) between objective and projective personality tests. Evidence of Learning Summative Assessment: Teacher Developed tests / quizzes / Formative Assessments:

31 Teacher developed questions student written notebooks based on lectures and readings (Portfolio style)

32 Activities Lesson Plans (Use Font: Times, Size:12, Bulleted, Not Bold) Teacher Resources Psychology by Lester A. Lefton Annual Editions: Psychology by R. Eric Landrum Discovering Psychology video series by Philip Zimbardo Timeframe (Use Font: Times, Size:12, Centered, Not Bold) Teacher Note (Use Font: Times, Size:12, Centered, Not Bold)

33 Psychology- H.S. -Unit 08- Abnormal Behavior Unit title: Unit 08- Psychological Disorders and Treatment Unit summary: People exhibit abnormal behavior when their psychological processes break down and they can no longer function on a daily basis. The psychological community has created a Diagnostic and Statistical Manual- (DSM-V) in order to help improve the diagnosing of mental disorders. It is not without its critics. Treatment can range in form and in success rates. Primary interdisciplinary connections: social studies, history, science, art, English, math 21 st Century Themes: Global Awareness, Life and Career Skills, Information Literacy Learning Targets Standards: National Standards for HS Psychology Curricula by the American Psychological Association: DOMAIN: Individual Variations- STANDARD AREA: Psychological Disorders: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4 DOMAIN: Application of Psychological Science- STANDARD AREA: Treatment of Psychological Disorders: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2 Content Statements: 1 Defining & diagnosing mental disorders, DSM-V 2 Disorders: Anxiety, Mood, Personality, Drug abuse and addiction, Dissociative Identity Disorder, Schizophrenia 3 Approaches to Treatment & Therapy Biological 4 Kinds of psychotherapy 5 Psychodynamic therapy 6 Behavior and Cognitive therapy 7 Humanist and existential therapy 8 Family and couples therapy Big Idea: People exhibit abnormal behavior when their psychological processes break down and they can no longer function on a daily basis. Treatment can range in form and in success rates. Unit Essential Questions How do psychologists measure and define abnormal behavior? How are the various psychological disorders identified and studied? Unit Enduring Understandings People exhibit abnormal behavior when their psychological processes break down and they can no longer function on a daily basis. The psychological community has created a