Standards - Social Studies

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

SS10.P.10

Describe the qualities and development of language.

Unpacked Content

Knowledge

Students know:
  • Some defining features of language.
  • How language is different between children and adults.
  • Some basic differences between their native language and other languages.

Skills

Students are able to:
  • Summarize complex ideas related to language and its acquisition into simpler, but still accurate, terms.
  • Evaluate the ways in which language influences our thinking, considering the different theories on how language is acquired.
  • Evaluate the importance of physical or cognitive limitations on language acquisition, including hearing loss and learning a second language later in life.

Understanding

Students understand that:
  • All language is structured.
  • There are specific ways that language develops.
  • There are differences among languages, both spoken and expressed.
  • There are differences between written and spoken/expressed language.
  • There are ways in which physical limitations can affect language development and expression.
  • There are specific uses of language in different contexts.

Vocabulary

  • language
  • morpheme
  • phoneme
  • grammar
  • semantics
  • syntax
  • babbling
  • one-word stage
  • two-word stage
  • telegraphic speech
  • linguistic determinism
  • nerve deafness
  • conduction deafness
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.11

Compare various states of consciousness evident in human behavior, including the process of sleeping and dreaming.

Unpacked Content

Knowledge

Students know:
  • The role of neurotransmitters in neural communication.
  • The role of sleep in one's daily life.
  • The effects of psychoactive drugs on behavior and mental processes.

Skills

Students are able to:
  • Summarize complex concepts related to sleep, dreams, drug use and misuse, and hypnosis into simpler, yet still accurate, terms.
  • Argue in favor of or against a theory of sleep, dreams, and/or hypnosis using research-based evidence to support claims.
  • Develop a plan for getting enough sleep, using evidence-based strategies derived from theories and information presented in the text.
  • Create a public awareness campaign that discourages children from misusing psychoactive drugs, using evidence-based strategies and information derived from the text.

Understanding

Students understand that:
  • Sleep is important in one's daily life.
  • There are ways to improve one's sleep experience.
  • There are positive and negative affects of psychoactive drugs on behavior and mental processes.
  • There are ways in which hypnosis can be helpful for alleviating pain.
  • There are unsupported uses of hypnosis as a therapeutic technique.

Vocabulary

  • consciousness
  • depressants
  • stimulants
  • hallucinogens
  • opiates
  • addiction
  • tolerance
  • withdrawal
  • manifest content
  • latent content
  • activation synthesis
  • hypnosis
  • suggestibility
  • divided consciousness
  • dissociation
  • adaptive theory of sleep
  • restorative theory of sleep
  • REM
  • non-REM
  • Stage 1
  • Stage 2
  • Stages 3 and 4
  • insomnia
  • sleep apnea
  • narcolepsy
  • night terrors
  • restless leg syndrome
  • somnambulism
  • circadian rhythm
  • REM rebound
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.12

Describe the role of motivation and emotion in human behavior.

Unpacked Content

Knowledge

Students know:
  • The ways in which they are motivated to action in multiple domains.
  • An understanding of differences and similarities among cultures and between genders.

Skills

Students are able to:
  • Summarize the complex theories of motivation into simpler, yet still accurate, terms.
  • Evaluate the theories of motivation by considering the relative contributions of each theory to a complete understanding of motivated behavior.
  • Assess one's own level of motivation and emotional expression by carrying out multistep procedures and analyzing the resulting data in light of research presented in the text.
  • Evaluate the reasoning behind major theories of motivated behavior and emotional expression by considering the methodology, context, and perspective of the researchers/theorists.
  • Synthesize evidence to provide an overarching and multivariate explanation for a motivated behavior (i.e., eating behavior, achievement motivation), resolving conflicting information where necessary.
  • Synthesize research and information to provide a reasoned argument for the impact of gender and culture on emotional expression.

Understanding

Students understand that:
  • There are differences among theories of motivation and emotion.
  • There are complexities involved in explaining motivated behavior and emotional expression.
  • There are similarities and differences among people regarding motivated behavior and emotional expression.
  • Culture and gender can influence emotional expression and motivate behavior.

Vocabulary

  • motivation
  • instinct
  • drive reduction theory
  • homeostasis
  • incentive
  • hierarchy of needs
  • flow
  • achievement motivation
  • intrinsic motivation
  • extrinsic motivation
  • James-Lange theory of emotion
  • Cannon-Bard theory of emotion
  • Schachter's two-factor theory of
  • emotion
  • catharsis
  • feel good-do good phenomenon
  • adaptation level phenomenon
  • self actualization
  • emotion
  • relative deprivation
  • arousal theory

Aligned Learning Resources

The Death Crawl Scene From Facing the Giants
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.12.1

Identifying theories that explain motivational processes, including cognitive, biological, and psychological reasons for motivational behavior, and Abraham Maslow’s hierarchy of needs and arousal theory

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

SS10.P.13

Describe methods of assessing individual differences and theories of intelligence, including Charles E. Spearman’s general (g) factor of intelligence, Howard Gardner’s multiple intelligences, and Robert J. Sternberg’s triarchic theory of intelligence.

Unpacked Content

Knowledge

Students know:
  • Their own definitions of intelligence.
  • How tests are typically administered in different settings.

Skills

Students are able to:
  • Cite specific textual and research-based evidence to develop a definition of intelligence, noting how theorists approach the concept differently.
  • Summarize complex theories and approaches to the definition and assessment of intelligence and other dispositions into simpler, yet still accurate, terms.
  • Assess one's own level of intelligence and other dispositions using multistep procedures, analyzing the results in light of research presented in the text while noting the issues related to each assessment tool concerning validity and reliability.
  • Address an issue related to the definitions of intelligence, nature of intelligence, and/or measurement of dispositions by integrating multiple sources of information and research.
  • Synthesize information and research about the definitions, assessment, and nature of intelligence, noting where researchers disagree.

Understanding

Students understand that:
  • There is a complexity to defining and measuring intelligence and other dispositions.
  • Considering reliability and validity is important when constructing and administering an assessment.
  • Environmental and societal factors can influence the results of assessments.

Vocabulary

  • intelligence
  • factor analysis
  • general intelligence
  • savant syndrome
  • emotional intelligence
  • creativity
  • mental age
  • chronological age
  • intelligence quotient
  • aptitude
  • achievement
  • standardization
  • normal curve
  • reliability
  • validity
  • content validity
  • criterion referenced test
  • predictive validity
  • mental retardation
  • stereotype threat
  • fixed mindset
  • growth mindset
  • multiple intelligences
  • triarchic theory of
  • intelligence/successful intelligence
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.14

Explain the role of personality development in human behavior.

Unpacked Content

Knowledge

Students know:
  • The schools of thought in psychology that have been concerned with personality development and assessment.
  • Their own notions of personality as a disposition.

Skills

Students are able to:
  • Cite specific textual and research-based evidence to support a holistic definition of personality.
  • Summarize complex theories of personality into simpler, yet still accurate, terms.
  • Assess one's own personality using multiple assessments that follow multistep procedures, analyzing the results in light of research presented in the text.
  • Consider the perspectives of various researchers and theorists to determine their reasons for constructing their particular theories of personality.
  • Synthesize information and research from multiple sources to develop a coherent understanding of personality as a disposition.

Understanding

Students understand that:
  • There are differences among the perspectives on and theories of personality.
  • There are ways in which each perspective on personality prefers to assess personality.
  • It is important to attend to issues in reliability and validity when assessing personality.

Vocabulary

  • psychodynamic theory
  • psychosexual theory of personality
  • development
  • id
  • ego
  • superego
  • fixation
  • humanistic theory
  • unconditional positive regard
  • inferiority complex
  • superiority complex
  • archetypes
  • collective unconscious
  • projective tests
  • trait theory
  • Big Five personality traits
  • Eysenck's personality trait theory
  • factor analysis
  • ego defense mechanisms
  • self actualization
  • self concept
  • self esteem
  • unconscious
  • preconscious
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.14.2

Describing different measures of personality, including the Neuroticism-Extroversion-Openness Personality Inventory (NEO-PI), the Minnesota Multiphasic Personality Inventory (MMPI), and projective tests

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

SS10.P.15

Describe major psychological disorders and their treatments.

Unpacked Content

Knowledge

Students know:
  • Their own notions of normal and abnormal behavior.

Skills

Students are able to:
  • Cite specific and research-based evidence to support a clinical definition of normal and abnormal behavior.
  • Summarize complex descriptions of symptoms of disorders and types of treatments in simpler, yet still accurate, terms.
  • Analyze the hierarchy of symptoms developed for the DSM-V protocol, evaluating whether this hierarchy seems appropriate for addressing the vast majority of mental illnesses.
  • Evaluate the perspectives of researchers and clinicians regarding the classification systems and treatment preferences for mental illness.
  • Integrate and synthesize multiple sources of information to describe a specific mental illness and its evidence-based treatment.
  • Synthesize information and research to address minimizing stigma for people dealing with mental illness and seeking treatment.

Understanding

Students understand that:
  • There are complexities of the various definitions of normal and abnormal behavior.
  • There are specific symptom hierarchies for different mental illnesses.
  • There are evidence-based treatments for different mental illnesses.
  • There are many ways to minimize stigma for people dealing with and seeking treatment for mental illness.

Vocabulary

  • psychotherapy
  • eclectic approach
  • psychoanalysis
  • resistance
  • transference
  • free association
  • interpretation
  • psychodynamic therapists
  • humanistic therapy
  • client-centered therapy
  • active listening
  • unconditional positive regard
  • behavior therapy
  • counterconditioning
  • exposure therapies
  • flooding
  • systematic desensitization
  • token economy
  • aversive conditioning
  • cognitive therapies
  • cognitive-behavioral therapy
  • group therapy
  • evidence-based practice
  • counselor
  • clinical social worker
  • clinical psychologist
  • psychiatrist
  • psychopharmacology
  • biomedical therapy
  • deinstitutionalization
  • antipsychotic drugs
  • tardive dyskinesia
  • anti-anxiety drugs
  • antidepressant drugs
  • psychosurgery
  • lobotomy
  • electroconvulsive therapy
  • rTMS
  • medical model
  • biopsychosocial model
  • insanity
  • DSM-V
  • anxiety
  • generalized anxiety disorder
  • panic disorder
  • phobia
  • obsessive-compulsive disorder
  • posttraumatic stress disorder
  • agoraphobia
  • social anxiety disorder
  • somatoform disorders
  • hypochondriasis
  • conversion disorder
  • dissociative disorders
  • fugue
  • dissociative identity disorder
  • mood disorders
  • major depressive disorder
  • bipolar disorder
  • mania
  • dysthymic disorder
  • schizophrenia
  • delusions
  • hallucinations
  • catatonia
  • paranoia
  • personality disorders
  • antisocial personality
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.16

Describe how attitudes, conditions of obedience and conformity, and other influences affect actions and shape human behavior, including actor-observer, self-server, social facilitation, social loafing, bystander effect, groupthink, and group polarization.

Unpacked Content

Knowledge

Students know:
  • Their own notions and behaviors with social interactions.

Skills

Students are able to:
  • Cite specific research-based evidence to support various processes in social psychology.
  • Summarize complex theories and concepts in social psychology into simpler, yet still accurate, terms.
  • Provide real-world examples for social psychology concepts.
  • Assess social psychology concepts using sound methodology with multistep procedures, analyzing the results in light of research presented in the text.
  • Evaluate the research in social psychology using multiple sources to verify, corroborate or challenge the conclusions drawn.
  • Synthesize information and research to address and issue in social psychology.

Understanding

Students understand that:
  • There are ways in which individuals are influenced by groups and how groups are influenced by individuals.
  • There are ways that individuals reconcile actions and attitudes.
  • There are ways to promote cooperation among people.
  • There are ways to avoid prejudice and discrimination.
  • There are mechanisms for attracting and sustaining meaningful relationships.
  • Persuasion has an influence on behavior and mental processes.

Vocabulary

  • social psychology
  • attribution theory
  • cognitive dissonance
  • explanatory style
  • actor-observer bias
  • fundamental attribution error
  • situational attribution
  • dispositional attribution
  • self-serving bias
  • central route to persuasion
  • peripheral route to persuasion
  • foot-in-the-door phenomenon
  • conformity
  • normative social influence
  • social facilitation
  • social loafing
  • group polarization
  • groupthink
  • deindividuation
  • obedience
  • prejudice
  • stereotype
  • discrimination
  • ethnocentrism
  • contact hypothesis
  • in-group bias
  • out-group bias
  • scapegoat theory
  • just world phenomenon
  • other-race effect
  • social identity
  • ethnic identity
  • blaming the victim
  • mere exposure effect
  • passionate love
  • companionate love
  • equity
  • self-disclosure
  • altruism
  • bystander effect
  • diffusion of responsibility
  • reciprocity norm
  • social responsibility norm
  • social trap
  • conflict
  • superordinate goals
  • self-fulfilling prophecy
  • attitude
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.17

Describe various careers pursued by psychologists, including medical and mental health care fields, the business world, education, law and criminal justice, and research.

Unpacked Content

Knowledge

Students know:
  • That certain educational paths should be followed in order to pursue a professional career using psychological science.

Skills

Students are able to:
  • Distinguish among the various career opportunities that involve psychological science.
  • Synthesize the information available for understanding the educational and career paths necessary to pursue a career using psychological science.

Understanding

Students understand that:
  • There are various career paths available for those interested in psychological science.
  • There are multiple ways that psychological science can be used in a diversity of careers.
  • There are specific educational and licensing pathways needed to pursue a career in psychological science.

Vocabulary

  • clinical psychology
  • psychiatry
  • counseling psychology
  • developmental psychology
  • neuroscience
  • cognitive psychology
  • cognitive neuroscience
  • school psychology
  • educational psychology
  • experimental psychology
  • behavioral psychology
  • behavioral economics
  • forensic psychology
  • health psychology
  • industrial/organizational psychology
  • human factors and ergonomics
  • neuropsychology
  • quantitative psychology
  • qualitative psychology
  • rehabilitation psychology
  • social psychology
  • sport psychology
  • military psychology
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.18

Explain how culture and gender influence behavior.

Unpacked Content

Knowledge

Students know:
  • The relative similarities and differences among cultures and between genders.
  • That culture and gender influence behavior and mental processes in a variety of ways.

Skills

Students are able to:
  • Cite specific research-based evidence to support analysis of theories regarding culture and gender and their influence on behavior and mental processes.
  • Summarize complex theories regarding culture and gender into simpler, yet still accurate, terms.
  • Integrate research and information to address a key issue related to culture and/or gender and its influence on behavior and mental processes.
  • Synthesize research and evidence from multiple sources to provide a coherent understanding of key issues related to culture and gender and their influences on behavior and mental processes.

Understanding

Students understand that:
  • There are ways in which culture and gender influence behavior.
  • There are differences between genders and among cultures.
  • There are ways in which gender is both inherent and environmentally influenced.
  • There are specific ways in which gender roles can be assigned in different cultures.

Vocabulary

  • culture
  • norms
  • individualism
  • collectivism
  • interdependent
  • gender role
  • gender identity
  • gender schema theory

Aligned Learning Resources

Bellamy and Evolution/Filthy Dreamers

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