Introduction to Psychology
Discipline Specific Vocabulary
Psychology Course Description
The purpose of the course is to introduce students to the scientific
investigation of behavior and mental processes in humans and other
animals. The course includes an introduction to basic research methods,
the relationship between biology and behavior, how conditioning,
learning and cognition affect behavior, how interaction with others
influences thought, feelings, perceptions, and behaviors, and an
understanding of human differences, including strategies for coping when
those differences create dysfunction.
Course Essential Questions
1. How do psychologists investigate the relationship between biology
and behavior?
2. How do humans think, learn and solve problems?
3. How does society and culture influence our thinking and behavior?
4. How do we develop into unique individuals?
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Attitude
Behavior
Cognition
Conformity
Consciousness
Correlation
Development
Ego
Emotion
Ethics
Evolution
Gestalt
Intelligence
Learning
Memory
Mental illness
Motivation
Nature vs. nurture
Nervous System
Personality
Perception
Psychotherapy
Psychoactive drugs
Psychological disorder
Research-descriptive and experimental
Sample
Schema
Sensation
Social-cultural
Theory
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Units
1. History, Perspectives and Research Methods
Essential Questions:
 How did the discipline of psychology evolve into the scientific study of behavior and mental processes?
 What methods do psychologists use to investigate behavior and mental processes?
Unit Vocabulary:
Behaviorist Perspective
Bias
Biological Perspective
Causation
Cognitive Perspective
Confederate
Control Group
Correlational Research
Dependent Variable
Double Blind Technique
Experimental Group
Experimental Method
Humanistic Perspective
Independent Variable
Longitudinal v Cross-Sectional Studies
Naturalistic Observation
Placebo
Psychodynamic Perspective
Random Sample
Survey Method
Daily Learning Outcomes:
1. How has psychology developed as a field of study over the years?
2. What are some different perspectives that psychologists use to look at behavior and thoughts?
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
3. What are some different ways that psychologists research certain issues?
4. Explain what psychologists can do to make sure their research is ethical
Activities:
a. Design an experiment using assigned components
b. Create a strengths and weaknesses chart for various research methods
c. Create a timeline for major milestones in the history of psychology
d. Form ethics committees to evaluate hypothetical or actual historical research projects
e. Design and distribute a survey and compile data
f. Conduct a correlational study and compile data
g. Create psychological VIP’s trading cards
Sample Questions:
Psychology is defined as the
a. humanistic study of emotions and feelings.
b. sociological study of individual and group dynamics.
c. scientific study of behavior and mental processes.
d. study of supernatural phenomena.
The school of behaviorism defined psychology as
a. the scientific study of behavior and mental processes.
b. the biological study of the brain and its behavior.
c. the sociological study of group behavior.
d. the scientific study of observable behavior.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Observing the way people eat in restaurants is an example of
a. laboratory observation.
c. naturalistic observation.
b. a survey.
d. the longitudinal method.
History, Perspectives and Research Methods Unit Assessment Plan
R1/R10
W-1
Rathus, S. A. (2007). Psychology Principles in
Practice. Austin, Texas: Holt, Rinehart and
Winston.
1.
2.
Case Studies and Other True Stories: The
Hawthorne Plant Study: A Flawed Experiment
(p45)
3.
Discuss the precise claims of the
author and the opposing claims
presented in the article.
Discuss the strengths and
weaknesses of the author’s claims
and opposing claims.
Provide a concluding statement that
supports or rejects the author’s
argument.
R1/R2
W-2
1.
2.
3.
Select from the reading the most
significant and relevant facts, details,
and examples.
Use precise language, psychology
vocabulary when writing about the
assigned topic.
Provide a concluding statement or
section that follows from and supports
the information presented.
W2
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
2. Biology
Essential Question:
 How do brain chemistry and structure influence behavior?
Unit Vocabulary:
Aphasia
Axon
Brain Imaging Techniques
Brainstem
Cerebral Cortex
CNS
Corpus Callosum
Dendrites
Endocrine System
Frontal Lobe
Glands
Hormones
Limbic System
Myelin Sheath
Neuron
Neurotransmitters
Occipital Lobe
Parietal Lobe
Plasticity
PNS
Split Brain
Synapse
Temporal Lobe
Daily Learning Outcomes:
1. How do neurons work?
2. How does information move through our bodies?
3. What do the different parts of the brain do?
4. What methods do scientists use to study the brain?
5. How do genes and the environment (nature and nurture) shape our behavior?
6. How has evolution contributed to human behavior and thoughts?
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Activities:
a.
b.
c.
d.
e.
f.
Create a brain diagram or brain mobile
Conduct a class demonstration of the nervous system by holding hands to send signals
Watch baby/teen brain videos – PBS
Create a Play-Doh Brain
Perform neurotransmitter skits
View Phineas Gage Video Clip or read an article about his story
Sample Questions:
Researchers learn about the brain by studying
a. images of the brain created by computers.
b. people with head injuries.
c. the effects of electrical stimulation on the brain.
d. all of the above.
The basic building blocks of the nervous system are
a. neurons.
c. pons.
b. medullas.
d. glands.
Unusual drinking and eating behaviors can be caused by damage to the
a. hypothalamus.
c. cerebellum.
b. reticular activating system.
d. pons.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Biology Unit Assessment Plan
R1/R10
W-1
Rathus, S. A. (2007). Psychology Principles in
Practice. Austin, Texas: Holt, Rinehart and
Winston.
Case Studies and Other True Stories: Is Phineas
Gage Still the Same Man? (p65)
W-2
1.
2.
3.
Discuss the precise claims of the
author and the opposing claims
presented in the article.
Discuss the strengths and weaknesses
of the author’s claims and opposing
claims.
Provide a concluding statement that
supports or rejects the author’s
argument.
R1/R2
1.
2.
3.
Select from the reading the most
significant and relevant facts, details, and
examples.
Use precise language, psychology
vocabulary when writing about the
assigned topic.
Provide a concluding statement or section
that follows from and supports the
information presented.
W2
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
3. Sensation and Perception
Essential Question:
 How do our sensory organs get information to the brain?
 How does our brain organize and interpret sensory information?
Unit Vocabulary:
Absolute Threshold
Binocular Depth Cues
Bottom-up Processing
Cochlea
Color Vision
Cones
Gestalt
Just Noticeable Difference
Kinesthetic Sense
Monocular Depth Cues
Retina
Rods
Selective Attention
Sensory Adaptation
Signal Detection Theory
Top-Down Processing
Vestibular Sense
Weber’s Law
Daily Learning Outcomes:
1. What are some limitations and capabilities of our various senses?
2. How do our eyes and ears function?
3. How does our thinking influence the way we interpret sensory information?
Activities:
a. Create an ear/diagram
b. Conduct one of several possible taste/smell labs
c. Back-masking and subliminal messaging (Vokey and Read)
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
d.
e.
f.
g.
View Innatentional Blindess Gorilla Video (Simon)
Conduct the Rat/Man Experiment (Bugalski and Alampay)
Recreate the Stroop Effect Experiment
Play catch using only one eye (monocular vs. binocular cues)
Sample Questions
The way we perceive objects is determined by
a. our emotional state.
b. our expectations and attitudes about what we see.
c. learning and past experiences.
d. all of the above.
Sounds are caused by
a. electromagnetic energy.
b. the release of sensory neurons.
c. motion parallax.
d. vibrations that cause changes in air pressure.
Smell and taste are known as the
a. skin senses.
b. photoreceptor senses.
c. vestibular senses.
d. chemical senses.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Sensation and Perception Unit Assessment Plan
R1/R10
W-1
Rathus, S. A. (2007). Psychology Principles in
Practice. Austin, Texas: Holt, Rinehart and
Winston.
Psychology in the World Today: How did Animals
Know a Tsunami was Coming? (p82)
W-2
1.
2.
3.
Discuss the precise claims of the
author and the opposing claims
presented in the article.
Discuss the strengths and weaknesses
of the author’s claims and opposing
claims.
Provide a concluding statement that
supports or rejects the author’s
argument.
R1/R2
1.
2.
3.
Select from the reading the most
significant and relevant facts, details, and
examples.
Use precise language, psychology
vocabulary when writing about the
assigned topic.
Provide a concluding statement or section
that follows from and supports the
information presented.
W2
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
4. States of Consciousness
Essential Question:
 How do humans experience various levels of consciousness?
Unit Vocabulary:
Circadian Rhythm
Depressants
Dream Theories
EEG
Hallucinogens
Hypnosis
Physical Dependence
Psychological Dependence
REM Sleep
Sleep Disorders
Sleep Stages
Stimulants
Unconscious Mind
Daily Learning Outcomes:
1. What are the major components of the human sleep cycle?
2. Why do we dream?
3. What are some common sleep disorders?
4. How effective is hypnosis?
5. How do various psychoactive drugs influence our perceptions and behavior?
Activities:
a.
b.
c.
d.
Keep a log of sleep habits and dreams
Use the “Mouse Party” site (University of Utah)
Participate in a debate on drug legality, argue for or against certain drugs
Class presentations on psychoactive drugs
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Sample Questions
During a 24-hour day, people experience a sequence of changes in
a. sleepiness and wakefulness.
c. body temperature.
b. blood pressure.
d. all of the above.
Sleep researchers define our sleep stages in terms of
a. the length of time each takes.
c. the time of night each occurs.
b. brain wave patterns.
d. the number of times we wake up.
Slurred speech, blurred vision, and impaired judgment are the results of
a. nicotine.
c. cocaine.
b. amphetamines.
d. intoxication.
Sates of Consciousness Unit Assessment Plan
R1/R10
W-1
Rathus, S. A. (2007). Psychology Principles in
Practice. Austin, Texas: Holt, Rinehart and
Winston.
Exploring Diversity: Mulitcultural Persepectives on
Consciousness (p119)
W-2
1.
2.
3.
Discuss the precise claims of the
author and the opposing claims
presented in the article.
Discuss the strengths and weaknesses
of the author’s claims and opposing
claims.
Provide a concluding statement that
supports or rejects the author’s
argument.
1.
2.
3.
Select from the reading the most
significant and relevant facts, details, and
examples.
Use precise language, psychology
vocabulary when writing about the
assigned topic.
Provide a concluding statement or section
that follows from and supports the
information presented.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
5. Learning
Essential Questions:
 How do environmental consequences shape behavior?
Unit Vocabulary:
Acquisition
Classical Conditioning
Cognitive Maps
CR Conditioned Response
CS Conditioned Stimulus
Extinction
FI Fixed Interval
FR Fixed Ratio
Little Albert
Modeling
Negative Reinforcement
Observational Learning
Operant Chamber (Skinner Box)
Operant Conditioning
Positive Reinforcement
Punishment
Schedules of Reinforcement
Shaping
UR Unconditioned Response
US Unconditioned Stimulus
VI Variable Interval
VR Variable Ratio
Daily Learning Outcomes:
1. How do we learn associations between events that happen in our environments?
2. How do reward and punishment shape our behavior?
3. What are some different schedules and types of reinforcers used to change behavior?
4. To what extent can we learn from observing others?
Activities:
a.
Fun Dip or Straw puff to eye classical conditioning
b.
View Volkswagen Fun Theory videos on Operant conditioning
c.
Brainstorm various student examples for different schedules of reinforcement
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Sample Questions:
Ivan Pavlov's experiments with dogs yielded information about
a. operant conditioning.
c. classical conditioning.
b. counterconditioning.
d. all of the above.
The process by which a stimulus increases the chances of a preceding behavior occurring again is called
a. reinforcement.
c. flooding.
b. extinction.
d. systematic desensitization.
People who watch a lot of violence on television are more likely to be violent in part because of
a. observational learning.
c. negative reinforcement.
b. classical conditioning.
d. systematic desensitization.
Learning Unit Assessment Plan
R1/R10
W-1
Rathus, S. A. (2007). Psychology Principles in
Practice. Austin, Texas: Holt, Rinehart and
Winston.
Case Studies and Other True Stories: The Story of
Little Albert (p134)
W-2
1.
2.
3.
Discuss the precise claims of the
author and the opposing claims
presented in the article.
Discuss the strengths and weaknesses
of the author’s claims and opposing
claims.
Provide a concluding statement that
supports or rejects the author’s
argument.
1.
2.
3.
Select from the reading the most
significant and relevant facts, details, and
examples.
Use precise language, psychology
vocabulary when writing about the
assigned topic.
Provide a concluding statement or section
that follows from and supports the
information presented.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
6. Cognition
Essential Questions:
 How do organisms remember, think, solve problems and communicate?
Unit Vocabulary:
Algorithm
Chunking
Constructive Memory
Encoding
Episodic Memory
Fixation
Heuristic
Interference
Long Term Memory
Mnemonic
Morpheme
Phoneme
Recall
Recognition
Rehearsal
Retrieval
Schema
Semantic Memory
Serial Position Effect
Sensory Memory
Short Term Memory
Storage
Daily Learning Outcomes:
1. How do we create memories?
2. How accurate are our memories?
3. How can we avoid forgetting?
4. What are some ways that we solve problems and make decisions?
5. How do we learn a language?
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Activities
a.
b.
c.
d.
e.
Solve brain teasers, any kind! Discuss methods used, barriers to solving etc.
Memorize a long list using peg words (perhaps Erikson’s Stages of Development?)
Conduct a serial position or forgetting memory experiment and graph results
Short term memory test
Watch a video on or recreate the Loftus experiment
Sample Questions
Functional fixedness can become
a. an obstacle to solving a problem.
b. a concept for developing language.
c. a useful heuristic.
d. all of the above.
The most reliable approach to solving a problem is
a. the algorithm.
c. convergent thinking.
b. the heuristic.
d. divergent thinking.
Prototypes make concepts easier to understand by allowing us to
a. picture a specific example of the concept.
b. mentally group together objects that are similar.
c. use shortcuts to solve a problem.
d. do all of the above.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Cognition Unit Assessment Plan
R1/R10
W-1
Rathus, S. A. (2007). Psychology Principles in
Practice. Austin, Texas: Holt, Rinehart and
Winston.
Psychology in the World Today: Can We Trust
Eyewitness Testimony? (p165)
W-2
1.
2.
3.
Discuss the precise claims of the
author and the opposing claims
presented in the article.
Discuss the strengths and weaknesses
of the author’s claims and opposing
claims.
Provide a concluding statement that
supports or rejects the author’s
argument.
1.
2.
3.
Select from the reading the most
significant and relevant facts, details, and
examples.
Use precise language, psychology
vocabulary when writing about the
assigned topic.
Provide a concluding statement or section
that follows from and supports the
information presented.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
7. Motivation and Emotion
Essential Questions:
 What drives human and animal behavior?
 How do we experience various emotions?
Unit Vocabulary:
Drive
Drive-Reduction Theory
Epinephrine (Adrenaline)
Extrinsic Motivation
General Adaptation Syndrome
Hierarchy of Needs
Homeostasis
Hypothalamus
Intrinsic Motivation
Motivation
Set Point Theory
Theories of Emotion
Universal Facial Gestures
Yerkes-Dodson Law
Daily Learning Outcomes:
1. What are some major theories of motivation?
2. What types of things tend to motivate our behavior?
3. How can we explain an emotional experience?
4. To what extent are emotions universal or dependant on culture and context?
5. What happens to our bodies when we are stressed?
6. How does perception and ability to cope influence our stress response?
Activities:
a.
b.
c.
d.
Perform nonverbal skits to demonstrate various emotions. Discuss cues (Ekman or Izard)
Make posters showing scenarios outlining major theories of emotion
Create a personal hierarchy of needs (Maslow)
Brainstorm stressors and coping mechanisms. Try to outweigh stressors with coping!
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Sample Questions:
Drive-reduction theory applies to
a. many biological drives.
b. most psychological needs.
c. complex emotions.
d. all of the above.
The need for self-actualization is part of the theory proposed by
a. William James.
c. Karl G. Lange.
b. Abraham Maslow.
d. Clark Hull.
Compared to Type B people, Type A people have a greater chance of
a. attaining self-actualization.
b. handling approach-approach conflicts effectively.
c. suffering heart disease.
d. doing all of the above.
Motivation and Emotion Unit Assessment Plan
R1/R10
W-1
Rathus, S. A. (2007). Psychology Principles in
Practice. Austin, Texas: Holt, Rinehart and
Winston.
Case Studies and Other True Stories: The SchacterSinger Experiment (p317)
W-2
1.
2.
3.
Discuss the precise claims of the
author and the opposing claims
presented in the article.
Discuss the strengths and weaknesses
of the author’s claims and opposing
claims.
Provide a concluding statement that
supports or rejects the author’s
argument.
1.
2.
3.
Select from the reading the most
significant and relevant facts, details, and
examples.
Use precise language, psychology
vocabulary when writing about the
assigned topic.
Provide a concluding statement or section
that follows from and supports the
information presented.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
8. Developmental Psychology
Essential; Questions:
 What changes take place during the human lifespan, from conception to death?
Unit Vocabulary:
Accommodation
Assimilation
Attachment
Cognitive Stage Theory
Conservation
Egocentrism
Habituation
Heritability
Imprinting
Moral Development
Object Permanence
Parenting Styles
Psychosexual Stages
Psychosocial Stages
Puberty
Strange Situation
Teratogen
Visual Cliff
Daily Learning Outcomes:
1. How do we change from birth to death?
2. Do we develop in a continuous manner, or in stages?
3. What are some major stage theories of development?
Activities:
a) For stage theories of development try: childhood pictures to demonstrate stages, cartoons for each stage, collages, graphic
organizers, student autobiographies etc.
b) Read; respond to the Heinz Dilemma (Kohlberg). As a follow up, students could create their own moral dilemma, or create
a justification for each level
c) Perform parenting styles skits (Baumrind)
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Sample Questions:
The cognitive process of assimilation allows people to
a. use specific examples to represent abstract concepts.
b. understand that an object exists even when it cannot be seen.
c. place new information in categories that already exist.
d. make changes based on new information.
During the sensorimotor stage of cognitive development, infants learn
a. to use language.
c. object permanence.
b. to think two-dimensionally.
d. all of the above.
Psychoanalyst Erik Erikson theorized that people go through
a. three levels of moral development.
b. four categories of adolescent identity status.
c. four stages of cognitive development.
d. eight life stages of identity formation.
Developmental Unit Assessment Plan
R1/R10
W-1
Rathus, S. A. (2007). Psychology Principles in
Practice. Austin, Texas: Holt, Rinehart and
Winston.
Readings in Psychology: Does Heredity Determine
Our Personalities? (p73)
W-2
1.
2.
3.
Discuss the precise claims of the
author and the opposing claims
presented in the article.
Discuss the strengths and weaknesses
of the author’s claims and opposing
claims.
Provide a concluding statement that
supports or rejects the author’s
argument
1.
2.
3.
Select from the reading the most
significant and relevant facts, details, and
examples.
Use precise language, psychology
vocabulary when writing about the
assigned topic.
Provide a concluding statement or section
that follows from and supports the
information presented.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
9. Personality
Essential Questions:
 How do different psychological approaches attempt to explain our differing personalities?
Unit Vocabulary:
Defense Mechanisms
Ego
Extraversion
Hierarchy of Needs
Id
Introversion
Learned Helplessness
Locus of Control
MMPI
Neo Freudians
Self Actualization
Self Concept
Self-Esteem
Social Cognitive Perspective
Superego
Trait Theories
Daily Learning Outcomes:
1. How did Freud describe the development of our personalities?
2. What are major differences between humanistic and psychodynamic personality theories?
3. What are some major trait theories of personality?
4. How do social-cognitive theorists account for our differing personalities?
Activities:
a) Psychoanalyze a celebrity, especially one with an unusual childhood (Charlie Sheen, Michael Jackson, Brittany Spears)
b) Perform defense mechanism skits or create scenarios for each
c) Take the Myers-Briggs test or the Keirsey Temperament Sorter or some other personality test
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Sample Questions:
Humanistic theory suggests that human behavior is motivated by
a. instincts.
b. the need to reduce drives.
c. the need for personal growth and self-fulfillment.
d. the collective unconscious.
Sigmund Freud believed that infants fixated at the oral stage of development would later develop
a. an excessive need for self-control.
b. sloppy grooming habits.
c. habits such as smoking or overeating.
d. all of the above behaviors.
Projective personality tests measure aspects of an individual's personality through
a. open-ended responses to pictures.
b. direct observation of how often a behavior occurs.
c. self-reporting.
d. a multiple-choice questionnaire.
Personality Unit Assessment Plan
R1/R10
W-1
Rathus, S. A. (2007). Psychology Principles in
Practice. Austin, Texas: Holt, Rinehart and
Winston.
Readings in Psychology: Watson and Rogers: At
Opposite Ends of the Theory Spectrum(p336)
W-2
1.
2.
3.
Discuss the precise claims of the
author and the opposing claims
presented in the article.
Discuss the strengths and weaknesses
of the author’s claims and opposing
claims.
Provide a concluding statement that
supports or rejects the author’s
argument.
1.
2.
3.
Select from the reading the most
significant and relevant facts, details, and
examples.
Use precise language, psychology
vocabulary when writing about the
assigned topic.
Provide a concluding statement or section
that follows from and supports the
information presented.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
R1/R2
W2
W2
10. Testing and Individual Differences
Essential Questions:
 What factors make us unique individuals?
 What defines intelligence and how is it measured?
Unit Vocabulary:
Creativity
Emotional Intelligence
General Intelligence (G)
IQ
Multiple Intelligences
Normal Curve
Projective Tests
Reliability
Savant Syndrome
Standardization
Stanford-Binet Intelligence Test
Validity
WAIS/WISC
Daily Learning Outcomes:
1. What factors make us unique individuals?
2. What defines intelligence and how is it measured?
Activities:
1. Take Australian/American vs. Aboriginal Intelligence tests
2. Create examples of intelligence for major theories. Use fictional characters, historical figures, family members etc.
3. Brainstorm the questions “What is intelligence?” or “what different types of intelligence exist?”
4. Take an IQ test or Type A/Type B test at queendom.com
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Sample Questions:
Intelligence involves the ability to
a. learn from experience.
b. think rationally.
c. deal effectively with the environment.
d. do all of the above.
Robert Sternberg's model of intelligence includes
a. emotional intelligence.
b. g factors and s factors.
c. analytical, creative, and practical abilities.
d. nine distinct primary mental abilities.
The distribution of IQ scores on a graph looks like
a. a downward slope.
c. an S-curve.
b. a bell curve.
d. an upward slope.
Testing and Individual Differences Unit Assessment Plan
R1/R10
W-1
Rathus, S. A. (2007). Psychology Principles in
Practice. Austin, Texas: Holt, Rinehart and
Winston.
W-2
1.
2.
Case Studies and Other True Stories: The
Exceptional Creator (p217)
3.
Discuss the precise claims of the
author and the opposing claims
presented in the article.
Discuss the strengths and weaknesses
of the author’s claims and opposing
claims.
Provide a concluding statement that
supports or rejects the author’s
argument.
1.
2.
3.
Select from the reading the most
significant and relevant facts, details, and
examples.
Use precise language, psychology
vocabulary when writing about the
assigned topic.
Provide a concluding statement or section
that follows from and supports the
information presented.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
11. Abnormal Behavior and Treatment
Essential Questions:
 How is abnormality defined?
 What are the causes and symptoms of major psychological disorders?
Unit Vocabulary:
Anorexia
Bipolar Disorder
Bulimia
Depression
Dissociative Disorders
DSM
GAD
MMPI
OCD
Panic Disorder
Personality Disorders
Phobias
PTSD
SAD
Schizophrenia
Somatoform Disorders
Daily Learning Outcomes:
1. How do cultures define normal and abnormal behavior?
2. What are advantages and disadvantages of labeling behavior as “disordered?”
3. What are some major types and symptoms of psychological disorders?
4. How do disorders impact daily life?
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Activities:
a) Create a mental illness PowerPoint or poster presentation
b) Solve the “personality disorders dinner party” puzzle
c) Make cartoon characters exemplifying various disorders
Sample Questions
According to psychoanalytic theory, anxiety disorders are the result of
a. repressed childhood urges.
b. the overwhelming of the ego by the urges of the id.
c. the failure to achieve individuation.
d. all of the above.
A person with dissociative identity disorder has
a. frequent panic attacks.
b. two or more personalities.
c. impulses to commit socially unacceptable behavior.
d. amnesia about personal information and past events.
Mood disorders fall into the general categories of
a. depression and bipolar disorders.
b. biological and psychological disorders.
c. anxiety and mania.
d. neuroses and psychoses.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Abnormal Behavior and Treatment Unit Assessment Plan
R1/R10
W-1
W-2
Rathus, S. A. (2007). Psychology Principles in
Practice. Austin, Texas: Holt, Rinehart and Winston.
Case Studies and Other True Stories: Not Guilty by
Reason of Insanity. (p412)
1.
Rosenhan, D. (n.d.). The Rosenhan Study: On Being
Sane in Insane Places. Institute for Nearly Genuine
Research.
http://www.bonkersinstitute.org/rosenhan.html
3.
2.
Discuss the precise claims of the author
and the opposing claims presented in the
article.
Discuss the strengths and weaknesses of
the author’s claims and opposing claims.
Provide a concluding statement that
supports or rejects the author’s argument.
1.
2.
3.
Select from the reading the most significant
and relevant facts, details, and examples.
Use precise language, psychology vocabulary
when writing about the assigned topic.
Provide a concluding statement or section that
follows from and supports the information
presented.
Barkley, R. (n.d.). What Is Adhd? | PBS - Medicating
Kids | FRONTLINE | PBS. PBS: Public Broadcasting
Service.
http://www.pbs.org/wgbh/pages/frontline/shows/medic
ating/experts/whatis.html
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
12. Treatment
Essential Questions:
 What are the various treatment approaches to psychological disorders?
Unit Vocabulary:
Alternative Therapies
Anti-Psychotics
Anti-Anxiety Drugs
Anti-Depressants
Behavioral Therapy
Cognitive Therapy
Eclectic Approach
ECT
Free Association
Group Therapy
Humanistic Therapy
Lobotomy
Medical Model
Psychoanalytic Therapy
Psychotherapies
Daily Learning Outcomes:
1. How do cultures define normal and abnormal behavior?
2. What are advantages and disadvantages of labeling behavior as “disordered?”
3. What are some major types and symptoms of psychological disorders?
4. How do disorders impact daily life?
Activities:
a. Make a chart of major types of therapies, their methods, what they treat etc.
b. Conduct a humanistic therapy simulation
c. Participate in a disorders/treatment role play as client/therapist
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Sample Questions:
The primary goal of humanistic therapy is to help individuals
a. identify unconscious thoughts and emotions.
b. reach their full potential.
c. develop new behaviors.
d. develop more productive thought processes.
Unlike psychoanalysis, the key goal of cognitive therapy and behavioral therapy is to
a. eliminate troubling emotions or behaviors.
b. identify unconscious thoughts and emotions.
c. achieve self-actualization.
d. use biological rather than psychological treatments.
Operant conditioning helps a person
a. unlearn undesirable behaviors.
b. learn desirable behaviors.
c. correct faulty assumptions.
d. correct illogical thought processes.
Treatment Unit Assessment Plan
R1/R10
W-1
W-2
1.
Rathus, S. A. (2007). Psychology Principles in
Practice. Austin, Texas: Holt, Rinehart and Winston.
Exploring Diversity: Therapy and Culture (p445)
2.
3.
Discuss the precise claims of the author
and the opposing claims presented in the
article.
Discuss the strengths and weaknesses of
the author’s claims and opposing claims.
Provide a concluding statement that
supports or rejects the author’s argument.
1.
2.
3.
Select from the reading the most significant
and relevant facts, details, and examples.
Use precise language, psychology vocabulary
when writing about the assigned topic.
Provide a concluding statement or section that
follows from and supports the information
presented.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
13. Social Psychology
Essential Questions:
 How do groups and culture influence individual behavior?
Unit Vocabulary:
Aggression
Attraction
Bystander Effect
Cognitive Dissonance
Conformity
Deindividuation
Diffusion of Responsibility
Frustration-Aggression Principle
Fundamental Attribution Error
Norms
Obedience Study
Prejudice
Roles
Self Fulfilling Prophecy
Social Trap
Stanford Prison Experiment
Daily Learning Outcomes
1. How does the presence of others influence an individual’s behavior?
2. What factors lead to increased or decreased conformity and obedience?
3. How do norms influence collectivist and individualist behavior and values?
4. What are the negative aspects of group perceptions?
5. What factors influence attraction?
Activities:
a.
Recreate or modify the Asch conformity study, you will need confederates!
b.
Watch a video on a famous study (Asch, Milgram, Zimbardo, bystander effect)
c.
Play the missile game or use real money as an incentive to demonstrate social traps
d.
Read the article on Kitty Genovese, and discuss the bystander effect
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
e.
Try a prejudice test on project implicit
Sample Questions:
Cognitive dissonance may cause people to
a. change their attitudes to match their behavior.
b. try harder because other people are watching.
c. slack off because their efforts are not needed.
d. vent aggressive urges through sarcasm.
Psychologist Stanley Milgram's research showed that most people
a. act aggressively in social situations.
b. act altruistically only when others are not around.
c. obey orders that conflict with their own attitudes.
d. conform only to positive social norms.
Psychologist Solomon Asch's study showed that
a. a specific gene is linked to aggressive behavior.
b. altruism is based on conditioning and observational learning.
c. people tend to conform so as not to be perceived as different from others.
d. two-sided arguments are the most persuasive.
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016
Introduction to Psychology
Social Psychology Unit Assessment Plan
R1/R10
W-1
Rathus, S. A. (2007). Psychology Principles in
Practice. Austin, Texas: Holt, Rinehart and
Winston.
W-2
1.
2.
Psychology in the World Today: What Can Be
Done About Prejudice (p469)
3.
Discuss the precise claims of the
author and the opposing claims
presented in the article.
Discuss the strengths and weaknesses
of the author’s claims and opposing
claims.
Provide a concluding statement that
supports or rejects the author’s
argument.
R1/R2
4.
5.
6.
Select from the reading the most
significant and relevant facts, details, and
examples.
Use precise language, psychology
vocabulary when writing about the
assigned topic.
Provide a concluding statement or section
that follows from and supports the
information presented.
W2
John Cline, Joel Bibby, Mark Clarke, Ed Flynn
Rev. 2.9.2016