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High School Psychology Essential Guide
Grade 12 (1 credit)
This course covers the principles and applications of the subject of psychology from a personal-adjustment approach. This is a course designed to explore personalities, developmental stages,
the mind and its relation to behavior.
The Psychology course offered at Chamberlain Academy is based on the South Dakota Content Standards. The course primarily focuses on the following:
 To understand the reality of Psychology as a science.
 Develop an understanding of how the human mind works.
 Define and learn the meaning of human behavior, sensation, perception, motivation and emotion.
 Comprehend the learning and cognitive processes including memory and thought.
 Analyze the different stages of human development
 Examine the different theories of personality.
 Understand the nature of frustration and conflicts and the use of defense mechanisms.
 Define stress and how it impacts our lives as humans and how we deal with it.
 Determine the differences between “normal” and abnormal” in relation to human behavior.
 Examine the present and future of psychology; therapy, human interactions, social influences, and careers
Essential Questions
Why study
psychology?
How can behavior
be explained?
Content
Essential Vocabulary
Nature of Psychology
Psychology
History of Psychology
Perspectives of Psychology
- biological
- behavioral
- cognitive
- sociocultural
- humanistic
- psychodynamic
Perspectives of Psychology
- biological
How do approaches
- behavioral
to psychology differ?
- cognitive
- sociocultural
How do ethics and
- humanistic
psychological
- psychodynamic
research work
Subfields of Psychology
- clinical
American Psychological Association
National Standards for High School
Psychology Curricula
IR1: Demonstrate an understanding of
contemporary perspectives used by
psychologist to understand behavior
and mental processes in context.
IR2: Demonstrate an understanding of
major subfields and career
opportunities.
IR3: Demonstrate an understanding of
research strategies used by
psychologist.
Skills:
Assessments
Expectations of learning in Student
Speak
I can describe and compare the
various perspectives of psychology.
I can identify and explain the major
subfields of psychology.
I can identify and describe the
elements of a psychological
experiment.
I can identify the ethical issues
* Rubrics
* Achievement Series
formative
assessments
* Student selfassessment – written
reflection
*Teacher-made
assessments
formative and
together?
How is psychology a
science?
Subfields of Psychology
- clinical
- counseling
- social
- experimental
- developmental
- forensic
- community
- sports
- industrial/organizati
onal
- cross cultural
Psychological view of
behavior
-
counseling
social
experimental
developmental
forensic
community
sports
industrial/
organizational
cross cultural
involved in psychological research.
IR4: Demonstrate an understanding of
the purposes and basic concepts
of statistics.
I can describe significant psychological
theories of the 20th and 21st
centuries.
IR5: Demonstrate an understanding of
the ethical issues in psychological
research.
summative
assessments
* Textbook formative
and summative
assessments
* Performance – pre
and post test
IR6: Demonstrate an understanding of
the development of psychology.
Experimental group
Control group
Independent variable
What is neural
communication?
How can my genes
influence your
behavior?
How is my behavior
a result of nature or
of nurture?
Neuronal structure
Organization of central
nervous system and
peripheral nervous system
Organization and structure
of the brain
Dependent variable
Neuron
Nervous system
BBB 1: Demonstrate an understanding
of the structure and function of the
neuron.
I can list and describe the major
components of the nervous system
and relate their functions to behavior.
Brain
-cerebral cortex
BBB 2: Demonstrate an understanding
of the nervous system.
I can identify the structure and
function of the major regions of the
brain.
heredity
BBB 3: Demonstrate an understanding
of the structure and function of the
brain.
Endocrine function
neurotransmission
Genetics and behavior
Endocrine system
BBB 4: Demonstrate an understanding
of the methods used for studying the
brain.
BBB 5: Demonstrate an understanding
of the structure and function of the
endocrine system.
I can describe various methods used
to analyze brain behavior and disease.
* Rubrics
* Achievement Series
formative
assessments
* Student selfassessment – written
reflection
*Teacher-made
assessments
I can describe the connection between formative and
the nervous system and the endocrine summative
glands.
assessments
I can examine the effects of heredity
and environment on behavior.
* Textbook formative
and summative
assessments
* Performance – pre
and post test
BBB 6: Demonstrate an understanding
of how heredity and environment
affect behavior.
What is
consciousness?
Sleep and Dreams
Conscious
Sleep theories
What purpose does
the sleep cycle play
in my everyday life?
Altered States of
Consciousness
Insomnia
Sleep apnea
How are altered
states of
consciousness
perceived in
different cultures?
Dream theories
Hypnotic phenomena
Psychoactive drugs
C.1: Demonstrate an understanding of
the nature of consciousness.
C.2: Demonstrate an understanding of
the characteristics and theories of
sleep.
C.3: Demonstrate an understanding of
dream theories.
C.4: Demonstrate an understanding of
the basic phenomena and use of
hypnosis
C.5: Demonstrate an understanding of
major categories of psychoactive
drugs and their effects.
I can identify states of consciousness.
* Rubrics
I can compare and contrast current
perspectives on sleep and dreaming.
* Achievement Series
formative
assessments
I can identify various uses of hypnosis
in psychology.
* Student selfassessment – written
reflection
I can evaluate the effects of drugs on
society.
*Teacher-made
assessments
formative and
summative
assessments
* Textbook formative
and summative
assessments
* Performance – pre
and post test
How do we learn?
Classical Conditioning
Classical conditioning
How does learning
apply to human
behavior?
Operant Conditioning
Operant conditioning
Cognitive Learning
Cognitive learning
How are learning
Observational learning
Sensory memory
L.1: Demonstrate an understanding of
the characteristics of learning.
L.2: Demonstrate an understanding of
the principles of classical and operant
conditioning.
L.3: Demonstrate an understanding of
the aspects of cognitive learning.
I can compare and contrast learning
from a psychological perspective, a
biological perspective, a cultural
perspective, and an adaptive
experience.
I can describe the different
* Rubrics
* Achievement Series
formative
assessments
* Student selfassessment – written
and memory
connected?
How are motivation
and emotion
connected?
Memory
- storage of memories
- retrieval
- forgetting
- memory construction &
improving memory
Short-term memory
Long-term memory
reinforcement
Skinner and reinforcement
What is language?
How does language
development and
thought affect me?
Basics of language
Linguistics
Other species and language
Structure of language
Theories of language
aquisitions
Problem solving
Creative thinking
Linguistic relativity
hypothesis
L.4: Demonstrate an understanding of
how biology and culture affect
learning.
M.1: Demonstrate an understanding
of encoding.
M. 2: Demonstrate an understanding
of memory systems.
M.3: Demonstrate an understanding
of retrieval.
M. 4: Demonstrate an understanding
of the biological bases of memory.
M.5: Demonstrate an understanding
of methods for improving memory.
components of both classical
conditioning and operant
conditioning.
TL. 1: Demonstrate an understanding
of the basic elements of thought.
TL. 2: Demonstrate an understanding
of the strategies and obstacles
involved in problem solving and
decision-making.
TL. 3: Demonstrate an understanding
of the structure of language.
TL. 4: Demonstrate an understanding
of the theories and stages of language
acquisition.
TL. 5: Demonstrate an understanding
of how thinking and language are
connected.
I can explain my language
development and how it applies to my
thinking today.
I can list and define various memory
processes and discuss different
memory improvement strategies.
reflection
*Teacher-made
assessments
formative and
summative
assessments
* Textbook formative
and summative
assessments
* Performance – pre
and post test
I can explain how thought, behavior
and language are connected.
* Rubrics
* Achievement Series
formative
assessments
* Student selfassessment – written
reflection
*Teacher-made
assessments
formative and
summative
assessments
* Textbook formative
and summative
assessments
* Performance – pre
and post test
What motivates me? Universal needs and the
desire to meet the needs
Why am I in school?
Motivation and Work
How does knowing
Maslow’s hierarchy
Theories about emotion
of needs affect my
understanding of
Various emotional
motivation and
responses
emotions?
Motivation
Emotion
Limbic system
Hypothalamus
Maslow’s hierarchy
What role do
emotions play in
behavior?
How does cognition
affect emotions?
Who am I?
How do I control
stress?
What is the
connection between
mind and body/
Major sources of stress
Stress
Assessing stress
Coping
Types A and Type B
behaviors
Effects of Stress
Promote Health
ME 1: Demonstrate an understanding
of motivational concepts.
ME 2: Demonstrate an understanding
of the role of biology and learning in
motivation and emotion.
ME 3: Demonstrate an understanding
of major theories of motivation.
ME 4: Demonstrate an understanding
of how emotions and motivations are
influenced by biological and cultural
factors.
ME 5: Demonstrate an understanding
of how choice and motivation are
influenced by values and expectancies.
ME 6: Demonstrate an understanding
of the physiological, affective,
cognitive, and behavioral aspects of
emotions and the interactions among
these aspects.
ME 7: Demonstrate an understanding
of how perception, cognition, and
behavior are affected by emotion and
motivation.
I can describe the interaction of
internal cues and learning on basic
drives.
I can explain how motivation and
emotion affect learning, memory,
problem-solving, and decision-making
strategies.
* Textbook formative
and summative
assessments
S.1: Demonstrate an understanding of
the sources of and reactions to stress.
S.2: Demonstrate an understanding of
the cognitive and behavioral strategies
for dealing with stress.
I can list and describe the key
components of the stress.
I can describe strategies for dealing
with stress.
* Rubrics
I can compare the theories of
motivation.
I can contrast motivation and
emotion.
I can describe the theories of emotion.
I can explain Maslow’s hierarchy of
needs.
I can describe how motivation affects
perception.
* Rubrics
* Achievement Series
formative
assessments
* Student selfassessment – written
reflection
*Teacher-made
assessments
formative and
summative
assessments
* Performance – pre
and post test
* Achievement Series
formative
assessments
* Student selfassessment – written
reflection
- coping techniques
*Teacher-made
assessments
formative and
summative
assessments
* Textbook formative
and summative
assessments
* Performance – pre
and post test
What has helped ALL Development as a lifelong
of me develop from process
womb to today?
Research techniques for
How do different
collecting data on
theories on
development process
development apply
to me?
Theories of development
Prenatal
Infancy
Childhood
Adolescence
Adulthood
What is the impact
of situation and
stage of life on
personality?
Personality
Personality constructs
Late adulthood
Personality approaches
Self-esteem
How can
personalities be
assessed?
Personality assessment
tools
Models of development:
- Skinner
- Chomsky
- Piaget
- Erickson
- Kohlberg
- Freud
Personality assessment:
LS 1: Demonstrate understanding that
development is a lifetime process.
LS 2: Demonstrate an understanding
of the theories and research
techniques of development.
LS 3: Demonstrate an understanding
of issues that affect the
developmental process.
P. 1: Demonstrate an understanding
of personality and personality
constructs.
I can describe physical, social, and
cognitive changes that occur
throughout a lifetime beginning in the
prenatal stage.
* Rubrics
I can apply lifetime changes to
personal experience.
* Student selfassessment – written
reflection
P. 2: Demonstrate an understanding
of personality theories and
approaches.
P. 3: Demonstrate an understanding
of various assessment tools.
I can identify how gender affects the
experiences of men and women.
I can explain various developmental
models, including Piaget, Erikson,
Kohlberg, and Freud.
* Achievement Series
formative
assessments
*Teacher-made
assessments
formative and
summative
assessments
I can analyze the development of
ethnic identity.
* Textbook formative
and summative
assessments
I can examine the effects of cultural
bias.
* Performance – pre
and post test
I can compare and contrast different
theories of personality development
Why do other
people affect me?
Can prejudice be
changed?
How do people
explain the
behaviors of others?
How does social
interaction affect
individual behavior?
Social Thinking
- Myers-Briggs
- Rorschach
Interpersonal
Attribution Theory
Conformity
Social Relations
Obedience
Groupthink
Group influence
Group influence
Group polarization
Interpersonal interaction
Prejudice
Environmental psychology
Aggression
How do individuals
function in groups?
and how they apply to my personality
Soc.1: Demonstrate an understanding
of the social attitudes.
Soc 2: Demonstrate an understanding
of social and cultural categories.
Soc 3: Demonstrate and
understanding of social relationships.
I can list and define a variety of factors * Rubrics
that affect behaviors when people are
* Achievement Series
in group settings.
formative
assessments
I can evaluate various methods used
to change attitudes.
I can list and describe how social
relationships affect our personalities.
* Student selfassessment – written
reflection
*Teacher-made
assessments
formative and
summative
assessments
Conflict
* Textbook formative
and summative
assessments
Attraction
Altruism
* Performance – pre
and post test
Social identity
Social influence
What is abnormal?
How do different
types of treatment
compare/contrast to
one another?
What impact do
mental disorders
Characteristics of abnormal
behavior
Anxiety
Mood
Perspectives on
Psychological Disorders
- Anxiety Disorders
- Mood Disorders
- Schizophrenia
- Personality disorders
Schizophrenia
Therapy
D.1: Demonstrate an understanding of
the characteristics and origins of
abnormal behavior.
D.2: Demonstrate an understanding of
the methods used in exploring
abnormal behavior.
D.3: Demonstrate an understanding of
the major categories of abnormal
behavior.
I can list and describe a variety of
psychological disorders.
* Rubrics
I can identify factors that influence
vulnerability to abnormal behavior.
* Achievement Series
formative
assessments
I can list and define various forms of
therapy.
* Student selfassessment – written
reflection
have on our
community/ the
world?
History of Psychotherapy:
- Humanistic Therapies
- Behavioral Therapies
- Cognitive Therapies
- Group and family
therapies
- Biomedical Therapies
Psychoanalysis
D.4: Demonstrate an understanding of
the effects of mental disorders.
I can discuss the stigma associated
with mental disorders.
I can describe the availability and
appropriateness of various modes of
treatment for people with
psychological disorders.
*Teacher-made
assessments
formative and
summative
assessments
* Textbook formative
and summative
assessments
* Performance – pre
and post test