Download Sachem CSD Common Core Unit Template – AP Psychology Grade

Sachem CSD Common Core Unit Template – AP Psychology
Grade: 11 and 12
Topic: Social Psychology – This part of the course focuses on how individuals relate to one another in
social situations. Social psychologists study social attitudes, social influence, and other social
phenomena. This topic relates to 8-10% of the curriculum as per the College Board. Therefore it is
given 8-10% of teaching time in class.
NYS Learning Standards/CCSS:
Learning Targets:
Reading Standards
AP students in psychology should be able to
Apply attribution theory to explain motives
Describe the structure and function of different kind of
group behavior
Explain how individuals respond to expectations of
others, including groupthink, conformity, and obedience
to others
Discuss attitudes and how they change
Predict the impact of the presence of others on
individual behavior
Describe the processes that contribute to differential
treatment of group members
Articulate the impact of social and cultural categories on
self concept and relations with others
Anticipate the impact of behavior on a self fulfilling
prophecy
Describe the variable that contribute to altruism,
aggression and attraction
Discuss the attitude formation and change, including
persuasion strategies and cognitive dissonance.
Identify important figures in social psychology
1.Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to
an understanding of the text as a whole.
2. Determine the central ideas or information of a primary or
secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
3. Evaluate various explanations for actions or events and determine
which explanation best accords with textual evidence, acknowledging
where the text leaves matters uncertain.
4.Determine the meaning of words and phrases as they are used in a
text, including analyzing how an author uses and refines the meaning
of a key term over the course of a text
1. Writing Standards
Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance
of the claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that logically sequences the
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant data and evidence for each while pointing
out the strengths and limitations of both claim(s) and counterclaims in
a discipline-appropriate form that anticipates the audience’s
knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the
major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
are writing.
2. Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical
processes.
April 2013
Page 1
a. Introduce a topic and organize complex ideas, concepts, and
information so that each new element builds on that which precedes it
to create a unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s
knowledge of the topic.
c. Use varied transitions and sentence structures to link the major
sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques
such as metaphor, simile, and analogy to manage the complexity of the
topic; convey a knowledgeable stance in a style that responds to the
discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and
supports the information or explanation provided (e.g., articulating
implications or the significance of the topic).
Essential Questions:
How does attribution theory explain motives?
How does group behavior differ in structure and function?
How do individuals respond to expectations of others, including groupthink, conformity, obedience to
authority?
How do we predict the impact of the presence of others on individual behavior through bystander
effect and social facilitation?
How do the processes contribute to differential treatment of group members, such as in group/out
group, ethnocentrisms and prejudice?
Articulate the impact of social and cultural categories (gender, race, ethnicity) on self- concept and
relations with others.
Anticipate the impact of behavior on self-fulfilling prophecy.
How do and what are the variables that contribute to altruism, aggression and attraction?
How do attitudes form and change?
How do persuasion strategies and cognitive dissonance influence attitude form and change?
How do the important figures in psychology, Asch, Festinger, Milgram and Zimbardo effectively
explain concepts in regards to social psychology?
April 2013
Page 2
Vocabulary
Content/Domain/Text-Specific Vocabulary
Attribution theory
Fundamental attribution error
Self-serving bias
Deinvididuation
Group polarization
Groupthink
Conformity
Obedience to authority
Central route to persuasion
Bystander effect
Social facilitation
In group
Out group
Ethnocentrism
Prejudice
Gender
Race
Ethnicity
Self-fulfilling prophecy
Altruism
Aggression
Attraction
Cognitive dissonance
Solomn Asch
Leon Festinger
Stanley Milgram
Philip Zimbardo
Academic Vocabulary
Disposition
Aggression
Altruism
Expectations
Attitudes
Impact
Phenomena
Topics/Key Concepts
Topica and Key concepts are the same as the vocabulary
Attribution theory
Fundamental attribution error
Self-serving bias
Deinvididuation
Group polarization
Groupthink
Conformity
Obedience to authority
Central route to persuasion
Bystander effect
Social facilitation
In group
Out group
Ethnocentricism
April 2013
Page 3
Prejudice
Gender
Race
Ethnicity
Self-fulfilling prophecy
Altruism
Aggression
Attraction
Cognitive dissonance
Solomn Asch
Leon Festinger
Stanley Milgram
Philip Zimbardo
Required Anchor Documents/Texts/Resources
Chapter 18 David Myers Psychology 7th edition
Common Core Aligned Writing Task
Students will write during the assessment a FRQ as aligned with the AP College Board style of FRQ
writing. Students are asked to present a cogent argument based on critical analysis of the question
posed. They must use appropriate academic as well as content specific vocabulary. It is not enough
for the students to answer a question by merely listing facts.
Supplemental Documents/Texts/Resources:
David Myers has additional supplemental readings called Close-Ups in the text. Please refer to
Chapter 18 of the 7th edition.
Suggested Activities:
Have students create a poster or timeline of the experiments
Have students work in groups to explain the group experiments.
Have the students watch an online recreation of the experiments.
April 2013
Page 4
Formative Assessments:
Test on Chapter 18 – including 40 multiple choice questions from the databank provided with David
Myers 7th edition Psychology, sample AP questions, teacher written questions. A 20 point FRQ as
directed by the Ap college board
Summative Assessments:
The lessons will be based on prior readings and class discussion and lectures. Students during
lessons will answer AP style selected AP questions. This will also allow the teacher to determine
student performance.
Guided Readings will be assigned to assist students with their comprehension for background/prior
knowledge. Students will be given ample time to complete readings.
April 2013
Page 5