A Correlation of Prentice Hall Psychology Mintor, 1 st Edition 2012 Texas 113.45 Psychology High School
A Correlation of, 113.45. Psychology (One-Half Credit), Beginning with School Year 2011-2012. (a) General requirements. Students shall be awarded one-half unit of credit for successful completion of this course. (b) Introduction. (1) In Psychology, 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, 29.907, 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 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 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. (1) History. The student understands the development of the field of psychology. The student is expected to: (A) identify characteristics that differentiate the field of SE: What Is Psychology? What Are Its Goals? 4 5 psychology from other related social sciences; 2
A Correlation of, (B) trace the historical development of the contemporary perspectives in psychology, including biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic; and (C) explore subfields and career opportunities available in the science of psychology. SE: Trace the Development of Psychology, 4 12; also see: Important Dates in Psychology, xxx xxxi SE: Identify Psychology s Subfields, 12 15; Explore Career Options in Psychology, 520-522; How Does Psychology Interact with Other Career Fields?, 522-527 (2) Science of psychology. The student differentiates the processes of theory development and validation. The student is expected to: (A) define and differentiate the concepts of theory and SE: What Is Psychology? What Are Its Goals? 4 5; What Is principle; the Scientific Method? 16 17 (B) identify and describe the basic methods of social scientific reasoning; (C) apply the standards of the American Psychological Association (APA) for ethical decision making regarding the collection, storage, and use of psychological data; and (D) define and interpret measures of central tendency (mean, median, and mode) and dispersion (range and standard deviation). SE: Understand Psychological Research Methods, 16 22 SE: Consider Ethical Issues in Psychological Research, 23 25; Summary, 35; Assessment, 37 SE: Statistics, 26 34 (3) Science of psychology. The student understands the relationship between biology and behavior. The student is expected to: (A) describe the anatomy of the central and peripheral SE: Understand the Structure and Function of the Nervous nervous systems and the endocrine system; and System, 42 49; Explain How the Neuroendocrine System Functions, 50 53; Understand the Structure and Function of the Brain, 57 65 3
A Correlation of, (B) explain the effects of the endocrine and nervous systems on development and behavior. SE: How Do Hormones Affect Our Thoughts and Behavior? 51; How Does the Left Side of the Brain Differ from the Right Side? 62 64 (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 SE: Sensation and Perception, 76 77; Sensation, 78; systems and individual perceptions; and Understand Sensation and Perception, 78 79; Explore How the Senses Work, 80 93; Perception, 94; Learn How We Perceive the World, 94 102; Summary, 103; Chapter Assessment, 104 105; Concept Summary, 106 107 (B) understand the interaction of the individual and the environment in determining sensation and perception. SE: Explore How the Senses Work, 80 93; Learn How We Perceive the World, 94 102; Summary, 103; Chapter Assessment, 104 105; Concept Summary, 106 107 (5) Individual development. The student understands that development is a life-long process. The student is expected to: (A) critique the various perspectives presented in the SE: Discover How Biology and Experience Interact, 66 70 nature versus nurture debate; (B) trace the influence of physical development on the individual; SE: Describe Methods and Issues in Lifespan Development, 142 146; Prenatal, Infant, and Childhood Development, 147 161; Adolescence and Adulthood, 162 170; Summary, 171; Issues in Life Span De1; Chapter Assessment, 172 173 (C) discuss the role of the caregiver on individual development; (D) explain factors involved in cognitive development according to Jean Piaget; SE: Role of Parents, 67 68, 156 157, 164 165 SE: How Do Infants and Children Develop Cognitive Skills? 152 155 4
A Correlation of, (E) describe Erik Erikson's stages of psychosocial development; (F) evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality; and (G) evaluate the presented theories of human development and specify the strengths and weaknesses of each. SE: How Do Children Develop Socially and Mentally? 158 160 SE: How Do Reasoning and Morality Develop During Adolescence? 163 164 SE: Describe Methods and Issues in Life Span Development, 142 146; Piaget s Stages of Cognitive Development, 153; Erikson s Theory, 158 160; Kohlberg s Ideas, 163 164 (6) Individual development. The student understands behavioral and social learning theories. The student is expected to: (A) demonstrate an understanding of the principles of SE: Learning and Language Development, 176 177; Classical operant and classical conditioning and of social Conditioning, 178 183; Operant Conditioning, 184 194; learning; and Cognitive Learning and Observational Learning, 195 200; Language, 201 206; Summary, 207; Chapter Assessment, 208 209; Concept Summary, 210 211; also see: What Are the Stages of Language Development? 155 156 (B) describe the processes of learning using typical classroom situations. SE: Cognitive Learning and Observational Learning, 195 200 (7) Individual identity. The student understands the principles of motivation and emotion. The student is expected to: (A) compare predominant theories of motivation and SE: Motivation and Emotion, 340 341; Motivation, 342 357; emotion; and Emotion, 358 368; Summary, 369; Chapter Assessment, 370-371 (B) explore the interaction of biological and cultural factors in emotion and motivation. SE: Emotion, 358 368; Summary, 369; Chapter Assessment, 370 371; Concept Summary, 372 373 5
A Correlation of, (8) Individual identity. The student understands the nature of intelligence. The student is expected to differentiate the various types of intelligence. SE: Compare and Contrast Perspectives on Intelligence, 321 334; Summary, 335; Chapter Assessment, 336 337 (9) Individual identity. The student understands the basic principles of tests and measurements. The student is expected to: (A) describe statistical concepts used in testing; and SE: Statistics, 26 34 (B) differentiate among aptitude, achievement, and Intelligence Quotient (IQ) tests. SE: Learn How Intelligence Is Measured, 327 329; What Factors Motivate Achievement? 354 355 (10) Individual identity. The student understands the development and assessment of personality. The student is expected to: (A) define personality; SE: Definition of Personality, 376 (B) compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and sociocultural; and SE: Perspectives on Personality, 376 390; Chapter Summary, 403; Assessment, 404 405; Concept Summary, 406 407 (C) describe personality assessment tools. SE: Assessment and Issues in Personality, 391 402; Summary, 403; Assessment, 404 405; Concept Summary, 406 407 (11) Individual experience. The student understands basic elements of cognition. The student is expected to: (A) define and identify the basic elements of thought; SE: Understand the Basic Elements of Thought, 306 313 (B) identify strategies and obstacles associated with problem solving and decision making; (C) explore the structural features of language; SE: Identify Obstacles to Thought, 314 320 SE: Language, 201 206; Summary, 207; Chapter Assessment, 208 209; Concept Summary, 210 211 6
A Correlation of, (D) discuss theories of language acquisition and development; (E) evaluate the limitations and capabilities of the information processing model; and (F) understand the states and levels of consciousness. SE: Explain Theories and Stages of Language Acquisition, 204 205; Identify Areas of the Brain Associated with Language, 205 206; Summary, 207; Chapter Assessment, 208 209; Concept Summary, 210 211 SE: Learn How the Brain Encodes Memories, 274 280 SE: Understand the Relationship Between Conscious and Unconscious Processes, 110 111 (12) Individual experience. The student understands the multifaceted aspects of mental health. The student is expected to: (A) explain stress and the individual's physiological, SE: Stress and Health, 480 481; Understand the Causes and behavioral, and psychological responses to stressors; Consequences of Stress, 482 494; Summary, 507; Chapter Assessment, 508 509; Concept Summary, 510 511 (B) evaluate cognitive and behavioral strategies for dealing with stress; SE: Coping with Stress and Promoting Wellness, 495; Learn Strategies for Promoting Mental and Physical Health, 495 506; Summary, 507; Chapter Assessment, 508 509; Concept Summary, 510 511 (C) analyze the challenges inherent in defining abnormal behavior and acknowledge the sociocultural stigma of labeling behavior as abnormal; SE: Psychological Disorders, 408 409; Defining Abnormal Behavior, 410 417; (D) recognize the biological, social, and cognitive origins of abnormal behavior; SE: Types of Psychological Disorders, 418 438; Summary, 439; Chapter Assessment, 440 441; Concept Summary, 442 443 7
A Correlation of, (E) discuss major categories of abnormal behaviors and identify their respective characteristics as classified in the Diagnostic and Statistical Manual (DSM); and (F) evaluate the effectiveness of past and present methods of therapy. SE: Learn About Psychological Disorders, Their Symptoms, and Their Causes, 418 438 SE: Psychological Therapies, 444; Psychotherapies, 446 464; Biomedical Therapies and Issues in Therapy, 465 474; Summary, 475; Chapter Assessment, 476 477; Concept Summary, 478 479 (13) The individual in society. The student will understand the influence of society and culture on behavior and cognition. The student is expected to: (A) describe how attributions affect explanations of SE: How Do People Use Attribution Theory to Explain the behavior; Actions of Others? 229 230 (B) explore the nature and effects of bias and discrimination; (C) describe circumstances in which conformity and obedience are likely to occur; (D) describe the effects of the presence of others on individual behavior; SE: How Are Prejudice and Discrimination Different? 232-235; Summary, 243 SE: Conformity, 215 216; Obedience, 217 218; Chapter Assessment, 244 SE: How Does the Presence of Others Affect an Individual s Behavior? 215 219; Summary, 243 (E) discuss the nature of altruism; SE: What Is Prosocial Behavior? 240 241 (F) discuss the factors influencing attraction; and SE: What Factors Govern Attraction and Love? 235 238 (G) identify sources of attitude formation and assess methods used to influence attitudes SE: What Are Attitudes and How Do they Relate to Behavior? 224 228; How Can Attitudes Be Changed? 228 229; How Do People Use Attribution Theory to Explain the Actions of Others? 229 230; Practice Quiz, 231 8
A Correlation of, (14) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) create a product on a contemporary psychologyrelated issue or topic using critical methods of inquiry; 169, 193, 221, 265, 297, 319, 367, 400, 436, 462, 492, 527; SE: Applying Psychology to Everyday Life, 24, 64, 101, 120, Psychology Project, 36, 72, 104, 172, 208, 244, 268, 300, 336, 370, 404, 440, 476, 508, 530 (B) draw and evaluate conclusions from qualitative information; SE: Psychology Project, 36, 72, 104, 172, 208, 244, 268, 300, 336, 370, 404, 440, 476, 508, 530; Test Yourself, 37, 73, 105, 173, 209, 245, 269, 301, 337, 405, 441, 477, 509, 531 (C) apply evaluation rules to quantitative information; and SE: Statistics, 26 34 (D) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. SE: Writing About Psychology & Psychology Project, 36, 72, 104, 136, 172, 208, 244, 268, 300, 336, 370, 404, 440, 476, 508, 530; Test Yourself, 37, 73, 105, 137, 173, 209, 245, 269, 301, 337, 405, 441, 477, 509, 531 (15) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use psychology-related terminology correctly; SE: Vocabulary Review, 36, 72, 104, 136, 172, 208, 244, 268, 300, 336, 370, 404, 440, 476, 508, 530 (B) use standard grammar, spelling, sentence structure, and punctuation; SE: Writing About Psychology & Psychology Project, 36, 72, 104, 136, 172, 208, 244, 268, 300, 336, 370, 404, 440, 476, 508, 530 9
A Correlation of, (C) transfer information from one medium to another, including written to visual and written or visual to statistical, using computer software as appropriate; and (D) create written, oral, and visual presentations of social studies information. SE: Statistics, 26 34; Writing About Psychology & Psychology Project, 36, 72, 104, 136, 172, 208, 244, 268, 300, 336, 370, 404, 440, 476, 508, 530; Charts and Graphs, 13, 27, 29, 30, 31, 32, 112, 125, 129, 145, 153, 181, 188, 198, 218, 228, 286, 288, 290, 294, 296, 307, 323, 324, 328, 329, 332, 344, 345, 381, 388, 397, 419, 428, 433, 434, 455, 457, 458, 466, 484, 485, 489, 491, 496, 497, 502 SE: Writing About Psychology & Psychology 36, 72, 104, 136, 172, 208, 244, 268, 300, 336, 370, 404, 440, 476, 508, 530 (16) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, SE: Psychology Project, 36, 72, 104, 136, 172, 208, 244, gather information, list and consider options, consider 268, 300, 336, 370, 404, 440, 476, 508, 530 advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision; and SE: Decision Making, 311 312, 318 319; Psychology Project, 36, 72, 104, 172, 208, 244, 268, 300, 336, 370, 404, 440, 476, 508, 530 (C) participate in conflict resolution using persuasion, compromise, debate, and negotiation. SE: Psychology Project, 208, 244; Writing About Psychology, 244, 336 (17) Social studies skills. The student develops long-term and short-term goal-setting skills for individual and community problem solving. The student is expected to: (A) illustrate the relationship and sequence between SE: For related material see: Psychology Project, 244, 370 intermediate goals and terminal goals; and 10
A Correlation of, (B) monitor and evaluate self-directed inquiry or projects for timelines, accuracy, and goal attainment. SE: Psychology Project, 36, 72, 104, 136, 172, 208, 244, 268, 300, 336, 370, 404, 440, 476, 508, 530; Applying Psychology to Everyday Life, 24, 64, 101, 120, 169, 193, 221, 265, 297, 319, 367, 400, 436, 462, 492, 527 (18) Science and technology. The student understands the relationship of changes in technology to personal growth and development. The student is expected to: (A) analyze examples of attitudes, beliefs, and behaviors SE: For related material see: Psychology Project, 208, 508; related to changes in available technology; and Writing About Psychology (study video games and violence), 244, 508 (B) evaluate the impact of changes in technology on personal growth and development. SE: For related material see: Psychology Project, 208, 508; Writing About Psychology (study video games and violence), 244, 508 Source: The provisions of this 113.45 adopted to be effective August 23, 2010, 35 TexReg 7232. 11