advanced placement psychology grades 11 or 12

Office of Curriculum & Instruction

Advanced Placement Psychology

Grades 11 or 12

ABSTRACT

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. A variety of activities, demonstrations, and projects will be provided to meet this goal of instructing scientific and empirical approaches.

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AP Psychology Curriculum Map

Unit/

Time Frame Unit 1:

History and Approaches, and

Research Methods Weeks 1-4

Unit 2: The Biological Basis of Behavior

Weeks 5-8

Unit 3: Sensation and

Perception Weeks 9-10

Unit 4: Social Psychology

Weeks 11-13

Unit 5: States of

Consciousness Week 14

2014 New Jersey Student Learning Standards-Social Studies American Psychological Association National Psychology Standards

6.1.12.D.14.e 6.1.12.D.16.a-c Standard Area IA: Introduction and Research Methods

6.1.12.D.14.e 6.1.12.D.16.a-c Standard Area IIA: Biological Basis of Behavior

6.1.12.D.14.e 6.1.12.D.16.a-c Standard Area IIB: Sensation and Perception

6.1.12.D.14.e 6.1.12.D.16.a-c Standard Area VC: Social and Cultural Dimensions of Behavior

6.1.12.D.14.e 6.1.12.D.16.a-c Standard Area IVD: States of Consciousness

Essential Question: -How did psychology develop from its prescientific roots in early understandings of mind and body to the beginnings of modern science? -What are psychology’s levels of analysis, related perspectives, and main subfields? -How is research used in psychology to understand, describe, and predict behavior in humans and animals? -Is psychological research ethical and what methods are used to ensure fait treatment of people and animals?

-What is the relationship between physiological processes and behavior?

-How do people take in information from the environment through active sensory organs (sensation) and interpret this information through cognitive processes of perception?

-How do individuals relate to one another in social situations?

-In what way does consciousness and different levels of conscious activity affect behavior?


Skills and Topics: -Recognize how philosophical and physiological perspectives shaped the development of psychological thought. - Describe and compare different theoretical approaches in explaining behavior: -Recognize the strengths and limitations of applying theories to explain behavior. -Distinguish the different domains of psychology - Identify major historical figures in psychology - Differentiate types of research with regard to purpose, strengths, and weaknesses. -Describe how research design drives the reasonable conclusions that can be drawn - Identify independent, dependent, confounding, and control variables in experimental designs. -Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys. -Predict the validity of behavioral explanations based on the quality of research design -Distinguish the purposes of descriptive statistics and inferential statistics. -Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics. -Discuss the value of reliance on operational definitions and measurement in behavioral research. -Identify how ethical issues inform and constrain research practices. -Describe how ethical and legal guidelines protect research participants and promote sound ethical practice.

-Explain the process of neural communication. -Delineate the different steps of the neural chain. -Analyze the difference

between the neural and hormonal systems. -Identify the parts of the brain and the functions of each. -Describe the different types of brain scans. -Determine the role of

genetics in influencing human behavior.

-Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation. -Describe sensory processes, including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses. -Explain common sensory disorders -Describe general principles of organizing and integrating sensation to promote stable awareness of the external world -Discuss how experience and culture can influence perceptual processes -Explain the role of top-down processing in producing vulnerability to illusion. -Discuss the role of attention in behavior. -Challenge common beliefs in parapsychological phenomena.

-Apply attribution theory to explain motives -Describe the structure and function of different kinds of group behavior -Explain how individuals respond to expectations of others, including groupthink, conformity, and obedience to authority. -Discuss attitudes and how they change - Predict the impact of the presence of others on individual behavior -Describe processes that contribute to differential treatment of group members

-Articulate the impact of social and cultural categories

-Anticipate the impact of behavior on a self-fulfilling prophecy. -Describe the variables that contribute to altruism, aggression, and attraction. -Discuss attitude formation and change, including persuasion strategies and cognitive dissonance.

-Define consciousness. -Describe the different stages of sleep. -Analyze the different theories of dreaming. -Determine the common sleep disorders and their consequences. -Differentiate between the different theories of hypnosis. -Describe psychoactive drugs and their effects. -Differentiate among the different types of psychoactive drugs and their effects. -Analyze the consequences of addiction, tolerance, and withdrawal.


Interdisciplinary Connections:

*ELA: RI.11.1-10, W.11.1-10 Science: 5.1.12.D.1 Health/PE: 2.1.12.E.1-3 Technology: 8.1.12.A.4, 8.1.12.F.1 21st Century Life/Careers: CRP – 1, 4, 8, 9





Integration of Technology:

Internet, Web Quests, wireless laptop computers, classroom computers, SMART Boards, multimedia presentations, prezis, wikis, VoiceThread, video case studies, video streaming, podcasting

Writing: Open-ended responses, conclusions and analysis of exploratory activities, reflective journal entries, clinical diaries, response cards, essays, research reports

Formative Assessments:

Group work, paired work, journal entries, multimedia presentations, scoring rubric, benchmark assessments

Summative Assessments:

Quizzes, tests, projects, multimedia presentations, benchmark assessments

Performance Assessments:

Clinical study responses, video case responses, group presentations, multimedia presentations

21st Century Themes:

r Global Awareness r Civic Literacy r Financial, Economic, Business, and Entrepreneurial Literacy r Health Literacy


21st Century Skills: r Creativity & Innovation

r Media Literacy r Critical Thinking & Problem Solving r Life and Career Skills r Information & CommunicationTechnologies Literacy r Communication & Collaboration r Information Literacy

Resources: Trade books, periodicals, professional publications, journals, videos, websites, blogs, multimedia resources

Careers: Applicable career options are discussed as they arise throughout the social studies program. Career options include, but are not limited to, the following career clusters: Agriculture, Food, and Natural Resources Career Cluster; Architecture and Construction Career Cluster; Arts, A/V Technology, and Communications Career Cluster; Business, Management, and Administration Career Cluster; Education and Training Career Cluster; Finance Career Cluster; Government and Public Administration Career Cluster; Health Science Career Cluster; Hospitality and Tourism Career Cluster; Human Services Career Cluster; Information Technology Career Cluster; Law, Public Safety, Correction, and Security Career Cluster; Manufacturing Career Cluster; Marketing Career Cluster; Science, Technology, Engineering and Mathematics Career Cluster; Transportation, Distribution, and Logistics Career Cluster.

*2016 NJSLS

RL – Reading Literature N: Numbers RI – Reading Information A: Algebra W – Writing F: Functions SL – Speaking and Listening G: Geometry L – Language S: Statistics and Probability

MD: Measurement and Data


Unit/Time Frame Unit 6:

Learning Weeks 15-17

Unit 7: Cognition

Weeks 18-20

Unit 8: Motivation

and Emotion Weeks 21-23

Unit 9: Developmental

Psychology Weeks 24-26

Unit 10: Personality and

Testing and Individual Differences

Weeks 27-29

2014 New Jersey Student Learning Standards-Social Studies

6.1.12.D.14.e 6.1.12.D.16.a-c Standard Area IVA: Learning

6.1.12.D.14.e 6.1.12.D.16.a-c Standard Area IVB: Memory Standard Area IVC: Thinking and Language

6.1.12.D.14.e 6.1.12.D.16.a-c Standard Area IIC: Motivation and Emotion Standard Area IID: Stress, Coping, and Health

6.1.12.D.14.e 6.1.12.D.16.a-c Standard Area IIIA: Life Span Development

6.1.12.D.14.e 6.1.12.D.16.a-c Standard Area IIIB: Personality and Assessment Standard Area IVE: Individual Differences

Essential Question: -What is the difference between learned and unlearned behaviors?

-How do humans convert sensory information into memories, language, methods of problem solving, and creative processes?

-What types of biological and social factors motivate and sustain behavior and how is biology and culture an influence on emotion?

-How does behavior develop from conception to death and what processes contribute to behavioral changes across the life span?

-What factors contribute to the development of enduring patterns of behavior and personal characteristics? -How is intelligence and assessment of individual differences defined and used to create tests?

Skills and Topics: -Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning. -Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning.

-Interpret graphs that exhibit the results of learning experiments.

-Compare and contrast various cognitive processes: effortful versus automatic processing; deep versus shallow processing; focused versus divided attention. -Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory).

-Discuss the similarities of instinct and drive theories. -Discuss the difference between drive theory and homeostasis. -Explain the reasons why intrinsic motivation is more beneficial than extrinsic motivation. -Determine how psychologists measure achievement motivation. -Identify ways we can motivate others to give their best efforts. -Analyze how the body regulates weight

-Describe the physical development of infants and children from conception to puberty. -Analyze the cognitive development of infants and children. -Evaluate the importance of social development in infants and children. -Define adolescence and evaluate how adolescence has changed over the last century. -Summarize the physical changes that occur during adolescence.

-Explain how group tests of intelligence differ from individual tests. -Differentiate between an aptitude test and an achievement test. -Explain the difference between reliability and validity. -Analyze the reasons for the differences in test scores among people of different genders, races, and ethnic groups.


-Predict the effects of

operant conditioning. -Predict how practice, schedules of reinforcement, and motivation will influence quality of learning. -Provide examples of how biological constraints create learning predispositions. -Describe the essential characteristics of insight learning, latent learning, and social learning. -Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used to address behavioral problems.

-Outline the principles that underlie effective encoding, storage, and construction of memories. -Describe strategies for memory improvement. -Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language. -Identify problem-solving strategies as well as factors that influence their effectiveness. -List the characteristics of creative thought and creative thinkers.

-Differentiate between historical and modern cognitive theories of emotion. -Identify the physiological changes that occur when people experience different emotions. -Determine the criteria for assessing gender differences in emotional expression.

-Analyze how the reasoning ability of adolescents differs from that of children. -Describe and analyze Kohlberg’s theory of moral reasoning. -Describe how nature and nurture affect behavior. -Describe how developmental psychologists research development over the life span.

-Analyze how sex roles influence individual and social behavior throughout the life span.

-Compare and contrast Gardner’s and Sternberg’s theories of intelligence. -Evaluate Alfred Binet’s contribution to intelligence testing. -Evaluate Lewis Terman’s role in the development of intelligence testing.

- Describe David Weschler’s contribution to intelligence testing.



















21st Century Skills: r Creativity & Innovation r Media Literacy r Critical Thinking & Problem Solving r Life and Career Skills r Information & CommunicationTechnologies Literacy r Communication & Collaboration r Information Literacy




Unit/Time Frame Unit 11: Abnormal Psychology and

Treatment of Mental Disorders

Weeks 30-32

Unit 12: Review for

Exam and Post Advanced

Placement Test Weeks 33-40

2014 New Jersey Student Learning Standards-Social Studies

6.1.12.D.14.e 6.1.12.D.16.a-c Standard Area VA: Psychological Disorders Standard Area VB: Treatment of Psychological Disorders

6.1.12.D.14.e 6.1.12.D.16.a-c

Essential Question: -How can we draw the line between normal and abnormality? -How are mental illnesses categorized, diagnosed, and examined from various perspectives in society? -What methods are used to treat mental illness?

How can principles of psychology be applied to everyday situations?


Skills and Topics: -Describe contemporary and historical conceptions of what constitutes psychological disorders. -Recognize the use of the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments. -Discuss the major diagnostic categories and their corresponding symptoms. -Evaluate the strengths and limitations of various approaches to explaining psychological disorders. -Identify the positive and negative consequences of diagnostic labels -Discuss the intersection between psychology and the legal system -Describe the central characteristics of psychotherapeutic intervention. -Describe major treatment orientations used in therapy and how those orientations influence therapeutic planning. -Compare and contrast different treatment formats - Discuss how cultural and ethnic context influence choice and success of treatment

-Create a mock study using the survey method of research -Debate topics in developmental psychology -Research the mental health system provided for people in work environments, the military, and schools -Analyze movie characters and apply therapeutic methods to cope with illness




21st Century Skills: r Creativity & Innovation r Media Literacy r Critical Thinking & Problem Solving r Life and Career Skills r Information & CommunicationTechnologies Literacy r Communication & Collaboration r Information Literacy



*2016 NJSLS

RL – Reading Literature N: Numbers RI – Reading Information A: Algebra W – Writing F: Functions SL – Speaking and Listening G: Geometry L – Language S: Statistics and Probability

MD: Measurement and Data

advanced placement psychology grades 11 or 12

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