AP Psychology Curriculum€¦ · AP Psychology Curriculum. Course Description: Advanced Placement...

AP Psychology Curriculum

Course Description: Advanced Placement Psychology is the equivalent of a college introductory psychology course. This is a rigorous and demanding course, intended to provide the scope and level of accomplishment expected in a college/university setting. The curriculum for this course places a heavy emphasis on essential readings, writing assignments, independent projects, and frequent tests intended to prepare students for the AP Exam. The instructor's role is to facilitate your drive and accomplishment by structuring learning situations and selecting learning tools to help you attain your goals: a successful score on the AP Psychology Exam, an enrichment of your life through the acquisition of psychological knowledge, and enjoyment of the course. Scope and Sequence:

Timeframe Unit Instructional Topics

1-3 Class Periods History & Approaches

Topic 1: Philosophical and Historical Development as Psychology as a Science Topic 2: Contemporary Viewpoints of Analyzing Behavior

3-5 Class Periods Memory Topic 1: Physiological Bases of Memory Topic 2: Psychological Stems and Bases of Memory Topic 3: Scientific Contributions to Understanding Memory

3-5 Class Periods Research Methods and

Statistics

Topic 1: Research Methodologies Topic 2: Statistical Analyzes Topic 3: Ethical Issues of Research

6-7 Class Periods Social Topic 1: Social Cognition Topic 2: Social Influence

Board Approved: April 23, 2015 2 | P a g e Board First Read of Revisions: April 26, 2018

Topic 3: Group Behavior and Influences Topic 4: Antisocial Behavior Topic 5: Prosocial Behavior

7-8 Class Periods Biopsychology Topic 1: Neuroscience Topic 2: Brian Topic 3: Nervous System Topic 4: Endocrine System Topic 5: Investigation Techniques

2-3 Class Periods Consciousness Topic 1: Sleep Cycle and Dreams Topic 2: Sleep Disorders Topic 3: Hypnosis Topic 4: Psychoactive Drugs

8-9 Class Periods Sensation & Perception

Topic 1: Sensation Topic 2: Perception

5-6 Class Periods Behaviorism & Learning

Topic 1: Classical Conditioning Topic 2: Operant Conditioning Topic 3: Social Learning Topic 4: Latent Learning--Cognitive Revolution

4-5 Class Periods Cognition Topic 1: Language Topic 2: Problem-Solving and Decision-Making Topic 3: Intelligence Topic 4: Testing Measures

6-8 Class Periods Development Topic 1: Nature vs. Nurture Topic 2: Physical Development Topic 3: Cognitive and Moral Development Topic 4: Psychosocial Development

5-7 Class Periods Personality Topic 1: Personality Theories Topic 2: Research and Testing Strategies Topic 3: Influences on Personality

6-8 Class Periods Motivation, Emotion, &

Stress

Topic 1: Personality Theories Topic 2: Research and Testing Strategies Topic 3: Influences on Personality

7-10 Class Periods Abnormal and Therapy

Topic 1: Categories and Disorders in the DSM Topic 2: Psychological Therapies Topic 3: Biomedical Therapies


Curriculum Revision Tracking Spring, 2018 All Units:

• Updated ISTE Standards • Updated Teaching Tolerance Standards


Unit 1: History & Approaches

Subject: AP Psychology Grade: 10-12 Name of Unit: History & Approaches Length of Unit: 1-3 class periods Overview of Unit: Psychology has evolved markedly since its inception as a discipline in 1879. There have been significant changes in the theories that psychologists use to explain behavior and mental processes. In addition, the methodology of psychological research has expanded to include a diversity of approaches to data gathering. Priority Standards for unit: AP students in psychology should be able to do the following:

● Recognize how philosophical and physiological perspectives shaped the development of psychological thought.

● Describe and compare different theoretical approaches in explaining behavior: ○ structuralism, functionalism, and behaviorism in the early years; ○ Gestalt, psychoanalytic/psychodynamic, and humanism emerging later: ○ evolutionary, biological, cognitive, and biopsychosocial as more contemporary

approaches. ● Recognize the strengths and limitations of applying theories to explain behavior. ● Distinguish the different domains of psychology (e.g., biological, clinical, cognitive,

counseling, developmental, educational, experimental, human factors, industrial-organizational, personality, psychometric, social).

● Identify major historical figures in psychology (e.g., Mary Whiton Calkins, Charles Darwin, Dorothea Dix, Sigmund Freud, G. Stanley Hall, William James, Ivan Pavlov, Jean Piaget, Carl Rogers, B. F: Skinner, Margaret Floy Washburn, John B. Watson, Wilhelm Wundt).

Supporting Standards for unit:

• ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Unwrapped Concepts

(Students need to know) Unwrapped Skills (Students

need to be able to do) Bloom’s Taxonomy

Levels Webb's DOK Philosophical and

Psychological influences on development of psychology Recognize 1 1


the theoretical approaches explaining behavior Describe 2 1 different theoretical

approaches to explain behavior Compare 4 2

strengths and limitations of applying theories to explain

behavior Recognize 1 1 different domains in

psychology Distinguish 4 1 major historical figures in

psychology Identify 1 1 Essential Questions:

1. How do monist and dualist philosophies attempt to explain the mind-body problem? 2. How to the different theoretical approaches help to explain behavior and what are the

strengths and weaknesses of each theoretical approach to explaining different behaviors? Enduring Understanding/Big Ideas:

1. Philosophy serves as the foundation for psychological science. 2. The explanation of behavior requires multiple theoretical approaches, each contributing

some insight into behavior.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Perspective Lens

Approaches Compare Identify

Behaviorism Biological perspective Cognitive psychology Clinical psychology

Evolutionary psychology Functionalism

Gestalt psychology Humanism

Introspection Psychiatry Psychology

Psychoanalytic/psychodynamic Socio-cultural perspective

Structuralism

Resources for Vocabulary Development: Textbook, Quizlet


Topic 1: Philosophical and Historical Development of Psychology as a Science

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority:

AP students in psychology should be able to do the following: Recognize how philosophical and physiological perspectives shaped the

development of psychological thought. Describe and compare different theoretical approaches in explaining

behavior: • structuralism, functionalism, and behaviorism in the early years; • Gestalt, psychoanalytic/psychodynamic, and humanism emerging

later: • evolutionary, biological, cognitive, and biopsychosocial as more

contemporary approaches. Recognize the strengths and limitations of applying theories to explain

behavior. Distinguish the different domains of psychology (e.g., biological, clinical,

cognitive, counseling, developmental, educational, experimental, human factors, industrial-organizational, personality, psychometric, social).

Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4 Engaging Experience 2 Title: Peer grading of FRQ Suggested Length of Time: 20-30 minutes Standards Addressed Priority:

AP students in psychology should be able to do the following: Recognize how philosophical and physiological perspectives shaped the

development of psychological thought. Describe and compare different theoretical approaches in explaining

behavior: • structuralism, functionalism, and behaviorism in the early years;


• Gestalt, psychoanalytic/psychodynamic, and humanism emerging later:

• evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches.

Recognize the strengths and limitations of applying theories to explain behavior.

Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial-organizational, personality, psychometric, social).

Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ. Bloom’s Levels: 6 Webb’s DOK: 4


Topic 2: Contemporary Viewpoints of Analyzing Behavior

Engaging Experience 1 Title: Analysis of Behavior Suggested Length of Time: 30-40 minutes Standards Addressed Priority:

AP students in psychology should be able to do the following: Recognize how philosophical and physiological perspectives

shaped the development of psychological thought. Describe and compare different theoretical approaches in

explaining behavior: • structuralism, functionalism, and behaviorism in the

early years; • Gestalt, psychoanalytic/psychodynamic, and humanism

emerging later: • evolutionary, biological, cognitive, and biopsychosocial

as more contemporary approaches. Recognize the strengths and limitations of applying theories to

explain behavior. Distinguish the different domains of psychology (e.g.,

biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial-organizational, personality, psychometric, social).

Supporting: • ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of

resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Detailed Description/Instructions: Have students watch a video or observe a particular behavior and have them reflect on ways to interpret/explain the behavior from multiple perspectives. Bloom’s Levels: 5 Webb’s DOK: 4


Culminating Activity

One of your friends has decided to make some decisions that don’t seem so great. They have started smoking frequently, experimenting with drugs (may even be taking cocaine), and having unprotected sex. They come to you when they think they have contracted a sexually transmitted infection wanting help. Explain how would the following perspectives help in understanding why your friend may have decided to take such risks and behave in the ways that they did?

● Psychoanalytic ● Social-cultural ● Behavioral ● Biological ● Biopsychosocial

or utilize http://apcentral.collegeboard.com/apc/public/exam/exam_information/2088.html to use released AP Test FRQ’s for practice.

Rubric for Culminating Activity Psychoanalytic Social-cultural Behavioral Biological Biopsychosocial Point No Point

http://apcentral.collegeboard.com/apc/public/exam/exam_information/2088.html


Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience Title

Description Suggested Length of

Time

Philosophical and Historical

Development of Psychology as a

Science

FRQ Have students write a teacher generated or College Board

produced.

25 minutes

Philosophical and Historical

Development of Psychology as a

Science

Peer Grading of FRQ

Have students use a standardized rubric to grade a peer’s FRQ.

20-30 minutes

Contemporary Viewpoints of

Analyzing Behavior

Analysis of Behavior Have students watch a video or observe a particular behavior and

have them reflect on ways to interpret/explain the behavior from multiple perspectives.

40 minutes


Unit 2: Memory

Subject: AP Psychology Grade: 10-12 Name of Unit: Memory Length of Unit: 3-5 class periods Overview of Unit: Students will investigate and apply how the processes of memory works and how the information can be used to assist their own studies. Priority Standards for unit: AP students in psychology should be able to do the following:

● Compare and contrast various cognitive processes including: • effortful versus automatic processing; • deep versus shallow processing; • -focused versus divided attention.

● Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory).

● Outline the principles that underlie effective encoding, storage, and construction of memories.

● Describe strategies for memory improvement. ● Identify key contributors Hermann Ebbinghaus, Elizabeth Loftus, and George A. Miller.

Unwrapped Concepts



Levels Webb's DOK effortful and automatic

processing compare and contrast Understand 2 deep and shallow processing compare and contrast Understand 2

focused and divided attention compare and contrast Understand 2

psychological and physiological systems of

memory describe and differentiate Analyze 3 principles of encoding and

construction of memory outline Analyze 3 strategies for memory

improvement describe Evaluate 3 key contributors to the

science of memory identify Remember 1


Essential Questions: 1. How is “attention” the sensory gateway to our brain? 2. How is effort directly related to processing information? 3. How do encoding and construction influence memory both psychologically and

biologically in the brain? Enduring Understanding/Big Ideas:

1. Attention plays a significant role in how a memory is processed, stored, and encoded. 2. The effort spent on encoding information will directly affect the depth of understanding

and retrieval. 3. The biological and psychological systems of memory are supported by effective

encoding, storage, and constructive techniques. Unit Vocabulary:


Perspective Lens

Approaches Compare Identify Process Evaluate

Anterograde amnesia Declarative memory

Encoding Implicit memory

Long term memory Long term potentiation Proactive interference Procedural memory

Retrieval Retroactive interference

Retrograde amnesia Sensory memory

Short term memory Storage

Resources for Vocabulary Development: Textbook Quizlet app


Topic 1: Physiological Bases of Memory

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 Minutes Standards Addressed Priority:

• Compare and contrast various cognitive processes including: ■ effortful versus automatic processing; ■ deep versus shallow processing; ■ focused versus divided attention.

• Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory).

• Outline the principles that underlie effective encoding, storage, and construction of memories.

• Describe strategies for memory improvement. • Identify key contributors Hermann Ebbinghaus, Elizabeth Loftus, and George A.

Miller Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4 Engaging Experience 2 Title: FRQ Peer Review Suggested Length of Time: 15 minutes Standards Addressed Priority:

• Compare and contrast various cognitive processes including: ■ effortful versus automatic processing; ■ deep versus shallow processing; ■ focused versus divided attention.

• Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory).

• Outline the principles that underlie effective encoding, storage, and construction of memories.

• Describe strategies for memory improvement. • Identify key contributors Hermann Ebbinghaus, Elizabeth Loftus, and George A.

Miller


Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4


Topic 2: Psychological Systems and Bases of Memory

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 3: Scientific Contributions to Understanding Memory




Your friend is still struggling with AP psychology and wants more help and guidance for how to study so that they will remember more from their studies.

A. Explain to your friend how the following activities negatively affect the psychological concept making them “bad” for studying:

● Listening to music and working memory ● Lying on your bed and state-dependent memory ● Blacking out from drinking and hippocampus

B. Explain to your friend how the following processes are related to rehearsal and effortful processing creating longer lasting memories:

● Long-term potentiation ● Implicit memory

Rubric for Culminating Activity

Working Mem

State-dependent

Hippocampus LTP Implicit memory

Point

No Point





Time

1, 2, 3 FRQ FRQ that includes elements of historical and contemporary perspectives that is applied to a

scenario.

25 minutes

1, 2, 3 FRQ Peer Review Have students use a grading rubric to grade a peer FRQ response.

15 minutes


Unit 3: Research Methods and Statistics

Subject: AP Psychology Grade: 10-12 Name of Unit: Research Methods and Statistics Length of Unit: 3-5 class periods Overview of Unit: Students will be introduced the science of psychology by looking at the various scientific research methodologies used to investigate behavior and the statistical procedures used to report the findings. Priority Standards for unit: AP students in psychology should be able to do the following:

● Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses.

● Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations).

● Identify independent, dependent, confounding, and control variables in experimental designs.

● Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys.

● Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research studies).

● Distinguish the purposes of descriptive statistics and inferential statistics. ● Apply basic descriptive statistical concepts, including interpreting and constructing

graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation).

● Discuss the value of reliance on operational definitions and measurement in behavior research.

● Identify how ethical issues inform and constrain research practices. ● Describe how ethical and legal guidelines (e.g., those provided by the American

Psychological Association, federal regulations, and local institutional review boards) protect research participants and promote sound ethical practice.

Supporting Standards for unit:

● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.


Unwrapped Concepts (Students need to know)

Unwrapped Skills (Students need to be able to do)

Bloom’s Taxonomy Levels Webb's DOK

types of research differentiate 4 2 research design and

conclusions that can be drawn describe, evaluate 1, 5 1, 3

variables in experimental design identify 2 1

random assignment vs random selection distinguish 4 2

validity of behavioral explanations based on

quality of design predict 6 4 descriptive vs inferential

statistics distinguish 4 2 basic descriptive statistics

and graphs apply, interpret, construct 3, 4, 6 3, 4,4 operational definitions discuss, apply 4, 3 2, 4

ethical issues in research practices identify, apply 2, 3 1, 4

ethical and legal guidelines in protection of participants describe 1 1

Essential Questions:

1. What elements of the research design drive a study’s ability to report reasonable conclusions and why is scientific protocol important in validating these result?

2. How can statistics be used to illustrate the important finding of a study and clarify confusion in the public?

3. Why must there be ethical safeguards when working with human or animal participants of psychological research?

Enduring Understanding/Big Ideas:

1. Psychological science is based upon scientific thinking, methodology, and reporting of data.

2. Statistics in psychology serve as the foundation for making inferences in explaining behavior.

3. Ethical research practices are instrumental in protecting participants.


Unit Vocabulary:


Perspective Lens

Approaches Compare Identify Process Evaluate Discuss

Case study Control group

Correlation coefficient Dependent variable Descriptive statistics Double blind study

Experiment Experimental group

Hypothesis Independent variable Inferential statistics Informed consent

Mean Median Mode

Naturalistic observation Normal distribution

Operational definition Placebo effect

Population Random assignment

Range Replication

Sample Scientific method Standard deviation

Statistically significant Survey Theory

Variables

Resources for Vocabulary Development: Textbook, Quizlet app


Topic 1: Research Methodologies


○ Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses.

○ Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations).

○ Identify independent, dependent, confounding, and control variables in experimental designs.

○ Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys.

○ Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research studies).

○ Distinguish the purposes of descriptive statistics and inferential statistics. ○ Apply basic descriptive statistical concepts, including interpreting and

constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation).

○ Discuss the value of reliance on operational definitions and measurement in behavior research.

○ Identify how ethical issues inform and constrain research practices. ○ Describe how ethical and legal guidelines (e.g., those provided by the American

Psychological Association, federal regulations, local institutional review boards) protect research participants and promote sound ethical practice.

Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4


Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 Standards Addressed Priority:

○ Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses.

○ Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations).

○ Identify independent, dependent, confounding, and control variables in experimental designs.

○ Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys.

○ Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research studies).

○ Distinguish the purposes of descriptive statistics and inferential statistics. ○ Apply basic descriptive statistical concepts, including interpreting and

constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation).

○ Discuss the value of reliance on operational definitions and measurement in behavior research.

○ Identify how ethical issues inform and constrain research practices. ○ Describe how ethical and legal guidelines (e.g., those provided by the American

Psychological Association, federal regulations, local institutional review boards) protect research participants and promote sound ethical practice.



Topic 2: Statistical Analyses


Topic 3: Ethical Issues of Research




Psychologists use a variety of research methods to study behavior. Three of the main research methods used are

● Case Study ● Correlational Study, and ● Experiment.

a. Discuss one advantage of each research method listed above.

b. Discuss one disadvantage of each research method listed above.

c. Pretend you are a psychologist who will use each of the three research

methods—case study, correlational study, and experiment—to determine the effect of taking vitamin J on improving memory.

d. For each method listed above, explain a key characteristic of the basic approach

you could use to reach a scientific conclusion about the relationship between taking vitamin J and improving memory. You need not design a complete study.


Point #1

Adv Case

Point #2

Adv Corr

Point #3

Adv Exp

Point #4 Disadv Case Study

Point #5 Disadv

Correlation

Point #6

Disadv Experiment

Point #7

Vitamin J Case

Point #8

Vitamin J

Corr

Point #9

Vitamin J Exp.

Point

No Point





Time

1-3 FRQ FRQ that includes elements of historical and contemporary perspectives that is applied to a

scenario.

25 minutes

1-3 FRQ Peer Review Have students use a grading rubric to grade a peer FRQ response.

15 minutes


Unit 4: Social Subject: AP Psychology Grade: 10-12 Name of Unit: Social Length of Unit: 6-7 class periods Overview of Unit: Students will investigate how social and cultural influences of being humans in interdependent groups affects behaviors, cognitions, and relationships. Priority Standards for unit: AP students in psychology should be able to do the following:

● Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias).

● Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization).

● Explain how individual respond to expectations of others, including groupthink, conformity, and obedience to authority.

● Discuss attitudes and how they change (e.g., central route to persuasion). ● Predict the impact of the presence of others on individual behavior (e.g., bystander effect,

social facilitation). ● Describe processes that contribute to differential treatment of group members (e.g., in-

group/out-group dynamics, ethnocentrism, prejudice). ● Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on

self-concept and relations with others. ● Anticipate the impact of behavior on a self-fulfilling prophecy. ● Describe the variables that contribute to altruism, aggression, and attraction. ● Discuss attitude formation and change, including persuasion strategies and cognitive

dissonance. ● Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger,

Stanley Milgram, Phillip Zimbardo).




attribution theory to behavior apply 3 2

structure and function of different group behaviors describe 2 1 individual responses to

expectations, groupthink, conformity, and obedience. explain 4 3


attitudes and attitude change discuss 3 3 presence of others on individual behavior predict 6 4

processes that contribute to differential treatment of

groups describe 2 1 impact of social and cultural categories on self-concept articulate 3 2 interaction of behavior and

self-fulfilling prophecy anticipate 6 4 variables contributing to altruism, aggression, and

attraction describe 2 1 major figures in

psychological treatment identify 2 2 Essential Questions:

1. How do attribution theory, group behavior, conformity, and obedience fundamentally change a person’s behavior?

2. How do we cause attitudes to form and change? 3. How can attributions and attitudes interact with social and cultural elements to create

categories used to impact the treatment of others and self-perceptions? 4. How do differing situational factors lead to prosocial behavior (such as altruism or

attraction) versus antisocial behaviors (aggression)? Enduring Understanding/Big Ideas:

1. The presence of other humans and groups significantly alters the way a person behaves, thinks, and reacts to other behaviors and situations.

2. Social affiliations and culture dramatically influence attitudes, the treatment of others, and a person’s own self-concept. (Questions 2 & 3 are needed to address the fullness of this understanding)

3. There are more variables that lead to prosocial behavior than antisocial behavior. 4. Question 4 is addressing understanding 3 above.


Unit Vocabulary:


Perspective Lens


Aggression Altruism Attitude

Attribution Cognitive dissonance

Conformity Deindividuation

Diffusion of responsibility Discrimination (social behavior)

Facial feedback hypothesis Frustration aggression hypothesis

Fundamental attribution error Gender roles

Group polarization Groupthink Obedience Prejudice

Self-fulfilling prophecy Self-serving bias Social facilitation

Social loafing Social norms Social phobia

Social psychology Stereotype



Topic 1: Social Cognition


○ Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias).

○ Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization).

○ Explain how individual respond to expectations of others, including groupthink, conformity, and obedience to authority.

○ Discuss attitudes and how they change (e.g., central route to persuasion). ○ Predict the impact of the presence of others on individual behavior (e.g.,

bystander effect, social facilitation). ○ Describe processes that contribute to differential treatment of group members

(e.g., in-group/out-group dynamics, ethnocentrism, prejudice). ○ Articulate the impact of social and cultural categories (e.g., gender, race,

ethnicity) on self-concept and relations with others. ○ Anticipate the impact of behavior on a self-fulfilling prophecy. ○ Describe the variables that contribute to altruism, aggression, and attraction. ○ Discuss attitude formation and change, including persuasion strategies and

cognitive dissonance. ○ Identify important figures in social psychology (e.g., Solomon Asch, Leon

Festinger, Stanley Milgram, Phillip Zimbardo). Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4 Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 Standards Addressed Priority:

○ Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias).

○ Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization).


○ Explain how individual respond to expectations of others, including groupthink, conformity, and obedience to authority.

○ Discuss attitudes and how they change (e.g., central route to persuasion). ○ Predict the impact of the presence of others on individual behavior (e.g.,

bystander effect, social facilitation). ○ Describe processes that contribute to differential treatment of group members

(e.g., in-group/out-group dynamics, ethnocentrism, prejudice). ○ Articulate the impact of social and cultural categories (e.g., gender, race,

ethnicity) on self-concept and relations with others. ○ Anticipate the impact of behavior on a self-fulfilling prophecy. ○ Describe the variables that contribute to altruism, aggression, and attraction. ○ Discuss attitude formation and change, including persuasion strategies and

cognitive dissonance. ○ Identify important figures in social psychology (e.g., Solomon Asch, Leon

Festinger, Stanley Milgram, Phillip Zimbardo). Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4


Topic 2: Social Influence


Topic 3: Group Behavior and Influences


Topic 4: Antisocial Behavior


Topic 5: Prosocial Behavior




At a school wide pep rally preceding a big game at Park Hill High School, each grade has a designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their colored shirts combine to form the school flag. The head football coach gives an exciting speech, the cheerleaders perform a routine, and the band plays the school song while the students sing in unison. A student from each class participates in a race, pitting each class against each other. At the end of the assembly seniors and juniors trade class cheers when all of a sudden eggs are being thrown between the classes.

Explain the behavior of the participants in the pep rally using the concepts below. Be sure to apply the concepts to the scenario in your explanation.

● Normative Social Influence ● Social loafing ● Social facilitation ● Deindividuation ● Group polarization ● Obedience


Norm Soc Inf

Social Loaf

Social Facil Deindivid Group Polar

Obedience

Point

No Point





Time


scenario.

25 minutes


15 minutes


Unit 5: Biopsychology

Subject: AP Psychology Grade: 10-12 Name of Unit: Biopsychology Length of Unit: 7-8 class periods Overview of Unit: Students will investigate how the brain, nervous systems, and endocrine system function and interact to influence behavior. Priority Standards for unit: AP students in psychology should be able to do the following:

● Identify basic processes and systems in the biological bases of behavior, including parts of the neuron and the process of transmission of a signal between neurons.

○ Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms). ○ Discuss the effect of the endocrine system on behavior.

● Describe the nervous system and its subdivisions and functions: ○ Central and peripheral nervous systems; ○ Major brain regions, lobes, and cortical areas; ○ Brain lateralization and hemispheric specialization.

● Recount historic and contemporary research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques).

● Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior.

● Predict how traits and behavior can be selected for their adaptive value. ● Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger

Sperry, Carl Wernicke).




basic processes and systems in the biological bases of

behavior identify 2 1 structure of neuron and

process of neurotransmission describe 2 1

influence of drugs on neurotransmitters discuss 4 3

effect of endocrine system on behavior discuss 4 3


nervous system, subdivisions, and functions describe 2 1 historic and contemporary

research strategies and technologies recount 3 2

how heredity, environment, and evolution work together discuss 4 3

traits and behavior being selected for adaptive value predict 6 4

major figures in psychological treatment identify 2 1


1. How does neurotransmission enable behavior? 2. To what extent do different parts of the brain control divisions in the nervous system and

endocrine system? 3. How are the various biological systems (brain, nervous, and endocrine) similar and

different? 4. What is meant by “nature versus nurture” and how does this influence our understanding

of behavior? 5. How have and how do psychologists investigate the workings of the brain?


1. The neuron and neurotransmission are responsible for all behavior. (Answers EQ 1) 2. The brain, nervous system, and endocrine system all work together to ensure all behavior

occurs and that it occurs seamlessly. (Answers EQ 2 & 3) 3. Genetics and heredity interact with nurturing to create the whole “person.” (Answers EQ

4) 4. The evolution of the brain and methods to study it are continually teaching psychologists

about the interaction between nature and nurture. (This is addressed by Question 5)


Unit Vocabulary:


Perspective Lens


Acetylcholine (Ach) Action potential All-or-none law

Amygdala Association areas

Autonomic nervous system Axon

Behavioral genetics Cell body (soma)

Central nervous system (CNS) Cerebellum

Cerebral cortex Chromosomes

Corpus callosum CT scan

Dendrites Deoxyribonucleic acid (DNA)

Endocrine system Endorphins Forebrain

Fraternal twins (dizygotic) Frontal lobes

Functional MRI (fMRI) Gene

Genotype Heritability Hindbrain

Hippocampus Homeostasis

Hormone Hypothalamus

Identical twins (monozygotic) Interneurons

Limbic system Magnetic Resonance imaging (MRI)

Medulla Midbrain


Motor cortex Motor neurons (efferent)

Myelin sheath Natural selection

Neurons Neurotransmitters

Occipital lobes Parasympathetic nervous system

Parietal lobes Peripheral nervous system

Phenotype Pituitary gland

Pons PET Scan

Resting potential Reticular formation

Sensory neuron (afferent) Somatic nervous system

Spinal cord Sympathetic nervous system

Synapse Temporal lobes

Thalamus



Topic 1: Neuroscience


• Identify basic processes and systems in the biological bases of behavior, including parts of the neuron and the process of transmission of a signal between neurons.

■ Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms).

■ Discuss the effect of the endocrine system on behavior. • Describe the nervous system and its subdivisions and functions:

■ Central and peripheral nervous systems; ■ Major brain regions, lobes, and cortical areas; ■ Brain lateralization and hemispheric specialization.

• Recount historic and contemporary research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques).

• Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior.

• Predict how traits and behavior can be selected for their adaptive value. • Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga,

Roger Sperry, Carl Wernicke). Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4 Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 minutes Standards Addressed Priority:

• Identify basic processes and systems in the biological bases of behavior, including parts of the neuron and the process of transmission of a signal between neurons.

■ Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms).

■ Discuss the effect of the endocrine system on behavior. • Describe the nervous system and its subdivisions and functions:

■ Central and peripheral nervous systems;


■ Major brain regions, lobes, and cortical areas; ■ Brain lateralization and hemispheric specialization.

• Recount historic and contemporary research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques).

• Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior.

• Predict how traits and behavior can be selected for their adaptive value. • Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga,

Roger Sperry, Carl Wernicke). Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4


Topic 2: Brain


Topic 3: Nervous System


Topic 4: Endocrine System


Topic 5: Investigation Techniques




Psychologists divide the human body into parts to study it more efficiently and effectively. In reality the structures of the human nervous system function globally or holistically to create the human experience.

a. Explain the functional difference between each of the following human body system components and provide one clear example of how their interaction is essential to the human experience.

● Divisions of the autonomic system & the endocrine system ● Sensory & motor neurons ● Wernicke’s area & Broca’s area

b. Discuss the implications of split-brain research on our understanding of hemispheric specialization in the functioning human brain. Include one example of an activity or human process that requires activation of both hemispheres and illustrates global functioning.


Point #1

Auto/Endo

Difference

Point #2

Auto/Endo

Interaction

Point #3 Sens./Mot

. Differenc

e

Point #4

Sens.Mot.

Interaction

Point #5 Wern./Br

oca Differenc

e

Point #6 Wern./Br

oca Interactio

n

Point #7

Left/Right

Difference

Point #8

Left/Right

Interaction

Point

No Point





Time


scenario.

25 minutes


15 minutes


Unit 6: Consciousness

Subject: AP Psychology Grade: 10-12 Name of Unit: Consciousness Length of Unit: 2-3 class periods Overview of Unit: Students will investigate how sleep, hypnosis, and psychoactive drugs influence cognitions and behaviors. Priority Standards for unit: AP students in psychology should be able to do the following:

● Describe various states of consciousness and their impact on behavior. ● Discuss aspects of sleep and dreaming:

○ Stages and characteristics of the sleep cycle; ○ Theories of sleep and dreaming; ○ Symptoms and treatments of sleep disorders.

● Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy). ● Explain hypnotic phenomena (e.g., suggestibility, dissociation). ● Identify the major psychoactive drug categories (e.g., depressants, stimulants) and

classify specific drugs, including their psychological and physiological effects. ● Discuss drug dependence, addiction, tolerance, and withdrawal. ● Identify the major figures in consciousness research (e.g., William James, Sigmund

Freud, Ernest Hilgard).




states of consciousness and their impact on behavior. describe 2 1

stages and characteristics of sleep cycle discuss 4 3

theories of sleep and dreaming discuss 4 3

symptoms and treatments of sleep disorders discuss 4 3

historic and contemporary uses of hypnosis describe 2 1

hypnotic phenomena explain 3 2 major psychoactive drug categories and classify physiological effects identify 2 1


drug dependence, addiction, tolerance, and withdrawal discuss 4 3



1. How does the circadian rhythm and sleep cycle ensure both physical and psychological health?

2. Why and how is dreaming related to good psychological health? 3. How do biological and sociocultural influences affect a person’s attitude and response to

altered states of consciousness? Enduring Understanding/Big Ideas:

1. Sleep and dreaming play a vital role in the psychological well-being of a person. (Answers EQ 1 & 2)

2. Altered states of consciousness can have both psychological and physical impacts. (Answers EQ 3)

Unit Vocabulary:


Perspective Lens


Activation synthesis hypothesis Circadian rhythms

Consciousness Depressants

Electroencephalograph (EEG) Hallucinogens

Hypnosis Insomnia

Latent content Manifest content

Meditation Narcolepsy

Opiate Physical dependence Psychoactive drugs

REM sleep Sleep apnea Stimulants


Tolerance Withdrawal



Topic 1: Sleep Cycle and Dreams


• Describe various states of consciousness and their impact on behavior. • Discuss aspects of sleep and dreaming:

■ Stages and characteristics of the sleep cycle; ■ Theories of sleep and dreaming; ■ Symptoms and treatments of sleep disorders.

• Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy).

• Explain hypnotic phenomena (e.g., suggestibility, dissociation). • Identify the major psychoactive drug categories (e.g., depressants, stimulants) and

classify specific drugs, including their psychological and physiological effects. • Discuss drug dependence, addiction, tolerance, and withdrawal. • Identify the major figures in consciousness research (e.g., William James,

Sigmund Freud, Ernest Hilgard). Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4 Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 minutes Standards Addressed Priority:

• Describe various states of consciousness and their impact on behavior. • Discuss aspects of sleep and dreaming:

■ Stages and characteristics of the sleep cycle; ■ Theories of sleep and dreaming; ■ Symptoms and treatments of sleep disorders.

• Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy).

• Explain hypnotic phenomena (e.g., suggestibility, dissociation). • Identify the major psychoactive drug categories (e.g., depressants, stimulants) and

classify specific drugs, including their psychological and physiological effects.


• Discuss drug dependence, addiction, tolerance, and withdrawal. • Identify the major figures in consciousness research (e.g., William James,

Sigmund Freud, Ernest Hilgard). Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4


Topic 2: Sleep Disorders


Topic 3: Hypnosis


Topic 4: Psychoactive Drugs




Professor Dement would like to classify the different states of consciousness based upon the levels and types of brain activity. Using the following terms correctly in your response, help Professor Dement decide if each of the following deserves to be classified as an altered state of consciousness based upon the brain activity associated with each and the “symptoms” of each state of consciousness.

● Stage 4 Sleep ● Paradoxical Sleep ● Hypnosis ● Activation-synthesis theory ● Cocaine addiction ● Withdrawal ● REM Rebound


Point #1 Stage 4 Sleep

Point #2 Paradoxical Sleep

Point #3 Hypnosi

s

Point #4 Activatio

n-Synthesi

s

Point #5 Cocaine

Addiction

Point #6 Withdra

wal

Point #7 REM

Rebound

Point

No Poin

t





Time


scenario.

25 minutes


15 minutes


Unit 7: Sensation & Perception

Subject: AP Psychology Grade: 10-12 Name of Unit: Sensation & Perception Length of Unit: 8-9 class periods Overview of Unit: Students will investigate the physical nature of the five senses and the processes of perception that influence how the sensations help students make sense of the incoming information. Priority Standards for unit: AP students in psychology should be able to do the following:

● Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation.

● Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses.

● Explain common sensory disorders (e.g., visual and hearing impairments). ● Describe general principles of organizing and integrating sensation to promote stable

awareness of the external world (e.g., Gestalt principles, depth perception). ● Discuss how experience and culture can influence perceptual processes (e.g., perceptual

set, context effects). ● Explain the role of attention in behavior. ● Challenge common beliefs in parapsychological phenomena. ● Identify the major historical figures in sensation and perception (e.g., Gustav Fechner,

David Hubel, Ernst Weber, Torsten Wiesel).




principles of sensory transduction, absolute and difference thresholds and

sensory adaptation discuss 4 3 Sensory processes for all

senses including transduction, anatomical

structures, and specialized pathways in brain describe 2 1

common sensory disorders explain 3 2


principles of organizing and integration sensation to promote awareness of

external world describe 2 1 experience and culture influence perceptual

processes discuss 4 3 role of attention in behavior explain 3 2

common beliefs in parapsychology challenge 5 4 major figures in


1. How can sensory and perceptual differences and errors be explained through attentional processes?

2. How does transduction occur differently in each of the sensory modalities and lead to sensation in the brain?

3. How can a single error in the course of any of the sensory processes lead to significant sensory disorders?

4. How do the sensory processes of the body interact with cognitive processes of the brain to create differing perceptions of the same stimuli?


1. Attention significantly influences the conscious sensation and perception of environmental stimuli.

2. Transduction of energy is the foundation of all sensation. 3. Our body uses intricate sensory processes to filter the information that it is constantly

bombarded with from the environment. 4. Perception of the environment varies from the actual sensory data collected by the body

as a result of different experiences. Unit Vocabulary:


Perspective Lens

Approaches

Absolute threshold Accommodation (perceptual)

Basilar membrane


Compare Identify Process Evaluate Discuss

Binocular cues Bottom-up processing

Cochlea Cones

Convergence Cornea

Difference threshold Ear drum

Feature detector Fovea

Frequency theory Gate control theory

Habituation Hue Iris

Lens Monocular cues

Olfaction Opponent process theory (color)

Optic nerve Perception

Perceptual constancy Pheromones

Pitch Place theory

Psychophysics Pupil Retina

Retinal disparity Rods

Sensation Sensory adaptation Shape constancy

Signal detection theory Size constancy

Subliminal perception Taste buds

Top down processing Transduction

Trichromatic theory Vestibular sense

Weber’s law



Topic 1: Sensation


• Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation.

• Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses.

• Explain common sensory disorders (e.g., visual and hearing impairments). • Describe general principles of organizing and integrating sensation to promote

stable awareness of the external world (e.g., Gestalt principles, depth perception). • Discuss how experience and culture can influence perceptual processes (e.g.,

perceptual set, context effects). • Explain the role of attention in behavior. • Challenge common beliefs in parapsychological phenomena. • Identify the major historical figures in sensation and perception (e.g., Gustav

Fechner, David Hubel, Ernst Weber, Torsten Wiesel). Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4 Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 minutes Standards Addressed Priority:

• Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation.

• Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses.

• Explain common sensory disorders (e.g., visual and hearing impairments).


• Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception).

• Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, context effects).

• Explain the role of attention in behavior. • Challenge common beliefs in parapsychological phenomena. • Identify the major historical figures in sensation and perception (e.g., Gustav

Fechner, David Hubel, Ernst Weber, Torsten Wiesel). Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4


Topic 2: Perception




A soldier is assigned to keep watch over his base camp at night. If he detects any signs of trouble he is to report it to his commanding officer. If he does not detect an intruder in time, he and his fellow soldiers may be attacked.

a. Define each of the following structures / concepts and provide a robust example of how each would apply to the soldier's ability to do his job.

● Signal detection theory ● Rods ● Selective attention ● Cochlea ● Conductive hearing loss ● Retinal disparity ● Absolute threshold ● Top-down processing

Rubric for Culminating Activity:

Point #1

Signal Detecti

on

Point #2 Rods

Point #3

Selective

Attention

Point #4

Cochlea

Point #5 Conduct Hear loss

Point #6

Retinal dispari

ty

Point #7 Absolute

Threshold

Point # 8 Top-down

process

Point

No Poin

t





Time


scenario.

25 minutes


15 minutes


Unit 8: Behaviorism & Learning

Subject: AP Psychology Grade: 10-12 Name of Unit: Behaviorism & Learning Length of Unit: 5-6 class periods Overview of Unit: Students will investigate the processes of learning including classical and operant conditioning, social learning, and their influences on behavior, personality, and development. Priority Standards for unit: AP students in psychology should be able to do the following:

● Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies).

● Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning.

● Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment, schedules of reinforcement).

● Predict how practice, schedules of reinforcement, and motivation will influence quality of learning.

● Interpret graphs that exhibit the results of learning experiments. ● Provide examples of how biological constraints create learning predispositions. ● Describe the essential characteristics of insight learning, latent learning, and social

learning. ● Apply learning principles to explain emotional learning, taste aversion, superstitious

behavior, and learned helplessness. ● Suggest how behavior modification, biofeedback, coping strategies, and self-control can

be used to address behavior problems. ● Identify key contributors in the psychology of learning (e.g., Albert Bandura, John

Garcia, Ivan Pavlov, Robert Rescorla, B.F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson).

Unwrapped Concepts



Levels Webb's DOK differences between classical and operant

conditioning distinguish 4 3 basic classical conditioning

phenomena including acquisition, extinction, describe 2 1


spontaneous recovery, and higher-order learning.

effects of operant conditioning predict 6 4

how practice, schedules of reinforcement, and

motivation influence quality of learning predict 6 4

graphs exhibiting results of learning experiments interpret 6 3

essential characteristics of insight learning, latent

learning, and social learning describe 2 1 learning principles to

explain emotional learning, taste aversion, superstitious

behavior, and learned helplessness apply 3 3

behavior modification, biofeedback, coping

strategies, and self-control are used to address behavior

problems suggest 6 4 major figures in


1. Explain how can classical conditioning, operant conditioning, or observational learning occur on a “daily” basis?

2. How do nature and nurture influence the process of conditioning and learning? 3. How does motivation affect the process of learning? 4. How can conditioning and observational learning be used to modify behavior?


1. Classical conditioning, operant conditioning, and observational learning serve as the backbone for which learning occurs. (Answers EQ 1)

2. Biological, cognitive, and sociocultural factors influence quality of learning. (Answers EQ 2)

3. Behaviorist principles can be used to address maladaptive behaviors. (Answers EQ 3 & 4)


Unit Vocabulary:


Perspective Lens


Aversion therapy Biofeedback

Classical conditioning Cognitive map

Conditioned response (CR) Conditioned stimulus (CS) Continuous reinforcement Discriminative stimulus

Extinction (classical) Extinction (operant)

Fixed-interval schedule Fixed-ratio schedule

Latent learning Law of effect

Learned helplessness Learning

Negative reinforcement Observational learning Operant conditioning Partial reinforcement Primary reinforcers

Punishment Reflex

Reinforcement Schedule of reinforcement

Secondary reinforcers Shaping

Spontaneous recovery Stimulus discrimination Stimulus generalization

Unconditioned response (UCR) Unconditioned stimulus (UCS)

Variable-interval schedule Variable ratio-schedule



Topic 1: Classical Conditioning


○ Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies).

○ Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning.

○ Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment, schedules of reinforcement).

○ Predict how practice, schedules of reinforcement, and motivation will influence quality of learning.

○ Interpret graphs that exhibit the results of learning experiments. ○ Provide examples of how biological constraints create learning predispositions. ○ Describe the essential characteristics of insight learning, latent learning, and

social learning. ○ Apply learning principles to explain emotional learning, taste aversion,

superstitious behavior, and learned helplessness. ○ Suggest how behavior modification, biofeedback, coping strategies, and self-

control can be used to address behavior problems. ○ Identify key contributors in the psychology of learning (e.g., Albert Bandura,

John Garcia, Ivan Pavlov, Robert Rescorla, B.F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson).

Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4 Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 minutes Standards Addressed Priority:

○ Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies).

○ Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning.


○ Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment, schedules of reinforcement).

○ Predict how practice, schedules of reinforcement, and motivation will influence quality of learning.

○ Interpret graphs that exhibit the results of learning experiments. ○ Provide examples of how biological constraints create learning predispositions. ○ Describe the essential characteristics of insight learning, latent learning, and

social learning. ○ Apply learning principles to explain emotional learning, taste aversion,

superstitious behavior, and learned helplessness. ○ Suggest how behavior modification, biofeedback, coping strategies, and self-

control can be used to address behavior problems. ○ Identify key contributors in the psychology of learning (e.g., Albert Bandura,

John Garcia, Ivan Pavlov, Robert Rescorla, B.F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson).



Topic 2: Operant Conditioning


Topic 3: Social Learning


Topic 4: Latent Learning--Cognitive Revolution




Many behaviors can be conditioned. Fear reactions many times have some form of conditioning that causes them to be acquired, maintained, and even overcome. Using the following terms, describe how a fear of black cats could be acquired through classical conditioning, while being maintained and eventually overcome with the use of operant conditioning and social learning.

● Unconditioned Stimulus ● Unconditioned Response ● Conditioned Stimulus ● Conditioned Response ● Generalization ● Variable-ratio schedule ● Negative Reinforcement ● Extinction ● Shaping ● Vicarious Reinforcement


Point #1 UCS

Point #2 UCR

Point #3 CS

Point #4 CS

Point #5 Generali

ze

Point #6 VR

Schedule

Point # 7

Neg. Rein

Point # 8

Extinct

Point # 9

Shaping

Point # 10 Vicarious

Rein

Point

No Point





Time


scenario.

25 minutes


15 minutes


Unit 9: Cognition

Subject: AP Psychology Grade: 10-12 Name of Unit: Cognition Length of Unit: 4-5 class periods Overview of Unit: Students will investigate thinking processes including problem solving, decision making, language, intelligence, and testing and measurement issues. Priority Standards for unit: AP students in psychology should be able to do the following:

● Compare and contrast various cognitive processes including: ○ effortful versus automatic processing; ○ -deep versus shallow processing; ○ focused versus divided attention.

● Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory).

● Outline the principles that underlie effective encoding, storage, and construction of memories.

● Describe strategies for memory improvement. ● Synthesize how biological, cognitive, and cultural factors converge to facilitate

acquisition, development, and use of language. ● Identify problem-solving strategies as well as factors that influence their effectiveness. ● List the characteristics of creative thought and creative thinkers. ● Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann

Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller). ● Define intelligence and list characteristics of how psychologists measure intelligence:

○ Abstract versus verbal measures; ○ Speed of processing

● Discuss how culture influences the definition of intelligence. ● Compare and contrast historic and contemporary theories of intelligence (e.g., Charles

Spearman, Howard Gardner, Robert Sternberg). ● Explain how psychologists design tests, including standardization strategies and other

techniques to establish reliability and validity. ● Interpret the meaning of scores in terms of the normal curve. ● Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled). ● Debate the appropriate testing practices, particularly in relation to culture-fair test uses. ● Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis

Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler).


Unwrapped Concepts



Levels Webb's DOK cognitive process including effortful versus automatic

processing, deep and shallowing processing, and

attention compare and contrast 5 3 biological, cognitive, and cultural factors in terms of acquisition, development,

and use of language synthesize 6 4 problem-solving strategies

and influences on effectiveness identify 2 1

characteristics of creative thinking list 1 1

key contributors in cognitive psychology identify 2 1 intelligence and how

psychologists measure it define 2 1 cultural influences on

intelligence discuss 4 3 historic and contemporary

theories of intelligence compare and contrast 5 3 psychological design of

tests explain 3 2 meaning of scores in terms

of normal curve interpret 5 4 labels related to intelligence

testing describe 2 1 appropriate testing

practices, particularly cultural bias debate 5 4



1. How is “attention” the sensory gateway to our brain? 2. How is effort directly related to processing information?


3. How do the acquiring, development, and use of language influence cognitions of a person throughout life?

4. Why do creative thinkers use specialized cognitive problem solving strategies making them the envy of society?

5. How do different theories help explain the characteristics of an intelligent person? 6. How has culture and time changed the concept of intelligence? 7. How do standardization, reliability, and validity combine to provide information that can

be used to make inferences concerning an intelligence test scores and their interpretation on the normal curve?

8. Why does controversy surround the interpretation of intelligence scores, intelligence tests, and their used in labeling cognitive ability?


1. Attention plays a significant role in how a memory is processed, stored, and encoded. 2. The effort spent on encoding information will directly affect the depth of understanding

and retrieval. 3. The biological and psychological systems of memory are supported by effective

encoding, storage, and constructive techniques. 4. Language acquisition, development, and use are directly influenced by both nature and

nurture, while having a reciprocally dependent relationship with cognition. 5. Cognitions provide the basis for problem-solving and creative solutions. 6. The concept of intelligence varies dependent upon the theory, the culture, and the type of

test that is attempting to explain it. 7. Standardization of intelligence tests ensures greater reliability, validity, and interpretation

of the scores based on the normal curve. 8. Intelligence testing and scores can be used to provide information about cognitive ability

when culturally unbiased. Unit Vocabulary:


Perspective Lens


Algorithms Availability heuristic

Cognition Concept

Confirmation bias Functional fixedness

Heuristic


Discuss Insight Language Mental set Morpheme Phoneme

Prototypes Representativeness heuristic

Semantics Syntax

Creativity Crystallized intelligence

Divergent thinking Emotional intelligence

Factor analysis Fluid intelligence

“g” factor Intelligence

Intelligence quotient (IQ) Mental age

Mental retardation Norm (testing)

Reliability Standardization

Triarchic theory of intelligence Validity



Topic 1: Language


○ Compare and contrast various cognitive processes including: ■ effortful versus automatic processing; ■ -deep versus shallow processing; ■ focused versus divided attention.

○ Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory).

○ Outline the principles that underlie effective encoding, storage, and construction of memories.

○ Describe strategies for memory improvement. ○ Synthesize how biological, cognitive, and cultural factors converge to facilitate

acquisition, development, and use of language. ○ Identify problem-solving strategies as well as factors that influence their

effectiveness. ○ List the characteristics of creative thought and creative thinkers. ○ Identify key contributors in cognitive psychology (e.g., Noam Chomsky,

Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller). ○ Define intelligence and list characteristics of how psychologists measure

intelligence: ■ Abstract versus verbal measures; ■ Speed of processing

○ Discuss how culture influences the definition of intelligence. ○ Compare and contrast historic and contemporary theories of intelligence (e.g.,

Charles Spearman, Howard Gardner, Robert Sternberg). ○ Explain how psychologists design tests, including standardization strategies and

other techniques to establish reliability and validity. ○ Interpret the meaning of scores in terms of the normal curve. ○ Describe relevant labels related to intelligence testing (e.g., gifted, cognitively

disabled). ○ Debate the appropriate testing practices, particularly in relation to culture-fair test

uses. ○ Identify key contributors in intelligence research and testing (e.g., Alfred Binet,

Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler).


Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4 Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 Standards Addressed Priority:

○ Compare and contrast various cognitive processes including: ■ effortful versus automatic processing; ■ deep versus shallow processing; ■ focused versus divided attention.



○ Describe strategies for memory improvement. ○ Synthesize how biological, cognitive, and cultural factors converge to facilitate

acquisition, development, and use of language. ○ Identify problem-solving strategies as well as factors that influence their

effectiveness. ○ List the characteristics of creative thought and creative thinkers. ○ Identify key contributors in cognitive psychology (e.g., Noam Chomsky,

Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller). ○ Define intelligence and list characteristics of how psychologists measure

intelligence: ■ Abstract versus verbal measures; ■ Speed of processing

○ Discuss how culture influences the definition of intelligence. ○ Compare and contrast historic and contemporary theories of intelligence (e.g.,

Charles Spearman, Howard Gardner, Robert Sternberg). ○ Explain how psychologists design tests, including standardization strategies and

other techniques to establish reliability and validity. ○ Interpret the meaning of scores in terms of the normal curve. ○ Describe relevant labels related to intelligence testing (e.g., gifted, cognitively

disabled). ○ Debate the appropriate testing practices, particularly in relation to culture-fair test

uses.


○ Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler).



Topic 2: Problem-solving and Decision Making


Topic 3: Intelligence


Topic 4: Testing Measures




1. A. Statistics are often used to describe and interpret the results of testing. ● An intelligence test for which the scores are normally distributed has a mean of

100 and a standard deviation of 15. Use this information to describe how the scores are distributed within the population.

● In two normal distributions, the means are 100 for group 1 and 115 for group 2. Can an individual in group 1 have a higher score than the mean score for group 2? Explain.

B. Apply your knowledge of specific psychological tests to answer each of the following questions.

● Define the process of standardization and explain why it is necessary. ● Explain how an assessment could be reliable, yet not valid. ● Describe what it means for an intelligence test to be biased.

C. The interaction of cognitive functions is common place. Explain how the following concepts interact through the use of a robust example in answering each question.

● How are sign language and spoken language processed in the brain? ● How do mental sets and functional fixedness interfere in the problem solving

process?


Point #1 Normal

Distribution

Point #2 Individ

ual Score

Point #3

Standard.

Point #4 Reliabilit

y/ validity

Point #5

Bias

Point #6 Sign & Spoken

Point #7 Men. Set

Point #8

Func. Fix.

Point

No Poin

t





Time


scenario.

25 minutes


15 minutes


Unit 10: Development

Subject: AP Psychology Grade: 10-12 Name of Unit: Development Length of Unit: 6-8 class periods Overview of Unit: Students examine the physical, cognitive, moral, and psychosocial development of a human and the influences of nature and nurture during each of these processes. Priority Standards for unit: AP students in psychology should be able to do the following:

● Discuss the interaction of nature and nurture (including cultural variations) in the determination of behavior.

● Explain the process of conception and gestation, including factors that influence successful fetal development (e.g., nutrition, illness, substance abuse).

● Discuss maturation of motor skills. ● Describe the influence of temperament and other social factors on attachment and

appropriate socialization. ● Explain the maturation of cognitive abilities (e.g., Piaget’s stages, information

processing). ● Compare and contrast models of moral development (e.g., Kohlberg, Gilligan). ● Discuss maturational challenges in adolescence, including related family conflicts. ● Characterize the development of decisions related to intimacy as people mature. ● Predict the physical and cognitive changes that emerge as people age, including steps that

can be taken to maximize function. ● Describe how sex and gender influence socialization and other aspects of development. ● Identify key contributors in developmental psychology (e.g., Mary Ainsworth, Albert

Bandura, Diana Baumrind, Erik Erikson, Sigmund Freud, Carol Gilligan, Harry Harlow, Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, Lev Vygotsky).

Unwrapped Concepts



Levels Webb's DOK nature and nurture discuss and evaluate 4, 5 3

process of conception explain 2 2 maturation of motor skills discuss 4 3 influences of temperament

and attachment describe 1 1 maturation of cognitive

abilities explain 2 2


models of moral development compare and contrast 5 3

social development describe and explain 1, 2 1, 2 physical and cognitive

changes predict 6 4 sex and gender influences describe and analyze 1, 4 1, 2

key contributors in development identify 1 1


1. How do nature and nurture affect the physical and brain development of a human being? 2. How are cognitive and moral development intimately linked? 3. What changes occur as a person transitions from adolescence through adulthood into old

age physically, cognitively, and socially and how do these affect quality of life? 4. How does attachment play a crucial role in the development of a person cognitively and

socially during adolescence and during adulthood? 5. How do sex and gender influence the social, cognitive, and personality development of a

human being? Enduring Understanding/Big Ideas:

1. The development of a human being requires the influence of both nature and nurture as it relates to physical, brain, cognitive, moral, social, and personality growth. (Answers EQ 1 & 2)

2. The acquisition of healthy attachment styles significantly affects social, adolescent, and adulthood development. (Answers EQ 3 & 4)

3. Gender plays a significant role in social, cognitive, and personality development. (Answers EQ 5)

Unit Vocabulary:


Perspective Lens


Accommodation (Piagetian) Adolescence

Alzheimer’s disease Assimilation

Concrete operational stage Conservation Critical period


Discuss

Cross-sectional study Egocentrism

Embryo Fetal alcohol syndrome

Fetus Gender

Gender identity Imprinting

Longitudinal study Menarche

Menopause Object permanence Preoperational stage

Schemas Sensorimotor stage

Teratogens Zygote



Topic 1: Nature versus Nurture

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 Minutes Standards Addressed Priority:




○ Describe strategies for memory improvement. ○ Identify key contributors Hermann Ebbinghaus, Elizabeth Loftus, and George A.






Miller


Topic 2: Physical Development Engaging Experiences in Topic 1 apply to this topic as well.

Topic 3: Cognitive and Moral Development Engaging Experiences in Topic 1 apply to this topic as well.

Topic 4: Psychosocial Development Engaging Experiences in Topic 1 apply to this topic as well.



Jeremiah was in the middle of his freshman year in college when he realized that he needed help. He was experiencing great anxiety because he was having difficulties making friends and maintaining relationships with peers. Because of this anxiety his grades began to slip and he turned to cheating on tests and exams in an attempt to keep up with the rigors of attending such a prestigious school. He also felt a need to exert his new found freedom by experimenting with alcohol and drugs. Jeremiah recognized that if he continued his current behaviors he would not achieve any of his career or life goals and enter into a deep depression. Describe how each of the following developmental theories may help explain Jeremiah’s behavior.

● Nature and Nurture ● Attachment Theory ● Piaget’s Cognitive Theory ● Erikson’s Psychosocial Theory ● Kohlberg’s Moral Development Theory ● Parenting Style


Point #1 Nature/Nurtu

re

Point #2 Attachmen

t

Point #3 Piaget

Point #4 Erikson

Point #5 Kohlberg

Point #6 Parenting

Point

No Point





Time


scenario.

25 minutes


15 minutes


Unit 11: Personality

Subject: AP Psychology Grade: 10-12 Name of Unit: Personality Length of Unit: 5-7 class periods Overview of Unit: Students examine the physical, cognitive, moral, and psychosocial development of a human and the influences of nature and nurture during each of these processes. Priority Standards for unit: AP students in psychology should be able to do the following:

● Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait, social learning, and behavioral.

● Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality.

● Identify frequently uses assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliability and validity of the instruments.

● Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures).

● Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, Carl Rogers).

Unwrapped Concepts


need to be able to do) Blooms Taxonomy

Levels Webb's DOK major theories explaining

personality compare and contrast 5 3 research methods specific to

investigate personality describe and compare 1, 3 2 frequently used assessment

strategies identify 1 3 test quality based on validity

and reliability evaluate 5 cultural context influencing

personality development speculate 6 1 key contributors in personality theory identify 1 1


Essential Questions: 1. How do the psychoanalytic, humanistic, cognitive, trait, social learning, and behavioral

theories of personality illustrate personality’s complexity? 2. How can a psychologist study personality? 3. How is the difficulty of assessing personality compounded by issues of reliability and

validity? Enduring Understanding/Big Ideas:

1. The concept of personality varies dependent upon the theory that is attempting to explain it.

2. The research and assessment of personality is contentious because of the indistinct theories of personality.

3. The understanding of personality is influenced and colored by the cultural context in which it is viewed.

Unit Vocabulary:


Perspective Lens


Collective unconscious Defense mechanism

Displacement (def mech) Ego

Fixation (Freudian) Genital stage

Humanistic psychology Id

Latency stage Locus of control Oedipus complex

Oral stage Personality

Phallic stage Pleasure principle

Projection Projective test

Psychosexual stages Rationalization

Reaction formation Reality principle

Reciprocal determinism


Repression Rorschach inkblot test

Self-actualization Self-concept Self-efficacy

Superego Temperament

Thematic Apperception Test Trait

Transference Unconscious



Topic 1: Personality Theories











Miller


Topic 2: Research and Testing Strategies


Topic 3: Influences on Personality




Francine is determined to be valedictorian of her class. She can’t stand missing class because she feels like she is getting behind. Francine has a different color binder for each class she has, she uses different colored pens while taking notes, and always does her homework immediately when she gets home. At home her room is perfectly organized. She is the captain of the tennis team, but she gets so frustrated when her teammates are late. Whenever she misses a shot on the court, she throws her racket on the ground and screams. Despite her overly competitive nature, Francine does like to relax with her friends. She has a small group of close friends she prefers to hang out with, most of whom are also tennis players and fellow AP students. She believes that her hard work will get her into Harvard where she will study law and one day become the Attorney General of the United States. She is given an allowance by her parents weekly, but usually just saves it for her “Harvard Days” as she calls them. Her parents have always been supportive, even through the times of wanting to be a Dallas Cowboys Cheerleader, then an astronaut, even during Francine’s “Goth year” during seventh grade.

a. How could the following psychoanalytic principles be used in understanding Francine’s personality?

● Id, Ego, Superego ● Defense Mechanisms

b. How would the following personality theory concepts help in understanding Francine’s personality?

● Reciprocal Determinism ● Locus of Control ● Unconditional positive regard

c. Testing plays a critical role in the understanding and discussion of personality and its effects on behavior. Explain what information the following tests may provide regarding Francine’s personality.

● Myers-Briggs Type Indicator (MBTI) ● Big Five Personality Traits



Point #1 Id,

Ego, Supere

go

Point #2 Def.

Mech. Example

Point #3

Recip. Determ

.

Point #4

Locus of

Control

Point #5 Unconditional

Positive Regard

Point #6 MBTI

Point #7 Big 5 Traits

Point

No Point





Time


scenario.

25 minutes


15 minutes


Unit 12: Motivation, Emotion, & Stress

Subject: AP Psychology Grade: 10-12 Name of Unit: Motivation, Emotion, & Stress Length of Unit: 6-8 class periods Overview of Unit: Students examine the physical, cognitive, moral, and psychosocial development of a human and the influences of nature and nurture during each of these processes. Priority Standards for unit: AP students in psychology should be able to do the following:

● Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait, social learning, and behavioral.

● Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality.

● Identify frequently uses assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliability and validity of the instruments.

● Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures).

● Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, Carl Rogers).

Unwrapped Concepts


need to be able to do) Blooms Taxonomy

Levels Webb's DOK major theories explaining

personality compare and contrast 5 3 research methods specific to

investigate personality describe and compare 1, 3 2 frequently used assessment

strategies identify 1 3 test quality based on validity

and reliability evaluate 5 3 cultural context influencing

personality development speculate 6 1 key contributors in personality theory identify 1 1


Essential Questions: 1. How do the psychoanalytic, humanistic, cognitive, trait, social learning, and behavioral

theories of personality illustrate personality’s complexity? 2. How can a psychologist study personality? 3. How is the difficulty of assessing personality compounded by issues of reliability and

validity? Enduring Understanding/Big Ideas:

1. The concept of personality varies dependent upon the theory that is attempting to explain it.

2. The research and assessment of personality is contentious because of the indistinct theories of personality.

3. The understanding of personality is influenced and colored by the cultural context in which it is viewed.

Unit Vocabulary:


Perspective Lens


Collective unconscious Defense mechanism

Displacement (def mech) Ego

Fixation (Freudian) Genital stage

Humanistic psychology Id

Latency stage Locus of control Oedipus complex

Oral stage Personality

Phallic stage Pleasure principle

Projection Projective test

Psychosexual stages Rationalization

Reaction formation Reality principle

Reciprocal determinism


Repression Rorschach inkblot test

Self-actualization Self-concept Self-efficacy

Superego Temperament

Thematic Apperception Test Trait

Transference Unconscious



Topic 1: Personality Theories


○ Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait, social learning, and behavioral.

○ Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality.

○ Identify frequently uses assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliability and validity of the instruments.

○ Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures).

○ Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, Carl Rogers).

Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Blooms Levels: 6 Webb’s DOK: 4 Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 Standards Addressed Priority:

○ Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait, social learning, and behavioral.

○ Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality.

○ Identify frequently uses assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliability and validity of the instruments.


○ Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures).

○ Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, Carl Rogers).

Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Blooms Levels: 6 Webb’s DOK: 4


Topic 2: Research and Testing Strategies


Topic 3: Influences on Personality




Francine is determined to be valedictorian of her class. She can’t stand missing class because she feels like she is getting behind. Francine has a different color binder for each class she has, she uses different colored pens while taking notes, and always does her homework immediately when she gets home. At home her room is perfectly organized. She is the captain of the tennis team, but she gets so frustrated when her teammates are late. Whenever she misses a shot on the court, she throws her racket on the ground and screams. Despite her overly competitive nature, Francine does like to relax with her friends. She has a small group of close friends she prefers to hang out with, most of whom are also tennis players and fellow AP students. She believes that her hard work will get her into Harvard where she will study law and one day become the Attorney General of the United States. She is given an allowance by her parents weekly, but usually just saves it for her “Harvard Days” as she calls them. Her parents have always been supportive, even though the times of wanting to be a Dallas Cowboys Cheerleader, then an astronaut, even during Francine’s “Goth year” during seventh grade.

a. How could the following psychoanalytic principles be used in understanding Francine’s personality?

● Id, Ego, Superego ● Defense Mechanisms

b. How would the following personality theory concepts help in understanding Francine’s personality?

● Reciprocal Determinism ● Locus of Control ● Unconditional positive regard

c. Testing plays a critical role in the understanding and discussion of personality and its effects on behavior. Explain what information the following tests may provide regarding Francine’s personality.

● Myers-Briggs Type Indicator (MBTI) ● Big Five Personality Traits



Point #1 Id,

Ego, Supere

go

Point #2 Def.

Mech. Example

Point #3

Recip. Determ

.

Point #4

Locus of

Control

Point #5 Unconditional

Positive Regard

Point #6 MBTI

Point #7 Big 5 Traits

Point

No Point





Time


scenario.

25 minutes


15 minutes


Unit 13: Abnormal and Therapy

Subject: AP Psychology Grade: 10-12 Name of Unit: Abnormal & Therapy Length of Unit: 7-10 class periods Overview of Unit: Students investigate the nature of abnormal behavior, causes and etiology of mental disorders, diagnosing procedures, and therapeutic options for people suffering from a spectrum of abnormal behaviors. Priority Standards for unit: AP students in psychology should be able to do the following:

● Describe contemporary and historical conceptions of what constitutes psychological disorders.

● Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments.

● Discuss the major diagnostic categories, including anxiety and somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, and their corresponding symptoms.

● Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural.

● Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study).

● Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense).

● Describe the central characteristics of psychotherapeutic intervention. ● Describe major treatment orientations used in therapy (e.g., behavioral, cognitive,

humanistic) and how those orientations influence therapeutic planning. ● Compare and contrast different treatment formats (e.g., individual, group). ● Summarize effectiveness of specific treatments used to address specific problems. ● Discuss how cultural and ethnic context influence choice and success of treatment (e.g.,

factors that lead to premature termination of treatment). ● Describe prevention strategies that build resilience and promote competence. ● Identify major figures is psychological treatment (e.g., Aaron Beck, Albert Ellis,

Sigmund Freud, Mary Cover Jones, Carl Rogers, B.F. Skinner, Joseph Wolpe).





contemporary and historical concepts of disorders describe 2 2

DSM recognize 1 1 mood, anxiety, somatoform, dissociative, schizophrenia,

organic disturbance symptoms discuss 4 3

strengths and limitations of approaches to explaining

disorders from humanistic, cognitive, biological, and

sociocultural evaluate 5 4 positive and negative

consequences of diagnostic labels identify 2 2

intersection of psychology and legal system discuss 4 3

central characteristics of psychotherapeutic

intervention describe 2 2 major treatment orientations

used in therapy describe 2 2 treatment formats compare and contrast 5 3

effectiveness of specific treatments summarize 2 2

prevention strategies describe 2 2 major figures in


1. How has the concept of abnormal evolved throughout history? 2. Why is the DSM an important player in defining abnormal behavior? 3. How do diagnostic labels affect a person’s social and cognitive well-being? 4. In what way do the legal system and the world of psychology intermingle? 5. How has the biopsychosocial approach to the explanation of abnormal behavior evolved

from earlier theories? 6. Why are there different goals in psychotherapy than for the general science of

psychology?


7. How does the relationship between client and therapist determine the effectiveness of therapy?

8. How is a treatment method’s efficacy measured? 9. How does a client’s social world help determine the effectiveness of therapy? 10. Why and how is positive psychology trying to change the role of therapy?


1. The various editions of the DSM attempt to describe specific abnormal behaviors that have been agreed upon today, while illustrating how the definition of abnormal has evolved throughout time.

2. As a result of the DSM and attempts to identify and help those who are abnormal, diagnostic labels have changed the lives of those diagnosed with mental disorders personally, publicly, and legally.

3. The definition of what abnormal really is depends greatly upon what approach to explaining abnormal behavior one exercises.

4. Psychotherapy is an effective tool for raising a person’s quality of life that is experiencing abnormal behavior.

5. Efficacy of therapy varies with the abnormal behavior being treated, the therapist’s orientation, treatment format, and the sociocultural factors affecting the client.

6. Positive psychology is changing psychotherapy from being reactive to being proactive in sustaining quality of life.

Unit Vocabulary:


Perspective Lens


Agoraphobia Antisocial personality disorder

Anxiety disorders Bipolar disorder

Conversion disorder Delusions

Dissociative amnesia Dissociative disorders

Dissociative fugue Dissociative identity disorder (DID)

DSM-IV Hallucinations

Hypochondriasis Major depressive disorder

Mania


Mood disorders Obsessive compulsive disorder (OCD)

Panic disorder Personality disorders

Phobia Posttraumatic stress disorder (PTSD)

Schizophrenia Somatoform disorders

Specific phobia



Topic 1: Categories of Disorders in the DSM


• Describe contemporary and historical conceptions of what constitutes psychological disorders.

• Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments.

• Discuss the major diagnostic categories, including anxiety and somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, and their corresponding symptoms.

• Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural.

• Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study).

• Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense).

• Describe the central characteristics of psychotherapeutic intervention. • Describe major treatment orientations used in therapy (e.g., behavioral, cognitive,

humanistic) and how those orientations influence therapeutic planning. • Compare and contrast different treatment formats (e.g., individual, group). • Summarize effectiveness of specific treatments used to address specific problems. • Discuss how cultural and ethnic context influence choice and success of treatment

(e.g., factors that lead to premature termination of treatment). • Describe prevention strategies that build resilience and promote competence. • Identify major figures is psychological treatment (e.g., Aaron Beck, Albert Ellis,

Sigmund Freud, Mary Cover Jones, Carl Rogers, B.F. Skinner, Joseph Wolpe). Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4


Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 Standards Addressed Priority:

• Describe contemporary and historical conceptions of what constitutes psychological disorders.

• Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments.

• Discuss the major diagnostic categories, including anxiety and somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, and their corresponding symptoms.

• Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural.

• Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study).

• Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense).

• Describe the central characteristics of psychotherapeutic intervention. • Describe major treatment orientations used in therapy (e.g., behavioral, cognitive,

humanistic) and how those orientations influence therapeutic planning. • Compare and contrast different treatment formats (e.g., individual, group). • Summarize effectiveness of specific treatments used to address specific problems. • Discuss how cultural and ethnic context influence choice and success of treatment

(e.g., factors that lead to premature termination of treatment). • Describe prevention strategies that build resilience and promote competence. • Identify major figures is psychological treatment (e.g., Aaron Beck, Albert Ellis,

Sigmund Freud, Mary Cover Jones, Carl Rogers, B.F. Skinner, Joseph Wolpe). Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4


Topic 2: Psychological Therapies


Topic 3: Biomedical Therapies




A newspaper editorialist argues that the use of DSM-IV diagnostic labels is destructively antidemocratic, because it enables an elite corps of mental health professionals to subtly control the values and life-styles of the rest of society. Give reasons supporting this argument, and then defend the continued use of diagnostic labels.

a. Describe how the following types of psychologists would help the following client:

● a psychoanalyst ● a cognitive therapist ● a behaviorist ● a client-centered therapist ● a gestalt therapist ● a psychiatrist

Aryson is a young man who feels like he cannot leave his house, and just the thought of doing so makes him incredibly nervous and begins to have a panic attack. He is forced to have all of his food delivered from a local grocery store, but is trying to get his Bachelor’s degree from the University of Phoenix online. He has difficulties creating and maintaining friendships or relationships, becomes very depressed when he lacks contact with people for longer than a couple of weeks, and usually attempts to “drown” away his sorrows with copious amounts of drinking. As the therapist (from each of the above perspectives) how would you help Aryson live a more “normal” life? Be clear about the exact procedures that would be used and you DO NOT have to address ALL of Aryson’s problems from each perspective, you may focus on as many of the behaviors as you wish.

b. Mr. Andrews suffers from frequent episodes of extreme depression. When a friend suggests that he might be helped by drug therapy, or electroconvulsive therapy, Mr. Andrews responds, “Drugs are just a crutch for people who lack self-discipline and who want to hide from their problems and electroconvulsive therapy is inhumane. Besides, I'm not about to hand over control of my life to some psychiatrist, his magic pills, and a lightning strike.” Explain why Mr. Andrews' ideas about drug therapy and ECT are inaccurate.



Point #1

Support

disuse DSM

Point #2

Support for DSM

Point #3

Psychoan.

Point #4

Cog. Thera

py

Point #5

Behavior

Point #6

Client-

centered

therapy

Point #7

Gestalt

therapist

Point #8 psychiatr

ist

Point #9

Defense of Drug Thera

py

Point #10 Defense of ECT

Point

No Point





Time


scenario.

25 minutes


15 minutes


Unit of Study Terminology Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.

AP Psychology Curriculum€¦ · AP Psychology Curriculum. Course Description: Advanced Placement...

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Transcript of AP Psychology Curriculum€¦ · AP Psychology Curriculum. Course Description: Advanced Placement...