SS10.P.11.4
Comparing theories regarding the use and meaning of dreams
Comparing theories regarding the use and meaning of dreams
SS10.P.11.4
SS10.P.11.5
Analyzing the use of psychoactive drugs for effects on people, including the mechanisms of addiction, withdrawal, and tolerance
Analyzing the use of psychoactive drugs for effects on people, including the mechanisms of addiction, withdrawal, and tolerance
SS10.P.11.6
Evaluating the phenomenon of hypnosis and its possible uses
Evaluating the phenomenon of hypnosis and its possible uses
SS10.P.12
Describe the role of motivation and emotion in human behavior.
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
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
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
SS10.P.12.2
Describing situational cues that cause emotions, including anger, curiosity, and anxiety
Describing situational cues that cause emotions, including anger, curiosity, and anxiety
SS10.P.12.3
Differentiating among theories of emotion
Differentiating among theories of emotion
SS10.P.12.4
Identifying universally recognized emotions
Identifying universally recognized emotions
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.
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
SS10.P.13.1
Describing different types of intelligence tests, including the Flynn effect
Describing different types of intelligence tests, including the Flynn effect
SS10.P.13.2
Describing how intelligence may be influenced by differences in heredity and environment and by biases toward ethnic minority and socioeconomic groups
Describing how intelligence may be influenced by differences in heredity and environment and by biases toward ethnic minority and socioeconomic groups
SS10.P.14
Explain the role of personality development in human behavior.
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
SS10.P.14.1
Differentiating among personality theories, including psychoanalytic, sociocognitive, trait, and humanistic theories of personality
Differentiating among personality theories, including psychoanalytic, sociocognitive, trait, and humanistic theories of personality
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
Describing different measures of personality, including the Neuroticism-Extroversion-Openness Personality Inventory (NEO-PI), the Minnesota Multiphasic Personality Inventory (MMPI), and projective tests
SS10.P.15
Describe major psychological disorders and their treatments.
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
SS10.P.15.1
Differentiating between normal and abnormal behavior
Differentiating between normal and abnormal behavior
SS10.P.15.2
Describing different approaches for explaining mental illness, including biological and medical, cognitive, and sociocultural models
Describing different approaches for explaining mental illness, including biological and medical, cognitive, and sociocultural models
SS10.P.15.3
Differentiating types of mental illness, including mood, anxiety, somatoform, schizophrenic, dissociative, and personality disorders
Differentiating types of mental illness, including mood, anxiety, somatoform, schizophrenic, dissociative, and personality disorders
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.
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
SS10.P.16.1
Explaining the fundamental attribution error
Explaining the fundamental attribution error
SS10.P.16.2
Critiquing Stanley Milgram’s work with obedience and S. E. Asch’s work with conformity
Critiquing Stanley Milgram’s work with obedience and S. E. Asch’s work with conformity
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.
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
SS10.P.18
Explain how culture and gender influence behavior.
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
SS10.P.18.1
Identifying gender differences and similarities
Identifying gender differences and similarities
SS10.P.18.2
Explaining ways in which gender differences are developed
Explaining ways in which gender differences are developed
SS10.P.18.3
Describing ways in which gender roles are assigned in different cultures
Describing ways in which gender roles are assigned in different cultures
SS10.S
Sociology
Sociology
SS10.S.1
Describe the development of sociology as a social science field of study.
Describe the development of sociology as a social science field of study.
Unpacked Content
Knowledge
Students know:
- Basic concepts in sociology. Influential sociologists throughout history, including Karl Marx, Emile Durkheim, Max Weber, George Herbert Mead, and WEB DuBois.
Skills
Students are able to:
- Compare and contrast sociological concepts.
- Trace the historical development of sociology as a social science.
Understanding
Students understand that:
- There are different concepts in sociology, such as functional integration, power, social action, social structure, and culture.
Vocabulary
- sociology
- functional integration
- power
- social action
- social structure
- culture
SS10.S.1.1
Identifying important figures in the field of sociology, including Karl Marx, Émile Durkheim, Max Weber, George Herbert Mead, and W. E. B. Du Bois
Identifying important figures in the field of sociology, including Karl Marx, Émile Durkheim, Max Weber, George Herbert Mead, and W. E. B. Du Bois
SS10.S.1.2
Identifying characteristics of sociology, including functional integration, power, social action, social structure, and culture
Identifying characteristics of sociology, including functional integration, power, social action, social structure, and culture
SS10.S.2
Explain methods and tools of research used by sociologists to study human society, including surveys, polls, statistics, demographic information, case studies, participant observations, and program evaluations.
Explain methods and tools of research used by sociologists to study human society, including surveys, polls, statistics, demographic information, case studies, participant observations, and program evaluations.
Unpacked Content
Knowledge
Students know:
- The methods for collecting qualitative and quantitative data.
- How sociologists use the scientific method differently and similarly to other social scientists.
- How to calculate and interpret simple statistics related to sociological research methodologies.
Skills
Students are able to:
- Conduct quantitative and qualitative research demonstrations.
- Describe different research methodologies used by sociologists.
- Compute simple statistical calculations using data collected in ways that mirror methods used by sociologists.
Understanding
Students understand that:
- It is important to use scientific methodology to study sociological phenomena.
- There are specific steps for collecting and interpreting data using qualitative and quantitative research methods.
- There are differences between qualitative and quantitative research methods.
Vocabulary
- surveys
- polls
- statistics
- demographic information
- case studies
- participant observations
- program evaluations
- qualitative research
- quantitative research
SS10.S.2.1
Differentiating between qualitative and quantitative research methods
Differentiating between qualitative and quantitative research methods
SS10.S.3
Describe how values and norms influence individual behavior.
Describe how values and norms influence individual behavior.
Unpacked Content
Knowledge
Students know:
- The meaning of values and norms.
- The processes of socialization.
- The dynamics of culture and social change.
Skills
Students are able to:
- Analyze the dynamics of culture change.
- Explain the processes of socialization considering the multiple factors involved.
Understanding
Students understand that:
- Socialization works in various cultures and contexts.
- Social change works in various cultures and contexts.
- Norms and values work to influence individual and group behavior.
Vocabulary
- values
- norms
- culture
- social change
- counterculture
- subcultures
- ethnocentrism
- gestures
- social symbols
- socialization
- family
- peer groups
- social institutions
- media
- self-concept
- looking-glass self
- significant others
- role-taking
SS10.S.3.1
Comparing ways in which cultures differ, change, and resist change, including countercultures, subcultures, and ethnocentric beliefs
Comparing ways in which cultures differ, change, and resist change, including countercultures, subcultures, and ethnocentric beliefs
SS10.S.3.2
Comparing the use of various symbols within and across societies
COS Examples
Examples: objects, gestures, sounds, images
Comparing the use of various symbols within and across societies
COS Examples
Examples: objects, gestures, sounds, images
