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Introduction to Psychology Curriculum Psychology Standard: The student uses an understanding of the methodological aspects of the discipline of psychology as well as the neurobiological, cognitive, developmental, and sociocultural processes of human behavior. Benchmark 1 (A): The student uses an understanding of the Approaches and Theories of the discipline of psychology. Indicator/Objective Essential Concepts/Skills Implementation The student: 630.SS.P.A.1 Defines psychology and identify the major applied and research fields of psychology. What students need to know: Definition of psychology. The different subfields of psychology such as clinical, counseling, social, experimental, and developmental. The contributions of Darwin, Wundt, Freud, and Watson The six theories of psychology The elements of an experiment The characteristics of surveys, naturalistic observation, case studies, longitudinal studies, cross-sectional research, interviews, and psychological tests Scope and Sequence This is the introductory course in psychology. These concepts will be introduced in this course. 630.SS.P.A.2 Describes the emergence of experimental psychology. 630.SS.P.A.3 Identifies the six theories of psychology. 630.SS.P.A.4 Describes the elements of an experiment. 630.SS.P.A.5 Describes and compares quantitative and qualitative research strategies. What students need to do: Recognize applied and research fields of psychology Describe the form psychology took before the 20th century Summarize some 19th century psychological findings Identify Wilhelm Wundt’s contributions to experimental psychology Briefly define the six theories of psychology. Explain the characteristics of surveys, naturalistic observation, case studies, longitudinal studies, cross-sectional research, interviews, and psychological tests Identify the suitability of a given method for researching a given hypothesis Identify the independent and dependent variables, possible confounding variables, and control and experimental groups in a description of an experiment. Teaching Strategies Best practice strategies include the use of cooperative learning, higher level thinking, effective questioning, and active learning. Some suggestions for classroom activities are: Discussion webs Case studies Experiments or laboratory activities Guest speakers Interviews Demonstrations Formal and Informal Debates Online interactions Teachers and students should reference the state standards document for Reading: The student reads and comprehends text across the curriculum. Benchmark 4: The student comprehends a variety of Assessment This course is not assessed at the state or district level. Common district assessment questions will be developed in the future. © USD #233, Olathe, Kansas BOE Approved April 2006 This material was developed for the exclusive use of USD #233 staff. -1- Introduction to Psychology Curriculum Vocabulary: Psychology Theories of psychology Neurobiological Behavioral Cognitive Psychoanalytic Humanist Sociocultural Elements of an experiment Independent variables Dependent variables Hypothesis Subjects Sample Experimental and control groups Surveys Naturalistic observation Case studies Longitudinal studies Cross-sectional research Interviews Psychological tests texts (narrative, expository, technical, and persuasive) and Writing: The student writes effectively for a variety of audiences, purposes, and contexts. Benchmark 2: The student writes expository text using the writing process. Teaching Resources The following resource has been provided for all teachers: Reading Strategies for the Social Studies Classroom by Holt, Rinehart, & Winston © USD #233, Olathe, Kansas BOE Approved April 2006 This material was developed for the exclusive use of USD #233 staff. -2- Introduction to Psychology Curriculum Psychology Standard: The student uses an understanding of the methodological aspects of the discipline of psychology as well as the neurobiological, cognitive, developmental, and sociocultural processes of human behavior. Benchmark 2 (L): Students understand the Principles of Learning as they apply to the discipline of psychology. Indicator/Objective The student: 630.SS.P.L.1 Discusses the characteristics of learning from a psychological viewpoint. 630.SS.P.L.2 Describes the principles of classical conditioning. 630.SS.P.L.3 Describes the principles of operant conditioning. 630.SS.P.L.4 Describes the components of social and cognitive learning. Essential Concepts/Skills What students need to know: Definition of learning Elements of classical conditioning including Pavlov’s theory, Watson, stimulus and response, discrimination, generalization, and extinction Elements of operant conditioning including Skinner’s contributions, reinforcement and punishment, and positive and negative reinforcement Components of social and cognitive learning including modeling, observational learning (Bandura) What students need to do: Define learning as relatively permanent changes of behavior resulting from experience Distinguish learning from performance Recognize learning as a vehicle to promote adaptation through experience Explain how, according to Pavlov’s theory, a neutral stimulus becomes capable of evoking a response through pairing with an unconditioned response Label elements in classical conditioning examples Describe how consequences influence behavior, such as reinforcement strengthening a behavior’s consequence Identify consequences of punishment in controlling behavior Discuss Skinner’s contributions to popularizing behaviorism Describe examples of learning by observation, Implementation Scope and Sequence This is the introductory course in psychology. These concepts will be introduced in this course. Teaching Strategies Best practice strategies include the use of cooperative learning, higher level thinking, effective questioning, and active learning. Some suggestions for classroom activities are: Discussion webs Case studies Experiments or laboratory activities Guest speakers Interviews Demonstrations Formal and Informal Debates Online interactions Teachers and students should reference the state standards document for Reading: The student reads and comprehends text across the curriculum. Benchmark 4: The Assessment This course is not assessed at the state or district level. Common district assessment questions will be developed in the future. © USD #233, Olathe, Kansas BOE Approved April 2006 This material was developed for the exclusive use of USD #233 staff. -3- Introduction to Psychology Curriculum such as Bandura’s bobo doll study Identify everyday examples of observational learning Discuss impact of role models Vocabulary Learning Classical conditioning Stimulus and response Discrimination Generalization Extinction Operant conditioning Reinforcement Punishment Positive and negative reinforcement Social learning Cognitive learning Modeling Observational learning student comprehends a variety of texts (narrative, expository, technical, and persuasive) and Writing: The student writes effectively for a variety of audiences, purposes, and contexts. Benchmark 2: The student writes expository text using the writing process. Teaching Resources The following resource has been provided for all teachers: Reading Strategies for the Social Studies Classroom by Holt, Rinehart, & Winston © USD #233, Olathe, Kansas BOE Approved April 2006 This material was developed for the exclusive use of USD #233 staff. -4- Introduction to Psychology Curriculum Psychology Standard : The student uses an understanding of the methodological aspects of the discipline of psychology as well as the neurobiological, cognitive, developmental, and sociocultural processes of human behavior. Benchmark 3 (P): The student understands Personality approaches and theories and the assessment tools used in personality. Indicator/Objective The student: 630.SS.P.P.1 Understands what is meant by personality and personality constructs. 630.SS.P.P.2 Defines the characteristics of major personality approaches and theories. 630.SS.P.P.3 Describes the assessments tools used in psychology. Essential Concepts/Skills What students need to know: definition of personality as the individual’s unique way of thinking, feeling, and acting four basic theories of personality and the theorists associated with them (psychoanalytic: Freud and Jung; social psychological: Erikson, Adler, Horney; behaviorism: Watson, Skinner, and Bandura; humanism: Rogers and Maslow) examples of assessment tools What students need to do: describe how personality can explain individual differences and individual consistencies explain the influence of variables such as culture, family, and genetics on personality development identify important contributions to the understanding of personality compare different personality approaches name and describe popularly used tests used in psychology assessment identify the possible applications of personality assessment Vocabulary Psychoanalytic Social psychological Behaviorism Humanism Implementation Scope and Sequence This is the introductory course in psychology. These concepts will be introduced in this course. Teaching Strategies Best practice strategies include the use of cooperative learning, higher level thinking, effective questioning, and active learning. Some suggestions for classroom activities are: Discussion webs Case studies Experiments or laboratory activities Guest speakers Interviews Demonstrations Formal and Informal Debates Online interactions Teachers and students should reference the state standards document for Reading: The student reads and comprehends text across the curriculum. Benchmark 4: The student comprehends a variety of texts (narrative, expository, technical, and persuasive) and Writing: The student writes effectively for a variety of audiences, purposes, and contexts. Benchmark 2: The student writes expository text Assessment This course is not assessed at the state or district level. Common district assessment questions will be developed in the future. © USD #233, Olathe, Kansas BOE Approved April 2006 This material was developed for the exclusive use of USD #233 staff. -5- Introduction to Psychology Curriculum using the writing process. Teaching Resources The following resource has been provided for all teachers: Reading Strategies for the Social Studies Classroom by Holt, Rinehart, & Winston © USD #233, Olathe, Kansas BOE Approved April 2006 This material was developed for the exclusive use of USD #233 staff. -6- Introduction to Psychology Curriculum Psychology Standard: The student uses an understanding of the methodological aspects of the discipline of psychology as well as the neurobiological, cognitive, developmental, and sociocultural processes of human behavior. Benchmark 4 (D): The student understands the characteristics and origins of Psychological Disorders and how they are treated. Indicator/Objective The student: 630.SS.P.D.1 Distinguishes the common characteristics of psychological disorders. 630.SS.P.D.2 Discusses major categories of psychological disorders. 630.SS.P.D.3 Describes characteristics of effective treatment and prevention. 630.SS.P.D.4 Identifies and describes the role of therapists in treatment. Essential Concepts/Skills Implementation What students need to know: patterns of behavior that constitute psychological disorders criteria that distinguishes types of psychological disorders such as anxiety disorders, mood disorders, personality disorders, schizophrenia types of major treatment orientations used in therapy, such as behavioral, cognitive, psychoanalytic, humanistic, and biomedical types of practitioners who implement treatment such as psychologists, psychiatrists, counselors, social workers What students need to do: List criteria that distinguish normal from disordered behavior. Identify patterns of behavior that constitute abnormality Describe observable symptoms of psychological disorders Explain selected categories of psychological disorders, such as anxiety disorders, mood disorders, personality disorders, schizophrenia Identify symptoms of selected categories of psychological disorders Identify major treatment orientations used in therapy, such as behavioral, cognitive, psychoanalytic, humanistic, and biomedical Describe different treatment formats. Differentiate between various types of intervention specialists: psychologist, Scope and Sequence This is the introductory course in psychology. These concepts will be introduced in this course. Teaching Strategies Best practice strategies include the use of cooperative learning, higher level thinking, effective questioning, and active learning. Some suggestions for classroom activities are: Discussion webs Case studies Experiments or laboratory activities Guest speakers Interviews Demonstrations Formal and Informal Debates Online interactions Teachers and students should reference the state standards document for Reading: The student reads and comprehends text across the curriculum. Benchmark 4: The student comprehends a variety of texts (narrative, expository, technical, and persuasive) Assessment This course is not assessed at the state or district level. Common district assessment questions will be developed in the future. © USD #233, Olathe, Kansas BOE Approved April 2006 This material was developed for the exclusive use of USD #233 staff. -7- Introduction to Psychology Curriculum psychiatrist ,counselor, and social worker Evaluate the advantages and disadvantages of different types of practitioners Vocabulary Anxiety disorders Mood disorders Personality disorders Schizophrenia Cognitive Psychoanalytic Humanistic Psychologist Psychiatrist Counselor Social worker and Writing: The student writes effectively for a variety of audiences, purposes, and contexts. Benchmark 2: The student writes expository text using the writing process. Teaching Resources The following resource has been provided for all teachers: Reading Strategies for the Social Studies Classroom by Holt, Rinehart, & Winston © USD #233, Olathe, Kansas BOE Approved April 2006 This material was developed for the exclusive use of USD #233 staff. -8- Introduction to Psychology Curriculum Psychology Standard: The student uses an understanding of the methodological aspects of the discipline of psychology as well as the neurobiological, cognitive, developmental, and sociocultural processes of human behavior. Benchmark 5 (S): The student understands basic concepts of Sensation and Perception as they relate to the discipline of psychology. Indicator/Objective Essential Concepts/Skills The student: 630.SS.P.S.1 Understands basic concepts explaining the capabilities and limitations of sensory processes. What students need to know: definition of sensation and perception the operation of the five senses definitions of subliminal perceptions and extra sensory perception the concepts of constancies definition of illusion 630.SS.P.S.2 Understands the interaction of the person and the environment in determining perception. 630.SS.P.S.3 Understands the concept of illusion. What students need to do: provide real-life examples of threshold, adaptation, and constancy(size, color, brightness, space, depth) explain the operation of the sensory systems analyze the factors that influence the validity of eyewitness testimony compare perceptions from various standpoints such as race/ethnicity, class, or gender explain how subliminal perceptions and extra sensory perception are considered illusions Vocabulary Sensation Perception Subliminal perception Extra sensory perception Constancies Illusion Implementation Scope and Sequence This is the introductory course in psychology. These concepts will be introduced in this course. Teaching Strategies Best practice strategies include the use of cooperative learning, higher level thinking, effective questioning, and active learning. Some suggestions for classroom activities are: Discussion webs Case studies Experiments or laboratory activities Guest speakers Interviews Demonstrations Formal and Informal Debates Online interactions Teachers and students should reference the state standards document for Reading: The student reads and comprehends text across the curriculum. Benchmark 4: The student comprehends a variety of texts (narrative, expository, technical, and persuasive) and Writing: The student writes effectively for a variety of audiences, purposes, and contexts. Benchmark 2: The student writes expository text using the writing Assessment This course is not assessed at the state or district level. Common district assessment questions will be developed in the future. © USD #233, Olathe, Kansas BOE Approved April 2006 This material was developed for the exclusive use of USD #233 staff. -9- Introduction to Psychology Curriculum process. Teaching Resources The following resource has been provided for all teachers: Reading Strategies for the Social Studies Classroom by Holt, Rinehart, & Winston © USD #233, Olathe, Kansas BOE Approved April 2006 This material was developed for the exclusive use of USD #233 staff. - 10 -