Professional Documents
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AP Psychology
Grades 11-12
Curriculum Map
_____________________
Course Objectives
Students will:
AP Curricular Requirements
CR1 - The course provides instruction in history and approaches.
CR2 - The course provides instruction in research methods.
CR3 - The course provides instruction in the biological bases of behavior.
CR4 - The course provides instruction in sensation and perception.
CR5 - The course provides instruction in states of consciousness.
CR6 - The course provides instruction in learning.
CR7 - The course provides instruction in cognition.
CR8 - The course provides instruction in motivation and emotion.
CR9 - The course provides instruction in developmental psychology.
CR 10 - The course provides instruction in personality.
CR 11 - The course provides instruction in testing and individual differences.
CR 12 - The course provides instruction in abnormal psychology.
CR 13 - The course provides instruction in treatment in psychological disorders.
CR 14 - The course provides instruction in social psychology.
B. Use historical interpretations to explain current issues. B. Identify the causes of political, economic and social
oppression and analyze ways individuals, organizations
and countries respond to resulting conflicts.
TAN
Geography Economics
A. Explain how the character and meaning of a place reflect a A. Analyze how scarcity of productive resources affects
society's economics, politics, social values, ideology and supply, demand, inflation and economic choices.
culture.
B. Identify factors which inhibit or spur economic growth and
B. Evaluate the consequences of geographic and environmental cause expansions or recessions.
changes resulting from governmental policies and human
modifications to the physical environment. C. Explain how voluntary worldwide trade, specialization and
interdependence among countries affect standards of
C. Use appropriate data sources and geographic tools to analyze living and economic growth.
and evaluate public policies.
D. Analyze the role of fiscal and regulatory policies in a mixed
economy.
C. Analyze how citizens participate in the election process in the
United States.
B. Critique data and information to determine the adequacy of support for conclusions.
C. Develop a research project that identifies the various perspectives on an issue and explain a resolution of that issue.
D. Work in groups to analyze an issue and make decisions.
Primary Textbook
Myers, David G. Psychology, 9th edition. New York: Worth Publishers, 2010.
Topic Outline
1. History and Approaches
2. Developmental Psychology
3. Biological Basis of Behavior
4. Sensation and Perception
5. States of Consciousness
6. Personality
7. Social Psychology
8. Learning
9. Cognition / Intelligence
10. Motivation and Emotion
11. Research Methods / Testing & Individual difference
12. Abnormal Psychology
13. Treatment of Psychological Disorders
Quarter 1
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Advanced Placement Psychology - Curriculum Map
Hamilton City School District
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
1 Introduction 1 August 4 Days
Daily Instructional Act ivies
Date(s) Lesson/Activities/Readings Text Reading Assessments
Day 1 Introduction to Psychology - History & Breadth of Psychology; Nature vs Nurture pp. 8 – 11
Activity/Discussion: Identifying Specialties in Psychology/ What is and isn’t psychology
Day 2 Psychological perspectives; sub-fields of study pp. 6 – 8
Activity: What do you believe? – perspectives & points of view
Day 3 Practice with perspectives p. 1 – 2
Activity: Personal habit – Why do I do that? The influence of perspectives on explaining behavior
Day 4 History of psychology pp. 1 – 7
Contributors: Wundt, Darwin, Hall, James, Freud, Watson
Day 5 Assessment
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
2 Biological Bases of Behavior 1 September 11 Days
Unit Big Idea Question(s)
3. Describe the parts of a neuron, and explain how its impulses are
generated.
7. Describe the nervous system’s two major divisions, and identify the three
types of neurons that transmit information through the system.
9. Contrast the simplicity of the reflex pathways with the complexity of the
neural networks.
10. Describe the nature and functions of the endocrine system and its
interaction with the nervous system.
12. Describe the components of the brainstem, and summarize the functions
of the brainstem, thalamus, and cerebellum.
13. Describe the structures and functions of the limbic system, and explain
how one of these structures controls the pituitary gland.
14. Define cerebral cortex, and explain its importance for the human brain.
16. Summarize some of the findings on the functions of the motor cortex and
the sensory cortex, and discuss the importance of the association areas.
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
2 Biological Bases of Behavior 1 September 11 Days
Unit Big Idea Question(s)
(Continued)
17. Describe the five brain areas that would be involved if you read this
sentence aloud.
19. Describe split-brain research, and explain how it helps us understand the
functions of our left and right hemispheres.
22. Discuss the nature of drug dependence, and identify three common
misconceptions about addiction.
23. Name the main categories of psychoactive drugs, and list three ways
these substances can interfere with neurotransmission in the brain.
Pacing Guide
Unit Number Unit Title Pacing GuideQuarter Month Time Frame
Unit
3 Number Unit Title
Issues of Nature and Nurture 1 Quarter Month
September Time Frame
6 Days
3 Issues of Nature and Nurture Unit Big Idea Question(s) 1 September 6 Days
Unit Big Idea Question(s)
Standards and AP Course Objectives and Curricular Requirements
Benchmark Grade Level Indicator(s) Standards
APand AP Course
Course Objectives and Curricular Requirements
Objectives AP Curricular Requirements
Benchmark Grade Level Indicator(s) AP Course Objectives AP Curricular Requirements
1. Give examples of differences and similarities within the human family.
(Continued)
2. Describe the types of questions that interest behavior geneticists.
18. Evaluate the importance of peer influence on development.
3. Define chromosomes, DNA, gene and genome and describe their relationship.
19. Describe the survival benefit of cultural.
4. Explain how identical and fraternal twins differ, and cite the ways that behavior
geneticists use twinsome
20. Describe studies to understand
ways that culture the effects of environment and heredity.
differ.
5. Cite
21.ways that why
Explain behavior geneticists
changes use adoption
in the human studies
gene pool andaccount
cannot the effects of
for culture change
environment and heredity.
over time.
6. Discuss how the
22. Identify relative
some waysstability of our
a primarily temperament
individualist illustrates
culture differs the
frominfluence of collectivist
a primarily
heredity on development.
culture, and compare their effects on personal identity.
7. Discuss heritability’s
23. Describe someapplication to individualsdiffers
ways that child-rearing and groups, and explain
in individualistic what
and we
collectivists
meancultures.
when we say genes are self-regulating.
8. Give
24.an examplesome
Describe of a genetically influenced
ways that humans are trait thatdespite
similar can evoke
theirresponses in others,
cultural differences.
and give another example of an environment that can trigger gene activity.
25. Identify some biological and psychological differences between males and females.
9. Identify the potential promise and perils of molecular genetics research.
26. Summarize the gender gap in aggression.
10. Describe the area of psychology that interests evolutionary psychologists.
27. Describe some gender differences in social power.
11. State the principle of natural selection, and point out some possible effects of natural
selection in the development
28. Discuss of human
gender differences in characteristics.
connectedness, or the ability to “tend and befriend.”
12. Identify some how
29. Explain gender differences
biological sex isindetermined,
sexuality. and describe the role of sex hormones in
biological development and gender differences.
13. Describe evolutionary explanations for gender differences in sexuality.
30. Discuss the importance of environment in the development of gender roles, and
14. Summarize thetheories
describe two criticisms
ofof evolutionary explanations of human behaviors and
gender-typing.
describe the evolutionary psychologists response to those criticisms.
31. Describe the biopsychosocial approach to development.
15. Describe some of the conditions that can affect development before birth.
17. Explain why we should be careful about attributing children’s successes and failures
to their parents’ influence.
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
4 Developmental Psychology 1 Sept – October 14 days
Unit Big Idea Question(s)
6. Outline four events in the motor sequence from birth to toddlerhood, and
evaluate the effects of maturation and experience on that sequence.
7. Explain why we have few memories of experiences during our first three
years of life.
8. State Piaget’s understanding of how the mind develops, and discuss the
importance of assimilation and accommodation in this process.
12. Discuss the effects of nourishment, body contact, and familiarity on infant
social attachment.
13. Contrast secure and insecure attachment, and discuss the roles of parents
in the development of attachment and an infant’s feelings of basic trust.
14. Assess the impact of parental neglect, family disruption, and day care on
attachment patterns and development.
16. Describe three parenting styles, and offer three potential explanations for
the link between authoritative parenting and social competence.
Day 2 Infancy / Childhood: Physical Development, Maturation and Learning pp. 177 – 179
Activity: Ordering skill development in infants
Day 3 Infancy / Childhood: Cognitive Development pp. 179 – 188
Major Concepts: assimilation, accommodation, object permanence, egocentrism, conservation
Day 4 Infancy / Childhood: Social Development pp. 188 – 194
Major Concepts: stranger & separation anxiety, attachment styles, parenting styles
Day 5 Infancy / Childhood: Social Development pp. 194 – 196
Major Concepts: parenting styles, Kohlberg Stage 1 Moral Reasoning
Day 6 Assessment: Childhood Development
pp. 196 - 199
Day 7 Adolescence: Physical Development
Major Concepts: Puberty – onset & environment
Day 8 Adolescence: Physical Development
Major Concepts: Body Image, Eating Disorders
pp. 199 – 202
Day 9 Adolescence: Cognitive Development
Major Concepts: Piaget’s formal operations
pp. 202 – 205
Day 10 Adolescence: Social Development
Major Concepts: Erickson’s Identity formation, conformity, Kohlberg Stages 2 & 3
pp. 206 - 212
Day 11 Adulthood: Physical Development
Major Concepts: cultural differences. physical decline, menopause
pp. 212 – 216
Day 12 Adulthood: Cognitive Development
Major Concepts: Crystallized vs. fluid intelligence, Maintaining a healthy brain, Alzheimers
pp. 216 – 222
Day 13 Adulthood: Social Development
Day 14 Assessment : Unit Test
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
5 Methods 1 October 9 Days
Unit Big Idea Question(s)
6. Identify the advantages and disadvantages of using surveys to study behavior and
mental processes, and explain the importance of wording effects and random sampling.
8. Describe positive and negative correlations, and explain how correlational measures
can aid the process of prediction.
12. Explain how experiments help researchers isolate cause and effect.
13. Explain why double-blind procedures and random assignment build confidence in
research findings.
15. Explain the importance of statistical principles, and give examples of their use in
everyday life.
17. Describe the three measures of central tendency, and tell which is most affected by
extreme scores.
. (Continued)
19. Identify three principles for making generalizations from samples.
21. Explain the value of simplified laboratory conditions in discovering general principles
of behavior.
22. Discuss whether psychological research can be generalized across cultures and
genders.
23. Explain why psychologists study animals, and discuss the ethics of experimentation
with both animals and humans.
24. Describe how personal values can influence psychologists’ research and its
application, and discuss psychology’s potential to manipulate people.
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
5 Methods 1 9 Days
Quarter 2
(States of Consciousness, Social Psychology,
Sensation & Perception, Memory)
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
6 States of Consciousness 2 November 7 Days
Unit Big Idea Question(s)
3. Describe the cycle of our circadian rhythms and identify some events that can
disrupt this biological clock.
4. List the stages of the sleep cycle, and explain how they differ.
5. Explain why sleep patterns and duration vary from person to person.
11. Define hypnosis, and note some similarities between the behavior of hypnotized
people and that of motivated unhypnotized people.
12. Discuss the characteristics of people who are susceptible to hypnosis, and
evaluate claims that hypnosis can influence people’s memory, will, health and
perception of pain.
13. Give arguments for and against hypnosis as an altered state of consciousness.
14. Describe the near-death experience and the controversy over whether it provides
evidence for a mind-body dualism
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
6 States of Consciousness 2 7 Days
Daily Instructional Act ivies
Date(s) Lesson/Activities/Readings Text Readings Assessments
Day 1 Circadian Rhythms pp. 91 – 93
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
7 Social Psychology 2 10
Unit Big Idea Question(s)
2. Contrast dispositional and situational attributions, and explain how the fundamental
attribution error can affect our analyses of behavior.
3. Define attitude.
9. Explain how the conformity and obedience studies can help us understand our
susceptibility to social influence.
10. Describe the conditions in which the presence of others is likely to result in social
facilitation, social loafing, or deindividuation.
11. Discuss how group interaction can facilitate group polarization and groupthink.
12. Identify the characteristics common to minority positions that sway majorities.
14. Contrast overt and subtle forms of prejudice, and give examples.
17. Cite four ways that cognitive processes help create and maintain prejudice.
18. Explain how psychology’s definition of aggression differs from every usage.
(Continued)
21. Discuss the effects of violent video games on social attitudes and behavior.
22. Explain how social traps and mirror-image perception fuel conflicts.
24. Describe the effect of physical arousal on passionate love, and identify two
predictors of enduring compassionate love.
26. Describe the steps in the decision-making process involved in bystander effect.
27. Explain altruistic behavior from the perspective of social exchange theory and social
norms.
28. Discuss effective ways of encouraging peaceful cooperation and reducing social
conflict.
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
8 Sensation and Perception 2 November 14 Days
Unit Big Idea Question(s)
(Continued)
21. Distinguish between kinesthetic and the vestibular sense.
22. Describe the interplay between attention and perception.
23. Explain how illusions help us to understand some of the ways we organize stimuli
into meaningful perceptions.
24. Describe Gestalt psychology’s contribution to our understanding of perception.
25. Explain the figure-ground relationship, and identify principles of perceptual grouping
in form perception.
26. Explain the importance of depth perception, and discuss the contribution of visual
cliff research to our understanding of this ability.
27. Describe the two binocular cues for perceiving depth, and explain how they help the
brain to compute distance.
28. Explain how monocular cues differ from binocular cues, and describe several
monocular cues for perceiving depth.
29. State the basic assumption we make in our perceptions of motion, and explain how
these perceptions can be deceiving.
30. Explain the importance of perceptual constancy.
31. Describe the shape and size constancies, and explain how our expectations about
perceived size and distance contribute to some visual illusions.
32. Discuss lightness constancy and its similarity to color constancy.
33. Describe the contribution of restored-vision and sensory deprivation research in our
understanding of the nature-nurture interplay in our perceptions.
34. Explain how the research on distorting goggles increases our understanding of the
adaptability of perception.
35. Define perceptual set, and explain how it influences what we do or do not perceive.
36. Explain why the same stimulus can evoke different perception in different context.
37. Describe the role human factors psychologists play in creating user-friendly
machines and work settings.
Day 10 Taste and Smell: Anatomy of the connection pp. 258 – 263
MC: Differences in taste & smell, concentrations of tastebuds
Days 13 & 14 Assessment
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
9 Cognition: Memory 3 9 Days
Unit Big Idea Question(s)
4. Contrast effortful processing with automatic processing, and discuss the next-in-line,
the spacing effect, and the serial position effect.
6. Explain how encoding imagery aids effortful processing, and describe some memory-
enhancing strategies that use visual encoding.
10. Describe the duration and working capacity of long term memory.
11. Discuss the synaptic changes that accompany memory formation and storage.
13. Distinguish between implicit and explicit memory, identify the main brain structures
associated with each.
15. Explain how retrieval cues help us access stored memories, and describe the
process of priming.
18. Explain why we should value our ability to forget, and distinguish three general ways
our memory fails us.
(Continued)
20. Discuss the concept of storage decay, and describe Ebbinghaus’ forgetting curve.
21. Contrast proactive and retroactive interference and explain how they can cause
retrieval failure.
22. Summarize Freud’s concept of repression, and state whether this view is reflected in
current memory research.
23. Explain how misinformation and imagination can distort our memory of an event.
25. List some differences and similarities between true and false memories.
26. Give arguments supporting and rejecting the position that very young children’s
reports of abuse are reliable.
27. Discuss the controversy over reports of repressed and recovered memories of
childhood abuse,
Quarter 3
(Learning, Thinking & Language,
Intelligence, Motivation & Work, Emotion)
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
10 Cognition: Learning 3 January – February 10 Days
Unit Big Idea Question(s)
2. Define classical conditioning and behaviorism, and describe the basic components of
classical conditioning.
7. Describe some of the ways that biological predispositions can affect learning by
classical condition.
9. Describe some uses of classical conditioning to improve human health and well
being.
10. Identify the two major characteristics that distinguish classical conditioning from
operant condition.
11. State Thorndike law of effect, and explain its connection to Skinner’s research on
operant conditioning.
12. Describe the shaping procedure, and explain how it can increase our understanding
of what animals and babies can discriminate.
13. Compare positive and negative reinforcement, and give one example each of a
primary reinforcer, a conditioned reinforcer, an immediate reinforcer, and a delayed
reinforcer.
14. Discuss the strengths and weaknesses of continuous and partial (intermittent)
reinforcement schedules, and identify four schedules of partial reinforcement.
15. Discuss the ways negative punishment, positive punishment, and negative
reinforcement differ, and list some drawbacks of punishment as a behavior-control
technique.
16. Explain how latent learning and the effect of external rewards demonstrate that
cognitive processing is an important part of learning.
(Continued)
17. Explain how biological predispositions place limits on what can be achieved through
operant conditioning.
19. Describe some ways to apply operant conditioning principles at school, in sports, at
work, and at home.
20. Identify major similarities and differences between classical and operant
conditioning.
21. Describe the process of observational learning, and explain the importance of the
discovery of mirror neurons.
22. Describe Bandura’s findings on what determines whether we will imitate a model.
24. Explain why correlations cannot prove that watching violent TV causes violent
behavior, and cite some experimental evidence that helps demonstrate the cause-effect
link.
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
10 Cognition: Learning 3 January - February 10 Days
Daily Instructional Act ivies
Date(s) Lesson/Activities/Readings Text Readings Assessments
Day 1 Associative Learning – Principles of Stimulus and Response pp. 291 – 293
MC: Learning, Stimulus, Response
Day 2 Classical Conditioning – Processes pp. 294 – 296
MC: Work of Pavlov & Watson, CS, UCS, CR, UCR
Activity: Identifying components
Day 3 Classical Conditioning – Phenomena pp. 296 - 303
MC: Acquisition, discrimination, generalization, extinction, spontaneous
Discussion: The case of Little Albert
Day 4 Operant Conditioning – Perspectives of B.F. Skinner pp. 304 – 308
MC: Skinner’s box & Shaping, reinforcement, punishment
Activity: Identifying consequences
Days 5 – 6 Schedules of Reinforcement pp. 308 – 311
MC: fixed and variable schedules
Activity: Identifying reinforcement schedules in social activities
Day 7 Evaluating Operant Conditioning pp. 311 – 313
MC: intrinsic & extrinsic motivations as limits on reinforcement
Day 8 Social & Observational Learning – Ideas of Bandura pp. 317 – 323
MC: modeling, aggression, mirror neurons, prosocial & antisocial effects
Day 9 Cognition & Learning: The role of thought in motivation
Activity: seminar – contrasting the role of learning theories in real life
Day 10 Assessment
3. Compare algorithms and heuristics as problem solving strategies, and explain how
insight differs from both of them.
4. Contrast the confirmation bias and fixation, and explain how they can interfere with
effective problem solving.
5. Contrast the representative and availability heuristics, and explain how they can
cause us to underestimate or ignore important information.
7. Describe how others can use framing to elicit from us the answers they want.
10. Describe the smart thinker’s reaction to using intuition to solve problems.
12. Trace the course of language acquisition from the babbling stage though the two-
word stage.
13. Discuss Skinner’s and Chomsky’s contributions to the nature-nurture debate over
how children acquire language, and explain why statistical learning and critical periods
are important concepts in children’s language and learning.
14. Summarize Whorf’s linguistic determinism hypothesis , and comment on its standing
in contemporary psychology.
15. Discuss the value of thinking in images.
16. List five cognitive skills shared by the great apes and humans.
17. Outline the arguments for and against the idea that animals and humans share the
capacity for language.
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
11 Cognition: Thinking and Language 3 February 8 Days
Daily Instructional Act ivies
Date(s) Lesson/Activities/Readings Text Readings Assessments
Day 1 Thinking: Concept Formation and Problem Solving pp. 369 – 373
MC: prototypes, algorithms, heuristics, fixation
Activity: Thinking aloud while problem solving
Day 2 Decision Making pp. 373 – 382
MC: representative & availability heuristics, framing, belief perseverance, belief bias, mental set
Functional fixedness
Day 3 Language Structure and Acquisition pp. 382 – 384
MC: grammar, syntax, components of language
Days 4-5 Theories of Language Development – Chomsky, Skinner & Cognition pp.384 – 395
MC: nativist, cognitive and behaviorist theories
Days 6-7 Animals and Cognition pp. 395 – 401
MC: Communication with animals, relationship between great apes & humans
Video: NOVA
Day 8 Assessment
1. Discuss the difficulty of defining intelligence, and explain what it means to “reify
intelligence.”
2. Present arguments for and against considering intelligence as one general mental
ability.
3. Compare Gardner’s and Sternberg’s theories of intelligence.
4. Describe the four aspects of emotional intelligence, and discuss criticisms of this
concept.
5. Identify the factors associated with creativity, and describe the relationship between
creativity and intelligence.
6. Describe the relationship between intelligence and brain anatomy.
7. Discuss findings on the correlations between perceptual speed, and intelligence.
8. Define intelligence test and discuss the history of intelligence testing.
9. Distinguish between aptitude and achievement tests, and describe modern tests of
mental abilities, such as the WAIS.
10. Discuss the importance of standardizing psychological tests, and describe the
distribution of scores in a normal curve.
11. Explain what it means to say that a test is reliable.
12. Explain what it means to say a test is valid, and describe two types of validity.
13. Describe the stability of intelligence scores over the life span.
14. Discuss the two extreme of the normal distribution of intelligence.
15. Discuss the evidence of the genetic contribution to individual intelligence, and
explain what psychologists mean by the heritability of intelligence.
16. Discuss the evidence for environmental influences on individual intelligence.
17. Describe ethnic similarities and differences in intelligence tests scores, and discuss
some genetic and environmental factors that might explain them.
18. Describe gender differences in abilities.
19. Discuss whether intelligence tests are biased, and describe the stereotype threat
phenomenon.
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
12 Intelligence 3 February – March 10 Days
Daily Instructional Act ivies
Date(s) Lesson/Activities/Readings Text Readings Assessments
Day 1 History of Intelligence Testing pp. 415 – 418
MC: Binet – Paris School Children, Terman & IQ, Post WWII testing
Day 2 Definitions of Intelligence – Spearman, Gardener & Sternberg pp. 405 – 413
MC: General intelligence vs. Multiple intelligences, Emotional intelligence
Day 3 The Biology of Intelligence pp. 413 – 415
MC: Brain size and brain function
Day 4 Genetics, Environment and Intelligence pp. 427 – 430
MC: Heritability, environmental factors, poverty
Day 5 Testing Intelligence pp. 419 – 422
MC: Achievement & aptitude tests, Modern intelligence testing, reliability & validity issues
Day 6 Is Intelligence Stable? pp. 422 – 426
MC: The range of intelligence, fluid & crystallized intelligence
Day 7 Intelligence and Creativity pp. 410 – 412
MC: components of creativity, relationship between intelligence and creativity
Day 8 Ethnicity, Gender and Intelligence pp. 431 – 437
MC: Group differences/similarities in intelligence, sociocultural factors in intelligence, influence on girls
Day 9 Culture, Bias, and Intelligence pp. 437 – 439
MC: stereotype threat (Aronson & Steele), Cultural differences in definition of intelligence
Discussion: Observing Stereotype Threat and Bias in the Real World
Day 10 Assessment
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
13 Motivation and Work 3 March 8 Days
Unit Big Idea Question(s)
2. Discuss the similarities and differences between instinct theory and the evolutionary
perspective.
9. Describe the human sexual response cycles, and discuss some causes of sexual
disorders.
11. Describe the role of external stimuli and fantasies on sexual motivation and
behavior.
12. Discuss some of the forces that influence teen pregnancy and teen attitudes towards
sex.
14. Summarize current views on the number of people whose sexual orientation is
homosexual, and discuss the research on environmental and biological influences on
sexual orientation.
16. Describe the adaptive value of social attachments, and indentify both healthy and
unhealthy consequences of our need to belong.
17. Discuss the importance of flow, and identify the three subfields of industrial-
organizational psychology.
. (Continued)
18. Describe how personnel psychologists help organizations with employee selection,
work placement, and performance appraisal.
19. Define achievement motivation, and explain why organizations would employ an I/O
psychologist to help motivate employees and foster employee satisfaction.
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
14 Emotion Pacing Guide 3 March 5 Days
Unit Number Unit Title Quarter Month Time Frame
14
Date(s) Emotion
Lesson/Activities/Readings 3 March
Text Readings 5 Days
Assessments
Day 1 Basic Emotions Standards and AP Course Unit Big Idea Question(s)
Objectives pp. 507 – 509, 514 – 528
and Curricular Requirements
Benchmark MC: Ekman’sGrade
emotional faces,
Level identifying emotions,AP
Indicator(s) cultural
Courseuniversals
Objectives AP Curricular Requirements
Day 2 Emotion Theories Standards and AP Course Objectives and Curricular Requirements pp. 497 – 499
Benchmark
.
Grade Canon-Bard,
MC: James-Lange, Level Indicator(s)
two-factor theoriesAP Course Objectives (Continued) AP Curricular Requirements
Day 3 Emotion as Physiological Response, Cognition & Emotion pp. 500 – 507
1. Identify
19. the three
Summarize components
the findings on theofrelationship
emotions, and contrast
between the James-Lange,
affluence Cannon-
Day 4 Stress and Illness Bard, and two factor theories of emotion. pp. and
513happiness.
– 514, 527 – 549
MC: effects on immune system 20. Describe how adaptation and relative deprivations affect our appraisals of
Day 5 Assessment 2. Describe the role of the automatic system during emotional arousal.
achievement.
3.
21.Discuss the relationship
Summarize between
the ways that we canarousal and
influence performance.
our own levels of happiness.
4. Name three emotions that involve similar physiological arousal.
7. Distinguish the two alternative pathways that sensory stimuli may travel when
triggering an emotional response.
8. Describe some of the factors that affect our ability to decipher nonverbal cues.
10. Discuss the research on reading and misreading facial and behavioral indicators of
emotion.
11. Discuss the culture-specific and culturally universal aspects of emotional expression,
and explain how emotional expressions could enhance survival.
12. Discuss the facial feedback and behavior feedback phenomena, and give an
example of each.
13. Name several basic emotions, and describe two dimensions psychologists use to
differentiate emotions.
16. Identify some common triggers and consequences of anger and assess he catharsis
hypothesis.
17. Describe how the feel-good, do-good phenomenon works, and discuss the
importance of research on subjective well-being.
18. Discuss some of the daily and longer-term variations in the duration of emotions.
Quarter 4
(Personality, Abnormality,
Treatment of Psychological Disorders)
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
15 Personality 4 April 7 Days
Standards and AP Course Objectives
Unit Big and Curricular Requirements
Idea Question(s)
Benchmark Grade Level Indicator(s) AP Course Objectives AP Curricular Requirements
Standards and AP Course Objectives and(Continued)
Curricular Requirements
.Benchmark Grade Level Indicator(s) AP Course Objectives AP Curricular Requirements
17. Identify the Big Five personality factors, and discuss some of the strengths of this
1. Define personality.
approach to studying personality.
2. Explain
18. how the
Summarize Freud’s experience in
person-situation private practice
controversy, led to his
and explain its theory of
importance as a
psychoanalysis.
commentary on the trait perspective.
3. Discuss
19. Explain Freud’s view of theare
why psychologists mind as an iceberg,
interested and explainofhow
in the constancy he used this image
the trait
to represent conscious and unconscious regions of the mind.
expressiveness.
4. Describe
20. DescribeFreud’s view of personality
the social-cognitive structure,
perspective, and and discuss
explain how the interactions
reciprocal of the id,
determinism
ego, and superego.
illustrates that perspective.
5. Identify
21. DiscussFreud’s stages
the effects of aofperception
psychosexual development,
of internal andcontrol,
or external describe thedescribe
and effects of
the
fixation
conceptonof behavior.
learned helplessness.
6. Describe
22. the link
Discuss the function of defense
between mechanisms
performance and identify
and optimistic six of them.
or pessimistic attributional
style, and contrast positive psychology with humanistic psychology.
7. Contrast the views of neo-Freudians and psychodynamic theorists with Freud’s
original
23. theory.
Explain why social-cognitive researchers assess behavior in realistic situations.
8. Describe
24. State thetwo project
major testsofused
criticism to assess personality,
the social-cognitive and discuss some criticisms of
perspective.
them.
25. Explain why psychology has generated so much research on the self, and give three
9. Summarize
examples psychology’s
of current researchcurrent
on the assessment
self. of Freud’s theory of psychoanalysis.
10.
26. Summarize Abrahamexplanations
Give two alternative Maslows’ concept
for the of self-actualization,
positive and explain
correlation between low how
self- his
ideas illustrate
esteem the humanistic
and personal problems.perspective.
12. Discuss
28. Explain how humanistic
self-serving psychologists
bias, and contrastassessed
defensivepersonality.
and secure self-esteem.
14. Cite the main difference between the trait and psychoanalytic perspectives on
personality.
15. Describe some of the ways psychologists have attempted to compile a lists of basic
personality traits.
16. Explain how psychologists use personality inventories to assess traits, and discuss
the most widely used personality inventory.
Pacing Guide
nit Number Unit Title Quarter Month Time Frame
15 Personality 4 April 7 Days
Pacing Guide
Unit Number Unit Title Quarter Month Time Frame
16 Abnormality 4 April – May 9 Days
Standards and AP Course Objectives
Unit Big and Curricular Requirements
Idea Question(s)
Benchmark Grade Level Indicator(s) AP Course Objectives AP Curricular Requirements
Standards and AP Course Objectives and Curricular Requirements
Benchmark
. Grade Level Indicator(s) AP Course Objectives (Continued) AP Curricular Requirements
18.Identify
1. Outline the
some abnormal
criteria brain chemistry,
for judging functions
whether behavior and structures associated
is psychologically disordered.with
schizophrenia, and discuss the possible link between prenatal viral infections and
schizophrenia.
2. Contrast the with the medical model of psychological disorders with the
biopsychosocial approach to disordered behaviors.
19. Discuss the evidence for a genetic contribution to the development of schizophrenia.
3. Describe the goals and content of the DSM-IV.
20. Describe some psychological factors that may be early warning signs of
schizophrenia
4. Discuss theinpotential
children.dangers and benefits of using diagnostic labels.
21. Contrast
5. Define the three
anxiety clusters
disorders, of explain
and personality
howdisorders, and describe
these conditions the behaviors
differ from normal and
brain activity
feelings associated
of stress, with
tension, or antisocial
uneasiness.personality disorder.
22.Contrast
6. Discuss the symptoms
prevalenceofofgeneralized
psychological disorders,
anxiety andand
disorder summarize the findings on
panic disorder.
the link between poverty and serious psychological disorders.
7. Explain how a phobia differs from the fears we all experience.
10. Discuss the contributions of the learning and biological perspectives to our
understanding of the development of anxiety disorders.
11. Describe the symptoms of dissociative disorders, and explain why some critics are
skeptical about dissociative identity disorder.
12. Define mood disorders, and contrast major depressive disorder and bipolar disorder.
13. Discuss the facts that an acceptable theory of depression must explain.
14. Summarize the contribution of the biological perspective to the study of depression,
and discuss the ink between suicide and depression.
17. Distinguish the five subtypes of schizophrenia, and contrast chronic and acute
schizophrenia.
Pacing Guide
nit Number Unit Title Quarter Month Time Frame
16 Abnormal Psychology 4 April – May 9 Days
Pacing Guide
Unit
Number Unit Title Quarter Month Time Frame
17 Standards and
Treatments of Psychological AP Course Objectives and Curricular
Disorders 4 Requirements May 8 Days
Benchmark Grade Level Indicator(s) AP Course Objectives
Unit Big Idea Question(s) AP Curricular Requirements
6. Describe
23. Explain how the basic
the use assumption of therapy
of electroconvulsive behaviorintherapy
treatingdiffers
severefrom those of and
depression,
traditional
discuss somepsychoanalytic and humanistic
possible alternatives to ECT. therapies.
7. Summarize
24. Define counterconditioning,
the history of the and describe theprocedure
psychosurgical techniques used as
known in exposure
a lobotomy, and
therapies
discuss the and
use aversive conditioning.
of psychosurgery today.
8. Explain
25. State the
themain premise
rationale of therapymental
of preventive based health
on operant conditioning principles,
programs.
and describe the views of proponents and critics of behavior modification.
10. Discuss the rationale and benefits of group therapy, including family therapy.
12. Give some reasons why clinicians tend to overestimate the effectiveness of
psychotherapy, and describe two phenomena that contribute to clients’ and
clinicians’ misperceptions in this area.
14. Summarize the findings on which psychotherapies are most effective for
specific disorders.
Pacing Guide
nit Number Unit Title Quarter Month Time Frame
17 Treatment of Psychological Disorders 4 May 8 Days