Social Studies Scope and Sequence

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1 Social Studies Scope and Sequence Unit: Introduction to the Study of Psychology Unit: Personality Theories Interpret, evaluate, and compare the basic personality theories of psychoanalysis, behaviorism, and humanism. Apply appropriate theory to describe one s own personality development. Unit: Perception, The Beginning of All Behavior Unit: Developmental Psychology: Cognitive, Emotional and Moral Development of Humans Unit: Abnormal Psychology Unit: Applied Psychology

2 Unit: Introduction to the Study of Psychology State Curriculum Standard: G Evaluate what makes a competent and responsible citizen A Evaluate chronological thinking, sequential order of historic narrative, continuity and change, and context for events C Evaluate how continuity and change has influenced U.S. History D Identify and evaluate conflict and cooperation among social groups and organizations in U.S. history A Justify solutions developed by using practical reasoning skills C. Analyze teamwork and leadership skills and their applications in various situations G Hypothesize the impact of present family life-cycle trends on the global community H Evaluate the effectiveness of using interpersonal communication skills to resolve conflict. A. Psychology : Scientific Study Notes on direct instruction Assigned readings from Class contribution rubric of Behavior Class discussion student text B. Psychologists: Analysis and Reflective writing Enrichment readings Student class participation Diagnosis Role plays Guest speakers C. Behavior: Physical Cooperative learning Current periodicals Characteristics activities Information retrieved from and project presentation D. Behavior: Cognitive Activity Case study/observation various sites on the internet Collaborative efforts and E. Behavior: Emotional States Student Teacher-created work F. Behavior: Social and Complete Questionnaires sheets Environmental Factors Self-assessment test and Library research materials objectives G. Acquisition of Psychological reflection Knowledge H. Application of Knowledge to Group activities and Social Problems I. Clinical Use of Knowledge J. Behavioral Study Methods: Questionnaire, Interview, Observation and Experimentation K. Understanding Behavior L. Predicting Behavior M. Modifying Behavior N. Sensation and Perception O. Learning and Memory P. Motivation and Emotion Q. Personality Development 1

3 Unit: Personality Theories Content Standard: Interpret, evaluate, and compare the basic personality theories of psychoanalysis, behaviorism, and humanism. Apply appropriate theory to describe one s own personality development. State Curriculum Standard: C Interpret the causes in society (individuals) and analyze techniques to resolve conflicts G Evaluate what makes a competent and responsible citizen A Evaluate how continuity and change have influenced history B Synthesize and evaluate historical interpretation of events and eras D Synthesize historical research B Evaluate the effectiveness of action plans that integrate personal, work, family, and community responsibilities. A. Freudian Personality Theory Notes on direct instruction Assigned readings from Class contribution rubric of Conflict Resolution Class discussion student text B. Id, Ego and Superego Reflective writing Enrichment readings Student class participation C. Psychodynamic Stresses Role plays Guest speakers D. Displacement Cooperative learning Current periodicals E. Reaction Formation activities Information retrieved from and project presentation F. Denial Case study/observation various sites on the internet Collaborative efforts and G. Rationalization Student Teacher-created work H. Repression Complete Questionnaires sheets I. Compensation Self-assessment test and Library research materials objectives J. Regression reflection K. Procrastination L. Jung s Theory of Group activities and Introversion & Extroversion M. Watson, Skinner and Behaviorists: Personality is Learned N. Nurture vs. Nature O. Maslow and Humanists: Personality is a Predictable Growth Process. P. Hierarchy of Needs from Lowest to Highest 2

4 Unit: Perception, The Beginning of All Behavior State Curriculum Standard: C Interpret the causes of conflict in society and analyze techniques to resolve those conflicts E Analyze how participation in civic and political life leads to the attainment of individual and public goals G Evaluate what makes a competent and responsible citizen A Identify and evaluate the political and cultural contributions of individuals and groups to United States from 1890 to present C Evaluate how continuity and change has influenced Untied States history from 1890 to the present D Identify and evaluate conflict and cooperation among social groups and organizations in the United States history from 1890 to the present C Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation, and roles of women since C Analyze teamwork and leadership skills and their application in various family and work situations H Evaluate the effectiveness of using interpersonal communication skills to resolve conflict. A. Perception: Stimulation and Notes on direct instruction Assigned readings from Class contribution rubric Interpretation Class discussion student text. B. General influences on Reflective writing Enrichment readings Student class participation Perceptions Role plays Guest speakers C. Extrasensory Perception Cooperative learning Current periodicals D. Perception, Beliefs, Values activities Information retrieved from and project presentation and the Roots of Sexism Case study/observation various sites on the internet Collaborative efforts and E. Perception, Beliefs, Values Student Teacher-created work and the Roots of Racism Complete Questionnaires sheets F. Abstract Perception Self-assessment test and Library research materials objectives G. Concrete Perception reflection H. Sequential Perception I. Random Perception Group activities and 3

5 Unit: Developmental Psychology: Cognitive, Emotional and Moral Development of Humans State Curriculum Standard: C Interpret the causes of conflict in society and analyze techniques to resolve those conflicts E Analyze how participation in civic and political life leads to attainment of individual and public goals C Evaluate how continuity and change has influenced United States history from 1890 to present D Identify and evaluate conflict and cooperation among social groups and organizations in United States history from 1890 to the present C Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation, and roles of women since C Analyze teamwork and leadership skills and their application in various family and work situations F Assess the relationship of family functions to human developmental stages G Hypothesize the impact of present family-life cycle trends on the global community H Evaluate the effectiveness of using interpersonal communications skills to resolve conflict A Analyze current research on existing theories in child development and its impact on parenting B Analyze current issues in health and safety affecting children at each stage of child development C Analyze practices that optimize child development D Analyze plans and methods to blend work and family responsibilities to meet the needs of children E Identify practices that develop the child s imagination, creativity and reading and writing skills through literature. Students will examine the Assigned readings from text Class contribution rubric nature of change over the Emotional Intelligence by life span Daniel Goleman Student class participation Students will do a selfassessment The Emotional Quotient using Inventory by Daniel Bradshaw s Wounded Inner Goleman and project presentation child survey Emotional Intelligence Collaborative efforts and Self-assessment survey Implications for Teaching presented in the Trouble and Learning, Training Journey material Manual by Daniel Goleman objectives A. Goleman: Emotions and Choices; Impulsivity, Anger and Empathy B. Goleman: Types of Moral Development; Idealist, Hedonist, Psychopaths, Conventionalist C. Goleman: Moral Guideposts; Civic Humanist, Utilitarian, Expressivist, Theistic, Conventionalist D. Kohlberg: Six Stages of Moral Development E. Ten Common Traits of Healthy Families F. Family Systems: Harmonious to Dysfunctional Students will explore the various ways of describing one s moral behavior and then identify themselves and their classmates by one of the given definitions Moral Development of American Teens, article Extension Activity #11 The Moral Child, article The Return of Shame, article Teacher-created tests and 4

6 Unit: Developmental Psychology: Cognitive, Emotional and Moral Development of Humans State Curriculum Standard: C Interpret the causes of conflict in society and analyze techniques to resolve those conflicts E Analyze how participation in civic and political life leads to attainment of individual and public goals C Evaluate how continuity and change has influenced United States history from 1890 to present D Identify and evaluate conflict and cooperation among social groups and organizations in United States history from 1890 to the present C Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation, and roles of women since C Analyze teamwork and leadership skills and their application in various family and work situations F Assess the relationship of family functions to human developmental stages G Hypothesize the impact of present family-life cycle trends on the global community H Evaluate the effectiveness of using interpersonal communications skills to resolve conflict A Analyze current research on existing theories in child development and its impact on parenting B Analyze current issues in health and safety affecting children at each stage of child development C Analyze practices that optimize child development D Analyze plans and methods to blend work and family responsibilities to meet the needs of children E Identify practices that develop the child s imagination, creativity and reading and writing skills through literature. G. Effects of Family Illnesses Students will compare and The Growing Developing Class contribution rubric contrast their family types Child, Video series against those portrayed on American T.V. The Dead Poet s Society, video Student class participation Teacher-led guided trip on My Father s Son, video time regression back to early Life-Span Human and project presentation elementary years, a visit to Development, video Collaborative efforts and their 3 rd grade class room Homecoming, video by John and their early childhood Bradshaw home Discovering Psychology, objectives Identifying Moral behavior video according to Kohlberg s Six The Trouble Journey: A Stages of Moral Portrait of 6-12 Grade Development Youth, Benson Healing the Shame, video by John Bradshaw 5

7 Unit: Developmental Psychology: Cognitive, Emotional and Moral Development of Humans State Curriculum Standard: C Interpret the causes of conflict in society and analyze techniques to resolve those conflicts E Analyze how participation in civic and political life leads to attainment of individual and public goals C Evaluate how continuity and change has influenced United States history from 1890 to present D Identify and evaluate conflict and cooperation among social groups and organizations in United States history from 1890 to the present C Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation, and roles of women since C Analyze teamwork and leadership skills and their application in various family and work situations F Assess the relationship of family functions to human developmental stages G Hypothesize the impact of present family-life cycle trends on the global community H Evaluate the effectiveness of using interpersonal communications skills to resolve conflict A Analyze current research on existing theories in child development and its impact on parenting B Analyze current issues in health and safety affecting children at each stage of child development C Analyze practices that optimize child development D Analyze plans and methods to blend work and family responsibilities to meet the needs of children E Identify practices that develop the child s imagination, creativity and reading and writing skills through literature. H. Erikson: Eight Stage Theory Students will participate in The Family Influences, video Class contribution rubric of Psychosocial problem solving role-play Current periodicals Development. based on case study presented from The Information retrieved from various sites on the internet Student class participation Principal Teacher-created work Class Discussions sheets and project presentation Reflective writing Library research materials Collaborative efforts and Group activities and Notes on direct instruction objectives Complete Questionnaires Student Cooperative learning activities 6

8 Unit: Abnormal Psychology State Curriculum Standard: G Evaluate what makes a competent and responsible citizen A Evaluate chronological thinking; sequential order of historical narrative; continuity and change; context for events A Justify solutions developed by using practical reasoning skills C Analyze teamwork and leadership skills and their application in various family and work situations F Assess the relationship of family functions to human development stages H Evaluate the effectiveness of using interpersonal communication skills to resolve conflict. A. Anxiety Disorders: Phobic, Notes on direct instruction Assigned readings from Class contribution rubric Panic, Obsessive- Class discussion student text Compulsive, Reflective writing Enrichment readings Student class participation B. Somatoform Disorders: Role plays Guest speakers Hypochondria Cooperative learning Current periodicals C. Disassociate Disorders: activities Information retrieved from and project presentation Amnesia and Multiple Case study/observation various sites on the internet Collaborative efforts and Personalities Student Teacher-created work D. Mood Disorders: Depression Complete Questionnaires sheets and Bipolar Self-assessment test and Library research materials objectives E. Personality Disorders: reflection Annenberg Video Series Antisocial F. Schizophrenic Disorders: Group activities and Good Will Hunting, video Delusional, Catatonic, One Flew Over the Cuckoos Undifferentiated and Nest, video Disorganized G. Pathology and the Law: Legal Insanity and Involuntary Commitment H. Culture and Pathology: Consistency of Symptoms Across Various Cultures 7

9 Unit: Applied Psychology (problem day, most Fridays from week 3 to week 17) State Curriculum Standard C Interpret the causes of conflict in society and analyze techniques to resolve those conflicts K Analyze the impact of media on decision-making of consumers, producers, and policymakers B Evaluate the economic reasoning behind a choice A Analyze the factors influencing wages, demand, unions, productivity, education/skills A Justify solutions developed by using practical reasoning skills B Evaluate the effectiveness of action plans that integrate personal, work, family, and community responsibilities C Analyze teamwork and leadership skills and their application in various family, and work situations E Assess the availability of emerging technology that is designed to do the work of the family and evaluate the impact of its use on individuals, families and communities F Assess the relationship of family functions to human development stages G Hypothesize the impact of present family life-cycle trends on the global community; population, increase in aging population, the economic base H Evaluate the effectiveness of using interpersonal communication skills to resolve conflict. A. Four Major Types of Stress: Class discussion Student-identified problems Class Conduct Rubric Frustration, Conflict, Life- Reflective writing Current periodicals Individual Conferencing with Changes and Pressure Cooperative learning Guest speakers students B. Emotions Evoked by Stress: activities Family internet sites Peer Evaluation and Anger-Rage, Anxiety-Fear Students of Homecoming by John Feedback and Sadness-Grief problem-solving histories Bradshaw Written Responses to C. Emotional Arousal and Self-assessment and It s Never Too Late to Have Problems Presented Coping Efforts reflections a Happy Childhood by Student Creations of D. Effects of Stress on Guided group activities Claudia Black Solutions to Problems Psychological Functioning Students ability to develop The Road Less Traveled by Presented E. Posttraumatic Stress and maintain a high degree M. Scott Peck Disorder of confidentiality Cycle Interactive Publishing F. High stress, Psychological Company Disorders and Everyday Identity: Youth and Crisis by Problems Erick Erikson Annenberg Video Series 8

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