Elective: Psychology
These standards, based on the American Psychological and C3 Frameworks, are designed to be taught in a semester course. The standards suggest four levels of understanding for psychology content. First, the Foundation of Scientific Inquiry and Research Methods and the five thematic Pillars represent overarching areas that encompass broad areas of psychological methodology, knowledge, and study. Next, the Standard Areas are unit topics that represent closely related theories and findings regarding more specific areas of knowledge and study. The Content Standards are specific topics teachers can use as starting points to build lessons. Finally, within each content standard, students should receive instruction that would enable them to meet specific Learning Targets, or objectives for each content standard.
Psychology Topics
The Nature of Psychological Science
Influences on Thought and Behavior
Critical Thinking: Themes, Sources, and Evidence
Applications of Psychological Knowledge
Literacy in Social Studies
In studying these topics, students apply grades 9-10 or 11-12 reading, writing and speaking and listening skills and learn vocabulary and concepts related to social studies.
Connections to Middle and High School Social Studies
Students were introduced to psychological concepts throughout their high school courses. These high school standards are designed to inspire reflection on how human communities interact and influence human behavior.
Standards for
History and Social
Science Practice, Pre-K-12
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Develop focused questions or problem statements and conduct inquiries.
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Organize information and data from multiple primary and secondary sources.
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Analyze the purpose and point of view of each source; distinguish opinion from fact.
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Evaluate the credibility, accuracy, and relevance of each source.
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Argue or explain conclusions, using valid reasoning and evidence.
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Determine next steps and take informed action, as appropriate.
Introduction to the Disciplinary Concepts and Skills of Psychology
As the scientific study of behavior and mental processes, psychology examines all aspects of the human experience. Many of society’s challenging issues involve human behavior, such as environmental change and the problems of violence, bullying, prejudice, and discrimination. Psychology contributes to the understanding of these issues, and promotes improvement in health and wellbeing. Psychological literacy is a foundation for civic engagement and is necessary for citizens to make informed decisions about their daily lives.
Psychology incorporates a variety of tools and knowledge to further the understanding of behavior and mental processes. Scientific inquiry and research methods are at the center of the discipline. Psychology promotes the measurement and explication of behavior in a variety of levels of study, ranging from genetic and brain-based influences on behavior to cultural and social influences. Psychological knowledge enhances our understanding of human development, emotion and motivation, cognition, learning processes, perceptual systems and sociocultural interactions. Psychology prepares students to enter the workforce or college by promoting skills such as critical thinking, problem solving, and teamwork. Students benefit from learning and applying psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline.
The National Standards for High School Psychology Curricula offers learning benchmarks for the highschool psychology course (APA, 2011).
Psychological Perspectives and Methods of Inquiry
Psychological knowledge is based on scientific methodology, the systematic, empirically-based investigation of phenomena through observations and measurements. Psychologists use scientific methods to establish knowledge and explain phenomena, and employ a variety of methods to observe and measure behavior. Broad psychological perspectives describe ways in which psychologists classify their ideas, and are employed to understand behavior and mental processes.
Psychology Content Standards
Topic 1: The Nature of Psychological Science
Compelling Question: How do we know what we know in psychology?
Psychology offers a unique way of thinking and organizing knowledge and provides students with tools and concepts that can prepare them for college, career, and civic life. The indicators that follow align with Dimension 2 of the C3 Framework (Applying Disciplinary Concepts and Tools), provide a conceptual set of skills related to psychological knowledge, and serve as a frame for organizing curricular content in psychology.
Define psychology as a discipline and identify its goals as a science.
Identify careers individuals can pursue in psychological science
Identify ways individuals can use psychological science in any career
Demonstrate a basic understanding of the scientific methods that are at the core of psychology.
Differentiate scientific and non-scientific approaches to knowledge
Explain the value of both basic and applied psychological research with human and non-human animals
Investigate human behavior from biological, cognitive, behavioral, and sociocultural perspectives.
Discuss theories, methodologies, and empirical findings necessary to plan, conduct, and especially interpret research results.
Describe research methods psychological scientists use
Compare and contrast quantitative and qualitative research methods used by psychological scientists
Describe the importance of representative samples in psychological research and the need for replication
Explain how and why psychologists use non-human animals in research
Adhere to and consider the impact of American Psychological Association and federal guidelines for the ethical treatment of human and nonhuman research participants.
Identify ethical requirements for research with human participants and non-human animals
Explain why researchers need to adhere to an ethics review process
Explain how the validity and reliability of observations and measurements relate to data analysis.
Collect and analyze data designed to answer a psychological question using basic descriptive and inferential statistics.
Define descriptive statistics and explain how they are used by psychological scientists
Draw appropriate conclusions from correlational and experimental designs
Interpret visual representations of data
Explore multicultural and global perspectives that recognize how human difference is important to explaining human behavior.
Topic 2: Influences on Thought and Behavior
Compelling Question: What determines or constrains human behavior?
There is no simple answer to the question, “What determines or constrains human behavior?” Psychologists have long considered the extent to which human behavior is malleable and the degree to which it varies between people and populations. Psychologists examine genetic predispositions to behavioral patterns, but human behavior is also influenced by the environment. Research has shown that biological, psychological, and sociocultural factors play important roles in shaping the way we see and react to the world around us.
1. The functions of sensory systems
Describe the visual sensory system
Describe the auditory sensory system
2. The capabilities and limitations of sensory processes
Identify different stimuli for which humans have sensory receptors and explain what this means for their sensory abilities
Explain the complexities of human thought and behavior, as well as the factors related to the individual differences among people.
Identify states of consciousness
Distinguish between processing that is conscious (i.e., explicit) and other processing that happens without conscious awareness (i.e., implicit)
Describe biological, psychological, and sociocultural factors that influence individuals’ cognition, perception, and behavior.
Explain the interaction of biology and experience (i.e., nature and nurture) and its influence on behavior.
Identify the role psychological science can play in helping us understand differences in individual cognitive and physical abilities.
Explain how social, cultural, gender, and economic factors influence behavior and human interactions in societies around the world.
Topic 3: Critical Thinking: Themes, Sources, and Evidence
Compelling Question: What determines or constrains human behavior?
Psychological inquiry is based on a variety of sources and materials that students can read and analyze. The study of psychology brings together common themes that include ethics, diversity, scientific attitudes, and skills (e.g., critical thinking, problem solving). Informed by these themes and supported by sources, students can make evidence-based conclusions which in turn can lead to further questions and answers.
Explain common themes across the field of psychological science, including ethical issues, diversity, developmental issues, and concerns about health and wellbeing.
Use information from different psychological sources to generate research questions.
Use existing evidence and formulate conclusions about psychological phenomena.
Use critical thinking skills to become better consumers of psychological knowledge.
Acknowledge the interconnectedness of knowledge in the discipline of psychology.
Topic 4: Applications of Psychological Knowledge
Psychological knowledge can be useful in addressing a wide array of issues, from individual to global levels. In order to understand behavior and mental processes, students should apply psychological knowledge to the world around them. Psychological knowledge directly relates to everyday and civic life, and its application can benefit society and improve people’s lives.
Apply psychological knowledge to their daily lives.
Apply the major theoretical approaches in psychology to educational, emotional, political, ethical, motivational, organizational, personal, and social issues.
Suggest psychologically based ethical solutions to actual problems including, but not limited to, those encountered in education, business and industry, and the environment.
Discuss ways in which the applications of psychological science can address domestic and global issues.
Use psychological knowledge to promote healthy lifestyle choices.
Apply psychological knowledge to civic engagement.
Brief Overview of Connections between Psychology and the English Language Arts/Literacy Common Core Standards Connections with the College and Career Readiness (CCR) Anchor Standards
Students in psychology develop and use a wide range of skills endorsed through the Common Core Anchor Standards. Students in psychology must develop questions and plan inquiries as they learn about and apply the various psychological theories and findings. Students should be able to propose, plan, and conduct simple research projects and/or read, discuss, and critique research f indings in ways that apply their acquired content knowledge and hone the skills discussed in the Anchor Standards in Reading, Writing, Speaking and Listening, and Language. Students who complete such projects or assignments successfully demonstrate mastery of the skills in each dimension, thus fulfilling the goals for college and career readiness.
More detailed curricular recommendations are found in the National Standards for High School Psychology Curricula (APA, 2011). Although psychological science can be found in science and social studies lessons for students in grades K-8, the first formal introduction to psychological science often occurs during grades 9-12. Learning the theories, methodologies, and practices of psychological science provides students with knowledge and skills they need to think critically about research, address issues using the scientific method, and understand relationships among variables in given circumstances.
American Psychological Association. (2011). National standards for high school psychology curricula. Retrieved from http:// www.apa.org/education/k12/national-standards.aspx.
American Psychological Association. (2012). Guidelines for preparing high school psychology teachers: Course-based and standards-based approaches. Retrieved from http://www.apa.org/education/k12/teaching-guidelines.aspx.
History and Social Science and the Standards for Literacy
Because learning civics, geography, history, and economics is dependent on and contributes to strong literacy skills, the framework contains Literacy Standards for History and Social Science. Effective history and social science instruction unites significant content with strong literacy practices. While reading in history and social science will usually focus on high quality informational texts, teachers may also use literary texts to reinforce concepts in the Content Standards.
Grades 11–12 Reading Standards for Literacy in the Content Areas: History and Social Science
Key Ideas and Details
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where a text leaves matters uncertain.
Craft and Structure
Determine the meaning of general academic and domain-specific words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
Independently and proficiently read and comprehend history/social studies texts exhibiting complexity appropriate for the grade/course.
Grades 11–12 Writing Standards for Literacy in the Content Areas
Text Types and Purposes
Write arguments focused on discipline-specific content.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims/critiques, reasons, and evidence.
Develop claim(s) and counterclaims/critiques fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims/critiques in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Use words, phrases, and clauses with precision as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims/critiques.
Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from or supports the argument presented.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include text features (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas, concepts, or procedures.
Use precise language, domain-specific vocabulary and techniques to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
Narrative Writing (See note; not applicable as a separate requirement.)
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Students’ narrative skills continue to grow in these grades. The standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.
Use technology, including current web-based communication platforms, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
When conducting research, gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Draw evidence from informational texts to support analysis, interpretation, reflection, and research. (See grades 11–12 Reading Standard 1 for more on the use of textual evidence.)
Range of Writing
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Grades 11–12 Speaking and Listening Standards for Literacy in the Content Areas
Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on discipline-specific topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (See grades 11–12 Reading Standard 1 for more on the use of textual evidence.)
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions and critiques when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, vocabulary, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Make strategic use of digital media (e.g., audio, visual, and interactive elements) in presentations to enhance understanding of findings, claims, reasoning, and evidence and to add interest.
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
Skills Matter: teach the four dimensions of inquiry
Dimension 1: Developing Questions
Dimension 2: Applying Disciplinary Concepts and Tools
Dimension 3: Evaluating Sources and Using Evidence
Dimension 4: Communicating Conclusions and Taking Informed Action
Learn more at C3teachers.org