Social Studies Curriculum

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Glen Ridge Public Schools - Social Studies Curriculum

Course Title: Advanced Placement Psychology

Subject: Social Studies Grade Level: 12 Duration: 1 year Prerequisite: completion of Introduction to Psychology; Recommendation from history or science teacher, grade of A- or better in C.P. history or science class, or B+ or better in Honors-level history or science class. Elective or Required: Elective

Department Mission Statement: The mission of Social Studies in the Glen Ridge schools is to ignite students’ passion to become responsible, productive, and active citizens within a democratic society. The Social Studies curriculum will develop the students’ understanding of themselves and their environment, encompassing an awareness of the United States as part of a global society. The curriculum stresses an educational environment which teaches respect for cultural, political, gender, racial and ethnic diversity. Authentic learning opportunities will empower students with critical thinking, problem-solving, thoughtful decision-making, communication, and leadership skills. Students will study historical, geographical, social, political and economic issues that shape the world. The Social Studies program will provide students with the knowledge and understanding of the past which is essential for successfully navigating the present and future.

Course Description: According to College Board, “The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice.” This is a college-level course that requires a high level of dedication and commitment from the student.

Author: Stephanie Pollak

Date Submitted: Summer 2017

A.P. Psychology

Unit 1: History and Approaches in Psychology Approximate # Of Weeks: 2

Learning Goals: Upon completion of this unit students will be able to: ● Recognize how philosophical 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, and cognitive as more contemporary approaches. ● Recognize the strengths and limitations of applying theories to explain behavior. ● Distinguish the different domains of psychology: ○ Biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, and social. ● Identify the 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 Floyd Washburn, John B. Watson, and Wilhelm Wundt).

Interdisciplinary Standards (National Standards for High School Psychology Curricula http://www.apa.org/education/k12/national-standards.aspx ) Standard Area: Perspectives in Psychological Science After concluding this unit, students understand:

Content Standard 1: Development of psychology as an empirical science Students are able to (performance standards): ● 1.1 Define psychology as a discipline and identify its goals as a science. ● 1.2 Describe the emergence of psychology as a scientific discipline. ● 1.3 Describe perspectives employed to understand behavior and mental processes. ● 1.4 Explain how psychology evolved as a scientific discipline.

Content Standard 2: Major subfields within psychology Students are able to (performance standards):

● 2.1 Discuss the value of both basic and applied psychological research with human and non-human animals. ● 2.2 Describe the major subfields of psychology. ● 2.3 Identify the important role psychology plays in benefiting society and improving people’s lives.

Activities – include 21st Century Technologies: ● Students will complete handout 2.2 - Self-Assessment on Psychology’s Big Issues - in order to introduce and stimulate discussion of some of the significant issues in psychology (such as rationality/irrationality and nature/nurture) that we will encounter in this course. ● Students will examine the case of Andrea Yates to not only stimulate their interest but also introduce psychology’s complementary perspectives. Students will examine this case and give their theories of why she committed this crime in order to understand the complexity and multiple causes of behavior. ● Students will understand Psychology’s Applied Research (handout 3-2) by reading several case studies and determining which psychological sub-field would be most interested in studying each.

Enrichment Activities: ● Students will examine psychology’s role in basic science research by reading “25 Most Provocative Questions Facing Science” from the 25th anniversary (November 2003) issue of the New York Times Science Times section, found at www.nytimes.com/indexes/2003/11/10/science/text . ● Students will view this short video to help recall the perspectives: https://www.youtube.com/watch?v=cMujZg-WG1k ● Website: A Science Odyssey This website explores the astonishing scientific and technological developments of the past century. It includes a “Then + Now” feature comparing what we knew in 1900 to what we know today, a game show made especially for the website, comic-book style stories introducing scientists soon after they made their discoveries, a databank of biographies of scientists and descriptions of key events and discoveries, as well as interactive online activities. Visit www.pbs.org/wgbh/aso .

Methods of Assessments/Evaluation: ● Chapter tests and quizzes ● Chapter reviews ● Completion of handouts, homework and analysis questions ● Participation in activities, simulations and discussions

Unit II. Research Methods (8-10 %)

Approximate # Of Weeks: 2

Learning Goals: Upon completion of this unit students will understand: A. Experimental, Correlational, and Clinical Research 1. Correlational (e.g. observational, survey, clinical) 2. Experimental B. Statistics 1. Descriptive 2. Inferential C. Ethics in Research (Asch, Milgrim, Watson, Zimbardo) Objectives ● 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 conclusions). ● 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 behavioral 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.

Interdisciplinary Standards (National Standards for High School Psychology Curricula) Standard Area: Research Methods, Measurement, and Statistics Content Standards After concluding this unit, students will understand:

Content Standard 1: Research methods and measurements used to study behavior and mental processes Students are able to (performance standards): ● 1.1 Describe the scientific method and its role in psychology. ● 1.2 Describe and compare a variety of quantitative (e.g., surveys, correlations, experiments) and qualitative (e.g., interviews, narratives, focus groups) research methods. ● 1.3 Define systematic procedures used to improve the validity of research findings, such as external validity. ● 1.4 Discuss how and why psychologists use non-human animals in research.

Content Standard 2: Ethical issues in research with human and non-human animals Students are able to (performance standards):

● 2.1 Identify ethical standards psychologists must address regarding research with human participants. ● 2.2 Identify ethical guidelines psychologists must address regarding research with non-human animals.

Content Standard 3: Basic concepts of data analysis Students are able to (performance standards):

● 3.1 Define descriptive statistics and explain how they are used by psychological scientists. ● 3.2 Define forms of qualitative data and explain how they are used by psychological scientists. ● 3.3 Define correlation coefficients and explain their appropriate interpretation. ● 3.4 Interpret graphical representations of data as used in both quantitative and qualitative methods. ● 3.5 Explain other statistical concepts, such as statistical significance and effect size. ● 3.6 Explain how validity and reliability of observations and measurements relate to data analysis.

Activities – include 21st Century Technologies: ● In order to understand Hindsight Bias (see 4-2), students will be given two sets of research conclusions and asked to explain if they would have predicted the findings or not. Then explain that each student had a different research conclusion, even though all students felt confident that their conclusions were predictable after reading them. ● In order to demonstrate Confirmation Bias, students will complete an activity using Peter Watson’s four card problems. Students will examine how we tend to seek out information that confirms our existing notions or beliefs. ● Students will demonstrate the tendency to overestimate the accuracy of our current knowledge. (Handout 4-3) Students will be presented with several questions like those commonly used in research to assess overconfidence. If students are as correct as they are confident, only 2 percent of their responses should be wrong. The actual proportion of errors will be more than 10 times that. Students will share their predicted correct answers and then their actual correct answers. Discuss how this shows overconfidence. ● Using the gambler's fallacy, students will record the results of a sequence of coin flips in order to demonstrate that the probability of getting heads is no greater after a sequence of tails. ● Students will use naturalistic observation in the cafeteria to understand how this method can be used to describe but not explain behavior. Each group will observe for ten minutes and record their findings, and then share with other groups to see if their are any similarities and predict reasons that we cannot draw conclusions from these findings. ● Students will understand illusory correlation by examining data that shows gender and emotionality (6-2). Although students may believe that there is a correlation, when looked at more closely, there is none. Discuss how data can be misleading and we must watch for preconceptions before analyzing cause/effect relationships. ● Students will examine different principles of research sampling by using a bag of M&Ms and recording color distribution. Students will then make predictions about the color distribution overall from their samples, and then test their hypothesis with more data from other samples. Students can use several aspects of statistics and research in order to calculate their findings.

Enrichment Activities: ● Students will review concepts of experimental design by watching this short video: https://www.youtube.com/watch?v=qtLnBz6lbRQ ● Students will debate use of animals for research and testing. Research pros and cons and provide examples, and then debate or conduct a socratic seminar. ● Watch short clips to demonstrate concepts from this unit - Big Bang Theory, Modern Family, The Simpsons (see Swopes.com)

Unit III. Biological Bases of Behavior (8-10 %)

Approximate # Of Weeks: 3

Learning Goals: Upon completion of this unit students will understand: A. Physiological Techniques (e.g. imaging, surgical) B. Neuroanatomy C. Functional organization of the Nervous System D. Neural Transmission E. Endocrine System F. Genetics Objectives ● 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).

Interdisciplinary Standards (National Standards for High School Psychology Curricula) Standards Area: Biological Bases of Behavior Content Standard 1: Structure and function of the nervous system in human and non-human animals Students are able to (performance standards):

● 1.1 Identify the major divisions and subdivisions of the human nervous system. ● 1.2 Identify the parts of the neuron and describe the basic process of neural transmission. ● 1.3 Differentiate between the structures and functions of the various parts of the central nervous system. ● 1.4 Describe lateralization of brain functions. ● 1.5 Discuss the mechanisms of, and the importance of, plasticity of the nervous system.

Content Standard 2: Structure and function of the endocrine system Students are able to (performance standards):

● 2.1 Describe how the endocrine glands are linked to the nervous system. ● 2.2 Describe the effects of hormones on behavior and mental processes. ● 2.3 Describe hormone effects on the immune system.

Content Standard 3: The interaction between biological factors and experience Students are able to (performance standards):

● 3.1 Describe concepts in genetic transmission. ● 3.2 Describe the interactive effects of heredity and environment. ● 3.3 Explain how evolved tendencies influence behavior.

Content Standard 4: Methods and issues related to biological advances Students are able to (performance standards):

● 4.1 Identify tools used to study the nervous system. ● 4.2 Describe advances made in neuroscience. ● 4.3 Discuss issues related to scientific advances in neuroscience and genetics.

Activities – include 21st Century Technologies: ● Students will understand Action Potential and Neural Transmission through a demonstration with dominoes. Begin by making two rows of dominoes and knocking them down to show how neural potential works one axon at a time and is passed sequentially through the neurons. The all-or-none response is illustrated by the fact that the push on the first domino has to be strong enough to knock it down; pushing harder, however, does not affect the impulse’s speed. Forming a domino line that branches out illustrates axon collaterals in which the action potential affects all the branches equally. ● Students will complete an activity to understand how Neurons transmit electrochemical impulses. (TOPPS)Have students line up one behind the other. The one in the back of the line and the one in the front each hold a spray bottle of warm water. Students are directed that the student at the back of the line should squirt the hand of the student in front of him/her with warm water (the student whose hand is being sprayed should extend his/her hand behind him/her so that it is near, but not touching the spray bottle). When the next-to-the-last student in line feels the spray of water, he/she should tap the shoulder of the student in front of him/her. The next two students should tap the shoulder of the students in front of them when they, in turn, are tapped. After the sequence is completed, students answer Part I on the worksheet and discuss results. ● Students will understand the parts and function of the nervous system by creating metaphors. Given a set of images, students will explain how the picture is like a part of the nervous system. (see TOPPS) ● Students will create a brain model as a way to understand the parts of the brain. Using supplies such as clay, pipe cleaners, play dough, candy, etc., students will work in groups to create a model and label each part and function. ● In order to review the numerous concepts and terms in this unit, students will play a review game such as Biopsychology Bingo (TOPPS), Kahoot or Jeopardy.

Enrichment Activities: ● Watch Flip It Video Module 9: Action Potential in order to review this difficult concept. ● Watch Flip It Video: Structure of the Nervous System in order to review this difficult concept ● Demonstration: split brain activity. In order to understand the challenges of patients with a split brain, students will complete exercises that challenge them to see how the two hemispheres of the brain work separately and together. (TOPPS) Students will work in pairs to complete simple tasks, with each person only having the abilities of one hemisphere. ● Complete an animation module to demonstrate Action Potential http://opl.apa.org/contributions/ITL/ap.htm ● The Homunculus http://opl.apa.org/contributions/EC/Hom.htm : This flash program shows how the body’s touch receptors are mapped onto the cerebral cortex. ● Human Brain Fly-Through http://opl.apa.org/contributions/EC/BrainFly.Htm: With this flash program, move through coronal sections of a labeled diagram of the human brain ● Who Wants to Be a Mill-Neuron-Aire? (http://opl.apa.org/contributions/EC/Million.htm): In the style of “Who Wants to Be a Millionaire?” test your knowledge of neurons ● Interactive Brain http://www.brainline.org/multimedia/interactive_brain/the_human_brain.html?gclid=CLaZ78LIoKQCFR5N5Qod NUXJ6w Brain basics from BrainLine ● Neural Messages Module Map http://bcs.worthpublishers.com/myers7e/content/psychsim/chapter01.htm Web Activity: “Neural Messages” PsychSim; Worth Publishers ● Allan Jones Mapping the Brain TED Talk http://www.ted.com/talks/allan_jones_a_map_of_the_brain.html ● The Psych Files http://www.thepsychfiles.com Free podcasts including great episodes on mnemonics for memorizing the parts of the brain ● Understand split-brain phenomenon with Split Brain Joe video: https://www.youtube.com/watch?v=aCv4K5aStdU&feature=youtu.be

Unit IV. Sensation and Perception (6-8 %)

Approximate # Of Weeks: 3

Learning Goals: Upon completion of this unit students will understand: A. Thresholds B. Sensory Mechanisms C. Sensory Adaptation D. Attention E. Perceptual Processes Objectives ● 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 top-down processing in producing vulnerability to illusion. ● Discuss 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

Interdisciplinary Standards (National Standards for High School Psychology Curricula) Standard Area: Sensation and Perception Content Standards Content Standard 1: The processes of sensation and perception Students are able to (performance standards):

● 1.1 Discuss processes of sensation and perception and how they interact. ● 1.2 Explain the concepts of threshold and adaptation.

Content Standard 2: The capabilities and limitations of sensory processes Students are able to (performance standards):

● 2.1 List forms of physical energy for which humans and non-human animals do and do not have sensory receptors. ● 2.2 Describe the visual sensory system. ● 2.3 Describe the auditory sensory system. ● 2.4 Describe other sensory systems, such as olfaction, gustation, and somesthesis (e.g., skin senses, kinesthesis, and vestibular sense).

Content Standard 3: Interaction of the person and the environment in determining perception Students are able to (performance standards):

● 3.1 Explain Gestalt principles of perception. ● 3.2 Describe binocular and monocular depth cues. ● 3.3 Describe the importance of perceptual constancies. ● 3.4 Describe perceptual illusions. ● 3.5 Describe the nature of attention. ● 3.6 Explain how experiences and expectations influence perception.

Activities – include 21st Century Technologies: ● In order to understand how we can only perceive one stimulus at a time, students will log on the Interactive Stroop Effect Experiment available from the Neuroscience for Kids website (http://faculty.washington.edu/chudler/java/ready.html ). Have them go through the test, keeping track of their results so they can share them with the class, creating a larger data set with the entire class. ● Students will understand Weber’s Law and Just Noticeable Difference through a demonstration where they will use small items of varying weight (pebbles, pennies, paperclips, etc.) and place them in canisters, and then try to determine when they can notice a difference in weight. ● Students will understand the idea of pre-cognition through several demonstrations of supposed ESP, using newspaper articles, playing cards, and other “tricks” to show how they make predictions based on prior knowledge. ● Students will understand the function of the cones in their visual system by completing a color blindness inventory. Discuss what each suggests, using terminology from this unit. ● Students will understand binocular cues by completing a demonstration (19-2) where they will throw and catch a tennis ball with a partner, first with both eyes open, then with one eye at a time closed. They will see how difficult it is to catch without both eyes opened.

Enrichment Activities: ● Students will understand that afterimages also occur with movements. Use the spiral (handout 18-3) to demonstrate how, after focusing on the moving spiral, looking at a face with make the face appear to be moving. ● Stanley Coren and his colleagues suggest a simple way to produce the sensation of a very hot stimulus. Have students do the following: Bend two pipe cleaners so they will fit together. Place one pipe cleaner in a glass of cool water and the other in a glass of very warm (but not unpleasantly hot) water for a few minutes. Remove the pipe cleaner from the cool water and lay it on a flat surface. Then, working quickly, take the pipe cleaner out of the warm water and position. Place your forearm over both pipe cleaners and press down; you will get the sensation of a single, very hot stimulus. ● Demonstrate tasters vs. nontasters. Have students taste the salt substitute and report whether it tastes bitter, salty, or both. To a nontaster, the substance will seem salty. To a taster, it will be about equally bitter and salty. You can also try saccharine. Nontasters will find it a perfect sugar substitute, but tasters will pick up a bitter taste. ● Complete fun activities demonstrating the connection between sight and taste or smell and taste. Use either gelatin, cereal or candy. ● For practice with optical illusions: http://www.michaelbach.de/ot/index.html Eighty-four optical illusions and visual phenomena are divided into categories to make this site user-friendly. ● Perception review: http://www.skidmore.edu/~hfoley/perception.htm This is Foley and Matlin’s website on perception, which has visuals on all aspects of perception. ● http://www.exploratorium.edu This is the website of the Exploratorium museum in San Francisco. The website has a wealth of information on the senses and perception, many of which are interactive. ● http://dogfeathers.com/java/spirals.html This website contains illusions and effects, some of which are animated and others in 3D. ● http://www.impactlab.com/modules.php?name=News&file=article&sid=7567 This website portrays sidewalk art that make illusion and reality difficult to distinguish. ● http://persci.mit.edu/gallery This MIT website contains demonstrations and explanations of such illusions as the Checker Shadow and the Munker-White ● http://www.cheswick.com/ches/me/ This is an online demonstration of the McCullough effect and http://www.johnsadowski.com/big_spanish_castle.php is a very good demonstration of color aftereffects. Methods of Assessments/Evaluation: ● Chapter tests and quizzes ● Chapter reviews ● Completion of handouts, homework and analysis questions ● Participation in activities, simulations and discussions

Resources/Including Online Resources ● Fineburg, Amy C., David G. Myers, and Charles L. Brewer. Myers' Psychology for AP, 2nd edition. New York: Worth/BFW, 2014. (required text) ● Herzig, Allison, Nathaniel Naughton, Laura Brandt, and David G. Myers. Strive for a 5: Preparing for the AP Psychology Examination. New York, NY: BFW/Worth, 2014. ● Crash Course Psychology videos to review each topic https://www.youtube.com/playlist?list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6 ● http://www.wadsworth.com/psychology_d/templates/stripped_features/try_ online/tryonline.html Demonstrations are available including the McGurk effect, psychic phenomenon, afterimages, and some memory experiments. ● http://webvision.med.utah.edu/ This is on human eye anatomy. ● Trippy text reviews on the elements of sensation and perception: http://www.appsychology.com/Book/Biological/vision.htm , http://www.appsychology.com/Book/Biological/introsensation.htm, http://www.appsychology.com/Book/Biological/perception.htm

Unit V. States of Consciousness (2-4 %)

Approximate # Of Weeks: 1

Learning Goals: Upon completion of this unit students will understand: A. Sleep and Dreaming B. Hypnosis C. Psychoactive Drug Effects Objectives - Upon completion of this unit students will be able to: ● 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). ● dentify 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).

Interdisciplinary Standards (National Standards for High School Psychology Curricula) Standard Area: Consciousness Content Standard 1: The relationship between conscious and unconscious processes Students are able to (performance standards)

● 1.1 Identify states of consciousness. ● 1.2 Distinguish between processing which is conscious (i.e., explicit) and other processing which happens without conscious awareness (i.e., implicit).

Content Standard 2: Characteristics of sleep and theories that explain why we sleep and dream Students are able to (performance standards)

● 2.1 Describe the circadian rhythm and its relation to sleep. ● 2.2 Describe the sleep cycle. ● 2.3 Compare theories about the functions of sleep. ● 2.4 Describe types of sleep disorders. ● 2.5 Compare theories about the functions of dreams.

Content Standard 3: Categories of psychoactive drugs and their effects Students are able to (performance standards):

● 3.1 Characterize the major categories of psychoactive drugs and their effects. ● 3.2 Describe how psychoactive drugs act at the synaptic level. ● 3.3 Evaluate the biological and psychological effects of psychoactive drugs. ● 3.4 Explain how culture and expectations influence the use and experience of drugs.

Content Standard 4: Other states of consciousness Students are able to (performance standards)

● 4.1 Describe meditation and relaxation and their effects. ● 4.2 Describe hypnosis and controversies surrounding its nature and use. ● 4.3 Describe flow states.

Activities – include 21st Century Technologies: ● Students will examine their own understanding of sleep by looking at their sleep patterns. Students will take the Sleep Foundation’s “Sleep IQ” quiz, available online at https://sleepfoundation.org/quiz/sleep-iq-quiz . Students will review the solutions to the questions at the end of the quiz and discuss how their original ideas about sleep may not necessarily be accurate. ● Students will apply three major theories of dreaming to their dreams, including the brainstem activation theory of Hobson and McCarley, the problem-solving approach to dreaming, and Freud’s psychoanalytic theory as it pertains to the function of dreaming. They will keep a dream log, taking note of people, places and conflicts that occur over a five-day period, and then apply their own dreams to the theories we discussed in class. ● Students will understand how psychoactive drugs affect the body and the brain, using a simulation of drug use with mice. Instruct students to use the Mouse Party interactive website (http://learn.genetics.utah.edu/content/addiction/mouse/ ) from the University of Utah Genetic Science Learning Center to explore effects of each of the drugs listed in the chart provided. Then, have the students complete the table to identify which neurotransmitter is affected by the drug, explain how the drug alters activity at the synapse, and identify the drug as an agonist/antagonist for that particular neurotransmitter. ● In order to understand the effect of relaxation on the conscious mind, students will participate in a meditation experience. Use either guided meditation or relaxation and record feelings before and after the experience.

Enrichment Activities: ● Watch episode from PBS. (2009, November 24). NOVA: What are dreams? Retrieved from www.pbs.org/wgbh/nova/body/what-are-dreams.html Wolfson, A. (2013, May 7). ● Understand the particulars of Adolescent sleep. Retrieved from https://www.youtube.com/watch?v=cb6n_N4qO9U&list=PLxf85IzktYWJH0behJ-ZQeZnsUQGzvFFf&index=17 ● Both state and sociocognitive theorists acknowledge the power of suggestion and how it can affect both the behavior and subjective experiences of people, both in and out of hypnosis. This activity demonstrates the power of self-suggestion. Instruct students to stand up and then sit back down (“control condition”). Ask them to make a mental note on how easy it was for them to get out of their chairs, using a scale of 1 to 10, with 1 being the hardest and 10 being the easiest. Then try the same experiment with both positive self-talk and negative self-talk, and discuss the effect this has on their experience.

Unit VI. Learning (7-9 %) Approximate # Of Weeks: 1.5

Learning Goals: Upon completion of this unit students will understand: A. Classical Conditioning B. Operant Conditioning C. Cognitive Processes in Learning D. Biological Factors E. Social Learning

Objectives - Upon completion of this unit students will be able to: ● 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 behavioral 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).

Interdisciplinary Standards (National Standards for High School Psychology Curricula apa.org) Standard Area: Learning Content Standard 1: Classical conditioning Students are able to (performance standards):

● 1.1 Describe the principles of classical conditioning. ● 1.2 Describe clinical and experimental examples of classical conditioning. ● 1.3 Apply classical conditioning to everyday life.

Content Standard 2: Operant conditioning Students are able to (performance standards):

● 2.1 Describe the Law of Effect. ● 2.2 Describe the principles of operant conditioning. ● 2.3 Describe clinical and experimental examples of operant conditioning. ● 2.4 Apply operant conditioning to everyday life.

Content Standard 3: Observational and cognitive learning Students are able to (performance standards):

● 3.1 Describe the principles of observational and cognitive learning. ● 3.2 Apply observational and cognitive learning to everyday life.

Activities – include 21st Century Technologies: ● Students will understand the elements of classical conditioning through a demonstration involving conditioning and a water gun. A volunteer will be sprayed with a water gun whenever a particular word is said, eventually conditioning the student to flinch from the word alone. Students will then identify the US, CS, UR and CR. ● In order to understand shaping, have the class practice shaping a particular behavior in a member of the class (a volunteer). Whenever the student approaches the identified behavior, he or she will be reinforced, until eventually the student moves toward and achieves the desired behavior. Students will identify all elements of shaping as seen in this demonstration. ● Students will understand the use of positive reinforcement, positive punishment, negative reinforcement and negative punishment. They will complete a series of questions where they are asked to predict which would be the most effective option when trying to encourage or discourage a behavior, and then students will learn about these techniques and have a chance to revise their answers. Class discussion should demonstrate why reinforcement is better than punishment in most cases. ● In a classroom exercise, students will learn the distinction between negative reinforcement and punishment. Students will use the consequence matrix as a way to determine if a behavior is being reinforced or punished, applying it to a list of scenarios. ● Students will look at advertising and how it can be used for observational learning. The text discusses four conditions that should be met if observational learning is to take place. Advertisers rely on these conditions to create effective campaigns. Students will collect examples of advertising and then analyze the conditioning techniques advertisers use to sell their products.

Enrichment Activities: ● As a way to review the process Pavlov used to condition his dog, students will condition their own Pavlov’s Dog: http://www.nobelprize.org/educational/medicine/pavlov/ . Play the game “Pavlov’s dog” to see how well you can condition Ivan (Pavlov’s virtual dog) to salivate to a sound. After each student has played the virtual game, discuss results and differences in types of stimuli. ● Watch short video clips that demonstrate conditioning and learning: In The Office episode titled “Phyllis’s Wedding” (Season 3 episode 16), Jim uses Pavlov’s theory to make Dwight want an Altoid; Parks and Recreation episode about de-programming: https://www.youtube.com/watch?v=fbZCwEozxp8 ● Students will watch Flip It Videos to help them understand the different principles of Learning (BFWpub.com) ● To understand a possible link between media violence and observational learning, students will conduct research where they observe media, videogames, movies and television and record the number of violent references or events. They will then research and debate if this can be linked to violent behavior, using terminology from this unit.

Resources/Including Online Resources ● Fineburg, Amy C., David G. Myers, and Charles L. Brewer. Myers' Psychology for AP, 2nd edition. New York: Worth/BFW, 2014. (required text) ● Herzig, Allison, Nathaniel Naughton, Laura Brandt, and David G. Myers. Strive for a 5: Preparing for the AP Psychology Examination. New York, NY: BFW/Worth, 2014. ● Crash Course Psychology videos to review each topic https://www.youtube.com/playlist?list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6 ● Education Portal: Learning http://education-portal.com/academy/topic/learning.html This site contains short video clips, transcripts, and quizzes on most topics in the learning unit. • ● Learning in the News http://topix.teachpsych.org/w/page/23075923/Learning%20in%20 the%20News This page is from the APA Division 2: The Society for the Teaching of Psychology (http://teachpsych.org) Teaching of Psychology Idea Exchange (ToPIX). ● Review notes - Trippy Text: http://www.appsychology.com/Book/Behavior/behavioralintro.htm

Unit VII. Cognition (8-10 %) Approximate # Of Weeks: 3

Learning Goals: Upon completion of this unit students will understand: A. Memory B. Language C. Thinking D. Problem Solving and Creativity Objectives - Upon completion of this unit students will be able to: ● Compare and contrast various cognitive processes: ■ effortful versus automatic processing; — deep versus shallow processing; ■ focused versus divided attention. ● Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory). ● 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).

Interdisciplinary Standards (National Standards for High School Psychology Curricula) Standard Area: Memory Content Standard 1: Encoding of memory Students are able to (performance standards):

● 1.1 Identify factors that influence encoding. ● 1.2 Characterize the difference between shallow (surface) and deep (elaborate) processing. ● 1.3 Discuss strategies for improving the encoding of memory.

Content Standard 2: Storage of memory Students are able to (performance standards):

● 2.1 Describe the differences between working memory and long-term memory. ● 2.2 Identify and explain biological processes related to how memory is stored. ● 2.3 Discuss types of memory and memory disorders (e.g., amnesias, dementias). ● 2.4 Discuss strategies for improving the storage of memories.

Content Standard 3: Retrieval of memory Students are able to (performance standards):

● 3.1 Analyze the importance of retrieval cues in memory. ● 3.2 Explain the role that interference plays in retrieval. ● 3.3 Discuss the factors influencing how memories are retrieved. ● 3.4. Explain how memories can be malleable. ● 3.5 Discuss strategies for improving the retrieval of memories.

Standard Area: Thinking Content Standard 1: Basic elements comprising thought Students are able to (performance standards):

● 1.1 Define cognitive processes involved in understanding information. ● 1.2 Define processes involved in problem solving and decision making. ● 1.3 Discuss non-human problem-solving abilities.

Content Standard 2: Obstacles related to thought Students are able to (performance standards):

● 2.1 Describe obstacles to problem solving. ● 2.2 Describe obstacles to decision making. ● 2.3 Describe obstacles to making good judgments.

Standard Area: Language Development Content Standard 1: Structural features of language Students are able to (performance standards):

● 1.1 Describe the structure and function of language. ● 1.2 Discuss the relationship between language and thought.

Content Standard 2: Theories and developmental stages of language acquisition Students are able to (performance standards):

● 2.1 Explain the process of language acquisition. ● 2.2 Discuss how acquisition of a second language can affect language development and possibly other cognitive processes. ● 2.3 Evaluate the theories of language acquisition.

Content Standard 3: Language and the brain Students are able to (performance standards):

● 3.1 Identify the brain structures associated with language. ● 3.2 Discuss how damage to the brain may affect language.

Activities – include 21st Century Technologies: ● In order to examine their own memory capacity, students will take out a clean sheet of paper and then read a series of unrelated digits. As you complete each series, they are to write down as many digits as they can recall in the correct order. Begin each of the series, by saying “Ready?” and end by saying “Recall.” Students will share how many digits they were able to recall in sequence, and discuss how this relates to concepts of memory and recall. ● Students will understand how chunking helps them remember by reading a series of letters in non-meaningful chunks, then reading the same letters in meaningful chunks, and comparing how much they were able to recall. ● Students will understand how understanding context helps recall by giving half of the class the context for a passage and the other half no context, and then comparing how much information the two groups were able to recall. Those with context will recall significantly more information, showing how context is necessary. ● Students will understand serial position effect by attempting to recall the names of all the US Presidents. With a show of hands, record how many students had each President on their list, and note that the names at the beginning and end of the list are most often recalled, with a slight increase in the middle as well. Discuss how these ideas can be applied to study skills using concepts from this unit. ● Students will examine recall vs. recognition and short-term memory vs. long-term memory by completing an exercise where they will recall the names of the Seven Dwarfs. They will first recall the names from memory, and then they will select the correct names from a given list of 25 potentially correct names. Discuss which is easier, does one inform the other, and are they using short-term or long-term memory? ● In order to understand the value of meaning to learning and memory, conduct an experiment where students are told to complete an important assignment that involves forgetting a number given for ten seconds. Discuss why most students were unable to forget the number because the assignment was given such importance, and how people sometimes recall minutiae if it is in their area of interest, such as sports statistics or music trivia. Discuss applications for their own learning. ● The rumor chain game provides a simple, enjoyable, and dramatic illustration of how information in long-term memory can be distorted during encoding or retrieval. Have four volunteers leave the classroom, and then read a complex story to the rest of the class. One student will share this story with one of the volunteers, who will share it with the next volunteer, and so on. The errors made in each successive telling of the story are usually quite predictable, and they follow some basic principles of constructive memory, such as the ideas of leveling and sharpening, encoding and schemas. ● Students will examine how various problem-solving strategies can be appropriate in different contexts. In small groups, students will attempt to solve the Buddhist Monk problem, the Hobbits and Orcs problem, and the Truth Teller and Liar problem (35-2). Give students time to work on these problems, and then discuss the best strategy for solving each, using terminology from the text. ● Students will understand hypothesis testing as it relates to concept formation. Begin by telling your students that they will be playing a game called “Petals Around a Rose.” You will be throwing dice, and after each throw, you will tell how many petals are around the rose. A specific rule determines the number of petals, and students are to discover the rule. Also tell them that the name of the game itself provides a clue to the rule. After playing the game, discuss the way students naturally developed a hypothesis to check and adjusted their hypothesis as necessary. ● Students will understand confirmation bias through a demonstration using four cards. Instruct students: “Assuming that each card has a triangle on one side and a circle on the other, which card or cards need to be turned over to test this statement: ‘Every card that has a black triangle on one side has a red circle on the other?’” Most people answer “black triangle” or “black triangle and red circle” in an attempt to confirm the rule.

Enrichment Activities: ● Students will review “trippy texts” to review each of these concepts: http://www.appsychology.com/Book/Cognition/cognition.htm, http://www.appsychology.com/Book/Cognition/Memory/memoryintro.htm, http://www.appsychology.com/Book/Cognition/Thinking/thinkingintro.htm, http://www.appsychology.com/Book/Cognition/Language/language.htm ● In order to understand the deja vu phenomenon, read students a list of words, and then ask how many recalled either of two words that were never on the list. Most students will think they recall a word not on the list if it is related to a word on the original list, which is similar to the experience of deja vu. ● Students will attempt to solve the Tower of Hanoi problem as a way to review problem solving strategies www.lawrencehallofscience.org/java/tower/towerhistory.html. ● Confirmation and Custody Decisions exercise (35-3) will help reinforce the idea of confirmation bias through a realistic example where they choose which parent will be awarded custody in a case study. ● Students will examine the Availability Heuristic through this exercise. Students will be given a set of questions and make predictions about which is most true in terms of cause of death, population of countries and crime rates. (35-5) Students will notice how vivid information provides more persuasive power, even when it isn’t accurate.

Resources/Including Online Resources ● Fineburg, Amy C., David G. Myers, and Charles L. Brewer. Myers' Psychology for AP, 2nd edition. New York: Worth/BFW, 2014. (required text) ● Herzig, Allison, Nathaniel Naughton, Laura Brandt, and David G. Myers. Strive for a 5: Preparing for the AP Psychology Examination. New York, NY: BFW/Worth, 2014. ● Crash Course Psychology videos to review each topic https://www.youtube.com/playlist?list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6 ● Great Memory Demonstrations Dr. Timothy Bender, Missouri State University http://courses.missouristate.edu/timothybender/mem/mydemos.html ● Memory Experiments From Neuroscience for Kids Eric Chudler, PhD, University of Washington http://faculty.washington.edu/chudler/chmemory.html ● Finkelstein, S. (Producer). (2009). Eyewitness, Part 1. [Television series episode]. In J. Fager (Executive producer), 60 Minutes. New York: CBS News. Available from http://www.cbsnews.com/video/watch/?id=5153451n

Unit VIII. Motivation and Emotion (6-8 %) Approximate # Of Weeks: 3

Learning Goals: Upon completion of this unit students will understand: A. Biological Bases B. Theories of Motivation C. Hunger, Thirst, Sex, and Pain D. Social Theories E. Theories of Emotion F. Stress Objectives - Upon completion of this unit students will be able to: ● Identify and apply basic motivational concepts to understand the behavior of humans and other animals (e.g., instincts, incentives, intrinsic versus extrinsic motivation). ● Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis. ● Compare and contrast motivational theories (e.g., drive reduction theory, arousal theory, general adaptation theory), including the strengths and weaknesses of each. ● Describe classic research findings in specific motivation systems (e.g., eating, sex, social) ● Discuss theories of stress and the effects of stress on psychological and physical well-being. ● Compare and contrast major theories of emotion (e.g., James–Lange, Cannon–Bard, Schachter two-factor theory). ● Describe how cultural influences shape emotional expression, including variations in body language. ● Identify key contributors in the psychology of motivation and emotion (e.g., William James, Alfred Kinsey, Abraham Maslow, Stanley Schachter, Hans Selye).

Interdisciplinary Standards (National Standards for High School Psychology Curricula) Standard Area: Motivation Content Standard 1: Perspectives on motivation Students are able to (performance standards):

● 1.1 Explain biologically based theories of motivation. ● 1.2 Explain cognitively based theories of motivation. ● 1.3 Explain humanistic theories of motivation. ● 1.4 Explain the role of culture in human motivation.

Content Standard 2: Domains of motivated behavior in humans and non-human animals Students are able to (performance standards):

● 2.1 Discuss eating behavior. ● 2.2 Discuss sexual behavior and orientation. ● 2.3 Discuss achievement motivation. ● 2.4 Discuss other ways in which humans and non-human animals are motivated.

Standard Area: Emotion Content Standard 1: Perspectives on emotion Students are able to (performance standards):

● 1.1 Explain the biological and cognitive components of emotion. ● 1.2 Discuss psychological research on basic human emotions. ● 1.3 Differentiate among theories of emotional experience.

Content Standard 2: Emotional interpretation and expression Students are able to (performance standards):

● 2.1 Explain how biological factors influence emotional interpretation and expression. ● 2.2 Explain how culture and gender influence emotional interpretation and expression. ● 2.3 Explain how other environmental factors influence emotional interpretation and expression.

Content Standard 3: Domains of emotional behavior Students are able to (performance standards):

● 3.1 Identify biological and environmental influences on the expression and experience of negative emotions, such as fear. ● 3.2 Identify biological and environmental influences on the expression and experience of positive emotions, such as happiness.

Standard Area: Health Content Standard 1: Stress and coping Students are able to (performance standards):

● 1.1 Define stress as a psychophysiological reaction. ● 1.2 Identify and explain potential sources of stress. ● 1.3 Explain physiological and psychological consequences for health. ● 1.4 Identify and explain physiological, cognitive, and behavioral strategies to deal with stress.

Content Standard 2: Behaviors and attitudes that promote health Students are able to (performance standards):

● 2.1 Identify ways to promote mental health and physical fitness. ● 2.2 Describe the characteristics of and factors that promote resilience and optimism. ● 2.3 Distinguish between effective and ineffective means of dealing with stressors and other health issues.

Activities – include 21st Century Technologies: ● Before reading the module, have students access the Purpose-In-Life test at the following URL: http://faculty.fortlewis.edu/burke_b/Personality/PIL.pdf . James Crumbaugh’s Purpose-in-Life Test assesses how purposeful one’s life is. The greater the sense of purpose, the higher the motivation to achieve. ● Students will examine their own behavior in order to understand their sensation-seeking scale. Most research indicates that moderate levels of arousal are adaptive, and that either too low or too high a level is disruptive. The Sensation-Seeking Scale quiz found at www.bbc.co.uk/science/humanbody/mind/surveys/sensation can help students measure their own sensation-seeking behavior. ● Students will understand Maslow’s Hierarchy of Needs by considering how their own behaviors fit in to each need category. After recording their activities over a few days, students will categorize these actions into Maslow’s scale and see if they can match up their needs to this hierarchy. ● Students will examine their own attitudes toward food and how these attitudes are shaped by childhood experiences. Distribute the handout (38-2) to students and allow them to complete it in class. In this survey, high scores represent a positive orientation to food and low scores represent a negative orientation. ● In order to understand positive and negative affect, students will complete an activity using a scale developed by David Watson, Lee Clark, and Auke Tellegen. Distribute the handout (41-2) to students and allow them to complete it in class. Students will score their responses according to positive or negative affect, and then discuss what this represents in terms of stress, coping skills and life satisfaction. ● Students will understand the influence of emotional expressivity by completing an Emotional Expressivity Scale (42-2). Then conduct a classroom discussion of expressiveness by noting the gender difference in the above-noted survey, and then asking students why they think it exists. This will inevitably lead to a more general discussion of differences in emotional expressiveness and what they might mean. For example, are there age and ethnic differences in emotional expressiveness? What might be the advantages or disadvantages of being emotionally expressive? ● Students will examine the use of nonverbal communication in problem-solving by completing a classroom demonstration. Divide the class into groups of 4 to 6 students and give each group a few dozen straws and some rolls of transparent tape. Tell the groups to build a straw tower using only what they have been given, with the added stipulation that they may not speak to each other. You might appoint one person in each group to simply observe and record what happens. Give the groups a time limit of 12 to 15 minutes to work. Then, beginning with the observer’s report, discuss what happened. ● Students will understand affect and the nature of emotion by completing the Affect Grid (42-5). This activity provides a quick measure of affect. You can use it to introduce the two important dimensions of emotion described in the text: pleasant versus unpleasant and intensely aroused versus sleepy. Discuss the results and how these concepts demonstrate the concepts from the text. ● Students will measure their appraisals of life events as either hassles or uplifts (43-2). Before discussing Lazarus’s findings, have students complete the scale in the handout, then share their responses in the context of a small group. Note that the scale recognizes the tremendous variation in what people find stressful. What is a hassle for one person may be an uplift for another. Moreover, the scale acknowledges that a given event may be both a hassle and an uplift for a specific person. Discuss the perception of stress and how this may contribute to physical health ailments.

Enrichment Activities: ● View Trippy Text for review: http://www.appsychology.com/Book/Motivation/motivationintro.htm ● Students will watch Flip It Videos for Modules 37-44 in order to familiarize themselves with content before the topics are discussed in class ● Students will evaluate their own level of stress by completing handout 43-3 and scoring their own responses. Use this as an introduction to a discussion of stress and how it can influence other areas of one’s life. ● Students will identify themselves as either type A or type B personalities. This will help them become aware of traits and behaviors they may have that relate to stress. Have students access the quiz at www.psych.uncc.edu/pagoolka/TypeA-B-intro.html

Resources/Including Online Resources ● Fineburg, Amy C., David G. Myers, and Charles L. Brewer. Myers' Psychology for AP, 2nd edition. New York: Worth/BFW, 2014. (required text) ● Herzig, Allison, Nathaniel Naughton, Laura Brandt, and David G. Myers. Strive for a 5: Preparing for the AP Psychology Examination. New York, NY: BFW/Worth, 2014. ● Crash Course Psychology videos to review each topic https://www.youtube.com/playlist?list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6 ● Positive Psychology https://www.positivepsychology.net/ ● Resilience for Teens Brochure http://www.apahelpcenter.org/featuredtopics/feature.php?id=40 ● Clips for Class (several short video clips related to emotions, including lying) http://clipsforclass.com/emotion.php ● Facial expressions of emotion: Paul Ekman http://mambo.ucsc.edu/psl/ekman.html http://www.paulekman.com ● Harlow’s Mother Love studies http://www.muskingum.edu/~psych/psycweb/history/harlow.htm

Unit IX. Developmental Psychology (7-9 %) Approximate # Of Weeks: 3

Learning Goals: Upon completion of this unit students will understand: A. Life-Span Approach B. Research Methods (e.g. longitudinal, cross-sectional) C. Heredity-Environment Issues D. Developmental Theories 1. Physical 2. Cognitive 3. Social 4. Moral F. Sex Roles, Sex differences Objectives - Upon completion of this unit students will be able to: ● 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. ● dentify 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).

Interdisciplinary Standards (National Standards for High School Psychology Curricula) Standard Area: Life Span Development Content Standard 1: Methods and issues in life span development Students are able to (performance standards):

● 1.1 Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development. ● 1.2 Explain issues of continuity/discontinuity and stability/change. ● 1.3 Distinguish methods used to study development. ● 1.4 Describe the role of sensitive and critical periods in development. ● 1.5 Discuss issues related to the end of life.

Content Standard 2: Theories of life span development Students are able to (performance standards):

● 2.1 Discuss theories of cognitive development. ● 2.2 Discuss theories of moral development. ● 2.3 Discuss theories of social development.

Content Standard 3: Prenatal development and the newborn Students are able to (performance standards):

● 3.1 Describe physical development from conception through birth and identify influences on prenatal development. ● 3.2 Describe newborns’ reflexes, temperament, and abilities.

Content Standard 4: Infancy (i.e., the first two years of life) Students are able to (performance standards):

● 4.1 Describe physical and motor development. ● 4.2 Describe how infant perceptual abilities and intelligence develop. ● 4.3 Describe the development of attachment and the role of the caregiver. ● 4.4 Describe the development of communication and language.

Content Standard 5: Childhood Students are able to (performance standards):

● 5.1 Describe physical and motor development. ● 5.2 Describe how memory and thinking ability develops. ● 5.3 Describe social, cultural, and emotional development through childhood.

Content Standard 6: Adolescence Students are able to (performance standards):

6.1 Identify major physical changes. 6.2 Describe the development of reasoning and morality. 6.3 Describe identity formation. 6.4 Discuss the role of family and peers in adolescent development.

Content Standard 7: Adulthood and aging Students are able to (performance standards):

● 7.1 Identify major physical changes associated with adulthood and aging. ● 7.2 Describe cognitive changes in adulthood and aging. ● 7.3 Discuss social, cultural, and emotional issues in aging.

Activities – include 21st Century Technologies: ● Students will understand Erickson’s Stages of Moral Development by examining a chart of what is expected in each stage (TOPPS) and then placing a series of scenarios within this chart according to the stage it best represents. ● In order to understand early childhood development, students will rank a given set of milestones in the order they believe they occur. (TOPPS) Then, to help students understand the sequence more clearly, put the list in its rearranged but correct order from first ability to develop (top) to last ability to develop. Then, to help students understand the sequence more clearly, put the list in its rearranged but correct order from first ability to develop (top) to last ability to develop. ● Students will understand the concept of the formal operational stage by discussing the “one-legged” scenario in small groups (TOPPS). Given a scenario where all people are born with only one leg, students will imagine how the world would change to accommodate this. After each group develops their list, discuss what this problem-solving task shows about steps of formal operational thinking. ● Students will understand Kohlberg’s theory of moral behavior by considering a series of moral dilemmas and how they would solve them in a small group. Instruct the class to generate every reason they can imagine for and against these behaviors. Divide the class into small groups and have each group classify each reason according to its level of morality for Kohlberg’s (1986) theory. Each group can describe an appropriate approach to encourage moral growth in an adolescent. Discuss the difference between moral reasoning and moral behavior. ● Students will understand some basic Piagetian terms but also to relate better to the developmental tasks faced by infants and children. In “lollipops and gloquex” (pronounced glocks), students are invited to rediscover a sensorimotor schema—sucking—and to relive the exciting prospect of learning about (trying to make sense of, or equilibrating) a novel object. Begin by giving each student who may ingest sugar a lollipop to suck on. Next, in the gloquex segment, you will present an imaginary object to students. This will permit students to experience the basic discovery processes used by young children. Even though the gloquex does not really exist, pretend to remove it from a large, black box or paper bag and place it on a table or desk in front of the class. Explain the imaginary item and then ask students to explain what it is to you. ● Students will understand formal operational thought. The stage of formal operations is marked by a capacity to reason hypothetically and deduce consequences. This activity provides specific problems that will illustrate important aspects of the abstract, logical thinking that characterizes formal operational thought (separation and control of variables, hypothetical reasoning, noncontradiction). (47-3) ● Students will understand Temperament, defined as a person’s characteristic emotional reactivity and intensity, remains relatively stable across the lifespan. Have students work individually or with partners to explore the Web site at www.preventiveoz.org and complete the questions on Module 48. ● Students will explore Erik Erickson’s idea of Ego Identity by completing an Ego Identity Assessment (52-2). The OM-EIS was designed to measure the four different modes of reacting to the identity crisis of late adolescence, achieving identity status involves crisis and commitment as applied to occupational choice, religion, and political ideology. Crisis refers to the adolescent’s attempts to choose among meaningful alternatives; commitment refers to the adolescent’s personal investment in the task. Discuss student scores in each category and how they relate to their own development of personal identity. ● Freda Rebelsky has suggested a simple classroom exercise that is useful in introducing the concept of adulthood. It helps students to examine their preconceived notions about people at varying ages. Distribute Handout 54-4 to the students and ask them to write down three words that seem appropriate to each decade of life. Instruct them, as an example, to think of people between the ages of 30 and 39 and to ask themselves what words come to mind—for instance, working, married, parents. Give students about 15 minutes to complete the list. The discussion can eventually lead to a consideration of stage theories and criticisms of these theories, as described in the text.

Enrichment Activities: ● View Trippy Text on Gender Development as a review: http://www.appsychology.com/Book/Developmental/genderdevelopment.htm ● Here’s a humorous song to review Freud’s Oedipal Complex: https://www.youtube.com/watch?v=Z6rKrO5iLZs&feature=player_embedded ● The Wason card task can be used to demonstrate how adolescents gradually become able to use formal operations. See this Wason example online: http://www.philosophyexperiments.com/wason/Default.aspx . ● In order to understand adolescence as well as older age in the life span, students will conduct interviews with people who are over 65 years old about their own experience with adolescence. Students will write a short report about their interview findings in relation to their own experiences. ● In order to understand Piaget’s preoperational stage (conservation of mass, volume, number), students will conduct a series of experiments with a sibling or neighbor child. See handout 47-2 for activities and questions. Present findings to the class, using Piaget’s stages to explain the child’s behavior. ● Students will gain insight into the daily life of the elderly through a series of small group activities. Students will bandage their joints, wear the wrong eyeglasses, and wear earplugs, and then complete a series of tasks. Discuss how each task was more difficult and what it would be like to live this way every day. ● Watch Epic Rap Battle: Freud vs. Piaget https://www.youtube.com/watch?v=h2y-FNk3Rlw&feature=youtu.be

Resources/Including Online Resources ● Fineburg, Amy C., David G. Myers, and Charles L. Brewer. Myers' Psychology for AP, 2nd edition. New York: Worth/BFW, 2014. (required text) ● Herzig, Allison, Nathaniel Naughton, Laura Brandt, and David G. Myers. Strive for a 5: Preparing for the AP Psychology Examination. New York, NY: BFW/Worth, 2014. ● Crash Course Psychology videos to review each topic https://www.youtube.com/playlist?list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6 ● How to Memorize Piaget’s Stages: https://www.youtube.com/watch?v=OXd5nxrBVrs&feature=youtu.be ● APA Website: Topics—Aging The APA website features a compilation of resources related to the topic of aging. http://www.apa.org/topics/aging/index.aspx ● Jean Piaget Society Established in 1970, the society has an international, interdisciplinary membership of scholars, teachers, and researchers interested in exploring the nature of the developmental construction of human knowledge. http://www.piaget.org ● TED Talks Many relate to psychology, and some concern general topics related to developmental psychology. https://www.ted.com/playlists/227/talks_to_make_you_feel_good_ab

Unit X. Personality (5-7 %)

Approximate # Of Weeks: 2

Learning Goals: Upon completion of this unit students will understand: A. Personality Theories and Approaches B. Assessment Techniques C. Self-concept, Self-esteem D. Growth and Adjustment Objectives - Upon completion of this unit students will be able to: ● 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 used 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).

Interdisciplinary Standards (National Standards for High School Psychology Curricula) Standard Area: Personality Content Standard 1: Perspectives on personality Students are able to (performance standards):

● 1.1 Evaluate psychodynamic theories. ● 1.2 Evaluate trait theories. ● 1.3 Evaluate humanistic theories. ● 1.4 Evaluate social-cognitive theories.

Content Standard 2: Assessment of personality Students are able to (performance standards):

● 2.1 Differentiate personality assessment techniques. ● 2.2 Discuss the reliability and validity of personality assessment techniques.

Content Standard 3: Issues in personality Students are able to (performance standards):

● 3.1 Discuss biological and situational influences. ● 3.2 Discuss stability and change. ● 3.3 Discuss connections to health and work. ● 3.4 Discuss self-concept. ● 3.5 Analyze how individualistic and collectivistic cultural perspectives relate to personality.

Activities – include 21st Century Technologies: ● Students will understand the psychoanalytic perspective, and more specifically to help students appreciate the impact of Sigmund Freud on modern American culture. Distribute handout 55.2 to students, and allow them to complete it in class. Students indicate their degree of agreement or disagreement with fifteen statements designed to represent the breadth of Freudian concepts. The statements are worded so that a Freudian psychologist would strongly agree with nine and disagree with six of them. After scoring their responses, discuss what this suggests about their own ideas and how these ideas correspond to those of Freud. ● Students will demonstrate their understanding of Freudian defense mechanisms. Have students apply their understanding of the major defense mechanisms described in the text: repression, regression, reaction formation, rationalization, displacement, projection, and denial. By applying these defense mechanisms to concrete examples (55-3), students will move from the abstract to the concrete and recognize the operation of these defenses in everyday behavior. ● Students will understand Empirically Derived Tests and the Importance of Cross-Validation. W. S. Blumenfeld demonstrated the importance of the cross-validation process by using Art Buchwald’s amusing North Dakota Null-Hypothesis Brain Inventory as his item pool. (58-3) Distribute the handout and have students complete it in class. After completing the inventory, discuss data and reliability, and how cross-validation would be necessary to determine if this study has any validity. ● Students will examine the idea of optimism by using the Life Orientation Test–Revised (Carver, Scheier, & Segerstrom, 2010). This measure assesses dispositional optimism/pessimism, which is a focuses more on future thinking than explanatory style. Have students go to www.learnmyself.com/personality.asp?p=Optimism-Test to take the LOT-R. Students will receive scores, and then discuss if this seems to reflect their own self-concept. ● Students will understand the idea of self-esteem as connected to a person’s feelings of high or low self-worth. The Rosenberg Self-Esteem Scale (SES) (Handout 59-5). The SES is designed to assess the degree to which people are generally satisfied with their lives and consider themselves worthy people. Discuss how research suggests that those with global self-esteem are less likely to conform, seem to experience less stress, and are less likely to use drugs. They are also more persistent at difficult tasks and experience a greater sense of well-being.

Enrichment Activities: ● Take the Big 5 Personality Test http://www.outofservice.com/bigfive/ ● Take the Meyers-Briggs Personality Test http://www.humanmetrics.com/cgi-win/jtypes2.asp ● Review Psychoanalytic Theory with Trippy Text http://www.appsychology.com/Book/Psychoanalytic/psychoanalytichome.htm ● Review Humanistic Perspective with Trippy Text http://www.appsychology.com/Book/Humanistc/humanistic_school.htm ● View Epic Rap Battle: Freud vs. Horney https://www.youtube.com/watch?v=h2y-FNk3Rlw&feature=youtu.be ● Students will continue to review the defense mechanisms by acting out miniskits to apply their understanding of the major defense mechanisms. See miniskits (55-4) in the TRM.

Unit XI. Testing/Individual Differences (5-7 %)

Approximate # Of Weeks: 1

Learning Goals: Upon completion of this unit students will understand: A. Standardization and Norms B. Reliability and Validity C. Types of Tests D. Ethics and Standards in Testing E. Intelligence F. Heredity/Environment and Intelligence G. Human Diversity

Objectives - Upon completion of this unit students will be able to: ● 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).

Interdisciplinary Standards (National Standards for High School Psychology) Standard Area: Intelligence Content Standard 1: Perspectives on intelligence Students are able to (performance standards):

● 1.1 Discuss intelligence as a general factor. ● 1.2 Discuss alternative conceptualizations of intelligence. ● 1.3 Describe the extremes of intelligence.

Content Standard 2: Assessment of intelligence Students are able to (performance standards):

● 2.1 Discuss the history of intelligence testing, including historical use and misuse in the context of fairness. ● 2.2 Identify current methods of assessing human abilities. ● 2.3 Identify measures of and data on reliability and validity for intelligence test scores.

Content Standard 3: Issues in intelligence Students are able to (performance standards):

● 3.1 Discuss issues related to the consequences of intelligence testing. ● 3.2 Discuss the influences of biological, cultural, and environmental factors on intelligence.

Activities – include 21st Century Technologies: ● Students will understand the different definitions of “smart” and “intelligence” and the different ways we measure such concepts? Have students access www.mensa-test.com . They can choose to take any one (or more) of seven “intelligence tests.” Have students generate what they think each test is actually measuring, such as creativity, prior exposure to problem-solving, or true intelligence. ● You can best introduce principles of sound test construction in the context of a specific test. An analog of the Remote Associates Test (RAT), devised by Irving Sarnoff and Martha Mednick to assess creativity, provides one opportunity to do this. Students will access the Remote Associates Test from this website: http://socrates.berkeley.edu/~kihlstrm/RATest.htm. After students have completed the test, review the general concepts of standardization, reliability, and validity; and ask students how those concepts apply to this test. ● Students will understand the difficulty in developing assessments that are not culturally biased. Not all questions on tests are fair to all test-takers. Have students access the Smarter Balance Assessment guidelines for creating cultural fair exam items: www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/Guidelines/BiasandS ensitivity/BiasandSensitivityGuidelines.pdf. Have them attend especially to the questions in the Appendix (which begins on page 22). Ask students to consider which questions are “unacceptable” and how culture or gender may play a role in how one responds to some of these questions.

Enrichment Activities: ● Students will complete an assignment where they will identify key theories of intelligence, key researchers in each theory, and significant ideas and principles for each. They will develop a chart as a way to recall these differences. ● Review with Trippy Text on Intelligence: http://www.appsychology.com/Book/Cognition/Intelligence/intelligencehome.htm

Unit XII. Abnormal Psychology (7-9 %)

Approximate # Of Weeks: 1.5

Learning Goals: Upon completion of this unit students will understand: A. Definitions of Abnormality B. Theories of Psychopathology C. Diagnosis of Psychopathology 1. Anxiety Disorders 2. Somatoform Disorders 3. Mood Disorders 4. Schizophrenic Disorders 5. Organic Disorders 6. Personality disorders 7. Dissociative Disorders Objectives - Upon completion of this unit students will be able to: ● 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).

Interdisciplinary Standards (National Standards for High School Psychology Curricula) Standards Area: Psychological Disorders Content Standard 1: Perspectives on abnormal behavior Students are able to (performance standards):

● 1.1 Define psychologically abnormal behavior. ● 1.2 Describe historical and cross-cultural views of abnormality. ● 1.3 Describe major models of abnormality. ● 1.4 Discuss how stigma relates to abnormal behavior. ● 1.5 Discuss the impact of psychological disorders on the individual, family, and society.

Content Standard 2: Categories of psychological disorders Students are able to (performance standards):

● 2.1 Describe the classification of psychological disorders. ● 2.2 Discuss the challenges associated with diagnosis. ● 2.3 Describe symptoms and causes of major categories of psychological disorders (including schizophrenic, mood, anxiety, and personality disorders). ● 2.4 Evaluate how different factors influence an individual’s experience of psychological disorders.

Activities – include 21st Century Technologies: ● Students will examine changes that have been made in the latest edition of the DSM (V). They will complete a chart that compares the two classification systems, noting how disorders are grouped and diagnosed. ● In order to introduce the idea of abnormal psychology, ask students to individually write down three criteria they believe could be used to define abnormal behavior. Tell them they will be using their criteria to determine the relative mental health of the student described in the case study you are going to give them. Provide them time to think critically about the case. (TOPPS) After students have developed their criteria, compare them with the criteria listed in the DSMV. ● Students will understand how once a diagnostic label is attached to someone, we come to see that person differently. (Handout 65-4) To show how readily we can explain people’s personalities in terms of an earlier sketch of their motives and behavior, present the top half of Handout 65-4 to some small groups of students and the bottom half to the remaining groups of students in your class. Ask each group to read aloud its answers to the questions. Regardless of the outcome they have been given, the groups will have no difficulty identifying psychological indicators that pointed to Tom’s present status, and will see how they interpreted his behavior depending upon the label they were given. ● In order to help students see that context can influence mental illness expression, students are to make peanut butter sandwiches to demonstrate the effects of genetic predisposition and stress on performance. Students will be given the task under various circumstances and see how performance will differ depending upon simulation of genetic predisposition or stress. ● In order to introduce the idea of anxiety and the anxiety disorders, students will take the Taylor Manifest Anxiety Test (66-2). After students complete the assessment, discuss different theories on anxiety and what this test may or may not reflect. ● To introduce the concept of phobias, students will complete a Fear Survey (66-4). Have students compare their fears with those that are most commonly identified by psychologists, and then look at a list of unusual phobias. ● Students will be introduced to the idea of depression by completing The Zung Self-Rating Depression Scale. (Clarify that taking a self-rating inventory does not substitute for a professional therapist’s diagnosis!) ● Students will consider their own relationship with eating with food by completing an eating habits survey (69-3). The survey is a good introduction to a discussion of psychological and sociocultural influences on hunger, eating, and obesity.

Enrichment Activities: ● Watch this video about the phobias, set to music https://www.youtube.com/watch?v=Xp69AXSm_n0&feature=youtu.be ● Examine this case study on a classic example of hoarding from the Little Mermaid: https://www.youtube.com/watch?v=GK4HNNhQ0e4&feature=youtu.be ● Review with Trippy Texts on each topic from this unit ● Fractured Fairy Tales Assignment: students will adapt a well-known fairy tale as a psychological case study, using terms and disorders from this unit.

Unit XIII. Treatment of Psychological Disorders (5-7 %)

Approximate # Of Weeks: 1.5

Learning Goals: Upon completion of this unit students will understand: A. Treatment Approaches a. Insight Therapies: Psychodynamic/Phenomenological Approaches b. Behavioral Approaches c. Cognitive Approaches B. Modes of Therapy (e.g., individual, group) C. Community and Preventive Approaches Objectives - Upon completion of this unit students will be able to: ● 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 in psychological treatment (e.g., Aaron Beck, Albert Ellis, Sigmund Freud, Mary Cover Jones, Carl Rogers, B. F. Skinner, Joseph Wolpe).

Interdisciplinary Standards (National Standards for High School Psychology Curricula) Standard Area: Treatment of Psychological Disorders Content Standard 1: Perspectives on treatment Students are able to (performance standards):

● 1.1 Explain how psychological treatments have changed over time and among cultures. ● 1.2 Match methods of treatment to psychological perspectives. ● 1.3 Explain why psychologists use a variety of treatment options.

Content Standard 2: Categories of treatment and types of treatment providers Students are able to (performance standards):

● 2.1 Identify biomedical treatments. ● 2.2 Identify psychological treatments. ● 2.3 Describe appropriate treatments for different age groups. ● 2.4 Evaluate the efficacy of treatments for particular disorders. ● 2.5 Identify other factors that improve the efficacy of treatment. ● 2.6 Identify treatment providers for psychological disorders and the training required for each.

Content Standard 3: Legal, ethical, and professional issues in the treatment of psychological disorders Students are able to (performance standards):

● 3.1 Identify ethical challenges involved in delivery of treatment. ● 3.2 Identify national and local resources available to support individuals with psychological disorders and their families (e.g., NAMI and support groups).

Activities – include 21st Century Technologies: ● Students will examine their own feelings about concealing or disclosing personal information that they perceive as distressing and negative. (70-3) Distribute the handout to students, allowing them to complete it in class or as a homework assignment. Larson and Chastain reported that people who tended to conceal negative information about themselves were more likely to suffer from depression and anxiety. In addition, several studies by other researchers suggest that honest self-disclosure improves self-understanding and helps people to come to terms with traumatic experiences. ● Students will understand client-centered therapy by completing a role-playing exercise. (70-4) Recruit volunteers and distribute the handout, which explains the situation and the roles to be enacted: Pat (man or woman), who is faced with several conflicts, and Pat’s father, mother, and best friend. Each character in this role-playing demonstration discusses Pat’s problem with him/her in a series of improvised, two-way dialogues. Discuss what this shows about this type of therapy and the roles of all participants. ● Students will learn about systematic desensitization. Distribute Handout 72-2 to students. Students can read the “high-anxiety situations” that describe different test-taking anxiety situations. They can choose which one would cause them the most anxiety. Next, on the bottom half of the handout, have them list several low-anxiety situations that cause them to relax. Then, students must train themselves in progressive relaxation, using the steps outlined in class. ● Students will understand the importance of empathic listening in any counselling session. (TOPPS) Reading a brief passage taken from an actual counseling session, the instructor plays the role of a sad and struggling client. Students are provided with 10 statements that a counselor might think or say in reaction to what the client said. The task is to identify which statements are empathic and which are not empathic. The activity provides with the opportunity to imagine themselves in the role of counselor and to consider what they might or might not say, assuming their primary intentions were to be empathic. ● As a way to review the psychological perspectives and see the relevance to their own lives, students will complete an exercise where they apply the perspectives to a personal habit that they’d like to change. (TOPPS) After communicating information about the perspectives to the students, hand out the Why the Heck Do I Do That? sheet. Give the students some examples of habits that can be analyzed, and get some sample analysis from student volunteers. When the students are finished, ask them to pick the perspective that best explains their habit. After students choose their perspective, ask them to use their Why the Heck Do I Do That? sheet and design an intervention in order to change their habit. ● Students will learn to use their knowledge of psychological disorders to diagnose mock clients and will evaluate the effectiveness of different perspectives in treating different disorders. This activity requires students to diagnose clients based on short case histories and to recommend appropriate treatments. See case studies (TOPPS) and handout on each.

Enrichment Activities: ● Review with this excellent website on treatment of psychological disorders: https://sites.google.com/site/sunsetpsychos/Home/treatment ● Here’s an online review quiz on material covered in this unit: http://www.appsychology.com/HowPass/MC%20quizes/Therapies/therapies.htm ● Students will understand the use of systematic desensitization to treat a phobia. Explain that your “client” has always sat at the back of the room because of a phobia of chalkboard erasers. Further, tell your class that you have already worked with him to develop an anxiety hierarchy (show the steps), have taught progressive relaxation, and have desensitized him to a photograph of a chalkboard eraser. Demonstrate how you would desensitize him to items higher in the anxiety hierarchy. Discuss how this process would be applied to actual phobias. ● To complement and extend the text treatment of cognitive therapy, introduce students to the concept of self-reinforcement and its importance in preventing and overcoming depression. (Handout 72-4) Distribute the handout to students and allow them to complete it in class. Total scores can range from 0 to 30, with higher scores reflecting a greater tendency to engage in self-reinforcement. The mean score for undergraduates is about 17. Discuss implications for treating depression.

Unit XIV. Social Psychology (8-10 %)

Approximate # Of Weeks: 3

Learning Goals: Upon completion of this unit students will understand: A. Group Dynamics B. Attribution Theory C. Interpersonal Perception D. Conformity, Compliance, Obedience E. Attitude and Attitude Change F. Organizational Behavior G. Aggression/Antisocial Behavior Objectives - Upon completion of this unit students will be able to: ● 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 individuals 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, Philip Zimbardo).

Interdisciplinary Standards (National Standards for High School Psychology Curricula) Standard Area: Social Interactions Content Standard 1: Social cognition Students are able to (performance standards):

● 1.1 Describe attributional explanations of behavior. ● 1.2 Describe the relationship between attitudes (implicit and explicit) and behavior. ● 1.3 Identify persuasive methods used to change attitudes.

Content Standard 2 : Social influence Students are able to (performance standards):

● 2.1 Describe the power of the situation. ● 2.2 Describe effects of others’ presence on individuals’ behavior. ● 2.3 Describe how group dynamics influence behavior. ● 2.4 Discuss how an individual influences group behavior.

Content Standard 3: Social relations Students are able to (performance standards):

● 3.1 Discuss the nature and effects of stereotyping, prejudice, and discrimination. ● 3.2 Describe determinants of prosocial behavior. ● 3.3 Discuss influences upon aggression and conflict. ● 3.4 Discuss factors influencing attraction and relationships.

Standard Area: Sociocultural Diversity Content Standard 1: Social and cultural diversity Students are able to (performance standards):

● 1.1 Define culture and diversity. ● 1.2 Identify how cultures change over time and vary within nations as well as internationally. ● 1.3 Discuss the relationship between culture and conceptions of self and identity. ● 1.4 Discuss psychological research examining race and ethnicity. ● 1.5 Discuss psychological research examining socioeconomic status. ● 1.6 Discuss how privilege and social power structures relate to stereotypes, prejudice, and discrimination.

Content Standard 2: Diversity among individuals Students are able to (performance standards):

● 2.1 Discuss psychological research examining gender identity. ● 2.2 Discuss psychological research examining diversity in sexual orientation. ● 2.3 Compare and contrast gender identity and sexual orientation. ● 2.4 Discuss psychological research examining gender similarities and differences and the impact of gender discrimination. ● 2.5 Discuss the psychological research on gender and how the roles of women and men in societies are perceived. ● 2.6 Examine how perspectives affect stereotypes and treatment of minority and majority groups in society. ● 2.7 Discuss psychological research examining differences in individual cognitive and physical abilities.

Activities – include 21st Century Technologies: ● Students will examine the “Just World” phenomenon and our tendency to blame the victim in world problems. Students will hear a mystery story and then have to assign blame to given characters. (TOPPS) This exercise helps sensitize students to the tendency to blame the victim, as shown by the characters they often blame in the scenario. Relate this finding to victims of crime, poverty, and so forth. Blaming the victim is also often related to the fundamental attribution error. ● In order to illustrate the concept of deindividuation and to show that even “normal, well-adjusted” students are capable of highly inappropriate, antisocial behavior, given certain social and situational conditions, students will complete an activity in class. Read the following stimulus instruction out loud: “If you could do anything humanly possible with complete assurance that you would not be detected or held responsible, what would you do?” Give students time to write their responses, and then discuss the concept of deindividuation and point out that a wide variety of responses can occur, including prosocial behavior, antisocial behavior, and non-normative behavior. ● Students will examine the ideas of cooperation vs. competition through The prisoner’s dilemma game, which forces people to choose between selfishness and cooperation. (TOPPS) Visit this Web site, http://serendip.brynmawr.edu/playground/pd.html , to play an interactive prisoner’s dilemma game. Students will work with a partner and determine if they will choose to cooperate in an effort to maximize the common good, or try to come out ahead by competing? ● In order to acquaint students with sexist portrayals of women in the media, particularly as expressed in music videos, students will examine how music sends subtle or not-so-subtle messages about women and men. Using the Bern Sex Role Inventory, students rate four or five rock videos using the scales provided them and then compare their ratings. Describe the impact of gender-role stereotypes in the media and how they contribute to gender differences in real life. ● Students will examine the idea of stereotyping by listing stereotypes for a given group of people (i.e. teachers, senior citizens, doctors, lawyers, athletes, politicians, movie stars). Then, using jelly beans, state that we have six colors of beans, and the group must assign a jelly bean to the different classes stereotyped. Have students pair the bean color with the expected flavor of the jelly bean (i.e., yellow to lemon). Explain that this is the basis for stereotyping, judging people not on what they may be, but on perceptions. Discuss where they think stereotypes are generally learned (home or school environment).

Enrichment Activities: ● Learn more about the Stanford Prison experiment http://www.prisonexp.org/ ● Phillip Zambardo’s TED talk on The Psychology of Evil https://www.ted.com/talks/philip_zimbardo_on_the_psychology_of_evil?language=en ● Students will imagine that they work for the school’s administration and have been asked to develop a campaign to meet one of the following goals or a goal of your own choosing: (• Encourage college students to exercise regularly • Encourage people to donate blood • Encourage people to attend women’s sporting events at your school • Encourage people to vote in campus elections). Using the conformity, compliance, and obedience principles, they will structure a persuasion campaign and present it to the class. ● Discuss altruism after watching Friends episode number 101 (the fourth episode in season five), The One Where Phoebe Hates PBS. Phoebe and Joey discuss the possibility of whether there can indeed be a truly unselfish act. The first minute of this episode can be played in class to jump start discussion of altruism. ● Students will examine violence in the media and its potential connection to behavior by completing a viewing log. Over a week, students will watch at least three television programs and record each instance of aggression that occurs in each program. Look for examples of hostile aggression, instrumental aggression , physical aggression, relational aggression , and displaced aggression. ● Students will examine the importance of first impressions. Visit the Online Psychology Laboratory http://opl.apa.org and complete the First Impression Activity.