Download ap.psychology.course.outline.2016.2017

AP Psychology – 2016-2017 / Mr. Ranweiler / Room 242 / Berthoud High School
[email protected] / wiki: ranweiler.wikispaces.com / vm-970.613.7729
UNIT 1: Social Psychology
Essential Questions:
1. What is stress and what are its major sources and effects?
2. How is stress related to serious illness?
3. How is health psychology involved with tobacco, alcohol, and chronic pain?
4. What techniques and resources are available to help people stay healthy and cope
with stress?
Objectives:
•Differentiate between stress and stressors, eustress and distress
•Identify the seven major types of stressors and their effects
•Contrast the three basic conflicts
•Describe the physiological effects of stress
•Describe how stress is related to cancer
•Explain the relationship between stress and heart disease
•Contrast Type A and Type B personalities and describe the research and
treatment regarding them
•Describe hardiness and state how it is related to stress
•Describe how stress is related to PTSD and ulcers
•Define health psychology and identify major occupational options for health
psychologists
•Describe factors that lead to smoking, its consequences, preventions, and how to
quit
•Discuss the use of alcohol around the world
•Describe the role of psychologists in helping people deal with chronic pain
•Contrast emotion-focused and problem-focused forms of coping with stress
• List coping resources and describe how each improves coping
•Explain how exercise and relaxation can reduce stress
UNIT 2: History/Careers/Research Methods
Essential Questions:
1. What is psychology? What are its goals and main career specialties?
2. Who are the important contributors to psychology, and what are the seven
primary perspectives that guide modern psychology?
3. What is the scientific method and what are the key ethical issues in
psychological research?
4. What are the four main methods of psychological research?
Objectives:
•Define psychology; compare and contrast psychology, critical thinking, and
pseudopsychology
•List and describe the four goals of psychology
• Describe the difference between a psychiatrist and psychologist, and describe
the ten major options in psychology.
•Describe early psychological perspectives including structuralism and
functionalism
•Briefly describe the seven perspectives in psychology today
• Name four women or minorities who have contributed to the field of psychology
• Identify how the biopsychosocial model unifies the major modern these of
psychological theory
•List and describe the six basic steps involved in scientific research, defining
basic research terminology
• Describe the rights of human subjects and organizations that are in place to
safeguard both human and nonhuman animal rights during research studies
• Describe the rights of psychotherapy patients
•Define experiment, independent and dependent variables, and experimental and
control groups
• Describe researcher and participant problems in research and the experimental
safeguards related to them
•Define descriptive research and contrast the merits and limitations of naturalistic
observations, surveys, and case studies
• Define correlational research and the three types of correlations. Determine the
strength of a correlation from a correlation coefficient
• Define biological research and describe the basic techniques used to study the
brain and nervous system
• Identify gender and cultural universals
UNIT 3: Neuroscience and Biological Foundations
Essential Questions:
1. What are neurons and how do they communicate information throughout the
body?
2. How is the nervous system organized?
3. What are the lower-level structures of the brain, and what are their roles in
behavior and mental processes?
4. How does the cortex control behavior and mental processes?
5. How are heredity and evolution linked to human behavior?
Objectives:
•Draw a neuron, label its parts, and describe the function of each part
• Describe the electrochemical process involved in an action potential
• Define neurotransmitter and explain how neurotransmitters act to excite or
inhibit action potentials
•Describe the effects of the major neurotransmitters and explain how they are
related to some diseases, poisons, and mind-altering drugs
•Describe the function of the endocrine system and contrast hormones with
neurotransmitters
•Define the major divisions of the nervous system, list the subdivisions of the
central nervous system, and describe the functions of the spinal cord
•Describe the functions of the major subdivisions of the peripheral nervous
system, and the parasympathetic and sympathetic nervous systems
•Locate and describe the function of the cerebellum and the three parts of the
brain stem
•Locate and describe the function of the thalamus, hypothalamus, and limbic
system
•Describe the cerebral cortex. Locate and describe the function of the four cortical
lobes, and important areas in each lobe
•Define lateralization and describe the specialized and interdependent functions of
the brain’s left and right hemispheres
•Describe the methods for studying behavioral genetics
•Describe how evolutionary psychologists use Darwin’s principles of natural
selection and genetic mutations to explain human behavior
•Describe recent research regarding gender differences related to the brain and
behavior
•Describe recent research regarding neuroplasticity and neurogenesis, and the role
of stem cells in the treatment of various brain dysfunctions.
UNIT 4: Sensation and Perception
Essential Questions:
1. How do our sensory organs gather sensory information and convert it into
signals our brain can understand?
2. How do our eyes and ears enable us to see and hear?
3. How do our senses enable us to experience the world?
4. How do we decide what to pay attention to in our environment?
5. How do we organize stimuli to perceive form, constancies, depth, and color?
6. What factors influence how we interpret sensations?
7. Is there scientific support for subliminal messages and ESP?
Objectives:
• Define and differentiate sensation and perception
•Explain transduction, sensory reduction, and coding in sensory processing
•Define psychophysics. Describe absolute and difference thresholds and the
importance of sensory adaptation
•Explain the gate-control theory of pain perception
•Describe the physical properties of light and light waves
•Diagram the eye, and explain how each structure contributes to the visual process
•Describe the physical properties of sound and sound waves
•Diagram the ear, and explain how each structure contributes to the auditory
process
•Describe the place and frequency theories related to hearing
• Describe the causes of conduction and nerve deafness
•Describe olfaction, including basic anatomy, the lock-and-key theory, gender and
cultural differences, and the role of pheromones in animals and humans
•ªDescribe gustation, including basic anatomy, how it works, and causes of
“picky” eating
•Describe the skin senses and their functions
•Describe the vestibular and kinesthetic senses
•Describe the differences between illusions, hallucinations, and delusions
•Describe perceptual selection and the physiological and stimulus factors involved
•List and discuss the Gestalt principles of perceptual organization
•Explain perceptual constancy as it relates to size, shape, color, and brightness
• Explain how a person perceives depth, using binocular and monocular depth
cues
• Discuss how both the trichromatic and opponent-process theories are needed to
explain how humans perceive color
•Describe the factors that influence perceptual interpretation
•Discuss the research on subliminal perception
•Define potential problems with believing in extrasensory perception
UNIT 5: States of Consciousness
Essential Questions:
1. How do we define and describe consciousness?
2. What happens to consciousness when we sleep and dream?
3. How do psychoactive drugs affect consciousness?
4. How do alternate states of consciousness, like hypnosis and
meditation, affect consciousness?
Objectives:
• Define consciousness and alternate states of consciousness; and describe controlled and
automatic processing
• Identify common myths about sleep
•Define circadian rhythms; and discuss the effects of disruptions in sleep-wake cycles
•Describe how EEGs, EMGs and EOGs are used to study sleep
•Describe the various physical changes associated with each non-REM and REM stage of
sleep
•Discuss current theories regarding the reasons we sleep
•Discuss current theories and research regarding the reasons we dream
•Describe symptoms, consequences, and treatments for the five major sleep disorders
•Define psychoactive drugs, drug agues, addiction, psychological and physical
dependence, and tolerance
•Define depressants; describe the effects of alcohol on the nervous system and behavior,
and discuss why alcohol is a growing social concern.
•Define stimulants; and describe the effects of nicotine and cocaine
•Define opiates; and describe their effects on the nervous system and behavior
•Define hallucinogens; and describe the effects of LSD and marijuana on the nervous
system and behavior
•Discuss current issues and concerns related to “club drugs”
•Briefly explain how drugs act as agonists and antagonists in the brain, and describe how
psychoactive drugs affect each of the four steps in neurotransmission
•Explain the major reasons people use and abuse drugs, and describe recent research
regarding the importance of dopamine and glutamate on drug addiction
•Define meditation, and discuss its potential benefits
•Define hypnosis, discuss five myths and controversies regarding its use, and state how it
is used today in medical and psychotherapy
UNIT 6: Learning
Essential Questions:
1.What is classical conditioning, and how can we apply it in everyday life?
2. What is operant conditioning, and how can we apply it in everyday life?
3. How and when do we learn according to cognitive-social theory, and how can we use it
in everyday life?
4. What neurological changes take place during and after learning? What are the
evolutionary advantages to learning?
5. What are the practical applications of conditioning principles?
Objectives:
•Define learning and conditioning
•Explain the process of classical conditioning, describing the differences between an
unconditioned, neutral, and conditioned stimulus, and an unconditioned, conditioned, and
eonditioned emotional response
•For classical conditioning: describe stimulus generalization, stimulus discrimination,
extinction, spontaneous recovery, and higher-order conditioning.
•Define operant conditioning and differentiate it from classical conditioning
•Describe the different schedules of reinforcement, and state the effect each schedule will
have on response rate and extinction
•Describe how behaviors are shaped and how they can be weakened. Describe the
consequences and side effects of punishment
•Compare and contrast classical and operant conditioning
•Define cognitive-social theory and describe insight and latent learning
•Describe the four processes involved in learning through observation. Describe how
cognitive-social learning is related to prejudice and the influence of various media
•Describe the cross-cultural use of scaffolding as a teaching technique, and explain how it
combines the principles of shaping and modeling
•Describe the neurological changes that occur during and after learning
•Define biological preparedness and describe how it is related to learning
•Define operant conditioning and instinctive drift
•Describe how classical conditioning is related to marketing, prejudice, medical
treatment, and phobias
•Describe how operant conditioning is related to prejudice, biofeedback, and superstitious
behavior
•Identify everyday incidences of cognitive-social learning
UNIT 7: Memory
Essential Questions:
1. What are the four major memory models?
2. Why do we forget, and how can we prevent forgetting?
3. How do we form memories and where do we store them?
4. How is memory related to the legal system?
5. How can we improve our memory?
Objectives:
•Compare and contrast the Information Processing Approach, the Parallel Distributed
Processing Model, the Levels of Processing Model, and the Traditional Three-stage
Memory Model
•Describe the purpose, duration, and capacity of each of the three distinct storage systems
in the traditional view of memory
•Identify strategies used to improve long-term memory recall and the importance o
retrieval cues
•Describe theories of forgetting, and differentiate between proactive and retroactive
interference
•Discuss forgetting and describe how each of the following factors affects remembering;
serial position effect, source amnesia, sleeper effect, spacing of practicing, and cultural
differences
•Explain memory in terms of neuronal and synaptic changes, hormonal influences, and
specific brain areas
•Identify empirical findings regarding location of memory in the brain
•Differentiate between retrograde and anterograde amnesia; and describe the symptoms,
causes, and potential treatments for Alzheimer’s disease
•Discuss the practical importance of eyewitness testimony and repressed memories
•Describe how memory is constructed and distorted
•Describe specific methods of improving your memory and provide examples of the
various mnemonic devices
UNIT 8: Language/Cognition
Essential Questions:
1. How do we think, solve problems, and be creative?
2. What is language? How is language related to thinking? Do nonhuman animals
use language?
3. What is intelligence and how do we measure it?
4. Why is intelligence testing so controversial?
Objectives:
•Define cognition and thinking
•Define the three components of thinking, and the three major methods of concept
formation
•List and describe the three stages of problem solving, including an explanation of the
types of thinking that occur in each stage
•List and describe the five major barriers to problem-solving
•Define creativity, and discuss how convergent and divergent thinking and the investment
theory of creativity are related to the creative process
•Define and provide an example of each of the building blocks of language
•Describe the interaction between language and thought
•Describe the stages of and theories related to, language development
•Describe research related to nonhuman animals and language
•Explain why intelligence is difficult to define, and differentiate between Cattell’s fluid
crystallized intelligence
•Describe Gardner’s theory of multiple intelligences and Sternberg’s triarchic theory of
successful intelligence
•Explain how an intelligence quotient (IQ) is determined and differentiate between the
Stanford-Binet Intelligence Test and the Wechsler intelligent tests, and describe the
extremes of mental retardation and mental giftedness
•Define standardization, reliability, and validity, and explain why each is important for
intelligence testing.
•Define mental retardation and some of its causes
•Identify the criteria necessary for giftedness and long-term characteristics of gifted
people
• Explain how biology, genetics, and the environment impact intelligence
•Describe what is known about the influence of gender and culture on intelligence
UNIT 9a: Development I
Essential Questions:
1. How is research in developmental psychology different from research in other
areas of psychology
2. What are the major physical changes that occur throughout our life span?
3. How does cognition, or the way we think about the world, change during our life
cycle?
4. How do attachment and parenting styles affect development?
Objectives:
•Define developmental psychology, and discuss the ongoing debates in this field
regarding nature versus nurture, continuity versus stages, and stability versus change
•Differentiate between cross-sectional and longitudinal research, and describe the major
advantages and disadvantages of each method of research.
•Discuss four ways culture has impact on the study of human development
•Describe the physical changes associated with the three stages of prenatal development,
and discuss paternal and maternal contributions to fetal well-being
•Describe the major changes in brain, motor, and sensory/perceptual development during
the early childhood years; explain how these changes have been measured in newborns
and infants
•Describe physical changes associated with puberty, middle age and later adulthood,
including menopause and the male climacteric
•Define primary aging, and explain the programmed and damage theories for aging
•Discuss Piaget’s approach to cognitive development, describe the characteristics
associated with his four stages of cognitive development, and state the two major
criticisms of his theory
•Describe the development of attention and memory using the information processing
model
•Describe the positions and theories of Bowlby, Harlow, and Ainsowrth regarding infant
attachment, and relate this to research on romantic love
•Summarize Baumrind’s parenting style
UNIT 9b: Development II
Essential Questions:
1. How does morality change over the life span?
2. How does personality change from infancy to old age?
3. Can we have a successful adult life?
4. Are there predictable stages of grief and death?
Objectives:
•List and describe Kohlberg’s three levels of moral development, and provide an example
of typical reasoning at each stage
•Describe the relationship between moral reasoning and moral behavior, and discuss the
major criticisms of Kohlberg’s theory related to political, cultural, and gender biases
•Describe Thomas and Chess’s temperament theory of personality development, and their
concept of goodness-of-fit
•Describe Erikson’s eight stages of psychosocial development, and discuss both the
criticisms and contributions of his theory
•Discuss the three myths of development: adolescent storm and stress, mid-life crisis, and
empty nest syndrome
•Describe 6 factors related to a happy marriage
•Discuss the causes of and treatment for family violence, and the consequences and
prevention of teen pregnancy, on social and emotional development
•Discuss research regarding factors that can increase resilience in children who are
developing in “high-risk” environments
•Describe how occupational choices affect development, and discuss the activity,
disengagement, and socioemotional selectivity theories of aging
•Define ageism, and discuss its effects. Describe cultural, gender, and ethnic differences
in the status and treatment of the elderly
•Describe the four stages of grieving, and list three strategies for coping with grief
•Describe cultural and age variations in attitudes toward death and dying
•Describe Kubler-Ross’s five-stage theory of death and dying, and discuss both the
criticisms and contributions of her theory
UNIT 10: Motivation and Emotion
Essential Questions:
1. What major concepts and theories do I need to know to understand motivation?
2. What causes hunger and drives us to achieve?
3. What major concepts and theories do I need to know to understand emotion?
4. How can I apply critical thinking to motivation and emotion?
Objectives:
•Define motivation and emotion, and discuss how they overlap
•Describe the biological theories of motivation: instinct, drive-reduction, and arousal, and
identify steps a student can take to reduce arousal related to test taking
•Describe the effects of under-or over-arousal, and the four factors that characterize
sensation-seeking
•Describe the psychosocial and theories of motivation: incentive and cognitive
*State how Maslow’s biopsychosocial theory integrates biological with psychosocial
theories
•Describe how internal and external factors trigger hunger or eating behavior, and state
the safest, most reliable method of weight loss
•Define anorexia nervosa and bulimia nervosa, and state the causes, risk factors, and
cultural factors for the development of these eating disorders
•Describe the causes and traits associated with the achievement motive, and identify
factors related to achievement
•Describe the physiological, cognitive, and behavioral components of emotion
•Compare and contract the James-Lange, Cannon-Bard, facial-feedback and Schachter’s
two-factor theories of emotion, and the research regarding each of these theories
•Identify the differences between intrinsic versus extrinsic motivation and identify
applications of each
•Describe the use of the polygraph in measuring sympathetic arousal, discuss the
effectiveness of the polygraph in lie detection
•Describe how emotional intelligence combines the cognitive, physiological and
behavioral components of emotion, and discuss the controversy regarding this concept
•Describe the evolutionary theory of emotional development, culturally universal
emotions, and culturally different display rules
UNIT 11: Personality
Essential Questions:
1. What are the trait theories of personality?
2. What is Freud’s psychoanalytic theory, and how did his followers build on this
theory?
3. What do humanistic theorists believe about personality?
4. What is the social/cognitive perspective on personality?
5. How does biology contribute to personality?
6. How do psychologists measure personality?
7. How individualist versus collectivist cultures affect personality?
Objectives:
• Describe the evolution of the trait theories of personality fro Allport to Cattell to
Eysenck, ending with the five-factor model
• Discuss the research findings regarding the five-factor model of personality and the
three major criticisms regarding trait theories, in general
• Describe research findings regarding animal personality
• Differentiate among Freud’s three levels of consciousness
• Define and discuss Freud’s concept of the id, ego, and superego. Define and explain the
role of the defense mechanisms employed by the ego
• Discuss Freud’s five stages of psychosexual development and the effects of successful
or unsuccessful completion at each stage
• Compare Freud’s original theories to the approaches of the Neo-Freudians: Adler, Jung,
and Horney
• Discuss the five major criticisms of psychoanalytic theories
• Discuss humanistic theories of personality, comparing the approaches of Rogers and
Maslow; state the three major criticisms of humanistic theories
•Discuss social-cognitive theories of personality, comparing the approaches of Bandura
and Rotter; state two strengths and two weaknesses of these theories
• Describe the role of brain structures, neurochemistry, and genetics advanced in
biological theories of personality, and state how the biopsychosocial model blends
various approaches to personality
•Define personality and describe how interviews and observations are used to assess
personality
•Describe objective tests, and briefly describe the characteristics of the MMPI/MMPI-2;
differentiate between vocational interest aptitude, and achievement tests
•Describe projective tests, and briefly describe the characteristics of the Rorschach
inkblot test and the Thematic Apperception Test
• Discuss the relative strengths and weaknesses of the four major methods of personality
assessment
•Discuss three logical fallacies that explain the widespread acceptance of “pseudo”
personality tests
• Describe how cultural variations in the concept of the “self” affect the study of
personality
UNIT 12a: Psychological Disorders
Essential Questions:
1. How do psychologists identify, explain, and classify abnormal behavior?
2. What are the anxiety disorders, and what causes them?
3. When do disturbances in mood become abnormal?
4. What are the symptoms and explanations for schizophrenia?
5. How are substance-related, dissociative disorders and personality disorders
identified?
Objectives:
• Describe five common myths regarding mental health and illness
• Define abnormal behavior, and describe and evaluate the four basic standards for
identifying such behavior
• Differentiate between culture-general and culture-bound symptoms. State at least five
culture-general symptoms
•Summarize the historical progression in the definition of abnormality, and describe
Szasz’s criticism of the medical model of mental illness
•Describe the development of the Diagnostic and Statistical Manual (DSM), including the
DSM-IV-TR’s classification system, purpose, and limitations. Differentiate between
neurosis, psychosis, and insanity
•Describe four major anxiety disorders and their possible causes
•Identify three factors believed to contribute to the manifestation of anxiety disorders
•Describe two major mood disorders and their possible biological and psychosocial
causes
•Describe similarities and differences in depression across cultures and between genders
•Utilize biological and psychological factors to form hypotheses about anxiety disorders
•Discuss ten common myths regarding suicide, list warning signs for teen suicide, and
describe what steps to take if someone you know is suicidal
•Define schizophrenia, and describe its five characteristic areas of disturbance;
differentiate between positive and negative symptoms
•Discuss biological and psychosocial theories that attempt to explain schizophrenia
•Describe similarities and differences in symptoms of schizophrenia across cultures
•Identify when substance use becomes substance abuse or dependence
• Identify the common characteristic for all dissociative disorders, and differentiate
between dissociative amnesia, fugue, depersonalization, and identity disorder
• Describe the essential characteristics for all personality disorders, the four hallmark
symptoms for an antisocial personality disorder, and the core features of borderline
personality disorder; discuss the possible causes of these personality disorders
UNIT 12b: Psychotherapy
Essential Questions:
1. How does the “lay” opinion of mental illness and psychotherapy compare to the
facts?
2. What do all therapies have in common?
3. How can I use my critical thinking to improve my understanding of therapy?
Objectives:
• Do films about mental illness and psychotherapy perpetuate harmful stereotypes?
• Compare and contrast psychotherapy and biomedical therapy and their respective
effectiveness
•Define insight therapy and the five major methods of psychoanalysis
• Identify the strengths and weaknesses of psychoanalysis and characteristics of modern
use of the approach
• Define cognitive therapy and describe its emphasis on changing self-talk via cognitive
restructuring
•Compare Ellis’s rational-emotive behavior therapy with Beck’s cognitive-behavior
therapy
•Describe the successes and criticisms of cognitive therapies
•Define humanistic therapy; describe Rogers’ client-centered therapy, the four qualities o
client-therapist communication he advocated, and criticisms of humanistic therapy
•Discuss group, family, and marital therapies, and describe self-help groups
•Define behavior therapy, and describe how classical conditioning, operant conditioning,
and observational learning are applied to increase adaptive behaviors and decrease
maladaptive ones
•Describe the successes reported for behavioral therapy, and discuss the three major
criticisms of this method
•Describe the advantages and limitations of drug therapy, electroconvulsive therapy, and
psychosurgery
•Identify the five common goals of therapy and differentiate between the six types of
mental health professionals (clinical psychologists, counseling psychologists,
psychiatrists, psychiatric social workers, psychiatric nurses, and school psychologists)
•Describe similarities and differences in therapy across cultures, and the five major areas
of concern for women in therapy
•Discuss the controversies regarding deinstitutionalization and involuntary commitment;
discuss community mental health centers as an alternative to institutionalization
•Use empirical evidence to judge effectiveness of therapy and identify strategies needed
to choose an appropriate therapist for a given issue
AP Psychology – 2015-2016 / Mr. Ranweiler / Room 205
[email protected] / wiki: ranweiler.wikispaces.com / vm-970.613.7729
Unit 1: Social Psychology and Stress…2 weeks
1.Group Dynamics
2. Attribution Processes
3. Interpersonal Perception
4. Conformity, Compliance, and Obedience
5. Attitudes and Attitude Change
6. Organizational Behavior
7 Aggression/Antisocial Behavior
UNIT 2: History/Careers/Research Methods….3 weeks
1. History of Psychology
2. Approaches
a. Biological
b. Behavioral
c. Cognitive
d. Humanistic
e. .Psychodynamic
3. Methods of Study
a. Experimental
b. Descriptive
c. Correlational
d. Biological
4. Statistics Reasoning
5. Ethics in Psychology
UNIT 3: Neuroscience and Biological Foundations….3 weeks
1. Neuroanatomy
a. Structure and Function
b. Electrochemical Transmission
2. Functional Organization of the Nervous System
a. Central Nervous System
b. Peripheral Nervous System
c. Autonomic Nervous System
3. Endocrine System
a. Structure and Function
b. Hormones and Behavior
4. The Brain
a. Structure and Function
b. Split Brain
5. Genetics
a. Dominant, Recessive Traits
UNIT 4: Sensation and Perception……2 weeks
1. Thresholds
2. Vision
a.
Structure and Function
b.
Light
c.
Theories of Color Vision
d.
Colorblindness
3. Hearing
a.
Structure and Function
b.
Sound
c.
Deafness
4. Vestibular and Touch Senses
5. Chemical Senses
a.
Taste
b.
Olfaction
6. Perceptual Interpretation
a.
Attention
b.
Perceptual Organization
c.
Depth Perception
d.
Movement Perception
e.
Pattern Perception
f.
Perceptual Learning
UNIT 5: States of Consciousness…..2 weeks
1. Consciousness
2. Sleep and Dreaming
a. Stages
b. Functions
c. Theories
d. Disorders
3. Hypnosis and Meditation
4. Drugs
a. Chemicals
b. Disorders
UNIT 6: Learning…2 weeks
1. Biological Factors
2. Classical Conditioning
3. Operant Conditioning
4. Social Learning
5. Cognitive Processes in Learning
UNIT 7/8: Memory/Cognition & Language….2 weeks
1.Memory
2. Thinking
3. Problem Solving
4. Creativity
5. Language
6. Intelligence
UNIT 9(a/b): Development ….3 weeks
1.Life Span Approach
2.Research Methods
3. Hereditary/Environment Issues
4. Developmental Theories
5. Dimensions of Development
a. Physical
b. Cognitive
c. Social
d. Moral
e. Language
6. Gender Differences
UNIT 10: Motivation and Emotion….2 weeks
1.Biological Bases
2. Theories of Motivation
3. Hunger, Thirst, Sex and Pain
4. Social Motives
5. Theories of Emotion
6. Conflict
7. Stress
UNIT 11: Personality….2 weeks
1.Personality Theories and Approaches
2. Assessment Techniques
3. Self-Concept
4. Growth and Adjustment
Unit 12 (a/b): Psychological Disorders/Treatments/Therapy …3 weeks
1.Definitions of Abnormality
2. Theories of Psychopathology
3. Diagnosis of Psychopathology
4. Anxiety Disorders
5. Somatoform Disorders
6. Mood Disorders
7. Schizophrenic Disorders
8. Organic Disorders
9. Personality Disorders
10. Dissociative Disorders
11. Therapies
AP Psychology – 2012-2013 / Mr. Ranweiler / Room 205
[email protected] / wiki: ranweiler.wikispaces.com / vm-970.613.7729
Course Objectives:
1.Students will gain knowledge and understanding of the major psychology concepts and
theories. They will be able to apply this knowledge to their lives.
2. Students will assess and evaluate the discoveries and approaches made in the field of
psychology. Understanding and use of key terms will be applied.
3. Students will become critical thinkers, improved readers and writers
4. Students will prepare to successfully take the AP Psychology Examination
Textbook
Myers, David. Myers' Psychology for AP, 1e.
Teacher Resources
Huffman, Karen. Instructor’ Resource Manual. New Jersey: Wiley, 2006
AP Psychology Released Exam, 2004.
Sheehy, Noel. Fifty Key Thinkers in Psychology. New York: Routledge, 2004
Benjamin, Ludy T. Activities handbook for the teaching of psychology.
Washington DC: American Psychological Association, 1999
Rosnow, Ralph. Writing Papers in Psychology, 7th edition. Canada:
Thomson/Wadsworth, 2006.
Assessment Practices:
1.Exams: A major exam concludes each unit. The exam mimics the AP Exam in the
sense that there is a multiple choice section and a free response section.
2.Quizzes: Students should expect regular quizzes. These 20 question multiple choice
quizzes will over out of class reading assignments.
3.Comprehensive Exams: There will be two major comprehensive exams. One at
semester and one at the end of the year. They will include all of the material covered up
to that point in the year.
4.Assignments: Additional assignments include practice free-response questions, critical
thinking activities, and field research projects.
Grading Policy:
Grades are determined by performance on tests, quizzes, and assignments. Rubrics
usually detail the way assignments are graded. Specifically, students’ grades are
calculated in the following way:
Tests…………………………60%
Assignments………………..20%
Participation………………..20%