MADISON PUBLIC SCHOOL DISTRICT
Advanced Placement Psychology
Authored by: Paul Mueller
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Mark DeBiasse,
Supervisor of Humanities
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Wooldand Road, Madison, NJ 07940
www.madisonpublicschools.org
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I.
OVERVIEW
The Advanced Placement Psychology course is a five credit full year course which uses a scientific and
theoretical approach to the study of the behavior and mental processes of human beings and animals to
prepare students for the annual A.P. Psychology Examination. Students study key psychological facts and
concepts, major psychological theories, important experiments, the function of the human brain and
endocrine system, the role of ethical standards in psychological studies, and the important subfields within
the study of psychology. Students will also study the history of psychology and assess some of the differing
approaches and perspectives of the biological, behavioral, cognitive, humanistic, psychodynamic and
social-cultural frameworks of psychology. Students will learn how to do their own psychological research
and successfully answer free-response questions.
II.
RATIONALE
This course will prepare students for some of the academic and social challenges of the new 21st Century.
Students will be challenged to carefully read their psychology text, do scientific experiments and write freeresponse essays on a college level of writing skill. They will also be asked to do research on topics studied
and those suggested by the A.P. Psychology program. The focus of this course is to provide college level
study in the area of Psychology. Students will have the opportunity to apply what they learn in this course
to their daily lives.
III.
STUDENT OUTCOMES (Linked to New Jersey Core Curriculum Standards)
The following list identifies the NJ Core Curriculum Content Standards:
Standard 2.1: Wellness:
2.1.12 B. Growth & Development
2.1.12 D. Disease & Health Conditions
2.1.12 F. Social & Emotional Health
Standard 2.2: Integrated Skills
2.2. 12 A. Communication
2.2. 12 B. Decision Making
1.1. 12 F. Health Services and Careers
Standard 2.3: Drugs & Medicine
2.3. 12 A. Medicines
2.3. 12 B. Alcohol, Tobacco, and Drugs
2.3. 12 C. Dependency
Standard 2.4: Human Relationships and Sexuality
2.4. 12 A. Relationships
2.4. 12 B. Sexuality
IV.
KEY CONCEPTS
A. The History, Science of Psychology and Research Methods (3 weeks)
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B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
V.
Biological Foundations of Behavior: The Brain, Neuron, Endocrine System and Genes (3 weeks)
Sensation and Perception (2 weeks)
States of Consciousness (2 weeks)
Learning and Adaptation: Theories and Practice (2 weeks)
Memory (2 weeks)
Language, Thinking and Intelligence (2 weeks)
Motivation and Emotion (2 weeks)
Developmental Stages and Life Span Psychology (2 weeks)
Personality: Theories and Assessments (2 weeks)
Adjusting to Life Stress, Coping and Health (2 weeks)
Psychological Disorders and Treatments (3 weeks)
Social Thinking and Behavior (2 weeks)
Student End of Course Research Projects and Reports (3 weeks)
STUDENT UNIT EXPECTATIONS
A. History, Science of Psychology and Research Methods
The students will:
1. Describe the philosophical roots and foundations of the development of psychological
thought.
2. Identify and explain structuralism, functionalism, behaviorism and humanism as
theoretical approaches in explaining human behavior.
3. Recognize the strengths and limitations of applying theories to explain behavior.
4. Detail the different domains of [psychology: biological, clinical, cognitive, counseling,
developmental, educational, experimental, industrial, personality, psychometric and social.
5. Identify the contributions of major psychology figures in shaping psychology’s progress in
the past 150 years: Wundt, James, Hall, Freud, Pavlov, Piaget, Rogers, Skinner, Watson,
Rogers and Washburn.
6. Differentiate different types of psychological research: lab studies, experimental method,
surveys, case studies, and naturalistic observations. Students will also describe their
strengths and weaknesses.
7. Identify and use independent, dependent, confounding and control variables in
experimental designs.
8. Understanding the differences between cause and effect in experiments and maintaining
scientific controls.
9. Distinguish the purposes of descriptive statistics and inferential statistics.
10. Apply basic descriptive statistical concepts, including interpreting and constructing graphs
and calculating simple descriptive statistics.
11. Identify how ethical issues inform and constrain research practices.
B. Biological Foundation of Behavior: The Brain, Neuron, Endocrine System and Genes
The students will:
1. Detail the parts and functioning of the neuron.
2. Identify key neurotransmitter chemicals and explain their function.
3. Discuss how drugs influence neurotransmitters.
4. List the key Endocrine glands and describe their impact on behavior.
5. Identify and explain the main sections, lobes, hemispheres and skill areas of the human
brain.
6. Describe the chief ways scientist’s measure brain functioning today.
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7. Discuss psychology’s abiding interest in how heredity, environment and evolution work
together to shape behavior.
8. Understand the role of genetics in human behavior
9. Identify the key contributions of Paul Broca, Charles Darwin, Michael Gazzaniga, Roger
Sperry and Carl Wernicke.
10. Describe the workings of the central and peripheral nervous systems.
C. Sensation and Perception
The students will:
1. Describe the basic principles of transduction: absolute threshold, difference threshold,
signal detection, and sensory adaptation.
2. Explain how these sensory processes work: hearing, vision, touch, taste, smell.
3. Describe the kinesthetic process, including transmission of pain and the specialized
pathways in the brain for each of the senses.
4. Identify and explain common sensory disorder like hearing and visual impairment.
5. Describe the general principles of Gestalt, depth perception, and integrating sensation to
promote awareness of the external world.
6. Understand how optical illusions work and the role of top-down processing in producing
vulnerability to illusion.
7. Explain the role of attention in behavior.
8. Examine and evaluate the common beliefs in parapsychological phenomena.
9. Examine how psychological and cultural influences impact perception.
10. Describe the key theories of perception.
D. States of Consciousness
The students will:
1. Define the states of consciousness.
2. Describe the levels of consciousness.
3. Identify and explain the sleep cycle.
4. Identify and compare theories that explain why we sleep.
5. Describe the types of sleep disorders and their symptoms.
6. Detail the history and contemporary uses of hypnosis.
7. Explain hypnotic phenomenon.
8. Describe the role of dreams and the different theories of dreams.
9. Identify the major psychoactive drug categories: depressants, stimulants and classify
specific drugs for their psychological & physiological effects.
10. Describe the role dreams play in our lives and list common dream themes.
E. Learning Adaptation: Theories and Practice
The students will:
1. Define learning from a psychological viewpoint.
2. Describe the functioning of Pavlovian Classical Conditioning.
3. Explain the function of Operant Conditioning and predict its effects.
4. Describe the key terms in classical and operant conditioning: acquisition, extinction,
spontaneous recovery, generalization, discrimination and higher-order learning.
5. Understand the chief differences between classical and operant conditioning.
6. Detail how practice, schedule of reinforcement and motivation influence learning.
7. Interpret graphs that exhibit the results of learning experiments.
8. Define latent learning, insight learning and social learning.
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9. Describe how behavior modification, biofeedback, and coping strategies address behavioral
problems.
10. Provide examples of how biological constraints create learning predispositions.
11. Identify and explain the contributions in the psychology of learning of: Albert Bandura,
Ivan Pavlov, Robert Rescorda, B.F. Skinner, Edward Thorndike, Edward Tolman and
John B. Watson.
F. Memory
The students will:
1. Define and describe the three parts of memory: sensory, short-term and long term memory.
2. Describe the encoding process / getting information into memory.
3. Understand the workings of retrieval in memory.
4. Detail the biological bases of memory.
5. List ways of improving memory.
6. Identify and explain reasons we forget.
7. Describe the workings and controversies of “suppressed memories.”
G. Language, Thinking and Intelligence
The students will:
1. Understand the structural features of language.
2. Describe the theories and developmental stages of language development.
3. Explain the links between language and thinking.
4. Define thinking and explain the meditational units of thought.
5. Describe the strategies and obstacles involved in problem solving and decision making.
6. Compare and contrast various cognitive processes: effortful versus autonomic processes,
deep versus shall processing, focused versus divided attention.
7. List the characteristics of creative thought and creative thinkers.
8. Identify problem solving strategies
9. Identify the key contributions in cognitive psychology: Noam Chomsky, Hermann
Ebbinghaus, Wolfgang Kohler and Elizabeth Lothus.
10. Define Intelligence and I.Q. Tests.
11. Understand the influence and interaction of heredity and environment on individual
differences in intelligence.
12. Detail how I.Q. tests are structured in verbal and performance items categories.
13. Identify and explain the positives and negatives of I.Q. testing.
14. Describe the two main I.Q. tests: Stanford-Binet and Wechsler I.Q. Tests.
15. Discuss the four main categories of mental retardation and corresponding remediation.
H. Motivation and Emotion
The students will:
1. Identify and apply motivational concepts to the behavior of humans and other animals:
instincts, incentives intrinsic and extrinsic motivation.
2. Identify and explain the biological underpinnings of motivation: needs, drives and
homeostasis.
3. Compare and contrast key motivational theories: drive reduction, arousal, and general
adaptation.
4. Understand the interaction of biological and cultural factors in emotions and motivations.
5. Describe research findings in specific motivation systems: eating, sex, social, and work.
6. Discuss theories of stress and the effects of stress on psychological and physical well-being.
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7. Compare and contrast major theories of emotion: James-Lang, Cannon-Bard, Schachter
two-factor theory
8. Identify and explain key contributors in the psychology of motivation and emotions:
William James, Alfred Kinsey, Abraham Maslow, Stanley Schechter and Hans Selye.
I. Developmental Stages and Life Span Psychology
The students will:
1. Describe the interaction of nature and nurture in the determination of behavior.
2. Understand research techniques used to gather data on the developmental process and
stages in life.
3. Describe the developmental norms for infants.
4. Discuss the maturation of motor skills.
5. Identify and explain the theories of development.
6. Explain the maturation of cognitive abilities and Piaget’s stages of cognitive development.
7. Discuss maturational challenges in adolescence, including related family conflicts.
8. Predict the physical changes in the cognitive abilities of adults over the life span.
9. Discuss the environmental influences on gender development.
10. Describe how sex and gender influence specialization and other aspects of development.
11. Compare and contrast models of moral development: Kohlberg’s and Gilligan’s.
J. Personality: Theories and Assessments
The students will:
1. Define personality as the individual’s unique way of thinking, feeling and acting.
2. Discuss the interaction of nature and nurture.
3. Explain the maturation of motor and cognitive skills.
4. Identify and explain the chief personality theories: Freud, Jung, Adler, Horney, Gilligan,
Harlow and Erikson.
5. Compare and contrast models of moral development.
6. Detail the assessment tools used in personality testing.
7. Describe how sex and gender influence socialization and other aspects of development.
8. Explain the different perspectives of personality: psychodynamic, trait theory, biological,
behavioral and social-cognitive.
K. Adjusting to Life Stress, Coping and Health
The students will:
1. Explain the components of stress and the physiological stress.
2. Describe the psychological impact of stress and response to stress.
3. Identify the key life stressors and their impact.
4. Detail ways gender and emotions interact.
5. Compare and contrast Type A from Type B personalities.
6. Identify cognitive and behavioral strategies for dealing with stress.
7. Define conflict and detail the three types of conflicts: approach-approach, approachavoidance, avoidance-avoidance.
L. Psychological Disorders and Treatments
The students will:
1. Describe contemporary and historical conceptions of psychological disorders.
2. Understand methods used in studying abnormal behaviors.
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3. Describe how the MMPI and TAT are used to evaluate behaviors.
4. Recognize the use of the DSM IV as reference for making diagnostic assessments.
5. Evaluate the major diagnostic categories: anxiety, somatoform disorders, mood disorders,
schizophrenia, organic disturbance, personality disorders, and dissociative disorders.
6. Understand the impact of mental disorders.
7. Identify the positive and negative consequences of diagnostic labels.
8. Describe the many therapies and drugs available to treat psychological disorders.
M. Social Thinking and Behavior (Social Psychology)
The students will:
1. Understand social judgments and attitudes.
2. Apply attribution theory to explain motives: fundamental attribution error, self-serving
bias.
3. Detail social and cultural categories.
4. Explain how individuals respond to expectations of others, including groupthink,
conformity and obedience to authority.
5. Discuss attitudes and how they change.
6. Describe processes that contribute to differential treatment in group members: ingroup/out-group dynamics, ethnocentrism, prejudice.
7. Articulate the impact of social and cultural categories: gender, race, ethnicity, on selfconcept and relations with others.
8. Describe the variables that contribute to altruism, aggression & attraction.
9. Identify important figures in social psychology: Solomon Asch, Leon Festinger, Stanley
Milgram and Philip Zimbardo.
N. Student End of Course Research Projects and Reports
The students will:
1. Students will choose a research topic from long list of suggested topics. They may also
propose their own, upon approval by the teacher.
2. Students will research current literature and studies on their topics.
3. Students will conduct a scientific method experiment or do questionnaires study on their
topic.
4. Students will use statistical methodology to quantify their findings using statistical terms
and concepts learned in this course.
5. Students will complete a written report with proper source citations and a bibliography.
APA style manual will be followed.
6. Students will present an oral presentation to the class using charts, graphs, story boards or
power-points.
VI.
SUGGESTED STUDENT UNIT ACTIVITIES & SKILL EXERCISES
A. The History, Science of Psychology and Research Methods
1. Discuss how studying psychology helps us gain insight into behavior, and acquire practical
knowledge.
2. Using a chart compare and contrast the various historical and theoretical approaches to
psychology and stress their strengths and weaknesses.
3. Differentiate between experimental, correlational and clinical research in class discussions.
4. Conduct a laboratory/experimental research projects from teacher provided samples.
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5. Solve statistical problems suing descriptive and inferential statistics.
6. Create charts using statistical information from A.P. workbook problems.
7. Read case studies of famous experiments that involved past ethical standards and apply
them to today’s APA ethical standards.
B. Biological Foundation of Behavior: The Brain, Neuron, Endocrine System, and Genes
1. Draw from memory a typical brain neuron and all its parts.
2. Explain how nerve cells operate and describe the role of key neurotransmitters.
3. Complete brain charts of sections, lobes and functions from Handout 3-F from A.P.
Instructor’s Manuel.
4. Students complete 3-H worksheet on neurotransmitters from A.P. Instructor’s Manual.
5. Discuss major findings on brain structure and function in group settings after watching
Stanford University Video on the Brain.
6. Complete skills packet challenge on heredity and environment.
7. Read articles from Owner’s Manual: The Brain and compare and contrast differing views
and theories on brain function and brain science.
8. Do research on APA website on the following psychologists: Paul Broca, Roger Sperry,
Michael Gazzaniga and Carl Wernicke.
9. Work in groups on motor neuron muscular responses and time each others’ time
sequences.
10. Read chapter 4 in text: “Neurons, Hormones and the Brain” pp. 116-117
C. Sensation and Perception
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Read Chapter 6 in text: “Sensation & Perception.” pp. 186-221.
Complete experiments on sensation and perception in booklet:
“Activities Handbook for the Teaching of Psychology” activities 12-18.
3. Engage in various experiments on the eye. Discuss personal experiences regarding
hearing, smell,, taste, skin senses, balance and body sensations.
Provide examples of figure and ground in magazines, arts and photos.
Create postures which describe the principles of Gestalt.
Do class experiments on absolute and difference thresholds.
Do experiments in class on multitasking and success rates.
D. States of Consciousness
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3.
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Read Chapter 5 in text: “Consciousness: Body Rhythms and Mental States.” pp. 151-179.
View PBS video on ‘Hypnosis” and discuss applications and uses.
Interpret different brain wave patterns and sleep stages and cycles.
Research the uses of hypnosis today: library and internext, APA.
Research dream themes and the present theories on sleep and dreams.
Watch video on PBS series on the brain and discuss sleep cycles, REM and the role of sleep
in our lives.
E. Learning Adaptation: Theories and Practice
1. Read Chapter 9 in text: “Learning.” pp. 331-362.
2. Do experiment in class with water bottle and Classical Conditioning.
3. Complete Activities 23-26 on learning and conditioning in “Activities Handbook for the
Teaching of Psychology.”
4. Do experiment in class on reinforcements and Operant Conditioning.
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5. Watch Stanford produced video on Classical and Operant Conditioning and discuss in
class.
6. Use rewards and punishments to counter-condition unacceptable sample behaviors.
F. Memory
1. Read Chapter 8 in text: “Memory” pp. 265-292.
2. Diagram the three types of memory and their processes of encoding, chunking, linking and
retrieval.
3. Demonstrate ways to improve memory by way of experiments with long lists to remember
and new names assigned class participants.
4. Do activity from A.P. Psychology Instructor’s Manual on “Forgetting Curve” and “The
Fallacy of Eyewitness Testimony” pp. 152 & 153.
5. Do “Memory & Forgetting” exercise from “Activities Handbook For the Teaching of
Psychology” Activity 32 on page 75.
6. Watch psychology video DISCOVERING PSYCHOLOGY on Memory.
7. Work in groups on mnemonic devices to improve memory.
G. Language, Thinking and Intelligence
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3.
4.
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7.
8.
Read Chapter 7 in text: “Thinking and Intelligence.” pp. 225-258.
View video DISCOVERING PSYCHOLOGY on “Language” and “Cognition” sections.
Use all four parts of thinking in an experiment on thinking and problem solving.
Solve numerous problems presented in class using the Griffith’s 5 Step Problem solving
formula.
Solve problems which demonstrate functional fixedness and persistence of set.
Demonstrate examples of Gardner’s Multiple Intelligences in daily life.
Solve sample I.Q. tests items on verbal and performance levels.
Create individual I.Q. Tests in three different age groups: 2-8, 9-13, 14-18 and include both
verbal and performance items patterned after Stanford-Binet and Wechsler Test items.
H. Motivation and Emotion
1. Read Chapter 13 of text: “Emotion, Stress and Health.” pp. 435-463.
2. View video DISCOVERING PSYCHOLOGY on “Motivation & Emotion” and discuss
main points in class discussion.
3. Complete “Daily Ratings of Moods and Emotions” exercise in A.P. Psychology
Instructor’s Manual pp. 210-211.
4. View video on ANOREXIA from ABC News and discuss the motivations and emotions in
that disorder.
5. Diagram the basic theories of emotion and show how they are similar and different.
6. Students asked to list common stressors they face and how they deal with them. They start
individually and then divide into groups of four for discussions.
7. Using the APA website students will research current studies on stress and the effects of
stress on people today.
I. Developmental Stages and Life Span Psychology
1. Read Chapter 3 of text: “Development Over the Life Span.” pp. 75-108
2. View video DISCOVERING PSYCHOLOGY on three topics: ‘Infancy and Childhood,”
“Adulthood,” and “Gender Differences”
3. The students will engage in projects on the Life Span where they will provide a period long
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presentation one of the following: Infancy and Childhood, Adolescence, and Adulthood
and Old Age.
Examine a Gesell norm of physical development in children and compare results with
lessons we learned in class.
Create charts which explain three different theories of development.
Interview and older relative or friend (post 70) and ask them questions about their life span
and critical stages in life. Compare their answers to Erikson’s Eight Stages of Psychosocial
Development.
Try to write down personal earliest memories of childhood and discuss them in small
groups.
Visit the a local day care or pre-school and observe behaviors of boys and girls of different
ages and note similarities and differences.
Class discussion and then a class debate on the two theories of moral Development:
Kohlberg’s vs. Gilligan’s.
Do a statistical study describing the differences in development and cognitive skills during
the four years at Madison High School.
J. Personality: Theories and Assessments
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Read Chapter 2: ‘Theories of Personality.” pp. 41-69.
View video DISCOVERING PSYCHOLOGY on “Personality”
Chart the eight major personality differences.
Differentiate between objective and projective personality tests.
Show practical applications for personality tests in the psychology realm.
Short class debate where students argue for their favorite personality theory.
Review the various schools of personality and discuss their views on personality theory.
Read TIME magazine on ‘Freud Today” and discuss author’s views.
Compare and contrast the behaviorist and psychoanalytical theory of personality.
Do research on the Carl Jung’s theory of the collective unconscious and write a two page
essay summarizing the major findings.
11. Identify your own ten personality traits and be prepared to discuss them in class.
12. Create a chart which stresses strengths and weaknesses of the major personality tests and
assessment tools.
K. Adjusting to Life Stress, Coping and Health
1. Read Chapter 13: “Emotion, Stress and Health.” pp. 435-463.
2. List the major stressors in a lifetime and discuss the ones you have experienced or have
seen someone else experience.
3. Compare and contrast how males and females respond/ cope to stress and specific
stressors.
4. Do research from APA website on Type A and Type B personalities and write two page
paper summarizing findings.
5. Create a chart or diagram highlighting key difference between cognitive and behavioral
strategies dealing with stress and promotion of health.
6. Do research project on the three types of conflicts and how people deal with them. This can
be a survey, personal interviews or pure magazine and internet research.
L. Psychological Disorders and Treatments
1. Read Chapters 11 and 12 of text: “Personality Disorders and Approaches To Treatment
and Therapy.” pp. 369-428.
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2. View Video DISCOVERING PSYCHOLOGY on episodes on “Mental Illness” and
“Therapies” and discuss in class.
3. View video on THE BRAIN on episodes on “Schizophrenia” and “Psychotherapies.”
4. Complete a chart of major Neuroses and their symptoms and discuss findings in class.
5. Do chart on “What is Normal” and examine behaviors throughout the school and in the
community.
6. Read case studies of certain mental illnesses and identify them by their symptoms and
behaviors.
7. Do research from AMA and APA websites and drugs used today in therapy and determine
their effectiveness.
8. Do research on the use of the Rorschach and Holtzman Inkblot Tests, the MMPI and TAT
tests and write a two page paper discussing their use and accuracy.
9. Examine sections of the DSM IV (TR) to become familiar with the “Bible” of diagnosis of
mental disorders.
10. Listen to a practicing psychologist and psychiatrist talk to the class about practices and
engage in a question and answer session. We will then discuss what they learned and
compare findings with their book knowledge of mental illness.
11. Compare and contrast client-centered therapy to psychoanalysis.
12. Do research in APA website on biological theories of mental illness.
M. Social Thinking and Social Psychology.
1. Read Chapter 10 in text: “Behavior in Social and Cultural Context.” pp. 331-362.
2. View video DISCOVERING PSYCHOLOGY on episode: “Social Psychology” and
discuss in class.
3. Complete activities in “Activities Handbook for Teaching of Psychology” Activities 57, 58,
59, 60 and 61 on pages 141-149.
4. Do group dynamic experiment in class.
5. Research the dynamic functions of two member, three member and four member groups
and their effectiveness.
6. Research different experiments on conformity: Asch, Zimbardo and Milgram and write a
two page summary of their methodology and impact on psychology.
7. Create a chart depicting different types of antisocial behaviors and detail how they affect us
as individuals and as part of a group.
8. Research the APA website on different theories of aggression.
9. Do a survey on attitudes of teens at Madison High School.
10. Examine TV commercials for their bias and propaganda values.
N. Student End of Course Research Projects and Reports.
(After the A.P. Test in May)
1. REQUIREMENTS: 3 to 5 page paper in which students deal with the following topics:
A. Key concepts, terms and definitions involving the topic.
B. The situation as it is today: to what extent is there a problem and the ramifications and
consequences (should contain statistics).
C. Possible solutions today and what is being done at the present.
D. A survey of ten questions (with statistical data and charts) when a questionnaire is
feasible and necessary.
E. A bibliography of two hard sources and internet sources.
VI.
2. Students Present Oral Presentation.
INSTRUCTIONAL STRATEGIES
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A. Teacher lectures and demonstrations.
B. Professional videos from Discovering Psychology to the Human Brain and PBS
Specials.
C. Frequent class experiments on learning, classical and operant conditioning,
personality, etc.
D. Simulations and role playing by students.
E. Hands on activities that reinforce vocabulary and important concepts.
F. Student individual reports and group reports.
G. Short student group debates on controversial topics in psychology.
H. In class lecturers and Q/A sessions by professional psychologists, psychiatrists, and
social workers.
VII.
INSTRUCTIONAL MATERIALS
A. Text: Invitation to Psychology. 4th Edition, Wade and Tavris, 2008.
B. Articles and experiments from A.P. Instructor’s Manual. Passer and Miller, 2008.
C. Readings from second text: Psychology and You. 4th Edition. McMahon and
Romano. 2001.
D. Readings and experiments from The Critical Thinking Companion. Halonen, 2001
edition.
E. Readings and experiments from booklet: Activities Handbook for Teaching
Psychology. Benjamin and Lowman, 2006 edition.
F. Sample Free Response Essays and multiple choice questions from A.P. booklets
and A.P. website. Released FRQ from 2006, 2007, 2008.
G. Readings from: The Owner’s Manual for the Brain. Howard, 2006.
H. Readings from book: Multiple Intelligences: The Complete MI Book. Kagan and
Kagan, 2000.
I. Readings and experiments from APA produced TOPSS Lesson Plans; “Learning”
‘Memory” “Personality” “Intelligence” “Motivation & Emotions” “Social
Psychology” “Abnormal Behavior”
J. Readings and exercises from booklet: What Is Psychology? Social Psychology.
Belch, 2004.
K. Readings and experiments from booklet: Advanced Placement Psychology: A
Practical Guide for Teachers. Brown & Conforti, 2008.
L. Sample questions and Free Response Questions from: Five Steps to A 5: A.P.
Psychology 2010-2011. Maitland, 2009.
M. Sample questions and FRQ’s from: Barron’s A.P. Psychology. 2009.
N. Videos DICOVERING PSYCHOLOGY, Volume 1-24.
O. Videos THE HUMAN BRAIN, produced by PBS.
VIII. ASSESSMENT
Students will be assessed through the following methods:
• Research Projects
• A.P. Practice tests
• Oral presentations
• Homework
• Group projects
• Mid-Term Examination
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