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Kingsway Regional School District Committed to Excellence Course Name: AP Psychology Department: Social Studies/History BOE Adoption Date: September 22, 2014 Grade Level(s): 11-12 Credits: 5 Revision Date(s): October 22, 2015 ABSTRACT The AP Psychology course introduces students to the systematic and scientific study of human behavior and mental processes. While considering the psychologists and studies that have shaped the field, students explore and apply psychological theories, key concepts, and phenomena associated with such topics as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social psychology. Throughout the course, students employ psychological research methods, including ethical considerations, as they use the scientific method, analyze bias, evaluate claims and evidence, and effectively communicate ideas. 1 KRSD Office of Curriculum and Instruction TABLE OF CONTENTS Mission Statement Page 3 Curriculum and Instruction Goals Page 3 Philosophy of Shared Curriculum Service with South Harrison Township Elementary Page 3 How to Read this Document Page 3 Terms to Know Pages 4-6 Pacing Guide Pages 6-45 Curriculum Units Pages 46-158 2 KRSD Office of Curriculum and Instruction Mission Statement The Kingsway Regional School District believes that this school district is responsible for developing and maintaining a comprehensive educational program that will foster the academic, social, and personal growth of all students. The Kingsway Regional School District provides a secure, supportive environment. It also provides high quality resources to challenge and empower each individual to pursue his/her potential, to develop a passion for learning in a diverse and challenging world, to encourage active citizenship, and to reach a high standard of achievement at all grade levels as defined by the New Jersey Core Curriculum Content Standards (NJCCCS) & Common Core State Standards (CCSS). Curriculum & Instruction Goals Goal(s): 1. To ensure students are college and career ready upon graduation 2. To vertically and horizontally align curriculum K-12 to ensure successful transition of students at each grade level 3. To identify individual student strengths and weaknesses utilizing various assessment measures (formative, summative, alternative, etc.) so as to differentiate instruction while meeting the rigor of the applicable content standards 4. To improve student achievement as assessed through multiple measures including, but not limited to, state testing, local assessments, and intermediate benchmarking Philosophy of the Shared Curriculum Service with South Harrison Township Elementary The ultimate goal of the newly established shared curriculum service with South Harrison Township Elementary is to provide clearly coherent curriculum for grades K-12 to enhance student growth and achievement and provide learning experiences that assist in providing an inherent love of learning. With true vertical and horizontal curricular alignment all students will be effectively prepared for their arrival onto the campus of Kingsway Regional Middle School. Through this shared vision, both school districts are able to work earlier and more productively with students to ensure they are properly equipped with the knowledge and skills necessary to be successful in college and career upon graduation from high school. The alignment of curriculum K-12 safeguards countless benefits for our children; it is the very foundation for the improved teaching and learning that is our goal as educators, parents, and community members. Most notably, an aligned curriculum K-12 creates a common ownership and understanding of what must be taught and learned at each grade level for each subject area. No matter where a student attends, the curriculum requirements are the same across buildings, grade levels and teachers. Additionally, an aligned curriculum serves to provide valuable information to parents who will know what each child is expected to learn while in the classroom. How to Read this Document 3 KRSD Office of Curriculum and Instruction This curricular document contains both pacing guides and curriculum units. The pacing guides serve to communicate an estimated timeframe as to when skills and topics will be taught throughout the year. The pacing, however, may differ slightly depending upon the unique needs of each learner. The curriculum units contain more detailed information as to the content, goals, and objectives of the course well as how students will be assessed. The terms and definitions below will assist the reader to better understand the sections and components of this curriculum document. Terms to Know 1. Accommodation(s): The term "accommodation" may be used to describe an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. They allow students with disabilities to pursue a regular course of study. The term accommodation is often used interchangeable with the term modification. However, it is important to remember that modifications change or modify the intended learning goal while accommodations result in the same learning goal being expected but with added assistance in that achievement. Since accommodations do not alter what is being taught, instructors should be able to implement the same grading scale for students with disabilities as they do for students without disabilities. 2. Differentiated Instruction: Differentiation of instruction relies on the idea that instructional approaches should be tailored to each individual student’s learning needs. It provides students an array of options during the learning process that allows them make sense of ideas as it relates to them. The integration of differentiated instructional techniques is a curriculum design approach to increase flexibility in teaching and decrease the barriers that frequently limit student access to materials and learning in classrooms. 3. Enduring Understanding: Enduring understandings (aka big ideas) are statements of understanding that articulate deep conceptual understandings at the heart of each content area. Enduring understandings are noted in the alongside essential questions within each unit in this document. 4. Essential Question: These are questions whose purpose is to stimulate thought, to provoke inquiry, and to spark more questions. They extend beyond a single lesson or unit. Essential questions are noted in the beginning of each unit in this document. 5. Formative Assessments: Formative assessments monitor student learning to provide ongoing feedback that can be used by (1) instructors to improve teaching and (2) by students to improve their learning. Formative assessments help identify students’ strengths and weaknesses and address problems immediately. 6. Learning Activity(s): Learning activities are those activities that take place in the classroom for which the teacher facilitates and the students participate in to ensure active engagement in the learning process. (Robert J. Marzano, The Art and Science of Teaching) 7. Learning Assignment(s): Learning assignments are those activities that take place independently by the student inside the classroom or outside the classroom (i.e. homework) to extend concepts and skills within a lesson. 8. Learning Goal(s): Learning goals are broad statements that note what students “should know” and/or “be able to do” as they progress through a unit. Learning goals correlate specifically to the NJCCCS and CCSS are noted within each unit. 9. Learning Objective(s): Learning objectives are more specific skills and concepts that students must achieve as they progress towards the broader learning goal. These are included within each unit and are assessed frequently by the teacher to ensure students are progressing appropriately. 10. Model Assessment: Within the model curriculum, model assessments are provided that included assessments that allow for measuring student proficiency of those target skills as the year of instruction progresses. 11. Model Curriculum: The model curriculum has been provided by the state of New Jersey to provide a “model” for which districts can properly implement 4 KRSD Office of Curriculum and Instruction the NJSLS (New Jersey Student Learning Standards) by providing an example from which to work and/or a product for implementation. 12. Modification(s): The term "modification" may be used to describe a change in the curriculum. Modifications are typically made for students with disabilities who are unable to comprehend all of the content an instructor is teaching. The term modification is often used interchangeable with the term accommodations. However, it is important to remember that modifications change or modify the intended learning goal while accommodations result in the same learning goal being expected but with assistance in that achievement. 13. Performance Assessments: (aka alternative or authentic assessments) Performance assessments are a form of assessment that requires students to perform tasks that generate a more authentic evaluation of a student’s knowledge, skills, and abilities. Performance assessments stress the application of knowledge and extend beyond traditional assessments (i.e. multiple-choice question, matching, true & false, etc.). 14. Standards: Academic standards, from which the curriculum is built, are statements that of what students “should know” or “be able to do” upon completion of a grade-level or course of study. Educational standards help teachers ensure their students have the skills and knowledge they need to be successful by providing clear goals for student learning. o State: The New Jersey Student Learning Standards (NJSLSs) include Preschool Teaching and Learning Standards as well as K-12 standards for: Visual and Performing Arts; Comprehensive Health and Physical Education; Science; Social Studies; World Languages; Technology; 21stCentury Life and Careers; Language Arts Literacy; and, Mathematics. 15. Summative Assessments: Summative assessments evaluate student learning at the end of an instructional time period by comparing it against some standard or benchmark. Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses. st 16. 21 Century Skills: These skills emphasis the growing need to focus on those skills that prepare students successfully by focusing on core subjects and 21st century themes; learning and innovation skills; information, media and technology skills; and life and career skills. These concepts are embedded in each unit of the curriculum. 5 KRSD Office of Curriculum and Instruction Proficiencies and Pacing Course Title: AP Psychology Unit Title: Unit 1: History and Approaches & Research Methods 6 Duration/ Month(s) 3 weeks September Related Standards: Subject Area (Primary): IA-1.1 Describe and compare the biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic perspectives. KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: 1. Students will understand 1. Recognize how philosophical the birth of Psychology and physiological perspectives and will be able to explain shaped the development of how the findings of the psychological thought. fathers of Psychology 2. Describe and compare different began the development theoretical approaches in of the 7 major explaining behavior: perspectives using 4 goals — structuralism, functionalism, of psychology. and behaviorism in the early Unit Title: Duration/ Month(s) Related Standards: IA-3.1 Describe the elements of an experiment. IA-5.1 Identify ethical issues in psychological research. IA-3.2 Explain the importance of sampling and random assignment in psychological research. IA-3.3 Describe and compare quantitative and qualitative research strategies. Secondary: IA-2.1 IA-4.1 IA-4.2 IA-4.3 IA-4.4 IA-6.1 IA-6.2 IA-6.3 IA-6.4 Interdisciplinary: Mathematics: MA.12.4.4.12 A.2.4 Statistical claims based 7 KRSD Office of Curriculum and Instruction Learning Goals: 2. Students will understand the different types of variables and ethical issues associated with experiments and will be able to design an experiment using the scientific method. Topics and Skills: years — Gestalt, psychoanalytic/psychodyna mic, and humanism emerging later — evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. 3. Recognize the strengths and limitations of applying theories to explain behavior. 4. Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial– organizational, personality, psychometric, social). 5. Identify major historical figures in psychology (e.g., Mary Whiton Calkins, Charles Darwin, Dorothea Dix, Sigmund Freud, G. Stanley Hall, William James, Ivan Pavlov, Jean Piaget, Carl Rogers, B. F. Skinner, Margaret Floy Washburn, John B. Watson, and Wilhelm Unit Title: Duration/ Month(s) Related Standards: on sampling MA.12.4.4.12 A.3 Design a statistical experiment, conduct the experiment, and interpret and communicate the outcome. MA.12.4.4.12 A.5 Analyze data using technology, and use statistical terminology to describe conclusions. Science: SCI.9-12.5.1.12.A.a Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. SCI.9-12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9-12.5.1.12.A.3 Use scientific principles 8 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: 1. 2. 3. 4. 5. Wundt). Research Methods Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses. Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations). Identify independent, dependent, confounding, and control variables in experimental designs. Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys. Predict the validity of Unit Title: Duration/ Month(s) Related Standards: and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9-12.5.1.12.A.c Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. SCI.9-12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Social Studies: SOC.9-12.6.2.12.D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their 9 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research conclusions). 6. Distinguish the purposes of descriptive statistics and inferential statistics. 7. Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation). 8. Discuss the value of reliance on operational definitions and measurement in behavioral research. 9. Identify how ethical issues inform and constrain research practices. 10. Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, local institutional review boards) protect research participants and Unit Title: Duration/ Month(s) Related Standards: physical and spiritual worlds. Technology: TEC.9-12.8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. TEC.9-12. The use of digital tools and media-rich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 The ability to recognize a problem and apply 10 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: promote sound ethical practice. Unit Title: Duration/ Month(s) Related Standards: critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 Participate in online strategy and planning sessions for coursebased, school-based, or outside projects. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives WORK.9-12.9.1.12.D.2 Determine the immediate and longterm effects of crosscultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 11 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Unit 2: Social Psychology 2 weeks October 12 Related Standards: Ethical behaviors support human rights and dignity in all aspects of life. Subject Area (Primary): VC-1.1 Demonstrate an understanding of person perception. VC-1.2 Describe how attributions affect our explanations of behavior. VC-2.1 Identify basic social and cultural categories. VC-3.1 Describe effects of the presence of others on individual behavior. VC-3.3 Explore the nature and effects of bias and discrimination. Secondary: VC-1.2 VC-1.3 VC-1.4 VC-2.2 VC-3.2 VC-3.4 KRSD Office of Curriculum and Instruction Learning Goals: 1. Students will understand our thoughts about others and will be able to explain the psychological phenomena of the Fundamental Attribution Error, Self-Serving Bias, and Cognitive Dissonance. 2. Students will understand our feelings about others through stereotyping and prejudice and will reflect on their own personal and observed stereotypes. 3. Students will understand our actions toward others and will be able to synthesize a persuasion campaign through conformity, compliance, and obedience. Topics and Skills: 1. Identify important figures in social psychology (e .g., Solomon Asch, Leon Festinger, Stanley Milgram, Philip Zimbardo). 2. Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias). 3. Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization). 4. Explain how individuals respond to expectations of others, including groupthink, conformity, and obedience to authority. 5. Discuss attitudes and how they change (e .g., central route to persuasion). 6. Predict the impact of the presence of others on individual behavior (e.g., Unit Title: Duration/ Month(s) Related Standards: VC-3.5 VC-3.6 VC-3.7 Interdisciplinary: Science: SCI.9-12.5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9-12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9-12.5.1.12.A.c Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. SCI.9-12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, 13 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: bystander effect, social facilitation). 7. Describe processes that contribute to differential treatment of group members (e.g., in-group/out-group dynamics, ethnocentrism, prejudice). 8. Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on selfconcept and relations with others. 9. Anticipate the impact of behavior on a self-fulfilling prophecy. 10. Describe the variables that contribute to altruism, aggression, and attraction. 11. Discuss attitude formation and change, including persuasion strategies and cognitive dissonance. Unit Title: Duration/ Month(s) Related Standards: and learn from others’ ideas, observations, and experiences. Social Studies: SOC.9-12.6.2.12.D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. Technology: TEC.9-12.8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 Participate in online courses, learning communities, social networks or a virtual world as resources for 14 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Related Standards: lifelong learning. TEC.9-12. The use of digital tools and media-rich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 Participate in online strategy and planning sessions for coursebased, school-based, or outside projects. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of 15 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Unit 3: Biological Basis of Behavior 3 weeks October/November 16 Related Standards: Learning Goals: different cultural perspectives WORK.9-12.9.1.12.D.2 Determine the immediate and longterm effects of crosscultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 Ethical behaviors support human rights and dignity in all aspects of life. Subject Area (Primary): 1. Students will understand IIA-1.2 neural transmission and Describe how will be able to describe the information is process of sending and transmitted and receiving neurological integrated in the nervous messages with and system. without an influence of IIA-2.1 drugs. Classify the major 2. Students will understand divisions and the complexity of the subdivisions of the brain and will be able to nervous system. draw each of the brain’s IIA-3.2 regions, lobes, cortical KRSD Office of Curriculum and Instruction Topics and Skills: 1. Identify key contributors (e .g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, Carl Wernicke). 2. Diagram a neuron and label its parts with a description of each part’s function. 3. Discuss the influence of drugs on neurotransmitters. 4. Label the effect of the endocrine system on behavior. 5. Draw the nervous system and its subdivisions and functions: Unit Title: Duration/ Month(s) Related Standards: Learning Goals: Recognize that specific areas, brain lateralization functions are centered in and hemispheres with specific lobes of the descriptions of their cerebral cortex. responsibilities. IIA-4.1 3. Students will understand Explain how research how the nervous system and technology have and endocrine system provided methods to operate and will be able to analyze brain behavior investigate the genetic and disease. connections on nature vs. IIA-6.1 nurture. Assess the effects of heredity and environment on behavior. Secondary: IIA-1.1 IIA-1.3 IIA-2.2 IIA-3.1 IIA-3.3 IIA-5.1 IIA-6.1 IIA-7.1 Interdisciplinary: Science: SCI.9-12.5.3.12.D Organisms reproduce, develop, and have predictable life cycles. 17 KRSD Office of Curriculum and Instruction Topics and Skills: central and peripheral nervous systems; major brain regions, lobes, and cortical areas; brain lateralization and hemispheric specialization. 6. Create a hypothesis about psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior. 7. Predict how traits and behavior can be selected for their adaptive value. Unit Title: Duration/ Month(s) Related Standards: Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction. SCI.9-12.5.3.12.D.b Inserting, deleting, or substituting DNA segments can alter the genetic code. An altered gene may be passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offspring's success in its environment. SCI.9-12.5.3.12.E.d Evolution occurs as a result of a combination of the following factors: Ability of a species to reproduce; Genetic variability of offspring due to mutation and recombination of genes; Finite supply of the 18 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Related Standards: resources required for life; Natural selection, due to environmental pressure, of those organisms better able to survive and leave offspring. SCI.9-12.5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Technology: TEC.9-12.8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 Participate in online courses, learning communities, social networks or a virtual world as resources for 19 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Related Standards: lifelong learning. TEC.9-12 The use of digital tools and media-rich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 Participate in online strategy and planning sessions for coursebased, school-based, or outside projects. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of 20 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Unit 4: Learning 2 weeks December 21 Related Standards: different cultural perspectives WORK.9-12.9.1.12.D.2 Determine the immediate and longterm effects of crosscultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 Ethical behaviors support human rights and dignity in all aspects of life. Subject Area (Primary): IVA-1.1 Discuss learning from a psychological viewpoint. IVA-2.1 Describe the classical conditioning paradigm. IVA-3.1 Describe the operant conditioning paradigm. Secondary: IVA-1.2 IVA-4.1 IVA-4.2 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: 1. Students will understand Classical and Operant conditioning and will be able to experience and tweet their observations of daily life conditioning. 2. Students will analyze learning both biologically and socially and will write a self-reflection description of their learning traits and connect themselves to the 1. Identify key contributors in the psychology of learning (e .g., Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B. F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson). 2. Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e .g., contingencies). 3. Draw an example of each Unit Title: Duration/ Month(s) 22 Related Standards: Learning Goals: IVA-5.1 IVA-5.2 IVA-5.3 IVA-5.4 Interdisciplinary: Science: SCI.9-12.5.1.12.A Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. SCI.9-12.5.1.12.A.c Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence SCI.9-12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and observed world around conditioning in notebooks and them. use appropriate vocabulary to label the examples. 3. Students will understand 4. Make a prediction of the the principles of learning effects of operant conditioning and its many variables and (e .g., positive reinforcement, will be able to describe the negative reinforcement, connections between punishment) and predict how learning and behavior. practice, schedules of reinforcement, and motivation will influence quality of learning. 5. Interpret graphs that exhibit the results of learning experiments. 6. Provide examples of how biological constraints create learning predispositions. 7. Describe the essential characteristics of insight learning, latent learning, and social learning. 8. Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness. 9. Suggest how behavior modification, biofeedback, KRSD Office of Curriculum and Instruction Topics and Skills: Unit Title: Duration/ Month(s) Related Standards: experiences Technology: TEC.9-12.8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. TEC.9-12. The use of digital tools and media-rich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and 23 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: coping strategies, and selfcontrol can be used to address behavioral problems. Unit Title: Duration/ Month(s) Related Standards: problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 Participate in online strategy and planning sessions for coursebased, school-based, or outside projects. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives WORK.9-12.9.1.12.D.2 Determine the immediate and longterm effects of crosscultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 Ethical behaviors 24 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Related Standards: Learning Goals: Topics and Skills: 1. Students will understand the physical, cognitive, and emotional developments of psychology by analyzing Jean Piaget’s 4 stages of development, Mary Ainsworth’s attachment theory, and Baumrind’s parenting styles. 2. Students will understand that development is a lifelong process and will be able to describe how their own experiences and interactions have contributed to their lives today. 3. Students will understand how sex and gender play a role in our society and will be able to bring in examples that demonstrate their influence on us and other countries. 1. Identify key contributors in developmental psychology (e.g., Mary Ainsworth, Albert Bandura, Diana Baumrind, Erik Erikson, Sigmund Freud, Carol Gilligan, Harry Harlow, Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, Lev Vygotsky). 2. Discuss the interaction of nature and nurture (including cultural variations) in the determination of behavior. 3. Explain the process of conception and gestation, including factors that influence successful fetal development (e.g., nutrition, illness, substance abuse). 4. Discuss maturation of motor skills. 5. Describe the influence of temperament and other social factors on attachment and appropriate socialization. 6. Explain the maturation of support human rights and dignity in all aspects of life. Unit 5: Developmental 2 weeks Psychology December/January 25 Subject Area (Primary): IIIA-1.1 Describe physical, social, and cognitive changes from the prenatal period throughout the life span. IIIA-1.2 Examine the nature of change over the life span. IIIA-2.1 Explain the distinguishing characteristics of the longitudinal and crosssectional methods of study. IIIA-4.1 Describe the role of critical periods in development. IIIA-3.1 Explain various developmental models. Secondary: IIIA-1.3 KRSD Office of Curriculum and Instruction Unit Title: Duration/ Month(s) Related Standards: IIIA-1.4 IIIA-3.2 IIIA-3.3 IIIA-3.4 IIIA-4.2 Interdisciplinary: Science: SCI.9-12.5.1.12.A Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. SCI.9-12.5.1.12.A.c Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence SCI.9-12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' 26 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: cognitive abilities (e.g., Piaget’s stages, information processing). 7. Compare and contrast models of moral development (e.g., Kohlberg, Gilligan). 8. Discuss maturational challenges in adolescence— including related family conflicts. 9. Explain how parenting styles influence development. 10. Characterize the development of decisions related to intimacy as people mature. 11. Predict the physical and cognitive changes that emerge as people age, including steps that can be taken to maximize function. 12. Describe how sex and gender influence socialization and other aspects of development. Unit Title: Duration/ Month(s) Related Standards: ideas, observations, and experiences Technology: TEC.9-12.8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. TEC.9-12. The use of digital tools and media-rich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 The ability to recognize a problem and apply 27 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Related Standards: critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 Participate in online strategy and planning sessions for coursebased, school-based, or outside projects. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives WORK.9-12.9.1.12.D.2 Determine the immediate and longterm effects of crosscultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 28 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Related Standards: Learning Goals: Topics and Skills: 1. Students will understand how memory is organized for storage, usage, and retrieval and will be able to evaluate their own memory and their classmates' memories using time trials. 2. Students will understand language development as a whole and will be able to compare psychological points of view on the nature vs. nurture debate (Skinner/Chomsky). 3. Students will understand how genetics and environmental influences affect intelligence and will analyze the difficulties of measuring intelligence. 1. Identify key contributors in cognitive psychology (e .g., Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller). 2. Compare and contrast various cognitive processes: effortful versus automatic processing; deep versus shallow processing; and focused versus divided attention. 3. Describe and differentiate psychological and physiological systems of memory (e .g., short-term memory, procedural memory). 4. Outline the principles that underlie effective encoding, storage, and construction of memories. 5. Describe strategies for memory improvement. 6. Synthesize how biological, Ethical behaviors support human rights and dignity in all aspects of life. Unit 6: Cognition 3 weeks January/February 29 Subject Area (Primary): Memory IVB-1.1 Characterize the difference between surface and deep (elaborate) processing. IVB-2.2 Describe the operation of short-term memory and working memory. IVB-2.3 Describe the operation of long-term memory. IVB-5.2 Describe strategies for improving memory based on our understanding of memory. IVB-6.1 Describe the processes that lead to inaccuracies in memory Thinking, Language & KRSD Office of Curriculum and Instruction Unit Title: Duration/ Month(s) 30 Related Standards: Intelligence IVC-1.1 Define thinking as a mental process involved in the manipulation and understanding of information. IVC-2.1 Identify problem solving as a directed and productive example of thinking. IVC-3.1 Define language as symbols and sounds that convey meaning and facilitate communication. IVC-4.1 Discuss the effects of development on language acquisition. Secondary: Memory IVB-1.2 IVB-2.1 IVB-3.1 IVB-3.2 IVB-3.3 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: cognitive, and cultural factors converge to facilitate acquisition, development, and use of language. 7. Discuss the process of thought translating into language and how it has been shaped by our social influences. 8. Identify the elements that encompass language and how we use them in our own way. 9. Compare and contrast B.F. Skinner and Chomsky using the nature vs. nurture debate to describe language development. 10. Identify problem-solving strategies as well as factors that influence their effectiveness. 11. List the characteristics of creative thought and creative thinkers. Unit Title: Duration/ Month(s) Related Standards: IVB-4.1 IVB-5.1 Thinking, Language & Intelligence IVC-1.2 IVC-2.2 IVC-2.3 IVC-3.2 IVC-4.2 IVC-4.3 IVC-5.1 Interdisciplinary: Science: SCI.9-12.5.1.12.A Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. SCI.9-12.5.1.12.A.c Revisions of predictions and explanations are based on systematic observations, accurate measurements, and 31 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Related Standards: structured data/evidence SCI.9-12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences Technology: TEC.9-12.8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. TEC.9-12. The use of digital tools and media-rich resources enhances creativity and 32 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Related Standards: the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 Participate in online strategy and planning sessions for coursebased, school-based, or outside projects. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives WORK.9-12.9.1.12.D.2 Determine the 33 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Unit 7: Personality & Individual Differences 2 weeks March 34 Related Standards: Learning Goals: Topics and Skills: immediate and longterm effects of crosscultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 Ethical behaviors support human rights and dignity in all aspects of life. Subject Area (Primary): Personality & Assessment IIIB-1.1 Define personality as the individual's unique way of thinking, feeling, and acting. IIIB-2.1 Explain the characteristics of the psychodynamic, cognitive-behavioral, humanistic, and trait approaches. IIIB-3.1 Distinguish between Personality 1. Students will understand the different approaches to explaining personality and will be able to explain the dynamics of “how” each approach explains behavior. 2. Students will understand how our culture influences our personality development and will be able to compare individual developments from different cultures and reflect on the criticisms of the social cognitive Personality 1. Compare and contrast the major theories and approaches to explaining personality (e.g., psychoanalytic, humanist, cognitive, trait, social cognition, behavioral). 2. Describe and compare research methods (e .g., case studies and surveys) that psychologists use to investigate personality. 3. Identify frequently used assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate KRSD Office of Curriculum and Instruction Unit Title: Duration/ Month(s) Related Standards: Learning Goals: Topics and Skills: objective and projective techniques of personality assessment. approach. Individual Differences & Testing 3. Students will understand the historic development of intelligence testing and the bias they have faced over time and will be able to debate the appropriate testing practices, particularly in relation to culture-fair test uses. relative test quality based on reliability and validity of the instruments. 4. Speculate how cultural context can facilitate or constrain personality development, especially as it relates to selfconcept (e.g., collectivistic versus individualistic cultures). 5. Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, and Carl Rogers). Individual Differences IVE-1.1 Define and understand the nature of test constructs, such as intelligence, personality, and creativity. IVE-2.1 Explain how intelligence and personality may be influenced by heredity and environment. IVE-3.1 Link intelligence to the use of cognitive skills and strategies. Secondary: Personality & Assessment IIIB-1.2 IIIB-2.2 IIIB-3.2 Individual Differences IVE-1.2 35 KRSD Office of Curriculum and Instruction Individual Differences & Testing 6. Define intelligence and list characteristics of how psychologists measure intelligence: abstract versus verbal measures and speed of processing. 7. Discuss how culture influences the definition of intelligence. 8. Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Unit Title: Duration/ Month(s) Related Standards: IVE-3.2 IVE-4.1 IVE-4.2 Interdisciplinary: Science: SCI.9-12.5.1.12.A Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. SCI.9-12.5.1.12.A.c Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. SCI.9-12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and 36 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Spearman, Howard Gardner, and Robert Sternberg). 9. Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity. 10. Interpret the meaning of scores in terms of the normal curve. 11. Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled). 12. Debate the appropriate testing practices, particularly in relation to culture-fair test uses. 13. Identify key contributors in intelligence research and testing (e .g., Alfred Binet, Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, and David Wechsler). Unit Title: Duration/ Month(s) Related Standards: experiences. Technology: TEC.9-12.8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. TEC.9-12. The use of digital tools and media-rich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and 37 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Related Standards: problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 Participate in online strategy and planning sessions for coursebased, school-based, or outside projects. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives WORK.9-12.9.1.12.D.2 Determine the immediate and longterm effects of crosscultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 Ethical behaviors 38 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Unit 8: Sensation and Perception/States of Consciousness 39 3 weeks March/April Related Standards: Learning Goals: support human rights and dignity in all aspects of life. Subject Area (Primary): 1. Students will understand IIB-1.1 the basic principles of Explain the concepts of sensory transduction and threshold, adaptation, will be able to explain the and constancy. sensory process and how IIB-2.2 they interact with the Describe binocular and brain including common monocular depth cues. sensory disorders. IIB-2.3 2. Students will understand Describe the influence the sleep cycle and will be on perception of able to keep a dream log environmental variables, with analysis and motivation, past correlation to their REM cycles. experiences, culture, and 3. Students will analyze drug expectations. Secondary: use and dependency and IIB-1.2 will be able to chart the IIB-1.3 major psychoactive drug IIB-1.4 categories as well as their IIB-2.1 effects both psychological IIB-3.1 and physiological. IIB-3.2 Interdisciplinary: Science: SCI.9-12.5.1.12.A Students understand KRSD Office of Curriculum and Instruction Topics and Skills: 1. Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation. 2. Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses. 3. Explain common sensory disorders (e.g., visual and hearing impairments). 4. Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception). 5. Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, Unit Title: Duration/ Month(s) Related Standards: core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. SCI.9-12.5.1.12.A.c Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence SCI.9-12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences Technology: TEC.9-12.8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate 40 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: 6. 7. 8. 9. context effects). Explain the role of top-down processing in producing vulnerability to illusion. Discuss the role of attention in behavior. Challenge common beliefs in parapsychological phenomena. Identify the major historical figures in sensation and perception (e.g., Gustav Fechner, David Hubel, Ernst Weber, and Torsten Wiesel). Unit Title: Duration/ Month(s) Related Standards: data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. TEC.9-12. The use of digital tools and media-rich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 Participate in online strategy and planning 41 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Related Standards: Learning Goals: Topics and Skills: 1. Students will understand the motivational theories and will be able to 1. Identify key contributors in the psychology of motivation and emotion (e .g., William James, sessions for coursebased, school-based, or outside projects. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives Unit 9: Motivation and Emotion 42 2 weeks WORK.9-12.9.1.12.D.2 Determine the immediate and longterm effects of crosscultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 Ethical behaviors support human rights and dignity in all aspects of life. Subject Area (Primary): IIC-1.1 Apply motivational KRSD Office of Curriculum and Instruction Unit Title: 43 Duration/ Month(s) Related Standards: Learning Goals: April/May concepts to the behavior of humans and other animals. IIC-2.1 Describe the interaction of internal cues and learning on basic drives. IIC-3.1 Describe one or more theories of motivation, such as expectancy value, cognitive dissonance, arousal, Maslow's hierarchy of needs, and drive reduction. IIC-4.1 Explain how common motives and emotions develop. IIC-5.1 Use expectancy-value theory to explain their own and others' behavior. IID-1.1 Identify and explain major sources of stress. IID-2.1 compare and contrast them including their strengths and weaknesses and will incorporate both the biological and social underpinnings of motivation. 2. Students will understand the different theories of emotion and will be able to describe how our cultural influences shape our emotional expressions. KRSD Office of Curriculum and Instruction Topics and Skills: 2. 3. 4. 5. 6. 7. Alfred Kinsey, Abraham Maslow, Stanley Schachter, and Hans Selye). Identify and apply basic motivational concepts to understand the behavior of humans and other animals (e.g., instincts, incentives, intrinsic versus extrinsic motivation). Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis. Compare and contrast motivational theories (e .g., drive reduction theory, arousal theory, general adaptation theory), including the strengths and weaknesses of each. Describe classic research findings in specific motivation systems (e .g., eating, sex, social). Discuss theories of stress and the effects of stress on psychological and physical wellbeing. Compare and contrast major Unit Title: Duration/ Month(s) Related Standards: List and explain possible physiological reactions to stress. Secondary: IIC-2.2 IIC-2.3 IIC-6.1 IIC-6.2 IIC-7.1 IIC-7.2 IID-3.1 IID-4.1 IID-4.2 Interdisciplinary: Science: SCI.9-12.5.1.12.A Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. SCI.9-12.5.1.12.A.c Revisions of predictions and explanations are based on systematic 44 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: theories of emotion (e .g., James–Lange, Cannon–Bard, Schachter two-factor theory). 8. Describe how cultural influences shape emotional expression, including variations in body language. Unit Title: Duration/ Month(s) Related Standards: observations, accurate measurements, and structured data/evidence SCI.9-12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences Technology: TEC.9-12.8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. TEC.9-12. The use of digital tools 45 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Related Standards: and media-rich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 Participate in online strategy and planning sessions for coursebased, school-based, or outside projects. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives WORK.9-12.9.1.12.D.2 46 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Unit 10: Psychological Disorders & Therapy 3 weeks May/June 47 Related Standards: Learning Goals: Determine the immediate and longterm effects of crosscultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 Ethical behaviors support human rights and dignity in all aspects of life. Subject Area (Primary): VA-3.1 Discuss major categories of abnormal behavior. VA-3.2 Explore the challenges associated with accurate diagnosis. VB-1.1 Describe availability and appropriateness of various modes of treatment for individuals (e.g., children, adolescents, and adults) with psychological 1. Students will understand what constitutes “abnormal behavior” through contemporary and historical conceptions and will be able to use the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments. 2. Students will understand how different KRSD Office of Curriculum and Instruction Topics and Skills: 1. Describe contemporary and historical conceptions of what constitutes psychological disorders. 2. Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments. 3. Discuss the major diagnostic categories, including anxiety and somatoform disorders, Unit Title: Duration/ Month(s) Related Standards: disorders. VB-1.2 Describe characteristics of effective treatment and prevention. VB-3.2 Examine the influence of ethics and professional practice. VA-2.1 Identify the purpose of different research methods. Secondary: VA-1.1 VA-4.1 VA-4.2 VA-4.3 VA-1.2 VA-2.2 VA-1.3 VA-1.4 VB-2.1 VB-2.2 VB-3.1 Interdisciplinary: Science: SCI.9-12.5.1.12.A Students understand 48 KRSD Office of Curriculum and Instruction Learning Goals: psychologists approach treatment depending on their views and will be able to analyze the different approaches through research and activities. Topics and Skills: mood disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, and their corresponding symptoms. 4. Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural. 5. Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study). 6. Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense). Treatment of Abnormal Behavior 1. Describe the central characteristics of psychotherapeutic intervention. 2. Describe major treatment Unit Title: Duration/ Month(s) Related Standards: core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. SCI.9-12.5.1.12.A.c Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence SCI.9-12.5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences Technology: TEC.9-12.8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate 49 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: 3. 4. 5. 6. 7. orientations used in therapy (e.g., behavioral, cognitive, humanistic) and how those orientations influence therapeutic planning. Compare and contrast different treatment formats (e.g., individual, group). Summarize effectiveness of specific treatments used to address specific problems. Discuss how cultural and ethnic context influence choice and success of treatment (e.g., factors that lead to premature termination of treatment). Describe prevention strategies that build resilience and promote competence. Identify major figures in psychological treatment (e .g., Aaron Beck, Albert Ellis, Sigmund Freud, Mary Cover Jones, Carl Rogers, B. F. Skinner, and Joseph Wolpe). Unit Title: Duration/ Month(s) Related Standards: data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. TEC.9-12. The use of digital tools and media-rich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 Participate in online strategy and planning 50 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Unit Title: Duration/ Month(s) Related Standards: sessions for coursebased, school-based, or outside projects. WORK.9-12.9.1.12.1 Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives WORK.9-12.9.1.12.D.2 Determine the immediate and longterm effects of crosscultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 Ethical behaviors support human rights and dignity in all aspects of life. 51 KRSD Office of Curriculum and Instruction Learning Goals: Topics and Skills: Kingsway Regional School District Grades 11-12—AP Psychology Unit 1: History and Approaches & Research Methods 52 KRSD Office of Curriculum and Instruction Recommended Duration: 3 weeks Unit Description: The history of Psychology dates as far back as 1879 when Wilhelm Wundt established Psychology as an academic discipline. From this point, a vast number of students have engorged the field with a systematic research method based on experimentation, observation, and data analysis. The conclusions that have been drawn laid the foundation of psychological theories that have been strengthened and disproven while trying to understand the behavior of people and to learn how we think, feel, develop, love, and grieve amongst many other aspects. The most important understanding is that all of the findings are done through the standards of the scientific method and that Psychology is a science based on data. Essential Questions: Enduring Understandings: History 1. What makes psychology a science? 2. What are the four goals of psychological scientists? 3. How and why did the science of psychology begin? 4. Why did the science of psychology flourish in the United States? 5. Why did the focus and methods of each school of thought evolve? 6. What areas of specialization in psychology exist? Research 1. What are the steps in the scientific method? 2. What are operational definitions and why are they valuable/ 3. Why is meta-analysis useful? 4. What are the three major kinds of research designs and what are their strengths and weaknesses? 5. What are the conclusions one can make from each kind of design? 6. Why is correlation not the same as causation? 7. Why is control needed in a “classical experiment”? 8. What is the difference between a population and a sample? 9. What different kinds of samples do psychologists use? 10. What is the difference between random sample and random assignment? History 1. Psychology is data driven unlike pseudoscience. 2. The four goals of psychological scientists are to explain, describe, predict, and to change behavior. 3. Psychology began with Wilhelm Wundt and his investigation of reaction times coining the thought of introspection and structuralism. 4. Wundt influenced an American psychologist named William James who utilized Wundt’s research but adapted it to a thought known as functionalism. 5. As new schools of thought were being developed, students became more intrigued by the field of psychology and each began to build off of previous research and even challenge them as they made new discoveries that opened even newer doors for more research. 6. Psychology offers a wide range of specializations today including but not limited to teaching, counseling, analyzing, and researching. Research 1-3 – Researchers need a scientific method to make accurate and generalizable conclusions. 4-7 – It is important for researchers to use different designs for the 53 KRSD Office of Curriculum and Instruction Essential Questions: Enduring Understandings: 11. What kinds of settings do psychologists typically use? 12. Why is central tendency useful? 13. Why does a researcher need data on dispersion? 14. Why is a Standard Deviation so useful for statistical analysis? 15. What can inferential statistics tell a researcher about the relationship between a sample and a population? 16. Why is it necessary to balance individual rights with the rights of the researcher to ask and answer important questions? 17. Why is it important to protect participants from harm in a psychological study? 18. What key issues do the APA ethics guidelines address? 19. Why are media reports on psychological studies often problematic? 20. Why is a broad understanding of the literature important? 21. Why is peer review important? 22. What does the accumulated body of evidence show us about the importance of health and wellness? Relevant Standards: Content Standards: Primary (Power): IA-1.1 Describe and compare the biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic perspectives. IA-3.1 Describe the elements of an experiment. IA-5.1 Identify ethical issues in 54 variety of psychological issues studied. The design used will limit the conclusions. 8-11 – The way psychologists design their research informs decisions about sample and setting. 12-15 – The way psychologists design their research informs what statistical techniques they can use to make conclusions. 16-18 – Psychological science adheres to a strict ethical code, which is enforced by the American Psychological Association. 19-21 – Researchers must use care in their interpretation of data. 22 – Psychological research can improve the quality of life. Learning Goals: 1. Students will understand the birth of Psychology and will be able to explain how the findings of the fathers of Psychology began the development of the 7 major perspectives using 4 goals of psychology in a research paper. 2. Students will understand the different types of variables and ethical issues associated with experiments and will be KRSD Office of Curriculum and Instruction Learning Objectives: 1. Recognize how philosophical and physiological perspectives shaped the development of psychological thought. 2. Describe and compare different theoretical approaches in explaining behavior: structuralism, functionalism, and behaviorism in the early years. 3. Understand Gestalt, psychoanalytic/psychodynamic, and Relevant Standards: psychological research. IA-3.2 Explain the importance of sampling and random assignment in psychological research. IA-3.3 Describe and compare quantitative and qualitative research strategies. Secondary (Supportive): IA-2.1 List and explain the major subfields of psychology. IA-4.1 Define descriptive statistics and explain how they are used by behavioral scientists. IA-4.2 Explain and describe measures of central tendency and variability. IA-4.3 Describe the concept of correlation and explain how it is used in psychology. IA-4.4 Recognize how inferential statistics are used in psychological research. IA-6.1 Discuss psychology s roots in philosophy and natural science. IA-6.2 Describe the emergence of experimental psychology. IA-6.3 Recognize the diversity of psychological theories in the 20th and 21st centuries. IA-6.4 Describe psychology s increasing inclusiveness of diverse interests and constituents. 55 Learning Goals: able to design an experiment using the scientific method. KRSD Office of Curriculum and Instruction Learning Objectives: 4. 5. 6. 7. 8. humanism. Understand evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. Recognize the strengths and limitations of applying theories to explain behavior. Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial– organizational, personality, psychometric, social). Identify major historical figures in psychology (e .g., Mary Whiton Calkins, Charles Darwin, Dorothea Dix, Sigmund Freud, G. Stanley Hall, and William James). Demonstrate knowledge of Ivan Pavlov, Jean Piaget, Carl Rogers, B. F. Skinner, Margaret Floy Washburn, John B. Watson, and Wilhelm Wundt). Research Methods 9. Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses. 10. Describe how research design drives the reasonable conclusions that can be drawn Relevant Standards: Learning Goals: Learning Objectives: (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations). 11. Identify independent, dependent, confounding, and control variables in experimental designs. 12. Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys. 13. Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research conclusions). 14. Distinguish the purposes of descriptive statistics and inferential statistics. 15. Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation). 16. Discuss the value of reliance on operational definitions and measurement in behavioral research. 17. Identify how ethical issues inform and constrain research practices. 18. Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal 56 KRSD Office of Curriculum and Instruction Relevant Standards: Learning Goals: Learning Objectives: regulations, local institutional review boards) protect research participants and promote sound ethical practice. Formative Assessments Summative Assessments: Performance Assessments: 1. Pre-Assessment 2. Chapter Outlines 3. Section Quizzes 4. Group Discussions 5. Guided Activities 6. Debate 7. Section Reflections 8. Various HW Assignments 9. Exit Tickets 10. Index Card 11. Analogy Prompt 12. Quiz 13. One-Sentence Summary 14. One-Word Summary 15. Oral Questioning 16. Journal Entry 17. Group-based test prep 18. Generating Test items 1. Summer Assignment 2. AP Free Response Questions 3. Unit Objective Test 4. Summer Research Paper 1. Research Design with practice and reflection 57 KRSD Office of Curriculum and Instruction Major Activities/ Assignments (required): 1. Summer Research Paper 2. Perspectives Blog 3. Behavior Observation 4. Operational Definition Activity 5. Independent Variable/ Dependent Variable Activity 6. Ethics Investigation 7. Psych Sim 5 - Standard Deviation 8. Chart Analysis 9. Full Class Research Design 10. Research Design 2 variables 11. Data Collection of Research 12. Data Presentation in various charts Formative Assessments Summative Assessments: Performance Assessments: 19. Hot-Seat questioning 20. Observation 21. Think-pair-share 22. One-minute papers Possible Assessment Modifications/Accommodations: Class Participation Guided Practice Individual Practice Presentations Oral Responses Written Work Teacher Observation Guided Practice Creative Writing Worksheets Group Work Exam/Quiz Instructional Strategies (refer to Robert Marzano’s 41 Elements): Design Question 2 What will I do to help students effectively interact with new knowledge? 6. Identifying Critical Information 7. Organizing Students to Interact with New Knowledge 8. Previewing New Content 9. Chunking Content into “Digestible Bites” 10. Processing of New Information 58 KRSD Office of Curriculum and Instruction Major Activities/ Assignments (required): Instructional Strategies (refer to Robert Marzano’s 41 Elements): 11. Elaborating on New Information 12. Recording and Representing Knowledge 13. Reflecting on Learning Design Question 3 What will I do to help students practice and deepen their understanding of new knowledge? 14. Reviewing Content 15. Organizing Students to Practice and Deepen Knowledge 16. Using Homework 17. Examining Similarities and Differences 18. Examining Errors in Reasoning 19. Practicing Skills, Strategies, and Processes 20. Revising Knowledge Design Question 4 What will I do to help students generate and test hypotheses about knew knowledge? 21. Organizing Students for Cognitively Complex Tasks 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing 23. Providing Resources and Guidance Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • Writing to Inform Concept Formation Concept Mapping Concept Attainment Cloze Procedure Essays Computer-Assisted Instruction Journals 59 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • • • • • • • • • • • Learning Logs Reports Learning Activity Packages Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centers Explaining Demonstrating Questioning Questioning Technique Wait Time Levels of Questions Structured Overview Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions Demonstrations Reading Listening Viewing Thinking Debates Role Playing 60 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • Panels Brainstorming Peer Partner Learning Discussion Laboratory Groups Think, Pair, Share Cooperative Learning Groups Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing Conferencing Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Unit Vocabulary: Essential: History – structuralism, functionalism Research – hypothesis, theory, applied research, basic research, dependent variable (DV), independent variable (IV), operational definition, statistical significance Non-Essential: History – psychology, science, behavior, mental processes, critical thinking, empirical method, positive psychology, natural selection, biological approach, neuroscience, behavioral approach, psychodynamic approach, humanistic approach, cognitive approach, evolutionary approach, 61 KRSD Office of Curriculum and Instruction Unit Vocabulary: sociocultural approach, psychopathology Research –behavioral perspective, biological perspective, biopsychosocial model, case study, cognitive perspective, confounding variables, control group, correlation coefficient, correlational research, critical thinking, debriefing, descriptive research, double-blind study, ethnocentrism, evolutionary perspective, experimental group, experimental research, experimenter bias, humanistic perspective, informed consent, metaanalysis, naturalistic observation, nature-nurture controversy, participant bias, placebo, random assignment, replication, sample bias, single-blind study, survey Interdisciplinary Connections (Applicable Standards): Mathematics: MA.12.4.4.12 A.2.4 - Statistical claims based on sampling MA.12.4.4.12 A.3 - [Cumulative Progress Indicator] - Design a statistical experiment, conduct the experiment, and interpret and communicate the outcome. Integration of Technology: 21st Century Themes: 21st Century Skills: Technology: __X_ Global Awareness __X_ Creativity & Innovation Moodle Blog Online Quizzing Google Docs Google Presentation ____ Civic Literacy __X_ Media Literacy ____ Financial, Economic, __X_ Critical Thinking and Problem Business, & Entrepreneurial Solving Literacy __X_ Life and Career Skills __X_ Health Literacy __X_ Information & Communication MA.12.4.4.12 A.5 - [Cumulative Progress Indicator] - Analyze data using technology, and use statistical terminology to describe conclusions. Science: SCI.9-12.5.1.12.A.a - [Content Statement] - Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and 62 KRSD Office of Curriculum and Instruction Technologies Literacy __X_ Communication & Collaboration __X_ Information Literacy Interdisciplinary Connections (Applicable Standards): principles. Integration of Technology: SCI.9-12.5.1.12.A.1 - [Cumulative Progress Indicator] - Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9-12.5.1.12.A.3 - [Cumulative Progress Indicator] - Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. SCI.9-12.5.1.12.A.c - [Content Statement] - Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. SCI.9-12.5.1.12.D.1 - [Cumulative Progress Indicator] - Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Social Studies: SOC.9-12.6.2.12.D.2.d [Cumulative Progress Indicator] Analyze the impact of new intellectual, philosophical, and 63 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Interdisciplinary Connections Integration of Technology: (Applicable Standards): scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. Technology: TEC.9-12.8.1.12.A.1 - [Cumulative Progress Indicator] - Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 - [Cumulative Progress Indicator] - Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. TEC.9-12. - [Content Statement] The use of digital tools and mediarich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 - [Content Statement] - The ability to recognize a problem and apply critical thinking and problemsolving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 - 64 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Interdisciplinary Connections (Applicable Standards): [Cumulative Progress Indicator] Participate in online strategy and planning sessions for course-based, school-based, or outside projects. WORK.9-12.9.1.12.1 - [Content Statement] - Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives Integration of Technology: WORK.9-12.9.1.12.D.2 [Cumulative Progress Indicator] Determine the immediate and longterm effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 - [Content Statement] - Ethical behaviors support human rights and dignity in all aspects of life. Resources: Texts/Materials: 1. 2. 3. 4. Huffman, Karen. Psychology in Action. New York: Wiley, 2014. American Psychology Association TOPSS – Unit Lesson Plans Teacher Website Moodle Website 65 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Resources: 5. Various Psychology Articles Major Assignments (required): 1. Summer Research Paper 2. Research Design 2 variables 3. Data Collection of Research 4. Data Presentation in various charts Major Activities (required): 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Perspectives Blog Behavior Observation Operational Definition Activity Independent Variable/Dependent Variable Activity Ethics Investigation Psych Sim 5 - Standard Deviation Chart Analysis Full Class Research Design Research Design 2 variables Data Collection of Research Data Presentation in various charts 66 KRSD Office of Curriculum and Instruction Kingsway Regional School District Grades 11-12—AP Psychology Unit 2: Social Psychology Recommended Duration: 2 Weeks Unit Description: We are all a very small part of a large social world coming from different cultures, religions, and political views. As we grow, we learn to interact with the world that immediately surrounds us and have many obstacles that can both inhibit and promote growth in society. Social psychology is the way people come together to solve problems, interact, and form bonds with one another. Essential Questions: 1. How does the attractiveness of a person influence our perception of her or him? 2. What are the dimensions of attributions as humans try to explain the behavior of self and others? 3. What errors do humans make when making attributions of 67 KRSD Office of Curriculum and Instruction Enduring Understandings: 1-6 – Individuals select, interpret, and use social information both accurately and inaccurately. 7-9 – The factors that influence altruism are similar to the factors that influence aggression. 10-12 – Being part of a group positively and negatively affects Essential Questions: Enduring Understandings: others? 4. How do we view and evaluate ourselves, both accurately and inaccurately? 5. Can attitudes predict behavior? Can behavior predict attitudes? 6. How do psychologists explain the elements of persuasion? 7. What factors influence altruism? 8. What factors influence aggression? 9. How does media affect pro-social and violent behavior? 10. In what ways are the research designs and findings of Asch and Milgram similar and how are they different? 11. Why and how do individuals who would never perform harmful acts alone perpetrate them while in a group? 12. What are some of the distinct ways that individuals are influenced by being in a group? 13. What factors are typically contained in one’s social identity? 14. How might stereotyping lead to prejudice? 15. What are some specific strategies to improve intergroup relations? 16. How do proximity, acquaintance, and similarity affect our attraction to others? 17. What is the difference between romantic and affectionate love? 18. What do the social exchange theory and investment model say about happy romantic relationships? 19. How do social networks combat the negative effects of social isolation, especially during stressful times? individual behavior. 13-15 – Although prone to stereotyping and prejudice, people can promote positive intergroup relations. 16-18 – Close relationships are crucial for human happiness. 19 – Social networks improve our health and well-being. Relevant Standards: Learning Goals: Learning Objectives: Content Standards: Primary (Power): VC-1.1 Demonstrate an understanding of 1. Students will understand our thoughts about others and will be able to explain the psychological phenomena of the 1. Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, Stanley Milgram, and Philip Zimbardo). 68 KRSD Office of Curriculum and Instruction Relevant Standards: Learning Goals: person perception. Fundamental Attribution Error, SelfVC-1.2 Describe how attributions affect our Serving Bias, and Cognitive Dissonance. explanations of behavior. 2. Students will understand our feelings VC-2.1 Identify basic social and cultural about others through stereotyping and prejudice and will reflect on their own categories. VC-3.1 Describe effects of the presence of personal and observed stereotypes. others on individual behavior. 3. Students will understand our actions VC-3.3 Explore the nature and effects of toward others and will be able to synthesize a persuasion campaign bias and discrimination. Secondary (Supportive): through conformity, compliance, and VC-1.2 Describe how attributions affect our obedience. explanations of behavior. VC-1.3 Identify sources of attitude formation. VC-1.4 Assess some methods used to change attitudes. VC-2.2 Discuss how social and cultural categories affect behavior. VC-3.2 Describe how social structure can affect intergroup relations. VC-3.4 Describe circumstances under which conformity and obedience are likely to occur. VC-3.5 Discuss the nature of altruism in society. VC-3.6 Discuss the significance of aggression. VC-3.7 Discuss factors influencing attraction. 69 KRSD Office of Curriculum and Instruction Learning Objectives: 2. Apply attribution theory to explain motives (e.g., fundamental attribution error, selfserving bias). 3. Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization). 4. Explain how individuals respond to expectations of others, including groupthink, conformity, and obedience to authority. 5. Discuss attitudes and how they change (e.g., central route to persuasion). 6. Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social facilitation). 7. Describe processes that contribute to differential treatment of group members (e.g., in-group/out-group dynamics, ethnocentrism, prejudice). 8. Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on self-concept and relations with others. 9. Anticipate the impact of behavior on a selffulfilling prophecy. 10. Describe the variables that contribute to altruism, aggression, and attraction. 11. Discuss attitude formation and change, including persuasion strategies and cognitive dissonance. Formative Assessments Summative Assessments: 1. Pre-Assessment 2. Chapter Outlines 3. Section Quizzes 4. Group Discussions 5. Guided Activities 6. Debate 7. Section Reflections 8. Various HW Assignments 9. Exit Tickets 10. Index Card 11. Analogy Prompt 12. Quiz 13. One-Sentence Summary 14. One-Word Summary 15. Oral Questioning 16. Journal Entry 17. Group-based test prep 18. Generating Test items 19. Hot-Seat questioning 20. Observation 21. Think-pair-share 22. One minute papers 1. AP Free Response Questions 2. Unit Objective Test 3. Persuasion Poster Possible Assessment Modifications /Accommodations: 70 KRSD Office of Curriculum and Instruction Performance Assessments: Persuasion Campaign Poster Major Activities/ Assignments (required): 1. Group Think Blog 2. Fundamental Attribution Activity 3. Deindividuation Note Card 4. Just World Phenomenon List & Reflection 5. Stanley Milgram’s Experiment Reflection 6. Phillip Zimbardo Reflection 7. Solomon Asch Conformity Activity 8. Friends Episode Altruism 9. Break a Social Norm 10. Good Samaritan Activity 11. Jane Elliot Rendition(test/ passable/impassable) 12. The Tipping Divide article 13. Jelly Bean Stereotype 14. Defining Aggression 15. Romantic Relationships Possible Assessment Modifications /Accommodations: Class Participation Guided Practice Individual Practice Presentations Oral Responses Written Work Teacher Observation Guided Practice Creative Writing Worksheets Group Work Exam/Quiz Instructional Strategies (refer to Robert Marzano’s 41 Elements): Design Question 2 What will I do to help students effectively interact with new knowledge? 6. Identifying Critical Information 7. Organizing Students to Interact with New Knowledge 8. Previewing New Content 9. Chunking Content into “Digestible Bites” 10. Processing of New Information 11. Elaborating on New Information 12. Recording and Representing Knowledge 13. Reflecting on Learning Design Question 3 What will I do to help students practice and deepen their understanding of new knowledge? 14. Reviewing Content 15. Organizing Students to Practice and Deepen Knowledge 16. Using Homework 71 KRSD Office of Curriculum and Instruction 17. Examining Similarities and Differences 18. Examining Errors in Reasoning 19. Practicing Skills, Strategies, and Processes 20. Revising Knowledge Design Question 4 What will I do to help students generate and test hypotheses about knew knowledge? 21. Organizing Students for Cognitively Complex Tasks 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing 23. Providing Resources and Guidance Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • Writing to Inform Concept Formation Concept Mapping Concept Attainment Cloze Procedure Essays Computer-Assisted Instruction Journals Learning Logs Reports Learning Activity Packages Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centers Explaining 72 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Demonstrating Questioning Questioning Technique Wait Time Levels of Questions Structured Overview Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions Demonstrations Reading Listening Viewing Thinking Debates Role Playing Panels Brainstorming Peer Partner Learning Discussion Laboratory Groups Think, Pair, Share Cooperative Learning Groups Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing 73 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • Conferencing Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Unit Vocabulary: Essential: Attribution, fundamental attribution error (FAE), social influence, normative, obedience, conformity, discrimination, prejudice, stereotypes Non-Essential: Aggression, altruism, attitude, cognitive dissonance, companionate love, deindividuation, diffusion of responsibility, egoistic model, empathyaltruism hypothesis, foot-in-the-door technique, frustration-aggression hypothesis, group polarization, group think, implicit bias, informational social influence, in-group favoritism, interpersonal attraction, just-world phenomenon, need compatibility, need complementarity, norm, outgroup homogeneity effect, proximity, reference groups, romantic love, saliency bias, self-serving bias, Sternberg’s triangular theory of love Interdisciplinary Connections (Applicable Standards): Science: SCI.9-12.5.1.12.A.1 - [Cumulative Progress Indicator] - Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. SCI.9-12.5.1.12.A.3 - [Cumulative Progress Indicator] - Use scientific principles and theories to build and 74 Integration of Technology: 21st Century Themes: 21st Century Skills: Technology: __X_ Global Awareness __X_ Creativity & Innovation Moodle Blog Online Quizzing Google Docs Google Presentation ____ Civic Literacy __X_ Media Literacy ____ Financial, Economic, __X_ Critical Thinking and Problem Business, & Entrepreneurial Solving Literacy __X_ Life and Career Skills KRSD Office of Curriculum and Instruction Interdisciplinary Connections Integration of Technology: (Applicable Standards): refine standards for data collection, posing controls, and presenting evidence. SCI.9-12.5.1.12.A.c - [Content Statement] - Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. SCI.9-12.5.1.12.D.1 - [Cumulative Progress Indicator] - Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Social Studies: SOC.9-12.6.2.12.D.2.d [Cumulative Progress Indicator] Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. Technology: TEC.9-12.8.1.12.A.1 - [Cumulative Progress Indicator] - Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the 75 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: __X_ Health Literacy __X_ Information & Communication Technologies Literacy __X_ Communication & Collaboration __X_ Information Literacy Interdisciplinary Connections (Applicable Standards): results. TEC.9-12.8.1.12.A.3 - [Cumulative Progress Indicator] - Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. TEC.9-12. - [Content Statement] The use of digital tools and mediarich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 - [Content Statement] - The ability to recognize a problem and apply critical thinking and problemsolving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 [Cumulative Progress Indicator] Participate in online strategy and planning sessions for course-based, school-based, or outside projects. WORK.9-12.9.1.12.1 - [Content Statement] - Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives WORK.9-12.9.1.12.D.2 - 76 Integration of Technology: KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Interdisciplinary Connections Integration of Technology: (Applicable Standards): [Cumulative Progress Indicator] Determine the immediate and longterm effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 - [Content Statement] - Ethical behaviors support human rights and dignity in all aspects of life. Resources: Texts/Materials: Huffman, Karen. Psychology in Action. New York: Wiley, 2014. 1. 2. 3. 4. American Psychology Association TOPSS – Unit Lesson Plans Teacher Website Moodle Website Various Psychology Articles Major Assignments (required): 1. Persuasion Poster 2. Stereotype Essay 3. Chapter Reflection Essay 77 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Resources: Major Activities (required): 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Group Think Blog Fundamental Attribution Activity Deindividuation Note Card Just World Phenomenon List & Reflection Stanley Milgram’s Experiment Reflection Phillip Zimbardo Reflection Solomon Asch Conformity Activity Friends Episode Altruism Break a Social Norm Good Samaritan Activity Jane Elliot Rendition (test/passable/unpassable) The Tipping Divide Article Jelly Bean Stereotype Defining Aggression Romantic Relationships 78 KRSD Office of Curriculum and Instruction Kingsway Regional School District Grades 11-12—AP Psychology Unit 3 - Biological Basis of Behavior Recommended Duration: 3 Weeks Unit Description: Our minds are a mystery and can be difficult to understand. Through scientific inquiry, psychologists have been able to identify how the brain sends and receives messages as well as which parts of the brain are responsible for certain interpretations, sensations, and perceptions. Psychologists have used this data to conduct experiments on behavior to learn even more about how the brain works. As exciting as all of their discoveries have been, there is still so much more to this massively complex and small part of our body that controls everything we think about and do. How does it work? Essential Questions: 79 KRSD Office of Curriculum and Instruction Enduring Understandings: Essential Questions: Enduring Understandings: 1. What characteristics allow the nervous system to direct human behavior? 2. How is the nervous system divided and organized? 3. How do neurons communicate with one another? 4. How do neuroscientists conduct research on the brain? 5. How do each of the major parts of the brain respond to and direct behavior? 6. How do the parts of the brain work together in adapting to the environment? 7. What does split-brain research tell us about brain functions? 8. What role do hormones play in behavior? 9. What is the relationship between the endocrine system and the nervous system? 10. How does the brain repair itself when damaged? 11. How do neuroscientists repair damaged brains? 12. What is the relationship among cells, genes, DNS, and chromosomes? 13. How do molecular genetics and behavior genetics inform our understanding of genotype and phenotype? 14. What is the best way for humans to manage stress? 1-2 – The electrochemical nervous system integrates information from a variety of sources, is incredibly complex, and is amazingly adaptable to the demands of the environment. 3 – During the neural transmission, structure and function are intimately related. 4-7 – The organization of the brain makes it efficient and responsive. 8-9 – The endocrine system complements the nervous system by regulation important hormones. 10-11 – Contrary to what was previously thought, the brains is remarkably plastic. 12-13 – Genes are more important than many think, but their expression in a particular environment is more subtle than expected. 14 – Our bodies are designed to respond to stressors in the environment. Relevant Standards: Learning Goals: Learning Objectives: Content Standards: Primary (Power): IIA-1.2 Describe how information is transmitted and integrated in the nervous system. IIA-2.1 Classify the major divisions and subdivisions of the nervous system. IIA-3.2 Recognize that specific functions are 1. Students will understand neural transmission and will be able to describe the process of sending and receiving neurological messages with and without an influence of drugs. 2. Students will understand the complexity of the brain and will be able to draw each of the brain’s regions, lobes, cortical areas, 1. Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, and Carl Wernicke). 2. Diagram a neuron and label its parts with a description of each part’s function. 3. Discuss the influence of drugs on neurotransmitters. 4. Label the effect of the endocrine system on 80 KRSD Office of Curriculum and Instruction Relevant Standards: Learning Goals: Learning Objectives: centered in specific lobes of the cerebral cortex. IIA-4.1 Explain how research and technology have provided methods to analyze brain behavior and disease. IIA-6.1 Assess the effects of heredity and environment on behavior. Secondary (Supportive): IIA-1.1 Identify the neuron as the basis for neural communication. IIA-1.3 Analyze how the process of neurotransmission can be modified by heredity and environment. IIA-2.2 Differentiate the functions of the various subdivisions of the nervous system. IIA-3.1 Identify the structure and function of the major regions of the brain. IIA-3.3 Describe lateralization of brain functions. IIA-5.1 Describe how the endocrine glands are linked to the nervous system. IIA-6.1 Assess the effects of heredity and environment on behavior. IIA-7.1 Explain how evolved tendencies interact with the present environment and culture to determine behavior. brain lateralization, and hemispheres with descriptions of their responsibilities. 3. Students will understand how the nervous system and endocrine system operate and will be able to investigate the genetic connections on nature vs. nurture. behavior. 5. Draw the nervous system and its subdivisions and functions: — central and peripheral nervous systems; — major brain regions, lobes, and cortical areas; — brain lateralization and hemispheric specialization. 6. Create a hypothesis about psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior. 7. Predict how traits and behavior can be selected for their adaptive value. Formative Assessments Summative Assessments: Performance Assessments: 1. Pre-Assessment 2. Chapter Outlines 1. AP Free Response Questions 1. Pipe cleaner neuron 2. Brain Surgery (orange) 81 KRSD Office of Curriculum and Instruction Major Activities/ Assignments (required): 1. Neuron ID test 2. Psych Sim 5 Neuron Formative Assessments Summative Assessments: 3. Section Quizzes 4. Group Discussions 5. Guided Activities 6. Debate 7. Section Reflections 8. Various HW Assignments 9. Exit Tickets 10. Index Card 11. Analogy Prompt 12. Quiz 13. One-Sentence Summary 14. One-Word Summary 15. Oral Questioning 16. Journal Entry 17. Group-based test prep 18. Generating Test items 19. Hot-Seat questioning 20. Observation 21. Think-pair-share 22. One minute papers 2. 3. 4. 5. Unit Objective Test Neuron Quiz Neuron Essay Test Brain ID/description Test Possible Assessment Modifications/Accommodations: Class Participation Guided Practice Individual Practice Presentations Oral Responses Written Work Teacher Observation Guided Practice Creative Writing 82 KRSD Office of Curriculum and Instruction Performance Assessments: Major Activities/ Assignments (required): 3. Neuron Transmission Time Trials 4. Neuron Essay Explanation 5. Brain Model Creation (play dough/foam/Styrofoam/various other materials) 6. Brain Surgery (Orange) 7. Endocrine System Diagram Possible Assessment Modifications/Accommodations: Worksheets Group Work Exam/Quiz Instructional Strategies (refer to Robert Marzano’s 41 Elements): Design Question 2 What will I do to help students effectively interact with new knowledge? 6. Identifying Critical Information 7. Organizing Students to Interact with New Knowledge 8. Previewing New Content 9. Chunking Content into “Digestible Bites” 10. Processing of New Information 11. Elaborating on New Information 12. Recording and Representing Knowledge 13. Reflecting on Learning Design Question 3 What will I do to help students practice and deepen their understanding of new knowledge? 14. Reviewing Content 15. Organizing Students to Practice and Deepen Knowledge 16. Using Homework 17. Examining Similarities and Differences 18. Examining Errors in Reasoning 19. Practicing Skills, Strategies, and Processes 20. Revising Knowledge Design Question 4 83 KRSD Office of Curriculum and Instruction Instructional Strategies (refer to Robert Marzano’s 41 Elements): What will I do to help students generate and test hypotheses about knew knowledge? 21. Organizing Students for Cognitively Complex Tasks 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing 23. Providing Resources and Guidance Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • • • Structured Overview Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions Demonstrations Reading Listening Viewing Thinking Debates Role Playing Panels Brainstorming Peer Partner Learning Discussion Laboratory Groups Think, Pair, Share Cooperative Learning Groups 84 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing Conferencing Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform Concept Formation Concept Mapping Concept Attainment Cloze Procedure Essays Computer Assisted Instruction Journals Learning Logs Reports Learning Activity Packages Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centers Explaining Demonstrating 85 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • Questioning Questioning Technique Wait Time Levels of Questions Unit Vocabulary: Essential: action potential, Neurogenesis, neurotransmitters, central nervous system (CNS), cerebellum, cerebral cortex, limbic system, reflex, Non-Essential: amygdale, association areas, autonomic nervous system (ANS), axon, behavioral genetics, brainstem, cell body, chromosomes, corpus callosum, dendrites, endocrine system, endorphins, evolutionary psychology, forebrain, frontal lobes, genes, glial cells, heritability, hindbrain, hippocampus, hormones, hypothalamus, medulla, midbrain, myelin sheath, natural selection, occipital lobes, parasympathetic nervous system (PNS), pons, reticular formation (RF), somatic nervous system (SNS), split-brain surgery, stem cells, sympathetic nervous system, synapse, temporal lobes, thalamus Interdisciplinary Connections (Applicable Standards): Science: SCI.9-12.5.3.12.D - [Strand] Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction. SCI.9-12.5.3.12.D.b - [Content Statement] - Inserting, deleting, or substituting DNA segments can alter the genetic code. An altered 86 Integration of Technology: 21st Century Themes: 21st Century Skills: Technology: __X_ Global Awareness __X_ Creativity & Innovation Moodle Blog Online Quizzing Google Docs Google Presentation ____ Civic Literacy __X_ Media Literacy ____ Financial, Economic, __X_ Critical Thinking and Problem Business, & Entrepreneurial Solving Literacy __X_ Life and Career Skills __X_ Health Literacy __X_ Information & Communication KRSD Office of Curriculum and Instruction Interdisciplinary Connections Integration of Technology: (Applicable Standards): gene may be passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offspring's success in its environment. SCI.9-12.5.3.12.E.d - [Content Statement] - Evolution occurs as a result of a combination of the following factors: Ability of a species to reproduce; Genetic variability of offspring due to mutation and recombination of genes; Finite supply of the resources required for life; Natural selection, due to environmental pressure, of those organisms better able to survive and leave offspring. SCI.9-12.5.1.12.A.3 - [Cumulative Progress Indicator] - Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Technology: TEC.9-12.8.1.12.A.1 - [Cumulative Progress Indicator] - Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the 87 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Technologies Literacy __X_ Communication & Collaboration __X_ Information Literacy Interdisciplinary Connections (Applicable Standards): results. TEC.9-12.8.1.12.A.3 - [Cumulative Progress Indicator] - Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. TEC.9-12. - [Content Statement] The use of digital tools and mediarich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 - [Content Statement] - The ability to recognize a problem and apply critical thinking and problemsolving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 [Cumulative Progress Indicator] Participate in online strategy and planning sessions for course-based, school-based, or outside projects. WORK.9-12.9.1.12.1 - [Content Statement] - Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives WORK.9-12.9.1.12.D.2 - 88 Integration of Technology: KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Interdisciplinary Connections Integration of Technology: (Applicable Standards): [Cumulative Progress Indicator] Determine the immediate and longterm effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 - [Content Statement] - Ethical behaviors support human rights and dignity in all aspects of life. Resources: Texts/Materials: 1. Huffman, Karen. Psychology in Action. New York: Wiley, 2014. 2. American Psychology Association TOPSS – Unit Lesson Plans 3. Teacher Website 4. Moodle Website 5. Various Psychology Articles Major Assignments (required): 1. Neuron ID test 2. Neuron Essay Explanation 3. Endocrine System diagram 4. Chapter Reflection Essay Major Activities (required): 89 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Resources: 1. Psych Sim 5 Neuron 2. Neuron Transmission Time Trials 3. Brain Model Creation (play dough/foam/Styrofoam/various other materials) 4. Brain Surgery (Orange) Kingsway Regional School District Grades 11-12—AP Psychology Unit 4: Learning Recommended Duration: 2 Weeks Unit Description: This unit begins by defining learning and sketching out its main types: associative learning and observational learning. We then turn attention to two types of associative learning—classical conditioning and operant conditioning—followed by a close look at observational learning. Next, we consider the role of cognitive processes in learning before finally examining biological, cultural, and psychological constraints on learning. Essential Questions: 90 KRSD Office of Curriculum and Instruction Enduring Understandings: Essential Questions: Enduring Understandings: 1. What is associative learning? 2. What are the similarities and differences between classical conditioning and operant conditioning? 3. How is observational learning different from conditioning? 4. How does a response shift from unconditioned to conditioned? 5. How are generalization and discrimination related? 6. How are extinction and spontaneous recovery related? 7. How is classical conditioning evident in your daily life? 8. Why was the Law of Effect so important to behaviorism? 9. What are the advantages of operant conditioning over classical conditioning? 10. How does delivery and kind of reinforcement affect the process of learning? 11. How are punishment and negative reinforcement similar and different? 12. How is operant conditioning evident in your daily life? 13. What processes ensure observational learning? 14. What other names do psychologists use to describe observational learning? 15. Why are vicarious reinforcement and punishment powerful in daily life? 16. How does expectancy affect learning? 17. How does insight affect learning? 18. What are biological constraints on learning? 19. How does culture affect learning? 20. What are some psychological constraints on learning? 21. Why are predictability and control so important to human health? 1-3 – Organisms make associations that form the basis of much learning. Relevant Standards: 91 Learning Goals: KRSD Office of Curriculum and Instruction 4-7 – Conditioning based on automatic processing (classical conditioning) has power in daily life but is limited by its inflexibility. 8-12 – Conditioning based on voluntary processing (operant conditioning) is not only powerful but also incredibly flexible. 13-15 – People see therefore people do. 16-17 – Cognitive factors affect learning. 18-20 – Biological and psychological factors can limit learning, but cultural factors always provide the context for learning. 21 – Learning can affect an individual’s response to stressful situations. Learning Objectives: Relevant Standards: Learning Goals: Content Standards: 1. Students will understand Classical and Operant conditioning and will be able to experience and tweet their observations of daily life conditioning. Primary (Power): IVA-1.1 Discuss learning from a psychological viewpoint. IVA-2.1 Describe the classical conditioning paradigm. IVA-3.1 Describe the operant conditioning paradigm. Secondary (Supportive): IVA-1.2 Recognize learning as a vehicle to promote adaptation through experience. 2. Students will analyze learning both biologically and socially and will write a self-reflection description of their learning traits and connect themselves to the observed world around them. 3. Students will understand the principles of learning and its many variables and will be able to describe the connections between learning and behavior. IVA-4.1 Explain how observational learning works. IVA-4.2 Describe cognitive learning approaches. IVA-5.1 Identify biological contributions to learning. IVA-5.2 Speculate on the role of culture in determining what behaviors will be learned. 92 KRSD Office of Curriculum and Instruction Learning Objectives: 1. Identify key contributors in the psychology of learning (e.g., Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B. F. Skinner, Edward Thorndike, Edward Tolman, and John B. Watson). 2. Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies). 3. Draw an example of each conditioning in a notebook and use appropriate vocabulary. 4. Make a prediction of the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment) and predict how practice, schedules of reinforcement, and motivation will influence quality of learning. 5. Interpret graphs that exhibit the results of learning experiments. 6. Provide examples of how biological constraints create learning predispositions. 7. Describe the essential characteristics of insight learning, latent learning, and social learning. 8. Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness. 9. Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used to address behavioral problems. Relevant Standards: Learning Goals: Learning Objectives: IVA-5.3 Explore how biological and cultural factors interact to impede or enhance learning. IVA-5.4 Describe the collaborative nature of some forms of learning within cultures. Formative Assessments Summative Assessments: Performance Assessments: 1. Pre-Assessment 2. Chapter Outlines 3. Section Quizzes 4. Group Discussions 5. Guided Activities 6. Debate 7. Section Reflections 8. Various HW Assignments 9. Exit Tickets 10. Index Card 11. Analogy Prompt 12. Quiz 13. One-Sentence Summary 14. One-Word Summary 15. Oral Questioning 16. Journal Entry 17. Group-based test prep 18. Generating Test items 19. Hot-Seat questioning 20. Observation 1. AP Free Response Question 2. Unit Objective Test 3. Interview of Child/Parent Project None 93 KRSD Office of Curriculum and Instruction Major Activities/ Assignments (required): 1. Classical Conditioning demonstration description 2. Music Salivation 3. Shaping Demonstration (misunderstood) 4. Schedules of Reinforcement 5. Critical Thinking Questions 6. Reflection Paper (People/Concepts/Criticisms) Formative Assessments Summative Assessments: Performance Assessments: 21. Think-pair-share 22. One minute papers Possible Assessment Modifications /Accommodations: Class Participation Guided Practice Individual Practice Presentations Oral Responses Written Work Teacher Observation Guided Practice Creative Writing Worksheets Group Work Exam/Quiz Instructional Strategies (refer to Robert Marzano’s 41 Elements): Design Question 2 What will I do to help students effectively interact with new knowledge? 6. Identifying Critical Information 7. Organizing Students to Interact with New Knowledge 8. Previewing New Content 9. Chunking Content into “Digestible Bites” 10. Processing of New Information 11. Elaborating on New Information 12. Recording and Representing Knowledge 13. Reflecting on Learning 94 KRSD Office of Curriculum and Instruction Major Activities/ Assignments (required): Instructional Strategies (refer to Robert Marzano’s 41 Elements): Design Question 3 What will I do to help students practice and deepen their understanding of new knowledge? 14. Reviewing Content 15. Organizing Students to Practice and Deepen Knowledge 16. Using Homework 17. Examining Similarities and Differences 18. Examining Errors in Reasoning 19. Practicing Skills, Strategies, and Processes 20. Revising Knowledge Design Question 4 What will I do to help students generate and test hypotheses about knew knowledge? 21. Organizing Students for Cognitively Complex Tasks 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing 23. Providing Resources and Guidance Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • Structured Overview Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions Demonstrations Reading Listening Viewing Thinking Debates 95 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Role Playing Panels Brainstorming Peer Partner Learning Discussion Laboratory Groups Think, Pair, Share Cooperative Learning Groups Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing Conferencing Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform Concept Formation Concept Mapping Concept Attainment Cloze Procedure Essays Computer Assisted Instruction Journals Learning Logs Reports Learning Activity Packages 96 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centers Explaining Demonstrating Questioning Questioning Technique Wait Time Levels of Questions Unit Vocabulary: Essential: classical conditioning, Acquisition, operant conditioning, observational learning, cognitive map Non-Essential: biofeedback, biological preparedness, cognitive-social theory, conditioned emotional response (CER), conditioned response (CR), conditioned stimulus (CS), conditioning, continuous reinforcement, discriminative stimulus, extinction, fixed interval (FI) schedule, fixed ratio (FR) schedule, higher-order conditioning, insight, instinctive drift, latent learning, law of effect, learning, mirror neurons, negative punishment, negative reinforcement, neutral stimulus (NS), partial (intermittent) reinforcement, positive punishment, positive reinforcement, Pre-mack principle, primary reinforcers, punishment, reinforcement, secondary reinforcers, shaping, spontaneous recovery, stimulus discrimination, stimulus generalization, taste aversion, unconditioned response (UR), unconditioned stimulus (UCS), variable interval (VI) schedule, variable ratio (VR) schedule Interdisciplinary Connections (Applicable Standards): Science: SCI.9-12.5.1.12.A - [Strand] - 97 Integration of Technology: 21st Century Themes: 21st Century Skills: Technology: __X_ Global Awareness __X_ Creativity & Innovation KRSD Office of Curriculum and Instruction Interdisciplinary Connections (Applicable Standards): Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Integration of Technology: 21st Century Themes: 21st Century Skills: Moodle Blog Online Quizzing Google Docs Google Presentation ____ Civic Literacy __X_ Media Literacy ____ Financial, Economic, __X_ Critical Thinking and Problem Business, & Entrepreneurial Solving Literacy __X_ Life and Career Skills __X_ Health Literacy __X_ Information & Communication SCI.9-12.5.1.12.A.c - [Content Statement] - Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence SCI.9-12.5.1.12.D.1 - [Cumulative Progress Indicator] - Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences Technology: TEC.9-12.8.1.12.A.1 - [Cumulative Progress Indicator] - Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 - [Cumulative 98 KRSD Office of Curriculum and Instruction Technologies Literacy __X_ Communication & Collaboration __X_ Information Literacy Interdisciplinary Connections (Applicable Standards): Progress Indicator] - Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. Integration of Technology: TEC.9-12. - [Content Statement] The use of digital tools and mediarich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 - [Content Statement] - The ability to recognize a problem and apply critical thinking and problemsolving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 [Cumulative Progress Indicator] Participate in online strategy and planning sessions for course-based, school-based, or outside projects. WORK.9-12.9.1.12.1 - [Content Statement] - Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives 99 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Interdisciplinary Connections (Applicable Standards): Integration of Technology: WORK.9-12.9.1.12.D.2 [Cumulative Progress Indicator] Determine the immediate and longterm effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 - [Content Statement] - Ethical behaviors support human rights and dignity in all aspects of life. Resources: Texts/Materials: 1. 2. 3. 4. 5. Huffman, Karen. Psychology in Action. New York: Wiley, 2014. American Psychology Association TOPSS – Unit Lesson Plans Teacher Website Moodle Website Various Psychology Articles Major Assignments (required): 1. Interview of Child/Parent Project 2. Chapter Reflection Essay 100 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Resources: Major Activities (required): 1. 2. 3. 4. 5. 6. Classical Conditioning Demonstration Description Music Salivation Shaping Demonstration (mis – mistake - mistakenly) Schedules of Reinforcement Critical Thinking Questions Reflection Paper (People/Concepts/Criticisms) Kingsway Regional School District Grades 11-12—AP Psychology Unit 5 – Developmental Psychology Recommended Duration: 2 Weeks Unit Description: Developmental psychologists are interested in all the ways a person grows and changes throughout life from its beginning to its inevitable end. We begin this unit by examining the meaning of development and exploring key questions in the field. We then trace the processes of physical, cognitive, and socio-emotional development throughout the life span: prenatally (before birth), during childhood, and in adolescence and adulthood. We round off our tour of the human life span with a look at development and wellness. Essential Questions: 101 KRSD Office of Curriculum and Instruction Enduring Understandings: Essential Questions: Enduring Understandings: 1. What three broad processes of change do developmental psychologists study? 2. What two unique research methods do developmental psychologists use to capture change and what are their strengths and limitations? 3. What three major questions underlie the different theories of development? 4. What are the periods of prenatal development and what threats exist to the developing baby? 5. How does wiring in the brain facilitate the achievement of physical milestones from reflexes through motor and perceptual abilities? 6. How do children actively construct their thinking across major age periods? 7. How is the parent-child relationship affected by what the child brings to it, how parents relate to the child, and the bond between them? 8. What psychosocial tasks must people master over their lifespan? 9. How does children’s thinking about morality differ by gender? 10. What characteristics of the adolescent brain help to explain why adolescents often display strong emotions that they cannot control? 11. What challenges do adolescents face in trying to establish an identity? 12. Why is a strong ethnic identity important? 13. In what ways do parents and peers help an adolescent develop an identity? 14. What are the major features of emerging adulthood? 15. What psychical changes of improvement and decline exist across adulthood? 16. What cognitive changes of improvement and decline exist across adulthood? 1-3 – Because developmental psychologists study constancy and change over the lifetime, they organize inquiry and use particular methods. 102 KRSD Office of Curriculum and Instruction 4-9 – The child plays a central role in its own development with caregiver providing essential support. 10-13 – Identity formation is central to adolescence. 14-17 – Development continues long into adulthood. 18 – Actively developing oneself can be important to the happiness of older adults. Essential Questions: Enduring Understandings: 17. How do relationships affect the lives of adults as they age? 18. How can adults enhance their wellness through the pursuit of meaning in life and new goals? Relevant Standards: Learning Goals: Content Standards: 1. Students will understand the physical, cognitive, and emotional developments of psychology by analyzing the Jean Piaget’s 4 stages of development, Mary Ainsworth’s attachment theory, and Baumrind’s parenting styles. Primary (Power): IIIA-1.1 Describe physical, social, and cognitive changes from the prenatal period throughout the life span. IIIA-1.2 Examine the nature of change over the life span. IIIA-2.1 Explain the distinguishing characteristics of the longitudinal and cross-sectional methods of study. IIIA-4.1 Describe the role of critical periods in development. IIIA-3.1 Explain various developmental models. 2. Students will understand that development is a lifelong process and will be able to describe how their own experiences and interactions have contributed to their lives today. 3. Students will understand how sex and gender play a role in our society and will be able to bring in examples that demonstrate their influence on us and other countries. Secondary (Supportive): IIIA-1.3 Identify the complex cognitive structures found in the early development 103 KRSD Office of Curriculum and Instruction Learning Objectives: 1. Identify key contributors in developmental psychology (e.g., Mary Ainsworth, Albert Bandura, Diana Baumrind, Erik Erikson, Sigmund Freud, Carol Gilligan, Harry Harlow, Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, and Lev Vygotsky). 2. Discuss the interaction of nature and nurture (including cultural variations) in the determination of behavior. 3. Explain the process of conception and gestation, including factors that influence successful fetal development (e.g., nutrition, illness, substance abuse). 4. Discuss maturation of motor skills. 5. Describe the influence of temperament and other social factors on attachment and appropriate socialization. 6. Explain the maturation of cognitive abilities (e.g., Piaget’s stages, information processing). 7. Compare and contrast models of moral development (e.g., Kohlberg, Gilligan). 8. Discuss maturational challenges in adolescence including related family conflicts. 9. Explain how parenting styles influence development. Relevant Standards: Learning Goals: Learning Objectives: of infants and young children. 10. Characterize the development of decisions related to intimacy as people mature. 11. Predict the physical and cognitive changes that emerge as people age, including steps that can be taken to maximize function. 12. Describe how sex and gender influence socialization and other aspects of development. IIIA-1.4 Apply life span principles to personal experience. IIIA-3.2 Recognize how biological and cultural notions of gender shape the experiences of men and women. IIIA-3.3 Examine the development of ethnic identity. IIIA-3.4 Explore developmental theories as they relate to cultural bias. IIIA-4.2 Explain the issues of continuity/discontinuity and stability/instability in development. Formative Assessments Summative Assessments: Performance Assessments: 1. Pre-Assessment 2. Chapter Outlines 3. Section Quizzes 4. Group Discussions 5. Guided Activities 6. Debate 7. Section Reflections 8. Various HW Assignments 9. Exit Tickets 10. Index Card 1. AP Free Response Question 2. Unit Objective Test 3. Interview of Child/Parent Project Virtual Child 104 KRSD Office of Curriculum and Instruction Major Activities/ Assignments (required): 1. Introductory survey and content discussion 2. Nature and nurture in development survey/debate 3. Early motor and verbal development activity 4. Three tasks of adolescent identity: cognitive, moral, and social 5. Bridging the generation gap: interviewing a senior citizen about Formative Assessments Summative Assessments: 11. Analogy Prompt 12. Quiz 13. One-Sentence Summary 14. One-Word Summary 15. Oral Questioning 16. Journal Entry 17. Group-based test prep 18. Generating Test items 19. Hot-Seat questioning 20. Observation 21. Think-pair-share 22. One-Minute papers Possible Assessment Modifications /Accommodations: Class Participation Guided Practice Individual Practice Presentations Oral Responses Written Work Teacher Observation Guided Practice Creative Writing Worksheets Group Work Exam/Quiz Instructional Strategies (refer to Robert Marzano’s 41 Elements): 105 KRSD Office of Curriculum and Instruction Performance Assessments: Major Activities/ Assignments (required): adolescence Instructional Strategies (refer to Robert Marzano’s 41 Elements): Design Question 2 What will I do to help students effectively interact with new knowledge? 6. Identifying Critical Information 7. Organizing Students to Interact with New Knowledge 8. Previewing New Content 9. Chunking Content into “Digestible Bites” 10. Processing of New Information 11. Elaborating on New Information 12. Recording and Representing Knowledge 13. Reflecting on Learning Design Question 3 What will I do to help students practice and deepen their understanding of new knowledge? 14. Reviewing Content 15. Organizing Students to Practice and Deepen Knowledge 16. Using Homework 17. Examining Similarities and Differences 18. Examining Errors in Reasoning 19. Practicing Skills, Strategies, and Processes 20. Revising Knowledge Design Question 4 What will I do to help students generate and test hypotheses about knew knowledge? 21. Organizing Students for Cognitively Complex Tasks 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing 23. Providing Resources and Guidance Possible Instructional Modifications/Accommodations/Differentiation: • Structured Overview 106 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions Demonstrations Reading Listening Viewing Thinking Debates Role Playing Panels Brainstorming Peer Partner Learning Discussion Laboratory Groups Think, Pair, Share Cooperative Learning Groups Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing Conferencing Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion 107 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • • • • • • Writing to Inform Concept Formation Concept Mapping Concept Attainment Cloze Procedure Essays Computer Assisted Instruction Journals Learning Logs Reports Learning Activity Packages Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centers Explaining Demonstrating Questioning Questioning Technique Wait Time Levels of Questions Unit Vocabulary: Essential: activity theory of aging, developmental psychology, psychosocial stages, schema, Accommodation, assimilation 108 KRSD Office of Curriculum and Instruction Non-Essential: ageism, attachment, collectivistic cultures, concrete operational stage, conservation, conventional level, critical period, crossectional method, disengagement theory of aging, egocentrism, embodied cognition, embryonic period, fetal alcohol syndrome (FAS), fetal period, formal operational stage, germinal period, imprinting, individualistic cultures, longitudinal method, maturation, object permanence, post-conventional level, pre-conventional level, preoperational stage, puberty, resiliency, sensorimotor stage, socio-emotional selectivity theory of aging, temperament, teratogen Interdisciplinary Connections (Applicable Standards): Science: SCI.9-12.5.1.12.A - [Strand] Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Integration of Technology: 21st Century Themes: 21st Century Skills: Technology: __X_ Global Awareness __X_ Creativity & Innovation Moodle Blog Online Quizzing Google Docs Google Presentation ____ Civic Literacy __X_ Media Literacy ____ Financial, Economic, __X_ Critical Thinking and Problem Business, & Entrepreneurial Solving Literacy __X_ Life and Career Skills __X_ Health Literacy __X_ Information & Communication SCI.9-12.5.1.12.A.c - [Content Statement] - Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence SCI.9-12.5.1.12.D.1 - [Cumulative Progress Indicator] - Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences 109 KRSD Office of Curriculum and Instruction Technologies Literacy __X_ Communication & Collaboration __X_ Information Literacy Interdisciplinary Connections Integration of Technology: (Applicable Standards): Technology: TEC.9-12.8.1.12.A.1 - [Cumulative Progress Indicator] - Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 - [Cumulative Progress Indicator] - Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. TEC.9-12. - [Content Statement] The use of digital tools and mediarich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 - [Content Statement] - The ability to recognize a problem and apply critical thinking and problemsolving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 [Cumulative Progress Indicator] - 110 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Interdisciplinary Connections (Applicable Standards): Participate in online strategy and planning sessions for course-based, school-based, or outside projects. Integration of Technology: WORK.9-12.9.1.12.1 - [Content Statement] - Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives WORK.9-12.9.1.12.D.2 [Cumulative Progress Indicator] Determine the immediate and longterm effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 - [Content Statement] - Ethical behaviors support human rights and dignity in all aspects of life. Resources: Texts/Materials: 1. Huffman, Karen. Psychology in Action. New York: Wiley, 2014. 2. American Psychology Association TOPSS – Unit Lesson Plans 111 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Resources: 3. Teacher Website 4. Moodle Website 5. Various Psychology Articles Major Assignments (required): 1. Piaget Proof poster 2. Erickson Stages of Development chart 3. Bridging the generation gap: interviewing a senior citizen about adolescence Major Activities (required): 1. Introductory Survey and Content discussion 2. Nature and Nurture in development survey/debate 3. Early Motor and Verbal Development activity 4. Three tasks of adolescent identity: cognitive, moral, and social Kingsway Regional School District Grades 11-12—AP Psychology Unit 6 – Cognition Recommended Duration: 3 Weeks Unit Description: Cognition encompasses our memory, thoughts, language, and intelligence. This unit starts by analyzing the complexities of our memories like how it is formed, retrieved, and stored in our brains. It also analyzes how we can “convince” ourselves of false truths which can explain many circumstances we have all been through in our lives. The second part of our unit investigates the way we think and develop a language. What is language? This unit also focuses on a huge question in psychology: What is intelligence? Intelligence and the heredity of it is a complex concept. We must define and recognize its inefficiencies through testing and the labels it creates for people as well as the cultural differences that are related. 112 KRSD Office of Curriculum and Instruction Essential Questions: Enduring Understandings: Memory 1. What is memory? 2. How does multitasking interfere with one’s ability to sustain attention? 3. Why is depth of processing important? 4. Why is elaboration important to memory? 5. How does imagery improve memory? 6. What is the relationship between sensory and short-term memory? 7. How does the space limitation of short-term memory affect memory? 8. How do the two major models of memory inform our understanding of how memory works? 9. What is the relationship among components of long-term memory? 10. What are the similarities and differences between schema theory of memory and connectionism? 11. What brain structures are involved in the storage of memory? 12. What are some limitations to retrieval of memories? 13. How does emotion affect the retrieval of memories? 14. How accurate is eyewitness testimony? 15. What factors can cause forgetting? 16. How do case studies of people with amnesia inform our understanding of memory? 17. What explicit steps can students take to improve organization, encoding, rehearsal, and retrieval of information? 18. Why is memory the foundation of identity? 19. How can one preserve one’s memory? Memory 1 – The processes of encoding, storage, and retrieval encompass memory. Thinking, Language & Intelligence 113 KRSD Office of Curriculum and Instruction 2-5 – Encoding requires processing at a depth and breadth that make the most connections possible. 6-11 – Understanding the structure and storage of memory facilitates better use of it. 12-14 – Memory is constructed and therefore subject to bias. 15-16 – Memories regularly fail. 17 – Students can actively change how they study. 18-19 – Your memory dictates who you are. Thinking, Language & Intelligence 20 – The mind matters. 21-24 – While thinking has its limitations, it can also be enhanced. 25-28 – It is challenging to identify and measure intelligence. 29-33 – As language and thinking develop together over the life span, they are influenced by both biology and culture. 34 – What are cognitive coping strategies? Essential Questions: Enduring Understandings: 20. How did advances in technology influence our view of the human mind? 21. How do concepts help us organize our thinking? 22. What are the key steps in solving problems? 23. What are some obstacles to problem solving? 24. What enhances creative thinking? 25. What is intelligence and how can it be measured? 26. How do genetic and environmental influences affect intelligence? 27. What are the characteristics of extremes in intellectual functioning? 28. What are the strengths and limitations of the multiple intelligences approach? 29. What are the basic properties of language? 30. What is the role of language in cognition? 31. What is the role of cognition in language? 32. What are the biological and environmental influences on language development? 33. How does language develop over the life span? 34. What are cognitive coping strategies? Relevant Standards: Learning Goals: Content Standards: 1. Students will understand how memory is organized for storage, usage, and retrieval and will be able to evaluate their own memory and their classmates’ memories using time trials. Primary (Power): Memory IVB-1.1 Characterize the difference between surface and deep (elaborate) processing. 114 2. Students will understand language development as a whole and will be able KRSD Office of Curriculum and Instruction Learning Objectives: 1. 2. Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, and George A. Miller). Compare and contrast various cognitive processes: — effortful versus automatic processing; — deep versus shallow processing; Relevant Standards: IVB-2.2 Describe the operation of shortterm memory and working memory. Learning Goals: to compare psychological points of view on the nature vs. nurture debate (Skinner /Chomsky). IVB-2.3 Describe the operation of long-term memory. 3. Students will understand how genetics and environmental influences affect IVB-5.2 Describe strategies for improving intelligence and will analyze the memory based on our understanding of difficulties of measuring intelligence. memory. IVB-6.1 Describe the processes that lead to inaccuracies in memory Thinking, Language & Intelligence IVC-1.1 Define thinking as a mental process involved in the manipulation and understanding of information. IVC-2.1 Identify problem solving as a directed and productive example of thinking. IVC-3.1 Define language as symbols and sounds that convey meaning and facilitate communication. IVC-4.1 Discuss the effects of development on language acquisition. Secondary (Supportive): Memory IVB-1.2 Identify other factors that influence 115 KRSD Office of Curriculum and Instruction Learning Objectives: — focused versus divided attention. 3. Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory). 4. Outline the principles that underlie effective encoding, storage, and construction of memories. 5. Describe strategies for memory improvement. 6. Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language. 7. Discuss the process of thought translating into language and how it has been shaped by our social influences 8. Identify the elements that encompass language and how we use them in our own way. 9. Compare and contrast B.F. Skinner and Chomsky using the nature vs. nurture debate to describe language development. 10. Identify problem-solving strategies as well as factors that influence their effectiveness. 11. List the characteristics of creative thought and creative thinkers. Relevant Standards: Learning Goals: encoding. IVB-2.1 Describe the operation of sensory memory. IVB-3.1 Analyze the importance of retrieval cues in memory. IVB-3.2 Explain the role that interference plays in retrieval. IVB-3.3 Relate difficulties created by reconstructive memory processes. IVB-4.1 Identify the brain structures most important to memory. IVB-5.1 Identify factors that interfere with memory. Thinking, Language & Intelligence IVC-1.2 Recognize that information is classified into categories containing similar properties known as concepts IVC-2.2 Explain the use of creative thinking in problem solving. IVC-2.3 Analyze the obstacles that inhibit problem solving and decision-making. 116 KRSD Office of Curriculum and Instruction Learning Objectives: Relevant Standards: Learning Goals: Learning Objectives: IVC-3.2 Recognize that language is organized in a hierarchical structure. IVC-4.2 Evaluate the theories of language acquisition. IVC-4.3 Speculate on whether animals acquire and use language. IVC-5.1 Examine the influence of language on thought and behavior Formative Assessments Summative Assessments: Performance Assessments: 1. Pre-Assessment 2. Chapter Outlines 3. Section Quizzes 4. Group Discussions 5. Guided Activities 6. Debate 7. Section Reflections 8. Various HW Assignments 9. Exit Tickets 10. Index Card 11. Analogy Prompt 12. Quiz 13. One-Sentence Summary 14. One-Word Summary 15. Oral Questioning 16. Journal Entry 1. AP Free Response Question 2. Unit Objective Memory Test 3. Unit Objective Thinking, Language & Intelligence Test None 117 KRSD Office of Curriculum and Instruction Major Activities/ Assignments (required): Memory 1. Pervasive Role of Memory in Everyday Life 2. Categorizing Different Types of Memory 3. Operation Span Task 4. Repeated Exposure versus Deep Processing 5. How to Study Actively 6. Read the Label (The use of labels aids comprehension and retention). 7. Constructive Memory/Schemas: The Rumor Chain 8. The importance of Cues (Mantyla Cue Demonstration) Formative Assessments Summative Assessments: 17. Group-based test prep 18. Generating Test items 19. Hot-Seat questioning 20. Observation 21. Think-pair-share 22. One-minute papers Possible Assessment Modifications /Accommodations: Class Participation Guided Practice Individual Practice Presentations Oral Responses Written Work Teacher Observation Guided Practice Creative Writing Worksheets Group Work Exam/Quiz Instructional Strategies (refer to Robert Marzano’s 41 Elements): Design Question 2 118 KRSD Office of Curriculum and Instruction Performance Assessments: Major Activities/ Assignments (required): 9. An All-Purpose Memory Demonstration 10. Critical thinking exercises for memory Thinking, Language & Intelligence 11. What is Intelligence blog 12. Army Alpha Test 13. Divergent/Convergent Thinking & Confirmation Bias paragraphs 14. Babies and Language Essay Instructional Strategies (refer to Robert Marzano’s 41 Elements): What will I do to help students effectively interact with new knowledge? 6. Identifying Critical Information 7. Organizing Students to Interact with New Knowledge 8. Previewing New Content 9. Chunking Content into “Digestible Bites” 10. Processing of New Information 11. Elaborating on New Information 12. Recording and Representing Knowledge 13. Reflecting on Learning Design Question 3 What will I do to help students practice and deepen their understanding of new knowledge? 14. Reviewing Content 15. Organizing Students to Practice and Deepen Knowledge 16. Using Homework 17. Examining Similarities and Differences 18. Examining Errors in Reasoning 19. Practicing Skills, Strategies, and Processes 20. Revising Knowledge Design Question 4 What will I do to help students generate and test hypotheses about knew knowledge? 21. Organizing Students for Cognitively Complex Tasks 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing 23. Providing Resources and Guidance Possible Instructional Modifications/Accommodations/Differentiation: • Structured Overview 119 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions Demonstrations Reading Listening Viewing Thinking Debates Role Playing Panels Brainstorming Peer Partner Learning Discussion Laboratory Groups Think, Pair, Share Cooperative Learning Groups Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing Conferencing Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion 120 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • • • • • • Writing to Inform Concept Formation Concept Mapping Concept Attainment Cloze Procedure Essays Computer Assisted Instruction Journals Learning Logs Reports Learning Activity Packages Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centers Explaining Demonstrating Questioning Questioning Technique Wait Time Levels of Questions Unit Vocabulary: Essential: encoding/storage/retrieval (ESR) model, implicit (non-declarative) memory, intelligence, convergent thinking, divergent thinking, heuristic, levels of processing model, language, explicit (declarative) memory 121 KRSD Office of Curriculum and Instruction Non-Essential: Algorithm, Alzheimer’s disease (AD), antegrade amnesia, availability heuristic, babbling, chunking, cognition, concept, confirmation bias, consolidation, constructive process, cooing, creativity, crystallized intelligence, distributed practice, elaborative rehearsal, encoding, encoding specificity principle, episodic memory, fluid intelligence, functional fixedness, grammar, language acquisition device (LAD), long-term memory (LTM), long-term potentiation (LTP), maintenance rehearsal, massed practice, memory, mental image, mental set, misinformation effect, mnemonic device, morpheme, overextension, overgeneralization, parallel distributed processing (PDP), phoneme, priming, proactive interference, prototype, recall, recognition, relearning, reliability, representativeness heuristic, retrieval, retrieval cue, retroactive interference, retrograde amnesia, savant syndrome, semantic memory, semantics, sensory memory, serial position effect, short-term memory, sleeper effect, source amnesia, standardization, stereotype threat, storage, syntax, telegraphic speech, three stage memory model, tip of the tongue (TOT) phenomenon, validity, working memory Interdisciplinary Connections (Applicable Standards): Science: SCI.9-12.5.1.12.A - [Strand] Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Integration of Technology: 21st Century Themes: 21st Century Skills: Technology: __X_ Global Awareness __X_ Creativity & Innovation Moodle Blog Online Quizzing Google Docs Google Presentation ____ Civic Literacy __X_ Media Literacy ____ Financial, Economic, __X_ Critical Thinking and Problem Business, & Entrepreneurial Solving Literacy __X_ Life and Career Skills __X_ Health Literacy __X_ Information & Communication SCI.9-12.5.1.12.A.c - [Content Statement] - Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence SCI.9-12.5.1.12.D.1 - [Cumulative Progress Indicator] - Engage in 122 KRSD Office of Curriculum and Instruction Technologies Literacy __X_ Communication & Collaboration __X_ Information Literacy Interdisciplinary Connections (Applicable Standards): multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences Integration of Technology: Technology: TEC.9-12.8.1.12.A.1 - [Cumulative Progress Indicator] - Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 - [Cumulative Progress Indicator] - Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. TEC.9-12. - [Content Statement] The use of digital tools and mediarich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 - [Content Statement] - The ability to recognize a problem and apply critical thinking 123 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Interdisciplinary Connections (Applicable Standards): and problem-solving skills to solve the problem is a lifelong skill that develops over time. Integration of Technology: WORK.9-12.9.1.12.A.2 - [Cumulative Progress Indicator] - Participate in online strategy and planning sessions for course-based, schoolbased, or outside projects. WORK.9-12.9.1.12.1 - [Content Statement] - Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives WORK.9-12.9.1.12.D.2 - [Cumulative Progress Indicator] - Determine the immediate and long-term effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 - [Content Statement] - Ethical behaviors support human rights and dignity in all aspects of life. 124 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Interdisciplinary Connections (Applicable Standards): Integration of Technology: 21st Century Themes: Resources: Texts/Materials: 1. 2. 3. 4. 5. Huffman, Karen. Psychology in Action. New York: Wiley, 2014. American Psychology Association TOPSS – Unit Lesson Plans Teacher Website Moodle Website Various Psychology Articles Major Assignments (required): 1. Memory time trial data sheet with charts 2. Online Section Quiz 3. Divergent/Convergent Thinking & Confirmation Bias paragraphs 4. Chapter Reflection Essay (Pre-Test) Major Activities (required): Memory 1. Pervasive Role of Memory in Everyday Life 2. Categorizing Different Types of Memory 3. Operation Span Task 4. Repeated Exposure versus Deep Processing 5. How to Study Actively 6. Read the Label (The use of labels aids comprehension and retention). 7. Constructive Memory/Schemas: The Rumor Chain 8. The Importance of Cues (Mantyla Cue Demonstration) 125 KRSD Office of Curriculum and Instruction 21st Century Skills: Resources: 9. An All-Purpose Memory Demonstration 10. Critical Thinking Exercises for Memory Thinking, Language & Intelligence 11. What is Intelligence Blog 12. Army Alpha Test 13. Babies and Language essay Kingsway Regional School District Grades 11-12—AP Psychology Unit 7 – Personality & Individual Differences Recommended Duration: 2 Weeks Unit Description: Personality psychology explores the psychological attributes that underlie who we really are—the unified and enduring core characteristics that account for our existence as one and the same person throughout the life span. In this unit, we survey the field of personality from a variety of perspectives. We begin with classic theories from psychodynamic and humanistic thinkers and then examine more contemporary approaches, including the trait, life story, social cognitive, and biological perspectives. We then look at personality assessment, and finally, consider the role of personality in health and wellness. 126 KRSD Office of Curriculum and Instruction Essential Questions: Enduring Understandings: 1. What is the psychodynamic explanation for personality? 2. What are important revisions and criticism of psychodynamic theory? 3. What are some core principles of psychodynamic perspectives? 4. What factors do the humanistic perspectives on personality emphasize? 5. What are some similarities and differences in the approaches of Maslow and Rogers? 6. What are some criticisms of the humanistic approach? 7. How do trait theorists define personality? 8. What are some similarities and differences between theory of Allport and Odbert and the five-factor model? 9. What are some criticisms of the trait approach? 10. What are some similarities and differences between the personological and the life story approaches to personality? 11. What are some criticisms of the personological and life story approaches? 12. What are some similarities and differences between the personality theories of Bandura and Mischel? 13. What are some criticisms of the social cognitive approach? 14. What are some similarities and differences between the theories of Eysenck and Gray? 15. How do twin studies inform the study of personality? 16. What are some criticisms of biological explanations of personality? 17. What are some strengths and weaknesses of self-report mechanisms to measure personality and projective tests? 18. What other scientific methods exist to assess personality? 19. What personality characteristics are associated with positive functioning? 1-3 – Psychodynamic explanations of personality development are based on unconscious processing and conflict. 127 KRSD Office of Curriculum and Instruction 4-6 – Humanistic explanations of personality development are based on human potential and growth. 7-9 – Trait explanations of personality development are based on broad, enduring dispositions. 10-11 – Personological and life story explanations of personality development stress the uniqueness of each individual’s history and story. 12-13 – The social cognitive approach to personality emphasizes conscious awareness, beliefs, expectations, and goals. 14-16 – Personality may have biological explanations. 17-18 – Psychologists use a number of scientifically developed methods to evaluate personality. 19-20 – Personality affects health and subjective well-being. Essential Questions: Enduring Understandings: 20. How does Type A behavior contribute to disease? Relevant Standards: Learning Goals: Content Standards: Primary (Power): Personality & Assessment IIIB-1.1 Define personality as the individual's unique way of thinking, feeling, and acting. IIIB-2.1 Explain the characteristics of the psychodynamic, cognitive-behavioral, humanistic, and trait approaches. IIIB-3.1 Distinguish between objective and projective techniques of personality assessment. Individual Differences IVE-1.1 Define and understand the nature of test constructs, such as intelligence, personality, and creativity. IVE-2.1 Explain how intelligence and personality may be influenced by heredity and environment. 128 Learning Objectives: Personality 1. Students will understand the different approaches to explaining personality and will be able to explain the dynamics of “how” each approach explains behavior. 2. Students will understand how our culture influences our personality development and will be able to compare individual developments from different cultures and reflect on the criticisms of the social cognitive approach. Individual Differences & Testing 3. Students will understand the historic development of intelligence testing and the bias they have faced over time and will be able to debate the appropriate testing practices, particularly in relation to culture-fair test uses. KRSD Office of Curriculum and Instruction Personality 1. Compare and contrast the major theories and approaches to explaining personality (e.g., psychoanalytic, humanist, cognitive, trait, social cognition, behavioral). 2. Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality. 3. Identify frequently used assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliability and validity of the instruments. 4. Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures). 5. Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, and Carl Rogers). Individual Differences & Testing Relevant Standards: Learning Goals: IVE-3.1 Link intelligence to the use of cognitive skills and strategies. Secondary (Supportive): Personality & Assessment IIIB-1.2 Explain the role of personality constructs as a framework for organizing behavioral phenomena. IIIB-2.2 Identify important contributions to the understanding of personality. IIIB-3.2 Describe tests used in personality assessment. Individual Differences IVE-1.2 Describe basic statistical concepts in testing. IVE-3.2 Describe theories of intelligence. IVE-4.1 Explain why intelligence tests predict achievement. IVE-4.2 Explain issues of using conventional intelligence tests. 129 KRSD Office of Curriculum and Instruction Learning Objectives: 1. Define intelligence and list characteristics of how psychologists measure intelligence: — abstract versus verbal measures; — speed of processing. 2. Discuss how culture influences the definition of intelligence. 3. Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Spearman, Howard Gardner, and Robert Sternberg). 4. Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity. 5. Interpret the meaning of scores in terms of the normal curve. 6. Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled). 7. Debate the appropriate testing practices, particularly in relation to culture-fair test uses. 8. Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, and David Wechsler). Formative Assessments Summative Assessments: Performance Assessments: 1. Pre-Assessment 2. Chapter Outlines 3. Section Quizzes 4. Group Discussions 5. Guided Activities 6. Debate 7. Section Reflections 8. Various HW Assignments 9. Exit Tickets 10. Index Card 11. Analogy Prompt 12. Quiz 13. One-Sentence Summary 14. One-Word Summary 15. Oral Questioning 16. Journal Entry 17. Group-based test prep 18. Generating Test items 19. Hot-Seat questioning 20. Observation 21. Think-pair-share 22. One-Minute papers 1. AP Free Response Question 2. Unit Objective Test 3. My Personality Diagram None Possible Assessment Modifications /Accommodations: 130 KRSD Office of Curriculum and Instruction Major Activities/ Assignments (required): 1. The Psychosocial Family Tree 2. What is Personality? 3. Personality and Personality Assessment 4. Personality Tests 5. Ethical Principles and Dilemmas in the Practice of Psychology 6. Freud's Personality Theory: Id, Ego, Superego Role-play 7. Defense Mechanisms 8. Simulation for Teaching Personality Psychology 9. Understanding the Type A Behavior Pattern 10. Trait vs. Situation as a Predictor of Behavior 11. Unconditional Positive Regard Exercise 12. Cognitive Styles Class Participation Guided Practice Individual Practice Presentations Oral Responses Written Work Teacher Observation Guided Practice Creative Writing Worksheets Group Work Exam/Quiz Instructional Strategies (refer to Robert Marzano’s 41 Elements): Design Question 2 What will I do to help students effectively interact with new knowledge? 6. Identifying Critical Information 7. Organizing Students to Interact with New Knowledge 8. Previewing New Content 9. Chunking Content into “Digestible Bites” 10. Processing of New Information 11. Elaborating on New Information 12. Recording and Representing Knowledge 13. Reflecting on Learning Design Question 3 What will I do to help students practice and deepen their understanding of new knowledge? 14. Reviewing Content 15. Organizing Students to Practice and Deepen Knowledge 16. Using Homework 131 KRSD Office of Curriculum and Instruction Instructional Strategies (refer to Robert Marzano’s 41 Elements): 17. Examining Similarities and Differences 18. Examining Errors in Reasoning 19. Practicing Skills, Strategies, and Processes 20. Revising Knowledge Design Question 4 What will I do to help students generate and test hypotheses about knew knowledge? 21. Organizing Students for Cognitively Complex Tasks 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing 23. Providing Resources and Guidance Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • Structured Overview Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions Demonstrations Reading Listening Viewing Thinking Debates Role Playing Panels Brainstorming Peer Partner Learning 132 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Discussion Laboratory Groups Think, Pair, Share Cooperative Learning Groups Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing Conferencing Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform Concept Formation Concept Mapping Concept Attainment Cloze Procedure Essays Computer Assisted Instruction Journals Learning Logs Reports Learning Activity Packages Correspondence Lessons Learning Contracts Homework 133 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • Research Projects Assigned Questions Learning Centers Explaining Demonstrating Questioning Questioning Technique Wait Time Levels of Questions Unit Vocabulary: Essential: personality, unconscious, validity, collective unconscious, conscious, five factor model (FFM), projective tests, Non-Essential: Archetypes, basic anxiety, defense mechanisms, id, ego, superego, factor analysis, inferiority complex, Minnesota Multiphasic Personality Inventory (MMPI), morality principle, Oedipus complex, pleasure principle, preconscious, psychosexual stages, reality principle, reciprocal determinism, reliability, repression, Rorschach Inkblot Test, self-actualization, self-concept, self-esteem, Thematic Apperception Test (TAT) trait, unconditional positive regard Interdisciplinary Connections (Applicable Standards): Science: SCI.9-12.5.1.12.A - [Strand] Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the 134 Integration of Technology: 21st Century Themes: 21st Century Skills: Technology: __X_ Global Awareness __X_ Creativity & Innovation Moodle Blog Online Quizzing Google Docs Google Presentation ____ Civic Literacy __X_ Media Literacy ____ Financial, Economic, __X_ Critical Thinking and Problem KRSD Office of Curriculum and Instruction Interdisciplinary Connections Integration of Technology: (Applicable Standards): natural and designed world. 21st Century Themes: 21st Century Skills: Business, & Entrepreneurial Solving SCI.9-12.5.1.12.A.c - [Content Statement] - Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence Literacy __X_ Life and Career Skills __X_ Health Literacy __X_ Information & Communication SCI.9-12.5.1.12.D.1 - [Cumulative Progress Indicator] - Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences Technology: TEC.9-12.8.1.12.A.1 - [Cumulative Progress Indicator] - Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 - [Cumulative Progress Indicator] - Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. 135 KRSD Office of Curriculum and Instruction Technologies Literacy __X_ Communication & Collaboration __X_ Information Literacy Interdisciplinary Connections Integration of Technology: (Applicable Standards): TEC.9-12. - [Content Statement] The use of digital tools and mediarich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 - [Content Statement] - The ability to recognize a problem and apply critical thinking and problemsolving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 [Cumulative Progress Indicator] Participate in online strategy and planning sessions for course-based, school-based, or outside projects. WORK.9-12.9.1.12.1 - [Content Statement] - Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives WORK.9-12.9.1.12.D.2 [Cumulative Progress Indicator] - 136 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Interdisciplinary Connections Integration of Technology: (Applicable Standards): Determine the immediate and longterm effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 - [Content Statement] - Ethical behaviors support human rights and dignity in all aspects of life. Resources: Texts/Materials: 1. 2. 3. 4. 5. 6. Huffman, Karen. Psychology in Action. New York: Wiley, 2014. American Psychology Association TOPSS – Unit Lesson Plans Teacher Website Moodle Website Various Psychology Articles Various Psychology Videos Major Assignments (required): 1. 2. 3. 4. 5. My personality Diagram Maslow’s Hierarchy of Needs Reflection Create an evaluation for personality Evaluation for Personality Debate Chapter Reflection Essay (Pre-Test) 137 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Resources: Major Activities (required): 1. The Psychosocial Family Tree 2. What is Personality? 3. Personality and Personality Assessment 4. Personality Tests 5. Ethical Principles and Dilemmas in the Practice of Psychology 6. Freud's Personality Theory: Id, Ego, Superego Role-play 7. Defense Mechanisms 8. Simulation for Teaching Personality Psychology 9. Understanding the Type A Behavior Pattern 10. Trait vs. Situation as a Predictor of Behavior 11. Unconditional Positive Regard Exercise 12. Cognitive Styles Kingsway Regional School District Grades 11-12—AP Psychology Unit 8: Sensation and Perception/States of Consciousness Recommended Duration: 3 Weeks Unit Description: Sensation and perception are the vital processes by which we connect with and function in the world. We first examine vision—the sense about with scientists know the most. We then investigate the nature of hearing, the skin, senses, taste, smell, and kinesthetic and vestibular senses. Finally, we trace the connections between our senses and health and wellness. We will also review about various states of consciousness, as well as the world of sleep and dream. We will survey two channels of altered states of consciousness: psychoactive drugs and hypnosis. Finally, we consider the effects of achieving a meditative state of consciousness on health and well-being. 138 KRSD Office of Curriculum and Instruction Essential Questions: Enduring Understandings: 1. What is the relationship between how we sense the world and how we make sense of it? 2. What is the relationship between our sensory receptors and how we perceive our environment? 3. How does the concept of threshold help us understand the nature of perception? 4. How do selective attention, perceptual set, and sensory adaptation limit our interpretation of the environment? 5. How is light transduced to sight? 6. How did competing research evidence in color vision lead to a more comprehensive theory? 7. How do artists use gestalt principles to realistically represent our world in two dimensions? 8. What is the relationship between the mechanical energy of sound and hearing? 9. How is sound transduced? 10. How do theorists explain hearing? 11. What receptors from the cutaneous senses? 12. How are the chemical senses linked? 13. Why is pain understood to be adaptive? 14. What information about the body do the kinesthetic senses and the vestibular sense provide? 15. How can individuals protect and preserve vision? 16. What factors post the most serious threat to hearing? 17. What can consumers do to reduce the harm from using portable media players? 1-4 – Humans do not have a 1:1 relationship between what surrounds us and our understanding of it. Relevant Standards: 139 Learning Goals: KRSD Office of Curriculum and Instruction 5-7 – Vision, our primary sense, requires complex neural processing to create useful information. 8-10 – The transformation of sound waves to hearing allows us to perceive conversation, music, and even a rebuke. 11-14 – Each of our senses shapes our perception of the world and performs and important function in our experience of it. 15-17 – It is important to care for your sensory organs. Learning Objectives: Relevant Standards: Content Standards: Primary (Power): IIB-1.1 Explain the concepts of threshold, adaptation, and constancy. IIB-2.2 Describe binocular and monocular depth cues. IIB-2.3 Describe the influence on perception of environmental variables, motivation, past experiences, culture, and expectations. Secondary (Supportive): Learning Goals: 1. Students will understand the basic principles of sensory transduction and will be able to explain the sensory process and how they interact with the brain including common sensory disorders. 2. Students will understand the sleep cycle and will be able to keep a dream log with analysis and correlation to their REM cycles. 3. Students will analyze drug use and dependency and will be able to chart the major psychoactive drug categories as well as their effects both psychological and physiological. IIB-1.2 Describe the operation of sensory systems. IIB-1.3 List forms of energy for which we do and do not have sensory receptors. IIB-1.4 Relate knowledge of sensory processes to applications in areas such as engineering psychology, advertising, music, architecture, and so on. IIB-2.1 Explain Gestalt concepts and principles, such as figure-ground, continuity, similarity, proximity, closure, 140 KRSD Office of Curriculum and Instruction Learning Objectives: 1. Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation. 2. Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses. 3. Explain common sensory disorders (e.g., visual and hearing impairments). 4. Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception). 5. Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, context effects). 6. Explain the role of top-down processing in producing vulnerability to illusion. 7. Discuss the role of attention in behavior. 8. Challenge common beliefs in parapsychological phenomena. 9. Identify the major historical figures in sensation and perception (e.g., Gustav Fechner, David Hubel, Ernst Weber, and Torsten Wiesel). Relevant Standards: Learning Goals: Learning Objectives: and so on. IIB-3.1 Explain what is meant by attention. IIB-3.2 Describe how attention differs for demanding versus simple tasks. Formative Assessments Summative Assessments: Performance Assessments: 1. Pre-Assessment 2. Chapter Outlines 3. Section Quizzes 4. Group Discussions 5. Guided Activities 6. Debate 7. Section Reflections 8. Various HW Assignments 9. Exit Tickets 10. Index Card 11. Analogy Prompt 12. Quiz 13. One-Sentence Summary 14. One-Word Summary 15. Oral Questioning 16. Journal Entry 17. Group-based test prep 18. Generating Test items 19. Hot-Seat questioning 20. Observation 1. AP Free Response Question 2. Unit Objective Test None 141 KRSD Office of Curriculum and Instruction Major Activities/ Assignments (required): 1. Can you notice the changes? 2. Sensation: Movement Detectors 3. Distribution of rods, cones, and color vision in the retina 4. Blind spot in vision 5. Locating sound sources 6. Sensory interdependencies 7. Sensory interdependencies 8. The McGurk Effect 9. The Stroop Effect 10. Sleep Journal 11. Hypnosis Survey 12. Drug Reflection Formative Assessments Summative Assessments: Performance Assessments: 21. Think-pair-share 22. One-Minute papers Possible Assessment Modifications /Accommodations: Class Participation Guided Practice Individual Practice Presentations Oral Responses Written Work Teacher Observation Guided Practice Creative Writing Worksheets Group Work Exam/Quiz Instructional Strategies (refer to Robert Marzano’s 41 Elements): Design Question 2 What will I do to help students effectively interact with new knowledge? 6. Identifying Critical Information 7. Organizing Students to Interact with New Knowledge 8. Previewing New Content 9. Chunking Content into “Digestible Bites” 10. Processing of New Information 11. Elaborating on New Information 12. Recording and Representing Knowledge 13. Reflecting on Learning 142 KRSD Office of Curriculum and Instruction Major Activities/ Assignments (required): Design Question 3 What will I do to help students practice and deepen their understanding of new knowledge? 14. Reviewing Content 15. Organizing Students to Practice and Deepen Knowledge 16. Using Homework 17. Examining Similarities and Differences 18. Examining Errors in Reasoning 19. Practicing Skills, Strategies, and Processes 20. Revising Knowledge Design Question 4 What will I do to help students generate and test hypotheses about knew knowledge? 21. Organizing Students for Cognitively Complex Tasks 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing 23. Providing Resources and Guidance Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • Structured Overview Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions Demonstrations Reading Listening Viewing Thinking 143 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Debates Role Playing Panels Brainstorming Peer Partner Learning Discussion Laboratory Groups Think, Pair, Share Cooperative Learning Groups Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing Conferencing Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform Concept Formation Concept Mapping Concept Attainment Cloze Procedure Essays Computer Assisted Instruction Journals Learning Logs Reports 144 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • Learning Activity Packages Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centers Explaining Demonstrating Questioning Questioning Technique Wait Time Levels of Questions Unit Vocabulary: Essential: absolute threshold, bottom-up processing, top-down processing, opponent-process theory, gate-control theory, illusion Non-Essential: accommodation, audition, binocular cues, blind spot, cochlea, conduction deafness, cones, convergence, depth perception, difference threshold, extrasensory perception (ESP), feature detectors, fovea, frequency theory, gestation, habituation, inner ear, kinesthesis, middle ear, nerve deafness, olfaction, outer ear, perception, perceptual constancies, perceptual sets, pheromones, place theory, psychophysics, retina, retinal disparity, rods, selective attention, sensation, sensory adaptation, subliminal, trichromatic theory, vestibular sense Interdisciplinary Connections (Applicable Standards): 145 Integration of Technology: KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Interdisciplinary Connections (Applicable Standards): Science: SCI.9-12.5.1.12.A - [Strand] Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Integration of Technology: 21st Century Themes: 21st Century Skills: Technology: __X_ Global Awareness __X_ Creativity & Innovation Moodle Blog Online Quizzing Google Docs Google Presentation ____ Civic Literacy __X_ Media Literacy ____ Financial, Economic, __X_ Critical Thinking and Problem Business, & Entrepreneurial Solving Literacy __X_ Life and Career Skills __X_ Health Literacy __X_ Information & Communication SCI.9-12.5.1.12.A.c - [Content Statement] - Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence SCI.9-12.5.1.12.D.1 - [Cumulative Progress Indicator] - Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences Technology: TEC.9-12.8.1.12.A.1 - [Cumulative Progress Indicator] - Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. 146 KRSD Office of Curriculum and Instruction Technologies Literacy __X_ Communication & Collaboration __X_ Information Literacy Interdisciplinary Connections (Applicable Standards): Integration of Technology: TEC.9-12.8.1.12.A.3 - [Cumulative Progress Indicator] - Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. TEC.9-12. - [Content Statement] The use of digital tools and mediarich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 - [Content Statement] - The ability to recognize a problem and apply critical thinking and problemsolving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 [Cumulative Progress Indicator] Participate in online strategy and planning sessions for course-based, school-based, or outside projects. WORK.9-12.9.1.12.1 - [Content Statement] - Communication with people from different cultural backgrounds is enhanced by the 147 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Interdisciplinary Connections (Applicable Standards): understanding of different cultural perspectives Integration of Technology: WORK.9-12.9.1.12.D.2 [Cumulative Progress Indicator] Determine the immediate and longterm effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 - [Content Statement] - Ethical behaviors support human rights and dignity in all aspects of life. Resources: Texts/Materials: 1. 2. 3. 4. 5. 6. Huffman, Karen. Psychology in Action. New York: Wiley, 2014. American Psychology Association TOPSS – Unit Lesson Plans Teacher Website Moodle Website Various Psychology Articles Various Psychology Videos Major Assignments (required): 1. Sleep Journal 148 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Resources: 2. Hypnosis survey 3. Drug reflection 4. Chapter Reflection Essay (Pre-Test) Major Activities (required): 1. 2. 3. 4. 5. 6. 7. 8. 9. Locating sound sources Can you notice the changes? Sensation: movement detectors Distribution of rods, cones, and color vision in the retina Blind spot in vision Sensory interdependencies Sensory interdependencies The McGurk Effect The Stroop Effect 149 KRSD Office of Curriculum and Instruction Kingsway Regional School District Grades 11-12—AP Psychology Unit 9: Motivation and Emotion Recommended Duration: 2 Weeks Unit Description: This unit examines the ways psychologists study motivation and emotion. We first review some general approaches to motivation and consider one important physiological source of motivation: hunger. We then examine motivation as it applies to everyday life. Next, we explore the rich topic of emotion. To close, we consider the ways that motivation and emotion intertwine in the pursuit of happiness. Essential Questions: Enduring Understandings: 1. Why is motivation important in life? 2. How are the three theoretical approaches to motivation similar and different? 3. What biological processes are involved in hunger? 4. What biological and psychological factors cause and maintain obesity? 5. What are some key ways that anorexia nervosa, bulimia nervosa, and binge eating disorder differ? 6. How is Maslow’s theory of motivation both similar to and different from that of Deci and Ryan? 7. Does extrinsic motivation undermine intrinsic motivation? 8. How does self-regulation help us set long and short term goals? 9. How does arousal express itself in the body? 10. Which comes first—thinking or feeling? 11. How do we detect emotions in facial expressions? 12. What sociocultural factors affect the experience of emotion? 1-2 – One’s motivation largely determines how one lives one’s life. 150 KRSD Office of Curriculum and Instruction 3-5 – Our hunger motivation must be moderated or we risk our health. 6-8 – Feeling effective and in control are central to achieving motivation. 9-14 – The body and the mind play key roles in emotions, which are both universal and culturally influenced. Essential Questions: Enduring Understandings: 13. How do psychologists classify emotions? 14. How do positive emotions affect behavior? 15. How can one cultivate positive emotion? 16. How does committing oneself to a meaningful goal affect wellbeing? Relevant Standards: Content Standards: Primary (Power): IIC-1.1 Apply motivational concepts to the behavior of humans and other animals. IIC-2.1 Describe the interaction of internal cues and learning on basic drives. IIC-3.1 Describe one or more theories of motivation, such as expectancy value, cognitive dissonance, arousal, Maslow's hierarchy of needs, and drive reduction. Learning Goals: 1. Students will understand the motivational theories and will be able to compare and contrast them including their strengths and weaknesses and will incorporate both the biological and social underpinnings of motivation. 2. Students will understand the different theories of emotion and will be able to describe how our cultural influences shape our emotional expressions. IIC-4.1 Explain how common motives and emotions develop. IIC-5.1 Use expectancy-value theory to explain their own and others' behavior. IID-1.1 Identify and explain major sources of stress. 151 KRSD Office of Curriculum and Instruction Learning Objectives: 1. Identify key contributors in the psychology of motivation and emotion (e.g., William James, Alfred Kinsey, Abraham Maslow, Stanley Schachter, and Hans Selye). 2. Identify and apply basic motivational concepts to understand the behavior of humans and other animals (e.g., instincts, incentives, intrinsic versus extrinsic motivation). 3. Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis. 4. Compare and contrast motivational theories (e.g., drive reduction theory, arousal theory, general adaptation theory), including the strengths and weaknesses of each. 5. Describe classic research findings in specific motivation systems (e.g., eating, social, etc.) 6. Discuss theories of stress and the effects of stress on psychological and physical well-being. 7. Compare and contrast major theories of emotion (e.g., James–Lange, Cannon–Bard, Schachter two-factor theory). Relevant Standards: Learning Goals: IID-2.1 List and explain possible physiological reactions to stress. Secondary (Supportive): IIC-2.2 Describe the situational cues giving rise to anger and fear. IIC-2.3 Describe the situational cues and individual characteristics giving rise to curiosity and anxiety. IIC-6.1 Describe theories of emotion, such as James-Lange, Cannon-Bard, or cognitive theories. IIC-6.2 Explaining how emotions and behaviors are related. IIC-7.1 Describe differences in perception between individuals differing in motivation. IIC-7.2 Explain how learning, memory, problem-solving, and decision-making strategies are influenced by motivation and emotion. IID-3.1 List and explain possible psychological reactions to stress. IID-4.1 Identify and explain cognitive strategies to deal with stress and promote 152 KRSD Office of Curriculum and Instruction Learning Objectives: 8. Describe how cultural influences shape emotional expression, including variations in body language. Relevant Standards: Learning Goals: Learning Objectives: health. IID-4.2 Identify and explain behavioral strategies to deal with stress and promote health. Formative Assessments Summative Assessments: Performance Assessments: 1. Pre-Assessment 2. Chapter Outlines 3. Section Quizzes 4. Group Discussions 5. Guided Activities 6. Debate 7. Section Reflections 8. Various HW Assignments 9. Exit Tickets 10. Index Card 11. Analogy Prompt 12. Quiz 13. One-Sentence Summary 14. One-Word Summary 15. Oral Questioning 16. Journal Entry 17. Group-based test prep 18. Generating Test items 19. Hot-Seat questioning 20. Observation 21. Think-pair-share 22. One-Minute papers 1. AP Free Response Question 2. Unit Objective Test None 153 KRSD Office of Curriculum and Instruction Major Activities/Assignments (required): 1. 2. 3. 4. 5. The Sensation-Seeking Scale Classification of needs Flow A Survey of Eating Habits Intrinsic Motivation and Achievement 6. Human Emotions 7. The Autonomic Nervous System 8. Differentiating between jealousy and envy 9. Facial Feedback Hypothesis 10. What do you fear? 11. The PANAS (Positive and Negative Effect Schedule) 12. Flashing Faces 13. Perspective-Taking Possible Assessment Modifications /Accommodations: Class Participation Guided Practice Individual Practice Presentations Oral Responses Written Work Teacher Observation Guided Practice Creative Writing Worksheets Group Work Exam/Quiz Instructional Strategies (refer to Robert Marzano’s 41 Elements): Design Question 2 What will I do to help students effectively interact with new knowledge? 6. Identifying Critical Information 7. Organizing Students to Interact with New Knowledge 8. Previewing New Content 9. Chunking Content into “Digestible Bites” 10. Processing of New Information 11. Elaborating on New Information 12. Recording and Representing Knowledge 13. Reflecting on Learning Design Question 3 What will I do to help students practice and deepen their understanding of new knowledge? 14. Reviewing Content 15. Organizing Students to Practice and Deepen Knowledge 16. Using Homework 154 KRSD Office of Curriculum and Instruction Instructional Strategies (refer to Robert Marzano’s 41 Elements): 17. Examining Similarities and Differences 18. Examining Errors in Reasoning 19. Practicing Skills, Strategies, and Processes 20. Revising Knowledge Design Question 4 What will I do to help students generate and test hypotheses about knew knowledge? 21. Organizing Students for Cognitively Complex Tasks 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing 23. Providing Resources and Guidance Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • Structured Overview Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions Demonstrations Reading Listening Viewing Thinking Debates Role Playing Panels Brainstorming Peer Partner Learning Discussion 155 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Laboratory Groups Think, Pair, Share Cooperative Learning Groups Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing Conferencing Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform Concept Formation Concept Mapping Concept Attainment Cloze Procedure Essays Computer Assisted Instruction Journals Learning Logs Reports Learning Activity Packages Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions 156 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • Learning Centers Explaining Demonstrating Questioning Questioning Technique Wait Time Levels of Questions Unit Vocabulary: Essential: achievement motivation, intrinsic motivation, emotional intelligence (EI), extrinsic motivation, hierarchy of needs, homeostasis, instinct, stress, stressor, approach-approach conflict, approach-avoidance conflict, avoidance-avoidance conflict Non-Essential: (HPA) axis, (SAM) system, amygdale, anorexia nervosa, bulimia nervosa, burnout, Cannon-Bard theory, cataclysmic events, chronic stressors, conflict, distress, drive-reduction theory, emotion, emotion-focused coping, eustress, external locus of control, facial-feedback hypothesis, frustration, general adaptation syndrome (GAS), hardiness, hassles, health psychology, incentive theory, instinct theory, internal locus of control, James-Lange theory, job stressors, misattribution of arousal, motivation, optimal arousal theory, polygraph, posttraumatic stress disorder (PTSD), primary appraisal, problem-solving coping, psychoneuroimmunology, role conflict, secondary appraisal, two-factor theory, Type A personalities Interdisciplinary Connections (Applicable Standards): Science: SCI.9-12.5.1.12.A - [Strand] Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the 157 Integration of Technology: 21st Century Themes: 21st Century Skills: Technology: __X_ Global Awareness __X_ Creativity & Innovation Moodle Blog Online Quizzing Google Docs Google Presentation ____ Civic Literacy __X_ Media Literacy ____ Financial, Economic, __X_ Critical Thinking and Problem KRSD Office of Curriculum and Instruction Interdisciplinary Connections (Applicable Standards): natural and designed world. Integration of Technology: SCI.9-12.5.1.12.A.c - [Content Statement] - Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence SCI.9-12.5.1.12.D.1 - [Cumulative Progress Indicator] - Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences Technology: TEC.9-12.8.1.12.A.1 - [Cumulative Progress Indicator] - Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 - [Cumulative Progress Indicator] - Participate in online courses, learning communities, social networks or a virtual world as resources for 158 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Business, & Entrepreneurial Solving Literacy __X_ Life and Career Skills __X_ Health Literacy __X_ Information & Communication Technologies Literacy __X_ Communication & Collaboration __X_ Information Literacy Interdisciplinary Connections (Applicable Standards): lifelong learning. Integration of Technology: TEC.9-12. - [Content Statement] The use of digital tools and mediarich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 - [Content Statement] - The ability to recognize a problem and apply critical thinking and problemsolving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 [Cumulative Progress Indicator] Participate in online strategy and planning sessions for course-based, school-based, or outside projects. WORK.9-12.9.1.12.1 - [Content Statement] - Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives WORK.9-12.9.1.12.D.2 [Cumulative Progress Indicator] - 159 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Interdisciplinary Connections Integration of Technology: (Applicable Standards): Determine the immediate and longterm effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 - [Content Statement] - Ethical behaviors support human rights and dignity in all aspects of life. Resources: Texts/Materials: 1. 2. 3. 4. 5. 6. Huffman, Karen. Psychology in Action. New York: Wiley, 2014. American Psychology Association TOPSS – Unit Lesson Plans Teacher Website Moodle Website Various Psychology Articles Various Psychology Videos Major Assignments (required): 1. 2. 3. 4. 5. What do you fear? The PANAS (Positive and Negative Effect Schedule) The Autonomic Nervous System A Survey of Eating Habits Chapter Reflection Essay (Pre-Test) 160 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Resources: Major Activities (required): 1. 2. 3. 4. 5. 6. 7. 8. 9. The Sensation-Seeking scale Classification of Needs Flow Intrinsic motivation and achievement Human emotions Differentiating between jealousy and envy Facial Feedback Hypothesis Flashing Faces Perspective taking Kingsway Regional School District Grades 11-12—AP Psychology 161 KRSD Office of Curriculum and Instruction Unit 10: Psychological Disorders & Therapy Recommended Duration: 3 Weeks Unit Description: This unit will survey the variety of psychological disorders. We will first explore the meaning of the word abnormal and examine approaches to understanding abnormal behavior. We then survey a number of disorders and consider the influences of the stigma associated with psychological disorders on the health and wellness of those who experience them. We will close the unit by looking into the treatments that have been developed through psychotherapy as well as biological and social approaches. Essential Questions: Enduring Understandings: Psychological Disorders Psychological Disorders 1. What criteria distinguish abnormal from typical behavior? 2. What are the assumptions of each theoretical approach to psychological disorders? 3. Why should we have systems to classify abnormal behavior? 4. What are the main characteristics of anxiety disorders? 5. What are the characteristics of each of the types of anxiety disorders? 6. What are the main characteristics of mood disorders? 7. What factors influence the expression of mood disorders? 8. What are the characteristics of each of the main types of mood disorders? 9. What are the factors that increase risk of suicide? 10. What are the main characteristics of dissociative disorders? 11. What are the characteristics of each of the main types of dissociative disorders? 12. What are the characteristics of schizophrenia? 13. What factors influence the expression of schizophrenia? 14. What are the characteristics of personality disorders? 1-3 – Psychologists have criteria for separating typical and abnormal behavior. 162 KRSD Office of Curriculum and Instruction 4-5 – Anxiety disorders are characterized by high levels of worry. 6-9 – Mood disorders involve prolonged sadness or cycling between sadness and elation. 10-11 – Dissociative disorders are characterized by sudden loss of memory or change in identity. 12-13 – Schizophrenia is a severe psychotic disorder characterized by disturbed thought and emotion. 14-15 – Personality disorders are chronic and maladaptive patterns integrated into the personality. 16-17 – Labeling a psychological disorder can create stigma. Essential Questions: 15. What are some similarities and differences of antisocial personality disorder and borderline personality disorder? 16. What social and physical effects can result from the stigma associated with psychological disorders? 17. How can we eliminate the stigma associated with psychological disorders? Therapy 18. How do psychoactive drugs work? 19. How does electroconvulsive therapy work? 20. Why might a person seek psychosurgery? 21. What is psychotherapy? 22. What are the similarities and differences among the different approaches to psychotherapy? 23. What therapeutic approaches are most effective for each of the main categories of disorders? 24. Why might group therapy be more successful than individual therapy? 25. What are common family therapy techniques? 26. What are the benefits of self-help support groups? 27. What social and economic forces drove the community mental health improvement? 28. What roles do ethnicity and gender play in psychotherapy? 29. What factors predict a successful outcome for psychotherapy? 30. What research findings demonstrate that psychotherapy can be effective in coping with medical problems? Relevant Standards: Learning Goals: 163 KRSD Office of Curriculum and Instruction Enduring Understandings: Therapies 18-20 – Biological therapies alter aspects of bodily functioning to treat disorders. 21-23 – How a psychologist views the cause of a disorder dictates the approach to treatment. 24-28 – Groups can facilitate therapeutic healing. 29 – Research demonstrates that psychotherapy is effective. 30 – Psychotherapy is also effective in helping patients cope with medical problems. Learning Objectives: Essential Questions: Content Standards: Enduring Understandings: VA-3.2 Explore the challenges associated with accurate diagnosis. 1. Students will understand what constitutes “abnormal behavior” through contemporary and historical conceptions and will be able to use the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments. VB-1.1 Describe availability and appropriateness of various modes of treatment for individuals (e.g., children, adolescents, and adults) with psychological disorders. 2. Students will understand how different psychologists approach treatment depending on their views and will be able to analyze the different approaches through research and activities. Primary (Power): VA-3.1 Discuss major categories of abnormal behavior. VB-1.2 Describe characteristics of effective treatment and prevention. VB-3.2 Examine the influence of ethics and professional practice. VA-2.1 Identify the purpose of different research methods. Secondary (Supportive): VA-1.1 Distinguish the common characteristics of abnormal behavior. VA-4.1 Consider factors that influence 164 KRSD Office of Curriculum and Instruction 1. Describe contemporary and historical conceptions of what constitutes psychological disorders. 2. Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments. 3. Discuss the major diagnostic categories, including anxiety and somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, and their corresponding symptoms. 4. Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural. 5. Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study). 6. Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense). Treatment of Abnormal Behavior 1. Describe the central characteristics of psychotherapeutic intervention. 2. Describe major treatment orientations used in Essential Questions: Enduring Understandings: vulnerability to abnormal behavior. VA-4.2 Discuss the stigma associated with abnormal behavior. VA-4.3 Speculate about means for promoting greater understanding of abnormal behavior. VA-1.2 Cite examples of abnormal behavior. VA-2.2 Characterize the advantages and limitations of different research methods for studying abnormal behavior. VA-1.3 Relate judgments of abnormality to contexts in which those judgments occur. VA-1.4 Describe major explanations for the origins of abnormality. VB-2.1 Identify therapists according to training. VB-2.2 Describing strategies for locating appropriate therapists. VB-3.1 Describe the intersection between mental health and law. 165 KRSD Office of Curriculum and Instruction 3. 4. 5. 6. 7. therapy (e.g., behavioral, cognitive, humanistic) and how those orientations influence therapeutic planning. Compare and contrast different treatment formats (e.g., individual, group). Summarize effectiveness of specific treatments used to address specific problems. Discuss how cultural and ethnic context influence choice and success of treatment (e.g., factors that lead to premature termination of treatment). Describe prevention strategies that build resilience and promote competence. Identify major figures in psychological treatment (e.g., Aaron Beck, Albert Ellis, Sigmund Freud, Mary Cover Jones, Carl Rogers, B. F. Skinner, and Joseph Wolpe). Formative Assessments Summative Assessments: Performance Assessments: 1. Pre-Assessment 2. Chapter Outlines 3. Section Quizzes 4. Group Discussions 5. Guided Activities 6. Debate 7. Section Reflections 8. Various HW Assignments 9. Exit Tickets 10. Index Card 11. Analogy Prompt 12. Quiz 13. One-Sentence Summary 14. One-Word Summary 15. Oral Questioning 16. Journal Entry 17. Group-based test prep 18. Generating Test items 19. Hot-Seat questioning 20. Observation 21. Think-pair-share 22. One-Minute papers 1. AP Free Response Question 2. Unit Objective Test 3. Psychological Disorder Research Presentation None 166 KRSD Office of Curriculum and Instruction Major Activities/ Assignments (required): Psychological Disorders 1. What is Abnormal Behavior? 2. Understanding Abnormal Behavior: Wearing the Other Shoe 3. The Insanity Plea 4. Measuring Social Avoidance and Distress 5. Symptoms of Dissociative Disorders 6. Narcissism 7. Self-Assessment of Depression 8. Promoting Greater Understanding of Abnormal Behavior Therapies 1. Empathy: The Cornerstone of Counseling 2. Handout Master Listening Empathically 3. Using Psychological Perspectives To Change Habits 4. Handout Master A - Why the Heck Do I Do That? Formative Assessments Summative Assessments: Possible Assessment Modifications /Accommodations: Class Participation Guided Practice Individual Practice Presentations Oral Responses Written Work Teacher Observation Guided Practice Creative Writing 167 KRSD Office of Curriculum and Instruction Performance Assessments: Major Activities/ Assignments (required): 5. Handout Master B - Habit Journal 6. Using Systematic Desensitization and Rational Emotive Therapy To Treat Test Anxiety 7. Handout Master A 8. Table 1. Sample Anxiety for Systematic Desensitization of Test Anxiety 9. Handout Master B - Table 2. Rational Versus Irrational Beliefs 10. Handout Master C - Figure 451: The ABC’s of R.E.T 11. Transparency Master Systematic Desensitization Hierarchy 12. Readers Theatre “Cinderella” 13. Case Histories Worksheets Group Work Exam/Quiz Instructional Strategies (refer to Robert Marzano’s 41 Elements): Design Question 2 What will I do to help students effectively interact with new knowledge? 6. Identifying Critical Information 7. Organizing Students to Interact with New Knowledge 8. Previewing New Content 9. Chunking Content into “Digestible Bites” 10. Processing of New Information 11. Elaborating on New Information 12. Recording and Representing Knowledge 13. Reflecting on Learning Design Question 3 What will I do to help students practice and deepen their understanding of new knowledge? 14. Reviewing Content 15. Organizing Students to Practice and Deepen Knowledge 16. Using Homework 17. Examining Similarities and Differences 18. Examining Errors in Reasoning 19. Practicing Skills, Strategies, and Processes 20. Revising Knowledge Design Question 4 What will I do to help students generate and test hypotheses about knew knowledge? 21. Organizing Students for Cognitively Complex Tasks 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing 168 KRSD Office of Curriculum and Instruction 23. Providing Resources and Guidance Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • • • • • • • Structured Overview Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions Demonstrations Reading Listening Viewing Thinking Debates Role Playing Panels Brainstorming Peer Partner Learning Discussion Laboratory Groups Think, Pair, Share Cooperative Learning Groups Jigsaw Problem Solving Structured Controversy Tutorial Groups 169 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Interviewing Conferencing Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform Concept Formation Concept Mapping Concept Attainment Cloze Procedure Essays Computer Assisted Instruction Journals Learning Logs Reports Learning Activity Packages Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centers Explaining Demonstrating Questioning Questioning Technique Wait Time Levels of Questions 170 KRSD Office of Curriculum and Instruction Possible Instructional Modifications/Accommodations/Differentiation: Unit Vocabulary: Essential: Abnormal behavior, generalized anxiety disorder (GAD), dissociative identity disorder (DID), Diagnostic and Statistical Manual of Mental Disorders (DSMV), borderline personality disorder (BPD), psychoanalysis, psychodynamic therapy, obsessive compulsive disorder (OCD), panic disorder, personality disorders, phobia, psychiatry, psychopharmacology, Non-Essential: active listening, ant anxiety drugs, antidepressant drugs, antipsychotic drugs, antisocial personality disorder, anxiety disorder, aversion therapy, behavior therapy, biomedical therapy, bipolar disorder, client-centered therapy, cognitive therapy, cognitive behavior therapy, comorbidity, delusions, diathesis stress model, dissociative disorders, dopamine hypothesis, dream analysis, eclectic approach, electroconvulsive therapy (ECT), empathy, free association, genuineness, group therapy, hallucinations, humanistic therapy, insanity, insight therapies, interpretation, learned helplessness, lobotomy, major depressive disorder, medical model, modeling therapy, mood disorder, mood stabilizer drugs, neurosis, psychosis, psychosurgery, psychotherapy, rational emotive behavior therapy (REBT), repetitive transcranial magnetic stimulation (rTMS), resistance, schizophrenia, self-help group, self-talk, substance related disorders, systematic desensitization, transference, unconditional positive regard Interdisciplinary Connections (Applicable Standards): Science: SCI.9-12.5.1.12.A - [Strand] Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. 171 Integration of Technology: 21st Century Themes: 21st Century Skills: Technology: __X_ Global Awareness __X_ Creativity & Innovation Moodle Blog Online Quizzing Google Docs Google Presentation ____ Civic Literacy __X_ Media Literacy ____ Financial, Economic, __X_ Critical Thinking and Problem Business, & Entrepreneurial Solving KRSD Office of Curriculum and Instruction Interdisciplinary Connections (Applicable Standards): SCI.9-12.5.1.12.A.c - [Content Statement] - Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence Integration of Technology: SCI.9-12.5.1.12.D.1 - [Cumulative Progress Indicator] - Engage in multiple forms of discussion in order to process, make sense of, and learn from others' ideas, observations, and experiences Technology: TEC.9-12.8.1.12.A.1 - [Cumulative Progress Indicator] - Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs and interpret the results. TEC.9-12.8.1.12.A.3 - [Cumulative Progress Indicator] - Participate in online courses, learning communities, social networks or a virtual world as resources for lifelong learning. 172 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Literacy __X_ Life and Career Skills __X_ Health Literacy __X_ Information & Communication Technologies Literacy __X_ Communication & Collaboration __X_ Information Literacy Interdisciplinary Connections (Applicable Standards): Integration of Technology: TEC.9-12. - [Content Statement] The use of digital tools and mediarich resources enhances creativity and the construction of knowledge. 21st Century Life and Careers: WORK.9-12.9.1.12.1 - [Content Statement] - The ability to recognize a problem and apply critical thinking and problemsolving skills to solve the problem is a lifelong skill that develops over time. WORK.9-12.9.1.12.A.2 [Cumulative Progress Indicator] Participate in online strategy and planning sessions for course-based, school-based, or outside projects. WORK.9-12.9.1.12.1 - [Content Statement] - Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives WORK.9-12.9.1.12.D.2 [Cumulative Progress Indicator] - 173 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Interdisciplinary Connections Integration of Technology: (Applicable Standards): Determine the immediate and longterm effects of cross-cultural misconceptions or misunderstandings resulting from past or current international issues or events. WORK.9-12.9.1.12.2 - [Content Statement] - Ethical behaviors support human rights and dignity in all aspects of life. Resources: Texts/Materials: 1. 2. 3. 4. 5. 6. Huffman, Karen. Psychology in Action. New York: Wiley, 2014. American Psychology Association TOPSS – Unit Lesson Plans Teacher Website Moodle Website Various Psychology Articles Various Psychology Videos Major Assignments (required): 6. Psychological Disorder Research Presentation 7. Handout Master A - Why the Heck Do I Do That? 8. Handout Master B - Habit Journal 9. Handout Master B - Table 2. Rational Versus Irrational Beliefs 10. Handout Master C - Figure 45-1: The ABC’s of R.E.T 174 KRSD Office of Curriculum and Instruction 21st Century Themes: 21st Century Skills: Resources: 11. Handout Master Listening Empathically 12. Chapter Reflection Essay (Pre-Test) Major Activities (required): Psychological Disorders 1. What is Abnormal Behavior? 2. Understanding Abnormal Behavior: Wearing the Other Shoe 3. The Insanity Plea 4. Measuring Social Avoidance and Distress 5. Symptoms of Dissociative Disorders 6. Narcissism 7. Self-Assessment of Depression 8. Promoting Greater Understanding of Abnormal Behavior Therapies 1. Empathy: The Cornerstone of Counseling 2. Using Psychological Perspectives To Change Habits 3. Using Systematic Desensitization and Rational Emotive Therapy To Treat Test Anxiety 4. Handout Master A 5. Table 1. Sample Anxiety for Systematic Desensitization of Test Anxiety 6. Transparency Master - Systematic Desensitization Hierarchy 7. Readers Theatre “Cinderella” 8. Case Histories 175 KRSD Office of Curriculum and Instruction