Prerequisites: (Recommended) none, although concurrent enrolment in Biology 11 is helpful

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1 BAA Psychology 11 District Name: Delta School District District Number: 37 Developed by: Dhana Matthews Date Developed: November 2004 School Name: Seaquam Secondary School Principal s Name: David Fisher Board Authority/Approval Date: March 1, 2005 Board Authority/Approval Signature: Course Name: Psychology 11 Grade Level: 11 Number of Credits: 4 Hours of Instruction: hours Prerequisites: (Recommended) none, although concurrent enrolment in Biology 11 is helpful Special Training, Facilities or Equipment Required: access to a computer lab, a TV and a VCR the teacher or instructor should have a degree or background in psychology Course Synopsis: Psychology 11 is designed to ignite curiosity in students for psychology s many relevant findings about why people do the things they do and think the way they think. It is the study of human behaviour and the mind. It provides a foundation for students wanting to satisfy a growing curiosity about themselves, their families, their friends and the world around them. Learning outcomes for this course are grouped under the curriculum domains: Psychology and its Methods Domain Developmental Domain Biopsychological Domain Cognitive Domain Sociocultural Domain Students will be encouraged to think critically and analytically about behaviour and understand commonly held myths. They will bring the basic and applied concepts of psychology to life by applying scientific principles to real world problems. Rationale: Psychology 11 is intended to help adolescent learners to understand themselves and others. Psychology students learn to describe, predict, understand, and influence behaviour and mental processes. Students enrolled in this course learn more systematic strategies for reading, studying, remembering information and test taking; as a result, enrollment in this course may enhance students performance in other BAA Psychology 11 1

2 academic studies and prepare them for post secondary studies. This course is based on the content of the American Psychological Association s National High School Psychology Standards, as many students in this course will go on to write the Advanced Placement Psychology exam. ORGANIZATIONAL STRUCTURE: Unit/Topic Title Time 1 Introduction and Research Methods 11 hrs. 2 Biological Bases of Behaviour 9 hrs. 3 Sensation and Perception 9 hrs. 4 Motivation and Emotion 8 hrs. 5 Stress, Coping and Health 5 hrs. 6 Lifespan Development 8 hrs. 7 Learning 8 hrs. 8 Memory 5 hrs. 9 Thinking and Language 5 hrs. 10 States of Consciousness 7 hrs. 11 Individual Differences 6 hrs. 12 Personality and Assessment 7 hrs. 13 Psychological Disorders 8 hrs. 14 Treatment of Psychological Disorders 7 hrs. 15 Social Psychology 8 hrs. Total Hours 111 Unit 1: Introduction and Research Methods (Methods Domain) Time: Approx. 11 hours Introduction and Research Methods defines the science of psychology, describes its history, identifies the methods for examining behaviour and mental processes, and reviews scientific careers available in the discipline. Contemporary perspectives used by psychologists to understand behaviour and mental processes in context Major subfields and career opportunities that comprise psychology Research strategies used by psychologists to explore behaviour and mental processes Purpose and basic concepts of statistics Ethical issues in research with human and other animals that are important to psychologists Development of psychology as an empirical science Describe and compare the biological, behavioural, cognitive and sociocultural perspectives List and explain the major subfields in psychology Describe and compare quantitative and qualitative research strategies Explain and describe measures of central tendency Describe the concept of correlation and explain how it is used in psychology Identify ethical issues in psychological research Discuss psychology s roots in philosophy and science Describe the emergence of experimental psychology Describe the elements of an experiment Define descriptive statistics BAA Psychology 11 2

3 Analyze the role of ethics in research and professional practice Evaluate the effectiveness of the experimental technique Determine the importance of sampling in psychological research Assess and explain the use of descriptive statistics in psychology Assess and explain the use of inferential statistics in psychological research Describe psychology s increasing inclusiveness of diverse interests and constituents Unit 2: Biological Bases of Behaviour ( Biopsychological Domain) Time: Approx. 9 hours Synopsis: Biological Bases of Behaviour addresses how the brain processes information and how the body adapts to the demands of the environment. The structure and function of the neuron Organization of the nervous system Hierarchical organization of the structure and function of the brain Technologies and clinical methods for studying the brain Specialized functions of the brain s hemispheres Structure and function of the endocrine system How heredity interacts with the environment to influence behaviour How psychological mechanisms are influenced by evolution Identify the role of the neuron in neural communications Describe how information is transmitted and integrated in the nervous system Classify the major divisions and subdivisions of the nervous system Differentiate the functions of the various subdivisions of the nervous system Identify the structure and function of the major regions of the brain Compare and contrast the influence on brain function between the left and right hemispheres Describe how the endocrine glands are linked to the nervous system Explain how research and technology have provided methods to analyze brain behaviour and disease Examine the effect of heredity and environment on the process of neurotransmission Assess the effects of heredity and environment on behaviour Explain how evolved tendencies interact with the present environment and culture to determine behaviour Unit 3: Sensation and Perception ( Biopsychological Domain) Time: Approx. 9 hours Synopsis: Sensation and Perception examines how the brain makes meaning out of the physical sensations generated by the environment. Basic concepts explaining the capabilities and limitations of sensory processes Interaction of the person and the environment in determining perception Nature of attention BAA Psychology 11 3

4 Explain the concepts of threshold, adaptation and constancy Describe the operation of sensory systems List forms of energy for which we do and do not have sensory receptors Explain Gestalt concepts and principles such as figure-ground, continuity, similarity, proximity, and closure Describe binocular and monocular depth cues Explain what is meant by attention Describe how attention differs for demanding versus simple tasks Suggest how knowledge of sensory processes can be applied in areas such as engineering psychology, advertising, music, and architecture Describe the influence on perception of environmental variables, motivations, past experiences, culture and expectations Unit 4: Motivation and Emotion ( Biopsychological Domain) Time: Approx. 8 hours Synopsis: Motivation and Emotion examines the drives and needs that direct behaviour, including sex, thirst, hunger, and social needs, as well as the range of human emotions. This unit also explores how we perceive the social world and how we behave in relation to other people. Motivational concepts Biological and environmental cues instigating basic drives or motives Interaction of biological and cultural factors in the development of motives Role of values and expectances in determining choice and strength of motivation Major theories of motivation Physiological, affective, cognitive and behavioural aspects of emotions and the interactions among these aspects Effects of motivation and emotion on perception, cognition, and behaviour. Describe the interaction of internal cues and environmental cues determining motivation derived from basic drives Describe the situational cues giving rise to anger and fear Describe the situational cues and individual characteristics giving rise to curiosity and anxiety Describe one or more theories of motivation, such as expectancy-value, cognitive dissonance, arousal, Maslow s hierarchy of needs, and drive reduction Explain how common motives develop Describe theories of emotion such as James-Lange, Cannon-Bard, or cognitive theories Apply motivational concepts to the behaviour of humans and other animals Apply expectancy-value theory to their own and others behaviour Assess how learning, memory, problem-solving and decision making are influenced by motivation and emotion BAA Psychology 11 4

5 Describe differences in perception between individuals differing in motivation Unit 5: Stress, Coping and Health (Biopsychological Domain) Time: Approx. 5 hours Synopsis: Stress, Coping and Health identifies how stress reactions hinder our effectiveness and proposes alternatives that lead to a healthier existence. After concluding this unit, students will understand: Sources of stress Physiological reactions to stress Psychological reactions to stress Cognitive and behavioural strategies for dealing with stress and promoting health Identify and explain major sources of stress List and explain possible physiological reactions to stress List and explain possible psychological reactions to stress Suggest and evaluate cognitive strategies to deal with stress and promote health Suggest and evaluate behavioural strategies to deal with stress and promote health Examine cultural differences in the identification of sources of stress Compare and contrast strategies to cope with stress across cultures Unit 6: Lifespan Development (Developmental Domain) Time: Approx. 8 hours Synopsis: Lifespan Development examines how nature and nurture influence our development from conception until death. Development as a lifelong process Research techniques used to gather data on the developmental process Stage theories of development Issues surrounding the developmental process (nature/nurture, continuity/stages, stability/instability, critical periods) Impact of technology on aspects of the lifespan Describe physical, social and cognitive changes from the prenatal period throughout the lifespan Identify the complex cognitive structures found in the early development of infants and young children Explain the distinguishing characteristics of the longitudinal and cross-sectional methods of study Outline the stages of a developmental theory by theorists such as Piaget, Erikson, Kohler, Gilligan, Cross, Helms and so on Describe the role of critical periods in development Explain the issues of continuity/discontinuity and stability/instability in development BAA Psychology 11 5

6 Examine the nature of change over the lifespan Apply lifespan principles to personal experience Evaluate the influence of technology on quality of life Examine the development of ethnic identity Explore developmental theories as they relate to cultural bias Unit 7: Learning (Cognitive Domain) Time: Approx. 8 hours Synopsis: Learning demonstrates how we make changes in our behaviour through experience with the environment, usually focusing on classical conditioning, instrumental learning, and cognitive learning. Characteristics of learning Principles of classical conditioning Principles of operant conditioning Components of cognitive learning Roles of biology and culture in determining learning Discuss learning from a psychological viewpoint Describe the classical conditioning paradigm Describe the operant conditioning paradigm Explain how observational learning works Describe cognitive learning approaches Justify the idea that learning as a vehicle to promote adaptation through experience Suggest and evaluate biological contributions to learning Speculate on the role of culture in determining what behaviour will be learned Explore how biological and cultural factors interact to impede or enhance learning Describe the collaborative nature of some forms of learning within cultures Unit 8: Memory (Cognitive Domain) Time: Approx. 5 hours Synopsis: Memory addresses how we remember as well as how we can improve memory. Encoding, or getting information into memory Short-term and long-term memory systems Retrieval, or getting information out of memory Biological bases of memory Methods for improving memory Characterize the difference between surface and deep (elaborate) processing BAA Psychology 11 6

7 Identify other factors that influence encoding Describe the operations of short-term memory Describe the operations of long-term memory Relate difficulties created by reconstructive memory processes Explain the role that interference plays in retrieval Analyze the importance of retrieval cues in memory Specify the brain structures most important to memory Suggest factors that interfere with memory Generate and evaluate strategies for improving memory Examine cultural differences in memory and forgetting Unit 9: Thinking and Language (Cognitive Domain) Time: Approx. 5 hours Synopsis: Thinking and Language examines the role of language, problem-solving skills, creativity, multilingualism and intelligence testing as primary interests of researchers in this area. Basic elements comprising thought Strategies and obstacles involved in problem solving and decision making Structural features of language Theories and developmental stages of language acquisition Links between thinking and language Define thinking as a mental process involved in the manipulation and understanding of information Recognize that information is classified into categories containing similar properties known as concepts Identify problem solving as a directed and productive example of thinking Explain the use of creative thinking in problem solving Define language as symbols and sounds that convey meaning and facilitate communication Recognize that language is organized in a hierarchical structure Analyze the obstacles that inhibit problem solving and decision making Assess the effects of development on language acquisition Evaluate theories of language acquisition Speculate on whether animals acquire and use language Examine the influence on language on thought and behaviour Describe the influence of gender and culture on thought and language development BAA Psychology 11 7

8 Unit 10: States of Consciousness ( Cognitive Domain) Time: Approx.7 hours Synopsis: States of Consciousness explores varying stages of awareness, including sleep, reactions to drugs, daydreaming and controlled conscious processes. Characteristics of sleep and theories that explain why we sleep Theories used to explain and interpret dreams Basic phenomena and uses of hypnosis Categories of psychoactive drugs and their effects Describe the NREM REM sleep cycle Compare theories that explain why we sleep Describe several hypnotic phenomena Characterize the major categories of psychoactive drugs and their effects Compare different theories about the use and meaning of dreams Assess types of sleep disorders Evaluate the effects of narcotic, depressant, stimulant and hallucinogenic drugs Demonstrate an understanding of individual differences in dream content and recall Unit 11: Individual Differences (Sociocultural Domain) Time: Approx. 6 hours Synopsis: Individual Differences focuses on how psychologists measure and compare individuals abilities and characteristics. This unit emphasizes test construction, text selection appropriate to the context, and objective, fair-minded interpretation in determining the validity and reliability of intelligence tests. Concepts related to measurement of individual differences Influence and interaction of heredity and environment on individual differences Nature of intelligence Nature of intelligence testing Define and understand the nature of test constructs such as intelligence, creativity and personality Describe basic statistical concepts in testing Describe how intelligence changes over time Describe theories of intelligence Analyze how biological and environmental factors influence personality and intelligence Examine how intelligence influences the use of cognitive skills and strategies Assess the validity of using intelligence tests to predict achievement BAA Psychology 11 8

9 Discuss how intelligence tests reflect differences among people Explain the limitations of using conventional intelligence tests Unit 12: Personality and Assessment (Sociocultural Domain) Time: Approx. 7 hours Synopsis: Personality and Assessment demonstrates scientific explanations of personality development along with the methods psychologists use to measure personality concepts. What is meant by personality and personality constructs Personality approaches and theories Assessment tools used in personality Define personality as the individual s unique way of thinking, feeling and acting Explain the characteristics of the psychoanalytic, cognitive-behavioural, humanistic and trait psychologists Distinguish between objective and projective techniques of personality assessment Describe tests used in personality assessment Assess whether or not personality constructs provide an adequate framework for organizing behavioural phenomena Assess important contributions to the understanding of personality Describe how cultural variations in the concept of the self affect the study of personality Unit 13: Psychological Disorders (Sociocultural Domain) Time: Approx. 8 hours Synopsis: Psychological Disorders investigates patterns of behaviour that are considered deviant or distressful in our culture, and includes how psychologists diagnose these patterns. Characteristics and origins of abnormal behaviour Methods used in exploring abnormal behaviour Major categories of abnormal behaviour Impact of mental disorders Distinguish the common characteristics of abnormal behaviour Cite examples of abnormal behaviour Describe major explanations for the origins of abnormality Identify the purpose of different research methods Describe major categories of abnormal behaviour Assess judgements of abnormality based on the contexts in which those judgements occur Evaluate different research methods for studying abnormal behaviour based on their advantages and limitations BAA Psychology 11 9

10 Suggest challenges to accurate diagnosis in society today Consider factors that influence vulnerability to abnormal behaviour Discuss the stigma associated with abnormal behaviour Speculate about means for promoting greater understanding of abnormal behaviour Unit 14: Treatment of Psychological Disorders (Sociocultural Domain) Time: Approx.7 hours Synopsis: Treatment of Psychological Disorders discusses the various intervention methods, including psychotherapy and medical interventions, that mental health practitioners use in treating abnormal conditions. Prominent methods used to treat people with disorders Types of practitioners who implement treatment Legal and ethical challenges involved in delivery of treatment Describe availability and appropriateness of various modes of treatment for people with psychological disorders Identify therapists according to training Describe strategies for locating appropriate therapists Evaluate therapy options based on the characteristics of effective treatment and prevention Analyze how the intersection between mental health and law impacts treatment of individuals suffering from psychological disorders Examine the influence of law on the practice of psychotherapy Describe the similarities and differences in therapies across cultures Examine the five major concerns for women in therapy Discuss the controversies surrounding deinstitutionalization and involuntary commitment Unit 15: Social Psychology (Sociocultural Domain) Time: Approx. 8 hours Synopsis: Social Psychology explores how we perceive the social world and how we behave in relation to other people. This unit also explores how social and cultural contexts influence behaviour. Social judgements and attitudes Social and cultural categories Group processes Social influence Demonstrate an understanding of person perception Describe how attributions affect our explanations of behaviour Identify sources of attitude formation BAA Psychology 11 10

11 Describe the circumstances under which conformity and obedience are likely to occur Discuss the nature of altruism in society Assess some methods used to change attitudes Explore the nature of bias and discrimination Examine the significance of aggression in society today Evaluate strategies for decreasing aggression and prejudice Identify basic social and cultural categories Discuss how social and cultural categories affect behaviour Describe the effects of the presence of others on individual behaviour Describe how social structure can affect intergroup relations INSTRUCTIONAL COMPONENT Psychology 11 uses a variety of instructional techniques. These include but are not limited to the following: direct instruction (eg. lecture/notes); indirect instruction, independent/peer instruction; practical application activities; group work (eg. brainstorming); class discussions (eg. case studies); communitybased guest speakers; field trips (optional). ASSESSMENT COMPONENT Formative Assessment: Summative Assessment: 80% of the grade for this course is based on evaluation conducted throughout the course. This evaluation consists of unit tests, written assignments, in-class work and homework. 20% of the grade for this course is based on a final examination that will cover content for the entire school year. LEARNING RESOURCES Psychology in Action (Huffman), 5 th, 6 th, or 7 th editions, or a comparable introductory Psychology text Instructor s Resource Manual to accompany text Test Bank to accompany text Study Guide to accompany text (optional) Activities Handbooks for the Teaching of Psychology, Vols. I IV (APA) selected videos (teacher s choice) appropriate to content of course ADDITIONAL INFORMATION: Membership in TOPSS (Teachers of Psychology in Secondary Schools) and in Division Two of the American Psychological Association is helpful in teaching this course BAA Psychology 11 11