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AP Psychology
Course Description:
The purpose of AP® Psychology is to introduce students to the systematic and scientific
study of the behavior and mental processes of human beings and other animals. Students
are exposed to the psychological facts, principles, and phenomena associated with each of
the major subfields within psychology.
Course Objectives:
1. Students will prepare to do acceptable work on the AP Psychology Examination.
2. Students will study the major core concepts and theories of psychology. They will be
able to define key terms and use them in their everyday vocabulary.
3. Students will learn the basic skills of psychological research and be able to apply
psychological concepts to their own lives.
4. Students will develop critical thinking skills.
Texts:
Course Materials:
It goes without saying that students should bring a pencil/pen, paper, and their
book to class each day. Other supplies needed for this course include:
 A 3-ring notebook for class notes and assignments (1 ½ - 2 in. recommended)
 A highlighter
 Number 2 pencils (for testing)
 Internet Access (the school library is open before and after school for student
use)
 An open mind
 AP Psychology study guide (optional, but recommended)
Each student will also receive a copy of the textbooks for this course and supplemental
course readings. These materials should be brought to class each day. AP study guides
are solely intended as supplemental review material to compliment the required texts and
readings and are not required for this course.
Course Requirements:
1. Unit Tests: There will be seven unit tests during the semester, one for each of the
units. These tests will resemble AP exams in format and difficulty.
2. Quizzes: Quizzes given at regular intervals during the semester.
3. In-Class Assignments: Class will consist of a variety of teacher- and studentcentered activities including lecture, seminar discussions and presentations,
essays, and debates. Grades will be based on the quality of the work preformed.
4. Homework Assignments: Students will have nightly reading assignments and
one or two written assignments each week for homework.
5. Final Exam: The final exam for this course will be a full-length AP exam with a
multiple-choice and a written component.
6. AP Exam: Students must take the AP Exam given in May as per the AP Contract.
The AP Exam does not count toward the students’ grades in this course.
Class Expectations:
In this class, I expect you to:
 ACTIVELY participate in class. This includes asking questions, taking part in
class activities, completing class work, and working in pairs and small groups.
 Show respect for the ideas, beliefs, and opinions of others. Do not get upset when
someone challenges your ideas!
 Be in your assigned seat when the tardy bell rings. Students not seated when the
bell rings will be considered tardy.
 Bring your notebook, paper, pencil (or pen), and your book to class EVERYDAY.
 Seek help when you need it. Please let me know in advance if you plan to stay
after.
 Observe the procedures and requirements established in this syllabus, the AP
Contract, and the Student Handbook.
 Food, drinks, and candy are expressly prohibited in this class, but water is
permitted and encouraged. All other food will be TAKEN UP and THROWN
AWAY, so do not bring it to class.
 CHEATING, in any form, IS NOT TOLERATED! The first offense will result in
a zero on the test or assignment and notification of your parent/guardian.
Subsequent infractions will result in escalating consequences.
Grading Policy:
Grades in this class will be determined using the following percentages:
Task Type
Percentage
40%
45%
15%
100%
Class Assignments
Unit Tests
Final Exam
Total
The grading scale for this course is:
90-100 = A
80-89 = B
70-79 = C
Below 70 = F
Discipline Procedures:
There are five rules you must follow while in this class. They are:
1.
2.
3.
4.
Stay in your seat.
Stay on task at all times.
Listen to the teacher at all times.
Keep your cell phone in your pocket or in a bag on the
floor.
5. Follow all directions promptly.
Failure to adhere to these rules will result in disciplinary consequences.
Make-Up Work: It is the students’ responsibility to promptly make up all missed
assignments after an absence. Students have five days after an excused absence to turn in
any missing assignments and make up any missed tests or quizzes. YOU MUST SEE
ME AFTER AN ABSENCE!
Late Work: It is the students’ responsibility to turn all class assignments in on time.
Late work WILL NOT be accepted. If a student has an excused absence the day an
assignment is due, it must be turned in immediately upon the student’s return to school.
Course Outline
I. Scope, History, and Methodology
Historical Schools: Functionalism vs. Structuralism
Modern Approaches: Psychodynamic, Behaviorist, Cognitive, Humanistic, Evolutionary,
Neuroscience
Nature of Scientific Inquiry: Sources of bias and error
Research Methods: Introspection, observation, survey, psychological testing, controlled
experiments
Statistics: Central tendency, variance, significance, correlation
Ethics in Research: Human participants, animal subjects
II. Behaviorism
Historical Background and Philosophy of Radical Behaviorism
Classical Conditioning: Pavlov, Watson, applications, biological critique, cognitivist
challenge
Operant Conditioning: Thorndike, Skinner, Bandura, behavior modification, biological
critique, cognitivist challenge
III. Neuroscience [CR3]
Neuron: Neuronal and synaptic transmission, psychopharmacology, drug abuse
Brain: Research methodology, neuroanatomy, brain development and aging, hemispheric
specialization
Nervous System: Structural and functional organization
Endocrine System: Anatomy, HPA-axis, and immune system
Genetics and Heritability
IV. Sensation and Perception
Psychophysics: Thresholds (absolute, difference, Weber’s constants), signal detection
theory
Sensory Organs and Transduction: Visual (including color vision and feature detection),
auditory, olfactory, gustatory, proprioceptive (including kinesthetic and vestibular)
Perception: Attention, processing, illusions (including Gestalt psychology), and
camouflage
V. Developmental Psychology
Methodology: Longitudinal and cross-sectional studies
Nature vs. Nurture (maturation versus learning)
Influential Theories: Piaget and cognitive development, Freud and psychosocial
development, Kohlberg and moral development, Gilligan and gender differentiation
Infancy, Childhood, Adolescence, and Adulthood
VI. Intelligence and Psychological Testing
Psychological Testing: Methodology, norms, reliability, validity
Intelligence: Defining intelligence, history of intelligence and aptitude testing, naturenurture issues
VII. Consciousness, Memory, and Language
States of Consciousness: Waking, sleep and dreaming, hypnosis, altered states
Memory: Information processing, storage, retrieval
Accuracy of Memory: Loftus and Schacter
Cognition: Problem solving and heuristics
Language: Skinner and Chomsky
VIII. Motivation and Emotions
Motivational Concepts: Instincts, drives, optimal arousal, Maslow’s hierarchy
Hunger and Eating Disorders
Sexuality and Sexual Orientation
Achievement Motivation: McClelland and the TAT, intrinsic versus extrinsic motivators
Physiology of Emotion: Fear, anger, happiness
Expression of Emotion: Darwin and Ekman
Theories of Emotion: James-Lange, Cannon-Bard, Schacter-Singer
IX. Personality
Psychodynamic Perspective: Freud, Jung, Adler
Trait Perspective: Allport, factor analysis and the five-factor model, assessment (MyersBriggs, MMPI)
Humanistic Perspective: Maslow and Rogers
Social-Cognitive Perspective: Bandura and Seligman
X. Stress and Health
Stress as a Concept: Selye
Stress and Health
Adjustment
XI. Abnormal Psychology
Approaches to Abnormality: The Rosenhan study, historical approaches (deviance), the
medical model, the biopsychosocial model
Classifying Disorders: Evolution of the DSM-IV-TR
Major Categories of Disorders: Anxiety disorders, dissociative disorders, mood disorders,
schizophrenia, personality disorders
Major Approaches to Psychotherapy: Psychoanalysis, behavioristic, humanistic,
cognitive, group, pharmacological
Does Therapy Work? Eysenck, outcome studies, and the Consumer Reports study
XII. Social Psychology
Attitudes and Behavior: Fundamental attribution error, roles, Festinger and cognitive
dissonance
Group Influence: Asch and conformity, Milgram and obedience, facilitation and loafing,
Janis and groupthink
Prejudice and Scapegoating
Altruism: Darley and Latané
Parent Information
Advanced Placement Government
Dear Parents,
I am excited to have your student enrolled in A.P. Government. As you know, the A.P.
program at Howard High School seeks to prepare students for college by challenging
them with high-level courses that develop critical thinking and analytical skills. The
primary purpose of this class is to develop students’ writing and information processing
skills through exploration of the American political system. This course prepares
students for the A.P. Government exam in May, which allows them to earn college credit
for their work in this course. Like all other A.P. courses, this class is taught on a college
level and is similar to the instructional experiences students will have in their first two
years of an undergraduate degree program. Specifically, this class is different from
traditional high school courses in the following ways:
1. Individual tests include far more material than do tests in regular courses.
2. Homework consists of college-level texts and reading assignments. Mastery of
these more difficult reading materials will be assessed through written
assignments and oral presentations.
3. Grades are based entirely on the quality of the work performed, not on
completion. The highest grades are earned through insightful analysis,
evaluation, and detail.
4. There are fewer grades given each nine weeks, and there are no grades for
completion or effort.
5. There are no extra credit assignments.
6. Students are responsible for their mastery of course content.
Please consider the high expectations and academic rigor of this course as you form your
expectations for your student’s performance in this course. These high expectations
mean that some students who show great effort may not get the high grades their efforts
earned them in other, non-A.P. classes. Students who successfully complete this course
and who attend the after-school review sessions in the spring stand a good chance of
passing the A.P. exam. Whether or not students pass the A.P. exam, research shows that
simply taking the course makes them more likely to graduate college within five years of
finishing high school.
Thank you for your continuing support of your student. Your high expectations are one
of the most important factors in the success of your child. Combining your high
expectations and support with an understanding of the rigor and workload of this course
is a recipe for student success in this class. Feel free to contact me at any time about your
student’s performance in this course. The school phone number is 779-4850 and my
email address is [email protected]
Sincerely,
Melissa Lee
Student Name: ________________________
My Goals for this class:
1. __________________________________________________________________
______
2. __________________________________________________________________
______
3. My goal is to earn a score of _______________ on the AP Exam for this course.
4. My goal is to earn a final grade of _______________ in this course.
I have read the syllabus for the AP American Government course and agree to the
policies and provisions therein. I have also read and agreed to all policies in the Student
Handbook and the HHS AP Contract for this course. I understand that this is an
academically rigorous course that is taught on a college level and that I will have to work
for my goals in this course.
Student Signature: _________________________________
__________________
Date:
Parent Signature: _________________________________
__________________
Date: