Unit 1: Introduction and History of Psychology

Curriculum Map: Psychology Social Studies Course: PSYCHOLOGY Sub-topic: Psychology

Grade(s): 12 Course Description This course is designed to be a survey course of the study of the brain and human behavior. Students will be asked to think critically and show mastery in major topics in life span development, cognition, memory, neuropsychology, personality theories, testing and social psych. The course will also cover a general history of psychology including historical approaches and research methods.

Course Textbooks, Glencoe - Understanding Psychology Workbooks, Materials Citations Course Interdisciplinary Science, Technology, Biology, Music, Family and Consumer Science, Social Studies, Connections English/ Language Arts

Course Notes Course Guide

Introduction and Approaches

Research Methods

Lifespan and Development

Brain and Biology

Memory

Sleep and Conscience

Learning

Personality

Motivation and Emotion

Abnormal Psych and Treatments

Unit: Unit 1: Introduction and History of Psychology Subject: Social Studies Timeline: Week 1 to 3 Purpose: Understand that psychology is a social science that is defined as the study of the brain and behavior. This definition can be applied to understanding various perspectives and its many uses in professional and daily life. Stage One - Desired Results Enduring Understandings:What will students understand (about Essential Questions:What arguable, recurring, and thought- what big ideas) as a result of the unit? "Students will understand provoking questions will guide inquiry and point toward the big ideas that..." of the unit?

People are affected by environmental, economic, social, How does culture impact environmental, economic, social, and biological, cultural, and civic concerns. civic issues? The study of human civilization reveals the ideals, beliefs, How does the past influence present and future decisions? values, behaviors, and institutions of its people.

Learning Targets:

I can:

Explain the seven approaches to psychology and the founders, leaders in the field. Research careers in psychology and its uses in daily life. Examine the seven approaches to psychology and how they apply to real life scenarios through case studies. STANDARDS STATE: PA Core Standards (2014) CC.8.5.11-12.B (Advanced) Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CC.8.6.11-12.H (Advanced) Draw evidence from informational texts to support analysis, reflection, and research. NATIONAL: APA – National Standards for High School Psychology Curricula (2011) SI.A.1.1 (Advanced) Define psychology as a discipline and identify its goals as a science SI.A.1.2 (Advanced) Describe the emergence of psychology as a scientific discipline SI.A.1.3 (Advanced) Describe perspectives employed to understand behavior and mental processes SI.A.2 (Advanced) Major subfields within psychology

Unit: Unit 2: Research Methods Subject: Social Studies Timeline: Week 4 to 5 Purpose: Understand how research methods are used to explain, predict and influence behavior. Examine basic concepts of data analysis to interpret results. Stage One - Desired Results Enduring Understandings:What will students understand (about Essential Questions:What arguable, recurring, and thought- what big ideas) as a result of the unit? "Students will understand provoking questions will guide inquiry and point toward the big ideas that..." of the unit?

Scientific and technological developments are transformative How do science and technology impact society? and affect people’s lives, culture, behavior, and the environment. How does culture impact environmental, economic, social, and People are affected by environmental, economic, social, civic issues? biological, cultural, and civic concerns. How do decisions about resources affect individuals and groups? Decisions concerning the allocation and use of resources impact individuals and groups.

Learning Targets:

I can:

Distinguish various research methods and their pros and cons. Use the scientific method and its application in psychology. Read and analyze case study research. Explain data concepts and their implications. Identify and apply ethical standards in research methods.

STANDARDS STATE: PA Core Standards (2014) CC.8.5.11-12.A (Advanced) Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CC.8.5.11-12.I (Advanced) Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CC.8.6.11-12.F (Advanced) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. NATIONAL: APA – National Standards for High School Psychology Curricula (2011) SI.B.1.3 (Advanced) Define systematic procedures used to improve the validity of research findings, such as external validity SI.B.1.4 (Advanced) Discuss how and why psychologists use non-human animals in research SI.B.2 (Advanced) Ethical issues in research with human and non-human animals SI.B.3 (Advanced) Basic concepts of data analysis SI.B.3.2 (Advanced) Define forms of qualitative data and explain how they are used by psychological scientists SI.B.3.5 (Advanced) Explain other statistical concepts, such as statistical significance and effect size SI.B.3.6 (Advanced) Explain how validity and reliability of observations and measurements relate to data analysis

Unit: Unit 3: Biology and the Brain Subject: Social Studies Timeline: Week 6 to 11 Purpose: Understand the role of biology including how the nervous system, brain and endocrine system influence behaviors. Stage One - Desired Results Enduring Understandings:What will students understand (about Essential Questions:What arguable, recurring, and thought- what big ideas) as a result of the unit? "Students will understand provoking questions will guide inquiry and point toward the big ideas that..." of the unit?

Learning Targets:

I can:

Identify parts and functions of the nervous system. Identify and explain parts of the brain and their functions. Examine ways in which we study the brain. Analyze the role of biology and how it impact behaviors.

STANDARDS STATE: PA Core Standards (2014) CC.8.5.11-12.A (Advanced) Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CC.8.5.11-12.C (Advanced) Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CC.8.5.11-12.H (Advanced) Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. CC.8.6.11-12.C (Advanced) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NATIONAL: APA – National Standards for High School Psychology Curricula (2011) BP.A.1 (Advanced) Structure and function of the nervous system in human and non-human animals BP.A.4 (Advanced) Methods and issues related to biological advances BP.A.4.1 (Advanced) Identify tools used to study the nervous system

Unit: Unit 4: Motivation and Emotion Subject: Social Studies Timeline: Week 9 to 11 Purpose: Examine what factors influence motivation and how emotions and their perspective influence the self and others. Stage One - Desired Results Enduring Understandings:What will students understand (about Essential Questions:What arguable, recurring, and thought- what big ideas) as a result of the unit? "Students will understand provoking questions will guide inquiry and point toward the big ideas that..." of the unit?

In a society, individuals and groups develop systems to manage Why and how do societies develop ways to manage conflict and conflict and create order. create order? Decisions concerning the allocation and use of resources impact How do decisions about resources affect individuals and groups? individuals and groups. How does culture impact environmental, economic, social, and People are affected by environmental, economic, social, civic issues? biological, cultural, and civic concerns. Why does conflict exist? People respond to and resolve conflicts in a variety of ways. How do different groups of people resolve conflict? How can conflicts be prevented?

Learning Targets:

I Can:

Examine the four theories of motivation. Compare and contrast intrinsic and extrinsic motivation. Explain and apply Maslow's hierarchy of needs. Understand the role of emotions in daily life and where they come from.

STANDARDS STATE: PA Core Standards (2014) CC.8.5.11-12.A (Advanced) Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CC.8.5.11-12.I (Advanced) Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CC.8.6.11-12.E (Advanced) Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. NATIONAL: APA – National Standards for High School Psychology Curricula (2011) IV.A.1 (Advanced) Perspectives on motivation IV.A.1.1 (Advanced) Explain biologically based theories of motivation IV.A.1.3 (Advanced) Explain humanistic theories of motivation IV.A.2.3 (Advanced) Discuss achievement motivation IV.A.2.4 (Advanced) Discuss other ways in which humans and non-human animals are motivated IV.B.3.1 (Advanced) Identify biological and environmental influences on the expression and experience of negative emotions, such as fear

Unit: Unit 5: Memory and cognition Subject: Social Studies Timeline: Week 12 to 14 Purpose: Understand how memories are created, stored and how they are used in daily life. Stage One - Desired Results Enduring Understandings:What will students understand (about Essential Questions:What arguable, recurring, and thought- what big ideas) as a result of the unit? "Students will understand provoking questions will guide inquiry and point toward the big ideas that..." of the unit?

In a society, individuals and groups develop systems to manage Why and how do societies develop ways to manage conflict and conflict and create order. create order? Decisions concerning the allocation and use of resources impact How do decisions about resources affect individuals and groups? individuals and groups. How does culture impact environmental, economic, social, and People are affected by environmental, economic, social, civic issues? biological, cultural, and civic concerns. How do science and technology impact society? Scientific and technological developments are transformative and affect people’s lives, culture, behavior, and the environment.

Learning Targets:

I can

Identify memory retrieval processes. Differentiate between types of memory and their purpose. Examine the role of the brain and its structures associated with memory. Analyze why people forget and reasons for memory failure.

STANDARDS STATE: PA Core Standards (2014) CC.8.5.11-12.B (Advanced) Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CC.8.6.11-12.C (Advanced) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NATIONAL: APA – National Standards for High School Psychology Curricula (2011) CG.A.1.3 (Advanced) Discuss strategies for improving the encoding of memory CG.A.2 (Advanced) Storage of memory CG.A.2.1 (Advanced) Describe the differences between working memory and long-term memory CG.A.2.2 (Advanced) Identify and explain biological processes related to how memory is stored CG.A.2.3 (Advanced) Discuss types of memory and memory disorders (e.g.,amnesias, dementias) CG.A.2.4 (Advanced) Discuss strategies for improving the storage of memories CG.A.3 (Advanced) Retrieval of memory CG.A.3.5 (Advanced) Discuss strategies for improving the retrieval of memories

Unit: Unit 6: Altered States of Consciousness Subject: Social Studies Timeline: Week 15 to 17 Purpose: In this unit students will understand consciousness and what it encompasses is critical to an appreciation of what is meant by a given state of consciousness. The study of variations in consciousness includes an examination of the sleep cycle, dreams, hypnosis, circadian rhythms, and the effects of psychoactive drugs. Stage One - Desired Results Enduring Understandings:What will students understand (about Essential Questions:What arguable, recurring, and thought- what big ideas) as a result of the unit? "Students will understand provoking questions will guide inquiry and point toward the big ideas that..." of the unit?

People are effected by environmental, economic, social, How does culture impact environment, economic, social, and biological, cultural, and civic concerns. civic issues? Scientific and technological developments are transformative How does the past influence present and future decisions? and effect people's lives, culture, behavior, and the environment. How does science and technology impact society?

Learning Targets:

I Can:

Describe various states of consciousness and their impact on behavior. Discuss aspects of sleep and dreaming Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy). Explain hypnotic phenomena (e.g., suggestibility, dissociation). Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects. Discuss drug dependence, addiction, tolerance, and withdrawal.

STANDARDS NATIONAL: APA – National Standards for High School Psychology Curricula (2011) BP.C.1 (Advanced) The relationship between conscious and unconscious processes BP.C.1.1 (Advanced) Identify states of consciousness BP.C.2 (Advanced) Characteristics of sleep and theories that explain why we sleep and dream BP.C.2.2 (Advanced) Describe the sleep cycle BP.C.2.4 (Advanced) Describe types of sleep disorders BP.C.3.1 (Advanced) Characterize the major categories of psychoactive drugs and their effects BP.C.3.3 (Advanced) Evaluate the biological and psychological effects of psychoactive drugs

Unit: Unit 7: Developmental Psychology Subject: Social Studies Timeline: Week 18 to 23 Purpose: Developmental psychology deals with the behavior of organisms from conception to death and examines the processes that contribute to behavioral change throughout the life span. The major areas of emphasis in the course are prenatal development, motor development, socialization, cognitive development, adolescence, and adulthood Stage One - Desired Results Enduring Understandings:What will students understand (about Essential Questions:What arguable, recurring, and thought- what big ideas) as a result of the unit? "Students will understand provoking questions will guide inquiry and point toward the big ideas that..." of the unit?

Societies must balance the rights of the individuals with the Why are patterns of change and continuity important in common good. understanding history? People are affected by environmental, economic, social, How do decisions about resources affect individuals and groups? biological, cultural, and civic concerns. How does culture impact environmental, economic, social, and civic issues?

Learning Targets:

I Can:

Discuss the interaction of nature and nurture (including cultural variations) in the determination of behavior. Explain the process of conception and gestation, including factors that influence successful fetal development (e.g., nutrition, illness, substance abuse). Discuss maturation of motor skills. Describe the influence of temperament and other social factors on attachment and appropriate socialization. Explain the maturation of cognitive abilities (e.g., Piaget’s stages, information processing). Compare and contrast models of moral development (e.g., Kohlberg, Gilligan). Discuss maturational challenges in adolescence, including related family conflicts. Explain how parenting styles influence development. Characterize the development of decisions related to intimacy as people mature. Predict the physical and cognitive changes that emerge as people age, including steps that can be taken to maximize function of the self.

STANDARDS NATIONAL: APA – National Standards for High School Psychology Curricula (2011) DL.A.1 (Advanced) Methods and issues in life span development DL.A.1.2 (Advanced) Explain issues of continuity/discontinuity and stability/ change DL.A.1.4 (Advanced) Describe the role of sensitive and critical periods in development DL.A.1.5 (Advanced) Discuss issues related to the end of life DL.A.4 (Advanced) Infancy (i.e., the first two years of life) DL.A.4.3 (Advanced) Describe the development of attachment and the role of the caregiver DL.A.5 (Advanced) Childhood DL.A.5.3 (Advanced) Describe social, cultural, and emotional development through childhood DL.A.6 (Advanced) Adolescence DL.A.6.4 (Advanced) Discuss the role of family and peers in adolescent development DL.A.7 (Advanced) Adulthood and aging DL.A.7.3 (Advanced) Discuss social, cultural, and emotional issues in aging

Unit: Unit 8: Learning Subject: Social Studies Timeline: Week 24 to 26 Purpose: This section of the course introduces students to differences between learned and unlearned behavior. The primary focus is exploration of different kinds of learning, including classical conditioning, operant conditioning, and observational learning. The biological bases of behavior illustrate predispositions for learning. Stage One - Desired Results Enduring Understandings:What will students understand (about Essential Questions:What arguable, recurring, and thought- what big ideas) as a result of the unit? "Students will understand provoking questions will guide inquiry and point toward the big ideas that..." of the unit?

The study of human civilization reveals the ideals, beliefs, Why and how do societies develop ways to manage conflict and values, behaviors, and institutions of its people. create order? In a society, individuals and groups develop systems to manage How does culture impact environmental, economic, social, and conflicts and create order. civic issues? How does the past influence present and future decisions?

Learning Targets:

I can:

Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies). Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning. Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment). Predict how practice, schedules of reinforcement, and motivation will influence quality of learning. Interpret graphs that exhibit the results of learning experiments. Provide examples of how biological constraints create learning predispositions. Describe the essential characteristics of insight learning, latent learning, and social learning. Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness.

STANDARDS NATIONAL: APA – National Standards for High School Psychology Curricula (2011) DL.B.1 (Advanced) Classical conditioning DL.B.1.2 (Advanced) Describe clinical and experimental examples of classical conditioning DL.B.2 (Advanced) Operant conditioning DL.B.2.2 (Advanced) Describe the principles of operant conditioning DL.B.2.3 (Advanced) Describe clinical and experimental examples of operant conditioning DL.B.3.1 (Advanced) Describe the principles of observational and cognitive learning DL.B.3.2 (Advanced) Apply observational and cognitive learning to everyday life

Unit: Unit 9: Abnormal Behavior and Treatment Subject: Social Studies Timeline: Week 27 to 30 Purpose: In this portion of the course, students examine the nature of common challenges to adaptive functioning. This section emphasizes formal conventions that guide psychologists’ judgments about diagnosis and problem severity. Students will also have an understanding of empirically based treatments of psychological disorders. The topic emphasizes descriptions of treatment modalities based on various orientations in psychology. Stage One - Desired Results Enduring Understandings:What will students understand (about Essential Questions:What arguable, recurring, and thought- what big ideas) as a result of the unit? "Students will understand provoking questions will guide inquiry and point toward the big ideas that..." of the unit?

Scientific and technological developments are transformative Why is it important that societies balance the rights and and effect people's lives, culture, behavior, and the environment. responsibilities of the individual with the common good? Societies must balance the rights and responsibilities of the How does culture impact environmental, economic, social, and individual with the common good. civic issues? People are affected by environmental, economic, social, How does science and technology impact society? biological, cultural, and civic concerns.

Learning Targets:

I Can:

Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments. Discuss the major diagnostic categories, including anxiety and somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, and their corresponding symptoms. Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural. Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense) Describe the central characteristics of psychotherapeutic intervention. Describe major treatment orientations used in therapy (e.g., behavioral, cognitive, humanistic) and how those orientations influence therapeutic planning. Compare and contrast different treatment formats (e.g., individual, group). Summarize effectiveness of specific treatments used to address specific problems. Discuss how cultural and ethnic context influence choice and success of treatment (e.g., factors that lead to premature termination of treatment).

STANDARDS NATIONAL: APA – National Standards for High School Psychology Curricula (2011) IV.D.1 (Advanced) Perspectives on abnormal behavior IV.D.1.2 (Advanced) Describe historical and cross-cultural views of abnormality IV.D.1.5 (Advanced) Discuss the impact of psychological disorders on the individual, family, and society IV.D.2 (Advanced) Categories of psychological disorders IV.D.2.2 (Advanced) Discuss the challenges associated with diagnosis IV.D.2.3 (Advanced) Describe symptoms and causes of major categories of psychological disorders (including schizophrenic, mood,anxiety, and personality disorders) IV.D.2.4 (Advanced) Evaluate how different factors influence an individual’s experience of psychological disorders

Unit: Unit 10: Social Psychology Subject: Social Studies Timeline: Week 31 to 33 Purpose: The final part of the course focuses on how individuals relate to one another in social situations. Social psychologists study social attitudes, social influence, and other social phenomena. Students will will investigate social interaction between groups and how individual and group interactions will vary between subgroups and cultures. Stage One - Desired Results Enduring Understandings:What will students understand (about Essential Questions:What arguable, recurring, and thought- what big ideas) as a result of the unit? "Students will understand provoking questions will guide inquiry and point toward the big ideas that..." of the unit?

In a society, individuals and groups develop systems to manage Why and how do societies develop ways to manage conflict and conflict and create order. create order? People respond to and resolve conflicts in a variety of ways. Why is it important that societies balance rights and Societies must balance the rights and responsibilities of responsibilities of the individuals with the common good? individuals with the common good. How do different groups of people resolve conflict?

Learning Targets:

I can:

Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias). Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization). Explain how individuals respond to expectations of others, including groupthink, conformity, and obedience to authority. Discuss attitudes and how they change (e.g., central route to persuasion). Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social facilitation). Describe processes that contribute to differential treatment of group members (e.g., in-group/out-group dynamics, ethnocentrism, prejudice). Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on self-concept and relations with others. Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, Stanley Milgram, Philip Zimbardo).

STANDARDS NATIONAL: APA – National Standards for High School Psychology Curricula (2011) SC.A.1 (Advanced) Social cognition SC.A.1.3 (Advanced) Identify persuasive methods used to change attitudes SC.A.2.2 (Advanced) Describe effects of others’ presence on individuals’ behavior SC.A.2.4 (Advanced) Discuss how an individual influences group behavior SC.B.1.2 (Advanced) Identify how cultures change over time and vary within nations and internationally SC.B.1.4 (Advanced) Discuss psychological research examining race and ethnicity SC.B.2.1 (Advanced) Discuss psychological research examining gender identity SC.B.2.4 (Advanced) Discuss psychological research examining gender similarities and differences and the impact of gender discrimination SC.B.2.6 (Advanced) Examine how perspectives affect stereotypes and treatment of minority and majority groups in society