6/13/2007 IMPLEMENTATION GUIDE – SOCIAL STUDIES
COURSE NAME: ___Psychology___________________
Unit
Learner Outcomes
Introduc Identify and define
tion to
key psychology
Psycholo terms.
gy
Recognize origins
of psychology
Critical Content
Psychology
Origins of
psychology
Approaches to
Psychology
What
Psychologists
Identify and explain do
the major
Psychology
approaches to
research
psychology.
methods
Identify scientific
research methods
Describe major
fields of
psychology.
Suggested
Differentiated
Instruction
Activities/Strategies
Brainstorm KWL:
“Write everything you
know about the field
of Psychology”
Pre-test of key
terms/concepts
Guided reading to
research basic terms
Suggested
Informal/Formal
Assessments
KWL chart
Discussion
Pre-test
Reflection:
description of most
important learning
Psychology – HOLT
Chapter 1 pgs 2 - 23
Introduction to
Psychology Websites –
1.http://www.psynt.iupui.edu/depart
ment/what_is_psych.htm
Definitions
Students review table Topic list
of contents and select
3 topics of interest
for further study.
Individually or in
pairs, students
develop professional
career brochure or
brochure as a
recruitment tool for
the field of
psychology
Suggested
Textbook(s)/Resources
Brochure or poster
2.http://www.a2zpsychology.c
om/articles/psychology.htm
3..http://psychology.about.com/b/a/0
39890.htm
Psychology trade books:
American psychologist
Speaker- School
psychologist
Websites:
1.http://www.schoolsofpsychology.
biz/?src=aff3_goo_psy1
2.http://psychology.about.com/b/a
/039890.htm
Summary reflection
Unit
Percepti
on
Learner Outcomes
Describe mental
processes used in
perception.
Identify types of
perceptions.
Make applications
to real life.
Compare and
contrast variations
in perception due
to gender, culture &
age.
Critical Content
Sensation
Perception
Illusion
Stimulus
Ambiguous
Stimulus
Context
Senses
Thresholds
Assimilate
Perceptual
constancies
Suggested
Suggested
Differentiated
Informal/Formal
Instruction
Assessments
Activities/Strategies
Schema Activators/
Written response
Warm-up quickwrites:
Necker Cube,
Reversible Figure and
Ground, i.e. Old
Woman/Young Lady
Content notes
Note-taking – key
terms
Presentations
Make predictions on
the culture of the
Namerica
Individual or group
presentations
Suggested
Textbook(s)/Resources
HOLT – Ch 4 pgs 76 –
101
Nacerima article
Websites:
Unit
Learner Outcomes
Learning Explain the
difference between
classical and
operant
conditioning and
other forms of
learning.
Make applications
to real life
scenarios.
Critical Content
Classical and
Operant
Conditioning
Observational
learning
Reinforcement
Variable
Schedule of
Reinforcement
Suggested
Differentiated
Instruction
Activities/Strategies
Quickwrite
Writing prompt
Note-taking
Content notes
Individually or in
groups, students will
design experiment to
demonstrate classical
or operant
conditioning.
Outline classical and
operant conditioning
Suggested
Informal/Formal
Assessments
Experiment
description and
summary of results
Suggested
Textbook(s)/Resources
HOLT – Ch 6 pgs. 126 150
Websites –
1.http://www.wagntrain.com
/OC/
2.http://www.psychology.uiowa.edu/
Faculty/wasserman/Glossary/opcondit
ion.html
Outlines
3.http://www.as.wvu.edu/~sbb/comm
221/chapters/pavlov.htm
4. http://www.brembs.net/classical/
Evaluate evidence
of a written source
(bias, objective,
based on facts).
Review case studies
Summaries
i.e. Pavlov’s
Discussion
Conditioning of dogs;
Skinner’s Operant
conditioning of
pigeons; Gambling
Written Analysis
Discussion
Individually or in
groups, read and
analyze article i.e.
Computer-assisted
instruction
Quiz or Test
Quiz/Test – teacher
or student generated
5.
http://www.njagyouth.org/colort
est.swf
Various articles
HOLT Ch 6 Handout–
Mastering Critical
Thinking Skills
Unit
Memory
Learner Outcomes
Compare and
contrast kinds of
memory with
examples.
Apply various types
of memory to real
world situations.
Describe various
kinds of forgetting
and suggest ways
to improve
memory.
.
Critical Content
Suggested
Differentiated
Instruction
Activities/Strategies
Kinds of memory Prompt – Write or
Retrieval
draw a description of
Encoding
your first memory
Storage
Amnesia
Guided note-taking of
major vocabulary
View movie, identify
action/scene and
indicate how each
memory term is
displayed.
Memory devices
activity – Individually
or in groups produce
visual examples of
mnemonic devices i.e.
develop a bulletin
board, poster
Reflection: Based on
what you have
learned in this unit,
describe techniques
you will use to
improve your
memory.
Suggested
Informal/Formal
Assessments
First memory
depiction
Sharing & Discussion
Guided note-taking
sheet
Movie worksheet
Visual product
Essay
Suggested
Textbook(s)/Resources
HOLT- Ch 7 pg. 152 –
174
Movie(s) – Ground Hog
Day, 50 First Dates,
Hook
Unit
Intellige
nce
Learner Outcomes
Define intelligence
and the various
theories of
intelligence.
Critical Content
Types of
intelligences
(LogicalMathematical,
Linguistic,
Identify types of
Musical, Spatial,
intelligences and
Bodilyintelligence tests.
kinesthetic,
Interpersonal,
Define statistical
Intrapersonal).
terms.
I.Q. Tests.
Reliability
Describe the role
Validity
Heredity/Environme Norm
nt Interaction plays Standard
in intelligence.
Deviation
Maszlow’s
Apply intelligence
Heirarchy of
test analysis to own Needs
life.
Morality
Discuss relationship
of intelligence to
character
Identify ethical and
moral
considerations
in developing
character.
Interpret real life
situations.
Suggested
Differentiated
Instruction
Activities/Strategies
Complete an
intelligence test.
Identify your
intelligence type.
Complete a Career
Aptitude Assessment
Suggested
Informal/Formal
Assessments
Quickwrite
IQ test
Holt – Chapter 9 (Pg.
204-224).
Career Assessment
Movies: Good Will
Hunting, Finding
Forester, Charly, A
Beautiful Mind, Rainman
Assign expert groups
to research an
Presentation (oral,
intelligence theory i.e. written and/or visual)
Gardner’s Multiple
Intelligences Theory
and identify examples
of famous people who
personify the
intelligence type.
View movie; complete
guided questions
Guided worksheet
sheet and write
Summary
summaries
Individually or in
groups, analyze
ethical and moral
dilemmas
Self ReflectionDescribe learnings
and insights resulting
from analyzing test
results.
Suggested
Textbook(s)/Resources
Analyze case studies.
Reflection
IQ tests
Stanford Binet
Weschler
Inventories:
Gardner’s MI
Myers-Briggs
School Psychologist –
I.Q. Testing
Raising Good children,
Lickona, Thomas
Websites:
Unit
Psycholo
-gical
Disorder
s
Learner Outcomes
Critical Content
Students will
identify and explain
a variety of
psychological
disorders.
Key Terms.
Depression,
Schizophrenia,
Personality
Disorders,
Anxiety
Disorders,
Disassociative
Disorders,
Somatoform
Disorders, Mood
Disorders.
Explain the basis
for classifying
psychological
disorders.
Distinguish among
the anxiety
disorders and the
theories that
explain them.
Compare and
contrast psychoses
and neuroses.
Paranor Learn various types
mal
of extrasensory
psycholo perception
gy
Suggested
Differentiated
Instruction
Activities/Strategies
Essay – Take the role
of a movie character
i.e. movie –
Awakening “Would
you have chosen to
waken?”
Suggested
Informal/Formal
Assessments
Essay
Letter to Dr. Freud –
Prescribing treatment
for a “patient”.
Oral Presentations on
various psychological
disorders.
Students observe
other students and
list behaviors that are
abnormal.
Holt – Chapter 18
Pages 408-432.
Sociopathic
behavior.
Psychopathic
behavior.
Films – Bonehunter,
Silence of the Lambs
Warning label- parent
permission).
Intuition
Parapsychology
Student-generated
test on
parapsychology.
Suggested
Textbook(s)/Resources
HOLTMovie(s) – One Flew
Over the Cuckoo Nest,
Girl Interrupted,
Awakenings, A Beautiful
Mind
Web Sites:
www.mentalhealth.com
www.mentalhealth.org
www.http:/mentalhelp.n
et
www.apa.org/ed/topss
X Files TV Episode:
Clyde Bruckman’s Final
Repose
Speaker:
School Psychologist –
conduct an ESP test
Unit
Learner Outcomes
Critical Content
Stress –
Coping/
Defense
mechani
sms
Students will
differentiate
between the various
defense
mechanisms.
(Examples –
Repression,
Rationalization.
Displacement,
Regression,
Projection, etc.)
Resilience
Defense
mechanisms i.e.
Substance
Abuse, anger
management
Develop
mental
psycholo
gy
Study of social,
physical, cognitive,
and moral
development.
Explain the
major theories
of development.
Identity formation.
Special focus on the
adolescent.
Styles of
parenting.
Suggested
Differentiated
Instruction
Activities/Strategies
Create a plan that will
lead to selfactualization. (Based
on Maslow’s work)
Suggested
Informal/Formal
Assessments
Suggested
Textbook(s)/Resources
Ch 17
Learning Unit- Stress,
Coping & defense
mechanisms.
Notesheets – Defense
Mechanisms. (John)
Students observe a
child and write up a
report.
Ch. 10 & 11 Pages 226270.
Unit
Learner Outcomes
Social
Describe and
Cognitio analyze various
n
constraints on
behavior.
Analyze dynamics
of peer pressure
and group
dynamics.
Critical Content
Obedience
Aggression
Altruism
Conformity
Peer pressure
Moral dilemmas
Suggested
Differentiated
Instruction
Activities/Strategies
Quickwrite
Discussion
Discussion
Individually or in
groups- Analysis of
case studies
Written analyses
Make predictions and
draw conclusions
Analyze cast
studies and make
connections to
personal
experiences.
Individually or in
pairs: Think- PairShare- Read and
react/respond to
scenarios of moral
dilemmas
Administer an
Ink Blot
Suggested
Informal/Formal
Assessments
Written predictions &
conclusions
Discussion
Summaries
Suggested
Textbook(s)/Resources
Novel- The Wave
Millgram’s Shock
Experiment
Articles: Nazi Germany,
MyLai Massacre,
Terrorist Organizations,
Kitty Genovese Case
(A.T.)