Course Description
This course examines contemporary psychological issues
and topics related to individuals and groups. Emphasis
is based on critical thinking and the scientific methods
utilized in psychology.
A Note on the Standards
The psychology curriculum is built around Boise School
District standards and reflects the best professional
judgment of our teaching staff. District standards
include content knowledge and skills in the following
areas: historical, theoretical, and scientific; the
language of psychology; the perspectives and theories
of psychology; the major disorders and therapies of
psychology; the ongoing research in psychology. While
each standard is expressed through specific, ass
Adopted Materials
Introduction to Psychology: Gateways to Mind and
Behavior
Belmont, CA: Wadsworth/Thomson Learning, 2001, 9th Edition.
Copyright
Resources
K – 12
Social Studies Scope and Sequence
Course Scope
| Unit 1 |
The Foundations of Psychology |
1 Week |
| Unit 2 |
Research in Psychology |
2 Weeks |
| Unit 3 |
The Brain, Biology, and Behavior |
2 Weeks |
| Unit 4 |
Lifespan Development |
2 Weeks |
| Unit 5 |
Learning |
1 Week |
| Unit 6 |
Memory |
1 Week |
| Unit 7 |
Personality |
2 Weeks |
| Unit 8 |
States of Consciousness |
1 Week |
| Unit 9 |
Psychological disorders and Therapies |
3 Weeks |
| Unit 10 |
Social Psychology |
2 Weeks |
Download this curriculum as a
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Assessment
Correlation acronyms key
|
District Standards for Psychology |
|
01 |
Understand the historical and methodological
components of psychology that allow students
to develop skills of critical thinking and problem
solving. |
|
02 |
Understand and apply the language of psychology
as it pertains to understanding, predicting,
describing and controlling behavior. |
|
03 |
Understand the processes through which individuals
develop mental patterns and thought processes
leading to an understanding of behavior. |
|
04 |
Understand the different psychological disorders,
their treatments, and the long-term ramifications
of these disorders on the individual and society. |
|
Unit
1 |
The Foundations of
Psychology |
1 Week |
|
Instructional Objective
1363.01 Recognize that psychology involves
the development of a perspective that applies
knowledge from various theoretical views. |
Standard Reference
136301 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Define psychology and justify why it is important
to study. |
Ch. 1 |
TMA, EOC |
|
02 |
Discuss the philosophical and scientific basis
of psychology. |
TMA |
|
03 |
Apply historical and contemporary psychological
perspectives that shape views on human thoughts
and behaviors. |
TMA, EOC |
|
04 |
Apply psychology to different careers. |
TMA |
|
Instructional Objective
1363.02 Understand the elements of psychology
as a science in relation to research methods. |
Standard Reference
136302 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Assess the advantages measuring and gathering
information in a scientific way. |
Ch. 2 |
TMA, EOC |
|
02 |
Define and differentiate between the concepts
of validity and reliability. |
TMA |
|
03 |
Demonstrate the difference between independent,
dependent, and confounding variables. |
TMA, EOC |
|
04 |
Examine the difference between biased and unbiased
ways of seeking to understand human behavior. |
TMA |
|
05 |
Identify the ethical issues that may arise in
the course of conducting psychological research. |
TMA, EOC |
|
06 |
Utilize the critical thinking skills necessary
when studying research methods. |
TMA |
|
Instructional Objective
1363.03 Explore the major methods by which
psychologists conduct research and assess the
primary strengths and weaknesses of each. |
Standard Reference
136303 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Apply the different methods of research utilized
in psychology. |
Ch. 2 |
TMA, EOC |
|
02 |
Describe the basic components of experiments,
surveys, naturalistic observations, case studies,
correlations, and interviews. |
|
03 |
Define hypothesis. |
|
04 |
Outline the principles that guide the selection
of a sample. |
TMA |
|
Back to Top |
|
Unit
3 |
The Brain, Biology,
and Behavior |
2 Weeks |
|
Instructional Objective
1363.04 Discuss, define, and depict the basic
components of the nervous system. |
Standard Reference
136304 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Identify and define the different parts of the
neuron and synapse. |
Ch. 3 |
|
|
02 |
Discuss how and why neurons fire. |
|
03 |
Demonstrate and categorize the functions and
divisions of the central and peripheral nervous
systems. |
|
Instructional Objective
1363.05 Examine the functions of the various
parts of the brain. |
Standard Reference
136305 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Identify and distinguish between the hemispheres
of the brain. |
Ch. 3 |
TMA, EOC |
|
02 |
Locate and differentiate the four lobes of the
cerebral cortex. |
|
03 |
Identify and define the functions of the divisions
of the subcortex (hindbrain and midbrain). |
|
04 |
Compare and contrast the different methods of
brain imaging (MRI, EEG, PET, CT). |
|
05 |
Explain how the endocrine system works in cooperation
with the nervous system. |
TMA |
|
Instructional Objective
1363.06 Describe the major developmental stages
and important milestones of prenatal development
and infancy. |
Standard Reference
136306 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Debate, apply, and provide evidence for the
nature versus nurture issue. |
Ch. 4 & 5 |
TMA, EOC |
|
02 |
Identify the different teratogens affecting
prenatal development. |
TMA |
|
03 |
Explain the process of childbirth and discuss
the effects of postpartum depression. |
|
04 |
Recognize the importance of motor and emotional
development in infancy. |
TMA, EOC |
|
05 |
Identify and distinguish between the reflexes
critical to infant development. |
TMA |
|
06 |
Discuss the importance of the critical periods
in development, including attachment. |
TMA, EOC |
|
07 |
Compare the different theories behind language
acquisition. (Chomsky & Skinner) |
TMA |
|
08 |
Depict the contributions made by Piaget, Vygotsky,
and Harlow in development. |
TMA, EOC |
|
Instructional Objective
1363.07 Describe the major developmental stages
and important milestones of childhood and adolescence. |
Standard Reference
136307 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Recognize and discuss various childhood and
adolescent developmental issues (i.e., toilet
training and puberty). |
Ch. 4 & 5 |
TMA, EOC |
|
02 |
Analyze and debate different parenting styles
and forms of discipline. |
|
03 |
List and give examples Erikson’s eight stages
of development. |
|
04 |
Explore the different stages of Kohlberg’s theory
of moral development. |
|
05 |
Discuss the definition of intelligence and the
historical understanding and impact of the intelligence
quotient (IQ). |
Ch. 12 |
TMA |
|
Instructional Objective
1363.08 Describe the major developments and
important milestones of adulthood. |
Standard Reference
136308 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Investigate the effects of marriage, children,
and careers on adult development (i.e., empty-nest
syndrome and midlife crisis). |
Ch. 4 & 5 |
TMA |
|
02 |
Recognize the biological and emotional aspects
of aging. |
|
03 |
List and describe the five stages of death and
dying according to Kubler-Ross. |
TMA, EOC |
|
Instructional Objective
1363.09 Differentiate and demonstrate the
various types of learning. |
Standard Reference
136309 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Define and apply the terms and concepts of classical
conditioning. |
Ch. 9 |
TMA, EOC |
|
02 |
Describe the contributions made by Pavlov and
Watson in classical conditioning. |
|
03 |
Apply the terms and concepts of operant conditioning. |
|
04 |
Apply the technique of shaping. |
|
05 |
Demonstrate the schedules of reinforcement and
discuss the applications of each. |
|
06 |
Describe the contributions made by Skinner in
operant conditioning. |
|
07 |
Describe and demonstrate observational (social)
learning. |
|
08 |
Describe observational learning. (modeling) |
|
09 |
Explore the basics of cognitive learning. |
TMA |
|
Instructional Objective
1363.10 Describe the process of encoding,
storing, and retrieving memory. |
Standard Reference
136310 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Define sensory memory and identify real-life
examples of its application. |
Ch. 10 |
TMA |
|
02 |
List and describe the components and processes
involved in short-term memory. |
TMA, EOC |
|
03 |
Comprehend and describe the organizations and
types of long-term memory. |
|
04 |
Identify how memory is measured. |
TMA |
|
05 |
Describe and apply the processes involved in
forgetting. |
TMA, EOC |
|
06 |
Explore ways to improve memory. |
|
Instructional Objective
1363.11 Define personality and discuss and
differentiate the various theorists and the
testing methods involved in personality. |
Standard Reference
136311 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Compare and contrast the different theories
of personality. |
Ch. 15 |
TMA |
|
02 |
Debate the contributions of the major personality
theorists. |
|
03 |
Comprehend Freud’s structure of personality. |
TMA, EOC |
|
04 |
Define Freud’s levels of awareness. |
|
05 |
Debate and critique Freud’s psychosexual stages
of personality development. |
|
06 |
Illustrate and apply the various defense mechanisms
outlined by Freud. |
Ch. 16 |
|
07 |
Discuss the nature versus nurture debate in
relationship to personality. |
Ch. 15 |
|
08 |
Compare and contrast the differences in various
personality tests or assessments. |
TMA |
|
09 |
Investigate the validity and reliability of
intelligence tests. |
Ch. 12 |
|
Instructional Objective
1363.12 Characterize and define the different
states of consciousness. |
Standard Reference
136312 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Identify and comprehend the different stages
of sleep. |
Ch. 8 |
TMA, EOC |
|
02 |
Evaluate the importance of sleep and recognize
the problems associated with sleep deprivation. |
|
03 |
Define and differentiate the various sleep disorders. |
|
04 |
Examine the impact and uses of hypnosis, meditation,
and drugs. |
|
Back to Top |
|
Unit
9 |
Psychological Disorders
and Therapies |
3 Weeks |
|
Instructional Objective
1363.13 Describe the complexity of defining
abnormality and psychological disorders. |
Standard Reference
136313 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Describe and apply the criteria for abnormality. |
Ch. 17 |
TMA, EOC |
|
02 |
Debate the application and uses of the DSM IV. |
|
03 |
Explore the history of psychological disorders. |
TMA |
|
04 |
Differentiate and discuss the various categories
of psychological disorders. |
TMA, EOC |
|
05 |
List and define the specific psychological disorders. |
|
Instructional Objective
1363.14 Describe the various types of therapies
and applications. |
Standard Reference
136314 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Differentiate among the various psychological
therapies. |
Ch. 18 |
TMA, EOC |
|
02 |
Apply therapeutic techniques to different psychological
disorders. |
TMA |
|
03 |
Discuss the contributions of various individuals
associated with the development of different
therapeutic approaches. |
TMA, EOC |
|
04 |
Examine the benefits and limitations of psychopharmacology. |
|
05 |
Discuss the different extremes of intelligence.
(giftedness and mental retardation) |
Ch. 12 |
TMA |
|
Instructional Objective
1363.15 Explore how individuals and groups
behave, think, and feel in various social situations. |
Standard Reference
136315 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Discuss how individuals fit into different roles
within society. |
Ch. 19 |
TMA |
|
02 |
Discuss why groups form and why they are maintained. |
|
03 |
Differentiate between intimate, personal, social,
and public distance. |
|
04 |
Explain and apply the attribution theory. |
TMA, EOC |
|
05 |
Discuss the need for affiliation. |
TMA |
|
06 |
Discuss the components involved in interpersonal
attraction. |
|
07 |
Discuss the components involved in intimate
relationships. |
|
08 |
Discuss social influences on human behavior.
(social comparison theory, situational demands,
and social exchange theory) |
TMA, EOC |
|
09 |
Debate the ethical issues involved in Milgram’s
obedience study and the Stanford prison experiment
of Zimbardo’s. |
|
10 |
Examine and apply the conformity study of Asch. |
|
11 |
Discuss and apply the techniques utilized in
compliance. |
TMA |
Back to Top
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Social Studies curriculum e-mail
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