The purpose of this unit is to explore the fundamental psychological concepts of memory and learning, emphasizing how humans process, store, and retrieve information. Students will investigate different types of memory, the mechanisms underlying memory function, and various forms of intelligence. The unit also covers learning theories including conditioning, observational learning, and social learning theory, highlighting how individuals acquire new behaviors and knowledge. Throughout, students will examine the complexity of human thought and behavior and the factors contributing to individual differences.

10-12 days

College, Career, and Civic Life (C3) Framework for Social Studies State Standards

D2.Psy.8.9-12. 

Explain the complexities of human thought and behavior, as well as the factors related to the individual differences among people.

American Psychological Association National Standards for High School Psychology Curricula (APA)

APA Standard Area: Memory; Content Standard 1

Processes of memory

APA Standard Area: Intelligence; Content Standard 2 

Assessment of intelligence

APA Standard Area: Learning; Content Standard 3 

Observational learning, social learning theory, and mental processes in learning

Aligned to District Vision of a Graduate

An Effective Communicator 

• clearly and concisely conveys information for shared understanding

  • D2.Psy.8.9-12.

• command of the language; written and verbal

  • D2.Psy.8.9-12.

Skilled Socially 

• uses effective verbal and non-verbal communication skills

  • D2.Psy.8.9-12.

A Critical Thinker 

• applies unbiased analysis and evaluation

  • D2.Psy.8.9-12.

• willing to adapt new information and question things

  • D2.Psy.8.9-12.

  • APA Content Standard 1

  • APA Content Standard 2

  • APA Content Standard 3

A Problem Solver

• able to determine the root cause of issues

  • D2.Psy.8.9-12.

1. What makes human thinking and behavior so complex?

2. Why do people learn, remember, and think differently from one another?

3. How does memory work, and why is it sometimes unreliable?

4. How do we learn from others without direct experience?

5. What is intelligence, and how can it be measured?

6. To what extent do intelligence tests accurately reflect a person’s abilities?

7. How do memory, learning, and intelligence interact to shape behavior?

8. How do biological, psychological, and environmental factors influence cognition?

9. How can understanding how we learn and think improve real-world outcomes?

1. Human thought and behavior are complex processes shaped by memory, learning, and intelligence.

2. Individuals differ in how they learn, remember, and think, due to biological, psychological, and environmental factors.

3. Memory is an active process involving encoding, storage, and retrieval, and is subject to errors and biases.

4. Learning occurs through observation, experience, and mental processing, not just direct reinforcement.

5. Intelligence is multifaceted and can be measured, but assessments have limitations and may reflect cultural and contextual factors.

6. Behavior and cognition can be better understood—and sometimes predicted—by applying psychological theories and evidence.

D2.Psy.8.9-12 

• Human thought

• Human behavior

• Cognitive processes (perception, memory, decision-making)

• Emotions

• Motivation

• Personality

• Individual differences

• Biological factors (genetics, brain, hormones)

• Psychological factors (thoughts, feelings, experiences)

• Sociocultural factors (culture, environment, social context)

• Nature vs. nurture

• Psychological perspectives (behavioral, cognitive, biological, humanistic, sociocultural)

• Mental processes 

APA Standard Area: Content Standard 1

• Memory

• Encoding

• Storage

• Retrieval

• Sensory memory

• Short-term memory (working memory)

• Long-term memory

• Types of memory (explicit, implicit)

• Recall and recognition

• Forgetting

• Memory errors (misinformation effect, false memories)

• Rehearsal

• Chunking

• Retrieval cue

APA Standard Area: Content Standard 2

• Intelligence

• Intelligence tests

• IQ (intelligence quotient)

• Standardization

• Norms

• Reliability

• Validity

• Types of intelligence (e.g., multiple intelligences, triarchic theory)

• Aptitude vs. achievement tests

• Cultural bias

• Test bias

• Standard deviation

• Distribution of scores

• Psychological assessment

APA Standard Area: Content Standard 3

• Observational learning

• Social learning theory

• Modeling

• Imitation

• Vicarious reinforcement

• Attention

• Memory (retention)

• Reproduction

• Motivation

• Cognitive processes

• Behavior

• Role models

• Environment and social context

• Self-efficacy

D2.Psy.8.9-12

• Explain the complexity of human thought and behavior

• Analyze how multiple factors influence behavior

• Compare individual differences among people

• Apply psychological perspectives to explain behavior

• Examine how biological, psychological, and sociocultural factors interact

• Interpret how cognition and emotion influence decision-making

• Use evidence to support explanations of behavior

• Make connections between theory and real-world behavior

• Construct explanations of behavior using multiple perspectives

APA Standard Area: Content Standard 1

• Describe the processes of memory (encoding, storage, retrieval)

• Explain how information moves through memory systems

• Compare types and stages of memory

• Analyze factors that improve or hinder memory

• Apply memory strategies (e.g., chunking, rehearsal) to real-life situations

• Examine causes of forgetting and memory errors

• Interpret how retrieval works in different contexts

• Use examples to illustrate how memory functions

• Evaluate the reliability of memory

APA Standard Area: Content Standard 2

• Describe how intelligence is measured

• Explain how intelligence tests are developed and standardized

• Compare different types of intelligence tests

• Distinguish between reliability and validity

• Analyze how scores are interpreted using norms and distributions

• Evaluate the strengths and limitations of intelligence testing

• Examine the role of cultural bias in testing

• Apply concepts of intelligence assessment to real-world scenarios

• Interpret test results and what they indicate about ability

• Use evidence to support claims about intelligence and assessment

APA Standard Area: Content Standard 3

• Describe how learning occurs through observation and modeling

• Explain the key components of social learning theory

• Analyze how attention, memory, and motivation influence learning

• Apply observational learning concepts to real-world situations

• Examine how role models and environment shape behavior

• Compare observational learning to other forms of learning

• Interpret how vicarious reinforcement affects behavior

• Use examples to explain how behavior is learned socially

• Construct explanations connecting cognition and behavior in learning

Assessments:

Formative Assessments: 

REQUIRED:

• Unit 5 - Memory & Learning CFAs TBD on Performance Matters

Suggested:

• Do Nows/ Bell Ringers/ Exit Tickets

• Student Academic Notebooks

• Source Analysis: Annotations, Close Reading Strategies, DBQs

• Class discussions (Suggested: The TQE Method, Talk Moves, Snowball Discussions, Cover-Stations)

• Observations of Students/ Check Work in Progress

• 1:1 or small group conferring

Unit 5 - Memory & Learning 

• Slippery Snakes Activity - Teacher; Slippery Snakes Activity - Student

• Introduction to Memory & Learning Notes (suggested to create a slideshow and have students either use a guided note worksheet or record in their academic notebooks. Magic School AI or Notepad LM may be helpful in creation of slides);

• Netflix's “Memory Explained” Video Worksheet 

• Multiple Intelligences Theory Worksheet; Multiple Intelligences Theory Resources

Summative Assessments: 

REQUIRED:

• Unit 5 - Memory & Learning CFAs TBD on Performance Matters

Suggested:

• Quizzes and Exams

• Projects (individual and group)

• Presentations

• Case Study Analyses

• Evidence Based Arguments

• Research Papers

Unit 5 - Memory & Learning 

• Changing Bad Habits Project

Unit 5 - Textbook Worksheets & Assessments

Textbook Vocabulary Activity; Types of Conditioning Activity; Graphic Organizer Activity; Guided Reading Activity, Lesson 1; Case Study: Eye Witness Testimony

Academic Vocabulary: 

• Intelligence

• Schema

• Reinforcement

• Stimuli

• Modeling

Content Vocabulary:

• Cognitive Learning

• Encoding

• Storage

• Retrieval

• Sensory memory

• Short-term memory

• Long-term memory

• Explicit memory

• Implicit memory

Disciplinary Vocabulary:

• Classical Conditioning

  • Unconditioned Stimulus (US)

  • Unconditioned Response (UR)

  • Neutral Stimulus (NS)

  • Conditioned Stimulus (CS)

  • Conditioned Response (CR)

  • Operant Conditioning

  • Positive Reinforcement

  • Negative Reinforcement

Connecticut Core Standards for Literacy in History/Social Studies, Science Technical Subjects

    https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf

Connecticut Secondary Social Studies Standards: Social Studies Inquiry Arc

• Connections can be made to other social studies courses, for example- how do personality traits impact behaviors of historical figures or major world events?

Mathematical Practice Standards

Next Generation Science Standards 

    Standards for students that are aligned to priority standards

    https://www.nextgenscience.org/search-standards

• Students can use the scientific method and other psychology methodologies to form hypotheses, complete tasks, analyze data, and draw conclusions.

International Society for Technology in Education (ISTE) 

    Standards for students that are aligned to priority standards

    https://iste.org/standards/students

CTE Competency Standards

• Utilizing tasks, projects and assignments that connect to trade technologies:

  • Aerospace Manufacturing

  • Architecture

  • Automotive Technology

  • Automotive Collision Repair and Refinishing

  • Bioscience and Environmental Technology

  • Biotechnology

  • Building and Civil Construction

  • Culinary Arts

  • Criminal Justice and Protective Services

  • Digital Media

  • Diesel and Heavy - Duty Equipment Repair

  • Electrical

  • Graphic Design

  • Heating

  • Ventilation and Air Conditioning

  • Health Technology

  • Hairdressing and Cosmetology

  • Information Technology

  • Landscape Design

  • Installation and Equipment

  • Masonry

  • Mechanical Design and Engineering Technology

  • Precision Machining Technology

  • Plumbing and Heating

  • Plumbing, Heating and Cooling

  • Robotics and Automation

  • Tourism

  • Hospitality and Guest Services Management

  • Veterinary Science

  • Welding and Metal Fabrication

Components of Social, Emotional, and Intellectual Habits 

• Develop logic and reasoning/Critical and analytic thinking

• Use evidence and critical thinking to support claims, make arguments and critique the reasoning of others; explain own thinking and responds to others’ thinking 

• Develop logic and reasoning/Applying known information to new experiences

• Compare, contrast and evaluate experiences, tasks and events building on prior knowledge 

• Develop logic and reasoning/Reasoning and problem solving

• Analyze attributes to classify, compare and contrast objects, events and experiences (similarities, differences and associations) 

• Develop a positive attitude toward learning/Cooperation during learning experiences

• Listen, discuss, and negotiate ideas in order to discover new learning with peers

Psychology is applicable to every individual behavior. Learning different theories provides students with the opportunity to reflect upon their own daily behaviors.

Students will self-reflect on prompt led journal questions throughout the unit.

Students will apply personality theories to a fictional character from a movie, show, or book. 

Use these reflective questions to enhance critical consciousness for diversity and equity for both educators and students.

• Why is it important for me and my students to be critically conscious for diversity and equity?

• How do I define diversity? How do my students define diversity? What do I need to learn? What do my students need to learn?

• How do I define equity? How do my students define equity? What do I need to learn? What do my students need to learn?

• How does my identity and my students’ identities impact my teaching and classroom practices? How does it impact my students’ learning and engagement?

• What do I know about various aspects of identity? What do I need to learn?

• What do my students know about various aspects of identity? What do they need to learn?

In developing our social studies curriculum, we place a strong emphasis on cultural relevance to captivate and empower our students. It’s important to create inclusive spaces for meaningful dialogues where students not only engage with previous lessons but also share their unique life narratives, contributing to a collective awareness of diverse perspectives. The aim is to thoughtfully integrate the rich cultural tapestry of students' homes into the social studies classroom, mindful of the multifaceted diversity within our communities. 

Cultivate authentic connections with families through reciprocal conversations that honor their cultures as invaluable assets for promoting both equity and learning. This approach prioritizes experiences that place students at the forefront, ensuring activities not only mirror their lives but also provide windows to a broader understanding of an equitable world. 

One crucial context, language serves as a powerful conduit to students' diverse cultural backgrounds. Embrace a translanguaging approach, recognizing and appreciating the varied linguistic repertoires our students bring to the social studies classroom. This approach acknowledges that individuals draw upon diverse languages and language varieties, such as English and Spanish, to construct a meaningful understanding of equity and diversity in their educational journey. 

For information on how to support English Learners in this unit, refer to the Connecticut English Language Proficiency (CELP) Standards with Correspondences to the K-12 Practices and Connecticut Core Standards. 

Use the EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers) for specific questioning techniques and teaching strategies to support students’ learning.