James Lerch and Daisy Pellant
Quality Schools International
The AP Psychology course will provide you with a broad introduction to the field of psychology, one of the social sciences. We will explore the past, present, and future of this ever-expanding discipline.
Key areas of study include history and the major contributors to the development of psychology; research methods, data collection, analyses, and ethics; approaches to studying human behavior and mental processes; biological and neurological bases of behavior; the systems of sensation and perception; states of consciousness; cognition, memory, and learning; motivation, and emotion; development across the lifespan; personality; abnormal psychology and treatment of psychological disorders; and social psychology. These key areas will provide the content for preparing to take the
AP Psychology exam. In addition, we will explore health psychology, applications in the field, and the scholarly dissemination of information from academic journal articles.
You are expected to be on time to class, with their reading and written assignments completed and ready for use in class. Thoughtful involvement in discussion is key to the learning process as seen in verbal contributions and active listening.
1.
Develop an understanding of the major core concepts and theories of psychology.
2.
Learn the basic skills of psychological research.
3.
Continue to build reading, writing, and discussion skills.
4.
Learn about the ethical standards governing the work of psychologists.
5.
Develop critical thinking skills.
6.
Devise simple research projects, interpret, and generalize form results, and evaluate the general validity of research reports.
7.
Interpret charts, graphs, statistics, and other data related to the areas under study.
8.
Infer interpretations form case studies.
9.
Gain a greater understanding of their own personal situation: a.
Apply psychological concepts to your own lives. b.
Break down how your personalities have been affected by a variety of determinants. c.
Develop a greater feeling of tolerance and patience for people with problems. d.
Become aware of various community helping resources. e.
Maintain high ethical standards and sensitivity in applying the principles of psychology to yourselves, other people, and other organisms. f.
Recognize and deal with your personal biases. g.
Identify occupations in applied and experimental psychology. h.
Understand how psychology relates to other field such as business, law, medicine, education, etc. i.
Understand and show mutual respect for people of different races, ages, sex, religions affection orientations, socioeconomic situations, physical issues, and national origins, as well as those who have been traumatized. j.
Evaluate objectively the stereotypes about groups or individuals behavior.

We are a standards-based school, where your work is assessed for mastery. When you combine the relevance of our academic system with the rigor of AP, the result is a stringent college-level course where consistent excellence is expected.
●
Examinations are given at the end of each unit and include AP style multiple choice and
● essays.
Free Response Questions are assigned frequently both as part of examinations and as standalone assessment tools. Responses will be assessed in terms of both core structure and content.
●
You will be introduced to the AP Essay grading system, and learn to appreciate the vital importance of a well-crafted thesis. Paragraphs will be scored for evidence of both factual knowledge and analytical ability.
Projects and Activities will focus on increasing the students’, analysis, assessment and writing skills.
●
Textbooks:
○
King, L.A. (2009) Experience Psychology. New York, NY: McGraw-Hill
○
Myers, David G. (2008) Exploring Psychology In Modules. New York, NY: Worth
Publishers.
○
Online Student Center: www.mhhe.com/kingep
●
APA Formatting information:
○ http://www.apastyle.org/
○ http://owl.english.purdue.edu/owl/resource/560/01/
●
Axline, V.M. (1964). Dibs in search of self. New York, NY: Ballantine Books. – Classic book
- detailed case of child play therapy.
●
Access to peer-reviewed, scholarly journal articles – the sites below provide information: http://psych.hanover.edu/krantz/journal.html#psychjournal http://ucblibraries.colorado.edu/dean/peer_reviewed.htm http://search.apa.org/publications?query=&facet=&pubtype=journals&section=subject&sort= title_asc
●
Barron's AP Psychology Flash Cards . Hauppauge, New York: Barron's Educational Series,
Inc., 2009. Print.
● Maitland, Laura Lincoln. AP psychology, 2010-2011 . New York: McGraw-Hill, 2010. Print.
●
Abnormal Psychology Case Studies - Interactive Case Studies for real-world diagnostic experience to illuminate abnormal psychology and explore the diagnostic process.
● www.youtube.com
- Online, there are myriad useful video clips: interviews with B.F.
Skinner, film footage of Pavlov, the Visual Cliff, Harlow’s monkeys, therapy sessions with
Carl Rogers and Gloria, demonstrations of operant conditioning, examples of cultural expressions of adolescence, etc. NOTE: Preview prior to using in class.

●
National Public Radio – Podcasts are available, free of charge, and many have topics that apply to AP Psychology. http://www.npr.org/rss/podcast/podcast_directory.php?type=topic&id=-1
●
Annenberg Learner - Discovering Psychology - A series of 26 one-half hour videos that complement the curriculum.
●
TED Talks - Ideas Worth Spreading: http://www.ted.com/ - A good site for lateral thinking; talks by leading thinkers and doers; inspirational; creative
●
Previously released AP Psychology Examination Questions.

Major components of the curriculum as used on a per unit basis are set forth in this chart:
QSI
Essential Unit
Number & Title
Percent of
AP Test
Covered in
Unit
Allotted
Teaching Days
(Approx. 135
Teaching Days)
King Text
Chapter(s)
Myers Text
Module(s)
Discovering
Psychology
Annenberg
Videos
Other
Resources
1. History,
Approaches and
Research Methods
Teacher Notes
2. Biological Bases of
Behavior
10-14
8-10 here
(5 days)
End Oct 22
1
2
1, 2
Teacher
Notes
3, 4, 5, 6
Teacher
Notes
1, 2
3, 4, 25
Ch 1 Art. 1
Ch 1 Art. 2
2010 Exam Q1
2008 Exam Q2
2006 Exam Q1
2004 Exam Q1
2003 Exam Q1
Ch 2 Art. 1
Ch 2 Art. 2
Brains Can Change
3. Sensation,
Perception and States of Consciousness
8-12 (15 days)
Start Nov 1
End Nov 19
3 & 4 11, 12, 13,
14, 15, 16,
17
Teacher
Notes
7, 13
4. Learning
5. Cognition
7-9
8-10
(10 days)
Start Nov 22
End Dec 3
(15 days)
Start Dec 6
End Winter
Break
5
6 & 7
18, 19, 20
Teacher
Notes
21, 22, 23,
24
Teacher
Notes
8
6, 9, 10, 14
2009 Exam Q1
2009 Exam Q2
2007 Exam Q1
2009 Exam Q2
2005 Exam Q1
60 Minutes
Supermemory
Secrets of the Wild
Child
6. Motivation and
Emotion
7. Developmental
Psychology
8. Personality,
Testing and
Individual
Differences
9. Abnormal Behavior and Treatment of
Abnormal Behavior
10. Social Psychology
6-8
7-9
10-14
12-16
8-10
(10 days)
Start Jan 10
End Jan 21
(10 days)
Start Jan 24
End Feb 4
(15 days)
Start Feb 7
End Feb 25
(15 days)
Start Feb 28
End Apr 1
(10 days)
Start Apr 4
End Apr 15
9 26, 27, 28,
29,
30, 31, 32
Teacher
Notes
8 7, 8, 9, 10
Teacher
Notes
10 25, 33, 34,
35
Teacher
Notes
12 & 13 36, 37, 38,
39, 40, 41,
42
Teacher
Notes
11 43, 44, 45
Teacher
Notes
12, 23
5, 17, 18 2008 Exam Q1
2005 Exam Q2
15, 16, 26,
21, 22
11, 19, 20
2007 Exam Q2
Abnormal
Psychology Case
Studies
2010 Exam Q2
2007 Exam Q1
2006 Exam Q2
2003 Exam Q2
Review
NA
(10 days)
Start Apr 18
NA
NA 24 2004 Exam Q2

End Apr 29
Overview
Students will learn the theories that psychologists use to explain behavior and mental processes, a description of the various approaches to data gathering, and the ways in which research is used to develop theories to explain behavior and solve problems in behavior.
1.
Recognize how philosophical perspectives shaped the development of psychological thought.
2.
Describe and compare different theoretical approaches in explaining behavior.
3.
Recognize the strengths and limitations of applying theories to explain behavior.
4.
Distinguish the different domains of psychology.
5.
Identify the major historical figures in psychology.
6.
Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses.
7.
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).
8.
Identify independent, dependent, confounding, and control variables in experimental designs.
9.
Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys.
10.
Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research conclusions).
11.
Distinguish the purposes of descriptive statistics and inferential statistics.
12.
Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation).
13.
Discuss the value of reliance on operational definitions and measurement in behavioral research
14.
Identify how ethical issues inform and constrain research practices.
15.
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.
Essential Questions
1.
The History and Scope of Psychology (Module 1) a.
How did the science of psychology develop? p5 b.
What is psychology’s historic big issue? p6 c.
What theoretical perspectives do psychologists take, and how does the biopsychosocial approach help integrate these perspectives? p6 d.
What are psychology’s specialized subfields? p8 e.
How can psychological principles help you as a student? p9
2.
Research Strategies: How Psychologists Ask and Answer Questions (Mod. 2)

a.
Why are the answers that flow from the scientific approach more reliable than those based on intuition and common sense? p13 b.
What attitudes characterize scientific inquiry? p15 c.
How do psychologists use the scientific method to construct theories? p17 d.
How do psychologists observe and describe behavior? p18 e.
Why do correlations permit prediction but not explanation? p21 f.
How accurately does the naked eye detect correlations? p23 g.
How do experiments clarify or reveal cause-effect relationships? p24 h.
Can laboratory experiments illuminate everyday life? p27 i.
Does behavior depend on one’s culture and gender? p28 j.
Why do psychologists study animals, and is it ethical to experiment on animals? p29 k.
Is it ethical to experiment on people? p30 l.
Is psychology free of value judgments? p31 m.
Is psychology potentially dangerous? p31
Suggested Resources a. King, Laura A. “Chapter 1.” The Science of Psychology: Essentials . New York:
McGraw-Hill, 2009. Print. b. Meyers, David. “Modules 1, 2, 33, 34.”
Exploring Psychology in Modules, 7e, Ebook Access Card (Activation code for 365-day access) . New York: Worth
Publishers, 2008. Print. c. " Psychology Home ." Teacher Professional Development and Teacher Resources by
Annenberg Media . N.p., n.d. Web. 31 Oct. 2010.
<http://www.learner.org/discoveringpsychology>.
Suggested Activity
1.
Have students read several peer-reviewed journal articles. Working in groups, summarize the research methodology used, identify operational definitions, and provide supported opinion with regard to the efficacy of the study.
Overview
Students will learn the relationship between physiological processes and behavior, including the influence of neural function, the nervous system and the brain and genetic contributions to behavior.
1.
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.
2.
Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms).
3.
Discuss the effect of the endocrine system on behavior.
4.
Describe the nervous system and its subdivisions and functions (CNS, PNS, major brain regions, lobes, and cortical areas, brain lateralization and hemispheric specialization).
5.
Recount historic and contemporary research strategies and technologies that support research
(e.g., case studies, split-brain research, imaging techniques).
6.
Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior.
7.
Predict how traits and behavior can be selected for their adaptive value.

8.
Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger
Sperry, Carl Wernicke).
Essential Questions
1.
Miscellaneous a.
How do biological processes relate to behavior? b.
How do the biological processes work to create and sustain behavior? c.
How does damage to a biological process or part affect behavior?
2.
Neural and Hormonal Systems (Module 3) a.
Why do psychologists study biology? p37 b.
What are neurons, and how do they transmit information? p37 c.
How do nerve cells communicate? p38 d.
How do neurotransmitters influence human behavior? p39 e.
What are the major divisions of the nervous system, and what are their basic functions? p41 f.
How does the endocrine system - the body’s slower information system - transmit its messages? p44
3.
The Brain (Module 4) a.
What are the functions of the brainstem and its associated structures? p48 b.
What are the functions of limbic system structures? p50 c.
How is the cerebral cortex organized? p54 d.
What are the functions of the cerebral cortex? p54 e.
Is the brain capable of reorganizing itself if damaged? p59 f.
What is a split brain, and what does it reveal about brain functioning? p60
4.
Behavior Genetics and Evolutionary Psychology (Module 5) a.
How do behavior geneticists explain individual differences? p66 b.
Our genes predispose our biology; does this mean they determine our behaviors? p66 c.
How do evolutionary psychologists use natural selection to explain behavior tendencies? p73
5.
Environmental Influences on Behavior (Module 6) a.
To what extent are our lives shaped by early stimulation, parental nurture, and peer influences? p79 b.
How do cultural norms affect our behavior? p82 c.
How does the view of self differ in individualist and collectivist cultures? p84 d.
How do nature and nurture interact to define us as male or female? p87
Suggested Resources
1.
King, Laura A. “Chapter 2.” The Science of Psychology: Essentials . New York: McGraw-
Hill, 2009. Print.
2.
Meyers, David. “Modules 3, 4, 5 and 6.”
Exploring Psychology in Modules, 7e, E-book
Access Card (Activation code for 365-day access) . New York: Worth Publishers, 2008. Print.
3.
" Psychology Home ." Teacher Professional Development and Teacher Resources by
Annenberg Media . N.p., n.d. Web. 31 Oct. 2010.
<http://www.learner.org/discoveringpsychology>.
4.
TED Talks - Dr. Jill Bolte Taylor - My Stroke of Insight: http://www.ted.com/talks/jill_bolte_taylor_s_powerful_stroke_of_insight.html
5.
Teens & Sleep http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/from/
6.
3-D Brain http://www.g2conline.org/

Suggested Activity
1.
Generate a list of brain-based psychological conditions such as schizophrenia, OCD, bodydysmorphia; have students research the entire list, learning both the internal and external manifestations for each condition. Conduct a 20-questions activity where each student, in turn, randomly chooses a condition and must respond to the group as if.
This activity must be conducted appropriately and teacher discretion is advised based on the maturity level of the students in the class. Students are assessed based on demonstrated knowledge of the disorder and application of knowledge to appropriate choice of behavior and communication. In addition, students are assessed on the analytical qualities of their questioning.
Overview
Students will learn how we interpret sensory inputs as a cognitive process to provide perception of external stimuli. They will also learn what consciousness is, and how it is represented at various stages, such as during the sleep cycle, dreams, hypnosis, and while affected by psychoactive drugs.
1.
Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation.
2.
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.
3.
Explain common sensory disorders (e.g., visual and hearing impairments).
4.
Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception).
5.
Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, context effects).
6.
Explain the role of top-down processing in producing vulnerability to illusion.
7.
Discuss the role of attention in behavior.
8.
Challenge common beliefs in parapsychological phenomena.
9.
Identify the major historical figures in sensation and perception (e.g., Gustav Fechner, David
Hubel, Ernst Weber, Torsten Wiesel).
10.
Describe various states of consciousness and their impact on behavior.
11.
Discuss aspects of sleep and dream: stages and characteristics of the sleep cycle, theories of sleep and dreaming, and symptoms and treatments of sleep disorders.
12.
Describe historic and contemporary uses of hypnosis (e.g., pain control psychotherapy).
13.
Explain hypnotic phenomena (e.g., suggestability, dissociation).
14.
Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects.
15.
Discuss drug dependence, addiction, tolerance, and withdrawal.
16.
Identify the major figures in consciousness research (e.g., William James, Sigmund Freud,
Ernest Hilgard).
Essential Questions
1.
Introduction to Sensation and Perception: Vision (Module 11) a.
What is an absolute threshold, and are we influenced by stimuli below it? p144 b.
How does the magnitude of a stimulus influence our threshold for detecting differences? p145 c.
What function does sensory adaptation serve? p146 d.
What are the characteristics of the energy we see as visible light? p147 e.
How does the eye transform light energy into neural messages? p148 f.
How is visual information processed in the brain? p150 g.
What theories contribute to our understanding of color vision? p154

2.
The Other Senses (Module 12) a.
What are the characteristics of the air pressure waves that we hear as meaningful sounds? p157 b.
How does the ear transform sound energy into neural messages? p159 c.
How do we sense touch and feel pain? p161 d.
How do we experience taste? p164 e.
How does our sense of smell work? p166 f.
How do our senses monitor our body’s position and movement? p167
3.
Perceptual Organization (Module 13) a.
What did the Gestalt psychologists contribute to our understanding of how the brain organizes sensations into perceptions? p171 b.
How do the principles of figure-ground and grouping contribute to our perception of form? p171 c.
How do we see the world in three dimensions? p173 d.
How do perceptual constancies help us to organize our sensations into meaningful perceptions? p177
4.
Perceptual Interpretation (Module 14) a.
What does research on sensory restriction and restored vision reveal about the effects of experience on perception? p181 b.
How adaptable is our ability to perceive the world around us? p182 c.
How do our assumptions, expectations, and contexts affect our perceptions? p183 d.
How do human factors psychologists help create user-friendly technology? p185
5.
Waking and Sleeping Rhythms (Module 15) a.
What is consciousness, and how does it function? p193 b.
How do our biological rhythms influence our daily functioning and our sleep and dreams? p196 c.
What is the biological rhythm of our sleep? p197 d.
How does sleep loss affect us? What is sleep’s function? p200 e.
What are the major sleep disorders? p204 f.
What do we dream? p206 g.
What is the function of dreams? p207
6.
Hypnosis (Module 16) a.
What powers does a hypnotist have over a hypnotized subject? p211 b.
Is hypnosis an extension of normal consciousness or an altered state of consciousness? p213
7.
Drugs and Consciousness (Module 17) a.
What are dependence and addiction? Can substance abusers overcome their addictions? p216 b.
What are depressants, and what are their effects? p218 c.
What are stimulants, and what are their effects? p220 d.
What are hallucinogens, and what are their effects? p223 e.
Why do some people become regular users of consciousness-altering drugs? p225
Suggested Activities
1.
Have students keep a sleep journal for one week. Record bedtime activities and emotions, sleep time, dreams, and wake-time activities and emotions. Conduct a discussion around their analysis of their observations.
2.
View some of the videos on http://www.comedywood.com/b-video.php
of Boris, a hypnotist who uses hypnosis for both entertainment and behavioral treatment.
3.
Conduct a session of differential relaxation, using either a CD or your own voice. Have students record their state of being prior to the session and immediately following. Discuss the difference in sensory perception before/after.

Overview
Students will learn the difference between learned and unlearned behavior, with a focus on classical conditioning, operant conditioning and observational learning. The biological bases of behavior illustrate predispositions for learning.
1.
Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies).
2.
Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning.
3.
Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment, schedules of reinforcement).
4.
Predict how practice, schedules of reinforcement, and motivation will influence quality of learning.
5.
Interpret graphs that exhibit the results of learning experiments.
6.
Provide examples of how biological constraints create learning predispositions.
7.
Describe the essential characteristics of insight learning, latent learning, and social learning.
8.
Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness.
9.
Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used to address behavioral problems.
10.
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).
Essential Questions
1.
Miscellaneous a.
How do people learn prejudice? b.
How do we change attitudes? c.
Why do people obey authority? d.
How do psychologists define learning? e.
How do principles of classical conditioning work to create learning? f.
In what ways does classical conditioning work in human contexts? g.
How do principles of operant conditioning work to create learning? h.
In what ways does operant conditioning work in human contexts? i.
How do principles of observational learning work to create learning? j.
In what ways does observational learning work in human contexts? k.
How are the various principles discussed different and similar?
2.
Learning (Module 18) a.
What is learning? p232 b.
How does classical conditioning demonstrate learning by association? p235 c.
How does a neutral stimulus become a CS, and what are the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination in classical conditioning? p235 d.
Do cognitive processes and biological constraints affect classical conditioning? p239 e.
Why is Pavlov’s work important? p242
3.
Operant Conditioning (Module 19) a.
What is operant conditioning, and how does it differ from classical conditioning? p246 b.
What are the basic types of reinforcers? p248

c.
How do different reinforcement schedules affect behavior? p250 d.
How does punishment affect behavior? p251 e.
Do cognitive processes and biological constraints affect operant conditioning? f.
How might educators, business managers, and other individuals apply operant conditioning? p255
4.
Learning by Observation (Module 20) a.
What is observational learning? p261
Suggested Resources
1.
King, Laura A. “Chapter 5.” The Science of Psychology: Essentials . New York: McGraw-
Hill, 2009. Print.
2.
Meyers, David. “Modules 18, 19 and 20.”
Exploring Psychology in Modules, 7e, E-book
Access Card (Activation code for 365-day access) . New York: Worth Publishers, 2008. Print.
3.
" Psychology Home ." Teacher Professional Development and Teacher Resources by
Annenberg Media . N.p., n.d. Web. 31 Oct. 2010.
<http://www.learner.org/discoveringpsychology>.
Suggested Activities
1.
Have students design a study three ways - classical conditioning, operant conditioning, and observational learning - to approach the same learning event. Either students or the teacher can decide upon the issue (e.g. toilet training, study habits, smoking, wearing a seatbelt)
Overview
S tudents learn how humans convert sensory input into learning, memory, retrieval of information, and how we solve problems, use language and engage in creative endeavors.
1.
Compare and contrast various cognitive processes; effortful vs. automatic processing, deep vs. shallow processing, focused vs. divided attention.
2.
Describe and differentiate psychological and physiological systems of memory (e.g., shortterm memory, procedural memory).
3.
Outline the principles that underlie effective encoding, storage, and construction of memories.
4.
Describe strategies for memory improvement.
5.
Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development and use of language.
6.
Identify problem-solving strategies as well as factors that influence their effectiveness.
7.
List the characteristics of creative thought and creative thinkers.
8.
Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann
Ebbinghaus, Wolfgang Kohler, Elizabeth Loftus, George A. Miller).
Essential Questions
1.
Module 21 - Information Processing a.
How do psychologists describe the human memory system? p269 b.
How do automatic and effortful processing help us encode sights, sounds, and other sensations and transfer them into our memory system? p271 How much does rehearsal aid in forming memories? p271 c.
What methods of effortful processing aid in forming memories? p274 d.
How does sensory memory work? p277 e.
What are the limits of short-term memory? p277

f.
How large and durable is our long-term memory?p278 g.
How are memories recorded on the brain? p279 h.
How do we get information out of memory? p283
2.
Forgetting, Memory Construction, and Improving Memory - Module 22 a.
Why do we forget? At what points in the memory system can our memory fail us? p290 b.
How accurate are our memories? p295 c.
How might we apply memory principles to everyday situations, such as remembering a person’s name or even the material of this module? p301
3.
Thinking - Module 23 a.
What are the functions of concepts? p307 b.
What strategies do we use to solve problems, and what obstacles hinder our problem solving? p308 c.
How do heuristics, overconfidence, and framing influence our decisions and judgments? p310 d.
How do our preexisting beliefs influence our decision making? p313
4.
Thinking and Language - Module 24 a.
When do children acquire language, and how do they master this complex task? p319 b.
What is the relationship between thinking and language? (p323) c.
Do animals - in some sense we can identify with - think? Do they even exhibit language? p326
Suggested Resources
1. King, Laura A. “Chapters 6 and 7.” The Science of Psychology: Essentials . New York:
McGraw-Hill, 2009. Print.
2. Meyers, David. “Modules 21, 22, 23 and 24.” Exploring Psychology in Modules, 7e, E-book
Access Card (Activation code for 365-day access) . New York: Worth Publishers, 2008. Print.
3. " Psychology Home ." Teacher Professional Development and Teacher Resources by
Annenberg Media . N.p., n.d. Web. 31 Oct. 2010.
<http://www.learner.org/discoveringpsychology>.
Suggested Activities
1.
View 60 Minutes - Extreme Autobiographical Memory and discuss the biological etiology and the social and personal ramifications of this condition.
2.
Conduct a lateral-thinking exercise an/or problem-solving simulation. As an AAR (After-
Action Review) discuss the problem-solving strategies used and other possible approaches that were not taken.
Unit 6 - Motivation and Emotion
Overview
Students explore biological and social factors that motivate behavior and biological and cultural factors that influence emotion.
1.
Identify and apply basic motivational concepts to understand the behavior of humans and other animals (e.g., instincts, incentives, intrinsic versus extrinsic motivation).
2.
Discuss the biological underpinnings of motivation, including needs, drives and homeostasis.

3.
Compare and contrast motivational theories (e.g., drive reduction theory, arousal theory, general adaptation theory), including the strengths and weaknesses of each.
4.
Describe classic research findings in specific motivation systems (e.g., eating, sex, social).
5.
Discuss theories of stress and the effects of stress on psychological and physical well-being.
6.
Compare and contrast major theories of emotion (e.g., James-Lange, Cannon-Bard, Schachter two-factor theory).
7.
Describe how cultural influences shape emotional expression, including variations in body language.
8.
Identify key contributors in the psychology of motivation and emotion (e.g., William James,
Alfred Kinsey, Abraham Maslow, Stanley Schachter, Hans Selye)
Essential Questions
1.
Miscellaneous a.
How does stress influence health and behavior? b.
How can people reduce stress? c.
In what ways can stress be beneficial? d.
How do social factors affect the influence of stress on health and behavior? e.
What motivates human behavior? f.
What methods of motivation are more effective than others? g.
How can one increase their motivation to behave in various ways? h.
What is the role of hunger in motivating behavior? i.
How do maladaptive eating patterns affect behavior? j.
What role do emotions play in behavior? k.
How do cognitions affect emotions?
2.
Hunger (Module 26) a.
What underlying assumption is shared by instinct theory and evolutionary psychology? p358 b.
How does drive-reduction theory help us understand the forces that energize and direct some of our behavior? p359 c.
What type of motivated behavior does arousal theory attempt to explain? p359 d.
What is the basic idea behind Maslow’s hierarchy of needs? p359 e.
What physiological factors cause us to feel hungry?p360 f.
What psychological influences affect our eating behavior and feelings of hunger? p363 g.
What factors predispose some people to become and remain obese? p366
3.
Sex (Module 27) a.
What are the stages of the human sexual response cycle? p375 b.
How do sex hormones influence human sexual development and arousal? p376 c.
How do internal and external stimuli contribute to sexual arousal? p377 d.
What factors influence teenagers’ sexual attitudes and behaviors? p378 e.
What does current research tell us about why some people are attracted to members of their own sex and others are attracted to members of the other sex? p380 f.
Is scientific research on sexual motivation value free? p386 g.
Why do some psychologists believe we have a need to belong - to affiliate with others? p387
4.
Work (Module 28) a.
What tools and techniques do personnel psychologists use to marry the individual’s strengths with the organization’s needs? p393

b.
What does research reveal about achievement motivations? How do organizational psychologists help organizations to energize and direct people’s behavior in the workplace? p398 You might want to watch this video about what motivates us .
5.
Theories and Physiology of Emotion (Module 29) a.
What are the components of an emotion? p407 b.
What physiological changes accompany emotions? p409 c.
Do different emotions activate different physiological responses? p410 d.
To experience emotions, must we consciously interpret and label them? p411
6.
Expressing and Experiencing Emotion (Module 30) a.
How do we communicate nonverbally? p417 b.
Are nonverbal expressions of emotion universally understood? p420 c.
Do our facial expressions influence our feelings? p421 d.
What are the causes and consequences of anger? p423 e.
What are the causes and consequences of happiness? p425
7.
Stress and Illness (Module 31) a.
What is stress? p435 b.
What events provoke stress responses? p437 c.
Why are some of us more prone than others to coronary heart disease? p438 d.
How does stress make us more vulnerable to disease? p440
8.
Promoting Health (Module 32) a.
What factors affect our ability to cope with stress? p445 b.
What tactics can we use to manage stress and reduce stress-related ailments? p449
Suggested Resources
1.
King, Laura A. “Chapter 9.” The Science of Psychology: Essentials . New York: McGraw-
Hill, 2009. Print.
2.
Meyers, David. “Modules 26 through 32.”
Exploring Psychology in Modules, 7e, E-book
Access Card (Activation code for 365-day access) . New York: Worth Publishers, 2008. Print.
3.
" Psychology Home ." Teacher Professional Development and Teacher Resources by
Annenberg Media . N.p., n.d. Web. 31 Oct. 2010.
<http://www.learner.org/discoveringpsychology>.
Suggested Activities
1.
Consider cases of anorexia - research the intrapersonal, interpersonal, and social aspects of this illness in the internet era. Draw from previous units on perception and biological bases of behavior to better explain the illness in both traditional and current contexts.
2.
Explore stress reduction at a personal level. Have students reflect on their own experiences with reducing stress. Use scientifically supported research such as www.heartmath.org
to explore biofeedback and it’s efficacy in stress education and reduction.
Overview
Students learn how humans develop from conception to death, with a focus on prenatal development, motor development, socialization, cognitive development, adolescence and adulthood.
1.
Discuss the interaction of nature and nurture (including cultural variations) in the determination of behavior.

2.
Explain the process of conception and gestation, includng factors that influence successful fetal development (e.g., nutrition, illness, substance abuse).
3.
Discuss maturation of motor skills.
4.
Describe the influence of temperament and other social factors on attachment and appropriate socialization.
5.
Explain the maturation of cognitive abilities (e.g., Piaget’s states, information processing).
6.
Compare and contrast models of moral development (e.g., Kohlberg, Gilligan).
7.
Discuss maturational challenges in adolescence, including related family conflicts.
8.
Characterize the development of decisions related to intimacy as people mature.
9.
Predict the physical and cognitive changes that emerge as people age, including stepts that can be taken to maximize function.
10.
Describe how sex and gender influence socialization and other aspects of development.
11.
Identify key contributors in developmental psychology (e.g., Mary Ainsworth, Albert
Bandura, Diana Baumrind, Erik Erikson, Sigjund Freud, Carol Gilligan, harry Harlow,
Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, Lev Vygotsky).
Essential Questions
1.
Miscellaneous a.
Why is gaining an identity critical to us as individuals? b.
How do people grow and develop physically throughout the lifespan? c.
How do people grow and develop intellectually throughout the lifespan? d.
How do people grow and develop socially throughout the lifespan? e.
How do people grow and develop morally throughout the lifespan? f.
How do people grow and develop personality throughout the lifespan.
2.
Developmental Issues, Prenatal Development and the Newborn (Module 7) a.
What conclusions can we draw from research on the issues of continuity versus stages and of stability versus change in lifelong development? p99 b.
How does life develop before birth? p100 c.
What are some of the newborn’s abilities? p102
4.
Infancy and Childhood (Module 8) a.
How do the brain and motor skills develop during infancy and childhood? p105 b.
How did Piaget view the development of a child’s mind, and what are current researchers’ views? p107 c.
How do the bonds of attachment form between caregivers and infants? p11
5.
Adolescence (Module 9) a.
What major physical changes occur during adolescence? p120 b.
How did Piaget and Kohlberg describe cognitive and moral development during adolescence? p122 c.
What tasks and challenges do adolescents face en route to mature adulthood? p124
6.
Adulthood (Module 10) a.
How do our bodies change in middle and late adulthood? p129 b.
In what ways do memory and intelligence change as we age? p132 c.
Is the journey from early adulthood to death marked by stages that serve as developmental milestones? p134 d.
What do psychologists view as adulthood’s two primary commitments? p135
Resources
1.
King, Laura A. “Chapter 8.”
The Science of Psychology: Essentials . New York: McGraw-
Hill, 2009. Print.

2.
Meyers, David. “Modules 7, 8, 9 and 10.”
Exploring Psychology in Modules, 7e, E-book
Access Card (Activation code for 365-day access) . New York: Worth Publishers, 2008. Print.
3.
" Psychology Home ." Teacher Professional Development and Teacher Resources by
Annenberg Media . N.p., n.d. Web. 31 Oct. 2010.
<http://www.learner.org/discoveringpsychology>.
4.
Video compilation of photos of a baby-10-yr-old, showing the development of one child. https://www.youtube.com/watch?v=ejbNVWES4LI&feature=player_embedded
Suggested Activities
1.
Discuss Dibs, In Search of Self , reflecting on the developmental trajectory of the main character. In what ways has Dibs developed normally? Abnormally? What affected his development? Revisit this text in Unit 9, Treatment of Abnormal Behavior.
2.
If young children are available at school (with parental permission) some of Piaget’s tests - conservation or egocentrism, can be enlightening and provide real-world experience for students. YouTube has multiple videos demonstration conservation and egocentrism testing: http://www.youtube.com/watch?v=YtLEWVu815o for students to preview the process.
Overview
Students learn major theories about how humans develop enduring patterns of behavior and personal characteristics that influence how others relate to them. The unit also addresses research methods used to assess personality. Finally students develop an understanding of intelligence and assessment of individual differences, with an emphasis on test construction and fair use.
1.
Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait, social learning, and behavioral.
2.
Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality.
3.
Identify frequently used assessment strategies (e.g., the Minnesota Multi-phasic Personality
Inventory (MMPI), the Thematic Apperception Test (TAT)), and evaluate relative test quality based on reliability and validity of the instruments.
4.
Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic vs. individualistic cultures).
5.
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).
6.
Define intelligence and list characteristics of how psychologists measure intelligence: abstract vs. verbal measures, speed of processing.
7.
Discuss how culture influences the definition of intelligence.
8.
Compare and contrast historic and contemporary theories of intelligence (e.g., Charles
Spearman, Howard Gardner, Robert Sternberg).
9.
Explain how psychologists design tests, including standardization strategies an other techniques to establish reliability and validity.
10.
Interpret the meaning of scores in terms of the normal curve.
11.
Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled).
12.
Debate the appropriate testing practices, particularly in relation to culture-fair test uses.

13.
Identify key contributers in intelligence research and testing (e.g., Alfred Binet, Francis
Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David
Wechsler).
Essential Questions
1.
Miscellaneous a.
What is the source of human personality? b.
How do psychologists define and study personality? c.
What advantages and limitations exist for each theory’s description of personality? d.
How do psychologists reliably measure personality and interpret personality’s role in behavior? e.
How do psychologists define and study intelligence? f.
How did the use of intelligence tests evolve throughout the last two centuries? g.
How do testing scores differ between group administrations and individual administrations of intelligence tests? Between genders? Races? Socioeconomic groups? h.
How do psychologists know whether a test is reliable and/or valid? Why are these qualities of tests important?
2.
Intelligence (Module 25) a.
Is intelligence a single general ability or several distinct abilities? p331 b.
What is creativity and what fosters this ability? p333 c.
Is our ability to manage our own emotions and to empathize with others a form of intelligence? p335 d.
When and why were intelligence tests created? p336 e.
By what criteria can we judge personality tests? p338 f.
Is intellect influenced more by heredity or by environment? p340 g.
How, and why, do ethnic and gender groups differ in aptitude test performance? p345 h.
Are intelligence tests biased and discriminatory? p350
3.
The Psychoanalytic Perspective (Module 33) a.
What is personality? p458 b.
What was Freud’s view of human personality and its development and dynamics? p459 c.
How did Freud think people defended themselves against anxiety? p462 d.
Which of Freud’s ideas did his followers accept or reject? How do Freud’s ideas hold up today? p463 e.
What are projective tests, and what do clinicians in the Freudian tradition hope to learn from them? p464 f.
How do contemporary psychologists view the unconscious? p467
4.
The Humanistic Perspective (Module 34) a.
What did humanistic psychologists view as the central feature of personality, and what was their goal in studying personality? p471 b.
How did humanistic psychologists assess a person’s sense of self? p472 c.
How has the humanistic perspective on personality influenced psychology? What criticisms have been leveled against this perspective? p472
5.
Contemporary Research on Personality (Module 35) a.
How do psychologists use traits to describe personality? p475 b.
What are personality inventories and what are their strengths and weaknesses as traitassessment tools? p477

c.
Which traits seem to provide the most useful information about personality variation? p477 d.
Does research support the consistency of personality traits over time and across situations? p478 e.
In the view of social-cognitive psychologists, what mutual influences shape an individual’s personality? p483 f.
What are the causes and consequences of personal control? p484 g.
What underlying principle guides social-cognitive psychologists in their assessment of people’s behavior and beliefs? p489 h.
What has the social-cognitive perspective contributed to the study of personality, and what criticisms have been leveled against it? p489 i.
Are we helped or hindered by high self-esteem? p491
Suggested Resources
1.
King, Laura A. “Chapter 10.” The Science of Psychology: Essentials . New York: McGraw-
Hill, 2009. Print.
2.
Meyers, David. “Modules 25, 35.” Exploring Psychology in Modules, 7e, E-book Access
Card (Activation code for 365-day access) . New York: Worth Publishers, 2008. Print.
3.
" Psychology Home ." Teacher Professional Development and Teacher Resources by
Annenberg Media . N.p., n.d. Web. 31 Oct. 2010.
<http://www.learner.org/discoveringpsychology>.
Suggested Activities
1.
There are multiple sites to examine personality --use with caution. The Keirsey Temperament
Sorter is fairly good and free at the basic level: http://www.keirsey.com/ To use this in class, explain the categories and have students pair up. Reflecting on themselves and then on their partner, write a few statements about each category. This provides some baseline information
(it may also, however, be suggestive in the testing so it is recommended you wait a day or two before using the online test.) It is not recommended that students take online IQ testing as reliability is questionable at best.
2.
Using Gardner’s Multiple Intelligences or Goleman’s Social Emotional Intelligence (E.Q.) as a guide, have students conduct a 360º assessment of themselves. Begin with a self-assessment and have them gather a peer, family member, and teacher assessment as well. Have students report on the process and the results. What patterns emerged? Is the 360º method of testing effective?
Overview
Students examine the nature of common challenges to adaptive functioning, as well as conventions that guide psychologists’ judgments about diagnosis and problem severity. Students then look at empirically based treatments of psychological disorders, emphasizing treatment based on various orientations in psychology.
1.
Describe contemporary and historical conceptions of what constitutes psychological disorders.
2.
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.

3.
Discuss the major diagnostic categories, including anxiety and somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, and their corresponding symptoms.
4.
Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological and sociocultural.
5.
Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study).
6.
Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense).
7.
Describe the central characteristics of psycho-therapeutic intervention.
8.
Describe the major treatment orientations used in therapy (e.g., behavioral, cognitive, humanistic) and how those orientations influence therapeutic planning.
9.
Compare and contrast different treatment formats (e.g., individual, group).
10.
Summarize effectiveness of specific treatments used to address specific problems.
11.
Discuss how cultural and ethnic context influence choice and success of treatment (e.g., factors that lead to premature termination of treatment).
12.
Describe prevention strategies that build resilience and promote competence.
13.
Identify major figures in psychological treatment (e.g., Aaron Beck, Albert Ellise, Sigmund
Freud, Mary Cover Jones, Carl Rogers, B.F. Skinner, Joseph Wolpe).
Essential Questions
1.
Introduction to Psychological Disorders (Module 36) a.
Where should we draw the line between normality and disorder? p499 b.
What theoretical models or perspectives can help us understand psychological disorders? p500 c.
How and why do clinicians classify psychological disorders? p502 d.
Why do some psychologists criticize the use of diagnostic labels? p503 e.
How many people suffer, or have suffered from a psychological disorder? p506
2.
Anxiety, Dissociative, and Personality Disorders (Module 37) a.
What are anxiety disorders, and how do they differ from the ordinary worries and fears we all experience? p509 b.
What are the sources of the anxious feelings and thoughts that characterize anxiety disorders? p513 c.
What are dissociative disorders, and why are they controversial? p515 d.
What characteristics are typical of personality disorders? p517
3.
Mood Disorders (Module 38) a.
What are mood disorders, and what forms do they take? p521 b.
What causes mood disorders, and what might explain the Western world’s rising incidence of depression among youth and young adults? p522
4.
Schizophrenia (Module 39) a.
What patterns of thinking, perceiving, feeling, and behaving characterize schizophrenia? p531 b.
What forms does schizophrenia take? p532 c.
What causes schizophrenia? p533
5.
The Psychological Therapies (Module 40) a.
What are the aims and methods of psychoanalysis, and how have they been adapted in psychodynamic therapy? p541 b.
What are the basic themes of humanistic therapy, such as Rogers’ client-centered approach? p543 c.
What are the assumptions and techniques of the behavior therapies? p545 d.
What are the goals and techniques of the cognitive therapies? p548 e.
What are the benefits of group therapy? p551

6.
Evaluating Psychotherapies (Module 41) a.
Does psychotherapy work? Who decides? p554 b.
Are some therapies more effective than others? p557 c.
How do alternative therapies fare under scientific scrutiny? p557 d.
What three elements are shared by all forms of psychotherapy? p559 e.
How do differences in culture and values influence the relationship between a therapist and a client? p561
7.
The Biomedical Therapies (Module 42) a.
What are the most common forms of biomedical therapies? What criticisms have been leveled against drug therapies? p565 b.
What is electroconvulsive therapy? When is it used? p568 c.
Under what conditions might psychosurgery be considered for changing behavior or mood? p570
Suggested Resources
King, Laura A. “Chapters 12 and 13.” The Science of Psychology: Essentials . New York:
McGraw-Hill, 2009. Print.
Meyers, David. “Modules 36, 37, 38, 39, 40, 41 and 42.” Exploring Psychology in Modules,
7e, E-book Access Card (Activation code for 365-day access) . New York: Worth Publishers,
2008. Print.
" Psychology Home ." Teacher Professional Development and Teacher Resources by
Annenberg Media . N.p., n.d. Web. 31 Oct. 2010.
<http://www.learner.org/discoveringpsychology>.
Suggested Activities
1.
Have students use the interactive diagnostic website to practice skills of diagnostic analysis for cases of abnormal psychology- http://www.abacon.com/carson/case/index.html
2.
Students can create their own case studies to challenge peers-- team challenges or simulated hospital “staffing” meetings can provide a structure for application.
Overview
Students will learn how individuals relate to one another in social situations, focusing on attitudes, influence and other social phenomena.
1.
Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias).
2.
Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization).
3.
Explain how individuals respond to expectations of others, including groupthink, conformity, and obedience to authority.
4.
Discuss attitudes and how they change (e.g., central route to persuasion).
5.
Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social facilitation).
6.
Describe processes that contribute to differential treatment of group members (e.g., ingroup/out-group dynamics, ethnocentrism, prejudice).

7.
Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on selfconcept and relations with others.
8.
Anticipate the impact of behavior on a self-fulfilling prophecy.
9.
Describe the variables that contribute to altruism, aggression, and attraction.
10.
Discuss attitude formation and change, including persuasion strategies and cognitive dissonance.
11.
Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, Stanley
Milgram, Philip Zimbardo).
Essential Questions
1.
Miscellaneous a.
What is culture? b.
What influence does culture have on individuals and groups? c.
How does prejudice develop? d.
How is prejudice a social-support? e.
How is prejudice a social hindrance?
2.
Social Thinking (Module 43) a.
How do we tend to explain others’ behavior? How do we explain our own behavior? p575 b.
Does what we think predict what we will do, or does what we do shape what we will think? p577
3.
Social Influence (Module 44) a.
What do experiments on conformity and compliance reveal about the power of social influence? p582 b.
How does the mere presence of others influence our actions? How does our behavior change when we act as part of a group? p583 c.
What are group polarization and groupthink? p590 d.
How much power do we have as individuals? Can a minority sway a majority? p591
4.
Social Relations (Module 45) a.
What are the social and emotional roots of prejudice? p596 b.
What are the cognitive roots of prejudice? p598 c.
What biological factors make us more prone to hurt one another? p600 d.
What psychological factors may trigger aggressive behavior? p601 e.
Why do we befriend or fall in love with some people but not with others? p607 f.
Does our love for a partner remain the same as time passes? p611 g.
Why do we help others? When are we most - and least - likely to help? h.
What social processes fuel conflict? p615 i.
How can we transform feelings of prejudice, aggression, and conflict into attitudes that promote peace? p616
Suggested Resources
1.
King, Laura A. “Chapter 11.” The Science of Psychology: Essentials . New York: McGraw-
Hill, 2009. Print.
2.
Meyers, David. “Modules 43, 44 and 45.” Exploring Psychology in Modules, 7e, E-book
Access Card (Activation code for 365-day access) . New York: Worth Publishers, 2008. Print.
3.
" Psychology Home ." Teacher Professional Development and Teacher Resources by
Annenberg Media . N.p., n.d. Web. 31 Oct. 2010.
<http://www.learner.org/discoveringpsychology>.

Suggested Activities
1.
View some of the many good investigative accounts of cults - Manson Family, Jonestown, etc. Preview all as some may be disturbing. Discuss the potential for “intelligent, normal people” to become active members of a cult. http://investigation.discovery.com/videos/cultsvideos/ Reflect back on discussions of hypnotism and mind control from Unit 3.
2.
Have students create a culture, focusing on rules, mores, and social power structure. Keep this limited to one or two classes and be sure students are aware that the activity is on of imagination, not simulation. Review the Blue Eyes/Brown Eyes experiment
(http://www.pbs.org/wgbh/pages/frontline/shows/divided/) , The Wave experiment
(http://www.ronjoneswriter.com/wave.html) , or the Stanford Prison Experiment
(http://www.prisonexp.org/)