7530
Psychology
(7350) Course Description
and End-of-Course Assessment
High School
Curriculum Writers: Annette Alexander; Julie Ann Hill
Pre-Requisites:
11th and 12th graders ONLY!!
Level
(Ess/
Exp/ Ext)
and Time
Obj.
#1
Objective
Allotted (in
hours)
Resources
Understanding
Psychology
(Glencoe
2001 edition);
Sample Teaching
Strategy/
Assessment
Supplemental
Materials;
Psychology
Today;
www.psychology.g
lencoe.com
Standard 1: Methods Domain
Goal 1: Introduction to Psychology
1.
2.
3.
4.
5.
Define psychology
ESS
1
Unit 1: Ch.1-2
Brainstorm
EXP
Unit 1: Ch. 1-2
Lecture; Read Chapters
ESS
1
Unit 1: Ch. 1-2
Worksheet,
Activities/Games;
Vocabulary Quiz
ESS
1
Unit 1: Ch.1-2
EXP
Unit 1: Ch. 1-2
List and explain steps of scientific method
Recognize and define key vocabulary related to
psychological research methods ( i.e. variables,
correlation, experiment, control group,
experimenter bias, placebos, etc.)
Compare and contrast (a) experiment and
correlation; (b) a case study and a survey;
(c) a representative sample and a biased
sample; (d) independent variable and
dependent variable
Explain the advantage of naturalistic
observation
ESS = Essential (All students should master this skill or concept)
EXP = Expected (Concept should be taught and will be mastered by many students)
EXT = Extended (Optional objective for enrichment)
1
Read Chapters;
Discussion
Discussion; Object
Lesson
7530
Level
(Ess/
Exp/ Ext)
and Time
Obj.
#1
Objective
Allotted (in
hours)
Resources
Sample Teaching
Strategy/
Assessment
Understanding
Psychology
(Glencoe
2001 edition);
Supplemental
Materials;
Psychology
Today;
www.psychology.g
lencoe.com
Goal 2: Development of psychology as an empirical science
6.
7.
8.
Review psychology’s roots in natural science
and philosophy
Describe the forms psychology took before the
20th century (i.e. Aristotle, Ancient Egyptians,
Locke, Weber, Helmholtz, Fechner, Wundt,
James, etc.)
Describe 20th century “schools” of psychology:
(a) behaviorism; (b) Gestalt;
(c) psychoanalysis; (d) humanism;
(e) cognitive
Unit 1: Ch.1-2
Read Chapters
Unit 1: Ch. 1-2
Read Chapters;
Research (Internet)
http://www.cwu.
edu/~warren/to
day.html
Unit 1: Ch. 2
Read Chapters;
Research; MiniPresentations or Papers;
Matching Quiz
EXP
EXT
ESS
2
Goal 3: The role of ethics in psychological research
9.
Analyze the ethical issues inherent in
psychological research (i.e. use of animals,
deception)
EXP
Unit 1: Ch. 2
http://www.apa.
org/ethics/code
.html
Discussion; Panel
Discussion; Read
Chapters
Goal 4: Recognize sub-fields and career opportunities in the field of
Psychology
10.
11.
12.
Understand the difference between a
psychologist and a psychiatrist
Describe the major sub-fields in the field of
psychology (i.e. clinical, behavioral, counseling,
developmental, social, and experimental)
Review career opportunities in the field of
psychology
ESS
1
Unit 1: Ch. 1
EXP
Unit 1: Ch. 1
EXP
Unit 1: Ch. 1
Discussion; Guest
Speakers
Read Chapter
Read Chapter; Guest
Speakers; Chapter Test
Standard 2: Bio-psychological Domain
Goal 1: Introduce the biological basis of human behavior
Unit 3: Ch. 6
13.
14.
15.
16.
Identify the neuron as the basis for neural
communication
EXP
Explain the function of sensory, motor, and
ESS
Unit 3: Ch. 6
inter-neurons
1
Explain how information is transmitted through
Unit 3: Ch. 6
the body’s nervous system
EXP
Describe the role of neurotransmitters in various
Unit 3: Ch. 6
diseases (i.e. Parkinson’s Disease, Multiple
Sclerosis, Epilepsy, Hyperactivity, etc.)
EXT
ESS = Essential (All students should master this skill or concept)
EXP = Expected (Concept should be taught and will be mastered by many students)
EXT = Extended (Optional objective for enrichment)
2
Visuals (i.e. charts,
graphs, diagrams); Fill-inthe-blank Worksheets;
Read Chapters
“
“
“
Guest Speakers
7530
Level
(Ess/
Exp/ Ext)
and Time
Obj.
#1
Objective
Allotted (in
hours)
Resources
Understanding
Psychology
(Glencoe
2001 edition);
Sample Teaching
Strategy/
Assessment
Supplemental
Materials;
Psychology
Today;
www.psychology.g
lencoe.com
Goal 2: Classify the major divisions and sub-divisions of the body’s nervous
system
17.
Identify the parts and explain the functions of
the central and peripheral nervous systems
ESS
1
Unit 3: Ch. 6
Visual (i.e. charts,
diagrams, etc.); Fill-inthe-blank Worksheets;
Read Chapter;
Vocabulary/Diagram Quiz
Goal 3: Classify the structure and functions of the major regions in the brain
18.
Summarize the structure and function of the
major regions of the brain (frontal, parietal,
occipital, temporal)
19.
Compare and contrast the functions of the
brain’s hemispheres (left and right) and the
corpus collosum
EXP
ESS
2
Unit 3: Ch. 6;
http://www.pbs.
org/wgbh/aso/tr
yit/brain/
Unit 3: Ch. 6
“
Internet; Discussion;
Activities
Goal 4: Describe the structure and function of the body’s endocrine system
20.
21.
Explain how the endocrine glands are linked to
the body’s nervous system
List the hormones secreted by the endocrine
glands and give examples of their links to
human behavior
ESS
1
Unit 3: Ch. 6
EXP
Unit 3: Ch. 6
Read Chapter; Visuals,
etc.
Visuals (i.e. charts,
graphs, etc); Read
Chapter; Unit Test
Goal 5: Understand heredity and environmental influences on human
behavior
22.
Compare and contrast the concepts of “nature”
and “nurture” as they relate to possible
explanations of behavior
ESS
2
Unit 3: Ch. 6,
Sec. 4
Discuss “twin studies”;
“genetics”;
“environmental
influences”; Read
Chapter
Goal 6: Describe the capabilities and limitations of sensory processes
23.
Define sensations, perceptions, psychophysics,
absolute and difference thresholds, Weber’s
Law, and signal detection
ESS
1
24.
Describe and explain the functions of the
body’s sensory systems (i.e. eyes, ears, nose,
skin)
EXP
Unit 3: Ch. 8
Unit 3: Ch. 8
ESS = Essential (All students should master this skill or concept)
EXP = Expected (Concept should be taught and will be mastered by many students)
EXT = Extended (Optional objective for enrichment)
3
Read Chapter;
Discussion; Fill-in-theblank worksheet;
Vocabulary Game
“
7530
Level
(Ess/
Exp/ Ext)
and Time
Obj.
#1
Objective
Allotted (in
hours)
Resources
Understanding
Psychology
(Glencoe
2001 edition);
Sample Teaching
Strategy/
Assessment
Supplemental
Materials;
Psychology
Today;
www.psychology.g
lencoe.com
25.
Relate knowledge of the sensory process to
applications in music, memory, advertising, etc.
EXT
Unit 3: Ch. 8
Interactive and
Interpretive Activities;
Journal Entries; Surveys
Goal 7: Explain the principles involved in perception and attention
26.
Understand the principles of perception (depth
perception, illusions, binocular and monocular
cues)
ESS
2
27.
Compare and contrast “selective” and “divided”
attention in determining human behavior
EXT
Unit 3: Ch. 8
http://www.illusi
on.works.com/
Unit 3: Ch. 8
Internet; Visuals (i.e.
magic pictures, illusions,
etc.); Games
Discussion; Vocabulary
Quiz
Standard 3: Cognitive Domain
Goal 1: Explore the various stages of consciousness
28.
Define consciousness and altered states of
consciousness (i.e. sleep, drugs, hypnosis)
ESS
2
29.
Identify and describe the five stages of the
sleep cycle
EXP
30.
31.
Explain the difference between REM and NREM
sleep
Review the different types of sleep disorders
(i.e. sleep apnea, narcolepsy, insomnia,
sleepwalking, nightmares, night terrors, etc.)
32.
Analyze dreams and their possible
interpretations
EXT
33.
Explain the historical and modern uses of
hypnosis in the treatment of psychological
problems
EXT
34.
ESS
1
ESS
3
Identify and describe the major categories of
psychoactive drugs and their effects on human
behavior (i.e. narcotic, stimulant, depressant,
hallucinogens)
ESS
4
Unit 3: Ch. 7
Unit 3: Ch. 7
http://www.slee
pnet.com/index
.shtml
Unit 3: Ch. 7
Unit 3: Ch. 7
Unit 3: Ch. 7;
Various
Dream Analysis
books; Video
(i.e. “What
Dreams May
Come”, etc.)
Unit 3: Ch. 7,
Sec. 2
Unit 3: Ch. 7,
Sec. 3;
Various selfhelp books and
organizations
(i.e. alcoholic
anonymous,
ESS = Essential (All students should master this skill or concept)
EXP = Expected (Concept should be taught and will be mastered by many students)
EXT = Extended (Optional objective for enrichment)
4
Read Chapter; Guest
Speakers; Discussion
Read Chapter;
Discussion
“
Vocabulary Game;
Discussion; Read
Chapter; Unit Test
Activity; Dream Logs;
Interpretations; Read
Supplementary Materials
Guest Speaker; Internet;
Discussion
Guest Speaker; Journal
Entry; Visuals (i.e. charts;
videos); Pamphlets From
Media Center; Creative
Response Project;
Vocabulary Quiz
7530
Level
(Ess/
Exp/ Ext)
and Time
Obj.
#1
Objective
Allotted (in
hours)
Resources
Understanding
Psychology
(Glencoe
2001 edition);
Sample Teaching
Strategy/
Assessment
Supplemental
Materials;
Psychology
Today;
www.psychology.g
lencoe.com
etc.); school
counselors;
http://www.uws
p.edu/acad/psy
ch/tdrugs.htm
Video: “28
Days”
Standard 4: Socio-cultural Domain
Goal 1: Identify and understand deviant behaviors
35.
Define key vocabulary related to psychological
disorders (i.e. deviance, normal, abnormal,
neurosis, psychosis, etc.)
ESS
2
36.
Review methods used in the research and
diagnosis of psychological disorders
(i.e. DSM-IV, animal models, etc.)
EXT
37.
Cite and discuss examples of abnormal
behavior (i.e. anxiety, panic disorders, phobias,
obsessive-compulsive disorder, schizophrenia,
depression, autism, etc.)
ESS
5
Examine biological, psychological, and spiritual
38. e
explanations for abnormal behaviors
Recognize the stigma associated with abnormal
and examine long-term impact of
39. behavior
diagnostic labels
EXP
EXT
Deviant
Behaviors
video series;
community
mental health
professionals
and services;
Unit 6: Ch. 16
DSMR-IV and
other
diagnostic
references
Video—Deviant
Behaviors
(available in
h.s. media
centers)
(i.e. “Sybil”,
“What About
Bob”, “As Good
As It Gets”,
“Rainman”,
“Awakenings”,
“A Beautiful
Mind”, etc.);
Unit 6: Ch. 16
Unit 6: Ch. 16
Unit 6: Ch. 1617; alliance for
the mentally ill
ESS = Essential (All students should master this skill or concept)
EXP = Expected (Concept should be taught and will be mastered by many students)
EXT = Extended (Optional objective for enrichment)
5
Discussion; Video
Segments; Guest
Speakers; Read Chapter;
Literary and Historical
Connections; Vocabulary
Quiz
Practicing Diagnostic
Skills; Diagnostic Test
Read Chapter; Videos;
Literary Connections;
Guest Speakers; Oral
Presentations; MiniResearch Papers, Youth
Suicide and Troubled
Families Fact Sheets
Read Chapter;
Discussion; Research
Guest Speakers;
Discussion; Read
Chapter; Unit Test
7530
Level
(Ess/
Exp/ Ext)
and Time
Obj.
#1
Objective
Allotted (in
hours)
Resources
Understanding
Psychology
(Glencoe
2001 edition);
Sample Teaching
Strategy/
Assessment
Supplemental
Materials;
Psychology
Today;
www.psychology.g
lencoe.com
Goal 2: Identify various interventions used in the treatment of psychological
disorders
40.
Explain basic goals and processes involved in
the different forms of therapy (i.e. behavioral,
cognitive, psychoanalytical, humanistic,
biomedical, etc.)
ESS
2
41.
Define and list types of psychotherapy and their
treatment techniques (i.e. individual, group,
family, etc.)
ESS
1
42.
43.
44.
45.
List and explain alternative methods of therapy
(i.e. electro-convulsive shock therapy, drugs,
psychosurgery, aversive conditioning, etc.)
Describe the role of a therapist in the diagnosis
and treatment of an individual with a
psychological disorder
ESS
1
Unit 6: Ch. 17;
guest speakers
(i.e. school
counselors and
psychologists,
private
practitioners,
etc.)
Unit 6: Ch. 17;
http://www.groh
ol.com/therapy.
htm
Unit 6: Ch. 17
EXP
Review the different types of intervention
therapists (i.e. psychologists, psychiatrists,
counselors, social workers, etc.)
ESS
1
Identify and describe the legal and ethical
challenges involved in the treatment of
psychological disorders (i.e. confidentiality, right
to treatment, right to refuse treatment,
competent to stand trial, legally insane, etc.)
Unit 6: Ch. 17
Unit 6: Ch. 17;
guest speakers
(i.e. school
psychologists,
private
practitioners,
law
enforcement
personnel, etc.)
EXP
Unit 6: Ch. 17
Guest Speaker;
Discussion; Read
Chapter; Role Playing;
Vocabulary Quiz
Read Chapter; Fill-in-theBlank Worksheet;
Vocabulary Games
Read Chapter; Visuals
(i.e. charts, diagrams)
Guest Speaker; Read
Chapter; Discussion
Read Supplementary
Materials; Research
Projects
Discussion; Panel
Discussion; Debate; Unit
Test; Writing Assignment
Standard 5: Developmental Domain
Goal 1: Understand human development from conception to death
46.
Identify key vocabulary related to the human
lifespan (i.e. conception, fetus, infancy,
childhood, puberty, adulthood, death and dying,
Exp
Unit 2: Ch. 3-5
ESS = Essential (All students should master this skill or concept)
EXP = Expected (Concept should be taught and will be mastered by many students)
EXT = Extended (Optional objective for enrichment)
6
Vocabulary Worksheet;
Discussion; Read
Chapter and
7530
Level
(Ess/
Exp/ Ext)
and Time
Obj.
#1
Objective
Allotted (in
hours)
Resources
Understanding
Psychology
(Glencoe
2001 edition);
Sample Teaching
Strategy/
Assessment
Supplemental
Materials;
Psychology
Today;
www.psychology.g
lencoe.com
etc.)
Supplementary Material;
Guest Speakers
Suggested Sequence of Objectives
Connectivity
(skills/concepts applicable to core areas of study)
ESS = Essential (All students should master this skill or concept)
EXP = Expected (Concept should be taught and will be mastered by many students)
EXT = Extended (Optional objective for enrichment)
7
7530
End-of-Course Assessment
Describe project, presentation, or product here and include rubric (for
examples) OR attach exam.
End-of-Course Assessment Description
Rubric [Revise as necessary or attach rubric]
5
4
3
2
1
0
Advanced: [Include detailed description of what product must look
like to earn this score]
Proficient: [Include detailed description of what product must look
like to earn this score]
Satisfactory: [Include detailed description of what product must
look like to earn this score]
Developing: [Include detailed description of what product must
look like to earn this score]
Beginning: [Include detailed description of what product must look
like to earn this score]
Insufficient: [Include detailed description of what product must look
like to earn this score]
ESS = Essential (All students should master this skill or concept)
EXP = Expected (Concept should be taught and will be mastered by many students)
EXT = Extended (Optional objective for enrichment)
8