AP Psychology – 2015-2016
East Kentwood High School
Mr. Chad Bays
Mr. Courtney James
Email: chad.bays@kentwoodps.org
AP Website: http://apcentral.collegeboard.com
Mr. Bays’ course website www.ekappsych.webs.com
Mr. Courtney James
courtney.james@kentwoodps.org
AP Psychology Syllabus
Course Overview
AP Psychology is a year-long course that aims to uncover the science behind human behavior and mental
processes. AP Psychology serves as a college level survey of most available psychology units. This will
be a rigorous course designed to introduce you to college level instruction, concepts, various
assessments, and develop a language specific to psychology. Although this course is not designed around
the test, it should facilitate success on the AP test by providing introduction college level content. All
guidelines and policies in accordance with the College Board will be upheld. All students are welcomed
and encouraged to achieve as there are no prerequisites for the course. The AP test is scheduled for the first
week of May 2015.
Resources for Teaching AP Psychology
Textbook
Myers, David. G. Psychology in Modules, 8th Edition. New York: Worth Publishers, 2001.
Study Guide to Accompany the Text
Straub, Richard O. Study Guide to Accompany Psychology: Myers in Modules, 8th Edition. New
York: Worth Publishers, 2001.
Students are asked to carry the textbook when requested and otherwise keep their study guide at home for
use.
Other resources
 We will use a variety of sources to conduct our investigation into the field of human behavior. When
possible, we will be using current event articles that reveal the latest scientific information within
psychology. We will rely heavily on Scientific American Mind journals for recent articles and students
may purchase their own subscription during the year if they choose.
 Students may register to access AP College Board information including previously released essay
questions and recommendations. While I will provide specific selections in class, students and parents
should feel encouraged to visit the AP resources available at: http://apcentral.collegeboard.com.
 Also, we use the psychology information provided by the APA (American Psychological Association).
They provide great journal articles, teaching activities, and much more. This can be found at:
http://www.apa.org.
You will be expected to read on your own, as little class time is dedicated to reading in class. Class time is
spent analyzing the material, applying the concepts, discussing the material, lectures and visits with guest
speakers and much more. Given the large expanse of material, some sections will be assigned and
assessed that are not explicitly covered in class. Although there may be no formal lecture, there will
be ample class time to ask clarifying questions. You are responsible for this material.
We provide a great deal of material outside of the text assignments. You are responsible to maintain a
binder/notebook for gathering, keeping and organizing this material. Please see us in the first week of
class if you need one. It should include all class notes, homework, journals, class assignments, readings,
handouts, etc. There will be occasional spot checks on notebooks/planners to ensure you are organizing
your materials effectively. These spot checks will be worth points. Recommended Sections of your binder
include:
 Reading
 Notes
 Assignments
 Readings (Study Guide included)
 Quizzes/Tests
Course Expectations
Participation is a vital component of this class. We believe in an interactive and reflective classroom in
effort to make the material relevant and meaningful. Questions and discussions about the content are
highly encouraged. This requires participation that is both engaging and respectful. We will cover
material that may be new, controversial, and sensitive. Respect and patience are necessary. For instance,
material may cover issues of: socialization, gender, race, ethnicity, religion, cultural based drug use,
sexuality, sexual orientation, psycho-sexual development, sport and culture, mental illnesses, violence,
marriage, language, music, dance, environment, film, cultural relativism, and more. We will do this
through discussion, reading, and film.
This course will revolve on two fundamental principles - respect and honesty. Respect for yourself, your
classmates, the classroom, the school and the instructor is essential for success. Respect yourself by
challenging yourself to meet the demands of a college course and respect your peers by doing your work
and encouraging their success. Moreover, honesty in doing your own work is necessary. Plagiarism in
any form – copying assignments, providing answers, paraphrasing without citation, quoting without
citations, and any other form of work that is not your own – is unacceptable. Penalties for academic
dishonesty will begin with a zero for the assignment and can escalate into a zero for the class and further
administrative action including suspension, expulsion, and college notification.
There are a few other things that will facilitate a successful course. Be on time with proper materials.
Additional course expectations will be discussed as the year progresses. This will include group study and
exam reviews.
Late work/missed class.
If you are absent, please reference the material on the website as you will be responsible for the material
the next day of class. For any prolonged absence, you are responsible for making arrangements for making
up the work. If you miss the day of the quiz or test, be prepared to take the quiz or test immediately upon
returning. There is NO late work accepted. All absences must be EXCUSED absences in order for make
up per the school hand book.
Website Communication
We maintain a website in order to facilitate communication between teacher, student, and parent. The
website:
www.ekapsych.weebly.com
This contains a calendar with daily assignments and major course objectives along with copies of
assignments. Furthermore, it will outline our general objectives and test dates weeks in advance. All
material is available in class, but this website makes handling absences and notifying the community of our
curriculum much easier. Please refer to the website to answer initial questions and then feel free to email.
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Attendance
Punctuality and attendance are important for success in this course. All school policies will be followed
regarding attendance and tardiness. Please refer to your handbook regarding these policies.
Behavioral Corrections
If at any point there needs to be corrective action taken for any individual student, the following guidelines
will be followed*:
1. Warning and/or conference with the student(s) involved. If the behavior is not corrected 2. A detention with me before or after school. If the behavior is not corrected 3. Phone call home. If the behavior is not corrected –
4. Referral to administrators (including coaches if applicable). If the behavior is not corrected –
5. Appropriate administrative action will be taken.
* If any behavior warrants immediate administrative action, the above steps will be bypassed.
Assessment
Your grade will be determined based on a total number of points. Each assignment will be given a point
value. Non-completion of an assignment will result in a zero. Points will accumulate each trimester.
Points will begin again trimester. While the exact percentage is not set, tests will be approximately twice
the value of daily homework. In accordance with school policy, each trimester will have a regular grade
and an exam grade. We will use recommended parts of previous AP exams and College Board guidelines
in our assessment in addition to our assignments from the texts, research articles, guest speakers, films, and
more. Graded material/assignments will include:

Participation. A portion of your grade if based on your involvement in the course. You are
expected to participate in class discussions, simulations, debates and other activities on a daily
basis.

Writing A variety of writing assignments will be evaluated. This includes persuasive essays,
personal responses to readings, and critiques of the material and discussions. Writing will be
evaluated for content, completion, style, structure and appropriate use of the English language.
Additional research papers and book reviews/reports will be administered as well.

Tests/Quizzes. There will be an appropriate number of tests that simulate both the time constraints
and content similar to the AP exam. Several quizzes will check progress throughout the units.

Projects. There will be at least one project relating to conducting psychological research. Projects
will often be completed in groups. You will be asked to set-up an experiment using appropriate
research methods and uphold ethical standards and norms.

Homework. You will be expected to complete homework assignments on time. These could
include journal writings, reading guides, video responses, research, worksheets, interviews, etc.
Moreover, spot checks of journals and planners will count as homework grades.

Research project and presentation. There will be one in depth research paper required for the
course. We will be using APA standards to complete the research bibliography and research. This
research will require both a paper presentation and an oral defense of the paper.

Final. A final at each trimester will be given to track progress and gain familiarity with the AP
format. This will be cumulative.
Extra-Credit.
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Extra Credit will be allowed throughout the course. There is no cap on extra credit. The requirement
for extra-credit is that ALL assignments must be turned in and completed. Points can accumulate
throughout the year and will be added in before the trimester grades are calculated.
One standing extra-credit opportunity will be to find a current events article, scholarly journal, or movie
and read/view it, and react. In your reaction, we expect
1) a brief summary demonstrating you read/watched the material,
2) an explanation of how it relates to class (be specific in detail and vocabulary),
3) your reaction, and
4) what additional questions does this material provoke.
There is no set amount of points. Point will be determined on the intensity of the reading selection and the
depth of the reaction (average 3-4 points). Other opportunity credit opportunities will arise throughout the
course based on community events and student interest. Feel free to offer suggestions as well.
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AP Psychology Content
The following outlines the major content areas covered both in class and on the AP Psychology Exam. We
will be using this as a rough outline for the content we cover. The percentage indicates the percent of the
material covered on the AP exam, however, we will not be limited to AP exam material in this class. We
will also spend a lot of time on stress and health plus areas of your choosing that may fall outside the AP
curriculum. This outline is for your own study purposes regarding the AP exam and roughly outlines the
content of the course as well. Remember, our focus is on empirically supported psychological facts,
research findings, and possible theories. Our discussion will rely on the text with a combination of recent
articles and research findings used to supplement the text.
Content Area
Sample Assignments/Concepts In addition to the
studying the text, students will be asked to make personal
connections to the material by critically analyzing the
content in areas meaningful to them. Sample objectives
and assignments are included below.
I. History and Approaches to
Psychology
A. Logic, Philosophy, and
History of Science
B. Approaches
1. Behavioral
2. Biological
3. Cognitive
4. Humanistic
5. Psychodynamic
6. Evolutionary/
Sociobiological
7. Sociocultural
II. Research Methods
A. Experimental, Correlations,
and Clinical Research
1. Correlational (e.g.
observational, survey,
clinical)
2. Experimental
B. Statistics
1. Descriptive
2. Inferential
C. Ethics in Research
III. Biological Bases of
Percentage
covered on
the AP
Exam
2-4%
 Students will be asked to analyze the role of
psychologists in history and trace the
development of modern psychology.
 Students will be asked to critically think from
the perspective of a historical psychologist to
answer some modern-day questions and
concerns. They will become a particular
psychologist from history and take on that
persona in our ‘psychology of the minds’
conference simulation.
 Students will analyze main fields of thought
and compare and contrast such fields as
structuralism and functionalism.
 Students will also be able to analyze figures
of psychology of history that might have been
overlooked. We will look at the contributions
of women and minorities to the field.
6-8%
 Students will be asked to critically analyze
popular media ‘research’ for its adherence to
psychological research method accuracy and
ethical standards.
 Students will be asked to create an
experiment of their own using a variety of
approaches and apply all ethical standards to
their experimental set-up. We may choose to
conduct this research if it is deemed
appropriate and ethical.
 Students will also practice using statistics,
both descriptive and inferential, in various
studies and class demonstrations.
 Students will understand empirically
supported psychological facts. In this, we
will continually apply research methods to
analyze the legitimacy of various studies.
8-10%
 Students will use interactive computer
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Behavior
A. Physiological Techniques
(e.g. Imaging, Surgical)
B. Neuroanatomy
C. Functional Organization of
Nervous System
D. Neural Transmission
E. Endocrine System
F. Genetics




models to tour the brain and identify critical
areas.
Students may have (if available) to meet with
local neurosurgeons to discuss and analyze
the anatomy of the brain and the science
behind it.
Students will speak with a local
endocrinologist and understand how the
endocrine system plays a role in human
behavior.
Students will critically analyze how the
various systems interact. Students will also
be able analyze what happens when neural
communication fails or when the sympathetic
nervous system is overactive.
Students will also embark on research to
analyze the role of genetics and possible
variations in chromosomal make-up.
Students will research various syndromes and
disorders and look for a possible genetic
cause.
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IV. Sensation and Perception
A. Thresholds
B. Sensory Mechanisms
C. Sensory Adaptation
D. Attention
E. Perceptual Processes
V. States of Consciousness
A. Sleep and Dreaming
B. Hypnosis
C. Psychoactive Drug Effects
VI. Learning
A. Classical Conditioning
B. Operant Conditioning
C. Cognitive Processes in
Learning
D. Biological Factors
E. Social Learning
VII. Cognition
 Again, students will utilize computer models
to accurately trace and identify parts involved
in the hearing, seeing, smelling, tasting, and
touching processes.
 We will look at experiments such as the
Necker Cube, Backmasking, Neisser’s
Selective Attention video, and much more.
We will analyze our own reaction to various
experiments.
 Students will be able to test their own
thresholds in regards to the material.
 We will discuss Gestalt principles and our
understanding of perception.
 Students will have an opportunity to track
their own sleeping practices and compare and
contrast that to recommended sleep
guidelines.
 Students will compare differences between
REM and NREM sleep.
 Students will analyze the results of sleep
deprivation on a person’s function and mental
processes.
 Students will analyze the impact of drugs on
the brain using computer models and
information from the neurology unit. Here,
students will chart the names of depressants,
stimulants, and hallucinogenic drugs and
describe their effects.
 Students will also analyze the scientific
validity of hypnosis, ESP, and other popular
behavior modification techniques.
 Students will demonstrate various learning
strategies and create ethical experiments in
order to apply and practice the various terms
in the material.
Students will analyze the role of
observational learning through popular
media, parenting and school and report on
their findings.
 Special Project! Each student will design an
application of operant conditioning in order
to modify a human participant’s behavior.
We will work together to review ethnical
standards and research methods in order to
establish an experiment. Once this is
reviewed and approved by ‘the board’,
students will attempt the modification process
over a 2-4 week time period.
 Students will engage in numerous in class
7-9%
2-4%
7-9%
8-10%
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A. Memory
B. Language
C. Thinking
D. Problem Solving and
Creativity




activities aimed at demonstrating problem
solving, critical thinking, and creativity.
Students will work in small groups to figure
out solutions and analyze possible stumbling
blocks to solving these problems.
Students will analyze how memory functions,
functions optimally, and what happens when
memory begins to fade.
Students will analyze linguistic development
across various cultures and look at the
limitations and possibilities of language.
We will apply Chomsky and Whorf’s
analysis to language by looking at possible
universal norms and the cultural relativity of
language.
We will also analyze the fundamental
building blocks of language and trace their
physical development through the lifespan.
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VIII. Motivation and Emotion
A. Biological Bases
B. Theories of Motivation
C. Hunger, Thirst, Sex, and
Pain
D. Social Motives
E. Theories of Emotion
F. Stress
IX. Developmental Psychology
A. Life-Span Approach
B. Research Methods (e.g.
longitudinal, crosssectional)
C. Heredity-Environment
Issues
D. Developmental Theories
E. Development Dimensions
1. Physical
2. Cognitive
3. Social
4. Moral
F. Sex Roles, Sex Differences
X. Personality
A. Personality Theories and
Approaches
B. Assessment Techniques
C. Self-Concept, Self-Esteem
D. Growth and Adjustment
7-9%
 Students will explore various studies on
motivation and emotion. We will analyze
various theories and apply them to various
real-life situations.
 We will tie this into various cultural norms
and see how culture and socialization
practices impact both motivation and
emotion.
 Students will be able to work with children at 7-9%
the high school and apply their learning in the
child psychology classroom. We will be able
to talk with and play with children and assess
their particular stage of development (through
testing specific skills). We will apply Piaget,
Erikson, Kohberg, and more to our
investigations of development psychology.
 Students will be able to compare longitudinal
studies to cross-sectional studies and discuss
the relative merits of each.
 We will trace the life-span of a typical
individual and map out a rough estimate of
psychological expectations.
 We will analyze how sex and gender cultural
norms may impact the development of
individuals.
 Students will be asked to analyze the various 6-8%
schools of though in personality studies.
Students will then be asked to choose and
defend a particular approach and why they
would choose this to school to analyze
someone’s personality.
 Students will trace the evolution of various
personality theories through the eyes of the
main personality theorists.
 Students will write a critical essay regarding
Trait theory, Psychoanalytic, Humanistic, and
Cognitive Perspectives.
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XI. Testing and Individual
Differences
A. Standardization and Norms
B. Reliability and Validity
C. Types of Tests
D. Ethics and Standards in
Testing
E. Intelligence
F. Heredity/Environment and
Intelligence
G. Human Diversity
 Students will take sections of the original
military intelligence test and analyze/evaluate
the historical roots of intelligence testing.
 Students will analyze the need to analyze
multiple intelligences including case studies
of those with savant syndrome.
 Student will analyze various intelligence tests
and other tests in order to apply concepts of
reliability and validity to the material.
 Students will be able to analyze the role of
heredity and environment in the development
of intelligence.
 Students will critically think about the need
for testing and what tests should aim to
identify.
5-7%
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XII. Abnormal Psychology
A. Definitions of Abnormality
B. Psychopathology Theories
C. Psychopathology Diagnosis
D. Anxiety Disorders
F. Mood Disorders
G. Schizophrenic Disorders
H. Organic Disorders
I. Personality Disorders
J. Dissociative Disorders
XIII. Treatment of
Psychological Disorders
A. Treatment Approaches
1. Insight Therapies:
Psychodynamic/
Humanistic approaches
2. Behavioral Approaches
3. Cognitive Approaches
4. Biological Approaches
(Psychoparmacology/
Psychosurgery)
B. Modes of Therapy (e.g.
Individual, Group)
C. Community and
Preventative Approaches
XIV. Social Psychology
A. Group Dynamics
B. Attribution Processes
C. Interpersonal Perception
D. Conformity, Compliance,
Obedience
E. Attitudes and Attitude
Change
F. Organizational Behavior
G. Aggression/Antisocial
Behavior
XV. Stress and Health
 Students will develop an understanding of the
DSM-IV in the role of identifying
psychological disorders.
 Students will study the main categories of
disorders according to the DSM-IV. Students
will then specialize in one particular area and
present their findings to the class.
 We will look at all the main categories under
the DSM-IV and, in conjunction with a local
mental health facility, either talk with a
professional or talk with patients
experiencing various disorders.
 Using information from the approaches to
psychology, students will analyze how
different therapies approach treatment of
disorders. We will compare and contrast
psychodynamic, humanistic, behavioral,
cognitive, and biological approaches.
Students will be asked again to defend an
approach (or a combination of approaches) in
the treatment of various disorders.
 We will seek local information for what is
being done in terms of community and
preventative approaches in our area.
 We will also speak with local psychologists
and talk with them about their chosen
approach and experiences in the field.
 Students may also be asked to simulate
various treatment approaches using key
information from the text and adopt that
approach in the classroom environment.
• Students will explore the historical roots of
social psychology. We will ask why Nazi
soldiers followed orders to exterminate
millions, why was the civil rights movement
on balance successful, why some sororities
and fraternities can get out of hand, what
contributions can individuals make to aid
social change, and other questions to ground
ourselves in the study of social psychology.
• We will view, discuss, and critique Milgram,
Zimbardo, Asch and others in their social
psychology experiments on obedience,
compliance, and conformity as well as
conduct a few of our own.
• We will also analyze altruistic behavior to
terms of social exchange theory and social
norms.
 We will analyze what can happen when stress
7-9%
5-7%
7-9%
n/a
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A. The Impact of Stress on the
becomes chronic on the body and the
Body
implications of chronic stress.
B. Promoting Health
 We will look at cancer trends and cardiac
disease trends and apply them to our stress
analysis.
 We will analyze the role of genetics and
environment on stress adaptation through the
Diathesis Stress Theory.
 We will also explore various relaxation
techniques in the classroom.
 We will analyze the role of nutrition and
stress and look at the connections between
foods and neurochemicals.
 We will analyze ways to promote a healthy
mind through promoting healthy choices.
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Summer Assignment
Yes – there is a summer assignment. There are Four items you need to accomplish.
First. Check out the two books you need for this class. Check out your study guide and textbook from
the bookstore before you leave school for the summer.
Second. You will find that your textbook is organized into various units and then within each unit there are
modules. Each unit is typically a chapter in a traditional textbook and the modules are sections within that
topic. The modules format makes it a bit easier to digest. Over the summer, you need to read one unit (3
modules). Along with each module, you are responsible to complete the ‘study guide’ assignment to
accompany each module
Third. READ ALL FOUR MODULES AND CREATE A TERM LIST FOR SAID MODULES
Unit1: Introduction to Psychology –
Module : 1 History and Scope – pg. 2
Assignment: Progress Test , True-False , Essay & Key Terms
Module 2 Thinking Critically Pg. 16
Assignment: Progress Test , Matching , True-False , & Key Terms
Module 3 Research Strategies
Assignment: Progress Test , Matching , & Key Terms
These assignments are due THE FIRST DAY OF CLASS…NO EXCEPTIONS. Label each module
clearly and each section clearly for credit. The goal of the study guide progress test is to check your
understanding of the material. Whenever we have a test, a few questions will come from the study guide.
We expect these to be correct. The answers to the study guide questions are listed in the back of each
module – please use these to check your answers (not to copy from). This is a great way to monitor how
well you know the material and great material to ask questions in class.
a. Fourth. THE PACKETThis packet is to be completed in it’s entirety for the first day of class. Please follow the packet
outline and complete all of the experimentation examples that are provided within. This will require
you to use multiple resources including your text and possible online research.
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AP Psychology Study Guide Assignments
Study Guide Assignments.
These are the assignments for the year from the Study Guide that accompanies the text book. These are required for
each chapter/module we read. Please add a due date next to each module as we proceed to help keep yourself
organized. Note: Any essays assigned need only be short answer.
Straub, Richard. Study Guide to Accompany David G. Myers Psychology in Modules, 8th Edition.
New York: Worth Publishers, 2007.
Unit 1: The History and Scope of Psychology –
Module 1: The History and Scope of Psychology – p.3 (11 points)
Assignment: Progress Test (48), Matching (15), True-False (10), Essay (1) & Key Terms (14)
Module 2: Thinking Critically with Psychological Science – p. 19 (4 points)
Assignment: Progress Test (13), Matching (5), & Key Terms (7)
_____ Module 3: Research Strategies: How Psychologists Ask and Answer Questions - pg. 27
Assignment: Progress Test (46), Matching 1 (12), Matching 2 (9), Essay (1), & Key Terms (23) (12 pts)
Unit 2: Neuroscience and Behavior –
Module 4: Neural and Hormonal Systems – pg. 45 (7 points)
Assignment: Progress Test (31), Essay (1), & Key Terms (28)
Module 5: The Brain – pg. 61 (9 points)
Assignment: Progress Test (29), Matching 1 (1-11), Matching 2 (1-11), Diagram (1-9), & Key Terms (28)
Unit 3: The Nature and Nurture of Behavior Module 6: Genetic Influence on Behavior – pg. 79 (9 points)
Assignment: Progress Test (41), Matching (6), True-False (6), Essay (1), & Key Terms (16)
Module 7: Environmental Influence on Behavior – pg. 93 (4 points)
Assignment: Progress Test (19), Matching (5), True-False (5), & Key Terms (10)
Unit 4: The Developing Through the Life Span–
Module 8: Prenatal Development and the Newborn – pg. 107 (2 points)
Assignment: Progress Test (6) & Key Terms (8)
Module 9: Infancy and Childhood – pg. 111 (5 points)
Assignment: Progress Test (25), True-False (5), & Key Terms (20)
Module 10: Adolescence – pg. 125 (4 points)
Assignment: Progress Test (16), Essay (1), & Key Terms (7)
Module 11: Adulthood, and Reflections on Developmental Issues – pg. 135 (4 points)
Assignment: Progress Test (24), True-False (4), & Key Terms (7)
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Unit 5: Sensation and Perception – 149
Module 12: Introduction to Sensation and Perception –pg. 149 (3 points)
Assignment: Progress Test (15) & Key Terms (13)
Module 13: Vision – pg. 157 (7 points)
Assignment: Progress Test (25), Matching (8), Summing Up (7), & Key Terms (20)
Module 14: Hearing –pg. 169 (4 points)
Assignment: Progress Test (9), Summing Up (8), Matching (6), & Key Terms (10)
Module 15: Other Important Senses – pg. 177 (3 points)
Assignment: Progress Test (14), Matching (4), & Key Terms (4)
Module 16: Perceptual Organization – pg. 185 (7 points)
Assignment: Progress Test (38), True-False (4), Essay (1), & Key Terms (13)
Module 17: Perceptual Interpretation – pg. 197 (3 points)
Assignment: Progress Test (18), True-False (6), & Key Terms (5)
Unit 6: States of Consciousness –
Module 18: Waking and Sleeping Rhythms – pg. 211 (6 points)
Assignment: Progress Test (28), Matching (12), & Key Terms (16)
Module 19: Hypnosis – pg. 225 (2 points)
Assignment: Progress Test (10) & Key Terms (3)
Module 20: Drugs and Consciousness – pg. 231 (6 points)
Assignment: Progress Test (22), Matching (8), Essay (1), & Key Terms (19)
Unit 7: Learning
Module 21: Classical Conditioning – pg. 241 (5 points)
Assignment: Progress Test (23), Matching (5), True-False (4) & Key Terms (13)
Module 22: Operant Conditioning –pg. 251 (9 points)
Assignment: Progress Test (30), Matching (11), True-False (6), Essay (1), & Key Terms (24)
Module 23: Learning by Observation –pg. 267 (2 points)
Assignment: Progress Test (6) & Key Terms (5)
Unit 8: Memory –
Module 24: Introduction to Memory – pg. 273 (2 points)
Assignment: Progress Test (4), & Key Terms (9)
Module 25: Encoding –Getting Information In – pg. 277 (3 points)
Assignment: Progress Test (14), Matching (4), & Key Terms (11)
Module 26: Storage: Retaining Information – pg. 285 (4 points)
Assignment: Progress Test (19), Matching (6) & Key Terms (7)
Module 27: Retrieval: Getting Information Out – pg. 293 (3 points)
Assignment: Progress Test (8), Matching (6), & Key Terms (6)
Module 28: Forgetting, Memory Construction, and Memory Improvement – pg. 299 (5 points)
Assignment: Progress Test (18), Matching (7), True-False (7), Essay (1), & Key Terms (5)
Unit 9: Thinking, Language, and Intelligence –
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Module 29: Thinking –pg. 311 (5 points)
Assignment: Progress Test (27), Matching (7), True-False (4), & Key Terms (16)
Module 30: Language and Thought – pg. 323 (7 points)
Assignment: Progress Test (33), Matching (4), True-False (6), Essay (1) & Key Terms (11)
Module 31: Introduction to Intelligence – pg. 337 (3 points)
Assignment: Progress Test (10), Matching (7), & Key Terms (6)
Module 32: Assessing Intelligence – pg. 345 (8 points)
Assignment: Progress Test (32), Matching (8), True-False (5), Essay (1) & Key Terms (16)
Module 33: Genetic and Environmental Influences on Intelligence – pg. 357 (3 points)
Assignment: Progress Test (17), True-False (5), & Key Terms (2)
Unit 10: Motivation
Module 34: Introduction to Motivation – pg. 367 (5 points)
Assignment: Progress Test (13), Matching (4), Essay (1), & Key Terms (6)
Module 35: Hunger – pg. 373 (4 points)
Assignment: Progress Test (18), Matching (5), True-False (4), & Key Terms (5)
Module 36: Sexual Motivation – pg. 381 (4 points)
Assignment: Progress Test (19), True-False (7), & Key Terms (6)
Module 37: Achievement Motivation – pg. 391 (3 points)
Assignment: Progress Test (9), Matching (4), True-False (3), & Key Terms (8)
Unit 11: Emotion
Module 38: Introduction to Emotion – pg. 399 (6 points)
Assignment: Progress Test (34), Matching (6), True-False (7), & Key Terms (5)
Module 39: Expressed Emotion – pg. 411 (2 points)
Assignment: Progress Test (8) & True-False (3)
_____ Module 40: Experienced Emotion – pg. 417 (4 points)
Assignment: Progress Test (18), Matching (5), & Key Terms (5)
Unit 12: Stress and Health
_____ Module 41: Stress and Illness – pg. 427 (5 points)
Assignment: Progress Test (32), True-False (4), & Key Terms (9)
_____ Module 42: Coping With Stress - pg. 439 (4 points)
Assignment: Progress Test (16), True-False (3), Essay (1), & Key Terms (6)
_____ Module 43: Modifying Stress-Related Behaviors – pg. 447 (2 points)
Assignment: Progress Test (15) & True-False (4)
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Unit 13: Personality
Module 44: The Psychoanalytic Perspective - pg. 457 (7 points)
Assignment: Progress Test (19), Matching 1 (9), Matching 2 (8), & Key Terms (23)
Module 45: The Humanistic Perspective – pg. 471 (2 points)
Assignment: Progress Test (10) & Key Terms (3)
Module 46: Contemporary Research on Personality – pg. 475 (5 points)
Assignment: Progress Test (28), Matching (5), & Key Terms (14)
Unit 14: Psychological Disorders –
Module 47: Introduction to Psychological Disorders – pg. 491 (3 points)
Assignment: Progress Test (14), Essay (1) & Key Terms (4)
Module 48: Anxiety Disorders – pg. 499 (3 points)
Assignment: Progress Test (13), Matching (6), & Key Terms (6)
Module 49: Dissociative and Personality Disorders – pg. 505 (2 points)
Assignment: Progress Test (6), Matching (5), & Key Terms (4)
Module 50: Mood Disorders – pg. 511 (3 points)
Assignment: Progress Test (14), Matching (5), & Key Terms (4)
Module 51: Schizophrenia – pg. 519 (4 points)
Assignment: Progress Test (13), Matching (6), & Key Terms (2)
Unit 15: Therapy –
Module 52: The Psychological Therapies – pg. 527 (7 points)
Assignment: Progress Test (33), Matching (12), Essay (1) & Key Terms (19)
Module 53: Evaluating Psychotherapies – pg. 541 (3 points)
Assignment: Progress Test (17), Matching (4), & Key Terms (2)
Module 54: The Biomedical Therapies – pg. 551 (3 points)
Assignment: Progress Test (12), Matching (6), & Key Terms (6)
Unit 16: Social Psychology –
Module 55: Social Thinking – pg. 559 (3 points)
Assignment: Progress Test (9), True-False (3), Essay (1) & Key Terms (6)
Module 56: Social Influence – pg. 565 (4 points)
Assignment: Progress Test (16), Matching (7), True-False (5), & Key Terms (8)
Module 57: Antisocial Relations – pg. 573 (4 points)
Assignment: Progress Test (19), Matching (6), & Key Terms (12)
_____ Module 58: Prosocial Relations – pg. 583 (4 points)
Assignment: Progress Test (16), Matching (3), & Key Terms (12)
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Final Thoughts.
This should be a great year! The key to success is to complete the reading assigned and participate in class
discussion. There is a lot of reading in this class (we will read the whole text book plus additional material)
which requires a decent commitment of time. We can help with reading comprehension as well as
successful note taking skills individually.
We expect everyone can excel in this class – it definitely highlights information that is both engaging and
meaningful. We are relatively flexible in teaching styles, methods, and approaches and am open to
suggestions as necessary. Multiple methods of conveying information will be used to keep the approaches
interesting and varied so as to reach everyone.
CHECK THE WEBSITE REGULARLY!! THERE WILL BE EVENTS RELEVANT TO CLASS OR
BOOK/ MOVIE SUGGESTIONS POSTED!! This would be a great way to get extra credit early on before
the school year even begins! There will also be a vocabulary list for the terms for the year for your
viewing/studying pleasure.
I am looking forward to a wonderful year. If there are any concerns, please do not hesitate to email me.
Email is the most efficient way to reach me. Here is to a wonderful year!
Sincerely,
Mr. Chad Bays
chad.bays@kentwoodps.org
AP Psychology Instructor
East Kentwood High School
6230 Kalamazoo Ave
Kentwood, MI 49508
School Phone: 616.698.6700 x42654
Mr. Courtney James
courtney.james@kentwoodps.org
AP Psychology Instructor
East Kentwood High School
6230 Kalamazoo Ave.
Kentwood, Mi. 49508
School Phone: 616.698.6700 X42653
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AP PSYCHOLOGY
Due _________________
STATEMENT OF EXPECTATIONS AND CONSENT OF MATERIAL
Please return this sheet with all the information completed.
AP Psychology surveys the meaning of being human by analyzing and comparing different human
behaviors and mental processes. I have read and asked all necessary questions regarding the content of this
course. I fully understand that we will cover sensitive and controversial topics through our study of
different human behavior. Such material may cover issues of:
Socialization, gender, race, ethnicity, religion, drug use, sexuality, sexual orientation, psyco-socialsexual development, sports, mental illnesses, violence, marriage, language (and explicit language),
politics, environment, cultural relativism, and more. We will do this through discussion, reading,
and film.
Should I object to the material or find it too sensitive, I can and will write an explanation stating the reasons
why and seek an alternative assignment without any penalty.
Furthermore, I fully understand and expect this course to parallel a rigorous college introductory course. I
agree to self-study, complete summer assignments, work in study groups, and turn in work in a timely
fashion.
I have read and understand what is expected of me. I agree to adhere to the protocol set forth in the
syllabus. This includes the missed work, behavior, journals, and all academic responsibility. I understand
it is my responsibility to seek any additional clarification(s) from the instructor
If there are any concerns, please direct via email to courtney.james@kentwoodps.org or
chad.bays@kentwoodps.org accordingly.
Student Name
Date
________
Grade
Student Signature
Parent/Guardian Name
Parent/Guardian Signature
Date
Complete Reverse Side
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Student Information –
must be completed and turned in by Wednesday, September 3rd, 2008.
Student Info:
Student Name
Do you have consistent email/internet access at home?
Yes
No If No, Explain: _________
Anything I should know (concerns/allergies/learning issues etc. – will be confidential):
What activities are you involved with?
What other courses are you taking?
Why did you elect to take AP Psychology?
Parent(s)/Guardian(s) Info:
Parent(s)/Guardian(s) you live with:
Home Phone
Cell
Email
Cell
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