Curriculum Template 2011 Psychology A · normal psychological growth and development, ... Upon...

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Whitman-Hanson Regional High School provides all students with a high- quality education in order to develop reflective, concerned citizens and contributing members of the global community.

Course Number 640/641 Psychology A Grades 11,12 60 Days

Course Description

Psychology (A/B) (4 credits total) Students in this course will acquire, process, and apply knowledge of the major domains of psychology. Integrated topics will include the scientific study of the behavior and the mental processes of human beings. Emphasis will be placed upon gaining an understanding of the history and major perspectives of psychology, normal psychological growth and development, and the principles of intelligence and learning. Upon establishing a foundation of knowledge, students will identify, define, and analyze the key issues associated with mental illness and explore means by which society can solve problems presented by mental illness in ways that demonstrate social and civic responsibility.

Instructional Strategies

Instructional Strategies include but may not be limited to the following: Lecture/Note taking Discussion Debate Document analysis Power Point and SmartBoard presentations Research/writing/peer-editing Creative projects Public speaking Cooperative group activities

Student Learning Expectations

1. Read, write and communicate effectively. 2. Utilize technologies appropriately and effectively. 3. Apply critical thinking skills. 4. Explore and express ideas creatively. 5. Participate in learning both individually and collaboratively. 6. Demonstrate personal, social, and civic responsibility.

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Unit of Study: History, Approaches, Research Methods and Statistics MA Standard/Strands:

Time Frame:

18 Days

Text (Chapter/Pages)

Psychology: Principles in Practice Chapters 1,2

Other Resources: Video: The Importance of Laboratory Animal Research ESP Put to the Test Secrets of the Psychics Psychic Fakes Genie: Secrets of a Wild Child Scientific Problem Solvers: Careers for the Twenty-First Century 48 Hours: Animal Rights Standard Deviants

Essential Questions Concepts, Content:

The introductory unit gives an overview of the historical and philosophical roots of psychology as a behavioral science. The major goals of this discipline, as well as its connection to the hard sciences and the other behavioral sciences are emphasized. Students become familiar with the numerous subspecialties of psychology and the many ways that this science impacts daily life. Pseudo-psychology and parapsychology are incorporated into the historical development. The modern perspectives are established as a foundation for further study. The second part of the first unit explores the goals of psychology and the use of the scientific method to gather and analyze data. Each of the four methodologies is explained, focuses upon its proper use, the advantages and the disadvantages to each approach. Students are exposed to the statistical analysis of data, and the meanings and applications of measures of central tendency. Particular emphasis is placed upon ethical guidelines that have been established by the APA to insure that no harm is done to experimental subjects, whether human or animal.

1. Describe and compare the biological, behavioral, cognitive, psychoanalytic, humanistic, and socio-cultural

perspectives

2. Evaluate the limitations of each perspective in assessing behavior and mental processe

3. Compare the primary emphases of the different perspectives

4. Examining historical factors that influenced the popularity of a selected perspective

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5. Identify the different subfields of psychology, such as clinical, counseling, social, experimental, and

developmental psychology

6. Explain the differences between a psychologist and psychiatrist

7. Explore career opportunities for college graduates with psychology majors

8. Explore the historic origins of the field of psychology

9. Identify key people related to the development of psychology as a science (Wundt, James, Wertheimer,

Rogers, Watson, Skinner, Freud)

10. Examine the role of ethics in research and professional practice.

11. Describe the elements of an experiment

12. Identify the independent and dependent variables, possible confounding variables, and control and

experimental groups in a description of an experiment

13. Design an experiment in which the hypothesis, population, sample, independent variable, dependent

variable, and experimental and control groups are properly identified

14. Explain the importance of sampling in psychological research

15. Explain the importance of being able to generalize results of research

16. Describ how sample selection (e.g., representation of gender, ethnicity, age, etc.) influences results

17. Explain the characteristics of surveys, naturalistic observation, case studies, longitudinal studies, cross-

sectional research, and experiment

18. Identify the suitability of a given method for researching a given hypothesis

19. Explain and describe measures of central tendency indicators):

• Calculating the mean, median, and mode for a set of data Students may indicate this by (performance

indicators):

• Explaining the characteristics of a normal distribution

20. Describe the concept of correlation and explain how it is used in psychology.

• Explaining the difference between correlation and causation

21. Identify historical examples of research that may have departed from contemporary ethical standards

22. Acknowledge the importance of adhering to APA ethical standards in working with human and other animal

subjects

23. Discuss the pros and cons of the use of human and other animals in psychological

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Targeted Skill(s):

Reading, writing, application, independent research, critical thinking, analysis, and discussion, mastery of essential questions, concepts, and content See Appendix A, Reading Standards for Literacy in History/Social Studies 6 – 12

Writing:

Teacher created essays and writing assignments See History/Social Studies sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects6 – 12

Assessment Practices:

Teacher created Unit Tests, Quizzes, Class Discussions, Projects, Essays

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Unit of Study : Biological Basis of Behavior MA Standard/Strands:

Time Frame:

15 Days


Psycholog: Principles in Practice, Chapter 3

Other Resources: Video: The Brain: Annenberg Teaching Series Teenage Brain Inside the Teenage Brain Secrets of the Mind Worth Publishers DVD: CD 1 Neuroscience Standard Deviants


This chapter examines the structure and functions of neurons, the importance of both the central and peripheral nervous systems, and the role of the endocrine system upon the body and the psyche. Students will identify and understand the major structures that comprise the brain, with an emphasis upon the functions of each upon the biology and psychology of human beings. The right and left brain functions will be explored through the research of Roger Sperry and classroom experiments.

1. Identify the neuron as the basis for neural communication.

2. Identify the structure and function of different parts of a neuron

3. Discuss the role of neurotransmitters in Parkinson’s disease, hyperactivity, and/or multiple sclerosis

4. Classify the major divisions and subdivisions of the nervous system.

5. Identifying the central nervous system and its component parts

6. Identifying the peripheral nervous system and its subdivisions

7. Differentiate the functions of the various subdivisions of the nervous system

8. Explain the function of the sympathetic and the parasympathetic nervous systems on heart rate or other physiological responses in an emotional situation

9. Identify the structure and function of the major regions of the brain.

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10. Identify the regions of the brain by using diagrams and/or computer-generated diagrams

11. Compare and contrast the influence on brain function between the left and right hemispheres.

12. Explain the purpose and findings of split-brain research

13. Describe how the endocrine glands are linked to the nervous system.

14. Giving examples of how hormones are linked to behavior and behavioral problems

15. Assess the effects of heredity and environment on behavior

16. Explain how chromosomal abnormalities can cause Down and/or Turner’s syndrome

Targeted Skill(s):


Writing:




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Unit of Study : Sensation and Perception MA Standard/Strands:

Time Frame:

12 Days


Psychology: Principles in Practice, Chapter 4

Other Resources: Video: PBS Mystery of the Senses volumes 1-5 Worth Publisher DVD 1 Sensation and Perception Standard Deviants The Brain: Annenberg Teaching Series


This unit examines the difference between sensation and perception and how perception may alter or define one’s world. The physical aspects, as well as the affective, cognitive, and psychological components of these two symbiotic phenomena are explored through a series of demonstrations and experiments.

1. Explain the concepts of threshold, adaptation, and constancy.

2. Describe the operation of sensory systems.

• Label a diagram of the parts of the eye and ear and explain the role of each part • Explain the operation of other sensory systems, such as taste, touch, kinesthesis, and vestibular

3. Relate knowledge of sensory processes to applications in areas such as engineering psychology, advertising,

music, architecture, and so on.

• Analyzing advertisements for their use of sensory information

4. Explain Gestalt concepts and principles, such as figure-ground, continuity, similarity, proximity, closure, and

so on.

5. Explain the significance of "the whole is greater than the sum of its parts"

6. Describe binocular and monocular depth cues.

7. Identify examples of monocular depth cues, such as linear perspective and relative size, in pictures, paintings,

or photographs

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8. Describe the influence on perception of environmental variables, motivation, past experiences, culture, and

expectations.

9. Describe how expectations influence perception

10. Explore and explain various disorders related to sensation/perception such as prosapagnosia, color blindness,

congenital insensitivity to pain, and synesthesia

Targeted Skill(s):


Writing:




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Unit of Study : States of Consciousness MA Standard/Strands:

Time Frame:

10 Days


Psychology: Principles in Practice , Chapter 5

Other Resources: Video: The Brain: Annenberg Teaching Series ABC Sleep Deprivation CD: Glass Armonica Recording Meditation Instruction


1. Describe the NREM-REM sleep cycle

2. Compare theories that explain why we sleep.):

• Compare restorative theories with evolutionary theories

• Explain the effects of sleep deprivation

• Evaluate evidence to support various theories

3. Assess types of sleep disorders

• Providing possible solutions for insomnia

• Listing the symptoms of disorders such as narcolepsy and sleep apnea

4. Compare different theories about the use and meaning of dreams.

5. Analyze dream content using a Freudian framework (manifest and latent content)

6. Describe the evolution of hypnosis as a therapy tool.

• Explain why some people are better hypnotic subjects than others

• Explain hypnotic induction, suggestibility, and amnesia

• Describe early uses of hypnosis to address psychological symptoms

• Evaluate the accuracy of memories recovered by hypnosis (regression therapy)

• Identifying the uses of hypnosis in pain control and psychotherapy

7. Describe the use of meditation to alter consciousness

8. Cite recent research in explaining the effects of meditation on brain activity

9. Describe the use of meditation in controlling depression and managing pain

10. Identify the major categories of psychoactive drugs

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11. Explain the psychological and biological effects of different psychoactive drugs

12. Classify specific drugs, such as tobacco, alcohol, and marijuana

13. Evaluate the effectiveness of various treatment options for addiction such as, aversion therapy, group

counseling, support groups, and maintenance programs.

Targeted Skill(s):


Writing:




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Unit of Study : Learning MA Standard/Strands:

Time Frame:

10 Days


Psychology: Principles in Practice. Chapter 6

Other Resources: Video: Worth Publishers DVD 1 Learning Standard Deviants


The unit will compare and contrast the various types of learning – cognitive, observational, classical and operant. Students will analyze the important social and psychological factors that will impact upon learning, remembering, and forgetting. Keeping the key components in mind, the class will examine and practice different learning strategies.

1. Discuss learning form a psychological viewpoint

2. Describe classical conditioning paradigm

3. Explain how, according to Pavlov’s theory, a neutral stimulus becomes capable of evoking response

through pairing with an unconditioned stimulus.

4. Label elements in classical conditioning experiments.

5. Design procedures to produce classically conditioned responses.

6. Describe operant conditioning

7. Describing how consequences influence behavior, such as reinforcement strengthening a behavior’s

occurrence.

8. Identify consequences of punishment in controlling behavior.

9. Evaluate the pros and cons with the use of punishment

10. Discuss Skinner’s contributions to behaviorism.

11. Explain Skinner’s schedules of reinforcement and apply to real life examples

12. Explain how observational learning works

13. Describe an example of learning by observation, such as Bandura’s bobo doll experiment.

14. Identify everyday examples of observational learning.

15. Debate the influence of media on behavior (media violence, desensitization, anti-heroes)

16. Describe cognitive learning approaches.

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17. Speculate on the role of culture in determining what behaviors will be learned.

Targeted Skill(s):


Writing:




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Unit of Study : Cognition MA Standard/Strands:

Time Frame:

18 Days


Psychology: Principles in Practice, Chapter 7, 8, and 9

Other Resources: Video: Worth Publishers DVD 1 Thinking and Language Worth Publishers DVD 2 Memory Standard Deviants


This unit combines the acquisition of thinking and language abilities with memory processes and measures of intelligence. The interrelated nature of the subject areas provide an expansive understanding of cognition with enough overlap to allow for information to be absorbed and to include opportunities for independent thinking and application.

1. Identify factors that influence encoding of information into memory

2. Explain the duration and capacity for short-term memory.

3. Provide examples of the use of chunking to increase the capacity for short-term memory.

4. Conduct experiments that use short-term memory.

5. Describe the operation of long-term memory.

6. Provide examples of episodic, semantic, and procedural memories.

7. Analyze the importance of retrieval cues in memory.

8. Identify contextual and state-related cues and create new examples.

9. Examine problems related to incomplete retrieval, such as tip-of-the tongue phenomenon.

10. Explain the role that interference plays in retrieval.

11. Relate difficulties created by reconstructuve memory processes.

12. Speculate about the role of reconstruction in claims of repressed childhood memories.

13. Speculate about the role of reconstruction in cases of eyewitness testimony (Elizabeth Loftus)

14. Identifying factors that interfere with memory

15. Describing case studies that involve memory loss.(H.M., Clive Wearing)

16. Develop strategies for improving memory based on understanding of memory.

17. Identify problem solving as a directed and productive example of thinking.

18. Provide examples of how algorithms, heuristics, and insight are used in problem solving.

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19. Explain the use of creative thinking in problem solving.

20. Compare and contrast convergent and divergent thinking as well as inductive and deductive reasoning

21. Discuss how intelligence tests reflect differences among people.

22. Explain the meaning behind mental age and chronological age. Calculate basic IQ scores from examples.

23. Explain why intelligence test predicts achievement.

24. Describe validity and reliability as it relates to testing

25. Describe the difference between aptitude and achievement tests

26. Explain the limitations of using conventional intelligence tests.

27. Identify and explain major intelligence theories and theorists (Binet, Wechsler, Goleman, Gardner, Thurston,

Sternberg, Spearman). Evaluate the merit of each theory.

28. Identify nature and nurture components to intelligence through examining research

Targeted Skill(s):


Writing:




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Unit of Study : Developmental Psychology MA Standard/Strands:

Time Frame:

15Days


Psychology: Principles in Practice, chapter 10,14

Other Resources: Video: Worth Publishers DVD 1 Development Standard Deviants


This unit explores the complexity of the human personality in the context of the nature/nurture debate. The theories of Freud, Piaget, Maslow, and Kohlberg are examined in the context of the real world. Students will analyze their own use of defense mechanisms, their potential to self-actualize, their cognitive stage of development, and their level of moral development, according the criteria of various theories.

1. Describe the nature vs. nurture debate

2. Identify factors that influence development

3. Relate factors such as birth order and parenting style to intelligence and personality based on research and

anecdotal evidence. Discuss personal experience as it relates to birth order and parenting styles.

4. Identify representative parenting styles such as authoritarian, authoritative, and indifferent through present

day examples

5. Relate Rogers’ Humanistic methods of unconditional positive regard and self concept to personality, esteem,

and development

6. Explore major research in attachment, temperament, and separation anxiety (Lorenz, Harlow, Ainsworth)

7. Identify and explain major theories related to development throughout the lifespan

• Piaget’s Cognitive Development

• Kohlberg’s Moral Development

8. Apply developmental theories to everyday examples

9. Identify and describe key experiments and terminology related to stages and theories (mountain experiment,

waterglass conservation experiment)

10. Speculate upon the components to personality

11. Identify source and surface traits

12. Explore and describe different approaches to explaining personality. Define all key terms and ideas related

to the approaches. Identify strengths and limitations with each approach.

• Trait Approach

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• Psychoanalytic

• Humanistic

• Sociocultural

• Behaviorist

13. Identify and describe Freud’s psychosexual theory on development

14. Identify and describe Erikson’s psychosocial theory on development.

15. Compare and contrast Freud and Erikson’s theories

16. Apply concepts such as defense mechanisms, and the id,ego, superego to everyday situations

17. Compare and contrast Freud with the Neofreudians

18. Evaluate the behaviorist notion of reinforcement as opposed to free will (Skinner, socialization, utopian

society, Walden II)

19. Apply Maslow’s hierarchy of needs to a real world scenario

20. Explore various personality tests and evaluate the reliability and validity of these projective and objective

tests

21. Explore how gender and culture influence personality and development

Targeted Skill(s):


Writing:




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Unit of Study : Abnormal Psychology and Therapies MA Standard/Strands:

Time Frame:

15 Days


Psychology, Chapter 18, Chapter 19

Other Resources: Video: DSM IV Case Study Series 1-3 A Beautiful Mind Girl Interrupted OCD Cognitive Behavioral Therapy One Flew Over the Cuckoo’s Nest Worth Publishers DVD 2 Psychological Disorders Standard Deviants CD-ROM Mental Illness and Art


This unit examines the historical and biopsychological evolution of our current understanding of mental illness. Societal definition and understanding of mental illness and the role of the individual to help those suffering from mental illnesses will be discussed. The section will culminate with various forms of therapies that are available. Students will assess the effectiveness of each form of therapy while aligning the therapy with a major psychological perspective.

1. Distinguish the common characteristics of abnormal behavior. • Listing criteria that distinguish normal from disordered behavior (DSM-IV) • Identifying patterns of behavior that constitute abnormality • Describing how some abnormal behaviors may be designated as abnormal only in particular historical or cultural contexts

2. Describe biological approaches to explaining disorders

3. Described disorders derived from psychological sources, such as emotional turmoil, distorted thinking, and learning

4. Discuss the stigma associated with mental illness and therapy (Hollywood portrayal of villains as mentally ill)

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5. Describe the major categories of mental illness.

6. Identify case studies related to specific mental illness and create novel examples.

7. Explain symptoms related to specific disorders.

• Mood Disorders

• Somatoform Disorders

• Anxiety Disorders

• Schizophrenia

• Dissociative Disorders

• Personality Disorders

8. Examine the influence of class, gender, ethnic, or age bias on diagnosis

9. Explain how psychologists of different schools of psychology produce different diagnostic conclusions about the same case example

10. Describe the role of heredity as it influences risk for abnormal behavior

11. Describe availability and appropriateness of various modes of treatment for people with psychological disorders.

12. Identify major treatment orientations used in therapy, such as behavioral, cognitive, psychoanalytic, humanistic, and biomedical

13. Describe different treatment formats, such as individual, couples, group, systems

14. Describe characteristics of effective treatment and prevention

15. Apply effective treatment strategies to case study examples

16. Evaluate the strengths and weaknesses of different psychological perspectives and treatment options

17. Describe the intersection between mental health and law

• Distinguishing "competent to stand trial" versus "legally insane" status or GBMI

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Targeted Skill(s):


Writing:




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Appendix A: Reading Standards for Literacy in History/Social Studies 6–12 [RH] The standards below begin at grade 6; standards for Pre-K–5 reading in history/social studies, science, and technical subjects are integrated into the Pre-K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:

Key Ideas and Details

1. Cite specific textual evidence to support analysis of primary and secondary sources.

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Integration of Knowledge and Ideas

7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

8. Distinguish among fact, opinion, and reasoned judgment in a text.

8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

9. Analyze the relationship between a primary and secondary source on the same topic.

9. Compare and contrast treatments of the same topic in several primary and secondary sources.

9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Range of Reading and Level of Text Complexity

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10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

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Appendix B: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 [WHST]

The standards below begin at grade 6; standards for Pre-K–5 writing in history/social studies, science, and technical subjects are integrated into the Pre-K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.


Text Types and Purposes

1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue,

acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style. e. Provide a concluding statement or section that

follows from and supports the argument presented.

1. Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s)

from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

1. Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s),

establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 [WHST]


Text Types and Purposes (continued)

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to

follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style and objective tone.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and

information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

1. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas,

concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

3. (See note; not applicable as a separate requirement) 3. (See note; not applicable as a separate requirement) 2. (See note; not applicable as a separate requirement)

Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 [WHST]


Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.



5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge

7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

9. Draw evidence from informational texts to support analysis, reflection, and research.



Range of Writing

10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific



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tasks, purposes, and audiences. tasks, purposes, and audiences. tasks, purposes, and audiences.

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