Overview
New high school psychology teachers often ask how to design pacing calendars for their psychology classes. Courses can vary in many ways — there are advanced placement classes, international baccalaureate classes, and regular classes, and courses can be one semester or year-long, block or regular schedule. While the National Standards for High School Psychology Curricula contains outlines for psychology courses (see Appendix B), the sample pacing calendars below provide teachers with examples of actual calendars from other psychology teachers. APA does not endorse these calendars, but they are being provided here as examples for teachers to view and consider.
Contact Laura Brandt if you have questions about these calendars.
Advanced Placement, Block schedule, Single semester
Mike McLane
Sterling Heights High School
Sterling, MIAdvanced Placement, Regular schedule, Single semester
Robert Owens
Northwest Guilford senior high school
Greensboro, NCAdvanced Placement, Regular schedule, Full year
Laura Brandt
Adlai E. Stevenson High School
Lincolnshire, ILInternational Baccalaureate, Block schedule, Full year
Marissa Sarabando
Memorial High School
McAllen, TexasRegular Psychology, Block schedule, single semester
Chanda Aves
Ionia High School
Ionia, MI
Advanced placement, block schedule, single semester (McLane)
Mike McLane
Sterling Heights High School
Sterling Heights, Michigan
AP Block Schedule
David Myers: Psychology 8th edition
One Semester- 20 Weeks/ 55 Minute Class Period
Methods domain (Introduction) (Standard area I)
Before Introduction to Domain lecture look over Graphic Organizers:
Day 1: In class: answer questions that follow Domains Lecture
Chapter: Introduction to the history and science of psychology (Standard area 1A1-6)
Read through Chapter Preview Objectives (before chapter discussion):
Day 2-3: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 1-50/ Psychology Textbook
Day 4: In class Review
Day 5: Test over Chapter
After the test read over the key terms and people for the domain
Paper: "Explain how the definition of psychology can be traced back to biology and philosophy. Indicate how these subjects influenced modern thought concerning nature and nurture." Also "Explain why ethics are necessary when conducting an experiment. Why is informed consent vital to participation? Should human subjects be studied at all? What is your position on experiments that involve manipulation of human behavior."
Biopsychological domain (Introduction) (Standard area II)
Neuroscience and Behavior (Standard Area IIA 1-7)
Before Introduction to Domain lecture look over Graphic Organizers
Day 6: In class: answer questions that follow Domain Lecture
Sensation and Perception (Standard Area IIB 1-3)
Before Introduction to Domain lecture look over Graphic Organizers
Day 7: In class: answer questions that follow Domain Lecture
Motivation and Work (Standard Area IIC 1.3.4.5.7)
Before Introduction to Domain lecture look over Graphic Organizers
Day 8: In class: answer questions that follow Domain Lecture
Emotions (Standard Area IIC 2,4,6,7)
Before Introduction to Domain lecture look over Graphic Organizers:
Day 9: In class: answer questions that follow Domain Lecture on pages
Stress and Health (Standard Area (IID 1-4)
Before Introduction to Domain lecture look over Graphic Organizers
Day 10: In class: answer questions that follow Domain Lecture
Review Domain Material
Day 11: Quiz over Introduction to Biopsychological Domain
Chapter: Neuroscience and behavior (Standard area IIA)
Read through Chapter Preview Objectives (before chapter discussion)
Day 12-13: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 53-87 Psychology Textbook
Nature and Nurture Material (Standard Area IIA-6))
Read through Chapter Preview Objectives (before chapter discussion): pages 113-120
During chapter discussion at home: read pages 95-134/ Psychology Textbook
Day 14: In class: chapter discussion: take notes in spiral notebook (1 day)
Day 15: In class Review Activity
Answer Essay Questions
Review all chapter material and Nature/ Nurture material/
Day 16: Test over chapter/ and Nature/ Nurture material
Paper: "Discuss overall how neural communication occurs in the body- include the roles of the nervous and endocrine systems and the process of synaptic transmission. Show how family history plays a role in alcohol and drug addiction. How does alcohol affect neural communication. Using this information explain why drunk driving accidents occur."
Chapter: Sensation and perception (Standard area IIB)
Read through Chapter Preview Objectives (before chapter discussion):
Day 17-18: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 197-266/ Psychology Textbook
Day 19: In class Review Activity
Answer Essay Questions
Review all chapter material
Day 20: Test over Chapter
Paper: "How is tranduction similar to binary code that computers use?" Discuss how you could possibly improve the process of human transduction. Include the principles of perception, sensory adaptation and selective attention."
Chapter: Motivation and work (Standard area IIC)
Read through Chapter Preview Objectives (before chapter discussion
Day 21-22: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 469-506 Psychology Textbook
Review all chapter material
Paper: "How could you improve the "atmosphere" in high school in terms of treating others regarding physical appearance? Explain how negative gestures and behaviors leads to lower self-esteem, lower school performance and possibly eating disorders. Imagine how our school could be if no one made fun of each other."
Chapter: Emotion (Standard area IIC)
Read through Chapter Preview Objectives (before chapter discussion
Day 23-24: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 513-545/ Psychology Textbook
Answer Essay Questions:
Review all chapter material
Paper: "If you had to start a lecture series on the "Benefits of Positive Emotions and its affects on Behavior" how and why would you teach these principles to freshmen in high school? Discuss how you could "control" your emotions based on the biopsychosocial approach."
Chapter: Stress and health (Standard area IID)
Read through Chapter Preview Objectives (before chapter discussion
Day 25: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 549-589/ Psychology Textbook
Review all chapter material
Day 26: In class Review Activity
Review all chapter material
Day 27: Test over Chapter(S): Motivation and Work, Emotions, Stress and Health
Paper: "If you started an ad campaign for preventing heart disease what steps would you take to lower this disease? Discuss coping strategies, health wellness, and stress reduction techniques. How would you get your message across?"
Methods and biopsychological domain review
Review all Domain(S) material/ Analogies of Psychology Book 1 & Psychology Textbook
Look over Key terms and People pages 189-226
Day 28: Midterm over Methods and Biopsychological Domains
Developmental domain (Introduction) (Standard area IIIA)
Developing Person (Standard Area IIIA-1)
Before Introduction to Domain lecture look over Graphic Organizers
Day 29: In class: answer questions that follow Domain Lecture
Personality (Standard Area IIIB 1-3)
Before Introduction to Domain lecture look over Graphic Organizers
Day 30: In class: answer questions that follow Domain Lecture
Review Domain material
Day 31: Quiz over Developmental Domain
Chapter: Developing person (Standard area IIIA 1-4)
Read through Chapter Preview Objectives
Day 32-33: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 139-193/ Psychology Textbook
Day 34: In class Review Activity
Answer Essay Questions
Review all chapter material
Day 35: Test over Chapter
Paper: "Explain how events from childhood affect behavior in adolescence. Discuss how unresolved issues in childhood lead to greater problems later in life. Include the theoretical points of Erikson, Piaget and Kohlberg."
Chapter: Personality (Standard area IIB 1-3)
Read through Chapter Preview Objectives
Day 36-37: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 595-633/ Psychology Textbook
Day 38: In class Review Activity
Answer Essay Questions
Review all chapter material
Day 39: Test over Chapter
Paper: "Analyze and critique the major theories of personality. Identify the strengths of weaknesses of each theory and identify the theory you agree with that explains your personality."
Developmental domain review
Review all Domain material/ Analogies of Psychology Book 2 & Psychology Textbook
Look over Key terms and People pages 75-87Analogies of Psychology Book 2
Day 40: Midterm over Developmental Domain
Cognitive domain (Introduction) (Standard area IV)
States of Consciousness (Standard Area IVD 1-5)
Before Introduction to Domain lecture look over Graphic Organizers
Day 41: In class: answer questions that follow Domain Lecture
Learning (Standard Area IVA 1-5)
Before Introduction to Domain lecture look over Graphic Organizers
Day 42: In class: answer questions that follow Domain Lecture
Memory (Standard Area IVB 1-6)
Before Introduction to Domain lecture look over Graphic Organizers
Day 43: In class: answer questions that follow Domain Lecture
Thinking, Language, and Intelligence (Standard Area IVC 1-5)
Before Introduction to Domain lecture look over Graphic Organizers
Day 44: In class: answer questions that follow Domain Lecture
Review Domain material
Day 45: Quiz over Cognitive Domain
Chapter: States of consciousness (Standard area IVD 1-5)
Read through Chapter Preview Objectives
Day 46: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 271-309/ Psychology Textbook
Answer Essay Questions
Review all chapter material
Paper: "Discuss how stimulants, depressants, and hallucinogens affect transmission of neurotransmitters. How does this information influence your decision not to use certain drugs. Discuss why addiction and withdrawal symptoms involve over and under production of neurotransmitters. Put together a brief statement that could be passed out to freshman that discuss these findings and the dangers associated with certain drugs."
Chapter: Learning (Standard area IVA 1-5)
Read through Chapter Preview Objectives
Day 47-48: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 313-343/ Psychology Textbook
Answer Essay Questions
Day 49: In class Review Activity
Review all chapter material
Day 50: Test over Chapter(S): States of Consciousness and Learning
Paper: "Explain how too much extra credit could hinder intrinsic motivation to learn material. Use the principles of Operant conditioning to support your answer. Also discuss how electrical fences for dogs utilize the principles of classical conditioning. Are these fences ethically correct?"
Chapter: Memory (Standard area IVB 1-6)
Read through Chapter Preview Objectives
Day 51-52: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 349-391/ Psychology Textbook
Answer Essay Questions
Review all chapter material
Paper: "Explain why "cramming" is not a good idea for preparing for the AP National exam. Why in this course do we study the material in different approaches and different times? How is this similar to the suggestion made in this chapter?"
Chapter: Thinking, language, and intelligence (Standard area IVC 1-5)
Read through Chapter Preview Objectives
Day 53-54: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 395-464/ Psychology Textbook
Answer Essay Questions
Day 55: In class Review Activity
Review all chapter material
Day 56: Test over Chapter(S): Memory and Thinking, Language, and Intelligence
Paper: "Are standardized test for high school students biased? How would you correct these biases? How could you construct a test that includes the ideologies of everybody represented?"
Cognitive domain review
Review all Domain material/ Analogies of Psychology Book 2 & Psychology Textbook
Look over Key terms and People: pages 217-238
Day 57: Midterm over Cognitive Domain
Variations in individual and group behavior domain (Introduction) (Standard area V)
Introduction to Psychological Disorders (Standard Area VA 1-4)
Before Introduction to Domain lecture look over Graphic Organizers
Day 58: In class: answer questions that follow Domain Lecture
Therapy (Standard Area VB 1-3)
Before Introduction to Domain lecture look over Graphic Organizers
Day 59: In class: answer questions that follow Domain Lecture
Social Psychology (Standard Area VC 1-3)
Before Introduction to Domain lecture look over Graphic Organizers
Day 60: In class: answer questions that follow Domain Lecture
Review Domain material
Day 61: Quiz over Variations in Individual and Group Behavior Domain
Chapter: Psychological disorders (Standard area VA 1-4)
Read through Chapter Preview Objectives
Day 62-63: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 639-680/ Psychology Textbook
Answer Essay Questions
Review all chapter material
Paper: "Do labels applied to people with symptoms of psychological disorders become beneficial or harmful. Does labeling lead to expected behavior and acted- out symptoms? Does it affect the outcomes of therapy?"
Chapter: Therapy (Standard area VB 1-3)
Read through Chapter Preview Objectives
Day 64-65: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 685-719/ Psychology Textbook
Answer Essay Questions
Day 66: In class Review Activity
Review all chapter material
Day 67: Test over Chapter(S): Psychological Disorders and Therapy
Paper: "Discuss if the use of drug therapy is being over used. Explain the benefits and disadvantages of drug therapy. Include people of genetic predispositions vs. environmental factors in terms of developing psychological disorders. Explain how the combination of behavior and drug therapy could be beneficial."
Chapter: Social psychology (Standard area VC 1-3)
Read through Chapter Preview Objectives
Day 68-69: In class: chapter discussion: take notes in spiral notebook (2-3 days)
During chapter discussion at home: read pages 723-767/ Psychology Textbook
Answer Essay Questions
Day 70: In class Review Activity
Review all chapter material
Day 71: Test over Chapter
Paper: Discuss how you could make our school a "friendlier" environment. Use the content of this chapter to set-up a list of "underlying assumptions" that students need to understand before stepping foot in "our" school. Also discuss how an insecure identity factors into prejudice behavior. Relate this to high school students.
Variations in individual and group behavior domain review
Review all Domain material/ Analogies of Psychology Book 3 & Psychology Textbook
Look over Key terms and People pages 101-114
Day 72: Midterm over Variations in Individual and Group Behavior Domain
AP Psychology final exam review and national review
Read "Top 10 Lists" pages: 117-131
Read "Ultimate Review" pages: 133-140
Look through the materials- especially the chapters that you found difficult
Day 73: Final Exam
AP National Exam
Advanced placement, block schedule, single semester (Owens)
| Northeast Senior High
Winter/Spring 2007 Syllabus Coach Owens AP Psychology |
| Week/
Dates | Mon | Tue | Wed | Thu | Fri | |
| Methods Domain
Introduction & Research Methods IA-1,4-6 | Jan.
22-26 | Last Day
| Teacher
Workday | Text books
issued, class outline, syllabus, parental information | History and
Approaches: Logic, Philosophy and the History of Science | History and
Approaches: Biological |
| Methods Domain
Introduction & Research Methods IA-1,4-6 | Jan. 29-
Feb. 2 | History and
Approaches: Behavioral | History
and Approaches: Cognitive | History
and Approaches: Humanistic | History and
Approaches: Psychodynamic | TEST:
History and Approaches Biological Bases of Behavior: Physiological Techniques |
| Biopsychological Domain
Biological Bases of Behavior IIA 1-7 | Feb.
5-9 | Biological
Bases of Behavior: Neuro- anatomical | Biological Bases
of Behavior: Functional Organization of the Nervous System | Biological
Bases of Behavior: Neural Transmission | Biological Bases
of Behavior: Endocrine system | Biological
Bases of Behavior: Genetics |
| Cognitive Domain
Memory Thinking & Language IVB 1-6 IVC 1-5 | Feb.
12-16 | TEST:
Biological Bases of Behavior Cognition | Cognition:
Memory | Cognition:
Language Early Dismissal | Cognition:
Thinking | Cognition:
Problem Solving and Creativity |
| Biopsychological
Domain Motivation & Emotion IIC 1-7 | Feb.
19-23 | TEST:
Cognition: Motivation and Emotion: biological | Motivation
and Emotion: Theories of Motivation | Motivation
and Emotion: Hunger, Thirst, Sex, and Pain | Motivation
and Emotion: Social Motives | Motivation and
Emotion: Theories of Emotion |
Biopsychological Domain
Biopyschological Domain
| Feb. 26-
Mar. 2 | Teacher
Workday | Motivation
and Emotion: Stress | TEST:
Motivation and Emotion: Sensation and Perception: thresholds | Sensation and
Perception: Sensory mechanisms | Sensation and
Perception: Sensory adaptation |
Biopyschological Domain
Cognitive Domain
| Mar.
5-9 | Sensation
and Perception: Attention | Sensation and Perception: Perceptual
Processes | TEST:
Sensation and Perception: Learning: Classical Conditioning | Learning:
Operant Conditioning | Learning:
Cognitive Pocesses in Learning |
Cognitive Domain
Developmental Domain
| Mar.
12-16 | Learning:
Biological Factors | Learning:
Social Learning | TEST:
Learning: Developmental Psychology: Life-span Approach Early Dismissal | Developmental
Psychology: Research Methods | Developmental
Psychology: Heredity Environment |
| Mar.
19-23 | Developmental
Psychology: Developmental Theories | Developmental Psychology:
Sex Roles; Sex Differences | Developmental
Psychology: Dimensions of Development | TEST:
Developmental Psychology Abnormal Psychology: Theories | Abnormal
Psychology: diagnosis of psychopathology | |
| Variations in
Individual and Group Behavior Domain Psychological Disorders VA 1-4 | Mar.
26-30 | Abnormal
Psychology: Anxiety Disorders | Abnormal
Psychology: Somatoform Disorders | Midterm
| Midterm
| Teacher
Workday |
| Variations in
Individual and Group Behavior Domain Psychological Disorders VA 1-4 | Apr.
9-13 | Abnormal
Psychology: Mood and Dissociative Disorders | Abnormal
Psychology: Schizophrenic Disorders | Abnormal
Psychology: Organic and Personality Disorders | TEST:
Abnormal Psychology: Social Psychology: Group Dynamics | Social
Psychology: Attribution Processes |
| Variations in
Individual and Group Behavior Domain Social & Cultural Dimensions of Behavior VC 1-3 | Apr.
16-20 | Social
Psychology: Interpersonal Perception | Social
Psychology: Conformity, Compliance, and Obedience | Social
Psychology: Organizational Behavior | Social
Psychology: Aggression and Antisocial Behavior | TEST:
Social Psychology: Research Methods: Experimental, Correlational, and Clinical Research |
Methods Domain
Variations in
| Apr.
23-27 | Research
Methods: Statistics; Descriptive and Inferential | Research
Methods: Ethics in Research | TEST:
Research Methods: Personality: Personality Theories and Approaches | Personality:
Assessment Techniques | Personality:
Self-concept and Self-esteem |
Variations in
Individual
| Apr. 30-
May 4 | Personality:
Growth and Adjustment | TEST:
Personality: Testing and Individual Differences: Standardization and Norms | Testing and
Individual Differences: reliability and validity | Testing and
Individual Differences: Types of Tests | Testing and
Individual Differences: Ethics and Standards |
| Cognitive Domain
Individual Differences IVE 4 | May
7-11 | Testing
and Individual Differences: Intelligence | Testing and
Individual Differences: Heredity/ Environment | Testing and
Individual Differences: Human Diversity | TEST:
Testing and Individual Differences: Treatment of Psychological Disorders: Insight Therapies | Treatment of
Psychological Disorders: Behavioral Approach |
| Variations in
Individual and Group Behavior Domain Treatment of Psychological Disorders VB 1-2 | May
14-18 | Treatment of Psychological
Disorders: cognitive approaches | Treatment of
Psychological Disorders: Biological Approaches | Treatment of Psychological Disorders:
Modes of Therapy | Treatment of
Psychological Disorders: Community and Prevention | TEST:
Treatment of Psychological Disorders |
| Cognitive Domain
States of Consciousness IVD 1-4 | May
21-25 | Holiday | States of Consciousness:
Sleep | States of Consciousness: Hypnosis | States of
Consciousness: Psychoactive Drug Effects | TEST:
States of Consciousness |
| May 28-
June 1 | Manson
Murders: Power Point | Manson
Murders: Power Point | Manson
Murders: Video | Manson
Murders: Video | Manson
Murders: Video | |
| June
4-8 | Exam review | Exam review | Exam review | Exam review | EXAMS | |
| June
11-15 | Snow make-up | Snow make-up | Snow make-up | Snow make-up | Snow make-up |
Advanced placement, block schedule, single semester (Brandt)
AP Psychology
Adlai E. Stevenson High School
Laura Brandt
Fall 2007
1 year course (50 minutes per day)
Course Schedule (time) (National Standards key)
Social Psychology (3 weeks) (VC)
Social Influence (VC-1/2/3)
Cooperation vs. Competition (VC-2.2)
Obedience (VC-3.4)
Conformity (VC-3.4)
Group processes (VC-2)
Social Cognition (VC-3)
Attitudes (VC-3)
Social Perception (VC-1.3)
Interpersonal Attraction (VC-3.7)
History/Careers/Theories (2 weeks) (1A)
Relation to other Social Sciences (1A-6.1)
Foundations of Psychology (1A-6.3)
Historical Theories of Psychology (1A-1.1)
Evolution of Psychology (1A-6.4)
Fields within Psychology (1A-2)
Research and Statistics (2 weeks) (1A)
Methods of research (Application/Advantages/Disadvantages) (1A-3)
Conducting Experiments (1A)
Descriptive and Inferential Statistics (1A-4.1/4.4)
Reliability and Validity (1A-4.1)
Ethical guidelines to conducting good research (1A-5)
Biological Bases of Behavior (3 weeks) (IIA)
Division of the nervous system (IIA-2)
Structure and communication of neurons (IIA-1)
Endocrine system (IIA-5.1)
Midbrain/Hindbrain/Forebrain (IIA-3.1)
Plasticity (IIA-3.3)
Functions of the brain (IIA-3.1)
Sensation/Perception (3 weeks) (IIB)
Structure of the eye (IIB-1.2)
Theories of color vision (IIB-1.3)
Structure of the ear (IIB-1.2)
Olfaction and Gustation (IIB-1.2)
Absolute and Difference thresholds (IIB-1.1)
Gestalt Principles (IIB-2.1)
Depth Perception (IIB-2.2)
Visual Illusions (IIB-2.1)
Bottom-Up vs. Top-Down processing (IIB-2.3)
Attention (IIB-3)
Consciousness (1 week) (IVD)
Stages of Sleep (IVA-2)
Sleep disorders (IVA-3)
Classification of drugs (IVA-4.2)
Long and short-term effects of drugs (IVA-4.1)
Learning (1.5 weeks) (IVB)
Classical Conditioning (IVB-1)
Operant Conditioning (IVB-3)
Cognitive learning (IVB-3.1)
Observational Learning (IVA-4.1)
Memory (1.5 weeks) (IVB)
Encoding/Storage/Retrieval (IVB-1)
Recall vs. Recognition (IVB-3)
Forgetting (IVB-3.1)
Sensory/Short-Term and long-term memory (IVB-2)
Retrieval cues (IVB-3)
Interference (IVB-3.3)
2nd Semester
Cognition (1.5 weeks) (IVC-2)
Heuristics vs. Algorithms (IVC-2.1/2.3)
Schemas (IVC-2.1)
Problem-Solving (IVC-2.2)
History of Intelligence testing (IVE-3.2)
Good test construction (IVE-1.2)
Theories of Intelligence (IVE-3.2)
Advantages and disadvantages of I.Q. testing (IVE-4.2)
Multiple Intelligences (IVE-3.2)
Development and Language (4 weeks) IIIA/IVC-3)
Components of Language (IVC-3.1)
Grammar and Syntax (IVC-3.2)
Acquisition of Language (IVC-4.1)
Prenatal development (IIIA-1.1)
Piaget (IIIA-3.1)
Kohlberg (IIIA-3.1)
Erikson (IIIA-3.1)
Gender Roles (IIIA-3.2)
Attachment (IIIA-3.1)
Adulthood and Aging (IIIA-2.1)
Motivation/Emotion (2.5 weeks) (IIC-1/IIC-6)
Theories of Emotion (IIC-6.1)
Hunger motivation (IIC-2)
Maslow's hierarchy (IIC-3)
Achievement motivation (IIC-4.1)
Cultural standards of emotion (IIC-4.1)
Physical attributes of emotion (IIC-4.1)
Personality and Stress (3 weeks) (IIIB)
Psychodynamic Theory (IIIB-2.2)
Trait Theory (IIIB-3.2)
Social-Cognitive Theory (IIIB-2.1)
Humanistic theory (IIIB-2.1)
Projective tests (IIIB-3.1)
Physiological stressors (IID-2.1)
Personality types (IID-1.1)
Measuring stress (IID-1.1)
Coping with stress (IID-4.1)
Disorders and Treatment (3 weeks) (VA)
Identifying illness (VA-1.1/1.4)
Anxiety Disorders (VA-3.1)
Somatoform Disorders (VA-3.1)
Mood Disorders (VA-3.1)
Personality Disorders (VA-3.1)
Dissociative Disorders (VA-3.1)
Psychotic Disorders (VA-3.1)
DSM-IV (VA1)
Psychodynamic Therapy (VB-1)
Behavioral Therapy (VB-1)
Humanistic Theory (VB-1)
Group Therapy (VB-1)
Cognitive Therapy (VB-1)
Biological Treatments (VB-1)
International baccalaureate, block schedule, full year (Sarabando)
Marissa Sarabando
Memorial High School
McAllen, Texas
Notations in bold italics refer to National Standards alignment.
My IB classes meet on an A/B alternating block schedule. I meet with students for 90 minutes either two or three times per week. Here is my syllabus for the students in the second year of psychology (Psychology HL):
First six weeks: Research methods
Week 1
Internal Assessment Details
Research Methods Review 1A-3
Surveys and Interviews 1A-3.3
Types, Strengths and Limitations
Creating, Conducting, Analyzing a Survey 1A-3.3
Week 2
Evaluating the Survey experience
Presenting results — graphing data IA-4.1
Naturalistic Observation IA-3.3
Types, Strengths and Limitations IA-3.3
Planning a group observation
Week 3
Discussion of Observation Project
Evaluation of the observation experience
Case Studies IA-3.3
Types, Strengths and Limitations IA-3.3
Correlations and non-experimental research IA-4.3
Quasi-experiments IA-3.1
Week 4
The Experiment revisited IA-3.1
Exam: Research Methods
Week 5
Internal Assessment Topics chosen
Components of Internal Assessment
Introduction and Consent Forms IA-5
Psychological Perspective Refresher IA-1.1
Research and methodology by perspectives IA-1.1
Week 6
Internal Assessment Group Planning
Methods Section Review
Finalizing experiment procedure IA-3.1
Second six weeks: Humanistic perspective: Assumption #1
Week 1
Practice Experiment run throughs
Final preparations for experiment
Origins of the Humanistic Perspective IA-1.1
Carl Rogers and the Self IA-6
Week 2
Experiment Week
Abraham Maslow and Hierarchy of Needs IA-1.1, IA-6
Week 3
Frankl's Logotherapy IA-1.1, IA-6
Existentialism
Internal Assessment Data Collection -- group work
Review Results and Discussion sections
Week 4
Results sheet for complete debriefing
Exam: Humanism and Existentialism
Week 5
Humanism and Positive Psychology IA-1.1, IA-6
Origins of Positive Psychology
Positive Subjective Well-being
Happiness and Faith
Week 6
Optimism
Quiz on well-being, happiness, faith
Flow and microflow experiences
Third six weeks
Week 1
Hope and Health IA-6.4
Ingredients of Hope
Friendship VC-3.7
Function and features of friendship VC-3.7
Exam: Humanism
Week 2
Perspectives Revisited IA-1, IA-6
Origins, Assumptions, Philosophy, Methods, Researchers
Internal Assessment -- final consultation
Week 3
The Psychodynamic Perspective IIIB-2.1, 2.2
Psychoanalysis and Sigmund Freud IVB-1
Thanksgiving Holidays
Week 4
Freud and Personality IIIB-2.1, 2.2
Psychosexual Stages of Development IIIA-3.1
Defense Mechanisms
Week 5
Projective Tests IIB-3
Finding the Unconscious IVD-1.2
Evaluating Freud and Psychoanalysis
The Neo-Freudians: Adler, Jung, Horney, Erikson
Exam — Psychodynamic perspective
Week 6
Final Exams Week
Review for Final Exams
Fourth six weeks: Abnormal psychology — Option #2
Week 1
What is abnormal? VA-3.1
Classification Systems and criticisms VA-3.1
Early views on abnormal behavior
Culture Bound Syndromes
Sociocultural issues and mental illness VA-4.1
Etiology of Disorders — overview VA-1.4
Week 2
Anxiety Disorders VA-3.1
Generalized Anxiety, Panic Disorder, Phobic Disorder, PTSD, OCD VA-3.1
Etiology of Anxiety Disorders VA-1.4
Mood Disorders VA-3.1
Depression, Dysthymia, Seasonal Affective Disorder, Bipolar Disorder, Post-partum Depression VA-3.1 Etiology of Mood Disorders VA-1.4
Week 3
Schizophrenia VA-3.1
Types of Schizophrenia
Etiology of Schizophrenia VA-1.4
Week 4
Dissociative Disorders VA-3.1
Somatoform Disorders VA-3.1
Personality Disorders VA-3.1
Week 5
Exam on Abnormal Psychology
Planning for the Psychology Fair
Evaluation and preparation
Week 6
Treatment of Mental Illness VB-1
Early Treatment of the Mentally Ill
Treatment in other parts of the world VA-4.1
Fifth six weeks: Treatment of mental illness VB-1 (all)
Week 1
Biomedical Treatments
Psychopharmacology, psychosurgery, shock treatment
Evaluation of biomedical treatments
Week 2
Behavioral Treatments
Connection with conditioning and social learning
Evaluation of Behavioral treatments
Week 3
Preparations for the Psychology Fair
Psychology Fair debriefing and suggestions for next year
Week 4
Cognitive Treatments
Evaluation of Cognitive Treatments
Week 5
Humanistic Treatments
Client-centered therapy
Group and Family therapy
Evaluation of Humanistic Treatments
Week 6
Evaluation of Psychoanalytic Treatment
Therapy skits — overview
Group work and development
Sixth six weeks
Week 1 VB-1
Therapy Skits
What is the best type of therapy?
Evaluation of therapy
Treatment of Minority Groups
Levels of treatment
Use of folk remedies
Cultural Competency and treatment
Week 2
Exam — Treatment and Mental Illness
Review: The Biological Perspective
Week 3
Review: The Behavioral Perspective
Review: The Cognitive Perspective
Review: The Humanistic Perspective
Week 4
Review: The Psychodynamic Perspective
Review: Social Psychology
Week 5
IB Exams
Review for Exams in class
Week 6
Final Exams Week
Review for Final Exams
Regular psychology, block schedule, single semester (Aves)
Mrs. Chanda Aves
Ionia High School
Ionia, Michigan
All weeks are 5 days unless otherwise indicated
Textbook: Wade and Tavris Invitation to Psychology, 2nd Ed.
4X 4 Block, regular level psychology, 90 minutes each meeting day
Ionia High School, Ionia Michigan
Week 1 — August 25 (2 days)
Topic/Major Concepts covered:
Standard Area: 1A:1-6
Unit 1 — The Psychological Perspectives & Research
Benchmarks: Present a brief overview of psychology's subject matter, early history, and current theoretical approaches and explore the research methods and ethics that guide sociological research.
Week 2 — August 29 (4 days)
Topic/Major Concepts covered:
See Week 1
Week 3 — September 6 (4 days)
Topic/Major Concepts covered:
Standard Area: IIA: 1-7
Unit 2 — The Nervous System and Brain
Benchmarks: Outline the ways in which parts of the nervous system are organized into systems, as well as to differentiate the locations and functions of various brain parts. Emphasis will also be placed on related brain issues like sleeping, gender differences, and activity measurement techniques.
Week 4 — September 12
Topic/Major Concepts covered:
See Week 3
Week 5 — September 19
Topic/Major Concepts covered:
Standard Area: IIIA: 1-4
Unit Three — Human Development
Benchmarks: Outline the cognitive, physiological, moral, developments throughout the life span.
Week 6 — September 26
Topic/Major Concepts covered:
Standard Area: IIIB: 1-3
Unit Four — Theories of Personality
Benchmarks: Examine competing theories of personality development, with emphasis on their historical contexts and relation to one another.
Week 7 — October 3
Topic/Major Concepts covered:
See Week 6
Week 8 — October 10
Topic/Major Concepts covered:
Standard Area: IVB: 1-6
Unit Five — Memory
Benchmarks: Discuss the processes of memory and issues related to its faultiness.
Week 9 — October 17
Topic/Major Concepts covered:
See Week 8
Week 10 — October 24
Topic/Major Concepts covered:
Standard Area: IVA: 1-5
Unit Six — Learning through Conditioning
Benchmarks: Explore the theories of classical and operant conditioning, with emphasis on evaluating them for applicability to real life and human behavior.
Week 11 — October 31
Topic/Major Concepts covered:
See Week 10.
Week 12 — November 7
Topic/Major Concepts covered:
Standard Area VA 1-4
Unit Seven — Abnormal Psychology
Benchmarks: Examine several different categories of psychological disorders along with their causes, varieties, treatments, and related issues. Emphasis will also be placed on issues of overdiagnosis.
Week 13 — November 14
Topic/Major Concepts covered:
See Week 12.
Week 14 — November 21
Topic/Major Concepts covered:
See Week 12
Week 15 — November 28
Topic/Major Concepts covered:
Standard Area: VB: 1-3
Unit Eight — Approaches to Therapy
Benchmarks: Examine approaches to therapy, focusing on their relation to personality theories and methodology.
Week 16 — December 5
Topic/Major Concepts covered:
See Week 15
Week 17 — December 12
Topic/Major Concepts covered:
Standard Area IIC: 2,4,6, 7 and IID: 1-4
Unit Nine — Emotions, Stress, and the Body
Benchmarks: Explore the universality of emotion along with the culturally determined ways of expressing them, plus how they relate to psychological stress and accompanying physiological responses.
Week 18 — January 3
Topic/Major Concepts covered:
See Week 17
Week 19 — January 9
Topic/Major Concepts covered:
Standard Area: IVE: 1-4
Unit 10 — Intelligence
Benchmarks: Explore the definition of intelligence and examine the validity and implications of intelligence tests.
