CURRICULUM MAP

Course/ 12th Grade Psychology Duration: one month

Big Ideas/Enduring Understandings: Psychology is a science with a specific set of parameters. Human behavior is determined by various influences.

Essential Questions: What is psychology and what does the field encompass? How does biology affect human behavior?

Standards Content Skills Assessment Suggested ActivitiesIA-1.1 Describe andcompare thebiological, behavioral,cognitive,socio-cultural,humanistic, andpsychodynamicperspectives.

IA-2.1 List andexplain the majorsubfields ofpsychology.

IA-3.1 Describe theelements of anexperiment.Students may indicatethis by (performanceindicators):

IA-3.2 Explain theimportance ofsampling and randomassignment inpsychological

1. Goals of psychology,definition of psychology

2. History , Background ofPsychology

3. Use of the scientificmethod

Psychology as a socialscience, behavioralscience

4. Science vs. Pseudo-Science

5. Types of studies inresearch: field study,survey, naturalisticobservation, interview,case study, longitudinalvs. cross sectional studies

6. Perspectives:Biological, Cognitive,Socio-cultural,

a. Analyzing how eachperspective would explainconcepts, e.g., aggression,altruismb. Evaluating the limitations ofeach perspective in assessingbehavior and mental processesc. Comparing primary emphasesof the different perspectivesd. Examining historical factorsthat influenced the popularity ofa selected perspective

a. Identifying the differentsubfields of psychology, such asclinical, counseling, social,experimental, school, anddevelopmental psychologyb. Recognizing appliedspecializations, includingforensic, community,industrial/organizational,human factors, cross-cultural,sports, orrehabilitation psychology,among others

Possible assessments:

Quiz/TestMay include:

Multiple choice Definitions Open-ended

questions Essay DBQ Matching True/False Illustrations Chart reading

Perspectives Application: Analyze aperson with a psychological problem(Case Study: Billy)

1. PerspectivesApplication: Analyze aperson with apsychological problem(Case Study: Christine)

2. Perspectives: Strengthsand Weaknesses?

3. Famous ExperimentsAnalysis: Evaluation ofEthics in Research?(Milgram)

4. Statistics: Students’Height: Graphing, Mean,Mode, Median

5. Types of Research:Application-Describedifferent ways to researcha topic

research.

IA-3.3 Describe andcompare quantitativeand qualitativeresearch strategies.

IA-4.2 Explain anddescribe measures ofcentral tendency andvariability.

IA-4.3 Describe theconcept of correlationand explain how it isused in psychology.

IA-5.1 Identify ethicalissues in psychologicalresearch.

IA-6.1 Discusspsychology’s roots inphilosophy and naturalscience.

IA-6.2 Describe theemergence ofexperimentalpsychology.

IA-6.3 Recognize thediversity ofpsychological theoriesin the 20th and 21st

centuries.

IA-6.4 Describepsychology’sincreasing

Psychoanalytic,Behaviorist, Humanistic

7. Experimental Method:Hypothesis, ControlGroup, ExperimentalGroup, Independentvariable, dependentvariable

8. Sampling, RandomAssignment in Research

9. Measures of centraltendency: mean, mode,median

10. Measures ofcorrelation

11. Ethics in Research?Famous Experiments:John Watson and “LittleAlbert”

Stanley Milgram:“Learning” experiment( “Shock” and

obedience to authority )

Phil Zimbardo: StanfordUniversity PrisonExperiment, Roles

12. APA EthicalGuidelines for research

13. Careers in Psychology,Sub-fields

c. Explaining the differencesbetween a psychologist andpsychiatristd. Exploring careeropportunities for collegegraduates with psychologymajors

a. Identifying the independentand dependent variables,possible confoundingvariables, and control andexperimental groups in adescription of an experimentb. Designing an experiment inwhich the hypothesis,population, sample,independent variable, dependentvariable, random assignment,and experimental and controlgroups are properly identified

a. Identifying examples ofrepresentative and biasedsamples in researchdesignsb. Specifying how randomassignment permits causalinferencesc. Explaining the importance ofbeing able to generalize resultsof researchd. Describing how sampleselection (e.g., representation ofgender, ethnicity, age, etc.)influence results

a. Explaining the characteristicsof surveys, naturalisticobservation, case studies,

Demonstrations1. Science vs.Pseudoscience: Palmreading, astrology,handwriting analysis

2. Brain Damage Activity:Phineas Gage Assesseffects of damage todifferent parts of brainanatomy

3. Brain Drawing: Draw,label, describe functionsof different parts of brainanatomy

4. Neuron Diagram: Draw,label, describe functionsof different parts ofneuron anatomy

5. Effects ofNeurotransmitter changes:Assess effects ofneurotransmitter changesin brain

6.Discussion: “Nature vs.Nurture” (Biology vs.Environment),or “Nature via Nurture”

inclusiveness ofdiverse interests andconstituents.Students may indicatethis by (performanceindicators):

IIA-1.1 Identify theneuron as the basisfor neuralcommunication.

IIA-1.2 Describehow information istransmitted andintegrated in thenervous system.

IIA-2.1 Classify themajor divisions andsubdivisions of thenervous system.

IIA-3.1 Identify thestructure andfunction of the majorregions of the brain.

IIA-3.2 Recognizethat specificfunctions arecentered in specificlobes of the cerebralcortex.

IIA-3.3 Describelateralization ofbrain functions.

IIA-4.1 Explain how

14. New approaches toPsychology

Biological Factors:

1. Phineas Gage accidentcase-1848

2. Research andtechnology used to studythe brain:e.g. EEG, PET, MRI,fMRI, CT scan

3. Nervous systemdivisions, subdivisions

4. Anatomy of Brain,Brain Hemispheres: Left,Right and functions

5. Corpus callosum Split-brain research

6. Brain Lobes: Frontal,Temporal, Parietal,Occipital and functions

7. Major brain parts andfunctions: brain stem,limbic system, cerebralcortex

8. Effects of damage todifferent brain parts onbehavior and mentalprocessing

longitudinal studies, cross-sectional research, andexperiments

b. Identifying the suitability of agiven method for testing a givenhypothesisc. Specifying the populations towhich a particular researchresult may be generalized

a. Calculating the mean,median, and mode for a set data

a. Differentiating betweenpositive, negative, and zerocorrelationsb. Identifying and providingexamples of how correlationscan be used to predict futurebehavior or performancec. Explaining the differencebetween correlation andcausation

a. Discussing ethical issues inpsychological researchb. Identifying historicalexamples of research that mayhave departed fromcontemporary ethical standardsc. Acknowledging theimportance of adhering to APAand government ethicalstandards and procedures (i.e.,Institutional Review Boards) forworking with humans and otheranimalsd. Explaining the use and valueof humans and other animals in

Transfer Task #1(complete at the end of M.P. 1)

Create and identify through the use ofthe Scientific Method

Create an experiment: Identify each element of the

scientific method within yourexperiment (hypothesis, ex.Group, control group, IV, DV,subjects, conclusion)

Explain how at least 2 differentResearch methods could beused to carry out yourresearch.

Demonstrations

1. Brain Hemispheres:Survey on Left/RightBrain hemisphereFunctioning

2. Brain HemisphereFunctioning: 2 handeddrawing

3. Neuron Firing: Classdemonstration, neuronnetwork experiment

4. Neuron Firing: Ruler oryardstick “catch”experiment

5. Blank Brain Diagram,labeling

6. PBS interactive websiteon brain

7. BBC interactive websiteon brain

research andtechnology haveprovided methods toanalyze brainbehavior and disease.

IIA-5.1 Describe howthe endocrine glandsare linked to thenervous system.

II-6.1 Assess theeffects of heredityand environment onbehavior

IIA-7.1 Explain howevolved tendenciesinteract with thepresent environmentand culture todetermine behavior

9. Structure of the neuron:dendrite, axon, synapse,myelin sheath

10. Endocrine glands,hormones, and theireffects

11. Neurotransmitters,effects on behavior

12. DNA, genes, andchromosomes

13. Interaction of evolvedtendencies withenvironment and culture(“nature via nurture”)

behavioral research, includingtheir ethical treatment

a. Describing the formpsychology took before the 20th

century (e.g., Aristotle,Locke)b. Summarizing some 19th

century scientific researchfindings (e.g., Helmholtz,Weber, and Fechner)c. Analyzing how philosophicalissues become psychologicalwhen testedempirically

a. Defining psychophysics anddescribing its impact onempirical psychologyb. Identifying Wilhelm Wundt’scontributions to experimentalpsychologyc. Comparing philosophicalargument with the empiricalmethod

a. Describing the 20th and 21st

centuries “schools” ofpsychology(behaviorism, psychoanalysis,humanistic psychology,cognitive psychology)b. Showing how differenttheories of psychology producedifferentexplanations of a particularbehavior (e.g., truancy,altruism)c. Explaining the growinginfluence of new approaches to

psychology (e.g., positivepsychology, behavioral genetics,or the study and practice ofpsychology at the beginning ofthe 21st century)

a. Comparing the diverse topicsthat generate contemporaryresearch withearly research emphasesb. Identifying how researchbiases have influenced researchdesign and scopec. Exploring reasons whypsychology had more limitedparticipation from women andethnic minorities in its earlystagesd. Highlighting contributions byethnic minority psychologistse. Describing historical eventsand processes affecting theexperiences and opportunities ofminority groups

a. Using diagrams, models,and/or computer programs toidentify the structure andfunction of different parts of aneuronb. Discussing how internalexternal stimuli initiatecommunication process in theneuronc. Describing theelectrochemical process thatpropagates the neural impulse

a. Describing the process ofsynaptic transmission

b. Contrasting excitatory andinhibitory transmission

a. Describing how views of thenervous system have evolvedb. Identifying the centralnervous system and itscomponent partsc. Identifying the peripheralnervous system and itssubdivisions

a. Comparing the functions ofthe somatic and autonomicnervous systemb. Explaining the function of thesympathetic and theparasympathetic nervous systemon heart rate or otherphysiological responses in anemotional situation

a. Identifying the regions of thebrain by using diagrams and/orcomputer- generated diagramsb. Summarizing the functions ofthe major brain regions

a. Describing the functionscontrolled by the frontal,parietal, occipital, andtemporal lobes of the cerebralcortexb. Relating examples of researchon cortical functioning

a. Identifying the role of thecorpus callosum in hemispheresfunctioningb. Identifying how vision, motor,

language, and other functionsare regulated by thehemispheresc. Explaining the purpose andfindings of split-brain researchd. Analyzing critically popularconceptions of hemisphericspecialization

a. Describing how lesions andelectrical stimulation in animalresearch provide informationabout brain functionb. Discussing how the use of CTscan, PET scan, MRI, fMRI andEEG provides information aboutthe brain.

a. Discussing the effect of thehypothalamus on the endocrinesystemb. Identifying the influence offetal hormones on sexualdifferentiation of the centralnervous systemc. Giving examples of howhormones are linked to behaviorand behavioral problems

a. Identifying the relationshipamong DNA, genes andchromosomesb. Differentiating betweengenotype and phenotypec. Explaining how chromosomalabnormalities can cause Downand/or Turner’s syndromed. Using twin and adoptionstudies to assess the influence ofheredity and environment on

behaviore. Comparing results frominbred and outbred strains ofrats and mice

a. Describing how theenvironment selects traits andbehaviors that increase thesurvival rate of organismsb. Comparing and contrastingsleeping behavior in animals andhumans

CURRICULUM MAP

12th Psychology Duration: one month

Big Ideas/Enduring Understandings: Each individual has a unique personality. Behaviors, attitudes and world views develop at differing stages of life.

Essential Questions: What is personality and how is it measured? How do humans develop over a lifetime?

Standards Content Skills Assessment Suggested Activities1: Distinguish betweenpersonality andpersonality constructs

1.1 Define personalityas the individual’sunique way ofthinking, feeling, andacting.

1.2 Explain the role ofpersonality constructsas a framework fororganizing behavioralphenomena.

2: Personalityapproaches andtheories

2.1 Explain thecharacteristics of thepsychodynamic,cognitive-behavioral,humanistic, and traitapproaches.

Unit: Personality1. Definition of personality

2. Personality tests: Objectivetests vs. Projective tests

3. Interaction of genetics, family,environment and culture onpersonality

Psychoanalytic approach:

4. Theories of Sigmund Freud:3 parts of Unconscious-id, ego,superego, 5 sexual stages, libido

5. Carl Jung:Introvert vs. Extrovert,Archtypes, CollectiveUnconscious, Persona

6. Alfred Adler:social urges, striving forsuperiority, inferiority complex,compensation, style of life,negative lifestyle

a. Identifying their ownthoughts, feelings, andbehavior in a personalexperience

b. Describing how personalitycan explain individualdifferences and individualconsistencies

c. Evaluating the influence ofvariables such as culture,family, and genetics onpersonality development

d. Exploring the impact ofsocio-cultural factors onpersonality development,including ethnicity, gender,sexual orientation,ability/disability,

a. Describing a historicalexample of personalityexplanations

Quiz/TestMay include:

Multiple choice Definitions Open-ended

questions Essay DBQ Matching True/False Illustrations Chart reading

Essay: Personality TheoristsWhich personality theorist presentsthe most valid model for personalitydevelopment?

Create a Rorschachtest( inkblot test) and/orTAT (ThematicApperception Test)

2.2 Identify importantcontributions to theunderstanding ofpersonality.3: Assessment toolsused in personality

3.1 Distinguishbetween objective andprojective techniquesof personalityassessment.

3.2 Describe tests usedin personalityassessment.

7. Erik Erikson:Identity formation

8. Body Type theory of WilliamSheldon: Endomorph,Mesomorph, Ectomorph

9. Behaviorism approach:Theories of John Watson( Little Albert study),conditioning with animals byIvan Pavlov and B.F. Skinner

10. Social, Observationallearning:Theories of Albert Bandura (Bobo Doll study)

Humanistic Theory:11. Abraham Maslow: Hierarchyof motives-physiological, safety,belonging and love, esteem, self-actualizationCharacteristics of self-actualization

12. Carl Rogers:positive regard, positive self-

regard, conditions of worth,conditional positive self-regard,fully functioning, maladjusted

Trait Theory:13. Gordon Allport: Cardinaltraits,central traits,secondary traits

14. Raymond Cattell:16 Personality factors

b. Differentiating thesituational basis forpersonality versus enduringaspects of personality

c. Identifying their personalconstructs for explainingbehavioral phenomena

d. Describing how personalityconstructs can guide research

e. Hypothesizing on thedifficulties personalityresearchers have studyingpersonality

a. Comparing how differentpersonality approachesaddress the influence of freewill and determinism

b. Analyzing how eachapproach would assess a casehistory

a. Diagramming Freud’sstructure of personality anddescribing his role in initiatingstudy in the area of personality

b. Describing the influence ofexternal stimuli, modeling, andsituational context on behavior

Demonstrations:

1. Trait Theory: Survey on “Big 5”theory of personality

3. Neo-Freudian Measures ofPersonality: Survey on Carl Jung’spersonality theories

4. Albert Bandura’s theory of social-learning theory: Drawing activity witha partner, communication

5. Neo-Freudian Karen Horney: surveyon coping styles

6. Word association tests (projectivetest)

7. BBC website: Personality tests

8. Psychology Today website:Personality tests

15. Hans Eysenck: Introvert-extrovert, Emotionally unstable,emotionally stable5 Factor Model ( “Big Five”)

16. Commonly used personalitytests

17. Personality Constructs

c. Exploring the significance ofself-perception and needs onan individual’s thoughts,feelings, and actions

d. Classifying primarydimensions, such as emotionalstability or extraversion, as away to organize behavioralphenomena

a. Naming popularly used self-report measures and projectivetests

b. Comparing the validity andreliability of objective andprojective assessmenttechniques

a. Explaining key features oftests, such as the MinnesotaMultiphasic PersonalityInventory (MMPI-2), theThematic Apperception Test(TAT), the NEO-PI-R,California PsychologicalInventory, and 16 PersonalityFactors (16PF)

b. Identifying the possibleapplications of personalityassessment

STANDARDS CONTENT SKILLS ASSESSMENTDevelopment Unit: NationalStandards:

1. Development as a lifelongprocess

1.1 Describe physical, social,and cognitive changes fromthe prenatal periodthroughout the lifespan.

1.2 Examine the nature ofchange over the lifespan.

1.3 Identify the complexcognitive structures found inthe early development ofinfants and young children.

1.4 Apply lifespan principlesto personal experience.

2: Research techniques usedto gather data on thedevelopmental process

2.1 Explain the distinguishingcharacteristics of thelongitudinal and cross-sectional methods of study.

3: Theories of development

Development Unit:

1. Heredity vs. Environment( Nature vs.Nurture)

2. Maturation, Critical Periods

3. Development Perspectives

4. Temperament of babies, children

5. Gender vs. sex:Masculine, feminine, androgynous

4. Temperament of babies, children

5. Gender vs. sex:Masculine, feminine, androgynous

6. John Locke: ‘Blank Slate’ concept ofhuman nature

7. Konrad Lorenz: “Imprinting” research

8. Harry Harlow: “MonkeyExperiments”, social-emotional bonds,contact, attachment

9. Parenting styles:

authoritarian, authoritative, permissive;research conclusions?

10. Stage Theories of Development:Cognitive, Social, Moral, Physical

Unit: Development

a. Illustrating developmental changes inphysical, cognitive, and socialdevelopment

b. Describing research on childdevelopment

c. Hypothesizing on the interaction ofphysical, cognitive, and/or socialchanges in behavior

d. Describing similarities and differencesin development across cultures

e. Discussing the relative importance ofpeers’ versus parents’ influence indifferent cultural groups

a. Describing how social roles changeover time

b. Examining how culture, ethnicity,race, age, religion, gender, social class,ability/disability, and sexual orientation,and so on affect our lives over thelifespan

a. Citing research on the capabilities ofinfants and young children

Unit: Development

1. Application: Explain developmentaccording to each perspective

2. Application: Jean Piaget’s theoryof cognitive development; How canyou stimulate children’s learning ineach stage of cognitive development?

3. Erik Erikson Cartoon Board:Social-Emotional Life Stages

4. Lifespan Development: Create atimeline of your projected adultlifetime, listing events andaccomplishments at different ages.

5. Chart: Contrast different theoriesof development- Social (Erikson),Sexual (Freud), Cognitive (Piaget),Moral (Kohlberg),

6. Ethics of Research? Analyze HarryHarlow’s monkey studies, ethicaldilemma

7. Erikson Social Stages: Strategy forCoping with Adult Stages of Life?

3.1 Explain variousdevelopmental models.

3.2 Recognize how biologicaland cultural notions of gendershape the experiences of menand women.

3.3 Examine the developmentof ethnic identity.

3.4 Explore developmentaltheories as they relate tocultural bias.

4: Issues surrounding thedevelopmental process(nature/nurture,continuity/discontinuity,stability/instability, criticalperiods)

4.1 Describe the role ofcritical periods indevelopment.

4.2 Explain the issues ofcontinuity/discontinuity andstability/instability indevelopment.

11. Jean Piaget: Cognitive DevelopmentStages- Sensori-motor,Pre-operational,Concrete- Operational, FormalOperational

12. Piaget cognitive developmentconcepts: separation anxiety,egocentrism, conservation, animism,artificialism, object permanence,deductive vs. inductive logic

13. Erik Erikson- Social developmentstagestrust vs. mistrust, autonomy vs. shame

and doubt, initiative vs. guilt,industry vs. inferiority, identity vs.

identity confusion, intimacy vs. isolation,generativity vs. stagnation, integrity vs.despair

14. Lawrence Kohlberg: MoralDevelopment-Preconventional reasoning-punishmentand obedience orientation

Conventional Reasoning-interpersonalnorms, social system moralityPost-Conventional

b. Comparing contemporary research onearly views of infant capabilities withcurrent understanding

c. Discussing the role of the caregiver inpromoting child development

d. Explaining how cultural practices inchild-rearing may influence cognitivedevelopment

a. Comparing their own life experienceswith general patterns of others fromtheir generation

b. Predicting their own developmentalchanges over time

c. Describing transition from childhoodto adolescence

d. Explaining the transition fromadolescence to adulthood

a. Describing key features of eachresearch technique

b. Evaluating strengths and weaknessesof each research technique

c. Demonstrating how certain researchtechniques relate to specific

8. Genie case study: “The ForbiddenExperiment?” Effects of trauma onchild development.

9. Life Span Development (APPSYCH ONLY)“Last Lecture” project individualpresentation, using PowerpointRandy Pausch excerpt: “LastLecture” from Youtube and/or ABCspecial( ex:10 slides, 5 photos, “pearls ofwisdom,” 8-12 minutes)

.

Demonstrations:

1. Dr. Benjamin Spock activity onparenting styles

2. Lawrence Kohlberg-Heinzdilemma, pharmacist; moraldevelopmentBoat, Desert Island demonstration-moral development

3. moral development criticism ofLawrence Kohlberg

developmental issues

d. Explaining the advantages of usinganimals to study lifespan issues

e. Relating details of a s specificlongitudinal or cross-sectional study andits impact for understanding humandevelopment

a. Explaining components of variousdevelopmental models (e.g. Piaget,Erikson, Kohlberg).

b. Applying developmental theories tolife situations

c. Identifying limitations of stagetheories

a. Explaining the differences betweensex, identity, and roles

b. Exploring effects of genderdiscrimination on developmentthroughout the lifespan

c. Explaining how gender identitydevelops

d. Exploring how gender expectationsmay differ depending on ethnicity andacculturation

e. Identifying biological factors that maylead to gender differences andsimilarities

a. Analyzing case studies that illustrateethnic identity development

b Identifying commonalties across racialand ethnic boundaries

c. Examining theories on multiracial andmultiethnic identity and the contexts inwhich they were developed

a. Identifying how cultural differencesaffect development, such as incollectivist versus individualist cultures

b. Evaluating strengths and weaknessesof developmental theories, such asErikson’s stage of identity versus roleconfusion, from the perspective ofdifferent cultures

a. Giving an example of a critical periodin development

b. Evaluating significance of criticalperiods in development

c. Explaining difficulties of research inthe area of critical periods

d. Linking cortical development toenriched environments during criticalperiods

a. Giving an example to illustratecontinuity or discontinuity in

development

b. Citing research concerning stabilityor instability of traits over time

CURRICULUM MAP

12th Grade Semester Psychology Duration: month

Big Ideas/Enduring Understandings: There is debate among experts as to whether intelligence can be accurately measured. There is debate among experts as to the best method to measure intelligence.

Essential Questions: What is intelligence? What are the different levels of consciousness and what effects states of consciousness?

Standards Content Skills Assessment1.1 Define and understand

the nature of testconstructs, such asintelligence, personality,and creativity

1.2 Describe basic statisticalconcepts in testing

2.1 Explain how intelligenceand personality may beinfluenced by heredity andenvironment1: Understand the nature ofconsciousness

1.1 Define states ofconsciousness

1.2 Describe levels of

1. Definition of intelligence?

2. Nature(Genetics) vs. Nurture(Environment)?

3. Background, history of intelligencetesting

4. “Eugenics” movement

5. Measurements of intelligence?

6. Alfred Binet, IQ test, equation( IQ= 100 X MA(mental age)/CA(chronological age)

7. Stanford-Binet IQ test

8. Normal Curve (“Bell Curve”), IQrange

a. Recounting early attempts tomeasure human characteristics anddevelop testsb. Comparing and contrastingpersonality characteristics of twopersons

a. Describing how test validity andreliability are established and relatedb. Determining which of two testswould be more useful for a particularpurpose when given relevant dataabout validity and reliability

a .Citing one or more studiesdemonstrating how environmentalvariables influence the developmentof intellectual skillsb. Characterizing how studies ofidentical versus fraternal twins helpestablish the role of heredity in

Intelligence:1. Chart: Contrast types of IQ tests.(i.e. Stanford-Binet, Wechsler)

2. Scored Discussion/ Journal: AreIQ tests biased? Should they beused? Is there a value to them?

3. Chart: Contrast theories ofintelligence: Gardner-Multiple,Sternberg-Triarchic, Goleman-Emotional

4. Scored Discussion/ Journal/ Essay:How can “gifted” children be educatedeffectively?

5. Research: Effects of daycare,

consciousness

2: Characteristics of sleep andtheories that explain why wesleep

2.1 Describe the sleep cycle

2.2 Compare theories thatexplain why we sleep

2.3 Assess types of sleepdisorders

3: Theories used to explainand interpret dreams

3.1 Demonstrate anunderstanding of individualdifferences in dream contentand recall

3.2 Compare differenttheories about the use andmeaning of dreams

4: Basic phenomena and usesof hypnosis

4.1 Describe several hypnoticphenomena

4.2 Explain possible uses ofhypnosis in psychology

5: Categories of psychoactivedrugs and their effects

5.1 Characterize the majorcategories of psychoactive

9. Research on IQ, famous studies

10. IQ scores, correlations with college,career performance?

11. Wechsler Adult Intelligence Scale:WAIS test

12. Pros and Cons of different types ofintelligence tests? Bias?

13. Twin studies and IQ scores

14. Validity, reliability, standardizationin testing

15. RB Cattell: crystallized intelligence,fluid intelligence

16. Ability vs. aptitude vs. achievement

17. “Culturally fair test”

18. Robert Sternberg: Triarchic Theory-analytical( componential), creative(experiential),practical(contextual)

19. Howard Gardner: MultipleIntelligences Theory- Linguistic,logical/math, musical, bodily kinesthetic,spatial, interpersonal, intrapersonal

19. Daniel Goleman: EmotionalIntelligence Theory- self-awareness,managing emotions, motivating oneself,empathy, handling relationships

20. Motivation, personality andperformance?

determining individual differences inintelligencec. Predicting which of twocorrelations will be higher: thecorrelation between the IQs ofidentical twins or the correlationbetween the IQs of fraternal twinsd. Describing how the interactionbetween children and parents relatesto differences in motivation andpersonalitye. Explaining the role of cultural andgroup norms in establishing theframes of reference we use in thinkingabout individual differencesf. Describing the link betweenintelligence testing and the eugenicsmovement

a. Discussing various states ofconsciousness

a. Drawing and labeling a graph thatshows the sleep cycle throughout thenight

b. Charting the differences betweenREM and Non-REM (NREM) sleep

a. Comparing restorative theorieswith evolutionary theories

b. Explaining the effects of sleepdeprivation

c. Evaluating evidence to supportvarious theories

a. Providing possible solutions for

early childhood intervention? (i.e.Head Start preschool programs)

6. Application: Apply Gardner’stheory of multiple intelligences toschool, How can schools incorporateGardner’s theory?

7. Flynn Effect: Is the currentgeneration “smarter” than previousgenerations? Can this be measured?

Demonstrations:1. Survey on Howard Gardner’s

theory of Multiple Intelligences

2. Quiz on Daniel Goleman’s theoryof Emotional Intelligence

3. Survey on Robert Sternberg’s Tri-archic theory of Intelligence

4. Cultural Biased IQ test? Air Forcedemonstration, culturally competentIQ test?

5. Visual Spatial IQ test

6. Stanford-Binet IQ test

7. Wechsler IQ test

8. Mensa test

Consciousness:1. Graph: Describe the stages of the sleepcycle. Contrast REM vs. NREM

drugs and their effects

5.2 Evaluate the effects ofnarcotic, depressant,stimulant, and hallucinogenicdrugs

21. “Mentally Gifted” children

22. Mental Retardation: causes, levels?

23. Savants, Autistic Savants

24. Creativity

Consciousness:

1. Definition of consciousness

2. Unconscious, subconscious, construct

3. Circadian rhythm, biological clock, jetlag

4. Sleep cycle, stages, REM vs. NREM

5. Theories on sleep?

6. Effects of sleep deprivation?

7. Dreams: definition, purpose

8. Dream Theories: Psychoanalytic,problem-focused, mental housekeeping,activation -synthesis

9. Dream interpretations?

10. Sleep disorders: insomnia,narcolepsy,sleep apnea, SIDS, REM behaviordisorder

11. Nightmares vs. night terrors

insomnia

b. Listing the symptoms of narcolepsyand sleep apnea

Comparing different theories aboutthe significance of dreams (e.g.,activation-synthesis, psychodynamic,and cognitive theories)

a. Discussing why some people arebetter hypnotic subjects than others

b. Explaining hypnotic induction,suggestibility, and amnesia

c. Explaining the relationship ofhealing practices that use tranceinduction and altered states ofconsciousness to hypnosis

a. Describing early uses of hypnosisto address psychological symptoms

b. Evaluating the accuracy ofmemories recovered by hypnosis

c. Identifying the uses of hypnosis inpain control and psychotherapy

a. Charting the names, sources, anduses of narcotic, depressant,stimulant, and hallucinogenic drugs

b. Classifying drugs, such as tobacco,alcohol, and marijuana

a. Identifying the potential for

2. Chart: Contrast different types of sleepdisorders

3. Chart: Contrast different theories onsleep.

4. Scored Discussion/Journal or Essay:Legalization or Decriminalization ofDrugs?

5. Psychoanalytic Theory: DreamSymbol interpretation?

6. Chart: Contrast different types ofdrugs

7. Dream Journal

Demonstrations:1. Survey of Class Sleep patterns. Graphresults

2. Police Department quiz on DrugsKnowledge

3. Quiz on Knowledge of Hypnosis

4. Meditation, deep breathing exercise,Stress Management

5. Perception video: basketball passing,gorilla or with woman walking withumbrella

6. Daydreaming Log in class: 5 minutesintervals

12. Effects of sleep deprivation?

13. Hypnosis: Definition, ability,susceptibility, changes, controversy

14. Theories of hypnosis

15. Meditation: Definition, types, effects

16. Drug Induced Consciousness: Typesof drugs-stimulants, depressants,hallucinogens, opiates

17. Effects of drugs?

physiological and psychologicaldependence

b. Describing the short-termbehavioral, physiological, andcognitive effects

c. Identifying the neuron-chemicalmechanisms of drugs, such asnicotine or cocaine

8. Deep breathing activity: 5-10 minutes.(Flow state, “in the moment,” selfawareness)

CURRICULUM MAP

12th Grade Semester Psychology Duration: month

Big Ideas/Enduring Understandings: The origin of psychological disorders is a continue debate. The treatment of psychological disorders varies over time and among professionals.

Essential Questions: What are the disorders of psychology? What is normal and what is abnormal?

STANDARDS CONTENT SKILLS ASSESSMENT1: Characteristics and origins ofabnormal behavior

1.1 Distinguish the commoncharacteristics of abnormalbehavior

1.2 Cite examples of abnormalbehavior

1.3 Relate judgments ofabnormality to contexts in whichthose judgments occur

1.4 Describe major explanations forthe origins of abnormality

2: Methods used in exploringabnormal behavior

2.1 Identify the purpose of different

Variations in Individual and GroupBehaviorPsychological Disorders(National Standards for High School

Psychology: APA)

1. Characteristics and origins ofabnormal behavior

2. Methods used in exploringabnormal behavior

3. Major categories of abnormalbehavior

4. Impact of mental disorders

Unit: Disorders

a. Listing criteria that distinguishnormal from disordered behavior

b. Identifying patterns of behaviorthat constitute abnormality

c. Describing how some abnormalbehaviors may be designated asabnormal only in particular historicalor cultural contexts

a. Describing observable symptomsof abnormal behavior

b. Distinguishing disorders on thebasis of severity of interference withfunctioning, such as psychotic versusnon-psychotic disorders

Unit: Disorders

1. Chart: Contrast categories ofdisorders from DSM-IV

2. Analysis: Eating Disorders;Explain causes of eating disordersfrom each perspective

3. Scored Discussion/ Journal/ Essay:Contrast the different perspectives’explanations of disorders

4. Scored Discussion/ Journal/ Essay:What is normal? Do disorders exist?Or are they labels we place on peoplewho do not conform?

5. Matching Disorders Practice withcases

research methods

2.2 Characterize the advantagesand limitations of differentresearch methods for studyingabnormal behavior

3: Major categories of abnormalbehavior

3.1 Discuss major categories ofabnormal behavior

3.2 Explore the challengesassociated with accurate diagnosis

4: Impact of mental disorders

4.1 Consider factors that influencevulnerability to abnormal behavior

4.2 Discuss the stigma associatedwith abnormal behavior

4.3 Speculate about means forpromoting greater understandingof abnormal behavior

1. Definition of a disorder, abnormalbehavior?

2. What is normal, abnormal?

3. Viewpoints on psychologicaldisorders?

4. Background, History of diagnosis,treatment of abnormal behavior

5. Diagnostic Statistical Manual 4th

Edition (DSM-IV)

6. Major Diagnostic categories ofdisorders?

7. Examples of abnormal behavior

8. Diagnosis, misdiagnosis

9. Social-cultural effects of diagnosticlabeling?

10. Social stigma of mental illnesses?

11. Disorders usually first diagnosedduring childhood: Attention DeficitHyperactivity Disorder, Autism

12. Anxiety Disorders: Generalanxiety disorder, panic disorder,phobic disorder, obsessivecompulsive disorder, post-traumaticdisorder

13. Somatoform disorders:hypochondriasis, conversion

a. Recognizing the influence ofcontext in designating abnormalbehavior

b. Identifying how judgments aboutabnormality have changed throughhistory (e.g., epilepsy)

c. Describing some abnormalbehaviors specific to particularcontexts or circumstances

d. Acknowledging socio-culturalimplications of labeling behavior asabnormal

e. Citing examples of misdiagnosisthat may result from evaluatorignorance of relevant cultural andsituational norms for behavior

a. Describing biological approachesas explaining disorders arising fromphysiological sources

b. Characterizing psychologicalapproaches as explaining disordersderived from psychological sources,such as emotional turmoil, distortedthinking, and learning

c. Identifying socio-culturalapproaches as explaining how socio-cultural factors, such as class andgender, influence diagnosis

d. Defending spiritually-basedexplanations for abnormal behavior

6. Movie excerpts of cases: Studentsdescribe symptoms, signs, behaviorsand diagnose person( i.e. :What about Bob?,” “ABeautiful Mind,”“Mr. Jones,”)71. Create a plan to help diagnose andformulate a treatment plan for anabnormal disorder.

Demonstrations:

1. Attention Deficit HyperactivityDisorderinventory

2. Obsessive- Compulsive Disorderinventory

3. Social Distress inventory

4. Narcissism Personalityinventory

14. Dissociative disorders:dissociative fugue, dissociativeidentity disorder

15. Mood disorders: major depression,bipolar disorder, cyclotymic,dysthymic

16. Schizophrenia: disorganized,paranoid, catatonic, undifferentiated,residual

17. Personality Disorders: antisocial,narcissistic, borderline, schizoid,dependent, avoidant

18. Substance abuse disorders

19. Delirium, dementia, amnesia

20. Impulse control disorders:kleptomania, pyromania,trichotillomania

21. Eating disorders: bulimia, anorexianervosa

22. Sexual, gender disorders

23. Awareness, tolerance ofPsychological Disorders

(e.g., soul loss, transgression againstancestor)

e. Recognizing that a label, such asschizophrenia, does not explain, butonly describes abnormal behaviorpatterns

f. Exploring the long-term impact ofdiagnostic labels even after successfultreatment

a. Describing methods used inresearch on abnormal behavior, suchas case studies, experiments, andsurveys

b. Justifying the use of one methodover another to answer a specificresearch question

c. Discussing how animal models ofabnormality offer insight into humanproblems

a. Evaluating the quality of researchconclusions derived in a specificstudy

b. Hypothesizing about the preferredmethod for answering a specificresearch question

c. Discussing validity of findings ofresearch methods with differentcultural groups

a. Explaining selected psychological

disorders as classified in theDiagnostic and Statistical Manual

b. Identifying symptoms of selectedcategories of disorders

a. Examining the influence ofcultural, ethnic, racial, age, religious,gender, social class, ability/disability,or sexual orientation bias ondiagnosis

b. Explaining how psychologists withdifferent orientations producedifferent diagnostic conclusionsabout the same case example

c. Exploring how definitions ofabnormality differ over time andacross cultures

a. Exploring how socio-culturalfactors influence vulnerability toabnormal behavior

b. Describing the role of heredity as itinfluences risk for abnormal behavior

c. Identifying socio-cultural factorsthat can help to explain the higherincidence of depression in womenthan in men (e.g., workplacediscrimination, family violence, andpoverty)

a. Citing historic or fictionalexamples of stigmatized behavior

b. Hypothesizing about howabnormal conditions might influenceacceptance in contemporary life

a. Describing historic efforts topromote tolerance of thosestigmatized by mental disorder

b Developing a strategy to promotesupport for individuals (e.g., children,adolescents, and adults) with specificmental disorders