TN Psychology Standards - 2008-2009 Implementation

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Culture
Social Studies Curriculum Standards 3433 - Psychology Performance Indicators:	Internet Resources
1.1 understand the impact of diversity on the individual.
Level 1 - compare learned behavior across cultures
Level 1 - understand and recognize cultural differences
Level 2 - recognize that cultural beliefs strongly influence the values and behavior of the people who grow up in the culture, often without their being fully aware of it, and that people have different responses to these influences
Level 2 - describe the impact of ethnic, national, and cultural influences on human behavior
Level 2 - analyze environmental constraints on learning opportunities.
Level 3 - demonstrate why individuals often have negative responses to unknown ideas and customs
Level 3 - predict the behavior of people who live in diverse societies
Level 3 - interpret patterns of behavior reflecting values and attitudes that contribute to pose obstacles to cross-cultural understanding.
1.2 understand cultural biases in the field of psychology.
Level 1 - describe the components of culture
Level 1 - identify major social categories in U.S. culture e.g. gender, race, ethnicity, sexual orientations, and disability.
Level 2 - explain how U.S. culture is both similar to and different from cultures in other countries
Level 2 - identify situations in which bias occurs
Level 2 - list examples from early research on prejudice and discrimination
Level 2 - examine the cultural differences of Americans, including beliefs, values, accepted behaviors and environment
Level 2 - relate how bias and discrimination influence behavior
Level 2 - examine a personal example of ethnocentrism
Level 3 - role-play the nature of in-group/out-group dynamics
Level 3 - speculate how life would change if different social categories changed race, ethnic group, and gender
Level 3 - speculate on the sources of opposition to the 1954 Supreme Court’s decision regarding Brown vs. Board of Education of Topeka
Level 3 - predict how self-fulfilling prophecies can fuel stereotypes about ethnic groups.
Sample Tasks
Psychology students will study how culture affects a society’s behavior and the individual’s personality development. Students will work in pairs to locate community citizens and or leaders who were reared in another culture and who represent diversity in the community. (Asians, Central and South Americans, Middle Easterners, Australians, Pacific Islanders, Eastern Europeans, Western Europeans, Africans, Canadians, Scandinavians, and Far Easterners, etc.) Students must have at least five of these people. Students will develop interview questions and arrange for the interviews. The questions must be developed to cover the person’s views on education, religion, government, economics, sports, marriage and family, crime and violence and their reflection on how their culture shaped their behavior and personality. The students will demonstrate their findings to the class through a visual: skit, model, chart, overhead, videotape, audiotape, etc. If students use an interview with live speaker for their presentation they still must have a visual. (Two weeks)
Students will investigate how other cultures react to both the aging process and their older citizens. In pairs students will find citizens in their communities who have lived in other cultural areas. Students will interview these people. They must have at least four different cultural areas. If this cannot be an outside the school project, the teacher can set this up as a Web Quest or have students do library research. Students will present their findings in a compare/contrast product. (Two Weeks)
Students in groups (five or six) will explore the nature of bias and discrimination by producing a skit, which demonstrates a situation in which bias occurs. The skit must illustrate how bias and discrimination influence behavior.
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Economics
Social Studies Curriculum Standards 3433 - Psychology Performance Indicators:	Internet Resources
2.1 understand how different socioeconomic stratifications influence personality development.
Level 1 - identify the basic economic goals of individuals in American society
Level 1 - infer that social economic distinctions are a part of every culture, but they take many different forms (e.g. rigid classes based on parentage, gradations based on the acquisition of skill, wealth, and education.).
Level 2 - recognize that people often discriminate on the basis of speech, dress, behavior, and physical features
Level 2 - recognize that different behaviors are expected from different socioeconomic classes.
Level 3 - analyze how the characteristics of the American economy such as freedom of choice, competition, private property, profit, freedom of enterprise affect personality development.
2.2 understand how individual values and beliefs influence economic decisions.
Level 1 - identify the values and beliefs of the different socioeconomic stratifications.
Level 2 - analyze how the difficulty of moving from one social class to another varies greatly with time, place and economic circumstances;
Level 2 - describe how socioeconomic status and other group and cultural influences contribute to the shaping of a person’s identity.
Level 3 - compare a person’s ability to purchase with what they do purchase.
Sample Tasks
Students will study how socioeconomic levels have their own values and behaviors. In groups students will illustrate how socioeconomic status and other group and cultural influences contribute to the shaping of a persons identity. The product will be a chart, a graph, a power point presentation, an overhead presentation, a video skit or a clever collage.
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Geography
Social Studies Curriculum Standards 3433 - Psychology Performance Indicators:	Internet Resources
3.1 understand the environmental influences on human behavior.
Level 1 - give examples of how people adapt their needs to their physical geography.
Level 2 - demonstrate how where you live influences your interests, abilities, needs, goals and values
Level 2 - compare and contrast how different geographical locations affect cultural values and how these become shared learned behaviors without people realizing they are different from others.
Level 3 - predict how changing demographics affect human behavior
Level 3 - compare and contrast between people of varied geographic regions.
3.2 understand that human needs are met by the places they create.
Level 1 - give examples of how human migration movement influences human behavior
Level 1 - illustrate how people are changing the environment by removing old structures and replacing them with structures that better meet modern human needs.
Level 2 - construct a web-quest that gives examples of how people have changed their physical geography to meet human needs.
Level 3 - evaluate how the changing environment today in the American Southeast and around the globe has changed human behavior.
Sample Tasks
Students will research materials in the library or do a Web Quest to prepare an essay on how people create places that reflect culture, human needs, government policy and current values and ideas as they design and build specialized buildings, shopping centers, super sports domes, temples, industrial parks, recreational areas, churches, etc.. (One Week)
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Governance and Civics
Social Studies Curriculum Standards 3433 - Psychology Performance Indicators:	Internet Resources
4.1 understand conditions, actions, and motivations that contribute to conflict or to cooperation.
Level 1 - describe actions that can cause conflict or cooperation
Level 1 - list motivations people have to be good citizens.
Level 2 - analyze how conditions lead from conflict to cooperation
Level 2 - compare and contrast individuals who gained power and examine their personality traits.
Level 3 - evaluate the various ways of thinking consistent with personal mental health and responsibility, self-esteem, and successful management of conflict
4.2 understand political current events that are relevant to the field of psychology.
Level 1 - identify political and social issues that affect an individual’s role in a democratic society.
Level 2 - evaluate, take and defend positions about the functions of leadership and the importance of public service in America.
Level 3 - design a graphic organizer that illustrates positive and or negative governance of various groups.
4.3 understand conflicts, cooperation, and interdependence among individuals, groups, and institutions.
Level 1 - describe how one individual’s exercise of freedom may conflict with the freedom of others.
Level 2 - explain how being a member of a group can increase a marginalization of an individual’s social power can also can increase hostile actions toward or from other groups or individuals
Level 2 - analyze the idea that conflict between people or groups may arise from competition over ideas, resources, power, and or status
Level 2 - explain that conflicts are especially difficult to resolve in situations in which there are few choices and little room for compromise.
Level 3 - demonstrate informal ways of responding to conflict such as pamphlets, demonstrations, or cartoons.
Sample Tasks
Students will find and critique examples of Civil Disobedience to authority. (Two to three days)
Students will set up experiments to examine why obedience to authority is a common phenomenon. (Five days)
Students will work in groups and role-play the four types of conflict. (Two days)
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History
Social Studies Curriculum Standards 3433 - Psychology Performance Indicators:	Internet Resources
5.1 understand psychology as an empirical science.
Level 1 - identify people who are part of the history of psychology
Level 1 - identify any historical data relative to psychology.
Level 2 - describe the form psychology took prior to the 20th century (e.g., Aristotle, Locke)
Level 2 - describe Wilhelm Wundt’s contributions to experimental psychology
Level 2 - describe the major 20th century schools of psychology such as Behaviorism, Gestalt, Psychoanalysis, and Humanistic
Level 2 - describe historical experiences, opportunities and processes affecting minority groups.
Level 3 - determine how philosophical issues become psychological when tested empirically.
5.2 understand contemporary and historical data as it relates to psychology.
Level 1 - recognize the impact social and political issues have on the individual.
Level 2 - describe historical experiences, opportunities and processes affecting minority groups
Level 2 - compare and contrast individual leaders who influenced history.
Level 3 - evaluate why the field of psychology is one of the youngest of the sciences
Level 3 - evaluate historical factors that influenced the popularity of the different perspectives.
Sample Tasks
In groups of five students will construct a time line that illustrates the history of the field of psychology in relation to major world events. (Give some class time over five days)
In pairs students will chose a famous person or leader from world history. After researching this person the students will explain this person’s behavior from the viewpoint of the six approaches to psychology. (Four days)
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Individuals, Groups and Interactions
Social Studies Curriculum Standards 3433 - Psychology Performance Indicators:	Internet Resources
6.1 understand personality approaches and theories.
Level 1 - define personality and identity
Level 1 - identify thoughts, feelings, and behavior in a personal experience
Level 2 - describe how personality can explain individual differences and individual consistencies
Level 2 - explore the influence of variables such as culture, family, and genetics on personality development
Level 2 - analyze the different personality approaches
Level 2 - compare and contrast the various approaches and theories of psychology
Level 3 - analyze the influence of free will and determinism
Level 3 - analyze how each approach would assess a case history
6.2 understand Psychological concepts, methods and theories in analyzing how humans think learn, feel and behave.
Level 1 - identify biological, behavioral, cognitive, and socio-cultural terms
Level 2 - analyze how each perspective would explain a concept such as aggression
Level 3 - evaluate the limitations of each perspective in assessing behavior and mental processes
Level 3 - compare and contrast primary emphases of the different perspectives
6.3 understand the major sub-fields and career opportunities that accompany the field of psychology.
Level 1 - identify the different sub-fields of psychology
Level 2 - explain the differences between a psychologist and psychiatrist
Level 2 - describe applied specializations such as cross-cultural, sports, industrial/organizational, forensic, rehabilitation
Level 3 - consider career opportunities for college graduates with psychology majors
6.4 understand ethical issues in the use of psychological theories and tool.
Level 1 - define ethics and ethical issues
Level 1 - list situations students would find unethical
Level 2 - describe the ethical obligations of psychologists
Level 2 - role-play an ethical dilemma related to psychology
Level 3 - judge the importance of adhering to APA ethical standards in working with human or animal subjects
Level 3 - appraise the pros and cons of the use of human and other animals in psychological research, including their ethical treatment
6.5 understand the influences of heredity and environment on humans in terms of learned and inherited traits, personality and intelligence and other individual differences.
Level 1 - define terms related to personality and intelligence
Level 2 - explain how heredity and environment may influence personality and intelligence
Level 2 - analyze studies demonstrating how environmental variables influence the development of intellectual skills
Level 2 - compare the differences in the behavior of individuals arising from the interaction of heredity and experience
Level 3 - evaluate studies about twins and whether heredity is the key factor in determining individual differences
Level 3 - consider the interaction between children and parents relates to differences in motivation and personality
6.6 understand how heredity interacts with environment to influence behavior.
Level 1 - identify the relationships among DNA, genes, and chromosomes
Level 2 - differentiate between genotype and phenotype
Level 2 - explain how chromosomal abnormalities can cause Down or Turner’s syndrome
Level 3 - analyze twin and adoption studies to assess the influence of heredity and environment on behavior
Level 3 - construct a graphic organizer showing results from inbred and out bred strains of rats and mice
6.7 understand the relationship between brain, sensory perceptions and behavior.
Level 1 - list the five known senses
Level 1 - label a diagram of the parts of the eye and ear and explain the role of each part
Level 2 - explain the operations of taste and touch
Level 2 - devise a demonstration that illustrates threshold, adaptation, and constancy
Level 2 - analyze advertisements for the use of sensory information
Level 3 - find examples of sensory principles in music or textbooks
6.8 demonstrate knowledge regarding mental disorders, theories of causality and methods of treatment.
Level 1 - list criteria that distinguish normal from abnormal behavior
Level 1 - identify how judgments about abnormality have changed through history
Level 2 - describe the impact of mental disorders
Level 2 - classify major explanations for the origins of abnormality
Level 2 - categorize the major categories of abnormal behavior
Level 2 - cite historic or fictional examples of stigmatized behavior
Level 3 - evaluate strategies to promote support for individuals with specific mental disorders
Level 3 - develop some characteristics for effective treatment and prevention
Level 3 - speculate about factors that prompt ethnic minority group members to stay or leave treatment provided in state or county mental health facilities
6.9 analyze the role of perceptions, attitudes, values and beliefs in the psychological growth and development of humans.
Level 1 - describe physical, social, and cognitive changes from the prenatal period throughout the lifespan
Level 1 - compare the students’ life experiences with general patterns of others from their generation
Level 2 - examine the nature of change over the lifespan
Level 2 - identify the complex cognitive structures found in the early development of infants and young children
Level 2 - describe transition from childhood to adolescence
Level 2 - explain the transition from adolescence to adulthood
Level 2 - identify limitations of stage theories
Level 2 - explain the characteristics of the longitudinal and cross-sectional methods of study
Level 3 - appraise the stage theories of development (e.g,. Piaget, Erikson, Kohlberg, Gilligan, Cross, Helms)
Level 3 - apply developmental theories to life situations
6.10 apply the use of technology to explore (web-quest) the different areas of the lifespan and other topics in psychology.
Level 1 - identify standard of living/quality of life idea
Level 1 - discuss the effects of media violence on aggressive behavior
Level 2 - compare and contrast definitions of quality of life across cultures that vary in technological development
Level 2 - demonstrate an understanding of how global conflict as seen on TV can influence anxiety, depression or other disorders
Level 2 - examine the moral dilemmas surrounding assisted suicide
Level 2 - examine cultural perspectives and values as they influence attitudes toward medical interventions
Level 3 - appraise medical interventions for fertility and premature baby care
Sample Tasks
Students will study and discuss the six psychological approaches. In groups they will select a case study of an individual and show how each psychological approach would analyze that person. (Case Studies provided by the Instructor)
If the class is large, six groups can choose a different approach and the class can present the same case history from six different perspectives. This is great for skits. (Two days)
After studying methods of research in psychology, students (in pairs) will brainstorm and write down topics, which could be researched through any of the psychological research methods. Students in small groups of three will choose a topic (hypothesis) and use one of the methods to prove/disprove hypothesis. Students will make a formal presentation to the class explaining their findings. A chart, graph or table will be used to present the data and conclusion found. Each group will answer any question other students may have about appropriateness, procedures, or ethics. After all groups have presented, each student will write a short paper evaluating the use of the different methods and stating which method they would select to research this topic and why. (One week)
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