AP Psychology
Course Syllabus (2013-2014)
Course Objectives
This course aims to answer the question: “How do psychologists think?” A psychologist, David Myers, wrote that to think as
a psychologist, one must learn to “restrain intuition with critical thinking, judgment with compassion, and illusion with
understanding” (Sternberg, 1997). Whether you choose to pursue a career related to psychology or not, this habit of mind
will be of great value.
Our journey will encourage you to…
 explore discoveries made by psychologists over the past century & current research
 assess the differing approaches adopted by psychologists, including the biological, behavioral, cognitive,
humanistic, psychodynamic, and socio-cultural perspectives
 critically analyze like psychologists to understand the world within and around us
 develop a unique understanding of yourself and others
Recipe for Success!*
____1. Read the textbook.
____2. Make connections with the text, notes, videos, activities, projects, etc.
____3. Reflect on how you learn.
____4. Find psychology everywhere!
____5. Continuously review vocabulary words and concepts (define term and apply)
____6. Participate in discussions and demonstrations.
____7. Study for timed chapter tests (m/c questions & free responses). --“As you practice, so you play!”
____8. Think positively.
____9. Be curious. Ask why…
____10. RESPECT yourself, property, peers, & teacher. Practice the Golden Rule.
*Please initial to indicate your agreement.
The “Nuts & Bolts” of Class
 Expect to complete all reading assignments at home. You do NOT need to bring your textbook to class unless told to do
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so in advance. Class time is for activities, demonstrations, drills, discussions, videos, lectures, and testing.
Attendance is a must! There is a direct correlation between poor attendance and poor grades. Please contact
classmate or check website for missed assignments/handouts/lectures and important reminders. If you are unable to
attend class, please treat this course like an online college class by reviewing lectures and handouts posted for your
convenience.
Tardies are NOT distinguished behavior. (participation grade will be affected)
All assignments are expected at the beginning of class on the original due date. Late work will be worth 50% of original
value. A 1-day “grace period” (due to life’s unexpected challenges) is available if you notify me & it’s absolutely
necessary.
All missed tests and quizzes must be taken within 1 week of the original test date. Otherwise, expect a “0.”
All work should be original & in student’s own words. Plagiarism in college can lead to expulsion.
All school policies and dress codes will be enforced (refer to Ayala Handbook)
Electronic devices are prohibited (IPODS, MP3 players, cell phones, etc.)- These items may not be visible or audible
(that means SEEN or HEARD). 1st offense- get back at the end of the period, 2nd offense- get back at the end of the day,
3rd offense- sent to office
Depending on circumstances, students may receive a verbal warning, logical consequence and/or email/phone call
home, detention, conference, or referral to administration.
Anything that distracts from the learning environment will not be permitted.
Necessary Materials
 A set of colored pens (at least 6) or highlighters
 A notebook (3-ring binder)
th
 A textbook: Psychology, by David G. Myers, 9 ed. (Worth Publishers, 2010)
 Recommended but not required: AP Psych test prep
What Will Make for an Optimal Learning Environment*
A Safe Place
____1. No put downs or disrespectful remarks. I have NO tolerance for intolerance.
____2. Speak up if your boundaries are violated.
A Work Place
____3. You are here to learn and I am here to teach. Don’t waste our time.
____4. Avoid side talk or expect to be reseated.
____5. No food. If you need a snack, ask & you can eat it outside. This is our classroom, not kitchen.
A Great Place
____6. Challenge your comfort zone. Let’s have some fun and risk trust.
*Please initial to indicate your agreement.
Grading Policy
Grades are earned rather than given.
Assessments: Tests & Quizzes
Assignments
Class Participation
60%
35%
5%
The Purpose of Taking an AP (Advanced Placement) Course
“Most colleges and universities in the U.S., as well as colleges and universities in 21 other countries, have an AP policy
granting incoming students credit, placement, or both on the basis of their AP Exam grades. Many of these institutions grant
up to a full year of college credit (sophomore standing) to students who earn a sufficient number of qualifying AP grades…”
(excerpt from AP Psychology Course Description)
Our Commitment to the AP Curriculum & Test
We are in this together. You have my promise that I will do everything possible to prepare you for the AP test. This is a
college-level course that will move at a college-level pace; nevertheless, your success is my priority and expectation. Here’s
what I plan to coach you on…
Content
Mastery
Test Taking
Skills
Personal
Efficacy/
Confidence
Developing a Positive Self-Efficacy
1. I AM NOT MY GRADES.
I am much more than any score, letter, or number. I know my own worth. Grades can’t measure me.
2. I CAN’T COMPARE MY GRADES TO OTHERS.
I am like but unlike anyone else in the group. We all have strengths and weaknesses.
3. GRADES DON’T SHOW WHAT I’VE LEARNED.
Only time and experience can tell me what I have really learned and what really counts.
4. I EXPECT PROGRESS NOT PERFECTION.
I am a human being; therefore, I am entitled to make many mistakes and learn from them.
5. IF I CHEAT, I CHEAT MYSELF AND OTHERS TOO.
If I cheat, I cheat myself out of the chance to grow stronger by challenging myself to succeed or fail on my own.
Plus, I miss the opportunity to REALLY learn.
AP Psychology
AHS Course Syllabus (2013-2014)
As your AP Psychology teacher, I will:
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show respect and practice equity
have high expectations (this is a college level course)
cover all 14 content areas & learning objectives to prepare you for the AP exam
help & assist if you ask for it, but remember that I am your teacher not your peer
(hopefully) instill a passion (or at least an interest) in psychology
________________________________________________________
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Academic Honor Code*
I will not give nor receive aid in examinations. (This includes use of phones, unpermitted notes, or giving AP Psych
students in other periods or classes hints about tests.) I will not give nor receive unpermitted aid in class work, in
the preparation of projects, or in any work that is to be used by the instructor as the basis of grading. (That means I
won’t copy or allow others to copy my work.) I will do my share and take an active part in seeing to it that others, as
well as myself, uphold the spirit and letter of this academic honor code.
I agree to the terms of the course syllabus & the Academic Honor Code.
______________________________ __________________________________
Student Name
Student Signature
Date
__________________
*Taken almost word for word from the Stanford Honor Code. See, I didn’t plagiarize.
My son/daughter and I have read and discussed the requirements of AP Psychology. My child agrees to the
terms of the course syllabus.
If I have any comments, concerns, or questions, I will contact the teacher.
________________________
__________________________________
Parent/Guardian Name
Signature
Date
__________________________________________________
email
__________________
________________________________
best phone # to reach you
Resources for Teaching AP Psychology
1) Textbook: Myers, David G. Psychology, 9th ed. New York: Worth, 2010
with accompanying instructor’s resource manual, study guide, and test bank
2) Membership in APA and TOPSS
3) College Board website: AP released exams in Psychology & AP Psych discussion group
4) list serv PSYC-MAJORS (University of Houston & PSYCHTEACHER (Kennesaw State University)
5) supplemental articles and books, such as: Forty Studies That Changed Psychology: Explorations
into the History of Psychological Research, 6th ed; 50 Great Myths of Popular Psychology; The Social
Animal; The Story of Psychology; The Norton Psychology Reader
6) a variety of psychology textbooks
Assessments
Unit Tests
Modeled on the AP exam, they will include multiple-choice questions and free responses.
Quizzes
These will include multiple choice, fill-in-the-blank, matching, T/F, or any other appropriate means to
gage student knowledge.
Finals
The exam will be in the format of an AP Exam (multiple-choice and two free responses) but the
number of multiple-choice is reduced proportionately to the time available. Semester 1 Final will
cover the first five units (Chapters 1-9) & Semester 2 Final will cover the last three units (Chapters 1016).
Assignments
Notebooks may include the following:
Warm ups- spark interest in a topic or explore prior knowledge
Class notes
Student reflections
Class discussions
Demonstrations or activities
Projects may include the following:
naturalistic observation
experimental design
behavior modification
review of literature
internet research
psychology book review
exploring evidence of psychological principles in everyday social media
AP Psychology Course Outline 2013-2014/ Semester 1
Themes
Content Area
Percentage
Goals for
Examination
(mult. choice)
Chapter(s) in Myers’ Textbook
Dates**
Introduction to
Psychology &
Mechanisms of the
Mind
The Science of
Psychology:
Research & Biology
Understanding
Thought, Language,
& Intelligence
I. History and
Approaches: A-B
2-4 %
Prologue: The Story of Psychology
August 28September 5
(6)
VII. Cognition:
A. Memory
8-10% (total)
Chapter 8: Memory
September 6-13
(6)
II. Research Methods:
A-C
8-10 %
Chapter 1: Thinking Critically with
Psychological Science
September 16-30
(11)
10/4 PR 6 week
III. Biological Bases of
Behavior: A-G
8-10 %
Chapter 2: The Biology of the Mind &
Chapter 4: Nature, Nurture and Human
Diversity
VII. Cognition: B-D
8-10% (total)
Chapter 9: Thinking and Language
VI. Learning: A-E
7-9%
Chapter 7: Learning
IX. Developmental
Psychology: A-F
7-9 %
Chapter 5: Developing Through the
Life Span
IV. Sensation and
Perception: A-D
6-8 %
V. States of
Consciousness: A-C
2-4 %
October 1-15
(11)
October 16-30
(11)
October 31November 14
(10)
11/15 PR 12 week
Human
Development over
the Lifespan
Experiencing
our World
November 15–
December 6
(11)
Chapter 6: Sensation & Perception
December 9-20
(9.5)
Chapter 3: Consciousness & the TwoTrack Mind
January 6-10
(5)
Final (Jan 15 pd. 1/3/5 & Jan. 16 pd. 2/4/6) Prologue & Chapters 1-9; Review for Final Exam will be January 13-14
AP Psychology Course Outline 2009-2010 / Semester 2
Themes
“Acorn” Topic
XII. Abnormal
Behavior: A-D
Percentage Goals
for Examination
(mult. choice)
7-9 %
Chapter(s) in Myers’ Textbook
Dates*
Chapter 14: Psychological Disorders
January 21- 31
(9)
Diagnosing &
Treating Mental
Illness
XIII. Treatment of
Abnormal Behavior AC
5-7 %
Chapter 15: Therapy
February 3-14
(9)
X. Personality: A-C
5-7 %
Chapter 13: Personality
February 18-28
(9)
XI. Testing and
Individual Differences:
A-E
5-7%
Chapter 10: Intelligence
8-10 %
Chapter 16: Social Psychology
6-8%
Chapter 11: Motivation and Work &
Chapter 12: Emotion, Stress and
Health
The Individual
& Society
XIV. Social
Psychology: A-H
Making Changes
VIII. Motivation and
Emotion: A-F
Review for AP Exam April 21- May 2
AP Psych Test is on Monday, May 5 (morning session)
March 3March 12
(8)
March 13- 28
(12)
April 7-18
(9.5)