Standards - Social Studies

2010 - Social Studies Course of Study Document
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.1

Trace the development of psychology as a scientific discipline evolving from other fields of study.

Unpacked Content

Knowledge

Students know:
  • The philosophical ideas of Aristotle, John Locke, Wilhelm Wundt, William James, Frantz Fanon, Charles Darwin, G. Stanley Hall.
  • The following schools of psychology, including structuralism, functionalism, Gestalt psychology, behaviorism, cognitive psychology, humanistic psychology, psychoanalysis/ psychodynamic perspective, biopsychology.
  • The biopsychosocial perspective, which highlights the eclectic approach to behavior and mental processes.
  • The different subfields in psychology, including educational psychology, developmental psychology, evolutionary psychology, social psychology, industrial/organizational psychology, and clinical psychology.
  • The ways in which psychological science can be used in different careers, situations, and experiences.

Skills

Students are able to:
  • Cite textual evidence to support analysis of primary and secondary sources (writings of philosophers/early scientists/psychologists).
  • Provide accurate summaries of the writings of philosophers/scientists/psychologists.
  • Evaluate various explanations for actions and events and determining which explanation is best according to the diagnosis and evidence.
  • Evaluate different points of view when looking at behavior and mental processes.

Understanding

Students understand that:
  • Psychology is a scientific discipline.
  • There are different ways in which psychologists explain behavior and mental processes.
  • There is a historical progression of ideas about behavior and mental processes.
  • There are ways in which psychological science can be applied to different situations and experiences.

Vocabulary

    philosophy
  • psychology
  • empiricism
  • introspection
  • psychophysics
  • evolution
  • functionalism
  • structuralism
  • Gestalt psychology
  • psychoanalysis
  • psychodynamic perspective
  • humanistic perspective
  • "third force" in psychology
  • behaviorism
  • cognitive perspective
  • biopsychology
  • biopsychosocial perspective
  • neuroscience
  • industrial/organizational psychology
  • educational psychology
  • psychiatrist
  • psychologist
  • developmental psychology
  • evolutionary psychology
  • social psychology
  • clinical psychology
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.1.1

Describing early psychological and biological inquiries that led to contemporary approaches and methods of experimentation, including ideologies of Aristotle, John Locke, Wilhelm Wundt, Charles Darwin, William James, Frantz Fanon, and G. Stanley Hall

Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.2

Describe research strategies used by psychologists to explore mental processes and behavior.

Unpacked Content

Knowledge

Students know:
  • The role of the scientific method in understanding phenomena.
  • The basic steps of the scientific method.
  • How to calculate measures of central tendency.
  • The importance of following ethical guidelines when conducting research.

Skills

Students are able to:
  • Cite evidence to support analysis of primary and secondary descriptions of research.
  • Provide an accurate summary of primary and secondary descriptions of research, identifying the essential elements of the particular research being conducted.
  • Analyze primary and secondary descriptions of research to determine whether the research conducted best suited the question posed.
  • Decipher key terms or jargon used by psychologists when writing up research for publication and public consumption.
  • Evaluate whether a researcher's or participant's biases influenced the outcome, description of, or conclusions drawn for the research.
  • Integrate and evaluate multiple sources of information to determine if the research conducted was accurate and representative of the population being studied.
  • Cite supporting or contradicting evidence for various research descriptions.
  • Integrate research findings to explain a particular psychological phenomena.

Understanding

Students understand that:
  • The scientific method plays a role in understanding behavior and mental processes.
  • Different research methods are appropriate for different empirical questions about behavior and mental processes.
  • You can conduct research using different methodologies.
  • Simple statistics can be calculated using data collected from research.
  • Different statistics derived from research can be interpreted.
  • There are important ethical guidelines for working with human and non-human participants in research.

Vocabulary

intuition hindsight bias
  • overconfidence
  • belief perseverance
  • self-serving bias
  • confirmation bias
  • hypothesis
  • theory
  • naturalistic observation
  • case study
  • survey
  • correlation
  • correlation coefficient
  • direct correlation/positive correlation
  • inverse correlation/negative correlation
  • random sampling
  • random assignment
  • experiment
  • independent variable
  • dependent variable
  • confounding variable
  • double-blind procedure
  • control group
  • experimental group
  • mean
  • median
  • mode
  • normal curve
  • skewed distribution
  • range
  • standard deviation
  • p-value
  • statistical significance
  • ethics
  • informed consent
  • debriefing
  • anonymity
  • confidentiality

Aligned Learning Resources

Experimenter Movie Clip - Post Modern (2015) - Peter Sargaard, Anton Yelchin Drama HD
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.2.1

Describing the type of methodology and strategies used by researchers in different psychological studies

Examples: surveys, naturalistic observations, case studies, longitudinal studies, cross-sectional studies

Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.2.4

Describing the use of statistics in evaluating research, including calculating the mean, median, and mode from a set of data; conducting a simple correlational analysis using either calculators or computer software; and explaining the meaning of statistical significance

Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.3

Explain how processes of the central and peripheral nervous systems underlie behavior and mental processes, including how neurons are the basis for neural communication.

Unpacked Content

Knowledge

Students know:
  • The basic anatomy of the nervous systems.
  • Basic processes in chemistry, including diffusion and ion exchange.
  • The basic concepts of genetics, including genes, DNA, and chromosomes.

Skills

Students are able to:
  • Summarize complex biological processes into simpler but still accurate terms.
  • Determine the meaning of key terms and concepts from biopsychology.
  • Synthesize information from a range of sources about biological processes to describe complex behavior and mental processes coherently.

Understanding

Students understand that:
  • The nervous system has a specific organization and function.
  • Drugs affect the communication of the nervous systems.
  • Neurons communicate electrochemically.
  • The brain is organized by structure and function.
  • There are many ways in which researchers study the brain and nervous systems.
  • Hemispheric lateralization works in split and whole brains.
  • Behavior and mental processes are influenced by genetics and environmental factors.

Vocabulary

  • central nervous system
  • peripheral nervous system
  • autonomic nervous system
  • skeletal (somatic) nervous system
  • sympathetic nervous system
  • parasympathetic nervous system
  • neuron
  • dendrites
  • axon
  • semipermeable
  • ion
  • resting potential
  • action potential
  • sodium-potassium pump
  • myelin
  • terminal buttons
  • all-or-none law
  • thresholds
  • refractory period
  • neurotransmitters
  • serotonin
  • dopamine
  • acetylcholine
  • GABA
  • glutamate
  • endorphins
  • reuptake
  • synapse
  • medulla
  • pons
  • reticular formation
  • thalamus
  • hypothalamus
  • hippocampus
  • amygdala
  • frontal lobe
  • parietal lobe
  • occipital lobe
  • temporal lobe
  • corpus callosum
  • motor cortex
  • sensory cortex
  • Broca's area
  • Wernicke's area
  • right visual field
  • left visual field
  • epilepsy
  • hemisphere lateralization
  • DNA
  • genes
  • chromosomes
  • identical twins
  • fraternal twins
  • adoption studies
  • EEG
  • PET scan
  • CT scan
  • MRI
  • fMRI

Aligned Learning Resources

The Chemical Mind: Crash Course Psychology #3
Meet Your Master - Getting to Know Your Brain: Crash Course Psychology #4
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.3.3

Describing how different sections of the brain have specialized yet interdependent functions, including functions of different lobes and hemispheres of the cerebral cortex and consequences of damage to specific sections of the brain

Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.3.5

Analyzing behavior genetics for its contribution to the understanding of behavior and mental processes, including differentiating between deoxyribonucleic acid (DNA), chromosomes, and genes; identifying effects of chromosomal abnormalities; and explaining how genetics and environmental factors work together to determine inherited traits

Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.4

Describe the interconnected processes of sensation and perception.

Unpacked Content

Knowledge

Students know:
  • The basic anatomy of sensory systems.
  • The brain regions responsible for processing sensory information.

Skills

Students are able to:
  • Summarize complex concepts in sensation and perception into simpler, but still accurate, terms.
  • Demonstrate phenomena in sensation and perception using multistep procedures and taking precise measurements and analyzing the results compared to information presented in the text or in research.
  • Determine the meanings of terms related to sensation and perception.
  • Associate terms that specifically relate to a particular sensory systems - vision, hearing, taste, touch, smell, kinesthesis, balance, and pain detection.
  • Explain how a situation is sensed and perceived using a particular sensory system and/or interaction of sensory systems.
  • Evaluate how environmental cues impact the processes of sensation and perception.

Understanding

Students understand that:
  • Sensation and perception are interconnected.
  • Sensory systems work to get information into the brain.
  • Perception is influenced by environmental cues and attention.
  • Gestalt grouping principles and depth cues influence sensation and perception.

Vocabulary

  • sensation
  • bottom-up processing
  • top-down processing
  • perception
  • absolute threshold
  • difference threshold (just noticeable difference)
  • signal detection
  • sensory adaptation
  • selective attention
  • cornea
  • iris
  • pupil
  • lens
  • retina
  • accommodation
  • receptor cells
  • rods
  • cones
  • optic nerve
  • blind spot
  • trichromatic theory of color vision
  • opponent-process theory of color vision
  • pitch
  • cochlea
  • hair cells
  • auditory nerve
  • kinesthetic sense
  • vestibular sense
  • gate-control theory of pain

Aligned Learning Resources

Sensation and Perception: Crash Course Psychology #5
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.5

Explain ways to promote psychological wellness.

Unpacked Content

Knowledge

Students know:
  • The basic anatomy of the nervous systems.
  • The role of hormones in body functions.

Skills

Students are able to:
  • Summarize the complex theories and processes related to stress and coping in simpler terms.
  • Assess one's own level of stress using multiple measures and following multistep procedures, analyzing the results while considering the research presented in the text.
  • Synthesize information about stress and coping to explain the processes in a real-world context.
  • Integrate information about eating disorders to discuss how to avoid and/or address them.

Understanding

Students understand that:
  • There are physiological mechanisms for responding to stress.
  • There are biopsychosocial processes for coping with stress.
  • There are particular ways in which people perceive and resolve conflict.
  • There are both positive and negative ways to cope with stress.
  • There are many causes and treatments for eating disorders.

Vocabulary

  • stress
  • stressor
  • stress reaction
  • health psychology
  • fight or flight response
  • general adaptation syndrome (GAS)
  • alarm reaction
  • resistance
  • exhaustion
  • daily hassles
  • burnout
  • catastrophes
  • perceived control
  • learned helplessness
  • optimism
  • pessimism
  • cortisol
  • Type A personality
  • Type B personality
  • heart disease
  • anorexia nervosa
  • bulimia nervosa
  • obesity
  • problem focused coping
  • emotion focused coping
  • aggression
  • frustration aggression hypothesis
  • catharsis
  • approach-approach conflict
  • approach-avoidance conflict
  • avoidance-avoidance conflict

Aligned Learning Resources

Eating and Body Dysmorphic Disorders: Crash Course Psychology #33
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.6

Describe the physical, cognitive, and social development across the life span of a person from the prenatal through aging stages.

Unpacked Content

Knowledge

Students know:
  • The physiological processes related to pregnancy, childbirth, and growth throughout the lifespan.
  • The relationship between physical, social, and cognitive factors that influence development.

Skills

Students are able to:
  • Use theories of development to explain why people might make different choices at each stage of life about a particular issue or experience.
  • Summarize complex theories of development into simpler, but still accurate, terms.
  • Assess a person's level of physical, cognitive, and social development following a multistep procedure and analyzing the results in light of the theories described in the text.
  • Explain which stages of each developmental theory apply to each stage of life.
  • Synthesize the theories of development for each stage of life to explain why choices may differ throughout the lifespan.

Understanding

Students understand that:
  • There are physical, cognitive, and social factors that influence development.
  • Many different developmental theories apply to each stage of life.
  • Many different developmental theories can be applied to their own lives.

Vocabulary

  • zygote
  • embryo
  • fetus
  • teratogens
  • fetal alcohol syndrome
  • rooting reflex
  • habituation
  • maturation
  • schema
  • assimilation
  • accommodation
  • sensorimotor stage
  • pre-operational stage
  • concrete operational stage
  • formal operational stage
  • object permanence
  • conservation
  • egocentrism
  • attachment
  • critical/sensitive period
  • imprinting
  • adolescence
  • puberty
  • menarche
  • menopause
  • crystallized intelligence
  • fluid intelligence
  • APGAR
  • preconventional morality
  • conventional morality
  • postconventional morality
  • identity crisis
  • trust vs. mistrust
  • autonomy vs. shame and doubt
  • initiative vs. guilt
  • industry vs. inferiority
  • identity vs. role confusion
  • intimacy vs. isolation
  • generativity vs. stagnation
  • integrity vs. despair
  • authoritarian parenting
  • permissive parenting
  • authoritative parenting
  • secure attachment
  • anxious/ambivalent attachment
  • avoidant attachment
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.7

Describe the processes and importance of memory, including how information is encoded and stored, mnemonic devices, schemas related to short-term memory, working memory, and long-term memory.

Unpacked Content

Knowledge

Students know:
  • The importance of good memory to everyday life.
  • The techniques they rely on to improve their memory of events and information.
  • The brain structures typically responsible for processing and storing memories.

Skills

Students are able to:
  • Synthesize evidence from multiple sources to create an endorsement of particular memory techniques that would maximize memory retention and retrieval.
  • Summarize the processes and systems of memory into simpler, but still accurate, terms.
  • Assess one's own capacity for memory encoding, storage and retrieval using multistep procedures and taking precise measurements, analyzing the results in light of research presented in the text.
  • Notice how hierarchical organization found in texts contributes to better memory for information contained within.

Understanding

Students understand that:
  • There are ways to improve memory.
  • There are methods that can be used to avoid misinformation and reconstruction of memories.
  • There are ways to study more efficiently by using memory enhancement techniques.

Vocabulary

  • cognition
  • memory
  • information processing model
  • sensory memory
  • working memory
  • long-term memory
  • encoding
  • storage
  • retrieval
  • maintenance rehearsal
  • elaborative rehearsal
  • procedural memory
  • declarative memory
  • episodic memory
  • semantic memory
  • anterograde amnesia
  • retrograde amnesia
  • proactive interference
  • retroactive interference
  • flashbulb memory
  • implicit memory
  • explicit memory
  • priming
  • recall
  • recognition
  • encoding specificity
  • mood-congruent memory
  • state-dependent memory
  • tip-of-the-tongue phenomenon
  • serial position effect
  • spacing effect
  • distributed rehearsal
  • massed rehearsal
  • misattribution
  • expectancy bias
  • mnemonics
  • method of loci
  • peg-word list

Aligned Learning Resources

How We Make Memories: Crash Course Psychology #13

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