WEST FORSYTH HIGH SCHOOL
Advanced Placement Psychology
Instructor: Leslie Brunson
Room #: 2915
Email: lbrunson@forsyth.k12.ga.us
Telephone: 770-888-3470; x332915
Instructor: Erik Moore
Room #: 3011
Email: ermoore@forsyth.k12.ga.us
Telephone: 770-888-3470; x333011
Instructor: Philip Lyerly
Room #: 3012
Email: plyerly@forsyth.k12.ga.us
Telephone: 770-888-3470; x333012
Course Purpose
The purpose of AP® Psychology is to introduce students to the systematic and scientific study of the behavior
and mental processes of human beings and other animals. Students are exposed to the psychological facts,
principles, and phenomena associated with each of the major subfields within psychology.
Course Objectives
1. Students will prepare to do acceptable work on the AP Psychology Examination.
2. Students will study the major core concepts and theories of psychology. They will be able to define key
terms and use them in their everyday vocabulary.
3. Students will learn the basic skills of psychological research and be able to apply psychological concepts
to their own lives.
4. Students will develop critical thinking skills.
Textbook
David G. Myers, Psychology 7th Edition –Replacement Cost: $71.00
Supplies
 Three-ring binder with dividers
 5 Steps to a 5 - AP Psychology Review Guide (These will cost around $20.00 )
Please Note:
Students are expected to take the AP Psychology Exam in May. All Registration and payments will be made
online. Information will be forthcoming.
Fees include: 15.00 Administration Fee and an $89.00 AP Exam Fee
Course Assessments:
This class is a combination of lecture, discussion, group work, coverage of discussion questions, and answering
student questions.
Refer to the calendar and Angel on tentative sequencing of the class for the following data:
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Assignments will include one or more of the following per unit:
 Chapter Tests
 Terms Quizzes
 Reading Quizzes
Reading and Vocabulary Quizzes are normally given after the completion of a reading assignment,
although they may be given at any time. Quiz questions will usually include: multiple choice, identify and
discussion. Students are responsible for keeping up with reading assignments and being aware or and ready for
quizzes and tests.
Writing assignments will accompany each unit of studying the form of a free response question. These
will be scored according to the rubric as used by the College Board.
Notebook/Class Participation
You will be keeping a cumulative notebook – it is your responsibility to include the following information for
each unit.
 Vocabulary
 Notes/Outlines
 Free Response Questions
 Class Handouts
 Outside Reading Assignments
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Tests:
A comprehensive test will follow each content area.
You will also have Unit Tests every 9- weeks reflecting the content covered during that time period.
These tests are designed to be rigorous as to challenge students at the AP Exam level. They are composed
of two parts:
Objective - 50-80 multiple choice.
Essay - 1-2 free response.
Test dates will be announced prior to administration. As this is an advanced level course, tests are not
retaken. Be sure to thoroughly prepare for each test.
Outside Reading and Class Discussions: Supplemental reading will be assigned to accompany each
unit of study. Class discussions follow a Socratic Circle format which will assess student participation along
with the analysis and application of the documents. A rubric will be used to calculate each participant’s grade.
Attendance/ Makeup Work Policy:
Attendance in this class is essential.
Much of the material for success is provided through lecture /discussion. Missing class can create problems.
 If you check in or out of school on a day when a long-standing assignment is due, you are expected to
turn in the work on that day even if you miss my class.
 No homework is accepted late as the assignment is normally discussed during class. While some
exceptions may apply, a class absence is not an excuse for not meeting a deadline.
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Some assignments may be accepted late, but only up to two days past the due date. This does not
apply to assignments that were to be submitted on a day when you were absent.
o If an assignment is submitted a day late, the grade will be reduced by 25%.
o If the assignment is two days late, the grade will be reduced by 50%.
Tests are announced well in advance. Those who are absent the day prior to an assessment are still
expected to take the test.
Make up work is defined as work assigned during a student's absence, not work assigned prior to an
absence.
All missed work and assessments are the responsibility of the student when they are absent from school.
 A student who is absent on the class day before a regularly scheduled assessment will be responsible for
completing the assignment on the regularly scheduled day and time.
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The student has five (5) school days upon returning to school to complete make-up work.
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This does not include major projects, research papers, etc., where the deadline has been posted in
advance. The teacher has the discretion to grant a longer period of time to make up work if there are
extenuating circumstances.
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Excused Absence – Students are allowed up to 5 school days to complete the assignment for a
maximum 100% credit.
Unexcused Absence – Students are allowed up to 5 schools days to complete the assignment for a
maximum 70% credit.
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Grading Policy:
Please remember that this is a college-level course and will be both challenging and demanding.
Multipliers of items will differ (.5, 1.0 or 2.0) based on level of assignment/effort.
Nine-Week Grading Policy:
This is the standard WFHS policy
 Summative 80%
 Formative 20%
Grading Calculations:
Non-EOCT Course Average = 50% (1st Sem. Course Work) + 50% (2nd Sem. Course Work)
Grading Policy:
A = 90 – 100
B = 80 – 89
C = 70 – 79
Failing = Below 70
*Formative Assessments include, but are not limited to homework, class work, practice tests, rough drafts,
and sections of projects/ research papers/presentations.
*Summative Assessments include, but are not limited to unit tests, final projects, final essays, final research
papers, and final presentations.
Electronic Device Guidelines -This includes Phones, IPads, IPods, Tablets, etc.
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All electronics should be in a purse/bag and off during class unless otherwise instructed. Texting, snapchatting, tweeting, playing games, etc. are not allowed during class.
I reserve the right take up phones at the beginning of class to ensure attention during instruction;
they will be placed in a secure, specified area and will be returned at the end of the period.
Due to testing security issues, all electronics will be placed in a specified area for assessments.
If you fail to comply with the rules I will consider this insubordination-your device will be taken and
parents will be called.
Study Techniques:
 The reading load is considerable, especially in the first 7-10 weeks. In order to cover the maximum
amount of material with the least amount of stress, becoming a part of a study group is definitely
encouraged. Each student is expected to read all text material, outlining discussion questions and
supplemental readings may be shared with your group. You are responsible for understanding all of
the material for testing. The amount of time required for homework for this class will vary with your
reading speed. Assignments vary in length.
 Check ITSLearning regularly for assignments – especially if you have been absent from class.
 Time management is an essential skill for this class, and you must take the responsibility for
budgeting your time. As you become accustomed to the course format and texts, things will fall into
place and become easier. It is important to not get discouraged.
 Create a study group.
The Key to Success:
The most important guiding factor in this class is consistent effort and improvement. Do not be
discouraged if your grades seem low in the first grading period. If you knew the material already, you wouldn’t
need the course. Effort and improvement are weighed heavily in grading. What you will learn in terms of
writing, thinking, and study skills will be worth the effort.
You are responsible for reading in the textbook. Lectures and activities will not necessarily reflect the
content material in the text. Tests, however, will come from that information.
Availability for Extra Help: After school from 3:35 – 4:30. Please make an appointment.
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Course Scope and Sequence
Students will work throughout the year both independently and in groups on research projects of varying
types and topics, culminating in a presentation near the end of the year.
Tentative Course Plan (Approximate Time and Sequencing Provided)
Fall Semester:
Unit 1—History and Approaches of Psychology (Prologue) (2-4%) and Research Methodology (Chapter
1) (6-8%) (2 weeks)
Prologue
Essential Questions:
 In what ways does psychology approach the study of human and animal behavior?
 How has psychology changed the study of human and animal behavior?
 How do the different perspectives in psychology compare and contrast?
 Who were the movers and shakers in the evolution of psychology as a science?
Unit 1 Objectives:
 Trace the historical and philosophical development of psychology as a science.
 Describe how the different perspectives explore and explain human behavior.
 Identify famous psychologists and describe their contributions to the discipline.
 Explore different career options for people who earn degrees in psychology.
CR15—Evidence of Curricular Requirement: As relevant to each content area, the course provides instruction
in empirically-supported psychological facts, research findings, terminology, associated phenomena, major
figures, perspectives, and psychological experiments.
CR1—Evidence of Curricular Requirement: The course provides instruction in psychology’s history and
approaches.
Chapter 1 Research
Essential Questions:
 How do psychologists use the scientific method to study behavior and mental processes?
 Which methods of research are appropriate for the study of different behaviors?
 How do psychologists draw appropriate conclusions about behavior from research?
 How do psychologists make ethical decisions about researching behavior with human and animal
subjects?
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Objectives:
 Discuss the advantage of research over other ways of knowing.
 Discuss the advantages and disadvantages of case study research.
 Discuss the advantages and disadvantages of naturalistic observations.
 Discuss the advantages and disadvantages of survey research.
 Evaluate why correlational research does not yield causal conclusions.
 Identify the elements of an experiment.
 Apply elements of an experiment to different situations.
 Evaluate the importance of ethics in research.
CR16 – Evidence of Curricular Requirement: The course provides instruction in ethics and research methods
used in psychological science and practice
CR2—Evidence of Curricular Requirement: The course provides instruction in psychological research methods
CR15—Evidence of Curricular Requirement: As relevant to each content area, the course provides instruction
in empirically-supported psychological facts, research findings, terminology, associated phenomena, major
figures, perspectives, and psychological experiments.
Unit 2—Neuroscience and Behavior (Ch. 2 & 3) (8-10%) (3 weeks)
Essential Questions:
 How do biological processes relate to behavior?
 How do the biological processes work to create and sustain behavior?
 How does damage to a biological process or part affect behavior?
Unit 2 Objectives:
 Explain the process of neural communication.
 Explain how neurotransmitters work.
 Delineate the different steps of the neural chain.
 Analyze the difference between the neural and hormonal systems.
 Identify the parts of the brain and the functions of each.
 Describe the different types of brain scans.
 Determine the role of genetics in influencing human behavior.
CR3—Evidence of Curricular Requirement: The course provides instruction in biological bases of behavior.
CR15—Evidence of Curricular Requirement: As relevant to each content area, the course provides instruction
in empirically-supported psychological facts, research findings, terminology, associated phenomena, major
figures, perspectives, and psychological experiments.
Unit 3—States of Consciousness and Health (Ch. 7 & 14) (2-4%) (2 weeks)
Essential Questions:
 How do psychologists define consciousness?
 What happens during the sleep cycle?
 What roles do REM and NREM sleep play in behavior?
 How does lack of sleep affect behavior?
 How do psychoactive drugs affect behavior?
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How do we know whether hypnosis is a real psychological phenomenon?
How does stress influence health and behavior?
How can people reduce stress?
In what ways can stress be beneficial?
How do social factors affect the influence of stress on health and behavior?
Unit 3 Objectives:
 Define consciousness.
 Describe the different stages of sleep.
 Analyze the different theories of dreaming.
 Determine the common sleep disorders and their consequences.
 Differentiate between the different theories of hypnosis. Analyze why psychologists are suspicious
of hypnotically enhanced memories.
 Describe psychoactive drugs and their effects.
 Differentiate among the different types of psychoactive drugs and their effects.
 Analyze the consequences of addiction, tolerance, and withdrawal.
 Define stress, identifying the emotional and physiological responses to stress.
 Evaluate how outlook and feelings of control influence health.
 Evaluate how social support and positive emotional experiences contribute to health and wellbeing.
CR8—Evidence of Curricular Requirement: The course provides instruction in motivation and emotion
CR5—Evidence of Curricular Requirement: The course provides instruction in states of consciousness.
CR15—Evidence of Curricular Requirement: As relevant to each content area, the course provides instruction
in empirically-supported psychological facts, research findings, terminology, associated phenomena, major
figures, perspectives, and psychological experiments.
Unit 4—Sensation & Perception (Ch. 5 & 6) (7-9%) (3 weeks)
Essential Questions:
 How do the five senses receive and translate signals to the brain for processing?
 How does each of the senses affect behavior?
 What are the limitations of each sense and how do those limitations affect behavior?
 How do sensation and perception differ?
 How does the brain process sensory signals accurately? Inaccurately?
Unit 4 Objectives:
 Determine the significance of signal detection theory in modern psychology.
 Identify the major components of the visual system and the function of each.
 Identify the major components of the auditory system and the function of each.
 Identify the four basic tastes.
 Discuss the differences among the senses of taste, smell, and flavor.
 Identify the two body senses and contrast one with the other.
 Identify the views of the Gestalt psychologists related to perceptual phenomena.
 Understand how depth perception influences behavior.
 Appreciate the effect of constancy and context on daily life.
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Analyze the effect of perceptual set on everyday sensory experience.
CR15—Evidence of Curricular Requirement: As relevant to each content area, the course provides instruction
in empirically-supported psychological facts, research findings, terminology, associated phenomena, major
figures, perspectives, and psychological experiments.
CR4—Evidence of Curricular Requirement: The course provides instruction in sensation and perception.
Unit 5—Developmental Psychology (Ch. 4) (7-9%) (3 weeks)
Essential Questions:
 How do people grow and develop physically throughout the lifespan?
 How do people grow and develop intellectually throughout the lifespan?
 How do people grow and develop socially throughout the lifespan?
 How do people grow and develop morally throughout the lifespan?
 How do people grow and develop personality throughout the lifespan?
Unit 9 Objectives:
 Describe the physical development of infants and children from conception to puberty.
 Analyze the cognitive development of infants and children.
 Evaluate the importance of social development in infants and children.
 Define adolescence and evaluate how adolescence has changed over the last century.
 Summarize the physical changes that occur during adolescence.
 Analyze how the reasoning ability of adolescents differs from that of children.
 Describe and analyze Kohlberg’s theory of moral reasoning.
 Describe how nature and nurture affect behavior.
 Describe how developmental psychologists research development over the lifespan.
 Analyze how sex roles influence individual and social behavior throughout the lifespan.
CR15—Evidence of Curricular Requirement: As relevant to each content area, the course provides instruction
in empirically-supported psychological facts, research findings, terminology, associated phenomena, major
figures, perspectives, and psychological experiments.
CR9—Evidence of Curricular Requirement: The course provides instruction in developmental psychology
Unit 6—Learning (Ch. 8) (7-9%) (3 weeks)
Essential Questions:
 How do psychologists define learning?
 How do principles of classical conditioning work to create learning?
 In what ways does classical conditioning work in human contexts?
 How do principles of operant conditioning work to create learning?
 In what ways does operant conditioning work in human contexts?
 How do principles of observational learning work to create learning?
 In what ways does observational learning work in human contexts?
 How are the various principles discussed different and similar?
Unit 6 Objectives:
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Describe the elements of classical conditioning.
Apply classical conditioning to different situations.
Describe the elements of operant conditioning.
Differentiate among the various forms of reinforcement and punishment.
Apply elements of operant conditioning to different situations.
Describe observational learning.
Describe how biology influences learning.
Describe how cognition influences learning.
CR6—Evidence of Curricular Requirement: The course provides instruction in learning.
CR15—Evidence of Curricular Requirement: As relevant to each content area, the course provides instruction
in empirically-supported psychological facts, research findings, terminology, associated phenomena, major
figures, perspectives, and psychological experiments.
Unit 7—Memory, Thinking, and Language (Ch. 9 &10) (8-10%) (3 weeks)
Essential Questions:
 How do humans encode, store, and retrieve information from memory?
 How can humans enhance memory encoding, storage, and retrieval?
 How do humans think?
 In what ways is thinking flawed or constrained? How can people avoid falling for these errors in
thinking?
 How do humans acquire language?
 How do humans use language to communicate ideas?
 How is language flawed or constrained? How can people avoid falling for these errors in using
language?
Unit 7 Objectives:
 Describe the information processing model of memory and the factors that promote or inhibit encoding,
storage, etc…
 Explain forgetting in terms of benefits, decay and or retrieval failure; role of motivated retrieval failure
 Describe origins and structure of language systems through developmental stages etc…
 Describe nature of concept formation and problem solving as key processes in cognition
 Describe nature of origin of intelligence and its component abilities in contrast to creativity
CR 7- Evidence of Curricular Requirement: Instruction in Cognition
CR15—Evidence of Curricular Requirement: As relevant to each content area, the course provides instruction
in empirically-supported psychological facts, research findings, terminology, associated phenomena, major
figures, perspectives, and psychological experiments.
Spring Semester
Unit 8—Motivation and Emotion (Ch. 12 & 13) (7-9%) (3 weeks)
Essential Questions:
 In what ways are humans motivated to behave?
 What methods of motivation are more effective than others?
 How can one increase their motivation to behave in various ways?
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What is the role of hunger in motivating behavior?
How do maladaptive eating patterns affect behavior?
What role do emotions play in behavior?
How do cognitions affect emotions?
Unit 8 Objectives:
 Discuss the similarities of instinct and drive theories.
 Discuss the difference between drive theory and homeostasis.
 Explain the reasons why intrinsic motivation is more beneficial than extrinsic motivation.
 Determine how psychologists measure achievement motivation.
 Identify ways we can motivate others to give their best efforts.
 Analyze how the body regulates weight so effectively.
 Differentiate between historical and modern cognitive theories of emotion.
 Identify the physiological changes that occur when people experience different emotions.
 Determine the criteria for assessing gender differences in emotional expression.
CR15—Evidence of Curricular Requirement: As relevant to each content area, the course provides instruction
in empirically-supported psychological facts, research findings, terminology, associated phenomena, major
figures, perspectives, and psychological experiments.
CR8—Evidence of Curricular Requirement: The course provides instruction in motivation and emotion.
Unit 10—Personality (Ch. 15) (6-8%) (3 weeks)
Essential Questions:
 How do psychologists define and study personality?
 What advantages and limitations exist for each theory’s description of personality?
 How do psychologists reliably measure personality and interpret personality’s role in behavior?
Unit 10 Objectives:
 Explain how the different perspectives—psychodynamic, humanistic, trait, and social-cultural—
approach the study of personality.
 Evaluate the advantages and drawbacks of each theory of personality.
 Determine how psychologists assess personality according to the various perspectives.
CR10—Evidence of Curricular Requirement: The course provides instruction in personality
CR15—Evidence of Curricular Requirement: As relevant to each content area, the course provides instruction
in empirically-supported psychological facts, research findings, terminology, associated phenomena, major
figures, perspectives, and psychological experiments.
Unit 11- Testing and Individual Differences (Ch. 11) (5-7%) (2 weeks)
Essential Questions:
 How do psychologists define and study intelligence?
 How did the use of intelligence tests evolve throughout the last two centuries?
 How do psychologists know whether a test is reliable and/or valid? Why are these qualities of tests
important?
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How do testing scores differ between group administrations and individual administrations of
intelligence tests? Between genders? Races? Socioeconomic groups?
Unit 11 Objectives
 Compare and contrast Gardner’s and Sternberg’s theories of intelligence.
 Evaluate Alfred Binet’s contribution to intelligence testing.
 Evaluate Lewis Terman’s role in the development of intelligence testing.
 Describe David Weschler’s contribution to intelligence testing.
 Explain how group tests of intelligence differ from individual tests.
 Differentiate between an aptitude test and an achievement test.
 Explain the difference between reliability and validity.
 Analyze the reasons for the differences in test scores among people of different genders, races, and
ethnic groups.
CR11—Evidence of Curricular Requirement: The course provides instruction in testing and individual
differences
CR15—Evidence of Curricular Requirement: As relevant to each content area, the course provides instruction
in empirically-supported psychological facts, research findings, terminology, associated phenomena, major
figures, perspectives, and psychological experiments.
Units 12— Psychological Disorders and Treatment (Ch. 16 & 17) (5-7%) (2 weeks)
Essential Questions:
 How do psychologists measure and define abnormal behavior?
 How are the various psychological disorders identified and studied?
 What impact do these psychological disorders have on individuals, families, communities, and
society?
Unit 12Objectives
 Identify the criteria psychologists use to diagnose psychological disorders.
 Differentiate among the different perspectives psychologists take to understand psychological
disorders.
 Describe the characteristics of mood disorders.
 Describe the characteristics of anxiety disorders.
 Describe the characteristics of somatoform disorders.
 Describe the characteristics of dissociative disorders.
 Describe the characteristics of schizophrenia.
 Describe the characteristics of personality disorders.
 Describe the characteristics of brain-based disorders.
 Describe the different treatment options for the various types of psychological disorders.
CR13—Evidence of Curricular Requirement: The course provides instruction in treatment of psychological
disorders
CR12—Evidence of Curricular Requirement: The course provides instruction in abnormal psychology
CR15—Evidence of Curricular Requirement: As relevant to each content area, the course provides instruction
in empirically-supported psychological facts, research findings, terminology, associated phenomena, major
figures, perspectives, and psychological experiments.
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Unit 13—Social Psychology (Chapter 18) (7-9%) (3 weeks)
Essential Questions:
 How do people explain (or attribute) the behavior of others?
 What impact do these attributions have on individuals and society as a whole?
 How are individuals affected by groups?
 Under what conditions do people obey, conform, make friendships, find love, and help others?
 How do attitudes and actions influence individual and group behavior?
 How do psychologists define culture? What influence does culture have on individuals and groups?
Unit 14 Objectives:
 Differentiate between situational and dispositional attribution.
 Identify the conditions in which people are more likely to conform and obey.
 Determine how the presence of others influences actions.
 Evaluate why people are attracted to each other.
 Describe the conditions under which people are more likely to help others.
 Differentiate among the terms prejudice, stereotype, and discrimination.
 Determine the biological and social contributors to aggressive behavior.
 Define culture and how it develops.
CR14—Evidence of Curricular Requirement: The course provides instruction in social psychology
CR15—Evidence of Curricular Requirement: As relevant to each content area, the course provides instruction
in empirically-supported psychological facts, research findings, terminology, associated phenomena, major
figures, perspectives, and psychological experiments.
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