North Plainfield School District Psychology
Course Name: Psychology Course NCES Code: Grade Level(s): 11-12 Date of Adoption by NPBOE:
Unlocking Potential. Creating Impact.
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North Plainfield School District Psychology Table of Contents: Unit 1:
Scientific Inquiry Domain
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Unit 2:
Developmental and Learning Domain
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Unit 3:
Cognition Domain
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Unit 4:
Individual Variations Domain
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North Plainfield School District Psychology Unit 1: Scientific Inquiry Domain NJSLS (Standards): CAEP.9.2.12.C.5 - [Standard] - Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures 9-12.HS-PS2-2.5.1 - [Practice] - Use mathematical representations of phenomena to describe explanations. National APA Standards: Domain: Scientific Inquiry Targeted Content Standard(s): Perspectives in Psychological Science Targeted Performance Standard(s): After concluding this unit, students understand: 1. Development of psychology as an empirical science 2. Major subfields within psychology Essential Questions: 1. What is psychology and its goals? 2. What historical approaches do psychologists use? 3. How do psychologists create experiments? Enduring Understanding (please number each): 1. A. The scientific study of the human mind and its functions, especially those affecting behavior in a given context. B. Overall, psychologists seek to do four things- describe, explain, predict, and influence behavior A. An approach is a perspective (i.e. view) that involves certain assumptions (i.e. beliefs) about human behavior: the way they function, which aspects of them are worthy of study and what research methods are appropriate for undertaking this study. B. Each approach is defined by a an individual: I. Structuralism- Wilhelm Wundt (1832- 1920) II. Functionalism- William James (1842- 1920) III. Gestalt- Max Wertheimer (1880- 1943), Wolfgang Kohler (1887-1967), Kurt Kofka (1886- 1941) IV. Psychoanalytic- Sigmund Freud (1856- 1939) V. Behavioralist- Ivan Pavlov (1849- 1936), B.F. Skinner (1904- 1990) VI. Cognitive- Jean Piaget, Noam Chomskey 2.
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Using the scientific method psychologists are able to create reliable and valid experiments.
Pacing/Timeline for Unit: 2+ weeks
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North Plainfield School District Psychology Interdisciplinary Connections: History, Science, Health Summative Assessment to demonstrate mastery of the Unit (mandatory for each teacher to administer) This should be a summative, common benchmark assessment that is used to measure students understanding. ● Unit 1 Assessment ○ Multiple Choice ○ Short Answer ○ Open Ended Instructional Support Materials/Resources: (Essential materials, supplementary materials, links, etc.) 1. MyPsychLab 2. https://youtu.be/vo4pMVb0R6M- Youtube, “ Intro to Psychology - Crash Course Psychology #1” 3. https://youtu.be/hFV71QPvX2I - Psychological Research - Crash Course Psychology #2 4. https://dl.dropboxusercontent.com/u/26161916/slipperysnakes.pdf - Slippery Snakes Classroom Exercise: Visually Versus Auditorily Encoded Information a. https://dl.dropboxusercontent.com/u/26161916/usingslipperysnakes.pdf - directions 5. https://docs.google.com/a/nplainfield.org/document/d/1ACvDVHxlSYHYcSymybS58C2QmDxOxHUiIzfwIZgrEI0/edit?usp=sharing - 6 approaches assignment 6. Case Studies - case studies, University of Buffalo Learning Activities/Instructional Strategies EU # Timeline General Objectives
Instructional Activities (should be digital links to activities) ●
Identify psychology’s subfields 2 weeks 1.
Understand research methods and measurements. Consider ethical issues in research.
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Watch 10:54 minute crash course video on intro to psychology. Students work on Slippery Snakes Classroom Exercise. 20-30 minutes Students read Chapter 1; The Science of Technology. Bell Ringer ○ Draw a two-column chart on the board for students to copy onto paper. The left column’s heading should be “What I already know about psychology.” The right column’s heading should be
Key Content/ Terms ● ● ● ● ● ● ● ● ●
Unlocking Potential. Creating Impact.
Psychology Theory Functionalism Behaviorism Psychodynami c perspective Behaviorist perspective Humanistic perspective Cognitive perspective Biopsychologi cal perspective
Suggested Benchmark/ Formative Assessments Module 1.1 Quiz Module 1.1 Quiz 2 Module 1.2 Quiz Module 1.3 Quiz The Science of Technology Assessment Create an experiment using the scientific method that can be utilized at NPHS. The experiment should identify independent and dependent variables and Page 4 of 34
North Plainfield School District Psychology
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“what I predict I will learn.” Have students complete their charts with brief notations. Have students complete the survey, What Do You Know About Psychology? At MyPsychLab. Find a Psychologist on the Internet ○ Students will search the internet for the homepage of a psychologist. College and university psychology departments, clinics, hospitals, and research institutes are possibilities. Then have the student answer the following questions: 1. Who did you find? 2. What kind of job does the psychologist have? (eg teacher, researcher, therapist?) 3. In what type of setting does this psychologist work? 4. What additional information do you have about this person? Can you tell what theoretical perspective he or she might have? Training? Area of expertise? Research interests? Have students share their information. Bell Ringer ○ Ask students if they have ever tried to guess a person’s occupation based solely on the person’s appearance. For example, people wearing suits are executives, men with long hair are musicians. Point out that such guess are often incorrect in contrast, psychology is about
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Biopsychosoci al perspective Evolutionary perspective Scientific method Hypothesis Case study Representative sample Correlation Experiment Operational definition Independent variable Dependent variable Descriptive statistics Inferential statistics Statistics Mean Meadian Mode Standard deviation Statistically significant Reliability Validity
experimental and control groups, using the various students, teachers, and staff at the HS. Psychology Project Although women and members of minority groups were not always represented in the early days of psychology, they have always made important contributions to the field. This project will give you a chance to study one psychologist’s contributions in depth. Materials: ● Access to print or electronic reference resources ● A pencil and paper, or other note-taking materials Instructions: 1. Choose an influential psychologist to research. The psychologist may be historical or current, but he or she must be a woman or a member of a minority group. You may want to choose one of the psychologists discussed in this textbook, or you may ask your teacher or librarian for help finding a list of possible psychologists to research.
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North Plainfield School District Psychology
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trying to determine facts and reduce uncertainty. Explore- Learning about Case Studies ○ Case studies are used to gain detailed information about the unique circumstances of an individual. The following website for the National Center for Case Study Teaching Science contains a number of case study based lessons that can be used to help students understand the value of case studies in psychological research. http://sciencecases.lib.buffalo.edu /cs/ Explore- Debate the Use of Animals in Research ○ Divide the class into two teams. Direct the teams to conduct library or internet research on the topic of suing animals in psychological experiments. Have the two teams meet and debate with one team taking the position that the animals is justified and the other tiam arguing that ist is not justified. At the end of the class take a vote to determine which position the majority of the students support. Bell Ringer ○ Write on the board: Why does the study of psychology require a knowledge of statistics? What an answer with one or two sentences. Once class is ready to begin, ask
Unlocking Potential. Creating Impact.
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Once you have chosen your psychologist, use print or electronic resources to learn as much as you can about the person you have chosen. Ask yourself, “How did this person begin a psychology career? What are his or her areas of interest? Why is his or her research important? What is one challenge to his or her most important research? What is one strength of his or her most important research? Did this person have to overcome any special challenges?” Take notes as you gather information. Share what you have learned with your classmates by delivering a short oral presentation about your psychologist.
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North Plainfield School District Psychology
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Instructional Adjustments: Modifications for Special Education, English Language Learners, and Gifted Students (or possible areas to anticipate misunderstanding) Suggested Technological Innovations/ Use (Standards 8.1 & 8.2):
several volunteers to read their answers. Watch 10:50 minute video on Psychological Study and Research Describe the process in which psychologists approach a research issue and conduct the research to test hypothesis, solve a problem, or confirm previous research. Discuss how psychologists must recognize and resolve errors as they conduct research. Students work on Scientific Method Worksheet Create an experiment using the scientific method that can be utilized at NPHS. The experiment should identify independent and dependent variables and experimental and control groups, using the various students, teachers, and staff at the HS. The experiments should vary based on the interests of the experiments. Chapter 1 Summary
Word Banks on tests Graphic Organizers Case Studies for Gifted Students Visual Aids for English Language Learners 8.1.12.A.3- Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue 8.1.12.C.1- Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. 8.1.12.E.1- Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.
Unlocking Potential. Creating Impact.
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North Plainfield School District Psychology Suggested Service Learning Activities:
Cross Curricular/ 21st Century Connections: 9.1 21st Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. X Global Awareness
Media Literacy Critical Thinking and Problem Solving
Civic Literacy
21st Century Themes:
Life and Career Skills
21st Century Skills Financial, Economic, Business, and Entrepreneurial Literacy X
Health Literacy
Creativity and Innovation
X
Information and Communication Technologies
X
Literacy Communication and Collaboration
X
Information Literacy
Unlocking Potential. Creating Impact.
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North Plainfield School District Psychology Unit 2: Developmental and Learning Domain NJSLS (Standards): HPE.2.1.12.A.CS1 - [Content Statement] - Developing and maintaining wellness requires ongoing evaluation of factors impacting health and modifying lifestyle behaviors accordingly. HPE.2.1.12.A.1 - [Cumulative Progress Indicator] - Analyze the role of personal responsibility in maintaining and enhancing personal, family, community, and global wellness. National APA Standards: Domain: Lifespan Development Targeted Content Standard(s): 1. Methods and issues in lifespan development 2. Theories of lifespan development 3. Prenatal development and the newborn 4. Infancy (i.e., the first two years of life) 5. Childhood 6. Adolescence 7. Adulthood and aging Essential Questions: 1. What are the physical and perceptual development of newborns and children? 2. What role of the family and peers have during adolescence? 3. What changes occur in health and life situations during old age? 4. What are the major school of personality theory? Enduring Understanding (please number each): 1. Explain the physical, cognitive, social, and emotional development of infants and children. 2. Describe the physical and sexual development that occur during adolescence. 3. Examine the psychological issues that arise in adulthood. 4. Explore the theories of personality that have been developed by the different schools of psychology Pacing/Timeline for Unit: 4 weeks Interdisciplinary Connections: Health Summative Assessment to demonstrate mastery of the Unit (mandatory for each teacher to administer)
Unlocking Potential. Creating Impact.
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North Plainfield School District Psychology This should be a summative, common benchmark assessment that is used to measure students understanding. ● Unit 2 Assessment ○ Multiple Choice ○ Short Answer ○ Open Ended Instructional Support Materials/Resources: (Essential materials, supplementary materials, links, etc.) ● MyPsychLab ● Youtube; Language: Crash Course Psychology #16 ● Youtube: Adolescence: Crash Course Psychology #20 ● Explore- Developmental Psychology Websites ○ Developmental Psychology The Psychological Development- http://psychology.about.com/od/developmentalpsychology/Developmental_Psychology.htm ○ Pediaview Developmental Psychology http//:pediaview.com/openpedia/Developmental_psychology ○ Simply Psychology http://www.simplypsychology.org/developmental-psychology.html ● Explore- Childhood Development Website ○ The Child psychologist: www.childspychology.com ○ Childstats: http://childstats.gov ○ Early Childhood Development: www.ecdgroup.com ○ ISIS (International Society on Infant Studies): www.isisweb.org
Learning Activities/Instructional Strategies EU # Timeline General Objectives Describe methods and issues in lifespan development
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2+weeks
Learn about prenatal and newborn development Describe development during infancy and childhood Describe development during adolescence
Instructional Activities (should be digital links to activities) ● Read Chapter 5 ● Bell Ringer: ○ Write the following development stages on the board: INFANTS, CHILDREN, ADOLESCENTS, ADULTS, THE ELDERLY. For each stage have students briefly write an explanation of the development of the body, development of thinking skills, and development of social and emotional lives.
Key Content/ Terms ● ● ● ● ● ●
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Human development Longitudinal design Cross-sectiona l design Cross-sequenti al design Dominant Monozygotic twins
Suggested Benchmark/ Formative Assessments Module 5.11 Quiz Module 5.12 Quiz Module 5.13 Quiz Development Across Lifespan Assessment Development Across Lifespan Assessment Paper Test Or Psychology Project: Page 10 of 34
North Plainfield School District Psychology ● ●
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Class Discussion ○ 15 min ○ Select one of the following controversies from development and pose it to the class. Have students explore psychological research that addresses these questions and present some findings to the class for discussion. ○ At the end, ask whether anyone’s opinion has changed by hearing what others have said Watch video on Infant Temperament: ○ Http://www.youtube.com/watch? v=CGjO1KwltOw Bell Ringer ○ Ask students if they think the changes that occur during adolescence and adulthood are as important as the many changes children experience. Why or why not? If they all agree that they are as important, play the devil’s advocate. Watch the video, Risky Behavior and the Developing Brain at MyPsychLab Review Chapter 5
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Unlocking Potential. Creating Impact.
Dizygotic twins Germinal period Embryonic period Fetal period Critical periods Teratogen Schema Sensorimotor stage Object permanence Preoperational stage Egocentrism Conservation Concrete operations stage Formal operations stage Zone of proximal development (ZPD) Temperament attachment Adolescence Personal fable Imaginary audience Authoritative parenting
Materials: a notebook, and audio/visual recorder, pen, and paper Instructions: 1. Choose a person of a different age group to study. You may choose to observe a child you know who is between the ages of 2 and 10 or to interview an adult who is at least 30. 2. Based on the age of the person you are observing or interviewing , determine which of Erikson’s stages is most appropriate to focus on. 3. Plan your interview/ observation session in advance. 4. Identify related questions you might ask your interviewee, or related behaviors you might expect to see in the child you are observing. 5. Conduct and record your observation or interview 6. Write a one page report summing up what you learned from the observation or interview. Are your findings consistent with Erikson’s theory? If so, how? If not, what was different?
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North Plainfield School District Psychology ● ● ● Learn about the process of classical conditioning
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Learn about the process of operant conditioning Identify the aspects of cognitive and observational learning Identify the structural features of language.
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Read Chapter 6; Learning and Language Development Assessment Introduce: ○ Explain to students that learning is any relatively permanent change in behavior brought about by experience or practice. It is different from maturation, which is controlled by the genes. Bell Ringer ○ Google Classroom QuestionName a skill that you learned easily and quickly. How did you learn this skill? WHy was it easy to learn? Now think of a skill that was difficult to learn. Why was it difficult to learn? Explore- Writing about phobias ○ Use the library or internet resources to research phobias. Have them prepare a short written report on a phobia of interest to them. Reports should include an explanation of what the phobia is and how it is manifested. How has classical conditioning played a role in the phobia? Can students think of a way to use classical conditioning to reverse the phobia? Watch video, Schedules of Reinforcement at MyPsychLab
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Identity vs. role confusion Activity theory Generativity learning Classical conditioning Unconditioned stimulus (UCS) Unconditioned response (UCR) Conditioned stimulus (CS) Conditioned response (CR) Stimulus generalization Stimulus discrimination Extinction Spontaneous recovery Law of effect Operant conditioning Primary reinforcer Secondary reinforcer Positive reinforcement Negative reinforcement
Module 6.14 Quiz Module 6.15 Quiz Module 6.16 Quiz Module 6.17 Quiz Learning and Language Development Paper Assessment Or Psychology Project: Materials: a print advertisement, OR a screen capture of a commercial with a brief description OR a transcript of a radio advertisement. Instructions: 1. Select an advertisement or commercial that you think is designed to evoke an emotional response. 2. Write a brief visual analysis of this advertisement. Use the following questions as a guide as you write: a. What conditioned emotional response is the advertisement
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North Plainfield School District Psychology Partial reinforcement, in which only some correct responses are followed by reinforcement, is more resistant to extinction. ● Explore- Investigating Clicker Training ○ Send students to http://www.clickertraining.com/w hat-is-clicker-training ○ Write a report or discuss what they have read. ● Bell Ringer○ Ask students to write down an instance when they learned to do something by watching someone else perform the behavior ● Multimedia and Experiment, Learning, at MyPsychLab ● Go to http://www.youtube.com/watch?v=dmBqw WIJg8U for Bobo doll experiment and Bandura's research ● Bell Ringer○ Ask students to think about what their world would be like if there were no such thing as language. Have them jot down a few sentences about their thoughts. ● Review Word Banks on tests Graphic Organizers Case Studies for Gifted Students Visual Aids for English Language Learners Word Wall ○
Instructional Adjustments: Modifications for Special Education, English Language Learners, and Gifted Students (or possible areas to anticipate misunderstanding) Suggested Technological Innovations/ Use (Standards 8.1 & 8.2):
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Fixed interval schedule of reinforcement Variable interval schedule of reinforcement Fixed ratio schedule of reinforcement Variable ratio schedule of reinforcement Punishment by application Punishment By removal Shaping Behavior modification Phonemes Morphemes Language acquisition device (LAD) Pragmatics
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designed to evoke in the viewer? b. What visual or audio features are used to bring about this emotion? c. Is the advertisement successful? Why or why not? Write a one page paper on your research
8.1.12.A.3- Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue 8.1.12.C.1- Develop an innovative solution to a real world problem or issue in collaboration with peers and experts,
Unlocking Potential. Creating Impact.
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North Plainfield School District Psychology and present ideas for feedback through social media or in an online community.
Suggested Service Learning Activities:
8.1.12.E.1- Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.
Cross Curricular/ 21st Century Connections: 9.1 21st Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Creativity and Innovation
Global Awareness
X
Critical Thinking and Problem Solving
Civic Literacy
21st Century Themes:
Life and Career Skills
21st Century Skills Financial, Economic, Business, and Entrepreneurial Literacy X Health Literacy
Media Literacy
X
Information and Communication Technologies
X
Literacy Communication and Collaboration
X
Information Literacy
Unlocking Potential. Creating Impact.
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North Plainfield School District Psychology
Unit 3: Cognition Domain NJSLS (Standards): National APA Standards: Domain: Memory Targeted Content Standard(s): 1. Encoding of memory 2. Storage of memory 3. Retrieval of memory Essential Questions: 1. How do people receive, process, store, and retrieve memories? 2. What are the basic elements of thought? Enduring Understanding (please number each): 1. Memory is one of the most complex processes of the brain. Memory is the term given to the structures and processes involved in the storage and subsequent retrieval of information. The ability to store and retrieve memory is extremely important for a person to function normally in society. 2. Understanding the Elements of Thought allows us to take apart, in a logical and dispassionate way, our thinking and the thinking of others Pacing/Timeline for Unit: 4+ weeks Interdisciplinary Connections: Health Summative Assessment to demonstrate mastery of the Unit (mandatory for each teacher to administer) This should be a summative, common benchmark assessment that is used to measure students understanding. ●
Unit 3 Assessment
Unlocking Potential. Creating Impact.
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North Plainfield School District Psychology ○ ○ ○
Multiple Choice Short Answer Open Ended
Instructional Support Materials/Resources: (Essential materials, supplementary materials, links, etc.) ○ http://cat.xula.edu/thinker/memory/working/serial ● Creating False Memories: http://faculty.washigton.edu/eloftus/Articles/sciam.htm ○ A good overview of the literature on the topic by Elizabeth Loftus, originally published in S cientific American, September 1997, vol. 277 (3), pp 70-75 ● Elizabeth F. Loftus: http://faculty.washington.edu/eloftus/ ● https://www.youtube.com/watch?v=HVWbrNls-Kw&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=14 - How We Make Memories - Crash Course Psychology #13 ● https://www.youtube.com/watch?v=HVWbrNls-Kw&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=14 -Remembering and Forgetting - Crash Course Psychology #14 ● https://www.youtube.com/watch?v=R-sVnmmw6WY&index=15&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6 -Cognition: How Your Mind Can Amaze and Betray You - Crash Course Psychology #15
Learning Activities/Instructional Strategies EU # Timeline General Objectives Explain how the brain encodes memory 2 weeks 1.
Understand how memories are stored in the brain. Learn how memories are retrieved in the brain.
Instructional Activities (should be digital links to activities) ● Watch a 10:17 minute Youtube Video on Memory ● Read Chapter 9; Memory ● Bell Ringer ○ Ask students to think about their own memories. Poll the class to determine which students think they have good memories and which students find themselves forgetful. Ask students to share the bases of their determinators ● Students participate in the experiment, Digit Span, at MyPsychLab ● Brain Storm
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Unlocking Potential. Creating Impact.
Meomory Encoding Storage Retrieval Information-pr ocessing model Snsory momory Iconic memory Echoic memory
Suggested Benchmark/ Formative Assessments Module 9.23 Quiz Module 9.24 Quiz Memory Assessment Cause of Amnesia: Students go to www.wrongdiagnosis.com/a/amne sia/causes.htm Students need to choose a cause listed on the page and do some research to bring back to the class. Students should prepare a brief Page 16 of 34
North Plainfield School District Psychology Have the “good memory” students share some of their tricks or techniques for remembering, and write them on the board. Do the “forgetful” students think these ideas would be helpful? Why or why not? Class Demonstration- The Cocktail Party Effect ○ Take a “break” during class- tell students that they may get up, move around a bit, and chat with their classmates for a few moments. “Plant” one student to talk to another student, or small group of students, on either side of the room, and give them something interesting to say, such as “I heard we’re having a pop quiz in class tomorrow.” Make sure that the student speaks to only a few students or small groups of students and keep his or her voice at a normal level. When students return to their seats, ask how many of them have heard that there will be a pop quiz tomorrow. Did students recognize their brain’s use or selective attention? Bell Ringer ○ Ask students before reading the material, to what do they attribute their ability to remember things? Do they think that a tendency to forget was a personal failure? Explore- Serial Position Effect ○
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Short -term memory Selective attention Parallel distributed processing (PDP) model Levels-of-proc essing model Maintenance rehearsal Working memory Long-term memory Elaborative memory Episodic memory Semantic memory Retrieval cue Encoding specificity Mnemonics Recall Recognition Serial position effect Primacy effect Recency effect Flashbulb memories Curve of forgetting Distributed practice
(approx 5 min) statement about the cause they chose to share with the class. They should include information such as why that particular even causes amnesia, what type of amnesia it causes and how long the amnesia typically lasts.
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North Plainfield School District Psychology Have students complete the following activity to further explore the process of recall especially as it pertains to the serial position effect. Send them to the following website to complete the simulation titled Serial Position Effect: ○ http://cat.xula.edu/thinker/memor y/working/serial ○ Did they find the serial position effect at work in their recall of the list items? What other techniques were they able to use to help them in remembering the list? Were the techniques learned in this chapter or techniques they thought or/ regularly use themselves? Class Demonstration- Controversies in Memory ○ Students have a chance to think about, debate, and discuss controversial topics in memory. ○ The teacher poses controversial question or statements to the class. Students share their answers and contribute to further class discussion. Here are some controversies in the area of memory ■ Our childhood memories are accurate ■ Eyewitness testimony should be used in the courtroom ■ It is possible to improve our memories ○
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Encoding failure Memory trace Decay Proactive interference Retroactive interference Retrograde amnesia Anterograde amnesia
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North Plainfield School District Psychology
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Understand the basic elements of thought
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Compare and contrast perspectives on intelligence
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substantially with training ■ Gender and culture greatly influence our memory. Review Chapter 9 Class Discussion- Psychology in Film Show segments from the movie Momento depicting the story of a man who suffers from a head trauma and cannot store new memories. Ask students to record signs and symptoms of that the main character suffers as they appear in the film segments. Allow students to share their remarks with the class. Read Chapter 10; Cognitive: Thinking and Intelligence Bell Ringer ○ Give students a few minutes to draw a map of the school building from memory, including as many details as possible. Then ask volunteers to display their maps. Point out that most students will have used mental images to complete this task, visually “walking through” the school in their mind. This is an example of Tolman’s mental mapping. Have students take the experiment, Mental Rotation at MyPsychLab Class Demonstration- Prototypes ○ 15 minutes ○ Divide students into teams and provide each team with a box of 64 crayons. Instruct students to choose eight crayons that represent the most basic or
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Unlocking Potential. Creating Impact.
Thinking (cognition) Mental images Concept Prototype Schema Trial and error (mechanical solution) Algorithms Heuristic Representative ness heuristic Availability heuristic Creativity Convergent thinking Divergent thinking Insight Functional fixedness
Module 10.25 quiz Module 10.26 quiz Cognition Assessment Writing Assignment You are reading your textbook and studying for an upcoming exam in psychology. Identify and describe each step in the process required for remembering information from your textbook in order to do well on the exam. Discuss a strategy for improving memory and provide an example of how it could help you on the exam.
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North Plainfield School District Psychology
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prototypical colors. Students should silently categorize the remaining crayons, ordering them from most typical to least typical examples of each prototype. Teams should then discuss the placement of colors. Students will find that it is more difficult to categorize the crayons that re farther from the prototypes. Bell Ringer ○ Ask students to respond in writing to this topic: ■ What are the common characteristics of intelligent behavior? In other words, how can you tell if someone is intelligent? Complete the Survey, What is Intelligence? At MyPsychLab Class Debate- Using Standardized Tests ○ Point out to students that standardized tests are often used in making educational decisions, such as in placing students in particular classes, or in the case of the SAT tests, admitting students into college. Conduct a class debate on whether it is fair for standardized tests to be used this way. What are some possible advantages and disadvantages? Explore- Online IQ tests ○ Send students to the internet website www.majon.com/iq.html , where they can take up to four online IQ tests. Then have them
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Mental set Confirmation bias Intelligence G factor Emotional intelligence Intellectual disability (intellectual development disorder) Gifted Intelligence quotient (IQ) Reliability Validity Stereotype threat
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North Plainfield School District Psychology
Instructional Adjustments: Modifications for Special Education, English Language Learners, and Gifted Students (or possible areas to anticipate misunderstanding) Suggested Technological Innovations/ Use (Standards 8.1 & 8.2):
report back to the class on which tests they took, what types of questions were asked, whether they thought the tests seemed culturally fair, and why or why not. Students should not discuss their specific score from the tests. ○ Review Chapter 10 Word Banks on tests Graphic Organizers Case Studies for Gifted Students Visual Aids for English Language Learners Word Wall 8.1.12.A.3- Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue 8.1.12.C.1- Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.
Suggested Service Learning Activities:
8.1.12.E.1- Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.
Cross Curricular/ 21st Century Connections: 9.1 21st Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Creativity and Innovation
Global Awareness 21st Century Themes:
Civic Literacy
X 21st Century Skills
Media Literacy Critical Thinking and Problem Solving Life and Career Skills
Unlocking Potential. Creating Impact.
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North Plainfield School District Psychology Financial, Economic, Business, and Entrepreneurial Literacy Health Literacy
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Information and Communication Technologies
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Literacy Communication and Collaboration
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Information Literacy
Unit 4: Individual Variations Domain NJSLS (Standards): HPE.2.5.12.B.3 - [Cumulative Progress Indicator] - Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance individual and team effectiveness. National APA Standards: Domain: Motivation Targeted Content Standard(s): 1. Perspectives on motivation 2. Domains of motivated behavior in humans and non-human animals Essential Questions: 1. How are people motivated? 2. What shapes personality? 3. How does normal behavior become abnormal and what disorders are there? Enduring Understanding (please number each): 1. Motivation is defined as the process that initiates, guides, and maintains goal-oriented behaviors. Motivation is what causes you to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge. 2. Personality is formed by our genes and our environment We are influenced by what others think of us and want us to do Our personalities are formed early in life and sometimes they do not change but remain the same 3. Psychologists draw the line between normal and abnormal behavior in practice by looking at various attempts to define abnormal behavior. Pacing/Timeline for Unit: 4 weeks
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North Plainfield School District Psychology Interdisciplinary Connections: health, biology Summative Assessment to demonstrate mastery of the Unit (mandatory for each teacher to administer) This should be a summative, common benchmark assessment that is used to measure students understanding. ● Unit 4 Assessment ○ Multiple Choice ○ Short Answer ○ Open Ended Instructional Support Materials/Resources: (Essential materials, supplementary materials, links, etc.) ● https://www.youtube.com/watch?v=sUrV6oZ3zsk&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=22 Measuring Personality: Crash Course Psychology #22 ● https://www.youtube.com/watch?v=wuhJ-GkRRQc&index=28&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6 -Psychological Disorders: Crash Course Psychology #2 ● https://www.youtube.com/watch?v=aX7jnVXXG5o&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=29 - OCD & Anxiety Disorders: Crash Course Psychology #29 ● https://www.youtube.com/watch?v=ZwMlHkWKDwM&index=30&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6 - Depressive and Bipolar Disorders: Crash Course Psychology #30 ● https://www.youtube.com/watch?v=eMVyZ6Ax-74&list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6&index=33- Eating and Body Dysmorphic Disorders: Crash Course Psychology #33 Learning Activities/Instructional Strategies EU # Timeli General Objectives ne Explain major theories of motivation
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2 weeks
Describe motivated behaviors Understand perspectives on emotion.
Instructional Activities (should be digital links to activities) ● Read Chapter 11: Motivation and Emotion ● Bell ringer ○ Ask students to make a list of what motivates them. It could encompass any aspect of their lives, from grades to eating habits to what they wear. Assure students that even if they
Key Content/ Terms ● Motivation ● Extrinsic motivation ● Intrinsic motivation ● Instincts ● Need ● Drive ● Drive reduction
Unlocking Potential. Creating Impact.
Suggested Benchmark/ Formative Assessments Module 11.27 Quiz Module 11.28 Quiz Motivation and Emotion Assessment Writing Assignment: Imagine you are walking alone late at night and hear footsteps behind you. Think about your emotional reaction to this situation. Consider the major theories of emotion: James-Lange theory, Cannon-Bard
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North Plainfield School District Psychology
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think they are above influence or are simply unmotivated, they do infact have motivators. Encourage them to really think about it. Tell students to keep the list and consult it throughout the module. Is it truly accurate? How well do students understand why they do what they do? Complete survey, What Motivates you?, at MyPsychLab Class Demonstration Evaluating Diet Plans ○ 30 minutes ○ Each team of students is assigned to a commercial diet plan (Jenny Craig, Weight Watchers, Atkins, etc.) EIther have team members bring in material from outside class or provide teams with information on their assigned plan. Teams have 15 minutes to examine their information and create a poster outlining the main components of the diet plan. Ideas should be categorized according to the physiology of hunger vs the psychology of hunger. Students should discuss whether this is a healthy plan. Students may want to
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Primary drives ● Acquired (secondary) drives ● Homeostasi s ● Need for affiliation (nAff) ● Need for power (nPow) ● Need for achieveme nt (nAch) ● Arousal ● Peak experiences ● self -determinat ion theory (SDT) ● Insulin ● Glucagon ● Sexual orientation ● Heterosexu al ● Homosexu al ● bisexual ● Emotion ● Display rules ● James-Lan ge Theory of emotion ● Cannon-Ba rd theory of reating Impact. C emotion ● Cognitive arousal theory (two
theory, and Schacter-Singer theory. From the perspective of these major theories of emotion, describe how each would predict the sequence of events that would occur as you experience a reaction to this situation.
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consider the following points: (1) Describe the major components of the diet plan; (2) Evaluate the effectiveness of the program from a physiological perspective; (3) Evaluate the effectiveness from a sociocultural perspective; (4) What type of person would find this diet most appealing? (5) Is this diet healthy? Why or why not? Class Demonstration- Comparison of Theories of Motivation ○ Divide the class into small groups. Draw the chart on pg. 357 on the board and ask students to copy it for this exercise. Working together with their notes and textbooks, students should fill in the chart. Ask group volunteers to summarize their answers for the rest of the class. Bell Ringer ○ Ask students to think about the role emotion plays in their lives. Does emotion affect their grades? Does it affect their health? Their memories? Their sleeping and eating habits? What, if any aspects of their lives are not touched by emotion?
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factor theory) Facial feedback hypothesis Cognitivemediational theory
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North Plainfield School District Psychology ●
2 weeks
Understand personality perspectives and issues
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Learn about personality assessment
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Watch the video, Three Theories of Emotion, at MyPsychLab Summarize Chapter 11 Read chapter 12; Theories of Personality Bell Ringer ○ Write on the board: I am (adjective) because. Ask students to think about their personalities and fill out the sentence on the board as many times as they can in 5 minutes. Ask students to then define personality and conjecture about how personality is developed. Complete the survey, What Has Shaped Your Personality? At MyPsychLab Explore- A First Look at the Four Theories of Personality ○ 15 minutes ○ Have students count off by 4’s. Assign the 1s Freud’s psychodynamic theory; the 2s behavioral and cognitive theory, the 3s humanistic theory; and the 4s trait theories. Allow students to group themselves by their numbers and research online or in the book to prepare descriptions and explanations of their theories. Descriptions should include the leaders in formulating the theories and the main focuses of the
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personality Unconscio us mind Id Ego Superego Psychologi cal defense mechanism Psychosexu al stages Fixation Oral stage Anal stage Phallic stage Direct observation Personality inventory Halo effect Projective tests
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Module 12.29 Quiz Module 12.30 Quiz Theories of Personality Assessment Applying Personality Theories to TV Characters After giving students an overview of the major personality theories, ask them to think of a potentially interesting TV character to focus on (perhaps a favorite character, or one with a particularly vivid or unique personality). After they’ve selected a character, they should focus on a specific episode of the TV show that features that character. Then, they should write a short (2- to 3page) essay in which they first briefly describe the circumstances and plot of the episode, and then devote the remainder of their essay to explaining that character’s behavior in terms of one of the major personality theories (i.e., psychodynamic, humanistic, trait, or cognitive social learning).
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theories, as well as any key terms. Once students have gathered information, create groups of four students (one from each theory study group) and have them share with their groups the information they have found. Class Demonstration- Harmony or Anxiety ○ 20 minutes ○ Ask students to draw a Venn diagram on a piece of paper and fill it in with descriptions of their perceptions of their real and ideal selves. Ask them to evaluate how well the two selves line up. Are they on the path to harmony or anxiety? How do they plan to make adjustments to work toward self-actualization? Class Demonstration- What’s My Career Personality? ○ 30 minutes ○ Ask students to make three columns on a blank paper. Next, have them brainstorm three careers they would like to enter and put these careers at the top of each column. IN each career column, students should brainstorm ten personality traits they believe will lead
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North Plainfield School District Psychology
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them to that career choice. Then, ask students to take a career personality test only and compare the online results with their initial ideas. ○ Simple test: www.kidzworld.com/quiz/ 2815-quiz-whats-your-jobpersonality ○ More comprehensive test: www.funeducation.com/Te sts/CareerTes/TakeTest.asp x Bell Ringer ○ Ask students if they have ever taken a personality assessment. WHy did they take it? What did they think of the results? How can personality assessments be useful? Explore- Personality Assessments ○ 1 class period ○ Assign each student a personality assessment from table 30.1 (pg. 396). Ask students to browse the internet to learn as much as they can about their assigned assessment, including the test format, how it is administered, its purpose, how it is used by professionals, and its accuracy or validity. Once students have gathered their information, have
Unlocking Potential. Creating Impact.
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North Plainfield School District Psychology
2 weeks
Learn about perspectives on abnormal behavior Learn about the types of psychological disorders on the individual, family, and society
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them hypothesize about why that test would work to gather information for the theory behind it. Allow students to share their finding with the class. Summarize Chapter Read Chapter 13- Psychological Disorders Bell Ringer ○ ON one side of the room, place a sign that says TRUE. On the other side of the room, place a sign that says FALSE. Read aloud the following statements, one at a time, and ask students to respond by moving to either side of the room. Allow students to explain their answers and then reveal the actual answer. ■ A clear line can be drawn between what is “normal” and what is “abnormal.” FALSE; abnormality manifests in degrees and is determined by the behavior and the situation. ■ As a group, former mental patients are
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Psychopatholo gy Psychological disorder Biological model Cultural relativity Biopsychosoci al perspective Anxiety disorders Free-floating anxiety Phobia Social anxiety disorder (social phobia) Specific phobia Agoraphobia Panic attack Panic disorder Generalized anxiety Obsessive-com pulsive disorder Acute stress disorder (ASD)
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Module 13.31 Quiz Module 13.32 Quiz Psychological Disorders Assessment Research Paper: Why do most researchers consider schizophrenia a brain disorder? What evidence suggests that schizophrenia could begin in the womb? Psychology Project: This project will give the student a chance to study one disorder in depth. Materials: ● Access to print or electronic reference resources. ● Google Docs. Instructions: 1. Choose one of the psychological disorders discussed in this chapter to research in more detail. 2. Use print or electronic resources to learn about the history of the disorder you have chosen. Ask yourself, “How long has this disorder been recognized as a mental illness? How were people treated for this disorder in the past? Is the disorder different today than it was in the past? Does Page 29 of 34
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unpredictable and dangerous. FALSE; they are no more so than anyone else, although the media is to blame for sensationalizing the exceptions to this rule. ■ Most mental disorders are treatable but incurable. FALSE; 70% to 80% of hospitalized mental patients make a full recovery. Complete the survey, Are You Normal? At MyPsychLab Class Demonstration- How Do the Four Main Psychological Models Explain Anxiety? ○ 20 minutes ○ Divide the class into four groups, one for each of the main psychological models. Read aloud profiles of people suffering from certain anxiety disorders. Allow the groups to work together to form an explanation of the disorder that follows their assigned psychological model. Allow groups to
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Posttraumatic stress disorder (PTSD) Dissociative disorders Dissociative identity disorder (DID) Affect Mood disorders Major depressive disorder Manic Bipolar disorder Anorexia nervosa (anorexia) Bulimia nervosa (bulimia) Schizophrenia Psychotic Delusions Hallucinations Flat affect Catatonia Positive symptoms Negative symptoms Stress-vulnerab ility model Personality disorders
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this disorder exist in other cultures? Has this disorder become rarer or more common?” Take notes as you gather information. Share what you have learned with your classmates by delivering a short oral presentation or creating a poster filled with the information you’ve collected.
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share their explanations with the class. ○ Profiles of people suffering from anxiety disorders can be found at the following website: www.thehealthcenter.info/ Class Demonstration- Getting the Word Out About Depression ○ One Class Period ○ Have students view the video “Depression: On the Edge,” which is co-hosted by the band Third Eye Blind and funded by PBS information about the video’s content, how to locate it, and additional lesson connections can be found at this website: www.pbs.org/inthemix/dep ression_index.html ○ After viewing the video, open the class up for unstructured discussion, allowing students to share their thoughts on viewing the video. Ask them to think about why you are presenting this lesson and what they have learned from it. Finally, discuss methods for students helping themselves or a friend who suffers from depression: talk, listen, and get help.
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Antisocial personality disorder (ASPD) Borderline personality .
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North Plainfield School District Psychology ●
Class Discussion- Psychology in Film ○ Show segments from the movie A Beautiful Mind, depicting the story of Dr. John Nash; or from The Soloist, depicting the story of Nathaniel Ayers. Ask students to record signs and symptoms of schizophrenia as they appear in the film segments. Allow students to share their remarks with the class.
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Class Demonstration- Profiling Personality Disorders ○ 30 minutes ○ Assign each student a personality disorder described in the text. Allow students time to imagine a fictional character and situations that character would find himself or herself in while displaying the symptoms and behaviors of the disorder. Students should then create posters to display in the classroom. They should write out the symptoms described in the text, followed by paragraphs discussing how their fictional character would display each symptom. Have volunteers
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North Plainfield School District Psychology review their posters with the rest of the class. Summarize Chapter
Instructional Adjustments: Modifications for Special Education, English Language Learners, and Gifted Students (or possible areas to anticipate misunderstanding)
Word Banks on tests Graphic Organizers Case Studies for Gifted Students Visual Aids for English Language Learners Word Wall
Suggested Technological Innovations/ Use (Standards 8.1 & 8.2):
8.1.12.A.3- Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue 8.1.12.C.1- Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.
Suggested Service Learning Activities:
8.1.12.E.1- Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.
Cross Curricular/ 21st Century Connections: 9.1 21st Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Creativity and Innovation
Global Awareness 21st Century Themes:
Civic Literacy
21st Century Skills
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Media Literacy
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Critical Thinking and Problem Solving Life and Career Skills Information and Communication Technologies
Unlocking Potential. Creating Impact.
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North Plainfield School District Psychology Financial, Economic, Business, and Entrepreneurial Literacy X Health Literacy
X
Literacy Communication and Collaboration
X
Information Literacy
Unlocking Potential. Creating Impact.
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