Download ap psychology - Freehold Regional High School District

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
SOCIAL STUDIES
AP PSYCHOLOGY
COURSE DESCRIPTION
Grade Level: 10-12
Department:
Social Studies
Course Title: AP Psychology
Credits:
5.0
Course Code: 021350
Board of Education adoption date: August, 22, 2011
Board of Education
Mr. Heshy Moses, President
Mrs. Jennifer Sutera, Vice President
Mr. Carl Accettola
Mr. William Bruno
Mrs. Elizabeth Canario
Mrs. Kathie Lavin
Mr. Ronald G. Lawson
Mr. Michael Messinger
Ms. Maryanne Tomazic
Mr. Charles Sampson, Superintendent
Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum
and Instruction
Curriculum Writing Committee
Supervisors
Ms. Kim Fox
Ms. Marybeth Ruddy
Ms. Angelique Gauthier
Ms. Stacie Ferrara
Ms. Denise Scanga
Mr. Timothy O’Boyle
Board of Education
Mr. Heshy Moses, President
Mrs. Jennifer Sutera, Vice President
Mr. Carl Accettola
Mr. William Bruno
Mrs. Elizabeth Canario
Mrs. Kathie Lavin
Mr. Ronald G. Lawson
Mr. Michael Messinger
Ms. Maryanne Tomazic
Mr. Charles Sampson, Superintendent
Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum
and Instruction
Curriculum Writing Committee
Ms. Sharon Caruso-Mills
Ms. Michelle Derpich
Supervisors
Mr. David Bleakley
Ms. Shanna Howell
Mr. Stanley Koba
Mr. Peter Krais
Ms. Michelle Lilley
Ms. Judi Newins
AP Psychology - Introduction
Introduction
Course Philosophy
The mission of the Freehold Regional High School District is to develop global lifelong learners through a comprehensive educational program of diverse and enriching opportunities within a supportive environment. The district’s educational community fosters the development of character, initiative, creativity and excellence while maximizing the unique potential of each individual. The course of Advanced Placement Psychology provides students with the opportunity to understand the diversity of the content and themes behind behavior. Students will develop the knowledge and skills to appreciate that behavior has multiple causes, is influenced by socio‐historical events, is diverse in its theoretical orientation, considers the influences of nature and nurture, must respect multicultural influences, and considers the subjective aspect of perception. The goal is for students to become familiar with specialty areas within the field of psychology thereby affording them the opportunity to consider career development in a specific field. It is further believed that upon completion of the course, students will recognize that psychology involves life‐learning and is present in every content area and realm of life. Course Description
Advanced Placement Psychology focuses on the student's ability to actively explore and research major theories, concepts, and themes relevant to the field. The course will focus on the seven themes from the American Psychological Associations’ National Standards for High School Curriculum and the New Jersey Core Curriculum Content Standards, while also considering the four goals (describe, understand, predict, and control) of psychology. Content emphasis will be aligned with the expectations set by the College Board. Major areas of study will include the history of psychology, research and statistics, bio‐psychology, cognition, memory and intelligence, personality and development, motivation and emotion, learning theories, abnormal psychology, treatment, and social psychology. Students will have the benefit of teacher‐directed lessons, peer‐to‐peer facilitated learning, consistent use of the internet, and will be encouraged to explore community resources. Course Map and Proficiencies/Pacing
Course Map
Relevant Standards Enduring Understandings Essential Questions Assessments Diagnostic Anticipatory set Class discussion What psychological terms are you familiar with and what do Common sense quiz they mean? on psychology What are the advantages of learning about psychology? Formative Summative Explore resources to include text, internet, encyclopedia of psychology (psychology.org), and teacher provided materials Tests and quizzes should include activities insuring that students can apply enduring understandings and essential questions to various scenarios and content NJCCCS/APA Psychology is a Standards: 6.2D2d, part of everyday 6.2C3d, 6.2C6d, IA‐ life 1, IA‐2, IA‐3, IA‐4, IA‐5, IA‐6, 2.3B3, S‐
ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10 5.1B1, 5.1B3, 9.1A1, 8.1F1 How is psychology presented in the media? NJCCCS/APA Psychology is a Standards: 6.2D2d, social science 6.2C3d, 6.2C6d, IA‐
1, IA‐2, IA‐3, IA‐4, IA‐5, IA‐6, 2.3B3, S‐
ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 5.1B1, 5.1B3, 9.1A1, 8.1F1 In groups students will What are several reasons why Anticipatory set psychology is part of the social research a pseudo‐
studies department and not Graphic organizer science and piece of the science department? (ex. Venn Diagram) research in bio‐
psychology How does psychology compare Compare horoscope examining the to: astrology, religion, and s from several application of the biology? resources scientific method What are the goals of psychology and how is the Identify the goals of scientific method used to religion and biology obtain these goals? Which step of the scientific method separates a science from a pseudo‐
science? Group presentation of pseudo‐
science researched and bio‐
psychology research example Test that includes activities insuring that students can apply enduring understandings and essential questions to various scenarios and content NJCCCS/APA Standards: 6.2D2d, 6.2C3d, 6.2C6d, IA‐
1, IA‐2, IA‐3, IA‐4, IA‐5, IA‐6, 2.3B3, S‐
ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 5.1B1, 5.1B3, 9.1A1, 8.1F1 The field of Psychology has many specialty career options. NJCCCS/APA Standards:6.2D4k, 6.2C6d, 11A‐1, 11A‐2, 11A‐3, 11A‐
4, 11A‐5, 11A‐6, 11A‐7, 2.5B2, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 9.1F6, 8.1F1 Psychology continues to struggle with the nature/ nurture de
bate NJCCCS/APA Standards:6.2D4k, 6.2C6d, 11A‐1, 11A‐2, 11A‐3, 11A‐
4, 11A‐5, 11A‐6, 11A‐7, 2.5B2, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 9.1F6, 8.1F1 How can an individual with a Anticipatory set degree in psychology work questions with community institutions? What are the differences between a psychiatrist and a psychologist? Homework and free‐
response question/essay Why is a family physician permitted to dispense psychotropic medication when a psychologist is not? What areas of life/behavior do Discussion you believe are attributed to one's biology? What areas of life do you believe can only be attributed to one's environment and learning? Debate: Should a family physician be permitted to dispense psychotropic medication when a psychologist is not? Research feral children, identical twin studies, and the case on David Reimer Teacher Directed Lessons Test that includes activities insuring that students can apply enduring understandings and essential questions to various scenarios and content Role play/activity Group presentations of sensory system Sensation and perception Jeopardy Quiz which includes activities insuring that students can apply enduring understandings and essential questions to various scenarios and content How may it be possible that both biology and nurturing contribute to personality? Why is understanding the brain important to understanding a person's psyche? Sensory‐perceptual What do you think are the two Discussion of CIPA video clip systems are primary senses and why? psychological What would be your reaction experiences. to losing your ability to (a) see (b) hear (c) smell (d) taste (e) feel pain (f) control your body?
NJCCCS/APA Standards:IVA‐1, IVA‐2, IVA‐3, IVA‐4, IVA‐5, 2.3C2, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 8.1F1 Learning is any relevant, permanent change in behavior In what ways has your Design a behavior Demonstration behavior changed in a positive modification plan in way, in a negative way? groups Streaming video clips (Pavlov, Little What motivates you to learn? Albert, Skinner, Bandura) In what ways does punishment help/ hinder you to initiate new and novel behaviors?
Essay: Students will be provided a scenario of a child and be asked to create a behavior modification plan for the student NJCCCS/APA Standards:6.2D4k, 6.2C6d, 11A‐1, 11A‐2, 11A‐3, 11A‐
4, 11A‐5, 11A‐6, 11A‐7, 2.5B2, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 9.1F6, 8.1F1 Consciousness is multi‐leveled proving to be explored through many perspectives. In what ways is it possible to Hypnosis/meditatio Text related experience three levels of n activity worksheets consciousness at the same time? Article assignment What are some events that cause you to have a heightened state of consciousness, lower state of consciousness, and automatic state of consciousness? Test that includes activities insuring that students can apply enduring understandings and essential questions to various scenarios and content NJCCCS/APA Standards: 6.2C6d, 2.2A2, 2.2B1, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 9.1D3, 8.1F1 Cognitive processes involve internal functions of the mind. What situations require you to Memory game utilize memory, language, problem solving, and decision MENSA test making? How do you work to have Remote associates accurate memory recall? test for creativity What are the pros and cons of Emotional being bi‐lingual? intelligence What is the difference assessment between a preference and a choice? View video on Koko What are some strategies you and Genie the use when having to make an Secret of the Wild important decision? Child How is creativity as important as intelligence? Texting as an alternate form of How can emotional communication intelligence be taught?
Test that includes activities insuring that students can apply enduring understandings and essential questions to various scenarios and content Timeline Group presentations (Memory, Language, Problem solving, Decision making, IQ, EQ, Creativity) NJCCCS/APA Standards: 6.1D3d, 6.1D14f, 6.2A5e, 111A‐1, 111A‐2, 111A‐3, 111A‐4, 2.1A1, 2.1B1, 2.1C1, 2.2C1, 2.4A1, 2.4A3, 2.3A4, 2.4B4, 2.4C1, 2.4C5, 2.5B3, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 8.1F1 What do you believe the Personality test Compare and Contrast difference is between Personality Theories temperament and character? Harry Harlow Personality and Nature of Love Provide examples for development are interconnected and Which types of development streaming video clip each stage of do you find to be the most Kohlberg's Stages of follow specific important and why, social, Konrad Lorenz Moral Development stages emotional, cognitive, or Imprinting Video physical? Developmental Milestone Chart When do you think that personality is established and Interview and record a is it possible for personality to child with regard to continual change? their cognitive development in When does development relation to Piaget's begin and end? Cognitive Development What do you believe is the most important issue during the following developmental stages, prenatal, infancy, childhood, adolescents, young adult, middle age, and old age? When and why do you believe is the best time to: (a) break away from your family (b) select your career (c) get engaged (d) get married (e) have children (f) retire?
View the Sandlot and analyze one Character according to Paget, Erikson, Kohlberg, Ainsworth, Harlow, Kagan, Baumrind NJCCCS/APA Standards: 6.1D3d, 6.1D14f, 6.2A5e, 111A‐1, 111A‐2, 111A‐3, 111A‐4, 2.1A1, 2.1B1, 2.1C1, 2.2C1, 2.4A1, 2.4A3, 2.3A4, 2.4B4, 2.4C1, 2.4C5, 2.5B3, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 8.1F1 Motivation to Why is a moderate level of achieve and motivation to achieve better affiliate with others than too low or too high? is related to emotional What is the difference styles, being set at between a want and a need? an early age of Why are biological needs development universal and social needs are based on culture? Test that includes activities insuring that students can apply enduring understandings and essential questions to various scenarios and content What are basic emotions and explain why they are universal? Are emotions a result of biology, cognition, or both?
TAT test Discussion
Students will Reflection journal generate a list of wants and needs labeling them as biological, social, or both. Students will identify where they are on Maslow’s Hierarchy of Needs. Students will access Ekman's Six Basic Emotions. NJCCCS/APA Standards: 6.2D5c, 6.2C6d, VA‐1, VA‐2, VA‐3, VA‐4, 2.1A2, 2.1C3, 2.1C4, 2.1E1, 2.1E3, 2.1E4, 2.2E1, 2.2E2. 2.3A1, 2.3A2, 2.3A3, 3.1A1, 3.1A2, 3.3A1, 3.3A2, 3,3A3, 3.4A1, 3.4B5, 3.3B6, 3.5B1, 3.5C4, 9.1A1, 9.1F6, 8.1F1 Abnormal behavior is associated with many myths and social stigmas NJCCCS/APA Standards: 6.2D5c, 6.2C6d, VA‐1, VA‐2, VA‐3, VA‐4, 2.1A2, 2.1C3, 2.1C4, 2.1E1, 2.1E3, 2.1E4, 2.2E1, 2.2E2. 2.3A1, 2.3A2, 2.3A3, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 9.1F6, 8.1F1 Treatment changes in response to advances in science and modifications to health care policies What "facts” you do believe are Role playing true about mental illness? Current events How do you think being labeled mentally ill affects all areas of ones life? Where do many people learn about mental illness? What are the disorders and the symptoms of these disorders that you are familiar with? NJCCCS/APA Social Psychology Standards:6.1D14e, explores how 6.2A4d, 2.4A2, S‐ID1 individual behavior thru 9,S‐IC1 thru 6, deals with issues RH11‐12.1 thru including: impressio
RH11‐12.10, 9.1A1, n, attraction, 8.1F1 decision making, conformity, cohesion, and obedience. Why do you think there is a Discussion
difference between mental health care and physical health care? What are the pros and cons of using psychotropic medications? What are the pros and cons of deinstitutionalization? Why do you believe people delay obtaining mental health care? Provide advertisements Debate: One disorder‐three types of treatment, which is the of bio‐medical treatments. most effective and safe? Respond to the following: Those taking psychotropic medications are living a synthetic reality Students will research insight therapy, behavioral therapy, and bio‐medical therapy
What do you think the difference is between being the person in charge and the subordinate person when trying to make a first impression? Historical Advertisements Activity Read about the De‐
individualization process of the Jewish people and the creation of the Ghettos What are the various roles you can take on when working in a group? When has group conformity had a negative impact in history and society? What do you believe is the ideal group size and why? What are ways to alienate a person from the group? How many examples can you think of when an individual credits themselves with success and blames the group for failures?
Rosenhan's Study being Case studies sane in Insane Places Diagnosis hypothetical cases DSM‐IV review Group presentations Role play first impressions Discussion Picture prompts Test that includes activities insuring that students can apply enduring understandings and essential questions to various scenarios and content Proficiencies and Pacing
Unit Title Unit Understanding(s) and Goal(s) Recommended Duration Unit 1: Introduction, Research, and Statistics Psychology is a part of everyday life. Psychology is a social science. The field of Psychology has many specialty, career options. Students will be able to: (a) describe the historical transformation of psychology (b) compare and contrast applied psychology to basic psychology (c) explain quantitative methods of psychology 4 weeks Unit 2: Bio psychology and Sensation/Perception Psychology continues to struggle with the nature/nurture debate. Sensory‐perceptual systems are psychological experiences. Students will be able to: (a) organize the central nervous system into brain regions, brain lobes, cortexes, and hemispheres. (b) differentiate between the central nervous and the peripheral nervous system (c) diagram and explain the structures of the brain and a neuron (d) compare and contrast the nervous system to the endocrine system (e) diagnosis hypothetical brain related disorders (f) explain the difference between sensation and perception (g) examine key concepts in psychophysics (h) diagram the eye, the ear, the nose, and the tongue 5 weeks Learning is any relevant, permanent change in behavior Unit 3: Learning Students will be able to: (a) explain classical conditioning, operant conditioning, and observational learning theories. (b) discuss the work of Pavlov, Skinner, Tolman, and Bandura. (c) evaluate situations for the existence of the three learning methods. (d) identify how the concepts of behaviorism are present in everyday life. 4 weeks Unit 4: Cognition Consciousness is multi‐leveled proving to be explored through many perspectives.
Cognitive processes involve internal functions of the mind. Students will be able to: (a) discuss the difficulty in defining and understanding consciousness. (b) develop skills to enhance memory. (c) recognize the properties of language. (d) utilize problem‐solving and decision making strategies. (e) value that intelligence can be defined in a variety of ways. 4 weeks Unit 5: Personality and Development Personality and development are interconnected and follow specific stages.
Motivation to achieve and affiliate with others is related to emotional styles, being set at an early age of development. Students will be able to: (a) recognize that temperament, character, and personality traits differ with regard to how permanent and transitional they are (b) trace development from womb to tomb comparing the different stage theories (c) revisit the nature and nurture debate (d) discuss and examine the difference between biological and social motivators (e) explain the cognitive, physical, social, and emotional components of hunger, sex, affiliation, and achievement (f) discuss the differences between theories on emotion as presented by Darwin, Cannon‐Bard, James‐Lang, and Schachter (g) explore cultural differences (display rules) and similarities (Ekman 6 faces of Emotion)
4 weeks Unit 6: Abnormal and Treatment Abnormal behavior is associated with many myths and social stigmas. Treatment changes in response to advances in science and modifications to healthcare policies. Students will be able to: a) value the difficulty in identifying mental illness b) explain the models of mental illness, to include the legal model c) summarize Rosehan's study "Being Sane in Insane Places" d) explain the socio‐historical aspect of the Diagnostic and Statistical Manual e) examine the etiology of: childhood disorders affect disorders somatoform disorders anxiety disorders psychotic disorders personality disorders f) discuss the historical changes in the treatment of mental illness g) describe the pros and cons of insight therapy, behavioral therapy, biomedical treatment, and managed care 5 weeks Unit 7: Social Psychology Social Psychology explores how individual behavior deals such issues as impression, attraction, decision making, conformity, cohesion, and obedience. Students will be able to: (a) discuss the importance of group dynamics (b) evaluate attribution processes (c) discuss interpersonal perception (d) explain sources of conformity, compliance, and obedience (e) examine the influences of attitude and attitude change (f) explain the role of organizational behavior (g) identify cultural/historical/social/gender/influences on aggression and antisocial behavior 4 weeks Unit 8: Post Exam Projects Psychology is found in all aspects of culture to include social organizations, customs and traditions, language, art, government, and religion. Students will be able to make real world applications of terms, theories, and concepts to literature, education, technology, media, science, and social aspects of life. 4 weeks Unit 01 - AP Psychology
Unit Plan
Enduring Understandings: Psychology is a part of everyday life. Psychology is a social science. The field of Psychology has many specialty, career options. Essential Questions: How is psychology presented in the media? What psychological terms are your familiar with and what do they mean? What are the advantages of learning about psychology? Discuss possible reasons why psychology is part of the social studies department and not the science department? How does psychology compare to: astrology, religion, and biology? Consider the steps of the scientific method and the goals of psychology when explaining how the two are related. How can an individual with a degree in psychology work with a hospital, a business, the military, a school system, researchers, engineers, day‐care workers, families, senior citizens, communities, and cultural/ religious groups? Current controversy exists between the right of a psychiatrist and general practitioners (family physician) having a legal right to prescribe psychotropic medications, while a psychologist does not have that right. In what way is a psychologist more equipped than a general practitioner to prescribe psychotropic drugs; how are they less equipped? Unit Goals: Students will be able to: (a) describe the historical transformation of psychology (b) compare and contrast applied psychology to basic psychology (c) explain quantitative methods of psychology Recommended Duration: 4 weeks NJCCCS/APA Standards: 6.2D2d, 6.2C3d, 6.2C6d, IA‐1, IA‐2, IA‐3, IA‐4, IA‐5, IA‐6, 2.3B3,S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 5.1B1, 5.1B3, 9.1A1, 8.1F1 APA Standard Area IA: Introduction and Research Methods IA‐1. Contemporary perspectives used by psychologists to understand behavior and mental processes in context IA‐2. Major sub‐fields and career opportunities that comprise psychology IA‐3. Research strategies used by psychologists to explore behavior and mental processes IA‐4. Purpose and basic concepts of statistics IA‐5. Ethical issues in research with human and other animals that are important to psychologists IA‐6. Development of psychology as an empirical science Suggested Assessments Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies What role did Hippocrates Identify early biological play in the development of influences on the psychology? development of Textbook psychology Class discussion Timeline Teacher directed lesson Picture prompts
Common sense quiz on Psychology Test on the role of physiology on the growth of psychology What contributions did philosophers make in the development in psychology? Group presentation of philosophers Multiple‐choice test on the contributions made by philosophers Venn diagram
Diagram comparing the earliest theories on psychology Essay/open‐ended question‐ How do the three major schools of psychology view human nature of a specific case?
Compare and contrast the following philosophers with regard to their views of human nature Aristotle, Socrates, Plato, Descartes, and Locke?
Identify key terms and What were the original figures from approaches to understanding psychology? structuralism and functionalism Textbook The Allegory of the Cave Discovering Psychology Videos Textbook Discovering Psychology Videos What are the three major schools of psychology today? Textbook
How would a psychoanalytic, Discovering Psychology Videos behavioral, and humanistic psychologist describe human nature?
Case study
What are the steps of the scientific method? Create hypothesis and Textbook
design a research study Discovering Psychology Videos Psych experiments online Create a hypothesis Assessment of students and design a research research study using a rubric to measure the study hypothesis, IV and DV, operational definitions of the variables, experiment and control groups, ethics, and confounding variables What are the various types Conceptual hierarchy of Textbook of research? research methods Discovering Psychology Videos Psych experiments online Complete graphic organizer to define and identify the strengths and weaknesses of the various research methods What's the difference between inferential and descriptive statistics? Apply hypothetical data to various statistical tools (central tendency, variability, distribution, correlation coefficient) Textbook Discovering Psychology Videos Use hypothetical data Application of to learn how to descriptive statistics compute using real world psychological problems statistics What are the requirements and conditions for specific fields in psychology? Understand the educational requirements for the various levels of expertise in psychology Textbook Students will research Careers research project‐use a rubric to individually to explore various fields assess accuracy of of psychology and information and oral then present to the presentation class Multiple choice test on the research enterprise
Differentiation
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Teachers will incorporate visual presentations with corresponding worksheets, reinforcements of auditory learning though question and answer sessions, manipulation of ideas and concepts during hands on activities to appeal to the diverse learning styles of the students. Teacher may assign cooperative learning activities so that students of varied abilities may assist each other and work together on a task and/or project. Using diagnostics, evaluate students' strengths and weaknesses in order to inform instruction Teachers may provide individualized instruction. Appropriate field trips both actual and virtual to support instruction. Technology
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It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHOY. Teachers should also consider joining TOPSS, Teachers of Psychology in Secondary Schools. Students or teachers may create web quests to enhance learning. Students will be encouraged to utilize online resources provided by the textbook publisher. In addition: College and Workplace Readiness
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Students may contact local colleges and universities and/or seek information from online colleges and universities for course descriptions and utilize for additional knowledge. Students should be encouraged to contact professionals to obtain a clear understanding of the profession of psychology. Teachers should be encouraged to plan field trips and/or have guest speakers that relate to the NJCCCS for psychology. An online resource for schools specializing in psychology majors Unit 02 - AP Psychology
Unit Plan
Enduring Understandings: Psychology continues to struggle with the nature nurture debate. Sensory‐perceptual systems are psychological experiences. Essential Questions: What areas of life/behavior do you believe are attributed to one's biology? What areas of life do you believe can only be attributed to one's environment and learning? Discuss the following statement: Biology gives us our potential and the environment activates that potential. Without the right environmental triggers one may never know what their true potential is. Why is understanding the brain important to understanding a person's psyche? What do you think are the two primary senses and why? What would be your reaction to losing your ability to (a) see (b) hear (c) smell (d) taste (e) feel pain (f) control your body? Unit Goals: Students will be able to: (a) organize the central nervous system into brain regions, brain lobes, cortexes, and hemispheres. (b) differentiate between the central nervous and the peripheral nervous system (c) diagram and explain the structures of the brain and a neuron (d) compare and contrast the nervous system to the endocrine system (e) diagnosis hypothetical brain related disorders (f) explain the difference between sensation and perception (g) examine key concepts in psychophysics (h) diagram the eye, the ear, the nose, and the tongue Recommended Duration: 5 weeks NJCCCS/APA Standards:6.2D4k, 6.2C6d, 11A‐1, 11A‐2, 11A‐3, 11A‐4, 11A‐5, 11A‐6, 11A‐7, 2.5B2,S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 9.1F6, 8.1F1 APA Standard Area IIA: Biological Bases of Behavior: IIA‐1. Structure and function of the neuron IIA‐2. Organization of the nervous system IIA‐3. Hierarchical organization of the structure and function of the brain IIA‐4. Technologies and clinical methods for studying the brain IIA‐5. Structure and function of the endocrine system IIA‐6. How heredity interacts with the environment to influence behavior IIA‐7. How psychological mechanisms are influenced by evolution APA Standard Area IID: Stress, Coping, and Health IID‐1. Sources of stress IID‐2. Physiological reactions to stress IID‐3. Psychological reactions to stress IID‐4. Cognitive and behavioral strategies for dealing with stress and promoting health APA Standard Area IIB: Sensation and Perception IIB‐1. Basic concepts explaining the capabilities and limitations of sensory processes IIB‐2. Interaction of the person and the environment in determining perception IIB‐3. Nature of attention Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments What are the parts of a neuron and neurotransduction? Diagram a neuron to explain Textbook
the process transduction Label a neuron
Build a neuron Make a comic strip representing the steps of transduction
Portfolio assessment
Multiple choice quiz How is the brain organized? Diagram the brain to Textbook
include the following: hemispheres, lobes, regions, and cortexes Discussion
Graphic organizers Cooperative learning project: Construct a brain What are the structures and Describe the structures and functions in the (a) forebrain, functions of each region of (b) midbrain, and (c) the brain hindbrain? Lecture/discussion
Fill‐in the blank quiz with a word bank and a diagram to assess students knowledge of brain structures and their functions
What is the function of the Describe the structures and frontal lobe, parietal lobe, functions of each region of Textbook temporal lobe, and occipital the brain lobe? Build a brain out of modeling clay Multimedia presentation Fill‐in the blank quiz with a word bank and a diagram to assess students knowledge of brain structures and their functions
Why is the central nervous Compare and contrast the Textbook
system considered the functions of endocrine and main line for communication the nervous system and the endocrine system the secondary? Venn diagram
Essay/open‐ended questions: Describe two similarities and two differences between the endocrine and nervous system Explain which system you would believe to be most devastating/ detrimental if damaged What are the causes of neurological disorders? Students will research assigned brain injury/disease in groups Then, groups will design a multimedia presentation Group presentations will be assessed using a rubric designed to measure students' knowledge and understanding and the overall presentation Textbook
List and describe the cause, Internet
symptoms, and treatment options for brain injury/disease What is the difference Trace the distal light source Textbook between a distal stimuli and of vision to the approximal proximal stimuli? stimuli in the occipital lobe Create a song, poem, or story Groups will present their to memorize the steps of vision song, poem, or story and provide a copy of it to each student Students will be assessed on accuracy and creativity
What is absolute threshold, Define and identify key just‐noticeable difference, terms as presented in a the signal‐detection theory, classroom demonstration Fechner's Law, and Weber's Law? Textbook Afterimage, JND, Fechner and Weber's Law demonstration Teacher directed lesson, demonstration, and discussion Signal detection worksheet Multiple‐choice quiz that includes assessment of student's understanding and knowledge of content by applying terms to real‐world examples
Where are the parts of the Diagram the eye, the ear, each accessory structure the nose, and the tongue located and their function? (a) eye (b) ear (c) nose (d) tongue Textbook
Baron's Sensation and perception jeopardy Senses test (multiple choice) include vocabulary terms, real world applications and diagrams (Sensation Quiz‐can be used as a test bank source)
Differentiation
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Teachers will incorporate visual presentations with corresponding worksheets, reinforcements of auditory learning though question and answer sessions, manipulation of ideas and concepts during hands on activities to appeal to the diverse learning styles of the students. Teacher may assign cooperative learning activities so that students of varied abilities may assist each other and work together on a task and/or project. Teachers may assign tasks that ask students to incorporate music, art, and graphic design to expand learning modalities. Teachers may pre‐assess to determine readiness, interests and learning preferences. Teachers may provide flexible grouping in their project assignments. Teachers may provide individualized instruction. Technology
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It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHOY. Teachers should also consider joining TOPSS, Teachers of Psychology in Secondary Schools. Students will be encouraged to utilize the online resources provided by the textbook publisher. Teachers & Students should be encouraged to explore any 21st century based skills such as thinking creatively, making decisions, solving problems, seeing things in minds eye, and knowing hoe to learn and reason. Furthermore, sound reasoning enables students to plan, design, execute, and evaluate solutions…processes that are carried out more efficiently and effectively using technological tools. Teachers may recommend technology to enhance research and presentation skills. College and Workplace Readiness
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Students may contact local colleges and universities and/or seek information from online colleges and universities for course descriptions and utilize for additional knowledge. Students should be encouraged to contact professionals to obtain a clear understanding of the profession of psychology. Students should be encouraged to read college research abstracts submitted to university archives to reinforce any learning that was include in the above unit. Teachers should utilize appropriate university websites for research based activities. Students should be encouraged to visit online university museums when formulating research for creative projects such as the brain construction. Unit 03 - AP Psychology
Unit Plan
Enduring Understandings: Learning is any relevant, permanent change in behavior. Essential Questions: In what ways has your behavior changed this week, were they positive or negative changes? What motivates you to learn? In what ways does punishment help/ hinder you to initiate new and novel behaviors? Unit Goals: Students will be able to : (a) explain classical conditioning, operant conditioning, and observational learning theories. (b) discuss the work of Pavlov, Skinner, Tolman, and Bandura. (c) evaluate situations for the existence of the three learning methods. (d) identify how the concepts of behaviorism are present in everyday life. Recommended Duration: 4 weeks NJCCCS/APA Standards:IVA‐1, IVA‐2, IVA‐3, IVA‐4, IVA‐5, 2.3C2, 3.1A1, 3.1A2,S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 8.1F1 APA Standard Area IVA: Learning IVA‐1. Characteristics of learning IVA‐2. Principles of classical conditioning IVA‐3. Principles of operant conditioning IVA‐4. Components of cognitive learning IVA‐5. Roles of biology and culture in determining learning Guiding/Topical Questions How is it possible to observe learning? Content/Themes/Skills Resources and Materials Suggested Strategies Discuss methods used in an academic setting to assess the mastery of a new concept and/or skill Class activity ‐ learn a new Textbook skill and assess progress Baron's streaming video clips (Pavlov, (running a human maze) Little Albert, Skinner, Bandura) Suggested Assessments Discussion of student self‐
inventory/assessment of learning and video clips Essay assessment Textbook View Pavlov's and Watson's What are the terms research and identify the ucs, ucr, associated with classical conditioning? ns, cs, cr, generalized stimuli, stimulus discrimination, extinction, and spontaneous recovery How is classical conditioning a part of modern day life? Examine how classical conditioning Textbook is a part of the following: a. school b. advertising and marketing c. drug rehabilitation d. music View videos and assess the presence of classical terms Picture prompts (product Assessment of picture prompts logos, movie theme songs, and original examples selected by commercial jingles, product the instructor phrases) Textbook View Skinner's research and What are the terms examine the presence of positive associated with operant conditioning? reinforcers (primary, secondary, Appropriate video clips social, token), negative reinforcers, punishment (positive and negative), escape and avoidance learning, shaping, response chaining View video of the Skinner's box and assess the presence of the terms Complete a worksheet with operant conditioning terms and examples What are the the Identify when fixed ratios, fixed different schedules of intervals, variable ratios, and reinforcement? variable intervals are being used Provide situations in which reinforcers are used and identify the schedule that is in place Textbook Design a classical conditioning study Video assessment Quiz that includes real world examples to apply vocabulary and content Essay: Which reinforcement schedule is most effective for learning, continuous or partial? Explain. Describe in order of effectiveness which partial reinforcement is most effective and why. (fixed‐interval, fixed‐
ration, variable‐interval, variable‐
ration) How is Bandura's social Discuss how a child can be vicarious Textbook learning theory related conditioned to classical and operant conditioning? Design a medium or create a Research the BoBo Doll experiment and identify the method to measure Bandura's use of classical and operant social learning theory conditioning techniques How can the three Examine how each type of learning Textbook types of learning, theory can be used in: classical conditioning, a. a home operant conditioning, b. school and social c. the work place learning, practical tools d. hospitals for teaching? e. rehabilitation facilities f. jails g. society Organize the class into groups and have them create a scenario of a "bad behavior:" in which each type of conditioning will be used to counter condition the behavior(s) Multiple choice test that provides scenarios in which students will have to apply the type of learning displayed, and identify the components of each (ucs, ucr, cs, cr, negative/positive punishment, negative/positive reinforcement, vicarious learning, shaping, etc) Differentiation
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Teachers may use “anchoring activities”; those that address students who complete their work before others or who are ready to move on before the lesson is completed. These activities should require students to use advanced thinking skills, apply knowledge to real world situations, and create original products. Teacher may assign cooperative learning activities so that students of varied abilities may assist each other and work together on a task and/or project. Teachers may provide individualized instruction. Tiered assignments/assessments Allow students to design their own assessments. Technology
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It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHO Students will be encouraged to utilize the online resources provided by the textbook publisher. Create and utilize multimedia presentations. Create storyboard presentations via any movie maker application. College and Workplace Readiness
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Students may contact local colleges and universities and/or seek information from online colleges and universities for course descriptions and utilize for additional knowledge. Students should be encouraged to contact professionals to obtain a clear understanding of the profession of psychology, in particular, classical & operant conditioning. Student should be encouraged to research collegiate abstracts on operant and classical conditioning. Teachers should be encouraged to plan field trips and/or have guest speakers that relate to the NJCCCS for psychology. Teachers may plan a field trip to a local developmental disability facility, animal training facility, and law enforcement department and address how behavioral techniques are implemented in order to enhance the functioning of their "clients." Unit 04 - AP Psychology
Unit Plan
Enduring Understandings: Consciousness is multi‐leveled proving to be explored through many perspectives. Cognitive processes involve internal functions of the mind Essential Questions: In any one class identify and describe three different states of consciousness that you have experienced simultaneously? What are some events that cause you to have a heightened state of consciousness, lower state of consciousness, and automatic state of consciousness? What situations require you to utilize memory, language, problem solving, and decision making? List and discuss techniques that you have used to successfully remember new information. Discuss the pros and cons of being bi‐lingual. What is the difference between a preference and a choice? What are some strategies you use when having to make an important decision? How is creativity as important as intelligence? How can emotional intelligence be taught? Unit Goals: Students will be able to: (a) discuss the difficulty in defining and understanding consciousness. (b) develop skills to enhance memory. (c) recognize the properties of language. (d) utilize problem‐solving and decision making strategies. (e) value that intelligence can be defined in a variety of ways. Recommended Duration: 4 weeks NJCCCS/APA Standards:6.2D4k, 6.2C6d, 11A‐1, 11A‐2, 11A‐3, 11A‐4, 11A‐5, 11A‐6, 11A‐7, 2.5B2, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 9.1F6, 8.1F1 APA Standard Area IVD: States of Consciousness IVD‐1. Understand the nature of consciousness IVD‐2. Characteristics of sleep and theories that explain why we sleep IVD‐3. Theories used to explain and interpret dreams IVD‐4. Basic phenomena and uses of hypnosis IVD‐5. Categories of psychoactive drugs and their effects APA Content Standards IVB‐1. Encoding, or getting information into memory IVB‐2. Sensory, working or short‐term, and long‐term memory systems IVB‐3. Retrieval or getting information out of memory IVB‐4. Biological bases of memory IVB‐5. Methods for improving memory IVB‐6. Memory constructions APA Standard Area IVC: Thinking and Language IVC‐1. Basic elements comprising thought IVC‐2. Strategies and obstacles involved in problem solving and decision‐making IVC‐3. Structural features of language IVC‐4. Theories and developmental stages of language acquisition IVC‐5. Links between thinking and language APA Standard Area IVE: Individual Differences IVE‐1. Concepts related to measurement of individual differences IVE‐2. Influence and interaction of heredity and environment on individual differences IVE‐3. Nature of intelligence IVE‐4. Nature of intelligence testing Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments Why is consciousness difficult Explain how the modern Textbook to define? view on consciousness differs Baron's from that of Wundt/Hall, James, and Freud Have students write about their Discussion on the difficulty immediate state of consciousness in a on capturing consciousness reflection piece Teacher directed lesson, lecture, note taking What are examples of ASC? Dissociative State Checklist Reaction statement to the checklist View Dream journal Video summary with attention to key terms Quiz on the sleep stages that include scenarios for students to apply content and understanding Discuss what makes an experience an altered state of consciousness Textbook Baron's How do the different stages Create a stage chart for sleep Textbook of sleep differ with regard to motor activity, brain wave Video clips activity, cognition, age and sleep disorders. What are the sleep disorders Identify the causes and and how can they be treatments for the various treated? sleep disorders Textbook What evidence suggests that Discuss the hypnotic process Textbook to include myths and facts hypnosis is / is not a dissociative state? How does information get into memory, maintained in memory, and get back out of memory? Explain theories on encoding, Textbook storage, retrieval and forgetting List mnemonic devices Research and create a multimedia presentation on the assigned sleep disorder. Hypnosis/ Meditation Activity Current events article assignment Internet ‐ memory activities Memory games Groups will present assigned sleep disorder and will be assessed using a rubric to measure knowledge, understanding, and creativity Multiple choice quiz assessing the varied theories on altered states of consciousness (hypnosis) Students will design and conduct memory experiments. Students will be assessed on design, procedure used to conduct study, and laboratory report
What are the four properties Provide examples for how of language? language is symbolic, semantic, generative, and structured Textbook Textbook What are the developmental When does child begin to: milestones of language? babble use reflexive speech use receptive vs. productive language use overgeneralizations and under generalizations use over‐regularization fast mapping use metalinguistics Texting as a form of symbolism and language. Discuss: “Has technology weakened the generative aspect of language?" Case Study of Genie (see attached) Create a self milestone chart by interviewing parents/guardians or others Developmental Chart (include Kohlberg, Erikson, Piaget, and Freud) Debate: Provide evidence to suggest that language is due to genetics or the environment What influences the development of language, nature or nurture? Provide evidence to suggest Textbook that language is due to genetics or the environment Teacher‐Directed Learning:
The stages of Language Development The Rules of sentence structures Chomsky‐LAD Critical Period Divide the class into teams and assign debate How should one attempt to solve a problem? Identify the specific type of Textbook Baron's problems (structure, arrangement, transformation, well‐defined, ill‐defined), barriers to problem‐solving (functional fixedness, mental set, unnecessary constraints, irrelevant information), and suggest effect methods of solving problems (algorithms, heuristics, sub‐goals, working backwards) Scenarios: Students will be provided with scenarios and Internet Resources will be asked to identify what problem solving strategies and/or barriers (IBM's Watson on Jeopardy) String problem– Two Strings hang from are exemplified a ceiling but are too far apart to be tied together. . On the table is a book of matches, a screwdriver, and a few pieces of cotton. How could the strings be tied together? Who are the major contributors to the study of intelligence? Identify theories on intelligence which support the views of: MENSA Test Textbook Baron's Timeline of intelligence tests or other cooperative learning assessment nature nurture interactionists How many types of tests exist in psychology? IQ TEST Provide examples of mental Textbook ability tests (achievement, Baron's aptitude, intelligence) and personality tests (projective and objective), to include a discussion of reliability and validity. Remote associates test for creativity Emotional intelligence assessment Identify Internet Tests Fill‐in the blank quiz‐
students will be provided with scenarios of tests and will be asked to determine if they are mental ability tests or personality tests (objective or projective). Then, students will be asked to determine if the test exemplifies validity (content, criterion, and construct) and/or reliability (test‐retest, split‐half, alternate form, scorer reliability). Students will also be asked identify what methods are used Differentiation
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Teachers are encouraged to use the process of modeling to help struggling learners to go from the concrete to the abstract. It may include showing the student examples of an expected product or providing the student with a walk‐through sample of a process or level of expectation. Teacher may assign cooperative learning activities so that students of varied abilities may assist each other and work together on a task and/or project. Teachers may provide individualized instruction. Allow students to design their own assessments. Create tiered assessments. Technology
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It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHOY. Teachers should also consider joining TOPSS, Teachers of Psychology in Secondary Schools. Teachers should consider creating electronic based activities that employ the use of Remote Responders that will afford useful data to inform lesson plans and chart student proficiency. Students will be encouraged to utilize the online resources provided by the textbook publisher. Utilize web quests and virtual field trips. College and Workplace Readiness
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Students may contact local colleges and universities and/or seek information from online colleges and universities for course descriptions and utilize for additional knowledge. Students should research workplace sites (companies) for understanding on how psychological profile surveys help chart behavior patterns that may affect productivity. Students should be encouraged to contact professionals to obtain a clear understanding Freud and other important theorists and psychologists mentioned in the above unit. Teachers may plan a filed trip to a local hospital (Stress management), Yoga Ashram (meditation), Testing Facility to discuss practical applications of the services offered and career opportunities. Teachers should be encouraged to plan field trips and/or have guest speakers that relate to the NJCCCS for psychology. Unit 05 - AP Psychology
Unit Plan
Enduring Understandings:
Personality and development are interconnected and follow specific stages.
Motivation to achieve and affiliate with others is related to emotional styles, being set at an early age of development.
Essential Questions:
What do you believe the difference is between temperament and character?
Which types of development do you find to be the most important and why, social, emotional, cognitive, or physical?
When do you think that personality is established and is it possible for personality to continual change?
When does development begin and end?
What do you believe is the most important issue during the following developmental stages, prenatal, infancy, childhood, adolescents, young adult, middle age,
and old age?
When and why do you believe is the best time to: (a) break away from your family (b) select your career (c) get engaged (d) get married (e) have children (f)
retire?
Discuss why students need a moderate level of motivation to achieve versus too low or too high?
What is the difference between a want and a need?
Why are biological needs universal and social needs are based on culture?
What are basic emotions and explain why they are universal?
Are emotions a result of biology, cognition, or both?
Unit Goals:
Students will be able to:
(a) recognize that temperament, character, and personality traits differ with regard to how permanent and transitional they are
(b) trace development from womb to tomb comparing the different stage theories
(c) revisit the nature and nurture debate
(d) discuss and examine the difference between biological and social motivators
(e) explain the cognitive, physical, social, and emotional components of hunger, sex, affiliation, and achievement
(f) discuss the differences between theories on emotion as presented by Darwin, Cannon-Bard, James-Lang, and Schachter
(g) explore cultural differences (display rules) and similarities (Ekman Six Faces of Emotion)
Recommended Duration: 4 weeks
NJCCCS/APA Standards: 6.1D3d, 6.1D14f, 6.2A5e, 111A-1, 111A-2, 111A-3, 111A-4, 2.1A1, 2.1B1, 2.1C1, 2.2C1, 2.4A1, 2.4A3, 2.3A4, 2.4B4, 2.4C1, 2.4C5, 2.5B3,
S-ID1 thru 9,S-IC1 thru 6, RH11-12.1 thru RH11-12.10, 9.1A1, 8.1F1
APA Standard Area IIIA: Lifespan Development:
IIIA-1. Development as a lifelong process
IIIA-2. Research techniques used to gather data on the developmental process
IIIA-3. Theories of development
IIIA-4. Issues surrounding the developmental process (nature/nurture, continuity/discontinuity, stability/instability, and critical periods)
APA Standard Area IIIB: Personality and Assessment
IIIB-1. Distinguish between personality and personality constructs
IIIB-2. Personality approaches and theories
IIIB-3. Assessment tools used in personality
APA Standard Area IIC: Motivation and Emotion
IIC-1. Motivational concepts
IIC-2. The role of biology and learning in motivation and emotion
IIC-3. Major theories of motivation
IIC-4. Interaction of biological and cultural factors in emotions and motivations
IIC-5. Role of values and expectancies in determining choice and strength of motivation
IIC-6. Physiological, affective, cognitive, and behavioral aspects of emotions and the interactions
among these aspects
IIC-7. Effects of motivation and emotion on perception, cognition, and behavior
Guiding/Topical Questions
Content/Themes/Skills
How do early attachments,
temperament, contact,
comfort, and imprinting
influence adult relationships?
Explain why trait theories
merely describe behavior, but
fail to understand, describe,
predict, and control behavior.
Resources and
Materials
Suggested Strategies
Suggested Assessments
Students will be able to
Textbook
identify the following
psychologists and their
Appropriate video
contributions to
clips
personality development:
(a) Ainsworth
(b) Harlow
(c) Kagan
(d) Hazan-Shaver
(e) Lorenz
Harry Harlow Nature of Love
Streaming video clip
Multiple-choice test that requires
students to apply theories of
psychologists.
Describe the influence
trait theories have on
describing behavior
including:
(a) Allport
(b) Cattel
(c) Coster-McCraee
Groups will research assigned
personality theory and create a
presentation. During the
presentation students will be
required to complete a graphic
organizer of all personality theories
Textbook
Personality test
Konrad Lorenz imprinting video
Essay-view the sandlot and analyze
Compare and contrast each theorist one character according to Paget,
to your personal experiences using a Erikson, Kohlberg, Ainsworth,
graphic organizer
Harlow,
Kagan, Baumrind
The Developing Child
Big 5 Personality Test
Discuss why many of Freud's
students have rejected
aspects of his theory and
fundamental concepts in the
development of their own
theories
Compare and
contrast Freudians and
Neo-Freudians (Adler,
Horeny, Jung) concepts
Textbook
Graphic organizer of all personality
theories
Venn diagram comparing Freudians
and Neo-Freudians
Birth order and personality test
Jung (archetypes)
Examine fairytales for archetypes
Multiple-choice test assesses
students understanding
of Personality Theories, vocabulary,
and psychologists
Group presentations of personality
theories using a rubric to assess
understanding, knowledge, and oral
presentation.
Multiple-choice test assesses
students understanding
of personality theories, vocabulary,
and psychologists
Group presentations of personality
theories using a rubric to assess
understanding, knowledge, and oral
presentation.
How does radical behaviorism Categorize behavioral
differ from cognitive theories terms as being either
of behaviorism?
radical or cognitive
Textbook
Graphic organizer of all personality
theories
Show a clip from a modern TV
program and assess the use of
behavior techniques identifying
them as radical or behavioral.
In what ways is the humanistic
approach to understanding
behavior similar to early
philosophical theories to man?
Describe how the
Textbook
humanistic theory can help
one reach his or her
Night by Elie Wiesel
highest potential and
identify why this theory is
considered "romantic" and
phenomenological
Multiple-choice test assesses
students understanding
of personality theories, vocabulary,
and psychologists
Group presentations of personality
theories using a rubric to assess
understanding, knowledge, and oral
presentation.
Graphic organizer of all personality
theories
Multiple-choice test assesses
students understanding
of Personality Theories, vocabulary,
Students will identify where they are and psychologists
on Maslow's Hierarchy of Needs
Group presentations of personality
Compare Maslow's theories to
theories using a rubric to assess
Plato's concepts of "The Allegory of understanding, knowledge, and oral
Cave and The Republic"
presentation.
Students will read excepts from Elie
Wiesel’s Night and provide
examples for each stage of Maslow's
Hierarchy, Roger's Ideas of Positive
and Negative Regard, and
Conditions of Worth
Is biology destiny in regard to Explain the biological
Textbook
personality development?
components of personality
according to Eysenck
and Sheldon
Graphic organizer of all personality
theories
Examine how these tow theories
overlap using a Venn diagram
Reading Activity for Sheldon
Assess one's own body shape and
examine if they agree or disagree
with Sheldon's theory
Multiple-choice test assesses
students understanding
of personality theories, vocabulary,
and psychologists
Group presentations of personality
theories using a rubric to assess
understanding, knowledge, and oral
presentation skills
What factors allow
consistency with personality
and what factors require
flexibility with personality?
Describe apply the
Situational Personality
Theory by Walter
Mischel to their own life
Textbook
Graphic organizer of all personality
theories
Respond to the following:
My behavior is consistent in:
(a) school when...
(b) home when...
(c) with friends when...
(d) when alone...
Multiple-choice test assesses
students understanding
of personality theories, vocabulary,
and psychologists
Multimedia presentations of
personality theories using a rubric
to assess understanding,
knowledge, and oral presentation
skills
My behavior is inconsistent:
(a) school when...
(b) home when...
(c) with friends when...
(d) when alone...
Situational Personality Test
How can life be divided into
age related stages?
Identify important events
during each stage of
development
(prenatal, infancy,
childhood, adolescents,
and adult)
In what ways do the theories Explain Erikson, Marscia,
of Erikson, Marscia, Baumrind, Baumrind, and Freud
and Freud overlap?
theories of development
Textbook
Baron's
Chart the milestones of
development (social, emotional,
physical, and cognitive)
Multiple-choice test assessing the
milestones of development
Textbook
Baron's
Storybook of Erikson's stages of
Psychosocial Development
Create a storybook on one
psychologist's theories
Students will critique a current
family TV show with regard to the
type(s) of parenting and identity
development (in class)
Critique of family TV show
(independently)
Fill-in the blank quiz of Freud’s
theories and neo-Freudians where
students need to identify the
psychologist associated with each
theory
Discuss Freud's psychosexual stages
from a feminist point of view
In what ways are intellect and Match the stages of
morality correlated?
intellectual development
(Piaget) to moral
development (Kohlberg)
Textbook
Baron's
Heinz dilemma
Discovering
psychology
Streaming video Piaget Cognitive
stages of development
Which theory is considered
Compare and contrast the Textbook
the push theory, the pull
Drive, Incentive, and
Baron's
theory, and the survival theory Evolutionary theory of
and why?
motivation
What beliefs make for a strong
character
(a) Extrinsic and Intrinsic
Motivation
(b) External and Internal Locus
of Control
(c) Altruistic or Aggressive?
Explain the difference
Positive psychology
between:
(Seligman)
(a) Extrinsic and intrinsic
Motivation
(b) External and internal
locus of control
(c) Altruistic or aggressive
What are the universal
biological needs?
Examine factors that
influence hunger and sex
Do you agree or disagree with Explain social needs
the following statement: "It
(affiliation and
takes a village to raise a child" achievement)
Explain why or why not.
Textbook
Textbook
Interview and record a child with
regard to their cognitive and moral
development and summarize your
findings (group activity)
View the Sandlot and analyze one
character according to Paget,
Erikson, Kohlberg, Ainsworth,
Harlow, Kagan, Baumrind
Students will generate a list of wants Students will create a group
and needs labeling them as
poster/advertisement to campaign
biological, social, or both
for assigned theory of
motivation. Students will be
assessed using a rubric
Sell your vacation to the class.
Research a volunteer vacation and
Students will rank in order the
explain how it can lead to
vacations they would select.
(a) Extrinsic and intrinsic motivation Students will be assessed using a
(b) External and internal locus of
rubric.
control
(c) Altruistic or aggressive
Select the one volunteer vocation
that is the most conducive to your
personality and would allow you to
be part of change. Explain
Teacher-directed multimedia or Prezi Life size body silhouettes in groups
(1) hunger
(a) head (brain influences)
(b) heart (emotional influences)
(c) soul (cognitive influences)
(d) right hand (positive support)
(e) left hand (negative support)
(f) stomach (what does it say
when it talks to you?)
(2) Sex
(a) head (brain influences)
(b) heart (emotional influences)
(c) soul (cognitive influences)
(d) right hand (positive support)
(e) left hand (negative support)
(f) torso (what does it say when it
talks to you?)
Research how affiliation and
achievement are correlated to
happiness
Character analysis
Which theory stresses the
cognitive aspect of emotion,
the physical, and both?
Compare and contrast the Textbook
theories of emotions
(James-Lang, CannonBard, and Schacter)
Students will be presented with 6
emotional scenarios and will
examine them from the three
perspectives of emotion
Essay: Which theory of emotion do
you agree with and why? Use
support from your text with a
minimum of three reasons.
Are emotions universal across Explain how culture
cultures and are there societal influences acceptable
norms for emotions?
display rules and set
norms for emotions.
Textbook
Students will examine magazine
Quiz (fill-in) - Name that emotion
pictures and elect examples for each
of Ekman's Six Basic Emotions.
Students will be provided with a
scenario and be asked to identify
the emotion.
What are the biological,
physical, and emotional
responses to stress?
Textbook
Locus of Control Scale
Stress pamphlet for teens (see
Life Change Scale (for adults and one attached)
for teens)
Peer Pressure Quiz
Burnout Assessment
Replenishing System Questionnaire
Discuss the four specific
types of stress and their
effect on a person's
biology, physical, and
emotional behavior?
Differentiation
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Teachers will incorporate visual presentations with corresponding worksheets, reinforcements of auditory learning though question and answer sessions,
manipulation of ideas and concepts during hands on activities to appeal to the diverse learning styles of the students.
With the above in mind, teacher should design product choices that allow varied means of expression and alternate procedures, along with varying degrees of
difficulty, types of evaluation and scoring.
Teacher may assign cooperative learning activities so that students of varied abilities may assist each other and work together on a task and/or project.
Teacher may provide individualized instruction.
Allow students to participate in the creation of assessments and/or rubrics.
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Design tiered assessments.

Technology
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It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHOY.
st
Teachers should incorporate 21 century skills such as critical thinking and problem solving into tasks that involve various digital media.
Teachers should also consider joining TOPSS, Teachers of Psychology in Secondary Schools.
Students will be encouraged to utilize online resources provided by the textbook publisher.
Students will move beyond the PowerPoint to present information using multimedia tools and interactive Remote Responders.
College and Workplace Readiness


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Students may contact local colleges and universities and/or seek information from online colleges and universities for course descriptions and utilize for additional
knowledge.
Students should be encouraged to contact professionals to obtain a clear understanding of the profession of psychology.
Students should be encouraged to choose an occupation and research any psychological study(s) that form part of an investigative analysis on that particular
occupation or line of work. (Example: Crime Scene Investigator)
Teachers should be encouraged to plan field trips and/or have guest speakers that relate to the NJCCCS for psychology.
Suggested field trips: Child-care center, senior citizen facility, career counseling center, and volunteer centers
Unit 06 - AP Psychology
Unit Plan
Enduring Understandings: Abnormal behavior is associated with many myths and social stigmas. Treatment changes in response to advances in science and modifications to health care policies. Essential Questions: What "facts" do you believe are true about mental illness? How do you think being labeled mentally ill affects all areas of ones life? What are the disorders that you have heard of? Why do you think there is a difference between mental health care and physical health care? What are the pros and cons of using psychotropic medications? What are the pros and cons of deinstitutionalization? Why do you believe people delay obtaining mental health care? Unit Goals: Students will be able to: a) value the difficulty in identifying mental illness b) explain the models of mental illness, to include the legal model c) summarize Rosehan's study "Being Sane in Insane Places" d) explain the socio‐historical aspect of the Diagnostic and Statistical Manual e) examine the etiology of: childhood disorders affect disorders somatoform disorders anxiety disorders psychotic disorders personality disorders f) discuss the historical changes in the treatment of mental illness g) describe the pros and cons of insight therapy, behavioral therapy, biomedical treatment, and managed care Recommended Duration: 4 weeks NJCCCS/APA Standards: 6.2D5c, 6.2C6d, VA‐1, VA‐2, VA‐3, VA‐4, 2.1A2, 2.1C3, 2.1C4, 2.1E1, 2.1E3, 2.1E4, 2.2E1, 2.2E2. 2.3A1, 2.3A2, 2.3A3, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10 9.1A1, 9.1F6, 8.1F1 APA Standard Area VA: Psychological Disorders VA‐1. Characteristics and origins of abnormal behavior VA‐2. Methods used in exploring abnormal behavior VA‐3. Major categories of abnormal behavior VA‐4. Impact of mental disorder APA Standard Area VB: Treatment of Psychological Disorders VB‐1. Prominent methods used to treat individuals with disorders VB‐2. Types of practitioners who implement treatment VB‐3. Legal and ethical challenges involved in delivery of treatment Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments What is the difference between normal and abnormal behavior? Textbook Shades of abnormality worksheet (Rider University) Diagnosing Mr. Smith Discuss, analyze, and assess current events (example Charlie Sheen) How will professionals, Describe each Axis of the DSM Textbook patients, and significant others benefit from the existence of a standardized resource, like the DMS? Global assessment of functioning scale DSM‐IV review Diagnose hypothetical case studies How do you think being labeled mentally ill affects all areas of ones life? Rosenhan's study being sane in insane places Negative label activity Suggested essay prompt: How do you think being labeled mentally ill affects all areas of one's life? Provide evidence. Identify the models of mental illness; Discuss the pros and cons of each Explore the social stigmas of being "mentally ill" including the de‐individualization and depersonalization by professionals Textbook Copy of Being Sane in Insane Places What "facts" do believe are Research commonly held myths Textbook true about mental illness? and stereotyped of mental illness Generate a true/ false survey to Discuss and analyze data from distribute to peers and school surveys staff members. Create medium to organize data: charts, spread sheets etc. What are the disorders that you have heard of? Create a conceptual hierarchy of Textbook the different categories of mental Sources found online: disorders? Generalized anxiety disorder test Phobia list Fear survey schedule Obsessive compulsion screening quiz Somatization quiz Dissociation quiz Signs of depression checklist Schizophrenia assessment Multimedia presentations (student directed) Students will research assigned psychological disorder (symptoms and causes) Groups will presentation research via Prezi or other medium. Students will be assessed using a rubric to measure students’ knowledge of topic, understanding, creativity, and oral presentation skills. What are the pros and cons of Examine the de‐
de‐institutionalization? institutionalization process in our state Textbook
Allocate media center research time on the topic of institutionalization Research paper: What are the pros and cons of de‐institutionalization? Students will be assessed using a rubric to measure students’ knowledge of topic, understanding, and support. What are the 3 different approaches to treatment? Textbook
Teacher directed lesson: Which treatment is best activity (Rider University) Reflection (Rider University) Transference exercise (Rider University) The way I think‐cognitive therapy (Rider University) Implosion therapy (Rider University) Mindful cognitive processing Worksheet (Natalie Masson, PhD 2010) Group therapy "Fear in a Hat" and "Mirror Image" Client‐centered therapy‐(a) Interactive Johari window (students must have access to the internet) (b) Characteristics of a Self‐Actualizing Person by Dr. Richard Boyum Behavior modification chart Systematic desensitization scale Bio‐medical advertisements
Multiple‐choice test to measure students' understanding and knowledge of content through application of terms and scenarios Name and describe insight therapy, behavioral therapy, and bio‐medical therapy Differentiation
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Teachers will incorporate visual presentations with corresponding worksheets, reinforcements of auditory learning though question and answer sessions, manipulation of ideas and concepts during hands on activities to appeal to the diverse learning styles of the students. Include peer assessment of student assignments. Teachers should implement pre‐assessment of readiness, interests, and learning preferences before beginning this unit. To assess interests and learning preferences, give interest and Learning Style inventories. Teacher may assign cooperative learning activities so that students of varied abilities may assist each other and work together on a task and/or project. Teachers may provide individualized instruction. Allow students to design their own assessments. Technology
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It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHOY It is also recommended that teachers incorporate visual imagery skills activities to be able to decipher, interpret, detect patterns, and communicate using imagery. Teachers should also consider joining TOPSS, Teachers of Psychology in Secondary Schools Students will be encouraged to utilize the online resources provided by the textbook publisher College and Workplace Readiness
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Students may contact local colleges and universities and/or seek information from online colleges and universities for course descriptions and utilize for additional knowledge. Teacher should resource university archives and enable students to utilize for research projects, and creative extensions to classroom learning. Students should be encouraged to contact professionals to obtain a clear understanding of the profession of psychology. Teachers should be encouraged to plan field trips and/or have guest speakers that relate to the NJCCCS for psychology. Unit 07 - AP Psychology
Unit Plan
Enduring Understandings: Social Psychology explores how individual behavior deals such issues as impression, attraction, decision making, conformity, cohesion, and obedience. Essential Questions: What do you think the difference is between being the person in charge and the subordinate person when trying to make a first impression? What are the various roles you can take on when working in a group? Discuss when group conformity had a negative impact in history. What do you believe is the ideal group size and why? What are ways to alienate a person from the group? How many examples can you think of when an individual credits themselves with success and blames the group for failures? Unit Goals: Students will be able to: (a)discuss the importance of group dynamics (b)evaluate attribution processes (c)discuss interpersonal perception (d)explain sources of conformity, compliance, and obedience (e)examine the influences of attitude and attitude change (f)explain the role of organizational behavior (g)identify cultural/historical/social/gender/influences on aggression and antisocial behavior Recommended Duration: 4 weeks NJCCCS/APA Standards:6.1D14e, 6.2A4d, 2.4A2, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 8.1F1 APA Standard Area VC: Social and Cultural Dimensions of Behavior VC‐1. Social judgment and attitudes VC‐2. Social and cultural categories VC‐3. Social influence and relationships Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments How are attitudes formed and changed through persuasion? Describe how attitudes are formed and people are manipulated by Textbook persuasive tactics such as: feigned scarcity, door‐in‐the face, foot‐in‐the Internet door, low ball technique, weasel word, unfinished claim, we're different and unique, water is wet, so what, vague, endorsement or testimonial, scientific or statistical claim, compliment the consumer, rhetorical question, and norms of reciprocity Cooperative learning Prezi presentations (students will be assessed using a rubric to measure students' knowledge, understanding, oral presentation, and creativity.) How are stereotypes developed, maintained, and changed? Generate a list of stereotypes, prejudice, and discrimination that have existed in the 1800s, 1920s, 1940s, etc. being sure to include a description of in‐groups and out‐groups Discussion Brainstorming Reflective essay prompts Portfolio assessments In what ways does the Identify how first impressions are influenced by physical appearance, the Textbook self‐serving chameleon effect, social schemas, evolution, and gender stereotypes Internet bias influence the fundamental attribution bias theory? Lecture
Discussion Objective quiz
peer teaching project What are the Discuss under what conditions people are more likely and willing to attributes of an be altruistic or aggressive altruistic individual and aggressive person? Brainstorming
Discussion Create a spread sheet identify characteristics and assess with rubrics. View video clips
discussion Pair ‐ share In small groups create an infomercial using Movie maker. Textbook Internet Textbook
Internet What do you believe Examine how physical attraction, matching hypothesis, similarity effect, Textbook the rules of attraction and reciprocity effect influence a passionate, and/or compassionate Internet are and do they differ relationship according to gender? Under what Textbook conditions would the Internet Describe how individuals yield to others by conformity and obedience average individual conform to the group? Analyze Milgram, Zimbardo, an Asch's studies In small groups, produce a skit which demonstrates conformity. Assess using an appropriate rubric What ingredients Explain how social facilitation, social inhibition, social loafing, de‐
make for a successful individualization, and The Bystander Effect help or hinder the group? functionality of a group Teacher‐directed instruction Note‐taking Create a graphic organizer which outlines all of the functions and characteristics of a group Textbook Internet Why do people Provide examples of specific groups in which decision making is based Textbook on group norms and utilizing methods such as Conflict Resolutions, Internet engage in risky decision making when Group Interactions, Group Polarization, & Group Think. working with others? Discussion, lecture, Objective test on and impromptu unit or students create a board debate game on decision making and its ramifications Differentiation
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Teachers will incorporate visual presentations with corresponding worksheets, reinforcements of auditory learning though question and answer sessions, manipulation of ideas and concepts during hands on activities to appeal to the diverse learning styles of the students. Teachers should incorporate the use of graphic organizers to facilitate and enhance comprehension and remembering. Examples would be web, chart, diagram, concept map matrix flow chart, and story map. Teacher may assign cooperative learning activities so that students of varied abilities may assist each other and work together on a task and/or project. Allow students to design their own projects and rubrics by which they are assessed. Technology
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It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHOY. Teachers should responsibly aid students to choose appropriate digital tools for specified tasks and apply them to real‐world situations in ways that add significant value results in increased collaboration, promotion of creativity, constructions of models, and other creative works. Teachers should also consider joining TOPSS, Teachers of Psychology in Secondary Schools. Students will be encouraged to utilize the online resources provided by the textbook publisher. College and Workplace Readiness
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Students may contact local colleges and universities and/or seek information from online colleges and universities for course descriptions and utilize for additional knowledge. Students should be encouraged to investigate the avenues utilized by colleges and universities to reap the benefits of social networking and any tangent findings suggestive of burgeoning new social patterns. Students should be encouraged to contact professionals to obtain a clear understanding of the profession of psychology. Teachers should be encouraged to plan field trips and/or have guest speakers that relate to the NJCCCS for psychology. Unit 08 - AP Psychology
Unit Plan
Enduring Understandings: Psychology is found in all aspects of culture to include social organizations, customs and traditions, language, art, government, and religion. Essential Questions: In what ways is psychology important to understanding family, school, work, and play? How do customs and traditions help to identify social norms and milestones? How many examples can you provide in which psychology is a part of literature, music, and sports and entertainment? What role does the government, history, and religion play in the transformation of psychology for the future? Unit Goals: Students will make real world applications of terms, theories, and concepts to literature, education, technology, media, science, and social aspects of life. Recommended Duration: 4 weeks NJCCCS/APA Standards: 6.2D2d, 6.2C3d, 6.2C6d, IA‐1, IA‐2, IA‐3, IA‐4, IA‐5, IA‐6, 2.3B3, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 5.1B1, 5.1B3, 9.1A1, 8.1F1 Guiding/Topical Questions Content/Themes/Skills What psychological concepts, Identify the biological, behavioral, cognitive, terms, and theories can be applied to the main characters motivational, emotional, developmental, abnormal, in the book, The Room? and social applications of understanding the main characters Suggested Assessments Resources and Materials Suggested Strategies The Room by Emma Donoghue Student notebooks Internet Discussion Reflection journal activities Case report of one of the two characters in the book. A rubric will be used to measure students' understanding and knowledge What psychological concepts, terms, and theories can be applied to the theme of the book Psych Ward by Stephen Seager, M.D.? Discuss the issues of depersonalization presented in the book while also examining the pros of institutionalization Psych Ward by Stephen Seager Student notebooks Discussion Entry/exit cards Reflective writing Discussion: critical analysis of book in small groups Journal entries: after each chapter including analysis and psychological themes How can younger children benefit from learning about psychology? Select a specific theory in psychology and develop a lesson, which would be age appropriate for a younger child Textbook Student notebooks Appropriate websites Cooperative learning project: creating a children's book Books and oral presentation of books will be assessed using a rubric to measure knowledge of age appropriate books, psychological topic, and creativity Research project Poster presentation/peer evaluation What psychological issues do Design and conduct a research Textbook you believe need further study Internet research today? EBSCOhost Do psychological movies accurately present psychological theories, concepts, and terms? Select one major concept theory from each lesson presented throughout the year and apply it to the content of the movie Textbook Student notebooks Internet Psychological movies: Donnie Darko A Beautiful Mind American History X Psycho Identity Fight Club Memento Shutter Island I Never Promised You A Rose Garden The Experiment Regarding Henry Mercury Rising A Time to Kill Sybil As Good as It Gets The Fischer King Rain Man Control Matchstick Men Girl Interrupted Fearless Seven Pounds Up I am Legend The Reader Revolutionary Road The Crying Game My Left Foot The Pianist Nell One Flew Over the Cuckoo's Nest Gray Gardens View appropriate film Analysis and discussion Reaction paper to movies comparing and contrasting psychological themes presented in movies and accuracy of psychology themes Formal critiques of how the film relates to the course of study What are the prominent social Identify the following psychology themes stereotypes, in‐groups/out‐
throughout the movie? groups, perception, and personality throughout the movie Movie: 12 Angry Men 12 Angry Men bingo Writing assignment: What are the prominent social psychology themes throughout the movie? Students will be assessed using a rubric to measure student understanding, knowledge, and application of social psychology. How does the movie Altered States address issues and concerns about consciousness? Formulate an opinion of how Movie: Altered States the main character undergoes a metamorphosis in his quest for the self Fact and fiction in the movie worksheet Discussion: How did the main character undergo a metamorphosis in his quest for the self? THE FOLLOWING LESSONS ARE ONE DAY ACTIVITIES: How do the archetypes in Jung's theory apply to you? Develop a list of archetypes that represent your shadow and how you project those traits on others Shadow exercise
Costumes Shadow exercise Costumes How can a metaphor explain your personality? Identify your personality traits through a metaphor Hammer or nail exercise
What object or skill do you connect your success to and why? Present an object or a skill that exemplifies the whole of who are (the self) Show and tell (an object or a skill) *This may take several days Discuss Jungian application by responding to the following: What I learned about my archetypes that surprised me?
Intermittent discussions throughout the activity Exit ticket
Presentations
Reflection paper describing how the object or a skill exemplifies the whole of who are (the self)
How can simple behaviors and Explain how seating position habits represent your in the classroom and contents personality? of your pocket are covert representations of who you are as a person
The dynamic of sitting
Empty your pockets Exercise Reaction statements
Why do you think people do Explain how a mindful walk not really experience things to can heighted your use of the full extent of theory other senses perceptual ability? Banishing a Ghost (tell story 1st) A Mindful Walk Respond to the following question/discuss: What does the story about the ghost tell us about being mindful? What did you notice on the walk that you have missed before?
Video tape role plays of defense mechanisms (Approximately 6 person groups‐ work and preparation to be completed at home)
Assessment of video Role play (videos should be 5‐8 minutes) What is the group personality Explain how telling a group of this class? story is similar to a Thematic Appreciation Test (TAT)
The group tell a story
Class generated description of the group personality
When do most people make the fundamental attribution error and use self‐serving bias? Can you explain it?
Self‐serving bias: traffic/ homelessness Discussion
Demonstrating obedience
Group discussion
Respond to the following questions: Did your opinion get stronger/ more extreme or weaker when in a group? Explain
How do defense mechanisms Exemplify how defense
protect us from being mechanisms protect consciously aware of thoughts individuals and feelings which we may not be able to tolerate? Exercise
Examine your own use of the fundamental attribution error and self‐serving bias Examine real life examples in What attributes must a which you have obeyed an person possess in order for you to obey their directive? authority figure when you did not want to or knew it was not in your best interest to do so How can the size of a group influence the formation of attitudes? Defend the following statement: Opinions appear more factual when the magnitude of consensus grows Likert Scale Is this sexual harassment?
(a) respond individually using the Likert Scale (b) then get in groups based on similar opinions and discuss (c) Have students complete Likert Scale again In what ways do advertisements manipulate the consumer? Explain how the following techniques are used in marketing: central and Video of commercial Marketing and persuasion View and assess a commercial Discuss and analyze for marketing and persuasion data from techniques as a whole class advertisements and marketing and persuasion peripheral routes; credible or attractive experts; one‐sided and two sided arguments; interdependent culture; and cognitive dissonance What would happen if social norms no longer existed? New Cheerios Provide a description of how Internet Resources social norms, conformity, and obedience of a group is demonstrated in co‐curricular activities in the school exercise in groups using 3 cheerios study magazine or newspaper ads ‐New Cheerios: set up a booth outside lunches to survey students on preference for old or new cheerios (needs to be conducted day prior to class) Social norm assignment Application of worksheet to co‐
curricular activities Differentiation
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Teacher may assign cooperative learning activities so that students of varied abilities may assist each other and work together on a task and/or project. Teachers should use a differentiation strategy to assess student readiness to the types of movies, experiments, and activities planned for this unit of study. Once teachers have determined the readiness level, teachers should develop sets of questions that reflect the varying levels of challenge and ability. Teacher may provide individualized instruction. Allow students to design their own assessments and rubrics. Technology
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It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHOY. Since this unit utilizes a number of movies to reinforce material previously studied, teachers should design creative lessons that incorporate pertinent clips from said movies. Students are encouraged to use their technological skills to create digital collages or other ways to present information using the data in the films. Students will be encouraged to utilize the online resources provided by the textbook publisher. Teachers and/or students may create web quests. Design virtual field trips and internet scavenger hunts. College and Workplace Readiness
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Students may research producers of any of the number of films included in this unit of study. They should seek information as to how credible the screenplay is toward developing its overall theme or essential understanding of the psychological school of thought under analysis. Students may explore career opportunities in the above field. Students may contact local colleges and universities and/or seek information from online colleges and universities for course descriptions and utilize for additional knowledge. Students should be encouraged to contact professionals to obtain a clear understanding of the profession of psychology.