Unit 1 Myers, Unit 1; pp. 1-15 Dates:Topics: History and Approaches

What is Psychology?

Fields and sub-fields of Psychology

History of Psychology

Approaches to Psychology

APA Content Standard: Perspectives in Psychological ScienceAfter concluding this unit, students understand:1. Development of psychology as an empirical science2. Major subfields within psychologyContent Standard 1: Development of psychology as an empirical science1.1 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 2: Major subfields within psychology 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.APA Content Standard Area: Vocational ApplicationsAfter concluding this unit, students understand:1. Career options2. Educational requirements3. Vocational applications of psychological scienceContent Standards With Performance StandardsContent Standard 1: Career options1.1 Identify careers in psychological science and practice.1.2 Identify careers related to psychology.Content Standard 2: Educational requirements 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 3: Vocational applications of psychological science3.1 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.

Key TermsPsychology empiricismStructuralism functionalismBehaviorism humanistic psychologycognitive neuroscience nature-nurturenatural selection biopsychosocial approachbiological psychology evolutionary psychologypsychodynamic psychology behavioral psychologycognitive psychology socio-cultural psychologypsychometrics developmental psychologyeducational psychology personality psychologysocial psychology industrial-organizational psychologycounseling psychology psychiatryclinical psychology

Activities/Projects/Assignments: Class discussion: what makes a good psychologist? Outrageous Celebrity Activity: apply Approaches to explaining a

celebrity’s behavior Student project on debunking brain myths (using article below) PsychSim 5: Psychology’s Timeline

Additional Readings/Resources: Top Ten Myths of the Brain, Laura Helmuth; Smithsonian.com, 5/20/11

http://www.smithsonianmag.com/science-nature/Top-Ten-Myths-About-the-Brain.html

Unit 2 Myers, Unit 2; p. 19-49 Dates:Topics:Research Methods: Thinking Critically with Psychological Science

The Need for Psychological Science

How do psychologists ask and answer questions?

Statistical Reasoning in Everyday Life

APA Content Standard: Research Methods, Measurements, StatisticsAfter concluding this unit, students understand:1. Research methods and measurements used to study behavior and mental processes2. Ethical issues in research with human and non-human animals3. Basic concepts of data analysisContent Standard 1: Research methods and measurements used to study behavior and mental processes 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 2: Ethical issues in research with human and non-human animals2.1 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 3: Basic concepts of data analysis3.1 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.

Key TermsHindsight bias Random assignmentCritical thinking Double-blind procedureTheory Placebo effectHypothesis Experimental groupOperational definition Control groupReplication Independent variableCase study Confounding variableSurvey Dependent variablePopulation ModeRandom sample MeanNaturalistic observation MedianCorrelation RangeCorrelation coefficient Standard DeviationScatter plot Normal curveIllusory correlation Statistical significanceExperiment Informed Consent Debriefing

Activities/Projects/Assignments:- Sampling Activity using M&Ms- Naturalistic Observation project with a partner in school- Design a Research Project – 2 page paper lab report- Ethical situation debate

Additional Readings/Resources:- PsychSim 4 – Correlation and Statistics- Genie: Secrets of a Wild Child video, open response follow up on

ethics involved

Unit 3 Myers, Unit 3A, 3B, 3C; pp. 51-110 Dates:Topics:

Biological Bases for Behavior

Neural Processing and Communication

The Nervous System

Endocrine System

The Brain

Genetics

Evolutionary Behavior

APA Content Standards Area: Biological Bases of BehaviorAfter concluding this unit, students understand:1. Structure and function of the nervous system in human and non-human animals2. Structure and function of the endocrine system3. The interaction between biological factors and experience4. Methods and issues related to biological advancesContent Standard 1: Structure and function of the nervous system in human and non-human animals1.1 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 2: Structure and function of the endocrine system2.1 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 3: The interaction between biological factors and experience 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 4: Methods and issues related to biological advances 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.

Key TermsBiological psychology neuron lesion plasticitySensory neurons motor neurons brainstem corpus callosumInterneurons dendrite medulla split brainAxon myelin sheath thalamus chromosomesAction potential threshold cerebellum DNASynapse limbic system amygdala genesNeurotransmitter reuptake hypothalamus genomeEndorphins acetylcholine cerebral cortex identical twinsDopamine serotonin glial cells fraternal twinsNorepinephrine GABA frontal lobe heritabilityGlutamate nervous system (NS) parietal lobe mutationCentral NS Peripheral NS occipital lobe behavior geneticsNerves somatic nervous system temporal lobes molecular geneticsAutonomic nervous system sympathetic nervous system motor cortexParasympathetic nervous system reflex sensory cortexEndocrine system hormones association aresAdrenal glands pituitary gland Aphasia, Broca’s, Wernicke’s

Activities/Projects/Assignments: Build a Brain Project: Create a visual image of the brain with all

parts/functions of the brain represented and explained PsychSim 5: Brain and Behavior PsychSim 5: Neural Messages PsychSim 4: Hemisphere Specialization Phineas Gage discussion; Alan Alda video:

http://youtu.be/yXiM-nDYzX0Additional Readings/Resources:

Psychiatry By Prescription: Do Psychotropic Drugs Blur the Boundary Between Illness and Health?; Ashley Pettus, Harvard Magazine, summer 2006.

New Approach to Traumatic Brain Injuries: Harvard Researchers offer hope for veterans wounded by explosions; Caroline Perry, Harvard Gazette, July 22, 2011

The Teenage Brain: October 2011, National Geographic article:http://ngm.nationalgeographic.com/featurehub

FRONTLINE documentary on the teenage brain: http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/

Unit 4 Myers, Unit 4, p. 115-173 Dates:Topics:Sensation and Perception

Sensing the World: Some Basic Principles

Vision

Hearing

Other Senses

Perceptual Organization

Perceptual Interpretation

Extrasensory Perception

APA Content Standard: Sensation and PerceptionAfter concluding this unit, students understand:1. The processes of sensation and perception2. The capabilities and limitations of sensory processes3. Interaction of the person and the environment in determining perception Content Standard 1: The processes of sensation and perception 1.1 Discuss processes of sensation and perception and how they interact.1.2 Explain the concepts of threshold and adaptation.Content Standard 2: The capabilities and limitations of sensory processes 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 3: Interaction of the person and the environment in determining perception 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.

Key TermsSensation PerceptionBottom-up processing Top-down processingSelective Attention Inattentional blindnessChange blindness PsychophysicsAbsolute threshold Signal detection theorySubliminal PrimingDifference threshold Weber’s lawSensory Adaptation transductionRetina wavelengthAccommodation hueRods and cones intensityPupil optic nerveIris blind spotLens foveaFeature detectors parallel processingTrichromatic theory opponent process theory

Activities/Projects/Assignments:- Sensation and Perception Variables in your Daily Life –

using the key terms for Unit 4, list application in your own life for each one

- Analyze and interpret visual illusions

Additional Readings/Resources:- PsychSim5 – Visual Illusions, Auditory System- Sensation Lab -

http://www.bbc.co.uk/science/humanbody/body/interactives/senseschallenge/senses.swf?

- Hock, R. R. (2009). Forty studies that changed psychology, explorations into the history of psychological research. Prentice Hall. Reading 5, “Take a long Look”. Fantz, R.L. (1961). The origin of form perception. Scientific American, 204

Audition cochleaFrequency inner ear, middle earPitch place theoryFrequency theory conduction hearing lossSensorineural hearing loss cochlear implantKinethesis vestibular senseGate-control theory sensory interactionGestalt figure-groundGrouping depth perceptionVisual cliff binocular cuesRetinal disparity monocular cuesPhi phenomenon perceptual constancyColor constancy perceptual adaptationPerceptual set extrasensory perception (ESP)Parapsychology

(May).- http://www.npr.org/2011/01/07/132716595/smell-that-

sadness-female-tears-turn-off-men

Unit 5 Myers, Unit 5, pp. 175-210 Dates:Topics:

States of Consciousness

Biological Rhythms and Sleep

Purpose of Sleep

Sleep Disorders

Dreams

Hypnosis

Psychoactive Drugs

Drug Dependence and Addiction

APA Content Standard Area: ConsciousnessAfter concluding this unit, students understand:1. The relationship between conscious and unconscious processes2. Characteristics of sleep and theories that explain why we sleep and dream3. Categories of psychoactive drugs and their effects4. Other states of consciousnessContent Standard 1: The relationship between conscious and unconscious processes1.1 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 2: Characteristics of sleep; theories that explain sleep and dreams 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 3: Categories of psychoactive drugs and their effects 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 4: Other states of consciousness 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.

Key TermsConsciousness circadian rhythmREM sleep alpha wavesSleep hallucinationsDelta waves NREM sleepInsomnia narcolepsySleep apnea night terrorsDreams manifest contentLatent content REM reboundHypnosis posthypnotic suggestionDissociation psychoactive drugsTolerance withdrawalPhysical dependence psychological dependenceAddiction depressants

Activities/Projects/Assignments: Sleep and Dream Journal Class simulation with visualization and hypnosis PsychSim 5: Your Mind on Drugs Drug research project and presentation: applying drug classifications

Additional Readings/Resources: University of Utah, Genetic Science Learning Center

http://learn.genetics.utah.edu/content/addiction/drugs/mouse.html http://learn.genetics.utah.edu/content/addiction/drugs/abuse.html

Circadian Rhythms: http://learn.genetics.utah.edu/content/begin/dna/clockgenes/

Barbiturates opiatesStimulants amphetaminesMethamphetamines EcstasyHallucinogens LSD THC near=death experiences

Unit 6 Myers, Unit 6, p. 215-253 Dates:Topics: Learning

Classical Conditioning

Operant Conditioning

APA Content Standard: LearningAfter concluding this unit, students understand:1. Classical conditioning2. Operant conditioning3. Observational and cognitive learning Content Standards With Performance Standards Content Standard 1: Classical conditioning1.1 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 2: Operant conditioning2.1 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 3: Observational and cognitive learning3.1 Describe the principles of observational and cognitive learning.3.2 Apply observational and cognitive learning to everyday life.

Key TermsClassical conditioning BehavioralismUncondtionined response Unconditioned stimulusconditioned response (CR) conditioned stimulus (CS) acquisition higher-order conditioningextinction spontaneous recoverygeneralization discriminationlearned helplessness Respondent behavioroperant behavior law of effectoperant chamber shapingdiscriminative stimulus reinforcerpositive reinforcement negative reinforcementprimary reinforcer conditioned reinforcercontinuous reinforcement partial (intermittent) reinforcementfixed-ratio schedule variable-ratio schedulefixed-interval schedule variable-interval schedulepunishment Cognitive mapLatent learning InsightIntrinsic motivation Extrinsic motivation

Activities/Projects/Assignments:- Demonstrations of Classical and Operant Conditioning: pupil

dilating, dot exercise- Create a Mind Map of key terms for classical and operant

conditioningAdditional Readings/Resources:

- PsychSim 5 – Classical and Operant Conditioning- (Hock, 2009) Reading 10: Little Emotional Albert. Watson, J. B. & Rayner,

R. (1920). Conditioned emotional responses. Journal of Experimental Psychology.

- Reading 12: See Aggression . . . Do Aggression! Bandura, A., Ross, D., & Ross, S.A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology.

- Why Do Some People Learn Faster? Jonah Lehrer, Wired Magazine, Oct. 4, 2011. http://www.wired.com/wiredscience/2011/10/why-do-some-people-learn-faster-2/

- Don’t! The Secret of Self-Control; Jonah Lehrer, The New Yorker, May 18, 2009.

Biofeedback mirror neuronsObservational Learning modeling

http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer

Unit 7 Myers, Unit 7A and 7B; pp. 255-322 Dates:Topics:

Cognition

Memory Encoding, Storage, Retrieval

Memory Construction

Forgetting

Thinking/Decision Making

Problem Solving

Creativity

Language Structure and Development

APA Content Standard Area: MemoryAfter concluding this unit, students understand:1. Encoding of memory2. Storage of memory3. Retrieval of memoryContent Standard 1: Encoding of memory1.1 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 2: Storage of memory 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 3: Retrieval of memory 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.APA Content Standard Area: ThinkingAfter concluding this unit, students understand:1. Basic elements comprising thought2. Obstacles related to thoughtContent Standard 1: Basic elements comprising thought1.1 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 2: Obstacles related to thought2.1 Describe obstacles to problem solving.2.2 Describe obstacles to decision making.2.3 Describe obstacles to making good judgments.APA Content Standard Area: Language DevelopmentAfter concluding this unit, students understand:1. Structural features of language2. Theories and developmental stages of language acquisition3. Language and the brainContent Standard 1: Structural features of language1.1 Describe the structure and function of language.1.2 Discuss the relationship between language and thought.

Content Standard 2: Theories and developmental stages of language acquisition 2.1 Explain the process of language acquisition.2.2 Discuss how acquisition of a second language can affect language development and possibly other cognitive processes.2.3 Evaluate the theories of language acquisition.Content Standard 3: Language and the brain3.1 Identify the brain structures associated with language.3.2 Discuss how damage to the brain may affect language.

Key TermsMemory encodingStorage retrievalSensory memory short-term memoryLong-term memory working memoryParallel processing automatic processingEffortful processing rehearsalSpacing effect serial position effectVisual encoding acoustic encodingSemantic encoding imageryMnemonics chunkingIconic memory echoic memoryFlashbulb memory long-term potentiation (LTP)Amnesia implicit memoryExplicit memory hippocampusRecall recognitionRelearning primingDéjà vu mood congruent memoryProactive interference retroactive interferenceRepression misinformation effectSource amnesia cognitionConcept prototypeAlgorithm heuristicInsight creativityConfirmation bias fixationMental set functional fixednessOverconfidence representativeness heuristicAvailability heuristic belief perseveranceIntuition framingLanguage phonemeMorpheme grammarSemantics syntaxBabbling stage one-word stageTwo-word stage telegraphic speechLinguistic determinism

Activities/Projects/Assignments: Student demonstration on cramming v. distributed rehearsal Method of Loci for memory encoding Evaluation of memorization strategies paper Recall v. Recognition activity regarding school subjects Classroom Exercise: The Pollyanna Principle Keep a ‘forgetting journal’ Activity: Tip-of-the-Tongue Phenomenon Eyewitness activity Creativity Activity with common objects Classroom Activity: The Representativeness Heuristic Problem Solving: Lesson 8; Psychology, the Center for Learning

Workbook, pp. 47-52 Project: Baby-Talk: observing toddlers talk/babble

Additional Readings/Resources: Fast and Slow: Pondering the Speed of Thought; NPR, Oct., 27,

2011. http://www.npr.org/2011/10/27/141508854/fast-and-slow-pondering-the-speed-of-thought

Revisit “Genie: Secrets of the Wild Child” regarding language acquisition theory

Unit 8 Myers, Unit 8, p. 327 - 409 Dates:Topics:Motivation and Emotion

Motivational Concepts

Hunger

Sexual Motivation

Theories of Emotion

Embodied Emotion

Expressed Emotion

Experienced Emotion

Stress and Health

APA Content Standard: MotivationAfter concluding this unit, students understand:1. Perspectives on motivation2. Domains of motivated behavior in humans and non-human animalsContent Standard 1: Perspectives on motivation 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 2: Domains of motivated behavior in humans and non-human animals 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.APA Content Standard Area: EmotionAfter concluding this unit, students understand:1. Perspectives on emotion2. Emotional interpretation and expression3. Domains of emotional behavior Content Standard 1: Perspectives on emotion 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 2: Emotional interpretation and expression 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 3: Domains of emotional behavior 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.APA Content Standard Area: HealthAfter concluding this unit, students understand:1. Stress and coping2. Behaviors and attitudes that promote health Content Standard 1: Stress and coping 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 2: Behaviors and attitudes that promote health

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. Content Standard 2: Emotional interpretation and expression 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 3: Domains of emotional behavior 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.

Key TermsMotivationInstinct Drive-reduction theoryHomeostasis IncentiveHierarchy of needs GlucoseSet point Basal metabolic rateAnorexia nervosa Bulimia nervosaBinge-eating disorder Sexual response cycleRefractory period EstrogensTestosterone Sexual orientationEmotion James-Lange theoryCannon-Bard theory Two-factor theoryPolygraph Facial feedbackCatharsis Feel-good, do-good phenomenonWell-being Adaptation-level phenomenonRelative deprivation Behavioral medicineHealth psychology StressGeneral adaptation syndrome (GAS)Coronary heart disease Type A Type BPsychophysiological illness Psychoneuroimmunology (PNI)lymphocytes

Activities/Projects/Assignments:- TOPSS Motivation Activities: Sensation-Seeking Scale,

Classification of Needs, Questionnaires on eating habits and stress flow

- Maslow’s Hierarchy of Needs Activity; Psychology, The Center for Learning; pp. 131-136

Additional Readings/Resources:- PsychSim 5 – Hunger and the Fat Rat- 40 Studies that Changed Psychology. Reading 21: A sexual

Motivation. Masters, W. H., & Johnson, V. E. (1966). Human sexual response. Boston: Little, Brown.

Unit 9 Myers, Unit 9; pp. 411-473 Dates:Topics: Developmental Psychology

Prenatal Development

Infancy and Childhood

Parents and Peers

Adolescence

Adulthood

APA Content Standard Area: Life Span DevelopmentAfter concluding this unit, students understand:1. Methods and issues in life span development2. Theories of life span development3. Prenatal development and the newborn4. Infancy (i.e., the first two years of life)5. Childhood6. Adolescence7. Adulthood and agingContent Standard 1: Methods and issues in life span development1.1 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 2: Theories of life span development 2.1 Discuss theories of cognitive development.2.2 Discuss theories of moral development.2.3 Discuss theories of social development.Content Standard 3: Prenatal development and the newborn 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 4: Infancy (i.e., the first two years of life)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 5: Childhood5.1 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 6: Adolescence 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 7: Adulthood and aging 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.

Key TermsZygote embryoFetus teratogensFetal alcohol syndrome habituationMaturation cognitionSchema assimilationAccommodation sensorimotor stageObject permanence preoperational stageConservation egocentrismTheory of mind concrete operational stageFormal operational stage autismGender stranger anxietyAggression attachmentX and Y chromosomes critical periodImprinting testosteroneTemperament roleBasic trust gender roleSelf-concept gender identityGender typing social learning theoryAdolescence pubertyPrimary sex characteristics secondary sex characteristicsMenarche identitySocial identity IntimacyEmerging adulthood menopauseCross-sectional study longitudinal studyCrystallized intelligence fluid intelligenceSocial clock

Activities/Projects/Assignments: Lesson 17: Intellectual Development; Psychology, The Center for

Learning, pp. 113-118 Socratic Discussion on TED Talk: Patricia Kuhl, The Linguistic Genius of

Babies (link on class wikispaces) Project on Erikson’s Theory of Human Development

http://www.discoveryeducation.com/teachers/free-lesson-plans/human-development.cfm

Identity: apply searching for identity to the pilot episode of the show “Freaks and Geeks.” Write a formal analysis of each character and what state of identity seeking they are in

Additional Readings/Resources: How to Help Your Childs Brain Grow Up Strong , NPR, Sept 14, 2011

http://www.npr.org/2011/09/14/140340903/how-to-help-your-childs-brain-grow-up-strong&sc=nl&cc=es-20110918

Stages of Pregnancy, photos and explanationshttp://www.medicinenet.com/stages_of_pregnancy_pictures_slideshow/article.htm

Albom, Mitch; Tuesdays with Morrie. New York, Doubleday, 1997. Twenty Studies that Revolutionized Child Psychology

http://www.psychology.sunysb.edu/attachment/pdf/20studies.pdf

Unit 10 Myers, Unit 10, p. 479 - 521 Dates:Topics:Personality

Psychoanalytic Perspective

Humanistic Perspective

Trait Perspective

Social-Cognitive Perspective

Exploring the Self

APA Content Standard Area: PersonalityAfter concluding this unit, students understand:1. Perspectives on personality2. Assessment of personality3. Issues in personality Content Standard 1: Perspectives on personality 1.1 Evaluate psychodynamic theories.1.2 Evaluate trait theories.1.3 Evaluate humanistic theories. 1.4 Evaluate social-cognitive theories. Content Standard 2: Assessment of personality 2.1 Differentiate personality assessment techniques.2.2 Discuss the reliability and validity of personality assessment techniques.Content Standard 3: Issues in personality 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.

Key TermsPersonalityFree association PsychoanalysisUnconscious Psychosexual stagesOedipus complex IdentificationFixation Defense mechanismsRepression RegressionReaction formation ProjectionCollective unconscious Projective testThematic Appreciation Test (TAT)Rorschach inkblot test Terror-management theoryId EgoSuperego Self-actualizationUnconditional positive regard Self-conceptTrait Personality inventoryMinnesota Multiphasic Personality Inventory (MMPI)Empirically derived test Social-cognitive perspectiveReciprocal determinism Personal controlExternal locus of control Internal locus of control

Activities/Projects/Assignments:- Assessing personality sentence completion activity- Personality Box Project - create a box which explains the 4 different

theories of personality on the outside and shares 4 different aspects of their personality on the inside, through the lens of each theory. Essay attachment on personal views of each theory.

- Celebrity Personality Analysis paper- Frayer Model on personality- Illusion of self control card activity

Additional Readings/Resources:- Online personality test:

http://www.humanmetrics.com/cgi-win/JTypes2.asp- (Hock, 2009) Reading 25 – Are you the master of your fate? Rotte, J.B.

(1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs.

- PsychSim 5 – Helplessly Hoping- Contemporary Readings in Psychology: Erik J. Coats. Reading 17: An

Positive psychology SelfSpotlight effect Self-esteemSelf-serving bias IndividualismCollectivism

Unusual Tool in Hiring the Right Person.

Unit 11 Myers, Unit 11; pp. 523-556 Dates:Topics: Testing and Individual Differences

What is intelligence?

Emotional Intelligence

Assessing Intelligence

Dynamics of Intelligence

Influences on Intelligence

APA Content Standard Area: IntelligenceAfter concluding this unit, students understand:1. Perspectives on intelligence2. Assessment of intelligence3. Issues in intelligenceContent Standard 1: Perspectives on intelligence1.1 Discuss intelligence as a general factor.1.2 Discuss alternative conceptualizations of intelligence.1.3 Describe the extremes of intelligence.Content Standard 2: Assessment of intelligence 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 3: Issues in intelligence 3.1 Discuss issues related to the consequences of intelligence testing.3.2 Discuss the influences of biological, cultural, and environmental factors on intelligence

Key TermsIntelligence test intelligenceGeneral intelligence (g) factor analysisSavant syndrome emotional intelligenceMental age Stanford-BinetIQ (intelligence quotient) achievement testsAptitude tests Stereotype threatStandardization normal curveReliability validityContent validity predictive validityIntellectual disability Down SyndromeWAIS (Wechsler Adult Intelligence Scale)

Activities/Projects/Assignments: Read and mark up text: “Self Discipline Outdoes IQ in Predicting Academic Performance of

Adolescents.” Save the last word activity. http://www.scribd.com/full/31668863?access_key=key-p3by50zyi4du7f8oahk

Read and mark up text: “One Way of Making a Social Scientist” by Howard Gardner.http://www.howardgardner.com/docs/One%20Way%20of%20Making%20a%20Social%20Scientist.pdf

Project on Intelligence tests

Additional Readings/Resources: IQ Isn’t Set In Stone, NPR, Oct. 19, 2011

http://www.npr.org/blogs/health/2011/10/20/141511314/iq-isnt-set-in-stone-suggests-study-that-finds-big-jumps-dips-in-teens?sc=17&f=1001

Chapter 6: Dr. Jekyll Meets Mr. Hyde: Two Faces of Research on Intelligence and Cognition, Robert. J. Sternberg, Yale University. (in The Many Faces of Psychological Research in the 21st Century; eds: Halonen and Davis). http://teachpsych.org/ebooks/faces/script/Ch06.htm

Interactive Map of Theorists on Intelligence http://www.indiana.edu/%7Eintell/map.shtml “Optimizing Memory in the Adult Brain for Effectiveness in a Multitasking Society.” Donalee

Markus. http://education.jhu.edu/newhorizons/lifelonglearning/senior/index.html “The Social coast to academic achievement” by Daniel Willingham, Washington Post, November

22. 2010http://voices.washingtonpost.com/answer-sheet/achievement-gap/the-social-cost-to-academic-

ac.html?wprss=answer-sheet

Unit 12 Myers, Unit 12, p. 561 - 603 Dates:Topics:Abnormal BehaviorPerspectives on Psychological DisordersAnxiety DisordersSomatoform DisordersDissociative DisordersMood DisordersSchizophreniaPersonality Disorders

APA Content Standard Area: Psychological DisordersAfter concluding this unit, students understand:1. Perspectives on abnormal behavior2. Categories of psychological disordersContent Standard 1: Perspectives on abnormal behavior 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, society.Content Standard 2: Categories of psychological disorders 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.

Key TermsPsychological disordersAttention-Deficit Hyperactivity disorder (ADHD)Medical model DSM-IV-TRAnxiety disorders Generalized anxiety disorderPanic disorder PhobiaObsessive-compulsive disorder (OCD)Post-traumatic stress disorder (PTSD)Post-traumatic growth Somatoform disordersConversion disorder HypochondriasisDissociative disorders Dissociative identity disorder (DID)Mood disorders Major depressive disorderMania Bipolar disorderSchizophrenia DelusionsPersonality disorder Antisocial personality disorderSpotlight effect Self-esteemSelf-serving bias IndividualismCollectivism

Activities/Projects/Assignments:- Poster/glogster project on one personality disorder- Frayer model: normal/abnormal- Case study: develop symptoms for one disorder, have a partner

diagnose the client- Insanity Plea Defense Mock Trial- Poem – write a poem on depression using symptom list from

the DSMAdditional Readings/Resources:

- PsychSim 5 – Mystery Client- (Hock, 2009). Reading 29: Who’s crazy here, anyway?

Rosenham, D. L. (1973). On being sane in insane places. Science.

Unit 13 Myers, Unit 13; pp. 605-638 Dates: 12/11-12-17Topics: Treatment of Psychological Disorders

Psychological Therapies and Approaches

Evaluating Psychotherapies

Biomedical Therapies

Preventing Psychological Disorders

APA Content Standard Area: Treatment of Psychological DisordersAfter concluding this unit, students understand:1. Perspectives on treatment2. Categories of treatment and types of treatment providers3. Legal, ethical, and professional issues in the treatment of psychological disordersContent Standard 1: Perspectives on treatment1.1 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 2: Categories of treatment/types of treatment providers2.1 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 3: Legal, ethical, and professional issues in the treatment of psychological disorders 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).

Key TermsEclectic approach psychotherapyPsychoanalysis resistanceInterpretation psychodynamic theoryTransference client-centered therapyInsight therapies active listeningBehavioral therapy unconditional positive regardCounterconditioning systematic desensitizationAversive conditioning virtual reality exposure therapyToken economy cognitive therapyFamily therapy cognitive behavioral therapyMeta-analysis regression toward the meanEvidence-based practice biomedical therapyPsychopharmacology antipsychotic drugsTardive dyskinesia antianxiety drugsAntidepressant drugs electroconvulsive therapy (ECT)Psychosurgery lobotomyrepetitive transcranial magnetic stimulation (rTMS)

Activities/Projects/Assignments: Evaluating Freud: collecting and analyzing political cartoons depicting

Freud’s methods Project: Write a dialogue between Freud, Rogers, Skinner, and Beck that

demonstrates each of their approaches. Case studies from selected movies, ex: What’s Eating Gilbert Grape, Good

Will Hunting, Girl Interrupted Project: Similarities and Differences and Applications of Different

Therapies: Psychodynamic, client-centered, behavior, cognitive, family-therapy.

Group therapy session: students act as different characters with disorders, applying group therapy techniques

Insanity Defense Plea Mock Trial: after researching the insanity plea and 4 famous cases, students act out a fictional trial of a schizophrenic accused of murder

Additional Readings/Resources: Documentary Guilty Except for Insanity

resilience http://www.guiltyexcept.com/index.php National Institute of Mental Health

http://www.nimh.nih.gov/index.shtml NIMH Mental Health Medications

http://www.nimh.nih.gov/health/publications/mental-health-medications/index.shtml

Univ. of Illinois; Counseling Center, Self-Help Brochureshttp://www.counselingcenter.illinois.edu/?page_id=7

Unit 14 Myers, Unit 14, p. 643 - 695 Dates:Topics:Social Psychology

Social ThinkingSocial InfluenceSocial Relations

APA Content Standard Area: Social InteractionsAfter concluding this unit, students understand:1. Social cognition2. Social influence3. Social relationsContent Standard 1: Social cognition1.1 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 2: Social influence2.1 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 3: Social relations3.1 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.APA Content Standard Area: Sociocultural DiversityAfter concluding this unit, students understand:1. Social and cultural diversity2. Diversity among individuals Content Standard 1: Social and cultural diversity1.1 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 2: Diversity among individuals2.1 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

Key TermsAttribution theory fundamental attribution theoryConformity Normative social influenceInformational social influence Social facilitationSocial loafing DeindividuationGroup polarization GroupthinkCulture NormPersonal space PrejudiceStereotype DiscriminationIngroup OutgroupIngroup bias Scapegoat theoryOther-race effect Just-world phenomenonAggression Frustration-aggression principleMere-exposure effect Passionate loveCompanionate love EquitySelf-disclosure AltruismBystander effect Social exchange theoryReciprocity norm Social-responsibility normConflict Social trapMirror-image perceptions Self-fulfilling prophecySuperordinate goals GRIT

Activities/Projects/Assignments:- Conduct social psychology experiment and present findings to

the class- Nature of groups class discussion- Application of attribution theory to the social issue of

homelessness: class discussion and written responseAdditional Readings/Resources:

- PsychSim 5 – Social Decision Making- Candid Camera Classics- Fein, S., Spencer, S., & Brehm, S. S. (1996). Readings in social

psychology, the art and science of research. Houghton Mifflin Harcourt (HMH). Reading 3: Student Derogation of the Scholasitc Apptitude Test: Biases in Perceptions and Presentations of College Board Scores. Shepperd. (1993).

- Reading 9: Behavioral Study of Obedience. Milgram. (1963).- (Hock, 2009). Reading 37: A Prison by any other name.

Zimbardo, P.G. (1972). The pathology of imprisonment. Society.