Download Psychology - York County School Division

Course Correlation to Virginia Standards of Learning
Name of Provider:
York County School Division
Name of Course:
Psychology
URL for Course Syllabus:
http://yorkcountyschools.org/virtualLearning/courseCatalog.aspx
Last Revision Date:
2010-11 (Courses revised quarterly as needed)
Grade 10-12 Psychology SOL
Standard:
P.1 The student will demonstrate a knowledge
of the concepts and basic terminology of
psychology.
P.2 The student will demonstrate a knowledge
of the uses of psychology in everyday society.
P.3 The student will demonstrate an
understanding of the scientific method as
applied to psychology.
P.4 The student will identify and compare
major theoretical viewpoints in the history and
origins of
psychology.
P.5 The student will identify major problems in
the field of psychology.
P.6 identify the biological foundation of
behavior.
P.7 demonstrate an understanding of learning
and cognitive functions.
P.8 demonstrate an understanding of
information related to human development.
P.9 demonstrate an understanding of various
aspects of personality.
P.10 demonstrate an understanding of clinical
psychology.
P.11 demonstrate an understanding of the
general use of social psychology.
P.12 demonstrate an understanding of the
general use of social psychology.
P.13 The student will demonstrate of
knowledge of occupations in the human
services field.
Unit SOL's: P.1, P.2, P.3, P.4, P.5, P.13
Introduction to Psychology
Unit Objectives:
The Learners Will:
• describe the goals of psychology (e.g.,
describe, explain,
predict, control).
• compare and contrast the goals of
subfields of psychology
(subfields include clinical psychology,
counseling psychology,
school/educational psychology,
experimental/physiological
psychology, industrial/organizational
psychology, social
psychology, developmental psychology,
community psychology).
• list and define schools of psychology
(e.g., empirical psychology,
structuralism, Gestalt psychology,
functionalism,
behaviorialism).
Unit SOL's: P.1, P.7
How Learning Occurs
Unit Objectives:
The Learners Will:
• define cognition.
• define and describe classical
conditioning, operant conditioning,
and cognitive learning.
• explain the differences between latent
learning, insight learning, and modeling.
• describe the cognitive processes people
use to store and retrieve information.
• analyze the factors that contribute to
efficient learning.
Unit SOL's: P. 1, P.8
Life Span Development
Unit Objectives:
The Learners Will:
explain the role of the evolutionary process
on species-specific behavior patterns.
• describe the influences of genetic
constitution on behavior.
• describe the influence of
environmental conditions on
behavior
• match selected behaviors with
specific regions of the brain.
• explain the relationship between the
endocrine system and human
• behavior.
• express the defining qualities of
motivation theory.
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explain the relationship among
biological drives, motivation, and
o behavior.
enumerate common emotions and
discuss their impact on the body.
explain how our senses, motives,
emotions, and expectations
influence perception.
define altered state of
consciousness and identify the
many forms of altered states of
consciousness.
differentiate between maturation
and learning, and describe their
relationship to the study of
psychology.
trace motor skill, sensory,
perceptual, cognitive and social
development during infancy.
describe cognitive, language, and
social development during early
childhood.
differentiate the cognitive, social
and school achievement
development
during the elementary school years.
express the defining qualities of
cognitive, social, and identity
development during adolescence.
discuss biological changes,
cognitive development and the
developmental tasks of adulthood.
enumerate physical changes,
cognitive changes, and
developmental tasks of old age.
describe a typical series of
responses to the knowledge of
impending death.
compare and contrast Freud’s
Psychosexual Theory of
Development and Erikson’s
Psychosocial Theory of
Development.
outline Jean Piaget’s theory of
cognitive development.
Unit SOL's: P.1, P.2, P.9
Personality Theory and Intelligence
Testing
Unit Objectives:
The Learner Will:
• differentiate among trait-and-type approach,
dynamic approach,
behavioral (learning) approach, and
phenomenological (humanistic)
approach to personality theory.
• compare and contrast type “A” and type “B”
personalities.
• compare and contrast the humanistic “self”
theories of Rogers
and Maslow.
• explain the limitations of trait theory.
• describe Freud’s psychoanalytic theory,
including the roles of the id, ego and
superego.
• differentiate among Freud’s stages of
psychosexual development.
• describe defense mechanisms employed by
the ego.
• explain the significant role family members
play on personality development.
• differentiate among ability tests, achievement
tests, aptitude tests,
and personality tests.
explain the characteristics of a good test.
define “personality.”
Unit SOL's: P.1, P.10, P.12
Unit Objectives:
The Learner Will:
• explain “behavior disorders” within the
context of social situations,
frequency, subjective distress, distress in
others, and
diagnosis/treatment, and describe the
limitations of each
• differentiate among organic mental
disorders, drug-use disorders,
schizophrenic disorders, paranoid
disorders, dissociative
disorders, anxiety disorders, and
somatoform disorders.
• explain the impact of psychological
factors on physical conditions.
Behavior Disorders and their
Treatments
• describe common medical therapies,
psychotherapies, behavioral
therapies, and environmental therapies
used to treat
behavior disorders.
• characterize the most appropriate
therapy/ies for each type of behavior
disorder.
Unit SOL's: P.11, P.12
Human Relationships
Unit Objectives:
The Learner Will:
• differentiate social psychology from the
studies of sociology and
anthropology.
• describe the methods of social
psychology.
• explain the concept of social influence
within the context of social
facilitation, conformity and helping
behavior.
• define “attitude.”
• explain methods used to measure
attitudes.
• characterize the relationship between
attitude and behavior.
• describe the factors that facilitate attitude
change.
• list and explain the factors that shape
attitude development.
• describe the relationship between
attitude development and classical
conditioning and operant conditioning.
• differentiate between prejudice and
discrimination.
• describe characteristics of prejudice,
sources of prejudice, and
supports for prejudice
• enumerate and explain the conditions
under which prejudice may
decrease.
Unit SOL's: P.1, P.3, P.10
Research Methods
Unit Objectives:
The Learner Will:
• discuss the important elements of an
experiment.
• analyze why correlational research does
not prove cause and
effect.
• evaluate the relationship between
psychological theories and
scientific research.
• desegregate statistical information.
• discuss the role ethics plays in research.
How might this course exceed the Virginia Standards of Learning?

Interactive web activities
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Intra-personaI Projects tailored for the students by the students