Download Introduction to Psychology

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.
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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.
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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.
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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 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.
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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.
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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 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.
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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.
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