Glencoe understanding psychology answer key

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Understanding Psychology Glencoe Chapter 1​

User Authentication: Understanding The Basics & Top Tips

The most important aspect of website users is the authentication of human to computer interactions. Hence, user authentication is important to understand when someone is creating a website login procedure. Therefore, whether you are looking to be up the internal security or increasing the customer acquisition, or providing a better experience for exploring your site, it is important to know about the authentication process basics. Therefore, we are presenting you with this guide. In this way, you can understand: With the help of better understanding, your organization can understand the better understanding. With the help of a better understanding, your organization can be more effective with the registration and the login processes that can go past the traditional offerings. Moreover, when you go for more different types of authentications, you can get several conventional offerings. Furthermore, when you go for more user authentications, you can get the passwords and more options with fewer alternatives. What can User Authentication Do? The authentication process is the security process that can cover the human to computer interactions that will require the login and can register there. Furthermore, simply the authentications can ask each user about "who are you?" and verifies the response. Moreover, when users can ask for the account, they must create a unique ID and the key that will allow them to access the account later. Mostly the password and username are used as the key and ID. However, the credentials that can include various types of user authentication as well. How Does the User's Authentication Work? The authentications are mostly interchangeable with two separate terms that can work together and create a secure login process. To put the user authentication, you must have three up to the mark tasks: Manage the user connection between the website user and the human user. Verify the identities of the users Decline or approve from the authentication so that the user can identify the user. Importance of User Authentication Understanding the user's authentication is important because it is the key step process that can keep unauthorized users access to every sensitive information. Moreover, they strengthen the authentication process because one user has sensitive information, and another user can only have access to that information if they want. Top User's Authentication Methods Some methods are also called the authentication factor, and for that reason, there are three types. Knowledge Factors: The foremost factor in this regard is the knowledge factor. It can be anything the password, username, and PIN. Furthermore, the challenge with such characteristics is that they can be weak in security because they can be guessed or shared. Possession Factors: Anything that the user must have to log in is the possession factor. Moreover, the one-time password tokens are sometimes the link. Furthermore, there can be physical tokens, ID cards, and possession factors. Inheritance Factors: For a person using the biological characteristics, it is known as the inheritance factor. It can be facial recognition and finger scanning. It can fall into the category. User Authentication with No Password Having the password-less login system is the authentication method that mostly does not require password authentication. Moreover, this sort of authentication has become more famous in the past years, and you are more experienced in the few. Moreover, the most common ways of password-less login in this article are the two most essential cover methods. Biometrics: Fingerprints, facial recognition, iris scanning, and other types of verification through biological characteristics fall under the category of biometrics that can be considered under the inheritance authentication factor. Email Authentication: Email authentication is the most important and password-less user authentication. It mainly because anyone with an email account can use this method. Stronger Password: We encourage you to get the improved security and the stronger vulnerabilities that they used to bring due to the insecure user-generated credentials. It can take to get the password-free online password experience. Implement SSO Authentication: If you do not know about or you can go for the single sign-on, with the authentication, it is a process that can make you logged into the account even when you. Multi-factor Authentication Strategy: Multi-factor authentication is the one that uses the identification with the help of several authentications. For instance, a user can input their password, username, which will then email the link to get the security code. Exploring the Password-less Authentication You can implement a password-less option of login to your website. Moreover, security to the passwords and the security experts can become unreliable and obsolete for user authentication. Furthermore, the password-less logins will not require anything to remember anything. Moreover, the login process is completed with the help of the biological characteristics or through another account. Way to improve user authentication To make your login process more secure, user-friendly, you should know how to create stronger passwords to improve security. As we know, that passwords are not completely safe, they have various vulnerabilities, still, migrating the entire internet to a completely password-free online experience will take your long time. The best way is to create better passwords. Conclusion All in all, this is the best way to authenticate the password to get the optimum security. If you are going to apply the above-discussed user authentications and the given tips you can secure your system.

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Psychology Week 1 Unit of Study: Thinking, Language, and Motivation, Emotion TEKS for Psychology (Content) 2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit. 2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality. 3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs. 3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations. 3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory. 4B Define and give examples of bias related to various points of view. 7A Identify defining characteristics that differentiate the field of psychology from other related social sciences. 8C Identify and describe the basic methods of social scientific reasoning. 9A Describe and explain learning as an adaptation to the environment. 9B Relate cultural perspectives to the traditional physical environment of the culture group. 9C Explain types of relationships of individuals with other individuals and with groups. 18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology. 18B Evaluate the impact of changes in technology on personal growth and development. College Prep Vocabulary Word Wall  thinking  image  symbol  concept  prototype  rule  metacognition  algorithm  heuristic  mental set  functional fixedness  creativity  flexibility  recombination  insight  language  phoneme  morpheme  syntax Resources Textbook Glencoe, McGraw-Hill, Understanding Psychology Unit 4 Chapter 11 pp. 294-311 and Chapter 12 pp. 312-339 Community Resources School Social Worker Local psychological professionals listed with the school district UT Heath Science Center Instructional Guidelines The teacher will use the textbook and other print, visual, and electronic resources and Before, During, and After strategies to:      describe and analyze the processes of thinking and problem solving. describe the structure of language and how children develop language. examine the four theories of motivation and the differences between intrinsic and extrinsic motivation. describe the biological and social needs of humans, including Maslow’s hierarchy of needs. compare and contrast the various theories of emotion. Internet Resources Social Studies Center SAISD Social Studies Resource Center SAISD © 2006-07 Psychology (Second Grading Period – Week 1) Student Behaviors Getting the Big Ideas Key Questions   Rigor Primary Source APA Ethical Principals for Research Second Grading Period TEKS for Psychology (Skills and Processes) 1A Participate in class as a leader and follower. 1D Accept and fulfill social responsibilities associated with citizenship in a group setting. 2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit. 13B Draw and evaluate conclusions from qualitative information. 13E Apply evaluation rules to quantitative information. 13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 14A Use psychology-related terminology correctly. 14B Use standard grammar, spelling, sentence structure, and punctuation. 14C Transfer information from one medium to another, including written to visual and written or visual to statistical, using computer software as appropriate. 14D Create written, oral, and visual presentations of social studies information. 15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data. 17B Acquire information through the use of electronic sources. C Relev ance    What are the main processes of thinking and problem solving? What is the structure of language and how do children develop language? What are the four theories of motivation? What are the biological and social needs of humans? How would you describe the various theories of emotion?      Describe the main processes of thinking and problem solving. Analyze the structure of language and how children develop language. Compare and contrast the four theories of motivation. Examine the biological and social needs of human. Compare and contrast the various theories of emotion. Strategies        Essay Collaborative learning activities Guided Discussions Graphic Organizer Interactive Notebook Reading Process Foldable Page 1 of 30                semantics motivation instincts need drive homeostasis incentive extrinsic motivation intrinsic motivation lateral hypothalamus (LH) ventromedial hypothalamus (VMH) fundamental needs psychological needs self-actualization needs emotion Psychology.glencoe.com www.apa.org/ed/curriculum www.lemoyne.edu/APS/teaching psych.hanover.edu/APA/teaching See campus librarian for additional print and non-print resources. Assessment    Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students write short essay comparing and contrasting the four theories of motivation. Students complete foldable describing the various theories of emotion. Before:  preview the text (look at titles, pictures, and key words) and then predict about the basic principles about thinking and language, theories of motivation, social motives, and emotions.  brainstorm about times when problem solving was a necessity this school year.  discuss times when emotions take over how we think.  review the three parts of all emotions. During:  identify terms and analyze concepts related to the thinking, problem solving, motivation, emotions, biological motives, and language.  describe how children develop language according to Noam Chomsky.  explain two obstacles encountered when problem solving.  use a causal chain to chart how the hypothalamus interprets three kinds of information in the brain. After:  make a foldable that summarizes the four stages of language development for an infant.  use the problem-solving process to write about how the problem-solving process works in our everyday life.  write an essay explaining the theories of emotion.  write a paragraph on why people overeat on holidays such as, Thanksgiving and Christmas.  divide the classroom into small groups and allow each group to create 4 to 8 emotions to express in a game of charades. Have the small group’s select different words to not have repetition. Have the small groups demonstrate to the classroom the emotions. Have the other students in the classroom guess the emotion. Technology Integration: Guide students to  use the Internet resources to gather information on creative thinking. Create a causal chain chart on thinking citing the typical characteristics. Use the SAISD Social Studies website to access the causal chain chart.  research Maslow’s Hierarchy of Needs on the Internet and create a graphic to show the five levels of needs. According to the graphic organizer you see yourself which level do you most identify. SAISD © 2006-07 Psychology (Second Grading Period – Week 1) Page 2 of 30 Special Education ELL Pre-AP/GT Instructional Modifications/ Accommodations Determined by During: create flash cards of the word wall vocabulary and concepts related to thinking and language, theories of motivation, social motives, and emotions. ARD/IEP Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapters 1, 22 Guided Reading and Review, Chapters 1, 22 Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapters 1, 22 Guided Reading and Review, Chapters 1, 22 See separate AP curriculum SAISD © 2006-07 Psychology (Second Grading Period – Week 1) After: make an illustrated foldable that summarizes the three parts of an emotion During: create a bar graph similar to page 322, in the textbook, on the percentage of overweight San Antonians. research on the Internet. After: write an essay that explains the difference between biological and social needs. share with the classroom the essays written. During: After: Page 3 of 30 Psychology Week 2 Unit of Study: Psychological Testing TEKS for Psychology (Content) 2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit. 2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality. 4B Define and give examples of bias related to various points of view. 6A Define and differentiate reliability and validity. 6B Define the concept of “transformed score” and give examples of various types including percentile grade equivalent scores, intelligent quotient (IQ) scores, and College Entrance Examination Board (CEEB) scores such as Scholastic Aptitude Test (SAT) and Graduate Record Examination (GRE). 7A Identify defining characteristics that differentiate the field of psychology from other related social sciences. 8C Identify and describe the basic methods of social scientific reasoning. College Prep Vocabulary Word Wall  reliability  validity  percentile system  norms  intelligence  two-factor theory  triarchic theory  emotional intelligence  intelligence quotient (IQ)  heritability  cultural bias  aptitude test  achievement test  interest inventory  personality test  objective test  projective test Resources Textbook Glencoe, McGraw-Hill, Understanding Psychology Unit 5 Chapter 13 pp. 342-373 Community Resources School Social Worker Local psychological professionals listed with the school district UT Heath Science Center Instructional Guidelines The teacher will use the textbook and other print, visual, and electronic resources and Before, During, and After strategies to:     explain test standardization and how test reliability and validity are assessed. compare and contrast the various views of intelligence and the two kinds of IQ tests. examine aptitude, achievement, and interest tests. identify and describe the most widely used personality tests.  Rigor C  Relev ance  Internet Resources Social Studies Center SAISD Social Studies Resource Center Psychology.glencoe.com www.apa.org/ed/curriculum www.lemoyne.edu/APS/teaching psych.hanover.edu/APA/teaching SAISD © 2006-07 Psychology (Second Grading Period – Week 1) Student Behaviors Getting the Big Ideas Key Questions  Primary Source APA Ethical Principals for Research Second Grading Period TEKS for Psychology (Skills and Processes) 1A Participate in class as a leader and follower. 1D Accept and fulfill social responsibilities associated with citizenship in a group setting. 13B Draw and evaluate conclusions from qualitative information. 13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation). 13E Apply evaluation rules to quantitative information. 13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 14A Use psychology-related terminology correctly. 14B Use standard grammar, spelling, sentence structure, and punctuation. 14D Create written, oral, and visual presentations of social studies information. 15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data. 17B Acquire information through the use of electronic sources. What is the difference between test reliability and validity? What are the various views of intelligence? What are the differences among aptitude, achievement, and interest tests? How would you describe the most widely used personality tests?     Describe the difference between test reliability and validity. Examine the various views of intelligence. Examine the differences among aptitude, achievement, and interest tests. Evaluate the most widely used personality tests. Strategies        Essay Collaborative learning activities Guided Discussions Graphic Organizer Interactive Notebook Reading Process Foldable Assessment    Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students write an essay analyzing the various views of intelligence. Students complete foldable on the most widely used personality tests. Page 4 of 30 See campus librarian for additional print and non-print resources. Before:  preview the text (look at titles, pictures, and key words) and then predict the origins their prior knowledge about intelligence, achievement, and personality testing.  brainstorm possible types of intelligence based on the students in the classroom.  identify the IQ and personality tests used most often. During:  identify terms and analyze concepts related to intelligence, achievement, abilities and personality testing.  describe the advantages and disadvantages of using objective personality tests versus projective personality tests.  analyze the importance of psychological tests being reliable and valid.  examine Howard Gardner eight types of intelligence.  explain the purpose of intelligence, achievement, abilities and personality testing. After:  write an essay that explains the differences and similarities between the Standford-Binet and the Wechsler intelligence tests.  make a foldable that summarizes the use of interest inventories to measure a person’s preferences.  create a bar graph for the classroom on which test they would prefer to take as a college entrance exam, the SAT or the ACT. Support answers with valid and reliable research. Special Education Technology Integration: Guide students to  use the Internet resources to gather information on which of the following tests are used most often; intelligence, achievement, abilities and/or personality testing. Create a graphic organizer explaining the information found about these tests. Instructional Modifications/ Accommodations Determined by ARD/IEP Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapter 2 Guided Reading and Review, Chapter 2 SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: list reasons for the need to test students in special education every three years. After: make an illustrated foldable that summarizes some of the reasons to test students in special education. Page 5 of 30 ELL Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapter 2 Guided Reading and Review, Chapter 2 During: identify reasons for personality testing. After: interview three people you are familiar with about the jobs they do everyday. Create 3 to 5 questions that will provide answers about if they like or dislike the job they do. Ask them what they wanted to be when they were little and why did they change their mind and chose a different career. Pre-AP/GT share your findings with the classroom. See separate AP curriculum SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: After: Page 6 of 30 Psychology Week 3 Unit of Study: Theories of Personality TEKS for Psychology (Content) 2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit. 2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality. 3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs. 3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations. 3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory. 4B Define and give examples of bias related to various points of view. 7A Identify defining characteristics that differentiate the field of psychology from other related social sciences. 7B Trace the impact of associations, psychodynamic (Freudian) thinking, behaviorism, and humanism on current thinking in psychology. 8B Describe the relationship between earlier and later theories related to a given psychological construct. 8C Identify and describe the basic methods of social scientific reasoning. 9A Describe and explain learning as an adaptation to the environment. 9C Explain types of relationships of individuals with other individuals and with groups. 10D Evaluate the various perspectives of human learning and specify the strengths and weaknesses of each. 12A Give examples of growth and development based on social learning, behavioral, and cognitive theories. 18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology. College Prep Vocabulary Word Wall  personality  unconscious  id  ego  superego  defense mechanisms  collective unconscious  archetype  inferiority complex  behaviorism  contingencies of reinforcement  humanistic psychology  self-actualization  self Resources Textbook Glencoe, McGraw-Hill, Understanding Psychology Unit 5 Chapter 14 pp. 374-409 Community Resources School Social Worker Local psychological professionals listed with the school district UT Heath Science Center Instructional Guidelines The teacher will use the textbook and other print, visual, and electronic resources and Before, During, and After strategies to:      describe the major schools of personality theory. explain Sigmund Freud’s structural concepts of personality and Carl Jung’s theory of personality. compare Skinner’s concept of personality and Bandura’s social cognitive theory of personality. explain Maslow’s idea of self-actualization and Carl Rogers’ view of human behavior. examine the main features of trait personality. Student Behaviors Key Questions Strategies Getting the Big Ideas   Rigor Primary Source APA Ethical Principals for Research C Relev ance   Internet Resources Social Studies Center SAISD Social Studies Resource Center SAISD © 2006-07 Psychology (Second Grading Period – Week 1) Second Grading Period TEKS for Psychology (Skills and Processes) 1A Participate in class as a leader and follower. 1D Accept and fulfill social responsibilities associated with citizenship in a group setting. 13B Draw and evaluate conclusions from qualitative information. 13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation). 13D Explain and illustrate cautions related to interpreting statistics in news stories. 13E Apply evaluation rules to quantitative information. 13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 14A Use psychology-related terminology correctly. 14B Use standard grammar, spelling, sentence structure, and punctuation. 14C Transfer information from one medium to another, including written to visual and written or visual to statistical, using computer software as appropriate. 14D Create written, oral, and visual presentations of social studies information. 15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data. 17B Acquire information through the use of electronic sources.  What are the major schools of personality theory? How would you compare and contrast Freud’s and Jung’s theories of personality? What are the main differences between Skinner’s and Rogers’ personality theories? What are the main features of Maslow’s self-actualization concept and Rogers’ view of human behavior? What are the two main features of trait personality?      Describe the major schools of personality theory. Analyze Freud’s and Jung’s theories of personality. Examine the main differences between Skinner’s and Rogers’ personality theories. Assess the main features of Maslow’s self-actualization concept and Rogers’ view of human behavior. Examine the two main features of trait personality.        Essay Collaborative learning activities Guided Discussions Graphic Organizer Interactive Notebook Reading Process Foldable Page 7 of 30  positive regard  conditions of worth  unconditional positive regard  fully functioning  trait  cardinal trait  factor analysis  surface trait  source trait  extravert  introvert Psychology.glencoe.com www.apa.org/ed/curriculum www.lemoyne.edu/APS/teaching psych.hanover.edu/APA/teaching See campus librarian for additional print and non-print resources. Assessment     Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students create an illustrated foldable on the major schools of personality theory. Students write an essay assessing the main differences between Skinner’s and Rogers’ personality theories. Students complete a T-chart on the two main features of trait personality. Before:  preview the text (look at titles, pictures, and key words) and then predict about the concepts of personality, traits, and psychoanalytic, learning, and cognitive theories.  set a purpose for reading, and ask reflective questions such as; “If Sigmund Freud had not studied personalities in such depth, do you think we would be as advanced in psychoanalytic information as we are today?”  has there ever been a time in our life that you used a defense mechanism as displayed on figure 14.5 on page 382 in the textbook. During:  identify terms and analyze concepts related to traits, psychoanalytic, humanistic, learning, and cognitive theories.  analyze and give examples of the famous leaders in the past that may have had an inferiority complex.  use a decision-making or problem-solving process to analyze S. Freud structural concepts of personality and C. Jung’s theory of personality. After:    SAISD © 2006-07 Psychology (Second Grading Period – Week 1) write a summary essay defending one of the personality theories that you feel is the best theory. Give reasons, advantages and disadvantages for the best theory. Support your position with evidence from the textbook. Use any resource you may have used to defend your position but include a reference page or bibliography. have each student chose a myth or fairy tale and identify the archetypes in the story. take a poll in the classroom regarding extraverts and introverts. o Create a graphic organizer that will show the correct number for introverts and extraverts. o Select a personality test from a reliable website and approved by the classroom teacher. o Display the graph to compare with the other classrooms. o Which classroom has the most and the least introvert extroverts? o How and when can this information be helpful to a teacher? Page 8 of 30 ELL Special Education Technology Integration: Guide students to  use Internet resources to create a Wall of Famous People in Psychology.  research the following people; Edward De Bono, Noam Chomsky, William McDougall, Clark Hull, Harry Harlow, Stanley Schachter, David McClelland, Matina Horner, J.W. Atkinson, Abraham Maslow, Paul Ekman, William James, Carl Lange, Charles Spearman, L. L. Thurston, Howard Gardner, Robert Sternberg, Alfred Binet, Sigmund Freud, Carl Jung, Alfred Adler, Gordon W. Allport and Carl Rogers; provide dates of birth and death, significant contributions to psychology and the impact these contributions have had on history and present day psychology.  display the Wall of Famous People. Instructional Modifications/ Accommodations Determined by ARD/IEP Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapters 3-4 Guided Reading and Review, Chapters 3-4 During: Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapters 3-4 Guided Reading and Review, Chapters 3-4 During: think about your personality traits. Write down five traits that you feel describe your personality. After: make a collage of pictures from newspapers, magazines, clip art from the computer etc… using the 5 traits of your personality. display the collage in the classroom and explain the theory that best describes your personality. think about your personality traits. Write down five traits that you feel describe your personality. After: make a collage of pictures from newspapers, magazines, clip art from the computer etc… using the 5 traits of your personality. display the collage in the classroom. Pre-AP/GT present your collage using one of the theories studied in Chapter 14 that best describes your personality See separate AP curriculum SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: After: Page 9 of 30 Psychology Week 4 Unit of Study: Stress, Health, and Psychological Disorders TEKS for Psychology (Content) 2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit. 2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality. 3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs. 3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations. 3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory. 4B Define and give examples of bias related to various points of view. 7A Identify defining characteristics that differentiate the field of psychology from other related social sciences. 8C Identify and describe the basic methods of social scientific reasoning. 9A Describe and explain learning as an adaptation to the environment. 9C Explain types of relationships of individuals with other individuals and with groups. 11B Define common psychological disorders. 18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology. College Prep Vocabulary Word Wall  stress  stressor  stress reaction  distress  eustress  conflict situation  anxiety  anger  fear  social support  cognitive appraisal  denial  intellectualization  progressive relaxation  mediation  biofeedback  autonomy  developmental friendship  resynthesis Resources Textbook Glencoe, McGraw-Hill, Understanding Psychology Unit 6 Chapter 15 pp. 412-445 and Chapter 16 pp. 446-483 Community Resources School Social Worker Local psychological professionals listed with the school district UT Heath Science Center Primary Source APA Ethical Principals for Research Internet Resources Social Studies Center SAISD Social Studies Resource Center Psychology.glencoe.com www.apa.org/ed/curriculum www.lemoyne.edu/APS/teaching psych.hanover.edu/APA/teaching SAISD © 2006-07 Psychology (Second Grading Period – Week 1) Second Grading Period TEKS for Psychology (Skills and Processes) 1A Participate in class as a leader and follower. 1D Accept and fulfill social responsibilities associated with citizenship in a group setting. 13B Draw and evaluate conclusions from qualitative information. 13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation). 13E Apply evaluation rules to quantitative information. 13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 14A Use psychology-related terminology correctly. 14B Use standard grammar, spelling, sentence structure, and punctuation. 14D Create written, oral, and visual presentations of social studies information. 15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data. 17B Acquire information through the use of electronic sources. Instructional Guidelines The teacher will use the textbook and other print, visual, and electronic resources and Before, During, and After strategies to:         explain the various sources of stress and the reactions to stress. describe the defensive and active strategies of coping with stress. describe adjustment and stress related to college and work. examine psychological disorder and the concepts of normality and abnormality. examine the causes of anxiety disorders. explain somatoform and dissociative disorders. describe schizophrenia and mood disorders. examine personality disorders and drug addiction. Student Behaviors Getting the Big Ideas Key Questions   Rigor C Relev ance    What are the various sources of stress and the reactions to stress? How would you describe the terms psychological disorder, normality, and abnormality? What are the causes of anxiety disorders? What are schizophrenia and mood disorders? What are the causes of personality disorders and drug addiction?      Explain the various sources of stress and the reactions to stress. Examine the terms psychological disorder, normality, and abnormality. Assess the causes of anxiety disorders. Analyze schizophrenia and mood disorders. Examine the causes of personality disorders and drug addiction. Strategies        Essay Collaborative learning activities Guided Discussions Graphic Organizer Interactive Notebook Reading Process Foldable Page 10 of 30                         career comparable worth DSM-IV anxiety phobia panic disorder post-traumatic stress disorder somatoform disorder conversion disorder dissociative disorder dissociative amnesia dissociative fugue dissociative identity disorder schizophrenia delusions hallucinations major depressive disorder bipolar disorder personality disorders antisocial personality psychological dependence addiction tolerance withdrawal Assessment    See campus librarian for additional print and non-print resources. Before:  preview the text (look at titles, pictures, and key words) and then predict about stress, health and, psychological disorders.  create a T-chart comparing and contrasting schizophrenia and one mood disorder.  discuss different types of therapy methods.  set a purpose for reading, and ask reflective questions such as; “If I had to make an adjustment after a breakdown I would…” During:  identify terms and analyze concepts related to the stress, health and, psychological disorders.  examine the influences stress, health and, psychological disorders have on a person’s everyday life.  use a decision-making or problem-solving process related to stress, health and, psychological disorders. After:  write an essay that analyzes stress, health and, psychological disorders.  record the different types of anxiety disorders and provide a solution for each disorder.  make a list of common phobias that people generally have and take a poll in the classroom. Make a number graph of the phobias and display so other classes may see similarities or differences. Technology Integration: Guide students to    SAISD © 2006-07 Psychology (Second Grading Period – Week 1) Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students create an illustrated foldable on the various sources of stress and the reactions to stress. Students write an essay explaining the causes of anxiety disorders. use the Internet resources to gather information about stress, health and, psychological disorders. describe the fight-or-flight response and research on the Internet some common examples that most people experience in their lifetime. create a web diagram similar to the chart on page 434 in the textbook. Use the figure 15.13 as a model to create the diagram. Page 11 of 30 Special Education Instructional Modifications/ Accommodations Determined by ARD/IEP Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapter 6 Guided Reading and Review, Chapter 6 During: set a purpose for reading, and ask reflective questions such as; “Which is the largest stress in my life today? Will I have this same stress in my life 5 years from now, or 10 years from now?” form a list of the different types of drug addiction that exist today that is most common among young people in high school. After: identify the common sources of stress that teenagers experience daily. using the chart on page 442 (figure 15.16) of the textbook, create a bar graph of jobs men and women traditionally do as an occupation. make a foldable that summarizes the disadvantages of drug addiction. ELL write an opinion letter to your school newspaper offering suggestions how students could become less drug addicted. Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapter 6 Guided Reading and Review, Chapter 6 During: list the ways people most commonly relieve stress. list the ways you relieve stress. are the ways people and you relieving stress healthy? If not, why not and what could be done differently? After: Pre-AP/GT write an essay that explains the stresses in schools today for students. See separate AP curriculum SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: After: Page 12 of 30 Psychology Week 5 Unit of Study: Therapy and Change TEKS for Psychology (Content) 2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit. 2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality. 3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs. 3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations. 3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory. 4B Define and give examples of bias related to various points of view. 7A Identify defining characteristics that differentiate the field of psychology from other related social sciences. 7B Trace the impact of associationism, psychodynamic (Freudian) thinking, behaviorism, and humanism on current thinking in psychology. 8B Describe the relationship between earlier and later theories related to a given psychological construct. 8C Identify and describe the basic methods of social scientific reasoning. 9A Describe and explain learning as an adaptation to the environment. 10A Identify related antecedents, behavior, and consequences in a provided behavioral situation. 9C Explain types of relationships of individuals with other individuals and with groups. 18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology. College Prep Vocabulary Word Wall  psychotherapy  eclectic approach  placebo effect  empathy  group therapy  psychoanalysis  insight  free association  resistance  dream analysis  transference  humanistic therapy  client-centered therapy  nondirective therapy  active listening  unconditional positive regard  behavior Resources Textbook Glencoe, McGraw-Hill, Understanding Psychology Unit 6 Chapter 17 pp. 484-513 Community Resources School Social Worker Local psychological professionals listed with the school district UT Heath Science Center Primary Source APA Ethical Principals for Research Internet Resources Social Studies Center SAISD Social Studies Resource Center Psychology.glencoe.com www.apa.org/ed/curriculum www.lemoyne.edu/APS/teaching psych.hanover.edu/APA/teaching SAISD © 2006-07 Psychology (Second Grading Period – Week 1) Second Grading Period TEKS for Psychology (Skills and Processes) 1A Participate in class as a leader and follower. 1D Accept and fulfill social responsibilities associated with citizenship in a group setting. 13B Draw and evaluate conclusions from qualitative information. 13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation). 13E Apply evaluation rules to quantitative information. 13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 14A Use psychology-related terminology correctly. 14B Use standard grammar, spelling, sentence structure, and punctuation. 14D Create written, oral, and visual presentations of social studies information. 15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data. 17B Acquire information through the use of electronic sources. Instructional Guidelines The teacher will use the textbook and other print, visual, and electronic resources and Before, During, and After strategies to:  explain the nature of psychotherapy and the role of a therapist.  explain psychoanalysis and humanistic therapy and their goals.  examine biological approaches to treatment. Student Behaviors Getting the Big Ideas Key Questions   Rigor C  Relev ance What is psychotherapy and what is the role of the therapist? What are psychoanalysis and humanistic therapy? What are some biological approaches to treatment?    Describe psychotherapy and the role of the therapist. Analyze the role of psychoanalysis and humanistic therapy . Examine the biological approaches to treatment. Strategies        Essay Collaborative learning activities Guided Discussions Graphic Organizer Interactive Notebook Reading Process Foldable Assessment     Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students create a foldable on psychotherapy and the role of the therapist. Students write an essay evaluating psychoanalysis and humanistic therapy. Students develop a graphic organizer analyzing the biological approaches to treatment. Page 13 of 30 modification  cognitive therapy  rational-emotive therapy (RET)  behavior therapy  systematic desensitization  aversive conditioning  contingency management  token economy  cognitivebehavior therapy  drug therapy  antipsychotic drugs  antidepressants  lithium carbonate  antianxiety drugs  electroconvulsive therapy (ECT)  psychosurgery  prefrontal lobotomy See campus librarian for additional print and non-print resources. Before:  preview the text (look at titles, pictures, and key words) and then predict the characteristics of psychotherapy and change.  set a purpose for reading, and ask reflective questions such as; “If I had a problem in the future such as with my children, would I go to therapy?”  use a graphic organizer like the KWL chart to map their prior knowledge about psychoanalysis and change. During:  identify terms and analyze concepts related to therapy and change.  compare the different points of view about therapy and change.  discuss the functions, goals, and types of psychotherapy.  explain the role of psychoanalysis and biological approaches to treatment. After:  complete a graphic organizer that explains the cause and effects of humanistic therapy.  “What do our dreams mean?” Discuss in detail this question as it applies to S. Freud. Technology Integration: Guide students to Special Education  use the Internet resources to gather information about psychotherapy and cognitive and behavior therapies.  write an essay explaining the purposes and results about these therapies. Instructional Modifications/ Accommodations Determined by ARD/IEP Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapters 5, 7 Guided Reading and Review, Chapters 5, 7 SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: list the advantages and disadvantages of adjustment and breakdowns. After: complete an illustrated graphic organizer that explains the viewpoints of adjustment and breakdowns and how therapies help the adjustment process. Page 14 of 30 ELL Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapters 5, 7 Guided Reading and Review, Chapters 5, 7 Pre-AP/GT See separate AP curriculum SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: discuss the different drug therapies used for Biological therapy. After: make a list of the drug therapies and the effects the drugs have on the patient used for Biological therapy. During: After: Page 15 of 30 Psychology Week 6 Unit of Study: Individual Interaction TEKS for Psychology (Content) 2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit. 2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality. 3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs. 3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations. 3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory. 4A Relate sensation and perception to various points of view. 4B Define and give examples of bias related to various points of view. 7A Identify defining characteristics that differentiate the field of psychology from other related social sciences. 7B Trace the impact of associationism, psychodynamic (Freudian) thinking, behaviorism, and humanism on current thinking in psychology. 8C Identify and describe the basic methods of social scientific reasoning. 9A Describe and explain learning as an adaptation to the environment. 9B Relate cultural perspectives to the traditional physical environment of the culture group. 9C Explain types of relationships of individuals with other individuals and with groups. 18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology. College Prep Vocabulary Word Wall  social psychology  social cognition  physical proximity  stimulation value  utility value  ego-support value  complementarity  primacy effect  stereotype  attribution theory  fundamental attribution error  actor-observer bias  nonverbal communication  generational Resources Textbook Glencoe, McGraw-Hill, Understanding Psychology Unit 7 Chapter 18 pp. 518-543 Community Resources School Social Worker Local psychological professionals listed with the school district UT Heath Science Center Primary Source APA Ethical Principals for Research SAISD © 2006-07 Psychology (Second Grading Period – Week 1) Second Grading Period TEKS for Psychology (Skills and Processes) 1A Participate in class as a leader and follower. 1D Accept and fulfill social responsibilities associated with citizenship in a group setting. 13B Draw and evaluate conclusions from qualitative information. 13A Create a product on a contemporary psychology-related issue or topic using critical methods of inquiry. 13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation). 13E Apply evaluation rules to quantitative information. 13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 14A Use psychology-related terminology correctly. 14B Use standard grammar, spelling, sentence structure, and punctuation. 14D Create written, oral, and visual presentations of social studies information. 15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 15C Participate in conflict resolution using persuasion, compromise, debate, and negotiation. 17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data. 17B Acquire information through the use of electronic sources. Instructional Guidelines The teacher will use the textbook and other print, visual, and electronic resources and Before, During, and After strategies to:     explain the factors involved in choosing friends. describe several factors that influence how we interpret others’ behavior. examine sources of parent-adolescent conflict. describe different types of love. Student Behaviors Getting the Big Ideas Key Questions   Rigor C Relev ance   What are the factors involved in choosing friends? What factors influence how we interpret others’ behavior? What are the sources of parentadolescent behavior? What are the different types of love?     Describe the factors involved in choosing friends. Analyze the factors that influence how we interpret others’ behavior. Assess the sources of parentadolescent behavior. Evaluate the different types of love. Strategies        Essay Collaborative learning activities Guided Discussions Graphic Organizer Interactive Notebook Reading Process Foldable Assessment    Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students create a foldable on the factors involved in choosing friends. Students write an essay evaluating the different types of love. Page 16 of 30 identity Internet Resources Social Studies Center SAISD Social Studies Resource Center Psychology.glencoe.com www.apa.org/ed/curriculum www.lemoyne.edu/APS/teaching psych.hanover.edu/APA/teaching Before:  preview the text (look at titles, pictures, and key words) and then predict about a persons individual interactions or relationships in daily living.  discuss and begin a KWL chart about student’s prior knowledge about different types of attractions. During:  identify terms and analyze concepts related to about a person’s individual interaction in daily living.  analyze the three factors that influence friendships.  examine the advantages and disadvantages of social perceptions. Explain the meaning of sayings like, “Beauty is only skin deep, and Opposites attract.”  identify the different types of love and explain how they apply to a person’s individual interactions or relationships in daily living. See campus librarian for additional print and non-print resources.  use a decision-making or problem-solving process related to about a persons individual interaction when involving love. After:  complete a graphic organizer that summarizes about a persons individual interaction in daily living.  write an explanation of what “love at first sight” means to men and women.  discuss and complete the KWL chart about different types of attractions. Technology Integration: Guide students to Special Education  use the Internet resources to gather information to about how a person’s individual interaction in daily living affects others in their life. Research how men and women rank the order in what they are looking for in a mate. Do the rankings stay the same as a person gets older? Instructional Modifications/ Accommodations Determined by ARD/IEP Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapters 8-9 Guided Reading and Review, Chapters 8-9 SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: list the advantages and disadvantaged of love. After: interpret the triangle theory of Love on page 539 in the textbook in a graphic organizer. make an illustrated foldable that summarizes the advantages and disadvantages of making new friends when you go into a new environment. Page 17 of 30 ELL Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapters 8-9 Guided Reading and Review, Chapters 8-9 During: discuss why we need friends and how do we chose new friends. After: make a foldable that summarizes the advantages and disadvantages of not being able to speak English and how to make new friends that only speak English. Pre-AP/GT present to the classroom you summary. See separate AP curriculum SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: After: Page 18 of 30 Psychology Week 7 Unit of Study: Group Interaction TEKS for Psychology (Content) 2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit. 2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality. 3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs. 3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations. 3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory. 4A Relate sensation and perception to various points of view. 4B Define and give examples of bias related to various points of view. 7A Identify defining characteristics that differentiate the field of psychology from other related social sciences. 7B Trace the impact of associationism, psychodynamic (Freudian) thinking, behaviorism, and humanism on current thinking in psychology. 8C Identify and describe the basic methods of social scientific reasoning. 9A Describe and explain learning as an adaptation to the environment. 9B Relate cultural perspectives to the traditional physical environment of the culture group. 9C Explain types of relationships of individuals with other individuals and with groups. 18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology. College Prep Vocabulary Word Wall  group  task functions  social functions  norms  ideology  social facilitation  social inhibition  group polarization  groupthink  sociogram  conformity  obedience  aggression  catharsis  altruism  diffusion of responsibility  bystander effect Resources Textbook Glencoe, McGraw-Hill, Understanding Psychology Unit 7 Chapter 19 pp. 544-575 Community Resources School Social Worker Local psychological professionals listed with the school district UT Heath Science Center Primary Source APA Ethical Principals for Research SAISD © 2006-07 Psychology (Second Grading Period – Week 1) Second Grading Period TEKS for Psychology (Skills and Processes) 1A Participate in class as a leader and follower. 1D Accept and fulfill social responsibilities associated with citizenship in a group setting. 13B Draw and evaluate conclusions from qualitative information. 13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation). 13E Apply evaluation rules to quantitative information. 13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 14A Use psychology-related terminology correctly. 14B Use standard grammar, spelling, sentence structure, and punctuation. 14D Create written, oral, and visual presentations of social studies information. 15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 15C Participate in conflict resolution using persuasion, compromise, debate, and negotiation. 15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 16B Monitor and evaluate self-directed inquiry or projects for timeliness, accuracy, and goal attainment. 17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data. 17B Acquire information through the use of electronic sources. Instructional Guidelines The teacher will use the textbook and other print, visual, and electronic resources and Before, During, and After strategies to:  describe the different types of groups and the interactive patterns within groups.  examine the relationship between group pressure and obedience to authority figures.  explain the causes and effects of group conflict and cooperation. Student Behaviors Getting the Big Ideas Key Questions  Rigor C Relev ance   What are the different types of groups and the interactive patterns within groups? What is the relationship between group pressure and obedience to authority figures? What are the causes and effects of group conflict and cooperation?    Analyze the different types of groups and the interactive patterns within groups. Examine the relationship between group pressure and obedience to authority figures. Explain the causes and effects of group conflict and cooperation. Strategies        Essay Collaborative learning activities Guided Discussions Graphic Organizer Interactive Notebook Reading Process Foldable Assessment    Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students create a foldable that summarizes the different types of groups and the interactive patterns within groups. Students write an essay evaluating the effects of group conflict and cooperation. Page 19 of 30  social loafing  deindividuation Internet Resources Social Studies Center SAISD Social Studies Resource Center Psychology.glencoe.com www.apa.org/ed/curriculum www.lemoyne.edu/APS/teaching psych.hanover.edu/APA/teaching See campus librarian for additional print and non-print resources. Before:  preview the text (look at titles, pictures, and key words) and then predict about group interactions such as, groups that conform, conflict, cooperate, and show different behaviors and obedience.  set a purpose for reading, and ask reflective questions such as; “Why did people follow Adolf Hitler in Germany before, during and after World War II ? Why do people follow Osama Bin-Laden?” During:  identify terms and analyze concepts related to group interactions such as, groups that conform, conflict, cooperate, and show different behaviors and obedience.  analyze and explain the difference between in-groups, out-groups, primary and secondary groups.  discuss why some people help someone in need of help and others chose not to help.  use a decision-making or problem-solving process to group interactions such as, groups that conform, conflict, cooperate, and show different behaviors and obedience. After:  make a graphic organizer that explains group interactions such as, groups that conform, conflict, cooperate, and show different behaviors and obedience.  create a graphic organizer to identify, and describe the three styles of leadership.  make a Venn diagram and compare and contrast aggression and altruism. Technology Integration: Guide students to  use the Internet resources to gather information on group interactions such as, groups that conform, conflict, cooperate, and show different behaviors and obedience.  use Internet resources to create a Wall of Famous People in Psychology.  research the following people; Eric Erickson, Zick Rubin, Peter Madison, Deepak Chopra, Dorothea Dix, Hans Eysenck, Allen Bergin, Albert Ellis, Aaron T. Beck, Stanley Milgram, and Linda L. McCarley, provide dates of birth and death, significant contributions to psychology and the impact these contributions have had on history and present day psychology.  display the Wall of Famous People. SAISD © 2006-07 Psychology (Second Grading Period – Week 1) Page 20 of 30 Special Education Instructional Modifications/ Accommodations Determined by ARD/IEP Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapter 19 Guided Reading and Review, Chapter 19 During: During: ELL Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapter 19 Guided Reading and Review, Chapter 19 create a list of how you deal with peer pressure from your friends. Do you think you will handle peer pressure the same now as you will 10 years from now? Why or Why not, explain in detail. After: create an illustrated foldable that summarizes group interactions such as, groups that conform, conflict, cooperate, show different behaviors and obedience. are there gangs in your home country? Are the peer pressures the same here in the U. S. as in your home country? Why or why not, explain. After: Pre-AP/GT write a school newspaper article about group interactions such as, groups that conform, conflict, cooperate, and show different behaviors and obedience in your home country. See separate AP curriculum SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: After: Page 21 of 30 Psychology Week 8 Unit of Study: Attitudes and Social Influence TEKS for Psychology (Content) 2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit. 2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality. 3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs.3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations. 3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory. 4A Relate sensation and perception to various points of view. 4B Define and give examples of bias related to various points of view. 7A Identify defining characteristics that differentiate the field of psychology from other related social sciences. 7B Trace the impact of associationism, psychodynamic (Freudian) thinking, behaviorism, and humanism on current thinking in psychology. 8C Identify and describe the basic methods of social scientific reasoning. 9A Describe and explain learning as an adaptation to the environment. 9B Relate cultural perspectives to the traditional physical environment of the culture group. 9C Explain types of relationships of individuals with other individuals and with groups. 11D Determine cultural influences such as fads or peers on one’s own social behavior. 18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology. College Prep Vocabulary Word Wall  attitude  self-concept  compliance  identification  internalization  cognitive dissonance  counterattitudinal behavior  self-justification  self-fulfilling prophesy  prejudice  discrimination  persuasion  boomerang effect  sleeper effect  inoculation effect Resources Textbook Glencoe, McGraw-Hill, Understanding Psychology Unit 7 Chapter 20 pp. 576-601 Community Resources School Social Worker Local psychological professionals listed with the school district UT Heath Science Center Primary Source APA Ethical Principals for Research SAISD © 2006-07 Psychology (Second Grading Period – Week 1) Second Grading Period TEKS for Psychology (Skills and Processes) 1A Participate in class as a leader and follower. 1D Accept and fulfill social responsibilities associated with citizenship in a group setting. 13B Draw and evaluate conclusions from qualitative information. 13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation). 13E Apply evaluation rules to quantitative information. 13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 14A Use psychology-related terminology correctly. 14B Use standard grammar, spelling, sentence structure, and punctuation. 14D Create written, oral, and visual presentations of social studies information. 15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 15C Participate in conflict resolution using persuasion, compromise, debate, and negotiation. 16B Monitor and evaluate self-directed inquiry or projects for timeliness, accuracy, and goal attainment. 17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data. 17B Acquire information through the use of electronic sources. Instructional Guidelines The teacher will use the textbook and other print, visual, and electronic resources and Before, During, and After strategies to:  describe the formation of attitudes.  describe attitude change and prejudice.  explain the different types of persuasion processes. Student Behaviors Getting the Big Ideas Key Questions   Rigor C  How do attitudes form? How do attitudes change, including prejudice? What are the different types of persuasion processes? Relev ance    Describe how attitudes form. Examine how attitudes change, including prejudice. Analyze the different types of persuasion processes. Strategies        Essay Collaborative learning activities Guided Discussions Graphic Organizer Interactive Notebook Reading Process Foldable Assessment     Students demonstrate understanding of concepts through guided classroom discussion and interactive note-taking. Students create a foldable that summarizes the Bill of Rights with examples of each freedom. Students write an essay defending appoint of view on a civil right or civil liberties issue. Students hold a mock trial over a civil liberties issue and based on a landmark Supreme Court case. Page 22 of 30 Internet Resources Social Studies Center SAISD Social Studies Resource Center Psychology.glencoe.com www.apa.org/ed/curriculum www.lemoyne.edu/APS/teaching psych.hanover.edu/APA/teaching Before:  preview the text (look at titles, pictures, and key words) and then predict about attitudes and social influence.  complete an anticipation/guide that could predicts your attitudes to the prejudices you have now and how they will be the same 20 years from now. During:  identify terms and analyze concepts related to attitudes and social influence. See campus librarian for additional print and non-print resources.  explain and give examples of about how attitudes and social influences form.  use a decision-making or problem-solving process to analyze the attitudes and social influences that stay with a person throughout life. After:  write an essay that explains why there are attitudes and social influences in our lives.  explain in detail how the four elements in communication are the same no matter if you are 13, 23, or 33. Special Education Technology Integration: Guide students to  use the Internet resources to gather information on about attitudes and social influences such as, stereotypes, the self-fulfilling prophecy and discrimination. Provide an explanation about these influences and how they affect your everyday life. Instructional Modifications/ Accommodations Determined by ARD/IEP Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapter 20 Guided Reading and Review, Chapter 20 SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: give an example of an advertisement you saw on television, purchased the product and how satisfied you were with the product. Was the product what you thought it would be? Did the product do as the advertisement said it would do to satisfy you? Do you think the advertisement brainwashed you? After: make an illustrated graphic organizer that explains feelings and actions, and how we react differently as we get older. Page 23 of 30 During: ELL list and give examples of prejudice you have experienced sometime in your life or the life of your family. research evidence to support the prejudice discussed by your family. After: Pre-AP/GT present your list of prejudices with supporting evidence to the classroom. See separate AP curriculum SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: After: Page 24 of 30 Psychology Week 9 Unit of Study: Psychology: Present and Future TEKS for Psychology (Content) 2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit. 2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality. 3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs. 3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations. 3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory. 4B Define and give examples of bias related to various points of view. 7A Identify defining characteristics that differentiate the field of psychology from other related social sciences. 7B Trace the impact of associationism, psychodynamic (Freudian) thinking, behaviorism, and humanism on current thinking in psychology. 8C Identify and describe the basic methods of social scientific reasoning. 9A Describe and explain learning as an adaptation to the environment. 9C Explain types of relationships of individuals with other individuals and with groups. 18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology. College Prep Vocabulary Word Wall  crisis intervention program  ACT  SAT  forensic psychology  industrial/organizational psychology  sports psychology  visualization  gerontology Resources Textbook Glencoe, McGraw-Hill, Understanding Psychology Unit 7 Chapter 21 pp. 602-619 Community Resources School Social Worker Local psychological professionals listed with the school district UT Heath Science Center Primary Source APA Ethical Principals for Research Internet Resources Social Studies Center SAISD Social Studies Resource Center Psychology.glencoe.com SAISD © 2006-07 Psychology (Second Grading Period – Week 1) Second Grading Period TEKS for Psychology (Skills and Processes) 1A Participate in class as a leader and follower. 1D Accept and fulfill social responsibilities associated with citizenship in a group setting. 13B Draw and evaluate conclusions from qualitative information. 13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation). 13E Apply evaluation rules to quantitative information. 13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 14A Use psychology-related terminology correctly. 14B Use standard grammar, spelling, sentence structure, and punctuation. 14D Create written, oral, and visual presentations of social studies information. 15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 15C Participate in conflict resolution using persuasion, compromise, debate, and negotiation. 16B Monitor and evaluate self-directed inquiry or projects for timeliness, accuracy, and goal attainment. 17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data. 17B Acquire information through the use of electronic sources. Instructional Guidelines The teacher will use the textbook and other print, visual, and electronic resources and Before, During, and After strategies to:  describe the different careers available in psychology.  describe psychologists’ contributions in everyday life. Key Questions   Rigor C What are some of the different careers available in psychology? What are some of psychologists’ contributions in everyday life? Relev ance Student Behaviors Getting the Big Ideas   Describe the different careers available in psychology. Analyze the contributions of psychologists in everyday life. Strategies        Essay Collaborative learning activities Guided Discussions Graphic Organizer Interactive Notebook Reading Process Foldable Assessment    Students demonstrate understanding of concepts through guided classroom discussion and interactive notetaking. Students create a foldable that shows the different careers available in psychology. Students write an essay describing the contributions of psychologists in everyday life. Page 25 of 30 www.apa.org/ed/curriculum www.lemoyne.edu/APS/teaching psych.hanover.edu/APA/teaching See campus librarian for additional print and non-print resources. Before:  preview the text (look at titles, pictures, and key words) and then predict about what psychology will be like in the future.  use a graphic organizer like the KWL chart to present student’s prior knowledge of psychology. During:  identify terms and analyze concepts related to psychology careers.  analyze the contributions of psychology past, present and future.  use a decision-making or problem-solving process to analyze what psychology will be like in the future and how it will be different from today. After:  make a foldable that explains the contributions of psychology in the past.  complete the KWL chart or graphic organizer about students knowledge of psychology.  create a significant psychology events timeline with dates about contributions from 1649 to 1995. Special Education Technology Integration: Guide students to  use the Internet resources to gather information on the various psychology careers available today.  create a bar graph similar to the graph on page 619 about job satisfaction. o Have students take a poll on the characteristics provided on page 619. o Create a graph based on the numbers collected in the classroom. o When a student looks for a summer job, do they look at these same characteristics? o Display the classroom graph so other classes may observe the similarities and differences between the classes. Instructional Modifications/ Accommodations Determined by ARD/IEP Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapter 21 Guided Reading and Review, Chapter 21 SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: create a graphic organizer that explains the percentage of people working in the field of psychology. After: make a foldable that explains the popular psychology careers. Include needed education, average salary range, and years of experience needed to do particular jobs. Page 26 of 30 During: identify three psychology jobs that offer good money equal to the education required. identify three psychology jobs that do not offer good money equal to the education required. explain why there is a difference in employment opportunities. Pre-AP/GT ELL After: review the significant psychology events timeline with dates about contributions from 1649 to 1995. Write an essay about how mentally ill people were treated in 1649 compared to patient treatment in 1995. present your findings to the classroom. See separate AP curriculum SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: After: Page 27 of 30 Psychology Week 10 Unit of Study: Psychology: Present and Future TEKS for Psychology (Content) 2A Predict the likely outcome of given courses of action in particular situations, such as refusing to pay taxes, to register to vote, or to obey the speed limit. 2B Evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality. 3A Apply various perspectives of motivation to a given economic situation such as the choice of car to purchase, personal budget priorities, or choice of jobs. 3C Describe the processes of modeling/imitation and vicarious reinforcement using typical classroom situations. 3D Describe and explain self-esteem, self-efficacy, and expectancy from the perspective of attribution theory. 4B Define and give examples of bias related to various points of view. 7A Identify defining characteristics that differentiate the field of psychology from other related social sciences. 7B Trace the impact of associationism, psychodynamic (Freudian) thinking, behaviorism, and humanism on current thinking in psychology. 8C Identify and describe the basic methods of social scientific reasoning. 9A Describe and explain learning as an adaptation to the environment. 9C Explain types of relationships of individuals with other individuals and with groups. 18A Analyze examples of attitudes, beliefs, and behaviors related to changes in available technology. College Prep Vocabulary Word Wall  crisis intervention program  ACT  SAT  forensic psychology  industrial/organizational psychology  sports psychology  visualization  gerontology Resources Textbook Glencoe, McGraw-Hill, Understanding Psychology Unit 7 Chapter 21 pp. 602-619 Community Resources School Social Worker Local psychological professionals listed with the school district UT Heath Science Center Primary Source APA Ethical Principals for Research Instructional Guidelines The teacher will use the textbook and other print, visual, and electronic resources and Before, During, and After strategies to:  describe the different careers available in psychology.  describe psychologists’ contributions in everyday life. Key Questions   Rigor C What are some of the different careers available in psychology? What are some of psychologists’ contributions in everyday life? Relev ance Student Behaviors Getting the Big Ideas   Describe the different careers available in psychology. Analyze the contributions of psychologists in everyday life. Strategies        Essay Collaborative learning activities Guided Discussions Graphic Organizer Interactive Notebook Reading Process Foldable Assessment    SAISD © 2006-07 Psychology (Second Grading Period – Week 1) Second Grading Period TEKS for Psychology (Skills and Processes) 1A Participate in class as a leader and follower. 1D Accept and fulfill social responsibilities associated with citizenship in a group setting. 13B Draw and evaluate conclusions from qualitative information. 13C Define and compute measures of central tendency (mean, medium, and mode) and dispersion (range and standard deviation). 13E Apply evaluation rules to quantitative information. 13F Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 14A Use psychology-related terminology correctly. 14B Use standard grammar, spelling, sentence structure, and punctuation. 14D Create written, oral, and visual presentations of social studies information. 15A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 15B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 15C Participate in conflict resolution using persuasion, compromise, debate, and negotiation. 16B Monitor and evaluate self-directed inquiry or projects for timeliness, accuracy, and goal attainment. 17A Apply the standards of the American Psychological Association for ethical decision making regarding the collection, storage, and use of psychological data. 17B Acquire information through the use of electronic sources. Students demonstrate understanding of concepts through guided classroom discussion and interactive notetaking. Students create a foldable that shows the different careers available in psychology. Students write an essay describing the contributions of psychologists in everyday life. Page 28 of 30 Internet Resources Social Studies Center SAISD Social Studies Resource Center Psychology.glencoe.com www.apa.org/ed/curriculum www.lemoyne.edu/APS/teaching psych.hanover.edu/APA/teaching See campus librarian for additional print and non-print resources. Before:  preview the text (look at titles, pictures, and key words) and then predict about what psychology will be like in the future.  use a graphic organizer like a KWL chart to present student’s prior knowledge of psychology. During:  identify terms and analyze concepts related to psychology careers.  analyze the contributions of psychology past, present and future.  use a decision-making or problem-solving process to analyze what psychology will be like in the future and how it will be different from today. After:  make a foldable that explains the contributions of psychology in the past.  complete the KWL chart or graphic organizer about students knowledge of psychology.  create a significant psychology events timeline with dates about contributions from 1649 to 1995. Special Education Technology Integration: Guide students to  use the Internet resources to gather information on the various psychology careers available today.  create a bar graph similar to the graph on page 619 about job satisfaction. o Have students take a poll on the characteristics provided on page 619. o Create a graph based on the numbers collected in the classroom. o When a student looks for a summer job, do they look at these same characteristics? o Display the classroom graph so other classes may observe the similarities and differences between the classes. Instructional Modifications/ Accommodations Determined by ARD/IEP Glencoe, McGraw-Hill, Understanding Psychology Guide to the Essentials, Chapter 21 Guided Reading and Review, Chapter 21 SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: create a graphic organizer that explains the percentage of people working in the field of psychology. After: make a foldable that explains the popular psychology careers. Include needed education, average salary range, and years of experience needed to do particular jobs. Page 29 of 30 During: identify three psychology jobs that offer good money equal to the education required. identify three psychology jobs that do not offer good money equal to the education required. explain why there is a difference in employment opportunities. Pre-AP/GT ELL After: review the significant psychology events timeline with dates about contributions from 1649 to 1995. write an essay about how mentally ill people were treated in 1649 compared to patient treatment in 1995. present your findings to the classroom. See separate AP curriculum SAISD © 2006-07 Psychology (Second Grading Period – Week 1) During: After: Page 30 of 30
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Glencoe Understanding Psychology: Vocabulary Activities With Answer Key (2002 Copyright)

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