th
Course Description:
The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology.
The 12 th Grade Advanced Placement Psychology class will prepare students with the skills to pursue psychology in a college setting. This class will cover the basics of Psychology and show how it is used in various professional settings. Students will learn about the history of the science, experimental design, behavior, psychological disorders, and ethics. The mission of this course is to prepare students for the AP exam at the end of the course.
Though this course is a part of the History Department, we will be working very closely with the Reading
Department to work on reading and writing skills while learning about the law. I will actively be teaching reading daily in this content area. Students will be exposed to many different types of materials to read, and asked to write for a variety of purposes and audiences (essays, letters, notes, outlines, journals.)
Students will be expected to participate daily in inquiry-based, small-and large-group collaborative activities,
(such as discussions and debates) as well as larger projects (e.g. case studies)
Text & Readings:
De Bono, Edward (1970). Lateral thinking: creativity step-by-step. Harper & Row: New York, NY
Haddon, Mark (2003). The curious incident of the dog in the night-time. Random House Inc.: New York, NY
Harlow, Harry F. (1978) Learning to love. Jason Aronson Inc. Publishers: MD
McEntarffer, R. & Weseley, A. (2012).
Barron’s AP Psychology, 5 th
edition.
Barron’s Educational Series.
Milgram, Stanley (reprint, 2009). Obedience to authority. Harper Modern Classics: New York, NY
Myers, David G. Psychology , 9th ed. New York: Worth, 2011. (Includes a study guide)
Peters, William (1987). A class divided: then and now.
Yale University Press: New Haven, CT
Robinson, Ken (2009). The element. Penguin Publishing: New York, NY
Robinson, Ken (2001). Out of our minds. Capstone Publishing: Chichester, West Sussex
Wilson, T. & Keiss, Roger (2009). Happy new year ted. Tracking Hound Press: Chattanooga, TN
**List is subject to change throughout the year as resources become available.
Videos/Other Media
Drugged: marijuana, cocaine, and ecstacy (2011). National Geographic
Brain Games (2011). National Geographic
A class divided (1985). FRONTLINE, PBS
YouTube: various videos including the Milgram experiment and the Stanford Prison experiment

Supply List: a calendar-formatted agenda/planner book for short and long-term assignments*
1- Agenda/Planner
1- two-pocket folder
1- college-ruled spiral notebook (matched/coordinated with 2-pocket folder, if possible)
1- package of black or blue pens*
1- package of red or green pens (to be left in the classroom)
1package highlighting pens, multicolor*
2packs small Post-It notes
1USB thumb drive (if not yet owned) recommended >2GB
Optional Donations: 1 box of Kleenex, one bottle of hand sanitizer, 1 ream of paper
* not just for history; can be used/shared across all 11th grade classes.
COURSE CONTENT: (Information below was taken from the course description on the AP Course
Audit webpage.)
History of Psychology/Research Methods
How philosophical perspectives shaped the development of psychological thought
Describe and compare different theoretical approaches in explaining behavior
(strengths and weaknesses of each approach).
o Structuralism, functionalism, and behaviorism o Gestalt, psychoanalytic/psychodynamic, and humanism o Evolutionary, biological, and cognitive
Research methods o Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses. o 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). o Identify independent, dependent, confounding, and control variables in experimental designs. o Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys. o Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research conclusions). o Distinguish the purposes of descriptive statistics and inferential statistics. o Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation). o Discuss the value of reliance on operational definitions and measurement in behavioral research. o Identify how ethical issues inform and constrain research practices.

o 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.
Biological Bases of Behavior o 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. o Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms). o Discuss the effect of the endocrine system on behavior. o 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. o Recount historic and contemporary research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques). o Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior. o Predict how traits and behavior can be selected for their adaptive value. o Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga,
Roger Sperry, Carl Wernicke).
Sensation and Perception o Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation. o 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. o Explain common sensory disorders (e.g., visual and hearing impairments). o Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception). o Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, context effects). o Explain the role of top-down processing in producing vulnerability to illusion. o Discuss the role of attention in behavior. o Challenge common beliefs in parapsychological phenomena. o Identify the major historical figures in sensation and perception (e.g., Gustav o Fechner, David Hubel, Ernst Weber, Torsten Wiesel).
States of Consciousness o Describe various states of consciousness and their impact on behavior. o Discuss aspects of sleep and dreaming:
— stages and characteristics of the sleep cycle;
— theories of sleep and dreaming;
— symptoms and treatments of sleep disorders.

o Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy). o Explain hypnotic phenomena (e.g., suggestibility, dissociation). o Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects. o Discuss drug dependence, addiction, tolerance, and withdrawal. o Identify the major figures in consciousness research (e.g., William James, Sigmund
Freud, Ernest Hilgard).
Learning o Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies). o Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning. o Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment, schedules of reinforcement). o Predict how practice, schedules of reinforcement, and motivation will influence quality of learning. o Interpret graphs that exhibit the results of learning experiments. o Provide examples of how biological constraints create learning predispositions. o Describe the essential characteristics of insight learning, latent learning, and social learning. o Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness. o Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used to address behavioral problems. o Identify key contributors in the psychology of learning (e.g., Albert Bandura, o John Garcia, Ivan Pavlov, Robert Rescorla, B. F. Skinner, Edward Thorndike, o Edward Tolman, John B. Watson).
Cognition o Compare and contrast various cognitive processes:
— effortful versus automatic processing;
— deep versus shallow processing;
— focused versus divided attention. o Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory). o Outline the principles that underlie effective encoding, storage, and construction of memories. o Describe strategies for memory improvement. o Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language. o Identify problem-solving strategies as well as factors that influence their effectiveness. o List the characteristics of creative thought and creative thinkers.

o Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann
Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller).
Motivation and Emotion o Identify and apply basic motivational concepts to understand the behavior of humans and other animals (e.g., instincts, incentives, intrinsic versus extrinsic motivation). o Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis. o Compare and contrast motivational theories (e.g., drive reduction theory, arousal theory, general adaptation theory), including the strengths and weaknesses of each. o Describe classic research findings in specific motivation systems (e.g., eating, sex, social) o Discuss theories of stress and the effects of stress on psychological and physical wellbeing. o Compare and contrast major theories of emotion (e.g., James–Lange, Cannon–Bard,
Schachter two-factor theory). o Describe how cultural influences shape emotional expression, including variations in body language. o Identify key contributors in the psychology of motivation and emotion (e.g., William
James, Alfred Kinsey, Abraham Maslow, Stanley Schachter, Hans Selye).
Personality o Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait, social learning, and behavioral. o Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality. o Identify frequently used assessment strategies (e.g., the Minnesota Multiphasic o Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliability and validity of the instruments. o Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures). o Identify key contributors to personality theory (e.g., Alfred Adler, Albert o Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham
Maslow, Carl Rogers).
Developmental Psychology o Discuss the interaction of nature and nurture (including cultural variations) in the determination of behavior. o Explain the process of conception and gestation, including factors that influence successful fetal development (e.g., nutrition, illness, substance abuse). o Discuss maturation of motor skills. o Describe the influence of temperament and other social factors on attachment and appropriate socialization.

o Explain the maturation of cognitive abilities (e.g., Piaget’s stages, information processing). o Compare and contrast models of moral development (e.g., Kohlberg, Gilligan). o Discuss maturational challenges in adolescence, including related family conflicts. o Characterize the development of decisions related to intimacy as people mature. o Predict the physical and cognitive changes that emerge as people age, including steps that can be taken to maximize function. o Describe how sex and gender influence socialization and other aspects of development. o Identify key contributors in developmental psychology (e.g., Mary Ainsworth, o Albert Bandura, Diana Baumrind, Erik Erikson, Sigmund Freud, Carol Gilligan, o Harry Harlow, Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, Lev Vygotsky).
Personality o Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait, social learning, and behavioral. o Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality. o Identify frequently used assessment strategies (e.g., the Minnesota Multiphasic o Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliability and validity of the instruments. o Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures). o 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).
Testing and Individual Differences o Define intelligence and list characteristics of how psychologists measure intelligence:
— abstract versus verbal measures;
— speed of processing. o Discuss how culture influences the definition of intelligence. o Compare and contrast historic and contemporary theories of intelligence (e.g., o Charles Spearman, Howard Gardner, Robert Sternberg). o Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity. o Interpret the meaning of scores in terms of the normal curve. o Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled). o Debate the appropriate testing practices, particularly in relation to culture-fair test uses.

o Identify key contributors in intelligence research and testing (e.g., Alfred Binet,
Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis
Terman, David Wechsler).
Abnormal behavior o Describe contemporary and historical conceptions of what constitutes psychological disorders. o Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders o (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments. o Discuss the major diagnostic categories, including anxiety and somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, and their corresponding symptoms. o Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural. o Identify the positive and negative consequences of diagnostic labels (e.g., the
Rosenhan study). o Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense).
Treatment o Describe the central characteristics of psychotherapeutic intervention. o Describe major treatment orientations used in therapy (e.g., behavioral, cognitive, humanistic) and how those orientations influence therapeutic planning. o Compare and contrast different treatment formats (e.g., individual, group). o Summarize effectiveness of specific treatments used to address specific problems. o Discuss how cultural and ethnic context influence choice and success of treatment
(e.g., factors that lead to premature termination of treatment). o Describe prevention strategies that build resilience and promote competence. o Identify major figures in psychological treatment (e.g., Aaron Beck, Albert Ellis, o Sigmund Freud, Mary Cover Jones, Carl Rogers, B. F. Skinner, Joseph Wolpe).
Social Psychology o Explain how individuals respond to expectations of others, including groupthink, conformity, and obedience to authority. o Discuss attitudes and how they change (e.g., central route to persuasion). o Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social facilitation). o Describe processes that contribute to differential treatment of group members (e.g., in-group/out-group dynamics, ethnocentrism, prejudice). o Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on self-concept and relations with others. o Anticipate the impact of behavior on a self-fulfilling prophecy. o Describe the variables that contribute to altruism, aggression, and attraction.

o Discuss attitude formation and change, including persuasion strategies and cognitive dissonance. o Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger,
Stanley Milgram, Philip Zimbardo).
CONDUCT:
My teaching mantra is to “keep it simple”. My classroom will be set up that same way. Directions and expectations will be clearly stated and students should be constantly checking themselves to ensure they are also
“keeping things simple”.
Sound: How much sound should I be making right now? What is the voice level for this activity?
Involved: How can I be involved in classroom activities? Am I listening intently, answering questions, or having a discussion?
Movement: Should I be moving right now? Should I be sitting in my seat listening and paying attention
Prepared:
Lead: or should I be up participating in group activities?
Am I prepared for class? Do I have all of my supplies, materials, and work?
How can I stand out as a positive leader? Am I setting a positive example?
Equality: Am I respecting everyone in the classroom equally?
RULES:
Raise your hand to speak, or ask questions.
NO CELL PHONES. I reserve the right to confiscate any cell phone I see out in my classroom
Do not use profanity in my classroom. Profanity shows a lack of intellect and integrity
Arrive on time to class with all of your materials for the (homework, supplies, book) day. Hallway passes will not be given.
Keep the classroom clean, pick up trash
CONSEQUENCES:

1 st
Violation=Verbal Warning

2 nd
Violation=Verbal Warning + Relocation

3 rd
Violation= All of above + Discipline Referral and/or Demerit and/or Parent Contact

Tardies without a tardy pass will result in a ZERO on the daily bell-ringer and exit slip o 2 Tardies=Discipline Referral and/or Demerit and/or Parent Contact

Cell Phones: o 1 st
Violation= Confiscation and the phone will be kept in my desk until the end of the day. o 2 nd
Violation= Confiscation and the phone will be taken to the office and must be collected by a parent at the end of the day.
**** Repeat offenders will be required to stay with me at lunch or after school to make up time taken away from fellow students during disruptions.

ACADEMIC INTEGRITY:
You are a student, and expected to learn from the ideas of others; that’s why you read and research! You usually do not have to pay to use another’s ideas, but only give them proper credit somewhere on your paper! (That’s it!
Just props or a ‘shout out”…properly cited of course.)
Academic dishonesty is a serious offense for which I have ZERO tolerance and will result in a ZERO on an assignment for all students involved (including any cadet who offered his work to be copied.) Any plagiarism or cheating on an exam or quiz will be vigorously prosecuted by me to the full extent and maximum penalties allowed in the CPS Student Code of Conduct. Any student caught cheating on an exam or quiz will receive a
ZERO and a parent / guardian will be notified. In addition, any student who plagiarizes will be given a ZERO and parent/guardian will be contacted, along with other SCC Group 3 consequences.
Plagiarism:
ANY of the following are considered plagiarism:
 Turning in someone else’s work as your own

Copying words or ideas from someone else without giving credit

Failing to put a quotation in quotation marks

Giving incorrect information about the source of a quotation

Changing words but copying the sentence structure of a source without giving credit

Copying so many words or ideas from a source that it makes up the majority or your work, whether you give credit or not (from Plagiarism.org)
GRADING POLICIES:

Your current grade in my class is updated almost daily, and you can know exactly where you stand in my class at any time by simply logging into Student Portal via the CPS website.

AFAHS Progress Reports are generated every two weeks

CPS Progress Reports are sent to each cadet’s home five weeks after the start of each quarter

Mid-Semester Report Cards will be distributed to parents at the end of 1 st
and 3 rd
quarter

Semester Report Cards and final grades are issued at the end of the 2 nd
and 4 th
quarters
Grading Scale:
A = 90-100
B = 80-89.9
C = 70-79.9
D = 60-69.9
F = 0-59.9
Grade Distribution (Weighting):
Exams 40%
Essays and Projects 20%
Classwork and Homework 30%
Participation 10%
COURSEWORK:
For major assignments and projects, the teacher will give a rubric to students and explain the expectations.
Students will be given an explanation of what constitutes A, B, C, D, or F work.
Bell Ringers/Exit Slips: Bell ringers are to be completed within five minutes of the start of class, exit slips in the last few minutes. It is important to arrive to class on time each day and complete the bell ringer. Bell ringers

can introduce a new lesson or serve as a quick review of past work; exit slips are almost always a check of understanding of that day’s work.
Participation: Participation is vital to success in this class! Students will be graded daily on their active participation in pairs and group work, discussions and debates. Students will be given rubrics for classroom participation that will explain how it is assessed.
Classwork & Homework: Homework will include assigned reading, independent reading, response journals, and vocabulary work. I look at homework much like a coach looks at an athletic practice. All I require for a grade of 100% on a homework assignment is 100% completion. Even if some answers are incorrect, if the student can demonstrate (s)he attempted 100% of the assignment and it is his/her own work, (s)he will get
100% of the points.
Quizzes & Exams: Students will at times be given vocabulary quizzes that are created from word lists that the students develop. Occasionally, students will be given surprise quizzes to monitor completion of assigned readings. Periodically, comprehensive exams for whole class units will be also given.
Essays & Projects: Students will be assigned short research-based essays multiple times throughout the year.
These are typically not lengthy, but should show evidence of upper high school-level scholarship (research, thinking and writing) Students will be given a rubric for all individual and group projects. All project work will be unit- based and will give students a variety of options to assess their learning.
LATE WORK POLICY:
If any daily assignment is late without an acceptable excuse (i.e. an excused absence,) it will be graded, but with a 50% late penalty deduction. (e.g. a late assignment that would've been scored a 90% if on time will be a 45%.) Late work will only be accepted up until 5 days after the initial due date; after that, no credit can be given.
If you miss class, extra copies of handouts are available in the mail slots and/or online !