AP Psychology Curriculum

Transcription

1 AP Psychology Curriculum Course Description: Advanced Placement Psychology is the equivalent of a college introductory psychology course. This is a rigorous and demanding course, intended to provide the scope and level of accomplishment expected in a college/university setting. The curriculum for this course places a heavy emphasis on essential readings, writing assignments, independent projects, and frequent tests intended to prepare students for the AP Exam. The instructor's role is to facilitate your drive and accomplishment by structuring learning situations and selecting learning tools to help you attain your goals: a successful score on the AP Psychology Exam, an enrichment of your life through the acquisition of psychological knowledge, and enjoyment of the course. Scope and Sequence: Timeframe Unit Instructional Topics 1-3 Class Periods History & Approaches Topic 1: Philosophical and Historical Development as Psychology as a Science Topic 2: Contemporary Viewpoints of Analyzing Behavior 3-5 Class Periods Memory Topic 1: Physiological Bases of Memory Topic 2: Psychological Stems and Bases of Memory Topic 3: Scientific Contributions to Understanding Memory 3-5 Class Periods Research Methods and Statistics Topic 1: Research Methodologies Topic 2: Statistical Analyzes Topic 3: Ethical Issues of Research 6-7 Class Periods Social Topic 1: Social Cognition

2 Topic 2: Social Influence Topic 3: Group Behavior and Influences Topic 4: Antisocial Behavior Topic 5: Prosocial Behavior 7-8 Class Periods Biopsychology Topic 1: Neuroscience Topic 2: Brian Topic 3: Nervous System Topic 4: Endocrine System Topic 5: Investigation Techniques 2-3 Class Periods Consciousness Topic 1: Sleep Cycle and Dreams Topic 2: Sleep Disorders Topic 3: Hypnosis Topic 4: Psychoactive Drugs 8-9 Class Periods Sensation & Perception 5-6 Class Periods Behaviorism & Learning Topic 1: Sensation Topic 2: Perception Topic 1: Classical Conditioning Topic 2: Operant Conditioning Topic 3: Social Learning Topic 4: Latent Learning--Cognitive Revolution 4-5 Class Periods Cognition Topic 1: Language Topic 2: Problem-Solving and Decision-Making Topic 3: Intelligence Topic 4: Testing Measures 6-8 Class Periods Development Topic 1: Nature vs. Nurture Topic 2: Physical Development Topic 3: Cognitive and Moral Development Topic 4: Psychosocial Development 5-7 Class Periods Personality Topic 1: Personality Theories Topic 2: Research and Testing Strategies Topic 3: Influences on Personality 6-8 Class Periods Motivation, Emotion, & Stress 7-10 Class Periods Abnormal and Therapy Topic 1: Personality Theories Topic 2: Research and Testing Strategies Topic 3: Influences on Personality Topic 1: Categories and Disorders in the DSM Topic 2: Psychological Therapies Topic 3: Biomedical Therapies

3 Unit 1: History & Approaches Subject: AP Psychology Grade: Name of Unit: History & Approaches Length of Unit: 1-3 class periods Overview of Unit: Psychology has evolved markedly since its inception as a discipline in There have been significant changes in the theories that psychologists use to explain behavior and mental processes. In addition, the methodology of psychological research has expanded to include a diversity of approaches to data gathering. Priority Standards for unit: AP students in psychology should be able to do the following: Recognize how philosophical and physiological perspectives shaped the development of psychological thought. Describe and compare different theoretical approaches in explaining behavior: structuralism, functionalism, and behaviorism in the early years; Gestalt, psychoanalytic/psychodynamic, and humanism emerging later: evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. Recognize the strengths and limitations of applying theories to explain behavior. Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrialorganizational, personality, psychometric, social). Identify major historical figures in psychology (e.g., Mary Whiton Calkins, Charles Darwin, Dorothea Dix, Sigmund Freud, G. Stanley Hall, William James, Ivan Pavlov, Jean Piaget, Carl Rogers, B. F: Skinner, Margaret Floy Washburn, John B. Watson, Wilhelm Wundt). Supporting Standards for unit: CCSS.ELA-LITERACY.RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

4 CCSS.ELA-LITERACY.RH By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently. ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to generate new ideas, products, or processes ISTE-CREATIVITY AND INNOVATION.1.B Create original works as a means of personal or group expression ISTE-CREATIVITY AND INNOVATION 1.D Identify trends and forecast possibilities ISTE-COMMUNICATION AND COLLABORATION.2.A Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media ISTE-COMMUNICATION AND COLLABORATION.2.B Communicate information and ideas effectively to multiple audiences using a variety of media and formats ISTE-COMMUNICATION AND COLLABORATION.2.D Contribute to project teams to produce original works or solve problems ISTE-RESEARCH AND INFORMATION FLUENCY.3.A Plan strategies to guide inquiry ISTE-RESEARCH AND INFORMATION FLUENCY.3.B Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media ISTE-RESEARCH AND INFORMATION FLUENCY.3.C Evaluate and select information sources and digital tools based on the appropriateness to specific tasks ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING.4.B Plan and manage activities to develop a solution or complete a project ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING.4.D Use multiple processes and diverse perspectives to explore alternative solutions ISTE-DIGITAL CITIZENSHIP.5.A Advocate and practice safe, legal, and responsible use of information and technology ISTE-DIGITAL CITIZENSHIP.5.B Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity ISTE-DIGITAL CITIZENSHIP.5.C Demonstrate personal responsibility for lifelong learning ISTE-DIGITAL CITIZENSHIP.5.D Exhibit leadership for digital citizenship ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.A Understand and use technology systems ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.B Select and use applications effectively and productively ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.C Troubleshoot systems and applications ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.D Transfer current knowledge to learning of new technologies

5 Unwrapped Concepts Unwrapped Skills (Students Bloom s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK Philosophical and Psychological influences on development of psychology Recognize 1 1 the theoretical approaches explaining behavior Describe 2 1 different theoretical approaches to explain behavior Compare 4 2 strengths and limitations of applying theories to explain behavior Recognize 1 1 different domains in psychology Distinguish 4 1 major historical figures in psychology Identify 1 1 Essential Questions: 1. How do monist and dualist philosophies attempt to explain the mind-body problem? 2. How to the different theoretical approaches help to explain behavior and what are the strengths and weaknesses of each theoretical approach to explaining different behaviors? Enduring Understanding/Big Ideas: 1. Philosophy serves as the foundation for psychological science. 2. The explanation of behavior requires multiple theoretical approaches, each contributing some insight into behavior.

6 Unit Vocabulary: Academic Cross-Curricular Words Perspective Lens Approaches Compare Identify Resources for Vocabulary Development: Textbook Quizlet Content/Domain Specific Behaviorism Biological perspective Cognitive psychology Clinical psychology Evolutionary psychology Functionalism Gestalt psychology Humanism Introspection Psychiatry Psychology Psychoanalytic/psychodynamic Socio-cultural perspective Structuralism

7 Topic 1: Philosophical and Historical Development as Psychology as a Science Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority: AP students in psychology should be able to do the following: Recognize how philosophical and physiological perspectives shaped the development of psychological thought. Describe and compare different theoretical approaches in explaining behavior: structuralism, functionalism, and behaviorism in the early years; Gestalt, psychoanalytic/psychodynamic, and humanism emerging later: evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. Recognize the strengths and limitations of applying theories to explain behavior. Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial-organizational, personality, psychometric, social). Supporting: CCSS.ELA-LITERACY.RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CCSS.ELA-LITERACY.RH By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

8 ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to generate new ideas, products, or processes ISTE-CREATIVITY AND INNOVATION.1.B Create original works as a means of personal or group expression ISTE-CREATIVITY AND INNOVATION 1.D Identify trends and forecast possibilities Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom s Levels: 6 Webb s DOK: 4 Rubric: To be created Engaging Experience 2 Title: Peer grading of FRQ Suggested Length of Time: minutes Standards Addressed Priority: AP students in psychology should be able to do the following: Recognize how philosophical and physiological perspectives shaped the development of psychological thought. Describe and compare different theoretical approaches in explaining behavior: structuralism, functionalism, and behaviorism in the early years; Gestalt, psychoanalytic/psychodynamic, and humanism emerging later: evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. Recognize the strengths and limitations of applying theories to explain behavior. Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial-organizational, personality, psychometric, social). Supporting: CCSS.ELA-LITERACY.RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

9 CCSS.ELA-LITERACY.RH Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CCSS.ELA-LITERACY.RH By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently. ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to generate new ideas, products, or processes ISTE-CREATIVITY AND INNOVATION.1.B Create original works as a means of personal or group expression ISTE-CREATIVITY AND INNOVATION 1.D Identify trends and forecast possibilities Detailed Description/Instructions: Have students use a standardized rubric to grade a peer s FRQ Bloom s Levels: 6 Webb s DOK: 4 Rubric: To be created

10 Topic 2: Contemporary Viewpoints of Analyzing Behavior Engaging Experience 1 Title: Analysis of Behavior Suggested Length of Time: minutes Standards Addressed Priority: AP students in psychology should be able to do the following: Recognize how philosophical and physiological perspectives shaped the development of psychological thought. Describe and compare different theoretical approaches in explaining behavior: structuralism, functionalism, and behaviorism in the early years; Gestalt, psychoanalytic/psychodynamic, and humanism emerging later: evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. Recognize the strengths and limitations of applying theories to explain behavior. Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial-organizational, personality, psychometric, social). Supporting: CCSS.ELA-LITERACY.RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CCSS.ELA-LITERACY.RH By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently. ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to generate new ideas, products, or processes

11 ISTE-CREATIVITY AND INNOVATION.1.B Create original works as a means of personal or group expression ISTE-CREATIVITY AND INNOVATION 1.D Identify trends and forecast possibilities Detailed Description/Instructions: Have students watch a video or observe a particular behavior and have them reflect on ways to interpret/explain the behavior from multiple perspectives. Bloom s Levels: 5 Webb s DOK: 4 Rubric: To be created

12 Culminating Activity One of your friends has decided to make some decisions that don t seem so great. They have started smoking frequently, experimenting with drugs (may even be taking cocaine), and having unprotected sex. They come to you when they think they have contracted a sexually transmitted infection wanting help. Explain how would the following perspectives help in understanding why your friend may have decided to take such risks and behave in the ways that they did? Psychoanalytic Social-cultural Behavioral Biological Biopsychosocial or utilize to use released AP Test FRQ s for practice. Rubric for Culminating Activity Psychoanalytic Social-cultural Behavioral Biological Biopsychosocial Point No Point

13 Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time 2 Analysis of Behavior 1 & 2 Culminating Activity 1 & 2 Peer Grading of FRQ Have students watch a video or observe a particular behavior and have them reflect on ways to interpret/explain the behavior from multiple perspectives. FRQ that includes elements of historical and contemporary perspectives that is applied to a scenario. Have students use a grading rubric to grade a peer FRQ response. 40 minutes 25 minutes 20 minutes

14 Unit 2: Memory Subject: AP Psychology Grade: Name of Unit: Memory Length of Unit: 3-5 class periods Overview of Unit: Students will investigate and apply how the processes of memory works and how the information can be used to assist their own studies. Priority Standards for unit: AP students in psychology should be able to do the following: Compare and contrast various cognitive processes including: effortful versus automatic processing; deep versus shallow processing; -focused versus divided attention. Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory). Outline the principles that underlie effective encoding, storage, and construction of memories. Describe strategies for memory improvement. Identify key contributors Hermann Ebbinghaus, Elizabeth Loftus, and George A. Miller. Supporting Standards for unit: CCSS.ELA-LITERACY.RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CCSS.ELA-LITERACY.RH By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently. ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to generate new ideas, products, or processes ISTE-CREATIVITY AND INNOVATION.1.B Create original works as a means of personal or group expression ISTE-CREATIVITY AND INNOVATION 1.D Identify trends and forecast possibilities

15 ISTE-COMMUNICATION AND COLLABORATION.2.A Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media ISTE-COMMUNICATION AND COLLABORATION.2.B Communicate information and ideas effectively to multiple audiences using a variety of media and formats ISTE-COMMUNICATION AND COLLABORATION.2.D Contribute to project teams to produce original works or solve problems ISTE-RESEARCH AND INFORMATION FLUENCY.3.A Plan strategies to guide inquiry ISTE-RESEARCH AND INFORMATION FLUENCY.3.B Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media ISTE-RESEARCH AND INFORMATION FLUENCY.3.C Evaluate and select information sources and digital tools based on the appropriateness to specific tasks ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING.4.B Plan and manage activities to develop a solution or complete a project ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING.4.D Use multiple processes and diverse perspectives to explore alternative solutions ISTE-DIGITAL CITIZENSHIP.5.A Advocate and practice safe, legal, and responsible use of information and technology ISTE-DIGITAL CITIZENSHIP.5.B Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity ISTE-DIGITAL CITIZENSHIP.5.C Demonstrate personal responsibility for lifelong learning ISTE-DIGITAL CITIZENSHIP.5.D Exhibit leadership for digital citizenship ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.A Understand and use technology systems ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.B Select and use applications effectively and productively ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.C Troubleshoot systems and applications ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.D Transfer current knowledge to learning of new technologies

16 Unwrapped Concepts Unwrapped Skills (Students Bloom s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK effortful and automatic processing compare and contrast Understand 2 deep and shallow processing compare and contrast Understand 2 focused and divided attention compare and contrast Understand 2 psychological and physiological systems of memory describe and differentiate Analyze 3 principles of encoding and construction of memory outline Analyze 3 strategies for memory improvement describe Evaluate 3 key contributors to the science of memory identify Remember 1 Essential Questions: 1. How is attention the sensory gateway to our brain? 2. How is effort directly related to processing information? 3. How do encoding and construction influence memory both psychologically and biologically in the brain? Enduring Understanding/Big Ideas: 1. Attention plays a significant role in how a memory is processed, stored, and encoded. 2. The effort spent on encoding information will directly affect the depth of understanding and retrieval. 3. The biological and psychological systems of memory are supported by effective encoding, storage, and constructive techniques.

17 Unit Vocabulary: Academic Cross-Curricular Words Perspective Lens Approaches Compare Identify Process Evaluate Resources for Vocabulary Development: Textbook Quizlet app Content/Domain Specific Anterograde amnesia Declarative memory Encoding Implicit memory Long term memory Long term potentiation Proactive interference Procedural memory Retrieval Retroactive interference Retrograde amnesia Sensory memory Short term memory Storage

18 Topic 1: Physiological Bases of Memory Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 Minutes Standards Addressed Priority: Compare and contrast various cognitive processes including: effortful versus automatic processing; deep versus shallow processing; -focused versus divided attention. Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory). Outline the principles that underlie effective encoding, storage, and construction of memories. Describe strategies for memory improvement. Identify key contributors Hermann Ebbinghaus, Elizabeth Loftus, and George A. Miller Supporting: CCSS.ELA-LITERACY.RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CCSS.ELA-LITERACY.RH By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently. ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to generate new ideas, products, or processes ISTE-CREATIVITY AND INNOVATION.1.B Create original works as a means of personal or group expression ISTE-CREATIVITY AND INNOVATION 1.D Identify trends and forecast possibilities

19 Detailed Description/Instructions: Have students write a teacher generated or college board produced. Bloom s Levels: 6 Webb s DOK: 4 Rubric: To be created Engaging Experience 2 Title: FRQ Peer Review Suggested Length of Time: 15 minutes Standards Addressed Priority: Compare and contrast various cognitive processes including: effortful versus automatic processing; -deep versus shallow processing; -focused versus divided attention. Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory). Outline the principles that underlie effective encoding, storage, and construction of memories. Describe strategies for memory improvement. Identify key contributors Hermann Ebbinghaus, Elizabeth Loftus, and George A. Miller Supporting: CCSS.ELA-LITERACY.RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CCSS.ELA-LITERACY.RH By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently. ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to generate new ideas, products, or processes ISTE-CREATIVITY AND INNOVATION.1.B Create original works as a means of personal or group expression

20 ISTE-CREATIVITY AND INNOVATION 1.D Identify trends and forecast possibilities Detailed Description/Instructions: Have students use a standardized rubric to grade a peer s FRQ Bloom s Levels: 6 Webb s DOK: 4 Rubric: To be created

21 Topic 2: Psychological Systems and Bases of Memory Engaging Experiences in Topic 1 apply to this topic as well. Topic 3: Scientific Contributions to Understanding Memory Engaging Experiences in Topic 1 apply to this topic as well.

22 Culminating Activity Your friend is still struggling with AP psychology and wants more help and guidance for how to study so that they will remember more from their studies. A. Explain to your friend how the following activities negatively affect the psychological concept making them bad for studying: Listening to music and working memory Lying on your bed and state-dependent memory Blacking out from drinking and hippocampus B. Explain to your friend how the following processes are related to rehearsal and effortful processing creating longer lasting memories: Long-term potentiation Implicit memory Rubric for Culminating Activity Working Mem Statedependent Hippocampus LTP Implicit memory Point No Point

23 Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time 1, 2, 3 FRQ FRQ that includes elements of historical and contemporary perspectives that is applied to a scenario. 1, 2, 3 FRQ Peer Review Have students use a grading rubric to grade a peer FRQ response. 25 minutes 15 minutes

24 Unit 3: Research Methods and Statistics Subject: AP Psychology Grade: Name of Unit: Research Methods and Statistics Length of Unit: 3-5 class periods Overview of Unit: Students will be introduced the science of psychology by looking at the various scientific research methodologies used to investigate behavior and the statistical procedures used to report the findings. Priority Standards for unit: AP students in psychology should be able to do the following: Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses. Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations). Identify independent, dependent, confounding, and control variables in experimental designs. Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys. Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research studies). Distinguish the purposes of descriptive statistics and inferential statistics. Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation). Discuss the value of reliance on operational definitions and measurement in behavior research. Identify how ethical issues inform and constrain research practices. Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, and local institutional review boards) protect research participants and promote sound ethical practice. Supporting Standards for unit: CCSS.ELA-LITERACY.RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

25 CCSS.ELA-LITERACY.RH Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CCSS.ELA-LITERACY.RH By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently. ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to generate new ideas, products, or processes ISTE-CREATIVITY AND INNOVATION.1.B Create original works as a means of personal or group expression ISTE-CREATIVITY AND INNOVATION 1.D Identify trends and forecast possibilities ISTE-COMMUNICATION AND COLLABORATION.2.A Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media ISTE-COMMUNICATION AND COLLABORATION.2.B Communicate information and ideas effectively to multiple audiences using a variety of media and formats ISTE-COMMUNICATION AND COLLABORATION.2.D Contribute to project teams to produce original works or solve problems ISTE-RESEARCH AND INFORMATION FLUENCY.3.A Plan strategies to guide inquiry ISTE-RESEARCH AND INFORMATION FLUENCY.3.B Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media ISTE-RESEARCH AND INFORMATION FLUENCY.3.C Evaluate and select information sources and digital tools based on the appropriateness to specific tasks ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING.4.B Plan and manage activities to develop a solution or complete a project ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING.4.D Use multiple processes and diverse perspectives to explore alternative solutions ISTE-DIGITAL CITIZENSHIP.5.A Advocate and practice safe, legal, and responsible use of information and technology ISTE-DIGITAL CITIZENSHIP.5.B Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity ISTE-DIGITAL CITIZENSHIP.5.C Demonstrate personal responsibility for lifelong learning ISTE-DIGITAL CITIZENSHIP.5.D Exhibit leadership for digital citizenship ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.A Understand and use technology systems

26 ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.B Select and use applications effectively and productively ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.C Troubleshoot systems and applications ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.D Transfer current knowledge to learning of new technologies Unwrapped Concepts Unwrapped Skills (Students Bloom s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK types of research differentiate 4 2 research design and conclusions that can be drawn describe, evaluate 1, 5 1, 3 variables in experimental design identify 2 1 random assignment vs random selection distinguish 4 2 validity of behavioral explanations based on quality of design predict 6 4 descriptive vs inferential statistics distinguish 4 2 basic descriptive statistics and graphs apply, interpret, construct 3, 4, 6 3, 4,4 operational definitions discuss, apply 4, 3 2, 4 ethical issues in research practices identify, apply 2, 3 1, 4 ethical and legal guidelines in protection of participants describe 1 1 Essential Questions: 1. What elements of the research design drive a study s ability to report reasonable conclusions and why is scientific protocol important in validating these result? 2. How can statistics be used to illustrate the important finding of a study and clarify confusion in the public? 3. Why must there be ethical safeguards when working with human or animal participants of psychological research?

27 Enduring Understanding/Big Ideas: 1. Psychological science is based upon scientific thinking, methodology, and reporting of data. 2. Statistics in psychology serve as the foundation for making inferences in explaining behavior. 3. Ethical research practices are instrumental in protecting participants. Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific Perspective Lens Approaches Compare Identify Process Evaluate Discuss Resources for Vocabulary Development: Textbook, Quizlet app Case study Control group Correlation coefficient Dependent variable Descriptive statistics Double blind study Experiment Experimental group Hypothesis Independent variable Inferential statistics Informed consent Mean Median Mode Naturalistic observation Normal distribution Operational definition Placebo effect Population Random assignment Range Replication Sample Scientific method Standard deviation Statistically significant Survey Theory Variables

28 Topic 1: Research Methodologies Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority: Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses. Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations). Identify independent, dependent, confounding, and control variables in experimental designs. Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys. Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research studies). Distinguish the purposes of descriptive statistics and inferential statistics. Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation). Discuss the value of reliance on operational definitions and measurement in behavior research. Identify how ethical issues inform and constrain research practices. Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, local institutional review boards) protect research participants and promote sound ethical practice. Supporting: CCSS.ELA-LITERACY.RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

29 CCSS.ELA-LITERACY.RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CCSS.ELA-LITERACY.RH By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently. ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to generate new ideas, products, or processes ISTE-CREATIVITY AND INNOVATION.1.B Create original works as a means of personal or group expression ISTE-CREATIVITY AND INNOVATION 1.D Identify trends and forecast possibilities Detailed Description/Instructions: Have students write a teacher generated or College Board produced. Bloom s Levels: 6 Webb s DOK: 4 Rubric: To be created Engaging Experience 2 Title: FRQ Grading Suggested Length of Time: 15 Standards Addressed Priority: Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses. Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations). Identify independent, dependent, confounding, and control variables in experimental designs. Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys. Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research studies). Distinguish the purposes of descriptive statistics and inferential statistics. Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation).

30 Discuss the value of reliance on operational definitions and measurement in behavior research. Identify how ethical issues inform and constrain research practices. Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, local institutional review boards) protect research participants and promote sound ethical practice. Supporting: CCSS.ELA-LITERACY.RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CCSS.ELA-LITERACY.RH By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently. ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to generate new ideas, products, or processes ISTE-CREATIVITY AND INNOVATION.1.B Create original works as a means of personal or group expression ISTE-CREATIVITY AND INNOVATION 1.D Identify trends and forecast possibilities Detailed Description/Instructions: Have students use a standardized rubric to grade a peer s FRQ Bloom s Levels: 6 Webb s DOK: 4 Rubric: To be created

31 Topic 2: Statistical Analyses Engaging Experiences in Topic 1 apply to this topic as well. Topic 3: Ethical Issues of Research Engaging Experiences in Topic 1 apply to this topic as well.

32 Culminating Activity Psychologists use a variety of research methods to study behavior. Three of the main research methods used are Case Study Correlational Study, and Experiment. a. Discuss one advantage of each research method listed above. b. Discuss one disadvantage of each research method listed above. c. Pretend you are a psychologist who will use each of the three research methods case study, correlational study, and experiment to determine the effect of taking vitamin J on improving memory. d. For each method listed above, explain a key characteristic of the basic approach you could use to reach a scientific conclusion about the relationship between taking vitamin J and improving memory. You need not design a complete study. Rubric for Culminating Activity Point No Point Point #1 Adv Case Point #2 Adv Corr Point #3 Adv Exp Point #4 Disadv Case Study Point #5 Disadv Correlat ion Point #6 Disadv Experi ment Point #7 Vitam in J Case Point #8 Vitam in J Corr Point #9 Vitam in J Exp.

33 Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time 1-3 FRQ FRQ that includes elements of historical and contemporary perspectives that is applied to a scenario. 1-3 FRQ Peer Review Have students use a grading rubric to grade a peer FRQ response. 25 minutes 15 minutes

34 Unit 4: Social Subject: AP Psychology Grade: Name of Unit: Social Length of Unit: 6-7 class periods Overview of Unit: Students will investigate how social and cultural influences of being humans in interdependent groups affects behaviors, cognitions, and relationships. Priority Standards for unit: AP students in psychology should be able to do the following: Apply attribution theory to explain motives (e.g., fundamental attribution error, selfserving bias). Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization). Explain how individual respond to expectations of others, including groupthink, conformity, and obedience to authority. Discuss attitudes and how they change (e.g., central route to persuasion). Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social facilitation). Describe processes that contribute to differential treatment of group members (e.g., ingroup/out-group dynamics, ethnocentrism, prejudice). Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on self-concept and relations with others. Anticipate the impact of behavior on a self-fulfilling prophecy. Describe the variables that contribute to altruism, aggression, and attraction. Discuss attitude formation and change, including persuasion strategies and cognitive dissonance. Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, Stanley Milgram, Phillip Zimbardo). Supporting Standards for unit: CCSS.ELA-LITERACY.RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

35 CCSS.ELA-LITERACY.RH By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently. ISTE-CREATIVITY AND INNOVATION.1.A Apply existing knowledge to generate new ideas, products, or processes ISTE-CREATIVITY AND INNOVATION.1.B Create original works as a means of personal or group expression ISTE-CREATIVITY AND INNOVATION 1.D Identify trends and forecast possibilities ISTE-COMMUNICATION AND COLLABORATION.2.A Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media ISTE-COMMUNICATION AND COLLABORATION.2.B Communicate information and ideas effectively to multiple audiences using a variety of media and formats ISTE-COMMUNICATION AND COLLABORATION.2.D Contribute to project teams to produce original works or solve problems ISTE-RESEARCH AND INFORMATION FLUENCY.3.A Plan strategies to guide inquiry ISTE-RESEARCH AND INFORMATION FLUENCY.3.B Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media ISTE-RESEARCH AND INFORMATION FLUENCY.3.C Evaluate and select information sources and digital tools based on the appropriateness to specific tasks ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING.4.B Plan and manage activities to develop a solution or complete a project ISTE-CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING.4.D Use multiple processes and diverse perspectives to explore alternative solutions ISTE-DIGITAL CITIZENSHIP.5.A Advocate and practice safe, legal, and responsible use of information and technology ISTE-DIGITAL CITIZENSHIP.5.B Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity ISTE-DIGITAL CITIZENSHIP.5.C Demonstrate personal responsibility for lifelong learning ISTE-DIGITAL CITIZENSHIP.5.D Exhibit leadership for digital citizenship ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.A Understand and use technology systems ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.B Select and use applications effectively and productively ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.C Troubleshoot systems and applications ISTE-TECHNOLOGY OPERATIONS AND CONCEPTS.6.D Transfer current knowledge to learning of new technologies

36 Unwrapped Concepts Unwrapped Skills (Students Bloom s Taxonomy (Students need to know) need to be able to do) Levels Webb's DOK attribution theory to behavior apply 3 2 structure and function of different group behaviors describe 2 1 individual responses to expectations, groupthink, conformity, and obedience. explain 4 3 attitudes and attitude change discuss 3 3 presence of others on individual behavior predict 6 4 processes that contribute to differential treatment of groups describe 2 1 impact of social and cultural categories on self-concept articulate 3 2 interaction of behavior and self-fulfilling prophecy anticipate 6 4 variables contributing to altruism, aggression, and attraction describe 2 1 major figures in psychological treatment identify 2 2 Essential Questions: 1. How do attribution theory, group behavior, conformity, and obedience fundamentally change a person s behavior? 2. How do we cause attitudes to form and change? 3. How can attributions and attitudes interact with social and cultural elements to create categories used to impact the treatment of others and self-perceptions? 4. How do differing situational factors lead to prosocial behavior (such as altruism or attraction) versus antisocial behaviors (aggression)? Enduring Understanding/Big Ideas: 1. The presence of other humans and groups significantly alters the way a person behaves, thinks, and reacts to other behaviors and situations. 2. Social affiliations and culture dramatically influence attitudes, the treatment of others, and a person s own self-concept. (Questions 2 & 3 are needed to address the fullness of this understanding)

37 3. There are more variables that lead to prosocial behavior than antisocial behavior. 4. Question 4 is addressing understanding 3 above. Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific Perspective Lens Approaches Compare Identify Process Evaluate Discuss Resources for Vocabulary Development: Textbook, Quizlet app Aggression Altruism Attitude Attribution Cognitive dissonance Conformity Deindividuation Diffusion of responsibility Discrimination (social behavior) Facial feedback hypothesis Frustration aggression hypothesis Fundamental attribution error Gender roles Group polarization Groupthink Obedience Prejudice Self-fulfilling prophecy Self-serving bias Social facilitation Social loafing Social norms Social phobia Social psychology Stereotype

38 Topic 1: Social Cognition Engaging Experience 1 Title: FRQ Suggested Length of Time: 25 minutes Standards Addressed Priority: Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias). Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization). Explain how individual respond to expectations of others, including groupthink, conformity, and obedience to authority. Discuss attitudes and how they change (e.g., central route to persuasion). Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social facilitation). Describe processes that contribute to differential treatment of group members (e.g., in-group/out-group dynamics, ethnocentrism, prejudice). Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on self-concept and relations with others. Anticipate the impact of behavior on a self-fulfilling prophecy. Describe the variables that contribute to altruism, aggression, and attraction. Discuss attitude formation and change, including persuasion strategies and cognitive dissonance. Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, Stanley Milgram, Phillip Zimbardo). Supporting: CCSS.ELA-LITERACY.RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.