WATERFORD PUBLIC SCHOOLS

SOCIAL STUDIES CURRICULUM

AP PSYCHOLOGY

GRADE 12

Unit Title: The Science of Psychology

State Standards

Content Standard 1: Historical Thinking

Content Standard 3: Historical Themes

School Standards

1. Communicate in Standard English for a variety of purposes.

2. Read a variety of materials for the understanding, evaluation and

synthesis if information.

3. Apply the principles and processes of the sciences to analyze

phenomena and solve problems related to the natural world.

Estimated Number of Days to Complete Unit: 4 days

ENDURING UNDERSTANDINGS / DESIRED RESULTS

The student will understand that:

1.	Human development is a complicated process that lends itself to many theories.
2.	The development of a total person is unique to each individual and his/her experience.

ASSESSMENTS / ACCEPTABLE EVIDENCE

1.	Tests and Quizzes
2.	Journal Entries
3.	Student projects. Students create and administer their own survey to the community. They compare and contrast the strengths and weaknesses of the survey research method to other methods used by psychologists to collect information.
4.	Student role-play. Each student role-plays a famous psychologist explaining his theories and discussing them with other students role-playing other famous psychologists.

ESSENTIAL QUESTIONS

1.	Who are we and why do we behave the way we do?
2.	What is psychology?
3.	What do psychologists do?
4.	What methods are used by psychologists to conduct their research?
5	How has psychology been used in the past?
6.	How is psychology used in the "real world" today?
7.	Is Psychology a science?

LEARNING OBJECTIVES

The student will be able to:

1.	Describe the work done by psychologists according to their areas of specialization.
2.	Explain how psychology is a science.
3.	Explain the historical background of the study of psychology.
4.	Compare and contrast the various methods of observation
5.	Explain the role of ethics in psychology.
6.	Describe the kinds of careers open to psychology graduates.

SUGGESTED RESOURCES

1.	Psychology An Introduction. Tenth Edition
2.	Videocassette Discovering Psychology 1-2
3.	AP Psychology. Multiple-choice and free response questions in preparation for the AP exam.

Unit Title: Body and Mind

State Standards

Content Standard 3: Historical Themes

Content Standard 12: Human and Environmental Interaction

School Standards

Communicate in Standard English for a variety of purposes

Read a variety of materials for understanding, evaluation and synthesis

of information

Apply the principles and processes of the sciences to analyze phenomena

and solve problems related to the natural world

Utilize technology to obtain, organize, and communicate information

and solve problems

Estimated Number of Days to Complete Unit: 14

ENDURING UNDERSTANDINGS / DESIRED RESULTS

The student will understand that:

1.	There are many parts to a person's brain that must work in harmony with one another.
2.	The body and brain process information and adapt to the demands of the environment.
3.	There is a biochemical process behind a person's thoughts, emotions and actions.
4.	Natural and artificial alterations in consciousness affect mental processes.

ASSESSMENTS / ACCEPTABLE EVIDENCE

1.	Tests and Quizzes
2.	Article critique. Students write a paper that evaluates an article published in an academic journal. The article student's critique must pertain to the brain's components, it's functions, and how it impacts a person's thoughts and behavior.
3.	Student journals.
4.	Student projects.
5.	Student role-play. Student's role-play a dreamer and two analysts. The "dreamer" begins by recording a dream. The dreamer recalls the dream for "analyst one" while "analyst two" is out of the room. Analyst one interprets the dream. Then analyst two returns to the room, listens to the dream, and also interprets it. The class then compares and contrasts the two interpretations based on class and text information.
6.	Dream Journal
7.	Film critique. Students write a paper critiquing the film Drugstore Cowboy. Students analyze whether or not the film correctly illustrates principles from the text of how drugs can alter your state of consciousness.

ESSENTIAL QUESTIONS

1.	How are neural impulses transmitted throughout the body?
2.	How do drugs like caffeine, marijuana, and LSD affect the behavior of neurons?
3.	What are the different structures of the brain and what functions do they serve?
4.	What are the major parts of the peripheral nervous system and endocrine system and what functions do they serve?
5.	What is the role of chromosomes and genes in heredity and human behavior?
6.	What is sensation and perception?
7.	How do the senses help us perceive?
8.	What do we mean by consciousness?
9.	What are the different stages of sleep and what possible sleep problems exist?
10.	What are the different theories that explain why people dream?
11.	How does meditation, biofeedback and hypnosis alter consciousness?
12.	What are the major categories of drugs that alter consciousness?
13.	What effects do drugs have on consciousness?

LEARNING OBJECTIVES

The student will be able to:

1.	Explain how messages are transmitted by neurons.
2.	Identify the major structures of the brain and explain the functions of each structure.
3.	Describe the structures and functions of the peripheral nervous system.
4.	Identify the hormones secreted by the major glands of the endocrine system and the role each one plays.
5.	Evaluate the methods used by psychologists to study the role of heredity in determining traits.
6.	Distinguish between sensation and perception and explain how they contribute to an understanding of our environment.
7.	Analyze the nature of consciousness.
8.	Describe the stages of sleep and list possible sleep problems.
9.	Compare and contrast the different dream theories.
10.	Explain how meditation, biofeedback, and hypnosis relate to consciousness.
11.	Describe the various kinds of drugs and their effect on consciousness.

SUGGESTED RESOURCES

1.	Psychology An Introduction. Tenth Edition
2.	Videocassette Discovering Psychology 3-4
3.	Videocassette Drugstore Cowboy
4.	AP Psychology. Multiple-choice and free response questions in preparation for the AP exam.

Unit Title: Learning and Memory

State Standards

Content Standard 1: Historical Thinking

Content Standard 4: Applying History

School Standards

Communicate in Standard English for a variety of purposes

Read a variety of materials for the understanding, evaluation and

Synthesis of information

Estimated Number of Days to Complete Unit: 12 Days

ENDURING UNDERSTANDINGS / DESIRED RESULTS

The student will understand that:

1.	Learning focuses on the ways behavior can be conditioned.
2.	Learning is a complicated process with a variety of perspectives.
3.	There are separate and distinct types of memory.
4.	Memory can be improved and damaged.

ASSESSMENTS / ACCEPTABLE EVIDENCE

1.	Tests and Quizzes
2.	Reading assignments
3.	Student based performance. In small groups, students condition volunteers to carry out a task using operant conditioning techniques.
4.	Student projects. In small groups, students must develop an example from their daily lives that illustrates learning through classical conditioning techniques. The group must then diagram their example, prepare a written explanation of their diagram and be prepared tp present their work to the class.
5.	Discussion and debates

ESSENTIAL QUESTIONS

1.	How does the learning process work?
2.	What factors are involved in classical conditioning?
3.	What factors are involved in operant conditioning?
4.	What factors are involved in cognitive learning?
5.	Are humans the only species that can cognitively process information?
6.	What is memory?
7.	What are the different types of memory?
8.	What mechanisms determine which information is stored and which is replaced or forgotten?
9.	How can you improve your memory?

LEARNING OBJECTIVES

The student will be able to:

1.	Explain the principles of classical conditioning and describe some of its applications.
2.	Explain the principles of operant conditioning and describe some of its applications.
3.	Discuss cognitive factors in learning, including latent learning, insight and learning sets and observational learning.
4.	Compare cognitive learning in humans with cognitive learning in nonhumans.
5.	Compare and contrast episodic, generic, and procedural memory.
6.	Explain the three processes of memory.
7.	Explain how information is stored and retrieved in short and long term memory.
8.	Describe the various kinds of forgetting and suggest ways to improve your memory.

SUGGESTED RESOURCES

1.	Psychology Principles in Practice
2.	Videocassette discovering psychology 7-8
3.	Psychology. The Center for Learning
4.	Invitation to psychology. Teacher's Resource Book

Unit Title: Memory, Cognition and Language

State Standards

School Standards

Communicate in Standard English for a variety of purposes

Read a variety of materials for the understanding, evaluation and

synthesis of information

Apply the principles and processes of the sciences to analyze phenomena

and solve problems related to the natural world

Utilize technology to obtain, organize, and communicate information

and solve problems.

Estimated Number of Days to Complete Unit: 10

ENDURING UNDERSTANDINGS / DESIRED RESULTS

The student will understand that:

1.	Memory is the process by which people recollect prior experiences, information, and skills.
2.	There are separate and distinct types of memory.
3.	Memory can be improved and damaged.
4.	Problem solving is a complicated process that lends itself to various strategies.
5.	There is a relationship between language and thinking.

ASSESSMENTS / ACCEPTABLE EVIDENCE

1.	Tests and Quizzes
2.	Reading assignments
3.	Journal entries
4.	Student Projects

ESSENTIAL QUESTIONS

1.	What is memory?
2.	What are the different types of memory?
3.	Why do we remember things shortly after they occur but forget them over time?
4.	What mechanisms determine which information is stored and which is replaced or forgotten?
5.	Does culture influence our memory?
6.	How can you improve your memory?
7.	What is the most effective way to solve a problem?
8.	In what ways can previous experiences interfere with your ability to solve problems?
9.	What is the relationship between language and thinking?
10.	Can animals think and use language?

LEARNING OBJECTIVES

The student will be able to:

1.	Compare and contrast short and long term memory and give examples of each.
2.	Explain how information is stored and retrieved in short and long term memory.
3.	Describe the various kinds of forgetting and suggest ways to improve your memory.
4.	Explain flashbulb and extraordinary memory.
5.	Describe several methods people use to solve problems, and identify obstacles to problem solving.
6.	Analyze the strategies used in decision making.
7.	Identify the basic elements of language.
8.	Explain the differences and similarities between human and nonhuman thought.

SUGGESTED RESOURCES

1.	Psychology an Introduction. Tenth Edition
2.	Videocassette Discovering Psychology 9-10
3.	AP Psychology. Multiple-choice and free response questions in preparation for the AP exam.