Curriculum Map 

Curriculum Map

Schlaak, Brian / Psychology / Grade 11, 12

Unit Title Introduction to Psychology Content -The science of psychology -The purpose of psychology -The seven schools of psychology -Types of psychologists; fields within psychology -The ethics of controlling behavior with psychology Skills -College-oriented note-taking -Critical thinking and analysis -Synthesis of knowledge -Taking a position during active debate Resources -Textbook: Psychology and Life, by Richard J. Gerrig and Philip G. Zimbardo -Video clip: Shrek -Web Site link: Areas of Specialization in Psychology Instructional Strategies -Lecture -Discussion -Group experiment -Video clip Assessment -Homework assignments -Article presentation -Unit exam Outcomes -Students will be able to define psychology as a science, and state the goals of psychology. -Students will be able to identify the topics psychologists address. -Students will be able to describe and compare/contrast the theoretical perspectives of the seven schools of psychology (Biological, Behavioristic, Cognitive, Humanistic, Psychodynamic, Evolutionary, and Cultural). -Students will be able to describe the breadth of roles available to psychologists, and explain the functions of various types of psychologists. -Students will be able to discuss ethical aspects of using knowledge of psychology to control the behavior of others.
Unit Title Learning, Memory, and Intelligence Content -Principles of classical and operant conditioning -Social learning -Problem-solving strategies -Types and aspects of memory -Intelligence measures, definitions, and determinants Skills -College-oriented note-taking -Critical thinking and analysis -Synthesis of knowledge -Taking a position during active debate Resources -Textbook: Psychology and Life, by Richard J. Gerrig and Philip G. Zimbardo -Supplemental text excerpt: "Whatever Happened to Baby Albert?" from Lessons in Psychology (J. Weston Walch, Publisher) -Video clip: Memento -Web Site links: Classical Conditioning: An All-Purpose Demonstration, Classical Conditioning: Stimulus Word List Instructional Strategies -Lecture -Demonstrations -Discussion -Film clips Assessment -Homework assignments -In-class writing -Unit exam Outcomes -Students will be able to describe the classical conditioning process, and provide real-world examples of this process -Students will be able to explain the process of operant conditioning, including dinstinguishing between types of reinforcers and reinforcement schedules -Students will be able to discuss the concepts of social learning and cognitive learning -Students will understand the kinds and processes of memory -Students will be familiar with the main theories of intelligence and common measurement instruments
Unit Title The Biological Basis of Behavior Content -The structure and functions of the nervous system -Brain mechanisms involved in behavior -Sensation and perception -Attentional and organizational processes Skills -College-oriented note-taking -Creation of visual/graphic representations of learned concepts -Critical thinking and analysis -Synthesis of knowledge Resources -Textbook: Psychology and Life, by Richard J. Gerrig and Philip G. Zimbardo -Video clip: The Girl with Half a Brain -Web Site links: Neuroscience for Kids, and websites containing optical illusions and ambiguous images (eg: skytopia, opticalframes, geocities -Selection from novel: The Chronicles of Thomas Covenant - The Unbeliever, by Stephen R. Donaldson Instructional Strategies -Lecture -Discussion -Web exploration -Demonstration -Experiments Assessment -Homework assignments -Graphic representations -Unit exam Outcomes -Students will be able to evaluate the role of heredity in human behavior (the "nature/nurture" controversy), including the methods by which the impact of heredity is studied. -Students will be able to describe the structure and functions of the parts of the nervous system, including what part of the nervous system is active during various daily activities. -Students will be able to map the cerebral cortex. -Students will be able to describe and illustrate the process of intra- and inter-neural functioning, and will be able to describe the impact of various drugs on neurotransmitters. -Students will be able to describe the biological bases of smell, taste, and touch. -Students will be able to explain the factors involved in perceptual ambiguity. -Students will understand and describe the factors involved in focusing attention. -Students will be able to discuss the ways in which contexts and expectations affect perception. -Students will be able to compare teh concepts of bottom-up and top-down processing.
Unit Title Social Psychology Content -The influence of social factors upon self-concept and behavior -Attribution theory, including situational and dispositional attributions -Dissonance theory -Conformity and obedience -Altruism and prosocial behavior -Social relationships Skills -College-oriented note-taking -Critical thinking and analysis -Synthesis and application of knowledge to novel situations -Taking a position during active debate Resources Textbook: Psychology and Life, by Richard J. Gerrig and Philip G. Zimbardo Videos: A Bug's Life, Pleasantville, and Quiet Rage: The Stanford Prison Experiment Selections from various literary works: -Animal Farm, by George Orwell -Lord of the Flies, by William Gerald Golding -The Reader, by Bernhard Schlink -Life and Death in Shanghai, by Nien Cheng -Educating for Life, by Thomas Groome Instructional Strategies -Lecture -Demonstrations -Discussion -Film clips Assessment -Homework -Student-generated experimental projects -4-6 page paper -Unit exam Outcomes -Students will be able to define key terms related to the study of social psychology -Students will be able to describe and differentiate between obedience and conformity -Students will be able to describe self-fulfilling prophesy and the Pygmalion effect -Students will understand the aspects involved in the fundamental attribution error -Students will be able to apply the concept of cognitive dissonance to events in daily living -Students will understand and be able to identify examples of the various categories of prosocial behavior -Students will be able to describe key factors involved in attraction and the maintenance of relationships
Unit Title Research in Psychology Content -The scientific method and its application to the study of psychology -Descriptive and inferential statistics -Basic research design -Ethical issues involved in psychological research Skills -College-oriented note-taking -Fluency with introductory statistics -Critical thinking and analysis -Synthesis of knowledge -Collaboration and creativity in designing a research project -Group debate; the ability to defend one's opinon -Presentation skills Resources -Textbook: Psychology and Life, by Richard J. Gerrig and Philip G. Zimbardo -Web Site links: Correlational versus experimental studies, Experimental Dilemmas for Introductory Psychology Instructional Strategies -Lecture -Discussion -Group experiment Assessment -Homework -Student-generated experimental projects -Group presentation of findings -Unit exam Outcomes -Students will be able to describe the features of the scientific method, various experimental methods, and sampling techniques -Students will be able to discuss the strengths and weaknesses of the various methods of observation, and identify flaws in the structural aspects of various research designs -Students will be able to create and execute a research project of their own design, including the creation of an hypothesis, collection and analysis of data, and presentation of findings and conclusions -Students will be able to read and infer information from a variety of statistical products, including raw data, charts, and diagrams -Students will be able to discuss ethical issues concerning the treatment of human and animal subjects in psychological research
Unit Title Human Development Content -Cognitive development and the contributions of Jean Piaget -Social development and thecontributions of Erik Erikson -Stages of moral development and the contributions of Lawrence Kohlberg -Stages of psychosexual development and the contributions of Sigmund Freud -Faith development and the the contributions of Bruce Powers, John Westerhoff, Temp Sparkman, Mary Wilcox, James Fowler, Larry Stephens, Von Hugel, Steve Venable, M. Scott Peck, Paula Rienhart, R. Ben Marshall, Gordon Allport, David Elkind, and Iris M. Yob -Gender identity developement -Parenting styles and individual development Skills -College-oriented note-taking -Critical thinking and analysis -Synthesis and application of knowledge to novel situations Resources -Textbook: Psychology and Life, by Richard J. Gerrig and Philip G. Zimbardo -Web Site links: Faith Development Theories, TAT Interpretation Instructional Strategies -Lecture -Demonstrations -Lab experience -Discussion Assessment -In-class writing and reflection -In-class child observation: notes and formal written report Outcomes -Students will be able to define and describe the main characteristics of Piaget's stages of cognitive development, Erickson's psychosocial stages, Kohlberg's stages of moral reasoning, Maslow's hierarchy of needs, and Freud's states of psychosexual development -Students will be able to describe the common characteristics of various theories of faith development and relate them to their own experience -Students will be able to describe the process of gender identity development -Students will be able to discuss the impact of various parenting styles on a child's develoment -Students will be able to apply developmental theory through a child observation
Unit Title Abnormal Behavior and Therapies for Change Content -The seven facets of "abnormality" -A brief history of mental illness and treatment -Anxiety disorders, causes, and treatments -Mood and personality disorders -Classification of psychological disorders (DSM) -Treatment modalities -Stigma and the mentally ill Skills -College-oriented note-taking -Critical thinking and analysis -Synthesis and application of knowledge Resources -Textbook: Psychology and Life, by Richard J. Gerrig and Philip G. Zimbardo -Films: A Beautiful Mind, Nuts, Sybil -Web Site links: History of Mental Illness, Ancient Psychosurgery, Erasing the Stigma of Mental Illness,What Makes Serial Killers Tick Instructional Strategies -Lecture -Demonstrations -Discussion -Film clips Assessment -Homework assignments -Study guide -Major paper: therapy script Outcomes -Students will be able to describe the seven facets of determining abnormality along a continuum -Students will be able to describe the types of psychological dysfunctions -Students will be able to describe the DSM and its role in classifying disorders, including anxiety disorders, mood disorders, personality disorders, dissociative disorders, and schizophrenia -Students will be able to explaing the meaning of the term "stigma" with regard to mental illness, and provide examples -Students will understand the major therapeautic approaches, including the goals and areas of focus within each -Students will be able to apply different therapeautic perspectives in describing the etiology of various types of dysfunctions, along with the treatment strategies endoresed by each perspective