Download AP Psychology Syllabus Dowdle `17-`18

AP Psychology Syllabus
Grafton High School 2016-2017
Instructor: Michael Dowdle
Course Purpose:
The purpose of this course is to introduce students to the systematic study of the
behavior and mental processes of human beings and other animals. Students are
exposed to the psychological facts, principles, theories, and phenomena associated
with each major school of thought and subfield in psychology. A variety of teaching
and learning strategies will be utilized to meet this goal of instructing scientific and
empirical approaches. (SC17---As relevant to each content area, the course provides
instruction in empirically supported psychological facts, research findings,
terminology, and associated phenomena, perspectives, and major figures.)
Course Objectives:
1.
2.
3.
4.
Students will achieve their full potential on the AP Psychology Exam.
Students will study the major core concepts and theories of psychology.
They will be able to define key terms and use them in their daily vocabulary.
Students will learn the basic skills of psychological research and be able to
apply psychological concepts to their own lives.
5. Students will develop critical thinking and writing skills.
Textbook:
Myers, David G. Myer’s Psychology for AP, 2nd edition, New York: Worth Publishers
2014. (Includes a study guide.)
Teacher Resources:
Myers, David G. Myer’s Psychology for AP, 2nd Instructor’s edition, New York: Worth
Publishers 2014.
Hock, Roger R. Forty Studies That Changed Psychology, 7th ed. Upper Saddle River, NJ:
Pearson, 2012.
Hunt, Morton. The Story of Psychology. New York: Doubleday, 2007.
Daily Recommended Supplies:
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Three-ring binder with 14 dividers.
Paper.
Writing utensil.
iPad.
Additional reading materials will be required at teacher discretion.
Writing and Communications Expectations and Grading Proportions:
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Tests, quizzes and major projects 70% (Tests will count 2x that of a quiz)
Writing and communications 30% (This is comprised of all in-class and out
of class activities.)
Note: Ample notice will be given for any assignment, quiz, test, paper, or project.
The amount of work depends on the unit being covered in class. There are assigned
pages of reading in the textbook per unit. It is the students’ responsibility to read
the appropriate portions of the textbook every day.
Vocabulary terms are given for each unit. Quizzes are administered frequently, at
least once per unit. The quizzes use fill-in-the-blank, short answer, and multiplechoice questions. Tests will be given at the end of each unit. Tests will consist of
multiple-choice questions and free response questions that will simulate the AP
Exam testing conditions.
Other assignments are class presentations, group projects, and papers.
assignments vary with the unit being covered.
These
Course-long Plan:
Unit I: History, approaches, and research methods (SC1---The course provides
instruction in history and approaches. SC2---The course provides instruction in
research methods used in psychological science, practice and ethics.)
3 weeks--- Expected reading Myer’s pgs. #1-74
Topics:
A.
B.
C.
D.
E.
Logic, philosophy, and history of science
Approaches/perspectives
Experimental, correlation, and clinical research
Statistics
Research methods and ethics
Essential Questions:
1. What ways does psychology approach the study of human and animal
behavior?
2. How has psychology changed the study of human and animal behavior?
3. How do the different perspectives in psychology compare and contrast?
4. Who were the movers and shakers in the evolution of psychology as a
science?
Objectives:
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Define psychology and trace its historical development.
Compare and contrast the psychological perspectives.
Identify basic and applied research subfields of psychology.
Understand the basic elements of an experiment, such as variables, groups,
sampling and population.
Compare and contrast research methods, such as case studies, surveys,
laboratory experiments and naturalistic observations.
Explain correlational studies.
Describe the three measures of central tendency and measures of variation.
Discuss the ethics of human and animal research.
Unit II: Biological Basis of Behavior (SC3-The course provides instruction in
biological bases of behavior.)
3 weeks expected reading: Myer’s pgs. #75-149
Topics:
A.
B.
C.
D.
E.
F.
Physiological Techniques--- imaging and surgical
Neuroanatomy
Functional organization of the nervous system
Neural transmission
Endocrine system
Genetics
Essential Questions:
1. How do biological processes relate to behavior?
2. How do biological processes work to create and sustain behavior?
3. How does damage to a biological process or part affect behavior?
Objectives:
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Describe the structure of a neuron and explain neural impulses.
Describe neuronal communication and discuss the impact
neurotransmitters.
Classify and explain major divisions of the nervous system
Describe the functions of the various brain structures.
Identify four lobes of the cerebral cortex and their functions.
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Discuss the association areas.
Explain split-brain studies.
Describe the nature of the endocrine system and its interactions with the
nervous system.
Unit III: Developmental Psychology (SC11-The course provides instruction in
developmental psychology)
3 weeks--- Expected reading Myers pgs. #460-553
Topics:
A.
B.
C.
D.
E.
F.
Life-span approach
Research methods
Heredity-environment issues
Developmental theories
Dimensions of development
Sex roles, sex differences
Essential Questions:
1.
2.
3.
4.
5.
How do people develop and physically throughout the life span?
How do people develop and intellectually throughout the life span?
How do people develop and socially throughout the life span?
How do people develop and morally throughout the life span?
How do people develop and personality throughout the life span?
Objectives:
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Discuss prenatal development.
Illustrate development changes in physical, social, and cognitive areas.
Discuss the effect of body contact, familiarity, and responsive parenting on
attachments.
Describe the benefits of a secure attachment and the impact on parental
neglect and separation as well as day care on childhood development.
Describe the theories of Piaget, Erikson, and Kohlberg.
Describe the early development of a self-concept.
Distinguish between longitudinal and cross-sectional studies.
Unit IV: States of Consciousness (SC6---The course provided instruction in states
of consciousness)
2 weeks--- Expected reading Myers pgs. #217-261.
Topics:
A. Sleep and dreaming
B. Hypnosis
C. Psychoactive drug effects
Essential Questions:
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2.
3.
4.
5.
6.
How do psychologists define consciousness?
What happens during the sleep cycle?
What role does REM and NREM sleep play in behavior?
How does lack of sleep affect behavior?
How do psychoactive drugs affect behavior?
How do we know whether hypnosis is a real psychological phenomenon?
Objectives:
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Describe the cyclical nature and possible functions of sleep.
Identify and describe the various sleep disorders?
Discuss the content and possible functions of dreams.
Discuss hypnosis, noting the behavior of hypnotized people and claims
regarding its uses.
Discuss the nature of drug dependence.
Chart the names of the effects of depressants, stimulants, and hallucinogenic
drugs.
Compare the differences between NREM and REM.
Describe the physiological effects of depressants, stimulants, and
hallucinogens.
Unit V: Sensation and Perception (SC 4---This course provides instruction in
sensation. SC 5--- This course provides instruction in perception.)
3 weeks--- Expected reading Myers pgs. #151-216
Topics:
A.
B.
C.
D.
E.
Thresholds
Sensory mechanisms
Sensory adaptation
Attention
Perceptual process
Essential questions:
1. How do the five senses receive and translate signals to the brain for
processing?
2. How does each sense affect behavior?
3. What are the limitations of each sense and how do these limitations affect
behavior?
4. How do sensation and perception differ?
5. How does the brain process sensory signals accurately? Inaccurately?
Objectives:
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Contrast the process of sensation and perception.
Distinguish between absolute and difference threshold.
Label the diagram of the parts of the eye and ear.
Describe the operation of the sensory systems.
Explain the Young-Helmholtz and the opponent process theories of color
vision.
Explain the place and frequency of theories of pitch and perception.
Discuss Gestalt psychology’s contribution to our understanding of
perception.
Discuss research on depth perception and cues.
Unit VI: Learning (SC7---The course provides instruction in learning.)
2 weeks--- Expected reading Myers pgs. #262-315.
Topics:
A.
B.
C.
D.
E.
Classical Conditioning
Operant Conditioning
Cognitive processes in learning
Biological factors
Social learning (Observational learning)
Essential Questions:
1.
2.
3.
4.
5.
6.
How do psychologists define learning?
How do principles of classical conditioning work to create learning?
In what ways does classical conditioning work in human contexts?
How do principles of operant conditioning work to create learning?
In what ways does operant conditioning work in human contexts?
How do principles of observational learning work to create learning?
7. In what ways does observational learning work in human contexts?
8. How are the various principles discussed different and similar?
Objectives:
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Describe the process of classical conditioning (Pavlov’s experiments).
Explain the processes of acquisition, extinction, spontaneous recovery,
generalization, and discrimination.
Describe the process of operant conditioning, including the procedure of
shaping, as demonstrated by B. F. Skinner’s experiments.
Identify different types of reinforcers and describe the schedules of
reinforcement.
Discuss the importance of cognitive processes and biological predispositions
in conditioning.
Discuss the effects of punishment on behavior.
Describe the process of observational learning. (Bandura’s experiments).
Unit VII: Memory: (SC 8--- This course provides instruction in cognition.)
2 weeks--- Expected reading Myers pgs. #317-353.
Topics:
A. Memory
Essential Questions:
1. How do humans encode, store and retrieve information from memory?
2. How can humans enhance memory encoding, storage, and retrieval?
Objectives:
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Describe memory in terms of information processing and distinguish among
sensory memory, short-term memory, and long-term memory.
Distinguish between automatic and effortful processing.
Explain the encoding process (including imagery, organization, etc.).
Describe the capacity and duration of Long-Term memory.
Distinguish between implicit and explicit memory.
Understand the importance of retrieval cues.
Discuss the effects of interference and motivated forgetting on retrieval.
Describe the evidence for the constructive nature of memory.
Unit VIII: Thinking, Language, and Problem Solving: (SC 8--- This course
provides instruction in cognition.)
2 weeks--- Expected reading Myers pgs. #356-388
Topics:
A. Cognitive activities, strategies, and obstacles
B. Language acquisition and development.
C. Critical/creative thinking and problem solving.
Essential Questions:
1. How do humans think?
2. In what ways is thinking flawed or constrained? How can people avoid
falling for these errors in thinking?
3. How do humans acquire language?
4. How do humans use language to communicate ideas?
5. How is language flawed or constrained? How can people avoid falling for
these errors in language usage?
Objectives:
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Describe the nature of concepts and the role of prototypes in concept
formation.
Discuss how we use trial and error, algorithms, heuristics, and insight to
solve problems.
Explain how the representativeness and availability of heuristics influence
our judgments.
Describe the structure of language (phonemes, morphemes, grammar).
Identify language development stages (babbling, one word, etc.).
Explain how the nature vs. nurture debate is illustrated in the theories of
language development.
Discuss Whorf’s linguistic relativity hypothesis.
Describe the research on animal cognition and communication.
Unit IX: Motivation, Emotion, and Stress: (SC 9---The course provides instruction
in Motivation. SC 10--- The course provides instruction on emotion.)
2 weeks--- Expected reading Myers pgs. #389-459.
Topics:
A. Biological bases
B. Theories of motivation
C.
D.
E.
F.
Hunger, thirst, sex, and pain
Social motives
Theories of emotion
Stress
Essential Questions:
1. In what ways are humans motivated to behave?
2. What methods of motivation are more effective than others?
3. How can one increase their own motivation to behave in various ways?
4. What is the role of hunger in motivating behavior?
5. How do maladaptive eating patterns affect behavior?
6. What role do emotions play in behavior?
7. How do cognitions affect emotions?
8. How does stress influence health and behavior?
9. How can people reduce stress?
10. In what ways is stress beneficial?
11. How do social factors affect the influence of stress on health and behavior?
Objectives:
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Define motivation and identify motivational theories.
Describe the psychological determinants of hunger.
Discuss psychological and cultural influences on hunger.
Define achievement motivation, including intrinsic and extrinsic motivation.
Identify the three theories of motivation (James-Lange, Cannon-Bard,
Schachter-Singer).
Describe the physiological changes that occur during emotional arousal.
Discuss the catharsis hypothesis.
Understand the various biological responses to stress.
Unit X: Testing and Individual Differences (SC 13--- The course provides
instruction in testing and individual differences.
2 weeks--- Expected reading Myers pgs. #606-648.
Topics:
A.
B.
C.
D.
E.
F.
Standardization and norms
Reliability and validity
Types of tests
Ethics and standards in testing
Intelligence
Heredity/Environment and intelligence
G. Human diversity
Essential Questions:
1. How do psychologists define and study intelligence?
2. How did the use of intelligence tests evolve throughout the last two
centuries?
3. How do testing scores differ between group administrations and individual
administrations of intelligence tests?
Between genders? Races?
Socioeconomic groups?
4. How do psychologists know whether a test is reliable and/or valid? Why are
these qualities of tests important?
Objectives:
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Trace the origins of intelligence testing.
Describe the nature of intelligence.
Identify the factors associated with creativity.
Distinguish between aptitude and achievement tests.
Describe test standardization.
Distinguish between reliability and validity of intelligence tests.
Describe the two extremes of the normal distribution of intelligence.
Discuss evidence for both genetic and environmental influences on
intelligence.
Discuss whether intelligence tests are culturally biased.
Unit XI Personality (SC 12---The course provides instruction in personality.
2 weeks--- Expected reading Myers pgs. #554-605
Topics:
A.
B.
C.
D.
Personality theories and approaches.
Assessment techniques.
Self-concept/self-esteem.
Growth and Adjustment.
Essential Questions:
1. How do psychologists define and study personality?
2. What advantages and limitations exist for each theory’s description of
personality?
3. How do psychologists reliably measure personality and interpret
personality’s role in behavior?
Objectives:
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Describe personality structure in terms of the interactions of the id, ego, and
superego.
Explain how defense mechanisms protect the individual from anxiety.
Understand the contributions of the neo-Freudians.
Explain how personality inventories are used to assess traits.
Describe the humanistic perspective on personality in terms of Maslow’s
focus on self-actualization and Roger’s emphasis on people’s potential for
growth.
Describe the impact of individualism and collectivism on self-identity.
Describe the social-cognitive perspective and personality.
Discuss the consequences of personal control and learned helplessness, and
optimism.
Unit XII: Abnormal Psychology: (SC 14--- The course provides instruction in
abnormal psychology. SC 15--- The course provides instruction in treatment of
psychological disorders and ethics used in psychological practice.)
2 weeks--- Expected reading Myers pgs. #649-706.
Topics:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Definitions of Abnormality
Theories of Psychopathy
Diagnosis of Psychopathy
Anxiety Disorders
Somatoform Disorders
Mood Disorders
Schizophrenic Disorders
Organic Disorders
Personality Disorders
Dissociative Disorders
Essential Questions:
1. How do psychologists measure and define abnormal behavior?
2. How are the various psychological disorders identified and studied?
3. What impact do these psychological disorders have on individuals, families,
communities, and society?
Objectives:
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Identify the criteria for judging whether behavior is psychologically
disordered.
Describe the medical model of psychological disorders.
Describe the aims of the most recent DSM and discuss the potential dangers
of diagnostic labels.
Describe the symptoms of generalized anxiety disorder, phobias, obsessivecompulsive disorder, and posttraumatic stress disorder.
Describe and explain the development of somatoform disorders and mood
disorders.
Describe the various symptoms and types of schizophrenia.
Describe the nature of organic and personality disorders.
Describe characteristics and possible causes of dissociative disorders.
Unit XIII: Treatment of Psychological Disorders (SC 14--- The course provides
instruction in abnormal psychology. SC 15--- The course provides instruction in
treatment of psychological disorders and ethics used in psychological practice.)
2 weeks--- Expected reading Myers pgs. #707-752.
Topics:
A. Treatment approaches
B. Modes of Therapy
C. Community and preventive Approaches
Essential Questions:
1. How do psychologists measure and define success in treating people who
display abnormal behaviors?
2. How are the various ways psychological disorders identified and treated?
3. What impact do treatments have on individuals, families, communities, and
society?
Objectives:
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Discuss the aims and methods of psychoanalysis.
Identify the basic characteristics of the humanistic perspective.
Identify the basic assumptions of behavior therapy.
Describe the assumptions and goals of the cognitive therapies.
Discuss the benefits of group therapy and family therapy.
Discuss the findings regarding the effectiveness of the psychotherapies.
Discuss the role of values and cultural differences in the therapeutic process.
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Identify the common forms of drug therapy and the use of electroconvulsive
therapy.
Unit XIV: Social Psychology (SC16--- The course provides instruction in social
psychology.)
2 weeks--- Expected reading Myers pgs. #753-820.
Topics:
A.
B.
C.
D.
E.
F.
G.
Group dynamics
Attribution process
Interpersonal perception
Conformity, compliance, obedience
Attitudes and attitude change
Organizational behavior
Aggression/Antisocial behavior
Essential Questions:
1. How do people explain or attribute the behavior of others?
2. What impact do these attributions have on individuals and society as a
whole?
3. How do groups affect individuals?
4. Under what conditions do people obey, conform, make friendships, find love,
and help others?
5. How do attitudes and actions influence individual and group behavior?
6. How do psychologists define culture? What influence does culture have on
individuals and groups?
Objectives:
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Describe the importance of attribution and social behavior.
Explain the effect of role-playing on attitudes in terms of cognitive
dissonance theory.
Discuss the results of Asch’s experiment on conformity.
Describe Milgram’s controversial experiments on obedience.
Discuss how group interaction can facilitate group polarization and
groupthink.
Describe the social, emotional, and cognitive factors that contribute to the
persistence of cultural, ethnic and gender prejudice and discrimination.
Discuss the issues related to aggression and attraction.
Explain altruistic behavior in terms of social exchange theory and social
norms.