Psychology
11
th
– 12
th
Grade
Curriculum Committee Members
Mark Gilley, East High School
Pat Rocco, Central High School
Colleen Beckerle, Interim Social Science Curriculum Coordinator
Approved by HSD Board of Education May 7, 2019
2
TABLE OF CONTENTS
Psychology
Hazelwood School District Mission Statement .............................................. 3
Hazelwood School District Vision Statement ................................................. 3
Hazelwood School District Goals ................................................................... 3
Curriculum Overview ..................................................................................... 4
Course Overview ............................................................................................. 5
Recommended Pacing Guide .......................................................................... 5
Unit 1… .......................................................................................................... 11
Unit 2… .......................................................................................................... 38
Unit 3… .......................................................................................................... 64
Unit 4… .......................................................................................................... 78
Unit 5… ........................................................................................................ 117
Unit 6… ........................................................................................................ 137
3
Hazelwood School District
Mission Statement
In a culture of high expectation and excellence, our students will become lifelong
learners equipped with 21
st
Century skills for success as global citizens.
Core Value Statements
High student achievement based on multiple measures as we prepare
students to become global citizens.
A diverse staff that is caring, culturally competent, well trained, and highly
effective in their roles.
Holding ourselves accountable for a culture of excellence with high
standards in both academics and behavior.
Maintaining fiscal responsibility of the district’s assets and resources while
utilizing best financial practices.
A supportive learning environment that fosters healthy socio-emotional
development for all students.
Preparing students with global thinking and skills to make them productive
in college, career, and life in the 21st century.
Community involvement that drives high parental and
community/stakeholder engagement, effective partnerships, and positive
relationships with informative communication.
Goals
Goal 1 – Improve Student Achievement
Goal 2 – Differentiate and Expand Resources and Services for Students
Goal 3 – Enhance Professional Growth
Goal 4 – Maintain Fiscal Responsibility
Goal 5 – Increase Parent and Community Involvement
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Curriculum Overview
Current State End of Course (EOC) assessment scores for social studies indicate a need for
strengthening social studies instruction at all levels. While Hazelwood scores have risen since the
2011-2012 school year, in 2018 the state scores show 12.8% more students scoring proficient
statewide than Hazelwood students (52.7 % compared to 65.5 %).
The curriculum committee researched best practices in social studies education prior to writing
the new curriculum; therefore, the new curriculum is designed to enhance the rigor of the social
studies disciplines and to build critical thinking, problem solving, and participatory skills
allowing students to become engaged citizens. The new curriculum is a melding of the new
Missouri Learning Standards (adopted in May of 2016) and the College, Career, and Civic Life
(C3) Framework for Social Studies Standards developed by the National Council for the Social
Studies, in partnership with the National Center for Literacy Education (NCLE). The College,
Career, and Civic Life (C3) Framework is driven by the following shared principles about high
quality social studies education:
•
Social studies prepares the nation’s young people for college, careers, and civic life.
•
Inquiry is at the heart of social studies.
•
Social studies involves interdisciplinary applications and welcomes integration of the
arts and humanities.
•
Social studies is composed of deep and enduring understandings, concepts, and skills
from the disciplines. Social studies emphasizes skills and practices as preparation for
democratic decision-making.
•
Social studies education should have direct and explicit connections to Standards for
English Language Arts.
NCSS, 2010
In addition to the increased rigor and critical thinking skills of the C3 Framework, the curriculum
is aligned to the 2016 Missouri Learning Standards. The curriculum meets all of the state and
district requirements for research, technology, literacy, gender equality, English Learners, racial
equality, and disability awareness. The curriculum contains required assessments and suggested
learning activities. Teachers are encouraged to select activities reflecting the needs and abilities
of their students.
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COURSE TITLE: General Psychology
GRADE LEVEL: 11th-12th
CONTENT AREA: Social Studies
Course Description:
In this course, students will develop an understanding of psychology as an empirical science
and then look at the major subfields that are within psychology. They will be introduced to the
major parts of the brain and nervous system and how changes in those systems can affect
behavior. Students will also study sleep, dreams, and sleep disorders. Students will assess the
difficulty in diagnosing abnormal behavior and the different classifications of mental
disorders. Students will analyze case studies to see how society and culture influence the
individual while also examining learning and memory. Students will use reading and writing
strategies to research and actively engage in the evaluation, analysis, and synthesis of
psychological issues.
Course Rationale:
In a high school psychology course, students are introduced to the scientific method and the
core ideas and theories of psychology. As a result, students gain an understanding of the
complexities and diversity of human thought and behavior. Students will become aware of the
importance of cultural diversity for understanding human behavior and interactions. These real
world skills enable students to become critical thinkers, independent learners, problem solvers,
and effective communicators so that they will be able to acquire information, an understanding
of cultural diversity, and the skills necessary to become full participants in our global society.
Course Scope and Sequence
Unit 2: Biological
Psychology
7 class periods
Unit 3: Psychological
Disorders
7 class periods
Unit 5: Learning
6 class periods
Unit 6: Memory
6 class periods
6
Course Materials and Resources
Psychology in Everyday Life, David G. Myers, C. Nathan DeWall.©2017 Fourth
Edition, Cloth Text ISBN-13: 9781319101039 Print and Online text and resources
Unit Objectives
Unit 1:Psychological Perspectives and Methods of Psychology
Students will be able to:
1.
Define psychology as a discipline and identify its goals as a science.
2.
Describe and explain the emergence of psychology as a scientific discipline.
3.
Describe perspectives employed to understand behavior and mental processes.
4.
Discuss the value of both basic and applied psychological research with human and non-
human animals.
5.
Describe the major subfields of psychology.
6.
Identify and evaluate the important role psychology plays in benefiting society and
improving people’s lives.
7.
Describe the scientific method and its role in psychology.
8.
Describe and compare a variety of quantitative (e.g., surveys, correlations, experiments)
and qualitative (e.g., interviews, narratives, focus groups) research methods.
9.
Discuss how and why psychologists use non-human animals in research.
10.
Identify ethical standards and ethical guidelines psychologists must address regarding
research with human participants and non-human animals.
11.
Define correlation coefficients and explain their appropriate interpretation.
12.
Interpret graphical representations of data as used in both quantitative and qualitative
methods.
Unit 2: Biological Psychology
Students will be able to:
1.
Categorize the major divisions and subdivisions of the human nervous system
2.
Identify the parts of the neuron and describe the basic process of neural transmission
3.
Differentiate between the structures and functions of the various parts of the central
nervous system
4.
Describe lateralization of brain functions
5.
Discuss the mechanisms and the importance of plasticity of the nervous system
6.
Interpret how the endocrine glands are linked to the nervous system
7.
Explain the effects of hormones on behavior and mental processes
8.
Describe hormone effects on the immune system
7
9.
Describe the interactive effects of heredity and environment
10.
Identify tools used to study the nervous system
11.
Describe advances made in neuroscience
12.
Describe the circadian rhythm and its relation to sleep
13.
Describe the sleep cycle and compare theories about the functions of sleep
14.
Describe types of sleep disorders
15.
Compare theories about the functions of dreams
Unit 3: Psychological Disorders
Students will be able to:
1. Define psychologically abnormal behavior
2. Describe historical and cross-cultural views of abnormality
3. Compare and contrast major models of abnormality
4. Discuss how stigma relates to abnormal behavior
5. Analyze the impact of psychological disorders on the individual, family, and society
6. Describe the classification of psychological disorders
7. Explain the challenges associated with diagnosis
8. Describe symptoms and causes of major categories of psychological disorders (including
schizophrenic, mood, anxiety, and personality disorders)
9. Evaluate how different factors influence an individual’s experience of psychological
disorders
Unit 4: Social-Cultural Psychology
Students will be able to:
1.
Describe attributional explanations of behavior
2.
Compare and contrast the relationship between attitudes (implicit and explicit) and
behavior
3.
Explain the power of the situation
4.
Assess the effects of others’ presence on individuals’ behavior
5.
Describe how group dynamics influence behavior
6.
Discuss how an individual influences group behavior
7.
Differentiate the nature and effects of stereotyping, prejudice, and discrimination
8.
Analyze determinants of prosocial behavior
9.
Discuss influences of aggression and conflict
10.
Discuss factors influencing attraction and relationships
11.
Define culture and diversity
12.
Explain how cultures change over time and vary within nations and internationally
13.
Use psychological research examine race, ethnicity and socioeconomic status
14.
Differentiate how privilege and social power structures relate to stereotypes, prejudice,
and discrimination
8
15.
Examine the psychological research on gender and how the roles of women and men in
societies are perceived
16.
Explain how socialization is required for normal human development.
17.
Discuss psychological research examining gender identity and sexual orientation.
Unit 5: Learning
Students will be able to:
1.
Describe the principles of classical conditioning
2.
Compare and contrast clinical and experimental examples of classical conditioning
3.
Apply classical conditioning to everyday life
4.
Explain the Law of Effect
5.
Describe the principles of operant conditioning
6.
Compare and contrast clinical and experimental examples of operant conditioning
7.
Apply operant conditioning to everyday life
8.
Describe the principles of observational and cognitive learning
9.
Apply observational and cognitive learning to everyday life
Unit 6: Memory
Students will be able to:
1.
Identify factors that influence encoding
2.
Characterize the difference between shallow (surface) and deep (elaborate) processing
3.
Discuss strategies for improving the encoding of memory
4.
Describe the differences between working memory and long-term memory
5.
Identify and explain biological processes related to how memory is stored
6.
Discuss types of memory and memory disorders (e.g., amnesias, dementias)
7.
Discuss strategies for improving the storage of memories
8.
Analyze the importance of retrieval cues in memory
9.
Explain the role that interference plays in retrieval
10.
Discuss the factors influencing how memories are retrieved
11.
Analyze how memories can be malleable
12.
Discuss strategies for improving the retrieval of memories
9
Essential Terminology/Vocabulary
Unit 1: History and Methods
Behaviorism, biopsychosocial approach, case study, cognitive neuroscience, cognitive psychology,
confounding variable, control group, correlation, critical thinking, culture, debriefing, dependent
variable, double-blind procedure, dual-processing, experiment, hindsight bias, humanistic psychology,
hypothesis, independent variable, informed consent, naturalistic observation, nature-nurture issue,
operational definition, placebo, placebo effect, population, positive psychology, psychology, random
assignment, random sample, replication, survey, theory
Unit 2: Biological/States of Consciousness
Action potential, adrenal glands, all-or-none response, amygdala, association areas, autonomic nervous
system, axon, biological psychology, brainstem, central nervous system, cerebellum, cerebral cortex,
corpus callosum, dendrites, EEG, endocrine system, endorphins, fMRI, frontal lobes, glial cells,
hallucination, hippocampus, hormones, hypothalamus, interneuron, limbic system, medulla, motor
cortex, motor neuron, MRI, nerves, nervous system, neurogenesis, neuron, neurotransmitter, occipital
lobes, opiate, parasympathetic nervous system, parietal lobes, peripheral nervous system, PET,
pituitary gland, plasticity, reflex, refractory period, reticular formation, reuptake, sensory neuron,
somatic nervous system, somatosensory cortex, split brain, sympathetic nervous system, synapse,
temporal lobes, thalamus, threshold
Unit 3: Psychology Disorders
Acute schizophrenia, alcohol use disorder, amphetamines, anorexia nervosa, antisocial personality
disorder, anxiety disorders, attention-deficit/hyperactivity disorder, barbiturates, binge-eating disorder,
bipolar disorder, bulimia nervosa, chronic schizophrenia, cocaine, delusions, depressants, dissociative
disorder, dissociative identity disorder, DSM-5, Ecstacy, epigenetics, generalized anxiety disorder,
hallucinogens, LSD, major depressive disorder, mania, medical model, methamphetamine, near-death
experience, nicotine, obsessive-compulsive disorder, opiates, panic disorder, personality disorder,
phobia, post-traumatic stress disorder, psychoactive drug, psychological disorder, psychotic disorders,
schizophrenia, stimulants, substance use disorder, THC, tolerance, withdrawal
Unit 4: Social-Cultural Psychology
Aggression, altruism, attitude, bystander effect, central route persuasion, cognitive dissonance theory,
companionate love, conflict, conformity, deindividuation, discrimination, equity, foot-in-the-door
phenomenon, frustration-aggression principle, fundamental attribution error, group polarization,
groupthink, informational social influence, in-group, in-group bias, just-word phenomenon, mere
exposure effect, mirror-image perceptions, normative social influence, other-race effect, outgroup,
passionate love, peripheral route persuasion, prejudice, reciprocity norm, role, scapegoat theory, self-
disclosure, self-fulfilling prophecy, social facilitation, social loafing, social psychology, social scrip,
social-responsibility norm, stereotype, superordinate goals
Unit 5: Learning
Acquisition, associative learning, behaviorism, biological constraints, classical conditioning, cognitive
learning, cognitive map, conditioned reinforce, conditioned response, conditioned stimulus, continuous
reinforcement, discrimination, extinction, extrinsic motivation, fixed-interval schedule, fixed-ratio
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schedule, generalization, intrinsic motivation, latent learning, law of effect, learning, mirror neuron,
modeling, negative reinforcement, neutral stimulus, observational learning, operant behavior, operant
chamber, operant conditioning, partial (intermittent) reinforcement, positive reinforcement, primary
reinforcer, prosocial behavior, punishment, reinforcement, reinforcement schedule, respondent
behavior, shaping, spontaneous recovery, stimulus, unconditioned response, unconditioned stimulus,
variable-interval schedule, variable-ratio schedule
Unit 6 Memory:
Amnesia, automatic processing, chunking, deja vu, effortful processing, episodic memory, explicit
memory, hippocampus, implicit memory, long-term -memory, long-term potentiation, memory
consolidation flashbulb memory, memory encoding, memory trace, misinformation effect, mnemonics,
mood-congruent memory, parallel processing, priming, proactive interference, recall, recognition,
reconsolidation, relearning, repression, retrieval, retrieval cue, retroactive interference, semantic
memory, sensory memory, serial position effect, short-term memory, source amnesia, spacing effect,
storage, testing effect, working memory