PSYCHOLOGY: COMMON CORE UNIT III – Research Methods
Korpics 2013
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Valley Central School District
Common Core Unit Plan
Psychology Unit III
Title of Unit: Research Methods in
Psychology
Curricular Areas Included: Psychology,
Science, Principles of Research. Ethics.
Grade Level: 11, 12
Time Frame: 5 Days Depending on Shortened
Period Schedules and/or weather.
** See (Part I)
Overview (s) : (Overarching Unit Objectives)
(Part I.). Experimental psychology is an area of psychology that utilizes scientific methods to research the mind
and behavior. In the past, psychological experimentation has been controversial due to unethical experiments.
It is now strictly regulated by the American Psychological Association (APA). ** Hooks will segue into the Objective.
If Objective is displayed first than hook into lesson will not be effective.
(Part II.) The unethical experimentations of the past are not necessarily lessons learned by society today.
Viewing a “Milgram Revisited” experiment by Primetime Live will illustrate how even people 50 years after
Milgram still will listen to authority sometimes choosing their perceived job over humanity. Viewing and
discussion of Harlow’s Monkeys, Zimbardo’s Obedience Stanford Prison Study and a reading on Little Albert
will reinforce the concept of ethics in psychology and by a catalyst to discussion on ethics in society.
(Part III - IV). Creating accurate and measurable psychological research experiments. Understanding of the
variety of types of psychological research modes and their uses advantages/disadvantages. How collection of
data must be not only accurate as possible, but measurable, implementation of controls, definition of variables
and careful selection of type(s) of method to be used. Presentations will be scheduled.
(Part V). Assessment: Objective/Subjective. Written portion to include primary source references to past
experiments.
1. **Objective: (Day 1) SWBAT: Understand Experimental psychology is an area of psychology that
utilizes scientific methods to research the mind and behavior .Identify common terms within the
experimental paradigm. Discuss the Scientific Method. Identify and understand the difference between
variables. Discuss the accuracy of psychological experimentation. Understand the controls in place to
create non-bias analysis. Introduce themselves to famous experiments in the past that has been
controversial due to unethical experiments. Analyzed the ethics of these experiments. Understand why
it is now strictly regulated by the American Psychological Association (APA).
2. Objective: (Day 2) SWBAT: View primary source video clips from famous controversial
psychological experimentations of the past. Compare: Harry Harlow’s Rhesus Monkey Experiments in
Isolation of infant monkeys from mother figures. Discuss resultant consequences and compare to
R.A.D. (Reactive Attachment Disorder) found in Post WWII and Post Bosnian War orphans from
Eastern Europe. Read and discuss the “Little Albert Experiment” done by John B. Watson and
Rosalie Rayner who were interested in finding support for his notion that the reaction of children,
whenever they heard loud noises, was prompted by fear. Furthermore, he reasoned that this fear was
innate or due to an unconditioned response. He felt that following the principles of classical
conditioning, he could condition a child to fear another distinctive stimulus which normally would not be
feared by a child. (Reading: Whatever Happened to Little Albert?). Abraham Maslow’s Hierarchy of
Needs addresses this fact. Stanley Milgram’s Obedience Experiments on authority. Discuss how his
creation of this experiment was done during the Nuremburg War Crimes Trials and how Milgram’s
Jewish heritage played a role in his search for the causes of evil in humanity. View Phillip Zimbardo’s
Stanford Prison Experiment clip and discuss the ramifications on the emotional wellbeing of the
subjects. Understand why they could quit at any time, yet did not feel they could. Analyze the current
PSYCHOLOGY: COMMON CORE UNIT III – Research Methods
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use of these theories to explain Guantanamo Bay Abu Ghraib Prison Torture by American Soldiers
during Operation Freedom as well as the McDonald’s Strip Search episode in Hinesville Georgia in
2003.
3. Objective: (Day 3) SWBAT: Use, create and implement their own survey of questions for a sample
group of their choice. Analyze, compare and determine how to use this knowledge to create Case
Studies, Longitudinal Studies, Cross Sectional Studies, Naturalistic Observation, Lab Studies, Field
Studies, Variables. Compare and discuss the pros and cons of each type of research approach. Identify
common pitfalls through discussion of their own personal experience being used as research samples.
Use divergent thinking to understand causation and correlation in reference to timing, demographics
and how results can be analyzed. Utilized cooperative learning to create groups and delineate tasks in
order of group convenience. All members share accountability.
4. Objective: (Day 4) SWBAT: work in groups to create surveys to administer to chosen groups earlier
in the unit. Dissemination, collection and analysis will be performed by group. Schedules for
presentations will follow on what expectations the group had, the hypothesis, the results, the controls,
the variables, and what they learned from this experiment.
5. Objective: (Day 5) SWBAT: be assessed on their Research Methods Exam which includes objective
questioning, (multiple choice) and subjective assessment, (written essay including reference to at least
one (1) real psychological research study of the past.) Research Methods Project and Exam including
class participation will culminate in UNIT III grade.
Focus Standards:
Essential Questions:
1. In full sentences in your notes; list three (3) differences between 9th and
12th graders. (Intro Do Now:)
2. Prove it! How? Discuss. – Objective introduced.
3. What is the Scientific Method?
APA (American
Psychological
Association) Standards
for High School
Psychology Curricula.
apa.org
www.apa.org/education/k12/nation
al-standards
4. How do we use the Scientific Method in Psychology?
5. How was Sheldon’s experiment on Penny in the “Big Bang Theory” clip not
scientifically sound? (prior learning)
6. What are ethics?
7. How were the use of APA Ethics utilized in this activity?
8. How were my use of APA Ethics used in this activity flawed?
9. What is the difference between an independent and dependent variable
10. What is an experimental group? Control Group? Purpose?
11. What is a control? Give an example?
12. What kinds of things would cause the use of a control? Why?
13. Why use two groups?
14. What kinds of things could you test in psychology using this method? Is it
always accurate? What is a theory? Does it have to be right to be
successful?
Content Standard
1: Development of psychology
as an empirical science
Students are able to
(performance standards):
1.1 Define psychology as a
discipline and identify its
goals as a science.
1.2 Describe the emergence of
psychology as a scientific
discipline.
1.3 Explain how psychology
evolved as a scientific
discipline.
Content Standard 2: Major
subfields within
psychology Students are able
to (performance standards):
2.1 Discuss the value of both
basic and applied psychological
research with human and nonhuman animals.
PSYCHOLOGY: COMMON CORE UNIT III – Research Methods
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15. Why did the APA have to create strict guidelines for experiments?
16. What can unethical experiments from the past teach us about psychology?
17. How does the individual experiences of Stanley Milgram influence his
creation of the famous Milgram Experiment
18. How did these experiments violate ethics?
19. What controls are in place for non-bias research studies?
20. In what ways would a case study be most/least effective?
21. In what ways would a survey be most/least effective?
22. In what ways would a longitudinal study be most/least effective?
23. In what ways would a cross-sectional study by most/least effective?
24. In what ways would naturalistic observation be most/least effective?
25. In what ways would a lab environment be most/least effective?
26. Why do you need to create measurable questions on a survey? Give an
example on how to make a subjective question objective and measurable?
27. How did the validity of Zimbardo’s experiment come into question?
28. Why didn’t the “Milgram Revisited” subjects stop their use of electric
shocks? (Primetime Live Primal Instincts Episode)
29. How is this reflective of the time period when Milgram created this
experiment. How did his background influence this experiment?
30. How were Harlow’s Monkeys effected by his studies? (clip)
31. How is this seen in human beings – referring to Maslow’s Hieararchy of
needs (prior learning)
32. What is R.A.D. (Reactive Attachment Disorder)? (Prior Learning)
33. How were ethics violated in Watson and Rayner’s “Little Albert
Experiment?”
34. Whatever happened to Little Albert? (reading/clip)
35. What was the most common answer subjects gave for “following
authority”?
36. Why didn’t the Stanford Prison subjects leave the experiment?
37. Years after these experiments – incidents still occur. Like what? Why?
2.3 Identify the important role
psychology plays in benefiting
society and improving people’s
lives.
Content Standard Area 3:
Research Methods,
Measurement, and Statistics,
Research Methods,
Measurement, and Statistics.
After concluding this unit,
students understand:
1. Research methods and
measurements used to study
behavior and mental processes
2. Ethical issues in research
with human and non-human
animals
3. Basic concepts of data
analysis
1.1 Describe the scientific
method and its role in
psychology.
1.2 Describe and compare a
variety of quantitative (e.g.,
surveys, correlations,
experiments) and qualitative
(e.g., interviews, narratives,
focus groups) research
methods.
1.3 Define systematic
procedures used to improve the
validity of research findings,
such as external validity.
1.4 Discuss how and why
psychologists use non-human
animals in research.
Content Standard Research
Methods 2: Ethical issues in
research with human and nonhuman animals
Students are able to
(performance standards):
2.1 Identify ethical standards
psychologists must address
regarding research with human
participants.
38. If you were faced with one of these decisions, What would you do?
2.2 Identify ethical guidelines
psychologists must address
PSYCHOLOGY: COMMON CORE UNIT III – Research Methods
Student Objectives – Specific Student Outcomes:
1. Experimental psychology is an area of psychology that utilizes scientific
methods to research the mind and behavior. In the past, psychological
experimentation has been controversial due to unethical experiments. It is
now strictly regulated by the American Psychological Association (APA).
2. The unethical experimentations of the past are not necessarily lessons
learned by society today. Viewing a “Milgram Revisited” experiment by
Primetime Live will illustrate how even people 50 years after Milgram still
will listen to authority sometimes choosing their perceived job over
humanity. Viewing and discussion of Harlow’s Monkeys, Zimbardo’s
Obedience Stanford Prison Study and a reading on Little Albert will
reinforce the concept of ethics in psychology and by a catalyst to
discussion on ethics in society.
3. Creating accurate and measurable psychological research experiments.
Understanding of the variety of types of psychological research modes and
their uses advantages/disadvantages. How collection of data must be not
only accurate as possible, but measurable, implementation of controls,
definition of variables and careful selection of type(s) of method to be used.
Presentations will be scheduled. (and 4.)
3 In an Assessment: Objective/Subjective. Written portion to include primary
source references to past experiments.
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regarding research with nonhuman animals.
Content Standard 3: Basic
concepts of data analysis
Students are able to
(performance standards):
3.1 Define descriptive statistics
and explain how they are used
by psychological scientists.
NYS Common Core
Standards: (Social
Studies and Science)
(see New York State P12 Common Core
Learning Standards for
Literacy in Science,
Social Studies and
Technical Subjects.
Commencement Level.
1. SCIENCE
Reading
Standards and
Writing
Standards
Commencement
Level. 11-12.
11-12.RST 1, RST 2,
RST 3, RST 4, RST 6,
RST 7, RST 8, RST 9.
11-12.WHST.1.b
2. Social Studies
Reading
Standards and
Writing
Standards
Commencement
Level. 11-12.
11-12. RH 1, 11-12 RH4,
11-12 RH9, 11-12 RH10.
WHST 1,a,b,c.
3. NYS Learning
Standards for
Social Studies.
(N/A) (for this
specific unit).
4. NYS Learning
PSYCHOLOGY: COMMON CORE UNIT III – Research Methods
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Standards for
Science and
Math
1, 2 Commencement Level
What evidence will show that students understand? Discussion upon Inquiry, Written answers to
Primary Source Readings & Questions, Reflection of material in their cooperative group Scientific
Psychology Project. Assessment involving both objective and subjective questions to ascertain level
of understanding in reference to concepts addressed in Unit III. Assessment of Group projects.
Modeling of understanding during cooperative learning. Wrap up answers for each unit.
Notes, Activities, Tasks, Projects:
**Interactive Activity 1: Do Now: 1.
In full sentences in your notes; list
three (3) differences between 9th and 12th graders. (Intro Do Now:) Request to
prove it. Discuss.
Interactive Activity 2: Who Wants to Play a Game? (memory activity proven by
psychologist George Miller). Used to demonstrate the use of APA Ethics in
experimentation and to discuss the “flaws” in my adherence to them.
Important Readings:
Reading: When Psychologists Go Wrong. Yale Daily News Sept. 28, 2011. Text
Complexity: University Level. Grade 15.1
Reading: Little Albert Regains His Identity. American Psychological Association.
Jan. 2010 Text Complexity: High School Moderate Level. Grade 11.1
Project:
Group Project: Creating accurate and measurable psychological research
experiments. Understanding of the variety of types of psychological research
modes and their uses advantages/disadvantages. How collection of data must be
not only accurate as possible, but measurable, implementation of controls,
definition of variables and careful selection of type(s) of method to be used.
Videos:
Formal and Informal
Assessments:
 Socratic questioning
 Inquiry
 Discussion
 Written answers to
handouts
 Questions on
Research Methods
Exam
 Cumulative questions
on Miderterm Exam
Vocabulary:







Harry Harlow’s Rhesus Monkeys Video Clip
Stanley Milgram Revisted Prime Time Basic Instincts:
-Milgram’s Obedience to Authority Experiment
-Zimbardo’s Stanford Prison Experiment
-Abu Ghraib Prison Atrocities
-McDonald’s Strip Search Crime excerpt 2003







Scientific
Method
Divergent
Thinking
Correlation
Causation
Cross Sectional
Longitudinal
Naturalistic
Observation
Interview
Field Setting
Lab Setting
Ethics
Case Study
Dependent
Variable
Independent
Variable
PSYCHOLOGY: COMMON CORE UNIT III – Research Methods
Original Little Albert Video Clip taken by Watson/Raynor 1920
Resources: Curriculum Links:
Readings: http://www.vcsd.k12.ny.us/Page/9212
Video Clips:
http://evl.vcsd.k12.ny.us/safevideos/SearchResults.aspx?search=korpics
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Korpics 2013
 Control Group
 Experimental
Group
 Control
 Placebo
 Double Blind
Study
 Hydrocephalus
VCHS Psychology Curriculum Common Core Unit Online
http://www.vcsd.k12.ny.us/Page/7318
Common Core Psychology Unit Plans
http://www.vcsd.k12.ny.us/Page/8134
Psychology Notes Online Available for Download
http://www.vcsd.k12.ny.us/Page/9206
National Standards for High School Psychology A.P.A.
http://www.apa.org/education/k12/national-standards.aspx
A.P. Psychology College Board
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2265
.html
Online Testing:
http://www.vcsd.k12.ny.us/Page/9203
Currently for a certain number of tests….this is in beta mode now as an experiment in
Apple’s “Paperless Teacher Philosophy” that seeks to increase technology in public
education, adding opportunity for accessibility, and preparation for college level
assessments as well as career readiness due that most job applications are currently
online. Tests are timed and randomized. (Timed feature can be deactivated by me if
untimed testing mod is necessary).
They can also be printed out if student prefers traditional test regardless of IEP/504. Can
be activated/de-activated and changed as needed by teacher.
Modifications/Accommodations/Differentiation: As per I.E.P.’s and 504’s

Text Complexity: (Utilizing Flesch Kincaid Index for Readability Level) Diversified from
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PSYCHOLOGY: COMMON CORE UNIT III – Research Methods
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approximately Grade Level 10 – 14. (Notes, some handouts), In Class Nonfiction Readings
from Grade level 12 to University Level (Grade 17.1) Readings in class often read aloud as
well as individually in order to ascertain that diverse group of learners have equal opportunity
at understanding of material while also challenging them to more rigorous standards as the
Psychology Classes range from students with IEP’s and 504’s to students taking AP, College
and Advanced Classes. All classes are heterogeneous with the weight more in line with upper
level students. Changes in projects and on subjective assessments taken into account due to
this wide diversity of students. Notes Average Grade Level 9 – 15.1, Readings Average Grade
Level 14.11-17.1, Projects Directions: Average 8.1 to 11.1 Grade.
 Blooms Taxonomy in Questioning
 Refocusing and explaining as needed
 Untimed testing as needed as per IEP/504.
 Retaking of Tests for better grade if grade below 65
 Cooperative Learning in groups selected for diversification of ability level and learning style.
 Diversification of Instruction for visual, auditory, spatial, and even at times musical,
creative, artistic and kinesthetic learners based on topic. Every lesson diversifies for
auditory and visual learners.
 Notes provided for all students if needed online as well as all class
readings/notes/handouts for students who are home tutored, or have other modifications
necessitating provided notes. This resource is an option for all students due to the many
absences for college visitation for many of my students given the predomination of
upperclassman registered.
 Developmentally Appropriate Adjustments for Age Level: Helpful for students of ALL
ability levels with and without ADD who have organizational issues due to natural
developmental and neurobiological stage and maturation rate of amygdala (reason and
organization), center of brain. I align not only to standards, but for appropriate neurological
developmental stage.
 Accessibility and more transparency for not only students, but aids in parental involvement
availability 24/7 which is more realistic given the nature of parenting in today’s society.
 Transparency for community interested in curriculum and for those planning on taking
Psychology in the future.
 Online resource for review and reinforcement.