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Hazlet Township Public Schools COURSE OF STUDY FOR Psychology of Behavior June 2016 Melissa Gardner COURSE TITLE: PSYCHOLOGY OF BEHAVIOR GRADE(S): 9-12 UNIT NUMBER AND TITLE: Unit #1 Learning and Intelligence BRIEF SUMMARY OF UNIT: This unit will cover the behaviorist and cognitive perspectives of psychology. Students will understand the concepts of Classical Conditioning, Operant Conditioning, and Observational Learning. They will apply, analyze, and critique these theories through hands-on activities and community oriented learning experiences. They will also explore the importance of cognition in shaping human behavior through the study of intelligence and problem solving. They will come to understand that intelligence is an abstract concept that can be measured in a variety of ways. They will also investigate different thinking patterns and biases that may influence their behavior. SUGGESTED TIMELINE: 4 Weeks LINK TO CONTENT STANDARDS: Standard: Standard: 9.1.4.A.1Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.12.A.1Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.4.B.1Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.12.B.3 Assist in the development of innovative solutions to an onsite problem by incorporating multiple perspectives and applying effective problem-solving strategies during structured learning experiences, service learning, or volunteering. 9.1.12.F.6Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas. 9.4.12.O.(2).2 Apply science and mathematics when developing plans, processes and projects to find solutions to real world problems. 9.4.12.O.(2).5 Demonstrate critical thinking abilities and skills needed to review information, to explain statistical analyses, and to translate, interpret, and summarize research and statistical data collected and analyzed as the result of an investigation. 1 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING: 1. How do environmental influences affect human behavior? GRADE(S): 9-12 ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTANDING) Students will be able to: 1. Oral responses 1. Discuss the importance of learning and the process of learning associations. 2. Quizzes 2. Is our behavior more a result of nature or nurture? Why? 2. Describe the process of classical conditioning and apply its components to various situations. 3. Why is classical conditioning an effective method of learning? How can it be applied to our own lives? 3. Explain the process of acquisition, extinction, spontaneous recovery, and generalization. 3. Writing prompts 4. Behavior Modification Assignment 5. Token Economy Assignment 4. Evaluate the ethical dilemmas involved 4. Why is operant conditioning an effective in behaviorism. method of learning? How can it be applied to our own lives? 5. Describe/apply the process of operant conditioning; including the procedure of 5. Why is the use of a Functional Behavior shaping. Analysis effective in shaping behavior? 6. How can a token economy be used to shape the behavior of a large group of students? 6. Identify the different types of reinforcers, and compare the major schedules of reinforcement. 7. Discuss the effects of punishment on behavior. 7. Why is observational learning a powerful influence on human behavior? 8. Evaluate the use of operant conditioning in different situations. 8. How can intelligence be defined? 9. Describe the process of observational learning. 6. Homework activities 7. Exam 8. Authentic Assessment Observation 9. Self-Reflections 10. Intelligence Test Design 2 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR 9. How do the major theories of intelligence compare to each other? What are the criticisms of each? GRADE(S): 9-12 10. Apply observational learning to Bandura’s experiment. 11. Discuss the impact of antisocial and pro-social modeling. 10. How can the theories of intelligence be 12. Apply antisocial and pro-social applied to the skills people use on a regular modeling to the debate over violent video games, movies, etc. basis in society? 11. Why is it difficult to measure intelligence? How might measures of intelligence be flawed? 12. Why do we measure intelligence? What benefits may be provided from this process? 13. Describe the nature of concepts and the role of prototypes in concept formation. 14. Determine how we use algorithms, heuristics, and insight to solve problems. 15. Explain how human biases can affect problem-solving, judgment, and decisionmaking. 16. Evaluate artificial intelligence. 17. Describe the nature of intelligence. 18. Determine whether intelligence should be considered a general mental ability or many specific abilities. 19. Describe efforts to correlate intelligence with brain anatomy and functioning. 3 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR GRADE(S): 9-12 SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: 1. Defining learning; analyze possible examples 2. Classical conditioning direct instruction; parts of conditioning in relation to Pavlov’s experiments 3. Classical conditioning demonstrations; water bottle and pupil dilation as practice in identifying parts of CC 4. Classical conditioning practice in groups; id UCS, CS, UCR, CR, generalization, and extinction in real-life scenarios 5. Little Albert experiment viewing and analysis; relate to phobias and CC 6. Small group discussion questions CC 7. Compare/contrast operant and classical conditioning demonstration; shape student’s behavior using class participation 8. Operant conditioning direct instruction; complete grid organizer with four types 9. Operant conditioning examples practice in pairs 10. Operant conditioning skits; choose term and setting to demonstrate 11. Schedules of reinforcement examples and critical thinking in groups 12. Punishment video clip and written response- Use of electric shock in MA school 13. FBA project intro; using terms of class (on-going mini lessons to alter problematic behavior) 14. Creating a token economy exercise (groups will choose behavior to design for class) 15. The Town B.F. Skinner Boxed - Read article, complete questions, class discussion 16. Supernanny episode practice with learning terms/concepts (complete written responses) 17. Observational learning; discuss mirror neurons, debate effects of observation (violence), watch BoBo Doll experiment 4 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR GRADE(S): 9-12 18. Authentic Assessment; Complete observation of parenting strategies at a public venue and write a reflection relating to terms 19. Characteristics of Intelligence Survey 20. Graphic Organizer Comparing Theories of Intelligence 21. Factor Analysis Example using Personality Characteristics 22. Multiple Intelligences Online Test 23. Discussion of Multiple Intelligences 24. Video Clip of Savants 25. Emotional Quotient Self-Assessment 26. Creativity Exercises/Assessments- Forced Analogies 27. Groups- Come up with a simple measure to assess intelligence 28. Mensa Exercises 29. Validity/Reliability Demonstrations and Questions 30. Normal Curve Lecture 31. WISC Example 32. Comparing Cultural Bias in Intelligence Assessments (American vs. Australian Intelligence Questions) 33. Notes Genetic Basis of Intelligence 5 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR GRADE(S): 9-12 UNIT NUMBER AND TITLE: Unit #2 Development BRIEF SUMMARY OF UNIT: This unit will present the major themes of nature vs. nurture and stability vs. change in relation to human development. Students will determine how scientists can study the contributions of genetics and environment to human characteristics and behavior through the use of twin studies, adoption studies, and evolutionary psychological principles. They will explore the major developmental milestones in physical, cognitive, and moral development. They will apply the theories of Piaget, Erickson, and Kohlberg to real-life situations and evaluate the validity of these theories. SUGGESTED TIMELINE: 4 Weeks LINK TO CONTENT STANDARDS: Standard: Standard: 9.1.4.A.1Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.12.A.1Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.4.B.1Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.12.B.3 Assist in the development of innovative solutions to an onsite problem by incorporating multiple perspectives and applying effective problem-solving strategies during structured learning experiences, service learning, or volunteering. 9.1.12.F.6Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas. 9.4.12.O.(2).2 Apply science and mathematics when developing plans, processes and projects to find solutions to real world problems. 9.4.12.O.(2).5 Demonstrate critical thinking abilities and skills needed to review information, to explain statistical analyses, and to translate, interpret, and summarize research and statistical data collected and analyzed as the result of an investigation. 6 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING: 1. How do genetics and environment affect individual behavior? 2. Why is the study of epigenetics so important to psychology? 3. Why do we use twin studies to determine the role of genetics vs. environment in development? 4. How do evolutionary adaptations account for human behavioral traits? 5. How does the environment shape the way different genders behave? 6. How does the prenatal environment affect human development? 7. Why do we study human development using different domains; physical, emotional, cognitive, and social? 8. Why are there differing theories about human development? GRADE(S): 9-12 ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTANDING) Students will be able to: 1. Oral responses 1. Describe how behavior geneticists estimate trait heritability, and discuss the interaction of genetic and environmental influences. 2. Quizzes 3. Writing prompts 2. Discuss the impact of evolutionary history on genetically predisposed behavior tendencies. 3. Identify gender differences in sexual behavior, and describe and evaluate the evolutionary explanations for those differences. 4. Describe how twin and adoption studies help us differentiate hereditary and environmental influences on human traits. 4. Nature/Nurture Diagram 5. Exam 6. Socratic Seminar 7. Article Responses 5. Explain the course of prenatal development 8. Skits 6. Determine the destructive impact of teratogens. 9. Development Scrapbook 7. Describe the capacities of a newborn and the use of habituation of assessing infant abilities. 10. Piaget Interview Activity 8. Discuss the impact of physical maturation on infants’ memory capabilities and motor skills 7 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR 9. How do humans change over a lifetime? How do they remain the same? GRADE(S): 9-12 9. Describe Piaget’s view of how the mind develops. 10. Explain the benefits of a secure attachment and the impact of parental neglect and separation. 11. Define adolescence and determine the major changes that take place during this stage of development. 12. Explain Erikson and Kohlberg’s theories of development. 13. Apply principles of adolescence to your own lives. 14. Identify the major physical changes that occur in middle and older adulthood. 15. Describe the impact of aging on memory and intelligence. 16. Describe people’s life satisfaction across the life span and their reactions to death or dying. 8 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR GRADE(S): 9-12 SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: 1. T/F Behavior Genetics and Evolutionary Psychology Preview 2. Nature vs. Nurture Discussion 3. Notes/Practice Basic Genetics 4. Cross the Line: Ethics and Genetics 5. Epigenetics Video Clip and Questions 6. Article/Diagram Heritability and Psych. Traits 7. Twin Studies Notes, Partner Comparison, Article (Twins separated at birth) 8. Temperament: Predict Types of Temperament and Traits 9. Evolutionary Psychology: Moral Decision Making and Survey of Preferences 10. Brainstorm Developmental Milestones 11. Teratogen Assignments and Presentation 12. Notes: Prenatal Development 13. Zimbardo Video Early Childhood Development; demonstrations and experiments 14. Piaget Stages; Overview and Exercises 15. Child Physical Development; Reflexes/Prediction of Stages 16. Erickson Skits 17. Kohlberg Moral Decision Making 9 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR GRADE(S): 9-12 18. Parenting Styles and Attachment Reflection 19. Questions: Social Clock 20. Piaget Interview Activity 21. Developmental Scrapbook Project or Baby Manual UNIT NUMBER AND TITLE: Unit #3 Personality BRIEF SUMMARY OF UNIT: Students will be introduced to the major theories of personality development. They will determine if personality is stable or flexible; inherited or environmentally influenced; and universal or individual. They will discuss the psychoanalytic theory in relation to Sigmund Freud and the Neo-Freudians; exploring personality formation, defense mechanisms, and projective tests. They will evaluate the humanistic perspective and explore the teachings of Carl Rogers and Abraham Maslow. Finally they will examine the trait theory of personality through a series of research articles and self-reflection activities. They will form their own theory of personality development and apply this to the creation of a personality mask that demonstrates their own personality. SUGGESTED TIMELINE: 3 Weeks LINK TO CONTENT STANDARDS: Standard: Standard: 9.1.4.A.1Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.12.A.1Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.4.B.1Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 10 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR GRADE(S): 9-12 9.1.12.B.3 Assist in the development of innovative solutions to an onsite problem by incorporating multiple perspectives and applying effective problem-solving strategies during structured learning experiences, service learning, or volunteering. 9.1.12.F.6Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas. 9.4.12.O.(2).2 Apply science and mathematics when developing plans, processes and projects to find solutions to real world problems. 9.4.12.O.(2).5 Demonstrate critical thinking abilities and skills needed to review information, to explain statistical analyses, and to translate, interpret, and summarize research and statistical data collected and analyzed as the result of an investigation. ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING: ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTANDING) Students will be able to: 1. Oral responses 2. Why are there so many competing theories relating to personality? 1. Explain what is meant by personality and explain how Freud’s treatment of psychological disorders led to his study of the unconscious. 2. Quizzes 3. How do the different psychological perspectives view personality? 2. Evaluate Freud’s views of personality structure in terms of the id, ego, and superego. 1. How can we define personality? 4. Why is the nature/nurture debate prominent in the field of personality development? 5. Why should we study personality development? 6. How do the psychoanalysts view 3. Writing prompts 4. Creation of Projective Tests Project 3. Determine how defense mechanisms protect the individual from anxiety. 5. Personality Test Self Reflection 4. Discuss the contributions of neoFreudians, and discuss the shortcomings of Freud’s ideas. 5. Discussions/Socratic Seminars 5. Explain the humanistic perspective on personality in terms of Maslow’s focus on self-actualization and Rogers’ emphasis on 6. Article Questions and Jigsaw 11 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR personality formation? 7. Why is a humanist perspective of personality important to psychological therapies? 8. How do the fields of social psych. and behaviorism view personality? 9. Why is trait theory accepted as one of the predominant theories of personality? 10. How can we analyze our own personality using the theories studied in class? GRADE(S): 9-12 people’s potential for growth. 7. Exam 6. Analyze humanistic psychologists’ approach to personality assessment. 8. Personality Masks or Famous Profiles 7. Discuss the criticisms of the humanistic perspective. 8. Discuss psychologist’s descriptions of personality types. 9. Describe research efforts to identify fundamental personality traits. 10. Explain how personality inventories are used to assess traits, and identify the “Big Five” trait dimensions. 11. Discuss research regarding the consistency of behavior over time and across situations. SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: 1. Personality Activity: Describe yourself and others in class using 10 terms- which terms are part of/not part of personality? 12 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR GRADE(S): 9-12 2. 5 Finger Model of Personality Theories 3. How Freudian are you? Survey 4. Psychoanalysis Notes: Psychosexual Stages, Defense Mechanisms, Model of the Mind 5. Defense Mechanism Application and Skits 6. Yale Open Lecture: Freud's Legacy, Article to Accompany 7. Ink Blots/Projective Tests Class Activity 8. Online Personality Tests and Analysis 9. Neo-Freudians Symbol Drawings and Discussion of Birth Order 10. Real vs. Ideal Self Using Famous Figures- Humanist Perspective 11. Socratic Seminar: Self-Esteem (Article- The Self Esteem Myth) 12. Social-Cognitive Perspective Notes 13. Learned Helplessness Article, Questions, and Application 13 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR GRADE(S): 9-12 14. Trait Perspective Group Exercises 15. Personality Masks or Timelines Authentic Assessment Choice UNIT NUMBER AND TITLE: Unit #4 Mental Disorders BRIEF SUMMARY OF UNIT: This unit will serve to incorporate the year’s studies into a coherent understanding of the development of mental disorders in humans. Students will use their knowledge of normal human behavior to assess abnormalities that may exist. They will gain an understanding of anxiety disorders, mood disorders, psychotic disorders, and personality disorders. They will examine a variety of case studies in visual and written formats to apply their knowledge of diagnosis. They will also evaluate the treatment options available for patients with mental illness. Finally, they will create a presentation on a topic of their choice that reflects an understanding of multiple themes from the course. SUGGESTED TIMELINE: 4 Weeks LINK TO CONTENT STANDARDS:S Standard: 9.1.4.A.1Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.12.A.1Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1.4.B.1Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.12.B.3 Assist in the development of innovative solutions to an onsite problem by incorporating multiple perspectives and applying effective problem-solving strategies during structured learning experiences, service learning, or volunteering. 14 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR GRADE(S): 9-12 9.1.12.F.6Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas. 9.4.12.O.(2).2 Apply science and mathematics when developing plans, processes and projects to find solutions to real world problems. 9.4.12.O.(2).5 Demonstrate critical thinking abilities and skills needed to review information, to explain statistical analyses, and to translate, interpret, and summarize research and statistical data collected and analyzed as the result of an investigation. ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING: 1. How do we determine what is abnormal vs. normal behavior? ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTANDING) Students will be able to: 1. Oral responses 1. Identify the criteria for judging whether behavior is psychologically disordered. 2. Quizzes 2. Why does the DSM use the multi-axial model of mental illness? 2. Compare/contrast the medical model of psych disorders with the bio-psycho- social 3. Writing prompts models. 3. Why is the DSM constantly evolving as a diagnostic tool? 3. Describe the aims of the DSM-IV, and discuss the potential dangers associated with labels. 4. How do we classify mental disorders? 5. What are the similarities/differences between the classes of disorders? 6. How do the different perspectives of psychology view the cause of mental illness? 4. Socratic seminar 5. Exam 4. Describe the symptoms of anxiety disorders. 5. Explain the development of anxiety disorders. 6. Compare the symptoms of mood disorders to those of anxiety disorders. 7. State the incidence and characteristics of mood disorders, especially depression, in 6. Movie critiques 7. Case studies 8. End of Year Topic of Choice Presentations 15 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR GRADE(S): 9-12 the general population. 7. How can we treat mental disorders? 8. How do mental disorders affect society and those individuals living with them? 8. Explain the five major characteristics of psychotic disorders, including a description of the different types of delusions and the most common types of hallucinations. 9. Describe schizophrenia, including its frequency, typical age of onset, and symptoms; and describe the general relationship between psychosis and violence. 10. Differentiate between the different causal theories of schizophrenia and other psychotic disorders. 11. List and briefly describe the ten different types of personality disorders. 12. Apply knowledge of personality disorders to a variety of case studies. 13. Describe the conditions which typically precede suicide and why people try to kill themselves. 14. Compare the different methods of treatment available to people suffering from mental disorders. 15. Evaluate and critique methods of 16 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR GRADE(S): 9-12 treatment. 16. Develop a well-structured, thoughtful presentation reflecting knowledge gained throughout the year in this course. SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: 1. Apply MAUD to abnormal scenarios 2. Analyze the format of the DSM using summarized document 3. Intro Anxiety Disorders: Book dropping exercise 4. Share biggest fears and physical/mental reactions to those fears 5. Phobias: SNL clip, notes, DSM criteria, flooding clip, analyze survey of common phobias (create classifications) 6. Panic Disorder: Notes, Agoraphobia clip, De-realization descriptions, Gradual relaxation exercise 7. GAD: Notes, Taylor Manifest Anxiety Scale 17 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR GRADE(S): 9-12 8. OCD: Simulation of OCD reading and counting letters, 20/20 episode on OCD in teens 9. PTSD: Read experiences of sufferers, notes, video clip of soldiers returning 10. Case studies on anxiety disorders; use DSM criteria to diagnose 11. Mood disorders intro; self evaluation scale 12. Depression: Notes, TED talk electro-shock therapy 13. Bipolar Disorder; notes, suicide knowledge exercise, Silver-Linings Playbook 14. Dissociative Disorders: Read Sybil passage, notes, view DID 15. Personality Disorders: Case Studies; diagnose at personality disorder party 16. Psychotic Disorders: Notes, Simulation of schizophrenic mind, analyze a word salad, A Beautiful Mind (time-permitting) 17. Treatment: Photo history of treatment, notes, The New Asylums 18. Topic of Choice Presentations 18 COURSE TITLE: PSYCHOLOGY OF BEHAVIOR GRADE(S): 9-12 Scope and Sequence Overview: 1 Intro and Memory 2 Intro and Memory 3 Intro and Memory 10 11 12 Research Methods Social Psychology Social Psychology 19 20 21 Consciousness Consciousness Consciousness 4 Intro and Memory 5 Intro and Memory 6 Research Methods 7 Research Methods 8 Research Methods 9 Research Methods 13 14 15 16 17 18 Social Social Neuroscience Neuroscience Neuroscience Neuroscience Psychology Psychology 22 23 24 Learning Learning Learning and and and Intelligence Intelligence Intelligence 25 Learning and Intelligence 26 27 Development Development 28 29 30 31 32 33 34 35 36 Development Development Personality Personality Personality Mental Disorders Mental Disorders Mental Disorders Mental Disorders 19