draft revision: not for distribution

DRAFT REVISION: NOT FOR DISTRIBUTION

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National Standards for High School Psychology Curricula 6

Draft, March 2021 7

American Psychological Association 8

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14 National Standards for High School Psychology Curricula Working Group (2018-2021) 15 16 Tina Athanasopoulos Terri Lindenberg 17 18 Barney Beins Jennifer Simonds 19 20 Amy Fineburg Samuel Song 21 22 Stephen Foley Terry Wick 23 24 25 26 27 28 Authors Note: The IPI Integrative Themes referenced in this document have not yet been 29 approved as APA policy as of March 2021. Should the IPI themes change before this current 30 policy document is adopted, they will be updated accordingly in the document that follows. 31

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National Standards for High School Psychology Curricula 33 Preamble 34

35 Integrative Themes 36 37 The National Standards for High School Psychology Curricula attempts to outline introductory content in 38 the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, 39 one that can introduce students to scientific inquiry and can engage students in the learning process. 40 However, it is difficult for even the best of teachers to present all of psychology in a single course 41 (whether taught in one semester or as a yearlong course), especially with high school students who 42 begin with virtually no formal knowledge of psychology. Thus, this document serves as an outline of 43 accessible content topics that represent introductory knowledge in psychology. 44 45 Since the first course in psychology is a survey course, the content addresses many units of knowledge 46 and inquiry in ways that might suggest that each chapter, unit, or module is distinct within the discipline 47 of psychology. However, the units taught in an introductory psychology course share common themes 48 and the content in each unit often overlaps with content in others. 49 50 Consequently, communicating the complex, integrated nature of psychological knowledge and inquiry 51 can seem overwhelming to teachers and students in the first course in psychology, whether it be taught 52 or taken in high school or college. To demonstrate overarching ideas and concepts that connect 53 psychological content together, the National Standards Working Group has incorporated seven 54 Integrative Themes into this document, as proposed by the APA Introductory Psychology Initiative. The 55 Integrative Themes are designed to guide teachers and students to common threads across content 56 throughout the course. These Integrative Themes are: 57 58

A. Psychological science relies on empirical evidence and adapts as new data develop. 59 B. Psychology explains general principles that govern behavior while recognizing individual 60

differences. 61 C. Psychological, biological, social, and cultural factors influence behavior and mental processes. 62 D. Psychology values diversity, promotes equity, and fosters inclusion in pursuit of a more just 63

society. 64 E. Our perceptions and biases filter our experiences of the world through an imperfect personal 65

lens. 66 F. Applying psychological principles can change our lives, organizations, and communities in 67

positive ways. 68 G. Ethical principles guide psychology research and practice. 69

70 The Integrative Themes provide a set of generally accepted ideas that weave together content in 71 psychology that may seem disconnected to the novice learner. Psychologists recognize that most of the 72 finer details of what people learn are not often retained past the initial learning experience. Usually, 73 students don’t remember specific definitions of concepts or bits of trivia they learn in class. Teachers 74 hope students will walk away from class with an appreciation for the subject or an understanding of why 75 the subject is important to learn. The Integrative Themes are an effort to provide structure for 76 discovering what to appreciate and understand about psychology for students to retain long after they 77 finish their final exams. 78 79


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Instructional planning for the high school psychology course should begin with an understanding that 80 the Integrative Themes play a key role in defining why the subject is important to learn. Teachers 81 familiar with a backwards-design philosophy may recognize that the Integrative Themes can serve as 82 overall course goals or enduring understandings that drive the other elements of course planning, 83 namely unit sequence and daily lesson planning. The Integrative Themes should be represented in each 84 pillar and each unit taught in the high school course. Later in the document, the authors provide 85 suggestions for Integrative Themes to highlight in particular pillars. These suggestions are not meant to 86 be comprehensive. The suggestions are meant to show how a teacher might pace Integrative Themes 87 throughout the course so students ultimately get a fuller picture of psychology in each unit and by the 88 end of the course. 89 90 Practically speaking, the classroom or laboratory activities teachers choose will determine which themes 91 are highlighted for students. The authors encourage teachers to be intentional about tying the 92 Integrative Themes together with the course content so that students understand how knowledge of 93 psychology can benefit them in the future. 94 95 The authors and editors of the psychology curriculum standards recommend that teachers design 96 courses to highlight units from the Scientific Inquiry and Research Methods foundation and each pillar 97 found in the standards (i.e., Biological, Cognition, Development and Learning, Social and Personality, and 98 Mental and Physical Health). Within each pillar, the Working Group has recommended which units any 99 course must cover; additional units can be taught as time allows. The pillar-driven course exposes 100 students to the diversity of scholarship in psychology. 101 102 The public has a right to expect a course in psychology to meet criteria for quality. Expectations with 103 respect to learning goals should be clear. Standards related to knowledge and skills expected of students 104 should be high but attainable. The policy document that follows represents a vision of what students 105 should know and be able to do after completing the high school psychology course. 106 107 The Role of Diversity in the High School Psychology Course 108 109 Psychology must be understood within the context of diversity, equity, and inclusion. While theories in 110 psychology provide general explanations and predictions about behavior and mental processes, 111 interpretation of even the most robust findings must acknowledge that individual differences and 112 intersectionality may limit the cultural relevance of conclusions that can be drawn from those studies. 113 Issues of race/ethnicity, culture, gender identity and expression, sexual orientation, disability, religion, 114 socioeconomic status, national origin, and aging must be incorporated into the psychology course. 115 Pedagogically, teachers must consider whether they will teach about diversity issues as stand-alone 116 content, infuse the content throughout the course, or combine both approaches. The National 117 Standards Working Group suggests that teachers do both. Stand-alone content is outlined in these 118 standards, and teachers should reference relevant content and research findings to highlight how 119 diversity, equity, and inclusion relate to and impact each standard. 120 121 The world in which we now live is becoming increasingly diverse, globalized, and multi-ethnic. The 122 students taking high school psychology come from a variety of backgrounds and communities. It is 123 imperative that high school psychology courses demonstrate that psychological science relates to all 124 populations and that all students should see themselves in the content of the course. As the first and 125 possibly only formal introduction to the field students receive in their education, high school psychology 126 courses can help promote cultural competence in young students and support efforts to combat racism 127


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and discrimination. Teachers should incorporate research studies that explore and promote human 128 diversity and introduce students to a wide variety of psychologists from the past and present to show 129 the diversity of the field. By infusing such content into the introductory psychology course, teachers 130 present psychological science through a lens that is comprehensive and representative of today’s 131 diverse student population. 132 133 134

National Standards for High School Psychology Curricula 135 2021 Revision 136

137 Introduction 138 139 Development of the National Standards for High School Psychology Curricula originated in 1994 when a 140 task force commissioned by the American Psychological Association (APA) identified what students in an 141 introductory high school psychology course should learn. The psychology curricula standards were 142 adopted as APA policy in 1999 and revised in both 2005 and 2011; this current revision reflects advances 143 in the field and updates in content. 144 145 This document is constructed to guide curriculum decisions by providing content and performance 146 standards to guide teachers in designing instruction. The standards are organized hierarchically to 147 reflect increasing levels of specificity (i.e., pillars, standard areas, learning targets, and performance 148 standards). 149 150 Use of the term standards in this document is consistent with national practices in K-12 education when 151 disciplinary societies, teacher organizations, or other non-regulatory groups develop benchmark 152 learning objectives for curriculum development and assessment of student learning in particular 153 subjects of study. Consistent with the use of the term standards in a secondary school setting, these 154 standards are advisory. 155 156 Pillars and Standard Areas 157 158 Organization of these standards reflects a foundational base to the course, Scientific Inquiry and 159 Research Methods, and five pillars: Biological, Cognition, Development and Learning, Social and 160 Personality, and Mental and Physical Health, as seen in the graphic below. The pillars were previously 161 referred to as domains in earlier versions of the standards. 162 163 Each standard area refers to a major topic or unit in psychology. The respective standard areas within 164 each of the broad pillars are listed below. 165 166 Scientific Inquiry and Research Methods Foundational Base 167 Scientific Inquiry and Research Methods 168 Biological Pillar 169

Biological Bases of Behavior 170 Sensation 171 Consciousness 172

Cognition Pillar 173 Cognition/Thinking 174 Memory 175


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Perception 176 Intelligence 177

Development and Learning Pillar 178 Development 179 Learning 180 Language 181

Social and Personality Pillar 182 Social 183 Personality 184 Culture and Gender 185 Motivation and Emotion 186

Mental and Physical Health Pillar 187 Health 188 Disorders 189 Therapies 190

191 Content Standards 192 193 Content standards are more explicit than pillars and are grouped within each standard area. For 194 example, the standard area: Scientific Inquiry and Research Methods contains the following content 195 standards: 196 197

1. The nature of psychological science 198 2. Research methods and measurements used to study behavior and mental processes 199 3. Ethical issues in research with human and non-human animals 200 4. Basic concepts of data analysis 201

202 Therefore, a curriculum designed to meet the Scientific Inquiry and Research Methods standard area 203 would include instruction in the aforementioned four content standards. 204 205 Learning Targets 206 207 Within each of the content standards, students should receive instruction that would enable them to 208 meet specific learning targets. For example, four learning targets are included in the Content Standard: 209 The nature of psychological science: 210 211

1.1 Define psychology as a discipline and identify its goals as a science 212 1.2 Differentiate scientific and non-scientific approaches to knowledge 213 1.3 Explain the value of both basic and applied psychological research with human and non-human 214 animals 215 1.4 Identify careers individuals can pursue using psychological science 216

217 The learning targets were previously referred to as performance standards in earlier versions of the 218 standards. 219

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Note on model on following page: This model was developed from the work of Gurung et al. (2016). The 221

integrative themes at the top of this model mirror the integrative themes from the APA Introductory 222


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Psychology Initiative (APA IPI). Teachers should include instruction on the Integrated Themes across all 223

units of study and/or pillars. The asterisk (*) denotes areas of study that should be considered a priority 224

for instruction when courses are limited for time. 225


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Integrated Themes (A) Psychological science relies on empirical evidence and adapts as new data develop

(B) Psychology explains general principles that govern behavior while recognizing individual differences. (C) Psychological, biological, social, and cultural factors influence behavior and mental processes.

(D) Psychology values diversity, promotes equity, and fosters inclusion in pursuit of a more just society. (E) Our perceptions and biases filter our experiences through an imperfect personal lens.

(F) Applying psychological principles can change our lives, organizations, and communities in positive ways. (G) Ethical principles guide psychology research and practice.

Biological Pillar

*Biological Bases of

Behavior

Sensation

Consciousness

Cognition Pillar

*Cognition/Thinking

*Memory

Perception

Intelligence

Social &

Personality Pillar

*Social

Personality

Gender & Culture

Motivation & Emotion

Mental & Physical

Health Pillar

*Health

*Disorders

Therapies

Development &

Learning Pillar

*Development

*Learning

Language

*Scientific Inquiry & Research Methods

Include instruction on Science Practices in all units of study


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SCIENTIFIC INQUIRY & RESEARCH METHODS FOUNDATION 227 228 For each Standard Area, potential Integrative Themes are highlighted to help teachers plan intentionally to include these enduring 229 understandings in daily lesson planning. These suggestions are not meant to be exhaustive or required. The Integrative Themes that emerge in a 230 lesson will depend on the activities teachers choose or the questions used for formative and summative assessments. Teachers are encouraged 231 to plan daily lessons so that every Integrative Theme is emphasized at least once per Pillar. 232

233 As the foundational Pillar, Scientific Inquiry & Research Methods can provide students with an opportunity to connect all the Integrative Themes 234 to the content. 235 236

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Standard Area

A - Psychological science relies on empirical evidence and adapts as new data develop.

B - Psychology explains general principles that govern behavior while recognizing individual differences.

C - Psychological, biological, social, and cultural factors influence behavior and mental processes.

D - Psychology values diversity, promotes equity, and fosters inclusion in pursuit of a more just society.

E- Our perceptions and biases filter our experiences of the world through an imperfect personal lens.

F - Applying psychological principles can change our lives, organizations, and communities in positive ways.

G - Ethical principles guide psychology research and practice.

Scientific Inquiry & Research Methods

X X X X X X X

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Standard Area: Scientific Inquiry & Research Methods 239 240 Content Standards 241 After concluding this unit, students understand: 242 243

1. The nature of psychological science 244 2. Research methods and measurements used to study behavior and mental processes 245 3. Ethical issues in research with human and non-human animals 246 4. Basic concepts of data analysis 247

248 Content Standards with Learning Targets 249 250 CONTENT STANDARD 1: The nature of psychological science 251 Students are able to (learning targets): 252 253 1.1 Define psychology as a discipline and identify its goals as a science 254

255 1.2 Differentiate scientific and non-scientific approaches to knowledge 256 257 1.3 Explain the value of both basic and applied psychological research with human and non-human 258

animals 259 260 1.4 Identify careers individuals can pursue using psychological science 261 262 CONTENT STANDARD 2: Research methods and measurements used to study behavior and mental 263 processes 264 Students are able to (learning targets): 265 266 2.1 Describe research methods psychological scientists use 267

268 2.2 Compare and contrast quantitative and qualitative research methods used by psychological 269 scientists 270 271 2.3 Describe the importance of replication of research, including the need for representative samples 272 273 2.4 Explain how and why psychologists use non-human animals in research 274 275 CONTENT STANDARD 3: Ethical issues in research with human and non-human animals 276 Students are able to (learning targets): 277 278 3.1 Identify ethical requirements for research with human participants and non-human animals 279 280 3.2 Explain why researchers need to adhere to an ethics review process 281 282 CONTENT STANDARD 4: Basic concepts of data analysis 283 Students are able to (learning targets): 284 285 4.1 Define descriptive statistics and explain how they are used by psychological scientists 286


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287 4.2 Draw appropriate conclusions from correlational and experimental designs 288 289 4.3 Interpret visual representations of data 290 291 4.4 Explain the meaning of validity and reliability of observations and measurements 292 293


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BIOLOGICAL PILLAR 294 295 For each Standard Area, potential Integrative Themes are highlighted to help teachers plan intentionally to include these enduring 296 understandings in daily lesson planning. These suggestions are not meant to be exhaustive or required. The Integrative Themes that emerge in a 297 lesson will depend on the activities teachers choose or the questions used for formative and summative assessments. Teachers are encouraged 298 to plan daily lessons so that every Integrative Theme is emphasized at least once per pillar. 299

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Standard Area A - Psychological science relies on empirical evidence and adapts as new data develop.




E - Our perceptions and biases filter our experiences of the world through an imperfect personal lens.



Biological Bases of Behavior

X X X X

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Sensation

X X X

Consciousness

X X

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Standard Area: Biological Bases of Behavior 302 303 Content Standards 304 After concluding this unit, students understand: 305 306 1. Structure and function of the nervous system and endocrine system in human and non-human 307 animals 308 2. The interaction between biological factors and experiences 309 310 Content Standards with Learning Targets 311 312 CONTENT STANDARD 1: Structure and function of the nervous system and endocrine system in human 313 and non-human animals 314 Students are able to (learning targets): 315 316 1.1 Identify the major divisions and subdivisions of the human nervous system and their functions 317 318 1.2 Identify the parts of the neuron and describe the basic process of neural transmission 319 320 1.3 Describe the structures and functions of the various parts of the central nervous system 321 322 1.4 Explain the importance of plasticity of the nervous system 323 324 1.5 Describe the function of the endocrine glands and their interaction with the nervous system 325 326 1.6 Identify methods and tools used to study the nervous system 327 328 CONTENT STANDARD 2: The interaction between biological factors and experience 329 Students are able to (learning targets): 330 331 2.1 Describe concepts in behavioral genetics and epigenetics 332 333 2.2 Describe the interactive effects of heredity and environment 334 335 2.3 Explain general principles of evolutionary psychology 336


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Standard Area: Sensation 337 338 CONTENT STANDARDS 339 After concluding this unit, students understand: 340 341

1. The functions of sensory systems 342 2. The capabilities and limitations of sensory processes 343

344 Content Standards With Learning Targets 345 346 CONTENT STANDARD 1: The functions of sensory systems 347 Students are able to (learning targets): 348 349 1.1 Explain the process of sensory transduction 350 351 1.2 Explain the basic concepts of psychophysics such as threshold and adaptation 352 353 CONTENT STANDARD 2: The capabilities and limitations of sensory processes 354 Students are able to (learning targets): 355 356 2.1 Identify different stimuli for which humans have sensory receptors and explain what this means for 357 their sensory abilities 358 359 2.2 Describe the visual sensory system 360 361 2.3 Describe the auditory sensory system 362 363 2.4 Describe chemical and tactile sensory systems 364


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Standard Area: Consciousness 365

Content Standards 366 After concluding this unit, students understand: 367 368 1. The different states and levels of consciousness 369 2. Characteristics of sleep and theories that explain why we sleep and dream 370 3. Categories of psychoactive drugs and their effects 371 372 Content Standards With Learning Targets 373 374 CONTENT STANDARD 1: The different states and levels of consciousness 375 Students are able to (learning targets): 376 377 1.1 Identify states of consciousness 378 379 1.2 Distinguish between processing that is conscious (i.e., explicit) and other processing that happens 380 without conscious awareness (i.e., implicit) 381 382 1.3 Identify the effects of meditation, mindfulness, and relaxation 383 384 1.4 Describe characteristics and current conceptions about hypnosis 385 386 CONTENT STANDARD 2: Characteristics and functions of sleep and theories that explain why we sleep 387 and dream 388 Students are able to (learning targets): 389 390 2.1 Describe the circadian rhythm and its relation to sleep 391 392 2.2 Describe the sleep cycle 393 394 2.3 Compare theories about the functions of sleep and of dreaming 395 396 2.4 Describe types of sleep disorders 397 398 CONTENT STANDARD 3: Categories of psychoactive drugs and their effects 399 Students are able to (learning targets): 400 401 3.1 Characterize the major categories of psychoactive drugs and their effects 402 403 3.2 Describe how psychoactive drugs work in the brain 404 405 3.3 Describe the physiological and psychological effects of psychoactive drugs 406


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COGNITION PILLAR 407 408 For each Standard Area, potential Integrative Themes are highlighted to help teachers plan intentionally to include these enduring 409 understandings in daily lesson planning. These suggestions are not meant to be exhaustive or required. The Integrative Themes that emerge in a 410 lesson will depend on the activities teachers choose or the questions used for formative and summative assessments. Teachers are encouraged 411 to plan daily lessons so that every Integrative Theme is emphasized at least once per pillar. 412

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Standard Area








Cognition

X X X X X

Memory

X X X X X

Perception

X X X X

Intelligence X X X X

X

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Standard Area: Cognition 415 416 Content Standards 417 After concluding this unit, students understand: 418 419 1. Fundamental processes of thinking and problem solving 420 2. Effective thinking processes 421 422 Content Standards with Learning Targets 423 424 Content Standard 1: Fundamental processes of thinking and problem solving 425 Students are able to (learning standards): 426 427 1.1 Describe cognitive processes related to concept formation 428 429 1.2 Explain processes involved in problem solving and decision making 430 431 Content Standard 2: Effective thinking processes 432 Students are able to (learning standards): 433 434 2.1 Describe obstacles to effective information processing and decision making 435 436 2.2 Describe convergent and divergent thinking in problem solving and decision making 437


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Standard Area: Memory 438

439

Content Standards 440 After concluding this unit, students understand: 441

442 1. Processes of memory 443 2. Factors influencing memory 444

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Content Standards With Learning Standards 446

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Content Standard 1: Processes of memory 448 Students are able to (learning standards): 449

450

1.1 Explain the processes of encoding, storage, and retrieval 451

452 1.2 Describe systems of memory (i.e., sensory, working, and long-term memory) 453 454 1.3 Differentiate types of memory (i.e., implicit and explicit) 455

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Content Standard 2: Factors influencing memory 457 Students are able to (learning standards): 458

459

2.1 Explain strategies for improving the encoding, storage, and retrieval of memories 460 461 2.2 Describe memory as a reconstructive process 462 463 2.3 Explain kinds of forgetting or memory failures 464 465 2.4 Identify disorders that impact the function of memory 466


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Standard Area: Perception 467 468 Content Standards 469 After concluding this unit, students understand: 470 471 1. The process of perception 472 2. The interaction between the person and the environment in determining perception 473 474 Content Standards with Learning Standards 475 476 CONTENT STANDARD 1: The process of perception 477 Students are able to (learning targets): 478 479 1.1 Describe principles of perception 480

481 1.2 Explain the concepts of bottom up and top down processing 482 483 CONTENT STANDARD 2: The interaction between the person and the environment in determining 484 perception 485 Students are able to (learning targets): 486 487 2.1 Explain Gestalt principles of perception 488 489 2.2 Describe binocular and monocular depth cues 490 491 2.3 Describe perceptual constancies 492 493 2.4 Describe the nature of attention 494 495 2.5 Explain how diverse experiences and expectations influence perception 496


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Standard Area: Intelligence 497 498 CONTENT STANDARDS 499 After concluding this unit, students understand: 500 501 1. Perspectives on intelligence 502 2. Assessment of intelligence 503 3. Issues in intelligence 504 505 Content Standards with Learning Standards 506 507 CONTENT STANDARD 1: Perspectives on intelligence 508 Students are able to (learning standards): 509 510 1.1 Explain intelligence as a construct 511 512 1.2 Describe various conceptualizations of intelligence 513 514 1.3 Describe the effects of differences in intelligence on everyday functioning 515 516 CONTENT STANDARD 2: Assessment of intelligence 517 Students are able to (learning standards): 518 519 2.1 Analyze the history of intelligence testing, including historical use and misuse in the context of 520 fairness 521 522 2.2 Identify current methods of assessing human cognitive abilities 523 524 2.3 Describe measures of and data on reliability and validity for intelligence test scores 525 526 CONTENT STANDARD 3: Issues in intelligence 527 Students are able to (learning standards): 528 529 3.1 Explain the complexities of interpreting scores on intelligence tests 530 531 3.2 Describe the influences of biological, cultural, and environmental factors on intelligence 532


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DEVELOPMENT AND LEARNING PILLAR 533 534

For each Standard Area, potential Integrative Themes are highlighted to help teachers plan intentionally to include these enduring 535 understandings in daily lesson planning. These suggestions are not meant to be exhaustive or required. The Integrative Themes that emerge in a 536 lesson will depend on the activities teachers choose or the questions used for formative and summative assessments. Teachers are encouraged 537 to plan daily lessons so that every Integrative Theme is emphasized at least once per pillar. 538

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Standard Area








Development X X X X X

X

Learning

X X X X X

Language

X X X

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Standard Area: Development 541 542 CONTENT STANDARDS 543 After concluding this unit, students understand: 544

545 1. Methods and issues in lifespan development. 546 2. Physical, cognitive, and social development across the lifespan (prenatal, infancy, childhood, 547

adolescence, emerging adulthood, adulthood, and older adulthood) 548 549 Content Standards with Learning Targets 550 551 CONTENT STANDARD 1: Methods and issues in lifespan development 552 Students are able to (learning targets): 553 554 1.1 Explain the interaction of environmental and biological factors in development, including the role of 555 the brain in all aspects of development 556 557 1.2 Explain issues of continuity/discontinuity and stability/change 558 559 1.3 Distinguish methods used to study development 560 561 1.4 Describe the role of sensitive and critical periods in development 562 563 CONTENT STANDARD 2: Physical, cognitive, and social development across the lifespan (prenatal, 564 infancy, childhood, adolescence, emerging adulthood, adulthood, and older adulthood) 565 Students are able to (learning targets): 566 567 2.1 Identify key features of physical development from prenatal through older adulthood 568 569 2.2 Identify key features of cognitive development from prenatal through older adulthood 570 571 2.3 Identify key features of social development from prenatal through older adulthood 572


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Standard Area: Learning 573 574 Content Standards 575 576 After concluding this unit, students understand: 577 578

1. Classical conditioning 579 2. Operant conditioning 580 3. Observational, social and cognitive learning 581

582 Content Standards with Learning Targets 583 584 CONTENT STANDARD 1: Classical Conditioning 585 Students are able to (learning targets): 586 587 1.1 Describe the processes of classical conditioning 588 589 1.2 Describe clinical and experimental examples of classical conditioning 590 591 CONTENT STANDARD 2: Operant Conditioning 592 Students are able to (learning targets): 593 594 2.1 Describe the processes of operant conditioning 595 596 2.2 Describe clinical and experimental examples of operant conditioning 597 598 CONTENT STANDARD 3: Observational, social, and cognitive learning 599 Students are able to (learning targets): 600 601 3.1 Describe the processes of observational and social learning 602 603 3.2 Describe the processes of cognitive learning 604


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Standard Area: Language 605 606 CONTENT STANDARDS 607 After concluding this unit, students understand: 608 609

1. Structural features and development of language 610 2. Language and the brain 611

612 Content Standards with Learning Targets 613 614 CONTENT STANDARD 1: Structural features and development of language 615 Students are able to (learning targets): 616 617 1.1 Describe the structure of language from the level of speech sounds to communication of meaning 618 619 1.2 Describe the relationship between language and cognition 620 621 1.3 Explain the language acquisition process and theories 622 623 CONTENT STANDARD 2: Language and the brain 624 Students are able to (learning targets): 625 626 2.1 Identify the brain structures associated with language 627 628 2.2 Explain how damage to the brain may affect language 629


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SOCIAL & PERSONALITY PILLAR 630 631 For each Standard Area, potential Integrative Themes are highlighted to help teachers plan intentionally to include these enduring 632 understandings in daily lesson planning. These suggestions are not meant to be exhaustive or required. The Integrative Themes that emerge in a 633 lesson will depend on the activities teachers choose or the questions used for formative and summative assessments. Teachers are encouraged 634 to plan daily lessons so that every Integrative Theme is emphasized at least once per pillar. 635 636

Standard Area








Social

X X X X X X

Personality X X X

X

Motivation & Emotion

X X X

X

Culture & Gender

X X X X X X

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Standard Area: Social 638 639 CONTENT STANDARDS 640 After concluding this unit, students understand: 641

642 1. Social cognition 643 2. Social influence 644

645 Content Standards with Learning Targets 646 647 CONTENT STANDARD 1 Social cognition 648 Students are able to (learning targets): 649 650 1.1 Describe attributional explanations of behavior 651 652 1.2 Explain how experiences shape attitudes and beliefs 653 654 1.3 Explain how attitudes, biases, and beliefs affect behavior and relationships with others 655 656 CONTENT STANDARD 2 Social influence 657 Students are able to (learning targets): 658 659 2.1 Explain how the presence of other people can affect behavior 660 661 2.2 Describe how intergroup dynamics influence behavior 662 663 2.3 Explain how persuasive methods affect behavior and beliefs 664 665 2.4 Identify factors influencing attraction and relationships 666 667 2.5 Identify factors influencing aggression and conflict 668 669 2.6 Identify factors influencing altruism and helping behaviors 670


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Standard Area: Personality 671 672 CONTENT STANDARDS 673 After concluding this unit, students understand: 674 675

1. Approaches to studying and understanding personality 676 2. Assessment of personality 677

678 Content Standards with Learning Targets 679 680 CONTENT STANDARD 1: Empirical approaches to studying and understanding personality 681 Students are able to (learning targets): 682 683 1.1 Explain how biological and environmental factors interact to influence personality 684

685 1.2 Explain social-cognitive approaches to understanding personality 686 687 1.3 Explain trait-based approaches to understanding personality 688 689 1.4 Describe methods used to study personality scientifically 690 691 1.5 Define self-concept 692 693 CONTENT STANDARD 2: Assessment of personality 694 Students are able to (learning targets): 695 696 2.1 Differentiate personality assessment techniques 697 698 2.2 Describe the reliability and validity of personality assessment techniques 699 700 2.3 Analyze how personality researchers address issues of stability and change 701

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Standard Area: Culture & Gender 703 704 Content Standards 705 After concluding this unit, students understand: 706

707 1. Psychological constructs of culture 708 2. Psychological constructs of gender and sexual orientation 709

710 Content Standards with Learning Targets 711 712 CONTENT STANDARD 1: Psychological constructs of culture 713 Students are able to (learning targets): 714 715 1.1 Define culture and describe its role in individual and group characteristics 716 717 1.2 Describe the relationship between culture and conceptions of self and identity development 718 719 1.3 Explain how inequality of power and resources relate to privilege, stereotypes, prejudice, and 720 discrimination 721 722 CONTENT STANDARD 2: Psychological constructs of gender and sexual orientation 723 Students are able to (learning targets): 724 725 2.1 Compare and contrast sex, gender identity, and sexual orientation 726 727 2.2 Describe diversity of gender identity and sexual orientation 728 729 2.3 Describe psychological effects of privilege, stereotypes, prejudice, and discrimination based on 730 gender and sexual orientation. 731


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Standard Area: Motivation & Emotion 732

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CONTENT STANDARDS 734 After concluding this unit, students understand: 735

736 1. Influences of motivation 737 2. Domains of motivated behavior in humans 738 3. Perspectives on emotion 739 4. Emotional interpretation and expression (interpersonal and intrapersonal) 740 5. Types of emotional behavior 741

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Content Standards with Learning Targets 743

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CONTENT STANDARD 1: Influences of motivation 745 Students are able to (learning targets): 746

747

1.1 Explain biological, cognitive, and social factors that influence motivation 748

749

1.2 Explain the role of culture in human motivation 750

751

CONTENT STANDARD 2: Domains of motivated behavior in humans 752 Students are able to (learning targets): 753

754

2.1 Identify factors in motivation that influence eating and sexual behaviors 755

756

2.2 Identify motivational factors that influence achievement and affiliation 757

758

CONTENT STANDARD 3: Perspectives on emotion 759 Students are able to (learning targets): 760

761 3.1 Explain the biological and cognitive components of emotion 762

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3.2 Describe the psychological research on basic human emotions 764

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3.3 Differentiate among theories of emotion 766 767 CONTENT STANDARD 4: Emotional interpretation and expression (interpersonal and intrapersonal) 768 Students are able to (learning targets): 769

770

4.1 Explain how biological factors influence emotional interpretation and expression 771

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4.2 Explain how culture and gender influence emotional interpretation and expression 773

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4.3 Explain how other environmental factors influence emotional interpretation and expression 775 776 CONTENT STANDARD 5: Domains of emotional behavior 777


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Students are able to (learning targets): 778

779

5.1 Identify biological and environmental influences on the expression and experience of 780 negative emotions 781 782 5.2 Identify biological and environmental influences on the expression and experience of 783 positive emotions 784


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MENTAL AND PHYSICAL HEALTH PILLAR 785 786 For each Standard Area, potential Integrative Themes are highlighted to help teachers plan intentionally to include these enduring 787 understandings in daily lesson planning. These suggestions are not meant to be exhaustive or required. The Integrative Themes that emerge in a 788 lesson will depend on the activities teachers choose or the questions used for formative and summative assessments. Teachers are encouraged 789 to plan daily lessons so that every Integrative Theme is emphasized at least once per pillar. 790

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Standard Area A - Psychological science relies on empirical evidence and adapts as new data develop.







Disorders

X X X X X X

Health X X X X X X

Therapies

X X

X X

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Standard Area: Disorders 793 794 Content Standards 795 After concluding this unit, students understand: 796

797 1. Perspectives of abnormal behavior 798 2. Categories of psychological disorders 799

800 Content Standards with Learning Targets 801 802 CONTENT STANDARD 1: Perspectives of abnormal behavior 803 Students are able to (learning targets): 804 805 1.1 Define abnormal behavior 806 807 1.2 Describe cross-cultural views of abnormality 808 809 1.3 Describe major medical and biopsychosocial models of abnormality 810 811 1.4 Explain how stigma relates to abnormal behavior 812 813 1.5 Explain the impact of psychological disorders on the individual, family, and society 814 815 CONTENT STANDARD 2: Categories of psychological disorders 816 Students are able to (learning targets): 817 818 2.1 Describe the classification of psychological disorders 819 820 2.2 Describe the challenges associated with diagnosis 821 822 2.3 Describe symptoms of psychological disorders 823


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Standard Area: Health 824 825 Content Standards 826 After concluding this unit, students understand: 827 828

1. Stress and coping 829 2. Psychological science promotes mental and physical health and wellness 830

831 Content Standards with Learning Targets 832 833 CONTENT STANDARD 1: Stress and coping 834 Students are able to (learning targets): 835 836 1.1 Define stress as a psychophysiological response to the environment 837 838 1.2 Explain sources of stress across the lifespan 839 840 1.3 Explain physiological and psychological consequences of stress for health and wellness 841 842 1.4 Explain physiological, cognitive, and behavioral strategies to deal with stress 843 844 CONTENT STANDARD 2: Psychological science promotes mental and physical health and wellness 845 Students are able to (learning targets): 846 847 2.1 Describe factors that promote resilience and flourishing 848 849 2.2 Identify evidence-based strategies that promote health and wellness 850


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Standard Area: Therapies 851 852 Content Standards 853 After concluding this unit, students understand: 854 855 1. Types of treatment 856 2. Legal, ethical, and professional issues in the treatment of psychological disorders 857 858 Content Standards with Learning Targets 859 860 CONTENT STANDARD 1: Types of treatment 861 Students are able to (learning targets): 862 863 1.1 Describe different types of biomedical and psychological treatments 864 865 1.2 Explain why psychologists use a variety of psychological treatments 866 867 1.3 Describe appropriate treatments for different populations, including historical use and misuse of 868 treatment 869 870 CONTENT STANDARD 2: Legal, ethical and professional issues in the treatment of psychological disorders 871 Students are able to (learning targets): 872 873 2.1 Identify differences among licensed mental health providers 874 875 2.2 Identify legal and ethical requirements for licensed mental health providers 876 877 2.3 Identify resources available to support individuals with psychological disorders and their families 878

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