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AP European History

 

WATERFORD PUBLIC SCHOOLS

SOCIAL STUDIES CURRICULUM

½ YEAR PSYCHOLOGY ADVANCED

GRADE 11/12

 

Unit Title: Introduction to Psychology

 

State Standards

        Content Standard 1: Historical Thinking

        Content Standard 3: Historical Themes

        Content Standard 4: Applying History

 

School Standards

        Communicate in Standard English for a variety of purposes.

        Read a variety of materials for the understanding, evaluation and

        synthesis of information.

        Apply principles and processes of the sciences to analyze phenomena

        and solve problems related to the natural world.

 

Estimated Number of Days to Complete Unit: 12

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

Human development is a complicated process that lends itself to many theories.

2.

The development of a total person is unique to each individual and his/her experience.

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Tests and Quizzes

2.

Journal Entries

3.

Student projects. Students create and administer their own survey to the community. They compare and contrast the strengths and weaknesses of the survey research method to other methods used by psychologists to collect information.

4.

Student role-plays.

 

 

ESSENTIAL QUESTIONS

 

1.

Who are we and why do we behave the way we do?

2.

What is psychology?

3.

What do psychologists do?

4.

What methods are used by psychologists to conduct research?

5.

How has psychology been used in the past?

6

How is psychology used in the "real world" today?

7.

Is psychology a science?

8.

What is the purpose of ethical standards in the profession of psychology?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Identify the goals of psychology, and explain how psychology is a science.

2.

Describe the work done by psychologists according to their areas of specialization.

3.

Explain the historical background of the study of psychology.

4.

Describe the six main contemporary perspectives in psychology.

5.

List and explain the steps scientists follow in conducting scientific research.

6.

Explain the survey method and the importance of proper sampling techniques.

7.

Compare and contrast various methods of observation, and discuss the use of correlation in analyzing results.

8.

Evaluate the ethical issues involved in psychological research.

 

 

SUGGESTED RESOURCES

 

1.

Psychology Principles in Practice.

2.

Videocassette Discovering Psychology 1-2

3.

Psychology. The Center for Learning

4.

Invitation to Psychology. Teacher's Resource Book

 

 

 

 

Unit Title: Body and Mind

 

State Standards

        Content Standard 3: Historical Themes

        Content Standard 12: Human and Environmental Interaction

 

School Standards

        Communicate in Standard English for a variety of purposes

        Read a variety of materials for understanding, evaluation and

        synthesis of information

        Apply the principles and processes of the sciences to analyze

        phenomena and solve problems related to the natural world

        Utilize technology to obtain, organize, and communicate information

        and solve problems

 

Estimated Number of Days to Complete Unit: 13

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

There are many parts to a person's brain that must work in harmony with one another.

2.

The body and brain process information and adapt to the demands of the environment.

3.

There is a biochemical process behind a person's thoughts, emotions, and actions.

4.

Natural variations in consciousness exist.

5.

Artificial alterations in consciousness affect mental processes.

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Tests and Quizzes

2.

Reading assignments

3.

Student journal

4.

Teacher-student dialogue

5.

Student role-play. Student's role-play a dreamer and two analysts. The "dreamer" begins by recording a dream. The dreamer recalls the dream for "analyst one" while "analyst two" is out of the room. Analyst one interprets the dream. Then analyst two returns to the room, listens to the dream, and also interprets it. The class then compares and contrasts the two interpretations based on class and text information.

6.

Dream Journal

7.

Film Critique. Students write a paper critiquing the film Drugstore Cowboy. Students analyze whether or not the film correctly illustrates principles from the text of how drugs can alter your state of consciousness.

 

 

ESSENTIAL QUESTIONS

 

1.

How are neural impulses transmitted throughout the body?

2.

What are the major parts of the peripheral nervous system and what functions do they serve?

3.

What are the different structures of the brain and what functions do they serve?

4.

What are the major glands of the Endocrine system and what functions do they serve?

5.

What is the role of chromosomes and genes in heredity and human behavior?

6.

What do we mean by consciousness?

7.

What are the levels of consciousness?

8.

What are the different stages of sleep and what possible sleep problems exist?

9.

How does meditation, biofeedback, and hypnosis alter consciousness?

10.

What are the major categories of drugs that alter consciousness?

11.

What effects do drugs have on consciousness?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Explain how messages are transmitted by neurons, and describe the functions of the spinal cord and the peripheral nervous system.

2.

Identify the major structures of the brain, and explain the functions of each structure.

3.

Identify the hormones secreted by the major glands of the endocrine system and the role each one plays.

4.

Explain the role of chromosomes and genes in heredity, and evaluate the methods used by psychologists to study the role of heredity in determining traits.

5.

Analyze the nature of consciousness.

6.

Describe the stages of sleep and list possible sleep problems.

7.

Explain how meditation, biofeedback, and hypnosis relate to consciousness.

8.

Describe the various kinds of drugs and their effects on consciousness.

 

 

SUGGESTED RESOURCES

 

1.

Psychology Principles in Practice

2.

Videocassette Discovering Psychology 3-4

 

3.

Videocassette Drugstore Cowboy

 

4.

Psychology. The Center for Learning

 

5.

Invitation to Psychology. Teacher's Resource Book

 

 

 

Unit Title: Learning and Memory

 

State Standards

        Content Standard 1: Historical Thinking

        Content Standard 4: Applying History

 

School Standards

        Communicate in Standard English for a variety of purposes

        Read a variety of materials for the understanding, evaluation and

        Synthesis of information

 

Estimated Number of Days to Complete Unit: 12 Days

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

Learning focuses on the ways behavior can be conditioned.

2.

Learning is a complicated process with a variety of perspectives.

3.

There are separate and distinct types of memory.

4.

Memory can be improved and damaged.

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Tests and Quizzes

2.

Reading assignments

3.

Student based performance. In small groups, students condition volunteers to carry out a task using operant conditioning techniques.

4.

Student projects. In small groups, students must develop an example from their daily lives that illustrates learning through classical conditioning techniques. The group must then diagram their example, prepare a written explanation of their diagram and be prepared tp present their work to the class.

5.

Discussion and debates

 

 

ESSENTIAL QUESTIONS

 

1.

How does the learning process work?

2.

What factors are involved in classical conditioning?

3.

What factors are involved in operant conditioning?

4.

What factors are involved in cognitive learning?

5.

Are humans the only species that can cognitively process information?

6.

What is memory?

7.

What are the different types of memory?

8.

What mechanisms determine which information is stored and which is replaced or forgotten?

9.

How can you improve your memory?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Explain the principles of classical conditioning and describe some of its applications.

2.

Explain the principles of operant conditioning and describe some of its applications.

3.

Discuss cognitive factors in learning, including latent learning, insight and learning sets and observational learning.

4.

Compare cognitive learning in humans with cognitive learning in nonhumans.

5.

Compare and contrast episodic, generic, and procedural memory.

6.

Explain the three processes of memory.

7.

Explain how information is stored and retrieved in short and long term memory.

8.

Describe the various kinds of forgetting and suggest ways to improve your memory.

 

 

SUGGESTED RESOURCES

 

1.

Psychology Principles in Practice

2.

Videocassette discovering psychology 7-8

3.

Psychology. The Center for Learning

4.

Invitation to psychology. Teacher's Resource Book

 

 

 

 

Unit Title: Health and Adjustment

 

State Standards

        Content Standard 1: Historical Thinking

        Content Standard 3: Historical Themes

        Content Standard 4: Applying History

        Content Standard 6: Rights and Responsibilities of Citizens

 

School Standards

        Communicate in English for a variety of purposes

        Read a variety of materials for the understanding, evaluation and

        synthesis of information

        Apply the principles and processes of the sciences to analyze phenomena

        and solve problems related to the natural world.

 

Estimated Number of Days to Complete Unit: 13 Days

 

 

ENDURING UNDERSTANDINGS / DESIRED RESULTS

 

The student will understand that:

1.

Psychological disorders are experienced throughout society.

2.

There are many different types of psychological disorders.

3.

The causes of psychological disorders are both biological and environmental in nature.

4.

The treatment of psychological disorders is complex and varies with patients.

 

 

ASSESSMENTS / ACCEPTABLE EVIDENCE

 

1.

Tests and Quizzes

2.

Film Critique. Students create a response paper analyzing whether or not A Beautiful Mind portrayed the psychological disorder schizophrenia in a realistic manner.

3.

Student projects. Students use information from the text and other resources to create a brochure for an imaginary company that provides therapy to people in need of it.

4.

Student discussion pertaining to guest speaker on psychological disorders.

 

 

ESSENTIAL QUESTIONS

 

1.

What types of problems do metal health professionals define as psychological disorders?

2.

What causes psychological disorders?

3.

What is therapy?

4.

What are the different approaches used to treat psychological disorders?

 

 

LEARNING OBJECTIVES

 

The student will be able to:

1.

Explain the basis for classifying psychological disorders.

2.

Distinguish among the anxiety disorders, and outline the theories that explain them.

3.

Define dissociation and describe the dissociative disorders.

4.

Explain somatization, and list the symptoms of two somatoform disorders.

5.

Identify several theories that attempt to explain mood disorders.

6.

Describe subtypes and causes of schizophrenia.

7.

Distinguish personality disorders from other psychological disorders.

8.

Define psychotherapy and list the advantages of each method of psychotherapy.

9.

Identify the primary goals and methods of humanistic therapy.

10.

State the goals of cognitive therapy and behavior therapy, and describe the techniques used by cognitive and behavior therapists.

11.

Describe the three major biological treatments for psychological disorders and possible side effects of these treatments.

 

 

SUGGESTED RESOURCES

 

1.

Psychology Principles in Practice

2.

Videocassette Discovering Psychology 21-22

3.

Videocassette A Beautiful Mind

4.

Psychology. The Center for Learning

5.

Invitation to Psychology. Teacher's Resource Book