HS Psychology Curriculum Services...HS Psychology Curriculum. Course Description: This is an...

HS Psychology Curriculum

Course Description: This is an elective class that presents basic information on the history and present use of psychology. The course includes the behavior of the individual in areas of growth and development, perception, learning, attitudes, motivation, emotions, conflict, personality, abnormal behavior, mental health, and social behavior. Scope and Sequence:

Timeframe Unit Instructional Topics

1-3 Class Periods

History, Perspectives, and Research Methods

Topic 1: Perspectives in Psychology Topic 2: Subfields of Psychology Topic 3: Research Methods Topic 4: Statistics in Psychology

6-8 Class Periods

Social Psychology Topic 1: Social Cognition Topic 2: Group Behavior and Influences Topic 3: Antisocial Behavior Topic 4: Prosocial Behavior

14-16 Class Periods

Biopsychology Topic 1: The Nervous System Topic 2: The Endocrine System Topic 3: The Brain Topic 4: Sensation Topic 5: Perception

8-10 Class Periods

Learning and Memory

Topic 1: Classical Conditioning Topic 2: Operant Conditioning Topic 3: Observational Learning Topic 4: Systems Memory Topic 5: Process of Memory

Board Approved: April 23, 2015

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Grade(s) 10th-12th, 1 credit Elective Course

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8-10 Class Periods

Development and Cognition

Topic 1: Cognitive Development Topic 2: Psychosocial Development Topic 3: Moral Development Topic 4: Intelligence Theory Topic 5: Cognitive Process

7-9 Class Periods

Personality and Psychoanalysis

Topic 1: Psychoanalysis Topic 2: Personality Assessment Topic 3: Motivation Topic 4: Stress

10-12 Class Periods

Abnormal Behavior and Treatment

Topic 1: DSM Categories of Disorders Topic 2: Therapy/Treatment Techniques


Unit 1: History, Perspectives, and Research Methods

Subject: HS Psychology Grade: 10-12 Name of Unit: History, Perspectives and Research Methods Length of Unit: 1-3 days Overview of Unit: Understand the purpose and goals of psychological science, while examining behavior and mental processes from multiple perspectives. Examine the multiple methods by which psychologists conduct research and gather data and evaluate the importance of maintaining ethical standards. Priority Standards for unit:

● APA.NSHSPC.SI.PPS.CS.1.3 Students will be able to identify contemporary perspectives used by psychologists to understand behavior and mental processes.

● APA.NSHSPC.SI.PPS.CS.2.2 Describe the major subfields of psychology. ● APA.NSHSPC.SI.PPS.CS.2.3 Identify the important role psychology plays in benefiting

society and improving people’s lives. ● APA.NSHSPC.SI.RM.CS.1.1: Describe the scientific method and its role in psychology ● APA.NSHSPC.SI.RM.CS.1.2: Describe and compare a variety of quantitative (e.g.,

surveys, correlations, experiments) and qualitative (e.g., interviews, narratives, focus groups) research methods

● APA.NSHSPC.SI.RM.CS.3.1: Define descriptive statistics and explain how they are used by psychological scientists

● APA.NSHSPC.SI.RM.CS. 3.2: Define forms of qualitative data and explain how they are used by psychological scientists

● APA.NSHSPC.SI.RM.CS. 3.3: Define correlation coefficients and explain their appropriate interpretation

Supporting Standards for unit: ● APA.NSHSPC.SA.1 The development of an empirical, scientific attitude and skill set

(including critical thinking, problem solving, scientific methodologies, and drawing evidence based conclusions) in the exploration of behavior and mental processes of both human and nonhuman animals.

● APA.NSHSPC.SA.2 An understanding that different content areas within psychological science are interconnected, especially the interaction between biological, psychological, and social factors of behavior and how they relate to everyday life.

● APA.NSHSPC.SA.3 An appreciation that psychological science and knowledge can be useful in addressing a wide array of issues, from individual diversity to global variations.

● APA.NSHSPC.SA.5 An ability to understand, evaluate, and apply that understanding to the relationship between conscious and unconscious processes and their effects on behavior.


● CCSS.ELA-LITERACY.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

● CCSS.ELA-LITERACY.RH.11-12.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

● CCSS.ELA-LITERACY.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

● CCSS.ELA-LITERACY.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

● ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to generate new ideas, products, or processes

● ISTE-CREATIVITY AND INNOVATION.1.B Create original works as a means of personal or group expression

● ISTE-COMMUNICATION AND COLLABORATION.2.A Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

● ISTE-COMMUNICATION AND COLLABORATION.2.D Contribute to project teams to produce original works or solve problems

● ISTE-RESEARCH AND INFORMATION FLUENCY.3.A Plan strategies to guide inquiry

● ISTE-RESEARCH AND INFORMATION FLUENCY.3.B Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

● ISTE-RESEARCH AND INFORMATION FLUENCY.3.C Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

● ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING.4.B Plan and manage activities to develop a solution or complete a project

● ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING.4.D Use multiple processes and diverse perspectives to explore alternative solutions

● ISTE-DIGITAL CITIZENSHIP.5.A Advocate and practice safe, legal, and responsible use of information and technology

● ISTE-DIGITAL CITIZENSHIP.5.B Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

● ISTE-DIGITAL CITIZENSHIP.5.D Contribute to project teams to produce original works or solve problems


Unwrapped Concepts (Students need to know)

Unwrapped Skills (Students need to be able to do)

Bloom’s Taxonomy Levels Webb's DOK

contemporary perspectives identify - analyze, evaluate,

and apply 2, 4, 5 1 major subfields of

psychology describe 2 1 role psychology plays in

benefiting society identify and explain 2 1 role psychology plays in improving people's lives identify 2 1 Psychology as a science describe, apply differentiate 1, 3, 4 1, 2, 2

Statistics within psychology research describe, apply 1, 3 1, 2

Essential Questions:

1. How do different types of psychologists attempt to define, explain, predict, and control human behavior?

2. Why is it important to take different perspectives when attempting to explain complex behaviors?

3. How do psychologists use research to explore behavior and mental processes? 4. How do psychologists apply descriptive statistics to organize and analyze information?

Enduring Understanding/Big Ideas:

1. The contemporary perspectives of psychology provide a framework to understand behavior from multiple perspectives.

2. Understanding different ways to view, analyze, and explain behavior provides a greater understanding of the complexities of behavior helping psychologists to improve the lives of people.

3. Psychologists use the scientific method and experimentation to generate quantitative data and analyze the results with statistics. However, the field of psychology also employs other research methods such as naturalistic observation, surveys, longitudinal studies, cross-sectional studies, and case studies to data

4. Psychology is an empirical science that uses qualitative and quantitative data.


Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Perspective Contemporary Science Statistics Correlation Hypothesis Scientific Method Research Experiment Independent Variable Dependent Variable Control Group Experimental Group Bell Curve

Psychoanalysis Cognitive Behavioral Humanistic Biological Sociocultural Biopsychosocial Conscious Unconscious Clinical Psychologist Counseling Psychologist Psychiatrist Naturalistic Observation Case Study Survey Longitudinal/Cross-Sectional Experiment Random & Representative Sample Reliability & validity Independent v. Dependent v. Extrinsic variables Control group v. experimental group Placebo effect Statistics Positive & Negative correlation

Resources for Vocabulary Development: Textbook Quizlet vocabulary app


Topic 1: Perspectives in Psychology

Engaging Experience 1 Title: Perspectives in your Hand Suggested Length of Time: 15 minutes Standards Addressed

Priority: ● APA.NSHSPC.SI.CS.1.3 Students will be able to identify contemporary

perspectives used by psychologists to understand behavior and mental processes Supporting:

● APA.NSHSPC.SA.1 The development of an empirical, scientific attitude and skill set (including critical thinking, problem solving, scientific methodologies, and drawing evidence based conclusions) in the exploration of behavior and mental processes of both human and nonhuman animals.









Detailed Description/Instructions: Have students trace their hand on a piece of paper. Tell them what each finger and the hand as a whole represents (thumb = psychoanalysis, index = cognitive, middle = behavioral, ring = humanistic, pinky = biological, and whole hand "waving"


= sociocultural). Have students explain why each finger represents that particular perspective of psychology (this is a good opportunity for jigsaw or think-pair-share). Bloom’s Levels: 2, 3 Webb’s DOK: 2, 3 Rubric:

Content Area Performance Levels

Developing (5) Proficient (7) Mastery (10) APA.NSHSPC.SA.3 An appreciation that

psychological science and knowledge can be useful in addressing a wide array of

issues, from individual diversity to global variations.

Perspectives described with only definitions, very little connection

to the hand.

Provides a basic reason that is

reasonable for why each perspective is

located on whatever part of

the hand.

Uses an example to demonstrate

understanding of perspective and why it links to that part of the

hand. APA.NSHSPC.SA.2

An understanding that different content areas within

psychological science are interconnected, especially the

interaction between biological, psychological, and social factors of behavior and how they relate to everyday

life.

Product show very little connection

between perspectives.

Product shows connection

between some of the perspectives.

Product is able to connect perspectives

throughout a behavior or behavior set.

APA.NSHSPC.SA.5 An ability to understand, evaluate, and apply that

understanding to the relationship between

conscious and unconscious processes and their effects on

behavior.

No indication of whether a perspective is primarily based on

conscious or unconscious forces.

Definition includes mention of

conscious or unconscious influences.

Example includes or implies the impact of both conscious and

unconscious influences within a perspective.


Topic 2: Subfields of Psychology

Engaging Experience 1 Title: Bizarre Celebrity Behavior Analysis Suggested Length of Time: 50 minutes Standards Addressed

Priority: ● APA.NSHSPC.SI.CS.1.3 Students will be able to identify contemporary

perspectives used by psychologists to understand behavior and mental processes. ● APA.NSHSPC.SI.CS.2.3 Identify the important role psychology plays in

benefiting society and improving people’s lives. Supporting:

● APA.NSHSPC.SA.1 The development of an empirical, scientific attitude and skill set (including critical thinking, problem solving, scientific methodologies, and drawing evidence based conclusions) in the exploration of behavior and mental processes of both human and nonhuman animals.





















Detailed Description/Instructions: Identify a celebrity, professional athlete, or major historical figure and a highly publicized behavior of theirs (i.e. Mussolini wrestled tiger cubs). Imagine that you and each member of your team are a psychologist coming from a different perspective, analyze the behavior of your chosen "client" and explain how each of you would attempt to understand the causes of such behavior/incident based upon your perspective:

1) Psychoanalytic 2) Cognitive 3) Behavioral 4) Humanistic 5) Biological 6) Sociocultural 7) Biopsychosocial

Bloom’s Levels: 3,4,5,6


Webb’s DOK: 2, 3, 4 Rubric:

Content Area Performance

Levels

Developing (5) Proficient (7) Mastery (10) APA.NSHSPC.SA.1

The development of an empirical, scientific attitude and skill set

(including critical thinking, problem solving, scientific methodologies,

and drawing evidence based conclusions) in the exploration of behavior and mental processes of

both human and nonhuman animals.

Product shows little critical thinking or reasoning.

Product demonstrates a surface level reasoning in

explaining behavior.

Product demonstrates a

solid line of reasoning in explaining

behavior from each perspective.

APA.NSHSPC.SA.3 An appreciation that psychological

science and knowledge can be useful in addressing a wide array of issues, from individual diversity to global

variations.

Product shows some knowledge

of each perspective but

required a considerable amount of

scaffolding, or shows errors in understanding.

Product demonstrates correct basic understanding of each perspective.

Product shows mastery level

understanding of perspectives

including specific differences

between each perspective.

APA.NSHSPC.SA.2 An understanding that different

content areas within psychological science are interconnected,

especially the interaction between biological, psychological, and social

factors of behavior and how they relate to everyday life.

Product does not demonstrate an ability to apply knowledge to

real-life situations.

Product demonstrates correct

application of perspective on at

least 4 out of the 7 perspectives.

Product demonstrates

correct application of each perspective

and highlights differences

between each of the interpretations

of behavior. APA.NSHSPC.SA.5

An ability to understand, evaluate, and apply that understanding to the relationship between conscious and

unconscious processes and their effects on behavior.

Product shows little to no difference between

conscious and

Product shows a basic understanding

of the difference between conscious and unconscious

processes; however,

Product demonstrates a

superior understanding of

conscious and unconscious


unconscious processes.

does not show this difference in each

perspective.

processes involved in behavior and

accurately applies these to each of the

perspectives.


Topic 3: Research Methods

Engaging Experience 1 Title: What can you do with a Psychology degree? Suggested Length of Time: 30 minutes Standards Addressed

Priority: ● APA.NSHSPC.SI.CS.2.2 Describe the major subfields of psychology.

Supporting ● APA.NSHSPC.SA.1 The development of an empirical, scientific attitude and skill

set (including critical thinking, problem solving, scientific methodologies, and drawing evidence based conclusions) in the exploration of behavior and mental processes of both human and nonhuman animals.














Detailed Description/Instructions: Students develop a multimedia presentation on a career in psychology. Each student should sign up for a career in psychology that interests them and creates a 1 minute "pitch" for that career to present to the class. This pitch should outline the education required, primary responsibilities, and any other interesting information that would make someone consider it as a career. Bloom’s Levels: 2, 3, 5, 6 Webb’s DOK: 1, 3, 4 Rubric:


Levels

Developing (5) Proficient (7) Mastery (10)

APA.NSHSPC.SA.3 An appreciation that psychological science and knowledge can be useful in addressing a wide array of issues, from individual diversity to global variations.

Product shows some knowledge of each perspective but required a considerable amount of scaffolding, or shows errors in understanding.


Product shows mastery level understanding of perspectives including specific differences between each perspective.

APA.NSHSPC.SA.2 An understanding that different content areas within psychological science are interconnected, especially the interaction between biological, psychological, and social factors of behavior and how they relate to everyday life.

Product does not demonstrate an ability to apply knowledge to real-life situations.

Product demonstrates correct application of perspective on at least 4 out of the 7 perspectives.

Product demonstrates correct application of each perspective and highlights differences between each of the interpretations of behavior.


APA.NSHSPC.SA.5 An ability to understand, evaluate, and apply that understanding to the relationship between conscious and unconscious processes and their effects on behavior.

Product shows little to no difference between conscious and unconscious processes.

Product shows a basic understanding of the difference between conscious and unconscious processes; however, does not show this difference in each perspective.

Product demonstrates a superior understanding of conscious and unconscious processes involved in behavior and accurately applies these to each of the perspectives.


Topic 4: Statistics in Psychology

Engaging Experience 1 Title: Lemon Juice Lab Suggested Length of Time: 90 minutes Standards Addressed

Priority ● APA.NSHSPC.SI.RM.CS.1.1: Describe the scientific method and its role in

psychology ● APA.NSHSPC.SI.RM.CS.1.2: Describe and compare a variety of quantitative

(e.g., surveys, correlations, experiments) and qualitative (e.g., interviews, narratives, focus groups) research methods

● APA.NSHSPC.SI.RM.CS.3.1: Define descriptive statistics and explain how they are used by psychological scientists

Supporting: ● APA.NSHSPC.SA.1 The development of an empirical, scientific attitude and skill set

(including critical thinking, problem solving, scientific methodologies, and drawing evidence based conclusions) in the exploration of behavior and mental processes of both human and nonhuman animals.












Detailed Descriptions/Instructions: Students attempt to address the hypothesis: do introverts salivate more than extroverts? They take a personality assessment to figure out which one they are (introvert or extrovert) then test their hypothesis. Teacher creates a potent lemon concoction which is administered to each student, they then swab their tongue with a cotton ball and weigh it using a scientific scale. The data is then compared to the class to see if introverts or extroverts have heavier cotton balls. Bloom’s Levels: 2,3,5,6 Webb’s DOK: 1, 3, 4 Rubric: To be created


Engaging Scenario

At the end of unit 1 students should be able to examine a particular behavior from the contemporary perspectives within psychology. Example:

1. Invite a career psychologist to come in to class and describe the daily life of a practicing psychologist. Students then write a reflection paper to identify what perspectives the professional uses, in what ways, and how it would impact their view of a person and/or their behavior.

2. Identify a celebrity, professional athlete, or major historical figure and a highly publicized behavior of theirs (i.e. Mussolini wrestled tiger cubs). Imagine that you and each member of your team are a psychologist coming from a different perspective, analyze the behavior of your chosen "client" and explain how each of you would attempt to understand the causes of such behavior/incident based upon your perspective:

○ Psychoanalytic ○ Cognitive ○ Behavioral ○ Humanistic ○ Biological ○ Sociocultural ○ Biopsychosocial

Rubric for Engaging Scenario


Levels

Developing (5) Proficient (7) Mastery (10) APA.NSHSPC.SA.1 The development of an empirical, scientific attitude and skill set (including critical thinking, problem solving, scientific methodologies, and drawing evidence based conclusions) in the exploration of behavior and mental processes of both

Product shows little critical thinking or reasoning.

Product demonstrates a surface level reasoning in explaining behavior.

Product demonstrates a solid line of reasoning in explaining behavior from each perspective.


human and nonhuman animals.

APA.NSHSPC.SA.3 An appreciation that psychological science and knowledge can be useful in addressing a wide array of issues, from individual diversity to global variations.

Product shows some knowledge of each perspective but required a considerable amount of scaffolding, or shows errors in understanding.


Product shows mastery level understanding of perspectives including specific differences between each perspective.

APA.NSHSPC.SA.2 An understanding that different content areas within psychological science are interconnected, especially the interaction between biological, psychological, and social factors of behavior and how they relate to everyday life.

Product does not demonstrate an ability to apply knowledge to real-life situations.

Product demonstrates correct application of perspective on at least 4 out of the 7 perspectives.

Product demonstrates correct application of each perspective and highlights differences between each of the interpretations of behavior.

APA.NSHSPC.SA.5 An ability to understand, evaluate, and apply that understanding to the relationship between conscious and unconscious processes and their effects on behavior.

Product shows little to no difference between conscious and unconscious processes.

Product shows a basic understanding of the difference between conscious and unconscious processes; however, does not show this difference in each perspective.

Product demonstrates a superior understanding of conscious and unconscious processes involved in behavior and accurately applies these to each of the perspectives.


Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience Title

Description Suggested Length of

Time

1 Engaging Scenario Analysis and Explanation of behavior from various

perspectives.

50 minutes

2 Careers in Psychology

Investigation of different careers within the field of psychology.

30 minutes

3 Lemon Juice Lab Students attempt to address the hypothesis: do introverts salivate more than extroverts? They

take a personality assessment to figure out which one they are (introvert or extrovert) then test their hypothesis. Teacher creates a potent

lemon concoction which is administered to each student, they then swab their tongue with

a cotton ball and weigh it using a scientific scale. The data is then compared to the class to

see if introverts or extroverts have heavier cotton balls.

90 minutes

4 Roll the Dice Activity

Investigate probability, statistics, correlation, bell curves, mean, median, and mode.

90 minutes


Unit 2: Social Psychology

Subject: HS Psychology Grade: 10-12 Name of Unit: Social Psychology Length of Unit: 6-8 days Overview of Unit: Social Psychology provides an overview of how psychologists study aggression, altruism, anonymity, persuasion, authority, stereotypes, and biases as well as how one’s culture influences these factors. Priority Standards for unit:

● APA.NSHSPC.SC.CS 1.1: Describe attributional explanations of behavior ● APA.NSHSPC.SC.CS 1.2: Describe the relationship between attitudes (implicit and

explicit) and behavior APA.NSHSPC.SC.CS 2.1: Describe the power of the situation

● APA.NSHSPC.SC.CS 2.2: Describe effects of others’ presence on individuals’ behavior ● APA.NSHSPC.SC.CS 2.3: Describe how group dynamics influence behavior ● APA.NSHSPC.SC.CS 2.4: Discuss how an individual influences group behavior ● APA.NSHSPC.SC.CS 3.1 Discuss the nature and effects of stereotyping, prejudice, and

discrimination ● APA.NSHSPC.SC.CS 3.2: Describe determinants of prosocial behavior ● APA.NSHSPC.SC.CS 3.3: Discuss influences upon aggression and conflict ● APA.NSHSPC.SC.CS 3.4: Discuss factors influencing attraction and relationships

Supporting Standards for unit: ● CCSS.ELA-LITERACY.RH.11-12.3 Evaluate various explanations for actions or events

and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.












● ● ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING.4.B

Plan and manage activities to develop a solution or complete a project ● ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING.4.D

Use multiple processes and diverse perspectives to explore alternative solutions ● ISTE-DIGITAL CITIZENSHIP.5.A Advocate and practice safe, legal, and responsible

use of information and technology ● ISTE-DIGITAL CITIZENSHIP.5.B Exhibit a positive attitude toward using technology

that supports collaboration, learning, and productivity ● ISTE-DIGITAL CITIZENSHIP.5.D Contribute to project teams to produce original

works or solve problems




Factors that Influence conformity Describe, Apply 1, 3 1, 2

Obedience to Authority Describe 1 1 Attributional explanations

of Behavior Describe, Apply 1, 3 1, 2 The power of the situation Describe, Hypothesize 1, 5 1, 3

Group Dynamics & Influence Describe, Evaluate 1, 6 1, 3

Antisocial behavior Describe, Explain 1, 2 1, 2 Prosocial Behavior Describe, Explain 1, 2 1, 2


1. How do socio-cultural factors influence thought processes and behavior? 2. Why does conformity and obedience occur? 3. Why does prosocial occur? 4. Why does antisocial behavior occur?


Enduring Understanding/Big Ideas 1. Understanding how our environment influences our thought processes and behavior. 2. The power of the situation and its influence on the factors of conformity and obedience to

authority. 3. Individuals are motivated to act in a prosocial way because of altruism. Although others

act in a prosocial way in the hope of reciprocation in some way (selfishness). 4. The power of the situation is key. Many people act in an antisocial manner in large group

(in groups out group), or when they are able to hide their identity (deindividuation). Unit Vocabulary:


Culture Attribution Stereotype Persuasion

Social Norm Solomon Asch experiment Stanley Milgram Experiment Stanford Prison Experiment Conformity Compliance Obedience Lucifer Effect Dispositional, situational attribution Fundamental Attribution Error Social Facilitation Social Inhibition Deindividuation Group Polarization Groupthink Social Loafing Bystander Effect Dehumanization Just-World Phenomenon Aggression Stereotypes Prejudice Discrimination



Topic 1: Social Cognition

Engaging Experience 1 Title: Asch simulation Suggested Length of Time: 15 minutes Standards Addressed Priority:

● APA.NSHSPC.SC.CS 2.1: Describe the power of the situation ● APA.NSHSPC.SC.CS 2.2: Describe effects of others’ presence on individuals’

behavior Supporting:


Detailed Description/Instructions: One student will be asked to leave the room (this simulation works best if you can send them out for a “fake” reason, such as getting a book from another teacher). While they are gone, you will instruct the other students to intentionally provide incorrect answers on a simple matching game. When the student returns, you will show a picture of an object, then 3 additional pictures. (For example, show an eagle, then show a knife, a top hat, and a turkey.) Have the students one at a time reply with the picture that best matches the original one. As the students all answer the incorrect answer, the test subject will be more and more likely to conform to the group (even if they know their answer is incorrect). Blooms Levels: 1, 3 Webb’s DOK: 1, 2 Rubric: To be created


Topic 2: Group Behavior and Influences

Engaging Experience 1 Title: Group Behavior Experimental Design Suggested Length of Time: 60 minutes Standards Addressed Priority:

● APA.NSHSPC.SC.CS 2.2: Describe effects of others’ presence on individuals’ behavior

● APA.NSHSPC.SC.CS 2.3: Describe how group dynamics influence behavior ● APA.NSHSPC.SC.CS 2.4: Discuss how an individual influences group behavior

Supporting: ● ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to

generate new ideas, products, or processes ● ISTE-CREATIVITY AND INNOVATION.1.B Create original works as a means

of personal or group expression Detailed Description/Instructions: Students will break into small groups of 3 or 4 and design a mini-experiment to test different group behaviors, including by not limited to: Social facilitation, social inhibition, groupthink, group polarization, the bystander effect & deindividuation. Their experiments should include all elements of a legitimate psychological experiment (independent/dependent variable, control/experimental group, etc.) Bloom’s Levels: 1, 3 Webb’s DOK: 1, 2 Rubric: To be created


Topic 3: Antisocial Behavior

Engaging Experience 1 Title: Implicit Association Test Suggested Length of Time: 45 minutes Standards Addressed Priority:

● APA.NSHSPC.SC.CS 3.1 Discuss the nature and effects of stereotyping, prejudice, and discrimination

● APA.NSHSPC.SC.CS 3.3: Discuss influences upon aggression and conflict Supporting:



Detailed Description/Instructions: After discussing how stereotypes, prejudices, and discrimination all work together, students will participate in Harvard University’s IAT (Implicit Association Test). The test is designed to measure unconscious biases we may have. When finished, students will discuss their results, in addition to the validity/reliability of the test. Bloom’s Levels: 1, 2, 5 Webb’s DOK: 1, 2, 3 Rubric: To be created


Topic 4: Prosocial Behavior

Engaging Experience 1 Title: Altruism Activity Suggested Length of Time: 1 - 2 days Standards Addressed Priority:

● APA.NSHSPC.SC.CS 3.2: Describe determinants of prosocial behavior ● APA.NSHSPC.SC.CS 3.4: Discuss factors influencing attraction and relationships

Supporting: ● ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to

generate new ideas, products, or processes Detailed Description/Instructions: Students will begin by discussing different reasons as to why people help one another. They will then create a small “altruism token” (a painted penny, a small rock, etc.). Students are instructed to place the token in their right pocket every morning when they wake up, then move the token to their left pocket when they have done an altruistic act that day. They should do this every day for a week, then have a short discussion on altruism. Bloom’s Levels: 1, 2 Webb’s DOK: 1, 2 Rubric: To be created


Engaging Scenario

Option 1: For the Social Psychology engaging scenario, students will be asked to come to school and experience what it is like to dress or behave outside of the social norm. As human beings, we tend to want to conform to those around us. Even those who are “non-conformists” still conform on a daily basis. Students must find a behavior that breaks a social norm, and record their observations of how people look and talk to them. Option 2: For this project, students are being asked to break out of their comfort zone. For this assignment, students are to eat lunch and socialize with a group of students outside of their “usual” group. After their meal, students will record both their personal thoughts, in addition to their peers’ reactions to them and how they feel about those reactions. Students will be required to hand in a detailed, hand-written journal of their experiment.

Rubric for Engaging Scenario: To be created





Time

1 Asch simulation Students will be exposed to the famous Asch experiment on conformity, and understand the different reasons people conform, including normative and informative social influence.

15 minutes

2 Group Behavior Experimental

Design

In small groups, students will practice using research methodology and apply their

knowledge to new social psychology terms.

60 minutes

3 Implicit Association Test

Students will differentiate between discrimination, prejudice and stereotypes, then

explore how our unconscious may lead to implicit associations/prejudices.

45 minutes

4 Altruism Activity Students will study the reasons why people help each other, and the influence it has on us.

1 - 2 days


Unit 3: Biopsychology

Subject: HS Psychology Grade: 10-12 Name of Unit: Biopsychology Length of Unit: 14-16 days Overview of Unit: Biopsychology focuses on the physical processes of the body and how they influence thought, behavior, and how we perceive and experience the world. Priority Standards for unit:

● APA.NSHSPC.BD.BB.CS 1.1: Identify the major divisions and subdivisions of the human nervous system

● APA.NSHSPC.BD.BB.CS 1.2: Identify the parts of the neuron and describe the basic process of neural transmission

● APA.NSHSPC.BD.BB.CS 1.4: Describe lateralization of brain functions ● APA.NSHSPC.BD.BB.CS 2.1: Describe how the endocrine glands are linked to the

nervous system ● APA.NSHSPC.BD.SP.CS 1.1: Discuss processes of sensation and perception and how

they interact ● APA.NSHSPC.BD.SP.CS 1.2: Explain the concepts of threshold and adaptation ● APA.NSHSPC.BD.SP.CS 3.1: Explain Gestalt principles of perception ● APA.NSHSPC.BD.SP.CS 3.3: Describe the importance of perceptual constancies ● APA.NSHSPC.BD.SP.CS 3.4: Describe perceptual illusions ● APA.NSHSPC.BD.SP.CS 3.5: Describe the nature of attention ● APA.NSHSPC.BD.SP.CS 3.6: Explain how experiences and expectations influence

perception Supporting Standards for unit:












● ● ISTE-RESEARCH AND INFORMATION FLUENCY.3.C Evaluate and select

information sources and digital tools based on the appropriateness to specific tasks ● ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING.4.B

Plan and manage activities to develop a solution or complete a project ● ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING.4.D

Use multiple processes and diverse perspectives to explore alternative solutions ● ISTE-DIGITAL CITIZENSHIP.5.A Advocate and practice safe, legal, and responsible

use of information and technology ● ISTE-DIGITAL CITIZENSHIP.5.B Exhibit a positive attitude toward using technology

that supports collaboration, learning, and productivity ● ISTE-DIGITAL CITIZENSHIP.5.D Contribute to project teams to produce original

works or solve problems




parts of the nervous system Identify, label, Match 1, 2 1 parts of the neuron Identify, label, Match 1, 2 1

process of neurotransmission Describe, Show 1, 3 2

lateralization of brain function Analyze, Relate 4, 6 4

the endocrine system Describe, Analyze 1, 4 4 structures of the brain Compare, Create 6, 5 4 processes of sensation Describe, Explain, Analyze 1, 2, 4 2, 4 processes of perception Describe, Explain, Analyze 1, 2, 4 4 Perceptual organization

(Gestalt, Constancy, thresholds) Identify, Analyze 1, 4 1, 4

Perceptual Interpretation (experience, illusions) Identify, Analyze 1, 4 1, 4



1. How has research and technology provided new methods to analyze brain behavior and disease?

2. How does the interaction between our different biological processes influence our thought and behavior?

3. How do different theories explain why we sleep and dream? 4. How are our perceptions influenced by environmental variables, motivation, past

experiences, culture, and expectations? Enduring Understanding/Big Ideas:

1. Understand the interaction between the brain, nervous system, endocrine system, and genetics and how they influence our behavior and mental processes.

2. Examine the various ways in which researchers better understand the brain. 3. Sleep is the result of our body’s natural rhythmic pattern of wake and sleep called the

circadian rhythm. There are different theories for why we dream though: Freud thought dreams were ways in which the mind dealt with unresolved, unconscious conflicts. The activation synthesis theory claims that dreams are just random firings of neurons. Other theories state that dreams help us deal with problems from our day or process newly learned material.

4. While sensation is physiological perception is experiential. Unit Vocabulary:


Biology Science Chemistry Homeostasis Conserve Arouse Inhibit Laterization Plasticity Accommodation Interaction Transduction Threshold Frequency

Nervous System Central nervous system Peripheral nervous system Somatic system Autonomic system Sympathetic system Parasympathetic system Frontal lobe Parietal lobe Occipital lobe Temporal lobe Right vs. Left hemisphere Corpus callosum Cerebellum Thalamus Cerebral cortex Neuron Dendrite


Cell body Axon Myelin sheath Synapse Neurotransmitter Neurotransmission Endocrine System Hormones Sensation Perception Absolute Threshold Difference Threshold Weber’s Law Sensory Adaptation Selective Attention Rods Cones Lens Pupil Cochlea Kinesthesis



Topic 1: The Nervous System

Engaging Experience 1 Title: Neurotransmission Bead Activity Suggested Length of Time: 30 - 60 minutes Standards Addressed Priority:

● APA.NSHSPC.BD.BB.CS 1.1: Identify the major divisions and subdivisions of the human nervous system

● APA.NSHSPC.BD.BB.CS 1.2: Identify the parts of the neuron and describe the basic process of neural transmission

Supporting: ● ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION

MAKING.4.B Plan and manage activities to develop a solution or complete a project

Detailed Description/Instructions: Students line up in the hall or outside (weather permitting) at arm’s length. Give each student a bead and explain that they are a neuron (their head is the Soma, the brain is the nucleus). The right hand holding the bead is the Axon Terminal and their left hand is the Dendrite. The instructor starts the chain by touching the first student who then drops their neurotransmitter into the hand of the next student (there must be a gap/synapse). Time students and then attempt to speed up the transmission process. Lead Socratic discussion over how our neurons function. Bloom’s Levels: 1, 2, 3 Webb’s DOK: 1, 2 Rubric: To be created


Topic 2: The Endocrine System

Engaging Experience 1 Title: Between a Rock and Hard Place Suggested Length of Time: 45 minutes Standards Addressed Priority:

● APA.NSHSPC.BD.BB.CS 2.1: Describe how the endocrine glands are linked to the nervous system


MAKING.4.D Use multiple processes and diverse perspectives to explore alternative solutions


Detailed Description/Instructions: After students are familiar with the endocrine system, they will read/view the story of Aron Ralston who was trapped in a canyon for 6 days. They will then create a diagram that shows how Ralston’s endocrine and nervous system kept him alive in a situation in which he probably should have died. Bloom’s Levels: 1, 4 Webb’s DOK: 1, 4 Rubric: To be created


Topic 3: The Brain

Engaging Experience 1 Title: Orange Brain Dissection Suggested Length of Time: 90 minutes Standards Addressed Priority:

● APA.NSHSPC.BD.BB.CS 1.4: Describe lateralization of brain functions Supporting:




Detailed Description/Instructions: Students bring in an orange, raisins and jellybeans to create a model of the brain and brainstem. They then dissect and label the brain while answering questions about the function of each part of the brain. Bloom’s Levels: 4, 6 Webb’s DOK: 4 Rubric: To be created


Topic 4: Sensation

Engaging Experience 1 Title: Virtual Cow Eye Suggested Length of Time: 60 minutes Standards Addressed Priority:

● APA.NSHSPC.BD.SP.CS 1.1: Discuss processes of sensation and perception and how they interact

Supporting: ● ISTE-RESEARCH AND INFORMATION FLUENCY.3.C Evaluate and select

information sources and digital tools based on the appropriateness to specific tasks


Detailed Description/Instructions: Go to Exploratorium and watch an instructor dissect a cow eye. Fill out a worksheet and complete a diagram. Bloom’s Levels: 1, 2, 4 Webb’s DOK: 2, 4 Rubric: To be created


Topic 5: Perception

Engaging Experience 1 Title: Perception Webquest Suggested Length of Time: 60 minutes Standards Addressed Priority:

● APA.NSHSPC.BD.SP.CS 1.2: Explain the concepts of threshold and adaptation ● APA.NSHSPC.BD.SP.CS 3.1: Explain Gestalt principles of perception ● APA.NSHSPC.BD.SP.CS 3.3: Describe the importance of perceptual constancies ● APA.NSHSPC.BD.SP.CS 3.4: Describe perceptual illusions ● APA.NSHSPC.BD.SP.CS 3.5: Describe the nature of attention ● APA.NSHSPC.BD.SP.CS 3.6: Explain how experiences and expectations

influence perception Supporting:



Detailed Description/Instructions: Students will complete a webquest that shows a number of different perception concepts, including Gestalt Principles, Selective attention, and thresholds. They will then observe a number of different illusions and explain how they are possible using information from the perception lectures. Bloom’s Levels: 1, 2, 4 Webb’s DOK: 1, 4 Rubric: To be created


Engaging Scenario

For the Biopsychology engaging scenario, students have the option to create a 3 dimensional model of the brain or a neuron. This is due at the end of the unit. Students will use any materials they would like but the neuron/brain MUST be 3D (no paintings, drawings etc.). Students may work alone or in pairs. If you choose to create a neuron model, you must include:

1. Cell Body/Soma 2. Dendrites 3. Axon 4. Myelin Sheath 5. Axon Terminals 6. Neurotransmitters 7. Synapse

If you choose to create a brain model, you must include: 1. Medulla 2. Hypothalamus 3. Thalamus 4. Hippocampus 5. Cerebellum 6. Corpus Callosum 7. The 4 lobes of the cortex

Rubric for Engaging Scenario

The Look of the Neuron/Brain Points

Parts of the model accurately resemble actual parts in 10 Points

either shape or function 8 Points

Parts mostly resemble actual parts 6 Points

About half of the parts resemble actual parts 4 Points

Parts sort of resemble actual parts 2 Points

Parts vaguely resemble actual parts 1 Point

Parts do not resemble actual parts at all 0 Points

Points


Parts of the Neuron/Brain

Model contains at least 7 parts 10 Points

Model contains at 6 parts 7 Points

Model contains 4-5 parts 5 Points

Model contains 2-3 parts 3 Points

Model contains 1 part 1 Point

Model Contains 0 Parts 0 Points

Key for the Neuron/Brain Points

Key is neat, colorful, and accurate 10 Points

Key is colorful and neat but not accurate 7 Points

Key is neat, but not colorful and is missing items 4 points

Appears thrown together 2 points

No key is present 0 Points

Overall Project Score Points

Project is well done and significant time was put into it 10 Points

Project is above average in quality 8 Points

Project is average in quality 6 Points

Project is below quality 4 Points

Project is well below quality 2 Points

Project is extremely poor quality 0 Points




Description Suggested Length of Time

1 Neurotransmission Bead Activity

Students will learn how one neuron communicates with another in a hands on

activity regarding neurotransmission.

30-60 minutes

2 Between a rock and a hard place

Students will be able to observe the characteristics of both the nervous system and the endocrine system, how they are similar and

different, and how they work together.

45 minutes

3 Orange Brain Dissection

Students will use this hands-on activity to come up with analogies for the different

structures of the brain.

90 Minutes

4 Virtual Cow Eye Dissection

Students will better understand how sensation works, including the process of transduction,

through a virtual dissection of the eye.

60 minutes

5 Perception Webquest

Students will explore how we perceptually organize and interpret information in a number

of different perceptual tasks and illusions.

60 minutes


Unit 4: Learning & Memory

Subject: HS Psychology Grade: 10-12 Name of Unit: Learning & Memory Length of Unit: 8 - 10 days Overview of Unit: This unit explores the multiple theories of how we learn, how we retain what is learned, and lastly, why do we forget? Priority Standards for unit:

● APA.NSHSPC.DL.L.CS.1.1: Describe the principles of classical conditioning ● APA.NSHSPC.DL.L.CS.1.3: Apply classical conditioning to everyday life ● APA.NSHSPC.DL.L.CS.2.2: Describe the principles of operant conditioning ● APA.NSHSPC.DL.L.CS.2.4: Apply operant conditioning to everyday life ● APA.NSHSPC.DL.L.CS.3.1: Describe the principles of observational and cognitive

learning ● APA.NSHSPC.DL.L.CS.3.2: Apply observational and cognitive learning to everyday life ● APA.NSHSPC.CD.M.CS.1.1: Identify factors that influence encoding ● APA.NSHSPC.CD.M.CS.1.3: Discuss strategies for improving the encoding of memory ● APA.NSHSPC.CD.M.CS.2.1: Describe the differences between working memory and

long-term memory ● APA.NSHSPC.CD.M.CS.2.3: Discuss types of memory and memory disorders (e.g.,

amnesias, dementias) ● APA.NSHSPC.CD.M.CS.2.4: Discuss strategies for improving the storage of memories ● APA.NSHSPC.CD.M.CS.3.1: Analyze the importance of retrieval cues in memory ● APA.NSHSPC.CD.M.CS.3.3: Discuss the factors influencing how memories are

retrieved ● APA.NSHSPC.CD.M.CS. 3.4: Explain how memories can be malleable ● APA.NSHSPC.CD.M.CS. 3.5: Discuss strategies for improving the retrieval of memories



















Unwrapped Concepts

(Students need to know) Unwrapped Skills (Students

need to be able to do) Bloom’s Taxonomy

Levels Webb's DOK Classical Conditioning Define, Explain, Apply 1, 2, 3 2, 3 Operant Conditioning Define, Explain, Apply 1, 2, 3 2, 3 Observational/Social

Learning Define, Explain, Apply 1, 2, 3 2, 3 Memory Systems Label, differentiate 1, 4 1, 3

Memory Encoding & Storage Explain, Apply 2, 3 2, 3

Memory Retrieval Explain, Apply, Hypothesize 2, 3, 5 2, 2, 3 Memory related issues Explain, Analyze 2, 4 2, 3


Essential Questions: 1. How does the process of Classical Conditioning influence thoughts and behavior? 2. How does the process of Operant Conditioning influence thoughts and behavior? 3. How does the process of Social Learning influence thoughts and behavior? 4. How do our sensory, short-term and long-term memory systems differ, and how does the

process of memory relate to these different systems? 5. How is memory encoding, storage and retrieval influenced by our biology, attention,

motivation and environment? Enduring Understanding/Big Ideas:

1. Classical Conditioning is a type of learning in which an organism comes to associate stimuli. Classical conditioning laid the foundation for behaviorism, the view that psychology should be an objective science that studies environmental influences on behavior. Classical conditioning influences our thoughts and behavior by conditioning respondent behavior.

2. Operant Conditioning involves an organism learning associations between its own behaviors and resulting consequence, such as reinforcement and punishment. With Operant Conditioning, and organism has more choice as to whether to replicate a behavior for reward, or to avoid punishment.

3. Within Social Learning, we observe and imitate others. Children often imitate what a model says and does, whether the behavior is prosocial or antisocial.

4. Memory is the persistence of learning over time, and works as a process through three separate memory “systems.” The classic memory model includes a temporary sensory memory that registers information from our senses, some of which are processed in our limited short-term memory, and finally a fraction are encoded in our long-term memory for later retrieval.

5. Memory is vulnerable to many different elements, including natural forgetting, misattribution, suggestibility and bias. It is key to recognize memory is not like a recorder with a perfect account of the past, rather a process that is easily malleable.


Unit Vocabulary:


Modification Association Aversion Reinforcement Learning Modeling Inhibit Malleability Fallibility Elaborative Explicit Implicit

Classical conditioning Unconditioned stimulus Unconditioned response Conditioned stimulus Conditioned response Generalization Discrimination Extinction Operant Conditioning Negative and positive reinforcement Primary & Secondary reinforcement Fixed-ratio schedule Variable-ratio schedule Fixed-interval schedule Variable-interval schedule Social Learning/Observational Learning Encoding Storage Retrieval Sensory memory Short-term memory Rehearsal Chunking Serial Position effect Long-term memory Semantic memory Episodic memory Declarative memory Procedural memory Recognition Recall Interference (proactive and retroactive) Amnesia (retrograde vs. Anterograde) Mnemonic devices



Topic 1: Classical Conditioning

Engaging Experience 1 Title: Pavlov! Suggested Length of Time: 30 minutes Standards Addressed Priority:

● APA.NSHSPC.DL.L.CS.1.1: Describe the principles of classical conditioning ● APA.NSHSPC.DL.L.CS.1.3: Apply classical conditioning to everyday life

Supporting: ● CCSS.ELA-LITERACY.RH.11-12.8 Evaluate an author's premises, claims, and

evidence by corroborating or challenging them with other information. Detailed Description/Instructions: Teacher reads a passage about Ivan Pavlov and every time “Pavlov” is said students take a taste of lemon powder. Now any time they hear the word Pavlov they salivate. Bloom’s Levels: 1, 2, 3 Webb’s DOK: 2, 3 Rubric: To be created


Topic 2: Operant Conditioning

Engaging Experience 1 Title: Reinforcement Casino Suggested Length of Time: 30 minutes Standards Addressed Priority:

● APA.NSHSPC.DL.L.CS.2.2: Describe the principles of operant conditioning ● APA.NSHSPC.DL.L.CS.2.4: Apply operant conditioning to everyday life


MAKING.4.D Use multiple processes and diverse perspectives to explore alternative solutions

Detailed Description/Instructions: After learning about the elements of Operant Conditioning, students are told they can win up to 20 minutes of extra time at the end of class. The teacher shuffles a deck and students pick cards at random. They wager minutes, (60, 90, 120 seconds), and every time they draw a face card they win. Every time they draw a 2-10 they lose the time. We then discuss schedules of reinforcement. Bloom’s Levels: 1, 2, 3 Webb’s DOK: 2, 3 Rubric: To be created


Topic 3: Observational Learning

Engaging Experience 1 Title: Violent Video game silent debate Suggested Length of Time: 60 minutes Standards Addressed Priority:

● APA.NSHSPC.DL.L.CS.2.2: Describe the principles of operant conditioning ● APA.NSHSPC.DL.L.CS.2.4: Apply operant conditioning to everyday life

Supporting: ● CCSS.ELA-LITERACY.RH.11-12.3 Evaluate various explanations for actions or

events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.




Detailed Description/Instructions: Once students are familiar with observational learning, they will be given a packet that presents the debate on how violent video games correlates with aggressive thoughts and behaviors. The packet includes information that supports both sides of the debate. Students will come in and participate in a “silent debate”. They will write their thesis regarding the topic at the top, then pass their papers around the room. Students will then “reply” to the papers as they pass them around the room and support their arguments with evidence from the packet. Bloom’s Levels: 1, 2, 3 Webb’s DOK: 2, 3 Rubric: To be created


Topic 4: Systems Memory

Engaging Experience 1 Title: Memory Flowchart/Mobile Suggested Length of Time: 90 minutes Standards Addressed Priority:

● APA.NSHSPC.CD.M.CS.1.1: Identify factors that influence encoding ● APA.NSHSPC.CD.M.CS.1.3: Discuss strategies for improving the encoding of

memory ● APA.NSHSPC.CD.M.CS.2.1: Describe the differences between working memory

and long-term memory ● APA.NSHSPC.CD.M.CS.2.3: Discuss types of memory and memory disorders

(e.g., amnesias, dementias) Supporting:



Detailed Description/Instructions: Create a chart or mobile that details the stages and processes of memory from the beginning event to the storage phase. Things to include: encoding failures, rehearsal, attention, and forgetting. Bloom’s Levels: 1, 4 Webb’s DOK: 1, 3 Rubric: To be created


Topic 5: Process of Memory

Engaging Experience 1 Title: Memory Madness Suggested Length of Time: 30 - 90 minutes Standards Addressed Priority:

● APA.NSHSPC.CD.M.CS.2.4: Discuss strategies for improving the storage of memories

● APA.NSHSPC.CD.M.CS.3.1: Analyze the importance of retrieval cues in memory

● APA.NSHSPC.CD.M.CS.3.3: Discuss the factors influencing how memories are retrieved

● APA.NSHSPC.CD.M.CS. 3.4: Explain how memories can be malleable ● APA.NSHSPC.CD.M.CS. 3.5: Discuss strategies for improving the retrieval of

memories Supporting:


Detailed Description/Instructions: Have students stand in the front of the class. Give students a category such as Fast Food Restaurants. Go from student to student until 3 are eliminated, then move to the next topic. Eliminated students are the “police” who judge whether or not student answers count. For instance, is Chipotle an acceptable answer for Fast Food Restaurant? This is signified by a thumbs up or thumbs down. Bloom’s Levels: 2, 3, 4, 5 Webb’s DOK: 2, 3 Rubric: To be created


Engaging Scenario

For the learning unit students will attempt to modify the behavior of either a parent, sibling, peer or pet using their choice of either classical or operant conditioning. Students must create a written report, collect data, and document the experience using a video and/or pictures.


Rubric for Engaging Scenario:





Time

1 Pavlov! Students will learn the different elements of Classical Conditioning through a simulation.

30 minutes (activity plus discussion)

2 Reinforcement Casino

Students will learn the schedules of reinforcement through a gambling simulation.

30 minutes

3 Violent Video game silent debate

Students will weigh the arguments for and against social learning as it applies to violent

media and aggressive behavior.

60 minutes

4 Memory Flowchart/Mobile

Students will create a 3D mobile that demonstrates an understanding of the memory

systems.

90 minutes

5 Memory Madness Students will participate in an activity that looks at different elements of the memory process. They will then discuss why the

activity was easy or difficult for them, using psychological terminology.

30-90 minutes (also great as

an if time activity once

students understand

how to use it).


Unit 5: Development & Cognition

Subject: HS Psychology Grade: 10 - 12 Name of Unit: Development & Cognition Length of Unit: 8 - 10 days Overview of Unit: How does development from birth to death affect how we think, interact, and relate to one another? Priority Standards for unit:

● APA.NSHSPC.DL.LSD.CS.1.1: Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development

● APA.NSHSPC.DL.LSD.CS.1.4: Describe the role of sensitive and critical periods in development

● APA.NSHSPC.DL.LSD.CS.1.5: Discuss issues related to the end of life ● APA.NSHSPC.DL.LSD.CS.2.1: Discuss theories of cognitive development ● APA.NSHSPC.DL.LSD.CS.2.2: Discuss theories of moral development ● APA.NSHSPC.DL.LSD.CS.2.3: Discuss theories of social development ● APA.NSHSPC.DL.LSD.CS.4.3: Describe the development of attachment and the role of

the caregiver ● APA.NSHSPC.DL.LSD.CS.4.4: Describe the development of communication and

language ● APA.NSHSPC.DL.LSD.CS.7.3: Discuss social, cultural, and emotional issues in aging ● APA.NSHSPC.DL.LD.CS.1.1: Describe the structure and function of language ● APA.NSHSPC.CD.T.CS.1.1: Define cognitive processes involved in understanding

information ● APA.NSHSPC.CD.T.CS.1.2: Define processes involved in problem solving and decision

making ● APA.NSHSPC.CD.T.CS.2.1: Describe obstacles to problem solving ● APA.NSHSPC.CD.T.CS.2.2: Describe obstacles to decision making ● APA.NSHSPC.CD.I.CS.1.1: Discuss intelligence as a general factor ● APA.NSHSPC.CD.I.CS.1.2: Discuss alternative conceptualizations of intelligence ● APA.NSHSPC.CD.I.CS.1.3: Describe the extremes of intelligence ● APA.NSHSPC.CD.I.CS.2.2: Identify current methods of assessing human abilities ● APA.NSHSPC.CD.I.CS.3.2: Discuss the influences of biological, cultural, and

environmental factors on intelligence Supporting Standards for unit:





Blooms Taxonomy Levels Webb's DOK

Prenatal and Infancy Development Explain, Organize, Analyze 2, 3, 4 2, 2, 3

Piaget & Cognitive Development

Explain, Apply, Differentiate, Hypothesize 2, 3, 4, 5 2, 3, 3, 3

Kohlberg & Moral Development Explain, Apply, Hypothesize 2, 3, 5 2, 3, 3

Erikson & PsychoSocial Development

Describe, categorize, hypothesize 1, 4, 5 1, 2, 3

Issues of aging, death & dying Recognize, apply, evaluate 1, 3, 6 1, 3, 3

Intelligence Theory Identify, Explain, Apply 1, 2, 3 1, 2, 3 Intelligence Testing Identify, Explain, Apply 1, 2, 3 1, 2, 3 Thinking & Problem

Solving Interpret, Apply, Compare 2, 3, 4 2, 3, 3 Essential Questions:

1. How do the effects of heredity and environment influence our thoughts and behavior? 2. How do we development cognitively, socially and morally throughout the lifespan, and in

what ways do psychologists disagree in this developmental process? 3. How is our language and our thought process related? 4. How does our problem solving abilities differ depending on the situation, and what

obstacles hinder our cognitive processes? 5. How do biological and cultural notions of gender shape the experiences of men and

women? 6. How do humans approach death and dying, and what are the quality-of-life issues related

to aging and end-of-life issues relating to death? Enduring Understanding/Big Ideas:

1. Heredity and environment work together to influence how we develop throughout the lifespan.

2. When considering cognitive, social and moral development, it is essential to understand there are many opposing views regarding our development. Some psychologists believe human development is a gradual, continuous process (like riding up an escalator) while others believe it goes through a sequence of separate stages (like climbing up the rungs on a ladder) Regardless of the theory, most psychologists would agree that cognitive, social and moral development throughout the lifespan are interrelated, progressive and essential.


3. Our thought process is influenced by our established language and culture in a concept known as linguistic determinism.

4. There are multiple ways to solve problems, some of which require algorithmic logic, while others include trial and error. Past experiences and our environment may inhibit individual’s ability to solve problems as they confront typical cognitive obstacles and hindrances.

5. Gender is not strictly the product of our biological makeup, rather a combination of our biology, our environmental expectations, our cultural norms, and our learned behaviors.

6. Humans approach death very differently depending on their culture. As technology and medicine continue to advance, more people are having to confront the issues of a growing population that are becoming more dependent on younger generations.

Unit Vocabulary:


Cultural bias Generativity Stagnant Integrity Autonomy Inferiority Competence Heritability Accommodation Assimilation Practical Analytical Interpersonal v. Intrapersonal Kinesthetic Reliability Validity Standardization Algorithm Heuristic

Maturation Schemas Assimilation Accommodation Piaget’s theory of cognitive development Sensorimotor Preoperational Concrete operational Formal operational Object permanence Conservation experiment Erikson’s Psychosocial Theory Lawrence Kohlberg’s Moral Development Preconventional Moral Reasoning Conventional Moral Reasoning Post-Conventional Reasoning Gender roles Gender identity Gender stereotypes Intelligence Convergent vs. Divergent Thinking Inductive vs. Deductive Reasoning Mental Set Functional Fixedness

Resources for Vocabulary Development: Textbook, Quizlet vocabulary app


Topic 1: Cognitive Development

Engaging Experience 1 Title: Piaget Toy Recommendations Suggested Length of Time: 1 - 2 days Standards Addressed

Priority: ● APA.NSHSPC.DL.LSD.CS.1.1: Explain the interaction of environmental and

biological factors in development, including the role of the brain in all aspects of development

● APA.NSHSPC.DL.LSD.CS.1.4: Describe the role of sensitive and critical periods in development

● APA.NSHSPC.DL.LSD.CS.2.1: Discuss theories of cognitive development ● APA.NSHSPC.DL.LSD.CS.4.4: Describe the development of communication and

language ● APA.NSHSPC.CD.T.CS.1.1: Define cognitive processes involved in

understanding information ● APA.NSHSPC.CD.T.CS.1.2: Define processes involved in problem solving and

decision making Supporting:
















Detailed Description/Instructions: After learning about the 4 stages of cognitive development, students will create a flyer for parents that recommends appropriate toys for children in each of the 4 stages. Bloom’s Levels: 2, 3, 4, 5 Webb’s DOK: 2, 3, 3, 3 Rubric: To be created


Topic 2: Psychosocial Development

Engaging Experience 1 Title: Identity Crisis Paper Suggested Length of Time: 90 minutes Standards Addressed

Priority: ● APA.NSHSPC.DL.LSD.CS.1.4: Describe the role of sensitive and critical periods

in development ● APA.NSHSPC.DL.LSD.CS.2.1: Discuss theories of cognitive development ● APA.NSHSPC.DL.LSD.CS.2.2: Discuss theories of moral development ● APA.NSHSPC.DL.LSD.CS.2.3: Discuss theories of social development ● APA.NSHSPC.DL.LSD.CS.7.3: Discuss social, cultural, and emotional issues in

aging ● APA.NSHSPC.CD.T.CS.1.2: Define processes involved in problem solving and

decision making Supporting:

















Detailed Description/Instructions: Choose a popular song and compare the lyrics to your own stage of identity development (achievement, moratorium, diffusion, foreclosure). Bloom’s Levels: 1, 4, 5 Webb’s DOK: 1, 2, 3 Rubric:

Marcia’s States of Music Rubric / Analysis

Requirements: Include the following--in this order-- typed-- double-spaced, 12 point Times New Roman font, and a link to the song you have chosen. 1. Write a one-paragraph introduction, including your thesis, of your chosen song. 10 points 2. Identify James Marcia’s state which your chosen song fits into with a description. At least a one-paragraph description. 10 points a. What do you believe the song is about? b. How does the song relate to childhood, adolescence, or the human lifespan? c. What feelings, problems, conflicts, etc. are being conveyed in the song? 3. Write a thorough analysis of your personal development and why your song speaks to the state of identity you are currently in.


1 typed page. a. How did the song “speak” to you personally? How could you relate to it (or not)? Use a real-life example or explanation to support your answer. b. If you could not connect to the song yourself, how might it appeal to others? Are they common issues/themes that many people could relate to? If so, how? If not, why not?

20 Points

4. Write a thorough conclusion about your findings regarding your music and identity. 1 typed paragraph. 10 points

Scoring Guide Points Possible

Your Score

1. 1 paragraph Introduction/Thesis 10

2. 1-2 paragraph Identity state and Music description 10

3. 1 page Synopsis of personality development and music 20

4. 1-2 paragraphs conclusion 10

Total 50 points


Topic 3: Moral Development

Engaging Experience 1 Title: Moral Dilemma Lifeboat Suggested Length of Time: 60 - 90 minutes Standards Addressed

Priority: ● APA.NSHSPC.DL.LSD.CS.1.1: Explain the interaction of environmental and

biological factors in development, including the role of the brain in all aspects of development

● APA.NSHSPC.DL.LSD.CS.1.5: Discuss issues related to the end of life ● APA.NSHSPC.DL.LSD.CS.2.2: Discuss theories of moral development ● APA.NSHSPC.CD.T.CS.1.2: Define processes involved in problem solving and

decision making ● APA.NSHSPC.CD.T.CS.2.1: Describe obstacles to problem solving ● APA.NSHSPC.CD.T.CS.2.2: Describe obstacles to decision making

Supporting: ● CCSS.ELA-LITERACY.RH.11-12.6 Evaluate authors' differing points of view on

the same historical event or issue by assessing the authors' claims, reasoning, and evidence.














Detailed Description/Instructions: Arrange desks into triangle, tell students the lifeboat is overcrowded: pregnant woman, old CEO, twin children, school teacher etc. Only enough room for a certain amount. Captain chooses who goes overboard. After an acceptable amount of people go overboard tell students that you are saved but the captain is put on trial for murder. All of the “overboard” people are now the jurors. Is the captain guilty for saving the people in the lifeboat? This is a great opportunity for both class skits and Socratic discussion on ethics, morality and decision making. Bloom’s Levels: 2, 3, 5 Webb’s DOK: 2, 3, 3 Rubric:


Topic 4: Intelligence Theory

Engaging Experience 1 Title: Multiple Intelligence Surveys Suggested Length of Time: 60 minutes Standards Addressed

Priority: ● APA.NSHSPC.DL.LD.CS.1.1: Describe the structure and function of language ● APA.NSHSPC.CD.T.CS.1.1: Define cognitive processes involved in

understanding information ● APA.NSHSPC.CD.T.CS.1.2: Define processes involved in problem solving and

decision making ● APA.NSHSPC.CD.T.CS.2.1: Describe obstacles to problem solving ● APA.NSHSPC.CD.T.CS.2.2: Describe obstacles to decision making ● APA.NSHSPC.CD.I.CS.1.1: Discuss intelligence as a general factor ● APA.NSHSPC.CD.I.CS.1.2: Discuss alternative conceptualizations of

intelligence ● APA.NSHSPC.CD.I.CS.1.3: Describe the extremes of intelligence ● APA.NSHSPC.CD.I.CS.2.2: Identify current methods of assessing human

abilities ● APA.NSHSPC.CD.I.CS.3.2: Discuss the influences of biological, cultural, and

environmental factors on intelligence Supporting:


















Detailed Description/Instructions: Students will begin by discussing the different theories of intelligence (Spearman, Gardner, Sternberg). They will then complete a survey that measures their abilities in Gardner’s 8 different intelligences. They will write a reflection on how this influences their interests, hobbies, and success in school. Bloom’s Levels: 1, 2, 3 Webb’s DOK: 1, 2, 3 Rubric: To be created


Topic 5: Cognitive Process

Engaging Experience 5 Title: Cognitive Olympics Suggested Length of Time: 90 minutes Standards Addressed

Priority: ● APA.NSHSPC.CD.T.CS.1.2: Define processes involved in problem solving and

decision making ● APA.NSHSPC.CD.T.CS.2.1: Describe obstacles to problem solving ● APA.NSHSPC.CD.T.CS.2.2: Describe obstacles to decision making ● APA.NSHSPC.CD.I.CS.1.1: Discuss intelligence as a general factor ● APA.NSHSPC.CD.I.CS.1.2: Discuss alternative conceptualizations of

intelligence ● APA.NSHSPC.CD.I.CS.1.3: Describe the extremes of intelligence ● APA.NSHSPC.CD.I.CS.2.2: Identify current methods of assessing human

abilities ● APA.NSHSPC.CD.I.CS.3.2: Discuss the influences of biological, cultural, and

environmental factors on intelligence Supporting:
















Detailed Description/Instructions: Students will break into small groups and compete in a series of cognitive activities (brain teasers, problem-solving tasks). Points are scored for both accuracy and time. When complete, students will discuss the different problem solving techniques and cognitive obstacles they faced during the experience. Bloom’s Levels: 2, 3, 4 Webb’s DOK: 2, 3, 3 Rubric: To be created


Engaging Scenario

For the Developmental Psychology engaging scenario, students will create a “timeline” that identifies the different stages discussed in class. Students will use a different color for each psychologist and include at least three visuals. Each stage will include a brief description as to what is included within the stage, age timeframes, vocabulary, milestones, etc. Students are encouraged to be neat and creative in their timelines. Timelines should include the following information:

● Physical development ● Piaget (4 cognitive stages) ● Language development ● Erikson (8 psychosocial stages) ● Marcia (Give an example of when you have been in each stage) ● Kohlberg (3 moral stages) ● Kubler-Ross (can put at end of timeline)






Time

1 Piaget Toy Recommendations

Students will analyze how children learn and understand the world differently depending on

their stage of cognitive development.

1 - 2 days

2 Identity Crisis Paper

Students will apply Marcia’s identity theory to their own life.

90 minutes

3 Moral Dilemma Lifeboat

Students will discuss Kohlberg’s theory of Moral Development in various scenarios.

60 - 90 minutes

4 Multiple Intelligence

Surveys

Students will analyze the multiple intelligences theory, and apply the theory to their own

learning.

60 minutes

5 Cognitive Olympics

Students will participate in a number of problem-solving techniques, then discuss the

cognitive processes involved in problem solving.

90 minutes


Unit 6: Personality & Psychoanalysis

Subject: HS Psychology Grade: 10-12 Name of Unit: Personality & Psychoanalysis Length of Unit: 7 - 9 days Overview of Unit: What are the characteristic patterns of thoughts, feelings, and behaviors that make a person unique? How do different theories including psychoanalysis help describe personality? Priority Standards for unit:

● APA.NSHSPC.IVD.P.CS.1.1 Evaluate psychodynamic theories ● APA.NSHSPC.IVD.P.CS.1.2 Evaluate trait theories ● APA.NSHSPC.IVD.P.CS.2.1 Differentiate personality assessment techniques ● APA.NSHSPC.IVD.P.CS.2.2 Discuss the reliability and validity of personality

assessment techniques ● APA.NSHSPC.IVD.P.CS.3.1 Discuss biological and situational influences on personality ● APA.NSHSPC.APSD.H.CS.1.1 Define stress as a psychophysiological reaction ● APA.NSHSPC.APSD.H.CS. 1.2 Identify and explain potential sources of stress ● APA.NSHSPC.APSD.H.CS.1.3 Explain physiological and psychological consequences

for health ● APA.NSHSPC.APSD.H.CS.1.4 Identify and explain physiological, cognitive, and

behavioral strategies to deal with stress ● APA.NSHSPC.IVD.M.CS.1.1: Explain biologically based theories of motivation ● APA.NSHSPC.IVD.M.CS.1.2 Explain cognitively based theories of motivation ● APA.NSHSPC.IVD.M.CS.1.3 Explain humanistic theories of motivation ● APA.NSHSPC.IVD.E.CS.1.1 Explain the biological and cognitive components of

emotion Supporting Standards for unit:


















Unwrapped Concepts



Levels Webb's DOK Psychoanalytic Theory Explain, Apply 2, 3 2, 3 Defense Mechanisms Explain, Apply 2, 3 2, 3 Personality Theory Explain, Apply 2, 3 2, 3

Projective Tests Distinguish, Apply,

Differentiate 2, 3, 4 2, 3, 3

Objective Tests Distinguish, Apply,

Differentiate 2, 3, 4 2, 3, 3 Theories of Motivation Explain, Compare 2, 4 2, 2

Influences of Stress Identify, Apply, hypothesize 1, 3, 5 1, 2, 3 Understanding Emotions Recognize, Apply 1, 3 1, 3


Essential Questions: 1. How do theorists differ in regard to understanding our personality development? 2. How do we use defense mechanisms to help alleviate some negative effects of stress and

promote health? 3. How does psychoanalytic theory relate to personality development? 4. How do psychologists distinguish between personality types, and what are the different

techniques of personality assessment? 5. How does stress influence people both physiologically and psychologically, and how do

we appropriately cope with stress? 6. How does motivation control our actions? 7. How are the basic motivations alike and different?

Enduring Understanding/Big Ideas:

1. Some personality theorists believe our personality persists through life, while others believe it is possible to adapt different personalities as we age.

2. Psychoanalysts would argue we unconsciously use different defense mechanisms, such as repression and displacement, to protect ourselves from negative emotions, such as anger, anxiety and stress.

3. Psychoanalytics focus on our unconscious mind, and how our personality is the summation of how our id, ego and superego work together.

4. Psychologists primarily assess personality through the use of projective tests (such as the Rorschach Ink Blot or TAT) and objective tests (including personality inventories such as the Big 5).

5. Stress has many physiological effects on our body, including poor digestion and a weaker immune system. Psychological effects may include hindered cognition and mood instability. There are many strategies used to cope with stress, including exercise, meditation, and practices efficient time-management and organization.

6. Psychologists study the many different ways people are motivated toward action, including physiological “pushes” and psychological/cultural “pulls.”

7. Humans can express and interpret several universal emotions which are shared across time and culture. Although universal emotions are expressed similarly, what evokes these emotions, and what we consider primary emotions does differ across cultures.


Unit Vocabulary:


Heritability Trait Repress Fixation Rationalize Conscientiousness Gregarious Altruism Vulnerability Liberal Conservative

Objective/projective tests Freud’s Personality Theory Unconscious Id Ego Superego Defense mechanisms Trait Theory Big 5 Traits (OCEAN) Extrovert vs. Introvert Type A/Type B Myers Briggs Distress vs. Eustress Intrinsic motivation vs. Extrinsic Motivation Drive-Reduction (drive) Abraham Maslow Hierarchy of Needs



Topic 1: Psychoanalysis

Engaging Experience 1 Title: Id, Ego, Superego Scenarios Suggested Length of Time: 60 minutes Standards Addressed

Priority: ● APA.NSHSPC.IVD.P.CS.1.1 Evaluate psychodynamic theories ● APA.NSHSPC.IVD.P.CS.1.2 Evaluate trait theories ● APA.NSHSPC.IVD.P.CS.2.1 Differentiate personality assessment techniques ● APA.NSHSPC.IVD.P.CS.2.2 Discuss the reliability and validity of personality

assessment techniques Supporting:


















Detailed Description/Instructions: Students are put into small groups of 3 students, where they represent the Id, Ego and Superego. Students are then instructed to demonstrate the different components of the mind by acting out conflict scenarios. Bloom’s Levels: 2, 3 Webb’s DOK: 2, 3 Rubric: To be created


Topic 2: Personality Assessment

Engaging Experience 2 Title: Personality Mask Activity Suggested Length of Time: 1 -2 days Standards Addressed

Priority: ● APA.NSHSPC.IVD.P.CS.1.1 Evaluate psychodynamic theories ● APA.NSHSPC.IVD.P.CS.1.2 Evaluate trait theories ● APA.NSHSPC.IVD.P.CS.2.1 Differentiate personality assessment techniques ● APA.NSHSPC.IVD.P.CS.2.2 Discuss the reliability and validity of personality

assessment techniques ● APA.NSHSPC.IVD.P.CS.3.1 Discuss biological and situational influences on

personality Supporting:


















Detailed Description/Instructions: Students use a mask template to show their personality traits on the outside, then write their hidden traits underneath. Bloom’s Levels: 2, 3 Webb’s DOK: 2, 3 Rubric: To be created


Topic 3: Motivation

Engaging Experience 3 Title: Maslow’s Deserted Island Scenario Suggested Length of Time: 90 minutes Standards Addressed

Priority: ● APA.NSHSPC.IVD.M.CS.1.1: Explain biologically based theories of motivation ● APA.NSHSPC.IVD.M.CS.1.2 Explain cognitively based theories of motivation ● APA.NSHSPC.IVD.M.CS.1.3 Explain humanistic theories of motivation ● APA.NSHSPC.IVD.E.CS.1.1 Explain the biological and cognitive components of

emotion Supporting:


















Detailed Description/Instructions: Students are put into small groups and asked to hypothesize what they would do if they landed on a deserted island. After they prioritize their actions, they will compare their responses to Maslow’s Hierarchy of Needs. Bloom’s Levels: 2, 4 Webb’s DOK: 2, 2 Rubric: To be created


Topic 4: Stress

Engaging Experience 4 Title: Final Exam Stress-fighting Brochure Suggested Length of Time: 1 - 2 class periods Standards Addressed

Priority: ● APA.NSHSPC.APSD.H.CS. 1.2 Identify and explain potential sources of stress ● APA.NSHSPC.APSD.H.CS.1.3 Explain physiological and psychological

consequences for health ● APA.NSHSPC.APSD.H.CS.1.4 Identify and explain physiological, cognitive, and

behavioral strategies to deal with stress Supporting:


















Detailed Description/Instructions: Create a brochure that gives other students tips on how identify the warning signs and triggers of stress, coping mechanisms, and the best ways in which to study for their final. Recommend program: Microsoft Publisher Bloom’s Levels: 1, 3, 5 Webb’s DOK: 1, 2, 3 Rubric: To be created


Engaging Scenario

For the Personality engaging scenario, students will be completing a personality reflection project. Students will complete a number of both objective and projective personality assessments, then complete a reflection essay that answers the question “Who Am I?” Their assessments will include, but will not be limited to:

• Type A/Type B Assessment • Myers/Briggs Type Indicator • IPIP-NEO • Thematic Apperception Test






Time

1 Id, Ego, Superego Scenarios

Students will analyze how the id, ego and superego work together to solve problems and

form our personality.

60 minutes

2 Personality Mask Activity

Students will reflect on their personality, both what is shown externally and what is “hidden”

internally.

1-2 Class Periods

3 Maslow’s Deserted Island

Scenario

Students will explore Maslow’s motivation theory.

90 minutes

4 Final Exam Stress-fighting

Brochure

Students will create a brochure that examines causes of stress, and ways to cope with stress.

1 - 2 classes


Unit 7: Abnormal Behavior and Treatment Subject: HS Psychology Grade: 10-12 Name of Unit: Abnormal Behavior and Treatment Length of Unit: 10-12 days Overview of Unit: Demystify the concept of mental illness by providing an understanding of the various domains of psychological and personality disorders. Provide an understanding of the various types of treatments for disorders and destigmatize the attitude towards treatment. Priority Standards for unit:

● APA.NSHSPC.IVD.PD.CS.1.1: Define psychologically abnormal behavior ● APA.NSHSPC.IVD.PD.CS.1.3: Describe major models of abnormality ● APA.NSHSPC.IVD.PD.CS.1.4: Discuss how stigma relates to abnormal behavior ● APA.NSHSPC.IVD.PD.CS.1.5: Discuss the impact of psychological disorders on the

individual, family, and society ● APA.NSHSPC.IVD.PD.CS.2.1: Describe the classification of psychological disorders ● APA.NSHSPC.IVD.PD.CS. 2.3: Describe symptoms and causes of major categories of

psychological disorders (including schizophrenic, mood, anxiety, and personality disorders)

● APA.NSHSPC.APSD.TPD.CS.1.1: Explain how psychological treatments have changed over time and among cultures

● APA.NSHSPC.APSD.TPD.CS.1.2: Match methods of treatment to psychological perspectives

● APA.NSHSPC.APSD.TPD.CS.1.3: Explain why psychologists use a variety of treatment options



















Unwrapped Concepts



Levels Webb's DOK Factors regarding mood

disorders Describe, Explain,

Differentiate 1, 2, 4 1,2,3 Factors regarding anxiety

disorders Describe, Explain,

Differentiate 1, 2, 4 1,2,3 Factors regarding

dissociative disorders Describe, Explain,


personality disorders Describe, Explain,


schizophrenia Describe, Explain,


developmental and childhood disorders

Describe, Explain, Differentiate 1, 2, 4 1,2,3

Different therapeutic techniques

Explain, Distinguish, Compare 2, 4, 4 2,3, 3


Essential Questions: 1. Why are behaviors considered “abnormal”, and how are psychological disorders

classified? 2. How does labeling an individual with a disorder stigmatize them and what are the

potential consequences? 3. How many different techniques do psychologists and psychiatrists use to diagnose and

treat disorders? Enduring Understanding/Big Ideas:

1. There is a standardized method of diagnosis set forth by the American Psychological Association (APA) which is in its 5th edition Diagnostic and Statistical Manual (DSM) which classifies what is abnormal, what is a disorder, and the appropriate methods of treatment.

2. Many clients with mental disorders are misunderstood and carry with them stereotypes which can negatively impact their desire to seek out treatment.

3. The techniques for treatment are psychoanalytic, behavioral therapy, cognitive, humanistic, and biological/biomedical. Although some therapists use only one method many therapists use a combination. This is known as the eclectic approach.

Unit Vocabulary:


Trait Abnormal Affect Grandeur Distress Irrational Intrusive Recurrent Ritualistic Hypervigilance Trauma Euphoria Persecution Immobility Residual Deceitful Maladaptive Persistent Remorse Condescending Assumption

DSM 5 Generalized anxiety disorder Panic disorders Obsessive-Compulsive disorder Post-traumatic stress disorder Dissociative amnesia Dissociative fugue Dissociative identity disorder Schizophrenia Paranoid type Disorganized type Undifferentiated type Catatonic type Delusions Hallucinations Manic Comorbid Congenital Major depressive disorder Bipolar disorder Histrionic Personality Disorder


Censorship

Narcissistic Personality Disorder Borderline Personality Disorder Antisocial Personality Disorder Paranoid Personality Disorder Schizoid Personality Disorder Schizotypal Personality Disorder Avoidant Personality Disorder Dependent Personality Disorder Obsessive-Compulsive Personality Disorder Free association Transference Humanistic therapy Client-Centered therapy Active listening Counterconditioning Token Economy Aversion Therapy Systematic Desensitization Drug Therapy Electroconvulsive therapy



Topic 1: DSM Categories of Disorders

Engaging Experience 1 Title: Abnormal Dinner Party Suggested Length of Time: 90 minutes Standards Addressed

Priority: ● APA.NSHSPC.IVD.PD.CS.1.1: Define psychologically abnormal behavior ● APA.NSHSPC.IVD.PD.CS.1.3: Describe major models of abnormality ● APA.NSHSPC.IVD.PD.CS.1.5: Discuss the impact of psychological disorders on

the individual, family, and society ● APA.NSHSPC.IVD.PD.CS.2.1: Describe the classification of psychological

disorders ● APA.NSHSPC.IVD.PD.CS. 2.3: Describe symptoms and causes of major

categories of psychological disorders (including schizophrenic, mood, anxiety, and personality disorders)

Supporting: ● CCSS.ELA-LITERACY.RH.11-12.8 Evaluate an author's premises, claims, and

evidence by corroborating or challenging them with other information. ● ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to

generate new ideas, products, or processes ● ISTE-CREATIVITY AND INNOVATION.1.B Create original works as a means

of personal or group expression ● ISTE-COMMUNICATION AND COLLABORATION.2.D Contribute to project

teams to produce original works or solve problems ● ISTE-RESEARCH AND INFORMATION FLUENCY.3.A Plan strategies to

guide inquiry ● ISTE-RESEARCH AND INFORMATION FLUENCY.3.B Locate, organize,

analyze, evaluate, synthesize, and ethically use information from a variety of sources and media


Detailed Description/Instructions: Students are assigned a specific disorder and attend a dinner party where they demonstrate their symptoms. At the end, the class attempts to guess each person’s disorder. Bloom’s Levels: 1, 2, 3, 4 Webb’s DOK: 1, 2, 3 Rubric:

Psychological Disorders Party


Unit: Abnormal Psychology Topic: Disorders Type of Lesson: In-class Activity and Discussion Standard: National Standards for the Teaching of High School Psychology Standard Area: Psychological Disorders Content Standard 3.1 Major Categories of Abnormal Behavior Time Frame: 90 minutes Materials: DSM-IV Definitions; Class Lecture Notes, Worksheet Step-By-Step Procedures 1) Each student should be given a folded slip of paper with a DSM-IV definition of a psychological disorder. 2) Upon receiving the disorder, students should begin to organize the characteristics of their particular disorder. NO discussion should take place. 3) Students should create a new persona that they will take on during the party—complete with name, occupation, likes, dislikes, behaviors, and past. Students should create at least 10 bits of information. 4) Let the party begin. This year’s setting is a New Year’s Eve party at Miss Owens’ house. Students should stay in character for 10-15 minutes, talking to as many people as possible during the party. 5) Debrief and class discussion.

Disorder Characteristics- DSM-IV Definition

Classmate(s) At the Party

Phobia

Obsessive-Compulsive Disorder

Dissociative Identity Disorder

Hypochondriasis

Bipolar Disorder


Paranoid Schizophrenia

Antisocial Personality Disorder

Borderline Personality Disorder

Histrionic Personality Disorder

Narcissistic Personality Disorder

Avoidant Personality Disorder

Dependent Personality Disorder

Tourette’s Syndrome

Attention-Deficit Hyperactivity Disorder


Topic 2: Therapy/Treatment Techniques

Engaging Experience 1 Title: Therapy 1-pager Suggested Length of Time: 90 minutes Standards Addressed

Priority: ● APA.NSHSPC.IVD.PD.CS.1.4: Discuss how stigma relates to abnormal behavior ● APA.NSHSPC.IVD.PD.CS.1.5: Discuss the impact of psychological disorders on

the individual, family, and society ● APA.NSHSPC.IVD.PD.CS.2.1: Describe the classification of psychological

disorders ● APA.NSHSPC.IVD.PD.CS. 2.3: Describe symptoms and causes of major

categories of psychological disorders (including schizophrenic, mood, anxiety, and personality disorders)

● APA.NSHSPC.APSD.TPD.CS.1.1: Explain how psychological treatments have changed over time and among cultures

● APA.NSHSPC.APSD.TPD.CS.1.2: Match methods of treatment to psychological perspectives

● APA.NSHSPC.APSD.TPD.CS.1.3: Explain why psychologists use a variety of treatment options

Supporting: ● CCSS.ELA-LITERACY.RH.11-12.3 Evaluate various explanations for actions or

events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

















Detailed Description/Instructions: In small groups, students research different therapy techniques, and present to their peers using the jigsaw technique. Bloom’s Levels: 1, 2, 4, 4 Webb’s DOK: 1, 2, 3, 4 Rubric: To be created


Engaging Scenario

For the Abnormal Psychology engaging scenario, students will create a presentation that covers a specific psychological disorder. This project is intended to provide students with an opportunity to learn more about a particular disorder that they find interesting. Students will then present their findings to the class. Students will be required to complete and turn in the following items: 1. Presentation Outline

● This outline must include your topic, main points addressed (4 to 5) and the supporting information

● Outline should be roughly 1-page typed, 12-point font, double-spaced. 2. Presentation

● Title slide (names, date, block, topic, picture) ● 6-8 “content” slides. Be sure to “bullet point” info, DO NOT COPY/PASTE ● Discussion question slide

3. Quiz Questions

● Your group will be required to write 5 quiz questions regarding your presentation. ● These questions MUST be multiple choice, with 4 possible answers. ● Questions should be typed and an answer key should be provided

4. Bibliography

● I want to know where you are getting your information. You will need to use at least three sources, not including your textbook. WIKIPEDIA DOES NOT COUNT.

● Bibliography should be typed, 12-point font, double spaced.






Time

1 Abnormal Dinner Party

Students will observe typical symptoms from a number of different disorders.

90 minutes

2 Therapy 1-pagers Students will research different therapeutic techniques.

90 minutes


Unit of Study Terminology

Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards.


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