AP Psychology 2015-2016
Mr. Hache’s Course Syllabus
Important Contact Information:
1. Email: dhache@whrhs.org
2. Room 112 North Building
3. Voicemail: (908) 647-4800 extension 2217
4. Website for homework & class updates found on: http://www.whrhs.org
5. You must join and then check my Google Classroom page on a nightly basis: important information and
assignments will be posted on this website. https://classroom.google.com/h
6. Office hours: Students must come see me for extra help, questions, etc. after or before school or during lunch
(please let me know you are coming in advance).
AP Psychology Rationale:
“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. They also learn about the
ethics and methods psychologists use in their science and practice.”
College Board, 2008, 2009 AP Psychology Course Description (New York: College Board, 2007), 3.
AP Psychology is a full-year, 5 credit course that is designed for both junior and senior level students. AP
Psychology is a highly structured and very demanding course where students are required to thoroughly read the
college-level textbook and prepare notes (using the SQ3R method) prior to the designated class period. The
materials used to teach the course as well as the student-centered approach require that students who elect AP
Psychology should expect to deal with complex concepts, daily reading assignments, active class participation, essay
questions, and both independent and group research projects. A daily schedule of study is required to meet the
expectations of this course which typically involves one hour of preparation per class meeting.
Throughout the course, students learn that there are no simple answers to complex questions about behavior.
Students focus on examining how an individual’s physical state, external environment, and mental state affect their
behavior and mental processes. Students will be required to analyze empirical data collected through observation,
experimentation, and measurement tools as evidence to dispel common myths about behavior and support or refute
various psychological theories. Students will work throughout the year both independently and in groups on
research projects of varying types and topics, culminating in presentations at the end of the unit. This active
approach combined with meaningful content will improve both academic achievement and the relational process
that is vital to the development of skills stressed in the 21st century learning model.
Primary Student Textbook: Zimbardo, Philip G., Johnson, Robert L., Weber, Ann L., Gruber, Craig W. (2010).
Psychology: AP edition with discovering psychology. New York: Allyn & Bacon.
Instructional Foundation:
The AP Psychology course also benefits the students, school, and community in a variety of other ways.
Psychology helps create more informed students, provides them with insight about human nature and who they are
as individuals. The content of the course also includes techniques that help improve memory, control emotions,
eliminate unwanted habits and can promote more objectivity in individuals. In addition, understanding the
concepts of psychology can potentially help improve student interaction with other individuals, provide insight into
political and social issues such as crime, addiction, discrimination, ethics, and many others so that they can make
informed judgments. AP Psychology focuses on developing critical thinking skills, applying higher-order thinking,
exploring attitudes and values; and engaging students in active learning. Developing these qualities not only
promotes the values of the school, but also develops the skills that are important for 21st century learners.
Specific Course Goals and Objectives:
The major objective of the AP Psychology course is to provide high school students with a challenging learning
experience designed to be the equivalent of a one-semester, college-level introductory psychology course. The AP
Psychology course will incorporate the same concepts and materials that are typically covered in a college level class,
but in an alternative high school environment. The course is demanding by design and the students are required to
be active participants in the class rather than simply memorizing isolated facts. The AP Psychology course is
designed to:

provide students with a working knowledge of the theories and key concepts of each of the major subfields
within psychology;

expose them to many of the contributing psychologists and significant research studies, both historical and
current, that have shaped our understanding of behavior and mental processes;
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train them to apply psychological principles and understand connections between ideas and theories;
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leave them with an appreciation of the scientific methods and ethical procedures that produce such knowledge;
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and prepare students to do acceptable work on the AP Psychology Examination.
Course Expectations:
1. Active learning: This course is not one in which you will play a passive role. Instead, you are expected to take an
active part in your own learning and that of the class as well. In the AP classroom, discussion and demonstrations
will dominate over lectures so that we can learn from each other. Each of you brings something special to the
course, something special that our team needs if we are to be successful. Come each day ready to contribute.
2. Knowledge for application’s sake: In AP Psychology there is a considerable amount of content you must
master. However, you must do more than memorize information provided by myself or other sources. You will be
asked to apply this information to real life situations via class discussions or through concisely written free response
questions.
3. Psychologists read: As AP students, you will be expected to do a considerable amount of daily reading in the
text. You must show evidence of daily preparation by participating in class discussions, asking critical questions,
making text-to-world connections, and bringing a rough draft of your concept map to each class.
4. Active note taking: The amount of material distributed in this course is substantially higher than in a regular
class. Each period you are expected to take notes on our class activities. As you will need access to this material in
order to study for the unit exams and the AP exam, you must have a 1.) 3 ring binder for class.
The AP Exam
The AP Psychology Exam includes a 70-minute (100 question) multiple-choice section that accounts for two-thirds
of the exam grade and a 50-minute free-response section made up of two questions that accounts for one-third of
the exam grade. Multiple-choice scores are based on the number of questions answered correctly. Points
are not deducted for incorrect answers, and no points are awarded for unanswered questions. Because
points are not deducted for incorrect answers, students are encouraged to answer all multiple-choice questions. On
any questions students do not know the answer to, students should eliminate as many choices as they can, and then
select the best answer among the remaining choices. Free-response questions are an appropriate tool for evaluating
a student’s mastery of scientific research principles and ability to make connections among constructs from
different psychological domains (e.g., development, personality, learning). Students may be asked to analyze a
general problem in psychology (e.g., depression, adaptation) using concepts from different theoretical frameworks
or subdomains in the field, or to design, analyze, or critique a research study.
College Board, 2008, 2009 AP Psychology Course Description (New York: College Board, 2007), 3.
AP Psychology 2015-2016 Test Date: Monday, May 2nd (afternoon session begins at 12:00 pm) Exam fee: $100
The AP Psychology Exam, which debuted in 1992, is a relative newcomer among AP Exams. The exam tests
knowledge of topics included in a one-semester introductory college course in psychology. The following table
reflects the approximate percentage of the multiple-choice section of the exam devoted to each content area:
1.
2.
3.
4.
5.
6.
7.
2-4% History and approaches
8-10% Research methods
8-10% Biological bases of behavior
6-8% Sensation and perception
2-4% States of consciousness
7-9% Learning
8-10% Cognition
8.
9.
10.
11.
12.
13.
14.
6-8% Motivation and emotion
7-9% Developmental psychology
5-7% Personality
5-7% Testing and individual differences
7-9% Abnormal psychology
5-7% Treatment of psychological disorders
8-10% Social psychology
Grading System:
1. Tests (multiple choice sections are worth 100 points each) and large quizzes: 40% of MP grade
2. Authentic Assessments, Essays, and Projects: 30% of MP grade
3. Quizzes (based on assigned readings) and homework assignments (occasionally assigned): 20%
4. Classwork and participation: 10% of MP grade
Types of Grades: I use a variety of assessment tools assignments throughout the course to evaluate students.
Tests will always be given with advanced notice but other assignments may not be given with warning. Unprepared
students and/or absent students are responsible for their own work and grade. Larger assignments have clear
expectations expressed in a rubric and it is imperative that each student understands the requirements of all graded
work. Make sure that you read and understand the grading criteria and expectations well before the assignment is
due. Make sure you also understand the school policy for making up work after an absence.
Grading Criteria
1) Active learning strategies will be implemented throughout each unit and will require students to participate
actively during class. A variety of activities will be used during the class period in order for students to use the skills
that are examined in class. Graded discussions, debates, essays, simulations, peer teaching exercises, reading
analysis, case study evaluation, etc, will all be incorporated into each students marking period grade. Team based
projects will also be assigned that require some degree of research, group interdependence, member accountability,
artifact creation and class presentation.
2) Tests: there will be 7 two chapter test over the course of the year (for the 14 total chapters). These exams are
scheduled twice a marking period and will usually consist of 50 multiple choice questions worth two points each.
School policy stipulates that you have 5 days to make-up an exam when you are absent before you lose credit.
3) Quizzes: based on the reading, lecture, and activities will be announced or unannounced throughout each unit.
4) Cumulative Exams and Authentic Assessments: students will take at least one final cumulative exam prior to
the actual AP Exam (May 2nd) and possibly another one after the first semester. Cumulative exams will be given
over a two day period and will consist of 75-100 multiple choice questions and 1 or 2 FRQ questions. Exams will
resemble the A.P. exam in style and format: 67% objective & 33% free response. Cumulative exams are worth 200
total points. Authentic Assessments are used throughout the course and are based on application type FRQ
questions. One formal Authentic Assessment is scheduled during all four marking period.
5) Extra Credit: no traditional assignments are offered, but bonus points are available periodically (tests are curved
in order to mimic AP scoring).
Additional types of assessment for the course include: (points vary based on assignment)
-SQ3R Notes
-Class participation points
-Personal reflection essays
-Research Projects
-Presentations
-Team Teaching Projects
-Debates
-Case Studies analysis
- Critical Thinking in Psychology: readings, questions, and discussion.
-Unit & reading quizzes
-Practice FRQ
-Unit Tests
Homework and class participation: Homework will be assigned regularly and will be either checked or graded
through the use of quizzes, graded discussions, or written assignments.
1. You will be given ample notice for assignments through a unit syllabus that will be distributed in class and posted
on the course webpage. Therefore, due dates should be viewed as the last possible date assignments will be
accepted. Feel free to pass in assignments prior to this date. Late work is not accepted without a discussion with
me first and a reduction of your grade may occur for the late work that is permitted.
2. Plagiarism results in a zero. (Students who cheat historically fail the AP Psych exam)
Participation in class is more than physical presence. It means making a meaningful contribution to discussions
and course activities. Satisfactory class participation and cooperation is defined as being present with all required
class materials, answering questions, offering constructive opinions, and generally cooperating with the teacher and
other students in the class. Participation will be factored into all four marking period grades.
General Teaching Strategies
I utilize a variety of techniques that help students master the content needed for the course. Generally students
should expect to be exposed to and learn the content through lectures, class discussions, video clips, outside
readings, textbook assignments, demonstration, active learning techniques, case study analysis, research activities,
and student projects.
Students are required to check the class Google Classroom page daily, but must be particularly conscientious
when absent. Students MUST contact me via email, voicemail or in person before classes begin on the day of their
return if they are having difficulty getting their work done or with some other aspect of the course.
AP Psychology Exam 2015 Results for Mr. Hache’s classes:
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68% of my students from last year took the exam
91% of students who took the exam earned a 3 (qualified) or higher (very well qualified).
72% of the students who took the exam earned a 4 or 5 on the exam
There is a strong correlation between performance in my class and performance on the AP exam.
No student with a class average below an 82% earned above a 3 on the exam
Unit 1: Chapter 1 - Introduction, History and Approaches (1 week)
Textbook Reading: Chapter 1 (1-25)
Content
A. Logic, Philosophy, and History of Science
B. Approaches
1.Biological
2.Behavioral
3.Cognitive
4. Humanistic
5. Psychodynamic
6. Sociocultural
7. Evolutionary
Essential Questions
1. What ways does psychology approach the study of human and animal behavior?
2. How has psychology changed the study of human and animal behavior?
3. How do the different perspectives in psychology compare and contrast?
4. Who were the movers and shakers in the evolution of psychology as a science?
Learning Objectives (SWBAT)
-Trace the historical and philosophical development of psychology as a science.
-Describe how the different perspectives explore and explain human behavior.
-Identify famous psychologists and describe their contributions to the discipline.
-Explore different career options for people who earn degrees in psychology.
Unit Specific Activities and Projects
Critical Thinking in Psychology: Chapter 1 - Introduction to Critical Thinking in Psychology. Students will answer
review questions from the reading, conduct a debate using their opinions, and complete a position paper about the
topic.
Unit 2: Chapter 10 - Personality (2 weeks)
Textbook Reading: Chapter 10 (pages 408-449)
Content:
A. Personality Theories and Approaches
B. Assessment Techniques
C. Growth and Adjustment
Essential Questions
1. How do psychologists define and study personality?
2. What advantages and limitations exist for each theory’s description of personality?
3. How do psychologists reliably measure personality and interpret personality’s role in behavior?
Learning Objectives (SWBAT)
- Explain how the different perspectives—psychodynamic, humanistic, trait, and social-cultural—approach the
study of personality.
-Evaluate the advantages and drawbacks of each theory of personality.
-Determine how psychologists assess personality according to the various perspectives.
Unit 3: Chapter 2 - Research Methods (2 weeks)
Textbook Reading: Chapter 2 (pages 26-59)
Content:
A. Experimental, Correlational, and Clinical Research
B. Statistics
1. Descriptive
2. Inferential
C. Ethics in Research
Essential Questions
1. How do psychologists use the scientific method to study behavior and mental processes?
2. Which methods of research are appropriate for the study of different behaviors?
3. How do psychologists draw appropriate conclusions about behavior from research?
4. How do psychologists make ethical decisions about researching behavior with human and animal subjects?
Learning Objectives (SWBAT)
-Discuss the advantage of research over other ways of knowing.
-Discuss the advantages and disadvantages of case study research.
-Discuss the advantages and disadvantages of naturalistic observations.
-Discuss the advantages and disadvantages of survey research.
-Evaluate why correlational research does not yield causal conclusions.
-Identify the elements of an experiment.
-Apply elements of an experiment to different situations.
-Evaluate the importance of ethics in research.
-Evaluate the importance of statistics in research.
Unit Specific Activities and Projects
- Value Continuum: this activity was can be used when the personal opinion of the student is required for a specific
topic. Students will be given two opposing articles about ethics during research and will then write an essay that
includes a clear introductions to their personal opinion, body paragraphs that include at least three supporting
arguments from the reading, and a conclusion paragraph. A value continuum will be created and discussed in class
based on each student’s opinion.
-Critical Thinking in Psychology: Chapter 2 – Inductive Reasoning and Analysis of Psychological Arguments.
Students will answer review questions from the reading, conduct a debate using their opinions, and complete a
position paper about the topic.
Unit 4: Chapter 11 - Testing & Individual Differences (2 weeks)
Textbook Reading: Chapter 11 (450-482)
Content:
1. Standardization and Norms
3. Types of Tests
5. Intelligence
2. Reliability and Validity
4. Ethics and Standards in Testing
Essential Questions
1. How do psychologists define and study intelligence?
2. How did the use of intelligence tests evolve throughout the last two centuries?
3. How do testing scores differ between group administrations and individual administrations of intelligence tests?
Between genders? Races? Socioeconomic groups?
4. How do psychologists know whether a test is reliable and/or valid? Why are these qualities of tests important?
Learning Objectives (SWBAT)
-Compare and contrast Gardner’s and Sternberg’s theories of intelligence.
-Evaluate Alfred Binet’s contribution to intelligence testing.
-Evaluate Lewis Terman’s role in the development of intelligence testing.
-Describe David Weschler’s contribution to intelligence testing.
-Explain how group tests of intelligence differ from individual tests.
-Differentiate between an aptitude test and an achievement test.
-Explain the difference between reliability and validity.
-Analyze the reasons for the differences in test scores among people of different genders, races, and ethnic groups.
Unit 5: Chapter 3 - Biological Bases of Behavior (2 weeks)
Textbook Reading: Chapter 3 Biopsychology and the Foundations of Neuroscience (60-107)
Content
1. Physiological Techniques (e.g., imaging, surgical)
2. Neuroanatomy
3. Functional Organization of Nervous System
4. Neural Transmission
5. Endocrine System
6. Genetics
7. Evolutionary Psychology
Essential Questions
1. How do biological processes relate to behavior?
2. How do the biological processes work to create and sustain behavior?
3. How does damage to a biological process or part affect behavior?
Learning Objectives (SWBAT)
-Explain the process of neural communication.
-Explain how neurotransmitters work.
-Delineate the different steps of the neural chain.
-Analyze the difference between the neural and hormonal systems.
-Identify the parts of the brain and the functions of each.
-Describe the different types of brain scans.
Unit specific Activities and Projects
-Higher-order thinking activity based on creating Brain Mobiles. Students draw and label the different parts of the
brain along with a visual representation of the primary functions for each brain area.
-Critical Thinking in Psychology: Chapter 4 – The Mind, Brain, and Behavior: What’s the Connection? Students will
answer review questions from the reading, conduct a debate using their opinions, and complete a position paper
about the topic.
Unit 6: Chapter 4 - Sensation and Perception (2 weeks)
Textbook Reading: Chapter 4 (108-155)
Content:
1. Thresholds and Signal Detection Theory
3. Attention
2. Sensory Mechanisms
4. Perceptual Processes
Essential Questions
1. How do the five senses receive and translate signals to the brain for processing?
2. How does each of the senses affect behavior?
3. What are the limitations of each sense and how do those limitations affect behavior?
4. How do sensation and perception differ?
5. How does the brain process sensory signals accurately? Inaccurately?
Learning Objectives (SWBAT)
-Determine the significance of signal detection theory in modern psychology.
-Identify the major components of the visual system and the function of each.
-Identify the major components of the auditory system and the function of each.
-Identify the four basic tastes.
-Discuss the differences among the senses of taste, smell, and flavor.
-Identify the two body senses and contrast one with the other.
-Identify the views of the Gestalt psychologists related to perceptual phenomena.
-Understand how depth perception influences behavior.
Unit specific Activities and Projects
-Critical Thinking in Psychology: Chapter 5 – Do We Perceive the World as It Is? Students will answer review
questions from the reading, conduct a debate using their opinions, and complete a position paper about the topic.
Unit 7: Chapter 6 - Learning (2 weeks)
Textbook Reading: Chapter 6 (194-231)
Content:
A. Classical Conditioning
B. Operant Conditioning
C. Cognitive Processes
D. Biological Factors
E. Social Learning
Essential Questions
1. How do psychologists define learning?
2. How do principles of classical conditioning work to create learning?
3. In what ways does classical conditioning work in human contexts?
4. How do principles of operant conditioning work to create learning?
5. In what ways does operant conditioning work in human contexts?
6. How do principles of observational learning work to create learning?
7. In what ways does observational learning work in human contexts?
8. How are the various principles discussed different and similar?
Learning Objectives (SWBAT)
-Describe the elements of classical conditioning.
-Apply classical conditioning to different situations.
-Describe the elements of operant conditioning.
-Differentiate among the various forms of reinforcement and punishment.
-Apply elements of operant conditioning to different situations.
-Describe observational learning.
-Describe how biology influences learning.
-Describe how cognition influences learning.
Unit Specific Activities and Projects:
-Sniffy the Virtual Rat training activity and tutorial. Students will work in terms to train Sniffy while completing the
tutorial and writing a journal about their observations.
-Critical Thinking in Psychology: Chapter 9 – Critical Thinking and Decision Making. Students will answer review
questions from the reading, conduct a debate using their opinions, and complete a position paper about the topic.
Unit 8: Chapter 5 - States of Consciousness (1 week)
Textbook Reading: Chapter 5 (pages 156-1193)
Content
A. Sleep and Dreaming
B. Hypnosis
C. Psychoactive Drug Effects
Essential Questions
1. How do psychologists define consciousness?
2. What happens during the sleep cycle?
3. What roles do REM and NREM sleep play in behavior?
4. How does lack of sleep affect behavior?
5. How do psychoactive drugs affect behavior?
6. How do we know whether hypnosis is a real psychological phenomenon?
Learning Objectives (SWBAT)
-Define consciousness.
-Describe the different stages of sleep.
-Analyze the different theories of dreaming.
-Determine the common sleep disorders and their consequences.
-Differentiate between the different theories of hypnosis.
-Analyze why psychologists are suspicious of hypnotically enhanced memories.
-Describe psychoactive drugs and their effects.
-Differentiate among the different types of psychoactive drugs and their effects.
-Analyze the consequences of addiction, tolerance, and withdrawal.
Unit Specific Activities and Projects
-Critical Thinking in Psychology: Chapter 6 – The Extraordinary Claims Made About Hypnosis. Students will
answer review questions from the reading, conduct a debate using their opinions, and complete a position paper
about the topic.
Unit 9: Chapter 7 - Cognition (2 weeks)
Textbook Reading: Chapter 7 (232-295)
Content:
1. Memory
3. Thinking
5. Intelligence
2. Language
4. Problem Solving and Creativity
6. Multiple Intelligence
Essential Questions
1. How do humans encode, store, and retrieve information from memory?
2. How can humans enhance memory encoding, storage, and retrieval?
3. How do humans think?
4. In what ways is thinking flawed or constrained? How can people avoid falling for these errors in thinking?
5. How do humans acquire language?
6. How do humans use language to communicate ideas?
7. How is language flawed or constrained? How can people avoid falling for these errors in using language?
Learning Objectives (SWBAT)
-Analyze how humans encode, store, and retrieve information in memory.
-Apply memory enhancement techniques to everyday life.
-Describe the characteristics of language and evaluate the importance of language.
-Define a concept, explaining why it is useful to problem solving.
-Differentiate between algorithms and heuristics.
-Analyze how fixation, confirmation bias, heuristics, overconfidence, framing, and belief perseverance influence the
ability to solve problems.
Unit specific Activities and Projects
-Critical Thinking in Psychology: Chapter 7 – Critical Thinking and Learning: Making Predictions and Reasoning
from Definitions. Students will answer review questions from the reading, conduct a debate using their opinions,
and complete a position paper about the topic.
-Critical Thinking in Psychology: Chapter 8 – Memory and Thinking. Students will answer review questions from
the reading, conduct a debate using their opinions, and complete a position paper about the topic.
Unit 10: Chapter 9 - Developmental Psychology (2 weeks)
Textbook Reading: Chapter 9 Psychological Development (pages 358-407)
Content
A. Life-Span Approach
B. Research Methods (e.g., longitudinal, cross-sectional)
C. Heredity–Environment Issues
D. Developmental Theories
E. Dimensions of Development
1. Physical
2. Cognitive
3. Social
4. Moral
F. Sex Roles and Gender Roles
Essential Questions
1. How do people grow and develop physically throughout the lifespan?
2. How do people grow and develop intellectually throughout the lifespan?
3. How do people grow and develop socially throughout the lifespan?
4. How do people grow and develop morally throughout the lifespan?
5. How do people grow and develop personality throughout the lifespan?
Learning Objectives (SWBAT)
-Describe the physical development of infants and children from conception to puberty.
-Analyze the cognitive development of infants and children.
-Evaluate the importance of social development in infants and children.
-Define adolescence and evaluate how adolescence has changed over the last century.
-Summarize the physical changes that occur during adolescence.
-Analyze how the reasoning ability of adolescents differs from that of children.
-Describe and analyze Kohlberg’s theory of moral reasoning.
-Describe how nature and nurture affect behavior.
-Describe how developmental psychologists research development over the lifespan.
-Analyze how sex roles influence individual and social behavior throughout the lifespan.
Unit 11: Chapter 8 - Motivation and Emotion (2 weeks)
Textbook Reading: Chapter 8 (pages 296-357)
Content:
1. Biological Bases
3. Hunger, Thirst, Sex, and Pain
5. Theories of Emotion
2. Theories of Motivation
4. Social Motives
6. Stress
Essential Questions
1. In what ways are humans motivated to behave?
2. What methods of motivation are more effective than others?
3. How can one increase their motivation to behave in various ways?
4. What is the role of hunger in motivating behavior?
5. How do maladaptive eating patterns affect behavior?
6. What role do emotions play in behavior?
7. How do cognitions affect emotions?
Learning Objectives (SWBAT)
-Discuss the similarities of instinct and drive theories.
-Discuss the difference between drive theory and homeostasis.
-Explain the reasons why intrinsic motivation is more beneficial than extrinsic motivation.
-Determine how psychologists measure achievement motivation.
-Identify ways we can motivate others to give their best efforts.
-Analyze how the body regulates weight so effectively.
-Differentiate between historical and modern cognitive theories of emotion.
-Identify the physiological changes that occur when people experience different emotions.
-Determine the criteria for assessing gender differences in emotional expression.
Unit specific Activities and Projects
-Critical Thinking in Psychology: Chapter 10 – Do Emotions Hinder Critical Thinking? Students will answer review
questions from the reading, conduct a debate using their opinions, and complete a position paper about the topic.
Unit 12: Chapter 14 - Social Psychology (2 weeks)
Textbook Reading: Chapter 14 (564-602)
Content:
A. Group Dynamics
B. Attribution Processes
C. Interpersonal Perception
D. Conformity, Compliance, Obedience
E. Attitudes and Attitude Change
F. Organizational Behavior
G. Aggression/Antisocial Behavior
H. Cultural Influences
Essential Questions
1. How do people explain (or attribute) the behavior of others?
2. What impact do these attributions have on individuals and society as a whole?
3. How are individuals affected by groups?
4. Under what conditions do people obey, conform, make friendships, find love, and help others?
5. How do attitudes and actions influence individual and group behavior?
6. How do psychologists define culture? What influence does culture have on individuals and groups?
Learning Objectives (SWBAT)
-Differentiate between situational and dispositional attribution.
-Identify the conditions in which people are more likely to conform and obey.
-Determine how the presence of others influences actions.
-Evaluate why people are attracted to each other.
-Describe the conditions under which people are more likely to help others.
-Differentiate among the terms prejudice, stereotype, and discrimination.
-Determine the biological and social contributors to aggressive behavior.
-Define culture and how it develops.
Unit 13: Chapter 12 - Abnormal Behavior (2 weeks)
Textbook Reading: Chapter 12 Psychological Disorders (pages 482-521)
Content:
A. Definitions of Abnormality
B. Theories of Psychopathology
C. Diagnosis of Psychopathology
D. Types of Disorders
1. Anxiety
2. Somatoform
3. Mood
4. Schizophrenic
5. Organic
6. Personality
7. Dissociative
Essential Questions
1. How do psychologists measure and define abnormal behavior?
2. How are the various psychological disorders identified and studied?
3. What impact do these psychological disorders have on individuals, families, communities, and society?
Learning Objectives (SWBAT)
-Identify the criteria for judging whether behavior is psychologically disordered.
-Describe the medical model of psychological disorders.
-Describe the aims of DSM-IV, and discuss the potential dangers of diagnostic labels.
-Describe the symptoms of generalized anxiety disorder, phobias, obsessive-compulsive disorder, and posttraumatic
stress disorder.
-Describe and explain the development of somatoform and mood disorders.
-Describe the various symptoms and types of schizophrenia.
-Describe the nature of organic and personality disorders.
-Describe the characteristics and possible causes of dissociative disorders.
-Identify the criteria psychologists use to diagnose psychological disorders.
-Differentiate among the different perspectives psychologists take to understand psychological disorders.
Unit specific Activities and Projects
-Critical Thinking in Psychology: Chapter 11 – Thinking Critically About Theories of Abnormal Behavior: Culture
and Witches. Students will answer review questions from the reading, conduct a debate using their opinions, and
complete a position paper about the topic.
Unit 14: Chapter 13 - Treatment for Psychological Disorders (2 weeks)
Textbook Reading: Chapter 13 Therapies for Psychological Disorders (pages 522-563)
Content:
A. Treatment Approaches
1. Psychodynamic
2. Humanistic
3. Behavioral
4. Cognitive
5. Biological
B. Modes of Therapy (i.e., individual, group)
C. Community and Preventive Approaches
Essential Questions
1. How do psychologists measure and define abnormal behavior?
2. How are the various psychological disorders identified and studied?
3. What impact do these psychological disorders have on individuals, families, communities, and society?
Learning Objectives (SWBAT)
-Discuss the aims and methods of psychoanalysis.
-Identify the basic characteristics of the humanistic therapies.
- Identify the basic assumptions of behavior therapy.
-Describe the assumptions and goals of the cognitive therapies.
-Discuss the benefits of group therapy and family therapy.
-Discuss the findings regarding the effectiveness of the psychotherapies.
-Discuss the role of values and cultural differences in the therapeutic process.
- Identify the common forms of drug therapy and the use of electroconvulsive therapy.
Unit specific Activities and Projects
-Critical Thinking in Psychology: Chapter 12 – Critical Thinking and Diagnosing Mental Disorders. Students will
answer review questions from the reading, conduct a debate using their opinions, and complete a position paper
about the topic.