Download Belvidere High School Advanced Placement Psychology Curriculum

Belvidere High School
Advanced Placement Psychology
Curriculum
May, 2011
“One looks back with appreciation to the brilliant teachers, but with gratitude to those who
touched our human feelings. The curriculum is so much necessary raw material, but
warmth is the vital element for the growing plant and for the soul of the child.”
- Carl Jung
Social Studies Department:
Christopher M. Coyle
Edward Demarest
Timmothy Gast
Kimberly Lightcap
Daniel McIntyre
Department Philosophy:
To guide the students to understand the human experience—who we are, what we are, where we have been, and where we are going.
Allow students to appreciate the democratic values of our state and nation, to have an understanding of the cultures of the world, and
to excel in an increasingly global community.
Department Objectives:
• The needs of the child come first.
• Mutual respect and trust are the cornerstones of a learning community.
• The learning community consists of students, educators, parents, administrators, educational support personnel, the community and
Board of Education members.
• A successful learning community communicates honestly and openly in a non-threatening environment.
• Members of our learning community have different needs at different times. There is openness to the challenge of meeting those
needs in professional and supportive ways.
• Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires
review and revision based on evolving research, practices and experiences.
· Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth.
Belvidere High School
AP Psychology
Course Syllabus
Course Description
The Advanced Placement Program offers a course and exam in psychology to qualified students who wish to complete studies in secondary school
equivalent to an introductory college course in psychology. The exam presumes at least one semester of college-level preparation, as is described in this
book. The inclusion of material in the Course Description and in the exam is not intended as an endorsement by the College Board or ETS of the content,
ideas, or values expressed in the material. The material has been selected by experienced high school and college and university instructors of psychology
who serve as members of the AP Psychology Development Committee. In their judgment, the material printed here reflects the content of a typical
introductory college course in psychology.
Purpose of the Course
The purpose of the Advanced Placement course in Psychology is to introduce students to the systematic and scientific study of
behavior and mental processes of human beings and animals. Students are exposed to the psychological facts, principles, and
phenomena associated with the major subfields within psychology. They also learn about the methods psychologists use in their
science and practice. (Taken from the Advanced Placement Course Description in Psychology by the College Board)
I.
Course Objectives
1. Students will prepare to do acceptable work on the Advanced Placement Examination in Psychology.
2. Students will study the major core concepts and theories of psychology. They will be able to define key terms and use these terms in
their everyday vocabulary.
3. Students will learn the basic skills of psychological research. They will be able to devise simple research projects, interpret and
generalize from results and evaluate the validity of research reports.
4. Students will be able to apply psychological concepts to their own lives. They should be able to recognize psychological principles
when they are encountered in everyday situations.
5. Students will develop critical thinking skills. They will become aware of the danger of blindly accepting or rejecting any
psychological theory without careful, objective evaluation.
6. Students will build their reading, writing, and discussion skills.
7. Students will learn about psychology as a profession, and become aware of the educational requirements which must be met to
pursue such careers. They will learn about the ethical standards governing the work of psychologists.
II.
Questions to Think About Before We Begin
1. Why are you taking this class? Do you want to learn about psychology? Are you ready for a “college level” class? Are you serious
about preparing for and taking the AP Exam in May? Would the regular Behavioral Science class better suit your goals?
2. What are your priorities? Are academics near the top of the list, or are you more concerned with athletics, social life, a part-time
job, television, video games, and so on?
3. How much time will you need to devote to this class? This will depend on your own strengths and weaknesses. A rule of thumb
suggested by many colleges is to spend two to three hours working outside of class for every hour you spend in class. Since most
college courses meet three hours a week, this translates to about six to nine out of class hours per week. Are you willing to make this
commitment?
4. Are you a strong reader? In terms of course assignments, nothing will occupy more of your time than reading and studying the text.
Research has shown that the strongest prediction of success in high school AP classes is reading ability. If you are a good reader, you
have a distinct advantage. If you are not a good reader, know that it is going to require extra time and effort to compensate for that
weakness.
5. What is your motivation level? Your level of motivation is much more important than your ability level.
If you want to succeed in AP Psychology and you are willing to put in the necessary effort, you will succeed. Attitude, study skills,
determination, and discipline count for more than intelligence toward your success in this class.
After considering the above, if you have any questions, concerns, etc. as to whether AP Psychology is the course for you, please see
me ASAP, preferably today!
III.
Course Outline
Marking Period 1
Unit I History and Approaches of Psychology (1 week)
Essential Questions:
 Why study psychology?
 How can we begin to study behavior?
 How can we analyze behavior?
 How can knowledge of psychology be practically applied in life?
 What ways does Psychology approach the study of human and animal behavior?
 How has psychology changed the study of human and animal behavior?
 How do the different perspectives compare and contrast?
Who were the key individuals in the revolution of psychology as a science?
Objectives:
 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
Outline
 History of Psychology
 Current Perspectives and Approaches
 Subfields of Psychology
Unit II Research Methodology (2 weeks)
Essential Questions:
 What makes something scientific?
 What is the difference between nature and nurture?
 Why study psychology?
 How can we begin to study behavior?
 How can we analyze behavior?
 How can knowledge of psychology be practically applied in life?
 How do psychologists use the scientific method to study behavior and mental processes?
 Which methods of research are appropriate for the study of different behaviors?
 How do researchers draw appropriate conclusions about behavior from research?
 How do psychologists make ethical decisions about researching behavior with human and animal behavior?
Objectives:
 Discuss the advantages of research over other ways of knowing
 Describe the different types of research and their advantages and disadvantages
 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 and their use in research
Outline
 Scientific Method
 Ethics of Experimentation
 Research Strategies


Correlational Studies
Statistical Reasoning
Unit III Neuroscience and Biological Processes (2 weeks)
Essential Questions:
 How do biological processes relate to behavior?
 How does the brain communicate with itself?
 How does the brain communicate with the body?
 How does the brain communicate with the world?
 What influences shape the way a person behaves?
 How do biological processes relate to behavior?
 How does damage to a biological process or part affect behavior?
 How does the brain develop and how does this affect behavior?
Objectives:
 Explain the process of neural communication
 Explain how neurotransmitters work
 Analyze the difference between the neural and hormonal systems
 Identify the parts of the brain and the functions of each
 Determine the role of genetics in influencing human behavior
Outline
 Neuroanatomy
 Neural Transmission
 Nervous System
 Endocrine System
 Genetics
Unit IV Sensation and Perception (2 weeks)
Essential Questions:
 What is the difference between a sensation and a perception?
 How does subliminal stimulation affect us?
 What is light?
 How do humans process visual information?
 What is sound?
 How do we experience pain, taste, smell?
 How do we perceive motion?
 What influences perception?
 How might you know something that cannot be accounted for through physical senses?
 How can we understand perception?
 How do the sensory systems operate?
 How does the brain process sensory signals?
Objectives:
 Identify the major components of each sensory system and their functions
 Identify the views of the Gestalt psychologists related to perceptional phenomena
 Understand how perceptual concepts influence behavior
Outline
 Sensory Thresholds
 Sensation
 Perception
Unit V States of Consciousness (1 ½ weeks)
Essential Questions:
 How much information do we consciously attend to at once?
 Why do we sleep?
 Why do we dream?
 What is hypnosis?
 What is addiction?
 How do psychologists define consciousness?
 What happens during the sleep cycle?
 What roles do REM and NREM sleep play in behavior?
 How does lack of sleep affect behavior?
 How do psychologists explain hypnosis and mediation?
 What is the impact of drugs on a person’s consciousness?
Objectives:
 Identify levels of consciousness
 Describe different stages of sleep
 Analyze the different theories of dreaming
 Identify common sleep disorders and their consequences
 Differentiate between the different theories of hypnosis and mediation
 Analyze the consequences of drugs and their effects on consciousness
Outline
 Levels of Consciousness
 Sleep and Dreaming
 Hypnosis
 Drugs and Consciousness
Unit VI Motivation and Emotion (1 ½ weeks)
Essential Questions:
 What is motivation?
 What is instinct?
 What factors influence hunger?
 What evidence points to our human need to belong?
 How do we experience emotion?
 Why do people have different emotions when faced with identical situations?
 What are nonverbal expressions of emotion? Are they universally understood?
 How can our facial expressions influence our feelings?
 What is the function of fear?
 How do we learn fear?
 What are the causes and consequences of anger?
 What are the causes and consequences of happiness?
 What is stress?
Objectives:
 Identify the theories of emotion and their differences
 Discuss the difference between drive theory and homeostasis
 Explain the reasons why intrinsic motivation is more beneficial than extrinsic motivation
 Analyze how the body regulates weight so effectively
 Identify physiological and physical changes that occur when people experience different emotions
 Determine the criteria for assessing gender differences in emotional expressions
 Define stress, identifying the emotional and physiological responses to stress
Outline
 Biological Bases of Motivation and Emotion
 Theories of Motivation
 Hunger, Sex, Pain
 Social Motives
 Theories of Emotion
 Stress
Cumulative Final Marking Period 1
Marking Period 2
Unit VII Learning (2 weeks)
Essential Questions:
 How do psychologists define learning?
 How do principles of classical and operant conditioning work to create learning?
 What role does observation and modeling play in learning?
 What are the differences between the ways people learn?
Objectives:
 Describe the elements of classical conditioning
 Describe the elements of operant conditioning
 Differentiate among the various forms of reinforcement and punishment
 Apply elements of classical and operant conditioning to different situations
 Describe observational or social learning
 Describe how biology influences learning
 Describe how cognition influences learning
Outline
 Classical Conditioning
 Operant Conditioning


Social Learning
Cognitive Processes in Learning
Unit VIII Memory and Cognition (2 weeks)
Essential Questions:
How do we know when something is true?
What is memory?
What makes us remember some things and forget others?
How does the brain store memories?
How might it be possible to improve our ability to remember?
Why do we forget?
What is creativity?
What are problem solving skills? Does everyone have them? Why or why not?
What influences judgment?
How do we learn language?
How are language and thinking related?
Objectives:
 Analyze how humans encode, store, and retrieve information in memory
 Identify and apply memory enhancement techniques
 Describe the characteristics of language and evaluate it’s importance
 Differentiate between algorithms and heuristics
 Analyze methods that influence the ability to solve problems
Outline
 Language
 Thinking
 Problem Solving
 Memory
Unit IX Developmental Psychology (3 weeks)
Essential Questions:
 How do people grow and develop across the lifespan in the following areas?
1. Physical Development
2. Cognitive Development
3. Social/Emotional Development
 How do nature and nurture influence human development?
 What psychological theories explain human development?
Objectives:
 Describe the physical development of humans from conception to adulthood
 Describe and analyze cognitive development of humans from childhood through adulthood
 Describe and analyze social/emotional development of humans from childhood through adulthood
 Describe and analyze Kohlberg’s theory of moral reasoning
 Describe how nature and nurture affect development
 Analyze how gender roles influence individual and social behavior throughout the lifespan
 Describe how developmental psychologists research development over the lifespan
Outline
 Life Span Approach
 Physical Development
 Cognitive Development
 Social/Emotional Development
 Reflections on Nature/Nurture
 Gender Roles
 Developmental Theorists
Unit X Personality (1 week)
Essential Questions:
 How do psychologists define and study personality?
 How do the different personality perspectives compare and contrast?
 How do psychologists interpret personality’s role in behavior?
Objectives:
 Explain how the different perspectives of personality approach the study of personality
 Evaluate the advantages and draw backs of each theory of personality
 Determine how psychologist assess and explain personality according to various perspectives
Outline
 Factors that Influence Personality


Personality Theories
Assessment Techniques
Unit XI Testing and Individual Differences (1 week)
Essential Questions:
 How do psychologists define and study intelligence?
 How did the use of intelligence tests evolve throughout the last two centuries?
 What are standards and rules in intelligence testing?
 What issues and factors influence intelligence tests?
 How do psychologists know whether a test is reliable and/or valid?
 What are multiple intelligences?
Objectives:
 Trace the historical development of intelligence testing and individual contributions to this development
 Compare and contrast Gardner’s and Sternberg’s theories of intelligence
 Identify factors that could influence an intelligence test score
 Explain the difference between reliability and validity
 Describe the bell curve and norms in intelligence testing
Outline
 Standardization and Norms
 Reliability and Validity
 Ethics and Standards in Testing
 Intelligence
 Heredity/Environment in Intelligence
 Multiple Intelligence
Cumulative Final Marking Periods 1 and 2
Marking Period 3:
Units XII and XIII Psychological Disorders and Treatments (2 weeks)
Essential Questions
 How do psychologists define and measure abnormal behavior?
 How are the various psychological disorders identified and studied?
 What impact do these psychological disorders have on individuals, families, communities and society?
 What options are available to treat psychological disorders?
 How should we draw the line between normality and disorder?
 What perspective can help us understand psychological disorders?
 How and why do clinicians classify psychological disorders?
 When is anxiety normal? When is it abnormal?
Outcomes:
 Identify the criteria psychologists use to diagnose psychological disorders
 Differentiate among the different perspectives psychologists take to understand psychological disorders.
 Identify the different classifications of psychological disorders
 Describe the different treatment options for the various types of psychological disorders
 Describe preventative approaches to psychological disorders
Outline
 Definitions of Abnormality
 Classifications of Disorders
 Diagnosis of Psychopathy
 Treatment Approaches and Modes of Therapy
 Prevention
Unit XIV Social Psychology (2 weeks)
Essential Questions
 How do people attribute behaviors/attitudes to others?
 How do groups affect individuals?
 How do individuals affect groups?
 How do psychologists understand culture and its influence?
Outcomes
 Differentiate between situational and depositional attribution
 Identify the conditions in which people are more likely to conform and obey
 Determine how the presence of others influences actions
 Differentiate among terms prejudice, stereotype and discrimination
 Determine the biological and social contributors to aggressive behavior
 Define culture and how it develops
Outline:
 Group Dynamics
 Attribution Process
 Interpersonal Perception
 Conformity, Compliance, Obedience
 Attitudes
 Aggression
Cumulative Final Exam Marking Periods 1, 2 and 3
AP Test Prep (Marking Period 4)
IV.
Grading
Grades are based on a point scale. All activities, tests, homework, labs, etc. receive a certain number of points. Quarter and semester
grades are based on adding the student's total number of points and dividing by the total points possible to get a percentage. The letter
grade is determined by putting the percentage on the scale below.
94% - 100% A
85% - 93%
B
74% - 84%
C
65% - 73%
D
65% - 0%
F
Since the grades are recorded on a computer, you will be regularly informed of your grade throughout the year through the use of
“grade sheets” in class. Because this is an Advanced Placement course, you will probably find it more difficult to earn top grades in
this class compared to other classes you have taken. In general, students have found the course difficult at first but have done better as
the year progresses.
V.
Discussion/Participation Grade
Discussion is an integral part of any psychology class. Included in each of the four quarters is a
discussion/participation grade. The total number of points for this grade is approximately 20% of the quarter's points, usually around
100 points. Class discussion, lab work, Black Book work, class work, audio visual days, etc. are factors included in the participation
grade. Below is a general guide for determination of the participation grade.
94 - 100% Always on task in labs, class activities and class work. Actively pays attention during
class notes, discussions and AV days. Outstanding contributions to class discussions
showing initiative and thought.
85 - 93% Always on task in labs, class activities and class work. Actively pays attention during
class notes, discussions and AV days. Volunteers pertinent information frequently.
74 - 84% Normally on task in labs, class activities and class work. Pays attention during class
notes, discussions and AV days. Answers questions when called upon, occasionally volunteers.
65 - 73% Normally on task in labs, class activities and class work. Pays attention during class
notes, discussions and AV days. Rarely contributes to class discussion.
0 - 65% Usually NOT on task in labs, class activities and class work. Usually does not pay
attention during class notes, discussion and AV days (i.e. doing other work, sleeping, talking, etc.) Does not contribute to class
discussions.
VI.
Notebooks
Each student is to have a notebook (3 Ring Binder-1 1/2 inch to 2 inch) and bring it to class each day. Notebooks may be collected at
any point in the year so please keep them as neat as possible. Along with reading the textbook, taking notes is the primary way you
will learn psychology. The points below may help you in your note taking.
1. Take complete, dated class notes.
2. Your notes should be more than just what items are listed on the chalkboard or screen.
3. Put the notes in your own words. Don’t write down something you don’t understand without asking about it.
4. Leave some blank spaces on each page to make additions and/or clarifications.
5. Review your class notes each day while they are fresh in your mind. Expand them, clarify them, and add examples so they
will make sense when you go back to study them later. Note anything that doesn’t make sense and ask questions in class the
following day.
6. Before class look over the notes from the proceeding class. This is especially important if a topic is presented over multiple
days.
7. If you are absent on class note days, you are responsible for obtaining the notes from other students.
VII. Assignments
All written work for the class, i.e. chapter questions, reports, lab reports, data sheets, etc., should be typed or written legibly. Anything
written which is unable to be read will be marked wrong. Written work should be an attempt to communicate one's thoughts, ideas or
feelings. Sloppy work, one word answers, and poor spelling/grammar fail in their goal of communicating.
Late papers. In almost all cases students are given more than adequate time, at minimum of 48 hours, to finish assignments so there
should be few possible reasons for late papers. Assignments are due at the beginning of class. If you know you are going to be absent
on the day an assignment is due please make an effort to hand in the assignment early. Since I realize emergencies or problems do
come up, once a quarter, students will be allowed one extra day to hand in work late without penalty. Please indicate on the
assignment that you are taking advantage of this option.
Absentee papers. If you are absent on a due date the assignment is due upon your return. Exceptions will be made for extended
absences.
VIII. Attendance
All students will be accounted for each class on STI. Keep an up-to-date log of your attendance so that you maintain credit for the
course. It is the student's responsibility to see that their absences are excused and to turn in any assignments due that day. Unexcused
absences will result in not being able to make up the work for the day and prevent a student from receiving the day’s
discussion/participation points.
IX.
Honesty and respect – from all to all
X.
Textbook
Myers, David (2011) Psychology (9th edition) New York, NY; Worth Publishers.
Each student will be issued a copy of the Myers’ Psychology text. This text is used at many colleges and universities throughout the
country for their Introductory Psychology course. If you were taking this course in college and had to purchase the text, it would cost
you well over $95. Use the book, get the most information about psychology from it you can, but please handle it with extra care. I
would strongly recommend putting some type of cover on the text. Any damage to the text will be the responsibility of the student. Do
not bring the book with you to class on a daily basis. Some helpful hints in reading the text include:
1. 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.
2. Learn to read more effectively.
a. 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 latest novel does.
b. Do not try to read the entire chapter at once. Each chapter of your text is divided into several major sections. Limit
your reading to one of these sections at a sitting.
c. Do NOT ignore 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 usually provide important information.
d. Preview the chapter before you start reading. Read the chapter summary when you finish.
e. Take notes as you read. If you can condense a 30 page chapter to a few pages of good notes, it’s going to be much
easier to review.
XI.
Tests and Quizzes
Unit Tests At the conclusion of each unit a test will be given. All tests for the class are scored using the scanner so a #2 pencil is
needed. Tests are usually announced well in advance therefore only those absent the day of the test should need to take a makeup. If a
student misses only the test date they will take the test on their return during a study hall or after school. In a few cases the test may be
taken during the class dependent on the class activities of the day. Students missing for more than just the test day must make up the
test outside of class time within a week of the missed test. Exceptions will be made for extended absences.
Cumulative Tests To help prepare for the AP Exam in May, a cumulative test will be given at the end of the first, second, and third
quarters, and prior to the AP Exam. Each test will cover all the material from the beginning of the school year to that point.
Semester Final Exams At the end of each semester a final exam will be given consisting of 200
questions. The questions will be taken from previous unit and cumulative tests from that semester. The second semester final exam
will NOT be cumulative for the complete school year.
Quizzes Announced or unannounced quizzes may be given at anytime during the year. Usually quizzes are based on the activities of
the previous day or the assigned reading for the day.
XII. Getting Help
Please don’t be afraid to get help if you do not understand something. The ultimate responsibility to learn psychology is yours but I am
willing to help you in any way I can. To get help you can:
1. Ask questions before, during and/or after class.
2. See me before or after school. On most days, I am in the school building around 7:10 am and usually leave about 3:00 pm. If
possible, try to coordinate a time with me so I can make sure I’m available.
3. Arrange to meet with me during my preparation periods:
4. If you have access to email or the Internet you can email me at [email protected]
XIII. NO CELL PHONES IN CLASS – cell phones MUST be turned off before entering the class. If a cell phone is not
turned off and interrupts the class (ringing, vibrating, use of text messages, use of cameras, etc.) it will be confiscated and
turned over to the administration.
XIV. Other Helpful Hints to Succeed in AP Psychology
These are ideas to help you succeed in the course other than those already stated.
1. A large portion of psychology is learning various terms and concepts. One way to help learn the items is to create
vocabulary flashcards on 3X5 index cards. On one side is the term, name or concept, on the other is a definition or an
explanation. The flashcards will help you in the following ways:
a. Making the cards helps you learn the vocabulary.
b. You can easily separate the terms you know from those you need to work on. This makes for efficient studying.
c. You can look at the terms and practice the definitions, or you can look at the definitions and practice the terms.
d. The cards provide an excellent review which will be very useful for the cumulative tests and the AP Exam in May.
2. Form a study group with other students. This is an excellent way to help each other. Beware that working in groups does
have some disadvantages. Before forming a group make sure each member is willing to put in their fair share of the work. I’d
be happy to meet with any group that wants to discuss ways they can work together.
3. If you’re having trouble understanding the Myers textbook, you might want to borrow a different introductory psychology
text. Sometimes students find reading a different author’s explanation of a concept helps them better understand our text. DO
NOT substitute for reading the Myers textbook by reading a different text. Each author does not necessarily cover the same
material. For the class tests you are responsible for the material in the Myers text.
4. If you have Internet access, there are various sites which are designed to help students who are learning psychology. Some
sites include explanations of concepts and even practice tests you may take. I will be happy to give you URL’s for the sites I
am aware of.
5. In your reading, studying for tests, taking notes, etc. always remember you will be tested on the material not only in the test
at the end of that particular unit, but the cumulative tests at the end of each quarter and the AP Exam in May. At the end of
each unit look over the material and organize it for later review. It is my sincere hope that years from now, you will remember
this course as one of the best you ever took; a course that challenged you and encouraged you to learn all you could about a
most fascinating subject -psychology. I look forward to working with you this year. Good Luck!!!
Advanced Placement Psychology Curriculum
Unit Overview
Content Area: AP Psychology
Era: N/A
Unit Title: History and Approaches
Target Course/Grade Level: 12th Grade Advanced Placement
Unit Summary: Psychology has evolved markedly since its inception as a discipline in 1879. There have been significant changes in
the theories that psychologists use to explain behavior and mental processes. In addition, the methodology of psychological research
has expanded to include a diversity of approaches to data gathering.
Unit Rationale: Perspectives of Psychology will be defined to illustrate the differences between psychologist theories, ideas and research from
multiple perspectives.
Learning Targets
Standards: American Psychological Association and National Standards for High School Psychology Curricula
Content Statements: Students will gather a brief overview of the course and perspectives of psychology. Students will relate perspectives to
individual psychological theories.
CPI #
Cumulative Progress Indicator (CPI)
IA- 2.1
IA-6.1
IA-6.2
List and explain the major subfields of psychology.
Students may indicate this by (performance indicators):
a. Identifying the different subfields of psychology, such as clinical, counseling, social, experimental,
school, and developmental psychology
b. Recognizing applied specializations, including forensic, community, industrial/organizational,
human factors, cross-cultural, sports, or rehabilitation psychology, among others
c. Explaining the differences between a psychologist and psychiatrist
d. Exploring career opportunities for college graduates with psychology majors
Discuss psychology’s roots in philosophy and natural science.
Students may indicate this by (performance indicators):
a. Describing the form psychology took before the 20th century (e.g., Aristotle, Locke)
b. Summarizing some 19th century scientific research findings (e.g., Helmholtz, Weber, and Fechner)
c. Analyzing how philosophical issues become psychological when tested empirically
Describe the emergence of experimental psychology.
Students may indicate this by (performance indicators):
IA-6.3
IA-6.4
Unit Essential Questions
What makes something scientific?
What is the difference between nature and
nurture?
 Why study psychology?
 How can we begin to study behavior?
 How can we analyze behavior?
 How can knowledge of psychology be
practically applied in life?
 What ways does Psychology approach
the study of human and animal
behavior?
 How has psychology changed the study
of human and animal behavior?
 How do the different perspectives
compare and contrast?
a. Defining psychophysics and describing its impact on empirical psychology
b. Identifying Wilhelm Wundt’s contributions to experimental psychology
c. Comparing philosophical argument with the empirical method
Recognize the diversity of psychological theories in the 20th and 21st centuries.
Students may indicate this by (performance indicators):
a. Describing the 20th and 21st centuries schools of psychology (e.g., behaviorism, Gestalt psychology,
psychoanalysis, humanistic psychology, cognitive psychology)
b. Showing how different theories of psychology produce different explanations of a particular
behavior (e.g., truancy, altruism)
c. Explaining the growing influence of new approaches to psychology (e.g., positive psychology,
behavioral genetics, or the study and practice of psychology at the beginning of the 21st century)
IA-6.4 Describe psychology’s increasing inclusiveness of diverse interests and constituents.
Students may indicate this by (performance indicators):
a. Comparing the diverse topics that generate contemporary research with early research emphases
b. Identifying how research biases have influenced research design and scope
c. Exploring reasons why psychology had more limited participation from women and ethnic
minorities in its early stages
d. Highlighting contributions by ethnic minority psychologists
e. Describing historical events and processes affecting the experiences and opportunities of minority
groups
Unit Enduring Understandings
 Psychology initially developed as a combination of biology and philosophy.
 Psychology attempts to answer cause and effect questions regarding human and animal
behavior.
 The biological versus environmental catalysts of behavior, known as the “nature versus
nurture controversy” are continually analyzed in psychology.
 The introduction of the use of the scientific method to the study of psychology
transformed the field into a true science.
 The four goals of psychology are to describe, explain predict and control behavior
 Historical perspectives in Psychology include structuralism, functionalism, behaviorism,
humanism, and psychoanalysis.
 The three main levels of analysis are biological, psychological and social-cultural.
 The different approaches to the study of behavior include biological, evolutionary,
psychodynamic, behavioral, cognitive, humanistic and social-cultural.
 There are many sub-fields within the field of psychology.

Who were the key individuals in the
revolution of psychology as a science?
Instructional Focus:
Learning facts, principles, theories and maps; then, Developing an understanding of the relationships among facts, concepts, principles, theories
and maps; then, using these relationships understand and interpret historical significance.
Evidence of Learning
Summative Assessment (10 days)
-Format:
Project and Exam on material. Exam
may be split into 2 sessions for full
assessment of understanding
 Formative Assessment:
Student understanding will be assessed based on discussion and dialogue as well as quizzes throughout
the unit.
Equipment needed: Projector, TV. Blackboard or Dry Erase board, Computer labs, email, other applicable technological items.
Lesson Plans will be Attached
Teacher Notes:
Curriculum Development Resources
New Jersey Core Content Standards, Examples, APA standards, AP Central Course Description
Unit Overview
Content Area: AP Psychology
Era: N/A
Unit Title: Research Methods
Target Course/Grade Level: 12th Grade Advanced Placement
Unit Summary: Psychology is an empirical discipline. Psychologists develop knowledge by doing research. Research provides
guidance for psychologists who develop theories to explain behavior and who apply theories to solve problems in behavior.
Unit Rationale: Students learn the models and fields of psychology, while also studying the basics of psychological research. A
discussion of ethics in psychology is included in this unit.
Learning Targets
Standards: American Psychological Association and National Standards for High School Psychology Curricula
Content Statements: Students learn the models and fields of psychology, while also studying the basics of psychological research. A
discussion of ethics in psychology is included in this unit.
CPI #
Cumulative Progress Indicator (CPI)
IA- 3.1
Describe the elements of an experiment.
Students may indicate this by (performance indicators):
a. Identifying the independent and dependent variables, possible confounding variables, and control
and experimental groups in a description of an experiment
b. Designing an experiment in which the hypothesis, population, sample, independent variable,
dependent variable, random assignment, and experimental and control groups are properly identified
Explain the importance of sampling and random assignment in psychological research.
Students may indicate this by (performance indicators):
a. Identifying examples of representative and biased samples in research designs
b. Specifying how random assignment permits causal inferences
c. Explaining the importance of being able to generalize results of research
d. Describing how sample selection (e.g., representation of gender, ethnicity, age, etc.) influences
results
Describe and compare quantitative and qualitative research strategies.
Students may indicate this by (performance indicators):
a. Explaining the characteristics of surveys, naturalistic observation, case studies, longitudinal studies,
cross-sectional research, and experiments
b. Identifying the suitability of a given method for testing a given hypothesis
c. Specifying the populations to which a particular research result may be generalized
Define descriptive statistics and explain how they are used by behavioral scientists.
Students may indicate this by (performance indicators):
a. Providing examples of situations in which descriptive statistics can be used to organize and analyze
information
b. Explaining how statistical analysis can add value to the interpretation of behavior
c. Citing a statistical finding to strengthen an argument
Explain and describe measures of central tendency and variability.
Students may indicate this by (performance indicators):
a. Calculating the mean, median, and mode for a set of data
b. Explaining the characteristics of a normal distribution
c. Providing examples of psychological variables that tend to be normally distributed
d. Applying the concepts of variability, such as range and standard deviation to supplement
information about central tendency in a normal distribution
Describe the concept of correlation and explain how it is used in psychology.
IA-3.2
IA-3.3
IA-4.1
IA-4.2
IA-4.3
IA-4.4
IA-5.1
Unit Essential Questions
 What makes something scientific?
 What is the difference between nature
and nurture?
 Why study psychology?
 How can we begin to study behavior?
 How can we analyze behavior?
 How can knowledge of psychology be
practically applied in life?
 How do psychologists use the scientific
method to study behavior and mental
processes?
 Which methods of research are
appropriate for the study of different
behaviors?
 How do researchers draw appropriate
conclusions about behavior from
Students may indicate this by (performance indicators):
a. Differentiating between positive, negative, and zero correlations
b. Identifying and providing examples of how correlations can be used to predict future behavior or
performance
c. Explaining the difference between correlation and causation
Recognize how inferential statistics are used in psychological research.
Students may indicate this by (performance indicators):
a. Recognizing the basic process that psychologists use to draw statistical inferences
b. Defining statistical significance as a statement of probability
c. Recognizing limitations in interpretation of statistical significance
Identify ethical issues in psychological research.
Students may indicate this by (performance indicators):
a. Discussing ethical issues in psychological research
b. Identifying historical examples of research that may have departed from contemporary ethical
standards
c. Acknowledging the importance of adhering to APA and government ethical standards and
procedures (i.e., Institutional Review Boards) for working with humans and other animals
d. Explaining the use and value of humans and other animals in behavioral research, including their
ethical treatment
Unit Enduring Understandings
 Answers that flow from the scientific approach are more reliable than those based on
intuition and common sense.
 Critical thinking examines assumptions, discerns hidden values, evaluates evidence and
assesses conclusions.
 Psychological science evaluates competing ideas with careful observation and rigorous,
objective and systematic analysis.
 The scientific method is a self-correcting process for asking questions and observing
answers.
 Good theories are explained by organizing and linking observed facts.
 Implying hypotheses offer testable predictions and practical applications.
 Different behaviors require different and specific types of research design.
 Independent, dependent, confounding and controlling variables must all be carefully
considered in order to design a valid experiment.
 Concise measures of variation offer answers about correlation and cause and effect
relationships.
 Measures of central tendency and variation are used to describe data and interpret
relationships between variables.
 Many professional associations and funding agencies set guidelines ensuring humane

research?
How do psychologists make ethical
decisions about researching behavior
with human and animal behavior?


treatment
of experimental subjects because of ethical reasons but also because pain and stress would
distort behavior during experiments.
Instructional Focus:
Learning facts, principles, theories and maps; then, Developing an understanding of the relationships among facts, concepts, principles, theories
and maps; then, using these relationships understand and interpret historical significance.
Evidence of Learning
Summative Assessment (15 days)
-Format:
Project and Exam on material. Exam
may be split into 2 sessions for full
assessment of understanding
 Formative Assessment:
Student understanding will be assessed based on discussion and dialogue as well as quizzes throughout
the unit.
Equipment needed: Projector, TV. Blackboard or Dry Erase board, Computer labs, email, other applicable technological items.
Lesson Plans will be Attached
Teacher Notes:
.
Curriculum Development Resources
New Jersey Core Content Standards, Examples, APA standards, AP Central Course Description
Unit Overview
Content Area: Advanced Placement Psychology
Era: N/A
Unit Title: Biological Bases of Behavior
Target Course/Grade Level: 12th Grade Advanced Placement
Unit Summary: An effective introduction to the relationship between physiological processes and behavior—including the influence
of neural function, the nervous system and the brain, and genetic contributions to behavior—is an important element in the AP
course.
Unit Rationale: Human behavior is examined in this unit from the biological perspective. Various components of the brain are
discussed, as well as the structure of the neuron and chemistry of the brain. Case studies of split-brained and other brain damaged
patients are also explored in this unit.
Learning Targets
Standards: American Psychological Association and National Standards for High School Psychology Curricula
Content Statements: An effective introduction to the relationship between physiological processes and behavior—including the
influence of neural function, the nervous system and the brain, and genetic contributions to behavior—is an important element in the
AP course.
CPI #
National CPI
IA. 1-1
Describe and compare the biological, behavioral, cognitive, sociocultural, humanistic, and
psychodynamic perspectives.
Students may indicate this by (performance indicators):
a. Analyzing how each perspective would explain concepts, e.g., aggression, altruism
b. Evaluating the limitations of each perspective in assessing behavior and mental processes
c. Comparing primary emphases of the different perspectives
d. Examining historical factors that influenced the popularity of a selected perspective
Identify the neuron as the basis for neural communication.
Students may indicate this by (performance indicators):
a. Using diagrams, models, and/or computer programs to identify the structure and function of different
parts of a neuron
b. Discussing how internal and external stimuli initiate the communication process in the neuron
c. Describing the electrochemical process that propagates the neural impulse
Describe how information is transmitted and integrated in the nervous system.
Students may indicate this by (performance indicators)
a. Describing the process of synaptic transmission
b. Contrasting excitatory and inhibitory transmission
Analyze how the process of neurotransmission can be modified by heredity and environment.
Students may indicate this by (performance indicators):
a. Comparing the effects of certain drugs or toxins with the effects of neurotransmitters in relation to
synaptic transmission
b. Discussing the role of neurotransmitters in Parkinson’s disease, hyperactivity, and/or multiple
sclerosis
c. Describing how learning affects neural transmission (e.g., Eric Kandel’s work)
Classify the major divisions and subdivisions of the nervous system.
Students may indicate this by (performance indicators):
a. Describing how views of the nervous system have evolved
IIA-1.1
IIA-1.2
IIA-1.3
IIA-2.1
IIA-2.2
IIA-3.1
IIA-3.2
IIA-3.3
IIA-4.1
IIA-5.1
IIA-6.1
b. Identifying the central nervous system and its component parts
c. Identifying the peripheral nervous system and its subdivisions
Differentiate the functions of the various subdivisions of the nervous system.
Students may indicate this by (performance indicators):
a. Comparing the functions of the somatic and autonomic nervous systems
b. Explaining the function of the sympathetic and the parasympathetic nervous systems on heart rate or
other physiological responses in an emotional situation
Identify the structure and function of the major regions of the brain.
Students may indicate this by (performance indicators):
Identifying the regions of the brain by using diagrams and/or computer-generated diagrams
Summarizing the functions of the major brain regions
Recognize that specific functions are centered in specific lobes of the cerebral cortex.
Students may indicate this by (performance indicators):
Describing the functions controlled by the frontal, parietal, occipital, and temporal lobes of the cerebral
cortex
Relating examples of research on cortical functioning
Describe lateralization of brain functions
Students may indicate this by (performance indicators):
a. Identifying the role of the corpus callosum in hemispheric communication
b. Identifying how vision, motor, language, and other functions are regulated by the hemispheres
c. Explaining the purpose and findings of split-brain research
d. Analyzing critically popular conceptions of hemispheric specialization
Explain how research and technology have provided methods to analyze brain behavior and disease.
Students may indicate this by (performance indicators):
a. Describing how lesions and electrical stimulation in animal research provide information about brain
functions
b. Discussing how the use of the CT scan, PET scan, MRI, fMRI, and EEG provides information about
the brain
Describe how the endocrine glands are linked to the nervous system.
Students may indicate this by (performance indicators):
a. Discussing the effect of the hypothalamus on the endocrine system
b. Identifying the influence of fetal hormones on sexual differentiation of the central nervous system
c. Giving examples of how hormones are linked to behavior and behavioral problems
Assess the effects of heredity and environment on behavior.
Students may indicate this by (performance indicators):
a. Identifying the relationships among DNA, genes, and chromosomes
b. Differentiating between genotype and phenotype
c. Explaining how chromosomal abnormalities can cause Down and/or Turner’s syndrome
d. Using twin and adoption studies to assess the influence of heredity and environment on behavior
IIA-7.1
e. Comparing results from inbred and outbred strains of rats and mice
Explain how evolved tendencies interact with the present environment and culture to determine
behavior.
Students may indicate this by (performance indicators):
a. Describing how the environment selects traits and behaviors that increase the survival rate of
organisms
b. Comparing and contrasting sleeping behavior in animals and humans
Unit Essential Questions
Unit Enduring Understandings
 The body is composed of cells, among these are nerve cells that “talk” to one another by
 How do biological processes relate to
sending chemical messages across a tiny gap that separates them.
behavior?

Specific brain systems serve specific functions, humans integrate information processed in
 How does the brain communicate with
these different brain systems to construct experience of sights and sounds, meanings and
itself?
memories, pain and passion.
 How does the brain communicate with
 Our adaptive brain is wired by our experience.
the body?
 The brain and spinal cord form the body’s central nervous system which communicates
 How does the brain communicate with
with the body’s sensory receptors, muscles and glands via the peripheral nervous system.
the world?
 Interconnected with the nervous system is a second communication system called the
 What influences shape the way a person
endocrine system. The glands of that system secrete hormones which travel through the
behaves?
bloodstream and affect other tissues including the brain.
 Brain imaging technology has made it possible for today’s scientists to electrically,
 How do biological processes relate to
chemically and magnetically stimulate various parts of the brain and note the effects.
behavior?

Heredity, environment and evolution work together adaptively and shape behavior
 How does damage to a biological

Historically many key contributors and contributions have come together to shape our
process or part affect behavior?
understanding of the body and behavior and continue to expand our increasing
 How does the brain develop and how
knowledge.
does this affect behavior?
Instructional Focus:
Learning facts, principles, theories and maps; then, Developing an understanding of the relationships among facts, concepts, principles, theories
and maps; then, using these relationships understand and interpret historical significance.
Evidence of Learning
Summative Assessment (15 days)
-Format:
Project and Exam on material. Exam
may be split into 2 sessions for full
assessment of understanding
 Formative Assessment:
Student understanding will be assessed based on discussion and dialogue as well as quizzes throughout
the unit.
Equipment needed: Projector, TV. Blackboard or Dry Erase board, Computer labs, email, other applicable technological items.
Lesson Plans will be Attached
Teacher Notes:
:
Curriculum Development Resources
New Jersey Core Content Standards, Examples, APA standards, AP Central Course Description
Unit Overview
Content Area: Advanced Placement Psychology
Era: N/A
Unit Title: Sensation and Perception
Target Course/Grade Level: 12th Grade Advanced Placement
Unit Summary: Everything that organisms know about the world is first encountered when stimuli in the environment activate
sensory organs, initiating awareness of the external world. Perception involves the interpretation of the sensory inputs as a cognitive
process.
Unit Rationale: This unit contains a biological analysis of the parts of the ear and eye, as well as a general examination of the
interaction between our senses and everyday perceptions.
Learning Targets
Standards: American Psychological Association and National Standards for High School Psychology Curricula
Content Statements: Everything that organisms know about the world is first encountered when stimuli in the environment activate
sensory organs, initiating awareness of the external world. Perception involves the interpretation of the sensory inputs as a cognitive
process.
CPI #
Cumulative Progress Indicator (CPI)
IIB-1.1
Explain the concepts of threshold, adaptation, and constancy.
Students may indicate this by (performance indicators):
a. Devising demonstrations that illustrate threshold, adaptation, and constancy
b. Providing real-life examples of threshold, adaptation, and constancy
c. Describing classical examples of psychophysical research
IIB-1.2
IIB-1.3
IIB-1.4
IIB-2.1
IIB-2.2
IIB-2.3
IIB-1.2 Describe the operation of sensory systems.
Students may indicate this by (performance indicators):
a. Identifying the physiological features common across all sensory systems (e.g., receptors, pathways to
the brain, transduction)
b. Labeling a diagram of the parts of the eye and ear and explaining the role of each part
c. Explaining the operation of other sensory systems, such as taste and touch
d. Discussing how to protect sensory systems (e.g., avoiding prolonged loud voices)
List forms of energy for which we do and do not have sensory receptors.
Students may indicate this by (performance indicators)
a. Comparing the sensory capabilities of humans and other species, such as the echo-detection system in
bats
b. Hypothesizing about system limitations, such as human limits related to sensing the spectrum of light
Relate knowledge of sensory processes to applications in areas such as engineering psychology,
advertising, music, architecture, and so on.
Students may indicate this by (performance indicators):
a. Analyzing advertisements for their use of sensory information
b. Finding examples of sensory principles in an area other than advertising, such as in music or textbooks
Explain Gestalt concepts and principles, such as figure-ground, continuity, similarity, proximity, closure,
and so on.
Students may indicate this by (performance indicators):
a. Finding examples of Gestalt principles
b. Constructing demonstrations of Gestalt principles
c. Explaining the significance of the whole is greater than the sum of its parts
Describe binocular and monocular depth cues.
Students may indicate this by (performance indicators):
a. Analyzing how three-dimensional viewers or random dot stereograms use stereopsis to create depth
b. Finding examples of monocular depth cues, such as linear perspective and relative size, in pictures,
paintings, or photographs
Describe the influence on perception of environmental variables, motivation, past experiences, culture, and
expectations.
Students may indicate this by (performance indicators):
a. Analyzing the factors that influence the validity of eyewitness testimony (e.g., framing of questions,
cross-racial identification problems)
b. Hypothesizing why students from different schools disagree about an official’s call in a football game
c. Comparing perceptions of school violence in urban, suburban, and rural communities from the
standpoint of race/ethnicity, class, or gender
d. Hypothesizing about how perceptual principles may relate to stereotypes and prejudice
e. Describing cross-cultural studies that illustrate cultural similarities and differences in perception
f. Discriminating between bottom-up and top-down processing and how those interact when we encounter
new stimuli.
IIB-3.1
IIB-3.2
Unit Essential Questions
 What is the difference between a
sensation and a perception?
 How does subliminal stimulation
affect us?
 What is light?
 How do humans process visual
information?
 What is sound?
 How do we experience pain, taste,
smell?
 How do we perceive motion?
 What influences perception?
 How might you know something that
cannot be accounted for through
physical senses?
 How can we understand perception?
 How do the sensory systems operate?
 How does the brain process sensory
signals?
Instructional Focus:
Learning facts, principles, theories and maps;
then, Developing an understanding of the
Explain what is meant by attention.
Students may indicate this by (performance indicators):
a, Finding examples of selective attention and divided attention
b. Identifying variables that draw attention to a particular event
c. Identifying variables that influence the ability to divide attention
d. Designing a demonstration that illustrates the difference between selective attention and divided
attention, such as listening to a lecture while taking notes
e. Relating signal detection theory to an everyday example
Describe how attention differs for demanding verses simple tasks.
Students may indicate this by (performance indicators):
a. Analyzing the amount of attention required for demanding versus simple tasks
b. Applying knowledge of attentional processes to design an ideal environment for homework
Unit Enduring Understandings
 Sensation and perception blend into one continuous process.
 Sensation starts with sensory receptors and works up through higher levels of processing.
 Our ability to detect stimuli is dependent upon our threshold.
 The conscious and unconscious minds are affected by stimuli sensation and perception.
 The difference threshold is also known as the “just noticeable difference.
 Conversion of one form of energy into another in sensation is known as transduction.
 Two physical characteristics of light wavelength and intensity, help determine our sensory
experience of them.
 After processing through your retina, information travels through your ganglion cells,
through their axons making up the optic nerve.
 The Young-Helmholtz Tricromatic Theory and the Opponent-Process Theory help us to
understand color vision.
 The ears transform vibrating air into nerve impulses.
 Hermann von Helmholtz’s Place Theory and frequency Theory help us understand pitch
perception.
 Touch is essential to human development, touch sensations involve more than tactile
sensation.
 Kinesthesis enables the sense of the position and movement of body parts.
 There is no one type of stimulus that triggers pain but different receptors that detect pain.
relationships among facts, concepts,
principles, theories and maps; then, using
these relationships understand and interpret
historical significance.
Evidence of Learning
Summative Assessment (20 days)
-Format:
Project and Exam on material. Exam may be
split into 2 sessions for full assessment of
understanding
 Formative Assessment:
Student understanding will be assessed based on discussion and dialogue as well as quizzes
throughout the unit.
Equipment needed: Projector, TV.
Blackboard or Dry Erase board, Computer
labs, email, other applicable technological
items.
Lesson Plans will be Attached
Teacher Notes:
Curriculum Development Resources
New Jersey Core Content Standards, Examples, APA standards, AP Central Course Description
Unit Overview
Content Area: Advanced Placement Psychology
Era: N/A
Unit Title: Consciousness
Target Course/Grade Level: 12th Grade Advanced Placement
Unit Summary: Understanding consciousness and what it encompasses is critical to an appreciation of what is meant by a given state
of consciousness. The study of variations in consciousness includes an examination of the sleep cycle, dreams, hypnosis, and the
effects of psychoactive drugs.
Unit Rationale: Topics in this unit range from the mechanisms of sleep to the interpretation of dreams and effects of psychoactive
drugs. Students keep a dream journal as part of this unit.
Learning Targets
Standards: American Psychological Association and National Standards for High School Psychology Curricula
Content Statements: Understanding consciousness and what it encompasses is critical to an appreciation of what is meant by a given
state of consciousness. The study of variations in consciousness includes an examination of the sleep cycle, dreams, hypnosis, and
the effects of psychoactive drugs.
CPI #
Cumulative Progress Indicator (CPI)
IVD-1.1
Define states of consciousness
Students may indicate this by (performance indicator):
a. Discussing various states of consciousness
Describe levels of consciousness
Students may indicate this by (performance indicator):
a. Differentiating among nonconscious, conscious, preconscious, and conscious awareness
Describe the sleep cycle.
Students may indicate this by (performance indicators):
Drawing and labeling a graph that shows the sleep cycle throughout the night
Charting the differences between REM and Non-REM (NREM) sleep
Compare theories that explain why we sleep.
Students may indicate this by (performance indicators):
a. Comparing restorative theories with evolutionary theories
b. Explaining the effects of sleep deprivation
c. Evaluating evidence to support various theories
Assess types of sleep disorders.
Students may indicate this by (performance indicators):
a. Providing possible solutions for insomnia
b. Listing the symptoms of narcolepsy and sleep apnea
Demonstrate an understanding of individual differences in dream content and recall.
Students may indicate this by (performance indicators):
Collecting and analyzing data about dream content and recall with an informal survey
Exploring cross-cultural differences in the significance of dreams
Compare different theories about the use and meaning of dreams.
Students may indicate this by (performance indicator):
Comparing different theories about the significance of dreams (e.g., activation-synthesis,
psychodynamic, and cognitive theories)
Describe several hypnotic phenomena.
Students may indicate this by (performance indicators):
a. Discussing why some people are better hypnotic subjects than others
IVD-1.2
IVD-2.1
IVD-2.2
IVD-2.3
IVD-3.1
IVD-3.2
IVD-4.1
IVD-4.2
IVD-5.1
IVD-5.2
c. Explaining hypnotic induction, suggestibility, and amnesia
d. Explaining the relationship of healing practices that use trance induction and altered states of
consciousness to hypnosis
Explain possible uses of hypnosis in psychology.
Students may indicate this by (performance indicators):
a. Describing early uses of hypnosis to address psychological symptoms
c. Evaluating the accuracy of memories recovered by hypnosis
d. Identifying the uses of hypnosis in pain control and psychotherapy
Characterize the major categories of psychoactive drugs and their effects.
Students may indicate this by (performance indicators):
a. Charting the names, sources, and uses of narcotic, depressant, stimulant, and hallucinogenic drugs
b. Classifying drugs, such as tobacco, alcohol, and marijuana
c. Discussing cultural and historical influences on making value judgments
Evaluate the effects of narcotic, depressant, stimulant, and hallucinogenic drugs.
Students may indicate this by (performance indicators):
a. Identifying the potential for physiological and psychological dependence
b. Describing the short-term behavioral, physiological, and cognitive effects
c. Identifying the neurochemical mechanisms of drugs, such as nicotine or cocaine
Unit Essential Questions
Unit Enduring Understandings
 How much information do we consciously
 Consciousness is our awareness of ourselves and of our surroundings.
attend to at once?
 Cognitive neuroscience is the interdisciplinary study of the brain activity linked with
 Why do we sleep?
mental processes.
 Why do we dream?
 Dual processing is the belief that mental processes happen at both a conscious, (explicit
and deliberate) level and an unconscious, (implicit and automatic) level.
 What is hypnosis?
 Our bodies roughly synchronize with the 24 cycle of the day and night through a
 What is addiction?
biological clock called the circadian rhythm.
 How do psychologists define

As sleep overtakes us and different parts of our brain’s cortex stop communicating,
consciousness?
consciousness fades.
 What happens during the sleep cycle?

The sleep cycle includes five repeating stages of sleep.
 What roles do REM and NREM sleep

Sleep strengthens memory, increases concentration, boosts mood, moderates hunger and
play in behavior?
obesity and fortifies the immune system.
 How does lack of sleep affect behavior?
 There is no enduring theory of why we dream, although theorists have proposed several
 How do psychologists explain hypnosis
explanations of why we dream.
and mediation?
 Hypnosis is a state of divided consciousness under which the subject is asked to focus on
 What is the impact of drugs on a
specific images or behaviors and may be experiencing a state of heightened suggestibility.
person’s consciousness?
 Psychoactive drugs are chemicals that change perceptions and moods through their
actions at the neural synapses.
 Depressants are chemicals that calm neural activity and slow body functions.
Instructional Focus:
Learning facts, principles, theories and maps; then, Developing an understanding of the relationships among facts, concepts, principles, theories
and maps; then, using these relationships understand and interpret historical significance.
Evidence of Learning
Summative Assessment (15 days)
-Format:
Project and Exam on material. Exam
may be split into 2 sessions for full
assessment of understanding
 Formative Assessment:
Student understanding will be assessed based on discussion and dialogue as well as quizzes throughout
the unit.
Equipment needed: Projector, TV. Blackboard or Dry Erase board, Computer labs, email, other applicable technological items.
Lesson Plans will be Attached
Teacher Notes:
Curriculum Development Resources
New Jersey Core Content Standards, Examples, APA standards, AP Central Course Description
Unit Overview
Content Area: AP Psychology
Era: N/A
Unit Title: Motivation and Emotion
Target Course/Grade Level: 12th Grade Advanced Placement
Unit Summary: In this part of the course, students explore biological and social factors that motivate behavior and biological and
cultural factors that influence emotion.
Unit Rationale: An analysis of basic human drives from reproduction to hunger. Eating disorders are discussed,
as well as a variety of theories on the formation and expression of emotion
Learning Targets
Standards: American Psychological Association and National Standards for High School Psychology Curricula
Content Statements: In this part of the course, students explore biological and social factors that motivate behavior and biological and
cultural factors that influence emotion.
CPI #
Cumulative Progress Indicator (CPI)
IIC-1.1
Apply motivational concepts to the behavior of humans and other animals.
Students may indicate this by (performance indicators):
a. Describing their own motives, goals, and values
b. Analyzing the goals and expectancies in a case study or vignette
c. Identifying the values or motives appealed to in political campaigns or television advertisements
d. Analyzing factors that may increase their intrinsic motivation for studying psychology
e. Explaining how the effect of teacher praise or punishment on student motivation depends on the
student’s attribution
f. Giving examples of how motivation has and can be studied
Describe the interaction of internal cues and learning on basic drives.
Students may indicate this by (performance indicators):
a. Explaining why one becomes hungry when one smells bread baking or hears an ice cream truck
b. Discussing how the concepts of homeostasis and adaptation level can be applied in understanding
motivated behavior
c. Describing how addiction and tolerance to drugs are modified by learning
Describe the situational cues giving rise to anger and fear.
Students may indicate this by (performance indicators):
a. Analyzing occasions on which they became angry or afraid
b. Evaluating personal experiences of discrimination giving rise to fear and/or anger
Describe the situational cues and individual characteristics giving rise to curiosity and anxiety.
Students may indicate this by (performance indicators):
a. Explaining why one person would be curious and another anxious in the same situation
b. Discussing why one person responds to stereotyping without anxiety and another person responds with
anxiety
Describe one or more theories of motivation, such as expectancy value, cognitive dissonance, arousal,
Maslow’s hierarchy of needs, and drive reduction.
Students may indicate this by (performance indicators):
a. Applying Maslow’s theory to make predictions about meeting needs
b. Citing research to support a theory of motivation
c. Comparing and contrasting two theories of motivation
Explain how common motives and emotions develop.
Students may indicate this by (performance indicators):
a. Describing how the development of their own motives was affected by their parents, peers, as well as
genetic and biological factors
b. Describing changes in their own motivation from the beginning of the school year to the present
c. Identifying how motivation for food develops
IIC-2.1
IIC-2.2
IIC-2.3
IIC-3.1
IIC-4.1
IIC-5.1
IIC-6.1
IIC-6.2
IIC-7.1
IIC-7.2
IID-2.1
IID-3.1
d. Discussing how motives differ for those who drop out of school compared to those who stay in school
e. Describing how expectations about menstruation affect “premenstrual symptoms” and emotions
Use expectancy-value theory to explain their own and others’ behavior.
Students may indicate this by (performance indicators):
a. Analyzing how expectancy-value theory explains how they spent their time the previous evening
b. Using strategies for motivating themselves for desired behaviors, such as studying
Describe theories of emotion, such as James-Lange, Cannon-Bard, or cognitive theories.
Students may indicate this by (performance indicators):
a. Citing research to support a theory of emotion
b. Comparing and contrasting two theories of emotion
c. Discussing key ideas of emotional intelligence
Explaining how emotions and behaviors are related
Students may indicate this by (performance indicators):
a. Describing how emotions related to non-verbal communication
b. Identifying components of the emotional experience
Describe differences in perception between individuals differing in motivation.
Students may indicate this by (performance indicators):
a. Explaining how supporters of opposing football or basketball teams differ in their perceptions of
possible fouls
b. Comparing reactions of individuals to literary and artistic works
Explain how learning, memory, problem solving, and decision-making strategies are influenced by
motivation and emotion.
Students may indicate this by (performance indicators):
a. Describing the effect of motivation and emotion on their learning from the assignment for today’s class
b. Hypothesizing about the effect of mood differences on behavior between Wednesday and Friday
c. Gathering examples of advertisements or political appeals designed to motivate choice or behavior
d. Explaining the relationship between level of arousal and performance
List and explain possible physiological reactions to stress.
Students may indicate this by (performance indicators):
a. Comparing the results of initial fight or flight experiments with animals to human stress reactions
b. Describing Selye’s General Adaptation Syndrome (GAS)
c. Describing how stress can affect the immune system
d. Explaining models of stress such as learned helplessness
List and explain possible psychological reactions to stress.
Students may indicate this by (performance indicators):
a. Relating personal examples of how stress can impair psychological functioning in such areas as work,
school, and relationships
b. Explaining how stress can affect neurotransmitter function, mood states, and immunity to illness
c. Describing how stress may have positive outcomes
d. Discussing how cultural differences can influence one’s reaction to stress
IID-4.2
Identify and explain cognitive strategies to deal with stress and promote health.
Students may indicate this by (performance indicators)
a. Describing how the use of problem solving and other cognitive strategies may help to cope with stress
and promote health
b. Explaining how person versus situation attributions for life events can influence one’s response to
stressors and promote health
c. Discussing the sources and beneficial effects of hope and optimism
Identify and explain behavioral strategies to deal with stress and promote health.
Students may indicate this by (performance indicators):
a. Explaining how defense mechanisms, regular exercise, relaxation, spiritual practices, and social support
can help to alleviate some negative effects of stress and promote health
b. Brainstorming ways in which changing behavior may alleviate some negative effects of stress and
promote health
c. Identifying behavioral strategies for coping with stress that can negatively influence health, such as
smoking and substance abuse
d. Discussing the pros and cons of seeking professional help to cope with stress
Unit Essential Questions
 What is motivation?
 What is instinct?
 What factors influence hunger?
 What evidence points to our human
need to belong?
 How do we experience emotion?
 Why do people have different
emotions when faced with identical
situations?
 What are nonverbal expressions of
emotion? Are they universally
understood?
 How can our facial expressions
influence our feelings?
 What is the function of fear?
 How do we learn fear?
 What are the causes and consequences
of anger?
 What are the causes and consequences
of happiness?
 What is stress?
Unit Enduring Understandings
 Motivation is a need or desire that energized the body and directs it toward a goal.
 An instinct is a complex behavior that has fixed patterns throughout a species and is
unlearned.
 Two areas of the hypothalamus regulate the body’s weight by affecting feelings of hunger
and satiety.
 Eating disorders demonstrate that psychological factors can overwhelm the homeostatic drive
to maintain a balanced internal state.
 There are 4 stages in the human sexual response cycle; excitement, plateau, orgasm and
resolution.
 The female estrogen and the male testosterone influence human sexual behavior.
 Erotic material and other external stimuli can trigger sexual arousal in both men and women.
 Fantasies also influence sexual arousal.
 There is no research evidence that environmental influences determine sexual orientation.
There is support however for biological influences of same-sex behaviors in many animal
species.
 Our need to affiliate or belong had survival value for our ancestors.
 Emotions are a mix of physiological arousal, expressive behaviors and consciously
experienced thoughts and feelings.
 Emotions are both physiological and psychological. Much of the physiological activity is
controlled by the autonomic nervous system’s sympathetic and parasympathetic divisions.
 Emotions may be similarly arousing but there are some subtle physiological responses that
IID-4.1
distinguish them.
There are conflicting theories regarding whether we must consciously interpret and label
emotions in order to experience them.
Some gestures are culturally determined although some facial expressions are common all
over the world.
Facial expressions amplify the felt emotion and signal the body to respond accordingly.
Fear has adaptive value because it helps us avoid threats and when necessary cope.
We are predisposed to some fears and we learn others through conditioning.
Anger is evoked by circumstances that are frustrating, insulting and interpreted as willful,
unjustified and avoidable.
Expressing anger can help us blow off steam but it can also actually make us angrier.
A good mood helps boost people’s perception of the world and their willingness to help
others.
Some people are happier than others and researchers have identified factors that predict
wellbeing.
Stress is the process by which we appraise and respond to events that challenge or threaten
us,
stress diverts energy from the immune system











Instructional Focus:
Learning facts, principles, theories and maps;
then, Developing an understanding of the
relationships among facts, concepts,
principles, theories and maps; then, using
these relationships understand and interpret
historical significance.
Evidence of Learning
Summative Assessment (15 days)
-Format:
Project and Exam on material. Exam may be
split into 2 sessions for full assessment of
understanding
Equipment needed: Projector, TV.
Blackboard or Dry Erase board, Computer
labs, email, other applicable technological
items.

 Formative Assessment:
Student understanding will be assessed based on discussion and dialogue as well as quizzes
throughout the unit.
Lesson Plans will be Attached
Teacher Notes:
Curriculum Development Resources
New Jersey Core Content Standards, Examples, APA standards, AP Central Course Description
Unit Overview
Content Area: Advanced Placement Psychology
Era: N/A
Unit Title: Learning
Target Course/Grade Level: 12th Grade Advanced Placement
Unit Summary: This section of the course introduces students to differences between learned and unlearned behavior. The primary
focus is exploration of different kinds of learning, including classical conditioning, operant conditioning, and observational learning.
The biological bases of behavior illustrate predispositions for learning.
Unit Rationale: Students learn the principles of classical and operant conditioning in both humans and animals.
Implications for practical techniques of teaching and learning are discussed.
Learning Targets
Standards: American Psychological Association and National Standards for High School Psychology Curricula
Content Statements: This section of the course introduces students to differences between learned and unlearned behavior. The
primary focus is exploration of different kinds of learning, including classical conditioning, operant conditioning, and observational
learning. The biological bases of behavior illustrate predispositions for learning.
CPI #
Cumulative Progress Indicator (CPI)
IVA-1.1
Discuss learning from a psychological viewpoint.
Students may indicate this by (performance indicators):
a. Examining key contributors to learning theory
b. Defining learning as relatively permanent changes of behavior resulting from experience
c. Distinguishing learning from performance
IVA-1.2
IVA-2.1
IVA-3.1
IVA-4.1
IVA-4.2
IVA-5.1
d. Demonstrating the use of theories of learning in applied examples
Recognize learning as a vehicle to promote adaptation through experience.
Students may indicate this by (performance indicators):
a. Articulating how changes in adaptation can result from genetic factors or learned experiences
b. Comparing how cultures differ in promoting learned behavior
Describe the classical conditioning paradigm.
Students may indicate this by (performance indicators):
a. Explaining how, using Pavlovian conditioning procedures, a neutral stimulus becomes capable of
evoking a response through pairing with an unconditioned stimulus
b. Labeling elements in classical conditioning examples
c. Designing procedures to produce classically conditioned responses
Describe the operant conditioning paradigm.
Students may indicate this by (performance indicators):
a. Describing how consequences influence behavior, such as reinforcement strengthening a behavior’s
occurrence
b. Identifying consequences of punishment in controlling behavior
c. Predicting future strength of behavior by applying operant conditioning principles
d. Designing procedures to produce operant responses
e. Applying operant conditioning to correcting behavior, such as using shaping, chaining, and selfcontrol techniques
f. Discussing Skinner’s contributions to popularizing behaviorism
g. Translating emotional responses related to stereotyping, prejudice, and discrimination in operant
terminology
Explain how observational learning works.
Students may indicate this by (performance indicators)
a. Describing examples of learning by observation, such as Bandura’s bobo doll study and studies
involving other animals (e.g., chimpanzees)
b. Identifying everyday examples of observational learning
c. Discussing impact of role models
Describe cognitive learning approaches.
Students may indicate this by (performance indicators):
a. Comparing learned behavior across cultures
b. Exploring the role of expectation in promoting learning
c. Differentiating insight learning from other forms of learning
d. Describing how cognitive approaches differ from classical and operant conditioning
f. Explaining the concept of latent learning (e.g., cognitive mapping)
Identify biological contributions to learning.
Students may indicate this by (performance indicators):
a. Describing biological constraints on learning
b. Discussing adaptive value of one-trial learning, such as Garcia’s taste-aversion studies
IVA-5.2
IVA-5.3
IVA-5.4
Unit Essential Questions
 What is learning?
 What are the benefits of learning?
 How do people learn?
 What influences learning?
 What things can reinforce behaviors?
 How do principles of classical and
operant conditioning work to create
learning?
 What role does observation and
modeling play in learning?
 What are the differences between the
ways people learn?
Speculate on the role of culture in determining what behaviors will be learned.
Students may indicate this by (performance indicators):
a. Comparing learned behavior across cultures
b. Describing environmental constraints on learning opportunities
Explore how biological and cultural factors interact to impede or enhance learning.
Students may indicate this by (performance indicators):
a. Examining factors affecting academic performance that may differ for males and females (e.g.,
stereotype threat)
b. Predicting how teacher expectancy can influence differential achievement for members of ethnic
groups
c. Debating whether sociocultural factors can reliably predict individual success
d. Contrasting academic supports available for people who have learning disabilities with those who
are gifted learners
Describe the collaborative nature of some forms of learning within cultures.
Students may indicate this by (performance indicators):
a. Giving examples of group learning in different cultures
b. Contrasting Vygotsky’s approach to collaborative learning with individualistic theories
Unit Enduring Understandings
 Learning is a relatively permanent behavior change due to experience.
 Learning enables animals to adapt to their environments.
 Associative learning and learning through reinforcement are basic forms of learning.
 Classical conditioning is learning through association.
 An animal’s capacity for conditioning is constrained by its biology.
 The discovery of biological constraints affirms the value of different levels of analysis,
including the biological and cognitive when we seek to understand phenomena such as
learning.
 Operant conditioning is learning through reinforcements
 Classical conditioning and operant conditioning are both forms of associative learning but
their difference is straight forward; classical conditioning forms associations between
stimuli, operant conditioning forms associations between actions and consequences.
 B.F. Skinner’s operant chamber also known as the “Skinner Box” used shaping, a
procedure where reinforcers, such as food, gradually guide an animal’s actions toward a
desired behavior.
 The basic types of reinforcements are; positive reinforcement, negative reinforcement and
punishment.
 Schedules of reinforcement affect how rapidly a behavior is elicited, as well as how
permanent the elicit behavior will be.
 Observational learning is social learning where we observe and imitate others.
Instructional Focus:
Learning facts, principles, theories and maps; then, Developing an understanding of the relationships among facts, concepts, principles, theories
and maps; then, using these relationships understand and interpret historical significance.
Evidence of Learning
Summative Assessment (15 days)
-Format:
Project and Exam on material. Exam
may be split into 2 sessions for full
assessment of understanding
 Formative Assessment:
Student understanding will be assessed based on discussion and dialogue as well as quizzes throughout
the unit.
Equipment needed: Projector, TV. Blackboard or Dry Erase board, Computer labs, email, other applicable technological items.
Lesson Plans will be Attached
Teacher Notes:
Curriculum Development Resources
New Jersey Core Content Standards, Examples, APA standards, National Social Studies Standards.
Unit Overview
Content Area: AP Psychology
Era: N/A
Unit Title: Cognition and Memory
Target Course/Grade Level: 12th Grade Advanced Placement
Unit Summary: In this unit students learn how humans convert sensory input into kinds of information. They examine how humans
learn, remember, and retrieve information. This part of the course also addresses problem solving, language, and creativity.
Unit Rationale: An examination of the cognitive processes involved in the encoding, storage, and retrieval of information. A special
mini- unit focuses on the topic of eyewitness memory.
Learning Targets
Standards: American Psychological Association and National Standards for High School Psychology Curricula
Content Statements: In this unit students learn how humans convert sensory input into kinds of information. They examine how
humans learn, remember, and retrieve information. This part of the course also addresses problem solving, language, and creativity..
CPI #
Cumulative Progress Indicator (CPI)
IVB-1.1
Characterize the difference between surface and deep (elaborate) processing.
Students may indicate this by (performance indicator):
Providing several examples of surface and deep processing
Identify other factors that influence encoding.
Students may indicate this by (performance indicators):
a. Demonstrating the role of imagery in encoding
b. Discussing the role of context and meaning on encoding (e.g., semantic encoding, surface processing,
context dependent)
c. Discussing the role of rote rehearsal, imagery, and organization on memory
Describe the operation of sensory memory
Students may indicate this by (performance indicators)
a. Discussing the role of iconic memory through everyday examples
b. Describing Sperling’s research on iconic memory
Describe the operation of short-term memory and working memory.
Students may indicate this by (performance indicators):
a. Explaining the duration and capacity of short-term memory
b. Providing examples of the use of chunking to increase the capacity of short-term memory
c. Conducting a demonstration that uses short-term memory
d. Providing examples of primacy and recency effects
e. Discussing the concept of working memory as it relates to short-term memory (e.g., Baddeley)
f. Examining the concept of serial position effect
Describe the operation of long-term memory.
Students may indicate this by (performance indicators):
a. Charting the duration and capacity of long-term memory
b. Providing examples of different types of memory (e.g., episodic, semantic, implicit, explicit and
procedural memories)
c. Reporting the primary findings of Ebbinghaus’ nonsense-syllable studies or Bahrick’s more recent
research examining very long term memory
d. Distinguishing between implicit and explicit memory
Analyze the importance of retrieval cues in memory.
Students may indicate this by (performance indicators):
a. Identifying contextual and state-related cues (e.g., encoding specificity, state dependent memory, mood
congruence)
b. Examining problems related to retrieval, such as the tip-of-the-tongue phenomenon and context effects
Explain the role that interference plays in retrieval.
Students may indicate this by (performance indicators):
IVB-1.2
IVB-2.1
IVB-2.2
IVB-2.3
IVB-3.1
IVB-3.2
IVB-3.3
IVB-4.1
IVB-5.1
IVB-5.2
IVB-6.1
Unit Essential Questions
How do we know when something is true?
What is memory?
What makes us remember some things and
forget others?
How does the brain store memories?
How might it be possible to improve our
ability to remember?
Why do we forget?
What is creativity?
a. Providing examples of proactive and retroactive interference
b. Relating the concept of interference to studying school-related material
Relate difficulties created by reconstructive memory processes.
Students may indicate this by (performance indicators):
Discussing the role of reconstruction in claims of repressed childhood memories
Hypothesizing about the role of reconstruction in cases of eyewitness testimony
Identify the brain structures most important to memory .
Students may indicate this by (performance indicators):
a. Relating case studies of damage to the hippocampus and its effect on memory
b. Reporting on conditions, such as Alzheimer’s and stroke, that can impair memory
Identify factors that interfere with memory.
Students may indicate this by (performance indicators):
a. Generating examples of interference that reduce academic performance
b. Describing case studies that involve memory loss
c. Exploring the false memory/recovered memory controversy, as it relates to child abuse
d. Explaining cross-racial eyewitness identification
Describe strategies for improving memory based on our understanding of memory.
Students may indicate this by (performance indicators):
a. Developing and describing mnemonic devices to help learn psychological concepts
b. Listing specific suggestions to enhance deep processing of information and to minimize the effect of
interference
c. Describing how concepts such as massed versus distributed practice, overlearning, state and context
dependence, and schemas might relate to studying
Describe the processes that lead to inaccuracies in memory.
Students may indicate this by (performance indicators):
a. Describing research (e.g., Loftus) on the tendency to construct memories
b. Discussing the misinformation effect
c. Describing the implications constructed memories have on courtroom testimonies
Unit Enduring Understandings
 Cognition refers to all the mental activities associated with thinking, knowing remembering
and communicating.
 The different types of cognitive processes include effortful, automatic, parallel processing.
 Memory is learning that has persisted over time.
 Memory is an information processing system that consists of encoding, storage and retrieval.
 Memory types include sensory memory, explicit memory, implicit memory, short term
memory and long term memory.
 Long- term potentiation (LTP) provides a neural basis for learning and remembering.
 Retrieval cues and context effects can be utilized to improve memory.
What are problem solving skills? Does
everyone have them? Why or why not?
What influences judgment?
How do we learn language?
How are language and thinking related?










We forget when we fail to encode information into our memory system and when we
experience retrieval failure due to inadequate retrieval codes. In rare cases we forget because
of repression.
We form concepts to think about the countless events, objects and people in our world.
We use algorithms, heuristics and insight to assist with problem solving.
Creativity is the ability to produce novel and valuable ideas.
Confirmation bias and fixations are obstacles that hinder problem solving.
Heuristics, overconfidence and belief perseverance influence our decisions and judgments.
The way an issue is posed is known as framing.
Phonemes, morphemes and grammar are the structural components of language.
There are different perspectives concerning how we learn language, they are based on the
work of behaviorist, linguistic and cognitive researchers.
Although Whorf’s linguistic determination hypothesis suggested that language determines
thought, it is more accurate to say that language influences thought.
Instructional Focus:
Learning facts, principles, theories and maps;
then, Developing an understanding of the
relationships among facts, concepts,
principles, theories and maps; then, using
these relationships understand and interpret
historical significance.
Evidence of Learning
Summative Assessment (15 days)
-Format:
Project and Exam on material. Exam may be
split into 2 sessions for full assessment of
understanding
Equipment needed: Projector, TV.
Blackboard or Dry Erase board, Computer
labs, email, other applicable technological
items.
 Formative Assessment:
Student understanding will be assessed based on discussion and dialogue as well as quizzes
throughout the unit.
Lesson Plans will be Attached
Teacher Notes:
.
Curriculum Development Resources
New Jersey Core Content Standards, Examples, APA standards, AP Central Course Description
Unit Overview
Content Area: AP Psychology
Era: N/A
Unit Title: Developmental Psychology
Target Course/Grade Level: 12th Grade Advanced Placement
Unit Summary: Developmental psychology deals with the behavior of organisms from conception to death and examines the
processes that contribute to behavioral change throughout the life span. The major areas of emphasis in the course are prenatal
development, motor development, socialization, cognitive development, adolescence, and adulthood.
Unit Rationale: Emphasis is placed on child development. As part of this unit, students engage in an in- class experiment examining
the principles of cognitive development in children. Personality and moral development are also discussed.
Learning Targets
Standards: American Psychological Association and National Standards for High School Psychology Curricula
Content Statements: Developmental psychology deals with the behavior of organisms from conception to death and examines the
processes that contribute to behavioral change throughout the life span. The major areas of emphasis in the course are prenatal
development, motor development, socialization, cognitive development, adolescence, and adulthood.
CPI #
Cumulative Progress Indicator (CPI)
IIIA-1.1
Describe physical, social, and cognitive changes from the prenatal period throughout the lifespan.
Students may indicate this by (performance indicators):
a. Illustrating developmental changes in physical, cognitive, and social development
b. Describing research on child development
c. Hypothesizing on the interaction of physical, cognitive, and/or social changes in behavior
d, Inferring how peer relationships change over time
e. Describing similarities and differences in development across cultures
f. Discussing the relative importance of peers’ versus parents’ influence in different cultural groups
g. Examining the role of psychology in enhancing the life of older adults
IIIA-1.2
IIIA-1.3
IIIA-1.4
IIIA-3.1
IIIA-3.2
IIIA-3.3
IIIA-3.4
Examine the nature of change over the lifespan.
Students may indicate this by (performance indicators)
a. Describing how social roles change over time
b. Examining how culture, ethnicity, race, age, religion, gender, social class, ability/disability, and sexual
orientation, and so on affect our lives over the lifespan
c. Discussing quality of life issues related to aging
Identify the complex cognitive structures found in the early development of infants and young children.
Students may indicate this by (performance indicators):
a. Citing research on the capabilities of infants and young children
b. Comparing contemporary research on early views of infant capabilities with current understanding
c. Discussing the role of the caregiver in promoting child development
d. Explaining how cultural practices in child-rearing may influence cognitive development
Apply lifespan principles to personal experience.
Students may indicate this by (performance indicators):
a. Comparing their own life experiences with general patterns of others from their generation
b. Predicting their own developmental changes over time
c. Describing transition from childhood to adolescence
d. Explaining the transition from adolescence to adulthood
e. Projecting themselves into late life adulthood (i.e., post 65)
Explain various developmental models.
Students may indicate this by (performance indicators):
a. Explaining components of various developmental models (e.g. Piaget, Erikson, Kohlberg).
b. Applying developmental theories to life situations
c. Identifying limitations of stage theories
Recognize how biological and cultural notions of gender shape the experiences of men and women.
Students may indicate this by (performance indicators):
a. Explaining the differences between sex, identity, and roles
b. Exploring effects of gender discrimination on development throughout the lifespan
c. Explaining how gender identity develops
d. Exploring how gender expectations may differ depending on ethnicity and acculturation
e. Identifying biological factors that may lead to gender differences and similarities
Examine the development of ethnic identity.
Students may indicate this by (performance indicators):
a. Analyzing case studies that illustrate ethnic identity development
b. Exploring effects of ethnic discrimination on development
c. Identifying commonalties across racial and ethnic boundaries
d. Examining theories on multiracial and multiethnic identity and the contexts in which they were
developed
Explore developmental theories as they relate to cultural bias.
Students may indicate this by (performance indicators)
IIIA-4.1
IIIA-4.2
Unit Essential Questions
How can developmental psychology be
of use in the world?
What are some newborn capabilities?
How do parent-infant attachment bonds
grow?
How do children’s self concepts develop?
How might children’s traits be related to
parenting styles?
What influences impact the development
of children?
To what extent is our development
shaped by early stimulation, by parents and
by peers?
How do we develop our morals?
What morals are universal?
What role do morals play in behavior of
people?
What impact does aging have on the body
and mind?
a. Identifying how cultural differences affect development, such as in collectivist versus individualist
cultures
b. Evaluating strengths and weaknesses of developmental theories, such as Erikson’s stage of identity
versus role confusion, from the perspective of different cultures
c. Exploring effects of discrimination on the basis of sexual orientation on the understanding of human
development
Describe the role of critical periods in development.
Students may indicate this by (performance indicators):
a. Giving an example of a critical period in development
b. Evaluating significance of critical periods in development
c. Explaining difficulties of research in the area of critical periods
d. Linking cortical development to enriched environments during critical periods
Explain the issues of continuity/discontinuity and stability/instability in development.
Students may indicate this by (performance indicators):
a. Giving an example to illustrate continuity or discontinuity in development
b. Citing research concerning stability or instability of traits over time
Unit Enduring Understandings
 Developmental psychologists study physical, mental and social changes throughout the
lifespan.
 Newborns are born with sensory equipment and reflexes that facilitate their survival and
their social interactions with adults.
 The brain’s nerve cells are sculpted by heredity and experience; their interconnectedness
multiply rapidly after birth.
 Piaget proposed that through assimilation and accommodation children actively construct
and modify their understanding of the world.
 Infants form attachments not just because parents gratify biological needs but, more
important, because they are comfortable, familiar and responsive.
 Adult relationships seem to reflect the attachment styles of early childhood, lending
support to Erikson’s idea that basic trust is formed in infancy by our experiences with
responsive caregivers.
 Children who are moved repeatedly, severely neglected by parents or otherwise prevented
from forming attachments by age 2, may be at risk for attachment problems.
 Self concept, a sense of one’s own identity and personal worth emerges gradually and are
correlated with parenting styles; authoritarian, permissive or authoritative.
 Biological sex is determined by the twenty third pair of chromosome. We also learn gender
roles, which vary with culture across place and time.
 Vygotsky’s Social Learning Theory proposes we learn gender identity as we learn other
things, through reinforcement, punishment and observation.









A child’s brain changes as neural connections increase in areas associated with stimulating
activity, and unused synapses degenerate. Parents and peers influence early development
through exposure of activities.
During adolescents, both primary and secondary sex characteristics develop dramatically.
Piaget proposed that as adolescents develop cognitively into a stage of formal operations,
this development provides a foundation for moral judgment.
Kohlberg proposed a stage theory of moral reasoning where children progress from a
position of self interest to that of morality that includes universal moral principles.
Emerging adulthood in the period from age 18 to the mid-twenties, when many young
people are not yet fully independent.
Muscular strength, reaction time, sensory abilities and cardiac output begin to decline in
the late twenties and continue throughout middle and late adulthood.
As years pass, recall begins to decline, especially for meaningless information, but
recognition memory remains strong.
Fluid intelligence declines in later life but crystallized intelligence does not.
The dominant themes of adulthood are love and work, which Erikson calls intimacy and
generativity. Life’s satisfaction can remain high across the life span.
Instructional Focus:
Learning facts, principles, theories and maps;
then, Developing an understanding of the
relationships among facts, concepts,
principles, theories and maps; then, using
these relationships understand and interpret
historical significance.
Evidence of Learning
Summative Assessment (15 days)
-Format:
Project and Exam on material. Exam may be
split into 2 sessions for full assessment of
understanding
Equipment needed: Projector, TV.
Blackboard or Dry Erase board, Computer
labs, email, other applicable technological
items.
 Formative Assessment:
Student understanding will be assessed based on discussion and dialogue as well as quizzes
throughout the unit.
Lesson Plans will be Attached
Teacher Notes:
Curriculum Development Resources
New Jersey Core Content Standards, Examples, APA standards, AP Central Course Description
Unit Overview
Content Area: AP Psychology
Era: N/A
Unit Title: Personality
Target Course/Grade Level: 12th Grade Advanced Placement
Unit Summary: In this section of the course, students explore major theories of how humans develop enduring patterns of behavior
and personal characteristics that influence how others relate to them. The unit also addresses research methods used to assess
personality.
Unit Rationale: Critical analysis of personality theories revolve around the question of what makes us who we are.
Learning Targets
Standards: American Psychological Association and National Standards for High School Psychology Curricula
Content Statements: In this section of the course, students explore major theories of how humans develop enduring patterns of
behavior and personal characteristics that influence how others relate to them. The unit also addresses research methods used to
assess personality.
CPI #
Cumulative Progress Indicator (CPI)
IIIB-1.1
Define personality as the individual’s unique way of thinking, feeling, and acting.
Students may indicate this by (performance indicators):
a. Identifying their own thoughts, feelings, and behavior in a personal experience
b. Describing how personality can explain individual differences and individual consistencies
c. Evaluating the influence of variables such as culture, family, and genetics on personality development
d. Exploring the impact of sociocultural factors on personality development, including ethnicity, gender,
sexual orientation, ability/disability, and so on
IIIB-1.2
IIIB-2.1
IIIB-2.2
IIIB-3.1
IIIB-3.2
Unit Essential Questions
What is “personality”? How do people
develop their personalities?
What traits account for a good personality?
Why do personalities of people differ widely?
Does culture influence personality traits?
What is a “sense of self”?
Explain the role of personality constructs as a framework for organizing behavioral phenomena.
Students may indicate this by (performance indicators):
a. Describing a historical example of personality explanations
b. Differentiating the situational basis for personality versus enduring aspects of personality
c. Identifying their personal constructs for explaining behavioral phenomena
d. Describing how personality constructs can guide research
e. Hypothesizing on the difficulties personality researchers have studying personality
f. Discussing how bicultural and multicultural individuals may express different personality dimensions
(e.g., code-switching) depending on the cultural context
Explain the characteristics of the psychodynamic, cognitive-behavioral, humanistic, and trait approaches.
Students may indicate this by (performance indicators):
a. Comparing how different personality approaches address the influence of free will and determinism
b. Analyzing how each approach would assess a case history
Identify important contributions to the understanding of personality.
Students may indicate this by (performance indicators):
a. Diagramming Freud’s structure of personality and describing his role in initiating study in the area of
personality
b. Describing the influence of external stimuli, modeling, and situational context on behavior
c. Exploring the significance of self-perception and needs on an individual’s thoughts, feelings, and
actions
d. Classifying primary dimensions, such as emotional stability or extraversion, as a way to organize
behavioral phenomena
Distinguish between objective and projective techniques of personality assessment.
Students may indicate this by (performance indicators):
a. Naming popularly used self-report measures and projective tests
b. Comparing the validity and reliability of objective and projective assessment techniques
Describe tests used in personality assessment.
Students may indicate this by (performance indicators):
a. Explaining key features of tests, such as the Minnesota Multiphasic Personality Inventory (MMPI-2),
the Thematic Apperception Test (TAT), the NEO-PI-R, California
Psychological Inventory, and 16 Personality Factors (16PF)
b. Identifying the possible applications of personality assessment





Unit Enduring Understandings
The major theories and approaches to explaining personality are psychoanalytical,
humanistic, cognitive, trait, social learning, and behavioral
Sigmund Freud referred to his theory and techniques as psychoanalysis.
Freud believed people defended themselves against anxiety through the use of defense
mechanisms.
A Neo-Freudian is a psychodynamic theorist who shares Freud’s view that unconscious










mental processes, inner conflicts, and childhood experiences are important influences on
personality?
Projective tests attempt to assess personality by presenting ambiguous stimuli designed to
reveal the unconscious.
Frequently used assessment strategies include; the Minnesota Multiphasic Personality
inventory
(MMPI), the Thematic Apperception Test (TAT).
Humanistic psychologists turn their attention toward the growth potential of healthy people.
Humanistic psychologists assess personality through the use of questionnaires and in therapy
where they seek to understand their client’s subjective personal experiences.
Trait theorists attempt to describe our stable and enduring characteristics.
The big five personality dimensions-conscientiousness, agreeableness, neuroticism,
openness, and extroversion offer a reasonable comprehensive picture of personality.
The social-cognitive perspective applies principles of learning, cognition and social behavior
to the development of personality.
Social-cognitive psychologists study how people interact with their situations.
Individualist or collectivist cultural influences affect personality development through
variation in social values.
Instructional Focus:
Learning facts, principles, theories and maps;
then, Developing an understanding of the
relationships among facts, concepts,
principles, theories and maps; then, using
these relationships understand and interpret
historical significance.
Evidence of Learning
Summative Assessment (15 days)
-Format:
Project and Exam on material. Exam may be
split into 2 sessions for full assessment of
understanding
Equipment needed: Projector, TV.
Blackboard or Dry Erase board, Computer
labs, email, other applicable technological
items.
 Formative Assessment:
Student understanding will be assessed based on discussion and dialogue as well as quizzes
throughout the unit.
Lesson Plans will be Attached
Teacher Notes:
Suggested Activities Utilize Presentations, debates.
Curriculum Development Resources
New Jersey Core Content Standards and Examples
Unit Overview
Content Area: AP Psychology
Era: N/A
Unit Title: Testing and Individual Differences
Target Course/Grade Level: 12th Grade Advanced Placement
Unit Summary: An understanding of intelligence and assessment of individual differences is highlighted in this portion of the course.
Students must understand issues related to test construction and fair use.
Unit Rationale: Students debate the contributions of nature vs. nurture, while considering the assessment of personality and
intelligence as well.
Learning Targets
Standards: American Psychological Association and National Standards for High School Psychology Curricula
Content Statements: An understanding of intelligence and assessment of individual differences is highlighted in this portion of the
course. Students must understand issues related to test construction and fair use.
CPI #
Cumulative Progress Indicator (CPI)
IVE-1.1
Define and understand the nature of test constructs, such as intelligence, personality, and creativity.
Students may indicate this by (performance indicators):
a. Recounting early attempts to measure human characteristics and develop tests
b. Comparing and contrasting personality characteristics of two persons
Describe basic statistical concepts in testing
Students may indicate this by (performance indicators):
a. Describing how test validity and reliability are established and related
IVE-1.2
IVE-2.1
IVE-3.1
IVE-3.2
IVE-4.1
IVE-4.2
b. Determining which of two tests would be more useful for a particular purpose when given relevant data
about validity and reliability
Explain how intelligence and personality may be influenced by heredity and environment.
Students may indicate this by (performance indicators):
a. Citing one or more studies demonstrating how environmental variables influence the development of
intellectual skills
b. Characterizing how studies of identical versus fraternal twins help establish the role of heredity in
determining individual differences in intelligence
c. Predicting which of two correlations will be higher: the correlation between the IQs of identical twins or
the correlation between the IQs of fraternal twins
d. Describing how the interaction between children and parents relates to differences in motivation and
personality
e. Explaining the role of cultural and group norms in establishing the frames of reference we use in
thinking about individual differences
f. Describing the link between intelligence testing and the eugenics movement
Link intelligence to the use of cognitive skills and strategies.
Students may indicate this by (performance indicators):
a. Explaining how cognitive processes, such as analogical reasoning and speed of processing, are involved
in intelligence
b. Discussing the role of planning and self-regulation in intelligence
c. Contrasting the skills that people typically acquire in school with those that people acquire outside of
school and discussing the skills most likely to be related to scores on d. intelligence tests
e. Describing how intelligence test scores are derived
f. Discussing the relationship between intelligence and musical, artistic, and other special abilities
Describe theories of intelligence.
Students may indicate this by (performance indicators):
a. Comparing traditional psychometric theories of intelligence to more recent approaches (e.g., Gardner’s
multiple intelligences, Sternberg’s triarchic theory)
b. Debating whether intelligence is one or several abilities
c. Describing emotional intelligence
Explain why intelligence tests predict achievement.
Students may indicate this by (performance indicators):
a. Citing correlations between IQ and academic achievement and explaining the correlation
b. Predicting how intelligence test scores correlate with other measurable variables (e.g., grades,
supervisor ratings, etc.)
c. Explaining why intelligence tests and other aptitude tests correlate with ability to do a job, but tests of
motivation and personality increase the ability to predict how well individuals will actually perform
d. Exploring how ethnicity and gender can moderate achievement predictions based on intelligence tests
Explain issues of using conventional intelligence tests.
Students may indicate this by (performance indicators):
a. Describing the abilities commonly measured by intelligence tests
b. Identifying valid uses of conventional tests
c. Discussing the research on the cultural context of intelligence tests.
d. Exploring the consequences of using labels derived from testing, such as genius, normal, or
developmentally delayed
e. Evaluating research on stereotype threat
f. Explaining the meaning of culture and gender fair testing
Unit Essential Questions
 How do psychologists define and
study intelligence?
 How did the use of intelligence tests
evolve throughout the last two
centuries?
 What are standards and rules in
intelligence testing?
 What issues and factors influence
intelligence tests?
 How do psychologists know whether
a test is reliable and/or valid?
 What are multiple intelligences?
Unit Enduring Understandings
 Intelligence is the ability to learn from experience, solve problems and use knowledge to
adapt to new situations.
 Psychologists argue over whether we should consider intelligence as one aptitude or as many
separate and specific abilities.
 Research has found that even if the modest correlations between brain anatomy and
intelligence prove reliable, they only begin to explain intelligence differences. Searching for
other explanations, neuroscientists are studying the brain’s functioning.
 Neural processing speed on simple task is far removed from the untimed responses to
complex intelligence test items. Researchers have proposed however, that people who
process information more quickly may accumulate more information.
 In France in 1904, Alfred Binet and Theodore Simon started the modern intelligence testing
movement by developing questions that helped predict children’s future progress, this test
was called the Simon –Binet.
 Lewis Terman adapted the Simon-Binet for use as a numerical measure of inherited
intelligence.
 Terman adapted the test to be more culturally applicable and it was renamed the StanfordBinet. The test was used to evaluate both newly arriving immigrants and World war I Army
recruits.
 German psychologist William Stern derived the intelligence quotient or IQ. The IQ was
simply the person’s mental age derived from norms, divided by their chronological age and
multiplied by 100.
 Achievements are intended to reflect what you have already learned.
 Aptitude tests are intended to predict your ability to learn a new skill.
 Psychologist Davis Wechsler created what is now the most widely used intelligence test the
 Wechsler Adult intelligence scale (WAIS) with aversion for school aged children (WISC)
and another for preschoolers (WIPPSEY).
 The stability of intelligence test scores increases with age.
 To be widely accepted, intelligence tests must meet three criteria; they must be standardized,
reliable and valid. The Standard Binet and Wechler tests meet these requirements.



Studies of twins, family members and adoptees point to a significant hereditary contribution
to intelligence, however, studies also reveal evidence of environmental influence.
Males and females average the same in overall intelligence. There are, however, some small
gender differences in specific abilities.
Psychologists debate evolutionary, brain based and cultural explanations of gender
differences. Whites score higher than Black and Hispanic counterparts. The evidence
suggests environmental differences are largely, perhaps entirely responsible for these group
differences.
Instructional Focus:
Learning facts, principles, theories and maps;
then, Developing an understanding of the
relationships among facts, concepts,
principles, theories and maps; then, using
these relationships understand and interpret
historical significance.
Evidence of Learning
Summative Assessment (15 days)
-Format:
Project and Exam on material. Exam may be
split into 2 sessions for full assessment of
understanding
 Formative Assessment:
Student understanding will be assessed based on discussion and dialogue as well as quizzes
throughout the unit.
Equipment needed: Projector, TV.
Blackboard or Dry Erase board, Computer
labs, email, other applicable technological
items.
Lesson Plans will be Attached
Teacher Notes:
Curriculum Development Resources
New Jersey Core Content Standards, Examples, APA standards, AP Central Course Description
Unit Overview
Content Area: AP Psychology
Era: N/A
Unit Title: Abnormal Psychology
Target Course/Grade Level: 12th Grade Advanced Placement
Unit Summary: In this portion of the course, students examine the nature of common challenges to adaptive functioning. This section
emphasizes formal conventions that guide psychologists’ judgments about diagnosis and problem severity.
Unit Rationale: Students research a variety of psychological disorders including schizophrenia, depression, bipolar, and obsessivecompulsive disorders.
Learning Targets
Standards: American Psychological Association and National Standards for High School Psychology Curricula
Content Statements: In this portion of the course, students examine the nature of common challenges to adaptive functioning. This
section emphasizes formal conventions that guide psychologists’ judgments about diagnosis and problem severity.
CPI #
Cumulative Progress Indicator (CPI)
VA-1.1
Distinguish the common characteristics of abnormal behavior.
Students may indicate this by (performance indicators):
a. Listing criteria that distinguish normal from disordered behavior
b. Identifying patterns of behavior that constitute abnormality
c. Describing how some abnormal behaviors may be designated as abnormal only in particular historical
or cultural contexts
Cite examples of abnormal behavior.
Students may indicate this by (performance indicators):
a. Describing observable symptoms of abnormal behavior
b. Distinguishing disorders on the basis of severity of interference with functioning, such as psychotic
versus nonpsychotic disorders
Relate judgments of abnormality to contexts in which those judgments occur.
Students may indicate this by (performance indicators):
a. Recognizing the influence of context in designating abnormal behavior
b. Identifying how judgments about abnormality have changed through history (e.g., epilepsy)
c. Describing some abnormal behaviors specific to particular contexts or circumstances
d. Acknowledging sociocultural implications of labeling behavior as abnormal
e. Citing examples of misdiagnosis that may result from evaluator ignorance of relevant cultural and
VA-1.2
VA-1.3
VA-1.4
VA-2.1
VA-2.2
VA-3.1
VA-3.2
VA-4.1
situational norms for behavior
Describe major explanations for the origins of abnormality.
Students may indicate this by (performance indicators):
a. Describing biological approaches as explaining disorders arising from physiological sources
b. Characterizing psychological approaches as explaining disorders derived from psychological sources,
such as emotional turmoil, distorted thinking, and learning
c. Identifying sociocultural approaches as explaining how sociocultural factors, such as class and gender,
influence diagnosis
d. Defending spiritually-based explanations for abnormal behavior (e.g., soul loss, transgression against
ancestor)
e. Recognizing that a label, such as schizophrenia, does not explain, but only describes abnormal behavior
patterns
f. Exploring the long-term impact of diagnostic labels even after successful treatment
Identify the purpose of different research methods.
Students may indicate this by (performance indicators):
a. Describing methods used in research on abnormal behavior, such as case studies, experiments, and
surveys
b. Justifying the use of one method over another to answer a specific research question
c. Discussing how animal models of abnormality offer insight into human problems
Characterize the advantages and limitations of different research methods for studying abnormal behavior.
Students may indicate this by (performance indicators):
a. Evaluating the quality of research conclusions derived in a specific study
b. Hypothesizing about the preferred method for answering a specific research question
c. Discussing validity of findings of research methods with different cultural groups
Discuss major categories of abnormal behavior.
Students may indicate this by (performance indicators):
a. Explaining selected psychological disorders as classified in the Diagnostic and Statistical Manual
b. Identifying symptoms of selected categories of disorders
Explore the challenges associated with accurate diagnosis.
Students may indicate this by (performance indicators):
a. Examining the influence of cultural, ethnic, racial, age, religious, gender, social class, ability/disability,
or sexual orientation bias on diagnosis
b. Explaining how psychologists with different orientations produce different diagnostic conclusions about
the same case example
c. Exploring how definitions of abnormality differ over time and across cultures
Consider factors that influence vulnerability to abnormal behavior.
Students may indicate this by (performance indicators):
a. Exploring how sociocultural factors influence vulnerability to abnormal behavior
b. Describing the role of heredity as it influences risk for abnormal behavior
c. Identifying sociocultural factors that can help to explain the higher incidence of depression in women
VA-4.2
VA-4.3
Unit Essential Questions
How should we draw the line between
normality and disorder?
What perspective can help us understand
psychological disorders?
How and why do clinicians classify
psychological disorders?
When is anxiety normal? When is it
abnormal?
than in men (e.g., workplace discrimination, family violence, and poverty)
Discuss the stigma associated with abnormal behavior.
Students may indicate this by (performance indicators):
a. Citing historic or fictional examples of stigmatized behavior
b. Hypothesizing about how abnormal conditions might influence acceptance in contemporary life
Speculate about means for promoting greater understanding of abnormal behavior.
Students may indicate this by (performance indicators):
a. Describing historic efforts to promote tolerance of those stigmatized by mental disorder
b. Developing a strategy to promote support for individuals (e.g., children, adolescents, and adults) with
specific mental disorders
Unit Enduring Understandings
 Psychologists and psychiatrists consider behavior disordered when it is deviant, distressful
and dysfunctional.
 Different perspectives help us to understand the genesis of psychological disorders. The two
most pervasive perspectives today are, the medical model and the biopsychosocial
perspective.
 The fourth edition (text revised, fifth when it comes out.) of the American Psychiatric
Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM IV-TR) provides
diagnostic labels and descriptions that aid mental health professionals by providing a
common language and shared concepts for communication and research.
 Labels can create preconceptions that unfairly stigmatize people and can bias our perceptions
of their past and present behavior.
 Anxiety is classified as a psychological disorder only when it becomes distressing or
persistent
 Or is characterized by maladaptive behaviors intended to reduce it.
 Somatoform disorders present a somatic (bodily) symptom, some physiological but
unexplained symptom.
 Dissociative disorders are conditions in which conscious awareness seems to be separated
from previous memories, thoughts and feelings.
 Mood disorders are characterized by emotional extremes.
 Schizophrenia is a group of disorders that typically strike during late adolescence. Symptoms
include disorganized and delusional thinking, disturbed perceptions and inappropriate
emotions and actions.
 Personality disorders are enduring, maladaptive patterns of behavior that impair social
functioning.
 Mental health surveys in many countries provide varying estimates of the rates of
psychological disorders.
Instructional Focus:
Learning facts, principles, theories and maps;
then, Developing an understanding of the
relationships among facts, concepts,
principles, theories and maps; then, using
these relationships understand and interpret
historical significance.
Evidence of Learning
Summative Assessment (15 days)
-Format:
Project and Exam on material. Exam may be
split into 2 sessions for full assessment of
understanding
 Formative Assessment:
Student understanding will be assessed based on discussion and dialogue as well as quizzes
throughout the unit.
Equipment needed: Projector, TV.
Blackboard or Dry Erase board, Computer
labs, email, other applicable technological
items.
Lesson Plans will be Attached
Teacher Notes:
Curriculum Development Resources
New Jersey Core Content Standards, Examples, APA standards, AP Central Course Description
Unit Overview
Content Area: AP Psychology
Era: N/A
Unit Title: Treatments
Target Course/Grade Level: 12th Grade Advanced Placement
Unit Summary: This section of the course provides students with an understanding of empirically based treatments of psychological
disorders. The topic emphasizes descriptions of treatment modalities based on various orientations in psychology.
Unit Rationale: Students research a variety of psychological disorder treatments and emphasize on the potential symptoms and
treatments of each disorder.
Learning Targets
Standards: American Psychological Association and National Standards for High School Psychology Curricula
Content Statements: This section of the course provides students with an understanding of empirically based treatments of
psychological disorders. The topic emphasizes descriptions of treatment modalities based on various orientations in psychology.
CPI #
Cumulative Progress Indicator (CPI)
VB-1.1
Describe availability and appropriateness of various modes of treatment for individuals (e.g., children,
adolescents, and adults) with psychological disorders.
Students may indicate this by (performance indicators):
a. Describing major treatment orientations used in therapy, such as behavioral, cognitive, psychoanalytic,
humanistic, feminist, and biomedical
b. Distinguishing psychotherapy from medical intervention and spiritual support
c. Describing different treatment formats, such as individual, couple therapy or group therapy
d. Explaining how different treatment orientations will influence the therapy plan
e. Discussing how theoretical orientations may promote specific treatment biases
Describe characteristics of effective treatment and prevention.
Students may indicate this by (performance indicators):
a. Characterizing early attempts to reduce psychological symptoms and speculate about their likelihood of
success
b. Discussing credibility of treatment based upon cultural explanations or beliefs about abnormality or
causation of illness
c. Hypothesizing about factors that prompt ethnic minority group members to stay or leave treatment
(sometimes characterized as premature termination) provided in state or county mental health facilities
d. Identifying criteria for evaluating successful treatment
e. Discussing the validity of treatments for different cultural groups
f. Citing evidence for success of a treatment intervention
g. Describing prevention strategies that build resilience and promote competence
Identify therapists according to training.
Students may indicate this by (performance indicators):
a. Differentiating various types of intervention specialists (e.g., psychologist, psychiatrist, counselor,
social worker)
b. Debating the advantages and disadvantages of different types of practitioners
c. Exploring how credibility of treatment professionals or healers varies among diverse groups of people
VB-1.2
VB-2.1
VB.-2.2
VB-3.1
VB-3.2
Unit Essential Questions
What is the difference between a cure and a
therapy?
What is the difference between a physical
disability and a mental disability?
How can people change their behaviors?
What are the aims of psychoanalysis?
How do culture and values influence therapy?
What is a rationale for preventive mental
health programs?
Describing strategies for locating appropriate therapists.
Students may indicate this by (performance indicators):
a. Locating care providers through established systems, such as local mental health associations, hospitals,
and mental health clinics
b. Incorporating the idea of matching the presenting problem to the orientation and expertise of the care
provider
c. Hypothesizing about why disenfranchised group members might mistrust mental health professionals in
traditional settings
d. Discussing validity of findings of research methods with different cultural groups
Describe the intersection between mental health and law.
Students may indicate this by (performance indicators):
a. Identifying conflicts between individual rights and rights of society, as illustrated by
deinstitutionalization and commitment proceedings
b. Distinguishing competent to stand trial versus legally insane status
c. Identifying historic or fictional examples involving mental health judgments in legal settings
Examine the influence of ethics and professional practice.
Students may indicate this by (performance indicators):
a. Identifying the therapist’s ethical obligation to practice competently
b. Describing how confidentiality protect client privacy
c. Explaining “right to treatment” as well as “right to refuse treatment”
Unit Enduring Understandings
 Sigmund Freud’s psychoanalysis was the first of the psychological therapies and its
terminology has crept into our modern vocabulary.
 Psychotherapy consists of interactions between a trained therapist and someone seeking to
overcome psychological difficulties or achieve personal growth.
 The major psychotherapies include psychoanalytic, humanistic, behavioral and cognitive
perspectives on psychology.
 Sigmund Freud and his students aimed to help people gain insight into the unconscious
origins of their disorders.
 Humanistic therapists have focused on clients’ current conscious feelings and on their taking
responsibility for their own growth.
 Behavior therapists do not attempt to explain the origin of problems or promote self
awareness.
 Instead, they attempt to modify the problem behaviors.
 The cognitive therapies aim to change self defeating thinking by training people to look at
themselves in new, more positive ways.
 Group therapy sessions can help more people and costs less. Clients may benefit from
knowing that others have similar problems and from feedback and reassurance.








Family therapy views a family as an interactive system and attempts to help members
discover the roles they play and to learn to communicate more openly and directly.
No one type of psychotherapy is found to be superior to all others. Therapy is most effective
for those with clear cut specific problems.
All psychotherapies offer new hope for demoralized people, a fresh perspective, and an
empathetic, caring and trusting relationship.
Therapists differ in the values that influence their aims. Cultural mores and folkways also
influence the aims of those in therapy. Cultural awareness is essential in a therapist, patient
relationship.
Biomedical therapies treat psychological disorders with medications or medical procedures
that act directly on the patient’s nervous system.
Electroconvulsive therapy and repetitive transcranial magnetic stimulation are technological
therapies and brain stimulant options that may help in the treatment of severe depression.
Psychosurgery removes or destroys brain tissue in hopes of modifying behavior.
Preventive mental health programs are based on the idea that many psychological disorders
could be prevented by changing oppressive, esteem destroying environments into more
nurturing environments that foster self growth and build resilience.
Instructional Focus:
Learning facts, principles, theories and maps;
then, Developing an understanding of the
relationships among facts, concepts,
principles, theories and maps; then, using
these relationships understand and interpret
historical significance.
Evidence of Learning
Summative Assessment (15 days)
-Format:
Project and Exam on material. Exam may be
split into 2 sessions for full assessment of
understanding
Equipment needed: Projector, TV.
Blackboard or Dry Erase board, Computer
labs, email, other applicable technological
items.
 Formative Assessment:
Student understanding will be assessed based on discussion and dialogue as well as quizzes
throughout the unit.
Lesson Plans will be Attached
Teacher Notes:
Curriculum Development Resources
New Jersey Core Content Standards, Examples, APA standards, AP Central Course Description
Unit Overview
Content Area: AP Psychology
Era: N/A
Unit Title: Social Psychology
Target Course/Grade Level: 12th Grade Advanced Placement
Unit Summary: 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.
Unit Rationale: A diverse range of topics are considered in the field of human interaction. A series of smaller mini-units focus on
attraction, prejudice and stereotyping, persuasion, obedience and conformity.
Learning Targets
Standards: American Psychological Association and National Standards for High School Psychology Curricula
Content Statements: 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.
CPI #
Cumulative Progress Indicator (CPI)
VC-1.1
Demonstrate an understanding of person perception.
Students may indicate this by (performance indicators):
a. Explaining the role of social schemas in person perception
b. Stating how different kinds of physical attractiveness can influence perceptions of other personal
characteristics
c. Describing how cultural socialization determines social schema development
Describe how attributions affect our explanations of behavior.
Students may indicate this by (performance indicators):
a. Explaining differences between internal and external attributions and the role that culture plays in
VC-1.2
VC-1.3
VC-1.4
VC-2.1
VC-2.2
VC-3.1
VC-3.2
assigning such attributions
b. Drawing conclusions about the effect of actor-observer bias and the formation of fundamental
attribution errors
Identify sources of attitude formation.
Students may indicate this by (performance indicators):
a. Providing learning-based interpretations of attitude formation (e.g., Asch)
b. Explaining the role of expectations and stereotyped thinking as they relate to attitude and behavior (e.g.,
Milgram)
c. Discussing the contribution of role-playing to attitude formation (e.g., Zimbardo’s prison experiment)
Assess some methods used to change attitudes.
Students may indicate this by (performance indicators):
a. Citing research on the effects of advertising and persuasion
b. Hypothesizing about the potential of media to influence positive attitude change
c. Creating campaigns to produce social change and evaluate their effectiveness
Identify basic social and cultural categories.
Students may indicate this by (performance indicators)
a. Identifying major social categories in the U.S. culture (e.g., gender, race, ethnicity, sexual orientation,
and disability)
b. Describing the components of culture (e.g., symbols, language, norms, and values)
c. Differentiating between culture and society or social structure
d. Describing and differentiating between rural and urban social structures and diverse populations
Discuss how social and cultural categories affect behavior.
Students may indicate this by (performance indicators):
a. Explaining how U.S. culture is both similar to and different from culture in other countries
b. Discussing how membership in particular social categories (e.g., gender, age, and sexual orientation)
can affect how individuals are treated, and how that treatment can change over time and differ across
cultures
c. Hypothesizing about how lives would change if magically transformed into a different social category
(e.g., other gender)
d. Discussing the types of misunderstandings (both verbal and nonverbal) that can occur between people
of different cultures (e.g., differences in interpersonal space, attitude toward silence in a conversation)
Describe effects of the presence of others on individual behavior.
Students may indicate this by (performance indicators):
a. Applying the concept of social facilitation to performance at a track meet
b. Providing an example of the bystander effect
c. Distinguishing differences in social behavior among individuals relative to their exercise of power (e.g.,
persons with less power may show greater awareness of persons with more power)
Describe how social structure can affect intergroup relations.
Students may indicate this by (performance indicators):
a. Discussing conflict and the processes involved in conflict resolution
VC-3.3
VC-3.4
VC-3.5
VC-3.6
VC-3.7
b. Describing Sherif’s research and explaining its implications about superordinate goals
c. Giving examples of creating social structures that would foster competition between groups
d. Differentiating between American and Japanese business models
e. Providing positive and negative outcomes of group polarization
f. Giving examples of how a superordinate goal can increase cooperation between groups
Explore the nature and effects of bias and discrimination.
Students may indicate this by (performance indicators):
a. Describing how social biases create a world where one kind of person is considered to be normative,
and other kinds of persons are “different” (e.g., males are normative, whereas females are different;
European Americans are normative, whereas other ethnic groups are different)
b. Examining how bias and discrimination influence behavior
c. Describing examples from early research on prejudice and discrimination
d. Relating a personal example of ethnocentrism
e. Exploring the nature of in-group/out-group dynamics
f. Describing the sources of opposition to the 1954 Supreme Court’s decision regarding Brown vs. Board
of Education of Topeka
g. Predicting how the self-fulfilling prophecy can fuel stereotypes about ethnic groups and gender
h. Developing strategies for promoting tolerance, cooperation, and equality
Describe circumstances under which conformity and obedience are likely to occur.
Students may indicate this by (performance indicators):
a. Explaining the importance of group size as a predictor of conformity
b. Discussing why obedience to authority is a common phenomenon
c. Citing examples of disobedience to authority
d. Analyzing disasters from the perspective of the groupthink hypothesis (e.g., space shuttle disaster, Bay
of Pigs)
Discuss the nature of altruism in society.
Students may indicate this by (performance indicators):
a. Delineating the arguments for and against the labeling of a given human behavior as altruistic
b. Debating whether specific actions qualify as altruistic
c. Discussing the factors that increase or decrease altruism
Discuss the significance of aggression.
Students may indicate this by (performance indicators):
a. Explaining aggression from several theoretical orientations (e.g., biomedical, psychodynamic, and
social-learning perspectives)
b. Debating whether media can influence aggressive acts
c. Discussing ways to reduce aggression and violence in schools and/or in society at large
d. Describing examples of aggression in animals, other than humans
Discuss factors influencing attraction
Students may indicate this by (performance indicators):
a. Identifying the important factors that help or hinder the forming and maintaining of close relationships
b. Discussing gender and cultural differences in the criteria for, and the process of, mate selection
c. Explaining how gender and culture may influence attraction
Unit Essential Questions
How do we tend to explain others’ behavior
and our own?
Does what we think affect what we do or
does what we do affect what we think?
How is our behavior influenced by the
presence of others?
How do cultural norms affect our behavior?
How much power do we have as individuals?
Can a minority sway a majority?
What is prejudice?
What are roots of prejudice?
What is aggression?
What makes people more prone to hurt one
another?
What factors may trigger aggressive
behavior?
Why do we befriend or fall in love with some
people but not others?
When are we most, or least likely to help?
Unit Enduring Understandings
 Social Psychologists explore human connections by scientifically studying how we think
about, influence and relate to one another.
 We generally explain people’s behavior by attributing it to internal dispositions or to external
situations.
 Attitudes influence behavior when other influences are minimal. Studies reveal that our
actions, especially those we feel responsible for, can also influence our attitudes.
 Social facilitation experiments reveal that the presence of others, either as observers or coactors
 can arouse individuals, boosting their performance on easy tasks but hindering performance
on difficult ones.
 Humans share a capacity for culture, and that shared capacity enables human diversity by
influencing our everyday attitudes and behaviors.
 The power of the group is influential, but even a small minority can change group opinion,
especially when the minority expresses its views consistently.
 Prejudice is a mixture of beliefs, often stereotypes, negative emotion and predispositions to
action.
 Social and economic inequalities may trigger prejudice as people in power attempt to justify
their status quo or develop an in group bias.
 In information processing, we tend to recognize diversity in our own groups but to
overestimate similarities in other groups.
 Aggression is a complex behavior that results from an interaction between biology and
experience.
 Experiments stimulating portions of the brain , such as the amygdale and frontal lobes, have
revealed neural systems in the brain that facilitate or inhibit aggression.
 Frustration and other aversive events can evoke hostility, especially in those rewarded for
aggression, and in those who have learned aggression from role models.
 Three factors are known to affect our liking for one another; proximity, physical
attractiveness and acquaintanceship.
 Studies have found that we are less likely to help in the presence of others. This bystander
effect
 is especially apparent in situations where the presence of others inhibits our noticing the
event, interpreting it as an emergency, or assuming responsibility for offering help.
 Explanations of our willingness to help others focus on social exchange theory, the cost and
benefits of helping others.


Social conflicts are situations in which people perceive their action , goals or ideas to be
incompatible.
Enemies sometimes can become friends, especially when the circumstances favor equal
status contact and cooperation to achieve superordinant goals.
Instructional Focus:
Learning facts, principles, theories and maps;
then, Developing an understanding of the
relationships among facts, concepts,
principles, theories and maps; then, using
these relationships understand and interpret
historical significance.
Evidence of Learning
Summative Assessment (15 days)
-Format:
Project and Exam on material. Exam may be
split into 2 sessions for full assessment of
understanding
 Formative Assessment:
Student understanding will be assessed based on discussion and dialogue as well as quizzes
throughout the unit.
Equipment needed: Projector, TV.
Blackboard or Dry Erase board, Computer
labs, email, other applicable technological
items.
Lesson Plans will be Attached
Teacher Notes:
Curriculum Development Resources
New Jersey Core Content Standards, Examples, APA standards, AP Central Course Description