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TOWNSHIP OF UNION PUBLIC SCHOOLS

Advanced Placement Psychology

Curriculum Guide2012

Curriculum Guide Approved June 2011

Board MembersFrancis “Ray” Perkins, President

Versie McNeil, Vice President

Gary Abraham

David Arminio

Linda Gaglione

Richard Galante

Thomas Layden

Vito Nufrio

Judy Salazar

TOWNSHIP OF UNION PUBLIC SCHOOLSAdministration

District Superintendent …………………………………………………………………...…………………….... Dr. Patrick Martin

Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum

Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis

Director of Secondary Curriculum ……………………………….………………………….…………………… Dr. Noreen Lishak

Director of Student Information/Technology ………………………………..………………………….…………. Ms. Ann M. Hart

Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta

DEPARTMENT SUPERVISORS

Language Arts/Social Studies K-8 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford

Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Bridget Jackson

Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska

Math 8-12…………………………………………………………………………………………………………..Mr. Jason Mauriello

Science 6-12…….............…………………………………………………….………………………………….Ms. Maureen Guilfoyle

Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante

World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago

Curriculum Committee Nathan SurgetAcademic Area AP Psychology

Table of Contents

Title Page

Board Members

Administration

Department Supervisors

Curriculum Committee

Table of Content

District Mission/Philosophy Statement

District Goals

Course Description

Recommended Texts

Course Proficiencies

Curriculum Units

Appendix: New Jersey Core Curriculum Content Standards

Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary, removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community.

Statement of District Goals

Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and self

discipline. Acquire and use the skills and habits involved in critical and constructive

thinking. Develop a code of behavior based on moral and ethical principals. Work with others cooperatively. Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues. Acquire a knowledge and understanding of the physical and biological

sciences. Participate effectively and efficiently in economic life and the development

of skills to enter a specific field of work. Appreciate and understand literature, art, music, and other cultural

activities. Develop an understanding of the historical and cultural heritage. Develop a concern for the proper use and/or preservation of natural

resources. Develop basic skills in sports and other forms of recreation.

Course Description

Advanced Placement Psychology has been designed to provide students with an introductory overview of the field of psychology. The course is designed to introduce students to the scientific study of human and animal behavior with an emphasis on empirical data. The curriculum covers the major fields and subfields of psychology in a manner that is consistent with an introductory college course. The curriculum is designed to match the National Standards for The Teaching Of Psychology published by the College Board. Students are expected to complete all assignments on time and to present only the finest examples of their work. Students are consistently reminded that the course is designed to be comparable to an introductory course at the finest academic institutions in the nation and should be approached as such. Students have an opportunity to earn 3 college credits for this course and are expected to take the AP Psychology Exam in May.

Recommended Textbooks

Coon, Dennis.Introduction To Psychology Gateways To Mind And Behavior. (2010: 12th edition Wadsworth)

Supplemental Text: Baucum, Don. Psychology. (1999: Barron’s College Review Series) Hock, Roger.

40 Studies That Changed Psychology. (2005: Pearson Prentice Hall)

Course Proficiencies

Students will be able to… AP Psychology Proficiencies 2011

Nate Surget1. All students must be able to answer multiple choice questions at a rate of 30 seconds per question.2. All students must be able to write free responses in the college board style.3. Incorporate new vocabulary in written work.4. All students will be able to write about how physiological changes affect behavior.5. All students must demonstrate research skills through case studies.6. All students must analyze data from psychology experiments.7. All students must be able to develop skills necessary to evaluate behavior.8. All students must be able to develop, identify, and explain the similarities and differences in personality

theories.9. All students must be able to differentiate among the plethora of mental illnesses.10.All students must be able to describe in writing the experiments of social psychology.

Curriculum Units

Unit 1: History and research methods Unit 2: Biopsychology

Unit 3: Sensation and Perception Unit 4: Learning

Unit 5: Cognition Unit 6: Motivation and emotion

Unit 7: Development Unit 8: Personality theory

Unit 9: Abnormal Psychology Unit 10: Social Pscycholgy

Pacing Guide- Course

Content Number of Days

Unit 1: History and research methods 18

Unit 2: Biopsychology 18

Unit 3: Sensation and perception 18

Unit 4: Learning 18

Unit 5: Cognition 18

Unit 6: Motivation and emotion 18

Unit 7: Development 18

Unit 8: Personality theory 18

Unit 9: Abnormal psychology 18

Unit 10: Social psychology 18

Course OutlineThe course outline for AP Psychology is intended as a guide and is neither comprehensive nor restrictive of the material to be covered.

Unit 1;History and research methods

Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)

Activities Assessments

How did psychology begin?

How do psychologists conduct research?

What are the different types of research?

Students will demonstrate an understanding of:Scope, History, and Methodology [CR1]Historical Schools: Functionalism vs. StructuralismModern Approaches: Psychodynamic, Behaviorist, Cognitive, Humanistic, Evolutionary,NeuroscienceNature of Scientific Inquiry: Sources of bias and errorResearch Methods: Introspection, observation, survey, psychological testing, controlled experiments [CR2]Statistics: Central tendency, variance, significance, correlation

Situational experiments and demonstrations.

Utilization of ancillary materials

Supplemental videos

Presentation of project

Chapter quizzes

Unit test

Outline summary of Barron’s book

Design an experiment project

Ethics in Research: Human participants, animal subjects [CR16]

Unit 2: Biospychology



How does the nervous system work?

What is the relationship between biological brain states and behavior?

Students will demonstrate an understanding of:Neuroscience [CR3]Neuron: Neuronal and synaptic transmission, psychopharmacology, drug abuseCR1 Evidence of Curricular Requirement: The course provides instruction in psychology’s history and approaches.CR2 Evidence of Curricular Requirement: The course provides instruction in psychological research methods.CR3Evidence of Curricular Requirement: The course provides instruction in biological bases of behavior.CR15Evidence of Curricular Requirement: As relevant to each content area, the



Supplemental videos


Chapter quizzes

Unit test


Design a 3D brain

course provides instruction in empirically supported psychological facts, research findings, terminology, associated phenomena, major figures, perspectives, and psychological experiments.CR16 Evidence of Curricular Requirement: The course provides instruction in ethics and research methods used in psychological science and practice.Brain: Research methodology, neuroanatomy, brain development and aging, hemispheric specialization.Nervous System: Structural and functional organizationEndocrine System: Anatomy, HPA-axis, and immune systemGenetics and Heritability

Unit 3: Sensation and perception



How do we perceive the world through our 5 senses?

What is the difference between sensation and perception?

Students will demonstrate an understanding of:

Psychophysics: Thresholds (absolute, difference, Webers constants), signal detection theorySensory Organs and Transduction: Visual (including color vision and feature detection), auditory, olfactory, gustatory, proprioceptive (including kinesthetic and vestibular)Perception: Attention, processing, illusions (including Gestalt psychology), and



Supplemental videos


Chapter quizzes

Unit test


Design an optical illusion

camouflage

Unit 4:Learning



What is classical conditioning?

What is reinforcement?

Students will demonstrate an understanding of:BehaviorismHistorical Background and Philosophy of Radical BehaviorismClassical Conditioning: Pavlov, Watson, applications, biological critique, cognitivist challengeOperant Conditioning: Thorndike, Skinner, Bandura, behavior modification, biological critique,cognitivist challenge [CR15



Supplemental videos


Chapter quizzes

Unit test



Unit 5: Cognition



What is cognition?

How do we produce language?

What is intelligence and how is it measured?

Students will demonstrate an understanding of:Consciousness, Memory, and Language [CR5]States of Consciousness: Waking, sleep and dreaming, hypnosis, altered statesMemory: Information processing, storage, retrievalAccuracy of Memory: Loftus and SchacterCognition: Problem solving and heuristics [CR7]Language: Skinner and Chomsky



Supplemental videos


Chapter quizzes

Unit test


Design and present a form of artificial intelligence.

CR11Evidence of Curricular Requirement: The course provides instruction in testing and individual differences.CR4Evidence of Curricular Requirement: The course provides instruction in sensation and perception.CR5Evidence of Curricular Requirement: The course provides instruction in states of consciousness.CR6Evidence of Curricular Requirement: The course provides instruction in learning.CR7 Evidence of Curricular Requirement: The course provides instruction in cognition



Unit 6:Motivation and emotion



What are the primary emotions?

How do humans get stimulated toward action?

Students will demonstrate an understanding of:Motivation and Emotions [CR8]Motivational Concepts:



Chapter quizzes

Unit test

Outline summary of Barron’s

What are the major theories related to motivation?

Instincts, drives, optimal arousal, Maslows hierarchyHunger and Eating DisordersSexuality and Sexual OrientationAchievement Motivation: McClelland and the TAT, intrinsic versus extrinsic motivatorsPhysiology of Emotion: Fear, anger, happinessExpression of Emotion: Darwin and EkmanTheories of Emotion: James-Lange, Cannon-Bard, Schacter-Singer

Supplemental videos


book


Unit 7:Development



What stages do humans go through as they age?

What are the major theories about development?

How do physical changes occur in humans?

Students will demonstrate an understanding of:Developmental Psychology [CR9]Methodology: Longitudinal and cross-sectional studiesNature vs. Nurture (maturation versus learning)Influential Theories: Piaget and cognitive development, Freud and psychosocial development,Kohlberg and moral development, Gilligan and gender differentiation [CR6]



Supplemental videos


Chapter quizzes

Unit test


Design an interview of different ages project

Infancy, Childhood, Adolescence, and Adulthood

Unit 8:Personality theory



What are the major theories of personality?

What determines

Students will demonstrate an understanding of:Personality [CR10]Psychodynamic Perspective: Freud, Jung,



Chapter quizzes

Unit test

Outline summary of Barron’s

personality?

What are the personality types?

AdlerTrait Perspective: Allport, factor analysis and the five-factor model, assessment (Myers-Briggs, MMPI-II)Humanistic Perspective: Maslow and RogersSocial-Cognitive Perspective: Bandura and SeligmanStress and HealthStress as a Concept: SelyeStress and HealthAdjustment

Supplemental videos


book

Design a life book that chronicles the students past, present, and future.

Unit 9: Abnormal PsychologyEssential Questions Instructional Objectives/

Skills and Benchmarks (CPIs)


What is normal?

What disorders are diagnosable?

How are disorders treated?

Students will demonstrate an understanding of:Abnormal Psychology [CR12, CR13]Approaches to Abnormality: The Rosenhan study, historical approaches (deviance), the medical model, the biopsychosocial modelClassifying Disorders: Evolution of the DSM-IV-TRMajor Categories of Disorders: Anxiety disorders, dissociative disorders, mood disorders, schizophrenia, personality disorders



Supplemental videos


Chapter quizzes

Unit test


Diagnosing case studies

Major Approaches to Psychotherapy: Psychoanalysis, behavioristic, humanistic, cognitive, group, pharmacologicalDoes Therapy Work? Eysenck, outcome studies, and the Consumer Reports studyCR8Evidence of Curricular Requirement: The course provides instruction in motivation and emotion.CR10Evidence of Curricular Requirement: The course provides instruction in personality.CR12Evidence of Curricular Requirement: The course provides instruction in abnormal psychology.CR13Evidence of Curricular Requirement: The course provides instruction in treatment of psychological disorders.

Unit 10: Social Psychology



How does behavior change in groups?

What are the significant experiments in social psychology?

Why do people join cults?

What are the differences between discrimination,

Students will demonstrate an understanding of:Social Psychology [CR14]Attitudes and Behavior: Fundamental attribution error, roles, Festinger and cognitive dissonanceGroup Influence: Asch and conformity, Milgram and obedience, facilitation and loafing, Janis and groupthink



Supplemental videos


Chapter quizzes

Unit test


Design and run a social experiment project

prejudice, and racism? Prejudice and ScapegoatingAltruism: Darley and Latané

New Jersey Core Curriculum Content Standards currently do not include Psychology

New Jersey Scoring Rubric

Language Arts Literacy

Writing

New Jersey Registered Holistic Scoring Rubric - GEPA/HSPA - p. 23 In Scoring, consider the grid of written

languageInadequate Command

Limited Command

Partial Command

Adequate Command

Strong Command

Superior Command

Score 1 2 3 4 5 6

Content & Organiza-tion(see below)

May lack opening and/or closing



Generally has opening and/or closing

Opening and closing

Opening and closing

. Minimal response to topic; uncertain focus

Attempts to focus May drift or shift focus

Usually has single focus

Single focus Single focus Sense of unity and coherence Key ideas developed

Single, distinct focus Unified and coherent Well-developed

. No planning evident; disorganized

Attempts organization Few, if any, transitions between ideas

Some lapses or flaws in organization May lack some transitions between ideas

Ideas loosely connected Transition evident

Logical progression of ideas Moderately fluent Attempts compositional risks

Logical progression of ideas Fluent, cohesive Composi-tional risks successful

. Details random, inappropriate, or barely apparent

Details lack elaboration, i.e., highlight paper

Repetitious details Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective, vivid, explicit, and/or pertinent

Usage(see below)

No apparent control Severe/numerous errors

Numerous errors

Errors/ patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few, if any, errors

Sentence Construc-tion(see below)

Assortment of incomplete and/or incorrect

Excessive monotony/ same structure

Little variety in syntax Some errors

Some errors that do not interfere with


sentences Numerous errors

meaning

Mechanics(see below)

Errors so severe they detract from meaning

Numerous serious errors

Patterns of errors evident

No consistent pattern of errors Some errors that do not interfere with meaning


Non-Scorable Responses

NR = No Response

Student wrote too little to allow reliable judgment of his/her writing.

OT = Off Topic/ Off Task

Student did not write on the assigned topic/task, or the student attempted to copy the prompt.

NE = Not English

Student wrote in a language other than English.

WF = Wrong Format

Student refused to write on the topic, or the writing task folder was blank.

Content & Organization Usage Sentence Construction Mechanics Communicates intended message to intended audience Relates to topic Opening and closing Focused Logical progression of ideas Transitions Appropriate details and information

Tense formation Subject-verb agreement Pronouns usage/agreement Word choice/meaning Proper modifiers

Variety of type, structure, and length Correct construction

Spelling Capitalization

Punctuation

Documents

TOWNSHIP OF UNION PUBLIC SCHOOLSuhs.twpunionschools.org/subsites/nsurget/documents/A… · Web viewNeuron: Neuronal and synaptic transmission, psychopharmacology, drug abuse CR1