AP Psychology Unit Guides 2020
AP Psychology Unit Guides 2020
Biological Bases
a Glance
UNIT UNIT
Foundations of
1 Psychology 2 of Behavior
~13–14 Class
Periods 10–14% AP Exam
Weighting ~11–12 Class
Periods 8–10% AP Exam
Weighting
SKILL CATEGORIES
1 Concept Understanding
2 Data Analysis
3 Scientific Investigation
Assess
Assign the Personal Progress
Checks—either as homework
or in class—for each unit.
Each Personal Progress Check
contains formative multiple-
choice and free-response
questions. The feedback from
the Personal Progress Checks
shows students the areas where
they need to focus.
NOTE: Partial versions of the free-response questions are provided to prepare students for
more complex, full questions that they will encounter on the AP Exam.
V.1 | 19
© 2019 College Board
UNIT Sensation and UNIT UNIT Cognitive
Learning
3 Perception 4 5 Psychology
~11–12 Class
Periods 6–8% AP Exam
Weighting ~9–10 Class
Periods 7–9% AP Exam
Weighting ~17–18 Class
Periods 13–17% AP Exam
Weighting
1 5.9 Introduction to
Intelligence
5.10 Psychometric
3 Principles and
Intelligence Testing
5.11 Components of
1 Language and
Language Acquisition
V.1 | 20
© 2019 College Board
v
Motivation,
UNIT Developmental UNIT UNIT Clinical
Emotion, and
6 Psychology 7 Personality 8 Psychology
~9–10 Class
Periods 7–9% AP Exam
Weighting ~16–17 Class
Periods 11–15% AP Exam
Weighting ~17–18 Class
Periods 12–16% AP Exam
Weighting
8.8 Psychological
1 Perspectives and
Treatment of Disorders
V.1 | 21
© 2019 College Board
UNIT Social
9 Psychology
~10–11 Class
Periods 8–10% AP Exam
Weighting
9.3 Conformity,
3 Compliance, and
Obedience
1 9.7 Interpersonal
Attraction
V.1 | 22
© 2019 College Board
AP PSYCHOLOGY
UNIT 1
Scientific
Foundations
of Psychology
10–14%
AP EXAM WEIGHTING
~13–14
CLASS PERIODS
Scientific Foundations
of Psychology
Developing Understanding
ESSENTIAL Psychology is the scientific study of behavior and mental processes. This course examines
QUESTIONS the history of psychology and psychological theories, contemporary perspectives on
§§ How does the psychology, and how psychological research is conducted. As scientists, psychologists
methodology of the collect data and make observations about the ways in which humans and animals behave
research affect the and think in order to understand behavior and mental processes. Psychologists use a variety
outcome of a study? of research methods and designs to conduct their research. These tools help them develop
psychological theories about behavior and mental processes. To ensure that their results
§§ How do ethical
are valid and reliable, psychologists’ research must adhere to strict ethical and procedural
guidelines impact
guidelines. Historical research is the foundation of the field of psychology and has become
psychological research?
the basis for the many subfields within psychology that exist today.
UNIT AT A GLANCE
Class Periods
1 1.1 Quickwrite
On the first day of class, facilitate the “Slippery Snakes” activity, which can be found
online. Give all students ratings sheets with instructions at the top. There should be two
different sheets with different instructions. Give half of the students the sheet with one set
of instructions and the other half the sheet with the other instructions; students must be
unaware that there are different instructions. Then read a series of 20 sentences while the
students process the information according to the instructions they are given. Students
then mark their rating sheets, which are scored at the end of the activity. This provides an
introduction to the difference between the levels of processing.
SUGGESTED SKILL
Concept
TOPIC 1.1
Introducing
Understanding
1.C
Apply theories
and perspectives in
authentic contexts. Psychology
1.B 1.B.1
Identify the research Mary Whiton Calkins, major historical figure
contributions of major in psychology
historical figures
1.B.2
in psychology.
Charles Darwin, major historical figure
in psychology
1.B.3
Dorothea Dix, major historical figure
in psychology
1.B.4
Sigmund Freud, major historical figure
in psychology
1.B.5
G. Stanley Hall, major historical figure
in psychology
1.B.6
William James, major historical figure
in psychology
1.B.7
Ivan Pavlov, major historical figure in psychology
1.B.8
Jean Piaget, major historical figure in psychology
1.B.9
Carl Rogers, major historical figure in psychology
1.B.10
B. F. Skinner, major historical figure in psychology
1.C 1.C.1
Describe and compare Structuralism
different theoretical
1.C.2
approaches in
explaining behavior. Functionalism
1.C.3
Early Behaviorism
1.C.4
Gestalt
1.C.5
Psychoanalytic/psychodynamic
1.C.6
Humanistic
1.C.7
Evolutionary approach
1.C.8
Biological approach
1.C.9
Cognitive approach
1.C.10
Biopsychosocial approaches
1.C.11
Sociocultural
1.D
Recognize the strengths
and limitations of applying
theories to explain behavior.
Research Methods
Investigation
3
Analyze psychological
AVAILABLE RESOURCE
LEARNING TARGET EXAMPLES §§ Classroom Resource >
1.F 1.F.1 Teaching Statistics and
Differentiate types Research method: experiments Research Methodology
of research with regard 1.F.2
to purpose, strengths,
Research method: correlational studies
and weaknesses.
1.F.3
Research method: survey research
1.F.4
Research method: naturalistic observations
1.F.5
Research method: case studies
1.F.6
Research method: longitudinal studies
1.F.7
Research method: cross-sectional studies
1.G
Discuss the value of reliance
on operational definitions
and measurement in
behavioral research.
SUGGESTED SKILL
Scientific
TOPIC 1.3
Defining Psychological
Investigation
3
Analyze psychological
research studies.
Science: The
Experimental Method
AVAILABLE RESOURCE
§§ Classroom Resource >
Teaching Statistics and
Research Methodology
LEARNING TARGET EXAMPLES
1.H
Identify independent,
dependent, confounding,
and control variables in
experimental designs.
1.I 1.I.1
Describe how research Experiments are useful for determining cause
design drives the reasonable and effect.
conclusions that can be drawn. 1.I.2
The use of experimental controls reduces
alternative explanations.
1.I.3
Random assignment is needed to demonstrate
cause and effect.
1.I.4
Correlational research can indicate if there
is a relationship or association between two
variables but cannot demonstrate cause
and effect.
1.J
Distinguish between random
assignment of participants
to conditions in experiments
and random selection
of participants, primarily
in correlational studies
and surveys.
Selecting a
Investigation
3
Analyze psychological
SUGGESTED SKILL
Data Analysis
TOPIC 1.5
2
Analyze and interpret
quantitative data.
Statistical Analysis
in Psychology
AVAILABLE RESOURCE
§§ Classroom Resource >
LEARNING TARGET EXAMPLES
Teaching Statistics and 1.L 1.L.1
Research Methodology Apply basic descriptive Measures of central tendency
statistical concepts, including 1.L.2
interpreting and constructing
Variation (range, standard deviation)
graphs and calculating simple
descriptive statistics. 1.L.3
Correlation coefficient
1.L.4
Frequency distribution (normal, bimodal,
positive skew, negative skew)
1.M
Distinguish the purposes of
descriptive statistics and
inferential statistics.
Ethical Guidelines
Understanding
1.A
Define and/or
1.O 1.O.1
Describe how ethical and Those provided by the American Psychological
legal guidelines protect Association
research participants 1.O.2
and promote sound
Federal regulations
ethical practice.
1.O.3
Local Institutional Review Board (IRB)
1.O.4
Institutional Animal Care and Use Committee
(IACUC)
UNIT 2
Biological
Bases of
Behavior
8–10%
AP EXAM WEIGHTING
~11–12
CLASS PERIODS
Biological Bases
of Behavior
Developing Understanding
ESSENTIAL The structures of human biological systems and their functions influence our behavior
QUESTIONS and mental processes. Some psychologists study behaviors and mental processes from
§§ How can biology a biological perspective. This includes an examination of the influence that the interaction
influence our between human biology and our environment has on behavior and mental processes. This
behavior and is a recurring topic throughout the course that will be used to explain many psychological
mental processes? phenomena. The biological perspective also provides insight into the causes of and
treatments for psychological disorders. There is a complex interaction between a person’s
§§ What happens
biology and their behavior and mental processes. Heredity and environment play a role,
when a particular
as do variations in a person’s consciousness.
neurotransmitter is
absent from the body?
§§ How do biological and Building Course Skills Preparing for the AP Exam
environmental factors 1.A 1.B 2 Students often struggle with knowing
interact to influence Unit 2 focuses on blending knowledge about which neurotransmitters function with
our behaviors and physiological processes and psychology which biological processes and how those
mental processes? to provide better explanations of behavior functions relate to behavior and mental
and mental processes. This course teaches processes. Teachers can give students
students how biological and anatomical opportunities to map the neurotransmitter
structures play an active role in an individual’s pathways and describe outcomes in both
mental and behavioral development. successful and disrupted transmission.
To demonstrate an understanding of these Students will also benefit from many
biological bases of psychology, students opportunities to connect psychological
should describe the concept or apply it to processes to an individual’s physiology.
a scenario. They often struggle to make accurate and
complete connections between anatomy
As students learn to describe this blended
and physiology as it relates to behavior
physiological and psychological knowledge,
and mental processes. If a question asks
they should be able to apply it to behavior
students to give an explanation, they would
and mental processes in other fields
need to provide an answer in terms of
of psychology (e.g., memory, learning,
evidence and/or reasoning.
development, and social psychology). This
approach will help students understand
how psychological theories, schools of
thought, and perspectives were developed.
Students will also continue to build on their
understanding of the appropriate use of
research methods and designs from Unit 1.
UNIT AT A GLANCE
Class Periods
Interaction of Heredity
2.1 1.B Explain behavior in authentic context.
and Environment
Influence of Drugs on
2.5 1.A Define and/or apply concepts.
Neural Firing
2 2.2 Fishbowl
Provide students with various scenarios of physiological changes in the body related to the
endocrine system. Students should read the scenario, identify the hormone, and explain
why the change is occurring. At the end of the unit, or after Topic 2.3, have students
compare and contrast neurotransmitters and hormones.
3 2.3 Manipulatives
Give students sheets of butcher paper. Have them draw two neurons and label their
parts. Then have them model an action potential traveling through the two neurons using
everyday materials such as tennis balls or ping pong balls. Add variety by having students
model what happens in response to different neurons.
4 2.6 Manipulatives
Have student pairs create a model of the brain by tracing each other’s heads on a piece
of paper. On each drawing, they should draw and color in the parts of the brain. Then have
them define each part and explain its function.
5 2.9 Think-Pair-Share
Begin by having students watch the TED talk “Why Do We Sleep?” Have students maintain
a written or electronic sleep log for one to two weeks. Afterward, have them calculate
their data and discuss any dreams they recorded. Follow up by giving them dream
scenarios with an explanation from each dream theory. Students can then write a letter to
the school administration about why school start times should be later for teens.
SUGGESTED SKILL
Concept
TOPIC 2.1
Interaction of Heredity
Understanding
1.B
Explain behavior
in authentic context.
and Environment
2.B 2.B.1
Identify key research Contributions of Charles Darwin, a key scientist
contributions of scientists in the area of heredity and environment
in the area of heredity
and environment.
2.C
Predict how traits and
behavior can be selected for
their adaptive value.
LEARNING TARGET
2.D
Discuss the effect of
the endocrine system
on behavior.
SUGGESTED SKILL
Concept
TOPIC 2.3
Overview of the
Understanding
1.A
Define and/or
apply concepts.
Nervous System
and the Neuron
AVAILABLE RESOURCE
§§ Classroom Resource >
The Brain, the Nervous
System, and Behavior
LEARNING TARGET EXAMPLES
2.E 2.E.1
Describe the nervous Central and peripheral nervous systems
system and its subdivisions
and functions.
2.F
Identify basic processes and
systems in the biological
bases of behavior, including
parts of the neuron.
Neural Firing
Understanding
1.A
Define and/or
apply concepts.
LEARNING TARGET
2.G
Identify basic process of AVAILABLE RESOURCE
transmission of a signal §§ Classroom Resource >
between neurons. The Brain, the Nervous
System, and Behavior
SUGGESTED SKILL
Concept
TOPIC 2.5
Influence of Drugs
Understanding
1.A
Define and/or
apply concepts.
on Neural Firing
AVAILABLE RESOURCE
§§ Classroom Resource >
LEARNING TARGET EXAMPLES
The Brain, the Nervous 2.H 2.H.1
System, and Behavior Discuss the influence of Reuptake mechanisms
drugs on neurotransmitters.
2.H.2
Agonists
2.H.3
Antagonists
The Brain
Understanding
1.A
Define and/or
apply concepts.
2.J 2.J.1
Identify the contributions of Contributions of Paul Broca
key researchers to the study 2.J.2
of the brain.
Contributions of Carl Wernicke
SUGGESTED SKILL
Data Analysis
TOPIC 2.7
2
Analyze and interpret
quantitative data.
Tools for Examining
Brain Structure
and Function
AVAILABLE RESOURCE
§§ Classroom Resource >
The Brain, the Nervous
System, and Behavior
LEARNING TARGET EXAMPLES
2.K 2.K.1
Recount historic and Research tool: case studies
contemporary research
2.K.2
strategies and technologies
that support research. Research tool: split-brain research
2.K.3
Research tool: imaging techniques
2.K.4
Research tool: lesioning
2.K.5
Research tool: autopsy
2.L 2.L.1
Identify the contributions Contributions of Roger Sperry
of key researchers to the
development of tools for
examining the brain.
2.N 2.N.1
Identify the contributions of Contributions of Michael Gazzaniga
key researchers to the study
of neuroplasticity.
2.O
Describe various states of
consciousness and their
impact on behavior.
2.P 2.P.1
Identify the major Depressants
psychoactive drug categories
2.P.2
and classify specific drugs,
including their psychological Stimulants
and physiological effects. 2.P.3
Hallucinogens
2Q
Discuss drug dependence,
addiction, tolerance,
and withdrawal.
2.R 2.R.1
Identify the contributions Contributions of William James, major figure in
of major figures in consciousness research
consciousness research.
2.R.2
Contributions of Sigmund Freud, major figure in
consciousness research
SUGGESTED SKILL
Concept
TOPIC 2.9
Sleeping and
Understanding
1.A
Define and/or
apply concepts.
Dreaming
UNIT 3
Sensation and
Perception
6–8%
AP EXAM WEIGHTING
~11–12
CLASS PERIODS
Sensation and
Perception
Developing Understanding
ESSENTIAL Psychologists study sensation and perception to explain how and why externally gathered
QUESTIONS sensations and perceptions impact behaviors and mental processes. Using input from
§§ How do we process the several anatomical structures, the sensations we perceive process and interpret information
information we receive about the environment around us and our place within it. This results in perceptions that
from our environments? influence how we think and behave. In this way, sensation and perception provide a bridge
between the biological and cognitive perspectives, offering aspects of both for explaining
§§ How does our
how we think and behave.
interpretation of
the information we
receive from the Building Course Skills Preparing for the AP Exam
environment influence 1.A 1.B 1.C 3 Much like Unit 2, the content of this unit
our behaviors and
Unit 3 builds on the biological foundation requires students to make connections
mental processes?
of psychology established in the previous between physiology and psychology. For
unit. This progress toward understanding example, students may be asked to relate
the brain, sensory organs, and central a person’s receipt of information in their
nervous system highlights the physiological environment with their perception of that
processes involved in an individual’s information. Students tend to provide an
perception of their surroundings. Students inadequate amount of detail to demonstrate
should be able to describe examples understanding in response to questions
of anatomical structures, physiological related to anatomy. For example, an
processes, and psychological concepts inadequate response about the role of the
related to sensation and perception. cerebellum would be, “It helps you move.”
This is not enough information, because
Understanding the effects of sensation
the parietal lobe also aids in movement.
and perception on behavior and mental
The response, “It helps you coordinate your
processes builds on what students learned
movement,” indicates deeper knowledge.
in Unit 1 about psychological theories and
In some cases, when a familiar word appears
perspectives, particularly their strengths and
in a free-response question, students tend to
weaknesses. Students will also increase their
give a definition of the word as their response
understanding of scientific investigation,
when more is needed to earn the point.
furthering their understanding of the
physiological process of energy transduction
as it relates to chemical senses.
UNIT AT A GLANCE
Class Periods
1 3.1 Think-Pair-Share
Ask students, “If you had to give up one of your senses, which one would you be willing to
live without?” Have them explain their answer. Then ask, “If you could only keep one of your
senses, which one would you choose?” Have them explain their answer.
SUGGESTED SKILL
Concept
TOPIC 3.1
Principles of Sensation
Understanding
1.A
Define and/or apply
concepts.
3.B
Discuss basic principles
of sensory transduction,
including absolute threshold,
difference threshold,
signal detection, and
sensory adaptation.
3.C 3.C.1
Identify the research Contributions of Gustav Fechner
contributions of major
3.C.2
historical figures in sensation
and perception. Contributions of David Hubel
3.C.3
Contributions of Ernst Weber
3.C.4
Contributions of Torsten Wiesel
Principles of
Understanding
1.B
Explain behavior in
3.E
Discuss the role of attention
in behavior.
SUGGESTED SKILL
Concept
TOPIC 3.3
Visual Anatomy
Understanding
1.A
Define and/or apply
concepts.
3.G 3.G.1
Explain common sensory Visual and hearing impairments
conditions.
3.G.2
Synesthesia
Visual Perception
Understanding
1.B
Explain behavior in
authentic context.
LEARNING TARGET
3.H
Explain the role of top-down
processing in producing
vulnerability to illusion.
SUGGESTED SKILL
Concept
TOPIC 3.5
Auditory Sensation
Understanding
1.B
Explain behavior in
authentic context.
and Perception
Chemical Senses
Investigation
3
Analyze psychological
research studies.
SUGGESTED SKILL
Concept
TOPIC 3.7
Body Senses
Understanding
1.A
Define and/or apply
concepts.
UNIT 4
Learning
7–9%
AP EXAM WEIGHTING
~9–10
CLASS PERIODS
Learning
Developing Understanding
ESSENTIAL Some psychologists focus their study on how humans and other animals learn and how some
QUESTIONS experiences can lead to changes in behavior and mental processes. Because the process
§§ How do we learn? of learning requires both physiological and psychological processes to work together, the
two preceding units provide the foundation for this unit. Many psychologists who study learning
§§ How do our experiences
focus on observable behaviors and how those behaviors can be changed or reinforced. Other
influence our behaviors
learning psychologists study how the individual’s observations of other peoples’ behaviors
and mental processes?
influence changes in that individual’s mental processes and resulting behaviors.
4 Learning
UNIT AT A GLANCE
Class Periods
4 Learning
SUGGESTED SKILL
Concept
TOPIC 4.1
Introduction to
Understanding
1.B
Explain behavior in
authentic context.
Learning
4.B
Interpret graphs that exhibit
the results of learning
experiments.
4.D
Apply learning principles to
explain emotional learning,
taste aversion, superstitious
behavior, and learned
helplessness.
4.E
Provide examples of how
biological constraints create
learning predispositions.
4 Learning
SUGGESTED SKILL
Concept
TOPIC 4.2
Classical Conditioning
Understanding
1.B
Explain behavior in
authentic context.
4.G 4.G.1
Distinguish general Contingencies
differences between
principles of classical
conditioning, operant
conditioning, and
observational learning.
Operant Conditioning
Understanding
1.B
Explain behavior in
authentic context.
4.I
Predict how practice,
schedules of reinforcement,
other aspects of
reinforcement, and
motivation will influence
quality of learning.
4 Learning
SUGGESTED SKILL
Concept
TOPIC 4.4
Social and Cognitive
Understanding
1.B
Explain behavior in
authentic context.
Factors in Learning
LEARNING TARGET
4.J
Suggest how behavior
modification, biofeedback,
coping strategies, and
self-control can be used to
address behavioral problems.
UNIT 5
Cognitive
Psychology
13–17%
AP EXAM WEIGHTING
~17–18
CLASS PERIODS
Cognitive Psychology
Developing Understanding
ESSENTIAL In this unit, knowledge surrounding sensation, perception, and learning provides the
QUESTIONS foundation for an understanding of cognition. Cognitive psychologists focus their research
§§ What roles do memory on the complex nature of the brain, particularly the areas of memory processes and
and thinking play in intelligence and the influence of mental processes on behavior. Understanding how this
our behaviors? information is gathered and processed gives insight into how we make sense of and perceive
the world. Some cognitive psychologists attempt to answer how and why cognitive processes
§§ What is intelligence and
fail despite (or because of) the complexity of our biological structures. Teachers can offer
how can we study it to
students opportunities to provide their own explanations for these phenomena. Other
understand it?
psychologists study intelligence and the reasons for individual differences. This cognitive
perspective offers one way to understand how our thinking impacts our behavior, which
can in turn provide insight into psychological disorders and their treatment.
5 Cognitive Psychology
UNIT AT A GLANCE
Class Periods
Introduction to Memory
5.1 1.A Define and/or apply concepts.
Encoding
5.2 1.B Explain behavior in authentic context.
Storing
5.3 1.B Explain behavior in authentic context.
Retrieving
5.4 1.B Explain behavior in authentic context.
Forgetting and
5.5 1.B Explain behavior in authentic context.
Memory Distortion
Introduction to Intelligence
5.9 1.C Apply theories and perspectives in
authentic contexts.
Components of Language
5.11 1.C Apply theories and perspectives in
and Language Acquisition authentic contexts.
2 5.2 Quickwrite
Read a series of five numbers aloud and then have students recall the set of numbers from
memory. Repeat the exercise, increasing the amount of numbers each time until you reach 12.
3 5.3 Think-Pair-Share
Have students try to recall the names of the seven dwarfs in Snow White. Then show them
a list that includes the dwarfs, among other similar names, and ask them to pick out the
correct names.
5 Cognitive Psychology
SUGGESTED SKILL
Concept
TOPIC 5.1
Introduction
Understanding
1.A
Define and/or apply
concepts.
to Memory
AVAILABLE RESOURCE
§§ Classroom Resource >
LEARNING TARGET EXAMPLES
Cognition and 5.A 5.A.1
Language Compare and contrast Effortful versus automatic processing
various cognitive processes.
5.A.2
Deep versus shallow processing
5.A.3
Selective versus divided attention
5.A.4
Metacognition
5.B 5.B.1
Describe and differentiate Short-term memory
psychological and
5.B.2
physiological systems
of memory. Implicit memory (procedural)
5.B.3
Long-term memory
5.B.4
Sensory memory (echoic, iconic)
5.B.5
Prospective memory
5.B.6
Explicit memory (semantic, episodic)
5.B.7
Physiological systems
5 Cognitive Psychology
SUGGESTED SKILL
Concept
TOPIC 5.2
Encoding
Understanding
1.B
Explain behavior in
authentic context.
LEARNING TARGET
5.D
Outline the principles that
underlie construction and
encoding of memories.
Storing
Understanding
1.B
Explain behavior in
authentic context.
LEARNING TARGET
5.E
Outline the principles that
underlie effective storage
of memories.
5 Cognitive Psychology
SUGGESTED SKILL
Concept
TOPIC 5.4
Retrieving
Understanding
1.B
Explain behavior in
authentic context.
LEARNING TARGET
5.F
Describe strategies for
retrieving memories.
Forgetting and
Understanding
1.B
Explain behavior in
AVAILABLE RESOURCE
LEARNING TARGET §§ Classroom Resource >
5.G Cognition and
Describe strategies for Language
memory improvement and
typical memory errors.
5 Cognitive Psychology
SUGGESTED SKILL
Concept
TOPIC 5.6
Biological Bases
Understanding
1.A
Define and/or apply
concepts.
for Memory
AVAILABLE RESOURCE
§§ Classroom Resource >
LEARNING TARGET
Cognition and 5.H
Language Describe and differentiate
psychological
and physiological
systems of short- and
long-term memory.
Introduction to
Understanding
1.A
Define and/or apply
Problem Solving
LEARNING TARGET
5.I
Identify problem-solving
strategies as well as
factors that influence their
effectiveness.
5.J
List the characteristics
of creative thought and
creative thinkers.
5 Cognitive Psychology
SUGGESTED SKILL
Concept
TOPIC 5.8
Biases and Errors
Understanding
1.B
Explain behavior in
authentic context.
in Thinking
LEARNING TARGET
5.K
Identify problem-solving
strategies as well as factors
that create bias and errors
in thinking.
Introduction to
Understanding
1.C
Apply theories and
Intelligence perspectives in
authentic contexts.
5.M
Discuss how culture
influences the definition of
intelligence.
5.N 5.N.1
Compare and contrast Charles Spearman, intelligence theorist
historic and contemporary
5.N.2
theories of intelligence.
Howard Gardner, intelligence theorist
5.N.3
Robert Sternberg, intelligence theorist
5 Cognitive Psychology
Psychometric
Investigation
3
Analyze psychological
Intelligence Testing
5.Q
Interpret the meaning of
scores in terms of the
normal curve.
5.R 5.R.1
Describe relevant labels Gifted
related to intelligence testing.
5.R.2
Intellectual disability
5 Cognitive Psychology
SUGGESTED SKILL
Concept
TOPIC 5.11
Components of
Understanding
1.C
Apply theories and
perspectives in
authentic contexts. Language and
Language Acquisition
AVAILABLE RESOURCE
§§ Classroom Resource >
Cognition and
Language
LEARNING TARGET
5.S
Synthesize how biological,
cognitive, and cultural
factors converge to facilitate
acquisition, development,
and use of language.
5.T
Debate the appropriate
testing practices, particularly
in relation to culture-fair
test uses.
UNIT 6
Developmental
Psychology
7–9%
AP EXAM WEIGHTING
~9–10
CLASS PERIODS
Developmental
Psychology
Developing Understanding
ESSENTIAL Developmental psychology encompasses the study of the behavior of organisms from
QUESTIONS conception to death. In this unit, students will learn to examine the processes that contribute to
§§ How do we perceive and behavioral change throughout a person’s life. The major areas of emphasis in the course include
understand ourselves? prenatal development, motor development, socialization, cognitive development, adolescence,
and adulthood. Developmental psychologists seek to understand how changes in our biology
and social situations over a lifespan influence our behaviors and mental processes. Development
can be studied from several different perspectives, including biological or cognitive
perspectives. Developmental psychologists may focus on one or more developmental periods
or the entire course of a lifespan, using cross-sectional and longitudinal research methods.
6 Developmental Psychology
UNIT AT A GLANCE
Class Periods
Social Development
6.2 1.C Apply theories and perspectives in
in Childhood authentic contexts.
Cognitive Development
6.3 1.C Apply theories and perspectives in
in Childhood authentic contexts.
Adolescent Development
6.4 1.B Explain behavior in authentic context.
1 6.3 Debate
Have students complete the activity Piaget Meets Santa, which can be found online.
Have them read the given statements and then match them with the appropriate
developmental stage.
3 6.7 Quickwrite
Provide students with a published gender roles experiment and then ask them to identify
the research method and evaluate the ethics of the experiment. Have students summarize
the results of the study and then design a study that can be conducted as a follow-up.
6 Developmental Psychology
SUGGESTED SKILL
Scientific
TOPIC 6.1
The Lifespan and
Investigation
3
Analyze psychological
research studies.
Physical Development
in Childhood
6.B
Discuss the interaction
of nature and nurture
(including cultural variations),
specifically physical
development, in the
determination of behavior.
6.C
Discuss maturation of
motor skills.
Social Development
Understanding
1.C
Apply theories and
in Childhood perspectives in
authentic contexts.
6.E 6.E.1
Identify the contributions Contributions of Albert Bandura, key researcher
of major researchers in in the area of social development in childhood
developmental psychology
6.E.2
in the area of social
development in childhood. Contributions of Diana Baumrind, key researcher
in the area of social development in childhood
6.E.3
Contributions of Konrad Lorenz, key researcher
in the area of social development in childhood
6.E.4
Contributions of Harry Harlow, key researcher
in the area of social development in childhood
6.E.5
Contributions of Mary Ainsworth, key researcher
in the area of social development in childhood
6.E.6
Contributions of Sigmund Freud, key researcher
in the area of social development in childhood
6.F
Discuss the interaction of
nature and nurture (including
cultural variations), specifically
social development, in the
determination of behavior.
6.G
Explain how parenting styles
influence development.
6 Developmental Psychology
SUGGESTED SKILL
Concept
TOPIC 6.3
Cognitive Development
Understanding
1.C
Apply theories and
perspectives in
authentic contexts. in Childhood
6.I 6.I.1
Identify the contributions of Contributions of Lev Vygotsky, key researcher
major researchers in the area in the area of cognitive development
of cognitive development in childhood
in childhood.
6.I.2
Contributions of Jean Piaget, key researcher in
the area of cognitive development in childhood
Adolescent
Understanding
1.B
Explain behavior in
LEARNING TARGET
6.J
Discuss maturational
challenges in adolescence,
including related
family conflicts.
6 Developmental Psychology
SUGGESTED SKILL
Concept
TOPIC 6.5
Adulthood and Aging
Understanding
1.C
Apply theories and
perspectives in
authentic contexts.
6.L
Predict the physical and
cognitive changes that
emerge through the lifespan,
including steps that can be
taken to maximize function.
6.M 6.M.1
Identify the contributions of Contributions of Erik Erikson, key researcher in
key researchers in the area of the area of lifespan development
adulthood and aging.
Moral Development
Investigation
3
Analyze psychological
research studies.
6.O
Compare and contrast models
of moral development.
6 Developmental Psychology
SUGGESTED SKILL
Concept
TOPIC 6.7
Gender and
Understanding
1.A
Define and/or
apply concepts.
Sexual Orientation
LEARNING TARGET
6.P
Describe how sex and gender
influence socialization
and other aspects
of development.
UNIT 7
Motivation,
Emotion, and
Personality
11–15%
AP EXAM WEIGHTING
~16–17
CLASS PERIODS
Motivation, Emotion,
and Personality
Developing Understanding
ESSENTIAL Psychologists use theory to categorize and explain different personalities. These explanations
QUESTIONS have been influenced by the various branches of psychology. Some psychologists study what
§§ What motivates us to motivates us and/or our emotional responses to experiences to understand our individual
think and act the way differences. Other psychologists seek to understand personality, including why different
we do? personalities exist, how they are developed, and if and how they change. Originating from
the psychodynamic perspective, the study of personality involves consideration of behavior
§§ Why do some people
and mental processes and how they interact to produce an individual’s personality. A full
respond to stress
explanation of personality also involves incorporating humanistic and social-cognitive
in a healthier way
perspectives from earlier units.
than others?
§§ Why don’t psychologists
agree? Building Course Skills Preparing for the AP Exam
1.A 1.C 2 3 Students often confuse what it means
Individual differences in various aspects to be panicked versus stressed.
of personality, motivation, and emotion are Teachers can provide students with case
the focus of this unit. Students should be studies and/or real-world opportunities that
comfortable with identifying and explaining will help them understand what it means
how biological structures and physiological to be stressed and how bodies respond
processes help explain behavior or mental to stress, as opposed to being panicked.
processes in relation to motivation, emotion, Students should be able to compare the
and personality. In addition, students will gain psychological and physiological responses
experience evaluating the strengths and to stress and panic.
weaknesses of psychological theories
Students may struggle with accurately
and perspectives relating to motivation
discussing concepts related to personality.
and emotion.
A common mistake is to describe temporary
Students should be able to identify theories aspects of a personality trait rather than
and perspectives about personality, describe personality characteristics. This can be
their strengths and weaknesses, and explain addressed by providing students with
how they apply to behavior and mental multiple opportunities throughout the course
processes. While learning about the different to write about personality, ensuring that
ways personality can be measured, students they are using terminology correctly and
will calculate the appropriate statistic for a appropriately. Questions about research
given data set. Students should also be able methodology and ethical research design in
to explain how data illustrates the different regard to this unit’s content will most likely
theories of motivation, emotion, stress, appear on the exam.
and personality.
UNIT AT A GLANCE
Class Periods
Psychoanalytic Theories
7.6 1.C Apply theories and perspectives in
of Personality authentic contexts.
Humanistic Theories
7.8 1.C Apply theories and perspectives in
of Personality authentic contexts.
1 7.1 Debate
Provide students with a range of behaviors and have them debate which motivation theory
best explains each behavior and why (for example, running a marathon would not be well
explained by drive-reduction theory).
2 7.3 Think-Pair-Share
Have students watch the well-known clip “These pretzels are making me thirsty” from the
show Seinfeld (S3E11). In small groups, have them discuss how facial expressions and
intonation convey emotion. Provide them with other scenarios and have them discuss how
different theorists would explain the emotions conveyed in each scenario.
3 7.5 Jigsaw
Select a fictional character familiar to your students. Have them discuss that character’s
personality in terms of the different psychological perspectives. Then divide students
into groups and have each group select their own character and repeat the discussion.
Students can then share with the class or you can use the jigsaw strategy.
SUGGESTED SKILL
Scientific
TOPIC 7.1
Theories of Motivation
Investigation
3
Analyze psychological
research studies.
7.B 7.B.1
Compare and contrast Drive reduction theory
motivational theories,
7.B.2
including the strengths and
weaknesses of each. Arousal theory (including the Yerkes-Dodson law)
7.B.3
Evolutionary theory of motivation
7.B.4
Maslow’s theory
7.B.5
Cognitive dissonance theory
7.C 7.C.1
Describe classic Motivation system: eating
research findings in
7.C.2
specific motivations.
Motivation system: sex
7.C.3
Motivation system: social
SUGGESTED SKILL
Concept
TOPIC 7.2
Specific Topics
Understanding
1.A
Define and/or apply
concepts.
in Motivation
LEARNING TARGET
7.E
Discuss the biological
underpinnings of motivation,
including needs, drives,
and homeostasis.
Theories of Emotion
Understanding
1.C
Apply theories and
perspectives in
authentic contexts.
7.G
Describe how cultural
influences shape emotional
expression, including
variations in body language.
SUGGESTED SKILL
Concept
TOPIC 7.4
Stress and Coping
Understanding
1.A
Define and/or apply
concepts.
Introduction to
Investigation
3
Analyze psychological
7.J 7.J.1
Identify the contributions Contributions of Alfred Adler, key researcher in
of major researchers in personality theory
personality theory.
7.J.2
Contributions of Albert Bandura, key
researcher in personality theory
7.J.3
Contributions of Paul Costa and Robert
McCrae, key researchers in personality theory
7.J.4
Contributions of Sigmund Freud, key
researcher in personality theory
7.J.5
Contributions of Carl Jung, key researcher in
personality theory
7.J.6
Contributions of Abraham Maslow, key
researcher in personality theory
7.J.7
Contributions of Carl Rogers, key researcher in
personality theory
SUGGESTED SKILL
Concept
TOPIC 7.6
Psychoanalytic
Understanding
1.C
Apply theories and
perspectives in
authentic contexts. Theories of Personality
LEARNING TARGET
7.K
Compare and contrast the
psychoanalytic theories
of personality with other
theories of personality.
Behaviorism and
Understanding
1.C
Apply theories and
Theories of Personality
LEARNING TARGET
7.L
Compare and contrast
the behaviorist and social
cognitive theories of
personality with other
theories of personality.
SUGGESTED SKILL
Concept
TOPIC 7.8
Humanistic Theories
Understanding
1.C
Apply theories and
perspectives in
authentic contexts. of Personality
7.N 7.N.2
Speculate how cultural Collectivistic versus individualistic cultures
context can facilitate or
constrain personality
development, especially as it
relates to self-concept.
Trait Theories of
Understanding
1.C
Apply theories and
Personality perspectives in
authentic contexts.
LEARNING TARGET
7.O
Compare and contrast trait
theories of personality with
other theories of personality.
SUGGESTED SKILL
Concept
TOPIC 7.10
Measuring Personality
Understanding
1.C
Apply theories and
perspectives in
authentic contexts.
UNIT 8
Clinical
Psychology
12–16%
AP EXAM WEIGHTING
~17–18
CLASS PERIODS
Clinical Psychology
Developing Understanding
ESSENTIAL Psychologists who study psychological disorders, along with practitioners who treat
QUESTIONS disorders, often utilize a particular theoretical perspective. Each perspective attempts to
§§ Why is psychological explain the origin of a disorder and/or determine the best method for treatment. These
perspective necessary explanations and treatments build on the history, theories, and perspectives introduced in
in the treatment of the first two units as well as on cognitive psychology in particular. Through observing behavior
disorders? and engaging in discussion that illuminates a client’s thought process, psychologists gather
information and draw conclusions. For some psychologists, a single perspective cannot fully
§§ How are psychological
explain a disorder. This leads them to more integrated perspectives to understand and treat
disorders treated?
psychological disorders.
8 Clinical Psychology
UNIT AT A GLANCE
Class Periods
Introduction to
8.1 1.A Define and/or apply concepts.
Psychological Disorders
Psychological Perspectives
8.2 1.C Apply theories and perspectives in
and Etiology of Disorders authentic contexts.
Neurodevelopmental
8.3 1.B Explain behavior in authentic context.
and Schizophrenic
Spectrum Disorders
Introduction to Treatment of
8.7 1.A Define and/or apply concepts.
Psychological Disorders
Psychological Perspectives
8.8 1.C Apply theories and perspectives in
and Treatment of Disorders authentic contexts.
Evaluating Strengths,
8.10 3 Analyze psychological research studies.
Weaknesses, and Empirical
Support for Treatments
of Disorders
1 8.2 Jigsaw
For each mental illness studied in class, students should explain the illness using
different perspectives. Divide students into groups to study a particular illness from all
perspectives. Then have students switch groups to discuss all illnesses and share the
different perspectives for each. Alternately, divide students into groups to study one
perspective for each disease and then rearrange the groups so that all perspectives
are represented in each group. Have students share with each other their assigned
perspective for each illness.
3 8.10 Debate
Have students debate the criticisms, strengths and weaknesses, and effectiveness of
therapies for mental illness.
8 Clinical Psychology
SUGGESTED SKILL
Concept
TOPIC 8.1
Introduction to
Understanding
1.A
Define and/or apply
concepts.
Psychological
Disorders
8.B
Describe contemporary
and historical conceptions
of what constitutes
psychological disorders.
8.C 8.C.1
Discuss the intersection Confidentiality
between psychology and the 8.C.2
legal system.
Insanity defense
Psychological
Understanding
1.C
Apply theories and
Etiology of Disorders
8.E 8.E.1
Identify the positive and The Rosenhan Study
negative consequences of
diagnostic labels.
8 Clinical Psychology
SUGGESTED SKILL
Concept
TOPIC 8.3
Neurodevelopmental
Understanding
1.B
Explain behavior in
authentic context.
and Schizophrenic
Spectrum Disorders
LEARNING TARGET
8.F
Discuss the major diagnostic
categories, including
neurodevelopmental
disorders, neurocognitive
disorders, schizophrenia
spectrum, and other
psychotic disorders, and their
corresponding symptoms.
Bipolar, Depressive,
Understanding
1.B
Explain behavior in
Obsessive-Compulsive
and Related Disorders
LEARNING TARGET
8.G
Discuss the major diagnostic
categories, including
anxiety disorders, bipolar
and related disorders,
depressive disorders,
obsessive-compulsive and
related disorders, and their
corresponding symptoms.
8 Clinical Psychology
SUGGESTED SKILL
Concept
TOPIC 8.5
Trauma- and Stressor-
Understanding
1.B
Explain behavior in
authentic context.
Related, Dissociative,
and Somatic Symptom
and Related Disorders
LEARNING TARGET
8.H
Discuss the major diagnostic
categories, including
dissociative disorders,
somatic symptom and
related disorders, and
trauma- and stressor-
related disorders and their
corresponding symptoms.
Addictive, and
Personality Disorders
LEARNING TARGET
8.I
Discuss the major diagnostic
categories, including feeding
and eating disorders,
personality disorders, and their
corresponding symptoms.
8 Clinical Psychology
SUGGESTED SKILL
Concept
TOPIC 8.7
Introduction to
Understanding
1.A
Define and/or apply
concepts.
Treatment of
Psychological Disorders
8.K 8.K.1
Identify the contributions of Contributions of Aaron Beck, major figure in
major figures in psychological psychological treatment
treatment. 8.K.2
Contributions of Albert Ellis, major figure in
psychological treatment
8.K.3
Contributions of Sigmund Freud, major figure in
psychological treatment
8.K.4
Contributions of Mary Cover Jones, major
figure in psychological treatment
8.K.5
Contributions of Carl Rogers, major figure in
psychological treatment
8.K.6
Contributions of B. F. Skinner, major figure in
psychological treatment
8.K.7
Contributions of Joseph Wolpe, major figure in
psychological treatment
Psychological
Understanding
1.C
Apply theories and
Treatment of Disorders
8.M
Summarize effectiveness of
specific treatments used to
address specific problems.
8.N
Discuss how cultural and
ethnic context influence
choice and success of
treatment (e.g., factors that
lead to premature termination
of treatment).
8.O
Describe prevention
strategies that build resilience
and promote competence.
8 Clinical Psychology
SUGGESTED SKILL
Scientific
TOPIC 8.9
Treatment of Disorders
Investigation
3
Analyze psychological
research studies.
from the Biological
Perspective
LEARNING TARGET
8.P
Summarize effectiveness of
specific treatments used to
address specific problems
from a biological perspective.
Evaluating Strengths,
Investigation
3
Analyze psychological
UNIT 9
Social
Psychology
8–10%
AP EXAM WEIGHTING
~10–11
CLASS PERIODS
Social Psychology
Developing Understanding
ESSENTIAL In this final unit, psychological concepts and theoretical perspectives are pulled together
QUESTIONS from throughout the course. Social psychology is the study of how other people and groups
§§ How does the bias of influence behavior and mental processes as well as how behavior and mental processes
a researcher affect influence our experiences in social situations. Social psychology also involves the study
their conclusions? of how our perceptions of social situations impact how we interact with others and how
others interact with us. Social psychologists may focus on one aspect of social situations
or interactions and may do so from a variety of theoretical perspectives, including other
integrative perspectives.
9 Social Psychology
UNIT AT A GLANCE
Class Periods
Conformity, Compliance,
9.3 3 Analyze psychological research studies.
and Obedience
1 9.1 Quickwrite
Have students complete “The Fundamental Attribution Error Activity” from the TOPSS Unit
Lesson Plan by Allyson J. Weseley. Provide students with a card or paper that includes an
attribution scale on each side. On one side, have them circle the traits that they identify
with. On the other, have them circle the traits that describe the teacher. Have students
count the number of “depends on the situation” responses on each side and compare
the two.
2 9.3 Debate
Have students read about the Stanford Prison Experiment or watch an excerpt from the
documentary. Then ask students to identify the research methods described and evaluate
the ethics of the experiment. Students can then debate the merits, ethics, and criticism
of the experiment. Include the response to recent criticism published by Zimbardo and
other researchers.
9 Social Psychology
SUGGESTED SKILL
Concept
TOPIC 9.1
Attribution Theory and
Understanding
1.C
Apply theories and
perspectives in
authentic contexts. Person Perception
9.B 9.B.1
Articulate the impact of Gender
social and cultural categories 9.B.2
on self-concept and relations
Race
with others.
9.B.3
Ethnicity
9.C
Anticipate the impact of
self-fulfilling prophecy
on behavior.
Attitude Formation
Investigation
3
Analyze psychological
9.E 9.E.1
Discuss attitude formation Central route to persuasion
and change, including 9.E.2
persuasion strategies and
Peripheral route to persuasion
cognitive dissonance.
9.E.3
Cognitive dissonance
9.E.4
Elaboration likelihood model
9 Social Psychology
SUGGESTED SKILL
Scientific
TOPIC 9.3
Conformity,
Investigation
3
Analyze psychological
research studies.
Compliance, and
Obedience
9.G
Explain how individuals
respond to expectations of
others, including groupthink,
conformity, and obedience
to authority.
Group Influences
Understanding
1.B
Explain behavior in
Mental Processes
9.I 9.I.1
Predict the impact of the Bystander effect
presence of others on 9.I.2
individual behavior.
Social facilitation
9.I.3
Social inhibition
9.I.4
Group polarization
9.I.5
Deindividuation
9.I.6
Diffusion of responsibility
9.I.7
In-group/out-group bias
9.I.8
Reciprocity norms
9.I.9
Social norms
9.I.10
Social traps
9.I.11
Prisoner’s dilemma
9.I.12
Conflict resolution
9.I.13
Superordinate goals
9 Social Psychology
SUGGESTED SKILL
Concept
TOPIC 9.5
Bias, Prejudice, and
Understanding
1.B
Explain behavior in
authentic context.
Discrimination
Altruism and
Understanding
1.B
Explain behavior in
LEARNING TARGET
9.K
Describe the variables
that contribute to altruism
and aggression.
9 Social Psychology
SUGGESTED SKILL
Concept
TOPIC 9.7
Interpersonal
Understanding
1.B
Explain behavior in
authentic context.
Attraction
LEARNING TARGET
9.L
Describe the variables that
contribute to attraction.