Standards - Social Studies

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

SS10.P.8

Describe ways in which organisms learn, including the processes of classical conditioning, operant conditioning, and observational conditioning.

Unpacked Content

Knowledge

Students know:
  • What it means to learn.
  • How stimuli and consequences affect behavior and mental processes.

Skills

Students are able to:
  • Explain the complex procedures involved in classical and operant conditioning in simpler, yet still accurate, terms.
  • Carry out multistep procedures using classical conditioning, operant conditioning, and observational learning to teach someone a new skill, analyzing the results in terms of research presented in the text.
  • Decipher the meanings of jargon used with conditioning procedures.
  • Analyze the more recent contributions of cognitive psychology, biopsychology, and social learning on behaviorist views of learning.
  • Apply appropriate conditioning techniques to a real-world learning experience by modifying a behavior.

Understanding

Students understand that:
  • There are specific characteristics of learning.
  • Behavior can be modified using conditioning or observational learning techniques.
  • There are ways to identify classical and operant conditioning in real-world examples.
  • There are conditions under which observational learning and modeling occurs best.
  • There are limitations of conditioning techniques for teaching new skills.
  • Cognition has a specific role in learning.

Vocabulary

  • Law of Effect
  • classical conditioning
  • unconditioned stimulus (UCS)
  • conditioned stimulus (CS)
  • unconditioned response (UCR)
  • conditioned response (CR)
  • extinction
  • spontaneous recovery
  • generalization
  • discrimination
  • operant conditioning
  • behaviorism
  • consequence
  • positive reinforcement
  • negative reinforcement
  • continuous reinforcement
  • partial reinforcement
  • variable ratio schedule
  • variable interval schedule
  • fixed ratio schedule
  • fixed interval schedule
  • instinctive drift
  • primary reinforcer
  • secondary reinforcer
  • shaping
  • chaining
  • modeling
  • observational learning
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.9

Describe how organisms think and solve problems, including processes involved in accurate thinking.

Unpacked Content

Knowledge

Students know:
  • The basic procedures for solving problems.
  • Some basic ways in which people might struggle with solving problems.

Skills

Students are able to:
  • Summarize complex concepts involved in thinking and problem solving into simpler, but still accurate, terms.
  • Solve multistep problems that reveal common problem-solving errors, analyzing the data relative to the research presented in the text.
  • Analyze a text for hierarchies in structure and content to demonstrate understanding of how concept hierarchies work in a real-world example.
  • Propose a plan to combat errors in thinking and problem solving in a particular circumstance that synthesizes the literature on these errors.

Understanding

Students understand that:
  • There is a fundamental cognitive structure of thinking.
  • There are basic processes involved in thinking and solving problems.
  • There are major cognitive obstacles for accurate thinking and problem solving and ways to combat them.

Vocabulary

  • concept
  • prototype
  • schema
  • algorithm
  • heuristic
  • availability heuristic
  • representativeness heuristic
  • insight
  • confirmation bias
  • fixation
  • mental set
  • functional fixedness
  • overconfidence
  • framing
  • belief bias
  • belief perseverance
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

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