Course Description

Advanced Placement Psychology is the equivalent of an introductory college course. As such, students are expected
to do college-level work and display college-level thinking skills. Completing assigned textbook reading is a must.
Classroom time will be for activities, discussions, explanations and reviews. These will be more successful and
enriching if students take responsibility for completing assignments and keeping up with the reading. Major areas
of study will include the history of psychology, research and statistics, biopsychology, cognition, memory and
intelligence, personality and development, motivation and emotion, learning theories, abnormal psychology,
treatment, and social psychology. Students will have the benefit of teacherdirected lessons; peer-to-peer
facilitated learning, consistent use of the internet, and will be encouraged to explore community resources.
Textbook: Psychology, 8th Edition, David G. Myers, Worth Publishers, 2007

Course Curriculum
The curriculum for AP Psychology is established by The College Board. It can be found in a pdf document called
the AP Psychology Course Description. Go to: https://apstudent.collegeboard.org/apcourse/ap-psychology

The following is the expected sequence of study for the 2014-15 school year:
COLLEGE BOARD
CONTENT OUTLINE
NUMBER

UNIT

History,
Chapters-Prologue & Chapter 1
Approaches and
A. Prescientific psychology
Research Methods
I & II

B. Psychological science
C. History of psychology
D. Psychological
approaches/perspectives
E. Subfields of psychology
F. Research Methods
G. Ethics of experimentation

OBJECTIVES
1. Examine the views of pre
scientific thinkers
regarding how the mind
and body relate
2. Discuss early
psychologists efforts to
understand the structure
and functions of the
mind.
3. Explain psychological
approaches/perspectives.
4. Explain how the scientific
attitude encourages critical
thinking.
5. Identify the parts of an
experiment.
6. Compare and contrast
research methods (case
study, survey, naturalistic
observation).
7. Explain research methodscorrelations v. cause-effect
relationships.
8. Use the three measures of
central tendency and two
measures of variation.

9. Discuss the ethics of

experimentation and
research.

Cognition &
Memory
VII

Cognition & Memory

Chapter 9
A. Memory
B. Memory loss and memory
skills
C. Information processing
D. Encoding
E. Retaining information
F. Retrieval
G. Forgetting
H. Memory construction
I. Types of amnesia
J. Memory improvement

Developmental
Psychology
IX

1. Describe memory in terms of

information processing, and
distinguish among sensory
memory, short-term memory, and
long-term memory.
2. Distinguish between automatic
and effortful processing.
Explain the encoding process
3. Describe the capacity and
duration of long-term memory.
4. Distinguish recall, recognition,
and relearning.
5. Describe the importance of
retrieval cues.
6. Explain why forgetting can be
beneficial.
7. Explain how an understanding
of memory can contribute to
effective study techniques.

1.

Developmental Psychology
Chapter 4
A. Prenatal development and the
newborn.
B. Infancy and childhood: physical,
cognitive, and social development
C. Adolescence
D. Developmental Theories- Piaget,
Erikson, Kohlberg
E. Adult development and transitions

2.

3.

4.

5.

6.

7.

Discuss the course of

prenatal development.
Discuss the effect of body
contact, familiarity, and
responsive parenting on
attachments.
Describe the theories of
Piaget, Erikson, and
Kohlberg.
Describe the early
development of a selfconcept and the possible
effects of parenting styles
on children.
Describe and identify the
major changes of the
period defined as
adolescence.
Examine the impact of
aging on adult memory
and intelligence.
Discuss factors that lead to
life satisfaction across the

life span.

Personality,
Testing, States of
Consciousness
Sensation &
Perception
X, XI, V

Personality, Testing, States of

Consciousness
Chapter 15
A. Personality Theories
B. Perspectives: Psychoanalytic,
Humanistic, Trait, Social
Cognitive
B. Self-Assessment
C. Self-concept/Self-esteem
D. Growth and Adjustment

Sensation & Perception

Chapters 5 & 6
A. Thresholds
B. Sensory Adaptation
C. Stimulus Input
D. Structures & functions of the Eye
E. Hearing
F. Other Senses
G. Attention
H. Perceptual Processes

Personality
Chapter 15
A. Personality Theories
B. Perspectives:
Psychoanalytic, Humanistic,
Trait, Social Cognitive
B. Self-Assessment
C. Self-concept/Self-esteem
D. Growth and Adjustment

1. Define intelligence and list

characteristics of how
psychologists measure
intelligence:
abstract versus verbal
measures;
speed of processing.
2. Discuss how culture influences
the definition of intelligence.
3. Compare and contrast historic
and contemporary theories of
intelligence (e.g.,
Charles Spearman,
Howard Gardner, Robert
Sternberg).
4. Explain how psychologists
design tests, including
standardization strategies and
other techniques to
establish reliability and validity.
5. Interpret the meaning of scores
in terms of the normal curve.
6. Describe relevant labels related
to intelligence testing (e.g., gifted,
cognitively disabled).
7. Debate the appropriate testing
practices, particularly in relation
to culture-fair
test uses.
8. Identify key contributors in
intelligence research and testing
(e.g., Alfred Binet,
Francis Galton, Howard
Gardner, Charles Spearman,
Robert Sternberg, Louis
Terman, David Wechsler).
9. Compare and contrast the major
theories and approaches to
explaining
personality (e.g.,
psychoanalytic, humanist,
cognitive, trait, social
cognition, behavioral).
10. Describe and compare
research methods (e.g., case
studies and surveys) that
psychologists use to investigate
personality.

11. Describe various states of

consciousness and their impact on
behavior.
12. Discuss aspects of sleep and
dreaming:
stages and
characteristics of the sleep cycle;
theories of sleep and
dreaming;
symptoms and
treatments of sleep disorders.
13. Describe historic and
contemporary uses of hypnosis
(e.g., pain control,
psychotherapy).
14. Explain hypnotic phenomena
(e.g., suggestibility, dissociation).
15. Identify the major
psychoactive drug categories (e.g.,
depressants, stimulants)
and classify specific drugs,
including their psychological and
physiological effects.
16. Discuss drug dependence,
addiction, tolerance, and
withdrawal.
17. Identify the major figures in
consciousness research (e.g.,
William James, Sigmund Freud,
Ernest Hilgard).

Social Psychology
XIV

Social Psychology
Chapter 18
A. Group Dynamics
B. Attribution Process
C. Interpersonal Perception
D. Conformity, Compliance,
Obedience
E. Attitudes and Attitude Change
F. Organizational Behavior
G. Aggression/Antisocial Behavior

1. Apply attribution theory to

explain motives (e.g., fundamental
attribution error, self-serving bias).
2. Describe the structure and
function of different kinds of group
behavior (e.g., deindividuation, group
polarization
3. Explain how individuals respond
to expectations of others, including
groupthink, conformity, and
obedience to authority.
4. Discuss attitudes and how they
change (e.g., central route to
persuasion).
5. Predict the impact of the presence
of others on individual behavior (e.g.,
bystander effect, social facilitation).
6. Describe processes that contribute
to differential treatment of group
members
(e.g., in-group/out-group dynamics,
ethnocentrism, prejudice).
7. Articulate the impact of social and

cultural categories (e.g., gender, race,

ethnicity) on self-concept and
relations with others.
8. Anticipate the impact of behavior
on a self-fulfilling prophecy.
9. Describe the variables that
contribute to altruism, aggression,
and attraction.
10. Discuss attitude formation and
change, including persuasion
strategies and cognitive dissonance.
11. Identify important figures in
social psychology (e.g., Solomon
Asch, Leon
Festinger, Stanley Milgram, Philip
Zimbardo).

Learning
VI

Learning
Chapter 8
A. Classical ConditioningPavlov, Watson
B. Operant ConditioningThorndike, Skinner
C. Observational LearningBandura
D. Cognitive Processes in
Learning
E. Biological Factors

Motivation and
Emotion
VIII

Motivation and Emotion

Chapters 12 & 13
A. Biological Bases

1. Discuss the importance of

learning.
2. Describe the process of
classical conditioning (Pavlovs
experiments).
3. Explain acquisition, extinction,
spontaneous recovery,
generalization, and discrimination.
4. Describe the process of operant
conditioning, including the
procedure of shaping, as
demonstrated by Skinners
experiments.
5.Identify and describe the
different types of reinforcers as
well as the schedules of
reinforcement.
6. Discuss the importance of
cognitive processes and biological
predispositions in conditioning.
7. Discuss the effects of
punishment on behavior.
8. Describe the process of
observational learning (Banduras
experiments).

1. In this part of the course,

students explore biological and
social factors that motivate
behavior and biological and

B. Instincts
C. Theories of Motivation
D. Hunger, Thirst, Sex, and Pain
E. Social Motives
F. Theories of Emotion
E. Stress

Biological Basis of
Biological Basis of Behavior
Behavior
Chapter 2 & 3
Sensation &
Perception
III, IV

A. Neuroscience and behavior

B. Neurotransmitters
C. Organization of Nervous System
D. Neural Communication
E. Endocrine System
F. The Brain

Sensation & Perception

Chapters 5 & 6
A. Thresholds
B. Sensory Adaptation

cultural factors that influence

emotion.
2. Identify and apply basic
motivational concepts to
understand the behavior of
humans and other animals (e.g.,
instincts, incentives, intrinsic
versus extrinsic motivation).
3. Discuss the biological
underpinnings of motivation,
including needs, drives, and
homeostasis.
4. Compare and contrast
motivational theories (e.g., drive
reduction theory, arousal
theory, general adaptation theory),
including the strengths and
weaknesses of
each.
5. Describe classic research
findings in specific motivation
systems (e.g., eating,
sex, social)
6. Discuss theories of stress and
the effects of stress on
psychological and physical
well-being.
7. Compare and contrast major
theories of emotion (e.g., James
Lange, Cannon
Bard, Schachter two-factor
theory).

1. Identify basic processes and

systems in the biological bases of
behavior, including parts of the
neuron and the process of
transmission of a signal between
neurons.
2. Discuss the influence of drugs
on neurotransmitters (e.g.,
reuptake
mechanisms, agonists,
antagonists).
3. Discuss the effect of the
endocrine system on behavior.
4. Describe the nervous system
and its subdivisions and functions:

C. Stimulus Input
D. Structures & functions of
the Eye
E. Hearing
F. Other Senses
G. Attention
H. Perceptual Processes

central and peripheral nervous

systems;
major brain regions, lobes, and
cortical areas;
brain lateralization and
hemispheric specialization.
5. Discuss the role of
neuroplasticity in traumatic brain
injury.
6. Recount historic and
contemporary research strategies
and technologies that
support research (e.g., case
studies, split-brain research,
imaging techniques).
7. Discuss psychologys abiding
interest in how heredity,
environment, and
evolution work together to shape
behavior.
8. Predict how traits and behavior
can be selected for their adaptive
value.
9. Identify key contributors (e.g.,
Paul Broca, Charles Darwin,
Michael Gazzaniga,
Roger Sperry, Carl Wernicke).
10. Contrast the processes of
sensation and perception.
11. Distinguish between absolute
and difference thresholds.
Examine the parts of the eye and
ear.
12. Examine the operation of the
sensory systems (five senses).
13. Discuss Young-Helmholtz and
opponent-process theories of color
vision.
14. Explain the place and
frequency theories of pitch
perception.
15. Discuss Gestalt theories of
perception.
16. Discuss noise and hearing
behavior as well as hearing loss.
17. Discuss tactile perception
(touch) and pain theories.
18. Discuss research on depth
perception and cues.

Treatment of
Psychological
Disorders
XII, XIII

Treatment of Psychological Disorders

Chapter 17

A. Treatment Approaches
B. Modes of Therapy (e.g.,
individual, group)
C. Community and Preventive
Approaches

1. Discuss the aims and methods

of psychoanalysis.
2. Identify the basic
characteristics of the humanistic
therapies.
3. Identify the basic assumptions
of behavior therapy.
4. Describe the assumptions and
goals of the cognitive therapies.
5. Discuss the benefits of group
therapy and family therapy.
6. Discuss the findings regarding
the effectiveness of the
psychotherapies.
7. Discuss the role of values and
cultural differences in the
therapeutic process.
8. Identify the common forms of
drug therapy and the use of
electroconvulsive therapy.

Classroom Procedures and Expectations

General Approach: Students will come to class prepared to learn with the proper attitude and supplies. The
classroom will be an intellectually-challenging environment, but also an intellectually-safe environment. Questions
are encouraged; new ideas can be pursued; and connections to the larger world should be made. The foundation of
this intellectual activity must be student attention and engagement. As such, any activity that detracts from attention
and engagement is a violation of the classroom expectations.
Teacher Website: Dont miss class, but if you must, make every effort to keep up with all assignments and notes
while absent from class. My website will include: the nightly or weekly homework assignments. You may also
email me for detailed information regarding a missed class. It is the students responsibility to check the website
the day they are absent in order to keep up with class assignments and homework. This work must be turned in to

the instructor on the day the student returns to school or e-mailed to the instructor. No make-up work will be
given for unexcused absences. The determination of excused or unexcused is made by the attendance office, not by
the instructor.

Tardy Policy: Students are expected to be inside the class room and seated prior to the tardy bell ringing. Students
late for 1st period must report to the attendance office for a pass to class. Consequences for tardies that occur 2nd
through 7th periods follow the Four Steps for tardies which are: 1) Verbal Warning 2) Parent Contact 3) Teacher
Detention 4) Office Referral.

Required Materials: Students are required to bring the following materials to class every day with no exception:
(1) Textbook. (2) Paper or note book with class notes. (3) Pencil. DO NOT ASK THE TEACHER WHEN TO
BRING YOUR BOOK TO CLASS. You need it every day! You will not be allowed to return to your locker for
materials.
Dress Code: The Henry County School System has a countywide dress code. The complete text of this code can
be found in the Henry County Handbook. Please refer to the Union Grove handbook for additional guidelines.
The punishment for violators is outlined in the Henry County Student Handbook.
Electronic Devices: Cell phones, music devices, headphones, IPods, and all other electronic media devices are
NOT permitted in the classroom. NO EXCUSES! Cell phones will be confiscated if seen or heard. Any of these
devices visible at any point during class time will be confiscated and turned in to the front office. At that point, the
device can only be reclaimed by a parent or guardian.
Honor Code: There is a zero tolerance for cheating or copying on tests, projects, quizzes, homework and class
work. Any student who cheats or attempts to cheat or copy, on any test, project, quiz, or homework assignment,
will automatically receive a zero for that grade and will not be allowed to make it up. Any student, who allows
another student to copy his or her work, will also receive a zero for that grade and will not be allowed to make it up.
Missed Quiz or Test: Students who have unlawful absences (cutting class) will not be allowed to make up a
missed quiz or test and the grade will remain a zero. Students who have an excused or lawful absence must
schedule a day to come back to class before or after school. It is the student responsibility to schedule a day in
order to come back to make up any missed test or quiz. Students have 5 days upon returning to school to make-up
the missed test or quiz. If a test or quiz has not been made-up within 5 days, the grade will remain a zero. No
exceptions.
Consequences: Class will follow the policies and procedures of Union Grove High School and the Henry County
Student Handbook. Students who fail to meet these expectations (or in any other way distract from the academic
environment) will either be referred to the office for a disciplinary write up or go through the Union Grove Four
Step discipline procedure, depending on the severity of the infraction.

Grading
Grade Categories and Weight:
Classwork, Quizzes, and Homework
Major Tests & Projects
Semester Final Exam

35%
45%
20%

Classwork and Homework: These assignments include, but are not limited to:
Regular assigned reading of the text and quizzes about the reading
Finding and reflecting on news articles about psychology in magazines and newspapers
Producing products or performances that demonstrate understanding of psychological concepts
Major Tests: All tests and quizzes will reflect the format of the AP exam. They will consist of multiple choice
questions and free response questions. In addition to unit tests, from time to time students will take cumulative

benchmark tests. Benchmark tests will assess all the material covered at that point in the school year. As a yearlong course, this will continue into second semester with material from the first semester. At no point are we
done with any material.
Test Re-takes: A primary goal of the class is for students to acquire knowledge and understanding. If a student
makes an undesirable grade on a test, they are encouraged to study the material, get tutoring if needed, and re-take
the test. The re-take will be on the same material, but will not be the same questions as the first test (and may not
even be the same test format.) The grade on the re-test will be averaged with the original grade. For example, if a
student makes a 60 on the first test, but comes for a re-test and makes an 80, the grade will become a 70. Re-takes
can only be done during designated times. Whenever possible re-takes will be done during Instructional Focus;
however, some before school or after school time may be needed.
Semester Final Exam: For first semester this will be a cumulative benchmark test. For second semester, it will be
the county-mandated Student Learning Outcome (SLO) test.
Extra Credit: There will be NO extra credit.
Bonus Points for AP Grades: Because of the challenging content in AP classes, Infinite Campus automatically
adds 10 points to the class grade for AP classes. However, these points are not used when calculating grade point
average for the HOPE scholarship, and most colleges disregard these additional points when considering an
applicants transcript.

The AP Test
On May 4, 2015 students can take the Advanced Placement Psychology test. A score of 3 or higher (on a scale of 1
to 5) will earn college credit at most colleges and universities. Some colleges only accept a score of 4 or 5. The AP
examination is a two-hour test with 100 multiple choice questions and two free-response questions. The test will
focus on the vocabulary of psychology, the application of psychological concepts, and critical thinking about issues
in psychology. The AP Test has no bearing on the students classroom grade. For more information on the AP Test
visit www.collegeboard.com.

Supplies and Materials

It is the students responsibility to keep track of all class materials (notes, handouts, graphic organizers, graded
work, etc.) Students MUST have a dedicated notebook for AP Psychology and not share a notebook with other
classes. The following are the basic expected supplies:
One three ring binder (one inch or larger)
Loose Leaf paper
Blue or black ink pens
#2 pencils
Highlighter
Tab Dividers