COURSE OUTLINE:
(a copy of this is also found under Class Syllabus, but this will be linked to related topics)

Standard Title

Standard(s)

Topic(s)

Standard Title

Standard(s)

Topic(s)

I

1a, 1b, 20a, 20b, 20c

Background/History VIII 13a, 13b, 13c Intelligence
II

2a. 2b. 2c

Research Methods IX 14a, 14b, 19b, 15a, 15b, 15c Motivation & Emotion
III

3a, 3b, 3c

Biological Bases of Behavior

X 6a, 6b, 6c, 6d, 6e, 6f, 6g, 19a, 19b Developmental
IV

4a, 4b, 4c

Sensation and Perception

XI 16a, 16b, 19a, 19b Personality
V

5a, 5b, 5c, 19a, 19b

States of Consciousness

XII 17a, 17b, 18a, 18b, 18c Abnormal (Disorders)
VI

7a, 7b, 7c

Learning XIII 9a, 9b, 9c, 10a, 10b Social
VII

11a, 11b, 11c, 12a, 12b

Memory & Thought P Critical Thinking Investigation/Experimentation, Lab Reports, etc.



P Class Preparedness Participation, Journal, Homework, Materials, Planner
Each of these standards has a rubric illustrating what is expected to achieve each level (0-4).
CLICK HERE TO SEE THESE RUBRICS/STANDARD SHEETS
(they will be handed out in class: the first copy is free, if you lose it, a new one will cost you ten cents or you can use the link and print one yourself))


Estimated Time
August:

Background/History/Introduction to Psychology (Ch. 1)
Background, History, Overview, Purpose, Goals, Ethics
1. Standard Area: Perspectives in Psychological Science
Content Standard 1A: Development of psychology as an empirical science

Students are able to (performance standards):

1.1 Define psychology as a discipline and identify its goals as a science.

1.2 Describe the emergence of psychology as a scientific discipline.

1.3 Describe perspectives employed to understand behavior and mental processes.

1.4 Explain how psychology evolved as a scientific discipline.
Content Standard 1B: Major subfields within psychology

Students are able to (performance standards):

2.1 Discuss the value of both basic and applied psychological research with human and non-human animals.

2.2 Describe the major subfields of psychology.

2.3 Identify the important role psychology plays in benefiting society and improving people’s lives.

20. Standard Area: Vocational Applications

Content Standard 20A: Career options

Students are able to (performance standards):

1.1 Identify careers in psychological science and practice.

1.2 Identify careers related to psychology.

Content Standard 20B: Educational requirements

Students are able to (performance standards):

2.1 Identify degree requirements for psychologists and psychology-related careers.

2.2 Identify resources to help select psychology programs for further study.

Content Standard 20C: Vocational applications of psychological science

Students are able to (performance standards):

3.1 Discuss ways in which psychological science addresses domestic and global issues.

3.2 Identify careers in psychological science that have evolved as a result of domestic and global issues.


August/September:
Research Methods (Ch. 2)
Scientific Method, Test Methods, Statistical methods
2. Standard Area: Research Methods, Measurement, and Statistics

Content Standard 2A: Research methods and measurements used to study behavior and mental processes

Students are able to (performance standards):

1.1 Describe the scientific method and its role in psychology.

1.2 Describe and compare a variety of quantitative (e.g., surveys, correlations, experiments) and qualitative (e.g., interviews, narratives, focus groups) research methods.

1.3 Define systematic procedures used to improve the validity of research findings, such as external validity.

1.4 Discuss how and why psychologists use non-human animals in research.

Content Standard 2B: Ethical issues in research with human and non-human animals

Students are able to (performance standards):

2.1 Identify ethical standards psychologists must address regarding research with human participants.

2.2 Identify ethical guidelines psychologists must address regarding research with non-human animals.

Content Standard 2C: Basic concepts of data analysis

Students are able to (performance standards):

3.1 Define descriptive statistics and explain how they are used by psychological scientists.

3.2 Define forms of qualitative data and explain how they are used by psychological scientists.

3.3 Define correlation coefficients and explain their appropriate interpretation.

3.4 Interpret graphical representations of data as used in both quantitative and qualitative methods.

3.5 Explain other statistical concepts, such as statistical significance and effect size.

3.6 Explain how validity and reliability of observations and measurements relate to data analysis.


September/October:
Biological Aspects (Ch. 6)
 Neuron, Central Nervous System, Brain Parts & Functions/Spinal Cord, Autonomic NS, Peripheral NS, Somatic NS, Endocrine System (Glands, Hormones), Heredity vs Environment
3. Standards Area: Biological Bases of Behavior

Content Standard 3A: Structure and function of the nervous system in human and non-human animals
Students are able to (performance standards):

1.1 Identify the major divisions and subdivisions of the human nervous system.

1.2 Identify the parts of the neuron and describe the basic process of neural transmission.

1.3 Differentiate between the structures and functions of the various parts of the central nervous system.

1.4 Describe lateralization of brain functions.

1.5 Discuss the mechanisms of, and the importance of, plasticity of the nervous system.
Content Standard 3B: Structure and function of the endocrine system

Students are able to (performance standards):

2.1 Describe how the endocrine glands are linked to the nervous system.

2.2 Describe the effects of hormones on behavior and mental processes.

2.3 Describe hormone effects on the immune system.

Content Standard 3C: The interaction between biological factors and experience
Students are able to (performance standards):

3.1 Describe concepts in genetic transmission.

3.2 Describe the interactive effects of heredity and environment.

3.3 Explain how evolved tendencies influence behavior.

Content Standard 3D: Methods and issues related to biological advances

Students are able to (performance standards):

4.1 Identify tools used to study the nervous system.

4.2 Describe advances made in neuroscience.

4.3 Discuss issues related to scientific advances in neuroscience and genetics.

Content Standard 8C: Language and the brain

Students are able to (performance standards):

3.1 Identify the brain structures associated with language.

3.2 Discuss how damage to the brain may affect language.


September/October:
Sensation and Perception (Ch. 8)
Sensory-Motor Systems/Organs, Reception vs. Perception
4. Standard Area: Sensation and Perception

Content Standard 4A: The process of sensation and perception
Students are able to (performance standards):

1.1 Discuss processes of sensation and perception and how they interact.

1.2 Explain the concepts of threshold and adaptation.

Content Standard 4B: The capabilities and limitations of sensory processes

Students are able to (performance standards):

2.1 List forms of physical energy for which humans and non-human animals do and do not have sensory receptors.

2.2 Describe the visual sensory system.

2.3 Describe the auditory sensory system.

2.4 Describe other sensory systems, such as olfaction, gustation, and somesthesis (e.g., skin senses, kinesthesis, and vestibular sense).

Content Standard 4C: Interaction of the person and the environment in determining perception
Students are able to (performance standards):

3.1 Explain Gestalt principles of perception.

3.2 Describe binocular and monocular depth cues.

3.3 Describe the importance of perceptual constancies.

3.4 Describe perceptual illusions.

3.5 Describe the nature of attention.

3.6 Explain how experiences and expectations influence perception.


October/November:
States of Consciousness (Ch. 7)
 Rhythms, Sleep, Stages, REM, Dreams, (Salvador Dali-surrealism) Altered States of Consciousness,
 Mental Processes, Imagery/Visualization, Increased Performance, Progressive Relaxation,  Yoga, Meditation, (Yoga/Meditation in class), Hypnosis, Drug Alteration, Hallucinations, Sensory Deprivation
5. Standard Area: Consciousness

Content Standard 5A: The relationship between conscious and unconscious processes

Students are able to (performance standards)

1.1 Identify states of consciousness. 

1.2 Distinguish between processing which is conscious (i.e., explicit) and other processing which happens without conscious awareness (i.e., implicit).
Content Standard 5B: Characteristics of sleep and theories that explain why we sleep and dream
Students are able to (performance standards)

2.1 Describe the circadian rhythm and its relation to sleep.

2.2 Describe the sleep cycle.

2.3 Compare theories about the functions of sleep.

2.4 Describe types of sleep disorders.

2.5 Compare theories about the functions of dreams.
Content Standard 5C: Categories of psychoactive drugs and their effects
Students are able to (performance standards):

3.1 Characterize the major categories of psychoactive drugs and their effects.

3.2 Describe how psychoactive drugs act at the synaptic level.

3.3 Evaluate the biological and psychological effects of psychoactive drugs.

3.4 Explain how culture and expectations influence the use and experience of drugs.
Content Standard 5D: Other states of consciousness
Students are able to (performance standards)

4.1 Describe meditation and relaxation and their effects.

4.2 Describe hypnosis and controversies surrounding its nature and use.

4.3 Describe flow states.

19. Standard Area: Health

Content Standard 19A: Stress and coping

Students are able to (performance standards):

1.1 Define stress as a psychophysiological reaction.

1.2 Identify and explain potential sources of stress.

1.3 Explain physiological and psychological consequences for health.

1.4 Identify and explain physiological, cognitive, and behavioral strategies to deal with stress.

Content Standard 19B: Behaviors and attitudes that promote health

Students are able to (performance standards):

2.1 Identify ways to promote mental health and physical fitness.

2.2 Describe the characteristics of and factors that promote resilience and optimism.

2.3 Distinguish between effective and ineffective means of dealing with stressors and other health issues.


November/December:
Learning (Ch. 9)
 Classical Conditioning (Pavlov), Operant Conditioning (Skinner)
 Observation Learning/Modeling (Bandura)

7. Standard Area: Learning

Content Standard 7A: Classical conditioning

Students are able to (performance standards):

1.1 Describe the principles of classical conditioning.

1.2 Describe clinical and experimental examples of classical conditioning.

1.3 Apply classical conditioning to everyday life.

Content Standard 7B: Operant conditioning

Students are able to (performance standards):

2.1 Describe the Law of Effect. 

2.2 Describe the principles of operant conditioning.

2.3 Describe clinical and experimental examples of operant conditioning.

2.4 Apply operant conditioning to everyday life.

Content Standard 7C: Observational and cognitive learning

Students are able to (performance standards):

3.1 Describe the principles of observational and cognitive learning.

3.2 Apply observational and cognitive learning to everyday life.


November/December:
Memory (Ch. 10) and Thought (Ch. 11)
 Physiology (Cortex, Hippocampus, Amygdala) Processing, Long-Short Term Storing  Retrieval, Forgetting, Enhancing/Improving Memory 
Types of Thinking, Problem Solving, Strategies, Language Development/Acquisition

11. Standard Area: Memory

Content Standard 11A: Encoding of memory

Students are able to (performance standards):

1.1 Identify factors that influence encoding.

1.2 Characterize the difference between shallow (surface) and deep (elaborate) processing.

1.3 Discuss strategies for improving the encoding of memory.

Content Standard 11B: Storage of memory

Students are able to (performance standards):

2.1 Describe the differences between working memory and long-term memory.

2.2 Identify and explain biological processes related to how memory is stored.

2.3 Discuss types of memory and memory disorders (e.g., amnesias, dementias).

2.4 Discuss strategies for improving the storage of memories.

Content Standard 11C: Retrieval of memory

Students are able to (performance standards):

3.1 Analyze the importance of retrieval cues in memory.

3.2 Explain the role that interference plays in retrieval.

3.3 Discuss the factors influencing how memories are retrieved.

3.4. Explain how memories can be malleable.

3.5 Discuss strategies for improving the retrieval of memories.

12. Standard Area: Thinking

Content Standard 12A: Basic elements comprising thought

Students are able to (performance standards):

1.1 Define cognitive processes involved in understanding information.

1.2 Define processes involved in problem solving and decision making.

1.3 Discuss non-human problem-solving abilities.

Content Standard 12B: Obstacles related to thought

Students are able to (performance standards):

2.1 Describe obstacles to problem solving.

2.2 Describe obstacles to decision making.

2.3 Describe obstacles to making good judgments.


January:
Intelligence (Ch 13)
 Measurement, IQ Tests, Controversy, Uses/Abuses
 Gardner's Multiple Intelligences, Heredity vs Environment (Nature vs Nurture)

13. Standard Area: Intelligence

Content Standard 13A: Perspectives on intelligence

Students are able to (performance standards):

1.1 Discuss intelligence as a general factor.

1.2 Discuss alternative conceptualizations of intelligence.

1.3 Describe the extremes of intelligence.

Content Standard 13B: Assessment of intelligence

Students are able to (performance standards):

2.1 Discuss the history of intelligence testing, including historical use and misuse in the context of fairness.

2.2 Identify current methods of assessing human abilities.

2.3 Identify measures of and data on reliability and validity for intelligence test scores.

Content Standard 13C: Issues in intelligence

Students are able to (performance standards): 

3.1 Discuss issues related to the consequences of intelligence testing.

3.2 Discuss the influences of biological, cultural, and environmental factors on intelligence.


January/February:
Motivation/Emotion (Ch. 12)
 Drives, Hunger/Thirst, Eating Disorders, Sexuality, Sexual Motivation, Achievement Motivation, Drive Reduction Theory, Maslow's Hierarchy
 Emotion, Expressions, Physiological Correlation

14. Standard Area: Motivation

Content Standard 14A: Perspectives on motivation

Students are able to (performance standards):

1.1 Explain biologically based theories of motivation.

1.2 Explain cognitively based theories of motivation.

1.3 Explain humanistic theories of motivation.

1.4 Explain the role of culture in human motivation.

Content Standard 14B: Domains of motivated behavior in humans and non-human animals

Students are able to (performance standards):

2.1 Discuss eating behavior.

2.2 Discuss sexual behavior and orientation.

2.3 Discuss achievement motivation.

2.4 Discuss other ways in which humans and non-human animals are motivated.

15. Standard Area: Emotion

Content Standard 15A: Perspectives on emotion

Students are able to (performance standards):

1.1 Explain the biological and cognitive components of emotion.

1.2 Discuss psychological research on basic human emotions.

1.3 Differentiate among theories of emotional experience.

Content Standard 15B: Emotional interpretation and expression

Students are able to (performance standards):

2.1 Explain how biological factors influence emotional interpretation and expression.

2.2 Explain how culture and gender influence emotional interpretation and expression.

2.3 Explain how other environmental factors influence emotional interpretation and expression.

Content Standard 15C: Domains of emotional behavior

Students are able to (performance standards): 

3.1 Identify biological and environmental influences on the expression and experience of negative emotions, such as fear.

3.2 Identify biological and environmental influences on the expression and experience of positive emotions, such as happiness.

Content Standard 19B: Behaviors and attitudes that promote health

Students are able to (performance standards):

2.1 Identify ways to promote mental health and physical fitness.

2.2 Describe the characteristics of and factors that promote resilience and optimism.

2.3 Distinguish between effective and ineffective means of dealing with stressors and other health issues.


February/March:
Developmental Psychology (Ch. 3, Ch. 4, Ch. 5)
 Physical, Cognitive, Social, Learning & Intellectual Development
 Prenatal, Infancy, Childhood, Adolescence, Adulthood, Elderly, Gender, Roles, Stereotypes

6. Standard Area: Life Span Development

Content Standard 6A: Methods and issues in life span development

Students are able to (performance standards):

1.1 Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development.

1.2 Explain issues of continuity/discontinuity and stability/change.

1.3 Distinguish methods used to study development.

1.4 Describe the role of sensitive and critical periods in development.

1.5 Discuss issues related to the end of life.

Content Standard 6B: Theories of life span development

Students are able to (performance standards):

2.1 Discuss theories of cognitive development.

2.2 Discuss theories of moral development.

2.3 Discuss theories of social development.

Content Standard 6C: Prenatal development and the newborn

Students are able to (performance standards):

3.1 Describe physical development from conception through birth and identify influences on prenatal development.

3.2 Describe newborns’ reflexes, temperament, and abilities.

Content Standard 6D: Infancy (i.e., the first two years of life)

Students are able to (performance standards):

4.1 Describe physical and motor development.

4.2 Describe how infant perceptual abilities and intelligence develop.

4.3 Describe the development of attachment and the role of the caregiver.

4.4 Describe the development of communication and language.

Content Standard 6E: Childhood

Students are able to (performance standards):

5.1 Describe physical and motor development.

5.2 Describe how memory and thinking ability develops.

5.3 Describe social, cultural, and emotional development through childhood.

Content Standard 6F: Adolescence

Students are able to (performance standards):

6.1 Identify major physical changes.

6.2 Describe the development of reasoning and morality.

6.3 Describe identity formation.

6.4 Discuss the role of family and peers in adolescent development.

Content Standard 6G: Adulthood and aging

Students are able to (performance standards):

7.1 Identify major physical changes associated with adulthood and aging.

7.2 Describe cognitive changes in adulthood and aging.

7.3 Discuss social, cultural, and emotional issues in aging.

19. Standard Area: Health

Content Standard 19A: Stress and coping

Students are able to (performance standards):

1.1 Define stress as a psychophysiological reaction.

1.2 Identify and explain potential sources of stress.

1.3 Explain physiological and psychological consequences for health.

1.4 Identify and explain physiological, cognitive, and behavioral strategies to deal with stress.

Content Standard 19B: Behaviors and attitudes that promote health

Students are able to (performance standards):

2.1 Identify ways to promote mental health and physical fitness.

2.2 Describe the characteristics of and factors that promote resilience and optimism.

2.3 Distinguish between effective and ineffective means of dealing with stressors and other health issues.

March/April:
Personality Theories (Ch. 14, Ch. 13-4)
 Psychoanalytic (Freud, Adler, Jung, Erikson), Id, Ego, Superego, Defense Mechanisms, Trait, Behaviorism (Skinner), Reinforcement Contingencies, Humanistic (Rogers/Maslow), Self-Actualization, Social-Cognitive (Bandura), Perception of Self, Psychotherapy Approaches, Personality Tests

16. Standard Area: Personality

Content Standard 16A: Perspectives on personality

Students are able to (performance standards):

1.1 Evaluate psychodynamic theories.

1.2 Evaluate trait theories.

1.3 Evaluate humanistic theories.

1.4 Evaluate social-cognitive theories.

Content Standard 16B: Assessment of personality

Students are able to (performance standards):

2.1 Differentiate personality assessment techniques.

2.2 Discuss the reliability and validity of personality assessment techniques.

Content Standard 16C: Issues in personality

Students are able to (performance standards):

3.1 Discuss biological and situational influences.

3.2 Discuss stability and change.

3.3 Discuss connections to health and work.

3.4 Discuss self-concept.

3.5 Analyze how individualistic and collectivistic cultural perspectives relate to personality.

19. Standard Area: Health

Content Standard 19A: Stress and coping

Students are able to (performance standards):

1.1 Define stress as a psychophysiological reaction.

1.2 Identify and explain potential sources of stress.

1.3 Explain physiological and psychological consequences for health.

1.4 Identify and explain physiological, cognitive, and behavioral strategies to deal with stress.

Content Standard 19B: Behaviors and attitudes that promote health

Students are able to (performance standards):

2.1 Identify ways to promote mental health and physical fitness.

2.2 Describe the characteristics of and factors that promote resilience and optimism.

2.3 Distinguish between effective and ineffective means of dealing with stressors and other health issues.

April/May:
Psychological Disorders (Ch. 16, Ch. 17)
 Anxieties, Phobias, Dissociative Disorders, Amnesia, Multiple Personality, Somatoform, Affective/Mood, Bipolar, Depression, Schizophrenia, Personality Disorders, Drug Addiction, Alcoholism, DSM

17. Standards Area: Psychological Disorders

Content Standard 17A. Perspectives on abnormal behavior

Students are able to (performance standards):

1.1 Define psychologically abnormal behavior.

1.2 Describe historical and cross-cultural views of abnormality.

1.3 Describe major models of abnormality.

1.4 Discuss how stigma relates to abnormal behavior.

1.5 Discuss the impact of psychological disorders on the individual, family, and society.

Content Standard 17B: Categories of psychological disorders

Students are able to (performance standards):

2.1 Describe the classification of psychological disorders.

2.2 Discuss the challenges associated with diagnosis.

2.3 Describe symptoms and causes of major categories of psychological disorders (including schizophrenic, mood, anxiety, and personality disorders).

2.4 Evaluate how different factors influence an individual’s experience of psychological disorders.

18. Standard Area: Treatment of Psychological Disorders

Content Standard 18A: Perspectives on treatment

Students are able to (performance standards):

1.1 Explain how psychological treatments have changed over time and among cultures.

1.2 Match methods of treatment to psychological perspectives.

1.3 Explain why psychologists use a variety of treatment options.

Content Standard 18B: Categories of treatment and types of treatment providers

Students are able to (performance standards):

2.1 Identify biomedical treatments.

2.2 Identify psychological treatments.

2.3 Describe appropriate treatments for different age groups.

2.4 Evaluate the efficacy of treatments for particular disorders.

2.5 Identify other factors that improve the efficacy of treatment.

2.6 Identify treatment providers for psychological disorders and the training required for each.

Content Standard 18C: Legal, ethical, and professional issues in the treatment of psychological disorders

Students are able to (performance standards):

3.1 Identify ethical challenges involved in delivery of treatment.

3.2 Identify national and local resources available to support individuals with psychological disorders and their families (e.g., NAMI and support groups).

Student-suggested links/articles for Abnormal Psychology:
https://www.youtube.com/watch?v=ME2wmFunCjU  (Can a Child Be a Psychopath?) *Thank you Lianna
https://www.youtube.com/watch?v=qrXWvrz1-js (Dr. Phil and a Child Schizophrenic) *Thank you Cristal (yeah, I know, it's Dr. Phil, but it's still relevant)
https://www.youtube.com/watch?v=pvMzs5XYWFQ (same as above but the full story)
http://www.sciencedaily.com/releases/2014/09/140922113008.htm (blood tests for psychosis)
http://psychcentral.com (not ALL info is about Abnormal Psych but much of this site [mostly written by those in the field] is about disorders or therapies)


May:
Social Behavior (Ch. 18, Ch. 19, Ch. 20)
 Conformity/Compliance, Norms, Media, Companionship, Needs, Proximity, Attitudes/Actions
 Persuasion/Peer Pressure/Approval, Aggression, Altruism (affect), Prejudice

9. Standard Area: Social Interactions

Content Standard 9A: Social cognition

Students are able to (performance standards):

1.1 Describe attributional explanations of behavior.

1.2 Describe the relationship between attitudes (implicit and explicit) and behavior.

1.3 Identify persuasive methods used to change attitudes.

Content Standard 9B: Social influence

Students are able to (performance standards):

2.1 Describe the power of the situation.

2.2 Describe effects of others’ presence on individuals’ behavior.

2.3 Describe how group dynamics influence behavior.

2.4 Discuss how an individual influences group behavior.

Content Standard 9C: Social relations

Students are able to (performance standards):

3.1 Discuss the nature and effects of stereotyping, prejudice, and discrimination.

3.2 Describe determinants of prosocial behavior.

3.3 Discuss influences upon aggression and conflict.

3.4 Discuss factors influencing attraction and relationships.

10. Standard Area: Sociocultural Diversity

Content Standard 10A: Social and cultural diversity

Students are able to (performance standards):

1.1 Define culture and diversity.

1.2 Identify how cultures change over time and vary within nations as well as internationally.

1.3 Discuss the relationship between culture and conceptions of self and identity.

1.4 Discuss psychological research examining race and ethnicity.

1.5 Discuss psychological research examining socioeconomic status.

1.6 Discuss how privilege and social power structures relate to stereotypes, prejudice, and discrimination.

Content Standard 10B: Diversity among individuals

Students are able to (performance standards):

2.1 Discuss psychological research examining gender identity.

2.2 Discuss psychological research examining diversity in sexual orientation.

2.3 Compare and contrast gender identity and sexual orientation.

2.4 Discuss psychological research examining gender similarities and differences and the impact of gender discrimination. 

2.5 Discuss the psychological research on gender and how the roles of women and men in societies are perceived.

2.6 Examine how perspectives affect stereotypes and treatment of minority and majority groups in society.

2.7 Discuss psychological research examining differences in individual cognitive and physical abilities.


Yearlong:
Health (Ch. 15)
 Pain & Illness, Stress, Sources, Reactions, Coping, Mental + Physical Health (Exercise)
(These standards [19A and 19B are covered/related within others during the course of the year)

*some of these links may or may not be valid based on empirical research. Remember that just because it's online, doesn't mean it has to be true. However, these are here as added sources from which to get potential information. 1

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