Download - Stevenson High School

AP Psychology – Mrs. Mackson
[email protected]
This course is designed to present an experience equivalent to an undergraduate introductory psychology course.
Students will learn about the field of psychology through an in-depth study, discussion, and hands-on activities.
Students will be prepared for the Advanced Placement examination in Psychology administered by the College Board
in May. The course content is guided by the College Board’s Course Outline for AP Psychology. Each unit will have
a test that includes an appropriate written essay.
The goal of this class is the AP Psychology test administered by the College Board in May. Students do not have to
take the test but all students who are enrolled in AP Psychology have the information and potential to do very well on
the Exam – They just have to review and S-T-U-D-Y.
Course Outline – approximate schedule – this is a yearlong class
•History, Approaches, and Research Methods (Chapter 1) (Approximately 8-12% of Test) - 3 weeks
o Historical Schools: Functionalism, Structuralism
o Modern Approaches: Psychodynamic, Behaviorist, Cognitive, Humanistic, Evolutionary, Neuroscience
o Nature of Scientific Inquiry: Sources of Bias and error
o Research Methods: Introspection, observation, survey, psychological testing, controlled experiments
o Statistics: Central tendency, variance, significance, correlation
o Ethics in Research: Human participants, animal subjects
• Neuroscience (Chapter 2) (Approximately 8-12% of Test) – 3 weeks
o Neuron: Neuronal and synaptic transmission, psychopharmacology, drug abuse, neurotransmitters
o Brain: Research methodology, neuroanatomy, brain development and aging, hemispheric specialization
o Nervous System: Structural and functional organization
o Endocrine System: Anatomy, HPA-axis, and immune system
o Genetic and Heritability
• Sensation, Perception, and Consciousness (Chapter 5,6, and 7) (Approximately 9-13% of Test) – 3 weeks
o Psychophysics: Thresholds (absolute, difference, Weber’s constants), signal detection theory
o Sensory Organs and Transduction: Visual (color vision and feature detection), auditory, olfactory,
gustatory, proprioceptive (kinesthetic and vestibular)
o Perception: Attention, procession, illusions (including Gestalt psychology), and camouflage
o States of Consciousness: Waking, sleep and dreaming, hypnosis, altered states, REM and NREM
o Sleep Disorders: sleep apnea, sleep walking/talking, narcolepsy, insomnia
• Development Psychology (Chapters 3 and 4) (Approximately 7-9% of Test) – 2 weeks
o Methodology: Longitudinal and cross-sectional studies
o Nature vs. Nurture (maturation versus learning)
o Influential Theories: Piaget and cognitive development, Freud and psychosocial development, Kohlberg
and moral development, Gillian and gender differentiation
o Infancy, Childhood, Adolescence, and Adulthood
• Language , Intelligence and Psychological Testing (Chapters 10 and 11) (Approximately 12-15% of Test) – 2
weeks
o Language: Skinner and Chomsky
o Psychological Testing: Methodology, norms, reliability validity
o Intelligence: Defining intelligence, history of intelligence and aptitude testing, nature-nurture issues
• Learning and Memory (Chapters 8 and 9) (Approximately 12-16% of Test) – 4 weeks
o Historical Background and Philosophy of Radical Behavior
o Classical Conditioning: Pavlov, Watson, applications, biological critique, cognitivist challenge
o Operant Conditioning: Thorndike, Skinner, Bandura, behavior modification, biological critique,
cognitivist challenge
o Memory: Information processing, encoding, storage, retrieval
o Accuracy of Memory: Loftus and Schacter
o Cognition: Problem solving and heuristics
• Motivation, Emotion, and Stress (Chapters 12 and 13) (Approximately 7-9% of Test) – 2 weeks
o Motivational Concepts: Instincts, drives, optimal arousal, Maslow’s hierarchy
o Hunger and Eating Disorders
o Sexuality and Sexual Orientation
o Achievement Motivation: McClelland and the TAT, intrinsic versus extrinsic motivators
o Physiology of Emotion: Fear, anger, happiness
o Expression of Emotion: Darwin and Ekman
o Theories of Emotion: James-Lange, Cannon-Bard, Schacter-Singer
o Stress as a Concept: Selye
o Stress and Health
o Adjustment
• Personality (Chapter 14) (Approximately 5-7% of Test) – 2 weeks
o Psychodynamic Perspective: Freud, Jung, Adler
o Trait Perspective: Allport, factor analysis and the five-factor model, assessment (Meyers-Briggs, MMPI)
o Humanistic Perspective: Maslow and Rogers
o Social-Cognitive Perspective: Bandura and Seligman
• Abnormal Psychology and Treatment (Chapters 15 and 16) (Approximately 12 – 16% of Test) – 3 weeks
o Approaches to Abnormality: The Rosenhan study, historical approaches (deviance), the medical model,
the biopsychosocial model
o Classifying Disorders: Evolution of the DSM-IV-TR
o Major Categories of Disorders: Anxiety disorders, dissociative disorders, mood disorders, schizophrenia,
personality disorders, somatoform disorders
o Major Approaches to Psychotherapy: Psychoanalysis, behavioral, humanistic, cognitive, group,
pharmacological/biological
o Does Therapy Work? Eysenck, outcome studies, and the Consumer Reports study
• Social Psychology (Chapter 18) (Approximately 8-10% of Test) – 2 weeks
o Attitudes and Behavior: Fundamental attribution error, roles, Festinger and cognitive dissonance
o Group influence: Asch and conformity, Milgrim and obedience, facilitation and loafing, Janis and
groupthink
o Prejudice and Scapegoating
o Altruism: Darley and Latane
o Affect of culture
o Attraction and love
Your grade will be based on the following things
1. Terms and People Quiz – for each unit
2. In class packet - for every unit
3. Book notes – for every unit (If student receives an 80% on previous test they will be exempt from book
notes)
4. Tests – After each unit (1st semester 20 questions)
5. FRQ – Free response questions written in AP style
6. Activities and Worksheets
7. Test Write-ups – learning and understanding is the primary goal of this class. Students will have the
opportunity to earn ½ back for every test question missed.
Students need a 3 ring binder solely for this class.
The grading scale will follow the student handbook
Each marking period will be worth 43% of the students’ final grade. The final exam will be worth 14%. 1st semester
the final will cover all units that we have covered. The final 2nd semester will cover ALL content from the beginning
of the year.
If students are going to be absent due to a STUDENT BUSINESS absence, they MUST speak with me beforehand
to get all work and to set up make-up dates. Although I want all students to participant in as many activities as they
can, (that is one of the things high school is all about) every day we are covering important content and students need
to be up-to-date or learning will suffer. If prior approval has not been given students will lose the opportunity of any
work and points in class that day.
Course Expectations:
1. We learn from each other: 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.
Policies:
1. Every month you will receive a calendar of assignments and due dates, this means you are given ample notice for
assignments. 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.
Everyone has an up to date calendar the responsibility is on the student to get any make-up work.
2. Plagiarism results in a zero. (Students who cheat historically fail the AP Psych exam)
3. I can’t change the SHS attendance policy, but I can say that missing this class is not a good idea.
4. Come to class prepared - Bring all notes, homework, pens, pencils, etc.
5. Only ask for passes for emergencies. I have the right to limit passes if I feel it is excessive.
6. Show respect for everyone in the classroom. I will not tolerate making fun of other people. If you choose to do
this you will be able to spend lots of quality time with me after school.
7. Show respect for the classroom itself. I put a lot of time and energy to make this an environment that all students
can learn and feel safe. You may use any of my supplies as long as you return them. Please keep your hands off of
the bulletin boards. Do not write on the desks; throw your trash in the garbage can, just clean up after yourself.
8. This is not nappy time - Do not sleep in my class. If it becomes an issue I will assign detentions to make up work
missed.
9. Tardies – I follow the Stevenson High School tardy policy.
10. If you need help come see me. I get to school by 6:45 and I don't leave until around 3:45. Just let me know that
you will be coming by.
CLASS PARTICIPATION
We are more than a class. We are a team. To find success, it will take each of us doing what we do best. Each card
marking you will pass in a reflection called a metacog (short for metacognition – or thinking about your thinking) of
what you’ve learned, how you actively participated in class, and how you helped our team. Below are a few ideas.
Remember, you’ll need to PROVE you did what you said you did, so keep that in mind when you select a team
assignment. Feel free to make up your own assignment, just check with me before you start it. Feel free to work
together.













Like being a leader? Admin our Facebook page by posting and moderating comments.
Like reading? Post good Psych content (articles and videos) to our Facebook page.
Creative genius? This is not my classroom it is OUR classroom. Pick a bulletin board or a wall and make it
USEFUL for the class.
Want an audience for your writing? Keep a running class blog and link it to our Facebook page.
Social? Regularly comment on people’s Facebook posts and blogs. (Must add to the discussions)
Not on Facebook…create a Twitter account.
Good at making study guides? Share them with the class each unit.
Photographer in the making? We do a lot of memorable demos in class. Become the class photographer and
post pictures of our demos to the Facebook page.
Journalist in the making? Write up psych explanations of the pictures someone else posts or submit articles to
the Spotlight about Psychology
Good at presenting? Share an interesting article about the psychology we’re studying with the class on a
regular basis.
Want to help people stay current? Post class summaries each day on our Facebook page.
Good handwriting? Offer to keep the mnemonic board for your class each unit.
Like hands on activities? Stay after school to help prepare in class demos for the next day
At the end of each card marking, you will turn in a typed reflection of your work. I would like you to give substantive
answers to the following questions.
1. What significant psychological knowledge did you gain this card marking?
2. What significant skill(s) did you gain this card marking?
3. How were you an active citizen of this class?
4. What role did you fulfill for our team this term?
**Please be specific in your explanations of your team psych contribution(s). You must show evidence in the forms
of pictures or documents to show that you completed this assignment.
The Metacog will be in addition to the classroom participation that all students will take part in.
This will be worth 100 pts each card marking.