Course Description
This course is a continuation of the contemporary
psychological issues and topics related to individuals
and groups examined in Psychology I. Emphasis is based
on practical applications and expansions of psychological
principles.
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: 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, associated instructional
objectives, instructors will provide opportunities
to apply the standards throughout the course.
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 |
Research in Psychology |
2 Weeks |
| Unit 2 |
The Brain, Biology, and Behavior |
1 Week |
| Unit 3 |
Lifespan Development |
2 Weeks |
| Unit 4 |
Learning |
1 Week |
| Unit 5 |
Memory |
1 Week |
| Unit 6 |
Language, Cognition, Creativity,
and Intelligence |
1 Week |
| Unit 7 |
Personality |
1 Week |
| Unit 8 |
States of Consciousness |
2 Weeks |
| Unit 9 |
Health, Stress, and Coping |
1 Week |
| Unit 10 |
Motivation & Emotion and Gender & Sexuality |
2 Weeks |
| Unit 11 |
Sensation and Perception |
1 Week |
| Unit 12 |
Psychological Disorders and Therapies |
2 Weeks |
| Unit 13 |
Social Psychology |
1 Week |
Download this curriculum as a
pdf file
Assessment
Correlation acronyms key
|
District Standards for Psychology
II
|
|
01 |
Understand and apply methodological components
of psychology that allow students to utilize
skills of critical thinking and problem solving
through class research. |
|
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
which lead to an understanding of behavior. |
|
04 |
Understand the different psychological disorders,
their treatments and long-term ramifications
of these disorders on the individual and on a
societal basis. |
|
05 |
Understand the practical applications of psychology
pertaining to real life situations. |
|
Unit
1 |
Research in Psychology |
2 Weeks |
|
Instructional Objective
1364.01 Implement the elements of psychology
as a science in relation to research methods. |
Standard Reference
136401 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Conduct research on an issue related to psychology. |
Ch. 2 |
TMA |
|
02 |
Gather, analyze, and interpret data. |
TMA, EOC |
|
03 |
Discuss and debate results of research. |
TMA |
|
Back to Top |
|
Unit
2 |
The Brain, Biology,
and Behavior |
1 Week |
|
Instructional Objective
1364.02 Utilize knowledge of nervous system
anatomy. |
Standard Reference
136402 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Create models of the brain and discuss applications
of their functions. |
Ch. 3 |
TMA, EOC |
|
02 |
Participate in and analyze tests for different
brain hemispheres (left and right brain). |
TMA |
|
03 |
Discuss split brain research and the repercussions. |
TMA, EOC |
|
Instructional Objective
1364.03 Describe the major developmental stages
and important milestones of lifespan development. |
Standard Reference
136403 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Apply knowledge of early development to an infant’s
environment and create or describe the perfect
baby’s room. |
Ch. 4 & 5 |
TMA, EOC |
|
02 |
Research the ramifications of abuse and neglect
in early childhood. |
|
03 |
Apply and discuss individual development in
comparison to theories. |
|
04 |
Research issues accompanying aging. |
TMA |
|
Instructional Objective
1364.04 Differentiate and demonstrate the
various types of learning. |
Standard Reference
136404 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Apply the terms and concepts of classical conditioning. |
Ch. 9 |
TMA, EOC |
|
02 |
Demonstrate the theories presented by Pavlov
and Watson in classical conditioning. |
TMA |
|
03 |
Apply the terms and concepts of operant conditioning. |
TMA, EOC |
|
04 |
Apply and demonstrate the technique of shaping. |
TMA |
|
05 |
Demonstrate Skinner’s theory of operant conditioning. |
|
06 |
Describe and demonstrate observational (social)
learning. |
TMA, EOC |
|
Instructional Objective
1364.05 Demonstrate the process of encoding,
storing, and retrieving memory. |
Standard Reference
136405 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Present an example(s) of the various techniques
used in the process of memory acquisition. |
Ch. 10 |
TMA |
|
02 |
Create a memory evoking activity using the various
senses. |
|
Back to Top |
|
Unit
6 |
Language, Cognition,
Creativity, and Intelligence |
1 Week |
|
Instructional Objective
1364.06 Apply knowledge of language, cognition,
creativity, and intelligence to class discussions
and activities. |
Standard Reference
136406 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Debate issues of intelligence and testing. |
Ch. 11 & 12 |
TMA, EOC |
|
02 |
Research and discuss language acquisition theories. |
TMA |
|
03 |
Create and demonstrate new a language and discuss
the process of language development. |
|
04 |
Discuss functional fixedness and demonstrate
the practical applications. |
|
05 |
Utilize creativity in problem solving activities
(riddles, Puzzles, and games). |
|
06 |
Debate emotional intelligence with academic
intelligence. |
Ch. 13 |
|
Instructional Objective
1364.07 Demonstrate and apply knowledge of
theories of personality. |
Standard Reference
136407 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Create a visual representation of individual’s
personality. |
Ch. 15 |
TMA |
|
02 |
Describe individual’s personality from a theorist’s
point-of-view. |
TMA, EOC |
|
03 |
Debate the usefulness of personality tests. |
TMA |
|
04 |
Research the effects of birth order and sibling
rivalry on personality. |
Ch. 5 |
|
Instructional Objective
1364.08 Discuss the various issues relating
to sleep, meditation, hypnosis, and drugs. |
Standard Reference
136408 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Research the impact of sleep deprivation on
society. |
Ch. 8 |
TMA |
|
02 |
Research and discuss sleep disorders and treatments. |
TMA, EOC |
|
03 |
Discuss and demonstrate different techniques
of meditation and hypnosis. |
TMA |
|
04 |
Research drug use and abuse. |
|
Instructional Objective
1364.09 Apply the major concepts related to
stress and coping in relation to promoting
psychological wellness. |
Standard Reference
136409 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Demonstrate various stress management techniques. |
Ch. 16 |
TMA |
|
02 |
Create individual stress management programs. |
|
03 |
Discuss various ways of coping. |
|
04 |
Discuss real life situations of learned helplessness. |
|
Back to Top |
|
Unit
10 |
Motivation & Emotion
and Gender & Sexuality |
2 Weeks |
|
Instructional Objective
1364.10Describe motivation and its physical
and psychological impact on individual behaviors. |
Standard Reference
136410 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Define and give examples of motivation. |
Ch. 13 |
TMA, EOC |
|
02 |
Differentiate between the types of motivation. |
|
03 |
Evaluate or examine the model of motivation. |
TMA |
|
04 |
Demonstrate an understanding of the anatomical
links to motivation. |
|
05 |
Discuss the theories of motivation. |
|
06 |
Discuss Maslow’s hierarchy of needs. |
TMA, EOC |
|
07 |
Explore and apply intrinsic and extrinsic motivation. |
|
Instructional Objective
1364.11 Apply theories of motivation and the
physical and psychological impact on individual
behaviors. |
Standard Reference
136411 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Discuss motivation behind criminal behavior. |
Ch. 13 |
TMA |
|
02 |
Discuss why rape and violence occur. |
|
03 |
Demonstrate sensory links to emotion. |
|
04 |
Discuss motivation behind success or failure. |
|
05 |
Discuss the motivation behind the basic drives
(e.g., hunger, sex, pain). |
TMA, EOC |
|
Instructional Objective
1364.12Explain the physical and psychological
aspects of emotion, and discuss the benefits
and limitations of emotional expression. |
Standard Reference
136412 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
List the primary emotions. |
Ch. 13 |
TMA, EOC |
|
02 |
Identify the physiological connections of emotions
to the brain (limbic system). |
|
03 |
Describe and apply the fight or flight response. |
TMA |
|
04 |
Discuss ways in which body language expresses
emotion. |
|
05 |
Critique and discuss the various theories of
emotion. |
|
Instructional Objective
1364.13 Understand the issues regarding gender
and sexuality. |
Standard Reference
136413 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Discuss and debate gender roles and stereotyping. |
Ch. 14 |
TMA, EOC |
|
02 |
Apply gender roles and stereotyping to child
rearing. |
|
03 |
Discuss various gender identity issues. |
|
04 |
Discuss issues behind sexuality. |
|
Instructional Objective
1364.14 Examine the various senses and their
anatomical parts and functions. |
Standard Reference
136414 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
List the various sensory modalities. |
Ch. 6 |
TMA |
|
02 |
Define the various thresholds involved in sensory
stimulation. |
TMA, EOC |
|
03 |
Differentiate between the major theories of
color vision. |
|
04 |
Discuss color blindness. |
TMA |
|
05 |
Define and apply the concept of sensory adaptation. |
TMA, EOC |
|
06 |
Create models of various sensory structures. |
TMA |
|
07 |
Demonstrate how various senses are used individually
and cooperatively. |
TMA, EOC |
|
Instructional Objective
1364.15 Apply how perception relates to sensation |
Standard Reference
136415 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Define and demonstrate the various perceptual
constancies. |
Ch. 7 |
TMA |
|
02 |
Discuss and utilize different examples of Gestalt
psychology. |
|
03 |
Discuss and apply the concept of depth perception. |
|
04 |
Discuss perceptual learning utilizing the visual
illusions in our world. |
|
05 |
Relate perception to motivation in real life
situations. |
TMA, EOC |
|
06 |
Describe selective attention and understand
the implications to perception. |
TMA |
|
07 |
Discuss the limitations of perceptual accuracy. |
|
Back to Top |
|
Unit
12 |
Psychological Disorders
and Therapies |
2 Weeks |
|
Instructional Objective
1364.16 Apply knowledge of psychological disorders
and therapies. |
Standard Reference
136416 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Research and present information on various
psychological disorders. |
Ch. 17 |
TMA, EOC |
|
02 |
Explore current practices of psychological and
pharmacological treatments. |
|
03 |
Debate and define abnormality from a historical
and contemporary perspective. |
|
Instructional Objective
1364.17 Understand how individuals and groups
behave, think, and feel in various social situations. |
Standard Reference
136417 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Discuss and debate conformity and where it occurs
from a personal perspective. |
Ch. 19 |
TMA |
|
02 |
Discuss and debate the existence of prejudice
today. |
TMA, EOC |
|
03 |
Discuss and debate the influence groups have
on individual behaviors. |
|
04 |
Discuss and debate the necessity of conformity
and obedience. |
TMA |
|
05 |
Discuss and debate the abuse of conformity and
obedience. |
Back to Top
|
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Social Studies curriculum e-mail
contact:
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