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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