Tuesday, April 23, 2024, 2:31 PM
Site: Learnbps
Class: BPSS (SST) Social Studies Standards (S-SST)
Glossary: Psychology Standards
S
SST-HS.PSY
HS Social Studies
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SST-HS.PSY.A
HS (SST) Social Studies StandardPsychology
SST-HS.PSY.A Anchor Standards
Standards
Calculation Method for DomainsDomains are larger groups of related benchmarks. So the domain is a calculation of all the related benchmarks. So click on the benchmark identifier below each domain to access the learning targets and proficiency scales for each domain. |
SST-HS.PSY.A1
HS Psychology (SST) Social Studies Standards
Anchor Standards:SST-HS.PSY.A1 Utilize critical thinking and problem-solving skills to develop an understanding of psychology.Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.PSY.A2
HS Psychology (SST) Social Studies Standards
Anchor Standards:SST-HS.PSY.A2 Practically apply concepts of psychology.Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.PSY.A3
HS Psychology (SST) Social Studies Standards
Anchor Standards:SST-HS.PSY.A3 Analyze how topics evolve and research develops as discoveries occur.Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D1
HS (SST) Social Studies StandardPsychology Domain 1
SST-HS.PSY.D1 History and ResearchBenchmarks
Calculation Method for DomainsDomains are larger groups of related benchmarks. So the domain is a calculation of all the related benchmarks. So click on the benchmark identifier below each domain to access the learning targets and proficiency scales for each domain. |
SST-HS.PSY.D1.1
HS Psychology (SST) Social Studies Benchmark
Domain 1: History and ResearchSST-HS.PSY.D1.1 Describe psychology as an empirical science.Guiding Topics: Founding fathers, approaches to psychology, research and applied psychology Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.PSY.D1.2
HS Psychology (SST) Social Studies Benchmark
Domain 1: History and ResearchSST-HS.PSY.D1.2 Analyze research method.Guiding Topics: Data analysis, nature vs nurture, scientific method, types of research, research methods, validity, reliability, statistics, correlation vs causation Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.PSY.D1.3
HS Psychology (SST) Social Studies Benchmark
Domain 1: History and ResearchSST-HS.PSY.D1.3 Analyze ethical standardsGuiding Topics: Ethical issues in research Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.PSY.D1.4
HS Psychology (SST) Social Studies Benchmark
Domain 1: History and ResearchSST-HS.PSY.D1.4 Describe different careers in psychologyGuiding Topics: Ph.D. vs. M.D. Student Learning Targets:Knowledge Targets
Reasoning Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D2
HS (SST) Social Studies StandardPsychology Domain 2
SST-HS.PSY.D2 Biological Bases of BehaviorBenchmarks
Calculation Method for DomainsDomains are larger groups of related benchmarks. So the domain is a calculation of all the related benchmarks. So click on the benchmark identifier below each domain to access the learning targets and proficiency scales for each domain. |
SST-HS.PSY.D2.1
HS Psychology (SST) Social Studies Benchmark
Domain 2: Biological Bases of BehaviorSST-HS.PSY.D2.1 Identify the functions of the major divisions and subdivisions of the human nervous systemGuiding Topics: Lobes of the brain, central nervous system, peripheral nervous system Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.PSY.D2.2
HS Psychology (SST) Social Studies Benchmark
Domain 2: Biological Bases of BehaviorSST-HS.PSY.D2.2 Identify the parts of the neuron and describe the basic process of neural transmissionGuiding Topics: Axon, myelin, neurotransmitter, synapse Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D2.3
HS Psychology (SST) Social Studies Benchmark
Domain 2: Biological Bases of BehaviorSST-HS.PSY.D2.3 Describe the interaction between the endocrine and the nervous systemsGuiding Topics: Threshold, adaptation, sensory systems Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D2.4
HS Psychology (SST) Social Studies Benchmark
Domain 2: Biological Bases of BehaviorSST-HS.PSY.D2.4 Discuss processes of sensation and perception and how they interactGuiding Topics: Depth perception, illusions Student Learning Targets:Knowledge Targets
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Skills (Performance) Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D2.5
HS Psychology (SST) Social Studies Benchmark
Domain 2: Biological Bases of BehaviorSST-HS.PSY.D2.5 Identify states of consciousnessGuiding Topics: Psychoactive drugs, hypnosis Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D2.6
HS Psychology (SST) Social Studies Benchmark
Domain 2: Biological Bases of BehaviorSST-HS.PSY.D2.6 Describe the sleep cycleGuiding Topics: Circadian rhythm Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D2.7
HS Psychology (SST) Social Studies Benchmark
Domain 2: Biological Bases of BehaviorSST-HS.PSY.D2.7 Describe types of sleep disordersGuiding Topics: Narcolepsy, sleep apnea, insomnia Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D3
HS (SST) Social Studies StandardPsychology Domain 3
SST-HS.PSY.D3 Disorder, Therapies, and TreatmentsBenchmarks
Calculation Method for DomainsDomains are larger groups of related benchmarks. So the domain is a calculation of all the related benchmarks. So click on the benchmark identifier below each domain to access the learning targets and proficiency scales for each domain. |
SST-HS.PSY.D3.1
HS Psychology (SST) Social Studies Benchmark
Domain 3: Disorder, Therapies, and TreatmentsSST-HS.PSY.D3.1 Describe the classifications of psychological disordersGuiding Topics: Views of abnormality, DSM-5 Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D3.2
HS Psychology (SST) Social Studies Benchmark
Domain 3: Disorder, Therapies, and TreatmentsSST-HS.PSY.D3.2 Describe symptoms and causes of major categories of psychological disordersGuiding Topics: Major categories of psychological disorders: Schizophrenia, mood, anxiety, and personality Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D3.3
HS Psychology (SST) Social Studies Benchmark
Domain 3: Disorder, Therapies, and TreatmentsSST-HS.PSY.D3.3 Explain the types of treatments availableGuiding Topics: Psychoanalysis, humanistic therapy, behavioral therapy, cognitive-behavioral therapy, electroconvulsive therapy, psycho-surgery, drug therapy, etc. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.PSY.D4
HS (SST) Social Studies StandardPsychology Domain 4
SST-HS.PSY.D4 Development and LearningBenchmarks
Calculation Method for DomainsDomains are larger groups of related benchmarks. So the domain is a calculation of all the related benchmarks. So click on the benchmark identifier below each domain to access the learning targets and proficiency scales for each domain. |
SST-HS.PSY.D4.1
HS Psychology (SST) Social Studies Benchmark
Domain 4: Development and LearningSST-HS.PSY.D4.1 Describe the interaction between hereditary v. environmentGuiding Topics: Nature vs. Nurture Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D4.2
HS Psychology (SST) Social Studies Benchmark
Domain 4: Development and LearningSST-HS.PSY.D4.2 Explain the theories of cognitive, moral, and social developmentGuiding Topics: Piaget, Kohlberg, Erikson Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D4.3
HS Psychology (SST) Social Studies Benchmark
Domain 4: Development and LearningSST-HS.PSY.D4.3 Trace the physical, cognitive, and social development of the lifespanGuiding Topics: Types of reflexes, schemas, critical periods, identity formation, language acquisition Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D4.4
HS Psychology (SST) Social Studies Benchmark
Domain 4: Development and LearningSST-HS.PSY.D4.4 Describe the principles of classical and operant conditioningGuiding Topics: Stimulus, response, punishment, positive and negative reinforcements, B.F. Skinner, Ivan Pavlov Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D4.5
HS Psychology (SST) Social Studies Benchmark
Domain 4: Development and LearningSST-HS.PSY.D4.5 Apply observational and cognitive learning to everyday lifeGuiding Topics: Imitation learning, Albert Bandura Student Learning Targets:Knowledge Targets
Reasoning Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.PSY.D5
HS (SST) Social Studies StandardPsychology Domain 5
SST-HS.PSY.D5 Memory and CognitionBenchmarks
Calculation Method for DomainsDomains are larger groups of related benchmarks. So the domain is a calculation of all the related benchmarks. So click on the benchmark identifier below each domain to access the learning targets and proficiency scales for each domain. |
SST-HS.PSY.D5.1
HS Psychology (SST) Social Studies Benchmark
Domain 5: Memory and CognitionSST-HS.PSY.D5.1 Describe the types of memoryGuiding Topics: Sensory, short-term, long-term Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D5.2
HS Psychology (SST) Social Studies Benchmark
Domain 5: Memory and CognitionSST-HS.PSY.D5.2 Explain strategies for improving the encoding of memoryGuiding Topics: Recall vs. recognition, memory disorders (Alzheimer’s, amnesia, dementia) Student Learning Targets:Knowledge Targets
Reasoning Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D5.3
HS Psychology (SST) Social Studies Benchmark
Domain 5: Memory and CognitionSST-HS.PSY.D5.3 Explain the processes of memory retrieval and improvementGuiding Topics: Retrieval cues, mnemonics Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D5.4
HS Psychology (SST) Social Studies Benchmark
Domain 5: Memory and CognitionSST-HS.PSY.D5.4 Describe theories of intelligenceGuiding Topics: Simon Binet, Howard Gardner Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D5.5
HS Psychology (SST) Social Studies Benchmark
Domain 5: Memory and CognitionSST-HS.PSY.D5.5 Describe the history of intelligence testing and current methodsGuiding Topics: Stanford-Binet, Weschler, achievement tests, aptitude tests Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D6
HS (SST) Social Studies StandardPsychology Domain 6
SST-HS.PSY.D6 Motivation and EmotionBenchmarks
Calculation Method for DomainsDomains are larger groups of related benchmarks. So the domain is a calculation of all the related benchmarks. So click on the benchmark identifier below each domain to access the learning targets and proficiency scales for each domain. |
SST-HS.PSY.D6.1
HS Psychology (SST) Social Studies Benchmark
Domain 6: Motivation and EmotionSST-HS.PSY.D6.1 Explain types of motivationGuiding Topics: Extrinsic and intrinsic motivation Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D6.2
HS Psychology (SST) Social Studies Benchmark
Domain 6: Motivation and EmotionSST-HS.PSY.D6.2 Explain types of emotionGuiding Topics: Schachter-Singer-Factor Theory, James Lange Theory, Canon-Bard Theory Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D7
HS (SST) Social Studies StandardPsychology Domain 7
SST-HS.PSY.D7 PersonalityBenchmarks
Calculation Method for DomainsDomains are larger groups of related benchmarks. So the domain is a calculation of all the related benchmarks. So click on the benchmark identifier below each domain to access the learning targets and proficiency scales for each domain. |
SST-HS.PSY.D7.1
HS Psychology (SST) Social Studies Benchmark
Domain 7: Motivation and EmotionSST-HS.PSY.D7.1 Explain theories of personalityGuiding Topics: Psychodynamic, trait, humanistic, behavioral, or social-cognitive theories Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.PSY.D7.2
HS Psychology (SST) Social Studies Benchmark
Domain 7: Motivation and EmotionSST-HS.PSY.D7.2 Describe personality assessmentsGuiding Topics: Big 5, MMPI, projective tests, or objective tests Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D8
HS (SST) Social Studies StandardPsychology Domain 8
SST-HS.PSY.D8 Social PsychologyBenchmarks
Calculation Method for DomainsDomains are larger groups of related benchmarks. So the domain is a calculation of all the related benchmarks. So click on the benchmark identifier below each domain to access the learning targets and proficiency scales for each domain. |
SST-HS.PSY.D8.1
HS Psychology (SST) Social Studies Benchmark
Domain 8: Social PsychologySST-HS.PSY.D8.1 Describe how group dynamics influence behaviorGuiding Topics: Groupthink, bystander effect Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D8.2
HS Psychology (SST) Social Studies Benchmark
Domain 8: Social PsychologySST-HS.PSY.D8.2 Describe how society influences an individual's behaviorGuiding Topics: Interpersonal relationships, attraction, prosocial and antisocial behavior Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.PSY.D8.3
HS Psychology (SST) Social Studies Benchmark
Domain 8: Social PsychologySST-HS.PSY.D8.3 Explain the nature and effects of stereotyping, prejudice, discrimination, and racismGuiding Topics: Cultural diversity, race, ethnicity, gender Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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