AP Psychology 2013-2014
Mr. Hache’s Course Syllabus
Important Contact Information:
1. Email: dhache@whrhs.org
2. Room 116A North Building
3. Voicemail: (908) 647-4800 extension 2217
4. Website for homework & class updates found on: http://www.whrhs.org
a. Go to the Academics link and find D. Hache
b. Click on your class and level: be aware that different periods of the same level will share a class page.
Make sure you read the assignment and due date for your specific class period.
5. You must join my Edmodo group in order to receive and/or submit most of our course work.
This is a great teaching and learning tool that I use for the course. You can set it up as a webpage, an app, or both.
Join Group URL: http://www.edmodo.com/home#/join/45d1dfc2e77dbb1ce7f6188c04807c3f
Group code: pxfk8n
Set up with the information below:
User name: (WHRHS ID#) whrhs ex) 223456whrhs
Email: student email
Password: your log-in password
6. Office hours: Students must come see me for extra help, questions, etc after or before school or during lunch
(please let me know you are coming in advance).
AP Psychology Rationale:
“The AP Psychology course is designed 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. They also learn about the
ethics and methods psychologists use in their science and practice.”
College Board, 2008, 2009 AP Psychology Course Description (New York: College Board, 2007), 3.
AP Psychology is a full-year, 5 credit course that is designed for both junior and senior level students. AP
Psychology is a highly structured and very demanding course where students are required to thoroughly read the
college-level textbook and prepare Cornell style notes (using the SQ3R method) prior to the designated class
period. The materials used to teach the course as well as the student-centered approach require that students who
elect AP Psychology should expect to deal with complex concepts, daily reading assignments, active class
participation, essay questions, and both independent and group research projects. A daily schedule of study is
required to meet the expectations of this course which typically involves one hour of preparation per class
meeting.
Throughout the course, students learn that there are no simple answers to complex questions about behavior.
Students focus on examining how an individual’s physical state, external environment, and mental state affect their
behavior and mental processes. Students will be required to analyze empirical data collected through observation,
experimentation, and measurement tools as evidence to dispel common myths about behavior and support or refute
various psychological theories. Students will work throughout the year both independently and in groups on
research projects of varying types and topics, culminating in presentations at the end of the unit. This active
approach combined with meaningful content will improve both academic achievement and the relational process
that is vital to the development of skills stressed in the 21st century learning model.
Primary Student Textbook: Zimbardo, Philip G., Johnson, Robert L., Weber, Ann L., Gruber, Craig W. (2010).
Psychology: AP edition with discovering psychology. New York: Allyn & Bacon.
Pedagogical Underpinnings:
The AP Psychology course also benefits the students, school, and community in a variety of other ways.
Psychology helps create more informed students, provides them with insight about human nature and who they are
as individuals. The content of the course also includes techniques that help improve memory, control emotions,
eliminate unwanted habits and can promote more objectivity in individuals. In addition, understanding the
concepts of psychology can potentially help improve student interaction with other individuals, provide insight into
political and social issues such as crime, addiction, discrimination, ethics, and many others so that they can make
informed judgments. AP Psychology focuses on developing critical thinking skills, applying higher-order thinking,
exploring attitudes and values; and engaging students in active learning. Developing these qualities not only
promotes the values of the school, but also develops the skills that are important for 21st century learners.
Specific Course Goals and Objectives:
The major objective of the AP Psychology course is to provide high school students with a challenging learning
experience designed to be the equivalent of a one-semester, college-level introductory psychology course. The AP
Psychology course will incorporate the same concepts and materials that are typically covered in a college level class,
but in an alternative high school environment. The course is demanding by design and the students are required to
be active participants in the class rather than simply memorizing isolated facts. The AP Psychology course is
designed to:

provide students with a working knowledge of the theories and key concepts of each of the major subfields
within psychology;
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expose them to many of the contributing psychologists and significant research studies, both historical and
current, that have shaped our understanding of behavior and mental processes;

train them to apply psychological principles and understand connections between ideas and theories;

leave them with an appreciation of the scientific methods and ethical procedures that produce such knowledge;

and prepare students to do acceptable work on the AP Psychology Examination.
Course Expectations:
1. Active learning: This course is not one in which you will play a passive role. Instead, you are expected to take an
active part in your own learning and that of the class as well. In the AP classroom, discussion and demonstrations
will dominate over lectures so that we can learn from each other. Each of you brings something special to the
course, something special that our team needs if we are to be successful. Come each day ready to contribute.
2. Knowledge for application’s sake: In AP Psychology there is a considerable amount of content you must
master. However, you must do more than memorize information provided by myself or other sources. You will be
asked to apply this information to real life situations via class discussions or through concisely written free response
questions.
3. Psychologists read: As AP students, you will be expected to do a considerable amount of daily reading in the
text. You must show evidence of daily preparation by participating in class discussions, asking critical questions,
making text-to-world connections, and bringing a rough draft of your concept map to each class.
4. Active note taking: The amount of material distributed in this course is substantially higher than in a regular
class. Each period you are expected to take notes on our class activities. As you will need access to this material in
order to study for the unit exams and the AP exam, you must have a 1.) 3 ring binder for class.
AP Psychology Exam 2012 Results for Mr. Hache’s classes:
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67% of students who took the exam earned a 3 (qualified) or higher (very well qualified).
86% of the students who scored a 5 had an A average on exams and 100% had an A in the course.
93% of the students who earned a 4 on the exam had test and class average of a B or A.
Only 10% of students who earned a 3 on the exam had an A test average and 26% had an A class average.
Over 60% of students who earned a 3 had a test average and class average of a B.
Only one student with an A average scored below a 3 on the exam.
The AP Exam
The AP Psychology Exam includes a 70-minute (100 question) multiple-choice section that accounts for two-thirds
of the exam grade and a 50-minute free-response section made up of two questions that accounts for one-third of
the exam grade. Multiple-choice scores are based on the number of questions answered correctly. Points
are not deducted for incorrect answers, and no points are awarded for unanswered questions. Because
points are not deducted for incorrect answers, students are encouraged to answer all multiple-choice questions. On
any questions students do not know the answer to, students should eliminate as many choices as they can, and then
select the best answer among the remaining choices. Free-response questions are an appropriate tool for evaluating
a student’s mastery of scientific research principles and ability to make connections among constructs from
different psychological domains (e.g., development, personality, learning). Students may be asked to analyze a
general problem in psychology (e.g., depression, adaptation) using concepts from different theoretical frameworks
or subdomains in the field, or to design, analyze, or critique a research study.
College Board, 2008, 2009 AP Psychology Course Description (New York: College Board, 2007), 3.
AP Psychology 2014 Test Date: Monday, May 5th (afternoon session begins at 12:00 pm)
Exam fee: $89
The AP Psychology Exam, which debuted in 1992, is a relative newcomer among AP Exams. The exam tests
knowledge of topics included in a one-semester introductory college course in psychology. The following table
reflects the approximate percentage of the multiple-choice section of the exam devoted to each content area:
1.
2.
3.
4.
5.
6.
7.
2-4% History and approaches
6-8% Research methods
8-10% Biological bases of behavior
7-9% Sensation and perception
2-4% States of consciousness
7-9% Learning
8-10% Cognition
8.
9.
10.
11.
12.
13.
14.
7-9% Motivation and emotion
7-9% Developmental psychology
6-8% Personality
5-7% Testing and individual differences
7-9% Abnormal psychology
5-7% Treatment of psychological disorders
7-9% Social psychology
Grading System:
I use a point system in all of my AP Psychology classes. This means that I take your total points earned from all of
your graded work and divide it by the total number of possible points.
Types of Grades: I use a variety of assessment tools assignments throughout the course to evaluate students.
Tests will always be given with advanced notice but other assignments may not be given with warning. Unprepared
students and/or absent students are responsible for their own work and grade. Larger assignments have clear
expectations expressed in a rubric and it is imperative that each student understands the requirements of all graded
work. Make sure that you read and understand the grading criteria and expectations well before the assignment is
due.
Grading Criteria
1) Active learning strategies will be implemented throughout each unit and will require students to participate
actively during class. A variety of activities will be used during the class period in order for students to use the skills
that are examined in class. Graded discussions, debates, essays, simulations, peer teaching exercises, reading
analysis, case study evaluation, etc, will all be incorporated into each students marking period grade. Team based
projects will also be assigned that require some degree of research, group interdependence, member accountability,
artifact creation and class presentation.
2) Tests: there will be 7 two chapter test over the course of the year (for the 14 total chapters). These exams are
scheduled twice a marking period and will usually consist of 50 multiple choice questions worth two points each (no
essays for these tests).
3) Cumulative Exams: students will take a cumulative exam near the end of each of the first three marking periods
and a final cumulative exam prior to the actual AP Exam (May 5th). Cumulative exams will be given over a two day
period and will consist of 75-100 multiple choice questions and 1 or 2 FRQ questions. Exams will resemble the A.P.
exam in style and format: 67% objective & 33% free response. Cumulative exams are worth 200 total points.
4) Quizzes: based on the reading, lecture, and activities will be announced or unannounced throughout each unit.
5) Extra Credit: no traditional assignments are offered, but bonus points are available periodically (tests are curved).
Additional types of assessment for the course include: (points vary based on assignment)
-Cornell Style SQ3R Notes
-Class participation points
-Personal reflection essays
-Research Projects
-Presentations
-Team Teaching Projects
-Debates
-Case Studies analysis
- Critical Thinking in Psychology: readings, questions, and discussion.
-Unit & reading quizzes
-Practice FRQ
-Unit Tests
-APA Papers
Homework and class participation: Homework will be assigned regularly and will be either checked or graded
through the use of quizzes, graded discussions, or written assignments.
1. You will be given ample notice for assignments through a unit syllabus that will be distributed in class and posted
on the course webpage. Therefore, due dates should be viewed as the last possible date assignments will be
accepted. Feel free to pass in assignments prior to this date. Late work is not accepted without a discussion with
me first and a reduction of your grade may occur for the late work that is permitted.
2. Plagiarism results in a zero. (Students who cheat historically fail the AP Psych exam)
Participation in class is more than physical presence. It means making a meaningful contribution to discussions
and course activities. Satisfactory class participation and cooperation is defined as being present with all required
class materials, answering questions, offering constructive opinions, and generally cooperating with the teacher and
other students in the class. Participation will be factored into all four marking period grades.
Final Average Breakdown: based on 4 marking periods & final exam (8%)
A = 100-90
B= 89-80
C = 79-70
D= 69-60
F = 59-0
General Teaching Strategies
I utilize a variety of techniques that help students master the content needed for the course. Generally students
should expect to be exposed to and learn the content through lectures, class discussions, video clips, outside
readings, textbook assignments, demonstration, active learning techniques, case study analysis, research activities,
and student projects.
Students are required to check the class website daily, but must be particularly conscientious when absent.
Students MUST contact me via email, voicemail or in person before classes begin on the day of their return if they
are having difficulty getting their work done or with some other aspect of the course.
Summer Assignment: will be posted on the department & my personal webpage and posted on edmodo.
Course Resources:
Alloway, Tom, Greg Wilson, and Jeff Graham. Sniffy the Virtual Rat Pro, Version 2.0. [Belmont, Calf.]:
Thomson/Wadsworth, 2005.
Benjamin, Ludy T. Jr., eds. Favorite Activities for the Teaching of Psychology. Washington, D.C.: American
Psychological Association, 2008.
Bensley, D. Alan. Critical Thinking in Psychology: A Unified Skills Approach. Pacific Grove, Calif.: Brooks/Cole, 1998.
Hock, Roger R. Forty Studies that Changed Psychology: Explorations into the History of Psychological Research.
5th ed. Upper Saddle River, N.J.: Pearson/Prentice Hall, 2005.
Rolls, Geoff. Classic Case Studies in Psychology. London: Hodder Arnold, 2005.
The 1994, 1999, 2007 AP Released Exams in Psychology and other support materials provided by the College
Board.
Supplemental Readings
Numerous short articles and readings drawn from books, newspapers, magazines, and journals are assigned.
ProQuest Psychology Journals (found in the Media Center): contains abstracts and indexing for more than 640
titles, with over 540 titles available in full-text. It also features charts, diagrams, graphs, tables, photos, and 4,000
full-text dissertations spanning from 2000 through 2006. Coverage includes behavioral, clinical, cognitive,
developmental, experimental, industrial, and social psychology, as well as personality, psychobiology, psychometrics,
genetics, psychology of business and economics, communication, criminology, addiction, neurology, and social
welfare.
General Teaching and Learning Tools Used Throughout the Course:
Case Study Analysis
I use case studies throughout the course in order to provide students an opportunity to demonstrate what they have learned during
the unit and to simulate a hands-on experience for the students based on the current content from the course. I need to conduct a
basic introduction to disorders and diagnosis (the content will be addressed more thoroughly during the Abnormal Psychology unit
near the end of the course) early in the year so that the students understand how the process works. I have a collection of fictional
case studies based on the topics covered during the various units in the course. For example, I have a number of good case studies
for fictional patients during the Developmental Psychology unit that will ask the students to identify possible causes of disorders that
trace back to the different stages of development. The students will read the assigned case(s) that are relevant to the current unit
and will make a tentative hypothesis based on the information that has been presented up to that point.
Students are required to:
1. Identify and explain the potential diagnostic possibilities for the case.
2. Explain how the evidence in the case history presents these possibilities for them.
3. Describe an elaborated series of questions they might ask to evaluate each diagnostic possibility. They must consider at least
two, but no more than three, diagnostic possibilities, and develop a series of questions to interview for each possibility.
4. Predict the possible answers that would incline them toward or away from each of their various possibilities?
5. Create a preliminary multiaxial diagnosis and provide information about the etiological factors that they believe are relevant
in this case.
Practice FRQs & Blogs
Students will complete partial (the intro paragraph and an annotated outline) or complete practice free-response questions (FRQs)
throughout each unit both formally in the classroom and informally through discussions, debates, and blogs. Informal practice FRQ
questions are addressed in a variety of different formats and are often assigned for homework. Blogs are used at times to conduct
virtual discussions about the important information needed to answer practice FRQ questions. Students are required to explain how
they would address the FRQ question and respond to at least to posts from other students. Responses must be of high substance
and include either additional supporting information about the author’s position on the topic, a question about the topic, or a
counter opinion based on the FRQ question with supporting evidence. Formal practice FRQs are always done in class during a 25minute timed session to mimic the AP Exam testing environment. Their answers must follow the same format they are to use when
answering the free-response questions on the AP Exam.
Sample Question (taken from the 2010 AP Psychology exam)
At a school wide pep rally preceding a big game at Williams James High School, each grade has a designated t-shirt color and seating
area in the bleachers. Student leaders organize classes so that their colored shirts combine to form the school flag. The coach gives
an exciting speech, the cheerleaders perform a routine, and the band plays the school song while the students sing in unison.
Explain the behavior and perceptions of the participants in the pep rally using the concepts below. Be sure to apply the concepts to
the scenario in your explanation.
• Cocktail party effect
• Deindividuation
• Occipital lobe
• Sympathetic nervous system
• Conformity
• Figure ground
• Procedural memory
Using Sniffy the Virtual Rat
I use the Sniffy the Virtual Rat interactive software program during the unit on learning. Sniffy is a computerized rat that can be
conditioned to perform many behaviors, including bar pressing. When using Sniffy to teach and demonstrate the concepts of
operant conditioning, I first have each group shape the rat to press the bar in the Skinner Box. Next, the groups condition the rat on
a different schedule of reinforcement and then extinguish the behavior. Finally, they print out a cumulative record of their work so
we can compare their records with the section in the textbook’s chapter on learning that shows how different schedules of
reinforcement will affect behavior.
Experimental Design: Students are given a hypothetical research problem and told to write a proposal for a controlled experiment
to solve it. The exercise serves to improve their understanding of research methodology.
Value Continuum
The value continuum can be used whenever you ask students to consider their personal opinions about a specific topic. This activity
is effective when discussing literature from opposing sides of controversial topics and examining issues from different schools of
thought in psychology.
Unit 1: Introduction, History and Approaches (1 week)
Textbook Reading: Chapter (1-25)
Content
A. Logic, Philosophy, and History of Science
B. Approaches
1.Biological
2.Behavioral
3.Cognitive
4. Humanistic
5. Psychodynamic
6. Sociocultural
7. Evolutionary
Essential Questions
1. What ways does psychology approach the study of human and animal behavior?
2. How has psychology changed the study of human and animal behavior?
3. How do the different perspectives in psychology compare and contrast?
4. Who were the movers and shakers in the evolution of psychology as a science?
Learning Objectives (SWBAT)
-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.
Unit Specific Activities and Projects
Critical Thinking in Psychology: Chapter 1 - Introduction to Critical Thinking in Psychology. Students will answer
review questions from the reading, conduct a debate using their opinions, and complete a position paper about the
topic.
Unit 2: Research Methods (2 weeks)
Textbook Reading: Chapter 2 (pages 26-59)
Content:
A. Experimental, Correlational, and Clinical Research
B. Statistics
1. Descriptive
2. Inferential
C. Ethics in Research
Essential Questions
1. How do psychologists use the scientific method to study behavior and mental processes?
2. Which methods of research are appropriate for the study of different behaviors?
3. How do psychologists draw appropriate conclusions about behavior from research?
4. How do psychologists make ethical decisions about researching behavior with human and animal subjects?
Learning Objectives (SWBAT)
-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.
-Evaluate the importance of statistics in research.
Unit Specific Activities and Projects
- Value Continuum: this activity was can be used when the personal opinion of the student is required for a specific
topic. Student swill be given two opposing articles about ethics during research and will then write an essay that
includes a clear introductions to their personal opinion, body paragraphs that include at least three supporting
arguments from the reading, and a conclusion paragraph. A value continuum will be created and discussed in class
based on each student’s opinion.
-Critical Thinking in Psychology: Chapter 2 – Inductive Reasoning and Analysis of Psychological Arguments.
Students will answer review questions from the reading, conduct a debate using their opinions, and complete a
position paper about the topic.
Unit 3: Biological Bases of Behavior (2 weeks)
Textbook Reading: Chapter 3 Biopsychology and the Foundations of Neuroscience (60-107)
Content
1. Physiological Techniques (e.g., imaging, surgical)
2. Neuroanatomy
3. Functional Organization of Nervous System
4. Neural Transmission
5. Endocrine System
6. Genetics
7. Evolutionary Psychology
Essential Questions
1. How do biological processes relate to behavior?
2. How do the biological processes work to create and sustain behavior?
3. How does damage to a biological process or part affect behavior?
Learning Objectives (SWBAT)
-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.
Unit specific Activities and Projects
-Higher-order thinking activity based on creating Brain Mobiles. Students draw and label the different parts of the
brain along with a visual representation of the primary functions for each brain area.
-Critical Thinking in Psychology: Chapter 4 – The Mind, Brain, and Behavior: What’s the Connection? Students will
answer review questions from the reading, conduct a debate using their opinions, and complete a position paper
about the topic.
Unit 4: Sensation and Perception (2 weeks)
Textbook Reading: Chapter 4 (108-155)
Content:
1. Thresholds and Signal Detection Theory
3. Attention
2. Sensory Mechanisms
4. Perceptual Processes
Essential Questions
1. How do the five senses receive and translate signals to the brain for processing?
2. How does each of the senses affect behavior?
3. What are the limitations of each sense and how do those limitations affect behavior?
4. How do sensation and perception differ?
5. How does the brain process sensory signals accurately? Inaccurately?
Learning Objectives (SWBAT)
-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.
Unit specific Activities and Projects
-Critical Thinking in Psychology: Chapter 5 – Do We Perceive the World as It Is? Students will answer review
questions from the reading, conduct a debate using their opinions, and complete a position paper about the topic.
Unit 5: States of Consciousness (1 week)
Textbook Reading: Chapter 5 (pages 156-1193)
Content
A. Sleep and Dreaming
B. Hypnosis
C. Psychoactive Drug Effects
Essential Questions
1. How do psychologists define consciousness?
2. What happens during the sleep cycle?
3. What roles do REM and NREM sleep play in behavior?
4. How does lack of sleep affect behavior?
5. How do psychoactive drugs affect behavior?
6. How do we know whether hypnosis is a real psychological phenomenon?
Learning Objectives (SWBAT)
-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.
Unit Specific Activities and Projects
-Critical Thinking in Psychology: Chapter 6 – The Extraordinary Claims Made About Hypnosis. Students will
answer review questions from the reading, conduct a debate using their opinions, and complete a position paper
about the topic.
Unit 6: Learning (2 weeks)
Textbook Reading: Chapter 6 (194-231)
Content:
A. Classical Conditioning
B. Operant Conditioning
C. Cognitive Processes
D. Biological Factors
E. Social Learning
Essential Questions
1. How do psychologists define learning?
2. How do principles of classical conditioning work to create learning?
3. In what ways does classical conditioning work in human contexts?
4. How do principles of operant conditioning work to create learning?
5. In what ways does operant conditioning work in human contexts?
6. How do principles of observational learning work to create learning?
7. In what ways does observational learning work in human contexts?
8. How are the various principles discussed different and similar?
Learning Objectives (SWBAT)
-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.
Unit Specific Activities and Projects:
-Sniffy the Virtual Rat training activity and tutorial. Students will work in terms to train Sniffy while completing the
tutorial and writing a journal about their observations.
-Critical Thinking in Psychology: Chapter 9 – Critical Thinking and Decision Making. Students will answer review
questions from the reading, conduct a debate using their opinions, and complete a position paper about the topic.
Unit 7: Cognition (2 weeks)
Textbook Reading: Chapter 7 (232-295)
Content:
1. Memory
3. Thinking
5. Intelligence
2. Language
4. Problem Solving and Creativity
6. Multiple Intelligence
Essential Questions
1. How do humans encode, store, and retrieve information from memory?
2. How can humans enhance memory encoding, storage, and retrieval?
3. How do humans think?
4. In what ways is thinking flawed or constrained? How can people avoid falling for these errors in thinking?
5. How do humans acquire language?
6. How do humans use language to communicate ideas?
7. How is language flawed or constrained? How can people avoid falling for these errors in using language?
Learning Objectives (SWBAT)
-Analyze how humans encode, store, and retrieve information in memory.
-Apply memory enhancement techniques to everyday life.
-Describe the characteristics of language and evaluate the importance of language.
-Define a concept, explaining why it is useful to problem solving.
-Differentiate between algorithms and heuristics.
-Analyze how fixation, confirmation bias, heuristics, overconfidence, framing, and belief perseverance influence the
ability to solve problems.
Unit specific Activities and Projects
-Critical Thinking in Psychology: Chapter 7 – Critical Thinking and Learning: Making Predictions and Reasoning
from Definitions. Students will answer review questions from the reading, conduct a debate using their opinions,
and complete a position paper about the topic.
-Critical Thinking in Psychology: Chapter 8 – Memory and Thinking. Students will answer review questions from
the reading, conduct a debate using their opinions, and complete a position paper about the topic.
Unit 8: Motivation and Emotion (2 weeks)
Textbook Reading: Chapter 8 (pages 296-357)
Content:
1. Biological Bases
3. Hunger, Thirst, Sex, and Pain
5. Theories of Emotion
2. Theories of Motivation
4. Social Motives
6. Stress
Essential Questions
1. In what ways are humans motivated to behave?
2. What methods of motivation are more effective than others?
3. How can one increase their motivation to behave in various ways?
4. What is the role of hunger in motivating behavior?
5. How do maladaptive eating patterns affect behavior?
6. What role do emotions play in behavior?
7. How do cognitions affect emotions?
Learning Objectives (SWBAT)
-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.
Unit specific Activities and Projects
-Critical Thinking in Psychology: Chapter 10 – Do Emotions Hinder Critical Thinking? Students will answer review
questions from the reading, conduct a debate using their opinions, and complete a position paper about the topic.
Unit 9: Developmental Psychology (2 weeks)
Textbook Reading: Chapter 9 Psychological Development (pages 358-407)
Content
A. Life-Span Approach
B. Research Methods (e.g., longitudinal, cross-sectional)
C. Heredity–Environment Issues
D. Developmental Theories
E. Dimensions of Development
1. Physical
2. Cognitive
3. Social
4. Moral
F. Sex Roles and Gender Roles
Essential Questions
1. How do people grow and develop physically throughout the lifespan?
2. How do people grow and develop intellectually throughout the lifespan?
3. How do people grow and develop socially throughout the lifespan?
4. How do people grow and develop morally throughout the lifespan?
5. How do people grow and develop personality throughout the lifespan?
Learning Objectives (SWBAT)
-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.
Unit 10: Personality (2 weeks)
Textbook Reading: Chapter 10 (pages 408-449)
Content:
A. Personality Theories and Approaches
B. Assessment Techniques
C. Growth and Adjustment
Essential Questions
1. How do psychologists define and study personality?
2. What advantages and limitations exist for each theory’s description of personality?
3. How do psychologists reliably measure personality and interpret personality’s role in behavior?
Learning Objectives (SWBAT)
- 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.
Unit 11: Testing & Individual Differences (2 weeks)
Textbook Reading: Chapter 11 (450-482)
Content:
1. Standardization and Norms
3. Types of Tests
5. Intelligence
2. Reliability and Validity
4. Ethics and Standards in Testing
Essential Questions
1. How do psychologists define and study intelligence?
2. How did the use of intelligence tests evolve throughout the last two centuries?
3. How do testing scores differ between group administrations and individual administrations of intelligence tests?
Between genders? Races? Socioeconomic groups?
4. How do psychologists know whether a test is reliable and/or valid? Why are these qualities of tests important?
Learning Objectives (SWBAT)
-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.
Unit 12: Abnormal Behavior (2 weeks)
Textbook Reading: Chapter 12 Psychological Disorders (pages 482-521)
Content:
A. Definitions of Abnormality
B. Theories of Psychopathology
C. Diagnosis of Psychopathology
D. Types of Disorders
1. Anxiety
2. Somatoform
3. Mood
4. Schizophrenic
5. Organic
6. Personality
7. Dissociative
Essential Questions
1. How do psychologists measure and define abnormal behavior?
2. How are the various psychological disorders identified and studied?
3. What impact do these psychological disorders have on individuals, families, communities, and society?
Learning Objectives (SWBAT)
-Identify the criteria for judging whether behavior is psychologically disordered.
-Describe the medical model of psychological disorders.
-Describe the aims of DSM-IV, and discuss the potential dangers of diagnostic labels.
-Describe the symptoms of generalized anxiety disorder, phobias, obsessive-compulsive disorder, and posttraumatic
stress disorder.
-Describe and explain the development of somatoform and mood disorders.
-Describe the various symptoms and types of schizophrenia.
-Describe the nature of organic and personality disorders.
-Describe the characteristics and possible causes of dissociative disorders.
-Identify the criteria psychologists use to diagnose psychological disorders.
-Differentiate among the different perspectives psychologists take to understand psychological disorders.
Unit specific Activities and Projects
-Critical Thinking in Psychology: Chapter 11 – Thinking Critically About Theories of Abnormal Behavior: Culture
and Witches. Students will answer review questions from the reading, conduct a debate using their opinions, and
complete a position paper about the topic.
Unit 13: Treatment for Psychological Disorders (2 weeks)
Textbook Reading: Chapter 13 Therapies for Psychological Disorders (pages 522-563)
Content:
A. Treatment Approaches
1. Psychodynamic
2. Humanistic
3. Behavioral
4. Cognitive
5. Biological
B. Modes of Therapy (i.e., individual, group)
C. Community and Preventive Approaches
Essential Questions
1. How do psychologists measure and define abnormal behavior?
2. How are the various psychological disorders identified and studied?
3. What impact do these psychological disorders have on individuals, families, communities, and society?
Learning Objectives (SWBAT)
-Discuss the aims and methods of psychoanalysis.
-Identify the basic characteristics of the humanistic therapies.
- Identify the basic assumptions of behavior therapy.
-Describe the assumptions and goals of the cognitive therapies.
-Discuss the benefits of group therapy and family therapy.
-Discuss the findings regarding the effectiveness of the psychotherapies.
-Discuss the role of values and cultural differences in the therapeutic process.
- Identify the common forms of drug therapy and the use of electroconvulsive therapy.
Unit specific Activities and Projects
-Critical Thinking in Psychology: Chapter 12 – Critical Thinking and Diagnosing Mental Disorders. Students will
answer review questions from the reading, conduct a debate using their opinions, and complete a position paper
about the topic.
Unit 14: Social Psychology (2 weeks)
Textbook Reading: Chapter 14 (564-602)
Content:
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
H. Cultural Influences
Essential Questions
1. How do people explain (or attribute) the behavior of others?
2. What impact do these attributions have on individuals and society as a whole?
3. How are individuals affected by groups?
4. Under what conditions do people obey, conform, make friendships, find love, and help others?
5. How do attitudes and actions influence individual and group behavior?
6. How do psychologists define culture? What influence does culture have on individuals and groups?
Learning Objectives (SWBAT)
-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.