Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE
Course Title: Advanced Placement Psychology
Course Number: 9452
Department: Social Studies
Grade(s): 11-12
Level(s): Advanced Placement
Credit: 1
Course Description
The Advanced Placement Psychology course is equivalent to a college introductory Psychology
course. It is designed to introduce students to the systematic and scientific study of human
behavior and mental processes. Students are exposed to the psychological facts, principles,
and phenomena associated with each of the major subfields within psychology. They will also
learn about the ethics and methods psychologists use in their science and practice. The
development of critical thinking skills, oral and written communication, and critical evaluation of
research methods will be emphasized. Due to the similar nature of the course content,
students enrolled in AP Psychology cannot enroll in Psychology as part of their
graduation requirements.
Required Instructional Materials
Psychology, Myers, David G., 7th edition, Worth Publishers;
2004 (including all supplemental resources)
Completion/Revision Date
Approved by Board of Education
on February 27, 2007
Mission Statement of the Curriculum Management Team
The mission of the Social Studies Curriculum Management Team is to provide students with the
opportunity to gain fundamental understanding of history, civics, economics, cultures,
geography, and the social sciences so that they develop into responsible citizens who use
analytical reasoning and historical thinking to make informed decisions about the issues that
face our nation and world today.
Enduring Understandings for the Course
The student will understand that:
•
•
•
•
•
•
•
•
•
Content
Psychology is empirical.
Ethics is important in both scientific research and the practice of psychology.
Psychology is theoretically diverse.
Psychology evolves in a socio-historical context.
Behavior is determined by multiple causes.
Heredity and environment jointly influence behavior.
People’s experience of the world is highly subjective.
Individuals are driven by internal and external forces.
Behavior is shaped by cultural heritage.
AP Psychology
Page 1
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Skills
Analytical questioning creates a purpose for research.
The research process requires the use of a variety of resources to insure validity.
Interpreting and analyzing research results will answer a variety of questions.
Organization is critical to the acquisition, application, and evaluation of information.
Effective communication relies on the purposeful use of information in a format
appropriate to the task and the audience.
Critical examination and evaluation of data is essential to making informed decisions.
Various types of materials enhance understanding.
Examining social issues helps to expand ones understanding of the world, its people,
and themselves.
Recognizing a diversity of viewpoints benefits all.
Authors write for different purposes.
Language reflects historical changes and cultural differences.
Writing is a multi-step process.
Writing is a tool used for thinking and learning.
The writing process is consistent across disciplines.
Technology is a tool used for collecting, organizing, and presenting information.
AP Psychology
Page 2
LEARNING STRAND
1.0 Critical Thinking and Communication Skills
NOTE: This learning strand should be taught through the integration of the other learning strands included
in this course. It is not meant to be taught in isolation as a separate unit.
ENDURING UNDERSTANDING(S)
The student will understand that:
• Analytical questioning creates a
purpose for research.
• The research process requires the use
of a variety of resources to insure
validity.
• Interpreting and analyzing research
results will answer a variety of
questions.
• Organization is critical to the
acquisition, application, and evaluation
of information.
• Effective communication relies on the
purposeful use of information in a
format appropriate to the task and the
audience.
• Critical examination and evaluation of
data is essential to making informed
decisions.
• Various types of materials enhance
understanding.
• Examining social issues help to expand
ones understanding of the world, its
people, and themselves.
• Recognizing a diversity of viewpoints
benefits all.
• Authors write for different purposes.
• Language reflects historical changes
and cultural differences.
• Writing is a multi-step process.
• Writing is a tool used for thinking and
learning.
• The writing process is consistent
across disciplines.
• Technology is a tool used for
collecting, organizing, and presenting
information.
AP Psychology
ESSENTIAL QUESTION(S)
• Why do I research?
• What do I do when my immediate resources
are not adequate?
• What are the benefits of using multiple
media to locate information?
• How do I know my information is reliable
(accurate, unbiased, current, and
appropriate)?
• How do I know when I have enough
information to answer my question
thoroughly?
• How does the organization of information
impact the effectiveness of its
communication?
• How do I determine the appropriate
presentation format for my task and
audience?
• How does new information influence how I
think and act?
• How does one analyze, evaluate, and utilize
various types of materials?
• How does the consideration of different
viewpoints influence how I think and act?
• What is the purpose of using both primary
and secondary sources?
• How does reading fiction help to acquire
factual information?
• Why do we need to evaluate what we read?
• How does the audience influence the format
of your writing?
• How is the style of writing influenced by your
purpose?
• What am I trying to achieve though my
writing?
• How can we use evaluation and reflection to
improve our writing?
• What are the benefits and limitations of
using technology?
Page 3
LEARNING OBJECTIVES The student will:
INSTRUCTIONAL SUPPORT MATERIALS
1.1 Develop questions to guide research.
• See other learning strands
1.2 Analyze information from a variety of
sources.
SUGGESTED INSTRUCTIONAL STRATEGIES
1.3 Evaluate information gathered through
• Small and large group discussions of
research, testing its validity, credibility,
psychological issues
and identifying bias.
• Individual and group projects to investigate
1.4 Demonstrate ability to understand
psychological topics
issues and support divergent points of
• Debate psychological issues
view.
• Analyze various psychological writings
1.5 Communicate and justify personal
• Role-play various psychological figures and
beliefs, feelings, and convictions.
concepts
1.6 Organize information logically and
• Conduct studies based upon the scientific
effectively while displaying an
method
awareness of audience.
• Conduct various demonstrations and
1.7 Compare and contrast points of view,
experiments illustrating psychological
issues, and ideas.
concepts and/or ideas
1.8 Utilize the writing process to compose
• Write reflectively about psychological issues
writing pieces that are focused,
•
Develop analyses in regards to
organized, elaborated, and supported.
psychological topics
1.9 Utilize technology to acquire, organize,
• Read fictional novels and critically analyze
and present information.
for psychological content
1.10 Utilize technology to enhance analysis
•
View contemporary movies to analyze for
and communication.
validity
and credibility from a psychological
1.11 Apply critical thinking and analysis skills.
standpoint
1.12 Develop effective reading and writing
strategies.
SUGGESTED ASSESSMENT METHODS
1.13 Implement practices that promote
• Creative writing
respect and trust.
• Analytical writing
1.14 Improve the ability to reason
• Portfolios
scientifically.
• Performance assessments
1.15 Practice ethical standards.
• Projects
1.16 Utilizes problem-solving and decisionmaking skills, working independently
• Debates
and with others, in a variety of settings.
• Reflective journals
• Multimedia presentations
• Lab reports and analyses
• Role-plays and simulations
• Critical book reviews
AP Psychology
Page 4
LEARNING STRAND
2.0 History, Approaches, and Methodology
ENDURING UNDERSTANDING(S)
The student will understand that:
• Psychology is empirical.
• Psychology is theoretically diverse.
• Psychology evolves in a socio-historical
context.
• Ethics is important in both scientific
research and the practice of
psychology.
ESSENTIAL QUESTION(S)
• What objective evidence is available and
how can I find it?
• How can an awareness of various points of
view enhance my understanding of human
behavior?
• What connections can be made between
society and psychological understanding?
• What constitutes an ethical study?
LEARNING OBJECTIVES The student will:
2.1 Apply various testing and research
methods used in psychology
2.2 Evaluate various testing and research
methods used in psychology and identify
the strengths and limitations of each.
2.3 Differentiate between that various
statistical measurements, specifically
correlation and causation.
2.4 Compare and contrast the various
psychological perspectives.
2.5 Evaluate the APA guidelines.
2.6 Describe the goals of psychology.
2.7 Discuss psychology as a career.
2.8 Evaluate the development of psychology
as a science.
INSTRUCTIONAL SUPPORT MATERIALS
• Activities Handbook for the Teaching of
Psychology, volumes 1-4, APA
• Psychology, The Center for Learning, 1998
• www.apa.org
• Advanced Placement Psychology: A
Practical Guide for Teachers, DAC
Educational Publications,1991
• Annual Editions: Psychology, McGrawHill/Dushkin (current publication year)
• Taking Sides: Clashing Views on
Controversial Psychological Issues,
McGraw-Hill/Dushkin (current publication
year)
• Forty Studies that Changed Psychology:
Explorations into the History of
Psychological Research 4th edition,
Prentice Hall, 2002
• The Critical Thinking Companion for
Introductory Psychology, 2nd Edition,
Halonen, J. & Gray, C., Worth Publishers
2001
SUGGESTED INSTRUCTIONAL STRATEGIES
• Develop and implement a psychological
study applying the scientific method
• Debate the current APA ethics of
experimentation
• Develop an analytical report on scientific
methodology
• Apply statistical data to a scientific study
• Evaluate the psychological perspectives
through an analytical writing piece
• Discuss the goals of psychology
AP Psychology
Page 5
•
•
•
Analyze various primary and secondary
source documents regarding the
development of psychology
Investigate the numerous possibilities to
become involved in the field of psychology
Meeting of the Minds – students role-play
the historical and contemporary individuals
who contributed to the field of psychology
SUGGESTED ASSESSMENT METHODS
• Debates
• Role-plays and/or simulations
• Persuasive writing
• Analytical writing
• Reflective journal writing
• Lab reports
• Individual and/or group projects
AP Psychology
Page 6
LEARNING STRAND
3.0 Biological Basis of Behavior
ENDURING UNDERSTANDING(S)
The student will understand that:
• Psychology is empirical.
• Behavior is determined by multiple
causes.
• Heredity and environment jointly
influence behavior.
• Individuals are driven by internal and
external forces.
• Ethics is important in both scientific
research and the practice of
psychology.
ESSENTIAL QUESTION(S)
• Why do I do what I do?
• Is my behavior influenced by nature or
nurture?
• What makes me similar to others?
• What makes me unique?
• What constitutes an ethical study?
LEARNING OBJECTIVES The student will:
3.1 Analyze the relationship between biological
factors and human behavior.
3.2 Evaluate the functioning of the brain,
nervous system, and endocrine system as
they relate to human behavior.
3.3 Demonstrate neural communication.
3.4 Assess the impact of biology on human
behavior throughout history.
3.5 Analyze how the process of
neurotransmission can be modified by
heredity and environment.
INSTRUCTIONAL SUPPORT MATERIALS
• Activities Handbook for the Teaching of
Psychology, volumes 1-4, APA
• Psychology, The Center for Learning,1998
• www.apa.org
• Advanced Placement Psychology: A
Practical Guide for Teachers, DAC
Educational Publications,1991
• Annual Editions: Psychology, McGrawHill/Dushkin (current publication year)
• Taking Sides: Clashing Views on
Controversial Psychological Issues,
McGraw-Hill/Dushkin (current publication
year)
• Forty Studies that Changed Psychology:
Explorations into the History of
Psychological Research, 4th edition,
Prentice Hall, 2002
• Discovering Psychology: Updated Edition,
Annenberg/CPB Video Series
• The Critical Thinking Companion for
Introductory Psychology, 2nd Edition,
Halonen, J. & Gray, C., Worth Publishers
2001
SUGGESTED INSTRUCTIONAL STRATEGIES
• Simulate a message being sent from the
brain to the body and/or vice versa,
highlighting each step in the sequence of
neural communication
• Develop a model of the brain that illustrates
each part and its function(s)
• Debate the issue of “nature versus nurture”
AP Psychology
Page 7
•
•
•
Analyze the effects of evolution on
psychological mechanisms through
individual research.
Evaluate a variety of contemporary
research regarding the brain’s influence on
behavior through an oral presentation
Write an essay discussing the ramifications
of damage to a part of the brain
SUGGESTED ASSESSMENT METHODS
• Debate
• Simulations and/or role-plays
• Oral presentations
• Individual projects
• Reflective journal responses.
• Analytical writing
AP Psychology
Page 8
LEARNING STRAND
4.0 States of Consciousness
ENDURING UNDERSTANDING(S)
The student will understand that:
• People’s experience of the world is
highly subjective.
• Individuals are driven by internal and
external forces.
• Ethics is important in both scientific
research and the practice of
psychology.
ESSENTIAL QUESTION(S)
• Why do I do what I do?
• What causes my reactions?
• Do my expectations guide my perceptions?
• What constitutes an ethical study?
LEARNING OBJECTIVES The student will:
4.1 Describe the levels of consciousness.
4.2 Analyze the theories of dreaming.
4.3 Evaluate the effects of drugs on the
conscious mind.
4.4 Investigate methods of controlling
consciousness.
4.5 Differentiate among the various sleep
problems.
4.6 Describe biological rhythms and the sleep
cycle.
INSTRUCTIONAL SUPPORT MATERIALS
• Activities Handbook for the Teaching of
Psychology, volumes 1-4, APA
• Psychology, The Center for Learning, 1998
• www.apa.org
• Advanced Placement Psychology: A
Practical Guide for Teachers, DAC
Educational Publications,1991
• Annual Editions: Psychology, McGrawHill/Dushkin (current publication year)
• Guest Speaker: Hypnotist
• The Critical Thinking Companion for
Introductory Psychology, 2nd Edition,
Halonen, J. & Gray, C., Worth Publishers
2001
SUGGESTED INSTRUCTIONAL STRATEGIES
• Keep a dream journal for a given length of
time. Students will then analyze the
theories of dreaming in relation to their own
dreams
• Create a multimedia presentation on the
effects of various types of drugs on the
mind
• Simulate various sleep problems through
student-developed skits
• Discuss the similarities and differences
among the levels of consciousness
• Complete a psychological study on the
sleep cycle and biological rhythms and
present findings in a lab report
• Demonstrate types of meditation and
hypnosis and discuss how these methods
affect the conscious mind
AP Psychology
Page 9
SUGGESTED ASSESSMENT METHODS
• Analytical writing
• Narrative writing
• Lab reports
• Student presentations
• Simulations
• Reflective journal responses
AP Psychology
Page 10
LEARNING STRAND
5.0 Sensation and Perception
ENDURING UNDERSTANDING(S)
The student will understand that:
• People’s experience of the world is
highly subjective.
• Behavior is shaped by cultural heritage.
• Ethics is important in both scientific
research and the practice of
psychology.
ESSENTIAL QUESTION(S)
• Do my expectations influence my
perceptions?
• Are my sensations accurate?
• Are my perceptions relative?
• What constitutes an ethical study?
LEARNING OBJECTIVES The student will:
5.1 Describe the operation of the sensory
systems.
5.2 Assess the role sensation has on human
perception.
5.3 Investigate the limitations and strengths of
human sensation and perception.
5.4 Analyze the physical, physiological, and
psychological variables affecting sensation
and perception.
5.5 Examine the interaction that a person and
an environment may have on perception.
INSTRUCTIONAL SUPPORT MATERIALS
• Activities Handbook for the Teaching of
Psychology, volumes 1-4, APA
• Psychology, The Center for Learning,1998
• www.apa.org
• Advanced Placement Psychology: A
Practical Guide for Teachers, DAC
Educational Publications,1991
• Annual Editions: Psychology, McGrawHill/Dushkin (current publication year)
• Forty Studies that Changed Psychology:
Explorations into the History of
Psychological Research, 4th edition,
Prentice Hall, 2002
• At First Sight, movie
• The Critical Thinking Companion for
Introductory Psychology, 2nd Edition,
Halonen, J. & Gray, C., Worth Publishers
2001
SUGGESTED INSTRUCTIONAL STRATEGIES
• Conduct various demonstrations and
experiments to determine the strengths and
limitations of human sensation
• Draw an original afterimage and explain
how and why it works
• View the movie At First Sight and review it
in relation to its psychological accuracy
• Write a creative story about traveling
through one of the sense organs and what
one encounters on the journey
• Develop a presentation highlighting the
ways that perception can be altered
AP Psychology
Page 11
SUGGESTED ASSESSMENT METHODS
• Analytical writing
• Creative writing
• Presentations
• Lab reports/analysis
• Reflective journal responses
AP Psychology
Page 12
LEARNING STRAND
6.0 Developmental Psychology
ENDURING UNDERSTANDING(S)
The student will understand that:
• Heredity and environment jointly
influence behavior.
• Behavior is shaped by cultural heritage.
• Behavior is determined by multiple
causes.
• Psychology is theoretically diverse.
• Ethics is important in both scientific
research and the practice of
psychology.
ESSENTIAL QUESTION(S)
• Why do I do what I do?
• Is my behavior influenced by nature or
nurture?
• What makes me similar to others?
• What makes me unique?
• How can an awareness of various points of
view enhance my understanding of human
behavior?
• What constitutes an ethical study?
LEARNING OBJECTIVES The student will:
6.1 Analyze the contributions of various
psychologists in relation to the
understanding of human development.
6.2 Compare and contrast the issues
surrounding the developmental process.
(nature/nurture, continuity/change,
stability/instability, and critical periods)
6.3 Evaluate the impact of the psychological
theories on developmental science.
6.4 Recognize that development is a lifelong
process.
6.5 Identify behaviors and characteristics
across the lifespan.
6.6 Analyze gender role differences.
6.7 Evaluate the many research studies
completed in developmental psychology.
INSTRUCTIONAL SUPPORT MATERIALS
• Activities Handbook for the Teaching of
Psychology, volumes 1-4, APA
• Psychology, The Center for Learning,1998
• www.apa.org
• Advanced Placement Psychology: A
Practical Guide for Teachers, DAC
Educational Publications,1991
• Annual Editions: Psychology, McGrawHill/Dushkin (current publication year)
• Taking Sides: Clashing Views on
Controversial Psychological Issues,
McGraw-Hill/Dushkin (current publication
year)
• Forty Studies that Changed Psychology:
Explorations into the History of
Psychological Research, 4th edition,
Prentice Hall, 2002
• Discovering Psychology: Updated Edition,
Annenberg/CPB Video Series
• The Critical Thinking Companion for
Introductory Psychology, 2nd Edition,
Halonen, J. & Gray, C., Worth Publishers
2001
SUGGESTED INSTRUCTIONAL STRATEGIES
• Implement a Socratic Seminar on the
importance of the contributions made by
various psychologists in the field of human
development
• Revisit the debate of “nature versus
nurture” and discuss whether students still
hold their original beliefs or if new
AP Psychology
Page 13
•
•
•
•
information has led to a new theory
Create posters illustrating the key
contributions of the psychological theories
to human development
Analyze primary source documents
regarding human development
Write a journal article discussing the many
facets involved in the process of human
development
Role-play various identified gender
differences and discuss whether the
differences are valid and/or relative
SUGGESTED ASSESSMENT METHODS
•
Debates
•
Student presentations
•
Posters
•
Analytical writing
•
Performance assessments
AP Psychology
Page 14
LEARNING STRAND
7.0 Learning
ENDURING UNDERSTANDING(S)
The student will understand that:
• Heredity and environment jointly
influence behavior.
• Psychology evolves in a sociohistorical
context.
• Ethics is important in both scientific
research and the practice of
psychology.
ESSENTIAL QUESTION(S)
• Why do I do what I do?
• How do humans learn?
• How do we process information?
• When do I learn?
• What constitutes an ethical study?
LEARNING OBJECTIVES The student will:
7.1 Evaluate the basic principles of the major
types of learning.
7.2 Analyze the various contributions made to
the field of learning.
7.3 Measure the success of the various types
of learning on humans.
7.4 Examine the roles of biology and culture in
determining learning.
INSTRUCTIONAL SUPPORT MATERIALS
• Activities Handbook for the Teaching of
Psychology, volumes 1-4, APA
• Psychology, The Center for Learning, 1998
• www.apa.org
• Advanced Placement Psychology: A
Practical Guide for Teachers, DAC
Educational Publications,1991
• Annual Editions: Psychology, McGrawHill/Dushkin (current publication year)
• Taking Sides: Clashing Views on
Controversial Psychological Issues,
McGraw-Hill/Dushkin (current publication
year)
• Forty Studies that Changed Psychology:
Explorations into the History of
Psychological Research, 4th edition,
Prentice Hall, 2002
• Discovering Psychology: Updated Edition,
Annenberg/CPB Video Series
• Walden Two, B.F. Skinner
• The Critical Thinking Companion for
Introductory Psychology, 2nd Edition,
Halonen, J. & Gray, C., Worth Publishers
2001
SUGGESTED INSTRUCTIONAL STRATEGIES
• Implement the various types of learning in a
psychological study and evaluate the
results of the study to determine which
type(s) are most effective
• Debate the use of reinforcements in
learning
• Meeting of the Minds – students role-play
various contributors to the field of learning
AP Psychology
Page 15
•
•
Write an analysis to evaluate the various
types of learning
Read the novel, Walden Two and discuss
the psychological concepts highlighted in
the book. Write an evaluation discussing
the realistic success of this type of society
SUGGESTED ASSESSMENT METHODS
• Experiments/demonstrations
• Analytical writing
• Debates
• Performance assessments
• Role-plays
AP Psychology
Page 16
LEARNING STRAND
8.0 Memory
ENDURING UNDERSTANDING(S)
The student will understand that:
• People’s experience of the world is
highly subjective.
• Psychology is empirical.
• Ethics is important in both scientific
research and the practice of
psychology.
ESSENTIAL QUESTION(S)
• How do we get information into our
memory?
• How does our brain filter information?
• What are the biological bases of memory?
• Can we improve our memory?
• What constitutes an ethical study?
LEARNING OBJECTIVES The student will:
8.1. Identify the factors that influence
encoding.
8.2. Describe the operations of short and
long term memory.
8.3. Evaluate the brain structures
associated with memory.
8.4. Analyze factors that interfere with
memory.
8.5. Develop strategies for improving
memory.
INSTRUCTIONAL SUPPORT MATERIALS
• Activities Handbook for the Teaching of
Psychology, volumes 1-4, APA
• Psychology, The Center for Learning,1998
• www.apa.org
• Advanced Placement Psychology: A
Practical Guide for Teachers, DAC
Educational Publications,1991
• Annual Editions: Psychology, McGrawHill/Dushkin (current publication year)
• Forty Studies that Changed Psychology:
Explorations into the History of
Psychological Research, 4th edition,
Prentice Hall, 2002
• Discovering Psychology: Updated Edition,
Annenberg/CPB Video Series
• The Critical Thinking Companion for
Introductory Psychology, 2nd Edition,
Halonen, J. & Gray, C., Worth Publishers
2001
SUGGESTED INSTRUCTIONAL STRATEGIES
• Conduct class experiments and
demonstrations illustrating various memory
concepts (chunking, elaboration, recall,
recognition, etc.)
• Create original mnemonic devices for
information from this unit
• Student presentations highlighting various
memory impairments (Alzheimer’s,
repressed memories, etc.)
• Simulate a study on eye witness testimony
• Narrative and analytical essay on the
following topic: Have students imagine that
a part of their brain has been damaged that
relates to memory.
AP Psychology
Page 17
Have them describe how their lives would be
affected and how they could compensate for
their loss
SUGGESTED ASSESSMENT METHODS
• Essays
• Role-plays/simulations
• Presentations
• Experiments/demonstrations
• Research
AP Psychology
Page 18
LEARNING STRAND
9.0 Cognition and Language
ENDURING UNDERSTANDING(S)
The student will understand that:
• Psychology is empirical.
• Heredity and environment jointly
influence behavior.
• Ethics is important in both scientific
research and the practice of
psychology.
ESSENTIAL QUESTION(S)
• How do I think?
• How do I solve problems?
• How do I learn to speak?
• Is there a link between thinking and
language?
LEARNING OBJECTIVES The student will:
9.1. Define the thinking process.
9.2. Understand the process of thought
organization.
9.3. Apply the steps of the problem solving
process and recognize the barriers
faced.
9.4. Explain the development of human
language.
9.5. Evaluate the theories of language
acquisition.
9.6. Examine the influence of language and
thought on behavior.
INSTRUCTIONAL SUPPORT MATERIALS
• Activities Handbook for the Teaching of
Psychology, volumes 1-4, APA
• Psychology, The Center for Learning,1998
• www.apa.org
• Advanced Placement Psychology: A
Practical Guide for Teachers, DAC
Educational Publications,1991
• Annual Editions: Psychology, McGrawHill/Dushkin (current publication year)
• Forty Studies that Changed Psychology:
Explorations into the History of
Psychological Research, 4th edition,
Prentice Hall, 2002
• Discovering Psychology: Updated Edition,
Annenberg/CPB Video Series
• Genie: Secrets of the Wild Child Movie –
Nova Video
• The Critical Thinking Companion for
Introductory Psychology, 2nd Edition,
Halonen, J. & Gray, C., Worth Publishers
2001
• Guest Speaker: Speech Therapist
SUGGESTED INSTRUCTIONAL STRATEGIES
• Present students with logic problems and
have them identify the steps taken to solve
the problem
• Demonstrations and/or experiments
illustrating the barriers to problem solving
such as functional fixedness, rigidity, mental
sets, and interference
• Application exercises on thinking and
language from The Critical Thinking
Companion for Introductory Psychology (see
above)
AP Psychology
Page 19
•
•
Students create their own problems and
present them to the class to solve
View the movie Genie: Secrets of the Wild
Child and discuss the critical period of
language acquisition
SUGGESTED ASSESSMENT METHODS
• Demonstrations/experiments
• Class discussion
• Tests and quizzes
• Application problems
AP Psychology
Page 20
LEARNING STRAND
10.0 Testing and Individual Differences
ENDURING UNDERSTANDING(S)
The student will understand that:
• Psychology is empirical.
• Heredity and environment jointly
influence behavior.
• Ethics is important in both scientific
research and the practice of
psychology.
ESSENTIAL QUESTION(S)
• What is intelligence?
• How is intelligence measured?
• Can we be intelligent in different ways?
• Is testing fair?
LEARNING OBJECTIVES The student will:
10.1. Describe the original purposes of
psychological assessment and why
they are used today.
10.2. Identify the methods used to assess
individual differences.
10.3. Evaluate reliability and validity of tests.
10.4. Compare and contrast the major
theories of intelligence.
10.5. Compare and contrast objective and
projective testing.
10.6. Analyze the various factors that
contribute to intelligence (environment,
culture, prenatal, biological).
10.7. Understand IQ score applications.
INSTRUCTIONAL SUPPORT MATERIALS
• Activities Handbook for the Teaching of
Psychology, volumes 1-4, APA
• Psychology, The Center for Learning, 1998
• www.apa.org
• Advanced Placement Psychology: A
Practical Guide for Teachers, DAC
Educational Publications,1991
• Annual Editions: Psychology, McGrawHill/Dushkin (current publication year)
• Taking Sides: Clashing Views on
Controversial Psychological Issues,
McGraw-Hill/Dushkin (current publication
year)
• Forty Studies that Changed Psychology:
Explorations into the History of
Psychological Research 4th edition,
Prentice Hall, 2002
• The Critical Thinking Companion for
Introductory Psychology, 2nd Edition,
Halonen, J. & Gray, C., Worth Publishers
2001
• Guest Speaker: School Psychologist
SUGGESTED INSTRUCTIONAL STRATEGIES
• Students complete a sample IQ test
• Develop original IQ tests using the concepts
of validity and reliability
• Write a proposal to MENSA arguing in favor
of eliminating the traditional IQ test and
replacing it with a student-generated
common-sense test to measure IQ
• Students complete a multiple-intelligence
test and an emotional intelligence test. As a
class, discuss the pros and cons of using
those results as a measure of intelligence
AP Psychology
Page 21
•
•
•
Students interview a special education
teacher regarding sample activities for
different abilities
Case study analysis of people with varying
IQ levels
Debate the usage of SAT scores for college
admission
SUGGESTED ASSESSMENT METHODS
• Student-developed sample tests
• Written proposal
• Debate
• Case study analysis
• Interview report
AP Psychology
Page 22
LEARNING STRAND
11.0 Motivation and Emotion
ENDURING UNDERSTANDING(S)
The student will understand that:
• Individuals are driven by internal and
external forces.
• Behavior is shaped by cultural heritage.
• Psychology is theoretically diverse.
• Behavior is determined by multiple
causes.
• Ethics is important in both scientific
research and the practice of
psychology.
ESSENTIAL QUESTION(S)
• Why do I do what I do?
• How much of my behavior is influenced by
nature? How much by nurture?
• How do we measure motivation?
• Is emotion universal?
LEARNING OBJECTIVES The student will:
11.1. Analyze the major theories of
motivation.
11.2. Evaluate the extent to which
environmental and biological factors
influence motivation and emotion.
11.3. Compare and contrast the major
theories of emotion.
11.4. Discuss the key ideas of emotional
intelligence.
11.5. Examine how motivation and emotion
influence learning and problem solving.
INSTRUCTIONAL SUPPORT MATERIALS
• Activities Handbook for the Teaching of
Psychology, volumes 1-4, APA
• Psychology, The Center for Learning, 1998
• www.apa.org
• Advanced Placement Psychology: A
Practical Guide for Teachers, DAC
Educational Publications,1991
• Annual Editions: Psychology, McGrawHill/Dushkin (current publication year)
• Taking Sides: Clashing Views on
Controversial Psychological Issues,
McGraw-Hill/Dushkin (current publication
year)
• Forty Studies that Changed Psychology:
Explorations into the History of
Psychological Research 4th edition,
Prentice Hall, 2002
• The Critical Thinking Companion for
Introductory Psychology, 2nd Edition,
Halonen, J. & Gray, C., Worth Publishers
2001
SUGGESTED INSTRUCTIONAL STRATEGIES
• Students develop a list of personal goals and
compare it to the theories of motivation
• Students record their emotions for a 24 hour
period and then analyze them based on the
theories of emotion
• Students develop a 24 hour schedule of their
“basic” day, identify which of Maslow’s needs
are being addressed and whether the action
was intrinsically or extrinsically motivated
AP Psychology
Page 23
•
•
•
Analyze TV commercials or magazine
advertisements to see how advertisers use
Maslow’s Hierarchy to sell products
Paper Airplane activity from the Activities
Handbook for the Teaching of Psychology,
volumes 1-4, APA
Simulate the theories of emotion in skits
SUGGESTED ASSESSMENT METHODS
• Role-plays
• Written analysis
• Student demonstrations
• Student discussions
AP Psychology
Page 24
LEARNING STRAND
12.0 Personality
ENDURING UNDERSTANDING(S)
The student will understand that:
• Psychology is theoretically diverse.
• Psychology is empirical.
• Behavior is determined by multiple
causes.
• Behavior is shaped by cultural heritage.
• Ethics is important in both research and
the practice of psychology.
ESSENTIAL QUESTION(S)
• What is my personality?
• What shapes my personality?
• How can my personality be measured?
LEARNING OBJECTIVES The student will:
12.1. Define personality and explain its role
in individual behavior.
12.2. Examine the development of
personality theories (historical timeline).
12.3. Describe the various theories of
personality.
12.4. Analyze the theories of personality in
terms of their strengths and
weaknesses.
12.5. Compare and contrast the various
types of personality testing.
INSTRUCTIONAL SUPPORT MATERIALS
• Activities Handbook for the Teaching of
Psychology, volumes 1-4, APA
• Psychology, The Center for Learning, 1998
• www.apa.org
• Advanced Placement Psychology: A
Practical Guide for Teachers, DAC
Educational Publications,1991
• Annual Editions: Psychology, McGrawHill/Dushkin (current publication year)
• Taking Sides: Clashing Views on
Controversial Psychological Issues,
McGraw-Hill/Dushkin (current publication
year)
• Forty Studies that Changed Psychology:
Explorations into the History of
Psychological Research 4th edition,
Prentice Hall, 2002
• The Critical Thinking Companion for
Introductory Psychology, 2nd Edition,
Halonen, J. & Gray, C., Worth Publishers
2001
SUGGESTED INSTRUCTIONAL STRATEGIES
• Simulate the usage of defense mechanisms
in student-developed skits
• Simulate a conversation of the Id, Ego &
Superego
• Analyze scenarios using the theories of
personality
• Complete personality testing and discuss the
reliability and validity of the tests
AP Psychology
Page 25
SUGGESTED ASSESSMENT METHODS
• Role-plays
• Student demonstrations
• Written analysis
• Student developed comparing and
contrasting graphic organizer
AP Psychology
Page 26
LEARNING STRAND
13.0 Psychopathology and Treatment
ENDURING UNDERSTANDING(S)
The student will understand that:
• Behavior is determined by multiple
causes.
• Heredity and environment jointly
influence behavior.
• Behavior is shaped by cultural heritage.
ESSENTIAL QUESTION(S)
• What is normal?
• How do we measure normal behavior?
• Why do I do what I do?
• How much of my behavior is influenced by
nature? How much by nurture?
• What constitutes ethical treatment?
LEARNING OBJECTIVES The student will:
13.1 Distinguish between the common
characteristics of abnormal behavior.
13.2 Describe the historical and cultural
origins of abnormality.
13.3 Evaluate the benefits and limitations of
labeling.
13.4 Categorize the major types of
psychological disorders.
13.5 Analyze the various forms of treatment
available.
13.6 Examine the influence of the law on the
diagnosis and treatment of psychological
disorders.
INSTRUCTIONAL SUPPORT MATERIALS
• Activities Handbook for the Teaching of
Psychology, volumes 1-4, APA
• Psychology, The Center for Learning,1998
• www.apa.org
• Advanced Placement Psychology: A
Practical Guide for Teachers, DAC
Educational Publications,1991
• Annual Editions: Psychology, McGrawHill/Dushkin (current publication year)
• Forty Studies that Changed Psychology:
Explorations into the History of
Psychological Research, 4th edition,
Prentice Hall, 2002
• Discovering Psychology: Updated Edition,
Annenberg/CPB Video Series
• Field trip to the Myths, Minds & Medicine
exhibit
• Guest speaker – psychiatrist
SUGGESTED INSTRUCTIONAL STRATEGIES
• Analyze various case studies of
psychological disorders and identify the
symptoms for each
• Examine the pros and cons of
deinstitutionalization
• Develop museum exhibits representing a
psychological disorder and its treatments
• Research the history of psychological
treatment in America over the past 200 years
• Read a psychological novel and write a case
study of the main character
• Debate whether the courts should recognize
a defendant’s right to plead insanity
AP Psychology
Page 27
SUGGESTED ASSESSMENT METHODS
• Debates
• Essays
• Student discussions
• Case studies
• Graphic organizers
AP Psychology
Page 28
LEARNING STRAND
14.0 Social Psychology
ENDURING UNDERSTANDING(S)
The student will understand that:
• Ethics is important in both scientific
research and the practice of
psychology.
• Psychology evolves in a sociohistorical
context.
• Individuals are driven by internal and
external forces.
• Behavior is shaped by cultural heritage.
ESSENTIAL QUESTION(S)
• How do outside forces influence my
behavior?
• What constitutes an ethical study?
LEARNING OBJECTIVES The student will:
14.1 Examine the key studies in social
psychology. (Milgram, Zimbardo, Asch)
14.2 Analyze social judgments and attitudes.
(perception, attitude formation)
14.3 Investigate the formation of social and
cultural categories.
14.4 Describe the effect of group processes
on the individual. (discrimination,
stereotyping, bias)
14.5 Evaluate the effect of social influences
on individual behavior. (altruism,
conformity, obedience)
INSTRUCTIONAL SUPPORT MATERIALS
• Activities Handbook for the Teaching of
Psychology, volumes 1-4, APA
• Psychology, The Center for Learning,1998
• www.apa.org
• Advanced Placement Psychology: A
Practical Guide for Teachers, DAC
Educational Publications,1991
• Annual Editions: Psychology, McGrawHill/Dushkin (current publication year)
• Forty Studies that Changed Psychology:
Explorations into the History of
Psychological Research, 4th edition,
Prentice Hall, 2002
• Discovering Psychology: Updated Edition,
Annenberg/CPB Video Series
SUGGESTED INSTRUCTIONAL STRATEGIES
• Compare and contrast among the social
sciences to determine the specific
characteristics and focuses of each
• Simulate the major experiments in social
psychology and discuss any ethical concerns
• Research current social psychologists and
present information in an interactive lesson
• Debate the ethics of using humans in social
psychology experiments
• Develop an ethical approach to measure a
social psychology concept in a simulated
experiment
AP Psychology
Page 29
SUGGESTED ASSESSMENT METHODS
• Simulations
• Student-developed lessons
• Student research
• Debates
• Graphic organizers
• Student presentations
AP Psychology
Page 30
AP Psychology
Page 30