Syllabus

__ AP PSYCHOLOGY SYLLABUS __

Welcome to AP Psych! Taught by Ms. Fishel and Ms. Gould

__ Learning and Behavior Expectations: __

Each student will respect the schools, teachers, and fellow students individuality and rights in the classroom. You have chosen to take the highest-level course offered to students at BHS. The expectation is that you will rise to the occasion. You are expected to participate regularly verbally and in writing to contribute positively to our learning community. All work will be completed and submitted on time. Absences will be minimal. If any of these are not possible for you, honors psychology is available to you.

According to the College Board: 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.
 * __ PURPOSE: __**

Psychology: __Concepts and Applications__ (2nd Edition) – Jeffrey S. Nevid This text is used at colleges and universities throughout the country for their Introductory Psychology course. -Keep up with the reading assignments! Don’t fall behind! Set a schedule for yourself and be disciplined enough to stick to it. Be prepared in class to discuss the reading assigned for that day and/or take a quiz on the material. -Read smarter, not harder. Read actively; don’t just look at the words. If you spend a half hour “reading” but are unable to recall anything when you are done, you have wasted your time. Reading a college level text requires a great deal more effort and concentration than the Twilight series calls for. -Do not try to read the entire chapter at once. Each chapter is divided into several sections. Limit your reading to one of these sections at a sitting. -Pay attention to pictures, diagrams, tables, sidebars, etc. in your textbook. These features were added to your text for a reason. They make the text more interesting and provide important information. -Take notes as you read. If you can condense a 30 page chapter to a few pages of good quality notes, it will be much easier to review later. More notes =/= better notes.
 * __ TEXT: __**

Expect vocabulary and content quizzes regularly (at least once a week). These are worth at least 10pts and at most 50 and are designed to prepare you for the multiple choice section of the AP exam. End of section assessments are projects that ask you to apply and integrate information in high levels, these are worth between 50 or 100pts. Practice essays will take place within each section in order to prepare you for the specific organization and requirements of the AP exam. You are expected to sign up for the AP exam in the spring, information will be provided in a timely fashion to help you do this.
 * __ ASSESSMENTS: __**

Module 1.1 Foundations of Modern Psychology, Logic, Philosophy, and History of Science Approaches 1 Biological 2. Behavioral 3. Cognitive 4. Humanistic 5. Psychodynamic 6. Sociocultural 7. Evolutionary Assessment: Nature vs. Nurture reflection essay. History of Psychology timeline begins. Learning Objectives: Understand the changes over time in attitudes and understanding of mental function and illnesses. Understand the differences in the different approaches within modern psychology.
 * __ TOPICS: __**
 * I. History and Approaches (Chapter 1 and summer reading __Opening Skinner’s Box__) 1.5 wks **

Module 1.2 Psychologists: Who They Are and What They Do Module 1.3 Research Methods in Psychology Module 1.4 Application: Becoming a Critical Thinker Doing Ethical Research (reading) Assessment: Presenting modern implications of one of the studies from Skinner’s Box to the class. Guiding questions: Describe the initial research objectives. Explain if the study could be done now or not and why (ethics, societal norms). Were the results statistically significant? Explain why or why not? How were the results received at the time and now, what has been their impact in research circles and the public understanding? Learning Objectives: Discuss the advantage of research over other ways of knowing. Discuss the advantages and disadvantages of case study research, naturalistic observations, survey research. Evaluate why correlational research does not yield causal conclusions. Identify the elements of an experiment and apply elements of an experiment to different situations. Evaluate the importance of ethics in research. Evaluate the importance of statistics in research.
 * II. Research Methods (Chapter 1 and summer reading) 2 wks **

Module 2.1 Neurons: The Body’s Wiring Module 2.2 The Nervous System: Your Body’s Information Superhighway Module 2.3 The Brain: Your Crowing Glory Module 2.4 Methods of Studying the Brain Module 2.5 The Divided Brain: Specialization of Function Module 2.6 The Endocrine System: The Body’s Other Communication System Module 2.7 Genes and Behavior: A Case of Nature and Nurture Module 2.8 Application: Looking Under the Hood: Scanning the Human Brain Assessments: Zombie Brain project, demonstrating understanding of brain architecture and function through explaining how a human brain becomes a zombie. Nature vs Nurture debate Learning Objectives: Identify the structure of a neuron and explain neural impulses. Describe neuron communication and discuss the impact of neurotransmitters. Classify and explain major divisions of the nervous system. Describe the functions of the brain structures (thalamus, cerebellum, limbic system, etc.). Identify the four lobes of the cerebral cortex and their functions. Discuss the association areas. Explain and evaluate the split-brain studies. Describe the nature of the endocrine system and its interaction with the nervous system.
 * III. Biological Bases of Behavior (Chapter 2) 3.5wks **

Module 3.1 Sensing Our World: Basic Concepts of Sensation Module 3.2 Vision: Seeing the Light Module 3.3 Hearing: The Music of Sound Module 3.4 Our Other Senses: Chemical, Skin, and Body Senses, (kinesthetic) Module 3.5 Perceiving Our World: Principles of Perception Module 3.6 Application: The Psychology of Pain Management Assessment: Questions for guest speaker from Perkins and guide dog Norman and reflective response. Learning Objectives: Determine the importance of signal detection theory in modern psychology. Identify the major components of the sensory systems and the function of each. Identify the types of taste and cultural impact upon development of these. Discuss the relationships between the senses of taste, smell, and flavor. Identify the views of the Gestalt psychologists related to perceptual phenomena.
 * IV. Sensation and Perception (Chapter 3) 2wks **

Module 4.1 States of Consciousness Module 4.2 Sleeping and Dreaming Module 4.3 Altering Consciousness Through Meditation and Hypnosis Module 4.4 Altering Consciousness Through Drugs (case study on Meth) Module 4.5 Application: Getting Your Z’s Assessments: Sleep/Dream Journal, questions for guest speaker on meditation, reflective response to meditation exercise and hypnosis observation. Learning Objectives: Describe the cyclical nature and possible functions of sleep. Identify the major sleep disorders. Discuss the content and possible functions of dreams. Evaluate hypnosis, noting the behavior of hypnotized people and claims regarding its uses. Identify the nature of drug dependence. Compare and contrast differences in the stages of sleep. Describe the physiological and psychological effects of depressants, stimulants, and hallucinogens.
 * V. States of Consciousness (Chapter 4) 2.5 wks **

Module 5.1 Classical Conditioning: Learning Through Association Module 5.2 Operant Conditioning: Learning Through Consequences Module 5.3 Cognitive Learning Module 5.4 Application: Putting Reinforcement into Practice Assessment: What works in public schools today and what needs to be changed, based on the research on learning and sleep. Learning Objectives: 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, how biology influences learning and how cognition influences learning.
 * VI. Learning (Chapter 5) 2.5 wks **

Module 6.1 Remembering Module 6.2 Forgetting Module 6.3 The Biology of Memory Module 6.4 Application: Powering Up Your Memory Module 7.1 Thinking Module 7.2 Language (case study Genie) Module 7.3 Intelligence (added reading from Gardner) Module 7.4 Application: Becoming a Creative Problem Solver Assessment: Designing the perfect AP Psychology exam. Guiding questions: Given the content explored this semester how can a test best measure students’ memory and understanding of the key concepts. What would a true test of critical thinking look like and what makes it valid? Learning Objectives: Explain how humans encode, store, and retrieve information from memory. Evaluate how humans can enhance memory encoding, storage, and retrieval. Evaluate ways in which thinking is flawed or constrained. Understand how humans acquire and use language to communicate ideas.
 * VII. Cognition (Chapters 6 and 7) 3 wks **


 * Midyear Exam!!! **

Module 8.1 Motivation: The “Whys” of Behavior, biological bases Module 8.2 Hunger and Eating Module 8.3 Emotions Module 8.4 Application: Managing Anger: What Can You Do to Control Your Anger? Assessment: Role-play activity, explaining a diagnosis within the rationale of the biological bases of a selected condition. Learning Objectives: Define motivation and identify motivational theories. Identify the physiological determinants of hunger. Evaluate psychological and cultural influences on hunger. Define achievement motivation, including intrinsic and extrinsic motivation. Identify the three theories of emotion (James-Lange, Cannon-Bard, Schachter-Singer). Describe the physiological changes that occur during emotional arousal. Evaluate the catharsis hypothesis. Describe the biological response to stress.
 * VIII. Motivation and Emotion (chapter 8) 1.5 weeks **

= IX. Developmental Psychology (Chapters 9-10) 3 weeks = Module 9.1 Key Questions and Methods of Study Module 9.2 Prenatal Development: A Case of Nature and Nurture Module 9.3 Infant Development Module 9.4 Emotional and Social Development Module 9.5 Cognitive Development Module 9.6 Application: TV and Kids Chapter 10 – Adolescence and Adulthood Module 10.1 Adolescence Module 10.2 Early and Middle Adulthood Module 10.3 Late Adulthood Module 10.4 Application: Living Longer, Healthier Lives Assesment: Application of Piaget’s learning task experiments, and child observation activity, nature vs. nurture debate revisited in the role of developmental researchers Learning Objectives:
 * Distinguish between the cross-sectional and longitudinal approach to the study of development
 * Discuss the controversy of nature vs. nurture in the field of development
 * Analyze the cognitive development of infants and children.
 * Define adolescence and evaluate how adolescence has changed over the last century.
 * Describe how developmental psychologists research development over the lifespan.
 * Chart and explain the stages of Jean Piaget’s theory of development
 * Chart and explain the stages of Erik Erikson’s theory of development
 * Chart and explain moral development according to Lawrence Kohlberg
 * Examine the theories of Harry Harlow, Mary Ainsworth, Carol Gilligan, Albert Maslow,

Module 11.1 Gender Identity and Gender Roles Module 11.2 Sexual Response and Behavior Module 11.3 Sexual Dysfunctions Module 11.4 Application: Combating Rape and Sexual Harassment Assessment: Case studies of recent individuals in the public eye: Caster Semanya, etc. Learning Objectives: Analyze how sex roles influence individual and social behavior throughout the lifespan.
 * X Sex Roles, Sex Differences (Chapter 11) 1.5 weeks **

Module 12.1 The Psychodynamic Perspective Module 12.2 The Trait Perspective Module 12.3 The Social-Cognitive Perspective Module 12.4 The Humanistic Perspective Module 12.5 Personality Tests Module 12.6 Building Self-Esteem Assessment: Character Analysis Using Schools of Thought in a contemporary teen movie. Illustrating Freud’s Defense Mechanisms and Maslow’s Hierarchy of Needs and take inventories: Locus of Control, Big Five, Self Esteem, Self Actualizing, Shyness Learning Objectives:
 * XI Personality (Chapter 12) 2.5 weeks **
 * Identify and define the major approaches to psychology
 * Apply the major approaches to a character analysis in a contemporary teen movie
 * Identify the major theorists and their theories in the field of personality
 * Explain and interpret various inventories used in assessing personality traits
 * Describe the Freudian/psychoanalytic view of the structure of personality
 * Explain Freud’s view of how defense mechanisms protect from anxiety
 * Chart and explain the various levels of Maslow’s hierarchy of needs
 * Describe the humanist view of personality
 * Discuss concepts of external v. internal locus of control and learned helplessness
 * Categorize your own personality from the trait perspective analysis online

A. Standardization and Norms B. Reliability and Validity C. Types of Tests D. Ethics and Standards in Testing E. Intelligence Assessment: History of testing, testing design, reliability, and validity. Question for guest speaker from Riverside Testing Publication and Boston University. Learning Objectives: Evaluate the reliability of standardized tests. Understand the terms validity and reliability. Consider the ethical implications of testing. Explore the history and rationale for intelligence testing throughout time. Evaluate the ethical considerations involved in testing/evaluation.
 * XII. Testing and Individual Differences (Appendix B) 1 week **

Module 13.1 What is Abnormal Behavior? Module 13.2 Anxiety Disorders Module 13.3 Dissociative and Somatoform Disorders Module 13.4 Mood Disorders Module 13.5 Schizophrenia Module 13.6 Personality Disorders Module 13.7 Application: Suicide Prevention Assessment: Disorder classification and DSMIV organization project. Reflection writing on DSMV causes and impact of controversies concerning autism, MPD, ADHD, etc.  Learning Objectives: 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, anxiety disorders, somatoform disorders, dissociative disorders, schizophrenia, personality disorders, brain-based disorders. Describe the different treatment options for the various types of psychological disorders.
 * XIII. Abnormal Psychology (Chapter 13) 2 weeks **

Module 14.1 Pathways to the Present: A Brief History of Therapy Module 14.2 Types of Psychotherapy Module 14.3 Biomedical Therapies Module 14.4 Application: Getting Help Module 15.1 Stress: What It Is and What It Does to the Body Module 15.2 Psychological Factors in Physical Illness Module 15.3 Application: Taking the Distress Out of Stress Assessment: Comparing treatment approaches: Psychodynamic, Humanistic, Behavioral, Cognitive, Biological, Group Therapy. Questions for guest speakers reflection on what types of therapy might work best for what populations and why. Learning Objectives: Identify 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. Evaluate the benefits of group therapy and family therapy. Identify the findings regarding the effectiveness of the various schools of psychotherapies. Understand the role of values and cultural differences in the therapeutic process. Identify the common forms of drug therapy and the use of electroconvulsive therapy.
 * XIV. Treatment of Psychological Disorders (Chapter 14 and 15) 2 weeks **

Module 16.1 Perceiving Others Module 16.2 Relating to Others Module 16.3 Group Influences on Individual Behavior Module 16.4 Application: Psychology Goes to Work Assessment: Psychology in the news, examining an event where anti-social behavior revealed societal norms/expectations and a variety of the following: Group Dynamics, Attribution Processes, Interpersonal Perception, Conformity, Compliance, Obedience, Attitudes and Attitude Change, Organizational Behavior, Aggression/Antisocial Behavior, Cultural Influences Learning Objectives: Describe the importance of attribution in social behavior. Explain the effect of role-playing on attitudes in terms of cognitive dissonance theory. Understand the results of Asch’s experiment on conformity. Evaluate Milgram’s controversial experiments on obedience. Understand how group interaction can facilitate group polarization and groupthink. Evaluate the social, emotional, and cognitive factors that contribute to the persistence of cultural, ethnic, and gender prejudice and discrimination. Discuss the issues related to aggression and attraction. Explain altruistic behavior in terms of social exchange theory and social norms.
 * XV. Social Psychology (Chapter 16) 2 weeks **

AP Exam!!!!