Georgia Standards of Excellence: Psychology & Literacy Standards

Two Correlations

©2016

Georgia Standards of Excellence: Psychology

& Literacy Standards for Reading and Writing

in History/Social Studies

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FORMAT FOR CORRELATION TO THE GEORGIA STANDARDS OF EXCELLENCE (GSE) GRADES K-12 SOCIAL STUDIES AND SCIENCE

Subject Area: Social Studies State-Funded Course Name & Number: Psychology 50.0312082 Textbook Title: Prentice Hall Psychology ___________ ISBN: SE: 9780133980578________________________________________________________________________________________________ Publisher:

The Georgia Standards of Excellence (GSE) for Grades K-12 Social Studies and Science may be accessed on-line at: https://www.georgiastandards.org

Standard

(Cite Number) Standard

(Cite specific standard) Where Taught

(If print component, cite page number; if non-print, cite appropriate location.) Psychology

Psychology is the scientific study of behavior and mental processes. It is a unique science that often necessitates the use of special measurements and research methods. The course has four sections: psychological foundations and research, biological foundations, change in behavior and cognition, and variability of behavior among individual and groups.

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Psychology Foundations and Research

SSPFR1 Explain selected historical and contemporary perspectives and practices of psychologists

a. Define the field of psychology. SE/TE: Define Psychology as Field of Study, and Identify Psychology’s Four Primary Goals as a Science, 4–6 MyPsychLab Simulations What Do You Know About Psychology? MyPsychLab: Watch the Video The Basics: Diverse Perspectives

b. Identify key figures and their perspectives in the history of the field of psychology: include Wundt, Freud, Skinner, James, Watson, Rogers, Bandura, and Pavlov.

SE/TE: Describe How Psychology Developed as a Science, 6–10; Describe the Perspectives Used to Understand Psychology Today, 10–12 MyPsychLab: Watch the Video The Basics: Diverse Perspectives

c. List and describe the major occupations and subfields of psychology.

SE/TE: Describe the Important Subfields of Psychology, 13 MyPsychLab: Watch the Video What Do Psychologists Do?

SSPFR2 Explain the research methods and the types of statistics used in the field of psychology.

a. Explain how psychologists conduct research to describe, explain, predict, and control behavior.

SE/TE: Describe the Scientific Method and How It Is Applied to Psychology, 16–18

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b. Describe the types of research methods used by psychologists, include: experiment, survey, case study, and observation.

SE/TE: Describe and Compare the Various Research Methods, 18–23 MyPsychLab: Watch the Video Research Methods

c. Identify the basic elements of an experiment, include: independent and dependent variables, types of experimental control (blind/double-blind procedures, placebo controls).

SE/TE: The Experiment, 22; The Variables, 22–23; Define Procedures Used to Improve the Validity of Research Findings, 23–25

d. Explain the differences between a correlation and an experiment.

SE/TE: Correlations: Finding Relationships, 20–21; The Experiment, 22

e. Classify the types and uses of statistics in psychological research, include: descriptive statistics.

SE/TE: Define Descriptive Statistics and How They are Used to Explain Data, 28–29

f. Interpret graphic data representations. SE/TE: Interpret Graphical Representations of Data, 30–32

g. Explain ethical issues in psychological research.

SE/TE: Consider Ethical Issues in Research, 25–26 MyPsychLab: Watch the Video Ethical Guidelines for Research Special Topics: Ethics and Psychological Research

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Biological Foundations

SSPBF1 Explain the development, structure, and function of biological systems and their role in behavior, cognition, and emotion.

a. Discuss the major divisions and sub-divisions of the nervous system and their role in behavior, include: central (brain and spinal cord) and peripheral [autonomic (sympathetic and parasympathetic) and somatic].

SE/TE: Describe Major Divisions of the Human Nervous System, 46–48

b. Identify the components and function of a neuron.

SE/TE: Describe the Parts of the Neuron and the Basic Process of Neural Transmission, 42–46 MyPsychLab: Watch the Video How the Brain Works, Part 1: The Neuron

c. Explain the process of neurotransmission, include: action potentials and synaptic transmission.

SE/TE: Describe the Parts of the Neuron and the Basic Process of Neural Transmission, 42–46 MyPsychLab: Watch the Video How the Brain Works, Part 1: The Neuron How Drugs Affect Your Brain Student Resources: MyPsychLab Brain Neural Conduction and Synaptic Transmission

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d. Identify the major structures and functions of the brain.

SE/TE: Understand the Structures and Functions of the Various Parts of the Central Nervous System, 58–64; Explain How Lateralization Differentiates the Hemispheres of the Brain, 64–65 MyPsychLab: Watch the Video Parts of the Brain Student Resources: MyPsychLab Brain Nervous System Lateralization and Language MyPsychLab Simulations Hemispheric Specialization

e. Describe the methods used to analyze neural form and function: include the MRI, fMRI, PET, CAT, and EEG.

SE/TE: Describe the Tools Used to Study the Brain and Nervous System, 55–58

f. Examine the role of genetics in the development of behaviors.

SE/TE: Heredity, Environment, and Adaptation, 68–71 MyPsychLab: Watch the Video The Big Picture: Genes, Evolution, and Human Behavior

SSPBF2 Compare different states of consciousness.

a. Identify altered states of consciousness, include: sleeping, dreaming, hypnosis, meditation, biofeedback, and mind-altering substances.

SE/TE: Describe the Various States of Consciousness, 122–123 MyPsychLab Simulations What Altered States Have You Experienced?

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b. Describe the sleep cycle and circadian rhythm.

SE/TE: Understand the Circadian Rhythm and Its Relation To Sleep, 124–125; Describe the Characteristics of the Sleep Cycle, 126–129 MyPsychLab: Watch the Video Sleep and the SCN Student Resources: MyPsychLab Brain Sleep and Walking

c. Explain theories of sleeping and dreaming. SE/TE: Outline theories About the Functions of Sleep, 125–126; Compare Perspectives on the Functions of Dreams, 131–133

d. Investigate the validity of hypnosis. SE/TE: Describe Hypnosis and Issues Surrounding Its Nature and Use, 135–137 MyPsychLab: Watch the Video Hypnosis and Therapy

e. Analyze the physical and psychological issues associated with addiction.

SE/TE: Describe How Culture and Expectations Influence the Use and Experience of Drugs, 145

f. Explain how the major drug classes (stimulants, depressants, and hallucinogens) affect neurotransmission and behaviors.

SE/TE: Describe the Major Categories of Psychoactive Drugs and Their Effects, 140–144

SSPBF3 Discuss the components of stress. a. Categorize and explain the different

physiological and psychological reactions to stress.

SE/TE: Discuss Physiological and Psychological Consequences of Stress, 479–484 Student Resources: MyPsychLab Brain Stress and Health MyPsychLab: Watch the Video The Physical Side of Stress The Big Picture: Health Psychology Special Topics: Health Disparities

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b. Identify strategies to deal with stress that promote health, include: coping strategies and behavioral modification.

SE/TE: Explain the Differences Between Effective and Ineffective Means of Dealing with Stressors and Other Health Issues, 491–492 Student Resources: MyPsychLab Brain Stress and Health

SSPBF4 Discuss the components of stress. a. Describe the basic structures of the eye and

ear, the associated neural pathways, and the process of sensory transduction.

SE/TE: Explain How Visual Sensory System Works, 84–90; Explain How Auditory Sensory System Works, 90–94 MyPsychLab: Watch the Video How We Sense the World The Visible Spectrum Rods and Cones Student Resources: MyPsychLab Brain Visual System

b. Recognize causes which can lead to hearing and vision deficits: include environmental causes, aging, genetics, diet, disease, and trauma.

SE/TE: Types of Hearing Impairments, 93–94

c. Describe the major theories associated with visual and auditory sensation and perception: include threshold theory, opponent process theory, trichromatic theory of vision, frequency theory, volley theory and place theory of hearing.

SE/TE: Perception of Color, 88–89; Explain How Auditory Sensory System Works, 90–94

d. Identify additional senses, include: smell, taste and touch.

SE/TE: Outline Other Sensory Systems, such as Olfaction, Gestation, and Somesthesis, 94–100 MyPsychLab: Watch the Video How We Sense the World Gate Control Theory of Pain

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e. Analyze different perceptual illusions and describe why illusions are important for our understanding of perception.

SE/TE: Describe the Various Types of Perceptual Illusions, 108–110 MyPsychLab Simulations Müller-Lyer Illusion

f. Compare top-down and bottom-up processing.

SE/TE: Understand How We Perceive the World, 102–113

SSPBF5 Identify major theories and concepts related to motivation and emotion.

a. Compare and contrast the biological, cognitive/learning, and humanistic perspectives of motivation.

SE/TE: Understand Biologically Based Theories of Motivation, 346–348; Learn About Cognitively Based Theories of Motivation, 349–350; Discuss Humanistic Theories of Motivation, 350–352 MyPsychLab Simulations What Motivates You? MyPsychLab: Watch the Video The Basics: Theories of Emotion and Motivation

b.

Compare and contrast theories of emotion, include: James-Lange, Cannon-Bard, and Singer-Schachter’s Two Factor.

SE/TE: Describe Research and Theories of Emotional Experience, 361–365

Change in Behavior and Cognition

SSPBC1 Identify the characteristics of and major approaches to learning.

a. Identify learning as a relatively permanent change in behavior based on experience.

SE/TE: Learning, 194

b. Explain the behavioral approach to learning.

SE/TE: Explain the Principles of Operant Conditioning, 201–202 MyPsychLab: Watch the Video Operant Conditioning: Learning from Consequences

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c. Compare and contrast the paradigms of classical and operant conditioning.

SE/TE: Classical Conditioning, 194–200; Operant Conditioning, 201–210 MyPsychLab: Watch the Video Classical Conditioning: An Involuntary Response Operant Conditioning: Learning from Consequences

d. Describe changes in behavior using the social learning theory.

SE/TE: Social Learning Theory, 278; also see: Explain the Principles of Operant Conditioning, 201–202

SSPBC2 Analyze key concepts associated with information processing and memory.

a. Describe the components of the human information processing system, include: sensory memory, attention, short term memory (working memory), encoding, long term memory, and retrieval.

SE/TE: Encoding and Storage, 288–295

b. Evaluate strategies that enhance memory, include: mnemonics, maintenance rehearsal, and elaborative rehearsal.

SE/TE: Improving Memory Retrieval, 297; Maintenance Rehearsal, 291; Elaborative Rehearsal, 293

c. Analyze theories of forgetting, include, encoding failure, decay, proactive/retroactive interference, types of amnesia (retrograde, anterograde, source, and infantile).

SE/TE: Explain Why We Forget and How We Can Improve Memory Retrieval, 301–302 MyPsychLab: Watch the Video The Big Picture: The Woman Who Cannot Forget

d. Explain the phenomena involved in problem solving and decision-making, include: heuristics, algorithms, biases, expectancies, and mental set.

SE/TE: Explain Processes Involved in Problem Solving and Decision Making, 317–321 MyPsychLab Simulations Mental Rotation MyPsychLab Simulations What is Creativity?

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SSPBC3 Describe behavioral, social, and cognitive changes from the prenatal period throughout the life span.

a. Chart physical changes of a human being from conception through late adulthood.

SE/TE: Prenatal, Infant, and Childhood Development, 159–175; Adolescence and Adulthood, 176–185 MyPsychLab: Watch the Video Piaget’s Stages Student Resources: MyPsychLab Brain Control of Movement Learning and Memory Lateralization and Language MyPsychLab Simulations What Has Your Father Done for You?

b. Explain the developmental models of Freud, Piaget, Kohlberg, and Erikson.

SE/TE: Piaget, 165–166; Erikson’s Theory, 173; Cognitive Development, 177; Moral Development, 177–179; Explain Identity Formation, 180; Discuss Issues Related to the End of Life, 183 MyPsychLab: Watch the Video Piaget’s Stages

c. Compare and contrast the theories of language and language acquisition, include: Chomsky, Skinner, and Whorf.

SE/TE: Steps of Language Development, 168–169; Understand the Process and the Theories of Language Acquisition, 219–220 Student Resources: MyPsychLab Brain Learning and Memory Lateralization and Language

d. Describe the role of critical periods in development.

SE/TE: Explain the Role of Sensitive and Critical Periods in Development, 161–162

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Variability of Behavior among Individuals and Groups

SSPVB1 Analyze concepts related to the measurement, and nature of intelligence.

a. Differentiate between general and multiple intelligences.

SE/TE: Explain Intelligence as a General Factor, 325; Describe Alternative Conceptualizations of Intelligence, 326 MyPsychLab Simulations What is Intelligence? MyPsychLab: Watch the Video The Basics: Theories of Intelligence

b. Explain how intelligence may be influenced by heredity and environment.

SE/TE: Describe the Influences of Biological, Cultural, and Environmental Factors on Intelligence, 334–335

c. Evaluate the reliability, validity, and standardization of historical and contemporary intelligence tests.

SE/TE: Explain the History of Intelligence Testing, Including Historical Use and Misuse in the Context of Fairness, 330; Describe Current Methods of Assessing Human Abilities, 331; Identify Measures of and Data on Reliability and Validity for Intelligence Test Scores, 331–334 MyPsychLab: Watch the Video The History of Intelligence Testing: Binet and Terman Intelligence Testing: Then and Now

d. Evaluate the implications of measurement of intelligence on the individual and culture.

SE/TE: Explain Issues Related to the Consequences of Intelligence Testing, 335

e. Differentiate the levels of intelligence: include giftedness and intellectual disability.

SE/TE: Describe the Extremes of Intelligence, 326–329 MyPsychLab Simulations What is Intelligence?

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SSPVB2 Evaluate theories of personality and assessment tools.

a. Evaluate Psychodynamic Theory and its impact on contemporary psychology.

SE/TE: Discuss Psychodynamic Theories, 375–381

b. Evaluate the Humanistic Perspective of personality.

SE/TE: Learn About Humanistic Theories, 383–385 MyPsychLab: Watch the Video Humanistic Perspective on Personality The Basics: Personality Theories

c. Analyze the purpose and theories of the Trait Perspective of personality.

SE/TE: Understand Trait Theories, 385–388 MyPsychLab: Watch the Video Trait Theories of Personality The Basics: Personality Theories

d. Analyze the Social-Cognitive Perspective of personality.

SE/TE: Describe Social-Cognitive Theories, 381–382

e. Identify various personality assessment tools.

SE/TE: Describe Personality Assessment Techniques and Evaluate Their Reliability and Validity, 395–400

SSPVB3 Identify psychological disorders and treatment.

a. Identify criteria that distinguish normal from disordered behavior, include: the criteria of distress, deviance, and dysfunction.

SE/TE: Defining Abnormal Behavior, 410–417 MyPsychLab: Watch the Video The DSM

b. Describe methods used to diagnose and assess psychological disorders, include: the current version of the Diagnostic and Statistical Manual, the MMPI, and projective tests.

SE/TE: Explain Classification of Psychological Disorders, 414–415 MyPsychLab: Watch the Video The DSM

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c. Analyze various psychological disorders and identify appropriate treatments, include: anxiety disorders, bipolar and depressive disorders, personality disorders, somatic disorders, and schizophrenia.

SE/TE: Describe Symptoms and Causes of Anxiety Disorders, 418–422; Describe Symptoms and Causes of Dissociative Disorders, 422–423; Describe Symptoms and Causes of Mood Disorders, 423–425; Describe Symptoms and Causes of Eating Disorders, 425–427; Describe Symptoms and Causes of Schizophrenia, 427–430; Describe Symptoms and Causes of Personality Disorders, 430–431 MyPsychLab: Watch the Video The Memories We Don’t Want Living With a Disorder Sharon: Dissociative Amnesia Stacy: Binge Eating Disorder

d. Analyze the challenges associated with labeling psychological disorders and the impact of diagnosis on patients.

SE/TE: Explain Classification of Psychological Disorders, 414–415; Explain How Stigma Relates to Abnormal Behavior, 415–416; Describe the Impact of Psychological Disorders on the Individual, Family, And Society, 416 MyPsychLab: Watch the Video The DSM

e. Compare the biomedical, psychoanalytical, cognitive, and behavioral and humanistic approaches to the treatment of psychological disorders.

SE/TE: Psychological Treatments, 440–454 MyPsychLab: Watch the Video Behavior Therapies What’s In It for Me? Finding a Therapist If You Need One: Resources for Students

Social Psychology SSPSP1 Analyze the impact of the social

environment on behaviors, and attitudes.

a. Explain phenomena that result from the influence of the social environment on the individual and vice versa: include obedience, social facilitation, social loafing, bystander apathy, conformity such as Asch’s experiment, groupthink, group polarization, and deindividuation.

SE/TE: Social Influence, 230–237 MyPsychLab: Watch the Video Compliance Techniques

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b. Analyze attribution and cognitive dissonance theories pertaining to social judgments and attitudes.

SE/TE: Cognitive Dissonance: When Attitudes and Behavior Clash, 240–241

c. Explain the factors that contribute to affiliation and attraction, include: proximity, mere-exposure effect, and similarity.

SE/TE: Explain Factors that Influence Attraction and Relationships, 248–251 MyPsychLab: Watch the Video Sternberg’s Triangular Theory of Love

d. Analyze and evaluate the ethics of experimentation in social psychology, include: Milgram’s experiment of obedience and Zimbardo’s Stanford Prison Experiment.

SE/TE: Understand How the Presence of Others Affects Conformity in an Individual’s Behavior, 230–232; Explain Influences Upon Aggression and Conflict, 251–253

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READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES (RHSS) GRADE 9-10

Key Ideas and Details

L9-10RHSS1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

SE/TE: Practice Quiz, 15, 27, 34, 54, 67, 72, 101, 114, 134, 146, 158, 173, 185, 200, 210, 215, 220, 237, 243, 255, 276, 280, 295, 306, 324, 338, 358, 366, 394, 401, 417, 432, 454, 465, 485, 494; Chapter Summary, 35, 73, 115, 147, 187, 223, 257, 281, 307, 339, 367, 403, 433, 467, 495, 515 Student Resources: MyPsychLibrary 4. What Every Student Should Know about Avoiding Plagiarism 6. What Every Student Should Know about Researching Online 9. What Every Student Should Know about Citing Sources with APA

L9-10RHSS2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

SE/TE: Practice Quiz, 15, 27, 34, 54, 67, 72, 101, 114, 134, 146, 158, 173, 185, 200, 210, 215, 220, 237, 243, 255, 276, 280, 295, 306, 324, 338, 358, 366, 394, 401, 417, 432, 454, 465, 485, 494; Test Yourself, 37, 75, 117, 149, 189, 259, 283, 309, 341, 405, 435, 469, 497, 517; also see: Chapter Summary, 35, 73, 115, 147, 187, 223, 257, 281, 307, 339, 367, 403, 433, 467, 495, 515; Concept Summary, 38–39, 76–77, 118–119, 150–151, 190–191, 260–261, 284–285, 310–311, 342–343, 406–407, 436–437, 470–471, 498–499, 518–519 Student Resources: MyPsychLibrary 6. What Every Student Should Know about Researching Online

L9-10RHSS3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

SE/TE: Concept Summary, 38–39, 76–77, 118–119, 150–151, 190–191, 260–261, 284–285, 310–311, 342–343, 406–407, 436–437, 470–471, 498–499, 518–519; also see: Chapter Summary, 35, 73, 115, 147, 187, 223, 257, 281, 307, 339, 367, 403, 433, 467, 495, 515

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Craft and Structure L9-10RHSS4: Determine the meaning of words and

phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

SE/TE: Chapter Assessment: Vocabulary Review, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Terms, 4, 16, 28, 42, 55, 68, 80, 102, 122, 135, 154, 159, 176, 194, 201, 211, 216, 230, 238, 244, 264, 277, 288, 296, 314, 325, 346, 359, 374, 395, 410, 418, 440, 455, 474, 486, 502

L9-10RHSS5:

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis

SE/TE: Chapter Summary, 35, 73, 115, 147, 187, 223, 257, 281, 307, 339, 367, 403, 433, 467, 495, 515; Concept Summary, 38–39, 76–77, 118–119, 150–151, 190–191, 260–261, 284–285, 310–311, 342–343, 406–407, 436–437, 470–471, 498–499, 518–519

L9-10RHSS6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

SE/TE: Students explore different theories in the following lessons: Classical Conditioning, 194–199; Operant Conditioning, 201–210; Collective Learning and Observational Learning, 211–215; Theories of Language Acquisition, 219; Compare and Contrast Perspectives on Intelligence, 325–326; Explain Major Theories of Motivation, 346–351; Understand Personality Perspectives and Issues, 374–391

Integration of Knowledge and Ideas

L9-10RHSS7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

SE/TE: Statistics, 28–34; Analyze Graphs, 31, 32, 39, 52, 125, 128, 197, 212, 231, 298, 315, 327, 334, 350, 389, 482 TE only: Class Demonstration: Examine Statistics, 138; Class Demonstration (Frequency Distribution), 33

L9-10RHSS8: Assess the extent to which the reasoning and evidence in a text support the author’s claims.

SE/TE: Chapter Assessment, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516

L9-10RHSS9: Compare and contrast treatments of the same topic in several primary and secondary sources.

SE/TE: Students explore different theories in the following lessons: Classical Conditioning, 194–199; Operant Conditioning, 201–210; Collective Learning and Observational Learning, 211–215; Theories of Language Acquisition, 219; Compare and Contrast Perspectives on Intelligence, 325–326; Explain Major Theories of Motivation, 346–351; Understand Personality Perspectives and Issues, 374–391 Student Resources: MyPsychLibrary 6. What Every Student Should Know about Researching Online

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Range of Reading and Level of Text Complexity

L9-10RHSS10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

SE/TE: Tech Alternative and Psychology Project, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516; References, R-1–R-37 TE only: What Every Student Should Know About: Doing Online Research, 406, 498; Internet Resources, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516; Explore: Evaluating Internet Sights, 33; Using Information from the Internet, 5, 7, 10, 13, 14, 19, 43, 45, 48, 53, 63, 66, 83, 84, 87, 91, 95, 105,109, 112, 125, 126, 136, 141, 155, 157, 160, 163, 167, 184, 207, 213, 235, 241, 275, 299, 301, 305, 330, 350, 355, 360, 375, 378, 381, 392, 393, 397, 415, 422, 426, 441, 443, 447, 449, 479, 484, 493, 512

WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS GRADES 9-10 (WHST)

Text Types and Purposes

L9-10WHST1: Write arguments focused on discipline-specific content.

TE only: Students can use argumentative writing to complete the following assignments: Explore: Debate the Use of Animals in Research, 27; Is Television Bad for Children? (research and defend a position), 173; Class Demonstration: Debate, 5, 123, 133, 143, 300, 356; Create a PSA Commercial, 140; Take a Stand, 71; Explore Advertisements, 145; Class Activity: Debating Acculturation, 267; Class Debate, 321, 327; Critical Thinking: Debate Topics, 113, 333 Student Resources: MyPsychLibrary 5. What Every Student Should Know about Writing Across the Curriculum

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a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

TE only: Students can use argumentative writing to complete the following assignments: Explore, 27, 173; Class Demonstration, 5, 71, 123, 133, 140, 143, 145, 300, 356; Class Activity, 267; Class Debate, 321, 327; Critical Thinking, 113, 333

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.


c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

TE only: Students can use argumentative writing to complete the following assignments: Explore: Debate the Use of Animals in Research, 27; Is Television Bad for Children? (research and defend a position), 173; Class Demonstration: Debate, 5, 123, 133, 143, 300, 356; Create a PSA Commercial, 140; Take a Stand, 71; Explore Advertisements, 145; Class Activity: Debating Acculturation, 267; Class Debate, 321, 327; Critical Thinking: Debate Topics, 113, 333

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


e. Provide a concluding statement or section that follows from or supports the argument presented.


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L9-10WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

SE/TE: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Explore: Writing About Heredity, 69; Writing About Phobias, 199; Class Demonstration: Writing About Graphs, 31; Writing About Hormone Imbalances, 50; Critical Thinking: Writing About Psychology, 8, 25, 416, 423; Writing About Dreaming, 132; Writing About Personal Fables, 177; Writing About Bilingualism, 217; Writing About Insight, 319; What Every Student Should Know About: Avoiding Plagiarism, 190, 370 Student Resources: MyPsychLibrary 5. What Every Student Should Know about Writing Across the Curriculum

a. .Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

SE/TE: Opportunities to address this objective may be found with the following: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Explore: Writing About Heredity, 69; Writing About Phobias, 199; Class Demonstration: Writing About Graphs, 31; Writing About Hormone Imbalances, 50; Critical Thinking: Writing About Psychology, 8, 25, 416, 423; Writing About Dreaming, 132; Writing About Personal Fables, 177; Writing About Bilingualism, 217; Writing About Insight, 319; What Every Student Should Know About: Avoiding Plagiarism, 190, 370

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

SE/TE: Opportunities to address this objective may be found with the following: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.


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d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

SE/TE: Opportunities to address this objective may be found with the following: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Explore: Writing About Phobias, 199; Class Demonstration: Writing About Hormone Imbalances, 50; Critical Thinking: Writing About Psychology, 8, 25, 416, 423; Writing About Dreaming, 132; Writing About Personal Fables, What Every Student Should Know About: Avoiding Plagiarism, 190, 370

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


L9-10WHST3: (See note; not applicable as a separate requirement)

Not applicable

Production and Distribution of Writing

L9-10WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Examples of writing activities in the Teacher’s Edition: Explore: Writing About Heredity, 69; Writing About Phobias, 199; Class Demonstration: Writing About Graphs, 31; Writing About Hormone Imbalances, 50; Critical Thinking, 8, 25, 132, 177, 217, 416, 423 Student Resources: MyPsychLibrary 5. What Every Student Should Know about Writing Across the Curriculum

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L9-10WHST5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

SE/TE: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Examples of writing activities in the Teacher’s Edition: Explore: Writing About Heredity, 69; Writing About Phobias, 199; Class Demonstration: Writing About Graphs, 31; Writing About Hormone Imbalances, 50

L9-10WHST6:

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

SE/TE: For related material see: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Class Demonstration: Create a PSA Commercial, 140; Explore: Using Information from the Internet (examples), 5, 7, 10, 13, 14, 19, 83, 84, 87, 91, 95, 105,109, 112, 157, 160, 163, 167, 184, 299, 301, 305, 330, 350, 355, 441, 443, 484, 493, 512; What Every Student Should Know About: Doing Online Research, 406, 498; Evaluating Internet Sights, 33 Student Resources: MyPsychLibrary 3. What Every Student Should Know about Creating A Portfolio 6. What Every Student Should Know about Researching Online

Research to Build and Present Knowledge

L9-10WHST7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SE/TE: Tech Alternative and Psychology Project, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: What Every Student Should Know About: Doing Online Research, 406, 498; Internet Resources, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516; Explore: Evaluating Internet Sights, 33; Using Information from the Internet, 5, 7, 10, 13, 14, 19, 43, 45, 48, 53, 63, 66, 83, 84, 87, 91, 95, 105,109, 112, 125, 126, 136, 141, 155, 157, 160, 163, 167, 184, 207, 213, 235, 241, 275, 299, 301, 305, 330, 350, 355, 360, 375, 378, 381, 392, 393, 397, 415, 422, 426, 441, 443, 447, 449, 479, 484, 493, 512 Student Resources: MyPsychLibrary 6. What Every Student Should Know about Researching Online

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L9-10WHST8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


L9-10WHST9: Draw evidence from informational texts to support analysis, reflection, and research.

SE/TE: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516

Range of Writing L9-10WHST10: Write routinely over extended time frames

(time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


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READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES (RHSS) GRADE 11-12

Key Ideas and Details

L11-12RHSS1:

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

SE/TE: Practice Quiz, 15, 27, 34, 54, 67, 72, 101, 114, 134, 146, 158, 173, 185, 200, 210, 215, 220, 237, 243, 255, 276, 280, 295, 306, 324, 338, 358, 366, 394, 401, 417, 432, 454, 465, 485, 494; Chapter Summary, 35, 73, 115, 147, 187, 223, 257, 281, 307, 339, 367, 403, 433, 467, 495, 515 Student Resources: MyPsychLibrary 4. What Every Student Should Know about Avoiding Plagiarism 6. What Every Student Should Know about Researching Online 9. What Every Student Should Know about Citing Sources with APA

L11-12RHSS2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

SE/TE: Practice Quiz, 15, 27, 34, 54, 67, 72, 101, 114, 134, 146, 158, 173, 185, 200, 210, 215, 220, 237, 243, 255, 276, 280, 295, 306, 324, 338, 358, 366, 394, 401, 417, 432, 454, 465, 485, 494; Test Yourself, 37, 75, 117, 149, 189, 259, 283, 309, 341, 405, 435, 469, 497, 517; also see: Chapter Summary, 35, 73, 115, 147, 187, 223, 257, 281, 307, 339, 367, 403, 433, 467, 495, 515; Concept Summary, 38–39, 76–77, 118–119, 150–151, 190–191, 260–261, 284–285, 310–311, 342–343, 406–407, 436–437, 470–471, 498–499, 518–519 Student Resources: MyPsychLibrary 6. What Every Student Should Know about Researching Online

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L11-12RHSS3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.


Craft and Structure L11-12RHSS4: Determine the meaning of words and

phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

SE/TE: Chapter Assessment: Vocabulary Review, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Terms, 4, 16, 28, 42, 55, 68, 80, 102, 122, 135, 154, 159, 176, 194, 201, 211, 216, 230, 238, 244, 264, 277, 288, 296, 314, 325, 346, 359, 374, 395, 410, 418, 440, 455, 474, 486, 502

L11-12RHSS5: Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

SE/TE: Chapter Summary, 35, 73, 115, 147, 187, 223, 257, 281, 307, 339, 367, 403, 433, 467, 495, 515; Concept Summary, 38–39, 76–77, 118–119, 150–151, 190–191, 260–261, 284–285, 310–311, 342–343, 406–407, 436–437, 470–471, 498–499, 518–519

L11-12RHSS6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.


Integration of Knowledge and Ideas

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L11-12RHSS7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

SE/TE: Statistics, 28–34; Analyze Graphs, 31, 32, 39, 52, 125, 128, 197, 212, 231, 298, 315, 327, 334, 350, 389, 482 TE only: Class Demonstration: Examine Statistics, 138; Class Demonstration (Frequency Distribution), 33

L11-12RHSS8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

SE/TE: Chapter Assessment, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516

L11-12RHSS9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.


Range of Reading and Level of Text Complexity

L11-12RHSS10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–12 text complexity band independently and proficiently.

SE/TE: Tech Alternative and Psychology Project, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516; References, R-1–R-37 TE only: What Every Student Should Know About: Doing Online Research, 406, 498; Internet Resources, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516; Explore: Evaluating Internet Sights, 33; Using Information from the Internet, 5, 7, 10, 13, 14, 19, 43, 45, 48, 53, 63, 66, 83, 84, 87, 91, 95, 105,109, 112, 125, 126, 136, 141, 155, 157, 160, 163, 167, 184, 207, 213, 235, 241, 275, 299, 301, 305, 330, 350, 355, 360, 375, 378, 381, 392, 393, 397, 415, 422, 426, 441, 443, 447, 449, 479, 484, 493, 512

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WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS GRADES 11-12 (WHST)

Text Types and Purposes

L11-12WHST1: Write arguments focused on discipline-specific content.

TE only: Students can use argumentative writing to complete the following assignments: Explore: Debate the Use of Animals in Research, 27; Is Television Bad for Children? (research and defend a position), 173; Class Demonstration: Debate, 5, 123, 133, 143, 300, 356; Create a PSA Commercial, 140; Take a Stand, 71; Explore Advertisements, 145; Class Activity: Debating Acculturation, 267; Class Debate, 321, 327; Critical Thinking: Debate Topics, 113, 333 Student Resources: MyPsychLibrary 5. What Every Student Should Know about Writing Across the Curriculum

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.


b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.


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c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


e. Provide a concluding statement or section that follows from or supports the argument presented.


L11-12WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

SE/TE: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Explore: Writing About Heredity, 69; Writing About Phobias, 199; Class Demonstration: Writing About Graphs, 31; Writing About Hormone Imbalances, 50; Critical Thinking: Writing About Psychology, 8, 25, 416, 423; Writing About Dreaming, 132; Writing About Personal Fables, 177; Writing About Bilingualism, 217; Writing About Insight, 319; What Every Student Should Know About: Avoiding Plagiarism, 190, 370 Student Resources: MyPsychLibrary 5. What Every Student Should Know about Writing Across the Curriculum

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a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

SE/TE: Opportunities to address this objective may be found with the following: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Explore: Writing About Heredity, 69; Writing About Phobias, 199; Class Demonstration: Writing About Graphs, 31; Writing About Hormone Imbalances, 50; Critical Thinking: Writing About Psychology, 8, 25, 416, 423; Writing About Dreaming, 132; Writing About Personal Fables, 177; Writing About Bilingualism, 217; Writing About Insight, 319; What Every Student Should Know About: Avoiding Plagiarism, 190, 370

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.


c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.


d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

SE/TE: Opportunities to address this objective may be found with the following: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Explore: Writing About Phobias, 199; Class Demonstration: Writing About Hormone Imbalances, 50; Critical Thinking: Writing About Psychology, 8, 25, 416, 423; Writing About Dreaming, 132; Writing About Personal Fables, What Every Student Should Know About: Avoiding Plagiarism, 190, 370

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).


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L11-12WHST3: L11-12WHST3: (See note; not applicable as a separate requirement)

� Production and Distribution of Writing

L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


L11-12WHST5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

SE/TE: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Examples of writing activities in the Teacher’s Edition: Explore: Writing About Heredity, 69; Writing About Phobias, 199; Class Demonstration: Writing About Graphs, 31; Writing About Hormone Imbalances, 50

L11-12WHST6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

SE/TE: For related material see: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516 TE only: Class Demonstration: Create a PSA Commercial, 140; Explore: Using Information from the Internet (examples), 5, 7, 10, 13, 14, 19, 83, 84, 87, 91, 95, 105,109, 112, 157, 160, 163, 167, 184, 299, 301, 305, 330, 350, 355, 441, 443, 484, 493, 512; What Every Student Should Know About: Doing Online Research, 406, 498; Evaluating Internet Sights, 33 Student Resources: MyPsychLibrary 3. What Every Student Should Know about Creating A Portfolio 6. What Every Student Should Know about Researching Online

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Research to Build and Present Knowledge

L11-12WHST7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


L11-12WHST8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.


L11-12WHST9: Draw evidence from informational texts to support analysis, reflection, and research.

SE/TE: Chapter Assessment: Essay Question, 36, 74, 116, 148, 188, 224, 258, 282, 308, 340, 368, 404, 434, 468, 496, 516

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Range of Writing L11-12WHST10: Write routinely over extended time frames

(time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Documents

Georgia Standards of Excellence: Psychology & Literacy Standards