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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

SOCIAL STUDIES

AP PSYCHOLOGY

COURSE DESCRIPTION

Grade Level: 10-12 Department: Social Studies

Course Title: AP Psychology Credits: 5.0

Course Code: 021350

Board of Education adoption date: August, 22, 2011

Board of Education

Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President

Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Kathie Lavin

Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent

Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction

Curriculum Writing Committee

Supervisors

Ms. Kim Fox

Ms. Marybeth Ruddy Ms. Angelique Gauthier

Ms. Stacie Ferrara Ms. Denise Scanga

Mr. Timothy O’Boyle

Board of Education

Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President

Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Kathie Lavin

Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent

Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction

Curriculum Writing Committee

Ms. Sharon Caruso-Mills Ms. Michelle Derpich

Supervisors

Mr. David Bleakley Ms. Shanna Howell Mr. Stanley Koba Mr. Peter Krais

Ms. Michelle Lilley Ms. Judi Newins

AP Psychology - Introduction

Introduction

Course Philosophy

The mission of the Freehold Regional High School District is to develop global lifelong learners through a comprehensive educational program of diverse and enriching opportunities within a supportive environment. The district’s educational community fosters the development of character, initiative, creativity and excellence while maximizing the unique potential of each individual.

The course of Advanced Placement Psychology provides students with the opportunity to understand the diversity of the content and themes behind behavior. Students will develop the knowledge and skills to appreciate that behavior has multiple causes, is influenced by socio‐historical events, is diverse in its theoretical orientation, considers the influences of nature and nurture, must respect multicultural influences, and considers the subjective aspect of perception. The goal is for students to become familiar with specialty areas within the field of psychology thereby affording them the opportunity to consider career development in a specific field. It is further believed that upon completion of the course, students will recognize that psychology involves life‐learning and is present in every content area and realm of life.

Course Description

Advanced Placement Psychology focuses on the student's ability to actively explore and research major theories, concepts, and themes relevant to the field. The course will focus on the seven themes from the American Psychological Associations’ National Standards for High School Curriculum and the New Jersey Core Curriculum Content Standards, while also considering the four goals (describe, understand, predict, and control) of psychology. Content emphasis will be aligned with the expectations set by the College Board. Major areas of study will include the history of psychology, research and statistics, bio‐psychology, cognition, memory and intelligence, personality and development, motivation and emotion, learning theories, abnormal psychology, treatment, and social psychology. Students will have the benefit of teacher‐directed lessons, peer‐to‐peer facilitated learning, consistent use of the internet, and will be encouraged to explore community resources.

Course Map and Proficiencies/Pacing

Course Map

Relevant Standards

Enduring Understandings

Essential Questions Assessments

Diagnostic Formative Summative

NJCCCS/APA Standards: 6.2D2d, 6.2C3d, 6.2C6d, IA‐1, IA‐2, IA‐3, IA‐4, IA‐5, IA‐6, 2.3B3, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10 5.1B1, 5.1B3, 9.1A1, 8.1F1

Psychology is a part of everyday life

How is psychology presented in the media?

What psychological terms are you familiar with and what do they mean?

What are the advantages of learning about psychology?

Anticipatory set Class discussion Common sense quiz on psychology

Explore resources to include text, internet, encyclopedia of psychology (psychology.org), and teacher provided materials

Tests and quizzes should include activities insuring that students can apply enduring understandings and essential questions to various scenarios and content

NJCCCS/APA Standards: 6.2D2d, 6.2C3d, 6.2C6d, IA‐1, IA‐2, IA‐3, IA‐4, IA‐5, IA‐6, 2.3B3, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 5.1B1, 5.1B3, 9.1A1, 8.1F1

Psychology is a social science

What are several reasons why psychology is part of the social studies department and not the science department? How does psychology compare to: astrology, religion, and biology? What are the goals of psychology and how is the scientific method used to obtain these goals?

Anticipatory set Graphic organizer (ex. Venn Diagram) Compare horoscopes from several resources Identify the goals of religion and biology Which step of the scientific method separates a science from a pseudo‐science?

In groups students will research a pseudo‐science and piece of research in bio‐psychology examining the application of the scientific method

Group presentation of pseudo‐science researched and bio‐psychology research example Test that includes activities insuring that students can apply enduring understandings and essential questions to various scenarios and content

NJCCCS/APA Standards: 6.2D2d, 6.2C3d, 6.2C6d, IA‐1, IA‐2, IA‐3, IA‐4, IA‐5, IA‐6, 2.3B3, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 5.1B1, 5.1B3, 9.1A1, 8.1F1

The field of Psychology has many specialty career options.

How can an individual with a degree in psychology work with community institutions? What are the differences between a psychiatrist and a psychologist?

Why is a family physician permitted to dispense psychotropic medication when a psychologist is not?

Anticipatory set questions

Homework and free‐response question/essay

Debate:

Should a family physician be permitted to dispense psychotropic medication when a psychologist is not?

NJCCCS/APA Standards:6.2D4k, 6.2C6d, 11A‐1, 11A‐2, 11A‐3, 11A‐4, 11A‐5, 11A‐6, 11A‐7, 2.5B2, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 9.1F6, 8.1F1

Psychology continues to struggle with the nature/ nurture debate

What areas of life/behavior do you believe are attributed to one's biology?

What areas of life do you believe can only be attributed to one's environment and learning?

How may it be possible that both biology and nurturing contribute to personality? Why is understanding the brain important to understanding a person's psyche?

Discussion Research feral children, identical twin studies, and the case on David Reimer Teacher Directed Lessons

Test that includes activities insuring that students can apply enduring understandings and essential questions to various scenarios and content


Sensory‐perceptual systems are psychological experiences.

What do you think are the two primary senses and why? What would be your reaction to losing your ability to (a) see (b) hear (c) smell (d) taste (e) feel pain (f) control your body?

Discussion of CIPA video clip

Role play/activity Group presentations of sensory system Sensation and perception Jeopardy

Quiz which includes activities insuring that students can apply enduring understandings and essential questions to various scenarios and content

NJCCCS/APA Standards:IVA‐1, IVA‐2, IVA‐3, IVA‐4, IVA‐5, 2.3C2, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 8.1F1

Learning is any relevant, permanent change in behavior

In what ways has your behavior changed in a positive way, in a negative way? What motivates you to learn? In what ways does punishment help/ hinder you to initiate new and novel behaviors?

Demonstration Streaming video clips (Pavlov, Little Albert, Skinner, Bandura)

Design a behavior modification plan in groups

Essay: Students will be provided a scenario of a child and be asked to create a behavior modification plan for the student


Consciousness is multi‐leveled proving to be explored through many perspectives.

In what ways is it possible to experience three levels of consciousness at the same time? What are some events that cause you to have a heightened state of consciousness, lower state of consciousness, and automatic state of consciousness?

Hypnosis/meditation activity

Text related worksheets Article assignment


NJCCCS/APA Standards: 6.2C6d, 2.2A2, 2.2B1, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 9.1D3, 8.1F1

Cognitive processes involve internal functions of the mind.

What situations require you to utilize memory, language, problem solving, and decision making?

How do you work to have accurate memory recall?

What are the pros and cons of being bi‐lingual? What is the difference between a preference and a choice? What are some strategies you use when having to make an important decision?

How is creativity as important as intelligence?

How can emotional intelligence be taught?

Memory game MENSA test Remote associates test for creativity Emotional intelligence assessment View video on Koko and Genie the Secret of the Wild Child Texting as an alternate form of communication

Timeline Group presentations (Memory, Language, Problem solving, Decision making, IQ, EQ, Creativity)


NJCCCS/APA Standards: 6.1D3d, 6.1D14f, 6.2A5e, 111A‐1, 111A‐2, 111A‐3, 111A‐4, 2.1A1, 2.1B1, 2.1C1, 2.2C1, 2.4A1, 2.4A3, 2.3A4, 2.4B4, 2.4C1, 2.4C5, 2.5B3, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 8.1F1

Personality and development are interconnected and follow specific stages

What do you believe the difference is between temperament and character?

Which types of development do you find to be the most important and why, social, emotional, cognitive, or physical? When do you think that personality is established and is it possible for personality to continual change? When does development begin and end? What do you believe is the most important issue during the following developmental stages, prenatal, infancy, childhood, adolescents, young adult, middle age, and old age? When and why do you believe is the best time to: (a) break away from your family (b) select your career (c) get engaged (d) get married (e) have children (f) retire?

Personality test Harry Harlow Nature of Love streaming video clip Konrad Lorenz Imprinting Video

Compare and Contrast Personality Theories Provide examples for each stage of Kohlberg's Stages of Moral Development Developmental Milestone Chart Interview and record a child with regard to their cognitive development in relation to Piaget's Cognitive Development

View the Sandlot and analyze one Character according to Paget, Erikson, Kohlberg, Ainsworth, Harlow, Kagan, Baumrind

NJCCCS/APA Standards: 6.1D3d, 6.1D14f, 6.2A5e, 111A‐1, 111A‐2, 111A‐3, 111A‐4, 2.1A1, 2.1B1, 2.1C1, 2.2C1, 2.4A1, 2.4A3, 2.3A4, 2.4B4, 2.4C1, 2.4C5, 2.5B3, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 8.1F1

Motivation to achieve and affiliate with others is related to emotional styles, being set at an early age of development

Why is a moderate level of motivation to achieve better than too low or too high? What is the difference between a want and a need? Why are biological needs universal and social needs are based on culture?

What are basic emotions and explain why they are universal? Are emotions a result of biology, cognition, or both?

TAT test Students will generate a list of wants and needs labeling them as biological, social, or both. Students will identify where they are on Maslow’s Hierarchy of Needs. Students will access Ekman's Six Basic Emotions.

Discussion Reflection journal


NJCCCS/APA Standards: 6.2D5c, 6.2C6d, VA‐1, VA‐2, VA‐3, VA‐4, 2.1A2, 2.1C3, 2.1C4, 2.1E1, 2.1E3, 2.1E4, 2.2E1, 2.2E2. 2.3A1, 2.3A2, 2.3A3, 3.1A1, 3.1A2, 3.3A1, 3.3A2, 3,3A3, 3.4A1, 3.4B5, 3.3B6, 3.5B1, 3.5C4, 9.1A1, 9.1F6, 8.1F1

Abnormal behavior is associated with many myths and social stigmas

What "facts” you do believe are true about mental illness? How do you think being labeled mentally ill affects all areas of ones life? Where do many people learn about mental illness?

What are the disorders and the symptoms of these disorders that you are familiar with?

Role playing Current events

Rosenhan's Study being sane in Insane Places DSM‐IV review Group presentations

Case studies Diagnosis hypothetical cases

NJCCCS/APA Standards: 6.2D5c, 6.2C6d, VA‐1, VA‐2, VA‐3, VA‐4, 2.1A2, 2.1C3, 2.1C4, 2.1E1, 2.1E3, 2.1E4, 2.2E1, 2.2E2. 2.3A1, 2.3A2, 2.3A3, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 9.1F6, 8.1F1

Treatment changes in response to advances in science and modifications to health care policies

Why do you think there is a difference between mental health care and physical health care? What are the pros and cons of using psychotropic medications? What are the pros and cons of deinstitutionalization? Why do you believe people delay obtaining mental health care?

Discussion Provide advertisements of bio‐medical treatments. Respond to the following: Those taking psychotropic medications are living a synthetic reality Students will research insight therapy, behavioral therapy, and bio‐medical therapy

Debate: One disorder‐three types of treatment, which is the most effective and safe?

NJCCCS/APA Standards:6.1D14e, 6.2A4d, 2.4A2, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 8.1F1

Social Psychology explores how individual behavior deals with issues including: impression, attraction, decision making, conformity, cohesion, and obedience.

What do you think the difference is between being the person in charge and the subordinate person when trying to make a first impression?

What are the various roles you can take on when working in a group? When has group conformity had a negative impact in history and society? What do you believe is the ideal group size and why?

What are ways to alienate a person from the group?

How many examples can you think of when an individual credits themselves with success and blames the group for failures?

Role play first impressions Discussion Picture prompts

Historical Advertisements Activity Read about the De‐individualization process of the Jewish people and the creation of the Ghettos


Proficiencies and Pacing

Unit Title Unit Understanding(s) and Goal(s) Recommended Duration

Unit 1: Introduction, Research, and Statistics

Psychology is a part of everyday life. Psychology is a social science. The field of Psychology has many specialty, career options. Students will be able to: (a) describe the historical transformation of psychology (b) compare and contrast applied psychology to basic psychology (c) explain quantitative methods of psychology

4 weeks

Unit 2: Bio psychology and Sensation/Perception

Psychology continues to struggle with the nature/nurture debate. Sensory‐perceptual systems are psychological experiences. Students will be able to: (a) organize the central nervous system into brain regions, brain lobes, cortexes, and hemispheres. (b) differentiate between the central nervous and the peripheral nervous system (c) diagram and explain the structures of the brain and a neuron (d) compare and contrast the nervous system to the endocrine system (e) diagnosis hypothetical brain related disorders (f) explain the difference between sensation and perception (g) examine key concepts in psychophysics (h) diagram the eye, the ear, the nose, and the tongue

5 weeks

Unit 3: Learning

Learning is any relevant, permanent change in behavior

Students will be able to: (a) explain classical conditioning, operant conditioning, and observational learning theories. (b) discuss the work of Pavlov, Skinner, Tolman, and Bandura. (c) evaluate situations for the existence of the three learning methods. (d) identify how the concepts of behaviorism are present in everyday life.

4 weeks

Unit 4: Cognition

Consciousness is multi‐leveled proving to be explored through many perspectives.Cognitive processes involve internal functions of the mind. Students will be able to: (a) discuss the difficulty in defining and understanding consciousness. (b) develop skills to enhance memory. (c) recognize the properties of language. (d) utilize problem‐solving and decision making strategies. (e) value that intelligence can be defined in a variety of ways.

4 weeks

Unit 5: Personality and Development

Personality and development are interconnected and follow specific stages.Motivation to achieve and affiliate with others is related to emotional styles, being set at an early age of development. Students will be able to: (a) recognize that temperament, character, and personality traits differ with regard to how permanent and transitional they are (b) trace development from womb to tomb comparing the different stage theories (c) revisit the nature and nurture debate (d) discuss and examine the difference between biological and social motivators (e) explain the cognitive, physical, social, and emotional components of hunger, sex, affiliation, and achievement (f) discuss the differences between theories on emotion as presented by Darwin, Cannon‐Bard, James‐Lang, and Schachter (g) explore cultural differences (display rules) and similarities (Ekman 6 faces of Emotion)

4 weeks

Unit 6: Abnormal and Treatment

Abnormal behavior is associated with many myths and social stigmas. Treatment changes in response to advances in science and modifications to healthcare policies. Students will be able to: a) value the difficulty in identifying mental illness b) explain the models of mental illness, to include the legal model c) summarize Rosehan's study "Being Sane in Insane Places" d) explain the socio‐historical aspect of the Diagnostic and Statistical Manual e) examine the etiology of: childhood disorders affect disorders somatoform disorders anxiety disorders psychotic disorders personality disorders f) discuss the historical changes in the treatment of mental illness g) describe the pros and cons of insight therapy, behavioral therapy, biomedical treatment, and managed care

5 weeks

Unit 7: Social Psychology

Social Psychology explores how individual behavior deals such issues as impression, attraction, decision making, conformity, cohesion, and obedience. Students will be able to: (a) discuss the importance of group dynamics (b) evaluate attribution processes (c) discuss interpersonal perception (d) explain sources of conformity, compliance, and obedience (e) examine the influences of attitude and attitude change (f) explain the role of organizational behavior (g) identify cultural/historical/social/gender/influences on aggression and antisocial behavior

4 weeks

Unit 8: Post Exam Projects

Psychology is found in all aspects of culture to include social organizations, customs and traditions, language, art, government, and religion. Students will be able to make real world applications of terms, theories, and concepts to literature, education, technology, media, science, and social aspects of life.

4 weeks

Unit 01 - AP Psychology Unit Plan

Enduring Understandings: Psychology is a part of everyday life. Psychology is a social science. The field of Psychology has many specialty, career options. Essential Questions: How is psychology presented in the media? What psychological terms are your familiar with and what do they mean? What are the advantages of learning about psychology? Discuss possible reasons why psychology is part of the social studies department and not the science department? How does psychology compare to: astrology, religion, and biology? Consider the steps of the scientific method and the goals of psychology when explaining how the two are related. How can an individual with a degree in psychology work with a hospital, a business, the military, a school system, researchers, engineers, day‐care workers, families, senior citizens, communities, and cultural/ religious groups? Current controversy exists between the right of a psychiatrist and general practitioners (family physician) having a legal right to prescribe psychotropic medications, while a psychologist does not have that right. In what way is a psychologist more equipped than a general practitioner to prescribe psychotropic drugs; how are they less equipped? Unit Goals: Students will be able to: (a) describe the historical transformation of psychology (b) compare and contrast applied psychology to basic psychology (c) explain quantitative methods of psychology Recommended Duration: 4 weeks NJCCCS/APA Standards: 6.2D2d, 6.2C3d, 6.2C6d, IA‐1, IA‐2, IA‐3, IA‐4, IA‐5, IA‐6, 2.3B3,S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 5.1B1, 5.1B3, 9.1A1, 8.1F1

APA Standard Area IA: Introduction and Research Methods IA‐1. Contemporary perspectives used by psychologists to understand behavior and mental processes in context IA‐2. Major sub‐fields and career opportunities that comprise psychology IA‐3. Research strategies used by psychologists to explore behavior and mental processes IA‐4. Purpose and basic concepts of statistics IA‐5. Ethical issues in research with human and other animals that are important to psychologists IA‐6. Development of psychology as an empirical science

Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

What role did Hippocrates play in the development of psychology?

Identify early biological influences on the development of psychology Textbook

Class discussion Timeline Teacher directed lesson Picture prompts

Common sense quiz on Psychology Test on the role of physiology on the growth of psychology

What contributions did philosophers make in the development in psychology?

Compare and contrast the following philosophers with regard to their views of human nature Aristotle, Socrates, Plato, Descartes, and Locke?

Textbook The Allegory of the Cave Discovering Psychology Videos

Group presentation of philosophers

Multiple‐choice test on the contributions made by philosophers

What were the original approaches to understanding psychology?

Identify key terms and figures from structuralism and functionalism

Textbook Discovering Psychology Videos

Venn diagram Diagram comparing the earliest theories on psychology

What are the three major schools of psychology today?

How would a psychoanalytic, behavioral, and humanistic psychologist describe human nature?


Case study Essay/open‐ended question‐ How do the three major schools of psychology view human nature of a specific case?

What are the steps of the scientific method?

Create hypothesis and design a research study

Textbook Discovering Psychology Videos Psych experiments online

Create a hypothesis and design a research study

Assessment of students research study using a rubric to measure the hypothesis, IV and DV, operational definitions of the variables, experiment and control groups, ethics, and confounding variables

What are the various types of research?

Conceptual hierarchy of research methods

Textbook Discovering Psychology Videos Psych experiments online

Complete graphic organizer to define and identify the strengths and weaknesses of the various research methods

Multiple choice test on the research enterprise

What's the difference between inferential and descriptive statistics?

Apply hypothetical data to various statistical tools (central tendency, variability, distribution, correlation coefficient)


Use hypothetical data to learn how to compute psychological statistics

Application of descriptive statistics using real world problems

What are the requirements and conditions for specific fields in psychology?

Understand the educational requirements for the various levels of expertise in psychology

Textbook

Students will research individually to explore various fields of psychology and then present to the class

Careers research project‐use a rubric to assess accuracy of information and oral presentation

Differentiation Teachers will incorporate visual presentations with corresponding worksheets, reinforcements of auditory learning though question and answer

sessions, manipulation of ideas and concepts during hands on activities to appeal to the diverse learning styles of the students. Teacher may assign cooperative learning activities so that students of varied abilities may assist each other and work together on a task and/or

project. Using diagnostics, evaluate students' strengths and weaknesses in order to inform instruction Teachers may provide individualized instruction. Appropriate field trips both actual and virtual to support instruction.

Technology It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHOY. Teachers should also consider joining TOPSS, Teachers of Psychology in Secondary Schools. Students or teachers may create web quests to enhance learning. Students will be encouraged to utilize online resources provided by the textbook publisher. In addition:

College and Workplace Readiness Students may contact local colleges and universities and/or seek information from online colleges and universities for course descriptions and

utilize for additional knowledge. Students should be encouraged to contact professionals to obtain a clear understanding of the profession of psychology. Teachers should be encouraged to plan field trips and/or have guest speakers that relate to the NJCCCS for psychology. An online resource for schools specializing in psychology majors

Unit 02 - AP Psychology Unit Plan

Enduring Understandings: Psychology continues to struggle with the nature nurture debate. Sensory‐perceptual systems are psychological experiences. Essential Questions: What areas of life/behavior do you believe are attributed to one's biology?

What areas of life do you believe can only be attributed to one's environment and learning?

Discuss the following statement: Biology gives us our potential and the environment activates that potential. Without the right environmental triggers one may never know what their true potential is. Why is understanding the brain important to understanding a person's psyche? What do you think are the two primary senses and why? What would be your reaction to losing your ability to (a) see (b) hear (c) smell (d) taste (e) feel pain (f) control your body? Unit Goals: Students will be able to: (a) organize the central nervous system into brain regions, brain lobes, cortexes, and hemispheres. (b) differentiate between the central nervous and the peripheral nervous system (c) diagram and explain the structures of the brain and a neuron (d) compare and contrast the nervous system to the endocrine system (e) diagnosis hypothetical brain related disorders (f) explain the difference between sensation and perception (g) examine key concepts in psychophysics (h) diagram the eye, the ear, the nose, and the tongue Recommended Duration: 5 weeks

NJCCCS/APA Standards:6.2D4k, 6.2C6d, 11A‐1, 11A‐2, 11A‐3, 11A‐4, 11A‐5, 11A‐6, 11A‐7, 2.5B2,S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 9.1F6, 8.1F1

APA Standard Area IIA: Biological Bases of Behavior: IIA‐1. Structure and function of the neuron IIA‐2. Organization of the nervous system IIA‐3. Hierarchical organization of the structure and function of the brain IIA‐4. Technologies and clinical methods for studying the brain IIA‐5. Structure and function of the endocrine system IIA‐6. How heredity interacts with the environment to influence behavior IIA‐7. How psychological mechanisms are influenced by evolution

APA Standard Area IID: Stress, Coping, and Health IID‐1. Sources of stress IID‐2. Physiological reactions to stress IID‐3. Psychological reactions to stress IID‐4. Cognitive and behavioral strategies for dealing with stress and promoting health

APA Standard Area IIB: Sensation and Perception IIB‐1. Basic concepts explaining the capabilities and limitations of sensory processes IIB‐2. Interaction of the person and the environment in determining perception IIB‐3. Nature of attention


What are the parts of a neuron and neurotransduction?

Diagram a neuron to explain the process transduction

Textbook

Label a neuronBuild a neuron Make a comic strip representing the steps of transduction

Portfolio assessment Multiple choice quiz

How is the brain organized? Diagram the brain to include the following: hemispheres, lobes, regions, and cortexes

Textbook

DiscussionGraphic organizers

Cooperative learning project: Construct a brain

What are the structures and functions in the (a) forebrain, (b) midbrain, and (c) hindbrain?

Describe the structures and functions of each region of the brain

Textbook

Lecture/discussion Fill‐in the blank quiz with a word bank and a diagram to assess students knowledge of brain structures and their functions

What is the function of the frontal lobe, parietal lobe, temporal lobe, and occipital lobe?

Describe the structures and functions of each region of the brain

Textbook

Build a brain out of modeling clay Multimedia presentation

Fill‐in the blank quiz with a word bank and a diagram to assess students knowledge of brain structures and their functions

Why is the central nervous system considered the main line for communication and the endocrine system the secondary?

Compare and contrast the functions of endocrine and the nervous system

Textbook

Venn diagram Essay/open‐ended questions: Describe two similarities and two differences between the endocrine and nervous system Explain which system you would believe to be most devastating/ detrimental if damaged

What are the causes of neurological disorders?

List and describe the cause, symptoms, and treatment options for brain injury/disease

Internet Students will research assigned brain injury/disease in groups Then, groups will design a multimedia presentation

Group presentations will be assessed using a rubric designed to measure students' knowledge and understanding and the overall presentation

What is the difference between a distal stimuli and proximal stimuli?

Trace the distal light source of vision to the approximal stimuli in the occipital lobe

Textbook

Create a song, poem, or story to memorize the steps of vision

Groups will present their song, poem, or story and provide a copy of it to each student Students will be assessed on accuracy and creativity

What is absolute threshold, just‐noticeable difference, the signal‐detection theory, Fechner's Law, and Weber's Law?

Define and identify key terms as presented in a classroom demonstration

Textbook Afterimage, JND, Fechner and Weber's Law demonstration

Teacher directed lesson, demonstration, and discussion Signal detection worksheet

Multiple‐choice quiz that includes assessment of student's understanding and knowledge of content by applying terms to real‐world examples

Where are the parts of the each accessory structure located and their function? (a) eye (b) ear (c) nose (d) tongue

Diagram the eye, the ear, the nose, and the tongue

TextbookBaron's

Sensation and perception jeopardy

Senses test (multiple choice) include vocabulary terms, real world applications and diagrams (Sensation Quiz‐can be used as a test bank source)

Differentiation

Teachers will incorporate visual presentations with corresponding worksheets, reinforcements of auditory learning though question and answer sessions, manipulation of ideas and concepts during hands on activities to appeal to the diverse learning styles of the students.

Teacher may assign cooperative learning activities so that students of varied abilities may assist each other and work together on a task and/or project.

Teachers may assign tasks that ask students to incorporate music, art, and graphic design to expand learning modalities. Teachers may pre‐assess to determine readiness, interests and learning preferences. Teachers may provide flexible grouping in their project assignments. Teachers may provide individualized instruction.

Technology

It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHOY. Teachers should also consider joining TOPSS, Teachers of Psychology in Secondary Schools. Students will be encouraged to utilize the online resources provided by the textbook publisher. Teachers & Students should be encouraged to explore any 21st century based skills such as thinking creatively, making decisions, solving problems,

seeing things in minds eye, and knowing hoe to learn and reason. Furthermore, sound reasoning enables students to plan, design, execute, and evaluate solutions…processes that are carried out more efficiently and effectively using technological tools.

Teachers may recommend technology to enhance research and presentation skills.

College and Workplace Readiness

Students may contact local colleges and universities and/or seek information from online colleges and universities for course descriptions and utilize for additional knowledge.

Students should be encouraged to contact professionals to obtain a clear understanding of the profession of psychology. Students should be encouraged to read college research abstracts submitted to university archives to reinforce any learning that was include in the

above unit. Teachers should utilize appropriate university websites for research based activities. Students should be encouraged to visit online university museums when formulating research for creative projects such as the brain construction.

Unit 03 - AP Psychology

Unit Plan

Enduring Understandings: Learning is any relevant, permanent change in behavior. Essential Questions: In what ways has your behavior changed this week, were they positive or negative changes? What motivates you to learn? In what ways does punishment help/ hinder you to initiate new and novel behaviors? Unit Goals: Students will be able to :

(a) explain classical conditioning, operant conditioning, and observational learning theories.

(b) discuss the work of Pavlov, Skinner, Tolman, and Bandura.

(c) evaluate situations for the existence of the three learning methods.

(d) identify how the concepts of behaviorism are present in everyday life.

Recommended Duration: 4 weeks NJCCCS/APA Standards:IVA‐1, IVA‐2, IVA‐3, IVA‐4, IVA‐5, 2.3C2, 3.1A1, 3.1A2,S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 8.1F1

APA Standard Area IVA: Learning IVA‐1. Characteristics of learning IVA‐2. Principles of classical conditioning IVA‐3. Principles of operant conditioning IVA‐4. Components of cognitive learning IVA‐5. Roles of biology and culture in determining learning

Guiding/Topical Questions

Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

How is it possible to observe learning?

Discuss methods used in an academic setting to assess the mastery of a new concept and/or skill

Textbook Baron's streaming video clips (Pavlov, Little Albert, Skinner, Bandura)

Class activity ‐ learn a new skill and assess progress (running a human maze)

Discussion of student self‐inventory/assessment of learning and video clips Essay assessment

What are the terms associated with classical conditioning?

View Pavlov's and Watson's research and identify the ucs, ucr, ns, cs, cr, generalized stimuli, stimulus discrimination, extinction, and spontaneous recovery

Textbook View videos and assess the presence of classical terms

Design a classical conditioning study

How is classical conditioning a part of modern day life?

Examine how classical conditioning is a part of the following: a. school b. advertising and marketing c. drug rehabilitation d. music

Textbook

Picture prompts (product logos, movie theme songs, commercial jingles, product phrases)

Assessment of picture prompts and original examples selected by the instructor

What are the terms associated with operant conditioning?

View Skinner's research and examine the presence of positive reinforcers (primary, secondary, social, token), negative reinforcers, punishment (positive and negative), escape and avoidance learning, shaping, response chaining

Textbook Appropriate video clips

View video of the Skinner's box and assess the presence of the terms Complete a worksheet with operant conditioning terms and examples

Video assessment Quiz that includes real world examples to apply vocabulary and content

What are the the different schedules of reinforcement?

Identify when fixed ratios, fixed intervals, variable ratios, and variable intervals are being used

Textbook

Provide situations in which reinforcers are used and identify the schedule that is in place

Essay: Which reinforcement schedule is most effective for learning, continuous or partial? Explain. Describe in order of effectiveness which partial reinforcement is most effective and why. (fixed‐interval, fixed‐ration, variable‐interval, variable‐ration)

How is Bandura's social learning theory related to classical and operant conditioning?

Discuss how a child can be vicarious conditioned

Textbook

Research the BoBo Doll experiment and identify the use of classical and operant conditioning techniques

Design a medium or create a method to measure Bandura's social learning theory

How can the three types of learning, classical conditioning, operant conditioning, and social learning, practical tools for teaching?

Examine how each type of learning theory can be used in: a. a home b. school c. the work place d. hospitals e. rehabilitation facilities f. jails g. society

Textbook

Organize the class into groups and have them create a scenario of a "bad behavior:" in which each type of conditioning will be used to counter condition the behavior(s)

Multiple choice test that provides scenarios in which students will have to apply the type of learning displayed, and identify the components of each (ucs, ucr, cs, cr, negative/positive punishment, negative/positive reinforcement, vicarious learning, shaping, etc)

Differentiation

Teachers may use “anchoring activities”; those that address students who complete their work before others or who are ready to move on before the lesson is completed. These activities should require students to use advanced thinking skills, apply knowledge to real world situations, and create original products.


Teachers may provide individualized instruction. Tiered assignments/assessments Allow students to design their own assessments.

Technology

It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHO Students will be encouraged to utilize the online resources provided by the textbook publisher. Create and utilize multimedia presentations. Create storyboard presentations via any movie maker application.



Students should be encouraged to contact professionals to obtain a clear understanding of the profession of psychology, in particular, classical & operant conditioning.

Student should be encouraged to research collegiate abstracts on operant and classical conditioning. Teachers should be encouraged to plan field trips and/or have guest speakers that relate to the NJCCCS for psychology. Teachers may plan a field trip to a local developmental disability facility, animal training facility, and law enforcement department and address how

behavioral techniques are implemented in order to enhance the functioning of their "clients."


Unit Plan

Enduring Understandings: Consciousness is multi‐leveled proving to be explored through many perspectives. Cognitive processes involve internal functions of the mind Essential Questions: In any one class identify and describe three different states of consciousness that you have experienced simultaneously? What are some events that cause you to have a heightened state of consciousness, lower state of consciousness, and automatic state of consciousness? What situations require you to utilize memory, language, problem solving, and decision making? List and discuss techniques that you have used to successfully remember new information. Discuss the pros and cons of being bi‐lingual. What is the difference between a preference and a choice? What are some strategies you use when having to make an important decision? How is creativity as important as intelligence? How can emotional intelligence be taught? Unit Goals: Students will be able to:

(a) discuss the difficulty in defining and understanding consciousness. (b) develop skills to enhance memory. (c) recognize the properties of language. (d) utilize problem‐solving and decision making strategies. (e) value that intelligence can be defined in a variety of ways. Recommended Duration: 4 weeks

NJCCCS/APA Standards:6.2D4k, 6.2C6d, 11A‐1, 11A‐2, 11A‐3, 11A‐4, 11A‐5, 11A‐6, 11A‐7, 2.5B2, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 9.1F6, 8.1F1 APA Standard Area IVD: States of Consciousness IVD‐1. Understand the nature of consciousness IVD‐2. Characteristics of sleep and theories that explain why we sleep IVD‐3. Theories used to explain and interpret dreams IVD‐4. Basic phenomena and uses of hypnosis IVD‐5. Categories of psychoactive drugs and their effects APA Content Standards IVB‐1. Encoding, or getting information into memory IVB‐2. Sensory, working or short‐term, and long‐term memory systems IVB‐3. Retrieval or getting information out of memory IVB‐4. Biological bases of memory IVB‐5. Methods for improving memory IVB‐6. Memory constructions APA Standard Area IVC: Thinking and Language IVC‐1. Basic elements comprising thought IVC‐2. Strategies and obstacles involved in problem solving and decision‐making IVC‐3. Structural features of language IVC‐4. Theories and developmental stages of language acquisition IVC‐5. Links between thinking and language APA Standard Area IVE: Individual Differences IVE‐1. Concepts related to measurement of individual differences IVE‐2. Influence and interaction of heredity and environment on individual differences IVE‐3. Nature of intelligence IVE‐4. Nature of intelligence testing

Guiding/Topical Questions Content/Themes/Skills Resources and Materials

Suggested Strategies Suggested Assessments

Why is consciousness difficult to define?

Explain how the modern view on consciousness differs from that of Wundt/Hall, James, and Freud

Textbook Baron's

Have students write about their immediate state of consciousness in a reflection piece Teacher directed lesson, lecture, note taking

Discussion on the difficulty on capturing consciousness

What are examples of ASC? Discuss what makes an experience an altered state of consciousness

Textbook Baron's

Dissociative State Checklist Reaction statement to the checklist

How do the different stages of sleep differ with regard to motor activity, brain wave activity, cognition, age and sleep disorders.

Create a stage chart for sleep Textbook Video clips

View Dream journal

Video summary with attention to key terms Quiz on the sleep stages that include scenarios for students to apply content and understanding

What are the sleep disorders and how can they be treated?

Identify the causes and treatments for the various sleep disorders

Textbook Research and create a multimedia presentation on the assigned sleep disorder.

Groups will present assigned sleep disorder and will be assessed using a rubric to measure knowledge, understanding, and creativity

What evidence suggests that hypnosis is / is not a dissociative state?

Discuss the hypnotic process to include myths and facts

Textbook

Hypnosis/ Meditation Activity Current events article assignment

Multiple choice quiz assessing the varied theories on altered states of consciousness (hypnosis)

How does information get into memory, maintained in memory, and get back out of memory?

Explain theories on encoding, storage, retrieval and forgetting List mnemonic devices

Textbook

Internet ‐ memory activities Memory games

Students will design and conduct memory experiments. Students will be assessed on design, procedure used to conduct study, and laboratory report

What are the four properties of language?

Provide examples for how language is symbolic, semantic, generative, and structured

Textbook

Texting as a form of symbolism and language. Discuss: “Has technology weakened the generative aspect of language?"

Case Study of Genie (see attached)

What are the developmental milestones of language?

When does child begin to: babble use reflexive speech use receptive vs. productive language use overgeneralizations and under generalizations use over‐regularization fast mapping use metalinguistics

Textbook

Create a self milestone chart by interviewing parents/guardians or others

Developmental Chart (include Kohlberg, Erikson, Piaget, and Freud)

What influences the development of language, nature or nurture?

Provide evidence to suggest that language is due to genetics or the environment

Textbook

Teacher‐Directed Learning:The stages of Language Development The Rules of sentence structures Chomsky‐LAD Critical Period Divide the class into teams and assign debate

Debate: Provide evidence to suggest that language is due to genetics or the environment

How should one attempt to solve a problem?

Identify the specific type of problems (structure, arrangement, transformation, well‐defined, ill‐defined), barriers to problem‐solving (functional fixedness, mental set, unnecessary constraints, irrelevant information), and suggest effect methods of solving problems (algorithms, heuristics, sub‐goals, working backwards)

Textbook Baron's

Internet Resources

(IBM's Watson on Jeopardy) String problem– Two Strings hang from a ceiling but are too far apart to be tied together. . On the table is a book of matches, a screwdriver, and a few pieces of cotton. How could the strings be tied together?

Scenarios: Students will be provided with scenarios and will be asked to identify what problem solving strategies and/or barriers are exemplified

Who are the major contributors to the study of intelligence?

Identify theories on intelligence which support the views of:

Textbook Baron's

MENSA Test

Timeline of intelligence tests or other cooperative learning assessment

nature nurture interactionists

IQ TEST Remote associates test for creativity Emotional intelligence assessment

How many types of tests exist in psychology?

Provide examples of mental ability tests (achievement, aptitude, intelligence) and personality tests (projective and objective), to include a discussion of reliability and validity.

Textbook Baron's

Identify Internet Tests Fill‐in the blank quiz‐students will be provided with scenarios of tests and will be asked to determine if they are mental ability tests or personality tests (objective or projective). Then, students will be asked to determine if the test exemplifies validity (content, criterion, and construct) and/or reliability (test‐retest, split‐half, alternate form, scorer reliability). Students will also be asked identify what methods are used

Differentiation Teachers are encouraged to use the process of modeling to help struggling learners to go from the concrete to the abstract. It may include

showing the student examples of an expected product or providing the student with a walk‐through sample of a process or level of expectation. Teacher may assign cooperative learning activities so that students of varied abilities may assist each other and work together on a task and/or

project. Teachers may provide individualized instruction. Allow students to design their own assessments. Create tiered assessments.

Technology It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHOY. Teachers should also consider joining TOPSS, Teachers of Psychology in Secondary Schools. Teachers should consider creating electronic based activities that employ the use of Remote Responders that will afford useful data to inform

lesson plans and chart student proficiency. Students will be encouraged to utilize the online resources provided by the textbook publisher. Utilize web quests and virtual field trips.

College and Workplace Readiness Students may contact local colleges and universities and/or seek information from online colleges and universities for course descriptions and

utilize for additional knowledge. Students should research workplace sites (companies) for understanding on how psychological profile surveys help chart behavior patterns that

may affect productivity. Students should be encouraged to contact professionals to obtain a clear understanding Freud and other important theorists and psychologists

mentioned in the above unit. Teachers may plan a filed trip to a local hospital (Stress management), Yoga Ashram (meditation), Testing Facility to discuss practical applications

of the services offered and career opportunities. Teachers should be encouraged to plan field trips and/or have guest speakers that relate to the NJCCCS for psychology.


Unit Plan

Enduring Understandings:

Personality and development are interconnected and follow specific stages.

Motivation to achieve and affiliate with others is related to emotional styles, being set at an early age of development.

Essential Questions:

What do you believe the difference is between temperament and character?

Which types of development do you find to be the most important and why, social, emotional, cognitive, or physical?

When do you think that personality is established and is it possible for personality to continual change?

When does development begin and end?

What do you believe is the most important issue during the following developmental stages, prenatal, infancy, childhood, adolescents, young adult, middle age,

and old age?

When and why do you believe is the best time to: (a) break away from your family (b) select your career (c) get engaged (d) get married (e) have children (f)

retire?

Discuss why students need a moderate level of motivation to achieve versus too low or too high?

What is the difference between a want and a need?

Why are biological needs universal and social needs are based on culture?

What are basic emotions and explain why they are universal?

Are emotions a result of biology, cognition, or both?

Unit Goals:

Students will be able to:

(a) recognize that temperament, character, and personality traits differ with regard to how permanent and transitional they are

(b) trace development from womb to tomb comparing the different stage theories

(c) revisit the nature and nurture debate

(d) discuss and examine the difference between biological and social motivators

(e) explain the cognitive, physical, social, and emotional components of hunger, sex, affiliation, and achievement

(f) discuss the differences between theories on emotion as presented by Darwin, Cannon-Bard, James-Lang, and Schachter

(g) explore cultural differences (display rules) and similarities (Ekman Six Faces of Emotion)

Recommended Duration: 4 weeks

NJCCCS/APA Standards: 6.1D3d, 6.1D14f, 6.2A5e, 111A-1, 111A-2, 111A-3, 111A-4, 2.1A1, 2.1B1, 2.1C1, 2.2C1, 2.4A1, 2.4A3, 2.3A4, 2.4B4, 2.4C1, 2.4C5, 2.5B3,

S-ID1 thru 9,S-IC1 thru 6, RH11-12.1 thru RH11-12.10, 9.1A1, 8.1F1

APA Standard Area IIIA: Lifespan Development:

IIIA-1. Development as a lifelong process

IIIA-2. Research techniques used to gather data on the developmental process

IIIA-3. Theories of development

IIIA-4. Issues surrounding the developmental process (nature/nurture, continuity/discontinuity, stability/instability, and critical periods)

APA Standard Area IIIB: Personality and Assessment

IIIB-1. Distinguish between personality and personality constructs

IIIB-2. Personality approaches and theories

IIIB-3. Assessment tools used in personality

APA Standard Area IIC: Motivation and Emotion

IIC-1. Motivational concepts

IIC-2. The role of biology and learning in motivation and emotion

IIC-3. Major theories of motivation

IIC-4. Interaction of biological and cultural factors in emotions and motivations

IIC-5. Role of values and expectancies in determining choice and strength of motivation

IIC-6. Physiological, affective, cognitive, and behavioral aspects of emotions and the interactions

among these aspects

IIC-7. Effects of motivation and emotion on perception, cognition, and behavior

Guiding/Topical Questions Content/Themes/Skills Resources and

Materials Suggested Strategies Suggested Assessments

How do early attachments,

temperament, contact,

comfort, and imprinting

influence adult relationships?

Students will be able to

identify the following

psychologists and their

contributions to

personality development:

(a) Ainsworth

(b) Harlow

(c) Kagan

(d) Hazan-Shaver

(e) Lorenz

Textbook

Appropriate video

clips

Harry Harlow Nature of Love

Streaming video clip

Konrad Lorenz imprinting video

Compare and contrast each theorist

to your personal experiences using a

graphic organizer

The Developing Child

Multiple-choice test that requires

students to apply theories of

psychologists.

Essay-view the sandlot and analyze

one character according to Paget,

Erikson, Kohlberg, Ainsworth,

Harlow,

Kagan, Baumrind

Explain why trait theories

merely describe behavior, but

fail to understand, describe,

predict, and control behavior.

Describe the influence

trait theories have on

describing behavior

including:

(a) Allport

(b) Cattel

(c) Coster-McCraee

Textbook

Personality test

Groups will research assigned

personality theory and create a

presentation. During the

presentation students will be

required to complete a graphic

organizer of all personality theories

Big 5 Personality Test

Multiple-choice test assesses

students understanding

of Personality Theories, vocabulary,

and psychologists

Group presentations of personality

theories using a rubric to assess

understanding, knowledge, and oral

presentation.

Discuss why many of Freud's

students have rejected

aspects of his theory and

fundamental concepts in the

development of their own

theories

Compare and

contrast Freudians and

Neo-Freudians (Adler,

Horeny, Jung) concepts

Textbook Graphic organizer of all personality

theories

Venn diagram comparing Freudians

and Neo-Freudians

Birth order and personality test

Jung (archetypes)

Examine fairytales for archetypes



of personality theories, vocabulary,

and psychologists




presentation.

How does radical behaviorism

differ from cognitive theories

of behaviorism?

Categorize behavioral

terms as being either

radical or cognitive

Textbook Graphic organizer of all personality

theories

Show a clip from a modern TV

program and assess the use of

behavior techniques identifying

them as radical or behavioral.




and psychologists




presentation.

In what ways is the humanistic

approach to understanding

behavior similar to early

philosophical theories to man?

Describe how the

humanistic theory can help

one reach his or her

highest potential and

identify why this theory is

considered "romantic" and

phenomenological

Textbook

Night by Elie Wiesel

Graphic organizer of all personality

theories

Students will identify where they are

on Maslow's Hierarchy of Needs

Compare Maslow's theories to

Plato's concepts of "The Allegory of

Cave and The Republic"

Students will read excepts from Elie

Wiesel’s Night and provide

examples for each stage of Maslow's

Hierarchy, Roger's Ideas of Positive

and Negative Regard, and

Conditions of Worth



of Personality Theories, vocabulary,

and psychologists




presentation.

Is biology destiny in regard to

personality development?

Explain the biological

components of personality

according to Eysenck

and Sheldon

Textbook

Graphic organizer of all personality theories Examine how these tow theories overlap using a Venn diagram Reading Activity for Sheldon Assess one's own body shape and examine if they agree or disagree with Sheldon's theory




and psychologists




presentation skills

What factors allow

consistency with personality

and what factors require

flexibility with personality?

Describe apply the

Situational Personality

Theory by Walter

Mischel to their own life

Textbook

Graphic organizer of all personality

theories

Respond to the following:

My behavior is consistent in:

(a) school when...

(b) home when...

(c) with friends when...

(d) when alone...

My behavior is inconsistent:

(a) school when...

(b) home when...

(c) with friends when...

(d) when alone...

Situational Personality Test




and psychologists

Multimedia presentations of

personality theories using a rubric

to assess understanding,

knowledge, and oral presentation

skills

How can life be divided into

age related stages?

Identify important events

during each stage of

development

(prenatal, infancy,

childhood, adolescents,

and adult)

Textbook

Baron's

Chart the milestones of

development (social, emotional,

physical, and cognitive)

Multiple-choice test assessing the

milestones of development

In what ways do the theories

of Erikson, Marscia, Baumrind,

and Freud overlap?

Explain Erikson, Marscia,

Baumrind, and Freud

theories of development

Textbook

Baron's

Storybook of Erikson's stages of Psychosocial Development Students will critique a current family TV show with regard to the type(s) of parenting and identity development (in class) Discuss Freud's psychosexual stages from a feminist point of view

Create a storybook on one psychologist's theories Critique of family TV show (independently) Fill-in the blank quiz of Freud’s theories and neo-Freudians where students need to identify the psychologist associated with each theory

In what ways are intellect and morality correlated?

Match the stages of intellectual development (Piaget) to moral development (Kohlberg)

Textbook Baron's Heinz dilemma Discovering psychology Streaming video -Piaget Cognitive stages of development

Interview and record a child with regard to their cognitive and moral development and summarize your findings (group activity)

View the Sandlot and analyze one character according to Paget, Erikson, Kohlberg, Ainsworth, Harlow, Kagan, Baumrind

Which theory is considered the push theory, the pull theory, and the survival theory and why?

Compare and contrast the Drive, Incentive, and Evolutionary theory of motivation

Textbook Baron's

Students will generate a list of wants and needs labeling them as biological, social, or both

Students will create a group poster/advertisement to campaign for assigned theory of motivation. Students will be assessed using a rubric

What beliefs make for a strong character (a) Extrinsic and Intrinsic Motivation (b) External and Internal Locus of Control (c) Altruistic or Aggressive?

Explain the difference between: (a) Extrinsic and intrinsic Motivation (b) External and internal locus of control (c) Altruistic or aggressive

Positive psychology (Seligman)

Research a volunteer vacation and explain how it can lead to (a) Extrinsic and intrinsic motivation (b) External and internal locus of control (c) Altruistic or aggressive Select the one volunteer vocation that is the most conducive to your personality and would allow you to be part of change. Explain

Sell your vacation to the class. Students will rank in order the vacations they would select. Students will be assessed using a rubric.

What are the universal biological needs?

Examine factors that influence hunger and sex

Textbook

Teacher-directed multimedia or Prezi Life size body silhouettes in groups (1) hunger (a) head (brain influences) (b) heart (emotional influences) (c) soul (cognitive influences) (d) right hand (positive support) (e) left hand (negative support) (f) stomach (what does it say when it talks to you?) (2) Sex (a) head (brain influences) (b) heart (emotional influences) (c) soul (cognitive influences) (d) right hand (positive support) (e) left hand (negative support) (f) torso (what does it say when it talks to you?)

Do you agree or disagree with

the following statement: "It

takes a village to raise a child"

Explain why or why not.

Explain social needs

(affiliation and

achievement)

Textbook

Research how affiliation and

achievement are correlated to

happiness

Character analysis

Which theory stresses the

cognitive aspect of emotion,

the physical, and both?

Compare and contrast the

theories of emotions

(James-Lang, Cannon-

Bard, and Schacter)

Textbook

Students will be presented with 6

emotional scenarios and will

examine them from the three

perspectives of emotion

Essay: Which theory of emotion do

you agree with and why? Use

support from your text with a

minimum of three reasons.

Are emotions universal across

cultures and are there societal

norms for emotions?

Explain how culture

influences acceptable

display rules and set

norms for emotions.

Textbook

Students will examine magazine

pictures and elect examples for each

of Ekman's Six Basic Emotions.

Quiz (fill-in) - Name that emotion

Students will be provided with a

scenario and be asked to identify

the emotion.

What are the biological,

physical, and emotional

responses to stress?

Discuss the four specific

types of stress and their

effect on a person's

biology, physical, and

emotional behavior?

Textbook

Locus of Control Scale

Life Change Scale (for adults and one

for teens)

Peer Pressure Quiz

Burnout Assessment

Replenishing System Questionnaire

Stress pamphlet for teens (see

attached)

Differentiation

Teachers will incorporate visual presentations with corresponding worksheets, reinforcements of auditory learning though question and answer sessions,

manipulation of ideas and concepts during hands on activities to appeal to the diverse learning styles of the students.

With the above in mind, teacher should design product choices that allow varied means of expression and alternate procedures, along with varying degrees of

difficulty, types of evaluation and scoring.


Teacher may provide individualized instruction.

Allow students to participate in the creation of assessments and/or rubrics.

Design tiered assessments.

Technology

It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHOY.

Teachers should incorporate 21st

century skills such as critical thinking and problem solving into tasks that involve various digital media.

Teachers should also consider joining TOPSS, Teachers of Psychology in Secondary Schools.

Students will be encouraged to utilize online resources provided by the textbook publisher.

Students will move beyond the PowerPoint to present information using multimedia tools and interactive Remote Responders.



Students should be encouraged to contact professionals to obtain a clear understanding of the profession of psychology. Students should be encouraged to choose an occupation and research any psychological study(s) that form part of an investigative analysis on that particular

occupation or line of work. (Example: Crime Scene Investigator) Teachers should be encouraged to plan field trips and/or have guest speakers that relate to the NJCCCS for psychology. Suggested field trips: Child-care center, senior citizen facility, career counseling center, and volunteer centers


Unit Plan

Enduring Understandings: Abnormal behavior is associated with many myths and social stigmas. Treatment changes in response to advances in science and modifications to health care policies. Essential Questions: What "facts" do you believe are true about mental illness? How do you think being labeled mentally ill affects all areas of ones life? What are the disorders that you have heard of? Why do you think there is a difference between mental health care and physical health care? What are the pros and cons of using psychotropic medications? What are the pros and cons of deinstitutionalization? Why do you believe people delay obtaining mental health care? Unit Goals: Students will be able to: a) value the difficulty in identifying mental illness b) explain the models of mental illness, to include the legal model c) summarize Rosehan's study "Being Sane in Insane Places" d) explain the socio‐historical aspect of the Diagnostic and Statistical Manual e) examine the etiology of: childhood disorders affect disorders somatoform disorders anxiety disorders psychotic disorders personality disorders f) discuss the historical changes in the treatment of mental illness g) describe the pros and cons of insight therapy, behavioral therapy, biomedical treatment, and managed care Recommended Duration: 4 weeks

NJCCCS/APA Standards: 6.2D5c, 6.2C6d, VA‐1, VA‐2, VA‐3, VA‐4, 2.1A2, 2.1C3, 2.1C4, 2.1E1, 2.1E3, 2.1E4, 2.2E1, 2.2E2. 2.3A1, 2.3A2, 2.3A3, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10 9.1A1, 9.1F6, 8.1F1

APA Standard Area VA: Psychological Disorders VA‐1. Characteristics and origins of abnormal behavior VA‐2. Methods used in exploring abnormal behavior VA‐3. Major categories of abnormal behavior VA‐4. Impact of mental disorder APA Standard Area VB: Treatment of Psychological Disorders VB‐1. Prominent methods used to treat individuals with disorders VB‐2. Types of practitioners who implement treatment VB‐3. Legal and ethical challenges involved in delivery of treatment


What is the difference between normal and abnormal behavior?

Identify the models of mental illness; Discuss the pros and cons of each

Textbook

Shades of abnormality worksheet (Rider University) Diagnosing Mr. Smith

Discuss, analyze, and assess current events (example Charlie Sheen)

How will professionals, patients, and significant others benefit from the existence of a standardized resource, like the DMS?

Describe each Axis of the DSM Textbook Global assessment of functioning scale DSM‐IV review

Diagnose hypothetical case studies

How do you think being labeled mentally ill affects all areas of ones life?

Explore the social stigmas of being "mentally ill" including the de‐individualization and depersonalization by professionals

Textbook Copy of Being Sane in Insane Places

Rosenhan's study being sane in insane places Negative label activity

Suggested essay prompt: How do you think being labeled mentally ill affects all areas of one's life? Provide evidence.

What "facts" do believe are true about mental illness?

Research commonly held myths and stereotyped of mental illness

Textbook

Generate a true/ false survey to distribute to peers and school staff members.

Discuss and analyze data from surveys Create medium to organize data: charts, spread sheets etc.

What are the disorders that you have heard of?

Create a conceptual hierarchy of the different categories of mental disorders?

Textbook Sources found online: Generalized anxiety disorder test Phobia list Fear survey schedule Obsessive compulsion screening quiz Somatization quiz Dissociation quiz Signs of depression checklist Schizophrenia assessment

Multimedia presentations (student directed) Students will research assigned psychological disorder (symptoms and causes)

Groups will presentation research via Prezi or other medium. Students will be assessed using a rubric to measure students’ knowledge of topic, understanding, creativity, and oral presentation skills.

What are the pros and cons of de‐institutionalization?

Examine the de‐institutionalization process in our state

Textbook

Allocate media center research time on the topic of institutionalization

Research paper: What are the pros and cons of de‐institutionalization? Students will be assessed using a rubric to measure students’ knowledge of topic, understanding, and support.

What are the 3 different approaches to treatment?

Name and describe insight therapy, behavioral therapy, and bio‐medical therapy

Textbook

Teacher directed lesson: Which treatment is best activity (Rider University) Reflection (Rider University) Transference exercise (Rider University) The way I think‐cognitive therapy (Rider University) Implosion therapy (Rider University) Mindful cognitive processing Worksheet (Natalie Masson, PhD 2010) Group therapy "Fear in a Hat" and "Mirror Image" Client‐centered therapy‐(a) Interactive Johari window (students must have access to the internet) (b) Characteristics of a Self‐Actualizing Person by Dr. Richard Boyum Behavior modification chart Systematic desensitization scale Bio‐medical advertisements

Multiple‐choice test to measure students' understanding and knowledge of content through application of terms and scenarios

Differentiation


Include peer assessment of student assignments. Teachers should implement pre‐assessment of readiness, interests, and learning preferences before beginning this unit. To assess interests and learning

preferences, give interest and Learning Style inventories. Teacher may assign cooperative learning activities so that students of varied abilities may assist each other and work together on a task and/or project. Teachers may provide individualized instruction. Allow students to design their own assessments.

Technology

It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHOY It is also recommended that teachers incorporate visual imagery skills activities to be able to decipher, interpret, detect patterns, and communicate

using imagery. Teachers should also consider joining TOPSS, Teachers of Psychology in Secondary Schools Students will be encouraged to utilize the online resources provided by the textbook publisher



Teacher should resource university archives and enable students to utilize for research projects, and creative extensions to classroom learning. Students should be encouraged to contact professionals to obtain a clear understanding of the profession of psychology. Teachers should be encouraged to plan field trips and/or have guest speakers that relate to the NJCCCS for psychology.


Unit Plan

Enduring Understandings: Social Psychology explores how individual behavior deals such issues as impression, attraction, decision making, conformity, cohesion, and obedience. Essential Questions: What do you think the difference is between being the person in charge and the subordinate person when trying to make a first impression? What are the various roles you can take on when working in a group? Discuss when group conformity had a negative impact in history. What do you believe is the ideal group size and why? What are ways to alienate a person from the group? How many examples can you think of when an individual credits themselves with success and blames the group for failures? Unit Goals: Students will be able to: (a)discuss the importance of group dynamics (b)evaluate attribution processes (c)discuss interpersonal perception (d)explain sources of conformity, compliance, and obedience (e)examine the influences of attitude and attitude change (f)explain the role of organizational behavior (g)identify cultural/historical/social/gender/influences on aggression and antisocial behavior Recommended Duration: 4 weeks NJCCCS/APA Standards:6.1D14e, 6.2A4d, 2.4A2, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 9.1A1, 8.1F1 APA Standard Area VC: Social and Cultural Dimensions of Behavior VC‐1. Social judgment and attitudes VC‐2. Social and cultural categories VC‐3. Social influence and relationships

Guiding/Topical Questions

Content/Themes/Skills Resources and Materials

Suggested Strategies

Suggested Assessments

How are attitudes formed and changed through persuasion?

Describe how attitudes are formed and people are manipulated by persuasive tactics such as: feigned scarcity, door‐in‐the face, foot‐in‐the door, low ball technique, weasel word, unfinished claim, we're different and unique, water is wet, so what, vague, endorsement or testimonial, scientific or statistical claim, compliment the consumer, rhetorical question, and norms of reciprocity

Textbook Internet

Cooperative learning

Prezi presentations (students will be assessed using a rubric to measure students' knowledge, understanding, oral presentation, and creativity.)

How are stereotypes developed, maintained, and changed?

Generate a list of stereotypes, prejudice, and discrimination that have existed in the 1800s, 1920s, 1940s, etc. being sure to include a description of in‐groups and out‐groups

Textbook Internet

Discussion Brainstorming

Reflective essay prompts Portfolio assessments

In what ways does the self‐serving bias influence the fundamental attribution bias theory?

Identify how first impressions are influenced by physical appearance, the chameleon effect, social schemas, evolution, and gender stereotypes

Textbook Internet

LectureDiscussion

Objective quizpeer teaching project

What are the attributes of an altruistic individual and aggressive person?

Discuss under what conditions people are more likely and willing to be altruistic or aggressive

TextbookInternet

BrainstormingDiscussion

Create a spread sheet identify characteristics and assess with rubrics.

What do you believe the rules of attraction are and do they differ according to gender?

Examine how physical attraction, matching hypothesis, similarity effect, and reciprocity effect influence a passionate, and/or compassionate relationship

Textbook Internet

View video clipsdiscussion Pair ‐ share

In small groups create an infomercial using Movie maker.

Under what conditions would the average individual conform to the group?

Describe how individuals yield to others by conformity and obedience

Textbook Internet

Analyze Milgram, Zimbardo, an Asch's studies

In small groups, produce a skit which demonstrates conformity. Assess using an appropriate rubric

What ingredients make for a successful group?

Explain how social facilitation, social inhibition, social loafing, de‐individualization, and The Bystander Effect help or hinder the functionality of a group

Textbook Internet

Teacher‐directed instruction Note‐taking

Create a graphic organizer which outlines all of the functions and characteristics of a group

Why do people engage in risky decision making when working with others?

Provide examples of specific groups in which decision making is based on group norms and utilizing methods such as Conflict Resolutions, Group Interactions, Group Polarization, & Group Think.

Textbook Internet

Discussion, lecture, and impromptu debate

Objective test on unit or students create a board game on decision making and its ramifications

Differentiation


Teachers should incorporate the use of graphic organizers to facilitate and enhance comprehension and remembering. Examples would be web, chart, diagram, concept map matrix flow chart, and story map.


Allow students to design their own projects and rubrics by which they are assessed.

Technology

It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHOY. Teachers should responsibly aid students to choose appropriate digital tools for specified tasks and apply them to real‐world situations in ways

that add significant value results in increased collaboration, promotion of creativity, constructions of models, and other creative works. Teachers should also consider joining TOPSS, Teachers of Psychology in Secondary Schools. Students will be encouraged to utilize the online resources provided by the textbook publisher.



Students should be encouraged to investigate the avenues utilized by colleges and universities to reap the benefits of social networking and any tangent findings suggestive of burgeoning new social patterns.

Students should be encouraged to contact professionals to obtain a clear understanding of the profession of psychology. Teachers should be encouraged to plan field trips and/or have guest speakers that relate to the NJCCCS for psychology.


Unit Plan

Enduring Understandings: Psychology is found in all aspects of culture to include social organizations, customs and traditions, language, art, government, and religion. Essential Questions: In what ways is psychology important to understanding family, school, work, and play? How do customs and traditions help to identify social norms and milestones? How many examples can you provide in which psychology is a part of literature, music, and sports and entertainment? What role does the government, history, and religion play in the transformation of psychology for the future? Unit Goals: Students will make real world applications of terms, theories, and concepts to literature, education, technology, media, science, and social aspects of life. Recommended Duration: 4 weeks NJCCCS/APA Standards: 6.2D2d, 6.2C3d, 6.2C6d, IA‐1, IA‐2, IA‐3, IA‐4, IA‐5, IA‐6, 2.3B3, S‐ID1 thru 9,S‐IC1 thru 6, RH11‐12.1 thru RH11‐12.10, 5.1B1, 5.1B3, 9.1A1, 8.1F1


What psychological concepts, terms, and theories can be applied to the main characters in the book, The Room?

Identify the biological, behavioral, cognitive, motivational, emotional, developmental, abnormal, and social applications of understanding the main characters

The Room by Emma Donoghue Student notebooks Internet

Discussion Reflection journal activities

Case report of one of the two characters in the book. A rubric will be used to measure students' understanding and knowledge

What psychological concepts, terms, and theories can be applied to the theme of the book Psych Ward by Stephen Seager, M.D.?

Discuss the issues of depersonalization presented in the book while also examining the pros of institutionalization

Psych Ward by Stephen Seager Student notebooks

Discussion Entry/exit cards Reflective writing

Discussion: critical analysis of book in small groups Journal entries: after each chapter including analysis and psychological themes

How can younger children benefit from learning about psychology?

Select a specific theory in psychology and develop a lesson, which would be age appropriate for a younger child

Textbook Student notebooks Appropriate websites

Cooperative learning project: creating a children's book

Books and oral presentation of books will be assessed using a rubric to measure knowledge of age appropriate books, psychological topic, and creativity

What psychological issues do you believe need further research today?

Design and conduct a research study

Textbook Internet EBSCOhost

Research project Poster presentation/peer evaluation

Do psychological movies accurately present psychological theories, concepts, and terms?

Select one major concept theory from each lesson presented throughout the year and apply it to the content of the movie

Textbook Student notebooks Internet Psychological movies: Donnie Darko A Beautiful Mind American History X Psycho Identity Fight Club Memento Shutter Island I Never Promised You A Rose Garden The Experiment Regarding Henry Mercury Rising A Time to Kill Sybil As Good as It Gets The Fischer King Rain Man Control Matchstick Men Girl Interrupted Fearless Seven Pounds Up I am Legend The Reader Revolutionary Road The Crying Game My Left Foot The Pianist Nell One Flew Over the Cuckoo's Nest Gray Gardens

View appropriate film Analysis and discussion

Reaction paper to movies comparing and contrasting psychological themes presented in movies and accuracy of psychology themes Formal critiques of how the film relates to the course of study

What are the prominent social psychology themes throughout the movie?

Identify the following stereotypes, in‐groups/out‐groups, perception, and personality throughout the movie

Movie: 12 Angry Men

12 Angry Men bingo Writing assignment: What are the prominent social psychology themes throughout the movie? Students will be assessed using a rubric to measure student understanding, knowledge, and application of social psychology.

How does the movie Altered States address issues and concerns about consciousness?

Formulate an opinion of how the main character undergoes a metamorphosis in his quest for the self

Movie: Altered States

Fact and fiction in the movie worksheet

Discussion: How did the main character undergo a metamorphosis in his quest for the self?

THE FOLLOWING LESSONS ARE ONE DAY ACTIVITIES:

How do the archetypes in Jung's theory apply to you?

Develop a list of archetypes that represent your shadow and how you project those traits on others

Shadow exercise Costumes

Shadow exercise Costumes

Discuss Jungian application by responding to the following: What I learned about my archetypes that surprised me?

How can a metaphor explain your personality?

Identify your personality traits through a metaphor

Hammer or nail exercise Intermittent discussions throughout the activity Exit ticket

What object or skill do you connect your success to and why?

Present an object or a skill that exemplifies the whole of who are (the self)

Show and tell (an object or a skill) *This may take several days

Presentations Reflection paper describing how the object or a skill exemplifies the whole of who are (the self)

How can simple behaviors and habits represent your personality?

Explain how seating position in the classroom and contents of your pocket are covert representations of who you are as a person

The dynamic of sitting Empty your pockets Exercise

Reaction statements

Why do you think people do not really experience things to the full extent of theory perceptual ability?

Explain how a mindful walk can heighted your use of other senses

Exercise

Banishing a Ghost (tell story 1st) A Mindful Walk

Respond to the following question/discuss: What does the story about the ghost tell us about being mindful? What did you notice on the walk that you have missed before?

How do defense mechanisms protect us from being consciously aware of thoughts and feelings which we may not be able to tolerate?

Exemplify how defensemechanisms protect individuals

Video tape role plays of defense mechanisms (Approximately 6 person groups‐ work and preparation to be completed at home)

Assessment of video Role play (videos should be 5‐8 minutes)

What is the group personality of this class?

Explain how telling a group story is similar to a Thematic Appreciation Test (TAT)

The group tell a story Class generated description of the group personality

When do most people make the fundamental attribution error and use self‐serving bias?

Examine your own use of the fundamental attribution error and self‐serving bias

Can you explain it?Self‐serving bias: traffic/ homelessness

Discussion

What attributes must a person possess in order for you to obey their directive?

Examine real life examples in which you have obeyed an authority figure when you did not want to or knew it was not in your best interest to do so

Demonstrating obedience Group discussion

How can the size of a group influence the formation of attitudes?

Defend the following statement: Opinions appear more factual when the magnitude of consensus grows

Likert Scale

Is this sexual harassment?(a) respond individually using the Likert Scale (b) then get in groups based on similar opinions and discuss (c) Have students complete Likert Scale again

Respond to the following questions: Did your opinion get stronger/ more extreme or weaker when in a group? Explain

In what ways do advertisements manipulate the consumer?

Explain how the following techniques are used in marketing: central and

Video of commercial Marketing and persuasion

View and assess a commercial for marketing and persuasion techniques as a whole class marketing and persuasion

Discuss and analyze data from advertisements and

peripheral routes; credible or attractive experts; one‐sided and two sided arguments; interdependent culture; and cognitive dissonance

New Cheerios

exercise in groups using 3 magazine or newspaper ads ‐New Cheerios: set up a booth outside lunches to survey students on preference for old or new cheerios (needs to be conducted day prior to class)

cheerios study

What would happen if social norms no longer existed?

Provide a description of how social norms, conformity, and obedience of a group is demonstrated in co‐curricular activities in the school

Internet Resources Social norm assignment Application of worksheet to co‐curricular activities

Differentiation


Teachers should use a differentiation strategy to assess student readiness to the types of movies, experiments, and activities planned for this unit of study. Once teachers have determined the readiness level, teachers should develop sets of questions that reflect the varying levels of challenge and ability.

Teacher may provide individualized instruction. Allow students to design their own assessments and rubrics.

Technology

It is recommended that teachers collaborate via email, by sharing lesson plans on OnCourse, and through AHOY. Since this unit utilizes a number of movies to reinforce material previously studied, teachers should design creative lessons that incorporate

pertinent clips from said movies. Students are encouraged to use their technological skills to create digital collages or other ways to present information using the data in the films.

Students will be encouraged to utilize the online resources provided by the textbook publisher. Teachers and/or students may create web quests. Design virtual field trips and internet scavenger hunts.


Students may research producers of any of the number of films included in this unit of study. They should seek information as to how credible the screenplay is toward developing its overall theme or essential understanding of the psychological school of thought under analysis.

Students may explore career opportunities in the above field. Students may contact local colleges and universities and/or seek information from online colleges and universities for course descriptions and utilize

for additional knowledge. Students should be encouraged to contact professionals to obtain a clear understanding of the profession of psychology.

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