COURSE OF STUDY UNIT PLANNING GUIDE FOR AP PSYCHOLOGY · course of study unit planning guide for:...

COURSE OF STUDY UNIT PLANNING GUIDE FOR:

AP PSYCHOLOGY

5 CREDITS GRADE LEVEL: 12 1 FULL YEAR PREPARED BY: DIANE JOHNSON CURRY

CAROL MCDONOUGH, SUPERVISOR ENGLISH AND SOCIAL STUDIES

JULY 2017

DUMONT HIGH SCHOOL DUMONT, NEW JERSEY

ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 24, 2017

AP Psychology – Grade 12 – Full Year – 5 Credits (Weighted Course, Prerequisite: Psychology or department approval) AP Psychology is a full year elective course in the social studies department offered to seniors. In the AP Psychology course, students are introduced to the scientific study of the mind and behavior. The course will focus on the scientific inquiry, biopsychology, developmental, sociocultural, cognition, individual variations, and applications domain. Students will be expected to maintain a high level of academic interest, read and write extensively and demonstrate a high level of critical thinking while meeting or exceeding state, College Board, and National Standards for the Teaching of High School Psychology approved by the American Psychological Association. In addition, students will be prepared to respond to all aspects of the AP Psychology exam. COURSE REQUIREMENTS AND EXPECTATIONS

A student will receive 5 credits for successfully completing course work. A grade of "D" or higher must be achieved in order to pass the course. The following criteria are used to determine the grade for the course:

A. Class Work/Homework -10% of the grade

Class Work and Homework will be evaluated for completeness, neatness, and accuracy.

B. Quizzes/Free Response Questions -30% of the grade Quizzes/Free Response Questions (announced and unannounced) based on reading, class lessons, or homework assignments will be given frequently to test understanding of individual concepts. These may include alternative assessments that will count as quizzes.

A. Cumulative AP Tests - 20% of the grade

A Cumulative AP style exam will be given each marking period and will include all AP Psychology content covered up through that point. The purpose of this exam is to assess the overall level of understanding of content in preparation for College Board AP Psychology exam.

C. Tests -40% of the grade

Tests will be given periodically. These may include alternative assessments that will count as tests.

D. Final Examination Final examinations will count as follows: Full-Year Courses Weighting Semester Courses Weighting Quarter 1 22.5% of final grade Quarter 1 45% of final grade Quarter 2 22.5% of final grade Quarter 2 45% of final grade Quarter 3 22.5% of final grade Final Exam 10% of final grade Quarter 4 22.5% of final grade Final 10% of final grade Any work missed when the student has been absent is expected to be made up in a reasonable time. Usually one or two days are allowed for each day absent unless there are unusual circumstances, in which case the student is to request special arrangements with the teacher. Extra help is available. Ask your teacher where he/she will be when you are planning to come in for extra help.

UNIT: 1 & 2 UNIT TITLE: Psychology’s History and Approaches MODULES COVERED: 1, 2, 3, 4, 5, 6, 7, 8 UNIT LENGTH: 11 Days (MP1) Research Methods: Thinking Critically With Psychological Science

Performance Indicators

(Standards and Objectives)

Essential Questions

Activities (Approximate Time

Frame)

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools)

The course provides instruction in history and approaches. SC1 The course provides instruction in research methods used in psychological science, practice and ethics. SC2 Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-LS4- 2), (HS-LS4-4), (HS-LS4-5), (HS-LS4-6)

Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. (HS-LS4-3)

Construct an explanation based on valid and reliable

How did psychology develop from its prescientific roots through today? What is the issue behind the nature-nurture debate? What are psychology’s main approaches? What are psychology’s subfields? What are the various types of research and when are they used? What are positive and negative correlations? What is the relationship between correlation and causation? What are the characteristics of experimentation? How do we describe data? What ethical guidelines safeguard human participants?

2 Days: SC1 9.2.12.C.1 9.2.12.C.5 6.1.12.C.12c 4 Days: SC2 9.3.ST.2 9.3.ST-SM.4 1 Day: 6.1.12.A.16b 9.2.12.C.7 2 Days: HS-LS4-2-2 HS-ESS3-5 2 Days: Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Debates, Online Research, PowerPoint Presentations, Informational Brochures, Class Demonstrations

Empiricism, structuralism, functionalist, experimental psychology, behaviorists, humanistic psychology, cognitive neuroscience, psychology, nature-nurture issue, natural selection, levels of analysis, biopsychosocial approach, psychodynamic, evolutionary, applied research, psychiatrist, hindsight bias, critical thinking, hypotheses, replicate, case study, naturalistic observations, sampling bias, population, random sample, correlate, scatterplots, experimental group, control group, random assignment, double-blind procedure, variables, validity, histogram, mean, median, mode, range, standard deviation, inferential statistics, informed consent, debrief

Textbook: Myers, David G. (2014) Psychology for AP, 2nd ed. New York: BFW/Worth Publishers. Workbook: Herzig, Allison (2014) Strive For A 5: Preparing for the AP Psychology Examination. New York: BFW/Worth Publishers. Online Textbook: Critical Thinking, Flashcards, Quizzes, PsychSim tutorials, Web Links

evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS4-2), (HS-LS4-4)

Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. (Secondary to HS-LS4-6)

A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is

discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. (HS-LS4-1)

Analyze data using computational models in order to make valid and reliable scientific claims. (HS-ESS3-5)

Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations). (HS-ESS3-2)

Use technology, including the Internet, to produce, share, and update writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W.9-10.6.

Review career goals and determine steps necessary for attainment. 9.2.12.C.1 Research career opportunities in the United

States and abroad that require knowledge of world languages and diverse cultures. 9.2.12.C.5 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace. 9.2.12.C.7 Apply critical thinking skills to review information, explain statistical analysis, and to translate, interpret and summarize research and statistical data. 9.3.ST-SM.4 Use technology to acquire, manipulate, analyze and report data. 9.3.ST.2

UNIT: 3 UNIT TITLE: Biological Bases of Behavior MODULES COVERED: 9, 10, 11 12, 13, 14, 15 UNIT LENGTH: 10 Days (MP1)



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The course provides instruction in biological bases of behavior. SC3

Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3), (HS-LS4-4)

Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments. (HS-LS4-5)

Use technology, including

What are the parts of a neuron? How do neurons communicate? How do drugs and other chemicals alter neurotransmission? What is the structure and function of the nervous system? How does the endocrine system function and interact with the nervous system? What are the structures and functions of the older brain and the limbic system? What are the functions of the various cerebral cortex regions? What do split brains reveal about the functions of the two brain hemispheres? What are genes, and how may they explain individual differences?

6 Days: SC3 9.3.HL.5 9.3.HL.6 9.3.ST-SM.3 2 Days: HS-LS4-3-5 HS-LS3-2-3 2 Days: Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Debates, Online Research, PowerPoint Presentations, Informational Brochures, Class Demonstrations

Neurons, dendrite, axon, myelin sheath, action potential, refractory period, threshold, all-or-none response, synapse, neurotransmitter, reuptake, endorphins, agonist, nervous system, central nervous system, peripheral nervous system, nerves, sensory neurons, motor neurons, interneurons, somatic nervous system, autonomic nervous system, sympathetic nervous system, parasympathetic nervous system, reflexes, endocrine system, hormones, adrenal glands, pituitary gland, electroencephalogram, computed tomography scan, positron emission tomography scan, magnetic resonance imaging, brainstem, medulla, thalamus, reticular formation, cerebellum, limbic system, amygdala, hypothalamus, cerebral cortex, glial cells, frontal lobes, parietal lobes, occipital lobes, temporal lobes, motor cortex, somatosensory cortex, association areas, plasticity,


the Internet, to produce, share, and update writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W.9-10.6.

Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2), (HS-LS3-3)

Technological advances have influenced the progress of science and science has influenced advances in technology. (HS- LS3-3)

Analyze the legal and ethical responsibilities, limitations and implications of actions within the healthcare workplace. 9.3.HL.5 Evaluate accepted ethical practices with respect to cultural, social and ethnic differences within the healthcare workplace. 9.3.HL.6

neurogenesis, corpus callosum, split brains, consciousness, cognitive neuroscience, dual processing, DNA, genome, identical twins, fraternal twins

Analyze the impact that science and mathematics has on society. 9.3.ST-SM.3

UNIT: 4 UNIT TITLE: Sensation and Perception MODULES COVERED: 16, 17, 18, 19, 20, 21 UNIT LENGTH: 6 Days (MP1)



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The course provides instruction in sensation. SC4 The course provides instruction in perception. SC5

Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future. (HS- LS4-1), (HS-LS4-4)


What is the difference between sensation and perception? How do you distinguish between bottom-up and top-down processing? How do you differentiate between absolute and difference thresholds? What may influence perception? What are the parts of the eye and function of each? How does the eye and brain process visual information? How do we perceive motion and depth? How does sound transform into neural messages? How do the senses interact?

4 Days: SC4 SC5 HS-LS4-1-4 HS-LS3-3 2 Days: Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Debates, Online Research, PowerPoint Presentations, Informational Brochures, Class Demonstrations

Sensation, perception, bottom-up processing, top-down processing, selective attention, inattentional blindness, change blindness, transduction, psychophysics, absolute threshold, signal detection theory, subliminal, prime, difference threshold, Weber’s law, sensory adaptation, perceptual set, extrasensory perception, wavelength, hue, intensity, pupil, iris, lens, retina, accommodation, rods, cones, optic nerve, blind spot, fovea, feature detectors, parallel processing, Young-Helmholtz trichromatic theory, opponent-process theory, gestalt, figure-ground, grouping, depth perception, visual cliff, binocular cues, retinal disparity, monocular cues, phi phenomenon, perceptual constancy, color constancy, perceptual adaptation, audition, frequency, pitch, middle ear, cochlea, inner ear,


sensorineural hearing loss, conduction hearing loss, cochlear implant, place theory, frequency theory, gate-control theory, kinesthesia, vestibular sense, sensory interaction, embodied cognition

UNIT: UNIT 5 UNIT TITLE: States of Consciousness MODULES COVERED: 22, 23, 24, 25 UNIT LENGTH: 6 Days (MP2)



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The course provides instruction in states of consciousness. SC6

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-LS4- 2), (HS-LS4-4), (HS-LS4-5), (HS-LS4-6)

Use technology to acquire, manipulate, analyze and report data. 9.3.ST.2 Identify community resources to provide family and community services. 9.3.HU-FAM.2

What are various states of consciousness? What part does hypnosis play in consciousness? How are the stages of sleep influenced? What are the major sleep disorders and how might they affect an individual? What are the differences among dream theories? What are substance use disorders? What are the differences between depressants, stimulants, and hallucinogens?

3 Days: SC6 HS-LS4-2-6 1 Day: 9.3.ST.2 9.3.HU-FAM.2 2 Days: Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Debates, Online Research, PowerPoint Presentations, Informational Brochures, Class Demonstrations

Consciousness, hypnosis, posthypnotic suggestions, dissociation, circadian rhythm, REM sleep, alpha waves, sleep, hallucinations, delta waves, NREM sleep, suprachiasmatic nucleus, insomnia, narcolepsy, sleep apnea, night terrors, dreams, manifest content, latent content, REM rebound, substance use disorder, psychoactive drugs, tolerance, addiction, withdrawal, depressants, alcohol use disorder, barbiturates, opiates, stimulants, amphetamines, nicotine, cocaine, methamphetamine, ecstasy, hallucinogens, LSD, near-death experience, THC


UNIT: 6 UNIT TITLE: Learning MODULES COVERED: 26, 27, 28, 29, 30 UNIT LENGTH: 7 Days (MP2)



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The course provides instruction in learning. SC7


Analyze ethical and legal policies of professional education and training practice. 9.3.12.ED.6 Explain legal rights that apply to individuals and practitioners within education and training settings. 9.3.12.ED.7 Utilize conflict resolution skills to resolve conflicts among individuals. 9.3.LW-SEC.2

What is learning and the basic forms of learning? What is behaviorism’s view of learning? What are the components of classical conditioning? Explain the application of Pavlov’s work to human health and well-being. How is operant behavior reinforced and shaped? How do positive and negative reinforcement differ? What are ways to increase behavior? How do different reinforcement schedules affect behavior? What are ways to decrease behavior? How do biological constraints affect classical and operant conditioning?

2 Days: SC7 HS-LS4-5 9.3.12.ED.6 3 Days: 9.3.12.ED.7 9.3.LW-SEC.2 2 Days: Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Debates, Online Research, PowerPoint Presentations, Informational Brochures, Class Demonstrations

Learning, habituates, associative learning, stimulus, cognitive learning, classical conditioning, behaviorism, neutral stimuli, unconditional response, unconditioned stimulus, conditioned response, conditioned stimulus, acquisition, higher-order conditioning, extinction, spontaneous recovery, generalization, discrimination, operant conditioning, law of effect, operant chamber, reinforcement, shaping, discriminative stimulus, positive reinforcement, negative reinforcement, primary reinforcers, conditioned reinforcers, reinforcement schedules, continuous reinforcement, partial (intermittent) reinforcement, fixed-ratio schedules, variable-ratio schedules, fixed-interval schedules, variable-interval schedules, punishment, biofeedback, respondent behaviors, operant


How do cognitive processes affect classical and operant conditioning? What is observational learning? What is the impact of modeling?

behaviors, cognitive map, latent learning, insight, intrinsic motivation, extrinsic motivation, cope, problem-focused coping, emotion-focused coping, learned helplessness, external locus of control, internal locus of control, self-control, observational learning, modeling, mirror neurons, prosocial

UNIT: 7 UNIT TITLE: Cognition MODULES COVERED: 31, 32, 33, 34, 35, 36 UNIT LENGTH: 5 Days (MP2)



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The course provides instruction in cognition. SC8


Utilize conflict resolution skills to resolve conflicts among individuals. 9.3.LW-SEC.2 Identify motivational, social and psychological practices that guide personal conduct. 9.3.12.ED-TT.6

What is memory? How do psychologists describe the human memory system? How do explicit and implicit memories differ? What is the capacity of short-term, long-term, and working memory? How is the frontal lobe and hippocampus involved in memory? How do changes at the synapse level affect our memory processing? How do external cues, internal emotions, and order of appearance influence memory retrieval? What is cognition? What are the functions of concepts? What is creativity, and what fosters it?

3 Days: SC8 HS-LS4-5 9.3.LW-SEC.2 9.3.12.ED-TT.6 2 Days: Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Debates, Online Research, PowerPoint Presentations, Informational Brochures, Class Demonstrations

Memory, encoding, storage, retrieval, parallel processing, sensory memory, short-term memory, long-term memory, working memory, explicit memories, effortful processing, automatic processing, implicit memories, iconic memory, echoic memory, chunking, mnemonics, spacing effect, testing effect, shallow processing, deep processing, hippocampus, flashbulb memories, long-term potentiation, recall, recognition, relearning, priming, mood congruent, serial position effect, anterograde amnesia, retrograde amnesia, proactive interference, retroactive interference, repress, misinformation effect, source amnesia, déjà vu, cognition, concepts, prototypes, creativity, convergent thinking, divergent thinking, algorithms, heuristics, insight, confirmation bias, mental set, intuition,


How are problems solved? How is language structured? What are the milestones in language development? What brain areas are involved in language processing and speech?

representativeness heuristic, availability heuristic, overconfidence, belief perseverance, framing, language, phonemes, morphemes, grammar, babbling stage, one-word stage, two-word stage, telegraphic speech, aphasia, Broca’s area, Wernicke’s area, linguistic determinism

UNIT: 8 UNIT TITLE: Motivation, Emotion, and Stress CHAPTERS COVERED: 37, 38, 39, 40, 41, 42, 43, 44 UNIT LENGTH: 5 Days (MP2)



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The course provides instruction in motivation. SC9 The course provides instruction in emotion. SC10 Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues. 6.1.12.B.14.a



How do psychologists define motivation? Categorize Maslow’s hierarchy of needs. What physiological, cultural, and situational factors influence hunger? What are the different influences on sexual motivation? How does the human affiliation need correlate to social networking? How does the autonomic nervous system control physiological arousal? How do gender and culture influence emotional expression? What events provoke stress responses? How does an individual adapt to stress? How might stress and

2 Days: SC9 SC10 6.1.12.B.14.a 9.3.12.ED-TT.6 1 Day: HS-LS4-5 9.3.HU-FAM.2 2 Days: Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Debates, Online Research, PowerPoint Presentations, Informational Brochures, Class Demonstrations

Motivation, instinct, drive-reduction theory, homeostasis, incentives, Yerkes-Dodson law, hierarchy of needs, glucose, set point, basal metabolic rate, sexual response cycle, refractory period, sexual dysfunction, estrogens, testosterone, emotions, James-Lange theory, Cannon-Bard theory, two-factor theory, polygraph, facial feedback effect, health psychology, stress, general adaptation syndrome, tend-and-befriend, psychophysiological illness, psychoneuroimmunology, lymphocytes, coronary heart disease


Adaptation also means that the distribution of traits in a population can change when conditions change. (HS-LS4-3)

Identify motivational, social and psychological practices that guide personal conduct. 9.3.12.ED-TT.6 Identify community resources to provide family and community services. 9.3.HU-FAM.2

personality type lead to psycho-physiological illnesses?

UNIT: 9 UNIT TITLE: Developmental Psychology MODULES COVERED: 45, 46, 47, 48, 49,50, 51, 52, 53, 54 UNIT LENGTH: 9 Days (MP3)



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The course provides instruction in developmental psychology. SC11 Use technology, including the Internet, to produce, share, and update writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically W.9-10.6. Identify motivational, social

What is the physical course of prenatal development? How do the brain and motor skills develop? What are Piaget’s stages of cognitive development? How do parent-infant attachment bond form? How does neglect, abuse, or family disruption affect attachments?

5 Days: SC11 9.3.12.ED-TT.6 2 Days: 9.3.HU-FAM.2 8.1.12.A.2 2 Days: Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Debates, Online Research, PowerPoint Presentations, Informational Brochures,

Developmental psychology, zygotes, embryo, fetus, teratogens, fetal alcohol syndrome, habituation, maturation, cognition, schema, assimilation, accommodation, sensorimotor stage, object permanence, preoperational stage, conservation, egocentric, theory of mind, autism spectrum disorder, concrete operational stage, formal operational, stranger


and psychological practices that guide personal conduct. 9.3.12.ED-TT.6 Identify community resources to provide family and community services. 9.3.HU-FAM.2

What are parenting styles, and how do children’s traits relate to them? What are some gender similarities and differences in aggression, social power, and social connectedness? How are the theories of Piaget, Kohlberg, Erikson, Freud, and Gilligan related to development? How do sex hormones influence prenatal and adolescent development? What changes take place as individual’s age?

Class Demonstrations anxiety, attachment, critical period, imprinting, temperament, basic trust, self-concept, permissive, authoritative, gender, aggression, gender roles, role, gender identity, social learning theory, gender typing, transgender, adolescence, identity, social identity, intimacy, emerging adulthood, X chromosome, Y chromosome, testosterone, puberty, primary sex characteristics, secondary sex characteristics, menarche, AIDS, sexual orientation, menopause, cross-sectional study, longitudinal study, social clock

UNIT: 10 UNIT TITLE: Personality MODULES COVERED: 55, 56, 57, 58, 59 UNIT LENGTH: 6 Days (MP3)



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The course provides instruction in personality. SC12


Review career goals and determine steps necessary for attainment. 9.2.12.C.1 Identify transferable career skills and design alternate career plans. 9.2.12.C.3 Identify motivational, social and psychological practices that guide personal conduct. 9.3.12.ED-TT.6

How did Sigmund Freud’s treatment of psychological disorders lead to his view of the unconscious mind? What is Freud’s idea of the mind’s structure? What are the differences between the psychosexual stages? According to Freud, how do individuals defend themselves against anxiety? How does modern research contradict Freud’s ideas? What where the ideas of Freud that were accepted and rejected? What are some criticisms of projective tests? How do modern researchers view the unconscious? How are the theories of Maslow and Rogers similar? What are strengths and weaknesses of the tools to

4 Days: SC12 HS-LS3-3 9.2.12.C.1 9.2.12.C.3 9.3.12.ED-TT.6 2 Days: Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Debates, Online Research, PowerPoint Presentations, Informational Brochures, Class Demonstrations

Personality, free association, psychoanalysis, unconscious, id, ego, superego, psychosexual stages, Oedipus complex, identification, fixation, defense mechanisms, repression, psychodynamic theories, collective unconscious, projective tests, Thematic Apperception Test, Rorschach inkblot test, false consensus effect, terror-management theory, humanistic theories, self-actualization, unconditional positive regard, self-concept, traits, personality inventory, Minnesota Multiphasic Personality Inventory, empirically derived, cognitive perspective, behavioral approach, reciprocal determinism, positive psychology, self, spotlight effect, self-esteem, self-efficacy, self-serving bias, narcissism, individualism, collectivist


assess traits? How are the Big Five personality factors categorized? How does the biopsychosocial approach relate to personality? How are self-esteem and self-efficacy related?

UNIT: 11 UNIT TITLE: Testing and Individual Differences MODULES COVERED: 60, 61, 62, 63, 64 UNIT LENGTH: 6 Days (MP3)



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The course provides instruction in testing and individual differences. SC13

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-LS4- 2), (HS-LS4-4), (HS-LS4-5), (HS-LS4-6)

Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS4-2), (HS-LS4-4)

Determine the impact of recent immigration and migration patterns in New Jersey and the United

How is intelligence defined? Compare Gardner’s and Sternberg’s theories of intelligence. What are the components of emotional intelligence? How is intelligence related to brain anatomy and neural processing speed? When and why were intelligence tests created? What is the difference between achievement and aptitude tests? What are standardization and the normal curve? How do psychologists use reliability and validity? How are intellectual abilities inherited and or environmentally influenced? How do the genders differ in mental ability scores? Why do racial and ethnic

3 Days: SC13 HS-LS4-1-6 1 Day: 6.1.12.B.14.a 9.3.HU-FAM.2 2 Days: Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Debates, Online Research, PowerPoint Presentations, Informational Brochures, Class Demonstrations

Intelligence, intelligence test, general intelligence, factor analysis, savant syndrome, grit, emotional intelligence, Stanford-Binet, intelligence quotient, mental age, achievement test, aptitude test, Wechsler Adult Intelligence Scale, standardization, normal curve, reliability, validity, content validity, predictive validity, cohort, crystallized intelligence, fluid intelligence, intellectual disability, Down syndrome, heritability, stereotype threat


States on demographic, social, economic, and political issues. 6.1.12.B.14.a



Identify community resources to provide family and community services. 9.3.HU-FAM.2

groups differ in mental ability scores? Are intelligence tests inappropriately biased?

UNIT: 12 UNIT TITLE: Abnormal Behavior CHAPTERS COVERED: 65, 66, 67, 68, 69 UNIT LENGTH: 6 Days (MP3)



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The course provides instruction in abnormal psychology. SC14 Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture. 6.1.12.D.14.f



How is normal and abnormality distinguished? How and why do clinicians classify psychological disorders? Classify anxiety disorders. How do the learning and biological perspectives explain anxiety disorders? Contrast mood disorders. What factors affect suicide and self-injury, and what are some of the important warning signs to watch for in suicide prevention efforts? How do chronic and acute schizophrenia differ? How do brain abnormalities and viral infections help explain schizophrenia? Why are dissociative disorders controversial? What is the relationship between eating disorders and

3 Days: SC14 6.1.12.D.14.f 1 Day: HS-LS4-1-4 2 Days: Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Debates, Online Research, PowerPoint Presentations, Informational Brochures, Class Demonstrations

Psychological disorder, attention-deficit/hyperactivity disorder, medical model, DSM-5, anxiety disorder, generalized anxiety disorder, phobia, panic disorder, social anxiety disorder, agoraphobia, obsessive-compulsive disorder, posttraumatic stress disorder, posttraumatic growth, mood disorders, major depressive disorder, mania, bipolar disorder, rumination, schizophrenia, psychosis, delusions, hallucinations, somatic symptom disorder, conversion disorder, illness anxiety disorder, dissociative disorders, dissociative identity disorder, anorexia nervosa, bulimia nervosa, binge-eating disorder, personality disorders, antisocial personality disorder


psychological and genetic forces? What behaviors and brain activity characterize antisocial personality?

UNIT: 13 UNIT TITLE: Treatment of Abnormal Behavior CHAPTERS COVERED: 70, 71, 72, 73 UNIT LENGTH: 5 Days (MP4)



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SC15 The course provides instruction in treatment of psychological disorders and ethics used in psychological practice. Analyze how scientific advancements impacted the national and global economies and daily life. 6.1.12.C.12.c Review career goals and determine steps necessary for attainment. 9.2.12.C.1 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures. 9.2.12.C.5 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace. 9.2.12.C.7

How do approaches to therapy differ? How has psychoanalysis been adapted in psychodynamic therapy? Compare and contrast modern psychotherapies. What elements do all forms of psychotherapy share? How does the double-blind study help researchers? How are brain stimulation and psychosurgery used in treating specific disorders?

2 Days: SC15 6.1.12.C.12.c 9.2.12.C.7 9.3.HL.6 1 Day: 9.2.12.C.1 9.2.12.C.5 9.3.HU-FAM.2 2 Days: Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Debates, Online Research, PowerPoint Presentations, Informational Brochures, Class Demonstrations

Psychotherapy, biomedical therapy, eclectic approach, psychoanalysis, resistance, interpretation, transferring, psychodynamic therapy, insight therapies, client-centered therapy, active listening, unconditional positive regard, behavior therapy, counterconditioning, exposure therapies, systematic desensitization, virtual reality exposure therapy, aversive conditioning, token economy, cognitive therapy, rational-emotive behavior therapy, cognitive-behavioral therapy, group therapy, family therapy, meta-analysis, evidence-based practice, therapeutic alliance, resilience, psychopharmacology, antipsychotic drugs, antianxiety drugs, antidepressants, electroconvulsive therapy, repetitive transcranial magnetic stimulation, psychosurgery, lobotomy


Evaluate accepted ethical practices with respect to cultural, social and ethnic differences within the healthcare workplace. 9.3.HL.6 Identify community resources to provide family and community services. 9.3.HU-FAM.2

UNIT: 14 UNIT TITLE: Social Psychology MODULES COVERED: 74, 75, 76, 77, 78, 79, 80 UNIT LENGTH: 6 Days (MP4)



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The course provides instruction in social psychology. SC16 Analyze government efforts to address intellectual property rights, personal privacy, and other ethical issues in science, medicine, and business that arise from the global use of new technologies. 6.1.12.A.16.b Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues. 6.1.12.B.14.a Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture. 6.1.12.D.14.f

What is the correlation between behavior and cognition? What does the Milgram experiment teach about social influence? How do groups affect the power of the individual? What are the cognitive roots of prejudice? What are the influences of aggressive behavior? Discuss the reasons why individuals befriend some people but not others? When are people most and least likely to help?

2 Days: SC16 6.1.12.D.14.f 6.1.12.B.14.a HS-LS4-2-6 9.3.12.ED-TT.6 2 Days: 6.1.12.A.16.b 9.2.12.C.7 2 Days: Review and Test Suggested Activities: Lecture, Class Discussions, Cooperative Learning Activities, Debates, Online Research, PowerPoint Presentations, Informational Brochures, Class Demonstrations

Social psychologists, attribution theory, fundamental attribution error, attitude, peripheral route persuasion, central route persuasion, foot-in-the-door phenomenon, role, cognitive dissonance theory, conformity, normative social influence, informational social influence, social facilitation, social loafing, deindividuation, group polarization, groupthink, culture, norms, prejudice, stereotypes, discrimination, just-world phenomenon, ingroup, outgroup, ingroup bias, scapegoat theory, other-race effect, aggression, frustration-aggression principle, social scripts, mere exposure effect, passionate love, companionate love, equity, self-disclosure, altruism, bystander effect, social exchange theory, reciprocity norm, social-responsibility norm, conflict, social trap, mirror-image perceptions, self-


Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-LS4- 2), (HS-LS4-4), (HS-LS4-5), (HS-LS4-6) Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace. 9.2.12.C.7 Identify motivational, social and psychological practices that guide personal conduct. 9.3.12.ED-TT.6 Evaluate accepted ethical practices with respect to cultural, social and ethnic differences within the healthcare workplace. 9.3.HL.6

fulfilling prophecy, superordinate goals, grit

Modifications/Strategies for Student Populations: MS/HS ELA & SS *Interdisciplinary

**21st Century Themes and Skills

21st Century Themes &

Skills**

Special Education/Gifted

ELL

At Risk of School Failure

Benchmarking

Career Skills 1. Guest Speakers* 2. Multimedia/Videos 3. Interviews* 4. Resumes* 5. Letters 6. Public Speaking 7. Naviance

Communication

1. Presentations w/Visuals 2. Debates* 3. Speeches* 4. Dramatic Readings 5. Socratic Seminar 6. Rhetoric & Figurative

Language 7. Think-Pair-Share

Collaboration 1. Cooperative Projects 2. Peer Editing 3. Jig Saw 4. Reading Groups 5. Socratic Seminar

Creativity

1. Visual Interpretations 2. Dramatic Readings 3. Creative Writing

a. Modernized Versions of Text

Special Education 1. Providing

Notes/Modified Notes a. PowerPoints b. Text with

Annotations 2. Providing Anchor Copies

with Rubrics 3. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

4. Audio Books 5. Enhanced Digital Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Conferencing

a. Student b. Parent c. Guidance d. Administration e. CST

17. Tutoring/Extra Help

1. Word to Word Dictionaries

2. Bilingual Dictionaries 3. Total Physical

Response 4. Native/Non-Native

Speaker Groupings 5. Providing

Notes/Modified Notes a. PowerPoints b. Text with

Annotations 6. Providing Anchor

Copies with Rubrics 7. Guided Reading



8. Audio Books 9. Enhanced Digital Texts 10. Modeling 11. Chunking 12. Scaffolding 13. Repeat/Rephrase 14. Manipulatives/

Visuals 15. Realia 16. Graphic Organizers 17. Study Guides 18. Portfolios 19. Modified Texts

1. Providing Notes/ Modified Notes

a. PowerPoints b. Text with

Annotations 2. Providing Anchor

Copies with Rubrics 3. Guided Reading



4. Audio Books 5. Enhanced Digital Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Priority Seating 17. Checking Assignments

Pads 18. Conferencing

a. Student b. Parent c. Guidance d. Administration

1. Pre and Post SGO Assessments

2. Study Island

b. Narratives c. Poems d. Drama

Critical Thinking

1. DBQs* a. SS in ELA* b. ELA in SS*

2. Text Analysis a. SS in ELA* b. ELA in SS*

3. Peer Review 4. Reading & Writing

a. Evaluate b. Compare c. Contrast d. Analyze e. Synthesize f. Create Technology

1. PARCC Practice 2. SMART Board 3. iPads 4. SMART Response

Technology 5. Text to Speech 6. Podcasts 7. Virtual Field Trips 8. Quizlet 9. Socrative 10. Kahoot 11. Flubaroo 12. Wikis 13. Google Drive 14. Turnitin 15. Study Island 16. Virtual High School

(HS Only)

Gifted

1. Self-Directed Learning Independent Research*

2. Individualized Pacing 3. Supplemental Texts

(Higher Lexile Levels)* 4. Virtual High School (HS

Only)

20. Conferencing a. Student b. Parent c. Guidance d. Administration e. CST

21. Tutoring/Extra Help

e. CST 19. Tutoring/Extra Help

COURSE OF STUDY UNIT PLANNING GUIDE FOR AP PSYCHOLOGY · course of study unit planning guide for:...

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