COURSE   TITLE: 

AP   PSYCHOLOGY 

 

LENGTH: 

Full   Year   Elective   Course 

 

DEPARTMENT: 

SOCIAL   STUDIES 

 

SCHOOL: 

RUTHERFORD   HIGH   SCHOOL 

RUTHERFORD,   NJ 

 

DATE: 

2017 

 

 

 

 

Approved:   April   24,   2017 

 

AP Psychology  

 

I.   INTRODUCTION 

Psychology   is   regarded   as   the   scientific   study   of   behavior   and   mental   processes.      However, 

psychology   is   really   much   more   and   includes   many   aspects   of   everyday   life.      Individuals   should 

be   knowledgeable   and   informed   of   the   basic   principles   of   psychology   in   order   to   better 

understand   their   own   thoughts,   reactions,   and   emotions. 

 

The   primary   purpose   of   the   AP   Psychology   course   is   to   provide   an   in­depth   study   of   human 

behavior   and   mental   processes   through   the   mastery   of   various   psychological   principles   at   the 

college   level.   The   units   of   study   will   include:   History   and   Approaches,   Research   Methods, 

Biological   Bases   of   Behavior,   Sensation   and   Perception,   States   of   Consciousness,   Learning, 

Cognition,   Motivation   and   Emotion,   Developmental   Psychology,   Personality,   Testing   and 

Individual   Differences,   Abnormal   Behavior,   Treatment   of   Abnormal   Behavior,   and   Social 

Psychology. 

 

Through   the   use   of   the   Internet,   field   trips,   oral   reports,   critical   thinking   activities,   and   in­   class 

experiments,   students   will   become   prepared   to   take   the   AP   Psychology   course. 

 

This   course   meets   all   of   the   Board   of   Education   requirements   and   the   New   Jersey   Student 

Learning   Standards. 

 

II.   OBJECTIVES 

A.   Course   Proficiencies 

1. Develop   familiarity   with   the   language   of   psychology. 

2. Develop   an   understanding   of   psychology   and   how   it   relates   to   individuals   and 

small   groups. 

3. Trace   the   origins   of   psychology   from   ancient   to   modern   day   systems. 

4. Demonstrate   the   use   of   the   experimental   method   and   the   use   of   interviews,   tests, 

surveys,   and   case   studies. 

5. Understand   the   various   schools   of   thought   on   the   development   of   personalities. 

6. Explain   psychological   disorders,   their   causes,   and   various   models   of   treatment. 

7. Understand   the   forces   that   have   affected   our   lives   and   how   we   can   learn   to  

help   ourselves   lead   a   fuller   and   richer   life.      

B.      New   Jersey   Student   Learning   Standards   for   Social   Studies   (2014)  

    http://www.state.nj.us/education/cccs/2014/ss/ 

 

                                                                  Standard   6.1 

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AP Psychology  

U.S. History: America in the World.  All students will acquire the knowledge and skills                           to think analytically about how past and present interactions of people, cultures, and the                           environment shape the American heritage. Such knowledge and skills enable students to                       make informed decisions that reflect fundamental rights and core democratic values as                       productive   citizens   in   local,   national,   and   global   communities.  

                                                                  Standard   6.2  

World History/Global Studies.  All students will acquire the knowledge and skills to                       think analytically and systematically about how past interactions of people, cultures,                     and the environment affect issues across time and cultures. Such knowledge and skills                         enable students to make informed decisions as socially and ethically responsible world                       citizens   in   the   21st   century. 

                                                                        Standard   6.3 

Active Citizenship in the 21st Century.  All students will acquire the skills needed to be                             active, informed citizens who value diversity and promote cultural understanding by                     working collaboratively to address challenges that are inherent in living in an                       interconnected   world. 

 

            New   Jersey   Student   Learning   Standards   for   English   Language   Arts   Companion Standards   in   History/Social   Studies,   Science,   and   Technical   Subjects 

 

www.state.nj.us/education/cccs/2016/ela    

 C. Course Outline   This outline was developed in accordance with the AP Psychology Course Guidelines o�ered through the College Board.   I. History and Approaches: 

1. Identify the importance of philosophical perspectives in shaping the development of the �eld. 

2. Describe and compare di�erent theoretical approaches in explaining behavior: a. Early: structuralism, functionalism, behaviorism b. Later: Gestalt, psychoanalytic/psychodynamic, humanism  c. Current: evolutionary, biological, cognitive  

3. Identify the strengths and weaknesses of the discipline. 4. Describe the range of psychological study: 

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AP Psychology  

a. biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, and social. 

5. Identify the major historical �gures in psychology.   

II. Research Methods: 1. Compare and contrast di�erent types of research designs regarding purpose, strengths, 

and weaknesses. 2. Explain the types of conclusions that can be drawn from di�erent research designs. 3. De�ne independent, dependent, confounding, and control variables in experimental 

designs. 4. Distinguish between random assignment of participants to conditions in experiments and 

random selection of participants. 5. Predict the validity of behavioral explanations based on the quality of research design. 6. Compare and contrast the uses of descriptive statistics and inferential statistics. 7. Apply basic descriptive statistical concepts, including interpreting and constructing 

graphs and calculating simple descriptive statistics. 8. Describe how ethical issues inform and constrain research practices. 9. Grasp how ethical and legal guidelines protect research participants and promote sound 

ethical practice.   III. Biological Bases of Behavior: 

1. Identify parts of the neuron and the process of transmission of a signal between neurons. 2. Describe the in�uence of di�erent medications/drugs on neurotransmitters. 3. Explain the e�ect of the endocrine system on behavior. 4. Describe the nervous system and its subdivisions and functions: 5. Discuss psychology’s view of the nature vs. nurture debate. 6. Predict how traits and behavior can be selected for their adaptive value. 7. Identify key contributors to biological and brain research. 

  IV. Sensation and Perception: 

1. Discuss basic principles of sensory transduction. 2. Describe sensory processes and specialized pathways in the brain for each of the senses. 3. Describe common sensory disorders. 4. Describe general principles of organizing and integrating sensation to promote stable 

awareness of the external world. 5. Discuss how experience and culture can in�uence perceptual processes from one 

individual to the next. 6. Explain the role of top-down processing in producing vulnerability to illusion. 7. Discuss the role of attention in behavior. 8. Identify the major historical �gures in sensation and perception. 

V. States of Consciousness: 

1. Describe various states of consciousness and their impact on behavior. 2. Discuss aspects of sleep and dreaming: 

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AP Psychology  

a. stages and characteristics of the sleep cycle; b. theories of sleep and dreaming; c. symptoms and treatments of sleep disorders. 

3. Describe historic and contemporary uses of hypnosis. 4. Explain hypnotic phenomena. 5. Identify the major psychoactive drug categories and classify speci�c drugs, including 

their psychological and physiological e�ects. 6. Discuss the psychological principles related to drug dependence, addiction, tolerance, and 

withdrawal. 7. Identify the major �gures in consciousness research. 

  VI. Learning: 

1. Compare and contrast classical conditioning, operant conditioning, and observational learning. 

2. Describe the basic components in classical conditioning. 3. Predict the e�ects of operant conditioning on human behavior. 4. Predict how practice, schedules of reinforcement, and motivation will in�uence learning. 5. Interpret graphs that exhibit the results of learning experiments. 6. Provide examples of how biological constraints create learning predispositions. 7. Describe insight learning, latent learning, and social learning. 8. Apply learning principles to explain emotional learning, taste aversion, superstitious 

behavior, and learned helplessness. 9. Suggest how behavior modi�cation can be used to address behavioral problems. 10. Identify key contributors in the psychology of learning. 

  

VII. Cognition: 

1. Compare and contrast various cognitive processes: a. e�ortful versus automatic processing; b. deep versus shallow processing; c. focused versus divided attention. 

2. Describe and di�erentiate psychological and physiological systems of memory. 3. Describe the processes of encoding, storage, and construction of memories. 4. Describe strategies for memory improvement. 5. Explain various problem-solving strategies. 6. List the characteristics of creative thought and creative thinkers. 7. Identify key contributors in cognitive psychology. 

 

VIII. Motivation and Emotion: 

1. Identify and apply basic motivational concepts to understand the behavior of humans. 2. Discuss the biological bases of motivation. 3. Compare and contrast motivational theories including the strengths and weaknesses. 

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AP Psychology  

4. Describe classic research �ndings in speci�c motivation systems. 

5. Discuss the e�ects of stress on psychological and physical well-being.  

6. Compare and contrast major theories of emotion. 

7. Describe how cultural in�uences shape emotional expression. 

8. Identify key contributors in the psychology of motivation and emotion. 

 

IX. Developmental Psychology: 

1. Discuss the interaction of nature and nurture in determining behavior.  

2. Explain the process of conception and gestation, including factors that in�uence 

successful fetal development. 

3. Discuss maturation of motor skills throughout childhood. 

4. Describe the in�uence of temperament and other social factors on attachment and 

appropriate socialization. 

5. Explain the maturation of cognitive abilities according to various theories. 

6. Compare and contrast models of moral development. 

7. Discuss maturational challenges in adolescence including related family con�icts. 

8. Characterize the development of decisions related to intimacy as people mature. 

9. Predict the physical and cognitive changes that emerge as people age. 

10. Describe how sex and gender in�uence socialization and other aspects of development. 

11. Identify key contributors in developmental psychology. 

 

X. Personality: 

1. Compare and contrast the major theories and approaches to explaining personality: 

a. Psychoanalytic 

b. Humanist 

c. Cognitive 

d. Trait 

e. Social learning 

f. Behavioral 

2. Describe and compare research methods used to investigate personality. 

3. Describe frequently used assessment strategies and evaluate relative test quality. 

4. Speculate how cultural context can facilitate or constrain personality development. 

5. Identify key contributors to personality theory. 

 

 

XI. Testing and Individual Di�erences: 

1. De�ne intelligence and list characteristics of how psychologists measure intelligence: 

a. abstract versus verbal measures; 

b. speed of processing. 

2. Explain how culture in�uences the de�nition of intelligence. 

3. Compare and contrast historic and contemporary theories of intelligence. 

4. Explain how psychologists design tests to establish reliability and validity. 

5. Interpret the meaning of scores in terms of the normal curve. 

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AP Psychology  

6. Describe relevant labels related to intelligence testing. 7. Analyze appropriate testing practices, particularly in relation to culture-fair test uses. 8. Identify key contributors in intelligence research and testing. 

  XII. Abnormal Behavior: 

1. Describe contemporary and historical conceptions of psychological disorders. 2. Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) 

as the primary reference for making diagnostic judgments. 3. Discuss the major diagnostic categories, including:  

a. anxiety and somatoform disorders b. mood disorders c. schizophrenia d. organic disturbance e. personality disorders  f. dissociative disorders 

4. Evaluate the strengths and limitations of various approaches to explaining psychological disorders. 

5. Explain the positive and negative consequences of diagnostic labels. 6. Discuss the ethics associated with the helping professions. 

  XIII. Treatment of Abnormal Behavior: 

1. Describe the central characteristics of psychotherapeutic intervention. 2. Describe major treatment orientations used in therapy. 3. Compare and contrast di�erent therapeutic treatment formats. 4. Summarize e�ectiveness of speci�c treatments used to address speci�c problems. 5. Discuss how cultural and ethnic context in�uence choice and success of treatment. 6. Describe prevention strategies that build resilience and promote competence. 7. Identify major �gures in psychological treatment. 

  XIV. Social Psychology: 

1. Apply attribution theory to explain motives. 2. Describe the structure and function of di�erent kinds of group behavior. 3. Explain how individuals respond to expectations of others. 4. Discuss attitudes and how they change. 5. Predict the impact of the presence of others on individual behavior. 6. Describe processes that contribute to di�erential treatment of group members. 7. Articulate the impact of social and cultural categories on self-concept and relations with 

others. 8. Anticipate the impact of behavior on a self-ful�lling prophecy. 9. Describe the important variables that contribute to altruism, aggression, and attraction. 10. Discuss attitude formation and change, including persuasion strategies and cognitive 

dissonance. 11. Identify important �gures in social psychology. 

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AP Psychology  

 

III. PROFICIENCY LEVELS 

This AP course is designed for twelfth-grade students who have achieved A- or better average in the following courses and or a teacher recommendation: 

● Biology ● Algebra 2 ● US History II 

 

IV. METHODS OF ASSESSMENT 

A. Student Assessment 

1. Research projects - individual written research. 2. Oral presentations from research, homework, and class work. 3. Group presentations from cooperative learning and research activities 4. Participation in class discussions and activities.   5. Tests and quizzes. 6. Homework as by Board of Education policy. 

 

B. Curriculum/Teacher Assessment 

The teacher will provide the subject area supervisor with suggestions for change. 

 

V. GROUPING 

Students are heterogeneously grouped. 

 

VI. ARTICULATION/SCOPE/SEQUENCE 

AP Psychology is a full-year course for students in grade twelve. It requires no background in the study of psychology. This course meets for 56 minutes on a rotating block schedule.  

 

VII. RESOURCES 

A. Text— Psychology in Action (Karen Hu�man), John Wiley & Sons, Inc. (2012) B. Reference and Audio Visual Material  

1. Broughton, Richard S. Parapsychology: The Controversial Science .  New York: Ballantine Books, 1991. 2. Spitzer, Robert L., Miriam Gibbon, and Andrew Skodol. DSM-IV    Casebook: A Learning Companion to the Diagnostic and Statistical    Manual of Mental Disorders . 4th ed. Washington D.C.: American  Psychiatric Press, 1994. 

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AP Psychology  

3. “Three Faces of Eve” DVD 4. “Dead Poet’s Society” DVD 5. “One Flew Over the Cuckoo’s Nest” DVD (edited) 

C. Resources for speakers and materials 

1. Student Assistance Coordinator  Rutherford High School  201-438-7675   2. County Hospital   230 E. Ridgewood Ave.  Paramus, NJ 07652  201-967-4000  3. Alternative to Domestic Violence  21 Main St.  Hackensack, NJ 07601  201-487-8484  4. Psychiatric Hospital  Greystone Park, NJ 07950  201-538-1800 

D. Internet Resources 

1. Mental Health Disorders 

a. http://www.mentalhealth.com/ 

 

E. Suggested Areas For Research 

1. Explain the basic research question behind the “nature versus nurture” debate. 2. Explain the cognitive and moral development of children according to Piaget’s and 

Kohlberg’s theories. 3. Research how Sigmund Freud’s psychoanalytic school of thought in�uenced the 

development of psychology as a science. 4. Investigate the interpretation of dreams and the latent meaning of dreams. 5. Research the causes, symptoms, and treatments of a psychological disorder. 6. Research a personality theory as developed by a leading psychologist and create your 

own examples to support the theory. 7. Research one of the methods that allow an individual to accumulate information in a 

scienti�c manner. Explain the advantages and disadvantages and develop a model situation in which the method can be tested. 

8. Research one psychologist and how they in�uenced the development of the school of thought they are associated with. 

 

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AP Psychology  

VIII. Technology  

http://www.state.nj.us/education/cccs/2014/tech/  

 8.1   Educational   Technology:    All   students   will   use   digital   tools   to   access,   manage,   evaluate,   and synthesize   information   in   order   to   solve   problems   individually   and   collaboratively   and   to   create and   communicate   knowledge. A.   Technology   Operations   and   Concepts    8.1.12.A.2 B.   Creativity   and   Innovation    8.1.12.B.1 C.   Communication   and   Collaboration    8.1.12.C.1 D.   Digital   Citizenship    8.1.12.D.4 E.   Research   and   Information   Literacy    8.1.12.E.2 F.   Critical   Thinking,   Problem   Solving,   and   Decision­Making    8.1.12.F.2  

8.2   Technology   Education,   Engineering,   and   Design:    All   students   will   develop   an understanding   of   the   nature   and   impact   of   technology,   engineering,   technological   design,   and   the designed   world,   as   they   relate   to   the   individual,   global   society,   and   the   environment. A.   Nature   of   Technology:   Creativity   and   Innovation    8.2.12.A.1  B.   Design:   Critical   Thinking,   Problem   Solving,   and   Decision­Making    8.2.12.B.3 C.   Technological   Citizenship,   Ethics,   and   Society    8.2.12.C.3 D.   Research   and   Information   Fluency    8.2.12.D.1 E.   Communication   and   Collaboration    8.2.12.E.1 F.   Resources   for   a   Technological   World    8.2.12.F.1 G .    The   Designed   World    8.2.12.G.1  

 IX. METHODOLOGIES 

The teacher is expected to use visual, oral, interactive, and written components in the lessons to reach all students with di�erent learning styles.     The following are suggestions, not limits, as to what a teacher will do: 

 a. Individualized assignments b. Group work of all types c. Computer and technology use d. DVD’s e. Di�erentiated instruction  

X. SUGGESTED ACTIVITIES 

The teacher may take �eld trips to local hospitals and clinics in the town or county. Speakers from the �eld of psychiatry, and persons involved in the practice of psychiatry may be contacted. 

 

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AP Psychology  

XI. INTERDISCIPLINARY CONNECTIONS 

Whenever a teacher can use resources of the school district, it should be done. Teachers will use interdisciplinary reading and writing assignments across the curriculum to enhance student learning whenever possible.  

XII.               Differentiating   Instruction   for   Students   with   Special   Needs:   Students   with   Disabilities, English   Language   Learners,   and   Gifted   &   Talented   Students  

Differentiating   instruction   is   a   flexible   process   that   includes   the   planning   and   design   of 

instruction,   how   that   instruction   is   delivered,   and   how   student   progress   is   measured.   Teachers 

recognize   that   students   can   learn   in   multiple   ways   as   they   celebrate   students’   prior   knowledge. 

By   providing   appropriately   challenging   learning,   teachers   can   maximize   success   for   all   students. 

 

Examples   of   Strategies   and   Practices   that   Support 

 

Students   with   Disabilities 

• Use   of   visual   and   multi­sensory   formats 

• Use   of   assisted   technology 

• Use   of   prompts 

• Modification   of   content   and   student   products 

• Testing   accommodations 

• Authentic   assessments 

Gifted   &   Talented   Students 

• Adjusting   the   pace   of   lessons 

• Curriculum   compacting 

• Inquiry­based   instruction 

• Independent   study 

• Higher­order   thinking   skills 

• Interest­based   content 

• Student­driven   instruction 

• Real­world   problems   and   scenarios 

English   Language   Learners 

• Pre­teaching   of   vocabulary   and   concepts 

• Visual   learning,   including   graphic   organizers 

• Use   of   cognates   to   increase   comprehension 

• Teacher   modeling 

• Pairing   students   with   beginning   English   language   skills   with   students   who   have   more 

advanced   English   language   skills 

• Scaffolding 

•word   walls 

•sentence   frames 

•think­pair­share 

•cooperative   learning   groups 

•teacher   think­aloud 

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AP Psychology  

 

XIII. 21st   CENTURY   LIFE   AND   CAREERS 

 

Career   Ready   Practices   describe   the   career­ready   skills   that   all   educators   in   all   content   areas should   seek   to   develop   in   their   students.   They   are   practices   that   have   been   linked   to   increase college,   career,   and   life   success.   Career   Ready   Practices   should   be   taught   and   reinforced   in   all career   exploration   and   preparation   programs   with   increasingly   higher   levels   of   complexity   and expectation   as   a   student   advances   through   a   program   of   study.  http://www.state.nj.us/education/cccs/2014/career/   9.2   CAREER   AWARENESS,   EXPLORATION,   AND   PREPARATION 

C .   CAREER   PREPARATION:    9.2.12.C.1,   9.2.12.C.2,   9.2.12.C.3,   9.2.12.C.4,   9.2.12.C.5, 9.2.12.C.6,   9.2.12.C.7,   9.2.12.C.8,   9.2.12.C.9  

XIV. PROFESSIONAL DEVELOPMENT 

As per the 150 hours/PDP statement, the teacher will continue to improve expertise through participation in a variety of professional development opportunities.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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AP Psychology  

Curriculum Map - AP Psychology 

 Class  September  October  November  December  January 

AP   Psych  History and Approaches 1. Perspectives. 2. Theories. 3. Range of the 

discipline. 4. Historical �gures. Research Methods 1. Research designs. 2. Variables. 3. Sampling. 4. Validity. 5. Statistics. 6. Ethics. 

 

Biological Bases of Behavior 1. Nervous 

System. 2. Endocrine 

System. 3. Parts of Brain. 4. Heredity. 

Sensation and Perception 5. Transduction. 6. Sensory 

Processes. 7. Organization. 8. Attention.  

States of Consciousness 1. States. 2. Sleep/dream. 3. Hypnosis. 4. Drugs and 

addiction. Learning 1. Classical 

Conditioning. 2. Operant 

Conditioning. 3. Observational 

Learning. 4. Behavior 

modi�cation. 

Cognition 1. Cognitive 

Processing. 2. Memory. 3. Problem-solving. 4. Creativity Testing and Individual Di�erences 1. Intelligence. 2. Culture and 

intelligence. 3. Intelligence tests. 4. Labeling in 

intelligence. 5. Validity in testing. 

Motivation and Emotion 1. Theories of 

motivation. 2. Classical research. 3. Stress. 4. Culture and 

emotion. Developmental Psychology 1. Nature/Nurture. 2. Life Span 

Development. 3. Socialization. 4. Maturation. 

  February  March  April  May  June 

  Personality 1. Theories. 2. Research Methods. 3. Assessments. 4. Culture and 

personality. Abnormal Behavior 1. Psychological 

disorders. 2. DSM. 3. Diagnostic 

categories. 4. Ethics. 

Treatment of Abnormal Behavior 1. Therapeutic 

intervention. 2. Formats of 

treatment. 3. E�ectiveness of 

treatment. 4. Cultural/Ethnic 

context of treatment. 

Prevention. Social Psychology 1. Attribution 

theory. 2. Group Behavior. 3. Attitudes. 4. Labeling and 

self-concept. 5. Altruism. 6. Aggression. 7. Attraction.  

Review for AP Exam  (All Chapters) 

Review for AP Exam  Current Topics in Psychology Project 

Final Projects/Assessment  

  

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