HUMAN BEHAVIOR GRADES 10-12

THE EWING PUBLIC SCHOOLS 1331 Lower Ferry Road

Ewing, NJ 08618 BOE Approval Date: 9/27/10 Michael Nitti David Griffiths and EHS Staff Superintendent

In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

TABLE OF CONTENTS Page Course Description 1 Scope of Essential Learning:

Unit 1: Approaches to Psychology (10 Days) 2 Unit 2: The Life Span (15 Days) 5 Unit 3: The Workings of Mind and Body (15 Days) 9 Unit 4: Learning and Cognitive Processes (25 Days) 13 Unit 5: Personality and Individuality (15 Days) 16 Unit 6: Adjustment and Breakdown (20 Days) 20

1 COURSE DESCRIPTION

Human Behavior is an elective course for students in Grades 10 through 12. This course is offered to students who want to learn about themselves, their behavior, and society and is designed to enable the student to understand, question and evaluate the values we commonly accept. Human Behavior has no prerequisite and is open to students of all academic interests and abilities.

2 Unit 1: Approaches to Psychology (10 Days)

Why Is This Unit Important? This unit introduces psychology and its most common research methods. It is important for the students to understand why it is useful to study psychology. It explores the relatively brief history of psychology and previews the large number of professions available to those interested in psychology. This is important for the students as they begin to make career choices. Enduring Understandings: 1. Students will be able to identify various approaches to the study of psychology

(overarching). 2. Students will describe how, through the study of psychology, people can

discover psychological principles that have the potential to enrich the lives of humans (overarching).

3. Students will be able to summarize how psychologists are trained to observe, analyze and evaluate behavior patterns (topical).

4. Students will examine experimental procedures psychologists use to avoid bias (overarching).

Essential Questions: 1. Do you think human behavior is free or determined? 2. Why study psychology? 3. Should we have an optimistic or pessimistic view of the world? 4. What is research? Acquired Knowledge: 1. Identify the steps of the scientific method. 2. What are some of the practical solutions psychology provides to problems that

plague society? 3. Describe the work of a clinical psychologist, a counseling psychologist, a

developmental psychologist, and a community psychologist. 4. When are researchers more likely to use naturalistic observation versus work in

a laboratory? 5. How does a self-fulfilling prophecy present a problem for researchers? 6. Explain the following statement, “Correlation does not imply causation.” 7. How can the expectations of the participants bias the results of an experiment? 8. How can the expectations of the experimenter bias the results of an experiment?

3 Acquired Skills: 1. Create a timeline showing significant events in the history of psychology. 2. Use a graphic organizer to name eight specialty fields in psychology. 3. Compare the views of a psychoanalyst, a behaviorist and a humanist. 4. From a given set of data, calculate the mean, median, mode and range. 5. Describe how statistics are used within your classroom and within your school. Major Assessments: Formative Assessments 1. Create a display about the influence of psychology in the popular media. Collect

newspaper and magazine articles that cite behavioral studies. 2. After designing a time line showing major events in the history of psychology,

discuss major changes or trends in psychology. 3. Display the ability to calculate measures of central tendency using a) heights of

members of the class, and b) number of years attending the Ewing schools. Also create a frequency distribution of this data.

Summative Assessment 1. Unit tests and quizzes: Multiple choice; short answer; and essay. Instructional Materials: 1. Understanding Psychology, Garmley, et al, Glencoe, 2005 Pages 2–57. 2. Video: “Psychology: Past, Present and Promise” (Discovering Psychology

series) Annenberg/CPB, 2001. 3. Booklet: Careers in Psychology (American Psychological Association) 4. Video: “Careers in Psychology” (American Psychological Association) 5. Assorted issues of Monitor (American Psychological Association) 6. Video: “Animal Research in Psychology” (American Psychological Association) 7. Video: “Understanding Research” (Discovering Psychology series)

Annenberg/CPB, 2001. Interdisciplinary Connections: 1. Use mathematics to calculate measures of central tendency. 2. Study figures who contributed to the history of psychology, such as the Greeks,

Descartes, Locke, Watson, Pavlov, Freud and Skinner. 3. Artistic ability by creating a poster showing “Areas Psychologists Study”. 4. Examples of Scientific Method as used in psychological research. 5. Read the booklet “Careers in Psychology” and write about the career that is most

appealing to you.

4 6. Write a persuasive paper explaining why you think a behaviorist, humanist or

psychoanalyst has the most accurate viewpoint. Accommodations & Modifications: 1. Rephrase written directions, as needed. 2. Preferential seating, as needed. 3. Give study guide before test. 4. Extended test taking time. Extensions: These articles are written above grade level and can be used by advanced students taking this elective: 1. Great Jobs for Psychology Majors, by Julie DeGalan and Stephen Lambert,

VGM Career Horizons, 1997 2. Psychology by William James, Henry Holt and Company, 1892 List of Applicable NJCCS and Standards/CPIs Uncovered in This Unit: Core Content Standards for social studies electives that do not concentrate on either world or United States history were not developed by the Department of Education. Suggested Learning Experiences and Instructional Activities: 1. Discovering Psychology video: “Psychology – Past, Present and Promise” -

Purpose of Psychology, History and Where Psychology is Headed 2. Monitor magazines from the American Psychological Association – Create a

poster showing “Areas Psychologists Study” 3. American Psychological Association video: “Careers in Psychology” 4. Guest Speaker: EHS School Psychologist discussing the job 5. Teacher demonstration of “Experimental Bias” 6. American Psychological Association video: “Animal Research in Psychology” 7. Statistical Evaluation Activities – Determine mean, median, mode for class using

heights of students and years in the Ewing Public Schools. 8. Discovering Psychology video: “Understanding Research”

5 Unit 2: The Life Span (15 Days)

Why Is This Unit Important? This unit explores human development from birth through old age. It is important for students to be aware of changes that occur throughout the life cycle. The issues involved with dying and death are addressed and it’s important for students to make connections regarding these issues to family members, neighbors, etc. Enduring Understandings: 1. Describe the physical and perceptual development of newborns and children

(topical). 2. Describe the role of family and peers during adolescence (topical). 3. Outline the changes in patterns of reasoning, moral thinking and development of

one’s identity during the transition from childhood to adulthood (topical). 4. Describe the physical and psychological gender differences of males and

females, and discuss how beliefs about these differences influence behavior (overarching).

5. Identify the changes that occur in health and life situations during old age (topical).

6. Understand that most people face death by going through stages or an adjustment process (topical).

Essential Questions: 1. What is language? 2. What is socialization? 3. What are morals? 4. What period of time in our lives is the most difficult? The easiest? 5. What makes someone an adult? Acquired Knowledge: 1. What questions do developmental psychologists raise concerning nature versus

nurture? 2. What does it mean when people say children are egocentric? 3. According to Margaret Mead, how does one’s culture influence adolescent

development? 4. What is an example of rationalization and a reason it might occur? 5. According to the social learning theory, how do children learn gender roles? 6. How do the intelligence abilities of younger adults and older adults differ? 7. What is menopause? What physical reactions does it cause?

6 8. How do life transitions in late adulthood differ from those in early adulthood? 9. What do people go through during the denial stage of dying? Acquired Skills: 1. Discuss how children develop emotionally. 2. Describe Freud’s Theory of Socialization. Major Assessments: Formative Assessments 1. Design an experiment to show that learning can take place by the fetus. 2. Create a chart comparing the “wild children” Victor and Genie. Be sure to focus

on the development of language. 3. Using Robert Havighurst’s list as a guide, write a story showing how a teenager

has mastered the tasks he should during adolescence. 4. Create a poster called “Through the Decades” showing the highlights people

typically go through during each decade. Summative Assessments Unit tests and quizzes; multiple choice, short answer, essay. Instructional Materials: 1. Understanding Psychology, Garmley, et al, Glencoe, 2005 Pages 58–151. 2. Video: “The Miracle of Life” – (Nova) - show part related to development of the

fetus. 3. Video: “Secret of the Wild Child” A Nova production by WGBH/Boston, 1984. 4. Video: “Scared Silent” – relates to child abuse; hosted by Oprah Winfrey. 5. Video: “The Developing Child” (from the Discovering Psychology series)

Annenberg/CPB, 2001. 6. Video: “Did Jenny Have to Die?” (teenage suicide) EHS Media Center # 459. 7. “Suicide Quiz” – facts regarding the subject – Source: Teaching of Psychology. 8. “Androgyny Test” – self-knowledge of androgyny. 9. Article: “Keep Your Brain Fit for Life – What you can know and what you can do”

by Sherry Henry – Parade Magazine. 10. How We Die – Reflections on Life’s Final Chapter by Dr. Sherwin B. Nuland,

Knopf, 1993 (chapter on Alzheimer’s Disease). 12. Video: “Grace” – shows progressive deterioration of lady with Alzheimer’s

Disease – Video Press, University of Maryland School of Medicine. 13. Video: “Dr. Kevorkian” (60 Minutes episode).

7 Interdisciplinary Connections: 1. Describe the development of a fetus and show how learning can take place

(Science). Source is “Do you Hear What I Hear?” a Newsweek article written by Sharon Begley.

2. Describe the physical changes that occur to the human body throughout the life cycle (Science).

3. Calculate your “life expectancy” based upon family history and anticipated lifestyles as an adult (Mathematics).

4. After reading “Keep Your Brain Fit for Life”, write a letter to a parent/guardian sharing beneficial information with them from the article.

5. Debate the merits and criticisms of euthanasia. Accommodations & Modifications: 1. Rephrase written directions, as needed. 2. Preferential seating, as needed. 3. Give study guide before test. 4. Extended test taking time. Extensions: These articles are written above grade level and can be used by advanced students taking this elective. 1. The Girl in the Window by Lane DeGregory – story of a feral child in Florida.

http://www.tampabay.com/features/humaninterest/article750838.ece 2. Elder Abuse and Neglect…In Search of Solutions; American Psychological

Association, 1999. List of Applicable NJCCS and Standards/CPIs Uncovered in This Unit: Core Content Standards for social studies electives that do not concentrate on either world or United States history were not developed by the Department of Education. Suggested Learning Experiences and Instructional Activities: 1. Video: “The Miracle of Life” (Nova) - show part related to development of the

fetus). Can learning take place in a fetus? – “Do You Hear What I Hear?” (Newsweek article written by Sharon Begley.)

2. Video: “Secrets of a Wild Child” – Compare/contrast Genie and Victor. Can a child learn a first language after reaching puberty?

3. Guest Speaker on Child Abuse: Detective Anthony Messina (EHS Resource Officer/Ewing Township Police Department).

4. Video: “Did Jenny Have to Die?” (teenage suicide). Awareness of the importance of warning signs.

8 5. Newsweek article: Boy Meets Girl…Boy Beats Girl – Abusive relationships. 6. Article: “Keep Your Brain Fit for Life” Write letter to parent/guardian. 7. Video: “Dr. Kevorkian” (60 minutes episode) – Debate merits of euthanasia.

9 Unit 3: The Workings of Mind and Body (15 Days)

Why Is This Unit Important? This unit explores the ways in which the brain and body work together. It is important for the students to understand how the brain works and what they can do to keep their brains “fit for life.” Sleep and sleep disorders are also introduced. It is important for students to understand the value of a good night’s sleep and the results if they are sleep-deprived. Enduring Understandings: 1. Identify the structure and functions of the human brain (overarching). 2. Understand that the nervous system helps us know how messages that are sent

to the brain cause behavior (topical). 3. Discuss the stages of sleep and periods of dreaming (topical). 4. Describe research into such techniques as biofeedback and meditation (topical). 5. Describe psychoactive drugs and how they interact with the central nervous

system to alter consciousness (topical). 6. Understand that sensations occur any time a stimulus activates a receptor and

discuss how sensations allow humans to understand reality (topical). 7. Outline the principles involved in perception (overarching). Essential Questions: 1. What allows us to think and act? 2. Is nature or nurture more important for human development? 3. What is sleep? 4. What are our senses? Acquired Knowledge: 1. David runs in a marathon. Explain the function of his sympathetic and

parasympathetic nervous systems during and after the race. 2. List and describe the parts of a neuron. 3. List and describe the main functions of the lobes of the human brain. 4. Suppose a person suffers a stroke that causes damage to the frontal lobe. What

aspects of the person’s behavior would you expect to change? 5. What types of medical conditions can be helped through biofeedback? 6. Identify and describe six sleep disorders. 7. How do illusions demonstrate the difference between sensations and

perceptions?

10 Acquired Skills: 1. Complete a “brain map” showing the major parts of the human brain and its

function. 2. Describe four methods used to study the brain. 3. Use a flow chart to describe the five stages of sleep. 4. Using a cause and effect diagram, describe the effects of three drugs on

consciousness. 5. Complete a chart listing the five senses and their absolute thresholds. Major Assessments: Formative Assessments 1. Develop a chart of the brain showing the name and function of various parts. 2. Compare and contrast the brain injuries suffered by Phineas Gage and Bob

Woodruff. 3. Create a “Sleep and Dream Log” for a period of 7 days. Summative Assessment 1. Performance Task (GRASPS):

Goal: Students will explore their own absolute thresholds and discuss noticeable differences. Role: Students will take on the role of the subject and experimenter. Audience: Members of the class. Situation: Design an experiment to test your own version of the absolute thresholds and discuss noticeable difference for one of the senses discussed. Product: Experiment results based on student collection of data

2. Unit tests and quizzes; Multiple choice, short answer; essay. Instructional Materials: 1. Understanding Psychology, Garmley, et al, Glencoe, 2005 Pages 152–237. 2. Video: “Secrets of the Mind” (NOVA) WGBH/Boston, 2001. 3. Dana Sourcebook of Brain Science, The Dana Press, 2001. 4. The Man Who Mistook His Wife for a Hat and other clinical tales by Dr. Oliver

Sacks, Harper Perennial edition, 1990. 5. In An Instant by Bob and Lee Woodruff, Random House, 2007. 6. Video: “The Behaving Brain” (Discovering Psychology series) Annenberg/CPB,

2001. 7. Video: “The Mind: Asleep and Awake” (Discovering Psychology series)

Annenberg/CPB, 2001.

11 8. U.S. News and World Report article: “Stuff That Dreams Are Made Of”. 9. “Biodots” for demonstration on biofeedback. Biodots available from Biodot of

Indiana, Inc. P.O. Box 1207, Bedford, IN 47421. 10. Charts and Stopwatches for the “Stroop Test”. 11. Video: “Sensation and Perception” (Discovering Psychology series) Annenberg/

CPB, 2001. 12. Video: “Secrets of the Psychics” (NOVA) WGBH Educational Foundation, 1996. Interdisciplinary Connections: 1. Describe the structure and function of the human brain (Science). 2. Identify parts of the nervous system and describe how messages sent to the

brain cause behavior (Science). 3. Describe psychoactive drugs and how they interact with the central nervous

system (Health, Science). 4. Know how to locate the “blind spot” in each eye and explain its cause (Science). 5. Create a “sleep and dream” log. 6. After reading excerpts from In An Instant, write about the brain injury suffered by

Bob Woodruff while reporting for ABC News in Iraq. Accommodations & Modifications: 1. Rephrase written directions, as needed. 2. Preferential seating, as needed. 3. Give study guide before test. 4. Extended test taking time. Extensions: These articles are written above grade level and can be used by advanced students taking this elective. 1. The Interpretation of Dreams by Sigmund Freud, Avon Books, 1965. 2. How Brains Think by William H. Calvin, Basic Books, 1996. List of Applicable NJCCS and Standards/CPIs Uncovered in This Unit: Core Content Standards for social studies electives that do not concentrate on either world or United States history were not developed by the Department of Education. Suggested Learning Experiences and Instructional Activities: 1. Video: “Secrets of the Mind” (NOVA). 2. Dana Sourcebook of Brain Science – Use to create “Brain Maps”. 3. The Man Who Mistook His Wife for a Hat by Dr. Oliver Sacks.

12 4. In An Instant by Bob and Lee Woodruff – Read and discuss excerpts regarding

his brain injury received while reporting for ABC News in Iraq, and his rehabilitation.

5. Video: “The Behaving Brain” (Discovering Psychology series). 6. Video: “The Mind: Asleep and Awake” (Discovering Psychology series) – Stages

of the Sleep Cycle. 7. U.S. News and World Report article: “Stuff That Dreams Are Made Of” –

Characteristics of REM sleep; universal dream themes. 8. Maintain a “Sleep and Dream Log” for seven days. 9. “Biodots” for demonstration on biofeedback. 10. Meditate for 20 minutes using the method of transcendental meditation. 11. Charts and Stopwatches for the “Stroop Test” – (effect of interference on

attention). 12. Video: “Sensation and Perception” (Discovering Psychology series) – Ames

Room; Four things your brain must “straighten out” about the image on the retina.

13. Packets: The Eye; Color Vision – Locating your “blind spot”. 14. Video: “Secrets of the Psychics” (NOVA).

13 Unit 4: Learning and Cognitive Processes (25 Days)

Why Is This Unit Important? This unit explores different learning techniques and processes. It explains how we summon unique thoughts and memories to help us perform day-to-day functions. It is important because the students will learn about methods that can help them learn better and remember more. Enduring Understandings: 1. Describe the principles and techniques of classical and operant conditioning, and

social learning (topical). 2. Explain the concepts of memory and information processing, including the terms

encoding, storage and retrieval (topical). 3. Identify the basic elements of language (topical). 4. Identify units of thought and kinds of thinking (topical). 5. Explain strategies for and obstacles to problem solving (overarching). 6. List reasons for the physiological and psychological factors associated with

motivation and emotion (overarching). 7. Describe the three parts of emotions – the physical, cognitive and behavior

aspects (topical). Essential Questions: 1. What factors cause us to learn something? 2. How do we solve problems? 3. What is motivation? 4. What are needs? Acquired Knowledge: 1. How do positive and negative reinforcement affect a teenager’s choice and

purchase of clothes? Provide examples in your answer. 2. Under what conditions might a conditioned response become extinct? 3. What is the difference between escape conditioning and avoidance conditioning? 4. How is a token economy an example of behavior modification? 5. Is punishment an effective tool of learning? Describe the advantages or

disadvantages of using punishment to teach a child a behavior. 6. What is the purpose of maintenance rehearsal? 7. You have taught your parrot to speak perfect English and understand several

commands. Have you taught it language? Explain. 8. Describe how fundamental, psychological and self-actualization needs differ.

14 Acquired Skills: 1. Using principles of operant conditioning, design a plan to teach a puppy a new

trick. 2. Label an example of classical conditioning using UCS, UCR, NS, CS and CR. 3. Devise a plan of behavior modification (such as teaching your dog not to bark

indoors or stopping your friend from knuckle cracking) by applying learning principles.

4. List the different stages of memory and write an example of each. 5. Using a flow chart, list the stages of language development. 6. Compare and contract two theories of motivation by using a Venn diagram. Major Assessments: Formative Assessments 1. Create a storyboard to illustrate the steps of Classical Conditioning performed by

Pavlov. 2. Create and follow through with a plan of Behavior Modification to change

something about themselves they want to change. 3. Make a digital poster using Glogster.edu about one of the key topics regarding

“memory.” The goal is to inform the viewer about the topic in one minute or less. Summative Assessments Unit tests and quizzes; Multiple choice, short answer, essay Instructional Materials: 1. Understanding Psychology, Garmley, et al, Glencoe, 2005, Pages 238–339. 2. Video: “Learning” (Discovering Psychology series) Annenberg/CPB, 2001. 3. Article: “Whatever Happened to Baby Albert?”. 4. Activity: Eidetic Memory Test. 5. Video: “Clive Wearing” (from The Mind series). 6. Reader’s Digest article “Forget Me Not” (about Clive and Deborah Wearing). 7. Video: “Memory” (Discovery Channel). 8. Activity: How Meaning Enhances Recall by James Jenkins, Activities Handbook

for the Teaching of Psychology – Volume 1, American Psychological Association, 1996.

9. Activity: Creativity. 10. Video: “Language Development” (Discovering Psychology series). 11. Activity: “Achievement Motivation”. 12. Video: “Alive: 25 Years Later” (Dateline Survivors Special). 13. Activity: “Worries Survey”.

15 Interdisciplinary Connections: 1. Create a “Helping the Artist” poster to illustrate creativity (Art). 2. Describe 3 different theories to explain why we experience emotions (Science). 3. Create ten questions that you would like to ask Clive or Deborah Wearing if you

had the opportunity to interview them. 4. Complete “What Would Happen If…” statements to evaluate your creativity. 5. Create a flow chart to show the stages of language development. Accommodations & Modifications: 1. Rephrase written directions, as needed. 2. Preferential seating, as needed. 3. Give study guide before test. 4. Extended test taking time. Extensions: These articles are written above grade level and can be used by advanced students taking this elective. 1. Pavlov: The Man and His Theories by Hilaire Cuny, Paul S. Eriksson, Inc., 1965. 2. Walden Two by B.F. Skinner, Prentice Hall, 1948, 1976. List of Applicable NJCCS and Standards/CPIs Uncovered in This Unit: Core Content Standards for social studies electives that do not concentrate on either world or United States history were not developed by the Department of Education. Suggested Learning Experiences and Instructional Activities: 1. Video: “Learning” (Discovering Psychology series) – View actual film of people

like Pavlov, Watson and Skinner at work. 2. Article: “Whatever Happened to Baby Albert?” – More information about John

Watson’s famous experiment – relate to classical conditioning. 3. Activity: Eidetic Memory Test 4. Video: “Clive Wearing” (from The Mind series) – A man whose memory lasts only

a matter of seconds following viral encephalitis. 5. Reader’s Digest article “Forget Me Not” (about Clive and Deborah Wearing) 6. Video: “Memory” (Discovery Channel) 7. Activity: How Meaning Enhances Recall 8. Activity: Creativity – Helping the Artist & What Would Happen If…? 9. Video: “Language Development” (Discovering Psychology series) 10. Activity: “Achievement Motivation” Shooting baskets from 3 locations. 11. Video: “Alive: 25 Years Later” (Dateline Survivors Special) 12. Activity: “Worries Survey” – Are You a Worrier and if so, in what areas?

16 Unit 5: Personality and Individuality (15 Days)

Why Is This Unit Important? This unit explores personality – why people act the way they do in specific situations – and individuality. This is important for the student to gain a better understanding about their own personality and to recognize that others may have strengths in areas where they do not. This provides the knowledge that it is important to learn to work with others who possess different styles than you do. Enduring Understandings: 1. Describe the characteristics of good psychological tests, including reliability,

validity and standardization (topical). 2. Examine the various theories of what constitutes intelligence (topical). 3. Explain how personality tests are used to assess personality characteristics and

identify problems (topical). 4. List the major schools of personality theory (overarching). 5. Describe the three components of Freud’s psychoanalytic theory: the id, the ego,

and the superego (topical). 6. Determine how behaviorists think some aspects of personality are learned

(overarching). 7. Explore how positive aspects of human nature are emphasized by the

humanistic and cognitive theories (overarching). 8. What part of a personality – id, ego, or superego – do you feel is the most

important? Explain your answer (topical). Essential Questions: 1. What do you think has the greatest effect on intelligence, nature or nurture?

Explain. 2. Do you think a person should base his or her career choice on the results of an

interest test? Explain your answer. 3. If you were asked to rate someone on an intelligence scale of your own making,

what criteria would you use and how would you make your decisions? What roles would memory, creativity and emotional maturity play in your scale?

4. Do you think personality tests should be used by employers to make decisions about hiring employees? Explain.

5. Do you think that you choose your own behaviors freely, or do you believe that your current behaviors are determined by previous behaviors and events? Explain.

17 Acquired Knowledge: 1. What is meant when we ask about the reliability and validity of a test? 2. What are the two-factor and triarchic theories of intelligence? 3. What are Gardner’s eight types of intelligence? 4. What is the difference between an objective and a projective test? 5. What is the validity of a test? How is the validity of a test determined? 6. Why do you think people have different personalities? How would a behaviorist

explain the differences? Acquired Skills: 1. Using a list of test scores from a recent test taken by the class, establish the

percentiles for the test scores. 2. Explain what norms are. How are norms established? 3. Write your own definition of personality. How does your definition compare to

the textbook’s definition? 4. Explain Maslow’s theory of self-actualization. Major Assessments: Formative Assessments 1. Create a poster describing the qualities of your personality type based on the

results of the Kiersey Temperament Sorter. 2. Make 10 inkblots using some colorful and black watercolor paints. Write

responses to what you see in the inkblots. Discuss pros and cons of projective tests.

3. Participate in a skit to illustrate one of Freud’s defense mechanisms. Summative Assessments Unit tests and quizzes; Multiple Choice, short answer, essay Instructional Materials: 1. Understanding Psychology, Garmley, et al, Glencoe, 2005 Pages 340–409. 2. The Ultimate Mental Challenge by Robert Allen, Mensa Publications, 1995. 3. Video: “Testing and Intelligence” (Discovering Psychology series)

Annenberg/CPB, 2001. 4. Please Understand Me: Character & Temperament Types by David Keirsey and

Marilyn Bates, Prometheus Nemesis Book Company, 1978. 5. Activity: Psychological Viewpoint Questionnaire. 6. Video: “Sigmund Freud: Analysis of a Mind” (A&E Biography series), 1995. 7. Video: “The Self” (Discovering Psychology series) Annenberg/CPB, 2001.

18 8. Activity: Self-Concept. 9. Video: “Shyness” (Dateline). Interdisciplinary Connections: 1. Establish percentiles for the class based on a recent set of test scores (math). 2. Create a poster describing the qualities of your personality type based on the

results of the Keirsey Temperament Sorter. 3. Write a paper to convince someone whether nature or nurture has the greatest

effect on intelligence. 4. Create a list of interesting facts about the life of Sigmund Freud. Accommodations, Modifications: 1. Rephrase written directions, as needed. 2. Preferential seating, as needed. 3. Give study guide before test. 4. Extended test taking time. Extensions: This article was written above grade level and can be used by advanced students taking this elective. 1. Sigmund Freud: An Autobiographical Study, Translated and Edited by James

Strachey, W.W. Norton and Company, 1963 (written by Freud in 1935). List of Applicable NJCCS and Standards/CPIs Uncovered in This Unit: Core Content Standards for social studies electives that do not concentrate on either world or United States history were not developed by the Department of Education. Suggested Learning Experiences and Instructional Activities: 1. Mensa Test 2. Video: “Testing and Intelligence” (Discovering Psychology series) –History of

testing and why intelligence tests were created. 3. Keirsey Temperament Sorter from the book Please Understand Me – Take test

and illustrate poster about characteristics of your personality type. 4. Activity: Psychological Viewpoint Questionnaire – respond to questions to see if

you favor Behaviorism, Psychoanalysis or Humanism. 5. Video: “Sigmund Freud: Analysis of a Mind” (A&E Biography series) Interesting

facts about Freud, the man! 6. Video: “The Self” (Discovering Psychology series). 7. Activity: Self-Concept – Comparing your “real self” and your “ideal self.”

19 8. Video: “Shyness” (Dateline) Includes shyness study by Dr. Jerome Kagan

(Harvard).

20 Unit 6: Adjustment and Breakdown (20 Days)

Why Is This Unit Important? This unit explores mental health, adjustment and breakdown. It is important for the student to understand the difference between abnormal behavior and mental illness. The unit begins by investigating the sources of stress, reactions to stress and ways in which a student can learn techniques to cope with stress. Enduring Understandings: 1. Identify various sources of stress (overarching). 2. Explain how stress results from our perceptions of demands placed upon us and

our evaluations of situations we encounter (overarching). 3. Describe the beneficial and harmful reactions people have to stress

(overarching). 4. Explore the defensive and active coping strategies that people use to deal with

stress (overarching) 5. Define psychological disorders. Explore how psychologists draw the line

between normal and abnormal behaviors by looking at deviance, adjustment and psychological health (topical).

6. Explain how schizophrenia involves confused and disordered thoughts, and mood disorders involve disturbances in the experience and expressions of depression (topical).

7. Describe psychotherapy and its goals (topical). Essential Questions: 1. In what ways might social support reduce stress? 2. How could writing about a stressful experience help you cope with it? 3. How do you think job satisfaction and productivity are related? Explain your

answer. 4. Why are some people better able to cope with stress than others? 5. When do you think it is advisable for a person to seek help who is suffering from

a mild psychological disorder? 6. Some therapists view therapy as a process of teaching a client a philosophy of

life. Do you think this therapy goal is appropriate? Acquired Knowledge: 1. What is the difference between eustress and distress? Should stress always be

avoided? Explain. 2. Would you feel more stressed about a scheduled exam or a pop quiz? Why?

21 3. What is the flight-or-fight response? Why is it necessary for animals? For

humans? 4. How do people use denial and intellectualization to cope with stress? 5. What are two relaxation techniques that can be used for coping with stress?

How do they work? 6. What is the DSM-IV and how do psychologists use it? 7. What is anxiety? When is it normal? When is it abnormal? 8. Recall the last time you didn’t do well at something. What kind of explanation did

you offer for your failure? What it optimistic or pessimistic? How did your explanation affect your mood or feelings?

Acquired Skills: 1. Create a chart to show examples of different conflict situations. 2. Use a graphic organizer to show several active coping strategies for dealing with

stress. 3. Make a diagram to show five sources of work satisfaction. 4. Develop a graphic organizer identifying and describing three approaches

psychologists use to identify psychological disorders. 5. What is the difference between a conversion disorder and hypochondriasis? 6. How do personality disorders differ from other psychological disorders? 7. Pick something of which you are afraid. Construct a plan for using systematic

desensitization to help you overcome this fear. Major Assessments: Formative 1. Write a short story, poem or song developed around one or more of the life

changes in the Holmes-Rahe Social Readjustment Rating Scale. 2. Participate in a skit illustrating irrational assumptions that can cause stress and

emphasize constructive alternatives. 3. Define five different types of phobias and develop visual representations of each

on a poster. Summative 1. Unit tests and quizzes; multiple choice, short answer, essay Instructional Materials: 1. Understanding Psychology, Garmley, et al, Glencoe, 2005 Pages 410–515. 2. Activity: How Stressed Are You?. 3. Video: “Health, Mind and Behavior” (Discovering Psychology series)

Annenberg/CPB, 2001.

22 4. Type A Personality Test. 5. Don’t Sweat the Small Stuff…and It’s All Small Stuff by Richard Carlson, Ph.D.

Hyperion, 1997. 6. Ten Commandments for Handling Stress. 7. Displacement Goggles. 8. “A Crucial Timeout” by Rick Reilly (Sports Illustrated). 9. Excerpts from Sybil by Flora Rheta Schreiber, Warner Books Edition, 1973. 10. Video: “Multiple Personalities” (HBO). 11. Schizophrenia article from the National Mental Health Association. 12. Excerpts from Darkness Visible: A Memoir of Madness by William Styron,

Vintage Books, 1990. 13. Video: “Into Madness” (HBO) – schizophrenia. 14. Activity: Detecting Psychopathology in Children. Interdisciplinary Connections: 1. Participate in a skit illustrating irrational assumptions that can cause stress and

emphasize constructive alternatives (drama). 2. Create a poster to illustrate the theme from a chapter in Don’t Sweat the Small

Stuff. 3. Create a chart to show examples of different conflict situations. 4. Use a graphic organizer to show several active coping strategies for dealing with

stress. 5. Write a short story, poem or song developed around some of the life changes in

the Holmes-Rahe Social Readjustment Rating Scale. Accommodations, Modifications: 1. Rephrase written directions, as needed. 2. Preferential seating, as needed. 3. Give study guide before test. 4. Extended test taking time. Extensions: These articles are written above grade level and can be used by advanced students taking this elective. 1. l Interrupted by Susanna Kaysen, Vintage Books, 1993. 2. Diagnostic and Statistical Manual of Mental Disorders (Third Edition – Revised)

American Psychiatric Association, 1987. List of Applicable NJCCS and Standards/CPIs Uncovered in This Unit: Core Content Standards for social studies electives that do not concentrate on either world or United States history were not developed by the Department of Education.

23 Suggested Learning Experiences and Instructional Activities: 1. Activity: How Stressed Are You?. 2. Video: “Health, Mind and Behavior” (Discovering Psychology series). 3. Type A Personality Test. 4. Don’t Sweat the Small Stuff…and It’s All Small Stuff – Some simple, common

sense recommendations for handling stress. 5. Ten Commandments for Handling Stress. 6. Displacement Goggles: Can be purchased through Psychology website. 7. “A Crucial Timeout” by Rick Reilly (Sports Illustrated) Story of a Division 1

College Basketball player with obsessive-compulsive disorder. 8. Excerpts from Sybil by Flora Rheta Schreiber – story of a woman with

Dissociative Identity Disorder, formerly known as multiple personalities. 9. Video: “Multiple Personalities” (HBO) Featuring a police officer and also a mother

of three with Dissociative Identity Disorder. 10. Schizophrenia article from the National Mental Health Association. 11. Excerpts from Darkness Visible by William Styron. His bout with depression. 12. Video: “Into Madness” (HBO) – schizophrenia profiles of three individuals. 13. Activity: Detecting Psychopathology in Children – Using specific characteristics

to evaluate the drawings of children to determine if they are normal or abnormal.