Psychology

SSPY: Psychology

SSPY.A: Map and Globe Skills

SSPY.B: Information Processing Skills

SSPY.C: Psychology as a Science

SSPY.D: Biological Basis of Behavior

SSPY.E: Sensation and Perception

SSPY.F: Learning

SSPY.G: Motivation and Emotion

SSPY.H: Cognitive Processes

SSPY.I: Lifespan and Development

SSPY.J: Abnormal Behavior

SSPY.K: Social Psychology

SSPY.A.1: compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities

SSPY.A.2: compare maps with data sets (e.g., charts, tables, graphs) and/or readings to draw conclusions and make generalizations

SSPY.B.3: compare similarities and differences

SSPY.B.4: organize items chronologically

SSPY.B.5: identify and write about issues and/or problems and alternative solutions

SSPY.B.6: distinguish between fact and opinion as used in informational/explanatory text

SSPY.B.7: identify main idea, detail, sequence of events, and cause and effect in a social studies context

SSPY.B.8: identify and use primary and secondary sources

SSPY.B.9: interpret timelines

SSPY.B.10: identify social studies reference resources to use for a specific purpose

SSPY.B.11: construct charts and tables

SSPY.B.12: analyze artifacts

SSPY.B.13: write arguments, informative text, and explanatory text that draw conclusions and make generalizations

SSPY.B.14: analyze graphs and diagrams

SSPY.B.15: translate dates into centuries, eras, or ages

SSPY.B.16: formulate appropriate research questions

SSPY.B.17: write arguments, informative text, and explanatory text that determine adequacy and/or relevancy of information

SSPY.B.18: check for consistency of information

SSPY.B.19: interpret political cartoons

SSPY.C.20: explain selected historical and contemporary perspectives and practices of psychologists

SSPY.C.21: explain the research methods and the types of statistics used in the field of psychology

SSPY.D.22: explain the development, structure, and function of biological systems and their role in behavior, cognition, and emotion

SSPY.D.23: compare different states of consciousness

SSPY.E.24: explain the sensory processes and how people perceive their environment

SSPY.F.25: identify the characteristics of and major approaches to learning

SSPY.G.26: identify major theories and concepts related to motivation and emotion

SSPY.H.27: analyze key concepts associated with information processing and memory

SSPY.H.28: analyze concepts related to the measurement, and nature of intelligence

SSPY.H.29: discuss the components of stress

SSPY.I.30: describe behavioral, social, and cognitive changes, starting in the prenatal period and throughout the lifespan

SSPY.I.31: evaluate theories of personality and assessment tools

SSPY.J.32: identify psychological disorders and treatment

SSPY.K.33: analyze the impact of the social environment on behaviors and attitudes

SSPY.B.3.a: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSPY.B.3.b: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSPY.B.3.c: write informative/explanatory texts, including the narration of historical events by providing 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)

SSPY.B.3.d: 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

SSPY.B.4.a: 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

SSPY.B.4.b: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSPY.B.4.c: 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

SSPY.B.5.a: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSPY.B.5.b: write informative/explanatory texts, including the narration of historical events by providing 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)

SSPY.B.5.c: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSPY.B.5.d: 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

SSPY.B.5.e: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSPY.B.5.f: 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

SSPY.B.6.a: 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

SSPY.B.6.b: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSPY.B.6.c: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSPY.B.6.d: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSPY.B.6.e: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSPY.B.6.f: write informative/explanatory texts, including the narration of historical events by providing 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)

SSPY.B.6.g: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSPY.B.6.h: 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

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

SSPY.B.7.a: 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

SSPY.B.7.b: evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain

SSPY.B.7.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSPY.B.7.d: 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

SSPY.B.7.e: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSPY.B.7.f: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSPY.B.7.g: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSPY.B.7.h: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSPY.B.7.i: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSPY.B.7.j: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSPY.B.7.k: write informative/explanatory texts, including the narration of historical events by developing 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

SSPY.B.7.l: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSPY.B.7.m: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSPY.B.7.n: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSPY.B.7.o: 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

SSPY.B.7.p: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSPY.B.7.q: 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

SSPY.B.7.r: 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

SSPY.B.8.a: 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

SSPY.B.8.b: 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

SSPY.B.8.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSPY.B.8.d: 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

SSPY.B.8.e: 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

SSPY.B.8.f: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSPY.B.8.g: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSPY.B.8.h: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSPY.B.8.i: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSPY.B.8.j: write informative/explanatory texts, including the narration of historical events by developing 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

SSPY.B.8.k: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSPY.B.8.l: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSPY.B.8.m: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSPY.B.8.n: 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

SSPY.B.8.o: 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

SSPY.B.8.p: draw evidence from informational texts to support analysis, reflection, and research

SSPY.B.8.q: 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

SSPY.B.9.a: 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

SSPY.B.9.b: evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain

SSPY.B.9.c: 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

SSPY.B.10.a: 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

SSPY.B.10.b: 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

SSPY.B.10.c: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSPY.B.10.d: 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

SSPY.B.10.e: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSPY.B.10.f: 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

SSPY.B.10.g: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSPY.B.10.h: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSPY.B.10.i: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSPY.B.10.j: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSPY.B.10.k: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSPY.B.10.l: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSPY.B.10.m: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSPY.B.10.n: write informative/explanatory texts, including the narration of historical events by developing 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

SSPY.B.10.o: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSPY.B.10.p: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSPY.B.10.q: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSPY.B.10.r: 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

SSPY.B.10.s: 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

SSPY.B.10.t: draw evidence from informational texts to support analysis, reflection, and research

SSPY.B.11.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSPY.B.13.a: 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

SSPY.B.13.b: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSPY.B.13.c: 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

SSPY.B.13.d: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSPY.B.13.e: write arguments focused on discipline-specific content by developing claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases

SSPY.B.13.f: write arguments focused on discipline-specific content by providing a concluding statement or section that follows from or supports the argument presented

SSPY.B.13.g: write informative/explanatory texts, including the narration of historical events by developing 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

SSPY.B.13.h: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSPY.B.13.i: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSPY.B.13.j: write informative/explanatory texts, including the narration of historical events by providing 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)

SSPY.B.13.k: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

SSPY.B.13.l: 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

SSPY.B.13.m: 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

SSPY.B.14.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSPY.B.16.a: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSPY.B.16.b: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSPY.B.16.c: 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

SSPY.B.17.a: determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text

SSPY.B.17.b: 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

SSPY.B.17.c: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSPY.B.17.d: 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

SSPY.B.17.e: evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information

SSPY.B.17.f: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources

SSPY.B.17.g: by the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently

SSPY.B.17.h: write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence

SSPY.B.17.i: write arguments focused on discipline-specific content by using words, phrases, and clauses as well as varied syntax to link the major sections of the text, creating cohesion, and clarifying the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

SSPY.B.17.j: write arguments focused on discipline-specific content by establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

SSPY.B.17.k: write informative/explanatory texts, including the narration of historical events by developing 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

SSPY.B.17.l: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSPY.B.17.m: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSPY.B.17.n: use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

SSPY.B.17.o: 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

SSPY.B.17.p: draw evidence from informational texts to support analysis, reflection, and research

SSPY.B.18.a: evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence

SSPY.B.18.b: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSPY.B.18.c: write informative/explanatory texts, including the narration of historical events by developing 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

SSPY.B.18.d: write informative/explanatory texts, including the narration of historical events by using varied transitions and sentence structures to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts

SSPY.B.18.e: write informative/explanatory texts, including the narration of historical events by using precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; conveying a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers

SSPY.B.18.f: 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

SSPY.B.18.g: draw evidence from informational texts to support analysis, reflection, and research

SSPY.B.19.a: write informative/explanatory texts, including the narration of historical events by introducing a topic and organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

SSPY.C.20.a: define the field of psychology

SSPY.C.20.b: identify key figures and their perspectives in the history of the field of psychology; include Wundt, Freud, Skinner, James, Watson, Rogers, Bandura, and Pavlov

SSPY.C.20.c: list and describe the major occupations and subfields of psychology

SSPY.C.21.a: explain how psychologists conduct research to describe, explain, predict, and control behavior

SSPY.C.21.b: describe the types of research methods used by psychologists: include experiment, survey, case study, and naturalistic observation

SSPY.C.21.c: identify the basic elements of an experiment; include independent and dependent variables, and types of experimental control (blind/double-blind procedures, placebo controls)

SSPY.C.21.d: explain the differences between a correlation and an experiment

SSPY.C.21.e: classify the types and uses of statistics in psychological research; include descriptive statistics

SSPY.C.21.f: interpret graphic data representations

SSPY.C.21.g: explain ethical issues in psychological research

SSPY.D.22.a: discuss the major divisions and sub-divisions of the nervous system and their role in behavior; include central (brain and spinal cord), and peripheral [autonomic (sympathetic and parasympathetic) and somatic]

SSPY.D.22.b: identify the components and function of a neuron

SSPY.D.22.c: explain the process of neurotransmission: include action potentials and synaptic transmission

SSPY.D.22.d: identify the major structures and functions of the brain

SSPY.D.22.e: describe the methods used to analyze neural form and function; include the MRI, fMRI, PET, CAT, and EEG

SSPY.D.22.f: examine the role of genetics in the development of behaviors. (Nature verses Nurture Debate)

SSPY.D.23.a: identify altered states of consciousness; include sleeping, dreaming, hypnosis, meditation, biofeedback, and mind-altering substances

SSPY.D.23.b: describe the sleep cycle and circadian rhythm

SSPY.D.23.c: explain theories of sleeping and dreaming

SSPY.D.23.d: investigate the validity of hypnosis

SSPY.D.23.e: analyze the physical and psychological issues associated with addiction

SSPY.D.23.f: explain how the major drug classes (stimulants, depressants, and hallucinogens) affect neurotransmission and behaviors

SSPY.E.24.a: describe the basic structures of the eye and ear, the associated neural pathways, and the process of sensory transduction

SSPY.E.24.b: recognize causes which can lead to hearing and vision deficits; include environmental causes, aging, genetics, diet, disease, and trauma

SSPY.E.24.c: describe the major theories associated with visual and auditory sensation and perception; include threshold theory, opponent process theory, trichromatic theory of vision, frequency theory, volley theory, and place theory of hearing

SSPY.E.24.d: identify additional senses; include smell, taste and touch. (vestibular and kinesthetic senses)

SSPY.E.24.e: analyze different perceptual illusions and describe why illusions are important for our understanding of perception

SSPY.E.24.f: compare top-down and bottom-up processing

SSPY.F.25.a: identify learning as a relatively permanent change in behavior based on experience

SSPY.F.25.b: explain the behavioral approach to learning

SSPY.F.25.c: compare and contrast the paradigms of classical and operant conditioning

SSPY.F.25.d: describe changes in behavior using the social learning theory

SSPY.G.26.a: compare and contrast the biological, cognitive/learning, and humanistic perspectives of motivation 

SSPY.G.26.b: compare and contrast theories of emotion, include: James-Lange, Cannon-Bard, and Singer-Schachter’s Two Factor

SSPY.H.27.a: describe the components of the human information processing system; include sensory memory, attention, short term memory (working memory), encoding, long term memory, and retrieval

SSPY.H.27.b: evaluate strategies that enhance memory; include mnemonics, maintenance rehearsal, and elaborative rehearsal

SSPY.H.27.c: analyze theories of forgetting; include encoding failure, decay, proactive/retroactive interference, types of amnesia (retrograde, anterograde, source, and infantile)

SSPY.H.27.d: explain the phenomena involved in problem solving and decision-making; include heuristics, algorithms, biases, expectancies, and mental set

SSPY.H.27.e: compare and contrast the theories of language and language acquisition; include Chomsky, Skinner, and Whorf

SSPY.H.28.a: differentiate between general and multiple intelligences

SSPY.H.28.b: explain how intelligence may be influenced by heredity and environment

SSPY.H.28.c: evaluate the reliability, validity, and standardization of historical and contemporary intelligence tests

SSPY.H.28.d: evaluate the implications of measurement of intelligence on the individual and culture

SSPY.H.28.e: differentiate the levels of intelligence; include giftedness and intellectual disability

SSPY.H.29.a: categorize and explain the different physiological and psychological reactions to stress

SSPY.H.29.b: identify strategies to deal with stress that promote health; include coping strategies and behavioral modification

SSPY.I.30.a: chart physical changes of a human being from conception through late adulthood

SSPY.I.30.b: explain the developmental models of Freud, Piaget, Kohlberg, and Erikson

SSPY.I.30.c: compare and contrast the theories of language and language acquisition; include Chomsky, Skinner, and Whorf

SSPY.I.30.d: describe the role of critical periods in development

SSPY.I.31.a: evaluate Psychodynamic Theory and its impact on contemporary psychology

SSPY.I.31.b: evaluate the Humanistic Perspective of personality

SSPY.I.31.c: analyze the purpose and theories of the Trait Perspective of personality

SSPY.I.31.d: analyze the Social-Cognitive Perspective of personality

SSPY.I.31.e: identify various personality assessment tools

SSPY.J.32.a: identify criteria that distinguish normal from disordered behavior; include the criteria of distress, deviance, and dysfunction

SSPY.J.32.b: describe methods used to diagnose and assess psychological disorders; include the current version of the Diagnostic and Statistical Manual, the MMPI, and projective tests

SSPY.J.32.c: analyze various psychological disorders and identify appropriate treatments: include anxiety disorders, bipolar and depressive disorders, personality disorders, somatic disorders, and schizophrenia

SSPY.J.32.d: analyze the challenges associated with labeling psychological disorders and the impact of diagnosis on patients

SSPY.J.32.e: compare the biomedical (neuroscience), psychoanalytical, cognitive, and behavioral and humanistic approaches to the treatment of psychological disorders

SSPY.K.33.a: explain phenomena that result from the influence of the social environment on the individual and vice versa; include obedience, social facilitation, social loafing, bystander apathy, conformity such as Asch's experiment, groupthink, group polarization, and deindividuation

SSPY.K.33.b: analyze attribution and cognitive dissonance theories pertaining to social judgments and attitudes

SSPY.K.33.c: explain the factors that contribute to affiliation and attraction; include proximity, mere-exposure effect, and similarity

SSPY.K.33.d: analyze and evaluate the ethics of experimentation in social psychology; include Milgram's experiment of obedience and Zimbardo's Stanford Prison Experiment