Rachel Tevlin

AP Psychology 2018-2019

AP PSYCHOLOGY COURSE SYLLABUS

AP Psychology is a college level class the purpose of which is 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 with each of the major subfields within psychology. They also
learn about the ethics and methods psychologists use in their science and practice (College Board).”

The goal of this class is to help students learn about psychology at a more in-depth level as well as
prepare them for the exam in May. For more specific information regarding the AP exam at this time,
please refer to the College Board website at www.apcentral.collegeboard.com.

This year the AP exam is scheduled for the afternoon of Thursday, May 9th, 2019

Course Objectives:

1. Students will prepare to do passing work in the Advanced Placement

Examination in Psychology
2. Students will study the major core concepts and theories of psychology.
They will be able to define key terms and use these in daily class discussions
3. Students will learn the basic skills of psychological research.
4. Students will be able to recognize psychological concepts in their own lives when
encountered in everyday situations
5. Students will develop critical thinking skills. They will become aware of the danger of
blindly accepting or rejecting any psychological theory without careful, objective
evaluation.
6. Students will build their reading, writing and discussing skills
7. Students will learn about psychology as a profession and become aware of the
educational requirements, which must be met to pursue a variety of careers in this
field.

Textbook:
Myers, David G. Psychology for AP, 2nd Ed. New York: Worth, 2014. (Includes study guide)

Teacher Resources:

Myers, David G. Psychology for AP, 2nd Ed. New York: Worth, 2014. (Including Instructor’s Resources,
test bank and CD-ROM
Previously released AP examinations, 1994, 1999, 2004 along with Essay Questions from
1999-2015

Course Outline:

We will cover the following units between August and April to prepare for the exam. Review for the
AP takes place the 1-½ -2 weeks before the exam date.

Unit 1: History and Approaches and Research Methods

Rachel Tevlin
AP Psychology 2018-2019

Objectives:

1. Define Psychology
2. Trace development of psychology as a science including the evolution of psychology
from the 1920’s-today
3. Understand the nature-nurture debate in psychology and the principle of natural selection
4. Identify famous psychologists and their contributions to psychology
5. Identify some of psychology’s subfields and explain the difference between clinical
psychology and psychiatry
6. Explain how the scientific attitude encourages critical thinking
7. Discuss advantages and disadvantages of case study, naturalistic observations, and survey
research
8. Explain why correlational research fails to provide evidence of cause and effect and describe
how people form illusory correlations
9. Explain why the double-blind procedure and random assignment build confidence in research
findings
10. Identify basic elements of an experiment (groups, independent variable, placebo, etc)
11. Explain importance of statistical principles
12. Describe the three measures of central tendency and know which is most affected by extreme
scores and understand the two measures of variation
13. Evaluate the importance of ethics in research
14. Discuss how personal values can influence psychological research and the importance
of critical thinking as a result.

Day 1 Psychology’s History Module 1 Pg 1-8

Day 2 Psychology’s Big Module 2 Pg 9-19

Issues and
Approaches

Day 3 Careers in Psychology Module 3 Pg 20-28

Day 4 The Need for Module 4 Pg 30-37

Psychological Science

Day 5 The Scientific Method Module 5 Pg 38-45

and Description

Day 6 Correlation Module 6 Pg 46-50

Day 7 Experimentation Module 6 Pg 50-55

Day 8 Experimentation Module 6 Pg 50-55

Continued

Day 9 Statistical reasoning Module 7 Pg 56-63

in Everyday Life
Rachel Tevlin
AP Psychology 2018-2019

Day 10 Frequently Asked Module 8 Pg 64-70

Questions About
Psychology

Unit 2: Biological Basis of Behavior

Objectives:

1. Describe the parts of the neuron and explain how impulses are generated
2. Describe how nerve cells communicate
3. Explain how neurotransmitters affect behavior and outline the effects of
acetylcholine and endorphins
4. Explain how drugs and other chemicals affect neurotransmission as well as the effects of
agonists and antagonists
5. Describe the nervous systems two major divisions and the three types of neurons transmitting
information throughout the system
6. Identify the subdivisions of the peripheral nervous system and their functions
7. Describe the nature and functions of the endocrine system and its interaction with the nervous
system
8. Describe several techniques for studying the brain
9. Describe the components of the brainstem as well as the functions of the thalamus and
cerebellum
10. Describe the structures and functions of the limbic system
11. Define the cerebral cortex and its importance for the human brain
12. Identify the four lobes
13. Describe split-brain research and how it helps us to understand the functions of our left and
right hemispheres
14. Describe the types of questions which interest behavior geneticists
15. Define chromosome, DNA, gene and genome as well as their relationships with one
another
16. Explain how identical and fraternal twins differ and how geneticists use twin studies to
understand the effects of environment and heredity such as in temperament.
17. Explain examples of genetic influenced traits vs. environmental influenced traits
18. Describe the area of evolutionary psychology
19. Understand the principle of natural selection and point to some possible effects of natural
selection in the development of human characteristics
20. Describe evolutionary explanations for gender differences in sexuality

Day 1 Biological Psychology and Module 9 Pg 76-85

Neurotransmission

Day 2 Neurotransmission Activity Module 9 Pg 76-85

Day 3 The Nervous and Endocrine Module 10 Pg 86-93

Systems
Rachel Tevlin
AP Psychology 2018-2019

Day 4 Studying the Brain, Brain Scans Module 11 Pg 94-103

Day 5 The Older Brain Structures Module 11 Pg 94-103

Day 6 The Cerebral Cortex Module 12 Pg 104-113

Day 7 Brain Damage, Phineas Gage Module 12 Pg 104-113

Day 8 Brain Hemisphere Organization Module 13 Pg 114-122

Day 9 Behavior Genetics Module 14 Pg 123-134

Day 10 Molecular Genetics and Module 14 Pg 123-134

Heritability

Day 11 Evolutionary Psychology Module 15 Pg 135-144

Unit 4: Sensation and Perception

Objectives:

1. Contrast sensation and perception explaining the difference between bottom-up and top-
down processing
2. Describe the difference between absolute and difference thresholds as well as sensory
adaptation
3. Describe the major structures of the eye and explain how they guide an incoming ray of light
toward the eye’s receptor cells
4. Contrast the two types of receptor cells in the retina
5. Explain how the Young-Helmholt and opponent process theories help us understand
color vision as well as the importance of color constancy
6. Describe the regions of the ear and outline the events which trigger the electrical impulses
sent to the brain
7. Contrast place and frequency theories and explain how they help us to understand pitch
perception
8. Contrast the two types of hearing loss and describe their causes as well as ways to improve
hearing disabilities such as the cochlear implant
9. Describe the senses of touch, taste and smell
10. State the purpose of pain and what could happen if we do not feel it
11. Describe the interplay between attention and perception
12. Explain the figure-ground relationship and identify principles of perceptual grouping
in form perception
13. Explain the importance of depth perception and the contribution of the visual cliff as well as
the two binocular cues for perceiving depth
14. Explain how monocular cues differ from binocular cues as well as describe several
monocular cues for perceiving depth
15. Explain the importance of perceptual constancy and describe size, shape and light constancy’s
effects on what we perceive
Rachel Tevlin
AP Psychology 2018-2019

16. Describe the contribution of restored vision and sensory deprivation to our
understanding of nature-nurture interplay of our perceptions
17. Identify ESP and why most research psychologists remain skeptical of ESP
claims

Day 1 Basic Principles of Sensation and Module 16 Pg 151-162

Perception

Day 2 Influences on Perception Module 17 Pg 163-170

Day 3 ESP: Psychology’s Perspective Module 17 Pg 163-170

Day 4 Vision: Parts of the Eye Module 18 Pg 171-181

Day 5 Visual Processing Module 18 Pg 171-181

Day 6 Visual Organization and Module 19 Pg 182-193

Interpretation: Perceptual
Organization and Binocular
Cues

Day 7 Visual Organization and Module 19 Pg 182-193

Interpretation: Monocular Cues
and Perceptual Constancy

Day 8 Hearing: Parts of the Ear Module 20 Pg 194-201

Day 9 Hearing: Processing, Location, Module 20 Pg 194-201

and Loss of Hearing

Day 10 The Other Senses Module 21 Pg 202-213

Unit 5: States of Consciousness

Objectives:

1. Describe the cycle of our circadian rhythm and identify some events that can disrupt
the biological clock
2. List the stages of the sleep cycle and explain how they differ
3. Discuss risks associated with sleep deprivation
4. Identify four theories why we sleep
5. Identify major sleep disorders
6. Describe common content of dreams and major theories why we dream
7. Define hypnosis and arguments for and against hypnosis as an altered state of
consciousness
8. Describe the nature of drug dependence, identify tolerance and withdrawal
9. Name the main categories of psychoactive drugs, identify drugs in each of these
categories and identify the ways these substances can interfere with neurotransmission in
the brain
Rachel Tevlin
AP Psychology 2018-2019

10. Discuss biological, psychological and social-cultural factors contributing to drug use

Day 1 Understanding Module 22 Pg 218-224

Consciousness

Day 2 Hypnosis Module 22 Pg 218-224

Day 3 Sleep Patterns and Sleep Module 23 Pg 225-233

Theories

Day 4 Sleep Deprivation and Module 24 Pg 234-245

Sleep Disorders

Day 5 Dreams Module 24 Pg 234-245

Day 6 Psychoactive Drugs Module 25 Pg 246-258

Day 7 Psychoactive Drugs Module 25 Pg 246-258

Continued

Unit 6: Learning

Objective:

1. Define learning and identify two forms

2. Define classical conditioning and behaviorism, and describe the basic components of
classical conditioning
3. Summarize the processes of extinction, spontaneous recovery, generalization and
discrimination
4. Understand Thorndike’s Law of Effect and the influence it had on B.F. Skinner
5. Identify two major characteristics which distinguish classical conditioning from operant
conditioning
6. Define and give examples of reward, punishment, positive reinforcement,
negative reinforcement, as well as continuous and partial reinforcement schedules
7. Describe the process of observational learning and what Bandura found in regards to
whether we will imitate a model

Day 1 How We Learn and Module 26 Pg 263-273

Classical Conditioning

Day 2 Operant Conditioning Module 27 Pg 275-285

Day 3 Operant Conditioning’s Module 28 Pg 286-291

Applications, and
Comparison to Classical
Conditioning

Day 4 Biology, Cognition, and Module 29 Pg 292-303

Rachel Tevlin
AP Psychology 2018-2019

Learning

Day 5 Learning by Observation Module 30 Pg 304-311

Unit 7: Cognition

Objectives:

1. Define memory and explain the difference between flashbulb and other memories
2. Describe and define the stages of encoding, storage and retrieval
3. Understand different types of encoding such as effortful and automatic
processing, visual, acoustic and semantic encoding
4. Describe the capacity and duration of both short and long term memory
5. Distinguish between implicit and explicit memories
6. Contrast recall, recognition and relearning
7. Explain how retrieval cues help people access stored memories
8. Understand role of encoding failure in forgetting along with the concept of storage
decay as well as Ebbinghaus’s forgetting curve
9. Understand where false memories come from and how they affect our true memories
10. Define prototypes and hierarchies and the role they play in concept formation
11. Discuss how we use algorithms, and heuristics to solve problems
12. Describe the basic structural units of language
13. Trace the course of language acquisition from babbling stage through the two- word
stage
14. Understand research regarding animal capacity for language

Day 1 Studying and Building Module 31 Pg 317-328

Memories

Day 2 Studying and Building Module 31 Pg 317-328

Memories-Encoding

Day 3 Memory Storage Module 32 Pg 329-340

Day 4 Memory Retrieval Module 32 Pg 329-340

Day 5 Forgetting Module 33 Pg 341-355

Day 6 Memory Construction and Module 33 Pg 341-355

Memory Improvement

Day 7 Thinking, Concepts, and Module 34 Pg 356-360

Creativity

Day 8 Solving Problems and Making Module 35 Pg 361-371

Decisions

Day 9 Language Module 36 Pg 372-383

Rachel Tevlin
AP Psychology 2018-2019

Day 10 Thinking and Language Module 36 Pg 372-383

Day 11 Animal Thinking and Module 85 Pg 867-872

Language

Unit 8: Motivation, Emotion, and Stress

Objectives:

1. Define motivation and explain how drive-reduction theory views human

motivation
2. Understand Maslow’s hierarchy of needs
3. Describe the physiological, psychological and cultural influences on hunger
4. Explain how eating disorders demonstrate the influence of psychological forces on
physiologically motivated behavior
5. Describe the human sexual response cycle, and discuss causes of sexual disorders
6. Discuss the impact of hormones on sexual motivation
7. Describe some effective management techniques
8. Identify three components of emotions and contrast the Lames-Lange, Cannon- Bard,
and two-factor theories of emotion
9. Describe the role of autonomic nervous system during emotional arousal
10. Describe some factors affecting our ability to decipher nonverbal cues
11. Describe gender differences in perceiving and communicating emotions
12. Discuss biological components of fear
13. Describe how adaptation and relative deprivation affect our appraisals of our
achievements
14. Identify some behavior-related causes of illness and death and describe health
psychology’s contribution to the field of behavioral medicine
15. Discuss the health consequences of catastrophes, significant life changes, and daily
hassles
16. Discuss the role of stress in causing coronary heart disease and contrast Type A
and Type B personalities
17. Discuss the effect of stress on the immune system
18. Describe how perceived lack of control can affect health

Day 1 Motivational Concepts Module 37 Pg 390-395

Day 2 Hunger Motivation Module 38 Pg 396-405

Day 3 Sexual Motivation Module 39 Pg 406-411

Day 4 Social Motivation: Affiliation Module 40 Pg 412-419

Needs

Day 5 Psychology at Work Module 81 Pg 827-843

Rachel Tevlin
AP Psychology 2018-2019

Day 6 Theories and Physiology of Module 41 Pg 420-431

Emotion

Day 7 Expressed Emotion Module 42 Pg 432-440

Day 8 Experienced Emotion: Anger Module 83 Pg 844-855

and Happiness

Day 9 Stress and Health Module 43 Pg 441-447

Day 10 Stress and Illness Module 44 Pg 448-455

Day 11 Human Flourishing Module 84 Pg 856-866

Unit 9: Developmental Psychology

Objectives:

1. Evaluate the importance of peer influence on development

2. Describe the effect of culture on individuals regarding child-rearing, individualist vs.
collectivist, similarities and differences
3. Discuss the importance of environment in the development of gender roles and theories of
gender-typing
4. Define zygote, embryo and fetus
5. Explain how researchers use habituation to assess infant sensory and cognitive abilities
6. Describe Piaget’s stages of cognitive development and understand how children’s thinking
changes during these four stages
7. Describe the effects of nourishment, body contact and familiarity on infant attachment. Also
discuss contrast between secure and insecure attachments as well as basic trust
8. Trace the onset and development of self-concept
9. Identify major physical changes during adolescence
10. Discuss Kohlberg’s stages of moral development
11. Identify Erikson’s eight stages of psychosocial development and their
accompanying issues
12. Assess the impact of aging on recall and recognition in adulthood
13. Describe the range of reactions to the death of a loved one, Kubler-Ross’s 5 stages

Day 1 Developmental Issues, Prenatal Module 45 Pg 462-470

Development, and the Newborn

Day 2 Infancy and Childhood: Module 46 Pg 471-475

Physical Development

Day 3 Infancy and Childhood: Module 47 Pg 476-487

Cognitive Development

Day 4 Infancy and Childhood: Social Module 48 Pg 488-499

Development
Rachel Tevlin
AP Psychology 2018-2019

Day 5 Gender Development Module 49 Pg 500-507

Day 6 Parents, Peers, and Early Module 50 Pg 508-512

Experiences

Day 7 Adolescence: Physical and Module 51 Pg 513-518

cognitive Development

Day 8 Adolescence: Social Module 52 Pg 519-525

Development and Emerging
Adulthood

Day 9 Sexual Development Module 53 Pg 526-538

Day 10 Adulthood: Physical, Cognitive, Module 54 Pg 539-550

and Social Development

Unit 10: Personality

Objectives:

1. Discuss Freud’s view of the mind regarding the unconscious and conscious and the
effects on personality, specifically through identifying the id, ego and superego
2. Identify Freud’s psychosexual stages of development and describe the effects of fixation
on behavior
3. Describe the function of defense mechanisms
4. Explain how humanistic psychologists assessed personality
5. Explain how psychologists use personality inventories to assess traits
6. Describe the social-cognitive perspective and explain how reciprocal determinism illustrates
this
7. Understand the link between performance and optimism or pessimism
8. Explain psychology’s research on the ‘self’

Day 1 Freud’s Psychoanalytic Module 55 Pg 556-564

Perspective: Exploring the
Unconscious

Day 2 Psychodynamic Theories and Module 56 Pg 565-570

Modern Views of the
Unconscious

Day 3 Humanistic Theories Module 57 Pg 571-575

Day 4 Trait Theories Module 58 Pg 576-586

Day 5 Social-Cognitive Theories Module 59 Pg 587-602

Day 6 The Self Module 60 Pg 587-602

Rachel Tevlin
AP Psychology 2018-2019

Unit 11: Testing and Individual Differences

Objectives:

1. Understand the difficulty of defining intelligence and what it means to reify

intelligence.
2. Describe Gardner’s Multiple Intelligence and how it compares with Sternberg’s theory of
intelligence
3. Distinguish between aptitude end achievement tests
4. Explain what it means to say a test is reliable, valid, and types of validity
5. Describe whether intelligence tests are biased

Day 1 Introduction to Intelligence Module 60 Pg 607-616

Day 2 Assessing Intelligence Module 61 Pg 617-624

Day 3 The Dynamics of Intelligence Module 62 Pg 625-631

Day 4 Studying Genetic and Module 63 Pg 632-637

Environmental Influences on
Intelligence

Day 5 Group Differences and the Module 64 Pg 638-644

Question of Bias

Unit 12: Abnormal Psychology

Objectives:

1. Identify how one judges whether behavior is psychologically disordered

2. Contrast the medical model of psychological disorders with the biopsychological approach
to disordered behavior
3. Define anxiety disorders and explain how these conditions differ from normal feelings
of stress, tension or uneasiness
4. Describe symptoms of dissociative disorders and explain why some critics are skeptical
of dissociative identity disorder
5. Define mood disorders, contrast and compare major depressive disorder and bipolar
disorder
6. Demonstrate an understanding of the contributions of biological perspective on the
study of depression
7. Describe symptoms of schizophrenia and differentiate delusions and
hallucinations
8. Discuss the prevalence of psychological disorders and summarize the findings on the link
between poverty and serious psychological disorders
Rachel Tevlin
AP Psychology 2018-2019

Day 1 Introduction to Psychological Module 65 Pg 650-660

Disorders

Day 2 Anxiety Disorders Obsessive- Module 66 Pg 661-670

Compulsive Disorder, and
Posttraumatic Stress Disorder

Day 3 Mood Disorders Module 67 Pg 671-683

Day 4 Schizophrenia Module 68 Pg 684-692

Day 5 Other Disorders Module 69 Pg 693-703

Unit 13: Treatment of Abnormal Behavior

Objectives:

1. Differentiate among psychotherapy, biomedical therapy, and an eclectic

approach to therapy
2. Explain the goals and techniques of psychoanalysis and how they’ve been
adapted to psychodynamic therapy
3. Describe the basic themes of humanistic therapy, specifically the goals and
techniques of Rogers’ client-centered approach
4. Describe how exposure therapies and aversive conditioning work
5. Explain how operant conditioning principles can inform therapeutic
techniques
6. Distinguish the goals and techniques of cognitive therapy and cognitive-
behavioral therapy
7. Analyze the goals and benefits of group and family therapy
8. Analyze alternative therapies using scientific inquiry
9. Describe the various drug therapies
10. Describe how psychosurgery and brain stimulation techniques treat disorders

Day 1 Introduction to Therapy Module 70 Pg 708-715

Day 2 Psychodynamic and Module 70 Pg 708-715

Humanistic Therapies

Day 3 Behavior Therapy Module 71 Pg 716-727

Day 4 Cognitive and Group Therapies Module 71 Pg 716-727

Day 5 Evaluating Psychotherapies and Module 72 Pg 728-739

Prevention strategies

Day 6 Biomedical Therapies Module 73 Pg 740-749

Rachel Tevlin
AP Psychology 2018-2019

Unit 14: Social Psychology

Objectives:

1. Understand how we explain others’ behavior and our own

2. Determine how actions and attitudes interact
3. Describe automatic mimicry
4. Analyze how conformity reveals the power of social influence
5. Appreciate the importance of Milgram’s obedience experiments
6. Analyze how behavior is affected by the presence of others
7. Understand how group polarization and groupthink work
8. Evaluate the power of the individual
9. Explain the influence of cultural norms on behavior
10. Understand prejudice and its social, cognitive, and emotional roots
11. Differentiate between the psychological concept of aggression and the popular understanding
of it
12. Identify biological factors that contribute to aggressive behavior
13. Trace the evolution of romantic love over time
14. Understand the factors that lead people to help others
15. Explain social exchange theory and social norms in the context of helping behavior
16. Evaluate how feelings of prejudice, aggression and conflict can be transformed into peaceful
attitudes

Day 1 Attribution, Attitudes, and Module 74 Pg 754-761

Actions

Day 2 Conformity and Module 75 Pg 762-770

Obedience

Day 3 Group Behavior Module 76 Pg 771-779

Day 4 Prejudice and Module 77 Pg 780-788

Discrimination

Day 5 Aggression Module 78 Pg 789-797

Day 6 Attraction Module 79 Pg 798-806

Day 7 Altruism, Conflict, and Module 80 Pg 807-817

Peacemaking

Grading Policy:

1. The majority of the grade will be determined by points earned on unit tests made up of
50 multiple choice questions and one essay, based on the AP exam format. Students will
Rachel Tevlin
AP Psychology 2018-2019

also complete one midterm and one final exam per semester. Both the midterm and final
exams will be made up of 100 multiple choice and 2 essay questions. Points will be
earned for quizzes, written work, homework, projects and class participation as well.
Based on the total points possible, quarter and semester grades will be assigned as
follows:

I use the following grading scale:

A (93-100); A- (90-92.9); B+ (87-89.9); B (83-86.9); B- (80-82.9); C+ (77-79.9); C (73-76.9); C- (70-72.9); D+ (67-
69.9); D (60-66.9); F (00-59.9)

1. The semester grade is not an average of the first and second quarter; it is based on the total
number of points earned during the semester.

2. Reading from the AP text according to your class calendar and studying for tests will make up
the majority of homework for this class. We have a vast amount of material to cover before the
exam in May and students should expect to spend 1-2 hours a night reading and studying

2. Absent students will be expected to make up missed chapter tests on the day they return to
school. (Information on the test is covered in the book and I will expect students to be
prepared when they return). Make-ups will take place at the next attended class. If the
student is absent from an entire school day not related to a school activity (such as field trip,
presentation, leadership, matinee, etc.) when an assignment is due, they will turn it in on the
day they return to school.
a. If a student is at school for any amount of time, or on a school-related field
trip/production, then the assignment must be turned in on the DUE DATE.

Late work is NOT accepted for points in this class

Major Projects/ Continuous Assignments:

1. Continuous assignments with every chapter include the daily readings and unit
homework/practice
2. One optional assignment recommended for students are flashcards using the key terms the
teacher places on the board for each unit. These are extremely integral to the success of
students’ vocabulary comprehension
3. Unit outlines/notes: these will be required for all students
- These outlines will include key terms, people and studies for the chapter as well as essental
questons.
4. Current Events: Students will be required to find a current news article that corresponds with a
unit of study once each quarter. You may turn this in any time during the quarter as we cover a
topic. This will include a brief summary of the article you found, which unit it connects to and
an analysis of the research presented in the article
5. Lifeline: This project is to be completed during the unit of study on Developmental
Psychology. Students will demonstrate an understanding of different developmental
psychologists and their theories
6. Pop Culture and Psychology: This is the end of the year/second semester final project. Students
will choose any topic we have studied during the year and do an in-depth research paper on the
Rachel Tevlin
AP Psychology 2018-2019

topic from historical inception to modern research including important people, experiments, etc.
Students will then apply their topic to a piece of popular culture demonstrating how we see
psychology in our daily lives.