AP Psychology Curriculum

Course Description: Advanced Placement Psychology is the equivalent of a college introductory psychology course. This is a rigorous and demanding course, intended to provide the scope and level of accomplishment expected in a college/university setting. The curriculum for this course places a heavy emphasis on essential readings, writing assignments, independent projects, and frequent tests intended to prepare students for the AP Exam. The instructor's role is to facilitate your drive and accomplishment by structuring learning situations and selecting learning tools to help you attain your goals: a successful score on the AP Psychology Exam, an enrichment of your life through the acquisition of psychological knowledge, and enjoyment of the course.

Scope and Sequence: Timeframe Unit Instructional Topics

1-3 Class Periods History & Topic 1: Philosophical and Historical Development as Approaches Psychology as a Science Topic 2: Contemporary Viewpoints of Analyzing Behavior

3-5 Class Periods Memory Topic 1: Physiological Bases of Memory Topic 2: Psychological Stems and Bases of Memory Topic 3: Scientific Contributions to Understanding Memory

3-5 Class Periods Research Topic 1: Research Methodologies Methods and Topic 2: Statistical Analyzes Statistics Topic 3: Ethical Issues of Research

6-7 Class Periods Social Topic 1: Social Cognition Topic 2: Social Influence Topic 3: Group Behavior and Influences Topic 4: Antisocial Behavior Topic 5: Prosocial Behavior

7-8 Class Periods Biopsychology Topic 1: Neuroscience Topic 2: Brian Topic 3: Nervous System Topic 4: Endocrine System Topic 5: Investigation Techniques

2-3 Class Periods Consciousness Topic 1: Sleep Cycle and Dreams Topic 2: Sleep Disorders Topic 3: Hypnosis Topic 4: Psychoactive Drugs

8-9 Class Periods Sensation & Topic 1: Sensation Perception Topic 2: Perception

5-6 Class Periods Behaviorism Topic 1: Classical Conditioning & Learning Topic 2: Operant Conditioning Topic 3: Social Learning Topic 4: Latent Learning--Cognitive Revolution

4-5 Class Periods Cognition Topic 1: Language Topic 2: Problem-Solving and Decision-Making Topic 3: Intelligence Topic 4: Testing Measures

6-8 Class Periods Development Topic 1: Nature vs. Nurture Topic 2: Physical Development Topic 3: Cognitive and Moral Development Topic 4: Psychosocial Development

5-7 Class Periods Personality Topic 1: Personality Theories Topic 2: Research and Testing Strategies Topic 3: Influences on Personality

6-8 Class Periods Motivation, Topic 1: Personality Theories Emotion, & Topic 2: Research and Testing Strategies Stress Topic 3: Influences on Personality

7-10 Class Periods Abnormal and Topic 1: Categories and Disorders in the DSM Therapy Topic 2: Psychological Therapies Topic 3: Biomedical Therapies

Board Approved: April 23, 2015 2 | Page Board First Read of Revisions: April 26, 2018 Curriculum Revision Tracking

Spring, 2018

All Units: • Updated ISTE Standards • Updated Teaching Tolerance Standards

Board Approved: April 23, 2015 3 | Page Board First Read of Revisions: April 26, 2018 Unit 1: History & Approaches Subject: AP Psychology Grade: 10-12 Name of Unit: History & Approaches Length of Unit: 1-3 class periods Overview of Unit: Psychology has evolved markedly since its inception as a discipline in 1879. There have been significant changes in the theories that psychologists use to explain behavior and mental processes. In addition, the methodology of psychological research has expanded to include a diversity of approaches to data gathering.

Priority Standards for unit: AP students in psychology should be able to do the following: ● Recognize how philosophical and physiological perspectives shaped the development of psychological thought. ● Describe and compare different theoretical approaches in explaining behavior: ○ structuralism, functionalism, and behaviorism in the early years; ○ Gestalt, psychoanalytic/psychodynamic, and humanism emerging later: ○ evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. ● Recognize the strengths and limitations of applying theories to explain behavior. ● Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial- organizational, personality, psychometric, social). ● Identify major historical figures in psychology (e.g., Mary Whiton Calkins, Charles Darwin, Dorothea Dix, Sigmund Freud, G. Stanley Hall, William James, Ivan Pavlov, Jean Piaget, Carl Rogers, B. F: Skinner, Margaret Floy Washburn, John B. Watson, Wilhelm Wundt).

Supporting Standards for unit: • ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Unwrapped Concepts Unwrapped Skills (Students Bloom’s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK Philosophical and Psychological influences on development of psychology Recognize 1 1

Board Approved: April 23, 2015 4 | Page Board First Read of Revisions: April 26, 2018 the theoretical approaches explaining behavior Describe 2 1 different theoretical approaches to explain behavior Compare 4 2 strengths and limitations of applying theories to explain behavior Recognize 1 1 different domains in psychology Distinguish 4 1 major historical figures in psychology Identify 1 1

Essential Questions: 1. How do monist and dualist philosophies attempt to explain the mind-body problem? 2. How to the different theoretical approaches help to explain behavior and what are the strengths and weaknesses of each theoretical approach to explaining different behaviors?

Enduring Understanding/Big Ideas: 1. Philosophy serves as the foundation for psychological science. 2. The explanation of behavior requires multiple theoretical approaches, each contributing some insight into behavior.

Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific

Perspective Behaviorism Lens Biological perspective Approaches Cognitive psychology Compare Clinical psychology Identify Evolutionary psychology Functionalism Gestalt psychology Humanism Introspection Psychiatry Psychology Psychoanalytic/psychodynamic Socio-cultural perspective Structuralism Resources for Vocabulary Development: Textbook, Quizlet

Board Approved: April 23, 2015 5 | Page Board First Read of Revisions: April 26, 2018 Topic 1: Philosophical and Historical Development of Psychology as a Science

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority: AP students in psychology should be able to do the following: . Recognize how philosophical and physiological perspectives shaped the development of psychological thought. . Describe and compare different theoretical approaches in explaining behavior: • structuralism, functionalism, and behaviorism in the early years; • Gestalt, psychoanalytic/psychodynamic, and humanism emerging later: • evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. . Recognize the strengths and limitations of applying theories to explain behavior. . Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial-organizational, personality, psychometric, social). Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4

Engaging Experience 2 Title: Peer grading of FRQ Suggested Length of Time: 20-30 minutes Standards Addressed Priority: AP students in psychology should be able to do the following: . Recognize how philosophical and physiological perspectives shaped the development of psychological thought. . Describe and compare different theoretical approaches in explaining behavior: • structuralism, functionalism, and behaviorism in the early years;

Board Approved: April 23, 2015 6 | Page Board First Read of Revisions: April 26, 2018 • Gestalt, psychoanalytic/psychodynamic, and humanism emerging later: • evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. . Recognize the strengths and limitations of applying theories to explain behavior. . Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial-organizational, personality, psychometric, social). Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ. Bloom’s Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 7 | Page Board First Read of Revisions: April 26, 2018 Topic 2: Contemporary Viewpoints of Analyzing Behavior

Engaging Experience 1 Title: Analysis of Behavior Suggested Length of Time: 30-40 minutes Standards Addressed Priority: AP students in psychology should be able to do the following: . Recognize how philosophical and physiological perspectives shaped the development of psychological thought. . Describe and compare different theoretical approaches in explaining behavior: • structuralism, functionalism, and behaviorism in the early years; • Gestalt, psychoanalytic/psychodynamic, and humanism emerging later: • evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. . Recognize the strengths and limitations of applying theories to explain behavior. . Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial- organizational, personality, psychometric, social). Supporting: • ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Detailed Description/Instructions: Have students watch a video or observe a particular behavior and have them reflect on ways to interpret/explain the behavior from multiple perspectives. Bloom’s Levels: 5 Webb’s DOK: 4

Board Approved: April 23, 2015 8 | Page Board First Read of Revisions: April 26, 2018 Culminating Activity

One of your friends has decided to make some decisions that don’t seem so great. They have started smoking frequently, experimenting with drugs (may even be taking cocaine), and having unprotected sex. They come to you when they think they have contracted a sexually transmitted infection wanting help. Explain how would the following perspectives help in understanding why your friend may have decided to take such risks and behave in the ways that they did? ● Psychoanalytic ● Social-cultural ● Behavioral ● Biological ● Biopsychosocial or utilize http://apcentral.collegeboard.com/apc/public/exam/exam_information/2088.html to use released AP Test FRQ’s for practice.

Rubric for Culminating Activity Psychoanalytic Social-cultural Behavioral Biological Biopsychosocial Point No Point

Board Approved: April 23, 2015 9 | Page Board First Read of Revisions: April 26, 2018 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested Experience Title Length of Time

Philosophical and FRQ Have students write a teacher 25 minutes Historical generated or College Board Development of produced. Psychology as a Science

Philosophical and Peer Grading of Have students use a standardized 20-30 minutes Historical FRQ rubric to grade a peer’s FRQ. Development of Psychology as a Science

Contemporary Analysis of Behavior Have students watch a video or 40 minutes Viewpoints of observe a particular behavior and Analyzing have them reflect on ways to Behavior interpret/explain the behavior from multiple perspectives.

Board Approved: April 23, 2015 10 | Page Board First Read of Revisions: April 26, 2018 Unit 2: Memory Subject: AP Psychology Grade: 10-12 Name of Unit: Memory Length of Unit: 3-5 class periods Overview of Unit: Students will investigate and apply how the processes of memory works and how the information can be used to assist their own studies.

Priority Standards for unit: AP students in psychology should be able to do the following: ● Compare and contrast various cognitive processes including: • 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). ● Outline the principles that underlie effective encoding, storage, and construction of memories. ● Describe strategies for memory improvement. ● Identify key contributors Hermann Ebbinghaus, Elizabeth Loftus, and George A. Miller.

Unwrapped Concepts Unwrapped Skills (Students Bloom’s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK effortful and automatic processing compare and contrast Understand 2 deep and shallow processing compare and contrast Understand 2 focused and divided attention compare and contrast Understand 2 psychological and physiological systems of memory describe and differentiate Analyze 3 principles of encoding and construction of memory outline Analyze 3 strategies for memory improvement describe Evaluate 3 key contributors to the science of memory identify Remember 1

Board Approved: April 23, 2015 11 | Page Board First Read of Revisions: April 26, 2018 Essential Questions: 1. How is “attention” the sensory gateway to our brain? 2. How is effort directly related to processing information? 3. How do encoding and construction influence memory both psychologically and biologically in the brain?

Enduring Understanding/Big Ideas: 1. Attention plays a significant role in how a memory is processed, stored, and encoded. 2. The effort spent on encoding information will directly affect the depth of understanding and retrieval. 3. The biological and psychological systems of memory are supported by effective encoding, storage, and constructive techniques.

Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific

Perspective Anterograde amnesia Lens Declarative memory Approaches Encoding Compare Implicit memory Identify Long term memory Process Long term potentiation Evaluate Proactive interference Procedural memory Retrieval Retroactive interference Retrograde amnesia Sensory memory Short term memory Storage Resources for Vocabulary Development: Textbook Quizlet app

Board Approved: April 23, 2015 12 | Page Board First Read of Revisions: April 26, 2018 Topic 1: Physiological Bases of Memory

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 Minutes Standards Addressed Priority: • Compare and contrast various cognitive processes including: ■ 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). • Outline the principles that underlie effective encoding, storage, and construction of memories. • Describe strategies for memory improvement. • Identify key contributors Hermann Ebbinghaus, Elizabeth Loftus, and George A. Miller Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4

Engaging Experience 2 Title: FRQ Peer Review Suggested Length of Time: 15 minutes Standards Addressed Priority: • Compare and contrast various cognitive processes including: ■ 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). • Outline the principles that underlie effective encoding, storage, and construction of memories. • Describe strategies for memory improvement. • Identify key contributors Hermann Ebbinghaus, Elizabeth Loftus, and George A. Miller

Board Approved: April 23, 2015 13 | Page Board First Read of Revisions: April 26, 2018 Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 14 | Page Board First Read of Revisions: April 26, 2018 Topic 2: Psychological Systems and Bases of Memory

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 3: Scientific Contributions to Understanding Memory

Engaging Experiences in Topic 1 apply to this topic as well.

Board Approved: April 23, 2015 15 | Page Board First Read of Revisions: April 26, 2018 Culminating Activity

Your friend is still struggling with AP psychology and wants more help and guidance for how to study so that they will remember more from their studies. A. Explain to your friend how the following activities negatively affect the psychological concept making them “bad” for studying: ● Listening to music and working memory ● Lying on your bed and state-dependent memory ● Blacking out from drinking and hippocampus B. Explain to your friend how the following processes are related to rehearsal and effortful processing creating longer lasting memories: ● Long-term potentiation ● Implicit memory

Rubric for Culminating Activity Working State- Hippocampus LTP Implicit memory Mem dependent

Point

No Point

Board Approved: April 23, 2015 16 | Page Board First Read of Revisions: April 26, 2018 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested Experience Title Length of Time

1, 2, 3 FRQ FRQ that includes elements of historical and 25 minutes contemporary perspectives that is applied to a scenario.

1, 2, 3 FRQ Peer Review Have students use a grading rubric to grade a 15 minutes peer FRQ response.

Board Approved: April 23, 2015 17 | Page Board First Read of Revisions: April 26, 2018 Unit 3: Research Methods and Statistics Subject: AP Psychology Grade: 10-12 Name of Unit: Research Methods and Statistics Length of Unit: 3-5 class periods Overview of Unit: Students will be introduced the science of psychology by looking at the various scientific research methodologies used to investigate behavior and the statistical procedures used to report the findings.

Priority Standards for unit: AP students in psychology should be able to do the following: ● Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses. ● Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations). ● 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 (e.g., confounding variables limit confidence in research studies). ● Distinguish the purposes of descriptive statistics and inferential statistics. ● Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation). ● Discuss the value of reliance on operational definitions and measurement in behavior research. ● Identify how ethical issues inform and constrain research practices. ● Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, and local institutional review boards) protect research participants and promote sound ethical practice.

Supporting Standards for unit: ● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Board Approved: April 23, 2015 18 | Page Board First Read of Revisions: April 26, 2018 Unwrapped Concepts Unwrapped Skills (Students Bloom’s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK types of research differentiate 4 2 research design and conclusions that can be drawn describe, evaluate 1, 5 1, 3 variables in experimental design identify 2 1 random assignment vs random selection distinguish 4 2 validity of behavioral explanations based on quality of design predict 6 4 descriptive vs inferential statistics distinguish 4 2 basic descriptive statistics and graphs apply, interpret, construct 3, 4, 6 3, 4,4 operational definitions discuss, apply 4, 3 2, 4 ethical issues in research practices identify, apply 2, 3 1, 4 ethical and legal guidelines in protection of participants describe 1 1

Essential Questions: 1. What elements of the research design drive a study’s ability to report reasonable conclusions and why is scientific protocol important in validating these result? 2. How can statistics be used to illustrate the important finding of a study and clarify confusion in the public? 3. Why must there be ethical safeguards when working with human or animal participants of psychological research?

Enduring Understanding/Big Ideas: 1. Psychological science is based upon scientific thinking, methodology, and reporting of data. 2. Statistics in psychology serve as the foundation for making inferences in explaining behavior. 3. Ethical research practices are instrumental in protecting participants.

Board Approved: April 23, 2015 19 | Page Board First Read of Revisions: April 26, 2018 Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific

Perspective Case study Lens Control group Approaches Correlation coefficient Compare Dependent variable Identify Descriptive statistics Process Double blind study Evaluate Experiment Discuss Experimental group Hypothesis Independent variable Inferential statistics Informed consent Mean Median Mode Naturalistic observation Normal distribution Operational definition Placebo effect Population Random assignment Range Replication Sample Scientific method Standard deviation Statistically significant Survey Theory Variables Resources for Vocabulary Development: Textbook, Quizlet app

Board Approved: April 23, 2015 20 | Page Board First Read of Revisions: April 26, 2018 Topic 1: Research Methodologies

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority: ○ Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses. ○ Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations). ○ 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 (e.g., confounding variables limit confidence in research studies). ○ Distinguish the purposes of descriptive statistics and inferential statistics. ○ Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation). ○ Discuss the value of reliance on operational definitions and measurement in behavior research. ○ Identify how ethical issues inform and constrain research practices. ○ Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, local institutional review boards) protect research participants and promote sound ethical practice. Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 21 | Page Board First Read of Revisions: April 26, 2018 Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 Standards Addressed Priority: ○ Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses. ○ Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations). ○ 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 (e.g., confounding variables limit confidence in research studies). ○ Distinguish the purposes of descriptive statistics and inferential statistics. ○ Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation). ○ Discuss the value of reliance on operational definitions and measurement in behavior research. ○ Identify how ethical issues inform and constrain research practices. ○ Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, local institutional review boards) protect research participants and promote sound ethical practice. Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 22 | Page Board First Read of Revisions: April 26, 2018 Topic 2: Statistical Analyses

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 3: Ethical Issues of Research

Engaging Experiences in Topic 1 apply to this topic as well.

Board Approved: April 23, 2015 23 | Page Board First Read of Revisions: April 26, 2018 Culminating Activity

Psychologists use a variety of research methods to study behavior. Three of the main research methods used are ● Case Study ● Correlational Study, and ● Experiment.

a. Discuss one advantage of each research method listed above.

b. Discuss one disadvantage of each research method listed above.

c. Pretend you are a psychologist who will use each of the three research methods—case study, correlational study, and experiment—to determine the effect of taking vitamin J on improving memory.

d. For each method listed above, explain a key characteristic of the basic approach you could use to reach a scientific conclusion about the relationship between taking vitamin J and improving memory. You need not design a complete study. Rubric for Culminating Activity Point Point Point Point #4 Point #5 Point Point Point Point #1 #2 #3 Disadv Disadv #6 #7 #8 #9 Adv Adv Adv Case Correlat Disadv Vitam Vitam Vitam Case Corr Exp Study ion Experi in J in J in J ment Case Corr Exp.

Point

No Point

Board Approved: April 23, 2015 24 | Page Board First Read of Revisions: April 26, 2018 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested Experience Title Length of Time

1-3 FRQ FRQ that includes elements of historical and 25 minutes contemporary perspectives that is applied to a scenario.

1-3 FRQ Peer Review Have students use a grading rubric to grade a 15 minutes peer FRQ response.

Board Approved: April 23, 2015 25 | Page Board First Read of Revisions: April 26, 2018 Unit 4: Social Subject: AP Psychology Grade: 10-12 Name of Unit: Social Length of Unit: 6-7 class periods Overview of Unit: Students will investigate how social and cultural influences of being humans in interdependent groups affects behaviors, cognitions, and relationships.

Priority Standards for unit: AP students in psychology should be able to do the following: ● Apply attribution theory to explain motives (e.g., fundamental attribution error, self- serving bias). ● Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization). ● Explain how individual respond to expectations of others, including groupthink, conformity, and obedience to authority. ● Discuss attitudes and how they change (e.g., central route to persuasion). ● Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social facilitation). ● Describe processes that contribute to differential treatment of group members (e.g., in- group/out-group dynamics, ethnocentrism, prejudice). ● Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on self-concept and relations with others. ● 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. ● Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, Stanley Milgram, Phillip Zimbardo).

Unwrapped Concepts Unwrapped Skills (Students Bloom’s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK attribution theory to behavior apply 3 2 structure and function of different group behaviors describe 2 1 individual responses to expectations, groupthink, conformity, and obedience. explain 4 3

Board Approved: April 23, 2015 26 | Page Board First Read of Revisions: April 26, 2018 attitudes and attitude change discuss 3 3 presence of others on individual behavior predict 6 4 processes that contribute to differential treatment of groups describe 2 1 impact of social and cultural categories on self-concept articulate 3 2 interaction of behavior and self-fulfilling prophecy anticipate 6 4 variables contributing to altruism, aggression, and attraction describe 2 1 major figures in psychological treatment identify 2 2

Essential Questions: 1. How do attribution theory, group behavior, conformity, and obedience fundamentally change a person’s behavior? 2. How do we cause attitudes to form and change? 3. How can attributions and attitudes interact with social and cultural elements to create categories used to impact the treatment of others and self-perceptions? 4. How do differing situational factors lead to prosocial behavior (such as altruism or attraction) versus antisocial behaviors (aggression)?

Enduring Understanding/Big Ideas: 1. The presence of other humans and groups significantly alters the way a person behaves, thinks, and reacts to other behaviors and situations. 2. Social affiliations and culture dramatically influence attitudes, the treatment of others, and a person’s own self-concept. (Questions 2 & 3 are needed to address the fullness of this understanding) 3. There are more variables that lead to prosocial behavior than antisocial behavior. 4. Question 4 is addressing understanding 3 above.

Board Approved: April 23, 2015 27 | Page Board First Read of Revisions: April 26, 2018 Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific

Perspective Aggression Lens Altruism Approaches Attitude Compare Attribution Identify Cognitive dissonance Process Conformity Evaluate Deindividuation Discuss Diffusion of responsibility Discrimination (social behavior) Facial feedback hypothesis Frustration aggression hypothesis Fundamental attribution error Gender roles Group polarization Groupthink Obedience Prejudice Self-fulfilling prophecy Self-serving bias Social facilitation Social loafing Social norms Social phobia Social psychology Stereotype Resources for Vocabulary Development: Textbook, Quizlet app

Board Approved: April 23, 2015 28 | Page Board First Read of Revisions: April 26, 2018 Topic 1: Social Cognition

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority: ○ Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias). ○ Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization). ○ Explain how individual respond to expectations of others, including groupthink, conformity, and obedience to authority. ○ Discuss attitudes and how they change (e.g., central route to persuasion). ○ Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social facilitation). ○ Describe processes that contribute to differential treatment of group members (e.g., in-group/out-group dynamics, ethnocentrism, prejudice). ○ Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on self-concept and relations with others. ○ 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. ○ Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, Stanley Milgram, Phillip Zimbardo). Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4

Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 Standards Addressed Priority: ○ Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias). ○ Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization).

Board Approved: April 23, 2015 29 | Page Board First Read of Revisions: April 26, 2018 ○ Explain how individual respond to expectations of others, including groupthink, conformity, and obedience to authority. ○ Discuss attitudes and how they change (e.g., central route to persuasion). ○ Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social facilitation). ○ Describe processes that contribute to differential treatment of group members (e.g., in-group/out-group dynamics, ethnocentrism, prejudice). ○ Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on self-concept and relations with others. ○ 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. ○ Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, Stanley Milgram, Phillip Zimbardo). Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 30 | Page Board First Read of Revisions: April 26, 2018 Topic 2: Social Influence

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 3: Group Behavior and Influences

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 4: Antisocial Behavior

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 5: Prosocial Behavior

Engaging Experiences in Topic 1 apply to this topic as well.

Board Approved: April 23, 2015 31 | Page Board First Read of Revisions: April 26, 2018 Culminating Activity

At a school wide pep rally preceding a big game at Park Hill High School, each grade has a designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their colored shirts combine to form the school flag. The head football coach gives an exciting speech, the cheerleaders perform a routine, and the band plays the school song while the students sing in unison. A student from each class participates in a race, pitting each class against each other. At the end of the assembly seniors and juniors trade class cheers when all of a sudden eggs are being thrown between the classes.

Explain the behavior of the participants in the pep rally using the concepts below. Be sure to apply the concepts to the scenario in your explanation. ● Normative Social Influence ● Social loafing ● Social facilitation ● Deindividuation ● Group polarization ● Obedience

Rubric for Culminating Activity Norm Soc Social Social Facil Deindivid Group Obedience Inf Loaf Polar

Point

No Point

Board Approved: April 23, 2015 32 | Page Board First Read of Revisions: April 26, 2018 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested Experience Title Length of Time

1-3 FRQ FRQ that includes elements of historical and 25 minutes contemporary perspectives that is applied to a scenario.

1-3 FRQ Peer Review Have students use a grading rubric to grade a 15 minutes peer FRQ response.

Board Approved: April 23, 2015 33 | Page Board First Read of Revisions: April 26, 2018 Unit 5: Biopsychology Subject: AP Psychology Grade: 10-12 Name of Unit: Biopsychology Length of Unit: 7-8 class periods Overview of Unit: Students will investigate how the brain, nervous systems, and endocrine system function and interact to influence behavior.

Priority Standards for unit: AP students in psychology should be able to do the following: ● 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. ○ Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms). ○ Discuss the effect of the endocrine system on behavior. ● Describe the nervous system and its subdivisions and functions: ○ Central and peripheral nervous systems; ○ Major brain regions, lobes, and cortical areas; ○ Brain lateralization and hemispheric specialization. ● Recount historic and contemporary research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques). ● Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior. ● Predict how traits and behavior can be selected for their adaptive value. ● Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, Carl Wernicke).

Unwrapped Concepts Unwrapped Skills (Students Bloom’s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK basic processes and systems in the biological bases of behavior identify 2 1 structure of neuron and process of neurotransmission describe 2 1 influence of drugs on neurotransmitters discuss 4 3 effect of endocrine system on behavior discuss 4 3

Board Approved: April 23, 2015 34 | Page Board First Read of Revisions: April 26, 2018 nervous system, subdivisions, and functions describe 2 1 historic and contemporary research strategies and technologies recount 3 2 how heredity, environment, and evolution work together discuss 4 3 traits and behavior being selected for adaptive value predict 6 4 major figures in psychological treatment identify 2 1

Essential Questions: 1. How does neurotransmission enable behavior? 2. To what extent do different parts of the brain control divisions in the nervous system and endocrine system? 3. How are the various biological systems (brain, nervous, and endocrine) similar and different? 4. What is meant by “nature versus nurture” and how does this influence our understanding of behavior? 5. How have and how do psychologists investigate the workings of the brain?

Enduring Understanding/Big Ideas: 1. The neuron and neurotransmission are responsible for all behavior. (Answers EQ 1) 2. The brain, nervous system, and endocrine system all work together to ensure all behavior occurs and that it occurs seamlessly. (Answers EQ 2 & 3) 3. Genetics and heredity interact with nurturing to create the whole “person.” (Answers EQ 4) 4. The evolution of the brain and methods to study it are continually teaching psychologists about the interaction between nature and nurture. (This is addressed by Question 5)

Board Approved: April 23, 2015 35 | Page Board First Read of Revisions: April 26, 2018 Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific

Perspective Acetylcholine (Ach) Lens Action potential Approaches All-or-none law Compare Amygdala Identify Association areas Process Autonomic nervous system Evaluate Axon Discuss Behavioral genetics Cell body (soma) Central nervous system (CNS) Cerebellum Cerebral cortex Chromosomes Corpus callosum CT scan Dendrites Deoxyribonucleic acid (DNA) Endocrine system Endorphins Forebrain Fraternal twins (dizygotic) Frontal lobes Functional MRI (fMRI) Gene Genotype Heritability Hindbrain Hippocampus Homeostasis Hormone Hypothalamus Identical twins (monozygotic) Interneurons Limbic system Magnetic Resonance imaging (MRI) Medulla Midbrain

Board Approved: April 23, 2015 36 | Page Board First Read of Revisions: April 26, 2018 Motor cortex Motor neurons (efferent) Myelin sheath Natural selection Neurons Neurotransmitters Occipital lobes Parasympathetic nervous system Parietal lobes Peripheral nervous system Phenotype Pituitary gland Pons PET Scan Resting potential Reticular formation Sensory neuron (afferent) Somatic nervous system Spinal cord Sympathetic nervous system Synapse Temporal lobes Thalamus Resources for Vocabulary Development: Textbook Quizlet app

Board Approved: April 23, 2015 37 | Page Board First Read of Revisions: April 26, 2018 Topic 1: Neuroscience

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority: • 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. ■ Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms). ■ Discuss the effect of the endocrine system on behavior. • Describe the nervous system and its subdivisions and functions: ■ Central and peripheral nervous systems; ■ Major brain regions, lobes, and cortical areas; ■ Brain lateralization and hemispheric specialization. • Recount historic and contemporary research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques). • Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior. • Predict how traits and behavior can be selected for their adaptive value. • Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, Carl Wernicke). Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4

Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 minutes Standards Addressed Priority: • 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. ■ Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms). ■ Discuss the effect of the endocrine system on behavior. • Describe the nervous system and its subdivisions and functions: ■ Central and peripheral nervous systems;

Board Approved: April 23, 2015 38 | Page Board First Read of Revisions: April 26, 2018 ■ Major brain regions, lobes, and cortical areas; ■ Brain lateralization and hemispheric specialization. • Recount historic and contemporary research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques). • Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior. • Predict how traits and behavior can be selected for their adaptive value. • Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, Carl Wernicke). Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 39 | Page Board First Read of Revisions: April 26, 2018 Topic 2: Brain

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 3: Nervous System

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 4: Endocrine System

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 5: Investigation Techniques

Engaging Experiences in Topic 1 apply to this topic as well.

Board Approved: April 23, 2015 40 | Page Board First Read of Revisions: April 26, 2018 Culminating Activity

Psychologists divide the human body into parts to study it more efficiently and effectively. In reality the structures of the human nervous system function globally or holistically to create the human experience. a. Explain the functional difference between each of the following human body system components and provide one clear example of how their interaction is essential to the human experience. ● Divisions of the autonomic system & the endocrine system ● Sensory & motor neurons ● Wernicke’s area & Broca’s area b. Discuss the implications of split-brain research on our understanding of hemispheric specialization in the functioning human brain. Include one example of an activity or human process that requires activation of both hemispheres and illustrates global functioning.

Rubric for Culminating Activity Point Point Point #3 Point Point #5 Point #6 Point Point #1 #2 Sens./Mot #4 Wern./Br Wern./Br #7 #8 Auto/E Auto/E . Sens.M oca oca Left/Ri Left/Ri ndo ndo Differenc ot. Differenc Interactio ght ght Differe Interac e Interac e n Differe Interac nce tion tion nce tion

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Board Approved: April 23, 2015 41 | Page Board First Read of Revisions: April 26, 2018 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested Experience Title Length of Time

1-3 FRQ FRQ that includes elements of historical and 25 minutes contemporary perspectives that is applied to a scenario.

1-3 FRQ Peer Review Have students use a grading rubric to grade a 15 minutes peer FRQ response.

Board Approved: April 23, 2015 42 | Page Board First Read of Revisions: April 26, 2018 Unit 6: Consciousness Subject: AP Psychology Grade: 10-12 Name of Unit: Consciousness Length of Unit: 2-3 class periods Overview of Unit: Students will investigate how sleep, hypnosis, and psychoactive drugs influence cognitions and behaviors.

Priority Standards for unit: AP students in psychology should be able to do the following: ● Describe various states of consciousness and their impact on behavior. ● Discuss aspects of sleep and dreaming: ○ Stages and characteristics of the sleep cycle; ○ Theories of sleep and dreaming; ○ Symptoms and treatments of sleep disorders. ● Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy). ● Explain hypnotic phenomena (e.g., suggestibility, dissociation). ● Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects. ● Discuss drug dependence, addiction, tolerance, and withdrawal. ● Identify the major figures in consciousness research (e.g., William James, Sigmund Freud, Ernest Hilgard).

Unwrapped Concepts Unwrapped Skills (Students Bloom’s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK states of consciousness and their impact on behavior. describe 2 1 stages and characteristics of sleep cycle discuss 4 3 theories of sleep and dreaming discuss 4 3 symptoms and treatments of sleep disorders discuss 4 3 historic and contemporary uses of hypnosis describe 2 1 hypnotic phenomena explain 3 2 major psychoactive drug categories and classify physiological effects identify 2 1

Board Approved: April 23, 2015 43 | Page Board First Read of Revisions: April 26, 2018 drug dependence, addiction, tolerance, and withdrawal discuss 4 3 major figures in psychological treatment identify 2 1

Essential Questions: 1. How does the circadian rhythm and sleep cycle ensure both physical and psychological health? 2. Why and how is dreaming related to good psychological health? 3. How do biological and sociocultural influences affect a person’s attitude and response to altered states of consciousness?

Enduring Understanding/Big Ideas: 1. Sleep and dreaming play a vital role in the psychological well-being of a person. (Answers EQ 1 & 2) 2. Altered states of consciousness can have both psychological and physical impacts. (Answers EQ 3)

Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific

Perspective Activation synthesis hypothesis Lens Circadian rhythms Approaches Consciousness Compare Depressants Identify Electroencephalograph (EEG) Process Hallucinogens Evaluate Hypnosis Discuss Insomnia Latent content Manifest content Meditation Narcolepsy Opiate Physical dependence Psychoactive drugs REM sleep Sleep apnea Stimulants

Board Approved: April 23, 2015 44 | Page Board First Read of Revisions: April 26, 2018 Tolerance Withdrawal

Resources for Vocabulary Development: Textbook Quizlet app

Board Approved: April 23, 2015 45 | Page Board First Read of Revisions: April 26, 2018 Topic 1: Sleep Cycle and Dreams

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority: • Describe various states of consciousness and their impact on behavior. • Discuss aspects of sleep and dreaming: ■ Stages and characteristics of the sleep cycle; ■ Theories of sleep and dreaming; ■ Symptoms and treatments of sleep disorders. • Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy). • Explain hypnotic phenomena (e.g., suggestibility, dissociation). • Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects. • Discuss drug dependence, addiction, tolerance, and withdrawal. • Identify the major figures in consciousness research (e.g., William James, Sigmund Freud, Ernest Hilgard). Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4

Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 minutes Standards Addressed Priority: • Describe various states of consciousness and their impact on behavior. • Discuss aspects of sleep and dreaming: ■ Stages and characteristics of the sleep cycle; ■ Theories of sleep and dreaming; ■ Symptoms and treatments of sleep disorders. • Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy). • Explain hypnotic phenomena (e.g., suggestibility, dissociation). • Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects.

Board Approved: April 23, 2015 46 | Page Board First Read of Revisions: April 26, 2018 • Discuss drug dependence, addiction, tolerance, and withdrawal. • Identify the major figures in consciousness research (e.g., William James, Sigmund Freud, Ernest Hilgard). Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 47 | Page Board First Read of Revisions: April 26, 2018 Topic 2: Sleep Disorders

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 3: Hypnosis

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 4: Psychoactive Drugs

Engaging Experiences in Topic 1 apply to this topic as well.

Board Approved: April 23, 2015 48 | Page Board First Read of Revisions: April 26, 2018 Culminating Activity

Professor Dement would like to classify the different states of consciousness based upon the levels and types of brain activity. Using the following terms correctly in your response, help Professor Dement decide if each of the following deserves to be classified as an altered state of consciousness based upon the brain activity associated with each and the “symptoms” of each state of consciousness.

● Stage 4 Sleep ● Paradoxical Sleep ● Hypnosis ● Activation-synthesis theory ● Cocaine addiction ● Withdrawal ● REM Rebound

Rubric for Culminating Activity Point #1 Point #2 Point #3 Point #4 Point #5 Point #6 Point #7 Stage 4 Paradoxi Hypnosi Activatio Cocaine Withdra REM Sleep cal Sleep s n- Addiction wal Rebound Synthesi s

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Board Approved: April 23, 2015 49 | Page Board First Read of Revisions: April 26, 2018 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested Experience Title Length of Time

1-3 FRQ FRQ that includes elements of historical and 25 minutes contemporary perspectives that is applied to a scenario.

1-3 FRQ Peer Review Have students use a grading rubric to grade a 15 minutes peer FRQ response.

Board Approved: April 23, 2015 50 | Page Board First Read of Revisions: April 26, 2018 Unit 7: Sensation & Perception Subject: AP Psychology Grade: 10-12 Name of Unit: Sensation & Perception Length of Unit: 8-9 class periods Overview of Unit: Students will investigate the physical nature of the five senses and the processes of perception that influence how the sensations help students make sense of the incoming information.

Priority Standards for unit: AP students in psychology should be able to do the following: ● Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation. ● Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), 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 (e.g., visual and hearing impairments). ● Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception). ● Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, context effects). ● Explain the role of attention in behavior. ● Challenge common beliefs in parapsychological phenomena. ● Identify the major historical figures in sensation and perception (e.g., Gustav Fechner, David Hubel, Ernst Weber, Torsten Wiesel).

Unwrapped Concepts Unwrapped Skills (Students Bloom’s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK principles of sensory transduction, absolute and difference thresholds and sensory adaptation discuss 4 3 Sensory processes for all senses including transduction, anatomical structures, and specialized pathways in brain describe 2 1 common sensory disorders explain 3 2

Board Approved: April 23, 2015 51 | Page Board First Read of Revisions: April 26, 2018 principles of organizing and integration sensation to promote awareness of external world describe 2 1 experience and culture influence perceptual processes discuss 4 3 role of attention in behavior explain 3 2 common beliefs in parapsychology challenge 5 4 major figures in psychological treatment identify 2 1

Essential Questions: 1. How can sensory and perceptual differences and errors be explained through attentional processes? 2. How does transduction occur differently in each of the sensory modalities and lead to sensation in the brain? 3. How can a single error in the course of any of the sensory processes lead to significant sensory disorders? 4. How do the sensory processes of the body interact with cognitive processes of the brain to create differing perceptions of the same stimuli?

Enduring Understanding/Big Ideas: 1. Attention significantly influences the conscious sensation and perception of environmental stimuli. 2. Transduction of energy is the foundation of all sensation. 3. Our body uses intricate sensory processes to filter the information that it is constantly bombarded with from the environment. 4. Perception of the environment varies from the actual sensory data collected by the body as a result of different experiences.

Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific

Perspective Absolute threshold Lens Accommodation (perceptual) Approaches Basilar membrane

Board Approved: April 23, 2015 52 | Page Board First Read of Revisions: April 26, 2018 Compare Binocular cues Identify Bottom-up processing Process Cochlea Evaluate Cones Discuss Convergence Cornea Difference threshold Ear drum Feature detector Fovea Frequency theory Gate control theory Habituation Hue Iris Lens Monocular cues Olfaction Opponent process theory (color) Optic nerve Perception Perceptual constancy Pheromones Pitch Place theory Psychophysics Pupil Retina Retinal disparity Rods Sensation Sensory adaptation Shape constancy Signal detection theory Size constancy Subliminal perception Taste buds Top down processing Transduction Trichromatic theory Vestibular sense Weber’s law Resources for Vocabulary Development: Textbook, Quizlet app

Board Approved: April 23, 2015 53 | Page Board First Read of Revisions: April 26, 2018 Topic 1: Sensation

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority: • Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation. • Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), 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 (e.g., visual and hearing impairments). • Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception). • Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, context effects). • Explain the role of attention in behavior. • Challenge common beliefs in parapsychological phenomena. • Identify the major historical figures in sensation and perception (e.g., Gustav Fechner, David Hubel, Ernst Weber, Torsten Wiesel). Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4

Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 minutes Standards Addressed Priority: • Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation. • Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), 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 (e.g., visual and hearing impairments).

Board Approved: April 23, 2015 54 | Page Board First Read of Revisions: April 26, 2018 • Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception). • Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, context effects). • Explain the role of attention in behavior. • Challenge common beliefs in parapsychological phenomena. • Identify the major historical figures in sensation and perception (e.g., Gustav Fechner, David Hubel, Ernst Weber, Torsten Wiesel). Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 55 | Page Board First Read of Revisions: April 26, 2018 Topic 2: Perception

Engaging Experiences in Topic 1 apply to this topic as well.

Board Approved: April 23, 2015 56 | Page Board First Read of Revisions: April 26, 2018 Culminating Activity

A soldier is assigned to keep watch over his base camp at night. If he detects any signs of trouble he is to report it to his commanding officer. If he does not detect an intruder in time, he and his fellow soldiers may be attacked.

a. Define each of the following structures / concepts and provide a robust example of how each would apply to the soldier's ability to do his job.

● Signal detection theory ● Rods ● Selective attention ● Cochlea ● Conductive hearing loss ● Retinal disparity ● Absolute threshold ● Top-down processing

Rubric for Culminating Activity: Point Poi Point Point Point #5 Point Point #7 Point # 8 #1 nt #3 #4 Conduct #6 Absolute Top-down Signal #2 Selecti Cochl Hear loss Retinal Threshold process Detecti Ro ve ea dispari on ds Attenti ty on

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Board Approved: April 23, 2015 57 | Page Board First Read of Revisions: April 26, 2018

Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested Experience Title Length of Time

1-3 FRQ FRQ that includes elements of historical and 25 minutes contemporary perspectives that is applied to a scenario.

1-3 FRQ Peer Review Have students use a grading rubric to grade a 15 minutes peer FRQ response.

Board Approved: April 23, 2015 58 | Page Board First Read of Revisions: April 26, 2018 Unit 8: Behaviorism & Learning Subject: AP Psychology Grade: 10-12 Name of Unit: Behaviorism & Learning Length of Unit: 5-6 class periods Overview of Unit: Students will investigate the processes of learning including classical and operant conditioning, social learning, and their influences on behavior, personality, and development.

Priority Standards for unit: AP students in psychology should be able to do the following: ● Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies). ● Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning. ● Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment, schedules of reinforcement). ● Predict how practice, schedules of reinforcement, and motivation will influence quality of learning. ● Interpret graphs that exhibit the results of learning experiments. ● Provide examples of how biological constraints create learning predispositions. ● Describe the essential characteristics of insight learning, latent learning, and social learning. ● Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness. ● Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used to address behavior problems. ● Identify key contributors in the psychology of learning (e.g., Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B.F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson).

Unwrapped Concepts Unwrapped Skills (Students Bloom’s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK differences between classical and operant conditioning distinguish 4 3 basic classical conditioning phenomena including acquisition, extinction, describe 2 1

Board Approved: April 23, 2015 59 | Page Board First Read of Revisions: April 26, 2018 spontaneous recovery, and higher-order learning. effects of operant conditioning predict 6 4 how practice, schedules of reinforcement, and motivation influence quality of learning predict 6 4 graphs exhibiting results of learning experiments interpret 6 3 essential characteristics of insight learning, latent learning, and social learning describe 2 1 learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness apply 3 3 behavior modification, biofeedback, coping strategies, and self-control are used to address behavior problems suggest 6 4 major figures in psychological treatment identify 2 1

Essential Questions: 1. Explain how can classical conditioning, operant conditioning, or observational learning occur on a “daily” basis? 2. How do nature and nurture influence the process of conditioning and learning? 3. How does motivation affect the process of learning? 4. How can conditioning and observational learning be used to modify behavior?

Enduring Understanding/Big Ideas: 1. Classical conditioning, operant conditioning, and observational learning serve as the backbone for which learning occurs. (Answers EQ 1) 2. Biological, cognitive, and sociocultural factors influence quality of learning. (Answers EQ 2) 3. Behaviorist principles can be used to address maladaptive behaviors. (Answers EQ 3 & 4)

Board Approved: April 23, 2015 60 | Page Board First Read of Revisions: April 26, 2018 Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific

Perspective Aversion therapy Lens Biofeedback Approaches Classical conditioning Compare Cognitive map Identify Conditioned response (CR) Process Conditioned stimulus (CS) Evaluate Continuous reinforcement Discuss Discriminative stimulus Extinction (classical) Extinction (operant) Fixed-interval schedule Fixed-ratio schedule Latent learning Law of effect Learned helplessness Learning Negative reinforcement Observational learning Operant conditioning Partial reinforcement Primary reinforcers Punishment Reflex Reinforcement Schedule of reinforcement Secondary reinforcers Shaping Spontaneous recovery Stimulus discrimination Stimulus generalization Unconditioned response (UCR) Unconditioned stimulus (UCS) Variable-interval schedule Variable ratio-schedule Resources for Vocabulary Development: Textbook, Quizlet app

Board Approved: April 23, 2015 61 | Page Board First Read of Revisions: April 26, 2018 Topic 1: Classical Conditioning

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority: ○ Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies). ○ Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning. ○ Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment, schedules of reinforcement). ○ Predict how practice, schedules of reinforcement, and motivation will influence quality of learning. ○ Interpret graphs that exhibit the results of learning experiments. ○ Provide examples of how biological constraints create learning predispositions. ○ Describe the essential characteristics of insight learning, latent learning, and social learning. ○ Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness. ○ Suggest how behavior modification, biofeedback, coping strategies, and self- control can be used to address behavior problems. ○ Identify key contributors in the psychology of learning (e.g., Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B.F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson). Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4

Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 minutes Standards Addressed Priority: ○ Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies). ○ Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning.

Board Approved: April 23, 2015 62 | Page Board First Read of Revisions: April 26, 2018 ○ Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment, schedules of reinforcement). ○ Predict how practice, schedules of reinforcement, and motivation will influence quality of learning. ○ Interpret graphs that exhibit the results of learning experiments. ○ Provide examples of how biological constraints create learning predispositions. ○ Describe the essential characteristics of insight learning, latent learning, and social learning. ○ Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness. ○ Suggest how behavior modification, biofeedback, coping strategies, and self- control can be used to address behavior problems. ○ Identify key contributors in the psychology of learning (e.g., Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B.F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson). Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 63 | Page Board First Read of Revisions: April 26, 2018 Topic 2: Operant Conditioning

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 3: Social Learning

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 4: Latent Learning--Cognitive Revolution

Engaging Experiences in Topic 1 apply to this topic as well.

Board Approved: April 23, 2015 64 | Page Board First Read of Revisions: April 26, 2018 Culminating Activity

Many behaviors can be conditioned. Fear reactions many times have some form of conditioning that causes them to be acquired, maintained, and even overcome. Using the following terms, describe how a fear of black cats could be acquired through classical conditioning, while being maintained and eventually overcome with the use of operant conditioning and social learning.

● Unconditioned Stimulus ● Unconditioned Response ● Conditioned Stimulus ● Conditioned Response ● Generalization ● Variable-ratio schedule ● Negative Reinforcement ● Extinction ● Shaping ● Vicarious Reinforcement

Rubric for Culminating Activity Poi Poi Poi Poi Point #5 Point Point # Point # Point # Point # 10 nt nt nt nt Generali #6 7 8 9 Vicarious #1 #2 #3 #4 ze VR Neg. Extinct Shapin Rein UC UC CS CS Schedu Rein g S R le

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Board Approved: April 23, 2015 65 | Page Board First Read of Revisions: April 26, 2018 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested Experience Title Length of Time

1-3 FRQ FRQ that includes elements of historical and 25 minutes contemporary perspectives that is applied to a scenario.

1-3 FRQ Peer Review Have students use a grading rubric to grade a 15 minutes peer FRQ response.

Board Approved: April 23, 2015 66 | Page Board First Read of Revisions: April 26, 2018 Unit 9: Cognition Subject: AP Psychology Grade: 10-12 Name of Unit: Cognition Length of Unit: 4-5 class periods Overview of Unit: Students will investigate thinking processes including problem solving, decision making, language, intelligence, and testing and measurement issues.

Priority Standards for unit: AP students in psychology should be able to do the following: ● Compare and contrast various cognitive processes including: ○ 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). ● 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. ● Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller). ● Define intelligence and list characteristics of how psychologists measure intelligence: ○ Abstract versus verbal measures; ○ Speed of processing ● Discuss how culture influences the definition of intelligence. ● Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Spearman, Howard Gardner, Robert Sternberg). ● Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity. ● Interpret the meaning of scores in terms of the normal curve. ● Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled). ● Debate the appropriate testing practices, particularly in relation to culture-fair test uses. ● Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler).

Board Approved: April 23, 2015 67 | Page Board First Read of Revisions: April 26, 2018

Unwrapped Concepts Unwrapped Skills (Students Bloom’s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK cognitive process including effortful versus automatic processing, deep and shallowing processing, and attention compare and contrast 5 3 biological, cognitive, and cultural factors in terms of acquisition, development, and use of language synthesize 6 4 problem-solving strategies and influences on effectiveness identify 2 1 characteristics of creative thinking list 1 1 key contributors in cognitive psychology identify 2 1 intelligence and how psychologists measure it define 2 1 cultural influences on intelligence discuss 4 3 historic and contemporary theories of intelligence compare and contrast 5 3 psychological design of tests explain 3 2 meaning of scores in terms of normal curve interpret 5 4 labels related to intelligence testing describe 2 1 appropriate testing practices, particularly cultural bias debate 5 4 major figures in psychological treatment identify 2 1

Essential Questions: 1. How is “attention” the sensory gateway to our brain? 2. How is effort directly related to processing information?

Board Approved: April 23, 2015 68 | Page Board First Read of Revisions: April 26, 2018 3. How do the acquiring, development, and use of language influence cognitions of a person throughout life? 4. Why do creative thinkers use specialized cognitive problem solving strategies making them the envy of society? 5. How do different theories help explain the characteristics of an intelligent person? 6. How has culture and time changed the concept of intelligence? 7. How do standardization, reliability, and validity combine to provide information that can be used to make inferences concerning an intelligence test scores and their interpretation on the normal curve? 8. Why does controversy surround the interpretation of intelligence scores, intelligence tests, and their used in labeling cognitive ability?

Enduring Understanding/Big Ideas: 1. Attention plays a significant role in how a memory is processed, stored, and encoded. 2. The effort spent on encoding information will directly affect the depth of understanding and retrieval. 3. The biological and psychological systems of memory are supported by effective encoding, storage, and constructive techniques. 4. Language acquisition, development, and use are directly influenced by both nature and nurture, while having a reciprocally dependent relationship with cognition. 5. Cognitions provide the basis for problem-solving and creative solutions. 6. The concept of intelligence varies dependent upon the theory, the culture, and the type of test that is attempting to explain it. 7. Standardization of intelligence tests ensures greater reliability, validity, and interpretation of the scores based on the normal curve. 8. Intelligence testing and scores can be used to provide information about cognitive ability when culturally unbiased.

Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific

Perspective Algorithms Lens Availability heuristic Approaches Cognition Compare Concept Identify Confirmation bias Process Functional fixedness Evaluate Heuristic

Board Approved: April 23, 2015 69 | Page Board First Read of Revisions: April 26, 2018 Discuss Insight Language Mental set Morpheme Phoneme Prototypes Representativeness heuristic Semantics Syntax Creativity Crystallized intelligence Divergent thinking Emotional intelligence Factor analysis Fluid intelligence “g” factor Intelligence Intelligence quotient (IQ) Mental age Mental retardation Norm (testing) Reliability Standardization Triarchic theory of intelligence Validity Resources for Vocabulary Development: Textbook Quizlet app

Board Approved: April 23, 2015 70 | Page Board First Read of Revisions: April 26, 2018 Topic 1: Language

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority: ○ Compare and contrast various cognitive processes including: ■ 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). ○ 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. ○ Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller). ○ Define intelligence and list characteristics of how psychologists measure intelligence: ■ Abstract versus verbal measures; ■ Speed of processing ○ Discuss how culture influences the definition of intelligence. ○ Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Spearman, Howard Gardner, Robert Sternberg). ○ Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity. ○ Interpret the meaning of scores in terms of the normal curve. ○ Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled). ○ Debate the appropriate testing practices, particularly in relation to culture-fair test uses. ○ Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler).

Board Approved: April 23, 2015 71 | Page Board First Read of Revisions: April 26, 2018 Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4

Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 Standards Addressed Priority: ○ Compare and contrast various cognitive processes including: ■ 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). ○ 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. ○ Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller). ○ Define intelligence and list characteristics of how psychologists measure intelligence: ■ Abstract versus verbal measures; ■ Speed of processing ○ Discuss how culture influences the definition of intelligence. ○ Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Spearman, Howard Gardner, Robert Sternberg). ○ Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity. ○ Interpret the meaning of scores in terms of the normal curve. ○ Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled). ○ Debate the appropriate testing practices, particularly in relation to culture-fair test uses.

Board Approved: April 23, 2015 72 | Page Board First Read of Revisions: April 26, 2018 ○ Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler). Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 73 | Page Board First Read of Revisions: April 26, 2018 Topic 2: Problem-solving and Decision Making

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 3: Intelligence

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 4: Testing Measures

Engaging Experiences in Topic 1 apply to this topic as well.

Board Approved: April 23, 2015 74 | Page Board First Read of Revisions: April 26, 2018 Culminating Activity

1. A. Statistics are often used to describe and interpret the results of testing. ● An intelligence test for which the scores are normally distributed has a mean of 100 and a standard deviation of 15. Use this information to describe how the scores are distributed within the population. ● In two normal distributions, the means are 100 for group 1 and 115 for group 2. Can an individual in group 1 have a higher score than the mean score for group 2? Explain.

B. Apply your knowledge of specific psychological tests to answer each of the following questions. ● Define the process of standardization and explain why it is necessary. ● Explain how an assessment could be reliable, yet not valid. ● Describe what it means for an intelligence test to be biased.

C. The interaction of cognitive functions is common place. Explain how the following concepts interact through the use of a robust example in answering each question. ● How are sign language and spoken language processed in the brain? ● How do mental sets and functional fixedness interfere in the problem solving process?

Rubric for Culminating Activity: Point #1 Point #2 Point Point #4 Point Point #6 Point #7 Point Normal Individ #3 Reliabilit #5 Sign & Men. #8 Distribut ual Standar y/ Bias Spoken Set Func. ion Score d. validity Fix.

Poin t

No Poin t

Board Approved: April 23, 2015 75 | Page Board First Read of Revisions: April 26, 2018 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested Experience Title Length of Time

1-3 FRQ FRQ that includes elements of historical and 25 minutes contemporary perspectives that is applied to a scenario.

1-3 FRQ Peer Review Have students use a grading rubric to grade a 15 minutes peer FRQ response.

Board Approved: April 23, 2015 76 | Page Board First Read of Revisions: April 26, 2018 Unit 10: Development Subject: AP Psychology Grade: 10-12 Name of Unit: Development Length of Unit: 6-8 class periods Overview of Unit: Students examine the physical, cognitive, moral, and psychosocial development of a human and the influences of nature and nurture during each of these processes.

Priority Standards for unit: AP students in psychology should be able to do the following: ● Discuss the interaction of nature and nurture (including cultural variations) in the determination of behavior. ● Explain the process of conception and gestation, including factors that influence successful fetal development (e.g., nutrition, illness, substance abuse). ● Discuss maturation of motor skills. ● Describe the influence of temperament and other social factors on attachment and appropriate socialization. ● Explain the maturation of cognitive abilities (e.g., Piaget’s stages, information processing). ● Compare and contrast models of moral development (e.g., Kohlberg, Gilligan). ● Discuss maturational challenges in adolescence, including related family conflicts. ● Characterize the development of decisions related to intimacy as people mature. ● Predict the physical and cognitive changes that emerge as people age, including steps that can be taken to maximize function. ● Describe how sex and gender influence socialization and other aspects of development. ● Identify key contributors in developmental psychology (e.g., Mary Ainsworth, Albert Bandura, Diana Baumrind, Erik Erikson, Sigmund Freud, Carol Gilligan, Harry Harlow, Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, Lev Vygotsky).

Unwrapped Concepts Unwrapped Skills (Students Bloom’s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK nature and nurture discuss and evaluate 4, 5 3 process of conception explain 2 2 maturation of motor skills discuss 4 3 influences of temperament and attachment describe 1 1 maturation of cognitive abilities explain 2 2

Board Approved: April 23, 2015 77 | Page Board First Read of Revisions: April 26, 2018 models of moral development compare and contrast 5 3 social development describe and explain 1, 2 1, 2 physical and cognitive changes predict 6 4 sex and gender influences describe and analyze 1, 4 1, 2 key contributors in development identify 1 1

Essential Questions: 1. How do nature and nurture affect the physical and brain development of a human being? 2. How are cognitive and moral development intimately linked? 3. What changes occur as a person transitions from adolescence through adulthood into old age physically, cognitively, and socially and how do these affect quality of life? 4. How does attachment play a crucial role in the development of a person cognitively and socially during adolescence and during adulthood? 5. How do sex and gender influence the social, cognitive, and personality development of a human being?

Enduring Understanding/Big Ideas: 1. The development of a human being requires the influence of both nature and nurture as it relates to physical, brain, cognitive, moral, social, and personality growth. (Answers EQ 1 & 2) 2. The acquisition of healthy attachment styles significantly affects social, adolescent, and adulthood development. (Answers EQ 3 & 4) 3. Gender plays a significant role in social, cognitive, and personality development. (Answers EQ 5)

Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific

Perspective Accommodation (Piagetian) Lens Adolescence Approaches Alzheimer’s disease Compare Assimilation Identify Concrete operational stage Process Conservation Evaluate Critical period

Board Approved: April 23, 2015 78 | Page Board First Read of Revisions: April 26, 2018 Discuss Cross-sectional study Egocentrism Embryo Fetal alcohol syndrome Fetus Gender Gender identity Imprinting Longitudinal study Menarche Menopause Object permanence Preoperational stage Schemas Sensorimotor stage Teratogens Zygote Resources for Vocabulary Development: Textbook Quizlet app

Board Approved: April 23, 2015 79 | Page Board First Read of Revisions: April 26, 2018 Topic 1: Nature versus Nurture

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 Minutes Standards Addressed Priority: ○ Compare and contrast various cognitive processes including: ■ 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). ○ Outline the principles that underlie effective encoding, storage, and construction of memories. ○ Describe strategies for memory improvement. ○ Identify key contributors Hermann Ebbinghaus, Elizabeth Loftus, and George A. Miller Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4

Engaging Experience 2 Title: FRQ Peer Review Suggested Length of Time: 15 minutes Standards Addressed Priority: ○ Compare and contrast various cognitive processes including: ■ 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). ○ Outline the principles that underlie effective encoding, storage, and construction of memories. ○ Describe strategies for memory improvement. ○ Identify key contributors Hermann Ebbinghaus, Elizabeth Loftus, and George A. Miller

Board Approved: April 23, 2015 80 | Page Board First Read of Revisions: April 26, 2018 Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 81 | Page Board First Read of Revisions: April 26, 2018 Topic 2: Physical Development

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 3: Cognitive and Moral Development

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 4: Psychosocial Development

Engaging Experiences in Topic 1 apply to this topic as well.

Board Approved: April 23, 2015 82 | Page Board First Read of Revisions: April 26, 2018 Culminating Activity

Jeremiah was in the middle of his freshman year in college when he realized that he needed help. He was experiencing great anxiety because he was having difficulties making friends and maintaining relationships with peers.

Because of this anxiety his grades began to slip and he turned to cheating on tests and exams in an attempt to keep up with the rigors of attending such a prestigious school. He also felt a need to exert his new found freedom by experimenting with alcohol and drugs.

Jeremiah recognized that if he continued his current behaviors he would not achieve any of his career or life goals and enter into a deep depression.

Describe how each of the following developmental theories may help explain Jeremiah’s behavior. ● Nature and Nurture ● Attachment Theory ● Piaget’s Cognitive Theory ● Erikson’s Psychosocial Theory ● Kohlberg’s Moral Development Theory ● Parenting Style

Rubric for Culminating Activity Point #1 Point #2 Point #3 Point #4 Point #5 Point #6 Nature/Nurtu Attachmen Piaget Erikson Kohlberg Parenting re t

Point

No Point

Board Approved: April 23, 2015 83 | Page Board First Read of Revisions: April 26, 2018 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested Experience Title Length of Time

1-4 FRQ FRQ that includes elements of historical and 25 minutes contemporary perspectives that is applied to a scenario.

1-4 FRQ Peer Review Have students use a grading rubric to grade a 15 minutes peer FRQ response.

Board Approved: April 23, 2015 84 | Page Board First Read of Revisions: April 26, 2018 Unit 11: Personality Subject: AP Psychology Grade: 10-12 Name of Unit: Personality Length of Unit: 5-7 class periods Overview of Unit: Students examine the physical, cognitive, moral, and psychosocial development of a human and the influences of nature and nurture during each of these processes.

Priority Standards for unit: AP students in psychology should be able to do the following: ● Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait, social learning, and behavioral. ● Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality. ● Identify frequently uses assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliability and validity of the instruments. ● Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures). ● Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, Carl Rogers).

Unwrapped Concepts Unwrapped Skills (Students Blooms Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK major theories explaining personality compare and contrast 5 3 research methods specific to investigate personality describe and compare 1, 3 2 frequently used assessment strategies identify 1 3 test quality based on validity and reliability evaluate 5 cultural context influencing personality development speculate 6 1 key contributors in personality theory identify 1 1

Board Approved: April 23, 2015 85 | Page Board First Read of Revisions: April 26, 2018 Essential Questions: 1. How do the psychoanalytic, humanistic, cognitive, trait, social learning, and behavioral theories of personality illustrate personality’s complexity? 2. How can a psychologist study personality? 3. How is the difficulty of assessing personality compounded by issues of reliability and validity?

Enduring Understanding/Big Ideas: 1. The concept of personality varies dependent upon the theory that is attempting to explain it. 2. The research and assessment of personality is contentious because of the indistinct theories of personality. 3. The understanding of personality is influenced and colored by the cultural context in which it is viewed.

Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific

Perspective Collective unconscious Lens Defense mechanism Approaches Displacement (def mech) Compare Ego Identify Fixation (Freudian) Process Genital stage Evaluate Humanistic psychology Discuss Id Latency stage Locus of control Oedipus complex Oral stage Personality Phallic stage Pleasure principle Projection Projective test Psychosexual stages Rationalization Reaction formation Reality principle Reciprocal determinism

Board Approved: April 23, 2015 86 | Page Board First Read of Revisions: April 26, 2018 Repression Rorschach inkblot test Self-actualization Self-concept Self-efficacy Superego Temperament Thematic Apperception Test Trait Transference Unconscious Resources for Vocabulary Development: Textbook Quizlet app

Board Approved: April 23, 2015 87 | Page Board First Read of Revisions: April 26, 2018 Topic 1: Personality Theories

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority: ○ Compare and contrast various cognitive processes including: ■ 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). ○ Outline the principles that underlie effective encoding, storage, and construction of memories. ○ Describe strategies for memory improvement. ○ Identify key contributors Hermann Ebbinghaus, Elizabeth Loftus, and George A. Miller Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4

Engaging Experience 2 Title: FRQ Peer Review Suggested Length of Time: 15 minutes Standards Addressed Priority: ○ Compare and contrast various cognitive processes including: ■ 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). ○ Outline the principles that underlie effective encoding, storage, and construction of memories. ○ Describe strategies for memory improvement. ○ Identify key contributors Hermann Ebbinghaus, Elizabeth Loftus, and George A. Miller

Board Approved: April 23, 2015 88 | Page Board First Read of Revisions: April 26, 2018 Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 89 | Page Board First Read of Revisions: April 26, 2018 Topic 2: Research and Testing Strategies

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 3: Influences on Personality

Engaging Experiences in Topic 1 apply to this topic as well.

Board Approved: April 23, 2015 90 | Page Board First Read of Revisions: April 26, 2018 Culminating Activity

Francine is determined to be valedictorian of her class. She can’t stand missing class because she feels like she is getting behind. Francine has a different color binder for each class she has, she uses different colored pens while taking notes, and always does her homework immediately when she gets home. At home her room is perfectly organized. She is the captain of the tennis team, but she gets so frustrated when her teammates are late. Whenever she misses a shot on the court, she throws her racket on the ground and screams. Despite her overly competitive nature, Francine does like to relax with her friends. She has a small group of close friends she prefers to hang out with, most of whom are also tennis players and fellow AP students. She believes that her hard work will get her into Harvard where she will study law and one day become the Attorney General of the United States. She is given an allowance by her parents weekly, but usually just saves it for her “Harvard Days” as she calls them. Her parents have always been supportive, even through the times of wanting to be a Dallas Cowboys Cheerleader, then an astronaut, even during Francine’s “Goth year” during seventh grade. a. How could the following psychoanalytic principles be used in understanding Francine’s personality? ● Id, Ego, Superego ● Defense Mechanisms b. How would the following personality theory concepts help in understanding Francine’s personality? ● Reciprocal Determinism ● Locus of Control ● Unconditional positive regard c. Testing plays a critical role in the understanding and discussion of personality and its effects on behavior. Explain what information the following tests may provide regarding Francine’s personality. ● Myers-Briggs Type Indicator (MBTI) ● Big Five Personality Traits

Board Approved: April 23, 2015 91 | Page Board First Read of Revisions: April 26, 2018 Rubric for Culminating Activity: Point Point #2 Point Point Point #5 Point #6 Point #7 #1 Def. #3 #4 Unconditional MBTI Big 5 Id, Mech. Recip. Locus Positive Regard Traits Ego, Example Determ of Supere . Contr go ol

Point

No Point

Board Approved: April 23, 2015 92 | Page Board First Read of Revisions: April 26, 2018 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested Experience Title Length of Time

1-3 FRQ FRQ that includes elements of historical and 25 minutes contemporary perspectives that is applied to a scenario.

1-3 FRQ Peer Review Have students use a grading rubric to grade a 15 minutes peer FRQ response.

Board Approved: April 23, 2015 93 | Page Board First Read of Revisions: April 26, 2018 Unit 12: Motivation, Emotion, & Stress Subject: AP Psychology Grade: 10-12 Name of Unit: Motivation, Emotion, & Stress Length of Unit: 6-8 class periods Overview of Unit: Students examine the physical, cognitive, moral, and psychosocial development of a human and the influences of nature and nurture during each of these processes.

Priority Standards for unit: AP students in psychology should be able to do the following: ● Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait, social learning, and behavioral. ● Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality. ● Identify frequently uses assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliability and validity of the instruments. ● Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures). ● Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, Carl Rogers).

Unwrapped Concepts Unwrapped Skills (Students Blooms Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK major theories explaining personality compare and contrast 5 3 research methods specific to investigate personality describe and compare 1, 3 2 frequently used assessment strategies identify 1 3 test quality based on validity and reliability evaluate 5 3 cultural context influencing personality development speculate 6 1 key contributors in personality theory identify 1 1

Board Approved: April 23, 2015 94 | Page Board First Read of Revisions: April 26, 2018 Essential Questions: 1. How do the psychoanalytic, humanistic, cognitive, trait, social learning, and behavioral theories of personality illustrate personality’s complexity? 2. How can a psychologist study personality? 3. How is the difficulty of assessing personality compounded by issues of reliability and validity?

Enduring Understanding/Big Ideas: 1. The concept of personality varies dependent upon the theory that is attempting to explain it. 2. The research and assessment of personality is contentious because of the indistinct theories of personality. 3. The understanding of personality is influenced and colored by the cultural context in which it is viewed.

Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific

Perspective Collective unconscious Lens Defense mechanism Approaches Displacement (def mech) Compare Ego Identify Fixation (Freudian) Process Genital stage Evaluate Humanistic psychology Discuss Id Latency stage Locus of control Oedipus complex Oral stage Personality Phallic stage Pleasure principle Projection Projective test Psychosexual stages Rationalization Reaction formation Reality principle Reciprocal determinism

Board Approved: April 23, 2015 95 | Page Board First Read of Revisions: April 26, 2018 Repression Rorschach inkblot test Self-actualization Self-concept Self-efficacy Superego Temperament Thematic Apperception Test Trait Transference Unconscious Resources for Vocabulary Development: Textbook Quizlet app

Board Approved: April 23, 2015 96 | Page Board First Read of Revisions: April 26, 2018 Topic 1: Personality Theories

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority: ○ Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait, social learning, and behavioral. ○ Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality. ○ Identify frequently uses assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliability and validity of the instruments. ○ Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures). ○ Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, Carl Rogers). Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Blooms Levels: 6 Webb’s DOK: 4

Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 Standards Addressed Priority: ○ Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait, social learning, and behavioral. ○ Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality. ○ Identify frequently uses assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliability and validity of the instruments.

Board Approved: April 23, 2015 97 | Page Board First Read of Revisions: April 26, 2018 ○ Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures). ○ Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, Carl Rogers). Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Blooms Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 98 | Page Board First Read of Revisions: April 26, 2018 Topic 2: Research and Testing Strategies

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 3: Influences on Personality

Engaging Experiences in Topic 1 apply to this topic as well.

Board Approved: April 23, 2015 99 | Page Board First Read of Revisions: April 26, 2018 Culminating Activity

Francine is determined to be valedictorian of her class. She can’t stand missing class because she feels like she is getting behind. Francine has a different color binder for each class she has, she uses different colored pens while taking notes, and always does her homework immediately when she gets home. At home her room is perfectly organized. She is the captain of the tennis team, but she gets so frustrated when her teammates are late. Whenever she misses a shot on the court, she throws her racket on the ground and screams. Despite her overly competitive nature, Francine does like to relax with her friends. She has a small group of close friends she prefers to hang out with, most of whom are also tennis players and fellow AP students. She believes that her hard work will get her into Harvard where she will study law and one day become the Attorney General of the United States. She is given an allowance by her parents weekly, but usually just saves it for her “Harvard Days” as she calls them. Her parents have always been supportive, even though the times of wanting to be a Dallas Cowboys Cheerleader, then an astronaut, even during Francine’s “Goth year” during seventh grade. a. How could the following psychoanalytic principles be used in understanding Francine’s personality? ● Id, Ego, Superego ● Defense Mechanisms b. How would the following personality theory concepts help in understanding Francine’s personality? ● Reciprocal Determinism ● Locus of Control ● Unconditional positive regard c. Testing plays a critical role in the understanding and discussion of personality and its effects on behavior. Explain what information the following tests may provide regarding Francine’s personality. ● Myers-Briggs Type Indicator (MBTI) ● Big Five Personality Traits

Board Approved: April 23, 2015 100 | Page Board First Read of Revisions: April 26, 2018 Rubric for Culminating Activity: Point Point #2 Point Point Point #5 Point #6 Point #7 #1 Def. #3 #4 Unconditional MBTI Big 5 Id, Mech. Recip. Locus Positive Regard Traits Ego, Example Determ of Supere . Contr go ol

Point

No Point

Board Approved: April 23, 2015 101 | Page Board First Read of Revisions: April 26, 2018 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested Experience Title Length of Time

1-3 FRQ FRQ that includes elements of historical and 25 minutes contemporary perspectives that is applied to a scenario.

1-3 FRQ Peer Review Have students use a grading rubric to grade a 15 minutes peer FRQ response.

Board Approved: April 23, 2015 102 | Page Board First Read of Revisions: April 26, 2018 Unit 13: Abnormal and Therapy Subject: AP Psychology Grade: 10-12 Name of Unit: Abnormal & Therapy Length of Unit: 7-10 class periods Overview of Unit: Students investigate the nature of abnormal behavior, causes and etiology of mental disorders, diagnosing procedures, and therapeutic options for people suffering from a spectrum of abnormal behaviors.

Priority Standards for unit: AP students in psychology should be able to do the following: ● Describe contemporary and historical conceptions of what constitutes psychological disorders. ● Recognize the use 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, including anxiety and somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, and their corresponding symptoms. ● Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural. ● Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study). ● Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense). ● Describe the central characteristics of psychotherapeutic intervention. ● Describe major treatment orientations used in therapy (e.g., behavioral, cognitive, humanistic) and how those orientations influence therapeutic planning. ● Compare and contrast different treatment formats (e.g., individual, group). ● Summarize effectiveness of specific treatments used to address specific problems. ● Discuss how cultural and ethnic context influence choice and success of treatment (e.g., factors that lead to premature termination of treatment). ● Describe prevention strategies that build resilience and promote competence. ● Identify major figures is psychological treatment (e.g., Aaron Beck, Albert Ellis, Sigmund Freud, Mary Cover Jones, Carl Rogers, B.F. Skinner, Joseph Wolpe).

Board Approved: April 23, 2015 103 | Page Board First Read of Revisions: April 26, 2018 Unwrapped Concepts Unwrapped Skills (Students Bloom’s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK contemporary and historical concepts of disorders describe 2 2 DSM recognize 1 1 mood, anxiety, somatoform, dissociative, schizophrenia, organic disturbance symptoms discuss 4 3 strengths and limitations of approaches to explaining disorders from humanistic, cognitive, biological, and sociocultural evaluate 5 4 positive and negative consequences of diagnostic labels identify 2 2 intersection of psychology and legal system discuss 4 3 central characteristics of psychotherapeutic intervention describe 2 2 major treatment orientations used in therapy describe 2 2 treatment formats compare and contrast 5 3 effectiveness of specific treatments summarize 2 2 prevention strategies describe 2 2 major figures in psychological treatment identify 2 2

Essential Questions: 1. How has the concept of abnormal evolved throughout history? 2. Why is the DSM an important player in defining abnormal behavior? 3. How do diagnostic labels affect a person’s social and cognitive well-being? 4. In what way do the legal system and the world of psychology intermingle? 5. How has the biopsychosocial approach to the explanation of abnormal behavior evolved from earlier theories? 6. Why are there different goals in psychotherapy than for the general science of psychology?

Board Approved: April 23, 2015 104 | Page Board First Read of Revisions: April 26, 2018 7. How does the relationship between client and therapist determine the effectiveness of therapy? 8. How is a treatment method’s efficacy measured? 9. How does a client’s social world help determine the effectiveness of therapy? 10. Why and how is positive psychology trying to change the role of therapy?

Enduring Understanding/Big Ideas: 1. The various editions of the DSM attempt to describe specific abnormal behaviors that have been agreed upon today, while illustrating how the definition of abnormal has evolved throughout time. 2. As a result of the DSM and attempts to identify and help those who are abnormal, diagnostic labels have changed the lives of those diagnosed with mental disorders personally, publicly, and legally. 3. The definition of what abnormal really is depends greatly upon what approach to explaining abnormal behavior one exercises. 4. Psychotherapy is an effective tool for raising a person’s quality of life that is experiencing abnormal behavior. 5. Efficacy of therapy varies with the abnormal behavior being treated, the therapist’s orientation, treatment format, and the sociocultural factors affecting the client. 6. Positive psychology is changing psychotherapy from being reactive to being proactive in sustaining quality of life.

Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific

Perspective Agoraphobia Lens Antisocial personality disorder Approaches Anxiety disorders Compare Bipolar disorder Identify Conversion disorder Process Delusions Evaluate Dissociative amnesia Discuss Dissociative disorders Dissociative fugue Dissociative identity disorder (DID) DSM-IV Hallucinations Hypochondriasis Major depressive disorder Mania

Board Approved: April 23, 2015 105 | Page Board First Read of Revisions: April 26, 2018 Mood disorders Obsessive compulsive disorder (OCD) Panic disorder Personality disorders Phobia Posttraumatic stress disorder (PTSD) Schizophrenia Somatoform disorders Specific phobia Resources for Vocabulary Development: Textbook Quizlet app

Board Approved: April 23, 2015 106 | Page Board First Read of Revisions: April 26, 2018 Topic 1: Categories of Disorders in the DSM

Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority: • Describe contemporary and historical conceptions of what constitutes psychological disorders. • Recognize the use 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, including anxiety and somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, and their corresponding symptoms. • Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural. • Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study). • Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense). • Describe the central characteristics of psychotherapeutic intervention. • Describe major treatment orientations used in therapy (e.g., behavioral, cognitive, humanistic) and how those orientations influence therapeutic planning. • Compare and contrast different treatment formats (e.g., individual, group). • Summarize effectiveness of specific treatments used to address specific problems. • Discuss how cultural and ethnic context influence choice and success of treatment (e.g., factors that lead to premature termination of treatment). • Describe prevention strategies that build resilience and promote competence. • Identify major figures is psychological treatment (e.g., Aaron Beck, Albert Ellis, Sigmund Freud, Mary Cover Jones, Carl Rogers, B.F. Skinner, Joseph Wolpe). Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom’s Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 107 | Page Board First Read of Revisions: April 26, 2018 Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 Standards Addressed Priority: • Describe contemporary and historical conceptions of what constitutes psychological disorders. • Recognize the use 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, including anxiety and somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, and their corresponding symptoms. • Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural. • Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study). • Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense). • Describe the central characteristics of psychotherapeutic intervention. • Describe major treatment orientations used in therapy (e.g., behavioral, cognitive, humanistic) and how those orientations influence therapeutic planning. • Compare and contrast different treatment formats (e.g., individual, group). • Summarize effectiveness of specific treatments used to address specific problems. • Discuss how cultural and ethnic context influence choice and success of treatment (e.g., factors that lead to premature termination of treatment). • Describe prevention strategies that build resilience and promote competence. • Identify major figures is psychological treatment (e.g., Aaron Beck, Albert Ellis, Sigmund Freud, Mary Cover Jones, Carl Rogers, B.F. Skinner, Joseph Wolpe). Detailed Description/Instructions: Have students use a standardized rubric to grade a peer’s FRQ Bloom’s Levels: 6 Webb’s DOK: 4

Board Approved: April 23, 2015 108 | Page Board First Read of Revisions: April 26, 2018 Topic 2: Psychological Therapies

Engaging Experiences in Topic 1 apply to this topic as well.

Topic 3: Biomedical Therapies

Engaging Experiences in Topic 1 apply to this topic as well.

Board Approved: April 23, 2015 109 | Page Board First Read of Revisions: April 26, 2018 Culminating Activity

A newspaper editorialist argues that the use of DSM-IV diagnostic labels is destructively antidemocratic, because it enables an elite corps of mental health professionals to subtly control the values and life-styles of the rest of society. Give reasons supporting this argument, and then defend the continued use of diagnostic labels.

a. Describe how the following types of psychologists would help the following client: ● a psychoanalyst ● a cognitive therapist ● a behaviorist ● a client-centered therapist ● a gestalt therapist ● a psychiatrist

Aryson is a young man who feels like he cannot leave his house, and just the thought of doing so makes him incredibly nervous and begins to have a panic attack. He is forced to have all of his food delivered from a local grocery store, but is trying to get his Bachelor’s degree from the University of Phoenix online. He has difficulties creating and maintaining friendships or relationships, becomes very depressed when he lacks contact with people for longer than a couple of weeks, and usually attempts to “drown” away his sorrows with copious amounts of drinking. As the therapist (from each of the above perspectives) how would you help Aryson live a more “normal” life? Be clear about the exact procedures that would be used and you DO NOT have to address ALL of Aryson’s problems from each perspective, you may focus on as many of the behaviors as you wish.

b. Mr. Andrews suffers from frequent episodes of extreme depression. When a friend suggests that he might be helped by drug therapy, or electroconvulsive therapy, Mr. Andrews responds, “Drugs are just a crutch for people who lack self-discipline and who want to hide from their problems and electroconvulsive therapy is inhumane. Besides, I'm not about to hand over control of my life to some psychiatrist, his magic pills, and a lightning strike.” Explain why Mr. Andrews' ideas about drug therapy and ECT are inaccurate.

Board Approved: April 23, 2015 110 | Page Board First Read of Revisions: April 26, 2018 Rubric for Culminating Activity: Point Point Point Point Point Point Point Point #8 Point Point #1 #2 #3 #4 #5 #6 #7 psychiatr #9 #10 Suppo Suppo Psych Cog. Behavi Client Gestal ist Defen Defe rt rt for oan. Thera or - t se of nse of disuse DSM py center therap Drug ECT DSM ed ist Thera therap py y

Point

No Point

Board Approved: April 23, 2015 111 | Page Board First Read of Revisions: April 26, 2018 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested Experience Title Length of Time

1-3 FRQ FRQ that includes elements of historical and 25 minutes contemporary perspectives that is applied to a scenario.

1-3 FRQ Peer Review Have students use a grading rubric to grade a 15 minutes peer FRQ response.

Board Approved: April 23, 2015 112 | Page Board First Read of Revisions: April 26, 2018 Unit of Study Terminology

Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System.

Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard.

Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions.

Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards.

Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind.

Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning.

Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life.

Supporting Standards: Additional standards that support the learning within the unit.

Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit.

Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards.

Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content.

Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district.

This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.

Board Approved: April 23, 2015 113 | Page Board First Read of Revisions: April 26, 2018