Advanced Placement Psychology

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					Advanced Placement
    Psychology




   Monmouth Regional High School

       Written - Summer 2008

   Board Approved – August 5, 2008
                                       Foreword

Title of Course: Advanced Placement Psychology

Department:       Social Studies

Number of Credits: Five

Number of periods Course will meet each week:         5 days per week

Number of days the course will meet each year: 180

Grade level the course is offered: Eleventh and Twelfth Grades

Pre-requisites to enrollment: N/A

Name of persons writing the guide: Audrey Copelton Dill

Brief Statement of Content:

        The goal of this course is to increase the understanding of psychology, its
methods, theory and research in order to prepare students to take and pass the Advanced
Placement Examination. The course will explore the psychological facts, principles and
phenomena associated with each of the major sub-fields within psychology. The course
is divided into 8 units that represent major subject areas of psychology.
        The course is taught at the collegiate level and student study habits should reflect
this fact. It is hoped that knowledge of psychological inquiry will provide students with a
way of perceiving aspects of and an understanding of the world around us, insights into
their own and others' behavior, and an appreciation of the complexity of human behavior.

This course of study addresses the following Social Studies Core Curriculum Content
Standards: 6.1, Social Studies Skills, 6.2, Civics, 6.3, World History, 6.4, United States
and New Jersey History, 6.5, Economics, and 6.6, Geography

This course of study addresses the following Technology Standards:
8.1, Computer and Information Literacy, 8.2, Technology Education

This course of study addresses the following Language Arts Literacy Standards: 3.1,
Reading, 3.2, Writing, 3.3, Speaking, 3.4, Listening, and 3.5, Viewing/Media.




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                                TABLE OF CONTENTS


Name                                    Page #

Foreword                                         2

Table of Content                                 3

MRHS Philosophy                                  4

MRHS Goals and Objectives                        5

Departments Goals/Philosophy                     7

Needs Assessment                                 9

Subject Goals                                    10

Core Curriculum Content Standards                12

Technology Literacy Standards                    33

Student Proficiencies                            36

Scope and Sequence                               42

Honor Code                                       43

Resources/Community Resources/References         46

Course Activities                                48




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                                MRHS Philosophy
        Monmouth Regional is a comprehensive high school serving the districts of
Eatontown, Shrewsbury Township and Tinton Falls. The military and naval facilities of
Fort Monmouth and Earle contribute to the creation of a student body which is highly
mobile and culturally diverse. We honor this diversity and believe it to be among our
intrinsic strengths.

         We are committed to the premise that all students have the right to be taught
without partiality and with teaching strategies suited to their individual needs. To that
end, we provide a curriculum of required and elective courses, including vocational and
life skills designed to encourage problem solving, critical thinking, and intellectual
inquiry. We encourage and support professional growth as integral to this curricular
success. We will use current technology in our teaching to prepare students to be
technologically literate in society, the workplace, and future academia. Careful guidance
of course and career planning and interdisciplinary cooperation are essential to the
success of this leaning process.

        Monmouth Regional High School believes that an extensive co-curricular
program is equally essential to the social, physical, and emotional development of all
students. In an effort to foster school spirit, promote interpersonal relationships, and
challenge students to participate in varied activities, we encourage and support a co-
curricular program which reflects student interests.

        We recognize the necessity of assisting students to value the importance of
honesty, ethics, and integrity in their daily lives, to develop civic responsibility and to
respect others, oneself, and the environment. We model as well as teach across the
curricula the responsibilities and obligations of citizens in a participatory democracy. We
recognize our responsibilities not only to our local, state, and national communities, but
also to the global community.

        Monmouth Regional High School will provide a nurturing environment in which
students and staff can thrive and where positive peer relationships are promoted. It is our
obligation to provide the school community with clearly defined rules and regulations
and to enforce them with consistency and equity. We believe that parents and school
share a mutual obligation to communicate regarding student progress, behavior and
school policies.

        The vision of Monmouth Regional is to recognize the worth and dignity of each
individual and to provide a quality education to ensure that all students acquire the
requisite skills to function successfully as contributing members of a global society.




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                     Monmouth Regional High School
                         Goals and Objectives
I. To provide students with a program and staff that meet their diverse needs by:
       A. Providing a wide variety of courses;
       B. Structuring the curricula to accommodate individual differences;
       C. Providing a professional staff with the background and experience to use
           teaching methods and strategies appropriate to various learning styles;
       D. Encouraging staff participation in a variety of professional programs both
           within the school and by attending outside educational activities;
       E. Making available counseling services;
       F. Fostering use of Community resources.

II. To equip students with literacy and skills to function in a rapidly changing
    technological society by:
        A. Incorporating problem-solving skills, the ability to think critically and perform
           Critical analysis;
        B. Developing the confidence to use and apply newly technologies effectively;
        C. Developing the ability to communicate effectively;
        D. Promoting an awareness and appreciation of our environment and them
           necessity for ecological management;
        E. Developing the ability to use life skills effectively.

III. To assist students in course and career planning by:
        A. Encouraging communication among parents, students, teachers and
            counselors;
        B. Offering the opportunity to develop a proposed four-year plan of studies;
        C. Assisting them in developing career goals;
        D. Ensuring that they are aware of the opportunities for post-graduate studies;
        E. Maintaining an effective Guidance Department for all students.

IV. To provide students with the opportunity to develop leisure time activities and new
interests by:
        A. Offering a wide variety of co-curricular activities;
        B. Sponsoring student centered assemblies and programs;
        C. Encouraging students to appreciate the importance of recreational activities;
        D. Encouraging positive interpersonal relationships.

V. To help students understand democratic principles by:
      A. Demonstrating the importance of the worth and dignity of each person;
      B. Encouraging students to understand ethical and moral principles and their
          value in democratic society;
      C. Emphasizing the necessity for individual responsibility;
      D. Encouraging participation in the making and administering of school policies.




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VI. To provide students with an environment conducive to learning by:
      A. Maintaining a clean, attractive and functioning physical plant;
      B. Encouraging extensive use of the Media Center;
      C. Fostering relationships between administration, teachers and support staff
          based on mutual trust, respect and open communications;
      D. Ensuring a safe educational atmosphere with clearly stated policies which are
          equitably and consistently enforced;
      E. Promoting school spirit;
      F. Providing the opportunity for creativity.

VII. To evaluate the effectiveness of the Monmouth Regional High School program
     pertaining to these goals and objectives by establishing evaluative procedures that
     include:
       A. Follow-up studies of graduates;
       B. Internal evaluation;
       C. Utilization of other educational research.




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                   SOCIAL STUDIES DEPARTMENT
                     PHILOSOPHY AND GOALS
        Social Studies instruction at Monmouth Regional High School is predicated on
the belief that the primary aim of the Social Studies is to equip students to function
effectively as responsible citizens in a free society and to understand and carry out their
roles as members of the larger world society

   In a dynamic, changing society, we recognize, such an aim involves understanding of
the many complex cultural, social, economic and political forces at work, and their
historical antecedents. It can best be achieved, we believe, through directing instruction
toward these goals of American society:

1. An understanding of the essential facts of United States and World history
2. To acquire the knowledge that the care of our environment is essential to the general
   well being
3. To recognize the meaning of world interdependence
4. To recognize the dignity and worth of the individual
5. To acquire the knowledge necessary to be a vital part of our democratic system.
6. To acquire an understanding of the role of ethics in everyday living
7. To understand the responsibilities of power and its relationship to justice
8. To recognize the value of world peace
9. To recognize the need for a balance between social stability and social change
10. To become aware of the complex relationship between freedom and security
11. To understand the role of gender and the family
12. To understand the importance and the contribution of gender and cultural
    developments to the growth of civilization.

In attempting to cultivate in students such goals, a variety of methods and skills will
have to be fostered. The basis for acquisition of these skills is Social Studies Skill
(NJCCSS 6.1.12);
        1. Analyze how historical events shape the modern world.
        2. Formulate questions and hypotheses from multiple perspectives, using
           multiple sources.
        3. Gather, analyze, and reconcile information from primary and secondary
           sources to support or reject hypotheses.
        4. Examine source data within the historical, social, political, geographic, or
           economic context in which it was created, testing credibility and evaluating
           bias.
        5. Evaluate current issues, events, or themes and trace their evolution through
           historical periods.
        6. Apply problem-solving skills to national, state, or local issues and propose
           reasoned solutions.
        7. Analyze social, political, and cultural change and evaluate the impact of each
           on local, state, national, and international issues and events.
        8. Evaluate historical and contemporary communications to identify factual


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accuracy, soundness of evidence, and absence of bias and discuss strategies
used by the government, political candidates and the media to communicate
with the public.




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                            NEEDS ASSESSMENT

        .
        The introduction of an Advanced Placement course in Psychology emanates from
student interest and demand. Students have expressed a desire to learn more about the
subject of psychology in all its dimensions, ramifications and applications to their daily
lives. Further, since many colleges require psychology, students were also interested in a
high school AP psychology course which afforded them the opportunity to take the AP
exam and therefore have the possible opportunity to gain college credit. Consequently,
Advanced Placement Psychology is an elective course intended to challenge the more
academically motivated student with a particular interest in psychology. Qualified
students must be willing to perform at a level equivalent to a college course in
Psychology.




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                               SUBJECT GOALS
The Subject Goals of this course reflect District Goals I: B, C, E, and F;II:A, B, C, D and
E;III:C and E;IV:D; V:A, B, C, D, and E;VI: C, and F.

The Subject Goals also reflect Department Goals

The Subject Goals are also correlated with both the Social Studies and Cross Content
standards and performance indicators as well as cumulative progress indicators for both
as mandated by the State of New Jersey. The correlation is indicated in parentheses
following each goal.

SG-1. Define and apply the social science disciplines of history, economics, geography,
civics, sociology and psychology in analyzing various culture regions.
                       (SS6.6.2, 6.3, 6.4, 6.5 6.6)

SG-2. Identify, locate and describe physical and cultural characteristics of world culture
regions. For example, students studying a culture region will know the continents,
climate, landforms, political boundaries, cultures, and peoples of the region.
                      (SS6.6.2, 6.3, 6.6)

SG-3. Describe the elements of culture, and recognize that these elements are
interrelated. These include but are not limited to:
                        .geographic environment
                        . origins and history;
                        . customs and traditions;
                        . economic systems;
                        . political systems;
                        . education;
                        . values, beliefs, and religions;
                        . the arts;
                        . social structure; and
                        . technology.
                (SS6.2, 6.3, 6.4, 6.5, 6.6) (TL8.1, 8.2)

SG-4. Explain, analyze and evaluate the impact of culture on global development. For
example, students might study the development of the technology that stimulated the shift
from an agrarian to an industrial-based economy.
                      (SS6.2, 6.5) (TL8.1, 8.2)

SG-5. Recognize and analyze the mutual influences among cultures and societies.
Students will make judgments about the impact of change, conflicts, cooperation, and
effective communication among different cultures.
                      (SS6.2, 6.3, 6.4, 6.5, 6.6)



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SG-6. Apply computer Technology in the Social Studies to access a variety of sources,
and use appropriate research skills to gather information.
                      (SS6.1) (TL8.1, 8.2)

SG-7. Engage in historical inquiry to analyze evidence, weigh conflicting interpretations,
contextualize the present in light of the past.
               (SS6.1, 6.2, 6.3, 6.4, 6.5, 6.6)

SS-8. Acquire appropriate strategies to read, write, speak and view social studies
materials.
             (SS6.1, 6.2, 6.3, 6.4, 6.5, 6.6) (LA3.1, 3.2, 3.3, 3.4)




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NJ STATE CORE CURRICULUM CONTENT STANDARDS

6.1: ALL STUDENTS WILL UTILIZE HISTORICAL THINKING, PROBLEM
SOLVING, AND RESEARCH SKILLS TO MAXIMIZE THEIR UNDERSTANDING
OF CIVICS, HISTORY, GEOGRAPHY, AND ECONOMICS.

        Descriptive Statement: The purpose of this standard is to develop the requisite
skills needed to fully appreciate, comprehend, and apply knowledge of the other five
social studies standards: civics, world history, United States and New Jersey history,
geography, and economics. These skills must be integrated across all five standards.
Students must understand basic concepts such as time, location, distance, and
relationships and must be able to apply these concepts to the study of people, places,
events, and issues. These skills focus on the importance of historical research as well as
the need to distinguish fact from fiction and to understand cause and effect. These skills
should not be taught in isolation; rather, students must use these skills in the study of all
social studies disciplines.

Strands and Cumulative Progress Indicators
.
Building upon the knowledge and skills gained in the previous grades, by the end of
Grade 12 students will:

A. Social Studies Skills
       1.) Analyze how historical events shape the modern world
       2.) Formulate questions and hypotheses from multiple perspectives, using
           multiple sources.
       3.) Gather, analyze, and reconcile information from primary and secondary
           sources to support or reject hypotheses.
       4.) Examine source data within the historical, social, political, geographic, or
           economic context in which it was created, testing credibility and evaluating
           bias.
       5.) Evaluate current issues, events, or themes and trace their evolution through
           historical periods.
       6.) Apply problem-solving skills to national, state, or local issues and propose
           reasoned solutions.
       7.) Analyze social, political, and cultural change and evaluate the impact of each
           on local, state, national, and international issues and events.
       8.) Evaluate historical and contemporary communications to identify factual
           accuracy, soundness of evidence, and absence of bias and discuss strategies
           used by the government, political candidates, and the media to communicate
           with the public.




STANDARD 6.2 (CIVICS) ALL STUDENTS WILL KNOW, UNDERSTAND AND


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APPRECIATE THE VALUES AND PRINCIPLES OF AMERICAN DEMOCRACY
AND THE RIGHTS, RESPONSIBILITIES, AND ROLES OF A CITIZEN IN THE
NATION AND THE WORLD.

        Descriptive Statement: The purpose of this standard is to prepare students to be
informed, active, and responsible citizens in the American democratic republic. It is
essential that students have an understanding of the historical foundations, underlying
values, and principles upon which the American system of representative democracy is
based. Before citizens can make informed, responsible decisions as voters, jurors,
workers, consumers, and community residents, they must have an understanding and
appreciation of the fundamental concepts, laws and documents which form the American
heritage including the Declaration of Independence, the United States Constitution, and
the New Jersey State Constitution. Students must understand how a representative
democracy works and the value of citizen participation in the nation, state and local
communities. In addition, students must also be prepared to serve as global citizens; that
is, students must be aware that the United States has a significant impact on the rest of the
world, and conversely, the rest of the world impacts the United States. Technological
advances bring the world to our doorstep. International education enables students to
broaden their understanding of global issues that impact their life as Americans.
The study of politics, government, and society should start in early elementary grades
with the identification of the need for rules, laws, and structures for decision-making or
governance, and proceed through upper elementary grades to identify key documents and
ideas that express democratic principles. Intermediate students should examine the
various forms of government, the functions of the various branches of our federal
government, as well as local and state levels of government. They must understand the
ongoing need to balance individual rights and public needs. High school students should
build on their prior knowledge and skills by analyzing the scope of governmental power,
the spectrum of political views, and how the United States functions in a global society.
Students should be encouraged not only to learn about how government works but also to
apply their knowledge and to use their critical thinking, listening, and speaking skills to
better understand the value of citizen participation in a representative democracy.
Five major topics are addressed in the indicators and are reflected in the following
questions:
        1) What is government and what should it do?
        2) What are the basic values and principles of American democracy?
        3) How does the government established by the Constitution embody the
            purposes, values, and principles of American democracy?
        4) What is the relationship of the United States to other nations and to world
            affairs?
        5) How can citizens and groups participate effectively in the democratic process?

Strands and Cumulative Progress Indicators


Building upon knowledge and skills gained in preceding grades, by the end of Grade 12,
students will:



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A. Civic Life, Politics, and Government
      1. Analyze how reserved and jointly held powers in the United States
          Constitution result in tensions among the three branches of government and
           how these tensions are resolved (e.g., Marbury v. Madison (1803); Federalist
           #78; United States v. Nixon (1974), claims of executive privilege by
           Presidents Nixon, Clinton, and Bush).
      2. Apply the concept of the rule of law to contemporary issues (e.g.,
           impeachment of President Clinton, use of Executive Privilege, recess
           appointments to federal
           courts, the Senate’s advise and consent process, and the use of litmus tests).
      3. Analyze how individual responsibility and commitment to law are related to
          the stability of American society.
      4. Evaluate competing ideas about the purpose of the national and state
          governments and how they have changed over time (e.g., the American version
          of federalism, the powers of the federal government and the states, differing
          interpretations of Article I, Sections 8-10).
      5. Discuss how participation in civic and political life can contribute to the
          attainment of individual and public good.
      6. Evaluate ways that national political parties influence the development of
          public policies and political platforms, including political action committees,
          McCain-Feingold Act, platform committees, and political campaigns.
      7. Analyze how public opinion is measured and used in public debate (e.g.,
          electronic polling, focus groups, Gallup polls, newspaper and television polls)
          and how public opinion can be influenced by the government and the media.

B. American Values and Principles
     1. Analyze major historical events and important ideas that led to and sustained
         the constitutional government of the United States, including the
         Constitutional Convention of 1787, the Judiciary Act of 1789, the first Cabinet
         under George Washington, and Amendments 1-15.
     2. Propose and justify new local, state, or federal governmental policies on a
         variety of contemporary issues (e.g., definition of marriage, voting systems
         and procedures, censorship, religion in public places).
     3. Describe historic and contemporary efforts to reduce discrepancies between
         ideals and reality in American public life, including Amendments 13-15, the
         Civil Rights Act of 1866 and 1875, the Abolitionist movement, the Civil War,
         and the end of slavery in the United States.
     4. Discuss how a common and shared American civic culture is based on
         commitment to central ideas in founding-era documents (e.g., United States
         Constitution) and in core documents of subsequent periods of United States
         history (e.g., Washington’s Farewell Address; Seneca Falls Declaration of
         Sentiments and Resolutions-1848; The Gettysburg Address; President
         Franklin Roosevelt’s "Four Freedoms" speech -1941; President Kennedy’s
         Inaugural Address-1961; the 17th, 19th, and 24th Amendments; Martin Luther
         King Jr.’s "I Have a Dream" speech and the "Letter from Birmingham Jail").



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       5. Analyze the successes of American society and disparities between American
          ideals and reality in American political, social, and economic life and suggest
          ways to address them (e.g., rights of minorities, women, physically and
          mentally challenged individuals, foreign born individuals).
       6. Explore the importance and presence of voluntarism and philanthropy in
          America and examine the role of local, state, national, and international
          organizations such as the American Red Cross, the Salvation Army, and the
          Rotary.

C. The Constitution and American Democracy
      1. Debate current issues and controversies involving the central ideas of the
         American constitutional system, including representative government (e.g.,
         Electoral College and the popular vote), civic virtue (e.g., increasing voter
         turnout through registrations and campaigns), checks and balances, and limits
         on governmental power.
      2. Analyze, through current and historical examples and Supreme Court cases,
         the scope of governmental power and how the constitutional distribution of
         responsibilities seek to prevent the abuse of that power.
      3. Compare the American system of representative government with systems in
         other democracies such as the parliamentary systems in England and France.
      4. Compare and contrast the major constitutional and legal responsibilities of the
          federal government for domestic and foreign policy and describe how
         disagreements are resolved.
      5. Describe the nature of political parties in America and how they reflect the
         spectrum of political views on current state and federal policy issues.
      6. Explain the federal and state legislative process and analyze the influence of
         lobbying, advocacy groups, the media, and campaign finance on the
         development of laws and regulations.

D. Citizenship
       1. Evaluate the characteristics needed for effective participation in civic and
          political life.
       2. Compare and contrast the rights and responsibilities of government and its
          citizens as delineated in the United States Constitution, the New Jersey
          Constitution of 1947, and the United Nations’ Universal Declaration of Human
          Rights.
       3. Compare and contrast the benefits of American citizenship (e.g., habeas
          corpus, secret ballots, freedom of movement and expression) with those of
          citizens of other nations, including democratic and non-democratic countries.
       4. Recommend ways that citizens can use knowledge of state or federal
          government policies and decision-making processes to influence the formation,
          development, or implementation of current public policy issues (e.g., First
          Amendment right to petition for redress of grievances).
       5. Discuss how citizens can participate in the political process at the local, state,
          or national level (e.g., registering to vote, voting, attending meetings,
          contacting a representative, demonstrating, petitions, boycotting) and analyze



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          how these forms of political participation influence public policy.

E. International Education: Global Challenges, Cultures, and Connections
       1. Compare and contrast key past and present United States foreign policy actions
          (e.g., diplomacy, economic aid, humanitarian aid, military aid) and positions
          (e.g., treaties, sanctions, interventions) and evaluate their consequences.
       2. Analyze and evaluate United States foreign policy actions and positions,
          including the Monroe Doctrine, the Mexican Cession, the Truman Doctrine,
          the Cold War, the world-wide struggle against terrorism, and the Iraq War.
       3. Describe how the world is organized politically into nation-states and alliances
          and how these interact with one another through organizations such as the
          European Union, North Atlantic Treaty Organization (NATO), the United
          Nations, the World Court, and the Group of Seven Industrialized Nations (G7).
       4. Analyze and evaluate the interconnections of local, regional, and national
          issues with global challenges and issues, and recommend possible solutions.
       5. Discuss how global interconnections can have both positive and negative
          consequences (e.g., international companies, transfer of jobs to foreign plants,
          international security and access to transportation).
       6. Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global
          warming) in depth and over time, predict the impact if the current situation
          does not change, and offer possible solutions.
       7. Participate in events to acquire understanding of complex global problems
          (e.g., Model United Nations, international simulations, field trips to
           government sites).
       8. Justify an opinion or idea about a global issue while showing respect for
          divergent viewpoints.
       9. Discuss the impact of technology, migration, the economy, politics, and
          urbanization on culture.
       10. Compare and contrast common social and behavioral practices in various
             cultures (e.g., birth, marriage, death, gender issues, family structure, health
             issues).
       11. Participate in activities that foster understanding and appreciation for diverse
            cultures (e.g., world language instruction, student exchange, clubs,
            international forums, community service, speaker programs, arts, sports).
       12. Analyze the impact of communication networks, technology, transportation,
            and international business on global issues.
       13. Analyze how the media presents cultural stereotypes and images and discuss
            how this impacts beliefs and behaviors.
       14. Connect the concept of universal human rights to world events and issues.
       15. Compare and contrast current and past genocidal acts and other acts of hatred
            and violence for the purposes of subjugation and exploitation (e.g.,
            Holocaust, Native Americans, Irish famine, Armenia, Ukrainian
            collectivization, Cambodia, Rwanda) and discuss present and future actions
            by individuals and governments to prevent the reoccurrence of such events.
STANDARD 6.3 (WORLD HISTORY) ALL STUDENTS WILL DEMONSTRATE
KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND



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EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND THE
FUTURE.

Descriptive Statement: This standard includes content relating to eight periods of world
history, including:
        The Birth of Civilization to 1000 BCE (BC)
        Early Human Societies to 500 CE (AD)
        Developing Human Societies to 1400 CE (AD)
        The Age of Global Encounters (1400-1750)
        The Age of Revolutionary Change (1750-1914)
        The Era of the Great Wars (1914-1945)
        The Modern World (1945 to 1979)
        Looking to the Future (1980-present)

The standards do not outline specific world history content and skills for students in
grades K-4. Students in grades K-4 need to develop the social studies skills outlined in
Standards 6.1 in order to understand the complex information presented in grades 5-8.
Standard 6.2: Civics and Standard 6.4: United States and New Jersey History provide a
foundation for the study of home, family, community, culture, international education,
and global issues. In addition, as elementary students begin the study of a world
language, they will learn about the history and culture of countries where the target
language is spoken. Finally, the visual and performing arts standards require that students
study works of art from various historical periods and diverse cultures. Thus, K-4
students will have multiple opportunities to study world history from different
perspectives through a more integrated approach.
The Cumulative Progress Indicators (CPIs) are grouped primarily in two grade clusters,
grades 5 to 8 and grades 9 to 12. In order to study the periods of history in more depth,
students in grades five through eight study the first four periods, from the development of
human civilization in prehistory to the beginning of the post-medieval world. Students in
grades 9 through 12 study the last five periods from global encounters to the
contemporary world. Throughout the teaching of history, teachers are encouraged to
connect events being studied to similar occurrences at different times in history and to
current events. Teachers should endeavor to address the following critical questions of
historical study:
        1.) Are there general lessons to be learned from history?
        2.) How and why do societies change?
        3.) What is civilization and how has it been defined? Why do civilizations
             decline and perish?
        4) Why is there political and social conflict?
        5) How does religion influence the development of individual societies as well
             as global processes?
        6) Are individuals as important as underlying structures in explaining change?
        7) How have social institutions and groups failed to function in a positive way
             when people have behaved in cruel or inhumane ways?
        8) How have people worked to combat instances of prejudice, cruelty, and
             discrimination?



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The history topics listed for each of the eight eras of world history are organized around
the following geographic areas: Eastern Europe, Western Europe, East Asia, Africa, the
Middle East, North America, and Latin/Mesoamerica. They are grouped around the
following topics:
               Study of a particular civilization
               Specific structures within the civilization (political, social, economic)
               Comparative civilizations/societies
               Connections among civilizations
               Global processes such as trade, conflict, and demographic change
               World religions
               Humanities: arts, sciences, and culture

Students need to learn critical and historical thinking as they study history and cultures,
the role of geography and the development of social, economic and political structures
throughout the world at various times. There should also be a balanced look at some of
the political, social, cultural and technological changes that occurred in Europe, Africa,
the Middle East and Asia and the Americas from earliest times to the present. Students
should trace the evolution of selected important ideas, beliefs, practices, and technologies
as they shaped major developments.

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12,
students will:

A. The Birth of Civilization to 1000 BCE
      Reinforce indicators from previous grade levels.

B. Early Human Societies to 500 CE
       Reinforce indicators from previous grade levels.

C. Expanding Zones of Exchange and Interaction to 1400 CE
      Reinforce indicators from previous grade levels.

D. The Age of Global Encounters (1400-1750)
      1. Discuss the major developments in Asia, Africa, and the Americas, including
         China during the Ming and Qing Dynasty, Japan during the Tokugawa Period,
         the influence of Islam in shaping the political and social structure in the
         Middle East, including the Ottoman period, West Africa, including Mali and
         Songhay, India, including the Mughal Empire, and the impact of European
         arrival in the Americas.
      2. Analyze and compare the ways that slavery and other forms of coerced labor
         or social bondage were practiced in East Africa, West Africa, Southwest Asia,
         Europe, and the Americas.
      3. Describe the significant social and cultural changes that took place during the



                                                                                         18
          Renaissance, including advances in printing press technology, the works of
          Renaissance writers and elements of Humanism, the revival of Greco-Roman
          art, architecture, and scholarship, and differing ideas on the role of women.
       4. Describe the early influences on the Scientific Revolution and the
           Enlightenment, including:
               a. Renaissance Humanism with emphasis on human reason as opposed to
                   total reliance on faith
               b. Medieval theology
               c. New global knowledge
               d. The use of reason and freedom of inquiry as challenges to
                   authoritarianism, including the works of Montesquieu, Locke, and
                   Jefferson
       5. Discuss the contributions of the Scientific Revolution to European society,
          including important discoveries in mathematics, physics, biology, and
          chemistry, and the significance of the scientific method advanced by Descartes
          and Bacon.
       6. Discuss the major developments in European society and culture, including:
               a.) The Protestant Reformation as a result of the weakening of the Papacy
                   and revolts against corruption in the Church
               b) Martin Luther and John Calvin as leaders of new sects that established
                   the importance of the individual conscience, including religious
                   choice
               c.) European explorations and the establishment of colonial empires.
               d.) Trans-Atlantic slave trade and its impact on Africa
               e.) The Commercial Revolution
               f.) The English Revolution and the strengthening of Parliament as a
                   countervailing force to the monarchy and importance of the balance of
                   powers, including the Glorious Revolution and the English Bill of
                   Rights
               g) Economic consequences of European expansion, including the role of
                   the mercantilist economic theory, the commercial revolution, and the
                   early growth of capitalism
               h.) The economic, social, religious, and political impact of the Plague

E. The Age of Revolutionary Change (1750-1914)
       1. Discuss the causes and consequences of political revolutions in the late 18th
          and early 19th centuries, including:
              a.) The impact of the American Revolution on global political thought
              b.) The ideas and events that shaped the French Revolution
                  (e.g., monarchy vs. social ideals of liberty, equality, and fraternity;
                   political beliefs and writings; development of the empire)
              c.) The spread of revolutionary ideas through the Napoleonic period
                  (e.g., Napoleonic Code)
            d.) The emergence of a politically active middle class and the rise of
                 ideologies which questioned class structure in many European countries
                 contributing to socialism and communism



                                                                                      19
               e.) How the Industrial Revolution, based on new manufacturing processes
                   and the availability of labor, began the preeminence of Europe in the
                   world economy
               f.) The concept of laissez-faire and the ideas of Adam Smith in Wealth of
                   Nations
               g.) Democratic and social reforms, including the struggle for women’s
                    rights and the expansion of parliamentary government
               h.) The rise of European nationalism, imperialism, and its effect on the
                   European balance of power, particularly the unification of Italy and
                   Germany
       2.   Discuss how industrialization shaped social class (e.g., child labor, conditions
            of social class) and the development of labor organizations.
       3.   Explain the main patterns of global change in colonizing Africa, Asia, the
            Middle East, and the Americas, including the Indian Ocean and Pan Asian
            economies prior to the rise of Europe.
       4.   Trace the growth of independence movements and the rejection of colonialism
             including the Haitian Revolution and leaders such as Toussaint L’Ouverture,
             Simon Bolivar in Venezuela, and Jose Manti in Cuba.
       5.   Evaluate the changes brought about by the Meiji Restoration period in Japan
            (e.g., modernization, changes in policies on Western influence).
       6.   Describe how Christianity, Islam, and Buddhism spread during this period,
            including the areas of influence and reasons for the growth.
       7.    Discuss events that shaped the social structure of Russia in the 19th and early
             20th century, including:
                 a.) Peasants, aristocracy, and serfdom
                 b.) Czarist reforms and the abolition of serfdom
                 c.) Relations with the Ottoman Empire
                 d.) Development of the Trans-Siberian railroad and other forms of
                      modernization

F. The Era of the Great Wars (1914-1945)
       1. Analyze the causes and aftermath of World War I, including:
               a.) The growth of European nationalism and increased competition for
                   resources and markets
               b.) Technology and the changing face of war
               c.) The Russian Revolutions of 1905 and 1917 and the creation of the
                   Soviet Union (e.g., Lenin’s political ideology, Marxist economic
                   policies, Stalin’s policies on industrialization)
               d.) The League of Nations and the effects of the Versailles Conference on
                   Europe, Africa, Asia, and the Middle East
               e.) Nationalism and propaganda
               f.) Disintegration of the Ottoman Empire

       2. Analyze the background and global consequences of actions leading to World
       War II, including:
             a) The Great Depression, including the Stock Market Crash of 1929,



                                                                                          20
                   massive business and bank failures, and 12 million lost jobs.
             b)   The rise of totalitarian governments in the Soviet Union, Germany, and
                  Italy.
             c)   The fall of the democratic Weimar Republic and the rise of Nazism and
                  European anti-Semitism resulting in the Holocaust and its impact on
                  Jewish life and culture and European society.
             d)   Other twentieth century genocides, (e.g., Turkey/Armenia, Soviet
                  forced collectivization in the Ukraine, Japan’s occupations in China and
                  Korea).
             e)   Evaluate the importance of the beginning of the Atomic Age in science,
                  the technological revolution, and the implications of military
                  technology used in war.

G. The Modern World (1945-1979)
       1. Analyze the transition from wartime alliances to new patterns of global
          conflict and cooperation, and the reconstruction of Europe and Asia, including:
              a.) The origin and major developments of the Cold War
              b.) Communist takeover in China, Korea, and Vietnam and the creation of
                   NATO, SEATO, and CENTO
              c.) The formation, structure, and purpose of the United Nations
              d.) The Truman Doctrine and the Marshall Plan
              e.) The growth and decline of Communism in Eastern Europe
              f.) The rise of nationalism and the beginning of nation-building
                  movements in Africa, Latin America, and Asia
              g.) The international arms race and nuclear proliferation
              h.) The non-aligned nations during the Cold War as the voice of the Third
                   World
       2. Apply historical analysis to explain global political, economic, and social
          changes in the 20th century, including:
              a.) Growth and adaptation of Communism in China
              b.) Japan’s economic and political transformation and growth of East
                   Asian economies
              c.) Conflicts in Eastern Europe and the Middle East
              d.) The Israel/Palestine conflict
              e.) The impact of Gandhi and the nonviolence movement
              f.) Apartheid and South Africa

H. Looking to the Future (1980-present)
      1. Analyze global political, economic, and social changes in the 20th century,
         including:
              a.) The Gulf War
              b.) The war in Iraq
              c.) Growth of a world economy with the information, technological, and
                   communications revolutions
              d.) The oil crisis and impact of oil producing countries on world economy
              e.) The development of Third World nations



                                                                                       21
       2. Assess the growth of a worldwide economy of interdependent regions and the
          development of a dynamic new world order of increasingly interdependent
           regions, including NATO, the World Bank, the United Nations, the World
           Court, the North American Free Trade Agreement, and the European
           Economic Union, IMF and OPEC.
       3. Evaluate the paradoxes and promises of the 21st century, including:
               a.) Technological growth
               b.) Economic imbalance and social inequalities among the world’s people
               c.) New patterns of world migration shaped by international labor
                   demands
               d.) Global market, economy, trade, and communications
               e.) Rapid population growth and increasing urbanization
               f.) The growth of terrorism as a means of warfare
               g.) Democratic reform
       4. Analyze the development and effects of multinational corporations on trade,
          employment, and the environment.


STANDARD 6.4 (UNITED STATES AND NEW JERSEY HISTORY) ALL
STUDENTS WILL DEMONSTRATE KNOWLEDGE OF UNITED STATES AND
NEW JERSEY HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN
THE PAST AND HOW THEY RELATE TO THE PRESENT AND FUTURE.

Descriptive statement: This standard introduces students in grades K-4 to the history of
the United States and New Jersey through the study of family and community life.
Through this study, students also become aware of many cultural traditions and heritages
that contribute to the diversity of this country. As a foundation for further study in grades
5-8, students learn about important issues and personalities that have influenced the
history of the state and the nation. Within the grades 5-12 cluster, students study the
following ten periods in New Jersey and American history:
                Many Worlds Meet (to 1620)
                Colonization and Settlement (1585-1763)
                Revolution and the New Nation (1754-1820)
                Expansion and Reform (1801-1861)
                Civil War and Reconstruction (1850-1877)
                The Industrial Revolution (1870-1900)
                The Emergence of Modern America (1890-1930)
                The Great Depression and World War II (1929-1945)
                Postwar Years (1945-1970)
                Contemporary America (1968-present)

Within the ten broad eras, the indicators cover the political, social, cultural, diplomatic,
scientific/technological, and military aspects of United States history. Throughout the
teaching of these periods, teachers are encouraged to connect events being studied to
similar occurrences at different times in history and to current events. In addition, the
study of New Jersey history provides an excellent laboratory for teaching major themes



                                                                                               22
in American history. New Jersey history, and the many historical sites located throughout
the state, provides close-at-hand, immediate examples that make American history real to
students.

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12,
students will:

A. Family and Community Life
      Reinforce indicators from previous grade levels.

B. State and Nation
       Reinforce indicators from previous grade levels.

C. Many Worlds Meet (to 1620)
     Reinforce indicators from previous grade levels.

D. Colonization and Settlement (1585-1763)
      1. Analyze the major issues of the colonial period, including European hegemony
         over North America and mercantilism and trade.
      2. Analyze how American colonial experiences caused change in the economic
         institutions of Europe, Africa, and the native population by examining
         indentured servitude and slavery and the rights of men and women.
      3. Analyze the cultural reactions and survival techniques used by enslaved
         Africans to maintain their family structure, culture, and faith.
      4. Analyze the political, religious, social, and economic institutions that emerged
          in colonial New Jersey.
      5. Discuss Spanish exploration, settlement, and missions in the American
         Southwest.

E. Revolution and the New Nation (1754-1820)
      1. Discuss the social, political, and religious aspects of the American Revolution,
         including key decisions leading to the Revolution, efforts by Parliament and
         the colonies to prevent revolution, the ideas of different religious
         denominations, and the economic and social differences of Loyalists, Patriots,
         and those who remained neutral.
      2. Analyze the social and economic impact of the Revolutionary War, including
         problems of financing the war (e.g., wartime inflation, hoarding and
         profiteering), the impact of the war on women and African Americans, and the
         personal and economic hardships on families involved with the war.
      3. Discuss the involvement of European nations during the Revolution and how
         their involvement influenced the outcome and aftermath (e.g., the assistance of
         France and Spain, how the self-interests of France and Spain differed from the
         United States after the war, the contributions of European military leaders, the
         creation of the Alien Sedition Acts).



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       4. Analyze strategic elements used during the Revolutionary War, discuss turning
          points during the war, and explain how the Americans won the war against
          superior resources.
       5. Analyze New Jersey’s role in the American Revolution, including New
          Jersey’s Constitution of 1776 as a revolutionary document, why some New
          Jerseyans became Loyalists, and the Battles of Trenton, Princeton, and
          Monmouth.
       6. Compare and contrast the major philosophical and historical influences on the
          development of the Constitution (e.g., Washington’s Farewell Address (1796),
          Locke’s Second Treatise, the ideas of Alexander Hamilton, James Madison,
          Thomas Jefferson, and William Paterson).
       7. Describe the early evolution of the system of government and political parties
          in the United States (e.g., presidential elections of 1792, 1796, 1800).
       8. Discuss the implementation of the federal government under the United States
          Constitution during the presidency of George Washington.
       9. Describe the origin and development of the political parties, the Federalists,
          and the Democratic Republicans (1793-1801).

F. Expansion and Reform (1801-1861)
       1. Discuss the political interests and views of the War of 1812 (e.g., US
          responses to shipping harassment, role of Native Americans, role of white
          settlers in the Northwest Territory; congressional positions for and against the
          war).
       2. Analyze American territorial expansion during this period, including the
          reasons for and consequences of the Louisiana Purchase, the Monroe Doctrine,
          Manifest Destiny, the Mexican War, the settlement of the frontier, and
          conflicts with Native-Americans.
       3. Analyze the political, economic, and social changes in New Jersey prior to the
          Civil War, including the growth of New Jersey’s cities, New Jersey’s 1844
          Constitution, the early stages of industrialization, including Alexander
          Hamilton and the Society for the Establishment of Useful Manufacturing, and
          the political and economic implications of the transportation monopolies.
       4. Compare and contrast the characteristics of cultural, religious, and social
          reform movements in the antebellum period, including the abolition
          movement, the public school movement, the temperance movement, and the
          women’s rights movement (e.g., Seneca Falls Declaration of Sentiments).
G. Civil War and Reconstruction (1850-1877)
       1. Analyze key issues, events, and personalities of the Civil War period,
          including New Jersey’s role in the Abolitionist Movement and the national
          elections, the development of the Jersey Shore, and the roles of women and
          children in New Jersey factories.
       2. Assess the continuing social and political issues following the Civil War,
          including the various Reconstruction plans, the amendments to the United
          States Constitution, and the women’s suffrage movement.
       3. Describe New Jersey’s role in the post-Civil War era, including New Jersey’s
          votes on the 13th, 14th, and 15th amendments to the United States



                                                                                       24
          Constitution.

H. The Industrial Revolution (1870-1900)
      1. Analyze and evaluate key events, people, and groups associated with
         industrialization and its impact on urbanization, immigration, farmers, the
         labor movement, social reform, and government regulation including:
              a.) Inventions such as the telephone and electric light
              b.) The formation of Standard Oil Trust
              c.) The Interstate Commerce Act
              d.) The Sherman Anti-Trust Act
      2. Analyze the development of industrialization in America and New Jersey
         during this period and the resulting transformation of the country, including
         the construction of the transcontinental railroad, the introduction of
         mechanized farming, the rise of corporations and organized labor, and the
         growth of cities.
      3. Analyze social and political trends in post Reconstruction America, including
         immigration restrictions, Jim Crow Laws and racial segregation, the rise of
         extra legal organizations such as the Ku Klux Klan, and the Plessy v. Ferguson
         decision.
      4. Describe the economic development by which the United States became a
         major industrial power in the world and analyze the factors that contributed to
         industrialization.
      5. Discuss the causes and consequences of the Spanish-American War (e.g.,
         United States’ justifications, the role of the United States in Cuba, impact on
         international relations, the acquisition of new territories).
      6. Discuss elements that contributed to late 19th century expansionist foreign
         policy, including racial ideology, missionary zeal, nationalism, domestic
         tensions, and economic interests.

I. The Emergence of Modern America (1890-1930)
       1. Analyze the Roosevelt Corollary to the Monroe Doctrine (1904) and explain
          how it modified the Monroe Doctrine (1823), justifying a new direction in
          United States foreign policy.
       2. Discuss the rise of the Progressive Movement, including the relationship
          between Progressivism and the Populist Movement, Woodrow Wilson as
          Governor of New Jersey, anti-trust reform, the woman suffrage movement
          (e.g., Alice Paul), and municipal reform (e.g., Frank Hague).
       3. Analyze United States foreign policy through World War I, including relations
          with Japan and China, the Spanish, Cuban, American War, and the building of
          the Panama Canal.
       4. Describe the major events, personalities, and decisions of World War I,
          including the causes of United States involvement, social conditions on the
          home front, significant battles, Wilson’s peace plan, and isolationism.
       5. Explore and evaluate the role of New Jersey industry in World War I.
       6. Analyze President Woodrow Wilson’s "Fourteen Points" Address to Congress
          (1918) and explain how it differed from proposals by French and British



                                                                                     25
           leaders for a treaty to conclude World War I.
       7. Discuss the ratification of the Versailles Treaty and United States non-
          participation in the League of Nations.
       8. Compare and contrast the social, cultural, and technological changes in the
           inter-war period, including the changing role of women, the rise of a
           consumer economy, the resurgence of nativism and racial violence, the
           Harlem Renaissance, and the Great Migration of African Americans to New
           Jersey from the south.
       9. Discuss the working conditions in the Paterson silk mills and the strike of \
          1913.
       10. Discuss the creation of social, labor, political, and economic advocacy
            organizations and institutions, including the National Association for the
            Advancement of Colored People (NAACP), the AFL/CIO and other labor
            organizations, and the Women’s Christian Temperance Union (WCTU).
       11. Discuss the role of Chief Sitting Bull, the outcome and impact of the
            Wounded Knee Tragedy of 1890, and the suppression of the American Indian
            revivalist movement known as Ghost Dance.

J. The Great Depression and World War II (1929-1945)
       1. Explain the economic impact of the Hawley-Smoot Tariff (1930).
       2. Describe how the Great Depression and the New Deal of Franklin D.
          Roosevelt transformed America, including the growth of the federal
          government, the rise of the Welfare State, and industrial unionism.
       3. Analyze how the Great Depression and the New Deal transformed New Jersey,
           including Work Progress Administration (WPA) projects in New Jersey, the
           Jersey Homesteads, and New Deal projects.
       4. Discuss how the Depression contributed to the development of Social Security,
          the National Labor Relations Board (NLRB), and the Federal Deposit
           Insurance Corporation (FDIC).
       5. Compare and contrast key events and people involved with the causes, course
           and consequences of World War II, including:
               a.) Axis Powers
               b.) Allied Forces
               c.) Pearl Harbor
               d.) Battle of Midway
               e.) D-Day Invasion
               f.) Yalta Conference
               g.) Potsdam Conference
               h.) Douglas MacArthur
               i.) Dwight Eisenhower
               j.) George Marshall
               k.) Winston Churchill
               l.) J. Robert Oppenheimer and the Manhattan Project
               m.) Franklin D. Roosevelt
               n.) Harry Truman
               o.) Joseph Stalin and the role of the USSR



                                                                                    26
       6. Describe the political background leading to American involvement in World
          War II, the course of the war in Europe and Asia, the mobilization of women
          and African Americans into the military and related industries, the segregated
          military, the use of the Atom Bomb, and the founding of the United Nations.
       7. Describe New Jersey’s role in World War II, including:
               a.) The recruitment of Japanese-Americans from wartime detention camps
                   to work at Seabrook Farm
               b.) The role of women in defense industries
               c.) Key military installations in New Jersey
               d.) The role of the Battleship New Jersey
               e.) The contributions of Albert Einstein

K. Postwar Years (1945-1970s)
       1. Discuss how American policies following World War II developed as a result
          of the failures experienced and lessons learned after World War I.
       2. Explain changes in the post war society of the United States and New Jersey,
          including the impact of television, the interstate highway system, the growth of
          the suburbs, and the democratization of education.
       3. Interpret political trends in post-war New Jersey, including the New Jersey
          State Constitution of 1947, the impact of legal cases such as Hedgepeth and
          Williams v. Trenton Board of Education on the banning of segregation in the
           schools under the new State Constitution, the development and impact of New
           Jersey’s Law Against Discrimination (P.L. 1945, c.169), and the shift of
           political power from rural and urban areas to the suburbs.
       4. Analyze United States foreign policy during the Cold War period, including
          US/USSR relations, United States reaction to the Soviet subjugation of Eastern
          Europe, the Truman Doctrine, the Marshall Plan, the Korean and Vietnam
          Wars, and relations with China.
       5. Analyze political trends in post war America, including major United States
          Supreme Court decisions and the administrations of Harry Truman, Dwight D.
          Eisenhower, John F. Kennedy, and Lyndon B. Johnson.
       6. Analyze the Civil Rights and Women’s Movements, including the
          Montgomery Bus Boycott, the Civil Rights Act (1957 and 1964), the Little
          Rock Schools Crisis, the Voting Rights Act, Brown v. Board of Education, the
          formation of the National Council of La Raza (NCLR), the American Indian
          Movement (AIM), the formation of the National Organization for Women
          (NOW), and the passing of Title IX.
       7. Describe how changes in federal policy impacted immigration to New Jersey
          and America, including the shift in places of origin from Western Europe to
          Latin America, the Caribbean, and Asia.

L. Contemporary America (1968-present)
      1. Examine the administration of American presidents, beginning with President
         Richard M. Nixon, as a means to analyze political and economic issues in
         contemporary America, including domestic policy and international affairs.
      2. Investigate the economic and social patterns in contemporary New Jersey,



                                                                                       27
            including shifts in immigration patterns, urban decline and renewal, important
            New Jersey Supreme Court rulings (e.g., Mount Laurel decision), and the issue
            of preserving open space.
       3.   Describe the growth of the technology and pharmaceutical industries in New
            Jersey.
       4.   Analyze United States domestic policies, including the civil rights movement,
            affirmative action, the labor and women’s movements, conservatism vs.
            liberalism, the post-industrial economy, free trade, and international trade
            agreements such as the North American Free Trade Agreement (NAFTA) and
            General Agreement on Tariffs and Trade (GATT).
       5.   Compare and contrast key events and people associated with foreign policy,
             including the fall of communism and the Soviet Union and the end of the Cold
             War, the Cuban Missile Crisis, United States involvement in Haiti, Somalia,
              Bosnia, Herzegovina, and Kosovo, the Iran Hostage Crisis, and the war on
              terrorism.
       6.   Compare and contrast population trends and immigration and migration
             patterns in the United States (e.g., growth of Hispanic population,
             demographic and residential mobility).
       7.    Discuss major contemporary social issues, such as the evolution of
             governmental rights for individuals with disabilities, multiculturalism,
             bilingual education, gay rights, free expression in the media, and the modern
             feminist movement.


STANDARD 6.5 (ECONOMICS) ALL STUDENTS WILL ACQUIRE AN
UNDERSTANDING OF KEY ECONOMIC PRINCIPLES.

Descriptive Statement: Economics is the study of human behavior in relation to scarce
resources. It is also about responsible citizenship. Effective economic decisions within
the roles of consumer, producer, saver, and investor are more likely to be made if
students understand economic concepts and their applications. The understanding of
economic principles, concepts, and analytical tools is also essential for career
development and financial success in the 21st century. Our students live in a world of
increasing global interdependence.

Students also need to understand that the economic decisions of institutions,
governments, and individuals can have immediate and far-reaching impacts. Another goal
of this standard is to provide students with the necessary economic knowledge and skills
for a full understanding of political, social, and historical events. These events are often
incompletely or inadequately understood without a firm grasp of their economic
components. For example, no modern election is without economic aspects and, in fact,
economic issues have dominated many recent elections. Therefore, it is essential that
New Jersey’s schools provide all students with a strong foundation in the social science
of economics.

This standard addresses two strands across grades K-12:



                                                                                           28
A. Economic Literacy
B. Economics and Society

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12,
students will:

A. Economic Literacy
      1. Describe different types of local, state, and federal taxes such as sales, income,
         and social security, discuss how deductions, exemptions, and credits reduce
         taxable income, and explain the difference between a progressive and
         regressive tax.
      2. Describe the purposes of social security and Medicare.
      3. Explain and interpret basic economic indicators, including Gross Domestic
         Product (GDP), Consumer Price Index (CPI) the rate of economic growth, the
         poverty rate, the deficit and national debt, and the trade deficit.
      4. Identify entrepreneurs in the community and describe the risks and rewards of
         starting a new business.
      5. Discuss how a market economy experiences periodic business cycles of
         prosperity and recession and that the federal government can adjust taxes,
         interest rates, spending, and other policies to help restore economic health.
      6. Analyze federal and state budgets, and discuss the proportional share of
         government spending to major elements such as education, social programs,
         public safety, military, foreign aid, and welfare.
      7. Analyze the impact of supply and demand on market adjustments and prices
         (e.g., real estate and interest rates).
      8. Define basic terms associated with international trade such as imports, exports,
         quotas, embargoes, tariffs, and free trade.
      9. Compare and contrast forms of insurance that protect individuals from loss or
         damage (e.g., life, property, health, disability, personal liability, bank
         deposits).
      10. Explain how changes in exchange rates impact the purchasing power of
          people in the United States and other countries.

B. Economics and Society
      1. Compare and contrast the roles of the United States government and the
         private sector in the United States economy (e.g., Federal Reserve System,
         United States Mint, Stock Exchange).
      2. Evaluate international trade principles and policies.
      3. Analyze labor and environmental issues affecting American citizens raised by
         economic globalization and free trade pacts.
      4. Discuss the value and role of free and fair competition versus the social need
         for cooperation and how business, industry, and government try to reconcile
         these goals.
      5. Analyze the importance of economic issues to politics and be able to



                                                                                        29
            distinguish the economic views of different political parties.
       6.   Analyze the connections and potential effects of the widening gap between the
            rich and the poor in the United States, the decline in labor union membership
            since 1950, rapidly advancing technology, globalization, and problems of
            public schools.
       7.   Compare and contrast the causes and consequences of discrimination in
            markets, employment, housing, business, and financial transactions.
       8.   Evaluate the activities and impact in various countries of major international
            institutions including the World Bank, the International Monetary Fund, and
            the World Trade Organization.
       8.    Describe how clearly defined and enforced property rights (e.g., copyright
             laws, patents) are essential to a market economy.


STANDARD 6.6 (GEOGRAPHY) ALL STUDENTS WILL APPLY KNOWLEDGE OF
SPATIAL RELATIONSHIPS AND OTHER GEOGRAPHIC SKILLS TO
UNDERSTAND HUMAN BEHAVIOR IN RELATION TO THE PHYSICAL AND
CULTURAL ENVIRONMENT.

Descriptive Statement: The study of geography is based on the principle that thinking in
and understanding spatial terms will enable students to understand the many relationships
of place, people, and environments. By taking an active, questioning approach to the
world around them, students learn to devise their own mental world-view. As students
engage in critical thinking to interpret patterns in the evolution of significant historic
events and the movement of human populations on the Earth’s surface, their
understanding of geography, history, economics, and civics deepens. Furthermore, the
use of geographic tools and technology assists students to understand the reasons for, and
the economic, political and social consequences of, human impact on the environment in
different areas of the world.

This section is organized around five strands adapted from the National Geography
Standards.
                a.) The World in Spatial Terms
                b.) Places and Regions
                c.) Physical Systems
                d.) Human Systems
                e.) Environment and Society

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12,
students will:

A. The World in Spatial Terms
       1. Discuss the application of geographic tools and supporting technologies, such
          as GIS, GPS, the Internet, and CD databases.



                                                                                        30
       2. Use maps of physical and human characteristics of the world to answer
          complex geographical questions.
       3. Analyze, explain, and solve geographical problems using maps, supporting
          technologies, and other graphical representations.
       4. Use geographic tools and technologies to pose and answer questions about
          spatial distributions and patterns on Earth.
       5. Apply spatial thinking to understand the interrelationship of history, geography
          economics, and the environment, including domestic and international
          migrations, changing environmental preferences and settlement patterns, and
          frictions between population groups.

B. Places and Regions
       1. Analyze and compare the functions and spatial arrangements of cities both
           locally and globally.
       2. Evaluate how human interaction with the physical environment shapes the
           features of places and regions.
       3. Analyze why places and regions are important factors to individual and social
           identity.

C. Physical Systems
      1. Assess relationships between soil, climate, plant, and animal life and how this
         impacts the distribution of ecosystems.
      2. Analyze the effects of both physical and human changes in ecosystems, such
         as acid rain, ozone layer, carbon-dioxide levels, and clean water issues.

D. Human Systems
      1. Analyze the impact of human migration on physical and human systems.
      2. Explain the spatial-technological processes of cultural convergence (cultural
         adaptations over distances) and divergence (separating effects of cultural
         diffusion over distances).
      3. Analyze the historic movement patterns of people and their goods and their
         relationship to economic activity.
      4. Analyze the processes that change urban areas.
      5. Analyze how cooperation and conflict influence the control of economic,
         political, and social entities on Earth.
E. Environment and Society
      1. Discuss the global impacts of human modification of the physical environment
         (e.g., the built environment).
      2. Discuss the importance of maintaining biodiversity.
      3. Analyze examples of changes in the physical environment that have altered the
         capacity of the environment to support human activity, including pollution,
         salinization, deforestation, species extinction, population growth, and natural
         disasters.
      4. Compare and contrast the historical movement patterns of people and goods in
         the world, United States, and New Jersey and analyze the basis for increasing
         global interdependence.



                                                                                       31
5. Evaluate policies and programs related to the use of local, national and global
   resources.
6. Analyze the human need for respect for and informed management of all
   resources (sustainability), including human populations, energy, air, land, and
   water to insure that the earth will support future generations.
7. Describe how and why historical and cultural knowledge can help to improve
   present and future environmental maintenance.
9. Delineate and evaluate the environmental impact of technological change in
    human history (e.g., printing press, electricity and electronics, automobiles,
    computer, and medical technology).




                                                                                 32
               NEW JERSEY CORE CURRICULUM
             TECHONOLGY LITERACY STANDARDS

STANDARD 8.1 (COMPUTER AND INFORMATION LITERACY) ALL STUDENTS
WILL USE COMPUTER APPLICATIONS TO GATHER AND ORGANIZE
INFORMATION AND TO SOLVE PROBLEMS.

Descriptive Statement: Using computer applications and technology tools students will
conduct research, solve problems, improve learning, achieve goals, and produce products
and presentations in conjunction with standards in all content areas, including career
education and consumer family, and life skills. They will also develop, locate,
summarize, organize, synthesize, and evaluate information for lifelong learning.

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12,
students will:

A. Basic Computer Skills and Tools
       1. Create a multi-page document with citations using word processing software in
           conjunction with other tools that demonstrates the ability to format, edit, and
           print.
       2. Create documents including a resume and a business letter using professional
           format.
       3. Construct a spreadsheet, enter data, and use mathematical or logical functions
       to manipulate and process data, generate charts and graphs, and interpret the
        results.
       4. Given a database, define fields, input data from multiple records, produce a
           report using sort and query, and interpret the data.
       5. Produce a multimedia project using text, graphics, moving images, and sound.
       6. Produce and edit page layouts in different formats using desktop publishing
           and graphics software.
       7. Develop a document or file for inclusion into a website or web page.
       8. Discuss and/or demonstrate the capability of emerging technologies and
           software in the creation of documents or files.
       9. Merge information from one document to another.

B. Application of Productivity Tools

Social Aspects
       1. Describe the potential and implications of contemporary and emerging
          computer applications for personal, social, lifelong learning, and workplace
          needs.
       2. Exhibit legal and ethical behaviors when using information and technology,
          and discuss consequences of misuse.


                                                                                         33
       3. Make informed choices among technology systems, resources, and services in
          a variety of contexts.
       4. Use appropriate language when communicating with diverse audiences using
           computer and information literacy.

Information Access and Research
       5. Select and use specialized databases for advanced research to solve real world
          problems.
       6. Identify new technologies and other organizational tools to use in personal,
          home, and/or work environments for information retrieval, entry, and
          presentation.
       7. Evaluate information sources for accuracy, relevance, and appropriateness.
       8. Compose, send, and organize e-mail messages with and without attachments.
          Problem-Solving and Decision Making
       9. Create and manipulate information, independently and/or collaboratively, to
          solve problems and design and develop products.
       10. Identify, diagnose, and suggest solutions for non-functioning technology
           systems.
       11. Identify a problem in a content area and formulate a strategy to solve the
           problem using brainstorming, flowcharting, and appropriate resources.
       12. Integrate new information into an existing knowledge base and communicate
           the results in a project or presentation.


STANDARD 8.2 (TECHNOLOGY EDUCATION) ALL STUDENTS WILL DEVELOP
AN UNDERSTANDING OF THE NATURE AND IMPACT OF TECHNOLOGY,
ENGINEERING, TECHNOLOGICAL DESIGN, AND THE DESIGNED WORLD AS
THEY RELATE TO THE INDIVIDUAL, SOCIETY, AND THE ENVIRONMENT.

Descriptive Statement: The following indicators are based on the Standards for
Technological Literacy (STL, 2000) and support the National Academy of Engineering’s
(2002) call for students to gain technological literacy. Students will be expected to
understand the various facets of technology and the design process. They will analyze
and evaluate design options and then apply the design process to solve problems. A
systems perspective is employed to emphasize the interconnectedness of all knowledge
and the impact of technology and technological change. Students will be expected to use
technology as it applies to physical systems, biological systems, and information and
communication systems. The intent at the elementary and middle school levels is that all
students develop technological literacy and are prepared for the option of further study in
the field of technology education. At the elementary level, the foundation for technology
education is found in the science standards, particularly standards 5.2 and 5.4.

Strands and Cumulative Progress Indicators


Building upon knowledge and skills gained in preceding grades, by the end of Grade 12,



                                                                                         34
students electing courses in technology education will:

A. Nature and Impact of Technology
      1. Use appropriate data to discuss the full costs, benefits and trade-offs, and risks
         related to the use of technologies.
      2. Explain how technological development is affected by competition through a
         variety of management activities associated with planning, organizing, and
         controlling the enterprise.
      3. Provide various examples of how technological developments have shaped
         human history.
B. Design Process and Impact Assessment
      1. Analyze a given technological product, system, or environment to understand
         how the engineering design process and design specification limitations
         influenced the final solution.
      2. Evaluate the function, value, and appearance of technological products,
         systems, and environments from the perspective of the user and the producer.
      3. Develop methods for creating possible solutions, modeling and testing
         solutions, and modifying proposed design in the solution of a technological
         problem using hands-on activities.
      4. Use a computer assisted design (CAD) system in the development of an
         appropriate design solution.
      5. Diagnose a malfunctioning product and system using appropriate critical
         thinking methods.
      6. Create a technological product, system, or environment using given design
         specifications and constraints by applying design and engineering principles.

C. Systems in the Designed World
      1. Explain the life cycle of a product from initial design to reuse, recycling,
         remanufacture, or final disposal, and its relationship to people, society, and the
         environment, including conservation and sustainability principles.
      2. Analyze the factors that influence design of products, systems, and
         environments.
      2. Compare and contrast the effectiveness of various products, systems, and
          environments associated with technological activities in energy,
          transportation, manufacturing, and information and communication.




                                                                                         35
                             Student Proficiencies
Unit One – Methods, Approaches and History

      1. Summarize the early history and development of psychology, and it’s current
      sub fields (SS 6.1.12 A5)

      2. Compare and contrast the major perspectives (schools) of the behavioral,
      psychoanalytic, cognitive, Humanistic, sociocultural, and physiological
      approaches to psychology. (SS 6.1.12 A6)

      3. Describe, define and provide examples of an experiment. (SS 6.1.12 A6, LAL
      3.2)

      4. List and discuss the characteristics of descriptive and correlational research
      methods. (SS 6.1.12 A6)

      5. Compare and contrast the characteristics of correlational, experimental, and
      clinical research. (SS 6.1.12 A6)

      6. Compare the characteristics of descriptive and inferential statistics, and
      compute measures of central tendency and standard deviation (SS 6.1.12 A2)

      7. Debate ethical problems that confront researchers, including the use of animals
      and the use of deception. (SS 6.1.12 A5, LAL 3.1, 3.2)

      8. Outline the steps of a scientific investigation and discuss the advantages of the
      scientific approach. (SS 6.1.12 A6)


Unit Two – Biological Bases for Behavior

      1. Distinguish between the 4 nervous systems and describe their features and
      interactions. (SS6.1.12 A3)

      2. Using diagrams, photos and charts, describe the structures and functions of a
      neuron, the different types of neurotransmitters, and how the two interact.
      (SS6.1.12 A3, LAL 3.3)

      3. Describe the how messages are transmitted by the endocrine and nervous
      systems by creating a flow chart. (SS 6.1.12 A3)

      4. Comprehend the cross laterality of the brain and analyze the right hemisphere
      functions and the left hemisphere functions for such areas as speech, memory,
      aptitude/intellect, emotions, hearing, vision and movement (SS 6.1.12 A5, LAL
      3.5)


                                                                                          36
      5. Examine the role of genetics on behavior and current research on genetic
      testing (SS 6.2.12).

      6. Describe current methods of brain research and current technology to
      investigate the brain and nervous system (SS 6.1.12 A3)

      7. Summarize, locate, and chart the key structures and functions of the human
      brain, identifying the 3 layers of the brain and specific areas of each of those 3
      layers (LAL 3.2, T 8.1.12 A1)

      8. Identify the location of each of the specific areas and the specialized functions
      of the brain (SS.6.1.12 A3)
.

Unit Three – Sensation, Perception and Altered States of Consciousness

      1. In writing, distinguish between sensation and perception and how they
      contribute to consciousness (T8.1.12 A1; LAL 3.2, SS 6.1.12 A3)

      2. Define psychophysics, and explain absolute threshold, difference threshold,
      and Weber's Law (SS 6.1.12 A3).

      3: Describe the receptor processes and anatomical construction for all sensory
      systems (SS 6.1.12 A3)

      4: Analyze the nature of consciousness and the effects of various natural and
      artificial states of consciousness (SS 6.4.12 L7)

      5: List, explain, and describe the characteristics of attention and the process of
      perception. (SS 6.1.12 A5)

      6: Distinguish between rapid eye movement (REM) and non-REM periods in
      sleep and describe the four stages of non-REM sleep by drawing and labeling a
      chart. (T8.1.12 A3; LAL 3.5)

      7: Explain sensory adaptation, sensory deprivation, and the importance of
      selective attention. (SS 6.1.12 A3, LAL 3.3)

      8: Explain the basic premise of Gestalt psychology and describe Gestalt
      principles of visual perception. (SS 6.2.12 E14)


Unit Four – Learning

      1. Define learning and demonstrate an understanding of that definition by giving



                                                                                           37
      examples of learned and unlearned behavior. (SS 6.1.12 A2; LAL 3.2)

      2. Explain the relationship between learning and memory (SS 6.1.12 A5)

      3. Explain the four part definition of intelligence and the modern theories of
      multiple intelligences, being sure to examine extreme scores (SS 6.1.12 B5, LAL
      3.3, 3.4)

      4: Identify and provide examples of extinction, generalization, discrimination,
      and reinforcement. (SS 6.1.12 A3)

      5: Explore the impact of cognitive models of learning on learning theory (SS
      6.1.12 A3).

      6: Explain, differentiate and compare schedules of and types of reinforcement,
      including avoidance, escape, learned helplessness, learned laziness (SS 6.2.12
      E10).

      7: Diagram and explain the most significant aspects of classical conditioning
      according to Pavlov, operant conditioning according to Skinner, observational
      learning according to Bandura, and provide definitions of associated terms as well
      as examples of the process. (SS 6.1.12 A4, A5; LAL 3.1, 3.2)

      8: Identify, define and provide an example of each of the following factors that
      affect learning: mnemonic devices, feedback (positive and negative), transfer
      (positive and negative), and meaningfulness (SS 6.2.12 B5, LAL 3.3).


Unit Five – Cognition

      1. Define the information processing approach to memory and explain
      its components. (SS 6.1.12 A3)

      2: Analyze memory as a reconstructive process and summarize the
      role of cognitive schema in this process.(SS 6.1.12 A5)

      4: Examine, analyze and apply the three theories about the sources of
      forgetting, explaining the difference between retroactive and proactive
      interference, and common afflictions of forgetting. (SS 6.1.12A2)

      5: Identify, define and analyze the three ways information is internally
      represented as memory (sensory, short term, and long term)(SS 6.1.12 A2).

      6: Examine the four stages of problem-solving and evaluate creative problem-
      solving and relate key personality traits of creative people to real people. (SS
      6.1.12 A4, LAL 3.1, 3.3)



                                                                                         38
      8: Define language and examine its essential characteristics, being sure to include
      current theories on language development. (SS 6.1.12 A2)


Unit Six – Motivation and Emotion

      1. Explain the chemical basis of emotion in the human body (SS 6.2.12 E14)

      2: Summarize recent theories about the origin of emotions (James Lange, Cannon
      Bard, Schacter Singer). (SS 6.2.12 E14)

      3. Analyze the nonverbal expression of emotions through body language, facial
      expressions, and posture (SS 6.2.12 E14).

      4: Examine and illustrate how culture can influence the experience and
      expression of emotion and motivation (SS 6.1.12 A3,T 8.1.12 A1, LAL 3.2)

      5: Explain and define the psychological and physiological bases for motivation
      and distinguish between drives and incentives.(SS 6.1.12 A3)

      6: Explain the factors that interact to determine hunger, food intake, and body
      weight (LAL 3.3, 3.4).

      7: Summarize Maslow's hierarchy of needs and debate whether motives can be
      ranked (SS 6.2.12 E14).

      8. Describe the achievement motive and how individual differences, situational
      factors, and fear of failure affect achievement. (SS 6.2.12 E14)


Unit Seven – Developmental Psychology

      1. Explain, list, describe and evaluate the developmental principles of
      Erikson, Piaget, Marcia, Levinson, Freud, Kubler Ross, Kohlberg's ( SS 6.1.12
      A4, LAL 3.1, 3.2, 3.3, 3.4 3.5 )

      2: Compare aspects of development: physical, cognitive, social, and
      moral. (SS 6.2.12 E10, LAL 3.1, 3.4)

      3: Determine environmental insults and teratogens to the developing brain and
      spinal cord (radiation, alcohol/drug use, pollution, smoking, maternal stress,
      injury). (SS 6.1.12 A6)

      4: Summarize evidence in gender differences in behavior and discuss
      the significance of these differences (SS 6.2.12 E10, LAL 3.4)



                                                                                        39
      5: Summarize the differing roles of nature and nurture in development.

      6: Discuss what language is, its essential elements, how it develops and gender
      differences in communication styles. (SS 6.2.12 B5)

      7. Explain growth cycles, critical periods and imprinting. (SS 6.4.12 L7; LAL
      3.3)

      8. Describe the role parents and peers play in development and describe and give
      examples of the major parenting styles (SS 6.2.12 E10, LAL 3.4)

Unit Eight – Personality , Abnormal and Therapy

      1. Make a chart summarizing the various personality theories, their founders, key
      beliefs, and attitudes about the nature of the human condition. (T 8.1.12.A3; LAL
      3.5)

      2. Compare and contrast the various (social) theories of personality, providing
      examples of how these theories explain normal behavior. (SS 6.2.12 E8)

      3. Explain the purpose of various psychological tests and discuss the importance
      of standardization, reliability, validity and norms. (SS 6.1.12 A4)

      4. Explain the 4 types of conflicts, distinguish between eustress and distress, and
      describe the psychological and physiological changes that take place under stress,
      being sure to include the General Adaptation syndrome (SS 6.1.12. A3, A6)

      5. Explain the difference between normal and abnormal behaviors and list the
      defining criteria that distinguish between disordered and normal behavior. (SS
      6.2.12 E13)

      6. Chart and identify the hallmark features and symptoms of the 6 major
      categories of disorders (mood/affective, personality, anxiety, somatoform,
      dissociative, and schizophrenia) (T 8.1.12 A3, A5, SS 6.1.12 A5; LAL 3.4)

      7. Define and describe the major forms of therapy, listing their pros and cons. (SS
      6.4.12 L7)

      8. Explain how different treatment orientations can influence therapy, and discuss
      criteria for successful treatment ( SS 6.1.12 E10, , A3, 6.2.12 B12, LAL 3.2, 3.3)

Unit Nine – Social Psychology

      1. Debate the influence of roles and norms on behavior, and summarize three
      controversial studies of role-determined behavior. (SS 6.1.12 A4, LAL 3.2, 3.4,



                                                                                        40
3.5)

2: Summarize the principles and components of attribution theory. (SS 6.1.12
A7)

3: Define stereotype and explain how stereotypes distort reality by citing
historical examples. (SS 6.2.12 E15)

4: Identify the characteristics of attitudes and prejudices, and explain why they
persist. (SS 6.2.12 E10)

5: Distinguish between conformity and obedience, and explain their differing
causes, by describing Milgram’s and Asch’s studies. (SS 6.1.12 A4)

6: Explain the ways group decision making and individual behavior can be
modified by the influence of a social group. (SS6.4.12 L7)

7: Identify and explain contributions of influential psychologists to the field of
social psychology and examine current areas of research (SS 6.1.12 A4, LAL 3.2,
3.4)

8: Discuss the dynamics of group and organizational behavior in terms of
productivity, decision making and the bystander effect. (SS6.2.12 E15)




                                                                                    41
                                        Scope and Sequence
          Week 1            Week 2            Week 3            Week 4           Week 5           Week 6
          Methods and       Methods and       Biological        Biological       Biological       Biological
First     Approaches        Approaches        Bases of          Bases of         Bases of         Bases of
6         SS 6.1.12.A1,     SS 6.1.12.A1,     Behavior          Behavior SS      Behavior SS      Behavior SS
Weeks     A2,A7;            A2,A7;            SS 6.1.12.A1,     6.1.12.A1,       6.1.12.A1,       6.1.12.A1,
          6.3.12.C;         6.3.12.C;         A2, A7;           A2,A3,A7;        A2,A3,A7;        A2,A3,A7;
          6.6.12.A5,D1      6.6.12.A5,D1,     SS 6.3.12.C;      6.3.12.C;        6.3.12.C;        6.3.12.C;
          D3,D5             D3,D5             6.6.12.A5,D1,     6.6.12.A5,D3     6.6.12.A5,D3     6.6.12.A5,D3
                                              D3,D5
          Sensation,        Sensation,        Sensation,        Sensation,       Learning         Learning
Second    Perception and    Perception and    Perception and    Perception and   SS 6.1.12.A1,    SS 6.1.12.A1,
6         consciousness     Consciousness     consciousness     consciousness    A2,A3,A7;        A2,A3,A7;
Weeks     SS 6.1.12.A1,     SS 6.1.12.A1,     SS 6.1.12.A1,     SS 6.1.12.A1,    6.3.12.C;        6.3.12.C;
          A2,A3,A7;         A2,A3,A7;         A2,A3,A7;         A2,A3,A7;        6.6.12.D3,D5     6.6.12.D3,D5
          6.3.12.C;         6.3.12.C;         6.3.12.C;         6.3.12.C;
          6.6.12.A5,D3      6.6.12.D3,D5      6.6.12.A5,D3      6.6.12.A5,D3
          Learning          Cognition         Cognition         Cognition        Cognition        Motivation and
          SS 6.1.12.A1,     SS 6.1.12.A1,     SS 6.1.12.A1,     SS 6.1.12.A1,    SS 6.1.12.A1,    Emotion
Third     A2,A3,A7;         A4,A5,A7;         A4,A5,A7;         A4,A5,A7;        A4,A5,A7;        SS 6.1.12.A.1,
6         6.3.12.C;         6.3.12.D;         6.3.12.D;         6.3.12.D;        6.3.12.D;        A4,A5,A7;
Weeks     6.6.12.D3,D5      6.6.12.B2,B3,     6.6.12.B2,B3,     6.6.12.B2,B3,    6.6.12.B2,B3,    6.3.12.D;
                            D2,D3             D2,D3             D2,D3            D2,D3            6.6.12.B2,B3,
                                                                                                  D2,D3
          Motivation and    Motivation and    Developmental      Developmental   Developmental    Developmental
          Emotion           Emotion           Psychology        Psychology       Psychology       Psychology
Fourth    SS 6.1.12.A.1,    SS 6.1.12.A.1,    SS 6.1.12.A1,     SS 6.1.12.A1,    SS 6.1.12.A1,    SS 6.1.12.A1,
6         A4,A5,A7;         A4,A5,A7;         A2,A3,A4,A7;      A2,A3,A4,A7;     A2,A3,A4,A7;     A2,A3,A4,A7;
Weeks     6.3.12.D;         6.3.12.D;         6.3.12.E1,E7;     6.3.12.E1,E7;    6.3.12.E1,E7;    6.3.12.E1,E7;
          6.6.12.B2,B3,     6.6.12.B2,B3,     6.6.12.B3         6.6.12.B3        6.6.12.B3        6.6.12.B3
          D2,D3             D2,D3
          Personality,      Personality,      Personality,      Personality,     Personality,     Social
  Fifth   Abnormal, and     Abnormal and      Abnormal and      Abnormal and     Abnormal and     Psychology
6         Treatment         Treatment SS      Treatment         Treatment        Treatment        SS6.1.12.A1,A2,
Weeks     SS 6.1.12.A1,     6.1.12.A1,        SS6.1.12.A1,A2,   SS 6.1.12.A1,    SS 6.1.12.A1,    A3,A4,A7,A8;
          A2,A3,A7,A8;      A2,A3,A7,A8;      A3,A4,A7,A8;      A2,A3,A4,A7;     A2,A3,A4,A7;     6.3.12.F1,F2,
          6.3.12.E1,E7,     6.3.12.E1,E7,     6.3.12.F1,F2,     6.3.12.E1,E7;    6.3.12.E1,E7;    G1;6.6.12.D5,
          F1;6.5.12.B5      F1;6.5.12.B5      G1;6.6.12.D5,     6.6.12.B3        6.6.12.B3        E1,E8
                                              E1,E8
          Social            Social            Review for AP     Review for AP    Individual       Individual
 Sixth    Psychology        Psychology        test              test             Projects         Projects
6         SS6.1.12.A1,A2,   SS6.1.12.A1,A2,   SS 6.1.12.A2,     SS 6.1.12.A2,    SS 6.1.12.A2,    SS 6.1.12.A2,
Weeks     A3,A4,A7,A8;      A3,A4,A7,A8;      A3,A6,A7,A8;      A3,A6,A7,A8;     A3,A6,A7,A8;     A3,A6,A7,A8;
          6.3.12.F1 F2,     6.3.12.F1,F2,     6.3.12.G1,H2,     6.3.12.G1,H2,    6.3.12.G1,H2,    6.3.12.G1,H2,
          G1; 6.6.12.D5,    G1; 6.6.12.D5,    H3; 6.5.12.B2,    H3; 6.5.12.B2,   H3; 6.5.12.B2,   H3; 6.5.12.B2,
          E1,E8             E1,E8             B5,B9;            B5,B9;           B5,B9;           B5,B9;
                                              6.6.12.E5         6.6.12.E5        6.6.12.E5        6.6.12.E5




                                                                                                       42
                         Monmouth Regional High School
                                 Honor Code

        All the members of the Monmouth Regional community are expected to act with
integrity and self-respect. Cheating, plagiarism, and any act of dishonesty violate these
expectations. If violations occur, the teacher and department supervisor will research the
situation. After they have both completed their investigation, the infraction of the
Monmouth Regional Honor Code, regardless of the level of severity, must be reported to
the student’s parents, guidance counselor, and case manager. Appropriate disciplinary
measures will be taken. In addition, it is the teacher’s responsibility to provide written
documentation of the violation to the Honor Code Committee via the principal’s office in
a timely manner.


                            The Honor Code Committee
The Honor Code Committee will include the Principal, Guidance Director, and faculty
representatives from Mathematics/Science, Humanities, and Applied
Technology/PE/Health. No member, excluding the Principal and Guidance Director, can
serve two consecutive terms on the committee. In September, the Principal will appoint
members to the Honor Code Committee.

                                         Cheating
According to The New Lexicon Webster’s Dictionary of the English Language, to cheat
is to trick or deceive; to use unfair methods; to practice fraud. Cheating includes but is
not limited to:
         1. Obtaining test or quiz materials prior to assessment without the instructor’s
             knowledge.
         2. Using inappropriately graphing calculators, programmable watches, palm
             pilots, cell phones and other computer or electronic devices.
         3. “Sharing” student work that should be individually/independently produced.
         4. Using crib notes during test situations.
         5. Substituting another source, such as Spark Notes study guides, in place of
             completing an assignment.
         6. Discussing information about a quiz or test with students who have not
             completed the assessment.

                                        Plagiarism
According to The New Lexicon Webster’s Dictionary of the English Language, to
plagiarize is to use or pass off someone else’s ideas, inventions, writings, etc. as one’s
own.

If a student has any concerns or questions about how to cite material for a particular


                                                                                             43
assignment, the student has the responsibility to consult his/her teacher.

Plagiarism is cheating. It is academically dishonest as well as an ethical offense. It
violates the school’s philosophy and expectations for students, and will not be tolerated.


                                 Levels of Plagiarism
A level 1 occurrence would involve the student’s use of phrases or a few lines of text or a
paragraph without proper citation. Most of the student’s work is his or her own.
Consequences may include allowing the student to redo all or part of the work. Teachers
will use their discretion to give full or a diminished grade for the assignment, providing
this would give him/her a beneficial experience. Teachers will notify the parent/guardian
to inform them of this “learning experience.”


A level 2 occurrence is more serious. It involves the student’s use of multiple paragraphs
of someone else’s work, and/or the use of someone else’s ideas without the proper
attribution, and/or repeated paraphrasing without proper attribution. While some of the
work is the student’s own, it has been determined/verified that significant portions of the
student’s work are not his or her own.

Level 3 occurrence involves most, if not all, work that has been copied from another
source. Examples may include but are not limited to, papers taken/purchased from the
internet or submission of a paper written by someone other than the student claiming it as
their own work.

Level 4 plagiarism occurs when the student has plagiarized, in any way, for the second
time.

Consequences for Level 2, Level 3, and Level 4 Plagiarism may include, but not limited
to:

       1. A grade reduction on the assignment in question.
       2. A grade of zero for the assignment in question with no opportunity to make up
          that work n any way, including extra credit work.
       3. If the severity of the situation merits it, the Honor Code Committee will
          determine whether or not the student shall be given a failing grade for the
          quarter in the course which the infraction occurred.
       4. If the Honor Code Committee determines that the situation is severe, the
          National Honor Society advisor will be notified.
       5. For any subsequent occurrence at Monmouth Regional, the student, at the
          discretion of the Honor Code Committee, may be dropped from the course
          and receive a failing grade. Students dropped from any course are not eligible
          to enroll in a summer school program for that course.




                                                                                         44
                                 Teacher Procedures
The teacher, in consultation with the department supervisor, must determine whether the
violation was not intentional or intentional on the part of the student.

If it was decided by the teacher and supervisor that the violation was not intentional, and
can be treated as a “teachable moment” then:
        1. The teacher will notify the parent/guardian.
        2. The teacher will determine what consequence(s) seem(s) appropriate and
            educationally sound. The consequences may include: allowing the student to
            redo all or part of the work: if doing this would give him/her a beneficial
            experience and either give a full grade for the assignment or a diminished
            grade for the assignment. If uncertain of appropriate consequences, the
            teacher and supervisor should consult with the Honor Code Committee.
        3. Notify the Honor Code Committee by submitting the Honor Code Violation
            Form to the Principal’s office. This is for record keeping purposes only. The
            Honor Code Committee will keep track of student infractions across the
            curriculum.

If the violation seems intentional, then the teacher must, after consulting with the
supervisor, refer the case, in writing, to the Honor Code Committee. Honor Code
Violation forms can be found in each department office. The Honor Code Committee
will speak with the teacher and student, conduct an investigation, and determine the
appropriate consequence. Consequences may include but are not limited to:
        1. A grade reduction on the assignment in question.
        2. A grade of zero for the assignment in question with no opportunity to make up
            that work in any way, including extra credit work.
        3. If the severity of the situation merits it, the Honor Code Committee will
            determine whether or not the student shall be given a failing grade for the
            quarter in the course which the infraction occurred.
        4. If the severity of the situation merits it, The National Honor Society advisor
            shall be notified for possible action.
        5. For any subsequent occurrence in the same course during the same school
            year at Monmouth Regional, the student, at the discretion of the Honor Code
            Committee, may be dropped from the course and receive a failing grade.
            Students dropped from any course are not eligible to enroll in a summer
            school program for that course.




                                                                                         45
                                     Resources

Videos
Video Resources
A Beautiful Mind                                        Universal
A Brilliant Madness                                     PBS
Battered Women: Picking up the Pieces                   Caucus (Rutgers)
Discovery Psychology Video Series – Volumes 1-30        Annenberg CPB
Fires of the Mind                                       Discovery Health
Kids in Crisis                                          Caucus (Rutgers)
Mystery of the Senses - Hearing, Taste, Touch + Smell   Nova
Psychology                                              The Standard Deviants
Research Methods in Psychology                          RMI Media
Secrets of Psychics                                     Nova
Sigmund Freud: Analysis of a Mind                       A&E
Stranger in the Mirror                                  Nova
Talking with Young Children About Death                 PBS
The Developing Theories of Development                  Magna Systems
The Greatest Thinkers: Pavlov                           The International Center for
                                                        Creative Thinking
The Mind Video Series                                   PBS
The Nasty Girl                                          HBO
The Three Faces of Eve                                  Fox Video
TODAY: Fears, Phobias and Obsessions                    NBC News 11.22.97
Tootsie                                                 Columbia Pictures


Texts

40 Studies That Changed Psychology                            Roger Hock
Activities Handbook, Teaching of Psychology Volumes 1-4       APA
American Psychologist (Journal)                               APA
Annual Editions – Deviant Behavior                            McGraw Hill
Annual Editions – Educational Psychology                      McGraw Hill
Annual Editions – Human Development                           McGraw Hill
Annual Editions – Psychology                                  McGraw Hill
Brain Facts – A primer on the Brain and Neuroscience          Sleep Research Soc.
Classic Studies in Psychology                               Society for Neuroscience
Close Up on Psychology (APA Monitor)                          Steven Schwartz
Critical Thinking Companion                                   Jane Halonen
Current Issues                                                Close Up Foundation
Diagnostic and Statistical Manual – Casebook IV               American Psychiatric
                                                                      Press
Do’s and Taboos Around the World                              Roger Axtell
Enduring Issues in Psychology                                 Greenhaven Press
Experiencing Psychology – Active Learning Adventures          Gary Brannigan


                                                                                   46
Gestures                                                Roger Axtel
How the Mind Works                                      Steven Pinker
How to Really Fool Yourself                             Vicki Cobb
Learning and Memory – The Brain is Active               Moralie Sprenger
Memory Power                                            Jonathan Hancock
Newsweek Newssource – Aging in America                  Newsweek
Newsweek Newssource – Controversial Issues              Newsweek
Newsweek Newssource – Women’s Rights Around the World   Newsweek
Opposing Viewpoints – Death and Dying                   Greenhaven Press
Opposing Viewpoints – Gangs                             Greenhaven Press
Opposing Viewpoints –Homosexuality                      Greenhaven Press
Opposing Viewpoints – Male/Female Roles                 Greenhaven Press
Opposing Viewpoints –Mass Media                         Greenhaven Press
Opposing Viewpoints – Mental Illness                    Greenhaven Press
Opposing Viewpoints –Poverty                            Greenhaven Press
Psychology Activities – Volume 1-5                      Peanut Publishing
Psychology Activity Book                                Center for Learning
Psychology Careers for the Twenty First Century         APA
Scientific American Book of the Brain                   Lyons Press
Sleep Thieves                                           Stanley Coren
Studying Personality                                    APA
Taking Sides – Psychology Issues                        Dushkin Publishing
Teaching of Psychology (Journal)                        APA
The Boy Who Couldn’t Stop Washing                       Judith Rappoport
The DANA Sourcebook of Brain Science                    DANA Foundation
The Dictionary of Psychology                            Arthur Reeber
The Encyclopedia Dictionary of Psychology               Dushkin Publishing
The Endurance                                           Caroline Alexander
The Monitor (Journal)                                   APA
The New Psychology Reader                               Robert Epstein
The Standard Deviants in Psychology                     Cerebellum Corp.
Who Do You Think You Are?                               Harry and Donohue



Educational References
www.historyonthenet.com
www.teach-nology.com
www.webquest.org
www.thehistorychannel.com
www.apa.org
www.nytimes.com
www.worthpublishers.com/myers




                                                                              47
                                Course Activities
Unit One – suggested activities
1. Put up four posters labeled Agree, Disagree, Strongly Agree and Strongly Disagree in
the four corners of the room. To start to see the major schools of psychology, students
will listen to various statements and, according to their position, go the appropriate corner
of the room. After reviewing 5 or 6 statements that introduce the various schools of
thought, have students respond in writing to a clarification form. See appendix.

2. Students will recall the Challenger disaster. Discuss reasons for the explosion. Now
focus on the O-ring failure. Display data table A and have students make a scatter plot of
the data. After analyzing the graph, what deductions, inferences, and/or correlations can
be made? Now look at Data table B. Produce another scatter plot graph. Now is there a
correlation? What kind? What can we see from this? (best to use all available data).
Finally discuss how this is different from clinical research. Student activity sheets are
located in the appendix.

3. To explore the scientific method and the statistics needed, working in groups of 3 or 4,
students will try to determine which brand of chocolate chips has the most chips per
cookie. To do this, they will create a hypothesis, define the terms of the experiment, take
the steps to carry it out, collect data, then calculate the statistics for each cookie brand.
See appendix.

4. Teacher will pass out a handout with ads for services from the newspaper. Students
are to read the ads and decide if all the therapists sound equally qualified. Are they all
psychologists? Of what importance are their credentials? Then they are to differentiate
between psychologists, psychiatrists, clinical social workers, psychoanalysts, guidance
counselors, and psychotherapists. Discuss qualifications and requirements for each field.
What is the difference for them? Show video excerpt from Career Encounters in
Psychology.

5. Assign a written response to this question: Psychologists are interested in a number
so sensitive social issues such as AIDS, teen pregnancy, drug abuse and addiction, and
sexual abuse of children. Describe a study that would improve our understanding of a
similar problem that is of interest to you. Use specific terminology from the chapter
(independent variable, dependent variable, experimental method, survey, etc..) What
steps would you take to ensure the fair and ethical treatment for your participants?
Collect the papers, remove students names, and assign each student a paper to "peer"
grade.

6. Following discussion of IVs, DVs and the experimental method and its control and
experimental groups, pass out handout found in the appendix. Students are to do the
worksheet individually first and then check with a neighbor. If there is a disagreement,
they are to separately refer back to the textbook. Review together afterwards.



                                                                                           48
7. Create a chart of the major perspectives of psychology in their notebook. Working
cooperatively, each small group will be responsible for one specific perspective and they
will fill in their one division of the chart. Regroup so that there is one member of each
original group in the next group. Students will then share their information with their
new group members to have a complete charting of contemporary perspectives. (HSPA
activity)


Sample Lesson Plan # 1

Topic: Perspectives of Psychology

Goal: To critically analyze and interpret the major perspectives of psychology

Proficiencies: Describe and compare the main perspectives of psychology

Standard met: SS 6.1.12A5

Teacher Activities: After introducing the major psychological perspectives, students
will view two episodes of the BBC series UP. They are then to analyze the characters
using the various perspectives.

Student Activities: have students take general notes on each character, writing down
specific events, comments they make, etc. There are males and females, a variety of
socio-economic backgrounds, but they are all the same age. Finally, ask students to use
their understanding of the Six Perspectives to analyze 6 characters (people) in the 7-Up
study. They need to use a different perspective for each person they choose, therefore
they analyze a total of 6 people, one perspective each, supporting their opinions with
specific details from the video. They are to write their analysis up in a formal evaluation
to include a description of each perspective, evidence seen in the character with examples
given.

Assessment: Completion of viewing the UP series and submitting a satisfactory
character analysis.



Unit Two – suggested activities
1. Show the video segment from “The Brain” in which Phineas Gage is described.
Discuss points it makes. Now, have students draw a left hemisphere and place the 4
lobes in their correct locations with a brief description of their functions. Ask, which
lobes did you use to complete this? Discuss. Then ask what the terms moral and ethical
refer to? Now ask them to develop a hypothesis regarding brain geography and a specific
area where moral decision making might occur, and a way of testing this hypothesis,
keeping Phineas Gage in mind. Pass out the NYTimes article and allow them to read it


                                                                                        49
silently. Discuss.

2. Assign reading "Man's World, Woman's World? Brain
Studies Point to Differences". Discuss research findings. (see appendix) Activity:
Using a case study of Charles Whitman, students are to write a paper stating whether or
not they feel Whitman should be held fully responsible for his actions? They are to
explain why the feel that way using information about his condition and its effects on the
brain. See appendix for case study. (HSPA)

3. Making a Brain collage. After collecting magazines for a week, students will choose
2 people to work with to visually depict the functions of various brain structures. Pass
out materials and worksheet. They are to follow the instructions on the worksheet to
complete the assignment. To see a 3D model of the brain, students will work
cooperatively to complete a model to the human brain. See appendix.

4. Pass out a simple line drawing to students upside own , They are not to turn it right
side up, but to look at the figures and notice the angles, shapes and lines. Then they are
to draw it as they see it upside down. Start at the top and copy each line, moving form
line to adjacent line, putting it all together like a puzzle. Now have them turn it right side
up. Any differences? Discuss why, focusing on hemispheric differences.

5. To examine the consequences of a split brain operation, students will simulate a split
brain student. After discussing the functions of the hemispheres and looking at the
corpus callossum, students will participate in a demonstration. Teacher will give
instructions to facilitate the simulation. Afterwards, discuss the localization of language
in the left hemisphere for most people and how vision and hearing are processed by the
brain. How difficult was this using only one hemisphere? See appendix.

4. In order to comprehend the placement and function of various brain parts, students
will create a collage out of magazine and newspaper pictures. They will be given 11
brain parts that they must identify, label and illustrate. See appendix for worksheet and
grading rubric.

Sample Lesson Plan # 2

Topic: The brain

Goal: to accurately describe and define the various parts of the brain

Proficiencies: Distinguish between the 4 nervous systems and describe their features and
interactions
        Describe how messages are transmitted by the endocrine and nervous systems by
creating a flow chart

Standards met: SS 6.2.12 B5, LAL 3.3, 3.4, 3.5




                                                                                            50
Teacher Activities: Students are to perform a skit that demonstrates the path of an
action potential through the neuron, traveling to the CNS, through the brain and the
reaction back to the organs of the endocrine system.

Student Activities: Using large name tags for each of the parts of the brain, neuron and
endocrine glands, students are to perform a skit that demonstrates an understanding of the
functions of each part. The topic of the skit is to be on a sensory reaction – ie. touching
something hot or being scared by a loud noise. Students are to work in groups of four or
five and will have class time to prepare. All name tags must be used at least once.

Assessment: participation in skit, inclusion of material on test/quiz


Unit Three – suggested activities
1. After reading and taking notes on the appropriate chapter topics of perception,
students are to complete a worksheet (see appendix) that reviews this information.
Students then are to create their own 2 dimensional art work that incorporates at least 3
monocular cues of perception. They are also to submit a written summary of the cues
that they used and how we the viewer use them.

2. Students will write an essay on the advantages of not having sight or hearing. (HSPA)

3. Students will work cooperatively to experience sensory adaptation by completing
some simple, everyday activities such as catching and throwing a ball, getting a drink
from a water fountain, tying their shoes, writing on the board, etc. while wearing
displacement goggles. Conclude the activity by discussing how our senses adapted to the
goggles while wearing them and then how they readapted after taking them off.

4. Teacher will provide books on MC Escher for the students to use. In groups of 3 or 4,
students are to then pick 3 pictures of Escher and complete the worksheets and analyze
them for perceptual cues and constancies and present their findings to the class (HSPA).

5. The teacher will set up the demonstration in the front of the room. To illustrate how
our perceptual judgments are based upon relative aspects of an object, students will lift
the cans in turn and record his or her estimate in grams of what each can weighs. Have
each student in turn test the cans and record their results privately. Examine results and
compute together the mean, median and mode. Graph the results (HSPA)

6. Teacher will pass out copies of article, “Does ESP Exist?” (see appendix). After
reading the class will discuss and review the key points in the article and relate it to
information in the text. Conduct a demonstration on ESP using playing cards. (HSPA)

7. After reading and taking notes on the appropriate chapter topics of perception,
students are to complete a worksheet (see appendix) that reviews this information.
Students then are to create their own 2 dimensional art work that incorporates at least 3


                                                                                            51
monocular cues of perception. They are also to submit a written summary of the cues
that they used and how we the viewer use them (HSPA).

Sample Lesson Plan # 3

Topic: Drugs and ASC project

Goal: To summarize and visually present information on drugs as altering states of
consciousness

Proficiencies: Analyze the nature of consciousness and the effects of various natural and
artificial states of consciousness

Standards met: SS 6.4.12 L7, T 8.1.12 A3, LAL 3.3
Teacher Activities: Students are to make an informative drug brochure and give a very
brief presentation. You may choose any drug that they want (legal or illegal - from
caffeine to cocaine). The basic assignment is as follows:

Create a drug brochure about the effects of your chosen drug on the human body. Please
include:

1. Social effects (depending on the drug: either societal, or how an individual acts
differently, or both)
2. Physical effects
3. Long and short term effects
4. Risks & benefits (if any) to user
5. Who is using and why
6. Treatments (if there are any)
a. How long
b. Cost
c. Success rate
d. Formal and/or informal
e. Method
7. Cite your sources using proper MLA format
8. Creatively communicate your information in a professional format (no free samples,
please)


Student Activities: Working independently or with one partner, students will research,
create and present a brochure about a specific drug that alters consciousness.

Assessment: Completion of brochure, presentation to class, inclusion of relevant
material on quiz/test.


Unit Four – suggested activities


                                                                                        52
1. Students are to tape their favorite commercials and bring then to class. Together we
will review them and identify the types of conditioning, positive or negative reinforces,
vicarious conditioning, observational learning, etc. Students will answer the question -
Are these commercials successful in their attempt to get you to buy their product?

2. To review the basic principle of classical conditioning, students will be assigned a
topic to write an essay on. Students will examine real life incidents of conditioning. See
appendix (HSPA).

3. To examine shaping, a volunteer will be asked to take part in a demonstration. They
will step outside that room for a moment while the rest of the class picks a simple
behavior for them to complete such as pulling down a map, writing on the chalkboard,
erasing something, opening a window, etc. They will not be told what the activity is, but
instead need to learn it by listening to the reinforcements. See handout in appendix.
Examine how long it took for the learner to ‘learn’ the activity. Why? Then do a second
demonstration on operant conditioning in which students have to sort through pieces of
paper. Discuss what students have learned about learning from these demos.

4. Students will complete an activity that identifies how feedback is useful in
determining and shaping behavior. The students will be divided into 3 teams and are to
draw a line 24 inches on the blackboard while blindfolded. Group 1 gets no feedback,
group two gets two comments but may not ask any questions, and group three may ask
questions and receive feedback. After all 3 groups have gone, discuss results and the
influence of feedback. Which group did best? Finally they should explain why using
psychological principles

5. Students will explore the idea of interference by having 4 volunteer students come to
the front of the room and read off a poster the color that the words are written in. Record
time it takes to complete the task. Why is this difficult? Does practice make it easier?
What type of interference was there? (see appendix)

Sample Lesson Plan # 4

Topic: Operant conditioning

Goal: identify all parts of the operant conditioning paradigm

Proficiencies: Explain, differentiate and compare schedules of and types of
reinforcement, including avoidance, escape, learned helplessness, learned laziness

       Diagram and explain the most significant aspects of classical conditioning
       according to Pavlov, operant conditioning according to Skinner, observational
       learning according to Bandura, and provide definitions of associated terms as well
       as examples of the process.




                                                                                         53
Standards met: SS 6.2.12 E10, A4, LAL 3.3, 3.4, 3.5

Teacher Activities: After discussing and introducing operant conditioning principles,
students will complete a lab exercise.

Student Activities: Students will go to the computer lab and complete the PsychSim
activity on operant conditioning that accompanies their textbooks online site. They will
diagram examples and discern the difference from classical conditioning. Then they will
examine schedules of reinforcement. Students will come up with examples from their
own life as a review.


Assessment: completion of worksheets, diagram of Skinner, test on material


Unit Five – suggested activities
1. Have you ever used a rhyme or acronym to remember something for a test? These
memory techniques are called mnemonics and they can be used to remember many
different things. To illustrate the power of mnemonics, complete the rhyme, "Thirty days
hath September, April, June, and November..." Do you think items learned with
mnemonics are more enduring than items learned without such techniques? List and
describe 5 different mnemonics from five different subject areas

2. Imagine you have just started a new job as a server in a restaurant. On your first day,
you meet all of your friendly co-workers. Unfortunately, there are so many names you
must remember, you begin to feel overwhelmed. Between the busboys, the cooks, the
hostess, and the other servers, there are more than 20 names to remember. So, being the
keen psychology student, you apply your knowledge of memory techniques to name/face
recognition. Explain how you tackle this problem and what methods you use.

3. Ask students to take out a sheet of paper and draw the face or head of a US penny.
They should write down any words or numbers that are found on the penny. When done,
they should share their drawings with a neighbor. They are not allowed to look at a
penny yet. Ask them some questions about the US penny- which way does Lincoln face?
Is anything written above his head? If yes, what? Is anything below his head? If yes,
what? Is anything written to the left of his face? To the right of his face? If so, what?
Once they answer these questions, then they may look at a penny. Did they have a lack
of memory for this everyday common item? Discuss why they probably did. What does
this tell us about reconstructive memory process?

4. Pass out copies of worksheet and display on the overhead (see appendix). Have
students read and answer the questions on it. They are to identify whether they are a
Type A or a Type B personality. Examine pros and cons of both types. Then brainstorm
situations and ways in which a Type A might need to modify their behavior to be more
like a Type B. Create a simple chart to discern the differences in type a and b behavior


                                                                                        54
and health.

5. After looking at language, show video “Signs of the Apes, Songs of the Whales” from
PBS. Discuss the language experiments with animals that were shown and ask, “Is this
language?” Can animals communicate? Do they use language? This question will be
used for a debate to follow on the topic. Bring students to library to research the topic of
animals and communication for a debate. Hold debate on the next class day.

6. Students will read “The Day Language came into My Life” by Helen Keller and
complete the questions that follow, then discuss what language is and how it affects our
perception and cognition. (HSPA)

7. To introduce language, teacher will attempt to conduct the beginning of class without
the use of words. Give simple nonverbal directions. For example- have students move
their desks, erase the board, move their seat, stand up, etc. Then divide class into groups
and have them discuss the following 3 questions- What is communication? What is
language? What is speech? After a few minutes of discussion, have groups come back
together and discuss results. Then ask- Is mime language? Is it communication? Do
animals communicate? Do animals have language? Review parts of language from the
chapter in the textbook. Conclude by playing a short game of charades.

8. After a brief introduction on memory and forgetting, show video from PBS called
The Mind. The segment is about Clive Wearing. After viewing, discuss his affliction
with memory loss. What can he remember? What can he not recall? What is the extent
of his loss?

Sample Lesson Plan # 5

Topic: The nature of intelligence

Goal: define intelligence

Proficiencies: explain the 4 part definition of intelligence and the modern theories of
multiple intelligences, being sure to examine extreme scores

Standards met: SS 6.2.12 B5, T 8.1.12 A3, LAL 3.3, 3.4, 3.5

Teacher Activities: Using various sources to gather evidence and then write an opinion
paper, students are to answer the following questions:

1) what is the nature of intelligence (multiple intelligence vs. single
"small g" conceptions)
2) given your answer to #1, in what ways are animals intelligent?
3) given your answer to #1, in what ways are computers intelligent?
4) can intelligence be measured accurately?




                                                                                          55
Student Activities: By gathering evidence(from the book, outside research, etc) to help
answer the four guiding questions, students will formulate, analyze and summarize ideas
concerning intelligence. They may work independently or with one partner.

Assessment: discussion/debate, completion of opinion paper, participation in class
discussion

Unit Six – suggested activities
1. Have a panel discussion to discuss differences in cultural expression of emotions. Ask
students from other cultures to participate in a discussion. Teacher can perhaps arrange
for volunteers from the LEP classes to come in. Have the panel explain any differences
or similarities they’ve noted between their culture and the American culture. Class will
ask questions to facilitate discussion. Consult the books Gestures and Do’s and Taboos
Around the World for more information.

2. Students will receive a handout on advertising and how ads attempt to appeal to our
emotions. After discussing together, students will examine a variety of magazine ads to
determine how they are appealing to their emotions. Students will also receive a handout
with review questions to complete. Conclude by discussing how effective these
advertising techniques are. Is there a time when they were influenced by advertising?
How much of their likes and dislikes have been influenced by advertising? Consult
appendix for handouts.

3. Students will watch a video entitled “The Hunger Inside” and complete the food
attitude questionnaire that accompanies it in the appendix.

4. After introducing Maslow and creating a chart on the board, divide class into groups
and assign each a different level of Maslow’s hierarchy. Each group is to identify several
ways in which they typically satisfy needs at this level. Discuss which level takes up
most of their time and energy. Does this reflect “status”? Would their needs change if
they had a high paying job, increased leisure time, or were younger or older than they are
now? What does this reveal the hierarchy of needs and different cultures? Now to
examine ranking of needs, students will be given a motivational activity entitled
“Marooned”. Students are to complete the activity and at its conclusion, they will have a
ranked list of ten items. Do these follow Maslow’s hierarchy? Conclude Maslow’s
lesson by debating whether or not these motives can be ranked. See appendix. (HSPA)

Sample Lesson Plan # 6

Topic: Motivation

Goal: to identify what motivates people when they select spouses

Proficiencies: Explain and define the psychological and physiological bases for
motivation and distinguish between drives and incentives


                                                                                       56
Standards met: SS 6.1.12 A3

Teacher Activities: Start class by asking students to provide a rank-ordered "top ten
list" of what traits, qualities, attributes, characteristics (whatever) they would consider
essential (or at least really, really desirable) in their future spouses.

Have them record their responses on index cards, indicate whether they are
male or female, and turn the cards in anonymously.

Examine the differentiation between the sexes and discuss not only gender stereotypes,
but also about the evolutionary and biological nature of mate selection. Discuss research
concerning this.

Student Activities: As a class, summarize the responses, grouping together
characteristics when appropriate. Almost invariably, more men will consider factors such
as appearance (some are quite specific in their tastes), youth, and sexual
appetite. Females tend more often to mention a spouse's job, parenting skills,
sense of responsibility, capacity to care, and intimacy (not sexuality, as
the young men typically respond.)

Assessment: Participation in class discussion, appropriate notes in notebook, inclusion
of relevant material on quiz/test.


Unit Seven – suggested activities
1. Students will read two selections in the appendix on aging; the first is entitled “Old at
Seventeen” by David Vecsey and the other is “And Maybe I Can Also Walk on Water”
by Bill Cosby. They will answer questions that accompany each selection. After
completing the reading, students will be able to discuss these two different perspectives
on the life span. They are then to write about a personal experience when they felt old.

2. Students will be asked to write a letter to their unborn child. They are to imagine that
the letter will be read at some future date, such as the child’s high school graduation,
wedding day, or at the time of their own death. In composing the letter they should look
at the attached handout in the appendix for some questions they may with to address.
After completing assignment, discuss together how we view the life span. What did they
comment on in their letter? What issues or events seemed to dominate? Why? (HSPA)

3. Using current events concerning young children having sexual relations with older
adults, discuss consequences for this behavior. For example, a 16 year old boy having
sex with a 36 year old woman. Then reverse the scenario- a 16 year old girl and a 36
year old man. Is there a double standard? Discuss general problems associated with
sexuality and double standards for male and female behavior. How does this standard
affect gender roles and differences?


                                                                                              57
4. Start by asking,” If you had your life to live over, would you come back as the other
sex?” Have students stand and move to a corner of the room. Each corner will have a
label-agree, disagree, strongly agree, strongly disagree. Once they have arranged
themselves around the room, ask them to explain their positions. Use this as a lead in to
discuss gender roles and sex typing. Then distribute copies of the NYTimes article found
in the appendix entitled, “Gender Specifics: Why Women aren’t Men”. Students will
read and reflect in writing on the findings. (HSPA)

5. To start students will complete a death anxiety questionnaire. Afterwards, discuss
Woody Allen’s quote, “ It’s not that I’m afraid to die. I just don’t want to be there when
it happens.” and examine current research on death and dying. Students will then read
“On the Fear of Death” by Elisabeth Kubler-Ross and answer the questions that are
included. After completing the reading, we will outline the stages of dying she proposes
and discuss how a knowledge of this can help everyone. Next give a NYTimes reading
on views on death. All resources are found in the appendix. (HSPA)

6. Students will first take a personal values clarification questionnaire concerning their
own gender development. Discuss some of the ideas we have on the proper roles for men
and women. To further analyze the ideas of gender, students will be broken up into pairs
to complete an analysis of gender from a variety of materials (i.e.. TV shows, magazine
ads, children’s books, cartoons, music videos, folk tales, etc.). They will analyze and
submit a written and oral report to the class on their results. Finally, we will watch
excepts from the movie Tootsie to look at sex differences in behavior, men and women
viewed by the opposite sex, and the concept of androgyny. (See appendix)

7. Students will participate in a cooperative learning experience using a simulation of
physical ailments of disabilities or of the aging process. Students will experience
firsthand what some of the common maladies of old age are like by having their vision
and hearing impaired, and their fingers and hands crippled from arthritis. See hand out in
appendix

Sample Lesson Plan # 7

Topic: Developmental theory review

Goal: create a visual that presents different developmental theories

Proficiencies: Explain and evaluate the developmental principles of Erikson, Piaget,
Marcia, Levinson, Freud, Kubler Ross, and Kohlberg


Standards met: SS 6.2.12 B5, LAL 3.3, 3.4, 3.5 T 8.1.12 A3

Teacher Activities: After examining the various developmental theories, divide class
into small groups to complete a culminating project.



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Student Activities: Create a visual that simultaneously presents different
developmental theories: Motor development, Piaget’s Cognitive Development Theory,
Erikson’s Social Development Theory, Kohlberg’s Moral Development Theory, and
Freud’s Psycho-sexual Theory of development. This could be a chart or poster showing
elements of each of the theories in a time line. You could include visual images,
examples, artifacts, etc. for each stage. You will need to be very familiar with the
developmental theories, and use a creative way to present each theory so that a person
looking at the poster (or whatever) can compare what the theories say about children of
different ages. Creativity and attention to visual aesthetics are encouraged.
Additionally, you should use YOUR life (or life of a sibling) for examples of behaviors
and/or thoughts that are appropriate for each stage. Include pictures, quotes, etc.

Assessment: This project will be graded on accuracy of the information presented about
the theories and creativity and effort demonstrated in the poster (or whatever), inclusion
of appropriate personal examples.

Unit Eight – suggested activities
1. After examining the major theories of personality, students will watch the video
‘Sybil’. They will examine the main character from three different personality
perspectives –psychoanalytical, social psychoanalytical, and behavioral. They will also
complete a section where they have to give examples of conflicts and defense
mechanisms. Then they will research current psychological views on dissociative
identity disorder.

2. Students will first complete a projective personality test for h.w. The purpose of these
tests will be explained. Then students will complete their own personality profile by
taking various personality tests. They will complete a project on the tests they took on
the internet in the computer lab where they compare and analyze the separate tests. They
will look to answer whether or not the tests are valid, reliable, etc.

3. Ask students if they know what stress is. Can they define it? What is different about
frustration and stress? Is it bad? Do we like it? How does stress affect the body?
Brainstorm and compile results on the board. Next separate the responses into
psychological and physiological. Then ask, can stress be good? Discuss briefly. Hand
out copies of article and allow students time to read it. Solicit reactions. Now distinguish
between eustress and distress. How do we handle or react to stress? Discuss defense
mechanisms and how they help protect the ego. Hand out worksheets on defense
mechanisms. Allow students to complete in pairs. For h w. have students create a skit or
video presentation in which the rest of the class guesses what defense mechanism/s are
being employed.

4. Students will participate in a skit. 6 will be selected to portray different people. The
class is asked to observe any unusual behavior. After all 6 actors have gone, draw a
matrix on the board with the names and roles of the actors. Poll the class to see how


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many believed each actor could have been playing the specific roles. Examine data.
Discuss how easily it is to label someone mentally ill. Attempt to differentiate between
normal and abnormal. If time permits, hand out the reading on the Nacirema and have
students answer the questions that follow in an attempt to clarify normal and abnormal.
Collaboratively discuss abnormal from normal behavior. What criteria are used to
distinguish between the two? Give examples of behavior and ask if they consider the
behavior to be normal or abnormal. Then, introduce the criteria for abnormal behavior.

5. Debate the insanity defense (HSPA activity)

6. Students will view a video on drug therapy for treatment of disorders. Examine
issues of drug therapy after viewing. Take notes in notebook on the major drugs used for
this purpose.

7. Write a diary entry from the point of view of a person who has that disorder. The
entry should include a discussion of the person’s symptoms, and how they have affected
their life (HSPA activity).

8. Invite in a clinical psychologist or a psychiatrist to discuss their profession.

9. View clips from various films that depict psychological disorders. Critique for
accuracy.

10. Create a chart comparing and contrasting the techniques used in psychoanalysis,
humanistic therapy, cognitive therapy, behavioral therapy, and biological therapy.
Indicate the advantages and disadvantages of each type of therapy (HSPA)

Sample Lesson Plan # 8

Topic: Disorders – a case study

Goal: create a power point presentation of a case study

Proficiencies:

Standards met: SS 6.2.12 B5, LAL 3.3, 3.4, 3.5 T 8.1.12 A3

Teacher Activities: Students pick a disorder out of a hat and will create a fictitious but
accurate case study. They will create a power point display as a culminating project.

Student Activities: Students need to:

a. identify and describe the disorder selected
b. create a fictitious person with the disorder and create a short bio of the person
(personal and background information)
c. give signs/symptoms to assist in determined the disorder



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d. include information about where the person is at this time
e. Suggest treatment options
f. Offer a prognosis

Assessment: successful completion of power point project


Unit Nine – suggested activities
1. Students are to devise a plan to display a deviant behavior (e.g.. talking to themselves
or to an inanimate object, dressing in bizarre clothing, using bizarre hand or facial
gestures, etc.) in a public place. In a group of three, one person will display the behavior
while another is the recorder and the third is the observer. How do people react? Do
they ask if you are all right, or simply avoid you? How much of a deviance was your
behavior? Could that have contributed to your findings? Each group will present their
experiences to the class. The group is to also summarize their findings in writing. See
appendix.

2. Students will view excerpts from some popular TV shows which illustrate sex role
stereotypes or demonstrate how some programs are working to avoid such stereotypes.
After viewing, they are to complete the handout found in the appendix. Ask students
which program was Most and which was Least stereotypical in their lead male/female
roles. Have them think back to TV programs they watched as children and discuss how
roles have changed in recent times and the advantages and disadvantages of these
changes.

3. Students will complete an anonymous questionnaire. The teacher will then collect
them and examine the most common stereotypes against the elderly. Class will discuss
how these distort the reality of the lives of the elderly. Examine information in the text
on the topic also. See appendix.

4. Students are to watch 20 commercials with a partner. They will use a rating sheet for
each one. They should attempt to sample commercials from different channels and at
different times of the day. Once completed, the class will analyze the results together.
Were there stereotypes found? If so, what were the most common ones? Are these
accurate depictions? Were prejudices found? Discuss results.

5. Students will participate in a cooperative learning experience where they analyze
group behavior and its influence. Students will be given a role to act out and then the
group dynamics will be analyzed afterwards. Discuss results.

6. Students will take part in a simulation to understand the difference between obedience
and conformity. They will then watch a video entitled, “Eye of the Storm”. After
discussing the video, students will be given a reading on the Milgram shock experiment.
They will answer the questions that follow. Finally, they will complete an exercise to
determine their own level of resistance to unethical manipulation by others. Discuss



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results together. See appendix.

7. After reviewing this section from their text, students will be given a reading about
Kitty Genovese’s murder. They will answer the questions that follow, and then we will
discuss together as a class. Students will also view excerpts from a History Channel
program documenting the case. See appendix.



Sample Lesson Plan # 9

Topic: Social Psychology

Goal: Who wouldn’t help a lost child? Social ψ and Experimentation

Proficiencies:
       Discuss the dynamics of group and organizational behavior in terms of
               productivity, decision making and the bystander effect
       Describe, define and provide examples of an experiment


Standards met: SS 6.2.12 A6, LAL 3.3, 3.4, 3.5

Teacher Activities: Who wouldn’t help a lost child? Elicit answers from students.
What reasons would someone have to NOT help a lost child?
Hand out reading (ideally, this would have been given as a reading assignment for hw).
Explain that this article was published in a then scholarly magazine Psychology Today.
It is riddled with flaws. It is trying to examine two key social ψ principles-diffusion of
responsibility and bystander intervention. Review parts of an experiment first and then
allow students time to read the article. Then put in groups of 2 or 3 and have them
critique and analyze the experiment using the wkst and chart. Discuss the experiment.
Key questions: What is the hypothesis? IV and DV? Confounding variables? (this
should take some time as there are so many) How can this experiment be salvaged?
What changes can we make to fix it? How do the social ψ principles affect the results of
this experiment? Overall, is this a good experiment? Why or why not?

Student Activities: Read and analyze article and participation in class discussion.

Assessment: Rewrite the experiment so that it can be called a valid experiment.




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