Prentice Hall High School - Pearson Hall High School Psychology, AP Edition (Zimbardo, et al) © 2007 CORRELATED TO Indiana Academic Standards - Social Studies – Psychology High

H i g h S c h o o l

Prentice HallPsychology, AP Edition (Zimbardo, et al) © 2007

C O R R E L A T E D T O

Indiana Academic Standards - Social Studies – Psychology

High School

Prentice Hall Psychology, AP Edition (Zimbardo, et al) © 2007 Correlated to:

Indiana Academic Standards - Social Studies – Psychology (High School)

1 SE = Student Edition TRM = Teacher's Resource Manual TR = Teaching Resources

TECH = Technology

INDIANA ACADEMIC STANDARDS - SOCIAL STUDIES – PSYCHOLOGY

PAGE(S) WHERE TAUGHT (If submission is not a text, cite

appropriate resource(s))

Standard 1 - The Scientific Method

Students will understand the development of psychology as an empirical science by describing the scientific method, explaining research strategies and identifying ethical issues.

P.1.1 List and explain the reasons for studying the methodology of psychology.

SE: What is Psychology – and What is it Not?, 2—8; Do It Yourself, 3; Summary, 23

TRM: 1-19 (Each chapter has the following sections: Chapter Detailed Outline, Lesson Launcher, Supplemental Lectures, Suggested Activities, Discussion Questions, Transparencies, Test Bank Questions, and Media Supplements)

TR: Chapter-By-Chapter Summary, Lecture Notes, Test Bank, Power Point Presentations

TECH: PowerPoint Presentation CD-ROM; Computerized Test Bank, Instructor’s Resource CD; MyPsychLab Program

P.1.2 Differentiate between descriptive and experimental research methods.

SE: How Do Psychologists Develop New Knowledge?, 28-36; Summary, 57-58




P.1.3 List and describe key concepts in descriptive and experimental research.

SE: How Do Psychologists Develop New Knowledge?, 28-36; Summary, 57-58






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P.1.4 Explain the relationship among independent and dependent variables and experimental and control groups.

SE: The Five Steps of the Scientific Method, 29-34




P.1.5 Distinguish between scientific and nonscientific research.

SE: What is Psychology – and What is it Not?, 3-4; Do it Yourself, 3; How Do Psychologists Develop New Knowledge?, 28-36; Summary, 57-58; Assessing Traits, 433-434; How Do We Measure Individual Differences?, 452-454

TRM: 20-47, 349-379 (Each chapter has the following sections: Chapter Detailed Outline, Lesson Launcher, Supplemental Lectures, Suggested Activities, Discussion Questions, Transparencies, Test Bank Questions, and Media Supplements)






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P.1.6 List and describe the key concepts, and follow the ethical guidelines created and supported by the American Psychological Association regarding the use of human and animal subjects.

SE: Ethics in Research, 37-38; The Notorious Case of Little Albert, 202-203; Ethics and Standards in Testing, 454-455




P.1.7 Identify ethical issues in psychological research.

SE: Ethics in Research, 37-38; The Notorious Case of Little Albert, 202-203; Ethics and Standards in Testing, 454-455




P.1.8 Apply the principles of research design to an appropriate experiment.

SE: How Do We Make Sense of the Data?, 41-50






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P.1.9 Describe and compare quantitative and qualitative research strategies.

SE: How Do Psychologists Develop New Knowledge?, 28-36; Summary, 57-58; Assessing Traits, 433-434; How Do We Measure Individual Differences?, 452-454




P.1.10 Create a testable hypothesis and design and carry out appropriate research.

SE: How Do We Make Sense of the Data?, 41-50



P.1.11 Discuss the problems of attributing cause and effect to the outcomes of descriptive research.

SE: The Bell Curve: Another Hereditarian Offensive, 475







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Standard 2 – Development

Students will explain the process of how humans grow, learn and adapt to their environment.

P.2.1 Explain the role of prenatal, perinatal and post-natal development in human behavior.

SE: What Capabilities Does the Child Possess?, 366-375; Figure 9.2, 374; Summary, 404-406




P.2.2 Discuss aspects of life span development (infancy, childhood, adolescence, adulthood, later years, dying and death).

SE: What Capabilities Does the Child Possess?, 366-375; Figure 9.2, 374; What are the Developmental Tasks of Infancy and Childhood, 376-385; What Changes Mark the Transition of Adolescence?, 387-395; What Developmental Challenges Do Adults Face?, 396-402; Summary, 404-406







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P.2.3 Compare the different ways in which people develop, including physical, social, moral, cognitive, emotional and language development.

SE: The Cognitive View, 16; How Do Children Acquire Language?, 267-270; What Abilities Do Good Thinkers Possess?, 279-284; Summary, 292-293, 404-406; Developing Emotional Intelligence, 312-313; What Capabilities Does the Child Possess?, 366-375; Figure 9.2, 374; What are the Developmental Tasks of Infancy and Childhood, 376-385; What Changes Mark the Transition of Adolescence?, 387-395; What Developmental Challenges Do Adults Face?, 396-402

TRM: 183-238, 239-269, 270-315 (Each chapter has the following sections: Chapter Detailed Outline, Lesson Launcher, Supplemental Lectures, Suggested Activities, Discussion Questions, Transparencies, Test Bank Questions, and Media Supplements)



P.2.4 Describe the theories of Piaget, Erikson and Kohlberg regarding development.

SE: What are the Developmental Tasks of Infancy and Childhood?, 376-381; Psychology in Your Life, 385-387, 392-395; What Developmental Challenges Do Adults Face?, 396-402; Summary, 404-406




P.2.5 Compare children’s thinking at different stages of cognitive development.

SE: Infancy and Childhood: Building on the Neonatal Blueprint, 369-375; What are the Developmental Tasks of Infancy and Childhood, 376-385; What Changes Mark the Transition of Adolescence?, 387-395; Summary, 404-406




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P.2.6 Identify and compare the level of moral reasoning from Kohlberg’s stages of moral development.

SE: Psychology in Your Life, 392-395; Summary, 404



P.2.7 Design and conduct experiments related to cognitive, emotional, motor, moral and language development.

Standard 3 – Cognition

Students will understand how organisms adapt to their environment through learning, information processing and memory.

P.3.1 Explain learning, including operant, classical, associational and social learning.

SE: Learning, 195-205; How Do We Learn New Behaviors by Operant Conditioning, 206-218; Understanding Psychology to Learn Psychology, 227; Summary, 227-230, 560-562; Learning Assumes a Role in Development, 370; Observational Learning and Personality: Bandura’s Theory, 425-426; Behavior Therapies, 538-542; Social Standards of Behavior, 568-570






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P.3.2 Differentiate between learning, reflexes and fixed-action patterns.

SE: Learning, 195-199; Learning Assumes a Role in Development, 370; Observational Learning and Personality: Bandura’s Theory, 425-426




P.3.3 Describe the characteristics and operation of short-term and long-term memory.

SE: How Do We Form Memories?, 329-251; Summary, 291-293




P.3.4 Identify factors that interfere with memory. SE: Other Factors Affecting Retrieval, 254-256; Why Does Memory Sometimes Fail Us?, 257-262; Bias: Beliefs, Attitudes, and Opinions Distort Memories, 263-264; Summary, 291-293; Memory, 400-401






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P.3.5 Describe mnemonic techniques for improving memory.

SE: Psychology in Your Life, 265-266




P.3.6 Identify the brain structures related to memory.

SE: The Biological Basis of Long - Term Memory, 248-250




P.3.7 Explain cognition from both developmental and information processing perspectives.

SE: How Do WE Form Memories, 239-250; How Do We Retrieve Memories?, 252-255; How Do Children Acquire Language?, 267-269



P.3.8 Examine the roles of reinforcement and punishment as ways of understanding and modifying behavior.

SE: The Power of Reinforcement, 206-211; The Problem of Punishment, 211-215; Summary, 228-229; Psychology in Your Life, 323-324; Token Economies, 541-542




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P.3.9 Explain the principles of classical conditioning, operant conditioning, observational learning and associational learning to daily life.

SE: Learning, 195-205; How Do We Learn New Behaviors by Operant Conditioning, 206-218; Using Psychology to Learn Psychology, 227; Summary, 227-230, 560-562; Learning Assumes a Role in Development, 370; Behavior Therapies, 538-542




P.3.10 Create and carry out a plan for changing one’s own behavior.

SE: Problem Solving, 279-284; Psychology in Your Life, 352-353

TRM:



P.3.11 Provide examples of learning from daily life.




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P.3.12 Apply mnemonics techniques to learning situations.





Standard 4 – Personality, Assessment and Mental Health

Students will recognize that personality is the distinctive and relatively stable pattern of behaviors, thoughts, motives, and emotions that characterize an individual. They will also identify the different types and functions of assessment instruments; understand the factors that contribute to mental health, stress and mental illness; and identify approaches for treatment of mental health problems.

P.4.1 Identify the factors that may influence the formation of personality.

SE: What are the Perspectives Psychologists Use Today?, 15-20; Table 1.1, 19; Summary, 23, 446-447; What Forces Shape Our Personalities?, 411-412; Psychodynamic Theories, 412-422; Table 10.1, 414; Humanistic Theories, 422-425; Social-Cognitive Theories, 425-429; What Personality Patterns are Found in Personality?, 430-437




P.4.2 Identify and describe the characteristics of the major personality theories.

SE: What are the Perspectives Psychologists Use Today?, 15-20; Table 1.1, 19; Summary, 23; 446-447; Psychodynamic Theories, 412-422; Table 10.1, 414; Humanistic Theories, 422-425; Social-Cognitive Theories, 425-429; Psychological Models, 488-489




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P.4.3 Distinguish between objective and projective techniques of personality assessment.

SE: Projective Tests, 416-417; Assessing Traits, 433-436; Types of Tests, 454; How Do We Measure Individual Differences?, 452-454; Summary, 479-481




P.4.4 Describe tests used in personality assessment.

SE: Projective Tests, 416-417; Assessing Traits, 433-436; Psychology in Your Life, 436-437; Summary, 446-447; Types of Tests, 454




P.4.5 Distinguish between stress and distress. SE: How and Why Do We Experience Stress?, 336-352; Summary, 355-356; What is Psychological Disorder?, 485-486




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P.4.6 Identify environmental factors that lead to stress.

SE: How and Why Do We Experience Stress?, 336-342; Summary, 355-356




P.4.7 Describe the common characteristics of abnormal behavior.

SE: Psychology in Your Life, 429; What is Psychological Disorder?, 485-486; Indicators of Abnormality, 489-491; Summary, 518-521




P.4.8 Explain how culture influences the definition of abnormal behavior.

SE: The Cultural Context of Psychological Disorder, 515-516




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P.4.9 Identify and describe the theories of abnormality.

SE: Psychological Models, 488-489; Causes of Depression, 495-496; Bipolar Disorder, 497; Obsessive-Compulsive Disorder, 499-501; Possible Causes of Schizophrenia, 508-510; Summary, 518-521




P.4.10 Discuss major categories of abnormal behavior.

SE: How Are Psychological Disorders Classified?, 492-513; Summary, 518-521







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P.4.11 Describe availability and appropriateness of various modes of treatment for people with psychological disorders.

SE: Panic Disorder, 498-499; Phobic Disorders, 499; Obsessive-Compulsive Disorder, 499-501; How Do Psychologists Treat Psychological Disorders?, 531-538; Behavior Therapies, 538-542; Cognitive – Behavioral Therapy: A Synthesis, 542-544; Evaluating the Psychological Therapies, 544-547; How is the Biomedical Approach Used to Treat Psychological Disorders?, 549-553; Other Medical Therapies for Psychological Disorder, 553-555; Hospitalization and the Alternatives, 555-557; Psychology in Your Life, 557-558; Summary, 560-562




P.4.12 Describe characteristics of effective treatment and prevention.

SE: The Therapeutic Relationship and the Goals of Therapy, 526-527; Evaluating the Psychological Therapies, 544-547; Evaluating the Drug Therapies, 553; Hospitalization and the Alternatives, 555-557; Psychology in Your Life, 557-558; Summary, 560-562







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P.4.13 Explain the relationship between mental health categories and the law.


P.4.14 Evaluate the influence of variables, such as culture, family and genetics, on personality development.

SE: What are the Perspectives Psychologists Use Today?, 15-20; Table 1.1, 19; Summary, 23, 446-447; Psychology in Your Life, 302-303; A Cross-Cultural Perspective on Achievement, 326-327; Social – Cognitive Theories, 425-428; What Personality Patterns are Found in Personality?, 430-436; Personality Across Cultures, 439-441; Cultural Definitions of Intelligence, 466-467




P.4.15 Explore the impact of socio-cultural factors on personality development.

SE: The Sociocultural view, 18; Table 1.1, 19; Psychology in Your Life, 302-303; A Cross-Cultural Perspective on Achievement, 326-327; Social – Cognitive Theories, 425-428; Personality Across Cultures, 439-441; Summary, 446-447; Cultural Definitions of Intelligence, 466-467; Summary, 446-447







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P.4.16 Compare and contrast the validity and reliability of objective and projective assessment techniques.

SE: Projective Tests, 416-417; Assessing Traits, 433-436; Types of Tests, 454; How Do We Measure Individual Differences?, 452-454; Summary, 479-481




P.4.17 Develop a strategy to promote support for individuals with specific mental disorders.

P.4.18 Locate sources of mental health care providers.

SE: Who Does Therapy?, 527; Table 13.1, 528; Psychology in Your Life, 530, 557-558




P.4.19 Explain how one’s outlook (positive or negative) can influence mental health.

SE: Type A and Type B Patterns, 350-351; Summary, 355



P.4.20 Develop a plan for raising a child with a healthy personality.

SE: Four Parenting Styles and Their Effects, 382-383; Psychology in Your Life, 460-462




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TRM: 295



P.4.21 Explain anti-social behavior using major personality theories.

SE: Psychology in Your Life, 429; Psychological Models, 488-489



Standard 5 - Socio-Cultural Dimensions of Behavior

Students will understand the socio-cultural dimensions of behavior including topics such as conformity, obedience, perception, attitudes and the influence of the group on the individual.

P.5.1 Understand how cultural socialization determines social schema development.

SE: Psychology in Your Life, 302-303; Gender Differences in Socialization, 385; Gender and Morality, 395




P.5.2 Describe the components of culture, such as symbols, language, norms and values. (Geography)

SE: Reinforcement Across Cultures, 211; Cultural Definitions of Intelligence, 466-468; Social Standards of Behavior, 568-570






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P.5.3 Explain how perceptions and attitudes develop.

SE: What is the Relationship Between Sensation and Perception?, 135-151; Summary, 152-154



P.5.4 Describe factors that lead to conformity, obedience and nonconformity.

SE: Social Psychology, 565-583; Summary, 603-604




P.5.5 Discuss the role of altruism in society. SE: The Bystander Problem: The Evil of Inaction, 579-582; Do It Yourself, 581




P.5.6 Describe circumstances under which conformity and obedience are likely to occur.

SE: Social Psychology, 565-583; Summary, 603-604





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P.5.7 Explain how attributions affect our explanations of behavior.

SE: Making Cognitive Attributions, 588-590




P.5.8 List and assess some methods used to change attitudes. Example: team building, knowledge and learning, peer group influence, coercion, and economic reward

SE: The Increasing Influence of Peers, 390; Token Economies, 541-542; The Social Psychology of Aggression and Violence, 597-599; Summary, 603




P.5.9 Explain how economic, social and cultural factors affect behavior. (Economics, Geography)

P.5.10 Understand how social structure can affect inter-group relations.

SE: Prejudice and Discrimination, 590-593; Summary, 603-605




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P.5.11 Identify differences between internal and external attributions.

SE: Making Cognitive Attributions, 588-590




P.5.12 Discuss conflict and the processes involved in conflict resolution.

SE: What are the Roots of Violence and Terrorism?, 596-599; Psychology in Your Life, 599-600; Summary, 603-605







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P.5.13 Explain how bias and discrimination influence behavior.

SE: Sources of Bias in Research (or Anywhere Else), 36-37; Test Biases, 474-475; Psychology in Your Life, 476; Summary, 479-480, 519, 603-605; What are the Consequences of Labeling People?, 514-516; Prejudice and Discrimination, 590-593




P.5.14 Provide positive and negative outcomes of group polarization.

SE: Social Psychology, 565-583; Prejudice and Discrimination, 590-593; What are the Roots of Violence and Terrorism?, 596-599; Psychology in Your Life, 599-600; Summary, 603-605




P.5.15 Compare the factors that lead to conformity and nonconformity.

SE: Social Psychology, 565-583; Prejudice and Discrimination, 590-593; What are the Roots of Violence and Terrorism, 596-599; Psychology in Your Life, 599-600; Summary, 603-605





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P.5.16 Describe how a social group can influence the behavior of an individual or another group.

SE: Social Psychology, 565-583; Prejudice and Discrimination, 590-593; What are the Roots of Violence and Terrorism, 596-599; Psychology in Your Life, 599-600; Summary, 603-605




P.5.17 Explore the nature of bias and discrimination.

SE: Sources of Bias in Research (or Anywhere Else), 36-37; Bias: Beliefs, Attitudes, and Opinions Distort Memories, 263-264; Judging and Making Decisions, 284-286; Test Biases, 474-475; Psychology in Your Life, 476; Summary, 479-480, 519, 603-605; What are the Consequences of Labeling People?, 514-516; Prejudice and Discrimination, 590-593







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P.5.18 Explain the role of expectations and stereotypes as they relate to attitude and behavior.

SE: Psychology in Your Life, 468; What are the Consequences of Labeling People?, 514-516; Prejudice and Discrimination, 590-593; Summary, 603-605




P.5.19 Give examples of the bystander effect*. SE: The Bystander Problem: The Evil of Inaction, 579-582; Do it Yourself, 581




* bystander effect: the phenomenon in which someone is less likely to intervene in an emergency when others are present than when alone

P.5.20 Compare the effects of cooperation and competition on individuals and groups.

SE: Social Psychology, 565-583; Prejudice and Discrimination, 590-593; What are the Roots of Violence and Terrorism?, 596-599; Psychology in Your Life, 599-600; Summary, 603-605






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P.5.21 Identify and explain sources of attitude formation.


Standard 6 - Biological Bases of Behavior

Students will investigate the structure, biochemistry and circuitry of the brain and the nervous system to understand their roles in affecting behavior, including the ability to distinguish between sensation and perception.

P.6.1 List and describe the structure and function of the major regions of the brain.

SE: Three Layers of the Brain, 87-101; Summary, 106, 354-356; Processing Visual Sensation in the Brain, 121; The Biological Basis of Long-Term Memory, 248-250; The Neuroscience of Emotion, 304-307; The Alarm Reaction, 345-346




P.6.2 Identify the role of the corpus callosum. SE: The Split Brain: “I’ve Half a Mind to …”, 98-102







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P.6.3 Describe the structure and function of the neuron in relation to how the brain works.

SE: The Neuron: Building Block of the Nervous System, 72-77; Summary, 104-106; Memories, Neurons, and Synapses, 250




P.6.4 Identify the major divisions and subdivisions of the nervous system.

SE: Divisions of the Nervous System, 77-79; Summary, 104-106




P.6.5 List the methods for studying the brain. SE: Windows on the Brain, 85-86; Summary, 104-106; Tools for Studying Consciousness, 160-162; Changing the Brain by Changing the Mind, 544







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P.6.6 Understand the structure and function of the endocrine system.

SE: The Endocrine System, 80-82; Summary, 104




P.6.7 Explain how heredity interacts with the environment to influence behavior.

SE: Psychological Development, 359-362; How Do Psychologists Explain Development?, 362-365; Psychology in Your Life, 365-366; Summary, 404, 446-447, 479-480; What Persistent Patterns are Found in Personality?, 430-436; Personality Across Cultures, 439-441; How Do Psychologists Explain IQ Differences Among Groups?, 469-475; Causes of Depression, 495-496; Bi-polar Disorder, 497; Obsessive-Compulsive Disorder, 499-501; Possible Causes of Schizophrenia, 508-510

TRM: 5-7, 10-11, 48-91, 270-315, 349-379, 380-417 (Each chapter has the following sections: Chapter Detailed Outline, Lesson Launcher, Supplemental Lectures, Suggested Activities, Discussion Questions, Transparencies, Test Bank Questions, and Media Supplements)



P.6.8 Distinguish between conscious and unconscious perception.

SE: What is the Relationship Between Sensation and Perception?, 135-151; Summary, 152-154; How is Consciousness Related to Other Mental Processes?, 158-160; The Conscious and Nonconscious Minds, 162-165




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P.6.9 List and describe the location and function of the major brain regions.

SE: Three Layers of the Brain, 87-101; Summary, 106, 354-356; The Biological Basis of Long-Term Memory, 248-250; The Neuroscience of Emotion, 304-307; The Alarm Reaction, 345-346




P.6.10 Describe the relationship among DNA, genes and chromosomes.

SE: Genetics and Inheritance, 66-70




P.6.11 Compare and contrast the influence of the left and right hemispheres on the function of the brain.

SE: Lobes of the Cerebral Cortex, 92-102; Summary, 104-106




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P.6.12 Explain sensory adaptation, sensory deprivation and the importance of selective attention.

SE: How Does Stimulation Become Sensation?, 111-117; Summary, 152-154




P.6.13 List and explain the psychological influences and experiences on perception.

SE: What is the Relationship Between Sensation and Perception?, 135-151; Summary, 152-154




P.6.14 Compare the effects of certain drugs or toxins with the effects of neurotransmitters in relation to synaptic transmission.

SE: Psychology in your Life, 82-83; Psychoactive Drug States, 181-188; Summary, 191-192, 560-562; Drug Therapy/Psychopharmacology, 549-553




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TRM: 133-134



P.6.15 Identify how vision, motor, language and other functions are regulated by each hemisphere.

SE: Lobes of the Cerebral Cortex, 92-102; Summary, 104-106




P.6.16 Give examples of how hormones are linked to behavior.




P.6.17 Give examples of how the environment selects traits and behaviors that increase the survival rate of organisms.

SE: Evolution and Natural Selection, 64-65; Summary, 104-106

TRM: 8-10






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P.6.18 Discuss the possible effects of heredity and environment on behavior.

SE: Psychological Development, 359-362; How Do Psychologists Explain Development?, 362-365; Psychology in Your Life, 365-366; Summary, 404, 446-447, 479-480; What Persistent Patterns are Found in Personality?, 430-436; Personality Across Cultures, 439-441; How Do Psychologists Explain IQ Differences Among Groups?, 469-475; Causes of Depression, 495-496; Bi-polar Disorder, 497; Obsessive-Compulsive Disorder, 499-501; Possible Causes of Schizophrenia, 508-510

TRM: 5-7, 10-11, 48-91, 270-315, 349-379, 380-417 (Each chapter has the following sections: Chapter Detailed Outline, Lesson Launcher, Supplemental Lectures, Suggested Activities, Discussion Questions, Transparencies, Test Bank Questions, and Media Supplements)



P.6.19 Explain the function of the sympathetic and parasympathetic nervous system on heart rate or other physiological responses in an emotional situation.

SE: Emotion and Motivation, 297-298; The Role of Autonomic Nervous System, 306-307; Responding to Threat, 339; The Physical Stress Response, 342-349; Summary, 354-356



Documents

Prentice Hall High School - Pearson Hall High School Psychology, AP Edition (Zimbardo, et al) © 2007 CORRELATED TO Indiana Academic Standards - Social Studies – Psychology High